[0:00] this board meeting. We're going to start
with roll call.
[0:09] » Uh roll call. Uh Linda Bo is here.
Britney Buchanan
[0:14] » present.
[0:17] » Colette Chapman
>> present.
[0:20] » Thank you.
>> Michael Gordon
[0:23] » I'm here.
>> Can't hear you.
[0:26] » I'm here.
>> Just
[0:30] » [laughter]
[0:32] » Uh Randall kid, where's he? Oh, there he
is.
[0:37] » Shauna Tomico,
>> I am present.
[0:40] » All right. Thank you. Thank you. And
carry carry on, Britney.
[0:46] » All right. We're going to move to 1.2.
Uh we have a new board member that we're
[0:50] very excited to have on our board and
expand our board a little bit more. Um
[0:54] I'm going to let uh board member Kidd
introduce himself.
[1:04] All right. Hello. My name is Randall
Kidd. I am a second generation deaf
[1:09] person from California. I moved to New
York and now I'm here in Arizona. Uh for
[1:13] about 20 years I've been here now. Uh I
had worked here previously at Phoenix
[1:17] Day School for the Deaf for 15 years
with the agency.
[1:22] So uh I am a proud also a proud parent
of a deaf and heart of hearing child uh
[1:27] my fifth child and I look forward to
supporting ASDB into the future on our
[1:32] path at at this challenging time ahead.
So hopefully we're able to work together
[1:37] well for a better future. Thank you.
[1:42] » Fantastic. We'll move on to 1.3 call to
the public. Uh, Secretary both.
[1:53] » Um, we have a comment from Trish.
[1:59] Pardon, let me say that name again. It's
Trish Ross. Pardon me. Um, and it is
[2:04] pertaining to 1.6.
[2:09] Is that
Is that where we're at? Is that what I'm
[2:13] meant to be doing? Oh, here we go. All
right. Yeah, I saw her. Okay, there she
[2:17] is.
>> Good afternoon, ASDB community. I want
[2:21] to speak to you about the board's
decision to change the salary schedule.
[2:25] I think it was a tremendously bad
decision.
[2:29] It will hurt teacher retention and it
will hurt teacher recruitment. The board
[2:34] was presented with a lovely slideshow
that compared our agency with various
[2:37] agencies salary schedules. When do the
teachers get to present their
[2:42] PowerPoint?
something to support our view. I have
[2:47] commented on many plans the
administration has made and it seems it
[2:50] really doesn't matter. If we, the staff,
the people who are directly impacted by
[2:55] your decision to change the salary
schedule, had an opportunity to present
[3:00] a slideshow,
we would have presented with actual
[3:05] schools that we're competing with, other
deaf schools. Our new pay scale ranges
[3:10] from 42,000 to 66,000, but 66,000 with a
PhD.
[3:17] New Mexico's range, New Mexico School
for the Deaf, their range is 55,000 to
[3:22] 106,000.
California's is 52 to 105.
[3:28] Include Texas and Colorado. All those
schools that we're competing against to
[3:32] get fresh people out of Galedet or other
schools that are are teaching our
[3:38] training our teachers
all earn over 55 as a starting salary.
[3:44] So a young new teacher coming out of
Galedet or any other teacher training
[3:48] program would get 10 to$13,000 by
joining another school. Why would they
[3:53] come here? especially since there's no
guarantee that there's a they would move
[3:57] up on a scale. Once again, there is no
way for us to have input.
[4:03] The administration makes decisions with
no thought for those of us who have our
[4:07] boots on the ground doing the real work.
And the fact that this decision was made
[4:12] by a two to one vote, that's a shame. It
will have severe consequences.
[4:19] Welcome to the board member board member
kid. Um, you once were one of us. So,
[4:24] I'm looking forward to support.
[4:28] » Thank you.
>> Thank you. Is there any other public
[4:32] comment?
Yes, there is.
[4:38] Trish Ross for item for Sher Taylor
related to item 1.7,
[4:47] » I believe. Yes, that's the
superintendent uh the assistant deputy
[4:50] assistants superintendent report. Um PLC
requirements on a daily basis are
[4:57] killing our morale. They're impacting
our planning and instruction on a daily
[5:02] basis.
Sherry has taken the bullet points from
[5:05] the presentation
and she says, "I support PLC's and
[5:10] data-driven instruction. My concern is
specifically the requirements for formal
[5:14] PLC's every day, not the PLC process
itself.
[5:20] What p what specific research or data
was used to determine that a daily
[5:25] format PLC's were more effective than a
PLC?
[5:30] When we were presented with the PLC
reboot
[5:34] research and due four, it said
um it provided staff and described
[5:42] research recommending PLC's
meeting approximately 1 to two hours
[5:47] once or twice a week. The research
presented to staff does not establish a
[5:52] formal meeting to occur daily. the
materials referenced into four and the
[5:57] weekly collaboration meetings, but they
do not identify research demonstrating
[6:01] that five formal PLC meetings per week
produce better student outcomes.
[6:07] If the materials provided to the staff
describe weekly PLC meetings for
[6:11] approximately 1 to two hours, what
evidence what evidence led our district
[6:15] to implement a formal PLC meeting five
days per week?
[6:21] Daily instruction does not require daily
meetings.
[6:25] How how was it determined that teachers
need to be formally every day meet
[6:29] formally every day to complete the PLC
cycle rather than collect and implement
[6:33] data throughout the week?
[6:37] Leadership and coaching support. Sarah's
board communication says leaders will
[6:43] join PLC's daily. Odd and CIA OD/CIA
coaches are committed to supporting
[6:50] teachers daily. My concern is whether
every department is actually receiving
[6:54] the daily leadership and coaching
supported accountability for the PLC
[6:59] model itself. Accountability should
apply to PS PLC structure itself. If we
[7:05] expect students to use evidence to
determine
[7:09] what works for students, the district
should use evidence to determine the
[7:13] daily formal PLC is really important.
What student outcome data is the
[7:18] district collecting to evaluate whether
daily formal PLC meetings are actually
[7:22] producing results
and will the district reconsider the
[7:27] frequency of if the data does not
support it? Teachers are falling far
[7:33] behind with IEPs and other work. We are
asking that we reconsider the daily
[7:39] formal PLC meetings.
Thank you.
[7:43] » Thank you.
>> [clears throat]
[7:50] » We will be moving into 1.4 information
and possible discussion in a V
[7:56] strategies presentation. Superintendent
Recommend.
[7:59] » My gosh.
[8:22] Board members, it is my honor to
introduce Shane Feldman.
[8:31] He is the CEO of Innov.
[8:37] We just signed a contract with him with
his company to do the search for the
[8:45] next superintendent.
He has agreed to come here today to give
[8:51] you a presentation and to answer any
questions
[8:57] that you might have with his initial
search for the next superintendent.
[9:07] So Shane,
[9:13] hello everyone.
I am thrilled to be here to meet with
[9:17] you all. My name is Shane Feldman.
I want to make sure that everyone has a
[9:24] clear line of sight for me.
Okay, wonderful. This is my name sign
[9:31] and my company's sign looks like this.
inv strategies and we're excited to be
[9:37] working with ASDB on your search process
to support you in finding your next
[9:42] outstanding leader to connect su
Superintendent Reichman's current work
[9:48] with your work ongoing.
I am internally grateful that the board
[9:53] and Annette has invited me to come in
person this morning. I had the
[9:57] opportunity to tour this school and this
tour was led by students. These were
[10:03] three outstanding students full of
energy and enthusiasm for their school.
[10:07] I can see that they truly care about and
love their school here. I also met with
[10:13] some staff members including the
leadership team and that helped me get a
[10:17] good sense of your school spirit and
what makes people excited to work here
[10:23] and a potential new leadership what
would make them excited to be here as
[10:27] well.
I'm going to show you a few slides to
[10:31] talk about what you can expect from
Innovy moving forward and then I'll open
[10:35] the floor to some questions about what
that search process will look like.
[10:41] Next slide, please.
[10:48] Okay,
we have three people on our team who
[10:52] will be part of this search process. You
have myself, Shane.
[10:57] The second is Melissa Yangst.
[11:02] She is part of our team.
She has helped with many search
[11:08] processes. And I was excited to learn
that she is actually a former employee
[11:13] of PDSD in the role of school counselor.
So, she knows the school well. She'll be
[11:18] part of the search process and will and
has supported over 20 different search
[11:24] processes. We have done over 35
executive searches over the last few
[11:30] years. The third member of this team is
Katherine Confield.
[11:36] She is our HR consultant.
She is PRN certified and she will help
[11:43] make sure that our search process
follows HR expectations
[11:48] as well as EEOC standards and is a
specialist in removing bias from the
[11:54] search process. Melissa Hails from New
York, Katherine Hails from California.
[12:01] Next slide.
[12:07] » There are five phases to this search
process.
[12:12] After the board meeting, I would
encourage you to take a look at the
[12:16] attachment online so that you can take a
look at the slides to get an idea of
[12:20] these five phases. But I'll just give
you a brief summary for now. The first
[12:26] phase is where we prepare for the search
process.
[12:31] What first needs to happen is gathering
all of the information needed to know
[12:36] about your school and your systems that
will help initiate the process.
[12:42] When we go across the country to talk
about schools, we want them to
[12:47] understand what ASDB looks like, what's
important to you, your values, your
[12:51] strategic plan, your employee handbook,
your sitebased programming. So me being
[12:58] here is part of that phase one.
Once we get a full idea of your school
[13:04] and your agency's culture, we move on to
phase two.
[13:09] » If I could take a moment to step back,
part of phase one will be happening from
[13:14] January to February in 2027. This takes
about two months to finish that initial
[13:20] phase. Then in the spring, we will start
phase two.
[13:25] Phase two is comprised of sending out
surveys for focus groups, collecting
[13:31] information about what they would like
to see in the new leadership of this
[13:35] agency.
>> The purpose of that is to get a good
[13:40] understanding of what your leadership
profile should look like. We will be
[13:45] drafting that based on the information
that we receive in those groups, sharing
[13:49] with the board, asking for board
approval, and then advertising for that
[13:53] leadership profile. The leadership
profile is a bit different than a job
[13:58] description. Your job description is
more focused on the function of the job.
[14:03] So for example, budgeting being
responsible for interfacing with the
[14:09] board, state legislature, while the
leadership profile describes the current
[14:14] challenges and opportunities in front of
that new leader.
[14:19] » That is more specific to the needs on
the ground right now. And it helps
[14:24] executive leadership find whether they
are an appropriate fit, but then also
[14:29] helps the board guide their decisions in
making that selection.
[14:33] During phase two, we start the process
of a search committee.
[14:38] » We build that search committee during
phase two.
[14:42] » Once we finish with phase two, we then
announce that we are opening the search
[14:47] process.
>> That will happen.
[14:49] » That will happen likely late summer.
[14:55] » Once we start phase three,
>> we will start doing two things
[14:59] simultaneously.
First is our open recruitment period.
[15:04] Typically in our experience, two months
is the right amount of time for that
[15:08] recruitment period. Anything less than
that is simply too short. Anything
[15:12] longer than that simply is too long. 2
months is right in that sweet spot.
[15:18] » The second thing we do simultaneously is
being focused on the search committee
[15:23] training, explaining their roles and
responsibilities and building that
[15:27] capacity. I strongly recommend that your
search community include parents,
[15:33] students, alumni, teaching staff, other
associated staff, and I would ask for
[15:41] board representation as well. I'm not
wellversed on your state law and I want
[15:45] to make sure that we're following the
expectations between the board and the
[15:49] state and who delegates that authority
to the search committee.
[15:56] Once we finish both of those things in
phase three, then we bring out a group
[16:01] of people who people who will be doing
pre-screening to make sure that those
[16:05] candidates meet the minimum criteria.
We'll talk about that later about what
[16:09] those criteria or those requirements
might be. But once the candidates meet
[16:14] those screening criteria, we start the
phase four, which is round one of
[16:19] interviews. The search committee will be
part of those interviews.
[16:24] They will decide who they would like to
recommend to the board as a finalist.
[16:30] We would be taking care of the
supporting of that process, making sure
[16:34] that they are meeting the expectation of
the search process of the interview
[16:39] process, coaching them, supporting them
in order to prepare them for the
[16:43] interview process, and then helping them
with the interview itself.
[16:49] The second part of phase four is the
finalist process.
[16:54] » The search committee recommends the
finalists to the board. The board may
[16:59] look at those finalists and approve them
as finalists.
[17:03] » Then we will make a final interview to
make the board's final decision.
[17:08] » In phase five, we begin the transition.
Part of that will be support using their
[17:15] leadership profile in order to set
expectations for the first year
[17:21] and we can evaluate what that process
looks like after that first year. But
[17:25] that leadership profile becomes a
permanent part of what the leadership is
[17:29] holding themselves accountable for and
what the community is going to hold them
[17:33] accountable for because the community is
an important part of this process.
[17:37] » Three community touch points. There are
three community touch points within the
[17:41] search process. The first one is that
search committee. We want representation
[17:46] from a diverse group of people. The
second one is those focus groups and the
[17:51] surveys. That's where we create the
leadership profile. And the third touch
[17:56] point, if you decide to have an open
search process, the community would then
[18:01] be interacting with those approved
finalists in order to provide feedback
[18:05] for community preference. They may like
strong leadership profile in candidate A
[18:11] over candidate B and they may make some
feedback to the board to help guide your
[18:16] decisions.
>> So those are the five phases that we
[18:19] would propose. Um I have a little bit
more to talk about and then I'll open
[18:23] the floor for discussion. Next slide.
[18:29] These are the key roles and
responsibilities.
[18:32] The reason why I bring this today is
because I do want to make it clear that
[18:36] throughout this search process, our role
as a consultant is to focus on designing
[18:42] and supporting your search process. But
we would be asking ASDB to also support
[18:47] that venture. For example, we are not
the experts in your school community. So
[18:53] recommendations for that search
committee would be part of ASDB's
[18:56] responsibilities. helping to elicit
survey responses would be an ASDB
[19:02] responsibility. Setting up and running
those focus groups that we would help
[19:06] facilitate.
>> We also would ask for some logistical
[19:10] support. So, for example, interpreting
services, captioning, video production,
[19:16] helping with communication,
so press releases, some logistical
[19:21] support that we would be asking for from
ASDB while we design and facilitate the
[19:25] search process. The goal with the search
process and the designing of the comm of
[19:30] the search process is to make sure that
the community feels like ASDB is a place
[19:35] that can be trusted through this
process. And then when we set up that
[19:39] new superintendent, they are set up for
success. Often
[19:44] what I have seen happen in the search
process, if the search process is not
[19:48] designed well, even if you hire a
phenomenal new leader, at no fault of
[19:54] their own, the community meets them with
suspicion due to the search process
[19:59] itself. So, it's important that we make
sure that the search process is designed
[20:04] specially to celebrate and welcome this
new leader into a place where they're
[20:09] set up for success. So, we'll review
those roles and responsibilities in
[20:15] detail a little bit later, but I did
want to just let you know that from us,
[20:18] we will be asking for ASDB's support in
this process rather than just our own
[20:23] doing our own thing. It's a
collaborative effort. Next slide.
[20:30] » Here I have some different phases uh
within phase one and two.
[20:36] » Phase one will give you an
organizational checklist.
[20:40] So this is to give us a full picture of
your organization, your bylaws, your
[20:45] handbooks,
your strategic plan,
[20:50] » anything else or u any sort of statutory
requirements that might govern this
[20:55] search process. Knowing all of that
helps us do our job and helps us comply
[21:01] with your expectations. One thing that I
forgot to mention is potentially
[21:05] Department of Education may have some
specific requirements that we would need
[21:09] to be made aware of as well. Um, if
there's any sort of community
[21:12] requirements, I would ask for that
information to be shared in phase one.
[21:18] » Phase two,
we want to make sure that everything we
[21:21] do is fully accessible. And so, I would
need your help knowing what access looks
[21:26] like for this community. I would be
asking to support both our blind and
[21:31] visually impaired community and our deaf
part of hearing community and our deaf
[21:36] blind consumers as well ensuring that
everything we do is accessible to all
[21:41] parties. Every school that we've worked
with has served both deaf and blind
[21:46] communities and there are standards for
this expectation.
[21:50] » So I want you to help me understand how
best to support and include all
[21:54] constituents in this search process.
[22:01] One other item I wanted to talk about
was your perspectus.
[22:07] » I see this search process and what we
can do to market this search process as
[22:13] an opportunity to achieve two things.
one is clearly to hire a new
[22:19] superintendent.
>> But the second one,
[22:23] » one thing that we've noticed is in
previous search processes, this is a
[22:26] rare opportunity to put the stage focus
on ASDB and to put you on the national
[22:32] map. people always
>> people pay attention when the search
[22:36] process is is happening and it's a great
opportunity to advertise ASDB and to
[22:43] market what's happening at ASDB. This is
an opportunity to reframe and to create
[22:49] a message about what is happening at
ASDB that is so exciting and why people
[22:54] should be want to be here. This is an
opportunity to attract people to show
[23:00] people why this job is important. why is
exciting and why people should want to
[23:05] work for ASDB so that you can attract
top quality talent.
[23:11] » Next slide, please.
[23:17] » I would ask for your help as a board to
confirm some information that we
[23:22] currently have or what we need to change
before we begin this process in earnest.
[23:28] It's been my experience with other
search processes that four things may
[23:32] styy things. We want to make sure that
the title is confirmed as superintendent
[23:38] and the roles and responsibilities are
the same. The second thing we need to
[23:43] confirm is the salary.
>> I will be giving you a salary study. We
[23:50] do this for every search process
comparing your schools for the deaf with
[23:54] other schools for the deaf across the
country. So you can understand what this
[23:59] salary looks like in comparison to like
positions. So that you can understand
[24:04] what other executive leadership may be
looking at when they decide whether to
[24:08] apply or not. Salary does have a huge
impact on the caliber of candidates you
[24:13] will attract. And so I will be making
sure that you have the in the
[24:17] information needed to make that
decision. The third one is any
[24:21] requirements that may needed may be
needed to govern this decision. So, do
[24:26] they need to have a specific certificate
certification an administrator?
[24:33] » Some states accept reciprocity from
other states, some don't.
[24:38] » So, I need to know ASDB's requirements
for that.
[24:41] » And the last one is HR expectations and
requirements. Tell me all of those
[24:47] things so that I can support your HR
process and the search process itself.
[24:53] Next slide, please.
[24:57] Okay, next steps.
>> I've talked with Superintendent Reman
[25:02] yesterday and today and some folks here
at this school explaining what these
[25:07] expectations are. The next things is to
set up a core group of folks who are
[25:12] going to be meeting with us.
This core committee typically is
[25:16] comprised of a board member at least a
staff member and we meet every two
[25:22] weeks. We focus on many small issues
that may arise like supporting surveys,
[25:29] supporting announcements, focus groups,
announcement dates and other such
[25:34] information. If any critical information
were to arise that needs to be um
[25:40] notified to the board, then we would be
bringing the board that information and
[25:45] making those decisions as a group. So my
recommendation would be to make sure
[25:49] that we set up this schedule in a team
of four, which would be myself, Melissa,
[25:54] a board member, and a staff member. If
you want to be flexible with that, let
[25:59] me know. But I want to make sure that we
keep this group small and nimble as
[26:02] possible.
One other thing I wanted to discuss,
[26:10] I'll be giving you an organizational
checklist like I mentioned that will
[26:13] help guide our search process. That
contract starts in January. So, as we
[26:18] celebrate the new year, I'll be coming
to you with some information. I also
[26:22] would like to know when and how often
you would like updates to the board.
[26:27] This could be virtual potentially. I
came in person today, but most of the
[26:31] time we'll be meeting each other
virtually.
[26:36] » I believe that there may have been one
other slide. Nope. Okay. Okay.
[26:41] » So, one thing I want to ask the board
about is I do want to have a talk about
[26:46] the difference between an open search
process and what's referred to as a
[26:50] closed search process. Some states have
different expectations and so tell me
[26:56] your expectations and we'll follow
through with that. But if it's open for
[27:00] discussion, I can tell you about the
pros and cons of each of these
[27:03] approaches. So for example, a closed
search process. One pro of that is if
[27:10] executive leadership doesn't want to
disclose that they are applying for this
[27:14] role, they can do so privately.
However, the cons of that is that it
[27:21] lacks transparency and it's harder to
engage the community.
[27:26] Just as a note,
>> some search processes that we've been
[27:30] involved with with schools for the deaf
and blind, even if we try to keep it
[27:34] closed, if we bring the person in
person, word gets out.
[27:40] » So, this is a very small community that
we're talking about. And so, you have to
[27:45] decide between open and closed
processes. The pros of an open process
[27:51] is that you have your finalists come to
show who they are, explain their mission
[27:56] and vision for the future of the school.
The community can then see that and see
[28:01] if that fits with their leadership
profile and then provide feedback about
[28:05] that while we collect that feedback to
share with the board as a part of your
[28:09] decision-making process.
The decision-m process is comprised of a
[28:14] lot of other things like for example
community feedback, a background check
[28:18] which we take care of, reference checks
which we also take care of and also all
[28:24] of the interview information that would
be part of your decision-m.
[28:28] So that's a brief summary of what to be
expected. I am available for any
[28:33] questions you may have.
[28:48] I guess I can get us started. Thank you
very much for your presentation. I
[28:52] appreciated it. I do have a few
questions. As you notice, I just joined
[28:57] the board, so I'm a bit green myself
here. Um I prior to joining the board I
[29:04] did have information from the community
in terms of how they felt that their
[29:08] trust in ASDB was not that great. So
what would be your approach to dealing
[29:13] with that um that weakness in our agency
that that community trust? How how would
[29:18] you address that in your process?
Shane, I mean me myself, that's a great
[29:24] question. And how to do that is to
figure out how we want to involve the
[29:29] community as part of that process.
During my presentation, I mentioned
[29:33] those three points and I recommend to
involve the community. The first one is
[29:37] creating that search committee that
includes a representative from each of
[29:41] those communities. making sure that
there is a balance between the deaf and
[29:45] the blind community and making sure that
there's a balance between parents
[29:49] involvement alumni and I do recommend
having the students as well
[29:55] the students have a value and a great
point of view and
[29:59] they are the future the community can
lead of what that looks like as far as
[30:04] how we help that and the leadership
profile and the successful of in that
[30:09] and that will shape and form the
leadership profile file and what that
[30:13] looks like in the future and we write
that based on the feedback and once
[30:16] that's approved then we can see that
what drove what that new perspective
[30:21] looks like.
The third part of the community
[30:24] involvement and that process is having
that open process invites them for that
[30:28] feedback and arrive to meet that profile
>> and also to let you know it's an
[30:35] important point of the communication
frequently. We identify about four to
[30:41] five key communication points
[30:48] » and we want to make sure that
communication is ready at any point
[30:52] » the announcement
like Annette's retirement and making a
[30:57] video outside with you that I just now
to let them know
[31:01] and we're starting that search process
then well secondly well let me back up
[31:08] the open the feedback from that second
phase. And once we finish that, then we
[31:13] can open up that search process. And
once we start that interview process,
[31:18] the announcements will happen less until
we announce the two finalists. And that
[31:23] will help kind of keep the community
informed, but at the same time make the
[31:27] community aware of the expectations and
feeling anxious and wondering what is
[31:31] happening between the communication.
My second question as an addendum to
[31:37] that is currently it's apparent that the
ASDB's vision for the future and the
[31:43] community's vision for the future are
divergent mostly in the community in
[31:48] Tucson. So we understand why decisions
were made etc. But in terms of community
[31:54] goals not aligning with ASDB's goals how
would you address that in your process?
[32:01] I think that's a great question to
include part of that interview process.
[32:06] » Your goal is to identify what kind of
leader will match and what kind of
[32:10] engagement from the new candidate would
be. Our role in that process is not to
[32:15] make a decision. Our role in that
process is to help kind of bring that
[32:19] leader and design that process to help
them understand the challenges as well
[32:23] as how well they respond to those
challenges.
[32:26] So I would invite you to make that part
of the interview process to ask ask
[32:30] those type of questions.
>> I definitely will do that. I agree
[32:34] completely. Thank you so much.
[32:43] » Hi, I'm Mike Gordon. Um
ASDB is in certainly in a different
[32:49] position than uh had been for many
decades when it comes to the blind
[32:54] community.
Um, I appreciate you mentioning the
[32:58] accessibility for the material for deaf,
blind, and blind individuals. Um, I know
[33:05] for a fact though as the focus groups
are developed and
[33:11] and um
and people are going to wonder how how
[33:18] you'll be able to represent the blank
community, how you said. Now, I just
[33:23] want to know for my own clarification.
You said you've done 35 searches over
[33:27] the last three years.
Okay. I um I'd be interested to see some
[33:32] of the schools that uh that you you were
contracted with um just for my own
[33:39] knowledge. But I think that piece about
the blind community, knowing the uh
[33:44] advocacy of the National Federation of
the Blind, um just the the uh
[33:51] you know the advocacy that they offer is
in many ways as strong as the advocacy
[33:57] in the in the deaf community. So that's
a piece that has at least through
[34:02] perception um
has been ignored to some degree. So, uh,
[34:10] I'm just curious as to I I don't even
exactly know my question as much as it's
[34:14] just putting that that perspective out
there that the blind community wants to
[34:19] be represented. Uh, there's some some uh
some powerful players in the community
[34:26] that will want to to have their their
positions uh noted, please.
[34:36] » Yes. Thank you, Mike, for sharing your
perspective and that's an important part
[34:39] of this search process. I'll give you
two names of some schools that I
[34:44] supported both in the community of the
deaf and the blind as well that I worked
[34:48] with closely.
>> Colorado School for the Deaf and Blind
[34:52] as well as Iowa School for the Deaf and
Blind.
[34:56] And then also um I previously worked
with Arizona School for the Deaf and
[35:00] Blind at the previous project for the
superintendent search,
[35:04] » assistant superintendent search.
Um there are different perspectives in
[35:08] the blind community. For example,
Colorado School for the Deaf and Blind.
[35:13] » They have an onampus blind school and an
outreach program there. So I have to
[35:18] figure out how to fit that just because
on that campus there's strong feelings
[35:23] about the blind that they feel like the
deaf community has more attention than
[35:28] they do while the deaf community feels
like the blind community has more
[35:32] funding.
So there's controversy about that. So I
[35:36] help the school navigate that to figure
out how to include that part of the
[35:40] search process. I want to make sure that
they feel like they're all cooperative
[35:43] in the school.
>> Iowa school for the deaf and blind. They
[35:47] are only an outreach program for the
blind. And so having to figure out how
[35:52] to include those outreach programs and
it was all remote. It wasn't on campus.
[35:56] So how do I make sure that the online
the onampus feels they have more
[36:01] accessibility than those people that are
on off in the off uh site programs. So I
[36:06] have to build that to make sure that all
virtual and all have the involvement
[36:10] through that process.
The third thing to say about NFB and
[36:17] NAD,
>> they're organization for education in
[36:21] both
>> blind and deaf.
[36:24] » And I've been involved with supporting
both of those organizations
[36:29] » COSB
council of organizational of education
[36:33] blind
>> as well as CSD
[36:37] all of the deaf school programs teaching
for the an educator for the deaf.
[36:43] So I've done both groups to do network
and leadership to see who applies for
[36:47] those roles that both have blind and
deaf community experience
[36:53] and I started our company support from
both those both communities as well. But
[36:58] during the whole process I asked to hold
me accountable. If you notice that there
[37:03] is anything that comes up that feels a
little inadequate, please let me know
[37:07] and I will support both communities in
in in whichever way.
[37:22] This is President Buchanan. I appreciate
your time coming out and presenting to
[37:25] us. Um, and uh, we're very excited to
have you uh, spearhead our search for
[37:32] us. We look forward to collaboration and
working with you over this next, it
[37:36] looks like year um, to find our next
superintendent. I appreciate you. Thank
[37:41] you.
>> Yes, thank you for that. And thank you
[37:45] for the opportunity. We will have fun
together and I'm excited for the who the
[37:50] new search will be and I'm sure the
community will be thrilled as well.
[37:56] Thank you.
[38:00] We're going to move on to 1.5. It's an
information item, superintendent report.
[38:05] Uh, Superintendent Reichman.
[38:16] Good afternoon, President Buchanan,
board members, Assistant Superintendent
[38:23] Cooper, Deputy Assistant Superintendent
Barbara, Executive Director Lily, and
[38:30] the ASDB community. Welcome to our
September 10th, 2026 board meeting.
[38:38] I am really happy to see you all here.
Before I do my board report, I would
[38:47] like to recognize at least four
individuals,
[38:52] first person that I would like to
recognize is Orin Catchoff.
[39:00] He uh just retired from ASDB at the end
of June 30th
[39:08] and we didn't have the opportunity to
recognize his retirement during the
[39:15] board meeting at that time because we
cancelled the May board meeting.
[39:21] So, uh, Orin transferred to ASDB from
the Arizona Department of Education in
[39:30] 2015.
And at that time, he had planned to stay
[39:35] only for one year
and then he stayed for 11 years.
[39:43] and he did different positions,
different jobs, including the assistant
[39:48] superintendent of curriculum and
instruction.
[39:53] So, I just really want to say that we
miss um Mr. Ketchoff and I hope that
[40:00] he's happy during his retirement in
North Carolina. I recognize his
[40:06] contributions to ASDB.
The second person I would like to
[40:11] recognize is actually right here next to
me and that is Leticia Cruz.
[40:20] She is also retired as well.
Uh currently this is her last board
[40:28] meeting.
She started working with ASDB quite a
[40:35] ways back in 1985.
So she has been working for the agency
[40:42] for about 40 years.
[40:46] Her current position as the
administrative secretary to the board
[40:52] and superintendent
and she has been doing this since 2015.
[41:00] So if you know her, if you know Leticia,
then she is the reason that our board
[41:08] meetings run as smoothly as they do
because she has done all of the behind
[41:14] the scenes work, coordinating with IT,
with the IT team, with facilities,
[41:22] having everybody involved with the plan
to set up our board meetings. So I'd
[41:27] like to recognize her
for she has contributed for so many
[41:33] years to the agency and her heart and
her soul is here.
[41:40] She was recently teasing us saying that
um she needs to leave before
[41:48] she becomes a body here before her
burial is here at ASDB
[41:54] before we set up her plot. So, I thought
it wasn't a bad idea. [laughter]
[41:59] [cough]
The third person that I'd like to
[42:03] recognize,
and I didn't have the opportunity to
[42:07] recognize them this last July board
meeting,
[42:11] but would be Dr. Sarah Barbara.
[42:17] She is the deputy assistant
superintendent of education
[42:21] and she has taken on the responsibility
of working with both campuses
[42:27] with special education with ODD and with
CTE.
[42:34] So you will have the opportunity later
to hear from her for the first time this
[42:38] evening.
And then the last person that I would
[42:44] like to recognize is Jason Lily who is
the executive director of outreach
[42:52] program.
He is taking on the responsibility for
[42:57] the itinerate services for deaf programs
for blind programs for early learning
[43:04] program
and he started in July at that same time
[43:09] that Dr. Dr. Barbara did.
So again you will have the opportunity
[43:15] to hear from them this evening.
Now for my board report
[43:23] and mine is going to be a brief one.
[43:30] I just wanted you to notice that the
last six months there have been a lot of
[43:37] changes happening in the agency
including the transition and move from
[43:45] Tucson to the Oro Valley campus
and the start of a new school year at
[43:52] the Oro Valley campus.
the reduction in force of 79 staff
[43:59] members,
[44:02] the setting up and coordination of three
outreach sites, two that are with Tucson
[44:08] Unified School District and one that is
in Chino Valley School District
[44:16] and more changes have happened around
the agency. On top of all of the
[44:22] changes, we have been experiencing the
most audited
[44:29] that we've ever had in the AY's history
and in our experience.
[44:35] We are currently going through three
separate audits
[44:41] and now those audits are coming to a
close. They are almost complete.
[44:46] So right now the Arizona Auditor General
is writing the report for all three of
[44:54] the audits.
We expect that those reports will become
[45:00] available, published and posted and
available to the public in September,
[45:08] September 29th.
So about three weeks they should be
[45:14] published.
[45:17] with all of the changes,
why would we do that? And that's because
[45:23] the agency has been experiencing just a
lot of pressure.
[45:30] Pressure from the environment
including the birth rates,
[45:37] public education,
new requirements,
[45:42] limited budgets,
political priorities
[45:46] and
the stakeholders expectations.
[45:52] So with all of that, it has had deep
impact on the agency.
[46:01] Thus far, we have been navigating
through all of those changes and trying
[46:06] to address each challenge.
[46:15] But let me take a moment
to step back
[46:24] and think. Let's do some thinking.
[46:29] I have three questions for all of you
that I do want you to be thinking about.
[46:37] My first question
is what is your vision
[46:46] of ASDB
by the year 2030
[46:52] and beyond?
[46:56] What is ASDB going to look like at that
time?
[47:06] A separate question
that I have for all of you
[47:12] is when we look at our students who are
deaf, heart of hearing, blind, visually
[47:21] impaired, deafb blind
all over the state, statewide.
[47:27] What is going to be the best system for
providing specialized instruction and
[47:34] education, technology, accommodations,
access for all of our students.
[47:49] And when we connect to those questions,
the third question becomes,
[47:57] what is ASDB's role in all of this?
[48:12] The reason I'm asking these three
questions
[48:16] is because if
we could
[48:22] have agreement
on our vision
[48:26] on our ultimate plan for the future
that includes all of you, the board, the
[48:33] ASDB leaders, the ASDB community,
If we agreed on the vision and we agree
[48:43] on what ASDB is going to look like,
[48:48] then we can make decisions that align
with that vision.
[48:59] The decisions we make now about our
students, about our programs, about our
[49:06] facilities, about our sustainability,
about our accountability,
[49:13] about student success.
And we if we all align, if we have a
[49:22] common vision,
then we'll be moving in one direction.
[49:28] together.
[49:36] So that's what I think about at night.
That's what I think about and have been
[49:42] thinking about for the last two years.
And for you, the board,
[49:49] at least from my view,
you kind of have four priorities right
[49:54] now for the next two years.
[49:59] The first priority
[50:02] is the board and the ASDB leaders
must design and implement
[50:11] accountability some sort of framework
accountability architecture if you will.
[50:20] We have to embed our accountability
with our strategic plan
[50:28] and we need to figure out how to do that
pretty expediently.
[50:35] Second, we have the Tucson campus and
that property, that land,
[50:41] and you as the board and the state
legislature need to make a decision
[50:47] about what we're going to do with that
property.
[50:54] The third thing is in 2027
the state legislative legislator
[51:00] meeting.
[51:04] So 27 the state legislator session.
Pardon the interpreter.
[51:11] Those state legislators
are going to have the opportunity to
[51:16] decide
on the continuation of operation of ASDB
[51:27] and the board will need to be involved
with the state legislators networking
[51:33] with them while they are making that
decision.
[51:38] And then of course the search for the
next superintendent.
[51:42] You just had a presentation and a
discussion about the next leader
[51:49] who is going to be guiding ASDB who will
align with that vision
[51:58] of ASDB
for 2030 and beyond.
[52:06] So up till now we have been focused
kind of on the fact that the number of
[52:15] students is rapidly declining and our
budget is also declining. We have been
[52:21] trying to address each challenge
individually.
[52:29] And again, if we can adjust our focus to
that vision
[52:37] and then align our decisions to that
vision,
[52:44] then maybe ASDB
can reinvent itself.
[52:51] and become ready for the future.
I'm happy to take any questions at this
[52:57] time.
[53:08] All right, I guess I'll go first again.
You asked us to think about three
[53:13] things.
[53:16] first what our vision for the future is.
The first thing that I thought of was my
[53:23] son.
He was in preschool several years ago.
[53:29] Did great.
Um yes, he has some exceptional things
[53:35] about him, but he's my kid. Uh apple
does not fall far from the tree. Um but
[53:40] he's very smart. He's done everything.
He's impressed the teachers and at the
[53:46] end of the school year at pre in
preschool his teacher came to me and
[53:50] said I don't think he should stay here
at PDSD
[53:54] and I were was working here at that time
and I said what why do you say that and
[54:01] the teacher said he's too smart for this
school
[54:06] as a deaf parent
[54:10] that was a a kick in the pants to me it
made me feel uncomfortable
[54:18] I want ASDB in the future
to not tell babies to go away. I want
[54:25] ASDB to be a place where babies,
parents, hearing, deaf, blind, deaf,
[54:30] everyone wants to come.
So that means itinerate programming. I I
[54:36] I agree in some aspects,
but we do need to strategize about how
[54:42] to strengthen our campus-based
programming because that is where the
[54:46] community, our deaf community outside
comes from. Without the community here,
[54:52] the community
outside is impacted and shrinks.
[54:59] Kids learn specific skills here like CTE
programming for example. They're not
[55:03] going to pick up those skills from
hearing teachers who don't understand
[55:06] their world view. They're not going to.
Our blind and visually impaired students
[55:12] don't understand visual things that are
taught in visual manners. Teachers who
[55:16] are cited are not teaching them things
and expanding on things that focus on
[55:21] their their way of seeing things instead
of things being cut out, instead of
[55:26] funding being cut out, finding ways to
achieve it. As was mentioned previously,
[55:32] we are the lowest one of the lowest paid
deaf schools. So, are we we're competing
[55:39] with hearing schools, but we need to
raise the bar for deaf education and
[55:43] we're not going to be able to do that
without salary. How are the best
[55:46] teachers going to choose us?
So, those are
[55:52] that applies to my answer for the second
question. Our vision should not be about
[56:01] the needs of the board. They should be
about the needs of the student. Student
[56:05] success, whether that's on the college
track, on the degree seeeking track,
[56:10] whether they're going to Galedet,
whether they're going to hear in UN
[56:13] universities like ASU, it also could be
CTE programming, job training,
[56:19] our graduates,
many of our graduates are not prepared
[56:24] or not ready to graduate and we we need
to ensure that we are changing that. So,
[56:28] those are my three responses to
Annette's uh questions for us.
[56:44] » All right.
[56:47] Staying in the pattern. Um, Annette, you
mentioned um in the uh the third
[56:55] uh third point um not the third question
but the point about what's the immediate
[57:00] future in 27 that the legislature is
going to make some decisions about
[57:06] seemingly I think you said the
continuation of operations or the
[57:09] continuation can you expound expand on
that a bit because that's that's a
[57:14] pretty loaded statement and and it has
uh we have so much going on trying to to
[57:21] prioritize what should be step one 2 3
and four. That's what I really enjoyed
[57:26] on the the presentation that the phases
and the steps were were clearly defined.
[57:32] So, you know, hearing that, you know,
that board will be involved with the
[57:36] legislature in regards to the
continuation of operations. I mean,
[57:40] that's about as big a statement as I've
heard in a while. So, uh can you can you
[57:45] uh explain that a bit?
[57:52] Yes. [clears throat]
The last time ASDB
[57:56] had a continual passing of the state
legislative the continuence
[58:06] continuation
bill passed the state legislature,
[58:10] » right,
>> was in 2023.
[58:17] That continuation bill gave us the
authority
[58:22] to run the agency for another four
years.
[58:30] That four years is coming to an end June
30th, 2027.
[58:38] So that means that the state legislature
in the spring
[58:44] during the time that they're in session,
they will have to pass another
[58:53] continuation bill
and decide for how many years that they
[58:59] want to give us the authority to
continue operations.
[59:05] » Okay.
Okay. I mean that's
[59:10] that part was clear. You know I know
they shortened the period was became
[59:15] four years. Okay. So that's the piece
about that they're going to have to
[59:19] decide about continuation. Okay. That's
a little different than I was
[59:23] interpreting it. So okay.
[59:37] Annette, there's no more questions.
Thank you so much.
[59:45] Next, we can move on to 1.6
uh information item, Assistant
[59:51] Superintendent of Agency Operations and
Support Services, Assistant
[59:55] Superintendent Cooper. Good afternoon,
Board President Buchanan, Superintendent
[1:00:00] Reichman, Deputy Assistant
Superintendent Dr. Barbara, executive
[1:00:04] director Lily, members of the board,
ASDB staff and community. As we begin
[1:00:10] the 2627 school year, our operations and
support services team continues to
[1:00:16] prioritize our fiscal sustainability and
operational efficiency to ensure a
[1:00:22] seamless educational experience for all
of our students across the state.
[1:00:28] Following up on my July report, I am
pleased to share that the relocation of
[1:00:33] the Tucson campus from Speedway
Boulevard to Oro Valley was successfully
[1:00:38] completed over the summer thanks to the
leadership of our director of
[1:00:43] operations, Albert Duff, alongside our
facilities and IT teams.
[1:00:49] Operationally, our start of the year
logistics have launched smoothly with
[1:00:54] route coverage for student
transportation, drop offs, and pickups,
[1:00:59] and student and staff device
distributions being completed and
[1:01:03] configured for classroom instruction.
Initial student headcounts across the
[1:01:09] campus and early learning programs are
tracking alongside our baseline
[1:01:14] projections.
And concurrently, our regional co-ops
[1:01:19] are actively supporting the local school
districts to ensure the students
[1:01:23] displaced by the recent closure of our
residential and school for the blind
[1:01:28] programs have seamless IEP
implementations,
[1:01:32] adaptive technology, and localized
support in place.
[1:01:38] On the financial front, our business
team is working on closing the 2026
[1:01:44] fiscal year with a reduced shortfall,
which we're projecting to be closer to
[1:01:49] about $1 million
and working towards building a balanced
[1:01:56] sustainable budget for 2027.
The AY's 2028 budget package was
[1:02:03] finalized and submitted to the state's
Office of Strategic Planning and
[1:02:07] Budgeting prior to the September 1st
deadline, which is totaling about $61.1
[1:02:14] million.
Following board approval in July, HR
[1:02:19] executed the roll out of the updated
teaching related services and
[1:02:24] educational interpreter salary schedules
which became effective August 1st. And
[1:02:30] newly hired staff for 2027 have
onboarded using the new 10-year cap
[1:02:36] schedule while existing staff were
grandfathered in with no change to their
[1:02:42] hourly rates.
And finally, regarding audit oversight
[1:02:46] and preliminary findings from the
financial and performance audits, the
[1:02:52] leadership team is actively addressing
the identified deficiencies. And the
[1:02:57] leadership team is finalizing
documentation for the auditor general
[1:03:00] sunset audit as we approach our
scheduled October 1st sunset review.
[1:03:07] In closing, I want to express my deepest
gratitude to all of our educators,
[1:03:12] specialists, transportation personnel,
facilities, and administrative staff.
[1:03:19] Um, executing a campus move, working
with less staff as a result of the
[1:03:23] reduction in force, onboarding new
salary structures, launching a new
[1:03:28] school year, and preparing for three
state audit reviews all at once requires
[1:03:34] incredible resilience.
Thanks to their hard work, we've opened
[1:03:39] up our doors this fall, stabilized,
compliant, and ready to serve all of our
[1:03:43] students. And thank you. That concludes
my report for today, and I'm open to
[1:03:48] answering any questions or addressing
any comments you may have.
[1:03:57] [laughter]
[1:04:00] Well, here I am again. So, I do have a
question. in reading your report in the
[1:04:07] text you mention
uh the master facilities plan and as I
[1:04:14] said I'm a new I'm new to the board so I
am I I'm just trying to ensure where the
[1:04:20] board will have an opportunity to talk
about that um I from what the community
[1:04:25] and the audit mentioned as as I
understand it that that was not appro
[1:04:30] approved so that um that part is already
done because it had to do with the old
[1:04:34] program, but is the programming, the
master facilities, master facilities
[1:04:39] plan, does that include programming for
the future of the residential program,
[1:04:43] pardon the interpreter, um addressing
the residential program portion of that?
[1:04:48] Yes, we are actively working on updating
and making changes to the master
[1:04:53] facility plan. If you have any
additional
[1:04:59] » Sorry, go ahead. Let let you finish and
then I will have a question. I was going
[1:05:04] to ask if you had any additional
specific questions to the master
[1:05:07] facility plan.
>> So I want to know whether that includes
[1:05:12] anything pertaining to residential
programming in the master facilities
[1:05:16] plan because that is in the old one. Not
just Tucson but Phoenix or anywhere else
[1:05:20] because as of currently we still have
that um requirement to provide
[1:05:26] residential services. I believe that has
been um discussed but maybe in a
[1:05:30] different capacity or a different manner
but I do believe there's something
[1:05:34] involved something to do with that um
deaf students around the state in rural
[1:05:38] areas who are not getting appropriate
services that is a way to meet that need
[1:05:42] and even though our numbers have reduced
we still have an obligation to meet the
[1:05:46] needs of those students and to provide
every opportunity for them so that's why
[1:05:49] I'm wondering whether that has to do
since it is mentioned in there it's
[1:05:53] discussed right now I know that we the
board does not have any specifics? We
[1:05:58] did not specifically vote to close the
residential program. We voted to close
[1:06:01] the Tucson campus, which is different.
>> Um, Director Duff, do would you like to
[1:06:08] approach the stadium and address the
specific questions brought forth by
[1:06:12] board member Kidd
[1:06:22] ASDB? My name is Albert Duff, director
of operations. With regards to the
[1:06:27] residential program, that might be
something more programmatically that
[1:06:30] Superintendent Reichman may need to
address, but I can address the process
[1:06:34] for the master facility plan update.
[1:06:42] » This is Superintendent Reichman.
[1:06:47] When we reviewed
the dorm,
[1:06:52] the first question was um what was our
legal responsibility?
[1:07:00] We reviewed this with the attorney
general's office
[1:07:04] and they gave us the formal
interpretation of our legal
[1:07:10] responsibility
[1:07:13] and that interpretation said that we
were not required to provide dorms for
[1:07:21] students in the state of Arizona.
[1:07:26] So there were sever there were analysis
done there was the first analysis done
[1:07:31] rather.
The second analysis that we did is we
[1:07:38] looked at the trend the number of
students that were living in the dorm.
[1:07:46] And the highest number was, I think it
was 1985,
[1:07:51] was around 90 students that were living
on the Tucson campus.
[1:07:58] When I became superintendent in 2016,
we had 45 students living on the Tucson
[1:08:07] campus.
[1:08:10] The last year we had 16 students that
were living on the Tucson campus.
[1:08:21] So the numbers when we looked at the
numbers of student there was a constant
[1:08:29] it had been consistent and
inconsistently
[1:08:32] regressed. Um once that number went down
it never went up. Not once. it always
[1:08:40] continued in a downward slope. So we
projected four students graduating
[1:08:48] and the number being 12
at some point
[1:08:54] um we are not able to sustain
the dorm program because we don't have
[1:09:02] enough number of students living on
campus.
[1:09:07] And then the third analysis that we did
is we asked the itinerate services,
[1:09:15] are you informing the school districts?
Are you asking the parents why they're
[1:09:20] not sending their students to the Tucson
campus
[1:09:25] and trying to encourage that?
And the feedback we received again and
[1:09:32] it was pretty consistent
that parents in the school district were
[1:09:37] not interested in sending their students
to the Tucson campus and we didn't
[1:09:45] project that that number was ever going
up.
[1:09:51] » Thank you.
>> So we made the difficult decision to
[1:09:54] close the dorms.
[1:09:58] The reason why I bring it up is because
it does um it did not specifically
[1:10:04] mention dorms. So, I worked with with
the county doing reviews of a lot of
[1:10:11] different um permits and one thing that
stood out to me is something called
[1:10:16] community residents,
which is
[1:10:23] in in and out of the county. It's
basically group homes. So, I thought
[1:10:27] that could be a great idea for us to
look into establishing those instead of
[1:10:33] having a full uh robust dorm program
where students are not coming. They're
[1:10:37] not it's impersonal. It's it's a dorm,
you know, during the day. It it's like
[1:10:42] somewhat institutional, but a a
residential program, a residence itself
[1:10:48] could be more function more like a home,
be more embedded in the community, have
[1:10:53] someone teaching
independent living skills, for example,
[1:10:57] cooking, etc., and that would have more
of a home feel and that could attract
[1:11:02] parents more so than an institutional
dorm setting. Um, and the current dorms
[1:11:07] being not in good shape, it does make
sense that that was not attracting
[1:11:11] people. But if that could be become part
of the master facilities plan, um,
[1:11:17] looking at residential programs, we
understand the dorm is closed. That's a
[1:11:20] that's a moot point at this point, but
looking at residential op options
[1:11:24] regardless and having that be part of
the master's facility plan, but with a a
[1:11:29] different approach
[1:11:45] and this is something that can be
discussed later. I just want to ensure
[1:11:48] that the residential programs just stays
in the information and doesn't fall out.
[1:11:53] That's that's my question or the thing I
wanted to address.
[1:12:05] We
are doing the master facility plan. We
[1:12:12] did a feasibility study and we will do
another feasibility study of the Tucson
[1:12:19] campus
and with the public and figure out when
[1:12:24] we can.
The main component here right now is
[1:12:30] that we have no funding to build
anything.
[1:12:37] So that is another component here.
Whatever we do with a master facilities
[1:12:44] plan
will have to depend on the resources
[1:12:50] that we already have.
>> Okay.
[1:12:54] » So does that pardon?
>> No after you.
[1:13:00] » I have taken a lot of floor time. So you
go right ahead.
[1:13:03] » Okay. And this will not be the whole
meeting R.J. and then me. So, I'll stop
[1:13:09] before I do that. But Albert, um,
we did the master facility plan. We did
[1:13:16] a couple different versions. I mean, one
major one, which was like 80 million or
[1:13:20] something like that. Uh, which was fix
everything, I think, or something like
[1:13:25] that. And then we talked about raising
some and and redoing certain buildings
[1:13:30] or rebuilding. There was there was
various uh various versions of it. Um, I
[1:13:36] thought that was kind of put to bed when
we moved up to Oral Valley. Um, so the
[1:13:42] understanding would be as the lease runs
out in Oral Valley, conceivably if the
[1:13:47] master plan was supported about uh
rebuilding or renovating a smaller
[1:13:52] portion, we would be moving back to
Speedway.
[1:13:56] So as of right now, what is being
developed would be three options that
[1:14:00] would be presented to the board as well
as we will have input from the community
[1:14:05] before you even see those.
>> Well, you can see it as part of the
[1:14:09] community presentations. Uh that way you
have full community input before having
[1:14:14] any of that aspect. Those three options
as of right now are a revision of what
[1:14:19] we had done in 2024, the finalized
master facility plan of essentially some
[1:14:24] new construction and renovation on the
the Tucson campus in a much smaller
[1:14:28] footprint.
>> Yeah.
[1:14:29] » Because of the new programmatic aspects
and enrollment numbers, we have to
[1:14:33] design around those items. Um I don't
determine those, but we definitely want
[1:14:38] to make sure that our form and function
match. So as of right now, those
[1:14:43] revisions would take place. we'd see a
very similar option in that that being
[1:14:48] presented. One of the other options is
the board can actually maintain a lease
[1:14:53] and keep the full campus and they don't
have to do anything. That would though,
[1:14:57] » right,
>> be in contradiction of the auditor
[1:14:59] general's recommendation in 20 21
whenever we first had that particular
[1:15:05] audit of managing as well as addressing
our surplus property. The third option
[1:15:11] that is also going to be presented to
the board is a sale of all the property
[1:15:15] and then you could either build new
somewhere else in some point in time or
[1:15:19] potentially just purchase the building
we're currently in in Oro Valley. So
[1:15:24] there are options that can be presented
or will be presented to the board and
[1:15:28] that's the intent
>> and my understanding also is that the
[1:15:33] property that could be sold can be used
for purchase for renovation. So there is
[1:15:39] the opportunity to uh to raise money so
to speak. I know we're we're handcuffed
[1:15:44] on that, but but uh that money could be
used without having to go for a general
[1:15:49] allocation.
>> That is correct. And that was part of
[1:15:52] some of the uh um information that we're
going to definitely have to ensure is
[1:15:56] clear is that the intent of the sale of
any land if approved by the board would
[1:16:01] be then deposited into the new um
property proceeds fund that has just
[1:16:07] been set up for ASDB. And then the
intent of that fund is to be able to
[1:16:12] self-fund our own capital planning. Uh,
no revisions to the Phoenix Capital Plan
[1:16:18] are being reviewed at this time because
that was already set forward and
[1:16:22] approved by the board.
>> And if you you look at the Tucson campus
[1:16:28] and I know it's kind of kind of
sprawling, but there's kind of
[1:16:31] centralized also. Um,
what's the acreage on say the outskirts
[1:16:38] so to speak? I mean, that's that's not,
you know, that's kind of a vague
[1:16:42] question, but
>> as part of this process, we've been able
[1:16:46] to actually pull all of the the
particular parcel numbers that we sit
[1:16:49] on. We're doing title cleanup now, as
there were four titles that were not
[1:16:54] titled into ASDB's name, although we do
own them.
[1:16:59] » Uh, one of them was through adverse
possession that we're managing and
[1:17:02] dealing with that now through another
state agency. Uh with that being said,
[1:17:07] there are a total of 59 acres. Uh that
also includes the Santa Cruz River Park
[1:17:13] that is just north of the campus that is
actually ASDB property. Um and so that
[1:17:18] would be something as part of a
consideration for sale as well.
[1:17:22] » So there's 60 acres for the the whole
campus including the uh
[1:17:27] » Frisbee Park.
>> Correct. Okay. Yes.
[1:17:30] » Okay. Well, it's interesting. I mean
that
[1:17:36] it having the opportunity to actually
sell property and raise money that the
[1:17:41] agency can use itself is uh seems
somewhat unique for or unexpected
[1:17:46] because normally you would think that
would go into uh into uh more general
[1:17:51] allocation.
>> That is correct. ASB is unique in its
[1:17:54] legal stature as also a corporation and
is able to actually buy sell uh its own
[1:18:00] property and retain the proceeds of
those sales.
[1:18:05] » So very unique most state agencies those
funds would go back to the general fund.
[1:18:09] Uh part of the um presentation or the
information provided in superintendent
[1:18:14] uh assistant superintendent Cooper's
report is the capital plan presentation
[1:18:19] for FY28 that um I provided to ADOA as
well as um OSPB JLBC. Uh we do that
[1:18:27] every single year uh showing that we are
fully in compliance with having a
[1:18:30] three-year projected plan. And so you
have that information also showing not
[1:18:34] only what the capital planning is, but
also what we have requested for building
[1:18:39] renewal, um, which is millions upon
millions of dollars to go ahead and
[1:18:43] maintain and care for the campus that
we're on right now, which is the Phoenix
[1:18:46] Day School for the Deaf.
>> No, those plans are being determined.
[1:18:50] Uh, the low vision, deaf, blind, and uh,
printing house would would still be
[1:18:56] transferred up to Oro Valley at some
point.
[1:18:58] » As of right now, yes, that is the plan.
And how many low vision students are
[1:19:02] there? Do you know?
>> Not off the top of my head, but that
[1:19:05] might be something
[1:19:11] students
>> later on as in total through the state
[1:19:14] or I think we'd mean to to get some more
clarity on that one. But I also and then
[1:19:18] I think um board um board member Bove
you made mention of wanting to have a
[1:19:23] work study session and I believe that
there was a discussion about setting up
[1:19:26] a time to work on the master facility
planning in which I would be able to
[1:19:29] present more of the initial draft
information. Um and that's something
[1:19:34] that Dr. Barbara and I have been working
with the architecture firm who did the
[1:19:37] original report and the original master
facility plan. Uh we've been working
[1:19:41] with them currently to provide them with
all the programmatic student account you
[1:19:46] know student information so that way
they have an accurate um accurate
[1:19:50] information to do the best plan that can
be put forward.
[1:19:54] » When did you start the first plan?
>> I've been working on this since about
[1:19:59] 2019 I think 2018. Um actually would be
2019 whenever I became director of
[1:20:04] operations. That was the first thing I
started on. So this has been many many
[1:20:08] years in the works and capital planning
is never done um as buildings are always
[1:20:13] aging. So the idea that you have a
capital plan and it's amazingly finished
[1:20:17] and we never have to talk about it again
>> is just fiction. Buildings need to
[1:20:21] change along with the way people change.
>> Thank you Rock. Any other questions?
[1:20:30] » I do have a question. This is board
member both.
[1:20:35] You were speaking of the changes that
have happened over time from the
[1:20:41] different factors influencing it.
Understood. Um
[1:20:48] I have two things to ask. One is
[1:20:54] when it comes to selling the prop the
sale of the property and the um proceeds
[1:20:59] from that sale,
does legislators
[1:21:04] have do they have a a a plan or a
process to put their money in that pot?
[1:21:09] That's my first question. Uh to put
their hands in that pot rather. And my
[1:21:14] second question is,
[1:21:18] do we need
that capital to keep what we have going
[1:21:24] running running as well? Is and is that
included in the plan? Uh, pardon the
[1:21:29] interpreter. Here at PDSD, is that
capital going to be part of this
[1:21:32] operation as well?
>> So, some of that would be determined
[1:21:37] later on. as far as uh the legislature
having access to the funds that I would
[1:21:42] have to defer to uh our legal council to
give uh that information. So that might
[1:21:47] be something that we'd want to add to
the work study session. Um the intent
[1:21:52] from my understanding with the
legislature though was to create a
[1:21:55] specialized fund so that way that money
could go in there so that way we could
[1:21:58] use it for capital funding. With that
said, the legal language does state that
[1:22:03] we need to obtain approval to sell as
well as expend those funds through the
[1:22:07] state legislature. So, it is not solely
a board uh decision or discretion. So,
[1:22:13] we could say this is what we want to do
and the legislature could say thanks but
[1:22:17] no thanks. You need to go back to the
drawing board and come up with a
[1:22:20] different plan. So, I don't want to make
it perceived as if we have full autonomy
[1:22:24] here. We do not. Um, with that also
being said, I don't think the intent is
[1:22:30] for them to do some sort of money grab.
I don't think that that was the intent.
[1:22:34] Um, and I don't perceive that happening.
What I do see is just similar to the
[1:22:39] audits that we have had is extreme
oversight.
[1:22:43] And so that way, and personally I
welcome it as part of the public process
[1:22:47] to ensure that those funds are expended
in the best way possible and for the
[1:22:53] best interest of our students, but as
also the taxpayers of Arizona. As far as
[1:23:00] ongoing funding, that is the building
renewal portion of the the document that
[1:23:05] you have for the CIP plan. We submit
every year what we need for building
[1:23:10] renewal funds. The state allocates so
much money for those funds and then
[1:23:16] divvies them up to agencies usually
based off of category. So much for
[1:23:20] heating, ventilation, and air
conditioning. So much for plumbing, so
[1:23:23] much for roofs. We receive quite a bit
of money every single year from the
[1:23:29] legislature, but it has never been
sufficient to fully
[1:23:33] deal with the preventative maintenance
of either campus, which is why the
[1:23:38] campuses are in the condition that they
are. This is pretty typical of all state
[1:23:43] agencies. I don't think any state agency
gets all of their building renewal
[1:23:46] funded. That's why many school districts
resort to bond funding and other sources
[1:23:51] in order to fund those ongoing projects
and as well as building needs. We do not
[1:23:57] have the ability to utilize debt
instruments, meaning we can't go out for
[1:24:02] a bond.
So, we utilize general funds in order to
[1:24:07] support that. But still, despite having
our general funds, it is not sufficient
[1:24:13] to cover all of the deferred maintenance
on either campus.
[1:24:19] This is why we are resorting to such a
drastic measure of finding a way to
[1:24:22] self-fund
as well as reduce our overall cost in
[1:24:27] order to fund our capital as well as
ongoing building renewal planning.
[1:24:39] Thank you.
[1:24:46] » I was going to Oh, I was going to have
you kind of recap your FY2028 capital
[1:24:50] improvement plan, but I think you did
that for us pretty much. So, thank you.
[1:24:55] Um,
is there any other questions for
[1:24:58] Assistant Superintendent Shannon Cooper?
Okay. Um, at this point we're it's uh
[1:25:06] 5:25.
Uh, [clears throat] we're going to take
[1:25:08] about a 10-minute break and we'll be
back at 5:35.
[1:25:18] [cough]
[1:36:04] We're back.
Um, we're going to move on to item
[1:36:09] 1.7, information item, Deputy Assistant
Superintendent of Education Programs
[1:36:16] Report. Deputy Assistant Superintendent
Dr. Barbara,
[1:36:22] » thank you. I just want to check with
everyone that you can see me. All right.
[1:36:27] Thank you. And good evening, President
Buchanan,
[1:36:33] Assistant Superintendent Cooper,
Executive Director Li Jason Lily, board
[1:36:40] president Buchanan,
members of the board, ASDB leaders,
[1:36:48] our ASDB community.
[1:36:54] Many of you have already known me and
some I have not yet met.
[1:37:00] My name is Dr. Sarah Barbara.
[1:37:05] I serve in a new role as deputy
assistant superintendent of education.
[1:37:13] Since the past three years, my role
before was director of special
[1:37:18] education.
I was the first person person in that
[1:37:22] role here at ASDB.
During that time, I have already
[1:37:28] experienced myself the dedication and
support and care from our communities.
[1:37:37] Now, in this new role, I'm excited and I
want to continue that positive impact
[1:37:44] and growth.
My responsibility is to support our
[1:37:49] leadership team, my education team.
My team who I have involved are five
[1:37:58] that consist of Paul Saunders, principal
of ASDB Oro Valley,
[1:38:06] Sabra Taylor, principal here at PDSD
campus,
[1:38:12] Mike Olivier,
director of OD,
[1:38:18] and Dr. Scott Madson, director of CTE
programs,
[1:38:24] and Abby Wagner,
director of special education.
[1:38:32] The five of them are truly a best team.
They're awesome.
[1:38:38] And now for my board report. I have sent
that to you. And the report is not
[1:38:45] just a list of projects.
The report itself is an example of how
[1:38:53] things are changing
and how we are working differently,
[1:38:58] collaborating differently
with the five of these leaders and that
[1:39:03] will continue.
Our focus is simple. We must have a
[1:39:09] strong foundation in communication
clarity,
[1:39:14] strong leadership team that aligns
together,
[1:39:20] a strong operational system.
[1:39:25] If the team collaborates and aligns
consistently,
[1:39:29] success will follow and the agency will
follow
[1:39:35] with a positive impact for our students.
[1:39:40] together as the leadership team has
already identified those five shared
[1:39:46] priorities
using datadriven instruction,
[1:39:53] positive school culture,
compliant practices,
[1:40:00] effective operations,
and growing leadership capacity.
[1:40:12] All priorities supporting increases in
student achievement.
[1:40:18] Rather than working together as separate
departments,
[1:40:22] we are aligning.
They are not individual departments.
[1:40:29] The collaboration is there.
our goals and expectations
[1:40:35] and systems of accountability so that
every decision supports
[1:40:41] our student focus outcomes.
I am proud of the collaboration of our
[1:40:47] leadership team
[1:40:51] since I've started and developed
systems and started sol and started
[1:40:57] helping with those solutions
[1:41:01] sharing resources amongst one another.
Communication has improved,
[1:41:07] clarification has improved and the
support is happening
[1:41:12] and school improvement as well.
[1:41:18] The leadership team is growing their
skills and their cap capabilities to
[1:41:23] become excellent leaders.
They're starting to set up clear goals
[1:41:29] that align with each other
for the school for this school year of
[1:41:34] 2026 27.
[1:41:40] Two two of our programs
involved NAU
[1:41:47] and our leader program
and our AD program
[1:41:53] momentum.
[1:41:56] Both of those programs developed the
collaboration
[1:42:00] with those team leaders
and their capacity for success.
[1:42:07] Together they have established three
different goals.
[1:42:14] Those are all in relation to student
improvement.
[1:42:19] improvement the reading language
improvement in math in their math skills
[1:42:26] and their growth with social and
emotional
[1:42:31] learning.
[1:42:35] Each leader
already knows their responsibilities
[1:42:39] within those three categories and those
three goals.
[1:42:46] They know their roles and the
responsibilities to reach those three
[1:42:50] goals.
[1:42:54] Now for the first quarter in this is in
progress. I feel excited and I feel very
[1:43:00] optimistic
and I already have the right leaders in
[1:43:04] the right place at the right time.
Each leader has a unique skill.
[1:43:14] and I have special strengths in
themselves.
[1:43:18] Together, they're a strong team and they
depend on each other heavily.
[1:43:24] They have staff underneath each one of
them that are dedicated and want to
[1:43:29] continue improvement.
And now together, they're building that
[1:43:34] system
to have a strong foundation for ASDB and
[1:43:39] ASDB's future.
So, I want to thank you for our ASDB
[1:43:44] community and the supporting staff
supporting our students and I'm happy to
[1:43:50] answer any questions.
[1:44:07] Anybody
[1:44:10] [cough and clears throat]
[1:44:13] else? Okay,
[1:44:20] this is board member kid. So, I have to
bring up the public comment from
[1:44:26] earlier. Is there any way to
[1:44:31] change the requirement pertaining to the
PLC's the PLC
[1:44:36] uh communities or I wanted to speak to
that that's all.
[1:44:40] » Sure.
>> Actually, really quick, this is board
[1:44:42] member um Buchanan. Sorry, I forgot my
name for a second. I guess um
[1:44:48] to kind of piggy back off that, I I want
to kind of understand why um what the
[1:44:55] PLC is and why this um was a specific
public comment. Um especially if he's
[1:45:01] asking to loosen the loosen the
requirement. I do not work in education
[1:45:06] in this capacity. So I would just like
an overview of like I read the slides,
[1:45:10] but if you could give like an overview.
>> Sure, I definitely can. Happy to explain
[1:45:14] it. PLC is an acronym um which is a it's
a very very common practice within the
[1:45:21] education realm. That acronym stands for
professional learning communities.
[1:45:27] Um this is typically guided discussion
for four questions. Those questions are
[1:45:33] the team decides what do we want our
students to learn? So what is the focus
[1:45:39] for our students? Um and that is a
collaborative focus discussion. Question
[1:45:43] number two is how do we identify if a
student has learned that? How do we
[1:45:50] assess? How are we checking? How do we
know that the student has learned the
[1:45:53] goal? Um the third question is
collecting data analysis and identifying
[1:45:59] students who have learned it and what do
we do with them and students who have
[1:46:03] not yet learned that and how to how we
differentiate.
[1:46:09] um to board member Kidd's question um or
your comment about essentially your son
[1:46:14] um and your experience with him. Um and
unfortunately being told he's too smart
[1:46:20] for the school. Um I have to say that
that's embarrassing. Um I would never
[1:46:25] want a parent to feel like that. Um
which is one of the reasons we want to
[1:46:30] address both groups of students.
students who have already learned the
[1:46:33] material and need enrichment and
students who have not yet learned the
[1:46:37] material because we can't leave them
behind but we also can't leave the
[1:46:41] students who have already learned the
material bored um and so that is a
[1:46:46] continuous cycle for our PLC groups um
and that is to be done with intention as
[1:46:54] part of the daily planning in order to
align instruction focusing on what is it
[1:46:59] that we're trying to achieve today. Um I
understand the frustration from our
[1:47:05] teachers um that this is new and
different as far as an expectation for
[1:47:09] them. Um in the past we have had PLC's.
Sometimes those meetings happened
[1:47:14] monthly. Sometimes those meetings
happened weekly or bi-weekly. Um there
[1:47:20] was a lot of variability with in that.
Um but as far as those four questions in
[1:47:27] a continuous cycle that will address
student learning and address those two
[1:47:33] distinct groups of students and those
needs that cannot wait 3 weeks out from
[1:47:39] data collection. Um that has to be
happening on a continuous basis until it
[1:47:44] becomes a daily practice in order to
address and improve our student
[1:47:50] outcomes.
[1:47:54] So what is the format of that meeting?
Are they an hour long? Are they 15
[1:47:58] minutes? What do they look like?
>> It's a good question. Um so in the past
[1:48:02] it has been uh research was mentioned or
research suggested that it can happen or
[1:48:08] should happen to be 1 hours or two hours
a week. For our teachers, the
[1:48:13] expectation is they have time in the
mornings and the afternoons. Um that's
[1:48:17] already built into their workday. Um and
before it was just kind of open planning
[1:48:22] time for them individually. Um all of
our teachuals teachers also have
[1:48:27] specified individual planning periods
which are a 50-minute planning period
[1:48:31] during their day. Um they all have that
daily prep period for 50 minutes
[1:48:37] individually. Our request at the
beginning of the year was that that
[1:48:40] before school and after school time it's
about 30 to 40 minutes on either end of
[1:48:46] the day that that would be their PLC
time. That would be their group to meet
[1:48:51] with their same grade band. So that
would be elementary, middle, high school
[1:48:56] um meeting together and sh those
teachers who share those students to
[1:49:00] talk about what is our focus for this
week with these students and making sure
[1:49:03] that we're aligning our focus. So for
example, if we are working on specific
[1:49:08] vocabulary and we're building their
understanding of this vocabulary,
[1:49:12] students who have that aligned exposure
cross
[1:49:17] uh cross cabinet. So in math, in
science, in reading, they're getting the
[1:49:22] same exposure to the same vocabulary
words. um that only happens if we have
[1:49:26] that level of collaboration and planning
um for our teachers in order to plan
[1:49:32] together for that crosscategory
instruction.
[1:49:37] I am concerned about teacher teacher
burnout because of having time to focus
[1:49:41] on all of their duties. When I was
working here, I remember the days um we
[1:49:45] didn't have time until the end of the
day. A lot of times we had IEPs going
[1:49:48] on. Maybe this structure [clears throat]
is different than when I was here, but I
[1:49:52] am a little bit a bit concerned about
the frequency. So addressing that
[1:49:55] instead of setting it as a requirement,
I'm I'm concerned about that. Thank you
[1:49:58] for explaining.
>> And my team also so the team of leaders
[1:50:02] um that I mentioned also is very aware
and doesn't want to burn out teachers as
[1:50:07] well. Um the hope is that when we build
this habit that we see the benefits and
[1:50:14] when teachers work collaboratively
together, they're not then duplicating
[1:50:19] the planning um or overlapping each
other. So if one person is responsible
[1:50:25] for part A and another teacher is
responsible for part B, then that work
[1:50:30] actually becomes divvied up because
we're collaborating together. So
[1:50:36] long-term goal, this would be a
reduction of their workload. Um so with
[1:50:42] shared responsibility. Thank you.
>> Thank you.
[1:50:47] » This is board member Buchanan. Um just
just a kind of a point of clarification
[1:50:52] about these PLC's. Is it what what does
their day look like? Like they have the
[1:50:58] they're on their mandatory PLC meeting.
Is this just like all the elementary
[1:51:01] teachers together or is it just like all
of math teachers together or what what I
[1:51:08] just want to understand the structure of
why this seems to be a point of
[1:51:12] contention with the teachers.
>> Sure.
[1:51:16] There are different structures and
options for structures. What we are
[1:51:20] doing right now um is and this is a new
process. This is still in training um
[1:51:27] but we are going into those PLC groups
to provide supported training to provide
[1:51:32] guidance to what that should even look
like. Um so for right now the last
[1:51:38] several weeks we have only officially
started this for two weeks. Um so for
[1:51:43] the first week we had a video uh we had
a training on PLC's went in and
[1:51:51] explained those four questions and now
we are in the second week of this really
[1:51:57] starting and implementing the PLC
template. So that is those those are
[1:52:02] those four questions that are in those
templates. Um it is then up to the
[1:52:06] discretion of the teachers um how their
team wants to address those four
[1:52:10] questions. how it is that they want to
have that discussion. Um whether that be
[1:52:15] with the curriculum or whether that be
with the state standards. Um so question
[1:52:19] number one, what do we want students to
learn? That should be a collaborative
[1:52:23] discussion. Um and a decision amongst
those teams. Um how much time that
[1:52:28] require is required is kind of up to the
purview of those professionals. Um the
[1:52:33] assessments that we're using to check
student learning, maybe those
[1:52:36] assessments are already available. Um
the assessments may be something that
[1:52:40] the teachers need to come up with. They
may be teacher made assessments and so
[1:52:44] that time is not intended for a
discussion necessarily or to take notes
[1:52:51] but that is work time. So collaborative
planning time for them during that PLC
[1:52:56] um in order to develop that assessment
or they're splitting those
[1:53:00] responsibilities up in that time
assigning tasks amongst each other um as
[1:53:05] to what will be completed for question
number two. Um and then the same thing
[1:53:11] applies for questions three and four. Um
what do we do for students who have
[1:53:15] already learned the content and what do
we do with students who have not yet
[1:53:18] learned the content? um that is a
collaborative planning period. Um and so
[1:53:23] if I'm the math teacher
and I've got to figure out how to
[1:53:29] support these students with specific
vocabulary that they haven't yet
[1:53:34] learned, I may be designing and planning
what that looks like in my math
[1:53:38] classroom. And that might look different
than what it looks like in the English
[1:53:42] teacher's classroom or the social
studies teacher in their classroom.
[1:53:47] However, the planning is happening
together and the work for that planning
[1:53:52] is happening together all at the same
time. And so it is the same amount of
[1:53:58] time to plan, but the expectation is
that planning is happening with a team
[1:54:02] and with support and with structure.
>> This is board me. So is this going by
[1:54:08] grade level?
>> Yes.
[1:54:10] » Okay.
>> Um our elementary, our middle, and our
[1:54:13] high school groups. Um, our two campuses
are structured a little bit differently.
[1:54:18] Um, for our Oro Valley campus, their
elementary is K6. Here at PDSD, it is
[1:54:24] K5.
Oro Valley's middle school and high
[1:54:29] school combines often um, and is 6
through 12 together. So, those teachers
[1:54:34] share all of those students. Um, here in
PDSD, they actually split up middle
[1:54:40] school from high school and they have
differentiated teachers. Um our specials
[1:54:44] teachers join in with the high school
group, our related service providers. Um
[1:54:50] they have taken over some of the duties
for some of these teaching roles in
[1:54:54] order to reduce their workload. Um so
our related services duties are taking
[1:54:59] over like breakfast duty supervision um
that type of duty um in order to
[1:55:06] alleviate the teachers duties in order
for them to participate in this daily
[1:55:10] PLC group. So they no longer have those
responsibilities for duty or
[1:55:14] supervision. Um related services are
stepping in to do that. Um they may be
[1:55:19] joining the meetings once or twice a
week with a grade level band that they
[1:55:23] support the most.
[1:55:27] » Okay. Thank you. Is there any other
questions?
[1:55:34] » Dr. Barbara, thank you for your um
report.
[1:55:37] » Thank you.
Moving on, we have 1.8. It's an
[1:55:42] information item. Um, it's executive
director of outreach programs. Um, Jason
[1:55:48] Lily.
>> Sure. [clears throat]
[1:55:52] » Good evening, Superintendent Reichman,
Assistant Superintendent Cooper, Deputy
[1:55:56] Superintendent Dr. Barbara, Board
President Buchanan, board members, and
[1:56:00] ASDB community. ASDB has seen many
changes starting in the 2627 school
[1:56:07] year. As mentioned by Superintendent
Reichman, one of those changes has been
[1:56:12] realigning early learning programs,
itinerant programs, blind programs, and
[1:56:18] deaf programs into ASDB
regional outreach and cooperative
[1:56:23] services or outreach for short. In the
midst of these changes and realignments,
[1:56:29] is important to remember the mission
that the mission of ASB has not changed
[1:56:33] and ASB Outreach is committed to the
AY's mission. As part of that with
[1:56:38] education
uh via our contracts and agreements uh
[1:56:42] outreach provides services to children
throughout Arizona who are deaf, heart
[1:56:46] of hearing, blind, low vision or deaf
blind with leadership and service.
[1:56:51] Outreach provides guidance and supports
as it relates to specialized education
[1:56:55] in conjunction with the schools the
students school districts charters and
[1:57:00] other approved educational programs.
[1:57:04] As it comes to collaboration, outreach
continues to work closely with families,
[1:57:09] regional communities, local school
districts, charters, and other approved
[1:57:14] educational programs to provide services
for the so to provide services for
[1:57:19] students from birth to graduation via
our contracts and agreements with ASIP,
[1:57:24] FBC,
regional itinerate services, and the
[1:57:29] establishment of regional cooperative
sites as our full part of our continuum.
[1:57:36] The last one is partnership and
utilizing other agencies to help
[1:57:40] children succeed now and in the future.
And you will see some of these
[1:57:43] partnerships in our written report.
[1:57:49] Um, as part of that mission, outreach
continues to enter into new partnerships
[1:57:53] and agreements with other agencies,
school districts, charters, and other
[1:57:57] approved educational programs. um as
well as maintain our current
[1:58:02] partnerships and renewed agreements.
You'll see these today in 3.1 and 3.2.
[1:58:10] With our early learning programs, we
have approximately about 25
[1:58:17] teaching staff that we're working with
throughout all three regions. We have
[1:58:21] within our blind and low vision, we have
about 32 teachers um throughout the
[1:58:27] three regions. And for our deaf and
heart of hearing services, we have about
[1:58:31] 33 teachers throughout the regions.
[1:58:37] In conclusion, uh you have my written
report. Um one of the things that
[1:58:42] Superintendent Reichman recently sent
out was an article about change. And the
[1:58:46] part that really stuck out to me, um is
that change is not a destination, but a
[1:58:52] journey. And so, you know, as we journey
through these changes, I I'm excited to
[1:58:58] blaze the way forward for for our state
and for our agency. And I'm open to any
[1:59:04] questions you may have.
[1:59:10] » This is board member Bob. I do have a
question.
[1:59:15] My focus is often on ELP. Uh it's very
important to me that birth to three age
[1:59:21] or birth to 5 age is critical
and I'm still
[1:59:27] the program coming under you that you're
now managing. What does that mean as the
[1:59:31] director? What does that mean for our
ELP kids around the state um the region
[1:59:35] in the different regions? Uh,
I'm very curious about ELP teacher
[1:59:43] qualifications
and how they're um engaging in the
[1:59:48] school, whether that's the local
districts or however they're engaging
[1:59:51] with those students education, those
birth to five students, that social
[1:59:55] emotional development that's needs to
happen. Um, all of those things that are
[2:00:00] critical for those age ranges.
I'm wondering
[2:00:06] what is offered in terms of stimulation
or or development in those areas. Can
[2:00:10] you talk to that?
>> Absolutely. So, um we have the contract
[2:00:15] with ASIP. So, we provide those services
via ASIP for those birth to three as
[2:00:21] part of IDA part C. So, we have
certified teachers uh teachers of the
[2:00:27] blind and visually impaired. There's we
also have teachers of the deaf and heart
[2:00:31] of hearing. Um blind programs have deaf
mentors that provide services to those
[2:00:35] families. Um as well as we have some
SLPs on staff that provide supports when
[2:00:40] needed. So when it comes to the birth to
three component of that, we do that
[2:00:45] through ASIP um and go into go into
those homes and to those communities to
[2:00:51] provide those throughout all three
regions.
[2:00:54] when you're talking about the preschool
services that is a mixture uh in the
[2:00:58] past that's been a mixture of ELP and
itinerate services and that is where
[2:01:03] combining them does make a lot of sense
so that we can make sure that we're
[2:01:06] providing similar supports throughout
our state and what does that look like
[2:01:12] does it come from a birth to three
teacher potentially does it come from an
[2:01:16] itinerate teacher and do we have similar
training and support programs set up for
[2:01:20] the teacher so that the education is the
same throughout the state and not uh
[2:01:25] focused in one area with more certified
or more trainings. Right? So that's that
[2:01:31] is the idea with this with outreaches
that we are making sure that we're
[2:01:35] providing the supports throughout the
whole state, not just in specific parts
[2:01:38] of our state.
[2:01:43] » Uh and a follow-up question.
[2:01:47] So you're speaking of um K getting kids
kindergarten ready, right? that's the
[2:01:53] goal, the the birth to three and three
to five program that is to get kids
[2:01:57] kindergarten ready
>> because if they're not I'm I'm wondering
[2:02:01] about data in terms of like um I'm very
I'm very interested in that area and
[2:02:07] specifically that language acquisition
that critical time where that child is
[2:02:12] starting their journey if they don't
have access to that at home then the
[2:02:17] school has to provide access to that um
language acquisition process us. So,
[2:02:22] what can you share with us about that
tonight?
[2:02:24] » Sure. So, when you're talking about um
the birth to three through ASIP, we
[2:02:29] provide that deaf mentoring services
into the home, especially if we're
[2:02:33] looking at ASL acquisition, but again,
we also have SLPs that go in support as
[2:02:37] well through the early learning
programs, if we're looking at doing more
[2:02:41] of that listening and spoken language
components. Um when you're talking about
[2:02:46] the transition to IDA part B when the
kid turns three um that that becomes
[2:02:52] when the kid becomes preschool eligible
then the district takes on the
[2:02:55] responsibility of those services and we
provide supports to our member
[2:02:59] districts. Um not all not all districts
in the state of Arizona have an
[2:03:04] agreement with us. So some of those
districts take on that responsibility on
[2:03:09] their own. Those that have partnerships
and agreements with us then we provide
[2:03:13] the supports. We also provide that deaf
mentoring through preschool if that
[2:03:18] student needs that or through
interpreting or through teaching
[2:03:21] services uh through assisted
technologies. Um but it it really is
[2:03:26] that collaboration and that partnership
with those um districts as well because
[2:03:31] it's not right we don't own any of those
students. So it's really that what do we
[2:03:37] bring to the table? what do they bring
to the table and really trying to be
[2:03:40] collaborative in our approach because
they also have their own SLPs, their own
[2:03:44] OT's, PTS and other related service
providers as well as general ed and
[2:03:48] special ed teachers that we go in and
provide those collaborative supports and
[2:03:53] those um consult types of supports as
well.
[2:04:00] » Okay, thank you.
[2:04:04] This is board member Kidd. Uh I have
another question. Is
[2:04:12] so are teachers of the deaf and teachers
of the T uh uh blind. They're all
[2:04:17] certified. These are all certified
teachers.
[2:04:19] » Yes. All of our all of our staff is
certified teachers. They may still be in
[2:04:24] other programs finishing up
certification, but they all have to have
[2:04:28] at least some sort of certification to
start uh with us.
[2:04:33] Thank you.
[2:04:42] I see no more questions. Thank you so
much for your report.
[2:04:47] Moving on, we're moving on to 2.1. This
is an action item. Approval of the
[2:04:55] consent agenda consistent with board
policy to include. And there is a typo
[2:05:00] in this agenda item. Um the consent
agenda item is going to cover 3.2
[2:05:06] 3.3
3.4
[2:05:10] 6.1
7.3 donations was incorrectly listed as
[2:05:15] 7.4. It is actually 7.3 for donations
and 7.5
[2:05:26] which is also incorrectly listed as 7.6
[2:05:33] had a couple typos. So
um this is an action item.
[2:05:40] Um, we need a movement to approve or if
anything needs taken off, we need a
[2:05:44] movement to have that taken off and
discussed at its own agenda item.
[2:05:51] » Uh, this is I I move to take out the
minutes because I have a concern with
[2:05:57] one of one aspect of the minutes, but
other than that, I would like to move to
[2:06:00] approve action items 3.2, 3.4,
3.3, and 6.1, and 7.3.
[2:06:10] Is there a second?
>> I second.
[2:06:14] » All in favor? I
>> I
[2:06:16] » I
>> I I
[2:06:20] » um 2.1 passes with the removal of 7.5
minutes.
[2:06:29] We can move on to 3.1. This is also an
action item. Approval of new district
[2:06:35] agreements. executive director of
outreach programs, Jason Lily.
[2:06:40] » Sure. These um these are three different
uh charter schools that we um are
[2:06:46] looking to have new agreements with. Uh
the first one actually is two
[2:06:51] virtualmies. So, they provide services
for students throughout the state. Um
[2:06:55] and they're seeking our support as well
as the two basis programs in Tucson.
[2:07:03] » Perfect. Is there any questions?
Okay, I'll take a movement to
[2:07:09] approve these
new district agreements.
[2:07:14] » This is board member Tamiko. I move that
we approve the two district agreements,
[2:07:19] the three new district agreements.
>> Is there a second?
[2:07:23] » I second. This is Linda. I second.
>> All in favor? I. I. I.
[2:07:28] » So moved. Um, so we skipped 3.2.
[2:07:37] 3.4
um is a consent agenda item. Approval of
[2:07:42] a additional student out of state travel
deputy assistant superintendent Barbara.
[2:07:50] » Did we?
>> Oh, we did approve this one. Sorry.
[2:07:55] » There's a couple typos in my own thing.
We approved that one. My my apologies.
[2:08:00] We are at 4.1. Information item finance
report. Kimbitridge, director of
[2:08:04] business services.
[2:08:09] » Good afternoon, uh, board president
Buchanan, Superintendent Reichman,
[2:08:13] Assistant Superintendent Cooper, Deputy
Assistant Superintendent Dr. Barbara,
[2:08:20] and Executive Director Lily. Board
members and ASDB community. It's a lot
[2:08:25] of people. You have been provided our
most recent board report that covers the
[2:08:31] financial data for June 2025 and 2026.
The finance committee meeting was held
[2:08:37] on Wednesday, September 2nd with board
President Buchanan and board member
[2:08:42] Gordon, also in attendance with
Superintendent Reichman and Assistant
[2:08:46] Superintendent Cooper. During this
meeting, we reviewed the financial
[2:08:50] reports in more detail.
The fiscal year has been closed and the
[2:08:55] budget was submitted to the Office of
Strategic Planning and Budgeting, OSPB,
[2:08:59] and the Joint Legislative Budget
Committee, JLBC.
[2:09:04] The total student count provided in the
board report is for August 3rd, 2026,
[2:09:09] totaling 1,738
compared to 1,87
[2:09:14] as of August 1st, 2025.
A total decrease of 69 students. The
[2:09:21] campus count decreased by 55.
Cooperative student count increased by
[2:09:26] eight. Preschool decreased by six and
birth to three decreased by 16. Student
[2:09:33] registration was still in process at
this time and because August 3rd was the
[2:09:38] first day of school. And I just wanted
to let you know um board member Gordon,
[2:09:43] we have 368 total visually impaired
including the birth to three students as
[2:09:48] of this time.
>> I'm sorry. Say it again.
[2:09:51] » 368 visually impaired students including
the birth to three.
[2:09:55] » Could you had asked that question?
>> Yeah. Okay.
[2:09:58] » Yeah.
>> Thank you.
[2:09:59] » Um, as of August 1st, we had 469
full-time equivalent positions which
[2:10:06] included the 8.5
at FBC, Foundation for Blind Children.
[2:10:11] As of August 1st, we employed 522 staff
and at this time last year, we had 655
[2:10:19] staff. The reduction of 133 staff is
from the reduction in force that
[2:10:25] occurred on June 30th and from not
filling positions when they became
[2:10:29] vacant from resignations or retirements.
The highlights of the June 2026
[2:10:35] financial report shows a total revenue
of 43.5 million was 5.4 4 million higher
[2:10:42] than the June 25 2025 revenue of 38
million. The major difference is the
[2:10:48] increase of the institutional vouchers
of 4.4 million and the classroom site
[2:10:53] fund of 1.2 million. The classroom site
fund revenues are based on the number of
[2:10:58] students that we claim the voucher
institutional voucher for.
[2:11:02] The budget fiscal year 2026 obligated
expenditures of 64.6 6 million or 4.3
[2:11:09] million lower than budget fiscal year
2025 obligated expenses of 68.9 million.
[2:11:17] The decreases are in salary and
professional and outside services.
[2:11:22] The decreases in professional and
outside services is caused by the
[2:11:26] decrease in contracted transportation
for students offset by an increase in
[2:11:31] contracted staff required by students
IEPs due to not filling positions when
[2:11:36] they became vacant.
The financial report shows an increase
[2:11:41] in fund balance of 2.7 million due to
the increase in the cash received from
[2:11:46] the institutional vouchers. The voucher
reimbursements provided to the districts
[2:11:51] at the end of the school year total 5.4
million. At this time, 4.1 million had
[2:11:57] been reimbursed and since then the
balance of 1.3 million has been refunded
[2:12:02] to the districts.
This concludes my financial report and
[2:12:06] I'm available to answer any questions.
[2:12:13] Thank you.
>> Thank you.
[2:12:16] We have no agenda items for um five. We
can move on to
[2:12:24] 7.1
information item on buds person report.
[2:12:29] Um Rebecca Janzis Janzinski
or on buds person.
[2:12:42] Hello. Good evening everyone. I am
Rebecca Jazinski. Nice to meet you all.
[2:12:49] I'm just going to give you a brief
summary of my report.
[2:12:53] My report is from April 2025 through
August 2026.
[2:12:58] At that time period, there were seven
formal requests submitted through our
[2:13:03] request form website.
Seven of those, four of them were from
[2:13:08] staff, two were from parents, and one
were from an other category. and that
[2:13:13] other category just means that that
person didn't fit into parent or staff
[2:13:17] categories.
So, of those seven uh requests, um three
[2:13:22] involved policy concerns, two involved
procedural concerns, and two were
[2:13:27] categorized as other often relating to
perceived unfair treatment.
[2:13:35] Of the all of those sevens have been
resolved with no problems. And of those
[2:13:39] seven requests, we also got 18 email um
uh concern requests. And of those 18,
[2:13:46] most of them just asked for
clarification or guidance.
[2:13:51] Two of those 18 did require a third
party intervention to help resolve those
[2:13:55] issues. In summary, or for the past 16
months, there were 25 total requests and
[2:14:01] that averaged about one to two per
month.
[2:14:06] And that concludes my summary. and I'm
here to answer any of your questions.
[2:14:14] » Rebecca, I don't mean to put you on the
spot, but I think this is the first time
[2:14:16] that we've actually face to face with
you. Would you mind introducing
[2:14:20] yourself?
[laughter]
[2:14:22] » Yes, of course. Yeah, my name is
Rebecca. I'm here I've been here since
[2:14:27] February of 2024. I took over this in
April of 2025. My main role is ASB
[2:14:33] complaints ADA complaints manager. Um,
now I am the student complaint resource
[2:14:42] manager
and I took this over back in April of
[2:14:46] 2025.
>> Fantastic. Thank you. I appreciate you.
[2:14:52] » Yes, of course. Thank you.
[2:14:57] » Moving on, we're moving on to 7.2. This
is an information and discussion item.
[2:15:02] Introduction and possible discussion of
policies GCB,
[2:15:08] GCB D, GCC,
GC FCA,
[2:15:15] IC and regulations
GC FCA-
[2:15:20] RA and GC FCA-RB.
Maria Murphy, [laughter]
[2:15:27] well done. Uh, good evening, board
president Buchanan, members of the
[2:15:32] board, Superintendent Reichman, ASDB
leadership, and members of the ASDB
[2:15:36] community. You have before you the red
line of all of the policies and the two
[2:15:43] regulations. Uh, as a reminder, this is
a first read, so changes and revisions
[2:15:51] can still be made at this point. um for
GCFCA-R
[2:15:57] and RB. Those are regulations and those
are being brought to you for your
[2:16:01] information. They do not require an ASDB
board vote for approval. And with at
[2:16:07] this time, I'd like to make myself
available for any questions or
[2:16:10] discussion.
[2:16:17] This is um board member kid.
I have a question. uh concern I have
[2:16:24] with let me look at which one I was
speaking of. Um GCFCA-RB
[2:16:31] apparently you are not going to provide
financing for uh for staff who want
[2:16:37] training to um continue growing. Is that
what I'm reading that you will not
[2:16:43] provide financial support for that?
Um,
[2:16:50] which paragraph would you be
specifically referring to board member
[2:16:54] kids? So I can answer that.
[2:16:59] » Is it the second paragraph?
>> Courses and training.
[2:17:03] Courses and trainings. Let me read it.
Hang on. I I had concerns. Let me find
[2:17:09] the phrasing. Hang on. You removed the
whole section pertaining to credit for
[2:17:14] trainings offered by the school will be
um the one will be accredited at one
[2:17:21] point service time etc etc.
That means that you're not providing
[2:17:27] training that some some agencies do
provide training to help their staff
[2:17:35] advance. And are is this policy change
or this um regulation change saying
[2:17:39] that's something we're not doing here
anymore?
[2:17:42] » So it's my understanding that what this
is meant to say is that credit for
[2:17:48] training offered by the schools will be
earned at the rate of one to one. But
[2:17:53] hang on one second.
[2:18:00] 7.
[2:18:06] The reason why I'm asking for
clarification is that I don't want us to
[2:18:11] box oursel into not being able to
provide options for training for folks
[2:18:17] to get certified. Some agencies do offer
options to as a draw, right? So, um
[2:18:23] that's that's key. we're going to need
new teachers and we if we can't train
[2:18:27] them and they have to do everything on
their own, that's another benefit they
[2:18:30] lost that they're not going to come here
for. So, I'm wondering what the intended
[2:18:34] purpose of this is or maybe I'm reading
it wrong. Well, it it's my understanding
[2:18:38] that these are requirements for grade
advancements to be um to to receive uh
[2:18:44] additional pay for grade advancement. Um
Anita, is that correct? Is am I reading
[2:18:49] that correct? Yes. So this is this is
specifically requirements for grade
[2:18:54] advances to receive additional pay. So
it's not that ASB is not providing
[2:19:01] training. We are providing training but
this is specifically in regards to
[2:19:06] training um for to receive an
advancement in grade for the purposes of
[2:19:13] increases in salary.
[2:19:17] I would recommend clarifying that
because reading it to my ears sounded
[2:19:22] like it were not allowing them to
advance their salaries be because they
[2:19:26] did their coursework. So I it it's not
clear clear to me. So I know I'm not an
[2:19:32] attorney but to my eyes that's not
clear.
[2:19:35] » Board member kid if you would like to
offer some substitute language I would
[2:19:40] be very amendable um to that to make it
a little bit more clear. Thank you. Of
[2:19:45] course,
[2:19:50] » this is board member Linda.
You're saying this is the first read.
[2:19:55] » So,
>> sorry, the microphone was not working.
[2:19:58] You're saying that this is a first read
that we are to
[2:20:02] » What do you mean by that? That it's a
first read that that means we are
[2:20:05] changing this or what do you mean?
>> So, so for the policies, this is a first
[2:20:09] read. So with ASDB policies, they are
required to be read twice.
[2:20:17] First time for discussion, second time
for approval. What board member Kidd is
[2:20:24] referring to is actually a regulation
and we are bringing this to the board as
[2:20:30] a courtesy to make the board aware that
this is something that ASDB is planning
[2:20:36] on doing. These are changes that are
going to be made and the regulation does
[2:20:40] not require two reads or board approval.
Um, but if it is unclear and board
[2:20:50] member Kidd has some substitute language
that he thinks would clean it up or make
[2:20:55] it a little bit clearer, I'm absolutely
open to that and to making some more um,
[2:21:02] edits if they need to be made. So,
[2:21:07] Thank you.
[2:21:13] » No further questions.
[2:21:17] » Thank you, Maria.
>> Thank you.
[2:21:25] » I Okay, I with the typos in the agenda,
I do not believe that 7.4 four setting
[2:21:32] the calendar for the 2027 regular board
meetings was part of the consent consent
[2:21:37] agenda. It was mislabeled as donations.
So um I do not believe that was um on
[2:21:46] the consent agenda. So we are at 7.4
discussion and action items. Set the
[2:21:50] calendar for the 2027 regular board
meetings. Um board members in front of
[2:21:56] you, you've had the you have the
calendar. If there's any discussion that
[2:22:00] needs to happen, um, it can happen now
or we can have a motion to approve this
[2:22:06] calendar.
[2:22:10] This is board member. I move to approve
the calendar for the 2627
[2:22:16] period.
Is there a second?
[2:22:19] » This is Kidd. I second.
>> One question.
[2:22:22] » Yes, Britney. So, Tucson's back in the
rotation.
[2:22:27] » Yes.
Um
[2:22:33] yes that is the goal
is for 2027 calendar year that we will
[2:22:39] go back and forth between the two
campuses between Tucson and Phoenix.
[2:22:44] Yes.
>> At Oro Valley.
[2:22:46] » Oro Valley. Yes.
>> Thank you.
[2:22:51] » Um we have a second I believe.
Um all in favor?
[2:22:56] » Yes.
I
[2:23:01] » I perfect. I I do have a question. Uh I
want to clarify something. This is
[2:23:05] Linda. I also I want to say um that this
is a good way for us to look at the
[2:23:10] campus in Ora Valley. Those of us who
haven't been there get the the lay of
[2:23:13] the land. Um so that will be a nice
opportunity to go early and have a look
[2:23:18] at the the the facilities. So that's
what I'm looking forward to.
[2:23:24] All right.
And this is um board member kid. Also,
[2:23:28] there are some people in in the Tucson
community who do feel that they have not
[2:23:32] been uh since the close of the campus
that we have been disconnected. So,
[2:23:36] that's going to be really important. I
do agree and I
[2:23:41] fantastic. It passes.
Um 7 we are at 7.5 which is um was on
[2:23:49] the consent agenda but it was pulled off
by board member Kidd. Um, board member
[2:23:54] Kidd, would you like to discuss your
point?
[2:23:57] » I would. Yes.
In the special meeting, let me hang on
[2:24:04] one second. On August 13th,
[2:24:11] 1.2,
[2:24:15] nope, sorry,
1.3.
[2:24:19] On the second the second paragraph, it
says that uh Superintendent Reichman
[2:24:25] proposed that we discuss only chapter 8
and we discuss the whole thing. We did
[2:24:32] discuss the whole thing. So I don't want
us to put ourselves in a legal situation
[2:24:37] um because we did discuss the whole
thing even though it was a quick
[2:24:40] discussion. So that's an error of the of
the timeline.
[2:24:52] I don't this is board member Buchanan I
don't think that is an untrue statement
[2:24:55] that superintendent asked us to
specifically focus on eight because she
[2:25:00] did ask us to specifically focus on
chapter 8 there was discussion after but
[2:25:06] that [clears throat] is not an untrue
statement
[2:25:10] » it it it is misleading I want I don't
want the the public to think the
[2:25:15] perspect the percept ception is that we
only focused on that. I don't have an
[2:25:19] issue with the what happened, but that's
true that that did happen. Um the
[2:25:23] proposal was to limit it to chapter 8,
but we did in fact have the discussion
[2:25:27] of the whole thing. So, it's misleading.
[2:25:32] It's just the phrasing that could be
misleading and I'd like to change it a
[2:25:35] little bit.
[2:25:39] Um okay. Uh
[2:25:44] I'm I'm sorry. I am unsure how we amend
minutes.
[2:26:06] What was that?
[2:26:10] » Yes.
[2:26:16] » I mean, I think that um board member Kit
is just asking that maybe a sentence be
[2:26:20] added that says that the rest of the
audit was also
[2:26:25] » partially discussed.
>> Yes, [cough] that's what I'm asking. I
[2:26:29] think that's pretty reasonable.
>> That's all.
[2:26:32] » Okay.
>> Yes.
[2:26:34] » Perfect. So, um we'll have those minutes
amended
[2:26:42] 7.5. Um
[2:26:46] are we moving to
[2:26:51] » to approve with an amendment? Okay.
Um, I'll take a movement to approve the
[2:26:58] board the minutes with the amendment
made it to the special meeting on August
[2:27:03] 13th draft.
>> This is board member Kidd. I move that
[2:27:08] we approve the minutes for August 13th
with that amendment.
[2:27:12] » Is this
>> that uh that the all the entire audit
[2:27:18] was discussed?
>> Is there a second?
[2:27:22] » This is board member Bo. I second.
>> All in favor? I
[2:27:25] » I
>> I I
[2:27:27] » It's um approved.
>> I do have another motion. This is board
[2:27:31] member Kidd. I
also app move that we approve other the
[2:27:37] other two agenda items as written.
[2:27:43] » Minutes as written.
>> Yes. Sorry, that is what I meant. Yes.
[2:27:49] » Okay. Let me I'm not a lawyer. So,
[laughter]
[2:27:53] » um, you made the motion. I need a second
to approve the other two minutes, draft
[2:27:59] minutes as written.
>> This is board member Tamco. I second
[2:28:04] that motion.
>> All in favor? I.
[2:28:06] » I.
>> I.
[2:28:07] » So moved.
That arrives us to 8.1. It was a call to
[2:28:12] the public on non-aggenda items. We
received no calls to the public. calls
[2:28:17] from the public on non-aggenda items.
Which means that we will move on to 8.2
[2:28:21] discussion and possible action item
agenda items for the next regular board
[2:28:26] meeting and that is scheduled for
November 12th.
[2:28:30] Um typically um board member kid, I know
that you're new to our board. Typically
[2:28:35] in November, we have um uh nominations
and elections to um the position of
[2:28:42] president and secretary at that board
meeting. Um so that is something that
[2:28:47] the board needs to collectively think
about um arriving to that board meeting
[2:28:51] on November 12th. Other than that uh I
am open to discussion or items that you
[2:28:57] would like to see on that agenda.
[2:29:03] This is board member Kidd. One thing I
did want to I want to move for us to add
[2:29:08] a work study session for the master
facility plan uh to support Annette uh
[2:29:15] Superintendent Reichman's vision.
>> Um do you have a time frame on when you
[2:29:21] would like to see that uh work study
meeting?
[2:29:25] Um,
[2:29:30] I would prefer it be before November
13th so that the new chair secretary are
[2:29:36] aware and of how to run that and
strategize for that. So, I'm I I have
[2:29:42] some ideas to throw in to see if they
can try to see if they work, but I would
[2:29:46] like to add them for the next agenda.
So, I'd rather it be before November
[2:29:50] 13th so that um but depending on our
schedules.
[2:29:55] » Okay. Is there any other agenda items
that any other board members would like
[2:29:58] to see on the November 12th
[2:30:03] meeting.
[2:30:07] Okay. Moving on. Um we are at 9.1 action
item adjournment.
[2:30:16] Um we can I'll take a movement to
adjourn the meeting.
[2:30:23] Second
um movement is made uh to adjourn the
[2:30:28] meeting. Uh board member Bob is a
second. All in favor? I
[2:30:33] » I so moved.
[2:30:43] [clears throat]
[2:30:49] question.
>> I know. Um