TUSD1 - TUSD Governing Board Meeting 3.4.2025 — March 04, 2025

Meeting Details

Date: March 04, 2025
Meeting Type: Governing Board Regular Meeting
Time: 04:30 PM
Location: Duffy Community Center
Video: YouTube

People and Organizations Mentioned

Persons

Organizations

Transcript

0:20 ▶ test

0:22 ▶ test good evening I'd like to call the

0:25 ▶ meeting of the Tucson unified governing

0:27 ▶ board to order a roll call please

0:32 ▶ M here Mr Romeo here Dr Ravi here miss

0:38 ▶ Luna Rose here miss extrom

0:41 ▶ here uh next um I'd like to let everyone

0:44 ▶ know that we do have interpretation

0:46 ▶ Services if

0:48 ▶ needed uh next we'll do our land

0:50 ▶ acknowledgement statement and that's

0:52 ▶ given by Kendra

0:55 ▶ Harland Kendra hi Kendra I'm going to

0:58 ▶ say a little bit about you before you

1:00 ▶ begin Kendra is a fourth grade student

1:03 ▶ in Mrs in Miss Peralta's class at Kio K

1:07 ▶ through 5 Magnet School Kendra is a

1:09 ▶ hardworking and kind student outside of

1:12 ▶ her regular school day Kendra

1:14 ▶ participates in the school band and

1:16 ▶ plays clarinet and has participated in

1:19 ▶ our annual Las posadas outside of school

1:23 ▶ she likes to play softball basketball

1:25 ▶ and ride her bike Kendra has also

1:28 ▶ participated in the Bosco Yaki Easter

1:30 ▶ ceremonies as an angel Kendra is kind to

1:34 ▶ others and is a leader on campus Kio is

1:37 ▶ proud of her hard work and dedication to

1:40 ▶ both her academics and her contributions

1:43 ▶ to the

1:43 ▶ community so go ahead Kendra whenever

1:46 ▶ you're

1:47 ▶ ready on behalf of the governing board

1:49 ▶ of the Tucson Unified School District I

1:52 ▶ Kendra harand acknowledge that the

1:54 ▶ schools buildings and Facilities of the

1:56 ▶ Tucson Unified School District reside on

2:00 ▶ the ancestoral homeland of the Dona atam

2:03 ▶ nation and the ferally recognized tribal

2:06 ▶ land of the Pasco Yaki tribe thank you

2:10 ▶ Kendra have a great rest of your school

2:14 ▶ year thank

2:21 ▶ you next we have the Pledge of

2:23 ▶ Allegiance and that is going to be given

2:26 ▶ by Elena boroa

2:33 ▶ Elena attends Safford Pre K through 8

2:37 ▶ school Elena is a bright and

2:40 ▶ enthusiastic preschooler at Safford prek

2:43 ▶ through 8 she loves to dance and play

2:46 ▶ her favorite color is pink and she is a

2:49 ▶ fantastic big sister she regular

2:52 ▶ regularly leads our entire prek through

2:54 ▶ 8 campus in the Pledge of Allegiance

2:57 ▶ with confidence and a great big smile

3:00 ▶ her leadership and school spir spirit at

3:02 ▶ such a young age make her a true gift to

3:05 ▶ Safford we are so proud to have her

3:07 ▶ represent our school at the board

3:09 ▶ meeting so if you could all rise and

3:12 ▶ then whenever you're ready

3:17 ▶ Elena I pledge

3:20 ▶ alance to the flag of United States of

3:26 ▶ America and to the Republic

3:30 ▶ for which it stands one nation under God

3:36 ▶ indivisible with liberty and justice for

3:42 ▶ [Applause]

3:45 ▶ all Elena that was amazing thank you so

3:54 ▶ much Ador I know

4:01 ▶ uh next we'll move on to agenda

4:04 ▶ adjustments Dr

4:06 ▶ Trio yes uh president extra members of

4:09 ▶ the governing board we have a packed

4:10 ▶ agenda tonight uh we also have some

4:13 ▶ guests here with our families for some

4:15 ▶ administrative appointments so I'd like

4:17 ▶ to request that items 6.1 and

4:20 ▶ 6.2 uh follow the superintendent report

4:23 ▶ and then of course we have a very

4:24 ▶ important maintenance and operations

4:26 ▶ budget study session I'd also like to

4:28 ▶ ask at 72

4:30 ▶ uh follow the hiring recommendations to

4:33 ▶ the board

4:34 ▶ 6162 and then 72 uh right after the

4:37 ▶ superintendence report I also have a

4:39 ▶ couple of agenda adjustments to follow

4:41 ▶ directly after the call to the audience

4:44 ▶ um we have some folks out here tonight

4:46 ▶ uh very interested in our desegregation

4:48 ▶ study session number two I'd like to

4:50 ▶ move that one immediately following the

4:52 ▶ call to the audience and then of course

4:54 ▶ our exed

4:56 ▶ reconfiguration uh report to the board

4:58 ▶ 7.3 also immediately following the call

5:01 ▶ to the

5:03 ▶ audience okay thank you next is

5:05 ▶ superintendent

5:09 ▶ report yes president extra members of

5:11 ▶ the governing board um welcome everybody

5:14 ▶ in house tonight watching us online from

5:17 ▶ home wherever you are in the beautiful

5:19 ▶ Tucson Community uh here is an update uh

5:23 ▶ coming from the superintendent's office

5:25 ▶ the great sights and sounds of the

5:26 ▶ district over the last couple of weeks I

5:28 ▶ want to congratul at and celebrate the

5:31 ▶ outstanding achievements of the Bonas

5:33 ▶ elementary girls basketball team this

5:35 ▶ talented group of student athletes not

5:37 ▶ only went undefeated in their regular

5:39 ▶ season securing first place in the

5:41 ▶ district but they also triumphed in the

5:43 ▶ Ros Scrooge cougar classic defeating the

5:46 ▶ home team Ros Scrooge in a thrilling

5:48 ▶ championship match principal Frankie

5:51 ▶ shioon is proud of the team's

5:53 ▶ accomplishments as their hard work

5:55 ▶ dedication and sportsmanship reflect the

5:58 ▶ values fostered at bonus this success

6:01 ▶ also serves as a wonderful feather in

6:04 ▶ the cap of Coach uh RC Hannah who has

6:07 ▶ been a dedicated coach and has served

6:08 ▶ for many years as the attendance Tech at

6:11 ▶ Bonas coach Hannah's retiring at the end

6:14 ▶ of the school year and this Victory is a

6:16 ▶ fitting tribute to her years of

6:18 ▶ commitment and Leadership we're all

6:21 ▶ incredibly proud of the team and Coach

6:23 ▶ Hannah and congratulate them on this

6:26 ▶ welld deserved Victory how about a round

6:28 ▶ of applause for Bon elementary girls

6:31 ▶ [Applause]

6:35 ▶ basketball I had a wonderful time

6:38 ▶ visiting ler kees for love of reading uh

6:41 ▶ which was among several schools I

6:42 ▶ visited uh I really want to thank paty

6:44 ▶ corday she's a library assistant at lar

6:46 ▶ Kitty she easily has one of the most

6:48 ▶ beautifully decorated libraries for love

6:51 ▶ of reading that I've seen around the

6:53 ▶ district I always enjoy going there

6:56 ▶ every single year uh I want to thank uh

6:58 ▶ py and of course Marisa Salo the

7:00 ▶ principal for their kind invitation

7:03 ▶ which has kind of become a yearly

7:04 ▶ tradition for me uh to head out there

7:06 ▶ for love of reading uh had an

7:08 ▶ opportunity also to tour the school to

7:11 ▶ meet some of our newly arrived

7:12 ▶ International teachers uh and then of

7:15 ▶ course to uh interact with some of our

7:16 ▶ staff members uh our exed uh Team out

7:20 ▶ there and of course our Early Education

7:23 ▶ uh programming team that's out there as

7:24 ▶ well uh I also had an opportunity to

7:27 ▶ visit mccorkel K8

7:30 ▶ pleasantly and surprisingly greeted by a

7:32 ▶ wonderfully articulate group of student

7:34 ▶ leaders representing the student council

7:37 ▶ I had a very informative tour of U aoral

7:40 ▶ K8 uh we walked through a variety of the

7:43 ▶ K5 classrooms a 68 classrooms and our

7:46 ▶ student leaders uh had no shortage of

7:49 ▶ feedback to give me about uh cafeteria

7:53 ▶ food and tardiness and wearing

7:56 ▶ IDs uh and school start times end times

7:59 ▶ suggestions for transportation and of

8:02 ▶ course weighing in on facilities issues

8:04 ▶ like hot classrooms and what we can do

8:07 ▶ to make classrooms a little bit cooler

8:09 ▶ so very very informative time with the

8:12 ▶ student leaders out there at mccorkel uh

8:14 ▶ who are getting ready for their the eth

8:16 ▶ graders at least are getting ready for

8:18 ▶ their spring trip to SeaWorld uh where

8:21 ▶ they did promise me that they were going

8:22 ▶ to focus Less on the rides at SeaWorld

8:26 ▶ and focus more on the educational

8:28 ▶ aspects of business visting the park

8:30 ▶ learning about all the different

8:31 ▶ habitats so I will take them at their

8:33 ▶ word um and I want to thank principal

8:35 ▶ Diana Harris for welcoming me out there

8:37 ▶ for the visit a few weeks back I had an

8:41 ▶ opportunity to meet with all of our um

8:43 ▶ extremely passionate and deduc educated

8:46 ▶ exed service providers uh we held an

8:49 ▶ exceptional education Forum out at

8:51 ▶ Catalina High School uh co-hosted by Dr

8:53 ▶ Sabrina salmon and of course art Mendoza

8:56 ▶ representing tea leadership I want to

8:58 ▶ thank art

9:00 ▶ uh for his participation and co-

9:01 ▶ facilitating that event uh and for our

9:04 ▶ employee relations director might Cella

9:06 ▶ her support uh talked about uh the role

9:09 ▶ of Medicaid and we'll hear a little bit

9:11 ▶ about that tonight uh in the Public

9:13 ▶ Presentation and its support for um exed

9:17 ▶ funding we talked about hr's role in

9:19 ▶ really making sure that um we are

9:22 ▶ recruiting and doing everything we can

9:24 ▶ to recruit exed support uh particularly

9:27 ▶ exed support positions in my address in

9:30 ▶ my remarks to the team of course aside

9:32 ▶ from thanking them all uh for their

9:34 ▶ service in exed classrooms just talked

9:36 ▶ about the immensity of the exet

9:38 ▶ infrastructure uh we serve around 6,400

9:41 ▶ students with disabilities in the

9:43 ▶ district we have one of the largest um

9:45 ▶ populations of uh students with

9:48 ▶ disabilities in the state of Arizona and

9:50 ▶ I think sometimes it's just immediately

9:53 ▶ thought that it's just the exed teacher

9:55 ▶ in the classroom but there's this entire

9:57 ▶ ecosystem of people that support that

10:00 ▶ teacher from the paraprofessional to the

10:03 ▶ speech language pathis to the

10:04 ▶ occupational therapist to the psych uh

10:07 ▶ to the counselor to the licensed

10:09 ▶ clinical social worker so we have this

10:11 ▶ whole ecosystem of people that

10:13 ▶ contribute to that Student Success we

10:14 ▶ had an opportunity to talk a little bit

10:16 ▶ about that and then I T I gave took an

10:19 ▶ opportunity to talk about our

10:20 ▶ reconfiguration some of the reasons why

10:23 ▶ uh we want to look at a reconfigured

10:25 ▶ leadership structure to increase

10:27 ▶ visibility accessibility and

10:29 ▶ responsiveness and of course we'll talk

10:31 ▶ a little bit more about that tonight

10:33 ▶ during the public item and lastly we're

10:37 ▶ actually moving down here um had an

10:39 ▶ opportunity to welcome Navy vice admiral

10:42 ▶ Jimmy pittz and command master chief

10:45 ▶ Jeremiah holler our special guest some

10:47 ▶ of the highest ranking Navy officers

10:49 ▶ we've seen in the district come in for

10:52 ▶ Navy week Navy week is an opportunity

10:54 ▶ that the Navy takes one week each year

10:57 ▶ to make themselves available to 12

10:59 ▶ institutions to answer questions about

11:01 ▶ the Navy do

11:03 ▶ demonstrations uh meet with kids at

11:05 ▶ lunch give presentations so during the

11:08 ▶ week of February 17th through February

11:10 ▶ 23rd uh the Navy brought its show to uh

11:14 ▶ Tucson High and saaro and we had an

11:16 ▶ opportunity to talk to um the vice

11:19 ▶ admiral about all the different career

11:21 ▶ paths that are available in the Navy uh

11:23 ▶ for students that choose to serve so I

11:26 ▶ want to express my sincere appreciation

11:28 ▶ to Tucson High Principal Kathy comto for

11:31 ▶ hosting this opportunity and supporting

11:33 ▶ this collaboration and of course we had

11:35 ▶ several High School principles that came

11:37 ▶ to the Roundtable discussion um talking

11:40 ▶ about career Pathways that are possible

11:43 ▶ in the Navy uh during the week students

11:45 ▶ of course had the opportunity to engage

11:47 ▶ in virtual reality experiences offered

11:51 ▶ by the Navy and then allowing them to

11:53 ▶ explore some of the Navy's uh

11:55 ▶ groundbreaking work in not just a

11:58 ▶ virtual reality but but in AI

12:00 ▶ Additionally the Navy Band Southwest

12:02 ▶ they performed live concerts at various

12:04 ▶ venues bringing energy and excitement to

12:07 ▶ the community uh over 50 Sailors the

12:10 ▶ majority of of whom are Tucson UniFi

12:12 ▶ graduates uh participated in a range of

12:16 ▶ educational and community outreach

12:18 ▶ events in and outside of Tu WD uh we

12:21 ▶ look forward we thank them uh vice

12:23 ▶ admiral pittz and his leadership team

12:25 ▶ for joining us for Navy week uh next I

12:29 ▶ had an opportunity to visit Robinson

12:31 ▶ Elementary for love of reading I had a

12:35 ▶ great time reading to the first grade

12:38 ▶ students there and of course taking my

12:40 ▶ school tour uh we talked about the

12:43 ▶ impact that the bond is going to have

12:44 ▶ out there at Robinson Elementary and how

12:46 ▶ that school Community is looking forward

12:48 ▶ to the gating and fencing uh projects

12:51 ▶ that will be coming and then of course

12:53 ▶ HVAC work that will be coming towards

12:55 ▶ the school as

12:57 ▶ well headed out to my Early Learning

13:00 ▶ Center uh where I had an opportunity to

13:02 ▶ tour the school but to me the coolest

13:04 ▶ thing about the visit to miles was the

13:07 ▶ Teen Court uh miles is a practitioner of

13:11 ▶ Teen Court uh where the students the

13:14 ▶ upper grade students 68th they assemble

13:18 ▶ a uh a jury uh comprised of middle

13:21 ▶ school students and they hear cases of

13:23 ▶ other middle school students who are

13:25 ▶ guilty of committing minor infractions

13:28 ▶ according to the code of of conduct of

13:30 ▶ course bigger infractions are handled by

13:32 ▶ the principle but things like tardiness

13:34 ▶ litter truancy ditching usage of

13:38 ▶ profanity these are adjudicated by a

13:41 ▶ jury of their peers and it was

13:43 ▶ absolutely wonderful to see it in motion

13:46 ▶ uh I got to witness a case of two

13:48 ▶ students that were caught with excessive

13:50 ▶ horse play in the bathroom the typical

13:52 ▶ pushing and shoving and play fighting

13:54 ▶ that will happen between students and

13:56 ▶ how that created A disruption in the

13:58 ▶ bathroom during a break so I really got

14:00 ▶ to see peers talking to peers about why

14:04 ▶ that isn't a good decision on a passing

14:06 ▶ period so I want to thank Andrea steel

14:09 ▶ uh for making that visit

14:12 ▶ possible and for allowing me to be um a

14:17 ▶ part of Teen Court in

14:20 ▶ action and headed to Kio K5 where I had

14:23 ▶ an opportunity to read to our um

14:26 ▶ kindergarteners I want to thank Selena

14:28 ▶ moral

14:30 ▶ uh one of our outstanding kindergarten

14:31 ▶ teachers not just at Kio but in the

14:33 ▶ district for allowing me to read to her

14:36 ▶ class um there at Kio and then I had an

14:39 ▶ opportunity uh to read to uh fourth

14:42 ▶ grade as well uh always a wonderful

14:46 ▶ wonderful experience when I head out to

14:48 ▶ Kio and read to those wonderful students

14:51 ▶ Monique paralta another outstanding

14:54 ▶ fourth grade teacher opened up her

14:55 ▶ classroom allowed me to read to her

14:57 ▶ students and that's how I capped off my

15:00 ▶ love of reading

15:04 ▶ month so with the fun part of the

15:07 ▶ superintendence

15:08 ▶ down the superintendent report down I

15:11 ▶ thought I would spend some time talking

15:14 ▶ about budget uh we are going to have a

15:17 ▶ deeper dive into the school district's

15:19 ▶ maintenance and operations budget

15:21 ▶ situation uh a little bit later on in

15:24 ▶ the agenda but I remember not too long

15:27 ▶ ago when I was a classroom teacher

15:29 ▶ uh and even a rookie administrator where

15:32 ▶ a lot of school Finance absolutely made

15:35 ▶ no sense and when I would listen to some

15:37 ▶ school Finance presentations they were

15:40 ▶ so Rife with technical language and

15:42 ▶ calculations that I would tune out so

15:46 ▶ what I wanted to do is to speak very

15:47 ▶ frankly to our community uh about what

15:50 ▶ are the short-term challenges that the

15:52 ▶ district face faces pretty immediately

15:55 ▶ with regard to our main budget which

15:57 ▶ I'll refer to M which is maintenance and

16:00 ▶ operations that's separate from a

16:02 ▶ desegregation budget it's separate from

16:04 ▶ our capital budget separate from our

16:07 ▶ Title One budget which are other four

16:09 ▶ major sources of funding in the district

16:12 ▶ but your bread and butter is maintenance

16:14 ▶ and operations that is the bulk of the

16:16 ▶ district's operating budget and it is

16:18 ▶ made up of the amount of dollars that we

16:21 ▶ receive from the state per student so as

16:24 ▶ Mr Hernandez will get into a little bit

16:27 ▶ more of a detailed

16:29 ▶ uh sort of state of the district's

16:31 ▶ financial situation across the next

16:34 ▶ fiscal year the next three or four

16:36 ▶ fiscal years I thought I would spend

16:38 ▶ some time just talking about what is the

16:41 ▶ need to know like what is coming at us

16:43 ▶ fairly quickly that we are going to have

16:47 ▶ to uh address here in Budget Building

16:50 ▶ season in advance of the 2627 school

16:53 ▶ year so first the number that we need to

16:56 ▶ know there's a couple of important

16:58 ▶ numbers if you go to the first slide

17:01 ▶ 1.8% that's the amount of students that

17:04 ▶ we lost enrollment for this year that

17:07 ▶ represented a $3.5 million loss in the

17:11 ▶ district's overall budget we're ex we're

17:14 ▶ tentatively expecting to lose the same

17:17 ▶ amount of students next year we are

17:19 ▶ conservative in building a budget that

17:22 ▶ reflects the amount of students that we

17:24 ▶ lost last year because the last thing we

17:26 ▶ want to do is have the board have to cut

17:28 ▶ that out so we want to project that

17:30 ▶ we're going to lose 1.8 million or 1.8%

17:34 ▶ of our enrollment that's consistent with

17:36 ▶ the trends we've seen the last two years

17:39 ▶ so right out the gate as we build the

17:41 ▶ budget for

17:42 ▶ 2526 we're staring at we're staring at a

17:45 ▶ possibility of being down 3.5 million

17:49 ▶ last year the legislature gave T USD and

17:52 ▶ other Arizona school districts they gave

17:55 ▶ us a

17:56 ▶ onetime 2.2 million

18:00 ▶ allocation uh it was called the poverty

18:02 ▶ weight payment and what that was it was

18:05 ▶ a one-time payment to school districts

18:08 ▶ based off of the percentage of students

18:10 ▶ in the school district that met the

18:13 ▶ requirements or the parameters for free

18:15 ▶ and reduced lunch so TD's cut was 2.2

18:18 ▶ million we've received word that that's

18:21 ▶ been suspended so we're not going to see

18:23 ▶ that one-time payment again for several

18:26 ▶ years potentially fiscal year 28 so

18:30 ▶ we're projecting a $3.3 million

18:32 ▶ enrollment hit then you add 2.2 million

18:36 ▶ that we were expected to get again our

18:38 ▶ whole is very quickly climbed to 5.5

18:42 ▶ million uh our board in its uh

18:45 ▶ dedication to keeping our

18:47 ▶ employees uh safe from any increases to

18:50 ▶ their benefits costs on a monthly basis

18:53 ▶ they invested an additional 1.2 million

18:56 ▶ into protecting our employees from the

18:58 ▶ rise cost of benefits that became an

19:01 ▶ additional expenditure that we're going

19:02 ▶ to have to cover so that's an additional

19:05 ▶ 1.2 million uh that we are going to be

19:08 ▶ committing to and then last year we did

19:12 ▶ collect uh right around a million dollar

19:15 ▶ in additional Capital funding that was

19:18 ▶ given to us by the legislature so

19:20 ▶ legislature has suspended any more

19:22 ▶ Capital payments to school districts for

19:25 ▶ the next several years uh our Utility

19:28 ▶ payments are expected to rise another 5%

19:31 ▶ that's Water and Electric so that's an

19:34 ▶ additional

19:36 ▶ $700,000 that we're expecting to incur

19:38 ▶ in expenditures so right out of the gate

19:41 ▶ as we get started with Budget Building

19:43 ▶ to the maintenance and operations budget

19:45 ▶ we are already 8.6 million in the whole

19:49 ▶ so not a not a fun time these are the

19:52 ▶ big numbers that if you're watching in

19:53 ▶ the public that are just kind of

19:55 ▶ important now the next slide that just

19:58 ▶ talks about year over-year right so this

20:02 ▶ upcoming budget that we're building for

20:05 ▶ 2526 is expected to be $8.6 million

20:09 ▶ smaller than what we had to work with

20:11 ▶ this school year

20:14 ▶ 2425 now that is within the larger

20:16 ▶ picture of a larger deficit that has

20:19 ▶ been accumulating over the last couple

20:21 ▶ of years right so right now uh we are

20:25 ▶ operating uh in about a 23 million do

20:29 ▶ deficit so what happened was those years

20:32 ▶ that we were receiving the covid era

20:35 ▶ dollars through Esser that allowed the

20:37 ▶ district to build up essentially a

20:40 ▶ surplus of dollars because those Esser

20:43 ▶ dollars were used in the classrooms

20:46 ▶ capital projects to cover expenses that

20:49 ▶ would have been covered by your regular

20:51 ▶ District Maintenance and operations

20:53 ▶ budget so that allowed the district to

20:56 ▶ build up what's called a carry forward

20:58 ▶ balance but what's happened is over the

21:01 ▶ last couple of years uh we have been

21:03 ▶ burning through that carry forward

21:05 ▶ balance because we've experienced

21:07 ▶ enrollment declines 1.5 1.7

21:11 ▶ 1.8 but we've continued to make sure

21:14 ▶ that our employees receive salary and

21:16 ▶ compensation increases we've continued

21:18 ▶ this Bo has continued to dedicate itself

21:21 ▶ to investing money and benefits so that

21:23 ▶ employees don't have to pay any

21:25 ▶ additional Rising costs of benefits

21:27 ▶ we've had in utilities so our carry

21:30 ▶ forward balance is going down and our

21:33 ▶ expenditures are going up to the extent

21:36 ▶ that we have built up a $23

21:38 ▶ million uh deficit which means that we

21:41 ▶ have ongoing expenditures that exceed

21:44 ▶ the money that we're bringing in by $23

21:48 ▶ million and so we also have a deficit

21:52 ▶ going on over in our other major funding

21:54 ▶ source which is desegregation where

21:57 ▶ expenditures as a whole whole have

21:59 ▶ expended our available desegregation

22:02 ▶ Revenue by $2.8 million so our

22:05 ▶ desegregation amount the amount of

22:07 ▶ dollars that we're allowed to Levy was

22:10 ▶ capped back in 2008 at 63 million so

22:13 ▶ we're not allowed to Levy more to cover

22:16 ▶ the ongoing expenses of benefits and

22:19 ▶ salary increases and 301 commitments

22:22 ▶ which are the biggest drivers uh in the

22:24 ▶ Ben in the deficit that we see in

22:26 ▶ desegregation so let's say the board

22:29 ▶ wanted to just not make any Cuts in

22:31 ▶ deseg at all it would have to transfer

22:34 ▶ the $2.8 million deficit to the regular

22:37 ▶ maintenance and operations deficit so

22:39 ▶ that the deficit would be wouldn't be 23

22:42 ▶ million it would be

22:44 ▶ 25.8 um right now we have uh typically

22:49 ▶ approved employee compensation packages

22:51 ▶ over the last couple of years that

22:54 ▶ typically cost about 4 million by the

22:56 ▶ time we settle on a comprehensive raise

22:58 ▶ package and we work with all of our

23:00 ▶ associations on what those packages look

23:02 ▶ like those packages have not been

23:05 ▶ thoroughly discussed yet we just got

23:07 ▶ negotiation Seasons underway so just

23:11 ▶ hypothetically uh if the board

23:12 ▶ considered a compensation package it

23:15 ▶ typically costs anywhere between four

23:16 ▶ and 5 million that would grow your

23:19 ▶ deficit even further uh upwards near 30

23:22 ▶ million uh right now to cover our gaps I

23:26 ▶ mentioned that carry forward fund

23:28 ▶ that built up during the time of Esser

23:31 ▶ we're drawing down 13 million a year in

23:34 ▶ those carry forward dollars to make up

23:36 ▶ the deficit we're also bringing in $10

23:39 ▶ million from capital and capital monies

23:42 ▶ are used for books buses buildings

23:45 ▶ renovations to our facilities we have

23:48 ▶ $10 million less every year because

23:51 ▶ we're bringing 10 million in capital

23:53 ▶ funds over to cover this deficit to make

23:56 ▶ sure that our employees uh are not

23:59 ▶ feeling the effects of this budget the

24:02 ▶ reason why now um we are stepping

24:04 ▶ forward is because we want to make sure

24:07 ▶ that our community understands that

24:08 ▶ we're we're very quickly getting to a

24:10 ▶ different place financially where we can

24:12 ▶ no longer sustain a $13 million carry

24:15 ▶ forward coming in to shrink this deficit

24:18 ▶ we can no longer continue with all of

24:21 ▶ the capital needs in our schools to

24:23 ▶ bring over $10 million in capital to

24:26 ▶ cover ongoing expenditures um Carry

24:29 ▶ forward funding if we continue with this

24:32 ▶ trend will run dry uh after 26 27 so as

24:37 ▶ we build the budget next year

24:40 ▶ 2526 we would have no carry forward

24:43 ▶ funds to be able to budget build for

24:46 ▶ 2627 so the board is going to be faced

24:48 ▶ with some really really tough work uh

24:50 ▶ this Budget Building season I think in

24:52 ▶ all of our major funds not just

24:54 ▶ maintenance and operations but certainly

24:56 ▶ in desegregation certainly in Title One

24:59 ▶ those will be some tough conversations

25:01 ▶ but I think the spirit of all of these

25:03 ▶ budget study sessions is that one-time

25:06 ▶ funding sources they are just one-time

25:09 ▶ solutions they don't solve a permanent

25:11 ▶ deficit so we have to really talk about

25:15 ▶ ways that uh we're going to shrink our

25:17 ▶ expenditures down especially ongoing

25:20 ▶ expenditures so we sort of rightsize the

25:22 ▶ district especially in the main budget

25:24 ▶ the maintenance and operations budget uh

25:27 ▶ president extrom members of of the

25:28 ▶ governing board that does conclude the

25:30 ▶ superintendent report thank you uh Dr

25:33 ▶ Tru I think you missed um March 7th

25:36 ▶ being maintenance and custodial staff

25:38 ▶ appreciation day I certainly don't want

25:41 ▶ to miss that so why don't we bring that

25:43 ▶ slide up and let's talk about all of the

25:47 ▶ amazing work that our maintenance and

25:50 ▶ custodial teams and our grounds team we

25:52 ▶ want to thank all of you all of our

25:54 ▶ maintenance and custodial staff

25:56 ▶ Appreciation Day March 7th m that's

25:59 ▶ everybody that works on our campuses

26:01 ▶ implements Capital repairs Capital uh

26:04 ▶ fixes we certainly don't want to exclude

26:07 ▶ our grounds team I know sometimes we

26:09 ▶ talk maintenance we think it's the

26:11 ▶ custodians it's also our grounds it's

26:12 ▶ also our grounds people that get out

26:14 ▶ there and do all of the landscaping and

26:16 ▶ the curb appeal um so we certainly want

26:19 ▶ to take this time to make sure that on

26:21 ▶ March 7th if you're in our schools or

26:23 ▶ visiting our schools that we are

26:25 ▶ personally thanking our custodians and

26:28 ▶ our grounds Personnel now that concludes

26:30 ▶ the superintendent's report Miss extrom

26:33 ▶ thank you uh next um after the

26:37 ▶ superintendent superintendent report is

26:39 ▶ 6.1 administrative appointments

26:42 ▶ reassignments and transfers interim

26:44 ▶ chief operations officer Dr

26:51 ▶ tuio um president extrom uh members of

26:55 ▶ the governing board uh this is kind of

26:58 ▶ bit sweet because there's two amazing

27:00 ▶ educational leaders that I think are

27:02 ▶ crossing paths here first I want to

27:03 ▶ start with our outgoing uh chief

27:06 ▶ operations officer uh Mr Blaine young I

27:09 ▶ cannot quantify or measure the amazing

27:13 ▶ impact that Mr Young and his leadership

27:16 ▶ has brought to the Tucson Unified School

27:18 ▶ District uh over the last six or seven

27:21 ▶ years certainly in an area where we

27:24 ▶ struggled with stable leadership uh

27:26 ▶ early on in in in this administration's

27:29 ▶ tenure he has brought kindness

27:31 ▶ compassion composure passion focus and

27:34 ▶ he's brought a new level of organization

27:37 ▶ uh to every single division in

27:39 ▶ operations it's not to say that that

27:41 ▶ work is done but the personal touch that

27:44 ▶ he puts um into the work visiting

27:47 ▶ campuses having one-on-one conversations

27:49 ▶ with teachers and principles getting a

27:51 ▶ feel for their frustration their wants

27:55 ▶ the vision that they have for their

27:56 ▶ campuses from a capital perspective

27:58 ▶ I think has just been huge in in

28:01 ▶ remaking the culture and climate of the

28:03 ▶ Operations Division so uh we certainly

28:05 ▶ we know that he has to retire sometime

28:07 ▶ and and uh he's been uh good with us for

28:10 ▶ the last several years but I think now

28:13 ▶ uh Blaine is looking forward to going

28:15 ▶ into full retirement so I want to

28:17 ▶ publicly thank him for his service as a

28:19 ▶ chief operations officer here in the

28:21 ▶ Tucson Unified School District uh to

28:24 ▶ help us fill this huge gap we have

28:28 ▶ engaged an executive Search firm to

28:30 ▶ launch a nationwide search uh for a uh a

28:34 ▶ permanent replacement for this crucial

28:36 ▶ position uh and we're looking at all

28:38 ▶ candidates internal and external we want

28:40 ▶ to make sure that we cast a wide net uh

28:42 ▶ to help us get to that Finish Line uh

28:47 ▶ we're going to need coverage uh for the

28:49 ▶ months of April May and June so that

28:52 ▶ brings us to tonight's uh recommendation

28:54 ▶ for interim chief operations officer he

28:57 ▶ is no stranger to operations he's no

29:00 ▶ stranger to uh the work of human

29:03 ▶ resources or even the work of the

29:05 ▶ principal uh Mr huol Lopez is a well

29:08 ▶ seasoned educator with over 30 years of

29:11 ▶ experience many of those years in

29:13 ▶ crucial district office leadership

29:15 ▶ positions in one of the biggest

29:17 ▶ districts in the state Phoenix Union

29:19 ▶ serving as the executive director for

29:21 ▶ human resources he understands the

29:24 ▶ importance of collaborating with

29:25 ▶ employee associations he understands the

29:28 ▶ role of the negotiation structures and

29:30 ▶ processes when building a budget and

29:33 ▶ mostly he's been spending a lot of time

29:35 ▶ in his latter years of Phoenix Union

29:37 ▶ running Logistics and operations and

29:39 ▶ dealing with the same types of issues

29:41 ▶ and challenges that we're dealing with

29:44 ▶ here in the Tucson Unified School

29:46 ▶ District whether it's hbac or school

29:48 ▶ safety or Transportation or food

29:50 ▶ services so I'm proud to recommend uh Mr

29:54 ▶ Huen all Lopez uh to serve uh at least

29:57 ▶ till the end of the school year which

29:59 ▶ would take us to June 30th as the

30:01 ▶ interim chief operations officer while

30:04 ▶ we engage in the search and the

30:06 ▶ interview and selection process for the

30:08 ▶ permanent

30:13 ▶ position governing board members I will

30:16 ▶ move the item I'll second uh motion's

30:19 ▶ been made by myself and second by Dr

30:21 ▶ Shaw all those in favor say I I I those

30:25 ▶ opposed motion carries congratulations

30:28 ▶ Mr Lopez congratulations Mr

30:31 ▶ [Applause]

30:33 ▶ Lopez Mr Lopez I don't know if you're

30:35 ▶ able to say a few words I know there was

30:37 ▶ some dental work uh earlier we all know

30:40 ▶ how that goes

30:46 ▶ sometimes good evening Madam president

30:48 ▶ members of the governing board Dr tral

30:50 ▶ uh timing is everything yes I had an

30:52 ▶ appointment at uh 1:30 today and uh

30:55 ▶ couldn't miss it because I actually have

30:57 ▶ a trip with my grandson who's going from

30:59 ▶ 8th grade to 9th grade and we're going

31:01 ▶ to go to the capital actually my cousin

31:04 ▶ is a congressman with Santa Barber

31:06 ▶ county in California so we'll be able to

31:07 ▶ visit him and just engage in that whole

31:09 ▶ process of understanding learning and

31:11 ▶ government from the class to the actual

31:13 ▶ real example of what life is in

31:15 ▶ government um thank you for this

31:16 ▶ opportunity um I look forward to

31:19 ▶ continuing the great work that Blaine

31:20 ▶ has started and continues to do within

31:23 ▶ the Operations Division uh it was very

31:25 ▶ apparent to me that he is a phenomenal

31:27 ▶ leader well respected by his

31:30 ▶ administrators uh and an integral part

31:32 ▶ of Dr trill's cabinet team um we know

31:35 ▶ that Logistics and operations are so

31:37 ▶ critical to the operations of a school

31:40 ▶ that when a campus is safe when it is

31:42 ▶ highly functional and when it's inviting

31:45 ▶ to all of our students and to our staff

31:47 ▶ we create the right learning environment

31:49 ▶ and working environment where students

31:51 ▶ focus on learning and our teachers focus

31:54 ▶ on providing best learning opportunities

31:55 ▶ for all students so look forward to the

31:57 ▶ work um and um that's it for today thank

32:02 ▶ you thank you congratulations

32:04 ▶ [Applause]

32:08 ▶ congratulations uh next is item

32:11 ▶ 6.2 um administrative appointments

32:14 ▶ principal Wheeler Elementary School Dr

32:16 ▶ tril yes governing board members uh very

32:19 ▶ proud to make this hiring recommendation

32:21 ▶ homegrown product a graduate of uh

32:24 ▶ sawaro I think I was in a meeting with

32:26 ▶ Mr armenta a few few weeks back he said

32:29 ▶ she was actually one of his students

32:30 ▶ when he was at Saro and I said Frank how

32:32 ▶ long you been around but he does look

32:35 ▶ good for his age Mr armenta but uh

32:37 ▶ needless to say uh I I refer in

32:40 ▶ administrative uh terms this hiring

32:43 ▶ recommendation is very much a unicorn

32:46 ▶ very hard to find we're talking about a

32:50 ▶ principle with a background and

32:52 ▶ exceptional education as an educator

32:54 ▶ having extensive experience working with

32:56 ▶ students with disability

32:58 ▶ understanding how IEP teams work and

33:01 ▶ collaborate and how to work

33:02 ▶ compassionately with parents through the

33:04 ▶ IEP process and then in her later years

33:07 ▶ in in student Support Services as a

33:10 ▶ counselor understanding the importance

33:12 ▶ of relationships and the deescalation of

33:15 ▶ conflict and working to address parent

33:17 ▶ concerns from a relational perspective

33:20 ▶ more so than a you know a policy first

33:24 ▶ perspective and I think that that's made

33:25 ▶ her very very successful not just as an

33:28 ▶ assistant principal at CE Rose but in

33:30 ▶ her interim year here uh serving the

33:33 ▶ Wheeler Community so uh it is with great

33:36 ▶ pride that I recommend uh Miss Carrie

33:38 ▶ balus to serve as the principal uh at

33:43 ▶ Wheeler

33:44 ▶ Elementary governing board members I

33:46 ▶ will U Move the item I'll second uh

33:49 ▶ motion's been made by myself seconded by

33:51 ▶ Miss Luna Rose all those in favor say I

33:53 ▶ I I those opposed motion carries

33:56 ▶ unanimously thank congratulations Miss

33:59 ▶ [Applause]

34:12 ▶ btis good evening and thank you so much

34:15 ▶ governing board members legal councel

34:17 ▶ and Dr tro this year has been

34:20 ▶ outstanding it's been one of my favorite

34:22 ▶ years to work alongside the wheeler

34:25 ▶ staff and to work for our students and

34:28 ▶ our community and I am so honored to be

34:31 ▶ able to continue the success that we've

34:34 ▶ started and continue to grow I just want

34:36 ▶ to say thank you to TSD leadership Mrs

34:39 ▶ shaa Rodriguez my mentor Lisa mccorkel

34:44 ▶ and of course our site Council a special

34:47 ▶ shout out and thank you to my family

34:48 ▶ watching at home to my mom and Olivia I

34:51 ▶ love you so much I appreciate all of

34:53 ▶ your support and endless care so again

34:57 ▶ Le board members thank you so much for

34:59 ▶ this opportunity thank

35:03 ▶ you if we can have both of our

35:05 ▶ administrators up for the customary

35:08 ▶ picture that would be great

35:38 ▶ everybody can stand to the left just a

35:39 ▶ little bit get away

35:41 ▶ from that awesome

35:59 ▶ [Applause]

36:21 ▶ uh next turn on our agenda is item 7.2

36:23 ▶ tucs Sun Unified School District buddy

36:26 ▶ budget study session number

36:29 ▶ one Dr Trill yes uh president extrom

36:33 ▶ members of the governing board at this

36:34 ▶ time I'd like to welcome our Chief

36:35 ▶ Financial Officer uh Ricky Hernandez not

36:40 ▶ only talk about the the state of the

36:41 ▶ district and in terms of get dive into a

36:44 ▶ little bit more of what our projections

36:46 ▶ are over the next couple of fiscal years

36:49 ▶ but then also uh to talk about what the

36:51 ▶ cost estimates are in terms of the

36:54 ▶ recommendations that were made by the uh

36:57 ▶ um budget advisory committee uh to the

37:00 ▶ governing board at the last minute or at

37:02 ▶ the last meeting so that we could make

37:04 ▶ sure that the board has a clear

37:06 ▶ understanding of what those costs are

37:08 ▶ and then Ricky I think you'll also be

37:09 ▶ addressing some of the variances between

37:12 ▶ the digital budget book and the Excel

37:15 ▶ version of the budget book so it's kind

37:17 ▶ of like three agenda items put into this

37:20 ▶ stud budget study session but very

37:21 ▶ important nonetheless I know some of

37:23 ▶ this information may be a little bit

37:26 ▶ technical for some of those viewing in

37:28 ▶ the public my challenge to Mr Hernandez

37:30 ▶ is always remember we're speaking to

37:33 ▶ John Q taxpayer parent and supporter of

37:37 ▶ Tu I've yeah I've done these uh in a

37:41 ▶ prior role so I I definitely have that

37:43 ▶ that background so uh just an item of

37:46 ▶ note uh for a present for a portion of

37:48 ▶ the presentation later that notebook

37:50 ▶ you're being handed has some information

37:52 ▶ and I'll address it um in a bit um but

37:56 ▶ you w need it for this first kind of

37:57 ▶ first slide so uh just to kick things

38:00 ▶ off this is the current state of the

38:02 ▶ district as of the 100th day uh last or

38:05 ▶ two months ago now in January so we had

38:08 ▶ um according to our our records at the

38:10 ▶ time 40 just over 40,000 student

38:13 ▶ headcount uh about 5,400 English

38:16 ▶ language Learners about 5,700 students

38:19 ▶ identified as exceptional Ed and almost

38:21 ▶ 22,000 students who are eligible for

38:23 ▶ free and reduced price lunch um those

38:26 ▶ are direct certified

38:28 ▶ um those are you know those are butts

38:30 ▶ and seats those that's head count those

38:32 ▶ are physical kids sitting in our

38:34 ▶ classrooms um as of the 100th day now

38:37 ▶ what we get paid on is average daily

38:39 ▶ membership and so for uh for the public

38:42 ▶ you know average daily membership

38:43 ▶ essentially takes a look at that

38:45 ▶ headcount and looks at how many days

38:47 ▶ students actually attended school from

38:49 ▶ the 1st to the 100th day on average and

38:52 ▶ based on that average count then we are

38:55 ▶ obviously paid a dollar amount per

38:57 ▶ student our average daily membership um

39:00 ▶ for those students was just over 37,000

39:03 ▶ students um according to ADM for short

39:06 ▶ uh that generated a budget of just under

39:09 ▶ or just over $399 million um in M which

39:13 ▶ is our essentially our general operating

39:16 ▶ fund um its maintenance and operations

39:18 ▶ that is our essentially our catchall

39:20 ▶ purpose fund uh for the majority of the

39:22 ▶ operations of the district then you have

39:24 ▶ an unded capital budget uh which is just

39:26 ▶ shy of 2 million uh doar um as of

39:30 ▶ February 21st we had

39:33 ▶ 6,885 employees about

39:36 ▶ 6,300 FTE uh this does not include

39:40 ▶ supplemental positions we have a lot of

39:42 ▶ individuals who don't necessarily have a

39:44 ▶ full-time position but they contribute

39:46 ▶ um with their work uh to the students of

39:48 ▶ Tucson Unified School District and on

39:50 ▶ average our bi-weekly payroll is just

39:53 ▶ under $18

39:54 ▶ million uh since the beginning of July

39:57 ▶ we have a processed a payroll that

39:59 ▶ exceeds a quarter billion dollars in

40:01 ▶ this District uh just as a point of

40:03 ▶ reference we are the fifth largest

40:05 ▶ employer um in Puma County um so I

40:08 ▶ wanted to make sure that you kind of get

40:10 ▶ a breadth of what we're talking about

40:12 ▶ not in not only in terms of our students

40:15 ▶ and their families but in terms of the

40:17 ▶ people who work for those students in

40:19 ▶ this

40:20 ▶ District so uh diving into the financial

40:24 ▶ projections so at the top you'll you

40:26 ▶ know you'll notice that I mentioned

40:27 ▶ weighted ADM so originally I mentioned

40:29 ▶ that average daily membership it's that

40:31 ▶ 100th day average we also get additional

40:34 ▶ weights so different types of students

40:36 ▶ essentially are weighted differently

40:38 ▶ depending on their classification so a

40:40 ▶ student who is classified as an English

40:42 ▶ language learner gets a certain weight

40:44 ▶ students who are uh have different

40:46 ▶ categories of uh disabilities for

40:48 ▶ example get different weights and so all

40:51 ▶ of that data combined essentially

40:53 ▶ becomes What's called the weighted ADM

40:55 ▶ ultimately that number is what is

40:58 ▶ multiplied by the $5,100 that we

41:01 ▶ currently receive uh or we will well the

41:05 ▶ $5,000 I should say that we currently

41:07 ▶ receive from the state for every single

41:09 ▶ student in the district so um on average

41:13 ▶ uh we are projecting a decline of 1 and

41:15 ▶ a half% of this weighted average dadm

41:18 ▶ through fiscal year 30 so through school

41:20 ▶ year

41:21 ▶ 2930 uh currently our average daily

41:24 ▶ membership is just over 53,000 we are

41:27 ▶ currently projecting uh a total decline

41:30 ▶ of 65% so that will bring us below

41:33 ▶ 50,000 a uh weighted ADM for the first

41:36 ▶ time this will would drop Tucson unified

41:38 ▶ from being the third largest school

41:40 ▶ district in Arizona to being the fourth

41:42 ▶ uh behind the Peoria Unified School

41:44 ▶ District um base support level this is

41:47 ▶ essentially the per pupil amount of

41:49 ▶ funding that the legislature

41:50 ▶ appropriates to every school district um

41:53 ▶ based on that ADM so for every one ad

41:56 ▶ weighted ADM you get

41:59 ▶ $513 um the currently the financial

42:02 ▶ situation at the state has obviously not

42:04 ▶ been a secret it is have has been very

42:06 ▶ tenuous they had a $1.5 billion deficit

42:09 ▶ that they closed last year they're

42:11 ▶ running a bit of a surplus today but

42:13 ▶ currently the projection is that we will

42:15 ▶ receive a 2% increase to the base

42:17 ▶ support level which is essentially the

42:19 ▶ minimum required by law so we're

42:21 ▶ required to receive an inflation or 2%

42:24 ▶ essentially whichever is less since

42:26 ▶ inflation is greater than the two we get

42:28 ▶ the two the projection is right now that

42:30 ▶ for the next three fiscal years we will

42:32 ▶ receive that 2% before it drops to about

42:35 ▶ 1% in 2930 these are the currently the

42:38 ▶ projections from the budget arm at the

42:40 ▶ state legislature so these certainly um

42:43 ▶ could change if the economics of of the

42:45 ▶ state change going forward but the

42:48 ▶ projection is that for next year we will

42:49 ▶ receive an additional

42:50 ▶ $100 uh for every student but by fy3

42:54 ▶ will'll receive

42:56 ▶ $414 o imately per student so the

42:59 ▶ increase is not going to be that

43:01 ▶ significant um that will bring the

43:04 ▶ average M budget capacity when you take

43:06 ▶ a look across the 5 years and you

43:08 ▶ include deseg but you take out carry

43:10 ▶ forward to be about 359 million but

43:14 ▶ currently the district has expenditure

43:16 ▶ commitments in that same time period

43:18 ▶ that exceed $380 million so we will run

43:22 ▶ an average deficit exceeding $20

43:25 ▶ million uh year-over-year

43:27 ▶ we are essentially there today um and so

43:31 ▶ this is a result of a multiple uh

43:34 ▶ multiple factors now one thing I do want

43:36 ▶ to address um that I'm also I'll talk

43:38 ▶ about it in the future but uh Governor

43:41 ▶ Hobbs my understanding is a few hours

43:43 ▶ ago released her plan for proposition

43:46 ▶ 123 um where she is looking at a

43:49 ▶ permanent increase uh to the

43:51 ▶ distributions of the state land trust

43:52 ▶ that would increase the base support

43:54 ▶ level and provide increases to teachers

43:57 ▶ through the classroom site fund um her

43:59 ▶ plan doesn't indicate necessarily how

44:01 ▶ much money that would be per student or

44:04 ▶ per teacher um nor does it indic have a

44:07 ▶ timeline for when that would take effect

44:09 ▶ unfortunately at this point that plan um

44:12 ▶ both the legislature and the governor

44:13 ▶ agree is too late for the 25 26 school

44:16 ▶ year so we're looking at uh a a proposal

44:19 ▶ that would go before the voters sometime

44:22 ▶ Beyond U the current school year so just

44:25 ▶ I wanted to make sure that I added that

44:27 ▶ bit of context because that came kind of

44:29 ▶ while uh while all of this was being put

44:32 ▶ together but other variables that

44:34 ▶ obviously impact our budget deficit at

44:36 ▶ the top uh you know I've mentioned

44:38 ▶ employee benefits increas and this is

44:39 ▶ something that that Dr througho

44:41 ▶ mentioned you know we we were very

44:42 ▶ fortunate that this year um our increase

44:45 ▶ to benefits was 3% we were able to hold

44:47 ▶ our employees harmless from any

44:49 ▶ increases same thing for fiscal year 26

44:52 ▶ at

44:52 ▶ 3.8% uh so we you know right now the

44:55 ▶ national trend is about about an 8%

44:58 ▶ annual increase in benefits um that is

45:01 ▶ what we're currently using as our

45:03 ▶ projection um obviously if it's comes in

45:05 ▶ better then that that is going to be

45:07 ▶ greater you know better news but airing

45:10 ▶ on the side of caution I would rather

45:11 ▶ use the national Trend um so anywhere

45:14 ▶ between $3.9 million in benefits costs

45:18 ▶ as of this school year um upwards of 7

45:20 ▶ million do in the next 5 years uh so I

45:25 ▶ provided you know for some context where

45:27 ▶ um two other larger employers pumac

45:29 ▶ County and City of Tucson are looking at

45:31 ▶ in terms of their increases as you can

45:33 ▶ see city of Tucson's increases to their

45:35 ▶ benefits plans is exceeding 10% for

45:38 ▶ their employees uh for next fiscal year

45:41 ▶ utilities costs this is something that

45:43 ▶ none of us can escape um this uh

45:46 ▶ primarily focuses on electric rates from

45:48 ▶ Tucson Electric Power um water rates

45:51 ▶ from Tucson Water uh in particular those

45:54 ▶ two utilities we're looking at a we

45:56 ▶ looked at an

45:57 ▶ 11.7% increase in those utilities from

46:00 ▶ 24 to 25 um Southwest Gas uh added to

46:04 ▶ that in the spring um right now we're

46:07 ▶ we're looking at about a 5% average

46:09 ▶ increase to the cost of our utilities

46:12 ▶ through uh in fiscal year 26 so uh most

46:15 ▶ of this is is related to water and

46:18 ▶ electricity um as there are issues

46:20 ▶ around water obviously being in Arizona

46:23 ▶ utilities will continue to pass on the

46:24 ▶ costs of infrastructure um and and cost

46:27 ▶ savings uh or water savings I should say

46:30 ▶ to to the users both commercial and

46:32 ▶ residential and we are certainly not

46:34 ▶ exempt from that um salary increases go

46:38 ▶ without saying um 90% of our budget is

46:41 ▶ people uh we we are in the business of

46:44 ▶ of having a lot of people uh do a lot of

46:47 ▶ fantastic jobs uh since fiscal year 23

46:50 ▶ we've provided over $27 million in

46:54 ▶ permanent mof funded salary increases

46:57 ▶ uh this uh includes the compression that

47:00 ▶ was provided several years ago um to all

47:03 ▶ employees um classified employees in

47:06 ▶ particular um bus driver uh increases

47:09 ▶ for retention uh the increase to the

47:12 ▶ minimum wage to $15 all told in the last

47:16 ▶ two years um we've invested over $27

47:19 ▶ million in permanent salary uh changes

47:22 ▶ to to our

47:23 ▶ employees the current projection that

47:25 ▶ I'm going to provide you in the the next

47:27 ▶ couple of slides does not include any

47:29 ▶ permanent salary increases so anything

47:32 ▶ that the board would decide to do in

47:35 ▶ terms of providing additional

47:37 ▶ compensation would obviously skew those

47:39 ▶ numbers in a different direction so I

47:41 ▶ just I I want to make sure that that

47:43 ▶ that is kind of an awareness when we

47:45 ▶ look at a couple of slides going forward

47:48 ▶ the budget balance Carri forward as Dr

47:49 ▶ througho mentioned will continue to be

47:51 ▶ depleted you know this this obviously

47:53 ▶ was a a very inflated number in fiscal

47:56 ▶ year 23 three of $35 million because it

47:59 ▶ is essentially the last remaining

48:01 ▶ vestages of Esser um Esser was a you

48:04 ▶ know we've never received an influx of a

48:07 ▶ quarter of a billion dollars in this

48:09 ▶ district with no strings um and that did

48:11 ▶ some phenomenal things um unfortunately

48:14 ▶ it skewed every single School District's

48:16 ▶ finances um including our own our carry

48:19 ▶ forward had will go from $35 million uh

48:23 ▶ two fiscal years ago to uh a Nega of 3.2

48:27 ▶ million deficit of 3.2 million in a

48:29 ▶ 4-year time frame so we will have

48:31 ▶ flipped about $38 million in cash uh Dro

48:36 ▶ mentioned the one-time supplemental

48:37 ▶ funding uh two years ago the legislature

48:40 ▶ and the governor committed to providing

48:41 ▶ us uh added funding for students who

48:43 ▶ were eligible for free and reduced price

48:45 ▶ lunch uh we were there was a three-year

48:48 ▶ commitment to provide 1 to 2% increases

48:50 ▶ to the amount of money we receive for

48:52 ▶ those students um those were suspended

48:55 ▶ obviously for obvious reason you know

48:57 ▶ the $1.5 billion deficit we received the

49:00 ▶ $2 million supplement this year it is

49:02 ▶ one time it will not renew um right now

49:06 ▶ the projection from the legislature is

49:08 ▶ to start those back up in FY 28 but to

49:12 ▶ kind of use Dr thro's point for the

49:14 ▶ foreseeable future that increase is

49:17 ▶ suspended so we have no meaningful

49:20 ▶ expectation that that money May return

49:22 ▶ um and the loss of 123 obviously um

49:26 ▶ currently one two three in addition to

49:28 ▶ providing you know additional funds to

49:30 ▶ provide the state with uh with dollars

49:33 ▶ to to support school districts we

49:35 ▶ receive a supplemental uh funding or

49:38 ▶ supplemental state aid from the

49:39 ▶ legislature this was a commitment above

49:41 ▶ and beyond prop one23 that the

49:43 ▶ legislature at the time that 123 was

49:46 ▶ adopted um committed to all school

49:48 ▶ districts it was part of a $75

49:50 ▶ million uh 5year uh supplemental state

49:54 ▶ aid we receive about 2.7 million of that

49:57 ▶ annually it goes directly into our M um

50:01 ▶ right now the proposals do not appear

50:03 ▶ that that $2.7 million would return uh

50:06 ▶ so those scenarios mean that that $2.7

50:09 ▶ million would be an additional cut to

50:11 ▶ m&o um and and the proposed changes by

50:15 ▶ the legislature to provide this

50:18 ▶ $4,000 increase of pay to teachers while

50:22 ▶ a phenomenal idea uh would still cost

50:24 ▶ this District $2.8 million as there is

50:27 ▶ no contribution for the payroll costs we

50:30 ▶ still have to pay state retirement

50:32 ▶ Medicare Social Security um on those

50:35 ▶ dollars uh we'd have to pay an

50:37 ▶ additional $2.8

50:39 ▶ million uh in order to make sure that we

50:41 ▶ make good on the legislative proposal if

50:44 ▶ that ultimately becomes what is approved

50:46 ▶ by the

50:48 ▶ voters so all told what does this come

50:51 ▶ to it comes to what what is essentially

50:53 ▶ an accounting a structural deficit um

50:55 ▶ I've provided you a definition here um

50:58 ▶ basically you know we're it's exactly

51:01 ▶ what it is we're exceeding our revenues

51:03 ▶ with our

51:04 ▶ expenditures um although we can look at

51:07 ▶ one-time cuts and temporary increases of

51:09 ▶ Revenue unless we do something long-term

51:12 ▶ there this that will not ultimately

51:14 ▶ solve the problem um the government

51:16 ▶ Finance Officers Association provides a

51:19 ▶ uh a bulleted list I you can read

51:21 ▶ through all those but essentially those

51:24 ▶ items are what are their recommend for

51:27 ▶ any government who is experiencing any

51:29 ▶ kind of structural deficit towards

51:31 ▶ maintaining some sort of financial

51:32 ▶ resiliency right and there are multiple

51:34 ▶ things that we already do there are

51:36 ▶ things that we need to do better um and

51:39 ▶ there are things that we need to

51:40 ▶ implement all together in order to

51:42 ▶ essentially put ourselves back on the

51:44 ▶ track towards um essentially towards the

51:47 ▶ black um but currently this district is

51:50 ▶ in in what is essentially a structural

51:52 ▶ deficit as it is defined in in financial

51:55 ▶ kind of the financial world

51:57 ▶ what does that look like in terms of

51:59 ▶ dollars and cents uh this is the current

52:01 ▶ 5-year

52:03 ▶ projection so we will increase Revenue

52:06 ▶ in the next 5 years by just over $5

52:09 ▶ million uh we will increase expenditures

52:12 ▶ by over $4 million but we will retain a

52:14 ▶ deficit on average of $21 million when

52:17 ▶ you look at all those five years

52:19 ▶ together um we transfer $10 million from

52:23 ▶ Capital so we essentially rob Peter to

52:25 ▶ pay paal

52:27 ▶ um so we we undercut into our Capital

52:29 ▶ outlay funding in order to uh bo up the

52:33 ▶ M fund um you can look at the prior

52:36 ▶ carry forward uh and how it will

52:38 ▶ continuously be depleted until we get to

52:41 ▶ fiscal year 27 when the ending balance

52:43 ▶ will drop below zero as I've mentioned

52:46 ▶ um in presentations before you um

52:48 ▶ previously it is not legal for us to

52:51 ▶ adopt a budget that has a def that ends

52:54 ▶ in deficit so ultimately that 3 .3

52:56 ▶ million means that that we would need to

52:59 ▶ cut that 3.3 million at a minimum um if

53:02 ▶ not more than that in order to Stave off

53:05 ▶ any potential um deficit going into the

53:08 ▶ future um but this is the current

53:10 ▶ projection for TUSD for the next 5 years

53:13 ▶ like I mentioned um there are no

53:15 ▶ significant well there are no permanent

53:18 ▶ salary increases other than what are are

53:20 ▶ already approved as of this fiscal

53:24 ▶ year go ahead yeah like to break at this

53:35 ▶ pointone

53:37 ▶ yeah Dr Trill can you put your

53:39 ▶ microphone

53:41 ▶ on sorry about that I just want to make

53:43 ▶ sure we break for questions here this is

53:46 ▶ sort of the meat of the financial

53:48 ▶ situation and then we did include some

53:50 ▶ profit loss information by school I

53:53 ▶ think members of the public can read

53:54 ▶ those attachments we then would like to

53:57 ▶ go into just the impact that Essa the

53:59 ▶ empowerment scholarships and the

54:01 ▶ vouchers have had not just on to USD but

54:04 ▶ our neighboring districts and what

54:06 ▶ enrollment looks like with our peer

54:08 ▶ districts and then of course to the

54:10 ▶ proposed Solutions but with that I'll

54:11 ▶ open it up to board questions at this

54:13 ▶ time governing board members are there

54:15 ▶ any questions for Mr hernandz yes Miss

54:18 ▶ Shaw thank you for the presentation um

54:22 ▶ would you agree that uh with a th000

54:25 ▶ students we gain around a little over

54:29 ▶ like 5

54:31 ▶ million uh approximately yeah okay I

54:34 ▶ would say so okay thanks Cuz looking at

54:37 ▶ your numbers um you know compared to the

54:40 ▶ amount of students enrolled 40,000 and

54:44 ▶ then the average daily membership that's

54:46 ▶ a loss of 3,000 students which is over

54:49 ▶ $15 million and so you know if we really

54:51 ▶ got to a hold on our treny problem our

54:55 ▶ chronic absentee ISM we could we can

54:58 ▶ increase our budget significantly and so

55:00 ▶ I think you know as a district we need

55:02 ▶ to figure out that problem and uh make

55:05 ▶ sure we think

55:08 ▶ you um so yeah I'd like maybe a future

55:12 ▶ agenda item to see how schools are

55:15 ▶ dealing with that or not dealing with

55:19 ▶ that yes Mr Romero so you had mentioned

55:24 ▶ um Arizona school districts tgd has

55:27 ▶ dropped from third largest to fourth

55:30 ▶ largest not yet not yet if if that kind

55:32 ▶ of comes to pass we will drop to number

55:35 ▶ four and uh the reason for for that is

55:37 ▶ because not because Peoria is increasing

55:39 ▶ but we're decreasing correct right

55:42 ▶ decreasing too yeah Poria is also a

55:44 ▶ losing School District they're just

55:46 ▶ losing a you know basically a slower

55:48 ▶ rate than we are okay and I know you're

55:51 ▶ talking about FY 27 that 3.2 million and

55:55 ▶ we can't um operate on a negative budget

55:59 ▶ and if we can't make some of these

56:01 ▶ changes here and we are listed as you

56:04 ▶ said the fifth largest employer in Pima

56:06 ▶ County if we can't get this budget under

56:08 ▶ control ultimately that means jobs to uh

56:11 ▶ the people in our in our district

56:14 ▶ correct that will be one of the I I'll

56:16 ▶ talk about one of those but essentially

56:18 ▶ we will need to talk about jobs like I

56:20 ▶ mentioned 90% of our budget is is

56:23 ▶ payroll is people so ultimately people

56:26 ▶ will need to be part of the conversation

56:28 ▶ okay thank

56:32 ▶ you okay you can go ahead and move on

56:34 ▶ okay and so I'll GL I'll just gloss over

56:36 ▶ these like Dr througho mentioned one of

56:38 ▶ the things that I did is I took a look

56:40 ▶ at essentially the top 10 schools that

56:43 ▶ have lost ADM in the last three years

56:46 ▶ and essentially what's that what does

56:47 ▶ that look like in terms of Revenue right

56:49 ▶ so like tuon high in 3 years has lost

56:52 ▶ 320 average daily membership that

56:54 ▶ transfers to a loss of about 1.7 million

56:57 ▶ and so you can see they're in order from

56:59 ▶ most to least um those are the top 10

57:01 ▶ obviously that list keeps going um but

57:04 ▶ then on the flip side we do have some

57:06 ▶ gains obviously at the top of the list

57:07 ▶ is tuba um in three years their average

57:10 ▶ daily membership has gone from 59 to

57:12 ▶ over 600 um so 3.1 million um that

57:16 ▶ obviously has brought in a total of just

57:18 ▶ over 6.5

57:20 ▶ million um still not enough to offset

57:23 ▶ the losses uh when we look at it by

57:25 ▶ region region one being on the far west

57:28 ▶ side region five being on the far East

57:29 ▶ Side and everybody in between you can

57:32 ▶ see that essentially from you know mid

57:35 ▶ East to Far East you know those are

57:37 ▶ where we experienced the greatest losses

57:39 ▶ versus going west um Region Three is a

57:44 ▶ positive but that's because that's where

57:45 ▶ Tua is and so that's why they have a

57:47 ▶ revenue change of almost two and 2.6

57:50 ▶ million to the good so um like I said

57:53 ▶ this list continues um I've shared it

57:55 ▶ with the board previously so um I just

57:58 ▶ wanted to make sure that you see kind of

58:00 ▶ what the contributors are from a school

58:01 ▶ basis but as Dr througho mentioned there

58:03 ▶ are you know we are not alone in in this

58:07 ▶ this is something that our neighbors

58:09 ▶ both in Pima County um and Maricopa

58:11 ▶ County are experiencing these are the

58:14 ▶ five largest school districts um from

58:16 ▶ 2020 to 2024 uh Mesa Unified School

58:20 ▶ District at uh beginning of fiscal year

58:22 ▶ 20 had just over 62,000 kids um um as of

58:27 ▶ the end of last school year they dropped

58:29 ▶ uh almost to just over 50,000 57,000

58:32 ▶ students every one of those school

58:33 ▶ districts is losing kids um on average 6

58:37 ▶ 7.6% and we are the third largest we

58:40 ▶ drop below Chandler um a a c about a

58:42 ▶ year ago um we have lost 10 and a half%

58:46 ▶ of our enrollment but when you take a

58:48 ▶ look at the nine largest school

58:51 ▶ districts across uh Arizona obviously

58:54 ▶ they're all in uh the great state of

58:56 ▶ ameropa County um and then there's us uh

59:01 ▶ so you can see that essentially with the

59:03 ▶ exception of 2022 which is really kind

59:05 ▶ of when everybody started coming back

59:07 ▶ from covid and everybody had this nice

59:09 ▶ jump um or you know like us we kind of

59:12 ▶ kept even we reclaimed 7% of our

59:15 ▶ students everybody's experiencing

59:17 ▶ negatives you you look at all of these

59:19 ▶ school districts um big and you know big

59:23 ▶ and small in terms of size uh but all

59:26 ▶ have the most most kids in terms of uh

59:30 ▶ and they're all unified uh so none of

59:32 ▶ them are you know doing anything

59:34 ▶ different in terms of K12 sizes I will

59:36 ▶ say that I believe all but two up here

59:40 ▶ have an override every one of these has

59:42 ▶ a bond um but everybody is losing uh

59:46 ▶ Deer Valley is is by far one of the

59:49 ▶ greater losers I mean I use that term

59:51 ▶ loosely cuz I have great colleagues in

59:52 ▶ Deer Valley but in terms of enrollment

59:55 ▶ that's that's what they've looked like

59:56 ▶ so we are essentially in the company of

59:59 ▶ of other school districts who are

1:00:01 ▶ experiencing this this loss now when you

1:00:03 ▶ take a look at just headcount in Puma

1:00:05 ▶ County um unfortunately our our neighbor

1:00:08 ▶ to the north AI um has lost the most

1:00:11 ▶ students since the end of the pandemic

1:00:14 ▶ um on average they've lost 12% of their

1:00:16 ▶ enrollment um but it is not it has not

1:00:19 ▶ gone essentially unnoticed in every

1:00:21 ▶ other school district except for two

1:00:23 ▶ tank averie and Vil um Veil continues to

1:00:26 ▶ grow and they will probably continue to

1:00:28 ▶ do so as long as there's land to build

1:00:30 ▶ houses and so they have increased by

1:00:32 ▶ almost 8% in the same time frame that

1:00:35 ▶ the rest of us essentially have not um

1:00:38 ▶ but every one of the other school

1:00:39 ▶ districts with the exception of tker

1:00:40 ▶ verty and Veil is is essentially is in

1:00:42 ▶ an urban area um Morana um has started

1:00:46 ▶ experiencing Charter Schools uh that

1:00:49 ▶ they really didn't have before um saita

1:00:52 ▶ is experiencing a lot of esas is what

1:00:55 ▶ they're you know a lot of micro schools

1:00:56 ▶ people are just trying to keep their

1:00:58 ▶ kids home and do micro schooling um or

1:01:00 ▶ homeschooling so uh the enrollment

1:01:03 ▶ across Puma County certainly is not

1:01:05 ▶ without uh the experience that other

1:01:07 ▶ districts look like now with us kind of

1:01:09 ▶ what the enrollment Trends are over the

1:01:11 ▶ course of those 5 years this is you know

1:01:13 ▶ I so what I did is I took the entry

1:01:15 ▶ points at every grade or every kind of

1:01:17 ▶ grade span kindergarten sixth grade nth

1:01:20 ▶ grade right and then what the exper you

1:01:22 ▶ know what our kids are doing in the in

1:01:24 ▶ between grades um obviously the the

1:01:27 ▶ greatest losses um goes without saying

1:01:29 ▶ have been in our middle schools we lose

1:01:32 ▶ about we've lost about 20% of our sixth

1:01:34 ▶ graders and then about 17% of our

1:01:36 ▶ seventh and eighth graders leave us um

1:01:39 ▶ my understanding is that about 50% of

1:01:42 ▶ the kids who do not become TD sixth

1:01:44 ▶ graders are never become TD freshmen so

1:01:48 ▶ you know so we will lose 50% of those

1:01:50 ▶ fifth graders permanently at times um

1:01:53 ▶ high schools I mean we do a lot better

1:01:56 ▶ at retaining our high school population

1:01:57 ▶ our high school programs um tend to be

1:02:00 ▶ pretty robust um and Then followed by

1:02:03 ▶ kindergarten and and grades one through

1:02:05 ▶ five but but one of the biggest issues

1:02:08 ▶ has to do with Charter Schools obviously

1:02:10 ▶ Puma county has a lot of them these are

1:02:12 ▶ the five largest uh charter schools in

1:02:14 ▶ Puma County um all of these have Charter

1:02:17 ▶ School presence within our boundaries

1:02:19 ▶ you'll notice that uh the first four all

1:02:22 ▶ have over a th000 students and then it

1:02:24 ▶ drops to Academy so so pep um is

1:02:29 ▶ everywhere uh Leman Academy you know

1:02:31 ▶ they've essentially expanded their

1:02:33 ▶ footprint Beyond Morana uh La Paloma has

1:02:35 ▶ been around a while basis as well

1:02:38 ▶ Academy delou um is over on the

1:02:40 ▶ southwest side in um in Star Valley so

1:02:45 ▶ off of Valencia and Wade so they have a

1:02:47 ▶ presence on the far west side they have

1:02:49 ▶ seen enrollment increases with the

1:02:51 ▶ exception of bases and Academy Del Soul

1:02:53 ▶ um didn't really figure out why but

1:02:56 ▶ essentially those last two have

1:02:57 ▶ experienced losses in those in that same

1:03:00 ▶ time frame that the others have not so

1:03:02 ▶ what does it look like for them they've

1:03:04 ▶ all seen increases um so you can kind of

1:03:08 ▶ surmise that the middle school kids that

1:03:10 ▶ we don't capture are essentially being

1:03:12 ▶ captured by Charter Schools um same

1:03:15 ▶ thing with the Elementary grades they're

1:03:17 ▶ really not showing up at the high school

1:03:18 ▶ grades um a lot of them do not have high

1:03:21 ▶ school programs they have K8 programs um

1:03:24 ▶ so a lot of those students will be will

1:03:25 ▶ come back to a Traditional School

1:03:27 ▶ District High School you know and a lot

1:03:29 ▶ of it has to do with either just

1:03:31 ▶ tradition you know my mom was a ringcon

1:03:34 ▶ ranger so I'm a ringcon ranger or

1:03:36 ▶ whatever the case may be um and and that

1:03:39 ▶ that tends to be the tradition obviously

1:03:40 ▶ with with a lot of high schools um but

1:03:42 ▶ charter schools in that same time frame

1:03:44 ▶ have been able to sustain their

1:03:47 ▶ enrollment um obviously postco a lot of

1:03:50 ▶ these um or just before Co ended a lot

1:03:52 ▶ of these schools opened really quickly

1:03:54 ▶ really early and they were incentiv

1:03:55 ▶ adved by state government to do

1:03:58 ▶ so but then you've got empowerment

1:04:01 ▶ scholarships esas so uh this chart has a

1:04:05 ▶ lot of information so uh this is a chart

1:04:08 ▶ of every zip code um within TD whether

1:04:11 ▶ wholly within T USD or partially in USD

1:04:14 ▶ and where these esas are being picked up

1:04:18 ▶ for different years so the the bottom

1:04:21 ▶ line essentially the the the black line

1:04:25 ▶ I guess you can say at the very bottom

1:04:26 ▶ is fisol year 21 and then the purple

1:04:28 ▶ line at the very top is current school

1:04:30 ▶ year the three red boxes are the Three

1:04:33 ▶ Peaks those are the three largest zip

1:04:35 ▶ codes where students from Tucson unified

1:04:37 ▶ are are receiving esas so East Side uh

1:04:42 ▶ 85710 that is a zip code one other time

1:04:45 ▶ note every one of the zip codes that has

1:04:46 ▶ an arrow is a zip code that is entirely

1:04:49 ▶ within our boundary we don't share that

1:04:51 ▶ zip code with anybody anybody else so

1:04:53 ▶ 85710 is east side you know think of

1:04:56 ▶ Gail Henry

1:04:57 ▶ Deets uh wests side that's

1:05:01 ▶ 85745 choya Maxwell Tolson everybody

1:05:04 ▶ kind of West of Silverbell and then

1:05:07 ▶ 85750 that's shared between us catf foot

1:05:10 ▶ Catalina Foo Hills and TTY that's

1:05:12 ▶ Northeast around FR tendler those are

1:05:14 ▶ the Three Peaks the three valleys um

1:05:17 ▶ where the least number of enrollment is

1:05:19 ▶ I mean it it kind of goes with what has

1:05:21 ▶ been the The Narrative around esas where

1:05:24 ▶ these esas tend to benefit students from

1:05:27 ▶ a more upper income family versus lower

1:05:30 ▶ income families so

1:05:32 ▶ 85701 uh downtown so Davis Caro drachman

1:05:38 ▶ Safford um one of the lowest Borman the

1:05:42 ▶ Davis month and Air Force Base those

1:05:43 ▶ students have actually been able to

1:05:45 ▶ accept esas universally for longer than

1:05:48 ▶ it's been Universal simply because they

1:05:50 ▶ are the children of military parents um

1:05:53 ▶ we most of our kids continue to go to

1:05:55 ▶ Morman

1:05:57 ▶ 85714 uh our Southside so CE row

1:06:00 ▶ extending out to Van Buskirk so kind of

1:06:02 ▶ going out to the rodeo grounds that is

1:06:04 ▶ the lowest now there's a low point in

1:06:07 ▶ here that I will mention

1:06:10 ▶ 85735 um that is kind of Ryan Airfield

1:06:13 ▶ there really isn't anything out there

1:06:14 ▶ the closest school is Banks but when you

1:06:17 ▶ look at it if if you look at Ryan a

1:06:20 ▶ Airfield thinking that's far west

1:06:23 ▶ 85757 which is the next one to the east

1:06:26 ▶ of that is the next lowest so students

1:06:29 ▶ essentially who are living in that area

1:06:31 ▶ are not accepting esas they're just

1:06:33 ▶ they're going to public school for the

1:06:34 ▶ most part right 85757 is Star Valley

1:06:38 ▶ it's you know valala Road it's AO and

1:06:40 ▶ Valencia essentially uh think of that

1:06:42 ▶ intersection but we are losing our

1:06:44 ▶ students essentially where we expect

1:06:46 ▶ that we unfortunately have been losing

1:06:48 ▶ them our East Side our far west side our

1:06:51 ▶ downtown and Southside essentially have

1:06:53 ▶ been um and Southwest side for for that

1:06:55 ▶ matter have been really our strongest

1:06:58 ▶ zip codes um and this is all data from

1:07:00 ▶ the Department of Education so this is

1:07:02 ▶ exact this is straight from them but

1:07:04 ▶ this is exactly where we're losing

1:07:05 ▶ students to

1:07:09 ▶ esas

1:07:11 ▶ so I will now dive into some potential

1:07:15 ▶ options um so obviously Ricky before you

1:07:18 ▶ move forward can we ask if anybody has

1:07:20 ▶ questions on that

1:07:23 ▶ presentation oh okay go ahead

1:07:28 ▶ thank you

1:07:30 ▶ so so I've looked at um several options

1:07:34 ▶ uh none of these obviously are the one

1:07:37 ▶ solution um this is something that is

1:07:40 ▶ really more for discussion um increasing

1:07:43 ▶ class size uh that's something that

1:07:45 ▶ obviously would be very difficult to

1:07:47 ▶ undertake but if we increased every

1:07:49 ▶ kindergarten uh class from the maximum

1:07:53 ▶ uh of 26 to by one student and every

1:07:57 ▶ grade from 1 through 12 by two students

1:08:01 ▶ uh we would generate a savings of 4.3

1:08:03 ▶ million but it would mean eliminating 58

1:08:05 ▶ teaching

1:08:07 ▶ positions um if you increase all grades

1:08:10 ▶ by one uh you'd save 1.6 million but you

1:08:13 ▶ would eliminate 21 teaching

1:08:16 ▶ positions non deseg M budget cuts and

1:08:19 ▶ and I'll kind of explain what I meant by

1:08:21 ▶ the these three different scenarios so

1:08:23 ▶ proportional to function so basically if

1:08:25 ▶ you're fun if the majority of the

1:08:27 ▶ function of your department your

1:08:28 ▶ expenses are

1:08:30 ▶ instruction um then you got the least

1:08:32 ▶ cut right I cut you essentially I

1:08:34 ▶ propose a cut the least but if your if

1:08:37 ▶ your proportion is Administration you

1:08:39 ▶ then you got the greatest cut um and

1:08:41 ▶ they range from there so it's if it's

1:08:44 ▶ proport basically proportional to it so

1:08:46 ▶ if you have like you know 7% of your

1:08:47 ▶ budget is essentially Administration

1:08:50 ▶ then your department got a 7% cut that

1:08:52 ▶ only comes out to about $4 million and

1:08:54 ▶ that was just me kind kind of playing

1:08:55 ▶ with a scenario of looking at

1:08:57 ▶ instruction versus Administration versus

1:08:59 ▶ support and so on now if you uh

1:09:02 ▶ dedicated a percentage to two different

1:09:05 ▶ buckets so instruction uh whether it's

1:09:09 ▶ regular instruction or Community Schools

1:09:11 ▶ like our peeps programs our ic's our

1:09:13 ▶ preschool programs and they get a 3% cut

1:09:17 ▶ if support service and then support

1:09:19 ▶ services along with it that's all of our

1:09:22 ▶ exceptional Ed all of our health

1:09:23 ▶ services um all of our professional

1:09:26 ▶ developments work all those get a 3% cut

1:09:29 ▶ but everybody else outside those

1:09:30 ▶ categories gets a 6% cut that's 5.3

1:09:34 ▶ million if we just essentially take a

1:09:37 ▶ look at everything across the board at

1:09:38 ▶ 5% 6.4 if everybody takes 10 12.8 this

1:09:43 ▶ is only departments this is not schools

1:09:46 ▶ other than the class sizes all right

1:09:48 ▶ we're not we're not touching the schools

1:09:51 ▶ if we freeze salary increases every

1:09:53 ▶ salary increase of 1% % to M costs $4

1:09:57 ▶ million this is more of a deferral

1:10:00 ▶ obviously because we're not going to be

1:10:01 ▶ able to not provide salary increases

1:10:03 ▶ forever um so for for every year that

1:10:06 ▶ you don't do it it's $4 million that

1:10:08 ▶ essentially stays in the bucket um so

1:10:11 ▶ just kind of you know every 1% to 4

1:10:14 ▶ million

1:10:16 ▶ furlows uh a one-day Furlow would save

1:10:18 ▶ the school district 2.4 million a 2-day

1:10:21 ▶ Furlow obviously double that 4.8 million

1:10:24 ▶ that fur would need to take place on a

1:10:26 ▶ non-school day or it could be that um

1:10:30 ▶ the University of Arizona did this when

1:10:31 ▶ they furload employees they essentially

1:10:33 ▶ reduced salaries uh equal to that amount

1:10:37 ▶ for a year uh so that they would

1:10:39 ▶ essentially everybody showed up to work

1:10:40 ▶ you just got less pay and then you were

1:10:42 ▶ able to take a day off um you could do

1:10:46 ▶ it different ways but that's the C

1:10:47 ▶ that's the value of Furlow a

1:10:50 ▶ departmental hiring freeze so as of

1:10:53 ▶ February 21st

1:10:55 ▶ uh there are multiple positions that we

1:10:58 ▶ could freeze from all departments uh

1:11:01 ▶ that would yield a savings of $57

1:11:03 ▶ million now this doesn't include any

1:11:06 ▶ vacant positions that are already in

1:11:07 ▶ hire so if these people have been given

1:11:10 ▶ a job offer and they're in the midst of

1:11:12 ▶ going through orientation whatever

1:11:14 ▶ they're not in there positions that are

1:11:16 ▶ centrally funded for teaching think of

1:11:18 ▶ Fine Arts language acquisition magnet

1:11:20 ▶ gate those are not affected and

1:11:23 ▶ positions that are funded but the

1:11:25 ▶ positions have to be funded by ml deseg

1:11:27 ▶ or ndeg and the indirect cost fund so

1:11:31 ▶ those two funds grants would be Exempted

1:11:34 ▶ you know um and the other thing that's

1:11:36 ▶ Exempted from here is exceptional Ed um

1:11:40 ▶ I forgot to put that in the bullet but

1:11:41 ▶ except no exceptional Leed hiring frees

1:11:44 ▶ uh would be applicable to that to that

1:11:46 ▶ department and finally probably the most

1:11:49 ▶ unpopular one of these is uh school

1:11:51 ▶ closures so uh closing schools depending

1:11:54 ▶ on the selection of of schools could uh

1:11:56 ▶ yield a savings of upwards of $3.3

1:11:59 ▶ million um this would obviously depend

1:12:02 ▶ on the retention of students at those

1:12:04 ▶ closed schools right so if you close a

1:12:06 ▶ specific School how many of those kids

1:12:08 ▶ will continue at whatever the receiving

1:12:09 ▶ school will be um we've experienced that

1:12:13 ▶ previously um so so we have some history

1:12:16 ▶ to to look at that um but right now a

1:12:20 ▶ school closure scenario would yield $3.3

1:12:22 ▶ million so um as you'll notice none of

1:12:26 ▶ these scenarios none of these one

1:12:28 ▶ scenarios will cover it cover the whole

1:12:32 ▶ deficit um there essentially are need to

1:12:35 ▶ be multiple options to accomplish

1:12:38 ▶ accomplish this and and you can do it in

1:12:40 ▶ different ways um all of them are

1:12:44 ▶ uncomfortable

1:12:46 ▶ um the other thing that's been mentioned

1:12:49 ▶ um off and on in you know call to the

1:12:51 ▶ audience and kind of in the community

1:12:52 ▶ has been the discussion of an override

1:12:54 ▶ this school district has not had an

1:12:56 ▶ override uh since Bill Clinton was the

1:12:58 ▶ president um so if you remember Bill

1:13:01 ▶ Clinton that's how long it was um but we

1:13:04 ▶ haven't had an override since the mid

1:13:06 ▶ 1990s um now assuming we have no changes

1:13:09 ▶ in our average daily membership that we

1:13:12 ▶ have our current budget commitments are

1:13:14 ▶ essentially still um we're allowed to

1:13:16 ▶ ask for voters to approve a

1:13:18 ▶ 15% uh override to our Revenue control

1:13:21 ▶ limit with yields to $42

1:13:23 ▶ million uh this would eliminate the need

1:13:25 ▶ to transfer 10 million from Capital to M

1:13:28 ▶ because this $42 million would

1:13:30 ▶ essentially cover that now here's what

1:13:32 ▶ it does to carry forward depending on

1:13:33 ▶ the scenarios now if you provide no

1:13:36 ▶ salary increases and this is just kind

1:13:38 ▶ of to provide you you know uh of

1:13:41 ▶ different viewpoints your your carry

1:13:45 ▶ forward goes from 29 million in fiscal

1:13:47 ▶ year 27 to almost 98 Million by fiscal

1:13:50 ▶ year 30 the deficit is unchanged though

1:13:53 ▶ because you've really not changed any of

1:13:55 ▶ your spending all you've done is just

1:13:57 ▶ brought in more Revenue if you include

1:14:00 ▶ salary increases assuming you do like 3%

1:14:02 ▶ in your one and 2% in years 2 three and

1:14:05 ▶ four your uh carry forward goes from 17

1:14:09 ▶ million in fiscal year 27 to 5.5 million

1:14:12 ▶ in fiscal year 30 so you still end up

1:14:14 ▶ with a positive but your deficit then

1:14:16 ▶ balloons to 31 million because you've

1:14:18 ▶ done we've done nothing to essentially

1:14:20 ▶ cut our spending we're still spending

1:14:22 ▶ more than we're bringing in so you know

1:14:24 ▶ I to highlight the last point you know

1:14:26 ▶ an override does not solve our

1:14:29 ▶ structural deficit ultimately it it has

1:14:32 ▶ to be a combination of multiple things

1:14:35 ▶ um ADM stabilization is another thing

1:14:37 ▶ you know we've talked about this before

1:14:39 ▶ i' I've you know Mr Romero last said I

1:14:42 ▶ you know it's good to be a zero um but

1:14:45 ▶ it is good to be a zero uh if we

1:14:48 ▶ essentially moved our ADM losses from a

1:14:50 ▶ loss of 1 and a half% to literally zero

1:14:54 ▶ um our deficit would drop by 4% and our

1:14:58 ▶ carryover would flip to a positive 1 1.1

1:15:01 ▶ million we'd obviously have to sustain

1:15:02 ▶ that it gets better obviously if it you

1:15:04 ▶ know if you increase you know it can get

1:15:07 ▶ better even if you shave off a a a 1% uh

1:15:10 ▶ loss you know you can decrease the

1:15:13 ▶ deficit by 2 million you can decrease

1:15:15 ▶ your you can increase your carryover by

1:15:19 ▶ 90% um but that means you know obviously

1:15:23 ▶ bringing in students into buildings um I

1:15:27 ▶ mean and some without any of the changes

1:15:30 ▶ without some changes we will face that

1:15:32 ▶ $35 million deficit by fiscal year 30 it

1:15:35 ▶ it is an inevitable reality we're not

1:15:38 ▶ alone you know as I presented to you the

1:15:40 ▶ five largest districts in in Arizona are

1:15:43 ▶ all losing enrollment our largest losses

1:15:45 ▶ are are are Eastside schools

1:15:47 ▶ unfortunately um and there's a variety

1:15:49 ▶ of reasons for that um but the most

1:15:52 ▶ viable way to essentially move ourselves

1:15:54 ▶ forward are three things we reduce our

1:15:56 ▶ budget our spending uh we need to

1:15:59 ▶ stabilize enrollment and and I'm not

1:16:01 ▶ saying we have to go from you know one

1:16:03 ▶ and a half to zero but we need to make

1:16:06 ▶ some Headway um and and potentially

1:16:08 ▶ seeking override you know seeking some

1:16:10 ▶ sort of Revenue stabilization because

1:16:13 ▶ that will buy you time that essentially

1:16:15 ▶ if you have the injection of of dollars

1:16:18 ▶ it gives you the ability to be a little

1:16:20 ▶ bit more deliberate and methodical about

1:16:22 ▶ what you can do in order to stabilize it

1:16:24 ▶ because again the override does not

1:16:27 ▶ solve the deficit um you know our future

1:16:32 ▶ depends on austerity it's it's a dirty

1:16:35 ▶ word right now um for a variety of

1:16:38 ▶ reasons but it depends on austerity and

1:16:40 ▶ and revenue generation because

1:16:42 ▶ unfortunately as doomsday as this sounds

1:16:44 ▶ nobody's coming to save

1:16:48 ▶ us so I

1:16:50 ▶ that's presentation part

1:16:53 ▶ one uh questions yes Miss Luna Rose okay

1:16:57 ▶ thank you thank you for the presentation

1:17:00 ▶ Mr

1:17:01 ▶ nandez so um thank you well I don't want

1:17:04 ▶ to say thank you for the sobering

1:17:05 ▶ information but it's sobering

1:17:07 ▶ information and you're correct nobody is

1:17:08 ▶ going to come save us at all whether

1:17:12 ▶ it's prop 414 or a override I mean we're

1:17:16 ▶ not going to get that from the state and

1:17:18 ▶ federal government so my question to you

1:17:21 ▶ is um as we have a current

1:17:24 ▶ Administration that doing their first

1:17:26 ▶ state of the union as I'm speaking and

1:17:30 ▶ going to publicly state that they're

1:17:32 ▶ going to get rid of the Department of

1:17:33 ▶ Education what does that do to title one

1:17:36 ▶ because we are a title one district and

1:17:37 ▶ I'm really concerned I I know about that

1:17:41 ▶ because I know in in years past not just

1:17:44 ▶ under their first term and I'm not

1:17:46 ▶ saying that person's name um under their

1:17:49 ▶ first term that was something they tried

1:17:51 ▶ to do and then President Biden was able

1:17:53 ▶ to Stave It Off but now that they're

1:17:56 ▶ back what does that look like for the

1:17:57 ▶ district so our understanding from the

1:18:01 ▶ potential dismantling of the federal

1:18:03 ▶ department of Ed is that some of these

1:18:04 ▶ entitlement programs would be siphoned

1:18:07 ▶ off to other portions of the government

1:18:10 ▶ um in title one specifically one of the

1:18:13 ▶ things they're talking about is uh

1:18:15 ▶ turning it into a block rent essentially

1:18:17 ▶ giving every state a chunk of cash and

1:18:19 ▶ then letting the state Departments of

1:18:21 ▶ Education determine how it's allocated

1:18:23 ▶ down to the school districts we sort of

1:18:26 ▶ do that now I mean we sort of the state

1:18:28 ▶ already sort of gets an allocation of it

1:18:31 ▶ there is some guidance and some

1:18:32 ▶ oversight by the Department of Education

1:18:35 ▶ um right now but ultimately it calls

1:18:37 ▶ into question what that looks like if it

1:18:40 ▶ if it becomes a a block grant and the

1:18:42 ▶ fact that it then becomes something that

1:18:45 ▶ is its political whim of the elected

1:18:47 ▶ superintendent Public Instruction in in

1:18:49 ▶ Arizona um and so Title One is on one

1:18:51 ▶ hand on the other hand is Ida right

1:18:54 ▶ which supports our our exed students um

1:18:57 ▶ that is another one that's been talked

1:18:59 ▶ about so we're watching it very

1:19:02 ▶ carefully because the unknowns are the

1:19:04 ▶ biggest questions we currently have um

1:19:07 ▶ there's not a lot of Direction obviously

1:19:09 ▶ that they're providing that's just very

1:19:11 ▶ much a slash and burn mentality

1:19:14 ▶ unfortunately okay because

1:19:17 ▶ with

1:19:19 ▶ um if it comes down as as a block grant

1:19:22 ▶ I mean I don't trust this state um at

1:19:25 ▶ all even with

1:19:27 ▶ um with Miss hob sitting in the

1:19:30 ▶ governor's seat so um I mean I'm not

1:19:33 ▶ trying to be a Debbie Downer but I also

1:19:35 ▶ don't want us to become Isaac or

1:19:36 ▶ Roosevelt or Cave Creek I mean Pima

1:19:39 ▶ County's been able to stve that off a

1:19:41 ▶ little bit so

1:19:44 ▶ um and then in terms of school lunch I

1:19:47 ▶ know that we're already not getting the

1:19:48 ▶ 2 million but that's also on the Block

1:19:52 ▶ right that's that so that's already in

1:19:54 ▶ the department of agriculture right they

1:19:56 ▶ they do out the national school lunch

1:19:57 ▶ program but my understanding is that

1:19:59 ▶ they are taking a look at uh the C

1:20:02 ▶ program um which is currently allowing

1:20:05 ▶ us to have uh free breakfast and lunch

1:20:07 ▶ for every student in Toc s unified they

1:20:09 ▶ are looking at increasing the

1:20:10 ▶ eligibility percentage from the current

1:20:12 ▶ 40% that allowed us to be C to 60% uh my

1:20:17 ▶ understanding from the Food Services

1:20:18 ▶ Department is that would cut off about

1:20:20 ▶ two dozen schools into USD and so we'd

1:20:23 ▶ have to take them back to being a a a

1:20:26 ▶ lunch basically would have to charge a

1:20:28 ▶ fee um for those students who are not

1:20:31 ▶ eligible for free and reduced price

1:20:32 ▶ lunch so we I I I mean we're equally

1:20:37 ▶ concerned about the national school

1:20:38 ▶ lunch program okay and I have one more

1:20:40 ▶ question so I'm I'm kind and the reason

1:20:43 ▶ why I'm speaking about title one because

1:20:44 ▶ we also have a state superintendent who

1:20:47 ▶ a decade

1:20:49 ▶ ago got this District in in a bind um

1:20:53 ▶ and got rid of what was was then the

1:20:55 ▶ Mexican American studies and so um in

1:20:59 ▶ those are very important departments to

1:21:02 ▶ to this community so I I'm just trying

1:21:05 ▶ to figure out where we're going to be

1:21:07 ▶ because I

1:21:09 ▶ mean I think we are going to have

1:21:12 ▶ to I think we are going to have to use

1:21:14 ▶ all these Avenues to to write the ship

1:21:17 ▶ because again nobody wants to close

1:21:19 ▶ schools nobody wants to be taken over by

1:21:21 ▶ the state like I do believe the Isaac

1:21:23 ▶ School District was taken over by the

1:21:24 ▶ state correct correct so then then

1:21:27 ▶ there's no need for a board in autonomy

1:21:29 ▶ and that's what we're the public has

1:21:32 ▶ asked us to do so um I'll listen to my

1:21:35 ▶ colleagues and I probably will have more

1:21:38 ▶ questions governing board members any

1:21:41 ▶ questions for Mr Hearn on

1:21:44 ▶ this Mr Romero all right let me get back

1:21:47 ▶ to this scenario all right we're going

1:21:50 ▶ back to our budget reduction scenarios

1:21:55 ▶ so looks like on a couple of these as

1:21:57 ▶ far as recommendations you know I know

1:21:58 ▶ we have you your our summary back over

1:22:01 ▶ there but it looks like we probably

1:22:02 ▶ should be touching in on a lot of these

1:22:05 ▶ things you know I think some of the

1:22:06 ▶ immediate ones that we should be looking

1:22:09 ▶ at again to stop the bleeding right now

1:22:11 ▶ like you're talking about uh Department

1:22:13 ▶ hiring freezes you know that would be a

1:22:15 ▶ great start uh right from the get-go um

1:22:18 ▶ let people know that there could be the

1:22:21 ▶ freeze on all salary increases because

1:22:23 ▶ we don't want you know the situation

1:22:25 ▶ where we're losing you know 58 FTE or 21

1:22:29 ▶ FTE I think that would be like the last

1:22:31 ▶ case scenario that we're going to want

1:22:33 ▶ um but I even know like I said some of

1:22:35 ▶ these hard questions that we have to

1:22:37 ▶ look at again school closures is isn't

1:22:40 ▶ fun but if it's costing us you know $2

1:22:43 ▶ million more to keep a high school open

1:22:45 ▶ than the money that we're bringing on

1:22:47 ▶ into that how longer we got to keep that

1:22:50 ▶ uh that wound open also so I'm I'm

1:22:53 ▶ grateful that you put all these budget

1:22:55 ▶ reduction scenarios I think huge we need

1:22:58 ▶ to work together as a district and like

1:23:00 ▶ you said this 10% across the board give

1:23:04 ▶ us that 12.8 million which is the a

1:23:07 ▶ biggest amount of any of these things

1:23:09 ▶ that's on there so I think it's uh

1:23:11 ▶ imperative that we focus on how do we do

1:23:15 ▶ that in every single department to get

1:23:17 ▶ to that because we have to work together

1:23:19 ▶ if we don't want to start closing

1:23:21 ▶ schools or um getting rid of teachers um

1:23:25 ▶ am I correct in that my

1:23:28 ▶ assumptions yeah I mean Dr

1:23:31 ▶ through so I think uh Mr Romero our when

1:23:36 ▶ when you listen to the presentation

1:23:37 ▶ Ricky's kind of echoing the the

1:23:39 ▶ direction of our team we are in a

1:23:42 ▶ situation where we want to start

1:23:44 ▶ thinking about these things now before

1:23:46 ▶ they become extreme okay and our

1:23:49 ▶ philosophy for cost reductions is to

1:23:51 ▶ always start as far away from the

1:23:53 ▶ classroom as possible possible and start

1:23:55 ▶ in areas that don't touch people and

1:23:58 ▶ don't touch programs and that right now

1:24:00 ▶ is vacant positions so I think we're at

1:24:02 ▶ the very first step where my

1:24:04 ▶ recommendation would be to at least look

1:24:06 ▶ at our vacant positions right now that

1:24:08 ▶ are not classroom teaching positions

1:24:10 ▶ they're not school-based they're in

1:24:12 ▶ administrative departments' got about

1:24:15 ▶ 5.9 million of those we are forming a

1:24:18 ▶ cross departmental team uh with

1:24:21 ▶ representatives from a cross

1:24:22 ▶ Administration to look at that list and

1:24:24 ▶ really start looking at recommendations

1:24:26 ▶ you know in terms of what's Mission

1:24:28 ▶ critical and what's not uh and coming

1:24:30 ▶ back to the board I think that that's a

1:24:31 ▶ solid First Step uh in in in the

1:24:35 ▶ situation that we're at now we put all

1:24:37 ▶ options on the table now they go from

1:24:40 ▶ Simply a hiring freeze Al to as drastic

1:24:43 ▶ as a school closure if you're watching

1:24:45 ▶ this publicly it doesn't mean that the

1:24:47 ▶ board is going to do all of these things

1:24:48 ▶ right now it's just those are what your

1:24:50 ▶ options are uh what what the Isaac

1:24:53 ▶ situation and I think the message that

1:24:56 ▶ that has sent to other school districts

1:24:59 ▶ is that if these hard decisions aren't

1:25:01 ▶ made at some point the state comes in

1:25:04 ▶ and does it for you through a receiver

1:25:07 ▶ and a receiver is not an educator it's

1:25:09 ▶ just an accountant and they're not

1:25:11 ▶ asking any questions they're overriding

1:25:13 ▶ boards as we see in Isaac the receiver

1:25:15 ▶ has the authority to override the board

1:25:17 ▶ and the superintendant and just execute

1:25:20 ▶ and certainly far away from that but I

1:25:22 ▶ think it's good that we're we're

1:25:24 ▶ starting to have these conversations

1:25:27 ▶ now is that it uh so you said a budget

1:25:31 ▶ override doesn't fix our problems so

1:25:33 ▶ what are the benefits of an override so

1:25:36 ▶ the benefits of an override like I

1:25:37 ▶ mentioned is that it brings an influx of

1:25:39 ▶ Revenue that allows you then to be more

1:25:43 ▶ deliberate takes a it gives you a little

1:25:44 ▶ bit more time essentially to take a look

1:25:46 ▶ at what those budget reduction scenarios

1:25:49 ▶ should be right but it's not because

1:25:52 ▶ even an override is not permanent right

1:25:54 ▶ four or you have to go back to the

1:25:56 ▶ voters and ask them to renew it so it

1:26:00 ▶ only buys you enough time as you need to

1:26:03 ▶ really balance yourself out yes Dr Trill

1:26:07 ▶ that's a great question president xtram

1:26:09 ▶ because it's a two-part answer there's

1:26:11 ▶ the financial answer and there's the

1:26:13 ▶ educator answer I'm going to give you

1:26:14 ▶ the educator answer the override is

1:26:17 ▶ separate from the budget because the

1:26:19 ▶ override it that is our ability to

1:26:22 ▶ retain and recruit worldclass teaching

1:26:25 ▶ Talent with a competitive compensation

1:26:27 ▶ package that gives our kids nothing less

1:26:30 ▶ than the best and because of this

1:26:32 ▶ compromised budget situation that we're

1:26:34 ▶ looking at with this deficit the budget

1:26:37 ▶ as it stands right now doesn't allow us

1:26:39 ▶ to take the field in a competitive way

1:26:42 ▶ to compete with all of these other

1:26:43 ▶ districts that do have override dollars

1:26:46 ▶ and they're able to outgun us so I'm

1:26:48 ▶ looking at as an educator is my

1:26:50 ▶ obligation to put the best possible

1:26:52 ▶ teacher in every classroom so from the

1:26:54 ▶ education point of view we need it and I

1:26:57 ▶ think you heard from the financial

1:26:58 ▶ perspective fiscally it does buy you a

1:27:01 ▶ little bit of time uh to be able to chip

1:27:03 ▶ away at the

1:27:05 ▶ deficit and as someone who has um lived

1:27:09 ▶ through school closures as the mayor of

1:27:11 ▶ the city of South Tucson do we have data

1:27:15 ▶ on school closures and how they affected

1:27:19 ▶ our communities did those students come

1:27:21 ▶ back did we really make money off of

1:27:24 ▶ school closures yeah the so my

1:27:27 ▶ understanding from the data that that

1:27:29 ▶ was shared with me is that about 25% of

1:27:32 ▶ students never came back so we we did

1:27:35 ▶ keep the majority of those kids whether

1:27:36 ▶ they stayed at the school that was

1:27:38 ▶ assigned to them when their school was

1:27:39 ▶ closed or they went to another TD school

1:27:42 ▶ but at that time about a quarter of

1:27:44 ▶ those kids permanently left the district

1:27:48 ▶ so I mean I would say I mean we don't

1:27:51 ▶ want to lose students so I I would say

1:27:54 ▶ that that's off the table for now um

1:27:58 ▶ because our whole goal is to keep

1:28:00 ▶ students and to have students come back

1:28:02 ▶ to the district um so that's just my

1:28:06 ▶ comment for now okay yes Dr sha thank

1:28:10 ▶ you president extr and you we're spend a

1:28:11 ▶ lot of time tonight uh on this

1:28:13 ▶ presentation but I think it's really

1:28:15 ▶ important because this really is key to

1:28:17 ▶ almost everything we're talking about

1:28:18 ▶ over the next couple of months as we

1:28:20 ▶ build our budget and do everything um

1:28:22 ▶ for the next school year and Beyond and

1:28:24 ▶ as we talk about a potential override

1:28:26 ▶ I'm on slide 14

1:28:28 ▶ [Music]

1:28:29 ▶ Jean 14 you have control rookie which is

1:28:33 ▶ slide 14 that's the enrollment head

1:28:35 ▶ count Puma County

1:28:40 ▶ okay and all these schools these are all

1:28:43 ▶ the different school districts in Pima

1:28:44 ▶ County which one of them have overrides

1:28:46 ▶ and which ones do not so every single

1:28:48 ▶ one of those school districts with the

1:28:50 ▶ exception of us and Sunnyside Sunnyside

1:28:53 ▶ has a capital override Sun side has a

1:28:55 ▶ capital override they do not have an m

1:28:57 ▶ so every single School District here

1:28:58 ▶ except for us has some kind of override

1:29:00 ▶ correct okay and I think a lot you you

1:29:03 ▶ mentioned earlier a lot of where we why

1:29:05 ▶ we're here today uh in this scenario

1:29:07 ▶ part of it is obviously the enrollment

1:29:08 ▶ loss postco uh and the continued

1:29:10 ▶ enrollment loss A lot of it is and the

1:29:12 ▶ exra money we receive which is a CO

1:29:14 ▶ relief money we spend a lot of it on

1:29:16 ▶ onetime costs you know we go to schools

1:29:18 ▶ you'll see the Outdoor Learning spaces

1:29:21 ▶ the different furniture and other things

1:29:22 ▶ we purchase the shade struct structures

1:29:24 ▶ so many things that we spent on one-time

1:29:26 ▶ costs we did spend a lot of the money on

1:29:29 ▶ addressing learning loss on RTI

1:29:31 ▶ positions response intervention to pull

1:29:33 ▶ out programs that the small group

1:29:35 ▶ intervention mtss coordinators to help

1:29:37 ▶ folks uh students that are struggling

1:29:39 ▶ and so many other positions in our

1:29:40 ▶ schools that are working either directly

1:29:43 ▶ with students or working with the

1:29:44 ▶ teachers to be stronger in their work uh

1:29:47 ▶ and it's hard when we get these programs

1:29:49 ▶ in place and especially those that are

1:29:50 ▶ showing that they're really making an

1:29:51 ▶ impact for our students we're seeing the

1:29:53 ▶ growth

1:29:54 ▶ uh the growth is leading to our letter

1:29:55 ▶ grade increases across the board uh in

1:29:58 ▶ our schools uh and we really struggled

1:30:00 ▶ last year figuring out how to keep those

1:30:02 ▶ positions and that's one of the reasons

1:30:04 ▶ why we're in such a deficit because we

1:30:06 ▶ were really trying to keep as many

1:30:08 ▶ positions that are working to improve

1:30:10 ▶ outcomes for our students and to be able

1:30:12 ▶ to keep that we need to really rightsize

1:30:15 ▶ a lot of what we're doing in the

1:30:17 ▶ district uh in terms of the spending and

1:30:21 ▶ um you know even if we get an override

1:30:23 ▶ in place the $45 million our goal isn't

1:30:26 ▶ that just plugs up the deficit we do

1:30:27 ▶ want to do some some deficit cutting uh

1:30:30 ▶ going into it so that we can address

1:30:31 ▶ salary increases for our staff that they

1:30:33 ▶ deserve and they need to retain and

1:30:36 ▶ recruit the breast and brightest uh to

1:30:38 ▶ do even more for students we have a lot

1:30:39 ▶ of conversations we have people coming

1:30:41 ▶ to to call the audience that more we

1:30:42 ▶ want to do we want to have uh more music

1:30:45 ▶ programs and art programs for our kids

1:30:46 ▶ more physical education more kinds of

1:30:48 ▶ things that we know not just drive

1:30:50 ▶ enrollment but improve outcomes for the

1:30:51 ▶ students and really drive a lot of what

1:30:53 ▶ we're doing so we want to be able to do

1:30:54 ▶ a lot of these things with an override

1:30:56 ▶ uh show up some of the budget keep some

1:30:58 ▶ of the positions that are student facing

1:31:00 ▶ uh as well as increase salaries and

1:31:02 ▶ increase even more positions that are

1:31:04 ▶ really making an impact and I you know

1:31:06 ▶ one of the things we're doing right now

1:31:07 ▶ with our DC budget is trying to right

1:31:09 ▶ siiz our budget because there's a big

1:31:11 ▶ overage three4 million in the deseg

1:31:13 ▶ budget that's just coming from the ml

1:31:15 ▶ where we're we're we're stealing a lot

1:31:16 ▶ of money out of the ml to pay for these

1:31:18 ▶ programs and so our our goal is to try

1:31:20 ▶ to keep everything uh at level spend

1:31:23 ▶ money in program that we have money for

1:31:26 ▶ and um use M for things that we really

1:31:28 ▶ want to and a potentially override for

1:31:30 ▶ things that we really can make an impact

1:31:32 ▶ and I think my question here uh Dr tro

1:31:34 ▶ is like a timeline are we looking to you

1:31:36 ▶ know going to um the slide on the

1:31:40 ▶ potential scenarios and options are we

1:31:42 ▶ looking what what's our timeline here to

1:31:44 ▶ start making some decisions making some

1:31:46 ▶ cuts for the 25 26 school year even if

1:31:50 ▶ we go to for an override if that's what

1:31:51 ▶ weci to do our goal again isn't just to

1:31:54 ▶ plug up a $20 million deficit with that

1:31:55 ▶ our goal is to actually do more with

1:31:57 ▶ salaries expand programs that are making

1:31:59 ▶ a difference in facing students directly

1:32:01 ▶ so we do want to make some Cuts so we

1:32:02 ▶ don't go into each year with that huge

1:32:04 ▶ structural deficit we have so what what

1:32:06 ▶ kind of timeline what process are we

1:32:07 ▶ putting in place to address and vet some

1:32:10 ▶ of these potential reduction scenarios

1:32:12 ▶ to to make some adds going into the next

1:32:14 ▶ budget so the the administration

1:32:16 ▶ strongly encourages the board to at the

1:32:18 ▶ very least deal with the $8.6 million

1:32:22 ▶ shortfall that occurred between last

1:32:24 ▶ year's budget and this year's budget

1:32:26 ▶ that's a good first step is to is to at

1:32:29 ▶ least cut 8.6 mil uh so that you

1:32:32 ▶ rightsize your budget heading into next

1:32:34 ▶ year obviously we're not going to deal

1:32:35 ▶ with the whole 23 mil in one chunk for

1:32:38 ▶ that 86 million uh our immediate

1:32:40 ▶ recommendation is a departmental hiring

1:32:43 ▶ freeze um anything that is not a

1:32:45 ▶ classroom teacher position that's not

1:32:47 ▶ student services or student facing in a

1:32:49 ▶ school freeze it let's put we're going

1:32:52 ▶ to put together a cross- departmental

1:32:54 ▶ team we're going to look at those

1:32:55 ▶ position by position and make

1:32:57 ▶ recommendations to the board about

1:32:58 ▶ what's Mission critical and what's not

1:33:01 ▶ and then uh I'm going to ask uh Ricky to

1:33:04 ▶ come back with a Cuts package okay

1:33:07 ▶ across administrative SL operational

1:33:10 ▶ departments uh based off of percentage

1:33:13 ▶ to see what percentage of cuts that we

1:33:15 ▶ can um put together alongside any

1:33:18 ▶ savings that we see from the uh

1:33:21 ▶ administrative hiring SE freeze to see

1:33:24 ▶ if we can handle the $8.6 million

1:33:27 ▶ reduction uh salary and compensation

1:33:30 ▶ that has to be negotiated that those

1:33:32 ▶ conversations are going to be ongoing

1:33:34 ▶ and as Dr Shaw said passionately I want

1:33:37 ▶ to make sure that everybody watching

1:33:39 ▶ this doesn't associate an override with

1:33:43 ▶ TUSD handling its fiscal business an

1:33:46 ▶ override those dollars are directly for

1:33:48 ▶ educators directly for teaching quality

1:33:50 ▶ for recruiting the highest quality

1:33:52 ▶ teachers and educ ators for our schools

1:33:55 ▶ uh we want to do that we need to do that

1:33:57 ▶ so we can be competitive so we can honor

1:33:59 ▶ our teachers that work for us now uh

1:34:02 ▶ with a better uh and a more professional

1:34:05 ▶ salary and a salary and compensation

1:34:07 ▶ package that will attract future

1:34:09 ▶ Educators to come to Tod that's a

1:34:11 ▶ separate priority but I think we have to

1:34:14 ▶ show the community that at least we're

1:34:16 ▶ going to tackle the 8.6 million

1:34:18 ▶ additional deficit that has happened

1:34:20 ▶ year-over-year I think we do it with a

1:34:23 ▶ departmental

1:34:24 ▶ hiring freeze and I think we look at a

1:34:26 ▶ budget reduction package as you proposed

1:34:29 ▶ uh earlier

1:34:32 ▶ okay that timeline would be this

1:34:35 ▶ spring yes Michelle thank you

1:34:41 ▶ um you know I think yeah we have to deal

1:34:44 ▶ with our um deficit the 8.6 million that

1:34:47 ▶ Dr triio mentioned but like before we do

1:34:50 ▶ any other um you know budget reduction

1:34:54 ▶ um scenarios or even look at it I really

1:34:56 ▶ want us

1:34:58 ▶ to put in a a real effort to increase

1:35:02 ▶ our enrollment and to boost our average

1:35:04 ▶ daily membership I think it's like we're

1:35:06 ▶ not lifting a finger in that regard um

1:35:10 ▶ and I think it shows that you know in a

1:35:13 ▶ way we we lack strong leadership and the

1:35:17 ▶ board um we have made some poor

1:35:19 ▶ decisions I'm thinking about that

1:35:21 ▶ million dollars that we just spent for

1:35:24 ▶ outsourcing landscapers like having this

1:35:27 ▶ deficit and we just spent a million

1:35:29 ▶ dollars to cut some grass like why do we

1:35:32 ▶ do that I'm really upset that I voted

1:35:34 ▶ for

1:35:37 ▶ that um our superintendent's goal uh one

1:35:42 ▶ of them is to increase enrollment by

1:35:47 ▶ 0% like we've put oursel in this

1:35:50 ▶ situation and I think we need to be

1:35:52 ▶ aspirational we have to like like

1:35:53 ▶ manifest what we

1:35:56 ▶ want um you know one reason why we're in

1:36:00 ▶ this um this problem with deseg today is

1:36:03 ▶ because we decided to uh pay for those

1:36:07 ▶ RTI teachers out of deseg and that was

1:36:09 ▶ about $4 million and so you know I've

1:36:12 ▶ voted against both of those things I

1:36:15 ▶ think that if the RTI teachers like we

1:36:17 ▶ need to look at that data and if it's

1:36:19 ▶ not working if we're not seeing a real

1:36:21 ▶ increase in you know their

1:36:25 ▶ um thank you if we're not seeing an

1:36:28 ▶ increase in um you know their scores

1:36:31 ▶ then like what are we doing so either we

1:36:34 ▶ need to move things out of deseg that

1:36:36 ▶ shouldn't have been there in the first

1:36:37 ▶ place um and then take a real look at

1:36:40 ▶ like how we can improve our district and

1:36:42 ▶ I hope that at an upcoming board meeting

1:36:45 ▶ we could look to see um how we can boost

1:36:48 ▶ enrollment and also increase our average

1:36:50 ▶ daily membership

1:36:52 ▶ [Music]

1:36:58 ▶ are you gonna keep going

1:37:00 ▶ [Music]

1:37:01 ▶ yes I will say for the sake of time uh I

1:37:05 ▶ just want to survey the board are you

1:37:07 ▶ interested in cost analysis for Budget

1:37:10 ▶ advisory

1:37:12 ▶ recommendations I think financially our

1:37:14 ▶ situation is pretty clear uh I'm not

1:37:17 ▶ sure we can afford a lot of this but you

1:37:20 ▶ know we certainly can proceed um or we

1:37:23 ▶ can wrap and and sort of move on because

1:37:25 ▶ I know we spent a lot of time on the

1:37:27 ▶ presentation a lot of this is for

1:37:28 ▶ Community reference for board member

1:37:30 ▶ reference I think for me we've seen from

1:37:34 ▶ the budget we've gotten a report from

1:37:36 ▶ the budget advisory committee um so this

1:37:40 ▶ is information that we've already seen

1:37:42 ▶ if we want to move this to next week's

1:37:45 ▶ agenda and finish we could do that and

1:37:48 ▶ just I'll I'll make a note so the the

1:37:51 ▶ notebooks you received that those are

1:37:53 ▶ all the presentations the budget

1:37:55 ▶ advisory committee received during their

1:37:57 ▶ various meetings I wanted to make sure

1:37:58 ▶ that you each had them for the public

1:38:00 ▶ they list they're all on board docs if

1:38:02 ▶ if you know members of the community

1:38:04 ▶ want to reference them on their own um

1:38:06 ▶ one of the requests that that the board

1:38:08 ▶ had made of uh of Miss gist was you know

1:38:12 ▶ what supporting information did you have

1:38:14 ▶ or did the committee have in order to

1:38:16 ▶ make these recommendations and so mine

1:38:18 ▶ was really going to be a summary of what

1:38:20 ▶ we put in those binders so that way you

1:38:22 ▶ could kind of peruse it at your leisure

1:38:24 ▶ and then you can look at this uh at the

1:38:27 ▶ presentation kind of in conjunction with

1:38:29 ▶ do you want this on the next governing

1:38:31 ▶ board meeting um I I would like this on

1:38:34 ▶ the next governing board meeting as well

1:38:35 ▶ as the budget book reconciliation okay I

1:38:38 ▶ think we can cut it here and then and

1:38:40 ▶ then finish it back at the next meeting

1:38:43 ▶ and the attachment will stay up and so

1:38:45 ▶ community members can read about the

1:38:46 ▶ budget book reconciliation formulate

1:38:48 ▶ questions same thing about budget

1:38:50 ▶ advisory recommendations and costs okay

1:38:53 ▶ thank you great thank

1:38:58 ▶ you thank you audience for bearing with

1:39:01 ▶ us um but this

1:39:03 ▶ is the reality that we're in so we just

1:39:06 ▶ want to be as transparent as possible uh

1:39:08 ▶ next is call to the audience and I'll

1:39:10 ▶ turn it over to Dr

1:39:16 ▶ Shaw all right members of the public may

1:39:18 ▶ speak during call to the audience the

1:39:20 ▶ governing board clerk shall be

1:39:21 ▶ responsible for recognizing speakers and

1:39:23 ▶ for maintaining order where it may be

1:39:25 ▶ appropriate those who speak in person or

1:39:27 ▶ want to have their comments read shall

1:39:29 ▶ email or call the board office or

1:39:31 ▶ complete a request to address the board

1:39:32 ▶ form before the meeting speakers who

1:39:35 ▶ have not completed a request are not a

1:39:37 ▶ request form are not permitted to

1:39:38 ▶ address the board the speaker must must

1:39:40 ▶ State their full name and topic prior to

1:39:42 ▶ addressing the board speakers are

1:39:44 ▶ encouraged to be brief with a maximum

1:39:46 ▶ time of 3 minutes while more than one

1:39:48 ▶ speaker may speak together in the time

1:39:50 ▶ allowed speakers are reminded that they

1:39:51 ▶ are not allowed to speak more than one

1:39:53 ▶ and may not transfer or delegate their

1:39:56 ▶ time to others if there are documents

1:39:58 ▶ for the board please give them to the

1:39:59 ▶ board office staff and they will ensure

1:40:01 ▶ each board member receives a copy those

1:40:03 ▶ attending the meeting and are speaking

1:40:05 ▶ before the board shall observe rules of

1:40:06 ▶ Good Conduct speakers shall also refrain

1:40:09 ▶ from inappropriate or slanderous remarks

1:40:11 ▶ and because T serves students from

1:40:13 ▶ preschool through High School speakers

1:40:14 ▶ should be aware there may be children

1:40:16 ▶ present and listening at the end of the

1:40:18 ▶ call to the audience the governing board

1:40:20 ▶ president will ask if any board member

1:40:22 ▶ wishes to respond to CRI criticism wish

1:40:24 ▶ to ask staff to review a matter or wish

1:40:26 ▶ to ask that a matter be put on a future

1:40:28 ▶ agenda no more than two members May

1:40:30 ▶ address each topic contents of this card

1:40:33 ▶ are public

1:40:40 ▶ information all right so tonight we have

1:40:43 ▶ six in-person

1:40:45 ▶ speakers and 13 to be read and we're

1:40:48 ▶ starting with debborah hamuli and Then

1:40:50 ▶ followed by Nanette marray and Jonathan

1:40:52 ▶ Levi

1:40:56 ▶ think we have nette marray

1:41:00 ▶ Marie is that Deborah hamuli is she here

1:41:03 ▶ okay please come to the

1:41:05 ▶ [Applause]

1:41:11 ▶ point good evening governing board and

1:41:13 ▶ ladies and gentlemen of this evening my

1:41:15 ▶ name is Deborah hamuli I am a junior

1:41:17 ▶ aoya high school and a member of the

1:41:19 ▶ student advisory Council also known ASAC

1:41:23 ▶ I'm here to speak about the a the

1:41:24 ▶ African-American student uh budget cuts

1:41:28 ▶ being a part of this Council made me

1:41:30 ▶ confident within my own skin the black

1:41:32 ▶ skin that is what makes our community

1:41:34 ▶ special here in

1:41:36 ▶ TD before the African-American student

1:41:39 ▶ services students like myself had to

1:41:41 ▶ downplay our strugles for our non-black

1:41:43 ▶ counselors and teachers to understand us

1:41:46 ▶ that instead of saying I a black student

1:41:48 ▶ feel I've been taught to say I a student

1:41:51 ▶ feel because there was never a black

1:41:53 ▶ perspective within our within our

1:41:55 ▶ student system our school system that

1:41:58 ▶ made me feel confident that change could

1:42:00 ▶ happen but this all changed when I found

1:42:02 ▶ about when I found out about the

1:42:03 ▶ African-American student services by one

1:42:06 ▶ of the staff members at my school Camila

1:42:09 ▶ Johnson she told me all of what they're

1:42:12 ▶ doing and planning to do then I was once

1:42:15 ▶ introduced to Dr Dr Tanya schoer and the

1:42:19 ▶ rest of the staff because of their

1:42:21 ▶ presence it pushed me to advocate

1:42:23 ▶ and to represent all and any black

1:42:26 ▶ students within

1:42:28 ▶ TD this program pushes black students

1:42:31 ▶ forward this program allowed me to

1:42:34 ▶ support my family in ways I thought I

1:42:36 ▶ couldn't this program gave me a reason

1:42:38 ▶ to fight for our education and our

1:42:40 ▶ future for that I say the student

1:42:44 ▶ advisory Council stands here today to be

1:42:47 ▶ the voice for for black students in TD

1:42:50 ▶ thank you

1:42:54 ▶ [Music]

1:42:56 ▶ thank you Deborah we have have Nanette

1:42:58 ▶ Murray Jonathan Levi followed by Lilian

1:43:01 ▶ Fox and then finally uh Abida lson and

1:43:03 ▶ then Don that RS Demps Don Demps is the

1:43:07 ▶ last one good evening my name is nette

1:43:10 ▶ Murray I am an English language

1:43:13 ▶ development teacher in elementary at

1:43:14 ▶ sames Elementary and I'm a three-time

1:43:16 ▶ national board certified teacher I'm

1:43:20 ▶ here to talk about the excessive amount

1:43:22 ▶ of assessment that the district is

1:43:25 ▶ mandating and it's hard for the board

1:43:27 ▶ and the superintendent to see what's

1:43:29 ▶ really happening and so I feel like you

1:43:31 ▶ need to hear from teachers about what

1:43:34 ▶ data is useful to us and what it

1:43:37 ▶ actually looks like doing the

1:43:39 ▶ assessments on the ground a big huge

1:43:42 ▶ part is how much time we're losing from

1:43:46 ▶ instruction adding up Benchmark I ready

1:43:50 ▶ and Dibbles the loss of instructional

1:43:53 ▶ time is 40 to 45 hours a

1:43:58 ▶ year and that doesn't even count the

1:44:01 ▶ beginning of the year when you have to

1:44:02 ▶ help all the kindergarteners and first

1:44:04 ▶ graders log in that's practically

1:44:06 ▶ another hour right there so that does

1:44:08 ▶ not include unit assessments where we're

1:44:11 ▶ trying to find out what did they learn

1:44:13 ▶ this week and it doesn't include the

1:44:15 ▶ state mandated assessments that we can't

1:44:18 ▶ do anything about from this

1:44:20 ▶ point the I think we're getting

1:44:22 ▶ inaccurate data what we're seeing from

1:44:24 ▶ IR in particular doesn't match teacher

1:44:27 ▶ observation or other assessments that we

1:44:30 ▶ find useful to see where our students

1:44:32 ▶ are and I also think that the data that

1:44:38 ▶ we're going to be getting from State

1:44:40 ▶ assessments are going to be foued by the

1:44:43 ▶ amount of time that our students are

1:44:45 ▶ sitting at a computer and clicking I've

1:44:47 ▶ seen it I've been administering the

1:44:49 ▶ Oella and I've been administering it for

1:44:52 ▶ 15 years now in the district and this

1:44:54 ▶ year kids are like click and

1:44:58 ▶ go and there's only so much you can do

1:45:01 ▶ during a standardized test about that so

1:45:05 ▶ um the things that we are looking at the

1:45:09 ▶ impact on enrollment I think from the

1:45:12 ▶ amount of assessment we're doing I do

1:45:14 ▶ the tours at our school and the three

1:45:17 ▶ things that parents want to talk to me

1:45:19 ▶ about are the too much scream time too

1:45:23 ▶ many assessments and class sizes that

1:45:25 ▶ are too

1:45:29 ▶ big teachers are in a bind it's we want

1:45:33 ▶ to do what's right for students and

1:45:35 ▶ what's right for them is to actually

1:45:37 ▶ instruct them instead of over assess

1:45:40 ▶ them we also um are impacting there are

1:45:44 ▶ teachers that are saying I'm not going

1:45:45 ▶ to bring my kids to a TD school now and

1:45:48 ▶ I never thought I would say that um

1:45:51 ▶ where're it's impacting teacher

1:45:53 ▶ retention because of us feeling like

1:45:56 ▶ we're not doing the right

1:45:57 ▶ thing and I'm really glad that the

1:46:00 ▶ district has shown itself ready to be

1:46:02 ▶ sit down with teachers and listen to us

1:46:04 ▶ and side note look at what the RTI

1:46:07 ▶ teachers are doing because a lot of

1:46:09 ▶ schools are being forced to use them to

1:46:11 ▶ supervise computer

1:46:16 ▶ clicks thank you Miss Murray we have

1:46:19 ▶ Jonathan Levi followed by Lillian Fox

1:46:24 ▶ good evening uh my name is Jonathan Levy

1:46:26 ▶ I'm an English language arts teacher at

1:46:27 ▶ Catalina High School and the father of a

1:46:30 ▶ student at tucon High um I just wanted

1:46:33 ▶ to speak to the testing issue which I

1:46:35 ▶ know the board members are very well

1:46:37 ▶ aware of the concerns of many of the

1:46:39 ▶ teachers parents Etc uh I just want to

1:46:43 ▶ speak to an incident that happened um uh

1:46:46 ▶ couple weeks ago on our campus so um

1:46:49 ▶ many members of our junior class would

1:46:51 ▶ asked to take the benchmark Mar chose to

1:46:54 ▶ leave the testing uh area and go back to

1:46:58 ▶ their first periods this was completely

1:47:01 ▶ a surprise to us the teachers we weren't

1:47:03 ▶ expecting our students to come back to

1:47:04 ▶ our classrooms and it was completely a

1:47:06 ▶ decision made by the students themselves

1:47:09 ▶ um I think this speaks to the issue that

1:47:13 ▶ the testing burnout for students is very

1:47:16 ▶ real if you have a large members members

1:47:20 ▶ large numbers of members of a class

1:47:22 ▶ making a decision to essentially break

1:47:24 ▶ the rules to make a point um this means

1:47:27 ▶ it's probably the case that other

1:47:28 ▶ schools that other students are feeling

1:47:29 ▶ the same way another thing it showed me

1:47:32 ▶ was many of these students I hadn't seen

1:47:36 ▶ this excited engaged and enthusiastic in

1:47:39 ▶ our classroom since the beginning of the

1:47:41 ▶ year they were excited to have thought

1:47:45 ▶ through a position determined what they

1:47:47 ▶ believed made their voices heard and to

1:47:50 ▶ take action they were enthusiastic about

1:47:53 ▶ this they were pumped up and that

1:47:55 ▶ brought up a point that I've been

1:47:57 ▶ noticing for a while now we are losing

1:48:00 ▶ that excitement that engagement that

1:48:03 ▶ passion that joy for learning in our

1:48:05 ▶ classrooms and this is what we are there

1:48:08 ▶ to Foster and I'm not saying that

1:48:11 ▶ testing uh the burdensome nature of

1:48:14 ▶ testing is the sole cause of this but it

1:48:16 ▶ is definitely a cause of this decrease

1:48:20 ▶ in Joy on our site

1:48:24 ▶ and if we can change that I think it

1:48:29 ▶ speaks to that issue about increasing

1:48:31 ▶ enrollment an essential factor in this

1:48:34 ▶ environment where budgets are being cut

1:48:37 ▶ Etc we've heard all the causes but I

1:48:39 ▶ mean we need to make our schools a place

1:48:42 ▶ where young people's minds can engage

1:48:45 ▶ again um with that in mind it's very

1:48:47 ▶ exciting I think I heard today that the

1:48:49 ▶ district may be um willing to work with

1:48:53 ▶ uh the tea on this and I think this is

1:48:55 ▶ an essential first step we have to

1:48:57 ▶ really chart a course to get us to that

1:49:00 ▶ point where we're actually doing what we

1:49:02 ▶ were all basically hired to do go and

1:49:05 ▶ Foster an environment or create an

1:49:08 ▶ environment that Fosters true excitement

1:49:10 ▶ enthusiasm and learning and I think the

1:49:13 ▶ reduction in testing is a first step so

1:49:16 ▶ thank you

1:49:18 ▶ [Applause]

1:49:22 ▶ Lillian Fox followed by ad Diva

1:49:27 ▶ Nelson my name's Li Lillian Fox uh

1:49:30 ▶ Jennifer extrom board members uh Yolanda

1:49:34 ▶ barboa and and staff members um you can

1:49:38 ▶ read you're smart people I'm going to

1:49:39 ▶ skip it because of all the stuff you

1:49:41 ▶ were told about the budget if uh one

1:49:44 ▶ thing I will say don't renew the

1:49:46 ▶ contracts tonight he is supposed to give

1:49:49 ▶ you a list of all the names and he's

1:49:50 ▶ telling you it's all the teachers and

1:49:53 ▶ some CER other certified people you need

1:49:55 ▶ to know exactly who the certified people

1:49:57 ▶ are tell him to come back with a list

1:49:59 ▶ that's the way it's always been done and

1:50:01 ▶ should be done now turn to this the blue

1:50:04 ▶ blob that's eating up the schools is the

1:50:06 ▶ Departments almost no matter what

1:50:08 ▶ happens with the money to USD has got it

1:50:11 ▶ keeps increasing the percentage of money

1:50:13 ▶ and the amount of money that goes to the

1:50:15 ▶ Departments up we started off with the

1:50:18 ▶ Department's only getting 39% of the

1:50:21 ▶ budget they're all the way up to

1:50:23 ▶ 55% if you turn

1:50:26 ▶ over to the next skip to the next pie

1:50:30 ▶ chart it shows we reduce the number of

1:50:32 ▶ employees this year and guess what they

1:50:34 ▶ did they increased the number of

1:50:36 ▶ employees in the Departments and reduced

1:50:38 ▶ them in the schools that's why this

1:50:41 ▶ chart looks like it is that's why the

1:50:43 ▶ percentage of employees who work in the

1:50:45 ▶ department isn't increasing almost

1:50:47 ▶ everything Mr Hernandez told you tonight

1:50:50 ▶ was about cutting the damn schools

1:50:52 ▶ they've cut the schools too much don't

1:50:53 ▶ put up with that um now they also talked

1:50:57 ▶ about how we just don't have enough

1:50:59 ▶ money we're just starve for money you

1:51:02 ▶ get more money per student than any

1:51:04 ▶ local District you have a lot more money

1:51:06 ▶ than any District other District does

1:51:08 ▶ here you have a lot more money per

1:51:10 ▶ student than the average for Arizona

1:51:13 ▶ there are 11 big districts he picked

1:51:15 ▶ nine districts to talk about oh and by

1:51:18 ▶ the way this gives you the truth about

1:51:20 ▶ how we're losing we're losing a lot of

1:51:22 ▶ students were a lot worse than other

1:51:24 ▶ other districts except for one this is

1:51:26 ▶ the 11 big school districts we get the

1:51:29 ▶ next to the most money we pay the next

1:51:31 ▶ to the worst to our teachers we have the

1:51:34 ▶ next to the worst performance we've got

1:51:37 ▶ to change that around I gave you this

1:51:40 ▶ you know month ago or something the red

1:51:43 ▶ was these are students who are extremely

1:51:45 ▶ dissatisfied because there's so much

1:51:48 ▶ disruption in class there's so much

1:51:50 ▶ bullying the schools are filthy

1:51:53 ▶ all the red stuff is bad news and the

1:51:55 ▶ teachers back it up on the back page I

1:51:58 ▶ have a little short section this just

1:52:00 ▶ teachers they confirm what the students

1:52:02 ▶ are saying you've got to cont change the

1:52:04 ▶ conditions in your schools if you want

1:52:06 ▶ to keep employees and students this

1:52:09 ▶ chart also tells you what um the let's

1:52:15 ▶ see the rate of uh chronic absenteeism

1:52:20 ▶ in these in these poor rate poorly rated

1:52:23 ▶ Schools they're very high schools that

1:52:25 ▶ have a whole bunch of red for

1:52:27 ▶ dissatisfied teachers dissatisfied

1:52:30 ▶ students they have high chronic gaps in

1:52:32 ▶ TSM too thank you thank you Miss

1:52:34 ▶ Fox adiva Nelson followed by Don

1:52:44 ▶ Demps ADBA left and I'm Don Demps so my

1:52:49 ▶ name is Don Demps I am a professor of

1:52:51 ▶ Education leadership at the University

1:52:53 ▶ of Arizona and I am reading a letter

1:52:55 ▶ sent um by Jamaica delmare on her behalf

1:53:00 ▶ and if I have time at the end I would

1:53:01 ▶ like to give a little bit of comment um

1:53:04 ▶ Dr delm shares I am writing on behalf of

1:53:07 ▶ the University of Arizona's

1:53:08 ▶ African-American student affairs to

1:53:11 ▶ express our strong support of the

1:53:12 ▶ continued funding at the current rates

1:53:15 ▶ of the TUSD africanamerican student

1:53:18 ▶ services division the work of this

1:53:20 ▶ division is invaluable in providing

1:53:21 ▶ essential educational and developmental

1:53:24 ▶ opportunities for black students in our

1:53:26 ▶ community without adequate funding the

1:53:28 ▶ programs and Partnerships that directly

1:53:30 ▶ impact these students would be at risk

1:53:33 ▶ through our collaboration we have two

1:53:35 ▶ key programs that illustrate the

1:53:37 ▶ significance of this partnership they

1:53:40 ▶ are the summer leaders and training

1:53:41 ▶ program which is a three-day immersive

1:53:44 ▶ experience where Rising seniors from

1:53:46 ▶ TUSD stay overnight at the University

1:53:49 ▶ during this program students engage in

1:53:51 ▶ workshops on College Readiness

1:53:53 ▶ leadership development financial

1:53:54 ▶ literacy Etc this initiative Fosters a

1:53:58 ▶ sense of belonging and confidence among

1:54:00 ▶ participants many of whom are first

1:54:03 ▶ generation college students the next

1:54:05 ▶ large initiative is black Excellence

1:54:07 ▶ Tucson which is coming up on March

1:54:10 ▶ 29th and this is an all day College

1:54:13 ▶ Planning event designed specifically for

1:54:15 ▶ black students and their families this

1:54:17 ▶ program provides Vital Information on

1:54:19 ▶ admissions scholarships financial aid

1:54:21 ▶ and support Services it also connects

1:54:24 ▶ students with black professors

1:54:26 ▶ professionals and other college students

1:54:28 ▶ reinforcing a strong community of

1:54:30 ▶ support that encourages postsecondary

1:54:32 ▶ success these initiatives are just two

1:54:35 ▶ examples of the ways that TD

1:54:37 ▶ African-American student services plays

1:54:39 ▶ a critical role in supporting the

1:54:41 ▶ academic and personal growth of black

1:54:43 ▶ students the division's resources

1:54:45 ▶ staffing and programmatic support are

1:54:47 ▶ essential to sustaining these programs

1:54:50 ▶ which not only benefit T USD students

1:54:52 ▶ but also contribute to the diversity and

1:54:54 ▶ success of higher education at U

1:54:58 ▶ OFA reducing or eliminating the services

1:55:02 ▶ we strongly urge you to maintain and

1:55:05 ▶ protect the division's budget so that we

1:55:07 ▶ continue providing such Services as a

1:55:10 ▶ mother I would like to say that my

1:55:12 ▶ daughter went to Holiday you've seen me

1:55:14 ▶ here before now she is at Utterback I

1:55:15 ▶ take the 20-minute ride because

1:55:18 ▶ African-American student services exists

1:55:20 ▶ and I promise you you will lose the the

1:55:22 ▶ $5,000 for me if I did not believe that

1:55:25 ▶ TD believed in diversity with all of the

1:55:28 ▶ programs you have not just

1:55:29 ▶ African-American student services I know

1:55:31 ▶ that you know that these students matter

1:55:33 ▶ and so that's why my daughter continues

1:55:35 ▶ to go here I do not want to be one of

1:55:38 ▶ the parents that will homeschool her

1:55:40 ▶ daughter but I can I have the capacity

1:55:42 ▶ to so I think you should talk to parents

1:55:44 ▶ as well to find out what it is the

1:55:47 ▶ parents want and why they're leaving

1:55:49 ▶ thank you

1:55:54 ▶ thank you Miss Demps and we have a

1:55:55 ▶ number of uh letters to be read the

1:55:58 ▶ first one is from Monique Ruiz a student

1:56:01 ▶ about Benchmark testing I feel that

1:56:03 ▶ Benchmark testing should not be

1:56:04 ▶ mandatory for high school students

1:56:06 ▶ benchmarks are time tests that not only

1:56:08 ▶ cause students stress but it also puts

1:56:11 ▶ added added unnecessary pressure on

1:56:14 ▶ students another reason why benchmarks

1:56:17 ▶ should not be mandatory is because

1:56:19 ▶ benchmarks don't truly show what

1:56:20 ▶ students true uh cap ability to perform

1:56:23 ▶ their learned skills accurately as a

1:56:27 ▶ student who has test anxiety I have

1:56:29 ▶ always felt that benchmarks add an

1:56:31 ▶ excessive amount of pressure and can

1:56:33 ▶ also be very discouraging when I am told

1:56:36 ▶ what I am and aren't

1:56:38 ▶ smart when I'm told what I am and aren't

1:56:41 ▶ smart based on a computer's

1:56:45 ▶ calculations next letter is from Christa

1:56:48 ▶ Warden about slps OTS and PTs

1:56:54 ▶ dear Dr tro and esteemed TC board

1:56:56 ▶ members on behalf of the district's slps

1:56:59 ▶ OTS and PTs I want to express our

1:57:01 ▶ concerns regarding the district's

1:57:03 ▶ Financial priorities and their direct

1:57:05 ▶ impact on student services recent

1:57:07 ▶ financial and exceptional education

1:57:09 ▶ reports highlight two critical issues

1:57:12 ▶ declining student enrollment and

1:57:13 ▶ increasing demand for specialized

1:57:15 ▶ support addressing these challenges

1:57:17 ▶ requires a focus on direct student

1:57:19 ▶ services rather than administrative

1:57:21 ▶ expansion

1:57:22 ▶ according to the financial state of the

1:57:24 ▶ district presentation the district faces

1:57:27 ▶ an increasing projected deficit over the

1:57:29 ▶ next 5 years and overall enrollment

1:57:32 ▶ continues to decline however enrollment

1:57:34 ▶ of students in exceptional education

1:57:36 ▶ continues to maintain steady which

1:57:38 ▶ increases the percentage of exed

1:57:40 ▶ students compared to the total student

1:57:42 ▶ population exceptional education is

1:57:44 ▶ restructuring to increase Direct

1:57:46 ▶ Services yet case flows for slps OTS and

1:57:49 ▶ PTs remain excessive liting legally

1:57:52 ▶ required and high quality support these

1:57:56 ▶ proposed budget cuts Target student

1:57:58 ▶ services while administrative costs

1:57:59 ▶ continue to rise rather than increasing

1:58:02 ▶ administrative overhead we urge District

1:58:04 ▶ to implement case load caps in line with

1:58:06 ▶ best practices to ensure quality

1:58:08 ▶ services and prevent provider burnout

1:58:10 ▶ and two redirect funds from upper manage

1:58:13 ▶ upper administrative growth to Frontline

1:58:15 ▶ student services ensuring that every

1:58:18 ▶ dollar spent improves student outcomes

1:58:20 ▶ and supports enrollment stabilization

1:58:21 ▶ effort

1:58:23 ▶ efforts if we do not address these

1:58:25 ▶ concerns it will not only harm students

1:58:27 ▶ with disabilities but also Drive

1:58:29 ▶ families towards alternative education

1:58:31 ▶ options this in turn can lead to further

1:58:34 ▶ enrollment declines families choose

1:58:36 ▶ schools based on available support

1:58:39 ▶ services and without investment in these

1:58:41 ▶ critical areas the confidence in the

1:58:43 ▶ district will continue to decline we

1:58:45 ▶ urge the governing board and

1:58:47 ▶ superintendent to prioritize student

1:58:48 ▶ centered Investments by capping case

1:58:50 ▶ loads for essential service providers TD

1:58:54 ▶ can set the standard in Southern Arizona

1:58:56 ▶ when it comes to case load caps and

1:58:58 ▶ encourage more related service providers

1:58:59 ▶ to join the district we welcome the

1:59:02 ▶ opportunity to discuss these concerns

1:59:04 ▶ further in an upcoming board meeting or

1:59:05 ▶ working session with District leadership

1:59:08 ▶ thank you for your time and

1:59:09 ▶ consideration we look forward to your

1:59:10 ▶ leadership in making fiscal

1:59:12 ▶ responsibility Cho fiscally responsible

1:59:14 ▶ choices that directly benefit students

1:59:17 ▶ and support the dedicated professionals

1:59:18 ▶ who serve them sincerely Christa Warden

1:59:21 ▶ speech language path Gava Elementary

1:59:25 ▶ School next we have Laura Gava to be

1:59:29 ▶ read speech language pathologist dear Dr

1:59:32 ▶ tro Val Romero Sadi Shaw Jennifer xtram

1:59:35 ▶ Dr Ravi Shaw and Natalie Luna Rose my

1:59:37 ▶ name is Laura Gava and I'm a speech

1:59:39 ▶ language therapist at Tully Elementary

1:59:42 ▶ this is my third year in both the field

1:59:44 ▶ and the TD District as a new graduate I

1:59:47 ▶ was filled with excitement about

1:59:48 ▶ becoming a speech language therapist in

1:59:50 ▶ school in a school setting eager to make

1:59:52 ▶ a real difference in my community I

1:59:55 ▶ envisioned a role where I could Inspire

1:59:57 ▶ students make therapy fun and build

2:00:00 ▶ strong Partnerships with families

2:00:03 ▶ however as I've entered my third year I

2:00:04 ▶ found myself contemplating leaving the

2:00:06 ▶ field altogether not because I don't

2:00:09 ▶ love what I do but because the

2:00:10 ▶ overwhelming workload and lack of

2:00:12 ▶ support have become too much to bear the

2:00:15 ▶ reality of this job weighs heavily on my

2:00:17 ▶ colleagues and me our case flows are far

2:00:19 ▶ too large and the paperwork is

2:00:21 ▶ suffocating

2:00:22 ▶ yet we are expected to do it all provide

2:00:24 ▶ individual individualized therapy attend

2:00:27 ▶ over 50 IEP meetings complete Medicaid

2:00:31 ▶ billing create adapted materials

2:00:34 ▶ supervise students and

2:00:36 ▶ slpas attend staff meetings and so much

2:00:39 ▶ more all while ensuring that each

2:00:41 ▶ student gets the attention and care they

2:00:43 ▶ deserve but in reality we often end up

2:00:46 ▶ missing sessions or working long hours

2:00:48 ▶ just to keep up with the paperwork my

2:00:51 ▶ colleagues and I did sign up for this I

2:00:53 ▶ signed up to be there for my students

2:00:55 ▶ and their families to be a source of

2:00:57 ▶ support and guidance but instead I find

2:00:59 ▶ myself drowning in administrative tasks

2:01:02 ▶ it is disheartening to see how much we

2:01:04 ▶ as professionals are forced to sacrifice

2:01:07 ▶ to keep up with the demands it is also

2:01:09 ▶ disheartening to know that students and

2:01:11 ▶ families are not getting the support

2:01:13 ▶ they deserve because of the broken

2:01:14 ▶ system we are working in students and

2:01:17 ▶ families are continually being driven

2:01:18 ▶ away due to a lack of quality services

2:01:21 ▶ and support if things don't change I

2:01:23 ▶ fear they that many of us therapists

2:01:26 ▶ will be forced out of the field people

2:01:28 ▶ who genuinely care about making a

2:01:30 ▶ difference in our students lives and

2:01:32 ▶ students will continue to miss out on

2:01:34 ▶ the care and services they so

2:01:36 ▶ desperately need this isn't a new issue

2:01:38 ▶ and we can't afford to wait any longer

2:01:40 ▶ for change I humbly ask for your help in

2:01:43 ▶ impr implementing case load caps

2:01:45 ▶ offering competitive salaries and

2:01:47 ▶ redirecting funding to improve student

2:01:49 ▶ services we need to return to a place

2:01:52 ▶ where we can truly focus on the students

2:01:54 ▶ and families who rely on us thank you

2:01:56 ▶ for taking the time to read this letter

2:01:58 ▶ and for considering the needs of those

2:01:59 ▶ who worked highly to serve our community

2:02:02 ▶ sincerely Laura

2:02:05 ▶ [Applause]

2:02:06 ▶ GTO right next is from bets putam

2:02:09 ▶ Hildago stop the hate stop the bullying

2:02:11 ▶ and

2:02:12 ▶ racism TD call to the audience board

2:02:15 ▶ members and Dr T Dr tro stop the hate

2:02:18 ▶ stop the bullying and stop the racism I

2:02:21 ▶ hear that there are students in our

2:02:22 ▶ district these days that are hearing

2:02:23 ▶ racial slurs that are making their lives

2:02:25 ▶ miserable it's not surprising that

2:02:27 ▶ people who feel like the white race is

2:02:29 ▶ superior to others feel emboldened right

2:02:31 ▶ now which with such slurs and insults

2:02:34 ▶ coming out of people who call themselves

2:02:36 ▶ leaders such slurs are never acceptable

2:02:38 ▶ least of all in TD while I truly

2:02:42 ▶ appreciate the district's efforts to

2:02:44 ▶ make its immigrant students feel safe

2:02:46 ▶ the safety should be for all of its

2:02:48 ▶ students particularly in light of the

2:02:50 ▶ tragic suicide of the 11-year-old

2:02:52 ▶ Joselyn Rojo karanza in Greensville

2:02:55 ▶ Texas now more than ever it is important

2:02:57 ▶ for the district to appreciate and

2:02:59 ▶ strengthen the wonderful breaths of

2:03:01 ▶ diversity and make public and make

2:03:03 ▶ public schooling an incredible learning

2:03:05 ▶ experience josin was bullied by students

2:03:08 ▶ repeatedly about her immigration status

2:03:11 ▶ her District's response was to her

2:03:13 ▶ District's response appears to have been

2:03:15 ▶ slow and ineffective causing her or

2:03:17 ▶ contributing to her

2:03:19 ▶ suicide proclamations and Flowery words

2:03:21 ▶ won't do it though for some 45 years we

2:03:24 ▶ had court oversight that attempted to

2:03:26 ▶ hold the district accountable for

2:03:28 ▶ discrimination now that oversight is

2:03:30 ▶ gone but the need for protection is not

2:03:33 ▶ students and their parents need to know

2:03:34 ▶ that their complaints about racist

2:03:36 ▶ comments will be taken seriously by

2:03:38 ▶ teachers and or administrators they also

2:03:41 ▶ need to know that if those complaints

2:03:42 ▶ are about teachers or administrators

2:03:44 ▶ they will not lead to reprisals teachers

2:03:47 ▶ and administrators need to know exactly

2:03:49 ▶ what the procedures are to investigate

2:03:52 ▶ and handle such complaints quickly and

2:03:54 ▶ effectively TSD build trust stop the

2:03:57 ▶ hate stop the

2:04:02 ▶ racism next is Christal baras testing

2:04:06 ▶ good afternoon my name is Kristal baras

2:04:08 ▶ and I'm a teacher at PUO high school I'm

2:04:11 ▶ writing to insist that teachers have a

2:04:12 ▶ seat at the table to be blunt the over

2:04:15 ▶ saturation of testing has led to

2:04:17 ▶ incredible apathy in our student

2:04:20 ▶ population instead of focusing on

2:04:22 ▶ teaching skills organically we as

2:04:24 ▶ teachers are pressured to teach for test

2:04:26 ▶ outcomes students often do not try on

2:04:29 ▶ the test because they see very little

2:04:30 ▶ value in taking them seriously by

2:04:33 ▶ allowing teachers to have a say about

2:04:35 ▶ which and how many tests we take schools

2:04:38 ▶ will be able to properly prioritize

2:04:41 ▶ important tests such as the ACT while

2:04:43 ▶ developing academic strengths in the

2:04:45 ▶ classroom thank you for your time

2:04:46 ▶ Christal e baras

2:04:49 ▶ [Applause]

2:04:55 ▶ next we have Lauren Alexander Morrison

2:04:57 ▶ speech language pathologist in workloads

2:05:00 ▶ good evening I am one of the district's

2:05:02 ▶ speech language Pathologists I am

2:05:04 ▶ concerned that the workloads for speech

2:05:06 ▶ therapy occupational therapy and

2:05:08 ▶ physical therapy providers remain

2:05:11 ▶ unsustainable unsustainable workloads

2:05:14 ▶ limit and even prevent our ability to

2:05:16 ▶ provide legally required and highquality

2:05:18 ▶ services our ability to complete

2:05:20 ▶ Medicaid billing a timely fashion which

2:05:22 ▶ negatively impacts Medicaid

2:05:24 ▶ reimbursements to the district and

2:05:26 ▶ causes us to miss important IEP red me

2:05:30 ▶ and evalu and evaluation deadlines which

2:05:32 ▶ is also a legal liability for the

2:05:35 ▶ district How Will adding more

2:05:37 ▶ administrative positions with

2:05:38 ▶ exceptional education exed improve the

2:05:41 ▶ workloads workloads that therapy

2:05:43 ▶ providers are drowning in Daily money

2:05:46 ▶ you are proposing to spend on creating

2:05:47 ▶ more administrative positions would be

2:05:49 ▶ better spent hiring additional therapy

2:05:51 ▶ provided providers so the workloads of

2:05:54 ▶ current providers could be reduced to

2:05:56 ▶ sustainable portions for most of the

2:05:59 ▶ school year I've had 116 students on my

2:06:01 ▶ case load double amount I was told I'll

2:06:04 ▶ have in my interview in July I was case

2:06:07 ▶ manager for 65% of them now I have 85 on

2:06:10 ▶ case load and it's and it's an

2:06:12 ▶ improvement from the over a 100 that

2:06:13 ▶ I've had for a majority of the school

2:06:15 ▶ year I'm thankful but this workload is

2:06:18 ▶ still too high for one speech language

2:06:20 ▶ pathologist and right now there is

2:06:22 ▶ nothing preventing my workload from

2:06:23 ▶ creeping back up to 100 or more students

2:06:26 ▶ and there's nothing preventing it from

2:06:28 ▶ happening to my colleagues each student

2:06:30 ▶ in exed requires at least one IEP

2:06:33 ▶ meeting and one IEP written per calendar

2:06:35 ▶ year one re-evaluation every 3 years and

2:06:39 ▶ four quarterly progress reports I'm so

2:06:42 ▶ busy doing case management duties

2:06:44 ▶ coordinating and chairing IEP meetings

2:06:46 ▶ red meetings and me meetings

2:06:49 ▶ corresponding with team members writing

2:06:51 ▶ IEPs Mets Reds and writing progress

2:06:54 ▶ reports that I have not had the capacity

2:06:56 ▶ to actually plan and provide speech

2:06:58 ▶ therapy sessions as mandated on the

2:07:00 ▶ students

2:07:02 ▶ IEPs during meetings when teachers and

2:07:04 ▶ parents are concerned that their child

2:07:06 ▶ has not been receiving speech therapy

2:07:08 ▶ regularly I'm the one who has to sit in

2:07:11 ▶ discomfort and provide an an

2:07:13 ▶ unacceptable explanation while my

2:07:16 ▶ professional relationships with teaching

2:07:18 ▶ colleagues and students families ER

2:07:20 ▶ erode

2:07:22 ▶ leadership has the luxury of not sitting

2:07:24 ▶ in those IEP meetings to field questions

2:07:26 ▶ and complaints from teachers and parents

2:07:28 ▶ I am on the receiving end of criticism

2:07:30 ▶ about something I can't fix exceptional

2:07:33 ▶ education and District leadership have

2:07:34 ▶ the power to fix High case loads and

2:07:37 ▶ prevent these situations from happening

2:07:39 ▶ again to me and my colleagues but our

2:07:41 ▶ workload but our working conditions and

2:07:43 ▶ disabled students legally mandated

2:07:45 ▶ Therapy Services are low on your

2:07:47 ▶ priority list how does restructuring X

2:07:49 ▶ add benefits services service providers

2:07:52 ▶ and disabled students we serve how are

2:07:54 ▶ you going to restore trust and create

2:07:56 ▶ positive professional relationships with

2:07:57 ▶ exed Sincerely Lauren Alexander Morrison

2:08:00 ▶ speech language

2:08:04 ▶ pathologist next we have Katie Jones

2:08:06 ▶ speech language pathologist dear

2:08:08 ▶ governing board members I am a speech

2:08:10 ▶ language pathologist writing on behalf

2:08:11 ▶ of TD's related service providers to

2:08:14 ▶ express our concern about the district's

2:08:16 ▶ priorities when it comes to direct

2:08:17 ▶ student services Dr Sabrina Salon will

2:08:20 ▶ be presenting a proposal for the exed

2:08:23 ▶ Department restructure at the governing

2:08:24 ▶ board meeting tonight she will be

2:08:27 ▶ highlighting some of the challenges and

2:08:28 ▶ exceptional the exceptional education

2:08:30 ▶ department faces including a decline in

2:08:33 ▶ overall student enrollment an increase

2:08:34 ▶ in students with high support needs and

2:08:37 ▶ fewer related service providers I would

2:08:40 ▶ like to provide some information about

2:08:41 ▶ these challenges from an employee

2:08:43 ▶ working directly with students as I type

2:08:45 ▶ this message it is 9:45 on Monday nights

2:08:48 ▶ I've been working outside my school day

2:08:50 ▶ for hours in order to complete the task

2:08:52 ▶ that need to be finished before we leave

2:08:53 ▶ for spring break I have been debating

2:08:56 ▶ with myself should I just finish one

2:08:58 ▶ more report or go to bed and save it for

2:09:00 ▶ tomorrow at 400 p.m. an hour past

2:09:02 ▶ contract hours which ends at 300 p.m. I

2:09:05 ▶ thought should I just make one more

2:09:08 ▶ phone call or leave to pick up my

2:09:10 ▶ preschooler from Child Care this is not

2:09:13 ▶ uncommon for me or for many or for other

2:09:16 ▶ related service providers one reason for

2:09:19 ▶ the decrease in related service

2:09:20 ▶ providers is hlo burnout providers are

2:09:23 ▶ leaving the

2:09:24 ▶ district our case flows are too high

2:09:27 ▶ there's too much paperwork we are

2:09:29 ▶ constantly juggling a thousand different

2:09:31 ▶ tasks from writing reports conducting

2:09:34 ▶ evaluations providing direct service

2:09:37 ▶ contacting parents collaborating with

2:09:39 ▶ teachers to lesson planning to many

2:09:41 ▶ other duties we are forced to make we

2:09:44 ▶ are forced into making difficult

2:09:46 ▶ decisions about whether to provide

2:09:47 ▶ direct service to students or catch up

2:09:49 ▶ on paperwork and billing there is not

2:09:52 ▶ enough time in the day to get all these

2:09:53 ▶ things done the direct service minutes

2:09:56 ▶ we provide are mandated by federal law

2:09:58 ▶ the timelines on paperwork such as IEPs

2:10:01 ▶ are also mandated by federal law in

2:10:03 ▶ order to provide quality service comply

2:10:05 ▶ with the with the law and avoid costly

2:10:08 ▶ lawsuits we need to have lower case

2:10:10 ▶ loads I would urge the governing board

2:10:12 ▶ and TC leaders to prioritize District

2:10:14 ▶ student services above increasing the

2:10:16 ▶ administrative cost of the exed

2:10:18 ▶ Department please help attract new Rel

2:10:21 ▶ Rel ated service providers and retain

2:10:23 ▶ the experienced employees we have by

2:10:25 ▶ putting a cap on case flows and offering

2:10:27 ▶ market rate salaries thank you for your

2:10:29 ▶ consideration Katie win Jones Ms CCP SLP

2:10:32 ▶ speech language pathologist Davidson

2:10:39 ▶ elementary next we have Sylvia campoy

2:10:41 ▶ agenda item

2:10:43 ▶ 7.1 let me get to the bottom line here

2:10:45 ▶ black and brown students in TD continue

2:10:47 ▶ to be over represented in suspensions

2:10:50 ▶ and continue to have as economical

2:10:51 ▶ failure rates and academic achievement

2:10:54 ▶ the job of the board is to derive

2:10:56 ▶ authentic data that informs you about

2:10:58 ▶ what D African-American student services

2:11:00 ▶ department Mexican American student

2:11:02 ▶ services department are doing to address

2:11:05 ▶ these problems along with what is done

2:11:07 ▶ at each T USD School in review of

2:11:09 ▶ tonight's agenda item 7.1 and the 20232

2:11:13 ▶ 24 annual desegregation report relative

2:11:16 ▶ to cuts to the three departments funded

2:11:18 ▶ by desegregation dollars I have I offer

2:11:21 ▶ the following from the perspective of

2:11:22 ▶ having served as a Mendoza plaintiff

2:11:24 ▶ representative for 20 years and my

2:11:27 ▶ professional expertise in social justice

2:11:29 ▶ within Public School Systems as a

2:11:31 ▶ teacher speech therapist and civil

2:11:33 ▶ rights director the information provided

2:11:36 ▶ by the Mexican-American student services

2:11:38 ▶ department the African-American student

2:11:39 ▶ services department and the district's

2:11:42 ▶ alternative to suspension program each

2:11:45 ▶ lack critical data and Analysis which

2:11:47 ▶ hinders any assessment of the value of

2:11:49 ▶ services in Pro promoting overall

2:11:51 ▶ success for African-American and latinx

2:11:54 ▶ students instead of valid evaluative

2:11:56 ▶ data and Analysis each report contained

2:12:00 ▶ a flurry of copied Flyers with no

2:12:02 ▶ tangible correlation to academic success

2:12:05 ▶ a list of requested services from

2:12:07 ▶ students leaves one cold without

2:12:09 ▶ providing the follow through and its

2:12:11 ▶ databased

2:12:13 ▶ impact submittals also contain documents

2:12:16 ▶ dated

2:12:17 ▶ 2021-22 the wrong reporting year which

2:12:20 ▶ appeared to be a quick and dirty way of

2:12:22 ▶ providing useless filler as if no one

2:12:25 ▶ would read the report the dape report

2:12:28 ▶ included a new statistical method to

2:12:30 ▶ analyze the number of black students

2:12:32 ▶ suspended it is not consistent with the

2:12:34 ▶ analysis methodology which has been in

2:12:36 ▶ place and comes off as number trickery

2:12:39 ▶ to play Down the over representation of

2:12:42 ▶ the suspensions for students who are

2:12:44 ▶ black it is

2:12:47 ▶ insulting the date report lacks critical

2:12:49 ▶ data analysis consistent with data

2:12:52 ▶ analysis conducted in 2028 in

2:12:56 ▶ 2024 conducted in

2:12:58 ▶ 2028 excuse me conducted in 2018 and the

2:13:01 ▶ four-year report let me repeat that

2:13:03 ▶ sentence the date report lacks critical

2:13:05 ▶ data analysis consistent with data

2:13:07 ▶ analysis conducted in 2018 and a

2:13:09 ▶ four-year report the current report

2:13:11 ▶ provides provided to the governing board

2:13:13 ▶ tonight are also greatly flawed by the

2:13:15 ▶ lack of meaningless but a lack of

2:13:17 ▶ meaningful outcome data not providing

2:13:19 ▶ the board with information needed to

2:13:21 ▶ make budgetary decisions is unacceptable

2:13:24 ▶ Research indicates that the approach

2:13:26 ▶ used by masd and a assd continues to be

2:13:30 ▶ deficit driven which has not serve

2:13:32 ▶ students who have been historically and

2:13:33 ▶ seemingly presently marginalized the

2:13:36 ▶ marginalization of black and brown

2:13:37 ▶ students must

2:13:39 ▶ stop submitted by Sylvia

2:13:46 ▶ campoy so I will encourage people to

2:13:48 ▶ come to the audience and persons you're

2:13:50 ▶ not hearing my voice all night

2:13:52 ▶ long next we have Rudy McCormack

2:13:55 ▶ recognition and support of

2:13:56 ▶ African-American student

2:13:59 ▶ services uh dear Tuan Unified School

2:14:02 ▶ District board we are writing you to you

2:14:04 ▶ today as staff of the University of

2:14:06 ▶ Arizona office of early academic

2:14:08 ▶ Outreach eao eao's

2:14:12 ▶ mission is to increase the number of

2:14:14 ▶ students and families that Aspire toward

2:14:16 ▶ and are eligible to enroll in a student

2:14:19 ▶ in a University degree program we're

2:14:21 ▶ writing today in recognition and support

2:14:24 ▶ of the district's African-American

2:14:25 ▶ student services department the

2:14:27 ▶ department just recently finish

2:14:29 ▶ activities and events celebrating bra

2:14:31 ▶ History Month allowing students families

2:14:33 ▶ and the larger community that the

2:14:35 ▶ opportunity to recognize the many

2:14:37 ▶ contributions that African-Americans

2:14:39 ▶ have made and continue to make locally

2:14:41 ▶ and across the country last year we

2:14:44 ▶ initiated a partnership with the

2:14:45 ▶ Department called black Excellence

2:14:47 ▶ Tucson this event occurs outside of the

2:14:50 ▶ heritage month and invites

2:14:51 ▶ African-American families to the

2:14:53 ▶ University of Arizona for an all day

2:14:55 ▶ session where families can begin to

2:14:57 ▶ develop a college plan for their K12

2:15:00 ▶ children the event was a success with

2:15:02 ▶ approximately 75 families and over 200

2:15:05 ▶ family members in attendance we

2:15:07 ▶ attribute much of this success to the

2:15:09 ▶ staff of TD's African-American student

2:15:11 ▶ services department both in their

2:15:13 ▶ recruitment of families and in their co-

2:15:15 ▶ facilitation of the event other partners

2:15:18 ▶ included UA African-American student

2:15:20 ▶ affairs and UA College of

2:15:23 ▶ Education we are happy to report that

2:15:25 ▶ the second annual black Excellence tucon

2:15:28 ▶ event is scheduled for Saturday March

2:15:30 ▶ 28th we have planned for an event we

2:15:33 ▶ plann for an even larger group to attend

2:15:36 ▶ A's partnership on developing College

2:15:39 ▶ Planning events for families the early

2:15:41 ▶ literacy efforts and overall academic

2:15:43 ▶ support of students academics are all

2:15:46 ▶ key to a colleg goinging culture being

2:15:49 ▶ supported within the district we thank

2:15:51 ▶ the department for all they do for the

2:15:53 ▶ community and ask the board to please

2:15:55 ▶ continue to support the African-American

2:15:57 ▶ student services department and their

2:15:59 ▶ budget to do this critical work please

2:16:01 ▶ reconsider budgetary restrictions that

2:16:03 ▶ will only hinder the Department's

2:16:04 ▶ ability to continue to maximize their

2:16:07 ▶ impact within the district Susan Town

2:16:09 ▶ coordinator UA early academic Outreach

2:16:12 ▶ Rudy McCormack director UA early

2:16:14 ▶ academic

2:16:15 ▶ [Applause]

2:16:19 ▶ Outreach next we have of rul air MSD

2:16:23 ▶ letter of support to TD board members I

2:16:26 ▶ am closing a letter of support for the

2:16:28 ▶ Mexican American student services Ms

2:16:30 ▶ Department masd as you consider budget

2:16:33 ▶ allocations for the coming fiscal year

2:16:36 ▶ this department has consistently

2:16:37 ▶ demonstrated its commitment to improving

2:16:39 ▶ educational outcomes for

2:16:40 ▶ Mexican-American and latinx students

2:16:42 ▶ within our district and it impacts all

2:16:44 ▶ students given the Department's

2:16:47 ▶ significant contributions and its

2:16:48 ▶ pivotal role in advocating for equitable

2:16:51 ▶ education I believe that increased

2:16:53 ▶ funding and continued support are both

2:16:55 ▶ warranted and necessary such investment

2:16:58 ▶ will enable masd to expand his programs

2:17:01 ▶ and further its missions thank you for

2:17:03 ▶ considering this request in community

2:17:05 ▶ Raul e agid president CEO Rea Media

2:17:08 ▶ Group in the

2:17:13 ▶ letter as dear members of the Tucson

2:17:17 ▶ UniFi School District governing board

2:17:19 ▶ I'm writing to express my wavering

2:17:21 ▶ support for the Mexican-American student

2:17:23 ▶ services department masd and advocate

2:17:26 ▶ for an increased budget allocation to

2:17:28 ▶ enhance its vital programs and services

2:17:30 ▶ the masd plays a pivotal role in

2:17:34 ▶ supporting Cho and Latino students who

2:17:36 ▶ constitute who constitute a significant

2:17:39 ▶ portion of the student body of TD and

2:17:42 ▶ fostering a more inclusive and Equitable

2:17:44 ▶ educational environment for all students

2:17:47 ▶ the masd offers a comprehensive array of

2:17:50 ▶ service is tailored to the unique needs

2:17:52 ▶ of Cho and Latin Latino students these

2:17:55 ▶ include mentorship programs academic

2:17:57 ▶ support cultural enrichment activities

2:18:00 ▶ College preparation initiatives and

2:18:02 ▶ advocacy for students and family needs

2:18:05 ▶ by providing culturally relevant

2:18:07 ▶ resources and guidance the department

2:18:08 ▶ empowers students to excel academically

2:18:11 ▶ and develop a strong sense of identity

2:18:13 ▶ and Community notably the masd has been

2:18:17 ▶ instrumental in organizing events such

2:18:19 ▶ as adante and inclusive open to all

2:18:22 ▶ students parent and youth leadership

2:18:23 ▶ conference aimed at helping families and

2:18:26 ▶ students succeed in school and prepare

2:18:28 ▶ for college the influence of the masd

2:18:31 ▶ extends beyond the classroom positively

2:18:33 ▶ affecting the broader Tucson Community

2:18:36 ▶ particularly families of low-income

2:18:38 ▶ students and by offering resources and

2:18:40 ▶ support the department helps Bridge

2:18:42 ▶ educational

2:18:45 ▶ disparities collaborations and with

2:18:48 ▶ Community organizations such as the

2:18:49 ▶ Urban League

2:18:51 ▶ YWCA scholarships AZ and the University

2:18:54 ▶ of Arizona and Puma Community College

2:18:56 ▶ further enhances its reach and impact

2:18:59 ▶ the masd has demonstrated remarkable

2:19:01 ▶ efficiency in utilizing its resources to

2:19:03 ▶ achieve significant

2:19:06 ▶ outcomes however to continue to inexpand

2:19:08 ▶ its essential programs a more robust

2:19:11 ▶ budget is imperative given that Latino

2:19:13 ▶ students comprise

2:19:15 ▶ 65.2% of the student body in Tucson

2:19:17 ▶ UniFi School District investing in their

2:19:20 ▶ success is an investment in the future

2:19:22 ▶ of our district an increased budget

2:19:24 ▶ would enable the masd to enhance

2:19:27 ▶ existing programs develop new

2:19:29 ▶ initiatives and provide additional

2:19:31 ▶ support to students and their

2:19:33 ▶ families the Mexican-American student

2:19:35 ▶ services department is a Cornerstone of

2:19:37 ▶ our educational Ed Community profoundly

2:19:40 ▶ impacting the lives of Cho and Latino

2:19:42 ▶ students and their families I urge the

2:19:44 ▶ governing board to consider the critical

2:19:46 ▶ importance of masd and to allocate the

2:19:49 ▶ necessary resources to Ure its continued

2:19:52 ▶ success and growth investing the masd

2:19:54 ▶ will further the well-being and economic

2:19:56 ▶ health of our city and county thank you

2:19:59 ▶ for your attention on this vital matter

2:20:00 ▶ matter sincerely Raul e agir president

2:20:02 ▶ CEO Rea Media

2:20:04 ▶ [Applause]

2:20:12 ▶ Group here we have three more next we

2:20:14 ▶ have paage Anderson speech language

2:20:16 ▶ pathologist uh good evening governing

2:20:19 ▶ board Dr Toil and community members I am

2:20:21 ▶ a speech language pathologist in TD I'm

2:20:24 ▶ writing tonight on behalf of this

2:20:26 ▶ District speech language pathologist and

2:20:28 ▶ assistance occupational therapists and

2:20:32 ▶ physical therapists we are deeply

2:20:34 ▶ concerned about the district's Financial

2:20:36 ▶ priorities and their impact on the

2:20:38 ▶ students we serve the upcoming Financial

2:20:41 ▶ State of the district and exceptional

2:20:42 ▶ educational leadership restructuring

2:20:44 ▶ presentations highlight two major

2:20:46 ▶ challenges declining student enrollment

2:20:48 ▶ and an increasing need for specialized

2:20:50 ▶ Support Services addressing this issue

2:20:53 ▶ these issues require prioritizing direct

2:20:56 ▶ student services not expanding

2:20:58 ▶ administrative overhead the data is

2:21:01 ▶ clear the district faces a projected $35

2:21:03 ▶ million deficit by fiscal year 2030

2:21:06 ▶ while student enrollement continues to

2:21:08 ▶ decline despite exceptional educational

2:21:11 ▶ restructuring slps slpas OTS and PTs

2:21:14 ▶ remain overburdened limiting their

2:21:17 ▶ ability to provide legally required

2:21:19 ▶ highquality services

2:21:21 ▶ due to non-competitive salaries the

2:21:22 ▶ district struggles to retain qualified

2:21:24 ▶ professionals leading to service

2:21:26 ▶ disruptions and setback for students

2:21:29 ▶ while budget cuts to direct student

2:21:30 ▶ services are being considered

2:21:32 ▶ administrative costs including a new

2:21:34 ▶ exceptional education director position

2:21:36 ▶ continue to grow we are particularly

2:21:38 ▶ concerned that this new position is

2:21:40 ▶ proposed to be funded by idea grant

2:21:42 ▶ money the Trump Administration has made

2:21:45 ▶ cutting federal education funding a

2:21:47 ▶ priority if idea funding is reduced how

2:21:49 ▶ will this position be sustained will

2:21:52 ▶ direct student services be further

2:21:54 ▶ further underfunded in order to cover

2:21:56 ▶ these administrative salaries this is a

2:21:58 ▶ short-sighted financial decision with

2:22:00 ▶ potentially serious long-term

2:22:04 ▶ consequences once again we urge the

2:22:06 ▶ district to take immediate action on the

2:22:08 ▶ following Implement case load caps

2:22:11 ▶ aligned with best practices to ensure

2:22:14 ▶ students receive the services they need

2:22:16 ▶ without overburdening providers offer

2:22:19 ▶ competitive salaries for slps slpas OTS

2:22:22 ▶ and PTs to recruit and retain qualified

2:22:25 ▶ professionals redirect funds from

2:22:27 ▶ administrative growth to Frontline

2:22:29 ▶ student services ensuring resources

2:22:31 ▶ directly support student services

2:22:34 ▶ failing to act will diminish the quality

2:22:36 ▶ of services for students with

2:22:37 ▶ disabilities and drive more families out

2:22:39 ▶ of the district exed parents choose to

2:22:42 ▶ USD because of a special education

2:22:45 ▶ services if we continue to underfund

2:22:48 ▶ direct service providers we will lose

2:22:49 ▶ both SU students and their professionals

2:22:51 ▶ to serve them we urge the district to

2:22:53 ▶ cap case loads pay competitive wages and

2:22:56 ▶ prioritize students over administrative

2:22:58 ▶ expansion we welcome the opportunity to

2:23:01 ▶ discuss these concerns further in

2:23:03 ▶ working in a working session thank you

2:23:05 ▶ for your time and we look forward to

2:23:06 ▶ your support in making fiscally

2:23:08 ▶ responsible choices that directly

2:23:10 ▶ benefit students sincerely Paige

2:23:12 ▶ Anderson Ms CCP CCC

2:23:19 ▶ SLP next is Natalie fry speech language

2:23:22 ▶ pathologist dear board members this

2:23:24 ▶ letter is from Natalie fry a t USD SLP

2:23:28 ▶ with questions and concerns regarding

2:23:30 ▶ the proposed restructuring of

2:23:31 ▶ exceptional educational

2:23:33 ▶ leadership Dr Salomon has said that the

2:23:36 ▶ restructuring will allow her more time

2:23:37 ▶ to address legal and compliance concerns

2:23:40 ▶ plan exit initiatives and connect with

2:23:43 ▶ employees by visiting kadre meetings it

2:23:45 ▶ is unclear how this restructuring will

2:23:47 ▶ achieve these ends additionally we have

2:23:50 ▶ learned learned recently that the new

2:23:51 ▶ director position will be funded by idea

2:23:53 ▶ grant money could the grant money be

2:23:56 ▶ used to hire more staff that directly

2:23:58 ▶ work with students instead we are in

2:24:01 ▶ desperate need of more classroom AIDS as

2:24:03 ▶ well as smaller case flows for exed

2:24:05 ▶ professionals on the website there is

2:24:07 ▶ not a clear there is not a detailed job

2:24:10 ▶ description for either the current

2:24:11 ▶ senior director nor the proposed

2:24:13 ▶ director positions the current job

2:24:15 ▶ description for the exed director

2:24:17 ▶ position is vague and suggests that exed

2:24:19 ▶ experience is optional for the position

2:24:22 ▶ please can we have access to a detailed

2:24:24 ▶ job description for the new director

2:24:26 ▶ position the senior exed director and

2:24:29 ▶ the proposed program

2:24:31 ▶ Specialists I am in favor of positive

2:24:34 ▶ change for leadership working with sites

2:24:36 ▶ and communicating with employees but I

2:24:38 ▶ am yet to be convinced that this

2:24:40 ▶ restructure will achieve that rather

2:24:42 ▶ than add more

2:24:43 ▶ complications Dr sammon Dr tro Dr huitt

2:24:47 ▶ Mr Hernandez and HR attended the Forum

2:24:49 ▶ to address questions from related

2:24:51 ▶ service providers regarding the

2:24:53 ▶ restructuring I am grateful to all of

2:24:55 ▶ them for participating I truly hope that

2:24:58 ▶ this forum is the first step towards

2:25:00 ▶ transparency and increased flow of

2:25:02 ▶ communication between leadership and

2:25:04 ▶ employees addressing the issues faced by

2:25:07 ▶ those of us directly working with

2:25:08 ▶ students effectively requires

2:25:10 ▶ prioritizing direct student services

2:25:12 ▶ rather than expanding administrative

2:25:14 ▶ overhead as exed professionals slps OTS

2:25:17 ▶ and PTs would like to be part of the

2:25:20 ▶ solution for solving the problems that

2:25:22 ▶ TD is

2:25:24 ▶ facing finally I urge TD HR to come up

2:25:27 ▶ with a plan to recruit on an earlier

2:25:29 ▶ timeline by delaying job offers our

2:25:32 ▶ district has missed out on several of

2:25:34 ▶ the best UA candidates and possibly

2:25:37 ▶ other very qualified applicants I thank

2:25:40 ▶ you for investigating the proposed

2:25:42 ▶ restructuring through uh thoroughly exed

2:25:45 ▶ needs transparent and collaborative

2:25:48 ▶ leadership and earlier recruiting model

2:25:51 ▶ and to prioritize student- centered

2:25:52 ▶ Investments by capping case flows and

2:25:55 ▶ providing competitive wages for

2:25:57 ▶ essential service providers in order to

2:25:59 ▶ best serve our students thank you for

2:26:01 ▶ listening and for your dedication to our

2:26:04 ▶ district Dr Robin yes sorry I know you

2:26:07 ▶ have one more but it's the 45 minute

2:26:08 ▶ part yep I'll move to finish up the last

2:26:10 ▶ letter

2:26:14 ▶ second there's a motion in a second all

2:26:16 ▶ those in favor say I I I

2:26:20 ▶ okay our last letter is from

2:26:22 ▶ Becca sapena speech language

2:26:26 ▶ pathologist my name to you dear TSC

2:26:29 ▶ governing board members my name is

2:26:30 ▶ Rebecca Sapienza and I'm a speech

2:26:32 ▶ language pathologist with the district

2:26:34 ▶ and have two children who attend a

2:26:36 ▶ district school I'm writing tonight to

2:26:38 ▶ express my concern with the financial

2:26:40 ▶ Direction and priorities of TUSD and how

2:26:42 ▶ much our current structure takes away

2:26:44 ▶ money from the most important positions

2:26:46 ▶ those on the ground and in the classroom

2:26:48 ▶ each and every day

2:26:51 ▶ when we look at TD's current

2:26:53 ▶ administrative structure we see a

2:26:55 ▶ superintendent making

2:26:56 ▶ $235,000 per year while he doesn't even

2:26:59 ▶ live or make daily travel to District

2:27:01 ▶ boundaries underneath him he has a

2:27:03 ▶ direct team of 14 people five Regional

2:27:06 ▶ assistant superintendents three

2:27:08 ▶ additional assistant superintendents

2:27:10 ▶ three officers general counsel and two

2:27:12 ▶ directors the average pay of these 14

2:27:15 ▶ people is

2:27:16 ▶ $124,000 per year underneath this group

2:27:18 ▶ of administration we have a plethora of

2:27:21 ▶ coaches coordinators Specialists

2:27:22 ▶ trainers senior directors directors

2:27:25 ▶ associate directors managers

2:27:27 ▶ analysists uh assistants researchers and

2:27:32 ▶ consultants in additional 573 positions

2:27:35 ▶ that fall under Central

2:27:36 ▶ Administration seeing that t enrollment

2:27:39 ▶ has dropped over the last 20 years I

2:27:40 ▶ would like to see administrative

2:27:42 ▶ positions and salaries drop in

2:27:43 ▶ concordance with these numbers is it is

2:27:46 ▶ widely known across the district and

2:27:48 ▶ across Tusan that we are topheavy and

2:27:51 ▶ top down structure and that it has grown

2:27:53 ▶ stale and ineffective I want to see all

2:27:55 ▶ the upper positions put some skin in the

2:27:58 ▶ game as they say and feel the pain of

2:28:00 ▶ the current Financial scenario I not

2:28:03 ▶ talking about one day of Furlow I

2:28:05 ▶ talking about a 30 to 40% drop in

2:28:07 ▶ positions and or salaries this includes

2:28:10 ▶ the superintendent a $100,000 pay cut

2:28:13 ▶ will still leave him in a top earning

2:28:15 ▶ position in the state of Arizona the

2:28:17 ▶ public will never agree to to our hoped

2:28:19 ▶ for budget budget override knowing how

2:28:21 ▶ we currently operates in addition I want

2:28:24 ▶ to see all the district's top positions

2:28:26 ▶ openly vocally enthusiastically support

2:28:29 ▶ for enthusiastically advocate for public

2:28:32 ▶ education spending and the budget

2:28:34 ▶ override at this point in time excuse me

2:28:37 ▶ at this point in time those positions

2:28:40 ▶ remain virtually invisible and we will

2:28:42 ▶ not allow that any longer please begin

2:28:45 ▶ to engage with all forms of media and

2:28:47 ▶ messaging to make it clear where you

2:28:49 ▶ stand lastly let's see all those people

2:28:52 ▶ at the top show open support for better

2:28:54 ▶ conditions on the ground in my

2:28:56 ▶ professional group we need case load

2:28:58 ▶ caps and market rate pay to not only

2:29:01 ▶ better attract and retain speech

2:29:03 ▶ language Pathologists but to maintain

2:29:05 ▶ legally and ethically required services

2:29:07 ▶ for our students with higher support

2:29:09 ▶ needs how many of those people are

2:29:11 ▶ willing to take a pay cut or have their

2:29:13 ▶ position dissolved for the better of the

2:29:15 ▶ students we're entering a new era of

2:29:17 ▶ public education that requires

2:29:19 ▶ creativity

2:29:20 ▶ and wisdom from those on the ground and

2:29:22 ▶ it's time for the board and the

2:29:23 ▶ administrative structure to take that

2:29:25 ▶ seriously thank you for your time

2:29:27 ▶ Rebecca

2:29:30 ▶ saena Madam president that concludes our

2:29:33 ▶ call to the audience thank you Dr Shaw

2:29:36 ▶ would anyone on the governing board like

2:29:38 ▶ to address comments made during call to

2:29:40 ▶ the audience Miss sha then miss Luna

2:29:44 ▶ Rose good evening I just want to thank

2:29:46 ▶ everyone who uh spoke tonight and also

2:29:49 ▶ who who are here just to listen and

2:29:52 ▶ support um first I just want to state

2:29:56 ▶ that I will not be supporting any

2:29:57 ▶ reductions to the African-American

2:29:59 ▶ student services department or

2:30:04 ▶ the or the Mexican American student

2:30:06 ▶ services

2:30:11 ▶ department I'd like to ask staff to put

2:30:13 ▶ on a future agenda a City action to

2:30:15 ▶ review RTI positions their training um

2:30:19 ▶ their scope of work how effective that

2:30:20 ▶ position is in improving proficiency

2:30:24 ▶ rates I would also like to ask staff to

2:30:27 ▶ put on a future agenda study action item

2:30:29 ▶ on instituting a case load cap for exed

2:30:32 ▶ service

2:30:36 ▶ providers and then I would also um well

2:30:41 ▶ it's my understanding that a task force

2:30:44 ▶ um has been formed uh to review testing

2:30:47 ▶ um and so uh before I jump the gun and

2:30:51 ▶ uh you know see about the elimination of

2:30:54 ▶ Benchmark testing which I would love to

2:30:56 ▶ do I'm going to uh slow down and wait

2:30:59 ▶ for their um guidance on that so I'd

2:31:02 ▶ like to still ask staff to put on a

2:31:03 ▶ future agenda a study action um on the

2:31:07 ▶ review of Benchmark testing and also um

2:31:12 ▶ see if we could work with tea and that

2:31:14 ▶ task force to um to see what

2:31:20 ▶ uh when where when and where to reduce

2:31:23 ▶ testing and what learning platforms we

2:31:26 ▶ should eliminate so that we can you know

2:31:29 ▶ save

2:31:32 ▶ money and last but not least I'd like to

2:31:34 ▶ put on a future agenda a study action

2:31:38 ▶ item um to explore a another budget

2:31:42 ▶ reduction scenario uh where we see about

2:31:45 ▶ putting um Central Administration in a

2:31:48 ▶ Furlow

2:31:56 ▶ thank you and I want to thank everybody

2:31:58 ▶ for coming this evening um I wanted to

2:32:01 ▶ thank um Deborah hamuli for coming I'm

2:32:04 ▶ always uh very appreciative when

2:32:07 ▶ students come and address the board

2:32:09 ▶ because this is your school district and

2:32:11 ▶ you are the boots on the ground you're

2:32:12 ▶ in our classrooms every day so thank you

2:32:14 ▶ for coming and I really appreciate your

2:32:18 ▶ voice um and then um I don't want to go

2:32:22 ▶ much more into this because um but uh to

2:32:26 ▶ tea um and I know that there's going to

2:32:29 ▶ be a task force but as a parent and and

2:32:32 ▶ um all of us are parents up here as a

2:32:34 ▶ parent who of a daughter who's uh a

2:32:36 ▶ Junior I've gone through almost 12 years

2:32:39 ▶ of too much testing and so I'm I'm I

2:32:42 ▶ agree with what um now I know we

2:32:45 ▶ probably can't get get rid of everything

2:32:47 ▶ because we do want to know what our kids

2:32:48 ▶ how our kids are learning but we don't

2:32:50 ▶ want to overwhelm them and having your

2:32:53 ▶ child come home after school crying and

2:32:55 ▶ feeling stressed and um so I'm I'm I'm

2:33:00 ▶ hopeful for this um task force and hope

2:33:04 ▶ that we can uh work on something that

2:33:06 ▶ will be beneficial to all so thank

2:33:09 ▶ you thank you um and to piggy back off

2:33:14 ▶ um Miss Shaw I would like to know how

2:33:17 ▶ many RTI teachers are administering

2:33:20 ▶ tests um that includes a zala any

2:33:23 ▶ Benchmark tests when we have that study

2:33:25 ▶ action item um and I don't want to

2:33:29 ▶ embarrass anyone but there is someone

2:33:31 ▶ close to me who had um testing today and

2:33:34 ▶ she was

2:33:35 ▶ very anxious and had a lot of anxiety um

2:33:41 ▶ on how she was supposed to feel about

2:33:43 ▶ testing and what if I don't do well Etc

2:33:47 ▶ so um I had to make sure to to reassure

2:33:51 ▶ her that however she did she would be

2:33:54 ▶ okay um but she tells me that she spends

2:33:58 ▶ a lot of time on I ready um and and

2:34:02 ▶ doing benchmark

2:34:04 ▶ assessments and I as a parent I would

2:34:07 ▶ rather uh teachers focus on

2:34:09 ▶ instructional learning uh learning

2:34:12 ▶ fractions and you know reading more uh

2:34:15 ▶ things like that so I while I don't know

2:34:19 ▶ how teachers the plight of the teacher

2:34:21 ▶ please know as a parent that um this is

2:34:24 ▶ happening uh to someone close to me as

2:34:28 ▶ well so uh thank you all for coming and

2:34:31 ▶ that concludes call to the

2:34:36 ▶ audience next um on our agenda

2:34:38 ▶ adjustments we are moving to

2:34:41 ▶ 7.1 uh desegregation uh budget study

2:34:44 ▶ session and we will start with uh

2:34:47 ▶ Mexican-American student services

2:34:50 ▶ um so please come forward

2:34:54 ▶ um Miss uh brummer thank you for being

2:34:57 ▶ here yes president extra members of the

2:34:59 ▶ governing board this is our second uh in

2:35:02 ▶ an all spring running of presentations

2:35:05 ▶ of Department desegregation funded

2:35:07 ▶ Department uh perspective budgets for

2:35:09 ▶ the upcoming school year uh as noted in

2:35:12 ▶ the language every single Department uh

2:35:14 ▶ funded by desegregation will have the

2:35:16 ▶ opportunity to speak and present

2:35:18 ▶ publicly to the board uh all of the

2:35:20 ▶ budget proposals have been posted

2:35:22 ▶ publicly uh for public review

2:35:24 ▶ immediately following this meeting uh

2:35:27 ▶ all of the budget proposals that you see

2:35:29 ▶ from the three departments tonight will

2:35:31 ▶ be open for public comment uh and then

2:35:33 ▶ as as always just want to remind the

2:35:35 ▶ public the governing board is not voting

2:35:37 ▶ on anything tonight and doesn't vote on

2:35:39 ▶ the desegregation budget until late June

2:35:42 ▶ so uh we want to create plenty of

2:35:44 ▶ opportunities for additional follow-up

2:35:46 ▶ presentations if requested by the board

2:35:48 ▶ uh and plenty of time for the public to

2:35:51 ▶ review the proposed budget materials

2:35:53 ▶ with that I'd like to welcome uh

2:35:55 ▶ longtime director of the Mexican

2:35:57 ▶ American student services department uh

2:35:59 ▶ Maria Federico brummer will be kicking

2:36:01 ▶ us off tonight as we look at Mexican

2:36:04 ▶ American student services

2:36:06 ▶ African-American student services and of

2:36:08 ▶ course alternative education Maria thank

2:36:11 ▶ you um good evening late evening now uh

2:36:15 ▶ Governor president extrm uh clerk Dr sha

2:36:20 ▶ and our governing board members uh Miss

2:36:23 ▶ Luna Rose mrto and Miss sha thank you um

2:36:27 ▶ to our to our governing board staff who

2:36:31 ▶ get everything going for us Dr thril and

2:36:34 ▶ of course um our legal councel Mr Ross

2:36:37 ▶ appreciate you all uh appreciate all of

2:36:40 ▶ the um folks who came out and have

2:36:43 ▶ continued to be here to support

2:36:45 ▶ African-American student services and

2:36:47 ▶ Mexican-American student services

2:36:50 ▶ um in the way that they have so thank

2:36:52 ▶ you uh I'll go ahead and get started

2:36:55 ▶ this is a a process of course an initial

2:36:58 ▶ initial uh presentation we're happy to

2:37:01 ▶ come um as I'll be introducing my staff

2:37:04 ▶ in a little bit uh again and to join the

2:37:07 ▶ governing board and to let you know

2:37:09 ▶ exactly what we do how we do and how we

2:37:12 ▶ assess what we do too and in regards to

2:37:15 ▶ any aspects of our budget this is our

2:37:17 ▶ mission um it's very clear clearly

2:37:20 ▶ written um by our staff it was a

2:37:23 ▶ collective we're committed to focusing

2:37:25 ▶ on the Improvement of academic

2:37:27 ▶ achievement and educational outcomes of

2:37:29 ▶ Mexican-American that the next uh

2:37:31 ▶ students inclusive of those that are

2:37:33 ▶ identified as English language Learners

2:37:35 ▶ which we usually say U multilingual um

2:37:38 ▶ emergent multilingual students through a

2:37:41 ▶ comprehensive uh asset based approach to

2:37:44 ▶ Student Services integrated with

2:37:46 ▶ culturally responsive practices for

2:37:48 ▶ growth and advocacy

2:37:50 ▶ um we come from a asset-based approach

2:37:53 ▶ uh research based on top of that um the

2:37:56 ▶ work that we do is is very different

2:37:59 ▶ than a lot of student services models

2:38:01 ▶ around the country and it's in response

2:38:04 ▶ to the deficit model that perpetuates

2:38:06 ▶ throughout public

2:38:08 ▶ education our department goals uh we do

2:38:12 ▶ have seven of them each of them um can

2:38:15 ▶ be tied to one another and I'm going to

2:38:17 ▶ just quickly Within embedded within each

2:38:20 ▶ of the goals the first one um improving

2:38:22 ▶ academic achievement of course it give

2:38:24 ▶ you a little a little bit of input on

2:38:26 ▶ what our the work of our department is

2:38:29 ▶ in relation to each so for um the first

2:38:33 ▶ one the academic achievement we have

2:38:37 ▶ certified academic tutors at the K12

2:38:40 ▶ level uh we have three of them and

2:38:43 ▶ already this this school year they've

2:38:45 ▶ been able to service about 120 students

2:38:49 ▶ on top of that we partnered with

2:38:51 ▶ University of Arizona's um different

2:38:54 ▶ Partnerships including project sore um

2:38:57 ▶ and the um the the math Department's um

2:39:01 ▶ retention and recruitment center in

2:39:03 ▶ order to to serve another 175 students

2:39:08 ▶ already this school

2:39:09 ▶ year uh that's that's just a portion of

2:39:13 ▶ what we do for uh academic achievement

2:39:16 ▶ of course you all have been welcomed to

2:39:18 ▶ and have partip I ated in our student

2:39:20 ▶ recognition program where we invite

2:39:23 ▶ approximately depends on the Year we're

2:39:25 ▶ hoping to always have more uh about

2:39:28 ▶ 1,400 um eighth graders and 12th graders

2:39:32 ▶ who have maintained a 3.25 GP or higher

2:39:35 ▶ and so that's a that's a huge investment

2:39:37 ▶ from our

2:39:39 ▶ department the our second goal is

2:39:42 ▶ focused on a systemic approach um that

2:39:45 ▶ incorporates asset based and cultural

2:39:47 ▶ responses strategies and supporting

2:39:49 ▶ behavioral and social well-being this

2:39:51 ▶ has been I think um our staff in this

2:39:55 ▶ area have been Stellar um and creating

2:39:59 ▶ programs mentoring empowerment groups uh

2:40:03 ▶ throughout the course of of the past oh

2:40:06 ▶ may've been doing it in a while but the

2:40:08 ▶ data that we're looking as the past

2:40:10 ▶ three years especially um this year

2:40:13 ▶ we've already had about uh 36 tier three

2:40:18 ▶ referrals and in relation to behavior

2:40:21 ▶ and social emotional support and they've

2:40:23 ▶ all been able to to provide services

2:40:26 ▶ very quickly and efficiently to the

2:40:28 ▶ students um other forms of Engagement

2:40:32 ▶ include mentoring groups empowerment

2:40:35 ▶ groups and workshops throughout the

2:40:37 ▶ course of the year for our students um

2:40:38 ▶ at this point they've already um had 500

2:40:42 ▶ engagements in that

2:40:43 ▶ way uh in response and uh to the fear

2:40:47 ▶ and anxiety that has has um overcome our

2:40:52 ▶ our immigrant our migrant families and

2:40:54 ▶ our students um our department was quick

2:40:57 ▶ in January to come up with a

2:41:00 ▶ comprehensive resource list using our

2:41:02 ▶ Community Partners um resources

2:41:06 ▶ utilizing what we have internally as

2:41:08 ▶ well and we worked with uh Community

2:41:11 ▶ Partners our legal team um Mr Ross and

2:41:15 ▶ especially and we compiled the the list

2:41:18 ▶ that we distributed

2:41:20 ▶ directly for our immigrant families and

2:41:22 ▶ the staff members that support them uh

2:41:25 ▶ we were able to distribute these

2:41:27 ▶ resources to 69 sites um along with the

2:41:31 ▶ know your right cards right right um

2:41:34 ▶ after we came back from in January

2:41:38 ▶ through the break the third goal is in

2:41:41 ▶ relation to our um increasing our

2:41:45 ▶ graduation rate for Mexican American

2:41:47 ▶ that thex student but not just that

2:41:51 ▶ that's the low hanging fruit right uh

2:41:53 ▶ it's so that they're prepared for the

2:41:55 ▶ next level for whether it's higher

2:41:57 ▶ education or getting into the workforce

2:41:59 ▶ in in their specific career targeted

2:42:02 ▶ career so for us um uh one of the

2:42:06 ▶ highlights from our department has been

2:42:08 ▶ a collaboration with both our Al

2:42:11 ▶ Advanced learning experiences and our

2:42:13 ▶ cultural responsive pedagogy instruction

2:42:15 ▶ Department in um the again the past

2:42:18 ▶ through years in serving 275 students to

2:42:23 ▶ earn dual credit not just in you know a

2:42:27 ▶ typical dual credit course but a

2:42:29 ▶ Mexican-American studies dual credit

2:42:31 ▶ course we have revived that from it's

2:42:34 ▶ been decades since we've had this this

2:42:36 ▶ course running in our school district

2:42:38 ▶ it's the um masas 165 from fan college

2:42:41 ▶ and um we and I say we uh

2:42:46 ▶ myself I have I have taught two classes

2:42:49 ▶ this school year um and we have been

2:42:52 ▶ very very fortunate to have the

2:42:54 ▶ expertise of our staff I have Dr adeli

2:42:58 ▶ Riva Cohan um Dr era Nasim Mario ailin

2:43:04 ▶ rosto

2:43:05 ▶ and that's it right okay that's the crew

2:43:09 ▶ right now that is teaching um you know

2:43:12 ▶ going above and beyond their role in

2:43:15 ▶ order to be instructors and getting the

2:43:16 ▶ students the dual enrollment credit um

2:43:20 ▶ another initiative that has focused on

2:43:24 ▶ bringing our students into the workforce

2:43:26 ▶ prepared and college goinging career and

2:43:29 ▶ helping to grow our own has been our

2:43:31 ▶ each1 te1 program and so that one in we

2:43:34 ▶ initiated in 20 um 19 was the first year

2:43:39 ▶ and I happy to say that we are going to

2:43:42 ▶ have our very first graduate someone who

2:43:44 ▶ went through the program as a junior um

2:43:48 ▶ went through the colle you know went to

2:43:50 ▶ the University of Arizona the College of

2:43:51 ▶ bed and will be graduating this

2:43:57 ▶ [Applause]

2:43:59 ▶ year uh our goal four is advancing a

2:44:04 ▶ Mexican American uh L latinx parents um

2:44:09 ▶ to get their input to have active

2:44:11 ▶ participation and to be a part of our

2:44:13 ▶ decision-making process um since

2:44:17 ▶ 2018 we have had our our

2:44:19 ▶ Mexican-American parent advisory Council

2:44:22 ▶ running um Dr thio has made it uh a

2:44:26 ▶ priority to put on his uh schedule and

2:44:29 ▶ some of you too have also made a

2:44:32 ▶ priority to visit our our

2:44:33 ▶ Mexican-American parent advisory Council

2:44:36 ▶ um this is the space where parents from

2:44:38 ▶ all over the district and I will say

2:44:40 ▶ it's predominantly Spanish um uh leaders

2:44:45 ▶ come together and they want to know what

2:44:48 ▶ we do in our district how we're

2:44:50 ▶ impacting our students and what changes

2:44:53 ▶ need to be made they'll be advising on

2:44:55 ▶ that uh every year and we meet uh I'll

2:44:59 ▶ I'll get you more information but we

2:45:00 ▶ meet every month with our parent

2:45:02 ▶ advisory

2:45:04 ▶ Council the

2:45:06 ▶ um let's

2:45:08 ▶ see I'm sorry our expansion of our

2:45:12 ▶ community services I just want to

2:45:14 ▶ highlight this this image here is from

2:45:16 ▶ adalante parent and youth leadership

2:45:17 ▶ conference uh we cannot do the work that

2:45:21 ▶ we do give with our current budget

2:45:25 ▶ without the leveraging of other funds

2:45:29 ▶ from other institutions so I'm going to

2:45:31 ▶ highlight the University of Arizona

2:45:32 ▶ Partners just for for this conference

2:45:35 ▶ you can see we have the office of early

2:45:37 ▶ academic Outreach that works with us

2:45:39 ▶ every year to get this going um we had

2:45:42 ▶ project Outreach Familia who has been

2:45:45 ▶ able to utilize their funds from their

2:45:48 ▶ HSI Grant

2:45:49 ▶ um and stem Grant in order to provide um

2:45:53 ▶ food for our families as well as keynote

2:45:56 ▶ speakers and um

2:45:58 ▶ workshops and the Mex American studies

2:46:00 ▶ Department um invests heavily with us

2:46:03 ▶ it's a bridge that that we Foster

2:46:06 ▶ throughout the course of our

2:46:08 ▶ relationship as as two kind of dual

2:46:11 ▶ departments and um the Geto student

2:46:15 ▶ Resource Center um it's a home for a lot

2:46:19 ▶ of our students who enter the University

2:46:22 ▶ of Arizona they know that this is the

2:46:25 ▶ space for them to get resources whether

2:46:27 ▶ it's food it can be clothing it can be

2:46:29 ▶ gift cards it can be counseling so they

2:46:32 ▶ know immediately that's there for them

2:46:34 ▶ and so we've been we've been able to

2:46:36 ▶ partner in in specifically for this

2:46:38 ▶ annual

2:46:39 ▶ event our number six has to do with our

2:46:43 ▶ professional development and so just

2:46:46 ▶ this year um we've been able able to um

2:46:51 ▶ have a little over 500 participants

2:46:54 ▶ attend our professional developments we

2:46:55 ▶ offered five offerings so far um this

2:46:58 ▶ school year one of them being the um the

2:47:01 ▶ supporting migrant families and the know

2:47:03 ▶ your rights and I will say that um

2:47:07 ▶ certified and classified staff quickly

2:47:10 ▶ registered for the class and took it we

2:47:12 ▶ had over 30 partic or 300 sorry

2:47:15 ▶ participants um for that and um it's

2:47:18 ▶ just again being responsive to the needs

2:47:20 ▶ of our students to our families and and

2:47:22 ▶ to bring them into safe

2:47:27 ▶ spaces the last goal is exactly why I'm

2:47:31 ▶ here um we're we're looking at the

2:47:34 ▶ framework to increase allocation for our

2:47:39 ▶ department so a quick overview uh got

2:47:42 ▶ the visual there we are Hispanic serving

2:47:44 ▶ institution we have been for several

2:47:47 ▶ years and and this department is charged

2:47:51 ▶ with providing the most comprehensive

2:47:54 ▶ supports um enrichments for our students

2:47:57 ▶ k12 and so you can see sort of the the

2:48:00 ▶ ratio with our full-time staff um this

2:48:05 ▶ would include myself our admin assistant

2:48:07 ▶ our program coordinator on behavioral

2:48:08 ▶ specialist on top of our program

2:48:10 ▶ specialist it would be over 2,000 to one

2:48:15 ▶ if we were to to make contact with every

2:48:17 ▶ single one of those students

2:48:19 ▶ um the history of the department stems

2:48:22 ▶ from a call from our

2:48:24 ▶ community uh we you know as as um we

2:48:30 ▶ entered into our unitary status plan at

2:48:34 ▶ that time um we had our bilingual

2:48:39 ▶ education department kind of covering

2:48:42 ▶ what would be like Hispanic studies it

2:48:44 ▶ wasn't enough for our community so they

2:48:47 ▶ demanded a separate unit and by 1998 the

2:48:50 ▶ governing board established again it was

2:48:52 ▶ labeled Hispanic studies but this

2:48:55 ▶ department then through the dismantling

2:48:58 ▶ due to ARS 15

2:49:00 ▶ 1-12 um our department as

2:49:03 ▶ Mexican-American student as mexic

2:49:04 ▶ American studies

2:49:06 ▶ was you know brought into two uh we had

2:49:10 ▶ in 2012 we had Mexican American student

2:49:13 ▶ services developed but we also had our

2:49:15 ▶ counterpart uh culture responsive

2:49:17 ▶ pedagogy and instruction take on the

2:49:19 ▶ role for curriculum development

2:49:21 ▶ instruction for Mexican-American

2:49:23 ▶ viewpoints so we you know out of the

2:49:25 ▶ dismantling we became

2:49:28 ▶ to with that the model for our services

2:49:33 ▶ was

2:49:34 ▶ Direct Services that showed um the same

2:49:38 ▶ patterns of deficit model

2:49:41 ▶ approaches uh through a collaboration

2:49:45 ▶ kind of a a groundbreaking collaboration

2:49:47 ▶ with our stakeholders it would have been

2:49:49 ▶ um Miss Sylvia kooy who was our mosa

2:49:52 ▶ mendosa plaintiff um our court appointed

2:49:56 ▶ implementation Committee Member Dr

2:49:59 ▶ Rebecca monono and then senior director

2:50:04 ▶ of desegregation Martha Taylor and

2:50:06 ▶ myself we collaborated in order to re

2:50:09 ▶ reimagine what Mexican-American student

2:50:11 ▶ services would look like if it were from

2:50:13 ▶ an asset based approach and we were able

2:50:16 ▶ to establish the work that the

2:50:19 ▶ foundation for the work that we're doing

2:50:20 ▶ now and we get into 2021 with our

2:50:24 ▶ operating plan that has included the

2:50:27 ▶ reorganization which has included all of

2:50:29 ▶ the um the goals that I just presented

2:50:33 ▶ as

2:50:37 ▶ well so as a governing board you're here

2:50:41 ▶ as at an unprecedented time um it was

2:50:45 ▶ clear that you know our staffing still

2:50:47 ▶ is disproportionate to the the charge

2:50:51 ▶ that we have is um representing our

2:50:53 ▶ district for Mexican americ that the

2:50:55 ▶ next students our our program

2:50:58 ▶ Specialists are here alut one um I have

2:51:02 ▶ uh our academic empowerment and

2:51:05 ▶ engagement Specialists so we each each

2:51:07 ▶ of them have a targeted area we have mon

2:51:10 ▶ Madrid we have Mara Rodriguez stop go

2:51:15 ▶ and stand real quick

2:51:18 ▶ uh our our socio emotional and

2:51:22 ▶ behavioral support is Cynthia

2:51:26 ▶ [Applause]

2:51:28 ▶ gavasa College and Career Readiness is

2:51:31 ▶ charged by um

2:51:36 ▶ aan our Advanced learning experiences uh

2:51:40 ▶ Recruitment and uh retention is Dr arisi

2:51:46 ▶ Riva our culturally relevant

2:51:49 ▶ curriculum um collaboration and support

2:51:52 ▶ she had to leave but Dr edica

2:51:57 ▶ Nasim oh I also miss anel MOS is our

2:52:00 ▶ community outreach uh she wasn't able to

2:52:03 ▶ make that as well uh and then last for

2:52:07 ▶ our program specialist is our parent

2:52:09 ▶ Outreach and engagement Jessica

2:52:12 ▶ [Music]

2:52:13 ▶ [Applause]

2:52:16 ▶ Quinn we wouldn't be the department that

2:52:18 ▶ we are without one of our our longtime

2:52:21 ▶ employees um Monique Landrum she's

2:52:24 ▶ remained our behavioral specialist since

2:52:26 ▶ an Inception of the department in

2:52:31 ▶ 2012 as well as our Administrative

2:52:33 ▶ Assistant came a little bit after that

2:52:35 ▶ is ma Marisella

2:52:38 ▶ [Applause]

2:52:39 ▶ Dominguez and a lot of you know our

2:52:41 ▶ program coordinator Jennifer

2:52:45 ▶ conz and not all of our College U

2:52:48 ▶ mentors are here but we do have Martin

2:52:50 ▶ Peko representing our College mentors

2:52:54 ▶ tonight um the certified academic tutors

2:52:58 ▶ are three outstanding Educators

2:53:01 ▶ Lydia um Elizabeth um Gomez and um oh my

2:53:06 ▶ gosh Miran Lan um that go and they do

2:53:11 ▶ independently of us often times they go

2:53:14 ▶ do tutoring online with our students

2:53:18 ▶ so considerations for

2:53:21 ▶ today this is our current uh the fiscal

2:53:25 ▶ year budget um we're at 939 and some

2:53:30 ▶ okay uh again as all other Departments

2:53:35 ▶ 93% of that is on non-payroll I mean

2:53:40 ▶ sorry is on is on payroll and benefits

2:53:43 ▶ apologies and our you know our

2:53:46 ▶ non-payroll is is fairly small

2:53:49 ▶ the proposed 10% reduction would look

2:53:53 ▶ something like

2:53:54 ▶ this um however after review and looking

2:53:59 ▶ at reallocations where the past three

2:54:02 ▶ years analyzing like did we necessarily

2:54:05 ▶ use this funding the way that we had

2:54:08 ▶ intended um there's some mileage and

2:54:10 ▶ travel kind of things that we thought

2:54:12 ▶ you know this could be reallocated to

2:54:15 ▶ compensate for the benefits and the

2:54:17 ▶ payroll

2:54:19 ▶ increases and so that would leave us at

2:54:21 ▶ the

2:54:26 ▶ 979 so determining those allocations we

2:54:29 ▶ look to our stakeholders we have a

2:54:32 ▶ Mexican-American student advisory

2:54:33 ▶ Council Mexican American parent advisory

2:54:35 ▶ Council Mexican American Community

2:54:37 ▶ advisory Council and an expert panel on

2:54:40 ▶ top of that um our department staff of

2:54:43 ▶ course were very much a part of this

2:54:45 ▶ process as well as District

2:54:47 ▶ collaborators so we we collaborate with

2:54:50 ▶ several um other departments and so we

2:54:53 ▶ did reach out to them and how how you

2:54:55 ▶ know different allocations would be

2:54:57 ▶ impacting their work on top of that and

2:55:00 ▶ our Community Partners um they have

2:55:02 ▶ guided Us in so many different

2:55:04 ▶ directions that have definitely

2:55:06 ▶ benefited our our our parents and our

2:55:09 ▶ students and District leadership of

2:55:14 ▶ course the reallocation of funds um

2:55:17 ▶ ended up about you know over

2:55:19 ▶ 30,000 this we looked at our non-payroll

2:55:23 ▶ expenditures um and looking at taking um

2:55:28 ▶ 5,800 from our expert panel uh we feel

2:55:31 ▶ that that might be a little bit outdated

2:55:34 ▶ now that um we've been functioning very

2:55:38 ▶ well utilizing our our community

2:55:41 ▶ advisory our parent advisory and and our

2:55:44 ▶ student advisory out of District

2:55:47 ▶ trainings

2:55:48 ▶ if we are in a deficit should you know

2:55:51 ▶ we did scrutinize that and mileage and

2:55:53 ▶ travel we've noticed that our staff have

2:55:56 ▶ been able to to decrease their mileage

2:55:59 ▶ across the district by having video

2:56:01 ▶ conferencing

2:56:03 ▶ instead um in terms of

2:56:06 ▶ payroll at this point it's it's um we

2:56:11 ▶ are anticipating we do not have any

2:56:14 ▶ openings that we would like to eliminate

2:56:16 ▶ but we are anticipating to

2:56:18 ▶ uh supplemental positions to hourly

2:56:21 ▶ College Mentor positions at the end of

2:56:23 ▶ the school year as those are two student

2:56:25 ▶ teachers who will be

2:56:29 ▶ graduating the offset of the salaries

2:56:31 ▶ and benefits would look like this um

2:56:36 ▶ 67 over

2:56:39 ▶ $67,000 and that's really been our goal

2:56:42 ▶ is to to figure out how we can best

2:56:44 ▶ maneuver our funding in order to

2:56:46 ▶ compensate for that

2:56:48 ▶ impacts so the impact of course would be

2:56:51 ▶ instead of 10 college mentors we would

2:56:53 ▶ have eight um instead of 20 sites we

2:56:55 ▶ would only be at 16 instead of having

2:56:58 ▶ the same number of mentoring groups at

2:57:00 ▶ least one per each we would have fewer

2:57:02 ▶ and the Outreach events our College

2:57:04 ▶ mentors are amazing at going out into

2:57:07 ▶ the community and going out to several

2:57:09 ▶ um School sites in order to provide

2:57:11 ▶ Outreach and talk about the the benefits

2:57:13 ▶ of Mexican-American student services

2:57:16 ▶ whether you know it's it's out in

2:57:18 ▶ libraries they've been in and Parks um

2:57:22 ▶ theyve you know our W one partner has

2:57:25 ▶ has constantly been reaching out to have

2:57:28 ▶ us be a part of their event so we we

2:57:31 ▶ would have to figure out how to to best

2:57:33 ▶ cover that um we did look at starting

2:57:38 ▶ our K12 tutoring a little bit later in

2:57:41 ▶ order to compensate and have a little

2:57:43 ▶ bit more funding uh and our student our

2:57:46 ▶ again our advisory councils are very

2:57:49 ▶ very Versed and very much um advocating

2:57:53 ▶ for our students and their families and

2:57:56 ▶ could be could be utilized in this

2:57:58 ▶ capacity to review and progress monitor

2:58:02 ▶ us uh the trainings and we have very

2:58:05 ▶ limited trainings outside of District

2:58:08 ▶ the vast majority of conferences or

2:58:10 ▶ trainings that we do we are presenting

2:58:13 ▶ um the word has gotten out that Mexican

2:58:15 ▶ American student services is doing the

2:58:17 ▶ work that they are are and um we've been

2:58:19 ▶ asked to present at different

2:58:21 ▶ conferences and in different U

2:58:24 ▶ venues the expert panel shift would be

2:58:27 ▶ again empowering our advisory

2:58:30 ▶ councils um and being a part of that

2:58:32 ▶ decision-making process which is one of

2:58:34 ▶ our goals the decrease would be about uh

2:58:38 ▶ $3,000 postponing these two uh vacant

2:58:42 ▶ positions again postponing we're

2:58:44 ▶ anticipating that as soon as we can

2:58:47 ▶ we're going to have those two College

2:58:49 ▶ Mentor positions

2:58:51 ▶ back and of course um just making those

2:58:54 ▶ adjustments like looking and reviewing

2:58:57 ▶ we we did scrutinize our budget to

2:59:01 ▶ ensure that we're you know we're

2:59:03 ▶ utilizing every penny and we're

2:59:05 ▶ utilizing it the way that we should have

2:59:07 ▶ we did have to do some budget

2:59:08 ▶ adjustments um last school year so this

2:59:11 ▶ is where these numbers come

2:59:14 ▶ from in terms of having our College

2:59:17 ▶ mentors it has been a part of our

2:59:19 ▶ reorganization plan it has been a part

2:59:21 ▶ of our operating plan to have the 10

2:59:23 ▶ total supplemental positions and so

2:59:26 ▶ these are the ways in which we we assign

2:59:29 ▶ some of our College mentors it could be

2:59:31 ▶ discipline reports it could be high risk

2:59:33 ▶ but it could also be looking at um

2:59:36 ▶ classroom teacher preparedness so

2:59:37 ▶ teachers who may need additional support

2:59:40 ▶ we going to go and help them by

2:59:43 ▶ providing a college Mentor in their

2:59:44 ▶ classroom uh we also have looked at the

2:59:47 ▶ number of culturally relevant curriculum

2:59:50 ▶ courses because that's initially how we

2:59:52 ▶ have assigned our College mentors and um

2:59:56 ▶ again working with cultur responsive

2:59:57 ▶ pedagogy instruction we identify

2:59:59 ▶ classrooms that we best fit for a

3:00:01 ▶ college mentor and also their skill sets

3:00:03 ▶ and their backgrounds too uh other

3:00:06 ▶ factors of course leadership

3:00:08 ▶ recommendations um often times we are

3:00:10 ▶ finding spaces where mentoring would be

3:00:14 ▶ the best option um and so we will bring

3:00:18 ▶ in one of our College mentors for that

3:00:20 ▶ and of course following asset based

3:00:22 ▶ approaches so there may be initiative at

3:00:24 ▶ a site that would be most beneficial

3:00:28 ▶ having one of our College mentors be

3:00:29 ▶ there with their specific skill set that

3:00:32 ▶ image there I just want to share that's

3:00:35 ▶ uh one of our each1 teach1 um graduates

3:00:39 ▶ he was a student at Tucson High um he's

3:00:41 ▶ now on to the university um he was

3:00:45 ▶ mentored by one of our College mentors

3:00:48 ▶ uh while he was you know facilitating

3:00:50 ▶ his instruction um at monzo and we're

3:00:55 ▶ just happy that that same Mentor she's

3:00:58 ▶ coming out of student teaching this year

3:01:01 ▶ uh Cy Lopez and she was one of our H1

3:01:04 ▶ teach one graduates and I was hoping she

3:01:05 ▶ would come she was going to come today

3:01:07 ▶ but she didn't make it um to be

3:01:10 ▶ recognized in that way

3:01:12 ▶ so uh with that I have time for any

3:01:16 ▶ questions and um again our team's here

3:01:20 ▶ and happy to be able to come back um

3:01:24 ▶ should you need any more information

3:01:26 ▶ thank you thank you uh governing board

3:01:28 ▶ members any

3:01:31 ▶ questions I just have one question how

3:01:35 ▶ would the closures at the University of

3:01:37 ▶ Arizona the Mexican American studies um

3:01:41 ▶ affect your

3:01:45 ▶ program so at this point Mexican

3:01:47 ▶ Americans say is a department um well

3:01:50 ▶ the the student services department so

3:01:52 ▶ the get um

3:01:55 ▶ students uh that will debilitate a

3:02:00 ▶ bridge

3:02:01 ▶ entirely uh we are whether it's our dual

3:02:05 ▶ enrollment our college tours um that is

3:02:10 ▶ is BAS our our our um events related to

3:02:15 ▶ our College Academy for parents that's

3:02:17 ▶ our base

3:02:19 ▶ um a lot of our College mentors we

3:02:22 ▶ recruit directly through them with

3:02:24 ▶ through Mex American studies through um

3:02:26 ▶ the ghetto Center through the College of

3:02:29 ▶ Ed and then the College of humanities

3:02:31 ▶ those are are have been the main places

3:02:33 ▶ on campus where we've been able to

3:02:34 ▶ recruit the best qualified College

3:02:37 ▶ mentors um we have a very I think

3:02:40 ▶ intimate relationship with the director

3:02:43 ▶ there she came from our rank she was our

3:02:46 ▶ she was formerly our our program

3:02:48 ▶ coordinator for our department and um

3:02:51 ▶ she's very very committed to the K2

3:02:54 ▶ program and creating that bridge and so

3:02:56 ▶ it would it would debilitate us entirely

3:02:59 ▶ okay thank

3:03:00 ▶ you yes Dr sha thank you president extr

3:03:03 ▶ and thank you Maria for this

3:03:04 ▶ presentation I really appreciated the

3:03:06 ▶ opportunity last school year to connect

3:03:07 ▶ with you and meet a lot of your staff um

3:03:09 ▶ your offices at calina High School uh my

3:03:12 ▶ question um in your presentation so a

3:03:15 ▶ majority of our students are Mexican

3:03:17 ▶ identifies Mexican American lettino um

3:03:19 ▶ and so how how does your department

3:03:21 ▶ decide where services are happening from

3:03:24 ▶ the Department of Mexican American

3:03:25 ▶ student services or at the school itself

3:03:28 ▶ uh because there at schools that have a

3:03:29 ▶ lot of these Services also so for

3:03:31 ▶ example on your slide you know you talk

3:03:32 ▶ about all the different positions and

3:03:34 ▶ you have a social emotional Behavior

3:03:35 ▶ Support like whether a student receives

3:03:37 ▶ support and services from that

3:03:38 ▶ individual or from the counselor or

3:03:40 ▶ their school or whether a parent gets

3:03:42 ▶ services from the parent Outreach and

3:03:44 ▶ artment an individual in your department

3:03:46 ▶ or for the community layers the school

3:03:48 ▶ so how is that how do you how do you how

3:03:49 ▶ does everyone decide where the services

3:03:51 ▶ are happening and from the Department or

3:03:53 ▶ the school level so um a wonderful

3:03:57 ▶ example is Cynthia being at pble high

3:03:59 ▶ school um due to the patterns that we've

3:04:02 ▶ noticed on campus there in terms of

3:04:04 ▶ whether it's substance misuse that's

3:04:07 ▶ really that really was the driver for us

3:04:09 ▶ to have her uh spend three of the three

3:04:13 ▶ of the days out of the week there uh

3:04:15 ▶ working with mtss working with the site

3:04:18 ▶ leadership team and then also social

3:04:21 ▶ workers um they make that decision as a

3:04:24 ▶ site as a team and they bring in um

3:04:27 ▶ Native American student services staff

3:04:29 ▶ as well and um African-American student

3:04:32 ▶ services staff on campus and they will

3:04:36 ▶ they will come up with the list of

3:04:37 ▶ students and who would be the best fit

3:04:41 ▶ to um we have to be collaborative like I

3:04:44 ▶ I as a director can't be there to see EX

3:04:47 ▶ exactly what's happening at each of the

3:04:49 ▶ sites all the time so it has to be

3:04:52 ▶ empowering the site to utilize our

3:04:55 ▶ resources as best as possible and um

3:04:58 ▶ bringing in other resources too um

3:05:00 ▶ Cynthia is able to bring in other

3:05:02 ▶ community um experts um she comes from a

3:05:08 ▶ background from from Kodak and so we're

3:05:11 ▶ able to to capitalize on that as well

3:05:19 ▶ yes Mr Romero so just kind of a u if you

3:05:24 ▶ can answer this question best your

3:05:27 ▶ ability how much time during the school

3:05:29 ▶ day is directly uh dealing with the

3:05:31 ▶ students tracking data and focusing on

3:05:33 ▶ student performance within your

3:05:36 ▶ department so we are not um Student

3:05:40 ▶ Success Specialists we are program

3:05:42 ▶ Specialists so in terms of tracking data

3:05:47 ▶ um it depends depends on the program

3:05:48 ▶ specialist in their targeted area um

3:05:52 ▶ majority of our staff spend one day just

3:05:56 ▶ doing their documentation and then the

3:05:58 ▶ rest is it could be with you know our

3:06:01 ▶ parent advisory it could be getting our

3:06:04 ▶ our student advisory agenda together it

3:06:07 ▶ could be doing this month we're doing

3:06:10 ▶ Cesar Chavez and um do the presentations

3:06:14 ▶ so it's it's just dependent on the staff

3:06:16 ▶ member and their targeted area

3:06:18 ▶ I don't have a cookie cutter model for

3:06:20 ▶ our for our staff at all um based on

3:06:24 ▶ what what the needs are for you know the

3:06:26 ▶ project that they're working on yeah

3:06:29 ▶ thank

3:06:32 ▶ you yes Miss Luna

3:06:34 ▶ Rose hi Maria nice to see you thank you

3:06:37 ▶ for your presentation um as a a a parent

3:06:43 ▶ of a Latina student you know obviously I

3:06:47 ▶ utilize a lot of what your department is

3:06:49 ▶ so I'm I'm grateful and thank you know

3:06:51 ▶ she just went on the tour for NAU so

3:06:54 ▶ thank you to the staff for um she

3:06:56 ▶ decided she didn't like na but thank you

3:06:58 ▶ for for that um so I think she's going

3:07:01 ▶ to the UV yay okay anyway um but so but

3:07:06 ▶ so I I bring that up to ask how many

3:07:09 ▶ students a day I I mean we've got

3:07:11 ▶ obviously we're a minority majority

3:07:13 ▶ District how many students is your team

3:07:17 ▶ coming in contact with every day daily

3:07:20 ▶ yeah again depends so like this I will

3:07:23 ▶ say a we were able to get into

3:07:27 ▶ classrooms um we counted about I think

3:07:32 ▶ 2100 students there so then that's meura

3:07:36 ▶ so that's our Our Heritage Month um the

3:07:39 ▶ same kind of goes for Chavez month as

3:07:41 ▶ well um we do not again we do not have

3:07:45 ▶ the the same model as our

3:07:48 ▶ is our counterparts uh so it will depend

3:07:51 ▶ so AB for example like she had a bus

3:07:53 ▶ load of 45 students so that was her

3:07:57 ▶ contact for that day you know um

3:08:01 ▶ Cynthia uh for soci emotional sport she

3:08:03 ▶ may have her D Diva Warrior group going

3:08:06 ▶ on so that's her 20 kids for that day

3:08:08 ▶ it'll it'll vary it'll vary we do not

3:08:11 ▶ have a set criteria um with the number

3:08:15 ▶ of contacts yeah

3:08:18 ▶ okay thank you

3:08:23 ▶ uhhuh I I think that's it that's it okay

3:08:27 ▶ thank you so much thank

3:08:31 ▶ [Music]

3:08:33 ▶ you next is Dr stroer with

3:08:37 ▶ African-American student

3:08:40 ▶ [Applause]

3:08:44 ▶ services uh good evening um president

3:08:46 ▶ exam board members Dr tro legal counsel

3:08:50 ▶ uh thank you for the opportunity to

3:08:51 ▶ present tonight um but before I begin um

3:08:55 ▶ I'd like to take a moment to recognize

3:08:57 ▶ um my incredible staff who I know that I

3:09:00 ▶ push a lot and so I'd like for my staff

3:09:03 ▶ to stand

3:09:04 ▶ [Music]

3:09:05 ▶ [Applause]

3:09:08 ▶ please

3:09:10 ▶ you thank you so much you may be seated

3:09:12 ▶ I also want to recognize some of the

3:09:14 ▶ members of our African and

3:09:16 ▶ African-American student advisory

3:09:17 ▶ Council who are here tonight would you

3:09:19 ▶ guys please

3:09:20 ▶ [Applause]

3:09:25 ▶ stand thank you and I just also want to

3:09:27 ▶ acknowledge we had some of our community

3:09:29 ▶ Advisory board members here parents and

3:09:31 ▶ community members and so I just want to

3:09:33 ▶ acknowledge them for staying and and

3:09:35 ▶ being a part of this so I'll go ahead

3:09:37 ▶ and get started with my

3:09:39 ▶ presentation um I want to just begin

3:09:41 ▶ with some background information that I

3:09:42 ▶ think gives context to this presentation

3:09:45 ▶ um I'm very new to this position last

3:09:47 ▶ year was my first year being in this

3:09:49 ▶ position also we've made some

3:09:51 ▶ significant and substantial changes in

3:09:53 ▶ how the op how the department itself

3:09:55 ▶ operates I think it's also important to

3:09:57 ▶ note that last year we began in a

3:09:59 ▶ deficit our budget was reduced um by

3:10:02 ▶ $50,000 and we also experienced um our

3:10:05 ▶ budget being frozen in February which

3:10:07 ▶ caused us to have a little bit of a

3:10:09 ▶ deficit but I still believe that we

3:10:10 ▶ accomplished a lot um also last year was

3:10:13 ▶ the very first time that

3:10:14 ▶ African-American student services was

3:10:16 ▶ actually fully staff according to the

3:10:18 ▶ operating plan that we were under um and

3:10:21 ▶ I want to make sure that we stress that

3:10:23 ▶ we provide daily direct student services

3:10:26 ▶ and also that 94% of our budget as many

3:10:28 ▶ of the other student services is used on

3:10:31 ▶ Personnel I want to draw your attention

3:10:33 ▶ to this symbol here so as I go

3:10:35 ▶ throughout my presentation every time

3:10:37 ▶ you see this sun it just gives you the

3:10:39 ▶ note that these are new and expanded

3:10:41 ▶ services that we have put into place uh

3:10:44 ▶ beginning last

3:10:45 ▶ year one of the things that really is

3:10:48 ▶ crucial to this presentation is to

3:10:50 ▶ really be clear that the desegregation

3:10:52 ▶ case may be closed but the needs of the

3:10:55 ▶ African-American students remain and I'm

3:10:57 ▶ going to share some of that data with

3:11:00 ▶ you prior to the 23 24 school year

3:11:03 ▶ approximately 30 schools were serviced

3:11:06 ▶ um which is where they had individual

3:11:08 ▶ staff members that stayed maybe one or

3:11:09 ▶ two days at those sites but the approach

3:11:12 ▶ that we took beginning last year is that

3:11:14 ▶ now we support all 4,000 students and

3:11:16 ▶ that number is rising and we surface all

3:11:20 ▶ uh TD

3:11:23 ▶ [Applause]

3:11:25 ▶ sites African-American student servic is

3:11:28 ▶ providing exceptional daily support and

3:11:30 ▶ that's done through our program

3:11:31 ▶ Specialists who are here tonight our

3:11:33 ▶ success coaches who serve 8 to 10

3:11:36 ▶ schools each in the areas of attendance

3:11:38 ▶ academics Behavior advocacy and of

3:11:40 ▶ course graduation we have four RTI a

3:11:43 ▶ response to interventionists who serve

3:11:45 ▶ six to seven schools which is more than

3:11:47 ▶ most RTI service which is a total of

3:11:50 ▶ over 200 students and that's in math and

3:11:52 ▶ reading um which is not done by like I

3:11:55 ▶ said most itinerate teachers we have

3:11:57 ▶ five mentors that are working 10 hours a

3:11:59 ▶ week that are servicing two to three

3:12:01 ▶ schools we have two Behavior Specialists

3:12:04 ▶ that um Advocate at the long-term uh

3:12:07 ▶ hearings they provide tier three

3:12:09 ▶ Behavior Support through our referral

3:12:10 ▶ system they offer uh small groups they

3:12:14 ▶ are really doing an awesome job at our

3:12:16 ▶ suspension transition program that we

3:12:18 ▶ implemented at Duan which is a

3:12:20 ▶ partnership between um Dae and that was

3:12:22 ▶ also presentation that was presented to

3:12:24 ▶ the alternative board recently and each

3:12:27 ▶ member of our team because we do believe

3:12:29 ▶ strongly in data submits a quarterly

3:12:31 ▶ impact

3:12:33 ▶ report um this just tells you that we

3:12:35 ▶ have a total of 18 full-time including

3:12:38 ▶ myself five part-time which is only 10

3:12:40 ▶ hours and then we have five

3:12:42 ▶ tutors we also service The District in

3:12:44 ▶ terms of the professional development

3:12:46 ▶ that we provide we have a no slurp

3:12:48 ▶ Campaign which is developed by our

3:12:50 ▶ program coordinator uh Miss Shain Fort

3:12:52 ▶ who's seated over

3:12:56 ▶ here our Behavior Specialists provide

3:12:58 ▶ deescalation training um to schools

3:13:01 ▶ which is a two-part series that they

3:13:03 ▶ provide and I also want to mention with

3:13:05 ▶ that no slur campaign we provide uh

3:13:07 ▶ professional development to the teachers

3:13:10 ▶ but we also go back and do an assembly

3:13:12 ▶ and a rally for the students as well and

3:13:14 ▶ then we've also provided culturally

3:13:16 ▶ relevant reading strateg iies um as a

3:13:18 ▶ professional

3:13:19 ▶ development when I came into this

3:13:21 ▶ position I knew that there was

3:13:23 ▶ definitely a need to develop a quick and

3:13:25 ▶ reliable source of data for our uh Team

3:13:28 ▶ to use they actually can use it on an

3:13:30 ▶ app the the powerbi app and it gives

3:13:32 ▶ them ready um readily available data and

3:13:35 ▶ as you can see from this slide we have

3:13:37 ▶ uh demographic data we have mtss

3:13:40 ▶ assessment discipline um any type of

3:13:43 ▶ data that our team needs to drive what

3:13:44 ▶ they do whenever they go to a campus is

3:13:46 ▶ a ailable on this dashboard that I had

3:13:48 ▶ built um by the assessment and

3:13:50 ▶ evaluation Department which is a new uh

3:13:53 ▶ feature for

3:13:54 ▶ us now before when I mentioned that our

3:13:57 ▶ work is not done let me show you why

3:13:59 ▶ before you right now is our current 2425

3:14:03 ▶ dibl data and now as you can see that

3:14:05 ▶ with our K through3 African-American

3:14:07 ▶ students 64% 64% are not on grade level

3:14:12 ▶ so we've got some real issues that we

3:14:14 ▶ need to

3:14:15 ▶ address and we're doing as a department

3:14:19 ▶ is we have implemented a royal readers

3:14:21 ▶ program at nine elementary schools which

3:14:24 ▶ is where my team will work with students

3:14:26 ▶ sitting with them uh twice a week

3:14:28 ▶ kindergarten first graders 30 minutes

3:14:30 ▶ using I I ready and so since September

3:14:33 ▶ they have provided nine hours per week

3:14:36 ▶ um and they and that data is made

3:14:38 ▶ readily available to um to teachers we

3:14:40 ▶ also provide a royal reader PBIS program

3:14:44 ▶ um that motivates encourages students

3:14:45 ▶ and celebrates their growth as they use

3:14:47 ▶ our ready and work with our team and

3:14:50 ▶ then one of the other things that we

3:14:51 ▶ wanted to do was to empower our parents

3:14:53 ▶ we provide a royal literacy night to

3:14:55 ▶ support the students and parents and we

3:14:56 ▶ also give our Royal readers um

3:14:58 ▶ literature so that we can help them

3:14:59 ▶ build their own home

3:15:03 ▶ library now if we turn to the

3:15:05 ▶ proficiency rate for our third through

3:15:07 ▶ eighth grade African-American you can

3:15:09 ▶ see the comparison of the data that

3:15:11 ▶ compared to White students and

3:15:12 ▶ African-American students are doing

3:15:14 ▶ twice as bad and so we really still have

3:15:16 ▶ a lot of work to do and let me show you

3:15:18 ▶ what we are doing about that as a result

3:15:20 ▶ of that data we have um implemented our

3:15:24 ▶ um math and uh reading interventions

3:15:28 ▶ through our RTI we're resing over 200

3:15:31 ▶ students at 23 schools and more than 90%

3:15:34 ▶ of the students that work with our RTI

3:15:36 ▶ are showing growth which is

3:15:38 ▶ incredible and in addition to our

3:15:41 ▶ RTI we provide uh before and after

3:15:44 ▶ school uh tutoring I also want to add

3:15:46 ▶ that along with not just our

3:15:48 ▶ African-American students we are also

3:15:50 ▶ servicing elll students and Refugee

3:15:52 ▶ students as a part of our RTI program

3:15:55 ▶ we've also created a summer internship

3:15:57 ▶ for high school students to work with um

3:15:59 ▶ and Mentor low performing

3:16:01 ▶ African-American students and we did

3:16:02 ▶ that last summer in six different

3:16:06 ▶ schools if we turn to our high school

3:16:08 ▶ students and look at how they're

3:16:09 ▶ performing the African-American students

3:16:11 ▶ have the second lowest graduation rate

3:16:13 ▶ for the last four years consecutively if

3:16:16 ▶ you look at how they're performing in

3:16:18 ▶ math and Ela again you can see that

3:16:20 ▶ white students are are outperforming the

3:16:22 ▶ African-Americans by twice as much in

3:16:24 ▶ both math and

3:16:26 ▶ Ela in response to this data we have our

3:16:30 ▶ program Specialists and success coaches

3:16:31 ▶ that work with students daily on

3:16:33 ▶ attendance and graduation uh case

3:16:35 ▶ management which I'll talk about in a

3:16:37 ▶ moment they also work through the mtss

3:16:39 ▶ process and also address discipline so

3:16:42 ▶ each year we use data to develop a

3:16:44 ▶ graduation Target list to focus on

3:16:45 ▶ credit deficient

3:16:47 ▶ we closely monitor those students and

3:16:49 ▶ support them to do everything possible

3:16:51 ▶ to help them graduate and I'm really

3:16:53 ▶ proud to say that every one of the of

3:16:56 ▶ our team members that had this case

3:16:58 ▶ management list with seniors who were

3:16:59 ▶ struggling with their credit 100% of

3:17:01 ▶ them

3:17:07 ▶ graduated on this slide I'd like to

3:17:09 ▶ share just some of the things that we're

3:17:10 ▶ doing in our department um our team

3:17:13 ▶ participates in the mtss meetings um at

3:17:16 ▶ least twice a month whenever there's an

3:17:17 ▶ African-American student on the agenda

3:17:19 ▶ they are participating in the behavior

3:17:21 ▶ management team meetings the discipline

3:17:23 ▶ meetings that are happening um at um 13

3:17:26 ▶ targeted sites we provide again our

3:17:28 ▶ world Reader Program we attend long-term

3:17:31 ▶ hearing suspensions we have a middle

3:17:33 ▶ school stem program with Community

3:17:34 ▶ Partners we also have a partnership with

3:17:37 ▶ University of Arizona as was mentioned

3:17:38 ▶ before in a call to the audience where

3:17:40 ▶ we have various family College and

3:17:42 ▶ Career events we have a a quarterly

3:17:45 ▶ newsletter where our leadership is

3:17:47 ▶ between a 3 3,000 to 4,000 every time it

3:17:50 ▶ is sent out our RTI again are working

3:17:53 ▶ with Ells and refugees that's just an

3:17:54 ▶ example of how we partner with other

3:17:57 ▶ departments um and we we really push our

3:17:59 ▶ team because they each have between

3:18:01 ▶ eight to 10 schools that they're

3:18:02 ▶ responsible for and they drive a lot a

3:18:05 ▶ lot um and then again our graduation

3:18:08 ▶ support for seniors we have our African

3:18:10 ▶ and African-American student advisory

3:18:12 ▶ Council we have three coding clubs we

3:18:15 ▶ have a brand new African-American Hub

3:18:17 ▶ that came from parent request we have

3:18:19 ▶ our black and brown Wellness day which

3:18:21 ▶ is coming up and we're actually going to

3:18:22 ▶ have um Judge Maria Alena Cruz who's

3:18:25 ▶ going to be one of our keynote speakers

3:18:27 ▶ we have um our summer internships and

3:18:30 ▶ mentoring and then we also have a summer

3:18:32 ▶ coding Camp scheduled for this Summer

3:18:34 ▶ that will include coding financial

3:18:36 ▶ literacy digital storytelling and how to

3:18:38 ▶ create

3:18:43 ▶ Holograms as I mentioned before

3:18:45 ▶ everything that we do has Direct student

3:18:47 ▶ impact and I want to share with you just

3:18:49 ▶ some of the things that has not been

3:18:50 ▶ achieved in the past but has that is now

3:18:52 ▶ available in the second quarter we had

3:18:55 ▶ uh well over 4,000 student contacts just

3:18:58 ▶ in the second quarter alone they our

3:19:00 ▶ team attended 195 mtss meetings again we

3:19:04 ▶ have our Royal readers more than 200

3:19:07 ▶ students are are being served through

3:19:08 ▶ our RTI we had a 30% reduction in the uh

3:19:13 ▶ decrease in the discipline and then

3:19:15 ▶ again we're very proud to be uh working

3:19:17 ▶ in 23 different schools in terms of uh

3:19:19 ▶ math and reading

3:19:23 ▶ interventions we have collaborated with

3:19:25 ▶ multiple departments in order to reach

3:19:27 ▶ our goal of setting our students up for

3:19:29 ▶ success with the multi-tier systems of

3:19:31 ▶ support department we collaborate with

3:19:33 ▶ them to provide training um when I first

3:19:35 ▶ started I was disaggregating the data

3:19:38 ▶ and I found that

3:19:40 ▶ 1,311 African-American students did not

3:19:42 ▶ have mtss plans and they needed them so

3:19:45 ▶ to address that Gap I worked with the

3:19:47 ▶ mtss Department I also went to the

3:19:49 ▶ regional superintendents and shared with

3:19:51 ▶ them the criteria that I was using to

3:19:53 ▶ determine um what needs the students

3:19:55 ▶ have and as a result of that criteria

3:19:57 ▶ that I provided then the district used

3:19:59 ▶ that to determine and to create the

3:20:01 ▶ universal mtss criteria that is now used

3:20:03 ▶ across the entire

3:20:05 ▶ District um we also provide advocacy and

3:20:08 ▶ support um as we attend mtss meetings on

3:20:11 ▶ a regular basis and we also collaborate

3:20:14 ▶ with various sites to create the mtss

3:20:16 ▶ plans for all of the RTI work that we

3:20:19 ▶ do I'm really proud of the work that our

3:20:22 ▶ team has done in collaboration with

3:20:24 ▶ student relations in the area of

3:20:25 ▶ discipline because that is an area where

3:20:27 ▶ we've seen a lot of

3:20:28 ▶ disproportionality we've consistently

3:20:30 ▶ collaborated with them um again our team

3:20:33 ▶ attends long-term hearing suspensions I

3:20:35 ▶ mean suspension hearings uh we provide

3:20:38 ▶ advocacy and support um attending those

3:20:40 ▶ Behavior or BMT meetings at specific

3:20:42 ▶ sites um and we identify those sites

3:20:45 ▶ based on the risk ratios um we are

3:20:47 ▶ represented every month in our month in

3:20:49 ▶ the monthly Dean and isi meetings and we

3:20:52 ▶ provide support based on um the weekly

3:20:54 ▶ suspension reports that we receive from

3:20:56 ▶ student

3:20:57 ▶ relations and that includes the

3:20:59 ▶ high-risk list now as a result of the

3:21:02 ▶ work that African-American student

3:21:03 ▶ services has done with student relations

3:21:06 ▶ this school year the risk ratios for

3:21:08 ▶ incidents for African-American students

3:21:10 ▶ has been the lowest it has consistently

3:21:12 ▶ been in the past 3 years

3:21:14 ▶ [Music]

3:21:17 ▶ and this year we have seen even periods

3:21:20 ▶ where there was no risk ratio for

3:21:22 ▶ disciplined inci incidents for

3:21:24 ▶ africanamerican students for the first

3:21:25 ▶ time in three

3:21:28 ▶ years these positive results are due to

3:21:31 ▶ African-American student services

3:21:32 ▶ providing direct support to students and

3:21:35 ▶ participating in site behavior

3:21:36 ▶ management meetings which can happen

3:21:38 ▶ either twice a month or some actually

3:21:40 ▶ happen weekly now as we have worked with

3:21:43 ▶ our Advanced learning experiences or Al

3:21:46 ▶ we working with them and strategizing to

3:21:48 ▶ increase the participation of

3:21:49 ▶ African-American students in Al

3:21:52 ▶ opportunities they provided trainings

3:21:53 ▶ for our staff to continue to build our

3:21:55 ▶ capacity I'm very proud to say that this

3:21:57 ▶ summer we're going to offer the very

3:21:59 ▶ first AP African-American studies boot

3:22:01 ▶ camp where students will earn

3:22:05 ▶ credit and because we believe so much in

3:22:07 ▶ this course we're going to be providing

3:22:09 ▶ support to high schools that are

3:22:10 ▶ offering the new AP African-American

3:22:12 ▶ studies class we're going to be helping

3:22:13 ▶ them with supplies providing speakers

3:22:15 ▶ and also sponsoring field trips for them

3:22:17 ▶ to enhance the learning of those

3:22:22 ▶ students I do wanted to be noted that we

3:22:25 ▶ do recognize the request for the 10% cut

3:22:28 ▶ but we did take the time to examine our

3:22:30 ▶ budget and in light of the needs that I

3:22:32 ▶ just Shar with you I want to stress

3:22:34 ▶ again that all of our funds go directly

3:22:36 ▶ to students even the non-payroll items

3:22:39 ▶ if you check with finance and see how

3:22:40 ▶ many budget mods you'll see that

3:22:42 ▶ everything that I do is modified and

3:22:44 ▶ changed so that it goes directly to

3:22:46 ▶ students

3:22:48 ▶ if the reduction was made if the board

3:22:50 ▶ decided to do that I will share with you

3:22:53 ▶ what that might look like it might look

3:22:55 ▶ like one to two staff members being

3:22:56 ▶ eliminated which will result in 500 to

3:22:59 ▶ 800 African-American students not having

3:23:01 ▶ support or advocacy it could look like

3:23:04 ▶ five tutors and five mentors being

3:23:05 ▶ eliminated and the services that they

3:23:07 ▶ provide would go with them if you

3:23:09 ▶ eliminated all the supplies and the

3:23:10 ▶ non-personnel cost of that dollar amount

3:23:14 ▶ it would eliminate all of our College

3:23:15 ▶ Planning events Our Heritage day our

3:23:18 ▶ seventh grade stem our black and brown

3:23:20 ▶ girl Wellness our brain Bowl our black

3:23:22 ▶ history makers breakfast our advisory

3:23:25 ▶ Council our summer High School interns

3:23:27 ▶ where they earned

3:23:28 ▶ $1,500 um in that time period it would

3:23:31 ▶ also eliminate our summer academic

3:23:33 ▶ support where those students have

3:23:34 ▶ actually G garnered 120 hours of

3:23:37 ▶ mentoring and tutoring um for those

3:23:39 ▶ African-American students so as you can

3:23:41 ▶ see any reduction that you make would

3:23:44 ▶ directly impact students

3:23:48 ▶ also the budget reduction would impact

3:23:50 ▶ the collaboration and the relationship

3:23:52 ▶ and the growth um and the progress that

3:23:54 ▶ has been made with the various

3:23:55 ▶ departments that are listed on this

3:23:56 ▶ slide um in terms of working with date

3:23:59 ▶ that would limit the suspension

3:24:00 ▶ transition program that we have

3:24:01 ▶ implemented it would impact um the

3:24:04 ▶ presence of African-American student

3:24:06 ▶ services at the mtss meetings and that

3:24:08 ▶ will create a risk of that of returning

3:24:10 ▶ the mtss Gap in our work with Al any

3:24:14 ▶ budget reductions would eliminate the

3:24:16 ▶ support for the new course and for the

3:24:18 ▶ new AP boot camp student relations uh

3:24:21 ▶ any budget cuts that you would make

3:24:22 ▶ would reverse our discipline gains and

3:24:25 ▶ in terms of academic achievement that

3:24:27 ▶ would be a loss of our Royal readers

3:24:28 ▶ program critical math and uh Ela

3:24:31 ▶ interventions would be loss it would

3:24:32 ▶ impact our graduation case management

3:24:35 ▶ and remember this includes our work that

3:24:36 ▶ we do with Els and refugees and it would

3:24:39 ▶ also eliminate our summer academic

3:24:41 ▶ support and

3:24:43 ▶ mentoring overall cutting the

3:24:45 ▶ African-American student services budget

3:24:47 ▶ would directly impact African-American

3:24:49 ▶ students who you can see by the data

3:24:51 ▶ still have tremendous needs our team is

3:24:54 ▶ already stretch very thin and so any

3:24:56 ▶ reductions would further stretch them

3:24:58 ▶ because to us we think it is important

3:25:00 ▶ to have someone at every single school

3:25:02 ▶ because every single black student

3:25:04 ▶ matters and so instead of cutting

3:25:08 ▶ cutting back we believe that uh our

3:25:10 ▶ budget should be strengthened and our

3:25:12 ▶ vest and to reflect the investment that

3:25:14 ▶ the district has made in terms of

3:25:16 ▶ closing the opportunity Gap this is not

3:25:18 ▶ just a financial decision it's the right

3:25:21 ▶ thing to do for our

3:25:23 ▶ [Applause]

3:25:26 ▶ students and with that I'm happy to take

3:25:29 ▶ any questions that you might have

3:25:31 ▶ governing board members questions for Dr

3:25:35 ▶ stroer Mr

3:25:38 ▶ rero thank you um so in regards to you

3:25:43 ▶ know you're giving us the overall impact

3:25:45 ▶ if we you know having these budget

3:25:47 ▶ reductions all these are aimed at

3:25:50 ▶ students but I know within your budget

3:25:52 ▶ you guys have um uh State travel um

3:25:56 ▶ outside Consultants uh if you cut back

3:25:59 ▶ in those types of areas you could save

3:26:01 ▶ some money and the students wouldn't be

3:26:04 ▶ uh affected as far as this goes can I

3:26:06 ▶ add something to that yes please so the

3:26:08 ▶ state travel is actually money that we

3:26:10 ▶ use to take students to events such as

3:26:13 ▶ the diversity and Dentistry um just last

3:26:16 ▶ month we took them to Phoenix to attend

3:26:18 ▶ the uh annual youth legislative day um

3:26:20 ▶ so everything that we do is actually for

3:26:23 ▶ the students it isn't our travel it's

3:26:25 ▶ for students to travel for College and

3:26:27 ▶ Career Readiness for cultural awareness

3:26:29 ▶ for academic achievement and to prepare

3:26:31 ▶ them for

3:26:32 ▶ Success

3:26:34 ▶ [Music]

3:26:35 ▶ okay also you had mentioned on page 14

3:26:39 ▶ credit deficient seniors um so what are

3:26:42 ▶ you doing for the others The Freshman

3:26:44 ▶ the sophomores and the Juniors that are

3:26:46 ▶ not um on track to to pass and and

3:26:49 ▶ waiting for them to be seniors so we

3:26:51 ▶ still we continue to use our dashboard

3:26:54 ▶ as well as Synergy data and that drives

3:26:56 ▶ what they do every single day so they

3:26:57 ▶ pull that data to see who they need to

3:26:59 ▶ talk to who's who's struggling in their

3:27:01 ▶ attendance in their grades and they work

3:27:03 ▶ with them just as well we just create

3:27:04 ▶ something specific for seniors because

3:27:06 ▶ we really want them to graduate on time

3:27:08 ▶ okay and I know you know right now we're

3:27:11 ▶ in a position where we need to uh to um

3:27:15 ▶ cut cost wherever we can and we need

3:27:18 ▶ every Department to do that we can't

3:27:20 ▶ have special treatment for certain

3:27:22 ▶ groups every department needs to

3:27:24 ▶ participate in any way that they can in

3:27:26 ▶ a fashion that it does not affect direct

3:27:29 ▶ student services so what I've come to

3:27:32 ▶ notice when we have some of these

3:27:34 ▶ presentations um you know we I we hear

3:27:36 ▶ what the department wants to hear or

3:27:38 ▶ some of the call to the audience I

3:27:40 ▶ reached out to actually a bunch of um uh

3:27:43 ▶ principles assistant principles other

3:27:44 ▶ staff at some of these schools

3:27:46 ▶ and it sounds great on this end over

3:27:48 ▶ here and I told these people I would

3:27:50 ▶ keep their comments um unanimous um just

3:27:54 ▶ so that they could feel free to let me

3:27:56 ▶ know and these are some of the comments

3:27:58 ▶ that I got just so you can see where

3:28:00 ▶ some of the uh other schools feel about

3:28:03 ▶ yours departments this goes for

3:28:05 ▶ Mexican-American as well as um

3:28:08 ▶ African-American these folks are not

3:28:10 ▶ onsite enough to make a difference there

3:28:12 ▶ are times when these departments create

3:28:14 ▶ issues rather than help to create

3:28:15 ▶ solutions to issues I'm just reading the

3:28:18 ▶ feedback I'm getting from areas I would

3:28:22 ▶ say without hesitation the role is not

3:28:24 ▶ academically driven they check in share

3:28:26 ▶ information with students about special

3:28:29 ▶ opportunities like field trips

3:28:31 ▶ communicate with students families about

3:28:33 ▶ end of Year celebrations at U OFA and

3:28:35 ▶ that seems to be their major Focus the

3:28:37 ▶ student services represents didn't

3:28:39 ▶ recruit students for the field trip but

3:28:41 ▶ instead gave the tasks to a teacher who

3:28:43 ▶ teaches full-time requiring the teacher

3:28:46 ▶ to put together the travel packet

3:28:48 ▶ coordinate

3:28:49 ▶ Transportation recruit students who

3:28:51 ▶ wanted to go find Sha brones and gather

3:28:53 ▶ permission slips on all on on the top of

3:28:56 ▶ this the teacher's regular duty of

3:28:57 ▶ teaching full-time with no extra pay to

3:28:59 ▶ do all of this the site recognizes our

3:29:02 ▶ students in site based honorary

3:29:04 ▶ assemblies so we aren't quite sure why

3:29:06 ▶ they spend the extra time and money on

3:29:08 ▶ separate celebration Ceremonies for

3:29:09 ▶ these students to be recognized the

3:29:11 ▶ second time we have never seen data from

3:29:13 ▶ these departments that demonstrate which

3:29:15 ▶ student they're working with or if they

3:29:17 ▶ work has a imp positive impact on

3:29:20 ▶ improvements related to student

3:29:21 ▶ academics test stores college entrance

3:29:24 ▶ or career placement attendance rates or

3:29:26 ▶ reductions in discipline in incidents I

3:29:28 ▶ don't believe they have it or even uh

3:29:31 ▶ attempt to collected outside of the end

3:29:33 ▶ ofe recognition ceremonies a few

3:29:35 ▶ check-ins and a couple of field trips I

3:29:37 ▶ see no impact on Student Success these

3:29:40 ▶ departments have no impact on the daily

3:29:41 ▶ operations of the school it really

3:29:43 ▶ depends on the person and the role but

3:29:45 ▶ if positions went away it would not

3:29:48 ▶ impact the site at all I also got some

3:29:50 ▶ text messages outside the end of year

3:29:52 ▶ recognition ceremonies a few check-ins

3:29:55 ▶ oh sorry that was a repeat um they they

3:29:59 ▶ are not conducting any guide and

3:30:00 ▶ instruction they are just there while

3:30:02 ▶ kiddos are in I ready but we already

3:30:04 ▶ have that in class uh they are um they

3:30:07 ▶ don't do anything in my school to

3:30:09 ▶ improve student achievement or support

3:30:10 ▶ students to a degree that warrants their

3:30:13 ▶ position I think schools can use Title

3:30:15 ▶ One if they find them valuable um from

3:30:19 ▶ this from a principal that has over 70%

3:30:22 ▶ Hispanic students mexican-americans uh

3:30:25 ▶ Services hasn't done anything for our

3:30:27 ▶ school uh or supported us in the last 5

3:30:30 ▶ years before that they had a person that

3:30:32 ▶ was assigned here on Fridays to tutor

3:30:34 ▶ kiddos that person worked in the high

3:30:36 ▶ schools early in the week almost every

3:30:38 ▶ Friday she would tell me her hours were

3:30:41 ▶ already at 40 so she could not be at our

3:30:43 ▶ school um

3:30:46 ▶ African-American studies or Department I

3:30:49 ▶ get a person who is nice who comes once

3:30:51 ▶ a week for an hour he checks on the

3:30:53 ▶ African-American students that have

3:30:55 ▶ behavior problems uh 5 to six it's nice

3:30:58 ▶ but not really needed as there is so

3:31:00 ▶ much lost time when he only comes for 1

3:31:02 ▶ hour one of those students he helped get

3:31:04 ▶ into an outside program award ceremony

3:31:06 ▶ at the end of the year uh for me

3:31:08 ▶ African-American has been instrumental

3:31:10 ▶ in our social emotional and response uh

3:31:13 ▶ to intervention with specific students

3:31:15 ▶ based on need there is good we have

3:31:17 ▶ numerous dedicated Sports staff be

3:31:21 ▶ consistent and focused uh Dr stroer has

3:31:23 ▶ come to the site and conducted numerous

3:31:25 ▶ meetings she worked collaboratively at

3:31:27 ▶ my site to work directly with families

3:31:30 ▶ my population of black students is

3:31:31 ▶ getting significantly bigger the support

3:31:33 ▶ offered to me is exactly what they need

3:31:35 ▶ one-on-one academic and behavioral

3:31:37 ▶ support and the classroom support with

3:31:39 ▶ teachers and staff uh coordination

3:31:42 ▶ attends our Behavior meetings and

3:31:43 ▶ integrates with our community I have a

3:31:45 ▶ great relationship with this group

3:31:47 ▶ Mexican-American student services I have

3:31:49 ▶ had very difficult relations with this

3:31:51 ▶ department they seem to be more

3:31:52 ▶ interested in catching me in the site

3:31:54 ▶ doing something wrong I never see them

3:31:56 ▶ unless it's a parent complaint nothing

3:31:58 ▶ structured or

3:32:00 ▶ consistent um the last time I got

3:32:02 ▶ involved with a parent complaint

3:32:03 ▶ promises were made to send someone for

3:32:06 ▶ Behavior Support never heard from them

3:32:08 ▶ since last year I did have a dedicated

3:32:10 ▶ person for a short time this year

3:32:12 ▶ nothing is dependent on the site I know

3:32:15 ▶ there are schools get a great deal of

3:32:16 ▶ support I'm not sure how to uh dedicate

3:32:20 ▶ ma tutor but I have had my staff go with

3:32:24 ▶ to other schools and get paid weekly to

3:32:26 ▶ tut tutor somehow no no one no one does

3:32:30 ▶ it on my campus my site is predominantly

3:32:33 ▶ Hispanic but I get little help I get

3:32:35 ▶ more advocacy not academic inconsistent

3:32:38 ▶ uh social emotional

3:32:41 ▶ um uh option there's a little

3:32:43 ▶ standardization to how the programs

3:32:45 ▶ operate I think the staff are very

3:32:47 ▶ dedicated in both programs these

3:32:49 ▶ departments serve a purpose if they used

3:32:51 ▶ direct student interactions or

3:32:54 ▶ RTI uh the entire Department's um is a

3:32:57 ▶ relic it's inconsistent in the delivery

3:32:59 ▶ I love my African-American student

3:33:01 ▶ services staff but maybe uh they need to

3:33:03 ▶ be more present so these

3:33:07 ▶ are comments that I had them come on out

3:33:11 ▶ that I you know told them I would not

3:33:12 ▶ mention who they came from so just based

3:33:16 ▶ on this I just wanted you to see how

3:33:19 ▶ some of the other um admin at the local

3:33:23 ▶ sites sees about these departments and

3:33:26 ▶ for them to not create any type of

3:33:29 ▶ budget cuts and I see what you're saying

3:33:31 ▶ here but I'm not seeing it on the other

3:33:34 ▶ end over here so I just wanted to make

3:33:35 ▶ sure that I read you those so you can

3:33:38 ▶ see what else is going out in the other

3:33:39 ▶ departments can I respond yes so one of

3:33:42 ▶ the things that we actually do we

3:33:43 ▶ implemented this year is that my team

3:33:45 ▶ meets with the school every single

3:33:47 ▶ quarter and they review with them

3:33:49 ▶ everything that they've done and so I'm

3:33:51 ▶ not sure with all due respect I don't

3:33:54 ▶ think a lot of what you read actually

3:33:55 ▶ applies because I think that we are very

3:33:57 ▶ data driven and I think from my

3:33:59 ▶ presentation you can see that we are

3:34:01 ▶ having an impact we cannot be everywhere

3:34:03 ▶ at the same time but the way that this

3:34:05 ▶ team works I think is highly effective

3:34:07 ▶ we are data driven and we are having an

3:34:10 ▶ impact and I invite anyone who wants to

3:34:13 ▶ see our data we have a very open door

3:34:15 ▶ policy that you can see what we're doing

3:34:17 ▶ we're very proud of the work that we're

3:34:18 ▶ doing and we know that we're making a

3:34:20 ▶ difference and so this is why I actually

3:34:24 ▶ implemented because I listen to to

3:34:26 ▶ principles and I listen to the feedback

3:34:28 ▶ and I never wanted there to be a

3:34:29 ▶ misunderstanding of what we do I require

3:34:32 ▶ them to post their schedules they have

3:34:34 ▶ to email me and and Miss Fork that we

3:34:36 ▶ can see their Outlook calendar where

3:34:38 ▶ they are every single time so we account

3:34:40 ▶ for their time we account for what they

3:34:42 ▶ do and we are data driven every single

3:34:44 ▶ quarter they have to submit reports that

3:34:46 ▶ we disaggregate and whenever there is

3:34:48 ▶ anything that is brought up by a

3:34:50 ▶ principal we are on it so I feel very

3:34:53 ▶ strongly that we are more than doing the

3:34:55 ▶ job we are more than giving our kids

3:34:57 ▶ what they need but we actually need more

3:34:59 ▶ not a reduction everything that we do is

3:35:02 ▶ because we believe in our black students

3:35:04 ▶ and we want them to be successful

3:35:05 ▶ anybody that wants to have a

3:35:07 ▶ conversation with me about what we do my

3:35:10 ▶ door is open all

3:35:14 ▶ right thank you

3:35:16 ▶ thank you any further questions yeah I

3:35:19 ▶ have a question um your RTI um people

3:35:24 ▶ are they um in schools where they don't

3:35:27 ▶ have RTI already um implemented well

3:35:30 ▶ it's a little bit different this year

3:35:31 ▶ because of the Mandate with the RTI but

3:35:33 ▶ our RTI are working in some schools have

3:35:37 ▶ them and some schools don't but what we

3:35:39 ▶ do is actually go to any students that

3:35:41 ▶ is well below and well below that's who

3:35:43 ▶ we actually Target and then um I'm going

3:35:46 ▶ to ask you the same question with the um

3:35:49 ▶ closure of um African-American student

3:35:51 ▶ services at the University how will that

3:35:54 ▶ affect you so it's going to impact our

3:35:56 ▶ some of our summer programs but we're

3:35:58 ▶ already trying to strategize and see

3:36:00 ▶ what we can do but we're going to do our

3:36:01 ▶ best to continue to offer it because our

3:36:03 ▶ students had a really incredible time it

3:36:05 ▶ was it was really impactful for them to

3:36:07 ▶ be able to stay on the campus meet black

3:36:09 ▶ professors and get that real college

3:36:11 ▶ experience yeah I have to agree um just

3:36:14 ▶ growing up in South tucon um I had the

3:36:17 ▶ privilege of being able to go to the

3:36:19 ▶ university whenever I wanted but those

3:36:22 ▶ that grew up with me didn't have that

3:36:25 ▶ access and so that's just really so

3:36:27 ▶ important so I thank both both of you

3:36:29 ▶ for for doing that for our kids so thank

3:36:32 ▶ you thank you thank

3:36:36 ▶ you questions yes hi Dr star hi thank

3:36:41 ▶ you for your presentation you're welcome

3:36:43 ▶ um so um so I'm looking at the slide

3:36:46 ▶ here and thank you for asking the RTI

3:36:48 ▶ question Miss extrom um how many

3:36:50 ▶ students and again I just kind of want

3:36:52 ▶ to know on a daily basis how many

3:36:53 ▶ students are you reaching like right

3:36:55 ▶ here in addition to RTI we provide

3:36:57 ▶ before and after school tutoring so how

3:36:58 ▶ many students are we seeing there well

3:37:01 ▶ it depends on the site it can be

3:37:02 ▶ anywhere from 10 to 15 students that

3:37:04 ▶ they are encountering in that week okay

3:37:07 ▶ and then um I'm wondering if and

3:37:12 ▶ and I guess the same for um

3:37:14 ▶ Mexican-American student service

3:37:16 ▶ as well

3:37:17 ▶ um how much uh I don't think you had

3:37:21 ▶ mentioned um miss brummer about RTI but

3:37:26 ▶ could we see some data on like how and I

3:37:30 ▶ because I would like to see the 90%

3:37:32 ▶ targeted growth like where where where

3:37:34 ▶ did they start and where are they now

3:37:36 ▶ right and we actually require our RTI to

3:37:38 ▶ do Baseline in the beginning of the

3:37:39 ▶ quarter and then they progress Monitor

3:37:41 ▶ and then they do an assessment at the

3:37:43 ▶ end that's how we that's how I got that

3:37:44 ▶ 90 95% growth 90 or 95% growth is

3:37:48 ▶ because we have a our RTI meet with our

3:37:51 ▶ program coordinator and they sit down

3:37:53 ▶ and they disaggregated so they have to

3:37:54 ▶ track the data for that and I'm happy to

3:37:56 ▶ share that I can erase the student names

3:37:59 ▶ but I'm happy to share that with the

3:38:00 ▶ board well I mean even in just I you

3:38:02 ▶ don't have to go that far but maybe just

3:38:04 ▶ a a graph of some kind you know just

3:38:07 ▶ where they started and and where they

3:38:08 ▶ are today and I think that might be um

3:38:10 ▶ powerful for the community to see okay

3:38:12 ▶ absolutely I have it thank you and if

3:38:14 ▶ sorry I don't mean put you on the spot

3:38:16 ▶ Miss

3:38:18 ▶ brummer um we do not have RTI okay yeah

3:38:21 ▶ all right well that answers my question

3:38:23 ▶ there thank

3:38:26 ▶ you yes

3:38:27 ▶ Michelle thank you for your presentation

3:38:30 ▶ and the same to you um for your

3:38:34 ▶ presentation um you know you guys are

3:38:36 ▶ doing good work and I I hope that we can

3:38:39 ▶ find a way to um allocate more funding

3:38:42 ▶ to your departments I think you know a a

3:38:45 ▶ great thing um because there is kind of

3:38:48 ▶ an issue with RTI and like their scope

3:38:51 ▶ of work and what they are actually doing

3:38:53 ▶ I think it' be fabulous if we could put

3:38:55 ▶ those RTI positions under both of your

3:38:57 ▶ departments so that you could have even

3:38:59 ▶ more uh student services and that you

3:39:01 ▶ know I love the fact that you're

3:39:03 ▶ targeting minimally proficient students

3:39:05 ▶ I think at this point we're working on

3:39:07 ▶ those students who are like in between

3:39:11 ▶ partially and proficient instead of the

3:39:14 ▶ ones who need it most so thank you for

3:39:16 ▶ um targeting that um

3:39:18 ▶ population um

3:39:23 ▶ yeah thank you okay thank

3:39:26 ▶ you yes Dr

3:39:28 ▶ [Applause]

3:39:30 ▶ Tri just a point of clarification we

3:39:32 ▶ actually the desegregation approved

3:39:35 ▶ academic intervention initiative it

3:39:37 ▶ actually touches all levels from uh

3:39:40 ▶ minimal proficiency to partial

3:39:42 ▶ proficiency what it does is it takes

3:39:44 ▶ students within those levels that are

3:39:46 ▶ the closest to getting to the next level

3:39:48 ▶ so it's going to take minimally

3:39:50 ▶ proficient students that are just a

3:39:52 ▶ little bit away from partially

3:39:54 ▶ proficient and partially proficient

3:39:56 ▶ students that are just a little bit away

3:39:58 ▶ from proficiency and then it backfills

3:40:01 ▶ uh with uh students from across the

3:40:03 ▶ minimal proficiency and partial

3:40:05 ▶ proficiency uh Spectrum to round out the

3:40:07 ▶ class

3:40:10 ▶ size okay next is alternative education

3:40:14 ▶ Dr Nunes

3:40:17 ▶ [Music]

3:40:21 ▶ good

3:40:22 ▶ evening president extra members of the

3:40:25 ▶ board Dr thril legal councel thank you

3:40:28 ▶ very much for hearing my presentation

3:40:30 ▶ this evening um it's night so I'm going

3:40:34 ▶ to go ahead and start and hopefully this

3:40:36 ▶ will be a little quicker it's a little

3:40:37 ▶ bit more streamlined uh because it's

3:40:40 ▶ more of a of a schoolish type of

3:40:43 ▶ budget so first wanted to provide a

3:40:46 ▶ little bit of background just to say

3:40:48 ▶ that date was established in 2015 2016

3:40:52 ▶ as part of a multi-faceted comprehensive

3:40:54 ▶ effort under the USP to reduce the

3:40:57 ▶ number of days that students were

3:40:59 ▶ excluded from the classroom um the

3:41:02 ▶ program is voluntary so what we do is we

3:41:06 ▶ have a orientation with parents and they

3:41:09 ▶ choose whether to come to the program or

3:41:11 ▶ not um dape operates on a 1 to 10

3:41:14 ▶ teacher rate ratio and this background

3:41:17 ▶ is important because this was actually

3:41:19 ▶ what was stated in the court order so

3:41:22 ▶ since 2015 16 we've been operating under

3:41:25 ▶ those those

3:41:26 ▶ regulations um as you remember and last

3:41:29 ▶ month I came to you asking to uh approve

3:41:32 ▶ an extended enrollment to lift the

3:41:34 ▶ 45-day enrollment to a maximum of 180

3:41:38 ▶ days so thank you very

3:41:41 ▶ much our department goals are to support

3:41:44 ▶ students and continue their academics

3:41:46 ▶ while serving their long-term

3:41:47 ▶ suspensions uh grow the program by

3:41:50 ▶ supporting students for a longer period

3:41:52 ▶ that's what we talk about a little bit

3:41:53 ▶ of the 180-day extension promote student

3:41:56 ▶ self-awareness through Community

3:41:58 ▶ Resources and excursions and that ties

3:42:01 ▶ to what you said president extrm about

3:42:03 ▶ having that exposure being at the U OFA

3:42:05 ▶ being at other pieces I feel that that

3:42:07 ▶ made a difference in my educational um

3:42:10 ▶ Journey because I was also I also had

3:42:13 ▶ the ability to be exposed to to the

3:42:15 ▶ those things and and and this is one of

3:42:17 ▶ the things that is very dear to my heart

3:42:19 ▶ and that's why we we provide these these

3:42:21 ▶ excursions and Community Resources to

3:42:24 ▶ students so that they can see a

3:42:25 ▶ relevance for their from their education

3:42:28 ▶ to their to what they want to do um we

3:42:31 ▶ also promote student self- advocacy by

3:42:34 ▶ providing real world real world

3:42:36 ▶ communication situations and another

3:42:38 ▶ goal is to reduce recidivism by

3:42:40 ▶ providing a strong Seal program which

3:42:43 ▶ supports students to identif five

3:42:45 ▶ factors that contribute to their poor

3:42:49 ▶ decisions my current budget allocation

3:42:52 ▶ is 1,

3:42:53 ▶ 387,000

3:42:55 ▶ um and we were asked to have a 10%

3:42:58 ▶ reduction goal and that is

3:43:01 ▶ $138,700 which makes the 2026 Target

3:43:07 ▶ 1,248

3:43:09 ▶ 327

3:43:13 ▶ uh so I do have some some vacant

3:43:17 ▶ positions currently in my budget and I

3:43:21 ▶ propose to to look at these two vacant

3:43:24 ▶ positions and reduce them for by 126,000

3:43:27 ▶ which includes salary and benefits the

3:43:30 ▶ total reduction is

3:43:32 ▶ 126,000 which is a 9% reduction which

3:43:35 ▶ gets Us close to that 10%

3:43:40 ▶ goal this slide here gives us an idea of

3:43:43 ▶ what we currently have in our date

3:43:46 ▶ classrooms so we do have four sites two

3:43:49 ▶ Middle School sites which is that duelan

3:43:52 ▶ middle school and Southwest Learning

3:43:54 ▶ Center and then two High School sites

3:43:56 ▶ which is at Meno Park Elementary and

3:43:58 ▶ palati high school um there is one

3:44:01 ▶ teacher in each classroom and the

3:44:04 ▶ current roster as of last week was at

3:44:07 ▶ Duan we had five students Southwest 2

3:44:10 ▶ meno 3 and PTY five um the number of

3:44:15 ▶ students enrolled through um this school

3:44:19 ▶ year is 17 um 17 at Duan and Southwest

3:44:24 ▶ and then 22 at meno and 20 at palty for

3:44:29 ▶ a total of 22 for for duelan 19 for

3:44:33 ▶ Southwest 25 and 25 for Menlo and pal

3:44:37 ▶ birty um each of those sites have one

3:44:40 ▶ teacher vacancy and then I also have an

3:44:43 ▶ exed teacher that's it this teacher is

3:44:46 ▶ itinerate and they support all four

3:44:48 ▶ sites and then we also have a transition

3:44:51 ▶ specialist a teacher who who also

3:44:53 ▶ supports when we have more than 10

3:44:55 ▶ students in a classroom and then also

3:44:58 ▶ she she does the the community outreach

3:45:00 ▶ and Excursion components of the

3:45:05 ▶ program the effects of budget reductions

3:45:08 ▶ and post unitary status plan

3:45:10 ▶ responsibilities is there will be no

3:45:12 ▶ changes made to dap's overall Str

3:45:15 ▶ structure um the Integrity of the

3:45:17 ▶ program will remain intact and services

3:45:20 ▶ to students will not be affected we

3:45:22 ▶ still plan on offering the same St same

3:45:24 ▶ services that we currently offer um what

3:45:27 ▶ I do foresee is there there are some

3:45:29 ▶ unknown consequences because of that

3:45:31 ▶ 180-day expansion we anticipate that the

3:45:34 ▶ numbers will increase but we're not

3:45:36 ▶ really you know we can't really tell

3:45:38 ▶ what that's going to look like I do want

3:45:41 ▶ to go back to the former slide uh to

3:45:44 ▶ talk about the teacher vacancies these

3:45:46 ▶ vacancies are due to attrition and hard

3:45:48 ▶ to fill so it's been a little hard to

3:45:50 ▶ fill there aren't a lot of people who

3:45:52 ▶ want to work with suspended students so

3:45:54 ▶ it's it's a little tough to fill those

3:45:58 ▶ positions um I do want to highlight the

3:46:01 ▶ T the TD and Community Partnerships that

3:46:04 ▶ we work with I believe you've seen this

3:46:06 ▶ slide before what I've added to this

3:46:08 ▶ slide though is our collaboration and

3:46:11 ▶ and commitment to working with our mtss

3:46:13 ▶ department with our family resources

3:46:16 ▶ department our Dropout prevention our

3:46:18 ▶ Mexican-American studies uh student

3:46:21 ▶ services and our African-American

3:46:23 ▶ student services um I want to highlight

3:46:25 ▶ that U Miss Maria federo BR brummer and

3:46:29 ▶ Dr stroer have have collaborated with me

3:46:32 ▶ we've collaborated together to make sure

3:46:34 ▶ that we support students so how

3:46:36 ▶ Mexican-American student services

3:46:38 ▶ support date students is they they go to

3:46:41 ▶ each site and have um they have little

3:46:44 ▶ group circles with them and teach them

3:46:46 ▶ about decision making goal setting and

3:46:48 ▶ and other things that affect students

3:46:50 ▶ learning and the collaboration that we

3:46:52 ▶ have with Dr Stroger is is the

3:46:55 ▶ transition component that she spoke

3:46:57 ▶ about earlier in her

3:46:59 ▶ presentation um the the collaboration

3:47:03 ▶ and the the commitment that we make with

3:47:06 ▶ Dropout prevention is about 90% of our

3:47:09 ▶ high school students Come to Us credit

3:47:11 ▶ deficient with three or more credits

3:47:13 ▶ behind um often it's as many as 10

3:47:17 ▶ credits behind and so we work with

3:47:19 ▶ Dropout prevention to support students

3:47:21 ▶ in those in those areas um also what

3:47:25 ▶ what we do with Goodwill and with emerge

3:47:28 ▶ is we we created a pilot program and I

3:47:30 ▶ believe I mentioned this in my last

3:47:32 ▶ presentation to you we created a a we

3:47:35 ▶ saw that there was a a very weak

3:47:38 ▶ transition for students returning to

3:47:41 ▶ their school so with my da advisory

3:47:45 ▶ Council we we work together with with

3:47:47 ▶ Goodwill and with emerge to create a

3:47:50 ▶ pilot program with our palty site so our

3:47:53 ▶ palty site receives services in terms of

3:47:55 ▶ because there's there's a Goodwill um a

3:47:59 ▶ Goodwill uh component that's close to

3:48:01 ▶ the to the to Pal birti so we figured

3:48:04 ▶ that having that close proximity would

3:48:06 ▶ allow students to still access their

3:48:08 ▶ resources so what we're what we're what

3:48:10 ▶ we started in these last few weeks is as

3:48:13 ▶ students are exiting dape we we've

3:48:15 ▶ created a bridge between Goodwill emerge

3:48:18 ▶ dape and then the home school so we we

3:48:20 ▶ have a meeting before students leave our

3:48:23 ▶ our program to set up a plan we include

3:48:26 ▶ mtss folks administrators counselors to

3:48:30 ▶ make sure that everybody who's there to

3:48:32 ▶ support the student will as and they're

3:48:35 ▶ ready to receive them we talk about the

3:48:37 ▶ the strengths that the student has and

3:48:39 ▶ also some of the weaknesses and then we

3:48:40 ▶ also have students identify a safe

3:48:43 ▶ person back at their school

3:48:48 ▶ so before I I open it up for questions

3:48:51 ▶ um one one of the things that I have

3:48:53 ▶ established over the last two years is

3:48:55 ▶ is getting a a pre and a post survey

3:48:58 ▶ from students it's important for me to

3:49:00 ▶ know what what's going on with the

3:49:02 ▶ student when we receive them how do we

3:49:05 ▶ how can we help them and personalize

3:49:06 ▶ their support and then also um what what

3:49:10 ▶ did they learn at the end of their stay

3:49:12 ▶ with us how did we support them did we

3:49:13 ▶ do a good job and for me it really is

3:49:16 ▶ about what what are we doing in our

3:49:18 ▶ program to support students and getting

3:49:20 ▶ them ready to be successful successful

3:49:22 ▶ back at their home school so here are

3:49:24 ▶ some quotes that I shared with you I

3:49:26 ▶ could have shared a lot more but I

3:49:27 ▶ picked some of the more Salient ones

3:49:29 ▶ that I thought would really hit home um

3:49:33 ▶ our eighth grader says I learned that I

3:49:35 ▶ have been closing myself off davee

3:49:37 ▶ helped me learn to express myself and

3:49:39 ▶ deal with my emotions so when we talk

3:49:42 ▶ about academics sometimes academics they

3:49:45 ▶ don't come until we fix their heart and

3:49:47 ▶ we fix their mind so and I don't mean

3:49:49 ▶ fix it like they're they're they're

3:49:51 ▶ broken it's just we put them together we

3:49:53 ▶ restore them is is what I like to say um

3:49:57 ▶ one another student said I've learned

3:49:58 ▶ that I'm actually smart I and I am now

3:50:00 ▶ able to advocate for myself I'm

3:50:03 ▶ confident in my ability to complete work

3:50:06 ▶ and this next one really hit home for me

3:50:09 ▶ I learn that when I make mistakes I can

3:50:11 ▶ always fix

3:50:13 ▶ myself and the last one I learned to

3:50:15 ▶ think before I do something I learned a

3:50:18 ▶ new way to process stuff easier and

3:50:20 ▶ these These are of course from eighth

3:50:22 ▶ grade nth grade and 10th graders um and

3:50:25 ▶ I can share many more if if you'd like

3:50:27 ▶ but what this tells me from their exit

3:50:30 ▶ survey is that we're doing some good

3:50:32 ▶ things in Dae and that we are we are

3:50:35 ▶ restoring them as best we can hopefully

3:50:37 ▶ now if we have a longer time with them

3:50:39 ▶ we'll be able to restore them even

3:50:41 ▶ stronger when they when they return to

3:50:43 ▶ their home school

3:50:46 ▶ and now I welcome any questions and

3:50:48 ▶ feedback questions governing board

3:50:51 ▶ members yes Dr sha thank you president

3:50:54 ▶ xman thank you for your presentation

3:50:56 ▶ tonight with the change to 180 days have

3:50:58 ▶ you seen increase enrollment or have you

3:51:00 ▶ seen any changes or any kind of

3:51:01 ▶ different responses we just received our

3:51:03 ▶ first student uh a week ago or a week

3:51:06 ▶ and a half ago so no not really he was

3:51:09 ▶ already with us we just get to keep him

3:51:11 ▶ longer yeah it was very very recently

3:51:13 ▶ that we made that change so

3:51:15 ▶ and I see if I may interject is I I can

3:51:18 ▶ see that that the governing board might

3:51:20 ▶ be able to modify some of these

3:51:22 ▶ expulsions and send them to us I don't

3:51:25 ▶ know that's a

3:51:27 ▶ plus Mr Romero so I want to first of all

3:51:31 ▶ say thank you Londa for uh helping me

3:51:34 ▶ coordinate with Miss Espinosa today and

3:51:37 ▶ I did visit um both palie and uh duelan

3:51:41 ▶ today and I was actually there um why

3:51:44 ▶ they were doing the Goodwill and the

3:51:46 ▶ emerge um it sounds like that pilot

3:51:49 ▶ project that you guys are working with

3:51:51 ▶ to help bring the kids to have someone

3:51:54 ▶ else that they can talk to and then like

3:51:56 ▶ you said that transition back into their

3:51:58 ▶ their home school um I'm not sure how

3:52:01 ▶ you this came about but in it seems like

3:52:04 ▶ it's going to be a positive impact uh

3:52:07 ▶ moving forward in date so thank you for

3:52:09 ▶ that and then I just have one question

3:52:10 ▶ cuz I know you said you had four

3:52:12 ▶ vacancies but you're you're having two

3:52:14 ▶ to get to the that 10 um of the two

3:52:17 ▶ vaces you want to keep open is there a

3:52:19 ▶ reason you want to keep them open or do

3:52:21 ▶ you think you want to have that in case

3:52:23 ▶ you need floaters if you do get an

3:52:25 ▶ influx of 10 I don't want to answer for

3:52:27 ▶ you I want should I guess understand yes

3:52:30 ▶ so the I would like to keep two FTE just

3:52:33 ▶ to have that cushion just to provide

3:52:35 ▶ those provide for those unknown

3:52:37 ▶ consequences that we have that we might

3:52:39 ▶ have with the 180 day students um and

3:52:41 ▶ also for those those floaters um you

3:52:44 ▶ know if we need if we need that extra

3:52:46 ▶ staff and then I noticed that the school

3:52:48 ▶ each school has a monitor as well

3:52:51 ▶ correct that is that is correct and then

3:52:52 ▶ as far as like if you have someone that

3:52:54 ▶ calls on out as far as like a monitor do

3:52:56 ▶ you have a backup thing or do you have

3:52:58 ▶ Subs that kind of fill those space so we

3:53:00 ▶ we we provide Subs within our department

3:53:02 ▶ so so with those extra FTE they would

3:53:05 ▶ they would help with our with those subs

3:53:08 ▶ so our our our budget line for

3:53:10 ▶ substitutes we we we really don't use it

3:53:13 ▶ very much because we feel

3:53:15 ▶ okay okay and I appreciate you getting

3:53:16 ▶ down to as close to that 10% uh as

3:53:19 ▶ possible thank you very much you're

3:53:23 ▶ welcome yes Michelle thank you for your

3:53:27 ▶ presentation um yeah I know you know

3:53:31 ▶ with the

3:53:32 ▶ um um raising like Dee to 180 days as

3:53:37 ▶ opposed to the 40 um there's a lot of

3:53:40 ▶ information we don't know at this point

3:53:42 ▶ who knows how many like students are

3:53:44 ▶ going to be utilizing uh the services

3:53:47 ▶ now so I want to caution us um you know

3:53:51 ▶ and

3:53:52 ▶ eliminating um too much from uh your

3:53:56 ▶ department though I do want to mention

3:53:59 ▶ like just I always have to hearken back

3:54:01 ▶ to what dape was preco and I believe

3:54:05 ▶ before we um we were out of court

3:54:08 ▶ supervision we were ordered to return

3:54:10 ▶ DPE to how it originally was um my first

3:54:13 ▶ year on the governing board i v visited

3:54:16 ▶ project Moore uh and their DPE site and

3:54:19 ▶ they had like three maybe even four or

3:54:23 ▶ five dape

3:54:24 ▶ teachers each one had a different

3:54:26 ▶ subject matter that they taught they

3:54:28 ▶ were certified in math for instance or

3:54:31 ▶ um another subject so like I'm very

3:54:35 ▶ happy that we still have Dae I think

3:54:37 ▶ it's really important but I would love

3:54:40 ▶ to see it get back to um where it once

3:54:43 ▶ was I think that if

3:54:44 ▶ you know of course we're looking at the

3:54:46 ▶ the roster on I don't know what slide

3:54:49 ▶ that is but yeah it's just a handful of

3:54:51 ▶ students now at each dape site um I

3:54:53 ▶ think we could do a lot better at

3:54:56 ▶ promoting the program for students who

3:54:58 ▶ are suspended um longterm so that they

3:55:01 ▶ can realize that how many you know

3:55:04 ▶ opportunities are within uh this program

3:55:08 ▶ so gosh I I really don't want to

3:55:11 ▶ eliminate from this department either I

3:55:12 ▶ know I keep saying that but like I think

3:55:15 ▶ there's ways that we can cut back on

3:55:18 ▶ this deficit that don't have to do with

3:55:20 ▶ um direct student services so thank you

3:55:23 ▶ for your presentation thank you m sh yes

3:55:27 ▶ another question and Dro so are we

3:55:30 ▶ getting credit for these students that

3:55:32 ▶ are go into D even they're

3:55:35 ▶ suspended so what what dape is it's an

3:55:38 ▶ extension of academic classroom of of

3:55:41 ▶ classroom access to the home school so

3:55:43 ▶ it's it's an extension of that academic

3:55:44 ▶ access coming from the home school so

3:55:47 ▶ the home school teachers provide the

3:55:49 ▶ work to be done in DPE the DPE teachers

3:55:52 ▶ don't do the lesson planning they don't

3:55:53 ▶ do the unit planning they kind of

3:55:55 ▶ Monitor and support the work that's

3:55:57 ▶ going on um now uh Yolanda's got some

3:56:00 ▶ pretty good ideas of of how that's going

3:56:02 ▶ to change with 180 days obviously as an

3:56:06 ▶ educator I do support that for the short

3:56:10 ▶ term I do think that there's academic

3:56:12 ▶ Fidelity in that um if you have a

3:56:15 ▶ student in there for 30 to 45 days which

3:56:17 ▶ is the old the former date model now

3:56:19 ▶ we're going to 180 for 30 to 45 days you

3:56:22 ▶ could have dap staff in there monitoring

3:56:24 ▶ work assigned from a high school or a

3:56:27 ▶ middle school but if you're going 180

3:56:29 ▶ that's different I can't stand by that

3:56:31 ▶ Fidelity for 180 days that would be a

3:56:35 ▶ different model where we would actually

3:56:36 ▶ have to be designing the curriculum and

3:56:39 ▶ Dae would become more of a standalone

3:56:41 ▶ academic provider uh versus an extension

3:56:45 ▶ which is what it was for 30 to 45 but

3:56:47 ▶ Yolanda's in the process of of talking

3:56:49 ▶ about how we could maybe utilize tuba uh

3:56:52 ▶ to provide some of that core support and

3:56:53 ▶ what some of the different Staffing

3:56:55 ▶ models would look like awesome thank you

3:56:57 ▶ you're

3:56:58 ▶ welcome Dr sha I think Mr R was your

3:57:01 ▶ question like do they count for average

3:57:02 ▶ daily membership was that what your

3:57:04 ▶ question was in terms of do they count

3:57:06 ▶ school for the home school

3:57:11 ▶ absolutely thank you thank you have a

3:57:13 ▶ great good evening you

3:57:16 ▶ too next is item

3:57:19 ▶ 7.3 exceptional Education Service

3:57:21 ▶ enhancement school year

3:57:25 ▶ 2526 yeah so uh number one I want to

3:57:27 ▶ thank all of our exceptional education

3:57:30 ▶ service providers that showed up and

3:57:33 ▶ spoke at call to the audience and

3:57:34 ▶ certainly who um I interacted with uh at

3:57:38 ▶ Catalina a couple of weeks ago but

3:57:40 ▶ there's some points of clarification

3:57:42 ▶ that I want to make before Dr salmon

3:57:44 ▶ gets started uh Dr Salmon is a a

3:57:47 ▶ wonderful leader I think she's doing a

3:57:49 ▶ great job but it wasn't her sitting in

3:57:52 ▶ her office deciding that the exed

3:57:55 ▶ leadership structure needed to be

3:57:57 ▶ reconfigured that was me and that didn't

3:58:00 ▶ start just overnight it has been a

3:58:03 ▶ result of three years of just a dramatic

3:58:07 ▶ and and some of you have even seen it in

3:58:08 ▶ your inboxes and even it calls to the

3:58:11 ▶ audience for the last three years we've

3:58:13 ▶ seen a dramatic increase in escalated

3:58:16 ▶ situations coming into the

3:58:18 ▶ superintendent's office reaching the

3:58:20 ▶ board and unfortunately sometimes

3:58:22 ▶ reaching the Arizona Department of

3:58:24 ▶ education's dispute resolution

3:58:26 ▶ department now the nice thing about

3:58:28 ▶ going to ad is they do have a dispute

3:58:30 ▶ resolution Department that encourages

3:58:33 ▶ parents and schools to work out whatever

3:58:35 ▶ the contentious issues are the point of

3:58:38 ▶ origin of the majority of the conflicts

3:58:40 ▶ that we see escalated number one are a

3:58:43 ▶ parents disagreement with the IEP team's

3:58:46 ▶ recommendation and the parent

3:58:48 ▶ challenging the notion that it's the IEP

3:58:51 ▶ team as a collective that makes the

3:58:53 ▶ final decision and sometimes entering

3:58:55 ▶ into an IEP meeting thinking that

3:58:57 ▶ they're the parent they make the final

3:59:00 ▶ call it's the team that makes the call

3:59:03 ▶ well those situations very quickly

3:59:05 ▶ escalate to parents wanting to challenge

3:59:07 ▶ parents come into the district office

3:59:09 ▶ parents coming to the superintendent's

3:59:11 ▶ office going to get an advocate the

3:59:14 ▶ second most common conflict that we see

3:59:17 ▶ is the parent uh expressing concerns

3:59:22 ▶ that IEP accommodations and

3:59:24 ▶ modifications are not being implemented

3:59:27 ▶ with Fidelity inside of the classroom

3:59:29 ▶ and very quickly those disagreements

3:59:32 ▶ escalating and coming up to the district

3:59:34 ▶ office or even getting into ad or

3:59:36 ▶ getting into your inboxes as you've seen

3:59:38 ▶ over the years so Dr sammon and Dr huitt

3:59:42 ▶ and I along with a couple of regional

3:59:44 ▶ really started brainstorming about a

3:59:47 ▶ year and a half ago in terms of how

3:59:50 ▶ could a leadership structure be more

3:59:53 ▶ effective my main function as a

3:59:55 ▶ superintendent is to look at the

3:59:57 ▶ district district office's leadership

3:59:59 ▶ configuration and try to always make

4:00:02 ▶ sure that it's a model that is lean

4:00:05 ▶ effective uh and addresses some of the

4:00:08 ▶ concerns that we've been hearing uh not

4:00:10 ▶ only with all of these escalated

4:00:11 ▶ conflicts but what we hear from

4:00:13 ▶ principles and what we hear from

4:00:14 ▶ teachers in terms of challenges with

4:00:16 ▶ responsibility visibility and

4:00:19 ▶ accessibility so I asked Dr Sam and I

4:00:22 ▶ said start thinking about a model that

4:00:25 ▶ number one puts us closer to where these

4:00:29 ▶ situations are escalating the point of

4:00:31 ▶ origin is the school what does an

4:00:34 ▶ office-based leadership configuration

4:00:36 ▶ look like versus a school-based well we

4:00:39 ▶ have office-based right now with the

4:00:41 ▶ assistant director configuration what do

4:00:44 ▶ school-based look like if we can put

4:00:46 ▶ people in schools to be closer to the

4:00:49 ▶ origin of the conflict and deescalate

4:00:51 ▶ issues quicker we could possibly see a

4:00:54 ▶ reduction that was charge number one

4:00:56 ▶ charge number two was a model that would

4:00:58 ▶ reduce administrative costs shaving us

4:01:01 ▶ down from having five central office

4:01:05 ▶ administrators to five school-based

4:01:07 ▶ positions that are interfacing with

4:01:10 ▶ families and teachers to solve a lot of

4:01:13 ▶ these issues

4:01:14 ▶ and from that assignment this is the

4:01:18 ▶ result this is the reconfiguration that

4:01:20 ▶ Dr sammon came up with but it was my

4:01:22 ▶ guidance it was my communication that we

4:01:25 ▶ needed to change things because the

4:01:27 ▶ status quo was not working uh what

4:01:30 ▶ you're going to see tonight as a result

4:01:31 ▶ of that I know that we've had some

4:01:33 ▶ speakers that have said that you know

4:01:35 ▶ this is this is Dr salmon and it's Dr

4:01:37 ▶ sammon's idea again I just want to make

4:01:39 ▶ reiterate that this was a struggle the

4:01:43 ▶ current leadership configuration we have

4:01:45 ▶ I haven't found it to be the most

4:01:48 ▶ effective given the amount of complaints

4:01:50 ▶ and escalated conflicts that we see

4:01:52 ▶ coming out uh and it does not increase

4:01:54 ▶ administrative costs it actually

4:01:56 ▶ decreases as we would be eliminating

4:01:58 ▶ five central office positions and

4:02:00 ▶ consolidating them down to one uh in

4:02:03 ▶ terms of the senior director's role uh

4:02:06 ▶ we would love to see Dr sammon more

4:02:09 ▶ plugged in to more Hands-On budget

4:02:12 ▶ management the idea budget is Big we

4:02:15 ▶ need Dr sammon's expertise uh for policy

4:02:19 ▶ creation as well as professional

4:02:20 ▶ development planning and we need what

4:02:23 ▶ she does best managing relationships and

4:02:25 ▶ holding contracted vendors accountable

4:02:27 ▶ especially those that provide daily

4:02:30 ▶ Personnel support that's been hard with

4:02:32 ▶ the current

4:02:33 ▶ leadership um configuration that has our

4:02:38 ▶ leadership Representatives so distanced

4:02:40 ▶ from the schools it takes so much time

4:02:43 ▶ for school level issues to get up the

4:02:45 ▶ chain and there are times where we have

4:02:47 ▶ to lose Dr Salmon's expertise and these

4:02:50 ▶ larger um focus areas because she's at a

4:02:53 ▶ single School de-escalating a single

4:02:56 ▶ dispute between a parent and an IEP team

4:02:59 ▶ and those are overrunning her and that's

4:03:01 ▶ where we also wanted to make sure that

4:03:03 ▶ we were able to free her up for larger

4:03:05 ▶ executive leadership responsibility

4:03:08 ▶ which I think when she's putting out

4:03:09 ▶ fires we lose a little bit of so I just

4:03:12 ▶ wanted to preface that before we get

4:03:14 ▶ started with her presentation with that

4:03:16 ▶ I'll turn it over to you Dr sammon all

4:03:18 ▶ right thank you Dr tro so good evening

4:03:20 ▶ I'm president exr board members I'm

4:03:23 ▶ Council Ross and so again this really is

4:03:26 ▶ looking at like overall in the nation

4:03:28 ▶ what we're seeing with Ed exceptional

4:03:30 ▶ education like what you're hearing what

4:03:32 ▶ I'm seeing is not isolated to to Sun

4:03:35 ▶ Unified School District it's not

4:03:37 ▶ isolated to Arizona so I just wanted to

4:03:39 ▶ start with that information and so this

4:03:42 ▶ really is to take a look at how do we

4:03:44 ▶ get services to the providers that need

4:03:47 ▶ our support and our guidance our

4:03:48 ▶ teachers our related service providers

4:03:50 ▶ who you heard from earlier our

4:03:52 ▶ administrators like our new

4:03:53 ▶ administrator at Wheeler I'm super

4:03:55 ▶ excited that she has that exceptional

4:03:57 ▶ education background um so she might

4:03:59 ▶ need a little bit of support with some

4:04:01 ▶ resources however the processes and the

4:04:03 ▶ procedures and that engagement with IEP

4:04:05 ▶ teams and evaluation teams she's one of

4:04:08 ▶ our administrators who has that

4:04:09 ▶ experience and background we do have a

4:04:11 ▶ few of those but also looking at the

4:04:13 ▶ turnover in our principal ships and

4:04:15 ▶ knowing that we've hired over 40

4:04:17 ▶ principles and many of them don't have

4:04:19 ▶ that exed background I wanted to figure

4:04:21 ▶ out a structure that can give them that

4:04:23 ▶ support and help with that decision

4:04:25 ▶ making and how do we respond to an

4:04:27 ▶ escalated student like how do we respond

4:04:30 ▶ when an advocate is saying I need you to

4:04:32 ▶ do ab andc or a parent who's saying I

4:04:34 ▶ don't agree with it I'm the parent I'm

4:04:36 ▶ not signing the document therefore I'm

4:04:38 ▶ not agreeing and knowing the difference

4:04:40 ▶ and what does that mean signing your

4:04:42 ▶ document means you're here that's for

4:04:44 ▶ attendance purposes is not for agreement

4:04:47 ▶ purposes so just making sure we're clear

4:04:49 ▶ on our processes and we are supporting

4:04:51 ▶ our students and our staff members and

4:04:54 ▶ so just taking a look at like some of

4:04:56 ▶ the trends you've heard about this over

4:04:58 ▶ with Dr hernandz talked about um the

4:05:01 ▶ budget and so we've been hearing about

4:05:03 ▶ the overall decline in student

4:05:04 ▶ enrollment our related service providers

4:05:06 ▶ talked about numbers have been pretty

4:05:08 ▶ steady in exceptional education which

4:05:10 ▶ has led to higher percentages of exed

4:05:13 ▶ students students on our campuses as

4:05:15 ▶ compared to gened students and just

4:05:17 ▶ wanting to make sure that we are

4:05:19 ▶ addressing that need and acknowledging

4:05:21 ▶ that and knowing that some of our gened

4:05:23 ▶ students are coming um we know that one

4:05:26 ▶ in three students have been impacted by

4:05:28 ▶ trauma we know that there's been a lot

4:05:29 ▶ going on in our community and our

4:05:32 ▶ society that affects our students in our

4:05:34 ▶ schools and some of these students are

4:05:36 ▶ gened students who are struggling and

4:05:38 ▶ just thinking about that impact and how

4:05:40 ▶ that's influencing our overall school

4:05:42 ▶ campuses we also have had an increase in

4:05:45 ▶ Refugee students who've come in um to

4:05:47 ▶ our TD schools we have a good number of

4:05:50 ▶ them who have had academic or medical

4:05:53 ▶ needs and because these students aren't

4:05:55 ▶ diagnosed um they're not in a program so

4:05:58 ▶ exed has um picked up providing some

4:06:00 ▶ contracted CNAs some targeted adult

4:06:03 ▶ supports which is par professionals um

4:06:06 ▶ nurses in some situations so whatever

4:06:08 ▶ the student needs to access education

4:06:11 ▶ our staff members have been um

4:06:13 ▶ supporting in that area and also funding

4:06:15 ▶ those services and we just know that we

4:06:17 ▶ are having fewer Educators fewer School

4:06:20 ▶ psychologists and fewer related service

4:06:22 ▶ providers going into schools or maybe

4:06:24 ▶ even going into the fill period And so

4:06:27 ▶ we're just working with people who have

4:06:29 ▶ been certified in a different way who

4:06:31 ▶ may not have gone through traditional

4:06:32 ▶ programs to prepare them for those roles

4:06:34 ▶ so really looking at our support

4:06:36 ▶ structures and how we can just meet the

4:06:38 ▶ needs of more diverse students is our

4:06:41 ▶ goal for this plan and structure

4:06:44 ▶ so this is just a picture of our

4:06:46 ▶ demographics so it shows that in

4:06:48 ▶ exceptional education we're responsible

4:06:50 ▶ for about 6,300 students so that means

4:06:52 ▶ we're providing either specially

4:06:54 ▶ designed instruction which means we have

4:06:55 ▶ an exed teacher who's providing Reading

4:06:57 ▶ Writing or math support we have related

4:07:00 ▶ service providers who are providing like

4:07:01 ▶ speech and language support occupational

4:07:04 ▶ therapy counseling um we have American

4:07:07 ▶ Sign Language staff members so we have a

4:07:10 ▶ host of providers in TD um we also have

4:07:14 ▶ 2,000 students who qualify for

4:07:17 ▶ exceptional Education Services either in

4:07:19 ▶ private schools or home schools um we

4:07:21 ▶ are obligated to provide services for

4:07:23 ▶ those students as well so then that

4:07:25 ▶ makes our number be over 8,000 students

4:07:28 ▶ who we are servicing on a regular basis

4:07:30 ▶ um we employ over 350 exed teachers um

4:07:34 ▶ 380 PA professionals and so we are

4:07:37 ▶ really just working um with more

4:07:39 ▶ Advocates with more legal

4:07:40 ▶ Representatives higher student needs and

4:07:43 ▶ accom ition for The Limited services

4:07:45 ▶ that we have that are available in our

4:07:47 ▶ district in Arizona and then Nationwide

4:07:50 ▶ um the services and the related service

4:07:52 ▶ providers that are available and just

4:07:55 ▶ consistently working within the

4:07:57 ▶ structures of the federal government and

4:07:59 ▶ like our Ida Grant as Dr tro um

4:08:02 ▶ mentioned which is over $20 million so

4:08:04 ▶ we're working on the funding for that

4:08:06 ▶ making sure that we're meeting all the

4:08:08 ▶ expectations and the documentation and

4:08:10 ▶ the supports and then also working with

4:08:12 ▶ Arizona Department of Education um who's

4:08:15 ▶ coming in monitoring providing feedback

4:08:17 ▶ and we're showing growth and progress in

4:08:19 ▶ all those

4:08:20 ▶ areas the proposed structure change is

4:08:24 ▶ just showing here like there's a senior

4:08:26 ▶ director which is my position so that's

4:08:29 ▶ I'm going to continue um the change here

4:08:31 ▶ is going from the five assistant

4:08:33 ▶ directors to one director and the five

4:08:35 ▶ program Specialists and so the

4:08:37 ▶ difference in that is our current

4:08:39 ▶ assistant directors have other

4:08:40 ▶ administrative task um so they're

4:08:42 ▶ sometimes the point of contact for

4:08:44 ▶ extended school year they are supporting

4:08:47 ▶ the private parochial valuation process

4:08:50 ▶ um they help oversee like our transition

4:08:52 ▶ from school to work program um some of

4:08:55 ▶ them also have been overseeing our

4:08:57 ▶ related service provider leads so for

4:08:59 ▶ example with speech and language therapy

4:09:01 ▶ there is a lead SLP um for occupation

4:09:04 ▶ and physical therapy and adaptive PE we

4:09:07 ▶ have one lead position that's currently

4:09:09 ▶ vacant we've advertised for that

4:09:11 ▶ position for like our educational

4:09:13 ▶ interpreters we have a lead person um

4:09:15 ▶ who also has a supervisor who is a

4:09:17 ▶ central member of our team we have our

4:09:19 ▶ social workers there's a team there's a

4:09:22 ▶ lead our school psychologist team has a

4:09:24 ▶ lead so in the past our assistant

4:09:26 ▶ directors have been supervising those

4:09:28 ▶ individuals as well as doing other

4:09:30 ▶ additional duties so all of those

4:09:32 ▶ responsibilities will go to the director

4:09:34 ▶ and myself so our program specialist

4:09:36 ▶ will be house at a Regional School site

4:09:39 ▶ they will be providing monthly meetings

4:09:42 ▶ with both the administr ERS and all of

4:09:44 ▶ our exed staff they'll have a schedule

4:09:46 ▶ where they're making regular visits um

4:09:48 ▶ to check in to provide information um

4:09:51 ▶ based on what's going on overall to hear

4:09:53 ▶ what's happening on the campuses and

4:09:55 ▶ just to provide that proactive

4:09:57 ▶ preventive support to our schools and

4:09:59 ▶ our students and to have more of a

4:10:01 ▶ relationship with parents because

4:10:03 ▶ they're there they can participate in

4:10:05 ▶ meetings they can participate in

4:10:07 ▶ recognition activities and they can see

4:10:09 ▶ parents that drop off and pickup to make

4:10:11 ▶ it more personal and have that

4:10:12 ▶ connection so they're not um so

4:10:14 ▶ disconnecting and being centrally

4:10:16 ▶ located and then we'll continue with the

4:10:18 ▶ section leaders as I mentioned that were

4:10:20 ▶ once supervised by assistant

4:10:22 ▶ directors okay and just looking at the

4:10:24 ▶ rationale for change we just want to be

4:10:26 ▶ more purposeful about providing that

4:10:28 ▶ direct feedback I'm like being there

4:10:31 ▶ walk working alongside of our teams

4:10:33 ▶ knowing what's going on um giving that

4:10:35 ▶ realtime feedback um just having that

4:10:38 ▶ constant point of contact one of the

4:10:40 ▶ benefits of having that director to

4:10:42 ▶ oversee the five positions is sometimes

4:10:45 ▶ we get focused on what's happening in

4:10:47 ▶ our region um and exceptional education

4:10:49 ▶ is really important to know what's

4:10:50 ▶ happening across the district because we

4:10:52 ▶ have specialized programs where we make

4:10:55 ▶ programmatic placements we have to be

4:10:57 ▶ aware of the demographics in those

4:10:58 ▶ placements we also come to a point where

4:11:01 ▶ there's a saturation like we have case

4:11:03 ▶ flow limits for our teachers in our

4:11:05 ▶ classrooms so for example the limit is

4:11:07 ▶ typically 12 in many of our

4:11:09 ▶ self-contained classrooms so once we get

4:11:11 ▶ to that limit um if you're one region

4:11:13 ▶ and you have no more spaces in that type

4:11:15 ▶ of program then you have to look to a

4:11:17 ▶ neighboring region to place a student

4:11:19 ▶ and so just helping to keep a breast of

4:11:21 ▶ what's happening and providing that

4:11:23 ▶ support and so we just know that

4:11:25 ▶ research really supports um getting that

4:11:27 ▶ level of differentiated support and

4:11:29 ▶ having that frequent feedback and just

4:11:31 ▶ building and strengthening that

4:11:33 ▶ relationship um with all of our

4:11:35 ▶ stakeholders is very important um so

4:11:37 ▶ that we are maximizing our support so

4:11:40 ▶ that we're supporting Recruitment and

4:11:41 ▶ Retention in these fields that we so

4:11:44 ▶ desperately need and we've heard kind of

4:11:46 ▶ about those shortages in those areas of

4:11:49 ▶ need here just the change outcomes as Dr

4:11:52 ▶ tro mentioned some of the big things

4:11:54 ▶ that the senior director needs to be

4:11:55 ▶ responsible for are really compliance

4:11:58 ▶ related um exceptional education is

4:12:00 ▶ really compliance based and compliance

4:12:03 ▶ rant so if things aren't documented they

4:12:05 ▶ didn't happen is kind of the way the

4:12:06 ▶ idea runs and so we have to make sure

4:12:09 ▶ that we're following policies and

4:12:11 ▶ procedures and by doing that um keeps

4:12:13 ▶ the funding coming in that also keeps

4:12:15 ▶ the litigation out of our work field and

4:12:18 ▶ so that's something that's very

4:12:19 ▶ important and so really taking a look at

4:12:21 ▶ like what's happening in the

4:12:22 ▶ demographics of our students and one of

4:12:25 ▶ the things that I've noticed from

4:12:26 ▶ looking at our data is in the past we

4:12:28 ▶ had a lot more students who had

4:12:30 ▶ behavioral challenges who had emotional

4:12:32 ▶ disabilities and so we've had Mary

4:12:34 ▶ Meredith as a program for students with

4:12:36 ▶ emotional disabilities and that's a

4:12:38 ▶ program that is very specialized um

4:12:41 ▶ there's a great system there there are

4:12:43 ▶ lots of Staff members who are very

4:12:45 ▶ knowledgeable um so what we're seeing is

4:12:47 ▶ an increase in students with autism and

4:12:50 ▶ so just having that time to

4:12:51 ▶ strategically plan like how can we start

4:12:54 ▶ supporting students with high needs who

4:12:55 ▶ have autism in our district is something

4:12:58 ▶ I want to spend more time working on um

4:13:01 ▶ with other members of our district so we

4:13:03 ▶ can start planning and preparing to

4:13:04 ▶ support students that way we know that

4:13:06 ▶ that would be a way to also increase our

4:13:08 ▶ enrollment because that is something

4:13:10 ▶ that parents are seeking and that's

4:13:12 ▶ something parents of and go to private

4:13:13 ▶ schools because they have that

4:13:15 ▶ specialized level of support and care

4:13:18 ▶ and so we just want to look at those

4:13:19 ▶ systems and those structures and then

4:13:21 ▶ make sure that we are um providing the

4:13:23 ▶ impact and the support for all of our

4:13:26 ▶ stakeholders and then we're just kind of

4:13:28 ▶ keeping things align throughout the

4:13:29 ▶ district so um our regions are

4:13:33 ▶ calibrated the regional teams as I

4:13:35 ▶ mentioned each region will have a team

4:13:38 ▶ um and so that would be a designated

4:13:40 ▶ School site and so thinking about which

4:13:42 ▶ of our sites will have the regional

4:13:45 ▶ location really depends on the exed

4:13:46 ▶ needs so we're looking at schools that

4:13:48 ▶ have high exed needs like we have some

4:13:50 ▶ schools who have high percentages of

4:13:52 ▶ exed students even though they don't

4:13:54 ▶ have specialized programs and then we

4:13:56 ▶ have some schools that have specialized

4:13:57 ▶ programs therefore the exed um student

4:13:59 ▶ needs are there and so who will be in

4:14:02 ▶ these Regional sites that would be the

4:14:04 ▶ program specialist whose house there

4:14:06 ▶ with a team um we currently have program

4:14:08 ▶ coordinators um these program

4:14:10 ▶ coordinators um will continue to be a

4:14:12 ▶ part part of the regional team and

4:14:14 ▶ support a clinician support Specialists

4:14:17 ▶ these are individuals who help um with

4:14:19 ▶ the evaluation process so they collect

4:14:21 ▶ data they request records they do

4:14:23 ▶ student observations they do data entry

4:14:27 ▶ to help with the evaluation process um

4:14:29 ▶ we have Bachelor of social workers who

4:14:31 ▶ help with emotional and behavior needs

4:14:33 ▶ of students in each region and then we

4:14:35 ▶ have instructional Specialists and our

4:14:36 ▶ instructional Specialists are parpro

4:14:38 ▶ Level PHS who have extensive background

4:14:41 ▶ and behavior in Social emotional support

4:14:44 ▶ as well and so the last information I'll

4:14:47 ▶ share is just about communication and

4:14:49 ▶ we've been hearing about um like the

4:14:52 ▶ request or the need or to have more

4:14:54 ▶ communication and so these are some ways

4:14:56 ▶ that we currently have been

4:14:57 ▶ communicating with exed staff members

4:14:59 ▶ and administrators so we have office

4:15:02 ▶ hours monthly we have a monthly

4:15:04 ▶ newsletter um we have weekly information

4:15:06 ▶ that we send out um to our exed

4:15:09 ▶ providers um and so then we also have

4:15:12 ▶ tea meetings that are monthly and we

4:15:14 ▶ have a team that consists of some

4:15:16 ▶ teachers a related service provider and

4:15:19 ▶ we have um employee relations and a

4:15:21 ▶ regional superintendent who sits in this

4:15:23 ▶ space and then we have our Forum we had

4:15:27 ▶ um our annual form that was in April

4:15:30 ▶ where we talked about the things that

4:15:31 ▶ exceptional education has done leading

4:15:33 ▶ up to the end of the year um we also

4:15:36 ▶ attend like Cadre meetings each of our

4:15:38 ▶ different related service providers have

4:15:40 ▶ Cadre meetings um so just attending

4:15:43 ▶ those and staff recognition and

4:15:45 ▶ certainly just being available for any

4:15:46 ▶ questions via email or phone calls or

4:15:49 ▶ also visiting sites as an opportunity

4:15:51 ▶ for that so that concludes my portion of

4:15:54 ▶ the

4:15:55 ▶ presentation um and so I'll pause here

4:15:58 ▶ for any questions about what I've said

4:16:00 ▶ and then we'll turn it over to some

4:16:02 ▶ finance and budget questions any

4:16:04 ▶ questions for Dr

4:16:07 ▶ Simon thank you I have some questions oh

4:16:10 ▶ Dr sha great thank you for your present

4:16:13 ▶ ation Dr Simon this late in the evening

4:16:15 ▶ [Music]

4:16:16 ▶ um when you say 600 6,300 students like

4:16:19 ▶ what what qualifies someone being like

4:16:21 ▶ ex anyone with a 504 plan along with the

4:16:24 ▶ IEP so all of them are included that's

4:16:25 ▶ like one in six students in our district

4:16:28 ▶ yes that's a lot so it's a student who's

4:16:31 ▶ met one of the um 13 qualifications for

4:16:34 ▶ a student with an educational disability

4:16:36 ▶ yes okay and then um the is this the

4:16:39 ▶ change is is this for the next school

4:16:41 ▶ year then for the next school year can

4:16:43 ▶ you address like I I'm sorry if I missed

4:16:45 ▶ it but address like the budget issue is

4:16:46 ▶ coming from the idea budget and it's a

4:16:48 ▶ tenous budget Source or is that a pretty

4:16:49 ▶ consistent budget Source in terms of

4:16:51 ▶ funding this position the new position

4:16:53 ▶ long term yes so that position will be

4:16:56 ▶ funded through idea through the Grant

4:16:58 ▶ and so that's a pretty consistent Grant

4:17:00 ▶ um it has been pretty consistent so the

4:17:02 ▶ funding will be there by moving the

4:17:04 ▶ program specialist to more school based

4:17:07 ▶ um that moves it from an administrative

4:17:09 ▶ level position to a school-based

4:17:10 ▶ position so we would go from having six

4:17:13 ▶ administrators to just two the senior

4:17:15 ▶ director and a director and then the

4:17:17 ▶ program Specialists are not

4:17:18 ▶ administrative level positions so it's

4:17:20 ▶ not like a a threatened Federal First

4:17:22 ▶ like it's not coming up in the threats

4:17:24 ▶ of cutting no not anything's being cut

4:17:31 ▶ no okay yes Amisha thank you um and

4:17:36 ▶ thank you for your

4:17:37 ▶ presentation um I'm glad that you

4:17:39 ▶ mentioned uh the principal at Wheeler

4:17:42 ▶ that we approved tonight um and how uh

4:17:44 ▶ she does have um experience and how like

4:17:48 ▶ I think you said 40 um of our principles

4:17:51 ▶ do not do we have um professional

4:17:54 ▶ development opportunities for our

4:17:56 ▶ administrators to um you know understand

4:17:59 ▶ the issues and and keeping us in

4:18:01 ▶ compliance yes we do and so we have

4:18:05 ▶ professional development for principles

4:18:06 ▶ like we had one on our October plld we

4:18:09 ▶ also have Ila sometimes um so we give

4:18:12 ▶ information to them we' provided some um

4:18:15 ▶ inclusion based um PD for principles

4:18:18 ▶ there's a new opportunity that I just

4:18:20 ▶ sent out today to the regional so thank

4:18:22 ▶ you for asking about that it's through

4:18:23 ▶ pimo County and so pimo county has come

4:18:26 ▶ up with a two Workshop series that's

4:18:28 ▶ geared toward General Ed administrators

4:18:30 ▶ to just help them understand Ida and

4:18:33 ▶ exceptional education law and procedures

4:18:36 ▶ and so that's something that will be

4:18:37 ▶ available and I will also be attending

4:18:40 ▶ so I certainly welcome some of our

4:18:41 ▶ fellow administrators to attend that as

4:18:43 ▶ well okay thank you the reason I ask is

4:18:47 ▶ cuz like although I'm like always down

4:18:50 ▶ for like cutting

4:18:52 ▶ Administration no offense everyone but

4:18:54 ▶ um I worry that if we reduce it like how

4:18:59 ▶ is that going to help us um improve our

4:19:02 ▶ compliance I know we had a lot of

4:19:04 ▶ speakers today and it at previous board

4:19:07 ▶ meetings um you know alleging that with

4:19:10 ▶ the uh case loads that a lot of things

4:19:13 ▶ fall through the cracks and so I wonder

4:19:15 ▶ if we

4:19:17 ▶ can put some of that work on like our

4:19:20 ▶ principls or vice principls or dean of

4:19:23 ▶ students so that like you know we could

4:19:25 ▶ take some of that money that would go to

4:19:28 ▶ a director or the five assistant

4:19:30 ▶ directors and use it to either like

4:19:32 ▶ boost up our salary or um yeah hire more

4:19:37 ▶ of those uh service providers so that

4:19:39 ▶ the case loads can be reduced absolutely

4:19:42 ▶ thank thank you for that and so we

4:19:43 ▶ certainly want to hire more service

4:19:45 ▶ providers um for some of the positions

4:19:47 ▶ we're just not getting applicants so we

4:19:49 ▶ have the position there and I have been

4:19:51 ▶ working with HR to review the salaries

4:19:53 ▶ and so that's something that's an

4:19:55 ▶ opportunity for negotiation to increase

4:19:57 ▶ the salaries that we have okay thank

4:20:06 ▶ you uh Ricky to give a brief brief is

4:20:09 ▶ the operative word given the the time of

4:20:11 ▶ night uh

4:20:13 ▶ about Medicaid as a funding source I

4:20:15 ▶ know there's been some statements about

4:20:17 ▶ Medicaid uh that you know sort of

4:20:19 ▶ Medicaid is the magic uh solution to

4:20:23 ▶ funding everything with with exed it's

4:20:25 ▶ actually a pretty limited amount of

4:20:26 ▶ money that we see on an ongoing basis so

4:20:28 ▶ I ask Ricky just to give an overview of

4:20:30 ▶ where we stand yeah so uh so Medicaid uh

4:20:33 ▶ you know we receive Medicaid payments

4:20:35 ▶ for services provided to students who

4:20:38 ▶ both have an IEP and are Medicaid or in

4:20:41 ▶ Arizona it's called access are access

4:20:43 ▶ eligible um the reimbursement rates are

4:20:46 ▶ determined by access so depending on the

4:20:48 ▶ services that they're provided you know

4:20:50 ▶ we get a reimbursement uh from those um

4:20:54 ▶ those claims are filed through a

4:20:56 ▶ third-party service provider that the

4:20:57 ▶ department of Ed actually hires in order

4:20:59 ▶ for us to then receive a reimbursement

4:21:02 ▶ for those Services provided by the

4:21:04 ▶ different uh service providers in the

4:21:06 ▶ exed Department these are the various

4:21:09 ▶ Services specifically within the

4:21:11 ▶ exceptional education Department that

4:21:13 ▶ are uh eligible for reimbursement

4:21:15 ▶ through Medicaid um now we are able to

4:21:19 ▶ file claims for students without

4:21:21 ▶ disabilities who do get services and are

4:21:23 ▶ also access eligible we currently do not

4:21:26 ▶ do that that's something that actually

4:21:28 ▶ health services will be taking on

4:21:30 ▶ through the new electronic health record

4:21:32 ▶ system so that is currently in a ramp up

4:21:34 ▶ phase um with with Dr gau's department

4:21:38 ▶ so that we can then start expanding the

4:21:39 ▶ universe of students that we do service

4:21:42 ▶ through through um through Medicaid so

4:21:45 ▶ in the last you know 8 years we've

4:21:47 ▶ received just over $34 million in

4:21:49 ▶ reimbursement funds so we received an

4:21:51 ▶ average of 4 million bucks um from the

4:21:53 ▶ Medicaid fund uh on average we've been

4:21:56 ▶ spending about $3 million like I

4:21:58 ▶ mentioned previously the electronic

4:22:00 ▶ health record system that was approved

4:22:02 ▶ uh last spring for Health Services is

4:22:05 ▶ going to enable us to increase revenues

4:22:07 ▶ by being able to file additional claims

4:22:09 ▶ for non exed access eligible students

4:22:12 ▶ who receive Services um nevertheless

4:22:15 ▶ Medicaid fund is you know one of those

4:22:17 ▶ kind of District contingency funds that

4:22:19 ▶ we've designated in the district because

4:22:22 ▶ it is an unrestricted nature type fund

4:22:24 ▶ right we've got other ones like

4:22:25 ▶ auxiliary operations impact dat and

4:22:27 ▶ indirect costs um but this year the

4:22:31 ▶ projected revenue for Medicaid is just

4:22:33 ▶ over $1.5

4:22:35 ▶ million um based on the services

4:22:37 ▶ provided by uh the service providers in

4:22:40 ▶ exed now if you call in Spring of 2024

4:22:45 ▶ the board requested that srf funded mtss

4:22:48 ▶ uh facilitators be moved into m in order

4:22:51 ▶ for us to be able to cover the salaries

4:22:53 ▶ for those facilitators we moved all

4:22:55 ▶ nurses uh salaries and benefits since

4:22:58 ▶ they're eligible to be paid with

4:22:59 ▶ Medicaid directly into the Medicaid fund

4:23:02 ▶ for this uh fiscal year and that's s

4:23:05 ▶ that should say July of 20124 So

4:23:07 ▶ currently we've got nurses in there um

4:23:10 ▶ now if you move or if there was this

4:23:12 ▶ concept of moving salaries and benefits

4:23:14 ▶ for the uh the providers OTS pts and

4:23:17 ▶ slps from Mota Medicaid there there

4:23:19 ▶ potentially may be supplanting with idea

4:23:22 ▶ so without kind of getting you know you

4:23:24 ▶ can kind of see what the what the tests

4:23:26 ▶ are but really the the supplanting

4:23:30 ▶ requirements for idea basically require

4:23:32 ▶ us to continue spending at or above the

4:23:35 ▶ level that we've been spending

4:23:37 ▶ year-over-year as as well as the budget

4:23:40 ▶ so if automatically these individual ual

4:23:42 ▶ positions may be funded out of M are

4:23:44 ▶ moved out of M and into Medicaid

4:23:47 ▶ potentially we could fail the

4:23:49 ▶ supplanting test from idea and then that

4:23:52 ▶ put puts at risk the Ida funding um it's

4:23:56 ▶ very different than other supplanting

4:23:58 ▶ and other Federal Awards Ida does it a

4:24:00 ▶ very specific way Dr sammon's department

4:24:03 ▶ is really good about making sure that

4:24:05 ▶ they pass mustard with both the

4:24:06 ▶ eligibility and compliance tests so this

4:24:09 ▶ is just an overview kind of of the

4:24:11 ▶ financial profile of uh of the Medicaid

4:24:14 ▶ fund um as you can see we've kind of

4:24:16 ▶ incrementally been able to add to the

4:24:18 ▶ fund balance in fiscal year 24 there was

4:24:21 ▶ an increase in revenues but that was due

4:24:23 ▶ to a delay in reimbursements a lot of

4:24:26 ▶ that had to do with unfortunately the

4:24:27 ▶ Medicaid fraud that happened with Ser

4:24:30 ▶ other service providers that delayed

4:24:31 ▶ payments for you know systemwide and so

4:24:34 ▶ we were caught up in that because you

4:24:36 ▶ know ultimately access is really the

4:24:38 ▶ Avenue by which we are you know we

4:24:40 ▶ receive Medicaid funding um

4:24:43 ▶ nevertheless the amount of expenditures

4:24:45 ▶ will exceed revenues uh by about you

4:24:48 ▶ know you know about what is that $2

4:24:51 ▶ million um but that is until the the

4:24:55 ▶ health services component essentially

4:24:58 ▶ catches up over the course of the next

4:24:59 ▶ 24 months um these are line item details

4:25:03 ▶ for the different departments that are

4:25:05 ▶ currently funded with Medicaid so HR

4:25:07 ▶ receives a portion mostly dedicated to

4:25:10 ▶ stiping specifically for hiring exed

4:25:13 ▶ positions exceptional Ed receives a

4:25:15 ▶ significant portion of it you can see

4:25:17 ▶ the various positions that are laid out

4:25:20 ▶ um from exed uh we do fund the dean of

4:25:24 ▶ students at Wakefield this is part of

4:25:25 ▶ when Wakefield reopened this is where

4:25:27 ▶ the position was funded we've continued

4:25:30 ▶ to fund the the dean of students at

4:25:32 ▶ Wakefield um from Medicaid fund

4:25:35 ▶ utilities um when we lost the emergency

4:25:38 ▶ connectivity fund the which was uh

4:25:40 ▶ essentially covid funding for Hotspots

4:25:43 ▶ for students uh we use now Medicaid to

4:25:47 ▶ fund a limited number of Wi-Fi hotspots

4:25:50 ▶ for students are eligible for free and

4:25:51 ▶ reduced lunch so we do distribute a few

4:25:53 ▶ of those that that the district pays for

4:25:55 ▶ um curriculum uh development they

4:25:58 ▶ received some funding for the teacher

4:26:00 ▶ development program uh you know that

4:26:03 ▶ this is essentially kind of grow our own

4:26:05 ▶ type funding uh for grow our own

4:26:07 ▶ Staffing uh so they receive a limited

4:26:09 ▶ amount of funding the the brunt of the

4:26:11 ▶ money to Health Services uh $3.9 million

4:26:15 ▶ and that's because of our School nurses

4:26:18 ▶ being moved into that they receive other

4:26:20 ▶ operational funding you can see the the

4:26:22 ▶ two-year budget there for the electronic

4:26:24 ▶ health records project so um you know

4:26:27 ▶ they received the Lion Share of of the

4:26:30 ▶ expenditure budget for Medicaid funds um

4:26:33 ▶ these are the different types of

4:26:34 ▶ reimbursements we've received for the

4:26:35 ▶ different types of providers um over the

4:26:38 ▶ last uh few fiscal years so you can see

4:26:41 ▶ you know it it has and this is dependent

4:26:44 ▶ on the services that are provided by the

4:26:46 ▶ providers and that they're actually

4:26:47 ▶ filing the correct claims so I mean

4:26:50 ▶ there's kind of a two-part test to

4:26:52 ▶ making sure that we are actually

4:26:53 ▶ reimbursed so this is you know the

4:26:56 ▶ current projection based on the pro you

4:26:57 ▶ know the services that we're looking for

4:26:59 ▶ this year is about 1.5 million uh which

4:27:02 ▶ is an increase of just over

4:27:04 ▶ $135,000 to what we've received in the

4:27:07 ▶ past fiscal year um for Direct Services

4:27:09 ▶ providers so

4:27:12 ▶ I think that is it so Dr sha

4:27:17 ▶ brief thank you president ex CH just

4:27:19 ▶ want to little confused on the numbers

4:27:21 ▶ uh Ricky So from all the expenses on

4:27:23 ▶ slid 16 and 17 and 18 we're looking at

4:27:26 ▶ over 5 million right and then

4:27:31 ▶ on where was the slide on slides 15

4:27:35 ▶ though like the expenditures and

4:27:36 ▶ accompan are more in the $4 million

4:27:39 ▶ range

4:27:43 ▶ these 401

4:27:50 ▶ million yeah

4:27:52 ▶ 5.4 yeah these are basically I mean the

4:27:54 ▶ current incumbrances that we have they

4:27:56 ▶ may not so that one is the budget these

4:27:59 ▶ are expenditures so that's the

4:28:01 ▶ difference so those are the budgeted

4:28:03 ▶ line items they may not have expended

4:28:04 ▶ those dollars yet um or they may not be

4:28:07 ▶ encumbered that's like vacancies and

4:28:08 ▶ other things yeah correct now I think

4:28:11 ▶ for um what I'm hearing from a lot of

4:28:13 ▶ folks and and what we're trying to do is

4:28:15 ▶ not move all of the slps OTS and PTs

4:28:17 ▶ into Medicaid but maybe be able to

4:28:19 ▶ expand some positions through Medicaid

4:28:21 ▶ funding can you either speak to now or

4:28:23 ▶ come back to us with analysis on how it

4:28:25 ▶ would affect

4:28:28 ▶ um what's the term you use the the

4:28:30 ▶ supplanting supplanting issue it

4:28:32 ▶ wouldn't be a supplanting issue because

4:28:34 ▶ these are added positions right so it's

4:28:37 ▶ moving existing positions funded from M

4:28:39 ▶ into Medicaid that could potentially

4:28:41 ▶ create a supplanting problem but if

4:28:43 ▶ you're just building on top of what you

4:28:45 ▶ have that would be more of a

4:28:46 ▶ supplemental issue so then can we then

4:28:50 ▶ then can we get more of a budget in

4:28:52 ▶ terms of like the Medicaid and if we

4:28:53 ▶ were able to expand some positions in

4:28:55 ▶ there whether it is slps OTS pts that

4:28:58 ▶ they they've been advocating for or

4:29:00 ▶ other positions that we think would be

4:29:01 ▶ really helpful for student outcomes and

4:29:04 ▶ their health and and needs um that we're

4:29:05 ▶ building for like I see counselors and

4:29:07 ▶ social workers be to build for services

4:29:09 ▶ as well like what can we what do we have

4:29:10 ▶ left and I know we don't want to go in

4:29:12 ▶ the deficit budget and everything but we

4:29:14 ▶ do have a carry forward here so what can

4:29:15 ▶ we you know can we sustain this for 5

4:29:17 ▶ six years and do something you know more

4:29:20 ▶ for students for some time on Counseling

4:29:23 ▶ Services on Therapy Services and other

4:29:25 ▶ things that we can use some of this um

4:29:27 ▶ Medicaid funding balance yeah and and I

4:29:29 ▶ will say my only concern and and I agree

4:29:32 ▶ with you we we've been carrying a

4:29:33 ▶ healthy fund balance in here my only

4:29:34 ▶ concern is kind of similar related to

4:29:36 ▶ the question around the volatility of

4:29:38 ▶ Ida Medicaid probably has a greater

4:29:41 ▶ volatility than AA from the federal

4:29:43 ▶ level that one is more under the

4:29:45 ▶ microscope from the federal budgeting

4:29:46 ▶ perspective than is Ida um because

4:29:50 ▶ Medicaid is not just school you know

4:29:53 ▶ direct School Services I mean it's

4:29:55 ▶ everything right it's I mean you just

4:29:56 ▶ think about everything that goes into

4:29:58 ▶ Medicaid and so in the long run we may

4:30:01 ▶ be able to continue the revenues but

4:30:03 ▶ that's ultimately dependent on how the

4:30:04 ▶ federal government decides to um to take

4:30:07 ▶ on Medicaid and the expend we have a lot

4:30:09 ▶ bigger problems our community than our

4:30:11 ▶ our school budget if Medicaid was cut

4:30:13 ▶ sign yeah if Medicaid is cut

4:30:14 ▶ significantly I mean ultimately more

4:30:17 ▶ than our schools yeah but I mean I

4:30:19 ▶ wouldn't I would I know there's been

4:30:21 ▶ threats made about that but that would

4:30:22 ▶ be very surprising if they have a

4:30:23 ▶ significant cut yeah was something

4:30:25 ▶ that's we're watching it we're just

4:30:27 ▶ watching for sure so yeah I'd love to

4:30:29 ▶ look into that budget and kind of see

4:30:30 ▶ what we can do with some of the these

4:30:32 ▶ positions facing students

4:30:34 ▶ okay any other

4:30:36 ▶ questions great thank you um moving on

4:30:40 ▶ to cons consent to agenda I know Dr Shaw

4:30:43 ▶ wants to pull 5.3 anybody else want to

4:30:47 ▶ pull anything yes I no I just agreed

4:30:51 ▶ with 5.3 okay so um I will motion to

4:30:55 ▶ move 5.2 5.4 5.5 and 5.6 a second a

4:31:01 ▶ motion is made by myself second by Dr

4:31:03 ▶ Shaw all those in favor say I I I those

4:31:08 ▶ opposed motion

4:31:10 ▶ carries item 5 three um Dr

4:31:14 ▶ sha great miss you uh yeah if you can

4:31:18 ▶ just address I know I forwarded you an

4:31:19 ▶ email a principle with some concerns and

4:31:21 ▶ just kind of addressing why this

4:31:22 ▶ position why this specific program was

4:31:25 ▶ selected um what went into that decision

4:31:27 ▶ what kind of curriculum uh committee you

4:31:30 ▶ have that's making these decisions and

4:31:31 ▶ then some Alternatives that were vetted

4:31:33 ▶ and why they weren't chosen compared to

4:31:34 ▶ the option that's being brought before

4:31:36 ▶ us yeah absolutely so one of the things

4:31:38 ▶ our teachers have asked for consistently

4:31:40 ▶ is to avoid

4:31:42 ▶ changing curriculum that we have in

4:31:44 ▶ terms of having cohesion and consistency

4:31:47 ▶ across our district Benchmark Advance is

4:31:49 ▶ our current core Ela program and it

4:31:52 ▶ makes sense to utilize Benchmark phonics

4:31:55 ▶ as a supplemental program to our

4:31:57 ▶ Benchmark because it's in alignment with

4:31:59 ▶ our scope and sequence so we made sure

4:32:01 ▶ that that's the reason that we wanted to

4:32:03 ▶ continue or use Benchmark phonics as a

4:32:06 ▶ supplemental program to our core Ela so

4:32:09 ▶ that's why it was chosen it's already

4:32:10 ▶ been approved as far as the supplemental

4:32:13 ▶ piece so right now it's one of the

4:32:16 ▶ things we have been asked for for our

4:32:20 ▶ teachers is that our literacy component

4:32:22 ▶ really needs a phonic program and we

4:32:23 ▶ know that for the past few years we have

4:32:25 ▶ not been able to provide that to our

4:32:27 ▶ schools so this is a much needed program

4:32:30 ▶ for our district however we wanted to

4:32:32 ▶ make sure that it's in alignment with

4:32:33 ▶ our Core Curriculum Heidi did you want

4:32:36 ▶ to add anything that's good

4:32:40 ▶ okay yes m

4:32:42 ▶ thank you uh so is this a like printed I

4:32:46 ▶ see the box there and what you're

4:32:48 ▶ holding is this all print or is it both

4:32:51 ▶ digital and print it it's both I believe

4:32:54 ▶ yeah yeah and we can we brought a sample

4:32:58 ▶ so you can see what the teacher kits

4:32:59 ▶ would uh entail it does include uh lots

4:33:03 ▶ of manipulatives and a lot of supports

4:33:05 ▶ for teachers to engage in that really uh

4:33:08 ▶ that phonic instruction very

4:33:09 ▶ strategically we know that now now uh a

4:33:12 ▶ lot of the research is coming out around

4:33:14 ▶ the science of reading which indicates

4:33:16 ▶ that explicit phonics instruction is

4:33:19 ▶ critical to increase our literacy and

4:33:21 ▶ that's uh we want to make sure that we

4:33:23 ▶ go in that direction as well as a

4:33:25 ▶ district yeah I'm I'm happy that we're

4:33:28 ▶ moving towards that again I think we've

4:33:30 ▶ really done a dis service to our

4:33:32 ▶ students for like kind of putting that

4:33:34 ▶ on the back burner I'm a little hesitant

4:33:36 ▶ just because of the the dollar amount um

4:33:40 ▶ but I have been wanting us to invest in

4:33:42 ▶ phonic again

4:33:45 ▶ um you know I just saw some data about

4:33:49 ▶ each of our school districts in Puma

4:33:51 ▶ County and like who's doing the best in

4:33:54 ▶ Reading in

4:33:55 ▶ ela and I think at the top of the list

4:33:59 ▶ was Morana because they decided to

4:34:01 ▶ invest in phonics and kind of move away

4:34:04 ▶ from the Common Core like uh curriculum

4:34:08 ▶ structure that I believe maybe we follow

4:34:11 ▶ this our state follows a common Court

4:34:13 ▶ like um standard rather um and so I'm

4:34:17 ▶ really interested in just seeing what

4:34:21 ▶ Mirana does I haven't spoken to any of

4:34:23 ▶ their board members unfortunately I

4:34:24 ▶ don't think they were at the

4:34:25 ▶ superintendent's collaborative

4:34:28 ▶ but I think we should kind of reach out

4:34:31 ▶ to other districts especially those that

4:34:33 ▶ um have such a high level of proficiency

4:34:37 ▶ in that regard and so do you know if

4:34:40 ▶ they're using this specific

4:34:42 ▶ phonic um program program yeah I I don't

4:34:46 ▶ know that about Morana however we do

4:34:48 ▶ know that this Benchmark specifically is

4:34:51 ▶ research based evidence based they even

4:34:54 ▶ have differentiation for each lesson for

4:34:56 ▶ our English language learners for

4:34:58 ▶ example different levels that teachers

4:35:00 ▶ can utilize on how to really engage in

4:35:02 ▶ that phonic instruction very

4:35:04 ▶ strategically one of the things that uh

4:35:07 ▶ we're working on in curriculum and

4:35:08 ▶ instruction is developing A literacy

4:35:10 ▶ framework as well because I know that

4:35:11 ▶ literacy we know that it's just

4:35:13 ▶ fundamental and we need to make

4:35:15 ▶ improvements in that area lots of

4:35:17 ▶ improvement so we want to make sure we

4:35:19 ▶ provide not only the materials but the

4:35:21 ▶ guidance and the structure so that we

4:35:23 ▶ can be very intentional in our literacy

4:35:25 ▶ blocks how we teach instruction how we

4:35:27 ▶ pull small groups how we're more

4:35:28 ▶ intentional with that phonic piece which

4:35:30 ▶ is it's it's lacking in our district now

4:35:33 ▶ there are uh some of our schools that

4:35:35 ▶ have because of the lack of this program

4:35:37 ▶ they have purchased other programs

4:35:39 ▶ throughout the years we want to work

4:35:41 ▶ with those schools because we don't want

4:35:42 ▶ to uh we want to make sure we work

4:35:44 ▶ collaboratively with them in how to

4:35:46 ▶ transition to Benchmark phonics but in a

4:35:48 ▶ way that works for their sites so I have

4:35:50 ▶ engaged in a preliminary conversation

4:35:52 ▶ with those principles so we we want to

4:35:54 ▶ make sure we do leaste disruption but

4:35:56 ▶ also move towards improving our literacy

4:35:59 ▶ practices okay um and then I just want

4:36:03 ▶ to raise this point like you know I'm

4:36:06 ▶ looking at what you're holding it looks

4:36:09 ▶ like a lot of stuff we'll bring it over

4:36:13 ▶ it's okay but I just want to I comment

4:36:17 ▶ that like perhaps these programs that

4:36:21 ▶ have like packets that we give to

4:36:23 ▶ students that end end up getting thrown

4:36:26 ▶ out if if they're like individualized or

4:36:29 ▶ what have you with all this information

4:36:31 ▶ perhaps that's confusing you know what I

4:36:33 ▶ mean whatever happened to just use using

4:36:36 ▶ the alphabet and a piece of paper you

4:36:39 ▶ know and sounding Out the word mhm you

4:36:41 ▶ know what I mean like that's a very

4:36:43 ▶ small cost for that right what what the

4:36:46 ▶ research says is that for phonic

4:36:47 ▶ instruction it has to be very explicitly

4:36:49 ▶ taught so you have to break the words

4:36:51 ▶ down to the sounds and making sure that

4:36:54 ▶ students see that and the materials are

4:36:56 ▶ are research based in terms of they're

4:36:58 ▶ easily accessible and we are we will be

4:37:00 ▶ purchasing the 2022 version right for um

4:37:04 ▶ for for this program you want to add so

4:37:06 ▶ I just wanted to say it's not all like

4:37:08 ▶ workbooks or worksheets these are like

4:37:11 ▶ inter active boards where students are

4:37:14 ▶ you know saying the word moving the

4:37:17 ▶ letter into its place blending letters

4:37:20 ▶ send sounds together so it's it's kind

4:37:22 ▶ of like manipulative base which is

4:37:25 ▶ important for the diversity of our

4:37:27 ▶ Learners to have that Hands-On Minds on

4:37:31 ▶ visual um these are actually cards that

4:37:34 ▶ show kids how how our mouth is

4:37:38 ▶ positioned when we you know articulate

4:37:41 ▶ different sounds this is goes up in the

4:37:43 ▶ room as teachers are teaching these they

4:37:46 ▶ show the kids they practice with their

4:37:48 ▶ mouths so it's not just like here's this

4:37:51 ▶ workbook fill in the blank it's really

4:37:54 ▶ interactive and um handson you know

4:37:57 ▶ experiences for them okay so um whatever

4:38:01 ▶ is given to the student is that like can

4:38:03 ▶ that be used for the next year or is it

4:38:05 ▶ like there are some consumables

4:38:08 ▶ unfortunately that usually comes with

4:38:11 ▶ you know comes with programs it's

4:38:13 ▶ minimal it's not very much but there are

4:38:16 ▶ some

4:38:17 ▶ consumables okay and then you mentioned

4:38:19 ▶ that this was vetted by like a task

4:38:22 ▶ force or like I think you said

4:38:24 ▶ principles but like was it how like

4:38:28 ▶ comprehensive was the um I guess

4:38:31 ▶ decision for this so um this one of the

4:38:35 ▶ things that we are very careful about

4:38:37 ▶ when we uh select resources for literacy

4:38:41 ▶ is the first vetting that we look for is

4:38:43 ▶ ad's vetting okay ad ad has a process

4:38:47 ▶ for vetting um literacy materials used

4:38:51 ▶ with K5 students they go through a

4:38:53 ▶ vetting making sure that it is research

4:38:56 ▶ based they have strong um Essa tiers of

4:38:59 ▶ evidence for that program so we look

4:39:01 ▶ there first um and then um we look at

4:39:06 ▶ our TD curriculum its alignment so we

4:39:09 ▶ did bring this program before the board

4:39:12 ▶ before because schools wanted to buy a

4:39:16 ▶ supplement for phonics so we have

4:39:18 ▶ several schools that are using um

4:39:21 ▶ Benchmark phonics and having great

4:39:24 ▶ results with their

4:39:25 ▶ students um so last year we did have a

4:39:29 ▶ group of teachers that came together to

4:39:32 ▶ identify some intervention

4:39:35 ▶ materials that's and administrators as

4:39:37 ▶ well and they were very clear we'll

4:39:40 ▶ we'll go with this change but we need

4:39:43 ▶ you not to change our programs which is

4:39:47 ▶ what really um propelled us to select

4:39:52 ▶ Benchmark phonics from all of the

4:39:54 ▶ different phonics programs because they

4:39:56 ▶ would have been new to teachers they

4:39:58 ▶ weren't comprehensive K5 and they didn't

4:40:01 ▶ align to our current literacy resources

4:40:04 ▶ so those were the reasons that we did go

4:40:06 ▶ through we didn't have a specific

4:40:08 ▶ committee for the for this decision but

4:40:11 ▶ we have a literacy framework committee

4:40:14 ▶ that we um talked uh address this issue

4:40:17 ▶ with um as well as a principal focus

4:40:21 ▶ group yes Dr

4:40:25 ▶ triio yeah and I just you know having

4:40:27 ▶ been here before I in the early days of

4:40:30 ▶ my superintendency I made the mistake of

4:40:34 ▶ approving supplementary materials that

4:40:36 ▶ didn't match the core adopted text that

4:40:39 ▶ was not fun the the teacher revolt and

4:40:43 ▶ and putting the genie back in the bottle

4:40:45 ▶ we've since learned and and we're

4:40:47 ▶ already dealing with some frustrations

4:40:48 ▶ in other areas around assessment you go

4:40:50 ▶ switching phonic instruction to another

4:40:53 ▶ company separate and apart from what the

4:40:56 ▶ district textbook is and Benchmark we're

4:40:59 ▶ increasing that anxiety and then we have

4:41:01 ▶ to double back and do the B the work of

4:41:03 ▶ alignment and crosswalking the new

4:41:05 ▶ company to ELA to Benchmark advance I

4:41:08 ▶ really do appreciate your sensitivity to

4:41:10 ▶ that yes Dr Shaw um Dr Hood how much of

4:41:14 ▶ the of $700,000 is like physical

4:41:16 ▶ materials and how much of it is

4:41:17 ▶ computer-based

4:41:19 ▶ I think they're mostly physical

4:41:22 ▶ materials and the digital is an added

4:41:25 ▶ added piece this is mostly all physical

4:41:27 ▶ yeah it makes me really happy if that's

4:41:28 ▶ the case yeah it is all physical they

4:41:31 ▶ already have what they we call the

4:41:33 ▶ Benchmark universe so it's it's they

4:41:36 ▶ already have access to that digital

4:41:40 ▶ component right Mr rero so you had

4:41:43 ▶ mentioned there's other schools that

4:41:44 ▶ have uh already have a phonics program

4:41:47 ▶ that they've Incorporated um is that the

4:41:49 ▶ Dibbles program no the Dibbles is our is

4:41:53 ▶ one of our assessments for for phonics

4:41:55 ▶ so they would have for example I've

4:41:57 ▶ heard Foundation he the survey that I

4:42:01 ▶ sent out to our principles I had 26

4:42:03 ▶ different programs and to some extent

4:42:05 ▶ that's uh are not for us not bringing a

4:42:08 ▶ phonic program before you so I'm I'm

4:42:11 ▶ excited that we finally have some an

4:42:13 ▶ opportunity to provide that especially

4:42:15 ▶ as the research is coming out around the

4:42:17 ▶ science of reading making sure that it's

4:42:19 ▶ intentional so with those schools we

4:42:21 ▶ plan to work collaboratively with them

4:42:24 ▶ because one of the challenges is that

4:42:26 ▶ since this will be our core phonic

4:42:28 ▶ program we might not be able to provide

4:42:30 ▶ supports for those other programs there

4:42:32 ▶ is 26 different ones so we need to bring

4:42:35 ▶ some consistency across our district

4:42:37 ▶ making sure that we provide access and

4:42:39 ▶ opportunity for all of our students to

4:42:41 ▶ have a well researched evidence-based

4:42:43 ▶ phonic program so we'll have to work

4:42:45 ▶ with those schools make sure that we

4:42:47 ▶ don't make uh we're sensitive to the

4:42:50 ▶ changes and we work with them to

4:42:52 ▶ transition to these programs okay so

4:42:55 ▶ there's 26 different programs from the

4:42:57 ▶ survey I got how many schools does that

4:42:59 ▶ affect uh about 26 okay so each one has

4:43:02 ▶ their own different one they didn't kind

4:43:04 ▶ of go say hey and talk to each other and

4:43:07 ▶ some of them may have different ones so

4:43:09 ▶ for example we may have two schools with

4:43:11 ▶ the same with the same program uh for

4:43:13 ▶ example youly or some other schools use

4:43:16 ▶ foundations maybe two or three there

4:43:18 ▶ since we have 60 elementary schools they

4:43:20 ▶ could uh have common programs okay those

4:43:23 ▶ are the the 26 that answered so okay

4:43:26 ▶ thank you I'll move the item I'll second

4:43:30 ▶ motion May by myself seconded by Dr Shaw

4:43:32 ▶ all those in favor say I I I those

4:43:36 ▶ opposed motion carries thank you

4:43:41 ▶ um I don't even know where we are Dr

4:43:42 ▶ triio um 6.3 the last

4:43:48 ▶ item we have a couple more are we not

4:43:51 ▶ doing 6.4 and

4:43:53 ▶ 6.5 I think

4:44:01 ▶ it's who's doing 6.3 yeah the approval

4:44:04 ▶ to procure goods and services for Kio K5

4:44:07 ▶ School rainwater drainage improvements I

4:44:10 ▶ believe that is our operations

4:44:13 ▶ team are you watching the game in there

4:44:16 ▶ I hope nobody is watching the game this

4:44:17 ▶ is the last order of business for the

4:44:21 ▶ evening

4:44:24 ▶ Carter there's no

4:44:26 ▶ slideshow so we not here for another 30

4:44:29 ▶ minutes talking about rain

4:44:31 ▶ water

4:44:33 ▶ right good afternoon or

4:44:36 ▶ evening

4:44:38 ▶ morning morning it's late

4:44:42 ▶ okay thank you uh to go to the governing

4:44:45 ▶ board thank you for allowing us to

4:44:49 ▶ present the bond

4:44:52 ▶ um actual projects I'm Dr Charlotte

4:44:55 ▶ Carter and super super excited to

4:44:58 ▶ present another Q3 Q4

4:45:01 ▶ project so this is a a proposal for the

4:45:06 ▶ Kio K5 Magnet School Rainwater drainage

4:45:13 ▶ improvements this is a backup to sfd

4:45:17 ▶ funding so what I wanted to present that

4:45:21 ▶ if for some reason the FD funding does

4:45:25 ▶ not occur or is not funded

4:45:29 ▶ by March 31st then we have a means and a

4:45:34 ▶ way to fund this particular project it

4:45:37 ▶ is a very important project it is going

4:45:40 ▶ to to be approximately

4:45:44 ▶ $140,000 we also put a contingency of

4:45:47 ▶ 20% for a total of

4:45:52 ▶ $168,000 this particular project is in

4:45:56 ▶ regards

4:45:57 ▶ to imp making improvements so we don't

4:46:01 ▶ continue to have flooding in the

4:46:03 ▶ basement of the classrooms and also the

4:46:06 ▶ elevator this project was presented to

4:46:09 ▶ us by risk management as an exception so

4:46:12 ▶ the process is that if a project we want

4:46:16 ▶ to move higher on the priority list it

4:46:19 ▶ has to go through exception process and

4:46:21 ▶ this has already gone through the bond

4:46:23 ▶ oversight

4:46:25 ▶ committee the three modifications that

4:46:28 ▶ are needed for Effective Pro protection

4:46:32 ▶ and property and to stop the water

4:46:34 ▶ intrusion in the building is one

4:46:37 ▶ modification of the existing pavement

4:46:39 ▶ number two install in the gutters number

4:46:42 ▶ three the modify of the sump pumps and

4:46:45 ▶ the sump pit to increase

4:46:47 ▶ efficiency so what I'm asking for

4:46:51 ▶ today is a motion to Grant authority to

4:46:54 ▶ the purchasing director in conjunction

4:46:56 ▶ with the bond program manager myself to

4:46:59 ▶ proc procure goods and services using

4:47:01 ▶ approved TD and Cooperative contracts

4:47:04 ▶ for the Creo K5 Magnet School rainwater

4:47:07 ▶ drain drainage improvements not to

4:47:11 ▶ 140,000 plus the 20% contingency where

4:47:14 ▶ single purchases May exceed 250,000 or

4:47:17 ▶ for accumulative purchases with

4:47:19 ▶ Cooperative contract vendors in excess

4:47:22 ▶ of

4:47:24 ▶ 250,000 so that is my ask for

4:47:26 ▶ today Madam president yes Dr or Miss sha

4:47:30 ▶ it's okay um is is are these

4:47:35 ▶ improvements going to um align with our

4:47:39 ▶ climate action policy like are we just

4:47:42 ▶ putting up like some

4:47:44 ▶ gutters or are we working to harvest the

4:47:48 ▶ rain water so that not only are we

4:47:51 ▶ preventing flooding issues but we're

4:47:53 ▶ going to be able to use that water for

4:47:55 ▶ like their Garden or other

4:47:58 ▶ things I'm asking for subject matter

4:48:00 ▶ expert on that one I would hope that but

4:48:04 ▶ yes great question uh yes we're actually

4:48:06 ▶ partnering with the City of Tucson storm

4:48:09 ▶ drain department and and they're

4:48:11 ▶ actually looking at our concept design

4:48:13 ▶ right now on the southwest side of the

4:48:16 ▶ campus the rain gutters are going to

4:48:17 ▶ collect and drop into a 5,300 gallon

4:48:22 ▶ water sstem um part of the drainage

4:48:25 ▶ design that we're submitting to the city

4:48:28 ▶ we as a developer of our property we

4:48:32 ▶ have to maintain a certain amount of

4:48:33 ▶ water on our on our property and we

4:48:36 ▶ thought if we can partner with the City

4:48:38 ▶ of Tucson rain harvesting Department

4:48:40 ▶ they actually are going to fund a a

4:48:42 ▶ piece of it right now so we're going

4:48:45 ▶ through that and having meetings with

4:48:46 ▶ the City of Tucson Department to see how

4:48:49 ▶ much of that funding they can share with

4:48:51 ▶ us so yes we are adding a 5,300 gallon

4:48:55 ▶ of water sister two with um a gravity

4:48:59 ▶ fed uh Outlet on the bottom that's great

4:49:02 ▶ thank

4:49:03 ▶ you Mr Romero so I would had a chance to

4:49:07 ▶ tour the facility with principal bidd

4:49:10 ▶ and now the drainage aspect the gutters

4:49:13 ▶ is key cuz if we don't put those gutters

4:49:16 ▶ in we're just going to destroy these new

4:49:18 ▶ Su pumps that we put in here uh one of

4:49:20 ▶ the other things that uh they where they

4:49:22 ▶ have one of the sum pumps and they

4:49:24 ▶ actually there was still water in it um

4:49:26 ▶ so I think and and it hadn't rained for

4:49:28 ▶ for

4:49:29 ▶ months they have their Garden in that

4:49:32 ▶ area what how can we figure out a way to

4:49:36 ▶ instead of pumping this water up and out

4:49:39 ▶ away from where going now have a water

4:49:42 ▶ harvesting container out there so that

4:49:45 ▶ they can where that some pump is going

4:49:48 ▶ can go into that water make have ADD Add

4:49:52 ▶ Water harvesting to that not that I want

4:49:54 ▶ to stop the budget from moving forward

4:49:57 ▶ but I think having this extra piece to

4:50:01 ▶ it or if we can do an amendment to it so

4:50:04 ▶ that it's helping them in their Garden

4:50:07 ▶ area yes uh again great question so

4:50:11 ▶ in the concept design that we submitted

4:50:13 ▶ to the City of Tucson flood control

4:50:15 ▶ district and the streets department

4:50:17 ▶ they're partnering as I said with the

4:50:19 ▶ storm water detention to see how much of

4:50:22 ▶ that rain water we can actually Harvest

4:50:25 ▶ when we submitted the initial proposal

4:50:27 ▶ the initial proposal had only identified

4:50:30 ▶ the gutters and the roof outflow uh they

4:50:34 ▶ basically said let's take a look at

4:50:37 ▶ exactly what you're saying Mr Romero on

4:50:40 ▶ taking a look at the water that is being

4:50:42 ▶ excised from these Sun Pumps and maybe

4:50:45 ▶ capture that also as long as we can

4:50:47 ▶ maintain our percentage per development

4:50:50 ▶ for onw site detention and that's what

4:50:53 ▶ they're actually reviewing right now to

4:50:56 ▶ see how we can actually so there's five

4:50:59 ▶ total sump pumps uh throughout the site

4:51:02 ▶ and they're looking at capturing what we

4:51:04 ▶ can do to capture that amount of water

4:51:08 ▶ and utilize it on the campus also so and

4:51:11 ▶ the discussion that we had was how can

4:51:13 ▶ we you know make this happen with a cost

4:51:17 ▶ share from the city uh storm water it's

4:51:20 ▶ basically a rain harvesting um uh

4:51:23 ▶ department at the City of Tucson and is

4:51:26 ▶ any part of this budget going to fix

4:51:29 ▶ some of the problems that were caused by

4:51:31 ▶ having these some pumps that weren't

4:51:33 ▶ working CU I know there's some

4:51:35 ▶ deterioration in one of the uh bottom uh

4:51:38 ▶ uh classrooms um and then also where the

4:51:41 ▶ water got past the sandbags and that

4:51:43 ▶ tile and that downtown area over there

4:51:45 ▶ is are those going to be affected or is

4:51:47 ▶ it just fixing it now so we don't have

4:51:50 ▶ worse problems later on that is exactly

4:51:53 ▶ what this project is strictly going to

4:51:56 ▶ address the flooding issues uh on the

4:51:59 ▶ site so we don't have that and the

4:52:01 ▶ expediency is we want to get it done

4:52:03 ▶ before uh monsoon season okay thank you

4:52:06 ▶ yes

4:52:07 ▶ sir any other questions I'll move the

4:52:10 ▶ item I'll second motion is made by Dr

4:52:13 ▶ Shaw seconded by Miss Luna Rose all

4:52:15 ▶ those in favor say I I those opposed

4:52:18 ▶ motion carries all right thank you you

4:52:20 ▶ thank you Dr thank you Dr Tri here are

4:52:24 ▶ we doing 6.4 6.5 so the recommendation

4:52:29 ▶ is for 6.4 to move it to the final

4:52:32 ▶ meeting in March save a little bit of

4:52:34 ▶ forward to it tonight on that's the one

4:52:36 ▶ thing I was keeping me going we've

4:52:38 ▶ talked enough about money uh that we can

4:52:40 ▶ do the acfr the second meeting in March

4:52:43 ▶ and the last item is approval of

4:52:44 ▶ contracts for certificated staff um just

4:52:48 ▶ because it was raised during the call to

4:52:50 ▶ the audience the board in executive

4:52:52 ▶ content does have a detailed listing of

4:52:55 ▶ all teachers by name uh we obviously

4:52:59 ▶ don't disclose that information publicly

4:53:01 ▶ for a variety of reasons however it

4:53:03 ▶ would be available through a public

4:53:05 ▶ records request uh should one be

4:53:08 ▶ made are there any questions for Mr

4:53:12 ▶ fernandz I'm going to move the item I'm

4:53:15 ▶ going to Second motion has been made by

4:53:17 ▶ myself and second my Miss Luna Rose all

4:53:20 ▶ those in favor say I I I those opposed

4:53:23 ▶ motion carries thank you thank you

4:53:26 ▶ future agenda items

4:53:31 ▶ yes yes uh board members we will be busy

4:53:34 ▶ again March 25th desegregation budget

4:53:36 ▶ development session number three we will

4:53:39 ▶ look at Magnet family and Community

4:53:41 ▶ engagement and Multicultural education

4:53:44 ▶ uh we will also have our team from tea

4:53:47 ▶ and employee relations with a proposal

4:53:49 ▶ for prop 301 pay for performance plan

4:53:52 ▶ for the upcoming school year and then

4:53:54 ▶ our Capital project recommendations to

4:53:57 ▶ the board for fiscal year 26 and we have

4:54:00 ▶ a possible purchase sale agreement that

4:54:03 ▶ might be ready uh for a public vote on

4:54:06 ▶ the sale of 1010 uh potentially for the

4:54:09 ▶ next meeting

4:54:10 ▶ okay um if there's no further business

4:54:12 ▶ this meeting stands a journ