[{"_1":2,"_123":-5,"_124":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,75,87,99,111],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":44,"_46":47,"_48":49,"_50":51,"_52":53,"_54":55,"_56":57,"_58":59,"_60":61,"_62":63,"_64":65,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},"mediaId",6498921,"mediaKeyId","5579970-ffe761ecf339f93bd9dabddb6ac89839","parentId",5579970,"title","District reports CTE performance, graduation and credential rates; staff outline professional learning and induction work","audioSeconds",0,"startMs",5428000,"endMs","viewUrl","/Search/View?dp=1&key=5579970-ffe761ecf339f93bd9dabddb6ac89839&start=5428&end=5428","thumbnailUrl","https://assets.pipeline.soar.com/5579970-ffe761ecf339f93bd9dabddb6ac89839/thumbnail_5428000.jpg","articleUrl","/articles/6498921/Arizona/District-reports-CTE-performance-graduation-and-credential-rates-staff-outline-professional-learning-and-induction-work","mediaUrl","https://secure.pipeline.soar.com/6498921-58d671c50b34fb84a2ba13e243b1051a/orig.mp4?Expires=1777611893&Signature=he6~yVthFLoDFRpsKby2ZsDM4BzUJd02yWDAinW2pWh8iCPKuV~JqResaQmkWWI5g~o7M4RHf9vbfyOyGc8c9C0P8T6Zj6yp-K~JWg4-4MeQM81Nrq7UhBoYeayqfoGHXBlNQGQDidkcLjH9Nwg72ceHgH7X1Q47-hVbC6xnVrmvSk8NReUht3A9Ak78m9hx7d-9hRUjGZfbzQ4QWKMh-09TfH9GC2GOE-2DO1AYQJC-B7m-SMJ6hxlcpgSvq4U7mpmtBLTfYpiGK5CpjxotMlYK1Yb8TiuVw-zJa9qEUWXHe5kB8NZD52Ax0WetS4m7gFX3WgKb2gRtCoOCxEe59Q__&Key-Pair-Id=KUT5TJCACFTXG","author","J O Combs Unified School District (4445)","date","2025-08-14T06:10:23Z","article","District CTE and instructional leaders reported results for career and technical education (CTE) and described professional learning activities that launched the school year.

CTE performance: district staff said the CTE concentrator cohort for the class of 2025 achieved a 98.6 percent graduation rate (students who took at least two years of the same CTE program). Staff reported success on industry credentials (88 percent of concentrators earned at least one industry-accepted credential) and a program-end assessment pass rate of 86 percent. Overall, staff said the district met seven of eight Perkins performance measures; math proficiency was the measure not met. Placement (employment, military enlistment or postsecondary enrollment in the months after graduation) was reported near 65 percent. Staff said failure to meet placement historically results from difficulty contacting graduates to complete surveys; they described efforts to improve follow-up.

Professional learning and induction: John Scroggum and other staff described new-employee orientation and launch-week professional learning. The district held a two-day orientation for new certified staff and scheduled quarterly Wednesday professional learning sessions; instructional coaches, specialists and new-employee mentoring were emphasized.

ELA implementation: staff reported HMH materials training, teacher curriculum maps aligned to state standards, and early campus support. Staff noted plans to supplement texts where needed and to use strategies intended to transfer reading skills across content areas.

Why it matters: strong CTE credentialing and graduation rates support students entering the workforce or college; professional learning and induction affect instructional consistency and retention.

Next steps: principals and central staff will continue induction and coaching; staff said they will pursue math collaboration opportunities between CTE and math teachers to address the math-proficiency gap among concentrators and will maintain tracking to meet Perkins measures.","mediaType","Video","parentTitle","J.O. Combs Regular Board Meeting 08/13/2025","oneSentenceSummary","CTE leaders reported meeting seven of eight federal Perkins performance measures for 2024-25; district staff detailed new-employee orientation, professional learning, and early results from the 6\t6 ELA rollout.","taxTitle","J O Combs Unified School District (4445), School Districts, Arizona","taxId",55575,"location","Arizona","headline","","shortSummary",{"_33":76,"_35":36,"_37":38,"_39":77,"_41":78,"_43":79,"_45":80,"_46":81,"_48":82,"_50":83,"_52":84,"_54":55,"_56":57,"_58":85,"_60":61,"_62":63,"_64":86,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6498925,"Public comments and board discuss book fairs, parental review rights and options for communication",6405,2149000,8554000,"/Search/View?dp=1&key=5579970-ffe761ecf339f93bd9dabddb6ac89839&start=2149&end=8554","https://assets.pipeline.soar.com/5579970-ffe761ecf339f93bd9dabddb6ac89839/thumbnail_2149000.jpg","/articles/6498925/Arizona/Public-comments-and-board-discuss-book-fairs-parental-review-rights-and-options-for-communication","https://secure.pipeline.soar.com/6498925-d3985cc6fcebd3699fc28a9cbc741046/orig.mp4?Expires=1777611893&Signature=jqyEcn2d27ZHe82x4PcvbhEf7XTcBYHCWtHLRCGeUdT0Lnd8qrTsIi0tGKbd4kPNxEbjckXazowWsV~lpFz5FbD09pLs6CLM2Zxd~dL8dlKObUf2HUkI0rerYrC~-~W~LDsnEwaS8DaY-IbfxrsKcD5WwUOsnepDP8NBth8SjN8R7FnWz1ft8kM7Ahh6LQJb0VjiKwiCvrer0UJp8kSfqcJ83uar6FpFahliYxePR~yrTaPZseS1~tt8Vl8oXITsfGqfwy9e5In1n8CphIIv91fZiBxGSJphoBgwRG0CASvwecya7NKgyrX3-V~yRMzJaZ9h8Az1Ayqmx3RNKUdClw__&Key-Pair-Id=KUT5TJCACFTXG","A public commenter urged the governing board to address books available at school book fairs; board members and staff discussed statutory parental-review obligations and operational options for fairs and donated library materials.

During public comment Helena Combs said she was concerned about some titles available at book fairs and urged the district to ensure families have choices. The board discussed how book fairs are organized and the difference between a fair run by a school/PTO and a fair run by an outside vendor.

District legal counsel and staff explained the practical distinction: if a third-party vendor operates the fair as an outside business, the district has fewer pre-approval controls because the vendor is selling from its inventory; if the school or PTO operates the sale, district policies and review processes can be applied more directly. Staff said donated items and additions to school or library collections can be reviewed under the district's established processes.

Board members cited state statutes and district policies that protect parental review rights and require notice in certain circumstances. Staff proposed improved pre-fair communications to parents (digital links to vendor lists, multiple reminders, and explicit opt-out information) and said the district can provide parents and principals with the vendor's digital catalog so families can preview titles before an event.

Staff also noted existing purchasing options: some vendors provide online catalogs and allow parents to order books for delivery to the school; principals and media specialists can remove or withhold titles for school libraries and, for older grades, the district already provides parents advance access to curricular and library materials on request.

Why it matters: book fairs are a common school fundraiser but can prompt community concern over titles; boards must balance parental rights, vendor contracts and the fundraising value to schools.

Board direction: staff will increase pre-fair communication, provide digital links to vendor catalogs in advance of fairs, and remind principals about existing review and removal mechanisms for donated library materials.","A public commenter raised concerns about book-fair titles; the board reviewed state statutes and district policy on parental review rights and discussed options to increase transparency for book fairs run by outside vendors and PTOs.",{"_33":88,"_35":36,"_37":38,"_39":89,"_41":90,"_43":91,"_45":92,"_46":93,"_48":94,"_50":95,"_52":96,"_54":55,"_56":57,"_58":97,"_60":61,"_62":63,"_64":98,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6498929,"Board discusses charging fees for students using ESA vouchers; staff cautions on legal and operational complexities",1020,6966000,7986000,"/Search/View?dp=1&key=5579970-ffe761ecf339f93bd9dabddb6ac89839&start=6966&end=7986","https://assets.pipeline.soar.com/5579970-ffe761ecf339f93bd9dabddb6ac89839/thumbnail_6966000.jpg","/articles/6498929/Arizona/Board-discusses-charging-fees-for-students-using-ESA-vouchers-staff-cautions-on-legal-and-operational-complexities","https://secure.pipeline.soar.com/6498929-02d61316303b8b13d1f08bc14b0cba62/orig.mp4?Expires=1777611893&Signature=Bi1AcZMZ4p-xPxzMmC4LAvrf8teEOSxET-amtsLYRM5w6b1vKCRh4rwJfot~Ob-~jiOGPEPbYiXea-RzxTBjG~bvGsAXL6JlMSYQ-kl5UHzbDDtY5QhgQEXdO82py9DBeY~xSCC2MnrrGk6Rrg-DSW5sLFhfy7Xv2G0Mk~kFSydeXAzagvFXk77h0Av0d0L7XL6m-IZAChZTYU8cAQMYjQWp3koT7vODPM3N3ZdM1pPTs0THzyHLwUCuYUOroxceRqDmhA-CsXbDyUDxsh5vI1uuRh-5hTS95mmg0hV7QMkHoYzo7RLuY1KHjtPcSAUEXHABAG7KhMRHZiKOudkTmw__&Key-Pair-Id=KUT5TJCACFTXG","The J.O. Combs governing board spent substantial time discussing whether students who use Empowerment Scholarship Accounts (ESAs) should be charged fees to participate in district athletics or take individual courses.

Superintendent Dr. Wyman opened the discussion, describing questions staff have received from other districts and members of the community. He explained the basic distinction staff sees: a parent who is a \"true homeschooler\" (with a county affidavit and no ESA funds) retains specific rights under Arizona law to participate in extracurriculars and to take up to two electives, whereas a family that accepts ESA funds is technically a private-school participant and different rules and funding questions apply.

Board and staff speakers raised several operational questions: how to set a fee that fairly reflects cost (examples elsewhere ranged from roughly $1,200 for a course to $2,000'$2,500 for athletics), how tuitioned ESA students would affect state testing and the district's percent-tested calculation, whether charging for courses creates inequities with enrolled students, and how liability and insurance should be handled for non-ADM students participating in district activities.

Staff flagged legal and public-relations risks: districts that charge for ESA services have drawn scrutiny in some statewide reporting, and an inconsistent or ad-hoc approach could invite allegations of overcharging or arbitrary exclusion. Dr. Wyman recommended the board consider the issue carefully and directed staff to return with more analysis rather than taking immediate action.

Board member Horn, who has experience as a homeschool educator, described differences among families who identify as homeschoolers and urged the board to distinguish true homeschool affidavits from families using online private providers or ESAs. Several board members suggested looking at regional comparables (Mesa and Higley were cited) and considering community-college rates as a reference point for course fees.

Why it matters: ESAs and course fees touch enrollment, school revenue, equity and student access. A policy change could affect who can participate in sports, electives and other programs and how the district reports testing and participation figures to the state.

What the board asked staff to do: collect comparative pricing data from neighboring districts and community colleges, research legal consequences for state accountability reporting and liability coverage, and return with options and recommended policy language before any implementation.

Sources: superintendent's presentation and extended board discussion.","Board members discussed whether the district should charge fees for extracurriculars and courses taken by students who use Empowerment Scholarship Accounts (ESAs), with staff warning the issue has complex legal, budgetary and operational consequences.",{"_33":100,"_35":36,"_37":38,"_39":101,"_41":102,"_43":103,"_45":104,"_46":105,"_48":106,"_50":107,"_52":108,"_54":55,"_56":57,"_58":109,"_60":61,"_62":63,"_64":110,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6498934,"Board hears follow-up on 6—6 ELA adoption; staff outlines planned K— ELA adoption timeline and novel-review process",780,2738000,3518000,"/Search/View?dp=1&key=5579970-ffe761ecf339f93bd9dabddb6ac89839&start=2738&end=3518","https://assets.pipeline.soar.com/5579970-ffe761ecf339f93bd9dabddb6ac89839/thumbnail_2738000.jpg","/articles/6498934/Arizona/Board-hears-follow-up-on-66-ELA-adoption-staff-outlines-planned-K-ELA-adoption-timeline-and-novel-review-process","https://secure.pipeline.soar.com/6498934-6e2a6d24291695d7ceb149b537453577/orig.mp4?Expires=1777611893&Signature=AbO2V6dR7wc1a0SaTQ8kywO~N5Cqy8FLpAiv~i2NPafkJD5~BIPKhOIQBRB2mGc8ZcssJdF~nhtyKB1i4aYQrwtmdNso8IwX6JmvBZ79UV7BxtCtBx7Q8sYnNcnBSSzxUwcC6w6vXs69UUMOwQUGLVL5YDBpmvblCp3tt3DKtgOzXQPks~-mm~ztnZJxESXpW8qy9lCVfXSWC7nA7ZIkTvYtgW81VnJs-cnA~R5E87~g5jGLoS~4p6addGtRgeXXQN95GTJfYcQnsc6lmoFqTr~woy6jy7-3SgUGw46-kgNlc~jPyugzI84ucsq5UqbBQlXwK0hs7Y8XotNhF37AGg__&Key-Pair-Id=KUT5TJCACFTXG","District curriculum staff updated the J.O. Combs governing board on implementation steps after the May adoption of the 6\t6 English language arts (ELA) materials and presented a plan to begin a separate K\u0005 ELA adoption.

Jennifer Nevins of Curriculum, Instruction and Assessment (CIA) summarized summer work: materials arrival in June, creation and revision of curriculum maps aligned to Arizona's essential standards, trainings for teachers on HMH resources and a writable component, and follow-up classroom support. Nevins said the adopted materials include strategies (notice and note) intended to transfer reading skills across content areas and that where a text has potential bias the curriculum maps include supplemental items to present balanced perspectives.

Leah, the district's elementary instructional specialist, told the board that K\u0005 ELA adoptions must align with Arizona's Move On When Reading requirements. Those standards require curricula that include the “big five” of reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. Leah said some core vendors do not include a sufficiently robust explicit phonics program, so the district may adopt a supplemental phonics program alongside a core K\u0005 curriculum.

Staff explained how the HMH digital library works: certain classic novels are provided digitally and access is controlled by grade-level settings; teachers can assign novels or administrators can enable titles per class. Staff noted roughly 100 available digital titles were provided in vendor lists and that district staff are working with the vendor on UI improvements (for example, a clearer favorite/not-favorite button) to make it easier to limit or expose titles.

On process, staff described a standard multi-step adoption timeline: develop a rubric (must-haves, nice-to-haves, 'cherry on top'), solicit vendors via RFP, provide a 60-day public review, convene a committee of teachers, special educators, principals and parents to score materials, invite finalist vendors for presentations, and bring recommendations to the board. The district proposed starting the K\u0005 timeline in September; staff asked the board to authorize release of the RFP at that time to meet fiscal-year purchasing timelines.

Board members asked for transparent committee selection and for the district to provide committee membership lists, the rubric and interim checkpoint presentations. Staff agreed to provide those materials and to schedule periodic updates at board meetings during the adoption.

Why it matters: textbook and curriculum adoptions shape classroom instruction for years and must comply with state procurement and parental-review statutes. The district's schedule aims to balance fiscal constraints and teacher workload while meeting state literacy requirements.

What wasn't decided: the board did not select any specific K\u0005 materials at this meeting; staff sought guidance and permission to begin the procurement timeline in September.

Sources: district CIA presentations and questions from board members.","District curriculum staff gave a progress report on the 6\t6 ELA adoption, explained how teachers will use HMH materials and the digital library, and outlined a proposed timeline and committee process for a future K\u0005 ELA adoption.",{"_33":112,"_35":36,"_37":38,"_39":113,"_41":114,"_43":115,"_45":116,"_46":117,"_48":118,"_50":119,"_52":120,"_54":55,"_56":57,"_58":121,"_60":61,"_62":63,"_64":122,"_66":67,"_68":69,"_70":71,"_72":73,"_74":73},6498940,"J.O. Combs board approves FY2026 capital plan; routine minutes and consent agenda pass",204,2472000,2676000,"/Search/View?dp=1&key=5579970-ffe761ecf339f93bd9dabddb6ac89839&start=2472&end=2676","https://assets.pipeline.soar.com/5579970-ffe761ecf339f93bd9dabddb6ac89839/thumbnail_2472000.jpg","/articles/6498940/Arizona/JO-Combs-board-approves-FY2026-capital-plan-routine-minutes-and-consent-agenda-pass","https://secure.pipeline.soar.com/6498940-4e71a4cc290ce03007701977cbc8e017/orig.mp4?Expires=1777611893&Signature=I9rDEZ74awIpDNW4oxEU5Mt2fNnkFiS6aahEvdK3gFlNUymu~uOdjQT1jxI7Cr-iZaT2AxwPrkhMYggUHnIZS~NjUwAbr7EDWBpspm2-dZUm0xac65to12RCoDJFHD82DK~rnyFhe6t3XuB8FlS1sUsM1UEq6NHdEvmKpi5y4QdbP9bSecqfnDm5wmmVPiWCyG9-KIL9OsCqKTPL1c1DIiTdnwYnL6o6pl-Vg~d2rE82K2EISMj3mBqr4pVOy2LtvDI5xZ6lF5lqqEqRB7AMEV4TRKM-H7Y1SYjGoZFphb3Bz~XXVTWFqUuPtmuf630FeIW6BUhY2fI8Se~gGNKAWw__&Key-Pair-Id=KUT5TJCACFTXG","The J.O. Combs Unified School District governing board approved the district's fiscal year 2026 capital plan and adopted routine consent items during its August meeting.

Board members voted 5-0 to approve the FY2026 capital plan for submission to the Arizona School Facilities Oversight Board (SFOB). Superintendent Dr. Wyman told the board the plan shows current enrollment and 10-year projections and that \"based on our current enrollment projections, we are not exceeding capacity in any reportable category.\" He told members the district will update the SFOB if enrollment changes materially.

The board also approved the consent agenda and a series of meeting minutes. The consent agenda passed 5-0. Several sets of minutes were approved earlier in the meeting; votes on those items were recorded as follows: approval of the June 16 retreat minutes carried with four in favor and one abstention; approval of June 16 executive session minutes carried 4-0-1; approval of the July 9 regular meeting minutes carried 4-0-1; and approval of the July 9 executive session minutes carried 4-0-1.

The board later convened an executive session on legal and contract matters and, following that session, approved action items identified in the superintendent-search consensus document by a recorded 5-0 vote. The meeting was adjourned by a 5-0 vote.

Votes at a glance
- Adopt meeting agenda: passed (recorded 5-0)
- Approve minutes, 06/16/2025 board retreat: passed (4 yes, 0 no, 1 abstain)
- Approve minutes, 06/16/2025 executive session: passed (4 yes, 0 no, 1 abstain)
- Approve minutes, 07/09/2025 regular meeting: passed (4 yes, 0 no, 1 abstain)
- Approve minutes, 07/09/2025 executive session: passed (4 yes, 0 no, 1 abstain)
- Consent agenda: passed (5-0)
- Approve FY2026 capital plan (action item 8.1): passed (5-0)
- Approve superintendent-search actions (post-executive session): passed (5-0)
- Adjourn meeting: passed (5-0)

Why it matters: the capital plan is the district's mechanism for reporting current capacity and 10-year enrollment projections to the SFOB. If growth or declines change materially, the district can request new construction funding or otherwise adjust plans.

Details and context: Business services staff told the board the capital plan breaks out enrollment by reportable grade groups (preschool–fifth, sixth–eighth, ninth–twelfth) and that, under current projections, the district is not requesting new construction funding now. The superintendent noted ongoing local construction and said the district is monitoring enrollment and will update the SFOB if needed.

The board also discussed the source of some open-enrollment students: the capital-plan presentation noted 63 students residing in the Florence boundary currently attend J.O. Combs schools; staff confirmed that figure is accurate for the present reporting period and that such counts can fluctuate during the school year.

Next steps: staff will submit the approved capital plan to the SFOB and continue monthly enrollment reporting to the board. The board directed staff to return in September with any updates from the applied-economics enrollment study if available.

Sources: presentation to the board by district staff and motions recorded during the public meeting.","The J.O. Combs Unified School District governing board approved the district's FY2026 capital plan and cleared routine consent items and meeting minutes in a 5-0 vote; several prior minutes were approved with one or more abstentions as recorded.","actionData","errors"]

Article not found

District reports CTE performance, graduation and credential rates; staff outline professional learning and induction work

Public comments and board discuss book fairs, parental review rights and options for communication

Board discusses charging fees for students using ESA vouchers; staff cautions on legal and operational complexities

Board hears follow-up on 6—6 ELA adoption; staff outlines planned K— ELA adoption timeline and novel-review process

J.O. Combs board approves FY2026 capital plan; routine minutes and consent agenda pass