TUSD1 - TUSD Governing Board Meeting April 29, 2025 — April 29, 2025

Meeting Details

Date: April 29, 2025
Meeting Type: Governing Board Regular Meeting
Time: 04:30 PM
Location: Duffy Community Center
Video: YouTube

People and Organizations Mentioned

Persons

Organizations

TUSD

Locations

Transcript

0:24 ▶ They don't know.

1:00 ▶ showing.

1:48 ▶ as much as

1:54 ▶ uh thank you for your patience. Um we do

1:56 ▶ have interpretation services if anybody

1:58 ▶ needs it. Um but for now I'd like to

2:01 ▶ call the meeting of the Tucson Unified

2:03 ▶ School District to order. Uh roll call,

2:06 ▶ please. Mr. Mr. Ometo here. Dr. Robbie

2:10 ▶ here. Miss Luna Rose here. Miss Shaw

2:13 ▶ here. Miss Xram here. Uh next we'll move

2:16 ▶ on to the land acknowledgement statement

2:18 ▶ and the pledge of allegiance. And we

2:21 ▶ have a student with us today. Ombberto

2:24 ▶ Curel

2:26 ▶ Costa. Hi Ombberto. He's in the sixth

2:29 ▶ grade at Gail Elementary School. He has

2:33 ▶ been enrolled there since preschool.

2:35 ▶ A passionate athlete, Alberto enjoys

2:38 ▶ playing flag football and was a member

2:40 ▶ of the school's team in both the fourth

2:42 ▶ and fifth grade. He can often be found

2:44 ▶ on the field during lunch recess playing

2:47 ▶ the sport he loves. Outside of school,

2:50 ▶ he takes jiu-jitsu and kickboxing

2:52 ▶ lessons. Wombberto is also an

2:55 ▶ outstanding student. He earned a perfect

2:57 ▶ score on his first math benchmark and

2:59 ▶ demonstrates strong leadership skills as

3:02 ▶ both a reading buddy and a school

3:04 ▶ ambassador. We are incredibly proud to

3:07 ▶ have him represent Gail Elementary

3:09 ▶ School at this evening's board meeting.

3:11 ▶ So, thank you, Alberto. Um, whenever

3:14 ▶ you're ready, you can read the land

3:15 ▶ acknowledgement statement. Okay. On

3:18 ▶ behalf of the governing board of the

3:20 ▶ Tucson Unified School District, I

3:22 ▶ wombberto Kurila Costa acknowledge that

3:24 ▶ the schools, buildings, and facilities

3:26 ▶ of the Tucson Unified School District

3:28 ▶ reside on the ancestral homeland of the

3:30 ▶ Tahana Autumn Nation and the federally

3:32 ▶ recognized tribal land of the Pasuayaki

3:34 ▶ tribe. Thank you.

3:44 ▶ And if you will all rise for the pledge

3:46 ▶ of allegiance, we'll have Ombberto lead

3:48 ▶ us in the pledge as

3:52 ▶ well. I pledge allegiance to the flag of

3:56 ▶ the United States of America and to the

3:59 ▶ republic for which it stands, one nation

4:03 ▶ under God, indivisible, with liberty and

4:06 ▶ justice for all.

4:09 ▶ Thank you.

4:12 ▶ Let's give him another round of

4:20 ▶ applause. Uh Dr. Trir, we're on agenda

4:23 ▶ adjustments.

4:27 ▶ Yes.

4:30 ▶ Yes. President, members of the uh

4:33 ▶ governing board, I would like to move uh

4:35 ▶ item 9.2 2 uh presentation on population

4:39 ▶ trends in Pima County to immediately

4:41 ▶ follow uh board member activity reports

4:45 ▶ as well as item 8.1

4:48 ▶ uh city the uh agreement with the city

4:50 ▶ for disp dispatch integration. We have

4:52 ▶ some guests here for both items. So

4:55 ▶ respectively item 9.2 and item 8.1

4:58 ▶ immediately following um board member

5:00 ▶ activity reports.

5:04 ▶ Is that okay with everyone?

5:07 ▶ Okay, Dr. Trujillo, awards and

5:10 ▶ recognition.

5:14 ▶ Yes, it's uh always a pleasure to

5:17 ▶ present the awards and recognitions, the

5:21 ▶ student and staff excellence that we

5:24 ▶ have uh throughout the Tucson Unified

5:26 ▶ School District. So, welcome all of you

5:28 ▶ that are watching us here uh online or

5:31 ▶ you're here uh in person. Let's go ahead

5:34 ▶ and get started with our uh

5:37 ▶ superintendent um awards and

5:40 ▶ recognition. Just give me one moment

5:45 ▶ to pull some

5:51 ▶ information. Tonight we begin on a sad

5:53 ▶ note as we say goodbye to one of our

5:56 ▶ team members. Uh when we lose a family

5:58 ▶ member here in TUSD, the loss is felt by

6:01 ▶ all of us, especially in the school

6:03 ▶ communities that our employees serve.

6:05 ▶ And tonight, we begin by honoring the

6:07 ▶ life and legacy of Mr. Albert Rietta. He

6:10 ▶ was a dedicated member of our Tucson

6:12 ▶ Unified family, who recently passed

6:13 ▶ away. He began his service with TUSD as

6:16 ▶ a bus driver in

6:18 ▶ 1989, demonstrating a commitment to the

6:21 ▶ safety and well-being of the children he

6:23 ▶ transported. His strong work ethic and

6:25 ▶ dedication were truly exceptional. He

6:28 ▶ had a calling keeping kids safe while

6:30 ▶ getting them to school was always his

6:32 ▶ priority and he took a great pride in

6:35 ▶ this work. Elbert was a deeply cherished

6:38 ▶ father, data, uncle, cousin, brother and

6:40 ▶ friend. He was a man of compassion and

6:43 ▶ generosity. He was a respected and

6:45 ▶ trustworthy man known for his infectious

6:47 ▶ smile, his overwhelming laughter, and

6:50 ▶ deeprooted love for hunting, camping,

6:52 ▶ and the Los Angeles Rams. His commitment

6:55 ▶ to helping everybody he encountered was

6:56 ▶ evident in all aspects of his life. The

6:59 ▶ Evetta family asked that Albert be

7:01 ▶ remembered not for how his life ended,

7:04 ▶ but for the way he lived with purpose,

7:07 ▶ generosity, and joy, and for the

7:10 ▶ profound and lasting impact that he had

7:12 ▶ on everybody fortunate enough to know

7:15 ▶ him. So, let's take a moment to

7:18 ▶ acknowledge, a moment of silence, the

7:20 ▶ life and service of Mr. Albert Rivera.

7:34 ▶ Thank

7:38 ▶ you. And as we reflect on those we've

7:41 ▶ loved and lost and the legacy they leave

7:43 ▶ behind, it's also important to recognize

7:45 ▶ obviously the promise and the potential

7:47 ▶ of tomorrow's stars. and we have an

7:49 ▶ opportunity to do that now with some

7:50 ▶ outstanding student achievement

7:52 ▶ highlights coming out of our career and

7:54 ▶ technical education programming. These

7:57 ▶ two students have each been awarded the

7:59 ▶ O'Reilly Automotive Scholarship. We have

8:02 ▶ a $2,000 award thanks to the support of

8:04 ▶ the Puma Jake Ted Foundation coming from

8:07 ▶ O'Reilly. These students uh applied from

8:10 ▶ across Puma County and tonight's honores

8:13 ▶ are the distinguished recipients of this

8:15 ▶ $2,000 award. So, from Sabino High

8:18 ▶ School, we recognize Ethan Gets, who is

8:21 ▶ thriving in the automotive program at

8:22 ▶ the downtown Puma County College campus.

8:25 ▶ We also uh from Sanorita High School.

8:28 ▶ Big congratulations goes to Angel Flores

8:31 ▶ who is excelling in the diesel engine

8:33 ▶ repair program as well. Although Ethan

8:36 ▶ and Angel aren't here tonight, we want

8:38 ▶ them to know how proud we are of their

8:40 ▶ achievements. They'll be officially

8:42 ▶ recognized at the Puma Jed Foundation

8:44 ▶ scholarship celebration on April 22nd

8:48 ▶ where over $45,000 in scholarships will

8:50 ▶ be awarded to deserving students. This

8:53 ▶ kind of success doesn't happen in a

8:56 ▶ vacuum. It takes hard work, committed

8:59 ▶ educators, and strong CTE leadership.

9:01 ▶ And we're grateful to everybody who

9:03 ▶ helps make these opportunities possible

9:05 ▶ for our students. Ethan and Angel,

9:08 ▶ congratulations. You're setting the bar

9:10 ▶ high. and showing us all what's possible

9:12 ▶ with passion and perseverance.

9:15 ▶ Congratulations. A hand again for these

9:16 ▶ two outstanding

9:24 ▶ students. It is my great pleasure

9:26 ▶ tonight to recognize GIO K5 Magnet

9:29 ▶ School for a truly outstanding

9:30 ▶ achievement. Grio has been named a 2024

9:34 ▶ National ESA Distinguished School, one

9:37 ▶ of only two schools in the entire state

9:39 ▶ of Arizona to receive this national

9:41 ▶ recognition. The prestigious award

9:43 ▶ presented by the National Association of

9:45 ▶ the Elementary and Secondary Education

9:48 ▶ Act program

9:49 ▶ administrators publicly recognizes

9:51 ▶ federally funded schools that have made

9:54 ▶ significant educational advances and

9:57 ▶ demonstrated exceptional academic

9:59 ▶ achievement among their students.

10:02 ▶ Schools selected for this honor must

10:04 ▶ meet several rigorous criteria. They

10:07 ▶ must serve a student population with a

10:09 ▶ poverty rate of at least 35%.

10:11 ▶ demonstrate high academic achievement or

10:14 ▶ significant growth and meet or exceed

10:16 ▶ their state's accountability standards.

10:19 ▶ Gariel does all of this and more. This

10:23 ▶ award reflects the exemplary leadership,

10:25 ▶ unwavering dedication of our talented

10:27 ▶ educators, the diligent effort of our

10:29 ▶ students, and the steadfast support of

10:32 ▶ our families. Their collective efforts

10:34 ▶ have fostered an environment where

10:36 ▶ students thrive academically and

10:37 ▶ socially. At this time, I would like to

10:39 ▶ invite principal Kristen Bidd to join me

10:43 ▶ in presenting the state certificate to

10:45 ▶ the Kario teachers in recognition of

10:47 ▶ their exceptional contributions for this

10:50 ▶ achievement. Mrs. Bill

11:13 ▶ [Applause]

11:19 ▶ [Music]

11:40 ▶ [Music]

11:45 ▶ Look at

11:46 ▶ me. Thank you very much.

12:08 ▶ [Applause]

12:23 ▶ Our next recognition, we want to now

12:26 ▶ focus our attention on the Blendman

12:29 ▶ community for their ongoing work with

12:31 ▶ Solutions Street. Uh the Tucson Unified

12:34 ▶ School District, we are dedicated to

12:36 ▶ providing regular opportunities for our

12:38 ▶ staff to collaborate, engage in

12:40 ▶ meaningful staff collaboration and

12:43 ▶ professional development. And Blendman

12:45 ▶ Elementary has dedicated their

12:46 ▶ collaborative efforts into becoming a

12:48 ▶ highly functioning and effective

12:50 ▶ professional learning community school.

12:53 ▶ Alicia Henderson is here from Solution

12:55 ▶ Tree, Arizona to share some exciting

12:58 ▶ news about the great work happening at

13:00 ▶ Blendman. Alicia.

13:06 ▶ Thank you. Thank you very

13:09 ▶ much, Dr. Trujillo. Madame President and

13:12 ▶ board members, my name is Alicia

13:13 ▶ Henderson, and I'm very proud to be here

13:16 ▶ tonight to not only recognize Blleman as

13:19 ▶ a model PLC, but the very first model

13:23 ▶ PLC in Puma County and the very first

13:27 ▶ model PLC in southern Arizona. So, this

13:30 ▶ is a really, really big deal. So, let's

13:33 ▶ talk for just a minute about what does

13:34 ▶ it mean to be able to qualify to apply

13:37 ▶ to be a model PLC? Well, it means you

13:39 ▶ have to have all of those collaborative

13:41 ▶ systems in working order and those are

13:44 ▶ used on a regular basis to impact

13:46 ▶ student achievement. To be able to apply

13:49 ▶ to be a model PLC, you have to have 3

13:51 ▶ years of sustained student achievement,

13:54 ▶ which you know is definitely happening

13:56 ▶ at Blendman. And this isn't friends just

13:58 ▶ about their letter grade that they

13:59 ▶ receive from the state. This is the day

14:01 ▶ in and day out work that they're doing

14:03 ▶ to impact student achievement. So, with

14:06 ▶ that said, I did share with you that

14:08 ▶ this is the very first model in Puma

14:10 ▶ County. And yes, that's a challenge,

14:13 ▶ y'all. That's a challenge, everybody.

14:16 ▶ Um, but also to know that they are one

14:18 ▶ of only 18 schools in the entire state

14:21 ▶ to be recognized as a model. So, we are

14:24 ▶ very, very proud of their efforts. As I

14:26 ▶ often say, being a PLC itself, let alone

14:30 ▶ a model, is not easy. It doesn't happen

14:33 ▶ quickly. It takes full collective

14:35 ▶ effort, but it is the work that is also

14:38 ▶ necessary to impact our students. So

14:40 ▶ friends, this is what we have heard in

14:43 ▶ their application and from their

14:45 ▶ viewers. These are some really strong

14:47 ▶ statements. Profound transformation. I

14:50 ▶ know in 2017 they started a lot of this

14:53 ▶ work and it's now 2025 when they're

14:55 ▶ really starting to recognize all of

14:57 ▶ those efforts coming to life

14:58 ▶ fundamentally improving academic

15:00 ▶ achievement, behavior, collaboration.

15:04 ▶ It's a testament to their unwavering

15:06 ▶ commitment. And I think that's not just

15:08 ▶ to improvement, but that's to their

15:09 ▶ children and to the community. uh a

15:12 ▶ shared mission of high levels of

15:14 ▶ learning for

15:15 ▶ all, thriving community of learners,

15:18 ▶ sustainable culture, and more. So,

15:21 ▶ they've got so much to be proud of. And

15:23 ▶ what I'd like to say is thank you to the

15:25 ▶ governing board and to this community

15:26 ▶ for continually supporting them in these

15:28 ▶ efforts so that they can get the

15:30 ▶ results. So, there are three different

15:32 ▶ levels that they could have been

15:33 ▶ recognized as. As a promising practices

15:36 ▶ site, that means that you have one year

15:38 ▶ of student achievement. They far

15:40 ▶ surpassed that to become a full model

15:42 ▶ with three years of sustained student

15:44 ▶ achievement. And now the next challenge

15:46 ▶ for them is to work towards ambassador

15:48 ▶ status, which means they would at least

15:50 ▶ sustain the work that they've been doing

15:51 ▶ for the past 3 years for another 3 years

15:54 ▶ and have similar success. So they are

15:57 ▶ definitely on their path. So with that,

16:00 ▶ friends, I'd like to say congratulations

16:01 ▶ to Blendman Elementary. And I'd like to

16:03 ▶ invite Kelly Mack and her team to the

16:05 ▶ front to be recognized.

16:13 ▶ [Applause]

16:21 ▶ that we will have the team and

16:26 ▶ hope it from all of the mountain tops

16:29 ▶ around

16:31 ▶ Tucson

16:35 ▶ model of course. Thank you. Very nice.

16:40 ▶ Thank you very much.

16:51 ▶ [Applause]

17:03 ▶ And as we close out uh awards and

17:06 ▶ recognitions, there's no better way to

17:07 ▶ close it out. Just a gentle reminder,

17:09 ▶ not only for the TUSD community, but the

17:12 ▶ community at large, whether you're

17:14 ▶ parents or your community members or

17:16 ▶ small business owners or just residents

17:19 ▶ of the city. May 5th through May 9th,

17:21 ▶ it's teacher appreciation week. So,

17:24 ▶ where Yeah, absolutely.

17:31 ▶ So, wherever you are in our great city,

17:32 ▶ whether you're at the grocery store,

17:34 ▶ walking down your street, or at one of

17:35 ▶ our beautiful parks, or anywhere you're

17:38 ▶ at, if you see a teacher, please thank

17:40 ▶ them and wish them all the best this

17:42 ▶ teacher celebration week, May 5th

17:44 ▶ through 9th. Tonight, we've highlighted

17:46 ▶ just a couple incredible examples of

17:48 ▶ teachers making a difference. But every

17:50 ▶ teacher in our district plays a vital

17:52 ▶ role in shaping minds, inspiring hearts.

17:55 ▶ Uh it's very very important to reminder

17:58 ▶ I tell groups all the time there really

18:00 ▶ is only one transformational institution

18:03 ▶ in American life. It's the public school

18:05 ▶ meaning the lives that those that enter

18:07 ▶ it change for the better when they leave

18:09 ▶ it. And at the center of that

18:10 ▶ transformational work is the classroom

18:13 ▶ teacher. So

18:15 ▶ absolutely let us thank them May 5th

18:17 ▶ through May 9th president governor board

18:19 ▶ members. That concludes awards and

18:21 ▶ recognitions.

18:23 ▶ Thank you Dr. Trio. If um I could just

18:26 ▶ have a point of personal privilege

18:28 ▶ really quickly, Jean, if you could just

18:30 ▶ put up that slide for

18:32 ▶ [Music]

18:34 ▶ me. Uh we also lost a beloved member of

18:39 ▶ the Davis community. Today we honor

18:42 ▶ Senor Daniel Mahia, a beloved teacher

18:45 ▶ and coach who dedicated his life to the

18:48 ▶ students at Davis Bilingual. Over

18:51 ▶ decades of teaching and coaching, he

18:53 ▶ touched the lives of many generations,

18:55 ▶ inspiring young people to believe in

18:57 ▶ themselves and to strive for greatness.

19:00 ▶ Senor Mahia was known for his unwavering

19:02 ▶ commitment to physical education, his

19:05 ▶ beloved summer summer basketball camps,

19:08 ▶ and above all, his deep belief in every

19:10 ▶ student he encountered. His impact on

19:13 ▶ our community is immeasurable and his

19:15 ▶ spirit will live on in all those he

19:18 ▶ taught, coached and mentored. Sen Mahia

19:22 ▶ will deeply be missed, but his legacy

19:24 ▶ will never be forgotten. He taught PE at

19:28 ▶ Davis for many, many years. Um, and he

19:31 ▶ also did the summer basketball camps

19:34 ▶ along with mariachi camps. My daughter

19:37 ▶ was in the third grade when she had

19:40 ▶ first went to her first mariachi camp.

19:42 ▶ He taught her how to put that basketball

19:45 ▶ in between her legs and to do sick

19:49 ▶ crossovers as she says. Um he was just a

19:53 ▶ great

19:54 ▶ person. He was even refing up until this

19:57 ▶ year. Um he would uh ref uh basketball

20:01 ▶ games for um the Ros Scrooge Cougar

20:04 ▶ Classic. So, um I know that the Davis

20:08 ▶ biling uh Davis bilingual uh community

20:12 ▶ is very

20:14 ▶ uh heartbroken, but his legacy will live

20:17 ▶ on and will never be forgotten. So,

20:19 ▶ thank you. Uh if we could just have a

20:20 ▶ brief moment of silence for Mr.

20:30 ▶ Mahia. Thank you.

20:40 ▶ Uh, next is board member activity

20:42 ▶ reports. Dr. Shaw, since you have to

20:44 ▶ leave soon, I'll let you go first. Thank

20:46 ▶ you, President Extramm. Uh, so during

20:48 ▶ the last month, I had a chance to visit

20:50 ▶ uh, two schools in the southwest. Banks

20:52 ▶ Elementary School. Uh, thank you,

20:54 ▶ Principal Rosenberg, for the tour as a

20:55 ▶ A-rated school in the southwest part of

20:57 ▶ Tucson. Uh, TUSD, amazing campus. had a

21:00 ▶ great time visiting and learning more

21:01 ▶ about the community of banks. Also went

21:04 ▶ down the street to visit uh VC

21:05 ▶ Elementary School. Thank you, Principal

21:06 ▶ Eric and uh assistant principal Bermudas

21:08 ▶ for the tour and introduction to that

21:11 ▶ community. VC is one of our largest

21:12 ▶ elementary schools, if not the largest

21:14 ▶ elementary school in TUSD and learned a

21:16 ▶ lot about uh the amazing things

21:17 ▶ happening on that campus. Both schools

21:20 ▶ are new uh sixth grade K6 campuses. to

21:22 ▶ learn a lot about the integration of the

21:24 ▶ sixth grade campus onto the school and

21:26 ▶ got to read some of my favorite books

21:27 ▶ with uh the kindergartener class and and

21:29 ▶ first grade classes over there. Uh my

21:31 ▶ next site visit will happen in a few

21:33 ▶ minutes. So I apologize to the group.

21:34 ▶ I'll be heading out for just a a little

21:36 ▶ bit of the meeting to uh get to Linew

21:38 ▶ Weaver from my twins uh opera that

21:40 ▶ they're performing in uh at Line Weaver.

21:41 ▶ So I'll miss a few minutes of the

21:43 ▶ meeting after I finish up here with my

21:44 ▶ uh board member activity report. Uh

21:47 ▶ continuing on uh last night I got to

21:48 ▶ join PBLO College Preparatory Academy

21:50 ▶ for their gayla. amazing program at PBLO

21:53 ▶ High School that takes some of the best

21:54 ▶ and brightest in our district and really

21:56 ▶ helps them prepare for uh the college

21:58 ▶ experience and get them ready with

22:00 ▶ amazing scholarships and admissions to

22:02 ▶ schools. I got to speak and talk to uh

22:05 ▶ the students and the families and honor

22:07 ▶ some of the uh amazing students making

22:09 ▶ progress in academic achievement. Thank

22:11 ▶ you Dr. Theresa Toto for the invitation

22:13 ▶ and the opportunity to address the

22:14 ▶ students and families. Over the last

22:17 ▶ month, I met with uh Lindseay Agalar and

22:19 ▶ the food services department to talk

22:20 ▶ more about how we're going to improve

22:22 ▶ our food services in the years ahead. Uh

22:24 ▶ got to meet with Carla Essama and our

22:26 ▶ communications and marketing team to

22:27 ▶ talk about how we're going to be

22:28 ▶ recruiting our our best and brightest to

22:31 ▶ continue and stay with and and come to

22:33 ▶ TUSD. Uh attended our audit committee as

22:36 ▶ the board leazison to the audit

22:37 ▶ committee. uh got to attend the

22:39 ▶ superintendence concert a few weeks ago

22:41 ▶ uh and see not just students but our uh

22:44 ▶ amazing uh arts and music teachers

22:46 ▶ perform some great numbers that night.

22:48 ▶ Uh and enjoying tea. Thank you Jim in

22:50 ▶ the back there or tea for organizing the

22:52 ▶ rally a few weeks ago to really support

22:54 ▶ public education and along with my many

22:57 ▶ of my board colleagues got to uh

22:58 ▶ participate in that and really help

22:59 ▶ support along with what a thousand more

23:01 ▶ than a thousand individuals to support

23:04 ▶ um uh public education. And then finally

23:07 ▶ uh attended the National School Board

23:09 ▶ Association conference uh in Atlanta,

23:11 ▶ Georgia along with my colleague Natalie

23:13 ▶ Lunar Rose and our superintendent. I

23:15 ▶ attended a number of sessions during

23:17 ▶ that uh conference including facilities

23:19 ▶ upgrades and management, how to support

23:22 ▶ XED departments uh programs that link

23:24 ▶ students with advanced learning

23:25 ▶ opportunities, uh managing cell phones

23:27 ▶ in schools among other really important

23:30 ▶ presentations. I learned a lot about,

23:32 ▶ you know, how I can bring some effective

23:33 ▶ knowledge and and and background into my

23:35 ▶ role as a governing board member along

23:37 ▶ with collaborating with other folks

23:39 ▶ around the country that are addressing

23:40 ▶ some of the same problems we're

23:41 ▶ addressing to USD. So, very fortunate to

23:44 ▶ be able to attend uh that conference a

23:45 ▶ few weeks ago. Thank you.

23:50 ▶ Uh who would like to go next?

23:55 ▶ Mr. Romero.

24:00 ▶ All right. Check, check. All right. All

24:03 ▶ right. So, I'm going to go through this

24:05 ▶ quick. Otherwise, if I did 14 stories

24:06 ▶ for all the different schools, we'd be

24:08 ▶ here for a while. So, I met with Izzy

24:10 ▶ over at TAP. Um Deanna and her team at

24:12 ▶ Mccoral, Emily at Marshall, Kathy at

24:14 ▶ Dunham, Shauna Tully, Clarissa at Morgan

24:17 ▶ Maxwell, Mormono Oscar at Soling, Tom

24:20 ▶ and joined by Pentanel Regional, Holly

24:22 ▶ Hamill, uh Josephina Wakefield, Jessica

24:25 ▶ at Steel, Cesar at Choya, Sandra at

24:28 ▶ Robins, Rachel at Ericson, Carrie at

24:31 ▶ Wheeler, and I found out Mr. Valentine

24:34 ▶ was back at Wheeler because Wheeler's

24:36 ▶ irrigation is now working. Keep up the

24:38 ▶ great work, Mr. Valentine. and then

24:40 ▶ principal Sarah Davidson. And while I

24:42 ▶ was there, I met and spoke with Speedy,

24:44 ▶ who in addition to landscaping for TSD,

24:47 ▶ he's the artist that painted the mural

24:48 ▶ at Robert Snailer. Pleasure to meet you,

24:50 ▶ Speedy. Looking forward to your future

24:52 ▶ murals. And that's my quick report.

24:56 ▶ Thank

24:57 ▶ you, Miss

24:59 ▶ Shaw. Thank you. Nobody likes to go

25:01 ▶ before or after Mr.

25:04 ▶ Romero. Um, but I will do that today.

25:08 ▶ Um, good evening everyone. Uh, so I had

25:11 ▶ the opportunity to visit Craig

25:12 ▶ Elementary um, and had an extensive tour

25:15 ▶ with uh, Principal Rodriguez. Um, just

25:18 ▶ seeing all the great things that they're

25:19 ▶ doing over there. And then I met a

25:21 ▶ couple girls in the lunchroom who were

25:24 ▶ um, using some of the like food that was

25:27 ▶ um, not used. Uh, taking the oranges

25:29 ▶ that kids didn't want, squeezing them

25:32 ▶ and making orange juice. Uh, which was

25:35 ▶ really great to see all the innovation

25:36 ▶ over there. And then later I saw one of

25:38 ▶ those girls at Himl Park um and she came

25:41 ▶ up to me and just you know shared more

25:43 ▶ about her story. So that was fabulous.

25:45 ▶ Um I also spoke with a staff member um

25:49 ▶ who is unfortunately um in the process

25:51 ▶ of being terminated. Uh he had a lot of

25:54 ▶ questions about why that was happening

25:56 ▶ and the process. Um and so I um I'm

25:59 ▶ still working with him. But I do want to

26:01 ▶ remind staff that if you are facing

26:02 ▶ termination, you can always appeal that.

26:06 ▶ Um, let's see. I also met with a group

26:09 ▶ of staff from the EXE department about

26:11 ▶ issues that they're dealing with,

26:13 ▶ specifically um um their um request to

26:17 ▶ institute a case load cap um which will

26:20 ▶ definitely help them with their workload

26:23 ▶ and um help us um remain in compliance.

26:26 ▶ I hope we can institute that at one of

26:28 ▶ our um next board meetings. Um, I spoke

26:32 ▶ with a member of the press uh who

26:34 ▶ reached out to me about um the student

26:37 ▶ initiated um renaming of um Miles and

26:42 ▶ Sam Hughes. It was at our last meeting

26:44 ▶ during the call to the audience. It's

26:45 ▶ really interesting. They did a lot of

26:47 ▶ research about that. Um and so I'm not

26:50 ▶ sure if that story went out yet, but if

26:51 ▶ you're interested in understanding our

26:53 ▶ renaming process, um you could look up

26:56 ▶ our uh TUSD policy code FF. Um and then

27:00 ▶ today I participated in the big cities

27:02 ▶ health coalition panel um where I spoke

27:05 ▶ about some of my work with the solid

27:07 ▶ program um and also learned about what

27:09 ▶ the um county and the city of Tucson is

27:12 ▶ doing in regards to their opioid

27:14 ▶ settlements um and what other big cities

27:16 ▶ like Dallas, Milwaukee, um Chicago are

27:19 ▶ doing um to address their like public

27:21 ▶ health crisis, working with like um

27:24 ▶ school districts um or other

27:26 ▶ jurisdictions to make sure that like

27:28 ▶ money that they have um is being used in

27:31 ▶ the best way possible. And that's all

27:33 ▶ for me. Thank you. Thank you, Miss Luna

27:37 ▶ Rose. Good evening, everybody. Thank you

27:39 ▶ for coming. I know you could be doing

27:40 ▶ other things on a Tuesday night, so

27:44 ▶ um I will probably not be as quick as

27:46 ▶ Mr. Romero, but I think he wins the

27:49 ▶ record this time. Okay. Uh so uh I

27:54 ▶ attended um the ReadAcross America event

27:59 ▶ uh and I read to kindergarteners at

28:01 ▶ Fruit Tendlers. Thank you to Principal

28:04 ▶ Tim Ericson and to um Miss Cassie Conrad

28:09 ▶ who is the um one of the uh kindergarten

28:11 ▶ teachers there. She invited me and we

28:14 ▶ are also former alumni class of 1992

28:17 ▶ RingCon Rangers. So, I was excited to go

28:19 ▶ and read it to um her kids and we read

28:22 ▶ the sour grape and they um just

28:25 ▶ delivered to me a whole bunch of thank

28:27 ▶ you letters with uh grapes colored. So,

28:30 ▶ it's super cute. Um so, thank you uh

28:34 ▶ Cassie for that. Um I met with um some

28:39 ▶ soul parents that have some concerns at

28:42 ▶ their school. Um, I won't get into the

28:44 ▶ details, but if there's any parents

28:46 ▶ listening, um, you know, board members

28:49 ▶ are available if you have questions or

28:51 ▶ concerns, so you're welcome to at any

28:53 ▶ time meet with us. Um, from there, uh, I

28:57 ▶ did attend the NSBA's National School

28:59 ▶ Board Association conference in Atlanta

29:01 ▶ with Dr. Shaw and, uh, Dr. Trillo.

29:05 ▶ Um what I found interesting was that not

29:08 ▶ just this a lot of school districts that

29:10 ▶ are meeting um having the same issues

29:15 ▶ but every the the sessions that were

29:18 ▶ filled and that were packed and got um

29:21 ▶ closed to some because the room capacity

29:24 ▶ were all the the all the DEI sessions.

29:27 ▶ school districts are concerned about the

29:29 ▶ their programs and their um departments

29:32 ▶ that would qualify under DEI. So, that

29:35 ▶ was um definitely a hot topic. Um and

29:39 ▶ that we are kind of in the middle of the

29:41 ▶ road. I met some a really nice young

29:43 ▶ lady who

29:44 ▶ um we've been corresponding now and

29:47 ▶ again. She's from Prince George's,

29:49 ▶ Maryland, and her school board oversees

29:51 ▶ 103,000 students. So, um I feel a little

29:55 ▶ bit blessed that we don't have that

29:57 ▶ many, but um I'm sure that keeps them

30:00 ▶ busy. Um I had a couple tours toward the

30:03 ▶ uh language acquisition department.

30:04 ▶ Thank you to Patricia Sandoval Taylor

30:07 ▶ and her team for spending the afternoon

30:08 ▶ with me. um with uh Patricia, we went to

30:13 ▶ um Dolan and um Ross Scrooge to see uh

30:18 ▶ the work that they're doing in their CR

30:20 ▶ uh PI departments and the amazing work

30:23 ▶ of um the first I think it was a first

30:27 ▶ grade class in Ros Cruz where the

30:29 ▶ students walked into a session where

30:31 ▶ these kids were um speaking about

30:35 ▶ national monuments um all in Spanish and

30:38 ▶ it was very seamless and it's just

30:40 ▶ beautiful to watch. So, thank you uh

30:42 ▶ Patricia for that tour. Also, a tour of

30:45 ▶ Linew Weaver. Um this was my first time

30:48 ▶ as a tour at Linew Weaver as three of

30:51 ▶ the parents here. Um I didn't want to

30:54 ▶ overwhelm Miss Wells with one more board

30:56 ▶ member, but she was gracious enough to

30:58 ▶ um to give me a tour and um just a

31:01 ▶ wonderful campus and I can see why my

31:03 ▶ colleagues um send their have sent their

31:06 ▶ children there. uh tour Van Buskerk

31:08 ▶ Elementary. Thank you to Miss Barahas

31:10 ▶ for the for the tour. Um and uh one of

31:15 ▶ the older schools in the district was a

31:17 ▶ school that my mother attended. Um so it

31:19 ▶ was nice to make that personal

31:22 ▶ connection. Uh also attended the

31:25 ▶ Mexican-American Student Services

31:26 ▶ Recognition. Thank you to Maria Federico

31:29 ▶ Brummer and her team. It was a packed

31:32 ▶ session. It was a It was packed in that

31:35 ▶ ballroom at the UVA and um kudos to

31:39 ▶ their team for doing it in under two

31:41 ▶ hours. I hats off. I know that's a lot

31:43 ▶ of work. And um did attend um I am on

31:48 ▶ the um health insurance task force

31:49 ▶ meetings. So I attended um my first two

31:52 ▶ meetings. And um

31:55 ▶ lastly, just to give a parent shout out

31:57 ▶ as a parent to the Ringcon University

32:00 ▶ Color Guard. They just finished their

32:01 ▶ winter season. Um and they did had their

32:04 ▶ performance up in um championship

32:07 ▶ performance up in Phoenix at um there

32:10 ▶ was a mountain um up there. So thank you

32:13 ▶ to uh the coach um Miss Nicole Hamilton

32:17 ▶ and principles Alyssa Welch at Brinkcon

32:19 ▶ and Beth Wrong at UHS for their

32:21 ▶ continued support of that

32:24 ▶ program. Thank you. I will try to go

32:27 ▶ quickly. I attended the tea

32:29 ▶ demonstration to uh to support the

32:32 ▶ department of education. I also attended

32:35 ▶ the TUSD track and field um event.

32:38 ▶ Lineweaver won um the over for overall

32:42 ▶ school and the boys and girls also came

32:44 ▶ in first place. So kudos to them. Next I

32:48 ▶ attended a um a tour of the

32:51 ▶ multicultural curriculum department.

32:54 ▶ Thank you to uh Dr. Dr. Rosalinda

32:56 ▶ Rodriguez, Dr. Junko Secoy, and Terry

32:59 ▶ Kilkran, Heidi Aranda, and Sakoro Das. I

33:03 ▶ learned much more about what this

33:05 ▶ department does and how unique and

33:07 ▶ beautiful it is to have them in our our

33:10 ▶ TUSD um district. I attended the B the

33:13 ▶ bond oversight committee meeting. We

33:16 ▶ also were able to tour the special needs

33:18 ▶ buses. Uh those are in and those are new

33:22 ▶ and on the street. So, um, thank you to

33:25 ▶ the bond oversight committee and to Dr.

33:28 ▶ Charlotte Carter, uh, for all of your

33:30 ▶ work. Uh, next I had a tour of the

33:33 ▶ language acquisition department. Thank

33:35 ▶ you to Pat Sandival Taylor. Um, we were

33:38 ▶ able to attend three schools. We went to

33:41 ▶ Vanusker, Utterbach, and CE Rose. And at

33:44 ▶ Van Busker, we got to see the

33:46 ▶ kindergarten classroom, and they are

33:48 ▶ reading, writing, and speaking in

33:51 ▶ Spanish. which is it's wonderful to see.

33:55 ▶ And then next um and lastly, I visited

33:58 ▶ Robinson Elementary School. Thank you to

34:00 ▶ Principal Loan. I got to see the fourth

34:03 ▶ grade violin and their practice for

34:06 ▶ their upcoming

34:08 ▶ um gig for their parents. So, that was

34:11 ▶ great to see. I also uh learned more

34:14 ▶ about their school and their community

34:16 ▶ and also got to visit their beautiful

34:18 ▶ library again. So uh thank you uh

34:22 ▶ principal loan for that tour and um that

34:25 ▶ concludes governing board member

34:29 ▶ reports. Um so be for agenda adjustments

34:32 ▶ we are moving on to item

34:35 ▶ 9.2 K through 12 population trends in

34:38 ▶ Arizona and Pima County. Dr. Trill.

34:41 ▶ Yes. President extra members of the

34:43 ▶ governing board. I'd like to welcome Mr.

34:45 ▶ Rick Bremer from the center of applied

34:46 ▶ economics. Um I I met Mr. Bremer a few

34:50 ▶ weeks ago at our superintendent

34:51 ▶ collaborative. He gave a very very

34:53 ▶ informative uh very highlevel overview

34:57 ▶ of really some of the generational

34:58 ▶ shifts uh in K12 aged family

35:01 ▶ demographics that are happening across

35:03 ▶ the state of Arizona and then here in

35:05 ▶ southern Arizona as well and how they

35:07 ▶ impact not only our district but

35:09 ▶ traditional public school districts

35:11 ▶ throughout the county. Mr. Brammer,

35:12 ▶ welcome. Thank you very much. U

35:15 ▶ President Extram, members of the board,

35:16 ▶ Dr. Trillo, it is my pleasure to be here

35:18 ▶ tonight. I'm not going to try to take

35:20 ▶ too much time. I've got a lot of slides,

35:22 ▶ but a lot of them I can go through real

35:24 ▶ quickly, but there are some real

35:25 ▶ important concepts I think here to to

35:27 ▶ think about and to understand. And I

35:30 ▶ think when enrollment is do has been

35:31 ▶ doing what it's doing, the your first

35:33 ▶ instinct is to kind of take it

35:35 ▶ personally somehow. And I want to assure

35:37 ▶ you that's really not what's going on.

35:39 ▶ So, applied economics has been doing

35:41 ▶ this type of work around the state of

35:43 ▶ Arizona for 30 years. This year we've

35:45 ▶ had the privilege of serving 70

35:47 ▶ different uh school districts including

35:50 ▶ Tucson Unified. So we uh have been

35:52 ▶ around the block and we are in times

35:55 ▶ that I have not seen before and it's

35:57 ▶ been going on for a little while but um

36:01 ▶ it's you know we I started doing this

36:03 ▶ work and it was all about growth and now

36:05 ▶ it's all about managing you know the

36:07 ▶ population sort of that we that we have

36:09 ▶ to serve. And so we're going to start

36:11 ▶ out some pretty high level stuff looking

36:14 ▶ at state and national demographic and

36:16 ▶ enrollment trends. Okay. So this chart

36:19 ▶ actually shows you the blue bars is the

36:21 ▶ population of the United States 10-year

36:23 ▶ periods from 1990 all the way through

36:26 ▶ 2050. So the actual data goes all the

36:29 ▶ way right through the middle of the

36:30 ▶ chart. And you can see that the growth

36:32 ▶ rate in the United States has been you

36:34 ▶ know tapering off and is continuing to

36:36 ▶ flatten even more. Now the the red line

36:39 ▶ in the on the graph is keyed to the

36:41 ▶ right hand axis and that shows you the

36:44 ▶ percentage of the population that's

36:46 ▶ under 18. And because it's fallen so

36:50 ▶ much that the actual number of persons

36:54 ▶ under 18 in the United States has not

36:57 ▶ increased since 2015. Not at all. In the

37:00 ▶ entire nation all put

37:03 ▶ together. So this is not just a Arizona

37:05 ▶ phenomenon. This is something that's

37:07 ▶ actually going on one level or another

37:10 ▶ pretty much coast to coast. Here in

37:12 ▶ Arizona, we don't we all know that the

37:15 ▶ as a state at least we've had some

37:17 ▶ tremendous population growth over the

37:19 ▶ last 20 years between 1990 and 2020. Um

37:23 ▶ the population of the state um about

37:26 ▶ doubled from 3.7 to 7.3 million people.

37:31 ▶ um the next 30 years it's projected um

37:34 ▶ well there's three different I'm sorry

37:36 ▶ scenarios for the future growth that are

37:39 ▶ done by the official uh state

37:42 ▶ demographer and the most preferred

37:44 ▶ scenario the blue line in the middle

37:46 ▶ would take us up to about 10 million

37:48 ▶ people as a state over the next 30

37:50 ▶ years. So that would be adding about

37:52 ▶ another 2.7 million people to the

37:55 ▶ population of the state. But the thing

37:58 ▶ to remember is, you know, we go from 7.3

38:01 ▶ to 10, but where does it increase? And

38:04 ▶ so these dots show you the green is the

38:07 ▶ was the 2020 population and you add the

38:10 ▶ blue gives you the up to 2050. And

38:12 ▶ without going through all of the

38:14 ▶ numbers, the the official projections

38:16 ▶ show about a 1.7 million increase in

38:19 ▶ Maricopa County, about a

38:22 ▶ 530,000 increase in Panal County, and

38:25 ▶ about a 200,000 uh increase in Puma

38:28 ▶ County over the next 30 years. And the

38:31 ▶ big, you know, the big difference and

38:33 ▶ the the big change for me since I've

38:35 ▶ been doing this, you know, for for this

38:37 ▶ entire period of time is the surge of

38:40 ▶ growth in Panal County. And a lot of

38:42 ▶ that, and we're going to come back to

38:43 ▶ this a little bit later, but it's all

38:45 ▶ about housing affordability right now.

38:48 ▶ Salaries and so forth have not kept up

38:50 ▶ with our cost of living. And for the

38:51 ▶ first time, we're suffering because of

38:53 ▶ that as a state. And I think it will

38:56 ▶ actually have or could have an impact on

38:58 ▶ our growth going forward. Now, if you

39:00 ▶ look at the population under 18

39:04 ▶ um in the state of Arizona,

39:08 ▶ um you can see that it grew almost on

39:11 ▶ pace with total population all the way

39:14 ▶ through 2010.

39:16 ▶ And then because of birth rates and the

39:19 ▶ and the great recession that occurred in

39:21 ▶ that period of time, um the population

39:24 ▶ under 18 in the state has not increased

39:26 ▶ at all since 2010 and it will not

39:29 ▶ increase until at least after until at

39:32 ▶ least 2030. And so stealing my own

39:35 ▶ thunder as we have a population, a

39:37 ▶ school age population that is

39:40 ▶ fixed at best and then we bring in a

39:43 ▶ bunch more alternative providers,

39:45 ▶ charters and vouchers and things like

39:47 ▶ that. We're essentially just taking the

39:49 ▶ same size pie and cutting it into more

39:51 ▶ pieces which means everybody gets less.

39:54 ▶ And that's, you know, one of the

39:55 ▶ fundamental takeaways that I think you

39:57 ▶ need to have is that, you know, you're

39:59 ▶ not alone in in, you know, in having a

40:02 ▶ smaller piece of the pie. So, in the

40:04 ▶ time period that the population under 18

40:06 ▶ has been uh unchanged, total population

40:09 ▶ in the state has grown by over 900,000

40:12 ▶ people. So, this is a major departure

40:15 ▶ from where we have been in the past. And

40:17 ▶ if we look at where the future

40:19 ▶ population under 18 uh is supposed to

40:22 ▶ materialize um we have a increase of

40:25 ▶ about 130,000 persons in Maricopa

40:28 ▶ County, 104,000 in Panol County and

40:33 ▶ 17,000 in Puma County over the next 30

40:37 ▶ years according to those state

40:39 ▶ projections. And a lot of what's driving

40:41 ▶ this, as I alluded to earlier, are birth

40:44 ▶ rates. I'm going to talk about two

40:46 ▶ lines. the one for Arizona and then I'll

40:48 ▶ talk about Puma County. But the red line

40:50 ▶ for the state of Arizona, you can see

40:52 ▶ that in 2006 we had a we had a lot of

40:55 ▶ things going on in 2006. Uh great

40:58 ▶ recession

41:00 ▶ SB1070

41:01 ▶ anti-immigration legislation really

41:04 ▶ roared to life in a big way. And so we

41:06 ▶ saw birth rates literally crash by 20%

41:10 ▶ in a period of 5 years. Um, and then we

41:14 ▶ had a sort of a leveling off period. And

41:17 ▶ actually, most demographers and

41:18 ▶ economists thought birth rates would go

41:20 ▶ back up a little bit again because in

41:22 ▶ history that's what's happened. You have

41:23 ▶ a big dip and then everybody says, "Oh,

41:25 ▶ okay. Now I'll do it." You know, and

41:26 ▶ it'll come back up. And the exact

41:28 ▶ opposite happened. We continued down and

41:31 ▶ down and down. And the evidence is

41:33 ▶ suggesting that well, we know that the

41:35 ▶ average age at first birth of a woman

41:39 ▶ increased by 5 years in a space of 10.

41:42 ▶ So all of a sudden we're not having kids

41:44 ▶ in our 20s. A lot of us were having them

41:46 ▶ in our early 30s. And that created a big

41:49 ▶ gap in the number. We'll catch up a

41:51 ▶ little bit again on that. But it moved

41:53 ▶ everybody back on the curve. And the

41:55 ▶ longer and the the later you have your

41:57 ▶ first child, the fewer children you will

42:00 ▶ have total. That's just a a statistical

42:03 ▶ fact. So for the state of Arizona from

42:07 ▶ 200 in 2006 there were 102,000 births in

42:10 ▶ the state total. Last year there were

42:13 ▶ 78,000 births in the state of

42:15 ▶ Arizona. So we literally have at least a

42:18 ▶ third less in Puma County in 2006 there

42:22 ▶ were 14,000

42:24 ▶ um births and last year there were

42:28 ▶ 9,700. So you're down basically 31% in

42:32 ▶ the birth rate in Puma County. And one

42:34 ▶ of the things I guess that's kind of

42:36 ▶ disturbing about if you these are rates,

42:38 ▶ right? So you're dividing by population.

42:41 ▶ So if you look at the just the number of

42:44 ▶ births, the simplest way to look at it,

42:46 ▶ the number of births in the state

42:48 ▶ actually bottomed in

42:49 ▶ 2019 about 77,000. Hasn't moved, hasn't

42:53 ▶ gone up, but it hasn't gone down more

42:56 ▶ yet either. And unfortunately in Pima

42:58 ▶ County, it's not a lot, but we're still

43:01 ▶ seeing the number of births, not just

43:03 ▶ the rate, but the number of births

43:05 ▶ dropping off. And we've had a what what

43:08 ▶ we'll see in a minute is a tremendous

43:10 ▶ aging of the population that's taken

43:12 ▶ place over the last 10 or 15 years in

43:15 ▶ particular. Um and you know the

43:18 ▶ comparison if you go back to that 2006

43:20 ▶ period you compare Arizona birth rates

43:23 ▶ we were you know um basically at least

43:26 ▶ 20% above the national average in terms

43:29 ▶ of our birth rates. And as um population

43:34 ▶ you know um has changed let's put it

43:37 ▶ that way uh new rules have gone into

43:40 ▶ effect you can see our birth rates have

43:41 ▶ now put us below the national average.

43:45 ▶ So the only other state I do work, you

43:48 ▶ know, in a little least a little work in

43:50 ▶ other states and it's interesting to me

43:52 ▶ that Utah and Arizona are the two states

43:54 ▶ that have had the biggest drop in their

43:56 ▶ birth rates uh during this period of

43:59 ▶ time and we're neighbors and we we're

44:01 ▶ we're different in some ways and way

44:03 ▶ different in other ways. And so I find

44:05 ▶ it interesting that that's where the

44:06 ▶ phenomena has actually been, you know,

44:08 ▶ the most acute if you will.

44:11 ▶ Um, we're going to switch over now talk

44:13 ▶ about enrollment a little bit. This is

44:15 ▶ publicly funded students in Arizona. Red

44:18 ▶ part of the bar is were students in

44:20 ▶ district schools. The blue part of the

44:22 ▶ bar is kids in charter schools. And so

44:26 ▶ you can see it talking about that 2006

44:29 ▶ 2007 that was actually when publicly

44:32 ▶ funded enrollment peaked in Arizona. And

44:35 ▶ after that, because of the recession and

44:39 ▶ some of the uh SB1070 and those kinds of

44:41 ▶ things, around 300,000 people left the

44:44 ▶ state uh in just over um 18 months. And

44:48 ▶ an awful lot of them took kids with

44:50 ▶ them. And so we saw enrollment drop um

44:54 ▶ and still really hasn't gotten back to

44:55 ▶ that level. It increased a little bit

44:57 ▶ through about 2014, bounced back a

44:59 ▶ little bit through 2014, but you can see

45:02 ▶ is no change in totally publicly funded

45:05 ▶ enrollment since then. And since the

45:07 ▶ blue part of the bar has been getting

45:09 ▶ smaller or has been getting larger,

45:10 ▶ excuse me, uh the district part of the

45:13 ▶ bar basically has been getting smaller.

45:16 ▶ And so all the districts they work with

45:19 ▶ except for the ones that are really

45:21 ▶ building tons of affordable housing,

45:24 ▶ every district I work for is losing

45:25 ▶ enrollment at some level or another. Um

45:28 ▶ the interesting the last thing I'll say

45:30 ▶ about this is if you look at the blue

45:31 ▶ part of the bar the last two years and

45:34 ▶ notice how there hasn't been any

45:36 ▶ increase in the last couple of years in

45:37 ▶ charter growth. Well, they're up against

45:39 ▶ the same thing you are in terms of

45:40 ▶ demographics. there's not there's not

45:43 ▶ more kids out there and then they've

45:45 ▶ been hit by ESAs just like you have. So

45:49 ▶ the they were the they were already the

45:51 ▶ choice takers and so a lot of the people

45:54 ▶ who took vouchers were actually in

45:57 ▶ charter schools not in district schools.

45:59 ▶ So it's been across the board and it's

46:01 ▶ had that kind of an impact. And um the

46:05 ▶ other thing that's been happening is

46:06 ▶ that we saw enrollment has been you know

46:08 ▶ basically unchanged but the structure

46:10 ▶ enroll in enrollment by grade has

46:13 ▶ changed tremendously. So if you go back

46:16 ▶ to the um get back to the beginning of

46:19 ▶ this curve back in 1999 and 2000, you

46:22 ▶ can see that 9 through 12th as a

46:24 ▶ enrollment per grade was by far the

46:26 ▶ smallest group and we had you know the

46:30 ▶ the two youngest groups had the highest

46:32 ▶ number of students per grade and now

46:34 ▶ we've gone through this complete and

46:36 ▶ full transition where you know K2

46:39 ▶ enrollment has been declining since

46:41 ▶ depending on how you count it at least

46:43 ▶ 201516. 16 and then these curves

46:45 ▶ unfortunately tend to follow each other.

46:48 ▶ And so the the you know the dips that we

46:51 ▶ saw come through 6th through 8th grade

46:53 ▶ over the last 3 or four years are now

46:56 ▶ finding their way up to the high school

46:58 ▶ level. So those impacts of birth rates

47:01 ▶ and all those other things are really

47:03 ▶ just really just now causing enrollment

47:06 ▶ at the high school level statewide to

47:08 ▶ peak for the very first time ever and in

47:11 ▶ fact will fall this year. there'll be a

47:13 ▶ decrease in the number of high schoolers

47:16 ▶ uh

47:18 ▶ statewide. Uh we talked a little bit

47:20 ▶ about ESAs. This is the number of

47:22 ▶ persons uh statewide who have an uh

47:25 ▶ empowerment scholarship account. Um in

47:28 ▶ 2223 is when the program was made

47:31 ▶ universal. And so in that year there was

47:34 ▶ an increase of about 19,000 students on

47:37 ▶ vouchers statewide. However, only 21% of

47:41 ▶ them were going to a public school

47:44 ▶ before. They were basically already in

47:46 ▶ private schools. They got their private

47:47 ▶ school funded. So, very small numbers

47:50 ▶ came from um public schools. And as

47:53 ▶ we've seen um it go on now, the

47:56 ▶ percentage that are coming from public

47:57 ▶ schools is getting bigger. However, the

48:00 ▶ increase this year, the the good news

48:02 ▶ maybe is that in 2425, they only added

48:06 ▶ 13,000 to the program after adding

48:08 ▶ 36,000 to the program the year before.

48:12 ▶ So, we're seeing a little bit of the

48:15 ▶ first signs of some saturation there,

48:17 ▶ but no matter what kind of a product you

48:19 ▶ introduced to what kind of a of a

48:21 ▶ market, there's going to be a saturation

48:23 ▶ point. The number of people who will it

48:25 ▶ will actually benefit with the ESAs. was

48:29 ▶ interesting this year. This shows the

48:31 ▶ bygrade breakdown for this year versus

48:33 ▶ last year in terms of who's on an ESA.

48:36 ▶ And the interesting part to me was the

48:38 ▶ the very little growth that they had in

48:41 ▶ kindergarten and first grade. There was

48:43 ▶ some pretty significant growth grades,

48:45 ▶ you know, first grade and second grades,

48:47 ▶ you know, internal, but again, the

48:49 ▶ beginning of the end, I think, in terms

48:51 ▶ of maybe the explosive growth in that

48:54 ▶ program. So that might be, you know,

48:55 ▶ list a little bit of something. Um, I

48:58 ▶ guess I would say for us to look forward

48:59 ▶ to, if we want to say it that way. Uh,

49:03 ▶ we'll move on now to, you know, some of

49:05 ▶ the some of the stuff that we see going

49:07 ▶ around uh in in Puma County here. And

49:10 ▶ we're going to start off with

49:11 ▶ demographics and then and then look at

49:13 ▶ some of the enrollment. I know there's a

49:14 ▶ ton of numbers in here and nobody wants

49:16 ▶ to see them uh at this time of night,

49:18 ▶ but I want you to at least see that in

49:21 ▶ the decade of the 2000s, Puma County

49:23 ▶ added 136,000 people. That's a 1.5%

49:27 ▶ annual growth rate. It's not, you know,

49:29 ▶ it's not high, but it's good growth.

49:31 ▶ It's good, steady growth. Um whereas,

49:33 ▶ you know, 58,000 then in the following

49:35 ▶ decade, you're dropping down to, you

49:38 ▶ know, basically very, very low levels of

49:40 ▶ growth. And is and even though that, you

49:43 ▶ know, doesn't itself lead to decline in

49:46 ▶ enrollment, the next part down where

49:48 ▶ I've got the colored percentages is

49:51 ▶ where the trouble's coming in. is that

49:53 ▶ that I talked about this this the

49:55 ▶ shifting of the age structure of the

49:56 ▶ population. So you can see between 2010

49:59 ▶ and 2020 the population under 18 fell in

50:03 ▶ every single age group not just didn't

50:06 ▶ grow it actually declined. So there are

50:09 ▶ fewer kids, you know, fewer school age

50:11 ▶ persons out there and bigger even more

50:15 ▶ concerning thing maybe is the under five

50:17 ▶ with a 5,000 um person drop in the last

50:21 ▶ 5 years. And so that doesn't go bode

50:24 ▶ well for what's going on, you know, sort

50:26 ▶ of in the next 5 years. Um but we did

50:29 ▶ talk about birth rates, you know,

50:31 ▶ beginning to show some some sign of

50:33 ▶ stabilizing. Um the and the biggest

50:38 ▶ thing I can trace it to is the age and

50:40 ▶ what we call tenure structure of the

50:42 ▶ population the householders. So you have

50:45 ▶ owner householders and renter households

50:47 ▶ and then who's what's the age of the

50:49 ▶ head of

50:50 ▶ household and it's interesting because

50:53 ▶ you get more kiddos generally speaking

50:55 ▶ out of renter households. However, the

50:58 ▶ turnover rate is so much lower that that

51:01 ▶ they will go from, you know, three kids

51:03 ▶ and then all the kids move out and, you

51:05 ▶ know, there's a big turnover period

51:07 ▶ where they actually lose students out of

51:09 ▶ the same neighborhood. Whereas with with

51:12 ▶ uh um renter occupied housing units,

51:15 ▶ they tend to turn over faster and so the

51:17 ▶ population actually doesn't go through

51:19 ▶ that that kind of a up and down. But I

51:22 ▶ want to see growth in the 35 to 44

51:24 ▶ group. Those are the ones now that are

51:27 ▶ really driving enrollment. And with

51:30 ▶ owners and renters, there was actually

51:32 ▶ um a net decline in the number of

51:35 ▶ householders um in those

51:38 ▶ groups. We look at enrollment trends and

51:40 ▶ I broke all the districts in Pima County

51:42 ▶ into two groups and this is basically

51:45 ▶ the cumulative change in a percentage

51:48 ▶ way for every district since 2010. And I

51:51 ▶ took the what I call the established

51:53 ▶ area group where there's not a a

51:55 ▶ tremendous amount of new housing being

51:57 ▶ built. And so unfortunately you can see

52:01 ▶ that you your cumulative loss of about

52:04 ▶ 25%. Um this is about this is a 13-year

52:07 ▶ period. This only went through uh 23 is

52:10 ▶ the is the highest. But you can see the

52:13 ▶ slope of the line in a lot of the other

52:15 ▶ districts is very similar. So again,

52:18 ▶ it's, you know, it's it's not you. It's

52:20 ▶ it's it's really everybody. Um, you

52:23 ▶ know, in some, you know, some uh

52:25 ▶ stabilization in flowing wells. Um, but

52:28 ▶ otherwise, all of the area is down. And

52:30 ▶ then in the ones that are, you know,

52:32 ▶ what I would call sort of emerging

52:34 ▶ areas, um, we have Morirana is the

52:37 ▶ interesting one to me because, uh,

52:39 ▶ they're building houses out there like

52:41 ▶ crazy. You know, 1,500 of them a year

52:44 ▶ and they're in Rome. it's barely barely

52:47 ▶ increasing. So there's competition and

52:49 ▶ then there's also the fact that when you

52:51 ▶ build affordable housing, it appeals to

52:52 ▶ two groups, young people and old people

52:57 ▶ for the because it's affordable and in

52:59 ▶ the case of older people, you know, any

53:00 ▶ kind of a commute is less of an issue.

53:03 ▶ So we see them kind of competing in some

53:06 ▶ places for the same kinds of housing.

53:08 ▶ Whereas you can see um Vale continues to

53:11 ▶ have solid growth. Saharita did up until

53:14 ▶ last year. Um we're actually currently

53:17 ▶ engaged on a study for Sarita to figure

53:19 ▶ out if their leveling off here is

53:22 ▶ temporary or permanent. We're about

53:24 ▶ halfway through that study um right now.

53:27 ▶ And then um you know the Tanker Verity

53:30 ▶ area has shown some enrollment growth,

53:32 ▶ but that was primarily because they

53:33 ▶ added a high school and expanded their

53:36 ▶ offerings outside their district. It

53:37 ▶ didn't really have anything to do with,

53:39 ▶ you know, demographics or anything else.

53:42 ▶ So we and we've seen the same sort of

53:44 ▶ thing happen with the grade structure in

53:46 ▶ the county that we've seen happen in the

53:48 ▶ state where if you go back a number of

53:50 ▶ years um you know the high school group

53:54 ▶ is smaller not as much differential as

53:56 ▶ at the state level but still smallest

53:58 ▶ and now by again far away biggest but

54:01 ▶ starting that going over the hill kind

54:03 ▶ of thing that we you know see coming

54:05 ▶ down the road. Um, the last thing I'm

54:08 ▶ going to talk about is what all this

54:10 ▶ means to the people who work for you,

54:12 ▶ who try to take what I do and who try to

54:15 ▶ budget and try to do facilities and try

54:17 ▶ to do transportation planning. Because

54:19 ▶ what's really gone nuts for me, I've

54:21 ▶ been doing this for 30 years, and it

54:23 ▶ used to be if I knew how many kids lived

54:25 ▶ in a neighborhood, I could tell you

54:27 ▶ almost exactly how many were going to be

54:29 ▶ at the school.

54:31 ▶ And now what we've got is a system where

54:34 ▶ um we have open enrollment um inside of

54:39 ▶ districts that can total between five

54:42 ▶ and 35% of your

54:44 ▶ students. Paradise Valley only 60% of

54:47 ▶ the kids go to the school they're

54:48 ▶ designated to go to. So we've got that

54:51 ▶ movement. Then we've got movement

54:54 ▶ between actual public school districts.

54:56 ▶ So forget about charters and the

54:58 ▶ privates. And that can be five to 50% of

55:02 ▶ enrollment, which is just movement

55:04 ▶ between, you know, public school

55:06 ▶ districts. And then to top it all off,

55:09 ▶ we've got right now

55:11 ▶ 29% of all enrollment in the state in

55:15 ▶ charters and private and homeschooling.

55:18 ▶ I left homeschooling off that, but

55:20 ▶ that's included in that number as well.

55:22 ▶ So you can see the you know the range of

55:24 ▶ these things and the number of factors

55:26 ▶ that take us from here's our school age

55:28 ▶ population to here's her how many

55:30 ▶ students I have at school

55:32 ▶ X and I have a diagram for it and it

55:35 ▶ starts out at the top where here's the

55:37 ▶ here's the district school age

55:39 ▶ population and then outgo the kids

55:42 ▶ you're not serving and then we have this

55:45 ▶ concept called attendance areas that we

55:48 ▶ lay on top of everything and we decide

55:50 ▶ how many kids should be in those and

55:52 ▶ then they move. That's what the circle

55:54 ▶ is that even once you do the attendance

55:55 ▶ areas that doesn't tell you the schools.

55:57 ▶ You have to track that

55:59 ▶ relationship. Um and then right at the

56:02 ▶ end you get out of district students

56:05 ▶ come into the school. And so every

56:08 ▶ single layer of these things introduces

56:11 ▶ um a little bit of doubt or a little bit

56:14 ▶ of error into the practice of projecting

56:17 ▶ enrollment by school. And it does make

56:19 ▶ the people that work for you um it it

56:22 ▶ makes their job a lot harder. Not that

56:24 ▶ we shouldn't do it. I'm just saying it

56:26 ▶ has added a complicating factor to

56:28 ▶ everything that we

56:29 ▶ do. So, you know, in in summary, um the

56:33 ▶ state's population um has and will

56:35 ▶ probably continue to grow uh

56:37 ▶ significantly. I'm worried about our

56:39 ▶ loss of competitiveness in our housing

56:42 ▶ prices. I'm worried that it's going to

56:44 ▶ have economic development impacts going

56:46 ▶ down the road. Um we saw the state

56:49 ▶ population under 18 has not changed in

56:51 ▶ the in the last 15 years and isn't going

56:54 ▶ to grow quickly you know after that it

56:56 ▶ will grow some uh but not that you know

56:59 ▶ not that quickly. Um totally publicly

57:02 ▶ funded K12 enrollment uh still isn't

57:04 ▶ back to the you know isn't back to great

57:06 ▶ re levels before the great recession and

57:09 ▶ hasn't increased at all in the last 10

57:11 ▶ years. um in in Italy over the last 14

57:15 ▶ years there's been 118,000

57:19 ▶ um increase in charter school enrollment

57:22 ▶ and a 91,000 loss of district

57:25 ▶ enrollment. So very little net change,

57:28 ▶ but you know, like I said, taking that

57:30 ▶ same size pie and cutting it into more

57:32 ▶ pieces. We see the grade level shifting

57:35 ▶ right along with the birth rates and

57:36 ▶ right along with the population

57:38 ▶ characteristics. And that's something

57:40 ▶ that we're all just going to have to

57:41 ▶ deal with. You know, like I said, at

57:43 ▶ least at the state level, I'm kind of

57:45 ▶ looking for the bottom. And when you see

57:47 ▶ the number of births actually stop going

57:49 ▶ down, I'm thinking, well, if we get a

57:51 ▶ little bit of growth, people move in on

57:52 ▶ top of that base, maybe we'll start to

57:54 ▶ see it back up. But at the state level,

57:57 ▶ I think we're pretty much there. But I'm

57:59 ▶ concerned you might not quite be there

58:01 ▶ yet.

58:02 ▶ Um um and then the share of the school

58:05 ▶ age population um served by non-district

58:08 ▶ providers is beginning is continuing to

58:11 ▶ grow. Um it had kind of almost capped

58:13 ▶ the charters. You know there there was

58:15 ▶ there was an appeal there then the ESAs

58:17 ▶ came in and then of course COVID and the

58:20 ▶ interesting thing we're still doing

58:22 ▶ research right now trying to figure out

58:23 ▶ where the kids went because there's

58:25 ▶ still three or four% of the of the

58:26 ▶ school age population that essentially

58:28 ▶ missing from the system. And so there's

58:32 ▶ a lot more going on in terms of

58:34 ▶ homeschooling. Think about all the money

58:36 ▶ that was put into these online programs

58:38 ▶ and what and people forming with the

58:40 ▶ vouchers now what we call pods. So three

58:43 ▶ or four of us get together and we form

58:45 ▶ our own little school and we educate

58:46 ▶ each other's kids. So now there's just

58:49 ▶ all kinds of more you know options out

58:51 ▶ there unfortunately. So I hope I didn't

58:53 ▶ take too much time. I wanted to give you

58:55 ▶ an idea of the environment you're in and

58:58 ▶ um I'm happy to take any questions of

59:00 ▶ course. Thank you, Mr. Bremer. Does um

59:02 ▶ any governing board member have any

59:04 ▶ questions, Madam President? Yes, Miss

59:07 ▶ Shaw. Thank you. Thanks for your

59:09 ▶ presentation. Um I appreciate the data.

59:11 ▶ Um but I still don't think that we're

59:13 ▶ off the hook in regards to um you know,

59:16 ▶ the factors that have led to our

59:19 ▶ enrollment other than the drop in birth

59:21 ▶ rates. um if you can uh talk a little

59:25 ▶ bit about why you're estimating that

59:28 ▶ Arizona's population

59:30 ▶ um under 18 will increase in 2035. I

59:33 ▶ don't know if we could go back to that

59:34 ▶ slide but um we probably can and it'll

59:36 ▶ take a minute and those aren't a just to

59:38 ▶ make it clear those are projections by

59:40 ▶ the state demographer. Okay. Yeah. Cuz

59:42 ▶ considering like the trend of birth

59:44 ▶ rates I was surprised to see then 2035

59:47 ▶ through 2050 that like there would be an

59:50 ▶ uptick. Right. And I and I was saying

59:52 ▶ that the you know the looks like the

59:54 ▶ number of births statewide has bottomed

59:56 ▶ out. And when you couple that with the

59:58 ▶ fact that right now we're experiencing 2

1:00:00 ▶ to 3% growth in the population

1:00:02 ▶ statewide. I think that's where that

1:00:04 ▶ comes from. It has to build on itself

1:00:07 ▶ over a number of years. You're looking

1:00:09 ▶ at a 30-year period there. So we're

1:00:11 ▶ taking taking a long time to gain back

1:00:13 ▶ relatively little. Okay. Thank you. Yep.

1:00:18 ▶ Anybody else?

1:00:20 ▶ Thank you, Mr. Browmer. Thank you for

1:00:22 ▶ having me. Appreciate

1:00:28 ▶ [Applause]

1:00:31 ▶ it. Uh, next we'll move on to item 8.1

1:00:35 ▶ that is the approval of the

1:00:37 ▶ intergovernmental agreement between the

1:00:39 ▶ city of Tucson and the Tucson Unified

1:00:41 ▶ School District to integrate TSD

1:00:43 ▶ dispatchers into the public safety

1:00:45 ▶ communications department. Dr.

1:00:49 ▶ President Extra, members of the

1:00:50 ▶ governing board, tonight's a big win for

1:00:52 ▶ student and staff safety across the

1:00:53 ▶ district. Um, our dispatchers, our

1:00:55 ▶ hardworking dispatchers and school

1:00:57 ▶ safety have been invited um to join the

1:01:00 ▶ city of of Tucson's public safety

1:01:02 ▶ response team at the public safety

1:01:04 ▶ communications department. And so here

1:01:06 ▶ to walk us through the item is our

1:01:08 ▶ director for school safety, Joe Helms.

1:01:10 ▶ And then we have a guest from the city

1:01:12 ▶ of Tucson, William Fitzgerald. He is the

1:01:15 ▶ city's uh public safety communications

1:01:17 ▶ department administrator. Gentlemen,

1:01:20 ▶ thank you. Dr. Jill, well, good evening,

1:01:22 ▶ President Extrom, Governor, Newport

1:01:23 ▶ members, Dr. Drew and Council Ross.

1:01:26 ▶ Yeah, we come to here with uh in front

1:01:27 ▶ of you with a great opportunity that uh

1:01:30 ▶ and very excited about the potential of

1:01:32 ▶ our dispatchers within school safety

1:01:34 ▶ being able to move in and be housed

1:01:36 ▶ directly with uh the public safety dis

1:01:38 ▶ communic dispatch department uh of the

1:01:41 ▶ city of Tucson. Um it I'm going to turn

1:01:44 ▶ this over to them in the spirit of

1:01:46 ▶ direct line communication because that's

1:01:48 ▶ really what this comes down to, right?

1:01:50 ▶ In addition to the 40,000 students and

1:01:52 ▶ 6,500 staff members that we serve on a

1:01:54 ▶ day-to-day basis within school safety,

1:01:56 ▶ we're overall responsible for the 24/7

1:01:59 ▶ coverage of this entire district, which

1:02:01 ▶ spans around, as you all know, around

1:02:02 ▶ 230 square miles and more than 100 sites

1:02:05 ▶ that we cover. Um, and during all of

1:02:07 ▶ that, whether it be students and staff

1:02:09 ▶ in the classroom or that 2:00 in the

1:02:12 ▶ morning on a Tuesday night, our direct

1:02:14 ▶ line of communication with our public

1:02:16 ▶ safety entities out there to help

1:02:18 ▶ support them and they support us is

1:02:20 ▶ absolutely critical. Uh, the worst thing

1:02:22 ▶ that can happen is a breakdown in

1:02:24 ▶ communication during a critical

1:02:25 ▶ incident. Uh and this is really going to

1:02:27 ▶ elevate that opportunity to ensure that

1:02:29 ▶ that kind of thing doesn't happen to

1:02:30 ▶ ensure that those we're not putting

1:02:32 ▶ schools on lockdown that don't know

1:02:33 ▶ don't need to be or that we're not

1:02:35 ▶ initiating some kind of protocol that

1:02:36 ▶ should have been uh initiated because we

1:02:39 ▶ weren't aware of the situation. So again

1:02:42 ▶ in the spirit of that I'm actually going

1:02:43 ▶ to turn it over to uh Mr. Fitzgerald and

1:02:45 ▶ also um Mr. Mark King. He's from our

1:02:48 ▶ team. He's our he oversees our

1:02:51 ▶ communication and analytics uh within

1:02:53 ▶ school safety. Hopefully you've all had

1:02:54 ▶ an opportunity to meet him. So Mark, do

1:02:57 ▶ you want to take it

1:03:01 ▶ away? Good evening, governing board

1:03:04 ▶ president Luna

1:03:06 ▶ Rose. Uh Dr. Tree Hill, Council Ross,

1:03:10 ▶ everyone in

1:03:11 ▶ attendance. I'm Mark King up from school

1:03:13 ▶ safety. I am the

1:03:17 ▶ uh dispatch supervisor and safety

1:03:19 ▶ analysis for the district. and we have

1:03:21 ▶ uh come to you for an

1:03:24 ▶ opportunity for us to relocate and

1:03:27 ▶ integrate with the uh city of Tucson

1:03:31 ▶ public safety communications department.

1:03:38 ▶ So with this integration, it's going to

1:03:41 ▶ create a real

1:03:42 ▶ unified communication system with first

1:03:44 ▶ responders, including fire department,

1:03:47 ▶ EMS, local law enforcement, and other

1:03:50 ▶ agencies over at the

1:03:53 ▶ PSC. Uh it's going to enhance emergency

1:03:55 ▶ response capabilities. it it's going to

1:03:58 ▶ close that critical gap that we have

1:04:00 ▶ between our first responders when an

1:04:03 ▶ incident occurs and we got to

1:04:04 ▶ communicate uh real time between us and

1:04:07 ▶ first responders

1:04:12 ▶ uh within

1:04:13 ▶ the uh presented to you. There's a

1:04:17 ▶ couple of key provisions I'd like to

1:04:19 ▶ point out. First is uh the IG will

1:04:22 ▶ comply with FURPA and HIPPA regulations.

1:04:24 ▶ Both parties agree that uh shared data

1:04:27 ▶ will be used exclusively for extingent

1:04:30 ▶ circumstances purposes and will not be

1:04:33 ▶ disclosed without authorization as

1:04:35 ▶ permitted under FURPA ensuring the

1:04:37 ▶ protection of student and staff. Uh this

1:04:41 ▶ uh J was closely reviewed by both the

1:04:43 ▶ city of Tucson attorneys as well as

1:04:46 ▶ councelor Ross to ensure that the fur

1:04:50 ▶ and HIPPA was taken into consideration.

1:04:52 ▶ It also includes two state-of-the-art

1:04:55 ▶ dispatch workstations that's fully

1:04:57 ▶ equipped. That's going to be provided by

1:04:58 ▶ PSCD uh which we'll go over uh here in a

1:05:02 ▶ few

1:05:03 ▶ minutes. Also to include a remote

1:05:05 ▶ dispatch supervisor office as well as

1:05:08 ▶ direct access to the SEARC, the

1:05:10 ▶ community safety awareness and response

1:05:12 ▶ center. That's a uh center that they

1:05:17 ▶ manage uh critical incidents. Uh they

1:05:19 ▶ also uh provide analytics for video feed

1:05:23 ▶ uh body cameras uh anything that can

1:05:27 ▶ provide information quick and fast and

1:05:30 ▶ accurate to help with uh getting that to

1:05:33 ▶ the first responders to service the

1:05:35 ▶ community better and efficiently.

1:05:44 ▶ Uh I laid out a couple benefits of the

1:05:46 ▶ integration

1:05:49 ▶ uh seamless coordination between us and

1:05:52 ▶ the uh first responders uh being housed

1:05:55 ▶ with them. It's going to give us direct

1:05:58 ▶ uh communication with them so we can

1:06:00 ▶ provide direct communication to the

1:06:02 ▶ staff and community of the schools and

1:06:04 ▶ the students. uh real time information,

1:06:08 ▶ real-time threats, movements,

1:06:10 ▶ uh and and so forth like that to provide

1:06:13 ▶ accurate information for them so they

1:06:14 ▶ can make the appropriate determination

1:06:16 ▶ whether they need to stay in lockdown,

1:06:18 ▶ stay in secure, they can uh release and

1:06:21 ▶ so forth.

1:06:23 ▶ uh next level security and safety uh

1:06:26 ▶ real-time alerts with the Centiggics uh

1:06:28 ▶ pro platform that we are integrating

1:06:31 ▶ with all of our schools uh through the

1:06:33 ▶ Brown Bond uh through the not the bond

1:06:36 ▶ program but uh through uh PSC and other

1:06:39 ▶ local PAPs uh public safety answering

1:06:42 ▶ points. So being housed in the same

1:06:44 ▶ facility with them would just uh swiftly

1:06:47 ▶ rapid uh communicate that uh alert to

1:06:51 ▶ them.

1:06:54 ▶ again with that seaark with the uh

1:06:56 ▶ analytics analytics that it can provide

1:07:00 ▶ uh cutting edge technology uh within

1:07:02 ▶ that sea

1:07:04 ▶ sources. Uh we currently use Axon body

1:07:08 ▶ cameras and axon tasers. So we can

1:07:11 ▶ actually integrate our Axon body cameras

1:07:13 ▶ with their Axon fuses and if a officer

1:07:18 ▶ responds to an incident and that um site

1:07:22 ▶ doesn't have cameras which about 33% of

1:07:26 ▶ our sites have cameras and that's it. So

1:07:30 ▶ if an officer responds and we need video

1:07:33 ▶ footage of that uh incident live stream,

1:07:36 ▶ uh we can tap into the body cameras from

1:07:39 ▶ that station from the Axon Fus

1:07:42 ▶ uh on-site tech support uh over there uh

1:07:47 ▶ uh 24/7.

1:07:52 ▶ Um the

1:07:54 ▶ the puma uh the public safety

1:07:57 ▶ communications department houses 13

1:07:59 ▶ entities. Uh they're all listed right

1:08:02 ▶ there. There are uh nine different fire

1:08:04 ▶ department fire departments. Uh

1:08:06 ▶ University of Arizona EMS uh as well as

1:08:10 ▶ uh Tucson Police Department. Uh they

1:08:13 ▶ also have the capability of doing uh CAD

1:08:15 ▶ to CAD. CAD meaning computer automative

1:08:17 ▶ dispatch. That's what we utilize to

1:08:20 ▶ record events, dispatch patrols and and

1:08:24 ▶ do timestamps and record everything. Uh

1:08:27 ▶ they have the capability of their CAT

1:08:29 ▶ system uh sending information directly

1:08:31 ▶ to other agencies i.e. uh Puma County

1:08:34 ▶ and so forth.

1:08:37 ▶ uh maintenance uh maximize cost

1:08:39 ▶ efficiency uh within IG there's no cost

1:08:42 ▶ to utilize their

1:08:44 ▶ facility and there there is a free

1:08:46 ▶ initial and ongoing training with our

1:08:49 ▶ dispatchers

1:08:50 ▶ uh with with that being said

1:08:53 ▶ uh that that is a key uh uh benefit for

1:08:58 ▶ us because I I I'm a strong believer of

1:09:01 ▶ uh training for proficiency. There's no

1:09:03 ▶ way to be proficient in a job,

1:09:04 ▶ especially as a critical position of a

1:09:06 ▶ dispatcher unless you're trained to that

1:09:09 ▶ proficiency. And having that free

1:09:11 ▶ initial and ongoing training within that

1:09:14 ▶ IGA

1:09:15 ▶ uh helps with

1:09:17 ▶ that. Uh uh building public trust

1:09:22 ▶ uh is is my big factor right here. Um

1:09:27 ▶ uh we will ensure the community that

1:09:30 ▶ we're building that trust with our local

1:09:34 ▶ uh community partners for first

1:09:35 ▶ responders to ensure their safety of our

1:09:38 ▶ staff and their students our priority.

1:09:44 ▶ Uh we we experience gaps in our

1:09:49 ▶ communication uh very frequently more

1:09:52 ▶ than what we would like to. I did a real

1:09:56 ▶ scenario for you. Um the incident was a

1:10:01 ▶ uh armed individual was in the vicinity

1:10:03 ▶ of a

1:10:05 ▶ school

1:10:07 ▶ and instantly they thought to be

1:10:10 ▶ detained and that's what information we

1:10:12 ▶ was provided by a third party

1:10:14 ▶ information and we were trying to

1:10:16 ▶ coordinate and communicate with local

1:10:18 ▶ responders to verify that. uh through

1:10:20 ▶ this whole incident uh that individual

1:10:23 ▶ was actually being monitored by local

1:10:26 ▶ authorities. The gap uh the school

1:10:28 ▶ received inaccurate information and

1:10:30 ▶ there was no direct communication with

1:10:32 ▶ first

1:10:33 ▶ responders and then students was nearly

1:10:35 ▶ released while the suspect remained

1:10:37 ▶ active in that area. Uh with this

1:10:39 ▶ integration, it would have prevented uh

1:10:42 ▶ any type of miscommunication and updates

1:10:45 ▶ on weapon status and the suspect

1:10:47 ▶ movement uh instant alerts for

1:10:51 ▶ escalating or changing of threats. So we

1:10:54 ▶ can provide that to the staff on

1:10:57 ▶ site and then obviously with that

1:10:59 ▶ accurate intel we can determine uh what

1:11:02 ▶ protocols to use whether it's a lock

1:11:04 ▶ down secure or uh we if we can release

1:11:07 ▶ the students if it's safe to do

1:11:11 ▶ that. Uh I've gathe g gathered some data

1:11:14 ▶ to show you uh from 2023 to 2024 on the

1:11:18 ▶ right side uh the total service request

1:11:21 ▶ uh we've had about 8,900

1:11:24 ▶ uh for that school year for that for

1:11:27 ▶ that 8,900 about 11 thou or about 1,000

1:11:31 ▶ calls was coordinated with the public

1:11:33 ▶ safety communications department whether

1:11:35 ▶ that's EMS fire or local authorities. So

1:11:38 ▶ that's about 11% of our calls that we

1:11:41 ▶ receive in our dispatch center. We have

1:11:43 ▶ to coordinate with local authorities or

1:11:45 ▶ local responders. That's uh one in every

1:11:48 ▶ nine service calls if uh we break it

1:11:50 ▶ down like that. And on the left uh for

1:11:53 ▶ this school year up until up until March

1:11:55 ▶ 18th

1:11:57 ▶ uh we've had a total of about 6,000. Of

1:12:00 ▶ those 6,000, uh, we've experienced about

1:12:03 ▶ 724 calls with the public safety

1:12:05 ▶ communications department, which is

1:12:07 ▶ about 12% of our

1:12:18 ▶ calls. Yeah. So, there's definitely

1:12:20 ▶ going to be some cost associated with

1:12:21 ▶ this, but fortunately, uh, the public

1:12:23 ▶ safety dispatch center does have been

1:12:25 ▶ able to recognize a grant that, uh,

1:12:27 ▶ we're able to use. uh the initial cost

1:12:29 ▶ would be significant uh to the school

1:12:31 ▶ district but again uh working with Mr.

1:12:33 ▶ Fitzgerald and his team they've been

1:12:34 ▶ able to identify that this grant they've

1:12:36 ▶ identified which will pay for that first

1:12:37 ▶ year. So there will be zero cost uh that

1:12:40 ▶ zero cost will be insur will uh provide

1:12:42 ▶ us all that initial training including

1:12:44 ▶ moving costs uh and getting all those

1:12:46 ▶ initial uh CAD access that we need. Uh

1:12:50 ▶ additionally you know in subsequent

1:12:52 ▶ years there will be an additional cost

1:12:53 ▶ associated with that of course uh but

1:12:55 ▶ most of that that cost will be realized

1:12:57 ▶ within the current school safety um uh

1:13:00 ▶ budget uh i.e. We're already having to

1:13:03 ▶ pay for some of these systems already

1:13:04 ▶ with in-house. This will be taken over

1:13:06 ▶ by them. Uh so, as we can kind of see

1:13:09 ▶ here, year one, uh this is what we

1:13:11 ▶ currently pay, uh about $15,000 a year

1:13:13 ▶ for our current CAD system, which would

1:13:15 ▶ equates to about $75,000 over 5 years.

1:13:18 ▶ Um again, moving back over there, we

1:13:22 ▶ will pay additional cost. Uh you know,

1:13:24 ▶ the overall cost over the five years is

1:13:26 ▶ around $80,000, which is about obviously

1:13:28 ▶ $6,000 more. However, we're look we're

1:13:30 ▶ realizing uh over $100,000 in savings uh

1:13:34 ▶ with getting that additional training

1:13:35 ▶ and so on and so forth. One of the

1:13:37 ▶ things that's really critical in this is

1:13:39 ▶ the city of Tucson and many of the other

1:13:40 ▶ uh public safety entities are also

1:13:42 ▶ currently going to a encrypted radio

1:13:45 ▶ system. Uh the cost of those radios is

1:13:47 ▶ significant that in order for us to be

1:13:49 ▶ able to be able to communicate directly

1:13:51 ▶ with them uh the officers on the street,

1:13:53 ▶ we would have to upgrade to those which

1:13:54 ▶ be a significant cost uh to the school

1:13:56 ▶ district that we're just not in position

1:13:58 ▶ at least within school safety to do. So

1:14:01 ▶ this is what we currently have. Uh many

1:14:03 ▶ of you have already had opportunity to

1:14:04 ▶ come visit us. Uh this is what we

1:14:06 ▶ currently look like on the left.

1:14:07 ▶ Albert's a great guy. They work really

1:14:09 ▶ hard. However, on the right you can see

1:14:11 ▶ just much more advanced technology. um

1:14:14 ▶ many more opportunities to kind of

1:14:16 ▶ realize what's going on, more

1:14:17 ▶ information that they can gather and

1:14:19 ▶ more information that they can share not

1:14:21 ▶ only internally but obviously again with

1:14:22 ▶ those public safety entities that we

1:14:24 ▶ work with on a day-to-day

1:14:26 ▶ basis. So again, zero cost to initially

1:14:29 ▶ move over um you know we'll have to have

1:14:32 ▶ direct access. It's literally uh talking

1:14:34 ▶ to the people within that dispatch

1:14:35 ▶ center to ensure that we're getting real

1:14:37 ▶ time uh true information that we can

1:14:39 ▶ convey to our people that are having to

1:14:41 ▶ respond to those uh state-of-the-art

1:14:43 ▶ call centers and um you know just that

1:14:45 ▶ continual collaboration again elevating

1:14:47 ▶ those services that we provide uh to the

1:14:49 ▶ students and staff of the Tucson Unified

1:14:51 ▶ School District and ensuring that we're

1:14:53 ▶ we're maintaining the safest possible uh

1:14:55 ▶ environments out there. So with that,

1:14:58 ▶ we'll be happy to answer any questions.

1:15:02 ▶ Governing board members, any questions?

1:15:05 ▶ Yes, Miss Luna Rose. Thank you. Thank

1:15:07 ▶ you, Mr. Hollis. Good to see you. Um I

1:15:11 ▶ Well, one comment and then one question

1:15:14 ▶ comment that I'm I'm happy to see this

1:15:16 ▶ integration just because I think that's

1:15:18 ▶ been a common complaint among the board,

1:15:21 ▶ but as well as parents. So, um I think

1:15:24 ▶ this will will um intertwine nicely. Um,

1:15:29 ▶ so I'm I'm glad we're uh you're coming

1:15:31 ▶ to us to take this step, but my question

1:15:33 ▶ is, and maybe this is more for Mr. Ross.

1:15:35 ▶ I just want to make sure that um no

1:15:38 ▶ student um uh records or information

1:15:43 ▶ would be violated. I know that Furpa is

1:15:45 ▶ mentioned in this, but I just want to

1:15:47 ▶ make sure that that this has been vetted

1:15:50 ▶ well enough that I'd feel comfortable me

1:15:52 ▶ approving this this evening. Yes, board

1:15:54 ▶ members. Thank you, Miss Luna Rose. If

1:15:56 ▶ you look at section five, I don't think

1:15:57 ▶ your mic's on. Yeah, it is. Is it? Okay.

1:16:00 ▶ Yeah, maybe I'm not on. Um section five

1:16:03 ▶ of this agreement was what I I focused

1:16:06 ▶ quite a bit on um in order to make sure

1:16:09 ▶ that um if we're going to be sharing

1:16:11 ▶ information that it's under a furpa

1:16:13 ▶ exception and Mr. King referenced

1:16:15 ▶ exigent circumstances. So if there's an

1:16:17 ▶ emergency, then you know we're calling

1:16:19 ▶ law enforcement anyway. Now we're

1:16:22 ▶ eliminating that gap of us calling law

1:16:25 ▶ enforcement. It's all going to be there.

1:16:27 ▶ The same information would be passed

1:16:28 ▶ along in an emergency. The other thing

1:16:31 ▶ that that I wanted to make sure that we

1:16:34 ▶ um connected on is in section five and

1:16:36 ▶ that's um I was concerned about public

1:16:39 ▶ records releases uh because I know we

1:16:42 ▶ see um we see public records information

1:16:45 ▶ coming out of dispatch centers and I

1:16:48 ▶ wanted to make sure that our legal

1:16:50 ▶ department was going to be consulted

1:16:53 ▶ before anything goes out from from the

1:16:55 ▶ the consolidated uh department. So

1:16:58 ▶ section five I I did quite a bit of u

1:17:01 ▶ thinking on that and working with uh

1:17:04 ▶ with the other parties so that we could

1:17:06 ▶ I was comfortable with with making sure

1:17:09 ▶ that confidentiality is going to um

1:17:11 ▶ remain where it should unless there's an

1:17:13 ▶ emergency situation. Great. Thank you. I

1:17:17 ▶ have a couple of questions. I'm

1:17:19 ▶ concerned with

1:17:21 ▶ um with ICE and everything going on with

1:17:24 ▶ that, how they would be

1:17:27 ▶ able or TPD would be able to give out

1:17:30 ▶ student information

1:17:33 ▶ um and that sort of

1:17:36 ▶ thing because right now I'm not

1:17:38 ▶ comfortable with this. So again, if if

1:17:41 ▶ we are we're talking about situations

1:17:43 ▶ where the district is communicating with

1:17:45 ▶ law enforcement anyway, so you know,

1:17:49 ▶ it's it's going to be this the same type

1:17:51 ▶ of communication except much shorter. Um

1:17:54 ▶ I don't think ICE is involved in this

1:17:56 ▶ center at all. So but will TPD or

1:18:00 ▶ sheriff's department or any department

1:18:02 ▶ have access to our student records?

1:18:06 ▶ No more access than they would have

1:18:08 ▶ today, i.e. during a critical situation.

1:18:10 ▶ I mean, worst case scenarios that we can

1:18:12 ▶ think of, right? You're going to be

1:18:14 ▶ sharing all that information, any way to

1:18:16 ▶ to manage the situation. Um, within

1:18:19 ▶ this, uh, Mr. Ross and the city

1:18:22 ▶ attorneys were very careful to ensuring

1:18:23 ▶ because on their side of things, they

1:18:25 ▶ have information that we don't have

1:18:26 ▶ access to either, right? They're they're

1:18:28 ▶ sworn law enforcement, fire department.

1:18:31 ▶ Uh, so they have certain records that

1:18:32 ▶ they can't share with us. Uh, so there's

1:18:35 ▶ a little physical separation within

1:18:37 ▶ their building. actually have a very

1:18:38 ▶ large building and we're on way side one

1:18:40 ▶ far side of it um uh close enough where

1:18:43 ▶ we can have that communication

1:18:45 ▶ especially through a supervisor but

1:18:47 ▶ ensuring that that that uh that data is

1:18:49 ▶ not going to be shared on an ongoing

1:18:50 ▶ basis. So there there is uh processes in

1:18:54 ▶ place, checks and balances to ensure

1:18:56 ▶ that information is not shared unless

1:18:57 ▶ it's elevates to that critical situation

1:19:00 ▶ at which time it's our decision to make

1:19:01 ▶ that right whether it be whatever kind

1:19:03 ▶ of information we're sharing. This is

1:19:05 ▶ going to be solely uh on the school

1:19:07 ▶ district and in consultation with our

1:19:09 ▶ superintendent and our legal counsel and

1:19:11 ▶ ensure that that information could be

1:19:12 ▶ shared. So they won't have synergy

1:19:14 ▶ access. No. and and just like we won't

1:19:18 ▶ have access to whatever those fancy

1:19:21 ▶ systems are that law enforcement has

1:19:22 ▶ unless they want to provide that to us.

1:19:25 ▶ So unless there's a warrant, then they

1:19:27 ▶ would contact your office and then go

1:19:28 ▶ from there. Yes. Okay. Yeah. Same

1:19:31 ▶ process. And one real critical thing I

1:19:33 ▶ think that really needs to be

1:19:34 ▶ highlighted is the Tucson Police

1:19:35 ▶ Department's only one aspect of this.

1:19:37 ▶ You know, we mentioned those 13

1:19:38 ▶ agencies, but in addition to those

1:19:39 ▶ public safety entities, most of them are

1:19:41 ▶ fire departments. Um is a suicide

1:19:43 ▶ hotline as well. So this I mean just our

1:19:46 ▶ availability to provide those services

1:19:48 ▶ on an extremely timely situations um

1:19:52 ▶ just it's just a fantastic opportunity

1:19:54 ▶ that we have in front of us I believe

1:19:56 ▶ and I completely understand that but you

1:19:58 ▶ have to look at it from my point of view

1:20:00 ▶ and the concerns that I get from the

1:20:02 ▶ community about the sharing of

1:20:04 ▶ information of our students and our

1:20:06 ▶ parents and how concerned they are that

1:20:09 ▶ other entities could have access to

1:20:11 ▶ their data. Yeah, I totally understand

1:20:13 ▶ that. I'll just uh repeat that yet those

1:20:15 ▶ uh we we ensure that we outline that

1:20:17 ▶ within our intergovernmental agreement

1:20:19 ▶ and then those checks are imbalances to

1:20:21 ▶ make sure that that that information is

1:20:22 ▶ not shared on an ongoing basis unless

1:20:24 ▶ it's a critical situation. Governing

1:20:26 ▶ board members, Miss Shaw,

1:20:30 ▶ thank you for the presentation. Um I

1:20:32 ▶ share your concern, Miss Extramm. Um I

1:20:36 ▶ think the beautiful thing about our

1:20:37 ▶ school safety department is that it is

1:20:39 ▶ independent and that um the board can

1:20:42 ▶ control it and oversee it and I worry

1:20:44 ▶ that um with this IGA we would um you

1:20:48 ▶ know be inviting a higher presence of

1:20:50 ▶ law enforcement on our campus.

1:20:53 ▶ Um and so with that I do have some

1:20:57 ▶ comments and questions.

1:21:01 ▶ Um, first, uh, when TUSD school safety

1:21:05 ▶ department, uh, needs backup from TPD,

1:21:08 ▶ um, or the sheriff's department or fire,

1:21:10 ▶ uh, do they call 911 or do they have a

1:21:12 ▶ direct line? They call 911. Okay. Um,

1:21:17 ▶ cuz I've heard that like at times when

1:21:19 ▶ we do need backup, sometimes they show

1:21:21 ▶ up, sometimes they don't. Um, and I'm

1:21:24 ▶ wondering if like even if we are um we

1:21:27 ▶ move forward with this IGA like um in

1:21:30 ▶ light of like the staff shortage uh with

1:21:32 ▶ TPD like are we is that that's this is

1:21:35 ▶ not even a guarantee that we'll have

1:21:37 ▶ them there when we need them. And you

1:21:40 ▶ know I don't want to go too far into the

1:21:41 ▶ weeds so I'd invite Mr. Fitzgerald but I

1:21:43 ▶ want to be timely with this. You know

1:21:45 ▶ they elevate different calls for

1:21:46 ▶ different priorities uh one through

1:21:48 ▶ five. Um and that's all based on the

1:21:50 ▶ information that they get. So if they're

1:21:52 ▶ not getting the real-time information

1:21:53 ▶ about how this situation that we're

1:21:55 ▶ dealing with has been elevated and

1:21:56 ▶ there's that gap in information, they're

1:21:58 ▶ not going to elevate it and make it more

1:22:00 ▶ of a priority for them. So, we've had

1:22:02 ▶ those situations where we've had and I

1:22:04 ▶ can think of one off top of my head that

1:22:07 ▶ uh I think a principal in here may have

1:22:09 ▶ also shared with but you know it was a

1:22:11 ▶ critical situation where it really got

1:22:12 ▶ elevated really fast but because of that

1:22:15 ▶ breakdown in communication between us

1:22:17 ▶ then I'm you know basically right now

1:22:18 ▶ it's officer going to a dispatcher

1:22:20 ▶ dispatcher going to another dispatcher

1:22:22 ▶ then going out there this will kind of

1:22:23 ▶ streamline that information we're

1:22:25 ▶ sharing that real time

1:22:27 ▶ right yeah um and I know there's so many

1:22:30 ▶ variables that have contributed to all

1:22:32 ▶ of these issues. And um what I've heard

1:22:35 ▶ over the years in the community and also

1:22:37 ▶ um with uh what Prop 414 brought to

1:22:41 ▶ light as far as like the existing issues

1:22:44 ▶ in like the dispatch of the city of

1:22:46 ▶ Tucson system. Um and seeing that there

1:22:50 ▶ are 13 agencies that are already there,

1:22:52 ▶ I'm just wondering if you know they can

1:22:54 ▶ handle us to integrate into them and

1:22:57 ▶ like seems like we're doing okay. I know

1:23:00 ▶ our school safety team like you know

1:23:03 ▶ rises to the occasion when they need to

1:23:05 ▶ and so I'm not sure if this is uh

1:23:08 ▶ completely necessary at this

1:23:11 ▶ moment. Um if we do go forward with this

1:23:14 ▶ IGA will this trigger any reduction in

1:23:17 ▶ our school safety staff? No,

1:23:22 ▶ not at all. Not at all. Okay. And how

1:23:24 ▶ many people do we have now for dispatch

1:23:26 ▶ at dispatch? Yeah. Six. Yeah. Currently

1:23:29 ▶ we have six providing 24/7 coverage. So

1:23:32 ▶ little lean.

1:23:33 ▶ Okay. Definitely wouldn't be going down.

1:23:36 ▶ I see. And would those six TUSD staff

1:23:39 ▶ members have their own room or like what

1:23:41 ▶ does that look like? I know we saw the

1:23:43 ▶ image but like does each agency have

1:23:46 ▶ their little space.

1:23:49 ▶ Uh good evening Dr. Trillo, President

1:23:52 ▶ Extramm and members of the board. Yeah.

1:23:55 ▶ So just for the overall situation of our

1:23:58 ▶ public safety communications department,

1:24:01 ▶ we're not just police. Police is a small

1:24:04 ▶ component of it. And we're doing this

1:24:07 ▶ bringing out a lot of outside agencies

1:24:10 ▶ as part of our department. For example,

1:24:13 ▶ a lot of times people in the community

1:24:15 ▶ don't need a police officer and don't

1:24:17 ▶ need a firefighter. They need mental

1:24:19 ▶ health. So we have a whole section of

1:24:21 ▶ our facility on mental health. We don't

1:24:23 ▶ get access to any of that information.

1:24:25 ▶ It's walled off and they operate

1:24:28 ▶ independently. We're doing the same

1:24:30 ▶ thing with TUSD. They're going to be

1:24:32 ▶ operating just like they were before.

1:24:35 ▶ We're not going to be involved in any

1:24:38 ▶ way except for providing the equipment

1:24:40 ▶ and training um on the latest dispatch

1:24:43 ▶ procedures that um we offer to our

1:24:46 ▶ classes anyway as people are coming

1:24:48 ▶ through. But there'll be no additional

1:24:50 ▶ involvement from us unless it's

1:24:52 ▶ requested. So, for example, if there is

1:24:55 ▶ a call that they're not TPD isn't

1:24:59 ▶ responding quick enough, well, maybe

1:25:03 ▶ that call is a priority level five,

1:25:05 ▶ which is going to get a a delayed

1:25:06 ▶ response because of the, you know, lack

1:25:10 ▶ of resources or how busy TPD is. But

1:25:13 ▶ there may be something that the TUSD

1:25:15 ▶ dispatchers could say, "Hey, you guys

1:25:17 ▶ are missing this and now it's a

1:25:19 ▶ priority, too." and that triggers an

1:25:21 ▶ immediate response from TPD. So, it's

1:25:23 ▶ that information um sharing that will

1:25:26 ▶ get a more effective response. Um and if

1:25:29 ▶ there is something major, then we have a

1:25:32 ▶ real-time crime center, which we call

1:25:34 ▶ the community safety awareness center

1:25:37 ▶ cuz it's not really just a real-time

1:25:39 ▶ crime center. It's we have our water

1:25:41 ▶ department. We have all different

1:25:43 ▶ agencies that are going to be mixing in

1:25:45 ▶ just for information. So, it's something

1:25:47 ▶ we have set up now. We have other

1:25:49 ▶ agencies, but they manage themselves.

1:25:51 ▶ We're just providing the roof, some

1:25:53 ▶ training, and some equipment.

1:26:00 ▶ Thank you for the information.

1:26:03 ▶ Um, yeah. I mean, I know we we spoke

1:26:06 ▶ already about um some of the gaps in

1:26:09 ▶ information and all of that and and like

1:26:12 ▶ lack of

1:26:14 ▶ um I don't know certain agencies showing

1:26:18 ▶ up um when needed. Um, and I know some

1:26:21 ▶ of this is just and like staffing

1:26:24 ▶ issues, some is other things and it's

1:26:27 ▶ not always a fault of our district, but

1:26:29 ▶ maybe just a um maybe they don't realize

1:26:32 ▶ that there's a school in the area where

1:26:34 ▶ there's a suspect who is um um like

1:26:38 ▶ roaming around. And so I think we can

1:26:40 ▶ just be smarter about like you know your

1:26:44 ▶ agency knowing where our schools are.

1:26:47 ▶ Um, I'm really hesitant to vote for this

1:26:49 ▶ at this time knowing that like we're

1:26:52 ▶ doing okay where where our dispatch is

1:26:55 ▶ now and um I think the improvements that

1:26:57 ▶ can be made are just um you know

1:27:00 ▶ logistical things and opening up those

1:27:02 ▶ communication channels. I I do worry

1:27:04 ▶ about the sharing of data um and also

1:27:08 ▶ the potential increase in like law

1:27:11 ▶ enforcement at some of our schools. Um,

1:27:15 ▶ so yeah. Thank you,

1:27:19 ▶ Miss Laros.

1:27:22 ▶ Thank Can I get it? Okay, here we go.

1:27:25 ▶ Uh, my question is concerning funding.

1:27:28 ▶ Now, you said that this first year was

1:27:31 ▶ covered by the grant. So you would have

1:27:34 ▶ to come back next year to for

1:27:39 ▶ um if I'm looking at this

1:27:43 ▶ correctly after one year the CAD beat

1:27:45 ▶ maintenance but you said this would come

1:27:47 ▶ out of department your department

1:27:49 ▶ funding correct okay so you don't

1:27:52 ▶ foresee coming to the board

1:27:54 ▶ to for further um no we're talking about

1:27:58 ▶ $6,000 over five years I think we can

1:28:00 ▶ leverage some you know shifts and

1:28:03 ▶ priorities ities to ensure that we can

1:28:04 ▶ cover that. Okay. All right. Thank

1:28:08 ▶ you. Any other discussion or

1:28:13 ▶ questions? Do I hear a motion? I'll move

1:28:16 ▶ the item. Second. There's a motion by

1:28:19 ▶ Miss Luna Rose, second by Mr. Romero.

1:28:22 ▶ Uh, roll call, please.

1:28:26 ▶ Mr. Romero. Yes. Dr. Robbie. Yes. Miss

1:28:30 ▶ Rose. Yes. Miss Shaw, no. Miss Extra,

1:28:35 ▶ no. Motion passes 3 to two. Thank you.

1:28:40 ▶ Thank you.

1:28:44 ▶ Uh, next we'll move on to call to the

1:28:46 ▶ audience. Dr. Shaw.

1:28:50 ▶ Thank you, President Extra. Members of

1:28:51 ▶ the public may speak during the call to

1:28:53 ▶ the audience. The governing board clerk

1:28:55 ▶ shall be responsible for recognizing

1:28:57 ▶ speakers and for maintaining order where

1:28:59 ▶ it may be appropriate. Those who speak

1:29:02 ▶ in person or want to have their comments

1:29:03 ▶ read shall email or call the board

1:29:05 ▶ office or complete a request to address

1:29:07 ▶ the board form before the meeting.

1:29:10 ▶ Speakers who have not completed a

1:29:11 ▶ request form are not permitted to

1:29:13 ▶ address the board. The speaker must

1:29:15 ▶ state their full name and topic prior to

1:29:17 ▶ addressing the board. Speakers are

1:29:20 ▶ encouraged to be brief with a maximum

1:29:21 ▶ time of 3 minutes. While more than one

1:29:24 ▶ speaker may speak together in the time

1:29:26 ▶ allowed, speakers are reminded that they

1:29:28 ▶ are not allowed to speak more than once

1:29:30 ▶ and they may not transfer or delegate

1:29:31 ▶ their time to others. If there are

1:29:34 ▶ documents for the board, please give

1:29:35 ▶ them to the board office staff and they

1:29:37 ▶ will ensure each board member receives a

1:29:39 ▶ copy. Those attending the meeting and

1:29:41 ▶ are speaking before the board shall

1:29:43 ▶ observe rules of good conduct. Speakers

1:29:45 ▶ shall also refrain from inappropriate or

1:29:47 ▶ slanderous remarks. And because TUSD

1:29:50 ▶ serves students from preschool through

1:29:52 ▶ high school, speakers should be aware

1:29:54 ▶ there may be children present and

1:29:55 ▶ listening. At the end of the call to the

1:29:57 ▶ audience, the governing board president

1:29:59 ▶ will ask if any board member wishes to

1:30:01 ▶ respond to criticism, wish to ask staff

1:30:04 ▶ to review a matter, or wish to ask that

1:30:06 ▶ a matter be put on a future agenda. No

1:30:08 ▶ more than two members may address each

1:30:11 ▶ topic. Contents of this card are public

1:30:14 ▶ information. All right. So, tonight we

1:30:16 ▶ have five in-person speakers. We'll

1:30:18 ▶ start with Mr. Michael Conrad, followed

1:30:20 ▶ by Fio Azizi, Jim Brin, uh Lillian Fox,

1:30:24 ▶ and then Pil A

1:30:32 ▶ Costa. Good evening, Madame President,

1:30:34 ▶ members of the board. My name is Michael

1:30:36 ▶ Conrad. I'm here tonight to make a plea

1:30:39 ▶ for your advocacy for school

1:30:41 ▶ administrators. Our school-based

1:30:44 ▶ administrators are underpaid an average

1:30:45 ▶ of $10,000 a year compared to other

1:30:48 ▶ nearby districts. And I'd like to give

1:30:50 ▶ you some background this evening as to

1:30:52 ▶ why your advocacy in particular is so

1:30:55 ▶ necessary. My student teaching was here

1:30:58 ▶ in TUSD. Uh I was a proud teacher and

1:31:01 ▶ member of TEA. I taught at a school I

1:31:04 ▶ loved in a district I loved. Uh

1:31:06 ▶ supported and encouraged by a community

1:31:08 ▶ of professionals that surrounded me to

1:31:10 ▶ help me in my work.

1:31:12 ▶ Whatever our pay, whatever difficulties

1:31:14 ▶ we faced, I always knew that our

1:31:16 ▶ governing board, my principal, and my

1:31:18 ▶ colleagues and my entire community

1:31:20 ▶ supported me in the work that I did. I

1:31:23 ▶ earned my master's degree and got my

1:31:24 ▶ administrator's certificate, hoping to

1:31:26 ▶ take my love of teaching to a level

1:31:28 ▶ where I could impact a wider range of

1:31:32 ▶ students. I was shocked by a few things

1:31:34 ▶ when I went into administration. I was

1:31:37 ▶ shocked that for the first time there

1:31:39 ▶ were people who hated me simply because

1:31:41 ▶ of the title of my job. I was shocked

1:31:44 ▶ that for the first time there were

1:31:48 ▶ uh no level of effort or minutes that I

1:31:52 ▶ could put in or hours that I could put

1:31:54 ▶ in in any particular day to finish the

1:31:57 ▶ work that I had set before me. And I was

1:32:01 ▶ shocked that sometimes, no matter what

1:32:03 ▶ my fellow administrators were able to

1:32:05 ▶ accomplish, successes were often

1:32:07 ▶ minimally

1:32:09 ▶ acknowledged while failures became

1:32:11 ▶ career-ending

1:32:12 ▶ events. Despite all that, I loved every

1:32:15 ▶ school that I served in. Um, I loved the

1:32:18 ▶ work that I did. I was lucky enough to

1:32:21 ▶ take a turn working in central office

1:32:23 ▶ and uh got to see behind the scenes and

1:32:26 ▶ and help chart the course of our

1:32:27 ▶ district. And while I enjoyed that,

1:32:30 ▶ after four years I was able to return to

1:32:32 ▶ uh site principal ship and must say that

1:32:35 ▶ I found more joy being able to work

1:32:37 ▶ directly with students and

1:32:39 ▶ teachers. Our entire focus as

1:32:42 ▶ administrators is the support of our

1:32:45 ▶ teachers and the students that they work

1:32:47 ▶ with day-to-day. We advocate for them.

1:32:49 ▶ We advocate for their health and

1:32:50 ▶ well-being. We advocate for their

1:32:52 ▶ success. But we rarely advocate for

1:32:54 ▶ ourselves as administrators.

1:32:57 ▶ What you need to know is that just

1:33:00 ▶ because we're not here in force with a

1:33:03 ▶ 100 voices to speak out about the

1:33:06 ▶ inequities facing us,

1:33:09 ▶ uh it's because our entire role is the

1:33:13 ▶ support of others and sometimes just

1:33:16 ▶ trying to speak up on our own behalf

1:33:18 ▶ becomes unimaginable.

1:33:20 ▶ So administrators uh have that role of

1:33:24 ▶ support for everyone. And even standing

1:33:27 ▶ here with a positive recital of my

1:33:29 ▶ experiences within our district, asking

1:33:31 ▶ for your help in closing that $10,000

1:33:33 ▶ wage gap can seem like a betrayal. So

1:33:36 ▶ time. Thank you for your advocacy.

1:33:43 ▶ Next we have Fio Azizi.

1:33:54 ▶ [Music]

1:33:56 ▶ Uh my name is Parza Zizi. Um I am a

1:34:00 ▶ community member, also a substitute

1:34:02 ▶ teacher. Uh hello to the members of the

1:34:05 ▶ board. Um, again, I'm here as a

1:34:08 ▶ substitute teacher to urge you uh to

1:34:10 ▶ push the district to stop stalling in

1:34:12 ▶ our

1:34:13 ▶ negotiations. Uh, when the board

1:34:15 ▶ recognized us last summer, we agreed to

1:34:17 ▶ come to the table ready to buy you. Uh,

1:34:19 ▶ but the administration hasn't kept their

1:34:21 ▶ end of the deal and it's been

1:34:23 ▶ disappointing. Of the extremely few

1:34:25 ▶ meetings that we've been able to

1:34:26 ▶ schedule with admin, numerous meetings

1:34:28 ▶ have been cancelled and delayed.

1:34:31 ▶ One of the stipulations of recognition

1:34:33 ▶ was that our union and administration

1:34:35 ▶ would create a joint survey for all

1:34:37 ▶ substitutes to respond

1:34:39 ▶ to. Our side of the survey was complete

1:34:42 ▶ by November 2024. The district didn't

1:34:45 ▶ fulfill their end of the survey until

1:34:47 ▶ February 26th, a whole 4 months later.

1:34:51 ▶ The contract we're negotiating is brand

1:34:52 ▶ new from the bottom up and requires more

1:34:54 ▶ time and consideration, something the

1:34:57 ▶ district isn't respecting.

1:34:59 ▶ I'm also here to ask that you advocate

1:35:01 ▶ and support a year-end stipen for

1:35:03 ▶ substitute teachers of up to $600 that

1:35:06 ▶ was approved for all other bargaining

1:35:08 ▶ units within the district. Substitutes

1:35:10 ▶ are hurting. The cost of even our most

1:35:13 ▶ basic necessities like eggs, bread,

1:35:16 ▶ meat, veggies, rent are

1:35:18 ▶ skyrocketing. This stipen would help

1:35:20 ▶ alleviate some of the strain that

1:35:22 ▶ substitute educators face daily.

1:35:25 ▶ I ask that you not leave behind

1:35:27 ▶ substitute educators. When a district

1:35:30 ▶ fails to come to the table to even meet

1:35:31 ▶ with us, we're left behind. When we fail

1:35:34 ▶ to see our hard work recognized, we're

1:35:36 ▶ left behind. Substitute educators

1:35:39 ▶ deserve a fair agreement and to be

1:35:41 ▶ included in pay stipens this year and

1:35:43 ▶ hope you can work with us to make that

1:35:45 ▶ happen.

1:35:49 ▶ Thanks, Jim Burn. Followed by Lillian

1:35:52 ▶ Fox.

1:36:02 ▶ Good evening uh governing board

1:36:04 ▶ president extramm superintendent hill

1:36:06 ▶ legal council Ross um Jim Burn president

1:36:10 ▶ tea we're proud to have substitute

1:36:12 ▶ educators in a uh

1:36:15 ▶ temporary uh agreement and

1:36:17 ▶ representation uh the the very creative

1:36:21 ▶ solution that we came to an agreement

1:36:22 ▶ upon upon last year um that we represent

1:36:26 ▶ them um condition upon a uh ratification

1:36:31 ▶ of that agreement uh is contingent upon

1:36:33 ▶ an agreement being reached. And so uh

1:36:36 ▶ you know I think we're doing good things

1:36:37 ▶ at the table. These educators are are

1:36:39 ▶ filling in in vital situations. Uh, I

1:36:42 ▶ think about the times that I have been a

1:36:45 ▶ substitute, uh, whether I was back home

1:36:46 ▶ in New York in a couple different

1:36:48 ▶ districts, um, and filling in in those

1:36:51 ▶ Florida roles, uh, to to being one here,

1:36:54 ▶ uh, starting in the juvenile detention

1:36:56 ▶ facility, um, and then knowing as a

1:36:59 ▶ classroom educator the vital role that

1:37:01 ▶ substitute educators can can play uh, in

1:37:04 ▶ emergency situations when something

1:37:06 ▶ comes up, whether that is an employee

1:37:09 ▶ uh, gets sick, there's a family

1:37:10 ▶ emergency, her my daughter uh dropped a

1:37:13 ▶ bench on her toe and bang, I had to be

1:37:15 ▶ out of there. And so the coverage that

1:37:16 ▶ our our educa our substitutes provide

1:37:19 ▶ daily for our schools and our students

1:37:22 ▶ uh is like no other job. Very few other

1:37:25 ▶ industries have floating roaming

1:37:28 ▶ substitutes that can step in and provide

1:37:31 ▶ this a continuing education that there

1:37:33 ▶ are uh lesson plans and unit plans and

1:37:35 ▶ emergency plans available so that the

1:37:38 ▶ learning can continue. Uh so seeking

1:37:40 ▶ that stipen so that uh those who qualify

1:37:43 ▶ who continue to show their commitment to

1:37:45 ▶ our classrooms continue to show the

1:37:47 ▶ commitment to TUSD day in and day out uh

1:37:50 ▶ qualify for that stipend um so that they

1:37:52 ▶ can get rewarded for their commitment uh

1:37:55 ▶ to our students and this district. So we

1:37:57 ▶ hope we can get that across the finish

1:37:59 ▶ line.

1:38:01 ▶ [Applause]

1:38:04 ▶ Thanks. Thank you. Okay, we have Lillian

1:38:06 ▶ Fox followed by Pilo Costa,

1:38:11 ▶ [Music]

1:38:13 ▶ president of the board, board members,

1:38:16 ▶ superintendent Robert Ross and Yolanda

1:38:19 ▶ Barbboa.

1:38:21 ▶ Um, I'm not going to talk about this.

1:38:24 ▶ Some misinformation was passed out in

1:38:26 ▶ the audit committee. This is what the

1:38:28 ▶ facts are on how teach TUSD teachers pay

1:38:30 ▶ compares to the Arizona average. I

1:38:32 ▶ didn't touch this graph. this from the

1:38:34 ▶ auditor general. What I am going to talk

1:38:37 ▶ about is this. We are a horrible

1:38:40 ▶ district. We're failing to educate the

1:38:42 ▶ kids. You know, we really are. It's, you

1:38:45 ▶ know, it's shameful. And the district is

1:38:48 ▶ doing virtually nothing to do anything

1:38:49 ▶ about it. We have only 27% of our kids

1:38:54 ▶ are proficient in English language arts.

1:38:56 ▶ Only 21% are proficient in math. So to

1:39:00 ▶ solve the problem, we have 12 math

1:39:03 ▶ recovery teachers total. That's it for

1:39:06 ▶ the whole district and 30 reading

1:39:08 ▶ recovery teachers. That is

1:39:11 ▶ ridiculous. You have so many kids who

1:39:13 ▶ need extra help and they're not getting

1:39:15 ▶ it. Furthermore, for our libraries this

1:39:18 ▶ year, which is what kids need in order

1:39:20 ▶ to they have to have engaging books, we

1:39:23 ▶ have budgeted

1:39:24 ▶ $4,000 for almost 40,000 kids. So, our

1:39:29 ▶ kids have 10 cents a student for library

1:39:33 ▶ books and media. Our superintendent, on

1:39:35 ▶ the other hand, the guy who makes like

1:39:37 ▶ $230,000 a year, he's budgeted $1,000 to

1:39:41 ▶ buy his books and media. That's

1:39:44 ▶ ridiculous. Now, he also um was

1:39:48 ▶ interviewed recently and claims that

1:39:50 ▶ TUSD's academic performance is better

1:39:52 ▶ now than when he was first hired. He's

1:39:55 ▶ done wonders. We are now back up better

1:39:57 ▶ than we were were before COVID. Not

1:40:00 ▶ true. The blue bars are TOSD's

1:40:04 ▶ performance. The orange bars are the

1:40:07 ▶ Arizona average performance. We are way

1:40:10 ▶ below average. As you'll see, the blue

1:40:12 ▶ bars have went way down after CO and

1:40:16 ▶ we've never gotten back up to where we

1:40:18 ▶ were with CO on English language arts.

1:40:20 ▶ The state average, they're back up to

1:40:23 ▶ what they were. On the other hand, math,

1:40:27 ▶ we're Am I done? Okay. Uh on math, we're

1:40:31 ▶ even worse. We were terrible before CO

1:40:35 ▶ and we have become truly pitiful. We've

1:40:38 ▶ got to do something to improve this.

1:40:40 ▶ Somebody told me 30% of the kids in

1:40:43 ▶ Tangangerie are TD kids. Tangverie has

1:40:47 ▶ great academic performance. We've got to

1:40:50 ▶ become competitive. We've got to start

1:40:52 ▶ educating our kids. This is a sin. when

1:40:55 ▶ our kids can't read and they can't do

1:40:56 ▶ math. I was a high school teacher here.

1:40:59 ▶ I had plenty of kids who couldn't read,

1:41:01 ▶ couldn't do any math that involved

1:41:03 ▶ fractions. That shouldn't be. We've got

1:41:06 ▶ to have the recovery teachers. We've got

1:41:08 ▶ to have the programs to help kids catch

1:41:10 ▶ up and get where they need to be. Thank

1:41:12 ▶ you.

1:41:15 ▶ Our last inerson speaker is Pilara

1:41:17 ▶ Costa.

1:41:22 ▶ Good evening. My name is Pilar Costa

1:41:24 ▶ Ruiz and I have several things I want to

1:41:26 ▶ talk about, but I'm going to start with

1:41:27 ▶ 8.2. Well, actually, I'm going to start

1:41:29 ▶ with many of you were endorsed as pro

1:41:32 ▶ labor. Get the substitutes a contract.

1:41:35 ▶ Why are you dragging your feet?

1:41:38 ▶ Um, okay. So, 8.2. I'm looking at this

1:41:42 ▶ uh proposed reductions in uh positions

1:41:44 ▶ by department. I see only one assistant

1:41:47 ▶ superintendent in here uh from

1:41:50 ▶ EDI, which I think you guys have been

1:41:52 ▶ trying to get rid of for a while. Uh

1:41:54 ▶ you're trying to get rid of somebody for

1:41:56 ▶ HVAC facilities technician. We all know

1:41:58 ▶ that air conditionings break. That seems

1:42:00 ▶ like a really important position. And

1:42:02 ▶ the internal auditor, for God's sakes,

1:42:05 ▶ we it took years to get an internal

1:42:07 ▶ auditor. And because this internal

1:42:09 ▶ auditor that was just here recently got

1:42:12 ▶ pushed out for telling the truth, you're

1:42:14 ▶ now going to get rid of the position.

1:42:16 ▶ TUSD needs more transparency, not less.

1:42:19 ▶ A whole lot more. As a matter of fact,

1:42:21 ▶ when the audit charter came for a

1:42:23 ▶ proposed revision a couple months ago,

1:42:26 ▶ weeks ago, whatever it was, one of you

1:42:28 ▶ opposed it because it had the word

1:42:31 ▶ transparency in there. Again, TUSD needs

1:42:35 ▶ as much transparency as possible. Like,

1:42:38 ▶ why should we be afraid of the word

1:42:40 ▶ transparency? Um, not just because it

1:42:43 ▶ was quote your job. Um, and safety. I

1:42:47 ▶ don't know if you all heard it or how

1:42:48 ▶ recent it was, but I did see on Facebook

1:42:50 ▶ that a student, and I have advocated for

1:42:53 ▶ this from this podium before. Our kids

1:42:57 ▶ are TUSD's responsibility to get to and

1:43:00 ▶ from school for the most part safely.

1:43:04 ▶ Our bus stops are full of fentinol,

1:43:08 ▶ um, inappropriate behaving people. And,

1:43:12 ▶ uh, somebody from the Gridley Middle

1:43:14 ▶ School just got assaulted at a bus stop.

1:43:16 ▶ you um many of you are really good

1:43:18 ▶ friends with some of our city elected

1:43:20 ▶ officials. You need to be advocating to

1:43:22 ▶ clean up the bus stops. It is not okay

1:43:25 ▶ for our kids to be getting assaulted on

1:43:27 ▶ Sunran or at Sun TR bus stops and that

1:43:31 ▶ has been happening. Um and so now you

1:43:35 ▶ want to cut the school safety people

1:43:37 ▶ too. So

1:43:39 ▶ um safety, education and safety should

1:43:42 ▶ be your top two priorities. So this is

1:43:45 ▶ ridiculous. Most of these people on

1:43:47 ▶ here, not most of them, some of them are

1:43:50 ▶ in direct contact with children.

1:43:52 ▶ Okay? You need to cut instead of

1:43:55 ▶ anything to do with site administrators

1:43:57 ▶ and teachers and bus drivers and

1:44:01 ▶ dispatch from bus drivers to who are

1:44:03 ▶ going to tell you if little Johnny got

1:44:04 ▶ dropped off at the wrong corner, you

1:44:07 ▶ need to work at 10:10. You need to cut

1:44:09 ▶ from central admin. you need to cut some

1:44:11 ▶ of the waterfall of employees under

1:44:14 ▶ assistant

1:44:15 ▶ superintendence.

1:44:18 ▶ Um, and the town hall for the bond

1:44:21 ▶ oversight committee uh more than just

1:44:23 ▶ the TUSD community paid for that. We

1:44:26 ▶ need to be invited to a

1:44:30 ▶ forum. Thank you. We have five uh

1:44:33 ▶ letters to be read. The first one is by

1:44:35 ▶ Alexander Gonzalez is a student

1:44:37 ▶ graduation attire and dress code. Good

1:44:40 ▶ afternoon. I am submitting a request for

1:44:42 ▶ the board to discuss regarding students

1:44:44 ▶ ability to dawn a stole representing

1:44:46 ▶ representative of our own culture. I am

1:44:49 ▶ a Mexican student who will be graduating

1:44:50 ▶ this coming May and was hoping to wear a

1:44:52 ▶ stole portraying the Mexican flag as a

1:44:54 ▶ way to show my pride of mine and my

1:44:57 ▶ family's culture. However, when

1:44:59 ▶ discussing that topic with my principal,

1:45:00 ▶ I was made aware that I would not be

1:45:02 ▶ allowed to wear one given by my family

1:45:04 ▶ to wear as I walked to stage. To my

1:45:07 ▶ understanding, the student would be

1:45:08 ▶ allowed to donle representative of the

1:45:11 ▶ culture upon receiving one from the

1:45:13 ▶ district after getting a cultural

1:45:15 ▶ excellence award commendment for having

1:45:16 ▶ a GPA of 3.25 or higher. I understand

1:45:20 ▶ the importance of recognizing these

1:45:22 ▶ students for their work and

1:45:23 ▶ achievements. However, I do not think it

1:45:26 ▶ however I do think it is strange to in a

1:45:29 ▶ sense limit a student's ability to

1:45:31 ▶ represent themselves and their family's

1:45:33 ▶ culture behind a GPA. I hope this

1:45:36 ▶ message finds you well and that you

1:45:38 ▶ consider a possible change in the

1:45:40 ▶ exceptions change in the dress code

1:45:42 ▶ rules for graduation in order to allow

1:45:44 ▶ students to fully represent and showcase

1:45:46 ▶ pride in their families culture and

1:45:51 ▶ heritage. Next letter is from Susan

1:45:54 ▶ Kelly about the gay program issues.

1:46:00 ▶ Dear governing board, we are writing to

1:46:02 ▶ bring to your attention to some ongoing

1:46:05 ▶ concerns regarding the current structure

1:46:07 ▶ of the gifted and talented education

1:46:09 ▶ gate pullout programming, particularly

1:46:12 ▶ in light of recent changes and possible

1:46:15 ▶ proposed changes to the department. As

1:46:18 ▶ you know, GATE was previously a cohesive

1:46:20 ▶ unit that encompassed both GATE programs

1:46:23 ▶ and gate testing. However, following the

1:46:26 ▶ decision to split these functions, there

1:46:28 ▶ have been significant challenges and

1:46:30 ▶ communication gaps that are now

1:46:32 ▶ affecting our ability to serve students

1:46:34 ▶ and families effectively. The AL

1:46:37 ▶ director now utilizes one of our

1:46:39 ▶ programmatic coordinators to manage GATE

1:46:41 ▶ testing and other AL tests to include AP

1:46:45 ▶ testing and AVID gate IB dual credit

1:46:48 ▶ recruitment. Since this restructuring,

1:46:51 ▶ we have encountered numerous issues

1:46:53 ▶ related to communication with schools

1:46:55 ▶ and other departments. Our team often

1:46:58 ▶ experiences delays in receiving

1:47:00 ▶ responses from gate testing team, which

1:47:03 ▶ impacts our ability to meet students

1:47:05 ▶ needs in a timely manner. Additionally,

1:47:08 ▶ despite our concerns, we have found that

1:47:10 ▶ the AL director and the AL testing

1:47:13 ▶ coordinator have been unwilling to

1:47:15 ▶ address or acknowledge these issues.

1:47:17 ▶ Below I have outlined some specific

1:47:19 ▶ concerns that have been repeatedly

1:47:21 ▶ dismissed. One, errors in gate testing

1:47:24 ▶ and placement. The gate testing and

1:47:26 ▶ placement office has frequently made

1:47:28 ▶ errors in student placements which has

1:47:31 ▶ led to confusion and required the gate

1:47:33 ▶ programs office to address and resolve

1:47:35 ▶ these mishaps. Also the required also

1:47:39 ▶ the delay in proper identification of

1:47:41 ▶ students has caused teachers to not have

1:47:43 ▶ an accurate list of students to service

1:47:45 ▶ causing some students to be serviced who

1:47:47 ▶ should not have been or to be missed

1:47:50 ▶ students who should be serviced. Two

1:47:54 ▶ preg first grade students pregate first

1:47:58 ▶ grade pilot students were not removed

1:48:00 ▶ from the pullout working list this

1:48:01 ▶ school year. As a result, itinerant

1:48:04 ▶ teachers were left to explain to upset

1:48:06 ▶ students why they could no longer be

1:48:08 ▶ serviced and the great program gate

1:48:11 ▶ programs office was left to contact

1:48:13 ▶ families and clarify the situation.

1:48:15 ▶ Three, over representation in affluent

1:48:17 ▶ areas. While we welcome the district's

1:48:20 ▶ move toward local norming, we have seen

1:48:22 ▶ unintended consequences consequences in

1:48:24 ▶ certain areas.

1:48:27 ▶ Specifically, schools and neighborhoods

1:48:29 ▶ such as Fruit Tundler, Linew Weaver, Sam

1:48:31 ▶ Hughes, and Davis Bilingual are

1:48:33 ▶ experiencing significant growth in gate

1:48:35 ▶ pullout sessions. This overcrowding

1:48:38 ▶ compromises the personalized support

1:48:40 ▶ that our gifted students need and

1:48:41 ▶ dilutes the quality of instruction that

1:48:43 ▶ we are able to provide these students uh

1:48:46 ▶ these gifted students who are genuinely

1:48:48 ▶ qualified. Four, expected numbers,

1:48:51 ▶ expected student number increase.

1:48:53 ▶ Preliminary

1:49:00 ▶ reports. The next letter is from Ro.

1:49:02 ▶ Robert Curio, uh, AI classroom. Hello,

1:49:06 ▶ my name is Robert Curio and I'm a

1:49:08 ▶ teacher at Mccoral K8 and I have been

1:49:10 ▶ teaching for 13 years. Generative AI is

1:49:13 ▶ an important tool and I appreciate the

1:49:15 ▶ board and our district staff taking a

1:49:17 ▶ deeper dive into it to make it a useful

1:49:20 ▶ tool for staff and students to use.

1:49:23 ▶ Generative AI has allowed me to become a

1:49:26 ▶ more thoughtful and engaging teacher. At

1:49:28 ▶ Mccoral, we use project-based learning

1:49:30 ▶ as a main vector of our learning. We

1:49:32 ▶ often create scenario-based projects and

1:49:35 ▶ engage our students in real world

1:49:36 ▶ products. I have used generative AI to

1:49:39 ▶ help me plan projects with photography,

1:49:42 ▶ game coding, theater, house design, and

1:49:44 ▶ short film production. I use generative

1:49:47 ▶ AI to give me plans on what

1:49:50 ▶ professionals would do to create these

1:49:51 ▶ different products while focusing on the

1:49:54 ▶ standards that need to be taught. This

1:49:56 ▶ allows students to be engaged and learn

1:49:58 ▶ skills that would not be possible with

1:50:00 ▶ traditional learning. I can ask for

1:50:03 ▶ collaborative activities and run through

1:50:04 ▶ protocols that mirror the professions.

1:50:07 ▶ Like all teachers, when planning my

1:50:09 ▶ projects, I verify the information is

1:50:11 ▶ correct and dive deeper into other

1:50:14 ▶ resources that I would have never have

1:50:16 ▶ thought of to look for. Though I have

1:50:18 ▶ not been though I have not

1:50:21 ▶ used Though I have not used to for

1:50:24 ▶ grading, it could also be an invaluable

1:50:27 ▶ tool for grading work. The assessments

1:50:29 ▶ standards accountability and research

1:50:31 ▶ for the Arizona Department of Education

1:50:33 ▶ states it uses humans to grade 10% of

1:50:36 ▶ their written assessments. The rest are

1:50:38 ▶ graded by a computer program that looks

1:50:41 ▶ for

1:50:42 ▶ patterns. As for students, generative AI

1:50:45 ▶ can be just as useful. Students should

1:50:47 ▶ have access to features and programs

1:50:49 ▶ that the district pays for like Canva.

1:50:52 ▶ Canva is a media editing website and has

1:50:55 ▶ features that students could use to

1:50:57 ▶ expand their creativity. Features like

1:51:00 ▶ image creation, image magic edit, and

1:51:02 ▶ magic studio. I agree that not all forms

1:51:05 ▶ of generative AI should be allowed, for

1:51:08 ▶ example, the use of large language

1:51:10 ▶ models. It is obvious to think that

1:51:12 ▶ students would use it to cheat on essays

1:51:14 ▶ and other textbased work. A motivated

1:51:17 ▶ student will find ways to look up answer

1:51:20 ▶ keys, copy and paste work found from the

1:51:22 ▶ internet or ask a friend to do the work

1:51:25 ▶ for them. It is up to our teachers to do

1:51:28 ▶ monitor. It is up to our teachers to do

1:51:31 ▶ monitor what students are capable from

1:51:32 ▶ multiple data sources, not just written

1:51:35 ▶ computer work. To cast a blanket ban on

1:51:37 ▶ all generative AI software would be a

1:51:39 ▶ disservice to our students and staff.

1:51:41 ▶ Thank you. Excuse me, Dr. Robbie. Yes,

1:51:44 ▶ we're at the 20 minute mark. We have one

1:51:46 ▶ more letter. I'll move to how we

1:51:48 ▶ have two more letters to be read.

1:51:51 ▶ Second. Okay, there's I'll move to have

1:51:55 ▶ those two letters to be written. There's

1:51:56 ▶ a motion by Dr. Shaw, second by Miss um

1:51:59 ▶ Shaw to extend call to the audience. All

1:52:02 ▶ those in favor say I. I. Those

1:52:05 ▶ opposed. All

1:52:09 ▶ right. All right. The next letter is

1:52:11 ▶ from Miguel Sanchez. Letter submitted to

1:52:13 ▶ board staff by Monzo former PTP members.

1:52:16 ▶ Dear TUSD governing board, we the Monzo

1:52:19 ▶ Elementary School community write to

1:52:20 ▶ express serious concerns regarding the

1:52:22 ▶ leadership of principal Maiten who was

1:52:25 ▶ appointed two years ago. Over the course

1:52:27 ▶ of our tenure, we have witnessed the

1:52:28 ▶ unraveling of a vibrant collaborative

1:52:31 ▶ school culture in Bio Hollywood. The

1:52:33 ▶ school community once characterized by

1:52:35 ▶ unity and active parent involvement has

1:52:37 ▶ become divided under her administration.

1:52:39 ▶ Previously, Monzo thrived with a

1:52:41 ▶ dedicated parent teacher partnership,

1:52:43 ▶ PTP, that organized annual events such

1:52:46 ▶ as Boo Bash, trunk or treat, the rodeo

1:52:48 ▶ barbecue, and the school fiesta. These

1:52:50 ▶ events brought joy to students and

1:52:52 ▶ fostered a strong connection between the

1:52:54 ▶ school and his community. During teacher

1:52:56 ▶ appreciation week, the PTP generously

1:52:59 ▶ provided meals, treats, and tokens of

1:53:01 ▶ gratitude to teachers. These efforts

1:53:03 ▶ were driven by parents committed to

1:53:05 ▶ supporting both staff and students.

1:53:07 ▶ Unfortunately, due to ongoing opposition

1:53:09 ▶ from principal Mtorena, the PTP was

1:53:12 ▶ forced to disband. This loss has deeply

1:53:15 ▶ impacted community engagement, and no

1:53:17 ▶ new organization has formed since. Many

1:53:20 ▶ parents no longer feel welcomed or

1:53:22 ▶ valued, and as a result, several have

1:53:24 ▶ chosen to withdraw their children from

1:53:25 ▶ Monzo and enrolled them elsewhere. The

1:53:28 ▶ challenges extend beyond the parent

1:53:29 ▶ community. Numerous staff members have

1:53:32 ▶ either left voluntarily or dismissed,

1:53:34 ▶ often citing irreconcilable differences

1:53:36 ▶ with the principal. There are additional

1:53:39 ▶ concerns we urged the board to

1:53:40 ▶ investigate by speaking directly with

1:53:42 ▶ current and former staff. Many have

1:53:44 ▶ chosen to remain silent due to a

1:53:46 ▶ legitimate fear of

1:53:51 ▶ retaliation. While the school did earn a

1:53:53 ▶ B rating last year, much of that credit

1:53:55 ▶ belongs to dedicated teacher, staff, and

1:53:57 ▶ former principal, Mr. Steven La Turko.

1:54:00 ▶ In light of these issues, we

1:54:02 ▶ respectfully request that the board

1:54:03 ▶ conduct an independent audit or

1:54:05 ▶ investigation into principal Mtorina's

1:54:07 ▶ leadership and management practices.

1:54:10 ▶ Should she remain in her role, we

1:54:11 ▶ strongly recommend that she receive

1:54:13 ▶ professional development and personnel

1:54:15 ▶ management, communication, human

1:54:17 ▶ relations, and workplace etiquette.

1:54:19 ▶ Thank you for your time and attention to

1:54:20 ▶ this matter. Sincerely, Miguel Sanchez

1:54:22 ▶ and the Monzo Elementary School

1:54:26 ▶ community. And the final letter is from

1:54:29 ▶ Rosa Mung to be read. Concerns of Monso

1:54:32 ▶ leadership. Dear Tucson Unified

1:54:34 ▶ Governing Board, I'm writing to express

1:54:36 ▶ serious concerns regarding the current

1:54:38 ▶ leadership at Ricardo Monso Elementary.

1:54:40 ▶ Specifically, the behavior and decisions

1:54:42 ▶ of Principal Brenda

1:54:44 ▶ Mtorina. This school has always been

1:54:46 ▶ more than just a place of learning. It

1:54:48 ▶ has been a strong, close-knit community.

1:54:51 ▶ Under the previous principal Steven

1:54:52 ▶ Lurco, the school thrived. Parents,

1:54:56 ▶ staff, and volunteers worked together,

1:54:58 ▶ and there was a real sense of shared

1:55:00 ▶ purpose. It was a warm, welcoming

1:55:02 ▶ environment that felt like an extension

1:55:04 ▶ of home. That spirit has been lost under

1:55:06 ▶ the current

1:55:07 ▶ administration. The recent removal of

1:55:09 ▶ long-standing dedicated volunteer aids

1:55:11 ▶ without proper communication or

1:55:13 ▶ explanation is a clear example. These

1:55:15 ▶ individuals were a vital part of the

1:55:17 ▶ school community, helping both students

1:55:18 ▶ and staff. The removal was abrupt,

1:55:21 ▶ confusing, and frankly hurtful to those

1:55:23 ▶ who invested so much of their time and

1:55:25 ▶ care into the school. Beyond that, the

1:55:28 ▶ principal's communication style is

1:55:30 ▶ consistently poor. Many interactions

1:55:32 ▶ with her feel needlessly cold or

1:55:34 ▶ dismissive. It feels as though she's

1:55:36 ▶ dismantling the very foundation that

1:55:38 ▶ made the school exceptional exceptional

1:55:40 ▶ exceptional in the first place. Our

1:55:43 ▶ school is a model of community strength

1:55:45 ▶ and support that has been seriously

1:55:47 ▶ undermined and families are feeling the

1:55:50 ▶ shift. I urge your school board to look

1:55:52 ▶ into these growing concerns and hear

1:55:54 ▶ from those affected. We want to restore

1:55:57 ▶ the spirit that once made this school

1:55:59 ▶ special. I don't want to have to pull my

1:56:01 ▶ girls from this incredible school and

1:56:02 ▶ I'm plent and I'm plenty sure of the

1:56:05 ▶ parents feel I'm sure plenty of the

1:56:07 ▶ other parents feel the same. Thank you

1:56:09 ▶ for your time and attention. Sincerely,

1:56:11 ▶ Rosa Monk.

1:56:13 ▶ That concludes our call to the eyes and

1:56:15 ▶ president extramm.

1:56:17 ▶ Thank you. Would any board member like

1:56:19 ▶ to address any topics from call to the

1:56:21 ▶ audience? Miss Hannah Rose. Thank you,

1:56:23 ▶ Miss Extramm. And thank you to everybody

1:56:25 ▶ who came this evening um and spoke and

1:56:27 ▶ sent in letters. Um I just have one

1:56:31 ▶ actually concerning uh the students um

1:56:34 ▶ for graduation. Um and I guess maybe

1:56:37 ▶ this is my question is maybe to Mr.

1:56:39 ▶ Ross. Um, as I'm looking up, um,

1:56:43 ▶ IKFB-R, which is, um, governing board

1:56:46 ▶ policy, can you, um, kind of go over

1:56:50 ▶ what the student would have to do if

1:56:52 ▶ they want to have something that's not

1:56:55 ▶ policy related? I guess it it relates to

1:56:58 ▶ the fact that this young man wants to

1:57:00 ▶ wear um, something that is u reflective

1:57:04 ▶ of his culture.

1:57:06 ▶ Well, listen. Rose, this is not on the

1:57:08 ▶ board's agenda, but I would just

1:57:09 ▶ generally say that that a student can go

1:57:12 ▶ to uh the either the student support

1:57:15 ▶ service department or to their principal

1:57:17 ▶ or the regional assistant

1:57:19 ▶ superintendent. But again, this isn't

1:57:20 ▶ something that's on the board's agenda

1:57:22 ▶ tonight. Okay. My apologies. Well,

1:57:26 ▶ that's all I had. Madame President. Yes,

1:57:28 ▶ Miss Shaw. Thank you. Um and thank you

1:57:31 ▶ to everyone who spoke tonight. Um,

1:57:33 ▶ following uh Miss Luna Rose, I would

1:57:35 ▶ like to uh put on a future agenda uh

1:57:39 ▶ review of the matter raised by uh the

1:57:42 ▶ student Alexandra Gonzalez um and uh

1:57:46 ▶ also review all the graduation

1:57:48 ▶ requirements um at her school and all of

1:57:51 ▶ our uh high schools in TUSD

1:57:55 ▶ um hopefully at the next meeting. So

1:57:58 ▶ that like I know graduation is coming up

1:58:01 ▶ soon, but I do want to like make sure

1:58:04 ▶ that students can um you know

1:58:08 ▶ um support their culture and also that

1:58:12 ▶ students aren't left out of uh

1:58:14 ▶ graduation because of arbitrary rules

1:58:17 ▶ that some school sites might have. Um

1:58:21 ▶ second, I'd like to ask staff to follow

1:58:23 ▶ through with the negotiations with our

1:58:26 ▶ substitutes.

1:58:27 ▶ um subs keep our schools and our

1:58:30 ▶ district running and uh I really did

1:58:33 ▶ expect that now that they're under TEA

1:58:36 ▶ that they would be treated as equals and

1:58:39 ▶ uh be totally um you know given the uh

1:58:43 ▶ rights and responsibilities that all of

1:58:45 ▶ our other um bargaining units um and

1:58:48 ▶ employee groups um share. And so I'd

1:58:51 ▶ like staff to um give them time to um

1:58:56 ▶ make their requests known and have that

1:58:58 ▶ brought to the governing board. Um let's

1:59:01 ▶ see. I'd like to ask staff to review the

1:59:03 ▶ matter um raised by Miss Kelly in

1:59:06 ▶ regards to gate issues um and the

1:59:09 ▶ restructuring and the sharing of staff

1:59:11 ▶ with the AL department and also like

1:59:14 ▶ staff to review the matter um that's

1:59:16 ▶ been raised um at Monzo Elementary.

1:59:19 ▶ Thank

1:59:21 ▶ you. Any other governing board members

1:59:24 ▶ have anything to

1:59:27 ▶ add? Thank you. That concludes call to

1:59:30 ▶ the audience. Next, we'll move on to

1:59:33 ▶ consent

1:59:34 ▶ agenda. That is items um 6.2 through

1:59:38 ▶ 6.7. Dr. Truhill.

1:59:41 ▶ Yes. Uh President Extra, members of the

1:59:43 ▶ board, uh we'd like for your

1:59:45 ▶ consideration of consent agenda items

1:59:47 ▶ 6.2 to 6.7 as arranged and presented.

1:59:53 ▶ So I'll move the item.

1:59:56 ▶ The item has been moved by Dr. Shaw,

1:59:58 ▶ seconded by Miss Shaw. All those in

2:00:00 ▶ favor say I. I. I. Those opposed. Motion

2:00:04 ▶ carries. Thank you and congratulations

2:00:07 ▶ to all the assistant principles at Choya

2:00:10 ▶ High School,

2:00:12 ▶ Pueblo High School, Ringcon High School,

2:00:14 ▶ Sawarro High School, Tucson Unified

2:00:17 ▶ Virtual Academy, Booth Fet, CE Rose,

2:00:20 ▶ McGee Middle School, Curtis Middle

2:00:22 ▶ School, Valencia Middle School, and

2:00:23 ▶ Grihala Elementary School.

2:00:34 ▶ [Applause]

2:00:36 ▶ And if you are here, please come up for

2:00:38 ▶ um a photo.

2:00:41 ▶ [Music]

2:00:48 ▶ [Applause]

2:00:54 ▶ Yeah, I got this.

2:01:09 ▶ [Music]

2:01:18 ▶ If you'll step closer together, that

2:01:20 ▶ would be

2:01:23 ▶ nice. Congratulations.

2:01:35 ▶ Look here, please. Congratulations,

2:01:38 ▶ please. Looking at me, please. Thank

2:01:40 ▶ you.

2:01:45 ▶ two. We'll make sure.

2:02:02 ▶ [Music]

2:02:06 ▶ Yeah.

2:02:13 ▶ Anything else?

2:02:35 ▶ [Applause]

2:02:43 ▶ All

2:02:44 ▶ [Music]

2:02:51 ▶ right. Hallelujah.

2:03:09 ▶ Uh, next we'll move on to

2:03:11 ▶ item 7.1.

2:03:18 ▶ If I can just have everybody

2:03:21 ▶ move out and

2:03:27 ▶ Then I'll go to the restroom.

2:03:31 ▶ I'll take that opportunity.

2:03:34 ▶ Actually, I will too.

2:03:40 ▶ I'll just

2:03:42 ▶ say we are taking a quick 5m minute

2:03:46 ▶ bathroom break. Thank you.

2:04:15 ▶ So tight.

2:04:18 ▶ [Applause]

2:04:37 ▶ I

2:04:47 ▶ actually go home.

2:04:54 ▶ right

2:05:01 ▶ [Applause]

2:05:17 ▶ here. Wow.

2:05:27 ▶ Yes.

2:05:32 ▶ [Music]

2:05:46 ▶ Okay.

2:06:00 ▶ Hi.

2:06:14 ▶ Yeah.

2:06:39 ▶ But it doesn't work.

2:06:54 ▶ I'm doing a career day at one of the

2:06:56 ▶ schools.

2:07:10 ▶ I can see it in my head.

2:07:23 ▶ All right. Thank you.

2:07:38 ▶ Was it

2:07:39 ▶ good?

2:07:43 ▶ Especially you, Rob.

2:07:47 ▶ No, but I want you that way.

2:08:27 ▶ Hello. Sorry.

2:08:42 ▶ Yeah.

2:09:13 ▶ I'll go tomorrow.

2:09:28 ▶ [Music]

2:09:31 ▶ What did you do?

2:09:59 ▶ Yolanda, you'll send us the names that

2:10:01 ▶ sign that letter, right?

2:10:04 ▶ Oh, the names that sign that Monzo

2:10:06 ▶ letter.

2:10:08 ▶ You'll send it. Okay. Thank you.

2:10:48 ▶ I don't know. I thought there was a

2:10:49 ▶ button.

2:10:54 ▶ [Laughter]

2:11:01 ▶ It's obvious none of us

2:11:04 ▶ except maybe that when we're cutting

2:11:05 ▶ meat.

2:11:12 ▶ Okay,

2:11:13 ▶ we'll come back from our break. Item 7.1

2:11:18 ▶ is administrative appointments principal

2:11:21 ▶ at booth K through 8 school. Dr.

2:11:24 ▶ [Music]

2:11:27 ▶ Trio, President Extra, members of the

2:11:29 ▶ governing board. Um yeah, tonight uh

2:11:32 ▶ it's uh it's an honor to uh welcome back

2:11:35 ▶ uh one of our um superstar employees. I

2:11:38 ▶ used to remember my earlier days in the

2:11:40 ▶ district going to visit CIO and no visit

2:11:43 ▶ to CIO would be complete would be

2:11:45 ▶ complete without visiting with its proud

2:11:47 ▶ magnet coordinator. Uh at the time we

2:11:49 ▶ used to call him Mr. SV uh Mr. Sa Vanova

2:11:52 ▶ but um unfortunately he he departed the

2:11:56 ▶ district for a little bit. He went

2:11:57 ▶ through our leadership prep program. I

2:11:59 ▶ remember seeing him in our leadership

2:12:01 ▶ training program for up and cominging

2:12:02 ▶ administrators and principles. lost him

2:12:05 ▶ for a little bit as he went over to

2:12:06 ▶ Morirana, became a wrestling coach and

2:12:08 ▶ by the way was a longtime wrestling

2:12:09 ▶ coach I believe it was Choya um and went

2:12:13 ▶ over to Morirana, became a wrestling

2:12:14 ▶ coach and became assistant principal

2:12:15 ▶ there uh at one of the region's larger

2:12:18 ▶ high schools uh there for about 3 years

2:12:20 ▶ and most recently he's been serving as

2:12:22 ▶ the principal of Baba Kbury uh out there

2:12:25 ▶ in Cells Arizona. Um, Robert uh really

2:12:29 ▶ passionately communicated a vision for

2:12:31 ▶ Booth Fickett and I think one of the

2:12:33 ▶ things that impressed me in our final

2:12:34 ▶ round interview is the way that you

2:12:37 ▶ spoke about the school that's going to

2:12:39 ▶ be the school that can be uh instead of

2:12:42 ▶ and I and I think that that

2:12:43 ▶ differentiated

2:12:45 ▶ um some of the conversations that I'd

2:12:46 ▶ had with some previous applicants about

2:12:48 ▶ some of the immediate challenges. So uh

2:12:51 ▶ I'm proud to support his aspirational

2:12:52 ▶ vision uh for this school as I recommend

2:12:55 ▶ for consideration by the governing

2:12:57 ▶ board. The next principle for booth

2:12:59 ▶ thicket at K8, Mr. Robert

2:13:03 ▶ [Applause]

2:13:06 ▶ Vanova. So

2:13:09 ▶ moved. I'll second. The motion has been

2:13:13 ▶ moved by Miss Shaw, seconded by Miss

2:13:15 ▶ Luna Rose. All those in favor say I. I.

2:13:19 ▶ Those opposed? Motion carries.

2:13:21 ▶ Congratulations, Mr.

2:13:24 ▶ Vanuela. If you would like to come up

2:13:26 ▶ and say a few words, the floor is

2:13:32 ▶ yours. Thank you uh for those kind

2:13:34 ▶ words. Uh Dr. Trillo and uh um governing

2:13:38 ▶ board, I'm a little nervous. Uh I feel

2:13:41 ▶ as though um I spent a lot of time in

2:13:44 ▶ TUSD, 20 years. Uh and then I uh my

2:13:48 ▶ journey took me in different places and

2:13:49 ▶ I gained a lot of uh different and new

2:13:51 ▶ experiences and it feels so good to be

2:13:53 ▶ back home. Uh this this is where a lot

2:13:56 ▶ of the training took place for me here.

2:13:58 ▶ Um and I'm excited. I was excited

2:14:01 ▶ driving over here and uh walking through

2:14:03 ▶ those doors again. And um I can't wait

2:14:06 ▶ to bring

2:14:08 ▶ uh this new vision and sense of

2:14:12 ▶ enthusiasm and excitement uh back to

2:14:14 ▶ Booth Thicket. Um I've learned from the

2:14:17 ▶ best. I worked at KIO with my Kario crew

2:14:20 ▶ for over 15 years. So I know what it's

2:14:24 ▶ like to be at the top with these guys

2:14:26 ▶ and I want to bring that enthusiasm and

2:14:29 ▶ all that knowledge u back to Booth

2:14:31 ▶ Thicket. And I'm excited with my new AP,

2:14:33 ▶ Mr. Yuri who's here as well. So I think

2:14:35 ▶ together we're going to make a dynamic

2:14:37 ▶ team. So thank you guys for your

2:14:39 ▶ consideration and I feel honored and

2:14:40 ▶ blessed to be back and it feels good to

2:14:42 ▶ be home again. So and we can't wait to

2:14:46 ▶ do big things at Booth. So thank you.

2:14:48 ▶ Thank you. Congratulations.

2:14:58 ▶ All right. If we can get a quick picture

2:15:00 ▶ with our new administrator, that would

2:15:01 ▶ be great.

2:15:20 ▶ If you step over this way just a little

2:15:22 ▶ bit, we'll stay out of the way of the

2:15:23 ▶ podium. Thank you so much.

2:15:31 ▶ Look at

2:15:56 ▶ me. Uh, next is item 7.2 Two, approval

2:16:00 ▶ of pro to procure goods and services for

2:16:03 ▶ quarter bond four project priorities.

2:16:05 ▶ Dr. Trillo. Yes, President Astron board

2:16:08 ▶ members like to present um uh program

2:16:11 ▶ manager for the bond program, Dr.

2:16:13 ▶ Charlotte Carter. We've got some

2:16:15 ▶ exciting projects uh up for governing

2:16:17 ▶ board approval tonight for our quarter 4

2:16:20 ▶ priorities. Good evening, board

2:16:23 ▶ president and board members. As Dr. Trio

2:16:27 ▶ said, I'm Dr. Charlotte Carter and it is

2:16:30 ▶ a pleasure to be able to present a few

2:16:34 ▶ more quarter 4 bond projects and

2:16:36 ▶ priorities for procurement of goods and

2:16:40 ▶ services. So, uh this evening we have

2:16:45 ▶ convection oven replacements in our HVAC

2:16:49 ▶ retrofits that are already been

2:16:51 ▶ approved. So we want to be able to have

2:16:54 ▶ convection ovens while we have the

2:16:57 ▶ various kitchens down to also capitalize

2:17:01 ▶ on that and do the replacements which is

2:17:04 ▶ also already in the bond. And then as

2:17:07 ▶ well we have dish machine replacements

2:17:10 ▶ which are the commercial of the

2:17:13 ▶ dishwashers and we also want to do that

2:17:17 ▶ at the time while we have the kitchens

2:17:20 ▶ down doing the retrofits for

2:17:23 ▶ HVAC. And then lastly we have the white

2:17:27 ▶ fleet vehicles for facilities

2:17:29 ▶ management. We want to be able to

2:17:33 ▶ purchase nine more uh vehicles that's

2:17:36 ▶ going to help us uh continue the curb

2:17:39 ▶ appeal for our schools. So, let's go to

2:17:42 ▶ the detailed

2:17:50 ▶ list.

2:17:52 ▶ Okay. Oh, that is very small.

2:17:57 ▶ So here we actually show uh for the

2:18:02 ▶ convection ovens the specific schools

2:18:06 ▶ that we're going to do which is uh Davis

2:18:09 ▶ Elementary Magnet and also Robins K8.

2:18:13 ▶ And then for the dish machines we have

2:18:17 ▶ Davis Elementary magnet uh Rob Robins K8

2:18:22 ▶ and also Robson. And so, as you can see,

2:18:26 ▶ I have the the cost for that as well as

2:18:30 ▶ the support of the vehicles for the

2:18:33 ▶ white fleet. And this is for our

2:18:35 ▶ facilities management

2:18:37 ▶ team. And so, as you can see, we have

2:18:40 ▶ our our total cost uh for this uh Q4

2:18:46 ▶ projects. And what I am hoping to have

2:18:50 ▶ you do is consider and recommend the

2:18:53 ▶ action to grant authority to the

2:18:56 ▶ purchasing director in conjunction with

2:18:58 ▶ the bond program manager, myself, to

2:19:00 ▶ procure the goods and services using

2:19:02 ▶ approved TUSD and cooperative contracts

2:19:05 ▶ for the fourth wave of bond projects not

2:19:08 ▶ to exceed plus 20% contingency where

2:19:11 ▶ single purchases may exceed

2:19:14 ▶ 250,000 or for cumulative purchases with

2:19:17 ▶ cooperative contracts vendors in excess

2:19:20 ▶ of

2:19:21 ▶ 250,000. So this is the next set of

2:19:25 ▶ projects that we would like to do. We

2:19:27 ▶ have already had this uh approved by the

2:19:30 ▶ bond oversight committee on April

2:19:33 ▶ 17th. Any

2:19:34 ▶ [Music]

2:19:36 ▶ questions? Dr. Shaw. Uh thank you,

2:19:38 ▶ President Xram, and thank you uh Dr.

2:19:40 ▶ Carter for coming and joining us tonight

2:19:42 ▶ again. Uh my question is if we approve

2:19:43 ▶ this tonight, can you tell me how um the

2:19:46 ▶ procurement everything is going to be uh

2:19:48 ▶ aligning to the um sustainability policy

2:19:51 ▶ we passed in October? So when we buy the

2:19:54 ▶ vehicles and do other things, are they

2:19:56 ▶ going to be electric vehicles like so

2:19:58 ▶ that we save costs on diesel down the

2:20:00 ▶ other other fuel costs down the road?

2:20:01 ▶ Like what are we doing to make sure that

2:20:02 ▶ everything we are doing with the bond is

2:20:04 ▶ aligning with what we had already

2:20:06 ▶ approved as a governing board uh with

2:20:07 ▶ our current policy and sustainability.

2:20:10 ▶ So I am going to have Greg Meyers which

2:20:13 ▶ he is the facilities director to come

2:20:16 ▶ and address that question.

2:20:22 ▶ Good evening everyone. So, in regard to

2:20:25 ▶ that uh particular question, the the

2:20:28 ▶ vehicles that we chose to go with this

2:20:29 ▶ this round are uh gas powered, but I

2:20:33 ▶ think you know what we'll want to try to

2:20:34 ▶ do is to provide infrastructure for uh

2:20:38 ▶ electric vehicles going forward, but we

2:20:41 ▶ haven't got to that piece yet. But

2:20:42 ▶ that's what we decided to go uh with on

2:20:45 ▶ this this go around here. And another

2:20:47 ▶ reason too is because of the immediate

2:20:49 ▶ need for those vehicles, those were

2:20:51 ▶ readily available. And so that's why we

2:20:54 ▶ decided to go that route um so that we

2:20:56 ▶ could get them uh quicker because we are

2:21:00 ▶ really in not a good position in the

2:21:01 ▶ grounds department right now. And as a

2:21:03 ▶ result of the uh

2:21:06 ▶ uh um a contract that was approved uh by

2:21:09 ▶ the board with bright uh Breview

2:21:12 ▶ landscaping. It's just another reason

2:21:13 ▶ why we needed to try to act as quick as

2:21:15 ▶ we could with what was readily available

2:21:18 ▶ and but that is something we can

2:21:19 ▶ certainly consider going forward.

2:21:23 ▶ Okay, I appreciate that. And um you

2:21:25 ▶ know, I I'll vote in favor of this

2:21:26 ▶ tonight, but I don't want anything else

2:21:28 ▶ coming back to us until we've started

2:21:29 ▶ like putting together the infrastructure

2:21:30 ▶ because we timed the approval of the

2:21:33 ▶ sustainability policy knowing that we

2:21:34 ▶ were going to be spending a lot of money

2:21:35 ▶ on the bond. And I want to make sure

2:21:36 ▶ we're not uh wasting the money on the

2:21:38 ▶ bond with things that we can do in a

2:21:40 ▶ different way that's going to save us

2:21:41 ▶ money long term. That was the one of the

2:21:43 ▶ purposes of the uh sustainability, not

2:21:45 ▶ just in terms of minimizing our carbon

2:21:47 ▶ footprint, but also saving the district

2:21:49 ▶ money longer term when it comes to our

2:21:51 ▶ maintenance operation budget with fuel

2:21:52 ▶ and other costs. So, I I'll I'll support

2:21:55 ▶ this tonight, but I ask the um the staff

2:21:58 ▶ as well as our bond oversight committee

2:21:59 ▶ to make sure that we are uh aligning

2:22:01 ▶ what we're approving and moving forward

2:22:03 ▶ with implementation of our

2:22:05 ▶ sustainability policy as well with our

2:22:06 ▶ bond purchases.

2:22:08 ▶ Okay, very good. Thank you.

2:22:11 ▶ Uh, Mr. Romero and then Miss Shaw. Um,

2:22:16 ▶ Greg, another question for you. So, just

2:22:19 ▶ out of curiosity, these vehicles, so

2:22:22 ▶ when I was at, um, uh, one of the

2:22:25 ▶ schools that I saw Speedy with his truck

2:22:27 ▶ and his trailer, is it those vehicles

2:22:29 ▶ that we're looking at being replaced?

2:22:32 ▶ Well, uh, some of these vehicles, uh, we

2:22:34 ▶ had some photos for the bond oversight

2:22:36 ▶ committee and,

2:22:39 ▶ uh, they don't even have paint on some

2:22:41 ▶ of them. I mean, it's pretty

2:22:43 ▶ embarrassing. And actually, four of the

2:22:45 ▶ vehicles we couldn't even find parts for

2:22:47 ▶ anymore, so we had to send them to the

2:22:49 ▶ auction block. And so, because, you

2:22:52 ▶ know, we just don't, I guess you could

2:22:54 ▶ say, take something to the junkyard. We

2:22:57 ▶ always try to auction, of course. And

2:22:59 ▶ so, that's where they went. So we were

2:23:01 ▶ down four right there. And so the other

2:23:03 ▶ four are at least 25 years old. The dump

2:23:05 ▶ truck is 34 years old, I think, if I

2:23:08 ▶ remember right. But anyway, so that's

2:23:10 ▶ the ninth vehicle. The other eight

2:23:12 ▶ vehicles are the uh utility trucks. And

2:23:15 ▶ how many miles do you think um each

2:23:18 ▶ truck gets put on on a day, daily

2:23:21 ▶ bas?

2:23:23 ▶ Um, I just saw that number like last

2:23:27 ▶ week and because we had a presentation

2:23:29 ▶ on that and I think it

2:23:32 ▶ was I think it's over 200,000

2:23:35 ▶ miles.

2:23:38 ▶ Uh, I think I just don't remember for

2:23:41 ▶ sure. I might have to get back to you on

2:23:43 ▶ that because we had the white we had the

2:23:45 ▶ yellow fleet number and then we had the

2:23:46 ▶ white fleet number. But I I the 200,000

2:23:49 ▶ miles sticks in my mind, but I don't

2:23:51 ▶ know if that was, you know, per uh

2:23:54 ▶ quarter or what that was, but it's it's

2:23:56 ▶ a lot of miles, but I could find out for

2:23:58 ▶ sure on that one. That number just

2:24:00 ▶ escapes me right now. Okay. Yeah, I' I'd

2:24:02 ▶ appreciate the finding out what that

2:24:03 ▶ number is. And uh thank you very much.

2:24:06 ▶ But they Yeah, they're just not they're

2:24:07 ▶ not in a good position. So, we really

2:24:09 ▶ appreciate the help with that. You are

2:24:10 ▶ you are correct cuz I do a lot of

2:24:12 ▶ driving as well. Like I said, when I saw

2:24:13 ▶ their vehicle, what they were sitting in

2:24:15 ▶ to go from school site to school site

2:24:18 ▶ and I've seen these vans and trucks that

2:24:20 ▶ you talk about the paint is Paul B off,

2:24:22 ▶ you know, you see TSD very lightly on

2:24:25 ▶ the side of on of the door and um I go,

2:24:28 ▶ I hope we sold that and they didn't take

2:24:30 ▶ that off. We always make sure that the

2:24:33 ▶ names are erased before we sell them.

2:24:35 ▶ And so just so everyone knows, but uh

2:24:38 ▶ the big thing that I'm really excited

2:24:39 ▶ about is that five out of those eight

2:24:41 ▶ vehicles are actually the crew cabs,

2:24:43 ▶ which means that we can get more people

2:24:45 ▶ in the cabs. You try to put three big

2:24:47 ▶ groundskeepers and just a regular cab,

2:24:50 ▶ that's a tight fit. So uh I'm really

2:24:53 ▶ excited about those five uh crew cabs

2:24:55 ▶ because that's going to help the

2:24:56 ▶ department uh tremendously. That was

2:24:59 ▶ also going to be my next question. So

2:25:00 ▶ thank you for answering that for me.

2:25:02 ▶ Okay, very good, Miss Shaw. Uh, thank

2:25:05 ▶ you, Dr. Carter and Mr. Meyer for your

2:25:07 ▶ presentation, answering our questions.

2:25:09 ▶ Um, some of the questions I had were

2:25:12 ▶ already answered. I was wondering if our

2:25:13 ▶ grounds crew was going to benefit from

2:25:15 ▶ this purchase. I'm happy to see that

2:25:18 ▶ they will be. Um, and I just want to

2:25:22 ▶ raise awareness to um the issue I saw at

2:25:25 ▶ Craig with their roof um that's been

2:25:28 ▶ leaking for years. Um if um Miss Extraum

2:25:32 ▶ you could raise awareness with that. I

2:25:34 ▶ think they they deserve to have like a

2:25:35 ▶ roof replacement hopefully this summer.

2:25:38 ▶ Um because when it is raining they say

2:25:41 ▶ that you know the water just pours down

2:25:44 ▶ in their inside the building and like

2:25:47 ▶ they've been we've been replacing the

2:25:49 ▶ ceiling tiles for quite a long time and

2:25:52 ▶ and yeah I I just hope we can move them

2:25:55 ▶ up in the schedule. I'm not sure where

2:25:56 ▶ they are now. I know that's not even

2:25:58 ▶ agenda. So, I just wanted to raise

2:25:59 ▶ awareness for this item for I'd like to

2:26:02 ▶ respond to that. And so, thank you very

2:26:05 ▶ much for bringing up Craig that has been

2:26:07 ▶ with the school facilities department

2:26:08 ▶ for 6 years for replacement and it still

2:26:11 ▶ hasn't been done. It's an asphalt roof.

2:26:14 ▶ I frankly don't get it. And so, you're

2:26:17 ▶ right. I mean, wherever I mean, I I know

2:26:19 ▶ who we're buying the buckets from, and I

2:26:21 ▶ think I should have stock in that

2:26:22 ▶ company because we buy a lot of buckets

2:26:25 ▶ because of these leaks, because of these

2:26:27 ▶ uh uh deficient roofs that we have. So,

2:26:30 ▶ we just have to continue to try to push

2:26:32 ▶ the uh uh point with the school facility

2:26:35 ▶ department. Craig isn't the only one. Uh

2:26:38 ▶ Robison is another one I can think off

2:26:40 ▶ right the top of my head. our high

2:26:42 ▶ schools. We're working we're completed

2:26:44 ▶ uh Catalina, but now we're going on a

2:26:46 ▶ Choya next. Ringcon's got a lot of

2:26:48 ▶ problems in the U building and I we we

2:26:52 ▶ just have a lot of roof problems right

2:26:53 ▶ now. And so I I'm glad you brought that

2:26:56 ▶ up because we'll try to keep pushing.

2:26:58 ▶ Dr. Trio, I I want to clarify. You mean

2:27:00 ▶ the state facilities board, not not

2:27:03 ▶ facilities. Anybody watching, it's not

2:27:05 ▶ us delaying for 6 years. It's the state

2:27:07 ▶ facilities. Yeah, the state facilities

2:27:09 ▶ board. Yeah. In Phoenix. So, it's on the

2:27:11 ▶ docket for them to fix it as well as

2:27:13 ▶ other schools, but for some reason

2:27:15 ▶ they're just dragging their feet or

2:27:17 ▶ there's just more. Yeah, I I just don't

2:27:18 ▶ see the priority with when in regard to

2:27:21 ▶ roofs. So, uh I mean that's just the way

2:27:25 ▶ I see it. But we'll continue to try to

2:27:27 ▶ push for that because Craig has been on

2:27:28 ▶ that docket for a long time. But I

2:27:30 ▶ appreciate you bringing that up. Of

2:27:32 ▶ course. Thank you for clarifying. And I

2:27:34 ▶ just want to um let my colleagues know

2:27:37 ▶ that the fleet vehicles, they're like

2:27:39 ▶ dump trucks and so I don't know if

2:27:42 ▶ there's an electric. Okay. Um appreciate

2:27:45 ▶ that. But I think one is from 1991.

2:27:49 ▶ Something crazy.

2:27:51 ▶ So you know in high school

2:27:55 ▶ I was only 10 at that time. Just

2:27:57 ▶ kidding. Right. But honestly like we've

2:28:01 ▶ used those trucks up. So, I'm so glad

2:28:04 ▶ that we're able to replace them. And if

2:28:06 ▶ also um Dr. Carter, if we could just get

2:28:08 ▶ a list of um what's coming up next as

2:28:12 ▶ far as like security and fencing and

2:28:14 ▶ that type of thing. Um because I was at

2:28:16 ▶ Robinson yesterday and they said they've

2:28:20 ▶ been waiting a long time for their

2:28:22 ▶ fencing. So, I would just appreciate

2:28:25 ▶ that. Miss Action. Yes, Miss Luna Rose.

2:28:27 ▶ Um just one quick question and it's for

2:28:29 ▶ you, Mr. Mayor. Um, so thank you for

2:28:33 ▶ making that clarification, Miss Extramm.

2:28:35 ▶ Um, these nine vehicles, junk trucks,

2:28:38 ▶ I'm assuming they're bought like as

2:28:39 ▶ commercial vehicles. They are. Yeah,

2:28:41 ▶ there's uh, like I said, there's there's

2:28:43 ▶ five crew cab utility trucks. So, those

2:28:46 ▶ are 3/4 ton. And then, uh, the other uh,

2:28:49 ▶ three are 3/4 ton regular cab uh,

2:28:53 ▶ utility trucks. And then the dump truck

2:28:55 ▶ is the the the ninth vehicle. that was

2:28:58 ▶ the 91 or whatever that was. And so, uh,

2:29:02 ▶ I have to give kudos out to our auto

2:29:04 ▶ shop. They do a great job trying to keep

2:29:05 ▶ these vehicles on the road because it's

2:29:08 ▶ it's a big task for them. And but they

2:29:11 ▶ really do a good job. So, I want to make

2:29:13 ▶ sure that we give them proper

2:29:14 ▶ recognition for the work that they do.

2:29:16 ▶ All right. Well, thank you. I'd like to

2:29:18 ▶ echo that. And, uh, with that, I'd like

2:29:20 ▶ to move the item. I'll second. Uh,

2:29:22 ▶ motion has been made by Miss Luna Rose,

2:29:24 ▶ seconded by Dr. Shaw. All those in favor

2:29:26 ▶ say I. I. I. Those opposed. Motion

2:29:29 ▶ carries. Thank you so

2:29:31 ▶ much. Next is approval of proposed dress

2:29:34 ▶ code for Dodge Traditional Magnet Middle

2:29:36 ▶ School. Um Dr. Triill,

2:29:42 ▶ Mr. President Extro, um I'd like to

2:29:44 ▶ welcome our proud principal at Dodge,

2:29:46 ▶ Brenda Menigan, to walk us through what

2:29:48 ▶ the proposed changes are. Um for those

2:29:51 ▶ of you watching, Dodge has always had a

2:29:53 ▶ uniform. So, it's not like today they're

2:29:55 ▶ seeking approval for the initial

2:29:56 ▶ uniform, but there's some minor changes.

2:29:58 ▶ With that, I'll turn it over to Miss

2:29:59 ▶ Manigan. Thank you, sir. Board

2:30:02 ▶ President, board members, Dr. Trillo,

2:30:04 ▶ thank you this evening. I'm Brenda

2:30:06 ▶ Manigan, proud principal of Dodge

2:30:07 ▶ Traditional Magnet Middle School. Dodge

2:30:10 ▶ has been a traditional magnet school for

2:30:11 ▶ many years, and we had a uniform in

2:30:14 ▶ place or a dress code for dress for

2:30:16 ▶ success policy, and we were very proud

2:30:19 ▶ of that. Recently, last spring, when you

2:30:22 ▶ adopted a new dress code, we were

2:30:25 ▶ notified that the actual approved dress

2:30:27 ▶ code did not reflect for our school in

2:30:30 ▶ 2017 did not reflect what we were

2:30:32 ▶ actually practicing in the building. So,

2:30:35 ▶ we went back to honor what was actually

2:30:37 ▶ adopted by the board. And so, then in

2:30:39 ▶ the spring, I was asked by the community

2:30:41 ▶ to go forward with the process of making

2:30:43 ▶ modifications to reflect what we

2:30:45 ▶ actually had been practicing prior to

2:30:47 ▶ that. So, what you have before you

2:30:49 ▶ tonight is the proposal that my

2:30:51 ▶ community came up with so that we can go

2:30:53 ▶ back to what we were already honoring.

2:30:58 ▶ Any questions?

2:31:00 ▶ Miss Shaw? Um, thank you, Miss Manigan,

2:31:03 ▶ for bringing this forth to the board. I

2:31:05 ▶ did participate in the survey. My

2:31:07 ▶ daughter does go to to Dodge and she

2:31:10 ▶ enjoys it and also enjoys wearing the

2:31:13 ▶ uniform, believe it or not, cuz it makes

2:31:14 ▶ things so much easier. Um although she's

2:31:18 ▶ probably going to be upset that crocs

2:31:20 ▶ are still not allowed. Um I'm very happy

2:31:22 ▶ to see that we have um the blue color

2:31:25 ▶ added to the the bottoms. So um yeah,

2:31:28 ▶ thank you for your work and your due

2:31:30 ▶ diligence and and getting that survey

2:31:32 ▶ out to the Dodge community. Absolutely.

2:31:34 ▶ We made some adjustments based on the

2:31:36 ▶ feedback that we got from families. One

2:31:38 ▶ of the question or one of the feedback

2:31:40 ▶ that we got was that we had always had

2:31:42 ▶ khaki or black pants and families said

2:31:45 ▶ that sometimes blue is easier to find so

2:31:46 ▶ we added navy blue. Um our teachers also

2:31:50 ▶ were no longer interested in fighting

2:31:52 ▶ the battle of tucking in their shirts.

2:31:54 ▶ So that's no longer part of our

2:31:56 ▶ modifications either.

2:31:58 ▶ Dr. Shaw, thank you President. thanks

2:32:01 ▶ for being here tonight and talking about

2:32:02 ▶ uh all this work that you guys have been

2:32:03 ▶ doing at Dodge and and so thanks for all

2:32:05 ▶ your work over there uh and being

2:32:07 ▶ principal there. Uh my question was

2:32:09 ▶ about the Crocs and like so it says in

2:32:11 ▶ here due to safety concerns I've worked

2:32:12 ▶ in a lot of industrial places and

2:32:14 ▶ medical places and where where safety is

2:32:16 ▶ definitely an issue in terms of open

2:32:18 ▶ toed uh shoes and everything but I'm

2:32:20 ▶ confused on what safety concerns we're

2:32:22 ▶ worried about in schools in terms of why

2:32:24 ▶ um no Crocs flip-flops slip-on platforms

2:32:27 ▶ or cleats. So, we have science classes

2:32:31 ▶ of course at our campus, including a

2:32:32 ▶ high school credit course. And so, the

2:32:34 ▶ science teacher has written into the

2:32:36 ▶ policies for the safety of the labs and

2:32:38 ▶ stuff that they cannot have open shoes.

2:32:41 ▶ And with the Crocs having holes, she

2:32:42 ▶ asked that we add that as well. Okay.

2:32:45 ▶ But I mean, all of our all of our

2:32:47 ▶ science like I don't think that's our

2:32:48 ▶ our basic policy for all of our schools

2:32:51 ▶ in terms of all the middle schools and

2:32:53 ▶ high schools that have science labs. And

2:32:55 ▶ so is that something that we want

2:32:56 ▶ universal for like every kid all the

2:32:58 ▶ time always or just when they're in

2:32:59 ▶ science labs to make sure they have

2:33:01 ▶ Currently Oh, I'm so sorry, sir.

2:33:02 ▶ Currently, they are having to if they

2:33:05 ▶ know they're having a lab, make sure

2:33:06 ▶ that they have appropriate shoes.

2:33:13 ▶ Yes, Michelle. Thank you. Yeah, I mean,

2:33:16 ▶ I don't know how many um parents or

2:33:18 ▶ students commented that they wanted

2:33:20 ▶ Crocs. I think I did, but um you know,

2:33:23 ▶ I'm not sure there's even very good

2:33:25 ▶ support for your foot. Like I've been

2:33:27 ▶ having back problems because of the

2:33:29 ▶ shoes that I wear. Um and so you know, I

2:33:32 ▶ still support this policy whether Crocs

2:33:34 ▶ are there or not. Um and also for those

2:33:38 ▶ students who are in PE, like Crocs just

2:33:40 ▶ don't cut it for PE. Um even with like

2:33:44 ▶ what do they call it? Sports mode. Even

2:33:46 ▶ in sports mode, they don't cut it.

2:33:48 ▶ So yeah, I'm comfortable moving this

2:33:50 ▶ item. I'll second. Motion has been made

2:33:54 ▶ by Miss Shaw, seconded by Miss Luna

2:33:56 ▶ Rose. All those in favor say I. I. I.

2:33:59 ▶ Those opposed. Motion carries. Thank

2:34:01 ▶ you. Thank you.

2:34:04 ▶ If you want to see Crocs on a campus, go

2:34:06 ▶ to or high school campus. Seriously,

2:34:09 ▶ that's all they wear. Everywhere. I like

2:34:13 ▶ Crocs. Number uh item 7.4 Four is the

2:34:16 ▶ approval to appoint a new member to

2:34:18 ▶ serve on the Tucson Unified School

2:34:20 ▶ District audit committee. Um Dr. Shaw.

2:34:24 ▶ Uh thank you, President Extro. Tonight

2:34:26 ▶ we have the recommendation from the

2:34:27 ▶ audit committee to appoint uh Tabitha

2:34:30 ▶ Fox uh to the audit committee. Uh the

2:34:32 ▶ audit committee met uh I believe two

2:34:35 ▶ weeks ago uh and unanimously approved

2:34:37 ▶ this recommendation for before the

2:34:38 ▶ governing board.

2:34:40 ▶ Um I will second. I'll move the item.

2:34:43 ▶ Oh, sorry. I got ahead of you. Uh, the

2:34:47 ▶ item has been moved by Dr. Sean,

2:34:49 ▶ seconded by Miss Lena Rose. All those in

2:34:51 ▶ favor say I. I. I. Those opposed? Motion

2:34:54 ▶ carries. Miss Extra. Yeah, Miss Fox is

2:34:57 ▶ on Zoom.

2:34:59 ▶ Oh, Miss Fox, is there anything that you

2:35:02 ▶ would like to say? Congratulations on

2:35:04 ▶ your appointment to the audit committee.

2:35:07 ▶ Thank you so much. I hope you can hear

2:35:09 ▶ okay. Uh I appreciate the uh the comment

2:35:16 ▶ and appointment. Uh just just a quick uh

2:35:21 ▶ about me for those who have not seen my

2:35:24 ▶ materials. Uh I am a CPA 20 years of

2:35:27 ▶ experience in financial management. Um

2:35:30 ▶ I've committed 13 years of my career to

2:35:32 ▶ nonprofit the nonprofit sector. So, I'm

2:35:35 ▶ very passionate about community impact

2:35:37 ▶ and I'm happy that uh my service to the

2:35:41 ▶ audit committee can uh also help support

2:35:43 ▶ the community in that way. Um, thank you

2:35:46 ▶ so much. I look forward to meeting

2:35:47 ▶ everybody on the committee and and

2:35:49 ▶ helping uh bring my expertise to the

2:35:52 ▶ table to uh help ensure that the audit

2:35:55 ▶ committee is uh keeping up the highest

2:35:57 ▶ standards of financial integrity. Thank

2:36:00 ▶ you so much. Thank you, Miss Fox. and

2:36:02 ▶ congratulations again. Uh, next is item

2:36:06 ▶ 8.2, Tucson Unified School District

2:36:09 ▶ Administration, fiscal year 25 hiring

2:36:12 ▶ freeze and fiscal year 26 administrative

2:36:15 ▶ position reductions. Dr. Chuno,

2:36:19 ▶ yes, an extra members of the governing

2:36:21 ▶ board. Uh, just a note for our board

2:36:22 ▶ members, we did revise an attachment. So

2:36:25 ▶ now the attachment noting

2:36:28 ▶ FY26 positional reductions will

2:36:30 ▶ encompass a list of fully vacant

2:36:33 ▶ positions. So any position that has been

2:36:35 ▶ occupied has been removed from that list

2:36:37 ▶ as we go forward with uh tonight's

2:36:40 ▶ consideration. Um earlier in the spring,

2:36:43 ▶ uh the administration of course

2:36:44 ▶ committed to exacting um anywhere

2:36:48 ▶ between three and a half to$4 million in

2:36:50 ▶ cuts across the administration uh with

2:36:53 ▶ an effort to try to cut into the

2:36:54 ▶ year-over-year $8.5 million deficit that

2:36:58 ▶ we've seen between last year's operating

2:37:00 ▶ budget and this year's operating budget

2:37:01 ▶ or one coming up for fiscal year 26. And

2:37:05 ▶ as part of that work, we wanted to take

2:37:06 ▶ a wanted to start with all of the

2:37:09 ▶ different vacancies that could be

2:37:11 ▶ categorized as administrative. And I

2:37:14 ▶ know that it's sort of popular sentiment

2:37:17 ▶ to think of the administration as me or

2:37:19 ▶ 1010. When you're staring down an $ 8.6

2:37:22 ▶ million budget, uh cutting eight or nine

2:37:25 ▶ positions at a at

2:37:27 ▶ $130,000 a pop is not going to get you

2:37:30 ▶ very far, right? So, you have to cut

2:37:32 ▶ beyond that. Secondly, the auditor

2:37:34 ▶ general defines administrative spending

2:37:37 ▶ as all of the areas that are outside of

2:37:39 ▶ a general school or outside of a general

2:37:41 ▶ classroom. So I think when John Q public

2:37:43 ▶ hears administration they think the

2:37:45 ▶ principal, the assistant principal, the

2:37:47 ▶ superintendent, the director, the

2:37:49 ▶ assistant superintendent, but it really

2:37:51 ▶ administration is a category of

2:37:53 ▶ expenditures and it ranges from school

2:37:56 ▶ safety to finance to human resources

2:38:00 ▶ work that's done on behalf of our

2:38:01 ▶ employees to

2:38:03 ▶ secretarial/administrative assistant

2:38:05 ▶ work in offices across the district. A

2:38:07 ▶ lot of some of our operations positions

2:38:09 ▶ are categorized as administrative

2:38:11 ▶ spending. And as I've said before, even

2:38:14 ▶ though these positions are vacant, their

2:38:16 ▶ absence will still affect schools in

2:38:18 ▶ some way in terms of a reduced capacity

2:38:22 ▶ to serve in the particular area. So the

2:38:25 ▶ administration formed a team uh we did a

2:38:27 ▶ cross-dep departmental

2:38:29 ▶ uh team of managers, supervisors,

2:38:31 ▶ leaders, superintendent, leadership team

2:38:33 ▶ members, representatives of the affected

2:38:35 ▶ department to really talk about this

2:38:38 ▶ list and in terms of what their

2:38:40 ▶ department and what their work area

2:38:42 ▶ looks like if these positions are not

2:38:45 ▶ filled. So here to take us through

2:38:47 ▶ tonight uh is uh Mr. Hernandez. Uh this

2:38:50 ▶ is a study action item. to the board. Of

2:38:52 ▶ course, we know these are big decisions.

2:38:54 ▶ You can choose to keep this as a study.

2:38:56 ▶ Um, we want to make sure that uh the

2:38:59 ▶ board has plenty of time to digest the

2:39:01 ▶ information and we've asked uh Mr.

2:39:03 ▶ Hernandez to go through and give the

2:39:05 ▶ overview. Yeah. Good evening board

2:39:07 ▶ members and I I do have uh John

2:39:09 ▶ Fernandez uh with me on the HR side. So,

2:39:13 ▶ um just getting started. So, just a

2:39:16 ▶ quick background. Uh so the goal of the

2:39:19 ▶ hiring freeze and the per and the

2:39:22 ▶ reductions was really to achieve a $5.3

2:39:24 ▶ million salary and benefit savings

2:39:27 ▶ across the institution. Um we looked at

2:39:29 ▶ all permanent positions that were vacant

2:39:32 ▶ as of March 7th. That is for the freeze.

2:39:35 ▶ Um we looked at positions that were

2:39:37 ▶ funded by M whether it's DEG or non DEG

2:39:40 ▶ M and the or the indirect costs fund.

2:39:42 ▶ Um, just for some uh some context,

2:39:45 ▶ indirect costs is revenue that we

2:39:47 ▶ generate off of federal grants. And so,

2:39:50 ▶ you know, we we actually generate about

2:39:53 ▶ three between 3 and 4% off of those

2:39:56 ▶ federal grants, but as we've seen those

2:39:58 ▶ grants and the amounts reduce,

2:39:59 ▶ particularly with the disappearance of

2:40:01 ▶ ESSER, the revenue that that fund

2:40:04 ▶ generates is obviously dwindling. Um, we

2:40:07 ▶ exempted several pos several items, so

2:40:09 ▶ non-permanent supplemental positions.

2:40:11 ▶ So, for example, going into summer

2:40:13 ▶ school jobs, those are, you know, those

2:40:15 ▶ can continue to be hired. We've exempted

2:40:17 ▶ all positions in the exceptional

2:40:18 ▶ education department, whether they're

2:40:20 ▶ administrative service providers or

2:40:22 ▶ teachers or support positions, the

2:40:24 ▶ exceptional education department is

2:40:25 ▶ exempt. Anything that is school-based

2:40:28 ▶ with school budgets, right? So, we've

2:40:31 ▶ established the school budgets already.

2:40:32 ▶ They finished their budgeting process

2:40:34 ▶ back in the middle of March. And so, we

2:40:36 ▶ continue to fund those classroom or

2:40:38 ▶ school support positions funded by

2:40:40 ▶ central department. So, we've got Dr.

2:40:42 ▶ Ashcraft here. Her department funds

2:40:45 ▶ basically all the fine arts uh positions

2:40:47 ▶ in K through 8. And so, that's what we

2:40:49 ▶ mean by school or classroom support

2:40:52 ▶ positions that are funded by a central

2:40:53 ▶ department. And then positions in an

2:40:55 ▶ onboarding process. So, obviously, we

2:40:57 ▶ wanted to make sure that people who were

2:40:58 ▶ in a in the position of being hired um

2:41:01 ▶ or had a job offer at the March 1 job

2:41:03 ▶ fair, we could continue to make sure to

2:41:04 ▶ onboard those individuals. We didn't

2:41:06 ▶ want to stop them in their tracks. So we

2:41:08 ▶ took all of these criteria and

2:41:10 ▶ implemented a freeze. The hiring review

2:41:13 ▶ committee that Dr. Thrujeo just

2:41:14 ▶ mentioned comprised members of senior

2:41:16 ▶ leadership and we brought in you know

2:41:18 ▶ manage members of management. So uh

2:41:21 ▶ people in the senior leadership role

2:41:24 ▶ spoke or connected with their managers

2:41:26 ▶ their directors to essentially evaluate

2:41:28 ▶ the positions. We held weekly meetings.

2:41:30 ▶ We actually are still holding them till

2:41:32 ▶ today to evaluate all these positions in

2:41:35 ▶ the process of freezing these through

2:41:37 ▶ the end of June. Um HR notified all of

2:41:40 ▶ the departments on March 19th of all of

2:41:42 ▶ the affected positions on that day. That

2:41:45 ▶ position listing is updated weekly,

2:41:47 ▶ right? Because obviously we've got

2:41:49 ▶ constant turnover taking place and all

2:41:51 ▶ of the vacancy savings from those

2:41:54 ▶ positions that have been frozen have

2:41:55 ▶ essentially been frozen themselves

2:41:57 ▶ through the end of the fiscal year. So,

2:41:59 ▶ if a position uh let's just, you know,

2:42:02 ▶ an admin assistant leaves in the middle

2:42:04 ▶ of March has left essentially, let's

2:42:06 ▶ say, $15,000 on the table and an unused

2:42:08 ▶ salary, we've frozen that salary. We've

2:42:11 ▶ set it aside. It will be unused. It will

2:42:13 ▶ go unused. Now, we we established

2:42:15 ▶ criteria to review positions that

2:42:18 ▶ prioritize obviously the health, safety,

2:42:20 ▶ and the services to students, right? We

2:42:22 ▶ wanted to make sure that not everything

2:42:24 ▶ gets frozen that there were positions,

2:42:26 ▶ for example, campus monitors. We have

2:42:28 ▶ some crossing guards for example that

2:42:30 ▶ will continue. We have locksmiths that

2:42:31 ▶ will continue to be hired. So some of

2:42:33 ▶ them have been evaluated for uh

2:42:36 ▶ recruitment today as of now because

2:42:38 ▶ those are so critical that we need to

2:42:40 ▶ make sure that they're hired before the

2:42:42 ▶ of the new fiscal year. Um so this is

2:42:45 ▶ you know kind of a a lengthier list of

2:42:47 ▶ the criteria. So the direct impact to

2:42:48 ▶ instruction to academic intervention to

2:42:51 ▶ support services any operational

2:42:53 ▶ necessity if we have compliance in legal

2:42:56 ▶ mandate. So, for example, when I

2:42:57 ▶ mentioned crossing guards, a lot of

2:42:59 ▶ those crossing guards are with

2:43:01 ▶ agreements that we established either

2:43:02 ▶ with the city of Tucson or Puma County

2:43:04 ▶ government for various intersections

2:43:06 ▶ that work, you know, and and that are

2:43:09 ▶ identified by um Mr. Halls in the school

2:43:12 ▶ safety department. So, and then we ask

2:43:15 ▶ departments to think about the

2:43:16 ▶ availability of alternative solutions to

2:43:19 ▶ their existing structure. Right? So if

2:43:21 ▶ we freeze your position, obviously

2:43:22 ▶ you've got 2 months, 3 months to

2:43:25 ▶ continue to do that work. Is there an

2:43:28 ▶ alternative structure to continue with

2:43:29 ▶ the process of the work that has to get

2:43:31 ▶ done knowing full well that our budget

2:43:33 ▶ is getting smaller? Right? So we have to

2:43:35 ▶ essentially, you know, the unpopular

2:43:37 ▶ term is we have to rightsize you

2:43:39 ▶ somehow, but we want directors to take

2:43:41 ▶ that leadership role and to focus on how

2:43:43 ▶ you do that. Um so positions that are

2:43:46 ▶ frozen right now cannot be filled um

2:43:49 ▶ until unless it meets the freeze

2:43:51 ▶ criteria. Now departments have just

2:43:53 ▶ completed their budgeting process. We're

2:43:55 ▶ going through a process of cleaning

2:43:56 ▶ everybody's fiscal year 26 budget.

2:43:59 ▶ Departments are going to be able to fill

2:44:00 ▶ these vacant frozen positions if their

2:44:03 ▶ budget capacity exists on July 1. Right?

2:44:06 ▶ So they have now to they now have to

2:44:08 ▶ establish capacity after incorporating

2:44:10 ▶ either the 3% or 6% budget cut. if they

2:44:14 ▶ had a descent redu reduction budgeting

2:44:17 ▶ for any potential uh changes in salary.

2:44:19 ▶ So we ask all departments to ac to

2:44:22 ▶ budget for a 1% for planning purposes

2:44:25 ▶ and there was a 2% increase in the cost

2:44:27 ▶ of benefits. So after all of those

2:44:29 ▶ elements are incorporated as part of

2:44:31 ▶ their budgeting process, can I fit that

2:44:33 ▶ admin assistant back on July 1? If they

2:44:35 ▶ can, great. You can hire, you can

2:44:38 ▶ recruit now. That person can't start

2:44:40 ▶ until July 1, right? we want to make the

2:44:42 ▶ savings happen this side of the fiscal

2:44:44 ▶ year. But if you go through that process

2:44:47 ▶ and you still cannot fill that position

2:44:49 ▶ because you don't have the capacity to

2:44:51 ▶ fund both their salary and their

2:44:53 ▶ benefits, then that position is reduced

2:44:55 ▶ and that position will be

2:44:57 ▶ closed. So that essentially takes us to

2:45:00 ▶ the position reduction. So we notified

2:45:02 ▶ all of the departments on April 21st of

2:45:04 ▶ all positions that were identified as

2:45:07 ▶ permanent reductions in the fiscal year.

2:45:09 ▶ They identified these positions. finance

2:45:11 ▶ did not. We confirmed with departments

2:45:14 ▶ to tell us, hey, in your budget file,

2:45:16 ▶ you told us that you're not going to

2:45:18 ▶ fill, you know, this position X and

2:45:21 ▶ we'll just kind of use the admin

2:45:22 ▶ assistant example. You're not going to

2:45:23 ▶ fill that admin assistant. Can you just

2:45:26 ▶ confirm for me that that is correct? And

2:45:29 ▶ we receive confirmations from all of

2:45:31 ▶ these departments through the budgeting

2:45:33 ▶ process. you know, we will close those

2:45:36 ▶ positions as those reductions happen

2:45:38 ▶ because if that department doesn't have

2:45:40 ▶ the capacity after going through the

2:45:42 ▶ reductions that they were supposed to,

2:45:44 ▶ then they they can't fill that position.

2:45:46 ▶ Now, they could cut other portions of

2:45:48 ▶ their budget and fill the position,

2:45:51 ▶ right? Say, hey, I have a large, you

2:45:53 ▶ know, contract services that I'm not

2:45:55 ▶ going to do next year. It's about

2:45:57 ▶ $50,000, but I'm going to be I'm going

2:45:59 ▶ to cut that so that I can save the admin

2:46:01 ▶ assistant. They can absolutely do that.

2:46:03 ▶ That is how we do budgeting in this

2:46:05 ▶ district is we empower the directors to

2:46:07 ▶ make those choices for the operations of

2:46:09 ▶ their

2:46:10 ▶ department. Now, as of April 24th,

2:46:13 ▶ obviously this listing is now updated on

2:46:15 ▶ on uh board docs, we had 64 and a half

2:46:18 ▶ FTE that are were identified with salary

2:46:20 ▶ and benefits totaling just over $4.1

2:46:23 ▶ million. The vast majority were vacant

2:46:26 ▶ positions. The listing that you have now

2:46:28 ▶ in Boardocks are all vacant positions.

2:46:31 ▶ All right. So that that is the revision

2:46:33 ▶ that has happened since this

2:46:34 ▶ presentation was uploaded. Now if there

2:46:37 ▶ are positions that have incumbents, we

2:46:40 ▶ will work with those. They will be

2:46:42 ▶ subject to any district initiated

2:46:43 ▶ transfer or reduction in force process

2:46:46 ▶ based on their bargaining agreement and

2:46:48 ▶ that will be managed by the human

2:46:50 ▶ resources department if that becomes the

2:46:52 ▶ case. Otherwise, if it's a vacant

2:46:55 ▶ position, we're going to close with the

2:46:57 ▶ direction to not fill. That way a

2:46:59 ▶ department can't go back and say I I now

2:47:01 ▶ want to fill that but you don't have the

2:47:05 ▶ capacity. Any questions? Governing board

2:47:09 ▶ members. Miss Shaw um the direction to

2:47:12 ▶ not fill us for some of these um

2:47:16 ▶ vacancies. Would that be just until July

2:47:19 ▶ 1 or um after that? The so the hiring

2:47:23 ▶ freeze list the the permanent reductions

2:47:25 ▶ list. Let's start with that one. That

2:47:27 ▶ one is the do not hire. Um those are

2:47:29 ▶ positions that departments have

2:47:31 ▶ confirmed themselves through their

2:47:32 ▶ budgeting process that they do not have

2:47:34 ▶ the capacity to accommodate that FTE. So

2:47:37 ▶ those that listing of positions, I

2:47:39 ▶ believe it's about 50 plus FTE that are

2:47:42 ▶ on there, those positions will be

2:47:44 ▶ permanently closed and those dollars

2:47:46 ▶ were will be permanently cut from the

2:47:48 ▶ budget. the one the listing of hiring

2:47:50 ▶ freezes, the longer list that's multiple

2:47:53 ▶ pages, that one, those savings are

2:47:55 ▶ frozen through the end of June 30th. If

2:47:57 ▶ those departments have accommodated

2:47:59 ▶ budget capacity on July 1, they will be

2:48:02 ▶ able to to hire them. And the vast

2:48:04 ▶ majority of those that are frozen will

2:48:07 ▶ will be hired. Um, it's really the

2:48:09 ▶ reductions that are no longer going to

2:48:11 ▶ be available on July 1. That is a

2:48:13 ▶ permanent reduction to everybody's

2:48:15 ▶ budget.

2:48:19 ▶ Dr.

2:48:20 ▶ Shaw. Uh, thank you, President Extrom,

2:48:23 ▶ and thank you for the presentation

2:48:25 ▶ tonight, uh, Mr. Hernandez. Um, and so,

2:48:28 ▶ you know, I don't think any of us want

2:48:29 ▶ to cut any positions, and even if

2:48:30 ▶ they're vacant, we know that there's a

2:48:32 ▶ lot of work that needs to happen in our

2:48:34 ▶ schools, and we want to make sure the

2:48:36 ▶ work can continue, whether it's

2:48:38 ▶ transportation, facilities, you know,

2:48:40 ▶ and others.

2:48:43 ▶ Um, I know we've had a lot of

2:48:45 ▶ conversation the last couple of months

2:48:46 ▶ uh about our budget situation. Uh, and I

2:48:49 ▶ think uh we need

2:48:51 ▶ to remember like why we are where we are

2:48:54 ▶ at. And a lot of it is because of a

2:48:56 ▶ significant budget cut if you take in

2:48:58 ▶ inflation that the state has pushed onto

2:49:01 ▶ our school districts and public

2:49:03 ▶ education at a tune of what five or 6%

2:49:05 ▶ budget cuts that we've been seeing uh

2:49:07 ▶ after inflation. And so we need to make

2:49:10 ▶ some tough decisions because how much

2:49:11 ▶ percentage of our of our budget is

2:49:13 ▶ salaries and benefits? About 90%. 90%.

2:49:16 ▶ So 90% of our budget is going to

2:49:17 ▶ salaries and benefits. And we have a

2:49:19 ▶ five or six% budget cut. U millions upon

2:49:21 ▶ millions of dollars that we're not

2:49:22 ▶ getting after inflation from the state

2:49:24 ▶ that's not meeting its needs to fund

2:49:27 ▶ public education. And we're left uh

2:49:29 ▶ where we're at. Um, one of my questions

2:49:33 ▶ to you is, so how and I see it in the

2:49:35 ▶ documents, but can you just review uh

2:49:37 ▶ how much are we saving uh from the

2:49:39 ▶ hiring freeze and how much from the

2:49:41 ▶ permanent position reductions? So from

2:49:44 ▶ the hiring freeze, we're saving about 2

2:49:46 ▶ million um 2 million bucks. I believe I

2:49:49 ▶ may have put that in there. So from the

2:49:51 ▶ hiring freeze

2:49:54 ▶ 4.9 million 4.9 after almost $5 million

2:49:57 ▶ after, right? So that's money that will

2:49:59 ▶ go unspent and will become part of carry

2:50:01 ▶ forward is $5 million and I see $3.5

2:50:04 ▶ million for the permanent reductions,

2:50:07 ▶ right? And those are dollars that will

2:50:08 ▶ just disappear off the budget. Do you

2:50:10 ▶ have that um divided up with M DG

2:50:13 ▶ indirect? I don't I don't think there's

2:50:14 ▶ any title one or other budget sources

2:50:16 ▶ that are there's one title one

2:50:18 ▶ position assessment and revaliation.

2:50:20 ▶ Everything else is I do I mean there are

2:50:23 ▶ labeled I didn't summarize them but they

2:50:25 ▶ they all are either M or indirect. Some

2:50:27 ▶ of them are DEG. Most of them are M

2:50:29 ▶ though. Most of them are M. So we don't

2:50:32 ▶ have a ballpark in terms of how much we

2:50:33 ▶ save. I mean I would I would say

2:50:34 ▶ probably about about 60% of it is going

2:50:37 ▶ to be M. The remaining balance is going

2:50:39 ▶ to be DEG. Indirect is probably going to

2:50:41 ▶ be the smallest amount. And then we have

2:50:42 ▶ the one title one

2:50:44 ▶ position. So about even 30 or 40% is

2:50:47 ▶ DEG. We've been talking over the last

2:50:49 ▶ couple of months about budgets and um

2:50:52 ▶ aligning the budgets that we are

2:50:54 ▶ spending through DEC to that $63 million

2:50:56 ▶ fixed uh budget that we have. If we

2:50:58 ▶ approve this, do we need to make any

2:51:01 ▶ cuts in departments or is all included

2:51:03 ▶ in this? Those so those cuts are already

2:51:06 ▶ going to be incorporated in the budget

2:51:07 ▶ cuts. So if for example, I believe there

2:51:10 ▶ are some MTSS coordinator positions in

2:51:12 ▶ there that are uh DECG funded. those are

2:51:15 ▶ all going to be incorporated as part of

2:51:17 ▶ the METTSS budget uh that they've

2:51:20 ▶ submitted. They've already said we're

2:51:22 ▶ we're not filling those positions.

2:51:24 ▶ They're vacant. So, those budgets have

2:51:26 ▶ already accounted for the cuts that you

2:51:28 ▶ see there in the DEG uh

2:51:40 ▶ budget. Thank you. Um, okay. So, just to

2:51:44 ▶ be clear, the

2:51:47 ▶ uh vacant positions under hiring freeze

2:51:49 ▶ document with several pages that is to

2:51:53 ▶ remove that position up until July 1st.

2:51:58 ▶ Yes, ma'am. Okay.

2:52:01 ▶ Um and then at which

2:52:04 ▶ um they will be back up for um like back

2:52:11 ▶ like posted again. Yeah. Okay.

2:52:14 ▶ Does that leave uh those departments

2:52:16 ▶ enough time to hire? So we're letting

2:52:18 ▶ them hire now, right? So if they if

2:52:21 ▶ they've identified through the budgeting

2:52:22 ▶ process that one of those positions on

2:52:24 ▶ the hiring freeze is not permanently

2:52:26 ▶ reduced, they can start recruiting today

2:52:28 ▶ so that that person can start on July 1.

2:52:30 ▶ Okay. Okay. And I believe you're going

2:52:35 ▶ to I believe human resources is going to

2:52:37 ▶ open those up next week. Yeah. So May

2:52:40 ▶ 5th they're going to be able to start.

2:52:46 ▶ Dr. Truhe. Yeah. I think it's important

2:52:47 ▶ to clarify. So, we've got two goals. Uh,

2:52:50 ▶ number one, with that hiring freeze

2:52:52 ▶ until June 30th, goal number one is to

2:52:55 ▶ identify any available carry forward

2:52:58 ▶ dollars this fiscal year that can help

2:53:00 ▶ us um burn down this this current year

2:53:03 ▶ deficit. And then with the permanent

2:53:05 ▶ reductions, those are permanent cuts to

2:53:07 ▶ permanently reduce our expenditure uh

2:53:10 ▶ obligation to further chip into the

2:53:12 ▶ long-term structural deficit that we

2:53:14 ▶ have. Correct. And to take you a little

2:53:16 ▶ bit deeper just for the people watching

2:53:18 ▶ Ricky. Um so so when I'm on the freeze

2:53:21 ▶ list which is again frozen till the end

2:53:23 ▶ of this fiscal and then again July one

2:53:26 ▶ is because July one's the new fiscal

2:53:28 ▶ year right budgets are refreshed correct

2:53:31 ▶ and if I am in say transportation just

2:53:35 ▶ because I see a couple of these

2:53:36 ▶ positions here and if I've reworked my

2:53:39 ▶ budget in a way where now I freed up

2:53:42 ▶ some additional capacity

2:53:45 ▶ um I can now go hire my 1.0 0 automotive

2:53:48 ▶ parts technician because that wasn't on

2:53:50 ▶ the permanent cuts list. Correct. Okay,

2:53:52 ▶ that's right,

2:53:57 ▶ Miss Luna Rose. Miss Shaw. All right,

2:54:00 ▶ thank you. At the sake of sounding

2:54:04 ▶ um maybe not this bright that bright on

2:54:06 ▶ this issue. So, I mean, I understand the

2:54:10 ▶ term hiring freeze, but can you explain

2:54:13 ▶ on how how does this save money if we're

2:54:17 ▶ going to if the positions are open? So,

2:54:20 ▶ so right now, for example, taking the

2:54:22 ▶ example that Dr. Druh used, right? So,

2:54:24 ▶ we've got an automotive parts tech. That

2:54:26 ▶ position has been vacant since, let's

2:54:28 ▶ say, March 1st. They, you know, that

2:54:30 ▶ position for a fullear salary may be

2:54:33 ▶ $50,000. They only worked all the way to

2:54:35 ▶ March. So, they've left about $15,000 on

2:54:39 ▶ the table. That 15 is now frozen, will

2:54:42 ▶ go unspent. We will not allow the

2:54:44 ▶ transportation department to access

2:54:46 ▶ those dollars. In fact, we've swept them

2:54:48 ▶ into a central account so that they

2:54:50 ▶ can't do that. And then as those

2:54:53 ▶ positions need to be filled for July 1,

2:54:55 ▶ they're going to be filled with budget

2:54:57 ▶ from FY26. So that those dollars as we

2:55:00 ▶ start accumulating them because they're

2:55:02 ▶ savings, we're sweeping them into the

2:55:05 ▶ budgets where they live, where they were

2:55:06 ▶ funded from. Um so that just becomes

2:55:10 ▶ unspent dollars that become part of our

2:55:12 ▶ carry forward fund balance. On July 1,

2:55:15 ▶ it's a whole new ball game, right?

2:55:16 ▶ Everybody starts with a new slate. And

2:55:18 ▶ so as long as you've accommodated those

2:55:20 ▶ positions within the budget capacity

2:55:21 ▶ that you were provided, you can continue

2:55:23 ▶ to hire a lot of those positions that

2:55:25 ▶ are on that list. Obviously, you know,

2:55:27 ▶ we've got about 50 FTE. I mean, the vast

2:55:31 ▶ majority of those um on the hiring

2:55:33 ▶ freeze list, they're going to get hired

2:55:35 ▶ and they're going to be allowed. They're

2:55:36 ▶ going to be um open for recruitment as

2:55:39 ▶ soon as possible. Okay. Thank you. Can I

2:55:42 ▶ address her question? So, like year

2:55:44 ▶ after year, we had vacancy savings and

2:55:46 ▶ that's what led to a lot of our surplus

2:55:47 ▶ and carry forward. So, we're asking to

2:55:48 ▶ do tonight is to formalize the vacancy

2:55:51 ▶ savings by by just making it that we're

2:55:53 ▶ not going to approve any more positions

2:55:54 ▶ of this list for the rest of the year.

2:55:56 ▶ So, if we don't do anything and they

2:55:58 ▶ don't get hired, there'll be vacancy

2:55:59 ▶ savings anyway. What we're doing

2:56:00 ▶ tonight, if we approve this, is to

2:56:02 ▶ formalize that. I see. Okay.

2:56:06 ▶ Um Okay. Thank you. That makes sense.

2:56:09 ▶ Okay, Miss Shaw. Thank you. Um and then

2:56:13 ▶ for the position

2:56:15 ▶ reductions, those are not

2:56:18 ▶ permanent or are those are permanent.

2:56:21 ▶ Okay. Because there are some positions

2:56:22 ▶ um I'm looking at the internal auditor

2:56:24 ▶ that I want to um be posted. Um and I

2:56:30 ▶ think there's others that we uh should

2:56:32 ▶ explore as well. Um some of these

2:56:34 ▶ positions are at like 25 FTE, some from

2:56:37 ▶ the finance department. Does that mean

2:56:39 ▶ like a reduction in some staff's like

2:56:42 ▶ hours or do we have people who are like

2:56:44 ▶ less than half time? So that that budget

2:56:48 ▶ analyst in the finance department for

2:56:50 ▶ example is um funded by multiple line

2:56:52 ▶ items. That position is a full-time FTE.

2:56:55 ▶ Um but they're split three different

2:56:57 ▶ ways. I believe they're digg and

2:57:00 ▶ indirect costs. Okay. So that is one

2:57:03 ▶ entire person. Um, and I can tell you

2:57:05 ▶ that person is retiring and so we're

2:57:07 ▶ just not filling that position. Okay.

2:57:09 ▶ Thanks for clarifying.

2:57:12 ▶ Dr. Trio, you also wanted to say that

2:57:14 ▶ the the major purpose for us bringing

2:57:16 ▶ this list is is for uh the board to

2:57:19 ▶ consider what governing board member

2:57:20 ▶ Shaw has already started giving us

2:57:22 ▶ direction and identifying positions that

2:57:24 ▶ you would like to see pulled off uh so

2:57:26 ▶ we can take that direction accordingly.

2:57:28 ▶ Yeah, I I will say with the operations

2:57:31 ▶ just because I know that that's been

2:57:32 ▶ kind of vocalized is that each of the

2:57:34 ▶ operations directors, facilities,

2:57:36 ▶ transportation, school safety, they

2:57:39 ▶ identified all of these positions as

2:57:41 ▶ part of their operations. In other

2:57:43 ▶ words, they've evaluated can I am I able

2:57:46 ▶ to continue the level of service, let's

2:57:47 ▶ say in the school safety department

2:57:49 ▶ without these FTEEs. And so this is

2:57:52 ▶ something that they individually have

2:57:53 ▶ identified and determined this will not

2:57:56 ▶ affect my ability to serve um through

2:57:59 ▶ that department. So just I want to make

2:58:02 ▶ sure I point that out.

2:58:04 ▶ Um and there's also quite a bit from

2:58:07 ▶ both um pots coming out of EDI. Um and I

2:58:11 ▶ would like us to kind of review what

2:58:14 ▶ they've been doing lately. um and um you

2:58:18 ▶ know keeping some staff in that

2:58:20 ▶ department. Yeah. The the EDI assistant

2:58:22 ▶ superintendent those s that salary was

2:58:25 ▶ split split out three ways. Um and

2:58:29 ▶ Asian-American, African-American, and

2:58:31 ▶ Mexican-American student services each

2:58:33 ▶ received $33,000 from the vacancy

2:58:36 ▶ savings from the EDI assistant

2:58:38 ▶ superintendent uh in order to put on

2:58:40 ▶ their summer programs this year. So

2:58:42 ▶ that's what happened with the vacancies

2:58:44 ▶ this year. we won't be realizing any

2:58:46 ▶ vacancy savings from EDI uh before F2

2:58:50 ▶ FY25. FY26 is a different story.

2:58:52 ▶ Obviously to Dr. Thrujillo's point, if

2:58:55 ▶ the direction from the board is you want

2:58:56 ▶ to maintain that assistant

2:58:58 ▶ superintendent position, we will

2:59:00 ▶ maintain it and we will pull the budget

2:59:02 ▶ capacity back from the departments um

2:59:04 ▶ that currently have allocated that

2:59:05 ▶ money.

2:59:09 ▶ Mr. Omero, then Dr. Shaw. Yes. So on

2:59:12 ▶ that uh short list um you know one of

2:59:15 ▶ the biggest ones that sticks out to me

2:59:17 ▶ was also mentioned at the call for the

2:59:18 ▶ audience again is our internal um

2:59:21 ▶ auditor I guess you know and they're

2:59:23 ▶ also built into our org chart also. So

2:59:27 ▶ for my um I would want to at least pull

2:59:31 ▶ that off and consider other ones as

2:59:34 ▶ well.

2:59:36 ▶ Dr. Sure. Yeah. Um so for this is for

2:59:39 ▶ the audience or anybody listening

2:59:41 ▶ online. Um you know I I I ask and

2:59:44 ▶ recommend that you contact your state

2:59:46 ▶ legislature. Like we're in the position

2:59:47 ▶ because of severe budget cuts and I wish

2:59:50 ▶ we could reverse uh the budget cuts that

2:59:52 ▶ the state has pushed onto public

2:59:54 ▶ education. Uh that said, and I think our

2:59:57 ▶ in light of the budget that we have, I

3:00:00 ▶ think the public, I think taxpayers, I

3:00:01 ▶ think our our our

3:00:03 ▶ our people here in in TUSD's area is

3:00:07 ▶ expecting us to make some tough

3:00:08 ▶ decisions in light of the budget

3:00:10 ▶ situation that we have. And um you know,

3:00:13 ▶ we need to make some cuts. And

3:00:15 ▶ unfortunately, we can't just cut

3:00:16 ▶ professional development and uh travel

3:00:19 ▶ and other things. we don't have the 304

3:00:22 ▶ $50 million uh to cut in those budgets

3:00:25 ▶ with 90% of our money going towards

3:00:26 ▶ salaries and benefits. Uh and so I think

3:00:29 ▶ we need to make some difficult

3:00:31 ▶ decisions. Uh and I will make a motion

3:00:33 ▶ to approve the item uh tonight to um

3:00:37 ▶ approve the hiring freeze and a

3:00:39 ▶ permanent closed positions subtracting

3:00:40 ▶ out the internal auditor from that

3:00:43 ▶ permanently closed position.

3:00:46 ▶ I will second. There's a motion by Dr.

3:00:48 ▶ Shaw. Second by Liz Ms. Luna Rose. Any

3:00:52 ▶ other discussion? Miss Shaw? Yeah. Um I

3:00:55 ▶ just want to get some clarity on the EDI

3:00:58 ▶ department like do will they still have

3:01:01 ▶ a staff with these permanent reductions?

3:01:04 ▶ So the EDI department will not have a

3:01:07 ▶ staff. Uh the only person who will be

3:01:10 ▶ left uh is the program manager, Dr.

3:01:13 ▶ Hurley, who uh supports the performance

3:01:16 ▶ impact analysis process. Um the services

3:01:20 ▶ essentially have been distributed out to

3:01:22 ▶ the three DEG funded student services

3:01:24 ▶ departments at this point.

3:01:28 ▶ Dr. Sha and I turn it over to Dr. Trillo

3:01:30 ▶ to kind of clarify some of that. I think

3:01:33 ▶ I I don't want the public to think that

3:01:34 ▶ we're cutting EDI that we're responding

3:01:36 ▶ to anything federally that we're doing

3:01:37 ▶ anything at this point. The EDI work is

3:01:39 ▶ continuing but in a different form. Yes.

3:01:42 ▶ Yeah. That's a very very important um so

3:01:44 ▶ you have a situation where you have

3:01:46 ▶ these vacancies okay you have the

3:01:49 ▶ vacancy at assistant superintendent you

3:01:50 ▶ have a vacancy for program coordinator

3:01:53 ▶ and then most recently for the senior

3:01:55 ▶ director those duties had to be

3:01:57 ▶ reassigned because the work had to be

3:01:59 ▶ moved forward so there's a split between

3:02:02 ▶ African-American student

3:02:05 ▶ services Native American student

3:02:07 ▶ services and APARS Asian-Pacific and

3:02:09 ▶ refugee student services absorbing the

3:02:12 ▶ work. A lot of that work involves

3:02:14 ▶ advocacy. Uh a lot of that work uh also

3:02:17 ▶ involves programmatic evaluation to make

3:02:19 ▶ sure that that decisions made about

3:02:22 ▶ resources and allocation of resources

3:02:24 ▶ are done with an equity focus and then

3:02:26 ▶ of course representation uh when there

3:02:29 ▶ are disciplinary situations with our

3:02:31 ▶ students. So that that work is

3:02:33 ▶ happening. It's just been assigned to

3:02:35 ▶ our student service departments. Yeah.

3:02:36 ▶ And and a point of clarification, the

3:02:38 ▶ senior director of EDI is uh supervises

3:02:42 ▶ the magnet department. So that position

3:02:43 ▶ obviously at this point will continue.

3:02:46 ▶ Um that is uh Mr. Terabat's position.

3:02:49 ▶ Oh, that is correct. Magnet coordinator

3:02:50 ▶ does continue. Yeah. So that

3:02:52 ▶ traditionally the the senior director

3:02:54 ▶ for EDI a major focus of that work was

3:02:56 ▶ magnet because we're talking about

3:02:58 ▶ equity and equitable access to

3:02:59 ▶ specialized programming. So we do have

3:03:02 ▶ to have a magnet director. So that is a

3:03:05 ▶ position that the board can consider,

3:03:07 ▶ you know, in terms of being the lead

3:03:09 ▶ administrative point person for these

3:03:11 ▶ initiatives as well. So I just want to

3:03:14 ▶ reiterate our district's commitment to

3:03:16 ▶ equity work, to diversity work, to

3:03:18 ▶ inclusivity, access. These are concepts

3:03:20 ▶ that are very important to success in

3:03:23 ▶ our district and we are not shying away

3:03:25 ▶ or moving away from any of that work as

3:03:27 ▶ we continue to make sure that we we

3:03:29 ▶ build a a school district and

3:03:31 ▶ opportunities for our students that need

3:03:33 ▶ it.

3:03:34 ▶ Absolutely. We've got very robust

3:03:36 ▶ student service departments um doing

3:03:38 ▶ some very innovative things in this

3:03:40 ▶ field and they'll continue to do so. Uh

3:03:43 ▶ and of course we've got our magnet

3:03:44 ▶ director position uh which of course is

3:03:46 ▶ not on this list. I I know that is not

3:03:48 ▶ on the list for that very but it is a

3:03:50 ▶ commitment for the post-unitary status

3:03:51 ▶ plan. So we had to keep it off of this

3:03:53 ▶ list for the magnet director.

3:03:56 ▶ I will just say um whenever I was

3:04:00 ▶ contacted by

3:04:02 ▶ LGBTQIA groups um wanting to make sure

3:04:06 ▶ that their um work was still provided um

3:04:10 ▶ by the district, Mr. Terabody stepped

3:04:13 ▶ right in and and did commit to that work

3:04:16 ▶ and it did get done. So I am comfortable

3:04:20 ▶ with um who's ever in that position to

3:04:23 ▶ continue that work. Um, and I I just

3:04:26 ▶ also want to reiterate we are not

3:04:28 ▶ getting rid of of

3:04:31 ▶ EDI again. I just want to say, you know,

3:04:34 ▶ it's been doled out to our um student

3:04:38 ▶ services department and I think they're

3:04:41 ▶ doing amazing work and we're still

3:04:44 ▶ continuing to provide for our students,

3:04:46 ▶ but we do need to make

3:04:49 ▶ um some hurtful cuts. So, this is where

3:04:53 ▶ we're at.

3:04:54 ▶ Yes, Michelle. Just uh last point of

3:04:57 ▶ clarification. Will the department still

3:05:00 ▶ exist or is it just being totally

3:05:02 ▶ absorbed by the student services

3:05:04 ▶ departments? It at at this point, I

3:05:07 ▶ mean, it will be absorbed by the three

3:05:10 ▶ um DEC funded student services

3:05:11 ▶ departments. Native American Student

3:05:13 ▶ Services as a point of clarification

3:05:14 ▶ does not receive Dside funding but in

3:05:17 ▶ order to be equitable to that department

3:05:19 ▶ we did provide them also a supplemental

3:05:21 ▶ um fund uh funding from impact aid which

3:05:24 ▶ is the majority of where they are

3:05:25 ▶ funded. So essentially the the

3:05:28 ▶ department EDI will not exist in name

3:05:32 ▶ but the work will now be done by the EDI

3:05:34 ▶ student services departments

3:05:36 ▶ essentially.

3:05:38 ▶ Um and then will um Mr. Tarvat's um

3:05:43 ▶ scope of work change or who's going to

3:05:46 ▶ handle um issues related to the LGBTQ

3:05:49 ▶ community? We are going to keep the

3:05:51 ▶ scope of work exactly the same as the

3:05:54 ▶ position he is leaving. So that work

3:05:56 ▶ will be assigned to whoever the newly

3:05:58 ▶ hired administrator coming in will be.

3:06:01 ▶ And for the um issues related to the

3:06:03 ▶ LGBTQ community um will that will

3:06:07 ▶ whoever takes that position yes like how

3:06:10 ▶ will the community know who to contact?

3:06:12 ▶ That's going to be when we hire that

3:06:15 ▶ particular uh position that is going to

3:06:17 ▶ be the lead administrative point person

3:06:20 ▶ for any issues related to inclusiveness

3:06:23 ▶ in this district equal access

3:06:24 ▶ opportunity and inclusiveness. And going

3:06:27 ▶ forward, we actually see more of that

3:06:28 ▶ position being a liaison in terms of

3:06:31 ▶ interfacing with the student services

3:06:33 ▶ departments to follow up on different

3:06:35 ▶ cases and different situations working

3:06:37 ▶ with counselors in schools and um I

3:06:40 ▶ think that we have an opportunity here

3:06:42 ▶ to really enhance that position as long

3:06:44 ▶ as well as its service to magnet

3:06:46 ▶ schools.

3:06:48 ▶ Dr. Shaw, Dr. T, can you just make sure

3:06:50 ▶ that someone from the career community

3:06:52 ▶ is on the selection committee for the

3:06:53 ▶ new position when it's hired?

3:06:55 ▶ Absolutely. Thank you. Good

3:06:57 ▶ governing board members. Any other

3:07:01 ▶ questions, comments,

3:07:06 ▶ concerns? Okay, there's a motion and a

3:07:09 ▶ second on the floor. All those in favor

3:07:11 ▶ say I. I. I. Those opposed? Motion

3:07:16 ▶ passes unanimously. Thank you. Thank

3:07:17 ▶ you.

3:07:25 ▶ Uh next is uh 9.1 desegregation bud

3:07:29 ▶ budget study session number five

3:07:32 ▶ technology services fine arts and human

3:07:34 ▶ resources. Dr. Trio. Yes, President

3:07:37 ▶ Extramm uh board members. Uh this is one

3:07:40 ▶ of our final desegregation study

3:07:42 ▶ sessions uh of the season uh before we

3:07:45 ▶ start getting into the work of preparing

3:07:46 ▶ drafted reductions. Up first in what

3:07:49 ▶ will be a series of brief presentations,

3:07:52 ▶ okay, uh is our technology services

3:07:56 ▶ department um and our executive director

3:07:59 ▶ for its Mr. Robbie Hamay. All right.

3:08:04 ▶ Thank you, Dr. Trillo, President Xram,

3:08:07 ▶ board

3:08:08 ▶ members, council Ross. I'll give you a

3:08:11 ▶ very brief introduction of our team

3:08:15 ▶ which you know already and uh give you a

3:08:18 ▶ summary of the uh 10% cuts in our desite

3:08:22 ▶ budget. Um I'll play you a small video

3:08:26 ▶ that uh if I don't play the video, the

3:08:28 ▶ team behind me will get mad at me. So uh

3:08:31 ▶ I better do it and then uh we'll be

3:08:33 ▶ happy to answer any questions uh that

3:08:35 ▶ you may have. By the way, the team is

3:08:37 ▶ standing behind me here, sitting behind

3:08:38 ▶ me. So, if you can raise your hand and

3:08:40 ▶ also we have two people in front of you

3:08:42 ▶ here that you may not know they're part

3:08:44 ▶ of technology services, Maria and Jean,

3:08:46 ▶ but they are and they're we're very

3:08:47 ▶ happy to have them. But, uh, anyway, let

3:08:49 ▶ me give you introduce your team. I'm

3:08:52 ▶ sorry. Can you team by name? Uh, sure.

3:08:54 ▶ Uh, Jean and Maria. We know Gene and

3:08:56 ▶ Maria,

3:08:59 ▶ Tracy, Linda, and Chris and Trent.

3:09:03 ▶ And uh those folks are the leaders of uh

3:09:07 ▶ about 12 to 25 to 50 people each and

3:09:11 ▶ they support and lead our 110 FTEEs for

3:09:15 ▶ technology services who support uh the

3:09:18 ▶ district. Uh but anyway, we're happy to

3:09:20 ▶ have them and uh and hopefully we'll uh

3:09:23 ▶ have the team for a very long time

3:09:25 ▶ because as you see on the screen,

3:09:27 ▶ there's a lot of things that we do

3:09:29 ▶ behind the scenes or sometimes not

3:09:31 ▶ behind the scenes in in the schools.

3:09:33 ▶ I'll very briefly briefly go over uh

3:09:35 ▶ those topics. I will not take any time

3:09:37 ▶ but if you have any questions by all

3:09:39 ▶ means uh cyber security, disaster

3:09:41 ▶ recovery, data backup and and access

3:09:44 ▶ control uh things like network

3:09:47 ▶ infrastructure. Uh in the middle there

3:09:49 ▶ you see that we have 80,000 plus

3:09:52 ▶ technology devices. Those are laptops,

3:09:55 ▶ tablets, phones, printers, active

3:09:57 ▶ boards, you name it. 80,000. That's a

3:10:00 ▶ pretty large for any organization to to

3:10:03 ▶ support uh fiber optic wide area network

3:10:06 ▶ and local area network, wired and

3:10:08 ▶ wireless uh communication, cloud

3:10:11 ▶ architecture, etc., etc. Again, that's

3:10:14 ▶ the whole network that support all our

3:10:16 ▶ students and teachers and staff and keep

3:10:19 ▶ us going uh day after day

3:10:22 ▶ 24/7. Uh some of the items as well, we

3:10:25 ▶ do have a customer service center as you

3:10:27 ▶ know, technology services now houses the

3:10:30 ▶ service centers where folks can call

3:10:31 ▶ work orders for transportation or

3:10:34 ▶ facilities or technology and we can fix

3:10:36 ▶ or escalate. Uh we have things like

3:10:38 ▶ strategic planning and uh project

3:10:40 ▶ management where we coordinate with the

3:10:42 ▶ uh with other operation departments or

3:10:45 ▶ uh schools. Uh we have uh life cycle for

3:10:49 ▶ our onetoone device initiative. As you

3:10:51 ▶ know a laptop can survive 3 to 5 years

3:10:54 ▶ an active board 5 to 10 years etc. We

3:10:58 ▶ have our research and development team.

3:11:00 ▶ We have our policies and processes that

3:11:03 ▶ need to be updated on regular basis. We

3:11:05 ▶ have our artificial intelligence that

3:11:07 ▶ the team behind me presented to you a

3:11:09 ▶ couple times and hopefully next time

3:11:11 ▶ that policy will be approved uh by you

3:11:14 ▶ that'll be great. We have things like

3:11:15 ▶ robotics and drones you name it. So all

3:11:17 ▶ the technology a that we have to keep

3:11:20 ▶ for all the schools but also that we

3:11:22 ▶ have to look for the future as well

3:11:24 ▶ because if we don't then we'll have uh

3:11:26 ▶ outdated technology that will not serve

3:11:28 ▶ uh our district or our students or our

3:11:30 ▶ community. Our team pretty much is made

3:11:34 ▶ up of about five distinct groups. You

3:11:37 ▶ you see on top the instructional

3:11:39 ▶ technology and online education. Those

3:11:41 ▶ are the folks um who um who who are 50%

3:11:46 ▶ teachers, 50% trainers. They train the

3:11:49 ▶ teachers and staff on anything

3:11:50 ▶ technology. Uh Tracy behind me, you met

3:11:52 ▶ her several times. She's their senior

3:11:54 ▶ director. We have our field support team

3:11:56 ▶ also that Tracy manages. Those are the

3:11:59 ▶ folks who are in the field about 40 of

3:12:02 ▶ them. They reside at the school and

3:12:04 ▶ they're our first first line of defense.

3:12:06 ▶ So the first time an email doesn't work

3:12:08 ▶ or printer doesn't work or an active

3:12:09 ▶ board or somebody a teacher cannot take

3:12:12 ▶ attendance or uh the payroll somebody

3:12:14 ▶ did not get their paycheck or stuff like

3:12:16 ▶ that, our technology uh system can

3:12:19 ▶ attend and then escalate. Then you have

3:12:21 ▶ the information technology

3:12:22 ▶ infrastructure at the bottom there.

3:12:24 ▶ Those are the folks that you don't see.

3:12:26 ▶ uh they are the ones who fix your

3:12:27 ▶ wireless systems, your cloud computing,

3:12:29 ▶ your data centers. Uh if you escalate to

3:12:32 ▶ one of those folks, that means there's a

3:12:34 ▶ uh you know a main problem that you have

3:12:36 ▶ to fix. Uh and that's why uh those

3:12:38 ▶ people operate behind the scenes. As I

3:12:41 ▶ said, you have your customer service

3:12:42 ▶ center. We take call for transportation

3:12:44 ▶ facilities and technology and we try to

3:12:47 ▶ resolve them online or the phone or we

3:12:49 ▶ escalate. And of course, and we have our

3:12:50 ▶ application and data services. Chris

3:12:53 ▶ behind me is the leader of that team.

3:12:56 ▶ They're the folks who do the student

3:12:57 ▶ information system, the finance system,

3:12:59 ▶ enrollment, programming, uh inventory,

3:13:02 ▶ uh you name it. So, and under there

3:13:05 ▶ there's a small link about the video,

3:13:06 ▶ but let me go to the budget first and

3:13:08 ▶ then we'll end with the video and then

3:13:10 ▶ if you have any questions and as as

3:13:13 ▶ promised, I would like to be uh as brief

3:13:15 ▶ as I can. As you see on the bottom

3:13:17 ▶ there, our DSAC budget for this year was

3:13:19 ▶ 1.4 million. a little bit a little bit

3:13:22 ▶ uh that more than 1.475 475 and with a

3:13:25 ▶ reduction 10% reduction of about 147,000

3:13:29 ▶ we'll be at 1.3 million about uh you see

3:13:33 ▶ on top the items in red is what we cut

3:13:37 ▶ and you see that there were some cuts

3:13:39 ▶ for a classified salary that I'll tell

3:13:42 ▶ you about in detail uh some cuts to the

3:13:44 ▶ benefits of the of the salary and then

3:13:47 ▶ some cuts for programs such as mainly

3:13:50 ▶ professional development that happened

3:13:51 ▶ in the summer uh where uh we uh you know

3:13:55 ▶ they're they're funded by DSAG and those

3:13:57 ▶ are some of the programs that are uh

3:13:59 ▶ going away at least for the for the time

3:14:01 ▶ being. Uh and also you see on top u

3:14:04 ▶ maybe at the very bottom under where it

3:14:06 ▶ says non-payroll that large number

3:14:09 ▶ 395,000 that's that pays for school city

3:14:12 ▶ that's the online testing that all the

3:14:14 ▶ schools do. So obviously we're not doing

3:14:15 ▶ doing any cuts there, but for the items

3:14:18 ▶ in red that you see in parenthesis,

3:14:20 ▶ those are where the cuts are are

3:14:21 ▶ happening. And uh that makes again 1.4

3:14:24 ▶ million. 10% of that is about 140,000, a

3:14:27 ▶ little bit more. And that's where our

3:14:29 ▶ cuts are. The uh FTE that we had to uh

3:14:33 ▶ uh cut was a vacant programming

3:14:36 ▶ position, a very important position, but

3:14:39 ▶ it was vacant. It was not filled for

3:14:41 ▶ about 6 months or more. So that's the

3:14:43 ▶ one where uh we we we we had to make the

3:14:46 ▶ difficult cut and go from 11.10 FTE that

3:14:50 ▶ are paid by DAG to 10.10 and uh the

3:14:54 ▶ words you see on top there EBAS is

3:14:55 ▶ evidence-based accountability system

3:14:57 ▶ that came with the DAG case of course

3:15:00 ▶ where you see the uh word CSC at the

3:15:03 ▶ very in the middle that means uh

3:15:05 ▶ customer service center. So if you have

3:15:07 ▶ any questions on acronyms, please uh let

3:15:09 ▶ me know. But mainly that was the cut.

3:15:11 ▶ Those are the folks uh again and their

3:15:14 ▶ leaders are sitting behind me that are

3:15:16 ▶ being paid by DAG. They're either paid

3:15:18 ▶ by full DAG or 50% or 40% uh when when

3:15:22 ▶ those teams were created and we had to

3:15:24 ▶ let go of one programmer position uh of

3:15:27 ▶ that. But uh if you have any questions

3:15:29 ▶ you may ask me or again just so that I

3:15:32 ▶ don't get in trouble let me play that

3:15:34 ▶ video if we can Jean and then if you

3:15:36 ▶ have any questions uh you can ask me or

3:15:38 ▶ ask

3:15:40 ▶ [Music]

3:15:46 ▶ us the Tucson Unified School District

3:15:49 ▶ has been experiencing a ransomware

3:15:52 ▶ attack since Monday. What happened in

3:15:53 ▶ 2023 can't happen again. That's exactly

3:15:56 ▶ why I'm here. Technology services has

3:15:59 ▶ worked hard to implement robust security

3:16:01 ▶ systems. But the truth is the most

3:16:03 ▶ critical factor in preventing cyber

3:16:05 ▶ threats is the user. It's not just about

3:16:07 ▶ training. It's about cyber security into

3:16:10 ▶ every aspect of educational technology.

3:16:13 ▶ Since 2023, I've been building cyber

3:16:15 ▶ security focused courses from the ground

3:16:18 ▶ up, tailored specifically to our

3:16:20 ▶ district's needs. But these aren't

3:16:22 ▶ ordinary courses. They're interactive,

3:16:25 ▶ engaging, empowered by industryleading

3:16:27 ▶ software to provide teachers and staff

3:16:30 ▶ with hands-on practical learning. One of

3:16:32 ▶ our district's biggest edtech

3:16:33 ▶ investments is interactive panels. But I

3:16:36 ▶ don't just train teachers on how to use

3:16:38 ▶ them. I ensure they're properly managed

3:16:40 ▶ and secured. I ensure that access to

3:16:42 ▶ student information and assessment data

3:16:44 ▶ is protected, helping educators utilize

3:16:47 ▶ secure online assessment tools that

3:16:50 ▶ prevent unauthorized access and data

3:16:52 ▶ breaches. I also work to strengthen

3:16:54 ▶ secure communication through Zoom,

3:16:56 ▶ ensuring virtual meetings remain

3:16:57 ▶ protected from external threats while

3:16:59 ▶ maintaining compliance with student

3:17:01 ▶ privacy regulations. Beyond training, I

3:17:03 ▶ provide direct support through our

3:17:05 ▶ customer service center, ensuring staff

3:17:07 ▶ have the resources they need. I'm also

3:17:09 ▶ developing in-house gamified and

3:17:11 ▶ interactive applications, creating safer

3:17:14 ▶ digital learning environments. These

3:17:17 ▶ apps are not only secure, but are being

3:17:19 ▶ used by teachers in record numbers.

3:17:21 ▶ Looking ahead, artificial intelligence

3:17:24 ▶ is becoming a major player in education.

3:17:26 ▶ I'm not just teaching teachers how to

3:17:28 ▶ use AI. I'm ensuring we implement it

3:17:31 ▶ responsibly, keeping students data safe

3:17:33 ▶ and secure. When I'm here, teachers are

3:17:35 ▶ empowered, schools are protected, and

3:17:38 ▶ students can learn without fear or

3:17:40 ▶ digital threats. I'm safeguarding the

3:17:42 ▶ investments made in our district's

3:17:43 ▶ future. I am disagregation funding and

3:17:46 ▶ technology services. I'm not just a line

3:17:48 ▶ on a budget sheet. I'm the one training,

3:17:51 ▶ supporting, and protecting our schools,

3:17:53 ▶ students, and staff every single day.

3:17:58 ▶ [Music]

3:18:00 ▶ All right. And with that, if you have

3:18:01 ▶ any questions, I'll be happy to answer.

3:18:04 ▶ Governing board members, any

3:18:05 ▶ [Music]

3:18:08 ▶ questions? Thank you. Thank you for your

3:18:11 ▶ presentation and the video. Thank you.

3:18:16 ▶ Uh, next is fine arts desegregation

3:18:22 ▶ presentation. Dr.

3:18:27 ▶ Ashcraftoft. Good evening, President

3:18:30 ▶ Extrom, governing board members, Dr.

3:18:33 ▶ Trillo, and Legal Council Ross. Thank

3:18:35 ▶ you for your time this evening. I will

3:18:37 ▶ be brief and let our actions much of

3:18:40 ▶ which you've already seen even some of

3:18:42 ▶ the board members tonight going to a

3:18:44 ▶ presentation of MA at Linew Weaver. So

3:18:47 ▶ in on the first slide oh I guess I have

3:18:50 ▶ to do this don't

3:18:52 ▶ I? There we go. Our mission statement

3:18:55 ▶ simply is to be committed to providing

3:18:57 ▶ educational experiences which foster

3:19:00 ▶ creative exploration, build community

3:19:03 ▶ relationships, and honor the universal

3:19:05 ▶ thread of humanity. I'm not going to go

3:19:08 ▶ through the details of all the different

3:19:10 ▶ things that we do in our position, but

3:19:12 ▶ rather point out to you that this

3:19:14 ▶ weekend is the MA showcase. We have over

3:19:17 ▶ 300 students who will be performing on

3:19:19 ▶ Saturday. in the choir alone are 210

3:19:23 ▶ students. We have uh several different

3:19:25 ▶ groups that will be performing on that

3:19:27 ▶ event and we do invite you to that. I've

3:19:29 ▶ left with the board administrative

3:19:31 ▶ assistance the actual program which I

3:19:34 ▶ think we also mail to you and also

3:19:35 ▶ tickets as well. That event is

3:19:38 ▶ called the MA showcase. What's your

3:19:42 ▶ superpower? And in that we're going to

3:19:45 ▶ talk and perform music that demonstrates

3:19:47 ▶ the many powers of the arts for

3:19:51 ▶ students. In looking at what we're going

3:19:54 ▶ to do in terms of cutbacks, we obviously

3:19:57 ▶ use district leadership and I must say

3:19:58 ▶ that finance was very helpful to us in

3:20:01 ▶ that. site administrators and our

3:20:03 ▶ program specialists, meaning our

3:20:05 ▶ discipline-based fine arts teachers and

3:20:08 ▶ our arts integration specialists and

3:20:09 ▶ teaching

3:20:11 ▶ artists. So, here is the budget this

3:20:14 ▶ particular year. Our allocation you see

3:20:16 ▶ there at the top

3:20:19 ▶ 1,24788. Our required reduction was

3:20:23 ▶ 125,000. We accomplished this reduction

3:20:27 ▶ actually more than we needed to. We

3:20:30 ▶ reduced

3:20:32 ▶ 134,68 with a

3:20:34 ▶ $9,600 reduction beyond the target. And

3:20:38 ▶ then our reduction target, the number

3:20:40 ▶ for next year you see there at about

3:20:43 ▶ 1,113. This reduction in service was a

3:20:46 ▶ result of us cutting maintenance and

3:20:48 ▶ repair of musical instruments because we

3:20:51 ▶ do have some money for that. But we also

3:20:54 ▶ have some very

3:20:57 ▶ incredibly generous donors who are

3:21:00 ▶ funding us with additional monies for

3:21:02 ▶ reads, strings,

3:21:05 ▶ um some of the instruments, of course,

3:21:08 ▶ even lots of demonst we have a lot of

3:21:10 ▶ people that have actually donated

3:21:12 ▶ instruments, but also we've had to cut

3:21:14 ▶ supplies, clay, paint, etc. We had a

3:21:19 ▶ donator donor this year who's actually

3:21:22 ▶ helped us restore that budget cut.

3:21:24 ▶ That's going to help us somewhat. And

3:21:26 ▶ then finance helped us move 2.5 of our

3:21:30 ▶ MA FTE to the classroom site funding

3:21:34 ▶ allocation based on the fact that that's

3:21:36 ▶ what our teachers do. All of our staff

3:21:39 ▶ are in the schools 100% of the time. And

3:21:42 ▶ then we had a 6 EMC cataloger that we

3:21:45 ▶ chose not to fill. By the way, we've

3:21:50 ▶ been changing these exhibits up here.

3:21:52 ▶ The this exhibit is about our

3:21:54 ▶ educational material center and the

3:21:56 ▶ multicultural artifacts now numbering

3:21:58 ▶ over 10,000 that go out to the schools

3:22:01 ▶ on a regular basis to be used in the

3:22:03 ▶ classrooms, core curriculum classes as

3:22:06 ▶ well as the arts classes. So, we wanted

3:22:08 ▶ you to see some of those. And the other

3:22:10 ▶ thing I'm very proud about is the middle

3:22:12 ▶ school band festival that you see in

3:22:14 ▶ black and white photos over there taken

3:22:16 ▶ by Jess that demonstrates the students

3:22:19 ▶ abilities to be

3:22:22 ▶ creative. So of course we followed uh

3:22:26 ▶ certain restrictions what the consensus

3:22:29 ▶ agreement said the leadership mandates

3:22:32 ▶ student enrollment for the schools and

3:22:34 ▶ the scheduling for the K8s and the new

3:22:36 ▶ K6 schools. And we've talked before

3:22:39 ▶ about the Omen instrumental instruction

3:22:42 ▶ for kindergarten through 8th grade that

3:22:44 ▶ goes on. I talked about that I think the

3:22:47 ▶ last time I was here. So I've just

3:22:48 ▶ listed it for you

3:22:50 ▶ again. Now in my last few minutes, I

3:22:54 ▶ thought it would be very interesting for

3:22:56 ▶ you to see a two-minute video that Mary

3:22:59 ▶ Kanty and her staff created. This is on

3:23:02 ▶ a wonderful collaborative project that

3:23:04 ▶ we've been able to fund through the

3:23:06 ▶ University of Arizona School of Music

3:23:09 ▶ through the R TUSD educational uh

3:23:13 ▶ exceptional education department and the

3:23:15 ▶ fine arts department in which we have

3:23:17 ▶ been researching the impact and the

3:23:19 ▶ power of the arts, music specifically

3:23:23 ▶ and movement, the performing arts to

3:23:25 ▶ really impact learning for special ed

3:23:28 ▶ children. This was done uh under

3:23:33 ▶ principal Ron Ronsman's approval at

3:23:37 ▶ Warren Elementary and with Joshua Floyd.

3:23:40 ▶ The other handout I have for you tonight

3:23:42 ▶ that the assistants will give to you

3:23:45 ▶ later. We completed this little one of

3:23:48 ▶ our publications here. It's about the

3:23:50 ▶ two-year research study that we did on

3:23:53 ▶ exceptional music experiences. And in

3:23:55 ▶ it, we've included some lesson plans for

3:23:58 ▶ teachers to use. All of our teachers

3:24:00 ▶ will receive this training during the

3:24:02 ▶ summer. Our goal is to continue this

3:24:05 ▶ study for an additional two years and to

3:24:08 ▶ expand it to more than just Warren

3:24:10 ▶ School. So, Jean, could you please play

3:24:13 ▶ this two-minute

3:24:18 ▶ video? Hello. Hello.

3:24:20 ▶ all exceptional at all kids with varying

3:24:22 ▶ degrees of intellectual disabilities and

3:24:25 ▶ emotional disabilities.

3:24:28 ▶ I'm working on hand eye coordination.

3:24:30 ▶ I'm working on fine and gross locomotive

3:24:32 ▶ skills. I'm working on

3:24:38 ▶ verbalizations. Blowing in the

3:24:41 ▶ wind. Can you put one stick in each hand

3:24:45 ▶ and see if you can make circles with

3:24:46 ▶ both hands? In art, we're working online

3:24:49 ▶ and like

3:24:52 ▶ content. In music, we're working on city

3:24:54 ▶ beat and rhythmic

3:25:00 ▶ competency. Some of the activities are

3:25:02 ▶ more for an outlet for kids to explore,

3:25:06 ▶ to experience something, to create

3:25:08 ▶ something.

3:25:17 ▶ [Music]

3:25:20 ▶ for the older group. We're going to see

3:25:22 ▶ something that's been a little bit more

3:25:24 ▶ scaffolded. We went through the

3:25:26 ▶ exploration phase already and we've been

3:25:29 ▶ preparing to give the students a chance

3:25:32 ▶ for something.

3:25:56 ▶ I found

3:25:57 ▶ that laughter is contagious. I found

3:26:00 ▶ that when kids are allowed freedom to

3:26:02 ▶ play a little bit that they will

3:26:05 ▶ surprise me and give me a lot of uh joy.

3:26:11 ▶ Being able to work with these kids in a

3:26:13 ▶ way that scaffolds their learning in a

3:26:15 ▶ way that gets them building on skills

3:26:17 ▶ that are not only necessary for their

3:26:20 ▶ success in music, but also for their

3:26:22 ▶ success in other life domains. I think

3:26:24 ▶ it's really special being able to

3:26:26 ▶ present them with something that might

3:26:29 ▶ look like a music activity on its face,

3:26:30 ▶ but really touches on so many other

3:26:33 ▶ areas of their development.

3:26:38 ▶ Thank you, Jean, and thank you, Mary,

3:26:40 ▶ for that wonderful video. So, that's all

3:26:44 ▶ I've got to say except for planning to

3:26:46 ▶ the future, which I was asked to

3:26:47 ▶ address. We are so committed to the arts

3:26:50 ▶ for kids. Doesn't matter what our form,

3:26:52 ▶ but we are committed to it and we intend

3:26:56 ▶ no matter what the budget is to continue

3:26:58 ▶ these life-changing, empowering

3:27:00 ▶ experiences for our children. And thank

3:27:03 ▶ you for your incredible support over the

3:27:05 ▶ years and to Dr. Trujillo as well. Any

3:27:09 ▶ questions? Uh, no. Dr. Ashka, thank you

3:27:12 ▶ so much for that video. I've been to

3:27:14 ▶ Warren a couple of times and they were

3:27:17 ▶ just implementing this. So, it's really

3:27:19 ▶ amazing to see that they've done the

3:27:22 ▶ work and I know that they've also tried

3:27:24 ▶ to get the preschoolers into um doing

3:27:27 ▶ some um so that was really amazing to

3:27:30 ▶ hear and to see. And just like on a

3:27:33 ▶ personal level, um my daughter being

3:27:35 ▶ able to read music, she can play her um

3:27:40 ▶ recorder, but now she can play the piano

3:27:42 ▶ and of course the violin. That's

3:27:45 ▶ something

3:27:46 ▶ that I never had access to and so it's

3:27:50 ▶ just really amazing that Tucson Unified

3:27:53 ▶ um is able to provide this to our

3:27:55 ▶ students. So, thank you so much for your

3:27:58 ▶ advocacy and really to the board

3:28:02 ▶ for making this a priority to for our

3:28:07 ▶ students. Miss Luna Rose. Okay. Thank

3:28:09 ▶ you, Miss Ashcraft.

3:28:12 ▶ um a comment and then a question. So um

3:28:16 ▶ well actually I'll I'll reverse it.

3:28:17 ▶ Let's do a question first. Um so I'm

3:28:20 ▶ looking here at the production of

3:28:22 ▶ service and I know you said like with

3:28:24 ▶ clay somebody has donated so some of

3:28:27 ▶ that has come back. Um are you looking

3:28:30 ▶ into I'm assuming um you've been looking

3:28:32 ▶ into maybe perhaps some grants or any of

3:28:34 ▶ those sort of um avenues to curtail or

3:28:38 ▶ to supplement. Yes, absolutely we are.

3:28:41 ▶ But the thing that's amazing to me is

3:28:43 ▶ the support of the community. It it it

3:28:46 ▶ blows my mind really uh particularly in

3:28:49 ▶ the last few years with the donation of

3:28:51 ▶ instruments uh and the funding that we

3:28:53 ▶ have gotten for things we couldn't do.

3:28:56 ▶ And I mean we have a lot of schools that

3:28:58 ▶ say well we need supplies for mainly for

3:29:01 ▶ visual arts is is the shortcoming there.

3:29:04 ▶ and we have found people to step up and

3:29:06 ▶ we're hoping that it's not going to be

3:29:07 ▶ forever. But we also know that there is

3:29:10 ▶ this $10 fee that middle school kids can

3:29:13 ▶ pay for for some of their materials.

3:29:15 ▶ I've noticed some of the schools like

3:29:16 ▶ McGee is doing that. We hope we don't

3:29:19 ▶ have to implement that, but we will use

3:29:21 ▶ all other resources first. Okay. Okay.

3:29:23 ▶ That's good to hear. And just I want to

3:29:25 ▶ bounce off Miss Extramm's comment. You

3:29:27 ▶ know, my daughter started at SU, which

3:29:29 ▶ is, you know, our normal gold, and is

3:29:32 ▶ now part of the marching band at

3:29:33 ▶ RingCon. So, I know that the arts have

3:29:35 ▶ been um and she's also in drama at

3:29:37 ▶ RingCon, so I know that's um Oh, I know.

3:29:40 ▶ Believe me, um my schedule is busy. Uh

3:29:43 ▶ that but what my point being is that the

3:29:45 ▶ arts has has really enhanced her time

3:29:48 ▶ here in the district. So, I'm hoping

3:29:50 ▶ that um that's also

3:29:52 ▶ reflective among her peers. Thank you,

3:29:56 ▶ Dr. Shaw, and then Miss Shaw. Uh, thank

3:29:58 ▶ you, President X. Thank you for the

3:30:00 ▶ presentation. Dr. Ashcraftoft, I'll do

3:30:02 ▶ the same thing, a question first and

3:30:03 ▶ then a comment. Uh, on the 134,000

3:30:07 ▶ 135,000 reduction, how much is actually

3:30:09 ▶ a reduction and how much is moving to

3:30:10 ▶ another uh fund. I was a little confused

3:30:13 ▶ on what the reduction service is. It's

3:30:15 ▶ not really a reduction if we're just

3:30:16 ▶ moving into another fund. Well, of that

3:30:19 ▶ the 2.6 six uh FTE 2.5 FTE is moved to

3:30:23 ▶ the classroom piece but everything else

3:30:26 ▶ is a reduction. So for instance the

3:30:28 ▶ maintenance repair it's reduced by

3:30:30 ▶ 12,000 and supply 7,000. Um and the

3:30:33 ▶ cataloger we just don't we don't need

3:30:35 ▶ that 6 position.

3:30:38 ▶ So how much is an actual reduction then

3:30:40 ▶ from the budget?

3:30:42 ▶ It's well it's

3:30:45 ▶ 134,68 some of that being moved the 2.5

3:30:48 ▶ FTE being moved to the M budget. Okay.

3:30:51 ▶ So that I'm not including that cuz

3:30:53 ▶ that's not a reduction. That's a moving

3:30:54 ▶ to another budget source. So that's how

3:30:55 ▶ much is an actual reduction. Uh well the

3:30:57 ▶ 12,000 plus is 7,000 and the cataloger

3:31:00 ▶ position which is less than 15. Okay.

3:31:02 ▶ Yeah. I wouldn't I wouldn't include like

3:31:03 ▶ when we're moving to other funds as

3:31:05 ▶ sources of actual reduction. we're just

3:31:07 ▶ now using other sources of funding for

3:31:09 ▶ that and we don't have any extra sources

3:31:11 ▶ of funding. But I just wanted to clarify

3:31:13 ▶ that to make sure I understood that. And

3:31:15 ▶ I guess my comment again just echoing a

3:31:16 ▶ lot. You know, I got to go see an opera

3:31:18 ▶ about space tonight and my kids had a

3:31:20 ▶ great time performing and so it was

3:31:21 ▶ great to see that. So thank you to you

3:31:23 ▶ and your team and uh to Mrs. Fields and

3:31:26 ▶ everyone who has been so engaged and

3:31:28 ▶ involved on arts and music uh education,

3:31:30 ▶ especially for elementary school

3:31:31 ▶ students. It's been a pleasure. Thank

3:31:33 ▶ you,

3:31:35 ▶ Michelle.

3:31:37 ▶ Thank you for your presentation and for

3:31:38 ▶ all of your work. Um I mean to me Dr.

3:31:42 ▶ Shaw it is a reduction because we're

3:31:44 ▶ talking about DEG and so if it's moved

3:31:46 ▶ out of DEG technically it's a reduction

3:31:50 ▶ in the DEG budget. I don't know. Um

3:31:55 ▶ but my question is uh you mentioned that

3:31:58 ▶ like you have received some donations

3:32:00 ▶ that help you like um uh you know keep

3:32:05 ▶ some of these programs going. Are those

3:32:07 ▶ donations from individuals mainly or are

3:32:10 ▶ we seeing businesses like local

3:32:11 ▶ businesses um like Michaels or Sarnoffs

3:32:15 ▶ or other places like um support TUSD's

3:32:18 ▶ fine arts? They are from

3:32:21 ▶ individuals. Okay.

3:32:24 ▶ Interesting. Well, I always see like

3:32:27 ▶ free art supplies on Craigslist. Just

3:32:30 ▶ saying. I don't know if like if our

3:32:32 ▶ teachers utilize that. Um, but it's like

3:32:35 ▶ a constant.

3:32:37 ▶ Um, what else was I going to say? Well,

3:32:40 ▶ we do have large donations that come in,

3:32:43 ▶ you know, in terms of instruments that

3:32:45 ▶ have been in the family for a number of

3:32:46 ▶ years that are no longer being used. But

3:32:48 ▶ we have had visual arts donations like

3:32:51 ▶ easels and things like that. Oh, nice.

3:32:54 ▶ Okay. Yeah. So, we we have a and also

3:32:57 ▶ you know the multicultural artifacts we

3:32:59 ▶ get beautiful things from the community

3:33:02 ▶ that gives those Yeah, those are so

3:33:04 ▶ great. Um let's see. And

3:33:09 ▶ um surprised to hear that like McGee is

3:33:12 ▶ um I don't know if it's $10 that's

3:33:14 ▶ optional to participate in fine arts. Is

3:33:17 ▶ that like um uh typical for Well, I just

3:33:22 ▶ discovered that the other day and I am

3:33:24 ▶ going to be looking into that to see how

3:33:26 ▶ many middle schools are actually

3:33:28 ▶ implementing that, right, for their art

3:33:30 ▶ department. Yeah, cuz I had not heard of

3:33:33 ▶ it. Like I know when you go to art

3:33:35 ▶ school and at the college level, there

3:33:38 ▶ are significant um costs for that. And

3:33:41 ▶ so I don't really know since my

3:33:42 ▶ daughter's in um middle school and she's

3:33:45 ▶ not in art right now. um if that's a

3:33:48 ▶ thing and especially at the high school

3:33:49 ▶ level if that's something like I know

3:33:51 ▶ maybe for photo but can you speak to

3:33:54 ▶ that for like high school level the high

3:33:56 ▶ school budgets are not in the fine arts

3:33:59 ▶ department we certainly support them in

3:34:01 ▶ other ways but we are not responsible

3:34:02 ▶ for supplies for them or for their FTE I

3:34:06 ▶ see okay good to know well thank you

3:34:09 ▶ thank you Mr. for America. So, just a

3:34:12 ▶ quick question. You mentioned the

3:34:14 ▶ donations. I know a lot of these school

3:34:16 ▶ sites have their tax credits where

3:34:18 ▶ people can go send money to them for

3:34:21 ▶ their Do you do you have that in your

3:34:23 ▶ department? We very interesting history.

3:34:26 ▶ When we started, we were able to gather

3:34:30 ▶ thousands of dollars of tax

3:34:32 ▶ credit universally to use for our

3:34:35 ▶ programs. And then of course the program

3:34:37 ▶ got more defined by the state and now

3:34:40 ▶ each school of course has their tax

3:34:42 ▶ credits that they raise. So there is a

3:34:45 ▶ fund for fine arts there's kind of a

3:34:47 ▶ universal fund that has to be voted upon

3:34:50 ▶ and there's also an MA fund.

3:34:52 ▶ Additionally of the lot of the schools

3:34:54 ▶ put out the elementary schools on their

3:34:57 ▶ websites for additional donations. So we

3:35:01 ▶ have we have a lot of

3:35:03 ▶ resources I'm happy to say. I'm not sure

3:35:06 ▶ all districts do. We're very fortunate.

3:35:08 ▶ Thank you. And I will just add uh

3:35:11 ▶ Lineweaver PTO does give um money to

3:35:16 ▶ Mrs. Fields and helps her with um

3:35:19 ▶ whatever supplies she may need like

3:35:21 ▶ paints and I think she's updating um

3:35:24 ▶ some of the instruments that need uh

3:35:28 ▶ repair. So um PTO does a lot of that too

3:35:31 ▶ at different schools. I hadn't mentioned

3:35:33 ▶ that. That's very true. Yeah, they

3:35:35 ▶ do. Any other

3:35:37 ▶ questions? Thank you. Thank

3:35:40 ▶ you. Uh, next is the human resources

3:35:43 ▶ desegregation budget

3:35:49 ▶ presentation. All right. I want to

3:35:50 ▶ introduce our uh, chief human resources

3:35:53 ▶ chief human capital officer, Mr. John

3:35:55 ▶ Fernandez, and take us through the

3:35:57 ▶ recommendations.

3:36:01 ▶ Okay. Uh good evening, Madam President

3:36:03 ▶ and members of the board. Um thank you

3:36:05 ▶ for the opportunity to review our

3:36:06 ▶ desegregation budget uh request for

3:36:09 ▶ FY2026 uh as it as it applies to our

3:36:11 ▶ human resources department. I'm joined

3:36:14 ▶ tonight by Monica Sanchez, our director

3:36:16 ▶ of recruitment and talent acquisition

3:36:18 ▶ who oversees much of the activities that

3:36:20 ▶ we'll be discussing

3:36:22 ▶ tonight.

3:36:24 ▶ Um before you is our mission. This is

3:36:27 ▶ our mission statement actually put

3:36:29 ▶ together collectively by our our team uh

3:36:32 ▶ in human resources and and as you can

3:36:34 ▶ see embedded in our mission is this

3:36:36 ▶ commitment to developing a and you know

3:36:39 ▶ recruiting and retaining a pipeline of

3:36:41 ▶ talent um that is that reflects a safe

3:36:45 ▶ diverse equitable workplace uh reflects

3:36:47 ▶ our inclusive community because we

3:36:49 ▶ believe that this contributes ultimately

3:36:51 ▶ to student success and continuous

3:36:53 ▶ improvement. So this is already embedded

3:36:55 ▶ into everything that we do. Uh what

3:36:57 ▶ whatever source of funding it comes

3:37:00 ▶ from. Um that's our day-to-day

3:37:05 ▶ work. With regard to our role and

3:37:07 ▶ responsibility in this context, um we've

3:37:10 ▶ been I mean our our role and

3:37:12 ▶ responsibility really is to ensure that

3:37:14 ▶ we are enhancing the racial ethnic

3:37:17 ▶ diversity of our administrators and

3:37:20 ▶ certified staff throughout the district.

3:37:22 ▶ And we do this through all of our

3:37:23 ▶ activities from recruitment to hiring to

3:37:27 ▶ uh looking at compensation to address

3:37:29 ▶ you know to looking at employee

3:37:30 ▶ discipline. We do this through the

3:37:32 ▶ establishment of of of uh standard

3:37:34 ▶ operating procedures that are really

3:37:36 ▶ aimed at creating a a systematic or

3:37:39 ▶ systemic approach to equity and and and

3:37:42 ▶ inclusiveness. Uh the five areas that we

3:37:44 ▶ talk about is strengthening recruitment

3:37:46 ▶ of a diverse applicant pool. uh making

3:37:48 ▶ sure that our practices, our hiring

3:37:50 ▶ practices are fair and equitable. Uh we

3:37:53 ▶ are active and aggressive in going to uh

3:37:56 ▶ you know recruiting events to make sure

3:37:58 ▶ that we are uh reaching wide to try to

3:38:01 ▶ especially in this time of teacher

3:38:02 ▶ shortage and educator shortage to make

3:38:05 ▶ sure we are local and regional events or

3:38:07 ▶ even across the country to try to make

3:38:09 ▶ sure that we are recruiting um you know

3:38:11 ▶ for our district and also to host the

3:38:14 ▶ job fairs that TUSD hosts uh to support

3:38:16 ▶ our schools within the Tucson uh area.

3:38:19 ▶ Um we do have responsibility for

3:38:21 ▶ administering recruitment and retention

3:38:24 ▶ incentives. Uh we'll get into more

3:38:26 ▶ detail as to what those activities are.

3:38:29 ▶ And then part of that is also really uh

3:38:31 ▶ focusing on how we can grow our own uh

3:38:33 ▶ teachers and leaders from within our

3:38:35 ▶ current um labor pool within our

3:38:37 ▶ community within our current

3:38:42 ▶ workforce. Uh just a brief uh overview

3:38:45 ▶ of the ORC chart.

3:38:47 ▶ Um the the desegregation budget uh funds

3:38:51 ▶ 5.6 six FTEES uh within our

3:38:54 ▶ organizational chart. We have about a 40

3:38:56 ▶ person team in the office. Um again

3:38:59 ▶ funded by M and indirect cost mostly but

3:39:02 ▶ where the desegregation budget comes

3:39:03 ▶ into play is they supports the um the

3:39:06 ▶ director the recruitment manager and

3:39:08 ▶ then a portion of other positions in

3:39:10 ▶ this department that assists with

3:39:12 ▶ supporting the recruitment of uh of

3:39:15 ▶ applicants ensuring that they are hired

3:39:17 ▶ and onboarded and also meeting the

3:39:19 ▶ monitoring compliance and reporting

3:39:21 ▶ requirements that we have uh been

3:39:23 ▶ responsible for over the years. So

3:39:26 ▶ that's really where the personnel

3:39:27 ▶ support comes in uh from the budget that

3:39:30 ▶ we

3:39:31 ▶ get. This is an outline of the programs

3:39:33 ▶ and stipens um that we support in HR. Um

3:39:37 ▶ so be ju just briefly I mean we have the

3:39:40 ▶ aspiring leaders uh program which is

3:39:43 ▶ really geared at helping employees who

3:39:45 ▶ want to obtain their masters or

3:39:47 ▶ principal s to be able to um to be able

3:39:50 ▶ to receive an incentive to pursue that

3:39:53 ▶ opportunity. uh we have our grow your

3:39:55 ▶ own programs which include our Arizona

3:39:57 ▶ teaching fellows through the University

3:39:58 ▶ of Arizona to really support student

3:40:02 ▶ teachers and then helping them become

3:40:04 ▶ teachers of record. So we so those are

3:40:06 ▶ both recruitment and retention stipens.

3:40:09 ▶ uh pathways to teaching is also a

3:40:11 ▶ similar program uh helping to support

3:40:14 ▶ TUSD staff to obtain their bachelors and

3:40:16 ▶ then move on or with the bachelors move

3:40:18 ▶ on to their teachers start by again uh

3:40:21 ▶ providing some support to them as they

3:40:23 ▶ become as they move on the path towards

3:40:26 ▶ uh uh becoming teacher of record. Um

3:40:28 ▶ make the move is another is what we

3:40:30 ▶ offer to our TUSD staff who have our BA

3:40:32 ▶ who have their bachelors and again

3:40:34 ▶ you'll see it's it's it's basically uh

3:40:37 ▶ recruitment and retention. We don't just

3:40:38 ▶ give it once. We kind of do it over

3:40:40 ▶ multiple years to allow them to receive

3:40:42 ▶ an incentive to move from perhaps being

3:40:45 ▶ a parapro into a teaching position. Hard

3:40:48 ▶ to fill uh used to be really math,

3:40:50 ▶ science, and exceptional education. A

3:40:53 ▶ lot of our focus recently has been on

3:40:55 ▶ XED, and we fund this through this

3:40:57 ▶ $5,000 one-time stipen uh that you see

3:41:01 ▶ on our list.

3:41:02 ▶ um the two-way dual language program.

3:41:04 ▶ Two dual language teachers receive an

3:41:06 ▶ ongoing $5,000 per year stipen uh which

3:41:10 ▶ has really helped with regard to filling

3:41:11 ▶ positions and maintaining a very low

3:41:13 ▶ turnover rate in our dual language

3:41:15 ▶ programs. And then our teacher diversity

3:41:17 ▶ plan uh that's you know under the USP

3:41:20 ▶ was really uh a focus on targeted

3:41:23 ▶ schools uh you know requiring HR to

3:41:27 ▶ support incentives to help teachers um

3:41:30 ▶ you know move to and work in these

3:41:32 ▶ targeted schools uh in order to increase

3:41:35 ▶ the diversity at those particular

3:41:37 ▶ communities. Uh and again this is all in

3:41:39 ▶ the in the USP plans and reports that

3:41:42 ▶ we've been documenting over the years.

3:41:45 ▶ um as and again it resides in HR as our

3:41:48 ▶ chief

3:41:49 ▶ [Music]

3:41:52 ▶ responsibility. This is what our adopted

3:41:54 ▶ FY2025 HR budget looks like. It's a

3:41:57 ▶ basically a

3:41:58 ▶ 1.7 you know million dollar uh

3:42:01 ▶ allocation and this is the breakdown in

3:42:04 ▶ terms of the budget allocated to each of

3:42:06 ▶ the programs and activities that we just

3:42:08 ▶ talked about from aspiring leaders down

3:42:10 ▶ to the teacher diversity program.

3:42:13 ▶ recruitment support really uh it

3:42:15 ▶ reflects the 5.6 FTEEs uh and

3:42:18 ▶ recruitment activities that that um are

3:42:20 ▶ supported as part of u our recruitment

3:42:23 ▶ team and their and their efforts and

3:42:25 ▶ then a small amount related to some of

3:42:27 ▶ the support services relative to

3:42:30 ▶ recruitment and hiring. So that comes to

3:42:32 ▶ a total of 1.7 million a little bit

3:42:34 ▶ over. Um, as we were tasked with kind of

3:42:38 ▶ reviewing the budget for

3:42:39 ▶ FY2026, we tried to use these principles

3:42:42 ▶ to guide us in that decision-making.

3:42:43 ▶ Number one was understanding the need to

3:42:46 ▶ align our budget with regard to fiscal

3:42:49 ▶ realities. And so our target was let's

3:42:51 ▶ see what we can do to hit that 10%

3:42:53 ▶ reduction while maintaining our mission.

3:42:56 ▶ Uh number two is that you know we really

3:42:58 ▶ have been able to build out a strong

3:43:00 ▶ recruitment team that is very active and

3:43:02 ▶ and uh able to be present you know in in

3:43:05 ▶ in hiring events throughout the region

3:43:07 ▶ and also supporting uh our heart to fill

3:43:10 ▶ areas like X said transportation food

3:43:12 ▶ services. So they do a lot of work

3:43:14 ▶ inside and outside of of the district to

3:43:16 ▶ try to uh address our recruitment

3:43:18 ▶ challenges. And then number three, uh

3:43:21 ▶ what's what will look like reductions in

3:43:24 ▶ part is really going to be a realignment

3:43:26 ▶ of the recruitment and retention stipens

3:43:28 ▶ based on utilization data and projected

3:43:31 ▶ needs. So these are stipens that have

3:43:32 ▶ existed over the past several years in

3:43:34 ▶ reviewing how many uh people are you

3:43:37 ▶ know how many candidates are coming

3:43:38 ▶ through the pipeline, what the needs are

3:43:40 ▶ for next year. We made some adjustments

3:43:42 ▶ to the 26 budget to reflect um you know

3:43:45 ▶ those uh

3:43:48 ▶ projections. So this is how we uh um

3:43:51 ▶ came to our 10% reduction. So you'll see

3:43:54 ▶ that the aspiring leaders program, we

3:43:57 ▶ actually uh proposed reducing it in

3:44:00 ▶ total. It's about a $50,000 program. Um

3:44:03 ▶ that that activity supports five

3:44:06 ▶ candidates per year to obtain you know

3:44:08 ▶ um their masters or their principal. Um

3:44:12 ▶ we I think we're finding that you know

3:44:14 ▶ based on the other activities and based

3:44:16 ▶ on the fact that we work very closely

3:44:18 ▶ with other leadership development

3:44:19 ▶ activities such as leadership prep

3:44:21 ▶ academy and our principal boost program

3:44:23 ▶ that we actually you know are have seen

3:44:25 ▶ more success uh kind of working with

3:44:28 ▶ leadership prep and boost academy and we

3:44:30 ▶ want to be able to continue to focus our

3:44:32 ▶ efforts there while also being you know

3:44:34 ▶ um conservative with our resources. So

3:44:37 ▶ we we propose a reduction in that line.

3:44:40 ▶ uh our grow your own programs uh looks

3:44:42 ▶ like it's a reduction of $30,000 that

3:44:45 ▶ really is just based on actually the

3:44:46 ▶ pipeline of participants that are coming

3:44:48 ▶ through each year and that we project

3:44:50 ▶ for next year. So it is a continuous

3:44:52 ▶ support for the program but really based

3:44:54 ▶ on who we know will be coming through in

3:44:56 ▶ the coming year. Uh same thing with make

3:44:58 ▶ the move the number went up uh because

3:45:01 ▶ of the number of employees that are

3:45:02 ▶ utilizing the alternative teaching

3:45:04 ▶ pathway teacher pathways. So while we

3:45:06 ▶ reduce on one line, you'll see make the

3:45:08 ▶ move increase. Um and the hard to fill

3:45:11 ▶ uh based on again our projections, we

3:45:13 ▶ increase those lines as well. The

3:45:15 ▶ teacher diversity uh plan is where

3:45:17 ▶ you'll see the biggest reduction of

3:45:20 ▶ $180,000. Uh and that's basically

3:45:22 ▶ reflective of the progress that has been

3:45:24 ▶ made in order to incentivize uh teachers

3:45:28 ▶ to teach in these targeted schools. Um,

3:45:31 ▶ and at this point they're, you know,

3:45:33 ▶ there aren't as many openings at these

3:45:34 ▶ schools to fill. So, you'll see that we

3:45:36 ▶ continue to support the program and pay

3:45:38 ▶ out what are essentially three-year

3:45:40 ▶ stipens, but looking ahead, uh, we we

3:45:44 ▶ don't believe that that that there's

3:45:45 ▶ that same level of need at this point.

3:45:47 ▶ So, with $73,000, we'll still have those

3:45:50 ▶ incentives available. Um, but there will

3:45:52 ▶ just there aren't just there aren't as

3:45:54 ▶ many uh available positions at that

3:45:56 ▶ point to to justify a higher amount.

3:46:00 ▶ dual language. Um, this is a $5,000

3:46:04 ▶ stipen throughout the duration of a dual

3:46:07 ▶ language teacher's employment. So, it is

3:46:10 ▶ uh we're we are I mean, and just due to

3:46:12 ▶ the budgetary uh situation, we're

3:46:15 ▶ recommending a reduction of $5,000 to

3:46:17 ▶ $3,000 continuing to be on an ongoing

3:46:20 ▶ basis. Uh we do know that it is helpful

3:46:22 ▶ to recruit and to retain. I think we're

3:46:25 ▶ in the 90 to 100% retention rate for

3:46:28 ▶ dual language teachers and we're going

3:46:29 ▶ to want to monitor if this goes through.

3:46:31 ▶ We're still going to want to monitor um

3:46:33 ▶ the the turnover to make sure that we're

3:46:36 ▶ not negatively impacting it. Um but in

3:46:39 ▶ light of our fiscal realities, we just

3:46:41 ▶ proposed keeping it but at a lower level

3:46:43 ▶ and is again an ongoing stipen

3:46:45 ▶ throughout their employment in that

3:46:47 ▶ position. Um, so in total that's a

3:46:51 ▶ $175,000 reduction uh that beats the 10%

3:46:55 ▶ goal and allows us to continue uh our

3:46:58 ▶ mission u based on our projected needs

3:47:01 ▶ and our uh real aggressive recruitment

3:47:03 ▶ uh infrastructure that we've

3:47:05 ▶ built. Um in the event that there is our

3:47:08 ▶ funds available, we said this is this is

3:47:10 ▶ what it would take to restore those

3:47:11 ▶ activities that were reduced. Um but

3:47:14 ▶ again subject to uh additional revenues

3:47:17 ▶ that are available otherwise we would

3:47:19 ▶ you know operate under that um proposed

3:47:22 ▶ 2026 budget as

3:47:25 ▶ presented. So uh with that um I don't

3:47:28 ▶ have a video but it's a long night so

3:47:31 ▶ happy to take any questions at this

3:47:33 ▶ time. I didn't think of a video so we

3:47:35 ▶ would have done that. Any questions for

3:47:38 ▶ Mr. Fernandez?

3:47:42 ▶ Yes Mr. Romero.

3:47:45 ▶ So, so thank you very much. And one of

3:47:48 ▶ the things that you kind of did mention

3:47:50 ▶ and you know again this is all

3:47:52 ▶ discussion uh the dual language you know

3:47:55 ▶ with that stipen and I know the proposal

3:47:57 ▶ to drop it on down um to that

3:48:01 ▶ um by being in a lot of these schools.

3:48:04 ▶ Again this is right on the this is at

3:48:07 ▶ the site level that we're seeing uh that

3:48:09 ▶ affected. Um my concern again just would

3:48:13 ▶ be lowering it for those people that are

3:48:17 ▶ there. Are they going to feel like

3:48:19 ▶ they're not deservant of that amount?

3:48:23 ▶ You know, that's just again retention of

3:48:25 ▶ these teachers. I see how important this

3:48:28 ▶ is at these schools. I didn't know

3:48:30 ▶ that's something again with Ricky maybe

3:48:34 ▶ moving forward anybody new gets a 3,000

3:48:36 ▶ but everyone that continues out you know

3:48:39 ▶ for that to maintain that amount because

3:48:42 ▶ I'm sure they're they've planned their

3:48:44 ▶ you know their their world around that

3:48:48 ▶ stipen yeah so the overall amount that's

3:48:50 ▶ dedicated we you know we've kind of

3:48:52 ▶ budgeted that out there we have talked

3:48:54 ▶ about different ways to administer the

3:48:56 ▶ stipen uh we didn't want I I think at

3:48:58 ▶ this were concerned about discontinuing

3:49:00 ▶ it um or restructuring when there was an

3:49:03 ▶ expectation of continuous uh stipens you

3:49:06 ▶ know throughout the duration of their

3:49:08 ▶ employment in that position but it is

3:49:09 ▶ something that we talked about and uh we

3:49:11 ▶ can continue to explore within our

3:49:13 ▶ budget allocation. I do think that the

3:49:16 ▶ interesting things thing about this

3:49:17 ▶ stipen is almost serves as a

3:49:18 ▶ compensation adjustment because it's not

3:49:21 ▶ a one-time or a short-term stipen. It's

3:49:23 ▶ a permanent stipen. So we essentially

3:49:26 ▶ you know in addition to whatever

3:49:27 ▶ compensation gets has has been approved

3:49:29 ▶ over the years has become an additional

3:49:32 ▶ kind of bonus payment uh built into

3:49:34 ▶ their pay for the you know for those

3:49:36 ▶ years. So uh we could evaluate different

3:49:39 ▶ structures um but at this point we were

3:49:41 ▶ kind of you know that would take some

3:49:42 ▶ time to phase in so that we could you

3:49:44 ▶ know raise clarify the expectations for

3:49:46 ▶ those who are currently employed and

3:49:48 ▶ make sure that we don't move too

3:49:51 ▶ dramatically to affect the retention of

3:49:53 ▶ these again we're at 90 to 100% which is

3:49:56 ▶ really amazing for uh so we do want to

3:49:58 ▶ keep it in at a high level but we can

3:50:01 ▶ definitely talk to Ricky and look at

3:50:02 ▶ different options um so we can bring

3:50:04 ▶ that back to the board about you know

3:50:06 ▶ going forward.

3:50:07 ▶ Thank you,

3:50:09 ▶ Dr. Sha.

3:50:12 ▶ Yeah, I was looking at that line item a

3:50:13 ▶ little worried about that too because I

3:50:14 ▶ know in the past year I think right now

3:50:16 ▶ we're doing good in terms of uh open

3:50:18 ▶ positions, dual language. I know in the

3:50:20 ▶ past we've had some issues trying to

3:50:21 ▶ recruit and retain folks in dual

3:50:23 ▶ language. Um and so I don't want to go

3:50:25 ▶ back to that. I think this is a really

3:50:26 ▶ important program that both is is great

3:50:28 ▶ educational benefit for the students as

3:50:30 ▶ well as draws a lot of uh parents and

3:50:32 ▶ families into the district. So, I want

3:50:34 ▶ to be careful that we don't mess up that

3:50:35 ▶ program and hurt us in the end cuz we

3:50:37 ▶ lose gosh, we lose four families, that's

3:50:39 ▶ going to, you know, equal that amount.

3:50:41 ▶ Um, if we lose four students, um, and so

3:50:44 ▶ we don't want to, um, spite our nose to

3:50:46 ▶ Okay, we appreciate our nose to spite

3:50:48 ▶ our face. That's the term. So, I would

3:50:50 ▶ be careful about that one. I know cuz

3:50:51 ▶ there there's a special certification

3:50:53 ▶ for dual language, correct? So, these

3:50:55 ▶ teachers have gone above and beyond on

3:50:56 ▶ that front. So, let's let's be careful

3:50:58 ▶ on that one. Okay. Okay. So, noted.

3:51:00 ▶ Thank you, Miss Shaw. Thank you for

3:51:04 ▶ mentioning that, Mr. Romero. Um, I would

3:51:06 ▶ also agree with you and and Dr. Shaw,

3:51:08 ▶ that we should um maybe not um yeah,

3:51:13 ▶ remove the stipen since it is permanent

3:51:16 ▶ and people have factored that into like

3:51:18 ▶ their uh yearly finances.

3:51:22 ▶ Okay, we'll we'll review that. Thanks.

3:51:25 ▶ Any other questions? Thank you, Mr. F on

3:51:28 ▶ this. All right, thank you. Uh item

3:51:30 ▶ number 10.1, future meeting dates and

3:51:32 ▶ agenda items. Dr. Drew.

3:51:35 ▶ Yeah, board members, it's just going to

3:51:37 ▶ continue to be a busy spring. Uh coming

3:51:39 ▶ up, um first board meeting in May, uh

3:51:42 ▶ Havalina Consulting will be here to

3:51:44 ▶ present its overview of polling trends

3:51:47 ▶ with regard to a potential override. Uh

3:51:49 ▶ we'll have a study session on

3:51:50 ▶ absenteeism in TUSD as requested by a

3:51:54 ▶ couple of our board members. We'll also

3:51:56 ▶ have a general overview of the board's

3:51:58 ▶ policy for the naming of facilities and

3:52:01 ▶ schools. Uh that also uh was a request

3:52:03 ▶ from one of our board members. And then

3:52:05 ▶ we will have our update on the community

3:52:07 ▶ healthc care worker and substance misuse

3:52:09 ▶ reduction initiative funded by the

3:52:12 ▶ proceeds from the jewel litigation that

3:52:15 ▶ will also be on tap for next week. So or

3:52:18 ▶ I'm sorry for our first meeting in May.

3:52:20 ▶ So we'll be busy.

3:52:22 ▶ Yes, Michelle. Uh Dr. Mr. Trujillo, will

3:52:25 ▶ there be a study item on the May 13th

3:52:28 ▶ agenda in regards to a case load cap for

3:52:31 ▶ um some of our related service

3:52:32 ▶ providers?

3:52:34 ▶ Uh that one is uh coming up for a little

3:52:36 ▶ bit later on in May, their second

3:52:39 ▶ meeting in May. We are pretty booked on

3:52:41 ▶ May 13th already. Uh we also have

3:52:44 ▶ another desegregation study session on

3:52:47 ▶ MTSS. We have a public hearing set for

3:52:49 ▶ budget revision number three. Um, and

3:52:52 ▶ then we've got some more appointments to

3:52:54 ▶ consider. And you have your second read

3:52:56 ▶ for AI usage in the classroom, which I

3:52:59 ▶ think is going to be a substantive

3:53:01 ▶ discussion. Golly. Um,

3:53:04 ▶ okay. May 13th. Are do we have um time

3:53:08 ▶ to put like the graduation stuff or can

3:53:11 ▶ we handle that outside of the meeting?

3:53:13 ▶ We can do I can do that. That's a quick

3:53:16 ▶ policy just review. We can add that.

3:53:21 ▶ Okay. And I think maybe just outside of

3:53:23 ▶ the meeting, we could provide direction

3:53:25 ▶ on regards to some of those school sites

3:53:27 ▶ that reach out to us. Okay. Thank you.

3:53:30 ▶ Anybody else? If not, the meeting stands

3:53:33 ▶ adjourned. Thank you.

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