TUSD1 - March 25, 2025 TUSD Governing Board Meeting — March 25, 2025

Meeting Details

Date: March 25, 2025
Meeting Type: Governing Board Regular Meeting
Time: 04:30 PM
Location: Duffy Community Center
Video: YouTube

People and Organizations Mentioned

Persons

Organizations

Locations

Transcript

0:00 ▶ I think so

0:02 ▶ too good evening thank you for uh

0:05 ▶ joining us today sorry we're a little

0:07 ▶ bit late executive session session ran

0:09 ▶ late um so I'd like to call our meeting

0:12 ▶ back to order uh roll call

0:14 ▶ please miss sh here miss Romeo here Dr

0:18 ▶ Ravi here miss Luna

0:21 ▶ Rose miss extrom

0:23 ▶ here uh next is the land acknowledgement

0:26 ▶ statement um given by Miss Shaw

0:35 ▶ on behalf of the governing board of the

0:36 ▶ Tucson Unified School District i s Shaw

0:39 ▶ acknowledg that the schools buildings

0:41 ▶ and Facilities of the Tucson Unified

0:43 ▶ School District reside on the ancestral

0:46 ▶ homeland of the Tona odam nation and the

0:49 ▶ federally recognized tribal land of the

0:51 ▶ pasu Yaki tribe thank you and if we

0:54 ▶ could please rise for the Pledge of

0:58 ▶ Allegiance I Al to the flag of the

1:02 ▶ United States of America and to theu for

1:05 ▶ which it stands one nation under God

1:09 ▶ indivisible with liberty and justice for

1:15 ▶ all uh next is agenda adjustments Dr

1:23 ▶ tro uh president uh extrom members of

1:26 ▶ the governing board I'd like to move up

1:28 ▶ item 8.2 we do have a guest presenter uh

1:31 ▶ for item 8.2 I'd like to request that it

1:34 ▶ follow the call to the audience item

1:38 ▶ 5.1 thank

1:40 ▶ you uh next is Awards and recognitions

1:44 ▶ Dr

1:46 ▶ tro oh and we do have interpretation

1:48 ▶ Services if anyone needs

1:56 ▶ any yeah hello Tucson unified Community

1:59 ▶ it's a pleasure to to see everybody

2:00 ▶ again here for our final governing board

2:02 ▶ meeting in the month of March uh just a

2:04 ▶ couple of items it's always great to

2:07 ▶ recognize um staff student employee and

2:11 ▶ in this case Community excellence in

2:13 ▶ service and support of our schools uh I

2:17 ▶ I had an opportunity to go out to

2:19 ▶ Lites um in uh shortly before the uh

2:24 ▶ actually right after the Christmas break

2:26 ▶ uh the winter break and I was just

2:28 ▶ absolutely floored

2:30 ▶ at the work that had been done at the

2:32 ▶ school to clear out some longstanding

2:34 ▶ challenges that the school had with some

2:36 ▶ Landscaping some weeding that needed to

2:38 ▶ be done um some painting that needed to

2:41 ▶ be done a new Garden that was waiting to

2:44 ▶ be planted and the first thing I said

2:46 ▶ was like you know who in operations came

2:49 ▶ out here this is awesome I want to I

2:51 ▶ want to figure out who this was so we

2:52 ▶ can celebrate them they said no there's

2:54 ▶ this church down the street that out of

2:57 ▶ the goodness of their hearts came onto

2:59 ▶ the campus brought heavy equipment

3:02 ▶ tractors and the like and came on and

3:04 ▶ spent an entire day beautifying the

3:07 ▶ campus uh so it's my honor today to take

3:09 ▶ a moment to recognize the outstanding

3:11 ▶ work of Zion City Church its nonprofit

3:14 ▶ Branch Zion City's Care Center for their

3:16 ▶ exceptional contributions to the

3:18 ▶ community specifically at support of lar

3:21 ▶ kei's Elementary December 1st uh they

3:24 ▶ organized and led a community event

3:26 ▶ called gratitude day benefiting both

3:28 ▶ Safford K8 and lit's Elementary thanks

3:32 ▶ to the dedication of over 1,800

3:34 ▶ volunteers more than 50 projects were

3:37 ▶ completed across both schools I'm

3:40 ▶ speaking to my experience at lares but

3:42 ▶ they also did the same thing out there

3:43 ▶ at Safford which was wonderful these

3:46 ▶ projects ranged from physical

3:48 ▶ improvements to campus

3:49 ▶ beautification uh left staff and

3:52 ▶ students with a lasting reminder of how

3:54 ▶ much their Community does care for them

3:56 ▶ and how much they do support uh their

3:58 ▶ traditional public schools in their

4:00 ▶ neighborhoods the work done by Zion City

4:03 ▶ and Zion City Care Center speaks volumes

4:05 ▶ about the power of local faith-driven

4:08 ▶ organizations uh and their ability to

4:10 ▶ make a real difference in the lives and

4:12 ▶ the experiences of not just our students

4:14 ▶ but our employees coming onto campuses

4:17 ▶ that have been beautified to further

4:19 ▶ highlight the incredible work done on

4:20 ▶ gratitude dat we do have a video

4:22 ▶ showcasing the project so we'll direct

4:24 ▶ everybody to the projector

4:28 ▶ [Music]

4:40 ▶ [Music]

4:45 ▶ [Music]

4:48 ▶ but I think the biggest gift is we can

4:51 ▶ always say look at all these people that

4:54 ▶ showed up cuz they care about you and

4:57 ▶ that is a that's a gift that you can't

4:59 ▶ put a dollar sign on that's a gift you

5:01 ▶ can't say if you do this it'll change

5:04 ▶ something that's a gift from the heart

5:06 ▶ and a gift from the heart is having

5:08 ▶ hundreds of people show up to your home

5:11 ▶ school and say you matter enough that

5:13 ▶ we're here and I think that's your

5:15 ▶ biggest

5:20 ▶ gift it just feels good to know that

5:23 ▶ people are willing to take the time and

5:27 ▶ help out little school so it's it just

5:29 ▶ feels good that there are still people

5:31 ▶ that are kind and people that are still

5:33 ▶ thinking about how can I help my

5:35 ▶ community so that's a

5:39 ▶ [Music]

5:45 ▶ blessing thank

5:47 ▶ [Applause]

5:49 ▶ [Music]

5:52 ▶ [Applause]

5:56 ▶ you in a time when so much attention is

5:58 ▶ paid to The Voice that demonize public

6:01 ▶ schools and want to dismantle public

6:03 ▶ education and discredit the hard work of

6:05 ▶ our wonderful teachers and Educators and

6:08 ▶ disregard our needs for Capital funding

6:11 ▶ and adequate resources for the

6:12 ▶ communities that we serve organizations

6:15 ▶ like Zion Church very quietly get up get

6:18 ▶ out and do something about it and they

6:20 ▶ lead with their hearts and so tonight I

6:23 ▶ want to recognize uh I've got a

6:25 ▶ representative from Zion City Church and

6:27 ▶ Zion City Care Center here this even I'd

6:29 ▶ like to present them with the

6:30 ▶ superintendence award for excellence for

6:33 ▶ their excellence in service and

6:35 ▶ commitment to our school community so

6:37 ▶ come on forward

6:39 ▶ [Applause]

7:01 ▶ [Applause]

7:06 ▶ ladies and gentlemen we just recognized

7:07 ▶ David rivetta director of operations at

7:09 ▶ Zion City Care Center thank you uh and

7:13 ▶ Scott hatl campus pastor at Zion City's

7:17 ▶ Santa Cruz campus it was their

7:19 ▶ leadership and dedication that brought

7:22 ▶ the Day of Service to fruition so one

7:24 ▶ more round of applause for them

7:29 ▶ [Applause]

7:33 ▶ uh the next uh uh recognition is uh it's

7:37 ▶ a it's a Bittersweet for me um because

7:40 ▶ it's the moment has come for us to say

7:42 ▶ goodbye and farewell and good luck to a

7:44 ▶ trusted member of our team uh we want to

7:48 ▶ highlight take a moment to highlight the

7:49 ▶ service of Mr Blaine Young Who for the

7:52 ▶ last seven years has also LED with his

7:55 ▶ heart uh since he joined our team back

7:58 ▶ in 2018

8:00 ▶ one of the things that I and I shared

8:02 ▶ with the team this morning as we

8:04 ▶ gathered to to say goodbye to Blaine one

8:06 ▶ of the things that radiated from Blaine

8:09 ▶ immediately from the first moments that

8:10 ▶ I met him was his belief and faith in

8:13 ▶ public schools and his story about how

8:16 ▶ his public school education changed the

8:18 ▶ course of his life I always say to my

8:21 ▶ team members to be able to serve on my

8:22 ▶ team you got to believe two things

8:24 ▶ number one that public schools are

8:26 ▶ transformational institutions that

8:28 ▶ change lives for the better and number

8:31 ▶ two you have to believe that no matter

8:33 ▶ what area of the district you're coming

8:35 ▶ in to work for transportation counseling

8:39 ▶ operations custodian classroom teacher

8:41 ▶ principal you have to believe that at

8:43 ▶ the heart of that work is that classroom

8:45 ▶ teacher and everything that we do is

8:47 ▶ built around supporting that classroom

8:50 ▶ teacher and Blaine radiated that and he

8:52 ▶ came in and I often say this he came in

8:55 ▶ as the Right leader at the right time

8:57 ▶ for the right organization that had

8:59 ▶ struggled with leadership in the

9:01 ▶ operations area struggled to effectively

9:04 ▶ model visibility accessibility and

9:07 ▶ responsiveness to our School principles

9:09 ▶ and our sites uh struggled to

9:12 ▶ collaborate effectively across

9:14 ▶ departments departments across the

9:16 ▶ district and with our sites and Blaine

9:18 ▶ completely changed that narrative and it

9:21 ▶ is through his greatest strength which

9:24 ▶ he's very knowledgeable in in

9:25 ▶ informational technology and he's very

9:27 ▶ knowledgeable in all all areas of

9:29 ▶ operations but Blain's biggest strength

9:31 ▶ is the grace for which he leaves uh no

9:34 ▶ situation has ever been too conflictive

9:36 ▶ for him has been too confrontational has

9:38 ▶ been too heated whether he's had to step

9:40 ▶ in and mediate with a neighborhood

9:42 ▶ association upset with the district or

9:45 ▶ work with our unions our associations on

9:47 ▶ some Labor Management challenges or sit

9:50 ▶ and listen to an employee experiencing

9:52 ▶ challenges whether it was a management

9:56 ▶ issue or a labor issue Blaine had always

9:59 ▶ let first compassionately empathetically

10:02 ▶ and with Grace he is going to be missed

10:04 ▶ so I want to take this opportunity to

10:06 ▶ thank him for his wonderful 7 years of

10:07 ▶ service and wish him all the best in his

10:10 ▶ new retirement Endeavors mainly being a

10:13 ▶ grandfather and enjoying his grandkids

10:15 ▶ uh and enjoying his uh his post TUSD

10:19 ▶ retirement so join me in giving a round

10:21 ▶ of applause to our outgoing chief

10:23 ▶ operations officer Mr Blain young

10:27 ▶ tonight's recipient of superintendent

10:30 ▶ award for excellence

10:38 ▶ [Applause]

11:01 ▶ thank you Dr Trio I just am really

11:04 ▶ humbled um by the

11:07 ▶ recognition really blessed to have been

11:09 ▶ part of your team from day one uh and

11:12 ▶ these wonderful people that I've uh been

11:16 ▶ able to not only call

11:18 ▶ colleagues team but friends uh this has

11:21 ▶ been amazing uh seven-year Journey here

11:25 ▶ for me and um I can't think I've told

11:28 ▶ our Dr Trio and our team um already this

11:32 ▶ but I couldn't think of a better way for

11:35 ▶ me to spend the last seven years of my

11:38 ▶ career uh there really is uh not much

11:40 ▶ work that's more gratifying than working

11:42 ▶ in a school district where you touch the

11:44 ▶ community and I was very touched by what

11:46 ▶ we saw from Zion City you know that's

11:48 ▶ it's Community Schools are not an island

11:50 ▶ unto themselves they're a representative

11:53 ▶ of the communities that they educate

11:55 ▶ kids for uh and uh so I just want to

11:58 ▶ thank you you Dr Trio I want to thank

12:01 ▶ the team that's become so precious to me

12:03 ▶ and to thank the board for uh all the

12:06 ▶ resources that you've given us to

12:08 ▶ support uh this school district I know

12:10 ▶ that it's challenging times um but I

12:14 ▶ have a great level of confidence in Dr

12:16 ▶ Trio and this team to lead the diff uh

12:19 ▶ lead the district through this difficult

12:21 ▶ uh time so I just want to say God bless

12:24 ▶ you and thank you for the opportunity

12:25 ▶ that I've had to be here part of Team TD

12:28 ▶ for these years thank you very

12:31 ▶ [Music]

12:32 ▶ [Applause]

12:39 ▶ much and

12:40 ▶ Blaine Blaine on a on behalf of a

12:44 ▶ grateful board we congratulate you we

12:46 ▶ thank you um and my only sadness is that

12:50 ▶ I've only been with you for a couple

12:53 ▶ years but thank you

13:01 ▶ president extrom that ends Awards and

13:04 ▶ recognitions uh as we transition now uh

13:07 ▶ we take this moment uh to turn it over

13:09 ▶ to our governing board president to

13:11 ▶ observe the Titanic loss that our

13:13 ▶ community sustained uh in the last uh

13:16 ▶ week with the loss of of Congressman

13:19 ▶ grala not only uh the congressman before

13:22 ▶ he was Congressman for district 7 a lot

13:24 ▶ of people I think forget that he was a

13:26 ▶ TD board member for three terms and and

13:29 ▶ so with that I'd like to turn it over to

13:30 ▶ our governing board president uh for her

13:33 ▶ words followed by a moment of silence

13:36 ▶ and then we will have a commemorative

13:37 ▶ performance of tuan's mariachi group

13:40 ▶ maachi R Alou outside uh to commemorate

13:44 ▶ his life and memory president extrom

13:47 ▶ thank you Dr tril um as you see Miss

13:51 ▶ Luna Rose is not here tonight um she

13:54 ▶ served for many years under the

13:56 ▶ congressman so she is attending his

13:59 ▶ his wake tonight and um when she returns

14:03 ▶ she will be giving um her words of how

14:07 ▶ the congressman inspired her and um just

14:11 ▶ her memories so you know I just wanted

14:14 ▶ to explain to the audience why she was

14:16 ▶ not here today but on behalf of the TSD

14:20 ▶ governing board we would like to express

14:22 ▶ our deepest condolences on the passing

14:25 ▶ of Congressman Ro

14:27 ▶ ghala our thoughts are with his wife

14:29 ▶ Ramona his daughters Adelita Raquel and

14:33 ▶ Marisa his sisters Lydia Norman Norma

14:38 ▶ and his grandchildren Adelina Raul Wen

14:42 ▶ Floyd IV and ban and his many nieces and

14:45 ▶ nephews and many others who loved

14:48 ▶ him rul got his start in politics when

14:51 ▶ he was first elected to the TD governing

14:54 ▶ board he was the first Latino School

14:57 ▶ Board member to be elected to the

14:58 ▶ district

15:00 ▶ he has many notable accomplishments

15:02 ▶ which include in

15:05 ▶ 1976 he championed introduced and

15:08 ▶ successfully secured the votes to

15:10 ▶ establish

15:12 ▶ howenstein as the First Solar heated

15:14 ▶ High School in Arizona and the first

15:17 ▶ Comprehensive High School campus fully

15:20 ▶ accessible to students with disabilities

15:23 ▶ in Pima

15:24 ▶ County in 1979 guava's advocacy resulted

15:29 ▶ in board approval to estabish to

15:31 ▶ establish Davis as a two-way dual

15:35 ▶ language Magnet School along with the

15:37 ▶ establishment of magnet programs such as

15:41 ▶ Kio and

15:43 ▶ bordon gala's board leadership and

15:46 ▶ spirited defense of Labor and advocacy

15:49 ▶ for the better te for better teacher

15:51 ▶ compensation was critical in ending the

15:54 ▶ 1978 teacher strike with a 2-year labor

15:58 ▶ agree agement that not only featured

16:00 ▶ better compensation but a more robust

16:04 ▶ health benefits at lower cost to

16:08 ▶ employees in

16:09 ▶ 1978 Gala cast his vote to form to

16:13 ▶ formally establish the original

16:16 ▶ African-American studies Department

16:19 ▶ which at that time provided courses in

16:21 ▶ black history and culture to nearly

16:24 ▶ 3,000 students in the

16:27 ▶ district in 198 three Gava championed

16:30 ▶ the board's successful vote to establish

16:32 ▶ Tucson High as a new Tucson High Magnet

16:35 ▶ School after 2 years of parent and

16:38 ▶ Community

16:40 ▶ advocacy in 1982 ghaba cast a deciding

16:44 ▶ vote to formally establish University

16:47 ▶ High School as a comprehensive High

16:50 ▶ School in its own right and moving it to

16:53 ▶ the grounds of ringcon formally

16:56 ▶ establishing R UHS

17:00 ▶ in 1985 Galo was a passionate voice all

17:04 ▶ over the community urging voters to

17:06 ▶ support a $

17:07 ▶ 47.5 million Bond and a $17 million

17:12 ▶ override which were both successful and

17:15 ▶ passed by voters that fall in 1987 Gava

17:20 ▶ Elementary School was opened in the

17:22 ▶ honor of congressman's leadership and

17:24 ▶ the legacy of his service on the

17:26 ▶ board Raul was dedic ated to and

17:29 ▶ committed to Southern Arizona and that

17:32 ▶ is something that should be

17:34 ▶ celebrated he lived a life of service to

17:36 ▶ his

17:42 ▶ community thank you Raul for your work

17:45 ▶ in this

17:46 ▶ District may your memory be a blessing

17:49 ▶ and may you rest in

17:50 ▶ peace and now if we could have a moment

17:53 ▶ of silence

18:05 ▶ thank

18:09 ▶ you at this moment we invite everybody

18:12 ▶ to step outside for an in memorian

18:14 ▶ performance of amor ETO by Tu Mari ELO

18:52 ▶ C

19:03 ▶ this is really light for me I don't know

19:05 ▶ there's a way to make it any brighter

19:26 ▶ [Music]

19:37 ▶ [Music]

19:55 ▶ oh

19:56 ▶ [Music]

20:21 ▶ spe

20:23 ▶ [Music]

20:35 ▶ [Music]

20:40 ▶ spee for speee

20:46 ▶ [Music]

20:49 ▶ [Applause]

20:51 ▶ [Music]

21:03 ▶ [Applause]

21:14 ▶ [Music]

21:19 ▶ spee spee

21:25 ▶ [Music]

21:31 ▶ [Music]

21:48 ▶ you

21:57 ▶ [Music]

22:13 ▶ [Music]

22:22 ▶ [Music]

22:27 ▶ love

22:31 ▶ [Music]

22:36 ▶ for

22:41 ▶ speech

22:42 ▶ [Music]

22:57 ▶ speee fore

23:01 ▶ [Laughter]

23:04 ▶ [Music]

23:24 ▶ [Music]

23:32 ▶ [Music]

23:35 ▶ you

23:44 ▶ [Music]

23:54 ▶ [Music]

24:01 ▶ [Music]

24:17 ▶ [Applause]

24:26 ▶ thank you ladies and gentlemen on behalf

24:28 ▶ of Maria soul and the TU Sun High

24:31 ▶ Community we'd like to express our

24:33 ▶ thanks to U representative Raul Gala U

24:37 ▶ no matter what side of the political

24:39 ▶ side you're on he worked for us all he's

24:42 ▶ a shining example for all of us and even

24:44 ▶ though he's not with us here in body he

24:47 ▶ will always remain with us in spirit I

24:49 ▶ hope that we can all

24:51 ▶ learn our district and our individual

24:54 ▶ schools forward um in the spirit of love

24:57 ▶ and peace and harmony so thank you all

24:59 ▶ for all that you do for us and uh let's

25:02 ▶ just keep moving

25:27 ▶ forward thank than you thank you thank

25:28 ▶ you thank you thank

25:47 ▶ you that

25:59 ▶ my

27:21 ▶ thank you again to um to sah

27:26 ▶ Mariachi um next we'll move on to board

27:29 ▶ member activity

27:32 ▶ reports would anybody like to go

27:36 ▶ first okay

27:39 ▶ missa good evening everyone um so I

27:43 ▶ attended the alternative education

27:45 ▶ advisory committee meeting um I believe

27:47 ▶ it was last week or the week before um I

27:50 ▶ also met with a professor from The

27:52 ▶ English Department at the University of

27:54 ▶ Arizona they're starting to do this like

27:56 ▶ uh initiative where trying to encourage

27:59 ▶ you know uh students in K12 to read more

28:02 ▶ and improve literacy rates so it was

28:04 ▶ just like you know a first meeting but

28:06 ▶ they're um having this uh read um of Ray

28:11 ▶ bradberry's the Martian Chronicles most

28:13 ▶ people don't know this but Ray Bradberry

28:16 ▶ went to school here in Tucson amphis

28:19 ▶ School District um and so I'll be

28:21 ▶ reading um a a section of that book uh

28:25 ▶ next

28:26 ▶ month um um I spoke with a reporter um

28:30 ▶ from Kon 9 about the issue at peblo high

28:34 ▶ school's uh football field that uh we've

28:36 ▶ heard about for so long and I hope that

28:38 ▶ that story kind of um brings about

28:41 ▶ change over at Pueblo so we could get

28:43 ▶ them a feel that they deserve um from

28:45 ▶ that I had a lot of people reach out to

28:47 ▶ me about other conditions um at other

28:50 ▶ high schools um and so I um you know

28:55 ▶ hope that we can uh take care of all of

28:57 ▶ our

28:58 ▶ outstanding issues with some of those

29:00 ▶ bond funds that we have um I also spoke

29:03 ▶ again with a parent about the ongoing

29:05 ▶ issue at a middle school that I

29:07 ▶ mentioned at the uh at my last board

29:10 ▶ member activity report and happy to say

29:12 ▶ that that issue is being rectified um

29:16 ▶ and then me and Miss extr met um was it

29:19 ▶ last week U but I'm looking forward to

29:21 ▶ working with her on some uh really cool

29:23 ▶ programs that uh we can both align on

29:26 ▶ and that's it for me thank thank

29:29 ▶ you thank you Dr sha thank you president

29:34 ▶ extrom so a lot of school tours over the

29:36 ▶ last month uh as we wrapped up love of

29:39 ▶ reading I had a chance uh for the first

29:42 ▶ time for most of these schools to visit

29:43 ▶ steel elementary school thank you uh to

29:46 ▶ principal Harris for the tour and

29:47 ▶ introduction to that Community Henry

29:49 ▶ Elementary School with uh principal

29:51 ▶ heminger uh and Ford Elementary School

29:54 ▶ and thank you to community Lees on

29:55 ▶ Heather Martin for the tour and

29:56 ▶ introduction to that community I had a

29:58 ▶ chance to also visit Ericson elementary

30:00 ▶ school thank you principal Romero uh

30:02 ▶ kelland Elementary uh thank you

30:04 ▶ principal Shavon and Myers Gan with

30:06 ▶ principal stepanic uh thank you everyone

30:07 ▶ for all the tours introduction I think

30:10 ▶ allot those six skills schools the first

30:11 ▶ time I had a chance to visit uh and also

30:14 ▶ reading to the students uh some great

30:15 ▶ books uh on the elementary school level

30:17 ▶ I had a chance to go to line Weaver

30:19 ▶ Elementary to read to a couple of

30:20 ▶ classes including my twins first grade

30:22 ▶ class and a fifth grade class usually

30:24 ▶ when I read I'm reading to younger

30:25 ▶ classes um and the fifth grade classes

30:28 ▶ always intimidate me a little bit so uh

30:30 ▶ uh got to get out my element and and

30:32 ▶ talk to the fifth graders there um and

30:35 ▶ also one an interesting experience for

30:36 ▶ the first time joined the virtual love

30:37 ▶ of reading with the Multicultural

30:39 ▶ curriculum Department uh and it was a

30:41 ▶ virtual Zoom uh with many students uh

30:44 ▶ some of them were our uh Tu OFA students

30:46 ▶ some of them were in classrooms around

30:49 ▶ the district uh thank you the

30:50 ▶ Multicultural um department head

30:53 ▶ rosalino Rodriguez and junko SEO for

30:55 ▶ organizing this uh this event I think

30:58 ▶ there were 300 students there and I got

30:59 ▶ to read a book uh with the Multicultural

31:02 ▶ Department uh in mind uh that was

31:04 ▶ written by an author written about uh

31:06 ▶ garat in India where my uh family is

31:09 ▶ originally from and so it was really

31:10 ▶ nice to see a story uh highlighting uh

31:13 ▶ some of the experiences from from my

31:15 ▶ Heritage I had a chance recently to

31:18 ▶ visit the magnet Department uh with Mr

31:20 ▶ Cameron taravati and thank you Aaron and

31:22 ▶ Twila for the introduction to the

31:23 ▶ department and all the work we're doing

31:25 ▶ uh for our Magnus schools and curriculum

31:28 ▶ uh and also had a chance to uh represent

31:30 ▶ the board as a liais oned audit

31:32 ▶ committee we had a meeting uh last week

31:34 ▶ uh that was very interesting and and

31:36 ▶ very informational about what's going on

31:37 ▶ in the district uh and also uh joined

31:40 ▶ the healthc care task force a few weeks

31:41 ▶ ago as we're continuing to work as a

31:43 ▶ district to figure out how we can uh

31:45 ▶ best to meet the needs of our staff uh

31:47 ▶ throughout the district on our

31:48 ▶ Healthcare benefits thank you Dr ay Mr

31:52 ▶ R all

31:54 ▶ right all right U continuing love read

31:58 ▶ as well I did that at Robinson in koreo

32:00 ▶ uh School visit principal Tom hener had

32:03 ▶ Henry one of our Henry Heroes uh he

32:05 ▶ walked me through the Intruder incident

32:07 ▶ we had last year and glad to hear the

32:10 ▶ Intruder is serving seven years in jail

32:13 ▶ I had an opportunity to visit dape at

32:15 ▶ both poie and uh duelan learned a lot

32:18 ▶ about this uh program um more L reading

32:22 ▶ at Myers gong Bonas and Kellen and we

32:26 ▶ have a shioon brother and sister combo

32:28 ▶ at Bonas and Kellen and I was made aware

32:30 ▶ just recently that they lost their

32:31 ▶ mother in early March I know they're

32:33 ▶ part of our Tucson community so our TSD

32:36 ▶ community so before I continue my border

32:38 ▶ report I just want to do a quick prayer

32:40 ▶ if anybody wants to participate little

32:42 ▶ how father please give Comfort to the

32:44 ▶ Shoni family I'm grateful for the

32:46 ▶ relationship I've been able to build

32:47 ▶ with Angela and Frankie please give them

32:49 ▶ love and support as they heal from their

32:51 ▶ loss and celebrate the memories of their

32:53 ▶ mother in your name

32:55 ▶ amen uh more love reading at fruit

32:57 ▶ endler and Whitmore and I got a and I

33:00 ▶ haven't looked at them all thank you for

33:01 ▶ Tinder I got a bunch of letters from all

33:03 ▶ the kids uh for for reading from them

33:06 ▶ over there so I'm exciting to read read

33:08 ▶ those I met with Luke at Mansfield on

33:11 ▶ his last year there and want to send him

33:13 ▶ love and prayers in his new path after

33:15 ▶ his time as principal to Ministry God

33:17 ▶ bless you and much success uh met with

33:20 ▶ Lucinda Bloom for student award ceremony

33:22 ▶ and a school visit my second longest

33:25 ▶ School visit um she's doing great things

33:27 ▶ at BL

33:28 ▶ School visit with Deborah at CEST I also

33:30 ▶ wanted to announce with uh gratitude to

33:33 ▶ Mr Valentine on the grounds Department

33:35 ▶ who from what I heard worked diligently

33:38 ▶ to fix a seis irrigation and making sure

33:40 ▶ he spent the time to do the job

33:42 ▶ correctly so thank you grounds and Mr

33:44 ▶ Valentine a school visit with Vince at

33:47 ▶ Ford they have a little Jewel on the

33:49 ▶ east side and next year they will have a

33:51 ▶ kid Co program in place so we will have

33:53 ▶ an after school program for parents that

33:55 ▶ need that service uh in that area we as

33:58 ▶ a district should celebrate and promote

33:59 ▶ this program and advertise with Ford and

34:02 ▶ potentially increase their enrollment a

34:04 ▶ special visit with hus at Deets on my

34:07 ▶ last visit to DEET they invited me for a

34:08 ▶ birthday lunch so I took them up on that

34:11 ▶ and I want to thank Julie at Deets for

34:13 ▶ the most memorable birthday uh uh that I

34:16 ▶ can remember in 54 years of life she

34:18 ▶ made homemade shredded red chili tacos

34:21 ▶ so phenominal and yes I had five uh

34:24 ▶ beans rice birthday cake and even

34:26 ▶ cupcakes and then we had to do a school

34:29 ▶ visit a walk around to walk off those

34:31 ▶ five tacos I ate um if you if you uh

34:34 ▶ basically Deets you set the bar so high

34:36 ▶ for best school visit so far I want to

34:38 ▶ say Mahalo to all of you uh finished off

34:41 ▶ with school visit with Brenda monzo met

34:43 ▶ with Norma and Kelly at Catalina High

34:45 ▶ School and Michelle at tuva got to see

34:48 ▶ how our online school handles inperson

34:50 ▶ testing today also see the Finish

34:53 ▶ remodel of their campus um since my

34:56 ▶ initial visit uh they we just starting

34:58 ▶ to remodel so thank you very

35:00 ▶ much thank you uh for me I uh did a

35:06 ▶ school visit at Utterback middle school

35:08 ▶ thank you to Ricky Valdez the vice

35:10 ▶ principal Hillary LZ from Avid zayan

35:14 ▶ Fabian the students who took me around

35:17 ▶ um they were testing that day but that

35:20 ▶ didn't stop um me from learning all

35:23 ▶ about Avid and how that is implemented

35:25 ▶ into

35:26 ▶ Utterback um it's amazing um it's just

35:30 ▶ an amazing school after that I had a

35:33 ▶ meeting with principal Tanica Sanders

35:36 ▶ and I think I spent about two hours

35:38 ▶ there really learning about Utterback

35:40 ▶ and and all of the great things that

35:41 ▶ they are doing they are a Verizon

35:44 ▶ Innovative learning campus they have

35:47 ▶ Esports and Avid uh demonstration school

35:51 ▶ so if you are in need of a middle school

35:54 ▶ please visit Utterback and all of our

35:56 ▶ middle schools I'm really pushing if you

36:00 ▶ need if your student family needs a

36:03 ▶ school to visit as many schools as you

36:05 ▶ can to get a feel for the campus and

36:07 ▶ what would be right for your student uh

36:10 ▶ next I did love of reading I finished

36:13 ▶ off my love of reading at Robinson

36:15 ▶ Elementary School thank you to Mrs gyo

36:18 ▶ and the other second grade class they

36:21 ▶ had really great questions for me

36:23 ▶ afterwards and I just love being there

36:25 ▶ they were just so loving and caring and

36:28 ▶ when they tell me that I'm 29 I I love

36:31 ▶ it even

36:32 ▶ more uh next I went to grihalva

36:35 ▶ Elementary and I read to two first grade

36:37 ▶ classrooms there and first grade keeps

36:39 ▶ you on your toes so thank you uh

36:41 ▶ grihalva and

36:43 ▶ Elementary uh and then this past weekend

36:46 ▶ my family and I including my daughter

36:48 ▶ Zoe we uh marched in the Cesar chabis

36:51 ▶ and delore haa March that started at

36:53 ▶ peblo and we walked from there to uh

36:56 ▶ rodeo park

36:58 ▶ and now I'm a track and field mom so I

37:01 ▶ attended a track and field um event at

37:04 ▶ ringcon thank you so much ringcon for

37:06 ▶ hosting the elementary um events there

37:10 ▶ for it was Bonas Whitmore

37:14 ▶ lineweaver and I know that I'm missing

37:16 ▶ someone else but it was an amazing time

37:19 ▶ everything was really great so thank you

37:22 ▶ and right after that track and field uh

37:24 ▶ meet I headed over to the bond advisory

37:28 ▶ committee meeting and I was able to uh

37:30 ▶ be there for a little bit before having

37:33 ▶ to pick up my daughter so that concludes

37:35 ▶ my board report and thank you colleagues

37:38 ▶ for all of your time and being out into

37:40 ▶ our

37:41 ▶ schools uh next we'll move on to item

37:45 ▶ 8.2 acceptance of the fiscal year annual

37:48 ▶ comprehensive financial report for the

37:51 ▶ TD School District Dr

37:54 ▶ tro is not here

38:00 ▶ oh you know what we're going to do a

38:02 ▶ call to the audience first we only have

38:05 ▶ five four speakers so go ahead Dr

38:11 ▶ sha thank you president extrom uh

38:14 ▶ president members of the public may

38:15 ▶ speak during the call to the audience

38:17 ▶ the governing board clerk shall be

38:19 ▶ responsible for recognizing speakers and

38:20 ▶ for maintaining order where it may be

38:22 ▶ appropriate those who speak in person or

38:25 ▶ want to have their comments read shall

38:26 ▶ email or call the board office or

38:28 ▶ complete a request to address the board

38:30 ▶ form before the meeting speakers who

38:33 ▶ have not completed a request form are

38:34 ▶ not permitted to address the board the

38:36 ▶ speaker must State their full name and

38:38 ▶ topic prior to addressing the board

38:40 ▶ speakers are encouraged to be brief with

38:42 ▶ a maximum time of three minutes while

38:44 ▶ more than one speaker may speak together

38:46 ▶ in the time allowed speakers are

38:47 ▶ reminded that they are not allowed to

38:49 ▶ speak more than once and they may not

38:51 ▶ transfer or delegate their time to

38:52 ▶ others if there are documents for the

38:54 ▶ board please give them to the board

38:56 ▶ office staff and they will ensure each

38:57 ▶ board member receives a copy those

38:59 ▶ attending the meeting and are speaking

39:01 ▶ before the board shall observe rules of

39:03 ▶ Good Conduct speakers shall also refrain

39:05 ▶ from inappropriate or slanderous remarks

39:07 ▶ and because TD serves students from

39:09 ▶ preschool through High School speakers

39:11 ▶ should be aware there may be children

39:13 ▶ present and listening at the end of the

39:15 ▶ call to the audience the governing board

39:17 ▶ president will ask if any board member

39:18 ▶ wishes to respond to a criticism wish to

39:21 ▶ ask staff to review a matter or wish to

39:23 ▶ ask that a matter be put on a future

39:24 ▶ agenda no more than two members May

39:26 ▶ address each topic

39:28 ▶ all right we have four speakers tonight

39:30 ▶ all in person we're going to start with

39:32 ▶ Dr Teresa Toro followed by Jerry

39:33 ▶ Schuster terara rackliff and Peter

39:39 ▶ norquist hello good evening just for

39:41 ▶ clarification so I have two Academy

39:43 ▶ students that are with me that would

39:44 ▶ like to speak towards the topic is that

39:46 ▶ okay yes that's fine all right as long

39:47 ▶ as it's within the three minutes right

39:49 ▶ okay so um our topic is about the U

39:53 ▶ Pueblo College Preparatory Academy and

39:56 ▶ with me um Dr Teresa Toro and with me is

39:59 ▶ Esmeralda almasan and Marta sari and um

40:02 ▶ to begin I think it's very appropriate

40:04 ▶ that uh also when uh Congressman Galva

40:09 ▶ was serving on the TD governing board he

40:12 ▶ also in the 80s uh pushed for a plan

40:15 ▶ called the Pueblo plan so that Pueblo

40:17 ▶ High School wouldn't be closed and so

40:19 ▶ here we are now many years later talking

40:21 ▶ about the public College Prep Academy so

40:23 ▶ I'm really thankful to Governor Galva

40:25 ▶ for that as well um um the the publico

40:28 ▶ college preparator academy we've been

40:30 ▶ working on it to build it since

40:33 ▶ 2008 but it was formally launched um and

40:35 ▶ established in

40:37 ▶ 2019 with the um in in collaboration

40:40 ▶ with me and um uh David mono assistant

40:44 ▶ principal who passed away um several

40:47 ▶ years ago and we now have over 210

40:50 ▶ members in the peo college prep academy

40:53 ▶ and they all share three goals in common

40:55 ▶ one is that they want to be able to have

40:58 ▶ a rigorous four-year plan so that they

41:00 ▶ can apply and potentially be accepted to

41:02 ▶ prestigious colleges and universities be

41:04 ▶ academically ready to attend these

41:06 ▶ schools and to have as many scholarships

41:08 ▶ as possible to be able to pay and

41:10 ▶ graduate potentially debt free from

41:12 ▶ these institutions and so um part of the

41:15 ▶ plan is that they have to do community

41:16 ▶ service or Capstone work and we just

41:19 ▶ have had um ivy league students uh go

41:22 ▶ our peblo students go on the ivy league

41:24 ▶ trip we're wanting to also extend it to

41:27 ▶ the West Coast trip and we're wanting um

41:30 ▶ to talk later not right now obviously

41:32 ▶ but for logistical support to increase

41:34 ▶ the number of Academy students at Pueblo

41:36 ▶ as well as um funding support and

41:39 ▶ professional clothing we get

41:41 ▶ professional clothing donations both new

41:43 ▶ and lightly used for our students that

41:45 ▶ get to go uh to have these interviews

41:48 ▶ with uh for scholarships for colleges

41:51 ▶ and to attend um very important events

41:54 ▶ that we are that we are asked to attend

41:56 ▶ with our principal

41:57 ▶ so without further Ado I would like um

41:59 ▶ my Academy students to speak on their

42:02 ▶ experience with the

42:04 ▶ academy hi good evening my name is

42:06 ▶ Martha sari and I want to speak to our

42:09 ▶ four-year plan that we follow here in

42:12 ▶ the brochures so throughout that um the

42:16 ▶ plan here it we follow it so it's

42:20 ▶ important as a first gen student as we

42:23 ▶ are um for us to follow this plan made

42:26 ▶ because not many many of us know um what

42:29 ▶ we need to do so her taking a village

42:33 ▶ upon herself to have this plan for us

42:36 ▶ has been

42:38 ▶ great um yeah of course to reiterate

42:41 ▶ what she said it does take a village and

42:43 ▶ um especially being a first generation

42:44 ▶ student and growing up with my elderly

42:46 ▶ grandmother the academy helped me um so

42:48 ▶ that it kind of set that foundation and

42:50 ▶ a plan for me to attend so this fall I'm

42:52 ▶ going to attend yellow University and so

42:53 ▶ the academy has helped me with that

42:55 ▶ that's great thank you

43:03 ▶ thank you next we have Jerry Schuster

43:05 ▶ followed by Tara

43:11 ▶ Ratcliffe good evening board president

43:13 ▶ xtram members of the governing board Dr

43:16 ▶ tril councel Ross and staff and once

43:18 ▶ again thank you for this opportunity to

43:20 ▶ speak before you first I want to express

43:22 ▶ my condolences to the grala family and

43:24 ▶ to express my gratitude to the Gava

43:26 ▶ family for for all their years of public

43:28 ▶ service tonight I want to briefly give

43:31 ▶ some positive feedback about the new

43:32 ▶ digital Hall Pass system right now only

43:35 ▶ a few schools are using it and uh two of

43:38 ▶ them happen to be the two schools I

43:39 ▶ subed namely the schools I attended all

43:41 ▶ those years ago two sonai and mansfeld

43:44 ▶ so I've become quite familiar with the

43:46 ▶ hall pass system and there are several

43:48 ▶ advantages of to using that system first

43:51 ▶ off it makes it easy to keep track of

43:53 ▶ when a student left the class how long

43:55 ▶ the student was out where the student

43:56 ▶ was going going so it's easy to to keep

43:59 ▶ uh to keep logs keep records another

44:02 ▶ advantage that both the from the sending

44:05 ▶ end and the receiving end you could see

44:07 ▶ what's happening if um if let's say I

44:10 ▶ send a hall pass or a student to a hall

44:12 ▶ pass to the on a hall pass to the

44:14 ▶ nurse's office or the counselor the the

44:17 ▶ people on the other end can see it as

44:19 ▶ well they get alerted to um oh a

44:21 ▶ students on the way over here and then

44:23 ▶ if let's say a student shows up tardy

44:25 ▶ and checks in with the attendance office

44:27 ▶ that I could uh see readily the the pass

44:29 ▶ coming that the students on the way to

44:31 ▶ to the class I'm in so those are two

44:34 ▶ advantages right off the bat and another

44:37 ▶ uh Advantage is that it's actually more

44:39 ▶ secure because as we all know if you use

44:42 ▶ the old the oldfashioned paper hall

44:44 ▶ passes inevitably a pad of passes is

44:47 ▶ going to disappear and should we say

44:49 ▶ fall into the wrong hands using the

44:51 ▶ digital path certainly addresses that

44:53 ▶ system and another advantage of is that

44:57 ▶ well here at TD of course we all talk

44:59 ▶ about we want to go green and there are

45:01 ▶ many things we're doing in that regard

45:03 ▶ well this would help in that in that way

45:05 ▶ as well because if you eliminate one use

45:08 ▶ of paper and have it all digital well

45:10 ▶ right there we're using that much less

45:12 ▶ paper so it's consistent with with

45:14 ▶ everything else that we want to do as we

45:16 ▶ go green and uh it's right in line with

45:20 ▶ with things like having lessons done on

45:22 ▶ uh on platforms like canvas clever what

45:25 ▶ have you so again it helps in that

45:27 ▶ regard as well that that would helps us

45:30 ▶ fulfill our mission in that direction

45:32 ▶ and once again thank you all very much

45:33 ▶ and have a good

45:36 ▶ evening all right next we have Tara

45:38 ▶ radliff followed by Peter

45:48 ▶ [Music]

45:52 ▶ NorQuest my name is Tara radliff I'll be

45:55 ▶ speaking about AI you've been using the

45:57 ▶ last few years as a springboard to embed

45:59 ▶ more technology into TD pushing children

46:03 ▶ towards increased screen time Studies

46:06 ▶ have shown that excessive screen time

46:07 ▶ and media multitasking can negatively

46:10 ▶ affect executive functioning sensory

46:12 ▶ motor development and academic outcomes

46:15 ▶ early screen exposure has been

46:17 ▶ associated with lower cognitive

46:19 ▶ abilities and academic performance in

46:22 ▶ later years language development is also

46:25 ▶ affected it diminishes the quantity it

46:27 ▶ and quality of interactions between

46:30 ▶ children and caregivers it leads to

46:32 ▶ problems in social emotional development

46:34 ▶ including obesity sleep disturbances

46:36 ▶ depression and anxiety it can impair

46:39 ▶ emotional comprehension promote

46:41 ▶ aggressive behavior and hinder social

46:43 ▶ and emotional competence there are also

46:46 ▶ risks with generative AI like chat GPT

46:49 ▶ which have led to Children committing

46:52 ▶ suicides children need away uh time away

46:55 ▶ from technology to let their minds

46:57 ▶ wander to encourage creativity and

47:00 ▶ Innovation regarding security Andrew

47:03 ▶ lone a senior fellow at the center for

47:05 ▶ security and emergency emerging

47:07 ▶ technology at Georgetown University and

47:10 ▶ colleagues have worked at drawing

47:12 ▶ attention to Growing body of academic

47:14 ▶ research showing that Ai and machine

47:16 ▶ learning algorithms can easily be

47:19 ▶ attacked in many different ways why does

47:22 ▶ this policy only highly encourage staff

47:24 ▶ to take AI training before using it no

47:27 ▶ training will lead to breaches hacking

47:29 ▶ and student privacy violations the

47:32 ▶ policy states no pii sensitive or

47:35 ▶ confidential information shall shall be

47:37 ▶ processed by AI systems without proper

47:41 ▶ authorization and safeguards so you can

47:45 ▶ and will allow generative AI access to

47:48 ▶ sensitive student information how is

47:50 ▶ that safeguarding their data employees

47:52 ▶ are subject to discipline for misuse but

47:55 ▶ what about the damage can do to students

47:57 ▶ who's responsible for that human jobs at

48:00 ▶ risk in 2 years tosd will be in a budget

48:04 ▶ deficit will implementing AI use now

48:07 ▶ give you the excuse to get rid of

48:08 ▶ teachers or other staff because they're

48:10 ▶ an extra expense that can be cut from

48:13 ▶ the budget don't forget the policies can

48:16 ▶ be updated at any time this policy could

48:19 ▶ be edited next year to remove the AI

48:21 ▶ should not replace human Educators

48:24 ▶ administrators or staff in prepar

48:27 ▶ for a budget deficit I urge you to vote

48:30 ▶ no on item

48:32 ▶ 8.3 and also for clarity the board rules

48:35 ▶ are you're not supposed to submit your

48:36 ▶ time to other speakers and you just

48:38 ▶ allowed

48:40 ▶ that right next we have Peter

48:49 ▶ NorQuest all right good evening members

48:52 ▶ of the governing board uh superintendent

48:54 ▶ tril um I am also interested in

48:57 ▶ addressing uh item 8.4 uh the second

49:00 ▶ read of AI use and education and I want

49:04 ▶ to reiterate a few concerns that I spoke

49:06 ▶ about last time I spoke on this topic

49:08 ▶ and then mention a couple more points I

49:11 ▶ read through some of the public comments

49:13 ▶ that were published and thank you for

49:15 ▶ doing so and they brought up some good

49:17 ▶ points um the first is about

49:20 ▶ plagiarism which you know as I mentioned

49:23 ▶ last time I'm glad that there are safety

49:25 ▶ uh there are some guardrails that are

49:27 ▶ being mentioned uh to be put in place if

49:30 ▶ this is adopted but uh plagiarism is

49:34 ▶ something that has become a huge issue

49:37 ▶ with the proliferation of AI programs

49:40 ▶ and one way to think of this is that can

49:42 ▶ be iterative so uh AI programs right now

49:46 ▶ have been called out because they will

49:47 ▶ scour uh the internet and uh copy

49:51 ▶ information without giving attribution

49:53 ▶ and configure it in a new way if it's

49:56 ▶ prompted to put together for example an

49:57 ▶ essay on a topic this then can be

50:01 ▶ referred to if it's released back into

50:03 ▶ the online environment and be copied

50:05 ▶ again in its new

50:07 ▶ configuration that process will iterate

50:09 ▶ to the point where original content is

50:11 ▶ never attributed but be it eventually

50:13 ▶ becomes obscured so nobody realized that

50:16 ▶ plagiarism is even happening data

50:19 ▶ collection is another uh point that is

50:21 ▶ important to know about uh one uh

50:24 ▶ parallel that I could cite is what's

50:26 ▶ gone on with 23 and me the ancestry

50:28 ▶ company that's declaring bankruptcy

50:30 ▶ right now that had stringent uh privacy

50:33 ▶ rules which are now becoming defunct

50:35 ▶ because it's changing hands you can't uh

50:39 ▶ anticipate that the same thing would not

50:40 ▶ necessarily happen with the data

50:42 ▶ collected here

50:45 ▶ um one of the big points I want to make

50:47 ▶ is that AI is being normalized in

50:49 ▶ everyday life right now at a pace that I

50:53 ▶ think is actually very worrying and

50:55 ▶ counterproductive and people people are

50:56 ▶ being conditioned to accept AI taking on

50:58 ▶ various functions in their lives

51:00 ▶ throughout multiple domains before it is

51:04 ▶ really uh examined and studied uh you

51:07 ▶ know what the effects are going to be of

51:09 ▶ this AI penetration into our lives one

51:13 ▶ thing I'm observing is a loss of

51:14 ▶ sovereignty including a loss of ability

51:17 ▶ you know the atrophy of brain use think

51:18 ▶ of people not being able to navigate

51:20 ▶ anymore without GPS not being able to

51:23 ▶ recall phone numbers um those are just

51:25 ▶ indicative of a number of functions that

51:27 ▶ people are going to be losing and then

51:29 ▶ as mentioned loss of jobs in Workforce

51:32 ▶ is always a

51:33 ▶ concern um ultimately I think a lot of

51:37 ▶ this is disempowering and convenience

51:39 ▶ isn't always a good thing so I just want

51:41 ▶ to say uh TD has a chance to be a leader

51:45 ▶ in minimizing AI in the school system it

51:48 ▶ doesn't mean you're tgn aphobic and it's

51:49 ▶ not a race but saying no to AI will

51:52 ▶ provide students with more confidence

51:53 ▶ and selfreliance thank you for your time

51:59 ▶ Peter and president next ICL call to the

52:01 ▶ audience thank you Dr Shaw would any

52:04 ▶ member like to um speak on anyone to

52:07 ▶ call to Yes Dr Shaw uh thank you

52:10 ▶ president extr thank you Dr Toro for uh

52:13 ▶ coming to talk about the Pueblo prep

52:15 ▶ academy uh I learned about it for the

52:16 ▶ first time just a few weeks ago when I

52:18 ▶ visited PUO high school and I think it's

52:20 ▶ a a great program to highlight uh Dr Tri

52:23 ▶ I love you know I know we we always talk

52:24 ▶ about having Arts and Music and other

52:26 ▶ programs prrs come here begin meeting i'

52:27 ▶ love to highlight some of our academic

52:29 ▶ programs as well I know it's it's easy

52:31 ▶ to um to say negative things about our

52:33 ▶ district but we're doing some amazing

52:35 ▶ things um in all of our schools and and

52:37 ▶ highlighting these kinds of programs

52:38 ▶ whether in your superintendent report or

52:40 ▶ and highlighting the students you know

52:41 ▶ that are going to these amazing um uh

52:43 ▶ colleges and universities after

52:45 ▶ graduation uh from schools that we we

52:48 ▶ that traditionally haven't sent uh kids

52:49 ▶ to those campuses I think is really

52:51 ▶ important to be able to highlight uh

52:53 ▶ thank you Jerry for bringing up some

52:54 ▶ positive feedback we don't get too much

52:55 ▶ positive feedback programs that are

52:57 ▶ working so I appreciate that uh Miss

52:59 ▶ radliff I think you know we can agree on

53:00 ▶ the screen time I think that's a big

53:02 ▶ issue uh that we're having in our

53:04 ▶ district um for our students um this

53:06 ▶ worldwide right now and love to kind of

53:08 ▶ brainstorm how we can try to get back to

53:10 ▶ more traditional uh books and paper and

53:12 ▶ pencil for a lot of our students and one

53:15 ▶ last comment about President exam again

53:17 ▶ what our where will say is while more

53:18 ▶ than one speaker may speak together and

53:19 ▶ time allows so more than one speaker may

53:21 ▶ speak together time allowed uh speakers

53:23 ▶ are reminded they are not allowed to

53:24 ▶ speak more than once and they may not

53:25 ▶ transfer or delegate their time to

53:27 ▶ others the intention of that is not have

53:28 ▶ a speaker come in over and over again

53:30 ▶ with one person saying more than 3

53:32 ▶ minutes worth of things that's the

53:33 ▶ intention for that thank you

53:37 ▶ Misha thanks to everyone who spoke today

53:41 ▶ um I would like to put on a future

53:43 ▶ agenda um the peblo college preparatory

53:46 ▶ academy uh spoken about by Dr Toro and

53:49 ▶ the two students who were here um I

53:51 ▶ think they're doing fabulous work like

53:54 ▶ all the students at peblo who are are

53:56 ▶ attending Ivy League schools now I think

53:58 ▶ it's um something that we should learn

54:01 ▶ more about and maybe see how we can

54:03 ▶ expand their program at other schools or

54:05 ▶ apply what they've done um to other

54:07 ▶ school programs thank you Mr Schuster

54:09 ▶ for talking about the the digital Hall

54:12 ▶ Pass I didn't know much about it um but

54:14 ▶ I'm intrigued and I wonder if um you

54:16 ▶ know if we implement the digital Hall

54:18 ▶ Pass elsewhere perhaps we can uh

54:21 ▶ increase our um average daily membership

54:24 ▶ and then um also thank thank you to uh

54:27 ▶ Mr NorQuest and Miss rediff for um your

54:30 ▶ comments about the AI

54:35 ▶ policy okay thank you that concludes

54:37 ▶ call to the audience next we'll move on

54:39 ▶ to item

54:40 ▶ 8.2 which is acceptance of the fiscal

54:43 ▶ year 24 annual comprehensive financial

54:46 ▶ report for TUC Sun Unified School

54:48 ▶ District Dr

54:50 ▶ Trill an Exum I'd like to welcome our uh

54:54 ▶ Chief uh Financial Officer Mr Ricky

54:56 ▶ herandez uh to introduce the item it's

54:59 ▶ our annual presentation and acceptance

55:01 ▶ of the annual comprehensive financial

55:03 ▶ report which also features a public

55:05 ▶ hearing portion that will also be open

55:09 ▶ uh for public uh feedback and I think we

55:12 ▶ also have um Mr hinfi uh here also ready

55:16 ▶ to to present the particulars so with

55:18 ▶ that we'll we'll turn it over to you Mr

55:19 ▶ randis yeah so good evening board

55:21 ▶ members um this is the annual uh

55:24 ▶ communication to you as the governing

55:25 ▶ board on on the uh annual comprehensive

55:28 ▶ financial report so just as a quick

55:30 ▶ reminder this is a a report that we are

55:32 ▶ required to compile every single year on

55:34 ▶ our financial statements and the

55:36 ▶ essentially the state of the finances of

55:38 ▶ the school district from uh an external

55:40 ▶ auditor um we have uh Christopher

55:43 ▶ heinfeld here from heinfeld meech who

55:45 ▶ will guide you through this presentation

55:47 ▶ um the audit committee actually received

55:49 ▶ this presentation in late February um

55:52 ▶ they uh as noted in your board agenda

55:55 ▶ item they are actually recommending to

55:57 ▶ you that you accept the annual

55:59 ▶ comprehensive financial report but we

56:02 ▶ are presenting you um giving you this

56:04 ▶ presentation for your feedback and your

56:06 ▶ questions so I'll pass it over to

56:11 ▶ [Music]

56:17 ▶ Chris all right thank you governing

56:20 ▶ board or Madame President governing

56:22 ▶ board members Dr Tru for uh inviting me

56:25 ▶ here this evening to present to you on

56:28 ▶ the annual comprehensive financial

56:29 ▶ statements or or report um I've got a

56:33 ▶ lot of slides about the report but

56:34 ▶ there's some required Communications to

56:37 ▶ governance that being yourselves that

56:39 ▶ I'd like to go through that go in

56:40 ▶ conjunction with this report usually

56:43 ▶ they're communicated through a letter

56:44 ▶ that we typically will issue at the end

56:46 ▶ of the audit that goes in more detail of

56:48 ▶ these matters but since I'm here I'd

56:49 ▶ like to at least summarize some of them

56:51 ▶ for you um but before we get there I did

56:54 ▶ just want to provide a brief background

56:56 ▶ about our firm we're a local firm here

56:58 ▶ in Arizona we have offices in Tucson

57:00 ▶ Scottdale and Flagstaff about 55

57:03 ▶ employees and we primarily focus on

57:06 ▶ governmental and nonprofit audit and

57:08 ▶ Consulting work um it it's really what

57:11 ▶ we were founded on uh about 40 years ago

57:15 ▶ we we also did approximately 85 School

57:18 ▶ District audits this past

57:22 ▶ year um some of the team members I I was

57:25 ▶ introduced I'm the audit partner on the

57:27 ▶ TD engagement our audit lead or or your

57:31 ▶ main contact is Cara Curtis she's an

57:34 ▶ audit manager out of our Tucson office

57:36 ▶ she has 14 years of experience and has

57:39 ▶ supervisory experience of over 130

57:42 ▶ financial and compliance School District

57:44 ▶ engagements I've been with our firm for

57:47 ▶ 18 years and have experienced with

57:49 ▶ over 140 School District compliance and

57:53 ▶ financial statement engagements so we've

57:54 ▶ worked with a lot of school district

57:56 ▶ districts our firm specializes in this

57:59 ▶ and in the range of school districts

58:01 ▶ range from school districts bigger than

58:02 ▶ TD to those school districts with only

58:05 ▶ an ADM of maybe one or 200 so we see the

58:09 ▶ full gamut of the school districts here

58:11 ▶ in

58:12 ▶ Arizona some of that required

58:14 ▶ communication to you is is the audit

58:16 ▶ timeline when we issue the audit

58:18 ▶ engagement letter that's beginning of

58:19 ▶ the audit this occurred in May

58:21 ▶ throughout the course of of last year we

58:23 ▶ had several onsite and remote or Virtual

58:27 ▶ Field Works throughout the year as you

58:28 ▶ can see noted and then at the end on on

58:31 ▶ February 19th we did present the annual

58:33 ▶ comprehensive financial report to your

58:35 ▶ audit committee and had some really

58:37 ▶ great discussions with them about the

58:39 ▶ content of the report as well as some

58:41 ▶ matters that I'll try to go over as we

58:44 ▶ go through this

58:45 ▶ presentation uh the scope of services is

58:48 ▶ we're really doing what we call almost

58:49 ▶ three different audits here we're doing

58:51 ▶ an audit in accordance with us generally

58:53 ▶ accepted auditing standards and audit in

58:56 ▶ accordance with government auditing

58:57 ▶ standards and an audit in accordance

58:59 ▶ with uniform Guidance the latter two

59:02 ▶ government auditing standards and

59:03 ▶ uniform guidance really relate to the

59:05 ▶ single audit report that the the audit

59:08 ▶ committee reviewed at their last meeting

59:11 ▶ the audit in accordance with generally

59:12 ▶ accepted auditing standards is the audit

59:15 ▶ opinion that's in the act for that I'll

59:16 ▶ be discussing tonight we also did

59:18 ▶ complete the usfr compliance

59:20 ▶ questionnaire which is a state mandated

59:22 ▶ questionnaire for the school districts I

59:25 ▶ always like to talk about

59:26 ▶ responsibilities it's in all our

59:27 ▶ independent auditor reports but our

59:30 ▶ responsibilities are to provide

59:33 ▶ reasonable but not absolute assurance

59:34 ▶ that the financial statements are

59:36 ▶ materially correct and can be relied

59:37 ▶ upon typically that relates to your

59:40 ▶ external

59:41 ▶ stakeholders examples would maybe be if

59:43 ▶ the State of Arizona was using the act

59:45 ▶ for your bond holders Bond rating

59:47 ▶ agencies will often look at it but it's

59:50 ▶ often used by yourselves and other other

59:53 ▶ members of the

59:54 ▶ Community Management and the board is

59:57 ▶ ultimately responsible for the financial

59:59 ▶ statements in this report though and

1:00:01 ▶ then we always like to talk about fraud

1:00:03 ▶ we didn't discover any fraud during our

1:00:05 ▶ audit at TD I'm glad to say but I like

1:00:08 ▶ to make sure I reiterate where the

1:00:10 ▶ responsibilities of that lie the

1:00:12 ▶ responsibilities for establishing

1:00:14 ▶ internal controls and detecting fraud

1:00:16 ▶ relate to the board and management our

1:00:18 ▶ responsibilities are to make sure we're

1:00:20 ▶ inquiring of individuals at the district

1:00:23 ▶ whether it be board members management

1:00:25 ▶ or other employ employes whether they're

1:00:26 ▶ aware of fraud or non-compliance as well

1:00:29 ▶ as developing any other additional

1:00:31 ▶ procedures we perform a lot of data

1:00:33 ▶ analytics to identify areas of financial

1:00:36 ▶ anomalies where maybe it looks like the

1:00:39 ▶ data isn't accurate and we specifically

1:00:41 ▶ hone in on test work related to those

1:00:43 ▶ items in trying to ensure that we're

1:00:45 ▶ incorporating incorporating that into

1:00:48 ▶ our

1:00:48 ▶ audits we're required to let you know of

1:00:51 ▶ any new accounting policies or standards

1:00:53 ▶ that have been implemented during the

1:00:54 ▶ year gasby statement 100 which sets a

1:00:57 ▶ lot of the accounting standards was was

1:00:59 ▶ implemented by the district but didn't

1:01:01 ▶ really have a huge or significant

1:01:03 ▶ impact accounting estimates is another

1:01:06 ▶ one useful lives of depreciable assets

1:01:09 ▶ insurance claims that have been occurred

1:01:11 ▶ but maybe not reported and then

1:01:12 ▶ assumptions used in the Actuarial

1:01:14 ▶ evaluations of the pension and oped

1:01:16 ▶ plans and that's typically handled by

1:01:18 ▶ asrs the the state pension plan um one

1:01:22 ▶ of the discussions we did have during

1:01:23 ▶ our audit Committee Member fol during

1:01:25 ▶ the audit committee presentation really

1:01:27 ▶ focused around those useful lives of

1:01:29 ▶ depreciable assets and capital Assets in

1:01:31 ▶ general Capital assets are valued at a

1:01:33 ▶ historic cost that may come to a shock

1:01:36 ▶ to some individuals but it's not a

1:01:38 ▶ something that's adjusted each year

1:01:40 ▶ based on fair market value so when

1:01:43 ▶ something's purchased that's the cost

1:01:45 ▶ whether it was purchased 10 years ago or

1:01:47 ▶ or yesterday the fixed assets are valued

1:01:50 ▶ based on that historical or Purchase

1:01:52 ▶ cost non- audit Services we talked about

1:01:55 ▶ the the board and management being

1:01:57 ▶ ultimately responsible for the for the

1:01:59 ▶ financial statements we do assist in the

1:02:01 ▶ preparation of those financial

1:02:02 ▶ statements as well as the notes to the

1:02:04 ▶ financial statements including the the

1:02:07 ▶ SE and the data collection form which

1:02:08 ▶ are on the federal side relating to S

1:02:10 ▶ the single audit report now we do

1:02:14 ▶ perform some conversion journal entries

1:02:16 ▶ to take the district's accounting

1:02:17 ▶ records to make sure they're in line

1:02:19 ▶ with the different basis of accounting

1:02:20 ▶ that are used in the

1:02:22 ▶ report some other required

1:02:24 ▶ Communications I did want to talk about

1:02:26 ▶ tonight are that if we did have any

1:02:27 ▶ disagreements with management if we did

1:02:30 ▶ feel like management was unwilling to

1:02:32 ▶ provide certain representations we'd be

1:02:34 ▶ required to disclose those to you and

1:02:36 ▶ I'm happy to say that we did not have

1:02:38 ▶ any of those instances and then lastly

1:02:41 ▶ we always assess our independence it's

1:02:43 ▶ something that we take very seriously at

1:02:44 ▶ our firm to make sure we are independent

1:02:46 ▶ from the The Entity we're auditing then

1:02:50 ▶ lastly like I mentioned all this will be

1:02:51 ▶ in a governance communication letter

1:02:53 ▶ that you will receive probably in the

1:02:55 ▶ next week or two as we finalize the

1:02:57 ▶ audit and the

1:02:59 ▶ engagement one item that I haven't

1:03:01 ▶ talked about tonight that will be in

1:03:02 ▶ that governance communication relates to

1:03:05 ▶ uncorrected or corrected misstatements

1:03:07 ▶ we are required to disclose to you any

1:03:10 ▶ misstatements that are above a certain

1:03:12 ▶ threshold or above trivial or

1:03:14 ▶ insignificant we'll be disclosing that

1:03:17 ▶ in the beginning balances for your

1:03:19 ▶ compensated absence liabilities that

1:03:21 ▶ amount is misstated in your financial

1:03:23 ▶ statements it didn't rise to the level

1:03:25 ▶ of needing to restate your financial

1:03:27 ▶ statements from the prior year and

1:03:29 ▶ that's one thing we did talk about

1:03:31 ▶ during the audit committee is

1:03:32 ▶ materiality your your District exceeded

1:03:36 ▶ $1 billion in assets this year a lot of

1:03:39 ▶ accounting firms will use a materiality

1:03:41 ▶ percentage of anywhere from 1 to 10% we

1:03:44 ▶ use usually a very conservative 1 to 2%

1:03:48 ▶ 2% of a billion is is roughly 20 $20

1:03:52 ▶ million so pretty big numbers we're

1:03:55 ▶ talking about when we talk about

1:03:56 ▶ materiality and what we look at and

1:03:58 ▶ what's reasonable for outside

1:04:01 ▶ stakeholders um the reports we're

1:04:02 ▶ issuing is the annual comprehensive

1:04:04 ▶ financial report as well as the single

1:04:06 ▶ audit report in the uniform system of

1:04:07 ▶ financial records or usfr compliance

1:04:10 ▶ questionnaire but tonight like I said

1:04:12 ▶ we're really going to focus on the

1:04:13 ▶ annual comprehensive financial

1:04:16 ▶ statements page one is a transmittal

1:04:18 ▶ letter from management to the readers of

1:04:20 ▶ that financial statements it's an

1:04:21 ▶ unaudited section page 19 is your

1:04:25 ▶ independent audit Auditor's report

1:04:26 ▶ related to the financial statements

1:04:28 ▶ we're issuing what we call an unmodified

1:04:30 ▶ or clean audit report the audit opinion

1:04:33 ▶ or or the independent Auditors report

1:04:35 ▶ describes those responsibilities we just

1:04:37 ▶ talked about between management and the

1:04:41 ▶ Auditors um and then on page SE 23 start

1:04:44 ▶ your management discussion and Analysis

1:04:46 ▶ section this is a great year-to-year

1:04:50 ▶ comparison of your financial statements

1:04:52 ▶ what happened last year versus this year

1:04:54 ▶ and identifying significant changes it

1:04:56 ▶ is an unaudited section but a section

1:04:59 ▶ that we do help the district prepare as

1:05:00 ▶ well I did include a few excerpts from

1:05:03 ▶ that section just to highlight what that

1:05:06 ▶ section really entails so your current

1:05:09 ▶ assets like we talked about exceeded a

1:05:10 ▶ billion dollars a lot of that is due to

1:05:12 ▶ the bond issuance in the influx of cash

1:05:15 ▶ and

1:05:16 ▶ Investments with that Bond issuance you

1:05:18 ▶ bring on a liability related to the bond

1:05:20 ▶ and and that's the primary reason for

1:05:22 ▶ the big increase in liabilities but also

1:05:25 ▶ due to an increase in the district's net

1:05:27 ▶ pension liability something that you

1:05:28 ▶ don't necessarily have control over it's

1:05:30 ▶ an amount determined by the Arizona

1:05:32 ▶ State Retirement

1:05:35 ▶ System when we talk about revenues and

1:05:37 ▶ expenditures and the change from year to

1:05:39 ▶ year and I know it's been talked a lot

1:05:41 ▶ about in your budget conversations the

1:05:43 ▶ lapse of the covid funding is a big

1:05:45 ▶ reason for the decrease in revenues it's

1:05:47 ▶ not the only reason but it's the most

1:05:49 ▶ significant reason um your expenditures

1:05:51 ▶ are more of a product of fluctuations

1:05:53 ▶ with some of these I don't want to call

1:05:56 ▶ them unknowns but estimates like the the

1:05:59 ▶ net pension liability

1:06:02 ▶ estimate page 37 starts the audited

1:06:05 ▶ portion of your financial statements and

1:06:06 ▶ it's your basic financial statements

1:06:09 ▶ there's two sets of financial statements

1:06:10 ▶ here and they they work differently but

1:06:13 ▶ but together they they really tell the

1:06:15 ▶ full picture the first set is your

1:06:17 ▶ government-wide financial statements and

1:06:19 ▶ those look at the district as a whole

1:06:21 ▶ one column almost trying to take the

1:06:23 ▶ approach of of a public or private

1:06:26 ▶ company rather than a government the

1:06:28 ▶ fund financial statements look at the

1:06:31 ▶ buckets of funds that the district has

1:06:33 ▶ in the mone's divided by funds the notes

1:06:35 ▶ follow the financial statements and and

1:06:38 ▶ detail a lot of great information about

1:06:40 ▶ about the lines or transactions in the

1:06:42 ▶ financial statements so we talked about

1:06:44 ▶ Capital assets their valuation is all

1:06:47 ▶ included in the notes to the financial

1:06:49 ▶ statements page 81 starts your required

1:06:51 ▶ supplementary information section this

1:06:54 ▶ information is unaudited but required by

1:06:56 ▶ gby and it's just some B TOA schedules

1:06:59 ▶ as well as some required pension

1:07:01 ▶ schedules page 87 is your supplementary

1:07:04 ▶ information so all the funds not

1:07:06 ▶ presented in the basic financial

1:07:08 ▶ statements are presented in your

1:07:09 ▶ supplementary information section that

1:07:12 ▶ includes their budget to actual analysis

1:07:14 ▶ as well and then lastly is the

1:07:16 ▶ statistical section starts on page 109

1:07:20 ▶ it's unaudited but it's a lot of 10-year

1:07:22 ▶ Trend information that may be valuable

1:07:24 ▶ to certain users users of the financial

1:07:26 ▶ statements it's not just financial

1:07:28 ▶ information it's debt capacity Revenue

1:07:31 ▶ capacity demographics economic

1:07:33 ▶ information as well as operating

1:07:42 ▶ statistics I think I may have lost the

1:07:44 ▶ clicker but I'm also think I'm pretty

1:07:47 ▶ much at the end of the

1:07:49 ▶ presentation yeah so the last slide I

1:07:51 ▶ have here is really just thinking

1:07:54 ▶ management of the district for their

1:07:56 ▶ cooperation this is a a huge undertaking

1:07:59 ▶ to to do three different audits as well

1:08:01 ▶ as the usfr compliance questionnaire we

1:08:04 ▶ touch all different

1:08:05 ▶ departments um we look at student

1:08:08 ▶ attendance we look at

1:08:09 ▶ transportation we we look at everything

1:08:11 ▶ that's in this financial report and it

1:08:13 ▶ it takes a lot to get through something

1:08:15 ▶ like this in in this type of time period

1:08:19 ▶ so definitely wanted to to thank

1:08:21 ▶ management for that and at this point

1:08:23 ▶ I'd like to open it up to any other

1:08:25 ▶ questions comments or or concerns you

1:08:28 ▶ have governing board members any

1:08:33 ▶ questions yes

1:08:37 ▶ Michelle thanks for your

1:08:39 ▶ presentation

1:08:41 ▶ um when you compiled the

1:08:44 ▶ annual comprehensive financial report um

1:08:48 ▶ who did you speak to and how many uh

1:08:51 ▶ folks did you speak to about allegations

1:08:53 ▶ of fraud

1:08:55 ▶ um I'd have to look at our audit working

1:08:58 ▶ papers to know the exact number of

1:09:00 ▶ individuals we definitely talk to a

1:09:03 ▶ board member we definitely talk to

1:09:06 ▶ certain individuals in management

1:09:08 ▶ probably usually usually Management's

1:09:10 ▶ anywhere from two to five individuals

1:09:13 ▶ and then other individuals that aren't

1:09:15 ▶ involved in the actual financial

1:09:18 ▶ statements that are outsite so it could

1:09:20 ▶ be someone in your it department or it

1:09:22 ▶ could be someone um in your

1:09:25 ▶ transportation department because we

1:09:26 ▶ want to cover all those bases but I I'd

1:09:29 ▶ have to look at our our audit working

1:09:31 ▶ papers to know the exact number and how

1:09:33 ▶ they fall into that category can you

1:09:36 ▶ give me a ballpark range like under 10

1:09:39 ▶ over yeah yeah it's it's it's under 10

1:09:41 ▶ it's it's probably between that that

1:09:44 ▶ five and 10 range probably closer to 10

1:09:46 ▶ though I see okay um because when you

1:09:51 ▶ said like you can't give us you can give

1:09:55 ▶ us reasonable but not absolute assurance

1:09:58 ▶ that the report is accurate and that

1:10:00 ▶ we're you know remaining in compliance

1:10:02 ▶ it gives me pause uh hearing that you've

1:10:04 ▶ spoken to 10 or less individuals with

1:10:07 ▶ the district as large as we are um and

1:10:10 ▶ then knowing that um in years past um

1:10:14 ▶ your organization has missed some major

1:10:17 ▶ details that um you know uh ran over

1:10:21 ▶ several million dollars um that was uh

1:10:24 ▶ withheld from teachers and other

1:10:27 ▶ staff um so with that could you tell me

1:10:31 ▶ how many hours um it took you to compile

1:10:34 ▶ this

1:10:35 ▶ report just the financial statement

1:10:38 ▶ report or just the the overall audit in

1:10:41 ▶ all the reports the overall audit um we

1:10:43 ▶ have a budget of 750 hours I'd have to

1:10:46 ▶ see where we stand right now but but I

1:10:49 ▶ feel like that budgeted number of 750

1:10:51 ▶ hours is pretty accurate 750 hours bud

1:10:55 ▶ you did and yet you spoke to under 10

1:10:58 ▶ people yes that's

1:11:01 ▶ correct yes Dr

1:11:06 ▶ Trill um expand on the work the bulk of

1:11:10 ▶ the audit is really auditing auditable

1:11:12 ▶ documents financial statements receipts

1:11:15 ▶ invoices looking at

1:11:17 ▶ structures um can you dive into that and

1:11:20 ▶ then also you ran data you ran data

1:11:23 ▶ analytics anytime you saw some Financial

1:11:26 ▶ irregularities where receipts didn't

1:11:28 ▶ match to verify whether there was an

1:11:31 ▶ irregularity or there was intent for

1:11:33 ▶ fraud can you get into that a little bit

1:11:36 ▶ more because I think I want the public

1:11:38 ▶ and the board to have an idea of what an

1:11:40 ▶ external audit is it's not necessarily

1:11:43 ▶ interviewing people it's looking at

1:11:44 ▶ records it's looking at receipts it's

1:11:47 ▶ looking for red flags it's running

1:11:49 ▶ reports I think if you can provide a

1:11:50 ▶ little bit more detail that would be

1:11:52 ▶ appreciated thank you Dr Tru yes Madam

1:11:55 ▶ president board

1:11:57 ▶ members part of the financial statement

1:11:59 ▶ audit actually doesn't revolve around

1:12:01 ▶ determining whether the district had

1:12:03 ▶ fraud or not we're issuing an opinion on

1:12:05 ▶ whether the financial statements are

1:12:07 ▶ reasonable and can be relied upon that's

1:12:10 ▶ the core of our audit now part of that

1:12:12 ▶ is looking into whether fraud occurred

1:12:15 ▶ but our audit is not designed to

1:12:18 ▶ identify fraud per se the audit's really

1:12:21 ▶ designed to make sure the numbers in the

1:12:23 ▶ financial statements are materially

1:12:25 ▶ accurate and that goes into looking at

1:12:27 ▶ numerous invoices purchase orders um

1:12:32 ▶ Personnel contracts payroll registers a

1:12:36 ▶ lot of confirmations from various state

1:12:38 ▶ and government organizations on Revenue

1:12:41 ▶ receipts um and as Dr tro mentioned we

1:12:45 ▶ do extensive work with data analytics

1:12:47 ▶ part of that is just looking at employee

1:12:50 ▶ information and comparing all that

1:12:52 ▶ employee data to your vendors and all

1:12:54 ▶ your V information and seeing what line

1:12:58 ▶ up what information lines up do you have

1:13:00 ▶ a vendor and employee that have the same

1:13:02 ▶ phone number does that that doesn't mean

1:13:05 ▶ there's fraud but

1:13:06 ▶ potentially there's an employee that's

1:13:09 ▶ being used as a vendor for your district

1:13:11 ▶ and we then need to assert whether

1:13:13 ▶ there's a conflict of interest form and

1:13:15 ▶ whether proper procurement procedures

1:13:16 ▶ have been done or is this a ghost vendor

1:13:20 ▶ that's been created and there are

1:13:21 ▶ fraudulent

1:13:22 ▶ transactions so yes that there is a

1:13:25 ▶ limited number of individuals that we

1:13:26 ▶ look at but the idea is to do the bulk

1:13:28 ▶ of the test work in terms of determining

1:13:31 ▶ whether there's material fraud in the

1:13:33 ▶ financial statements and a lot of that

1:13:35 ▶ revolves around using data analytics to

1:13:38 ▶ identify some of these anomalies could

1:13:40 ▶ be some some vendor employee addresses

1:13:43 ▶ that match as

1:13:46 ▶ well thank you um you mentioned

1:13:48 ▶ compliance of financial uh statements is

1:13:51 ▶ it also in your purview to make sure

1:13:53 ▶ that we are in compliance with the um

1:13:56 ▶ submission of other um financial

1:14:01 ▶ statements for instance um

1:14:05 ▶ the annual financial

1:14:08 ▶ report yes madame president governing

1:14:10 ▶ board members members sh yes we we do

1:14:13 ▶ look at part of the usfr compliance

1:14:15 ▶ questionnaire one of the questions is

1:14:17 ▶ did the district submit the annual

1:14:19 ▶ financial report timely um and then we

1:14:22 ▶ look at various things within that

1:14:23 ▶ annual financial report do the amounts

1:14:26 ▶ in the finan annual financial report for

1:14:28 ▶ the budget match those of of your most

1:14:31 ▶ recent revised budget do the actual

1:14:34 ▶ amounts in your annual financial report

1:14:35 ▶ or AFR match those that are in your

1:14:38 ▶ accounting records there's various other

1:14:40 ▶ procedures that we do and that's all

1:14:42 ▶ included in that uniform guid or that um

1:14:45 ▶ that usfr compliance questionnaire and

1:14:48 ▶ what was your opinion about our um

1:14:50 ▶ annual financial

1:14:52 ▶ report um I think we did note some

1:14:55 ▶ deficiencies um again i' since I'm not

1:14:58 ▶ presenting on that specific report

1:15:00 ▶ tonight and I don't have it in front of

1:15:01 ▶ me I I'd have to go back and look at

1:15:04 ▶ them but I do believe that we noted that

1:15:06 ▶ there was some differences between your

1:15:08 ▶ accounting records in the AFR and your

1:15:10 ▶ most recently revised budget in your AFR

1:15:14 ▶ um and then I'd have to to look into it

1:15:17 ▶ a little more deeply I know it was

1:15:18 ▶ presented at the recent audit committee

1:15:20 ▶ and I know there were were findings okay

1:15:23 ▶ I I bring that up because constituent

1:15:25 ▶ reported to me that um they could not

1:15:27 ▶ find the annual financial report on the

1:15:30 ▶ Arizona Department of Education website

1:15:32 ▶ and it was due on October 31st 2023 I

1:15:36 ▶ looked and I couldn't find it either I

1:15:38 ▶ was wondering if you have anything to

1:15:41 ▶ say about that no I I'd have to look to

1:15:43 ▶ see see that as well but it is something

1:15:46 ▶ we look for when we're doing our test

1:15:48 ▶ work we do make sure it's been properly

1:15:50 ▶ published okay so that information is

1:15:52 ▶ within your report I noticed that it's a

1:15:54 ▶ draft

1:15:55 ▶ um currently and so it's not finalized

1:15:58 ▶ yet um yet it's on the agenda as an

1:16:00 ▶ action

1:16:01 ▶ item yes this is a a final final draft

1:16:05 ▶ this is something that we plan on

1:16:08 ▶ issuing once we get acceptance from the

1:16:10 ▶ board tonight and receive the proper

1:16:12 ▶ representation

1:16:16 ▶ [Music]

1:16:18 ▶ letters any other

1:16:21 ▶ questions okay what are the

1:16:25 ▶ wishes of the governing board I'll move

1:16:27 ▶ Adam I'll second there is a motion by Dr

1:16:30 ▶ Shaw seconded by myself all those in

1:16:33 ▶ favor say I I I I you need a roll call

1:16:37 ▶ roll call vote

1:16:42 ▶ please no Mr yes Dr yes yes uh motion

1:16:50 ▶ passes 3 to one thank you thank you

1:16:55 ▶ uh next we'll move on to consent

1:16:58 ▶ agenda

1:17:00 ▶ um item 6.2 through 6.9 does anyone want

1:17:05 ▶ to pull

1:17:06 ▶ anything I will go ahead and move

1:17:08 ▶ consent agenda I'll second uh consent

1:17:11 ▶ has been moved by myself and seconded by

1:17:13 ▶ Dr Shaw all those in favor say I I I I

1:17:17 ▶ those opposed motion carries item number

1:17:20 ▶ 7.1 is public hearing revised classroom

1:17:24 ▶ site fund performance-based Compensation

1:17:26 ▶ Plan for school year 20 24

1:17:30 ▶ 2025 Dr

1:17:32 ▶ chill yes um governing board members uh

1:17:36 ▶ tonight it's the annual consideration of

1:17:39 ▶ the districts pay for performance plan

1:17:41 ▶ the result of collaborative work uh

1:17:43 ▶ between the district represented proudly

1:17:45 ▶ by employee relations and the Tucson

1:17:47 ▶ education associations prop 301

1:17:50 ▶ committee uh as we do uh every year uh

1:17:53 ▶ we meet we come to an agreement ment on

1:17:55 ▶ any changes any

1:17:56 ▶ modifications uh and then of course

1:17:58 ▶ after the presentation we go directly

1:18:01 ▶ into the public hearing uh where members

1:18:03 ▶ of the community will have an

1:18:04 ▶ opportunity to speak uh make comments on

1:18:07 ▶ the proposed um pay for performance plan

1:18:10 ▶ and then after that the board in item

1:18:13 ▶ 8.1 would entertain a motion to approve

1:18:17 ▶ so I know that we have a tea president

1:18:19 ▶ Mr Jim burn and our employee relations

1:18:22 ▶ director Mar salesa set to team up Mr

1:18:25 ▶ burn sends his regards I think he was

1:18:26 ▶ otherwise engaged in another commitment

1:18:28 ▶ this evening so going it alone is our

1:18:30 ▶ employee relations director Mar

1:18:33 ▶ salesa thank you so much Dr tro

1:18:36 ▶ president extrom governing board members

1:18:38 ▶ what we are asking for today is approval

1:18:41 ▶ of the 2425 performance pay plan the

1:18:46 ▶ classroom site fund committee is

1:18:48 ▶ included in the consensus agreement and

1:18:50 ▶ we meet every year and we look at the

1:18:53 ▶ fund and the performance pay plan it

1:18:57 ▶ looks substantially similar to last year

1:19:00 ▶ very

1:19:01 ▶ um um not many

1:19:03 ▶ updates and uh it was voted ratified

1:19:07 ▶ upon the uh eligible um individuals who

1:19:11 ▶ will receive the money and we are asking

1:19:14 ▶ for

1:19:15 ▶ approval did anyone submit any speaker

1:19:19 ▶ cards Miss boroa not receiv

1:19:25 ▶ okay so then we will move on to um item

1:19:28 ▶ uh 8.1 review approve and adopt the

1:19:31 ▶ revised performance Bay comp based

1:19:33 ▶ Compensation Plan for school year

1:19:41 ▶ 2425 any questions for Miz

1:19:45 ▶ Mesa I'll move the

1:19:47 ▶ item I'll second item has been moved by

1:19:50 ▶ Miss Shaw second and by myself all those

1:19:52 ▶ in favor say I I I those opposed motion

1:19:55 ▶ carries thank you thank you

1:19:57 ▶ all item 8.3 is governing board policy

1:20:02 ▶ jnd artificial intelligence use and

1:20:05 ▶ education second reading Dr

1:20:11 ▶ Chio yes um we have consideration of the

1:20:14 ▶ second read which tonight is an ask for

1:20:16 ▶ action and I'd like to welcome our

1:20:17 ▶ associate General councel Mr Michael

1:20:20 ▶ Aronoff brief refresher uh on the policy

1:20:23 ▶ being proposed and of course

1:20:25 ▶ any themes or Trends identified in the

1:20:27 ▶ public comments which of course have

1:20:28 ▶ already been shared with the public with

1:20:30 ▶ that I'll turn it over to Mr arof so

1:20:33 ▶ assisted by Tracy okay director for

1:20:35 ▶ instructional technology all right

1:20:37 ▶ welcome back Tracy thank you so

1:20:40 ▶ much I

1:20:42 ▶ got well good evening everybody good

1:20:45 ▶ evening president extrm governing board

1:20:47 ▶ members Dr tro Dr Mr Ross and all the

1:20:49 ▶ people watching me in person online and

1:20:51 ▶ later in the recording of this meeting

1:20:53 ▶ my name is Tracy M rowy and I'm here

1:20:54 ▶ tonight to speak about our artificial

1:20:56 ▶ intelligence we were just here over a

1:20:59 ▶ month ago and I believe began by

1:21:00 ▶ acknowledging that we were in Uncharted

1:21:02 ▶ Territory especially for a school

1:21:04 ▶ district and I ask people to have an

1:21:06 ▶ open mind I'd like to propose that

1:21:08 ▶ there's been a shift we are in chartered

1:21:11 ▶ Waters now more people are aware of AI

1:21:14 ▶ and more people are using AI personally

1:21:16 ▶ since our last discussion it seems like

1:21:18 ▶ AI is constantly in the news and

1:21:20 ▶ professional journals and I get emails

1:21:22 ▶ all the time and I wonder if you've

1:21:23 ▶ experienced same increase in Awareness

1:21:26 ▶ as well so we stand here for a second

1:21:28 ▶ read of the AI policy that was that be

1:21:30 ▶ proposed in February of 2025 asking for

1:21:33 ▶ the approval of the governing board and

1:21:35 ▶ I'd like to reiterate AI is here this is

1:21:38 ▶ not about whether we want it or not

1:21:40 ▶ people are using it um and um it's not

1:21:43 ▶ going away and educational leadership

1:21:45 ▶ has always demanded navigating complex

1:21:48 ▶ challenges but today's AI landscape

1:21:50 ▶ presents a unique turning point to

1:21:52 ▶ ensure responsible and effective

1:21:54 ▶ integration we must move proactively

1:21:56 ▶ with intention and using a systematic

1:21:58 ▶ framework and this means having clear

1:22:01 ▶ policies and guidelines to inform and

1:22:03 ▶ guide ensuring ethical and effective Ai

1:22:06 ▶ and integration for our students parents

1:22:08 ▶ teachers and

1:22:11 ▶ staff again my name is Tracy rally I the

1:22:13 ▶ senior director of Education technology

1:22:15 ▶ and online education I am also here with

1:22:17 ▶ Robbie hamadi who's the executive

1:22:19 ▶ director of Technology Services Chris

1:22:21 ▶ Anderson who's the Senior Management of

1:22:23 ▶ application and data services and Jules

1:22:25 ▶ o'haren who's the program coordinator of

1:22:27 ▶ strategic project management

1:22:29 ▶ office and they're still

1:22:32 ▶ there um so my agenda I'm just going to

1:22:35 ▶ quickly review the definition of

1:22:36 ▶ generative AI U talk a little bit about

1:22:38 ▶ the AI task force the guidelines um the

1:22:41 ▶ AI the proposed AI policy and then the

1:22:44 ▶ next steps where are we proposing to go

1:22:46 ▶ from

1:22:47 ▶ here um so if you look back in time

1:22:50 ▶ there have been many technological

1:22:52 ▶ advances that have had a significant

1:22:53 ▶ impact not only on society but on the

1:22:55 ▶ educational environment multiple books

1:22:58 ▶ have been written on this subject but to

1:22:59 ▶ keep my mind my time short I'll simply

1:23:01 ▶ point out that with each of these

1:23:02 ▶ advancements to put it simply schools

1:23:04 ▶ and teachers had to adjust policies were

1:23:07 ▶ written lesson plans were adapted

1:23:09 ▶ District Operations were improved or

1:23:11 ▶ changed and I'd like to point out that

1:23:14 ▶ the concept of artificial intelligence

1:23:15 ▶ has actually been around since the 50s

1:23:17 ▶ but the newest iteration which is

1:23:19 ▶ generative AI is the one that this

1:23:21 ▶ policy truly addresses and that's the

1:23:23 ▶ one that kind of like I'll say it

1:23:25 ▶ crashed on scene in November of

1:23:28 ▶ 2022 uh when we use the uh term AI we're

1:23:31 ▶ referring to these three types at least

1:23:33 ▶ that's what there is right now uh

1:23:35 ▶ reactive AI is the most basic type of

1:23:37 ▶ artificial intelligence it reacts I'm

1:23:39 ▶ sorry it operates solely on the present

1:23:41 ▶ moment reacting to current situations

1:23:43 ▶ without any memory of the past or

1:23:45 ▶ understanding of the future and examples

1:23:47 ▶ include um devices that are in your

1:23:49 ▶ homes right now uh smart speakers and

1:23:52 ▶ many of which we use on a daily basis

1:23:54 ▶ predictive AI uses data or algorithms

1:23:57 ▶ with machine learning to forecast future

1:23:59 ▶ and outcomes basically predictive AI

1:24:01 ▶ gathers tons of data finds patterns and

1:24:04 ▶ makes predictions in Tucson unified

1:24:06 ▶ predictive AI has been around for years

1:24:09 ▶ um it is embedded in many of our online

1:24:10 ▶ educational programs that are used every

1:24:12 ▶ day in our classrooms and these programs

1:24:15 ▶ mainly focus on personalized instruction

1:24:17 ▶ and skill development in math and

1:24:19 ▶ reading some examples would be I Exel

1:24:21 ▶ and

1:24:22 ▶ I uh Genera to AI is using massive

1:24:25 ▶ amounts of data like images or texts and

1:24:27 ▶ it learns uh using the underlying

1:24:29 ▶ patterns and structures to generate new

1:24:31 ▶ content that is similar to the data was

1:24:33 ▶ trained on but that's the game changer

1:24:34 ▶ is the content is unique and

1:24:37 ▶ original uh so as a reminder Blaine

1:24:40 ▶ young our chief operating officer who's

1:24:42 ▶ retiring on Friday uh realized the need

1:24:44 ▶ for an intentional plan the need to be

1:24:46 ▶ proactive and he asked Chris um juwels

1:24:49 ▶ and myself to form a task force we put

1:24:51 ▶ out multiple emails and requests to join

1:24:53 ▶ us we were looking for diverse voices to

1:24:55 ▶ provide their input and perspectives and

1:24:57 ▶ people from just about every part of the

1:24:59 ▶ district including people from Human

1:25:01 ▶ Resources technology Services student

1:25:03 ▶ services teacher mentors language

1:25:05 ▶ acquisition Etc some of who were parents

1:25:08 ▶ along with even a Community member

1:25:09 ▶ started we started meeting in May of

1:25:11 ▶ 2024 and we put in many hours uh hard

1:25:14 ▶ work and we started by splitting up into

1:25:16 ▶ three subcommittees which was the uh

1:25:18 ▶ students and parents the um

1:25:21 ▶ instructional staff or teachers and then

1:25:22 ▶ staff outside the classroom

1:25:25 ▶ they put in a lot of time and effort and

1:25:27 ▶ we had a lot of difficult conversations

1:25:29 ▶ and as I moved to presenting their work

1:25:31 ▶ um just ask that you honor um the work

1:25:33 ▶ of these people and some of them I hope

1:25:35 ▶ are watching online tonight so here's

1:25:36 ▶ all um the leaders and then here's all

1:25:39 ▶ the people who um joined

1:25:42 ▶ us and I have another

1:25:45 ▶ slide so the three subcommittees started

1:25:48 ▶ with creating editing and ultimately

1:25:50 ▶ finalizing the AI guidelines which have

1:25:52 ▶ been provided to TD staff and post

1:25:54 ▶ internally for reference um using the

1:25:57 ▶ guidelines the AI task force then

1:25:59 ▶ created the proposed AI policy that we

1:26:01 ▶ present tonight for a second read

1:26:03 ▶ concurrently we've been working on an AI

1:26:05 ▶ public facing website to ENC educate and

1:26:08 ▶ inform our parents and constituents and

1:26:10 ▶ updating our TD digital citizens

1:26:12 ▶ curriculum to include Ai and then

1:26:15 ▶ finally we just met last week to

1:26:17 ▶ evaluate and review each of the public

1:26:19 ▶ comments and we truly appreciated the

1:26:21 ▶ comments that people took the time to

1:26:23 ▶ submit the AI task force is not

1:26:26 ▶ proposing any revisions as this time as

1:26:28 ▶ we think the proposed policy addressed

1:26:30 ▶ each of the questions and

1:26:34 ▶ concerns um if you will recall the AI

1:26:37 ▶ guidelines provide principles for the

1:26:38 ▶ use of AI by students teachers and other

1:26:40 ▶ staff the guidelines are much more

1:26:42 ▶ specific offer recommendations and best

1:26:45 ▶ practices and also detail applicable

1:26:47 ▶ laws and regulations from the state and

1:26:49 ▶ national government um the task force

1:26:51 ▶ envisions and does recommend that the

1:26:53 ▶ guidelines are reviewed as they are

1:26:54 ▶ designed to be flexible and malleable

1:26:56 ▶ and the proposed AI policy is based on

1:26:59 ▶ the

1:27:01 ▶ guidelines so the the proposed AI policy

1:27:04 ▶ that we brought to you in February now

1:27:06 ▶ um and now we have before you for a

1:27:07 ▶ second read outlines acceptable AI use

1:27:10 ▶ uh including educational purpose all AI

1:27:13 ▶ technology shall be implemented to

1:27:15 ▶ support TD's educational Mission

1:27:17 ▶ enhanced student learning improve

1:27:18 ▶ instructional practices and streamline

1:27:20 ▶ District Operations human and oversight

1:27:23 ▶ AI shall not replace human Educators

1:27:25 ▶ administrators or staff AI must augment

1:27:28 ▶ human judgment with all decisions

1:27:29 ▶ involving AI subject to human review and

1:27:32 ▶ approval ethical use all AI systems must

1:27:35 ▶ align with the district's value of

1:27:37 ▶ fairness equity and inclusivity AI

1:27:40 ▶ systems must be regularly evaluated for

1:27:42 ▶ potential bias or discriminatory

1:27:44 ▶ outcomes Regulatory Compliance all AI

1:27:47 ▶ use with in TSD must comply with

1:27:50 ▶ applicable federal and state regulations

1:27:52 ▶ including furpa Copa Ida sippa Section

1:27:55 ▶ 504 and any other relevant laws and data

1:27:58 ▶ privacy and security the district shall

1:28:00 ▶ not use AI systems that compromise

1:28:02 ▶ personally identified informational

1:28:04 ▶ information pii or other sensitive data

1:28:07 ▶ and all AI platforms must undergo a

1:28:09 ▶ privacy and security assessment before

1:28:11 ▶ adoption and of importance we have

1:28:14 ▶ included a section about academic

1:28:15 ▶ integrity and acceptable use for

1:28:17 ▶ students and have detailed that students

1:28:19 ▶ must adhere to specific guidelines or

1:28:21 ▶ instruction provided by their school

1:28:23 ▶ school administrator teach teacher or

1:28:24 ▶ teachers regarding the use of generative

1:28:26 ▶ AI tools and then violations of using AI

1:28:29 ▶ depending on how it's used can be

1:28:30 ▶ addressed in accordance with a student

1:28:32 ▶ code of conduct for teachers the policy

1:28:34 ▶ details that AI tools may be used to

1:28:36 ▶ support instructional practices but

1:28:38 ▶ shall not replace teachers in delivering

1:28:41 ▶ curriculum or assessing student

1:28:42 ▶ performance and teachers are responsible

1:28:45 ▶ for reviewing all AI generated content

1:28:47 ▶ before using in the classroom and teach

1:28:50 ▶ teachers may only use District approved

1:28:52 ▶ AI tools with students

1:28:57 ▶ so the next steps We are continuing to

1:28:59 ▶ finalize the AI website we're working

1:29:01 ▶ with Communications on that to provide

1:29:03 ▶ information about Ai and the AI and the

1:29:05 ▶ policy for students parents and staff

1:29:07 ▶ and we are update working to update the

1:29:09 ▶ digital citizenship curriculum to

1:29:10 ▶ include AI we also recognize that AI uh

1:29:14 ▶ how to use AI is a College and Career

1:29:16 ▶ ready goal for our students according to

1:29:18 ▶ a recent article in Forbes uh magazine

1:29:21 ▶ AI is one of the fastest evolving fields

1:29:23 ▶ and it's already impacting job markets

1:29:25 ▶ and transforming careers therefore we

1:29:27 ▶ intentionally and strategically finalize

1:29:29 ▶ the process uh to unblock teacher

1:29:32 ▶ requested AI platforms for use by high

1:29:34 ▶ school students after critical

1:29:37 ▶ evaluations of the AI platform following

1:29:39 ▶ all applicable laws and privacy

1:29:42 ▶ regulations and then finally I think

1:29:44 ▶ this is most important is that

1:29:46 ▶ highquality training has to continue for

1:29:49 ▶ teachers staff and District level

1:29:50 ▶ Personnel uh we recognize that

1:29:53 ▶ significant training and support for

1:29:54 ▶ teachers must continue the integration

1:29:57 ▶ of AI into education necessitates that

1:29:59 ▶ teachers receive comprehensive training

1:30:01 ▶ to adapt their teaching methodologies

1:30:03 ▶ and pedagogy and this is crucial for

1:30:06 ▶ several reasons teachers need to

1:30:08 ▶ comprehend what AI can and cannot do

1:30:10 ▶ what they should and should not do

1:30:12 ▶ within the educational context uh

1:30:14 ▶ includes recognizing ai's potential for

1:30:16 ▶ personalized learning and content

1:30:18 ▶ generation as well as limitations

1:30:20 ▶ regarding human uh interactions and

1:30:22 ▶ ethical considerations AI tools can

1:30:25 ▶ significantly alter how lessons are

1:30:27 ▶ devel delivered and how students engage

1:30:29 ▶ with the content but teachers must learn

1:30:31 ▶ how to effectively integrate AI into

1:30:34 ▶ their existing framework ensuring that

1:30:36 ▶ the technology enhances rather than

1:30:38 ▶ replaces them in this AI infused World

1:30:41 ▶ students must develop and are already

1:30:43 ▶ developing strong critical thinking

1:30:45 ▶ School skills to evaluate information

1:30:47 ▶ generated by Ai and teachers need to be

1:30:50 ▶ equipped to guide students in dis um in

1:30:53 ▶ Discerning reliable sources identifying

1:30:55 ▶ biases and understanding the ethical

1:30:57 ▶ implications of AI and teachers also

1:30:59 ▶ need to learn how to instruct students

1:31:00 ▶ in using AI tools responsibly and

1:31:03 ▶ ethically teachers play a crucial role

1:31:06 ▶ in equipping students with the skills

1:31:08 ▶ and knowledge they need to thrive in

1:31:09 ▶ this ever evolving landscape and with

1:31:11 ▶ the skills and knowledge they need to

1:31:13 ▶ thrive in this landscape in essence

1:31:15 ▶ training teachers to navigate this AI

1:31:17 ▶ infused world is essential for ensuring

1:31:20 ▶ that technology is used to enhance

1:31:21 ▶ rather than hinder the um learning

1:31:24 ▶ process so last month I brought an

1:31:26 ▶ elephant to to highlight concerns from

1:31:28 ▶ parents and teachers on the subject of

1:31:30 ▶ AI because there are some really big

1:31:31 ▶ elephants in this room when it comes to

1:31:33 ▶ AI first the top concern is that

1:31:35 ▶ students are going to cheat uh we

1:31:37 ▶ believe the student code of contact

1:31:39 ▶ emphasizes uh emphasis on academic

1:31:41 ▶ Integrity can be applied towards the use

1:31:43 ▶ of AI by students second there's the

1:31:46 ▶ concern that teachers are using AI for

1:31:47 ▶ lesson planning and staff are using as

1:31:50 ▶ part of their job responsibilities but

1:31:52 ▶ people are already using AI it's already

1:31:54 ▶ embedded into almost every online tool

1:31:56 ▶ and website that's out there the policy

1:31:58 ▶ and guidelines emphasize that teachers

1:32:00 ▶ and staff are responsible for reviewing

1:32:02 ▶ and vetting AI generated content and

1:32:05 ▶ third there is concern that AI tools

1:32:07 ▶ will replace humans however the policy

1:32:09 ▶ is clear that AI cannot and should not

1:32:12 ▶ replace human oversight or

1:32:14 ▶ decision-making to so to ensure AI

1:32:17 ▶ implementation our policies and

1:32:19 ▶ guidelines stress ethical considerations

1:32:21 ▶ awareness of limitations the necessity

1:32:23 ▶ of vetting AI given that organizations

1:32:26 ▶ around the country are already

1:32:28 ▶ navigating this new AI World TD has the

1:32:30 ▶ opportunity to demonstrate leadership in

1:32:33 ▶ Arizona by being proactive we can

1:32:35 ▶ provide our students parents teachers

1:32:37 ▶ staff stakeholders and constituents with

1:32:40 ▶ policies that align with our values and

1:32:43 ▶ allow us to actively shape our

1:32:47 ▶ future so I am we are ready

1:32:50 ▶ to hear some questions and uh see what

1:32:53 ▶ what uh we can address for you

1:33:01 ▶ all there's some big elephants right

1:33:03 ▶ like where do we start where do we start

1:33:05 ▶ Mr Romero so real quick this question is

1:33:09 ▶ actually for Rob Ross um legal excuse me

1:33:13 ▶ so I understand this policy is clear

1:33:15 ▶ that it's not going to replace um you

1:33:18 ▶ know

1:33:20 ▶ humans but if we have a policy like this

1:33:23 ▶ we have another board that comes on in

1:33:25 ▶ later on they can say red line replace

1:33:28 ▶ humans and we replace humans if we get a

1:33:31 ▶ majority vote on the on the board at a

1:33:33 ▶ later time correct uh Mr Romero all

1:33:36 ▶ policies are subject to board

1:33:39 ▶ revision thank

1:33:41 ▶ you Dr sha thank you president aam thank

1:33:44 ▶ you Miss Raley for the presentation

1:33:46 ▶ again tonight is uh great to kind of

1:33:48 ▶ hear what's going on and what we're

1:33:49 ▶ doing as a district I'm glad we have so

1:33:50 ▶ many different voices uh involved uh

1:33:53 ▶ with the of this policy and want to

1:33:55 ▶ thank everyone listening for all the

1:33:57 ▶ comments there were a lot of thoughtful

1:33:58 ▶ comments that came in from the community

1:34:01 ▶ and uh a lot of questions as well I

1:34:03 ▶ think a lot of questions about what the

1:34:04 ▶ future looks like uh with how disruptive

1:34:07 ▶ AI is going to be I appreciate you

1:34:09 ▶ really focusing on the training piece of

1:34:11 ▶ it and all the training has already

1:34:12 ▶ happened and what needs to go into

1:34:13 ▶ making sure that our teachers our staff

1:34:15 ▶ our students our parents uh as well uh

1:34:18 ▶ and and make sure we include parents in

1:34:20 ▶ that training um so that we know what to

1:34:23 ▶ expect from our own children uh and what

1:34:25 ▶ they're doing in terms of AI what access

1:34:27 ▶ they're having to AI what their data is

1:34:29 ▶ is being used for and and so we know

1:34:31 ▶ what kind of homework assignments how we

1:34:32 ▶ can support our kids uh when uh they're

1:34:35 ▶ bringing home assignments and they're

1:34:36 ▶ you're using their tablets and other

1:34:38 ▶ things to uh create things so I think I

1:34:40 ▶ think including parents and training if

1:34:42 ▶ hasn't already been done would be really

1:34:43 ▶ beneficial as well in terms of and it's

1:34:45 ▶ not going to be something super active

1:34:47 ▶ but just information out to us with

1:34:49 ▶ newsletters and things that already come

1:34:50 ▶ in from our principles from our schools

1:34:52 ▶ would be really helpful yeah I I agree

1:34:54 ▶ and I think that's why we're working so

1:34:56 ▶ hard on the AI website that's be outward

1:34:59 ▶ facing and it will be four for as you

1:35:01 ▶ described for parents for constituents

1:35:03 ▶ for our stakeholders so that every we we

1:35:05 ▶ can share what we are doing and what

1:35:07 ▶ what you know what are the definitions

1:35:09 ▶ how is it being used what are and

1:35:11 ▶ provide that for for our people our even

1:35:13 ▶ more proactive like the I think the ones

1:35:15 ▶ I read the most as a parent are coming

1:35:16 ▶ from the principles I read the principal

1:35:18 ▶ newsletters every week U that would be a

1:35:19 ▶ great form if you're working on

1:35:21 ▶ communication strategies with our our

1:35:22 ▶ director of communication and and our

1:35:25 ▶ site leaders I'm not sure you know other

1:35:26 ▶ parents on the board that's one I read

1:35:28 ▶ the most is going to be the Principal

1:35:29 ▶ newsletters back home and it'll be great

1:35:30 ▶ to have some information embedded into

1:35:33 ▶ those newsletters to to learn more about

1:35:34 ▶ how this is affecting my own kids

1:35:39 ▶ educations Misha thank you and thanks

1:35:43 ▶ for the presentation um was there any uh

1:35:47 ▶ revisions to this policy since you were

1:35:49 ▶ last

1:35:50 ▶ year um we did not we looked at the um

1:35:54 ▶ we looked at the comments we had some

1:35:56 ▶ hard discussions where some people

1:35:57 ▶ brought up what about this what about

1:35:59 ▶ that and we felt that the policies the

1:36:01 ▶ way that it was written could be applied

1:36:03 ▶ for any of those questions or that the

1:36:05 ▶ questions that came up or the concerns

1:36:06 ▶ were addressed in the policies or in the

1:36:09 ▶ guidelines because the guidelines Al are

1:36:11 ▶ more extensive so we felt like that that

1:36:15 ▶ what people you know comments that

1:36:16 ▶ people had in those situations that we

1:36:18 ▶ talked about that those still could be

1:36:20 ▶ covered under the policy as it's

1:36:22 ▶ written okay okay yeah cuz I made some

1:36:26 ▶ comments that I'm not sure were

1:36:28 ▶ addressed um one being uh on General

1:36:32 ▶ guidelines for AI use it's page two I

1:36:37 ▶ believe

1:36:39 ▶ um and item two human

1:36:43 ▶ oversight or no excuse me it's page one

1:36:47 ▶ um item one under General guidelines for

1:36:50 ▶ AI use I don't know if you could bring

1:36:51 ▶ that up Jean in the

1:36:54 ▶ policy but it reads uh educational

1:36:57 ▶ purpose AI technology shall be

1:37:00 ▶ implemented to support T usd's

1:37:02 ▶ educational Mission enhanced student

1:37:04 ▶ learning improve instructional practices

1:37:08 ▶ and streamline District Operations I

1:37:11 ▶ believe I um suggested that we remove

1:37:14 ▶ that shell phrase and instead put May um

1:37:19 ▶ shall is a mandatory word and I don't

1:37:22 ▶ want

1:37:24 ▶ teachers or staff to feel like they must

1:37:27 ▶ Implement AI Technologies in their

1:37:30 ▶ classrooms um that's in the the

1:37:33 ▶ guidelines or the the policy Gene if you

1:37:36 ▶ want to bring that up

1:37:40 ▶ um what more um I do feel that this

1:37:44 ▶ policy isn't explicit enough with the

1:37:48 ▶ grades that will be utilizing AI I think

1:37:53 ▶ that you know as you said AI is not

1:37:55 ▶ going anywhere and that's pretty clear

1:37:58 ▶ unfortunately um but I feel like other

1:38:01 ▶ grades utilizing AI um are more

1:38:04 ▶ appropriate than others for instance

1:38:06 ▶ high school students I can see how that

1:38:09 ▶ can and maybe should be implemented just

1:38:12 ▶ so everyone you know can have a general

1:38:14 ▶ understanding of how AI is used and how

1:38:16 ▶ they can implement it either in their

1:38:18 ▶ personal life um or in their work

1:38:21 ▶ environment After High School

1:38:24 ▶ but

1:38:25 ▶ for elementary school students I don't

1:38:28 ▶ feel that AI is really appropriate um in

1:38:31 ▶ the art world if you're classically

1:38:32 ▶ trained they always say that you have to

1:38:35 ▶ learn the rules before you break them or

1:38:38 ▶ bend them and so because we have such a

1:38:42 ▶ serious

1:38:45 ▶ issue with reading and writing and math

1:38:49 ▶ in our school I really worry

1:38:52 ▶ that if we we kind of open up the

1:38:54 ▶ floodgates and allow students of any

1:38:57 ▶ grade level to um start to explore these

1:39:02 ▶ programs or like learn how to use them

1:39:06 ▶ like you know it could it could just

1:39:09 ▶ make this situation worse for us like

1:39:12 ▶ when I was growing up we started using

1:39:14 ▶ spell

1:39:15 ▶ check and you know people had their

1:39:18 ▶ reservations about spell check back then

1:39:21 ▶ and you know because of spell check

1:39:23 ▶ there are still words that I cannot

1:39:25 ▶ spell without spell check um I think we

1:39:28 ▶ had a comment uh earlier today and the

1:39:31 ▶ call to the audience and they said

1:39:33 ▶ something like what did you

1:39:36 ▶ say in here somewhere basically he said

1:39:39 ▶ that people don't know people's phone

1:39:41 ▶ numbers that's true and I think that's

1:39:43 ▶ true kids don't know how to read CLX

1:39:45 ▶ anymore that's true totally and it will

1:39:49 ▶ like limit student confidence and

1:39:51 ▶ they'll become more Reliant on

1:39:54 ▶ Technologies um as they move forward and

1:39:56 ▶ I really do think it's going to like

1:39:59 ▶ make our brains just let's functional

1:40:02 ▶ because we will always rely on it we

1:40:04 ▶ won't exercise our brain it is a

1:40:07 ▶ muscle isn't it so um I do wish that

1:40:12 ▶ this policy can be more explicit as far

1:40:15 ▶ as what grade levels we can or should

1:40:18 ▶ allow I think as a board you know we

1:40:21 ▶ have the power to designate certain

1:40:24 ▶ grades to be like AI

1:40:27 ▶ free maybe it's implemented in the

1:40:29 ▶ programs that we already have but as far

1:40:31 ▶ as teaching them how to you know

1:40:33 ▶ generate phrases or

1:40:36 ▶ whatever it's how however it's going to

1:40:38 ▶ be is we really don't know because it's

1:40:40 ▶ not explicit there's no um programs that

1:40:44 ▶ were saying we can't have this we can't

1:40:46 ▶ have this I know you like in your

1:40:49 ▶ presentation you kind of allude to it

1:40:51 ▶ but I do wish that this policy was more

1:40:54 ▶ explicit Dr sha thank you president ex

1:40:57 ▶ thank you board M sha for mentioning

1:40:59 ▶ some of those know concerns I think that

1:41:01 ▶ that's really embedded be have to be

1:41:03 ▶ embedded in the training that we do know

1:41:05 ▶ AI is everywhere you know anytime we do

1:41:07 ▶ a Google search we got AI generated

1:41:09 ▶ responses and so to limit it and say a

1:41:11 ▶ kindergartener you know can't do AI so

1:41:13 ▶ you can't even do a Google search which

1:41:15 ▶ I think is going to be really

1:41:16 ▶ problematic if we if we limit it that

1:41:18 ▶ far um but I think the training in terms

1:41:20 ▶ of what's appropriate what's age

1:41:21 ▶ appropriate you know I don't want my

1:41:23 ▶ kids doing in general II when they

1:41:25 ▶ should be learning how to write and read

1:41:26 ▶ on paper and pencil which I know they're

1:41:28 ▶ doing their teachers even teaching them

1:41:29 ▶ cursive this quarter which I'm excited

1:41:31 ▶ about um and going beyond the curriculum

1:41:33 ▶ to do that for um my first graders which

1:41:35 ▶ is which is pretty cool um and so I

1:41:39 ▶ think figuring out how we're we're

1:41:41 ▶ finding what's age appropriate training

1:41:44 ▶ our teachers training our parents on on

1:41:46 ▶ age appropriateness is going to be

1:41:47 ▶ important because AI I mean we'll put

1:41:48 ▶ our head on the Sands if we say we can

1:41:50 ▶ keep our elementary kids away from AI

1:41:51 ▶ it's everywhere every every program they

1:41:54 ▶ use every everything every search they

1:41:56 ▶ use every all these educational programs

1:41:58 ▶ are coming in and and differentiating

1:42:00 ▶ their education you know using AI

1:42:02 ▶ backgrounds and things it's it's

1:42:03 ▶ everywhere now we got to figure out how

1:42:05 ▶ we're going to do this and keep our kids

1:42:07 ▶ healthy and safe and learning uh with

1:42:10 ▶ everything else around them in a right

1:42:12 ▶ now because it's

1:42:13 ▶ everywhere president exam can I yes

1:42:17 ▶ thank you I just I wanted to address

1:42:18 ▶ something that came up before we got

1:42:20 ▶ into um the the sort of wisdom about

1:42:24 ▶ grades and whether there are cut offs uh

1:42:26 ▶ board member sha you'd mentioned uh

1:42:28 ▶ whether we had brought revisions to the

1:42:31 ▶ policy and I did just want to clarify so

1:42:32 ▶ this is the second read at the at the

1:42:34 ▶ first read the board uh voted to approve

1:42:37 ▶ this version of the policy for posting

1:42:39 ▶ and so that is the version that uh that

1:42:42 ▶ we're bringing back because that's

1:42:43 ▶ that's the version you all approved for

1:42:46 ▶ comment uh and certainly if the board

1:42:49 ▶ wants to see changes to to language in

1:42:52 ▶ that um

1:42:53 ▶ you you have the the room and discretion

1:42:55 ▶ to do that but I did want to clarify

1:42:57 ▶ that's why this is the version we're

1:42:58 ▶ we're bringing back this because that

1:43:01 ▶ was the board

1:43:03 ▶ vote um I only see one teacher on the

1:43:06 ▶ member task

1:43:11 ▶ force yes we we was he

1:43:15 ▶ um middle school I know it's Mary real M

1:43:18 ▶ coros so k through eight he's K8 that's

1:43:20 ▶ correct so what grades does he teach um

1:43:23 ▶ my understanding is he's more of a techn

1:43:25 ▶ he teaches sixth through e8th grade

1:43:26 ▶ primarily but I know that he does have

1:43:28 ▶ interactions with um k through eight um

1:43:30 ▶ we did have teacher mentors who work

1:43:32 ▶ with um multiple um teachers across many

1:43:36 ▶ schools and so they um also brought

1:43:38 ▶ their voice to the to the uh

1:43:42 ▶ conversation and we don't know what

1:43:44 ▶ grade level that those teacher mentors

1:43:46 ▶ were uh I am not sure from hearing them

1:43:50 ▶ talk I assume I know that they're

1:43:52 ▶ assigned a different

1:43:53 ▶ schools um so but I'm not sure what

1:43:56 ▶ grades we also had people from language

1:43:59 ▶ acquisition that work with different

1:44:00 ▶ grades as well so we we tried to have a

1:44:02 ▶ diversity of of um you know voices at

1:44:05 ▶ the table and I appreciate that I just

1:44:09 ▶ um I think maybe having the voice of an

1:44:11 ▶ elementary school teacher would have

1:44:13 ▶ been um something to

1:44:16 ▶ consider um especially with Miss Shaw's

1:44:19 ▶ um concerns

1:44:27 ▶ yes V thank you um and then I know

1:44:30 ▶ there's a lot in this policy about um

1:44:34 ▶ monitoring and

1:44:36 ▶ evaluating uh but still there's not much

1:44:39 ▶ of an explanation on how or who

1:44:44 ▶ um this evaluation monitoring will will

1:44:48 ▶ be done

1:44:49 ▶ um it's unclear if the monitoring will

1:44:53 ▶ be done by AI itself

1:44:56 ▶ uh and so you know that kind of gives me

1:44:59 ▶ pause as

1:45:00 ▶ well um and I mentioned this last time

1:45:03 ▶ but you know this policy states that AI

1:45:06 ▶ will not replace Any teacher staff and

1:45:10 ▶ administrator um you know but we are

1:45:12 ▶ already replacing

1:45:15 ▶ people like in the communication

1:45:17 ▶ department when before it was a human

1:45:21 ▶ voice and now it's a you know an AI

1:45:25 ▶ voice um you know that's replacing a

1:45:29 ▶ human and personally when I hear like an

1:45:33 ▶ AI voice in an

1:45:36 ▶ ad it's like I don't even want to hear

1:45:39 ▶ it it's not persuasive it doesn't make

1:45:42 ▶ me like want to I guess go there yeah

1:45:47 ▶ and maybe I'm wrong maybe it's not a

1:45:48 ▶ robot voice but no we we haven't used uh

1:45:52 ▶ robot voices or we haven't replaced

1:45:54 ▶ anything with NI AI for any of our

1:45:57 ▶ production or any of the things that we

1:45:59 ▶ do in our department cuz I heard it a

1:46:01 ▶ YouTube ad and it was a very short one

1:46:04 ▶ and it really if it it might have been

1:46:06 ▶ produced by an outside maybe a school

1:46:09 ▶ produced it and shared it through

1:46:12 ▶ YouTube but in our department all our

1:46:14 ▶ ads all our videos are human voices okay

1:46:17 ▶ so it's things like that like how are we

1:46:19 ▶ going to monitor that how are we going

1:46:21 ▶ to monitor whether a teacher

1:46:23 ▶ um you know gets her or his curriculum

1:46:28 ▶ through like an AI generated curriculum

1:46:32 ▶ service um we are depending on the

1:46:36 ▶ teachers to you know that's why it's

1:46:38 ▶ some very important that they should be

1:46:40 ▶ vetting what they if they're going to

1:46:41 ▶ they're vetting it they're they're um

1:46:44 ▶ that they're looking at what the output

1:46:45 ▶ is when if they are going to use it so

1:46:48 ▶ we're and then we're also putting on

1:46:49 ▶ that site administrators may also be um

1:46:51 ▶ doing that and I do know that curriculum

1:46:53 ▶ instruction has also been uh training

1:46:56 ▶ people on how to use um how to use AI

1:47:00 ▶ for helping them with doing guiding

1:47:01 ▶ questions things like that but again I

1:47:03 ▶ think the bottom line always comes back

1:47:05 ▶ to it's got to be the person who's

1:47:08 ▶ putting in the using AI it's putting in

1:47:10 ▶ the prompt who's who's reading over it

1:47:12 ▶ evaluating it and vetting it um and

1:47:14 ▶ that's the critical piece to it is that

1:47:16 ▶ there still has to be humans somebody is

1:47:19 ▶ evaluating and monitoring it that maybe

1:47:21 ▶ it's the person who's using and I know

1:47:23 ▶ when I use AI I always read over what it

1:47:25 ▶ says I never just copy and paste but

1:47:28 ▶ have I seen other people do it I have

1:47:30 ▶ and I um I was on an award committee and

1:47:34 ▶ somebody you could tell copied and

1:47:35 ▶ pasted their answers and we threw out

1:47:37 ▶ their their their submission right away

1:47:39 ▶ we could tell um so I think it's it's a

1:47:41 ▶ lot of it is dependent on the on the

1:47:43 ▶ people themselves using

1:47:47 ▶ it yes Mr Romero so if we're let me just

1:47:51 ▶ make sure I understand you correct so

1:47:53 ▶ the teachers get to choose which ones

1:47:55 ▶ that they're they're going to be using

1:47:57 ▶ for their classes we do not have any um

1:48:01 ▶ at this point we do not have any um

1:48:03 ▶ controls or any blocks for for staff or

1:48:06 ▶ adult use of of AI tool of any I mean we

1:48:10 ▶ of AI tools we don't put blocks on that

1:48:12 ▶ for staff we do for our students and

1:48:14 ▶ it's 100% blocked for our students right

1:48:17 ▶ now okay but I'm just I guess kind of

1:48:19 ▶ the point I'm looking to do if say this

1:48:21 ▶ were to

1:48:24 ▶ each individual teacher would have their

1:48:27 ▶ personal choice of what AI to use in

1:48:30 ▶ their classro it's not consistent across

1:48:32 ▶ the district at this point that's the

1:48:34 ▶ way it is

1:48:35 ▶ yes and if a teacher wanted to opt out

1:48:39 ▶ of it they have that

1:48:40 ▶ opportunity yes they just wouldn't use

1:48:42 ▶ it is that what you're am I

1:48:44 ▶ understanding you correctly MH okay I I

1:48:47 ▶ can't tell you that as in our trainings

1:48:49 ▶ we we we absolutely um there's a few

1:48:52 ▶ that we

1:48:53 ▶ that we like better than others because

1:48:55 ▶ they're closed systems and we have um

1:48:58 ▶ they're not open out for the world and

1:48:59 ▶ we actively encourage our staff all

1:49:02 ▶ staff to use those systems and not

1:49:04 ▶ actually we don't encourage people and

1:49:06 ▶ we discourage people from using chat

1:49:08 ▶ gbt our trainings yeah so I would think

1:49:11 ▶ if we were even consider this to have

1:49:15 ▶ District

1:49:17 ▶ approved um uh uh AI program that they

1:49:21 ▶ can use versus someone coming up with

1:49:23 ▶ the latest gr is this a new one and

1:49:24 ▶ having say something like hey I found

1:49:27 ▶ this new one can I give it to someone in

1:49:30 ▶ technical have to make sure that it

1:49:32 ▶ fills all the parameters um um with that

1:49:35 ▶ um again I'm still on the side that's

1:49:38 ▶ leaning uh against this I you understand

1:49:41 ▶ you say we're in uncharted waters here

1:49:44 ▶ you know and I know on one of your other

1:49:46 ▶ slides you know it talks about you know

1:49:47 ▶ the improvements like cell phones yes

1:49:50 ▶ they made a huge improvement in our life

1:49:52 ▶ but now some of the things we have our

1:49:55 ▶ students are carrying their cell phones

1:49:56 ▶ around in class and I've talked to gone

1:49:59 ▶ to some high schools you know you'll see

1:50:01 ▶ the kid in class on their device it's a

1:50:03 ▶ bad thing at that point they're texting

1:50:05 ▶ someone else hey meet me at the bathroom

1:50:07 ▶ da d d d da what other negative things

1:50:10 ▶ could happen by implementing things like

1:50:12 ▶ this these are just things that I look

1:50:14 ▶ at you know I don't want to just see the

1:50:17 ▶ the you know the frosting on on the

1:50:19 ▶ Cupcake you know what's inside of the

1:50:22 ▶ cupcake it itself or what other some

1:50:24 ▶ other things that could happen by

1:50:27 ▶ putting in this policy so again not

1:50:30 ▶ having a consistent um certain AI

1:50:33 ▶ programs in the district I think that

1:50:36 ▶ would be something that would at least

1:50:38 ▶ need to be looked at um also Dr sha uh

1:50:43 ▶ thank you president ex I appreciate the

1:50:44 ▶ concerns but I think we're thinking

1:50:45 ▶ about this the wrong way like AI is

1:50:47 ▶ embedded in everything you have a

1:50:49 ▶ teacher that has some kind of text from

1:50:51 ▶ another language and they want to

1:50:52 ▶ translate for their class they put it

1:50:54 ▶ into a translator on the website that's

1:50:56 ▶ using AI to translate it so we I don't

1:50:58 ▶ think it's like on the district's like

1:50:59 ▶ behalf to say like hey we can use these

1:51:01 ▶ AI programs or not like everything has

1:51:03 ▶ AI embedded in it now you go to like

1:51:05 ▶ your Gmail and you start typing a Gmail

1:51:07 ▶ um or you know any kind of like Outlook

1:51:09 ▶ mail and you start typing an email you

1:51:11 ▶ get these automatic responses that's all

1:51:13 ▶ AI generated and so I think we're

1:51:14 ▶ thinking about this wrong saying like we

1:51:16 ▶ need to have a list of approved AI

1:51:17 ▶ functions like AI is embedded in

1:51:19 ▶ everything we're doing right now and I

1:51:21 ▶ think this policy while not perfect I

1:51:22 ▶ think it's a good first step to of put

1:51:24 ▶ some guidelines in place kind of set

1:51:26 ▶ some standards in terms of what our

1:51:28 ▶ expectations are as a district for how

1:51:30 ▶ we're going to incorporate AI which is

1:51:31 ▶ embedded in everything that we have

1:51:33 ▶ technology like if we're using

1:51:34 ▶ technology if we're using anything

1:51:36 ▶ internet based we're using AI probably

1:51:38 ▶ in some way with everything we're using

1:51:40 ▶ right now and so I think this is a great

1:51:42 ▶ first start I think we're going to get

1:51:43 ▶ some you know good feedback over the

1:51:45 ▶ next year plus as we're implementing

1:51:46 ▶ this policy uh and seeing what tweaks it

1:51:49 ▶ might need and I'm ready to move the

1:51:50 ▶ item tonight um I

1:51:53 ▶ I just would feel better if we were to

1:51:55 ▶ bring this back and make sure that the

1:51:57 ▶ word that Miss Shaw um wanted out is out

1:52:01 ▶ and that and maybe perhaps you could

1:52:03 ▶ speak to an elementary school teacher um

1:52:06 ▶ to see how they feel about using that in

1:52:09 ▶ in elementary school and then just bring

1:52:12 ▶ it back clean so that we can then

1:52:14 ▶ discuss

1:52:16 ▶ that is that okay with the governing

1:52:18 ▶ board yes Mr Romero I would rather just

1:52:21 ▶ not just one elementary teacher I'd like

1:52:23 ▶ to get a a group of U grade school or

1:52:27 ▶ Elementary teachers okay yes Michelle um

1:52:30 ▶ I agree with that and thank you for um

1:52:32 ▶ moving to table this for a later date

1:52:35 ▶ um um not only like more teachers but I

1:52:39 ▶ didn't notice any uh parents who

1:52:42 ▶ commented and I um I don't have the list

1:52:45 ▶ of the um people on the task force in

1:52:48 ▶ front of me so I'm not sure how many

1:52:50 ▶ parents if any um are represented there

1:52:54 ▶ um just to Dr Shaw's comment I think

1:52:56 ▶ you're being a little reductive about AI

1:52:58 ▶ like I don't think any of us are

1:53:00 ▶ thinking like no no Google searches it's

1:53:04 ▶ the new generation of AI that I think

1:53:07 ▶ we're all concerned about um and you

1:53:11 ▶ know when this does come back I would

1:53:13 ▶ like uh

1:53:15 ▶ more uh the policy be more fleshed out

1:53:19 ▶ especially that monitoring and

1:53:20 ▶ evaluation part because as you said it's

1:53:22 ▶ up to the user to do their own

1:53:24 ▶ evaluation and monitoring and that's

1:53:26 ▶ just not going to cut it um and then I

1:53:28 ▶ would like to also have some language in

1:53:31 ▶ place

1:53:32 ▶ about

1:53:33 ▶ evaluating like if

1:53:36 ▶ it's if it's being helpful for our

1:53:38 ▶ students in a way that is going to

1:53:40 ▶ encourage them or or promote um

1:53:45 ▶ proficiency um let's

1:53:48 ▶ see I think that's

1:53:50 ▶ it yeah that's it for me thank you

1:53:53 ▶ okay president exam I'm sorry if I could

1:53:55 ▶ interject um I just I I do want to just

1:53:58 ▶ clarify process wise and then I and then

1:54:00 ▶ one piece of clarification sort of big

1:54:03 ▶ picture-wise um in terms of process

1:54:06 ▶ happy to make changes to the policy

1:54:09 ▶ before we put it out and and bring it

1:54:11 ▶ back but um but procedurally at this

1:54:14 ▶ point this this is the first read that

1:54:15 ▶ the board approved and so we'd want some

1:54:17 ▶ sort of board action to uh if there are

1:54:20 ▶ specific word Smith

1:54:22 ▶ things that you would like to see uh

1:54:25 ▶ that that the board do that to the

1:54:26 ▶ policy um that you've already approved

1:54:28 ▶ for posting um and then I do just sort

1:54:31 ▶ of in response to board member Romero's

1:54:34 ▶ comments about

1:54:36 ▶ um well I I just I guess I want to

1:54:38 ▶ clarify sort of big picture that if we

1:54:40 ▶ don't have a policy which at the moment

1:54:42 ▶ we don't um then we're we're sort of

1:54:44 ▶ acting in the absence of policy which

1:54:46 ▶ makes it more of a free-for all so we

1:54:49 ▶ the I think the district as a whole

1:54:50 ▶ people people want some guidance so

1:54:53 ▶ whatever that guidance turns out to be I

1:54:54 ▶ guess I would just encourage you not to

1:54:56 ▶ say let's just not have a policy but to

1:54:58 ▶ to be specific about what we want as a

1:55:01 ▶ district because it is it is out there

1:55:04 ▶ and people are using it and so we want

1:55:06 ▶ our staff we want our students to have

1:55:08 ▶ guidance uh that that we can communicate

1:55:11 ▶ and and be consistent about I'm for sure

1:55:14 ▶ not saying that we don't need a policy

1:55:16 ▶ but I do think teachers need to be asked

1:55:18 ▶ embedded and that hasn't occurred so if

1:55:22 ▶ it comes back with the same wording then

1:55:25 ▶ fine but if it's like hey K through most

1:55:27 ▶ of these K through uh six or fifth

1:55:31 ▶ teachers saying we don't want to

1:55:33 ▶ implement whatever is not J chat gbt I'm

1:55:38 ▶ sorry oh I'm sorry I apologize yeah um I

1:55:42 ▶ would like to hear what they have to say

1:55:44 ▶ because I do feel that my daughter as a

1:55:47 ▶ fourth grader should be reading and

1:55:49 ▶ should be able to write her own

1:55:50 ▶ sentences without having to Google

1:55:52 ▶ search it or use AI I apologize I wasn't

1:55:56 ▶ clear we according to Copa guidelines

1:55:59 ▶ which is the children's online protect

1:56:01 ▶ privacy protection act we will not open

1:56:03 ▶ this for under 13 because of the Copa

1:56:07 ▶ guidelines so elementary students middle

1:56:10 ▶ school students will not have ai as an

1:56:13 ▶ option for them to use such as a Gemini

1:56:17 ▶ but because it's under the over 13 under

1:56:19 ▶ 13 we have that that break so we're only

1:56:22 ▶ talking about opening up AI for use in

1:56:26 ▶ high schools that teachers can request

1:56:28 ▶ and will be evaluated looking at all the

1:56:31 ▶ policies looking at the Privacy

1:56:32 ▶ guidelines and only then would those be

1:56:34 ▶ opened up for only High School use the

1:56:36 ▶ beautiful thing is we have that the um

1:56:38 ▶ umbrella system so we can block for we

1:56:41 ▶ can block it I see yeah so under thir

1:56:43 ▶ under absolutely does that make you feel

1:56:45 ▶ better Miss um no because it's not

1:56:48 ▶ explicitly stated like who knows about C

1:56:51 ▶ I see it at the very bottom but like it

1:56:53 ▶ needs to be stated explicitly um and

1:56:56 ▶ then I would also just like more um more

1:56:59 ▶ language to the evaluation and

1:57:01 ▶ monitoring um and the question I forgot

1:57:04 ▶ to ask was um to Legal is this policy

1:57:08 ▶ based off of some um policy with asba or

1:57:12 ▶ another school district's AI

1:57:14 ▶ policy I can tell you that asba does not

1:57:17 ▶ have uh model policy so we've not used

1:57:20 ▶ that I I I mean Miss Ry can talk more

1:57:23 ▶ about sort of where where the language

1:57:25 ▶ we we have in there came from um we we

1:57:29 ▶ modeled off of um Northern Arizona

1:57:31 ▶ University has a a Model A framework

1:57:33 ▶ guidelines for people so we modeled that

1:57:36 ▶ you University of Arizona has some

1:57:37 ▶ guidelines we've also looked to talk to

1:57:39 ▶ a lot of school districts um truly there

1:57:41 ▶ isn't anybody in Southern Arizona for us

1:57:43 ▶ to talk to but we did looked at agaa

1:57:45 ▶ Deer Valley Chandler and Mesa and we

1:57:47 ▶ looked at what they have and we we

1:57:49 ▶ modeled a lot we looked very extensively

1:57:51 ▶ on their policy run their policies their

1:57:53 ▶ guidelines and um we we had a lot of

1:57:57 ▶ conversations with them and a lot of

1:57:59 ▶ things are modeled off of those but we

1:58:00 ▶ don't have anyone in Southern Arizona to

1:58:02 ▶ look at we're the we're the first okay

1:58:04 ▶ great yeah I think um all the points

1:58:06 ▶ that we've made would be helpful for if

1:58:08 ▶ this comes back and also I was just

1:58:11 ▶ briefly looking through the code of

1:58:13 ▶ conduct um and I searched with like the

1:58:17 ▶ word artificial and I couldn't find it

1:58:19 ▶ in the code of conduct perhaps there is

1:58:21 ▶ some something there um that speaks to

1:58:25 ▶ the use of AI like plagiarism but I

1:58:27 ▶ think we need to kind of build both of

1:58:29 ▶ these policies

1:58:31 ▶ together and and we did include in the

1:58:34 ▶ AI policy the discussion about the code

1:58:37 ▶ of conduct applying but you're

1:58:39 ▶ absolutely right the code of conduct

1:58:40 ▶ itself does not at this point talk about

1:58:42 ▶ use of

1:58:43 ▶ AI excuse me I wouldn't really have a

1:58:45 ▶ reference at this point for it to do

1:58:47 ▶ that you I agree that they they do have

1:58:49 ▶ to sort of be read together

1:58:52 ▶ absolutely thank

1:58:55 ▶ you so I will move to table the item um

1:58:59 ▶ so that it includes

1:59:01 ▶ in um or let me let me just I don't know

1:59:07 ▶ what I'm doing um want to table the item

1:59:10 ▶ but we also want to include the age uh

1:59:13 ▶ restriction in here that it's um you

1:59:16 ▶ know 13 and under won't be able to use

1:59:19 ▶ and then um the removal of the word sh

1:59:23 ▶ right

1:59:24 ▶ in number one for General guidin number

1:59:28 ▶ one and then you you can come back to us

1:59:31 ▶ at the next meeting if that's okay so my

1:59:34 ▶ motion is to table second there's a

1:59:37 ▶ motion and a second all those in favor

1:59:39 ▶ say I

1:59:41 ▶ I um motion passes 3 to one with one or

1:59:45 ▶ 30 one extension thank you thank you

1:59:53 ▶ uh item number 9.1 is purchase and sale

1:59:56 ▶ agreement with asent property company

1:59:59 ▶ LLC for properties at the morrow

2:00:01 ▶ education center with authorization for

2:00:04 ▶ the operations program manager to

2:00:06 ▶ execute the agreement Dr Trill yes

2:00:09 ▶ president extrm board members members of

2:00:11 ▶ the community we are here with a

2:00:13 ▶ purchase sale agreement for the moral

2:00:15 ▶ Center affectionally known throughout

2:00:17 ▶ the years as 1010 uh the sale of 1010

2:00:20 ▶ being promoted uh proposed tonight is

2:00:23 ▶ not for the entirety of the property but

2:00:25 ▶ is for the northern phase of the

2:00:29 ▶ property which would be include

2:00:30 ▶ everything north of 10th largely

2:00:32 ▶ inclusive almost inclusive of all the

2:00:34 ▶ parking area that's there north of the

2:00:36 ▶ building and I'd like to bring up Bryant

2:00:38 ▶ Odin who'll walk us through the

2:00:40 ▶ particulars of the

2:00:46 ▶ agreement president extrom members of

2:00:48 ▶ the board Dr tril Council Ross Mar could

2:00:52 ▶ you bring up the third from the last

2:00:54 ▶ page we'll look at the aerial photo

2:00:57 ▶ there okay um so I'm really pleased to

2:01:00 ▶ be with you this evening to uh talk

2:01:03 ▶ about an important Milestone uh that

2:01:05 ▶ will help create a a more suitable uh

2:01:09 ▶ functional building for staff and on top

2:01:12 ▶ of that it will create a

2:01:16 ▶ Consolidated uh services so that it's

2:01:19 ▶ easier access for uh our field staff

2:01:23 ▶ teachers and and uh staff at the sites

2:01:26 ▶ and also for the public um so uh we're

2:01:30 ▶ looking here at um can you go ahead and

2:01:33 ▶ move it up

2:01:36 ▶ Maria excellent okay there are really

2:01:39 ▶ two different Parcels here on the uh

2:01:42 ▶ Morrow Ed Center uh and this one that

2:01:45 ▶ we're talking about is the first phase

2:01:47 ▶ of the sale and it's the uh small house

2:01:51 ▶ that's on the southwest corner of the

2:01:53 ▶ park parking lot and also the rest of

2:01:56 ▶ the whole parking lot uh it also

2:01:58 ▶ includes a cell tower that's uh noted

2:02:00 ▶ there um it's a purchase the agreement

2:02:04 ▶ that you have before you has a purchase

2:02:05 ▶ price of $13

2:02:08 ▶ million um it acknowledges that the um

2:02:13 ▶ buyer intends to build a residential

2:02:16 ▶ development and that will be and it says

2:02:18 ▶ in substantial conformance with the

2:02:20 ▶ sunshine mile overlay District

2:02:22 ▶ uh which was really put together with

2:02:24 ▶ the city um and uh the neighbors and

2:02:28 ▶ Tucson unified um so it includes those

2:02:32 ▶ two things on top of that uh IT

2:02:35 ▶ addresses the cell tower by putting

2:02:38 ▶ together early in the process an

2:02:40 ▶ agreement on how the cell tower will be

2:02:42 ▶ relocated on the property um that we're

2:02:45 ▶ hoping we can do in the first 60 days of

2:02:48 ▶ due diligence um but that agreement then

2:02:51 ▶ will carry forward through the rest of

2:02:53 ▶ the process um the rest of it really is

2:02:56 ▶ a is a very typical um purchase and sale

2:03:00 ▶ agreement um it looks at a due diligence

2:03:02 ▶ period of 120 days it looks at escro

2:03:06 ▶ deposits that ensure that the uh uh

2:03:10 ▶ future buyer will continue to move

2:03:12 ▶ forward with the project because they've

2:03:13 ▶ become non-refundable at certain key

2:03:16 ▶ points um and it gets the whole process

2:03:20 ▶ to closing in any where from depending

2:03:22 ▶ on extensions and an escro deposits from

2:03:25 ▶ 11 months to 17 months so it's a fairly

2:03:28 ▶ quick process um when you consider that

2:03:31 ▶ a whole development plan has to be uh

2:03:34 ▶ done for the

2:03:35 ▶ property so really that's it um I'm glad

2:03:38 ▶ to answer any

2:03:40 ▶ questions Mr raro real quick um the

2:03:43 ▶ building that's on the northwest side um

2:03:46 ▶ what is that that's called The Rock uh

2:03:50 ▶ it's a uh uh nightclub okay so there

2:03:55 ▶ other company planning on buying that

2:03:56 ▶ property there or they're going to keep

2:03:58 ▶ that thing there they haven't discussed

2:04:00 ▶ that um it has been discussed in the

2:04:02 ▶ past with other potential buyers um but

2:04:06 ▶ um it's not in part of this agreement

2:04:10 ▶ okay did we sell that to them way back

2:04:12 ▶ when or oh no no we never purchased it

2:04:15 ▶ this this we' P we purchased back um in

2:04:18 ▶ the 40s 30s even maybe um

2:04:22 ▶ 40s and 50s uh and they were um small

2:04:26 ▶ residential lots some of them hadn't

2:04:28 ▶ been developed some of them obviously

2:04:30 ▶ head there's that house that's on there

2:04:32 ▶ and we picked them up bit by bit and

2:04:33 ▶ then we picked up the northern portion

2:04:36 ▶ after uh the one on the northwest corner

2:04:40 ▶ had already been developed kind of thank

2:04:43 ▶ you any other

2:04:46 ▶ questions

2:04:48 ▶ okay what are the wishes of the board

2:04:53 ▶ I'll move the item I'll second a motion

2:04:56 ▶ has been made by Dr Shaw and second it

2:04:58 ▶ by myself um roll call

2:05:04 ▶ please M sh no Mr Romeo yes Dr Robi yes

2:05:10 ▶ Miss extrom yes motion passes 3 to one

2:05:13 ▶ thank

2:05:15 ▶ you next is item 10.1 desegregation

2:05:19 ▶ budget study session number three

2:05:22 ▶ uh first we'll start with the magnet

2:05:24 ▶ Department uh Mr Dr Trill yes um members

2:05:28 ▶ of the governing board members of the

2:05:29 ▶ public We are continuing uh with our

2:05:32 ▶ third study session on desegregation

2:05:34 ▶ funded departments tonight we're very

2:05:37 ▶ excited to present the next three

2:05:39 ▶ departments that will be presenting

2:05:40 ▶ their budget proposals to the governing

2:05:42 ▶ board we start with magnet then we'll go

2:05:44 ▶ ahead and we'll go with family and

2:05:46 ▶ Community engagement Multicultural

2:05:48 ▶ education as I always like to do before

2:05:50 ▶ we start presentation for those watching

2:05:53 ▶ our current financial situation in the

2:05:55 ▶ desegregation budget has us at about a

2:05:58 ▶ $3 million 3.5 million deficit the

2:06:01 ▶ district collects $63

2:06:03 ▶ million in secondary or in uh

2:06:07 ▶ desegregation Levi taxes to support

2:06:10 ▶ desegregation funded programs as a

2:06:12 ▶ result of the almost 40-year court order

2:06:15 ▶ desegregation uh programming that was

2:06:17 ▶ imposed on the

2:06:19 ▶ district because the amount of dollars

2:06:22 ▶ are capped at the 2008 level of $63

2:06:25 ▶ million we are unable to Levy any more

2:06:28 ▶ but the cost of the employees for all of

2:06:31 ▶ our desegregation programs raises in

2:06:34 ▶ compensation increased Health costs

2:06:36 ▶ additional staff members to meet

2:06:38 ▶ programmatic needs have our expenditures

2:06:41 ▶ going higher than the static 63 million

2:06:44 ▶ so the task for all of our desegregation

2:06:46 ▶ funded department leaders is to work

2:06:48 ▶ with their departments to create a

2:06:50 ▶ budget that's balanced all of the budget

2:06:52 ▶ proposals are posted uh and available

2:06:55 ▶ for public comment you can hit the link

2:06:57 ▶ uh on our board docs public agenda item

2:07:00 ▶ and they're open for your comments as

2:07:02 ▶ the governing board will not be voting

2:07:04 ▶ on a desegregation budget until mid June

2:07:08 ▶ and so with that we'll kick it off with

2:07:09 ▶ our next uh Department one of our

2:07:11 ▶ largest departments the magnet

2:07:13 ▶ Department I want to welcome our senior

2:07:15 ▶ director for magnet uh in TD and that's

2:07:18 ▶ Cameron terava welcome

2:07:21 ▶ good evening I'm Cameron tabati I'm the

2:07:23 ▶ senior director of equity diversity and

2:07:25 ▶ inclusivity overseeing uh 12 incredible

2:07:28 ▶ magnet programs so thank you board

2:07:31 ▶ Madame President Council and Dr

2:07:35 ▶ tro first I just want to communicate who

2:07:38 ▶ our magnet schools are so we have 12

2:07:42 ▶ incredible Dynamic School communities

2:07:45 ▶ with 12 principles amazing teachers

2:07:47 ▶ magnet coordinators and those

2:07:49 ▶ communities are as follows Bonas

2:07:52 ▶ Traditional Magnet Borton systems

2:07:54 ▶ thinking and Project based learning

2:07:56 ▶ magnet Kio communication and Arts Magnet

2:08:01 ▶ Davis bilingual magnet Dodge traditional

2:08:04 ▶ Middle School magnet drachman murri K8

2:08:08 ▶ and one of the

2:08:10 ▶ only public murri schools in Southern

2:08:14 ▶ Arizona holiday Fine Arts Magnet

2:08:18 ▶ mansfeld stem plus Middle School magnet

2:08:22 ▶ po High School steam magnet rosbridge

2:08:25 ▶ bilingual K8 of course two Sun High and

2:08:30 ▶ Tully gate

2:08:33 ▶ magnet let's get into just why magnet

2:08:36 ▶ schools exist period from the 20,000

2:08:39 ▶ foot view magnet schools were

2:08:42 ▶ essentially created and grounded in the

2:08:44 ▶ space of educational equity and what

2:08:48 ▶ their real true DNA is in is in

2:08:52 ▶ integration and for magnet schools what

2:08:54 ▶ that really means is making sure that we

2:08:57 ▶ don't just allow students of different

2:08:59 ▶ races to go to school together we ask

2:09:01 ▶ them to learn together to break bread

2:09:03 ▶ together to eat together right one of

2:09:06 ▶ the things I think we fundamentally

2:09:08 ▶ believe in is that the ills of society

2:09:10 ▶ are the ills of a classroom and if we

2:09:12 ▶ can have a role and helping close not

2:09:15 ▶ only academic disparity but social

2:09:18 ▶ disparity cing creating opportunities

2:09:20 ▶ for all then we've done our job we are

2:09:24 ▶ the TUC 5 school district representation

2:09:27 ▶ of school

2:09:28 ▶ choice and we do all this through a

2:09:31 ▶ thematic based approach and that is our

2:09:34 ▶ vehicle to engage students and Learners

2:09:38 ▶ and really do our

2:09:40 ▶ work so you heard me use this language

2:09:44 ▶ of theme well what a theme is it's it's

2:09:48 ▶ a specialized curricul it's a

2:09:50 ▶ specialized vehicle of instruction so

2:09:53 ▶ from some schools their theme is just

2:09:55 ▶ fine arts While others is stem or Steam

2:09:59 ▶ for schools like Davis and rosbridge

2:10:01 ▶ it's access to two-way dual language

2:10:04 ▶ programming and what we know is it

2:10:06 ▶ enhances learning and it does Boost

2:10:08 ▶ academic achievement there's much result

2:10:11 ▶ in data that highlights and underscores

2:10:14 ▶ that

2:10:16 ▶ reality for us in school year

2:10:19 ▶ 2425 we're we're proud of some things

2:10:22 ▶ departmentally right we're very proud of

2:10:25 ▶ 12 incredible principles we're very

2:10:28 ▶ proud of the magnet coordinators that

2:10:30 ▶ serve those 12 communities were're proud

2:10:33 ▶ of the

2:10:34 ▶ 7,300 students that attended Magnet

2:10:37 ▶ School in this

2:10:38 ▶ District so what we have done in a short

2:10:43 ▶ amount of time is we've doubled the

2:10:45 ▶ amount of magnet schools of America

2:10:47 ▶ certified

2:10:48 ▶ schools when we got to this department

2:10:51 ▶ and and there's a mighty group of four

2:10:52 ▶ of us

2:10:54 ▶ departmentally we had four MSA or magnet

2:10:57 ▶ schools of America certified schools

2:10:59 ▶ that number now sits at

2:11:00 ▶ 8 when we arrived to this department

2:11:04 ▶ there were four magnet schools that were

2:11:06 ▶ receiving National Merit Awards and

2:11:09 ▶ recognition through the magnet schools

2:11:10 ▶ of America certifying and Merit

2:11:12 ▶ award-winning body that number now sits

2:11:16 ▶ at

2:11:17 ▶ 7 we're able to write and receive a

2:11:21 ▶ $10,000 grant for po high school for

2:11:24 ▶ their drama

2:11:26 ▶ Department we held a magnet business

2:11:29 ▶ Symposium and this is the third year

2:11:31 ▶ we've done it but we did it a little bit

2:11:33 ▶ different this

2:11:34 ▶ year in the past we've said hey come

2:11:37 ▶ look at our schools because we want you

2:11:40 ▶ to know what our schools are like

2:11:42 ▶ because we want to partner with you and

2:11:44 ▶ and ultimately we want to see different

2:11:46 ▶ ways in which you can serve our

2:11:48 ▶ community our schools this year we

2:11:50 ▶ flipped the script we said how can we

2:11:55 ▶ collaborate what are the demands and the

2:11:57 ▶ needs of

2:11:59 ▶ Industry how can we align what we do

2:12:03 ▶ instructionally through our curriculum

2:12:05 ▶ through our vehicle of theme to meet the

2:12:09 ▶ demands and the needs that are just real

2:12:12 ▶ in the 21st

2:12:14 ▶ century we had an incredible delegation

2:12:17 ▶ of school leaders and Educators from

2:12:19 ▶ Korea come and visit to s I and Davis

2:12:22 ▶ and rosbridge

2:12:23 ▶ and one of the things we fundamentally

2:12:25 ▶ believe in is that yeah it's hard to

2:12:29 ▶ recruit and retain teachers it's hard to

2:12:32 ▶ recruit and retain site leaders and

2:12:34 ▶ principles that's just a reality so we

2:12:37 ▶ have to do everything we can to make the

2:12:39 ▶ world of being a teacher or a principal

2:12:41 ▶ or a magnet coordinator fun and engaging

2:12:44 ▶ so we held our our first ever pickle

2:12:47 ▶ ball tournament it was funded by EF a

2:12:50 ▶ shout out to Don Bell and her team for

2:12:52 ▶ making this happen and a shout out to

2:12:54 ▶ the PO Verde team my goodness they are

2:12:57 ▶ some pickle ball players it was

2:13:00 ▶ incredible and finally one of the things

2:13:02 ▶ that we're really proud of is our work

2:13:04 ▶ around instructional leadership teams

2:13:07 ▶ and departmentally how much we're

2:13:09 ▶ pouring into that and what that means

2:13:11 ▶ for

2:13:13 ▶ learning but I don't want you to hear me

2:13:17 ▶ just speak to it I want you to see it

2:13:21 ▶ so in front of you you have some data

2:13:23 ▶ points you have three years worth of

2:13:25 ▶ data 3rd through 8th grade the dark

2:13:28 ▶ salmon color what that is that's magnet

2:13:32 ▶ proficiency magnet proficiency on the

2:13:35 ▶ aasa state

2:13:37 ▶ assessment the lighter salmon color

2:13:40 ▶ that's the district as a whole right so

2:13:43 ▶ you can clearly see in school year

2:13:46 ▶ 2122 22 23 23 24 magnet schools and as

2:13:52 ▶ an aggregate have outperformed the

2:13:54 ▶ district in

2:13:56 ▶ ela the same thing is true for

2:13:59 ▶ meth right again in the DNA of magnet is

2:14:04 ▶ thematic learning in the DNA of magnet

2:14:07 ▶ is working to close subgroup achievement

2:14:10 ▶ gaps in the DNA of magnet is making sure

2:14:13 ▶ systems are in place to look at

2:14:15 ▶ instructional practice to look at data

2:14:17 ▶ and ensure learning occurs on a

2:14:20 ▶ campus and the data proves that it's

2:14:23 ▶ working we're not perfect we don't have

2:14:27 ▶ we haven't reached our our goal yet but

2:14:30 ▶ we're making incredible progress and the

2:14:33 ▶ schools and their respective

2:14:35 ▶ leaders are helping to make this a

2:14:37 ▶ reality for kids helping to make that

2:14:40 ▶ data set a

2:14:43 ▶ reality when we shift to high school and

2:14:45 ▶ I separated these out because the high

2:14:48 ▶ school assessment looks is it's a

2:14:50 ▶ completely different assessment

2:14:52 ▶ it's the ACT

2:14:54 ▶ Horizon but again in ela we have two

2:14:57 ▶ incredible high schools to son High

2:14:58 ▶ Magnet School and po students are are

2:15:01 ▶ doing better in terms of

2:15:04 ▶ proficiency again you have school year

2:15:06 ▶ 2122 22 23 23

2:15:10 ▶ 24 the same thing is the true for

2:15:13 ▶ Math and I'll Echo the same thing we

2:15:16 ▶ know we have work to do and our 12

2:15:19 ▶ leaders who are absolutely incredible

2:15:22 ▶ those principles are doing the work

2:15:23 ▶ every single day but the impact cycle is

2:15:27 ▶ the language I would use takes time and

2:15:30 ▶ energy and effort but so far the data

2:15:34 ▶ for us looks

2:15:37 ▶ good you heard me talk a little bit

2:15:40 ▶ about instructional coaching and

2:15:42 ▶ instructional leadership team so I want

2:15:43 ▶ to kind of talk a little bit about what

2:15:45 ▶ that is because when we look at that

2:15:47 ▶ data set we know that the vle of

2:15:51 ▶ thematic learning helps us achieve those

2:15:55 ▶ results but what's driving that are

2:15:58 ▶ these cycles of instructional coaching

2:16:01 ▶ that are done by instructional

2:16:02 ▶ leadership teams an instructional

2:16:05 ▶ leadership team is a team on any campus

2:16:07 ▶ in in this District but in magnet it's

2:16:10 ▶ especially different because it's

2:16:12 ▶ inclusive of the magnet coordinator it's

2:16:15 ▶ inclusive of the site principal

2:16:16 ▶ assistant principal a CSP all with this

2:16:20 ▶ mission of delivering quality

2:16:23 ▶ instructional coaching specific to

2:16:24 ▶ thematic learning specific to

2:16:26 ▶ evidence-based practices in terms of

2:16:28 ▶ what good instruction looks like

2:16:30 ▶ specific to datadriven instructional

2:16:33 ▶ practices right and when we do that in a

2:16:37 ▶ cycle we know it increases student

2:16:39 ▶ achievement we know it it impacts

2:16:42 ▶ teacher

2:16:43 ▶ confidence we know that it really

2:16:45 ▶ equates to sustained

2:16:47 ▶ growth we know that it creates

2:16:50 ▶ Collaborative Learning

2:16:51 ▶ opportunities in communities in our

2:16:53 ▶ schools and I'm just going to give you

2:16:54 ▶ an

2:16:56 ▶ example think about an athlete for a

2:17:01 ▶ second right could be any athlete but

2:17:04 ▶ I'm going to pick on a basketball player

2:17:06 ▶ we don't teach someone to bounce a ball

2:17:09 ▶ once and expect them to play

2:17:12 ▶ basketball we don't show an artist or

2:17:15 ▶ musician how to play a chord on a guitar

2:17:18 ▶ one time and expect them to be Jimmy

2:17:22 ▶ Hendrick in the space of Physicians we

2:17:25 ▶ don't say hey everything that you're

2:17:27 ▶ going to learn is in the

2:17:29 ▶ classroom now go be a

2:17:32 ▶ doctor right that's not how that works

2:17:35 ▶ teaching is no

2:17:36 ▶ different right so our lens on how we

2:17:40 ▶ reach these Pinnacles of just results

2:17:43 ▶ how we reach this space of just

2:17:46 ▶ Recruitment and Retention it's about

2:17:48 ▶ supporting teachers and sometimes

2:17:50 ▶ supporting teachers means these systems

2:17:52 ▶ of instructional coaching Cycles done by

2:17:55 ▶ instructional leadership

2:17:59 ▶ teams an incredible voice and researcher

2:18:02 ▶ in in the space of coaching

2:18:05 ▶ said coaching just instructional

2:18:07 ▶ coaching and the

2:18:09 ▶ efforts behind them have led to a

2:18:12 ▶ growing consensus that professional

2:18:15 ▶ development really shares critical

2:18:16 ▶ features that include this notion of job

2:18:20 ▶ embedded practice and tense and

2:18:22 ▶ sustained durations so we're really

2:18:25 ▶ focusing on core goals with what we're

2:18:27 ▶ trying to get at instructionally and for

2:18:29 ▶ us that's thematic learning right that's

2:18:31 ▶ thematic based

2:18:32 ▶ instruction and it involves a focus on

2:18:35 ▶ discreet skills and active

2:18:39 ▶ learning as we move into enrollment I

2:18:41 ▶ want to kind of gently guide us to the

2:18:43 ▶ actual budget presentation because we

2:18:45 ▶ have to build in time for governing

2:18:47 ▶ board questions before we bring in our

2:18:49 ▶ other departments I appreciate it thank

2:18:50 ▶ you

2:18:52 ▶ so you heard me say that there's

2:18:54 ▶ 7,300 students that attend magnet

2:18:56 ▶ schools in this District I just want to

2:18:59 ▶ Echo that one more time in school year

2:19:02 ▶ 22 23 and 23 24 that represented

2:19:07 ▶ 18.1% of our total enrollment as a

2:19:10 ▶ district what's interesting is in school

2:19:12 ▶ year 2425 that number actually climbed

2:19:15 ▶ to

2:19:17 ▶ 18.2% now I'll be the first one to tell

2:19:19 ▶ you we're not immune to enrollment loss

2:19:21 ▶ we have it but what this does tell us is

2:19:23 ▶ that more families in this District are

2:19:26 ▶ choosing magnet

2:19:28 ▶ schools now we know that they choose

2:19:30 ▶ magnet schools because of some of the

2:19:32 ▶ work that we do with our magnet

2:19:33 ▶ coordinators in the space of focusing on

2:19:37 ▶ this graph this data set from IES The

2:19:40 ▶ Institute of educational

2:19:42 ▶ statistics focusing on curriculum for us

2:19:46 ▶ thematic based curriculum focusing on

2:19:48 ▶ teacher quality through instructional

2:19:49 ▶ coaching Cycles focusing on safety this

2:19:52 ▶ is what we know families are looking for

2:19:54 ▶ it's intuitive we know this right and we

2:19:58 ▶ do that by helping our magnet

2:19:59 ▶ coordinators or principles create value

2:20:01 ▶ propositions or elevator speeches

2:20:03 ▶ creating high impact social media and

2:20:05 ▶ high impact print

2:20:07 ▶ media but there's a story behind this as

2:20:09 ▶ well I don't want to just sit here and

2:20:12 ▶ give you language

2:20:14 ▶ specific to to just numbers and be hyper

2:20:18 ▶ numerical because the narrative behind

2:20:20 ▶ magnet schools is Tu Sun High's

2:20:23 ▶ incredible drama program The Narrative

2:20:27 ▶ is lasas that Davis The Narrative is

2:20:30 ▶ that an incredible uh folkorico program

2:20:34 ▶ at rosbridge that's the story you saw

2:20:37 ▶ data that says yeah magnet is working

2:20:41 ▶ but there's an undercurrent of

2:20:42 ▶ incredible teachers and artists and

2:20:44 ▶ people dedicated to this their theme DED

2:20:47 ▶ dedicated to their school and their

2:20:48 ▶ community and what they represent

2:20:51 ▶ now

2:20:54 ▶ budget let's talk for a second about

2:20:57 ▶ DC total desc budget we know is 64

2:21:01 ▶ million the magnet portion of that is

2:21:03 ▶ $7.4 million that's 11.5% of the

2:21:07 ▶ entirety of the

2:21:09 ▶ egg now that when we break out that

2:21:12 ▶ amount into two different things I'm

2:21:14 ▶ going to share this briefly with you the

2:21:16 ▶ magnet allocation that goes directly to

2:21:18 ▶ schools is 6.9 56 million that's 94% of

2:21:23 ▶ the entirety of the budget what that is

2:21:26 ▶ saying is this amount goes directly to

2:21:29 ▶ these 12 schools and principles at these

2:21:32 ▶ respective schools they decide how that

2:21:34 ▶ money is spent to support their theme to

2:21:37 ▶ support learning to support

2:21:40 ▶ students when we get even more specific

2:21:42 ▶ and we say okay well in terms of the

2:21:45 ▶ entirety of that 7.4 million how much is

2:21:48 ▶ Just salary and

2:21:49 ▶ benefits

2:21:54 ▶ 93% so almost $6.9 million just salary

2:21:58 ▶ and

2:22:00 ▶ benefits now we do have proposed

2:22:02 ▶ reductions that we're communicating this

2:22:05 ▶ evening and so those reductions are as

2:22:07 ▶ follows so in fiscal year 25 this year

2:22:10 ▶ uh the registration cost for conferences

2:22:12 ▶ sat at 40,000 for next year we'd like to

2:22:15 ▶ reduce that by about 25,000 taking it to

2:22:18 ▶ 15,000 out of state travel for those

2:22:20 ▶ conferences set at nearly 70,000 this

2:22:23 ▶ year we'd like to reduce it to 30 excuse

2:22:27 ▶ me 29 now keep in mind this this money

2:22:30 ▶ is specific to allowing individuals to

2:22:32 ▶ attend a conference where a they learn

2:22:36 ▶ and they bring back information to their

2:22:38 ▶ communities and apply it and B allow

2:22:41 ▶ them to be recognized for their merit

2:22:43 ▶ awards and their

2:22:45 ▶ certification we also spent funds and

2:22:49 ▶ allocated to the point of

2:22:51 ▶ $69,000 this fiscal year on

2:22:53 ▶ Consultants what that did is it helped

2:22:56 ▶ set structures and systems for

2:22:59 ▶ instructional leadership team

2:23:00 ▶ development for Early Childhood Literacy

2:23:03 ▶ for thematic integration for cycles of

2:23:07 ▶ instructional coaching we proposed the

2:23:09 ▶ reduction of

2:23:11 ▶ $30,000 going to

2:23:13 ▶ 39,000 and then we'd like to propose a

2:23:17 ▶ reduction where we zero out a technology

2:23:19 ▶ allocation of 3,000 and books in media

2:23:22 ▶ and those books are essentially

2:23:24 ▶ earmarked for professional learning

2:23:26 ▶ opportunities for magnet coordinators

2:23:27 ▶ and

2:23:28 ▶ principles the total proposed reduction

2:23:31 ▶ this evening is $18,200

2:23:50 ▶ I would just in a very real way say that

2:23:54 ▶ they are absolutely the heart and the

2:23:56 ▶ driver of what we do

2:23:58 ▶ departmentally and what we do is we

2:24:01 ▶ visit

2:24:02 ▶ schools this year we we've been to

2:24:04 ▶ schools over 200

2:24:06 ▶ times and we support them through instru

2:24:09 ▶ instructional coaching that's given

2:24:10 ▶ directly to teachers mentorship and

2:24:13 ▶ coaching that's given to magnet

2:24:14 ▶ coordinators and principles support and

2:24:17 ▶ structure to to develop sites

2:24:19 ▶ instructional leadership teams it's data

2:24:21 ▶ Dives it's quarterly progress monitoring

2:24:23 ▶ it's budget support it's enrollment

2:24:25 ▶ support we do a

2:24:29 ▶ lot and then before I take

2:24:33 ▶ questions I really thought today about

2:24:36 ▶ the last thing I want to tell you and

2:24:38 ▶ it's it's essentially this is that

2:24:40 ▶ effective programming is built on two

2:24:43 ▶ key elements it's people and programs

2:24:46 ▶ right on the people's side we are

2:24:48 ▶ incredibly proud of the work our team is

2:24:50 ▶ doing to support students it's it's

2:24:52 ▶ inspiring when you go to Davis it's

2:24:54 ▶ inspiring when you go to Tucan high it's

2:24:56 ▶ inspiring to be in a robotics lab and

2:24:58 ▶ follow

2:24:59 ▶ birday however I want to gently remind

2:25:02 ▶ us all to give attention to the program

2:25:05 ▶ side of this yes we need to work on

2:25:08 ▶ stabilizing the desegregation budget but

2:25:11 ▶ it's important to remember that

2:25:13 ▶ desegregation isn't just about having

2:25:15 ▶ students of different races attend the

2:25:17 ▶ same school it's about opening the doors

2:25:19 ▶ of opportun for every student see it's

2:25:23 ▶ not all that long ago that the pool

2:25:25 ▶ behind Kio Elementary had a specific

2:25:27 ▶ swimming times for whites and other

2:25:30 ▶ times for Hispanic and African-American

2:25:32 ▶ students it was not all that long ago

2:25:34 ▶ that students could not speak Spanish in

2:25:35 ▶ school but now we have incredible dual

2:25:37 ▶ language programs two are magnet

2:25:41 ▶ schools was not all that long ago that

2:25:43 ▶ the pillars have separate but equal were

2:25:45 ▶ just common

2:25:47 ▶ practice what desegregation did in this

2:25:50 ▶ is it disrupted that it provided access

2:25:53 ▶ built Bridges and created a tenor of

2:25:56 ▶ change and that was done through

2:25:58 ▶ programs like

2:26:00 ▶ magnet but I'm here to respectfully

2:26:02 ▶ share that although we have reached a

2:26:04 ▶ milestone with with court supervision we

2:26:07 ▶ aren't done with this incredibly

2:26:08 ▶ important programmatic work so thank you

2:26:11 ▶ and I'll take your

2:26:13 ▶ questions go R name board

2:26:17 ▶ members Miss Sha

2:26:20 ▶ thank you for your presentation and um I

2:26:23 ▶ do appreciate how your proposed

2:26:24 ▶ reductions are um very painless and

2:26:28 ▶ don't impact the

2:26:31 ▶ classroom

2:26:32 ▶ um so with that like I do notice that

2:26:36 ▶ your you know the total magnet

2:26:39 ▶ allocation from DC is 7.4 million um so

2:26:44 ▶ not sure if there's any others areas

2:26:47 ▶ where we can you know skim but um

2:26:51 ▶ if we can go

2:26:52 ▶ to slide 14 The Magnet School enrollment

2:26:56 ▶ slide um and I don't mean to be hard on

2:26:59 ▶ you but I have never seen a chart broken

2:27:03 ▶ down into such small increments that we

2:27:06 ▶ see here it's like by 18.1

2:27:09 ▶ 1812 you know what I mean

2:27:13 ▶ um and I what I'm trying to get at is

2:27:16 ▶ that like with all the presentations

2:27:18 ▶ that we've seen as far as our

2:27:20 ▶ desegregation

2:27:22 ▶ reductions we're seeing a lack of

2:27:25 ▶ data in a lot of these

2:27:28 ▶ presentations at times we're seeing you

2:27:31 ▶ know the manipulation of numbers which

2:27:34 ▶ is kind of present in this

2:27:39 ▶ chart um and if we go up to

2:27:42 ▶ the you know the one where we're compar

2:27:45 ▶ non-magnet to

2:27:47 ▶ magnet I would love to see this

2:27:49 ▶ aggregated down to grade and race and

2:27:53 ▶ even special need because you know I I

2:27:56 ▶ want to see an accurate comparison like

2:27:58 ▶ the one um the one above this

2:28:02 ▶ one third through 8th like I I think

2:28:06 ▶ it's would be fairer to compare it grade

2:28:09 ▶ by grade rather than like bulking it up

2:28:11 ▶ cuz I know there are some grades that

2:28:13 ▶ kind of always have higher um you know

2:28:17 ▶ passing uh percentages than others and

2:28:20 ▶ so I especially since it's coming at a d

2:28:23 ▶ like we have to see these this data

2:28:25 ▶ aggregated by race

2:28:30 ▶ um yeah but I do appreciate your

2:28:33 ▶ reductions and how easy they are to make

2:28:36 ▶ um but again uh moving forward not only

2:28:39 ▶ with your presentation but with all the

2:28:41 ▶ presentations that we've seen and the

2:28:43 ▶ ones that will come back to us we've got

2:28:45 ▶ to get like data that is concrete so

2:28:48 ▶ that we can base our reduction off of

2:28:51 ▶ you know what's really out there thank

2:28:54 ▶ you Michelle can I speak just briefly to

2:28:57 ▶ um yeah I think just getting granular

2:28:59 ▶ with data is always an amazing and

2:29:01 ▶ important thing to do and in that space

2:29:03 ▶ I just kind of want to quickly echo in

2:29:05 ▶ terms of what grade bands look like and

2:29:07 ▶ I even narrowed that down to to Regions

2:29:10 ▶ um if we look at Region two and I'm just

2:29:12 ▶ going to use this as an example and we

2:29:13 ▶ can quickly quickly move on but uh

2:29:17 ▶ Region 2 has Again by far the most

2:29:20 ▶ magnet schools in the district and and

2:29:22 ▶ for us five out of six magnet schools uh

2:29:24 ▶ LED their respective grade bands in

2:29:26 ▶ either Ela math or both on the asasa

2:29:29 ▶ state assessment last year like that

2:29:31 ▶ those are points that we see frequently

2:29:33 ▶ in in magnet we can absolutely provide

2:29:35 ▶ you with even more granular data by

2:29:37 ▶ subgroup especially if we're looking at

2:29:39 ▶ it um not only in the space of race but

2:29:41 ▶ in terms of what I heard you say was uh

2:29:44 ▶ just students that may have an IP in the

2:29:46 ▶ exed space we can narrow it down even in

2:29:48 ▶ the El space and provide you with that

2:29:50 ▶ entire lens

2:29:51 ▶ absolutely that would be great yeah cuz

2:29:53 ▶ I don't see that here I know you

2:29:55 ▶ probably you know have it on hand but

2:29:58 ▶ just for us who are kind of removed from

2:30:00 ▶ everything to have all the the specifics

2:30:02 ▶ would be really helpful not just for

2:30:04 ▶ your department but for all the

2:30:06 ▶ Departments that we've been

2:30:10 ▶ seeing any other yeah I just want to

2:30:13 ▶ take the magnet Department great job um

2:30:15 ▶ in keeping our in the true Spirit of our

2:30:17 ▶ Cuts cutting as far away from the

2:30:18 ▶ classroom as possible and they really

2:30:20 ▶ did that so thank you very

2:30:22 ▶ much good all right thank

2:30:28 ▶ [Applause]

2:30:30 ▶ you I think next up um it's actually her

2:30:33 ▶ first opportunity to address the board I

2:30:35 ▶ believe since being uh appointed um Lacy

2:30:39 ▶ grala is the director for family and

2:30:41 ▶ Community engagement uh programming in

2:30:44 ▶ the district yeah absolutely um if and I

2:30:49 ▶ know our board members are incredibly

2:30:51 ▶ active if you hadn't had a chance to

2:30:53 ▶ visit all of our Family Resource Centers

2:30:56 ▶ got to do that it is such a treat um and

2:30:59 ▶ uh we're very very excited for the work

2:31:01 ▶ that her team continues to do I'd like

2:31:03 ▶ to welcome Lacy Galva director for

2:31:05 ▶ family community engagement to walk them

2:31:06 ▶ through their budget

2:31:10 ▶ presentation thank you so much for this

2:31:12 ▶ opportunity I want to take a moment to

2:31:15 ▶ thank Dr truo board president miss eom

2:31:20 ▶ board members Dr Shaw Mr Romero Miss

2:31:23 ▶ Shaw for this opportunity tonight and

2:31:26 ▶ everybody who is patiently waited um who

2:31:29 ▶ is here present or watching I just want

2:31:32 ▶ to also take a moment to thank the

2:31:35 ▶ incredible face team members that are

2:31:37 ▶ here who have been waiting and just to

2:31:40 ▶ let you know family engagement isn't

2:31:41 ▶ just something that I work in it's

2:31:43 ▶ something that I believe in in my

2:31:45 ▶ everyday life and tonight my family who

2:31:47 ▶ has been patiently waiting here tonight

2:31:50 ▶ too so I just want to thank everybody

2:31:52 ▶ for the privilege to be here and present

2:31:55 ▶ on behalf of I'm a little biased but an

2:31:58 ▶ amazing

2:32:00 ▶ department so I want to start off by

2:32:02 ▶ saying family and Community engagement

2:32:05 ▶ truly goes beyond just being a

2:32:07 ▶ department it's about creating

2:32:09 ▶ connections providing support and

2:32:12 ▶ fostering a sense of belonging by

2:32:15 ▶ emphasizing also that we are a welcoming

2:32:18 ▶ Community a safe space a resource and

2:32:22 ▶ also highlighting the important support

2:32:25 ▶ system for everybody's

2:32:28 ▶ well-being right where you can see here

2:32:31 ▶ is a program

2:32:33 ▶ overview We are family and Community

2:32:36 ▶ engagement but with us we have our four

2:32:40 ▶ Family Resource Centers that provide

2:32:42 ▶ amazing resources to our TD students

2:32:46 ▶ families and also often times the

2:32:49 ▶ community

2:32:50 ▶ we have an incredible beautiful Duffy

2:32:53 ▶ clothing bank which I often refer to as

2:32:56 ▶ an

2:32:57 ▶ experience families can walk in and not

2:33:00 ▶ feel ashamed of having to use a clothing

2:33:02 ▶ bank when they walk in Christie greets

2:33:05 ▶ them with a beautiful smile and welcomes

2:33:07 ▶ them to utilize this important resource

2:33:11 ▶ we have to our

2:33:12 ▶ community part of our department is also

2:33:15 ▶ the heart Department which is also

2:33:17 ▶ referred to as mckenny vento we help our

2:33:20 ▶ identified homeless students and this

2:33:22 ▶ department has worked really hard this

2:33:25 ▶ year to be in compliance with our state

2:33:27 ▶ while making those

2:33:28 ▶ connections prior to me becoming

2:33:30 ▶ director of this department foster care

2:33:33 ▶ was separated from heart as it should be

2:33:37 ▶ and uh our jav trau who is our

2:33:39 ▶ specialist in that area has worked

2:33:41 ▶ really hard to build this area for our

2:33:43 ▶ foster students and really making sure

2:33:46 ▶ that they have the supports and

2:33:47 ▶ everything that they need as well as

2:33:49 ▶ what the parents and working with the

2:33:50 ▶ state as

2:33:52 ▶ well we also have on this side you'll

2:33:54 ▶ see talk it out which is a program that

2:33:57 ▶ we work in conjunction with the

2:33:58 ▶ University of Arizona where we offer

2:34:01 ▶ free mental health to anybody who is

2:34:04 ▶ part of our TD Community which includes

2:34:07 ▶ staff students families and this year

2:34:11 ▶ I'm extremely proud of our inspir

2:34:14 ▶ program which we've highlighted and that

2:34:16 ▶ is for Community Partners we'll get into

2:34:19 ▶ into that a little bit more later but

2:34:21 ▶ this is just an umbrella of who we are

2:34:24 ▶ you see family and Community engagement

2:34:26 ▶ in isn't just a department in a large

2:34:28 ▶ District it's a welcoming Community it's

2:34:32 ▶ a safe space it's a connector it's a

2:34:35 ▶ resource it's a source of mental relief

2:34:38 ▶ above all we are a family this slide I

2:34:43 ▶ am incredibly proud of when I started

2:34:45 ▶ this department as a coordinator in

2:34:48 ▶ 2016 we had a staff about

2:34:51 ▶ 14 but the need in our community grew

2:34:55 ▶ and so did we and I'm extremely proud to

2:34:58 ▶ say we currently have a little over 20

2:35:01 ▶ employees now within our department and

2:35:04 ▶ every single one of them is a part of

2:35:06 ▶ our puzzle we are they are all needed in

2:35:09 ▶ our department there is not one that we

2:35:12 ▶ could do without they it just wouldn't

2:35:17 ▶ work our goal goal in our department is

2:35:22 ▶ committed to building the active

2:35:23 ▶ participation of families in their

2:35:25 ▶ children's learning and school life our

2:35:28 ▶ work involves creating Partnerships

2:35:30 ▶ among schools families and Community to

2:35:34 ▶ overall enhance our Student

2:35:39 ▶ Success I tell often times a lot of

2:35:42 ▶ people that I read something a long time

2:35:44 ▶ ago if you can't figure out your purpose

2:35:47 ▶ find your passion your passion will lead

2:35:50 ▶ you to your purpose and I truly believe

2:35:53 ▶ everybody who works in the dis

2:35:54 ▶ department has found their

2:35:57 ▶ purpose our stakeholders involve many

2:36:01 ▶ people it involves our Inspire Partners

2:36:05 ▶ it enires our space staff it invite

2:36:08 ▶ involves our parents and this year we

2:36:11 ▶ would like to start our power committee

2:36:14 ▶ which is going to involve our parent

2:36:15 ▶ Guardians and you know to USD we have to

2:36:18 ▶ have acronyms for everything so that

2:36:20 ▶ would stand for parents ongoing sorry I

2:36:25 ▶ can't read that for for what for

2:36:28 ▶ wellbeing education and resources and

2:36:32 ▶ that we really want to really give our

2:36:34 ▶ parents a voice and a place to come and

2:36:36 ▶ be a part of who we are and the

2:36:38 ▶ decisions that we

2:36:42 ▶ make this is really important for me to

2:36:45 ▶ highlight and I'm sorry it's really hard

2:36:47 ▶ to read but our Direct impact does not

2:36:51 ▶ just go to one area in our district we

2:36:55 ▶ serve all 40 plus students we are

2:36:59 ▶ available for all 3,000 or so staff we

2:37:03 ▶ support the greater good of our TD

2:37:06 ▶ Community as well as working with

2:37:09 ▶ Community

2:37:10 ▶ Partners here in Tucson in Arizona and

2:37:14 ▶ we have worked with Community Partners

2:37:16 ▶ outside of our state as you can see

2:37:19 ▶ there are some numbers in front of you

2:37:21 ▶ that we pull from our own tracking

2:37:23 ▶ system that shows the increase in areas

2:37:26 ▶ of what we've had an effect on in our

2:37:28 ▶ school this year we hope to continue to

2:37:33 ▶ grow those numbers as we see the need

2:37:36 ▶ increasing every single day surrounding

2:37:39 ▶ those numbers are pictures of things

2:37:41 ▶ that we have had throughout the year

2:37:43 ▶ such as our impact to Sun event where we

2:37:47 ▶ hosted um I believe was about 5,000

2:37:51 ▶ different students that came through

2:37:53 ▶ there we provided backpacks and food and

2:37:55 ▶ entertainment for them I also want to

2:37:57 ▶ point out that this year that event was

2:38:01 ▶ also pretty much fully funded by our

2:38:03 ▶ Inspire Partners so thank you to the

2:38:06 ▶ community for coming in and and helping

2:38:08 ▶ us provide that we have a jacket party

2:38:10 ▶ every year where we provide jackets to

2:38:12 ▶ all of our students at all of our four

2:38:14 ▶ Family Resource Centers that's one of

2:38:16 ▶ the pictures that you see there as well

2:38:19 ▶ as fun events our Southwest Family

2:38:21 ▶ Resource Center has amazing fun events

2:38:24 ▶ and activities for our families to

2:38:25 ▶ attend and they just had a sock hop that

2:38:28 ▶ you'll see there so I encourage you to

2:38:30 ▶ take a look at these pictures we this is

2:38:33 ▶ something that we and our staff truly

2:38:35 ▶ believe in our staff is there Every Day

2:38:39 ▶ greeting families encouraging families

2:38:42 ▶ supporting families it's not just a job

2:38:46 ▶ for them this is a way of life

2:38:50 ▶ another part of our department is really

2:38:52 ▶ making sure that we are providing

2:38:54 ▶ Equitable access across the district in

2:38:57 ▶ family engagement with all 88 schools we

2:39:00 ▶ know that effective family engagement

2:39:02 ▶ leads to Improvement student outcomes

2:39:04 ▶ including better academic performance

2:39:07 ▶ higher attendance just increased

2:39:09 ▶ motivation all around and that it just

2:39:12 ▶ becomes a priority for our district I

2:39:16 ▶ believe that family engagement should

2:39:18 ▶ not be an expectation it should be part

2:39:21 ▶ of our culture and climate in t

2:39:25 ▶ USD we have family engagement guidelines

2:39:28 ▶ that who we have set for every single

2:39:30 ▶ School the amazing coordinators in our

2:39:32 ▶ department are each assigned to a region

2:39:35 ▶ where they work directly and provide

2:39:37 ▶ direct support to these schools so if

2:39:39 ▶ it's with their principal or their

2:39:41 ▶ school Community liaison or their family

2:39:43 ▶ engagement site contact we hold them

2:39:46 ▶ accountable for these

2:39:47 ▶ expectations we also use the framework

2:39:50 ▶ of Dr Joyce Epstein which is 25 years of

2:39:53 ▶ research-based practice that we utilize

2:39:55 ▶ within our trainings that we provide

2:39:57 ▶ four times a year we also offer a dropin

2:40:00 ▶ session every month where we're on there

2:40:02 ▶ for 4 hours 2 hours in the morning and 2

2:40:06 ▶ hours in the afternoon or uh schools can

2:40:09 ▶ drop in and ask questions get support or

2:40:12 ▶ advice or just emotional support as well

2:40:16 ▶ if

2:40:17 ▶ needed so here's our budget our budget

2:40:21 ▶ for face is about $580,000

2:40:25 ▶ the 10% cut would have been about

2:40:29 ▶ 58,000 when I met with the coordinators

2:40:32 ▶ I really asked them to look at need

2:40:35 ▶ versus want so we were able to make some

2:40:38 ▶ adjustments in certain areas what I

2:40:42 ▶ couldn't adjust or take away was a

2:40:46 ▶ person every single person in our

2:40:48 ▶ department is a need we were able to

2:40:51 ▶ take away overtime we were able to take

2:40:54 ▶ away the biggest thing that we were able

2:40:56 ▶ to take away is added Duty now what I

2:40:59 ▶ want to get with that is there you see

2:41:01 ▶ the Strategic goal number five where our

2:41:03 ▶ district has stated that every school

2:41:07 ▶ have a school Community liaison we know

2:41:09 ▶ that every school does not use their

2:41:11 ▶ tital One funds for this traditionally

2:41:14 ▶ in the past our department has stepped

2:41:16 ▶ in and used that funding that I have

2:41:19 ▶ reduced to add added duty to a certified

2:41:22 ▶ or classified person to be a family

2:41:25 ▶ engagement site

2:41:28 ▶ contact next year with this cut

2:41:30 ▶ unfortunately that is where I saw the

2:41:33 ▶ cuts

2:41:34 ▶ needed some of the the ideas that I've

2:41:37 ▶ come up with which I haven't talked to

2:41:39 ▶ Mr lza yet but possibly teaming up with

2:41:42 ▶ tial one and seeing if that's somewhere

2:41:44 ▶ they could step in um maybe making it an

2:41:48 ▶ expectation of school TOS I don't know

2:41:50 ▶ but if I have to make a cut that's

2:41:52 ▶ that's where I would make it um in order

2:41:54 ▶ to keep our staff that we need within

2:41:56 ▶ our dep

2:41:59 ▶ Department wow that was fast so I leave

2:42:02 ▶ you with this I leave you with this Maya

2:42:06 ▶ Angelo said I've learned that people

2:42:08 ▶ will forget what you said people will

2:42:11 ▶ forget what you did but people will

2:42:13 ▶ never forget how you made them feel our

2:42:16 ▶ goal in our department is every every

2:42:19 ▶ single person that walks into our Center

2:42:22 ▶ any area within our department that they

2:42:25 ▶ leave feeling heard seen and wanted that

2:42:30 ▶ they leave knowing that they are a part

2:42:32 ▶ of this TUSD family and so I ask you

2:42:36 ▶ when looking at budgets to keep us in

2:42:38 ▶ mind I am here to answer questions

2:42:40 ▶ provide you with additional information

2:42:42 ▶ if needed and I thank you all for being

2:42:45 ▶ here and listening tonight thank you so

2:42:47 ▶ much thank

2:42:50 ▶ [Applause]

2:42:55 ▶ uh thank you Miss grala um the cut to

2:42:58 ▶ certified staff added Duty how many

2:43:01 ▶ people would that be well this last time

2:43:05 ▶ we the so the it's not really cutting a

2:43:09 ▶ person it's just so what it is is if

2:43:12 ▶ schools don't have the position of a

2:43:14 ▶ school Community liaison we stepped in

2:43:17 ▶ and asked principles we need you to

2:43:19 ▶ assign because we didn't want principles

2:43:21 ▶ to take on that role they already have

2:43:23 ▶ 110 things to do but family engagement

2:43:26 ▶ is still needs to be a priority in our

2:43:28 ▶ schools and in our districts so we asked

2:43:30 ▶ them to assign somebody to take on this

2:43:32 ▶ role and we gave them like think it was

2:43:36 ▶ $350 for the whole year as added Duty

2:43:39 ▶ and they would clock in while they were

2:43:40 ▶ utilizing this time for either reports

2:43:43 ▶ or planning or the family engagement

2:43:46 ▶ teams um so this year I would say it

2:43:50 ▶ went up 60% in our district that schools

2:43:53 ▶ decided not to use their Title One funds

2:43:56 ▶ for school commed Aon and they used it

2:43:58 ▶ somewhere else and so they were left to

2:44:01 ▶ have somebody appointed for this role so

2:44:04 ▶ often it was a counselor a

2:44:06 ▶ monitor um we've had teachers and it was

2:44:10 ▶ conflicting because we do have

2:44:11 ▶ professional developments and so it was

2:44:13 ▶ hard for them to attend our professional

2:44:15 ▶ developments that's why we tried to

2:44:17 ▶ accommodate with drop in sessions uh the

2:44:20 ▶ coordinators are amazing with going out

2:44:22 ▶ to schools and meeting with them in

2:44:24 ▶ person um often times on Zoom if needed

2:44:28 ▶ so yeah and I anticipate this year will

2:44:30 ▶ probably a higher percentage so how many

2:44:34 ▶ schools um so out of the 88 schools

2:44:37 ▶ there's about this year there are a

2:44:39 ▶ little over 40 schools okay thank you

2:44:43 ▶ yes Dr Tri yeah president exro I think

2:44:45 ▶ we're seeing a great result as we bridge

2:44:47 ▶ to Title One about uh state level cuts

2:44:50 ▶ to title budgets layered in with loss of

2:44:53 ▶ enrollment so those two forces creating

2:44:55 ▶ smaller School level budgets tough

2:44:58 ▶ decisions needing to be made and now

2:44:59 ▶ we're seeing the result as schools have

2:45:02 ▶ to make difficult choices between school

2:45:04 ▶ Community liaison versus library

2:45:06 ▶ assistant versus that extra ta and it's

2:45:09 ▶ just it continues to be such a difficult

2:45:12 ▶ circumstance but I do appreciate

2:45:14 ▶ everything your team did to try to

2:45:15 ▶ minimize the impact of of these Cuts

2:45:17 ▶ absolutely any other

2:45:20 ▶ questions yes M sha thanks Miss grova

2:45:24 ▶ for your presentation um and yeah this

2:45:27 ▶ is going to be a tough one because I

2:45:29 ▶ know all the great work that your

2:45:30 ▶ department does um having a little

2:45:33 ▶ trouble like reading the reductions with

2:45:35 ▶ like the overlapping of the text

2:45:39 ▶ um but um yeah this is going to be tough

2:45:43 ▶ cuz I know you do great work and it

2:45:47 ▶ going to be hard to cut back

2:45:49 ▶ anywhere um you know I I've I've been to

2:45:53 ▶ the Duffy clothing bank and and talked

2:45:55 ▶ to Miss Albert and all the conditions

2:45:57 ▶ that she's under and helping you know

2:45:59 ▶ our community and then working under the

2:46:01 ▶ extreme heat conditions and being so

2:46:04 ▶ strategic with all those fans that you

2:46:06 ▶ place around there I thank you for for

2:46:08 ▶ uh dealing with that over the years um

2:46:11 ▶ and we're going to fix that very soon um

2:46:14 ▶ and then Mr Sawyer um how you leverage

2:46:16 ▶ all of your community connections to

2:46:18 ▶ supplant like all the initiative that's

2:46:21 ▶ that are happening um you know whatever

2:46:23 ▶ happens I know you all will pivot and

2:46:27 ▶ you know provide those services that we

2:46:29 ▶ so desperately need um and

2:46:33 ▶ so I I thank you for you know providing

2:46:36 ▶ some areas where you may be able to

2:46:39 ▶ reduce things but I I hope that uh you

2:46:41 ▶ know as a board that we can find a way

2:46:43 ▶ to also preserve these programs that are

2:46:46 ▶ so desperately needed

2:46:49 ▶ thank

2:46:50 ▶ you thank you thank you so much have a

2:46:53 ▶ good

2:46:58 ▶ [Applause]

2:47:00 ▶ night uh next is the Multicultural

2:47:03 ▶ curriculum Department um Dr tril yeah

2:47:06 ▶ I'd like to welcome another firsttime

2:47:08 ▶ director like Miss grala with her first

2:47:11 ▶ official presentation Dr Rosalina

2:47:13 ▶ Rodriguez welcome she is the director

2:47:16 ▶ for Multicultural education finishing up

2:47:18 ▶ her first year here uh and here to walk

2:47:20 ▶ us through her budget

2:47:22 ▶ planning good evening um governing board

2:47:25 ▶ president extrom um clerk Dr sha members

2:47:29 ▶ Luna Rose Romeo and Miss sha

2:47:32 ▶ superintendent Dr Doo legal council and

2:47:35 ▶ the community here present and at home

2:47:38 ▶ as well we are so delighted to be here

2:47:41 ▶ today as a team to tell us tell you a

2:47:45 ▶ little bit about our department

2:47:49 ▶ and am I pointing in the right

2:48:10 ▶ direction little glitch

2:48:15 ▶ sorry there it is

2:48:19 ▶ she

2:48:21 ▶ have okay so we're going to start very

2:48:25 ▶ quickly here with our brand new uh

2:48:27 ▶ vision and Mission uh was created this

2:48:31 ▶ year to ground our work as my first year

2:48:34 ▶ this was something that the team and I

2:48:37 ▶ decided we needed in order to continue

2:48:40 ▶ on with our work and me being new uh

2:48:44 ▶ with someone has experien as Dr sey with

2:48:48 ▶ being a 10 veteran in the department um

2:48:52 ▶ so um this is our staff uh we have here

2:48:57 ▶ Dr junko aoy Multicultural

2:48:59 ▶ integration Pro program manager please

2:49:03 ▶ stand our veteran and then miss Terry

2:49:07 ▶ kilran professional development academic

2:49:09 ▶ trainer um just want to publicly thank

2:49:12 ▶ them for all their work in our little

2:49:16 ▶ Department a really quick introduction

2:49:19 ▶ of our responsibilities in our

2:49:21 ▶ department for curriculum revision and

2:49:25 ▶ development so for ELA we have several

2:49:28 ▶ resources that we create uh with books

2:49:32 ▶ teachers can check out books they have

2:49:35 ▶ um includes teaching guides correlated

2:49:39 ▶ with our Core Curriculum we primarily

2:49:42 ▶ serve teachers um who serve students so

2:49:45 ▶ we're a little bit of a different

2:49:47 ▶ department here we are currently working

2:49:49 ▶ with Michael in social studies

2:49:51 ▶ Department in the science department to

2:49:54 ▶ correlate our resources also with the

2:49:56 ▶ science curriculum social studies and

2:49:59 ▶ math and so also the culture kits which

2:50:02 ▶ we call book baskets is something that

2:50:05 ▶ we're really proud of you will see our

2:50:07 ▶ improvement with

2:50:10 ▶ those the TD responsibilities for

2:50:14 ▶ Multicultural integration in

2:50:15 ▶ professional

2:50:16 ▶ development is um what we do the most of

2:50:21 ▶ and this is through plld sessions

2:50:24 ▶ Wednesday professional development in

2:50:26 ▶ class embedded professional development

2:50:29 ▶ and PLC planning work with teachers so

2:50:32 ▶ these two staff members go into um

2:50:35 ▶ schools and support teachers as well as

2:50:37 ▶ libraries uh and Librarians to create um

2:50:41 ▶ culture kits or book baskets that

2:50:43 ▶ teachers have immediately available to

2:50:45 ▶ incorporate into their lesson in

2:50:51 ▶ plans that being said we have um in

2:50:54 ▶ addition to PD book baskets and

2:50:56 ▶ resources with teaching guides we are

2:50:59 ▶ very proud to support our libraries like

2:51:01 ▶ I said um and we schedule read alouds to

2:51:04 ▶ support Multicultural

2:51:06 ▶ integration um in after school events uh

2:51:11 ▶ one of the things that um I don't have

2:51:13 ▶ data in the slides for is we coordinated

2:51:16 ▶ 25 read aloud EVS that Dr sha uh

2:51:20 ▶ mentioned with um over

2:51:24 ▶ 4500 students attending those sessions

2:51:27 ▶ this year the importance of this is that

2:51:30 ▶ specifically during love of reading week

2:51:34 ▶ two US students and maybe students and

2:51:37 ▶ teachers in schools that don't have um

2:51:41 ▶ love of reading event or people coming

2:51:43 ▶ to read to them they can hop into a zoom

2:51:45 ▶ and have important community members

2:51:49 ▶ professors from UA um and people like

2:51:53 ▶ authors local authors read to them and

2:51:56 ▶ they the teachers receive teaching

2:51:58 ▶ guides that they can continue on

2:52:00 ▶ teaching after the read allowed or even

2:52:03 ▶ prep

2:52:07 ▶ before so to get quick here we're going

2:52:10 ▶ into the zerob based budget process this

2:52:12 ▶ year it was developed by um three staff

2:52:16 ▶ members that you see here today and and

2:52:18 ▶ the support of Miss Aranda who is

2:52:21 ▶ amazing and very supported to our

2:52:24 ▶ department um you can see here that our

2:52:28 ▶ budget originally was

2:52:31 ▶ $39,000 when we went we had to go to the

2:52:34 ▶ drwing board a couple of times the first

2:52:37 ▶ time uh we had wiped up everything to

2:52:40 ▶ get to the 10% initially requested that

2:52:44 ▶ left us with only Staffing and benefits

2:52:47 ▶ for the three of us nothing else zero

2:52:50 ▶ money on any other non- Staffing issue

2:52:54 ▶ but Martha and Fina were very gracious

2:52:56 ▶ on sending us back to the drwing board

2:52:58 ▶ and saying you know you have to have

2:52:59 ▶ mileage you have to for them to go staff

2:53:02 ▶ to go to schools you have to have pay

2:53:05 ▶ stiens for education so those are things

2:53:08 ▶ that are in consensus and you have to

2:53:10 ▶ pay them so go back and add some of that

2:53:13 ▶ um so then we decided to opted to cut

2:53:16 ▶ 18% of the non-staff C funding which is

2:53:20 ▶ really only a 2% deduction in the total

2:53:24 ▶ funding of our department um so the

2:53:27 ▶ majority of that money came from uh

2:53:31 ▶ deducting um added Duty and other

2:53:34 ▶ traveling and other things that um we

2:53:38 ▶ are we can deduct without cutting

2:53:42 ▶ staff

2:53:44 ▶ so that being said oh one more thing on

2:53:47 ▶ that one the last um line in that item I

2:53:50 ▶ just want to um make sure when I first

2:53:54 ▶ started in the department I made the

2:53:56 ▶ same mistake that other people uh make

2:53:59 ▶ in um believe that the Multicultural

2:54:02 ▶ department has a $1.5 million budget

2:54:05 ▶ which we don't um that is a

2:54:08 ▶ multicultural desegregation activities

2:54:10 ▶ budget line in the portion for

2:54:13 ▶ Multicultural department is only 309 so

2:54:17 ▶ the problem is usually people see the

2:54:19 ▶ first page of that DC budget and not

2:54:22 ▶ scroll down to the item so the itemized

2:54:25 ▶ area and so they believe that that's

2:54:27 ▶ what we have just wanted to clarify that

2:54:30 ▶ for our people at home that are watching

2:54:32 ▶ and those that don't scroll

2:54:35 ▶ down okay so the PD improvements that

2:54:38 ▶ we've made this year um I only this is

2:54:41 ▶ my first year here so you can see here

2:54:44 ▶ the incredible improvements from last

2:54:46 ▶ year to this year my veteran staff

2:54:50 ▶ member Dr SEO said that to me that

2:54:53 ▶ previous years look similar to this um

2:54:57 ▶ 23 24 data and that's simply part of it

2:55:01 ▶ is because historically the funding has

2:55:04 ▶ been the same for this department and is

2:55:06 ▶ difficult to accomplish what we have

2:55:08 ▶ accomplished this year um with me acting

2:55:11 ▶ many times as if I am one of the pads um

2:55:15 ▶ in Dr zako as well we all three go to to

2:55:18 ▶ three schools at the same time on

2:55:20 ▶ Wednesday to provide professional

2:55:22 ▶ development as

2:55:24 ▶ needed just to be sure that we are

2:55:26 ▶ improving and getting to as many schools

2:55:28 ▶ as possible as many teachers as possible

2:55:31 ▶ for Multicultural integration purposes

2:55:34 ▶ and so you can see here the the

2:55:35 ▶ improvements have been significant with

2:55:38 ▶ the number of schools supported

2:55:40 ▶ increasing during PD and plld and the

2:55:44 ▶ same with teachers attending

2:55:46 ▶ professional development and plld

2:55:47 ▶ sessions for our

2:55:53 ▶ department school events and story

2:55:55 ▶ basket improvements are also very

2:55:59 ▶ significant one of the proudest ones

2:56:01 ▶ that we have now and one that is really

2:56:05 ▶ non we're it's not sustainable at this

2:56:08 ▶ rate we're very very busy with deploying

2:56:12 ▶ over 1,00 books to teachers with their

2:56:15 ▶ lesson plans for them to integrate into

2:56:17 ▶ the curriculum and so that's one of our

2:56:20 ▶ proudest ones uh we're trying to get

2:56:23 ▶ into some systematic improvements to try

2:56:25 ▶ to sustain the work that we're doing

2:56:27 ▶ right

2:56:31 ▶ now and this is just more data broken

2:56:33 ▶ down um similar data but broken down by

2:56:37 ▶ the grade level bands High School um

2:56:40 ▶ Middle School elementaries and

2:56:43 ▶ Ka I know you can see the numbers and

2:56:45 ▶ for the sake of time I'm not going to

2:56:47 ▶ read those to

2:56:51 ▶ you I also wanted to share this is our

2:56:54 ▶ office celebration data board every time

2:56:56 ▶ we have we a new school added to our

2:56:59 ▶ list of schools that we're working with

2:57:01 ▶ we add a sticky to our board depending

2:57:04 ▶ on the service this is very significant

2:57:07 ▶ to us because when I first got to the

2:57:10 ▶ department you know we we weren't

2:57:13 ▶ working with a lot of schools and I

2:57:15 ▶ found that the challenge was that people

2:57:18 ▶ people didn't know a lot about our

2:57:19 ▶ department and what we did so we

2:57:22 ▶ embarked on marketing and letting the

2:57:25 ▶ teachers know who we were one of the

2:57:27 ▶ things we did is you can see here I did

2:57:30 ▶ a little Christmas card and send it out

2:57:33 ▶ to all the principles with the services

2:57:35 ▶ we offer on the back and a QR code for

2:57:38 ▶ them to sign up we have several more

2:57:41 ▶ than half of the schools in our district

2:57:44 ▶ now with three or more services from our

2:57:46 ▶ department and

2:57:48 ▶ uh we are really happy about that

2:57:50 ▶ because the more we provide to the

2:57:53 ▶ teachers the more multiculture

2:57:55 ▶ integration we have in our classrooms

2:57:57 ▶ and our students can see themselves in

2:57:59 ▶ the materials they're learning

2:58:03 ▶ from here's the impact that plld and PD

2:58:07 ▶ has in teachers I don't want to take a

2:58:09 ▶ lot of your time I know you have access

2:58:11 ▶ to this

2:58:12 ▶ presentation um but it's been successful

2:58:16 ▶ we get good information from the

2:58:19 ▶ teachers and the ones that now know

2:58:22 ▶ about us continue to come back for more

2:58:26 ▶ resources here's the impact of virtual

2:58:28 ▶ read aloud and again I don't have an

2:58:30 ▶ Entourage I've called to the

2:58:32 ▶ audience um for the sake of saving you

2:58:35 ▶ some time but there's a link there that

2:58:37 ▶ you can click on and on your own time

2:58:40 ▶ you can see the positive feedback we've

2:58:42 ▶ received from

2:58:46 ▶ teachers with that I just want to

2:58:48 ▶ emphasize that we have done all this

2:58:51 ▶ work and all of these improvements which

2:58:52 ▶ is three of us um initially it was just

2:58:55 ▶ Dr SEO and I because we did not have our

2:58:58 ▶ Pat until January

2:59:00 ▶ 2025 and

2:59:02 ▶ so it was just the two of us doing all

2:59:05 ▶ those improvements and we're so thankful

2:59:08 ▶ that Dr that uh Miss kilran is now with

2:59:10 ▶ us

2:59:13 ▶ supporting these are the current

2:59:15 ▶ challenges that we face as I say we need

2:59:17 ▶ um to streamline books back basket

2:59:20 ▶ creation and

2:59:21 ▶ distribution um resources uh we need

2:59:24 ▶ more resources to meet the demands of

2:59:26 ▶ books um and I want to thank you

2:59:29 ▶ publicly for approving our over 300

2:59:32 ▶ contemporary books uh that we'll create

2:59:35 ▶ more resources with and send to the

2:59:36 ▶ teachers um and you approve that tonight

2:59:39 ▶ we appreciate that um it had that

2:59:42 ▶ collection had not been updated since

2:59:44 ▶ 2014 so that that was a very important

2:59:46 ▶ and special um for us today uh we need

2:59:51 ▶ increased dedicated clerical support um

2:59:53 ▶ before this presentation was sent to you

2:59:56 ▶ all and for this meeting we find out

2:59:59 ▶ that we were uh receiving support with

3:00:01 ▶ an administrative assistant we're very

3:00:03 ▶ happy to get that support to streamline

3:00:05 ▶ some of those processes of checking and

3:00:08 ▶ checking out books and book baskets and

3:00:10 ▶ some clerical support um in the future

3:00:14 ▶ we would need to increase the pat staff

3:00:17 ▶ to support our 89 schools that's our

3:00:20 ▶ hopes and wishes of course um the

3:00:23 ▶ current operations are really

3:00:25 ▶ non-sustainable and we need again

3:00:27 ▶ systematic

3:00:28 ▶ improvements one of the things that we

3:00:30 ▶ deducted were the um outed duty pay for

3:00:33 ▶ the coordinator and Pat to work extra

3:00:35 ▶ time sometimes attending our events and

3:00:39 ▶ supporting with Multicultural

3:00:40 ▶ integration during stem nights and uh

3:00:44 ▶ love of reading

3:00:45 ▶ nights and so that's some of the current

3:00:49 ▶ challenges these are the department

3:00:51 ▶ goals which is our last slide um a lot

3:00:54 ▶ of the things that are in here I already

3:00:56 ▶ mentioned we do want to have hopefully a

3:00:59 ▶ functional Multicultural library that

3:01:01 ▶ teachers can come and work select the

3:01:03 ▶ resources while they're planning maybe

3:01:05 ▶ after school during their planning time

3:01:08 ▶ and having that open to students and

3:01:11 ▶ hopefully one day to the community for

3:01:13 ▶ Multicultural resources um where we want

3:01:16 ▶ to you know bridge that gap of Science

3:01:18 ▶ and Math resources that are

3:01:20 ▶ Multicultural as well and provide more

3:01:23 ▶ professional development I'm going to

3:01:25 ▶ skip the last part because like I said

3:01:28 ▶ we are now receiving the support of an

3:01:30 ▶ administrative assistant um in addition

3:01:33 ▶ to of course Diana in um curriculum in

3:01:37 ▶ professional Development with Heidi who

3:01:39 ▶ supports us often with our

3:01:43 ▶ needs with that I leave you for

3:01:47 ▶ questions and

3:01:49 ▶ answers thank you for your presentation

3:01:52 ▶ are there any questions for Dr Rodriguez

3:01:54 ▶ yes Dr sha thank you president ex thank

3:01:57 ▶ you Dr Rodriguez for the presentation

3:01:58 ▶ I'm really excited to see all the growth

3:02:00 ▶ with the professional development and

3:02:02 ▶ and interactive with a school so only

3:02:04 ▶ like five schools left to get to um

3:02:06 ▶ hopefully before the end of the school

3:02:07 ▶ year my question is less to you um but

3:02:10 ▶ to Dr tro and the team so on slide seven

3:02:13 ▶ she mentioned um about the the

3:02:15 ▶ department budget versus the allocation

3:02:17 ▶ are we addressing the uh the remaining

3:02:20 ▶ $1. almost $3 million at some point or

3:02:22 ▶ how do that work in terms of this um the

3:02:25 ▶ purpose of our D segregation the

3:02:26 ▶ remainder of the balance it's not

3:02:27 ▶ aligned to the actual Multicultural

3:02:29 ▶ department is in Fine Arts okay so

3:02:31 ▶ that's coming in Fine Arts coming into

3:02:33 ▶ Fine Arts okay thank you

3:02:35 ▶ yeah any other questions Michelle thank

3:02:39 ▶ you Dr Rodriguez for the presentation

3:02:42 ▶ it's great to see you again um and yeah

3:02:45 ▶ I appreciate Dr Shaw's question and

3:02:47 ▶ thank thank you for clarifying the um

3:02:50 ▶ you know how your budget compares to uh

3:02:52 ▶ the Multicultural curriculums

3:02:53 ▶ desegregation activities cuz yeah it is

3:02:56 ▶ a little bit confusing um with all the

3:03:00 ▶ information that you have here how do

3:03:02 ▶ you uh purchase materials for all the

3:03:05 ▶ initiatives that you're doing do you

3:03:07 ▶ have like um Partnerships with

3:03:09 ▶ organizations or businesses no so um

3:03:14 ▶ it's my first year my goal is hopefully

3:03:16 ▶ to find some grants and appli to and

3:03:20 ▶ maybe find some Partners to to get some

3:03:23 ▶ money for resources this year um you

3:03:26 ▶ know it was a curse and a blessing that

3:03:28 ▶ we did not have a pat uh for the first

3:03:32 ▶ um semester uh we had a hard time hiring

3:03:36 ▶ someone cuz I started um looking a

3:03:39 ▶ little late and then um one of the

3:03:43 ▶ things that happened was the people the

3:03:45 ▶ people that apply and we selected was a

3:03:48 ▶ CSP from a school who that had a brand

3:03:52 ▶ new principal so I worked with the

3:03:55 ▶ assistant superintendent to ensure that

3:03:58 ▶ we supported the school either until

3:04:01 ▶ they hire a

3:04:02 ▶ CSP or the end of the semester which we

3:04:05 ▶ hired her towards the end of September

3:04:07 ▶ she stayed there until December um and

3:04:11 ▶ we just wanted to make sure that we you

3:04:13 ▶ know we're here really to support our

3:04:15 ▶ schools and that was part of supporting

3:04:18 ▶ that specific school so the savings from

3:04:20 ▶ that semester were moved into buying

3:04:24 ▶ those resources I also collaborated with

3:04:28 ▶ um Mr Cameron tarbat who um was able to

3:04:33 ▶ have some savings to transfer also to

3:04:35 ▶ the Multicultural department for me to

3:04:37 ▶ have about

3:04:39 ▶ $55,000 also Mr Hernandez um I asked him

3:04:44 ▶ to dig and see if he had some funding he

3:04:47 ▶ was able to provide a little lump sum as

3:04:49 ▶ well again to get to those 55,000 so

3:04:52 ▶ three people collaborated to make this

3:04:55 ▶ happen um we will be able to order about

3:04:58 ▶ 10 copies of each of the books that you

3:05:01 ▶ approved tonight a little bit over 300

3:05:04 ▶ books um which will bridge the gap the

3:05:08 ▶ you know we haven't purchased any books

3:05:10 ▶ in this department since 2014 so we have

3:05:14 ▶ that Gap in contemporary resources

3:05:16 ▶ there's so much public out there um for

3:05:20 ▶ the many different cultures that we

3:05:22 ▶ represent in our district that we don't

3:05:24 ▶ have um resources for so we are going to

3:05:28 ▶ embark on a journey to see where we can

3:05:30 ▶ get those

3:05:32 ▶ resources okay well I appreciate you uh

3:05:35 ▶ being so creative and and finding a way

3:05:37 ▶ to you know do what you do um and I hope

3:05:40 ▶ that anyone listening tonight if they

3:05:41 ▶ have any Community connections that they

3:05:43 ▶ can reach out to you um so that you have

3:05:45 ▶ the materials that you need to do all

3:05:47 ▶ the work work that would be fantastic

3:05:49 ▶ thank you so much for the opportunity I

3:05:52 ▶ appreciate all the work that you do

3:05:54 ▶ thank

3:05:56 ▶ you uh next is item

3:06:00 ▶ 10.2 TSD uh budget study session number

3:06:04 ▶ two yes um president extrom members of

3:06:08 ▶ the board given the lateness of the hour

3:06:10 ▶ we like the board to entertain possibly

3:06:12 ▶ item 10.3 moving to the April 15th

3:06:15 ▶ meeting which would make this current

3:06:17 ▶ item 10.2 the final item of the

3:06:20 ▶ evening that's fine with me all right

3:06:24 ▶ I'd like to ask our uh Chief uh

3:06:26 ▶ Financial Officer to uh go through part

3:06:29 ▶ two of what the first budget study the

3:06:31 ▶ good news is is the long part is behind

3:06:33 ▶ us okay so this is actually the briefer

3:06:36 ▶ part of that study session so I'll turn

3:06:38 ▶ it over to Mr Hernandez good evening

3:06:40 ▶ again board members uh so yeah as Dr

3:06:42 ▶ thrill mentioned this is part two of the

3:06:44 ▶ report or the update that I gave you um

3:06:47 ▶ last last uh last go round earlier this

3:06:49 ▶ month and so um what was left to discuss

3:06:53 ▶ was uh the budget advisory committee's

3:06:56 ▶ supporting information so as you recall

3:06:58 ▶ the budget advisory presented their uh

3:07:01 ▶ recommendations to you in

3:07:03 ▶ February um the board requested

3:07:05 ▶ additional supporting information to

3:07:07 ▶ determine how it is that the committee

3:07:09 ▶ came to the recommendations or to the

3:07:12 ▶ conclusions and so um last time we

3:07:15 ▶ provided you a a binder with several

3:07:17 ▶ copies of the presentations that

3:07:19 ▶ provided you a lot of that that

3:07:20 ▶ information this presentation includes a

3:07:22 ▶ link to um all of that supporting

3:07:25 ▶ information for the individuals look you

3:07:27 ▶ know at home or in the audience who want

3:07:29 ▶ to take a look at at the board docs page

3:07:31 ▶ for the committee's information so um

3:07:34 ▶ digging into the first uh recommendation

3:07:37 ▶ so if you recall the the initial

3:07:39 ▶ recommendation from the committee was to

3:07:41 ▶ keep the fee structure for the student

3:07:43 ▶ fee schedules and create a promotion of

3:07:45 ▶ tax credits to educate the community

3:07:48 ▶ on using tax credits and exploring other

3:07:50 ▶ methods of funding um so as as some

3:07:53 ▶ background for that um fees are

3:07:56 ▶ obviously very different at at different

3:07:58 ▶ levels for different activities you can

3:08:00 ▶ see high schools middle schools

3:08:01 ▶ elementaries charge different uh

3:08:04 ▶ different uh fees for different

3:08:07 ▶ activities be they extra or be they

3:08:10 ▶ inner Scholastics or fin arts or clubs

3:08:13 ▶ um one point that I want to make is that

3:08:15 ▶ uh where I say that in high schools

3:08:17 ▶ these fees contribute towards the cost

3:08:19 ▶ of ating this is actually also true in

3:08:21 ▶ the middle schools so the fees that are

3:08:24 ▶ collected for the uh Sports at the

3:08:26 ▶ middle school level are also used to pay

3:08:29 ▶ some of the officiating that's taking

3:08:30 ▶ place for those sports that require

3:08:33 ▶ those officials um for those Sports uh

3:08:36 ▶ in fiscal year 24 across all the

3:08:39 ▶ multiple areas uh over $595,000 was

3:08:43 ▶ collected in fees um most of these um

3:08:47 ▶ contributions to these programs in the

3:08:48 ▶ forms of tax credits and and not

3:08:51 ▶ including fees was over 1.6 million so

3:08:53 ▶ you can see that the majority of the

3:08:55 ▶ revenue that comes into this the variety

3:08:57 ▶ of programs be they Fine Arts or inter

3:09:00 ▶ Scholastics or clubs is actually coming

3:09:02 ▶ from other places that are not directly

3:09:04 ▶ student revenue or student fees when it

3:09:07 ▶ comes to tax credits specifically

3:09:09 ▶ because that is one of the largest share

3:09:11 ▶ of Revenue that in particular the

3:09:13 ▶ interner Scholastics and the Fine Arts

3:09:15 ▶ departments collect at the school level

3:09:17 ▶ um in fiscal year 24 there was a

3:09:19 ▶ collection of 2.3 million um schools

3:09:22 ▶ spent over 3.1 million but we're still

3:09:25 ▶ carrying about a $7 million balance

3:09:28 ▶ across all the tax credit funds and um

3:09:32 ▶ surprisingly enough the five largest

3:09:34 ▶ balances were in elementary schools that

3:09:36 ▶ have undesignated funds so not even the

3:09:39 ▶ high schools with all of the variety of

3:09:41 ▶ clubs and sports have the largest funds

3:09:44 ▶ the largest funds are actually sitting

3:09:46 ▶ at five High uh five elementary schools

3:09:49 ▶ all of them undesignated so the school

3:09:50 ▶ councils have the ability to redesignate

3:09:52 ▶ those funds for allowable uses so

3:09:57 ▶ um you know there was a question as to

3:10:00 ▶ uh contributions from EF so in talking

3:10:02 ▶ to the executive director Don Bell at EF

3:10:05 ▶ they confirmed that they provided

3:10:07 ▶ $999,000 in student scholarships to T

3:10:10 ▶ students last school year um essentially

3:10:13 ▶ they covered in in the 23 24 school year

3:10:16 ▶ they covered every every student who

3:10:18 ▶ requested a scholarship so uh those

3:10:20 ▶ dollars go directly to the to the uh to

3:10:23 ▶ the students account at the schools um

3:10:26 ▶ directly from the EF the inner

3:10:28 ▶ Scholastics Department I mean here's a

3:10:30 ▶ breakdown essentially of how we fund

3:10:32 ▶ them um most of their money is in

3:10:34 ▶ operations one almost $2 million they

3:10:37 ▶ received some funding in capital um

3:10:39 ▶ several years ago the the board did

3:10:41 ▶ authorize an an investment in dollars

3:10:44 ▶ for uh Capital Equipment and upgrades to

3:10:47 ▶ several inner Scholastics facilities

3:10:49 ▶ across the district um that since has

3:10:52 ▶ since then expired um but also there are

3:10:55 ▶ stiens that are provided at all the

3:10:57 ▶ school levels for different activities

3:11:00 ▶ um you know focusing on the high schools

3:11:02 ▶ we provide 38 stiens um for high schools

3:11:06 ▶ that can be used for clubs um so extra

3:11:09 ▶ Duty clubs and for uh inner Scholastics

3:11:12 ▶ so this is how we pay head coaches

3:11:14 ▶ assistant coaches Club sponsors what

3:11:17 ▶ have you every High School gets that 38

3:11:19 ▶ stien uh amount um we are going to take

3:11:23 ▶ a look at how we actually redo those

3:11:26 ▶ stiens because and we've discovered some

3:11:28 ▶ inequities over the years because some

3:11:31 ▶ schools have you know I will compare

3:11:34 ▶ like Tucson High to sanorita right so

3:11:36 ▶ we've got a broad you know set of

3:11:39 ▶ activities taking place at at Tucson

3:11:42 ▶ High versus the number of activities you

3:11:44 ▶ know possibly taking place at sanorita

3:11:46 ▶ but they they both get 38 stiens so we

3:11:49 ▶ want to make sure that we're creating

3:11:51 ▶ some balance around those and and uh

3:11:53 ▶ Herman house the director of interner

3:11:54 ▶ Scholastics is going to help us to

3:11:57 ▶ develop on how we create a more

3:11:59 ▶ equitable distribution of uh extra Duty

3:12:01 ▶ stiens particularly around inner

3:12:03 ▶ Scholastic activities um part of the

3:12:06 ▶ student fee schedules that you also

3:12:07 ▶ approve are the fundraisers that our

3:12:10 ▶ kids our students are actually

3:12:11 ▶ fundraising on their own um you can see

3:12:13 ▶ these are the top five activities our

3:12:15 ▶ students being the entrepr rurs that

3:12:17 ▶ they are collected over $1.2 million in

3:12:20 ▶ revenues on their own um and their

3:12:23 ▶ fundraisers are for them you know so

3:12:25 ▶ whatever they collect whatever they sell

3:12:27 ▶ pay for the activities um that is part

3:12:30 ▶ of the student fee schedule so if the

3:12:32 ▶ student fee schedule were to disappear

3:12:34 ▶ we have to essentially eliminate the

3:12:36 ▶ fundraising that the students can

3:12:37 ▶ collect in terms of fees to join some of

3:12:39 ▶ their clubs or some of their activities

3:12:42 ▶ um ultimately in the same policy for

3:12:44 ▶ student fee schedules when you adopt

3:12:45 ▶ them you authorize principles to wave

3:12:48 ▶ any of the fees um that are required for

3:12:51 ▶ any of the activities and then

3:12:52 ▶ principles have the ability to look at

3:12:54 ▶ other funds within their budgets in

3:12:57 ▶ order to offset they have access to you

3:12:59 ▶ know tax credits donations Civic Center

3:13:03 ▶ um essentially to pay for any student

3:13:05 ▶ who has the inability to to pay for

3:13:08 ▶ their own fees or their

3:13:11 ▶ families okay so that's fees any

3:13:14 ▶ questions on that one

3:13:18 ▶ sha thank you um did you say that if we

3:13:21 ▶ eliminated the fees that would prohibit

3:13:24 ▶ students from raising money it would

3:13:26 ▶ prohibit them from collecting fees to be

3:13:29 ▶ part of their clubs so some of them have

3:13:30 ▶ membership fees for example um it

3:13:33 ▶ wouldn't prohib prohibit them from

3:13:35 ▶ having fundraisers you know selling

3:13:37 ▶ tickets to the prom for example they

3:13:39 ▶ would still be able to do that but if

3:13:41 ▶ that club for example has a membership

3:13:43 ▶ fee they would be able to charge that

3:13:46 ▶ fee cu all fees have to be approved by

3:13:48 ▶ the by the

3:13:50 ▶ board but if we eliminated it they

3:13:54 ▶ wouldn't need to charge it but they

3:13:56 ▶ still can fund ra they can fundraise

3:13:59 ▶ they may fund raise still they just

3:14:01 ▶ can't charge you know let's say it's $5

3:14:03 ▶ to be a part of I don't know student

3:14:06 ▶ council right um they wouldn't be able

3:14:08 ▶ to charge those five

3:14:09 ▶ bucks okay well I appreciate the

3:14:13 ▶ information um I do still think that if

3:14:16 ▶ we had

3:14:17 ▶ just maybe have these fees be optional

3:14:21 ▶ who can pay May pay but if you you know

3:14:26 ▶ you're unable to or if it's just too

3:14:29 ▶ much then don't even worry about it like

3:14:32 ▶ I think that would really be a boost in

3:14:34 ▶ our enrollment if we can like you know

3:14:36 ▶ put that out um to the general public

3:14:39 ▶ that like you come to TD you can attend

3:14:42 ▶ any club play any sport and there will

3:14:45 ▶ be no fee

3:14:47 ▶ um and I'm looking like an item 6.8

3:14:50 ▶ Student Activity funds I've been looking

3:14:53 ▶ through it and I invite um all the other

3:14:56 ▶ board members to really kind of look

3:14:57 ▶ through it there's a lot there's a lot

3:15:00 ▶ of money in there and like not more

3:15:03 ▶ often than not um the the balances at

3:15:08 ▶ the end are close to the beginning

3:15:11 ▶ balance it's not always the case but

3:15:14 ▶ sometimes there's even an increase in

3:15:16 ▶ that balance bance sometimes there is a

3:15:18 ▶ reduction sometimes there's a severe

3:15:20 ▶ reduction depending on what the club or

3:15:22 ▶ the activity is but more often than not

3:15:25 ▶ it's balancing out a lot you know what I

3:15:27 ▶ mean yeah th those revenues and expenses

3:15:29 ▶ are entirely student directed right

3:15:31 ▶ right so so ultimately the the listing

3:15:34 ▶ of clubs that we provide you they

3:15:36 ▶ determine the activities that they

3:15:38 ▶ perform and when and how much revenue

3:15:41 ▶ they're going to collect and when and

3:15:42 ▶ how much expenses so we don't we don't

3:15:45 ▶ really manage them in terms of telling

3:15:48 ▶ them you must spend X um they obviously

3:15:50 ▶ have to go through our purchasing

3:15:52 ▶ process in order to buy a service or buy

3:15:54 ▶ any Goods but

3:15:55 ▶ ultimately those are entirely student

3:15:58 ▶ directed um entrepreneurial funds if you

3:16:00 ▶ want to look at them that way right and

3:16:02 ▶ I think it is a good lesson for you know

3:16:05 ▶ students to learn how to fundraise and

3:16:07 ▶ like you know brings a program up from

3:16:11 ▶ uh the ground floor so I just wanted to

3:16:13 ▶ point that out like I still I'm going to

3:16:17 ▶ remain um what's that word they use

3:16:21 ▶ stalwart that's the right word yeah in

3:16:24 ▶ in my um uh request that we do eliminate

3:16:28 ▶ student fees because I just think it

3:16:30 ▶ would really help us with our

3:16:36 ▶ enrollment anything else no okay so

3:16:38 ▶ future of summer school so uh the

3:16:41 ▶ recommendation from the committee was to

3:16:43 ▶ continue summer school um and prioritize

3:16:46 ▶ trans itional years so the committee

3:16:48 ▶ recommended the 3rd 5ifth 8th uh eighth

3:16:52 ▶ grade year and then Junior and senior

3:16:53 ▶ years in high school while looking at

3:16:56 ▶ different ways at um as keeping other

3:16:58 ▶ programs So currently um I've provided

3:17:01 ▶ you a listing of all the summer programs

3:17:03 ▶ that are currently set out to be uh

3:17:06 ▶ rolled out for uh this coming summer um

3:17:09 ▶ the majority of those programs are 21st

3:17:11 ▶ century schools so we've got 22 sites

3:17:14 ▶ who are each using their allocation of

3:17:16 ▶ of Federal funding from the 21st century

3:17:18 ▶ program in order to operate those um

3:17:22 ▶ those programs those summer programs and

3:17:24 ▶ so most of those are taking place um

3:17:27 ▶ already some of them are using desc

3:17:29 ▶ funding like in Al dual language English

3:17:32 ▶ language development is using some

3:17:33 ▶ federal funding as well in order to have

3:17:36 ▶ different types of of uh of activities

3:17:39 ▶ um so you can see that you know there's

3:17:42 ▶ a variety of these some of them are

3:17:44 ▶ related specifically to a you know an

3:17:46 ▶ individual type of program be like

3:17:48 ▶ reading recovery or move on when reading

3:17:52 ▶ I mean some of them are different like

3:17:53 ▶ the the adventure camps in the

3:17:55 ▶ African-American student services

3:17:56 ▶ department which are more enrichment

3:17:58 ▶ with an academic Focus um Dr stroer was

3:18:01 ▶ able to find external funding from an

3:18:03 ▶ external partner to do a sponsorship

3:18:05 ▶ around that program um so the variety of

3:18:08 ▶ programs is still there when it comes to

3:18:10 ▶ summer school these are the unfunded

3:18:13 ▶ programs right so these are the programs

3:18:15 ▶ that generally were funded using um

3:18:18 ▶ Esser funds right a lot of the credit

3:18:20 ▶ recovery and acceleration um High School

3:18:22 ▶ ELD Freshman Academy we obviously had a

3:18:26 ▶ universal K5 middle school program um

3:18:30 ▶ you know and summer school program and

3:18:32 ▶ then we obvious we had some language

3:18:33 ▶ support programs for refugees um uh uh

3:18:37 ▶ Mr armenta Frank armenta who oversees a

3:18:39 ▶ lot of these summer programs these are

3:18:42 ▶ his numbers so you know we served over

3:18:44 ▶ 9,000 kids um and spent just under $4

3:18:47 ▶ million in Esser funds in order to run

3:18:50 ▶ our full uh FY 24 summer

3:18:53 ▶ programs so for this year this is kind

3:18:56 ▶ of the limitation that we're looking at

3:18:58 ▶ so we will continue to have high school

3:19:00 ▶ summer school for credit recovery we

3:19:03 ▶ will continue to have Freshman Academy

3:19:05 ▶ um there will be creit recovery at the

3:19:07 ▶ Southwest Center with the native the

3:19:09 ▶ Native American student services

3:19:10 ▶ department and all of the different

3:19:12 ▶ schools that are actually offering these

3:19:14 ▶ programs will receive an allocation of

3:19:16 ▶ funding for supplies so just uh just

3:19:18 ▶ under

3:19:20 ▶ $654,000 um some of these programs are

3:19:22 ▶ going to be funded through title one so

3:19:24 ▶ we were very fortunate that ad was

3:19:26 ▶ actually reallocated about $1.2 million

3:19:31 ▶ in Title One funds to several school

3:19:32 ▶ districts we were one of those

3:19:34 ▶ recipients that came from a lot of

3:19:37 ▶ school districts who did not receive or

3:19:39 ▶ basically forgot you know for I don't

3:19:42 ▶ know what the past tense of foro is but

3:19:44 ▶ they essentially let go of their school

3:19:46 ▶ Improvement Grants and they decided that

3:19:50 ▶ ad was going to redistribute these in

3:19:52 ▶ the form of title one so what we looked

3:19:55 ▶ at is look we're going to take a l title

3:19:57 ▶ $1 we're going to sit down with uh with

3:20:00 ▶ Heidi and with Frank armenta and we're

3:20:02 ▶ going to to take a look at what are the

3:20:04 ▶ priority programs for the summer to use

3:20:06 ▶ these additional onetime title $1 now

3:20:10 ▶ two schools where we cannot use these

3:20:12 ▶ title $1 that are going to have summer

3:20:14 ▶ programs are Sabino high school and

3:20:15 ▶ University High School CU Unfortunately

3:20:17 ▶ they are not Title One school so we're

3:20:19 ▶ going to allocate some rebate funding so

3:20:21 ▶ that they can have their summery as well

3:20:25 ▶ at those two schools but otherwise it's

3:20:28 ▶ going to allow us to offer a lot of

3:20:30 ▶ these programs across uh across the

3:20:33 ▶ district but we have not identified any

3:20:36 ▶ funding Beyond fiscal year 25 so Credit

3:20:39 ▶ Recovery the acceleration in the

3:20:40 ▶ Freshman Academy um we have no Universal

3:20:43 ▶ programs for grades K through 8 um like

3:20:47 ▶ I said those when we did those it was

3:20:49 ▶ about $4 million that came from Esser we

3:20:52 ▶ we do not have the funding identified to

3:20:54 ▶ do that um but the priority that that

3:20:58 ▶ the committee requested is looking at

3:21:00 ▶ those transitional years um as part of

3:21:03 ▶ the summer school

3:21:04 ▶ program so those would be kids going

3:21:07 ▶ into third grade fifth grade eighth

3:21:09 ▶ grade okay yeah well going out of those

3:21:12 ▶ grades going from transition is from

3:21:14 ▶ third to fourth and fifth to 6th 8th to

3:21:17 ▶ 9th and then Junior to senior okay and

3:21:20 ▶ do you know how much that would be so

3:21:23 ▶ that that would be um so right now we're

3:21:27 ▶ kind of running a a limited program

3:21:29 ▶ around that it is about a $1.2 million

3:21:32 ▶ price tag but we're not doing Universal

3:21:35 ▶ so they're running hubs so they're

3:21:38 ▶ running you know a collection of sites

3:21:39 ▶ where some of these programs are being

3:21:41 ▶ hosted but I mean essentially we're

3:21:44 ▶ leaving other grades that are not at

3:21:46 ▶ those transitional years we're leaving

3:21:48 ▶ other schools behind and they have the

3:21:50 ▶ option to participate in the other

3:21:51 ▶ programs I showed at the beginning of

3:21:52 ▶ the slideshow or ultimately not provide

3:21:57 ▶ anything any other

3:22:00 ▶ questions okay we're almost there uh so

3:22:03 ▶ the the priority here was fine arts and

3:22:05 ▶ PE so um the committee recommended to

3:22:08 ▶ maintain the current Fine Arts

3:22:09 ▶ programming when it comes to PE um it

3:22:12 ▶ should obviously continue or they wanted

3:22:14 ▶ to continue in the high schools because

3:22:16 ▶ it is a graduation requirement for high

3:22:18 ▶ school students but at the KA level

3:22:20 ▶ they're talking about the ability to

3:22:22 ▶ build Partnerships to alleviate any loss

3:22:24 ▶ of offerings or programs for PE so right

3:22:28 ▶ now um Fine Arts in particular these are

3:22:31 ▶ the breakouts in terms of how many

3:22:33 ▶ teachers and classified positions we've

3:22:35 ▶ got across the entire district from the

3:22:37 ▶ fine arts department they've got a

3:22:39 ▶ budget that's just under $1 million it's

3:22:41 ▶ funded from M deseg classroom site fund

3:22:45 ▶ and title 4 um all elementary all K8

3:22:49 ▶ schools has some Fine Arts support or

3:22:51 ▶ Vis for visual or Performing Arts may

3:22:53 ▶ not be a full-time teacher but according

3:22:55 ▶ to the Fine Arts Department there is at

3:22:58 ▶ least someone actually spending time

3:23:01 ▶ providing visual or Performing Arts

3:23:03 ▶ instruction at those schools high

3:23:05 ▶ schools um their Fine Arts are embedded

3:23:07 ▶ in their formula obviously because Fine

3:23:09 ▶ Arts is an option to for graduation

3:23:12 ▶ especially if you want to attend the

3:23:13 ▶ University um you know there is ability

3:23:16 ▶ to do Orchestra and art but those are

3:23:18 ▶ part of the funding formula at the high

3:23:20 ▶ schools so PE and Fine Arts are

3:23:22 ▶ essentially taken care of within the

3:23:23 ▶ funding

3:23:25 ▶ formula with uh with PE in particular

3:23:28 ▶ there is no funding allocated in K5 for

3:23:31 ▶ PE teachers so in in uh in uh looking at

3:23:35 ▶ the presentation that Heidi Aranda from

3:23:37 ▶ curriculum and development presented um

3:23:40 ▶ the PE standards are Incorporated by the

3:23:42 ▶ classroom teachers um middle schools all

3:23:45 ▶ do have at least one PE teacher um so

3:23:50 ▶ one of the things that they mentioned is

3:23:51 ▶ you know teaching Family Life Class is a

3:23:54 ▶ struggle when there are not 2 PE

3:23:55 ▶ teachers right because generally they

3:23:57 ▶ try to split them out so that the

3:23:59 ▶ students who are not going to

3:24:00 ▶ participate in the Family Life

3:24:01 ▶ curriculum can go off and do the

3:24:03 ▶ traditional PE you know whatever that

3:24:07 ▶ sport is and then the other students can

3:24:08 ▶ participate in FLC when that's not

3:24:11 ▶ taking place then they have to find

3:24:12 ▶ alternatives to make sure that the

3:24:14 ▶ students who are not participating in

3:24:15 ▶ FLC have the ability to be essentially

3:24:18 ▶ somewhere else um it is not mandatory in

3:24:22 ▶ the middle school though to have

3:24:23 ▶ physical education whereas in high

3:24:25 ▶ schools it is right is a high school

3:24:27 ▶ graduation requirement to have PE it is

3:24:30 ▶ also funded through the teacher FTE

3:24:32 ▶ allocation so high schools receive a

3:24:34 ▶ dedicated allocation of PE teachers one

3:24:37 ▶ of the requests from the board last time

3:24:39 ▶ around was what what it would cost to

3:24:41 ▶ add one PE teacher one FTE at every

3:24:44 ▶ grade level under high school so every

3:24:48 ▶ school K5 k6 K8 that's about a $6

3:24:51 ▶ million price tag um adding one ftep at

3:24:54 ▶ every Middle School is another million

3:24:56 ▶ dollars so we need about $6.6 million to

3:24:59 ▶ put one dedicated PE teacher um at every

3:25:03 ▶ school K through

3:25:05 ▶ [Music]

3:25:06 ▶ 8 any questions on Fine Arts and

3:25:10 ▶ PE thank you

3:25:12 ▶ um so

3:25:16 ▶ last time this came to us I asked if you

3:25:20 ▶ could like try to see how much it would

3:25:23 ▶ cost if we had a floating PE teacher for

3:25:26 ▶ like I don't know three schools I I I'm

3:25:29 ▶ sure that'll be like you know maybe cut

3:25:32 ▶ that in half I'm not sure I'm not good

3:25:34 ▶ at doing math on the fly but if this

3:25:36 ▶ comes back to us it would be great to

3:25:38 ▶ see that so that we can figure out how

3:25:42 ▶ much uh Staffing is needed in order to

3:25:45 ▶ get like PE like a day of PE for each

3:25:48 ▶ Elementary School um and like I don't

3:25:51 ▶ have the Arizona verified Statute in

3:25:53 ▶ front of me but I do believe that it

3:25:55 ▶ says that um K through 5 if they don't

3:25:59 ▶ have PE then they would have to have

3:26:02 ▶ like uh a certain amount of recess and

3:26:06 ▶ within that recess there has to be 60

3:26:09 ▶ Minutes of like instruction like a

3:26:11 ▶ structur play so um I don't believe

3:26:15 ▶ we're doing that I don't know what the

3:26:17 ▶ penalty is for not doing that but like

3:26:20 ▶ we have to we have to get our students

3:26:22 ▶ more active Dr Trio we provided the

3:26:25 ▶ board a comprehensive audit of every

3:26:27 ▶ single School in the district and have

3:26:29 ▶ verified that we are offering 60 Minutes

3:26:31 ▶ of PE um per the state's

3:26:35 ▶ requirements 60 Minutes

3:26:37 ▶ of structured 60 Minutes of recess 60

3:26:41 ▶ Minutes of recess okay but the statute

3:26:44 ▶ speaks to it having to be structured

3:26:47 ▶ play or like you know a kickball game it

3:26:50 ▶ can't just be okay go play and students

3:26:52 ▶ are standing around so we have verified

3:26:54 ▶ that every school has PE but because of

3:26:57 ▶ Staffing limitation limitations them not

3:27:00 ▶ having the actual body it is not

3:27:03 ▶ possible to provide structured play we

3:27:05 ▶ also have our consensus agreement that

3:27:07 ▶ limits the administration's ability to

3:27:10 ▶ mandate that a teacher outside of PE

3:27:13 ▶ which we don't have staffed at all of

3:27:14 ▶ our schools is required to facilitate

3:27:17 ▶ structured play during what would

3:27:19 ▶ essentially be their break so there's

3:27:22 ▶ negotiation issues there's consensus

3:27:23 ▶ agreement issues um but students are

3:27:27 ▶ getting their two mandatory recess

3:27:29 ▶ periods they are getting their 60

3:27:31 ▶ minutes outside in a lot of schools

3:27:34 ▶ absolutely they're getting structured

3:27:35 ▶ opportunities met through PE or through

3:27:39 ▶ other staff that is available that is

3:27:41 ▶ out there able to structure play but

3:27:44 ▶ that's the reality of our both our

3:27:46 ▶ Staffing and our financial

3:27:48 ▶ constraints and and I believe at some

3:27:51 ▶ schools um like the

3:27:53 ▶ older grade kids do structured play for

3:27:57 ▶ like the little ones so like they'll

3:28:00 ▶ show them basketball or kickball um but

3:28:04 ▶ I'm not sure it's at all schools yeah

3:28:07 ▶ yeah well I I don't want to accept what

3:28:11 ▶ we have now because I feel like every

3:28:13 ▶ student should have a a great uh PE

3:28:16 ▶ teacher like we had at line Weaver like

3:28:19 ▶ I had um in elementary schools and you

3:28:23 ▶ know I think it's just like it speaks to

3:28:25 ▶ a greater issue in in our society of how

3:28:29 ▶ we're just becoming super unhealthy and

3:28:32 ▶ yeah it is a budgetary issue but we just

3:28:35 ▶ got to find a way so I hope we can keep

3:28:37 ▶ working on this yeah and and and to your

3:28:41 ▶ point M sha that's essentially what the

3:28:42 ▶ committee is saying is that you know

3:28:44 ▶ keep what we're doing at High School

3:28:46 ▶ but what are the Alternatives in order

3:28:48 ▶ to provide physical education in K

3:28:50 ▶ through 8 right so what are some of the

3:28:53 ▶ ideas outside of the box essentially to

3:28:55 ▶ do what you're what you're requesting

3:28:57 ▶ right and maybe like I don't know when

3:28:59 ▶ the lobbyists are going to be here again

3:29:00 ▶ but if they can find a way that we can

3:29:03 ▶ get funding for K5 PE teachers that

3:29:05 ▶ would be

3:29:09 ▶ fabulous okay uh school-based

3:29:12 ▶ administrative positions so uh the

3:29:14 ▶ recommendation from the committee was

3:29:16 ▶ that uh that we should be prioritizing

3:29:18 ▶ site budgets in positions that interact

3:29:20 ▶ directly with students and perform vital

3:29:22 ▶ operations by creating a comprehensive

3:29:24 ▶ rubric of assistant principal positions

3:29:27 ▶ at school sites and that directors in

3:29:30 ▶ central departments essentially need to

3:29:32 ▶ consider a comprehensive review of

3:29:33 ▶ recurring expenses like software

3:29:35 ▶ impositions and determine potential cuts

3:29:37 ▶ to recommend to the board um so the the

3:29:41 ▶ number one at the top of the list is

3:29:42 ▶ obviously assistant principles um right

3:29:45 ▶ now the board Formula allocates One FTE

3:29:47 ▶ for every 600 students we've got 34

3:29:51 ▶ schools that have at least one FTE so

3:29:53 ▶ we've got 52 FTE across the district you

3:29:56 ▶ can see kind of the breakdown of of the

3:29:58 ▶ different grade levels we spent about

3:29:59 ▶ $5.3 million in compensation for these

3:30:03 ▶ individuals but we have 27 schools that

3:30:06 ▶ don't meet the enrollment criteria for

3:30:07 ▶ one or more FTE so we've got about 29

3:30:11 ▶ FTE out there that outside the current

3:30:13 ▶ Formula um essentially uh we exceed the

3:30:16 ▶ formula by $2.9 million so in order to

3:30:20 ▶ continue to fund at the current level we

3:30:22 ▶ need to actually have an additional

3:30:23 ▶ almost 7,000 students across all of

3:30:26 ▶ those different schools to maintain um

3:30:29 ▶ that that level of funding um or those

3:30:32 ▶ level of FTE given the current formula

3:30:34 ▶ of 1 to

3:30:36 ▶ 600 um the uh the regional

3:30:39 ▶ superintendent did a phenomenal job in

3:30:41 ▶ talking to the committee about the role

3:30:43 ▶ of the assistant principal um I you know

3:30:46 ▶ I've kind of put them here and what the

3:30:48 ▶ impact would be to those individual

3:30:50 ▶ schools if they lost the assistant

3:30:53 ▶ principal role um and like I said they

3:30:56 ▶ did a really great job to present kind

3:30:57 ▶ of not just the academic but kind of the

3:30:59 ▶ holistic component of how the assistant

3:31:02 ▶ principal role fits into the school

3:31:04 ▶ environment and so you can see these

3:31:06 ▶ listed throughout here it's it's a lot

3:31:07 ▶ of the same things that that you've

3:31:09 ▶ heard in the past um the what the

3:31:12 ▶ committee requested though is they

3:31:14 ▶ wanted information then about Central C

3:31:16 ▶ administrative positions right so how

3:31:17 ▶ are we um how are we funding Central

3:31:20 ▶ administrative positions versus how we

3:31:23 ▶ allocate dollars for site-based

3:31:25 ▶ administrative positions um be they

3:31:27 ▶ principles and and in this case

3:31:29 ▶ assistant principes so um they ask for

3:31:32 ▶ review of all board appointed

3:31:33 ▶ administrative positions I've provided

3:31:35 ▶ all of their titles here um there are 56

3:31:38 ▶ board appointed administrators who

3:31:41 ▶ supervise 532 FTE across several

3:31:44 ▶ positions they are funded from a variety

3:31:47 ▶ of funding sources not all of them come

3:31:49 ▶ from M um one of the things that um that

3:31:53 ▶ the committee was looking for is

3:31:54 ▶ essentially are there Savings in central

3:31:56 ▶ administrative positions that could then

3:31:58 ▶ be turned around and used to fund these

3:32:01 ▶ APS and the answer is yes and no um

3:32:04 ▶ because not all of these funding

3:32:06 ▶ positions are eligible to fund those AP

3:32:08 ▶ positions right essentially the only

3:32:10 ▶ funding that you have is maintenance and

3:32:12 ▶ operations we can't use Food Services

3:32:15 ▶ which pays for Lindsay Aguilar's salary

3:32:17 ▶ as a director of food service to then

3:32:19 ▶ pay for an assistant principal somewhere

3:32:21 ▶ else that's not an allowable use of of

3:32:23 ▶ that fund and that argument can be made

3:32:26 ▶ across several funding sources that that

3:32:28 ▶ fund those administrative positions um

3:32:31 ▶ they also wanted to see like I said what

3:32:34 ▶ those individuals who you know who do

3:32:35 ▶ they supervise um and we provided them a

3:32:38 ▶ listing of all of those uh so there is a

3:32:41 ▶ breakdown uh of those available in

3:32:43 ▶ bardocks uh to to see ESS essentially

3:32:46 ▶ what are they doing um they wanted

3:32:50 ▶ information on schools who also don't

3:32:52 ▶ have assistant principles and looking at

3:32:54 ▶ their enrollment data so 28 schools that

3:32:58 ▶ don't meet the the you know don't meet

3:33:00 ▶ the current enrollment um we've got 28

3:33:02 ▶ schools who average 250 fewer students

3:33:05 ▶ than the 1 to 600 ratio so we've got 28

3:33:08 ▶ schools that don't even come close to

3:33:09 ▶ 200 to the 600 um but we've got 60

3:33:14 ▶ schools that don't have an AP yet their

3:33:16 ▶ enrollment is either equal to or greater

3:33:18 ▶ than current schools who do have one and

3:33:20 ▶ I provided an example Utterback has 264

3:33:23 ▶ students they get one FTE for an AP

3:33:26 ▶ Robins K8 has 435 students um but has no

3:33:31 ▶ AP McGee 294 with one Dodge with 418

3:33:36 ▶ with none and so there is an inequity

3:33:38 ▶ when it comes to just taking a look at

3:33:40 ▶ it from a 1 to 600 perspective and so

3:33:44 ▶ one of the things that the

3:33:46 ▶ recommendation from the committee was is

3:33:48 ▶ essentially take a look at it from a

3:33:50 ▶ higher level right don't just focus on

3:33:52 ▶ the 1 to 600 but take a look at more

3:33:54 ▶ holistic criteria that says you know

3:33:57 ▶ these are other elements that we should

3:33:58 ▶ be looking at when allocating an

3:34:00 ▶ assistant principle to an individual

3:34:03 ▶ school that would mean that basically

3:34:05 ▶ everybody goes back into the pile right

3:34:07 ▶ so everybody we had we'd have to

3:34:09 ▶ evaluate all of these some of them I

3:34:11 ▶ mean like high schools for example they

3:34:12 ▶ get a specific formula I mean are

3:34:15 ▶ comprehensive if high schools by and

3:34:17 ▶ large need to have an assistant

3:34:19 ▶ principal um but we need to you know the

3:34:22 ▶ criteria is what should that criteria be

3:34:25 ▶ to do a comprehensive review of the

3:34:27 ▶ entire assistant principal pool because

3:34:29 ▶ ultimately based on the current border

3:34:31 ▶ proof formula we are exceeding um the

3:34:35 ▶ funding that that should technically be

3:34:37 ▶ available for those

3:34:40 ▶ positions any questions on that one that

3:34:42 ▶ was the last

3:34:44 ▶ recommendation yes Dr sha uh thank you

3:34:47 ▶ president ask question um when the

3:34:49 ▶ budget advisory committee looked at the

3:34:50 ▶ the assistant principal options they vet

3:34:54 ▶ like any itinerant assistant principal

3:34:56 ▶ positions like so if there's schools

3:34:57 ▶ that don't meet the 600 threshold but

3:35:00 ▶ had 400 students which is so pretty

3:35:02 ▶ tough for a principal to manage um by

3:35:04 ▶ themselves um there's another school

3:35:06 ▶ close by that also had a similar

3:35:08 ▶ population didn't meet the threshold for

3:35:10 ▶ the full 600 did they look at any kind

3:35:12 ▶ of options to see is a is a halftime

3:35:16 ▶ assistant principle better than nothing

3:35:17 ▶ and can we share between two different

3:35:18 ▶ class uh two different schools nearby so

3:35:21 ▶ they can go maybe one couple days a week

3:35:22 ▶ one place couple days we another place

3:35:24 ▶ or morning afternoon or figure out how

3:35:26 ▶ to split that no they they didn't ask

3:35:27 ▶ for any information on an itinerant

3:35:29 ▶ model um so we didn't provide them any

3:35:32 ▶ information to look at essentially what

3:35:34 ▶ you were talking about you know trying

3:35:36 ▶ to kind of split the difference between

3:35:38 ▶ multiple schools

3:35:40 ▶ um I I think it I I would say that based

3:35:43 ▶ on on the information that was presented

3:35:45 ▶ by the regional superintendent I think

3:35:47 ▶ there'd be some difficulty in trying to

3:35:49 ▶ do that in some cases um simply because

3:35:53 ▶ those assistant principles tend to be

3:35:54 ▶ pretty embedded into those communities

3:35:56 ▶ similar to principles um it's not to say

3:35:59 ▶ that it's not impossible to do a Case

3:36:00 ▶ Model uh where you could have kind of

3:36:03 ▶ like a traveling AP that goes between

3:36:05 ▶ sites and is assigned to multiple sites

3:36:07 ▶ we do have other positions in do that I

3:36:10 ▶ just don't know that we've kind of

3:36:11 ▶ currently envisioned an assistant

3:36:12 ▶ principle to to do that yes Dr

3:36:17 ▶ you it's also important to note that

3:36:20 ▶ alongside budget advisory committee's

3:36:22 ▶ examination of the issue we also have a

3:36:24 ▶ group from Eli meeting with employee

3:36:26 ▶ relations in the administration looking

3:36:28 ▶ at what Ricky talked about what is

3:36:30 ▶ what's a new criteria that's more

3:36:34 ▶ comprehensive in consideration of

3:36:36 ▶ assigning uh APS school composition

3:36:39 ▶ percentage of exed programs in the camp

3:36:41 ▶ on the campus percentage of specialty

3:36:43 ▶ programs like Magnet or Avid or

3:36:46 ▶ percentage of gifted and talented

3:36:48 ▶ self-contained so we're starting to have

3:36:50 ▶ those conversations along with some

3:36:52 ▶ initial discussions about what an

3:36:54 ▶ itinerant would do I think the principal

3:36:56 ▶ concern with itinerant is if you go that

3:36:59 ▶ route there would have to be just a

3:37:02 ▶ minimal amount of tasks so that there's

3:37:05 ▶ consistency from school to school like

3:37:07 ▶ if it's just one EP is going to go to

3:37:09 ▶ two different schools and just process

3:37:11 ▶ the discipline that's easy but if one

3:37:14 ▶ assistant principal is going to go to to

3:37:15 ▶ two schools and carry out the full

3:37:17 ▶ functions of AP that's where it's

3:37:19 ▶ getting that's where we're getting into

3:37:20 ▶ the gray area so I think there's work to

3:37:23 ▶ do on both fronts um but just

3:37:26 ▶ conceptually knowing that if an

3:37:28 ▶ itinerate model is going to be

3:37:31 ▶ considered it's probably going to be

3:37:34 ▶ fewer duties and more volume so that the

3:37:38 ▶ princip the assistant principal will

3:37:39 ▶ have more schools to deal with but have

3:37:40 ▶ finite duties like we're going to do the

3:37:42 ▶ discipline we're going to do absenteeism

3:37:44 ▶ followup and then that's it now that is

3:37:47 ▶ better than having zero which is that

3:37:49 ▶ argument that like okay currently some

3:37:51 ▶ schools have zero and those are two very

3:37:53 ▶ timec consuming tasks that I'm sure

3:37:55 ▶ principles would would require would

3:37:57 ▶ like to see some help so you'll see us

3:37:59 ▶ be back at some point with sort of the

3:38:02 ▶ product of that work because I know that

3:38:05 ▶ from a financial perspective BAC was

3:38:08 ▶ just do you recommend funding this or

3:38:09 ▶ not I don't think they got into

3:38:11 ▶ alternative models they did not no they

3:38:14 ▶ didn't get into it

3:38:17 ▶ all right um last few slides so there

3:38:20 ▶ were questions about uh budget book and

3:38:22 ▶ the reconciliation and balances and

3:38:24 ▶ questions around those issues that have

3:38:26 ▶ been brought up um this is going to get

3:38:29 ▶ pretty technical at almost 10 o'clock at

3:38:30 ▶ night but uh so we have a digital budget

3:38:35 ▶ book and Excel budget book I I'll just

3:38:37 ▶ call them dbb and ebb um we compile

3:38:40 ▶ funds differently so the digital budget

3:38:43 ▶ book is a line to govern governmental

3:38:45 ▶ standards right we develop a budget book

3:38:47 ▶ similar to the way we develop the annual

3:38:49 ▶ comprehensive financial report we use

3:38:52 ▶ governmental Accounting Standards Board

3:38:55 ▶ categories or gasby categories in order

3:38:57 ▶ to compile the different funds that are

3:39:00 ▶ put together in the budget book and I've

3:39:02 ▶ provided you what those gasby categories

3:39:04 ▶ are um now the digital budget book does

3:39:07 ▶ provide an explanation as to what each

3:39:09 ▶ district fund um corresponds to every

3:39:12 ▶ gasby fund so for example general fund

3:39:14 ▶ is rised of M auxiliary indirect

3:39:17 ▶ Medicaid and impact date so general fund

3:39:19 ▶ is not to be considered the M fund um so

3:39:23 ▶ they're isn't a onetoone match in that

3:39:25 ▶ aspect simply because the presentation

3:39:28 ▶ of the Excel book and the digital budget

3:39:30 ▶ book are completely different based on

3:39:33 ▶ completely different constructions of

3:39:35 ▶ those so the Additionally the dis the

3:39:39 ▶ digital budget book uses um a gby

3:39:42 ▶ statement I provided that link if if you

3:39:44 ▶ really want to look at that

3:39:45 ▶ um where we essentially we determine

3:39:49 ▶ what we present discreetly based on

3:39:50 ▶ quantitative and qualitative criteria

3:39:52 ▶ and you can see kind of what the

3:39:54 ▶ difference is you know there's a

3:39:55 ▶ percentage method under quantitative and

3:39:58 ▶ there's more of a holistic kind of you

3:40:00 ▶ know is this a significant thing in

3:40:02 ▶ terms of a qualitative method so for

3:40:04 ▶ example we use the qualitative criteria

3:40:07 ▶ and we call out d d is not a fund I've

3:40:10 ▶ said that you know consistently in the

3:40:12 ▶ past but because it has significant

3:40:14 ▶ activity it is of a public interest we

3:40:17 ▶ call it out specifically in the budget

3:40:19 ▶ book so that we can show constituents

3:40:21 ▶ here's the activity of ins and outs and

3:40:23 ▶ the activity and the budgets around um

3:40:27 ▶ desegregation so that's another element

3:40:30 ▶ of how we come together in terms of

3:40:32 ▶ putting together These funds and what

3:40:33 ▶ we're presenting discreetly and what's

3:40:35 ▶ not the one thing is that to consider is

3:40:38 ▶ that the digital budget book talks about

3:40:40 ▶ beginning fund balances whereas the

3:40:42 ▶ Excel budget book just talks about

3:40:44 ▶ budgets right so the the fund balances

3:40:48 ▶ are an important factor that we have to

3:40:50 ▶ present in a budget book to meet that

3:40:53 ▶ governmental Accounting Standards Board

3:40:55 ▶ requirement or gasby those fund balances

3:40:58 ▶ aren't finalized until you all approve

3:41:00 ▶ the annual financial report because

3:41:02 ▶ that's when we close the entire fiscal

3:41:04 ▶ year so that's when those fund balance

3:41:06 ▶ are essentially sealed and then we can

3:41:08 ▶ say these are final and we can say these

3:41:10 ▶ are you know this is what's going in

3:41:12 ▶ there now this year there was a kind of

3:41:16 ▶ there was a little bit of

3:41:17 ▶ differentiation in terms of of when the

3:41:19 ▶ adoptions happened so for example the

3:41:22 ▶ budget book data that was used for the

3:41:24 ▶ digital version was based on the budget

3:41:27 ▶ revision number one that came in August

3:41:29 ▶ and this had to do with just the timing

3:41:31 ▶ of when we had to do the budget last

3:41:33 ▶ fiscal year where the legislature was

3:41:35 ▶ essentially late we couldn't we adopted

3:41:37 ▶ a budget that didn't incorporate the new

3:41:39 ▶ limits we did a revision in August that

3:41:41 ▶ did incorporate the new limits and we

3:41:43 ▶ wanted to use those in the digital

3:41:45 ▶ budget book because that is essentially

3:41:47 ▶ what we're being funded on whereas the

3:41:50 ▶ Excel budget book we just we took the

3:41:52 ▶ data from July 15th we took the old

3:41:54 ▶ information and we put that in there

3:41:57 ▶ because there was that you know there

3:41:58 ▶ was that timing there was that need to

3:42:00 ▶ make sure that we had those so

3:42:02 ▶ unfortunately but essentially what we

3:42:04 ▶ used is we used two different sets of

3:42:06 ▶ data one that was more more current than

3:42:08 ▶ the other but ultimately it's comes from

3:42:11 ▶ the same Source it comes from our

3:42:12 ▶ financial our uh our financial system

3:42:16 ▶ but in order to address this we're you

3:42:19 ▶ know this is the first year that we've

3:42:21 ▶ done digital budget book admittedly very

3:42:24 ▶ fortunately this is we got an award

3:42:26 ▶ right out the gate right so it's been

3:42:28 ▶ recognized as an award-winning uh budget

3:42:30 ▶ book um but during the budget review

3:42:33 ▶ process that the government Finance

3:42:34 ▶ officers looked at they made some

3:42:36 ▶ recommendations on how to improve it

3:42:39 ▶ including how to shorten it right

3:42:41 ▶ there's been a lot of criticism about

3:42:43 ▶ its length and so they've provided some

3:42:44 ▶ Fe Fe back of about here some strategies

3:42:46 ▶ to look at how to make sure that it's

3:42:48 ▶ shortened so that it's a little bit more

3:42:50 ▶ easily consumable and hopefully if the

3:42:52 ▶ legislature essentially has a budget

3:42:54 ▶ that comes out earlier than before we're

3:42:57 ▶ using the same data to construct an

3:42:59 ▶ Excel version and a digital budget

3:43:01 ▶ version so we'll make sure that we focus

3:43:03 ▶ on those I do want to say one thing

3:43:06 ▶ though and I'm I I call this out right

3:43:08 ▶ here you've been told that because your

3:43:10 ▶ names are in the budget book you've

3:43:12 ▶ approved it there is no state law law or

3:43:15 ▶ board policy that requires you to

3:43:17 ▶ approve a budget book that doesn't exist

3:43:20 ▶ all right the the state statute that

3:43:23 ▶ sets the budget limits are the forms

3:43:25 ▶ from the auditor general which you

3:43:26 ▶ approve in July December and may that's

3:43:29 ▶ what it is the budget book is

3:43:32 ▶ essentially created in order to create

3:43:34 ▶ greater transparency that is something

3:43:35 ▶ that a former board wanted Renee weather

3:43:38 ▶ lless created that Excel version we

3:43:41 ▶ wanted to modernize it and be more you

3:43:43 ▶ know essentially try to be more

3:43:44 ▶ transparent

3:43:45 ▶ but there is no statutory obligation nor

3:43:48 ▶ is there a board policy your names are

3:43:50 ▶ in there because you are the principal

3:43:52 ▶ officials of the district just like

3:43:54 ▶ every other administrator who is listed

3:43:56 ▶ on there um so you know it's kind of

3:44:00 ▶ important to show who our governance is

3:44:02 ▶ and so that's why your names are listed

3:44:04 ▶ in there um ultimately it's based on

3:44:09 ▶ your board adopted budget questions

3:44:16 ▶ Co thank you thank

3:44:20 ▶ you uh we are going to move item 10.3 to

3:44:24 ▶ the next meeting item 11.1 future

3:44:28 ▶ meeting dates and agenda

3:44:32 ▶ items members of the governing board uh

3:44:34 ▶ for the April 15th meeting uh we will be

3:44:37 ▶ back with item 10.3 provide an overview

3:44:40 ▶ of the planned administrative cuts

3:44:41 ▶ across departments we will also be

3:44:44 ▶ providing an update to to the governing

3:44:45 ▶ board uh on the work that we've been

3:44:47 ▶ doing with the jewel settlement money I

3:44:49 ▶ know that's been requested by a couple

3:44:51 ▶ of board members we'll be coming uh with

3:44:53 ▶ a progress report on that and then we

3:44:55 ▶ will continue our study sessions uh with

3:44:58 ▶ desegregation funded

3:44:59 ▶ departments Dr sha uh thank you

3:45:02 ▶ president exam Dr tro uh at some point

3:45:04 ▶ can we get uh either a report on your

3:45:06 ▶ bi-weekly emails or um some kind of way

3:45:09 ▶ to get information about what's going on

3:45:12 ▶ with vaccination rates in our district

3:45:13 ▶ with the measles outbreak I know we've

3:45:15 ▶ been talking about it in Puma County a

3:45:16 ▶ lot uh and I've been back and forth with

3:45:19 ▶ Dr Cullen about this as well which of

3:45:21 ▶ our schools uh don't have the her

3:45:23 ▶ immunity rate of 95% and how we're

3:45:25 ▶ partnering with Puma County Health

3:45:27 ▶ Department to make sure that we get the

3:45:28 ▶ the immunization Vans out to our schools

3:45:31 ▶ uh that really need

3:45:35 ▶ it if there's no further business uh

3:45:39 ▶ this meeting stands adjourned

3:45:52 ▶ Dr okay

3:46:13 ▶ problem

3:46:43 ▶ e

3:47:13 ▶ e

3:47:43 ▶ e

3:48:13 ▶ e e

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