[0:00] call if you need to services and then I'll be back later. I just

[0:15] looked at this before and you come back with a proposal. Don't you come back

[0:19] with Yeah, I I will bring it back and then you will

[0:32] I'd like to make a motion that we will approve the propos request for proposal

[0:38] for school services. I'll second it. All those in favor.

[0:43] I motion carries. action item 6E consideration action

[0:50] regarding approval to submit a request for qualifications

[0:54] for engineering services. So when we got our funds and we knew we had

[0:59] construction on the horizon, we did our engineering and we're allowed to use

[1:04] them for five years and it's been five years. So uh we do still need to have

[1:09] some engineering for this next phase on the trace building right now. And so we

[1:14] just want to make sure that we we do in our we can use them for the next five

[1:19] years whatever we need. So um it's not that we're trying to spend money with

[1:24] them. It's just gives us the ability to get three.

[1:37] Do you have a particular engineer or this is open for any

[1:43] or any engineer? What the requests for qualifications are is you have to send

[1:47] it out to license five and then they if they can choose not to submit there or

[1:53] they can put it in um we've used paper bucket in the past. We've used Excel has

[1:59] been our engineer for all of our new buildings. Um ideally we'd be able to

[2:03] keep them because they have all of our history and they know what all our

[2:06] problems are. Right now we're working on the we're

[2:11] trying to get the school facility board to help us with the auditorium in the

[2:14] gym HBAC. Well, Excel's already done the analysis on Excel would be able to help

[2:19] us design the plan get there. They use all kinds of

[2:24] like they use mechanical electrical engineers from St. George. I mean it's

[2:28] not just them. So, but we just want to get through the

[2:35] process.

[2:42] I'll make a motion to approve the request for qualification for Indian

[2:46] services. Motion made second. All those in favor?

[2:53] I motion carries. Can I say is is there someone on this?

[2:58] Oh, could you mute your phone, please? Thank you.

[3:06] Just say whoever's online, please. Whoever's online, please mute your

[3:12] phone. I just texted her. Who do you know who

[3:17] Natalie said she will take a call, but she's

[3:21] mother.

[3:26] All right. Action item 6F consideration action regarding approval for the 2526

[3:32] coverage acceptance form for alliance workers compensation. We just want you

[3:37] to prove it. Alliance is just like the trust. They just do all the workman's

[3:42] comp for school districts for Arizona. And so

[3:49] right I'll make a motion to approve the 2526 coverage acceptance form for lines

[3:53] coverage compensation. I'll second it. Motion's been made second. Those in

[3:57] favor? I I motion carries. 6G consideration action regarding

[4:05] approval of addendums and summer work agreements. So we have we just this is

[4:10] our annual. These are the people that are working this summer. Uh we have that

[4:14] little mini grant that was $30,000 that is paying for some uh intervention

[4:20] services for high school. So Vicky and Barl are doing those. Uh title one is

[4:26] doing the Junior High summer school. Uh we the

[4:29] district is cover are covering the ESS extends for you. It's mandated

[4:34] cottonwood cottonwood summer school and then we're doing Cottonwood ESY and then

[4:41] Cottonwood preschool as well. But then we have a set of teachers that are

[4:46] coming in to do curriculum work for our high school and the CSI mini grant and

[4:53] the CSI will be covered. Um we want Daisy Mills Daisy Mills is moving from

[5:00] Cottonwood to LCAP for this next year and we want her to come in and start so

[5:05] we're in a school improvement because of graduation rate and we want her to come

[5:10] in and all of our students eighth grade up to 11th grade. See, you know, start

[5:17] kind of like a risk assessment. Which one has a risk for adults? Which one has

[5:20] risk for academics and and start kind of creating an intervention plan from a

[5:25] social emotional perspective? Try to start making connections with those

[5:28] students and and creating that sense of somebody's watching, somebody's care,

[5:34] somebody. Do you lose them in 11th grade? We do a lot again

[5:40] like if they what it's easy to graduate and so we will lose students. So high

[5:47] school. So tell us the criteria with the state do you is it counted as a not

[5:52] graduate if they go to another school? No. If it's we are we show they went to

[5:57] another school is not true. If we but the the state used to we used to be able

[6:01] to just do it based on what the parent says. The state won't let us do a W1,

[6:05] which is a transfer to another school, unless that school has requested their

[6:08] records. And so, we've really been working on our registars to get that

[6:13] record that you can't have the parents sign the records request. You have to

[6:17] have that school send it to you, meaning they showed up on their doors. Um, I

[6:20] think the state's just worried that the districts are fraudulent reporting and

[6:25] accelerating their graduation rates. But we get we get um if you do an actual

[6:31] dropout code, if you do W4, which means they've been gone for 10 days and you

[6:35] don't know where they are, we if they get a GED, it's a dropout. So that's one

[6:41] of the things I've been trying to work with our front desks is that if you

[6:44] don't know where they are and you have to keep calm until you find out. Um we

[6:47] just had a student that got that code and I just Robin, you've got to go find

[6:51] out what they're doing. And so she just got the parent to email her and emailed

[6:56] try home school. Do it. Put it in. Change it. Don't let it go against the

[7:00] graduation rate. So, we do have a lot of kids that just stop school before

[7:06] graduation. And it's sad.

[7:13] I'm just going to go work. No, you don't. You will regret it.

[7:17] You'll never regret a high school diploma, but you will always regret.

[7:23] So, but If it's an accounting thing, I want

[7:27] the accounting fixed even prior years. And the problem is

[7:31] once you close out a year, it's a big hassle to go fix it. But if if they

[7:36] stopped coming in freshman year, joined Water Canyon in their senior year, we've

[7:40] got to go back and fix those freshman year. And and so we've got to know and

[7:44] we've got to do the work. And that's a lot of work that we need to do.

[7:51] All right. I'll make a motion to approve the addendum of summer work agreements.

[7:56] Second motion. Second. All those in favor? I

[8:00] motion carries. 68 consideration action regarding

[8:06] approval of new employees and contracting personnel.

[8:13] I had a question about this one. We haven't had very good luck with a male

[8:18] basketball coach for the girls and I would not approve another one if it were

[8:22] you. So, I'm just just letting you know that I don't know who I don't even know

[8:27] this person. So, it's not like I'm saying person know who he is. He's my

[8:31] son and we don't have anything against your son and

[8:36] Bruce's on the team. So, I and so he wants an assistant coach

[8:42] and I said it would give him give a male coach, we will find we will get female

[8:48] assistant. So there is a female presence there. Um but we have not I mean look at

[8:55] who's trying to coach football and I think that's ridiculous but we got to

[8:58] find people to help us.

[9:03] We should look at recruiting females then go to

[9:08] [Laughter] be silly.

[9:13] Okay. I we have had we have had Jayla what I

[9:18] want is our female athletes to come back and coach for us. That's what tell we've

[9:23] given you a gift and you have a responsibility to come back and coach.

[9:28] Um he's gotten his fingerprint parents card and we are um he is trying to

[9:33] recruit. Um I assume our other winning scenarios had their fingerprints card

[9:40] too. They did. Um he's actually trying to I'm trying to get him to recruit my

[9:47] daughter Debbie who played for us as his assistant. Um he wants me who used to

[9:52] work for us who already has a credit card in his card to do it but she

[9:56] wouldn't be able to do it through the season. Um but and I I don't want to

[10:01] advocate for him. I just Mr. Campbell, you advocate because tell us how you

[10:05] feel about your sports about Williams specifically or just your coaches. What

[10:10] what have you gone through to try to get um

[10:15] yeah, we've we've looked well everywhere I was aware of. We've

[10:20] we've put the flyers out and um asked for applications. We've posted it,

[10:28] advertised it, and we haven't gotten any. We had one possibility.

[10:35] uh he applied for the teachers job and uh he was willing to coach football, but

[10:40] he didn't have any certifications to be a teacher at all.

[10:45] He was everything was uh well he he was this close. He was like 4 in away from a

[10:52] Olympic 4T away from an Olympic um making it into Olympics Olympics uh

[10:59] Olympic team track and field. Anyway, no, not SH. It

[11:05] was discus. Discus. Discus. Yeah. But that that's the big problem is

[11:10] if they don't work for us, it's just really hard. He he's even advertised to

[11:14] hurricane put up things hoping somebody that just has a wall of the game will

[11:18] come. Um, but we just haven't. Well, I I don't

[11:25] think it's fair to put every man in the same basket. Yeah, that's what we said a

[11:29] couple of times. Actually, I do think that uh is the job of the athletic

[11:33] director and our principal to make sure that they're following up

[11:37] even having interviews throughout the school year

[11:42] to make sure that none of this stuff is happening.

[11:46] And other than that, I don't know what else you can do. Well, I we for

[11:50] basketball, I think we have time. I mean, it's not till November, right,

[11:55] that they start practicing. Well, they're they're trying to get in some

[11:58] open gym time this summer and they really working on their top.

[12:05] We've got to rebuild that.

[12:09] But I like what Carol's saying that you can have William Simpson and then get a

[12:14] female potion with him and that's the stipulation. Yeah, he's he's he's going

[12:20] to be good at strategy and and but he's he's he's he's about to have a baby and

[12:27] or he'd have his wife help me and she's like

[12:31] so um but anyway, it's he originally told us no several times, but really we

[12:39] really been working on to try to get some help because short of that she

[12:43] wants to join free, you know, just because

[12:47] we just had such a hard time with that team this year and but I think if we

[12:51] could get working with them with some of them we could have our own team I'm so

[12:55] much proud of going out instead of but I really appreciate

[13:02] softball they really brought some good players and some good energy and some

[13:07] good coaches that's one thing we asked is does Fredonia have any more good

[13:11] coaches should we join for girls basketball it's kind of hard to give up

[13:16] basketball that's ours basketball

[13:20] school and just don't want to go out there and say he's not a basketball

[13:24] school anymore to do business. No, I agree with that and I'm not you.

[13:29] Obviously, I'm not against basketball, but I've been on trips and I've been

[13:33] there in the stands and I watched some things. I even took pictures and sent

[13:36] them to you one time and I just think it's a bad idea to have male coach

[13:40] traveling with the girls team. Well, and that's one of the things we

[13:45] talked about always make sure female is with them. Now, we haven't required that

[13:50] like, you know, like to a a local camp, you know, but we've got a lot of girls

[13:56] and they're pretty about that. Um, and I've, you know, I've talked pretty

[14:02] straight with Ruth about, you know, was there any misbehaving to my mom? No. You

[14:07] know, and she she would tell me she felt like not with Lee, but with our prior

[14:12] coach, it was not here. The focus was not here.

[14:17] those kind of things. So,

[14:22] but Daisy's been willing to help with girls basketball as well. And Becky

[14:26] Woods that said she would help. So, we have a couple of good females that would

[14:32] participate and help if he can't find somebody else. These guys would

[14:35] absolutely come help practice sessions and things like that. And they would be

[14:39] willing to travel for anything more because she's she's full. But this

[14:43] weather has been really amazing. She did a great job integrating with the

[14:48] three. I don't know. I don't know if Becky will asked one of them to be the

[14:53] assistant coach. So, it's not a someone who's just been in the program. Yeah. I

[14:58] haven't they both I know Becky absolutely confirmed that. In fact, she

[15:01] was willing to drive the girls to become the she's like, you tell me what I'm

[15:05] interested. She I love these girls. I want to help them. And I think being an

[15:09] assistant coach is a great idea. We will absolutely have a female assistant coach

[15:14] on the girls basketball team. Well, we had an assistant coach one time. We we

[15:18] did that, but the assistant coach was young enough still to high school that

[15:23] there was still a power difference. I understand that. Yes. And so that's we

[15:27] have to have somebody who has not got that power difference. I agree with

[15:31] that.

[15:36] All right. I'll make a motion to approve the new employees and contract

[15:39] personnel. I'll second it. Motion's been made and

[15:43] seconded. All those in favor? I I motion carries. Consideration action regarding

[15:49] approval the 26 proposed comprehensive school improvement grant. So this this

[15:55] is I just this is a the the new grant for the 2026 year. Um I actually have a

[16:01] form but I have Marian sign so that I could approve it but George I'm going to

[16:04] get it to you. If you approve this I'm going to get it. But basically we just

[16:07] took this grant and divided into three spots. We want a portion of it to be PLC

[16:12] coaching for the administrators, the the principles because we just did a full

[16:16] PLC training and now we want to make sure that they have support implementing

[16:20] it. And um and then the next is we just did some additional tutoring and like

[16:27] for this Daisy Mills and for the teachers that will work with high school

[16:30] kids getting off track or high risk and that can go you know that doesn't have

[16:35] to be done in the summer. We we can do Fridays. It just has to be off contract

[16:39] time. And then the other one is again for teacher support. If we get a new

[16:43] English teacher, we get um we still have Sariah building curriculum. She has

[16:47] classes she hasn't taught. And and it just gives some additional funds for

[16:51] teachers to come to someone next year. So

[16:56] and if we do change around budget categories, we're still going to keep

[16:59] them in those same ones, but we might change the dollars. Where is this grant

[17:03] from state? It's a state grant. Yeah, it's

[17:10] actually federal. No, it's from state. It's a federal grant.

[17:15] Funds are coming from federal for school improvement. It because the requirements

[17:20] are very um title one goes right along with title

[17:24] one.

[17:29] So,

[17:33] all right. I'll make a motion to approve the 2016 proposed comprehensive school

[17:36] approved grant. I'll second. Motion to make second. All those in favor? I

[17:42] motion carries. Uh 6J, consideration and action

[17:47] regarding family engagement plan. So this is you know administrators came

[17:54] together and we looked at everything that we did and we combined it into a a

[17:58] plan that we could submit with our grant. um they're getting uh input from

[18:04] parents on it and so what we're going to do is approve it and then each year just

[18:09] you know come back to it and improve it and make it a living document. Where are

[18:15] you talking this time? This is title one. It's part of our integrative action

[18:18] plan. We just went through title one monitoring this year and there were a

[18:24] set of action items they required. This is one that they expect us to have

[18:28] something each year in the EV valuation of the goals of last year. It seemed

[18:34] like this is some of the stuff that got dropped was, you know, um flyers to the

[18:40] parents and emails and and integrating with parents. One of the things that

[18:45] happened this year that kind of was a hindrance to us in that is our school

[18:50] notification system got dropped. They discontinued it. And so we've been in a

[18:57] very painful process converting over to a new system. We're going to work on it

[19:01] this summer trying to get but this other system parents have to opt in and so if

[19:06] a parent hasn't opted in they don't get any notifications. So we're really we're

[19:10] working with our front desk teaching training and helping them to get those

[19:14] parents on so that we can be more effective with our communications.

[19:18] But yes, we know we need to improve or committed

[19:25] and that's been a big question about influence asking teachers how they

[19:32] well because parents directly affect your graduation rate 100%. And if you

[19:37] have a encouraging and almost demanding their kid finishes school much more

[19:42] likely to go into

[19:49] well to me that's where our counselor work because she can work with the

[19:52] parents and just kind of she gives statistics on you know earnings and for

[19:56] graduate school I think that counselor can do some good work in that area

[20:01] and that's what she is she's not really a counselor she's a child coordinator

[20:05] which half of that is apparently so our two child coordinators are going to be

[20:10] working extensively to improve those communication channels.

[20:16] All right.

[20:20] I'll make a motion um to approve the action

[20:26] regarding the family engagement plan. I'll second it. All those in favor. How

[20:33] often do you review that? Motion carries. We This is brand new this year

[20:37] and or can we review it like quarterly to

[20:41] make sure we're making progress? That's part of the integrative action plan.

[20:45] It's quarter quarter review. She's told me I have to put it on my agenda item on

[20:51] my admin before we go to the All right. Next 6K

[20:58] consideration action regarding approval of 25. 26 annual authorizations.

[21:03] So these are the same authorizations that we do each year. um basically

[21:08] authorizes our revolving fund. Um you approved mouth America to be switched

[21:12] and we've been working on that this summer. Um and this motion approves the

[21:17] signers for that. Um our checks require two signatures so we need to have enough

[21:21] that we can get to and it keeps that checks and balances. Um Mary can sign uh

[21:28] vouchers if I'm traveling. Um it allows us to actually sign warrants without

[21:33] waiting for a board meeting. Um Mary is the custodian for the make accounts and

[21:38] student activities treasurer. So she's responsible for all the everything with

[21:42] cash. Um so if our voucher is overspent because somebody adds shipping then it

[21:48] allows us to go up to 10%. um out of so we we've authorized out of state travel

[21:54] for employees and board members that actually for anybody traveling to and

[21:58] from because even on our sports team sometimes get stuck in Gallop, New

[22:01] Mexico for a border or uh you know somebody might have to stay in Lachland

[22:07] for a bullhead uh event. So I would like to just change that for you know school

[22:16] students. So any uh if it's to a student if it's to an

[22:21] Arizona destination then um if we earn interest on their extracurricular we

[22:26] want to put it into in our tax credits undesated so the district can use it how

[22:30] they want instead of having to channel it all for the same portion. But if the

[22:35] person requested okay not for the interest portion if I donate 200 to

[22:41] Cottonwood but then Cottonwood gets my 200 but if that earns interest the

[22:44] district gets it. That way we don't have to split it into thousand categories. We

[22:49] can just put the actual donation in category and then the interest can just

[22:53] go into a general fund. It still has to be used against extracurricular, but we

[22:57] get to decide if it supports or if it supports the athletic program or if I

[23:02] stand. Then the travel reimbursement for

[23:06] contracted employees. This is just so that when we have a contracted coach, we

[23:10] can reimburse the travel if they have to stay out. We can pay meals and things

[23:13] like that. So, it's not such a burden. And then the we the CTE course fees. So

[23:20] we charge fees for the course fees and we ask for you to donate them to their

[23:25] program so that the students don't have to pay their course fee and then turn

[23:27] around and pay their membership into schools USA

[23:32] and that's worked really well and it's got us compliant on those programs

[23:37] because it's gotten them active and up and running and getting us membership

[23:41] base. So we ask for these annual authorizations.

[23:47] All right, I'll make a motion to approve the 25 annual authorizations.

[23:52] I'll second to make a second. All those in favor? Motion carries.

[24:01] Item six, consideration action regarding approval of the 2526 proposal.

[24:09] Okay. Um, this is putting on a blindfold and throwing the

[24:16] air because we have no what this is going to be. So all these

[24:22] next items all go along with this same budget. So ML

[24:26] um uh the state has the the state

[24:30] legislature has not finalized a budget. They have not approved the budget. So we

[24:34] don't know what funding the districts are going to get. So the auditor general

[24:38] just gave us forms that has the same rate as last year. So we budgeted to the

[24:43] same funding mechanism that we had last year. Um we just used current ADM. Uh we

[24:52] uh we would like to give we want to still move people. We don't want to

[24:58] freeze wages. So we're kind of making a gamble here. Um one of the reasons we

[25:04] are not getting employees is our wages are falling. Wages are going up so fast

[25:08] around us. And so we have four lane a four row

[25:16] placement scale. And then so what we tried to do with this is we tried to

[25:20] move everybody up the lane up you know down the next row until they get off

[25:26] that four lane and then we tried to give them 2%. The state the state has been

[25:30] mandated to give us at least 2%. So that's kind of what I'm banking on. Um

[25:35] but in order to make this budget uh balance with that is and so I did I did

[25:42] a thousand for the teachers and then I did 2% for the classified and then

[25:49] and then I uh in order to make it balance I had to

[25:53] take money out of capital which I want to pay back as soon as the real budget

[25:57] gets and they know they haven't given it all districts can revise their budget by

[26:03] September but the problem with this is this sets our tax rate. It's just this

[26:08] is really big for the state. Um it has happened before, but this is I think

[26:12] that I mean they they don't know what to do. We we're getting emails out that

[26:18] they've got a $200 million over expenditure this year and that they're

[26:22] going to know that they're going to be over next year and so they're trying to

[26:26] figure out where they can cut. Um one of the things that concerns us on this

[26:30] budget process is that they are requiring us to all of our cash balances

[26:35] on it and they usually don't do that and the last time they asked for information

[26:39] like that they went through all the districts and pulled all their excess

[26:42] cash which would be devastating to us. Now it's better this year than it was a

[26:48] year ago because a year ago we had all that Esther money waiting. We

[26:52] transferred money so that we could spend out the Esser and we had it sitting in

[26:55] capital. We're not in that kind of position this year. But uh if they pull

[27:01] my emergency funds, my 500,000 year I this is it's going to be tight. But my

[27:08] recommendation is that we approve this um with the idea that you know if

[27:13] enrollment increases, if um if the budget comes in higher, you know, like

[27:18] they give us a a percentage uh then we can refund that uh capital. Um but if it

[27:26] doesn't, then we play this out and we make our cuts for next year. But we How

[27:30] much capital did you take? I took a 100. Um but um I promised from 500 for this

[27:41] to try to finish that trans building. And so what we're going to have to do is

[27:45] we're going to have to finish out the fiscal year ends June 30th. We're going

[27:48] to have to finish that out, clarify our expenses, know exactly what our rollover

[27:53] is. This has a rollover projected. But once we get all those numbers clarified,

[27:58] it really takes us until about October to know what our new budget is just

[28:02] because we need to moment is um but I think this I this is a budget we can't

[28:08] execute unless something cash could you take it out of your emergency

[28:14] fund they might take anyway instead of it's the same thing but yes if they see

[28:22] that I'm holding 500,000 and I'm not going to spend it but they'll take it

[28:26] doesn't matter if they take it there if they take it out of my actual capital

[28:29] but um yeah I just that e were just getting too tight and our

[28:35] numbers are fluctuating too too much that I we just need to be sold. But I

[28:42] thought this is something we can do even if worst case scenario happens and then

[28:47] and but then if worst case scenario happens then we will be at the table

[28:50] trying to figure out what we can do to cut um uh if we have to mid year but if

[28:55] not for next year we'll have to be getting more creative and more

[29:01] innovative in the way that

[29:08] So, the way to get more money obviously is more tax dollars. When you say this

[29:12] sets the tax rate, does it set it low? Well, it's kind of been our goal um is

[29:17] to keep taxes from going up and and it when we took over taxes were 11 and a

[29:24] half, okay? Because the district had set two tax rate and and we just didn't have

[29:30] enough money to cover the budget. And that was some errors. Plus, they

[29:33] overspent their budget. So, they they had a serious crash crisis and it took

[29:37] us several years at high tax rates to bring that down. But now that we've been

[29:43] out of that tax crisis, then basically um we can set the minimum

[29:49] tax rate that the state requires and it pretty much and fund our budget. And so,

[29:55] we we can't um we're under a a high tax provision where the state won't allow us

[30:02] higher than what we are. So they because we've been

[30:07] anyway the funding is working. I Mary has assured me that our cash is meeting

[30:13] the expenses of his budget. We'll do another check on that on June 30th. Um

[30:18] but that is if we end up short cash then we are going to have to raise taxes to

[30:23] to bring in more cash to make sure we budget commitments. But I think right

[30:27] now we're pretty it's pretty set and we haven't had to raise taxes at all since

[30:33] I so we've been able down 11 and a half we're putting on this budget 4.09.

[30:39] So and that's what we've done pretty consistently. Um that's basically what

[30:44] the state expects us to use. Um the state rates like 3 point something. So

[30:49] we can have a little in the middle but not much.

[30:58] All right, I'll make a motion to approve the 2526 proposed expenditure budget.

[31:02] I'll second it. Motion to make second. All in favor?

[31:07] Motion carries. Consideration action regarding direction

[31:11] for the district art program.

[31:15] Just wonder if Mr. Campbell wants to take this one.

[31:20] We have two um

[31:24] two options for art going forward. As far as an art

[31:30] teacher is concerned, we interviewed three or four art teachers. Um

[31:40] actually I think we interviewed a couple more than that, but with a couple

[31:43] different options. One would be as a full-time teacher um to replace Miss

[31:48] Cynthia that was here this last year. Another one would be as a part-time art

[31:53] teacher and our plan was to have them teach art for the junior high during

[31:58] sixth period and the high school during seventh period. um realizing that part

[32:06] of our goal is or part of our our motto vision is to include arts in our

[32:13] education of our students. We the other thing we ran into is our um our

[32:19] attendance of the art classes that we had this last year were way down. Um,

[32:26] we had 25 26

[32:31] high school students in three different classes that took art. Um, we had

[32:39] well the for the junior high it was mandatory.

[32:43] We had the seventh and eighth graders took art and then they had a class where

[32:48] um there was an elective opportunity at the junior high level to take art. We

[32:54] would still keep the elective opportunity at the high school. We would

[32:57] offer art in a seventh period class. So sixth period would be if we did the

[33:04] part-time, sixth period would be um junior high elective. Seventh period

[33:12] would be a high school elective. We are still including uh drama

[33:18] and um Spanish. I don't know if Spanish would be considered art, but we have um

[33:26] music options. We put those in. We also put art in. I did a

[33:34] kind of a survey with our students to see what electives they'd be interested

[33:36] in and art was one of the options. I think we had well below the um I would

[33:45] say was like 10 or less students who were interested in taking art as an

[33:52] elective at the high school level. We do have a um a schedule where we have a

[33:58] teacher that's planning on teaching fine arts to our eighth graders. Um and that

[34:05] would we were doing this in cycles. I believe they had six cycles set up where

[34:11] they would they included music. They did have a cycle of art. They had um

[34:17] computer graphics involved in that. Um there was something with instruments. I

[34:23] apologize. I don't remember all of them. Anyway, um those are our two options, a

[34:28] full-time art teacher, part-time art teacher. Um, my preference currently

[34:34] would be to go with a part-time art teacher and see if we could build that

[34:38] program back and get the interest back to where we could get um employ a

[34:43] full-time art teacher um with with good numbers. Um,

[34:49] anyway, that's that's kind of where we're at.

[34:54] I like that, too. The the problem I have I see with that is the if you have a

[34:58] part-time teacher, it's no different than having like a part-time senior.

[35:01] They're not really engaged in the student the same way. And to build a

[35:04] program, you have to have someone who's really interested and and energetic and

[35:08] and loves the program to get even kids to convene. If you have someone that

[35:11] just comes in for sixth and seventh period, they don't see them or connect

[35:15] with them any other time. I don't know that it's going to be very effective to

[35:18] build it. Well, I mean, we had a full-time art teacher and it wasn't very

[35:22] effective either. Well, I think I think it was it's the personality. It's the

[35:25] person. Yeah. I think that was probably, but even with the right

[35:30] personality right now, our numbers are so low and we're looking so tight on,

[35:36] you know, we need to to it's, you know, there's a a a cost

[35:41] benefit analysis that you have to do. Do you want to tell them kind of what

[35:45] you're thinking or? Well, the the part-time would be sixth and seventh

[35:48] period, but both of the people that we interviewed that would work well with

[35:52] the part-time position are all are already working at the school. So, they

[35:57] would be they're with the school already in in another capacity. They would just

[36:03] be um teaching the art classes sixth and seventh period.

[36:09] Are they art majors or anything or are we just like bandating with that person

[36:14] that just happened? Neither of them are an art major. Um both of them have

[36:18] experience in art. We got to see their portfolios.

[36:22] Um and it wasn't just the art as in painting or drawing. They had experience

[36:29] and extended art mediums. Um some like sculpting stuff. Now, some of the

[36:37] teachers that we were looking at full-time,

[36:40] they had some extensive experience in art that would be impressive and to go

[36:46] with your line of thought, they had the I think passion that would that would uh

[36:55] hopefully build the art interest at school. Um,

[37:01] so I would love to see art in other ways. um

[37:06] drama. We've got a new drama teacher we're planning on having this year.

[37:11] She um the drama teacher we had this last year, I I loved Rich Hill to death.

[37:18] He was very

[37:24] he was very strict in what he wanted to do. He was a Shakespearean educated

[37:31] drama teacher and his desire was to do Shakespeare.

[37:37] He was very strict on that minimal minimal um

[37:42] sets. Um he wanted the the students to really

[37:47] get into it which was is value could be very valued. But in my experience in

[37:53] this limited setting that we have here at our school,

[37:58] somebody that valued drama in in a way that they just want to bring the kids in

[38:03] and get them interested and get them involved and help have them help make

[38:07] sets and and stuff like that. I'm I'm really excited about our our um our new

[38:14] drama teacher prospect and I would love to get more music involved,

[38:20] too. as an art if we could I would love to be able to little be a little more

[38:26] well-rounded in in the arts for our for our school.

[38:31] I'm not against art at all. I'm a horrible artist personally, but um

[38:40] I kind of feel like maybe we need to strip it down and build it back up is

[38:44] where my thoughts are. I'm kind of thinking that to invest that much money

[38:49] into do what I full-time teacher. I don't think we can afford to

[38:54] do it right now unless those numbers come up. Yeah. So, if we can get

[38:58] somebody that would help build up the numbers, even one year, if one year,

[39:03] right, it can happen in one year, I'm willing to put the money with, you know,

[39:08] into it. But right now, it'd be pretty sad if we had,

[39:13] you know, a full-time art teacher and nobody to take no interest to take the

[39:18] classes. No. So, I would be in favor of a part time

[39:24] at the lease this next year and then we can see where go from there.

[39:31] Anyway, that's my thinking. I think we have to wait for George to come back.

[39:36] Yeah.

[39:41] So, that's that's kind of what we're looking at is we want somebody that that

[39:45] brings a passion to the program and I don't think you can. I'm not very

[39:51] I'm not really and so we're looking at it more like instead of an art program

[39:56] art offering you know like an art elective. So if you

[40:01] you know and then see what they can do and then if there's enough demand we

[40:05] start offering three classes and then um we start taking an option B on our CTE

[40:10] block and um one of the guys that we interviewed he doesn't want anything but

[40:14] two art blocks but we can't give him that. So he's like, "Well, then you

[40:18] know, he wants my CD block. He wants sixth and seventh, seventh and eighth

[40:21] period, which is great, but if you can't get students willing to do that, then

[40:27] so I think we got to get that passion back, then we want it. We want that

[40:32] passion back, but I have a hard time when I can't classes, but we're already

[40:38] struggling with classes and I'm really concerned that we're going to

[40:45] get passion. Could you combine like drama and art together into that one

[40:50] position? Oh, there's the same position. Yeah. To where you did drama and art

[40:55] together. I would love to. Yeah. If we can include music in there, too. Would

[41:00] be Well, that's what is, isn't it? And you could do something

[41:04] similar to that. So where you had kids from different disciplines?

[41:09] Yeah.

[41:13] Well, I'd like to give his his try and let's

[41:18] see what we can do next year. So, do we need to do action?

[41:25] I think we do. We want to go. Sounds like you guys have avenue to go. We just

[41:31] need to approve a budget. So, can you come back and tell us how it's working?

[41:36] Absolutely. Absolutely. I would love to do that. I'm a terrible at art, too. And

[41:40] so, it's not I don't It's not that it's not my passion. I just hate to see it

[41:44] fall off because we've done so much with it. We we what we want to do is get I

[41:49] mean, like we've had some good success bringing people in that are passionate

[41:54] in their field with our CTE. And that's kind of what we want to do is really

[41:58] work for passion, not so much for, you know, four years. We want to work for

[42:03] people that have the passion. Bring the passion to the kids. So,

[42:08] okay. Well, I will make a motion to approve the district art program plan.

[42:16] Half day. What do I was going to say? We have to say what the plan is. Well, part

[42:22] time. Second. Motion been made. Second. All

[42:26] those in favor? I. I. Motion carries. Six in. consideration act regarding

[42:33] direction of the special ed program.

[42:39] So

[42:42] Becky asked for this item to be on the agenda because she wanted to make sure

[42:46] that we were addressing a letter that was sent. You guys got the letter. I did

[42:49] not get the letter. We didn't get a letter.

[42:54] I don't know. I thought it went to the board. I I don't know. I just have

[42:58] individual emails. It went to CC school board meetings,

[43:05] which I I mean I would why would I get it? Get it? That doesn't make any sense.

[43:11] Um, so then we should This is a letter that Melissa Dage.

[43:18] I'm not sure. I met her once, I think, but she resigned special ed at the

[43:23] elementary. And I think anytime a letter like this comes, the board needs to

[43:28] review it and and address it and see if there's concerns there that we haven't

[43:32] that we're not looking at that we don't know. And maybe I'll give it to Carol

[43:36] and she can put it out to everyone and we can review it on July. Are you going

[43:40] to are you going to hire her position before then?

[43:48] Is there any maybe I don't know who addressed this, Jeff? Probably because

[43:51] you're a supervisor. Is there any way to get her back? Is there anything because

[43:55] you know an employee that is a good employee is sometimes worth going to say

[44:00] what concerns do you have? Are you willing to come back or not? Is that a

[44:03] possibility? Is it a possibility? Yeah. Um

[44:10] not as just can I rever that? Yeah. Thanks April.

[44:15] Please. Is it something that you'd be interested in? Um not really. Okay. That

[44:21] answers my question. And and and speaking Jeff, we were about

[44:26] to lose our our one last year and he went to that she was on cruise and went

[44:31] and said, "Hey, you know, here's another opportunity." Then that I think that

[44:36] needs to be delved into in more detail. Um because if you want to get into those

[44:42] I think okay then because I think that it's

[44:46] definitely something that we shouldn't just let people go that we're special ed

[44:50] teachers are like very hard to get like impossible almost and so to let one go

[44:55] anywhere we ought to be at least involved into the process of what it is

[44:59] that they went for on who whichever side it is. So I'll email this to her and she

[45:05] can email it to everyone and then maybe we can address it in July. Yeah. So we

[45:10] can just agendaize it. Yeah.

[45:16] So we just table that one for a bit. Table that.

[45:22] All right. Six. Consideration and act regarding approval

[45:27] of the proposition plan. An Arizona framework for evaluating educator

[45:33] effectiveness and Arizona framework for evaluating administrative effectiveness.

[45:38] So the administrative team met this week to try to determine what they want this

[45:42] to be done and they I think they mostly kept it the same. I don't think they

[45:46] made any changes. The only changes is I think the the administrators want to be

[45:50] more detailed in um some of the components so that the staff know this

[45:55] is what we're looking for. But the basic concept is on the prop plan that we want

[46:01] to keep it based on the PLC and that's that's part of where they want to say

[46:05] okay when you come to a PLC meeting it's not attendance. It's this and this this

[46:09] and this. Now they're a little bit better understanding what the PLC I

[46:13] think that their their requirement now will be to go create those rubrics for

[46:17] those teachers so they understand how they're going to earn those PLC fees.

[46:22] And then um the admin performance it's not a prop 01 but but we do the same

[46:28] thing. We do 50% on evaluation and 50% on assessment scores um is is our

[46:34] performance. Then on the Arizona framework, this one

[46:38] is what determines if a teacher's proficient, highly proficient,

[46:41] developing a beginning. Um, it's going to be 50% on the teacher evaluation, 30%

[46:47] on their assessment scores, and 20% on their professional responsibilities. I

[46:52] thought we uh took this more like in that they

[46:57] accomplish things, not how the teacher on the framework, their rating on the

[47:04] framework. You're talking about the Prop 301 because the Prop 301 I thought we

[47:08] took it off completely off. Well, you changed the Prop 301 last year. So,

[47:14] performance as in you get jobs done, right?

[47:17] It Well,

[47:22] you we outlined whatever Well, we said whatever the principles

[47:26] uh articulated was needed to be done. So, so last year we focused on the PLC

[47:33] and they want to continue to do that. We're trying to really we feel the

[47:37] elementary feels like their PLC process is going well and we're trying to take

[47:42] their model and implement it in the junior high with some coaching and um

[47:47] and get that same level but but but they but they want to be more rubric based on

[47:54] what does that look like when you come to a PLC meeting. Do you have your data?

[47:59] Have you reflected on it? Have you got your plan? Because just you know, you

[48:05] know what we said this year is you come and you bring your data. But then the

[48:09] problem is is that there wasn't any actionable items and they're saying they

[48:13] want to have it based on that. You come with your data already analyzed, ready

[48:20] to have planned. And so that's their challenge is to create that rubric so

[48:24] teachers understand clearly. You might show up to your meetings, but you

[48:27] weren't prepared. you weren't prepared. You weren't prepared. So, you're not

[48:30] getting your at the full level. So, the administrator

[48:35] uh rubric is the same thing.

[48:39] It's not it's not how you score. It's just whether you show up and you

[48:43] accomplish your Well, the the we're we we can change that to that. But right

[48:48] now, we're held to the old standard of 50% of our evaluation, 20% on the parent

[48:55] surveys, and 30% on our assessments. And so, what we do with the assessments is

[49:00] we take um Natalie gets all the assessment scores from the from

[49:06] Cottonwood. Mr. Jeff would get all the junior high, and Mr. Campbell would get

[49:10] the high school. And this year, the high school was low. So, what I did with Mr.

[49:14] Campbell is I gave him the whole because everything was new. Everything was

[49:20] kabbled. We came into kind of a bad situation. And so I I extended that so

[49:26] that he had a little better. But now he knows going into next year, he's got the

[49:31] accountability to that ACT. And so he has the focus to now that we're not in

[49:37] that first year, um we're hoping that we can focus in and make a really strategic

[49:43] program to bring those. So, so this is the

[49:49] these are the pieces the components that give a teacher her score or his score.

[49:54] So, your performance score, right? So, the prop gives them money but the

[49:58] framework gives them their score and we took evaluation out because we want the

[50:03] administrators to be very very honest in their evaluation. That's what we don't

[50:09] want to you don't want a teacher to lose their money because they came here they

[50:14] but we do want them to understand if there's areas that they need to improve

[50:18] in. And and so one of the things with Miss Natalie, she's thinking she's got

[50:24] at least three teachers that she would like to get that have been highly

[50:28] performing in the for the last three years, which

[50:32] qualifies them for a new Senate, which would be great. One of the things I've

[50:37] asked the administrators to do is put um flush flesh out the requirements for the

[50:43] special education and some of our teachers that aren't in the classroom so

[50:47] that we have the same kind of um rubrics to work with them so that we so they so

[50:54] that we're not just guessing that there's a a rubric that we follow to

[50:58] give them their rankings. And so they're work going to work on that and make sure

[51:02] those teachers know at the beginning of the year this is what is expected. This

[51:06] is how you're going to be evaluated. This is

[51:09] so so trying to I'm the one that puts these evaluations together in and it's

[51:15] so I want them to help me get it more clear so that it's not um so it's not

[51:21] arbitrary in any way that everybody knew what they did and it's very defensible.

[51:25] It's very and they know how to move forward. Yes. and and if they get a full

[51:28] score, they know what they did and they know how it is. Okay.

[51:34] Do you know what your anticipated is?

[51:41] You always lose some gain. So, but I'm hoping it's at least what we got this

[51:46] year.

[51:52] With the town population growing, I'm hoping that

[51:57] junior high school. Uh we used to be 250 but now I think junior

[52:03] high 90 high school. So 197 total count the junior high.

[52:13] Did you go to the graduation?

[52:18] There were a lot of people that graduation

[52:22] and a lot of kids they have 55 graduates

[52:29] and let me tell you that sports set up really good. It's just it's

[52:37] gorgeous. Put their millions and millions into it.

[52:41] Oh, we know and for kids that's the priority.

[52:45] That's why to me it's important that we keep a capital because we've got to get

[52:50] our facilities improved. I we just lose them on our face, you know. And I That's

[52:56] not what's most important. That's where kids.

[52:59] So if they have their parents, but we're getting there

[53:05] quality sports team. Well, you're winning, right? So that's big thing.

[53:12] We've got good teams. We got good caliber of students is what we need to

[53:15] do to make sure we have

[53:20] beginning to win with academics. Yeah. Yeah. No, we we're still an AC district

[53:25] and we're in a you know, so we have nothing to be ashamed of. We've

[53:30] got work to do, but still got a good Okay, I'll entertain a motion on this.

[53:40] I make a motion that we approve the proposition 301 plan and Arizona

[53:46] framework for evaluating educator effectiveness and Arizona framework for

[53:50] evaluating administrative effectiveness. I'll second it. All those in favor. I

[53:57] motion carries 6P consideration action regarding

[54:01] approval of the 256 blue shield insurance.

[54:06] Oh, this is renewal. You didn't have to thought we talked about that. I had come

[54:13] last meeting I'd asked that we be able to go out for bid ill and we chose to uh

[54:20] the light group reach contacted four different insurance companies and they

[54:25] gave us a cost estimate with just our census a rough census and this is what

[54:31] it came out as it's in your board packet.

[54:35] So motive health is one that misada just barely started using and I called them

[54:42] as a reference because our premium would come down a little bit at the bottom is

[54:46] a percentage of what the difference is of what our premium will be this year if

[54:51] we go up blue cross shield and they said they're new enough they really don't

[54:56] know yet whether they're a really good insurance

[55:02] company Jeff said they're new to the market. He hasn't heard a lot of good.

[55:07] He hasn't heard a lot of bad. It's just Which one is that you're talking about?

[55:12] That no one? No, the motive. Yeah, there's two different pages. So,

[55:18] there's two blue cross blue shields on each page. One is our last year's and

[55:22] one is this year's proposal. Okay. But even so, you last last month

[55:29] you said Blue Cross Blue Shield would be up 11%. They came down. Yeah, they must

[55:33] come. Yeah, they came down. The love group got them to come down.

[55:38] Um, I reached out to United Healthcare to see if I could put them on our list,

[55:45] bid list, and they said, "Send us a detailed census." And what that is is we

[55:50] have to identify if anybody has cancer, how many pregnancies, that type of

[55:56] stuff. And coming back because we have one of our employees is in remission.

[56:02] They said they would not they would submit a poll for us. I did

[56:09] and uh Etna

[56:13] Jeff said is super good at coming in really low in your premiums the first

[56:18] year and then just jacking you 15 20% after that. He says so his clients that

[56:25] use that they use them for a year and then they're looking for somebody else

[56:29] because they can't afford their premium. Well, they're 100 they pay 100% of

[56:32] everything. No, no. Jeff says it's that's what it says.

[56:38] It is it's an after deductible and the other ones Jeff said that is what that

[56:44] insurance company like the blue cross they will do 30% and then after

[56:50] deductible%.

[56:55] So you came to conclude that the blue cross was the best deal.

[57:00] We're still going up 6% but as far as what we get with our plan

[57:10] isn't some of our providers not taking the cost uh IHC rental does not resial

[57:18] no the rental like your oxygen machines your CPAP that type of things IHC does

[57:24] not take them across the shel anymore but there are four other providers in

[57:28] St. But they because it's out of Arizona and cross.

[57:34] It just says we no longer accept.

[57:43] And this is an HSA plan. Yes.

[57:49] Maybe some of this will come down. So Jed said motive looks kind of like a

[57:54] promising insurance company. He says, "But with it being so new," he says,

[57:59] "You're just going to have to." Is Jeff an insurance expert? He's who we use as

[58:04] our third party. It's the Love Group in St. George. It's

[58:10] not. Yeah. I was like, why do you keep saying Jeff? I'm sorry.

[58:15] You know, I would like to bring up 24 years of motocross racing does make me

[58:19] an expert on motorc and Edna was one of my favorites at one time. That was 20

[58:25] years 30 years ago.

[58:33] Well, the cost of insurance to the employer is important, but the ability

[58:37] for the person to use it. It doesn't help if it's just a catastrophic plan

[58:42] and they can't use it anyway. Yeah. So, the Genesis permit child insurance are

[58:48] catastrophic plans now. Is it's where they're moving.

[58:54] He says the mode of health does have it projected for next year which we might

[58:59] want to look at. He says so if the district pays

[59:04] $450,000 in premiums and your employees don't use that much in claims then they

[59:11] reimburse the district what's left. But the cost of healthcare now I can't

[59:18] imagine I mean anything catastrophic is going to

[59:22] be up for $450,000 for one person. Yeah. Hopefully some of

[59:27] these things will come down as as inflation comes down because that's why

[59:31] they all jacked up is over the past four years. So Jeff said motive is trying to

[59:37] incorporate a a benefit like that risk retention trust

[59:42] does. Yeah. And Mada says they just don't have

[59:47] enough they they have don't have enough employees that have used it yet to see

[59:51] what type of coverage it really is

[59:57] or if the people around here.

[1:00:10] I'll make a motion to approve Blue Cross Blue Shield as our insurance 2526.

[1:00:18] I'll second it. Second. All in favor?

[1:00:24] 6Q all the way to Z on this. Carol,

[1:00:29] we're already in Q, but we're close. Consideration action regarding approval

[1:00:34] of 26 staff wages and benefits. So, this is just a this year for um so this is

[1:00:43] the uh the look at what we're trying to do and so um you can see you know the

[1:00:49] thousand for the teachers now some of the lower end teachers I moved them on

[1:00:53] the pay scale and then added the thousand so they some of them getting a

[1:00:57] better increase but just trying to keep people uh did your benefits analysis

[1:01:03] change no we're not changing benefits analysis

[1:01:10] Except for we we no longer use AFLAC. We use Globe Life.

[1:01:16] It's a it's a different third party. But it's not something we give the employee.

[1:01:20] No, the employee pays 100% of it. And the the percentage of ASRS went up.

[1:01:27] That's all that changed. Your percentage is 12. 12. What was it

[1:01:31] before? 112

[1:01:35] 24. It's been as high as 12 and a half. Yeah, it was I think it was 11.24.

[1:01:52] So, everyone at least gets 2%. You're saying

[1:02:20] is listed here and I thought that you she wasn't coming back to teach.

[1:02:25] Natalie, do you want to talk about her? I said Claudia is still on this list and

[1:02:29] I thought she wasn't coming back to teach. She is going to move into our

[1:02:32] title four coordinator, which is what Daisy Mills was last year.

[1:02:37] Daisy Mills is going to move up to the high school and be the title four high

[1:02:40] school coordinator. So, it's paid by title four. Yes.

[1:02:47] Daisy. That's what Jeff did two years ago.

[1:02:54] So, there are they teacher wages still? Yeah.

[1:03:03] She's not. No, she's support.

[1:03:30] How long did you put this on?

[1:03:36] When did you finish it? When did you finish this report? When did I finish

[1:03:42] it? Today.

[1:03:47] Yeah, we did the payroll projection

[1:03:52] last week and then

[1:03:56] budget for the weekend.

[1:05:01] pay scale for people that have been here longer than others.

[1:05:07] Is that on the first one?

[1:05:12] Is that on this analysis? No, he's looking up because that's what

[1:05:19] I disagree with this. 10 plus years 15 plus 20 plus. So on 20 plus years we've

[1:05:25] given them 10 additional paid days plus $2 an hour.

[1:05:31] So they get Yeah, they get the extra week of leave

[1:05:38] their when they get 10 year when when is that? It's right here. It's five. 10

[1:05:43] years you get five. 15 years you get 10 and 20 you get $2. So once you get that

[1:05:48] 10 mile mark, you get the district five. So our goal was is that that they start

[1:05:53] getting paid for their Christmas holiday.

[1:05:56] Spring break in there, too. This is one of the best things that we've done. And

[1:06:00] then then yes, then the 20 years they get they keep their leave benefits and

[1:06:05] they get $2. Okay. It needs to say that if this is something that What do you

[1:06:10] say? Anybody decides? Oh, okay. So we don't

[1:06:14] give up one to get the other. Yeah, it looks like you give up. Oh, yeah. Um,

[1:06:20] she did an analysis of all the employees. Well, well, except that your

[1:06:25] five days turns into 10. You don't get 15 days.

[1:06:29] Yeah, your five days turn in hits, it's that last line and then the last one an

[1:06:33] additional. Okay. Okay.

[1:06:38] I was saying, yeah, because that $2 an hour was

[1:06:42] Oh, you thought you'd lose your additional days. Okay.

[1:06:47] Um, how long would you do that analysis to make sure that it was equitable

[1:06:51] between how many how long they worked and how much experience they had. She

[1:06:57] does we do that every year and she she we whenever we see that there's a

[1:07:01] discrepancy, we try to make adjustments for it. So, but she she brought us the

[1:07:06] analysis going here where she went through everything. One of the things it

[1:07:10] is really tricky because because we don't just have, you know, a pay bill

[1:07:16] like county because we get in trouble so fast, you know, if we just keep and so

[1:07:21] we have to just Why would we get in trouble? Because you'll just start

[1:07:24] getting more pay than what a Florida have to do what counties have had to do.

[1:07:28] And he's had to cut they've had to cut everybody's pay and and so the state is

[1:07:33] so like right now the state crisis. So if the state cuts our budget, you know,

[1:07:39] and we're locked into these pay cuts, then we got to go cut everybody across

[1:07:43] the board. So what we try to do is is keep our our pay fluid so that we give

[1:07:49] the state gives and then we don't state, but we try never to cut. So if the state

[1:07:55] cuts you, then they don't get this release.

[1:08:00] No. Well, that's what I'm saying is we're trying to hold to it and our job

[1:08:05] administration because the state cuts us. Meaning,

[1:08:10] you know, tighten up and and that means, you know, don't allow classes for 15

[1:08:16] students. You know, that's that's our job. If we get cut, we have to figure

[1:08:20] out how to make a budget to work within those cuts. But I'm hoping I'm nervous

[1:08:25] that the state's leaving this on the publisher budget and I'm hoping that

[1:08:29] they don't because um how many students do you need in the classroom to pay for

[1:08:34] that teacher? I I project 25 and so see with with that art program

[1:08:40] there's no way, right? And that's where I I really looking at and I put it on

[1:08:46] the administrator where are are classes not full. Natalie's done it this year.

[1:08:51] She's um downsizing one teacher because we just don't have the numbers in some

[1:08:57] of those grades. Um so she's doing some creative and that's what I'm talking

[1:09:00] about. We just have to get more creative. Um the other thing though is

[1:09:05] is is if we start having lower numbers then we look then we're top heavy on

[1:09:09] administration. All right. Then we have to look at do we need two principles for

[1:09:13] junior high and high school? We probably don't even though it's one and a half I

[1:09:16] understand. So yeah, it's not just teachers because

[1:09:19] I stand right and that is exactly where I'm you know is that if so if if if we

[1:09:27] can so that's what I'm saying we'll take this budget if this budget isn't fully

[1:09:31] funded then that's our job is to go figure out how to make a budget that we

[1:09:37] can look at for the next year because depending on our Yeah. And if we get you

[1:09:43] know it doesn't take much to get you know 50 coming in. That's a whole

[1:09:48] different budget than it is today. So,

[1:09:55] so do you think it's the ESA that put the state in such fabulous? Absolutely.

[1:10:02] Because all the private schools went to ESA and they haven't included.

[1:10:06] So, when the VSA first started, you couldn't enroll in ESA until you've been

[1:10:10] in public school for 100 days. Well, the third year, they cut that and now all

[1:10:15] the private schools jumped because they weren't public school, but now all this

[1:10:19] information the numbers have gone off the charts. And so what they have to do

[1:10:24] is is decide how they're going to manage that. They got to figure out a funding

[1:10:28] source for it or um or they have to change things.

[1:10:33] But they're pretty loving their doctors and I don't I think they should do it

[1:10:40] source because I think the private kids they'd be able to have the money as well

[1:10:45] as anybody else. Uh don't you think it's more money than

[1:10:49] just what your goal? You don't get the same amount of money, do you? They claim

[1:10:54] that they fund the private school, the ESA at 90% of what the state has funded

[1:11:00] school. But they have far less requirements, you

[1:11:03] know, they accountability of none of us. Yeah. And that's my my my biggest issue

[1:11:09] is just um holding them to the same thing that you're holding me to so that

[1:11:14] when the students if I get students back that they at least have been

[1:11:20] um with us to have information on you know like state test score something

[1:11:25] that we can start but

[1:11:30] yeah I'll make a motion to approve the 26 staff wages benefits

[1:11:35] I'll Motion has been made. Second. All in

[1:11:38] favor? I motion carries. Uh 6R consideration action regarding the

[1:11:44] authorization of out of state travel to library conference June 26 to the

[1:11:50] 30th Philadelphia PAC.

[1:11:55] It's going to be just Rebecca Hammond. Um the administrators are the go. Um

[1:12:00] it's pretty simp. Well, she's a big girl. She can do this. Yeah, she's happy

[1:12:03] to um

[1:12:07] so she and it's going to cost that anyway. So, our travel budget, our grant

[1:12:12] has 5,000 in the board for travel. Um and Natalie's I've gone,

[1:12:20] Vicky's gone, Sha went. So we've we've different administrators have gone to um

[1:12:26] library confess.

[1:12:34] That's your challenge. There you go. Or just go to St. George and run theirs.

[1:12:43] No, you don't have to do any of that. We just didn't realize that we had

[1:12:50] We apologize, but If we can approve that, then she's good to go. I'll make a

[1:12:56] motion to authorize Rebecca Hammond to go to the library conference in

[1:13:01] Philadelphia June 26 through 30. I'll second that. All those in favor? I

[1:13:07] motion carries. 6S consideration action regarding review of the Y tri curriculum

[1:13:14] for adoption.

[1:13:18] Your honor, commission approach. Here we go again.

[1:13:22] you you so you guys have already had this. Um it was purchased before I got

[1:13:26] here. Um it's a program I've used since 2000. I used to teach yry to um special

[1:13:35] ed students and it's a program just to help people overcome their barriers. So

[1:13:39] that's an example of one of the lessons. Um the reality ride. It shows how if

[1:13:46] somebody takes the quick easy method and they crash and so on. This maze.

[1:13:54] So what what are you proposing? What grades are you proposing to use this

[1:13:59] for? Um definitely junior high. Uh it um missed the so

[1:14:05] I wouldn't find the curriculum and I couldn't find it. So, um, but this like

[1:14:11] we're getting a new curriculum to us every 20 days. This, like I said, you

[1:14:15] guys, you've already bought this program. This isn't a a new curriculum.

[1:14:19] It's more of a counseling. It's it's an inter when you guys talked about the bar

[1:14:23] the graduation rate. This was my first thing. So, I've done an assembly at most

[1:14:29] every elementary school in Washington County on this right here. this desire,

[1:14:33] time, and effort on how whatever you want to do in life, it requires these

[1:14:38] three things. So, um, all of all of your seventh graders coming up

[1:14:44] next year have done this maze. Um, so I'll give it to them in a classroom.

[1:14:49] It's not easy. It's a it's one of the hardest mazes you'll ever do. And then

[1:14:53] when you get done, you have the discussion about, well, what did it take

[1:14:56] to get through that? It took desire. Okay. Was it easy? Well, it took time.

[1:15:01] and then talk about okay what do you want to do in in life you want to be a

[1:15:04] teacher you want to be a nurse a doctor anything it's going to require these

[1:15:09] three things so it has about 12 different slides that has an example of

[1:15:13] a guy lifting weights and one side is balloons and one side's heavy weights

[1:15:18] this side of his body's mus mus muscular and this side's all

[1:15:24] thin and small so it talks about how things so it's not a cl necess well well

[1:15:29] it's classroom but it's more of a small group curriculum um classroom curriculum

[1:15:34] for our red students. Tier two tier two tier two intervention.

[1:15:43] So So this Lori Harper purchases it. It's a $200 pre but I just told Mr. Jeff

[1:15:50] if he wants to continue using it he needs to come to the production and it

[1:15:54] really is more of an intervention trying to help students that are struggling.

[1:16:00] not like a positive action or something. It's just a intervention tool, but if

[1:16:05] we're going to be using it with students, we just

[1:16:09] so you understand what it is. I want it on our website as one of the boards. So,

[1:16:14] yeah, I think you've already got it, don't we? If you've got it, uh it we

[1:16:18] just it we haven't approved it yet. No, she just

[1:16:22] was she says she wanted to use it for summer with the student. We had her uh

[1:16:28] that disparity grant paid for some counseling for the summer. So, we had

[1:16:32] her working with a set of students and she wanted to use this and I was kind of

[1:16:35] looking at like a pilot. But Mr. Jeff really likes the program and I'm like,

[1:16:38] "Okay, let's just bring it to the board. Let's get approved. It's not sex

[1:16:42] education. It's not anything. It's just helping students identify their

[1:16:46] challenges and listen to social worker." Yeah. And intervention.

[1:16:53] Yeah. And that's this is not schoolwide. It's just a matter of saying yes, we

[1:16:58] took it to the board and in Do you use it in particular kids or everyone? Like

[1:17:03] I said, um my first use was Boxiller Middle School specifically for um

[1:17:07] failing students that were in special ed. So that's what I used it for, but

[1:17:11] granted this program has been out because that was 2000. So that was 25

[1:17:15] years ago. Do can we get the your supplies and and Yeah. So they've up

[1:17:19] updated the program. Um I did a little research today. They actually came out

[1:17:23] with a tolerance section. wide wide. We're not using that. We're just stick

[1:17:27] to the the 10 slides. Um yeah, so it just has each, you know, you

[1:17:33] just go through each problem. Um one of my favorites, and Li had done this this

[1:17:38] year, is soup can. And you put a different label on. You talk to kids

[1:17:43] about what's your label. You label troublemaker and then what does it take

[1:17:47] to to change that label? Is it one to one? And it's like no, it's not one to

[1:17:52] one. One good act. um does not equal one back to that act. It's like four to one

[1:17:57] and all that fun stuff. So that's just that makes a difference. This is up to

[1:18:04] review. We're not going to bring it back for you to adopt. It's just it has to

[1:18:08] have 60 days. Mr. Jeff will get some items on the board agenda. I mean on the

[1:18:14] website that says it's under review and so people can look at it and then we'll

[1:18:18] bring it back to you. Do we have to go through that process? Yes. Okay.

[1:18:25] Okay.

[1:18:28] Do we need to make a motion review? Motion to say that you put it up for

[1:18:33] review. I'll make a motion that we say we review. Put it we put it up for put

[1:18:39] up for review. The Y trial for district adoption. I'll second it. All those in

[1:18:46] favor? I I motion carries. 16 consideration act

[1:18:52] regarding approval policy GCC professional support staff absences.

[1:18:59] So when we were reviewing our policies, we realized that our lead policy was

[1:19:03] overwritten. It's just a ASB generic. And so we we kind of went back and

[1:19:07] looked our policies always been in the first five years, you don't get paid out

[1:19:11] any lead time. And then after then we would pay $75 a day and we lost that

[1:19:18] with just the generic policy. We could approve leave up to 100 days. Um and so

[1:19:23] what we'd like to do is we would like to get that policy back so that it's it's

[1:19:28] there and those that have approved leave time that there's a value to that leave

[1:19:31] time if they leave. Um it's worked I think it's worked out very well. Um it's

[1:19:37] been helpful when people have had uh maternity leaves or or an illness that

[1:19:44] makes them gone. If they've got that time, it really is a saving for them.

[1:19:48] But then if they leave and they haven't used it, then they get a financial

[1:19:50] benefit. But it's it's controlled so the district doesn't get like you know this

[1:19:55] horrendous bill as the But right now we're trying to daughter have a policy

[1:20:00] in place for is this is five a new policy adding

[1:20:07] that the five years. Yes. The blackout days for Oh yeah that's

[1:20:12] something that that's something that well and that the these are all I mean

[1:20:17] these are all things that just a discussion item. Do you do you want

[1:20:20] that? A lot of the policies that we review

[1:20:25] have that you couldn't do the first two weeks. You could do the day before

[1:20:28] because that's it's just that we it they it says without special permission from

[1:20:34] the super meaning it's an appeal process that you have to go through. Meaning you

[1:20:38] better make sure it's worth it. So is that all the employees? That's teachers,

[1:20:42] administrators, it's everyone goes by this rule, not just the Yes. This is a

[1:20:46] district. No, this isn't just but but those days

[1:20:50] around those days are very problematic when people take them off. that hard and

[1:20:55] it's not that yes because it was on review but but if there's things you

[1:21:00] want to change tell us now because uh anyway I just want to go next year can

[1:21:06] we keep up with it if we get well that's what it is is like in the past it's been

[1:21:11] if you have 100 crew date the most we have to pay out $7500 which was nice

[1:21:16] because I could budget I mean I could and they had to request it before April

[1:21:21] 15 so they have to announce not coming back and requesting I have time to file

[1:21:25] my final budget before April 15th. If they don't do it, this policy says that

[1:21:30] they'll be paid out in the next fiscal year so I don't overspend a budget line

[1:21:35] item that I didn't have money for. So, um I think it's worked well for us. Um

[1:21:41] this graduated part I I brought from another district, but we can just stick

[1:21:47] with the 75 or we can move it to the 100, however you want to do. I just like

[1:21:52] to get this back into place because um wouldn't be 75 or 100%.

[1:21:59] No, $75 a day is what we've done in the past. And but that's a 20-year-old

[1:22:04] policy that's been there as long as I um and so I just thought that if you

[1:22:09] want to keep doing this longevity structure, this is a way to

[1:22:15] um but then when they take time off, if they only work a 4 day work week, that

[1:22:19] takes their time by 125. Um, I really want to get away from

[1:22:24] sick leave to PTO because most of the time when people take leave, it's for

[1:22:29] business or it might be for a doctor's job, but it's like if you need a day

[1:22:32] off, I I don't want to say, "Where's your doctor's note?" I don't, you know,

[1:22:37] isn't this started when he said, "Okay, you've got 10 days off." Well, that's

[1:22:42] how we use it. We use it by PTO, but we don't we call it sick leave and all of

[1:22:46] our policy says you have to be sick. And I don't want to do that.

[1:22:51] people PTO and that's what we've done is we reworked it to be a PTO policy

[1:22:57] instead of a sick leave and then in the policy it says because we have this

[1:23:04] policy you will not be given sick leave so this meets the sick leave

[1:23:07] requirements from the state so do you think um I'm just saying it just tell me

[1:23:12] you think whether they should you should have a different graduated scale amount

[1:23:16] for classified as or um certified

[1:23:23] way.

[1:23:30] I know, but we get a lot more benefits than they do.

[1:23:35] You guys have to live with it, not me. So,

[1:23:38] give a bonus for just bringing it up to defend everyone in this room.

[1:23:45] That's what I like is it's contained and and now it doesn't cover minimum wage,

[1:23:50] but before when minimum wage was $10 an hour, it

[1:23:55] was I think it does and that's it's not meant to

[1:24:00] replace wages. It's meant to just recognize do a Skype in that time.

[1:24:07] So I I feel like it's worked well. Okay. I'll make a motion to approve the

[1:24:11] policy. GCC professionals support staff please.

[1:24:16] All second motion second. All those in favor I motion carries

[1:24:22] 6U policy action policy advisory 866-875.

[1:24:28] I just say put this on July. I would come with this. Yeah. We've got more the

[1:24:34] administrators and I are going through the whole policy amendment right now and

[1:24:38] we're going to be doing other things. We're helping with some of the some of

[1:24:41] our policies. And so that's a study that we're doing this month. And so we'll

[1:24:45] bring back.

[1:24:50] All right.

[1:24:54] 85. I was looking on. There you go, guys.

[1:25:03] That was a lot of stuff. That was a lot of new ones right there. resation.

[1:25:19] So I believe IP

[1:25:31] I got a message out in

[1:25:56] for any days he's here and then I'm just going to follow her through on track.

[1:26:00] He's doing a great job. He's going there. Just check in.

[1:26:10] Okay, good. I would like to learn more about this pop because I'm I know

[1:26:15] virtually nothing about it. Yeah,

[1:26:23] I have a I can get in. So, like I was monitoring some of the high school

[1:26:28] students and I'm supposed to do some grading on their classes. I'm like, I

[1:26:32] don't know what the heck I'm doing to grade those things.

[1:26:37] Virginia does too, but she I talked to her, but she wasn't completely as far as

[1:26:42] the grading and stuff like that. Yeah, I don't know about that.

[1:26:52] I just didn't know if she if she had

[1:27:00] people who have been in it. I think

[1:27:14] she took my line to Why did I just elaborate?

[1:27:21] All right, hang on a second. I'll just leave

[1:27:28] you take out her stuff. So, I

[1:27:33] for not helping her.

[1:27:37] All my kids are on sitting there watching camera. Not the best way to

[1:27:42] parent. How are you doing in your new house? I mean, in your move, you

[1:27:48] surviving. Moves are moves are not are not great.

[1:27:52] Thank you very much. Probably good for your kids to be

[1:27:55] together. Is that helping there? Yeah, it is helping there. That's what I love

[1:28:00] about living in the same house. I mean, Walmart doesn't so hard. It's just he's

[1:28:07] not part of the lumbaries and it's just hard to include him. He feels outside.

[1:28:12] They feel more connected to their dad. I think it's a good thing. I I know that

[1:28:18] they're mama. It's hard. It's hard on us, but it's the mama doesn't like it.

[1:28:25] Carol, kids are important. Mary said you need to

[1:28:29] Do we need to help you tear down here? No.

[1:28:34] I can tear down.

[1:28:40] They're good. You're good at that.

[1:28:49] That is amazing that he got done with that agenda. Wow.

[1:28:55] With as much discussion as we had

[1:29:05] left next year without having that in place

[1:29:09] that is expensive these days and all the state of Arizona

[1:29:15] requires is that you have a policy. If you don't have a policy then you have to

[1:29:19] pay it. I didn't bring that up but because I didn't want to

[1:29:24] make it public record because

[1:29:28] Okay, we got a job to get this budget funded.

[1:29:44] I think I got your checks and your stamps ordered today. Okay. So, um,

[1:29:55] hopefully they go through. You got me the PL, so I'll be able to give it to

[1:29:58] them. They told me they would bill it. Okay. That I didn't have to pay it ahead

[1:30:03] of time with the credit card. Oh, good. And then um

[1:30:16] uh

[1:30:20] I'm talking

[1:30:24] and it So,

REGULAR MEETING OF THE GOVERNING BOARD OF COLORADO CITY UNIFIED SCHOOL DISTRICT #14

Agenda

Transcript