Governing Board Regular Meeting — April 14, 2026

Meeting Details

Date: April 14, 2026
Time: 04:30 PM
Location: Duffy Community Center, 5145 E. Fifth Street, Tucson, AZ 85711
Video: YouTube

Meeting Timeline

Time	Section	Summary
45:33	Superintendent’s Report
48:34	Student Performance
59:59	Instructional Overhaul Presentation
1:14:48	Desegregation Program Update
1:32:14	Public Comment
1:43:37	Board Member Reports and Discussions

People and Organizations Mentioned

Persons

Organizations

Schools

Locations

Issues

Transcript

0:10 Well,

1:01 Do you have one more question?

1:18 I'll probably

1:24 remove

1:43 Test one, two.

1:50 >> You can put it under

5:12 All right.

5:37 Is it

7:41 Yeah, it was over.

10:07 Looking for a

10:20 Hello.

10:32 Oh, he

12:22 Justical.

12:46 You missed it. You're playing

13:07 probably

13:42 Yeah, that's

14:01 But I knew

14:05 >> Yeah.

14:18 when I was 13.

14:56 Okay.

15:29 Watch.

15:50 Can I

16:04 question.

16:42 Thank you.

17:26 that I wanted to see.

17:58 Yeah.

18:46 This is the

19:05 Let's

19:22 go.

19:25 [laughter]

19:43 Thanks for

20:00 Somebody brought

20:37 I'll stop.

21:07 This is what

21:18 attention

21:48 But I made up for it next time to

22:50 No, he said

22:55 I would have just

23:42 Hello.

23:44 >> Yeah, me there.

26:07 Good.

28:18 That's

34:14 Let's see if they

34:19 Let's

34:47 see.

35:36 probably.

36:15 What you doing?

36:49 Good evening.

37:13 Thank you.

40:26 I am it's

40:29 plugged in.

40:36 Okay.

40:37 >> I mean,

40:38 >> yeah, I'll leave it. I'll leave it

40:39 tonight. My god, when I it just and my

40:43 husband has this terrible habit of

40:47 unplugging laptops.

41:05 Thank you.

41:07 People

41:17 come in.

41:55 Good evening. We're going to get our

41:57 meeting started. So, please take your

41:59 seats.

42:01 If there are any open.

42:10 Good evening. Welcome to the April 14th

42:13 governing board meeting. I am uh will be

42:16 running the meeting until Dr. Shaw

42:18 returns from uh his children's

42:20 performance and line weaver.

42:23 So with that being said, can I get roll

42:25 call, please?

42:30 Uh, Miss Rose, Luna Rose, sorry.

42:33 >> Oh, here.

42:36 >> Uh, Mr.

42:37 >> here.

42:39 >> Miss Shaw

42:40 >> here.

42:41 >> Miss Extramm

42:42 >> here.

42:42 >> Dr. Robbie.

42:45 >> Okay. Well, like I said, Dr. Robbie will

42:47 be joining us in a little [snorts]

42:49 while. And um I am uh let's see

42:55 the land acknowledgement statement. Do

42:58 we have Oh, we do. Okay. Just a moment.

43:01 Let me see before Well, you can come up

43:03 to the mic, but I don't know if I have

43:06 his information. Oh, here we go. Thank

43:09 you. [snorts]

43:12 >> He took it. Oh, it's right here. I

43:14 didn't. Okay.

43:17 >> It's the same one.

43:18 >> Okay.

43:20 >> He's got it. Oh, he's doing both. Okay.

43:22 All right. Well, thank you for that.

43:28 Okay. So, um, this is Carter Romero. He

43:32 is a fifth grader at Warren Elementary.

43:35 He is the student council president and

43:37 has been in the council since the third

43:38 grade. He plays both basketball and

43:41 football, but football is his passion.

43:44 He cheers for the Dallas Cowboys.

43:48 All right. [laughter]

43:50 Carter also plays the ukulele and the

43:52 trumpet for the Warren B. In his free

43:54 time, he is sharpening his skills for

43:56 football and school. Last year, Carter

43:59 only missed one question in the entire

44:01 Arizona's academic standards of

44:03 assessments assessment test.

44:05 Congratulations.

44:07 Good for you, [applause] Carter.

44:12 He has been invited to attend the

44:13 self-contained gate program at Pister

44:16 Middle School, and he will be doing both

44:18 the land acknowledgement statement and

44:19 our pledge of allegiance. So Carter,

44:21 when you're ready.

44:23 >> On behalf of the governing board of the

44:26 Tucson Unified School District, I name I

44:28 Carter Romero acknowledge that the

44:30 schools, buildings, and facilities of

44:33 the Tucson Unified School District

44:35 reside on the ancestral homeland of the

44:38 Toono Odum Nation and the federally

44:42 federally recognized tribal land of the

44:44 Bosuyaki tribe.

44:47 >> Fantastic. Thank you. And now, can we

44:49 stand for the pledge, please?

44:52 And whenever you're ready.

44:54 >> I pledge allegiance to the flag of the

44:56 United States of America and to the

44:58 republic for which it stands, one nation

45:02 under God, indivisible, with liberty and

45:05 justice for all.

45:08 >> Thank you, Carter, and good luck next

45:11 year.

45:13 [applause]

45:18 >> [applause]

45:20 >> Okay, now off to agenda adjustments. Dr.

45:22 Trillo, are there any adjustments?

45:25 >> Um, governing board clerk Luna Rose, no

45:27 agenda adjustments this evening.

45:30 >> Okay, thank you very much. All right,

45:33 now we are on to the superintendent

45:34 report.

45:36 >> Yes. uh governing board members, members

45:39 of the community. Sadly, uh we've been

45:42 having to do this all too often, kicking

45:44 off our meetings with uh news of

45:47 sadness. And uh anytime uh any life is

45:50 lost in our TUSD community, it hurts.

45:53 But when it's a young life full of

45:55 potential that that hasn't yet had the

45:58 uh years of experience to realize that

46:00 potential, it hurts even more. And so

46:02 tonight, uh, we take a moment and we

46:05 honor and remember one of our students,

46:07 uh, 12th grade senior at Choya, uh,

46:09 Camila Salana, whose life was tragically

46:12 cut short in a, uh, traffic accident on

46:15 March 25th. Camila was not only a

46:17 student nearing graduation this spring,

46:19 she was also an active and valued member

46:21 of the Choya Charger community. She

46:23 dedicated herself to mariachi and dance,

46:26 sharing her talent and her discipline

46:28 and her spirit with our other students.

46:31 Through those commitments, she

46:32 contributed to the life and culture of

46:34 her school in ways that will not be

46:36 forgotten. The tragedy hits even harder

46:39 and extends beyond Camila because it was

46:42 her mother who was in the car with her

46:44 and also lost her life. So we also

46:46 remember her mother Nora um in this

46:49 accident and our hearts are with their

46:50 family as they grieve this profound loss

46:54 and our our thoughts, our prayers, our

46:56 best wishes if that's your religious uh

46:59 preference are with the lone surviving

47:01 sister who will have to move forward. Uh

47:04 moments like this remind us that a

47:06 school is more than a place of learning.

47:08 It is a community of relationships,

47:10 memories, and shared experiences.

47:13 Camila's presence will be deeply missed

47:15 by her classmates, by her teachers, and

47:17 by all who have the privilege of knowing

47:19 her. On behalf of the school district,

47:21 we extend our deepest condolences to

47:23 Camila's family, to the Choya High

47:25 School community, to all those who are

47:28 grieving. Let us honor through a moment

47:31 of silence Camila and Nora Salana this

47:33 evening two beautiful members of the

47:35 TUSD community with a moment of silence.

47:48 Thank you.

47:50 [clears throat]

47:53 And now I'm moving into the uh joyous

47:57 part of the superintendence report, the

47:59 I believe debut here, at least in a long

48:02 time of one of my favorites. It's great

48:05 to see Mr. uh Mr. Snook here outside of

48:07 the cafeteria where I usually see him

48:09 performing with his students. Uh we're

48:12 going to get ready to see the Davidson

48:14 Dragon Choir. Uh under the direction of

48:16 Jose Snook, this talented ensemble of

48:19 fourth grade through sixth grade

48:21 students. They bring remarkable energy,

48:23 joy, and pride to every single

48:25 performance. They are a vibrant part of

48:27 the Davidson Elementary community,

48:30 regularly showcasing their talents at

48:32 school assemblies and in their annual

48:34 concerts. Many of these students will go

48:37 on to represent their school in this

48:39 year's Ma Showcase Honor Choir on

48:42 Saturday, May 2nd at Palivvery High

48:44 School, which speaks to their dedication

48:46 and growing artistry. Those of you

48:48 watching in the public, it is well worth

48:51 the price of admission to go to the MA

48:53 showcase. It is literally one of the

48:55 best events in the district. I look

48:57 forward to it every single year. Uh Mr.

49:01 and the students extend their sincere

49:03 appreciation to principal Sarah

49:04 Andraopoulos, the Davidson teachers, and

49:08 the support of TUSD's fine arts

49:10 department for their continued

49:12 leadership and support. Tonight, the

49:15 Davidson Dragon Choir will perform one

49:18 of my favorites. And for some of you who

49:21 are in my I don't want to say age group,

49:23 but in my area of life experience,

49:27 um you will be taken back to childhood

49:30 by their rendition of Won't You Be by

49:33 Neighbor by Mr. Fred Rogers for those of

49:36 us who used to enjoy that show. Uh they

49:38 will also perform Collidioscope by Pink

49:41 Zebra and also Put a Little Love in Your

49:44 Heart with Love Train arranged by Greg

49:47 Gilpin. So, please join me in welcoming

49:51 the Davidson Dragon Choir.

49:56 [applause]

50:14 I like you exactly the way you are.

50:33 It's a beautiful day in the

50:35 neighborhood. A beautiful day for a

50:37 neighbor. Would you be mine? Could you

50:40 be mine?

50:42 It's a neighborly day in [music] this

50:45 wood. A neighborly day for a few. Would

50:48 you be mine? Could you be mine?

50:52 I have always wanted to have a neighbor

50:55 just like you. I've always wanted to

50:58 live in a neighborhood

51:01 with you. [singing and music] So, let's

51:03 make the beautiful day. Since we're

51:07 together, we might as well say, "Would

51:10 you be mine? Would you be mine? Won't

51:13 you be my neighbor?

51:15 >> [music]

51:16 >> Won't you please? Won't you please

51:21 you be [music and singing] my neighbor?

51:28 [applause]

51:35 [applause]

51:38 >> One turn is all we're waiting for. to

51:42 show you all we are [singing] and more.

51:45 [music] Don't look away, you'll miss the

51:48 show. [singing] We're changing what you

51:50 think you know. Always in motion.

51:53 [singing and music] We'll design a

51:56 brighter world that we define with every

52:00 change.

52:02 We'll show you [music and singing] what

52:03 we got. What we got? What we got?

52:07 We're lingoscope.

52:08 We're lacking the [music] scope. and you

52:11 kaleidoscope. Oh wo. And everyone that

52:14 [music] we know is all a part of the

52:16 flow. And now we're ready to go. Oh wo.

52:20 Just take a look and you'll see how

52:22 beautiful we can [singing] be. We're so

52:24 kinetic and free. Yeah, it's [music] you

52:26 and me. We're like a kaleidoscope. We're

52:29 like a kaleidoscope. We're like a

52:31 kaleidoscope. Come on, let's go.

52:33 [screaming] Oh wow.

52:36 Let's go. Oh wow. Oh [music]

52:41 oh oh oh oh oh oh oh

52:43 let's go

52:47 here in the space we are fly

52:51 transforming [singing]

52:52 like a butterfly we're taking on another

52:56 [music]

52:56 form you'll see but don't expect a door

53:01 each one of us will play a part to build

53:05 a larger world a

53:07 far beyond one. [music and singing]

53:11 We are exceptional. Exceptional.

53:16 We're like a kaleidoscope. [music] We're

53:17 like a kaleidoscope.

53:20 Kaleidoscope.

53:21 Oh wo. And everyone that we know [music]

53:24 is all a part of the flow. And now

53:26 [singing] we're ready to go. Oh wo. Just

53:29 take a look and you'll see [music] how

53:31 beautiful we can be. We're so kinetic

53:33 and free. Yeah. That's you and me. We're

53:36 like a kaleidoscope. We're like a

53:38 kaleidoscope. We're like a kaleidoscope.

53:41 Come on, let's go. Oh. [screaming] Wo.

53:45 Let's go. Oh. Woah. Woah. [music]

53:49 Oh wo. [singing]

53:52 Let's go.

53:59 We feel emotion and changes. Our lives

54:03 are going through [singing] stages. We

54:06 want to shape the world that betrays us.

54:10 Each time a scene reanges, [singing]

54:13 we feel [music] emotion and changes. Our

54:17 lives are going through stages. We want

54:20 to shape the world [singing] that

54:21 [music] us

54:27 show you all we are.

54:33 >> We're like a kaleidoscope. We're like a

54:35 kaleidoscope. We're like a kaleidoscope.

54:38 Oh wo. And everyone that we know is all

54:42 a part of the flow. And now

54:43 [music and singing] we're ready to go.

54:45 Oh wo. Just take a look and you'll see

54:48 how beautiful we can be. We're [music]

54:50 so kinetic and free as you and me. We're

54:53 like a kaleidoscope. We're like a

54:55 kaleidoscope. We're like a

54:57 [singing and music] kaleidoscope

54:59 and every

55:01 see us changing another vision. [music]

55:06 Keep on.

55:09 This is a generation new creation.

55:14 Let's go.

55:19 >> [applause]

55:29 >> People all over the world

55:32 join hands.

55:34 Start a [singing] love train. Love

55:36 train. [music] People all over the world

55:40 join hands.

55:42 Start a love train. Love train. People

55:46 all over the world

55:48 join hands.

55:50 Start a love train. Love train. [music]

55:54 People all [singing] over the world

55:57 join hands.

55:59 Start a love train. Love train. Take a

56:03 good look around. And if you're looking

56:06 down, put [singing] a love in your

56:08 heart.

56:11 I hope when you decide kindness will be

56:14 your guide. Put the love in your heart

56:18 and the world

56:19 >> and the world be [music] a better place.

56:22 >> And the world

56:23 >> and the world [singing] will be a better

56:26 place for you.

56:28 >> For you and me and me.

56:30 >> You just wait. You just wait and see.

56:35 [music] People over the world

56:38 join hands.

56:40 Start a love train. Love train. People

56:44 over the world

56:46 join hands.

56:48 Start a love train. Love.

56:52 Another day goes by and still the

56:55 children cry. Put love in your heart.

57:00 If you want the world to know, we won't

57:03 let hatred grow. Put the love in your

57:06 heart. [music and singing]

57:08 And the world

57:09 >> and the world will be a better [singing]

57:11 place.

57:12 >> And the world [music]

57:13 >> and the world will be a better place for

57:17 you.

57:17 >> For you and me and me.

57:20 >> You just wait. [music and singing]

57:21 >> You just wait and see.

57:25 People all over the world

57:28 join hands.

57:30 Start a [music] love train. Love train.

57:33 People all over [singing] the world

57:36 join hands.

57:38 Start a love train. Love train. Put a

57:42 little love in your heart. Put a little

57:45 love. [music] Put a little love in your

57:47 heart.

57:48 >> in your heart. [singing] Put a little

57:51 love in your heart. Put a [music] little

57:54 love. Put a little love in your heart.

57:56 >> In your heart. Put a little love. See

58:01 all of the world. [cheering] In your

58:02 heart. Join hands.

58:05 [music] Start a love.

58:07 [applause] Tra.

58:11 Join hands.

58:13 Start a love.

58:15 Love train. All the world.

58:19 Join hands.

58:21 Start a love. All

58:25 people the world

58:29 put a little love in your heart.

58:34 [cheering]

58:39 [cheering]

58:42 [applause]

59:06 One more round of applause for the Ma

59:08 Dragon Choir from Davidson.

59:11 [applause]

59:15 And of course, all of our amazing

59:16 parents of these young performers that

59:18 came out after work to support their

59:20 kids. Let's hear it for them, too.

59:22 [cheering and applause]

59:33 >> All right. Well, moving forward with the

59:36 superintendence report, it's been a

59:39 very, very busy month. Uh, I had an

59:43 opportunity to visit Innovation Tech. I

59:46 hadn't been out there uh yet this year.

59:48 It's always a wonderful time to visit

59:50 the district's newest high school. had

59:52 an amazing school tour with uh Miss

59:55 Hurley and was very impressed with the

59:57 school's journey to projectbased

59:59 learning, an instructional overhaul that

1:00:02 is instantly created a lot more

1:00:04 excitement amongst the students, a lot

1:00:06 more studentto student interactions. I

1:00:08 also had an opportunity to tour the new

1:00:10 building and to see all of our great CTE

1:00:13 programs there. I do want to thank Miss

1:00:16 Hurley for welcoming me and for the CTE

1:00:18 culinary arts kids for providing the

1:00:21 delicious snacks that I was able to

1:00:23 enjoy during my visit. Uh I also had an

1:00:26 opportunity to head east and to visit

1:00:29 one of one of the most amazing schools

1:00:31 not just in the east side but in all of

1:00:33 TUSD. Had a chance to go to Fruit

1:00:36 Tendler and visit with Mr. Ericson, tour

1:00:39 the campus and of course read to the

1:00:42 students. And over there at Frandendler,

1:00:44 normally I would read to one classroom,

1:00:47 maybe even one grade level, but

1:00:49 Fruendler actually gets the whole school

1:00:51 there. So, uh, it's it's always a

1:00:53 surprise walking in and I see the entire

1:00:55 school. I think Miss Rose, you you've

1:00:57 read over there, Miss Luna Rose, so you

1:00:58 know, it's not just a class. You're

1:01:00 reading to the whole school. So, that

1:01:02 was an absolutely wonderful event. had

1:01:04 an opportunity to meet several of our

1:01:06 amazing staff members, visit classrooms

1:01:09 um and see the wonderful job that our

1:01:12 grounds crew is doing out there. Also

1:01:14 got to see some of the wonderful

1:01:16 additions that protender has received

1:01:18 because of the bond program. I am fresh

1:01:22 off uh the NSBA annual conference. We

1:01:26 had an opportunity to facilitate a uh

1:01:29 presentation with our governing board

1:01:32 leadership team uh president Dr. Shaw uh

1:01:34 board clerk uh Natalie Luna Rose. We

1:01:37 actually did very well for having our

1:01:40 program our presentation was actually

1:01:42 scheduled at the very end of the

1:01:44 conference at the very last session when

1:01:47 people are actually getting ready to

1:01:48 catch flights. And considering all that,

1:01:50 we actually had like a full house. We

1:01:52 actually had like 30 or 40 participants.

1:01:55 We were able to share uh our approach,

1:01:57 our strategies,

1:01:59 um and our planning that led to

1:02:01 successful ballot initiatives, our

1:02:04 victory in the bond in 2023 and our

1:02:07 victory in the override in 2025. It was

1:02:10 great to share that knowledge with so

1:02:11 many districts like TUSD that are

1:02:14 struggling financially and are looking

1:02:16 to extra tax levies like bonds and

1:02:19 override. So, we're very very happy to

1:02:21 share uh some of our learnings, some of

1:02:23 our challenges, and some of our

1:02:25 successes uh with districts from around

1:02:29 the nation. Uh last week, I had an

1:02:31 opportunity to attend the

1:02:32 African-American Student Services

1:02:34 Department recognition event. Um, I want

1:02:38 to thank our governing board members

1:02:40 that attended uh that evening. Blue had

1:02:44 uh we had uh governing board member

1:02:46 Satie Shaw. We had clerk Luna Rose. We

1:02:49 had President Shaw. Uh thanks for having

1:02:52 everybody out. We really appreciate your

1:02:54 support. We met some absolutely amazing

1:02:57 students that night. It was a

1:02:59 celebration of African-American student

1:03:01 excellence across the district. And I

1:03:04 was very very impressed with the Choya

1:03:07 validictorian. What an amazing young

1:03:09 man. I'm sure we're going to be hearing

1:03:10 more about that young person uh going

1:03:13 forward this spring as he continues to

1:03:15 rack up the recognitions.

1:03:18 Um Tucson High. Uh last week I was able

1:03:21 to head out to the school. Uh principal,

1:03:24 newly appointed principal Dr. Norma

1:03:26 Gonzalez uh had a meet and greet at

1:03:28 Tucson High and a full auditorium of

1:03:31 staff members wanting to meet the new

1:03:33 principal, had an opportunity to

1:03:35 introduce her and more importantly, she

1:03:38 had an opportunity to share a little bit

1:03:40 about her background, uh her goals and

1:03:44 what she's hoping to accomplish within

1:03:45 the first 30 to 45 days there on the job

1:03:48 uh out there for Tucson High. So had a

1:03:51 wonderful last wonderful but busy last

1:03:55 30 days. So before we uh move on to some

1:03:59 other parts of the superintendence

1:04:02 um report, I wanted to bring the CTE

1:04:06 team that I think is here this evening

1:04:08 who is going to kick us off uh with this

1:04:12 spring's schedule of celebrating the

1:04:16 effects of the override and how so many

1:04:18 different programs are going to be

1:04:20 enhanced. I think we've spent the last

1:04:22 couple of months talking about budget

1:04:25 cuts. we've got that behind us. It's now

1:04:27 to pivot and start talking about what

1:04:29 the override is bringing into the

1:04:31 district as opposed to what we've had to

1:04:33 cut to balance our deficit. So, we want

1:04:36 to kick it off tonight uh with career

1:04:39 and technical education who as a result

1:04:41 of the override will have a million

1:04:43 dollars uh to invest in their programs.

1:04:46 I'd like to welcome our program

1:04:48 coordinator for career and technical

1:04:50 education in the district, Mr. Chuck

1:04:52 McCullum.

1:04:53 >> All right. Good evening, board members.

1:04:55 Dr. Trill, Councelor Ross. Um, tonight

1:04:58 I'm here to present the override funding

1:05:00 impact and implementation as it relates

1:05:02 to the career and technical education

1:05:05 department. As you know, our program

1:05:08 serves over 6,000 students across 60

1:05:10 plus programs at 11 sites districtwide.

1:05:14 This override will allow us to continue

1:05:18 our commitment to career pathways and

1:05:21 critical need for increased resources.

1:05:24 It'll address key changes and strengthen

1:05:27 our ability to serve our students

1:05:29 effectively. I'm going to be honest with

1:05:31 you. When this override first came to

1:05:33 into, you know, into play, we sat down

1:05:36 and said, how are we going to use this

1:05:39 possible monies to help our kids and

1:05:42 help our teachers? And so I think we put

1:05:44 together a a really good plan that is

1:05:47 going to impact instruction. Okay. So

1:05:50 let's go through the slides here. U the

1:05:53 purpose uh key CTE support roles across

1:05:57 all sites and all programs. The main

1:05:59 scope is to provide 14 instructional

1:06:02 aids across high school CTE programs.

1:06:05 Now we did keep that to industrial

1:06:07 programs and I'll speak about that in a

1:06:09 minute. uh systems integration

1:06:11 specialists which are TS

1:06:14 um

1:06:16 one CTE specialist. You got to

1:06:18 understand that that we have a lot that

1:06:19 goes on within those 60 programs. We

1:06:22 need somebody who's running between each

1:06:24 to meet needs. Um and then project

1:06:27 technical specialists, two of them which

1:06:30 are centrally based supporting career

1:06:32 exploration at middle schools and we'll

1:06:34 talk a little bit about it. We were

1:06:36 budgeted an allocated amount of 1.1

1:06:38 million We have written out and

1:06:42 submitted for 985 basically $986,000

1:06:47 of that money with a difference of about

1:06:49 114,000

1:06:51 because

1:06:53 we're if the if salaries increase or

1:06:57 something of that nature, we got to have

1:06:58 a little money to pick that up. Okay, so

1:07:01 that's the the overall scope of it. Um

1:07:06 the staffing overview will will hire 14

1:07:09 instructional aids to site uh based

1:07:12 support embedded in specific CTE

1:07:14 programs to increase hands-on

1:07:17 supervision, lab safety and day-to-day

1:07:20 instructional capacity. Um we'll also do

1:07:24 the systems integration specialist which

1:07:26 is a regional cluster support model for

1:07:29 technology systems used across all

1:07:31 programs shared service approach. In

1:07:34 other words, we're not hiring one for

1:07:35 every site. We'll have three total and

1:07:38 they will be assigned regions so that

1:07:40 they get to the programs a lot quicker.

1:07:43 And then the two project specialists,

1:07:45 they'll be centrally based, but will

1:07:47 move from middle school to middle school

1:07:49 to help with career exploration, the

1:07:52 delivery, the logistics, and the

1:07:54 technical program operations.

1:07:57 Um, here's where we're going to place.

1:08:00 Catalina, we're going to place in

1:08:02 construction. Choya in the automotive

1:08:04 construction welding. Palverie and the

1:08:07 engineering. Uh Rencon in automotive.

1:08:11 HVAC our new medical assisting program.

1:08:14 Sabino our brand new welding program.

1:08:18 Sorro in the automotive and engineering

1:08:20 positions. Sanorita in the culinary

1:08:22 position. And Tucson High in the

1:08:25 automotive and welding positions. Okay.

1:08:28 Here here's really why we're looking at

1:08:30 that. You got to take into account

1:08:33 liability. Okay, I'm not going to lie to

1:08:35 you. We like everybody to leave with

1:08:37 five fingers. Okay, so when you look at

1:08:40 liability, two sets of eyes in the room

1:08:43 makes it

1:08:45 just relieves worries every day for that

1:08:48 instructor who has 30 kids in a

1:08:50 construction area using saws. Um, it

1:08:54 increases hands-on learning because you

1:08:56 have people roaming the room being able

1:08:59 to help all students. um provides really

1:09:02 good uh student support. And here's the

1:09:05 kicker. It really works with teacher

1:09:08 recruitment because you take an

1:09:10 instructional aid and then you find out

1:09:12 that instructional aid could become a

1:09:13 teacher. So now you can work the PD, the

1:09:17 certification process, and then when we

1:09:19 have an opening, we're not

1:09:22 sitting at a job fair hoping somebody

1:09:24 walks in the door. We have somebody that

1:09:27 we could promote and move. this is uh

1:09:29 we've done this before uh funding wasn't

1:09:33 we're not able to continue it but now we

1:09:35 can so those are those positions I can't

1:09:39 tell you how much the teachers are going

1:09:41 to go crazy over the fact that they'll

1:09:43 have another set of eyes in the room so

1:09:45 this will impact instruction greatly

1:09:49 um the centralbased specialist roles um

1:09:54 we um in CTE

1:09:57 um rely on a lot of specialized devices.

1:10:00 Our technology is way above everybody.

1:10:04 I'm not going to lie, way above

1:10:06 everybody else's when you take into

1:10:07 account the certification, testing, all

1:10:10 the stuff that we do. We need

1:10:12 specialized TS tech folks who can go to

1:10:16 a Choya or go to a PBLO or go to a Sorro

1:10:20 and get things up and running so that

1:10:22 instruction doesn't lack. Right now

1:10:24 we're sitting on one and he's trying to

1:10:26 handle those 6,000 kids in 11 sites. Not

1:10:30 working real well. Now with three, we'll

1:10:33 be able to regionalize it and boy, when

1:10:35 a when a teacher needs help, we can get

1:10:38 people there. Okay, so again, here we

1:10:41 go. Increasing instruction. I can't tell

1:10:44 you how this override has affected us.

1:10:46 It's been a great great addition.

1:10:50 um program technical specialists. This

1:10:54 will be multi-sight coverage. Okay,

1:10:57 we feel the need and it's it's the need

1:11:01 the CTE department felt and I'm going to

1:11:03 say it's a it's a need the curriculum

1:11:05 and instruction department has talked

1:11:07 about uh career exploration at all

1:11:10 middle school sites. Okay. What we're

1:11:13 looking at right now is a program called

1:11:16 Books and Ladders. Books and Ladders is

1:11:18 used by the u uh public school system in

1:11:21 New York, the public school system in

1:11:23 Texas. It was new to Arizona and they

1:11:27 came to us. Okay. One of the few

1:11:30 districts that they wanted to get

1:11:31 involved with. Uh to be honest with you,

1:11:34 we have had a proposal written. It has

1:11:36 been sent to curriculum and instruction,

1:11:38 Dr. Uitt, Miss Ronda, and to five middle

1:11:41 school principles for them to review,

1:11:44 look at. This is not a driveby. Pardon

1:11:47 the expression. This is not a driveby.

1:11:49 This is built into the curriculum that

1:11:52 the teacher is using. So therefore, it

1:11:54 ties career exploration into your sixth

1:11:57 grade English class. They'll see

1:12:01 options. It will also tie in the CTE

1:12:04 programs that are appropriate at our

1:12:07 high schools that fit in. So these are

1:12:10 this is really big. This is something

1:12:12 we're taking on and and we think can

1:12:14 really help our programs. So when you

1:12:17 look at total salary and benefits, the

1:12:19 instructional aids, we're we're uh

1:12:22 anticipating about 560,000 which

1:12:25 includes benefits which includes any

1:12:28 kind of extra monies. uh the system

1:12:31 integration specialists at 255,000,

1:12:35 the one CTE specialist at 55, the two

1:12:38 project technical specialists at 115 for

1:12:41 a total amount of about 870.

1:12:44 Uh there is a little difference there.

1:12:46 The allocated amount was 1.1. So the

1:12:49 difference is 229. Again, we're not sure

1:12:53 if we allocated correctly until the fall

1:12:58 when we come back and look at what

1:13:00 everybody's salaries are. Okay. And then

1:13:02 we'll we you always leave some money in

1:13:05 in contingency. If you don't Yeah,

1:13:07 that's a mistake. So, that is where we

1:13:10 sit with the override. Um, there's been

1:13:13 a I've been in the district for a very

1:13:15 very long time and this is one of the

1:13:18 most exciting things I've seen in a

1:13:20 while, a long while. This is going to

1:13:23 help kids. This is going to help

1:13:25 teachers help kids. So, we're really

1:13:29 excited about You should be excited

1:13:31 yourselves because this is really

1:13:34 something that we need that we're using

1:13:36 and I think the public um will see that

1:13:39 we're using the override money to really

1:13:42 accomplish what we need to accomplish.

1:13:45 So, if you have any questions, I'm done.

1:13:49 >> Thank you, Mr. McCollum. That's some

1:13:51 really great news and thank you for your

1:13:54 presentation. I'm I'm I'm excited and I

1:13:57 am excited and I'm thank the community

1:13:58 again for supporting the override so we

1:14:01 can do these things for our kids. Um

1:14:03 board members, any questions from Mr.

1:14:05 McCullum or comments?

1:14:09 >> No. Okay.

1:14:10 >> Okay. Thank you.

1:14:10 >> Thank you so much, sir.

1:14:14 >> And I've got our director for early

1:14:16 childhood education and our community

1:14:18 schools before and after school

1:14:20 programs, Mrs. Rein Keevit. For those of

1:14:23 you in attendance, it was a little late

1:14:24 at night uh a few weeks ago when uh Mrs.

1:14:28 Kiev secured uh some pretty crucial

1:14:31 governing board action to significantly

1:14:33 expand preschool availability as a

1:14:36 result of the override funds that the

1:14:38 voters have approved for us. So, that's

1:14:40 why I asked Mrs. Ke to come back and

1:14:42 just kind of give a general recap uh

1:14:45 here at the beginning of the meeting

1:14:46 when we have our highest attendance rate

1:14:48 so that we can all uh celebrate and look

1:14:50 forward to this expansion. Mrs. Keith,

1:14:52 >> thank you. Good evening.

1:14:55 I'm here to provide a brief update and

1:14:57 summary of the preschool override plan

1:15:00 that was approved at our last board

1:15:02 meeting and to highlight our plan moving

1:15:04 forward. As a reminder, the board

1:15:07 approved the use of $200,000

1:15:10 for district supplies for each preschool

1:15:13 classroom and $600,000 in override

1:15:17 funding to expand access to prek through

1:15:20 a scholarship model rather than opening

1:15:23 new classrooms. We explored the option

1:15:26 of opening additional classrooms. And

1:15:28 while that approach increases capacity

1:15:31 in a fixed location, it also comes with

1:15:34 significant startup costs, staffing

1:15:36 needs, and long-term financial

1:15:38 commitments.

1:15:40 In addition, override funds cannot be

1:15:43 used for capital expenses such as

1:15:45 furniture, equipment, and other startup

1:15:48 items which would require additional

1:15:51 funding sources.

1:15:54 The scholarship model allows us to

1:15:56 maximize the use of existing classrooms

1:15:59 at our elementary sites and two infant

1:16:01 and early learning centers. And more

1:16:04 importantly, it allows us to remove

1:16:06 financial barriers for families who want

1:16:09 access to fullday prek but cannot afford

1:16:12 tuition.

1:16:14 Through this model, we will provide

1:16:16 tuition support using a sliding fee SC

1:16:20 scale, which prioritizes our highest

1:16:23 need families. Currently, our existing

1:16:26 scholarship supports families up to 300%

1:16:29 of the federal poverty level. This plan

1:16:32 expands that eligibility to about up to

1:16:35 500%,

1:16:37 allowing us to reach more families

1:16:39 across the district. The sliding scale

1:16:42 is designed to be both equitable and

1:16:44 practical. Families with the greatest

1:16:47 need will receive full tuition coverage

1:16:50 while others will contribute a portion

1:16:53 based on their income. This approach

1:16:56 allows us to support more families in a

1:16:59 fair and consistent way.

1:17:02 Another component

1:17:04 of this plan is that it allows us to be

1:17:07 flexible and responsive.

1:17:09 Rather than committing to fixed

1:17:11 classroom classrooms and staffing, we

1:17:14 can adjust the number of scholarships

1:17:15 based on our family needs and available

1:17:19 funding each year. This is especially

1:17:21 important for long-term sustainability

1:17:24 as it allows us to expand access now

1:17:28 without creating positions or programs

1:17:30 that may be difficult to maintain if

1:17:33 funding changes in the future.

1:17:36 As part of this implementation, we will

1:17:38 prioritize new student enrollment to

1:17:40 ensure that we are truly expanding

1:17:42 access across the district. Based on our

1:17:45 current projections, we anticipate

1:17:47 serving approximately 50 to 90 students

1:17:50 depending on the level of need among

1:17:52 participating families.

1:17:55 We are so excited to move forward with

1:17:58 this work, continue, and to continue

1:18:01 expanding

1:18:02 access to high quality early learning

1:18:05 opportunities across Tucson Unified.

1:18:08 Thank you for your continued support,

1:18:11 for your care and commitment to early

1:18:14 childhood education. It truly makes a

1:18:17 difference for our youngest learners and

1:18:19 their families. Thank you.

1:18:22 >> Thank

1:18:26 Thank you board members. Any questions?

1:18:30 >> Okay. Thank you so much.

1:18:31 >> Thank you.

1:18:36 So, we close the superintendent's report

1:18:38 tonight with a discussion of about a

1:18:41 what's going to be a yearlong

1:18:44 uh project for us and an attempt to make

1:18:46 an important shift uh in our

1:18:49 desegregation program, our desegregation

1:18:52 funded programs here in TUSD. that shift

1:18:55 from court directed supervision to

1:18:58 community input with regard to um

1:19:02 desegregation programming here in TUSD.

1:19:06 But a little bit about the desegregation

1:19:08 program or the desegregation funding

1:19:10 that the district has available for it.

1:19:12 for those that haven't been fully uh uh

1:19:16 informed or tend to not be as engaged in

1:19:19 the desegregation conversation. Um

1:19:21 desegregation funded programs have been

1:19:24 in the district since 1976

1:19:27 uh when active court supervision began

1:19:30 uh for the district to eliminate all

1:19:33 vestigages of past segregation

1:19:35 specifically the segregation that was

1:19:38 happening at Dunar. The district has

1:19:41 since received a community levy, which

1:19:44 is an additional property tax that

1:19:46 residents of the district that

1:19:48 homeowners do receive um to be able to

1:19:51 fund compliance with the court order.

1:19:55 And so TUSD has levied $63 million uh

1:19:59 which is the cap that it's able to levy

1:20:02 for these programs. The dollars have to

1:20:05 be used for programs um and goals and

1:20:09 objectives of the former unitary status

1:20:12 plan which was essentially the court

1:20:14 order in written form. The unitary

1:20:17 status plan contained all of the

1:20:19 different conditions, programs and

1:20:21 initiatives that the district was

1:20:23 responsible for implementing uh in

1:20:26 return for fully autonomous status which

1:20:29 is known as unitary status. Well, the

1:20:31 district was released from court

1:20:33 supervision in 2022,

1:20:35 and that decision to release the

1:20:37 district by Judge David C. Bur was

1:20:40 upheld by the 9th Circuit Court of

1:20:43 Appeals uh last year in 2025. So now the

1:20:47 district is fully autonomous and

1:20:50 returned to a state of local governance

1:20:52 by its locally elected school board. But

1:20:55 our $63 million levy is still levied in

1:20:59 support of those wonderful programs that

1:21:02 came into existence as result of the

1:21:05 desegregation dollars. Most notably our

1:21:08 wonderful magnet programs. We have a

1:21:10 wonderful magnet program school here

1:21:12 tonight in Palaverie. We talk a lot

1:21:14 about dual language. We have

1:21:16 awardwinning advanced learning

1:21:18 experience desegregationf funded

1:21:20 programs. We have an award-winning

1:21:22 culturally relevant pedigogy and

1:21:24 instruction lineup and department. So,

1:21:27 we have a lot of amazing desegregation

1:21:29 programming that has come in as a result

1:21:32 of our um of our time during court

1:21:36 supervision. But now that we're out of

1:21:38 court supervision, we have to make a

1:21:40 pivot under the old structures of court

1:21:44 supervision. We had a federal judge

1:21:46 telling us what really we could and

1:21:49 couldn't do. We had a court-appointed

1:21:51 special master on the ground who was

1:21:54 sort of the administrator of the

1:21:57 district's usage of desegregation

1:22:00 dollars. Any proposals, any ideas, any

1:22:03 programmatic enhancements had to go

1:22:05 through the special master and then also

1:22:07 had to be approved by the federal judge.

1:22:10 There were structures where the special

1:22:13 master, the court-appointed

1:22:14 administrator, would have to work

1:22:16 diligently with the pliff

1:22:17 representatives to make sure that all

1:22:19 proposals were shared to all parties

1:22:22 before then ultimately being presented

1:22:24 to the federal judge presiding over the

1:22:26 case. Now, with those structures gone

1:22:29 and the district returned to a state of

1:22:31 local governance, we're now in an era of

1:22:34 pivoting away from court-directed

1:22:36 supervision to now an area of community

1:22:39 engagement and community input. And so,

1:22:42 that's what our goal is. So, we want to

1:22:45 make sure that we are hearing from our

1:22:48 community um and that we're hearing from

1:22:50 a very very diverse selection of our

1:22:53 community, very very diverse um portions

1:22:56 of our community that are representative

1:22:58 of the district, the students and the

1:23:01 families that we served. The community,

1:23:03 it's a community levy, so it does

1:23:05 warrant community input. If we're

1:23:07 levying the dollars from our taxpaying

1:23:10 homeowners and residents of the

1:23:11 district, we want to make sure that

1:23:14 those residents have an opportunity to

1:23:16 weigh in. And then also the education

1:23:18 landscape has changed, right? Since the

1:23:20 district has been in court supervision

1:23:23 since 1976

1:23:25 and then even the more recent iteration

1:23:27 of court supervision which began in

1:23:29 2013. So, our goal is to take a look at

1:23:33 our programs, assemble a community

1:23:36 advisory committee, and to really

1:23:38 introduce an advisory committee

1:23:41 comprised of community members that are

1:23:44 representative of the different segments

1:23:47 of TUSD's overall student population.

1:23:51 And our number one goal, we have a

1:23:53 couple, is we want a fresh perspective.

1:23:56 um because the court ordered supervision

1:23:59 days really gave um the predominant

1:24:04 voices the largest stage right so I was

1:24:06 one of those voices right as the dis

1:24:08 leading the district as the defendant I

1:24:12 don't want to be on this committee it's

1:24:14 not my my time is over right my time

1:24:16 saying things to the court my time

1:24:19 working with our attorneys that time is

1:24:21 over so this committee is not for me

1:24:24 it's now for the community so as we look

1:24:26 for community interest. If you're

1:24:29 sitting there thinking, I don't know

1:24:30 anything about the desegregation order.

1:24:33 I don't what is it? You're like the

1:24:35 perfect candidate. All right? Because we

1:24:36 want to teach people about the history.

1:24:39 We want to teach people about the

1:24:40 programs. And the other goal of the

1:24:42 committee is to review data um assessing

1:24:46 the effectiveness of our existing

1:24:48 programs. So looking at all the amazing

1:24:50 student outcomes that we have from dual

1:24:52 language for example and then some of

1:24:54 the great student outcomes that we've

1:24:56 got for students that are enrolled in

1:24:58 magnet programs versus those that

1:25:00 aren't. So really like looking at at the

1:25:02 data for our different programs to

1:25:05 ultimately help me gather community

1:25:07 input about what are the programs that

1:25:10 we need to strengthen and expand. I know

1:25:12 we've already kind of had one

1:25:13 conversation publicly about dual

1:25:15 language, right? This is an opportunity

1:25:18 to gather a community advisory committee

1:25:20 to do just that. What are those programs

1:25:23 that are really doing well, producing

1:25:25 amazing student outcomes, and then also

1:25:27 bringing students into the district?

1:25:29 Let's take a look at how we expand those

1:25:32 programs. Another thing that the

1:25:34 committee will will do is identify best

1:25:37 practices, work with uh our team to

1:25:40 really take a look at what schools

1:25:41 around the nation are doing. number one

1:25:44 to integrate. Look at some award-winning

1:25:46 uh magnet programs in other districts.

1:25:48 What are some strategies that they're

1:25:50 employing? Some resources that they're

1:25:52 deploying to strengthen their magnet

1:25:54 programs. Can we do that here? Uh it's

1:25:56 also to look at best practices for

1:25:58 student achievement. What are other

1:26:00 districts around the nation doing to

1:26:03 lessen or eliminate achievement gaps,

1:26:05 especially for students of color in

1:26:08 English language arts and math? What can

1:26:10 we learn from them? and are there any

1:26:12 programs that we can fund uh that are

1:26:15 eligible to be funded out of uh

1:26:17 desegregation. So though nothing is

1:26:20 going to change this year, we're not

1:26:22 changing any desegregation programming

1:26:25 uh for 2627,

1:26:27 we want to get started on this work

1:26:29 because I want to help gather some

1:26:30 potential thoughts, ideas, suggestions,

1:26:32 and recommendations that I can bring to

1:26:35 the school board in anticipation of

1:26:37 2728.

1:26:39 So, I'm making a call now for any

1:26:42 community member. Um, if you're

1:26:44 interested following this meeting, we

1:26:47 are going to be advertising on our

1:26:49 district main page. You can just click

1:26:52 the link, sign up. Uh, we're going to be

1:26:54 compiling a list of interested community

1:26:56 members. Uh, we do want to keep the

1:26:58 committee a manageable size. So, I'm

1:27:00 going to we're going to try to take

1:27:01 everybody we can. And of course, we want

1:27:03 to be fully inclusive, right, of the

1:27:05 demographics that TUSD serves. Not just

1:27:08 ethnic demographics, but academic. We

1:27:11 want to make sure that we're inclusive.

1:27:13 Uh, for example, exceptional education

1:27:15 parents and those also that have

1:27:17 students in gate programs. I think

1:27:19 that's very, very important. Uh, we also

1:27:22 want to prioritize parents, right? So,

1:27:24 we're happy to to see community members

1:27:26 sign up, but I'm going to give you the

1:27:28 answer to the test. We're really going

1:27:30 to be looking at parents, right? you are

1:27:32 our number one partner. You are our

1:27:34 number one um customer, if you will. We

1:27:37 want to make sure that we're including

1:27:39 you. Uh it's not to say that we won't

1:27:41 have some other community members, but

1:27:43 we really want to see parents involved.

1:27:45 We want fresh perspectives and we want

1:27:47 new voices, right? Um I'm the first to

1:27:50 raise my hand that I've been saying the

1:27:52 same things about desegregation

1:27:54 programming for 10 years. Like the

1:27:57 school board doesn't need to hear from

1:27:58 me anymore, right? We we've been down

1:28:00 that road. you've got all the court

1:28:02 filings. I'm in them. So, I've had my

1:28:04 time. Like, my time is over. It's now

1:28:07 your time as the community uh to weigh

1:28:09 in. So, we want a fresh perspective. And

1:28:11 [snorts] then we also want to make sure

1:28:13 that the work of this community advisory

1:28:15 committee is extremely public, right? We

1:28:18 want it doing its work publicly. We want

1:28:20 it having uh public report outs. We want

1:28:23 the committee itself facilitating

1:28:25 committee listening sessions where

1:28:27 people who perhaps aren't on the

1:28:29 committee can come in and share their

1:28:31 thoughts and opinions about

1:28:33 desegregation programming um for the

1:28:36 future. Ultimately my goal is to gather

1:28:39 community input to be in a position

1:28:42 about a year from now uh to share ideas,

1:28:45 suggestions and recommendations to the

1:28:47 school board potentially for the 2728

1:28:50 school year. So with that uh governing

1:28:52 board I will leave it open to your

1:28:55 questions, suggestions or any thoughts.

1:28:58 >> Thank you

1:29:00 >> governing board members questions for

1:29:01 Dr. Trill. Miss Shaw.

1:29:06 >> Um thank you for your presentation. Um

1:29:10 and so Dr. Trujill, would this be a

1:29:12 superintendent committee then?

1:29:16 >> This would be a

1:29:17 >> superintendent committee. Yes.

1:29:19 >> Okay. Um

1:29:22 yeah, I mean you mentioned that you want

1:29:24 to take uh a back seat with um guiding

1:29:29 the use of desegregation funds. Um

1:29:32 though with the superintendence

1:29:34 committee, I don't see how that would uh

1:29:37 be possible. In the past, I have uh

1:29:40 tried to form a desegregation advisory

1:29:43 committee that um is a board committee

1:29:45 and subject to open meeting law. And I

1:29:49 think that would be my preference moving

1:29:52 forward. I do see a need for a committee

1:29:54 like this, but I think um so that we can

1:29:58 ensure that um the work being done is

1:30:03 nonbiased. I I would prefer that to be a

1:30:06 board committee subject to open meeting

1:30:08 law.

1:30:10 >> I will add that there will be a

1:30:12 professional facilitator. I will not be

1:30:14 facilitating any of these working

1:30:16 sessions at all.

1:30:19 >> Michelle,

1:30:20 >> and if I um can ask one more question.

1:30:22 Uh who gets to decide who gets on the

1:30:26 committee? Then

1:30:27 >> if it's the board, then you're you're

1:30:28 now in legal territory where it's a vote

1:30:31 by the board because it's a

1:30:32 boardappointed committee. If it's a

1:30:34 superintendent committee, I I'm throwing

1:30:36 it open and I will select among

1:30:39 interested members that sign up.

1:30:41 >> Okay. Yeah. cuz I, you know, I would

1:30:44 love to have new people um on that

1:30:47 committee, whether it's a superintendent

1:30:49 committee or my preference as a board

1:30:51 committee, but um I do want to have

1:30:55 seats available for our um

1:30:58 representatives of um our longtime

1:31:02 representatives of the desegregation

1:31:05 plaintiffs.

1:31:10 >> Board members, any other questions?

1:31:13 Okay,

1:31:14 >> thank you very much. Thank you, Dr. F.

1:31:17 >> And now that President Shaw is back, uh

1:31:20 I would propose one agenda adjustment if

1:31:24 we can move the Palivver folks. I see a

1:31:26 lot of staff members uh coming off of a

1:31:29 long school day and they're up at it

1:31:31 early in the morning. So I'd like to get

1:31:33 them up before uh uh before we do the

1:31:38 consent immediately following the call

1:31:39 to the audience

1:31:41 >> board members any I'll still good are we

1:31:44 good to that okay we will move that so

1:31:48 now um Dr. Sha, you got to miss all the

1:31:51 So, now we are to call to the audience.

1:31:55 >> All right. Thank you, Luna, Miss Luna

1:31:57 Rose, for covering. Uh, my twins had

1:31:59 their second grade performance tonight.

1:32:01 So, uh, got to see the gingerbread

1:32:03 cowboy for a little bit there. So,

1:32:05 apologize for my absence this first part

1:32:07 of the meeting, but we'll go to call the

1:32:08 audience and back to you, Miss Lenarose.

1:32:09 >> Thank you. Okay.

1:32:12 Members of the public may speak during

1:32:14 call to the audience. The governing

1:32:15 board clerk shall be responsible for

1:32:17 recognizing speakers and for maintaining

1:32:19 order where it may be appropriate. Those

1:32:21 who speak in person or want to have

1:32:22 their comments read shall email or call

1:32:24 the board office or complete a request

1:32:27 to address the board form before the

1:32:29 meeting. Speakers who have not completed

1:32:30 a request form are not permitted to

1:32:32 address the board. The speaker must

1:32:34 state their full name and topic prior to

1:32:36 addressing the board. Speakers are

1:32:38 encouraged to be brief with a maximum

1:32:39 time of three minutes. While more than

1:32:41 one speaker may speak together in the

1:32:43 time allowed, speakers that are speakers

1:32:45 are reminded that they are not allowed

1:32:47 to speak more than once and they may not

1:32:49 transfer or delegate their time to

1:32:51 others. If there are documents for the

1:32:53 board, please give them to the board

1:32:55 office staff and they will ensure each

1:32:56 of us receives a copy. Those attending

1:32:59 the meeting or speaking before the board

1:33:01 shall observe rules of good conduct.

1:33:03 Speaker shel refrain from inappropriate

1:33:05 or slanderous remarks. And because TUSD

1:33:08 serves students from preschool through

1:33:10 to high school, you should be aware that

1:33:12 there may be children present and

1:33:14 listening. At the end of the call of the

1:33:16 audience, the governing board president

1:33:17 will ask if any board member wishes to

1:33:19 respond to a criticism, wish to ask

1:33:21 staff to review a matter, or wish to ask

1:33:23 that a matter be put on a future agenda.

1:33:25 No more than two board members may

1:33:27 address each topic.

1:33:29 And our first speaker this evening is uh

1:33:34 Samuel Kovari Stigville. TUSD student.

1:33:39 [applause]

1:33:49 Um, good evening members of the

1:33:51 governing board. Um, I'm here to express

1:33:54 my thoughts and opinions about the

1:33:56 potential adoption of a 4-day school um,

1:33:59 through an essay I wrote for my AP

1:34:01 composition um, class.

1:34:14 So my thesis is even though some may say

1:34:16 that high schools should move to a 4-day

1:34:18 school week because it improves morale

1:34:19 and student attendance, high schoolers

1:34:21 should stick with the traditional 5day

1:34:23 school week because long school days and

1:34:25 additional time away from school

1:34:26 disrupts the process of education.

1:34:29 To begin, many believe that high schools

1:34:31 should adopt a 4-day school week because

1:34:32 it improves student morale and

1:34:33 attendance. Some may ask how. To answer

1:34:36 this question, we have to understand the

1:34:37 significance of a 4-day school week in

1:34:39 comparison to a traditional 5-day school

1:34:41 week. 4-day school weeks differ from

1:34:43 5day school weeks in the sense that

1:34:44 students are in a class for longer to

1:34:46 make up for the time spent in class on

1:34:47 the day that would be missed. This would

1:34:49 mean that the school days are extended,

1:34:51 so students are insured enough

1:34:52 instructional time in class.

1:34:54 Additionally, 4day school weeks are

1:34:56 different because it gives students and

1:34:57 teachers longer weekend. This means more

1:34:59 time to spend with family, more time to

1:35:00 spend or do homework, more time to relax

1:35:02 or recover from stress of school, more

1:35:04 time for internships and career

1:35:05 exploration, and more times for personal

1:35:07 care. However, through a 4-day school

1:35:09 week, though a 4-day school week sounds

1:35:12 amazing and almost too good to be true,

1:35:13 it has detrimental flaws. Adopting a

1:35:15 4-day school week would mean that we are

1:35:17 at school until 4:00 in the afternoon.

1:35:19 Already, I attend a school that goes

1:35:21 until 3:00 in the afternoon, and from my

1:35:23 experience, students do not want to be

1:35:24 there any longer. By the end of the day,

1:35:26 students are exhausted and want to go

1:35:28 home.

1:35:31 By fifth period, I can feel my eyes

1:35:33 getting heavy and back straining. And I

1:35:35 also yearn for the soft touch of my bed.

1:35:38 Many students who feel tired at the end

1:35:40 of the day have trouble performing their

1:35:42 best. When students are exhausted before

1:35:43 the school day ends, they overexert

1:35:45 themselves, which leads to long-term

1:35:46 burnout. If students are constantly

1:35:48 required to work their tired minds,

1:35:49 their academic performance and

1:35:50 achievement are going to be lowered.

1:35:52 Although with the extra day off,

1:35:53 students are allotted more time for

1:35:55 activities outside of school. For

1:35:56 example, they can finish homework. They

1:35:58 can spend more time to do internships or

1:36:00 job shadows, and they can also spend

1:36:03 more time with family and friends. All

1:36:05 these are certainly true, but only if

1:36:06 the school students would show that they

1:36:08 would use this free time as intended. In

1:36:10 reality, our school's majority of

1:36:11 students are not high achievers, not

1:36:13 proactive go-getters, and not mentally

1:36:14 inclined to challenge themselves for

1:36:16 improvement, and most certainly not the

1:36:17 type of people to do school outside of

1:36:19 school. For example, in my freshman year

1:36:21 of high school, we had an optional

1:36:23 conference period in the morning.

1:36:24 However, the next next year, conference

1:36:26 period was moved to the afternoon

1:36:28 because too many students were at school

1:36:30 or in the nearby shopping plaza, but

1:36:32 they were not in the but they were not

1:36:33 in conference period even though they

1:36:35 weren't passing their classes.

1:36:38 They were given opportunities by their

1:36:40 schools to better themselves, but did

1:36:41 not take them because they they are not

1:36:43 the type of people who care about who

1:36:44 care about success or value their

1:36:46 futures.

1:36:47 Thank you.

1:36:51 >> [applause]

1:36:53 >> Next is Judy Morel.

1:37:06 Good evening, Superintendent Trujillo,

1:37:08 Board President Shaw, and members of the

1:37:11 board. My name is Judy Merillion. I've

1:37:14 been here many times. I am a former TUSD

1:37:17 school librarian and literacy coach and

1:37:20 retired librarian educator. I'm here

1:37:22 tonight to find out about the override

1:37:25 budget decisions regarding opening and

1:37:28 posting state certified school librarian

1:37:31 positions.

1:37:32 Likely like everyone in this room,

1:37:35 thanks to the success of the override,

1:37:38 we are elated by the ability of the

1:37:40 district to increase compensation for

1:37:43 employees. As noted in the

1:37:45 superintendence report, the district is

1:37:47 keeping its override funding commitment

1:37:50 to career and technical education and

1:37:53 implementing and expanding access to

1:37:56 muchneeded prek education.

1:38:00 At the December 2025 governing board

1:38:03 meeting, the B board confirmed that

1:38:06 restoring professional school librarians

1:38:08 positions was promised in the override

1:38:11 literature.

1:38:13 My question tonight is this. How and

1:38:15 when will the district move forward with

1:38:18 this promise?

1:38:20 Access to vibrant school library

1:38:22 resources programs and the expertise of

1:38:25 librarians districtwide is an equity

1:38:28 issue. Professional school librarians

1:38:31 with teacher certification and

1:38:32 additional graduate level coursework in

1:38:35 library science are trained to teach and

1:38:37 co-e with classroom teachers to improve

1:38:41 students literacy skills, reading,

1:38:42 writing, and thinking

1:38:45 using print and digital tools. In this

1:38:48 age of distraction and misinformation,

1:38:51 certified librarians help motivate

1:38:53 students to practice deep reading and

1:38:56 guide students to reliable information.

1:38:59 The leadership of school librarians

1:39:01 positively impact student achievement

1:39:04 throughout a school community.

1:39:06 With fewer librarians in 2026 than there

1:39:10 were in 2025,

1:39:12 TUSD can and must do better for its

1:39:15 deserving students and classroom

1:39:17 teachers. So, will this voterapproved

1:39:21 funds be used to res So, will these

1:39:25 voter approved funds be used to restore

1:39:28 literacy learning through school

1:39:30 libraries or not? Please answer this

1:39:33 question tonight. Thank you.

1:39:37 >> [applause]

1:39:40 >> Next is Natalie Fry.

1:39:52 You can put

1:40:03 Hello members of the board. Dr. Trillo

1:40:05 and all here in person and online today.

1:40:09 My name is Natalie Fry. I am a speech

1:40:11 language pathologist at Meyers Ganung

1:40:13 Elementary School who has had the

1:40:15 privilege of working with a robust team

1:40:17 of Xed colleagues all of whom are doing

1:40:19 so much more than their job descriptions

1:40:21 and contracts outlined to support our

1:40:24 students with Xed needs. Today I want to

1:40:27 shine the spotlight on

1:40:28 paraprofessionals.

1:40:30 As you will hear today,

1:40:32 paraprofessionals serve a wide range of

1:40:34 responsibilities in our district.

1:40:36 Between feeding and toileting, they come

1:40:38 into contact with every bodily fluid you

1:40:41 can imagine. They work with students on

1:40:43 lessons and schoolwork as often as they

1:40:45 are able, but are often called away to

1:40:48 manage crises.

1:40:50 They do everything they can to support

1:40:52 student safety during disruptive and

1:40:54 destructive behaviors, which often means

1:40:57 putting their own body in harm's way and

1:40:59 must constantly combat their own sensory

1:41:01 dysregulation and overwhelm to stay

1:41:04 present with students.

1:41:06 Imagine being an aid, teacher, or

1:41:09 student trying to work on classwork when

1:41:11 you have one student screaming at the

1:41:14 top of their lungs, two students crying,

1:41:17 two students hitting each other, two

1:41:19 students chasing each other around the

1:41:21 room, one student banging on the table,

1:41:23 and one student climbing into the sink.

1:41:26 Most days, this is no exaggeration.

1:41:29 And if you do the math, that's only nine

1:41:32 students. TUSD caps self-contained

1:41:35 classrooms at 12 with just one teacher

1:41:38 and two classroom aids.

1:41:41 Imagine you are a paraprofessional in

1:41:42 the setting I just described.

1:41:45 What would you address first?

1:41:48 How do you recover after a day like

1:41:50 that? How do you find it in yourself to

1:41:54 come back?

1:41:56 This year, my colleagues and I have

1:41:58 begun to build a campaign to improve

1:42:00 conditions for all of EXED. Resource

1:42:03 teachers, self-contained teachers,

1:42:05 related service providers, and

1:42:07 paraprofessionals met in person in

1:42:09 February to discuss our needs and

1:42:11 develop our demands through a democratic

1:42:13 process. Together, we determined the

1:42:15 following asks. Create a fair step

1:42:18 schedule that incentivizes experience

1:42:20 for pair professionals. Establish case

1:42:22 load caps for groups that don't have

1:42:24 them encoded in the TEA consensus and

1:42:26 reduce caps for self-contained

1:42:28 classrooms to at least a one to three

1:42:30 adultto student ratio. Reinstate

1:42:33 students that services that have been

1:42:34 significantly reduced or removed

1:42:36 altogether such as orientation and

1:42:38 mobility and adaptive PE. We

1:42:40 additionally demand respect from our XED

1:42:43 leadership. For years, many have spoken

1:42:45 out about mistreatment from Jess Nolan,

1:42:47 the Xed program coordinator without

1:42:49 change. We need leaders who are

1:42:51 respectful and collaborative.

1:42:53 Please heed our invitations to spend a

1:42:55 day in a pair of professionals shoes

1:42:56 before the end of April so that you can

1:42:59 see the realities and demands of the

1:43:01 job, the environments and supports that

1:43:02 are in place as well as the needs. Come

1:43:05 get to know our pair of professionals.

1:43:06 [music]

1:43:07 Thank you.

1:43:09 >> Thank [cheering] you.

1:43:12 Next is Michael Rosar.

1:43:17 [applause]

1:43:19 >> Michael Rosar.

1:43:28 >> Hi, thank you for everybody's time. I

1:43:30 appreciate you all being here. My name

1:43:33 is Michael Rosar. I'm an exceptional

1:43:35 education professional, par

1:43:37 profofessional at Tucson High Magnet

1:43:38 School. 15 years ago, I started as a

1:43:41 part-time monitor at Grihalva Elementary

1:43:43 for 735 an hour. It was a 4-hour shift.

1:43:47 I was lucky enough to live two blocks

1:43:49 away from the school, so I could come

1:43:51 for an hour in the morning, two hours at

1:43:52 lunch, and an hour at night in the

1:43:54 afternoon when school left. I instantly

1:43:57 fell in love working with students and

1:43:59 excelled at dealing with some of the

1:44:00 more challenging students we had at the

1:44:02 school. After two and a half years, a

1:44:04 good friend and co-orker suggested I

1:44:06 apply for an exed position at Maxwell. I

1:44:09 got the job with no training. Began to

1:44:12 work in a CCI class for 1111 an hour. I

1:44:16 loved it. Again, I developed a

1:44:18 particular set of skills working with

1:44:20 some very unique children. Very unique

1:44:23 situations. For the last nine and a half

1:44:26 years now, I've been at the hallowed

1:44:27 halls of Tucson High Magnet School. Go

1:44:31 Badgers. And all those TUSD's crown

1:44:35 jewel. In all those years, I've

1:44:36 advocated for and mentored dozens of

1:44:39 students. I've been dealing with and

1:44:41 educating the most challenging students

1:44:44 that have come through our program. I've

1:44:46 had my ribs crept, cracked. I've been

1:44:49 punched, kicked, scratched, dodged

1:44:51 various uh classroom items, launched at

1:44:54 full velocity, including chairs and

1:44:57 desks and anything else they can get

1:44:59 their hands on. I've assumed the role of

1:45:02 uh security guard, counselor, coach,

1:45:05 good guy, bad guy, and friend.

1:45:07 Currently, I make $20.31 cents an hour.

1:45:11 That's with 15 years experience in the

1:45:13 district, 12 and a half with XED. The

1:45:16 current EXE par crew at Tucson High

1:45:18 Magnet School, some of them are here to

1:45:20 support me tonight, are some of the best

1:45:23 dedicated people I've ever worked with.

1:45:26 Sadly, many are leaving at the end of

1:45:28 the year because they can't make a

1:45:29 living at this job. I'm here to support

1:45:32 all my fellow employees and union

1:45:34 members to get a fair and equitable

1:45:36 wage. Please accept our invitations

1:45:38 tonight to shadow and exit parapro and

1:45:41 see what we put in with put up with day

1:45:43 in and day out. Again, thank you for

1:45:45 your time. [cheering]

1:45:49 [applause]

1:45:53 >> Next is Teresa Guerrero.

1:46:02 Good evening board members.

1:46:03 [clears throat] My name is Teresa

1:46:04 Guerrero. I'm a parapro with the XED

1:46:07 department at Van Busker. I have 24

1:46:10 years of experience in the field. Um,

1:46:13 I'd like to address that the needs of an

1:46:16 XED preschool classroom is most

1:46:18 definitely not met by our hourly play.

1:46:21 How can we keep both new and experienced

1:46:23 employees to the position to be

1:46:25 motivated enough with students to stay

1:46:28 and return without hiring our paygrade?

1:46:32 The 15-minute break is not an option in

1:46:34 our classroom. In our morning session,

1:46:36 we have 15 students, five of which hold

1:46:39 an IEP, two who are visually impaired.

1:46:43 In the afternoon, we have 13 students,

1:46:46 again, five who hold an IEP. It's a

1:46:49 constant battle with safety. Um, I feel

1:46:53 like I am worth more and I'd like you to

1:46:56 spend a day with the parah so you can

1:46:59 have a more understanding of why this is

1:47:01 so important for our success and the

1:47:03 students success. Please consider

1:47:05 spending a day with the parah. Thank you

1:47:07 for your consideration to this matter.

1:47:10 [cheering]

1:47:11 [applause]

1:47:15 Next is Susan Marott.

1:47:28 Good evening. Um, I am also a parah and

1:47:30 currently working at Alice Vale Middle

1:47:32 School. And my question is why are we

1:47:36 hiring outside contractors from agencies

1:47:39 and paying them5 to$10 more than current

1:47:42 employees which like myself working nine

1:47:45 plus years making less than an in-n-out

1:47:48 employee.

1:47:51 [applause]

1:47:56 [applause]

1:47:56 Next is Dolores Divera.

1:48:07 I'm Dolores Divera and I am on the

1:48:10 subnegotiating committee with Dan

1:48:11 Ireland. Um, so hello. It's good to know

1:48:16 that passage of the override means that

1:48:18 we are going to get some pay boost. You

1:48:20 might have noticed in your packet though

1:48:22 that there's no salary schedule for us

1:48:24 in your documents today. That is because

1:48:27 before we take things for our subs to

1:48:30 vote on, it really just makes sense to

1:48:32 be able to present them with a whole

1:48:34 whole financial package. There are a

1:48:36 couple other financial items that we

1:48:38 want to get tweaked. Um the rates that

1:48:40 we're going to the rate increases we're

1:48:42 going to get for the override are really

1:48:44 pretty good in my opinion, except we do

1:48:46 think that the long-term sub rate needs

1:48:48 to go up a little bit more. So we will

1:48:51 be continuing to discuss that in

1:48:52 negotiations.

1:48:55 And I also want you to remember that we

1:48:57 have not had a raise to our rates in

1:49:00 most of our schools since 2021.

1:49:03 Meanwhile, the minimum wage has gone up

1:49:05 more than $3 an hour. Other employees in

1:49:10 this district generally get annual

1:49:11 raises. Uh maybe not last year, but they

1:49:14 generally get annual raises and you've

1:49:16 even given some mid-year raises that we

1:49:19 were left out of. Um, in negotiations,

1:49:22 we want to try to address some common

1:49:24 sense proposals. For instance, sometimes

1:49:27 our long-term subs get paid for taking

1:49:29 on six fifths. Sometimes they don't.

1:49:32 Sometimes a sub who is there all year

1:49:35 has gotten some kind of bonus like I

1:49:37 think it was 301 money or something

1:49:39 mimicking 301 money. Some uh last year

1:49:42 they were told that wasn't available to

1:49:44 them. Um, sometimes we've been paid for

1:49:47 Wednesday PDS. most of the time we're

1:49:50 not. All of those things need to be

1:49:52 addressed in the contracts. Um, and we

1:49:55 have other proposals that might be a

1:49:57 little bit more complicated.

1:49:59 I would be glad if any one of you wanted

1:50:01 to come watch one of our negotiating

1:50:03 sessions at the next one, whatever it

1:50:06 is, I don't know. I would like to review

1:50:09 a little of the history uh of our raises

1:50:13 and lack of raises with the

1:50:15 administrative negotiators because my

1:50:17 guess is they aren't really familiar

1:50:20 with it and you might have heard some

1:50:22 things that seem like hearsay. I would

1:50:24 love if you would come see my

1:50:25 presentation. We still have a lot to

1:50:27 talk about, but it is great to know that

1:50:29 we've got some guaranteed raises from

1:50:31 the override. Thank you very much to the

1:50:33 voters and the taxpayers for that.

1:50:35 Thanks.

1:50:38 [applause]

1:50:39 Next is Jerry Schustster.

1:50:45 [clears throat]

1:50:50 Good evening, board president, Dr. Ravi

1:50:52 Sha, members of the governing board, Dr.

1:50:54 Trillo, Councelor Ross, and staff. Once

1:50:56 again, I thank you for this opportunity

1:50:58 to speak before you. My name is Jerry

1:51:00 Schuster. I'm a substitute teacher with

1:51:02 TUSD. Tonight I want to speak in

1:51:05 reference to agenda item 8.1 the uh the

1:51:08 proposed 4-day week and yes it certainly

1:51:12 will uh present challenges as a previous

1:51:15 speaker had pointed out but I'd like to

1:51:17 point out that would also present

1:51:18 opportunities for example with one extra

1:51:20 available day it could give an

1:51:23 opportunity for for instance for our

1:51:25 middle school students to be immersed in

1:51:27 a high school environment they could

1:51:28 spend that one day when high school's at

1:51:30 a session in in high school now yes

1:51:33 They're already getting in in many cases

1:51:35 high school credit, but this could be an

1:51:37 opportunity for them to actually be in a

1:51:39 high school environment and they could

1:51:41 do similar things with our high school

1:51:42 students on that day off. They could

1:51:44 have an opportunity to spend time in a

1:51:47 college environment as well, whether it

1:51:48 be the UOVA or Puma and it could also

1:51:51 expand opportunities for further

1:51:53 immersion in a CTE JTED environment

1:51:56 which was uh discussed at length um with

1:51:58 all these wonderful things happening

1:52:00 earlier. So um so I would look on it as

1:52:04 uh as opportunity

1:52:06 and uh we also have to consider the

1:52:09 challenges that we're facing with the

1:52:11 retention recruiting students as was

1:52:13 pointed out at previous board meetings.

1:52:15 The most challenging school level for

1:52:17 that in is middle school. Well, I I

1:52:20 would like to state that uh I'm sure

1:52:22 there are some parents that if they see

1:52:24 the middle school students having an

1:52:26 opportunity to be immersed in a high

1:52:28 school environment, I could see that as

1:52:30 as a as an attraction. So, that could go

1:52:34 a long way in uh in recruiting and and

1:52:36 retaining our our students. And when

1:52:39 they see that the process could continue

1:52:40 in high school, that in high school they

1:52:43 would actually have an opportunity to be

1:52:44 immersed in a genuine university or CTE

1:52:48 environment that would make us that much

1:52:50 more competitive. So it so that's the

1:52:53 way I would look at it as increased

1:52:55 opportunity and uh along the lines of

1:52:58 what Dr. Trill was talking about, this

1:53:00 would certainly involve more community

1:53:02 input. So I I for one would like to see

1:53:05 workshops, town hall meetings,

1:53:07 superintendence forms, and yes, Dr.

1:53:09 Trio, that would add to your already

1:53:11 enormous workload. But I think when you

1:53:13 look at it as an opportunity and um

1:53:18 and a way of retaining students, so much

1:53:20 the better. So that concludes what I

1:53:23 would like to say about that. But just

1:53:24 more one more quick thing on a different

1:53:26 topic, what's being discussed by many

1:53:29 people here as a sub. Every once in a

1:53:31 while I'll I'll sub for exas so I see

1:53:35 firsthand what's what's talked what what

1:53:37 they're talking about and I've

1:53:38 experienced that as well. Once again,

1:53:40 thank you very much and best wishes.

1:53:43 [applause]

1:53:45 Thank you. Next speaker is Natalie Mast.

1:54:02 Good evening everyone. I'm Natalie, a

1:54:04 current parent and exed employee and I

1:54:06 have three three quick points tonight.

1:54:08 First, to follow up on my statements at

1:54:10 the last meeting where I spoke about

1:54:11 grooming, a strategic approach to sexual

1:54:14 predation. The information was

1:54:16 incredibly wellreceived by the community

1:54:18 and as it spreads, the following ideas

1:54:21 have been shared. Get the packet to all

1:54:23 staff, parents, and at minimum high

1:54:25 schoolers. get the information into

1:54:28 curriculum and integrate the in

1:54:30 information into our daily school

1:54:31 culture like a district-wide morning

1:54:33 statement of confidence, bodily

1:54:35 autonomy, boundaries, and consent.

1:54:38 Posters with the same information in the

1:54:40 afterchool clubs that teach these

1:54:41 principles based on long-held traditions

1:54:44 of coercion, control, and exploit

1:54:46 exploitation in our country. The

1:54:48 information is relevant to any current

1:54:51 or former TUSD community member who has

1:54:53 experienced predatory behavior in our

1:54:55 district. My heart goes out to you. It's

1:54:58 nothing you deserve, nor was it your

1:54:59 fault. Predators are on a craven search

1:55:02 for validation and conquest, and they

1:55:05 have to be removed. Second, our

1:55:07 superintendent, who we know is hoping to

1:55:09 land a different job, has asked for a

1:55:12 deputy superintendent position under him

1:55:14 so he can focus on closing schools. This

1:55:17 is a stunning example of the financial

1:55:20 theater TUSD engages in. A month ago, we

1:55:23 were duped into believing the cost

1:55:25 savings of eliminating the region 2

1:55:27 assistant superintendent position. A

1:55:30 prudent move, only to find now a deputy

1:55:33 position will only cost $13,000 more

1:55:37 than the eliminated position. The only

1:55:39 thing more hilarious would be to place

1:55:41 the former region 2 employee as deputy.

1:55:44 Please consider how this looks and

1:55:45 affects the morale of our staff. Our

1:55:48 superintendent makes 10 to 15 times our

1:55:50 lowest paid employees. But most

1:55:52 important, he signed up to be a

1:55:53 well-paid public servant. As many

1:55:56 employees have been told in the recent

1:55:58 past, exed employees as they struggle

1:56:00 with low pay and staggering workload. Do

1:56:04 your best. Everyone works overtime and

1:56:07 feel free to find something better.

1:56:10 Third, and most important, the

1:56:11 exceptional education department needs

1:56:13 help. Since 2017, according to state

1:56:16 records, EXE funding has dropped from

1:56:18 29% of instructional dollars to 21%, a

1:56:21 loss of millions each year. Somebody

1:56:24 made this decision, and we would like to

1:56:26 hear publicly the rationale, especially

1:56:28 because last year we were told XED is

1:56:30 growing in needs and numbers. based on

1:56:33 the flow of power and control not only

1:56:35 in TUSD but nationally. I highly doubt

1:56:38 this decision was made or supported by

1:56:40 our director, executive director of

1:56:42 exceptional education. In fact, I have

1:56:45 to imagine Dr. Sammon fully sees the

1:56:47 incredible struggles many Xed employees

1:56:49 are experiencing and wants to fix it. We

1:56:52 look forward to having this addressed in

1:56:54 detail at our upcoming XED forum. The

1:56:57 days of ordering employees to do more

1:56:59 faster and better as if we're machines

1:57:02 are over.

1:57:09 >> Next is Katherine H.

1:57:12 [applause]

1:57:16 [snorts]

1:57:19 Katherine Hess. Last month, I addressed

1:57:22 this board concerning your approval of

1:57:24 Club America to operate at Ringcon High

1:57:27 School. I will focus tonight on two of

1:57:30 those violations that support removal of

1:57:33 this club. The Federal Equal Access Act

1:57:37 and your own governing board policies

1:57:40 forbidding outside groups to control a

1:57:42 school club. The response from your

1:57:45 board member at the March 10th meeting

1:57:47 was whether we like what a club has to

1:57:50 say or not, they have a first amendment

1:57:52 right to say it. This has absolutely

1:57:54 nothing to do with the first amendment.

1:57:56 We all know that almost any group has a

1:57:59 first amendment right to establish an

1:58:01 onampus club if they follow the rules

1:58:04 and regulations of each school. Here are

1:58:07 the specific violations. Students

1:58:10 seeking to form a Club America chapter

1:58:13 must first sign a formal contract called

1:58:16 a TPUSA chapter agreement. They must

1:58:20 maintain ongoing contact with an

1:58:23 assigned Turning Point employee, one of

1:58:26 whom we have on video present at their

1:58:28 first meeting in January at Rencon High

1:58:31 School. Students are required to submit

1:58:34 regular reporting and verification to

1:58:37 Turning Point. They are required to

1:58:40 disclose extensive student officer

1:58:43 contact information. Students must give

1:58:46 Turning Point all their social media

1:58:49 account passwords. The designation of

1:58:52 all social media accounts are the

1:58:54 property of Turning Point. They can

1:58:57 assume control of these accounts at any

1:59:00 time. Students are also encouraged to

1:59:02 submit names of teachers and board

1:59:05 members to a turningpoint watch list.

1:59:08 Encouraging students to surveil and

1:59:11 target staff members is not civic

1:59:14 engagement. Turning point can give

1:59:16 direction to issue press releases when

1:59:20 school or school actions conflict with

1:59:23 their ideology. When an outside

1:59:26 organization exerts operational control

1:59:30 over a club's direction and finances, it

1:59:33 is no longer a student-led organization.

1:59:37 It creates a major conflict with this

1:59:40 board whose job is to oversee all

1:59:43 school-based activities. Club America

1:59:46 with its outside control by Turning

1:59:48 Point is a clear violation of your very

1:59:52 own governing board rules that do not

1:59:55 permit outside group control for student

1:59:58 clubs as well as the Federal Equal

2:00:01 Access Act, which states the very same

2:00:04 thing. They must not be allowed on any

2:00:07 TUSD campus. It is time to do the right

2:00:10 thing. remove Club America from the

2:00:13 Rencon High School campus and deny any

2:00:16 other attempts to certify these clubs on

2:00:19 all TUSD high school campuses.

2:00:24 [applause]

2:00:28 Next is Lily.

2:00:30 Next is Lillian Fox.

2:00:46 I didn't expect my name to come up so

2:00:48 fast. Superintendent Trillo, uh, pres

2:00:52 board president Robbie Shaw, board

2:00:54 members, um, you've got this little

2:00:57 packet.

2:00:59 Um,

2:01:01 the $86.7 million budgeted for furniture

2:01:04 equipment is still unexplained. I've

2:01:07 watched the video. I heard what he said.

2:01:10 It does not explain why that much money

2:01:12 is budgeted. Um, the board bond money

2:01:17 ought to be shown in the um

2:01:21 budget. If you look at this little

2:01:23 thingy, if you look at the top, it shows

2:01:26 you Money, DEG money, Title One money,

2:01:29 and other money. Currently, all the bond

2:01:32 money is lumped under um other money. It

2:01:36 ought to have a separate little column

2:01:38 just exactly like DEG does, so the

2:01:40 public can see where the money is being

2:01:42 spent and and see that you really are

2:01:45 doing what you promised to do. Um,

2:01:47 [clears throat]

2:01:49 you currently have $17,000

2:01:52 budgeted for staff food. That's not

2:01:55 legal.

2:01:57 The attorney general has ru ruled and

2:02:00 the auditor general's website says you

2:02:03 cannot use taxpayer money to feed staff.

2:02:07 All the taxpayer money you're using to

2:02:09 feed staff is listed in red. There's a

2:02:12 bunch of stuff in black because that's

2:02:14 listed under other. So, I don't know if

2:02:16 that's taxpayer money or not. You can

2:02:19 only use taxpayer money to pay pay food

2:02:23 to staff if they are on an approved trip

2:02:26 for an approved meeting. And the trip

2:02:28 has to meet certain requirements.

2:02:30 Otherwise, if you want to use money to

2:02:33 pay for staff, it has to be money that

2:02:35 was given specifically for that or it

2:02:38 has to be part of a grant that says

2:02:40 you're feeding staff. So, what TUSD is

2:02:43 doing is illegal. that you stop this

2:02:45 minute um and use it for something the

2:02:48 kids need. Okay. Um

2:02:53 you pre-approved. Let me go to

2:02:55 administrative expenses because I won't

2:02:57 get to it otherwise.

2:02:59 For years and years and years, turn to

2:03:01 this page. The auditor general has

2:03:04 described TUSD as having very high

2:03:07 administrative expenses. If you look

2:03:10 over here,

2:03:12 uh, we have so many administrative

2:03:14 people that we have one administrative

2:03:17 person for every 39 employees. We also

2:03:21 pay our administrative people more than

2:03:24 other school districts do. When you are

2:03:26 compared to the other large school

2:03:28 districts, we're one of the large school

2:03:30 districts. Our costs are much higher.

2:03:33 They have one administrative person for

2:03:36 every 69. So, we're getting up towards

2:03:39 almost twice this. You've got to do

2:03:42 something. That's what you should be

2:03:43 cutting down here. Again, I'm giving you

2:03:46 the definition of what constitutes

2:03:49 administrative people. Thanks.

2:03:53 [applause]

2:03:58 >> That is that is the last of our

2:04:01 speakers, Dr. Shan. I've got four to be

2:04:03 read. Okay.

2:04:06 Good morning to USD board members. My

2:04:08 name is Tammy Casease and I'm a proud

2:04:10 and I am proud to represent Sanorita

2:04:12 High School. I wanted to follow up on an

2:04:14 email I sent to the board on March 27th

2:04:16 regarding bond projects at San Rita.

2:04:19 Thank you Dr. Shaw for taking the time

2:04:21 to respond to my email. I cannot be here

2:04:23 tonight in person, but wanted to send

2:04:25 more communication because of a very

2:04:27 real impact recent public statements

2:04:29 have had on our school community. Mr.

2:04:31 Romero publicly identified Santaorita as

2:04:34 a school that should be closed before

2:04:36 any formal process, criteria, or

2:04:38 community engagement has taken place.

2:04:40 Even more concerning, that same board

2:04:42 member has stated and voted as such that

2:04:44 he will not support bond funding for our

2:04:46 school based on his perception of

2:04:48 Santaorita, a school that is filled

2:04:50 right now with engaged, committed, and

2:04:52 proud students, families, and staff

2:04:54 members. When funding for facilities is

2:04:56 called into question, it sends a clear

2:04:58 message to our students, families, and

2:05:00 staff members that they are not worth

2:05:02 the same investment as others. That is

2:05:04 an equity issue and it is unacceptable.

2:05:07 How does such a damaging, dismissive

2:05:09 statement about our community, a

2:05:10 community in your care, happen on your

2:05:12 watch? I am responsible for school tours

2:05:14 to potential parents and students, and

2:05:16 this public statement has caused a lot

2:05:18 of questions during my school tours.

2:05:20 We've worked very hard to build

2:05:21 confidence in the community and that

2:05:23 single statement has hurt the years of

2:05:25 hard work we have put forth. Our

2:05:27 students deserve a safe, modern, and

2:05:29 fully supported learning environment

2:05:31 today and not a contingent on or

2:05:33 impacted by the opinion of someone with

2:05:35 a simplistic solution for addressing a

2:05:37 highly complex budget crisis. So

2:05:40 tonight, I'm asking for two things.

2:05:42 First, a clear commitment that Santaita

2:05:44 High School will receive equitable acqu

2:05:46 equitable access to the already approved

2:05:48 and planned bond funding. Second, that

2:05:50 any conversation about potential school

2:05:52 closures and/or consolidations follows a

2:05:55 transparent process that defines

2:05:57 includes defined criteria and authentic

2:05:59 community engagement before a reputable

2:06:02 public conclusions are drawn. We are not

2:06:04 asking for any special treatment. In

2:06:06 fact, we're only asked to be treated

2:06:08 like any other schools in TOD with

2:06:10 fairness, integrity, and responsible

2:06:11 leadership. Thank you, Tammy Casease,

2:06:14 Santaita High School and Career

2:06:15 Readiness Coordinator.

2:06:21 Second letter

2:06:23 from Ryan Townsen. After watching last

2:06:26 week's board meeting, specifically the

2:06:28 bond approval process, I want to thank

2:06:30 board member Extramm for recognizing

2:06:31 that we do a disservice to our community

2:06:34 unless we keep the discussions out in

2:06:36 the open. Closers and consolidations

2:06:38 aren't just budget items. They impact

2:06:40 the heart of our neighborhood, staff,

2:06:42 families, businesses, neighbors, voters,

2:06:43 and most importantly, our students. Last

2:06:46 week's comments seem to suggest that si

2:06:48 decisions are being made outside the

2:06:50 public process and behind closed doors

2:06:52 without input. I hope board member

2:06:54 Romero will join in this commitment to

2:06:56 transparency. Our community needs to be

2:06:59 a part of this process from the start,

2:07:01 not just after decisions are made. Most

2:07:03 importantly, our community needs to be

2:07:05 able to trust that their elected

2:07:07 officials will follow the transparent

2:07:09 legal process for any difficult

2:07:11 decisions that lie ahead. Thank you.

2:07:16 Third [applause]

2:07:17 letter. Good evening, TUSD board members

2:07:20 and community. My name is Jessica

2:07:22 Padilla and I'm a parent of Santaorita

2:07:24 High School. My daughter is currently a

2:07:26 junior at Sanorita and my son will be

2:07:28 attending next year. Right now, our

2:07:30 students are experiencing uncertainty

2:07:32 that they did not create and cannot

2:07:34 control due to comments that were made

2:07:35 at the last board meeting. They are

2:07:38 hearing that their school may close and

2:07:39 at the same time that investments in

2:07:41 their campus may not be supported. That

2:07:44 combination is not just concerning, it

2:07:45 is harmful. It affects morale. It

2:07:48 affects trust. And it affects how

2:07:50 students seen their own value in their

2:07:52 school. It sends a message that a

2:07:54 community is less than. It sends a

2:07:56 message that our students are not worth

2:07:57 the same belief, resources, or future.

2:08:00 When a school is publicly singled out,

2:08:02 especially before a process has even

2:08:04 been discussed or established, it sifts

2:08:06 perception in the larger community.

2:08:08 Enrollment decisions change, competence

2:08:10 erodess, and the very challenges being

2:08:12 cited can become worse. That's why

2:08:15 process matters and the temptation to

2:08:17 identify quick fixes for a complicated

2:08:19 budget crisis must be avoided. If there

2:08:22 are going to be effective conversations

2:08:24 about district budget solutions through

2:08:26 school closures, they must be

2:08:28 transparent, data-driven, include the

2:08:30 voices of the people most impacted. And

2:08:33 until that process is even communicated,

2:08:35 let alone complete, Sanorita students

2:08:37 must have the same commitment from every

2:08:39 board member to a safe, updated, and

2:08:41 fully functional facility as every other

2:08:44 school in TUSD.

2:08:45 It is what is right. It is what is fair,

2:08:48 and it is what is equitable. Sanorita

2:08:50 students and families deserve nothing

2:08:52 less. No student should feel like they

2:08:53 are attending a school that is already

2:08:55 being closed around them as part of

2:08:57 their lived high school experience. They

2:08:59 deserve better. Please do better, board

2:09:02 members. Thank you for your time

2:09:03 respectfully, Miss Padilla.

2:09:06 [applause]

2:09:08 And uh last uh

2:09:12 letter of this evening. Dear TUSD board

2:09:14 members, I am writing to share my

2:09:16 experience as a former employee of

2:09:18 Tucson Unified and to express my deep

2:09:20 disappointment in the recent decision

2:09:22 regarding my financial compensation and

2:09:24 the liquidated damages that I'm required

2:09:26 to pay. My husband and I recently

2:09:28 located relocated from Tucson to Denver

2:09:30 due to his job transfer. a move that

2:09:32 occurred in March, just two months

2:09:34 before the end of the school year.

2:09:36 Despite receiving an offer on our home

2:09:38 in December, we carefully planned this

2:09:40 transition to occur late in the school

2:09:42 year as possible to minimize disruption.

2:09:45 And I personally gave my supervisor 70

2:09:47 days notice to ensure a move a smooth

2:09:49 trans handover my responsibilities.

2:09:52 Throughout my tenure, I was committed to

2:09:54 supporting the special needs children in

2:09:55 the district, a role I know is

2:09:57 critically understaffed. I took pride in

2:10:00 my professionalism and dedication and my

2:10:01 supervisor was supportive of my

2:10:03 transition. However, despite my

2:10:05 contributions and the district's ongoing

2:10:07 challenges in filling teaching

2:10:09 positions, a decision was made by John

2:10:12 Fernandez, the chief human capital

2:10:13 officer, to withhold 2,000 of my earning

2:10:15 competition. This decision feels

2:10:18 particularly unjust given the

2:10:19 circumstances of our move and the

2:10:21 district's broader struggles with

2:10:22 teacher retention. Arizona faces a

2:10:25 severe shortage of educators with

2:10:27 thousands of open teaching positions

2:10:29 statewide. Tucson Unifi, like many

2:10:31 others, has classrooms that remain

2:10:33 unfilled and the focus should be some

2:10:35 supporting and retaining teachers, not

2:10:36 penalizing those who leave due to

2:10:38 unavoidable life circumstances.

2:10:41 My situation is a clear example of how

2:10:43 rigid policies can discourage dedicated

2:10:45 professionals from continuing their

2:10:47 vital work in education. I urge the

2:10:49 governing board to review this decision

2:10:51 and consider the broader impacts such

2:10:52 policies have on teacher morale and

2:10:54 retention. I also hope that the district

2:10:56 will reflect how it can better support

2:10:58 it educator especially in times of

2:10:59 personal transition. Thank you for your

2:11:01 time. Sincerely, Jessica Robertson,

2:11:03 former TUSD child find evaluator.

2:11:07 [applause] And that concludes call to

2:11:09 the audience Dr. Sh.

2:11:11 >> Thank you, Clerk Aluna Rose. Now, our

2:11:13 governing board has the opportunity to

2:11:14 respond to criticism, ask staff to

2:11:16 review a matter, or ask that a matter be

2:11:18 put on a future agenda. Reminder that no

2:11:20 more than two members may legally

2:11:22 address each topic.

2:11:23 >> Dr. Shaw,

2:11:24 >> Miss Shaw, first, I want to thank

2:11:26 everyone who came to speak tonight. Um,

2:11:28 I want to thank uh our student Samuel

2:11:31 for voicing your criticisms about uh the

2:11:34 4-day school uh potential change at

2:11:38 Pelverie. Um, I also want to thank Miss

2:11:42 uh Merillian for uh your continued

2:11:44 advocacy for our um hopeful librarians

2:11:48 and I'd like to ask staff for an update

2:11:52 and uh timeline on posting the certified

2:11:56 librarian positions funded by the

2:11:57 override. [gasps and sighs]

2:11:59 Um

2:12:02 I also want to thank all the par

2:12:04 profofessionals who are here advocating

2:12:06 today. Um, I'm put in a request for uh

2:12:10 some time off to come visit uh your

2:12:13 classrooms. And I also want to place on

2:12:16 a future agenda the demands raised by

2:12:19 Miss Natalie Fry and others regarding

2:12:22 our par profofessionals including a

2:12:25 raise to match what we uh pay for our

2:12:29 outsourced pair of professionals

2:12:31 as well as uh creating a

2:12:35 fair step schedule case load caps and a

2:12:39 1:3

2:12:41 adult to student ratio.

2:12:44 Um, thank you, Miss Hes, for uh raising

2:12:47 those specific concerns

2:12:50 uh regarding um Club America. And I'd

2:12:55 like to ask our legal council to review

2:12:57 the information raised by Miss Hes um

2:13:01 regarding Club America and its outside

2:13:04 group control and potential violations

2:13:07 of our governing board policy.

2:13:10 Um,

2:13:11 thank you, Miss Fox, for also raising

2:13:14 the issue of taxpayer money being used

2:13:18 um incorrectly to feed staff.

2:13:22 Um, and I would like staff um to review

2:13:26 that matter and let us know if um you

2:13:29 know when the governing board and other

2:13:31 staff members are fed here um at our

2:13:34 meetings if that is a misuse of taxpayer

2:13:37 funds.

2:13:39 And that's it. Thank you.

2:13:43 [applause]

2:13:48 >> All right. Thank you everyone. Um Dr.

2:13:50 Trillo, what is the order of our agenda?

2:13:52 Did I miss the agenda adjustments?

2:13:55 >> The agenda adjustment is now that uh

2:13:57 that we move up um the palvery item

2:14:01 which is

2:14:03 item 8.2. I'm sorry 8.1.

2:14:06 >> That's the only thing we're doing out of

2:14:07 order. Yeah. So, I think we're doing out

2:14:08 of order.

2:14:09 >> All right. So, we'll do 8.1 next. All

2:14:11 right. So, we'll do uh 8.1.

2:14:13 Paulo Ready High School Magnet School

2:14:15 Pilot Program 4 day school week school

2:14:17 year 2627. Dr. Trillo.

2:14:26 Yeah, absolutely. So, yeah, give them a

2:14:28 round of applause. The Titans are in the

2:14:30 house. How about that? [applause]

2:14:33 President Shaw, members of the governing

2:14:35 board, I want to commend the palvery

2:14:38 community. Though we're not here for

2:14:40 action tonight, we're here to just hear

2:14:42 the concept, hear the idea, and whatever

2:14:45 becomes of this proposal, whatever

2:14:48 action the governing board takes. At the

2:14:51 end of the day, we have to celebrate the

2:14:54 innovation, the daring to dream, the

2:14:56 daring to think differently, the daring

2:14:58 to go outside the box and to really

2:15:01 reflect and think on how the palibvery

2:15:04 community can number one meet the

2:15:05 academic needs of its students in a more

2:15:07 meaningful way, but then also an

2:15:10 innovative way to address staff burnout

2:15:13 while at the same time creating a new

2:15:16 opportunity to bring in more students.

2:15:18 It is that kind of thinking that I am

2:15:21 challenging all of our principles to

2:15:23 engage in as we struggle with declining

2:15:26 enrollment and we challenge ourselves to

2:15:28 recreate and reimagine uh Tucson Unified

2:15:31 School District one school at a time. So

2:15:34 with that, I'll turn it over to lead us

2:15:36 off uh principal Eric Brock who himself

2:15:39 is a proud alumni of Palaverie. Mr.

2:15:42 Rock. [applause]

2:15:51 Good evening, governing board and Dr.

2:15:53 Trujillo. My name is Anna Leia and I'm a

2:15:56 junior at Palaverie.

2:15:58 As a junior with seven classes assigning

2:16:00 me homework every day, I constantly feel

2:16:01 overwhelmed. That was until I learned

2:16:03 about the proposed 4-day school week

2:16:06 with academic support on Fridays. This

2:16:08 new schedule seemed revolutionary. With

2:16:10 an extra day off, I can work on any

2:16:12 leftover work from the week on Friday.

2:16:14 Then on Saturday and Sunday, I can

2:16:16 finally have a weekend again. Even

2:16:18 though some may worry that a 4-day

2:16:20 school week may negatively affect

2:16:21 student achievement, in reality, it

2:16:23 would allow for increased achievement

2:16:25 and greater competition in student

2:16:26 enrollment. To begin, some may worry

2:16:29 about the effect a 4-day school week

2:16:30 would have upon students academic

2:16:33 achievement. If Arizona is already

2:16:35 struggling in academic achievement, why

2:16:37 take a chance that may continue to hurt

2:16:38 Arizona's academics? This is a valid

2:16:41 concern, but research shows that these

2:16:43 worries aren't backed up with any

2:16:45 evidence. In fact, the opposite is true.

2:16:47 For example, Patagonia, which switched

2:16:49 to a 4-day school week two years ago,

2:16:52 already reported a 7% increase in math

2:16:55 benchmark scores.

2:16:58 Also, let's discuss the fact that a

2:16:59 4-day school week would improve school

2:17:01 enrollment competition. In recent years,

2:17:04 there has been a large decrease in TUSD

2:17:06 enrollment, while charter school

2:17:07 enrollment has only gone up. In fact,

2:17:09 even my sister chose to enroll in a

2:17:11 charter school. The hours the school

2:17:13 offered made it easier for her to find

2:17:15 extra time to do school work and apply

2:17:16 to college. If TUSD explored the option

2:17:19 of a different school week schedule,

2:17:21 they could become more competitive in

2:17:22 student enrollment. Overall, a 4-day

2:17:25 school week would benefit everyone on

2:17:26 campus. I hope this proposed schedule is

2:17:29 given the chance to prove all the

2:17:30 opportunities for growth it has to

2:17:32 offer.

2:17:35 [applause]

2:17:40 >> Good evening uh governing board members.

2:17:43 I'm Ysef senior in Palo.

2:17:47 So back in Afghanistan, I used to go to

2:17:49 school six days a week. School was

2:17:51 Saturday through Thursday and Friday was

2:17:54 the only day off. By the end of every

2:17:56 week, I was drained and felt like um

2:18:00 school never really stopped. Most of my

2:18:02 friends and I were always tired and a

2:18:04 lot of a lot of us were struggling in

2:18:07 class. Uh if any of us had

2:18:09 responsibilities at home or anything

2:18:11 else going on, it was really hard to

2:18:13 keep up. My grades were bad and I felt

2:18:16 stuck in that cycle. When I moved to the

2:18:19 US and started going to school five days

2:18:21 a week, my grades started getting better

2:18:23 because I had more time to focus on my

2:18:25 on them. That made me realize that a

2:18:28 school schedule can have a huge effect

2:18:30 on how students perform. Sometimes

2:18:33 different between

2:18:36 uh

2:18:37 the difference between struggling and

2:18:39 succeeding is having enough time to

2:18:41 rest, catch up, and handle life outside

2:18:43 of school. That's why I support the idea

2:18:46 of a 4 day school week. To me, it's not

2:18:49 about doing less work. It's about using

2:18:52 time in a better way. First of all, uh

2:18:54 this schedule won't just mean having an

2:18:56 extra day off. It could be a it could be

2:18:59 a day to get tutoring, retake tests, and

2:19:02 make up assignments or catch up on

2:19:03 missing work. Too many students are

2:19:06 burned out, stressed, or trying to deal

2:19:08 with too much at once. H and having

2:19:10 extra time in the week could really

2:19:12 help. Students also have

2:19:14 responsibilities outside of school like

2:19:16 jobs, internships, family

2:19:18 responsibilities, and appointments just

2:19:21 just to name a few. Sometimes we miss

2:19:24 class because we have to go to doctor's

2:19:26 appointment or take care of something

2:19:28 important outside of uh school. However,

2:19:32 having an extra day in the week could

2:19:35 make time for what we need to do without

2:19:37 having to miss class. It will give

2:19:39 students still more room to breathe and

2:19:42 that can make a real difference. I know

2:19:44 some people worry that students might

2:19:45 learn less with a 4 day school week. I

2:19:48 understand that concern, but I don't

2:19:50 really see it that way. When students

2:19:51 [snorts] aren't exhausted all the time,

2:19:53 they come to school more focused and

2:19:55 ready to learn. Students also do better

2:19:58 in school with this schedule, not

2:19:59 because they have more time, but because

2:20:01 they have better balance. If moving to

2:20:04 from six days to five could change my

2:20:06 life for the better, I can only imagine

2:20:09 the good that a four day schedule could

2:20:11 create at Palo Verde. It's not about

2:20:14 making school easier. It's about making

2:20:16 the school system work better for the

2:20:18 students. Thank you.

2:20:20 [applause]

2:20:25 [applause]

2:20:26 >> All right, governing board. Uh thank you

2:20:28 for having me here tonight to talk about

2:20:30 a proposed pilot for Palvery High

2:20:31 School. And I'd like to thank my faculty

2:20:33 and staff for attending as well and my

2:20:35 students who are a part of the

2:20:36 presentation.

2:20:39 So I have a packet that indicates a more

2:20:41 broader um in-depth approach to this

2:20:44 presentation for the pilot. Um I'm going

2:20:46 to go through highlights to get through

2:20:48 some important parts pretty quickly. Um

2:20:50 in order to set the stage, I think it's

2:20:52 it's obvious that schools are forced to

2:20:54 compete on quality programming um and

2:20:56 their culture to attract students. I

2:20:58 represent the state champion boys

2:21:00 basketball team. By the way,

2:21:03 [applause and cheering]

2:21:06 in a graphic that Dr. Trillo shared with

2:21:09 administrators, uh the ESA, the

2:21:10 empowerment scholarship account, there

2:21:12 are 3,700 students in TUSD's area um

2:21:16 that are paid between 7 and $8,000 to

2:21:18 not go to our schools. Um this proposal

2:21:21 is a way to attract students. Um that's

2:21:23 a loss of $26 million. There's also a

2:21:26 generational demographic shift. 45% of

2:21:29 homes east of Swan are 55 and older.

2:21:33 When I went to Palavery, my freshman

2:21:35 class was 800. That's currently bigger

2:21:38 than my entire school. So, I'm here to

2:21:41 show you a couple of uh enrollment

2:21:43 trends. If you look uh at a 5-year

2:21:45 period here, um from 2020 2021 through

2:21:49 2526, uh these are high schools. um

2:21:52 we've lost over a thousand students. If

2:21:55 we look at middle schools, um that's a

2:21:58 very similar number over that time

2:21:59 frame. And these are just schools that

2:22:01 are within um I'll call it a stones

2:22:04 throw. These do not include westside

2:22:05 schools like PBLO, Choya, things like

2:22:07 that. These are more the footprint of um

2:22:10 of my home. Um chose to represent this

2:22:14 graph differently. Uh but I think what

2:22:16 you can see is sort of an upward trend.

2:22:17 These are enrollment trends for charter

2:22:20 schools that again are in my area. Um

2:22:22 they're not necessarily um students that

2:22:26 are in primary ages. But in the same

2:22:28 time that our high schools have gone

2:22:29 down a thousand, the charter schools

2:22:31 have gone up over a thousand. Um so my

2:22:34 proposal is to move to a 4-day school

2:22:36 week in order to attract students. Um

2:22:39 the proposal maintains our seven period

2:22:41 day and uh extends classes to 60 minutes

2:22:44 Monday through Thursday. Um the graphic

2:22:47 that you see that's small there is just

2:22:49 a representation of recommended

2:22:50 instructional time from AD. And so what

2:22:53 I looked at specifically is uh like our

2:22:56 math achievement scores and how we would

2:22:59 how we would attack any possible loss in

2:23:02 achievement for math. So my proposal

2:23:04 utilizes a seven period day in order to

2:23:07 have an an additional math class

2:23:09 doubling AD's recommended minute counts.

2:23:12 Um, in order to determine which day for

2:23:16 uh reduction, I I looked at our school

2:23:18 calendar and you can see there are

2:23:19 countless days on Fridays uh that are

2:23:21 off. So rather than make it a 3-day

2:23:23 week, we chose Fridays for the proposal.

2:23:27 Um, what a teacher workday looks like is

2:23:29 a a 7:30 to 4:30. Um, and so that gets

2:23:32 us to a 34h hour count. And then Friday,

2:23:34 once a month, our teachers come in. We

2:23:37 are open every Friday. And there is a

2:23:39 rotation on Friday to support students

2:23:41 on a flex Friday. an enrichment Friday,

2:23:43 but once a month teachers come in to do

2:23:46 a shift in order to support our students

2:23:48 who need extra help. You had heard from

2:23:50 some of the students in their essays.

2:23:51 That's a way for them to come to school

2:23:53 to make up tests. Um it's a way for them

2:23:55 to get extra help. And then you'll hear

2:23:57 from some teachers tonight also that

2:23:59 will talk about uh ways that they're

2:24:01 going to invite students in on Fridays.

2:24:04 So this is an example schedule. On the

2:24:05 lefth hand side in the white areas um I

2:24:08 have different contents, science, math,

2:24:09 English, and social studies. And what we

2:24:12 did is we took each of the teachers that

2:24:14 are assigned in those contents and we

2:24:16 organized them into four groups for them

2:24:19 to come in and help our students. So on

2:24:22 the right hand side, the one with the

2:24:24 yellow highlights that represents our

2:24:25 district calendar and the assignments of

2:24:28 our teachers to come in on the day of

2:24:30 recess um so that we can help our

2:24:32 students uh achieve. All right. So, um,

2:24:36 in doing research on what a 4-day week

2:24:40 looks like nationally, what I found out

2:24:42 is that there's a possibility for, uh,

2:24:44 loss of achievement in math. And so, in

2:24:47 order to safeguard achievement, um, I

2:24:49 mentioned offering an additional class.

2:24:51 So, if I was a ninth grader taking

2:24:54 algebra 1, I would be assigned a math

2:24:56 elective class. So, I would double those

2:24:58 minutes. I would have two math classes

2:25:00 during the day that exists 9 through 11.

2:25:03 um in order to support our students to

2:25:05 increase our student our math

2:25:07 achievement on ACTs and hopefully

2:25:10 addressing our letter grade. Um

2:25:13 additionally, keeping that seven period

2:25:15 day is key in this aspect because it

2:25:17 allows us over our sixth period peers um

2:25:20 to offer that math elective.

2:25:23 All right. So, I have a couple teachers

2:25:25 that I would like to you to hear from

2:25:27 that talk about ways that they will

2:25:28 organize our Fridays.

2:25:33 >> [applause]

2:25:37 >> I'm Arwin Newman and I represent that

2:25:39 English side as the English department

2:25:41 chair. Uh we would be identifying

2:25:44 students using common formatives,

2:25:45 informal formatives, classwork. What are

2:25:48 you missing? Did you miss something? Do

2:25:49 you need to make it up? Benchmarks. We

2:25:52 have the SAS curriculum which we're

2:25:53 going to have some new tests with next

2:25:55 year. I haven't heard much about it for

2:25:57 from the district yet, but we're looking

2:25:59 forward to that. ELL, etc., etc. to

2:26:02 identify individuals and groups of

2:26:03 students that need help but also maybe

2:26:06 even need a little bit of enrichment.

2:26:08 One of those has a QR code on it which

2:26:10 they'll be able to scan to register to

2:26:12 come on Fridays where we can help them

2:26:15 with increasing their skills in ELA.

2:26:21 >> Hi, I'm Carol Kegler. I'm the math

2:26:23 department chair. Um we I wanted to talk

2:26:26 about how we would be notifying parents

2:26:28 about the this opportunity. Uh first of

2:26:31 all the information about the program

2:26:33 would be provided in uh when the

2:26:37 syllabus goes out at the beginning of

2:26:39 the year so the parents know that this

2:26:40 program exists. Um whenever

2:26:44 uh teachers feel that there's a student

2:26:45 who might need additional help or even

2:26:48 kids who just might need um extra

2:26:52 challenges because their math class um

2:26:56 maybe isn't as challenging as they um

2:27:01 could be doing. Um, a notice would be

2:27:04 sent home

2:27:06 by each student explaining what it is

2:27:09 that uh, we hope to accomplish and when

2:27:13 we would like to see the student.

2:27:14 Parents would then have the ability to

2:27:17 accept the date that we gave them u, and

2:27:20 choose a time that works for them. They

2:27:23 could say, um, I can't, my student can't

2:27:25 get in, but I would like for them to do

2:27:27 Zoom tutoring. or they could say this is

2:27:30 not a date that works for us. Could we

2:27:32 change it to a different day? So, there

2:27:35 are options for them. Um, but we are

2:27:38 also making sure that we get email

2:27:41 addresses because that's probably the

2:27:43 quickest way to keep them informed.

2:27:47 [applause]

2:27:50 Okay. Another aspect of moving to a

2:27:52 4-day week explores an opportunity

2:27:54 within our CCRI index. It's a an

2:27:56 evaluation system for high schools. Um,

2:27:58 and so this particular thing is

2:28:00 something that is completely

2:28:01 underutilized at my school. In five

2:28:03 years, we've had six students complete a

2:28:05 work-based learning, 120 hour internship

2:28:08 or job shadowing. Typically, this is

2:28:10 something that our CTE program um

2:28:13 definitely helps us out with. And so

2:28:16 I've def I have worked with uh Chuck

2:28:18 McCullum on a a programmatic change

2:28:21 opportunity so that we can increase what

2:28:23 this looks like. But frequently when

2:28:25 asked uh students why they're not

2:28:26 interested in the job shadowing or or

2:28:29 internships, they talk about getting

2:28:30 home after four o'clock closer to five,

2:28:33 trying to find a business that'll work

2:28:34 with their schedules, balancing their

2:28:36 homework and their home life. Um by

2:28:38 having a day of recess, this gives us an

2:28:40 opportunity for students to explore

2:28:42 create career related opportunities and

2:28:44 to complete internships and in turn

2:28:47 helping our school score better on the

2:28:48 CCRI index. Um there is a large aspect

2:28:53 of teacher recruitment and retention

2:28:54 that studies have have shown uh movement

2:28:57 to a 4-day week helps. So in a

2:28:59 particular example here um Jennifer

2:29:02 Smith a professor at Purdue talks about

2:29:04 uh applications increasing four times

2:29:06 the normal amount. Prairieview High

2:29:08 School was cited um and said that

2:29:10 typically they have two or three

2:29:12 applicants that represents exactly what

2:29:14 my school is when we have an open job

2:29:16 and now they see 10 to 12 applicants.

2:29:18 Some of those benefits for teachers are

2:29:20 improved work life balance and family

2:29:22 time, increased job satisfaction and

2:29:24 morale, and it's incre and it's a way to

2:29:27 um to show them a non-monetary perk to

2:29:30 be able to have that day of recess. Um

2:29:32 the impact on staffing also helps re

2:29:34 reduce teacher turnover and supports

2:29:37 long-term stability at our school. Um

2:29:39 there are some non-academic outcomes

2:29:41 that I'd like our counselor to talk

2:29:42 about.

2:29:44 >> Hello. All right. So, as far as um

2:29:48 bullying and fighting, schools that have

2:29:50 adopted the 4-day school week have seen

2:29:52 a decrease in these incidents. And with

2:29:55 attendance, um there is not a lot of

2:29:58 data, but um like one of our students

2:30:00 talked about earlier, the Patagonia

2:30:02 School District, they've been under this

2:30:04 um school 4-day school week for two

2:30:06 years now and they've seen a 3.6%

2:30:10 increase in attendance. And then um just

2:30:13 talking with some of our students who I

2:30:15 would just like to say I'm very proud of

2:30:16 for you guys for being here and

2:30:18 speaking. This is very scary. [laughter]

2:30:20 So as a counselor, I'm very proud of

2:30:22 them right now. But um they also

2:30:25 recognize that this is an opportunity

2:30:26 for increased time for work-based

2:30:28 learning um and internships, which we

2:30:30 get asked about a lot trying to help

2:30:32 students get that real world experience.

2:30:34 Um dual enrollment or college prep,

2:30:36 tutoring and academic support, and as

2:30:39 well as family responsibilities. A lot

2:30:40 of my students are working to support

2:30:42 their families and so allowing them the

2:30:44 opportunity to do this would be great.

2:30:47 Thank you.

2:30:51 [applause]

2:30:55 Good evening governor board members. My

2:30:58 name is Shaml Kurie. I'm a junior at

2:31:00 Paulaver High Magnus School. I will be

2:31:03 talking to you today about family and

2:31:05 student benefits. So starting off

2:31:07 appointments on Friday. What does that

2:31:09 typically mean? To begin, students are

2:31:11 able to use the Friday off to schedule

2:31:13 appointments. That means that it instead

2:31:16 of students missing schools school from

2:31:18 Monday to Thursday due to appointments,

2:31:20 they could use the Friday off to attend

2:31:22 appointments. But in case of any

2:31:24 emergency, the student is in need of the

2:31:26 appointments during Monday through

2:31:27 Thursday. That could also be acceptable.

2:31:30 We want to encourage students to attend

2:31:32 all four days and use the Friday off for

2:31:34 other outside of school activities. Next

2:31:37 up is going to be older students can

2:31:38 assist with sibling transportation.

2:31:41 Juniors and senior seniors will be able

2:31:43 to drive which allows them to assist

2:31:46 their families with younger sibling

2:31:47 transportation. This gives parents an

2:31:49 opportunity of not having to worry for

2:31:51 their kids drop off or pickup. Next,

2:31:54 opportunity for part-time employment.

2:31:57 Upperassman students are able to use the

2:31:59 Friday factor to work a part-time job,

2:32:01 which allows them to make money and save

2:32:03 that money for future expenses, such as

2:32:05 students who are attending college,

2:32:07 university, after high school. That

2:32:10 money could also be used for tuition.

2:32:13 Students that work on the Friday off

2:32:15 could also help parents out on bills,

2:32:17 which is very helpful for many parents

2:32:19 who tend to struggle with bills.

2:32:22 And then increase school schedule

2:32:24 flexibility. Since our school offers

2:32:27 seven classes per day, it allows

2:32:29 students to finish credits earlier. So

2:32:31 when they get to their senior year, they

2:32:32 are able to to have a schedule

2:32:34 flexibility. I will be using myself as

2:32:37 an example. Since Polarity offered me

2:32:39 seven classes, I was able to collect 22

2:32:42 credits just in my junior year. How

2:32:44 amazing is that? This means that in my

2:32:46 senior year, I could have a flexible

2:32:48 schedule will which will also allow me

2:32:50 to attend Jed and I won't be late to my

2:32:52 class since Jed has a strict rule of

2:32:55 time. This will also allow me to finish

2:32:57 Jed and graduate with a certificate of a

2:32:59 medical assistant just because Paulie

2:33:01 offered me those seven classes. I can

2:33:03 use that Friday off to apply to multiple

2:33:05 colleges and scholarships throughout the

2:33:07 school year. I can also pursue

2:33:09 internships and job job shadowings on

2:33:11 those Fridays. Thank you. [applause]

2:33:20 Hello, my name is Saul. Uh, I'm a junior

2:33:23 at Polar Magnet High School. And I have

2:33:26 this I have this board right here where

2:33:28 I wanted to present like a day in my

2:33:31 life. And I know students that are in

2:33:33 the same situation as me. Um, students

2:33:36 that have a job. Um, and I wanted to

2:33:39 just show you guys instead of just tell

2:33:41 you. and me myself and other students

2:33:45 wake up around 7 in the morning go to

2:33:48 school go to school and I myself finish

2:33:52 at 4 so I just wanted to just remove all

2:33:55 of these hours that we have right here

2:33:58 all of these hours

2:34:01 and me as a um student that has a job I

2:34:06 have to take my sister after school to

2:34:09 her uh our house and then from there go

2:34:11 to work and I start work at 5 and end an

2:34:15 average time around 12 to 12 uh 12:30.

2:34:20 Uh you may say, "Oh my god, why you guys

2:34:21 working? Why you work so much?" It's

2:34:23 because of the uh like in my I'm the

2:34:26 oldest in my family. So I don't like I

2:34:28 have to not just be there but also help

2:34:31 provide to my family as financial

2:34:33 because um my dad as an immigrant also

2:34:37 needs help and my parents are really

2:34:39 like old so that just comes as my job as

2:34:43 an older brother and older son to step

2:34:46 in. Um, and I just wanted to like cross

2:34:49 all of this out

2:34:51 right here. And I just wanted to show

2:34:54 like as as a human and our human brain,

2:34:57 if you're getting out around 12, I don't

2:34:59 think that like the human brain doesn't

2:35:01 have energy to proceed to do homework,

2:35:04 especially as a dual enrollment or

2:35:05 honors student. Um, so I just wanted to

2:35:09 show you that. And I also just heard Mr.

2:35:11 Brog talk about sports and myself as a

2:35:14 varsity in soccer. Um, I've known my

2:35:17 teammates that are immigrants and don't

2:35:20 really understand English, so they

2:35:22 really don't care about the uh like

2:35:24 education, but sports also like help you

2:35:28 um like that Friday will help them and

2:35:31 force them to pick up their grades.

2:35:33 That's why here too that Friday will

2:35:36 also help me as a student that works and

2:35:38 other students that work um like have

2:35:40 that time at during Fridays to do work

2:35:44 and come to school. not to goof off but

2:35:46 to also come and take advantage of those

2:35:48 teachers that are there for us to do our

2:35:51 work and catch up with work and take

2:35:52 retake tests. That'll be it. Thank you

2:35:55 for listening to me and getting the

2:35:57 opportunity to be here.

2:36:00 [applause]

2:36:03 >> Good evening board uh esteemed members

2:36:06 uh Dr. Cuillo uh I appreciate you for

2:36:08 having me. Uh my name is Fernando. I'm a

2:36:10 junior at Palverie. Um, one of the

2:36:12 benefits that I have viewed of adopting

2:36:16 a 4-day school week is um, as a student

2:36:18 athlete is reducing the amount of class

2:36:20 time, instruction time that is missed.

2:36:22 Oftent times due to our renovation of

2:36:25 um, our gymnasium, I missed a lot of

2:36:28 class time because we would travel to

2:36:30 what some might say is the middle of

2:36:31 nowhere. Um, and I missed most of my

2:36:35 second half of the day constantly.

2:36:38 And with that Friday, it would have been

2:36:40 useful to just cut those missed classes

2:36:43 in half. And then secondly, having

2:36:46 access to opportunities that's playing

2:36:48 sports takes away. Um, being a varsity

2:36:51 athlete athlete, I normally don't get

2:36:53 out of practice till 7:00. By then, I

2:36:57 have to go get my little brother from

2:36:58 practice, making it I don't get home

2:37:01 till 8. And that's a struggle for

2:37:04 homework and all my other

2:37:05 responsibilities. Having that Friday

2:37:06 would allow me to apply to colleges,

2:37:10 um, looking into internships that I

2:37:12 otherwise wouldn't have an opportunity

2:37:13 to apply to because of my time

2:37:15 constraints. Thank you.

2:37:18 [applause]

2:37:23 >> Hello all. My name is Veronica Yala. I'm

2:37:25 actually Fernando's mom. Um, I am in

2:37:30 favor for it because that Friday you

2:37:34 time is fleeting, right? you. They were

2:37:36 babies yesterday and tomorrow like he'll

2:37:39 be a senior. So, I just I love the idea

2:37:42 of having a slow Friday morning. If I

2:37:45 want to make them pancakes and sit

2:37:46 around the table and usually the

2:37:48 weekends are go go go because they play

2:37:50 club basketball and do other things, but

2:37:52 having that extra time, I would I think

2:37:55 it would soothe my soul and I think a

2:37:57 lot of parents could also benefit with

2:37:59 that. Um, I appreciate you listening to

2:38:02 me and appreciate your time. [applause]

2:38:10 I'll make this quick. U my name is

2:38:12 Christina Daniel. I am a parent to a

2:38:14 freshman at Palverie High School and I

2:38:16 also am very much in favor of a 4-day

2:38:18 school week. Um this my son is in a

2:38:22 unique but not uncommon situation. His

2:38:24 father lives back in Michigan. So having

2:38:26 the ability to have a Friday off gives

2:38:29 us more time for travel, more time for

2:38:31 um for him to spend with his father when

2:38:33 he goes back and forth during different

2:38:35 breaks. Um this is also a pilot with a

2:38:38 purpose. I think this is time to try

2:38:41 something different because every time

2:38:42 we've done the same thing and gotten

2:38:45 worse results or the same results. So

2:38:47 let's try something different. That's

2:38:48 all [applause]

2:38:53 >> just to uh just for time purposes. I

2:38:56 want to make sure that all of our

2:38:57 student, parent, and employee ver voices

2:38:59 have been heard. And I would say we

2:39:02 probably now want to shift into

2:39:03 governing board questions. I know we've

2:39:05 got a lot of other slides. Maybe some of

2:39:07 the questions that you'll hear, you can

2:39:09 use some of those slides to address

2:39:10 whether it's a survey or the schedule or

2:39:12 the tracks. So that I'll I'll turn it

2:39:14 back to you.

2:39:15 >> Thank you.

2:39:24 I would appreciate if you could quickly

2:39:25 go through some of the survey data.

2:39:26 >> Okay, I'll go quickly. Uh so up front I

2:39:29 have the the parent survey data and so

2:39:31 uh there are three questions that I

2:39:32 thought were most prudent. Um the the

2:39:35 first is uh number nine where it talks

2:39:37 about us pursuing an innovative

2:39:39 scheduling idea and so agree or strongly

2:39:42 agree was 88% of our parents. Um the

2:39:45 number 11 at the bottom left for me uh

2:39:48 prefer a 4-day school week for my

2:39:49 student. 87% agree or strongly agree, 5%

2:39:53 were neutral and 7% disagree. Um and

2:39:56 then the uh circle graphic represents

2:40:00 how our parents responded about what

2:40:02 they would use for Friday. Yes, they

2:40:04 would regularly attend. Um occasionally

2:40:06 they would attend. No, they wouldn't.

2:40:08 Pretty sure those are the students that

2:40:10 got a hold of their parents' phone. Um

2:40:12 and then the unsure aspect about how to

2:40:15 use Fridays. When we look at the the

2:40:17 student responses, um 72% agree or

2:40:20 strongly agree with 15% being neutral.

2:40:23 Um and then we have 11% disagree and 3%

2:40:26 didn't know. Um and how would you use

2:40:29 those days off? So that's completing

2:40:31 homework or studying, resting or

2:40:32 recharging, uh working a job, uh

2:40:35 participating in activities or

2:40:37 athletics, and spending time with

2:40:38 family. And then our parent survey, uh,

2:40:42 97%

2:40:43 agree or strongly agree, um, that they

2:40:46 would be in support of a pilot for a

2:40:48 4-day school week with 3% being, um,

2:40:52 neutral.

2:40:59 All right, I know I have a lot of

2:41:00 questions and comments and everything,

2:41:01 but I'll turn over my governing board

2:41:03 members for any questions first. Go

2:41:05 ahead, Miss Len Rose and Miss Shaw.

2:41:06 Thank

2:41:08 >> thank you Dr. Shaw. Um hello Mr. Brock.

2:41:11 Thank you so much. Um and thank you

2:41:14 students uh for coming. I always love

2:41:18 when students come and present to the

2:41:20 school board because you guys this is

2:41:22 why we're here. Um, so you're all very

2:41:27 if anybody is listening or watching or

2:41:29 has like negative things to say about

2:41:31 what happens at TUSD and what how the

2:41:34 students come out, just come to any one

2:41:35 of our schools and see what the kids are

2:41:37 doing because and what our teachers are

2:41:41 doing um [applause] and parent support.

2:41:44 I'm a parent. Um, I actually showed this

2:41:47 to my daughter earlier or last night and

2:41:50 she's graduating senior at Ringcon and

2:41:52 she was mad that this is going to

2:41:53 happen. So, um, but she'll be in

2:41:56 college. She can figure out her own

2:41:57 schedule. [laughter] But um anyway um so

2:42:00 my question is like

2:42:05 I and I like the parent participation

2:42:07 and has the what have the the well we

2:42:11 heard the young man who was also um um

2:42:14 Sammy who came during the call of the

2:42:16 audience. What other sort of opposition

2:42:18 have you heard?

2:42:19 >> So I think a lot of the students just

2:42:20 voiced an unfamiliarity with what the

2:42:22 extension of the day would would result

2:42:25 in. Um and so when we look at minute

2:42:27 counts over the course of a week um you

2:42:30 know part of any potential mitigation of

2:42:33 loss of achievement was to maintain

2:42:35 minute counts right so um we're at 235

2:42:38 currently we would be at 240 by adopting

2:42:42 this 4 day week so not only do we

2:42:44 maintain we add you know a minimal

2:42:46 amount five five minutes but that does

2:42:48 result the concession of having a Friday

2:42:49 off would result in those students being

2:42:51 at on campus for an extra hour during

2:42:53 the day. Now, there are other

2:42:55 opportunities because we are a seven

2:42:56 period day and you heard Sham talk about

2:42:58 potentially a reduction so that she can

2:43:00 go to to JTED. Um, so there are some

2:43:03 flexible schedules that are available to

2:43:05 our students because we are a seven

2:43:06 period day. Um, but mostly the students

2:43:09 just didn't know um what that would be

2:43:12 like if they had to be there till 4, a

2:43:14 change, they're used to 5 days. Those

2:43:17 were the students that I had spoken to

2:43:18 and what their opposition was.

2:43:21 >> Thank you.

2:43:24 Miss Miss Sha,

2:43:25 >> thank you for your presentation and

2:43:27 thanks to everyone who came to speak

2:43:29 about this agenda item. Um, I do have a

2:43:33 couple questions and my one comment is

2:43:36 that I think you know this is an

2:43:38 exciting model and it seems to have a

2:43:40 multitude of benefits. So I'm um hopeful

2:43:43 that if we do approve it uh we can see

2:43:46 those uh data points realized. Uh my

2:43:50 first question um is just to clarify

2:43:52 that the longer period schedule um for

2:43:57 the 4day uh week would not impact our

2:44:00 average daily membership at this school.

2:44:02 >> No, it would not. Um and I did compare

2:44:04 like our bell schedules and the minute

2:44:06 counts like a 60-minute count um

2:44:08 compared to say Sunnyside at 55 or

2:44:11 Flowing Wells at 55 or modified blocks

2:44:13 that result in over an hour but only go

2:44:15 a couple times a week. Um but yeah, our

2:44:18 our minute counts would not be affected

2:44:20 by ADM because we're increasing our

2:44:22 minutes during the day.

2:44:23 >> Great. Um and then um I imagine and I

2:44:28 believe you said that um all students

2:44:30 will be allowed on campus on Fridays. Um

2:44:34 and I was wondering about like food

2:44:38 service, like maybe they don't need to

2:44:40 come on Friday, but they want to get a

2:44:41 lunch or a breakfast. And so, um, has

2:44:45 there been any exploration about how

2:44:47 food service might be impacted and how,

2:44:49 uh, we can protect against food waste on

2:44:52 Fridays?

2:44:52 >> Yes, ma'am. I think that there's

2:44:54 certainly going to be an adjustment with

2:44:56 trying to understand how many students

2:44:58 are taking advantage of our Friday

2:45:00 services. So, we are fully open. We will

2:45:02 be serving breakfast and lunch. Students

2:45:03 can come in and get breakfast and then

2:45:05 hop in class and get a little bit of

2:45:07 assistance. They can come and get lunch

2:45:08 and get and see one teacher. They can

2:45:11 see all seven teachers. they can go to

2:45:13 their after-school athletic activities

2:45:15 or um fine arts um performances or

2:45:19 practices. So in this way um I did talk

2:45:22 to the director of food service Lindsay

2:45:23 Aguilar. um we sort of talked about the

2:45:26 way that we managed COVID where students

2:45:28 would come to campus um and receive

2:45:30 their meals and uh I had asked her to

2:45:33 talk in in sort of a jobalike situation

2:45:35 with other directors um that are that

2:45:38 are different districts that have 4day

2:45:41 school weeks and she's gotten pointers

2:45:43 from them. Um, but I definitely think

2:45:45 that one of the things that we're trying

2:45:47 to do uh through the suggestion of our

2:45:49 superintendent is to utilize a service

2:45:52 called bookings um for students to

2:45:54 notify us that they're coming. You saw

2:45:56 what our teachers would and it's in the

2:45:58 packets for you the way they would

2:45:59 invite people. There's also services for

2:46:02 them to use a QR code to notify us that

2:46:05 they're coming. We'll certainly accept

2:46:06 anybody that walks in, but that way we

2:46:08 can sort of plan more appropriately.

2:46:11 >> Great. Thank you.

2:46:14 Well, Mr. Romero, then Miss Extramm.

2:46:17 >> Go ahead.

2:46:19 >> Are there other um programs or school

2:46:23 that are due in the four-week program in

2:46:24 Puma County?

2:46:26 >> Puma County. I do not uh San Miguel San

2:46:31 Manuel

2:46:33 >> is that

2:46:36 charters

2:46:37 >> charters.

2:46:38 >> Charters, but not a traditional school

2:46:40 district. Um, but otherwise, Patagonia

2:46:42 just completed the second year of their

2:46:43 three-year pilot. Kasagaron Paige, uh,

2:46:46 Pinetop, uh, there's numerous different,

2:46:50 uh, districts that use this.

2:46:51 >> Okay. And then as far as in Arizona,

2:46:53 just going outside of our little area,

2:46:56 I'm I'm guessing there's other schools,

2:46:58 definitely probably charters, but other

2:47:00 public schools in Arizona that are doing

2:47:02 things like this, or there other schools

2:47:04 that are doing pilot, I guess. Are you

2:47:06 following a model that you've seen

2:47:08 somewhere out there or is this kind of

2:47:12 you guys are seeing what's out there and

2:47:14 picking out some of the good things and

2:47:16 see how you can implement them into our

2:47:18 uh TUSD uh as a pilot.

2:47:21 >> So there are there are a significant

2:47:23 amount of districts that are moving to

2:47:25 this um in multiple states. uh it's

2:47:29 something that's spreading as a more

2:47:31 common occurrence that's being handled

2:47:33 now um because of the brevity that I

2:47:35 needed to be uh I do not have the

2:47:37 information directly in front of me but

2:47:39 there's thousands of school districts

2:47:41 that have adopted this nationwide um and

2:47:44 so what I did what I was charged with is

2:47:46 to you know as a father of two what if

2:47:48 my son or daughter came to me and said I

2:47:51 want to go to a 4-day school week well

2:47:52 my first question as a parent would be

2:47:54 how do I pro protect their achievement

2:47:56 and so that's why I put in the slide

2:47:58 about academic safeguards. What I read

2:48:00 um through multiple studies in the last

2:48:02 page of your packet is the citations of

2:48:04 the studies that I read um was that

2:48:06 there's no significant deviation in ELA,

2:48:08 right? Um but there is a chance in

2:48:11 nonrural, so suburban high schools could

2:48:14 potentially see a loss of a standard

2:48:16 deviation of 0.09 in math. My answer to

2:48:19 that was to double my math class and to

2:48:22 go from 60 minutes to [clears throat]

2:48:23 120.

2:48:26 Thank you.

2:48:30 Thank you for your presentation to

2:48:33 everyone who spoke today. Uh so I have a

2:48:36 question about transportation. How

2:48:38 [clears throat] would um that affect the

2:48:40 bus schedules?

2:48:41 >> So in talking to the director uh Martha

2:48:43 Zamora, first of all, we only have two

2:48:46 uh I'll call them GenEd buses. Um we

2:48:48 receive a lot of contracted bus support

2:48:50 for our special education students. Um

2:48:53 but we are not looking at that being an

2:48:56 effect to us in any way because of the

2:48:58 current usage of our buses. Um but I

2:49:00 talked to her about what would happen if

2:49:02 you know my goal works and we attract

2:49:03 more students. And so if you look uh on

2:49:06 the complete packet which was omitted

2:49:07 from what I've showed uh here tonight is

2:49:10 that transportation had an influence on

2:49:12 the bell schedule. So 810 to 410

2:49:14 actually puts us in the third tier which

2:49:16 gives the most bus availability and the

2:49:18 most driver availability um because it

2:49:21 allows the current staffing to handle

2:49:23 some of the the younger students and get

2:49:26 them picked up and dropped off before

2:49:28 handling us.

2:49:29 >> Okay. And then staff um survey is that

2:49:32 stakeholders or

2:49:35 >> um so that was made available to uh

2:49:39 here um okay student response the staff

2:49:42 response so there were 66 responses to

2:49:45 that and so every I met with everyone

2:49:47 through our PLC period um gave them like

2:49:51 some of the basic information behind

2:49:53 this and then opened up a survey over

2:49:55 the course of a week for them to

2:49:56 respond.

2:49:59 Okay.

2:50:01 I just would like to thank you. I you

2:50:03 put a lot of work into this and I think

2:50:06 like someone had said, we've keep doing

2:50:08 the same thing over and over again. Why

2:50:10 not try something new?

2:50:12 >> I think I was definitely interested in

2:50:13 Patagonia's immediate results

2:50:15 academically. Um and then because uh

2:50:18 there were some news outlets that picked

2:50:20 up um theformational pieces that I had

2:50:22 passed out to the parents for um their

2:50:25 response and survey. I had two students

2:50:27 that were charter schools that during

2:50:28 spring break because I work during

2:50:30 spring break asked for school tours

2:50:32 because they heard of it and said if

2:50:33 this is approved they're bringing

2:50:34 friends.

2:50:37 [applause]

2:50:43 And then I just want to clarify if a

2:50:46 student wants to continue to attend

2:50:47 every Friday, they're able to do so.

2:50:49 >> Yes, ma'am. We're open.

2:50:50 >> Okay. Thank you.

2:50:54 [applause]

2:50:57 >> Thank you.

2:50:57 >> I have a bunch of questions. Um Oh,

2:50:59 don't go. This isn't over yet.

2:51:02 >> Thought [laughter] I got

2:51:02 >> um and uh so if anybody has other

2:51:05 questions as I go through mine is feel

2:51:06 free to interrupt me um to continue

2:51:08 asking some questions and want to say

2:51:10 thank you for Principal Brock for doing

2:51:11 this innovative approach. I love

2:51:13 innovation. I love kind of some changes

2:51:14 and trying some different things and I

2:51:16 really appreciate everyone who came here

2:51:17 tonight to speak against the uh proposal

2:51:20 earlier. I call to audience but uh for

2:51:22 the proposal here tonight as well. Um so

2:51:25 and I had a unique experience in high

2:51:27 school. I went to a uh this is back in

2:51:29 the Chicago suburbs. I went to this uh

2:51:31 magnet state high school in in Aurora,

2:51:33 Illinois. Uh and we had a 4-day school

2:51:36 week um in my high school. This is back

2:51:39 in the stone ages of the '9s.

2:51:41 [laughter] And a lot of students in that

2:51:44 uh fifth day uh some of us would you get

2:51:46 a chance to relax and gosh sleep in and

2:51:48 catch up on things and um catch up on

2:51:51 homework. Uh some of them did like these

2:51:53 great programs. Some people had

2:51:54 internships at Firmeny Lab down the

2:51:56 street or all the way into the city of

2:51:57 Chicago universities and doing research

2:52:00 and other things uh which really helped

2:52:01 kind of increase their knowledge and uh

2:52:03 their applications to to colleges around

2:52:05 the country. And so I've seen this in

2:52:07 action from my own high school

2:52:08 experience and saw it, you know, as a

2:52:10 really positive thing for for what we

2:52:12 were doing um there. So I'm really

2:52:15 excited about this coming to hopefully

2:52:17 fruition if this is approved. Uh a

2:52:19 couple questions I had um going back to

2:52:22 Miss Extramm's bus question. So if a

2:52:24 student who takes a bus 4 days a week

2:52:26 needs to come in for an exam or teacher

2:52:28 hours, how would they come to school in

2:52:30 the middle of day on a Friday?

2:52:33 So

2:52:34 >> just for that like hour or two that they

2:52:35 need to come in and do something.

2:52:36 >> So we would depend on on them to be able

2:52:39 to get there or they can use the the

2:52:42 remote feature. And so um and some of

2:52:44 our principles during uh COVID used

2:52:47 their funds different ways. Um in my

2:52:50 math department chair room, we have

2:52:52 cameras that are focused on the

2:52:53 whiteboard um and TVs that show a remote

2:52:56 access ability. And so we would take

2:52:58 advantage of that to help them while

2:53:00 they if they did not have transportation

2:53:01 to site.

2:53:02 >> Okay.

2:53:04 Um

2:53:05 so I know our our work week and our work

2:53:08 schedule is governed by our like union

2:53:09 contracts. What do we need to change?

2:53:11 Like how does that work in terms of

2:53:13 logistics of approving this and having

2:53:15 the different work schedule uh the four

2:53:17 days a week and then the coming in one

2:53:19 Friday a month. How would that work on

2:53:20 the logistics on the union contract that

2:53:22 we have for our our teachers as well as

2:53:24 our staff? So, I did meet with a lot of

2:53:26 stakeholders there, whether that was

2:53:27 with TEA, um, HR, employee relations.

2:53:32 Um, and so there are a few fine-tuning

2:53:34 things because of, uh, the consensus

2:53:37 agreement that still need to be worked

2:53:38 out. One of them is that Friday period.

2:53:41 Um, and so there's a feature that

2:53:45 working with, uh, Mr. Hernandez that

2:53:47 we're exploring currently um as a way to

2:53:50 make sure that the hours that our

2:53:52 teachers are working are more consistent

2:53:54 through both pay periods of the month.

2:53:57 >> Okay.

2:54:00 Um

2:54:02 so with the the WBL, the CCRI, and all

2:54:04 these different programs we want to have

2:54:06 in place now, I know we're dealing with

2:54:08 chronic absenteeism and so many other

2:54:09 issues from STEM students that are

2:54:11 struggling. We have some, you know,

2:54:12 great students that are really engaged

2:54:13 and we have a lot of students that

2:54:14 aren't. like how how what will we do

2:54:16 differently to try to engage those

2:54:17 students that are struggling that aren't

2:54:20 coming into school regularly that that

2:54:22 we lose on those Fridays now and now

2:54:23 they have another day that they're not

2:54:24 being engaged in school like what are we

2:54:26 what are we going to do differently with

2:54:27 those kids

2:54:28 >> so I do think first of all that we are a

2:54:29 unique school because of a seven period

2:54:31 day that allows us that extra

2:54:33 opportunity for our teachers in PLC to

2:54:35 target our students so they currently

2:54:37 have a directive that they are to

2:54:39 examine data during one of those hours

2:54:41 during the week and we would use that

2:54:43 opportunity as well as the first two

2:54:45 hours on Friday. We're not projecting

2:54:46 many students to get up on a day of

2:54:48 recess at 8 a.m. to come and get help.

2:54:50 Um, but to be able to target those

2:54:51 students for achievement or attendance

2:54:53 purposes, utilizing the MTSS framework

2:54:55 and processes and be able to um show

2:54:59 them that we need them to be here and to

2:55:01 work with our homes to get them a little

2:55:03 bit of extra help. I think it's oftent

2:55:04 times our students don't know how close

2:55:06 they are to success um before they give

2:55:09 up. and this little push by having this

2:55:11 enrichment opportunity, our flex Friday

2:55:13 will give them the chance to know that

2:55:14 we care about them and their

2:55:16 achievement.

2:55:16 >> Do you think they'll actually come in on

2:55:17 those Fridays? You think we'll be able

2:55:18 to engage students day off?

2:55:21 >> I mean, that is an interesting question.

2:55:23 So, we've had conference period, which

2:55:24 is a tutoring aspect um both before

2:55:27 school and embedded on our bell

2:55:29 schedule, right? And so when students

2:55:31 have a chance to come in early, we often

2:55:32 see those that need to do makeup

2:55:34 assignments, but those that care most

2:55:36 about their grades. They want their

2:55:37 teachers to know that they're willing to

2:55:38 come in for five minutes and find out if

2:55:40 they need anything. Um, I think that we

2:55:42 are going to as a pilot make sure that

2:55:46 we target those students so that we set

2:55:48 frameworks for this process to be

2:55:49 repeated in the future.

2:55:53 >> Okay, there's a few more quick questions

2:55:55 here. So, if we do this pilot starts

2:55:57 next uh year, what u might be a slide on

2:56:00 this, but what how will you measure

2:56:01 success? How will you measure uh

2:56:03 struggles and failure? what measurements

2:56:05 are you going to be putting in to pivot

2:56:07 to to make this work uh or to change

2:56:09 things or to go back to way things were

2:56:10 like what are you going to be measuring

2:56:11 next year?

2:56:12 >> So I think you heard about some of the

2:56:13 ways that the criteria that our English

2:56:15 department chair talked about for

2:56:17 attracting students. So those are

2:56:18 immediate opportunities to gain

2:56:20 measurement but also comparing their

2:56:22 their F rates from uh this current

2:56:25 school year to what it would look like

2:56:27 after uh nine weeks after four and a

2:56:29 half weeks. So judging what how they

2:56:31 achieved in class in addition to their

2:56:33 benchmarking in addition to standardized

2:56:35 tests um and making sure that those

2:56:37 targets on Friday and the opportunity

2:56:39 for enrichment are utilized for

2:56:42 achievement.

2:56:44 >> So will that be something that comes

2:56:45 back to the governing board next year

2:56:46 then for who's going to look into this?

2:56:48 Yeah, Dr. Trio.

2:56:50 >> Yeah, you're this is why this item is

2:56:51 not action. We still have some work to

2:56:53 do on the financial impact. We also have

2:56:56 a little bit more work to do on uh

2:56:58 adherence and compliance with existing

2:57:00 consensus agreement language and we're

2:57:03 still fleshing out the metrics.

2:57:05 Definitely course failure is at the

2:57:07 front. We want to see a reduction in the

2:57:09 amount of FS particularly with the

2:57:11 underclassmen. We want to see a

2:57:13 reduction in credit deficiency and we're

2:57:16 hoping to put in uh metrics for improved

2:57:18 attendance. So we're going to have that

2:57:20 fleshed out. Those three areas will be

2:57:22 fleshed out when it comes back for

2:57:23 action. Okay.

2:57:26 And my last question and my only point

2:57:27 of kind of concern with the proposal is

2:57:29 the Fridays. Um, and why not like

2:57:31 midweek? And so in my high school back

2:57:33 in the 90s, it was Wednesday was our our

2:57:35 day that wasn't a schedule with classes.

2:57:38 And that worked really well to get like

2:57:39 into the city and do things and have a

2:57:41 midweek kind of break to refresh for the

2:57:43 rest of the week. We always talk about

2:57:45 when we have like the three-day

2:57:46 weekends, how that other day, whether

2:57:48 it's a Thursday or a Tuesday, is so low

2:57:50 in attendance. And I wonder if we do the

2:57:52 Friday that we're going to be missing a

2:57:53 lot of kids on those Thursdays as well

2:57:55 or or a Monday is coming back with a

2:57:56 4-day weekend instead of a three-day

2:57:58 weekend. Especially with our short day

2:58:00 already on Wednesday, why did we not

2:58:02 pick like a Wednesday for the the day

2:58:04 that is not scheduled with class?

2:58:06 >> So the short day on Wednesday um is a

2:58:09 result of us delivering PD. And so the

2:58:11 manner in which I deliver PD uh might be

2:58:13 different for us. you know, might the

2:58:15 CSP that's here tonight might not love

2:58:17 the effect the uh the fact that he would

2:58:20 have to give multiple PDs over the

2:58:21 course of a day instead of one to all

2:58:23 faculty members, but it would offer us

2:58:25 an opportunity to target improvement

2:58:26 through our um through our teachers. Uh

2:58:30 so that's why not Wednesday, though I'm

2:58:32 open for suggestions. I simply looked at

2:58:34 the calendar, compared the most amount

2:58:36 of days off and looked at Fridays being

2:58:38 the days that were um most numerous in

2:58:42 in our recess and thought that it would

2:58:44 make sense for our parents to have the

2:58:46 our students there as much as possible

2:58:47 Monday through Thursday.

2:58:49 >> I was concerned about that Thursday a

2:58:50 loss. So you always mentioned that Dr.

2:58:51 Trillo in terms of like Fridays not

2:58:53 being good for having that and that's

2:58:54 why we we we talked about this with our

2:58:56 professional learning days when we was

2:58:58 on Thursday before. We lost a lot of

2:58:59 kids on Friday. We moved it to Wednesday

2:59:01 but I'm like why can't we just move it

2:59:02 to Friday? so that those four days a

2:59:04 year we could have the three-day

2:59:06 weekends. And the big complaint was or

2:59:07 the reason was that we didn't want to

2:59:08 move the professional learning days to

2:59:10 Friday because then we would lose a lot

2:59:12 of Thursday and make a big mess for the

2:59:14 whole long weekend. And so that was

2:59:16 brought up uh like a year or two ago

2:59:18 when we were moving the professional

2:59:19 learning days from Thursday to

2:59:20 Wednesday. And so I would love to look

2:59:22 into that a little more and and see what

2:59:23 other options we have. And I do want to

2:59:25 point out that one of our parents talked

2:59:26 about um and and while that fits her

2:59:29 certainly um but the ability for her to

2:59:32 be able to have her son travel back and

2:59:34 forth between states is something that

2:59:36 um the Fridays worked best for her on

2:59:38 that situation. Um but I'm sure that

2:59:39 there are multiple things that we need

2:59:41 to look at when we get the final

2:59:42 consideration.

2:59:45 >> Governor boarding questions.

2:59:47 >> So what's the timeline? What's the next

2:59:48 step on this process? Dr. Trio

2:59:52 >> fast. So, we're back here at the end of

2:59:54 the month. We're back here at the 28th.

2:59:55 We're going to have the financials

2:59:56 worked out. We'll have uh if an MOA is

2:59:59 necessary, we're hoping to engage with

3:00:01 TEA, have that all um uh ready to go,

3:00:04 and then we'll certainly have metrics

3:00:06 fleshed out and um we'll have u some

3:00:08 fleshed out justification for why Friday

3:00:11 might be the best day of the week.

3:00:14 Right. Thank you.

3:00:15 >> Thank you. [clears throat]

3:00:15 >> Thank you everyone for being here

3:00:16 tonight. [applause]

3:00:23 >> [applause]

3:00:26 >> Dr. Shaw,

3:00:27 >> looking for a break.

3:00:28 >> Uh, well, I just want to propose moving

3:00:31 um 8.2 up because it is 8:30 and I'd

3:00:34 like the public to be able to listen to

3:00:38 um

3:00:41 the statutory requirements for school

3:00:44 closures and consolidations.

3:00:46 >> We also have family here for 7.1. Dr.

3:00:48 Trillo, is that correct?

3:00:50 Uh she actually had to leave early.

3:00:52 >> Okay. So we don't have any family here

3:00:53 for that one.

3:00:53 >> So we can do that whenever the end of

3:00:55 the agenda.

3:00:56 >> All right. So the proposal is to move

3:00:57 8.2 next.

3:01:00 Um and then go back to the start of the

3:01:02 agenda.

3:01:03 >> Yes.

3:01:03 >> Any objection? All right. I'll take

3:01:05 unanimous consent for that uh change. So

3:01:08 next we'll have 8.2 to USD governing

3:01:10 board policy and Arizona statutory

3:01:13 requirements for school closure

3:01:15 consolidation and boundary review. Dr.

3:01:17 Trill.

3:01:18 >> Yes. President Shaw, members of the

3:01:19 governing board, um before we even

3:01:23 engage in any kind of formal discussion

3:01:26 about anything related to uh school

3:01:29 consolidations or mergers, we first have

3:01:32 to take a look at what's legally

3:01:34 required and what does your own process

3:01:36 say. So this is the very starting point

3:01:39 of taking a look at what those

3:01:40 requirements and what the law says and

3:01:42 then where we can start putting together

3:01:44 a timeline uh regarding public

3:01:47 engagement and some of the required

3:01:49 pieces. So uh leading us through this is

3:01:51 going to be Mr. Ross our general

3:01:53 counsel. I believe he'll be assisted

3:01:54 with our associate general counsel and

3:01:57 for historical perspective we have the

3:02:01 member I was joking in with him this

3:02:03 morning. I don't want to I'll just say

3:02:05 he's the more experienced team member

3:02:07 that was here in 2010 and 2012 when

3:02:11 closures were last enacted. So he was on

3:02:13 the ground for that. He can give you

3:02:15 that perspective for any questions

3:02:17 related to the presentation. With that

3:02:19 I'll turn it over to Mr. Ross.

3:02:20 >> Thank you Dr. Trillo and good evening

3:02:22 governing board members. Sorry I have a

3:02:24 cough drop in my mouth. I think I think

3:02:25 I have a whole palvery in my throat

3:02:28 right now in this last half hour didn't

3:02:30 help. Um, okay. So, what I want to do is

3:02:33 go over the the the statutory

3:02:37 requirements for uh school closures or

3:02:40 consolidations. Um, and then also

3:02:42 governing board policies that have been

3:02:45 developed to uh to accomplish that. So,

3:02:50 there's one statute really that applies

3:02:53 here and it's 15341A32.

3:02:56 And the procedure that the statute

3:02:58 requires is this. So you do a written

3:03:02 notice to all parents and guardians and

3:03:04 this is language from the statute in the

3:03:06 district um 10 days before you hold a

3:03:08 public meeting. Um the notice gives the

3:03:11 reasons for the proposed closure, the

3:03:13 time and place of the meeting and then

3:03:15 that also that's an additional notice

3:03:17 than your normal governing board meeting

3:03:19 notice. So this is 10 days before you

3:03:22 have basically a public hearing on the

3:03:24 issue of consolidations or closures and

3:03:27 that goes to all parents and guardians

3:03:29 of the district.

3:03:32 So you have that uh public

3:03:34 meeting/hering meaning the contemplation

3:03:36 of the statute is to have a public

3:03:38 process and participation by the

3:03:40 community. At that public meeting

3:03:42 hearing uh there is discussion and

3:03:45 comments on the proposed closure

3:03:47 consolidation. Then the board needs to

3:03:49 wait 10 more days after that public

3:03:53 hearing before the board can vote on a

3:03:57 proposed closure or consolidation. And

3:03:59 then the only other statutory

3:04:00 requirement is notifying the school

3:04:03 facilities board of a proposed reduction

3:04:06 in student square footage.

3:04:09 So that's the statutory process. Easy,

3:04:12 right? That's it. That's all that the

3:04:14 that the state law requires. But this

3:04:16 governing board has adopted policies

3:04:19 that flesh out that process uh to work a

3:04:22 a community um a communitywide

3:04:25 conversation about this before the board

3:04:28 votes.

3:04:29 So the main policy here is FF FCB which

3:04:33 is um called closing schools but it

3:04:35 would apply to any consolidations.

3:04:38 The policy has in it um considerations,

3:04:42 the factors that that the board expects

3:04:45 to be addressed when presenting a

3:04:48 recommendation for consolidation of

3:04:50 schools. And they're listed there,

3:04:52 enrollment, attendance, condition of

3:04:54 buildings, um any potential for um for

3:04:58 the programs that are in schools, and

3:05:01 then how close they are to others. And

3:05:03 then, you know, looking at history of

3:05:05 changes, and then what could the

3:05:06 property be used for? um for reuse.

3:05:10 The process also includes a and we'll

3:05:14 talk about this in a second is adherence

3:05:16 to the a superintendent's administrative

3:05:18 regulation which really gets into the

3:05:21 public u the public participation part

3:05:24 of this. But the policy does say um the

3:05:27 expectation is a thorough systematic

3:05:29 study and those are words from the from

3:05:32 the policy of all the impacting factors

3:05:35 that can come into play. um and the

3:05:38 evaluation of the contribution of the

3:05:41 facility to the whole community is one

3:05:43 of those considerations.

3:05:44 So that's governing board policy FCB. Um

3:05:48 it also requires open opportunity for

3:05:51 public comment. Um again this is

3:05:53 supposed to be a stakeholder

3:05:55 communitywide conversation and that that

3:05:57 public comment and participation would

3:06:00 include um students, parents, staff and

3:06:02 community members. The other uh

3:06:05 interesting piece of this policy is that

3:06:07 um if a school is closed then the policy

3:06:10 requires a commemorative commemorative

3:06:12 plaque to be created um and that there's

3:06:15 also permanent public display of any

3:06:18 school names and dates of operation. So

3:06:20 just kind of a historical

3:06:22 acknowledgement of the importance of

3:06:24 schools in the community um built into

3:06:26 the board's policy.

3:06:28 So that's the board's kind of here are

3:06:30 the expectations that we have. what does

3:06:33 the regulation the superintendent's reg

3:06:35 regulation say about how to accomplish

3:06:37 that? So, uh obviously the board's

3:06:41 policy contemplates a public process and

3:06:44 the superintendent's job is to create uh

3:06:47 a plan for that public process and

3:06:49 present that to the governing board. So

3:06:53 um the board the superintendent would

3:06:54 create this process uh evaluating the

3:06:57 consolidations do that systematic study

3:06:59 that the policy uh requires and then

3:07:03 there's all these criteria that are

3:07:04 primary that are listed not just in the

3:07:06 policy but also um again repeated in the

3:07:09 regulation. um a little bit more detail

3:07:12 here um about you know what the

3:07:15 superintendent would expect in making a

3:07:17 formal study and recommendation and then

3:07:20 the plan must be submitted to the

3:07:21 governing board for oversight. So this

3:07:23 isn't a list the first step here isn't a

3:07:27 list of potential targets for

3:07:29 consolidation. its presentation to the

3:07:31 board of here's how we're going to about

3:07:33 to go about getting that list and what

3:07:36 the criteria is going to be used and how

3:07:38 the governing board is going to hear

3:07:40 from the superintendent on engagement of

3:07:42 the community. So that plan has to be

3:07:45 submitted for review and then also that

3:07:47 would include a timeline who's going to

3:07:49 be involved and what kinds of things

3:07:52 they're going to be doing to gather um

3:07:54 uh community input. And of course the

3:07:57 goal is to um give the board um

3:07:59 evidence-based recommendations that um

3:08:02 gives the board uh the right timeline to

3:08:04 to do it uh successfully.

3:08:08 So that's the the closure consolidation

3:08:11 policy. In addition to that, the

3:08:14 governing board has policy JC which is

3:08:17 you know associated closely with

3:08:19 closures which is how is the board going

3:08:21 to uh accomplish boundary changes u for

3:08:25 the schools that are remaining or

3:08:27 consolidated.

3:08:29 This takes on less importance in this

3:08:32 era of of an open enrollment but you

3:08:36 know where your your your home school is

3:08:39 still has some value and relevance. Um,

3:08:42 so you know there is policy and

3:08:45 regulation on how to accomplish and get

3:08:47 public input on boundary adjustments

3:08:49 that that are the result of school

3:08:51 consolidations. So this policy requires

3:08:54 well the the regulation has two

3:08:56 superintendence committees. There's an

3:08:58 advisory committee of staff and experts

3:09:02 who develop options for what the

3:09:05 boundaries might look like. And then

3:09:07 there's a next step of a boundary

3:09:10 committee of community members and staff

3:09:12 um to review those options that are

3:09:15 developed by the advisory committee and

3:09:17 make recommendations to the

3:09:18 superintendent eventually to go to the

3:09:20 board. So two different committees, one

3:09:23 kind of a a steering working committee

3:09:26 and then another one to review that work

3:09:28 and provide recommendations.

3:09:32 So the the boundary committee um has

3:09:35 some jobs to do. One of them is to

3:09:37 notify all the parents or guardians that

3:09:40 would be affected by a boundary change.

3:09:41 And again, this is this is a separate

3:09:44 obligation than the closure piece,

3:09:46 right? This is a a separate policy that

3:09:49 says you have to notify all the affected

3:09:51 uh parents or guardians of any proposed

3:09:53 boundary change at least a week before

3:09:56 there's going to be a meeting of that

3:09:57 boundary committee. That's the the

3:10:00 boundary committee of staff committee

3:10:02 members. So, one week's notice and the

3:10:05 the regulation actually says where will

3:10:08 you provide that notice on the website.

3:10:10 Uh notices posted at schools and press

3:10:13 release and then the maps of the

3:10:15 proposed boundary changes are posted on

3:10:18 the district's website. And

3:10:20 interestingly, I'm not sure maybe Mr.

3:10:22 Nodine can tell us what we did with this

3:10:25 phrase that says another district

3:10:27 location. I don't know if that would be

3:10:28 here. I don't know if that would be at

3:10:29 at the district office. Um but the the

3:10:33 policy just says another district

3:10:34 location.

3:10:37 Um the public boundary committee meeting

3:10:40 is held in each region um that's

3:10:43 affected um or in an area. It can be at

3:10:47 at a particular school, but the I think

3:10:49 the best practice is you're going to

3:10:51 have more than one school probably

3:10:52 involved. So a regional approach makes a

3:10:55 lot of sense. The the committee presents

3:10:57 its findings to the public. The public

3:11:00 then gets to engage um in that process

3:11:03 of giving feedback um through s small

3:11:06 group discussion um or surveys and then

3:11:11 also uh the the policy says the public

3:11:13 can submit comment cards and then all of

3:11:16 those comments and the committee's

3:11:18 report gets reported back to the board

3:11:21 um through the superintendent.

3:11:26 So in addition to this we also have you

3:11:28 know until and less and until the board

3:11:31 makes changes to the post-unitary plan

3:11:34 that we're currently operating under a

3:11:36 desegregation impact analysis for the

3:11:39 options also needs to be developed and

3:11:41 we'll do that um you know assuming those

3:11:43 processes don't change we'll do that as

3:11:46 we as the board does um you know posting

3:11:49 um impact analyses on the website um and

3:11:53 then if the board takes action

3:11:55 on the boundary change. Um then it would

3:11:57 disband that public boundary committee

3:12:00 and then another notification happens um

3:12:03 to the community through the board

3:12:06 minutes through the district's website

3:12:08 um and also a bulk mail to all the land

3:12:11 owners in the affected boundaries. Not

3:12:14 just now we're not just talking about

3:12:16 parents and guardians but to um all of

3:12:18 the community members, land owners in

3:12:20 the boundaries. and then um within 90

3:12:23 days of the board's action uh notify the

3:12:26 Arizona Department of Real Estate. Um

3:12:29 not exactly sure whether they would care

3:12:32 um heck of a lot, but that's part of the

3:12:34 the process is to make sure that the

3:12:36 Arizona Department of of Real estate

3:12:40 is aware of the boundary changes for

3:12:42 schools. Again, in the era of open

3:12:45 enrollment, that doesn't seem as

3:12:46 important. I think, you know, 20 years

3:12:48 ago it probably was a pretty big

3:12:50 consideration.

3:12:53 Um, at this point I can turn it over to

3:12:55 Bryant for for these pieces.

3:13:06 These are are two um there are two

3:13:09 separate processes as uh Council Ross

3:13:12 said and um these are a very um quick

3:13:17 summary of what those processes involve.

3:13:20 Um, basically

3:13:22 with a consolidation plan, you look at

3:13:25 your options, you gather some data

3:13:26 together, you assemble the team, um, and

3:13:29 then you, as he mentioned, create a plan

3:13:31 for a public process that comes to the

3:13:33 board. Um, and then once you get that

3:13:37 done, you go out into the public, you

3:13:40 engage the public, you look at different

3:13:42 options, um, and come back, um, with a

3:13:46 consolidation presentation to the board

3:13:49 for, uh, decision. Um, so it's a little

3:13:54 different than the, um, than the

3:13:56 boundary changes because it involves a a

3:13:59 broader committee and a broader look at

3:14:02 the community. uh and it includes um

3:14:06 other experts uh to look at things like

3:14:10 perhaps demographics, land use and so

3:14:12 on. Uh and

3:14:15 brings that back to the governing board.

3:14:19 The boundary changes are more specific.

3:14:22 Um what you're looking at there is um

3:14:25 you have a consolidation plan together.

3:14:28 Um you put your two committees that uh

3:14:31 Mr. Ross mentioned together. You orient

3:14:34 those committees. You start to develop

3:14:36 an idea um what the different options

3:14:40 are and then you hold public meetings

3:14:42 with extensive notification in different

3:14:44 areas of the community. And I want to

3:14:46 point out that that the committees that

3:14:48 you put together uh really need to focus

3:14:51 on the affected areas. So they need to

3:14:54 include people from uh the affected uh

3:14:58 the boundary committee in particular

3:15:00 from the affected uh stakeholders

3:15:04 and then as I said you hold the public

3:15:06 meetings with uh uh in different areas

3:15:09 of the community and again you present

3:15:11 the boundary changes to the board. Now

3:15:14 um so in summary

3:15:17 um the consolidation process uh engages

3:15:21 a wide amount of the community and um

3:15:24 looks at the schools that should be

3:15:26 consolidated and then looks at how to

3:15:30 implement those consolidations.

3:15:32 The boundary committee is actually part

3:15:34 of the implementation

3:15:36 and um that's a more involved uh

3:15:41 process. it takes a little bit longer

3:15:43 time uh because of some of the

3:15:45 notification and and some of the uh and

3:15:48 in fact you've got two committees

3:15:49 working together and so on. Now um what

3:15:53 we did in the past is we did combine

3:15:55 them uh and ran them together. It took

3:15:59 us um over a year in each each time that

3:16:02 we did it to uh to complete the process.

3:16:06 Um the first time we learned the hard

3:16:09 way and we made decisions, we did it

3:16:12 pretty much with fully with staff. Uh

3:16:15 and we were making decisions on closures

3:16:17 in June, which is definitely not uh a

3:16:21 recommended way to go. The second time

3:16:23 we started uh in the fall and ran the

3:16:28 process all the way through the next

3:16:30 fall and we were making pre

3:16:33 presentations and board um uh

3:16:36 considerations in November and December.

3:16:40 Uh that's a much better approach to

3:16:42 take. But you can see if you combine the

3:16:44 two together, it takes longer. Um I I'll

3:16:47 look at some of the pros and cons of

3:16:50 combining and doing them separately. Uh

3:16:54 pros for separating

3:16:57 uh you can do all the consolidation

3:17:00 decisions in a single uh decision with

3:17:03 phases

3:17:05 uh on imple implementing those

3:17:07 consolidations. Um you can complete the

3:17:11 consolidation in a shorter time than you

3:17:13 can if you include the boundary process

3:17:14 with it.

3:17:16 um you're not

3:17:19 including and notifying and engaging

3:17:23 uh people who may not even be affected

3:17:25 once you decide which consolidations

3:17:28 you're doing because if you include the

3:17:30 boundaries with that you have to um

3:17:33 engage the affected uh communities

3:17:37 um [snorts] and a decision can be made

3:17:42 in as I said quicker and in a time that

3:17:45 um parents have a chance to um look at

3:17:50 this decision and make a choice in terms

3:17:53 of where they're going to enroll their

3:17:55 students.

3:17:57 [snorts] Uh the cons for separating the

3:17:59 processes are

3:18:02 some of the consolidations may not take

3:18:04 place for two to three years afterwards.

3:18:08 um because in some cases you may have to

3:18:11 add capacity to a school to be able to

3:18:14 handle the extra um students. Um that

3:18:19 wasn't the case last time. It may not be

3:18:22 the case this time, but uh you have to

3:18:24 kind of plan that there may be some

3:18:26 longer term um renovations, improvements

3:18:30 to the facilities to really make it a

3:18:33 better facility to um accept those new

3:18:36 students.

3:18:38 And then the other side of it is u a con

3:18:41 for separating is basically um

3:18:47 you don't address the attendance areas

3:18:50 fully in the consolidation plan. Um you

3:18:54 do the boundary changes later. So

3:18:56 parents have an idea where they'll

3:18:58 attend or what their homeschool will be

3:19:01 but they don't know for sure until a

3:19:04 boundary process is done. Now, as

3:19:06 Council Ross pointed out, there's a lot

3:19:10 of open enrollment. 50% of the students

3:19:12 within this district don't attend their

3:19:14 home school. So, there it's less of an

3:19:17 impact than it was in the past.

3:19:20 Uh let's look at combining them. The

3:19:22 pros are just the opposite. It's a okay,

3:19:26 it's a full process. Uh parents know

3:19:28 which school their child will attend. Um

3:19:31 the cons are there really probably has

3:19:34 to be if we want to make decisions for

3:19:37 consolidation for the uh 2728 school

3:19:41 year.

3:19:43 Um

3:19:45 there would have to be two consolidation

3:19:47 decisions

3:19:49 uh because we we could only probably do

3:19:50 a few for the next year.

3:19:54 Um combining adds time and complexity.

3:19:57 Um and it affects

3:20:01 you may include parents in the process

3:20:04 who aren't going to be um ultimately

3:20:07 affected by the consolidations.

3:20:11 So there's some extra upheaval and angst

3:20:14 in that case. So I've provided a

3:20:18 timeline for a um strategic

3:20:22 consolidation

3:20:25 uh and you can see how it runs. You scan

3:20:28 options uh in May uh if we started right

3:20:32 now uh which we actually already have

3:20:34 started looking at um gathering data

3:20:37 preparing a scope of work and so on. Um

3:20:41 then you put a team together in May. In

3:20:44 June you look at leadership interviews

3:20:47 and interviews and goal setting and do

3:20:49 some initial assessments. In in uh July,

3:20:53 you you get a public participation plan

3:20:55 to the board. Uh in August, everybody's

3:20:58 back from the summer and you initiate

3:21:01 the public process uh engaging the

3:21:04 community, evaluating and assessing uh

3:21:07 all the potential consolidations.

3:21:10 Um, and then in the rest of the time up

3:21:13 to November, you're putting together

3:21:15 implementation plans, project budgets,

3:21:18 uh, and you need to create a a

3:21:20 repurposing plan. One of the things we

3:21:22 learned, uh, from the other prop, uh,

3:21:25 processes is that you really need to

3:21:27 know what you're going to do with the

3:21:29 um, school that's vacated. and then in

3:21:32 December um some decision on the

3:21:35 consolidation plan that would give uh a

3:21:39 timely uh notification to parents for

3:21:41 enrollment.

3:21:46 Oh, and I want to point out that that

3:21:47 doesn't mean that um all the

3:21:49 consolidations would happen uh right

3:21:52 after this or all the implementation of

3:21:55 those consolidations. As I said, it may

3:21:57 be uh even a couple years down the road

3:22:00 before some of them uh are implemented.

3:22:10 And the boundary process would obviously

3:22:12 follow that too.

3:22:21 So, while you're pondering that, the the

3:22:22 other thing that occurred to me about um

3:22:25 you know, the boundary changes in open

3:22:26 enrollment, you know, kind of making

3:22:28 that less important is also this

3:22:31 district's current kind of approach to

3:22:33 transportation

3:22:35 also u you know, mitigates any boundary

3:22:39 changes. I mean that the the changes

3:22:41 that have happened in transportation um

3:22:44 really make those boundary changes less

3:22:46 less impactful as they used to be.

3:22:50 >> [snorts]

3:22:52 >> All right, governing board, it's time to

3:22:53 ask questions. Shaw,

3:22:56 >> thank you for your presentation. Uh, my

3:22:59 first question is, where's the

3:23:00 commemorative plaque at Duffy?

3:23:04 >> Uh, Duffy's still here. Um,

3:23:06 >> but it's got a sign, right? So, where's

3:23:09 >> Yeah, I don't I don't know if I don't

3:23:10 know if it's here. I don't know. I

3:23:13 haven't walked around the whole campus.

3:23:14 >> Doesn't say where the commemorative plat

3:23:15 needs to be. it be in the building or

3:23:16 somewhere like if you sell the building

3:23:18 they don't want to have a converted plat

3:23:19 for us like

3:23:19 >> there could be a hall of fame somewhere

3:23:21 in the

3:23:22 >> in 1010

3:23:24 or no

3:23:24 >> well yeah I'm just curious if it's like

3:23:26 if we utilize that school site is there

3:23:29 still a commemorative plaque that's

3:23:31 required

3:23:32 >> well the policy says a commemorative

3:23:33 plaque is supposed to be there with the

3:23:35 dates that it was in operation

3:23:36 >> I see okay well maybe I'll do some

3:23:39 soouththing later um

3:23:42 uh per the statutory requirement of 10

3:23:45 days uh for uh public notice. Um

3:23:50 does that include uh if we engage the

3:23:53 budget budget advisory committee uh to

3:23:56 review um boundary changes and school

3:23:59 closures?

3:24:00 >> So that 10 days is a minimum. Um the

3:24:03 boards could certainly do more than

3:24:04 that. Um I think you if you were going

3:24:07 to do more than that, you'd probably

3:24:08 want to do more than one type of

3:24:11 notification. Otherwise, you know, you

3:24:12 might lose the interest of folks. But if

3:24:14 the board wanted to put in um other

3:24:17 reviews by other committees or you know

3:24:19 other board action um again that's

3:24:22 that's the statutory minimum you could

3:24:24 do more.

3:24:24 >> I see. Um and then

3:24:28 uh you know per governing board policy

3:24:31 JC and JC-R I do hope that we go above

3:24:35 and beyond uh the public notices that

3:24:38 are outlined in that policy. not just um

3:24:41 post these opportunities

3:24:44 uh to participate in the boundary

3:24:46 changes on our website at schools and in

3:24:49 press releases, but also to engage uh

3:24:51 parents through email and um phone.

3:24:57 I'm not sure if we did that in the past,

3:24:59 Mr. Nodine, if it was just strictly

3:25:02 what's outlined, but I think uh we owe

3:25:04 it to our community to go above and

3:25:06 beyond.

3:25:08 So, I I'll just say that that part of

3:25:10 the obligation of the superintendent is

3:25:12 to provide the board with a plan for

3:25:15 community engagement. That could be part

3:25:16 of part of that.

3:25:18 >> Thank you. Want to make sure I

3:25:21 understand and following up on Miss

3:25:22 Shaw's question. So, this 10day public

3:25:24 notice isn't for every time that the

3:25:26 back meets or anything that's going on.

3:25:28 It's the 10-day public notice is before

3:25:31 the public meeting that's going to

3:25:33 discuss the potential school closures,

3:25:35 right? It's a very specific school

3:25:37 closure. So, um, that's going to happen

3:25:39 and that 10 and that public hearing

3:25:41 needs to happen 10 days before a final

3:25:42 board vote. Is that what I'm

3:25:44 understanding?

3:25:45 >> Yes. So, you're correct. So, the the

3:25:47 this is from the statute, not from any

3:25:49 policy. So, there's a 10-day notice

3:25:52 before a public hearing and board

3:25:54 meeting to hear of the proposed

3:25:57 consolidations or closures. Then there's

3:26:00 a 10-day waiting period before the board

3:26:02 can vote. And that public hearing can

3:26:04 happen at a board meeting like we

3:26:05 sometimes will do public hearings for

3:26:06 things.

3:26:07 >> Yes.

3:26:08 >> Okay. Miss Xram.

3:26:11 >> So this is really triggering. Um having

3:26:14 lived this um 10 days is not enough time

3:26:18 to let families know what's going to be

3:26:20 happening at their home school.

3:26:23 Um

3:26:25 each school has to have its own meeting.

3:26:27 I remember I had to travel to Sarro to

3:26:31 talk about Ocho and Mission View. I

3:26:33 shouldn't have had to have done that.

3:26:35 And I will caution this board that when

3:26:38 I did public speak at that meeting,

3:26:43 there was a stage. We all faced a stage.

3:26:46 No one was up there. It was disgusting.

3:26:51 So, if we're going to be fully committed

3:26:53 to closing these schools, our faces need

3:26:56 to be up there so that we're facing our

3:26:58 community. Um,

3:27:04 you we said that this happened. I mean,

3:27:07 South Tucson didn't know about OOA until

3:27:09 January when the superintendent barged

3:27:12 into my office stating that they were

3:27:14 closing OOA and there was nothing we

3:27:16 could do about it. Um, to this day, ooa

3:27:20 still continues to get questions if

3:27:21 their school is going to be closed. So,

3:27:23 Mr. Romero, when we're naming schools

3:27:25 without having a public discussion, it

3:27:28 really does affect

3:27:30 um a community. So, we need to as a

3:27:33 governing board

3:27:36 really take care in what we're doing

3:27:38 with school closures and school

3:27:40 consolidations because

3:27:44 some of these families, we can tell them

3:27:45 where to go. they may not go.

3:27:49 We have to be sure of what we're doing

3:27:52 at all times in regards to this decision

3:27:55 and this consolidation plan. Um 10 days

3:28:00 is not enough. Uh

3:28:03 all school communities need to be

3:28:04 notified via email, text, parent square

3:28:08 is not going to cut it. Uh

3:28:12 yeah, social media, whatever it is, we

3:28:14 want to be transparent. Let's be

3:28:16 transparent.

3:28:17 I think we also need to look at schools

3:28:19 and what additional monies they're

3:28:21 getting via grants that we're not really

3:28:24 fully aware of. Um how money is coming

3:28:26 into a school? Uh the committees who are

3:28:30 on these committees? Uh last time it was

3:28:32 just staff. Are we looking at parents?

3:28:35 Are we looking at community members? Are

3:28:37 we looking at teachers? What does that

3:28:39 look like? Uh, we need to do a better

3:28:42 job than what happened years ago.

3:28:50 >> Chime in just as a procedural note. Um,

3:28:54 I would be presenting the profile of

3:28:57 committee member that the board would

3:28:59 want. So, it would say X number of

3:29:01 parents. What do you think? X number of

3:29:04 representative of city council office

3:29:06 ward, you know, 1 through five. So even

3:29:09 though they're superintendent advisory

3:29:11 committees, I recognize the gravity and

3:29:14 weight of what we're embarking on and I

3:29:18 would not make that move without this

3:29:20 board at least, you know, not naming

3:29:22 names, but saying here's comp here's

3:29:24 committee composition. Are you

3:29:26 comfortable with that? uh because I do

3:29:29 realize that these committees are going

3:29:30 to be extremely important in addition to

3:29:33 your own governing board appointed

3:29:34 committee, the budget advisory committee

3:29:36 that will be looking at the financials.

3:29:38 >> I I just this is going to be very

3:29:41 difficult and I don't think that people

3:29:44 understand the difficulty. I mean, we've

3:29:47 closed schools before. Um it was not

3:29:51 handled well. Uh our governing board

3:29:54 needs to be at these meetings, too. I

3:29:56 mean, they need to see what this is

3:29:58 going to look like and how this is going

3:30:00 to affect our community. I know we're

3:30:02 talking about budgets and numbers and

3:30:04 such, but people and community are much

3:30:08 more than that. So, that's where I'm

3:30:10 going to leave this right now.

3:30:13 >> This one arose and Mr. Romero.

3:30:15 >> Thank you. Um, so one comment and then

3:30:20 one question for you, Mr. Ross. So my

3:30:22 comment um I went through this process

3:30:24 as a stu as a parent as well um when my

3:30:28 daughter was preschool at SU

3:30:32 um and it was one of the schools that

3:30:34 was saved quote unquote and throughout

3:30:37 the whole time she was there um and as I

3:30:40 was uh the site council president and

3:30:43 also booster club president uh it was it

3:30:46 always came up every year when we were

3:30:47 trying to recruit more parents. So, I

3:30:50 have to agree with my colleagues. We

3:30:52 have to be really sensitive when we're

3:30:54 doing this. Um, we were at Catalina and

3:30:58 I do remember the board of at that time

3:31:00 was up on stage. Um, and it's it's a

3:31:05 process because people are really

3:31:06 connected to the school. I mean, I talk

3:31:08 about RingCon all the time and I went

3:31:09 there like 30 years ago. So, you know,

3:31:12 it's it's something that's um and we've

3:31:14 seen this I I will say as a parent and

3:31:17 then also as somebody that went through

3:31:19 this district, this is probably the

3:31:20 third time I've seen closures because

3:31:23 they closed schools back when I was in

3:31:25 elementary school. So, that was a long

3:31:28 time ago in the 80s, longer than the

3:31:30 '9s. So, um I'm trying to add brevity to

3:31:34 this because this is a serious issue.

3:31:36 Um, and and it's people's community and

3:31:39 it's their homes. So, with that being

3:31:42 said, um, Mr. Ross, I don't really see

3:31:46 anything in this that

3:31:50 Well, I guess there's ARS 15341,

3:31:53 blah blah blah, but is is that the only

3:31:56 um statute

3:31:58 >> that's that's the one

3:31:59 >> concerning school closures and

3:32:00 consolidations? That's the one that

3:32:03 requires the that has the process um

3:32:05 short as it is for the board request

3:32:18 was um for getting notice out and then a

3:32:22 quick vote. Um I'm not saying that's the

3:32:25 right thing to do. That's just the

3:32:26 minimum. But that's that's it. Um, aside

3:32:30 from notifying department of real estate

3:32:32 and the school school facilities board

3:32:34 of a reduction in instructional p play

3:32:37 uh space, that's pretty much all the

3:32:40 statute requires. All the other

3:32:41 requirements are uh by board policy and

3:32:45 probably based on lessons learned um

3:32:49 over a period of time.

3:32:51 >> Okay. I just I mean and the reason I ask

3:32:54 is because

3:32:56 um and and I will say we want to be

3:32:59 sensitive, but I also think that this is

3:33:02 something that we're going to have to I

3:33:04 don't want to drag it out because it's

3:33:05 like um it's going to be hurtful. And so

3:33:10 I want to hear all from the community

3:33:12 and I appreciate Dr. Trillos um wanting

3:33:16 to make this a a very precise process as

3:33:20 can because we all saw what happened 10

3:33:23 12 years ago and many years before that

3:33:27 it wasn't handled well. So I I I just

3:33:30 don't want to drag it out too long to

3:33:32 make it hurt longer is basically what

3:33:36 I'm saying. Um just saying as a as a

3:33:39 parent who went through that. Um,

3:33:42 so I think

3:33:46 Oh, so let's say let I'm going to play

3:33:48 this out. So we do this scenario and

3:33:51 there's x amount of schools. I'm not

3:33:53 going to name [clears throat] any

3:33:53 because we're not naming any. What

3:33:56 happens after like legally like

3:34:01 the these places are no longer you know

3:34:04 working facilities. What happens after

3:34:06 that?

3:34:07 So, you still own the property, right?

3:34:10 And that's, you know, part of the

3:34:12 consideration is what are you going to

3:34:14 do with a a school that's no longer

3:34:17 operating as a school? How are you going

3:34:19 to reuse that property? Um, other than

3:34:22 that, I'm not sure what the question is.

3:34:23 I mean, they're not

3:34:24 >> Oh, well, I don't know if there's any

3:34:25 like reporting to the state.

3:34:27 >> Well, there's the again, there's the

3:34:29 school facilities board. We'll know

3:34:30 there's a reduction in school um

3:34:33 instructional space. Uh that's

3:34:36 >> that's it.

3:34:37 >> That that's that's the only thing that I

3:34:39 think the I mean they're gonna they're

3:34:40 going to have to be some um you know

3:34:44 there's a there's reporting for

3:34:46 achievement of schools and that's going

3:34:47 to be worked out with you know with our

3:34:50 data folks with this the with AD to make

3:34:53 sure that you know we're not now

3:34:55 reporting on a school that has no

3:34:57 students in it. Um and why aren't there

3:35:00 why why aren't their achievement scores

3:35:01 better? So, you know, that's that's kind

3:35:03 of one of the the administr that will

3:35:06 happen with, okay, this school is no

3:35:08 longer operating as a school and just,

3:35:11 you know, making sure there's connection

3:35:12 with AD saying that, you know, we're no

3:35:15 longer required to report those

3:35:16 students. They're now at these schools.

3:35:19 >> Okay. Thank you.

3:35:22 >> Go ahead, Mr. Romero. [cough]

3:35:25 [clears throat]

3:35:25 [snorts]

3:35:26 >> Thank you again. And I guess want to

3:35:30 thank everybody else on this board. One

3:35:33 of the things I think that

3:35:35 we are doing here is being proactive

3:35:38 versus reactive. And I think that's one

3:35:40 of the things we need to look at. Um

3:35:42 we're actually by looking at this ahead

3:35:46 of the game. We know what the AI had to

3:35:49 do with their situation. We know there's

3:35:51 declining birth rates in our community.

3:35:53 We know we have declining um enrollment

3:35:57 at our schools. We're still running off

3:36:00 the same budget we were using 20 years

3:36:02 ago when we had you know, you know, more

3:36:06 students inside of here. One of the

3:36:08 things like Mr. Nodin had mentioned, you

3:36:10 know, we have this process and one of

3:36:13 the things I think that gives us a step

3:36:15 up from the past is we're need to put

3:36:19 together a plan. We don't have to do

3:36:22 like we did. I'm just going to say Lake

3:36:24 Carson. We up and left a school.

3:36:27 Now we just uh it's an eyesore in the

3:36:30 neighborhood overgrown with weeds,

3:36:32 vandalism, things of that nature. That's

3:36:35 not the same type of approach that we're

3:36:37 looking to do. We need to be good

3:36:39 community members with these schools. If

3:36:43 it's selling it, if it's looking at

3:36:45 other community programs, uh, veteran

3:36:48 housing like we're talking about at

3:36:50 Lions,

3:36:51 what things can we contribute for these

3:36:54 facilities to better off our community?

3:36:57 We can't look at this as all of a

3:36:59 negative type of thing. There's a lot of

3:37:01 um parts that going to go along with

3:37:04 this um with

3:37:08 the possible of not keeping a school on

3:37:11 life support.

3:37:13 Maybe we can give those art uh like a

3:37:16 mariachi class to a west side school

3:37:20 that doesn't have something like that

3:37:22 because they do have an increased

3:37:24 enrollment and they do have means where

3:37:26 we're spending money in other areas

3:37:28 where we can't give them those other

3:37:31 tools that they need to succeed and

3:37:33 increase their enrollment like even

3:37:35 Brock had mentioned during palveries

3:37:38 45% of uh the population

3:37:43 um east of Swan is 55 or older. These

3:37:46 are all facts that we have to look at.

3:37:49 None of these decisions are going to be

3:37:51 made easy. Um and we understand the

3:37:54 impact on these types of things. But if

3:37:57 we have a good plan and transparency is

3:38:01 fine and I think Dr. Trillo is doing a

3:38:04 really good job as well as Rob Ross, Mr.

3:38:07 know Dean uh here and again front facing

3:38:10 we're not that board from however many

3:38:13 years ago when these things happened

3:38:15 we're a different board we we we learn

3:38:17 from those mistakes I think that's one

3:38:19 of the things we need to do is learn

3:38:20 from our mistakes I was actually talking

3:38:22 to a principal today they were part of

3:38:25 the closures where um it was Bria and

3:38:29 Menllo Park and they ended up going over

3:38:31 to Morgan Maxwell and what they ended up

3:38:34 doing they had two declining schools at

3:38:37 Briton and Menllo. They combined over

3:38:40 there to Morgan Maxwell and they're the

3:38:43 they brought in the best teachers from

3:38:44 all those schools. Their grades went up

3:38:47 uh to a a B rated school for that five

3:38:50 years, first five years in that

3:38:53 consolidation.

3:38:55 Um there was a great commodery and those

3:38:58 two other schools were failing schools

3:39:00 with lower enrollment.

3:39:02 But when they combined together in

3:39:05 another school, they were thriving. We

3:39:08 need to look at those things that were

3:39:10 successes also. So I commend um our our

3:39:15 superintendent and this board to take

3:39:19 the high road, be proactive, think ahead

3:39:22 of the game, come up with plans. How do

3:39:24 we become a good community partner in

3:39:27 this process? Be front-facing as much as

3:39:30 possible. Um, and uh, again, it's not

3:39:34 going to be easy. It's tough decisions

3:39:36 that this board is going to have to

3:39:37 make. We're looking forward to all the

3:39:39 uh, data coming back uh, from our staff.

3:39:42 So, thank you for the hard work you guys

3:39:44 are going to embark on.

3:39:49 All right. Thank you for the

3:39:50 presentation tonight.

3:39:53 All right, board. It's uh, just past

3:39:55 9:00. Uh, we have our consent agenda and

3:39:57 a couple of action items which I imagine

3:39:59 need to get done tonight to kind of move

3:40:01 things forward. The 7.1 new

3:40:03 administrative building, is that

3:40:04 something we can move to a next meeting,

3:40:05 especially since the family had to leave

3:40:07 early anyway?

3:40:09 >> Yes, we'll we'll move it to the next uh

3:40:12 meeting.

3:40:12 >> Any objection to that? All right. Seeing

3:40:14 none. All right. So, we'll just have

3:40:15 consent and then have the four action

3:40:17 items tonight [snorts]

3:40:20 or three is it three action items?

3:40:23 Is it is it four? Four. Okay.

3:40:26 >> Okay. So, we have our consent agenda.

3:40:28 Dr. Trio.

3:40:29 >> Yes. Um, I'd like to present to the

3:40:30 governing board the consent agenda as

3:40:32 arranged items uh 5.2

3:40:36 uh all the way down through believe it's

3:40:39 uh 5.13.

3:40:40 >> Governing board. Are there any items for

3:40:42 clarification, for questions, for

3:40:44 discussion, or to pull for a separate

3:40:46 vote?

3:40:46 >> Dr. Shaw.

3:40:47 >> Miss Sha.

3:40:48 >> Um I would like to ask a question about

3:40:50 item 5.7.

3:40:53 Um, and then I'd like to pull 513 for a

3:40:58 separate vote.

3:41:00 Okay,

3:41:03 >> Dr. Shaw.

3:41:04 >> Yes.

3:41:04 >> I would like to uh ask questions on 5.5

3:41:09 and on 5.7 I would like to abstain for

3:41:13 that vote because I do do work with that

3:41:15 company.

3:41:17 >> Okay, we'll pull that for a separate

3:41:18 vote then.

3:41:21 Okay. Um, we'll start with 5.5 for

3:41:23 questions and then we'll vote on the

3:41:25 rest of it. Then we'll pull 5.7 and

3:41:27 5.13.

3:41:29 All right. So 5.5 is award to approval

3:41:31 to awarded request for proposal of the

3:41:34 workplace investigation and case

3:41:35 management platform. Yeah. We kind of

3:41:37 kick this item off and and John will be

3:41:39 here um to answer any questions and um

3:41:42 we have our general counsel, Mr. Ross.

3:41:44 I'm going to start with the why. We have

3:41:47 been struggling since I've been here to

3:41:49 really have a centralized

3:41:52 easily accessible

3:41:54 online repository a or portal I should

3:41:58 say available to school administrators

3:42:00 and school personnel and school safety

3:42:02 across this district to in real time

3:42:06 document incidents that occur on campus.

3:42:09 predominantly student disciplinary

3:42:12 incidents like fights, like assaults,

3:42:14 like weapons possession or sometimes

3:42:17 when there's allegations of employee

3:42:19 misconduct.

3:42:21 So what's been happening and what

3:42:23 continues to be a challenge is when

3:42:25 [clears throat] you have a situation on

3:42:26 a campus like an assault, you don't have

3:42:29 any kind of centralized portal to go to

3:42:31 where I can look up an incident number.

3:42:34 I can log in. I can see exactly a

3:42:37 narrative of what happened, who was

3:42:39 involved, who was the responding

3:42:41 administrator, how soon parents were

3:42:43 called, were parents notified of

3:42:45 discipline. Instead, we are still in the

3:42:48 year 2026 calling individual schools and

3:42:51 actually collecting paper notes, getting

3:42:55 things out of notebooks from two or

3:42:57 three different people. Sometimes we

3:43:00 don't have anything written down and we

3:43:02 have to ask for an incident summary like

3:43:04 5 days after. I've got governing board

3:43:07 members that need answers. Sometimes

3:43:09 we're working with PD, they need

3:43:11 answers. Sometimes we're working with

3:43:13 school safety. They need to know the

3:43:15 details of a situation and we're

3:43:17 constantly in this after the fact trying

3:43:19 to get incident reports done. So a new

3:43:23 portal would be an essential tool that

3:43:25 allows our administrators in real time

3:43:28 to enter the information so that we can

3:43:30 expedite the processes that we need

3:43:32 whether that's the student handbook,

3:43:34 whether that's employee discipline so

3:43:36 that we can make sure that we have an

3:43:38 actual realtime accounting of what

3:43:39 happened. That's the same thing when

3:43:42 legal has to step in and work with

3:43:44 employee related matters. There are

3:43:47 times where they have to contact a

3:43:48 school and collect handwritten notes

3:43:51 about something that may have happened 3

3:43:53 months ago. And administrators have to

3:43:57 track all that stuff down. We want to

3:43:59 establish a new normal that when these

3:44:02 things happen, it is your responsibility

3:44:04 in real time immediately before you go

3:44:07 home. What happened? what time did it

3:44:10 happen? Who witnessed it? Who were the

3:44:12 participants? And what was your

3:44:14 communication to parents like? So,

3:44:16 that's sort of the justification. I know

3:44:17 I maybe stole a little bit of your

3:44:19 thunder, John, but uh we haven't had a

3:44:22 portal like this available. So, that

3:44:24 I'll turn it over uh for uh questions

3:44:26 for either myself, John, or Rob.

3:44:30 >> So, correct. So, we we provide an HR

3:44:32 support to all sites. So the schools and

3:44:35 departments when it comes to employee

3:44:37 conduct investigations and of course we

3:44:38 know that student relations handling

3:44:41 student investigations. Um in in HR we

3:44:44 have a team of of one person primarily

3:44:46 handling those the support for

3:44:48 administrators and we have two others

3:44:50 who would support and jump in uh during

3:44:52 the course of uh you know the busy

3:44:55 season when it comes to those types of

3:44:56 investigations. uh when I started here a

3:44:59 few years ago 2023 we were we were kind

3:45:01 of managing this through our email

3:45:03 system. So people would send emails in

3:45:05 regarding uh an incident and the support

3:45:08 would be provided by phone or by email

3:45:10 with administrators uh to guide them

3:45:13 through the process to review documents

3:45:16 um and so forth. So that was what we

3:45:18 started with. Uh we eventually

3:45:20 transition to using Jira. So Jera our

3:45:23 ticketing system for facility issues. we

3:45:26 we said, can we use that at least to be

3:45:28 able to assign the ticket and be able to

3:45:30 better track um employee uh invest or

3:45:34 investigations. Um so that's worked a

3:45:36 little bit better um just because it

3:45:38 allows us to more easily track um you

3:45:41 know ongoing cases uh versus using our

3:45:44 email system to try to flag things. We

3:45:47 get about 6 to 800 600 to 800 cases each

3:45:50 year uh at any one point. 60 or 80 might

3:45:54 be open and so there's a high volume and

3:45:56 a high level of support that HR

3:45:59 provides. Uh going to this platform

3:46:01 would uh solve a number of of issues.

3:46:04 Number one is as Dr. Trillo said enables

3:46:07 um users at different permission

3:46:09 permission levels to be able to access

3:46:11 the platform and to get information uh

3:46:14 more quickly um and easily than through

3:46:17 the current system which would basically

3:46:19 rely on HR uh working with you know

3:46:22 different partners to gather those

3:46:23 documents pull them in uh for review.

3:46:26 But um what it allows us to to the

3:46:29 platform will allow us to be a

3:46:30 repository for investigative documents.

3:46:33 So something that starts out as a school

3:46:35 incident could then be you know held and

3:46:38 and stored uh in the event that an issue

3:46:41 goes to discipline or goes to appeal or

3:46:45 goes into litigation uh for any sort of

3:46:47 reason. So right now every step along

3:46:50 the way as things escalate there's a

3:46:52 circling back to the school and HR to

3:46:55 can we pull all the relevant documents

3:46:57 there won't be a need for any of that

3:46:59 anymore. the platform will serve as a

3:47:01 repository for storing the documents and

3:47:03 having it more easily accessible in one

3:47:05 place. Um so that's going to be a

3:47:07 benefit and something that we are

3:47:09 currently not able to to do using our

3:47:11 Jira uh ticket system. Uh the second

3:47:14 thing it'll allow us to do is really

3:47:16 kind of standardize the investigation uh

3:47:19 performance. So uh the system will not

3:47:22 only provide resources and templates but

3:47:24 you know you have to it puts in place a

3:47:26 workflow so that if you are an

3:47:28 administrator and you're going through

3:47:30 uh a particular incident at your school

3:47:33 uh once you select you know the type of

3:47:35 incident that you're going to be

3:47:36 pursuing the system will ask you to go

3:47:38 through using a you established

3:47:40 templates to complete your investigation

3:47:43 cite the appropriate policies uh

3:47:45 identify the uh witnesses and statements

3:47:48 that you've gathered pull your

3:47:50 determination together and your

3:47:51 recommendations and that will be we hope

3:47:53 will be more standardized uh format so

3:47:56 that you'll see some consistency across

3:47:58 different cases and issues that you see

3:48:00 through the schools. So I've seen

3:48:02 personally you know being involved in a

3:48:04 number of cases there's a wide variety

3:48:06 of reporting that goes on a different

3:48:09 level of depth and consistency. Uh we're

3:48:11 going to we want to cure that so that we

3:48:14 have uh what we can rely on is better

3:48:17 and more consistent documentation of

3:48:19 investigations that happen. I think that

3:48:21 benefits us later in the process should

3:48:24 something get escalated and go uh you

3:48:26 know into litigation for instance. Um

3:48:28 there's an ability for there would be an

3:48:30 ability to link uh cases together. So

3:48:33 you again like you said uh a discipline,

3:48:36 an appeal, uh an escalated complaint

3:48:39 that you will be able to reference and

3:48:41 link to those prior cases without having

3:48:44 to go manually track down that separate

3:48:46 investigation and and so forth. Um

3:48:49 you'll be able to do more historic look

3:48:51 backs. So if you have repeat incidents

3:48:53 by an employee or at a site or a type of

3:48:56 incident, you'll be able to use this

3:48:57 platform to go back and and gather that

3:49:00 historic information. Um because it'll

3:49:02 keep all that information easily

3:49:05 identifiable and coded to to be able to

3:49:07 access later. Um this would be this

3:49:10 should be useful at the site level for

3:49:11 administrators all the way up to the

3:49:13 board level. It it would just have

3:49:15 varying levels of permissions. Um so

3:49:18 some people would have more access and

3:49:20 less access depending on uh the level of

3:49:22 need and uh and authority right and so

3:49:25 uh we would work through setting up

3:49:27 those permission levels uh as as part of

3:49:29 this implementation. And then of course

3:49:32 the big uh key for us is that if we are

3:49:34 going to do this trying to get to board

3:49:36 approval so that we can uh put in place

3:49:39 the training and piloting set uh

3:49:42 piloting schedule in order to try to go

3:49:45 live with this in August when we come

3:49:48 back for the school year. So um as part

3:49:50 of that it would involve board training

3:49:52 as well superintendent legal counsel so

3:49:54 department level training as well as all

3:49:56 the site administrators building in time

3:49:58 to get them familiar. We'll probably go

3:50:01 uh if if approved or work through a

3:50:04 pilot with uh probably our oper

3:50:06 operational a couple operational

3:50:08 departments that are operating during

3:50:09 the summer to get set up to start using

3:50:12 the system and getting familiar with it

3:50:14 so that by the time we get into July um

3:50:17 go through training with administrators

3:50:19 uh we can understand what to expect in

3:50:21 terms of of any issues that we might

3:50:24 encounter with the system. Um, so that's

3:50:26 that's that's the plan and that's the

3:50:28 general scope of what we're proposing

3:50:30 here.

3:50:32 >> Okay. And then just quick question, I

3:50:34 did some research on this. So what is it

3:50:37 sounds like? Yes, we need this type of

3:50:39 program within our system for

3:50:41 efficiencies

3:50:43 and it showed that there's two different

3:50:45 models. The targeted model or the

3:50:47 enterprise model. Are we doing targeted

3:50:50 just to focus on that or are we doing

3:50:52 the enterprise I guess for whatever? So

3:50:55 I'm my computer is like on the blink

3:50:58 right now but we are I think we're going

3:50:59 to the enterprise I think the yeah the

3:51:02 enterprise version. So

3:51:03 >> enterprise version because looking at

3:51:05 that it also talks about different

3:51:07 departments they can focus on human

3:51:08 resources uh continuous improvement and

3:51:11 planning financial operations services

3:51:13 clinical services

3:51:15 choice and enrollments facilities and

3:51:17 grounds athletics transportation health

3:51:19 and safety assessment and information

3:51:22 technology. Are we planning on using

3:51:24 more of these things on there or are we

3:51:26 going to kind of pick and choose which

3:51:27 ones we have holes in our district?

3:51:31 >> We're just looking I mean really we

3:51:33 looking at facilitating investigations

3:51:34 at the school sites and at department

3:51:36 sites at this point. So we're it's a

3:51:37 narrow scope that we want to pursue and

3:51:39 then um we're going to be working to

3:51:41 customize it to our particular needs for

3:51:44 now. So, um there's lots more

3:51:46 capabilities in there, but at this

3:51:48 point, uh trying to maintain focus on

3:51:50 the investigation based on our employee

3:51:52 conduct and student um issues.

3:51:55 >> Okay. And then as far as criteria

3:51:57 picking this program and then maybe Mr.

3:52:00 Rob Ross can tell me about this when it

3:52:02 gives us like the purchasing department,

3:52:04 it says information for the RFP should

3:52:06 remain confidential until governing

3:52:08 board awards. This says compliance with

3:52:10 the Arizona Administrative Code

3:52:12 R7-21045-B,

3:52:16 which states all those things. So, is

3:52:18 that a a code that we're always uh uh

3:52:21 under for uh any type of procurement

3:52:24 purchases, Mr. Russ?

3:52:25 >> I would hope that's cited in all of our

3:52:28 competitive purchases.

3:52:29 >> Yes.

3:52:31 >> So, so yes, so that is that's common

3:52:33 place as far as that goes. And the only

3:52:35 reason I'm kind of questioning, you

3:52:37 know, what the criteria is, so I was

3:52:39 looking at it. Um, you know, most of the

3:52:42 school districts that this company is is

3:52:46 in Canada, Alberta, British Columbia,

3:52:48 Manitoba, etc., etc. US states were New

3:52:51 York, New Jersey, Illinois, Missouri,

3:52:53 and Ohio. And then it talks about proud

3:52:56 school districts, you know, um, Missi

3:53:00 Community School out of Gas City,

3:53:02 Indiana. Another one, Hammond Central

3:53:04 School District, Hammond, Indiana. All

3:53:06 the schools that it looks like that

3:53:08 they've done work with are all kind of

3:53:10 smaller schools and smaller districts.

3:53:12 Some of the forms that I seen in place

3:53:14 are kind of specific to those and then

3:53:17 you can kind of modify those. I'm just

3:53:19 wondering where are criteria with this

3:53:21 one. It just seems uh limited and

3:53:24 nothing that's kind of in our area of

3:53:27 the country that they've worked with.

3:53:30 So I we definitely wanted vendors who

3:53:33 have experience uh in with school

3:53:35 districts. So uh we know we have a large

3:53:37 school district. Uh so it's hard to find

3:53:39 sometimes peer-to-peer um um you know um

3:53:43 services or vendors that have had that

3:53:45 experience but definitely we wanted K2

3:53:47 experience. Uh we got 11 vendors who

3:53:49 submitted uh you know proposals. uh we

3:53:52 were able to demo uh with three of them

3:53:54 to see what met kind of met our uh

3:53:57 criteria for ease of use the the

3:53:59 different level of permissions being

3:54:01 able to load customized templates uh to

3:54:04 support our administrators. So that was

3:54:06 the type of the functionality uh was was

3:54:08 a key part of it also uh and then also

3:54:10 you know meeting our needs within budget

3:54:12 as well. So uh those are probably the

3:54:15 essential criteria that eventually um

3:54:18 resulted in this recommendation.

3:54:20 >> And then in that enterprise model if we

3:54:22 decided you wanted to utilize some of

3:54:24 these things are there going to be extra

3:54:26 costs for those or those other forms

3:54:27 that we can kind of download to

3:54:29 incorporate these other things where you

3:54:31 might have services or needs.

3:54:39 >> How do I do that?

3:54:43 Good evening, governing board. Um, yes,

3:54:45 on the enterprise model, usually what we

3:54:48 do is we'll put it out. We have the

3:54:50 scope and then those items are, I guess

3:54:52 you'd call allocart. It's those things

3:54:54 as we get into the program if there are

3:54:57 additional services that we want. It's

3:54:59 covered under the contract that we can

3:55:01 then engage the vendor. And then it

3:55:03 would also be either something that yes,

3:55:05 they would say we can give you that as

3:55:08 part of the service that we're already

3:55:09 doing or if there's an additional cost,

3:55:11 they'll let us know, but they would not

3:55:13 move forward and we wouldn't move

3:55:15 forward with anything without getting

3:55:16 additional approval if it was an

3:55:18 additional expense.

3:55:19 >> Okay? But potentially, we wouldn't have

3:55:21 to use additional money to do some of

3:55:24 these services. The way that I was kind

3:55:26 of going through this, I guess, is what

3:55:27 I wanted to see. If we decided to use

3:55:29 more, it's not really going to cost us

3:55:31 more unless they let us know.

3:55:33 >> Correct.

3:55:33 >> Got it. Okay. Thank you for for your

3:55:36 time on that. Thank you.

3:55:37 >> Thanks,

3:55:38 >> Dr. Shaw.

3:55:39 >> Miss Shaw, go ahead.

3:55:40 >> Thank you. Um,

3:55:42 with this platform, will employees have

3:55:46 uh the option of being able to make

3:55:49 reports independently

3:55:52 um of the site administrator if the

3:55:54 investigation or complaints um involve

3:55:58 or implicate the said site

3:56:01 administrator?

3:56:02 >> No, that's I mean this wouldn't be for

3:56:03 receiving complaints. uh we would pretty

3:56:05 much receive them the same way we do

3:56:07 today up through the school

3:56:08 administration up to HR directly um

3:56:12 through those various existing channels.

3:56:15 >> So

3:56:16 >> so this system is really to manage the

3:56:18 post complaint investigation. So I I

3:56:21 yeah if I'm if I'm hearing you correctly

3:56:23 >> this is for things that happen like the

3:56:25 fights, the assaults, the you know if

3:56:27 there's allegations of employee

3:56:29 misconduct or something happened, there

3:56:31 was an accident at the campus. So that's

3:56:33 really where and we have to do an

3:56:35 investigation after the fact or it's

3:56:37 headed for litigation or there's TPD

3:56:40 involvement.

3:56:41 >> So it's a way for site administrators to

3:56:44 collect all the data involving what

3:56:48 things that Dr. Trujillo said. It's not

3:56:51 um it can't be used for employees to

3:56:54 make complaints

3:56:57 investigations.

3:56:58 >> No, that's not the function, right? The

3:56:59 function is, you know, the outcome is we

3:57:02 want a better, more wellorganized

3:57:04 artifact file heading into a long due

3:57:06 process hearing for a student that might

3:57:08 be facing a long-term suspension. We

3:57:10 need to make sure we have all that

3:57:12 evidence. If the board has to weigh in

3:57:14 on a unfortunately from time to time an

3:57:17 employee termination, whatever incident

3:57:19 led to that fact, we need this is going

3:57:21 to allow us to have a better, more

3:57:22 well-rounded collection of artifacts and

3:57:25 evidence. So, it's meant to help us

3:57:28 manage those investigations and create a

3:57:30 repository of those artifacts.

3:57:33 >> Okay. Do we have a platform for uh

3:57:36 employees to make the

3:57:40 um complaints? I know we the audit

3:57:41 committee has a portal on their uh

3:57:45 district website, but

3:57:47 I don't know. It seems like this could

3:57:49 serve as as that as well. But does it

3:57:53 have that capability? And I'm not aware

3:57:55 that it does. I think I mean like I said

3:57:57 I I hear your point. I mean I'm in ter

3:57:58 of how to facilitate a receipt of

3:58:00 complaints. Right now we currently goes

3:58:02 to sites HR the board superintendent. We

3:58:05 get them a variety of ways. Uh we can

3:58:07 definitely explore you know what you

3:58:10 know that might look like. I'm much I'm

3:58:11 not aware that that would be a

3:58:12 capability. It's not something we looked

3:58:14 at.

3:58:14 >> Okay.

3:58:15 >> I hear your point.

3:58:16 >> Yeah. Um kind of on that same vein, uh

3:58:19 for our mandatory reporters, um will

3:58:22 this platform serve as like a primary or

3:58:25 secondary um uh reporting system for

3:58:29 incidents that involve mandatory

3:58:32 reporting?

3:58:33 >> It would only facilitate the

3:58:34 investigation part of it. The mandatory

3:58:37 report still needs to be made um by our

3:58:40 administrators or who you know our

3:58:41 teachers who are covered by the those

3:58:43 responsibilities. So we would expect in

3:58:45 the narrative of the event

3:58:47 >> if it that we would expect the mandatory

3:58:49 report number. We would expect that the

3:58:52 time that was called in. So the

3:58:54 narrative portion of it we would expect

3:58:56 inside of that report

3:58:58 that would be in this portal.

3:59:00 >> Okay.

3:59:03 Thank you.

3:59:04 >> All right. Governing board before us

3:59:05 I'll move the items 5.2 to 5.6 5.8 to

3:59:10 5.12.

3:59:12 So, um, I'll second.

3:59:14 >> All right. Item moved by myself and

3:59:15 second by Miss Luna Rose. All those in

3:59:17 favor say I. I.

3:59:18 >> No opposed. Item passes 5-0. Now we're

3:59:20 on 5.7.

3:59:22 Uh, I think there were some questions

3:59:24 from Mr. Romero. Mishab.

3:59:27 >> Yeah. Um, I had a question of for Mr.

3:59:31 McCullum. First, thank you for your

3:59:33 presentation earlier. Um, I think it is

3:59:36 so important that we do have more

3:59:37 oversight of our CTE classes. Um

3:59:41 um I say that because my daughter's um

3:59:44 dad and uh Tata are woodworkers and her

3:59:48 Tata is definitely missing like one and

3:59:50 a half digits. Um and so in regards to

3:59:53 the loss of the wood shop at Sabino, are

3:59:57 there others uh wood shops in our

3:59:59 district?

4:00:00 >> Yeah, there are two. We have a

4:00:02 construction program at Choya High

4:00:04 School and a construction program at

4:00:05 Catalina High School.

4:00:07 >> Okay, great. Um,

4:00:10 I appreciate that. And then we have how

4:00:12 many like advisors for that or or

4:00:15 assistants to to keep track of those

4:00:18 students?

4:00:19 >> Well, right now, um, we're looking at

4:00:21 one instructor for each of those sites,

4:00:23 but through the override, we're looking

4:00:25 to hire two instructional specialists,

4:00:29 one for Choya and one for Catalina. And

4:00:31 so there would be two sets of folks in

4:00:33 the room.

4:00:34 >> Oh, great. All right. Thank you.

4:00:39 Go ahead, Mr. Romero.

4:00:40 >> And I just

4:00:42 >> I just needed a separate vote on that

4:00:44 because I uh currently do business with

4:00:47 the vendor and

4:00:48 >> No questions then.

4:00:49 >> No question.

4:00:49 >> All right. So, I'll move item 5.7.

4:00:51 >> Second.

4:00:51 >> Item moved by myself and seconded by

4:00:53 Miss Shaw. Those in favor say I. I.

4:00:56 >> I. Any abstensions?

4:00:57 >> Abstain.

4:00:58 >> Item passes 40 with one abstension. Uh

4:01:00 next we have item 5.13. Miss Shaw, you

4:01:03 have some questions.

4:01:04 >> Yeah. uh a couple meetings ago, I think

4:01:06 that we had discussed in one of the uh

4:01:09 budget uh cut discussions uh that we

4:01:13 were going to move away from uh mileage

4:01:16 reimburse reimbursements for our

4:01:18 governing board. Um and so I would like

4:01:21 to vote uh against this item since it

4:01:23 includes mileage reimbursement.

4:01:26 >> So this is a report of expenses that

4:01:29 have already taken place. This is not an

4:01:31 approval of future expenses. Um, it's

4:01:34 certainly your prerogative to decide to

4:01:36 not reinvest.

4:01:37 >> I don't think there's any questions. Um,

4:01:38 I'll move the item.

4:01:41 >> Can you um Thank you. I'd like to

4:01:43 >> Was there a question?

4:01:44 >> Yeah. I would like um you to finish your

4:01:47 comment.

4:01:47 >> So, as I was saying, like you all can

4:01:49 decide for yourselves if if you want to

4:01:52 make a decision in regards to your

4:01:53 reimbursements. Right now, as elected

4:01:56 officials, we're required when you file

4:01:58 a claim against the district for any

4:02:00 kind of travel reimbursement, we have to

4:02:02 process it, but that it's entirely up to

4:02:04 you to decide as a board if you want us

4:02:06 to continue to do so or not, but this is

4:02:09 a report of activity that's already

4:02:11 taken place.

4:02:12 >> Thank you.

4:02:13 >> I move by myself and second amendments

4:02:15 Lunar Rose. All those in favor say I.

4:02:17 >> I. I. Any opposed?

4:02:18 >> Opposed.

4:02:19 >> Item passes 41. All right. Next we have

4:02:20 action items 6.1 administrative

4:02:22 appointments. Uh chief operations

4:02:24 officer Dr. Trillo.

4:02:26 >> Yes. President Shaw, members of the

4:02:28 governing board, uh I'm very very

4:02:30 excited uh to bring forward a candidate

4:02:32 tonight for your consideration.

4:02:35 Uh tonight's uh recommendation is the

4:02:37 current uh chief operations officer for

4:02:40 Loi Unified School District in uh what

4:02:43 would be Northern California.

4:02:46 She's been serving in that district for

4:02:48 24 years. Uh she served the majority of

4:02:51 her career as an executive director for

4:02:54 information technology services, what

4:02:56 would be a a chief technology officer in

4:02:58 our world. But for the last three or

4:03:01 four years, she's been serving as that

4:03:03 district's uh chief operations officer

4:03:06 in charge of the facilities and the

4:03:08 transportation and the projects and

4:03:10 overseeing bond bond uh projects and

4:03:13 overseeing food services and health

4:03:15 services like our in-house COO would do

4:03:18 here. Uh she is a um a veteran of uh

4:03:24 tough decisions that have had to be made

4:03:26 in that district. uh bond levies like we

4:03:29 recently passed here. That district did

4:03:32 do school closures a few years back uh

4:03:34 during her tenure. Even though that

4:03:36 process over there is led on the

4:03:38 academic side of the house, she

4:03:40 certainly was in support of that uh

4:03:42 issue. Uh tonight she is where we would

4:03:45 want her to be here in TUSD. She's

4:03:47 unable to be here tonight because she is

4:03:49 at uh one of the district's largest high

4:03:51 schools addressing employee and

4:03:53 community concerns about a renovation

4:03:55 project in the baseball stadium. the

4:03:57 kind of visibility that we would want to

4:03:59 see here. Uh so tonight's hiring

4:04:01 recommendation is Miss Edith Holbert for

4:04:04 your consideration.

4:04:06 Thank you, Dr. Trillo. Governing board,

4:04:08 any questions or comments before we have

4:04:09 a motion?

4:04:12 >> Well, we're excited about getting this

4:04:13 position uh filled with someone who has

4:04:15 experience in that role. And I'll move

4:04:17 the item.

4:04:18 >> Second.

4:04:18 >> Moved by myself and seconded by Miss

4:04:20 Sha. All those in favor say I. I. I.

4:04:23 Item passes 5. And I understand we have

4:04:25 a video.

4:04:26 >> All right. We have a statement. Uh, Miss

4:04:28 Herbert couldn't be here this evening.

4:04:30 Miss Borbboa.

4:04:31 >> Uh, President Shaw, members of the

4:04:32 board, Superintendent Thruillo, and

4:04:34 attendees. Thank you for the privilege

4:04:35 of allowing me to join the Tucson

4:04:37 Unified School District community. It is

4:04:39 an honor to serve the students and

4:04:40 staff. District operational teams play a

4:04:43 vital role in keeping our schools safe,

4:04:45 welcoming, and ready for learning each

4:04:47 day. When we keep students at the center

4:04:49 of what we do, we help create

4:04:51 environments where both students and

4:04:52 educators can succeed. I'm looking

4:04:54 forward to leading this mission and

4:04:56 meeting everyone very soon.

4:04:58 Respectfully, Edith Hullbert.

4:05:01 >> Dr. Shaw Glenn,

4:05:03 >> I see I'm sorry.

4:05:05 >> Oh, I see Hu Lopez in the audience and I

4:05:08 would just like to thank him for all of

4:05:09 his time and

4:05:12 >> the extensions of time that you um

4:05:14 served to USD. So, thank you for all

4:05:16 that you've done and um yeah, we hope to

4:05:20 see you soon.

4:05:20 >> Yeah, let's give him a round of

4:05:22 applause.

4:05:24 I mentioned in our leadership team more

4:05:27 our leadership team meeting this morning

4:05:29 that this is the first uh chief

4:05:31 operations officer that we've had

4:05:33 permanently for almost 2 years. And Mr.

4:05:37 Lopez, you've graciously time and time

4:05:39 again have been extended and have filled

4:05:40 all that time for us. I know you're

4:05:42 anxious to get back to uh retired life

4:05:44 as a proud uh grandpa, but uh we we

4:05:47 certainly appreciate all your support.

4:05:50 >> Thank you. Thanks for pointing that,

4:05:51 Miss Extram. Great. All right, we'll

4:05:54 move us on. Hopefully, we'll have a a

4:05:56 chance for her to to say hi at an

4:05:57 upcoming meeting so we can see her face

4:06:00 and get to know her a little bit as

4:06:01 well. Dr. Trio.

4:06:04 >> Yes, absolutely.

4:06:05 >> Uh 6.2 approval of contracts for Eli

4:06:08 employees of the Tucson Unified School

4:06:10 District for next school year.

4:06:11 >> Yeah, I'd like to turn this item over to

4:06:12 our chief human capital officer, Mr.

4:06:14 Fernandez.

4:06:15 >> Yeah, good evening. Uh at this time

4:06:17 every year, we bring forth our ELI

4:06:20 contracts which are essentially uh

4:06:22 include your principles, assistant

4:06:24 principles, school psychologists, uh

4:06:26 research project managers. Uh we have

4:06:29 124 contracts before you for approval.

4:06:32 Uh once uh you know with board approval,

4:06:35 we would begin issuing those contracts.

4:06:38 Um last year with the midappril

4:06:40 approval, we were able to lock those

4:06:42 contracts in by early May. Um, so we're

4:06:44 looking forward to um being able to get

4:06:46 those contracts out.

4:06:49 >> Governor board members, any questions or

4:06:50 comments? Mr. Romero,

4:06:53 >> so I haven't really looked at these in

4:06:55 the past. I was just kind of analyzing a

4:06:58 little bit more and I have some

4:06:59 questions cuz we got the list, [snorts]

4:07:02 four pages worth. And so I'm just kind

4:07:04 of going back a little bit on history on

4:07:07 some of these things. one of our high

4:07:08 schools. And it looks like uh on one of

4:07:12 our main high schools, we have

4:07:15 like this last one, three assistants

4:07:18 that are not returning, one assistant

4:07:21 that's moving back to their former

4:07:23 school. And then I guess also going back

4:07:26 to the year before that at the same high

4:07:29 school, we had again a lack of retention

4:07:32 with our um our ad uh assistant

4:07:36 principles uh at this school. And it

4:07:39 looks like it's a kind of the consistent

4:07:41 thing that's going on and again this

4:07:43 year why there's not returning

4:07:45 assistance at uh that school Tucson

4:07:48 High. Um and I even looking back at 2324

4:07:51 when um Mr. Rivera was there again. We

4:07:55 had some turnover there. I know one left

4:07:58 to go work for principal of an

4:08:01 elementary school and some changes

4:08:02 happened at the end of the year. So is

4:08:05 there a reason I guess on some of these

4:08:07 and then I also was looking at like I

4:08:09 said principal at another assistant

4:08:11 principal at another school transferred

4:08:13 over to her former school. So, is this

4:08:16 something that Eli has with their

4:08:18 contract that comes to the district or I

4:08:21 I thought like on some of these ones, if

4:08:23 you move to a school, you if you want to

4:08:25 go back to your old position, you have

4:08:27 to apply and compete or is that

4:08:29 different with the ELI contracts on

4:08:31 these things?

4:08:32 >> So, with with so in the situations where

4:08:34 you're talking about uh people, you

4:08:36 know, administrators serving in an

4:08:38 interim capacity. So, at Tucson High, we

4:08:40 have three um interim PR assistant

4:08:43 principles there. uh that first of all

4:08:45 they go through the appointment process.

4:08:46 So the board would be the the you would

4:08:49 be authorizing and approving those

4:08:51 interim assignments. But for those who

4:08:53 are internal they have they're working

4:08:55 at another site taking an interim

4:08:57 assignment that interim assignment is

4:08:59 just for the year and then they return

4:09:01 uh to their site um unless there was

4:09:05 another interim appointment extended. U

4:09:07 for Tucson High for example yes there

4:09:10 were three interim assistant principles.

4:09:12 Uh we're now going through the hiring

4:09:14 process uh for permanent uh assistant

4:09:17 principles. You know, we don't we don't

4:09:18 want interims, but sometimes they get we

4:09:21 do get interim appointments uh when we

4:09:24 uh get late get late in the season or

4:09:27 you someone is serving in an interim

4:09:28 principal capacity and we're backfilling

4:09:30 the assistant principal position. So the

4:09:32 interims are supposed to last a year and

4:09:34 then we're supposed to go in and try to

4:09:36 fill those um in the next hiring cycle.

4:09:39 And that's what's happening with a lot

4:09:40 of these positions. So if I if I took

4:09:42 Tucson High for example, there are three

4:09:44 assistant principles are interim. Two of

4:09:46 them were internal. So if they did not

4:09:48 um apply, compete and get selected to

4:09:51 continue at Tucson High, they would

4:09:52 revert uh to their prior positions in

4:09:55 the district. Um so that's that's what

4:09:58 that's what's happening. uh we try to

4:10:00 avoid interim assignments as much as

4:10:02 possible, but if they're in place, uh we

4:10:05 would certainly be working like we are

4:10:06 today to fill those um with full-time

4:10:09 permanent assistant principal

4:10:11 appointments that we hope to bring to

4:10:12 you or for your approval. Um we're

4:10:16 looking at May 12th uh for that for all

4:10:18 those appointments to be made on the

4:10:19 assistant principal ships.

4:10:20 >> All right. So then in that case of say

4:10:22 Cuc high with the three interns if they

4:10:25 that didn't go back to their old schools

4:10:27 if they decided they wanted to buy for

4:10:29 that job and they're not on this list

4:10:30 they can still apply for that position

4:10:33 >> right and so we're we are currently in

4:10:35 the middle of of well at the start of of

4:10:39 principles now going through that AP

4:10:41 pool and and setting up their interviews

4:10:44 for those applicants and in many cases

4:10:46 yes those interim uh APS are applying uh

4:10:49 for you know those that school or for

4:10:52 other APS uh AP opportunities. So, we'll

4:10:55 that'll sort itself out by um by May

4:10:59 12th is our is our target date.

4:11:01 >> Okay. And then some other people that

4:11:02 may not be on this list. Um is it um

4:11:06 just kind of for retirement transfers?

4:11:09 Do we have kind of an idea of why people

4:11:11 are no longer on this this list? I know

4:11:14 they just give us this list, but I don't

4:11:15 see the ones that are no longer on that

4:11:17 list. Right. So, if you're not on that

4:11:19 list, you may have resigned. Uh you may

4:11:22 right you resigned, retired, uh got

4:11:24 promoted to a district level, you know,

4:11:26 maybe a non a non-bargaining

4:11:28 uh position, uh gone back into teaching

4:11:31 or you know, retired and going back into

4:11:32 a counselor position. So, it reflects

4:11:34 all of those all of those items that you

4:11:36 are not continuing as an administrator

4:11:38 in the coming year. uh you would not be

4:11:40 offered a contract

4:11:42 >> unless like those interims they decide

4:11:44 to reapply then they will kind of get

4:11:46 locked come back into here or is that a

4:11:48 separate kind of vote?

4:11:49 >> Yes, they so yeah they would become they

4:11:51 would come back in their new capacity

4:11:53 once I mean what basically you're going

4:11:54 to you know if you appoint them into

4:11:56 their new position they would get a

4:11:57 contract at that point reflecting their

4:12:00 newly appointed status. Okay. So, this

4:12:03 is basically what we have right now on

4:12:05 the table, but there are other positions

4:12:07 that are open and those other positions

4:12:10 will come back, not four pages worth,

4:12:13 but all those available spots that are

4:12:15 still available in the district.

4:12:16 >> Correct. Yeah. So, by early May, we're

4:12:18 hoping that we'll bring all those

4:12:19 remaining AP principal shifts that are

4:12:21 open um and having those filled and

4:12:24 appointed uh by the board.

4:12:25 >> Fantastic. Thank you.

4:12:30 >> I'll move the item. I'll second.

4:12:33 >> All right. Item moved by myself and

4:12:34 seconded by Miss Luna Rose. All those in

4:12:35 favor say I. I. Any opposed?

4:12:38 >> Item passes 5-0.

4:12:40 >> All right. And we're going to move on to

4:12:42 6.3

4:12:45 approval of the next school year's

4:12:47 override funded compensation increases

4:12:49 and salary schedules.

4:12:50 >> Yes. I want to thank our chief uh uh

4:12:52 financial officer, Mr. Hernandez, for

4:12:54 the work he's done with TEA. And then

4:12:56 our employee relations director, Jason

4:12:58 Free. this has been his first major

4:13:00 project. Uh appreciate all them coming

4:13:02 together to put tonight's information uh

4:13:05 together for your consideration.

4:13:07 >> Good [clears throat] evening board

4:13:08 members. So yeah, this is uh the first

4:13:10 well the next big chunk of our override

4:13:13 implementation. It is the commitment to

4:13:16 compensation increases for employees

4:13:18 across the district. So just as an

4:13:21 overview, we obviously had a 15%

4:13:23 override about $45 million. um very

4:13:26 fortunate that the voters approved that

4:13:28 in November. Um I won't go through kind

4:13:30 of what the years will look like, but

4:13:32 ultimately um the renewal th this

4:13:35 funding will be good through year five

4:13:37 of the of the override. So through

4:13:40 November or through uh I should say

4:13:42 through June of 2031. Um seems like a

4:13:45 long time away, but 5 years won't take

4:13:48 that long to get here. And uh until that

4:13:51 point, we will fully fund the amount

4:13:53 that is part of this compensation

4:13:55 increase um unless there is not a

4:13:58 renewal by the voters or the board at

4:14:00 that time decides to not put this back

4:14:02 out on the ballot. Um currently we're

4:14:04 estimating a property tax of about 95

4:14:06 cents. So it's about 7 cents lower than

4:14:09 we previously estimated. So about $7 for

4:14:12 every $100,000 in assessed valuation. Um

4:14:15 we'll know that'll be finalized in the

4:14:18 summer. So, what was the commitment? So,

4:14:21 the override committed that employees

4:14:23 would receive the following. A $3,000

4:14:26 increase for all teachers or all

4:14:28 employees, I should say, in the TDR,

4:14:31 TDRB, and NEXAT teacher salary schedules

4:14:33 in the consensus agreement. A 4%

4:14:36 increase for all other employing groups,

4:14:38 including substitute teachers. You can

4:14:40 see across on the right hand side of the

4:14:42 screen essentially what the estimate is.

4:14:44 Right now, we're estimating just over

4:14:45 $20.2 2 million um will be invested

4:14:49 which is uh just over half of the entire

4:14:52 uh override that will be committed to

4:14:55 providing increases based on on their

4:14:57 bargaining group. Um as I provided there

4:14:59 for substitutes it is an estimate simply

4:15:01 because the estimate of how much they

4:15:04 will earn is dependent on how much they

4:15:05 work since they are essentially on call

4:15:07 employees um at this time. So the

4:15:11 implementation process is this. It will

4:15:13 apply to all regular positions which

4:15:16 include our monitors, our elementary

4:15:18 support workers, our crossing guards,

4:15:20 our substitutes, and our principal

4:15:21 mentors. It will also includes include

4:15:24 least and return to work employees in

4:15:26 those categories. The 4% increase will

4:15:29 be based on the current grade or step of

4:15:32 that employees base hourly rate or

4:15:34 salary. So, wherever you are on the

4:15:36 salary schedule and all of the salary

4:15:38 schedules were attached to the board

4:15:39 agenda item, your 4% will go from there.

4:15:42 there and I provided several examples on

4:15:44 this slide. Now for TD, TDRB and exit

4:15:48 only this process is still to be

4:15:50 determined. Um we've been working on

4:15:52 this with Tucson Education Association

4:15:54 with TEA for a few weeks now. We have

4:15:56 not finalized a uh essentially a

4:15:58 preferred implementation process and

4:16:00 we're hoping to get some resolution

4:16:02 before the end of the month so that we

4:16:03 can get this um squared away for the

4:16:06 next school year. But ultimately

4:16:08 everybody else um that is not TD, TDRB

4:16:11 or EXID teacher um and substitute which

4:16:14 includes substitutes will um will

4:16:16 receive the increase effective the uh

4:16:19 2627 at this point. So now no increases

4:16:22 will be affected to positions like

4:16:24 coaches and extra duty positions or

4:16:27 supplemental positions like summer

4:16:28 school. Um the override increase does

4:16:31 not affect other similar compensation

4:16:33 items. So we do for example sick leaf

4:16:35 payout or vacation payouts those are not

4:16:38 those are going to be uh paid out at

4:16:40 your regular rate not at your override

4:16:42 rate. Um shift differentials education

4:16:44 stipens and like I mentioned

4:16:46 supplemental base rate. Now overtime pay

4:16:48 is different. We will pay overtime based

4:16:51 on your current hourly rate plus that

4:16:54 4%. So if you're at $20 and now you're

4:16:56 going to be at 2080 your overtime will

4:16:59 be calculated at that 2080. All of the

4:17:01 increases will go into effect on July 1

4:17:04 or the first day of your contract,

4:17:05 whatever is later since so we have some

4:17:08 employees who ne don't necessarily start

4:17:09 on July 1. They may start later in the

4:17:11 month of July um or even into August.

4:17:14 Whenever they start, that's when the the

4:17:16 increase will go into effect. Now

4:17:18 earlier in February uh you approved

4:17:21 contracts contract language that is

4:17:23 already incorporated into all of those

4:17:25 contracts that talks about uh the fact

4:17:28 that you know a portion of the

4:17:29 compensation for these employees is

4:17:30 override funded and it's subject to

4:17:32 future funding levels. So if anything

4:17:34 changes down the road obviously you know

4:17:37 the board has full comm you know full

4:17:38 authority to decide how we're going to

4:17:41 uh fund that going going forward

4:17:43 depending on our funding levels in the

4:17:45 future.

4:17:47 So, next steps, uh, if you approve this

4:17:49 this item tonight, uh, finance and HR,

4:17:52 we're going to begin working on the

4:17:53 implementation of the new salary

4:17:54 schedules. Again, they're they're

4:17:56 provided with the agenda item 42627.

4:17:59 Um, employee relations, finance and HR,

4:18:01 we will continue to work with with

4:18:03 [clears throat] TEA to uh focus on the

4:18:05 implementation process of that $3,000

4:18:08 increase. And all employees will receive

4:18:10 notification of what those respective

4:18:12 increases will be. Once they're

4:18:14 finalized in our payroll system, we will

4:18:16 start actually rolling over our payroll

4:18:18 system to open 2627

4:18:20 um this weekend. So, we will uh we will

4:18:23 start kind of getting those ready to

4:18:24 roll um here pretty soon. So, with that,

4:18:28 any questions?

4:18:31 >> I had a question. So, on the pay stop

4:18:33 and payroll, will that be like a

4:18:35 separate line item for the override or

4:18:36 will it be incorporated into their base

4:18:38 salary? it'll be so on their on their

4:18:40 check it they'll see one line item. Um

4:18:42 in the payroll system we will separate

4:18:45 it out. So we will focus so that we can

4:18:47 track it separately but people will only

4:18:49 see one base pay item. Um if the board

4:18:52 wants us to you know show it separately

4:18:54 we'd have to kind of develop a kind of a

4:18:57 supplemental pay kind of structure so

4:18:59 that you know like I said if you're $20

4:19:02 we'd have to develop a separate line

4:19:04 item just for that 80 cents. Um, so that

4:19:06 if people want to see that override, if

4:19:08 that's something the the board can wants

4:19:09 us to do, we can certainly work on uh

4:19:12 doing that. Otherwise, it's gonna be

4:19:14 rolled into just one base pay item.

4:19:17 What does the board prefer? Would you

4:19:19 prefer see or keep it into just rolled

4:19:22 in?

4:19:25 I see Mr. Romero saying separate

4:19:30 neutral on Miss Luna Rose.

4:19:41 All right. [clears throat]

4:19:43 [sighs] What do you think would be best?

4:19:48 >> Just in terms of ease or

4:19:50 >> Well, obviously I'm going to I'm going

4:19:51 to advocate for my payroll team and make

4:19:53 it as easy as possible for them, but we

4:19:56 will do whatever you want us to do. If

4:19:58 you prefer us to have a separate line

4:20:00 item so people can see it, ultimately

4:20:01 everybody's going to get notified,

4:20:03 right? So everybody's going to know you

4:20:05 make A today, tomorrow you're going to

4:20:06 be 8 time 40 or time 4%.

4:20:10 So I mean either way we're going to

4:20:12 notify people of what the difference in

4:20:14 their pay structure will be.

4:20:17 >> There's no override after 2030 or 2032

4:20:20 or however it works with that. We would,

4:20:23 and that's why I'm saying in the payroll

4:20:25 system, not to get too technical, we

4:20:27 would be able, we track it separately,

4:20:28 we would be able to kind of essentially

4:20:30 yank that 4% back, but people would see

4:20:33 no change to that, you know, to their

4:20:34 base pay of like let's say that $20

4:20:36 example.

4:20:46 >> Okay.

4:20:48 I don't think a lot of consensus and

4:20:49 everything we can. Yeah, we I don't

4:20:52 think we need to make a decision on that

4:20:53 tonight though, right? That's something

4:20:54 >> you don't need to make a decision about

4:20:55 that tonight. Like how we want to

4:20:57 structure it, we can do it at any point

4:20:58 in time.

4:21:00 >> What we really need to know, especially

4:21:01 for auditing purposes, we need approval

4:21:03 of the salary schedule so that we can

4:21:06 work on the compensation roll out

4:21:08 >> and the only thing we're not approving

4:21:09 is TR T and Xed.

4:21:12 >> Correct. And substitute teachers.

4:21:14 >> Substitute teachers are are Yeah, we're

4:21:16 still working on them. So those are the

4:21:18 only four groups that are still kind of

4:21:20 >> All So I'll move the item as presented

4:21:22 then.

4:21:23 >> I'll second

4:21:24 >> item moved by myself and second

4:21:26 amendments Luna Rose. All those in favor

4:21:27 say I.

4:21:28 >> I.

4:21:28 >> I. Okay. No. Item passes 5.

4:21:31 >> Thank you.

4:21:32 >> All right. Thank you.

4:21:36 >> All right. And our last item for tonight

4:21:37 6.4 approval of the implementation of

4:21:41 the results of the phase 1B of the

4:21:43 investment grade audit. Dr. Trillo.

4:21:46 >> Yes. I'd like to welcome our uh bond

4:21:48 project manager Dr. Charlotte Carter for

4:21:51 this final item of the evening.

4:21:54 >> Good evening uh to the go govern

4:21:57 governing board president Dr. Sha and uh

4:22:01 board members. I am here to present the

4:22:05 implementation of the results of the

4:22:07 phase 1B of the investment grade audit.

4:22:12 Uh the board will receive and you're

4:22:14 receiving information as for the results

4:22:18 of the phase 1B

4:22:21 investment grade audit for the

4:22:23 implementation at the following schools

4:22:26 banks booth C. Rose Davis Romero

4:22:32 bilingual elementary magnet deeds draman

4:22:38 lineweaver monzo Roberts Naylor Robins

4:22:42 K8 Sil um tab veil middle and right K6

4:22:49 so I did want to mention to you the

4:22:52 scope

4:22:53 so this is going to include the

4:22:55 construction of the facilities and

4:22:58 improvement measures which they call

4:23:00 fins and the energy conser conservation

4:23:03 measure ECMS. So that can include things

4:23:07 such as the engineering and design for

4:23:09 complex HVAC domestic water line

4:23:13 replacements, plumbing modernization,

4:23:15 sewer upgrades, irrigation replacements,

4:23:19 building envelopes reduced air

4:23:22 infiltration, for example, sealing doors

4:23:25 and windows.

4:23:28 uh electrical which is uh the switch

4:23:30 gear transformers and upgrades. Uh

4:23:34 career tech education for students and

4:23:38 the benefits for the district in the

4:23:41 implementation of the investment grade

4:23:43 audit is enhanced design standards and

4:23:46 utility savings which we know is very

4:23:48 important right now. Reduce risk through

4:23:51 IGA engineering and ongoing performance

4:23:54 asurances. modernize facilities that

4:23:57 address emergency cost overruns. Provide

4:24:00 data analytics for transparency and

4:24:04 accountability

4:24:05 and standardizing documentation and

4:24:07 software that provides predictability

4:24:10 and long-term operational value.

4:24:14 And on the screen uh if you go down a

4:24:17 little bit you will see the schools that

4:24:20 this includes and it shows the

4:24:23 individual amounts. So each one of these

4:24:27 uh particular schools have been assessed

4:24:29 and the recommendations for

4:24:32 implementation have been provided. Uh

4:24:35 and it shows the total for the 14

4:24:38 schools of 26,562,370.

4:24:44 We uh all the time have been um doing a

4:24:48 contingency of 20%.

4:24:51 Which makes the total for this

4:24:53 particular um board agenda item is

4:24:56 31,874,844.

4:25:02 So what I am asking for today is a

4:25:06 motion to approve the implementation of

4:25:09 the results of the phase 1B of the

4:25:12 investment grade audit.

4:25:14 Any questions?

4:25:21 >> Dr. Shaw,

4:25:22 >> go ahead.

4:25:23 >> I'll move the item.

4:25:24 >> I'll second

4:25:25 >> item moved by Miss Exterm and seconded

4:25:27 by Miss Lunar Rose. So I'm sorry. I'm a

4:25:29 little confused. So you mentioned a

4:25:32 whole list of things, but do we know

4:25:33 like per school what we're approving?

4:25:36 >> Yes. And so instead of giving you 17

4:25:38 proposals and I did for the bond

4:25:41 oversight committee, they got each

4:25:42 individual uh proposal and in each

4:25:45 individual proposal based on the

4:25:47 assessment is what they're getting. So

4:25:50 like for example

4:25:52 um I brought one of the proposals for

4:25:58 um

4:25:59 in this particular case I uh brought

4:26:02 banks and so within their 11 pages it

4:26:08 outlines exactly what that school would

4:26:11 be getting.

4:26:12 >> Okay. And that was vetted by the back

4:26:14 and every or the bond oversight

4:26:16 committee. I'm sorry.

4:26:18 >> That was already vetted by the bond

4:26:19 oversight commission.

4:26:20 >> Yes. They received as part of their

4:26:22 packet all the of the proposals and so

4:26:26 they were able as well to ask questions

4:26:28 if they had any. Uh but it's very

4:26:31 individualized because each school is

4:26:33 different and custom.

4:26:34 >> Okay.

4:26:36 >> All right. Uh all those in favor say I.

4:26:39 >> I. Any opposed? Item passes 5-0. Thank

4:26:42 you, Miss Dr. Carter.

4:26:43 >> Thank you.

4:26:45 All right,

4:26:47 Dr. Trujillo stepped out, but I do want

4:26:50 to say that we have on our schedule

4:26:52 uh next week uh exact only session. I

4:26:55 don't believe there are any items. So, I

4:26:57 will move for us to cancel that uh

4:26:59 meeting next week.

4:27:01 >> Second move by myself and second by Miss

4:27:03 Shaw. Those in favor say I.

4:27:05 >> I. I.

4:27:06 >> Okay. [clears throat]

4:27:06 Item passes 5-0. So, our next meeting

4:27:09 won't be next week, but will be on the

4:27:10 28th for a full meeting. Uh usually Dr.

4:27:14 Dr. Heel will give I see him walking

4:27:16 back

4:27:18 to does there's anything else from the

4:27:19 governing board on this item.

4:27:20 >> Dr. Sha

4:27:21 >> Mich

4:27:22 >> um I would like to add to a future

4:27:24 agenda a uh desegregation advisory board

4:27:28 committee

4:27:30 um as an action item to discuss and and

4:27:34 vote on that.

4:27:36 Um, and also add to a future agenda a

4:27:40 review and revision of governing board

4:27:42 policy JC and JCR so we can update the

4:27:47 public notice minimum requirements.

4:27:51 >> Dr. Trio, we um cancel next week's

4:27:53 exectoon meeting because there's no

4:27:55 items. Correct.

4:27:57 >> Uh, we do have Where's Miss Boa? I

4:28:00 thought I Do we have a student hearing?

4:28:02 We do have a student hearing scheduled.

4:28:04 Would would that be able to fit in the

4:28:07 May executive session?

4:28:12 >> We we

4:28:12 >> we have a student hearing on the 21st.

4:28:13 >> We have a student hearing scheduled for

4:28:15 the 21st, but we would just need to

4:28:16 notice notice the parents, I think, by

4:28:18 tomorrow.

4:28:19 >> Yeah, we Okay, we'll take care.

4:28:20 >> This one item is the only thing that we

4:28:21 have.

4:28:21 >> We could take it into the first meeting

4:28:23 in May.

4:28:24 >> Okay.

4:28:31 >> All right. I think that's it then. All

4:28:32 right. I'll close the meeting. Thank you

4:28:33 everyone. Thank you everybody.

4:28:49 >> Thanks Jerry.

4:28:52 >> Yeah, it was fun. It was a good day.

4:29:05 as always. Thank you.