[{"_1":2,"_100":-5,"_101":-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",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":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,"_75":74},"mediaId",5977367,"mediaKeyId","5829980-b91922306e91bec0347e7cd8a33e068b","parentId",5829980,"title","Board reviews first reading of policy updates including executive‑session notice and custody language","audioSeconds",149,"startMs",3270350,"endMs",3419999,"viewUrl","/Search/View?dp=1&key=5829980-b91922306e91bec0347e7cd8a33e068b&start=3270&end=3419","thumbnailUrl","https://assets.pipeline.soar.com/5829980-b91922306e91bec0347e7cd8a33e068b/thumbnail_3270350.jpg","articleUrl","/articles/5977367/Arizona/Board-reviews-first-reading-of-policy-updates-including-executivesession-notice-and-custody-language","mediaUrl","https://secure.pipeline.soar.com/5977367-9c8c86f3b1b81f5d8a7e65e9f4a53083/orig.mp4?Expires=1773667907&Signature=Jqh3gZJRaLYD3wODapjln0SHIjU1ufUHt0fjGC2qcxFDg8sgaLyxNtJwzSuFopvvyimmfV403ktlcrkXNiJuhpLyNjJncg2~vvhCYl1f9Vj3cF8IKsjCBsiy~~FRdvUdYjSmr-copGIgbiSO8SkQNfUSs6t1ITJkRxnRvjbze0zhKn0XSeSRbJFMPrpJZdAH3-mR6O5FP4UQOF4xFR4YAoE-qRstwNbbWbebrb7NPJl-40Ixuvggy9F8IknNWvU0kgQWh9BNWU7lG28w-kpOpXsLqqpvVwvzXBEUMyGuIKIqB49JVSm0NN9vepOaDM5rCk5Adiwi8iXcT9BuqVcULg__&Key-Pair-Id=KUT5TJCACFTXG","author","Washington Elementary School District","date","2025-09-22T19:23:33Z","article","At its Sept. 25 meeting, the Washington Elementary School District governing board reviewed first readings of several policy updates and asked staff to return with clarified language at a subsequent meeting.

Board members and staff discussed proposed updates to open-meeting documentation, contract timing for employed teachers, and a policy section addressing law-enforcement notification during custodial interviews. The items were presented as first reads; no votes were taken.

Miss Peterson asked whether a template policy entry requiring the option to accept nationally recognized assessments (Policy 15‑21601 in the packet) was applicable to an elementary district; staff member Miss Tucker confirmed the template language can be removed for sections that do not apply. On open-meeting requirements, staff said the update would require agendas and executive-session notices to include a general description of matters to be discussed and the specific legal authority authorizing the executive session; staff noted the district already publishes legal citations but will clarify notice language.

On teacher contract timing, Doctor Stewart said the new statutory restriction (which limits offering a new contract to current probationary or continuing teachers prior to March 15) is already in place and affects some bargaining and hiring practices; the district said it can still offer contracts to candidates not currently employed by the district. Board member Bill Adams asked staff to confirm practical implications for recruiting and job fairs.

Board members also questioned language in Policy 5401 about notification when a student is taken into temporary custody. Miss Clayton and Miss Peterson suggested changing the term “peace officer,” which they said can be unclear, to more consistent wording such as “state or federal law enforcement” or another phrase to be vetted for consistency across the policy manual. Director of legal services Doctor Iger advised that, because this was a first read, staff would consult legal counsel and return revised language for the second read.

No policy was adopted at the meeting; all items will return for further review and a possible second reading with recommended edits from staff and legal counsel.","mediaType","Video","parentTitle","Regular Governing Board Meeting - Thursday, September 25, 2025, at 6:15 p.m.","oneSentenceSummary","During the Sept. 25 meeting the governing board conducted first readings of several policy updates — including open-meeting language on executive-session notices, contract-timing restrictions for teachers, and wording about law-enforcement notification — and asked staff and legal counsel to return with edits.","taxTitle","Washington Elementary School District (4260), School Districts, Arizona","taxId",12983,"location","Arizona","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5977372,"District presents beginning‑of‑year assessment snapshot showing mixed gains in grades 3 and 8",718,2544440,3263005,"/Search/View?dp=1&key=5829980-b91922306e91bec0347e7cd8a33e068b&start=2544&end=3263","https://assets.pipeline.soar.com/5829980-b91922306e91bec0347e7cd8a33e068b/thumbnail_2544440.jpg","/articles/5977372/Arizona/District-presents-beginningofyear-assessment-snapshot-showing-mixed-gains-in-grades-3-and-8","https://secure.pipeline.soar.com/5977372-2d4852d809dd442508d15e89a2dd1082/orig.mp4?Expires=1773667907&Signature=GbKqF9a5gXFc-H2qrjfA4D7W6FF9WuS-zGgFbd57nRikzAqHk7iE96FaCWPOUqrB1j-sKL5NDR~TA7ux~mP4aD3eJ7xJkaLmErXYCx5WBuUP5z3-4H8cVFtgYH9BMsMZLUUhS~5dej5iGdm0z6n0ta1fWILbAStHhthVfb0JbsMXxGyY8s23TPO-tHuqgJs7QdjxFIJxvBHzZditOj028pxnWFhjphDd2Rs212lF13wVLbR0b5N5oYWXkmSAO59OuehefztW8J1oV6MHLR5GCvZ1ncVdso9U3LU1Vu6hDWj0TzADu~zUQ9pn7pIawGX5eEpyf4HkozbcB-QcgOJ7aw__&Key-Pair-Id=KUT5TJCACFTXG","At the Sept. 25 Washington Elementary School District board meeting, district assessment staff presented beginning‑of‑year results for third- and eighth-grade students and described how teachers will use the data for small-group instruction and interventions.

Doctor Givinan, who led the presentation, said the district is emphasizing two grade levels this year: third grade, the first year students take the state assessments, and eighth grade, the final year before high school. “We are all committed to achieving excellence for every child, every day,” Doctor Givinan said while describing the district’s assessment plan and the role of benchmark and diagnostic tests.

The presentation compared cohort trends using multiple measures: STAR Reading and Benchmark Advance for reading, I‑Ready for mathematics, and STAR Early Literacy for younger readers. Key figures cited by staff at the meeting included: a gain to about 33% of a recent third-grade cohort scoring at or above grade-level on an end‑of‑year math diagnostic (I‑Ready) after earlier in‑year gains; beginning‑of‑year comparisons showing some cohorts starting higher than previous years in STAR Reading; and eighth‑grade cohorts arriving with higher baseline scores than their predecessors in some measures (an example cited: a cohort that moved from 17% in seventh grade to 29% at the end of the year).

District staff emphasized that these snapshots are preliminary, that different assessments serve different purposes, and that the data are intended for formative use. Doctor Givinan said I‑Ready is a diagnostic used to place students on a grade-level baseline and to set individual growth targets; Benchmark Advance and STAR Reading are benchmark measures that provide proficiency snapshots at the beginning of the year.

Board members asked clarifying questions about the meaning of beginning‑of‑year measures, the timing of curriculum adoptions, and whether gains reflect curriculum changes. Board member Jenny Abbot Bayardi and others noted the district adopted Benchmark Advance for K–6 and StudySync for grades 7–8 about four years ago and adopted I‑Ready for math two to three years ago. Several board members praised teachers and administrators for implementation work while asking how to better communicate results to the public.

District administrators described current next steps: teachers and coaches will review results to plan Tier 1 instruction, form small‑group lessons, and assign interventions; staff will continue progress monitoring and use formative checks throughout the year. Superintendent Doctor Hightower and other administrators said schools are already working to have students track their own data and to use student voice in progress conversations.

No board action was required; this was an informational presentation. Staff said the district will provide a comprehensive written report with demographic breakdowns and will return to the board with progress updates and further analysis of interim assessments.","Washington Elementary School District staff presented beginning‑of‑year assessment data for grades 3 and 8, highlighting higher-starting scores versus prior cohorts and plans for intervention and small-group instruction.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},5977377,"Teachers tell Washington Elementary board stipends fall short amid retention worries",324,2076105,2400745,"/Search/View?dp=1&key=5829980-b91922306e91bec0347e7cd8a33e068b&start=2076&end=2400","https://assets.pipeline.soar.com/5829980-b91922306e91bec0347e7cd8a33e068b/thumbnail_2076105.jpg","/articles/5977377/Arizona/Teachers-tell-Washington-Elementary-board-stipends-fall-short-amid-retention-worries","https://secure.pipeline.soar.com/5977377-b9bad936628e08467f215b79952236ad/orig.mp4?Expires=1773667907&Signature=EYGV46jWzt-zZ53BNu1tbgl0E-QBBQ-w4FMNPRzXLmqNs21HMtwi4dzyfs9J0aBcVdKZfT1zpiVxNWFzEh1LC5yeq0RXLhHLabBdQhw6Mrhu3MDvMEnzYlRy7SOnxI2nZ~B35aQl6pEbsByIlS9suXQqBnYe4Yl5slHh8zm8z9c-Pp948sUlbKMH7ESYySG7zcWShykMqUnSCmayJH4BSsdW37Zx3vX9UBSFH6baureAififN9onUnbdzz0Cc3MmCUsNQkqqUGiVk5dYz-Sbm4ykThUUuzkMaLvcE0T8D18E63HIn2X7vkwoCbtGsVOYyV6eRzwDT7ZS6j14sE6ZpA__&Key-Pair-Id=KUT5TJCACFTXG","At the Sept. 25 Washington Elementary School District governing board meeting, teachers and a local union representative criticized recent one-time stipends as insufficient to address retention and recruitment challenges.

The complaints came during the public-participation portion of the meeting, where Grant Thompson, a special-education math teacher at Desert Foothills, and Julie Even, speaking on behalf of the Washington District Education Association, told the board the district’s stipend program does not match competitors and undermines morale.

Thompson, who said he has taught in the district three years, urged the board to consider regional salary differences and retention data. “A $300 thank you feels insulting,” he said, describing the stipend offered to some teachers. He compared local pay with cited figures for other districts, saying, for example, that Portland-area starting pay approaches $69,800 and that some districts offer higher special-education supplements. Thompson also said his wife, a district paraprofessional, earns $17.16 an hour here versus about $24.90 an hour in Portland.

Julie Even, representing the Washington District Education Association and speaking on behalf of teacher Bridal Karjinski, said the stipend amounts fell short of expectations even when teachers were grateful for the support. “Her stipend was $560 this year. Yes, she is grateful for the money that was given. Absolutely. Yes, she is still disappointed,” Even said, adding that long-term staff with substantial contributions feel undervalued when district leadership salaries remain far higher.

Board members acknowledged the concerns but made no formal changes at the meeting. Governing Board President Kyle Clayton and members said they understood the frustration and described the district’s limited fiscal flexibility, noting competing demands on district funds and the uncertainties of state and federal funding.

District staff did not present a motion or vote related to stipends during the meeting. Board members and staff indicated they will continue internal discussions about compensation, messaging, and budget options and consider agenda items for future meetings to address employee pay and retention.

The public comment exchange highlighted three concrete points for follow-up: the stipend amounts cited by teachers ($300 and $560 in speakers’ examples), comparative local-market salary data provided by the speakers, and teachers’ plea for the board to prioritize earlier and clearer steps to retain experienced staff. The board did not commit to a timeline at the meeting for further action.","Teachers and union representatives told the Washington Elementary School District board on Sept. 25 that recently distributed retention stipends are inadequate and risk losing staff to higher-paying districts, while urging the board to find additional funding.","actionData","errors"]

Article not found

Board reviews first reading of policy updates including executive‑session notice and custody language

District presents beginning‑of‑year assessment snapshot showing mixed gains in grades 3 and 8

Teachers tell Washington Elementary board stipends fall short amid retention worries