July 13, 2015 at 9:00 AM - Regular Meeting & Public Hearing

Description: 

Description:  As per policy GCO--Evaluation of Professional Staff Members, the CAVIAT JTED
designates the Brent Neilson as the district's qualified evaluator for the teacher
performance evaluation system and other certified and non-certified administrative staff
members.

Description: 

Description:  Robert Mark Cormier-Public Service Foundations-Central Campus Page 
Michael Lee-Bio Science-Central Campus Williams 

Description:  Currently we still need a Public Service Foundations Instructor-FLG and BioScience-Williams

We also need to replace Valorie's position and her last day is July 30th

School starts the week of August 3rd and our next meeting is mid-August

Description:  I am requesting that we change the May Grand Canyon meeting to either 5-9, 5-10, or 5-11.  I have a scheduling conflict.  

Description:  IRB number:758551-1

Description of Study:

Many Native American males often struggle to find their place in traditional schools and many Native American students, primarily males, do not graduate with a high school diploma or technical training (DeVoe & Darling-Churchill, 2008, Trujillo & Alston, 2005).  These students, many of whom are living away from their home, miles away from their reservation or chapter house, often reside in dormitories and attend schools that look nothing like their primary schooling experience.  But for some young Native men, Career and Technical Education courses in high school have provided a more relevant connection to an otherwise negative schooling experience. Career and Technical Education (CTE) can provide students with the skills and training needed to be successful in their post-secondary endeavors.             

CTE students are exposed to “real world” work-based learning experiences that simulate the jobs of today, and they are taught by industry professionals and highly trained educators.  Students are exposed to leadership opportunities, and CTE programs stress the importance of Workplace Employability Skills. “In Arizona as elsewhere, the future belongs to the skilled. Education and training are the stepping stones to individual development and economic self-sufficiency. Trained entrepreneurs, professionals and workers fuel business growth, attract prized employers and drive statewide prosperity in all sectors” (Gupta, 2013, p. 4).  Arizona statewide statistics show that CTE students out perform their peers in state assessments and graduation rates (Association for Career and Technical Education of Arizona, 2011).  CTE programs have also been shown to make a sharp impact on absenteeism rates (Gupta, 2013).  Unfortunately, this data is not disaggregated by race and does not look specifically at the impact CTE has on Native American students (specifically males).     

In order to help fill the gap in our understanding of the role CTE may play in the educational experiences and trajectory of Native students, my dissertation will investigate the ways in which CTE has framed Native American males’ high school experiences.  I will examine what influence CTE has on Native American males’ high school experiences and the degree to which CTE may help break the current educational paradigm that exists in Northern Arizona when looking at Native American male students. 

Research Questions
1.  How do Native American male high school students enrolled in CTE programs in Northern Arizona describe the relevance and impact of CTE on their high school experiences?

2. What elements of CTE programs in Northern Arizona contribute to positive high school experiences for Native American male students?

Sponsor or Funding Agency: Northern Arizona University 

Description:  Attached are the proposed Delegate Assembly agenda; ASBA’s Vision, Mission, and Core Beliefs; and the 2016 Political Agenda as recommended by the Legislative Committee to be considered by the Delegate Assembly on September 12, 2015. The meeting will be at The Camelback Inn located at 5402 E. Lincoln Drive in Scottsdale and will begin at 8:00 a.m. with registration and a continental breakfast. As you are aware, this Delegate Assembly determines the positions of the Arizona School Boards Association for any future Special Sessions of the current legislature and for the Second Regular Session of the Fifty-Second Legislature.

Your board not only has the opportunity to be represented at this critical policy-determining meeting but also the responsibility to share your district’s views and concerns. ASBA cannot be truly representative of all school district governing boards if your board is not part of this deliberative process. Please copy and distribute this ENTIRE packet to all board members and place the proposed 2016 Political Agenda recommended by the Legislative Committee for consideration on your next board agenda. Following the board’s discussion, the board should instruct the district’s official delegate as to the board’s direction in voting. If your board has not appointed its official delegate and alternate yet, please do so immediately and notify ASBA of your selection (see attached). While all board members and superintendents are welcome to attend the Delegate Assembly, each member district has only one official delegate. 

As ASBA continues to create a more focused document, we do so keeping firmly in place the integral aspect of all members providing input on issues of importance. Thus, staff continued to solicit items for the Political Agenda from every school district governing board, asking that every submission be assigned to one of three areas: long-term, short-term, and session-specific items.

Governing boards put forth 409 total items for consideration, a 136% increase from last year! We truly appreciate and applaud this robust interest and involvement. The Legislative Committee received every proposal, broken out by each of the three areas as well as grouped together as repeated items of importance to facilitate discussion. The Legislative Committee discussed these items for more than 8 hours, distilling those items, and voting to present the proposed 2016 Political Agenda for your consideration and ratification. As you review the Political Agenda, please note that although it contains three separate sections, these do not exist in a vacuum, but rather serve as integrated building blocks from our session-specific focus to the bigger picture of our long-term goals. In addition, while the timeframes provided help articulate members’ priorities and realistically gauge accomplishment, any and all items can, and are, worked on at all times.