TUSD1 - April 15th, 2025 Governing Board Meeting — April 15, 2025

Meeting Details

Date: April 15, 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 ▶ Yeah.

0:29 ▶ I hope you

0:45 ▶ So that you have to work for

0:53 ▶ Hello.

1:04 ▶ I I know I've met you. I've met you

1:08 ▶ different,

1:10 ▶ too.

1:26 ▶ Come on. Take a

1:44 ▶ breath. Those pills probably tell you

2:09 ▶ that We

2:23 ▶ need halfway.

2:43 ▶ because he

2:44 ▶ gets 13. Are you

3:05 ▶ I'm sure

3:53 ▶ Thank you.

4:38 ▶ that

4:39 ▶ video. She lives in

5:11 ▶ Huh? What is this?

6:31 ▶ Yeah. Yeah.

6:53 ▶ distance.

7:17 ▶ Look at that.

7:46 ▶ Okay, here is

8:03 ▶ Mario was doing a little

8:20 ▶ It was very very nice.

8:23 ▶ There's a place

9:07 ▶ Yeah. Yeah. Yeah. You remember that?

9:13 ▶ It's funny. It's keep on

9:17 ▶ the heat when they get it and cleaning

9:19 ▶ the

9:24 ▶ kids up.

9:33 ▶ Oh, that Oh, that's

9:37 ▶ Oh, okay.

9:52 ▶ It is so

10:10 ▶ I know that's what I like.

10:28 ▶ What are you doing?

10:58 ▶ like

11:01 ▶ this. Yeah.

11:05 ▶ You

11:06 ▶ see I think I showed

11:22 ▶ you all the way around

11:30 ▶ and then she got tagged out. You know,

11:35 ▶ it's cool to see

11:37 ▶ this fundamental like she's learned this

11:40 ▶ first.

12:09 ▶ Oh

12:10 ▶ yeah, she hit the ball. So then she hit

12:13 ▶ it on the second base and then the

12:15 ▶ center came

12:24 ▶ running. Keep going.

12:39 ▶ I know

12:42 ▶ she know

12:53 ▶ she was telling

13:06 ▶ And they they

22:45 ▶ day.

23:05 ▶ Yeah, she writes to

23:32 ▶ Yeah. Thank you.

24:25 ▶ people

25:02 ▶ Thank you for your patience. I'd like to

25:04 ▶ call the meeting of the Tucson Unified

25:06 ▶ School District uh to order. Roll call,

25:08 ▶ please.

25:10 ▶ Mr. Rometo here. Dr. Ravi here. Miss

25:14 ▶ Luna Rose here. Miss Shaw here. Miss

25:17 ▶ Extra here.

25:21 ▶ Uh, next we'll move on to our land

25:23 ▶ acknowledgement

25:25 ▶ statement and we have a student from

25:29 ▶ Dodge Traditional Magnet Middle School,

25:31 ▶ Julian Meyers Richtor. He's in the

25:34 ▶ eighth

25:39 ▶ grade. Julian, I'm going to read a

25:41 ▶ little bit about you before you read our

25:44 ▶ land acknowledgement. Julian is an

25:46 ▶ excellent student athlete who maintained

25:49 ▶ a 4.0 GPA this past quarter. Julian

25:54 ▶ lives to play soccer and plays on the

25:56 ▶ RSL club team. He aspires to be to play

26:00 ▶ soccer professionally after high school.

26:03 ▶ Julian has been accepted to University

26:05 ▶ High School in the 2020

26:09 ▶ uh 425 school year and he looks forward

26:12 ▶ to being a UHS penguin. So, who's your

26:15 ▶ favorite soccer player?

26:18 ▶ Uh, probably Paula Maldini. Okay. Yeah.

26:23 ▶ Okay, Julian, whenever you're ready. All

26:25 ▶ right.

26:26 ▶ On behalf of the governing board of the

26:28 ▶ Tucson Unified School District, I,

26:30 ▶ Julian Myers Richtor, acknowledge that

26:32 ▶ the schools, buildings, and facilities

26:34 ▶ of the Tucson Unified School District

26:37 ▶ reside on the ancestral homeland of the

26:39 ▶ Tono Oam Nation and the federally

26:42 ▶ recognized tribal land of the Pascoayaki

26:44 ▶ tribe.

26:46 ▶ Thank you. Thank you. Have a great rest

26:50 ▶ of your eighth grade.

26:54 ▶ Uh next our pledge of allegiance will be

26:57 ▶ uh given by Savan Save Flores Vidal.

27:01 ▶ She's also in the eighth grade at Dodge

27:04 ▶ Traditional Middle School. Savvi is an

27:07 ▶ amazing leader and a captain of the

27:09 ▶ girls soccer team at Dodge. She's

27:12 ▶ maintained a 4.0 GPA during the season

27:15 ▶ and challenges herself with advanced

27:17 ▶ high school credit classes. She loves

27:20 ▶ playing the violin in Dodge's incredible

27:23 ▶ advanced orchestra program and practices

27:26 ▶ often in her free time. Sabi plans on

27:30 ▶ attending Ringcon High School where she

27:32 ▶ will continue to participate in soccer

27:34 ▶ and orchestra. After high school, Sabi

27:37 ▶ wants to attend college and take courses

27:40 ▶ involving

27:42 ▶ music. That's just great. Sabi, what

27:45 ▶ what college are you looking at

27:48 ▶ uh for now? the UOVA. That's awesome.

27:52 ▶ And um if we could all rise for the

27:54 ▶ pledge of alle allegiance and whenever

27:56 ▶ you're ready, you can go ahead and

27:57 ▶ start. Okay.

28:01 ▶ I pledge the allegiance to the of the

28:03 ▶ flag of the United States of America and

28:06 ▶ to the republic for which it stands, one

28:09 ▶ nation under God, indivisible, with

28:12 ▶ liberty and justice for all.

28:18 ▶ Thank you, Sabi and Julian. I hope you

28:21 ▶ have a great rest of your school

28:25 ▶ year. Madame President, yes, if I may

28:29 ▶ say uh just briefly, I want to

28:31 ▶ congratulate uh Dodge on their um win

28:36 ▶ for soccer uh city champions for both

28:39 ▶ boys and girls. and um the girls coaches

28:42 ▶ in the back. And if we could just give

28:44 ▶ them a round of

28:51 ▶ applause. Thank you. Thank you, Miss

28:54 ▶ Shaw. Uh next we'll move on to agenda

28:57 ▶ adjustments. Dr. Trio.

29:03 ▶ Yes. Uh President Extra, members of the

29:05 ▶ governing board, uh we've got uh an

29:08 ▶ exciting agenda item tonight. We got our

29:10 ▶ family and friends here to celebrate the

29:12 ▶ potential renaming of the Roberts Naylor

29:14 ▶ Library. Like to move that up

29:16 ▶ immediately following the

29:17 ▶ superintendence report. Uh and then also

29:21 ▶ we've got some friends and family here

29:22 ▶ for an appointment uh for the Miles K8

29:25 ▶ principal. We'd also like to move that

29:27 ▶ one up uh also following the

29:29 ▶ superintendent report. So my request

29:31 ▶ would be uh item 6.2 followed by item

29:34 ▶ 6.1 immediately following the

29:37 ▶ superintendent report.

29:41 ▶ Great. Next, we'll move on to the

29:44 ▶ superintendence report.

29:48 ▶ Yes. Um members of the governing board

29:51 ▶ public, those of you here in attendance

29:53 ▶ this evening, those of you watching um

29:56 ▶ online, uh welcome to our first

29:59 ▶ governing board meeting in the month of

30:01 ▶ April. Uh coincidentally happening on

30:04 ▶ tax day, April 15th. So, um, we'll go

30:08 ▶ and get started. Uh, as always, love

30:10 ▶ reporting on all the wonderful, uh,

30:12 ▶ staff members and students and programs

30:14 ▶ that I get to visit, uh, in my travels

30:17 ▶ around the district. Uh, I I really want

30:20 ▶ to thank Principal Kyle Brady, uh, for

30:22 ▶ welcoming me over to Oyama. Had an

30:25 ▶ opportunity to visit classrooms, talk

30:26 ▶ about the upcoming bond projects, got

30:29 ▶ some really really good feedback uh,

30:31 ▶ from uh, Mr. uh Brady on his first year

30:34 ▶ in his leadership role as principal

30:36 ▶ there at Oyama. Met an outstanding

30:39 ▶ 27-year veteran of kindergarten teaching

30:42 ▶ there at Oyama and saw their wonderful

30:45 ▶ playground there with some new

30:46 ▶ playground equipment. So certainly want

30:48 ▶ to thank the Oyama community for a

30:50 ▶ wonderful visit uh there last month. And

30:53 ▶ then I visited Valencia Middle School,

30:56 ▶ sort of my farewell visit there for

30:59 ▶ outgoing principal Stacy Guest, and

31:01 ▶ thanked her for all of the wonderful

31:03 ▶ work that she has done on that campus in

31:06 ▶ her uh years of service of Valencia. Met

31:08 ▶ our wonderful monitors. Had some good

31:10 ▶ conversations about truency uh from our

31:13 ▶ frontline monitors and terms of uh how

31:15 ▶ they're addressing it with our students.

31:18 ▶ Uh was welcomed to the school by the

31:20 ▶ band. played some wonderful songs for me

31:22 ▶ when I arrived there. Uh and then of

31:25 ▶ course had an opportunity to talk to

31:26 ▶ newly appointed uh principal Omar

31:28 ▶ Sautello about how the transition is

31:30 ▶ going and of course how we could be of

31:33 ▶ assistance. And congratulations to all

31:36 ▶ of our graduates from the teacher

31:38 ▶ development academy. I was able to

31:40 ▶ attend their graduation uh on April 2nd

31:44 ▶ out there at Santaorita High School. The

31:46 ▶ Teacher Development Academy is a

31:48 ▶ creation of our curriculum and

31:51 ▶ instruction department designed to

31:53 ▶ address the ongoing teacher shortage not

31:56 ▶ only in Puma County but around the

31:57 ▶ state. And the teacher development

31:59 ▶ academy is an opportunity for our

32:01 ▶ employees uh that uh want to become

32:04 ▶ fully certified teachers haven't quite

32:06 ▶ made it all the way. Uh they may be

32:09 ▶ serving in a variety of roles for us

32:11 ▶ like teachers assistants or volunteers

32:14 ▶ or substitutes. It's an opportunity to

32:16 ▶ get their full teacher certification

32:19 ▶ through our program by our people, our

32:22 ▶ practitioners, our master teachers. And

32:24 ▶ so this year we graduated 25 that are

32:27 ▶ now going to go on and become TUSD

32:29 ▶ teachers. And when you hear their

32:31 ▶ stories, they come from all walks of the

32:34 ▶ TUSD universe. Some started as monitors,

32:37 ▶ some started as teachers assistants,

32:39 ▶ others were exceptional education

32:41 ▶ parapros, others were just parents

32:44 ▶ volunteering at their local schools, but

32:46 ▶ now they're all teachers and they will

32:48 ▶ be serving in our schools as fully

32:50 ▶ certified uh classroom teachers. So, we

32:53 ▶ congratulate them. Uh I want to thank um

32:56 ▶ governing board members Dr. Robbie Shaw,

32:59 ▶ uh board member Natalie Luna Rose for

33:01 ▶ joining me at the NSBA conference uh

33:04 ▶ just last week in Atlanta, Georgia.

33:07 ▶ Attended some wonderful sessions. Uh I

33:10 ▶ well we were professional. I see some of

33:12 ▶ the pictures down there were a little

33:14 ▶ goofy but you know it's all in good fun.

33:17 ▶ Uh but we had an opportunity to attend

33:19 ▶ some wonderful sessions uh ranging from

33:22 ▶ uh inclusive disciplinary practices to

33:25 ▶ best practices in uh governance. had

33:27 ▶ some wonderful um sessions on facilities

33:30 ▶ management and facilities challenges and

33:34 ▶ one of the things that uh I took away uh

33:36 ▶ from the conference is the challenges

33:39 ▶ that sometimes we think are unique to

33:41 ▶ TUSD whether it's declining enrollment

33:44 ▶ or lack of state funding or challenges

33:48 ▶ with capital funding to keep up with

33:50 ▶ building and maintenance in some of our

33:52 ▶ older campuses. I it kind of felt nice

33:55 ▶ to not be alone. Like there's so many

33:57 ▶ districts around the nation struggling

33:59 ▶ with the very same issues. The expansion

34:02 ▶ of vouchers and the expansion of these

34:05 ▶ empowerment scholarship accounts to see

34:07 ▶ other states are also grappling with

34:09 ▶ that as well. The expansion of charter

34:11 ▶ and private schools able to get a lot of

34:13 ▶ good ideas uh from uh board members and

34:16 ▶ superintendent across the country. So

34:18 ▶ definitely found it to be very very

34:20 ▶ worthwhile. Uh and then uh last week had

34:24 ▶ a wonderful opportunity, probably one of

34:26 ▶ the highlights of the year to celebrate

34:28 ▶ the performance arts in TUSD, attended

34:31 ▶ the superintendence concert out at uh

34:34 ▶ Catalina. And I was so impressed with

34:38 ▶ the level of talent, not just with our

34:41 ▶ students, but to see the collection of

34:44 ▶ talent in the performance arts educator

34:47 ▶ community here in TUSD was absolutely

34:50 ▶ magical. Um the the evening was capped

34:53 ▶ off by special guest appearance by our

34:55 ▶ 2022 fine arts seal recipient, Rory

34:58 ▶ Bria. He is a proud alumni of our UHS

35:01 ▶ band. Uh Rory's orchestral work,

35:04 ▶ Landfall, was performed by the Tucson

35:07 ▶ Symphony Orchestra when he was just 14

35:10 ▶ years old. Uh imagine a 14-year-old

35:13 ▶ writing an entire symphony. And the

35:15 ▶ magical part of the evening was that

35:18 ▶ very same orchestra that he wrote at 14.

35:21 ▶ He stood in front of our TUSD

35:23 ▶ performance arts educators and they

35:25 ▶ played it uh on stage with him

35:27 ▶ conducting now as a sophomore at Yale.

35:31 ▶ So very very inspiring. Um, and I want

35:34 ▶ to thank uh all of our hardworking uh

35:36 ▶ performance arts educators for making

35:38 ▶ the evening so magical and Dr. Joan

35:41 ▶ Ashcraft and her team for putting it all

35:43 ▶ together. And also yeah, give him a

35:47 ▶ round of applause.

35:53 ▶ I also want to take a moment to extend

35:55 ▶ sincere appreciation to the Legacy of

35:57 ▶ Excellence Committee for their

35:59 ▶ commitment to celebrating and uplifting

36:01 ▶ our students. The 2025 Legacy of

36:03 ▶ Excellence Scholars were honored during

36:05 ▶ a special scholar reveal event. Each

36:08 ▶ student was recognized and received

36:10 ▶ meaningful gifts including laptops, care

36:14 ▶ packages that will support them on their

36:16 ▶ academic journey. The uh scholar reveal

36:20 ▶ event is the first step and the first um

36:24 ▶ action necessary to get ready for the

36:27 ▶ big event which is the legacy of

36:29 ▶ excellence banquet celebration that will

36:32 ▶ be happening uh in early May where our

36:35 ▶ newly revealed scholars will be

36:37 ▶ celebrated. So we're certainly looking

36:38 ▶ forward to that wonderful event. Uh mark

36:42 ▶ your calendars. 15th annual Legacy of

36:44 ▶ Excellence College Scholarship Banquet

36:46 ▶ this year, May 3rd, at the Weston La

36:48 ▶ Paloma Resort and Spa. This event will

36:51 ▶ celebrate these scholars, bring our

36:53 ▶ community together, uh to celebrate

36:56 ▶ their achievements, their hard work, and

36:58 ▶ the brilliance of their futures. So, uh

37:01 ▶ free plug here to purchase tickets.

37:03 ▶ Please go to efucson.org/leacy.

37:08 ▶ Your tickets of course support this

37:10 ▶ wonderful event and our scholars. April

37:13 ▶ is Military Child month. April of course

37:16 ▶ is designated as the month of the

37:18 ▶ military child established in

37:20 ▶ 1986 by then Secretary of Defense Casper

37:23 ▶ Weinberger to honor the unique

37:25 ▶ challenges and sacrifices of military

37:28 ▶ connected children. These young

37:30 ▶ individuals often navigate frequent

37:32 ▶ location relocations, adapt to new

37:34 ▶ schools, and endure periods of

37:36 ▶ separation from deo deployed parents. On

37:40 ▶ April 26, Borman K8 will host a special

37:43 ▶ ceremony to celebrate these remarkable

37:45 ▶ students. I look forward to attending

37:47 ▶ this event to show my support and

37:50 ▶ appreciation for their contributions.

37:52 ▶ So, in recognition of their service, I

37:54 ▶ do encourage everyone to wear purple

37:56 ▶ throughout the month of April. Purple,

37:58 ▶ of course, symbolizes all branches of

38:01 ▶ the United States military, combining

38:03 ▶ Air Force, Navy, and Coast Guard. Blues,

38:06 ▶ Army Green, and Marine Corps red. The

38:08 ▶ color represents unity and support for

38:11 ▶ military children everywhere. Of course,

38:14 ▶ we always think of our military families

38:16 ▶ at Borton, and we think of Borton as

38:19 ▶ sort of the headquarters for uh military

38:22 ▶ students. uh students that of course

38:24 ▶ frequently get relocated to different

38:26 ▶ schools across the country face unique

38:28 ▶ challenges but we also have uh over

38:31 ▶ 1,500 other students across the district

38:34 ▶ that are also children of military

38:36 ▶ serving parents and guardians. So we

38:38 ▶ think of them as well. Um so on

38:41 ▶ tonight's agenda uh at the request of of

38:44 ▶ a couple of our board members I thought

38:46 ▶ I'd save us some agenda space and have

38:48 ▶ it a part of tonight's superintendent

38:50 ▶ report. I'd like to bring on Joseph

38:52 ▶ Helms to talk about progress being made

38:54 ▶ on the implementation of our new

38:57 ▶ badgebased emergency notification system

39:01 ▶ approved by the board earlier this year.

39:03 ▶ Centiggics, Mr. Hams,

39:06 ▶ thank you Dr. Jill. Good evening board

39:08 ▶ members, board president and the other

39:10 ▶ board members and uh council Ross. Yeah,

39:13 ▶ since the board approved uh the

39:15 ▶ implementation of CJIX back and Centix

39:17 ▶ back in October, we have been very busy

39:19 ▶ engaging with that company on an ongoing

39:20 ▶ basis. Uh so immediately after uh we got

39:24 ▶ the vote in in October uh we started

39:26 ▶ engaging with Cintiix uh started

39:28 ▶ finalizing some of the uh procurement

39:31 ▶ aspects so on and so forth working with

39:32 ▶ our TS systems to make sure that

39:34 ▶ everything would work as well as it

39:36 ▶ possibly could. Uh starting in January

39:38 ▶ um I started engaging with our

39:40 ▶ administrators. I visited each of the

39:42 ▶ regional uh regional superintendent

39:44 ▶ meetings where I was able to engage with

39:45 ▶ them and share them uh with them some of

39:47 ▶ the upcoming installation uh and with

39:50 ▶ Centix and also some of the other

39:52 ▶ projects that school safety has going

39:54 ▶ on. Um in March uh a March and April

39:59 ▶ they started the installation project uh

40:00 ▶ that included it was two phases. First

40:02 ▶ was the data drops that they had to do

40:04 ▶ at each site. Second was all all the uh

40:08 ▶ you know sensors and strobe lights or

40:10 ▶ strobes that you see around our

40:12 ▶ campuses. You got to get an idea of the

40:14 ▶ scale of that project. It was Tucson

40:17 ▶ High alone took over 600 of these

40:19 ▶ sensors. So it was pretty significant

40:20 ▶ project. They brought in a lot of teams

40:22 ▶ to kind of go through it. U and now

40:24 ▶ we're in the testing phase. So for the

40:26 ▶ last couple weeks, my team has been

40:28 ▶ going out to the various sites. We

40:29 ▶ started on the west side. We've been

40:30 ▶ doing it earlier mornings and later in

40:32 ▶ the afternoons and trying to work with

40:33 ▶ the schools and even incorporating some

40:35 ▶ of their necessarily drills that they

40:37 ▶ need to do and and starting that

40:38 ▶ practice of utilizing centics with those

40:40 ▶ drills going

40:42 ▶ forward. Once we finalize this uh at the

40:45 ▶ beginning of May, actually on May 1st,

40:47 ▶ uh a representative from will be coming

40:49 ▶ into town. will be addressing the

40:51 ▶ administrators on both sessions both

40:53 ▶ their morning and afternoon and engaging

40:55 ▶ with them for about an hour trying to

40:57 ▶ provide them with as much information to

40:59 ▶ ensure that our site leaders have the

41:01 ▶ best and most information so they can uh

41:03 ▶ you know make sure that their sites are

41:05 ▶ as ready as possible in that first two

41:07 ▶ weeks of May. We're also going to be

41:09 ▶ going out to the various sites and doing

41:10 ▶ sitebased training. This sitebased

41:12 ▶ training is scheduled for 75 minutes. Uh

41:15 ▶ this will be obviously the administrator

41:17 ▶ again, but also anybody they identified

41:19 ▶ as somebody that they can bring in who's

41:21 ▶ going to be that responder, somebody

41:22 ▶ that can manage the system that some the

41:25 ▶ individuals that will be responding to

41:26 ▶ the requests on an ongoing basis. Now,

41:29 ▶ due to the timeline, uh we didn't think

41:31 ▶ it would be relevant to go ahead and

41:33 ▶ turn that on right before the end of

41:34 ▶ school year because we're looking at not

41:35 ▶ until the very end of May. Uh so we will

41:38 ▶ be continuing to test uh throughout the

41:40 ▶ summer. The testing process is what

41:42 ▶ we're in is phase one. Uh obviously with

41:44 ▶ the scale and size of Tucson Unified

41:47 ▶ School District, we found some holes,

41:48 ▶ but that's the intent of the testing

41:50 ▶ process. So we'll continue to go that to

41:52 ▶ go through that process to ensure that

41:54 ▶ we're covering all aspects of our

41:56 ▶ schools and not only the actual

41:58 ▶ campuses, but the bus phase where the

42:00 ▶ crossing guards will be located. We want

42:01 ▶ to ensure everybody, every TUSD employee

42:04 ▶ has that badge and has the ability to

42:06 ▶ request assistance or call for that

42:08 ▶ lockdown uh when the situation deems it.

42:11 ▶ So uh we think the process is going

42:13 ▶ well. Uh the our constant and current uh

42:16 ▶ engagement with Centix is positive and

42:18 ▶ we look forward and we think this will

42:19 ▶ be a great system uh for the for the

42:22 ▶ employees and everybody within Tucson

42:23 ▶ Unified School District.

42:25 ▶ Dr. Trujo, is there anything else you'd

42:27 ▶ like me to add?

42:33 ▶ We're all excited for the training

42:34 ▶ coming up um with our principal so we

42:36 ▶ can get the product rolled out. Great.

42:38 ▶ Thank you. Thank you.

42:46 ▶ And with that, um, President Xram, that

42:49 ▶ concludes the superintendence report.

42:53 ▶ Thank you,

42:55 ▶ Miss U. Miss Luna Rose. So, um, this

43:00 ▶ came to me a little, um, bit ago if, um,

43:04 ▶ about a student I So, um, Jean, can you

43:07 ▶ put up the slide that was for the young

43:13 ▶ man? Thank

43:17 ▶ you. So, this young man, Broadleaf

43:20 ▶ Fountain, um, passed away uh, recently.

43:23 ▶ He was a sophomore at Ringcon High

43:25 ▶ School. and just wanted to acknowledge

43:28 ▶ um him and his family um and the Ringcon

43:31 ▶ community that's been going through um

43:35 ▶ this loss as well as uh thank you to the

43:38 ▶ work of the counselors. Um and I'm just

43:40 ▶ going to read a little bit about Robbie.

43:42 ▶ It is with heavy hearts that we remember

43:44 ▶ Rob Lee Fountain, lovingly known as

43:46 ▶ Robbie, a remarkable student whose light

43:48 ▶ touched everyone around him. At just 16

43:51 ▶ years old, Robbie's curiosity,

43:53 ▶ compassion, and balance and imagination

43:55 ▶ left a lasting impression on his school

43:57 ▶ community. Whether he was building

43:59 ▶ intricate local sets, dreaming of

44:01 ▶ becoming a military pilot, or sharing

44:03 ▶ his love for cooking and music, Robbie

44:05 ▶ brought passion and creativity to

44:06 ▶ everything he did. He was a gifted young

44:08 ▶ man with a deep empathy for others, a

44:11 ▶ sharp sense of humor, and a unique style

44:13 ▶ that celebrated individuality. From his

44:15 ▶ Garfield shirts to his black nail

44:17 ▶ polish, Robbiey's presence reminded us

44:20 ▶ all of the importance of kindness,

44:22 ▶ wonder, and staying true to oneself. He

44:24 ▶ will be deeply missed. And if we could

44:26 ▶ just get a few moments of silence for

44:41 ▶ Robbie, thank you, Miss Sexual. Thank

44:45 ▶ you. And Jean, I think we have one more

44:49 ▶ slide. Dr.

45:53 ▶ So congratulations to Dr. trio. The

45:57 ▶ Metro Education Commission

46:00 ▶ um has identified him as superintendent

46:02 ▶ of the year during

46:11 ▶ this during this year's and evening to

46:15 ▶ be to empower ED celebration hosted by

46:18 ▶ the Metro Education Commission.

46:20 ▶ Superintendent Dr. Trillo will be

46:22 ▶ recognized for his outstanding

46:24 ▶ contributions to education in our

46:27 ▶ region. This event honors exceptional

46:30 ▶ educators, students, schools, and

46:33 ▶ community partners across Tucson and

46:34 ▶ Puma County. It carries forward the

46:37 ▶ 34-year legacy of the Crystal Apple

46:40 ▶ Awards, the official education awards of

46:42 ▶ the city and county, and will mark the

46:45 ▶ first in-person ceremony since

46:48 ▶ 2019. The recognition highlights Dr. Dr.

46:51 ▶ Trujillo's leadership and dedication to

46:53 ▶ empowering learners and improving

46:56 ▶ educational outcomes through out our

46:58 ▶ community. Please join me in

47:00 ▶ congratulating him on this well-deserved

47:09 ▶ honor. And that concludes the

47:12 ▶ superintendent

47:14 ▶ report. Uh next we'll move on to item

47:17 ▶ 6.2

47:19 ▶ two and that is the request to name uh

47:23 ▶ the Roberts Naylor K8 school in honor of

47:27 ▶ a retired TUSD school district employee

47:30 ▶ Dr. your hand.

47:34 ▶ Next room. Um the these are always

47:37 ▶ special moments. You know, each one of

47:39 ▶ our schools is a community. You know,

47:42 ▶ every school is a unique community. And

47:44 ▶ what makes a community

47:46 ▶ special, the relationships, and most

47:50 ▶ importantly, the legacy that um our

47:53 ▶ educators leave behind, the wonderful

47:54 ▶ people that leave their impact on on

47:56 ▶ these communities. So when these when

47:59 ▶ these requests come up, we always get

48:01 ▶ excited. We because we know that the

48:02 ▶ boardroom gets packed with family and

48:04 ▶ friends that are uniquely connected to

48:06 ▶ that legacy. And so we have that request

48:10 ▶ tonight uh in the Roberts Naylor

48:12 ▶ community. So, I'd like to bring up uh

48:14 ▶ principal Bernardet Rosenhauser as well

48:17 ▶ as our regional assistant superintendent

48:19 ▶ in support of Robert Snaylor

48:22 ▶ uh to talk about the request and the

48:28 ▶ honore. Okay. Well, good evening and

48:30 ▶ thank you to the governing board

48:32 ▶ president Dr. Trujillo on this exciting

48:35 ▶ opportunity. I just wanted to personally

48:38 ▶ take this time to congratulate Miss

48:39 ▶ Lugo. but an welldeserved honor and

48:44 ▶ recognition. And also to thank her

48:46 ▶ family members, friends, and Robert

48:48 ▶ Snaylor's fans that are here to uh

48:51 ▶ present this very special honor to her.

48:53 ▶ And I'm going to turn it over to

48:54 ▶ assistant principal, Miss Amanda

48:56 ▶ Marchion.

49:00 ▶ Thank you. I'm pulling the extended

49:02 ▶ family card and taking over. Um my name

49:06 ▶ is Amanda Maronei. I'm currently the

49:08 ▶ assistant principal at Robert's Naylor

49:09 ▶ K8. In 2004, I separated from the United

49:13 ▶ States Air Force with a bold dream of

49:15 ▶ becoming an elementary school teacher.

49:17 ▶ Already working on my degree in

49:19 ▶ education, one of my classmates

49:20 ▶ suggested I apply to Robert's Natler to

49:22 ▶ be a teacher assistant, get more work

49:25 ▶ with children. She knew I was green.

49:28 ▶ This classmate of mine was Mrs. Lugo's

49:30 ▶ daughter, Mariana, who was also working

49:32 ▶ at Robert's nailer. Mrs. Lugo or mama as

49:36 ▶ they call her now after 20 years of

49:38 ▶ mothering me was an integral part of

49:40 ▶ preparing me to become a teacher

49:42 ▶ assistant a teacher in my very own

49:43 ▶ classroom and ultimately part of the

49:46 ▶ administration at Robert's

49:48 ▶ Naylor. Mrs. Lugo insisted on training

49:50 ▶ me personally to become a TA for her

49:54 ▶ kids. She made it clear she would not

49:56 ▶ suffer any nonsense from me and I would

49:59 ▶ not suffer any nonsense from her

50:01 ▶ kids. Mrs. Luggo gently but firmedly

50:04 ▶ showed me the ropes and taught me how to

50:06 ▶ embrace not only my students but our

50:08 ▶ community at large. As you may know,

50:11 ▶ Robert Snaylor is located in the

50:12 ▶ so-called 29th Street corridor. It's an

50:15 ▶ incredibly unique and diverse

50:16 ▶ neighborhood. And yet, with these 20

50:18 ▶ different languages spoken in our

50:20 ▶ community amongst refugees, asylum

50:22 ▶ seekers, and immigrants from all over

50:24 ▶ the world, everyone knows Mrs. Lugo.

50:27 ▶ They talk about seeing her at fries,

50:29 ▶ what kind of candy she hands out at

50:30 ▶ Halloween.

50:32 ▶ and whether she's walking trying to walk

50:35 ▶ to school on her own. Um, when she

50:38 ▶ turned 90, we did a big parade at school

50:41 ▶ for her. The kids were overwhelmed with

50:44 ▶ happiness to be able to do that for her.

50:46 ▶ And we got complaints from community

50:48 ▶ members because we didn't advertise it

50:50 ▶ enough for them to bring their whole

50:52 ▶ families. They wanted to bring their

50:54 ▶ generations of families that have been

50:56 ▶ at Robert's Naylor under Miss Luggo's

50:58 ▶ toutelage. I've been incredibly

51:00 ▶ fortunate to spend almost my entire

51:02 ▶ career at Robert's Naylor, a career that

51:04 ▶ would not have gone this smoothly for

51:06 ▶ me, my students, without the guidance of

51:08 ▶ Mrs. Lugo. She's the ultimate teacher of

51:11 ▶ teachers, preparing us for all the stuff

51:13 ▶ college degrees could never touch. She's

51:16 ▶ mentored, loved, motherthered,

51:18 ▶ grandmotherthered, and when needed,

51:20 ▶ firmly put countless teachers,

51:21 ▶ administrators, students, and parents in

51:23 ▶ their place because no one was going to

51:25 ▶ mess with her kids.

51:27 ▶ Please consider naming our library after

51:29 ▶ Mrs. Luggo so that even after the 50

51:31 ▶ plus years she has already committed to

51:33 ▶ our school, she will continue to

51:35 ▶ positively impact the students and staff

51:37 ▶ at Robert Snaylor. Thank you for your

51:39 ▶ time.

51:49 ▶ I will motion to approve the naming of

51:52 ▶ Robert's Naylor K8 School Library in

51:55 ▶ honor of Ivan Helina Lugo, retired

51:58 ▶ Tucson Unified School District employee.

52:00 ▶ I'll second. There's a motion by myself

52:03 ▶ and a second by Dr. Shaw. All those in

52:06 ▶ favor say I. I. I.

52:09 ▶ Those opposed? Motion passes.

52:12 ▶ Congratulations, Mrs. Lugal.

52:28 ▶ do. So, this was a surprise. She had no

52:31 ▶ idea this was

52:33 ▶ coming. So, would you like to say a few

52:36 ▶ words?

52:44 ▶ bring the mic to her.

52:49 ▶ Good afternoon everybody. Everybody,

52:53 ▶ thank you. Thank you. This is so This is

52:56 ▶ a surprise. I had no idea. I I know

53:03 ▶ Luba has been asking for something like

53:08 ▶ this and I said no no no no no.

53:13 ▶ But something I started

53:18 ▶ volunteering in

53:21 ▶ 1971. I was pregnant with my daughter

53:25 ▶ who is now a teacher. Well, she's been a

53:27 ▶ teacher for 19 years, too.

53:31 ▶ all part of my family. Um, my

53:36 ▶ niece, Dr. Teres

53:39 ▶ Torto, and her my sister-in-law, her

53:42 ▶ mother, they're all teachers for many

53:46 ▶ years.

53:47 ▶ And I just like to take care of children

53:51 ▶ and help them. I I

53:54 ▶ know that they need a lot of

53:57 ▶ help and and that's what I want to do

54:01 ▶ for them and that's why I do it and I

54:05 ▶ thank you all. Thank you. Thank you.

54:08 ▶ Thank you. Thank you.

54:27 ▶ Um, did we want to try and get a

54:28 ▶ picture?

54:34 ▶ The uh the family.

54:40 ▶ Yeah.

54:44 ▶ And of course, our Roberts Naylor

54:46 ▶ leadership.

54:50 ▶ and of course our board members. And

54:52 ▶ we'll

55:01 ▶ feel Eddie

55:57 ▶ Look at the

56:05 ▶ camera. Congratulations.

56:35 ▶ Thank you.

57:03 ▶ Yeah.

57:07 ▶ She's actually here.

57:11 ▶ I don't know who she is. Who is she?

57:15 ▶ It's

57:30 ▶ exciting. $5.

58:44 ▶ Okay, next we'll move on to item 6.1,

58:47 ▶ administrative appointments. Principal

58:49 ▶ Miles Exploratory Learning Center, K8

58:52 ▶ School. Dr. Truhe.

58:55 ▶ Yes. Um, President Extra, members of the

58:58 ▶ governing board. Uh, we're very very

59:00 ▶ excited. Uh, tonight's recommendation,

59:02 ▶ it it's it is bittersweet. Um, because

59:05 ▶ tonight we have a situation where we

59:07 ▶ have an amazing leader serving in one

59:09 ▶ school community is going to be

59:12 ▶ recommended to serve in another great

59:14 ▶ school community. Um, and uh, it's it is

59:18 ▶ a little bittersweet because uh,

59:20 ▶ tonight's recommendation uh, has done

59:22 ▶ some outstanding work at one of the

59:24 ▶ district's largest and most not only

59:28 ▶ academically and ethnically diverse

59:30 ▶ schools, but also one of its mo most

59:32 ▶ programmatically diverse schools. I'm

59:34 ▶ talking about Lineweaver. Um, and under

59:37 ▶ Emily Wall's leadership, Linew Weaver

59:39 ▶ has become a premier destination in the

59:42 ▶ Tucson Unified School District with

59:44 ▶ award-winning programs in MA as well as

59:47 ▶ Gate uh, and some very, very beautiful

59:50 ▶ special education XED/Xed programs on

59:53 ▶ the campus. Its programmatic diversity

59:56 ▶ is very, very unique and a point of

59:58 ▶ celebration in the Linew Weaver

1:00:00 ▶ community. at almost 500 students. It's

1:00:02 ▶ one of our largest K5 communities and is

1:00:05 ▶ just a couple points away from being an

1:00:07 ▶ A. Uh so I don't say this lightly when

1:00:10 ▶ I, you know, say that Emily Walls is one

1:00:14 ▶ of our most outstanding and and one of

1:00:16 ▶ our highest performing principles in the

1:00:18 ▶ district. And with that being said, um

1:00:21 ▶ she needs no introduction in terms of

1:00:23 ▶ her accomplishments, her leadership, her

1:00:26 ▶ achievements when I say that I proudly

1:00:28 ▶ recommend her uh for the position of

1:00:31 ▶ principal at the Miles Early Learning

1:00:34 ▶ Community. Um I think that her

1:00:36 ▶ experience at Lineweaver where

1:00:39 ▶ Lineweaver in its own right has a fairly

1:00:41 ▶ large uh population of Xed students that

1:00:44 ▶ she has always advocated for

1:00:46 ▶ passionately throughout our time working

1:00:48 ▶ together and I know that XED is uh in

1:00:51 ▶ her heart and she's going to have that

1:00:53 ▶ opportunity now at Line Weaver as XED is

1:00:57 ▶ is a big focus for the school. So

1:00:59 ▶ tonight, I'd like to recommend uh Emily

1:01:02 ▶ Walls to serve as the next principal of

1:01:04 ▶ the Miles Early Learning Center K8

1:01:07 ▶ community.

1:01:10 ▶ So moved.

1:01:12 ▶ I'll second. There's a motion by Miss

1:01:15 ▶ Shaw, second by Miss Luna Rose. Um Dr.

1:01:18 ▶ Robbie. Uh thank you, President Extramm.

1:01:20 ▶ Uh I've had the privilege of being a

1:01:22 ▶ Linew Weaver Lion family for seven years

1:01:24 ▶ now, almost including eight years. And

1:01:27 ▶ so I got to see Miss uh Walls in action

1:01:30 ▶ for all of that time and uh saw the

1:01:33 ▶ leadership, the community she's built,

1:01:35 ▶ uh working with the students, working

1:01:37 ▶ with teachers and staff. Uh and while I

1:01:40 ▶ suffer would like to vote no on this

1:01:41 ▶ tonight uh to lose her for the next

1:01:43 ▶ couple of years. My twins are still only

1:01:45 ▶ in first grade. Um I'm happily uh we'll

1:01:47 ▶ be voting yes, I know that she'll be

1:01:49 ▶ doing great work at the Miles community.

1:01:52 ▶ And I would just like to add um you just

1:01:55 ▶ had to leave like Zoe had one more year,

1:01:58 ▶ Mrs. Walls, but

1:02:00 ▶ um you know, as a principal who would

1:02:05 ▶ take walk-ins whenever someone needed to

1:02:07 ▶ talk to her or just being available to

1:02:10 ▶ the SKU school community, um I know that

1:02:13 ▶ Miles will be happy with this choice.

1:02:15 ▶ So, um all those in favor say I. I. I.

1:02:20 ▶ Motion carries. Congratulations, Miss

1:02:26 ▶ Falls. So, would you like to come up and

1:02:29 ▶ say a few

1:02:38 ▶ words? Good evening. Thank you, Dr.

1:02:41 ▶ Jill, governing board president, and

1:02:44 ▶ esteemed um board members. This is, like

1:02:48 ▶ you said, a little bittersweet, Dr. JJO

1:02:50 ▶ because I am um leaving a community that

1:02:53 ▶ I love. Um we call it in our front

1:02:55 ▶ office the linew weaver love and they

1:02:58 ▶ know exactly what that means. Um you as

1:03:00 ▶ parents you know as well. Um, and I am

1:03:05 ▶ going on after 19 years into USD from

1:03:08 ▶ the far east side as a teacher to the

1:03:10 ▶ far west side as a teacher and I'm here

1:03:13 ▶ in the middle. And um, I'm looking

1:03:15 ▶ forward so much to being a part of the

1:03:18 ▶ Miles community, getting to know

1:03:20 ▶ everybody through and through and

1:03:22 ▶ advocating and continuing the excellent

1:03:24 ▶ work ahead. Um, the work that they've

1:03:26 ▶ already done and that is um, up for the

1:03:29 ▶ future. So, I'm wouldn't be the leader

1:03:32 ▶ that I am without amazing people in our

1:03:35 ▶ schools and in our district. And I am so

1:03:38 ▶ grateful for the opportunity ahead.

1:03:40 ▶ Thank you so much. Thank you. I think

1:03:44 ▶ everybody's going to congratulate you

1:03:45 ▶ and then we'll come back for

1:03:47 ▶ photo. So, congratulations again.

1:03:57 ▶ Congratulations. We're

1:04:09 ▶ all watching.

1:04:43 ▶ Big smile. One, two, three. Again.

1:05:18 ▶ Uh, Next, I'll turn it over to Dr. Shaw

1:05:20 ▶ for call to the audience. Right. Thank

1:05:22 ▶ you, President Extter. We have a busy

1:05:24 ▶ call to the audience tonight. We have 15

1:05:26 ▶ in person along with 13 to be read. Uh

1:05:29 ▶ only one of the 13 items to be read uh

1:05:32 ▶ pertain specifically to an action item

1:05:34 ▶ on our agenda tonight. So, when we get

1:05:35 ▶ to the 40minute point, uh we can decide

1:05:37 ▶ what to do at that point. Uh we'll start

1:05:39 ▶ with the ones to be read. Uh let me read

1:05:42 ▶ our notification here first. Members of

1:05:45 ▶ the public may speak during the call to

1:05:46 ▶ the audience. The governing board clerk

1:05:48 ▶ shall be responsible for recognizing

1:05:49 ▶ speakers and for maintaining maintaining

1:05:51 ▶ order where it may be appropriate. Those

1:05:53 ▶ who speak in person or want to have

1:05:55 ▶ their comments read shall email or call

1:05:57 ▶ the board office or complete a request

1:05:59 ▶ to address the board form before the

1:06:00 ▶ meeting. Speakers who have not completed

1:06:02 ▶ a request form are not permitted to

1:06:04 ▶ address the board. The speaker must

1:06:06 ▶ state their full name and topic prior to

1:06:08 ▶ addressing the board. Speakers are

1:06:09 ▶ encouraged to be brief with a maximum

1:06:11 ▶ time of 3 minutes. While more than one

1:06:13 ▶ speaker may speak together in the time

1:06:14 ▶ allowed, speakers are reminded that they

1:06:16 ▶ are not allowed to speak more than once

1:06:18 ▶ and they may not transfer delegate their

1:06:20 ▶ time to others. If there are documents

1:06:22 ▶ for the board, please give them to the

1:06:23 ▶ board office staff and they will ensure

1:06:25 ▶ each board member receives a copy. Those

1:06:28 ▶ attending the meeting and or speaking

1:06:30 ▶ before the board shall observe rules of

1:06:32 ▶ good conduct. Speakers shall also

1:06:34 ▶ refrain from inappropriate or slanderous

1:06:36 ▶ remarks. And because TUSD serves

1:06:38 ▶ students from preschool through high

1:06:40 ▶ school, speakers should be aware there

1:06:41 ▶ may be children present and listening.

1:06:44 ▶ At end of the call to the audience, the

1:06:45 ▶ governing board president will ask if

1:06:47 ▶ any board members wishes to respond to

1:06:49 ▶ criticism, wish to ask staff to review a

1:06:51 ▶ matter, or wish to ask that a matter be

1:06:53 ▶ put on a future agenda. No more than two

1:06:55 ▶ members may address each

1:06:57 ▶ topic. Contents of this card are public

1:07:00 ▶ information.

1:07:02 ▶ All right. So, we'll start with uh

1:07:03 ▶ Taylor Pacheco, followed by John Islas,

1:07:06 ▶ followed by Christy

1:07:08 ▶ Pavatea. First, we have Taylor Pacheco.

1:07:11 ▶ And before you start, we have

1:07:14 ▶ interpretation services. So, if anybody

1:07:16 ▶ requires that, um, please see

1:07:21 ▶ um Mila in the front. Thank you. Go

1:07:25 ▶ ahead. Thank you, governing board

1:07:27 ▶ members. My name is Taylor Pacheco and

1:07:29 ▶ I'm here to discuss the CRPI budget. I

1:07:32 ▶ am March's CRPI teacher of the month and

1:07:34 ▶ currently teach CR algebra 1 and

1:07:36 ▶ geometry. In these courses, we make math

1:07:39 ▶ real to students. In algebra 1, we

1:07:42 ▶ modeled a pilgrimage to Magdalena using

1:07:44 ▶ peacewise linear functions based on

1:07:46 ▶ primary sources and community

1:07:48 ▶ interviews. We predicted when PAS levels

1:07:51 ▶ in Tucson's water will reach safe levels

1:07:53 ▶ using exponential decay. We use

1:07:55 ▶ statistics to determine the better team

1:07:57 ▶ in a tied soccer game. And we analyze

1:08:00 ▶ TUSD's school quality surveys to

1:08:02 ▶ determine if two variables are

1:08:04 ▶ associated. This year, my students will

1:08:07 ▶ be presenting their research projects at

1:08:09 ▶ the University of Arizona on topics such

1:08:11 ▶ as the role and importance of father

1:08:13 ▶ figures, street racing, and car

1:08:15 ▶ accidents, and the role of sports in

1:08:17 ▶ learning a new language. In geometry, we

1:08:20 ▶ have designed Casita's floor plans that

1:08:22 ▶ meet the city of Tucson specifications,

1:08:25 ▶ looked at African fractal patterns, and

1:08:27 ▶ designed our own using dilations,

1:08:29 ▶ described symmetries of our work from

1:08:31 ▶ cultures around the world. All of these

1:08:34 ▶ math explorations would not have been

1:08:35 ▶ possible without the guidance and

1:08:37 ▶ support of my CRM master teacher or MT.

1:08:40 ▶ My MT supports me through brainstorming

1:08:42 ▶ ways to have the curriculum act as both

1:08:44 ▶ windows and mirrors, guiding students in

1:08:47 ▶ exploring their culture and

1:08:48 ▶ understanding the culture of those

1:08:49 ▶ around them through mathematics. My MT

1:08:52 ▶ is in my classroom to model and co-e new

1:08:54 ▶ lesson ideas. My MT gives me positive

1:08:57 ▶ feedback and specific suggestions after

1:08:59 ▶ regular visits to observe my practices.

1:09:02 ▶ My MT's constant support and

1:09:04 ▶ encouragement has kept me at TUSD and in

1:09:07 ▶ education. In tonight's presentation,

1:09:09 ▶ you will see data that shows CR classes

1:09:12 ▶ work for students in TUSD. You will see

1:09:15 ▶ data on academic growth. However, I want

1:09:18 ▶ to remind you that while more difficult

1:09:20 ▶ to

1:09:20 ▶ quantify, the way that students shape

1:09:23 ▶ their academic identities and see

1:09:25 ▶ themselves in the CR content is equally

1:09:28 ▶ as important. This is what my students

1:09:30 ▶ had to say about being in a CR math

1:09:32 ▶ class. I like to learn new things. I

1:09:35 ▶ liked how unique the math is and how it

1:09:37 ▶ can be adjusted to anyone's learning. It

1:09:39 ▶ can help some people understand it more.

1:09:42 ▶ You can learn more things that you

1:09:43 ▶ didn't know. I'm low-key getting smarter

1:09:46 ▶ about learning different ways of how to

1:09:48 ▶ solve math. Governing board members, my

1:09:51 ▶ ask to you this evening is that you

1:09:52 ▶ preserve the current FTE for CRM MTS to

1:09:56 ▶ ensure our CR community receives

1:09:58 ▶ consistent support in their classrooms

1:10:00 ▶ and that you commit to expanding CR

1:10:02 ▶ programming to include more subjects,

1:10:05 ▶ grade levels, and schools in future

1:10:06 ▶ years. Thank you. Thank you.

1:10:11 ▶ Next, we have John Islas, followed by

1:10:14 ▶ Christy Pavate.

1:10:19 ▶ John Islas, are you

1:10:21 ▶ here? All right, we have Christy Pavatea

1:10:23 ▶ followed by Grace

1:10:29 ▶ Beltron. Good

1:10:32 ▶ evening. Thank you all for being here.

1:10:34 ▶ Um to the esteemed members of the TUSD

1:10:36 ▶ school board, I am writing to urge that

1:10:39 ▶ we continue to maintain full funding for

1:10:41 ▶ our district's culturally responsive

1:10:43 ▶ pedigogy and instruction department with

1:10:45 ▶ specific attention to the continuation

1:10:47 ▶ of our mentor teacher program. This

1:10:50 ▶ program has been an invaluable support

1:10:52 ▶ system for educators offering

1:10:53 ▶ in-classroom coaching and mentoring for

1:10:55 ▶ one to two years that aligns with our

1:10:58 ▶ TUSD sparks framework. Mentoring

1:11:01 ▶ teachers to create student centered

1:11:03 ▶ opportunities, positive learning

1:11:05 ▶ communities, maintain academic and

1:11:07 ▶ ethnic identity, provide rigor,

1:11:09 ▶ knowledge and co-creation, and social

1:11:12 ▶ justice and civic engagement. The CRPI

1:11:15 ▶ department allows teachers to work

1:11:17 ▶ toward individualized goals that promote

1:11:19 ▶ student engagement, rigorous

1:11:20 ▶ instruction, and equitable practices,

1:11:23 ▶ all while fostering a consistent

1:11:25 ▶ instructional language through the use

1:11:26 ▶ of Sparks framework, especially critical

1:11:29 ▶ for onboarding new educators.

1:11:31 ▶ Furthermore, our ability to run our own

1:11:33 ▶ professional development has created a

1:11:35 ▶ meaningful, responsive learning space

1:11:37 ▶ that empowers our educators and reflect

1:11:40 ▶ the unique needs of our student

1:11:42 ▶ populations. At PBLO Gardens PreK

1:11:45 ▶ through

1:11:45 ▶ 8, excuse me, we've seen firsthand how

1:11:49 ▶ this support transforms teaching

1:11:51 ▶ practice and student engagement. Mentor

1:11:54 ▶ teachers help educators set meaningful

1:11:56 ▶ goals that are grounded in cultural

1:11:57 ▶ responsive equity-given instruction,

1:11:59 ▶ allowing our students and their

1:12:01 ▶ identities to shine through. The impact

1:12:03 ▶ of this support is echoed throughout our

1:12:05 ▶ schools. Quote from Dr. Conrad, our

1:12:08 ▶ principal at PBLO Gardens PreK8.

1:12:11 ▶ Recognizing the cultural and talents of

1:12:13 ▶ our students is extremely important at

1:12:14 ▶ our school, and I am extremely thankful

1:12:16 ▶ to the CRPI department for their

1:12:18 ▶ collaboration with my teachers. Over the

1:12:20 ▶ last three years, our collaborations

1:12:22 ▶ have grown. We now have students K8

1:12:24 ▶ participating in a variety of events and

1:12:26 ▶ activities that help them see themselves

1:12:28 ▶ in the center of their education and the

1:12:30 ▶ center of their community. The training

1:12:32 ▶ and support of our friends in the CRPI

1:12:34 ▶ department have helped us highlight

1:12:36 ▶ student voices and made our school more

1:12:37 ▶ inclusive of all students and families.

1:12:40 ▶ Their support has laid the groundwork

1:12:41 ▶ for our partnership with welcoming

1:12:43 ▶ schools through which we have earned

1:12:44 ▶ their seal of excellence as a site that

1:12:46 ▶ ensures all students are in a safe,

1:12:48 ▶ affirming, and supportive classroom. I

1:12:51 ▶ know that budget restrictions are a

1:12:52 ▶ reality we are facing, but the CRPI

1:12:54 ▶ department remains one of the most

1:12:56 ▶ helpful and impactful components of our

1:12:58 ▶ district, and my hope is that we can

1:13:00 ▶ continue to fund and support this

1:13:01 ▶ department to the best extent possible.

1:13:04 ▶ Quote from a

1:13:05 ▶ parent, I've watched my child thrive

1:13:07 ▶ under a teacher who was part of the CRPI

1:13:09 ▶ mentor and coaching style. There's more

1:13:12 ▶ cultural awareness in the classroom and

1:13:13 ▶ my daughter feels truly seen as her

1:13:15 ▶ identity is embraced. I personally see

1:13:17 ▶ the difference in her reading skills.

1:13:18 ▶ She has improved, yes, but she is now

1:13:20 ▶ more interested in reading. She enjoys

1:13:22 ▶ the choices of books that her teacher

1:13:24 ▶ chooses for her and the loves the

1:13:26 ▶ discussions that take place. This way of

1:13:28 ▶ teaching and community she is part of

1:13:29 ▶ has made her proud of who she is, the

1:13:31 ▶ language she speaks, and the uniqueness

1:13:32 ▶ she can offer the world. Now, I have

1:13:35 ▶ something here that is a time tonight.

1:13:37 ▶ Okay. Yep. You can leave items here with

1:13:39 ▶ the board. Thank you.

1:13:42 ▶ Next, we have Grace Beltran followed by

1:13:44 ▶ Samantha Barbie.

1:13:47 ▶ Grace Beltran. Are you Grace? Great. And

1:13:50 ▶ followed by Samantha Barbie, followed by

1:13:53 ▶ Ismatu

1:13:54 ▶ Allison Conte Lelanc.

1:13:58 ▶ Good evening. Thank you for this

1:13:59 ▶ opportunity to speak uh with you about

1:14:02 ▶ the CR department. Um I'm here to to ask

1:14:06 ▶ that our the budget for the CR

1:14:08 ▶ department stays um and is sustained. I

1:14:12 ▶ am a product of TUSD um Mission View,

1:14:15 ▶ Wakefield, and PBLO High. And throughout

1:14:17 ▶ my education, I received culturally

1:14:20 ▶ relevant teaching. And because of that,

1:14:23 ▶ it made me who I am today. It allowed me

1:14:26 ▶ to serve my country for 10 and a half

1:14:28 ▶ years in the Air Force. It allowed me to

1:14:31 ▶ do the community work that I do in City

1:14:33 ▶ of South Tucson, where I grew up and

1:14:35 ▶ still reside. It allowed me to become

1:14:38 ▶ the educator that I have been um

1:14:40 ▶ effectively here in TUSD for 25 years.

1:14:45 ▶ And I want to highlight some things that

1:14:47 ▶ the CR department has done for me as an

1:14:49 ▶ educator. It has allowed me to or it has

1:14:52 ▶ s supported me in in my journey as a a

1:14:57 ▶ PhD student at the University of

1:14:59 ▶ Arizona by bringing in people like my my

1:15:02 ▶ mentor Korina who comes in and helps me

1:15:04 ▶ who's who who comes in and she she

1:15:07 ▶ fosters my just the culture that that I

1:15:10 ▶ want to teach and I want to to involve

1:15:12 ▶ my students in with the funds of

1:15:14 ▶ knowledge that that bring the lived

1:15:17 ▶ experiences that my students need. I

1:15:19 ▶ teach at Utterbach Middle School and and

1:15:22 ▶ it's important for our students to

1:15:24 ▶ connect their life and their real life

1:15:26 ▶ connections in the community with with

1:15:28 ▶ literacy and that is something that CR

1:15:30 ▶ department has done for me. It has

1:15:32 ▶ supported me with materials and

1:15:33 ▶ resources to help my students to raise

1:15:36 ▶ their literacy rates. And something that

1:15:40 ▶ that I really appreciate about the the

1:15:43 ▶ CR department is

1:15:45 ▶ that it's something that it's a it's a

1:15:48 ▶ program that a department that

1:15:49 ▶ continuously gives and serves in so many

1:15:52 ▶ aspects with professional developments,

1:15:54 ▶ the monthly developments that we all are

1:15:56 ▶ able to attend at Wakefield Middle

1:15:59 ▶ School, and also the support that we

1:16:01 ▶ receive at the the literacy nights, the

1:16:04 ▶ um the the ka that we're about to to to

1:16:08 ▶ take our students to and also at the

1:16:10 ▶ secret

1:16:11 ▶ conference. But the most important thing

1:16:13 ▶ for me is that it fosters the the

1:16:16 ▶ cultural knowledge that has helped my

1:16:18 ▶ students to receive meaningful and high

1:16:20 ▶ leverage learning. And that is why I

1:16:23 ▶ come before you and I ask that we c that

1:16:26 ▶ we sustain the budget that we need so

1:16:28 ▶ that we can continue to have the the

1:16:30 ▶ cultural knowledge and the cultural

1:16:32 ▶ resources and support that we need for

1:16:35 ▶ our students so that they too can become

1:16:37 ▶ me a product of TUSD and serve their

1:16:40 ▶ communities and go into higher ed and

1:16:43 ▶ come back to serve the communities and

1:16:45 ▶ teach in our schools. Thank you. Thank

1:16:48 ▶ you.

1:16:52 ▶ Next we have Samantha

1:17:03 ▶ Barbie. Hi. Um I am call I'm up here to

1:17:07 ▶ talk about my separation from the

1:17:09 ▶ district and ask if I could have that

1:17:12 ▶ reconsidered. I got four allegations put

1:17:15 ▶ against me where two of those were true,

1:17:17 ▶ two of them were not. And I can go more

1:17:19 ▶ into detail if I need to on that. Um the

1:17:22 ▶ two that were true were that I had

1:17:24 ▶ alcohol in my purse. It was from the

1:17:25 ▶ weekend before and that was a complete

1:17:27 ▶ mistake on my part. I I can't argue that

1:17:30 ▶ at all. Um I do have a problem with

1:17:33 ▶ alcoholism. I have enrolled in rehab so

1:17:35 ▶ I'm not teaching right now

1:17:37 ▶ understandably. Um I am working to do

1:17:39 ▶ better for myself. I absolutely love

1:17:41 ▶ teaching. Loved my job. Loved everything

1:17:44 ▶ about it. will do anything to get my job

1:17:47 ▶ back. And

1:17:50 ▶ would I got the job of being a permanent

1:17:52 ▶ sub, I was beyond thrilled. I never

1:17:55 ▶ actually planned on being a teacher, but

1:17:59 ▶ started subbing and honestly, it was my

1:18:02 ▶ calling.

1:18:03 ▶ Um, I'm continuing to work the rehab

1:18:06 ▶ that I'm in right now. It has been a big

1:18:09 ▶ root awakening for me because I honestly

1:18:11 ▶ didn't realize how much of a problem

1:18:12 ▶ that I had.

1:18:14 ▶ And I just ask you guys to consider

1:18:18 ▶ bringing me back on for the fall

1:18:20 ▶ semester if I am finished with my

1:18:22 ▶ program by then. And I am willing to do

1:18:24 ▶ whatever it takes to make this happen.

1:18:26 ▶ And I have a letter from the mom of the

1:18:29 ▶ kids and my rehab facility.

1:18:35 ▶ Thank you, Samantha.

1:18:41 ▶ Next we have is Matu Allison Conte Blanc

1:18:43 ▶ followed by Nate

1:18:51 ▶ Burks. Good evening governing board.

1:18:54 ▶ Today I'm talking to you about equitable

1:18:57 ▶ distribution of enrichment programming

1:18:58 ▶ for all students. Hello, my name is

1:19:01 ▶ Ismatu Allison Conte LeBlanc. I am a

1:19:04 ▶ proud parent of four children, two of

1:19:05 ▶ which attend Hollinger K8 Gate two-way

1:19:08 ▶ dual language program. Last year, I came

1:19:11 ▶ to you, the governing board and TUSD

1:19:13 ▶ community to advocate for a free

1:19:16 ▶ bilingual preschool option for the

1:19:18 ▶ children in our district. Right now, I

1:19:20 ▶ want to speak with you regarding the

1:19:21 ▶ forced choice that parents are presented

1:19:24 ▶ with when choosing a school for their

1:19:26 ▶ children to attend. For instance,

1:19:29 ▶ currently my daughter Amira, who is in

1:19:31 ▶ the fifth grade, has decided to go to

1:19:32 ▶ Wakefield Middle School. After touring

1:19:35 ▶ Ros Scrooge, Wakefield, and Utterback

1:19:37 ▶ middle schools. Even though she worked

1:19:39 ▶ tirelessly to learn Spanish in an

1:19:41 ▶ immersive environment, she has decided

1:19:43 ▶ to attend Wakefield due to their

1:19:44 ▶ accelerated program and enrichment

1:19:47 ▶ opportunities. Many of her peers have

1:19:50 ▶ also decided to go to non two-way dual

1:19:52 ▶ language programs for middle school. I

1:19:54 ▶ believe not having a self-contained

1:19:56 ▶ two-way dual language gate middle school

1:19:58 ▶ program plays a role in our students

1:20:00 ▶ decisions for where to attend middle

1:20:02 ▶ school from Hollinger's fifth grade

1:20:05 ▶ program. This example is a case study

1:20:08 ▶ for the difficult decisions that parents

1:20:09 ▶ have to make in picking what school is

1:20:11 ▶ best for their children. Currently,

1:20:14 ▶ there are only two schools that provide

1:20:16 ▶ a dual language option for middle

1:20:17 ▶ school. Hollinger and Ross Scrroo.

1:20:19 ▶ Although Hollinger K8 and Rostrrews have

1:20:22 ▶ a two-way dual language program, Rostrus

1:20:25 ▶ having a gate pullout option with honors

1:20:27 ▶ courses in

1:20:28 ▶ MS4HS, sorry,

1:20:30 ▶ MS4HS. However, our experience as former

1:20:33 ▶ Rostruse Pumas, it may not be as

1:20:36 ▶ rigorous as a self-contained two-way

1:20:38 ▶ gate middle school program has the

1:20:40 ▶ opportunity to be, and it does not have

1:20:42 ▶ the resources and opportunities that a

1:20:44 ▶ Wakefield or a Dodge middle school has

1:20:46 ▶ access to. With this lack of equity,

1:20:49 ▶ this misappropriation of educational

1:20:51 ▶ opportunities for all students, the

1:20:53 ▶ district forces parents to make the best

1:20:55 ▶ choice, not the ideal choice for the

1:20:58 ▶ goals they have for their children.

1:21:01 ▶ As a result, I am asking for equitable

1:21:04 ▶ distribution of enrichment programming

1:21:06 ▶ periods like MA, music, art, dual

1:21:10 ▶ language throughout the district so that

1:21:12 ▶ parents for any neighborhood into USD

1:21:15 ▶ have access to great schools with robust

1:21:17 ▶ programming in every neighborhood. I'm

1:21:20 ▶ also asking for a self-contained dual

1:21:22 ▶ language gate middle school program so

1:21:24 ▶ that our rising sixth graders from

1:21:26 ▶ Hollinger fifth grade are going to an

1:21:29 ▶ ideal feeder school that will continue

1:21:31 ▶ to build the gate dual language

1:21:33 ▶ education that they receive from K to 5,

1:21:36 ▶ ensuring that all children, if the

1:21:38 ▶ parents choose, have free access to gate

1:21:40 ▶ two-way du uh dual language education

1:21:43 ▶ from K through 12th grade. Lastly, I'm

1:21:46 ▶ asking for increased funding in the

1:21:48 ▶ English language development and two-way

1:21:50 ▶ dual language departments. Thank you for

1:21:52 ▶ your time. Thank

1:21:56 ▶ you. We have Nate Burke followed by

1:22:00 ▶ Patrick Kelly. Nate, are you here? All

1:22:03 ▶ right, we'll do a Patrick Kelly followed

1:22:05 ▶ by Eileen McCloud.

1:22:23 ▶ Hello board and superintendent. My name

1:22:24 ▶ is Patrick Kelly. We are a multi-grade

1:22:28 ▶ middle school CR social studies class at

1:22:30 ▶ Miles ELC.

1:22:32 ▶ I started attending MAS summer

1:22:34 ▶ institutes in 2007 and I'm proud to be a

1:22:37 ▶ certified CR teacher and two-time CR

1:22:39 ▶ teacher of the month.

1:22:43 ▶ Uh this is this is a presentation of

1:22:46 ▶ learning from a 9-week project based on

1:22:48 ▶ the uh exploring southern Arizona

1:22:50 ▶ history in the mid 19th century looking

1:22:53 ▶ at relationships between the Mexican

1:22:55 ▶ community, the autumn, the Apache and

1:22:57 ▶ white settlers.

1:22:59 ▶ The work is remarkable in its synthesis

1:23:02 ▶ of research and its thoughtful approach

1:23:04 ▶ to historical

1:23:07 ▶ perspective. Uh I want to give special

1:23:09 ▶ thanks to some visits, classroom visits

1:23:11 ▶ we had during this unit. Um archaeology

1:23:14 ▶ southwest uh archaeologist John Welch

1:23:17 ▶ came to our class. He's a former

1:23:19 ▶ archaeologist and cultural historian of

1:23:20 ▶ the San Carlos Apache tribe. Um he's

1:23:23 ▶ currently an expert witness in the

1:23:25 ▶ Supreme Court case of the Apache

1:23:26 ▶ Stronghold versus Resolution Mining. Dr.

1:23:29 ▶ Ronald Geronimo came to our class from

1:23:31 ▶ Tahana Autumn Community College. He's a

1:23:33 ▶ professor at of or the director of the

1:23:36 ▶ Tio Language Institute and runs the Pish

1:23:38 ▶ Posh project documenting autumn history

1:23:41 ▶ through Spanish colonial

1:23:43 ▶ documents. And Dr. Dale Brenamman works

1:23:46 ▶ with him. She's an associate curator of

1:23:48 ▶ documentary history at the Arizona State

1:23:50 ▶ Museum. and we had Michael Brusha come.

1:23:52 ▶ He's a curator of ethno history in the

1:23:54 ▶ Arizona State

1:23:55 ▶ Museum. I hand it over to my students.

1:24:00 ▶ Hello, my name is Georgia Stevie and my

1:24:02 ▶ partner for my project is Charlotte

1:24:04 ▶ Wallbank. We are eighth graders at Miles

1:24:06 ▶ ELC and you are hearing from us because

1:24:08 ▶ of your relationship to our project on

1:24:10 ▶ Sam

1:24:12 ▶ Hughes. This project focuses on colonial

1:24:15 ▶ erasure, historic bias, and historical

1:24:18 ▶ perspectives. Sam Hughes was the person

1:24:21 ▶ who Sam Hughes Elementary School is

1:24:23 ▶ named after. Sam Hughes was the person

1:24:26 ▶ who funded the Camp Grant Massacre and

1:24:28 ▶ approved the plans. The Camp Grant

1:24:30 ▶ Massacre killed 144 Apache and 20 were

1:24:34 ▶ sold into slavery. Sam Hughes also

1:24:37 ▶ married a 12-year-old girl, an Anastasia

1:24:41 ▶ Santa Cruz. While he did help in the

1:24:44 ▶ development of Tucson, what he did

1:24:46 ▶ undeniably should be acknowledged as his

1:24:48 ▶ bads outweigh his goods. Guyosshi

1:24:51 ▶ Whitman Elementary School is the new

1:24:53 ▶ name we propose. We want to pay our

1:24:55 ▶ respects to the indigenous people who

1:24:57 ▶ live in the Tucson area and those who

1:24:59 ▶ died at Camp Grant Massacre. We also

1:25:02 ▶ want to acknowledge the lieutenant who

1:25:04 ▶ offered the Apache a safe haven in his

1:25:07 ▶ camp for the massacre. Second Lieutenant

1:25:09 ▶ Royal Whitman. Royal Emerson Whitman.

1:25:12 ▶ Yoshi is the Apache name for dog and hus

1:25:15 ▶ the husky is the current mascot for Sam

1:25:17 ▶ Hughes Elementary School. So we thought

1:25:19 ▶ it appropriate. Thank you for your

1:25:31 ▶ time. Thank you. Next we have Eileen

1:25:33 ▶ McCloud followed by Grace Beltran.

1:25:39 ▶ Oh, I'm sorry. Is she go? Oh, Geese

1:25:42 ▶ already. Yes. So, Eileen Mloud, followed

1:25:44 ▶ by Lillian Fox.

1:25:47 ▶ Okay. And I turn my time over to the

1:25:49 ▶ students from Miles ELC.

1:25:51 ▶ Hello, my name is M Cloud and I'm a

1:25:53 ▶ seventh grader at Miles ELC. Hello, my

1:25:56 ▶ name is Ruin Chunker. I'm also a seventh

1:25:58 ▶ grader at Miles ELC. Our project is

1:26:00 ▶ about changing the name of our school

1:26:02 ▶ miles exploratory learning center so

1:26:04 ▶ that it honors the mission of our school

1:26:06 ▶ to teach deaf and heart of hearing

1:26:07 ▶ students along with hearing students. We

1:26:09 ▶ also believe that it is very important

1:26:11 ▶ to respect the indigenous peoples who

1:26:13 ▶ lived on this land before

1:26:15 ▶ us. Our school was originally named

1:26:17 ▶ after General Nelson A. Miles. General

1:26:20 ▶ Miles commanded many battles against the

1:26:23 ▶ indigenous people of the great plains

1:26:24 ▶ and western US. Most of these end in

1:26:27 ▶ either their relocation to reservations

1:26:30 ▶ set aside by the US government that were

1:26:31 ▶ less than ideal or death in the case

1:26:34 ▶ that they refused to comply. He also led

1:26:36 ▶ the invasion of Puerto Rico using the

1:26:38 ▶ island as a military base during the

1:26:40 ▶ Spanishame war. Our goal is to rename

1:26:43 ▶ our school after Black Coyote. Black

1:26:45 ▶ Coyote was the third son of Sittingbull

1:26:47 ▶ who was the chief of the Lakota tribe at

1:26:49 ▶ the time. Black Coyote was a deaf mute

1:26:51 ▶ Lakota warrior. Members of our community

1:26:53 ▶ at Miles have been calling for this

1:26:55 ▶ change. We believe that this change is

1:26:56 ▶ needed to make us a stronger community.

1:26:59 ▶ We believe that this would be a good way

1:27:01 ▶ to honor this special part of our school

1:27:03 ▶ along with the indigenous people who

1:27:04 ▶ lived on this land. Thank you for your

1:27:06 ▶ time.

1:27:17 ▶ Thank you. Next we have Lillian Fox

1:27:19 ▶ followed by Margaret Cheney.

1:27:23 ▶ My name is Lillian Fox.

1:27:25 ▶ uh president of the board, board members

1:27:27 ▶ Dr. Trillo and uh Yolanda.

1:27:32 ▶ Um the Trillo has steadily usurped your

1:27:37 ▶ responsibility. Under Arizona state

1:27:39 ▶ statutes, the board is responsible for

1:27:42 ▶ the spending of TUSD's money. He

1:27:44 ▶ published a budget book that you never

1:27:46 ▶ saw. You didn't never got a presentation

1:27:49 ▶ on it. It wasn't done until September

1:27:51 ▶ and then it had to be fixed in December.

1:27:54 ▶ And now he has presented you with a list

1:27:57 ▶ of people whose contracts he wants

1:27:59 ▶ renewed, but he didn't make them public.

1:28:01 ▶ So you got no public input. You weren't

1:28:03 ▶ even allowed to discuss it with

1:28:06 ▶ anybody. Those contracts are always

1:28:09 ▶ published so that the board has the

1:28:11 ▶ ability or the public has the ability to

1:28:13 ▶ give you input. You have some wonderful

1:28:15 ▶ principles and you have some real

1:28:17 ▶ stinkers. This is a stinker. She's been

1:28:20 ▶ a principal for eight years in this

1:28:21 ▶ district. 11% of her kids are proficient

1:28:25 ▶ in reading and English language arts.

1:28:28 ▶ 41% of her kids say they're not safe in

1:28:31 ▶ that school. This is after 8 years

1:28:33 ▶ there. 49% of them say they're bullied

1:28:37 ▶ or harassed regularly. 43% of the school

1:28:41 ▶ staff say there is not sufficient

1:28:43 ▶ disciplinary measures to deal with

1:28:45 ▶ disruptive behavior. She's up for

1:28:48 ▶ contact renewal and you didn't know this

1:28:51 ▶ information about her. They should be

1:28:53 ▶ providing you with a lot of information

1:28:55 ▶ about these principles performance

1:28:57 ▶ before you're asked to renew them. But

1:28:59 ▶ by making the the list of who's getting

1:29:02 ▶ their contracts renewed secret, you got

1:29:05 ▶ zero

1:29:07 ▶ input. That's wrong. Thank you. Oh, what

1:29:13 ▶ you should do is don't approve anybody

1:29:15 ▶ tonight. Insist that you be given

1:29:16 ▶ adequate information about every single

1:29:18 ▶ one of these people. which school

1:29:19 ▶ they're in, how long they've been there,

1:29:21 ▶ what their paid and what their their um

1:29:25 ▶ English language and math proficiency is

1:29:28 ▶ and in their school and also what their

1:29:30 ▶ school quality survey show. The numbers

1:29:33 ▶ I I quoted you came from the school

1:29:35 ▶ quality survey from a principal who is

1:29:38 ▶ this is her eighth year. This is

1:29:40 ▶ ridiculous. Thanks.

1:29:44 ▶ Thank you, Lillian. We have Margaret

1:29:46 ▶ Cheney followed by Dr. Jose Gonzalez.

1:29:54 ▶ Is there a doctor in the house?

1:29:57 ▶ Okay. All right. Good evening, ladies

1:29:59 ▶ and gentlemen.

1:30:01 ▶ Um, board members, Dr. Trillo, parents,

1:30:04 ▶ and colleagues. My name is Margaret

1:30:05 ▶ Cheney. I have worked in the district

1:30:07 ▶ for 20 of my 30-year career. I have

1:30:10 ▶ taught general ed and xed history,

1:30:11 ▶ government, social studies, and drama. I

1:30:14 ▶ have a master's degree in education and

1:30:16 ▶ I love being a teacher. Tonight, I am

1:30:18 ▶ here as a teacher and a parent of a TUSD

1:30:21 ▶ graduate. I'm here to ask you to indulge

1:30:24 ▶ me so that I can read a letter from a

1:30:25 ▶ group of people who value the department

1:30:27 ▶ I work for. The TUSD CRPI department is

1:30:32 ▶ a leading force and beacon of strength

1:30:34 ▶ and support for not only TUSD students,

1:30:36 ▶ teachers, and school communities, but

1:30:38 ▶ indeed for the metropolitan region,

1:30:40 ▶ including and surrounding Tucson, the

1:30:42 ▶ state of Arizona, and our country as a

1:30:44 ▶ whole. The TUSD CR CRPI department

1:30:47 ▶ continues to lead curriculum

1:30:49 ▶ development, practice, and innovation.

1:30:51 ▶ Over the last few years, teachers from

1:30:53 ▶ across the United States and now even

1:30:56 ▶ internationally from South Korea this

1:30:58 ▶ year have sought out TUSD culturally

1:31:01 ▶ relevant coded classrooms as exemplar

1:31:03 ▶ spaces to visit, ask questions of and to

1:31:06 ▶ take this information back to their

1:31:08 ▶ represent their respective homes. This

1:31:10 ▶ is by no accident. This is the result of

1:31:13 ▶ vibrant cont contributions and

1:31:15 ▶ collaboration between CR coded teachers,

1:31:18 ▶ the department and the support from the

1:31:20 ▶ TUSD curriculum and instruction

1:31:22 ▶ department and TUSD leadership. Because

1:31:24 ▶ of this, district frameworks such as the

1:31:26 ▶ sparks framework which originated and

1:31:28 ▶ was developed by the CR department

1:31:30 ▶ exist. Again, sparks stands for student

1:31:33 ▶ centered positive learning communities,

1:31:35 ▶ academic and ethnic identity

1:31:37 ▶ development, co knowledge co-creation

1:31:39 ▶ and social justice which serves as a

1:31:41 ▶ guidepost for of practice for all NUSD.

1:31:45 ▶ In fact, sparks is now part of the

1:31:47 ▶ evaluative ma model used in teacher and

1:31:50 ▶ school administrator evaluations. In

1:31:52 ▶ some the CR department has been and

1:31:54 ▶ remains a source of strength and

1:31:55 ▶ direction and positive transformation

1:31:58 ▶ for all of TUSD and beyond. This

1:32:00 ▶ department deserves and has earned the

1:32:03 ▶ respect and of many and with this in

1:32:05 ▶ mind should not only continue to be

1:32:07 ▶ funded but should be funded and

1:32:09 ▶ expanded. Um, and I have several letters

1:32:12 ▶ here uh from uh teachers and

1:32:16 ▶ administrators and students from

1:32:18 ▶ Hollinger, Dodge, and uh oh gosh, I know

1:32:22 ▶ I'm leaving out of school and I can't

1:32:23 ▶ remember which one it is. I'm really

1:32:25 ▶ sorry. Um, but I will leave these with

1:32:27 ▶ you so that you can u read them at your

1:32:28 ▶ leisure. Um, I think a district funds

1:32:32 ▶ what it values and I think that we're

1:32:34 ▶ just asking that you value us. Thank

1:32:37 ▶ you. Thank you.

1:32:43 ▶ Next we have Jose Gonzalez followed by

1:32:45 ▶ Sal Galab Gabaldon followed by Guadalupe

1:32:51 ▶ Hunter. All right. Uh good evening Dr.

1:32:54 ▶ Tillo. Uh honorable board members of

1:32:56 ▶ Tucson Unified School District uh

1:32:58 ▶ governing board. My name is Ose Gonzalez

1:33:00 ▶ and I'm here to address the budget cuts

1:33:01 ▶ for

1:33:02 ▶ CRPI. Um I I currently serve as a

1:33:05 ▶ teacher mentor of the CRPI department. I

1:33:07 ▶ am also a proud alumni alumnist of a

1:33:10 ▶ Choy High School class of 82, father of

1:33:12 ▶ Tucson High graduate class of 2019 and

1:33:14 ▶ grandparents of students attending Miles

1:33:16 ▶ Exploratory Learning Center. Um I am a

1:33:19 ▶ former teacher curriculum specialist

1:33:21 ▶ with a renowned Mexican-American studies

1:33:24 ▶ department and a lifelong member of this

1:33:26 ▶ Chang

1:33:28 ▶ community. Tonight I want to begin by

1:33:31 ▶ expressing my gratitude to everyone in

1:33:32 ▶ attendance both here in person and those

1:33:35 ▶ watching from home. Thank you for

1:33:37 ▶ standing with us in our ongoing struggle

1:33:39 ▶ to hold TOD accountable to its

1:33:42 ▶ promise. Its promise to provide a

1:33:44 ▶ quality education for all its students.

1:33:46 ▶ An education that honors the brilliance

1:33:48 ▶ and contributions of brown, black,

1:33:49 ▶ indigenous communities in literature,

1:33:51 ▶ science, mathematics, and history. To

1:33:54 ▶ understand why we're here today, we must

1:33:55 ▶ recall our history, although painful. In

1:33:57 ▶ the mid and early 20th century, TOC

1:34:01 ▶ operated what's uh was considered

1:34:03 ▶ segregated educational tracks known as

1:34:06 ▶ infamously the 1C program where

1:34:08 ▶ Mexican-American and Mexican-American

1:34:10 ▶ children were placed not based on skill

1:34:11 ▶ and academic ability but because they

1:34:14 ▶ spoke Spanish or boring Mexican uh

1:34:16 ▶ surname. These children were subjected

1:34:18 ▶ to cultural eraser, banned from speaking

1:34:19 ▶ Spanish, punished for expressing their

1:34:22 ▶ identity, and denied rigorous academic

1:34:24 ▶ in favor of forced stimulation into uh

1:34:27 ▶ into the American um Anglo-American

1:34:30 ▶ norms. This painful legacy contributed

1:34:32 ▶ to the generational trauma and

1:34:34 ▶ educational inequalities. But our

1:34:36 ▶ community resisted from the 1968 student

1:34:39 ▶ walkouts at Tucson High School led by

1:34:41 ▶ Chuco UFA students.

1:34:44 ▶ uh folks like the late Lorraine Lee uh

1:34:48 ▶ Raul, honorable Rahul Grihalva and Pasis

1:34:51 ▶ Saul Balenegro and Rauler to the 1978

1:34:55 ▶ fisherman dosa disegregation order. We

1:34:58 ▶ fought back and built programs rooted in

1:35:01 ▶ educational

1:35:03 ▶ justice. Out of that struggle was born

1:35:05 ▶ the Mexican-American DASA studies

1:35:06 ▶ program, an academic model that was

1:35:08 ▶ proven to work. Independent audits

1:35:10 ▶ showed MAS students not only

1:35:12 ▶ outperformed their peers in reading,

1:35:13 ▶ writing, and math, but also developed

1:35:15 ▶ confidence, critical thinking, and a

1:35:17 ▶ sense of belonging. These classroom

1:35:19 ▶ centered student voice, high

1:35:20 ▶ expectations, and rigorous standard

1:35:22 ▶ aligned content validated by the

1:35:24 ▶ Cambrian learning findings, and of

1:35:26 ▶ course, the Cavetto report. And yet, the

1:35:29 ▶ program was dismantled by superintendent

1:35:31 ▶ of public um instruction Tucson or um

1:35:34 ▶ Tom Horn, a man now holding that same

1:35:36 ▶ position. Um, given the demographic

1:35:39 ▶ imperative, TOSD is a minority majority

1:35:42 ▶ district historical responsibility we

1:35:44 ▶ bear. I ask that you do not cut our

1:35:46 ▶ department's budget. Instead, honor the

1:35:48 ▶ legacy, support our mission, and allow

1:35:50 ▶ us to continue the work of remedying

1:35:52 ▶ past injustices and delivering the

1:35:54 ▶ education to our students and what they

1:35:57 ▶ deserve. Thank you for your

1:35:59 ▶ time and consideration.

1:36:07 ▶ Next we have Sal Galbadon followed by

1:36:09 ▶ Guadalupe

1:36:18 ▶ Haninger no madam President Dr. through

1:36:22 ▶ members of the board. Uh my name is

1:36:24 ▶ Salvador Gavandon. Um I live at 800

1:36:30 ▶ Pomegranate Circle and I am a member of

1:36:32 ▶ the uh CRPI department uh on a part-time

1:36:37 ▶ basis. I've been a teacher for 50 years,

1:36:40 ▶ 40 of those years with

1:36:42 ▶ TUSD as a basketball coach, teacher in

1:36:46 ▶ English, and a and an administrator.

1:36:51 ▶ Uh during that time uh I've noticed

1:36:55 ▶ um a number of political battles that

1:36:57 ▶ have taken place um against public

1:37:01 ▶ education. some of the things that were

1:37:03 ▶ mentioned today about vouchers, charter

1:37:06 ▶ schools, bilingual education,

1:37:09 ▶ um ethnic studies, there's a line that

1:37:12 ▶ connects those issues and it's a line

1:37:16 ▶ that uh runs through this hostility

1:37:20 ▶ toward students of

1:37:22 ▶ color. Um as you will recall, the

1:37:25 ▶ English for the children initiative was

1:37:27 ▶ put on the ballot 25 years ago. Um, to

1:37:31 ▶ many of us Mexican-Americans,

1:37:34 ▶ um, it was a thinly veiled, xenophobic

1:37:38 ▶ attack on our

1:37:40 ▶ culture. Um, some of us fought against

1:37:42 ▶ it. We to we, um, filed a suit. Um, but,

1:37:47 ▶ uh, the initiative passed. 10 years

1:37:50 ▶ later, many of the same actors who

1:37:53 ▶ attacked bilingual education were

1:37:54 ▶ involved in the ethnic studies ban um

1:37:59 ▶ that was passed by the legislature.

1:38:03 ▶ Um

1:38:06 ▶ the public meetings that were held

1:38:09 ▶ during each of those questions uh often

1:38:13 ▶ ended with a

1:38:15 ▶ question, what can we do to protect our

1:38:19 ▶ students? In response, TUSD always had

1:38:22 ▶ an answer. Um we ended up creating what

1:38:27 ▶ is now language acquisition.

1:38:30 ▶ Uh, we found a way to promote

1:38:32 ▶ Mexican-American studies through the um

1:38:36 ▶ CRPI

1:38:38 ▶ department. Today, my grandchildren live

1:38:41 ▶ in the Afi school district, but they

1:38:43 ▶ attend TUSD

1:38:45 ▶ schools. Why would they do that? Because

1:38:48 ▶ TUSD schools value and support their

1:38:50 ▶ linguistic and cultural heritage.

1:38:53 ▶ With recent news about attacks against

1:38:56 ▶ DEI related programs, the old question

1:38:59 ▶ has returned. How will we protect our

1:39:02 ▶ students? I urge you to stand with the

1:39:05 ▶ community and support funding for the

1:39:09 ▶ TUSD's L and CRPI programs. Thank

1:39:18 ▶ you.

1:39:24 ▶ Our last inerson speaker tonight is

1:39:26 ▶ Guadalupe

1:39:29 ▶ Herner.

1:39:30 ▶ Um, good evening um, Superintendent Dr.

1:39:35 ▶ Trujillo

1:39:39 ▶ um, President Extramm and Clerk

1:39:44 ▶ Sha and board members. Thank you for all

1:39:47 ▶ your hard work. I hope you you um all

1:39:50 ▶ these people who just spoke so

1:39:52 ▶ eloquently and passionate about the

1:39:57 ▶ funding of those programs.

1:40:01 ▶ Um I it's it's

1:40:04 ▶ unconstitutional to

1:40:08 ▶ um deprive people of

1:40:13 ▶ um the uh the the

1:40:21 ▶ uh I'm sorry I get so nervous I spoke

1:40:24 ▶ but I hope you um u approve the funding

1:40:30 ▶ um of all those people who I spoke so

1:40:33 ▶ passionate and eloquent. I also want to

1:40:37 ▶ please approve

1:40:40 ▶ uh the and renew the intergovernment

1:40:45 ▶ agreement between Puma and TUSD for for

1:40:49 ▶ the early education program PIPS.

1:40:53 ▶ It's very important uh to renew this

1:40:57 ▶ because um our our preschoolers will get

1:41:00 ▶ a head start um and you know their lives

1:41:05 ▶ will be better for it. Um our students

1:41:09 ▶ and children's are the casualties

1:41:13 ▶ of downturn

1:41:16 ▶ economies. Um

1:41:21 ▶ uh

1:41:22 ▶ uh budget cuts for

1:41:27 ▶ uh education. I'm so sorry. Um

1:41:35 ▶ um I I I also like to um

1:41:39 ▶ remember remind everybody that the

1:41:42 ▶ majority of people Democrats,

1:41:46 ▶ Republicans and independent and others

1:41:49 ▶ want are elected officials and appointed

1:41:52 ▶ officials to uphold the rule of law and

1:41:55 ▶ the oath they took to protect and defend

1:41:57 ▶ our constitution. The constitution is

1:42:00 ▶ the lot of the land. Our founding

1:42:02 ▶ fathers created a system of government

1:42:06 ▶ of checks and balance and separation of

1:42:09 ▶ powers through process. So no one person

1:42:12 ▶ or group have all the power and no one

1:42:16 ▶ is above the

1:42:17 ▶ law. Article one says

1:42:21 ▶ congress which which is the US senate

1:42:24 ▶ and US house of representative makes

1:42:27 ▶ laws. Article two says the executive

1:42:30 ▶ branch which is the president.

1:42:34 ▶ Thank you.

1:42:36 ▶ Sorry. Thank you.

1:42:43 ▶ Next we have comments to be read. Our

1:42:45 ▶ first comment is from Martha

1:42:48 ▶ Baracharia. Uh to be read protecting

1:42:50 ▶ Title One funding. Dear governing board,

1:42:52 ▶ I would like these comments to be read

1:42:54 ▶ on Tuesday's meeting, which I cannot

1:42:56 ▶ attend to to my son's track meet at

1:42:57 ▶ Dulan Middle School. Uh, I'm a parent of

1:43:00 ▶ two Dulan Middle School students who was

1:43:03 ▶ concerned about the threat to Title One

1:43:04 ▶ funding stated by the current federal

1:43:07 ▶ administration. The threat concerns the

1:43:10 ▶ withdrawal of Title One funds to schools

1:43:12 ▶ that support efforts of diversity,

1:43:13 ▶ equity, and inclusion. I strongly urge

1:43:16 ▶ the district to not comply in advance.

1:43:18 ▶ And I also urge the district to become

1:43:21 ▶ part of any state lawsuits that will be

1:43:23 ▶ filed to protect this funding for our

1:43:25 ▶ schools. Just last week, the US House

1:43:28 ▶ passed a bill now headed for the Senate

1:43:30 ▶ that would prevent judges from issuing

1:43:32 ▶ broad injunctions

1:43:34 ▶ nationwide. This means that if Title One

1:43:36 ▶ funding is threatened by the federal

1:43:38 ▶ government, only the parties that are

1:43:40 ▶ part of the lawsuit will be protected. I

1:43:42 ▶ urge the governing board to collaborate

1:43:44 ▶ with others and with the attorney

1:43:45 ▶ general's office to sue to tr to sue to

1:43:48 ▶ stop Trump from tying federal title one

1:43:52 ▶ funding to initiatives that help our

1:43:53 ▶ diverse student body succeed. We need to

1:43:56 ▶ actively participate in protecting title

1:43:58 ▶ one funding for schools nationwide.

1:44:00 ▶ Thank you.

1:44:06 ▶ Next we have Connor uh Bejo Bajovet to

1:44:09 ▶ be read

1:44:10 ▶ CRPI. Dear governing board members, I'm

1:44:13 ▶ writing defense in support of the

1:44:14 ▶ culturally responsive pedigogy

1:44:16 ▶ instructional

1:44:18 ▶ department. As a certified culturally

1:44:21 ▶ responsive teacher, I firmly believe

1:44:23 ▶ that this department, its teachers and

1:44:25 ▶ their combined resources can provide

1:44:27 ▶ students with the most optimal

1:44:29 ▶ environment for a truly enriching

1:44:31 ▶ education. Unlike the rigid and in

1:44:34 ▶ inflexible mainstream classrooms that

1:44:36 ▶ students and teachers have grown

1:44:37 ▶ accustomed to, it is my belief that as

1:44:40 ▶ students lose access to this department

1:44:42 ▶ and the platform that it provides them,

1:44:43 ▶ a platform dedicated to providing an

1:44:46 ▶ inspired, restorative, ethical and

1:44:48 ▶ responsive education, then students will

1:44:51 ▶ by and large continue to be disengaged

1:44:54 ▶ and discouraged within a system of

1:44:56 ▶ education that does not appreciate,

1:44:58 ▶ represent a or support them. In the end,

1:45:01 ▶ if the governing board elects to

1:45:02 ▶ underfund, defund, or dismantle the CPRI

1:45:06 ▶ department, then their message to the

1:45:08 ▶ Tucson Unified staff and students is

1:45:10 ▶ quite clear. Your experience and your

1:45:12 ▶ expectations do not matter. Therefore, I

1:45:15 ▶ propose that the board continue to fund

1:45:16 ▶ the CRPI department in good faith. In so

1:45:20 ▶ doing, I ask you to endeavor to uphold

1:45:22 ▶ the promises and commitments Tucson

1:45:23 ▶ Unified has made to the Tucson

1:45:25 ▶ community. I implore you to continue

1:45:27 ▶ fighting for our students. Continue to

1:45:30 ▶ allow them to the opportunity to respond

1:45:32 ▶ to their world in a manner befitting

1:45:35 ▶ their unique cultural and spiritual

1:45:37 ▶ needs. Stand firm in your commitment to

1:45:39 ▶ serve our students. Support a department

1:45:42 ▶ that truly understands, respects, and

1:45:44 ▶ values our students and their lived

1:45:46 ▶ experience. Support culturally

1:45:48 ▶ responsive pedagogy and pedagogy and

1:45:51 ▶ instruction. Thank you, Mr. Conor

1:45:53 ▶ Bojovet. teacher Robert Sale

1:46:03 ▶ Kate. Next we have Veronica Noise, CRPI

1:46:07 ▶ department. Esteemed board members, I am

1:46:10 ▶ a teacher of about 18 years within the

1:46:12 ▶ district and have enjoyed working in

1:46:14 ▶ elementary schools as an ELD teacher

1:46:16 ▶ with support from the language

1:46:18 ▶ acquisition department. Now I continue

1:46:20 ▶ my service as a middle school teacher

1:46:22 ▶ teaching English language arts with

1:46:24 ▶ support from the culturally relevant

1:46:25 ▶ pedigogy pedigogy and instruction

1:46:28 ▶ department. This and last year I was

1:46:30 ▶ assigned a mentor from the CRPI

1:46:32 ▶ department as one of my class periods

1:46:34 ▶ was coded CRC. Because of the support of

1:46:37 ▶ that mentor program in the CRPI

1:46:39 ▶ professional development opportunities,

1:46:41 ▶ I am able to provide better instruction

1:46:43 ▶ for my students, building community and

1:46:45 ▶ collaboration in a culturally relevant

1:46:48 ▶ classroom environment. This program goes

1:46:50 ▶ beyond supporting equity in the

1:46:52 ▶ classroom and the schools. They provide

1:46:54 ▶ support to teachers working with a very

1:46:57 ▶ diverse student community, bringing

1:46:59 ▶ resources and methods that are very

1:47:01 ▶ valuable into the classroom. CRPI is

1:47:04 ▶ extremely student- centered and

1:47:06 ▶ community-minded and provides a space

1:47:08 ▶ for teachers to collaborate and grow as

1:47:10 ▶ professionals. Their program goes beyond

1:47:12 ▶ the regular professional developments

1:47:14 ▶ offered by the district by providing

1:47:16 ▶ family for a lot of new teachers and

1:47:19 ▶ supports for many teachers across all

1:47:21 ▶ disciplines within the district. Without

1:47:24 ▶ their guidance, supports and resources,

1:47:26 ▶ I do not think I would be as effective a

1:47:28 ▶ teacher in middle school that I am

1:47:30 ▶ today. With your with their help, I am

1:47:32 ▶ able to make connections to my students

1:47:34 ▶ and their families within the large

1:47:37 ▶ within within the school and the larger

1:47:39 ▶ community. Because of CRPI, teachers are

1:47:42 ▶ able to more easily share resources and

1:47:44 ▶ become involved in community actions

1:47:47 ▶ that support education, classroom

1:47:49 ▶ instruction, student centered learning,

1:47:51 ▶ and civic

1:47:52 ▶ responsibility. Please consider

1:47:54 ▶ refunding and supporting the CRPI's

1:47:57 ▶ department's mission into the new school

1:47:59 ▶ year and beyond. They are a valuable

1:48:01 ▶ part of the district culture and should

1:48:02 ▶ continue to be so going forward. In

1:48:05 ▶ service respectfully, Veronica, sixth

1:48:07 ▶ grade ELA

1:48:15 ▶ teacher. Next, we have SL Sally Fel,

1:48:18 ▶ excuse me, Sally Fletcher. CRPI

1:48:21 ▶ testimonial. Good afternoon. My name is

1:48:23 ▶ Sally Fletcher. I currently teach

1:48:25 ▶ seventh grade ELA at Ross Scrooge

1:48:26 ▶ Bilingual K8 Magnet. All of my classes

1:48:29 ▶ are coded CRC or culturally relevant

1:48:31 ▶ responsive curriculum. I could consider

1:48:34 ▶ myself incredibly lucky to have gotten

1:48:36 ▶ to teach CRC classes since returning to

1:48:39 ▶ TSD as a teacher in 2022. Without the

1:48:42 ▶ CRPI department and my new teacher

1:48:44 ▶ mentor, I can say with confidence that

1:48:46 ▶ it would have been very difficult for me

1:48:48 ▶ to continue teaching that first year.

1:48:50 ▶ The combined support of those

1:48:52 ▶ departments, however, kept me dialed in

1:48:54 ▶ with my students and helped me dig into

1:48:56 ▶ the curriculum and standards in a way

1:48:58 ▶ that made sense to me even in my

1:49:00 ▶ overwhelmed state and prioritize the

1:49:02 ▶ needs of the specific population at the

1:49:05 ▶ school where I was teaching at the

1:49:07 ▶ time. This in the CRPI department

1:49:10 ▶ specifically, I found familia family

1:49:13 ▶ that provides direction and guidance and

1:49:15 ▶ professional support in a teacher

1:49:16 ▶ centered way. the same way we are

1:49:18 ▶ encouraged to teach in a student-

1:49:20 ▶ centered way. I have three I have had

1:49:22 ▶ three mentors in my time with this

1:49:24 ▶ department and they have all been and

1:49:27 ▶ they have all been such highly quality,

1:49:30 ▶ empathetic and knowledgeable

1:49:32 ▶ professionals. Furthermore, they have

1:49:34 ▶ encouraged me to develop lessons and

1:49:35 ▶ activities and to use materials that

1:49:37 ▶ reflect our students lives, individual

1:49:40 ▶ experiences and culture. Seeing the way

1:49:43 ▶ that this kind of attention to detail

1:49:44 ▶ and representation affects the way that

1:49:46 ▶ my students engage with the content has

1:49:49 ▶ been rewarding for me to say the least.

1:49:51 ▶ Hearing about students who are not

1:49:53 ▶ typically locked in on the learning in

1:49:55 ▶ other classes but are excited to come

1:49:57 ▶ and continue reading in a specific uh

1:50:00 ▶ reading a specific book in my class is

1:50:02 ▶ all I need to hear to know that we are

1:50:04 ▶ on the right track with Sparks and with

1:50:06 ▶ the spec with the carefully curated CRPI

1:50:08 ▶ book list. Personally, the CRPI

1:50:11 ▶ department has challenged me to continue

1:50:13 ▶ to learn about the perpetual systemic

1:50:15 ▶ issues that are unfortunately ever

1:50:17 ▶ present in public education. As I learn,

1:50:20 ▶ I am inspired to be an agent of change

1:50:22 ▶ and improvement in the lives of the

1:50:24 ▶ students that I get to teach each year.

1:50:26 ▶ The department gives me hope for the

1:50:28 ▶ future of education for my students and

1:50:30 ▶ for my own children who are also who

1:50:32 ▶ also attend TUSD schools. This

1:50:35 ▶ department gives me opportunities to

1:50:37 ▶ collaborate with other like-minded and

1:50:38 ▶ passionate educators. This department

1:50:41 ▶ encourages me to continue to grow

1:50:43 ▶ professionally,

1:50:44 ▶ uh, taking on student centered projects,

1:50:47 ▶ making presentations to my colleagues,

1:50:49 ▶ and pursuing community involvement of my

1:50:51 ▶ school for my students and my programs

1:50:53 ▶ that are in line with the CRPI approach.

1:50:57 ▶ Please understand how important the work

1:51:00 ▶ that Lorenzo and Jessica and their

1:51:02 ▶ incredible team is for your teachers,

1:51:04 ▶ your students, and for the future of

1:51:06 ▶ young people and education in general.

1:51:08 ▶ In these tumultuous times in our country

1:51:10 ▶ and in education, a department like this

1:51:12 ▶ needs to be built up and appreciated for

1:51:14 ▶ what it does for our community. In TUSD

1:51:16 ▶ and Tucson and Arizona and beyond. Thank

1:51:18 ▶ you. Sally Fletcher, seventh grade CRC,

1:51:21 ▶ English language arts, ELA, culture

1:51:23 ▶ responsive teacher, honors train

1:51:25 ▶ educator, Ross Cruz, bilingual.

1:51:31 ▶ We're at the 45 minute mark. Madam

1:51:34 ▶ President, the president, um, I'll move

1:51:36 ▶ uh we have one more item uh to be read

1:51:38 ▶ that's on an action item that we have

1:51:40 ▶ tonight. So, I'll move that we read the

1:51:42 ▶ item that's an action item for tonight

1:51:44 ▶ and have the others email to us since

1:51:46 ▶ they're not part of our action items

1:51:47 ▶ tonight. Second.

1:51:49 ▶ There's a motion and a second. All those

1:51:51 ▶ in favor say I. I. I. Those opposed,

1:51:55 ▶ we'll go ahead and read that last one.

1:51:57 ▶ The one item that was on our action

1:51:59 ▶ items is um Amber Paris courage and

1:52:02 ▶ transparency 5.9 authorization to sign

1:52:04 ▶ certification regarding Title 6

1:52:06 ▶ compliance. Good evening governing board

1:52:08 ▶ members and community. My name is Amber

1:52:10 ▶ Paris and I write today as an educator

1:52:12 ▶ deeply committed to TUSD and the mission

1:52:14 ▶ of our schools. I am a product of the

1:52:16 ▶ magnet programs at Davis Utterback and

1:52:19 ▶ Tucson High and now a proud TUSD

1:52:21 ▶ teacher, administrator, and advocate for

1:52:23 ▶ the past 13 years. I'm here to express

1:52:26 ▶ strong concern about the board's intent

1:52:27 ▶ to sign item 5.9, the reminder of legal

1:52:30 ▶ obligations document tied to Title 6

1:52:33 ▶ funding. This is disappointing to see an

1:52:36 ▶ item of this significance presented

1:52:37 ▶ without discussion and placed on the

1:52:39 ▶ consent agenda. This isn't just a

1:52:41 ▶ procedural task. It's a decision that

1:52:43 ▶ reflects our values and whether we're

1:52:44 ▶ willing to stand by them when it counts.

1:52:47 ▶ Across the state and country,

1:52:49 ▶ communities are watching how public

1:52:50 ▶ institutions respond to pressure. This

1:52:53 ▶ is an opportunity to lead and to show

1:52:54 ▶ students, staff, and families that this

1:52:56 ▶ board is willing to take a thoughtful

1:52:58 ▶ and transparent stance when the stakes

1:53:00 ▶ are high. We know this is part of a

1:53:03 ▶ broader strategy to intimidate public

1:53:05 ▶ schools into silence. But we also know

1:53:07 ▶ that as a district, we have both the

1:53:09 ▶ right and the responsibility to stand up

1:53:10 ▶ for the students and educators we serve.

1:53:13 ▶ Our district's vision is to inspire a

1:53:15 ▶ diverse community to connect, learn,

1:53:18 ▶ innovate, and lead for a better world.

1:53:21 ▶ Our mission is to prepare all students

1:53:23 ▶ to become responsible, ethical, and

1:53:25 ▶ engaged global citizens through

1:53:27 ▶ relevant, dynamic, and joyful

1:53:29 ▶ educational experiences that embrace

1:53:31 ▶ cultural diversity. These are not just

1:53:34 ▶ aspirational phrases. They are promises

1:53:37 ▶ we make to our community and those

1:53:39 ▶ promises matter even more as you

1:53:41 ▶ currently face difficult decisions about

1:53:43 ▶ budgets and staffing that will shape our

1:53:46 ▶ schools for years to come. We've also

1:53:48 ▶ been reminded that signing this document

1:53:50 ▶ does not guarantee federal funding, but

1:53:52 ▶ what you do tonight still matters. It

1:53:54 ▶ sends a message. The public is watching

1:53:56 ▶ to see whether your actions reflect the

1:53:58 ▶ values we've committed to as a district.

1:54:01 ▶ This is a kind of moment where actions

1:54:03 ▶ speak louder than mission statements. We

1:54:05 ▶ are not alone. Our state's attorney

1:54:07 ▶ general and governor have made it clear

1:54:09 ▶ they support Arizona schools and the

1:54:11 ▶ right rights of our communities. And you

1:54:14 ▶ will have the support of your community.

1:54:16 ▶ If you choose to sign this document, do

1:54:18 ▶ so. Do it transparently. Discuss it

1:54:20 ▶ openly. Share your reasoning. This is a

1:54:23 ▶ moment that calls for clarity, courage,

1:54:25 ▶ and conviction. I believe this board can

1:54:27 ▶ rise to meet it. Thank you for your

1:54:29 ▶ time, your consideration, and your

1:54:31 ▶ leadership. Amber Paris.

1:54:39 ▶ That concludes the call to the audience.

1:54:41 ▶ Would any member like to address a

1:54:43 ▶ topic? Miss Shaw, Mr. Romero, then Dr.

1:54:46 ▶ Shaw.

1:54:48 ▶ Thank you, and thanks to everyone who

1:54:49 ▶ came to speak tonight. Uh, first I I

1:54:53 ▶ want to thank um all of the staff who

1:54:55 ▶ came out um to share their stories about

1:54:58 ▶ the CRPI department. Um then I'd like to

1:55:02 ▶ thank Miss Guadalupe Henninger for

1:55:04 ▶ coming out tonight. Um Miss Guadalupe

1:55:07 ▶ speaks at pretty much every um board

1:55:12 ▶ meeting on issues both locally and

1:55:14 ▶ nationally. So it's great to see you in

1:55:16 ▶ person. We appreciate you.

1:55:18 ▶ Um, I want to also thank Miss EMATU for

1:55:22 ▶ raising her concerns. Um, and I'd like

1:55:25 ▶ to place on a future agenda study action

1:55:28 ▶ item to explore the creation of a dual

1:55:30 ▶ language self-contained gate middle

1:55:38 ▶ school. I'd also like to thank uh the

1:55:42 ▶ students who spoke today um and Mr.

1:55:45 ▶ Kelly um for their research, their

1:55:49 ▶ advocacy, and then raising the issues of

1:55:52 ▶ the history of um Sam Hughes and

1:55:57 ▶ um Miles, I forget his first name. And

1:56:01 ▶ I'd like to put on a future agenda the

1:56:03 ▶ renaming of both Sam Hughes

1:56:07 ▶ Elementary and also Miles

1:56:12 ▶ K8. Let's see. And yeah, thanks to Miss

1:56:16 ▶ Fox for also raising those concerns

1:56:19 ▶ about item

1:56:21 ▶ 6.4. And that's it for me. Thank you.

1:56:26 ▶ Um, I kind of wanted to also, it's good

1:56:30 ▶ to put a face with the name Guadalupe

1:56:32 ▶ Hinger. Um, thank you for coming on up.

1:56:34 ▶ Um, and since we didn't get a chance to

1:56:36 ▶ hear everything, if you could forward

1:56:37 ▶ that to uh board staff, I'd like to

1:56:39 ▶ finish reading uh what you uh wanted to

1:56:42 ▶ say. Thank you.

1:56:47 ▶ Uh thank you for everyone who spoke

1:56:50 ▶ tonight. Uh I have a couple of comments

1:56:52 ▶ uh on the CRPI. Thanks for everyone who

1:56:54 ▶ spoke uh to uh really advocate for that

1:56:56 ▶ program. Uh you know, one of the most uh

1:56:59 ▶ meaningful experiences I had as a high

1:57:01 ▶ school student back in the suburbs of

1:57:02 ▶ Chicago many moons ago uh was working

1:57:04 ▶ with my uh then English teacher um to

1:57:07 ▶ put together an independent study on

1:57:09 ▶ Indian literature. So coming from a

1:57:10 ▶ Hindian background, my parents were both

1:57:13 ▶ uh from India even though I was born and

1:57:14 ▶ raised in uh the America, uh it was

1:57:17 ▶ really great to get high school credit

1:57:19 ▶ and be able to do this independent study

1:57:21 ▶ with my English teacher. We did a lot of

1:57:23 ▶ research. This was before Google and so

1:57:25 ▶ we had to do a lot of research. We saw

1:57:26 ▶ the internet. It was the mid '90s. Um

1:57:28 ▶ but we've uh looked and found out you

1:57:30 ▶ know different um books and novels with

1:57:32 ▶ our librarian uh how to get them uh

1:57:35 ▶ through inter library loans uh poems,

1:57:38 ▶ short stories and other things that I

1:57:39 ▶ did over the course of semester and I

1:57:41 ▶ still remember um you know many many

1:57:43 ▶ years later just how meaningful that was

1:57:45 ▶ uh for me as a young uh um student of

1:57:49 ▶ Indian descent to be able to see um

1:57:52 ▶ people like me that ate the same kind of

1:57:54 ▶ foods that I ate that had the same name

1:57:56 ▶ as me. there was a character with the

1:57:57 ▶ name Ravi in one of the books novels

1:57:59 ▶ that I read. Uh and to see all those uh

1:58:02 ▶ situations that reflected um my

1:58:04 ▶ heritage. And so I I definitely uh

1:58:07 ▶ appreciate your advocacy for culturally

1:58:09 ▶ responsible uh instruction in our school

1:58:11 ▶ so that all of our students have the

1:58:12 ▶ opportunity to see uh their backgrounds

1:58:14 ▶ and cultures reflected in the curriculum

1:58:17 ▶ whether it be the English language

1:58:18 ▶ instruction or in math problems or

1:58:21 ▶ science curriculum or other other facets

1:58:23 ▶ of our of what we teach. uh for um the

1:58:26 ▶ uh the mother who came to speak about

1:58:28 ▶ two-way dual language. Thank you for

1:58:29 ▶ speaking about that. Uh today I had the

1:58:31 ▶ privilege of uh having two conversations

1:58:34 ▶ in Spanish with patients and I do that

1:58:36 ▶ on a regular basis and of course I as I

1:58:38 ▶ mentioned I come from an Indian

1:58:39 ▶ background. Spanish is not my first

1:58:40 ▶ language and the reason I'm able to have

1:58:42 ▶ conversations with patients in Spanish

1:58:44 ▶ on a regular basis is because of amazing

1:58:46 ▶ instruction I received uh during my uh

1:58:49 ▶ school years and uh secondary education

1:58:52 ▶ uh to um to be able to speak and and

1:58:55 ▶ communicate with patients who are

1:58:56 ▶ monilingual uh Spanish speaking and uh

1:58:58 ▶ definitely supportive of making sure

1:59:00 ▶ that we offer that to as many students

1:59:02 ▶ as possible. And finally on uh the

1:59:04 ▶ students they've left unfortunately um

1:59:06 ▶ but the ones who came to talk about uh

1:59:07 ▶ school names thank you for bringing up

1:59:09 ▶ all that research uh and I'm not sure I

1:59:12 ▶ don't think I don't know Dr. Trill

1:59:13 ▶ when's the last time we had any uh

1:59:15 ▶ changes. I'd love to see and I'll I'll

1:59:16 ▶ reach out. I know some of you

1:59:17 ▶ personally, but I will reach out. Um,

1:59:20 ▶ but love to see um you making sure we

1:59:22 ▶ have broadway support from the

1:59:23 ▶ community, make uh whether it's through

1:59:24 ▶ petitions or other forums to make sure

1:59:27 ▶ uh that this truly is something that's

1:59:28 ▶ coming from the school communities and

1:59:30 ▶ the neighborhood that surrounds uh these

1:59:32 ▶ schools as well if we're going to be

1:59:33 ▶ doing um some major name changes. But

1:59:35 ▶ that's something I would be uh in favor

1:59:37 ▶ of looking into further as well.

1:59:46 ▶ Okay. Um, I would also like to thank

1:59:50 ▶ everyone who came out to speak on um,

1:59:52 ▶ the CRPI

1:59:54 ▶ department. I was just elected. I don't

1:59:57 ▶ think I was even sworn in and I was

1:59:59 ▶ invited to their department. Um, so I so

2:00:03 ▶ appreciate them reaching out to me uh,

2:00:06 ▶ way back when and being able to tour. I

2:00:09 ▶ went to a school where nothing was

2:00:12 ▶ culturally relevant and um so

2:00:15 ▶ I am so grateful that we have that in

2:00:18 ▶ Tucson Unified School District. So

2:00:21 ▶ um that department will have my support.

2:00:25 ▶ Um, and as far as the school uh name

2:00:28 ▶ change, I'd like to see what actually

2:00:30 ▶ needs to be done and and we could reach

2:00:33 ▶ back out to um the students at Miles and

2:00:36 ▶ and then get um you know, whatever

2:00:40 ▶ petitions like Dr. Robbie said. Um but

2:00:42 ▶ I'd like to see that done soon. Um and

2:00:48 ▶ yes, Dr.

2:00:50 ▶ As as the board wraps its comments on

2:00:52 ▶ call to the audience, just a procedural

2:00:53 ▶ request because we have a lot of of the

2:00:56 ▶ CRPI community here, I'd hate to make

2:00:58 ▶ them wait. Uh I'd like to ask that we

2:01:00 ▶ move item 8.1 up to follow consent. Uh

2:01:04 ▶ as well as item 8.2 for study report.

2:01:06 ▶ Okay. Uh Miss Lunaros. All right. Um

2:01:10 ▶ point of personal privilege, Miss Extra.

2:01:13 ▶ Yes, of of course. Okay. Uh Jean, can

2:01:16 ▶ you put up the first slide, please?

2:01:25 ▶ Okay, thank you. So, um I did not

2:01:28 ▶ attend. Um well, first off, thank you to

2:01:31 ▶ everybody that spoke. Um I recently met

2:01:35 ▶ with um the department and um agree with

2:01:39 ▶ my colleagues. So, um which is a perfect

2:01:42 ▶ leadin to um my absence last board

2:01:46 ▶ meeting. I attended the wake for

2:01:50 ▶ Congressman Ro Grahava who recently

2:01:53 ▶ passed away about a month ago. Um, for

2:01:56 ▶ those who may or may not know, I served

2:01:59 ▶ under him um in his congressional office

2:02:02 ▶ for almost 10 years from 2002 to 2010.

2:02:07 ▶ and working on his campaigns and

2:02:10 ▶ um I would not be sitting on this dis if

2:02:13 ▶ it were not for him if it were not for

2:02:16 ▶ his support and his guidance and I'm

2:02:20 ▶ showing this picture um he hosted the

2:02:22 ▶ education roundt in January of 2024 at

2:02:25 ▶ Ross Scrooge um and invited uh me as

2:02:29 ▶ board president at the time and our

2:02:31 ▶ director of magnet programs Mr. Cameron

2:02:33 ▶ Terraati and other uh administrators and

2:02:36 ▶ teachers. We were in the library at Ross

2:02:39 ▶ Scrooge um and um had a really fruitful

2:02:43 ▶ discussion. He was discussing um the

2:02:48 ▶ proposed cuts to the federal

2:02:49 ▶ government's education budget. He wanted

2:02:51 ▶ the perspective of the school board. He

2:02:53 ▶ wanted pers perspective of teachers and

2:02:57 ▶ frankly just the perspective of people

2:02:59 ▶ who work in our public schools. I know a

2:03:01 ▶ lot's been said about him the the last

2:03:04 ▶ couple of weeks. Um but and I know and I

2:03:08 ▶ want to thank um Miss Extra and Dr.

2:03:10 ▶ Trujillo uh for their presentation. They

2:03:13 ▶ did um last board meeting as well to

2:03:17 ▶ thank um the mariachi from Tucson High

2:03:20 ▶ who did um a beautiful

2:03:23 ▶ um performance uh on uh to honor him.

2:03:27 ▶ But just a little bit about Congressman

2:03:30 ▶ Grahala. Um he ran first for this

2:03:34 ▶ governing board in 1972 but lost and won

2:03:37 ▶ again two years later. There had not

2:03:39 ▶ been uh Chico on the board for 23 years

2:03:44 ▶ prior to his arrival. Um and so he

2:03:47 ▶ joined the board at the time when it was

2:03:49 ▶ waste deep in uh uh

2:03:53 ▶ desegregation. Uh and that's a

2:03:55 ▶ litigation that's only recently be been

2:03:57 ▶ settled for the most part. Uh so he what

2:04:02 ▶ he did for the schools uh at the time um

2:04:06 ▶ was monumental. I think he laid a

2:04:09 ▶ foundation of what we know the district

2:04:11 ▶ is today. Uh his la one of his lasting

2:04:14 ▶ contributions was pushed successfully to

2:04:16 ▶ create magnet schools. Hence we were

2:04:19 ▶ sitting at Ross Scrooge um with Mr.

2:04:21 ▶ Terraati. Uh he also created the

2:04:25 ▶ foundation for programs that we know

2:04:27 ▶ today as our student services

2:04:28 ▶ departments, Mexican-American studies,

2:04:31 ▶ Mexican-American student services,

2:04:33 ▶ African-American student services,

2:04:35 ▶ Native American student services, and um

2:04:37 ▶ AsianPacific student services. Um I know

2:04:40 ▶ was mentioned last time he established

2:04:42 ▶ Howenstein, uh established Davis and the

2:04:45 ▶ dual language program. He established

2:04:47 ▶ UHS as his own school. Um he was well he

2:04:51 ▶ was a member of Congress um he was on

2:04:54 ▶ the education and workforce committee

2:04:56 ▶ and he stayed on that committee the

2:04:58 ▶ whole time he was in Congress because he

2:04:59 ▶ believed in education that deeply. He

2:05:01 ▶ could have gone on to ways and means or

2:05:03 ▶ appropriations which are incredibly

2:05:05 ▶ strong the most powerful committees in

2:05:08 ▶ Congress but he stayed on that one

2:05:10 ▶ because he believed in what he was

2:05:12 ▶ doing. Um just as

2:05:15 ▶ um an aside, he never be became chairman

2:05:19 ▶ of education and workforce, but he was

2:05:21 ▶ chairman um of the natural resources

2:05:24 ▶ committee. And I would be remiss if I

2:05:26 ▶ did not mention that. Uh he created a

2:05:28 ▶ monument uh north and south of the Grand

2:05:30 ▶ Canyon National Park to preserve 970

2:05:35 ▶ 917,000 acres of public lands and

2:05:38 ▶ countless tribal artifacts and other

2:05:40 ▶ cultural resources. He fought hard

2:05:42 ▶ against and which was signed um by

2:05:45 ▶ President Biden in

2:05:47 ▶ 2023. He also fought hard against the

2:05:49 ▶ proposed Rosemont mine just south of us

2:05:51 ▶ here in the Santaita mountains. Um he

2:05:54 ▶ had major success also getting the Great

2:05:57 ▶ American Outdoors Act passed under

2:05:59 ▶ President Biden. He pushed hard to get

2:06:02 ▶ money funneled into the district, the

2:06:03 ▶ street car, um which was a project that

2:06:06 ▶ I worked on while I was his staffer. uh

2:06:09 ▶ and uh money for the new port of entry,

2:06:13 ▶ the city of Douglas, which is now under

2:06:15 ▶ construction after all these years. Um

2:06:18 ▶ and so there's a lot of things. I know

2:06:19 ▶ there's a lot of things, you know, I'

2:06:21 ▶ I've read some things. Well, what did he

2:06:22 ▶ do? What did he do for us? What did he

2:06:25 ▶ do for this community? He did a lot and

2:06:27 ▶ you just have to

2:06:29 ▶ actually paid attention and do a little

2:06:32 ▶ little digging on on what he did. But he

2:06:34 ▶ was a giant in this community. Um from

2:06:37 ▶ his time on the dis on the GSD governing

2:06:39 ▶ board sharing his story uh the son of a

2:06:42 ▶ brero proud cho from southern Arizona he

2:06:46 ▶ fought for economic fairness standing up

2:06:48 ▶ for families like mine. Um and in

2:06:51 ▶ Congress he became the conscience of the

2:06:53 ▶ progressives always rising to meet the

2:06:55 ▶ occasion. He inspired an entire

2:06:58 ▶ generation of public servants to see

2:06:59 ▶ their work as more than just a job or a

2:07:02 ▶ title. Um I know that there's also a lot

2:07:05 ▶ has been said um of the machine

2:07:09 ▶ sometimes used as a projorative but um

2:07:12 ▶ it's not a pjorative it's how things get

2:07:15 ▶ done. Um he gave me my first real

2:07:18 ▶ political job and I've always strived to

2:07:20 ▶ honor his trust and the opportunity he

2:07:22 ▶ gave me to serve.

2:07:26 ▶ Um Jean, can we do the the next slide

2:07:28 ▶ please?

2:07:42 ▶ Thank you. This picture is from the same

2:07:44 ▶ day and he always liked to make funny

2:07:47 ▶ faces when I try to get a photo with

2:07:49 ▶ him. Um, if you knew him, that was very

2:07:52 ▶ uh that was his emmo. Um he was my boss

2:07:56 ▶ and my congressman, but most importantly

2:07:59 ▶ he was my mentor and he was my friend.

2:08:03 ▶ Um he supported my run for school board

2:08:06 ▶ and um I'm going to miss his guidance.

2:08:10 ▶ I'm going to miss

2:08:14 ▶ um I'm going to be great I'm grateful

2:08:16 ▶ that he took a chance on me. I was this

2:08:18 ▶ I'm a skinny kid from the east side of

2:08:20 ▶ Tucson Tucson and he saw the potential

2:08:25 ▶ in me that I think a lot of people had

2:08:27 ▶ not at that time. I will miss his calls

2:08:31 ▶ early in the morning from DC because he

2:08:33 ▶ thought it was really funny. He'd call

2:08:35 ▶ at 5:00 a.m. our time and he'd be

2:08:37 ▶ sitting in his office. Um but he'd call

2:08:40 ▶ to check in on me, check on my family,

2:08:42 ▶ see how my parents were doing, my my

2:08:44 ▶ husband, my daughter. um and also check

2:08:48 ▶ um how things were going on the school

2:08:50 ▶ board because he knows that this is

2:08:53 ▶ um I think the it's a beyond a privilege

2:08:57 ▶ to serve this community on the school

2:08:59 ▶ board and it's also an important one

2:09:00 ▶ which is why all of you are here

2:09:02 ▶ tonight. Um and I will miss uh his texts

2:09:06 ▶ that he did with emojis that I needed a

2:09:08 ▶ guide to kind of figure out what he was

2:09:10 ▶ talking about.

2:09:12 ▶ Um and um I I would like to leave you

2:09:15 ▶ with, you know,

2:09:18 ▶ re remember his work and remember to

2:09:21 ▶ keep fighting the good fight because

2:09:23 ▶ without fighting the good fight, we

2:09:24 ▶ things don't get done.

2:09:27 ▶ Um especially when it comes to

2:09:29 ▶ education. And um I know I said this,

2:09:32 ▶ but I'm going to miss him and I I

2:09:35 ▶ appreciate the the the time this evening

2:09:38 ▶ to be able to talk about him. And um I

2:09:40 ▶ will leave with his catchphrase, it's

2:09:42 ▶ all about the love. Thank

2:09:52 ▶ you. Uh thank you, Miss Luna Rose. Uh

2:09:56 ▶ we'll move on to consent agenda items

2:10:00 ▶ 5.2 through

2:10:04 ▶ 5.16. Madam, I'd like to pull 5.9 a

2:10:07 ▶ section.

2:10:09 ▶ Okay. Any I was going to do the same

2:10:11 ▶ thing. Okay. Beat you to it.

2:10:16 ▶ So we will move uh do I hear a motion to

2:10:18 ▶ move all other items except item 5.9? So

2:10:22 ▶ moved. Second. I uh there's a motion by

2:10:25 ▶ Dr. Shaw, seconded by Miss Shaw. All

2:10:27 ▶ those in favor say I. I. I. Those

2:10:30 ▶ opposed. Motion carries. Item 5.9, Miss

2:10:33 ▶ Luna Rose. Thank you. So, um, and I, uh,

2:10:39 ▶ this is, uh, an issue that if some of

2:10:42 ▶ you are not aware, I know Dr. Shaw read

2:10:44 ▶ that last letter during our call to the

2:10:46 ▶ audience. Um but this um title six

2:10:50 ▶ compliance uh refers to

2:10:53 ▶ the letters sent by our current White

2:10:56 ▶ House administration's department of

2:10:58 ▶ education

2:11:00 ▶ um in whether or not we are or school

2:11:04 ▶ districts, not just we but school

2:11:06 ▶ districts across the country are um

2:11:09 ▶ violating any sort of DEI.

2:11:13 ▶ um executive orders. Uh

2:11:18 ▶ and it's my understanding that

2:11:22 ▶ um well, first off, um well, no, I'll go

2:11:25 ▶ there

2:11:26 ▶ first.

2:11:28 ▶ Uh to sign this would mean that we would

2:11:31 ▶ be in their compliance. But the argument

2:11:34 ▶ that um the board has well that um we've

2:11:39 ▶ discussed is the fact that this would um

2:11:43 ▶ let the current administration know that

2:11:45 ▶ we don't think we're um have violated

2:11:49 ▶ any sort of title six uh law and that we

2:11:54 ▶ are in compliance with the programs that

2:11:56 ▶ we currently offer here in the Tucson

2:11:58 ▶ Unified School District.

2:12:01 ▶ Um we do stand to lose up to 72 million

2:12:05 ▶ if they decide to follow through with

2:12:07 ▶ this. They've already gone and tried to

2:12:12 ▶ um a letter has sent out to the Kyne

2:12:14 ▶ School District up in the Phoenix area.

2:12:16 ▶ Um and um but it seems to be slightly at

2:12:20 ▶ the moment a lot of hot air with Tom

2:12:22 ▶ from Tom Horn's office. Um, I just

2:12:26 ▶ wanted to publicly state um, and I'm not

2:12:29 ▶ going to speak out on behalf of all my

2:12:30 ▶ colleagues,

2:12:31 ▶ but I am really really hesitant to to

2:12:35 ▶ sign this or to um, just flat out I just

2:12:39 ▶ again says anything that has to do with

2:12:41 ▶ dismantling public education from this

2:12:44 ▶ current administration that we find

2:12:45 ▶ ourselves under I am completely against

2:12:48 ▶ and I just wanted to put that on

2:12:49 ▶ record. Mi Miss Shod, did you want to

2:12:52 ▶ add any other comments? Yeah. Um, thank

2:12:54 ▶ you, Miss Lunar Rose, for your comments.

2:12:56 ▶ I agree. Um, as stated, uh, we are in

2:13:00 ▶ compliance with Title 6. Um, and Title

2:13:04 ▶ Six, uh, reads, "No person shall on the

2:13:07 ▶ ground of race, color, or national

2:13:09 ▶ origin, be excluded from participation

2:13:11 ▶ in, be denied the benefits, or be

2:13:14 ▶ subjected to discrimination under any

2:13:16 ▶ program or activity receiving federal

2:13:18 ▶ financial assistance." And to vote no on

2:13:21 ▶ this would um be inaccurate. And so, um,

2:13:25 ▶ you

2:13:27 ▶ know, if we voted against it just

2:13:30 ▶ because, you know, potentially $72

2:13:33 ▶ million would be on the chopping block

2:13:34 ▶ for us. Um, and some departments, um,

2:13:38 ▶ who spoke here tonight, you know, may be

2:13:41 ▶ at risk for losing funding. So, I'm okay

2:13:43 ▶ with voting, um, yes for this. As

2:13:46 ▶ stated, we are in

2:13:48 ▶ compliance and you know

2:13:52 ▶ um there may be bigger fish to fry as

2:13:55 ▶ they say later on down the line. And so

2:13:58 ▶ um because of that I will support this

2:14:02 ▶ item tonight.

2:14:07 ▶ Do I hear a motion to approve this?

2:14:11 ▶ So moved. Second. Motion by uh Dr. Shaw.

2:14:14 ▶ Seconded by Mr. Romero. Roll call,

2:14:17 ▶ please.

2:14:21 ▶ Mr. Yes. Dr. Ravi. Yes. Miss Luna Rose.

2:14:27 ▶ Yes. Miss Shaw. Yes. Miss Extra. Yes.

2:14:31 ▶ Motion passes 5 to zero. Thank you.

2:14:38 ▶ Uh next we'll move on to um

2:14:44 ▶ uh items 8.1

2:14:50 ▶ uh disegregation budget study session

2:14:52 ▶ number four. Dr. Trio.

2:14:56 ▶ Yes. Uh President Extramm, members of

2:14:59 ▶ the governing board, uh all those

2:15:00 ▶ watching. Uh tonight uh we continue with

2:15:03 ▶ our um uh budget study session number

2:15:06 ▶ four. It's a series of study sessions

2:15:09 ▶ taking place all spring uh in advance of

2:15:12 ▶ the governing board's consideration of

2:15:14 ▶ the DSAC budget for 2520 school year

2:15:17 ▶ 2526 on June 17. So gentle reminder, our

2:15:20 ▶ board will not be taking any action

2:15:22 ▶ tonight. It is a study session. Uh as

2:15:25 ▶ communicated in previous study sessions,

2:15:27 ▶ uh we are facing a desegregation budget

2:15:30 ▶ deficit for the 2526 school year in

2:15:33 ▶ which our expenditures are exceeding our

2:15:37 ▶ available revenue of $63 million by just

2:15:41 ▶ over $3 million. So we've asked every

2:15:43 ▶ DEGC funded department uh to examine its

2:15:47 ▶ budget and through the budget building

2:15:49 ▶ process for the 2025 2026 school year to

2:15:53 ▶ uh exact uh the range of 10% cuts per

2:15:57 ▶ department. And we've asked all of our

2:15:59 ▶ departments to present directly to the

2:16:01 ▶ governing board to ensure that their

2:16:02 ▶ voices are heard and that the

2:16:04 ▶ departments uh have a collaborative uh

2:16:07 ▶ opportunity to work with their

2:16:09 ▶ department leaders. Uh all of our

2:16:11 ▶ materials have been posted online uh and

2:16:13 ▶ are available for public comment. We

2:16:14 ▶ invite everybody to check it out on the

2:16:17 ▶ main page. Leave your comments uh for

2:16:19 ▶ governing board consideration. And

2:16:21 ▶ logistically, I will ask all of our

2:16:23 ▶ department presenters, we're adhering to

2:16:25 ▶ a tight 15minute time limit uh this

2:16:28 ▶ evening, and I will give our leaders a

2:16:30 ▶ 5minute warning uh when we get to the

2:16:32 ▶ 5minute mark. And I'll certainly ask

2:16:34 ▶ Jean if we can put our little timer up

2:16:36 ▶ there uh for our presentations. So, with

2:16:39 ▶ that, I think uh first up, we're going

2:16:41 ▶ to be looking at language acquisition.

2:16:44 ▶ I'd like to uh welcome our language

2:16:46 ▶ acquisition director, uh Patricia

2:16:48 ▶ Sandaval

2:16:51 ▶ Taylor. And congratulations. I know your

2:16:54 ▶ daughter just got married and your

2:16:56 ▶ daughter is an extremely talented

2:16:58 ▶ musician. I had the opportunity of

2:17:00 ▶ seeing her perform at the concert, the

2:17:02 ▶ superintendent's concert. So, take it

2:17:04 ▶ away. Yes. Yes. She she is a violinist

2:17:06 ▶ and a teacher at Alice Vale. Oh, okay.

2:17:09 ▶ Um, Miss Alina Taylor. Yes. Well, good

2:17:12 ▶ evening, board president, um, Miss

2:17:14 ▶ Extramm, board members, Dr. Shaw, um,

2:17:18 ▶ Mr. Romero, Miss Luna Rose, and Miss

2:17:21 ▶ Shaw. Again, and superintendent

2:17:23 ▶ Thrujillo, and legal counsel, Mr. Ross.

2:17:26 ▶ As mentioned before, my name is Patricia

2:17:28 ▶ Sandoval Taylor. I'm the director of the

2:17:30 ▶ language acquisition department. Proud

2:17:32 ▶ director and I thank you for the

2:17:34 ▶ opportunity to share the work that the

2:17:36 ▶ language acquisition department does in

2:17:38 ▶ the Tucson Unified School District. Our

2:17:40 ▶ department is

2:17:42 ▶ multiaceted. It is it has um the

2:17:45 ▶ following uh speci specific areas

2:17:48 ▶ meaningful access world languages our

2:17:51 ▶ two-way dual language program our

2:17:53 ▶ district language assessment and our

2:17:55 ▶ structured English immersion programs.

2:17:58 ▶ We serve students and families that come

2:18:00 ▶ from different language backgrounds and

2:18:02 ▶ we work to ensure that our students

2:18:04 ▶ acquire language and have the

2:18:06 ▶ opportunity to be academically

2:18:08 ▶ successful. In addition, we strive to

2:18:10 ▶ ensure teachers have the tools and the

2:18:12 ▶ preparation to reach these

2:18:14 ▶ goals. As you look at um the scope of

2:18:18 ▶ our work in the Tucson Unified School

2:18:20 ▶ District, we have a 100 different

2:18:21 ▶ languages represented. Um the top 10 you

2:18:25 ▶ can see listed on that first column with

2:18:27 ▶ Spanish being the most prevalent and

2:18:29 ▶ Arabic being this the actually third,

2:18:32 ▶ right? Cuz English is the most

2:18:33 ▶ prevalent. Um and then we have about

2:18:37 ▶ 12,000 float students. Those are

2:18:39 ▶ students that come with another language

2:18:42 ▶ uh in their home or speak another

2:18:44 ▶ language. And those students are flagged

2:18:46 ▶ upon enrollment to be assessed with

2:18:49 ▶ Azela, our state language assessment.

2:18:52 ▶ And of those 12,000, we have just about

2:18:55 ▶ 5,000 students that qualify for services

2:18:58 ▶ and they are English learners. We have

2:19:00 ▶ four programs for those English language

2:19:02 ▶ learners. They are state approved

2:19:04 ▶ models. Um we have a 2-hour structured

2:19:08 ▶ English immersion program. We have a

2:19:10 ▶ pullout program for low incidence

2:19:13 ▶ schools uh low numbers of EELs. And then

2:19:17 ▶ we have a 4-hour newcomer program for

2:19:20 ▶ schools that have um a high incidence of

2:19:22 ▶ refugee and newcomer students. And

2:19:25 ▶ lastly, but most importantly, we have a

2:19:28 ▶ two-way dual language program in 12 of

2:19:30 ▶ our schools um that serve grades K

2:19:33 ▶ through 12. And our current

2:19:36 ▶ reclassification rate, actually, we're

2:19:38 ▶ waiting for 2025, should be in by May,

2:19:41 ▶ but is around 12% of students that are

2:19:44 ▶ reclassified as English proficient.

2:19:48 ▶ Um let's

2:19:51 ▶ see. So what does the DGC funding

2:19:56 ▶ um lab receives ensure? It ensures

2:20:00 ▶ compliance with federal and state

2:20:01 ▶ responsibilities surrounding English

2:20:03 ▶ learners and their families. At the

2:20:06 ▶ federal level, we ensure that we comply

2:20:08 ▶ with officers of civil rights. Yes. um

2:20:11 ▶ to ensure uh we have a um commitment uh

2:20:15 ▶ to resolve that states that the district

2:20:17 ▶ will ensure meaningful access and

2:20:18 ▶ communication for families. That's why

2:20:20 ▶ you see interpreters here. Um and then

2:20:24 ▶ also we have another current open OCR uh

2:20:28 ▶ agreement again ensuring that we meet

2:20:30 ▶ the needs of English language learners.

2:20:33 ▶ We were instrumental in making sure that

2:20:35 ▶ um that we met what a federal court

2:20:39 ▶ asked during USP, which now is

2:20:42 ▶ overseeing at the district level, but it

2:20:44 ▶ was to build and expand 2A dual language

2:20:46 ▶ programs

2:20:48 ▶ uh to provide equality education for

2:20:50 ▶ Latino and African-American students.

2:20:53 ▶ And also the the charge was to ensure

2:20:56 ▶ that students were not segregated with

2:20:59 ▶ Arizona SEI models. In fact, we went

2:21:02 ▶ before the legislature to bring some

2:21:05 ▶ flexibility to that. And my colleague, I

2:21:08 ▶ stand on the shoulders of giants behind

2:21:10 ▶ me and Miss um Anna Monsano who is at

2:21:13 ▶ home healing from from some needed

2:21:16 ▶ treatments. So, she's watching us

2:21:18 ▶ online, but she went before the state

2:21:20 ▶ legislature to sh to change a model for

2:21:23 ▶ our entire um state. We also comply with

2:21:27 ▶ that Senate Bill 1014, which is a part

2:21:29 ▶ of that. I've given you a link so that

2:21:32 ▶ you can look uh at that law and um you

2:21:36 ▶ can see the details of what it is we

2:21:38 ▶ ensure compliance with. And at the

2:21:41 ▶ district level, we did select these

2:21:43 ▶ models in order to um to meet the needs

2:21:46 ▶ of our English language learners, but

2:21:48 ▶ also to have parameters so that we would

2:21:50 ▶ have consistency across our schools. you

2:21:54 ▶ have some um additional um links there,

2:21:56 ▶ but they're also in your board docs so

2:21:59 ▶ that you can get some more information

2:22:00 ▶ regarding those

2:22:02 ▶ pieces. Um our department is uh we are a

2:22:06 ▶ revenue generating department. Our our

2:22:09 ▶ team works to ensure that we secure

2:22:11 ▶ state group P funding for each of our

2:22:14 ▶ English language learners and title

2:22:15 ▶ three funding. Um, we also advance

2:22:18 ▶ English learners reclassification,

2:22:20 ▶ contributing to the 10 points toward a

2:22:22 ▶ school's letter grade. Um, and again, as

2:22:25 ▶ mentioned before, we ensure compliance

2:22:27 ▶ with those federal court pieces um that

2:22:30 ▶ building and expanding, increasing

2:22:31 ▶ graduation rates um and decreasing um

2:22:35 ▶ dropout rates through the programs and

2:22:37 ▶ professional development that we

2:22:39 ▶ provide. Um, now what I'd like to do is

2:22:42 ▶ share how our budget aligns to all of

2:22:44 ▶ that work.

2:22:46 ▶ meaningful access. I will talk about

2:22:48 ▶ these in this order. So, you'll see a

2:22:50 ▶ budget for each of those areas as I move

2:22:52 ▶ through this presentation. In meaningful

2:22:55 ▶ access, again, it's in response to um

2:22:58 ▶ the commitment to resolve, which states

2:23:00 ▶ the district will ensure meaningful

2:23:01 ▶ communication with EL students and

2:23:04 ▶ language minority students. The

2:23:06 ▶ department currently has the following

2:23:07 ▶ resources to support over a 100

2:23:09 ▶ languages spoken by families across our

2:23:11 ▶ district. We have a coordinator. We have

2:23:14 ▶ an administrative assistant. We have two

2:23:16 ▶ Spanish interpreters, one Arabic, one

2:23:19 ▶ Somali, one Kirundi Kiroanda, and he

2:23:22 ▶ also speaks French. One Dari and Dari

2:23:25 ▶ Poshu speaker and a part-time Vietnamese

2:23:28 ▶ speaker. Um, when we don't have a

2:23:32 ▶ language that um that our that our team

2:23:35 ▶ members can uh represent, we we do

2:23:37 ▶ outsource. I know this slide is hard to

2:23:40 ▶ see, but you can um when you look at it

2:23:42 ▶ closely, you'll be able to see that they

2:23:45 ▶ conduct about 2500 interpretation events

2:23:48 ▶ per year. Um and that's not counting the

2:23:52 ▶ translation pieces. What does their

2:23:54 ▶ budget look like? If you look at this

2:23:57 ▶ pie chart, you can see that their total

2:24:00 ▶ budget is just under

2:24:02 ▶ $700,000. And when you look at the pie

2:24:04 ▶ chart, the lavender and the purple um

2:24:08 ▶ equal oop sorry um it equals 82

2:24:13 ▶ um% which is goes directly toward

2:24:16 ▶ interpreters and translators. So their

2:24:18 ▶ positions

2:24:20 ▶ um and then when you look at our budget

2:24:23 ▶ for um meaningful access again it's that

2:24:26 ▶ 700 and just under 700,000. Um, next to

2:24:31 ▶ the red arrow, you'll see what we've

2:24:33 ▶ tried to cut. Everything in parentheses,

2:24:35 ▶ we tried to cut 10%. Um, but again, we

2:24:38 ▶ tried to stay as far away from the

2:24:40 ▶ interpreters as we could so that we

2:24:42 ▶ could still provide the services

2:24:46 ▶ needed. Our two-way dual language

2:24:48 ▶ program provide opportunities for

2:24:49 ▶ students to become global citizens and

2:24:52 ▶ and as they acquire both English and

2:24:54 ▶ Spanish. The goal is for them to become

2:24:56 ▶ bilingual and biliterate. It supports

2:24:59 ▶ the USP uh agreement again to provide

2:25:03 ▶ quality education and expand the program

2:25:06 ▶ and it meets the AD's model um for

2:25:09 ▶ English language learners. We serve

2:25:11 ▶ about 2,400 students currently both

2:25:14 ▶ ELEL's and mainstream students so they

2:25:16 ▶ learn from each other and it aims again

2:25:19 ▶ for them to become bilingual and

2:25:20 ▶ biliterate. We hope by 26 27 we'll be

2:25:24 ▶ able to um expand the program to Sawarro

2:25:27 ▶ High School with Bloom magnet feeder

2:25:30 ▶ pattern progression um to they're moving

2:25:32 ▶ on to high school. We were very proud

2:25:34 ▶ because we started at kindergarten and

2:25:36 ▶ these these little guys are seventh

2:25:38 ▶ graders now. They'll be eighth graders

2:25:40 ▶ this next year. Um, and I just put

2:25:43 ▶ language at the bottom from Judge Barry

2:25:45 ▶ that talks about how the district uh uh

2:25:49 ▶ presented evidence that convinces the

2:25:51 ▶ court that the two-way dual language

2:25:53 ▶ program is a solid academic program

2:25:55 ▶ aimed at improving student achievement

2:25:58 ▶ and that it is committed um to the

2:26:00 ▶ implementation of the model, the growth

2:26:02 ▶ and the success for the

2:26:04 ▶ future. Um again, this is the two-way

2:26:07 ▶ dual language um program budget. Um, oh,

2:26:10 ▶ let me go back. It is about um, uh, 5

2:26:15 ▶ point I can't see the I had the number

2:26:17 ▶ like highlighted, but I can't see it

2:26:19 ▶ right now, but it's a little over.5

2:26:21 ▶ million. If you look at the pi, um, the

2:26:25 ▶ all of the dark blue areas are FTE.

2:26:29 ▶ These are highly qualified bilingual

2:26:31 ▶ educators in the classroom before

2:26:33 ▶ students or pair pros that work with

2:26:35 ▶ English language learners. and the other

2:26:38 ▶ slivers of the pie represent all the

2:26:40 ▶ pieces the professional development

2:26:42 ▶ tutoring languagemies summer school

2:26:45 ▶ advertising to promote the program and

2:26:48 ▶ that's why we promote people from other

2:26:50 ▶ school districts to come to our 2-way de

2:26:52 ▶ language program as you heard in the

2:26:54 ▶ call to the audience this is the what is

2:26:57 ▶ um in the central budget it's um a

2:27:00 ▶ little over a million dollars um that is

2:27:03 ▶ central but that includes our itinerate

2:27:06 ▶ teachers some of which are behind me

2:27:07 ▶ right now. And um if you look in the red

2:27:10 ▶ arrow, you can see through the

2:27:12 ▶ parentheses where we did do cuts at the

2:27:14 ▶ central area. When you look at the

2:27:16 ▶ bottom in the schools, uh it those four

2:27:19 ▶ point over four point there is um uh

2:27:22 ▶ FTE. Again, it looks like an increase

2:27:25 ▶ because these teachers uh receive an

2:27:27 ▶ increase in benefits. We also have that

2:27:30 ▶ that assessment piece that LAD does. We

2:27:33 ▶ test over 7,500 students. um both

2:27:37 ▶ assessment and reassessment. We have two

2:27:39 ▶ coordinators that coordinate all the

2:27:41 ▶ assessment across our district. They

2:27:44 ▶ only have 2.5 district testers and they

2:27:47 ▶ are responsible for securing uh

2:27:50 ▶ materials and um ensuring paperwork is

2:27:54 ▶ correct in in folders in schools. The

2:27:57 ▶ SEI model again it's a statemanded

2:28:00 ▶ mandated model. the you have a link to

2:28:02 ▶ the model, but we have to ensure that

2:28:04 ▶ there these pieces are in place for each

2:28:06 ▶ of our English language learners that

2:28:08 ▶ that they receive targeted ELD

2:28:10 ▶ instruction, integrated ELD instruction,

2:28:12 ▶ and that they are not segregated for the

2:28:15 ▶ majority of the day um and receive them

2:28:18 ▶ the minutes. This is our budget for SEI

2:28:20 ▶ and the assessment piece. 92% of it are

2:28:24 ▶ teachers, highly qualified SEI teachers

2:28:27 ▶ in front of students. And the other

2:28:29 ▶ pieces are what it takes to do the

2:28:31 ▶ assessments and run our

2:28:33 ▶ department. And again, I'm not going to

2:28:35 ▶ I don't have a lot of time, but again,

2:28:37 ▶ it's what we have at Central, what we

2:28:40 ▶ cut, what's in the schools, and what we

2:28:43 ▶ cut. Uh we tried to stay away from the

2:28:45 ▶ classroom. We did have some teachers

2:28:48 ▶ that had to shift for other areas

2:28:49 ▶ because we changed the threshold of

2:28:52 ▶ numbers to students. Um, this is our

2:28:54 ▶ total budget. I broke them all down for

2:28:56 ▶ you. The TWWDL, the SEI, and the

2:28:59 ▶ meaningful access piece. Um, 80% of our

2:29:02 ▶ total budget is in the classroom with

2:29:05 ▶ students and highly qualified teachers.

2:29:07 ▶ Um, as a result, the majority of our

2:29:09 ▶ schools are receiving um their seven or

2:29:12 ▶ better ELE points. Um and um we have a

2:29:17 ▶ language advisory committee, some of

2:29:18 ▶ them who are behind me back here, and I

2:29:21 ▶ thank them for being here this evening.

2:29:22 ▶ We contributed to attaining unitary

2:29:25 ▶ status for Tucson Unified. And we were

2:29:28 ▶ able to close an OCR agreement since

2:29:30 ▶ 1996. We have passed our last two AD

2:29:34 ▶ monitoring cycles with no corrective

2:29:36 ▶ action. We have awarded a h uh since

2:29:39 ▶ 1617 we've awarded 716 seals of

2:29:43 ▶ biiteracy on high school diplomas. Last

2:29:46 ▶ year we awarded 134. We've had EL

2:29:49 ▶ teachers of the year um students honored

2:29:51 ▶ by AD. We have been received a national

2:29:54 ▶ award from the association of two-way

2:29:56 ▶ dual image education. The US secretary

2:29:59 ▶ of education visited um Roskridge in

2:30:01 ▶ October and um he said you should be

2:30:04 ▶ very proud of your schools. This is one

2:30:05 ▶ of the best he's seen across the country

2:30:07 ▶ and we're watching what Tucson Unified

2:30:09 ▶ School District is doing. We did receive

2:30:11 ▶ some cuts in 2324 about

2:30:15 ▶ 190,000. Um this year we were reduced

2:30:18 ▶ 120,000

2:30:20 ▶ um capital. There are still needs. Um we

2:30:24 ▶ do need some more testers. Uh we would

2:30:26 ▶ like testers that are in the schools to

2:30:28 ▶ receive a stipen. And I know pie in the

2:30:30 ▶ sky, our SEI teachers need a stipen. And

2:30:33 ▶ uh as I work in this department, it

2:30:36 ▶ would help to have an assistant

2:30:37 ▶ director. You have a link here for

2:30:39 ▶ everything we do in the Tucson Unified

2:30:42 ▶ School District. Um it's just like our

2:30:43 ▶ Bible. It has all the information, but

2:30:46 ▶ please see that link. And what I've

2:30:48 ▶ shared with you is just numbers and

2:30:50 ▶ words in a presentation, but they

2:30:51 ▶ represent the program models to best

2:30:53 ▶ serve language learners. They have taken

2:30:55 ▶ years to build, ensuring they have high

2:30:57 ▶ qualifi qualified teachers,

2:30:59 ▶ comprehensive professional development,

2:31:01 ▶ and the resources needed to meet the

2:31:03 ▶ academic needs of our diverse population

2:31:06 ▶ in TUSD. I hope this presentation has

2:31:08 ▶ conveyed this or at least given you a

2:31:10 ▶ glimpse of how our budget works to

2:31:12 ▶ accomplish this work. Once again, thank

2:31:14 ▶ you for allowing me to present and thank

2:31:15 ▶ you to the leadership for their support.

2:31:18 ▶ Have a good

2:31:19 ▶ evening. Questions?

2:31:26 ▶ Thank thank you so much for your

2:31:28 ▶ presentation.

2:31:30 ▶ Um I got to go on a tour with Pat. Um we

2:31:33 ▶ toured two three schools. We went to Van

2:31:36 ▶ Busker Utterback and CE Rose.

2:31:41 ▶ Uh it's amazing. I was in a kindergarten

2:31:44 ▶ class at um Van Busker. I'm not even Did

2:31:48 ▶ we figure out what blueberries is in

2:31:49 ▶ Spanish? But um these

2:31:53 ▶ kindergarten students are writing and

2:31:56 ▶ speaking in Spanish. It's amazing.

2:31:59 ▶ Paragraphs, right? Yes. And and they're

2:32:03 ▶ just wonderful. And uh Pat asked them to

2:32:06 ▶ read in Spanish and just like that they

2:32:09 ▶ were able to do that. And then at

2:32:11 ▶ Utterback, we were at in a classroom

2:32:13 ▶ where

2:32:14 ▶ um with students whose languages um were

2:32:18 ▶ different and they were learning about

2:32:19 ▶ money and food and it was just really

2:32:21 ▶ amazing. And then at CE Rose um we were

2:32:25 ▶ in a fourth grade class. Yes. And um

2:32:28 ▶ they they were doing amazing things. We

2:32:31 ▶ and we had one student who was teaching

2:32:34 ▶ his

2:32:35 ▶ peers all about Spanish and what the

2:32:38 ▶ words meant. and it was just amazing to

2:32:40 ▶ see all of these students learning and

2:32:43 ▶ the light going off in each and every

2:32:46 ▶ one of those classrooms. So, I do thank

2:32:48 ▶ you for all the work you do. I do have a

2:32:51 ▶ couple of questions. Um the

2:32:55 ▶ $320,000 reduction, can you um describe

2:32:59 ▶ what that is and how that affected your

2:33:01 ▶ department?

2:33:02 ▶ Yes, we did receive in January a 300

2:33:05 ▶ actually 90,000 um reduction in capital.

2:33:10 ▶ Um we how it affects us is we

2:33:14 ▶ had to to ask again for that funding in

2:33:17 ▶ order to be able to purchase the

2:33:20 ▶ assessments needed for our two-way dual

2:33:22 ▶ language programs and materials that we

2:33:24 ▶ needed to support teachers. There are

2:33:26 ▶ some pieces that we because we were

2:33:28 ▶ asked could we cut some more and so we

2:33:30 ▶ we cut down as much as we could and we

2:33:34 ▶ said that we would order materials at

2:33:36 ▶ the beginning of next year to help out

2:33:38 ▶ with that shortage. Um but again this uh

2:33:43 ▶ it it it forces us to to have to redo

2:33:47 ▶ the timeline of how we implement things.

2:33:49 ▶ And I just do want to say that every

2:33:52 ▶ member of your department that I met,

2:33:54 ▶ um, I was met with a smile and no

2:33:57 ▶ complaints. And I I'm just really

2:33:59 ▶ appreciate all that you do. Uh, it's

2:34:02 ▶ amazing. So, thank you all for all of

2:34:05 ▶ your hard work. Um, I believe my

2:34:08 ▶ colleagues may have some questions and

2:34:09 ▶ if you haven't gone on a tour, please go

2:34:11 ▶ on tour. Yes, Dr. Shaw. Great. Thank

2:34:15 ▶ you, President X. Thank you, Pat, for

2:34:16 ▶ being here and for your uh very fast

2:34:18 ▶ presentation tonight. It wasn't

2:34:20 ▶ sheltered. Uh my a question on a two-way

2:34:23 ▶ dual language. So, uh is all of that

2:34:26 ▶ being funded from DEG or is it coming

2:34:27 ▶ from the school's budget? Because when

2:34:28 ▶ we had the AL presentation not too long

2:34:30 ▶ ago, uh they talked about how they would

2:34:33 ▶ start some classes and programs through

2:34:34 ▶ DEG and as they got more popular, they

2:34:36 ▶ were able to because of enrollment have

2:34:38 ▶ the school's budget take care of some of

2:34:40 ▶ those programs. And that's not happening

2:34:42 ▶ for the two-way dual language. It's all

2:34:43 ▶ being funded by DEG. Yeah. So sometimes

2:34:45 ▶ if M can cover a a FTE M will cover it

2:34:50 ▶ and DEG will be the supplement to it you

2:34:53 ▶ know we'll so not so that we don't

2:34:55 ▶ supplant but for most cases our um

2:34:58 ▶ two-way dual language FTE do come from

2:35:00 ▶ DEG

2:35:02 ▶ so I'm a two-way dual language teacher

2:35:04 ▶ in Davis for example and I'm being funed

2:35:06 ▶ some of them some of them do come from

2:35:08 ▶ M& some of them but some of them are

2:35:10 ▶ coming from from and in fact Davis so I

2:35:14 ▶ have a We have configurations for every

2:35:16 ▶ single school. I could share them with

2:35:18 ▶ you so you could be able to tell which

2:35:20 ▶ ones come from M and which ones come for

2:35:22 ▶ from DAG. Um, but a school like Davis,

2:35:25 ▶ the majority of it comes from M. Okay.

2:35:28 ▶ But other schools, the majority is

2:35:29 ▶ coming from DAG. A school like Bloom, a

2:35:31 ▶ school like Bloom that's smaller, we

2:35:33 ▶ grew a strand, those are DAG FTE. And

2:35:36 ▶ are they still DAG because the

2:35:38 ▶ enrollment is still too low for the

2:35:39 ▶ city? Sometimes because it's low. Yes.

2:35:42 ▶ Okay. Yeah, it depends on enrollment.

2:35:44 ▶ Yeah, I think in the case of Davis, you

2:35:47 ▶ also have magnet budgets that cover

2:35:49 ▶ magnet program teachers. So though

2:35:52 ▶ TWWDL DAC funding doesn't cover the

2:35:55 ▶ Davis staff, we have to look at magnet

2:35:57 ▶ which is still under DAC. So your point

2:35:59 ▶ universally DSC in some way, shape or

2:36:02 ▶ form uh funds the teachers. Okay. And we

2:36:05 ▶ can share that detail at any point in

2:36:07 ▶ time if you'd like to see that. Thank

2:36:09 ▶ you, Miss Sha. Thank you for your

2:36:12 ▶ presentation. It was very helpful. Um

2:36:14 ▶ you you said that um your department has

2:36:18 ▶ around 2500 interpretation events per

2:36:21 ▶ year. Could you please describe uh what

2:36:24 ▶ an interpretation event typically

2:36:25 ▶ entails? Sure. So it could be a parent

2:36:29 ▶ teacher conference. It could be um so

2:36:32 ▶ that could would be considered an event.

2:36:34 ▶ Another anytime an interpreter is needed

2:36:36 ▶ is considered an event. It could be a

2:36:38 ▶ group event like for example when the

2:36:40 ▶ the um young lady was here that this

2:36:44 ▶ tonight is considered an event. So it

2:36:46 ▶ could be a group event, it could be

2:36:47 ▶ parent teacher, it could be an

2:36:49 ▶ exceptional ed conference. Um so it it's

2:36:53 ▶ just anytime they go out to interpret. I

2:36:56 ▶ see. Okay. And then when um a contractor

2:36:59 ▶ is needed for an interpretation event or

2:37:03 ▶ or something else like how I saw in one

2:37:06 ▶ of these slides it was like $4,000 for a

2:37:10 ▶ contractor. Is that Yeah. So we we we

2:37:13 ▶ have a uh certain vendors that we can

2:37:16 ▶ use like sircom in order. So if there's

2:37:19 ▶ a a language that we don't have an

2:37:22 ▶ interpreter, we will secure um services

2:37:25 ▶ from sircom especially when it's like an

2:37:27 ▶ emergency, something happens right away.

2:37:30 ▶ These uh outsourced uh companies help us

2:37:34 ▶ with those languages that we don't have.

2:37:37 ▶ Okay. And are those uh contractors

2:37:40 ▶ virtual or in person or both? Most of

2:37:42 ▶ them are virtual. Okay. Yes. All right.

2:37:45 ▶ Thank you.

2:37:46 ▶ Great questions. Any other questions?

2:37:49 ▶ Governing board members?

2:37:52 ▶ Yes, Miss Lunar Rose. Hi, Pat. Hello.

2:37:55 ▶ Um, and I too just recently took a tour

2:37:58 ▶ on a very hot Friday afternoon in Pat's

2:38:01 ▶ new car, my husband's new car or her

2:38:03 ▶ husband's new car. Um, and we went to um

2:38:07 ▶ Ros Scrge and Dulan. Um, and I

2:38:10 ▶ appreciated, um, like Miss Extramm, we

2:38:14 ▶ went to a first grade dual language

2:38:16 ▶ class, and those kids were,

2:38:19 ▶ um, learning about monuments, monuments,

2:38:24 ▶ and the White House and the House of

2:38:25 ▶ Representatives and things right up my

2:38:27 ▶ alley. Um, but in Spanish and they, it

2:38:30 ▶ was very seamless. So, I I appreciate

2:38:32 ▶ all that work. And then at Duelin the

2:38:35 ▶ students while we walked into a class

2:38:38 ▶ that these students um are um the class

2:38:42 ▶ was in English but there are a a

2:38:44 ▶ classroom full of students that come

2:38:46 ▶ from different languages. That's right.

2:38:48 ▶ So um newcomers. Yeah. Right. So the

2:38:51 ▶ work is phenomenal.

2:38:54 ▶ Um so um but my I I don't know if

2:38:58 ▶ necessarily it's a question but

2:39:01 ▶ uh what does

2:39:04 ▶ um what is I I guess for lack of a

2:39:07 ▶ better word what does the future look

2:39:09 ▶ like for your department and what your

2:39:11 ▶ what are you seeing and like maybe and

2:39:13 ▶ maybe this is too lofty a question but

2:39:14 ▶ like in a fiveyear

2:39:17 ▶ well you know we'll always have English

2:39:19 ▶ language learners right we'll we will

2:39:21 ▶ always even when they reclass classify

2:39:23 ▶ we'll get new students that are

2:39:25 ▶ acquiring language. Um so so our English

2:39:29 ▶ language learner part of it you know

2:39:31 ▶ hopefully our model will not change with

2:39:33 ▶ all the politics. Um so that seems at

2:39:38 ▶ this point knock on wood pretty secure.

2:39:40 ▶ Um our two-way dual language program

2:39:42 ▶ we'd love to build continue to build and

2:39:45 ▶ expand it. It is a program that we're

2:39:47 ▶ seeing our our English language learners

2:39:49 ▶ are being very ac they're academically

2:39:52 ▶ successful in English and they are doing

2:39:54 ▶ what over 35 years of research says that

2:39:57 ▶ they will surpass mainstream students at

2:39:59 ▶ the 50th percentile on English tests.

2:40:02 ▶ So, um, as you heard a parent that I

2:40:05 ▶ just met, I haven't met her, but heard

2:40:07 ▶ her tonight, those programs, um, if we

2:40:10 ▶ could expand them to different schools,

2:40:12 ▶ it would benefit, um, our community

2:40:15 ▶ academically and then leave them being

2:40:18 ▶ bilingual, biiterate, and what better

2:40:20 ▶ way to receive culture, that cultural

2:40:23 ▶ competence because language and culture

2:40:25 ▶ cannot be separated. They're not

2:40:27 ▶ separate. They come together and this is

2:40:29 ▶ the opportunity to do that. So,

2:40:32 ▶ Thank you.

2:40:38 ▶ Yes, Mr. Romero, just out of curiosity,

2:40:40 ▶ do you know are any other districts in

2:40:42 ▶ our region also doing two are dual dual

2:40:46 ▶ language? So, in in in the southwest

2:40:49 ▶ part of our state, no, we are the only

2:40:52 ▶ two-way dual language programs. And

2:40:54 ▶ actually, um those programs that are in

2:40:56 ▶ the Phoenix area are 50/50 models. Ours

2:40:59 ▶ is a 9010 immersion model that um I

2:41:03 ▶ always say we purchased the Cadillac. We

2:41:05 ▶ wanted the best model for uh for our

2:41:08 ▶ students and this is the one that

2:41:09 ▶ renders the best academic achievement

2:41:12 ▶ historically and we had that opportunity

2:41:15 ▶ to do it. We built it in 8 years it took

2:41:17 ▶ us to get it to where it's at right now.

2:41:19 ▶ It's it's not perfect. It's almost it's

2:41:22 ▶ almost perfect but it's it's we can't

2:41:24 ▶ bring it down. We can't. We're just too

2:41:27 ▶ too far into this beautiful jewel that

2:41:30 ▶ TUSD has. Yeah. And I didn't do a tour

2:41:33 ▶ with you, but I was at one of our

2:41:34 ▶ school. You're welcome, by the way.

2:41:37 ▶ But I was at one of our schools and uh

2:41:39 ▶ the principal took me to a kindergarten

2:41:40 ▶ classroom and brought one of the kids

2:41:43 ▶ over and um you know an Anglo girl and

2:41:48 ▶ asked her to describe her all the things

2:41:51 ▶ about the bee, you know, that they're

2:41:53 ▶ learning and how well she spoke Spanish

2:41:57 ▶ at such a young age and easy to

2:41:59 ▶ understand. And it was just, you know,

2:42:01 ▶ um I was very impressed by by the these

2:42:06 ▶ kids in these classrooms because we we

2:42:08 ▶ can't limit their uh knowledge of what

2:42:11 ▶ we think they can and cannot learn

2:42:13 ▶ because they're sponges and they can

2:42:14 ▶ learn a whole lot more. They could

2:42:16 ▶ probably learn three languages, four

2:42:18 ▶ languages if they wanted to. So yes, I

2:42:21 ▶ wanted to based on just that one simple

2:42:23 ▶ thing. Um now I know that this group is

2:42:26 ▶ responsible for that. I want to say

2:42:28 ▶ thank you for teaching these kids um you

2:42:31 ▶ know at such a young age. Thank you guys

2:42:34 ▶ very much.

2:42:36 ▶ Thank you. And you're welcome to visit

2:42:38 ▶ us at any time. All

2:42:40 ▶ right. Thank you. Okay. Who's next? Dr.

2:42:44 ▶ Trio.

2:42:49 ▶ Yes. I'd like to welcome uh Martha

2:42:50 ▶ Samura. She's our director for

2:42:52 ▶ transportation services. And I think

2:42:55 ▶ those that um are sort of new to the

2:42:58 ▶ desegregation conversation, we think

2:43:00 ▶ about desegregation and we think about

2:43:02 ▶ the academic departments. We think about

2:43:04 ▶ CRPI. We think about GATE. We think

2:43:06 ▶ about AL and magnet. A lot of people

2:43:09 ▶ don't know that we have a significant

2:43:10 ▶ amount of DEC funding into our our

2:43:14 ▶ transportation department. We fund our

2:43:16 ▶ bus drivers at a 60% M rate and 40%

2:43:21 ▶ coming out of DAG as well as our um our

2:43:24 ▶ bus monitors. So talking about some of

2:43:27 ▶ the adjustments for next year, I've got

2:43:29 ▶ our director uh Martha Zamora.

2:43:32 ▶ Thank you. Good evening, governing board

2:43:35 ▶ president, members of the board. As Dr.

2:43:37 ▶ Tjillo mentioned, my name is Marta

2:43:39 ▶ Samura. the director of transportation

2:43:41 ▶ and tonight I will be presenting on our

2:43:42 ▶ NDC

2:43:44 ▶ budget. Tonight's agenda includes the

2:43:47 ▶ organizational chart for the department,

2:43:49 ▶ our FTE reduction and the DEG proposed

2:43:52 ▶ budget for next school

2:43:55 ▶ year. Here is our transportation

2:43:58 ▶ organizational chart. Um, a little under

2:44:02 ▶ 385 FTEES and as you know our department

2:44:06 ▶ is not just drivers and monitors. It

2:44:08 ▶ also includes office staff, uh managers,

2:44:12 ▶ supervisors, transportation dispatchers,

2:44:15 ▶ routers, and the auto shop uh that

2:44:18 ▶ maintains uh our fleet. So the auto shop

2:44:22 ▶ maintains not just the yellow buses but

2:44:24 ▶ they also maintain our entire district

2:44:26 ▶ fleet which is a fleet of 300 u vehicles

2:44:31 ▶ including cars uh uh

2:44:34 ▶ trucks uh vans and maintenance

2:44:37 ▶ equipment. Uh so to say the least uh our

2:44:40 ▶ department is very complex and unique.

2:44:44 ▶ Um historically our entire budget has

2:44:46 ▶ been split funded 50% DC 50% M. At the

2:44:52 ▶ beginning um last year as we were

2:44:54 ▶ planning for this school year's budget

2:44:57 ▶ um it was proposed that we change it to

2:45:00 ▶ a 6040

2:45:04 ▶ split. So because uh our budget was

2:45:07 ▶ split funded um because it's split

2:45:10 ▶ funded it requires for us to actually

2:45:12 ▶ work on our entire budget in order for

2:45:15 ▶ us to identify possible areas of

2:45:17 ▶ reduction. So in reviewing all of our

2:45:20 ▶ unfilled positions um we identified this

2:45:24 ▶ list of uh reductions. It's a little

2:45:28 ▶ under 27 FTEES and that will leave us

2:45:32 ▶ with 358 FTEES for next school year. As

2:45:36 ▶ you can see, reducing our budget by the

2:45:38 ▶ 27 almost 27 FTEES reduces our budget by

2:45:42 ▶ a million. The portion of that for DEG

2:45:46 ▶ is

2:45:48 ▶ $435,000 318.

2:45:51 ▶ So, as I mentioned on the previous

2:45:53 ▶ slide,

2:45:54 ▶ $435,000 is the FD reduction, including

2:45:57 ▶ benefits. We also looked at other areas

2:45:59 ▶ within our budget where we could reduce

2:46:02 ▶ and we found

2:46:04 ▶ $140,000 532 in other areas we we could

2:46:08 ▶ reduce um where we're right sizing

2:46:11 ▶ essentially our budget in areas like

2:46:13 ▶ fuel, district supplies, etc.

2:46:18 ▶ Um so then that brings the total to

2:46:22 ▶ $575,000 of um reduced uh DEG and after

2:46:27 ▶ making those reductions it brings our

2:46:29 ▶ essential level requested for next

2:46:31 ▶ school year to

2:46:32 ▶ $9.85

2:46:34 ▶ million. Here is a comparison of the two

2:46:38 ▶ years. So our current year started at

2:46:40 ▶ $7.78

2:46:41 ▶ uh million dollars in DEG. Even though

2:46:44 ▶ we planned to do a 6040 split for the

2:46:49 ▶ entire department, it was decided for us

2:46:51 ▶ to go with a uh 4060 split for drivers

2:46:55 ▶ and monitors and the rest of the

2:46:56 ▶ department continued at a 50/50. Um so

2:47:00 ▶ you can see the adjustment there along

2:47:03 ▶ with the driver um wages that were

2:47:08 ▶ approved at the 2133 uh for this school

2:47:11 ▶ year and that's a 12% increase on the

2:47:13 ▶ budget. So that brings us to an adjusted

2:47:16 ▶ or a projected end of the school year

2:47:18 ▶ budget of

2:47:20 ▶ 9.40 million. So when we look at next

2:47:23 ▶ school year like I said uh we requested

2:47:26 ▶ the 9.85 85 for essential

2:47:29 ▶ budget. And even though we've made a

2:47:31 ▶ reduction of the

2:47:34 ▶ $575,000, we are still needing to make a

2:47:37 ▶ request of $457,000

2:47:40 ▶ um for the requested amount there to

2:47:43 ▶ bring us to the

2:47:47 ▶ 9.85. I hope to, you know, I made it

2:47:51 ▶ only a few minutes. I will take your

2:47:53 ▶ questions. Yes, Dr. to here.

2:47:58 ▶ Yeah. Really quick, so before the board

2:48:00 ▶ members ask questions. So the the 9.85

2:48:04 ▶ million essential level

2:48:06 ▶ requested that is after exacting the

2:48:11 ▶ 575,580 in cuts. Correct. Okay. But

2:48:15 ▶ you're asking for a restoration of

2:48:19 ▶ 475,000.

2:48:22 ▶ for 157,000 for

2:48:26 ▶ 157,000 which would be subtracted from

2:48:29 ▶ the

2:48:29 ▶ 575,000 in cuts. Right. So you're you

2:48:32 ▶ essentially are asking us to cut

2:48:36 ▶ $157,000 less

2:48:39 ▶ to reach your essential level. Is that

2:48:40 ▶ correct? So essentially I'm looking at

2:48:42 ▶ the projected amount that we're going to

2:48:44 ▶ end this school year at

2:48:45 ▶ $9.4 million 940. Um for next year we're

2:48:50 ▶ requesting the 9.85 85. And that's um in

2:48:54 ▶ order for us to get to that number, it

2:48:56 ▶ would be an increase request of the

2:48:59 ▶ 457,000. And the reason for that is the

2:49:02 ▶ 1% increase on salaries and then the 2%

2:49:05 ▶ increase on wages. So even though we

2:49:07 ▶ reduced our, you know, budget by that

2:49:11 ▶ 575, we still have a need for an

2:49:13 ▶ increase of the 457 for next year based

2:49:17 ▶ off of what we're projecting for hourly

2:49:20 ▶ salary increases, but at the at this

2:49:23 ▶ time there's been no compensation

2:49:25 ▶ package. So the compensation discussions

2:49:28 ▶ are still going. So are you using that

2:49:31 ▶ as sort of an average of what the wages

2:49:33 ▶ have been going up? So I think when we

2:49:35 ▶ budgeted um you know when we work in our

2:49:37 ▶ budgets we work with the you know the

2:49:39 ▶ benefits 2% okay um increase that we

2:49:42 ▶ know it's coming and then the potential

2:49:44 ▶ I guess so if that were the case then

2:49:47 ▶ the true cut would be 575 minus

2:49:53 ▶ 457 that's if the benefits and the

2:49:57 ▶ increased wages that you're

2:49:58 ▶ projecting were actually the salary

2:50:01 ▶ package than the true cut that we would

2:50:03 ▶ be asking that we would be left with

2:50:05 ▶ would be the 575 minus the 457,000.

2:50:11 ▶ The way I understand it. Sure. Cuz I'm

2:50:14 ▶ getting tripped up on essential level

2:50:15 ▶ requested. Cuz I understand the

2:50:18 ▶ essential level requested is reflective

2:50:21 ▶ of the

2:50:23 ▶ $575,000 reduction. I get that. Yeah.

2:50:26 ▶ You're saying an additional

2:50:29 ▶ $457,000 is needed based off of what

2:50:32 ▶ you're projecting in benefits and hourly

2:50:36 ▶ s hourly wage increases. Correct. So

2:50:38 ▶ when we end the school year, yes, when

2:50:40 ▶ we end the school year at 9 million uh

2:50:43 ▶ you know

2:50:44 ▶ $400,000, what we are requesting for

2:50:47 ▶ next school year is an additional

2:50:50 ▶ 457,000. That would bring us to the

2:50:52 ▶ 9.85, 85, which my question to you is

2:50:54 ▶ that pretty much wipes out the projected

2:50:59 ▶ 575,580 in cuts. So, we're just Yes.

2:51:01 ▶ Okay. Pretty much.

2:51:06 ▶ Mh. Extra is not here, so I'll um manage

2:51:08 ▶ this right now. So, I'm looking there's

2:51:10 ▶ two increases here. Were the two

2:51:11 ▶ increases? 600 and 457.

2:51:14 ▶ So, uh I was showing you here at the

2:51:16 ▶ beginning of this school year, we

2:51:17 ▶ started at the 7.78.

2:51:20 ▶ um when we make the adjustments because

2:51:22 ▶ we did budget for the school year at a

2:51:25 ▶ 60/40 split as we went through the

2:51:28 ▶ school year. Um we went ahead and we

2:51:31 ▶ took an approach a phased approach to

2:51:34 ▶ changing the disk split and the disex D6

2:51:38 ▶ split only the 60/40 only was applied to

2:51:42 ▶ the drivers and monitors. The rest of

2:51:44 ▶ the department continued at a 50/50. So

2:51:47 ▶ even though we budgeted at a 6040

2:51:51 ▶ um it wasn't done across the entire

2:51:53 ▶ department and therefore some of that

2:51:56 ▶ difference is covered in the 1.62 that

2:51:58 ▶ you see there. Um on top of the raise

2:52:02 ▶ that we gave drivers at the beginning of

2:52:04 ▶ the school year which was almost 12%

2:52:07 ▶ um to the starting uh hourly wage than

2:52:11 ▶ the previous year.

2:52:13 ▶ And so then those uh two numbers there

2:52:16 ▶ add up to a 9.40 for the end of the

2:52:19 ▶ school year or at the end of the school

2:52:21 ▶ year we plan to spend 9.4 you know

2:52:26 ▶ $9,400,000 on

2:52:28 ▶ DIG when we work on our budget based on

2:52:31 ▶ that

2:52:32 ▶ number and we reduce what we were able

2:52:35 ▶ to reduce as I mentioned in the previous

2:52:37 ▶ slides

2:52:39 ▶ um we still end with a need of 9.8 85

2:52:43 ▶ million for next year. So the numbers

2:52:46 ▶ that you see there is just so that we

2:52:48 ▶ can see how we made it from the 9 uh the

2:52:52 ▶ $9 million to the

2:52:56 ▶ 9.85. Am I confusing people? Let me see

2:52:59 ▶ if I'm going to need help from

2:53:02 ▶ um are you up?

2:53:06 ▶ I was like where is Ricky? I did make

2:53:09 ▶ him aware that I might need his help.

2:53:11 ▶ Okay.

2:53:12 ▶ So, as as Martha mentioned, the the

2:53:16 ▶ 60/40 split that you all approved was

2:53:17 ▶ only applied to drivers and monitors

2:53:19 ▶ because they're the only ones that are

2:53:21 ▶ split. Dispatchers, mechanics, what have

2:53:24 ▶ you, they're not split funded. That's

2:53:27 ▶ not the way it works. So, once we did

2:53:31 ▶ the cut, readjusted, and you approved an

2:53:34 ▶ increase to 2133, we had to add funding

2:53:37 ▶ to their budget to accommodate all of

2:53:39 ▶ that. that took their budget from 7.8 to

2:53:42 ▶ 9.4. That hence that $1.6 million

2:53:46 ▶ adjustment. Now, for next year, we ask

2:53:49 ▶ all departments to accommodate a 1% or

2:53:54 ▶ $500 increase for certified as a

2:53:56 ▶ planning, right? Because otherwise, if

2:53:59 ▶ they don't plan for it, then they got to

2:54:02 ▶ then we're doing midyear reductions and

2:54:04 ▶ mid-year adjustments. We want them to

2:54:05 ▶ come into it thinking that it might

2:54:07 ▶ happen and if it doesn't then it's just

2:54:09 ▶ gravy that they get to readjust within

2:54:11 ▶ their budgets. The issue in the

2:54:13 ▶ transportation department is that their

2:54:15 ▶ expenses in the transportation

2:54:17 ▶ department with Digg currently at their

2:54:20 ▶ 9.4 level is still not enough to fund

2:54:23 ▶ their operations based on what they've

2:54:25 ▶ got going on. So they need to get to

2:54:29 ▶ $9.85 million which is that $457,000.

2:54:33 ▶ That $600,000 number is basically

2:54:36 ▶ confusing because that's not really I

2:54:38 ▶ mean that's a number that's already

2:54:39 ▶ accounted for in this year. What they're

2:54:41 ▶ really looking for is an additional

2:54:44 ▶ $457,000 from the 9.4 million to get to

2:54:48 ▶ 9.85 million because their current

2:54:50 ▶ budget level does not accommodate their

2:54:53 ▶ expenditures even after they've reduced

2:54:55 ▶ everybody because they're still cutting

2:54:57 ▶ all those people. all those TW well not

2:54:59 ▶ those people those positions those 27

2:55:01 ▶ positions they're still gone but the

2:55:04 ▶ increase of expenses it just eats away

2:55:07 ▶ at everything that they're trying to do

2:55:10 ▶ and that's just

2:55:11 ▶ because the increase to bus drivers was

2:55:15 ▶ 12%. In terms of their wages that make

2:55:18 ▶ more sense okay

2:55:21 ▶ Dr. Sure. And so when we have those uh

2:55:24 ▶ so there no positions that have someone

2:55:26 ▶ in it, right? They're all open positions

2:55:27 ▶ that we're looking to cut. So it won't

2:55:28 ▶ affect anybody directly. So that's

2:55:30 ▶ great. And thank you for like finding

2:55:31 ▶ those positions that have been unfilled.

2:55:33 ▶ So that also provides some ML savings as

2:55:36 ▶ well. So that's going to help on the

2:55:37 ▶ budget more generally beyond what the

2:55:38 ▶ DEG budget is. Okay, that's correct. But

2:55:41 ▶ by 600,000 I think was that the slide

2:55:43 ▶ said. Yeah, that that is correct. So

2:55:45 ▶ when we look at the entire budget, the

2:55:47 ▶ actual change for next year is like

2:55:49 ▶ $700,000 as a whole. Yeah. Yeah. So, it

2:55:52 ▶ it definitely made a reduction, but just

2:55:54 ▶ because it's split funded and the way

2:55:55 ▶ that it works out, it it you know, just

2:55:59 ▶ makes it hard. Thank you, Miss Shaw.

2:56:04 ▶ Thank you for

2:56:06 ▶ clarifying. I'm still a little bit

2:56:08 ▶ confused and so I wonder if you can um

2:56:10 ▶ just beef up this presentation and send

2:56:12 ▶ it to us so we can like totally

2:56:14 ▶ understand absolutely what's happening

2:56:16 ▶ here. Um and so yeah, thanks Dr. Shaw

2:56:20 ▶ for clarifying. Did you say that the 17

2:56:23 ▶ Well, first Jean, can you go back to the

2:56:25 ▶ FTE budget reduction slide? Yeah. Um,

2:56:29 ▶ the 17 CDL drivers, did you say that

2:56:32 ▶ those are vacant positions? Correct.

2:56:36 ▶ Okay. And all of these are vacant? That

2:56:38 ▶ is correct. I see. Okay.

2:56:44 ▶ Um yeah, because I mean considering how

2:56:48 ▶ many students uh and funding we lose due

2:56:52 ▶ to like the average daily membership. I

2:56:55 ▶ think uh Ricky in one of your

2:56:56 ▶ presentations it was like 3,000 students

2:57:00 ▶ uh give or take per year that we lose

2:57:02 ▶ which comes out to like $15 million.

2:57:06 ▶ Um, and so I was really hoping that we

2:57:08 ▶ can expand bus routes, um, because I'm

2:57:12 ▶ thinking that like all of these students

2:57:14 ▶ who like have excessive absenteeism, I

2:57:17 ▶ wonder if they are taking the city bus

2:57:19 ▶ to school cuz when you're given that

2:57:21 ▶ freedom to go anywhere, you know, for

2:57:24 ▶ free, maybe you will arrive at school on

2:57:27 ▶ time, maybe you won't. Um, and so I

2:57:31 ▶ would love to like expand our routes.

2:57:34 ▶ Um, I have uh parents reaching out to me

2:57:38 ▶ who students are going into high school

2:57:41 ▶ who want a bus route, but some of our

2:57:44 ▶ high

2:57:45 ▶ schools, many of them don't offer bus

2:57:47 ▶ routes. You know, we're like, "Take the

2:57:49 ▶ city bus or or get your parents to take

2:57:51 ▶ you." But, you know, I worry about our

2:57:53 ▶ our students on the city bus. I've heard

2:57:55 ▶ um very concerning things uh firsthand

2:57:58 ▶ things from students, parents, and of

2:58:01 ▶ course the news. And

2:58:03 ▶ so gosh, do we have capacity at this

2:58:08 ▶ point with our current drivers to um you

2:58:12 ▶ know be able to fulfill that role

2:58:15 ▶ without the 17 uh that uh are

2:58:18 ▶ potentially going to be lost here. Um

2:58:21 ▶ and I will mention that every time I see

2:58:23 ▶ a bus around Tucson at TUSD bus, it's

2:58:27 ▶ nearly empty. I've seen like maybe five

2:58:29 ▶ students. And so I wonder what's

2:58:32 ▶ happening. I want us like in AFI, I took

2:58:35 ▶ the bus, elementary, middle school, high

2:58:37 ▶ school. I always had to share my seat.

2:58:40 ▶ You know what I mean? And so I just I

2:58:42 ▶ want us to expand it. I want us to tell

2:58:44 ▶ parents that this is an option now that

2:58:48 ▶ please try us out. Try a bus ride out.

2:58:51 ▶ It's super convenient. Um and like your

2:58:54 ▶ child will be delivered to school, you

2:58:58 ▶ know, on time. Yeah. Yeah, board member

2:59:00 ▶ Shaw, you're certainly ahead of us. Um,

2:59:02 ▶ we are coming to the board in May with

2:59:05 ▶ our reinvisioning transportation and one

2:59:07 ▶ of it, one aspect of that is going to be

2:59:10 ▶ to reduce the walk zone down from 2

2:59:12 ▶ miles all the way down to I believe it's

2:59:14 ▶ one point from one and a half to one for

2:59:17 ▶ one and a half all the way down to one.

2:59:19 ▶ We're going to bring that as a policy

2:59:21 ▶ change and then we're going to be as

2:59:23 ▶ part of that presentation talking about

2:59:26 ▶ um expanded universal transportation for

2:59:28 ▶ everybody that wants a route. Uh to

2:59:30 ▶ answer your first question, there is a

2:59:33 ▶ gap between wrership, the amount of

2:59:36 ▶ families that signed up to use the bus

2:59:38 ▶ to use TUSD transportation at the

2:59:41 ▶ beginning of the year and who's

2:59:42 ▶ currently using it. There's a pretty

2:59:44 ▶ significant gap. So, yes, we're able to

2:59:48 ▶ uh operate fairly well without these 17

2:59:51 ▶ vacant positions because we have that

2:59:52 ▶ room that you talked about to really

2:59:55 ▶ reconfigure and offer more routes so

2:59:57 ▶ that we can take a look at um teams of

3:00:01 ▶ drivers that may now be able to do high

3:00:03 ▶ school. I'm talking about part of this

3:00:05 ▶ program is also expanded middle school

3:00:07 ▶ service and then also open enrollment

3:00:10 ▶ and for the first time being able to

3:00:12 ▶ offer open enrollment routes directly

3:00:14 ▶ into the district for outside of the

3:00:16 ▶ district uh TUSD kids. So, ahead of us a

3:00:20 ▶ little bit. We are coming back in May,

3:00:22 ▶ but that is part of what we're trying to

3:00:24 ▶ do. And I do want to ensure all of our

3:00:26 ▶ board members that uh we do have the

3:00:28 ▶ wiggle room in terms of the um the

3:00:32 ▶ writership numbers right now that are

3:00:34 ▶ not as high as we thought they were

3:00:37 ▶ going to be based off of the writership

3:00:39 ▶ survey at the beginning of the year.

3:00:46 ▶ Thank you. Thank you guys.

3:00:57 ▶ Okay. And our third presentation uh this

3:01:00 ▶ evening, I want to welcome Lorenzo

3:01:02 ▶ Lopez. He's a director for culturally

3:01:04 ▶ responsive pedagogy and

3:01:07 ▶ instruction. And like I'm finding out

3:01:11 ▶ like from most of our directors, he's

3:01:13 ▶ also from Choya. So most of our team

3:01:16 ▶ seems to be from Choya. So take it away,

3:01:19 ▶ Mr. Lopez. Thank you. Go Chargers. Thank

3:01:21 ▶ you, Dr. Tillo. Uh good evening, uh

3:01:23 ▶ President Xram, governing board,

3:01:26 ▶ council, and staff. Uh today, first off,

3:01:28 ▶ I want to tip my hat to an amazing staff

3:01:32 ▶ that are here with us today that uh this

3:01:35 ▶ is the the amazing group of folks who

3:01:37 ▶ deal with our students and teachers on a

3:01:41 ▶ daily basis. Thank you all for all that

3:01:43 ▶ you do.

3:01:45 ▶ So, I'm on a tight time frame, so we're

3:01:47 ▶ going to get

3:01:48 ▶ going. Um, so our department came from

3:01:52 ▶ the obviously the the official DOSA

3:01:54 ▶ plaintiffs uh court case in 1974 that

3:01:59 ▶ called for the development of a program

3:02:01 ▶ that met the needs for African-American

3:02:04 ▶ Mexican-American students.

3:02:06 ▶ uh with the development of the

3:02:07 ▶ Mexican-American Studies Department in

3:02:09 ▶ the year 2000 down uh all the way

3:02:12 ▶ through 2012. Um with the elimination of

3:02:15 ▶ that program, the unconstitutional

3:02:17 ▶ elimination of that program uh and with

3:02:20 ▶ the vacuum that that created, CRPI was

3:02:23 ▶ created. Um, in the court document of

3:02:27 ▶ the unitary status plan, it uh the

3:02:30 ▶ courts called for the the district to

3:02:32 ▶ develop and implement culturally

3:02:34 ▶ relevant courses um that addressed those

3:02:38 ▶ academic needs of those of those

3:02:40 ▶ students. in

3:02:42 ▶ 2021. The uh court documents submitted

3:02:46 ▶ by the district also committed to

3:02:47 ▶ supporting those courses currently being

3:02:49 ▶ offered at the current staff levels with

3:02:51 ▶ the instructional resources necessary

3:02:54 ▶ for their

3:02:55 ▶ success. Um so what is CRPI? What is the

3:02:59 ▶ mission of CRPI? CRPI serves two basic

3:03:02 ▶ functions. the culturally relevant

3:03:04 ▶ curriculum, the courses which uh offer

3:03:09 ▶ uh courses that present the grade level

3:03:11 ▶ curriculum and standards from a

3:03:12 ▶ viewpoint of the African-American and

3:03:15 ▶ Mexican pers Mexican-American

3:03:17 ▶ perspective and the culturally

3:03:19 ▶ responsive

3:03:20 ▶ pedagogy that addresses the social,

3:03:23 ▶ emotional, and intellectual needs of

3:03:26 ▶ students as as uh brought into the uh

3:03:30 ▶ into the

3:03:31 ▶ classroom. Uh this approach has been

3:03:33 ▶ proven to be effective as noted by

3:03:35 ▶ several different research studies uh

3:03:38 ▶ nationally. Um and there's a a direct

3:03:42 ▶ linked link to the Sparks framework. I I

3:03:45 ▶ invite you to to take a look at some of

3:03:47 ▶ these uh studies um as time

3:03:50 ▶ permits. Um much of the professional

3:03:53 ▶ development that we provide centers on

3:03:55 ▶ the Sparks framework. Every year we uh

3:03:58 ▶ provide thousands of participants uh the

3:04:01 ▶ opportunity to be trained in the sparks

3:04:03 ▶ framework through the new teacher

3:04:05 ▶ induction series, the teacher

3:04:07 ▶ development series and the professional

3:04:09 ▶ learning day series which is the

3:04:11 ▶ quarterly PD sessions uh throughout the

3:04:14 ▶ district. When sites uh request a

3:04:17 ▶ specific professional development uh our

3:04:20 ▶ staff is uh tasked with uh developing

3:04:23 ▶ that PD and delivering it there.

3:04:28 ▶ So our courses um we span the the the

3:04:32 ▶ the gamut from the elementary all the

3:04:34 ▶ way through the high school. At at the

3:04:36 ▶ elementary level, we work with specific

3:04:38 ▶ CRC teachers who have identified as

3:04:41 ▶ having an interest in implementing these

3:04:43 ▶ this this curriculum. We don't code

3:04:45 ▶ those classes as CRC, but we work with

3:04:47 ▶ those teachers. At the middle school

3:04:49 ▶ level, we offer CRC to social studies

3:04:52 ▶ and ELA from 6th through 8th grade. many

3:04:55 ▶ of those sections being in

3:04:57 ▶ honors. At the high school level, we

3:05:00 ▶ offer American history, American

3:05:02 ▶ government, and ELA in the

3:05:05 ▶ African-American, Mexican-American, and

3:05:07 ▶ Native American perspective. As as you

3:05:09 ▶ heard tonight, we've expanded recently

3:05:11 ▶ into CR algebra and CR geometry.

3:05:16 ▶ Uh many of those course offerings are AL

3:05:19 ▶ offerings as a collaboration between

3:05:22 ▶ CRPI and AL advanced learning

3:05:25 ▶ experiences uh led by uh Miss Sky Sacho

3:05:29 ▶ as well as um the Mexican-American

3:05:32 ▶ Student Services Department who uh who

3:05:34 ▶ we've collaborated with to offer those

3:05:36 ▶ dual enrollment offerings which include

3:05:39 ▶ history

3:05:40 ▶ 14142, MAS 165 and and on

3:05:46 ▶ um currently we provide service to 22

3:05:48 ▶ elementary school teachers, 160

3:05:51 ▶ secondary CRC teachers um who provide

3:05:56 ▶ 674 different sections uh at the

3:05:59 ▶ secondary level in ELA, social studies,

3:06:02 ▶ math, AP, on and on. In total, we serve

3:06:06 ▶ just under uh 7,000 CRC students uh this

3:06:10 ▶ year

3:06:11 ▶ alone. Uh over the course of 10 years,

3:06:14 ▶ our growth has continued um uh again

3:06:17 ▶ reaching up to 7,000 with potential

3:06:21 ▶ areas of growth including CR science uh

3:06:24 ▶ CR pre-alggebra at the middle school

3:06:26 ▶ level to get those kiddos on that

3:06:28 ▶ advanced math track and on

3:06:33 ▶ uh but the bulk of our work when we're

3:06:35 ▶ not working specifically with our

3:06:37 ▶ teachers is uh in the P in the area of

3:06:40 ▶ PD. We believe that a well-trained and

3:06:42 ▶ inspired teacher is transformative to

3:06:44 ▶ the lives of students. On the upper

3:06:47 ▶ leftand corner, you'll see some PD that

3:06:49 ▶ takes place on a Saturday. Now, it's

3:06:51 ▶ tough to get anybody uh to uh PD on

3:06:53 ▶ Saturday and we're we we bring folks in

3:06:56 ▶ and they are eager to to engage. Also,

3:06:59 ▶ we provide a summer institute, a the

3:07:02 ▶ summer institute for culturally

3:07:03 ▶ responsive education which takes place

3:07:05 ▶ at the UOVA. It's a two-day conference

3:07:08 ▶ taking place June 5th and 6th this year

3:07:10 ▶ and we invite you to uh to come out and

3:07:13 ▶ uh

3:07:14 ▶ participate. And because we can't bring

3:07:17 ▶ all of our teachers out to conference,

3:07:19 ▶ uh we do our best to pro to bring the

3:07:21 ▶ conference to our educators to provide

3:07:23 ▶ them that top tier professional

3:07:25 ▶ development that that they uh that

3:07:28 ▶ they'd

3:07:29 ▶ like. Our CR master teacher staff um our

3:07:34 ▶ staff visits their teachers one to two

3:07:36 ▶ times weekly and during these visits

3:07:39 ▶ they provide model instruction co-eing

3:07:42 ▶ uh they provide curricular support um

3:07:45 ▶ their case load for the year is they

3:07:47 ▶ provide service to 10 new CR teachers

3:07:50 ▶ from one to three years uh and they

3:07:53 ▶ support u about eight veteran teachers

3:07:57 ▶ which don't require as much assistance

3:07:59 ▶ but still we we need to be that point

3:08:01 ▶ and support them ongoing. For the vast

3:08:04 ▶ majority of our PD, um our staff are the

3:08:09 ▶ facilitators of those professional

3:08:10 ▶ development sessions and so they are

3:08:12 ▶ critical. It's critical that we have a

3:08:15 ▶ competent veteran, experienced group of

3:08:18 ▶ of folks on staff. Uh in addition to

3:08:21 ▶ that uh our staff also supports uh

3:08:24 ▶ district-wide um programming such as

3:08:27 ▶ Cesar Chavez Month, the Ruby Bridges

3:08:30 ▶ Walk to School, uh Black History Month,

3:08:33 ▶ and Meza Cultura where they go out and

3:08:35 ▶ provide programming to uh different

3:08:38 ▶ different

3:08:40 ▶ classrooms. The demographics of CRC uh

3:08:44 ▶ mirror the district's demographics

3:08:46 ▶ pretty closely. Um, the most notable

3:08:49 ▶ difference comes in African-American

3:08:51 ▶ participation where uh about about

3:08:54 ▶ double uh the representation of

3:08:56 ▶ African-American students uh is in our

3:08:58 ▶ CRC classes. Um

3:09:02 ▶ uh and so our kiddos, how are they

3:09:04 ▶ doing? Uh in last year's ACT scores, uh

3:09:08 ▶ in terms of proficiency, we have four

3:09:10 ▶ different categories that highlight how

3:09:12 ▶ how our kiddos are doing. On the left

3:09:14 ▶ hand side in the in the dark blue area,

3:09:17 ▶ those are the CRC kids. And on the right

3:09:19 ▶ hand side is the comparative group, the

3:09:21 ▶ English 11

3:09:23 ▶ traditional. And so across these four

3:09:26 ▶ categories and across three different

3:09:28 ▶ years that were examined, that trend

3:09:30 ▶ continues where these CRC kiddos are

3:09:33 ▶ performing uh at higher rates in terms

3:09:35 ▶ of

3:09:36 ▶ proficiency. when we look at uh student

3:09:40 ▶ uh growth percentile

3:09:42 ▶ uh and this this this um these kiddos

3:09:46 ▶ are tested with the ACT Aspire in their

3:09:48 ▶ freshman year and then they're tested

3:09:50 ▶ again in their junior year to measure

3:09:52 ▶ the amount of growth that that they've

3:09:54 ▶ experienced. Um now this is a scale of 1

3:09:57 ▶ to 100 and we've just zoomed in to uh uh

3:10:00 ▶ to the area of of major difference. Um

3:10:04 ▶ but the uh the regular English students

3:10:07 ▶ and the CRC students there is a 6.2

3:10:10 ▶ difference a positive difference um as

3:10:13 ▶ it relates to the CRC students. Uh the

3:10:17 ▶ the 50th percentile being the state

3:10:21 ▶ median. Um our budget for 2025 this this

3:10:25 ▶ fiscal year our budget was

3:10:28 ▶ 1,67,000 just under uh our total payroll

3:10:33 ▶ with benefits for 10 staff is 960,000.

3:10:39 ▶ uh the total PD the total payroll

3:10:41 ▶ including PD is

3:10:44 ▶ 980,000 leaving very little room very

3:10:47 ▶ little wiggle room in terms of um uh

3:10:51 ▶ reduction. Uh the our proposed um budget

3:10:55 ▶ for next year is

3:11:00 ▶ 1,27,057. Uh there is a non-payroll

3:11:03 ▶ essential budget line that we'll talk

3:11:05 ▶ about shortly and the net reduction uh

3:11:08 ▶ will will be of one uh master teacher

3:11:12 ▶ which is a vacancy currently and is it a

3:11:14 ▶ it is a 4% reduction of just under

3:11:19 ▶ $40,000. uh the non-payroll budget

3:11:22 ▶ function. Uh these monies go to the

3:11:25 ▶ purchase of novels and texts and

3:11:27 ▶ instructional materials that are

3:11:29 ▶ directly for the sites and for the

3:11:31 ▶ classroom. They pay for substitute

3:11:34 ▶ teachers for peer observations,

3:11:36 ▶ professional developments, and field

3:11:37 ▶ trip coverage. Uh and essential things

3:11:40 ▶ like like staff mileage where our our

3:11:42 ▶ our staff have to travel throughout the

3:11:45 ▶ district um between five and seven sites

3:11:48 ▶ on a weekly basis. and it also pays for

3:11:51 ▶ uh fees and summer PD pay and print shop

3:11:54 ▶ and office

3:11:56 ▶ supplies. Um in addition to the cuts

3:11:59 ▶ mentioned, we we've also uh cut uh

3:12:02 ▶ $4,000 from the summer PD uh monies. Uh

3:12:07 ▶ we've cut almost $3,000 from our summer

3:12:09 ▶ work for CRPI staff. Uh this this is

3:12:13 ▶ where our staff uh work to align our

3:12:16 ▶ instructional resources with the

3:12:19 ▶ districts and the states to ensure that

3:12:21 ▶ that we are in lock step with uh with

3:12:24 ▶ the movement of the district. Uh we've

3:12:27 ▶ cut an additional $1,000 from CRC

3:12:29 ▶ instructional materials in books. We've

3:12:32 ▶ zeroed out our national uh our travel uh

3:12:35 ▶ fund, our national conference budget,

3:12:38 ▶ which only had $8 $800 in it. Uh and

3:12:41 ▶ we've also zeroed out our technology

3:12:43 ▶ office supply

3:12:45 ▶ line. Uh what are the implications of

3:12:47 ▶ these reductions? Uh one, master teacher

3:12:51 ▶ reduction directly impacts 18 CRC

3:12:54 ▶ teachers who go with no mentorship or at

3:12:58 ▶ a reduced rate. Uh it directly impacts

3:13:01 ▶ 700 students out of the 7,000 served who

3:13:04 ▶ again are um operating at a at a reduced

3:13:09 ▶ um service. Uh for 2026, the MT case

3:13:12 ▶ load goes from 18 to 20 plus for the

3:13:16 ▶ remaining staff, which far exceeds the

3:13:19 ▶ district average of 12 teachers per

3:13:21 ▶ mentor

3:13:23 ▶ teacher. And it it does reduce the

3:13:25 ▶ capacity of our department to provide uh

3:13:28 ▶ PD opportunities for not only our CRC

3:13:32 ▶ teachers, but all teachers in the

3:13:34 ▶ district in general. And with that, I'd

3:13:37 ▶ like to leave you with a few images from

3:13:39 ▶ some of our kiddos across the district

3:13:41 ▶ who are engaged in some of the different

3:13:42 ▶ activities that we um that we provide

3:13:45 ▶ and we support through our programming.

3:13:48 ▶ I'd be happy to take any questions now.

3:13:58 ▶ Governing board members, are there any

3:14:00 ▶ questions? Miss Shaw,

3:14:03 ▶ thank you so much for your presentation.

3:14:05 ▶ Um can we go back to the slide of the

3:14:08 ▶ student growth slide with

3:14:10 ▶ the Yeah, right here. So um the one

3:14:14 ▶ couple before that showed the

3:14:17 ▶ proficiency rates of CRC students

3:14:19 ▶ compared to non-C students and then this

3:14:22 ▶ slide right here. Yeah, that one and

3:14:25 ▶ then this one is just extremely

3:14:28 ▶ impressive. And so I just want to

3:14:30 ▶ congratulate you and all of um the staff

3:14:32 ▶ in the department uh for your tremendous

3:14:36 ▶ work. Thank you for sure. Yeah. And um

3:14:41 ▶ at the call to the audience, Miss Taylor

3:14:43 ▶ Pacheco's like comment was just like

3:14:46 ▶ I've never wanted to take a math class

3:14:48 ▶ before until until she spoke. And so um

3:14:53 ▶ you know I think there's a lot of

3:14:55 ▶ opportunity merging um you know

3:14:57 ▶ traditional subjects with culturally

3:14:59 ▶ relevant curriculum

3:15:01 ▶ um even for problems that we have in our

3:15:05 ▶ district. I think it would be awesome to

3:15:08 ▶ like have like, you know, a CRC math

3:15:11 ▶ class help the transportation department

3:15:14 ▶ find like the most efficient routes so

3:15:17 ▶ that we can maximal maximize I would

3:15:20 ▶ love it our student

3:15:23 ▶ wrership. Um, and we have so many other

3:15:25 ▶ problems like that in our district that

3:15:27 ▶ like I would love for students to work

3:15:29 ▶ on. Um, and so yeah, thank you for your

3:15:32 ▶ work

3:15:33 ▶ again.

3:15:36 ▶ Anyone

3:15:39 ▶ else? I would just love to

3:15:43 ▶ see more um teachers teaching in

3:15:48 ▶ elementary school. I just feel

3:15:51 ▶ um if my daughter could see herself in

3:15:54 ▶ in books and in math, she would be more

3:15:58 ▶ apt to do that. And I'm just so thankful

3:16:00 ▶ to your department and to Nicole

3:16:03 ▶ especially because she helped me find

3:16:05 ▶ books that my daughter could see herself

3:16:07 ▶ in. So I really appreciate that. So

3:16:11 ▶ thank you so much for all that you do.

3:16:13 ▶ Thank you.

3:16:15 ▶ Thanks.

3:16:25 ▶ So, that concludes our desegregation

3:16:28 ▶ budget study session. Do you want to add

3:16:30 ▶ anything, Dr. Trio, or can we move on?

3:16:32 ▶ We'll go to move on. I want to thank the

3:16:34 ▶ directors for all of their work. I know

3:16:35 ▶ they've worked with all of their

3:16:36 ▶ departments to try to maximize uh the

3:16:39 ▶ opportunities that our department

3:16:41 ▶ members have to weigh in on this. Uh so

3:16:43 ▶ I want to thank them all for for the

3:16:44 ▶ preparation or presentation this evening

3:16:46 ▶ and for all those that came out. Um now

3:16:49 ▶ as we move to the maintenance and

3:16:50 ▶ operations side of the house. Okay,

3:16:52 ▶ we're going to talk cuts over on that

3:16:54 ▶ side of our budget. Uh item 8.2. I did

3:16:58 ▶ ask um our chief financial officer to

3:17:02 ▶ just give a brief timeline of the work

3:17:04 ▶ that we're doing uh to address the

3:17:07 ▶ deficit in the M budget through our

3:17:09 ▶ administrative budget cutting. So with

3:17:11 ▶ that, I'll ask Mr. Nandez to join us.

3:17:24 ▶ Good

3:17:25 ▶ evening. Uh so yeah, just to follow up

3:17:28 ▶ with uh budget reduction news. So, if

3:17:32 ▶ you recall in um on March 4th, uh when I

3:17:35 ▶ presented a financial state of the

3:17:36 ▶ district, I provided you with several

3:17:39 ▶ options that we could pursue in order to

3:17:41 ▶ try to start shoring up some of the

3:17:43 ▶ budget issues um throughout the next uh

3:17:46 ▶ several fiscal years. So, two items that

3:17:48 ▶ we're we're implementing um as part of

3:17:51 ▶ the our budget reduction

3:17:56 ▶ package. It's not working. Okay. So, um,

3:18:00 ▶ just some background information that

3:18:02 ▶ you've seen before. Obviously, our ADM

3:18:04 ▶ is currently projected to lose about 1

3:18:06 ▶ and a.5% annually. Through 2030, our

3:18:09 ▶ average annual deficit is expected to be

3:18:12 ▶ just about $21 million. Um, our carry

3:18:15 ▶ forward will peak this fiscal year at

3:18:18 ▶ 32.4 million. We will carry a deficit by

3:18:21 ▶ FY30 if we continue on the current path

3:18:24 ▶ of revenue and expenditures to the tune

3:18:26 ▶ of 26.4 million. As I mentioned

3:18:28 ▶ previously, this is the definition of a

3:18:31 ▶ structural deficit. The only way we cure

3:18:33 ▶ a structural deficit is by making both

3:18:35 ▶ permanent changes to the revenue and the

3:18:37 ▶ expenditure side of our formula. So for

3:18:39 ▶ fiscal year 26, as we start moving down

3:18:41 ▶ the path of trying to cure this

3:18:43 ▶ structural deficit, the administration

3:18:45 ▶ is implementing two strategies. We've

3:18:47 ▶ rolled out a hiring freeze across the

3:18:49 ▶ district and we've implemented a 3% and

3:18:52 ▶ 6% budget cut strategy um to all central

3:18:55 ▶ departments. And I'll go those I'll

3:18:58 ▶ mention those in

3:19:01 ▶ detail. It's not working.

3:19:07 ▶ Gene. So, first the hiring free

3:19:09 ▶ strategy. So, uh a hiring review

3:19:11 ▶ committee has been established that uh

3:19:14 ▶ is comprised of senior leadership team

3:19:16 ▶ um from all facets of the district. We

3:19:18 ▶ meet weekly to evaluate positions. uh

3:19:21 ▶ departments were notified last month of

3:19:24 ▶ all of their affected positions and a

3:19:26 ▶ listing is updated by HR and finance to

3:19:29 ▶ take a look at these positions as

3:19:31 ▶ turnover take place takes place. Um all

3:19:34 ▶ our current vacancy savings so any

3:19:36 ▶ vacant positions as they come through

3:19:38 ▶ are currently frozen through the end of

3:19:40 ▶ the fiscal year. So we've started to

3:19:41 ▶ sweep any savings that that are coming

3:19:44 ▶ through as part of current vacancies

3:19:47 ▶ with a few exceptions. Um we have

3:19:49 ▶ started allowing some positions to

3:19:51 ▶ continue to roll through just because

3:19:53 ▶ they are critical in nature. Um part of

3:19:56 ▶ our criteria is to evaluate you know

3:19:58 ▶ whether some of these are permanently

3:20:00 ▶ frozen essentially are we closing these

3:20:01 ▶ positions are we closing them through

3:20:03 ▶ the remainder of the fiscal year or we

3:20:05 ▶ can we continue with the hiring process

3:20:08 ▶ um due to the nature or the criticality

3:20:10 ▶ of the position. Next slide.

3:20:23 ▶ Okay.

3:20:29 ▶ Okay. Oh, too much. Too far. I'm not

3:20:32 ▶ done. I swear. I know. She She has my

3:20:36 ▶ back. Sorry, Mrs. Extra, but I still

3:20:39 ▶ have more for

3:20:43 ▶ you. One more.

3:20:46 ▶ There we go. There you go. So, the

3:20:49 ▶ hiring free strategy, our goal is to uh

3:20:52 ▶ find $5.3 million in permanent salary

3:20:55 ▶ and benefit savings. All permanent

3:20:57 ▶ positions that are vacant are affected

3:20:59 ▶ as of March 7th. We are looking only at

3:21:02 ▶ positions that are funded either with M

3:21:04 ▶ or indirect costs. M whether they're DEG

3:21:07 ▶ or nondeg um as long as they're funded

3:21:10 ▶ with M. We've established five sets of

3:21:13 ▶ criteria. One, we're look any position

3:21:15 ▶ that is non-permanent or supplemental.

3:21:17 ▶ Think of summer school positions,

3:21:19 ▶ tutoring positions, those can continue

3:21:21 ▶ to move forward. Any position in the

3:21:23 ▶ exceptional education department,

3:21:25 ▶ regardless of how it's funded, XED is

3:21:27 ▶ completely exempt from the hiring

3:21:28 ▶ freeze. Any positions that are

3:21:30 ▶ school-based from their school budgets,

3:21:33 ▶ right? So, they've been allocated. We've

3:21:35 ▶ done all of the school budgeting for

3:21:36 ▶ fiscal year 26. Those positions,

3:21:39 ▶ teachers, what have you, are

3:21:40 ▶ continuously being rolled out. uh any

3:21:43 ▶ classroom positions funded by central

3:21:45 ▶ departments. So for example, you just

3:21:47 ▶ had language acquisition present to you,

3:21:49 ▶ they allocate positions out to schools

3:21:52 ▶ for 2-way dual language for English

3:21:54 ▶ language development, those positions

3:21:56 ▶ can continue to roll out um to the

3:21:58 ▶ schools that are coming from central

3:22:00 ▶ departments. any positions that were

3:22:02 ▶ onboarded as of February 21th

3:22:05 ▶ 21st. I know it's

3:22:08 ▶ 8:45 or with job offers from uh the

3:22:12 ▶ March 1st job fair. So we had a job fair

3:22:15 ▶ on March 1st. If they were given a

3:22:16 ▶ golden ticket, they can continue to go

3:22:19 ▶ through the onboarding process at that

3:22:23 ▶ time. Now going on to departmental

3:22:25 ▶ budget cuts. So our goal for that is

3:22:28 ▶ $3.4 $4 million in permanent budget

3:22:31 ▶ reductions. So departments were assigned

3:22:33 ▶ either a three or 6% budget reduction

3:22:36 ▶ only a

3:22:37 ▶ nondeg obviously the dg m side this is

3:22:40 ▶ what we're going through right now we

3:22:41 ▶ didn't really want to give those

3:22:43 ▶ departments a double whammy uh we

3:22:45 ▶ established two sets of criteria so if a

3:22:49 ▶ department's budget is 50% or more

3:22:51 ▶ geared towards instruction student

3:22:53 ▶ support or instructional support there

3:22:55 ▶ is receiving a 3% reduction so those

3:22:58 ▶ departments are contributing about

3:23:00 ▶ $539,000 in cuts

3:23:02 ▶ departments whose focus is general

3:23:04 ▶ admin, school admin, central services,

3:23:07 ▶ support, uh, operations or

3:23:10 ▶ transportation, those cuts are 6%. So

3:23:13 ▶ those departments together are

3:23:14 ▶ contributing $2.8 million. So the vast

3:23:17 ▶ majority of these cuts are coming from

3:23:19 ▶ departments that are not focused on

3:23:21 ▶ students or teachers. Now, three

3:23:24 ▶ departments are exempted specifically.

3:23:26 ▶ Again, exceptional ed totally exempt

3:23:28 ▶ from this cut. risk management. 99.9% of

3:23:32 ▶ the budget in risk management is to pay

3:23:34 ▶ for the district's liability insurance.

3:23:36 ▶ So any cut we won't be able to make

3:23:39 ▶ because if that moves up, we got to pay.

3:23:42 ▶ Um otherwise we risk losing our

3:23:44 ▶ liability insurance and utilities. 100%

3:23:47 ▶ of the budget that we fund out of M goes

3:23:49 ▶ in utilities pays for utilities.

3:23:52 ▶ Everything from garbage to water to

3:23:53 ▶ power. So, we will continue to fund that

3:23:56 ▶ at whatever level is necessary to

3:23:58 ▶ continue to keep the lights on and the

3:23:59 ▶ water running. Um, departments are going

3:24:02 ▶ to submit all of their budget proposals

3:24:04 ▶ by day after tomorrow and we will re

3:24:07 ▶ reviewing those for the 3% or 6% in

3:24:10 ▶ whatever way those department leaders

3:24:12 ▶ are looking to uh to affect those

3:24:17 ▶ cuts. Any questions? Now, I'm really

3:24:20 ▶ done.

3:24:22 ▶ Miss Luna Rose, thank

3:24:25 ▶ you. Um, on the 20th 20, what did you

3:24:29 ▶ say? 21st. 25th. Okay. Question. So, all

3:24:34 ▶ current vacancy savings are frozen

3:24:36 ▶ through June 30. I'm assuming that's um

3:24:39 ▶ concurrent with the fiscal. Yes. Okay.

3:24:41 ▶ Correct.

3:24:45 ▶ So, I guess you would have to come back

3:24:48 ▶ after that to talk to us about

3:24:51 ▶ potentially

3:24:52 ▶ keeping those right. So, so those

3:24:54 ▶ savings are frozen now. They'll become

3:24:56 ▶ part of carry forward. Right. So, we're

3:24:58 ▶ not letting schools or or yeah, schools

3:25:01 ▶ and departments essentially access those

3:25:02 ▶ dollars to spend for anything else.

3:25:05 ▶ Right now, as part of the budgeting

3:25:07 ▶ process, anything, you know, if they

3:25:09 ▶ want to fill a position or if they want

3:25:11 ▶ to continue to make a position filled,

3:25:13 ▶ they have to make it fit within their

3:25:15 ▶ cut. So if they're being cut 6%, so for

3:25:18 ▶ example, uh Martha's Department in

3:25:21 ▶ Transportation, she's making those 26.7

3:25:24 ▶ FTE vacancy cuts. That's part of her 6%

3:25:27 ▶ package, right? So she's she can fund

3:25:30 ▶ other things as long as she meets the

3:25:32 ▶ 6%. So we'll know as we start finalizing

3:25:35 ▶ those budget proposals that departments

3:25:37 ▶ are providing this week, we'll know

3:25:39 ▶ essentially where their target targets

3:25:40 ▶ are. If they don't reach their target,

3:25:43 ▶ they're having a conversation with me.

3:25:45 ▶ Um, we need to get to that 5 million.

3:25:48 ▶ Our goal overall is to achieve $8.5

3:25:50 ▶ million in nondescent cuts.

3:25:54 ▶ Okay. Thank you,

3:25:57 ▶ Miss Sha. Thanks for the presentation

3:26:00 ▶ and for the laugh. That was funny.

3:26:02 ▶ Um are we I think a few board meetings

3:26:06 ▶ ago I suggested that we explore the uh

3:26:09 ▶ furlow of uh central administration

3:26:12 ▶ maybe for like two weeks just to see how

3:26:14 ▶ much that would um that would be is that

3:26:17 ▶ that's not in here is it? No we are not

3:26:20 ▶ pursuing a furlow. Um the we I mean we

3:26:25 ▶ can always look at furls if that's the

3:26:28 ▶ direction the board wants to take. Um I

3:26:31 ▶ don't recall what the number was but I

3:26:33 ▶ did provide that option in my March 4th

3:26:35 ▶ presentation as to what a one and two

3:26:37 ▶ day but that would be a furlow

3:26:39 ▶ district-wide and it'd have to be on a

3:26:41 ▶ non-school day um so that we don't

3:26:43 ▶ interrupt instruction and don't lose ADM

3:26:45 ▶ for a loss of a day. Yeah, I'm thinking

3:26:47 ▶ like summer for central administration

3:26:51 ▶ like the top dogs as they say.

3:26:56 ▶ We can look at what that would be. Um,

3:26:58 ▶ it probably would run well under

3:27:01 ▶ $500,000 though. So,

3:27:04 ▶ okay. Just to see the numbers. Okay.

3:27:07 ▶ Thank you. We'll put those together,

3:27:11 ▶ Mr. Romero.

3:27:13 ▶ So, you're talking about like utilities

3:27:15 ▶ and just kind of out of curiosity, you

3:27:17 ▶ mentioned the utilities with the amount

3:27:19 ▶ of schools. I know going utilities

3:27:21 ▶ continue to go on up, but um just out of

3:27:23 ▶ curiosity, have we noticed a electricity

3:27:27 ▶ decrease in the schools that we've

3:27:29 ▶ gotten new AC more heating or more

3:27:32 ▶ efficient units on? Not yet. Only

3:27:34 ▶ because those units are just now start

3:27:37 ▶ it's just now starting to get warm. So

3:27:39 ▶ that you know we're going we're coming

3:27:40 ▶ out of winter rates and going into

3:27:42 ▶ summer rates which are the more

3:27:43 ▶ expensive rates um or the less expensive

3:27:45 ▶ rates. So, we won't know exactly what

3:27:47 ▶ that savings will look like. Even though

3:27:50 ▶ we may be running more efficient,

3:27:52 ▶ they're running longer, right? Because

3:27:54 ▶ in the past, I mean, they just weren't

3:27:56 ▶ working, right? So, there was a savings

3:27:59 ▶ of like 100%. Because they weren't on.

3:28:02 ▶ Well, now they're on. Um, they may be

3:28:04 ▶ more efficient, but they're on.

3:28:06 ▶ Yeah. So, they're pulling power out of

3:28:08 ▶ the out of the grid. um our you know

3:28:11 ▶ unfortunately even with the savings the

3:28:13 ▶ fact is is that TP will will raise their

3:28:15 ▶ rates so any savings we yield will

3:28:17 ▶ offset same thing with water rates uh

3:28:20 ▶ we're not expecting power rates to go up

3:28:22 ▶ but we are expecting water commercial

3:28:24 ▶ water rates will continue to go up um we

3:28:26 ▶ are expecting gas southwest gas to have

3:28:29 ▶ rates to go up um unfortunately with the

3:28:31 ▶ water uh particularly Tucson water we

3:28:34 ▶ are not exempted from commercial rates

3:28:36 ▶ so what you what a for-profit business

3:28:38 ▶ pays for commercial water. Schools pay

3:28:41 ▶ for for water and there is no exemption

3:28:43 ▶ by Tucson water for those. Um we would

3:28:46 ▶ hope to see something like that, but

3:28:48 ▶ that's across all utilities, gas,

3:28:51 ▶ electric, um garbage a little bit

3:28:54 ▶ different because we can negotiate with

3:28:56 ▶ the with the garbage providers other

3:28:57 ▶ than the city of Tucson.

3:29:00 ▶ So then we're just on this projection of

3:29:02 ▶ how much we need to save knowing that

3:29:05 ▶ those utilities are going up. you kind

3:29:06 ▶ of because you always seem to prepare

3:29:08 ▶ beforehand have that cushion to expect

3:29:10 ▶ these. Yeah, we've already we've already

3:29:12 ▶ built about a 4% increase for next year

3:29:15 ▶ in the in utilities. Um so we know that

3:29:18 ▶ we're going to spend more on utilities,

3:29:20 ▶ but the hope is is that even though now

3:29:22 ▶ that the ACs are actually on, they're

3:29:24 ▶ still going to run a bit more

3:29:25 ▶ efficiently, especially now that we're

3:29:26 ▶ going to have HVAC controls that are

3:29:28 ▶ going to be centrally managed versus

3:29:30 ▶ some of these thermostats that are kind

3:29:32 ▶ of literally hanging off the wall that

3:29:33 ▶ are pretty old. Thank you. Yep.

3:29:40 ▶ Okay. Thanks. Thank you.

3:29:46 ▶ Uh, next is item 6.3, approval to renew

3:29:51 ▶ the intergovernmental agreement between

3:29:52 ▶ Puma County, TOSD, and the Peeps for

3:29:56 ▶ three-year term.

3:29:59 ▶ Yes. Uh, presidential board members, I'd

3:30:01 ▶ like to welcome Mrs. Dream Keevit, our

3:30:03 ▶ director for early childhood education

3:30:05 ▶ and community schools before and after

3:30:07 ▶ school programming. Just give a quick

3:30:10 ▶ couple of talking points about just what

3:30:12 ▶ the PEEP's partnership has meant um for

3:30:15 ▶ early childhood education access uh in

3:30:18 ▶ the last three years and and why we are

3:30:20 ▶ passionate about this three-year

3:30:22 ▶ extension. Mrs. Keeit, thank you so

3:30:24 ▶ much. Uh good evening board president

3:30:27 ▶ extrum distinguished board members Dr.

3:30:30 ▶ Trillo and legal com council. I am

3:30:33 ▶ thrilled to share that Puma County has

3:30:36 ▶ renewed their contract and funding with

3:30:38 ▶ TUSD for peeps programming for another 3

3:30:41 ▶ years starting this July 2025 through

3:30:45 ▶ May

3:30:46 ▶ 2028. Before asking for your vote to

3:30:48 ▶ renew our contract, I wanted to share

3:30:51 ▶ with you tonight the impact of county

3:30:53 ▶ funding on preschool programming in our

3:30:56 ▶ district. This targeted funding has been

3:30:59 ▶ a gamecher not just for our students and

3:31:02 ▶ families but for our school system as a

3:31:05 ▶ whole. Thanks to this funding, we've

3:31:07 ▶ been able to open 10 new preschool

3:31:09 ▶ program classrooms across the district

3:31:12 ▶ serving a total of 180 new students with

3:31:15 ▶ 18 per class. These classrooms were

3:31:19 ▶ strate strategically placed in

3:31:22 ▶ communities with high concentrations,

3:31:24 ▶ excuse me, of lowincome families,

3:31:27 ▶ ensuring that children who need high

3:31:29 ▶ quality early education the most have

3:31:32 ▶ the opportunity to ex access

3:31:35 ▶ it. This expansion directly aligns with

3:31:38 ▶ our district's mission to promote equity

3:31:41 ▶ and elim eliminate barriers to learning.

3:31:45 ▶ Each classroom is staffed with an early

3:31:48 ▶ childhood certified teacher, two

3:31:51 ▶ teaching assistants, giving us 1 to6

3:31:54 ▶ adultto-child ratio. This is not just a

3:31:58 ▶ staffing win. This is a learning win.

3:32:01 ▶ With three adults in every room, we're

3:32:04 ▶ able to provide developmentally

3:32:06 ▶ appropriate instruction, nurture

3:32:08 ▶ meaningful relationships, and offer

3:32:11 ▶ indivi individualized support for every

3:32:15 ▶ child. That level of personal attention

3:32:18 ▶ is critical in these early years.

3:32:21 ▶ One of the most powerful outcomes of

3:32:23 ▶ this funding is our ability to identify

3:32:25 ▶ and respond to developmental needs

3:32:29 ▶ early. Because of student because these

3:32:31 ▶ students are seen daily by trained

3:32:34 ▶ professionals, we are catching speech

3:32:36 ▶ delays, cognitive delays, and behavioral

3:32:40 ▶ challenges. Children are being referred

3:32:42 ▶ for

3:32:43 ▶ evaluations and receiving services

3:32:46 ▶ before they enter kinder which makes a

3:32:49 ▶ tremendous difference in their

3:32:51 ▶ developmental trajectory. Each early

3:32:55 ▶ intervention does doesn't just benefit

3:32:57 ▶ the child. It also reduces the intensity

3:33:00 ▶ and cost of supports required later in

3:33:03 ▶ their academic

3:33:05 ▶ careers. Another key impact is social

3:33:08 ▶ emotional growth. Our classrooms use

3:33:11 ▶ evidence-based approaches to build

3:33:13 ▶ emotional literacy, self-regulation, and

3:33:16 ▶ positive peer relationships. Students

3:33:18 ▶ are learning how to manage big feelings,

3:33:21 ▶ resolve conflicts, and thrive in group

3:33:24 ▶ settings, all skills that are essential

3:33:27 ▶ for kinder readiness and future success.

3:33:30 ▶ This is especially critical for children

3:33:33 ▶ who've experienced trauma or

3:33:34 ▶ instability. Our classrooms offer a

3:33:37 ▶ consistent, nurturing environment where

3:33:39 ▶ they feel safe, valued, and ready to

3:33:42 ▶ learn. Beyond these classrooms, these

3:33:45 ▶ programs are entry points for family

3:33:47 ▶ engagement, and broader support

3:33:50 ▶ services. Through our amazing district,

3:33:52 ▶ we offer developmental screenings,

3:33:55 ▶ health and nutrition resources, parent

3:33:57 ▶ education workshops, and referrals to

3:34:00 ▶ community services. families not are are

3:34:03 ▶ not only just participating, they're

3:34:05 ▶ partnering with us. That partnership

3:34:08 ▶ lays the foundation for sustained

3:34:11 ▶ involvement throughout their child's

3:34:12 ▶ school years. This is about more than

3:34:16 ▶ school readiness. This funding allows us

3:34:18 ▶ to interrupt generational cycles of

3:34:20 ▶ poverty, promote equity, and invest in

3:34:23 ▶ our children where it matters most

3:34:25 ▶ before the gap widens. Our county's

3:34:28 ▶ investment in early ed has proven to be

3:34:30 ▶ strategic and a community building

3:34:33 ▶ initiative. It's lifting up children,

3:34:35 ▶ empowering families, and strengthening

3:34:38 ▶ our schools. In addition to academic and

3:34:41 ▶ social emotional gains, our preschools

3:34:44 ▶ are also playing a critical role in

3:34:46 ▶ student recruitment and retention in our

3:34:48 ▶ district. We are seeing that the

3:34:50 ▶ majority of children enrolled in our

3:34:53 ▶ county funded early childhood classrooms

3:34:56 ▶ remain in our school district for

3:34:58 ▶ kinder. In fact, for many families, this

3:35:02 ▶ is their first intro to our school

3:35:03 ▶ community, and it's a powerful one. When

3:35:06 ▶ families experience warm, welcoming

3:35:09 ▶ classrooms, trusting relationships with

3:35:12 ▶ teachers, access to resource and

3:35:14 ▶ support, and highquality instruction for

3:35:17 ▶ their child, they are more likely to

3:35:19 ▶ stay engaged and enrolled with us long

3:35:21 ▶ term. We are incredibly grateful for

3:35:24 ▶ this support and we are proud of the

3:35:27 ▶ impact we've made together so far. But

3:35:30 ▶ we also know that the need is greater

3:35:31 ▶ than the reach. As we move forward, we

3:35:33 ▶ hope to continue expanding these

3:35:35 ▶ opportunities and deepening our family

3:35:38 ▶ supports. Thank you for your ongoing

3:35:42 ▶ leadership and partnership in ensuring

3:35:44 ▶ that every child, regardless of zip code

3:35:47 ▶ or family income, gets the strong start

3:35:50 ▶ that they deserve. Thank you. Thank you.

3:35:54 ▶ Any questions?

3:36:00 ▶ No. I will move the item. Second. I will

3:36:03 ▶ second. Um, a motion has been made by

3:36:06 ▶ myself, seconded by Miss Luna Rose. All

3:36:08 ▶ those in favor say I. I. Those opposed.

3:36:12 ▶ Motion carries. Thank you. Thank you.

3:36:14 ▶ Have a wonderful night.

3:36:16 ▶ Uh, next we're going to move to um

3:36:20 ▶ 7.1, the approval of the

3:36:22 ▶ intergovernmental agreement addendum

3:36:24 ▶ extension between Tucson Unified School

3:36:26 ▶ District and Puma County Juvenile Court

3:36:28 ▶ Center. Thank you for being so patient.

3:36:32 ▶ Yes. I'd like to uh welcome our guest

3:36:35 ▶ from the uh Pima County Juvenile Court

3:36:37 ▶ Center as well as our senior director

3:36:39 ▶ for equity, diversity, and inclusion,

3:36:41 ▶ Mr. Cameron Terraati. Talk about this uh

3:36:46 ▶ agreement which is going to focus on

3:36:48 ▶ some uh opportunities for our students

3:36:51 ▶ uh that find themselves not making the

3:36:54 ▶ best decisions. Mr. Terabati. Thank you.

3:36:56 ▶ Good evening board and madame president

3:36:59 ▶ and Dr. Trio and council. With me this

3:37:02 ▶ evening are two incredible individuals.

3:37:04 ▶ Uh Nadi Muhammad who is the court system

3:37:06 ▶ improvement managers behind me as well

3:37:09 ▶ as Jennifer Torch who's the director of

3:37:11 ▶ juvenile court services.

3:37:24 ▶ So just to give you a broad overview of

3:37:29 ▶ ultimately what this intergovernmental

3:37:30 ▶ agreement is about, it it's a data

3:37:32 ▶ sharing agreement. So it allows juvenile

3:37:35 ▶ courts to provide us with just a master

3:37:38 ▶ list of students that gives us the

3:37:40 ▶ ability to provide targeted information

3:37:43 ▶ to schools and communities that have and

3:37:46 ▶ house and serve these court referred

3:37:48 ▶ students. that allows just communication

3:37:51 ▶ to seem and flow endlessly between

3:37:53 ▶ probation officers and site principles.

3:37:56 ▶ That's absolutely critical because often

3:37:59 ▶ what some students need to be successful

3:38:01 ▶ is just juvenile courts and probation

3:38:03 ▶ officers and site leadership teams to

3:38:05 ▶ come together to identify those specific

3:38:09 ▶ um interventions, those specific uh just

3:38:12 ▶ services that these particular students

3:38:14 ▶ need. Additionally, the ultimate goal of

3:38:17 ▶ this is to just really improve ed

3:38:20 ▶ educational outcomes for court court

3:38:22 ▶ referred

3:38:24 ▶ kids. So, our objectives are as follows.

3:38:27 ▶ Of course, to provide appropriate

3:38:29 ▶ programs and services in an effort to

3:38:31 ▶ intervene, right? You're going to see

3:38:33 ▶ that language a lot this evening. As

3:38:35 ▶ well as provide appropriate programs and

3:38:37 ▶ services to uh deter at risk students

3:38:42 ▶ just along their journey. And finally

3:38:44 ▶ and most importantly to just miticate

3:38:47 ▶ recidivism. So our commitments just as a

3:38:50 ▶ school district are absolutely grounded

3:38:53 ▶ in the engagement of probation officers

3:38:55 ▶ to again really work together to provide

3:38:58 ▶ appropriate supports for kids that are

3:39:00 ▶ court referred and to make sure that

3:39:02 ▶ we're continuously communicating with

3:39:04 ▶ families to provide opportunities and

3:39:07 ▶ options to remove barriers that families

3:39:09 ▶ may need to access some of those same

3:39:12 ▶ programs. And again, we're continuing to

3:39:14 ▶ look at this uh IG through the lens of

3:39:17 ▶ support that is absolutely critical in

3:39:20 ▶ this IGA and really um helping to just

3:39:23 ▶ reduce

3:39:26 ▶ recidivism. Just when we think about

3:39:28 ▶ this through an operational lens, in

3:39:30 ▶ other words, what what does this mean on

3:39:32 ▶ a day-to-day basis, right? Or a

3:39:33 ▶ month-to-month basis. uh we in TUSD we

3:39:37 ▶ get a list I get a list from um Miss

3:39:40 ▶ Nundi Muhammad and it's a master list of

3:39:42 ▶ all of our court referred students I in

3:39:44 ▶ turn provide each respective principal

3:39:47 ▶ that has court referred students on

3:39:49 ▶ their campuses a list of probation

3:39:51 ▶ officers that they can contact with an

3:39:54 ▶ littleformational blurb to say hey

3:39:55 ▶ please reach out to these um probation

3:39:58 ▶ officers this is their necessary contact

3:40:00 ▶ information please work together to

3:40:02 ▶ provide the necessary supports support

3:40:03 ▶ for court court referred kids.

3:40:06 ▶ Additionally, we have just launched and

3:40:08 ▶ started a mentorship program at one of

3:40:10 ▶ our targeted schools that we're very

3:40:11 ▶ proud of. We're hoping that it will

3:40:13 ▶ result in some critical work. And we've

3:40:15 ▶ also contracted a local nonprofit to

3:40:18 ▶ communicate with all of our families

3:40:20 ▶ independent of the sites to allow

3:40:22 ▶ families to know about upcoming events,

3:40:25 ▶ mentorship programs, community support

3:40:27 ▶ services, behavioral health services,

3:40:29 ▶ etc.

3:40:32 ▶ There are things that we need to

3:40:33 ▶ improve, right? I'm going to just admit

3:40:36 ▶ that openly and honestly. And the number

3:40:38 ▶ one thing I think we need to improve is

3:40:40 ▶ just the programmatic uh the tracking of

3:40:42 ▶ programmatic efficacy. And what we mean

3:40:45 ▶ by that is we have a lot of just

3:40:47 ▶ community service providers. I'm certain

3:40:49 ▶ many of them come here and speak to all

3:40:51 ▶ you know a lot of them and they're all

3:40:53 ▶ doing great work but we what we don't

3:40:55 ▶ really have data on is how good they

3:40:58 ▶ they are with serving specific needs.

3:41:02 ▶ For example, we need to know who the

3:41:03 ▶ experts in the community are in regards

3:41:06 ▶ to substance abuse prevention. We need

3:41:08 ▶ to know who the experts in the community

3:41:10 ▶ are in regards to youth behavioral

3:41:12 ▶ health because there's a difference,

3:41:14 ▶ right? We need need to know who the

3:41:16 ▶ experts are in mentorship. Who are the

3:41:19 ▶ experts in the community with helping

3:41:21 ▶ students get to college? Who are the

3:41:23 ▶ experts in the community to help

3:41:24 ▶ students just graduate from high school?

3:41:26 ▶ So ultimately, it's bringing all of

3:41:28 ▶ those community stakeholders together

3:41:30 ▶ that are ultimately in the nonprofit

3:41:32 ▶ world and kind of working out and

3:41:33 ▶ flushing out some of those details. It's

3:41:35 ▶ also aligning community resources to

3:41:38 ▶ these very specific individualized needs

3:41:40 ▶ that court referred students have. So,

3:41:43 ▶ if I were to bring up just a median

3:41:45 ▶ profile, if you can think of that, of a

3:41:47 ▶ court referred student, often court

3:41:49 ▶ referred students are um credit

3:41:52 ▶ deficient. Often they they receive FS on

3:41:54 ▶ the report card. Often they have high

3:41:56 ▶ rates of absenteeism or chronic

3:41:58 ▶ absenteeism. So, we we have to kind of

3:42:01 ▶ figure out the root cause and then we

3:42:03 ▶ also have to identify and provide

3:42:05 ▶ support to each one of those kind of

3:42:07 ▶ those risk factors, right? So, and then

3:42:10 ▶ finally, and most importantly, looking

3:42:12 ▶ at all of this work through the lens of

3:42:15 ▶ prevention, right? How do we prevent a

3:42:18 ▶ young person from making a decision to

3:42:20 ▶ begin with that's risky in nature that

3:42:23 ▶ might land them in a place where they're

3:42:24 ▶ court

3:42:26 ▶ preferred? I just I want to end on this

3:42:29 ▶ and then open it up to questions is just

3:42:32 ▶ what recidivism looks like. And

3:42:34 ▶ ultimately there's uh three data points

3:42:36 ▶ and this is research from the Arizona

3:42:38 ▶ department of ju Juvenile corrections

3:42:40 ▶ and ultimately you see uh a 12 month a

3:42:44 ▶ 24month and a 36-month. Basically this

3:42:47 ▶ is telling you is recidivism is high

3:42:50 ▶ right and what we also know is those

3:42:52 ▶ young people that are court referred as

3:42:55 ▶ as youth often are also court referred

3:42:58 ▶ as adults. Right? So we're working to

3:43:00 ▶ intervene with the subgroup as best as

3:43:02 ▶ we can. We know we have some gaps

3:43:04 ▶ especially in terms of just assessing

3:43:07 ▶ the efficacy of programmatic services

3:43:08 ▶ that are available in the community

3:43:10 ▶ knowing that we also and I think you can

3:43:13 ▶ all appreciate this are operating a

3:43:15 ▶ space where many of these service

3:43:16 ▶ providers are losing grants and losing

3:43:18 ▶ funding because of what's happening at

3:43:19 ▶ the federal level right so we're

3:43:21 ▶ navigating a lot of things but I think

3:43:24 ▶ we have incredible principles incredible

3:43:27 ▶ individuals in our community just a

3:43:29 ▶ strong commitment from the district to

3:43:31 ▶ the courts where I think we can really

3:43:33 ▶ do some some incredible things with this

3:43:35 ▶ population. So, I'll take questions.

3:43:38 ▶ Questions. Governing board

3:43:41 ▶ members. Miss Shab and Miss Luna Rose,

3:43:45 ▶ thanks for your presentation. So, we had

3:43:48 ▶ this come before us like last year,

3:43:50 ▶ right? Yes. Something similar. Okay. It

3:43:52 ▶ was approved. Yep. And then I know

3:43:54 ▶ there's like a slide with data.

3:43:58 ▶ Um is one of these data points like

3:44:02 ▶ relevant to the year that we already had

3:44:05 ▶ um this this IGA going like I see fiscal

3:44:08 ▶ year 2023. So are these numbers like was

3:44:12 ▶ there any improvement basically with

3:44:14 ▶ this? Yeah. So those data points are

3:44:17 ▶ looking at Arizona at large. We can also

3:44:20 ▶ narrow that down to to county statistics

3:44:22 ▶ but I do not have those that information

3:44:25 ▶ uh with me this evening. And definitely

3:44:27 ▶ it it's it's almost a little bit of a

3:44:29 ▶ struggle because when we think about

3:44:31 ▶ young people that are court referred,

3:44:33 ▶ they're often kind of in and out of

3:44:35 ▶ system. And I'm going to look to my team

3:44:37 ▶ here to say, would you do you want to

3:44:39 ▶ add anything to that at all?

3:44:44 ▶ Jennifer Torser, she's the director of

3:44:46 ▶ juvenile court services. So when you're

3:44:48 ▶ talking about our our kids, they are

3:44:50 ▶ moving within and out of our system.

3:44:52 ▶ Luckily to kind of address your question

3:44:54 ▶ specifically, our referral numbers uh

3:44:57 ▶ have improved in Puma County. They have

3:44:59 ▶ dropped. Um again, we can happily get

3:45:01 ▶ you that information, but um it's a very

3:45:05 ▶ dynamic process for these kids and

3:45:07 ▶ really trying to keep them engaged in

3:45:09 ▶ education is one of the strongest um

3:45:13 ▶ impacts on recetivism. So for us really

3:45:16 ▶ trying to focus on how we can work with

3:45:18 ▶ the districts in general to just really

3:45:20 ▶ focus on kids education is very

3:45:23 ▶ important. Um I don't know if I answer

3:45:26 ▶ question. Yeah, I think you did. Um

3:45:29 ▶ thank you for that. And

3:45:30 ▶ so for the students who are court

3:45:34 ▶ referred, are they typically

3:45:37 ▶ uh suspended, expelled, are they in like

3:45:40 ▶ the alternative district like

3:45:44 ▶ It it's all the above. All of the above.

3:45:47 ▶ All of the above. So, basically what it

3:45:49 ▶ is is um a youth if a youth is referred

3:45:52 ▶ to juvenile court, they identify what

3:45:54 ▶ school they're attending. So, the

3:45:56 ▶ referral or as you would call it the

3:45:58 ▶ arrest could be for almost anything. It

3:46:01 ▶ could be for shoplifting, could be for

3:46:03 ▶ any type of offense, but they have

3:46:05 ▶ identified that they attend a TUSD

3:46:07 ▶ school. And then what we do is we

3:46:09 ▶ provide that information to Mr. Taravati

3:46:12 ▶ and then he uses his magic on his end

3:46:15 ▶ and speaks with um his staff to

3:46:19 ▶ determine if those students are

3:46:22 ▶ displaying chronic absenteeism, having

3:46:25 ▶ failing grades and those types of

3:46:27 ▶ identifiers to then provide those

3:46:29 ▶ supports to those students. Okay. So, if

3:46:32 ▶ a student who's in the um the system, if

3:46:36 ▶ they're going to remain in our district,

3:46:39 ▶ then the school site would have to

3:46:42 ▶ provide them with coursework

3:46:45 ▶ to continue on with their education or

3:46:48 ▶ is it just like absenteeism, things that

3:46:50 ▶ they've um their whole like school

3:46:52 ▶ history or is it both?

3:46:58 ▶ Um so, absolutely. So every student

3:47:01 ▶ that's court referred that is a TUSC

3:47:03 ▶ student is absolutely entitled to a free

3:47:04 ▶ and appropriate education. So uh we

3:47:06 ▶ provide them they're just any student

3:47:08 ▶ that could go to a school right and so

3:47:11 ▶ absolutely we provide you know tier one

3:47:13 ▶ instruction we provide interventions we

3:47:15 ▶ provide MTSS we provide all those things

3:47:18 ▶ that any student might be eligible to

3:47:20 ▶ receive. Some students that are court

3:47:21 ▶ referred have IPS some do not. Um, if if

3:47:24 ▶ we're thinking about them though, and I

3:47:26 ▶ think this is uh that's a really good

3:47:27 ▶ question and I just want to make a a

3:47:29 ▶ point that I think is salient. If we're

3:47:31 ▶ thinking about like the profile, right,

3:47:33 ▶ of a court referred student. So, we we

3:47:36 ▶ pull data a couple times a year on all

3:47:38 ▶ of our court referred students utilizing

3:47:41 ▶ tools and from our SIS or our student

3:47:43 ▶ information system. And ultimately what

3:47:45 ▶ we find in that profile, it's on average

3:47:49 ▶ a student that is court referred will

3:47:50 ▶ have a GPA of about a little over 1.0,

3:47:52 ▶ know, right? On average, we see two or

3:47:55 ▶ more Fs. On average, we see chronic

3:47:58 ▶ absenteeism, right? Is that true for

3:48:00 ▶ every student? Absolutely not. Right?

3:48:03 ▶ Because one of the things I I think I

3:48:04 ▶ want to be cautious of and I would

3:48:06 ▶ caution the board is, you know, there

3:48:08 ▶ are students that just just made a

3:48:10 ▶ mistake and and got in trouble and

3:48:13 ▶ they're straight A student, they're

3:48:15 ▶ doing great. That that absolutely

3:48:16 ▶ happens. And so, but is that the norm?

3:48:19 ▶ Absolutely not. Okay. Thank you. And

3:48:22 ▶ then last question uh for um both of

3:48:26 ▶ you. When Mr. Tarvati said that

3:48:30 ▶ when a student gets court referred, the

3:48:35 ▶ school site will then be provided with a

3:48:38 ▶ list of like the probation officers

3:48:40 ▶ relevant to the student. Are our school

3:48:44 ▶ sites following up with the probation

3:48:46 ▶ officers to provide all the information

3:48:48 ▶ needed in a timely manner?

3:48:52 ▶ Um I I don't know about the timely

3:48:54 ▶ manner but they are responding and they

3:48:55 ▶ are having communication in order to

3:48:57 ▶ provide those supports as Mr. Tar

3:48:59 ▶ already mentioned. So it is happening in

3:49:02 ▶ a timely manner.

3:49:04 ▶ I mean a timely manner like within like

3:49:08 ▶ a reasonable time just Oh yes definitely

3:49:10 ▶ it's reasonable. Okay. Okay. Thank you

3:49:16 ▶ Miss Lunar Rose. Yes. Sure. Thank you

3:49:20 ▶ Mr. Terraati, thank you for your

3:49:21 ▶ presentation. Absolutely. Um my question

3:49:24 ▶ is

3:49:25 ▶ um you know cuz I I kind of have the

3:49:28 ▶ same uh thoughts as Miss Shaw. Is there

3:49:31 ▶ a way that maybe in I don't know 6

3:49:34 ▶ months from now instead of coming back

3:49:36 ▶ for another year when we do another

3:49:37 ▶ extension kind of just a presentation on

3:49:40 ▶ where we are with some of those numbers.

3:49:42 ▶ I think you know especially since this

3:49:44 ▶ will be the second year that we've

3:49:46 ▶ hopefully approved this this evening. I

3:49:48 ▶ think that would be um helpful to the

3:49:50 ▶ board. Yeah. Um and just a quick

3:49:53 ▶ reminder, I think tonight and Dr. Trio,

3:49:55 ▶ please correct me. I think this is just

3:49:56 ▶ anformational item for now. Correct.

3:50:00 ▶ No, it's study action. It's a study

3:50:02 ▶ action. Okay. Um so fantastic. Then yes,

3:50:07 ▶ I think is the the great answer to your

3:50:09 ▶ question. So I think definitely we we we

3:50:12 ▶ do need time to write capture a little

3:50:14 ▶ bit more information and a little bit of

3:50:16 ▶ time to kind of identify uh what's

3:50:18 ▶ working, what's not, are those

3:50:20 ▶ conversations happening in a timely

3:50:22 ▶ manner and and how can we advocate for

3:50:23 ▶ that timeliness in case that it might

3:50:25 ▶ not be happening. Uh the the one thing I

3:50:27 ▶ think is is absolutely critical that the

3:50:29 ▶ board knows, you know, on top of this is

3:50:32 ▶ um a lot of this these meetings and a

3:50:35 ▶ lot of this communication has been

3:50:37 ▶ happening naturally through the the

3:50:39 ▶ county attorney's office for years,

3:50:41 ▶ right? So, the county attorney's office

3:50:44 ▶ has what's called smart meetings with

3:50:46 ▶ our high schools and they look at

3:50:48 ▶ students and sometimes some of our

3:50:50 ▶ middle schools as well and they kind of

3:50:52 ▶ do I'll just say a walk through of all

3:50:55 ▶ students that are court referred and

3:50:57 ▶ they talk through supports and they talk

3:50:59 ▶ through scenarios that that really

3:51:02 ▶ support uh students with appropriate

3:51:04 ▶ just community based interventions call

3:51:06 ▶ that CBI that a student might need,

3:51:09 ▶ right? And so, um, I this is really in

3:51:13 ▶ in in some regards kind of a formality

3:51:15 ▶ to really memorialize our our

3:51:17 ▶ partnership, our relationship as a

3:51:18 ▶ district with the Puma County Juveninal

3:51:20 ▶ Courts because this is just this has

3:51:22 ▶ been happening, continues to happen, and

3:51:25 ▶ it's just part of the TUSD footprint and

3:51:27 ▶ partnership with the county. But to

3:51:30 ▶ answer your question, Miss Lunar Rose,

3:51:32 ▶ absolutely we can make that happen.

3:51:34 ▶ Okay. Thank you, Miss Shaw. Yeah. Um,

3:51:38 ▶ and I just want to mention, I you said

3:51:40 ▶ you're um at times struggling to find

3:51:43 ▶ nonprofits or just stakeholders um to,

3:51:46 ▶ you know, help out with this um task. Um

3:51:51 ▶ Miss Extramm and I were talking about

3:51:53 ▶ how fabulous her family's Lasartes

3:51:56 ▶ program is and how effective it is. And

3:51:59 ▶ I wonder if like, you know, that uh

3:52:01 ▶ program might be a partner for for this.

3:52:06 ▶ Yeah, absolutely. And and what's so I

3:52:10 ▶ don't often talk about this, but I I

3:52:12 ▶ worked in the world of prevention for 10

3:52:14 ▶ years and I worked in alternative

3:52:15 ▶ education for 10 years and I and I

3:52:17 ▶ learned a lot and in that space one of

3:52:20 ▶ the things I can inherently say is

3:52:23 ▶ um what motivates a young person just it

3:52:27 ▶ could be arts, it could be music, it

3:52:29 ▶ could be behavioral health, it could be

3:52:31 ▶ any sort of just youth engagement. And I

3:52:34 ▶ think we have to remember that youth

3:52:36 ▶ have such individualized needs, right?

3:52:39 ▶ And it's a matter of just identifying

3:52:41 ▶ that exact resource. And sometimes

3:52:44 ▶ that's that's arts, right? Um for some

3:52:48 ▶ kids it's the Eon Lounge, right? For

3:52:50 ▶ some kids, it's a mentoring program like

3:52:53 ▶ Puma Prevention Partnership does that

3:52:55 ▶ through juvenile courts and outside of

3:52:56 ▶ juveninal courts. Through some for some

3:52:58 ▶ kids it's higher ground. It's it's truly

3:53:01 ▶ going through the list of resources in

3:53:03 ▶ the community and just making sure that

3:53:06 ▶ we find that right match. The the thing

3:53:09 ▶ that I would just and ask that I might

3:53:11 ▶ leave you with is just to advocate

3:53:14 ▶ advocate in a place of our our community

3:53:16 ▶ partners can't afford to lose any more

3:53:18 ▶ money. They're federally funded also

3:53:21 ▶ just like we are. And and so I think

3:53:23 ▶ it's an important and salient point to

3:53:25 ▶ to remind us all that, you know, many of

3:53:28 ▶ our community partners are struggling in

3:53:29 ▶ that space too. And so that's it's it's

3:53:32 ▶ not just us, it's everybody, but our

3:53:36 ▶ students feel that pain.

3:53:40 ▶ Well, thank you all for your work on

3:53:43 ▶ this and um I'll move the item. Mr. Mr.

3:53:47 ▶ Romero, uh, real quick, you identified,

3:53:50 ▶ um, areas where, uh, need to be

3:53:52 ▶ improved. For sure. Do we have or are

3:53:55 ▶ you, um, as a team a strategy on how

3:53:59 ▶ we're going to focus on these areas to

3:54:02 ▶ improve them? Yeah. So, the quick answer

3:54:04 ▶ to your question is we're it's in

3:54:06 ▶ progress, right? We're working on it.

3:54:08 ▶ And so, the difficulty is um, we have

3:54:12 ▶ about 270 students that are court

3:54:14 ▶ referred. And so when we think about a

3:54:16 ▶ data pull on that, we're looking at a

3:54:19 ▶ lot of different things. So multiple

3:54:21 ▶ quarters worth of like absenteeism data,

3:54:23 ▶ mult multiple quarters worth of credit

3:54:25 ▶ attainment or or just ultimately grades,

3:54:28 ▶ address, contact

3:54:30 ▶ information, we look at discipline data,

3:54:33 ▶ we look at all of those factors. So I

3:54:35 ▶ think we need to do a better job of

3:54:37 ▶ figuring out a structure to pull that

3:54:38 ▶ data in real time. Right? That's truly a

3:54:41 ▶ massive lift. But I think we can create

3:54:44 ▶ a system that maybe not allows us to to

3:54:47 ▶ pull in real time, but with greater

3:54:49 ▶ frequency that will allow us to assess

3:54:51 ▶ programmatic efficacy, but that that's

3:54:53 ▶ just going to take time. But that's a

3:54:55 ▶ wonderful question and I'm honestly I'm

3:54:56 ▶ glad that you asked it. Yeah. Then I

3:54:58 ▶ look forward to seeing your progress as

3:55:00 ▶ you guys move forward. Yeah. Thank you.

3:55:04 ▶ I'll second Miss Shaw's motion. So a

3:55:06 ▶ motion was made by Miss Shaw, seconded

3:55:08 ▶ by myself. All those in favor say I. I.

3:55:11 ▶ I. Those opposed. Motion carries. Thank

3:55:13 ▶ you so much. Thank you for being here at

3:55:15 ▶ such a late hour.

3:55:19 ▶ Next, we'll move on to 6.4, approval of

3:55:22 ▶ contracts for Education Leaders, Inc.,

3:55:25 ▶ ELI, employees of the Tucson Unified

3:55:28 ▶ School District for year

3:55:31 ▶ 2526 school year. Yes. Uh, President

3:55:34 ▶ Extra, members of the governing board.

3:55:35 ▶ Um, I'd like to uh turn things over to

3:55:38 ▶ our chief human capital officer uh for

3:55:40 ▶ the presentation of contracts for Eli. I

3:55:43 ▶ know we think Eli, we think principles

3:55:44 ▶ and assistant principles, but Eli also

3:55:47 ▶ represents our research project managers

3:55:49 ▶ and our psychologists as well uh as part

3:55:51 ▶ of their bargaining unit work. Mr.

3:55:53 ▶ Fernandez. Right. Good evening um madam

3:55:55 ▶ president and board members. Um again

3:55:58 ▶ before you today is this time of year to

3:56:00 ▶ extend contracts to our education

3:56:02 ▶ leaders inc members which are again as

3:56:04 ▶ Dr. Trillo said uh today it'll it'll

3:56:08 ▶ these are contracts for 80 principles uh

3:56:11 ▶ 39 assistant principles, 27 school

3:56:14 ▶ psychologists, and four research project

3:56:17 ▶ managers. So with your uh consideration

3:56:20 ▶ and approval tonight, uh we will be able

3:56:22 ▶ to extend those contracts for the coming

3:56:24 ▶ school year. Um those who receive

3:56:27 ▶ contracts will have um 30 days to

3:56:29 ▶ respond uh and sign up for, you know,

3:56:32 ▶ service for the coming year. So we look

3:56:34 ▶ forward to your consideration,

3:56:39 ▶ Miss Sha. Thank you. Um, so I got many

3:56:44 ▶ messages um of concern about this item

3:56:47 ▶ that there was like no attachment

3:56:50 ▶ um and typically I believe we do have an

3:56:53 ▶ attachment uh for um items like this.

3:56:57 ▶ Could you ex talk about that? Well, we

3:56:59 ▶ do provide them for review um for for

3:57:02 ▶ exe in your in executive session uh as

3:57:04 ▶ it does involve a personnel matters. I

3:57:06 ▶ think this information is available to

3:57:08 ▶ the public should they make that

3:57:09 ▶ request. I guess the sensitive matter is

3:57:12 ▶ that there are uh when we go to this

3:57:14 ▶ time of the year there are those who are

3:57:15 ▶ being renewed and those who are um who

3:57:18 ▶ perhaps may be may not be renewed for

3:57:20 ▶ the coming year and uh I guess the in

3:57:23 ▶ pres in presenting it to you we try to

3:57:25 ▶ um not to highlight those facts for

3:57:28 ▶ those for the personnel involved because

3:57:30 ▶ again it really is a matter of renewal

3:57:32 ▶ or non-renewal of the contract and not

3:57:33 ▶ having anything to do with their

3:57:35 ▶ performance or conduct or so forth. So

3:57:38 ▶ it is a personal matter that we leave to

3:57:40 ▶ you for your review. Um and then your

3:57:43 ▶ approval will allow us just to execute

3:57:44 ▶ the agreement the distribution.

3:57:47 ▶ Right. Well, I think there's other like

3:57:49 ▶ items that show staff um that you know

3:57:53 ▶ it's it's public information and so um

3:57:58 ▶ you know I believe in the past that this

3:58:00 ▶ was like public information and so just

3:58:03 ▶ I think we should keep it as it is so

3:58:05 ▶ the community can review such things. Um

3:58:09 ▶ and then Miss Fox brought up a good

3:58:12 ▶ point during call to the audience that

3:58:14 ▶ um like the the attachment I'm seeing

3:58:17 ▶ there um staff's you know school site um

3:58:21 ▶ but to have more information for us as a

3:58:23 ▶ board to vote on when renewing these

3:58:26 ▶ contracts such as um you know the years

3:58:29 ▶ they've served in the school, the

3:58:31 ▶ proficiency rates um and also

3:58:34 ▶ um maybe just a link to their school

3:58:37 ▶ quality survey. um I think would be

3:58:39 ▶ helpful so that we can make sure that

3:58:42 ▶ you know

3:58:44 ▶ uh the leadership is high quality um at

3:58:48 ▶ every school site.

3:58:52 ▶ All right. Your request is noted. So and

3:58:54 ▶ yeah this is typically how you know I

3:58:57 ▶ have been here for the last couple of

3:58:58 ▶ years. So uh we we're happy to review

3:59:00 ▶ the practice as as you've indicated

3:59:04 ▶ Mr. Romero. So what is the criteria of

3:59:07 ▶ renewals and non-renewals? Yeah,

3:59:11 ▶ Dr. Trio.

3:59:14 ▶ So ELI administrators, they're operating

3:59:17 ▶ under the uh principal and assistant

3:59:20 ▶ principal evaluation instrument. Um the

3:59:23 ▶ final piece of which of course is when

3:59:25 ▶ the uh school accountability information

3:59:28 ▶ does come in a little bit later on in

3:59:30 ▶ spring. Um typically if an administrator

3:59:34 ▶ is in good standing uh per the

3:59:36 ▶ evaluation instrument then they are

3:59:39 ▶ recommended for uh non-renewal or

3:59:41 ▶ they're recommended for renewal. Uh

3:59:43 ▶ administrators that are not of course

3:59:45 ▶ are recommended for non-renewal placed

3:59:48 ▶ on improvement plans to see if they'll

3:59:50 ▶ improve

3:59:52 ▶ um or sometimes get reassigned uh into a

3:59:55 ▶ position that they might have been

3:59:57 ▶ previously successful in. And are there

3:59:59 ▶ certain um items where on this

4:00:02 ▶ evaluation um instrument that are like

4:00:06 ▶ the red flags of why they get put on

4:00:08 ▶ this non-renewal or reut back into uh

4:00:11 ▶ different areas? Yes, the the

4:00:14 ▶ the evaluation instrument of course is

4:00:17 ▶ available to the board in executive

4:00:18 ▶ session. C we certainly don't make that

4:00:21 ▶ information available uh on a public

4:00:24 ▶ document uh for reasons of personnel

4:00:26 ▶ confidentiality but the board can

4:00:29 ▶ request any employees evaluation

4:00:33 ▶ uh for review and executive session. We

4:00:35 ▶ of course would just have to notice the

4:00:37 ▶ particular employee that they were being

4:00:38 ▶ discussed. And when is that um that

4:00:41 ▶ process take place? Board members at any

4:00:44 ▶ time can recommend that a particular

4:00:47 ▶ employees information can be reviewed in

4:00:50 ▶ executive session. Um there are multiple

4:00:54 ▶ opportunities throughout the year um to

4:00:57 ▶ make the request and to get something

4:00:58 ▶ scheduled in executive session. And is

4:01:00 ▶ this evaluation um uh instrument ongoing

4:01:04 ▶ or is it just kind of uh you know one

4:01:07 ▶ time during the year? It features a

4:01:09 ▶ pre-conference at the beginning of the

4:01:10 ▶ year where goals are set with the

4:01:12 ▶ principal by the regional assistant

4:01:14 ▶ superintendent, priorities and focus

4:01:16 ▶ areas for the year are established. Then

4:01:19 ▶ there's a mid-year review um to do a

4:01:22 ▶ progress report on how those goals and

4:01:24 ▶ expectations have been going so far. And

4:01:26 ▶ then of course there's the end ofear

4:01:27 ▶ summitive conference that usually is

4:01:30 ▶ wrapped up uh prior to the uh

4:01:34 ▶ recommendation to the governing board

4:01:35 ▶ for contract renewal. Fantastic. I

4:01:37 ▶ learned something new today. Thank you

4:01:38 ▶ very much, Dr. Ch.

4:01:42 ▶ Michelle.

4:01:44 ▶ Yeah, I was going to ask about the

4:01:45 ▶ evaluation um instrument as well. Um

4:01:48 ▶ because you know

4:01:50 ▶ it's I am also still learning and this

4:01:54 ▶ is not something that we typically see

4:01:57 ▶ an exec when we're renewing

4:01:59 ▶ contracts. Um and

4:02:02 ▶ so I do think to just see a chart like

4:02:06 ▶ how I'm looking at it now, the

4:02:08 ▶ attachment that um we're privy

4:02:11 ▶ to having more information so that you

4:02:14 ▶ know we can see

4:02:17 ▶ um positives or negatives and areas of

4:02:20 ▶ growth.

4:02:22 ▶ Um, I've also pretty much every year had

4:02:26 ▶ staff at many different school sites

4:02:28 ▶ reach out to me requesting um like you

4:02:32 ▶ know an evaluation of their leadership

4:02:34 ▶ being able to you know provide feedback

4:02:38 ▶ um and I don't know if that's

4:02:42 ▶ something you I don't think it's

4:02:44 ▶ happening at this point but um it might

4:02:46 ▶ be something that we can explore um in

4:02:50 ▶ the future just so so we can um you know

4:02:53 ▶ get the most information and the

4:02:54 ▶ regionals also can address issues um as

4:02:57 ▶ they arise.

4:03:00 ▶ Okay,

4:03:04 ▶ Dr. Shaw, I'll move the item tonight.

4:03:07 ▶ I'll second. The item has been moved by

4:03:09 ▶ Dr. Shaw, seconded by myself. All those

4:03:11 ▶ in favor say I. I. I. Those opposed, I'm

4:03:14 ▶ going to abstain.

4:03:17 ▶ Okay. The motion passes four to zero

4:03:19 ▶ with one abstension. Thank you. All

4:03:21 ▶ right. Thank you.

4:03:25 ▶ Uh, next is the approval to appoint

4:03:28 ▶ three new candidates to serve on the

4:03:30 ▶ TUSD school district alternative

4:03:32 ▶ education advisory

4:03:35 ▶ committee. Yes, President Extra, members

4:03:37 ▶ of the governing board. Um, I'd like to

4:03:40 ▶ turn it over to our governing board

4:03:42 ▶ liaison for the alternative education

4:03:44 ▶ committee to formally make the

4:03:46 ▶ recommendation to the board. I'll turn

4:03:48 ▶ it over to board member Shaw.

4:03:51 ▶ Thank you, Dr. Trillo. So, um, the

4:03:54 ▶ committee met last month and reviewed

4:03:57 ▶ the three candidates that you see on

4:04:00 ▶ this item, Brenda Bowler, Felicia Chu,

4:04:04 ▶ and Pette Muhammad. Um, I'm going to

4:04:07 ▶ read a short statement on behalf of the

4:04:10 ▶ chair, Gabriel Garcia, who couldn't be

4:04:12 ▶ here tonight. Dear governing board

4:04:14 ▶ members, on behalf of the alternative

4:04:15 ▶ education advisory committee, I am

4:04:18 ▶ pleased to recommend the following

4:04:19 ▶ candidates for your approval to join our

4:04:21 ▶ committee. Brenda Bowler, social studies

4:04:24 ▶ teacher to USD staff. Felicia Chu, MTSS

4:04:27 ▶ facilitator, TUSD staff, and Plet

4:04:30 ▶ Muhammad, MTSS facilitator to USD staff.

4:04:34 ▶ Our committee has evaluated these

4:04:36 ▶ candidates and determined that they

4:04:37 ▶ possess the requisite qualifications and

4:04:40 ▶ extensive experience to enhance the

4:04:43 ▶ broader representation of our community

4:04:45 ▶ on our committee. We hope their

4:04:48 ▶ contributions will enable us to provide

4:04:50 ▶ more comprehensive oversight and

4:04:52 ▶ guidance to the district's alternative

4:04:54 ▶ education programs. Due to additional

4:04:56 ▶ vacancies, we welcome additional

4:04:58 ▶ well-qualified candidates, including

4:05:01 ▶ community members, parents, and

4:05:03 ▶ potentially even a student to also

4:05:05 ▶ apply. We understand diverse

4:05:07 ▶ perspectives will only strengthen our

4:05:10 ▶ commitment to providing meaningful

4:05:12 ▶ oversight and support our students and

4:05:15 ▶ the support our students deserve. Very

4:05:17 ▶ respectfully, Gabriel Garcia, AEAC

4:05:21 ▶ chairman. Um, and with that, I'll move

4:05:24 ▶ the item. Second. The item has been

4:05:26 ▶ moved by Miss Shaw, seconded by Mr.

4:05:28 ▶ Romero. All those in favor say I. I.

4:05:32 ▶ Those opposed? Motion carries. Item

4:05:35 ▶ number 6.6, governing board

4:05:39 ▶ policy. Uh, AC non-discrimination.

4:05:43 ▶ Second

4:05:44 ▶ read ACB.

4:05:48 ▶ Mr. Ross. Dr. Trio. Thank you, Mr. Ross.

4:05:51 ▶ Thank you, Dr. Trir. Thank you,

4:05:52 ▶ President Extramm. So, this is a second

4:05:55 ▶ read on policy AC, which is the

4:05:57 ▶ district's general non-discrimination

4:06:00 ▶ policy. And as we discussed at the first

4:06:02 ▶ read back in February, uh this um

4:06:06 ▶ specifically clarifies that um

4:06:08 ▶ discrimination is prohibited um adding

4:06:10 ▶ to the other list of of um prohibited

4:06:13 ▶ discrimination uh on the basis of

4:06:15 ▶ current or former immigration status. We

4:06:17 ▶ did make sure there's a carveout for the

4:06:19 ▶ employment obligations that the district

4:06:21 ▶ has under federal law um to uh to look

4:06:24 ▶ into uh immigration status for

4:06:27 ▶ employment purposes. But um you'll see

4:06:29 ▶ in several spots um where the protected

4:06:34 ▶ um classes are. We're adding current or

4:06:37 ▶ former immigration status and policy AC.

4:06:39 ▶ This is a second read. There were no

4:06:40 ▶ comments um on this policy. I'll move

4:06:44 ▶ the item. I'll second. Uh the item has

4:06:47 ▶ been moved by myself, seconded by Miss

4:06:49 ▶ Luna Rose. Any discussion? All those in

4:06:52 ▶ favor say I. I. Those opposed? Motion

4:06:55 ▶ carries. Item 6.7 is governing board

4:07:00 ▶ policy JB equal educational

4:07:03 ▶ opportunities and

4:07:05 ▶ anti-harassment. Second read Mr. Ross.

4:07:09 ▶ Thank you. Uh similarly with the with in

4:07:11 ▶ the same vein uh this uh policy

4:07:13 ▶ regarding um educational opportunities

4:07:16 ▶ for students is also adding um current

4:07:19 ▶ or former immigration status as a u

4:07:24 ▶ prohibited discrimination for um

4:07:27 ▶ employment access to uh to educational

4:07:29 ▶ opportunities for students. Again, this

4:07:31 ▶ was posted um back in February and no

4:07:34 ▶ comments have been received from the

4:07:36 ▶ public. I'll move the item. I'll second.

4:07:38 ▶ The item has been moved by Miss Luna

4:07:40 ▶ Rose and seconded by Dr. Shaw. Is there

4:07:42 ▶ any discussion? All those in favor say

4:07:45 ▶ I. I. Those opposed? Motion carries.

4:07:48 ▶ Item 7.2 is the approval of fiscal year

4:07:52 ▶ capital budget projects budget. Dr.

4:07:59 ▶ Trillo. Yes. Governing board members. Uh

4:08:01 ▶ I'd like to turn it over to our chief

4:08:03 ▶ human resources officer. I'm sorry,

4:08:06 ▶ chief uh financial officer. I was just

4:08:08 ▶ thinking of John previous item uh to go

4:08:11 ▶ through our proposed capital package uh

4:08:14 ▶ for the upcoming school year. With so

4:08:17 ▶ much talk of the bond, I think the

4:08:19 ▶ general public sometimes we forget that

4:08:21 ▶ we actually have a capital budget. Um,

4:08:23 ▶ and when all of our expenses are

4:08:25 ▶ accounted for, we have somewhere in the

4:08:27 ▶ neighborhood of 1920 million that we

4:08:30 ▶ have to be able to invest and meet the

4:08:31 ▶ needs of what I call our big three

4:08:34 ▶ facilities, curriculum, and instruction,

4:08:36 ▶ and of course, information technology

4:08:38 ▶ services. So, here to uh walk us through

4:08:40 ▶ how we plan to divvy up um the package

4:08:43 ▶ and what we'd like to propose to the

4:08:44 ▶ board is Ricky Hernandez. Good evening

4:08:47 ▶ again. So, uh yeah, as Dr. He'll mention

4:08:50 ▶ this is our capital budget review

4:08:52 ▶ presentation for uh fiscal year 26.

4:08:57 ▶ No,

4:08:58 ▶ Jean technical failure. I guess you're

4:09:02 ▶ done. Is it nice? Is it operator error?

4:09:07 ▶ No. Uh so this is uh so just starting

4:09:10 ▶ off with this is the projection for

4:09:12 ▶ understated capital outlay for next

4:09:14 ▶ year. Uh we are not expecting any

4:09:16 ▶ increase in the projected pupil fund per

4:09:18 ▶ pupil funding from the state. Um I've

4:09:21 ▶ laid out what the current funding

4:09:23 ▶ amounts are for the different levels

4:09:24 ▶ that we receive prek dis with uh for

4:09:28 ▶ students with disabilities K through 8

4:09:30 ▶ high schools and then an amount for high

4:09:32 ▶ school textbooks. Um we are expecting a

4:09:34 ▶ reduction of about $1.6 million in the

4:09:37 ▶ capital outlay budget. Um it's a result

4:09:40 ▶ of three specific things. So, uh, the

4:09:42 ▶ FY25 onetime fund loss, uh, we received,

4:09:46 ▶ we're expected to receive just about

4:09:48 ▶ $994,000,

4:09:50 ▶ um, as onetime funding from the state.

4:09:52 ▶ This was in lie of an annual increase of

4:09:55 ▶ 2% to capital that unfortunately because

4:09:58 ▶ of the state's $1.2 billion deficit this

4:10:02 ▶ fiscal year, they turned it from an

4:10:04 ▶ ongoing increase to a one-time fund. So,

4:10:07 ▶ we'll receive this onetime allocation

4:10:08 ▶ and we are not expected to receive any

4:10:10 ▶ inflationary increases um probably for

4:10:13 ▶ the next two to three fiscal years. Um

4:10:16 ▶ obviously, our student enrollment loss

4:10:18 ▶ contributes to a loss of funding just

4:10:20 ▶ about

4:10:21 ▶ $596,000. And we also uh we earn

4:10:24 ▶ interest um on our capital funding that

4:10:27 ▶ becomes part of our budget. Um interest

4:10:29 ▶ is, you know, as as the Fed has reduced

4:10:31 ▶ interest rates, we are losing interest

4:10:33 ▶ revenue about $18,000.

4:10:35 ▶ So on the right side you can see that

4:10:37 ▶ we're we're expecting to actually have

4:10:40 ▶ about a $30 million capital budget.

4:10:43 ▶ However, we transfer about 10 million of

4:10:45 ▶ that to to shore up M. So really we end

4:10:48 ▶ up with about $20.1 million in true

4:10:51 ▶ capital funding available for actual

4:10:53 ▶ capital expenditures outside obviously

4:10:56 ▶ of our bond

4:10:58 ▶ program. So these are the

4:11:00 ▶ recommendations. You can see that across

4:11:03 ▶ these various departments, um I call

4:11:05 ▶ them the big five versus the three. Um

4:11:09 ▶ they requested $26.8 million. Um we

4:11:12 ▶ obviously approved 20.1 million. These

4:11:15 ▶ were reviewed across you know various

4:11:18 ▶ factors and you can see that uh we also

4:11:20 ▶ built the contingency. This is 2%

4:11:23 ▶ contingency that we've built. It's about

4:11:25 ▶ $42,000 which is required under board

4:11:27 ▶ policy. And just to kind of go through

4:11:30 ▶ all of the different ones, uh, starting

4:11:31 ▶ with curriculum and instruction, um,

4:11:34 ▶ they are, uh, they're being, uh,

4:11:36 ▶ recommended for approval for three new

4:11:38 ▶ adoptions, a K5 literacy adoption, a

4:11:42 ▶ secondary social studies adoption, and a

4:11:44 ▶ high school math adoption. Uh, my

4:11:47 ▶ understanding is that the social studies

4:11:49 ▶ adoption is pretty old. Um, 2005 old is

4:11:54 ▶ my understanding. So uh this uh this

4:11:57 ▶ investment will be paid over 5 years in

4:12:00 ▶ order for us to move forward with these

4:12:02 ▶ three adoptions. This will get

4:12:03 ▶ curriculum and instruction back on their

4:12:05 ▶ time track to um to actually perform

4:12:08 ▶ these adoptions. There are various uh

4:12:10 ▶ instructional aids, software pieces that

4:12:12 ▶ are integral part of um of the

4:12:14 ▶ curriculum and other textbooks that are

4:12:17 ▶ part of refreshes that they do excluding

4:12:20 ▶ the the items that are presented above.

4:12:22 ▶ Um but this will actually modernize the

4:12:25 ▶ vast majority of our major adoptions for

4:12:27 ▶ the school district. Um which is a huge

4:12:30 ▶ a huge win for us. Um in facilities

4:12:33 ▶ management uh the installation of

4:12:35 ▶ coolers, ACS and cooling equipment at

4:12:37 ▶ various facilities that are not bond

4:12:39 ▶ eligible. So you can see that most of

4:12:42 ▶ these with the exception of the Bria um

4:12:44 ▶ infant and early learning center are all

4:12:46 ▶ within our facilities departments um our

4:12:50 ▶ shops where most of our our staff are

4:12:52 ▶ are located um in facilities and

4:12:54 ▶ transportation um and then the brick and

4:12:57 ▶ their multi-purpose room AC. Uh also um

4:13:02 ▶ there's a lease in there. Um this is

4:13:04 ▶ part of the lease with JTA um for

4:13:06 ▶ innovation tech uh in the space that we

4:13:08 ▶ have above out there. Equipment to

4:13:11 ▶ manage facilities and a software piece

4:13:13 ▶ to manage their work orders as

4:13:17 ▶ well. Project management uh there they

4:13:20 ▶ have several infrastructure investments.

4:13:22 ▶ These are above and beyond adjacent ways

4:13:24 ▶ projects that we will bring to you in

4:13:26 ▶ the summer as part of the budget

4:13:28 ▶ adoption. Um but you can see that there

4:13:30 ▶ are five uh infrastructure investments.

4:13:33 ▶ These are smaller items um that are

4:13:36 ▶ outside again of the bond program which

4:13:38 ▶ is taking care of the major

4:13:39 ▶ infrastructure investments in addition

4:13:41 ▶ to engineering projects that will roll

4:13:43 ▶ over from fiscal year 25. One of the

4:13:45 ▶ largest ones being the uh renovation of

4:13:48 ▶ Borman on the base software to manage

4:13:52 ▶ their project management and obviously

4:13:53 ▶ some hardware for some iPads that they

4:13:56 ▶ need for their new project manage

4:13:59 ▶ managers technology investments. Uh uh

4:14:03 ▶ the biggest one for them is uh phone

4:14:05 ▶ hardware upgrades at eight schools. So

4:14:07 ▶ there is a roll out of actual hardware

4:14:09 ▶ for phones um landlines believe it or

4:14:12 ▶ not across our schools. Um and then

4:14:15 ▶ there is there are $5 million in

4:14:18 ▶ software which is the largest component

4:14:19 ▶ in technology services. These are just a

4:14:22 ▶ sampling of some of those licenses.

4:14:24 ▶ These are not exhaustive. There are

4:14:26 ▶ several licenses that we pay for both

4:14:28 ▶ that support schools but also support

4:14:30 ▶ departments. Um I've provided you just

4:14:33 ▶ some of the biggest ones. Our student

4:14:35 ▶ information system, Microsoft 365, time

4:14:38 ▶ clocks and our ERP system. Those alone

4:14:42 ▶ are well over $2 million just together.

4:14:45 ▶ Um, but if you would like to see a

4:14:47 ▶ listing of the other ones, I'm happy to

4:14:49 ▶ provide those as

4:14:51 ▶ well. So, the recommendation here is for

4:14:54 ▶ approval of the capital budget across

4:14:56 ▶ all of these departments totaling $20.1

4:15:00 ▶ million. Any questions,

4:15:04 ▶ Mr. Romero? So going back to facilities

4:15:08 ▶ management uh investments over there, I

4:15:10 ▶ see coolers and AC units, cooling

4:15:12 ▶ equipment, etc. Are any of these

4:15:15 ▶ departments here going to be moved to

4:15:18 ▶ the new um U TE old T building? No, no,

4:15:24 ▶ no. These are all staying at the uh at

4:15:26 ▶ the Windset facility. Fantastic. Um also

4:15:29 ▶ on sec let's see um you had mentioned

4:15:33 ▶ something in here for Whitmore uh for

4:15:35 ▶ security. What do we have going in for

4:15:38 ▶ that? So my understanding is there's an

4:15:40 ▶ annex for school safety um at at the

4:15:42 ▶ Whitmore campus. And so this is just an

4:15:45 ▶ improvement a renovation of that

4:15:47 ▶ specific facility. It's not the Whitmore

4:15:48 ▶ school itself. So this is just

4:15:51 ▶ renovations for school safety who has a

4:15:54 ▶ kind of a collocation at the Whitmore

4:15:56 ▶ Elementary School. Okay. Okay. Thank

4:15:59 ▶ you. Yep.

4:16:01 ▶ Miss Miss Sha, thank you. Um, for the

4:16:04 ▶ same slide, did um did the Duffy

4:16:08 ▶ Clothing Bank get taken care of as far

4:16:10 ▶ as their cooling system? And like if

4:16:13 ▶ not, is there any way we can fund that

4:16:15 ▶ with this capital? I will have to find

4:16:18 ▶ out for you on that one. Um, I believe

4:16:20 ▶ they did, but let me confirm that for

4:16:22 ▶ you and and I'll follow up with you on

4:16:24 ▶ Duffy. Okay. Yeah, cuz I know they've

4:16:26 ▶ been waiting for quite a while.

4:16:29 ▶ Um, yeah. So, this is, you said this is

4:16:32 ▶ all schools that wouldn't be necessarily

4:16:35 ▶ taken care of with the the bond. Yeah,

4:16:38 ▶ these are minimal like like it says

4:16:41 ▶ eyewash stations, pedestrian bridge,

4:16:44 ▶ small kind of projects. I see. Okay.

4:16:47 ▶ Thank you. Yep.

4:16:52 ▶ I'll move the item. I will second. The

4:16:54 ▶ items been moved by myself and seconded

4:16:57 ▶ by Ms. Luna Rose. All those in favor say

4:16:59 ▶ I. I. I. Those opposed? Motion carries.

4:17:02 ▶ Thank you. Thank

4:17:04 ▶ you. Item number 7.3. Dr. Trio.

4:17:09 ▶ Yes. Item number 7.3. I'd like to

4:17:10 ▶ welcome Carla uh to Carla Esamia, our

4:17:14 ▶ director for communications. I give an

4:17:16 ▶ overview of our enrollment, marketing,

4:17:18 ▶ and recruitment update and our

4:17:20 ▶ continuing work with Kesk12. And I would

4:17:23 ▶ be remiss to say on behalf of math and

4:17:25 ▶ social studies teachers, they are

4:17:27 ▶ jumping for joy. This is the first time

4:17:29 ▶ they're going to get new textbooks in I

4:17:31 ▶ don't even know how long. So, thank you

4:17:32 ▶ very much, governing board, for that

4:17:34 ▶ vote. Miss Esamia, thank you. Uh, good

4:17:38 ▶ evening. Um, board. Um,

4:17:42 ▶ um, my goodness, it's okay. Just go.

4:17:46 ▶ Just go. Okay. So, you're good. Um,

4:17:49 ▶ thank you for for the time to present.

4:17:51 ▶ Uh, I have with me over on Zoom, Mr.

4:17:53 ▶ Brian Stevens. He's the CEO of Quesia

4:17:56 ▶ K12. Um, the campaign that we are

4:17:59 ▶ running right now in the district is to

4:18:01 ▶ promote in student enrollment and

4:18:02 ▶ retention and raise awareness of the TSD

4:18:05 ▶ school programs and high achieving

4:18:07 ▶ schools to a wider audience. We have

4:18:09 ▶ started this campaign back in March and

4:18:12 ▶ um in the activity that we have seen in

4:18:15 ▶ the website to show us the um engagement

4:18:18 ▶ of people we have seen 25% increase of

4:18:22 ▶ uh uh school site visits. Our average uh

4:18:26 ▶ school

4:18:27 ▶ tour um appointments have gone from 40

4:18:31 ▶ to 60% and we continue to also see an

4:18:36 ▶ activity going into our enrollment page.

4:18:41 ▶ Next, please. The promotional targets

4:18:44 ▶ that we're doing is kinder, middle

4:18:45 ▶ school, and high school. The reason that

4:18:47 ▶ we chose these three groups is because

4:18:49 ▶ from last year, we saw a very huge

4:18:51 ▶ decrease in our enrollment on these

4:18:53 ▶ three groups, especially in high school.

4:18:55 ▶ Ninth grade has always been our kind of

4:18:57 ▶ like our saving grace. In this last

4:18:59 ▶ year, we saw a decrease of nth graders

4:19:02 ▶ coming to our school. So, we're really

4:19:03 ▶ focusing on trying to get to those

4:19:06 ▶ families and promote what our high

4:19:08 ▶ schools are offering. And then for our

4:19:10 ▶ um fifth and sixth graders or middle

4:19:11 ▶ school and kinder um to start their um

4:19:14 ▶ our their um education with TUSD. We're

4:19:18 ▶ also doing a lot of specific Tucson

4:19:20 ▶ Unified programs specifically for AL,

4:19:22 ▶ CTE, Magnet, Dual Language, and MA Gold.

4:19:26 ▶ And we uh just started a specific school

4:19:28 ▶ for all our A-rated schools. We have

4:19:30 ▶ divided them in three different groups

4:19:32 ▶ on the east side, central and west

4:19:36 ▶ side. The media platforms that we have

4:19:38 ▶ chosen is video streaming, radio,

4:19:41 ▶ digital ads, social media, mailers, pay,

4:19:43 ▶ Google search and broadcast TV. And this

4:19:46 ▶ is one of the new uh things that we

4:19:48 ▶ brought back this year um because we saw

4:19:50 ▶ the engagement of uh of people.

4:19:53 ▶ Additional initiatives that we're doing

4:19:54 ▶ inhouse are social media, parent league

4:19:56 ▶ messages. We have been promoting open

4:19:58 ▶ houses for eighth graders going into

4:20:00 ▶ ninth grade and our fifth and sixth

4:20:02 ▶ graders going into middle school. We

4:20:04 ▶ have we facilitate the openhouse

4:20:07 ▶ announcements for all the schools that

4:20:09 ▶ request it through our office. We also

4:20:11 ▶ are including all the information in the

4:20:13 ▶ know with TUSD newsletter that goes out

4:20:15 ▶ to families every two weeks and we

4:20:17 ▶ continue to update the website on a

4:20:19 ▶ daily basis and the individual school

4:20:22 ▶ advertising through our mediums.

4:20:25 ▶ the the reasons that we chose how to

4:20:27 ▶ engage with our families. We use the

4:20:29 ▶ Arizona Media Association data and what

4:20:32 ▶ are the ways that our families are

4:20:34 ▶ looking into media and how they learn

4:20:37 ▶ about new uh products. So, local TV uh

4:20:41 ▶ continues to be the biggest one. Uh

4:20:43 ▶ daily an average family watches regular

4:20:46 ▶ TV 3 hours and 22 minutes a day. This is

4:20:49 ▶ something that uh we kind of left out

4:20:51 ▶ last year but after seeing this data we

4:20:53 ▶ decided to go back to that and then

4:20:55 ▶ streaming video and then if you see the

4:20:58 ▶ third one is local radio AM and FM. So

4:21:01 ▶ we left kind of like the audio streaming

4:21:04 ▶ out and we're focusing on that

4:21:05 ▶ especially on our families that are

4:21:07 ▶ bilingual and Spanish speakers. The

4:21:10 ▶ weekly social media usage in Arizona

4:21:13 ▶ consumers also by the Arizona Media

4:21:15 ▶ Association continue to be YouTube,

4:21:17 ▶ Facebook and Instagram as the top three

4:21:20 ▶ mediums that uh families are using. And

4:21:23 ▶ those are the three top uh ways that we

4:21:25 ▶ do our in-house

4:21:28 ▶ advertising. And where do Arizona

4:21:30 ▶ consumers learn about new products? We

4:21:32 ▶ see again is TV commercials and local

4:21:34 ▶ radio.

4:21:35 ▶ So with this I want to go into the

4:21:38 ▶ enrollment recruitment that Kesa K12 uh

4:21:41 ▶ did uh for us in school year 2425 and

4:21:44 ▶ what we're looking to engage with them

4:21:46 ▶ again in school year

4:21:48 ▶ 2526. Um I will go straight to the

4:21:52 ▶ introduction. So TSD in 2024 last year

4:21:56 ▶ around uh July we uh engaged with Kesia

4:22:00 ▶ K12 to conduct could conduct an

4:22:02 ▶ enrollment recruiting campaign and this

4:22:04 ▶ was supplemental what we are already

4:22:06 ▶ doing uh inhouse and our marketing

4:22:09 ▶ efforts and we were trying uh to target

4:22:12 ▶ families who had previously left the

4:22:13 ▶ district in the previous two years. they

4:22:16 ▶ left for any other reason like a charter

4:22:19 ▶ school, a private school, home school or

4:22:21 ▶ any other reason that they had. So we

4:22:23 ▶ pulled out those that data and we gave

4:22:26 ▶ that information to the representatives

4:22:28 ▶ of KAK12 and they were able to do their

4:22:32 ▶ efforts. So based on the early success

4:22:34 ▶ that Kesak 12 was doing with that

4:22:36 ▶ campaign, then we asked them to add

4:22:38 ▶ another tier to the contract for 2425

4:22:41 ▶ and that was the no shows. So following

4:22:44 ▶ the district 10day drop, we provided the

4:22:46 ▶ data of those students that did did not

4:22:49 ▶ show up for school in the first 10 days

4:22:50 ▶ and they were able to engage with them

4:22:52 ▶ and bring him back. So the results that

4:22:55 ▶ we got for engagement in the 2425

4:22:58 ▶ campaign uh resulted in a total of 103

4:23:01 ▶ students that returned back to TUSD. 61

4:23:05 ▶ students reenrolled. They had left the

4:23:08 ▶ district for another school. They

4:23:10 ▶ contacted those families and they

4:23:11 ▶ brought back 61 students that had left

4:23:14 ▶ TUSD. 42 students from the 103 students

4:23:18 ▶ were students that had enrolled in TUSD

4:23:21 ▶ but they didn't show up in the first 10

4:23:23 ▶ days. And this is how it looks in

4:23:25 ▶ numbers. So the student retention

4:23:27 ▶ campaign cost

4:23:30 ▶ $30,000. Then uh so for an average of

4:23:33 ▶ 100 for a cost of 103 students we paid

4:23:37 ▶ $780 per student to Quesa for a total of

4:23:41 ▶ $143,000 but the revenue for TUSD was

4:23:49 ▶ $356,985. So what are we looking for for

4:23:52 ▶ this next school year? The benefit that

4:23:54 ▶ we have right now is that we can start

4:23:56 ▶ immediately tomorrow with your approval.

4:23:59 ▶ The proposal is uh to engage in a

4:24:01 ▶ district-wide recruitment campaign and

4:24:04 ▶ uh KCRK12 has offered to wave the

4:24:07 ▶ engagement setup fee of

4:24:09 ▶ 24,500 if we go ahead today uh approving

4:24:13 ▶ this um this campaign. The total fee per

4:24:16 ▶ student will continue to be

4:24:19 ▶ $780. But there's a condition to this.

4:24:22 ▶ We don't pay unless the student comes

4:24:25 ▶ back thanks to the efforts at Quesia K12

4:24:28 ▶ and they have to stay with the district

4:24:30 ▶ until the 40th date of school. So we

4:24:34 ▶ basically do not pay any money unless we

4:24:37 ▶ have that the students returning to us.

4:24:39 ▶ So the total cost of the district to

4:24:41 ▶ connect that that revenue will not be

4:24:44 ▶ known uh until after the 40th days of

4:24:46 ▶ school. So, um what we are, um we what

4:24:51 ▶ we are looking into is um expecting to

4:24:56 ▶ have Quesia bring back 350 students. If

4:25:00 ▶ we get to that mark, we will have to pay

4:25:03 ▶ CESAS

4:25:05 ▶ $273,000 for the for the price of $780

4:25:08 ▶ per student coming back and waving the

4:25:12 ▶ 25,500 fee. the district will revenue

4:25:19 ▶ $1,477,000. So what are we asking? What

4:25:21 ▶ are the next steps? We're we're asking

4:25:23 ▶ you, the governing board, to approve to

4:25:25 ▶ spend above

4:25:27 ▶ $250,000 for the Kesia K12 contract. But

4:25:30 ▶ I want to clarify that none of the money

4:25:32 ▶ will be paid if we don't have uh a

4:25:35 ▶ student coming back. We uh TUSD team

4:25:38 ▶ will provide case at 12 all the needed

4:25:40 ▶ data that they need to launch the

4:25:42 ▶ recruitment campaign and we will keep

4:25:45 ▶ track of every single student that

4:25:46 ▶ enrolls due to the efforts that Kia K12

4:25:50 ▶ due to do they campaign and we will

4:25:52 ▶ continue to verify every single student

4:25:54 ▶ up to the 40th day of school and that's

4:25:57 ▶ when we will have to do the

4:25:59 ▶ payment and that's it. I'll open it for

4:26:02 ▶ questions and we do have Brian Stevens

4:26:04 ▶ on on uh on Zoom for any questions and

4:26:08 ▶ then I have uh support staff here as

4:26:10 ▶ well. Miss Luna Rose. Okay. Hi Mrs. Hi.

4:26:14 ▶ Thank you so much and thank you for

4:26:15 ▶ sticking with us in a late hour. Um so

4:26:19 ▶ two things. One on the first half of the

4:26:22 ▶ presentation. I really appreciate this

4:26:24 ▶ is kind of my bread and butter. So I I I

4:26:27 ▶ appreciate the um the breakdown. Um, I

4:26:31 ▶ just wanted to make a comment. I find it

4:26:32 ▶ interesting about and I can imagine our

4:26:36 ▶ our parents, you know, the the top three

4:26:39 ▶ the YouTube, Facebook and Instagram is

4:26:41 ▶ where they're going to get their

4:26:42 ▶ information. Mhm. And they're coming to

4:26:44 ▶ going to the district to the website,

4:26:47 ▶ right? To the website and to the

4:26:49 ▶ district's social media. And then you

4:26:51 ▶ kind of start seeing it drop it off. I

4:26:53 ▶ mean, I'm on TikTok cuz I have to follow

4:26:55 ▶ my kid, but everything after that, like,

4:26:57 ▶ I'm not on. So, I I I appreciate the

4:27:01 ▶ breakdown. It kind of gives a better

4:27:03 ▶ view of of what we're doing.

4:27:05 ▶ Um surprised that local TV is still kind

4:27:09 ▶ of It was very surprising. Yeah, that

4:27:12 ▶ really surprises me quite a bit. Um but

4:27:15 ▶ so I want to say thank you for that and

4:27:16 ▶ thank you for the breakdown. My question

4:27:19 ▶ um concerning is it Cassian Quesa? case

4:27:24 ▶ is um well I I I like the numbers of how

4:27:28 ▶ many students have come back. Um what I

4:27:32 ▶ and maybe you can provide that for us um

4:27:35 ▶ at some other point. Um a breakdown of

4:27:38 ▶ where the students came back to

4:27:40 ▶ um which schools what schools. Yeah. To

4:27:43 ▶ see where that

4:27:45 ▶ 103, you know, was it mostly K5? Was it

4:27:48 ▶ K8? Did they come back to high school?

4:27:50 ▶ So I I I think that would be helpful.

4:27:54 ▶ That's possible. Um Christina is telling

4:27:56 ▶ me that is a variety. It it is from all

4:27:59 ▶ over the district from all the greats.

4:28:01 ▶ But um I'm sure we can pull out a

4:28:04 ▶ list. Okay. Thank you,

4:28:08 ▶ Miss Shaw. And then Mr. Romero,

4:28:11 ▶ thanks for the presentation. Thank you.

4:28:13 ▶ And to piggy back off of Miss Lunarose

4:28:16 ▶ uh question, do we also have the data

4:28:19 ▶ that pertains to why students have left

4:28:22 ▶ the district? Um yes, they did perform a

4:28:25 ▶ survey. Correct. And uh they had the top

4:28:29 ▶ two reasons that they come up with

4:28:32 ▶ because of that survey was number one

4:28:34 ▶ customer service and number two

4:28:36 ▶ transportation services. Wow. Okay.

4:28:39 ▶ Thank you. That's helpful. I hope we use

4:28:41 ▶ like all the data that we um gather to

4:28:44 ▶ help improve our district so we don't

4:28:46 ▶ lose so many students. Yes.

4:28:49 ▶ So first of all, your hair looks nice

4:28:51 ▶ today. Thank you.

4:28:53 ▶ Um also so in the beginning you had

4:28:55 ▶ mentioned um the more school visits um

4:28:58 ▶ are are occurring now um were there

4:29:02 ▶ certain areas where there are certain

4:29:03 ▶ schools that were being targeted with

4:29:06 ▶ more visits? Do we know? Um we do have

4:29:10 ▶ um we do have the list um that I can I

4:29:13 ▶ can print out and provide for you. I

4:29:15 ▶ don't have it in front of me. Um it is

4:29:17 ▶ districtwide. It is very um lightening

4:29:21 ▶ to see enlightening to see that some of

4:29:24 ▶ the schools that we would consider the

4:29:26 ▶ most quiet schools get a lot of tours

4:29:29 ▶ and we've been really big we were we

4:29:31 ▶ have been very surprised about that. And

4:29:34 ▶ then have you also noticed cuz you

4:29:36 ▶ mentioned like the specific um programs

4:29:38 ▶ we have in TUSD AL CT magnet dual dual

4:29:42 ▶ language gold. Do we see um again those

4:29:46 ▶ schools being targeted a little bit more

4:29:48 ▶ because of those programs? Yes,

4:29:50 ▶ definitely. And one of the big uh jumps

4:29:52 ▶ that we saw was the dual language

4:29:54 ▶ schools. We started a big campaign for

4:29:56 ▶ them including radio, TV, digital

4:30:00 ▶ advertising and the last two weeks had

4:30:03 ▶ probably doubled the number of uh tours

4:30:06 ▶ that have been scheduled for dual

4:30:08 ▶ language schools. Okay. And then now

4:30:10 ▶ going on to case of K12. So for last

4:30:13 ▶ year with 103 students returned. Mhm. Um

4:30:18 ▶ and then looking into the future for an

4:30:21 ▶ example 350 students returned. Now is

4:30:25 ▶ this a goal or is this a random number

4:30:28 ▶ that was thrown in there? How do we go

4:30:30 ▶ choose 350 to be put on the slide? That

4:30:33 ▶ is a projection that we have. So that is

4:30:35 ▶ kind that is what we're certain we're

4:30:37 ▶ that's our goal. Our goal is that caseia

4:30:39 ▶ K12 can bring 350 since we started last

4:30:43 ▶ year we started in July. This year we're

4:30:45 ▶ starting hopefully tomorrow uh is giving

4:30:47 ▶ us a couple of months more leeway. So

4:30:50 ▶ the cap capability of getting to 350 is

4:30:52 ▶ very uh possible. Okay, that also

4:30:55 ▶ answered another question the time frame

4:30:57 ▶ that you had. So you got more time to do

4:30:59 ▶ that over here. Now was this goal set

4:31:02 ▶ between Kesa K12 and your department?

4:31:06 ▶ Yes. and and what's the reasoning you

4:31:09 ▶ think this is this is possible other

4:31:11 ▶ than the extended time? I will bring it

4:31:14 ▶ over to Mr. Brian Stevens who's on Zoom

4:31:16 ▶ and uh with his expertise he'll be able

4:31:18 ▶ to answer that question better than me.

4:31:21 ▶ Hey, thanks everybody and thanks for

4:31:23 ▶ having us again.

4:31:25 ▶ Um we like to start as early in the year

4:31:27 ▶ as practical. Um and obviously a lot of

4:31:30 ▶ districts are starting to come on in

4:31:31 ▶ April. Some start as early as January.

4:31:33 ▶ What we look at and determine the number

4:31:36 ▶ is the potential number of students that

4:31:39 ▶ are not currently in your district but

4:31:41 ▶ live within your boundaries. And it is a

4:31:44 ▶ copious process of looking at all the

4:31:46 ▶ students you've lost over the years and

4:31:48 ▶ all the students that are um not going

4:31:51 ▶ to school or going to competitive

4:31:52 ▶ schools uh in the area. And that's how

4:31:55 ▶ we extrapolate kind of a a about a 5 to

4:31:58 ▶ 8% of that number is what we typically

4:32:01 ▶ have recruited from. Um and so that's

4:32:04 ▶ that's based on about nine years of

4:32:05 ▶ doing this uh across the nation. So, uh,

4:32:08 ▶ 350, 250 for the recruit, about 100 for

4:32:11 ▶ the no-show is very practical. And after

4:32:14 ▶ listening to all the needs that are

4:32:16 ▶ going on in the with the budget issues,

4:32:18 ▶ I the needs are so great. Um, we want to

4:32:22 ▶ recruit as many students as possible, so

4:32:23 ▶ we increase your budget, but yeah, 350

4:32:26 ▶ is a a practical practical goal. I mean,

4:32:29 ▶ it could be more.

4:32:31 ▶ So, yeah, that Yeah. Well, it is

4:32:34 ▶ interesting. We we took on Orange

4:32:35 ▶ County, Florida recently. Um, and

4:32:38 ▶ there's no cap. It's a much larger area,

4:32:39 ▶ but we'll probably end up recruiting

4:32:41 ▶ a,000 to 2,000 for that that area. Um,

4:32:44 ▶ and it's all just based on the data. And

4:32:46 ▶ this is our first full year going for

4:32:48 ▶ you. So, the hope is that it's 350 this

4:32:52 ▶ year and then more next year as we

4:32:54 ▶ refine the targeting. And I'm happy to

4:32:56 ▶ nerd out with anyone that wants to get

4:32:57 ▶ into how we how we get that data down

4:33:00 ▶ the road. But, it's it's a midnight here

4:33:02 ▶ and it's probably a little late for you,

4:33:04 ▶ too. So I'll I'll hold off and I'll I'll

4:33:06 ▶ come out and see if you want to dig into

4:33:07 ▶ the data with me. Fantastic. So there is

4:33:10 ▶ a kind of an equation to to get to this

4:33:12 ▶ number. So what No, it is not. It's not

4:33:16 ▶ random at all. It's it's it's it's a 250

4:33:18 ▶ is a round number. Of course, I think

4:33:20 ▶ that Adrian and his team and Emodella

4:33:23 ▶ plotted out that it was about

4:33:24 ▶ 276. So we we round those numbers out to

4:33:27 ▶ make it easy. Awesome. Thank you so much

4:33:29 ▶ for for that.

4:33:32 ▶ Absolutely, Michelle. Thank you. Um I

4:33:36 ▶ wonder if we can use Quesa to um target

4:33:39 ▶ the 3,000 students uh who are

4:33:42 ▶ chronically absent um in the hopes that

4:33:44 ▶ we can get them back into the classroom

4:33:46 ▶ and increase our average daily

4:33:48 ▶ membership.

4:33:50 ▶ I'm sure we can provide that that uh

4:33:52 ▶ data for for Kesa and they can uh do

4:33:55 ▶ that job. Okay. And for Brian, um have

4:33:58 ▶ you done that for other school districts

4:34:00 ▶ and been successful? Yeah. Yeah. It's

4:34:02 ▶ it's it's a it's a newer service. We

4:34:05 ▶ started we added it uh I think was two

4:34:07 ▶ and a half years ago as a request uh

4:34:10 ▶ from many of our districts using the

4:34:12 ▶ same kind of CRM system that we use now.

4:34:15 ▶ And we've gotten really good results for

4:34:17 ▶ that also. And and it's it's you know

4:34:19 ▶ it's important to have them show up to

4:34:21 ▶ school so you can teach them, right? And

4:34:23 ▶ so um uh happy to talk with you all

4:34:25 ▶ about that. you've been a longtime

4:34:27 ▶ partner going all the way back to COVID.

4:34:29 ▶ Uh and so that's why we we've got a

4:34:31 ▶ reduced rate for you and and cutting off

4:34:33 ▶ the the the setup fee and everything

4:34:35 ▶ like that. So we would love to help you

4:34:36 ▶ with chronic absenteeism. That is

4:34:38 ▶ another critical component of our um

4:34:42 ▶ increasing and stabilizing student

4:34:43 ▶ enrollment so your budgets go up, not

4:34:45 ▶ down. That that's our main focus.

4:34:48 ▶ Okay, great.

4:34:50 ▶ So would we I imagine we'd have to add

4:34:54 ▶ that to the motion then or can we just

4:34:58 ▶ provide direction that we I don't know

4:35:00 ▶ if there's any interest from the other

4:35:01 ▶ board members on that. Um we are

4:35:04 ▶ supposed to have a an agenda item

4:35:07 ▶ regarding absenteeism. Could we have

4:35:10 ▶ them come back and and make a

4:35:13 ▶ presentation during that time? Yeah, we

4:35:15 ▶ have that. Uh that's currently scheduled

4:35:17 ▶ for the May 13th meeting. the

4:35:19 ▶ absenteeism study session. Um, but I

4:35:22 ▶ would suggest approval today as is for

4:35:25 ▶ case at K12 and then we can add, if you

4:35:28 ▶ want to wait, we can add the truency

4:35:30 ▶ piece. Um, because we're going to have a

4:35:32 ▶ lot of really good data there, uh, on

4:35:34 ▶ the differences between tardiness,

4:35:36 ▶ truency, and chronic absenteeism.

4:35:39 ▶ Does that work? Yeah, I mean, we're

4:35:41 ▶ almost at the end of the school year

4:35:43 ▶ anyway, so yeah, I would love to learn

4:35:44 ▶ more about that. Thank you.

4:35:46 ▶ Uh, I have a question. Do we target or

4:35:50 ▶ ask families why they're leaving a

4:35:52 ▶ specific

4:35:54 ▶ school? Because we do see a drop in, you

4:35:57 ▶ know, like the top 10 schools, do we see

4:36:01 ▶ ask why

4:36:03 ▶ uh or do we just not care if they're

4:36:05 ▶ moving to another TOSD school?

4:36:08 ▶ Brian, do you have uh that questions? We

4:36:12 ▶ we we have not done an exit survey um

4:36:15 ▶ for your district yet. We do offer that

4:36:18 ▶ as an exit survey to determine why um

4:36:21 ▶ they left. I I would say at this point

4:36:24 ▶ though the raw data that we collect from

4:36:26 ▶ parents and and and we collect a lot of

4:36:29 ▶ raw data and we provide that to you. Um

4:36:31 ▶ last year of course it was a shortened

4:36:33 ▶ time period so the data wasn't as

4:36:34 ▶ vigorous.

4:36:35 ▶ Um, an exit survey is always very

4:36:38 ▶ important and that's something you would

4:36:39 ▶ conduct during the summertime um or at

4:36:42 ▶ the beginning of the fall semester when

4:36:44 ▶ certain people don't show up. So, you

4:36:46 ▶ can learn from that. Um, but I don't

4:36:48 ▶ think we've done an exit survey uh on

4:36:51 ▶ your team. We we try to we do find out

4:36:53 ▶ when we're

4:36:54 ▶ recruiting. If they won't come back, we

4:36:57 ▶ do ask them why and we give you that raw

4:36:59 ▶ data also. So, when we're acquiring

4:37:02 ▶ data, it's hey, thank you for coming

4:37:04 ▶ back. what's the reason why you came

4:37:05 ▶ back and what's the reason why you're

4:37:06 ▶ not choosing to come back and and that's

4:37:08 ▶ a that's a little bit different than a

4:37:10 ▶ than a traditional exit survey if that

4:37:12 ▶ makes sense but we haven't done a a

4:37:14 ▶ traditional exit survey for you yet I I

4:37:17 ▶ guess my question is for a specific

4:37:19 ▶ school do we yes Dr. Your enrollment

4:37:22 ▶ ambassadors would be the ones that

4:37:24 ▶ track, okay, more of the internal

4:37:26 ▶ movement going from uh school to school

4:37:30 ▶ and and their goal is, hey, listen, if

4:37:32 ▶ you're not happy in your current school,

4:37:33 ▶ then we're going to try to keep you in

4:37:35 ▶ the district, right? But they do a

4:37:37 ▶ really good job of finding out why there

4:37:40 ▶ was unhappiness in the in the previous

4:37:42 ▶ school. And they really do try to triage

4:37:43 ▶ the issue to try to get them to stay. So

4:37:46 ▶ maybe uh as part of the absenteeism

4:37:48 ▶ study session, we can probably hear from

4:37:51 ▶ our enrollment ambassadors on May 13th.

4:37:53 ▶ Okay. Yeah. Miss Grabbski just told me

4:37:55 ▶ that there's also a QR code that

4:37:57 ▶ families receive when they're leaving

4:37:59 ▶ the school for them to give their

4:38:00 ▶ feedback. Unfortunately, a lot of the

4:38:02 ▶ majority of the families do not fill

4:38:04 ▶ that out. I think that we need to find

4:38:08 ▶ other ways than just a QR code to to

4:38:10 ▶ have um that exit survey provided to our

4:38:14 ▶ families.

4:38:15 ▶ Um, any other questions? Yes, Mr.

4:38:18 ▶ Romero. I'm uh encouraged by this uh

4:38:21 ▶ partnership and I want to move the

4:38:22 ▶ motion motion to take a second. Uh, Mr.

4:38:26 ▶ Romero move the item. Dr. Shaw second

4:38:28 ▶ motion. All those in favor say I. I. I.

4:38:31 ▶ Those opposed. Motion carries. Thank you

4:38:34 ▶ so much. Thank you. Have a greeting.

4:38:37 ▶ Uh, I next is future meeting dates and

4:38:40 ▶ agenda items.

4:38:45 ▶ Yes. Um, President Extra, members of the

4:38:47 ▶ governing board were back on April 29th.

4:38:50 ▶ Going to be another busy night for us.

4:38:53 ▶ Highlighted with the return of Gate,

4:38:55 ▶ we're going to have some follow-up study

4:38:56 ▶ session on gifted and talented. Uh,

4:38:59 ▶ we're also hoping to have a first read

4:39:02 ▶ of our uh policy on walk zones for

4:39:06 ▶ buses. As mentioned earlier in the

4:39:07 ▶ evening, we want to bring that down to a

4:39:09 ▶ mile to try to increase ridership. And

4:39:12 ▶ then we are going to continue with our

4:39:14 ▶ desegregation study sessions. I think

4:39:15 ▶ it's the final three departments we'll

4:39:18 ▶ go on that

4:39:20 ▶ evening. Uh governing board members,

4:39:23 ▶ anything to add? If not, the meeting

4:39:25 ▶ stands adjourned. Thank you.

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