[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,