[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.

Show Low School Board Meeting for 9-17-26

Transcript