[0:07] [music]
[1:06] Heat. Heat. N. [music]
[1:16] Yeah,
[1:18] [music]
[1:28] you
[1:38] [music]
[1:41] Heat. Heat.
[1:47] [music] Heat. Heat. N.
[2:11] [music]
[2:13] Heat. Heat.
[2:19] [music]
[2:34] Yeah.
[2:50] [music] Heat.
[3:02] Yeah.
[3:04] [music]
[3:09] Heat.
[3:14] [music]
[3:25] » [music]
[4:11] » Heat. Heat.
[4:22] » [music]
[4:39] » Heat. Hey, Heat.
[4:42] [music]
[4:57] » [music]
[5:28] » Oh, these are the wrong words.
[5:29] >> How are you, sir?
[5:31] >> You missed it.
[5:31] >> I'll see you.
[5:35] » Good evening, everyone. Welcome to our
[5:39] September regular board meeting.
[5:42] It's almost Christmas.
[5:45] [snorts]
[5:48] Appreciate you all being here. Um, we
[5:51] will have a pledge of allegiance by uh
[5:54] Mrs. Stacy Anderson followed by a moment
[5:57] of silence
[5:59] and we'll go to that point.
[6:04] >> Yeah.
[6:07] I pledge algiance to the flag of the
[6:10] United States of America and to the
[6:13] republic for which it stands. One nation
[6:16] under God, indivisible, with liberty and
[6:19] justice for all.
[6:58] Thank you all very much.
[7:00] Um,
[7:03] I want to uh entertain a motion to
[7:06] approve the agenda, please.
[7:10] >> I move to approve the agenda.
[7:13] >> Second.
[7:14] >> Motion and a second. I forgot before we
[7:16] went in. Apologize. Motion second. All
[7:19] in favor?
[7:20] >> I opposed. Motion passes. Thank you.
[7:22] [gasps and sighs] Item 4.1.
[7:25] [clears throat] Uh, we're beginning with
[7:27] one anyway. the consent agenda items.
[7:32] If there's any discussion, please
[7:33] otherwise I'll entertain a motion for
[7:36] consent agenda approval.
[7:39] >> I move to approve the consent agenda
[7:41] items as presented. A second.
[7:44] >> Motion a second. Uh any discussion? All
[7:47] in favor?
[7:48] >> I opposed. Motion passes. Thank you.
[7:51] Item 5.1,
[7:53] student staff recognition. Dr.
[7:57] We love having this recognition this
[8:00] time of year. So, uh, we are going to
[8:02] start with Whipple Elementary. Mrs.
[8:03] Douglas is here and so she may call a
[8:06] few people down to be recognized.
[8:17] I have a couple extra people.
[8:21] All right. If you guys will both stand
[8:23] right here so we can so they can see
[8:24] your beautiful faces. Right.
[8:26] Thank you.
[8:28] for having us tonight, board.
[8:31] So, we had a tie amongst my my staff,
[8:36] and if there's a tie, I'm kind of a fair
[8:38] person. I want them both cuz I don't
[8:39] want to have to choose. So, um I have an
[8:42] extra person tonight, but I want to
[8:44] start with our students. Um it's with
[8:47] great pride and excitement that we would
[8:48] like to recognize Roxy Price. This is
[8:51] sweet Roxy. She's a second grader at
[8:54] Whipple Ranch Elementary. She is truly a
[8:57] special young cougar who brings so much
[8:59] personality, joy, and energy to our
[9:02] school. She is sweet. She is tenacious,
[9:05] resilient, fun, smart, energetic, and
[9:08] caring. Her bright spirit and
[9:10] determination make her someone who is
[9:12] very easy to cheer for. One of the
[9:15] things that makes Roxy so remarkable is
[9:17] her tenacity and her resilience. She
[9:20] continues to work hard even when
[9:21] something is difficult. She shows us
[9:23] that being successful does not mean
[9:25] everything is always easy. It means
[9:28] continuing to try, learning along the
[9:30] way, and believing that you can keep
[9:32] growing. Roxy has a wonderful ability to
[9:35] bring happiness to those around her. Her
[9:38] fun personality, sense of humor, and
[9:40] energetic spirit can brighten any room.
[9:42] At the at the same time, she has a sweet
[9:45] and caring heart. She notices others.
[9:47] She shows kindness and reminds us that
[9:50] being a great student is much more um
[9:52] than the [clears throat] academics. It
[9:54] is also about how we treat the people
[9:56] around us. Roxy represents so many of
[9:58] the qualities we hope to develop in
[10:00] Whipple Ranch student and every Whipple
[10:03] Ranch student. She works hard. She
[10:05] perseveres. She cares for others and
[10:07] brings her own unique spark to our
[10:09] school each day. Roxy, we are so proud
[10:12] of you. Continue to be brave when things
[10:15] are hard. Keep sharing your kindness and
[10:17] your laughter and never lose the
[10:19] determination that makes you uniquely
[10:21] you. Congratulations. Keep shining and
[10:24] showing everyone what it means to be a
[10:26] Cougar.
[10:29] [applause]
[10:32] Our next legendary student is also a
[10:34] second grader. So, it's with great pride
[10:36] that we recognize Scott Schulz as our
[10:39] Whipple Ranch Elementary legendary
[10:41] student. Scott is a wonderful young
[10:43] cougar who brings curiosity, kindness,
[10:46] and joy to our school. He is quietly
[10:48] hilarious, kind, wondrous, inquisitive,
[10:53] intelligent, funny, and smart. Scott has
[10:56] a special way of looking at the world
[10:57] with curiosity and excitement. And he is
[11:00] always ready to learn, explore, and
[11:02] discover something new. One of Scott's
[11:05] greatest qualities is his inquisitive
[11:07] nature. He asks questions. He thinks
[11:11] deeply and he genuinely wants to
[11:13] understand how all the things work.
[11:16] His natural curiosity and love of
[11:18] learning are wonderful qualities that
[11:20] will continue to help him grow and
[11:22] accomplish great things. Scott cares
[11:24] about the people around him and brings a
[11:26] gentle, positive spirit to our school.
[11:29] His sense of humor and fun personality
[11:31] make makes others smiles while he his
[11:34] kindness helps those around him feel
[11:36] welcomed and valued. What Scott makes
[11:39] what makes Scott truly legendary is the
[11:42] combination of his kind heart and his
[11:44] curious mind. He reminds us that
[11:46] learning is an adventure and that there
[11:48] is always something new to discover. He
[11:51] approaches the world with a sense of
[11:53] wonder that makes learning exciting not
[11:55] only for himself but those around him.
[11:58] Scott, we are so proud of you. Never
[12:00] stop asking questions, exploring new
[12:02] ideas, and make making people laugh and
[12:05] showing kindness to others.
[12:06] Congratulations, Scott. Keep one, keep
[12:09] wondering, keep learning, and keep being
[12:12] the amazing Cougar that you are.
[12:15] [applause]
[12:20] Okay. I have the most amazing staff in
[12:24] the district. I don't know
[12:25] [clears throat] if anybody knows this,
[12:27] um,
[12:28] but I really do. I'm very, very
[12:30] fortunate to have the staff. Today I
[12:32] would like to recognize Desiree Wapshaw
[12:35] as one of our Whipple Ranch Elementary's
[12:37] legendary staff members. As our registar
[12:40] and attendance secretary, Desiree is an
[12:42] essential part of our school. She is
[12:44] often the first person to greet
[12:46] students, families, staff and visitors,
[12:49] always welcome them, welcoming them with
[12:51] her kindness, patience, and always a
[12:54] caring heart. [gasps]
[12:56] She is truly one of the people who makes
[12:58] Whipple Ranch the special place that it
[13:00] is. She keeps our school organized. I
[13:03] need a little help with that. Supports
[13:05] our students and families. She helps our
[13:08] staff and handles countless details
[13:10] behind the scenes that are essential to
[13:12] the daily operation of Whipple Ranch.
[13:14] Her work may not always be visible to
[13:17] everyone, but the difference that she
[13:19] makes is felt throughout our entire
[13:20] school community. What makes Desiree
[13:23] truly truly legendary, however, is not
[13:26] just everything she does. It's how she
[13:28] does it. She treats people with respect.
[13:32] She listens no matter how busy she is.
[13:35] She's always encouraging and she truly
[13:38] cares. She gives her time and energy
[13:40] freely, always willing to step in and
[13:42] help wherever she is needed. Her
[13:44] kindness and compassion create a
[13:46] welcoming environment will pe where
[13:48] people know that they matter. We are
[13:51] incredibly fortunate to have Desiree at
[13:54] our as part of our Whipple Ranch team.
[13:56] She represents what it means to be
[13:58] unified in excellence. Someone who
[14:00] serves others with heart, works
[14:02] tirelessly for our school, and leaves a
[14:05] positive impact on everyone fortunate
[14:08] enough to know her. Thank you, Desiree,
[14:10] for all that you do. Whipple Ranch is
[14:12] truly a better place because of you.
[14:16] [applause]
[14:22] And my last legendary staff tonight is
[14:25] Heidi Shepatello. She is our music
[14:27] teacher and our PBIS coach at Whipple
[14:30] Ranch.
[14:32] The impact she makes reaches far beyond
[14:34] both of those roles. She's helpful.
[14:37] She's patient, creative, compassionate,
[14:40] dedicated, and steady, and
[14:42] gentlehearted.
[14:44] She's always working hard and
[14:46] encouraging everyone around her. No
[14:48] matter what is needed, Heidi is always
[14:50] willing to step in and help. Heidi puts
[14:54] an incred incredible amount of heart
[14:56] into her students. Through her music in
[14:59] her classroom, she creates a place where
[15:01] her children can build confidence,
[15:03] express themselves, and develop a
[15:05] genuine love and appreciation for music.
[15:08] She dedicates countless hours to
[15:09] preparing our students for musical
[15:11] performances, making sure each child has
[15:14] an opportunity to shine. The joy and
[15:17] pride our students experience during
[15:19] these performances are a a reflection of
[15:21] the time, care, and dedication Heidi
[15:24] pours into them. One of Heidi's greatest
[15:26] qualities is that much of what she does
[15:29] happens very quietly behind the scenes.
[15:32] She does not seek recognition. I know
[15:34] she hates it as most people. Um, she
[15:39] doesn't and the attention. Instead, she
[15:41] just simply sees what needs to be done
[15:43] and she helps to make it happen. Whether
[15:46] she is supporting PBIS, encouraging a
[15:48] colleague, helping with school activity,
[15:51] solving a problem, mostly our schedule,
[15:54] and taking care of one of our many
[15:56] little details that keep our school
[15:58] running smoothly. Heidi can be counted
[16:00] on. Her calm and steady presence makes
[16:03] Whipple Ranch a better place. She
[16:05] approaches students and staff with
[16:06] patience and compassion and continually
[16:09] demonstrates what it means to serve
[16:11] others with kindness. She is someone who
[16:13] encourages those around her, gives
[16:16] freely of her time and her talents, and
[16:18] consistently puts the needs of students
[16:20] and school first. We are incredibly
[16:22] fortunate to have Heidi as part of our
[16:24] Whipple Ranch family, and we're proud to
[16:26] recognize her tonight as one of our
[16:28] legendary staff members. Congratulations
[16:31] and thank you for your heart and
[16:32] dedication always.
[16:34] [applause]
[16:38] And I have for you, we're going to shake
[16:40] everybody's hand if you would like to do
[16:41] that. And then we're going to get a
[16:42] picture. Okay. Would you like to take
[16:44] two [clears throat]
[16:45] crochet pants? Can we get a picture of
[16:47] mom and dad's people if you guys want to
[16:49] come up and and take [clears throat]
[16:50] pictures
[17:08] [laughter]
[17:11] for all
[17:30] » [laughter]
[17:31] >> Nice try.
[17:37] » Are we looking yet or
[17:56] Thank you guys.
[17:58] >> Thank you.
[17:59] >> Are you Roxy's mom?
[18:01] >> Congratulations.
[18:01] >> Thank you so much for all you do.
[18:03] >> Yes.
[18:04] >> We know what you do at home is
[18:05] important.
[18:07] >> Scott's mom and dad,
[18:09] >> thank you for home. Thank you for
[18:11] coming.
[18:23] » How cute.
[18:26] [applause]
[18:30] » Thank you so much. It's my favorite part
[18:32] of the school board.
[18:33] >> That's [laughter] cute. Thank you.
[18:36] >> It's ours, too.
[18:44] We wish this was all we had to do was
[18:47] recognize
[18:49] wonderful kids. So, [clears throat]
[18:58] » it's awesome.
[19:06] Thank you guys for coming out and being
[19:08] supportive like that. We appreciate
[19:10] that.
[19:13] » Okay. Item 5.2 f food service program
[19:17] financial reports. Miss Davis.
[19:20] >> Thank you. So um we've talked about this
[19:23] for the last month or so about getting
[19:26] this information to you. So um the first
[19:28] report that I'm providing to you is the
[19:31] overall financial services. Um and I
[19:34] wanted to give you uh a comparison over
[19:37] the last several years and how much it's
[19:41] grown and um over the last several
[19:44] years. And so, um, you can see the
[19:47] difference. And so, last year we
[19:49] actually ended the year and I show a
[19:52] negative 5,000, but we actually got a
[19:54] refund refund from SF of $2,000. So, it
[19:58] ended up being a negative of only 3 thou
[20:01] $3,675,
[20:03] which is absolutely amazing. And, um, I
[20:07] just like to give credit to Stephanie
[20:10] Joiner and, um, her staff. And I did ask
[20:12] her to come. um she hates to be
[20:14] recognized, but um she's just done a
[20:17] fabulous job um this last year and
[20:19] really turned our food service around.
[20:21] Um the kids absolutely love the food as
[20:24] well as the staff. Um it's just been
[20:26] amazing this last year. So um give her
[20:30] credit for everything that she's done
[20:31] and this year we're starting off again
[20:34] in
[20:35] great and um so she's got lots of great
[20:38] ideas for this next year. Um the high
[20:41] school um has a an extra an alloc cart. I guess that's what we call it. Um
[20:47] so that they can just pick up quick
[20:49] things um if they're in a hurry and that
[20:52] type of thing. So um we're just doing
[20:55] great things with uh the food service
[20:57] now. So I'm very proud of of what we've
[20:59] accomplished. So um with that then um if
[21:02] we go to the next page um is the summer
[21:05] food program. So, um, for multiple
[21:09] years, we've just done the, uh, the
[21:12] typical food service where the kids come
[21:14] in and have lunch or breakfast in the
[21:17] cafeterias at the different schools. And
[21:19] then last year when, um, Stephanie came
[21:21] in, we went to um, the new program where
[21:25] they come, they pick up 7 days worth of
[21:28] breakfast and lunches. And that started
[21:30] over at NH. And that was very
[21:33] successful. As you can see, we uh made a
[21:36] profit of about 45,000.
[21:38] Um but they still had to get out of
[21:40] their vehicles and pick up the food and it was a great thing. But then this
[21:45] year she started the program where now
[21:47] we're over at the junior high and people
[21:49] can just drive through and pick up their
[21:52] food. Just open their trunk and we put
[21:54] in the food and they just pick it up.
[21:57] And um that has just as you can see has
[22:00] been a an overwhelming success. So, um,
[22:03] the overall profit and gain was about
[22:06] $213,000.
[22:08] So, wonderful program. Um, they service
[22:12] Concho. So, Concho comes and picks up
[22:14] food for um them and then they take it
[22:17] to their school and then they do the
[22:19] same type of thing as well as change
[22:22] point. Correct. They come and pick up
[22:24] food for um their facility. So, um we do
[22:28] it for many different areas which is
[22:30] great. Um, and as you know, Blue Ridge
[22:33] does it, Snowflake does it. Um, so this
[22:37] is a great program. We, uh, serve a lot
[22:39] of our community and a lot of our kids
[22:41] over the summer. Um, and then this helps
[22:44] us throughout the year. So you see a
[22:46] great, uh, profit from this, but without
[22:50] this, we would not have the bottom line that we would. So we
[22:56] wouldn't break, we just really would
[22:58] like to break even and be able to buy
[23:00] the equipment that we need and we
[23:02] haven't been able to do that. So by
[23:04] having this type of of profit at the end
[23:07] of the year, then we can actually keep
[23:10] our equipment in the standards that we
[23:12] need to for the cafeteria. Um, and
[23:15] that's really important because without
[23:17] it, we'd have to try and find grants or
[23:20] donations. And so this money will
[23:22] definitely help us get our equipment up
[23:24] to the standard that it needs to be. So
[23:26] thank you Stephanie for all you do and
[23:28] your staff. We have a great staff and
[23:31] we're very proud of them and for what
[23:33] they do. So thank you very much.
[23:35] [applause]
[23:35] >> Thank you.
[23:38] >> Stephanie, would you please stand up?
[23:40] [laughter]
[23:41] >> I don't know if you'll be able to tell
[23:42] the difference, but
[23:45] >> thank you so much. Please would you uh express our gratitude? take that back
[23:50] to your staff, please, so that they know
[23:52] that we think of them and we appreciate
[23:54] them. Thanks.
[23:56] >> Thank you.
[24:00] » Item 5.3, finance report. Miss Davis,
[24:04] >> thank you again. [laughter]
[24:06] So, um I haven't been uh done the
[24:09] financial report for the last couple uh
[24:11] months because again, uh we've been
[24:13] closing out the prior year and bringing
[24:15] up now the new year. Uh the prior year
[24:18] still isn't closed. Next month I'll be
[24:20] presenting to you the annual financial
[24:22] report and that will be closing out the
[24:25] year. But this is um this new year. Um a
[24:28] lot of uh preliminary still because we
[24:32] uh need to bring over the carry forward
[24:34] from the prior year. But this has given
[24:36] us a good idea of where we're we're at
[24:38] right now as of August 31st.
[24:42] So our uh proposed budget right now is
[24:44] at 23 million. Um current expenditures
[24:47] as of 831 is at 2.7
[24:50] en incumbrances are at 16 million and so
[24:54] right now our remaining budget is at 4
[24:56] million. So uh we are struggling um but
[25:01] we are going to be working on this and
[25:04] again we don't know what our carry
[25:05] forward is completely yet. So this could
[25:08] possibly increase. We're looking at some
[25:10] budget uh measures to see where we can
[25:13] uh bring down our budget a bit. Um we're
[25:16] going to put together like a budget task
[25:19] force which will uh we'll ask the the
[25:22] schools to come together and help us uh
[25:25] see where we can cut back some
[25:28] um not necessarily in personnel because
[25:30] that's important to us is our personnel.
[25:32] We've worked really hard to appreciate
[25:35] our personnel through raises and and
[25:37] whatnot. So, um, but we think there's
[25:39] other ways that we can cut back and
[25:40] where we can do, uh, different things.
[25:43] So, um, but we're working on this and I
[25:45] think we'll be we'll be fine. Um, and
[25:49] then we have the capital budget. This is
[25:51] always a hard one because capital and we
[25:54] just uh I've been at ASBO and we just
[25:58] got back from the ASBA law conference
[26:00] and this is always a hard one because
[26:02] the capital budget was never meant to
[26:06] take care of our buildings. This is what
[26:07] we call soft capital. And so this was
[26:10] really meant to help with the um
[26:14] instructional side to help pay for books
[26:18] um instructional aids and but we've
[26:21] really most schools have been using this
[26:23] to help with the buildings and for buses
[26:26] and that's not what this was originally
[26:28] designed for. So um our current budget
[26:31] is 3.1 million. Um, expenditures are
[26:33] currently at 700,000. Expenditures at 99
[26:38] 997,000
[26:40] with a remaining budget of 1.4 uh
[26:44] million. Again, the last year's budget
[26:47] or last year's budget is not completed.
[26:49] So, we don't know exactly what our carry
[26:51] forward is yet. Um, so uh we will have
[26:54] that to you by the December because we
[26:57] will do a revised budget in December.
[26:59] So, we'll have a complete budget by
[27:01] then.
[27:03] But uh yeah, this is really tough uh
[27:05] with not having uh the the capital that
[27:09] we need. As we know, SFD is not does not
[27:12] have any money for capital items.
[27:15] They've already spent this year's budget
[27:18] um as they always do. So, uh we not sure
[27:21] if we're going to get any money for any
[27:23] of our projects that uh Mr. Rail has put
[27:26] in. Um so, we'll just have to see. And
[27:28] that includes unfortunately uh Whipple
[27:31] Ranch's HVAC system, which has been on
[27:34] there three years now. Yeah. So, we'll
[27:39] just see how that goes. Any questions on
[27:42] the budget?
[27:44] Okay. Thank you.
[27:46] >> Thank you.
[27:48] Item 5.4,
[27:51] Solo High School CTO is Mr. Butler.
[28:01] Good evening and thank you for allowing
[28:03] me to present on uh schoolbased
[28:05] enterprises. So, of course, CTE stands
[28:09] for I learned this at summer conference,
[28:10] coolest teachers ever or depending on
[28:13] which group you're talking about,
[28:14] craziest teachers ever. But career and
[28:16] technical education is comprised of many
[28:19] different um components. So there's the
[28:23] technical standards just like you would
[28:25] have in any other subject area where
[28:27] students will show A and B by using C
[28:30] and D for example. Um but it also
[28:34] includes professional standards. So
[28:36] professionalism um
[28:40] uh work-based learning and um
[28:43] leadership. So work-based learning is a
[28:45] component that's probably the most
[28:47] challenging for us because um
[28:51] true work-based learning is our students
[28:53] would leave the classroom and they would
[28:54] go to work in that environment. For some
[28:57] programs that's doable, but for a lot of
[28:59] the programs that we have um that's just
[29:02] not feasible. So the next best option
[29:04] for us is what we call schoolbased
[29:05] enterprise. And schoolbased enterprise
[29:08] is just a way to give the students the
[29:10] experience of being in the workforce. So
[29:13] they would do some of the same things
[29:15] that they would do in the workplace. Um
[29:18] see students will get hands-on
[29:20] experience with responsibilities such as
[29:22] developing products and services,
[29:24] budgeting, pricing, marketing, uh
[29:27] customer service, inventory, completing
[29:29] orders, and maintaining financial
[29:31] records.
[29:32] And so the the benefits of uh
[29:34] schoolbased enterprises in the CTE
[29:36] environment are that students are
[29:39] learning teamwork, communication,
[29:41] responsibility, time management, problem
[29:43] solving, professionalism, and
[29:44] entrepreneurship.
[29:46] Students uh learn that their work has
[29:48] real customers, real expectations, real
[29:51] deadlines, quality standards, and
[29:53] measurable outcomes. Now, these are all
[29:55] things that I think society expects
[29:57] students to learn in school, but in the
[29:59] career and technical education world,
[30:01] this is where they get the hands-on
[30:02] opportunity to do that. So, um this
[30:06] year, we have proposed um four different
[30:09] schoolbased enterprises that represent
[30:11] seven of our nine programs.
[30:14] And for the first time ever, we've
[30:16] actually had a group that's combined
[30:18] together. So, in the past, we had our
[30:20] business and management students uh
[30:22] operate a school store. So, a retail
[30:25] store, if you will. This year, they've
[30:27] taken on the task of marketing and sales
[30:30] for some of the other programs. So, some
[30:32] of the other programs that weren't
[30:33] previously represented in our
[30:35] school-based enterprise for business
[30:37] will now be covered. So, um those
[30:39] programs are our construction
[30:42] uh program. So, they're going to um
[30:47] offer sheds, playhouses, and uh
[30:50] doghouses that the business and
[30:52] marketing students will market and do
[30:54] the sales transactions for, and the
[30:56] construction kids will actually build
[30:58] the the items. Uh our robotics and 3D
[31:01] printing programs. Um
[31:04] students are developing uh items to sell
[31:06] for the uh cougar store. So, keychains,
[31:09] fidget items, other 3D printable items.
[31:13] Um and then again the marketing students
[31:15] will market and and sell those. And then
[31:18] our media um program is offering uh
[31:22] photography. So like event photography,
[31:26] dances, um sports photography, other uh
[31:29] event photography and then they also do
[31:31] printing inside the school. So we'll
[31:33] have programs other programs come to
[31:35] them and say hey we need posters made.
[31:38] So um and a lot of this has been going
[31:41] on previously at the expense of our CTE
[31:44] funding. So this has given the students
[31:47] an opportunity to actually determine
[31:49] cost of items and to um market those and
[31:52] sell those and recoup some of the costs
[31:54] of running these programs. Our culinary
[31:57] program has a long established history
[31:59] of service to our school and our
[32:02] community. um
[32:04] in partnership with their career and
[32:06] technical student organization, FCCLA,
[32:08] which is family uh career and community
[32:11] leaders of America. Uh students have
[32:14] opportunities to um operate dining and
[32:17] catering services at the school. And so
[32:20] a lot of this, like I say, has been
[32:21] going on in the past, like this has been
[32:23] pretty fundamental um program. We have a
[32:26] new teacher that we're really excited
[32:27] about his enthusiasm that he brings to
[32:30] the students in the classroom, the
[32:31] program, but they want to continue with
[32:34] tailgating. So, these are events at uh
[32:36] you know, sporting events like home
[32:38] football games, for example, where they
[32:39] would sell food products there. Uh
[32:41] Friday breakfast, which has been like a mainstay at the high school for a
[32:46] lot of teachers and students because
[32:47] this happens on our mastery Friday when
[32:49] we don't have normal um food services uh
[32:53] going on on that day. um other food
[32:56] products that they would sell. So
[32:57] they've done in the past uh cookies,
[32:59] pies, things like that. Um items for or
[33:02] to order. Uh catering projects where
[33:05] they would go and cater an event. Uh CTE
[33:09] showcase evening, so when we have things
[33:12] like uh next steps where they would have
[33:14] like um cookies or something there. And
[33:17] then cupcake sales. So this is a new one
[33:19] that uh Mr. Joiner has taken on where uh
[33:23] this has kind of been a thing that we've
[33:24] heard some grumbling um from other
[33:27] people in the community about well I
[33:29] can't bring cupcakes to my kids school
[33:30] anymore. Well um Mr. Joiner's program
[33:34] actually will offer cupcakes that are
[33:36] free of the 11 band ingredients so that
[33:38] they are compliant with the Arizona
[33:40] Healthy Schools Act, the House Bill
[33:42] 2164. So we're pretty excited about
[33:44] that.
[33:45] um our cubbyhole which is our uh
[33:49] preschool which caters to three to 5
[33:51] year olds and there's we have a lot of
[33:53] district employees that have their their
[33:55] children in there and it's a great
[33:57] opportunity for the students to have um
[34:00] child or early childhood education
[34:02] experiences not only for the young kids
[34:04] but also for the high school kids. So
[34:06] the high school kids work in um the
[34:10] cubby hole during the day. So that's
[34:11] part of their um internship that they
[34:14] do. they also receive college credit for
[34:16] this. And so it's it's kind of a a
[34:18] win-win all the way across the board for
[34:21] um that program. And Miss KD and and
[34:24] Mrs. um sorry, lost my place here. Zinsky
[34:33] have done a great job. Their classroom,
[34:36] the um preschool classroom is right
[34:37] directly next to my office. And so all
[34:39] day long I get to hear them singing and
[34:41] hear them laughing and and doing all the
[34:43] things there. And then today they got to
[34:45] participate in the uh homecoming parade
[34:48] through the high school. So that was
[34:49] neat to see. Um amazing program. They do
[34:52] a lot there um for both the high school
[34:54] students and then the younger kids. And
[34:56] then our uh law and public safety kids.
[34:59] Um we have a logistics and um so Shola
[35:03] High School logistics program where the
[35:05] students learn um just some basic law
[35:08] and public safety um tasks. So they are
[35:12] involved with um providing um support
[35:15] for crowd control and security at some
[35:18] of our events. So like sporting events.
[35:20] So we're just having a presence there
[35:22] with you know people in reflective vests
[35:25] with flashlights and that just kind of
[35:26] deters some of the shenanigans that
[35:29] might happen. Um we're excited about our
[35:31] new teacher coming to the program and um
[35:34] we'd like your support on these four
[35:37] programs going forward and I appreciate
[35:39] it. Uh if you guys have any questions
[35:41] about any of them, they each
[35:43] individually have their own business
[35:44] plans which you may have a copy of, but
[35:46] I brought the Spark Notes version
[35:48] instead.
[35:51] >> Jerry, how are they going to market
[35:52] this? And is it going to be to the
[35:54] community at large?
[35:55] >> Some of them will be. Yes. So, some of
[35:57] the things um are based at the school.
[36:00] So, obviously, like at the Friday
[36:01] breakfast
[36:02] >> in the past, we've invited the community
[36:04] to come out and I think we've seen you
[36:05] there a time or two in the past. So the
[36:08] business and marketing students now are
[36:09] going to take over the marketing aspect
[36:11] of that through social media and just
[36:13] through you know the community in
[36:15] general. So
[36:17] >> great I have the same question.
[36:19] >> Yeah.
[36:20] >> So the photography um is that going to
[36:23] be offered to the community at large?
[36:25] >> I I believe so.
[36:26] >> Family needed family pictures they
[36:28] >> I believe. Yes.
[36:29] >> Use our students to to do that. That's
[36:31] awesome.
[36:31] >> Yes.
[36:32] >> What's mechanical chess set? So what
[36:35] >> do it for you so you don't have to
[36:37] actually play because I can't play
[36:38] chess.
[36:39] >> Actually the but the chess set is
[36:41] something that the students in the uh
[36:44] robotics and 3D printing are going to
[36:46] design the chess pieces and u
[36:48] manufacture them there and then the
[36:50] construction kids will build the chess
[36:52] boards.
[36:52] >> So it's kind of like a joint effort
[36:54] between Yes. and sell the set.
[36:56] >> Awesome.
[36:57] >> Yep.
[36:58] So to the extent possible, we've tried
[37:00] to have programs built together because
[37:02] a lot of the the programs don't have the standards in them for students to
[37:06] learn, you know, marketing and and
[37:08] sales. The business program, that's kind
[37:10] of what it's built around. So they've
[37:12] kind of joined forces and brought in
[37:13] some of the programs didn't normally
[37:14] have a school-based enterprise
[37:16] functioning previously. So
[37:18] >> I think it's awesome.
[37:20] >> Yeah. And and and our our kids are
[37:22] amazing. And like I say, our teachers
[37:24] are uh apparently second to only uh
[37:27] Heather's kids over there or Heather's
[37:29] teachers over there at Whipple Ranch.
[37:31] But
[37:31] >> we've got a great group and they're very
[37:33] excited about having their students, you
[37:36] know, apply what they learn outside of
[37:38] the classroom as well.
[37:40] >> Thank you. I appreciate you taking this.
[37:42] >> Thank you,
[37:43] >> Mr. Budler. Good stuff.
[37:44] >> Yes. would would you just mind sharing
[37:47] with the board the current data about
[37:50] the industry certifications that you're
[37:52] seeing in across the board in in the CTE
[37:55] program?
[37:56] >> So what we've noticed this last couple
[37:58] years is our students and our teachers
[38:01] have really stepped up. So one of the
[38:02] things that current technical education
[38:04] students have to do so if they are
[38:06] what's called a completer in a program
[38:08] that means that they do two contiguous
[38:09] years. So they would take level one and
[38:11] complete that year and then level two
[38:13] they would complete that year and then
[38:14] they take uh a state level assessment
[38:17] called the technical skills assessment
[38:18] and then they also would uh take a
[38:21] industry credential and so we've seen
[38:24] our numbers go up from I want to say a
[38:26] couple years ago I think we had like
[38:28] nine or 10 it was like almost single
[38:29] digits for all programs inclusive and
[38:32] now we had this last year I think we
[38:33] were in the 70s for the [snorts] number
[38:35] of credentials and that's just the ones
[38:37] at the high school. So that's what we
[38:39] call our satellite programs. That's not
[38:40] even including our NAVTI ones. There's
[38:41] probably another 40 or so. And these are
[38:44] industry recognized credentials that the
[38:46] students can take to the workplace and have that
[38:50] >> to present to their future employers. So
[38:53] >> perfect. Good. Thank you so much.
[38:55] >> Thank you.
[38:55] >> I want to thank you for your leadership
[38:57] and for your staff and your teachers for
[39:00] just bringing it up to the next level.
[39:02] Yeah,
[39:02] >> you know, this is just one more step
[39:04] forward that you by combining and
[39:06] joining forces, you know, amongst the
[39:08] students. So, thank you very much
[39:11] >> and thank you for your support.
[39:12] >> And I need a dog house, please. Can I
[39:15] >> I'll put you on the list
[39:16] >> now. So, yes, please.
[39:17] >> All right.
[39:17] >> Write it down for me. Okay.
[39:19] >> Got it. Thank you.
[39:20] >> Speaking of orders. [laughter]
[39:23] » Yeah. Jerry's going to go back with a
[39:25] whole sheet of orders for
[39:27] >> That's right. Top of the list, right?
[39:31] Got it. Thank you.
[39:35] >> 5.5 athletic survey data.
[39:41] >> So, I'm not uh Mr. Hoffmire, but he is
[39:44] currently driving a white mini bus back
[39:46] from Thatcher with junior high football
[39:48] players. So, he's
[39:50] >> Did they win?
[39:51] >> I don't know. He didn't tell me.
[39:54] Um, but I just wanted to I don't know if
[39:56] we can pull up the the data the spread
[39:59] the the bar chart. So over the summer
[40:03] one of my conversations with Mr.
[40:04] Hoffmire was hey it'd be nice to start
[40:07] getting some data from our parents. And
[40:09] so at the beginning of the year he had a
[40:11] giant parent meeting and he had this
[40:13] survey that he sent out. Um even though
[40:16] we had 34 responses which is which is
[40:18] kind of small because I was at the
[40:20] meeting and there were quite a few
[40:21] parents. It's a good first step. And I'm
[40:24] not going to go through the entire um
[40:27] bar chart. I mean, you you all have that
[40:29] information. I just want to go if we can
[40:30] go to the very last page,
[40:33] it it gives some pretty good indicators
[40:36] of where we can grow as an athletic
[40:38] department and where we're headed. And
[40:40] if you look at the first question, you
[40:43] know, our athletic program, does it make
[40:45] our community proud? 70% said yes. um
[40:49] represents Xolo with integrity. 67%
[40:52] agreed. Provides positive environment
[40:55] for students. 65% of the parents agreed
[40:59] in is moving in the right direction.
[41:01] This was this was interesting. 94% of
[41:03] the parents said that we feel like the
[41:05] athletic department is going in the
[41:07] right direction, is committed to
[41:09] continuous improvement. 76% agreed. And
[41:12] so this was a really good data set for
[41:15] the athletic department, the athletic
[41:16] director to see where we can improve,
[41:19] how we can get better. Um, but I'm I
[41:22] just wanted to share that with you. And
[41:24] well, he was going to present it to you,
[41:25] but we're always looking to see how we
[41:28] can get better and and parent feedback
[41:31] is critical. And so I just wanted to
[41:32] bring that to your attention that we're
[41:34] trying to look at all phases of the
[41:36] district from food service to athletics
[41:39] to academics to see how we can always be
[41:41] unified in excellence. So
[41:44] >> this is very good. A great start to the
[41:47] new school year.
[41:49] >> It gives us a starting point of how we
[41:51] can get better.
[41:52] >> Absolutely. Thank you.
[41:54] >> Thank you. Item 5.6 policies and
[41:58] procedure changes part three first
[42:00] reading. No action, Dr. Farner.
[42:03] >> So, there's going to be a a part three
[42:05] and a part four, and we we just approved
[42:07] part one and part two tonight. Um, so
[42:11] these are just additional policies from
[42:13] the last legislative session. The
[42:16] Arizona Risk Retention Trust, who we're
[42:18] a member of, they provide us the legal
[42:21] guidance on how our policies should
[42:23] look. And so, this is just a first
[42:25] reading. Um, if you have questions over
[42:28] the next month, we're going to bring
[42:30] these back in October for formal
[42:32] adoption. Please let me know if you have
[42:34] questions or concerns. A lot of it is
[42:37] the legal ease from the state
[42:38] legislature that we're just updating our
[42:40] policies.
[42:43] » Thank you. 5.7 part four.
[42:47] >> Same story.
[42:48] Different.
[42:50] >> Anybody have any questions or anything?
[42:52] >> Thank you. 5.8 principal reports.
[42:56] You know, I again I just want to
[42:57] publicly thank our principles. It's it's a tough job, but a very rewarding
[43:02] job, and I appreciate the reports that
[43:04] they put together. Uh there's a lot of
[43:07] good things happening across the
[43:09] district and continue to work, and it's because we've got great leaders at
[43:13] the top and they're they're building
[43:15] their people and I just want to thank
[43:16] them for their reports and thank them
[43:18] for what they do.
[43:21] >> Thank you guys very much.
[43:25] 5.9 Superintendent Goals FY2627.
[43:30] Dr. Farnsworth.
[43:32] >> So I wanted to bring toward to the board
[43:34] my goals for this coming year and these are directly aligned to the
[43:38] strategic plan that we just approved
[43:39] this summer. So the strategic plan is
[43:42] built around really four main pillars.
[43:45] The identity of the district, the
[43:47] culture of the district, academics of
[43:48] the district, continuous improvement of
[43:50] the district, plus operations and
[43:52] finance. So there's seven areas. Um my
[43:55] goals are are around those four first
[43:57] pillars of of identity, culture,
[43:59] academics, and improvement. Um and I I
[44:03] try to align some KPIs, key performance
[44:06] indicators of of what would be the
[44:08] metrics of a su a successful outcome of
[44:10] those goals. Again, I'm I'm open to
[44:13] feedback. If if over the next couple
[44:16] weeks or months you have feedback on
[44:18] these specific goals or would like me to
[44:20] look at different things, please call
[44:22] me, text me, email me, and I'm happy to
[44:25] look at those things. But I just wanted
[44:27] to bring you my goals of what I'm
[44:29] looking for this year in addition to
[44:31] there's lots of other things I'm doing,
[44:33] not just these four goals. So,
[44:37] >> thank you.
[44:38] 5.10 10 superintendent
[44:42] report.
[44:44] >> Um, so just just a quick snapshot of of
[44:48] what's going on. Um, I was involved in
[44:50] the bus rodeo at the beginning of the
[44:52] year. I actually drove a bus. I don't
[44:54] know if that's legal or not. I don't
[44:55] have my CDL, but I was going under the
[44:58] speed limit.
[44:59] >> Um, and I did very well. Some of the bus
[45:01] drivers were surprised.
[45:03] >> Were you on private property? I drove it
[45:05] backwards without hitting a cone
[45:08] >> and weaved in and out of of several
[45:10] cones. I was pretty proud of myself. Um
[45:14] I I've been trying really hard to be
[45:17] more visible on the campuses and
[45:19] substitute teach. And so I was thankful
[45:22] for Becky Clark. She allowed me to come
[45:24] and substitute teach a couple periods
[45:27] where she took another teacher and they
[45:29] went and viewed other instruction. Um,
[45:32] so I was super happy to do that and help
[45:34] her and in her goals. Um, I recently
[45:38] substituted in fourth grade at Nicholas
[45:42] and that was a fantastic experience. Um,
[45:46] Monday I'm I'm going to substitute in
[45:49] first grade at Mrs. Gillespiey's class
[45:53] and I'm excited about that and scared at
[45:56] the same time. [laughter]
[45:58] Um, so I'm trying to do more of that to
[46:02] and and one of the great things about
[46:04] doing that is I'm completely always
[46:08] reminded of how difficult it is to be a
[46:10] teacher. They have a really challenging
[46:13] job and they do it really really well
[46:16] and it just makes me appreciate our
[46:18] teachers even more and and what they do
[46:20] every single day.
[46:22] Um,
[46:24] we were able to fix our auditorium that
[46:26] was kind of an emergency situation where
[46:29] we had some lightning issues and it
[46:31] burned through our our fire alarm system
[46:34] or shortcircuited and we had to get that
[46:36] repaired. I wanted to make sure you're
[46:37] aware of that. Um, I've decided I wanted
[46:40] to start a aspiring principal um cadre
[46:44] if you will. We I was surprised. I
[46:47] emailed the district. We had about 15
[46:49] people express a desire to see what
[46:53] leadership opportunities they can be
[46:54] available for. So my first meeting is
[46:56] this Friday and I I'm excited about
[47:00] seeing how I can help future leaders if wherever they may go. Um we had the
[47:08] Nexus Coalition come in and talk about,
[47:11] you know, what they can do to help our
[47:13] students, staff, our our community. That
[47:16] was a good presentation. Um, we also had
[47:19] the FBI,
[47:21] um, we had special agent Tai Woods come
[47:23] out and present to the community. Um,
[47:27] Mr. Paul Wyatt was there, so I want to
[47:28] thank him that we looked at what are the
[47:31] dangers of what's what's happening on
[47:34] the internet. Um, particularly sex
[47:37] exploitation of minors. It's a real
[47:39] thing. It's happening in Xolo. Uh the
[47:42] FBI gave some startling statistics and
[47:44] so I would like to see if if we can
[47:47] really do a better job of educating our
[47:50] students at the secondary level of all
[47:53] the dangers that are are lurking out
[47:55] there and it's it's scary if you don't
[47:58] know what's going on. Um
[47:59] >> did they by chance say an age that these
[48:03] kids are having their first encounter?
[48:07] >> It's in the elementary age.
[48:09] >> Yeah. So, we probably ought to be
[48:11] looking maybe a little bit younger than
[48:13] >> we definitely will be. And and and I
[48:15] just want to let the board know I'm
[48:17] going to be getting a a presentation
[48:20] from the FBI and my goal is to then see
[48:24] how we can scale it down to different
[48:25] age groups. And then if parents want to
[48:27] opt out, they can opt out. But we're going to start educating parents
[48:31] or or kids and parents. There's so much
[48:34] danger out there online. And what we're
[48:37] finding out is that parents don't know
[48:39] what their kids are looking at. Parents
[48:41] are letting kids have phones all night
[48:44] and they're doing it all types of of
[48:48] searching all types of chats and we we
[48:51] it's just it's scary what's what's out
[48:54] there.
[48:54] >> Scary.
[48:55] >> Very scary.
[48:57] >> Um I also want to thank uh President
[48:59] Larson. um he he you set up a meeting
[49:03] with the CEO of Summit Healthcare and so
[49:05] it ties into what Mr. Butler was talking
[49:07] about about work-based learning. So, I'm
[49:10] going to be communicating with him to
[49:12] see how we can strengthen that
[49:13] partnership of doing work-based learning
[49:17] for HVAC maintenance, for nursing, for
[49:20] human resources, for clerical, for cuz
[49:23] the hospital's like a miniature city and
[49:25] we could send a lot of students over
[49:27] there on a lot of different career
[49:29] trajectories to get work-based learning
[49:32] experience. So, thank you for setting up
[49:34] that meeting. We're going to try to
[49:35] continue to grow that relationship.
[49:38] Um,
[49:41] and that's that, you know, I'm I'm I'm
[49:44] trying to meet with our elected
[49:45] officials and trying to get a head start
[49:47] on the legislative um initiatives that
[49:51] are going to be happening at the capital
[49:52] and just trying to help local area
[49:55] superintendent
[49:57] have a have a stronger voice at the
[49:59] capital.
[50:03] » Thank you very much.
[50:05] >> Thank you for all you do.
[50:07] I know you're a busy man. I'm excited to
[50:10] see if the principles re, you know,
[50:13] invite you back to institute.
[50:15] >> Yeah. Next month. Can you bring a
[50:16] report?
[50:17] >> I have not had a repeat yet. So, that
[50:19] may tell you something.
[50:20] >> Yeah. We'd like an eval written eval
[50:24] >> next month. [laughter]
[50:25] >> Anderson did ask if she wanted him to I
[50:27] wanted her to go in and do an walk
[50:29] through evaluation. Not this time.
[50:31] >> Not the second time.
[50:32] >> Maybe next time.
[50:36] Perfect. [laughter]
[50:38] Um, moving on. Item 6.1, Dr. Farnsworth,
[50:43] settlement agreement and release in OH
[50:46] case number
[50:50] administrative
[50:52] complaint currently pending against the
[50:54] district.
[50:55] >> Based upon the advice of our legal
[50:57] counsel, I would recommend that the
[50:58] board approve that settlement. I move
[51:02] that the board approve the confidential
[51:04] settlement agreement and release in OAH
[51:08] case number 26-
[51:10] DP-115-
[51:13] A
[51:14] >> I'll second
[51:15] >> I have a motion to second any
[51:17] conversation at all discussion all in
[51:19] favor
[51:20] >> I opposed motion passes thank you 6.2
[51:24] Certified employment Dr. Farnsworth.
[51:27] >> So, we would ask that the board approve
[51:29] these recommendations. And as you heard
[51:32] tonight, we're very excited about uh
[51:34] Caleb Davis, who's going to be we
[51:36] recommending him be our new CTE law
[51:38] enforce public safety teacher. And we're
[51:42] excited to also recommend Summer Murphy
[51:44] as a dean of students for Whipple. And
[51:47] as you notice on the bottom, there's a
[51:49] transfer for Miss Reagan Roach. She's
[51:51] not going anywhere, but she completed
[51:53] her certification as a a full legitimate
[51:57] uh administrator with the AD. And so
[51:59] we're just changing her title from WI
[52:02] coordinator to WI principal.
[52:06] >> Perfect. Congratulations.
[52:08] >> Good for you.
[52:10] >> I move to approve certified employment
[52:14] as presented.
[52:15] >> A second.
[52:16] >> Motion a second. All in favor?
[52:18] >> I opposed. Motion passes 6.3 classified
[52:22] employment. Dr. Farsworth,
[52:24] >> our principles have been very busy. Uh,
[52:26] you know, we've we've had a lot of uh
[52:30] pair of professionals that we've been
[52:31] needing to hire and so we've got three
[52:33] pages of of paraprofessionals and other
[52:36] variations. We would ask that the board
[52:38] approve those positions as well.
[52:42] >> I move all classified employment actions
[52:44] as presented.
[52:45] >> I second.
[52:46] >> Motion a second. All in favor? I
[52:49] opposed.
[52:50] >> Motion passes. Thank you. 6.4 certified
[52:53] resignations and terminations. Dr.
[52:55] Farnsworth,
[52:56] >> we have one resignation uh Mr. Compana
[52:59] who was our public safety teacher. He he
[53:02] did an amazing job for us. Kids loved he
[53:04] grew that program um to to hundreds of
[53:08] kids and they just really
[53:09] [clears throat] enjoyed his leadership.
[53:11] We're sad to see him go. We wish him the
[53:13] very best. Um but we would ask that you
[53:15] would approve his resignation.
[53:17] I move to approve the certified
[53:19] resignation and terminations actions as
[53:21] presented.
[53:22] >> I'll second
[53:23] >> motion second. All in favor?
[53:25] >> I opposed. Motion passes. Thank you. 6.5
[53:29] classified resignations and
[53:31] terminations. Dr. Parker,
[53:33] >> we again we have four resignations and
[53:35] again we wish these individuals the very
[53:37] best in their future and ask the board
[53:40] to approve those resignations as listed.
[53:45] I move to approve all classified
[53:47] resignations and terminations as
[53:48] presented. I'll second.
[53:51] >> Motion a second. All in favor? I
[53:53] opposed. Motion passes 6.6. Substitute
[53:57] employment. Dr. Farnsworth, please.
[53:59] >> So, we have a list of certified
[54:01] substitutes. Um, they're different than
[54:04] the emergency substitute. So they have
[54:06] the certified credentials and we would
[54:08] ask that the board approve these
[54:10] certified individuals to be substitute
[54:13] teachers for the district.
[54:15] >> Do you've got a classified list there
[54:18] also? Do we need to do both of them or
[54:20] two separate?
[54:21] >> We [clears throat] do them in one shot.
[54:22] Looks like
[54:23] >> we can do them in one shot. Yes. Yes,
[54:24] sir.
[54:25] >> Okay. So certified and classified. I'll
[54:27] entertain a motion.
[54:28] >> I move to approve certified and
[54:30] classified substitute employment as
[54:32] presented.
[54:34] >> Second. Motion, a second. All in favor?
[54:37] >> I opposed. 6.7. Motion passes. 6.7
[54:41] coaches, volunteers, and interns. Dr.
[54:43] Farnsworth. We have one volunteer that
[54:46] we're asking for the board to approve to
[54:48] be a seventh grade football coach. Um,
[54:51] and that's a volunteer position, not a
[54:53] paid position.
[54:54] >> I move to approve the coach, volunteers,
[54:58] and interns actions as presented.
[55:00] >> I'll second.
[55:02] >> Motion second. All in favor? I opposed.
[55:05] Motion passes 6.8 new job description
[55:08] for human resources position
[55:11] classification and compensation study.
[55:13] Dr. Farnsworth.
[55:15] So, you know, the last couple years
[55:17] we've been looking and analyzing
[55:19] different positions in the district. We
[55:20] did, as you know, we did a salary study
[55:22] and then we looked at our classified
[55:24] folks and we implemented a classified
[55:26] salary adjustment over several years.
[55:28] One of the areas that we didn't address
[55:31] right off the bat was our human
[55:33] resources. Um, after further
[55:35] investigation, we did do a market
[55:37] analysis and you can see that that
[55:40] 20page document and the focus of that
[55:42] analysis was how do we compare to other
[55:46] schools on the mountain? We don't want
[55:48] to look at the county. We don't want to
[55:50] look at the city. We don't want to look
[55:52] at private business because frankly we
[55:53] don't compete financially. But when we
[55:56] look at other districts, how do we
[55:57] compare in terms of our staffing and in
[55:59] terms of our compensation, in terms of
[56:01] the job description? And so what you
[56:03] have before you is the analysis that
[56:06] we're bringing to you that we believe
[56:09] that it is an expense, but we're already
[56:12] doing overtime. I'm I'm asking that the
[56:16] board would invest in the stability and
[56:18] infrastructure in the human resource
[56:20] department in rural school districts.
[56:23] It's it's very unique. Miss Boyer, you
[56:26] know, you have positions where
[56:29] one person is doing that job for the
[56:30] whole district. Like we have one person
[56:32] doing payroll for the whole district. We
[56:34] have one director over grants and
[56:36] programs for the whole district. We've
[56:38] got one person doing data entry for
[56:42] power school in in the entire district.
[56:44] And we also have one person doing HR for
[56:46] the entire district. Um, we have tried
[56:49] the last six months to see how we can
[56:51] flex job duties to increase staffing
[56:55] from just one person to a half a person.
[56:58] So, 1.5 people helping and that other
[57:01] person being cross-trained as a payroll
[57:03] clerk backup. So, we're trying to help
[57:06] support HR but also else also support
[57:09] payroll. And so we just feel like this is an appropriate time to ask the
[57:15] board to approve the revised job
[57:17] description and ask that you would
[57:19] approve it. And I'm here to answer any
[57:21] questions.
[57:25] » I move to approve the reclassification
[57:27] of the human resource specialist to
[57:30] human resource executive manager as
[57:33] presented.
[57:39] So, I will second this so that we can
[57:42] talk about it.
[57:44] Um, are I Are you are you telling me
[57:48] that we're spending enough on overtime
[57:51] and whatnot to compensate for this?
[57:55] >> In in my initial analysis from July,
[57:59] August, and part of September, we've
[58:01] accumulated 133 hours in overtime.
[58:05] So, if you extrapolate that out and the
[58:08] rate at which we're paying overtime,
[58:10] it justifies an a change in job
[58:13] description, um adding additional duties
[58:15] of supervision,
[58:17] transitioning from an hourly employee to
[58:19] an exempt employee, which would also
[58:21] incur this individual would then
[58:23] supervise three other people in the
[58:25] district to justify going to an exempt
[58:28] status. And [snorts] for those of you
[58:29] who may not know, exempt status means
[58:31] you don't qualify for overtime anymore.
[58:33] like I'm an exempt employee. All of the
[58:36] administrators are exempt employees. You
[58:38] work until the job gets done 9:00, 10:00
[58:41] at night, 5:00 a.m. in the morning, what
[58:43] whatever that is. So that's that's what
[58:46] we're asking the board to approve that
[58:48] currently on the current trajectory, we this individual is acrewing a lot of
[58:53] overtime and it w it was like that with
[58:57] the previous person. We were trying to
[58:58] help mitigate that with other people.
[59:01] Um, it's just a very demanding job when
[59:03] you look at 300 employees and you have
[59:06] one person doing all the reporting, all
[59:08] the onboarding, all the paper
[59:11] documentation, the background checks,
[59:13] the I-9 forms. I mean I mean there there
[59:17] there's an extensive amount,
[59:18] >> but I don't think it's just one person
[59:20] doing that. Correct.
[59:22] We have tried in the last couple months,
[59:25] >> a payroll clerk, we have our new person
[59:28] and then we also have somebody who's an
[59:31] assistant if I
[59:33] >> that that's been a recent adjustment.
[59:34] So, we we've taken one of the accounts
[59:37] payable person and said, "Okay, we're
[59:39] going to split them to to train as a
[59:43] payroll clerk, as a backup, but also
[59:45] help them flex to HR to help with
[59:48] onboarding, paperwork, filing, those
[59:50] types of things. So, that's a recent
[59:52] develop within the last four to five
[59:54] months." Um, and I forgot your other
[59:57] question, Kelly. Um well I guess that was just we have the same well we
[1:00:03] have two and a half people. So
[1:00:05] >> we also have payroll right? Pay payroll
[1:00:07] does data entry
[1:00:08] >> payroll also is very automated anymore.
[1:00:11] I mean we do have what is the name of
[1:00:13] the program that we utilize? Um
[1:00:16] >> visions.
[1:00:17] I was going to say visions but
[1:00:18] I wasn't sure if it still was.
[1:00:20] >> So we have visions and we have TCP that
[1:00:22] helps with the payroll.
[1:00:24] >> Right. and and the fact so I'm probably
[1:00:27] not in support of doing it and and I've
[1:00:30] discussed it with you um because I don't
[1:00:32] want to approve any more directive
[1:00:35] director type situations or
[1:00:37] administrative um I want to approve
[1:00:40] positions that are directly involved
[1:00:42] with our students and helping our
[1:00:45] students out. So, I guess that's kind of
[1:00:47] where my mindset is because we're
[1:00:49] constantly being told that we don't have
[1:00:51] a whole lot of money, which you
[1:00:53] indicated that earlier, you know, and
[1:00:56] that we're trying to find different ways
[1:00:58] to find money, and this is how do we
[1:01:01] find money for an administrative
[1:01:03] position? So, I guess I'm more likely
[1:01:07] and inclined to approve positions that
[1:01:10] are directly affecting a student's
[1:01:12] education. We've had 300 employees in
[1:01:16] our district since what 2010 maybe you
[1:01:20] know and so we don't have more students
[1:01:22] that are supporting um you know in our
[1:01:25] enrollment. So we really 300 is max. I
[1:01:29] remember at one point having like 330
[1:01:32] employees and we only did have one
[1:01:35] person who did it and somebody who
[1:01:37] double checked payroll. So, you know, I'
[1:01:40] I've kind [clears throat] of I have a
[1:01:42] hard time justifying it at this point in
[1:01:44] time. So, that's just kind of where I'm
[1:01:46] at.
[1:01:50] » Joe, um the the previous person or
[1:01:54] persons, however many you want to go
[1:01:57] back,
[1:01:58] >> and then the current
[1:01:59] >> you in the last year or couple years, it
[1:02:03] seems like
[1:02:04] >> I'm I'm curious. Are are these folks
[1:02:07] [snorts] carrying any sort of
[1:02:10] certifications in in the particular
[1:02:13] field
[1:02:15] uh degrees?
[1:02:17] Um
[1:02:19] >> so so let me give you a 30,000 foot
[1:02:22] view. Typically if you say you have a HR
[1:02:25] director that comes with at least a
[1:02:28] bachelor's degree if not more. And
[1:02:31] that's what a director level position
[1:02:32] you can demand that right. And that's pretty standard in the HR field
[1:02:37] when you don't have that position as a
[1:02:39] director. So for example, we have a
[1:02:40] director of federal programs, master's
[1:02:43] degree, director of curriculum
[1:02:44] instruction, master's degree, director
[1:02:47] of technology, I think that person has
[1:02:50] more than a bachelor's.
[1:02:52] I don't know. But when you say you have
[1:02:56] now label a director position that that
[1:02:59] in my experience you can demand a a
[1:03:02] bachelor's or higher. So if you don't do
[1:03:05] that now you're now you're paying below
[1:03:08] market value. And if that's if that's
[1:03:10] the direction you want to go that's
[1:03:11] fine. Then you're basing your
[1:03:14] qualifications on do you have
[1:03:16] certifications. The previous person did
[1:03:18] not have certifications. And so that was
[1:03:21] the conversation I had with that
[1:03:22] individual is I need you to go get
[1:03:25] certifications. I need you to go back to
[1:03:26] school and it came down to a livable
[1:03:29] wage. I can't go to school and also put
[1:03:32] food on the table and and and put pay
[1:03:35] for tuition and things like that. I
[1:03:37] financially can't do that. And so
[1:03:41] my experience or my my investment in
[1:03:44] this position would be if if we don't do
[1:03:46] that, that's fine. That's the board's
[1:03:48] prerogative. But we I think we're we're
[1:03:50] rolling the dice into constantly having
[1:03:53] somebody every one or two two years
[1:03:56] because it's a demanding job and when
[1:03:58] you get somebody in the job and the
[1:04:00] salary doesn't equate to the hours
[1:04:03] they're going to go I you're not paying
[1:04:06] me what I'm worth because I know what
[1:04:08] they pay at Summit. I know what they pay
[1:04:10] at the county. I know what they pay at
[1:04:12] the district up the road and we're not
[1:04:14] comparable.
[1:04:16] So that's that's what I'm asking is is
[1:04:19] the board to look at it through the lens
[1:04:21] of investment. Now is there any
[1:04:23] guarantee that anybody will not leave?
[1:04:25] No, there's no guarantee, right? But but
[1:04:29] my approach would be can we invest in
[1:04:31] that position because it is a critical
[1:04:33] position. a lot of compliance, a lot of
[1:04:36] reporting, a lot of legal ease, a a lot
[1:04:39] of employee investigations that that I
[1:04:42] help with, but I'm also supposed to be
[1:04:44] the de facto appeal person, too. And if
[1:04:47] I'm involved in the investigation,
[1:04:49] there's no place for the person to
[1:04:50] appeal except for outside counsel. So,
[1:04:53] those are just my observations. Those
[1:04:55] are my recommendations. I I feel like we
[1:04:58] did a very in-depth market analysis
[1:05:00] where we took a very strategic approach
[1:05:02] to see what is the market telling us
[1:05:05] about this particular position. If we're
[1:05:08] not going to make it a director
[1:05:09] position, okay, fine. Then we can't
[1:05:12] dictate you got to have these
[1:05:14] credentials or these and and frankly
[1:05:16] it's very hard in up here on the
[1:05:18] mountain to find people with that level
[1:05:21] of expertise unless you're going to pay
[1:05:23] them for their expertise.
[1:05:26] So I think we should advertise that when
[1:05:28] the positions open opens up, not after
[1:05:30] we've hired someone and then adjust it
[1:05:32] to accommodate them. And the only push
[1:05:35] back I have on this is we just talked
[1:05:37] for a year and a half about our budget
[1:05:39] and this didn't come up once. So if it's
[1:05:41] been a priority for a while, wasn't why
[1:05:43] wasn't there any conversations about it?
[1:05:45] >> There have been internal conversations
[1:05:47] where
[1:05:47] >> it's been it should have been part of
[1:05:48] the budget conversation. We talked about
[1:05:50] all of our budget
[1:05:52] >> at the time. It it was not a priority.
[1:05:55] the priority was taking care of our
[1:05:56] hourly folks that were severely
[1:05:58] underpaid.
[1:06:00] >> But at that point in time, we also
[1:06:03] increased that position um the payroll
[1:06:06] clerk by quite a a bit of money. We we
[1:06:09] increased a lot of salaries for a lot of
[1:06:11] hourly people
[1:06:12] >> and and so that was based on the salary
[1:06:15] um salary survey that was brought to us
[1:06:18] and we did as you guys recommended for
[1:06:21] us to do and I believe it was over
[1:06:24] $80,000
[1:06:26] that wasn't it over $80,000 or may have
[1:06:30] even been more. I don't I'm kind of
[1:06:31] going
[1:06:32] >> Oh, you mean total compensation for
[1:06:33] >> Yes. When we just did it for classified
[1:06:37] employees. Well, I'm I'm I'm happy to
[1:06:40] [clears throat] take the blame that I
[1:06:41] did not have the foresight to to bring
[1:06:43] this up. I mean,
[1:06:46] I'm sorry I I didn't bring it when we
[1:06:48] talked about all the other compensation.
[1:06:51] My priority was
[1:06:53] all the grounds,
[1:06:56] facilities, custodians, and I I
[1:07:00] apologize. I did not bring that up at
[1:07:02] this time at that time.
[1:07:03] >> We did get it across the board. So, you
[1:07:05] know, for me, I feel like it's all of a
[1:07:07] sudden, ooh, this is urgent and this is
[1:07:10] something we need to act upon right now
[1:07:12] when yeah, we should have been given
[1:07:14] some notice if this was going to be. So,
[1:07:17] I don't know, maybe we need some time to
[1:07:20] think about it as well. I I don't know.
[1:07:23] But anyway, thank you.
[1:07:26] >> So, Joe, we've I've heard the word
[1:07:28] director. I don't see the word director
[1:07:30] in this.
[1:07:32] >> This is not a director level position.
[1:07:33] This is not a director. Okay. I just
[1:07:35] want to clarify that
[1:07:36] >> it's an executive manager position that
[1:07:39] we were asking the board. Um, and I hope
[1:07:43] the boards understand I'm I'm trying to
[1:07:45] take a a pragmatic strategic approach
[1:07:48] and if I can solve the problem before
[1:07:49] bringing it to the board, that's what
[1:07:50] I'm trying to do. It is now come to my
[1:07:53] attention through this market analysis
[1:07:54] that I feel we need to make this change
[1:07:57] and so that's why I'm bringing it to the
[1:07:59] board at this time.
[1:08:01] >> Okay. Is there any other discussion?
[1:08:03] Angela, do you have anything?
[1:08:04] >> I don't.
[1:08:06] >> Okay. So, uh, Angela
[1:08:09] motioned. I seconded so that we could
[1:08:12] have this discussion. I'll call for a
[1:08:14] vote. All in favor? I
[1:08:17] >> opposed.
[1:08:19] >> Okay. So, that's 22. What I'd ask you to
[1:08:22] do is bring this back to us. Um, either
[1:08:26] I don't know if you want to schedule a a
[1:08:28] special meeting or whatever between now
[1:08:29] and October. No, we don't.
[1:08:33] >> I just, you know, however you want to
[1:08:36] work that
[1:08:37] next meeting
[1:08:38] >> at the October meeting when we're that
[1:08:40] much closer to Christmas. Okay. All
[1:08:43] right. Please do that. Uh, and in the
[1:08:46] meantime, you know, any and all
[1:08:48] information that we can get together and
[1:08:51] learn and [snorts]
[1:08:53] whatnot.
[1:08:54] Uh, I would appreciate if we did that.
[1:08:57] 6.9 Arizona State Seal of Arts
[1:09:00] Proficiency. Dr. Farnsworth.
[1:09:02] >> So, if you may remember, the high school
[1:09:05] has multiple seals of excellence.
[1:09:08] Um, and so this is another seal of
[1:09:11] excellent excellence puts put on by the
[1:09:14] Arizona Department of Education. And
[1:09:16] this is a proposal from the high school
[1:09:19] principal, Mr. Marchant, that the board
[1:09:21] formally approve this seal of excellence
[1:09:25] for the fine arts. And I think it's a
[1:09:27] great idea.
[1:09:29] I move to approve the Xolo High School
[1:09:31] as an officially recognized
[1:09:32] participating entity for the Arizona
[1:09:34] State Seal of Arts Proficiency effective
[1:09:37] for the 2026 2027 academic year as
[1:09:41] presented.
[1:09:43] >> I'll second.
[1:09:44] >> I have a motion, a second. Any
[1:09:46] discussion on this? All in favor? I
[1:09:50] opposed. Motion passes. 6.10 gifts and
[1:09:54] donations. Uh, Miss Davis,
[1:09:56] >> lots of gifts and donations this month.
[1:09:58] So, Xolo High School, Opile
[1:10:02] uh Prince, $44.35.
[1:10:05] Xolo Auditorium, uh, Xolo Fine Arts
[1:10:08] Booster, uh, they donated a piano,
[1:10:11] $2,500.
[1:10:12] Uh, Xolo Junior High PBIS Sonic Drive,
[1:10:16] uh, drive-in for, uh, Sonic swag of
[1:10:18] $1,645.
[1:10:20] Uh, Xolo Junior High PBIS Hatch Toyota
[1:10:24] items for PBIS store $2,000 $2,457.
[1:10:30] Xolo Junior High PBIS Beer Orthodontics
[1:10:33] items for PBIS store $1,95.
[1:10:37] Xolo Junior High 6th grade social
[1:10:40] studies Amber Jones uh school supplies
[1:10:43] $45.54.
[1:10:45] Xolo Junior High Girls PE Donor's Choice
[1:10:49] PE equipment of $176.73.
[1:10:54] Xolo Junior High School White Mountain
[1:10:56] Women's Club School supplies of $100.
[1:11:00] Xolo Junior High White Mountain Women's
[1:11:02] Club of $1,000. Xolo Junior High PBIS
[1:11:06] Kin Baker items for PBIS store $259.
[1:11:10] NHE,
[1:11:12] uh, Nicholas, uh, White Mountain Women's
[1:11:15] Club, $1,000. Whipple Ranch, VFW, Xolo,
[1:11:21] um, school supplies, $94.40.
[1:11:25] Whipple Ranch, Bill Harris, school
[1:11:28] supplies, $33. Whipple Ranch, uh, White
[1:11:32] Mountain Women's Club, $1,000. Whipple
[1:11:35] Ranch, White Mountain Women's Club,
[1:11:36] school supplies of $88.
[1:11:40] It's wonderful.
[1:11:42] >> Awesome.
[1:11:45] » With a ba big thank you to our donors, I
[1:11:48] move to approve gifts and donations as
[1:11:50] presented by administration.
[1:11:53] >> A second.
[1:11:54] >> I have a motion and a second. Any
[1:11:56] discussion? Thank you all so very much.
[1:11:58] All in favor?
[1:12:00] >> I
[1:12:02] opposed. Motion passes.
[1:12:06] Thank you so much. without the
[1:12:07] community's help on some of these things
[1:12:10] just you know there were so many things
[1:12:12] that we couldn't do
[1:12:15] um without [snorts] pointing out any one
[1:12:17] in particular but there's so many here
[1:12:20] and so many that are multiple they do
[1:12:23] this multiple times
[1:12:26] uh item 611 fiscal year 2027 capital
[1:12:30] plan for a school facilities Dr.
[1:12:32] furniture.
[1:12:34] >> Every year we need to bring to the the
[1:12:36] board for approval our school facilities
[1:12:39] plan and so Mr. Rail has done a a great
[1:12:43] job in capturing that. A lot of these
[1:12:44] are new requirements put on by the
[1:12:46] school facilities board and so we need
[1:12:49] governing board approval so that we can
[1:12:51] upload this so we can be in line for
[1:12:53] hopefully future building grants because
[1:12:56] if we don't they won't give us any
[1:12:58] building grants.
[1:13:01] I move to approve the FY2027
[1:13:04] capital plan to the Arizona School
[1:13:07] Facilities Oversight Board as presented.
[1:13:10] >> A second.
[1:13:11] >> I have a motion and a second. All in
[1:13:13] favor?
[1:13:13] >> I opposed. Motion passes.
[1:13:18] 6.12
[1:13:20] Preventative Maintenance Guidelines. Dr.
[1:13:22] Farnsworth. Again, this is one of those
[1:13:24] annual uh plans that we also need to
[1:13:27] submit to the board for approval so we
[1:13:29] can upload our preventative maintenance
[1:13:31] guide. This is um meeting the
[1:13:34] expectations of the minimum
[1:13:37] guidelines for for maintenance that the
[1:13:40] school district or the state is asking
[1:13:42] us to complete. And so I would ask you
[1:13:44] to approve this preventative maintenance
[1:13:46] guide. I move to approve the
[1:13:49] preventative maintenance guideline and
[1:13:52] plan as presented. I'll
[1:13:54] >> second.
[1:13:55] >> Motion a second. All in favor?
[1:13:57] >> I opposed. Motion passes. Thank you.
[1:14:01] 6.13 future board agenda items.
[1:14:05] Anybody have anything?
[1:14:07] >> I do not.
[1:14:09] >> No. Okay. You have listed here next
[1:14:12] board meeting October 8th.
[1:14:15] Uh, and then you're wanting to look at
[1:14:19] an um work session.
[1:14:21] >> So, yeah, a couple things. If if the
[1:14:24] board is looking I would love to have a
[1:14:26] work session with the board after fall
[1:14:28] break. So, the probably the last two
[1:14:30] weeks of October. Um, I don't know if
[1:14:35] one week is better than the other, but
[1:14:41] I'm hoping we can come together and have
[1:14:42] a work session. The topic of the work
[1:14:44] session would be capital projects,
[1:14:47] school facilities, and potentially
[1:14:50] looking at a bond. I have some
[1:14:51] information I want to share with the
[1:14:53] board that you may not have and then
[1:14:56] just start talking about our facilities
[1:14:59] and what that may look like going into
[1:15:00] the future.
[1:15:02] >> You want to do this the last two weeks
[1:15:05] >> if if that would be agreeable that one
[1:15:06] of the last two weeks of October.
[1:15:09] >> 28 29 would be difficult for me.
[1:15:14] Tuesday 27th.
[1:15:15] >> 31st is my birthday. So that would be
[1:15:17] difficult.
[1:15:18] >> You're born on the Halloween Saturday. I
[1:15:19] am. Yeah.
[1:15:21] >> We can party. We can have
[1:15:22] >> You wondered why I was witchy. Now you
[1:15:25] [laughter] know.
[1:15:28] >> That's awful.
[1:15:30] >> Is Is there a week that would be better?
[1:15:32] Either the 19th or the 26th. It sounds
[1:15:35] like the
[1:15:36] >> any I'm okay there. I just have stuff on
[1:15:38] the 28th and 29th, but I won't be able
[1:15:41] to get out of
[1:15:44] >> I I just wouldn't couldn't wouldn't be
[1:15:46] sure that I'd be back in time.
[1:15:47] >> Can we look at the the the 19th the week
[1:15:50] of the 19th? Does that
[1:15:53] >> pick an A? Any of that works for me?
[1:15:56] >> You want to shoot for a Monday or
[1:15:57] Tuesday or what? Is there a day of the
[1:15:59] week that works better?
[1:16:03] » Tuesday.
[1:16:04] >> Can we do a Tuesday? The 20th
[1:16:05] >> 20th.
[1:16:07] >> That sounds like a great day. Stacy, can
[1:16:10] you be here? I think so.
[1:16:11] >> Okay. We'll we'll pencil in uh Tuesday,
[1:16:15] October the 20th for work session to
[1:16:17] look at capital improvements and
[1:16:19] facilities.
[1:16:20] >> I wonder if we could get the students to
[1:16:23] uh facilitate what we
[1:16:27] munch on. U
[1:16:28] >> some gluten-free cupcakes. I'm sure
[1:16:30] they'd be happy.
[1:16:31] >> Oh, we've been wanting to do that,
[1:16:33] >> haven't they?
[1:16:34] >> Anyways, we've been wanting to do a
[1:16:36] taste test.
[1:16:36] >> So So maybe do an assortment. Yes.
[1:16:40] >> A
[1:16:42] >> is Jerry still here?
[1:16:43] >> Gluten.
[1:16:43] >> We'll do some with
[1:16:46] gluten in mine.
[1:16:48] >> Yeah. Can we only do gluten-free?
[1:16:55] » We got to talk. [laughter]
[1:17:01] » Okay.
[1:17:01] >> 22nd
[1:17:02] >> 20th.
[1:17:03] >> November Tuesday.
[1:17:04] >> October 20th. October 20th. And then
[1:17:07] also the November board meeting, I will
[1:17:10] be out of town.
[1:17:14] » Okay. I'm sorry. What did you say?
[1:17:16] >> So the November board meeting, I will be
[1:17:18] out of town. So you're more than welcome
[1:17:20] to host the board meeting without my
[1:17:22] presence.
[1:17:23] >> I wouldn't like to do that. I like to
[1:17:25] propose we move that to the 19th.
[1:17:27] >> Yeah.
[1:17:28] >> Is the 5th too soon?
[1:17:30] >> That that work?
[1:17:30] >> I mean, I don't I don't care. I don't I
[1:17:32] don't want to crunch the time
[1:17:34] >> work for everyone. Why don't we check
[1:17:35] and see if city council chambers will be
[1:17:38] available and then let us know Candy.
[1:17:41] >> Okay.
[1:17:42] >> Yeah. And we'll
[1:17:43] >> 19th or 5th.
[1:17:45] >> We'll we'll pencil in the 19th. We'll
[1:17:48] check with the city and if that doesn't
[1:17:50] work, we'll we'll communicate.
[1:17:52] >> Perfect.
[1:17:54] >> Okay.
[1:17:55] >> Awesome. [laughter]
[1:17:57] » Okay. Item 7.1. I didn't get any
[1:18:02] paperwork, so cool. Great.
[1:18:04] >> [sighs and gasps]
[1:18:05] >> All right. 8.1
[1:18:07] adjourn. I'll entertain a motion to
[1:18:09] adjourn. Our next meeting is October
[1:18:11] 8th.
[1:18:12] >> So moved.
[1:18:14] >> Second.
[1:18:15] >> Motion second. All in favor? I
[1:18:17] >> I opposed. Motion passes. Thank you very
[1:18:19] much. Thanks for coming out. I need to
[1:18:22] speak to you, please.