TUSD1- April 14th 2026 Governing Board Meeting — April 14, 2026

Meeting Details

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

Meeting Timeline

Time	Section	Summary
44:01	Land Acknowledgment
45:33	Superintendent’s Report
50:42	Student Performance
59:59	Superintendent’s Report (Continued)
1:18:49	Desegregation Program Presentation
1:29:06	Board Member Comments
1:32:14	Public Comment
1:40:05	Closing Remarks
1:50:50	Board Member Reports / Further Discussion

People and Organizations Mentioned

Persons

Organizations

Schools

Cholla High School

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.

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