Governing Board Meeting — September 09, 2025

Meeting Details

Date: September 09, 2025
Meeting Type: Governing Board Regular Meeting
Time: 04:30 PM
Location: Duffy Community Center
Video: YouTube

People and Organizations Mentioned

Persons

Organizations

Transcript

0:16 ▶ I can read it. I'll email it.

0:34 ▶ What are you doing?

0:57 ▶ I want to say hi.

1:19 ▶ I have it.

1:39 ▶ >> Good evening. I'd like to call the

1:41 ▶ meeting of the TUSD governing board to

1:43 ▶ order. Roll call, please.

1:47 ▶ >> Dr. Robbie,

1:48 ▶ >> here.

1:49 ▶ >> Miss Luna Rose,

1:50 ▶ >> here.

1:51 ▶ >> Miss Shaw,

1:53 ▶ >> Mr. Rometo,

1:54 ▶ >> here.

1:54 ▶ >> Miss Extramm

1:55 ▶ >> here.

1:57 ▶ Next, we'll move on to the land

1:59 ▶ acknowledgement statement and that is

2:01 ▶ going to be giving given to us by Emily

2:03 ▶ Calderon. She's a fifth grade stu

2:06 ▶ student at Ericson Elementary School.

2:08 ▶ Emily is an amazing student and a joy to

2:11 ▶ have at Ericson Elementary. Her love for

2:14 ▶ the violin, music, and spending time

2:16 ▶ with friends makes Emily truly special.

2:19 ▶ Today is Emily's birthday. Happy

2:21 ▶ birthday, Emily.

2:23 ▶ And we wish her a wonderful day filled

2:25 ▶ with laughter, fun, and appreciate her

2:27 ▶ time spent assisting us with reading the

2:29 ▶ land acknowledgement statement. So,

2:31 ▶ happy birthday, Emily. And whenever

2:33 ▶ you're ready, you can start the land

2:35 ▶ acknowledgement statement.

2:37 ▶ Thank you. On behalf of the governing

2:40 ▶ board of the Tucson Unified School

2:42 ▶ District, I Emily Codor acknowledge that

2:45 ▶ the schools, buildings, and facilities

2:47 ▶ of the Tucson Unified School District

2:50 ▶ reside on the ancestral homeland of the

2:52 ▶ Dono Nation and the federally recognized

2:55 ▶ tribal land, the Pasqua Yaki tribe.

2:58 ▶ >> Thank you.

3:01 ▶ [Applause]

3:06 ▶ Next is our pledge of allegiance and

3:09 ▶ that will be given to us by Magnus

3:11 ▶ Manson. He is a fourth grade student at

3:13 ▶ Hudllo Elementary School. Magnus is a

3:16 ▶ 10-year-old fourth grader at Hudlo

3:18 ▶ Elementary. In his first year at Hudlo,

3:21 ▶ he has connected with many new friends

3:23 ▶ and teachers and is always looking

3:25 ▶ forward to each school day. In his free

3:28 ▶ time, he loves to make digital art and

3:30 ▶ animations that reflect his interests.

3:33 ▶ He also enjoys playing video games,

3:35 ▶ especially ones that allowed allow him

3:37 ▶ to build his own world and interact with

3:39 ▶ other players. He regularly writes

3:42 ▶ scripts for the worlds he builds, often

3:44 ▶ memorizing them and giving voices to the

3:46 ▶ characters he creates. In the last year,

3:49 ▶ he's also found his singing voice and

3:51 ▶ loves to sing along to his favorite

3:53 ▶ songs on repeat. He is working on

3:55 ▶ building up the courage to sing in front

3:57 ▶ of other people, but he believes he'll

4:00 ▶ get there soon. Magnus hopes all of his

4:03 ▶ passions will lead him to become an

4:05 ▶ animator or writer, which will allow him

4:07 ▶ to inspire others with his stories.

4:10 ▶ That's really great, Magnus.

4:13 ▶ Whenever you're ready, you can do the

4:14 ▶ pledge.

4:22 ▶ I pledge al

4:24 ▶ pledge allegiance to the flag of the

4:28 ▶ United States of America and to the

4:31 ▶ republic for which it stands. One nation

4:36 ▶ under God, indivisible, with liberty and

4:40 ▶ justice for all.

4:42 ▶ >> Thank you so much.

4:44 ▶ >> You're welcome.

4:50 ▶ Uh, next is agenda adjustments. Dr. Chu,

4:57 ▶ >> the next round, members of the board, we

4:58 ▶ have no recommended agenda adjustments

5:00 ▶ uh, this evening.

5:02 ▶ >> Thank you. Next is the superintendence

5:04 ▶ report. Dr. Trio.

5:06 ▶ >> Yes. Uh, President Extra, members of the

5:08 ▶ governing board. Uh we begin tonight's

5:10 ▶ governing board meeting with just a hint

5:12 ▶ of sadness as we say goodbye to two

5:15 ▶ valuable members of the TUSD community.

5:19 ▶ Tonight we begin with a moment of

5:21 ▶ remembrance. The Anna Henry Elementary

5:23 ▶ School community honors and mourns the

5:25 ▶ life and legacy of their beloved school

5:28 ▶ counselor, Miss Cynthia Eman. She passed

5:30 ▶ away peacefully on May 22nd, 2025, the

5:34 ▶ final day of the school year. Miss

5:36 ▶ Simmon dedicated her career to serving

5:38 ▶ students and families and staff across

5:41 ▶ TUSD. Her previous roles included

5:44 ▶ serving as a counselor at McGee Middle

5:46 ▶ School and a classroom teacher at

5:48 ▶ Shoemaker Elementary. Over the years,

5:51 ▶ she touched countless lives with her

5:53 ▶ compassion, professionalism, and

5:55 ▶ unwavering support. Students fondly

5:58 ▶ remember her as a true friend, someone

6:00 ▶ who always listened, lifted their

6:02 ▶ spirits, brought joy and humor into

6:05 ▶ their day. Families describe her as a

6:07 ▶ deeply supportive, kind, and

6:10 ▶ instrumental in helping their children

6:12 ▶ thrive. Her colleagues at Henry are

6:15 ▶ especially grateful for her commitment

6:16 ▶ to the school's mission and the

6:18 ▶ well-being of every student. But

6:20 ▶ someone's strength, kindness, and

6:22 ▶ laughter will be profoundly missed. From

6:24 ▶ the bottom of our hearts, we thank her

6:26 ▶ for making our schools and our lives

6:29 ▶ better. I see our principal, Thomas

6:31 ▶ Heinger, is here this evening. I'd like

6:33 ▶ to invite him up to share just a few

6:35 ▶ words about what this incredible staff

6:37 ▶ member meant to the Henry community. Mr.

6:39 ▶ Heminger,

6:51 ▶ >> thank you.

6:57 ▶ Thank you, Dr. Trillo and the governing

6:58 ▶ board. Um, on behalf of our Anna Henry

7:01 ▶ community, Miss Eman, she was a true

7:05 ▶ educator. She has a very kind heart. She

7:08 ▶ was incredible with our students, very

7:11 ▶ generous,

7:13 ▶ always time to meet with children and

7:15 ▶ and discuss whatever was on their minds.

7:17 ▶ She was amazing with our families. Uh

7:20 ▶ just incredibly supportive of our our

7:22 ▶ school community and she will be deeply

7:25 ▶ missed. Thank you.

7:26 ▶ >> Thank you, Mr. Amager.

7:31 ▶ >> We also pause to honor another beloved

7:34 ▶ member of our TUSD family, a legend of

7:37 ▶ Badger Nation, Coach Oscar Romero,

7:40 ▶ longtime educator and coach at Tucson

7:43 ▶ High School. He passed away recently at

7:45 ▶ the age of 65 after a courageous battle

7:47 ▶ with liver cancer. He was a proud alumni

7:50 ▶ of Tucson High Badger through and

7:52 ▶ through. Coach Romero known

7:55 ▶ affectionately as coach O. Spent more

7:57 ▶ than three decades serving students as

8:00 ▶ both a teacher and a coach. From 1990 to

8:04 ▶ 2018, he led the Badgers baseball

8:06 ▶ program to 488

8:09 ▶ wins and three state title game

8:11 ▶ appearances, as well as numerous trips

8:14 ▶ to the playoffs. After retiring from

8:16 ▶ Tucson High in 2018, he continued

8:19 ▶ mentoring student athletes at the

8:20 ▶ college level, most recently at Puma

8:23 ▶ Community College. Coach Griddle leaves

8:25 ▶ behind a legacy of excellence,

8:27 ▶ mentorship, and devotion. His passion

8:30 ▶ for teaching and learning and coaching

8:32 ▶ and shaping young lives will never be

8:34 ▶ forgotten and will leave a lasting

8:36 ▶ imprint and legacy in Badger Nation. We

8:39 ▶ extend our deepest condolences to the

8:41 ▶ Romero and the Eman families and we

8:43 ▶ thank them both for sharing their

8:44 ▶ extraordinary loved ones with the TUSD

8:47 ▶ community. I can share with you that one

8:50 ▶ of my most memorable um uh experience

8:54 ▶ here in Tucson Unified and one of my

8:55 ▶ earliest as a freshly minted

8:57 ▶ superintendent in 2017 was that spring

9:00 ▶ throwing out a first pitch in um in one

9:04 ▶ of the home games and coach Rometo's

9:06 ▶ final season. And I'll always remember

9:08 ▶ uh shaking hands with him out there on

9:09 ▶ the diamond, him giving me a big hug and

9:12 ▶ talking to me about his Badger beloved

9:13 ▶ Badger baseball team and uh everything

9:16 ▶ that uh they accomplished together. So

9:18 ▶ he will be sorely missed. He's

9:20 ▶ definitely an icon in the community. Uh

9:23 ▶ so please uh help uh all of us uh let us

9:26 ▶ honor both of these wonderful family

9:28 ▶ members and TUSD educators through a

9:30 ▶ moment of silence now. Thank you.

9:43 ▶ Thank you.

9:50 ▶ Uh last week I had the opportunity to

9:52 ▶ attend with several of our team members

9:54 ▶ the Arizona attendance conference. I'm

9:56 ▶ glad to see that there is momentum

9:58 ▶ building with some of the state's

9:59 ▶ largest districts, elementary, high

10:02 ▶ school, and unified in tackling the

10:04 ▶ issue of truency and absenteeism in

10:08 ▶ classrooms across the state. It was an

10:10 ▶ insightful summit. uh we got to learn a

10:12 ▶ lot from different districts in terms of

10:14 ▶ what they're doing to tackle the issues

10:16 ▶ of absenteeism and truency across grade

10:19 ▶ levels. So we're looking forward to

10:21 ▶ implementing some of the strategies here

10:23 ▶ in our own district as we wage a very

10:25 ▶ very important campaign to make sure

10:27 ▶ that everything every single child and

10:29 ▶ young person comes to school each and

10:32 ▶ every single day. This event emphasized

10:34 ▶ collaborative and data driven datadriven

10:36 ▶ strategies to improve overall student

10:38 ▶ attendance, reduce chronic absenteeism

10:41 ▶ to establish critical areas of focus

10:44 ▶ with regard to truency and absenteeism

10:46 ▶ and to build effective strategies around

10:48 ▶ those focus areas. So, we're certainly

10:51 ▶ looking forward um to building some of

10:53 ▶ those structures in our efforts here to

10:55 ▶ make sure everybody's in school every

10:57 ▶ single day. Uh last week I had an

10:59 ▶ opportunity to meet uh three wonderful

11:02 ▶ principles and experience the vitality

11:05 ▶ of three amazing school communities. Uh

11:07 ▶ starting with Valencia Middle School. I

11:09 ▶ want to stop I want to thank Omar

11:10 ▶ Sautello and his team for hosting me.

11:13 ▶ Had a wonderful visit out there uh in

11:16 ▶ and out of some of the art classrooms.

11:18 ▶ had a wonderful, very, very insightful

11:20 ▶ focus group with some very passionate

11:22 ▶ Valencia employees um who talked very

11:26 ▶ candidly about some of the celebrations

11:28 ▶ and some of the challenges uh out there

11:30 ▶ at Valencia Middle School. So, I want to

11:32 ▶ thank those staff members from taking

11:34 ▶ the time out of their day uh to talk to

11:36 ▶ me and want to wish Principal Sautello

11:38 ▶ all the best. They're off to an

11:39 ▶ absolutely great start out there at

11:41 ▶ Valencia. Uh I had an opportunity to

11:44 ▶ visit Badger Nation. I want to thank

11:45 ▶ principal John Lansa uh for hosting me

11:48 ▶ out there at Tucson High. Um and I also

11:51 ▶ want to thank Mariachi Aros for the

11:53 ▶ impromptu performance. Justin Enriquez

11:56 ▶ uh we we had no intentions of

11:57 ▶ interrupting the class. They actually

11:59 ▶ were engaged in a practice but true to

12:00 ▶ form once they saw us walk in. They

12:03 ▶ broke out into song and we had an

12:04 ▶ amazing performance uh from uh to from

12:07 ▶ uh uh Mariachi Rayos out there at Tucson

12:09 ▶ High. Also want to thank uh Julia

12:12 ▶ Martinez who's the new theater arts

12:14 ▶ teacher uh who is establishing his

12:17 ▶ presence there in the theater arts

12:19 ▶ program stepping in for longtime theater

12:21 ▶ arts director uh Mr. Art very impressed

12:25 ▶ uh with the classes. I also thank all of

12:28 ▶ our CTE programs that we visited there

12:31 ▶ that day and Mr. Lansa for a wonderful

12:32 ▶ visit. And last, we rounded out uh the

12:35 ▶ week with a visit to Mansfeld Middle

12:37 ▶ School, checking in on our brand new

12:39 ▶ principal, Carla Martinez, who's off to

12:41 ▶ a very, very good start there. Very,

12:43 ▶ very impressed uh with all of uh our

12:47 ▶ wonderful teachers that I was able to

12:48 ▶ visit. But most of all, just very very

12:52 ▶ impressed with our student focus group

12:54 ▶ that engaged me in some very very timely

12:57 ▶ talk topics and really spoke to me very

13:00 ▶ frankly about the prevalence of vape and

13:02 ▶ vaping materials and tobacco in the

13:05 ▶ community and the problems that it

13:07 ▶ presents uh in school. So, it's been a

13:10 ▶ while since uh I've had middle school

13:12 ▶ students that articulate and that frank

13:14 ▶ uh in terms of an issue. So, I want to

13:16 ▶ thank them for participating in that

13:18 ▶ conversation. In all three schools, I

13:21 ▶ will have the governing board note. I

13:23 ▶ was very impressed with the absence of

13:26 ▶ cell phones everywhere. It is really

13:29 ▶ having an impact. Um, that state law

13:31 ▶ that Governor Hobbs signed at PBLO High

13:34 ▶ School, I did not see a cell phone out.

13:36 ▶ We visited several classrooms. Uh I was

13:39 ▶ very very impressed about how our

13:41 ▶ students are really embracing the new

13:43 ▶ cell phone free expectations and

13:45 ▶ instructional spaces. So thought I'd

13:47 ▶ pass that along to our board. Uh this

13:49 ▶ Friday, September 12th, marks AVID day

13:51 ▶ and our Tucson Unified School District

13:53 ▶ AVID schools will join the nationwide

13:56 ▶ celebration of AVID's programmatic

13:58 ▶ impact on college and career readiness.

14:01 ▶ AVID day recognizes both the educators

14:03 ▶ who help close opportunity gaps and the

14:06 ▶ students who rise to the challenge.

14:08 ▶ Tucson Unified has seen strong outcomes

14:10 ▶ thanks to the dedication of our AVID

14:12 ▶ community. Over the past 5 years, TUSD

14:14 ▶ AVID students have graduated at rates

14:16 ▶ averaging 15% higher than the district

14:20 ▶ average. In the last academic year,

14:22 ▶ FAFSA completion, that's the free

14:23 ▶ application for student aid by Tucson

14:26 ▶ Unified AVID seniors, was 50% higher

14:29 ▶ than the Arizona state average. AVID

14:32 ▶ enrollment continues to reflect the full

14:34 ▶ diversity of our student body. Advancing

14:36 ▶ AVID's mission to ensure that every

14:38 ▶ student is prepared for success. We look

14:41 ▶ forward to celebrating these

14:42 ▶ achievements across our schools this

14:44 ▶ week and sharing some highlights at next

14:48 ▶ week's meeting. And now, as I conclude

14:50 ▶ the report, the best part of tonight's

14:52 ▶ report, we get to take a look at one of

14:55 ▶ the most amazing career and technical

14:57 ▶ education programs that we offer in our

14:59 ▶ high schools, the automotive technology

15:01 ▶ program from Sawarro High School. We're

15:05 ▶ excited to spotlight student achievement

15:06 ▶ through the lens of CTE. And this

15:10 ▶ evening, students from Sarro's

15:12 ▶ automotive technology uh program will

15:15 ▶ present their work. presentation will

15:17 ▶ include an interactive component and

15:19 ▶ participation by the governing board

15:22 ▶ offering a hands-on look at the skills

15:24 ▶ and realworld applications our students

15:27 ▶ are mastering. We're proud to have our

15:30 ▶ principal Mr. uh Roberto or as he is

15:32 ▶ affectionately known Bobby Estraa here.

15:35 ▶ I'd like to invite Mr.

15:36 ▶ to come on up and talk a little bit

15:38 ▶ about what the automotive technology

15:40 ▶ program means for the students at Saro

15:43 ▶ High School and the absolutely amazing

15:45 ▶ work and leadership of its lead

15:47 ▶ instructure. Mr. Estraa,

15:52 ▶ >> good evening. Uh thank you for inviting

15:54 ▶ us to be here today. We're very excited

15:55 ▶ to to uh to share our students with you

15:58 ▶ today and what they're learning.

15:59 ▶ Obviously, CTE and any kind of uh job

16:02 ▶ technician field to get people ready for

16:05 ▶ for the job force is important. You're

16:07 ▶ going to see tonight some of our best on

16:09 ▶ our campus. They're very bright. They're

16:11 ▶ really bright and and uh very highly

16:13 ▶ motivate what they do. They absolutely

16:14 ▶ love this program and they're being led

16:16 ▶ by a teacher that really prepares them

16:18 ▶ for the field. So, without further ado,

16:20 ▶ I'd like to introduce you to Mr. Brooks.

16:36 ▶ Well, good evening. Uh, my name is

16:37 ▶ William Brooks. I'm the automotive

16:39 ▶ technology instructor at Sorro High

16:40 ▶ School. I just want to say thank you to

16:42 ▶ Dr. Trio for inviting us here this

16:44 ▶ afternoon evening. Uh, we're really

16:46 ▶ excited to show you guys um what we're

16:49 ▶ gonna uh demonstrate for you for the

16:51 ▶ board.

16:55 ▶ Let me get my clicker out here. I do

16:57 ▶ notice that uh Miss Shaw is not here. So

17:01 ▶ often in life, you don't uh get the

17:03 ▶ opportunity to um put your boss on the

17:06 ▶ spot. So I'm going to ask Mr. Estraa to

17:09 ▶ >> step in as Miss Sha.

17:15 ▶ Uh you'll see her name on the other

17:17 ▶ side.

17:18 ▶ So, the automotive technology program is

17:20 ▶ a three-year program where students

17:23 ▶ learn about science and practical

17:24 ▶ applications of automotive principles.

17:26 ▶ Students can leverage this knowledge to

17:28 ▶ earn industry certifications like ASC

17:30 ▶ certifications in up to 10 different

17:32 ▶ specialties.

17:36 ▶ Those certifications and learned skills

17:38 ▶ can lead to professional outcomes with

17:40 ▶ jobs or internships in automotive and

17:42 ▶ related industries like transportation

17:43 ▶ and aviation.

17:45 ▶ In the automotive industry alone, there

17:47 ▶ are roughly 1,600 job openings in

17:50 ▶ Arizona every year.

17:54 ▶ So, specifically at SOR, we've been

17:56 ▶ really working on student outcomes

17:58 ▶ retention. Um, and we've seen almost a

18:01 ▶ 400% increase in program retention over

18:03 ▶ the past few years, which has led us to

18:05 ▶ a lot of new measurable student success

18:07 ▶ achievements. Um, in 2024-25 alone,

18:12 ▶ um, we had our our students outperform

18:13 ▶ the state average in eight out of nine

18:15 ▶ categories in state testing.

18:17 ▶ Last year, we had 100% graduation rate

18:20 ▶ of our seniors in the program. So, not

18:22 ▶ one single senior who finished the

18:23 ▶ automotive program didn't receive a high

18:25 ▶ school diploma.

18:27 ▶ 45% of those seniors left in a related

18:30 ▶ job the day they graduated or in a

18:33 ▶ educational program that was an

18:34 ▶ automotive related field.

18:38 ▶ And then 100% of our students at all

18:40 ▶ levels who completed at least one year

18:42 ▶ in our program left with a professional

18:44 ▶ certification of some kind that prepared

18:46 ▶ them for work.

18:49 ▶ So today we're going to demonstrate one

18:51 ▶ of the uh the core principles of modern

18:54 ▶ vehicles which is 12vt circuit building.

18:56 ▶ Um we're going to have our students

18:58 ▶ present to the board Dr. Trio and and

19:00 ▶ now Mr. Estraa. Um, so we've got Mattie

19:04 ▶ Bastine, a senior. We've got Theo Boyd,

19:08 ▶ a junior, who's also the president of

19:09 ▶ our automotive CTSO. Uh, Guy Breeden, a

19:12 ▶ junior. Paige O'Brien, a senior. Clark

19:16 ▶ White, a sophomore, and Braden N.

19:18 ▶ Ericson, a junior. Let's go ahead and

19:20 ▶ give them a round of applause.

19:28 ▶ So, we're going to go ahead and turn

19:29 ▶ this over to Clark, and the students

19:31 ▶ will guide you through this a little

19:33 ▶ bit.

19:35 ▶ Oh, thank you for asking us to present

19:37 ▶ to you. Today, we will demonstrate how

19:39 ▶ to build and measure simple 12volt

19:41 ▶ circuits that replicate many of the

19:43 ▶ onboard functions found in modern

19:44 ▶ automobiles. These circuits are

19:46 ▶ fundamental to every vehicle on the road

19:48 ▶ in the United States, from traditional

19:49 ▶ gas and diesel models to hybrids and the

19:51 ▶ most advanced electric cars.

19:56 ▶ Can the board members of Can the members

19:58 ▶ of the board and Dr. Trujillo join us

20:01 ▶ please?

20:14 ▶ do. So, we have a few important rules.

20:18 ▶ Make sure your safety glasses are on to

20:20 ▶ protect your eyes. When we are

20:22 ▶ manipulating the circuit pathways,

20:24 ▶ ensure the power source is switched off.

20:26 ▶ And be sure that there are no loose or

20:28 ▶ incorrectly placed wires when the

20:30 ▶ circuit is energized.

20:33 ▶ >> 12vt circuits control all the

20:35 ▶ accessories of your vehicle, including

20:36 ▶ door locks, your car stereo, and like in

20:38 ▶ today's example, lighting.

20:44 ▶ Components of a 12volt circuit consist

20:47 ▶ of wires, connectors, relays, switches,

20:50 ▶ power sources, and bulbs.

20:54 ▶ >> Uh, now the board members and Dr.

20:57 ▶ Trujillo will assemble the circuit and

20:59 ▶ eliminate the bulbs.

21:02 ▶ >> And and there is one more part to this.

21:03 ▶ So the board member or Dr. Trijo,

21:06 ▶ whoever gets it done first, Mr. Stra,

21:08 ▶ you're eliminated. Sorry. you you'll

21:10 ▶ receive a uh Sorro t-shirt and you'll be

21:12 ▶ an honorary cougar for at least the day.

21:22 ▶ >> So, what the students are doing is

21:23 ▶ they're demonstrating how to build a

21:25 ▶ 12volt circuit to illuminate a light

21:27 ▶ such as would be in your car when you

21:28 ▶ open the door or your map light. Um

21:32 ▶ they're completely disassembled, so

21:34 ▶ they're assembling the wires and then

21:35 ▶ they're also going to check for voltage.

21:37 ▶ Um, what they don't know is I have made

21:40 ▶ all of them have a surprise.

21:54 ▶ >> I like want to check on

22:16 ▶ Make sure

22:41 ▶ Looks like Mr. Romero is in the lead

22:42 ▶ currently.

23:00 ▶ >> The beeping that you're hearing is

23:01 ▶ they're checking for continuity. So,

23:03 ▶ they're checking to make sure there's a

23:04 ▶ pathway for electricity in certain areas

23:06 ▶ of the circuit because we don't have a

23:08 ▶ light bulb yet. So, we're trying to

23:10 ▶ figure out what's failed.

23:36 ▶ What do we do?

23:57 ▶ Oh, Miss Extram with the first light.

23:59 ▶ Congratulations.

24:03 ▶ >> And Mr. Romero with the second light.

24:28 ▶ and Miss Rose

24:32 ▶ >> second place.

24:35 ▶ >> Thank you.

25:02 ▶ We've got Dr. Shaw followed by Dr. Trio.

25:04 ▶ Good job.

25:05 ▶ >> Thank you everybody. Let's go ahead and

25:07 ▶ give them a hand.

25:16 ▶ [Music]

25:21 ▶ probably.

26:09 ▶ observation

26:47 ▶ Thank you guys. Thank you. Appcate.

26:59 ▶ It's great.

27:01 ▶ >> Whatever.

27:03 ▶ >> A

27:12 ▶ >> Should I put this on and make a reminder

27:14 ▶ all night that you guys

27:16 ▶ >> Go for it. Go for it.

27:18 ▶ Shove it in our face.

27:23 ▶ >> Yay. And it's like CTE, like little gear

27:26 ▶ and car.

27:30 ▶ [Music]

27:37 ▶ Excuse

27:52 ▶ me. I'm coughing into the mic. What the

27:54 ▶ heck?

28:08 ▶ President, that concludes the

28:09 ▶ superintendent's report.

28:11 ▶ >> Thank you so much.

28:13 ▶ >> That was a lot of fun.

28:14 ▶ >> Miss Extra, I just want to point out

28:17 ▶ >> you came in first. I came in second.

28:19 ▶ Haha.

28:23 ▶ >> I am. I am.

28:27 ▶ >> Mainly because I didn't come in first.

28:30 ▶ >> I'm competitive.

28:32 ▶ >> Yes. Very competitive.

28:34 ▶ Uh, next is call to the audience. I'll

28:37 ▶ turn that over to Dr. Shaw.

28:38 ▶ >> All right.

28:43 ▶ >> Members of the public may speak during

28:45 ▶ the call to the audience. The governing

28:47 ▶ board clerk shall be responsible for

28:49 ▶ recognizing speakers and for maintaining

28:51 ▶ order where it may be appropriate. Those

28:53 ▶ who speak in person or want to have

28:55 ▶ their comments read shall email or call

28:57 ▶ the board office or complete a request

29:00 ▶ to address the board form before the

29:02 ▶ meeting. Speakers who have not completed

29:04 ▶ a request form are not permitted to

29:06 ▶ address the board. The speaker must

29:08 ▶ state their full name and topic prior to

29:10 ▶ addressing the board. Speakers are

29:12 ▶ encouraged to be brief with a maximum

29:14 ▶ time of three minutes. While more than

29:16 ▶ one speaker may speak together in the

29:18 ▶ time allowed, speakers are reminded that

29:20 ▶ they are not allowed to speak more than

29:22 ▶ once and they may not transfer or

29:24 ▶ delegate their time to others. If there

29:26 ▶ are documents for the board, please give

29:28 ▶ them to the board office staff and they

29:30 ▶ will ensure each board member receives a

29:32 ▶ copy. Those attending the meeting and or

29:35 ▶ speaking before the board shall observe

29:36 ▶ rules of good conduct. Speakers shall

29:39 ▶ also refrain from inappropriate or

29:41 ▶ slanderous remarks. And because TUSD

29:44 ▶ serves students from preschool through

29:45 ▶ high school, speakers should be aware

29:47 ▶ there may be children present present

29:50 ▶ and listening. At the end of the call to

29:52 ▶ the audience, the governing board

29:54 ▶ president will ask if any board member

29:55 ▶ wishes to respond to criticism, wish to

29:58 ▶ ask staff to review a matter, or wish to

30:01 ▶ ask that a matter be put on a future

30:02 ▶ agenda. No more than two members may

30:05 ▶ address each topic. Contents of this

30:07 ▶ card are public information. We have two

30:10 ▶ called to the audience uh in person and

30:12 ▶ two to be read. We'll start by uh with

30:14 ▶ Rebecca Salom and then KW Laauo.

30:24 ▶ Hi,

30:26 ▶ I'm Rebecca Salomé and um I'm a

30:30 ▶ substitute teacher in TUSD.

30:33 ▶ Good evening to the members of the

30:35 ▶ board, to Dr. Trujillo and to Councelor

30:38 ▶ Ross and all of us here who care about

30:41 ▶ the quality of education in our

30:43 ▶ community. I've been substitute teaching

30:46 ▶ for nearly seven years and it's been a

30:49 ▶ thrill and a challenge and worth it. And

30:53 ▶ um I've been looking closely at the

30:55 ▶ elements of the override proposition on

30:58 ▶ the upcoming November ballot.

31:02 ▶ Like many others, I am well pleased with

31:04 ▶ the direction it's going in. But

31:06 ▶ tonight, I want to focus on the proposed

31:09 ▶ pay raise, especially as it affects the

31:12 ▶ district. um substitute teachers. We are

31:16 ▶ operating under the assumption that we

31:18 ▶ will be included in the pay increase

31:21 ▶ portion. But I want to bring a couple of

31:23 ▶ quick points to your attention. First,

31:26 ▶ as AD certified substitutes, we are

31:31 ▶ employed to temporarily replace an

31:34 ▶ absent teacher in the classroom. And

31:38 ▶ since we are employed directly by TUSD,

31:41 ▶ we do fall directly into that category

31:44 ▶ called all other employment groups that

31:47 ▶ is stated in the proposal. And second,

31:51 ▶ it's important for the board members to

31:52 ▶ realize that in 82 of the TUSD schools,

31:56 ▶ substitutes have not gotten a pay raise

31:59 ▶ since 2021.

32:02 ▶ Um, we know and we're certain that the

32:04 ▶ board agrees that the district wouldn't

32:06 ▶ be as excellent as it is without

32:08 ▶ substitutes. And there are over 800 of

32:11 ▶ us who are certified and committed to

32:14 ▶ the vital work of educating our young

32:16 ▶ people. And we're working hard to get

32:19 ▶ voter support for November. If this

32:22 ▶ proposition gets passed, it's going to

32:25 ▶ be a great victory for TUSD, which has

32:29 ▶ not been granted an override in, I

32:32 ▶ think, more than two decades.

32:34 ▶ And our purpose here tonight is to

32:36 ▶ remind you that it is both just and

32:40 ▶ visionary for the board to guarantee our

32:43 ▶ inclusion in the district-wide employee

32:46 ▶ pays raise. So, thank you for listening

32:50 ▶ to your dedicated substitute teachers.

32:54 ▶ [Music]

32:57 ▶ Next, we have KW Laauo.

33:06 ▶ >> Good evening board members. My name is

33:08 ▶ KW Laauo and I am here to speak on

33:11 ▶ behalf of the substitutes

33:14 ▶ uh TEA. Uh so uh I have been a

33:18 ▶ substitute. This is my third year going

33:20 ▶ into it. I have worked in both full-time

33:23 ▶ capacities and in part-time capacities

33:25 ▶ and I am also a team of the bargaining

33:30 ▶ constituency with the

33:33 ▶ ad uh with tea and during our

33:36 ▶ negotiations we have run into a couple

33:38 ▶ of hiccups with the admin team and I am

33:42 ▶ here to ask some questions or to

33:47 ▶ um convince you to apply some pressure

33:50 ▶ uh Their delays have created

33:54 ▶ such structures in which we as

33:57 ▶ substitutes can be

34:00 ▶ dissuaded from the fight as we have

34:03 ▶ rarely or don't hear too much responses

34:06 ▶ when we have asked some questions, have

34:08 ▶ asked them for timeliness in terms of

34:11 ▶ setting up appointments, setting up

34:13 ▶ meetings. And when we do have meetings,

34:16 ▶ it is oftent times within a 30 or 90

34:19 ▶ minute time frame. As a group who is

34:22 ▶ starting a completely new contract to

34:24 ▶ only be given 90 minutes every month and

34:27 ▶ with that with very little response and

34:30 ▶ movement in setting those meetings when

34:32 ▶ it feels a little disrespectful to our

34:34 ▶ trade as substitute teachers who fill up

34:37 ▶ quite a lot of time. There's over 800 of

34:41 ▶ us as um Rebecca has stated and our

34:46 ▶ presence I believe is important for the

34:48 ▶ quality of students for the quality of

34:50 ▶ teachers livelihoods and also for

34:53 ▶ ourselves. Some of the things that we

34:55 ▶ would ask the district or to the

34:58 ▶ district to commit on is

35:01 ▶ uh if the district would be able to

35:04 ▶ commit to a schedule in meeting us in

35:06 ▶ giving us our due time in sharing our

35:08 ▶ grievances in working collaboratively to

35:11 ▶ have processes that would both make the

35:14 ▶ functioning of substitutes better for

35:15 ▶ the school district and ourselves.

35:18 ▶ The second thing I have to ask of y'all

35:20 ▶ is are if there are certain barriers

35:23 ▶ that make it hard for the admin team to

35:26 ▶ meet with us and if so what those

35:27 ▶ barriers are for us to be aware and how

35:29 ▶ to work with them. Our last thing that I

35:32 ▶ would like to talk about is here are the

35:34 ▶ certain issues that we have been

35:35 ▶ discussing that have been long overdue

35:37 ▶ and having a solution for some of the

35:40 ▶ things that we are wanting to talk about

35:41 ▶ and resolve within our bargaining with

35:44 ▶ the T with the admin is things like due

35:47 ▶ process um issues about our pay raises

35:50 ▶ as we haven't gotten one in the last 5

35:52 ▶ years as other groups have. And the last

35:55 ▶ thing that I would like to talk quickly

35:57 ▶ about is that there's lack of clarity on

35:59 ▶ how we can receive benefits such as

36:01 ▶ health care and retirement. These things

36:04 ▶ are important to keep the retention of

36:05 ▶ substitutes both long-term and short

36:08 ▶ term. Thank you for your time.

36:15 ▶ Thank you everyone uh in person for

36:17 ▶ speaking. We're going to turn to our

36:18 ▶ comments to be read. The first one is

36:20 ▶ from Tara Radliff. to be read. Data

36:23 ▶ sharing item 5.5. Clerk of the board and

36:26 ▶ board members, I urge each and one of

36:28 ▶ you to vote no on consent item 5.5. With

36:31 ▶ the proposed modifications to the PCHDA,

36:35 ▶ you will be effectively taking away

36:37 ▶ parental notification and consent for

36:39 ▶ the health-based issued for health-based

36:42 ▶ issued of school children. Please leave

36:44 ▶ parenting to the parents and education

36:46 ▶ to the school district. Have you

36:48 ▶ properly notified all affected parent

36:49 ▶ all affected parents and guardians of

36:51 ▶ this attempt to take away their

36:52 ▶ notification and consent rights? If you

36:55 ▶ had, you will see an outpouring of

36:56 ▶ outrage. Again, please vote no on

36:58 ▶ consent item 5.5 there. Thank you, Tara

37:01 ▶ Radliff. And next, we have

37:05 ▶ uh Henry Schneiker to be read. Consent

37:07 ▶ item 5.5.

37:09 ▶ TUSD board members, vote no on consent

37:11 ▶ item 5.5, Puma County Department of

37:14 ▶ Health Intergovernmental A uh agreement

37:16 ▶ amendment. The issue here is not The

37:20 ▶ issue here is that only an arbitrary

37:22 ▶ declaration protects the privacy of a

37:24 ▶ student's information. We only have to

37:26 ▶ look at recent history to see the

37:28 ▶ arbitrary, capricious and politically

37:30 ▶ motivated nature of declarations. 34 CFR

37:34 ▶ 99.36

37:36 ▶ is so filled with weasel words and

37:39 ▶ phrases as to only offer this line the

37:41 ▶ slimmest protection easily sidestepped

37:44 ▶ with a declaration. Declarations are

37:47 ▶ typically made under the pretense of an

37:49 ▶ emergency following a quick fear

37:50 ▶ campaign. Terrorized people are easier

37:53 ▶ easier to fool and manipulate. Thanks

37:55 ▶ Henry Schniker parent. And uh Madam

37:58 ▶ President that concludes the call to the

38:00 ▶ audience.

38:01 ▶ >> Thank you Dr. Sha would any member of

38:03 ▶ the governing board like to address any

38:06 ▶ comments made during call to the

38:08 ▶ audience?

38:11 ▶ >> Great. We'll move on. Next is consent

38:14 ▶ agenda. Um

38:16 ▶ items 5.2 through 5.9. Dr. Truhe.

38:20 ▶ >> Yeah. President Extro, governing board

38:22 ▶ members, the administration recommends

38:24 ▶ um that the board uh approve uh consent

38:27 ▶ agenda items as arranged 5.2 to 5.9.

38:32 ▶ Dr. or I mean Mr. Romero.

38:34 ▶ >> Yeah. I'd like to have discussion on 54

38:36 ▶ and 55 before we vote on those.

38:40 ▶ >> Please.

38:41 ▶ >> Do you Okay. So then um do I hear a

38:43 ▶ motion to approve 5.2, 5.3, 5.6, 7, 8,

38:47 ▶ and nine.

38:48 ▶ >> So moved.

38:48 ▶ >> Second.

38:49 ▶ >> The item has been moved and seconded. Um

38:52 ▶ all those in favor say I.

38:53 ▶ >> I. Those opposed? Motion carries. Item

38:57 ▶ 5.4 4 is the approval of the

38:59 ▶ intergovernmental agreement between TU

39:01 ▶ TUSD and the city of Tucson for TUSD to

39:05 ▶ be a subreient of the city of Tucson

39:07 ▶ composting and food waste reduction

39:09 ▶ project.

39:10 ▶ Dr. Tru.

39:12 ▶ >> Yes. Um for item 5.4 um I would like to

39:15 ▶ welcome uh up our um director for food

39:18 ▶ services Lindseay Aguilar to address any

39:21 ▶ questions uh related to the IG. And then

39:24 ▶ on deck we have Dr. GA uh who will be

39:26 ▶ able to address uh any questions or

39:29 ▶ details on the IGA with the Puma County

39:31 ▶ Health Department.

39:34 ▶ >> Good evening. Questions? Mr. Romero?

39:37 ▶ >> Yes. Um so a couple things on the first

39:39 ▶ chart that we talked about, you know, on

39:42 ▶ the agenda 5.4 talks about year one

39:45 ▶ contractual inind total. Um you know,

39:48 ▶ and then looking at the subreient

39:50 ▶ agreement, you know, and it talks about

39:52 ▶ some of the different numbers in here.

39:54 ▶ First of all, what is

39:57 ▶ inind reference to here under both year

40:00 ▶ one and two?

40:01 ▶ >> Yeah. So that in kind for this grant,

40:04 ▶ it's USDA grant through the city of

40:06 ▶ Tucson. Um so we already have a project

40:09 ▶ specialist that is hired on through tsd

40:12 ▶ food services that's currently doing

40:13 ▶ this work in our schools. So that inind

40:16 ▶ contribution is that $12,000 is part of

40:20 ▶ the salary that we're already um covered

40:22 ▶ out of the food service budget. Um that

40:24 ▶ is a requirement for the grant that

40:26 ▶ there's an inind contribution. So we're

40:29 ▶ using um the funds that we're already

40:31 ▶ expending under normal circumstances

40:34 ▶ that supports this grant work.

40:36 ▶ >> Okay. So then under the contractual

40:39 ▶ infringe benefit, so this is a new

40:42 ▶ position then. Is that correct? Right.

40:45 ▶ So, this is supporting additional FTE

40:48 ▶ for that work. And so, we're actually

40:49 ▶ going to be receiving that funds through

40:51 ▶ this grant as a subreient.

40:54 ▶ Okay. So, I'm just trying to figure out

40:56 ▶ other than uh some type of, you know, I

41:00 ▶ guess understanding why we have this

41:03 ▶ even going back into subreient. So, the

41:05 ▶ city of Tucson looks like they're

41:07 ▶ getting a grant awarded of the amount of

41:10 ▶ $368,353

41:13 ▶ under this grant. And in that, the

41:17 ▶ subreient, which is us, we get the uh

41:21 ▶ amount not to exceed uh 66,19860.

41:27 ▶ So, what is the city doing with this

41:29 ▶ extra $32,000ish

41:33 ▶ dollars um of this money? And we're just

41:37 ▶ getting a small portion of this. And I

41:41 ▶ don't know, it looks like we're doing a

41:43 ▶ lot of this work over here. We're only

41:45 ▶ paying for one FTE for a small project.

41:51 ▶ >> Yeah. So, the the city of Tucson, this

41:53 ▶ grant includes a much larger um

41:56 ▶ composting and food waste reduction work

41:58 ▶ throughout the city. Um the components

42:00 ▶ of the grant that are listed in this IG

42:03 ▶ are specific to what activities we're

42:05 ▶ doing at TUSD that aligns with our

42:07 ▶ climate action policy and expanding our

42:10 ▶ composting and food waste reduction

42:11 ▶ efforts. um this is a larger broader uh

42:15 ▶ citywide approach to composting and food

42:18 ▶ waste which is why they're receiving

42:20 ▶ such a large amount of money. This

42:22 ▶ segment is just the specifics to TUSD in

42:25 ▶ our partnership specific to our schools.

42:28 ▶ >> So what other are other school districts

42:31 ▶ being planned on participating in this?

42:34 ▶ Other businesses who else is involved in

42:36 ▶ this $300 and some thou,000?

42:40 ▶ >> Sure. Um I have our project spe special

42:42 ▶ specialist Susan Silverman who um is

42:45 ▶ coordinating uh this grant currently

42:47 ▶ that we have and then this extended

42:49 ▶ grant with the city of Tucson so she can

42:51 ▶ give a bit more insight into the details

42:53 ▶ of what the city's doing.

42:58 ▶ >> Hello. Thank you.

42:59 ▶ >> Nice to see you all. Um so the city of

43:02 ▶ Tucson is sponsoring this grant project

43:06 ▶ for composting and food waste reduction.

43:08 ▶ The last grant that we had that we're

43:09 ▶ just finishing out uh was sponsored by

43:12 ▶ TUSD. We were the sponsor of the grant.

43:15 ▶ Now, that grant uh we were not able to

43:18 ▶ renew it. It's a one-time grant, but

43:20 ▶ we're still able to partner with the

43:22 ▶ city. So, it will be a new initiative

43:24 ▶ involving schools that are not currently

43:27 ▶ composting just to pick up their food

43:30 ▶ waste from the city of Tucson that'll

43:31 ▶ send trucks around to the designated

43:34 ▶ schools to pay for that. So that's our

43:37 ▶ portion of the project. The other

43:38 ▶ partner in the project is Ishkashita

43:40 ▶ Refugee Network uh working with refugees

43:44 ▶ around the community to uh help reduce

43:47 ▶ food waste from the food that they're

43:49 ▶ collecting. So it'll be Ishkoshita, TUSD

43:52 ▶ and the city of Tucson expanding their

43:55 ▶ composting and food waste reduction

43:57 ▶ initiatives at Losalis landfill will be

44:00 ▶ the site that our food waste is going to

44:02 ▶ be going to and then in return will

44:05 ▶ receive compost and mulch from the city

44:07 ▶ which they've already started to do

44:09 ▶ which has been a really wonderful

44:11 ▶ partnership with the city of Tucson.

44:12 ▶ We're very thankful for their their uh

44:15 ▶ involvement in the project and for their

44:17 ▶ taking it up so that they could write

44:19 ▶ another grant and help us continue the

44:21 ▶ project.

44:22 ▶ >> So of the compost and mulch that they're

44:25 ▶ you know we initially help to produce

44:28 ▶ then are these coming back to all our

44:30 ▶ individual schools for their individual

44:32 ▶ gardens and things of that nature.

44:34 ▶ >> Exactly.

44:34 ▶ >> And who else benefits from this compuls

44:37 ▶ and mulching in this program? The

44:39 ▶ Community Gardens of Tucson is a

44:41 ▶ citywide group that been that partners

44:43 ▶ with the city um and o all the other

44:46 ▶ nonprofits and groups that work with the

44:48 ▶ city to receive that compost. I know

44:50 ▶ that they deliver to the city council

44:52 ▶ offices so community members are able to

44:55 ▶ go and pick up finished compost there

44:58 ▶ for their garden needs and often our

45:01 ▶ schools will benefit from that as well.

45:03 ▶ >> Okay. And it looks like this is a 2year

45:06 ▶ commitment. And you had mentioned before

45:08 ▶ we had an old grant where we were doing

45:10 ▶ that. Was that kind of where our inind

45:13 ▶ person came on in or was that something

45:15 ▶ different?

45:16 ▶ >> Yes, that's exactly it.

45:18 ▶ >> Okay.

45:18 ▶ >> The inkind portion came from my salary

45:20 ▶ actually and that is the vision for

45:23 ▶ moving forward and it's 0.25% of of my

45:27 ▶ salary right now.

45:28 ▶ >> Okay. So, as far as any money coming out

45:31 ▶ of TUSD to participate in this, because

45:35 ▶ I know looking at it, you know, our

45:37 ▶ amount was 66,198,

45:40 ▶ which is, you know, the contractual

45:43 ▶ number right over there, then are we

45:45 ▶ just um from TUSD then coming out taking

45:48 ▶ care of the 12,730

45:52 ▶ um um towards your position then? Is

45:55 ▶ that what I'm understanding?

45:57 ▶ >> Yes, that's correct.

45:58 ▶ >> Okay. the 66,000 pays for a compost

46:01 ▶ technical spe compost project specialist

46:04 ▶ that will we've got someone in place

46:06 ▶ right now and he's going to be able to

46:08 ▶ continue for the next two years in that

46:10 ▶ role supporting all of our composting at

46:12 ▶ the schools

46:13 ▶ >> and then just kind of reading through

46:15 ▶ all the different things you know all

46:17 ▶ the different regulations reporting

46:20 ▶ performance evaluation monitoring

46:23 ▶ cooperation etc etc etc etc audits

46:27 ▶ results independ and an audits. There's

46:29 ▶ a lot of things that go along with this.

46:31 ▶ Will whoever we have to fill that

46:34 ▶ position be able to do all of the

46:38 ▶ requirements um that are are required in

46:41 ▶ here with their normal positions or is

46:43 ▶ this also something food services is

46:46 ▶ going to be kind of overseeing to make

46:49 ▶ sure these things are done within our um

46:52 ▶ food services department? food services

46:54 ▶ will be overseeing it and the person in

46:57 ▶ that position right now is currently

46:59 ▶ assisting with all of the required

47:01 ▶ reporting and audits and everything

47:02 ▶ else.

47:03 ▶ >> Okay. And then as far as because it is

47:06 ▶ two years, if we find out it's not

47:09 ▶ working, I I don't remember seeing this.

47:12 ▶ Um what are our options if we needed to

47:14 ▶ get out of this agreement or this of

47:16 ▶ this grant?

47:18 ▶ Do we know?

47:20 ▶ >> I would offh hand I don't specifically

47:22 ▶ know. I'd have to confirm through the

47:24 ▶ agreement, but typically there is um an

47:26 ▶ opt out or some type of notification

47:29 ▶ that we could we could utilize that

47:31 ▶ would have to be approved by the USDA

47:33 ▶ grant because this was submitted as a

47:35 ▶ federal grant application um where the

47:37 ▶ city of Tucson identified all the

47:39 ▶ different partners that are going to be

47:40 ▶ subreients of this grant. Um but

47:42 ▶ typically in those grants there is some

47:44 ▶ type of disclosure if there were to be

47:47 ▶ um something. The idea though is this

47:49 ▶ additional funding is going to con allow

47:51 ▶ us to continue our efforts in increasing

47:54 ▶ the composting initiatives that we have

47:56 ▶ going on across the district.

47:57 ▶ >> So is that Oh go sorry.

47:59 ▶ >> No, that's okay. Um the the 60 um $6,000

48:02 ▶ like Susan stated is going to help

48:04 ▶ continue to pay for the positions that

48:06 ▶ we that we currently have doing this

48:08 ▶ work.

48:09 ▶ >> So then does it look as though that we

48:12 ▶ want to continue this in the future or

48:14 ▶ after that grant goes? Is it something

48:16 ▶ we try to carry on and continue to hold

48:19 ▶ this torch if the grant doesn't come

48:21 ▶ back on through? What's our long-term

48:23 ▶ vision or goals or ideas on this other

48:26 ▶ than our short term of getting compost

48:28 ▶ for our gardens and and for our our

48:31 ▶ school uh facilities? So, the long-term

48:34 ▶ goal is to utilize this grant with the

48:36 ▶ city of Tucson to help build that

48:38 ▶ infrastructure within the city um to

48:41 ▶ allow us for them to pick up the food

48:43 ▶ waste to then turn it into compost

48:46 ▶ because that's something that is a real

48:48 ▶ challenge with trying to collect food

48:50 ▶ wastes throughout the community that can

48:51 ▶ then be turned into something to benefit

48:54 ▶ gardens um and other environmental

48:56 ▶ efforts. So, that is the long-term goal

48:58 ▶ is that this will help create that

48:59 ▶ infrastructure throughout the city of

49:01 ▶ Tucson. And of course within TUSD.

49:04 ▶ >> And I know it's kind of hard to to

49:06 ▶ answer this question, but I'll ask just

49:08 ▶ I'm sure there's been meetings of like

49:10 ▶ said this other 302 uh,000. I know you

49:13 ▶ mentioned one organization that's also

49:16 ▶ going to be helping out and then some

49:18 ▶ city things. Are those those just the

49:22 ▶ three programs that are utilizing this

49:24 ▶ 301 or you know 368,000

49:28 ▶ just those three organizations?

49:31 ▶ I know there's quite a bit more

49:33 ▶ partnerships that the city of Tucson

49:35 ▶ does have that are connected to this

49:37 ▶ work of trying to build that

49:38 ▶ infrastructure um with the food waste

49:40 ▶ collection and working with the Los

49:42 ▶ Riales landfill as well.

49:44 ▶ >> Okay. And I guess just as far as to make

49:47 ▶ sure that um it's beneficial to the

49:50 ▶ school, how is that going to get back to

49:53 ▶ the board to let us know how this grant

49:55 ▶ is working after our first year? Um so

49:58 ▶ we do quarterly reports and so we do

50:01 ▶ post that information on our food

50:03 ▶ service social media uh for our

50:05 ▶ composting project and that is something

50:07 ▶ that we also provide to the grant

50:10 ▶ requirements. So we uh for example weigh

50:12 ▶ the food waste that's being collected

50:14 ▶ across tsd and all of the contributions

50:16 ▶ that that's making to reduce uh food

50:19 ▶ waste. So it is something that is built

50:21 ▶ into the tracking um and data and these

50:24 ▶ the the grant also has that built in to

50:26 ▶ different partners that help analyze

50:29 ▶ that data so that we can report the

50:31 ▶ greater impact um in our community from

50:34 ▶ doing this.

50:35 ▶ >> Okay. And so then currently are we doing

50:37 ▶ then through uh food services the work

50:40 ▶ that you're doing here um before we came

50:43 ▶ into this grant. So do we have record of

50:45 ▶ what you know your department has done?

50:47 ▶ >> Yes. Because this again for me this is a

50:49 ▶ new part that I was not aware that we

50:51 ▶ had a inind you know aspect of this. So

50:54 ▶ I just want to make sure I understand

50:56 ▶ all the intricacies of this.

50:58 ▶ >> Yes, we definitely have that data.

51:00 ▶ >> Okay.

51:00 ▶ >> And happy to share.

51:01 ▶ >> Thank you.

51:02 ▶ >> Miss Dextter.

51:04 ▶ >> Yes, Miss Shaw.

51:05 ▶ >> Uh first I want to uh say good evening

51:08 ▶ and sorry I'm late. My daughter had a

51:10 ▶ volleyball game at McGee. Um I want to

51:13 ▶ thank Mr. Romero for his line of

51:15 ▶ questioning. It's great to hear more

51:16 ▶ about this. um agenda item and um you

51:20 ▶ know I've seen the big pile of mulch at

51:22 ▶ my local park at Dorsy Thompson Park. I

51:25 ▶ know there's one at the WI 3 office as

51:27 ▶ well. I haven't had the opportunity to

51:29 ▶ take a bucket yet and uh grow a garden,

51:32 ▶ but I'm very hopeful that I will one

51:34 ▶ day. Uh with that, do you know how much

51:37 ▶ uh pounds of compost that we generate

51:39 ▶ here from uh TUSD schools?

51:43 ▶ >> I don't know that offhand, but I can get

51:44 ▶ that for you. We do track that.

51:46 ▶ >> It's a significant amount, I assume.

51:48 ▶ >> Yes. And it's been like I this grant,

51:51 ▶ our current composting grant, we're in

51:53 ▶ our sec um second year of it. So, it's

51:55 ▶ it's been something that we've been

51:57 ▶ tracking for the last two years.

51:58 ▶ >> Okay, great. And that is Sorry, I don't

52:01 ▶ have board docs pulled up yet, but

52:03 ▶ that's at how many schools in TUSD?

52:08 ▶ This this last year we worked directly

52:10 ▶ with with 25 of our schools that have

52:13 ▶ school gardens with composting and

52:15 ▶ vermma composting. Um and I I forget the

52:18 ▶ exact amount but it's around 60,000

52:21 ▶ pounds of

52:22 ▶ >> okay

52:22 ▶ >> food waste that we've um composted. I do

52:25 ▶ want to um just interject that um

52:28 ▶ currently in the US we discard

52:32 ▶ approximately 40% of our food waste for

52:35 ▶ food that's produced. Right? So even any

52:38 ▶ impact that we can make on that um is

52:41 ▶ significant in terms of addressing

52:43 ▶ climate change and anything we can do.

52:45 ▶ So this really fits into our climate

52:47 ▶ action plan for TUSD and um we

52:51 ▶ appreciate the board's initiative in in

52:53 ▶ supporting that and feel that this fits

52:55 ▶ right into that.

52:57 ▶ >> Absolutely. Um is there capacity to have

53:00 ▶ this uh at every one of our schools?

53:05 ▶ That would be the ultimate goal that

53:07 ▶ we're building towards. Yes.

53:09 ▶ >> Great. Is there like a dollar amount

53:11 ▶ associated with that that you can just

53:14 ▶ like ballpark?

53:15 ▶ >> I don't have that, but I can tell you

53:17 ▶ with the work that we're doing with the

53:18 ▶ climate action policy um and the company

53:21 ▶ that we're working with that is part of

53:23 ▶ it. That's we'll have some more um

53:25 ▶ realistic figures in terms of what that

53:27 ▶ would entail and the staffing um support

53:30 ▶ for that.

53:30 ▶ >> All right. Thank you.

53:33 ▶ Um, I would just like to say I love

53:35 ▶ seeing the kids compost when I go to

53:37 ▶ different schools. So, I appreciate your

53:40 ▶ work in this and I will move the item.

53:42 ▶ >> I'll second.

53:43 ▶ >> The item has been moved by myself and

53:45 ▶ seconded by Dr. Shaw. All those in favor

53:47 ▶ say I.

53:48 ▶ >> I.

53:48 ▶ >> I. Those opposed. Motion carries. Item

53:52 ▶ 5.5 is uh the approval to amend the

53:55 ▶ current IGA between to USD and Puma

53:58 ▶ County Health Department and establish a

54:00 ▶ data sharing agreement. Dr. Truhe

54:05 ▶ introduce our director for health

54:07 ▶ services uh Dr. Joseph Gau who will uh

54:09 ▶ be available to answer any questions

54:11 ▶ from our board.

54:13 ▶ >> Any questions for Dr. Gau? Mr. Romero.

54:17 ▶ >> Hi. Yeah, thank you. So, um just kind of

54:20 ▶ going over the um intergovernmental

54:24 ▶ agreement amendment. Um one of the

54:26 ▶ things I guess that just sticks out to

54:28 ▶ me which I I again hopefully can help

54:31 ▶ explain it says 2.5 on the second page

54:35 ▶ allowances of personal information

54:37 ▶ sharing secondary to health or safety

54:39 ▶ emergency without parental consent

54:41 ▶ consent. Um and it kind of goes into

54:44 ▶ some issues. One of the um things

54:46 ▶ mentioned was actually brought up at the

54:48 ▶ call to the audience. Um um but what you

54:52 ▶ know anything that says without parental

54:55 ▶ consent um get brings concern not just

54:58 ▶ to me but I know a lot of uh people

55:00 ▶ within our community. Can you explain

55:02 ▶ that um 2.5 to me please?

55:04 ▶ >> Sure. Absolutely. So when we have a

55:08 ▶ outbreak as it is determined through the

55:12 ▶ Puma County Health Department at that

55:15 ▶ particular point we need to track and

55:18 ▶ trace that process of exposure and

55:22 ▶ disease. So in the past and we've

55:25 ▶ learned this from the COVID experience

55:29 ▶ is that the the lack of ability to share

55:35 ▶ information particularly called a line

55:38 ▶ list is what is called in our district

55:42 ▶ is the students who are exposed and then

55:46 ▶ we basically share the contact uh data

55:52 ▶ uh so that the the county may ensure the

55:59 ▶ uh safety of the students and that they

56:01 ▶ get con or they get a

56:04 ▶ a

56:06 ▶ physician followup. So we're sharing

56:10 ▶ data specific to the outbreak uh per the

56:15 ▶ law. We're not

56:18 ▶ any other data that is shared is is

56:25 ▶ purely

56:27 ▶ in in uh in di

56:31 ▶ I

56:34 ▶ identified information. So it it's in

56:37 ▶ large number aggregate basically. So but

56:40 ▶ in this particular case it would be

56:43 ▶ example if we have a student who has

56:47 ▶ confirmed measles in a school we have to

56:50 ▶ act quickly to find all those particular

56:53 ▶ students who are and staff who is not

56:56 ▶ vaccinated accordingly get them out of

56:59 ▶ the school and then we we we have to

57:03 ▶ track all exposures as well. So that's

57:08 ▶ the

57:09 ▶ intent of that uh that ruling in there.

57:16 ▶ >> So I guess I didn't hear under that

57:18 ▶ though without parental consent.

57:21 ▶ >> Yes.

57:22 ▶ >> Why why is this done without parental

57:24 ▶ consent?

57:25 ▶ >> So we

57:28 ▶ when you're dealing with an outbreak, we

57:31 ▶ have time that is not on our side. So

57:35 ▶ what we do, what this

57:39 ▶ particular uh

57:41 ▶ step would allow us to do is to share

57:44 ▶ the actual line list without having to

57:47 ▶ contact every single parent on that

57:50 ▶ particular line list. And then basically

57:52 ▶ the county can

57:57 ▶ follow up with each of those individuals

58:02 ▶ from a

58:04 ▶ a

58:09 ▶ my apologies. My start has been really

58:11 ▶ bad today. So

58:12 ▶ >> you're good. from a

58:15 ▶ public health perspective for that

58:18 ▶ because they do have tools and and and

58:24 ▶ support services that we do not.

58:28 ▶ So the basically it's telling the county

58:32 ▶ this is

58:35 ▶ to the students who are who are ex who

58:39 ▶ have been confirmed as exposed and they

58:43 ▶ follow up with them.

58:47 ▶ >> Okay. So, I guess just even with that um

58:51 ▶ you know explanation

58:53 ▶ um you know just this wording in here uh

58:57 ▶ to to even have anything that mentions

59:00 ▶ that we take it out of TUSD's hands and

59:04 ▶ just gives it over to a government, you

59:07 ▶ know, a county government without

59:10 ▶ parental

59:12 ▶ knowledge of these types of things. um

59:15 ▶ is is very concerning to me that, you

59:18 ▶ know, we would we would even consider

59:20 ▶ doing something uh like that um to our

59:23 ▶ to our parents and and people that are

59:27 ▶ in charge of our students. I know for me

59:29 ▶ personally um well, as you can hear, I'm

59:32 ▶ talking about it right now, it it would

59:34 ▶ throw up a red flag um on that. Is Puma

59:39 ▶ County Health requesting this from all

59:42 ▶ the school districts? Do you know

59:45 ▶ >> that? So all I can speak for

59:49 ▶ is our district. So but I can tell you

59:54 ▶ with the current staffing model that

59:57 ▶ school health has with the current

1:00:00 ▶ full-time equivalent that we have in

1:00:02 ▶ school nurses, the contact tracing

1:00:06 ▶ requirements, the followup.

1:00:10 ▶ So one would need if there's an outbreak

1:00:13 ▶ that really puts a big strain on the

1:00:16 ▶ staffing

1:00:18 ▶ uh to to do all that work if we can't

1:00:22 ▶ share that data. So the alternative is

1:00:26 ▶ is we can continue to to support that

1:00:32 ▶ but we need more personnel who are

1:00:34 ▶ licensed in schools. Right now we have a

1:00:38 ▶ very uh

1:00:40 ▶ limited amount of staffing who are

1:00:43 ▶ licensed personnel that float between

1:00:46 ▶ multiple schools. So they may not even

1:00:49 ▶ be at that that school where the

1:00:52 ▶ outbreak is occurring. So we

1:00:56 ▶ not only so is this intended to increase

1:01:01 ▶ data sharing to get content experts who

1:01:04 ▶ are who who are capable of guiding us in

1:01:07 ▶ that particular event but it's also to

1:01:11 ▶ help reduce burden on that too because

1:01:14 ▶ during COVID we were tracking

1:01:17 ▶ contact

1:01:19 ▶ uh constantly but we did have support

1:01:23 ▶ staff

1:01:24 ▶ to help us in that process as well. And

1:01:28 ▶ since those funds have gone, there is no

1:01:31 ▶ uh so we're preandemic at this point.

1:01:36 ▶ So, so it looks like this actually just

1:01:38 ▶ might be an overview for a if another

1:01:43 ▶ situation similar to a COVID situation

1:01:46 ▶ happens where we don't have the staff to

1:01:48 ▶ take care of those things. Wouldn't it

1:01:50 ▶ be a better option to have something as

1:01:53 ▶ opposed to giving it to Puma County if

1:01:55 ▶ we don't have the proper staff to be

1:01:57 ▶ able to have something um within you

1:02:01 ▶ know uh our budget somewhere you know um

1:02:03 ▶ I'm sure there's something that Ricky

1:02:05 ▶ can find if we need to outsource

1:02:07 ▶ something to help us with these versus

1:02:11 ▶ handing over the keys to Puma County

1:02:14 ▶ whenever they feel that something comes

1:02:16 ▶ up and now we we basically give them the

1:02:20 ▶ rights of our parents to do that. I

1:02:22 ▶ think it would be more advantageous to

1:02:24 ▶ earn the trust of our parents um to say

1:02:27 ▶ if a situation happens again, we will at

1:02:30 ▶ that point outsource to get the amount

1:02:32 ▶ of people we need to help us within the

1:02:34 ▶ district and not bypass, you know, their

1:02:37 ▶ their consent. I didn't know if that's

1:02:40 ▶ another option that we've looked at or

1:02:42 ▶ not or if this is because it's all been

1:02:44 ▶ proposed and it's not been, you know,

1:02:46 ▶ looked at in a different way. So, it's

1:02:49 ▶ important to know that that we're not

1:02:50 ▶ giving the keys over to anybody. What

1:02:53 ▶ we're doing here is we're we're giving

1:02:56 ▶ information

1:02:58 ▶ to an approved public health government

1:03:01 ▶ agency that supports our county.

1:03:04 ▶ So, what that means is

1:03:08 ▶ I don't diagnose. My my nursing staff

1:03:12 ▶ does not diagnose. a health care

1:03:14 ▶ provider who is licensed to diagnose is

1:03:17 ▶ the ones who make those decisions. What

1:03:20 ▶ was happening in the past is we need

1:03:23 ▶ support from content experts that are

1:03:28 ▶ provider-based that can help guide the

1:03:31 ▶ next step to these particular things.

1:03:34 ▶ All this is saying is we're going to

1:03:37 ▶ share aggregate data so that we can

1:03:41 ▶ build better programs to support our

1:03:44 ▶ students and the Tucson

1:03:47 ▶ community at large which a school

1:03:50 ▶ district is the biggest public health

1:03:53 ▶ entity available to us. All right.

1:03:57 ▶ Number two, all this provides is when

1:04:01 ▶ there is a designated outbreak as per

1:04:04 ▶ the rule here, it's a public health

1:04:08 ▶ issue. All right? Then we share the the

1:04:12 ▶ line list that of the individuals who

1:04:15 ▶ are impacted so that we can connect them

1:04:18 ▶ with the services and help that is

1:04:20 ▶ needed for public safety and to stop the

1:04:23 ▶ outbreak. That's all this is saying.

1:04:27 ▶ Yeah. And and I appreciate that that

1:04:30 ▶ great explanation, you know. So I I do

1:04:32 ▶ appreciate that. I think the only thing

1:04:34 ▶ against my reservation is possibly the

1:04:37 ▶ language. The way that you've explained

1:04:38 ▶ it makes a lot more sense than as what

1:04:41 ▶ somebody else might take it in the

1:04:43 ▶ language over here. So Dr. G, thank you

1:04:45 ▶ very much for your explanation. I

1:04:47 ▶ appreciate it.

1:04:47 ▶ >> You're welcome.

1:04:48 ▶ >> Dr. Shaw,

1:04:48 ▶ >> I'll move the item.

1:04:50 ▶ >> I'll second.

1:04:50 ▶ >> Miss Shaw, uh Dr. G.

1:04:55 ▶ This reminds me of, you know, of course,

1:04:58 ▶ the COVID times and the issue that we

1:05:00 ▶ had when there were outbreaks at our

1:05:03 ▶ schools and the Puma County Health

1:05:05 ▶ Department was slow to react to the data

1:05:08 ▶ that we provided them and did not call

1:05:10 ▶ it an outbreak and we weren't able to

1:05:12 ▶ close down schools. Does this give all

1:05:16 ▶ the power to the health department to do

1:05:18 ▶ that?

1:05:20 ▶ So we are giving the power to the

1:05:23 ▶ content experts that are able to make

1:05:26 ▶ that determination.

1:05:29 ▶ >> But

1:05:30 ▶ certain school sites who know like we

1:05:33 ▶ have 40% of staff out. We have a huge

1:05:36 ▶ amount of students out and we have to

1:05:38 ▶ wait a week or two for the county health

1:05:40 ▶ department to react.

1:05:42 ▶ >> This is my concern.

1:05:44 ▶ So, I understand that concern, but my

1:05:49 ▶ health services department does not have

1:05:52 ▶ the ability to make those determinations

1:05:55 ▶ and we can't speak for

1:06:00 ▶ the

1:06:03 ▶ capabilities of the county, right? So

1:06:07 ▶ all we can do is build a system where we

1:06:11 ▶ can get the maximum partnership as we

1:06:14 ▶ possibly can. And this potentially could

1:06:19 ▶ open up other doors to maybe developing

1:06:23 ▶ a deeper partnership in a way where

1:06:26 ▶ where perhaps we get resources that are

1:06:30 ▶ are are created specifically for our

1:06:33 ▶ school district. Don't know how that

1:06:36 ▶ would look, but that opens a door to

1:06:39 ▶ that. But you can't go after

1:06:42 ▶ uh larger grants of that sort or or

1:06:48 ▶ some alternative funding sources if we

1:06:50 ▶ can't share data in that capacity.

1:06:54 ▶ >> Right. Yeah. I mean I'm okay with

1:06:57 ▶ sharing the nonidentifiable data and in

1:07:00 ▶ many ways also the identifying data if

1:07:02 ▶ needed. I'm just concerned that

1:07:06 ▶ when you have information between

1:07:09 ▶ different jurisdictions and there's an

1:07:12 ▶ emergency happening that it creates a

1:07:16 ▶ vacuum where we can't react as quickly

1:07:18 ▶ as we need to.

1:07:19 ▶ >> So I can perhaps offer you um a change

1:07:25 ▶ that has happened. So since the

1:07:28 ▶ pandemic, we have restructured health

1:07:32 ▶ services where we have a cabinet of

1:07:35 ▶ expert nurse leaders now who meet very

1:07:39 ▶ regularly and one of them is a a disease

1:07:43 ▶ nurse who works directly

1:07:48 ▶ between us and the county. So we're

1:07:50 ▶ talking all the time now. In the past,

1:07:52 ▶ that wasn't always the case, but our

1:07:56 ▶ partnership and and our relationship and

1:08:00 ▶ needs have really grown together. So, I

1:08:04 ▶ think it'll probably

1:08:07 ▶ it's probably a more positive experience

1:08:10 ▶ today than it has many years ago.

1:08:14 ▶ >> Right.

1:08:16 ▶ Okay. Um and then I notice well on

1:08:21 ▶ number 2.5 it says PCHD will make the

1:08:24 ▶ determination of outbreak under this

1:08:26 ▶ provision. Yes.

1:08:27 ▶ >> Uh but there's no definition of what

1:08:29 ▶ what an outbreak is. Is that because

1:08:31 ▶ it's case by case basis?

1:08:33 ▶ >> Yes. because um it's not only case by

1:08:38 ▶ case but it's also like uh it's

1:08:44 ▶ varied from one condition to another.

1:08:48 ▶ Right? So, one disease would have an

1:08:52 ▶ outbreak score of a of a of a certain

1:08:56 ▶ number or or uh or or

1:09:02 ▶ involvement

1:09:04 ▶ uh

1:09:06 ▶ a p

1:09:10 ▶ or a certain stated

1:09:17 ▶ stated percentage by the actual disease

1:09:21 ▶ factor. Others do not. So, it's

1:09:24 ▶ completely

1:09:26 ▶ uh

1:09:29 ▶ case by case basis really.

1:09:31 ▶ >> Okay. Thank you. And then uh Mr. Ross or

1:09:34 ▶ Dr. Trujill, we still have that matrix

1:09:37 ▶ that we created right for certain health

1:09:40 ▶ um emergencies. Can you speak to that

1:09:43 ▶ real quick?

1:09:45 ▶ that that has not changed since the

1:09:46 ▶ board took governing board action on

1:09:49 ▶ that matrix.

1:09:50 ▶ >> All right. So,

1:09:54 ▶ okay.

1:09:56 ▶ And then Mr. Ross, can you speak to 34

1:10:00 ▶ CFR 999.36?

1:10:02 ▶ That's a federal like FURPA.

1:10:06 ▶ >> Yes, governor board members. That is

1:10:07 ▶ furpa. And that provision in that IG

1:10:11 ▶ amendment is merely a recognition of the

1:10:13 ▶ law which says that if there is uh

1:10:17 ▶ that's one of the conditions of

1:10:20 ▶ disclosing education information without

1:10:22 ▶ parental consent is health and safety

1:10:25 ▶ emergency and that's the citation there.

1:10:27 ▶ So that that provision is recognizing

1:10:29 ▶ that despite the fact that the amendment

1:10:32 ▶ is talking about deidentified

1:10:34 ▶ and you know that that and aggregate

1:10:36 ▶ information

1:10:38 ▶ There's still furpa that says that if

1:10:40 ▶ there is a health and safety emergency,

1:10:42 ▶ then um

1:10:45 ▶ identifiable student information can be

1:10:46 ▶ shared under federal law.

1:10:48 ▶ >> Okay. Thank you.

1:10:51 ▶ >> Any other questions? Dr. G, I just have

1:10:55 ▶ a a comment. Um would you or a question

1:10:59 ▶ and a comment? Would you say that the

1:11:00 ▶ Puma County Health Department um has

1:11:03 ▶ learned quite a bit from COVID and their

1:11:06 ▶ contact tracing? And so if another

1:11:08 ▶ outbreak were to happen of that

1:11:10 ▶ magnitude, they have all of the tools in

1:11:12 ▶ their boxes to not start over, but to go

1:11:16 ▶ ahead and move forward, not in the way

1:11:18 ▶ that they did before, because they have

1:11:20 ▶ learned from what they um did in the

1:11:24 ▶ past.

1:11:26 ▶ So, number one, I can't speak for the

1:11:29 ▶ county, but I can uh

1:11:33 ▶ the world of public health, I think, has

1:11:37 ▶ learned a lot in the pandemic. And you

1:11:40 ▶ have to understand, too, that uh that

1:11:46 ▶ there was a lot of variables that played

1:11:48 ▶ into that pandemic, right? And and so

1:11:53 ▶ one thing that did speak uh very well is

1:11:57 ▶ is that the county, if I

1:12:01 ▶ do recall correctly, they were

1:12:04 ▶ nationally recognized as being a a model

1:12:09 ▶ for in in certain

1:12:12 ▶ uh

1:12:14 ▶ levels of how they

1:12:17 ▶ did respond to that pandmic. mic, right?

1:12:21 ▶ So, so the county will have the same

1:12:26 ▶ challenges, right, as we all do, right?

1:12:30 ▶ But I can tell you through through our

1:12:35 ▶ partnerships since the pandemic, it has

1:12:38 ▶ been a a very positive experience and

1:12:42 ▶ and we are building toolkits and and and

1:12:47 ▶ practices together so that when that

1:12:51 ▶ next um happens,

1:12:54 ▶ we're in a much stronger state of

1:12:58 ▶ of

1:13:00 ▶ preparedness at this point.

1:13:02 ▶ >> And as someone who worked um during the

1:13:05 ▶ pandemic for the county at u with the

1:13:10 ▶ health department trying to get

1:13:11 ▶ information out to communities, I will

1:13:14 ▶ say that they have learned a lot and

1:13:17 ▶ um you know I have put other faith in

1:13:21 ▶ the fact that they care about this

1:13:22 ▶ community and this school district. So I

1:13:25 ▶ will call to the question. Um all those

1:13:27 ▶ in favor say I.

1:13:28 ▶ >> I

1:13:29 ▶ >> I. Those opposed.

1:13:30 ▶ >> Oppos.

1:13:31 ▶ >> Uh the item passes 4 to one. Thank you,

1:13:34 ▶ Dr. G.

1:13:34 ▶ >> All right. Thank you.

1:13:36 ▶ >> Uh next is um 6.1 governing board

1:13:40 ▶ expenditure expenditure priorities for

1:13:42 ▶ the budget advisory committee for fiscal

1:13:45 ▶ year 27.

1:13:46 ▶ >> President members of the governing

1:13:48 ▶ board. Um, one of the major functions of

1:13:50 ▶ the board is to determine the specific

1:13:53 ▶ or potential expenditure priorities that

1:13:56 ▶ you would like to assign to your

1:13:57 ▶ appointed committee charged with making

1:13:59 ▶ budgetary recommendations, budgetary

1:14:01 ▶ advisory committee. Uh, we want to get

1:14:04 ▶ that item ready to go for you so you can

1:14:06 ▶ make those determinations at tonight's

1:14:09 ▶ meeting. As we do have our September

1:14:11 ▶ meeting, I think coming up in a couple

1:14:12 ▶ of days, we want to be ready to go. So,

1:14:15 ▶ I've invited our uh chief uh operations

1:14:18 ▶ officer, Mr. Hernandez, uh to take us

1:14:20 ▶ through just where the committee landed

1:14:22 ▶ last year. And as always, the

1:14:25 ▶ administration, we always bring our

1:14:26 ▶ ideas to the table. Not to say that the

1:14:29 ▶ board will accept them or not have any

1:14:31 ▶ of your own, but we always like to put

1:14:33 ▶ ours in for consideration as well. Mr.

1:14:35 ▶ Hernandez,

1:14:36 ▶ >> thank you. Um the COO is the sunevil,

1:14:39 ▶ the CFO is the wildat.

1:14:45 ▶ Hu is Hu can hear me. So,

1:14:49 ▶ uh

1:14:50 ▶ >> yeah, sorry. Uh so, good evening board

1:14:53 ▶ members. Uh so, yeah, this these are our

1:14:55 ▶ Dr. these are our recommendations to you

1:14:58 ▶ on priorities for the budget for fiscal

1:15:00 ▶ year 27 for the budget advisory

1:15:02 ▶ committee. Um budget advisory is

1:15:05 ▶ actually scheduled to meet for the first

1:15:06 ▶ time tomorrow. Uh so, it's very timely

1:15:10 ▶ that we that we get these in front of

1:15:11 ▶ you. But uh before we move into fiscal

1:15:14 ▶ year 27, these were the priorities that

1:15:16 ▶ you all approved for the BAC to discuss

1:15:18 ▶ for fiscal year 26. So, uh, they went

1:15:21 ▶ over summer school, um, specifically,

1:15:24 ▶ you know, looking at the academic

1:15:26 ▶ benefit of the program, how we fund it

1:15:28 ▶ beyond the 2425 school year, looking at

1:15:31 ▶ admin positions like, uh, specifically

1:15:33 ▶ assistant principles at schools, uh,

1:15:36 ▶ reviewing the student fee schedules, and

1:15:39 ▶ also looking at PE and fine arts teacher

1:15:41 ▶ positions across the district. um when

1:15:44 ▶ the committee came to you in February,

1:15:47 ▶ these were the recommendations uh that

1:15:49 ▶ they brought forth to you. So, summer

1:15:51 ▶ school um they asked that we prioritize

1:15:54 ▶ transitional years

1:15:56 ▶ uh over other types of summer school

1:15:58 ▶ programs knowing that we will not have

1:16:00 ▶ access to the same levels of funding

1:16:02 ▶ like we did in prior years.

1:16:04 ▶ administrative positions uh specifically

1:16:07 ▶ around assistant principles. The

1:16:09 ▶ recommendation was to create a

1:16:10 ▶ comprehensive rubric to review

1:16:12 ▶ allocations of APS across schools. Uh

1:16:15 ▶ because currently under formula, we have

1:16:17 ▶ several schools whose enrollments have

1:16:20 ▶ fallen before below formula to keep APS.

1:16:23 ▶ But due to the kind of the complex

1:16:24 ▶ nature of that position, the committee

1:16:26 ▶ wanted to look at, you know, looking at

1:16:28 ▶ other factors as well as having

1:16:30 ▶ departments look at comprehensive review

1:16:33 ▶ of potential budget cuts to help sustain

1:16:35 ▶ some AP positions if possible. Uh they

1:16:38 ▶ recommended keeping the existing student

1:16:40 ▶ fee schedule, so no changes to the fee

1:16:42 ▶ schedule uh that was adopted uh earlier

1:16:45 ▶ this summer. Um and also maintaining all

1:16:48 ▶ existing funding levels for fine arts

1:16:49 ▶ teachers, for PE teachers at high

1:16:51 ▶ schools, and trying to figure out

1:16:53 ▶ partnerships and other ways to fund

1:16:55 ▶ those PE teachers um at K8 levels. Uh

1:16:58 ▶ one of those is uh is currently embedded

1:17:00 ▶ into the override is PE teachers in the

1:17:02 ▶ K8 uh schools.

1:17:05 ▶ So for fiscal year 27, we have three

1:17:08 ▶ priorities that uh that we're currently

1:17:11 ▶ recommending. I brought my notepad in

1:17:13 ▶ case there's more or less that you want

1:17:15 ▶ to do. But uh first one is the

1:17:17 ▶ centralization of title one. So

1:17:19 ▶ currently uh the way that we the

1:17:22 ▶ district receives about $25 million in

1:17:25 ▶ title one dollars title one allocations

1:17:26 ▶ every year. Um we distribute about 70%

1:17:30 ▶ of that money directly to the title one

1:17:32 ▶ schools. We retain about 30% centrally

1:17:36 ▶ most of it for mandatory set aides.

1:17:38 ▶ There are certain requirements that the

1:17:39 ▶ federal law requires us to spend Title

1:17:41 ▶ One dollars on and those are maintained

1:17:44 ▶ centrally. School improvement programs,

1:17:47 ▶ private schools, family engagement,

1:17:49 ▶ preschool, for example. Um, and so we've

1:17:53 ▶ seen other school districts, Mesa Public

1:17:56 ▶ Schools specifically, who've kind of

1:17:57 ▶ done the opposite. they use the dollars

1:18:01 ▶ more centrally for district-wide

1:18:02 ▶ initiatives that benefit the entire set

1:18:05 ▶ of title one schools or the entire

1:18:07 ▶ district and a smaller allocation going

1:18:09 ▶ to the schools for kind of school-based

1:18:11 ▶ initiatives. And so the idea is to is

1:18:14 ▶ there a way for us to look at trying to

1:18:16 ▶ follow a model to more effectively and

1:18:18 ▶ efficiently use title one dollars in

1:18:21 ▶ order to fund district-wide priorities

1:18:23 ▶ that would benefit the entire set of

1:18:25 ▶ schools. um versus kind of what we've

1:18:28 ▶ got today which is you know essentially

1:18:30 ▶ all but two schools receiving an

1:18:31 ▶ allocation and they each do everything

1:18:34 ▶ differently according to their uh

1:18:36 ▶ instructional improvement plan. Um the

1:18:38 ▶ next one is the an attendance initiative

1:18:40 ▶ funding. So one of the things that we've

1:18:43 ▶ obviously discussed in in addition to

1:18:44 ▶ enrollment is talking about improving

1:18:46 ▶ attendance rates at our schools. And so

1:18:49 ▶ currently our schools most title one

1:18:52 ▶ schools have a school committee liaison

1:18:53 ▶ position. Um this tends to be kind of

1:18:55 ▶ like your community and family

1:18:56 ▶ engagement position at your school

1:18:58 ▶ campuses. And then they all have an

1:19:00 ▶ attendance tech or a registar. I mean

1:19:03 ▶ these are people who I mean they do

1:19:04 ▶ exactly that. They maintain attendance

1:19:06 ▶ records, registration records for the

1:19:08 ▶ students that enroll on those campuses.

1:19:10 ▶ One of the functions of those attendance

1:19:12 ▶ texts and registars is to follow up on

1:19:15 ▶ reports that are provided through

1:19:16 ▶ synergy which is our student information

1:19:18 ▶ system to principles to say here's a

1:19:20 ▶ pattern of students who are missing

1:19:22 ▶ multiple days. students who may already

1:19:25 ▶ be eligible because they haven't been

1:19:26 ▶ here for 10 days and should be dropped.

1:19:29 ▶ Looking at a variety of attendance data,

1:19:32 ▶ what we're not what we haven't been

1:19:33 ▶ doing is trying to deploy resources to

1:19:36 ▶ catch those kids before it gets to a

1:19:38 ▶ point where they have to be dropped,

1:19:40 ▶ right? Where the school community

1:19:41 ▶ liaison can then work with the

1:19:43 ▶ attendance tech to say, hey, you know,

1:19:45 ▶ this student, you know, student A has

1:19:48 ▶ missed four consecutive days unexcused.

1:19:50 ▶ We haven't heard from mom or dad. The

1:19:52 ▶ school community liaison can then engage

1:19:54 ▶ with the family to say, "Hey, what's

1:19:56 ▶ going on? Is it a transportation issue?

1:19:58 ▶ Is it a you need a uniform, you know,

1:20:01 ▶ connect you with the clothing bank? Do

1:20:02 ▶ you need medical services?" Something

1:20:04 ▶ where that's community leaison can be

1:20:06 ▶ the partner for those families so that

1:20:09 ▶ those students can then become

1:20:10 ▶ re-engaged before it's too late. Go

1:20:13 ▶ ahead.

1:20:15 ▶ Yeah, I want to jump in here because in

1:20:18 ▶ November the board's going to get a more

1:20:19 ▶ comprehensive uh three strategy approach

1:20:22 ▶ to attendance and truency interruption

1:20:24 ▶ and credit currency prevent credit

1:20:27 ▶ deficiency prevention. up. We know that

1:20:29 ▶ there's a financial aspect to this and

1:20:31 ▶ our ask is at least to have budget

1:20:34 ▶ advisory look at it because one of our

1:20:36 ▶ key learnings as we interfaced with

1:20:38 ▶ other districts around the state uh a

1:20:40 ▶ week ago at at the uh truency and

1:20:42 ▶ absenteeism conference is the absence of

1:20:46 ▶ school level outreach teams personally

1:20:49 ▶ connecting with families

1:20:51 ▶ really exacerbates absenteeism and

1:20:53 ▶ truency. And so if we can look at

1:20:56 ▶ pivoting uh our school community

1:20:59 ▶ liaison, I'm not saying that the work of

1:21:01 ▶ organizing events is not important. It

1:21:03 ▶ is, but actually pivoting the bulk of

1:21:06 ▶ their work to the outreach of getting in

1:21:09 ▶ touch with families, especially at the

1:21:10 ▶ elementary level, to get them back into

1:21:12 ▶ school and to really connect them to the

1:21:15 ▶ resources that might be or the lack of

1:21:17 ▶ resources that might be contributing to

1:21:19 ▶ the absenteeism. we can really look at

1:21:22 ▶ an easy return on investment because you

1:21:24 ▶ would just look at your attendance

1:21:25 ▶ numbers, right? So, we would connect it

1:21:27 ▶ to that. But that's our our ask, you

1:21:29 ▶ know, in terms of of at least having

1:21:31 ▶ budget advisory look at that.

1:21:33 ▶ >> Yeah. Um and and as I mentioned in in

1:21:35 ▶ the other one, um there is a component

1:21:38 ▶ that the board committed to in the

1:21:40 ▶ override to try to fund a portion of

1:21:42 ▶ this initiative, but certainly um as Dr.

1:21:44 ▶ Thruhill mentioned, the budget advisory

1:21:46 ▶ committee would be welcome to to take a

1:21:48 ▶ look at this a little bit deeper. And

1:21:49 ▶ then finally, um resource deployment

1:21:52 ▶ criteria for schools. Uh basically a

1:21:54 ▶ fancy way of saying how can we improve

1:21:57 ▶ um or do better in terms of how we

1:21:59 ▶ allocate resources, be they positions or

1:22:02 ▶ operational dollars to schools that

1:22:04 ▶ don't just account for student

1:22:06 ▶ enrollment. Right now, the basis for a

1:22:08 ▶ lot of what we do, teaching positions,

1:22:10 ▶ school supplies, you know, janitorial

1:22:13 ▶ supplies, everything under kind of under

1:22:15 ▶ the sun, seriously, is managed based on

1:22:19 ▶ how many kids you've got on your campus.

1:22:21 ▶ Um, but sometimes what we're finding is

1:22:24 ▶ that schools that are smaller compared

1:22:26 ▶ to schools that are bigger have

1:22:28 ▶ essentially the same types of resources

1:22:30 ▶ as bigger schools. There's kind of

1:22:31 ▶ questions about inequities. There's also

1:22:34 ▶ questions around efficiency, right? Is

1:22:35 ▶ this the most efficient way to be

1:22:37 ▶ allocating resources around positions or

1:22:40 ▶ deploying other resources around

1:22:42 ▶ operations? And so, are there other

1:22:44 ▶ aspects to the funding formula that we

1:22:47 ▶ can look at besides student enrollment

1:22:49 ▶ um as a way to deploy dollars to

1:22:51 ▶ schools?

1:22:53 ▶ >> Yes, Dr. Trio.

1:22:57 ▶ This is a this is a tough one and I know

1:22:59 ▶ people watching this right now there's

1:23:01 ▶ passion points around this. Uh but we

1:23:05 ▶ have to start looking at at least the

1:23:08 ▶ critical question of are we deploying

1:23:10 ▶ our resources in the most equitable way.

1:23:14 ▶ Right now there are aspects of our

1:23:17 ▶ staffing and support that every school

1:23:19 ▶ gets a position no matter what. You can

1:23:23 ▶ be a school of 300. You can be a school

1:23:25 ▶ of 700 and you'll get one of this

1:23:29 ▶ particular position. But what if you

1:23:31 ▶ have a school that demonstrates a

1:23:33 ▶ stronger need? They have a higher

1:23:35 ▶ percentage of XED. They have a higher

1:23:38 ▶ percentage of English language learners.

1:23:40 ▶ They need more intensive support. Should

1:23:43 ▶ not they receive more of that particular

1:23:45 ▶ resource? So we we do that basically

1:23:48 ▶ throughout our staffing models. And then

1:23:51 ▶ you also have the staffing just based

1:23:53 ▶ off of numeric. And so we felt like it

1:23:56 ▶ might be a good starting point to have

1:23:58 ▶ budget advisory really start to take a

1:24:00 ▶ look at how we staff and if we should

1:24:03 ▶ look at more of a needs-based develop

1:24:06 ▶ criteria for how we deploy resources.

1:24:10 ▶ Everything from reading and math

1:24:11 ▶ interventionists to um to counselors to

1:24:15 ▶ social workers. How are we distributing

1:24:18 ▶ those resources that isn't just tied to

1:24:20 ▶ a specific numeric? That's been a long

1:24:23 ▶ controversial kind of uh topic here in

1:24:25 ▶ TUSD, but I think given the financial

1:24:28 ▶ challenges that not just TUSD but public

1:24:30 ▶ schools are going to be facing and where

1:24:32 ▶ resources are going to be a little bit

1:24:34 ▶ more finite, we're probably going to

1:24:36 ▶ have to take this on and and look at

1:24:38 ▶ alternative staffing models. So that's

1:24:39 ▶ why we brought this one to the table.

1:24:41 ▶ >> Yeah.

1:24:43 ▶ >> So those are the three recommended

1:24:44 ▶ priorities. just to kind of go over uh

1:24:46 ▶ the current status of the committee. Um

1:24:48 ▶ so there are currently six vacant

1:24:50 ▶ positions um on the budget advisory

1:24:52 ▶ committee. Most recently we had the

1:24:54 ▶ departure of Stacy Gist who was the

1:24:56 ▶ principal at Valencia Middle School. Um

1:24:59 ▶ as a reminder uh budget advisory

1:25:01 ▶ committee members have to be affiliated

1:25:02 ▶ with the district. There are some uh

1:25:05 ▶ categories that would disqualify people.

1:25:08 ▶ Um but all in all, it's it's pretty

1:25:10 ▶ open-ended in terms of the affiliation

1:25:11 ▶ with the district. Uh the board office

1:25:14 ▶ did receive three applications earlier

1:25:16 ▶ this year. They were incomplete. They've

1:25:18 ▶ followed up with them. Uh they're

1:25:20 ▶ waiting for some responses. We have had

1:25:22 ▶ other applicants and so this is kind of

1:25:24 ▶ an ongoing process. Um I have the link

1:25:28 ▶ on the on the presentation if you know

1:25:29 ▶ if anybody out in the community wants to

1:25:31 ▶ click on that and look at the

1:25:32 ▶ application. Like I said, the committee

1:25:34 ▶ is scheduled to meet tomorrow for the

1:25:36 ▶ first time just mostly to do

1:25:38 ▶ housekeeping, set up their schedule,

1:25:39 ▶ kind of figure out like how they want to

1:25:41 ▶ tackle this. Um, these are three pretty

1:25:43 ▶ meaty topics. Um, and as you can see,

1:25:46 ▶ these are the current members of, uh,

1:25:49 ▶ the committee. Uh, you renewed several

1:25:51 ▶ of them last fall. Um, and but we are

1:25:54 ▶ still looking for six more qualified

1:25:57 ▶ individuals to participate with the

1:25:58 ▶ budget advisory committee. So, with

1:26:01 ▶ that, I will take your questions.

1:26:03 ▶ >> Uh, governing board members, who wants

1:26:05 ▶ to go first?

1:26:08 ▶ Dr. Shaw.

1:26:10 ▶ Right. Thank you, President Extra, and

1:26:12 ▶ thank you for the presentation and for

1:26:14 ▶ um all the ideas. Um you I think it's

1:26:16 ▶ really timely to address some of these

1:26:18 ▶ things regardless of what happens with

1:26:20 ▶ the override. If override passes,

1:26:23 ▶ um as we looked at the the numbers, the

1:26:25 ▶ $45 million, it goes really quickly with

1:26:27 ▶ how big our district is. Uh and if the

1:26:30 ▶ override passes, we want to make sure

1:26:31 ▶ we're using that money in the most

1:26:33 ▶ effective way to really address the

1:26:35 ▶ promises that we made to our community

1:26:37 ▶ uh to get it passed. now but over a

1:26:39 ▶ dozen pass then it's going to be even

1:26:41 ▶ more important to make sure we're

1:26:42 ▶ utilizing those res very limited

1:26:44 ▶ resources that we have uh in the most

1:26:46 ▶ effective way. So I I I think it's a

1:26:48 ▶ great time to start talking about some

1:26:50 ▶ of this resource allocation uh with this

1:26:52 ▶ budget advisory committee to help uh

1:26:55 ▶ ensure that with or without the override

1:26:56 ▶ that all the funding is going to the

1:26:58 ▶ best way to the the schools that need it

1:27:00 ▶ to the distributed and and resources so

1:27:03 ▶ that the schools can really utilize it

1:27:05 ▶ effectively.

1:27:08 ▶ Extram.

1:27:08 ▶ >> Yes, Michelle.

1:27:09 ▶ >> Thank you for your presentation. Um, I

1:27:12 ▶ do like all of the recommended

1:27:14 ▶ priorities. Um, but a couple others that

1:27:18 ▶ I would like to suggest to see if the

1:27:20 ▶ board is is interested is uh see if we

1:27:23 ▶ can get or how much it would be for a

1:27:27 ▶ garden at every school. And uh

1:27:30 ▶ composting. I know we kind of have a a

1:27:33 ▶ consultant working on the composting as

1:27:36 ▶ of now, but um I think every every

1:27:40 ▶ school deserves a garden.

1:27:48 ▶ >> Was that it, Michelle?

1:27:50 ▶ >> Okay, go ahead, Mr. Romero. So going

1:27:53 ▶ back to talking about attendance

1:27:55 ▶ initiative funding um talking about

1:27:56 ▶ deploying resources

1:27:58 ▶ stronger synergy between school

1:28:00 ▶ community liaison

1:28:02 ▶ um and and taking more of as opposed to

1:28:05 ▶ setting up events more towards you know

1:28:07 ▶ the attendance aspect of it. Do we have

1:28:12 ▶ any type of data showing based on

1:28:14 ▶ schools because I know every not every

1:28:16 ▶ school has a community liaison or

1:28:18 ▶ someone that's kind of in that role of

1:28:22 ▶ the job that they're doing that ties

1:28:25 ▶ into their attendance um for those

1:28:28 ▶ schools. Do we know?

1:28:31 ▶ >> Yes, Dr. Trillo.

1:28:34 ▶ So really

1:28:35 ▶ >> the only we don't have any school level

1:28:38 ▶ teams that actually meet and crunch

1:28:41 ▶ attendance data and identify trends and

1:28:44 ▶ go and engage families. That is a first

1:28:46 ▶ level strategy that districts utilize

1:28:49 ▶ that are more successful in reducing

1:28:51 ▶ absenteeism which is why we see bullet

1:28:53 ▶ number two. But what exists right now is

1:28:56 ▶ we have kind of a bare minimum which we

1:28:58 ▶ have an attendance tech and those folks

1:29:00 ▶ work very very hard. Attendance texts

1:29:02 ▶ are in every single school. They

1:29:04 ▶ generate reports and they do sort of

1:29:08 ▶ their charge is notifying teachers,

1:29:11 ▶ notifying parents when their kids miss

1:29:13 ▶ school or when there's unexcused

1:29:14 ▶ absences, but that's it. There is no

1:29:17 ▶ further engagement strategy beyond that.

1:29:20 ▶ And so when you look at our lineup of

1:29:23 ▶ school level positions, the closest that

1:29:26 ▶ we have when you review the job

1:29:27 ▶ description that could probably most

1:29:29 ▶ quickly pivot towards that work is a

1:29:32 ▶ school community liaison because so much

1:29:34 ▶ of getting students back to school

1:29:38 ▶ involves parental engagement, which is a

1:29:40 ▶ natural part of their job and and

1:29:42 ▶ actually what needs to be happening more

1:29:44 ▶ often. So when we really did a deep dive

1:29:47 ▶ on on how we could get this first level

1:29:49 ▶ of the of the absenteeism interruption

1:29:51 ▶ infrastructure established, this is

1:29:54 ▶ going to be a cornerstone piece like so

1:29:56 ▶ how much does it cost? What kind of

1:29:57 ▶ return on investment do we want to you

1:30:00 ▶ know measure it against? How are we

1:30:02 ▶ going to really show that this is going

1:30:04 ▶ to move the ball forward? So it's just

1:30:07 ▶ an initial cost analysis, you know, in

1:30:09 ▶ terms of what it's going to cost because

1:30:11 ▶ not every school has this position.

1:30:13 ▶ And then also then kind of looking at

1:30:15 ▶ that and I I think we've already kind of

1:30:18 ▶ had enough conversation with his heart

1:30:19 ▶ to talk about, you know, we know where

1:30:21 ▶ our enrollments kind of's been going. We

1:30:24 ▶ may we need to adjust it to attendance

1:30:26 ▶ and absenteeism and and all of these

1:30:29 ▶ other issues that go along with it. And

1:30:31 ▶ I know within our system we have

1:30:33 ▶ enrollment ambassadors. Have we looked

1:30:35 ▶ at maybe since those are really not

1:30:38 ▶ being effective utilizing those to be

1:30:41 ▶ part of this attendance initiative that

1:30:43 ▶ are filling in those roles? And then do

1:30:47 ▶ we see it where there's a more of a

1:30:49 ▶ drastic need high school versus middle

1:30:52 ▶ school versus uh K6 versus K5.

1:30:58 ▶ So, I'm I'm glad, you know, we're we're

1:31:00 ▶ talking about absenteeism because it

1:31:02 ▶ when you're talking about overall

1:31:03 ▶ enrollment, it's a two-headed beast. The

1:31:06 ▶ first head of the beast is very public

1:31:07 ▶ and very visible. It's withdrawals. It's

1:31:10 ▶ families that leave the district. But

1:31:12 ▶ it's that second head of the beast

1:31:14 ▶ that's quieter, that is more in the

1:31:16 ▶ background. That is extreme absenteeism

1:31:19 ▶ and truency where kids miss days and

1:31:21 ▶ days and days and days and we don't

1:31:23 ▶ collect funding for them but yet they

1:31:25 ▶ remain, you know, on the district's

1:31:27 ▶ registration docket and they bring your

1:31:30 ▶ overall 40th and 100th day count. And

1:31:31 ▶ more more important than that, it's

1:31:33 ▶ young people out of school. So, it's a

1:31:35 ▶ moral imperative to get them back in.

1:31:38 ▶ Uh, I'm not going to surprise anybody

1:31:40 ▶ here, but our internal data, your the

1:31:43 ▶ higher up you go past fifth grade, the

1:31:45 ▶ more extreme the tardiness and the

1:31:47 ▶ truency becomes, right? So, you start

1:31:49 ▶ getting into middle school, you start

1:31:51 ▶ getting into 9th and 10th. It levels out

1:31:54 ▶ a little bit for upper classmen because

1:31:56 ▶ at that point, you have credit

1:31:58 ▶ accumulation. You have a focus on on

1:32:00 ▶ cleaning up credit deficiency for a lot

1:32:02 ▶ of kids. They want to get graduated. But

1:32:04 ▶ when you start looking at 7th, 8th, 9th,

1:32:07 ▶ 10th, that is going to be your peak of

1:32:10 ▶ where it goes. We also are looking at it

1:32:14 ▶ through the lens of truency and

1:32:16 ▶ absenteeism, interruption and prevention

1:32:18 ▶ early for both secondary and elementary.

1:32:22 ▶ Elementary is going to be more of a

1:32:23 ▶ parental engagement component because

1:32:26 ▶ we're dealing with our youngest learners

1:32:28 ▶ and more of a direct intervention with

1:32:29 ▶ young people at the high schools in the

1:32:31 ▶ middle. So, it's kind of an overall view

1:32:33 ▶ of just, you know, where our data takes

1:32:35 ▶ us right now. And

1:32:36 ▶ >> and I guess that would be for me as far

1:32:38 ▶ as in our recommended priorities. And

1:32:40 ▶ maybe we look at that at a high school

1:32:43 ▶ level versus, you know, the the middle

1:32:45 ▶ school and the elementary. So, if we

1:32:48 ▶ don't have the funds to start it full

1:32:52 ▶ districtwide, focus on the areas where

1:32:55 ▶ you know it is an issue that is a

1:32:57 ▶ problem would be one of my at least

1:32:59 ▶ input.

1:33:00 ▶ >> Yeah. And so to attack on kind of to Dr.

1:33:02 ▶ Thrujillo's question or answer to your

1:33:04 ▶ question about the enrollment

1:33:05 ▶ ambassadors. So one of the things that

1:33:06 ▶ we've shifted with enrollment

1:33:07 ▶ ambassadors is you know for

1:33:09 ▶ traditionally we've made enrollment

1:33:11 ▶ ambassadors assigned to the regions

1:33:13 ▶ right every region has one. Now instead

1:33:15 ▶ of taking a look at the district you

1:33:17 ▶ know kind of vertically we're going to

1:33:18 ▶ take a look at it horizontally. So we're

1:33:19 ▶ going to take a look at it exactly the

1:33:21 ▶ way you're describing it and take a look

1:33:22 ▶ at grade bands. Right. put enrollment

1:33:25 ▶ ambassadors focusing on elementary so

1:33:27 ▶ that their focus is different than an

1:33:29 ▶ enrollment ambassador focused on middle

1:33:31 ▶ schools, right? Because the strategy has

1:33:32 ▶ to look very different. My 15-year-old

1:33:36 ▶ is tardy. It happens, right? He's a high

1:33:39 ▶ school student. It's really hard to kind

1:33:40 ▶ of get him out of bed. But my sixth

1:33:42 ▶ grader, I mean, pretty quick, right? So,

1:33:45 ▶ the way that they're going to be dealt

1:33:46 ▶ with from the enrollment ambassador

1:33:48 ▶ perspective is going to be different for

1:33:49 ▶ my 15-year-old than it is going to be

1:33:50 ▶ for my 11-year-old. So we want to take a

1:33:53 ▶ look at how we more effectively treat

1:33:55 ▶ them at the gradeband level versus at

1:33:57 ▶ the regional level.

1:33:59 ▶ >> Great. Thank you.

1:34:00 ▶ >> Yep. Dr. Sha, one suggest I love for a

1:34:02 ▶ governing board to vet is to have um CTE

1:34:05 ▶ is something that the back looked at. So

1:34:08 ▶ I had a chance to be at two high schools

1:34:09 ▶ this past month um at Choya and all the

1:34:12 ▶ different programs, sports medicine,

1:34:14 ▶ other things there. uh and the Sabino

1:34:16 ▶ and talking to the principal there about

1:34:17 ▶ what he's trying to expand to compete

1:34:19 ▶ against uh some of the surrounding

1:34:20 ▶ districts and surrounding high schools

1:34:22 ▶ on the east side. Uh and with the

1:34:24 ▶ override there's there's money dedicated

1:34:26 ▶ to CTE. So instead of making sure, you

1:34:28 ▶ know, I'm glad we have these initiatives

1:34:29 ▶ and if we have an expansion or even a

1:34:31 ▶ contraction of CTE in the future, uh

1:34:34 ▶ having the budget advisory committee

1:34:35 ▶ looking at not just what's like sounds

1:34:36 ▶ like a cool program, but what has like a

1:34:39 ▶ good marketing uh what is what we really

1:34:41 ▶ need in our district, what are the jobs

1:34:43 ▶ that we're trying to prepare our

1:34:45 ▶ students for and how we can really uh

1:34:47 ▶ use our CT programs to drive enrollment

1:34:49 ▶ and compete against some of the

1:34:50 ▶ surrounding districts. So I would

1:34:52 ▶ recommend uh CTE as one of the uh budget

1:34:55 ▶ advisory committee priorities for this

1:34:57 ▶ year and look at like just where CTE

1:34:59 ▶ stands and really work with Chuck on

1:35:01 ▶ like what is your systematic approach on

1:35:02 ▶ expanding CTE if we uh are able to do so

1:35:06 ▶ uh with the override or other sources of

1:35:07 ▶ funding so that we can really compete

1:35:09 ▶ more effectively. What's what's going to

1:35:10 ▶ be cost-ffective expansions and and how

1:35:12 ▶ to market the best.

1:35:13 ▶ >> Yeah.

1:35:14 ▶ >> And I wonder if um the first and third

1:35:16 ▶ pieces here could be combined. So a lot

1:35:18 ▶ of it seems to be resource allocation

1:35:20 ▶ whether it's resource allocation of

1:35:22 ▶ things we're funding through M or from

1:35:24 ▶ title one. Uh and so I would recommend

1:35:26 ▶ when we make a final motion that we

1:35:28 ▶ combine the first and third here to be

1:35:30 ▶ this resource employment in our schools

1:35:32 ▶ including distribution of title one

1:35:37 ▶ miss.

1:35:38 ▶ >> Yes Michelle

1:35:40 ▶ >> thank you Dr. Shaw for bringing all

1:35:41 ▶ those things up. I agree with the um you

1:35:44 ▶ know jointing of the first and third uh

1:35:47 ▶ priority and especially the CTE. Um one

1:35:51 ▶ of the things that I tried to do a while

1:35:53 ▶ back is to get uh I guess half a credit

1:35:56 ▶ of uh CTE during freshman year, but I

1:36:00 ▶ think Mr. McCullum said that freshman

1:36:02 ▶ CTE isn't funded. Um, and so it would be

1:36:06 ▶ great if they could see how we can get

1:36:08 ▶ that funded so kids can get into that

1:36:10 ▶ program earlier.

1:36:14 ▶ >> Doc, Dr. Truhe,

1:36:16 ▶ >> I was a a principal at a time when it

1:36:19 ▶ was still funded and it was absolutely

1:36:22 ▶ wonderful. Uh, every single freshman in

1:36:24 ▶ the system would have an exploratory CTE

1:36:27 ▶ course. They would have a smorgus board

1:36:29 ▶ of all the different programs available

1:36:32 ▶ and it was a semester. So it would fit

1:36:34 ▶ with health or PE. You could flip-flop

1:36:37 ▶ it. And it dramatically it dramatically

1:36:40 ▶ increases the amount of students that go

1:36:43 ▶ into a CTE program. Sophomore year. The

1:36:46 ▶ district benefits because every time you

1:36:48 ▶ get a program completer, you get more

1:36:51 ▶ Perkins grant money from the federal

1:36:53 ▶ government. Your chances of getting a

1:36:55 ▶ student to actually complete a CTE

1:36:57 ▶ program are dramatically increased if

1:36:59 ▶ they started sophomore year. If you hook

1:37:01 ▶ them in 11th or 12th, they might take

1:37:03 ▶ the courses for a few years, which is

1:37:05 ▶ great, but you don't get the completer

1:37:07 ▶ benefits and they don't get the

1:37:08 ▶ certification that they need for that

1:37:10 ▶ area. So, when you talk about a ninth

1:37:13 ▶ grade course, you significantly increase

1:37:15 ▶ the amount of students that go

1:37:17 ▶ immediately to sophomore and take these

1:37:19 ▶ two and three these two-year programs by

1:37:21 ▶ the time they walk. So, I think that's

1:37:23 ▶ another area we can do like a cost

1:37:25 ▶ analysis. And that's also where you pick

1:37:27 ▶ up where Dr. Shaw's talking about. You

1:37:29 ▶ get the students giving you the direct

1:37:31 ▶ feedback about the most popular programs

1:37:34 ▶ or the programs that they want to see

1:37:36 ▶ replicated because that's what that

1:37:37 ▶ survey course does whether it's robotics

1:37:40 ▶ or 3D animation or it's the uh

1:37:43 ▶ automotive technology folks. It gives

1:37:46 ▶ you a bird's eye view of where you want

1:37:48 ▶ to expand sections. I remember having

1:37:51 ▶ all that information available and by

1:37:53 ▶ the time I was, you know, late into my

1:37:54 ▶ principal ship, the funding had already

1:37:56 ▶ been cut and we were kind of just

1:37:58 ▶ operating in the dark again. So I think

1:38:00 ▶ that that might be something that budget

1:38:02 ▶ advisory can look at.

1:38:03 ▶ >> Yeah, the freshman can participate. It's

1:38:06 ▶ just Yeah, we don't get funded for them.

1:38:08 ▶ >> Yeah.

1:38:10 ▶ >> Um Miss Lunar Rose and then Dr. Shaw.

1:38:12 ▶ >> Okay. Thank you. Um as a board liaison,

1:38:16 ▶ um we do have a meeting tomorrow. So, I

1:38:19 ▶ appreciate the conversation. Um, I think

1:38:22 ▶ because Ricky and I were talking about

1:38:24 ▶ this a little bit earlier today, it

1:38:26 ▶ these are kind of heavy topics. Um,

1:38:28 ▶ they're kind of meaty. So, I I just want

1:38:31 ▶ to make sure we're not throwing a lot,

1:38:34 ▶ especially since we do have lesser

1:38:36 ▶ members right now of the BAC. Um, and so

1:38:39 ▶ for those who are listening, we really,

1:38:41 ▶ really, really, really need some uh new

1:38:44 ▶ members. Um you can go to our website

1:38:46 ▶ and um go to the governing board page

1:38:49 ▶ and under board committees. Um but uh

1:38:53 ▶ that being said, I do like the um

1:38:56 ▶ combination of title one and and

1:38:59 ▶ resource deployment. Not sure. I mean,

1:39:02 ▶ we could still obviously

1:39:05 ▶ flush that out. Um and um I do like Miss

1:39:10 ▶ Shaw's suggestions. I'm just not sure

1:39:12 ▶ right now where we are. Um I'd kind of

1:39:16 ▶ like to see the CTE first and then maybe

1:39:21 ▶ somehow bring on the I mean I think the

1:39:23 ▶ composting is great. I just want to make

1:39:26 ▶ sure that because these are kind of a

1:39:28 ▶ little bit heavier than some of the ones

1:39:30 ▶ we've had in the past that we give them

1:39:33 ▶ equal capacity.

1:39:35 ▶ >> Right. I if I may, Miss Extra, I just

1:39:38 ▶ think the garden program is kind of

1:39:40 ▶ lowhanging fruit and we already have it.

1:39:42 ▶ It's easy to replicate. Um, and it's

1:39:46 ▶ also something that can drive

1:39:47 ▶ enrollment. We can push every school in

1:39:49 ▶ TUSD has a garden, you know, and your

1:39:51 ▶ child will be in that garden. So, um,

1:39:56 ▶ yeah, I hope the board can consider

1:39:57 ▶ adding that as a priority.

1:39:59 ▶ >> We can have that discussion.

1:40:03 ▶ Dr.

1:40:04 ▶ Um I will say I'm going to was the

1:40:06 ▶ guardian composting is great. This is a

1:40:07 ▶ really great implementation of the um

1:40:09 ▶ climate and sustainability policy and we

1:40:12 ▶ did hire a consultant. So in terms of

1:40:14 ▶ backs work I would maybe wait to see

1:40:16 ▶ what the consultant says who has done

1:40:18 ▶ these kinds of things around the country

1:40:20 ▶ um to see like how they would recommend

1:40:21 ▶ implementing some of the pieces of the

1:40:23 ▶ climate action policy including the the

1:40:25 ▶ composting that we had included in

1:40:27 ▶ there. Uh and I have one other um topic

1:40:30 ▶ I'm going to propose for the budget

1:40:31 ▶ advisory committee and that would be

1:40:33 ▶ early child education and before and

1:40:35 ▶ after school programs. Um

1:40:38 ▶ we know that federal funding is drying

1:40:40 ▶ up for a lot of these programs before

1:40:41 ▶ after school care. Uh we've had some

1:40:43 ▶ really tough conversations on this DAS

1:40:45 ▶ about tuition costs for preschool and

1:40:47 ▶ how we're going to continue to funding

1:40:49 ▶ that. uh we know that we need to be more

1:40:51 ▶ competitive with other districts when it

1:40:52 ▶ comes to before and after school

1:40:54 ▶ programming uh so that parents can

1:40:56 ▶ choose that and and and still work and

1:40:58 ▶ do everything they need to do. I love

1:41:00 ▶ for the back to take a look at, you

1:41:01 ▶ know, what exists, what's the landscape

1:41:03 ▶ on this, you know, how do we stay

1:41:04 ▶ competitive with other uh districts and

1:41:06 ▶ charters um when we offer our before

1:41:08 ▶ school program, how we're going to

1:41:10 ▶ continue to fund uh ECE with or without

1:41:13 ▶ the over. I know ECE was part of that

1:41:15 ▶ override package as well, the early

1:41:17 ▶ childhood education. Uh so I think that

1:41:19 ▶ would be a great topic for the back to

1:41:21 ▶ really dive into uh and really come back

1:41:23 ▶ to the board with some recommendations

1:41:24 ▶ on how to best use the funds we have

1:41:26 ▶ available with or without the override

1:41:28 ▶ on managing our early child education as

1:41:32 ▶ well as some of our before and afterare

1:41:33 ▶ programs for our kids.

1:41:37 ▶ >> Okay. I'm a little concerned with the

1:41:39 ▶ centralization of title one funds. Um

1:41:42 ▶ how would that affect each school? So

1:41:44 ▶ what we would do is essentially the per

1:41:47 ▶ pupil allocations would be dropped. We

1:41:49 ▶ would still have to follow the rules,

1:41:51 ▶ right? In other words, only schools that

1:41:53 ▶ have a a poverty rate, I guess, of you

1:41:56 ▶ can call it of 40% and above are

1:41:58 ▶ eligible to receive title one dollars.

1:42:00 ▶ So we still have to provide dollars to

1:42:02 ▶ the schools. The idea is that we would

1:42:05 ▶ try to focus on are there district-wide

1:42:07 ▶ initiatives, curriculum initiatives,

1:42:09 ▶ family initiatives, professional

1:42:11 ▶ development initiatives that could be

1:42:14 ▶ better funded or more efficiently or

1:42:16 ▶ more effectively funded if they were

1:42:18 ▶ funded more of on a district-wide level.

1:42:20 ▶ Um, kind of like we do currently with

1:42:22 ▶ curriculum service providers, right?

1:42:23 ▶ Title One funds all the curriculum

1:42:25 ▶ service providers in the district. That

1:42:27 ▶ is an initiative that we rolled out as

1:42:29 ▶ part of professional development for

1:42:30 ▶ teachers ties into school improvement

1:42:33 ▶ and so that's a kind of a better

1:42:35 ▶ strategy to have professional

1:42:36 ▶ development and PLC's in the schools.

1:42:39 ▶ Are there other ways that we can

1:42:40 ▶ replicate that type of work across the

1:42:44 ▶ district?

1:42:45 ▶ I mean certainly not every school

1:42:48 ▶ district does it that way where the

1:42:49 ▶ majority of the money stays central and

1:42:50 ▶ the minority you know kind of goes to

1:42:52 ▶ schools. Um we've been doing it this

1:42:54 ▶ way. I mean, we were doing it this way

1:42:56 ▶ when I was in the district 25 years ago.

1:42:58 ▶ So,

1:43:00 ▶ >> so can you give an example of what that

1:43:02 ▶ would look like? Um, if you were to take

1:43:04 ▶ away, you know, if you were to flip-flop

1:43:08 ▶ the um percentages, what does, give me

1:43:11 ▶ an example of what school like Borton,

1:43:15 ▶ what do they use their Title One funds

1:43:17 ▶ for and how that would affect what they

1:43:20 ▶ use it for? Yeah, I I think it's a great

1:43:22 ▶ question. And so

1:43:25 ▶ I'm going to use like school A because I

1:43:26 ▶ don't I don't want to freak out school.

1:43:28 ▶ So I'm I'm going to say let's say

1:43:30 ▶ >> I know I'm

1:43:32 ▶ mean Bordon.

1:43:33 ▶ >> I did not mean Bordon. I'm going to say

1:43:35 ▶ like let's say that school A has its

1:43:38 ▶ longstanding

1:43:40 ▶ site managed title budget and they fund

1:43:42 ▶ a library assistant and then they fund

1:43:44 ▶ maybe two TAs and then maybe they fund

1:43:48 ▶ uh what's another eligible position like

1:43:50 ▶ that

1:43:51 ▶ >> an interventionist

1:43:52 ▶ >> they might fund an additional a math

1:43:54 ▶ interventionist right so if there is a

1:43:58 ▶ centralization of title funds all of

1:44:01 ▶ that budget is absorbed and the district

1:44:04 ▶ ultimately The governing board

1:44:06 ▶ determines as all of those budgets go in

1:44:08 ▶ a big pot of money what this governing

1:44:11 ▶ board views as district needs and where

1:44:14 ▶ those district needs are to be deployed

1:44:16 ▶ using title dollars. So the other side

1:44:19 ▶ of that the district the governing board

1:44:22 ▶ could decide we really want to lower

1:44:26 ▶ counselor ratios or we want to support

1:44:29 ▶ areas because it's an add-on. We want to

1:44:31 ▶ support areas around the district where

1:44:33 ▶ case loads are excessively high. You

1:44:35 ▶ could then use your title to aim

1:44:37 ▶ additional counselors at those schools.

1:44:40 ▶ You could use those additional title

1:44:42 ▶ dollars to aim TAS at maybe early

1:44:47 ▶ education classrooms that are already

1:44:50 ▶ crowded. You would have that ability.

1:44:52 ▶ So, it ties back to the resource

1:44:54 ▶ deployment conversation that we were

1:44:57 ▶ having. But to echo, President Extro

1:45:00 ▶ brings up a very very valid question

1:45:02 ▶ preparing the governing board for what

1:45:05 ▶ the potential noise would be. Right? So

1:45:06 ▶ in a school a situation, you would

1:45:09 ▶ probably get emails, you know, that,

1:45:11 ▶ hey, listen, these people have been

1:45:12 ▶ working, you know, they've been in these

1:45:14 ▶ schools. That's why it's such a tough

1:45:16 ▶ conversation. Then you layer on that

1:45:20 ▶ Congress, I believe the cut to title one

1:45:23 ▶ will affect us to the tune of about 7

1:45:26 ▶ million,

1:45:26 ▶ >> right? So now your overall title dollars

1:45:29 ▶ are getting small enough anyway where

1:45:31 ▶ you may want to consider centralization.

1:45:37 ▶ >> M Mr. Romero,

1:45:38 ▶ >> so going back with Mrs. Extra, what she

1:45:40 ▶ had mentioned on that also on our

1:45:43 ▶ current member list, I know Stacy's no

1:45:46 ▶ longer there, but anybody else on there

1:45:48 ▶ represent principles that is on our

1:45:51 ▶ >> No, we we currently don't have a She was

1:45:54 ▶ the principal representative, if you

1:45:55 ▶ will. Yeah. Yeah. So, I guess my concern

1:45:58 ▶ would be again like you said, if we take

1:46:00 ▶ control out of our principles, you know,

1:46:03 ▶ for the money that they have, for the

1:46:05 ▶ needs that they see and we, you know, we

1:46:08 ▶ pull it on out, what's the

1:46:11 ▶ repercussions that we're going to see

1:46:13 ▶ there, and especially if there is no

1:46:15 ▶ representation for any type of, you

1:46:18 ▶ know, school administration on that

1:46:20 ▶ committee, um, that would be a concern

1:46:22 ▶ of mine. Yeah, we would still obviously

1:46:24 ▶ as part of the conversations, we would

1:46:26 ▶ still engage principles, regional

1:46:28 ▶ assistant superintendents to kind of the

1:46:30 ▶ way we did it with assistant principles,

1:46:32 ▶ right? It was kind of difficult to

1:46:33 ▶ really kind of corral all these schools,

1:46:35 ▶ but all five regionals have really good

1:46:37 ▶ context about how APS work. I think that

1:46:40 ▶ kind of context could work from the

1:46:42 ▶ principles through the regionals.

1:46:44 ▶ Obviously, the greater benefit would be

1:46:45 ▶ to have an actual principal

1:46:47 ▶ representative on the committee. That

1:46:48 ▶ would be the ideal situation. But I

1:46:50 ▶ think there are different ways to make

1:46:52 ▶ sure that we get those concerns to the

1:46:54 ▶ committee from that population.

1:47:00 ▶ >> Is that it?

1:47:01 ▶ >> I think so. Um I just wanted to um

1:47:04 ▶ reiterate the fact that um since we

1:47:07 ▶ don't have a principal principles out

1:47:09 ▶ there, you want to join the BAC

1:47:12 ▶ >> um or or APS or anybody um that's you

1:47:17 ▶ know in in administration that would

1:47:19 ▶ like to have a voice in making sure

1:47:21 ▶ >> maybe Eric Yulberg at Borton.

1:47:23 ▶ >> Yeah, there you go.

1:47:27 ▶ Um and then perhaps maybe our um

1:47:30 ▶ communications team can put out some

1:47:32 ▶ social media posts um not just for the

1:47:35 ▶ BAC but for all the committees that we

1:47:37 ▶ represent. It it's just such a passion

1:47:40 ▶ point because we know there's amazing

1:47:42 ▶ individuals everywhere I go that are

1:47:44 ▶ funded out of title. And that bumps up

1:47:46 ▶ against what researchbased best

1:47:49 ▶ practices support us being able to do

1:47:52 ▶ with title. Like we know that early

1:47:53 ▶ literacy is where it's at. We know that

1:47:56 ▶ reading interventionists and math

1:47:57 ▶ interventionists are needed in K2, K3.

1:48:01 ▶ Title gives you an opportunity to do

1:48:03 ▶ that. However, it butts up against site

1:48:06 ▶ manage budgets that feature amazing

1:48:08 ▶ people doing great things for kids. So,

1:48:10 ▶ not an easy conversation. It's more of a

1:48:13 ▶ where the board stands on how it wants

1:48:15 ▶ to deploy resources conversation than

1:48:17 ▶ anything else.

1:48:21 ▶ >> Yeah, Dr. Shaw,

1:48:22 ▶ >> I'm not sure how the agendas are looking

1:48:23 ▶ like. uh Miss Luna Rose, but you know, I

1:48:26 ▶ know this might delay things, you know,

1:48:27 ▶ into the later winter or spring, but I

1:48:30 ▶ focusing on recruitment. Uh I would

1:48:32 ▶ really love to get that perspective from

1:48:33 ▶ more principles and other people from

1:48:35 ▶ our community. We can do some work on

1:48:36 ▶ recruitment over the next month to get

1:48:38 ▶ them involved on these issues.

1:48:39 ▶ >> I do think we are actually talking about

1:48:41 ▶ that tomorrow. So yeah,

1:48:44 ▶ but thank you Dr. Shaw. That will that

1:48:46 ▶ should actually be a priority as well.

1:48:50 ▶ >> Miss Extra.

1:48:51 ▶ >> Yes, Miss Shaw. Um, does the BAC charter

1:48:54 ▶ allow for former employees to serve?

1:48:58 ▶ >> Uh,

1:48:59 ▶ I don't know that there's any limitation

1:49:01 ▶ for former employees. I think as long as

1:49:03 ▶ they meet one of these criteria and

1:49:05 ▶ don't meet any of the disqualifying

1:49:07 ▶ criteria.

1:49:09 ▶ So, if you have a former employee who

1:49:11 ▶ happens to be a parent or a community

1:49:13 ▶ member in the district, I think they fit

1:49:16 ▶ that. Well, if it's

1:49:19 ▶ keeping people out, um,

1:49:21 ▶ >> yeah, the limitations on keeping people

1:49:23 ▶ out are like really specific. Like you

1:49:25 ▶ can't be like a business owner who does

1:49:27 ▶ business with the district, for example,

1:49:29 ▶ or somebody who's sued the district,

1:49:32 ▶ >> you know, some it's been it's like very

1:49:34 ▶ narrowly tailored. These are broader.

1:49:37 ▶ >> They just they just want to have TUSD

1:49:40 ▶ affiliation is really kind of the

1:49:41 ▶ qualifier. former employees probably

1:49:44 ▶ >> former employees could I don't see

1:49:46 ▶ unless Mr. Ross

1:49:47 ▶ >> Mr. found anything in the bylaws

1:49:50 ▶ >> I'm looking

1:49:52 ▶ >> cuz if it if it keeps former employees

1:49:55 ▶ out I would recommend uh modifying the

1:49:57 ▶ charter because I'm sure you know former

1:50:00 ▶ employees would have a lot more time to

1:50:02 ▶ serve.

1:50:04 ▶ Um,

1:50:05 ▶ and then just before we let this item

1:50:07 ▶ go, I do want to pitch one more time to

1:50:11 ▶ uh have my colleagues or just the uh

1:50:15 ▶ committee itself uh look into the

1:50:17 ▶ gardening program. I think it's really

1:50:19 ▶ important. Um although you know for me

1:50:25 ▶ the budget advisory committee is kind of

1:50:27 ▶ where my dreams go to die.

1:50:31 ▶ librarians, elimination of student fees,

1:50:33 ▶ PE at every school, expansion of fine

1:50:36 ▶ arts.

1:50:36 ▶ >> Really gonna make you feel

1:50:37 ▶ >> maybe it's better it doesn't wind up on

1:50:39 ▶ that committee.

1:50:40 ▶ >> Kind of like Borton,

1:50:42 ▶ >> but uh I think it would be promising if

1:50:45 ▶ we had that it could boost enrollment.

1:50:47 ▶ It could be something we can brag about.

1:50:49 ▶ So, please do consider it.

1:50:51 ▶ >> Thank you, Miss Shaw. Was there

1:50:53 ▶ anything, Mr. Ross, that you were

1:50:54 ▶ staring at me?

1:50:57 ▶ So the uh the charter

1:51:00 ▶ states that

1:51:02 ▶ uh community members of the BAC must be

1:51:04 ▶ affiliated with TOSD including

1:51:06 ▶ parents/guardians of TOSD students, TOSD

1:51:09 ▶ employees, representatives of the Tono

1:51:11 ▶ ODM nation, representatives of Pascoyaki

1:51:14 ▶ tribe, owners of businesses within

1:51:15 ▶ TUSD's boundaries, or community members

1:51:19 ▶ residing within TUSD. So that's pretty

1:51:21 ▶ that last one's pretty broad.

1:51:24 ▶ >> Thank you.

1:51:27 ▶ So, do you want a motion?

1:51:30 ▶ >> I've written some of them down. I'll

1:51:34 ▶ >> let me know what you want to do. I know

1:51:35 ▶ Miss Shaw has a very

1:51:37 ▶ >> Well, I'll move to add um gardens

1:51:41 ▶ at every school and composting uh to

1:51:44 ▶ this to the as a priority.

1:51:47 ▶ >> I'll second since I'm closest to you.

1:51:53 ▶ >> All those in favor say I. I

1:51:55 ▶ >> I

1:51:56 ▶ >> those opposed.

1:51:58 ▶ Motion carries.

1:52:00 ▶ >> Yay. Thank you.

1:52:03 ▶ And I'll Oh, wait. It's

1:52:05 ▶ >> Do we have to move the entire item

1:52:07 ▶ still?

1:52:07 ▶ >> Yeah, Dr. Shaw.

1:52:08 ▶ >> So, I'll move um to also I'll move to

1:52:11 ▶ combine the first and third uh as a

1:52:14 ▶ resource deployment uh topic and adding

1:52:18 ▶ the CTE and then early child education

1:52:20 ▶ before afterare as two additional items.

1:52:23 ▶ >> Second. The item has been moved by Dr.

1:52:25 ▶ Shaw, seconded by Miss Shaw. All those

1:52:27 ▶ in favor say I.

1:52:28 ▶ >> I. Those opposed. Motion carries.

1:52:31 ▶ >> Thank you.

1:52:32 ▶ >> Thank you.

1:52:32 ▶ >> Congratulations, Mich.

1:52:34 ▶ >> Thank you.

1:52:36 ▶ >> Pray for me.

1:52:38 ▶ >> Pray for us.

1:52:39 ▶ >> Next is item 6.2, the adoption of the

1:52:41 ▶ TUSD district calendar for school year

1:52:44 ▶ 2627 and 2728. I can't believe I'm

1:52:49 ▶ saying that. So,

1:52:51 ▶ >> yeah, I'd like to welcome our calendar

1:52:52 ▶ team, Dr. Flora Hwitt, assistant

1:52:54 ▶ superintendent, curriculum instruction,

1:52:56 ▶ our senior director for curriculum. Um,

1:52:58 ▶ and we're here for board consideration

1:53:00 ▶ for the school calendar for the next

1:53:02 ▶ couple of years. Uh, so I want to turn

1:53:05 ▶ it over to our team.

1:53:07 ▶ >> Thank you, Dr. Trillo. Good evening,

1:53:08 ▶ governing board members. President

1:53:10 ▶ Xtram, legal council. It is hard to

1:53:12 ▶ think that 2028, my goodness. Oh my

1:53:15 ▶ gosh. All right. Right. So, our goal is

1:53:17 ▶ to obtain your approval for the 2026 and

1:53:19 ▶ 2027 and 2728 school years for our

1:53:23 ▶ district.

1:53:24 ▶ I am going to introduce this item by

1:53:27 ▶ discussing that we did have a calendar

1:53:29 ▶ committee that met from the months of

1:53:31 ▶ October through March this past year and

1:53:35 ▶ one of our priorities with that

1:53:36 ▶ committee was to ensure that our

1:53:37 ▶ calendar aligns with our educational

1:53:39 ▶ priorities. Also maximizing our

1:53:42 ▶ instructional days was pivotal. As we

1:53:44 ▶ discussed the planning for this,

1:53:46 ▶ planning for professional development

1:53:47 ▶ and accommodating testing schedules as

1:53:50 ▶ well as operation schedules and so

1:53:52 ▶ forth. We had representation from

1:53:54 ▶ families. We had some teachers, school

1:53:56 ▶ administrators, financial services,

1:53:58 ▶ human resources, curriculum instruction

1:54:01 ▶ and operations and transportation. And I

1:54:03 ▶ believe Mr. Bel Romero was also part of

1:54:06 ▶ a couple of our meetings during our

1:54:08 ▶ committee meetings for our calendar to

1:54:12 ▶ walk us through the process and the

1:54:13 ▶ options. I'm going to invite Miss Heidi

1:54:15 ▶ Adanda to talk about the options that we

1:54:17 ▶ presented to our families and then some

1:54:19 ▶ of the survey results.

1:54:24 ▶ >> Thank you.

1:54:25 ▶ >> Good evening board members. Um so our

1:54:29 ▶ calendar committee really considered

1:54:31 ▶ several factors. Um, keeping those goals

1:54:34 ▶ in mind that Dr. Hwitt shared, they

1:54:37 ▶ considered starting and end dates of

1:54:39 ▶ school of the school year, um, breaks

1:54:43 ▶ and also professional development. And

1:54:46 ▶ so you will see here, these are some of

1:54:48 ▶ the options that the committee came up

1:54:51 ▶ with based on um, prior feedback. Um we

1:54:56 ▶ did have some feedback in the past about

1:54:58 ▶ extend

1:55:01 ▶ Thanksgiving break and so we tried it we

1:55:04 ▶ tried that out. We always do consider

1:55:08 ▶ providing the option for the traditional

1:55:10 ▶ calendar that people are used to. Um, so

1:55:13 ▶ that you'll see in calendar 8, which is

1:55:16 ▶ beginning, you know, the first week in

1:55:18 ▶ August, having the regular Thanksgiving,

1:55:21 ▶ the last day before Memorial Day, and

1:55:23 ▶ the four professional learning days, one

1:55:26 ▶ each quarter.

1:55:28 ▶ The next two examples added that extra

1:55:31 ▶ day for Thanksgiving break. So

1:55:33 ▶ Thanksgiving break would be Wednesday,

1:55:35 ▶ Thursday, and Friday.

1:55:38 ▶ Um the difference between B and C is

1:55:42 ▶ that um the start dates C ended up was

1:55:46 ▶ an early start on August 3rd and um

1:55:50 ▶ calendar B had a start date of August

1:55:53 ▶ 10th.

1:55:55 ▶ The last day for calendar B is Memorial

1:55:58 ▶ the Thursday before Memorial Day. And um

1:56:03 ▶ in calendar C that would end prior a

1:56:07 ▶ week prior to Memorial Day.

1:56:10 ▶ Both B and C have uh the structure of

1:56:13 ▶ two professional learning days before

1:56:15 ▶ students um begin the school year.

1:56:19 ▶ um but they would be um in the beginning

1:56:22 ▶ contract days of teachers and the two

1:56:25 ▶ additional PLLD days during the school

1:56:29 ▶ year.

1:56:30 ▶ We put those calendars and the sample

1:56:33 ▶ calendars um together and presented

1:56:36 ▶ those to the community through a um

1:56:39 ▶ survey and this was the results. We had

1:56:42 ▶ over a thousand people um respond to the

1:56:45 ▶ survey. You can see it it is a a good

1:56:48 ▶ combination of parents and family

1:56:51 ▶ members, teachers and staff and

1:56:53 ▶ administration as well as students.

1:57:00 ▶ Oops, I skipped.

1:57:02 ▶ Wow, I skipped a lot. Okay, so um as

1:57:07 ▶ their first choice, you can see they

1:57:09 ▶ overwhelming overwhelmingly selected

1:57:12 ▶ calendar B as their preference.

1:57:15 ▶ um and for their first choice as well as

1:57:18 ▶ their second choice. So with that in

1:57:21 ▶ mind, our recommendation based on their

1:57:25 ▶ feedback and input from the community is

1:57:28 ▶ that the board um approves calendar B

1:57:31 ▶ with a traditional start but extended

1:57:34 ▶ Thanksgiving break to be adopted for 26

1:57:37 ▶ 27 and 2728.

1:57:42 ▶ This is what those calendars look like.

1:57:45 ▶ and they're also attached in the board

1:57:47 ▶ agenda item.

1:57:49 ▶ And with that, I will take your

1:57:51 ▶ questions.

1:57:53 ▶ >> Questions? Dr. Shaw, Miss Shaw, after

1:57:56 ▶ Oh, Miss Shaw.

1:57:57 ▶ >> Oh, thank you. Um, thanks for your

1:57:59 ▶ presentation. One thing I heard about um

1:58:02 ▶ this current year is that, you know, we

1:58:05 ▶ started on a Monday instead of Thursday.

1:58:07 ▶ Was there any uh feedback about how that

1:58:10 ▶ was for staff or students?

1:58:15 ▶ >> It was a long week.

1:58:16 ▶ >> Yeah,

1:58:17 ▶ >> as you know, starting on a Monday does

1:58:19 ▶ kind of require that shift. Um we did

1:58:22 ▶ try to come up with that option with

1:58:25 ▶ that extended um Thanksgiving and also

1:58:28 ▶ starting the professional learning days

1:58:31 ▶ before. It just didn't it didn't work.

1:58:35 ▶ But yeah, it does make for a a long

1:58:38 ▶ first week of school, I think.

1:58:40 ▶ >> Yeah.

1:58:41 ▶ Um

1:58:43 ▶ Okay. Well, I I like option B because,

1:58:46 ▶ you know, it gives us more time to fix

1:58:48 ▶ the schools and

1:58:50 ▶ >> Yes.

1:58:50 ▶ >> I like that Thanksgiving break as well.

1:58:52 ▶ So, I I support option B.

1:58:56 ▶ >> Dr. Shaw,

1:58:58 ▶ >> thank you. A couple of questions. So

1:59:00 ▶ with that extension and Thanksgiving,

1:59:01 ▶ like if we started on the Thursday

1:59:03 ▶ before instead of the Monday, couldn't

1:59:05 ▶ we have the whole week of Thanksgiving

1:59:06 ▶ off?

1:59:10 ▶ >> So one of the things that we um run into

1:59:14 ▶ are contract days. So we had to very

1:59:18 ▶ creatively even pushing professional

1:59:21 ▶ learning days out of the school days and

1:59:23 ▶ into the beginning. Um it we had to make

1:59:27 ▶ adjustments based on

1:59:30 ▶ employee contracts.

1:59:32 ▶ So and the instructional minutes of

1:59:35 ▶ course um

1:59:39 ▶ >> so that number of contract days though,

1:59:41 ▶ right? It would be the same number of

1:59:43 ▶ contract days. So that would be days off

1:59:45 ▶ Monday and Tuesday of Thanksgiving week

1:59:46 ▶ and it'll be extra days on Thursday and

1:59:48 ▶ Friday before that Monday start.

1:59:51 ▶ So starting with teachers the Thursday

1:59:53 ▶ prior

1:59:54 ▶ >> like we have done in the previous years.

1:59:55 ▶ Yeah.

1:59:56 ▶ >> So that would extend I think contract

1:59:58 ▶ days by two days.

1:59:59 ▶ >> Well would have the two extra days of

2:00:01 ▶ the week of Thanksgiving off.

2:00:04 ▶ >> Right. But I think they're in contract

2:00:06 ▶ days even though they are they're like a

2:00:08 ▶ paid holiday essentially but still part

2:00:12 ▶ of their

2:00:14 ▶ contract.

2:00:15 ▶ >> Right.

2:00:19 ▶ We'd have to explore that with human

2:00:21 ▶ resources.

2:00:22 ▶ >> And my second question, I know when we

2:00:24 ▶ were talking about a lot of the

2:00:25 ▶ different um benefit additions that we

2:00:27 ▶ negotiated with TEA, a lot of them are

2:00:29 ▶ tied to attendance of uh professional

2:00:31 ▶ learning days for our teachers and then

2:00:33 ▶ we had talked about then moving the

2:00:35 ▶ professional learning days to Fridays

2:00:36 ▶ because we were less worried about

2:00:38 ▶ attendance issues for those. And I see

2:00:40 ▶ still see that they're on Wednesdays.

2:00:41 ▶ Why didn't we move them to the Fridays

2:00:43 ▶ and let the parents at least have the

2:00:45 ▶ three-day weekend instead of having to

2:00:46 ▶ take a random day off in the middle of

2:00:48 ▶ the week?

2:00:51 ▶ Well, there's there's no there's no

2:00:53 ▶ really um other way to say this, but

2:00:56 ▶ when we interface with other districts

2:00:57 ▶ and I talk with other districts about

2:00:59 ▶ offering professional development on

2:01:01 ▶ Fridays and Mondays, we exacerbate

2:01:03 ▶ student absenteeism. That goes on in

2:01:05 ▶ every system that I've interfaced with

2:01:08 ▶ where they're offering these kinds of

2:01:09 ▶ days on a Friday or a Monday. Now, that

2:01:11 ▶ may not be the case with a lot of the

2:01:13 ▶ families watching, but there are notable

2:01:15 ▶ spikes. And in a time when we're trying

2:01:18 ▶ to talk about mitigating excessive

2:01:20 ▶ absenteeism, I would have concerns about

2:01:23 ▶ putting these types of days on a Friday

2:01:24 ▶ or a Monday. I understand the benefit

2:01:27 ▶ for, you know, families, you know, to be

2:01:29 ▶ able to to have that extra day and how

2:01:32 ▶ that might make child care easier in a

2:01:34 ▶ lot of instances, but my fear is I think

2:01:36 ▶ it would exacerbate a lot of

2:01:38 ▶ absenteeism. I don't worry so much about

2:01:40 ▶ staff. Um I do think that, you know, if

2:01:43 ▶ we set expectations the right way, I I'm

2:01:46 ▶ okay from a staff point of view. Our

2:01:48 ▶ staff are professionals. They understand

2:01:50 ▶ the importance of professional

2:01:51 ▶ development. My concern is for the

2:01:54 ▶ 39,000 students at large giving a Monday

2:01:57 ▶ and giving a Friday like that.

2:01:59 ▶ >> Can you can you explain more what you

2:02:00 ▶ mean by that? What why would it be more

2:02:01 ▶ absentism on a Friday PLLD versus a

2:02:04 ▶ Wednesday PL? I think if you have a

2:02:05 ▶ Friday PLLD and you're leaving the door

2:02:07 ▶ open for students to have that day off,

2:02:10 ▶ we're leaving a door open for a 4-day

2:02:11 ▶ weekend on Monday and you're leaving the

2:02:14 ▶ door open for a potential 4-day week, 4

2:02:16 ▶ day weekend on the Thursday before the

2:02:18 ▶ Friday that they're off. That to me

2:02:20 ▶ would be my my concern versus having it

2:02:23 ▶ in the middle of the day or having it on

2:02:25 ▶ a Wednesday or even on a Tuesday. you

2:02:27 ▶ reduce the temptation to sleep in that

2:02:30 ▶ Monday and make it a 4-day weekend or

2:02:33 ▶ have families view it as a bridge to a

2:02:35 ▶ 4-day weekend and make travel plans and

2:02:37 ▶ all those other types of things. So,

2:02:38 ▶ that would be my my primary concern.

2:02:40 ▶ >> Is that like met up in the data in terms

2:02:42 ▶ of like do we see a lot more absenteeism

2:02:43 ▶ on the Friday before Labor Day or other?

2:02:46 ▶ >> Absolutely. Absolutely. And that's

2:02:48 ▶ something we can even bring in data from

2:02:49 ▶ surrounding school districts. That's not

2:02:51 ▶ a phenomenon that's unique to TUSD. Um

2:02:54 ▶ that is that actually topic that came up

2:02:56 ▶ you know at our attendance conference

2:02:58 ▶ that when you look at your own policies

2:03:00 ▶ and practices you kind of start with

2:03:02 ▶ okay what are we doing that's

2:03:03 ▶ potentially exacerbating or creating

2:03:06 ▶ absent opportunities for absenteeism. We

2:03:08 ▶ have to look when we're scheduling these

2:03:09 ▶ types of days. So I just thought I'd

2:03:11 ▶ bring that to table. we'd happily bring

2:03:13 ▶ data um you know to kind of support that

2:03:15 ▶ and talk about that what that looks like

2:03:17 ▶ across all of our schools after a labor

2:03:19 ▶ day or after you know an MLK day or

2:03:22 ▶ before an MLK day what both student

2:03:25 ▶ absenteeism looks like and what staff

2:03:26 ▶ absenteeism looks like.

2:03:28 ▶ >> The other factor to consider is Fridays

2:03:31 ▶ have more instructional minutes in them

2:03:33 ▶ because they're a regular school day

2:03:36 ▶ whereas Wednesdays has a reduced amount

2:03:38 ▶ of instructional minutes. Um, and I

2:03:41 ▶ think the other piece that we've done to

2:03:43 ▶ kind of help those attendance issues is

2:03:45 ▶ by pushing those two days before school

2:03:48 ▶ starts. It's two less days that we're

2:03:51 ▶ interrupting instruction.

2:03:56 ▶ >> Mr. Romero.

2:03:58 ▶ >> So, um, yeah, and I was on a couple of

2:04:00 ▶ those meetings as mentioned. Um, and

2:04:03 ▶ kind of as we've gone through this, what

2:04:06 ▶ I know now that I didn't know then, um,

2:04:10 ▶ kind of comes to to mind over here. And

2:04:14 ▶ because of that, I'm looking at calendar

2:04:16 ▶ D, which hasn't been discussed here.

2:04:18 ▶ here. And I just want to throw this out

2:04:19 ▶ there uh just because I know this year

2:04:22 ▶ uh with especially our early start. And

2:04:24 ▶ I'm sure every uh board member up here

2:04:27 ▶ has been getting multiple air

2:04:30 ▶ conditioning complaints and outages and

2:04:33 ▶ things of that nature that we have at

2:04:35 ▶ our school. And I see that we start

2:04:37 ▶ early. And from what I understand

2:04:40 ▶ through facilities, the cost to have our

2:04:43 ▶ schools running in these early August

2:04:46 ▶ part of August versus if we started

2:04:49 ▶ later and ended later, was there a cost

2:04:53 ▶ difference for like keeping our

2:04:56 ▶ buildings open if we started a later

2:04:57 ▶ date? Is that possible? Are we always

2:05:00 ▶ just stuck with these type of days? Um,

2:05:04 ▶ you know, again, like I said, we're

2:05:07 ▶ still getting AC issues from people, you

2:05:10 ▶ know, parents, um, uh, teachers,

2:05:14 ▶ principles, etc., etc. And yes, we're

2:05:16 ▶ still in September, but if we eliminated

2:05:18 ▶ a few other ones in those earlier weeks,

2:05:21 ▶ is is that a potential to look at in the

2:05:23 ▶ future, or is that even a consideration?

2:05:28 ▶ Well, the air conditioning in like May,

2:05:29 ▶ June as well. Like if we ended the

2:05:31 ▶ school year later into June, that's like

2:05:33 ▶ even the hotter time than

2:05:34 ▶ >> Well, I from what I understand, August

2:05:36 ▶ is a hotter month than than the end of

2:05:38 ▶ May and early June if we extended it

2:05:40 ▶ over to that area. Yeah, I'm sure

2:05:42 ▶ graduations might be a little bit more,

2:05:45 ▶ you know, uh diff difficult on that one.

2:05:47 ▶ I'm just wondering I like I like B as

2:05:49 ▶ far as because we're starting later,

2:05:51 ▶ we're getting our facilities more time

2:05:53 ▶ to do those things. I I'm just looking

2:05:55 ▶ again like I said uh looking outside of

2:05:58 ▶ something different. Is it possible to

2:06:00 ▶ do a 17th or a little bit later that

2:06:02 ▶ third week? Um again I don't you know a

2:06:05 ▶ lot of work has been done here and I

2:06:07 ▶ don't want to take away from that work.

2:06:08 ▶ I just want to open up the door of the

2:06:10 ▶ conversation. Is that a possibility? And

2:06:13 ▶ if that's a possibility do we have to do

2:06:16 ▶ two years in a row? Can we pass this

2:06:18 ▶ first year under calendar B and look at

2:06:20 ▶ a calendar D as another another option?

2:06:23 ▶ Again, I'm throwing things out there. I

2:06:25 ▶ don't know again like if Ricky would

2:06:27 ▶ have information on those things or any

2:06:28 ▶ feedback Dr. Trill would have on those

2:06:31 ▶ things. Again, still being new into

2:06:32 ▶ this. I'm just looking at other options.

2:06:36 ▶ [Music]

2:06:39 ▶ >> Oh, I'm sorry. Go ahead. No, I was just

2:06:42 ▶ going to say the the most important

2:06:43 ▶ thing is instructional days and minutes

2:06:45 ▶ and and so forth, but um yeah, I don't

2:06:50 ▶ know about the data from facilities

2:06:52 ▶ about how many ACs break in, you know,

2:06:55 ▶ June or or May,

2:06:58 ▶ >> right,

2:06:58 ▶ >> compared to August,

2:07:02 ▶ >> Miss Ro?

2:07:03 ▶ >> Yes, Dr. Trill. So, I would imagine that

2:07:07 ▶ if we,

2:07:09 ▶ you know, hypothetically looked into Mr.

2:07:12 ▶ Romero's suggestion of starting later,

2:07:14 ▶ like after a Labor Day, like we used to

2:07:17 ▶ do a billion years ago, um, it would

2:07:19 ▶ probably

2:07:21 ▶ mess up a lot of our like with the AIA.

2:07:25 ▶ >> Sure.

2:07:26 ▶ >> And all of all of those type of

2:07:27 ▶ >> Yeah, we can we certainly look at that.

2:07:29 ▶ And, you know, I'm I'm like I'm I was on

2:07:32 ▶ calendar E, F, and G. I was trying to

2:07:34 ▶ break I was trying to break a bunch of

2:07:35 ▶ China. I was challenging them to

2:07:36 ▶ innovate and like hey we need to be

2:07:38 ▶ thinking like we got to increase

2:07:39 ▶ instructional time. We got and they just

2:07:41 ▶ weren't having it. So I'm I'm fairly

2:07:44 ▶ quiet on this issue. I understand that

2:07:45 ▶ we're looking at more traditional

2:07:47 ▶ models. But I've always tried to look at

2:07:50 ▶ creating a longer runway for operations.

2:07:52 ▶ I've said that before. I don't think

2:07:54 ▶ that we give them enough time, which is

2:07:56 ▶ why we don't finish all of our

2:07:58 ▶ preventative maintenance on HVAC and it

2:08:00 ▶ comes back and it gets us when we start

2:08:02 ▶ so early. You're always going to be

2:08:04 ▶ running school in June because you have

2:08:06 ▶ summer school. So, that's not going

2:08:08 ▶ away. Like that you're you're going to

2:08:09 ▶ have to do school in June. The question

2:08:11 ▶ is, do you want to go do you want school

2:08:13 ▶ to go longer in May so you can forego

2:08:16 ▶ August? And that's where you're looking

2:08:18 ▶ at where are the temperatures hotter?

2:08:20 ▶ Typically, they're hotter in in August

2:08:22 ▶ than they are in May. June and July,

2:08:24 ▶ June, you're always going to run school.

2:08:25 ▶ It's always going to be hot. You got to

2:08:27 ▶ deal with summer school wherever it is

2:08:29 ▶ that we have it. It's a question of from

2:08:31 ▶ a monetary basis, how much are we

2:08:33 ▶ spending, you know, and dealing with

2:08:35 ▶ with cooling issues in May versus what

2:08:37 ▶ we're doing in August. We also have to

2:08:39 ▶ look at like AIA calendar, like you

2:08:40 ▶ said, Mrs. Luna Rose, like how much does

2:08:43 ▶ that set off, you know, fall sports if

2:08:46 ▶ we're looking at moving and going a

2:08:48 ▶ little bit later in May so that we can

2:08:50 ▶ start as close to Labor Day as possible

2:08:51 ▶ or even after. So, I think that's kind

2:08:54 ▶ of as far as we could probably go with

2:08:56 ▶ that because then you get into like

2:08:58 ▶ minutes and fall break and, you know, we

2:09:00 ▶ still want to honor what the

2:09:01 ▶ recommendations were with the

2:09:04 ▶ Thanksgiving and all that other kind of

2:09:05 ▶ stuff.

2:09:09 ▶ >> I do know there is a little bit of a

2:09:11 ▶ sense of urgency as um open enrollment

2:09:15 ▶ opens in November.

2:09:18 ▶ The synergy team needs to build that

2:09:20 ▶ system and needs a calendar to plug into

2:09:23 ▶ that system. So I know they would prefer

2:09:26 ▶ to have an approved calendar at the

2:09:28 ▶ latest by end of September, beginning

2:09:30 ▶ August.

2:09:31 ▶ >> Yeah. And I don't want to kind of

2:09:32 ▶ disrupt what you you the work that you

2:09:35 ▶ guys have done and and I know you guys

2:09:36 ▶ got on a lot of those meetings.

2:09:38 ▶ Unfortunately, I wasn't able to get to

2:09:39 ▶ all of those. And there was a lot of

2:09:41 ▶ collaboration. There was a lot of

2:09:42 ▶ conversation, a lot of things happening

2:09:44 ▶ in those conversations that I I heard.

2:09:47 ▶ You guys did your homework. You did a

2:09:49 ▶ lot of these things. But like I had

2:09:50 ▶ mentioned just kind of looking at

2:09:52 ▶ different things that I'm seeing in a

2:09:53 ▶ different view. You know, I'm good with

2:09:55 ▶ this with calendar B uh supporting that.

2:09:58 ▶ that m maybe for this 26 27 27 28 but

2:10:03 ▶ when we revisit this I would like to

2:10:06 ▶ maybe have that calendar year D when we

2:10:10 ▶ look at it as a at a at a later start

2:10:13 ▶ time and having that that later time to

2:10:15 ▶ see how that might work with all the

2:10:17 ▶ different programs again you guys have

2:10:19 ▶ done so much work and I respect that so

2:10:22 ▶ I'm not trying to you know take off the

2:10:24 ▶ train I just want to look at it from a

2:10:26 ▶ different point of view and a

2:10:28 ▶ perspective. So

2:10:29 ▶ >> I think it's a great time to start

2:10:32 ▶ looking at those innovative sort of

2:10:33 ▶ solutions. I know Dr. Trujillo just

2:10:35 ▶ mentioned he wanted us to explore more

2:10:38 ▶ innovative options but um with time

2:10:42 ▶ right so looking at 2829

2:10:47 ▶ is that the next one? um and starting

2:10:49 ▶ that work presenting those ideas to the

2:10:51 ▶ community to be able to you know really

2:10:55 ▶ explore especially ones that do require

2:10:58 ▶ significant change. would be good for to

2:11:00 ▶ look at all the systems like Miss Luna

2:11:03 ▶ Rose u mentioned about sports and you

2:11:06 ▶ know other areas that might be affected

2:11:09 ▶ and then maybe because like I said on

2:11:11 ▶ the ones that have done you know uh B

2:11:13 ▶ was you know number one C and A were

2:11:17 ▶ kind of right over similar as far as

2:11:19 ▶ that goes but maybe if one of the ones

2:11:22 ▶ that didn't work well we eliminate one

2:11:24 ▶ of those styles and then but like I said

2:11:26 ▶ then D you know now you have four-way

2:11:28 ▶ way that it's going to be separated on

2:11:30 ▶ out. So, like I said, I'm good with

2:11:32 ▶ supporting what we have here today. I

2:11:34 ▶ would just like at least be put that out

2:11:37 ▶ there that we look at an option D for

2:11:40 ▶ the future, but again, I am supportive

2:11:42 ▶ of the work you guys have done.

2:11:43 ▶ >> Dr. Shaw and then Miss Lenaros.

2:11:45 ▶ >> Um, I see that there's a 10-day

2:11:47 ▶ discrepancy between first second

2:11:48 ▶ semester has always been like that. And

2:11:50 ▶ what does that mean in terms of like

2:11:51 ▶ classes that are taught in both

2:11:53 ▶ semesters having 10 days longer in one

2:11:55 ▶ semester compared to the other?

2:11:57 ▶ Yeah, it it's all about where the

2:11:59 ▶ calendar um lies. This is why we push

2:12:02 ▶ those those two days into the spring

2:12:05 ▶ semester because that would make our

2:12:07 ▶ fall really short. So, we try to

2:12:09 ▶ accommodate to to try and even that out.

2:12:13 ▶ Um but it it didn't work out to exactly,

2:12:17 ▶ you know, half and half semesters.

2:12:21 ▶ >> Is that how it's always been? I've

2:12:23 ▶ always had a longer second semester than

2:12:24 ▶ the first semester last couple of years.

2:12:26 ▶ And what does that mean in terms of our

2:12:27 ▶ our classes and curriculum and you know

2:12:31 ▶ students are taking something one

2:12:32 ▶ semester versus another?

2:12:34 ▶ >> So we adjust our curriculum um you know

2:12:37 ▶ we develop our curriculum in quarters.

2:12:40 ▶ So however many days each quarter is um

2:12:44 ▶ we adjust our curriculum to fit that and

2:12:46 ▶ our pacing guides and and so forth to

2:12:48 ▶ give teachers our assessments as well.

2:12:51 ▶ Um but we do try to keep it towards that

2:12:56 ▶ 90 days um each semester more or less

2:12:59 ▶ but yeah in

2:13:02 ▶ depending on how the calendar falls it's

2:13:05 ▶ not always possible.

2:13:06 ▶ >> Dr. Trio

2:13:10 ▶ >> is it the presence of um the number of

2:13:14 ▶ governing board holidays that falls in

2:13:16 ▶ one semester versus another that creates

2:13:18 ▶ the overage? So, is it is it that

2:13:22 ▶ because I think it's a great question. I

2:13:23 ▶ think it's important to understand it.

2:13:25 ▶ Is it that because we've got the fall

2:13:26 ▶ break and the winter break and then

2:13:29 ▶ we've got, you know, Labor Day and I

2:13:30 ▶ think we've got what's the other one uh

2:13:32 ▶ that comes to mind?

2:13:33 ▶ >> Veterans Day.

2:13:34 ▶ >> Veterans Day.

2:13:36 ▶ >> That means that the number of actual

2:13:37 ▶ teaching days is reduced and we've got

2:13:40 ▶ to make them up in the spring. Is that

2:13:41 ▶ what creates that gap? I think it's

2:13:43 ▶ important to kind of clarify that.

2:13:45 ▶ >> Are we adding days on for that reason?

2:13:47 ▶ So we for example we we heard it loud

2:13:51 ▶ and clear like we we don't want to start

2:13:53 ▶ school in July. That was very clear from

2:13:55 ▶ the feedback to the committee. We need

2:13:58 ▶ to start as later as late you know late

2:14:00 ▶ as possible. So starting August 10th

2:14:03 ▶ right there there you're eliminating

2:14:05 ▶ five days right right there. Um and so

2:14:08 ▶ and like you said there's holidays

2:14:11 ▶ within the first semester and then just

2:14:14 ▶ where winter break falls. um it it it

2:14:19 ▶ can affect that. So, it we try to try

2:14:22 ▶ and keep um as close as we can to 90day

2:14:26 ▶ semesters, about 45 days a quarter, but

2:14:29 ▶ it just doesn't always work that way.

2:14:33 ▶ But it we do

2:14:36 ▶ we do count backwards. So when we we say

2:14:39 ▶ we're going to end um Memorial, you

2:14:42 ▶ know, by Memorial Day, then we go back

2:14:45 ▶ and and you know, how many we need 176

2:14:48 ▶ instructional days. Um we plug in that

2:14:51 ▶ fall break, spring break, and try to

2:14:54 ▶ even them out as much as possible.

2:14:58 ▶ >> Miss Rose, did you have another comment?

2:15:01 ▶ >> Um no, I just wanted to say I appreciate

2:15:03 ▶ Mr. Romero bringing that up just because

2:15:06 ▶ and maybe

2:15:08 ▶ um whether I'm on this continuing on

2:15:10 ▶ this board or not at that time. I think,

2:15:12 ▶ you know, there are parents that I know

2:15:14 ▶ that like East Coast and California

2:15:16 ▶ schools, you know, they don't start

2:15:18 ▶ until the day after Labor Day. And so,

2:15:21 ▶ um, I I I think it might be worth

2:15:24 ▶ reviewing, um, just because I I

2:15:29 ▶ but we're kind of in a situation where

2:15:31 ▶ we're always hot. So

2:15:33 ▶ >> I don't know what will be with but I I

2:15:35 ▶ think it's worth I just want to say I

2:15:37 ▶ think it's worth reviewing for for

2:15:39 ▶ future dates

2:15:39 ▶ >> and giving the opportunity for community

2:15:41 ▶ to give feedback.

2:15:45 ▶ >> Yeah.

2:15:46 ▶ >> I think for tonight's purposes I

2:15:48 ▶ probably only feel comfortable approving

2:15:49 ▶ the 2627 calendar and keep on working on

2:15:52 ▶ kind of seeing how that goes how this

2:15:53 ▶ year's goes and everything and and not

2:15:55 ▶ approve the the two years. I think what

2:15:57 ▶ we need to really do is make sure

2:15:58 ▶ everything's ready for the next school

2:15:59 ▶ year. I think we've been having

2:16:01 ▶ conversations on what makes sense.

2:16:04 ▶ >> Mission.

2:16:06 ▶ >> Yes, Miss Shaw. Sorry. Um, yeah, I I

2:16:10 ▶ agree with Dr. Shaw and just approving

2:16:12 ▶ this upcoming calendar. Um, thank you,

2:16:14 ▶ Mr. Romero, for bringing that up. I

2:16:16 ▶ think it would be great to do that so we

2:16:17 ▶ give facilities time to fix our schools

2:16:20 ▶ so we don't run into the problem that we

2:16:21 ▶ do every school year. Um, but it would

2:16:24 ▶ be great to get all the other school

2:16:25 ▶ districts on board and extending their

2:16:28 ▶ calendar so that we don't um, you know,

2:16:30 ▶ put our athletes at risk. And I don't

2:16:33 ▶ know who our like board leaison is for

2:16:35 ▶ ASBA, but you know, having the whole

2:16:37 ▶ state on board to, you know, start later

2:16:40 ▶ would be great. um

2:16:42 ▶ >> so that we're all on the same page since

2:16:44 ▶ this was something that we used to do in

2:16:46 ▶ the past, start late, but I don't know

2:16:48 ▶ when we started to start early, but uh

2:16:52 ▶ yeah, it does create issues in our

2:16:54 ▶ district and probably others.

2:16:58 ▶ >> And I'll say I I I all the hate emails

2:17:01 ▶ can come my way. Um but I would I would

2:17:03 ▶ like a year- round calendar, you know,

2:17:05 ▶ that's what I would support. I would

2:17:06 ▶ like to have I like how Veil does it to

2:17:08 ▶ be honest where they have the longer

2:17:09 ▶ fall break, the longer spring break,

2:17:12 ▶ more breaks built in, less of a long

2:17:14 ▶ summertime. Uh I think that's just a lot

2:17:16 ▶ of evidence based about learning loss

2:17:18 ▶ over the summer. Uh and so that's what I

2:17:20 ▶ would push for.

2:17:22 ▶ >> Not as a motion tonight, but uh just

2:17:24 ▶ want to throw it out there beacon and

2:17:26 ▶ let the hate mail come my way.

2:17:27 ▶ >> That's the kind of China that I was

2:17:28 ▶ trying to get to get them to break. But

2:17:31 ▶ >> we did talk about it, but that's

2:17:32 ▶ >> along with uniforms. He did that. Get

2:17:34 ▶ the uniforms in.

2:17:37 ▶ should have added that the BAC.

2:17:39 ▶ >> We kind of just brushed over the Monday

2:17:41 ▶ start date, so everybody was okay with

2:17:44 ▶ that for this year or for this upcoming

2:17:47 ▶ school year.

2:17:49 ▶ >> Okay.

2:17:50 ▶ >> Yeah. Did you want

2:17:51 ▶ >> Yeah. I mean, the survey

2:17:54 ▶ kind of communicated that now now that

2:17:57 ▶ they've lived that, right? We've done

2:17:59 ▶ that in the past, but now that they've

2:18:01 ▶ relived that again, that might change.

2:18:04 ▶ So that might be one of the options

2:18:06 ▶ presented again um in the future.

2:18:10 ▶ >> Okay.

2:18:10 ▶ >> I'm sorry. When was the survey done?

2:18:12 ▶ This was done before the school year

2:18:13 ▶ started.

2:18:14 ▶ >> Yes. So we did present like you can see

2:18:16 ▶ the traditional which starts on a

2:18:18 ▶ Thursday and then the other two options

2:18:21 ▶ that start on a Monday.

2:18:24 ▶ But again that could be presented

2:18:27 ▶ again a Thursday start date.

2:18:29 ▶ >> Yeah. Maybe they wanted

2:18:31 ▶ an August 6 start date and then they

2:18:34 ▶ wanted an extended Thanksgiving break

2:18:36 ▶ and that didn't have the option. So,

2:18:38 ▶ because I have heard from parents that

2:18:40 ▶ they did hate it. Um,

2:18:43 ▶ now my daughter's in the fifth grade and

2:18:45 ▶ so I mean it was okay for her, but you

2:18:47 ▶ know, for the younger ones, I don't know

2:18:50 ▶ um how that affected

2:18:51 ▶ >> the Monday start date.

2:18:52 ▶ >> Yeah. The Monday start date for kinders

2:18:54 ▶ or first graders,

2:18:56 ▶ >> right?

2:18:57 ▶ >> Yeah. I have a high schooler so she just

2:18:59 ▶ complained so it doesn't matter.

2:19:01 ▶ >> I'm calling her out.

2:19:03 ▶ >> Miss Extram.

2:19:04 ▶ >> Yes.

2:19:04 ▶ >> I wonder if we can present the calendar

2:19:07 ▶ publicly like recommendedation of

2:19:10 ▶ calendar B cuz you know oftent times the

2:19:14 ▶ survey is just a small I mean it is a

2:19:16 ▶ small small portion of people and if

2:19:19 ▶ people saw and maybe we explicitly state

2:19:21 ▶ that we are going to or we may start

2:19:24 ▶ again on a Monday. Please provide your

2:19:26 ▶ feedback on this calendar recommendation

2:19:28 ▶ and then bring it back at the next board

2:19:30 ▶ meeting just so people can know or at

2:19:33 ▶ least they can't say like we didn't

2:19:35 ▶ know. You know what I mean?

2:19:38 ▶ >> Cuz yeah, I got a lot of grief for the

2:19:41 ▶ Monday start.

2:19:42 ▶ >> I did too. So that's why I'm just

2:19:44 ▶ bringing it up. And it may be because

2:19:47 ▶ I'm at an elementary school and people

2:19:49 ▶ see me and they're like that sucked or

2:19:51 ▶ whatever. But um yeah,

2:19:56 ▶ >> I'm not sure that would give us a lot.

2:19:57 ▶ We have a thousand responses here. I'm

2:19:59 ▶ not sure having like five responses is

2:20:00 ▶ really going to change too much in terms

2:20:02 ▶ of the thousand that we have on here. We

2:20:05 ▶ hardly ever we put everything on the

2:20:06 ▶ public when we get more than like a

2:20:08 ▶ handful of comments on anything,

2:20:10 ▶ >> right? But we I mean we put it out

2:20:12 ▶ before the first day of school, right?

2:20:14 ▶ it closed before school started and so

2:20:17 ▶ the ramifications of the Monday start

2:20:19 ▶ wasn't realized

2:20:23 ▶ and you said November is the time where

2:20:25 ▶ you really need it for enrollment.

2:20:28 ▶ >> She needs to build it in October. So um

2:20:32 ▶ end of September, the latest beginning

2:20:35 ▶ of October,

2:20:39 ▶ >> Mr. Romero. So going back to that Monday

2:20:42 ▶ start date and and I think you know and

2:20:44 ▶ I got a little bit but after visiting

2:20:47 ▶ some of the schools I don't think it was

2:20:49 ▶ as bad as most people thought. I think

2:20:51 ▶ it was an initial it's it's something

2:20:54 ▶ different than we used to have. So it's

2:20:57 ▶ change and I think that was probably one

2:20:58 ▶ of the biggest things that I saw on my

2:21:00 ▶ end uh talking to some of those people

2:21:02 ▶ was the change aspect of it. Um and then

2:21:05 ▶ kind of talk, you know, a lot of um

2:21:08 ▶ dialogue that we've been happening up

2:21:10 ▶ over here. Um which is is great and I am

2:21:13 ▶ supportive like said because I know we

2:21:14 ▶ have to have something done and in

2:21:17 ▶ approving this next year coming on up,

2:21:20 ▶ but Dr. Shaw also makes a good point in

2:21:22 ▶ option E, you know, um you know, to have

2:21:26 ▶ have that out there as a full school

2:21:28 ▶ year thing, too. And if if that's

2:21:30 ▶ possible, I'd like to make the option at

2:21:31 ▶ least to um uh to move this to approve

2:21:37 ▶ for next school year 2627

2:21:39 ▶ and then come back to look at at least

2:21:42 ▶ A, B, C, D, and E.

2:21:46 ▶ >> So that's your motion.

2:21:47 ▶ >> Yes.

2:21:48 ▶ >> Do I hear a second?

2:21:51 ▶ >> I'll second it for discussion.

2:21:54 ▶ >> Is it too late to add the calendar to

2:21:55 ▶ the budget advisory committee?

2:21:57 ▶ >> No. No, we already have too many things.

2:22:02 ▶ >> I think I'm good with that.

2:22:05 ▶ >> Any other

2:22:05 ▶ >> approve next year and let's keep on

2:22:07 ▶ working on this.

2:22:08 ▶ >> Any other discussion,

2:22:10 ▶ >> Miss Sean?

2:22:11 ▶ >> Gosh, I just I don't It was so difficult

2:22:14 ▶ this school year. All right. I wonder if

2:22:17 ▶ like we can just table it for until the

2:22:20 ▶ next meeting or the meeting after that

2:22:22 ▶ so that we can uh float the Thursday uh

2:22:26 ▶ start day

2:22:29 ▶ so it's not so difficult for for

2:22:32 ▶ everybody to to lead up to like have the

2:22:34 ▶ full week. It's it's just rough.

2:22:39 ▶ >> Yes, Miss Lenoros. I'm going to be the

2:22:41 ▶ old fddy duddy here. Um, I was okay with

2:22:44 ▶ the Monday star date and I'm still okay

2:22:45 ▶ with the Monday star date. Everybody

2:22:47 ▶ works Monday through Friday, so

2:22:50 ▶ you know, it's the way of the world. Um,

2:22:53 ▶ yes, I did get comments, too, but I

2:22:55 ▶ think once they got through the week,

2:22:57 ▶ they were okay. So, um, I'm okay with

2:23:00 ▶ keeping it on Monday.

2:23:02 ▶ >> So, calendar A has a Thursday start

2:23:06 ▶ date, but then the PLLD days are during

2:23:08 ▶ the school year. So, can you can you

2:23:09 ▶ explain to me a little bit more about

2:23:10 ▶ this contracted days and how this works

2:23:12 ▶ and where the limitations are or can

2:23:16 ▶ someone explain that to me? Because it

2:23:18 ▶ seems like if we started on Thursday,

2:23:20 ▶ those two days were pushed into the

2:23:21 ▶ school year, which I I probably wouldn't

2:23:23 ▶ favor that like just it's really

2:23:24 ▶ disruptive had those Wednesdays off for

2:23:27 ▶ families. I hear like negative comments

2:23:29 ▶ about that a lot from families. Like, I

2:23:31 ▶ know another Wednesday off, I got to

2:23:32 ▶ figure out what I'm doing with the kids.

2:23:35 ▶ So, um,

2:23:38 ▶ traditionally the way the employee work

2:23:40 ▶ calendar goes, and I don't know if John

2:23:42 ▶ is in here, but, um,

2:23:45 ▶ people have different traditional start

2:23:48 ▶ dates and end dates. So, for example,

2:23:51 ▶ teacher assistants. Um, they might

2:23:54 ▶ traditionally start on um the first day

2:23:59 ▶ of school, right? So when we start a

2:24:03 ▶ week earlier than the first day of

2:24:05 ▶ school, as in this year started a week

2:24:07 ▶ earlier, we had to bring them in prior

2:24:10 ▶ to students starting too so that we

2:24:12 ▶ wouldn't compromise their their um

2:24:16 ▶ contract days. Many of our um work

2:24:20 ▶ calendars

2:24:22 ▶ had to be adjusted um in order to

2:24:26 ▶ accommodate those days prior.

2:24:30 ▶ So they have a certain number of work

2:24:33 ▶ days. When we took out the PL,

2:24:36 ▶ professional learning days out of the

2:24:38 ▶ school year, that was two less days

2:24:41 ▶ during the year that they had to work.

2:24:44 ▶ So we had to add those two contractual

2:24:47 ▶ days to the beginning

2:24:50 ▶ prior to students coming.

2:24:53 ▶ >> So we added two more days to begin the

2:24:55 ▶ school year. Couldn't we finish school

2:24:56 ▶ year on the Wednesday before Memorial

2:24:58 ▶ Day? And that would even it out.

2:25:02 ▶ And then

2:25:02 ▶ >> we had to add dates to complete their

2:25:04 ▶ cont.

2:25:04 ▶ >> That would even out the semester a

2:25:06 ▶ little bit too.

2:25:10 ▶ >> I'm not quite sure I understand that

2:25:12 ▶ part.

2:25:13 ▶ >> So we we if we did the Thursday start,

2:25:16 ▶ kept the PLLD days before the Thursday

2:25:18 ▶ start. So we're not adding those two PL

2:25:20 ▶ days back into the school year and then

2:25:22 ▶ finish the school year a little bit

2:25:23 ▶ earlier in May by two days. that would

2:25:25 ▶ still have the same contractual days and

2:25:28 ▶ still have all the total number of days,

2:25:30 ▶ keep the Thursdays start and a little

2:25:32 ▶ bit early into the school year. Um, and

2:25:35 ▶ even out the semester's a little bit as

2:25:37 ▶ well.

2:25:38 ▶ >> I I would have to go to the drawing

2:25:40 ▶ board. I'm I'm happy to explore that.

2:25:46 ▶ >> Miss Shaw,

2:25:46 ▶ >> Miss Extram, thank you. Um, I think we I

2:25:50 ▶ think we really need to do a Thursday

2:25:52 ▶ start date because one, if there's an

2:25:54 ▶ issue with the AC, like we have the

2:25:57 ▶ weekend, we can fix it or call a

2:26:00 ▶ emergency contractor um to get this

2:26:03 ▶ fixed. And having it start on Monday,

2:26:06 ▶ there's always going to be issues and

2:26:07 ▶ it's much more difficult to to address

2:26:09 ▶ it in the middle middle of a calendar

2:26:11 ▶ week.

2:26:21 ▶ Mr. Romero, what was your motion again,

2:26:23 ▶ please?

2:26:24 ▶ >> So, I was just uh wanting to motion just

2:26:27 ▶ to pass this upcoming uh school year um

2:26:30 ▶ calendar with the caveat that we bring

2:26:33 ▶ this back for the following year to give

2:26:35 ▶ at least an option with a basically an

2:26:38 ▶ ABCDE,

2:26:40 ▶ something with a later start in year and

2:26:42 ▶ something with Dr. Shaw had mentioned a

2:26:44 ▶ fullear type of schedule.

2:26:46 ▶ >> And to address Miss Shaw's concern, they

2:26:49 ▶ will be in the school that week, right?

2:26:51 ▶ So if something does happen with the AC,

2:26:55 ▶ people are in the building,

2:26:57 ▶ >> the week before students start. Yes.

2:27:01 ▶ >> Yeah.

2:27:02 ▶ >> I mean, that could be an, you know, I

2:27:05 ▶ don't know.

2:27:06 ▶ >> It's not going to help, but I just we

2:27:09 ▶ need more time to fix our schools up.

2:27:11 ▶ And you see the issues when everybody's

2:27:14 ▶ there and the room's 95 degrees.

2:27:16 ▶ >> Yeah.

2:27:20 ▶ >> So, if we don't pass this tonight, like

2:27:22 ▶ what what are we recommending? Like

2:27:24 ▶ who's making decisions? Like where where

2:27:25 ▶ are we going from here? What are we

2:27:27 ▶ recommending that our administrative

2:27:29 ▶ team do then?

2:27:30 ▶ >> Find a calendar that starts on a

2:27:33 ▶ Thursday is what my recommendation would

2:27:35 ▶ be.

2:27:36 ▶ >> Drill.

2:27:37 ▶ >> Dr. Truill.

2:27:38 ▶ >> So, we're back here in a week. I don't

2:27:40 ▶ think that the tweaks that Dr. I

2:27:43 ▶ followed the tweaks. I think they're I I

2:27:45 ▶ can walk you through. I mean, I I think

2:27:47 ▶ they're reasonable tweaks that we can

2:27:48 ▶ make that still balance out the contract

2:27:50 ▶ days,

2:27:52 ▶ allow us to start on a Thursday, let us

2:27:54 ▶ get out a little bit, you know, earlier

2:27:56 ▶ for the Memorial Day. We can adjust

2:27:59 ▶ those tweaks, be back here in a week and

2:28:01 ▶ see what the board's will is. I do think

2:28:03 ▶ conceptually I think it's a good thing

2:28:05 ▶ to just focus on 2627.

2:28:08 ▶ I personally want to see more China

2:28:09 ▶ broken before committing to 2728. I want

2:28:13 ▶ to really look at, you know, different

2:28:15 ▶ challenge the committee to to really

2:28:17 ▶ look at research and, you know, what the

2:28:19 ▶ increase in frequency to classroom

2:28:22 ▶ instruction means, you know, for kids.

2:28:24 ▶ So, I I think 2627's on the table. I

2:28:26 ▶ don't think it's too much to ask to be

2:28:27 ▶ back here in a week. I think the

2:28:29 ▶ adjustments that we heard here could be

2:28:31 ▶ very very small um to get us to that

2:28:33 ▶ Thursday that I think we're we're all

2:28:35 ▶ kind of talking about. I do agree that

2:28:37 ▶ it it does give us a little bit of that

2:28:39 ▶ that extra 48 hour runway when a school

2:28:43 ▶ goes down, especially if we're dealing

2:28:45 ▶ with a monsoon. The worst thing that

2:28:47 ▶ happen is a monsoon over the weekend and

2:28:48 ▶ school starts on Monday. That we've been

2:28:51 ▶ in that situation before. That's not

2:28:52 ▶ fun. Takes the air out. We got people

2:28:55 ▶ out there for, you know, 3 4:00 in the

2:28:57 ▶ morning trying to get the chillers up.

2:28:59 ▶ So, there's a lot of sense in

2:29:00 ▶ operationally why we would want to go on

2:29:02 ▶ a Thursday. So, I think we can maybe

2:29:04 ▶ take a look at that and, you know, see

2:29:05 ▶ if we can be back here in a week. I'm

2:29:08 ▶ not sure we'd have to convene everybody.

2:29:10 ▶ I think we have enough feedback. We're

2:29:12 ▶ not changing anything conceptually other

2:29:15 ▶ than just maybe moving the start from

2:29:17 ▶ Monday to the Thursday and then backing

2:29:20 ▶ up a little bit and getting out a little

2:29:21 ▶ bit earlier for 26 27.

2:29:24 ▶ But do we want to keep calendar B with a

2:29:27 ▶ Thursday start and a Wednesday before

2:29:31 ▶ Memorial Day out with an extended

2:29:33 ▶ Thanksgiving break and then the PLLD is

2:29:36 ▶ staying the same

2:29:39 ▶ >> if possible.

2:29:40 ▶ >> Okay. So

2:29:42 ▶ >> the only consequence that I can see is

2:29:44 ▶ you push back then

2:29:47 ▶ >> um to the third week in July. You push

2:29:50 ▶ back new teacher induction

2:29:53 ▶ um all of those things. The principal um

2:29:57 ▶ welcome back things like that to July

2:30:00 ▶ 20th

2:30:03 ▶ 21st.

2:30:04 ▶ [Music]

2:30:06 ▶ >> I I think we need to look at that

2:30:08 ▶ calendar. I don't see where that

2:30:09 ▶ happens. I think we're going to have to

2:30:10 ▶ walk through that because we're only

2:30:12 ▶ talking about a couple of days. Um so I

2:30:14 ▶ I think looking at that in a more

2:30:16 ▶ detailed way and then we'll be back. But

2:30:19 ▶ it is essentially calendar B trying to

2:30:22 ▶ get to that Thursday. Um you know with

2:30:24 ▶ regard to the PLLD days taking two of

2:30:26 ▶ them out taking two of them out of the

2:30:28 ▶ academic year I think is eases like the

2:30:31 ▶ child care burden. Um so I think we're

2:30:33 ▶ almost there but we'll we'll sit down

2:30:35 ▶ and I I want to see where that takes us

2:30:38 ▶ back into July. come back.

2:30:42 ▶ >> Let's just vote it down. Okay. So, in

2:30:45 ▶ order for them to come back, there's a

2:30:47 ▶ motion and a second on the table um to

2:30:50 ▶ approve the calendar as presented

2:30:52 ▶ tonight. So, if you want them to come

2:30:55 ▶ back, you vote it down.

2:30:57 ▶ >> So, can I retract that or do we just

2:30:59 ▶ vote it down? You have to second it. So,

2:31:01 ▶ it's not yours as a board's motion now.

2:31:03 ▶ >> So, um all those Let's do a roll call

2:31:06 ▶ vote.

2:31:10 ▶ Dr. Robbie,

2:31:11 ▶ >> no.

2:31:12 ▶ >> Miss Luna Rose,

2:31:13 ▶ >> yes.

2:31:14 ▶ >> Miss Shaw,

2:31:15 ▶ >> no.

2:31:16 ▶ >> Mr. Rometo,

2:31:17 ▶ >> no.

2:31:17 ▶ >> Miss Extra,

2:31:18 ▶ >> no. Motion fails.

2:31:22 ▶ Um, so you'll be back next week. Thank

2:31:25 ▶ you so much.

2:31:26 ▶ >> Say, real quick, I encourage the

2:31:27 ▶ audience, um, you know, after this is

2:31:29 ▶ gets posted on Friday to take a look at

2:31:31 ▶ it. Um,

2:31:33 ▶ hopefully we can pass something next

2:31:35 ▶ week, but we would love the feedback. I

2:31:36 ▶ think if you send us emails or um yeah,

2:31:40 ▶ just send us emails and let us know what

2:31:41 ▶ you think.

2:31:44 ▶ >> Next item is future meeting dates and

2:31:46 ▶ agenda items. Dr.

2:31:49 ▶ Uh we will be back uh with a counter

2:31:51 ▶ next week um and then our lobbyists will

2:31:54 ▶ be in town um to give you their

2:31:57 ▶ legislative wrap-up and then get the

2:31:59 ▶ board discussing what it might look at

2:32:02 ▶ for some uh legislative priorities to

2:32:04 ▶ focus on for the upcoming session.

2:32:07 ▶ >> Um anything else for uh from the

2:32:09 ▶ governing board members? If not, the

2:32:11 ▶ meeting stands adjourned. Thank you.