001Good evening. We will call the regular school board meeting board of education to order and we will begin with the pledge of allegiance. If you would please rise with us for the pledge. Miss Murray. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Miss Oliver, could we do a roll call to ascertain quorum, please? >> President Galbreth, >> Vice President Müller, >> present. >> Secretary Murray, >> present. Board member Barry >> present. >> Board member Smith >> present. >> We have a quorum. >> All right, welcome everybody. Amanda had some stuff come up for work, so she's not going to be here. This is my first meeting and Dr. Dodd's first meeting.
002So, this is going to be fun. They have all the doctors over there. Dr. Dodd, Dr. Smith, Dr. May, Dr. Doctor. All right. So, the first order is going to be we will have the honorable Judge Cook come up and we will do the swearing in uh activities for our new board member who was appointed last week, Miss Stephanie Smith. that I will support the Constitution >> of the United States >> and the Constitution and laws >> of the state of New Mexico >> and I will faithfully and partially >> and I will faithfully and >> discharge the Rancho school board school board member for district public school district >> on which I'm about to enter >> best of my ability Fam, family, family, come up. We're going to do a quick picture. keeps tangling.
003>> We're trying to get out of your way. >> Thank you. Yeah, we >> Yeah. Can we get a picture of everybody with with the family with the whole board? >> You want to join us? One, two, three. All righty. Congratulations. And now with that, we need somebody to make a nomination for to fill the finance committee vice chair position. >> Board member Barry nominates Dr. Stephanie Smith to fill the vice committee by the finance committee vice chair. >> Board member Marty second. >> All right. All in favor? I >> I. You oppose. Say nay. >> All right. Did you want to voice in that opinion or did you have an opin? >> I was actually expecting it. I >> Okay. Okay. You could have said no. Stop. Okay. >> So, all of the board's
004on the finance committee and then Michael's the chair and you would just be if Michael can't be there, you would run the finance committee meetings that we have monthly. >> Should be painless. >> And then our next introductory comments, our new superintendent, Dr. Dod. >> Thank you. Good evening everyone. Good evening, Vice President Mueller, members of the board, and members of the Rio Rancho public schools community. I've prepared some remarks uh for tonight. It's a it's a um a big deal for me both personally and professionally to be up here with the board of education tonight. I'm deeply honored. I'd also like to begin by welcoming Dr. Stephanie Smith, our newest member of the board of education. Dr. Smith has an incredibly impressive background as an educator and community member, and I look forward to
005learning from her as we work as a team to improve our district. It's an honor and a privilege to sit before you this evening in the superintendent's chair. I do not take this responsibility lightly. I'm deeply grateful to this board for its trust, its support, and the opportun opportunity to serve the students, staff, families, and community members of the Rio Rancho public schools in this role. This evening is also especially meaningful because it marks the first time in this district's history that Dr. V. Sue Cleveland is not at the dis with the board. Much of my work to this point has been about honoring the history of this district that she built alongside this community and alongside previous boards of education. That legacy matters very very much. It deserves gratitude, humility, and respect. My goal
006has not been to step past that legacy in any way, but to honor it as we begin the next chapter of RPS together. My entry plan itself is built around that idea, honoring the past, building the present, and inventing the future. When I began on March 1, I shared my 100 day entry plan for how I would start this work with purpose, visibility, and care. I wanted to be clear from the beginning about how I would spend these first 100 days and how I would hold myself accountable as I listen, learn, and begin to lead our very, very fine school district. That plan lays out a March 1 to June 9 timeline and begins with listening and learning before moving into a deeper review of teaching, learning, and leadership across our school district. During that
007time, I committed to visiting all 21 schools, meeting with board members and district leaders, engaging staff and labor partners, listening to students, strengthening community relationships, and beginning a review of how our system is organized to support our schools. After all, that's why we're here, to support our schools. Those first 30-day priorities are laid out directly in my 100-day plan. I'm grateful to say that this work is well underway. One of the greatest privileges of this first month was visiting all 21 schools in Rio Rancho. That mattered deeply to me because there's no substitute for being in classrooms, seeing students learn, talking with teachers and principles, and experiencing each school community firsthand. And those visits will not be a one-time exercise. I've continued to be a regular presence in our schools and I intend to remain
008one. Now, we're entering the second 30 days of my entry plan. The next phase is about continuing to listen while also beginning a deeper review of the teaching and learning program across the district. That work is taking shape through a series of superintendent data summits beginning with the first one that we had today that board member Murray came to. I think it was great, wasn't it? Okay. Thank you for being there. These summits are designed to help us take a close and honest look at student outcomes, instructional practices, programs, resources, and the experiences students are having across our school district. My plan calls for days 31 through 60 to focus on exactly this kind of deeper study of teaching, learning, and outcomes in our district. Finally, I want the board to know that you're invited
009into that learning as this work continues. Dr. Barry, I expect to see you on Friday. And I want our community to know that I'll continue to keep them apprised of my progress. I believe this work should be transparent. People should know what I'm doing as the superintendent, what I'm learning, and how that learning is shaping the road ahead and the way I'll lead our school district. Thank you for your trust, for your partnership, and for the opportunity to serve the Rio Rancho public schools. Thank you, sir. We're glad to have you on board. Thank you. >> Next item on the agenda is we need someone to approve the prioritize agenda, proposed time allocations. >> Board member Mary motion to approve prioritize agenda and proposed time allocations. >> Board member Barry second. >> Have a motion
010and a second. All in favor? >> I. Any oppose? Say nay. All right. Next commendations. We have Todd Rush and Nate Batista with the Rio Rancho Rams cheerleading team, co-ed state champions. >> Hello. Hello. >> All right. Well, good evening. Oh, good evening board, Vice President Mueller, Superintendent Dodd, and members of the board. Tonight, it is a distinct honor to introduce and recognize the Rio Rancho High School varsity co-ed cheerleading team for their extraordinary accomplishment in earning the state championship on March 21st. This achievement is the result of countless hours of practice, unwavering dedication, and a shared commitment to excellence. Competitive cheerleading demands not only athleticism, strength, and precision, but also trust, resilience, and teamwork. This team exemplified all of those qualities through their season, rising to every challenge with determination and pride. Beyond their
011technical skill, these student athletes have demonstrated exceptional character. They have served as ambassadors for Rio Rancho High School, inspiring school spirit, supporting fellow students, and representing their community with integrity and enthusiasm. Their success is a reflection of both their individual efforts and their ability to come together as one cohesive and supportive team. I'd also like to recognize the leadership of firstear head coach Nate Batista. Under his guidance, this program has continued to grow and excel. His commitment to his athletes, his passion for the sport, and his ability to foster discipline and unity have played a vital role in this championship victory. Please join me in recognizing and celebrating the Rio Rancho High School co-ed cheerleading team on their state championship victory. Coach Nate, just grab one of those microphones if you want to say something.
012>> Hold that up. >> On behalf. >> Yeah. >> Okay. On behalf of Rio Rancho High School, we are honored to stand before you tonight to represent the state championship co-ed trophy and also the legacy that Rio Rancho High School cheer has brought. We are extremely proud as we are in our firsttime co-ed division taking the state championship win. I'm here with some legends tonight, some seniors, and they represent years of hard work, teamwork, and resilience. We are so honored to what this team has done this season and so excited for what the program holds. They have set the foundation, the standard, the commitment and the love that this these athletes bring is truly what sets us apart from any other program. And I'm very honored to be your coach and your leader and so
013excited for what the future holds for Rio Rancho High School cheer. Thank you so much for this time. Appreciate that. And I know we had talked in the hallway real quick. I Sophia wanted to say something real quick and then we'll come down and take a picture with you guys. >> So I was asked to speak to talk about my season this year and I am a thirdyear varsity member of Rancho High School and this season has been so amazing. We finally got our first in the state. This is a medal I've been working for for the past three years. I can speak for all of us when we say we've given blood, sweat, and tears into this program. It just means so much and we're so honored to be here and we really, as
014coach Nate would say, we brought so much passion and we brought so much energy and I'm so thankful for the love of the team this year. Um, my name is Elelliana and uh I'm a four-year uh varsity member in this program. I've been cheering for 12 years and this is honestly just the best season I could ever ask for. Um, every single year, honestly, I've been a part of this program with every coach, every athlete. we've all worked so hard to just to lead up to this moment and we've wanted it so much for so long that it just is so rewarding in the end all of the hard work that we've accomplished and um to everybody who like was either guiding us or anything we just proved them wrong and we showed them who
015we are. So I'm happy to say that I was a part of this team and that I ended my career with these athletes. Do you want to come in? Come with us. >> Okay. Thank you. One, two, three. >> Thank you so much. No, one more. One more. >> Hold on, Alex. Don't leave. Hold on. >> One more. One more. Thank you. >> Thank you. Yes. Thank you. >> All right. Next, we have Jerry Reer, the executive director of special services, do a report on special education. All right, Vice President Muller, Dr. Dodd, members of the board. Um, it's my pleasure to bring the special services presentation to you tonight. Um, I want to thank my cheering section that I have back here as opposed to the one that just left. Um, I have my
016directors Anelica Quis Duran and Antinetto. And then um one of my directors can't be here tonight, Christine Christy Palanco. And then I have um principal Lee Roberts from the Desert Programs here tonight. And then assistant principles Mark Montano and Crystal Halt for the Tamara Willer social communication programs. So to give you a department overview. All right. The special services department in real rancher public schools is responsible for overseeing and delivering all special education and related um support programs across the district. It serves students ages 3 to 21 and ensures that services are provided in a wide range of instructional settings tailored to the individual student needs. In addition to the above, the special services department oversees Medicaid in the schools, section 504 and gifted education. All right. The alignment with our district vision and goals.
017The special services department in Rancher Public Schools operates under the district's mission and vision. The vision find and develop the potential in every student and mission to graduate students who are responsible, ethical, and productive citizens with strong foundation. for success. Excuse me. All right. How special services supports our district goals. It ensures ex equitable access to education for students with disabilities and exceptionalities. Promotes inclusive practices so all students can participate in general education environments when appropriate. Supports academic achievement, independence, and post-secary readiness. collaborates with families and staff to ignite student potential for all learners. Okay. Now, our core responsibilities, we have program oversight, manages all special education services districtwide, ensures compliance with the individuals with disabilities education act and state regulations. Oversees IEP development, implementation, and monitoring. Our core core responsibilities for related services. We
018the special services coordinates a range of supports such as speech language therapy, occupational and physical therapy, social work and behavior supports, assisted technology services and psychological and evaluation services and visually impaired services. Okay. Our core responsibilities for early child early childhood and transition. So we basically serve children from ages three to 21. But we start in preschool special education as an early intervention. Uh and then we have transition planning to prepare students for post-secary education, employment and independent living. Our core responsibility for gifted programming. Um special services also includes gifted education. So, New Mexico is only one of nine states that has gifted education within special education. We you we use we utilize a I'm sorry, a gifted IEP. U we provide a continuum of enrichment and advanced learning options and ensures appropriate challenge and
019support for advanced learners. All right, our next slide, our next three slides actually um have our gifted percentage and our special education students with disabilities percentage. And I don't really want to read those out, rifle those out to you unless you want me to. But I did want to have this available for you tonight. >> Um >> I think we're okay just skimming it. So I I do want to note um on the far right where it has initials next to it um so the TWW is for the Tanner Willer social communication program. So Seattle hosts that program and then um Kell Nordi um hosts our medically fragile program. Enchanted Hills in all their data you'll see um desert sunrise information affiliated with that. And then our other Tamara Willer social communication program is at
020Maggie Cordova Elementary School. Okay. When we move on to the middle schools, the same thing. Um, Roancho Middle School hosts the Tamro Willer social communication program and also Desert Trails. And then at the high school level, I forgot to note that real Rancho High School hosts the U. Tamar Willer social communication program that it has there. So all although that gifted and student with disability information, gifted is currently at 7.9% across the district. So just to let you know, uh, New Mexico averages about 5%. we're at 7.9. Um, and just as an example, Los Alamos is at 10%. Um, and then students with disabilities, we are currently at 22.09% and that's as of the 120day count. Um, New Mexico is about 18% and the nation sits around 14%. Um and a note on that, New
021Mexico is the 13th highest in the nation for its um special education percentage. Okay. Um special education service models. Road Rancher Public Schools uses um the Individuals with Disabilities Education Act as our principle um for the least restrictive environment. Um students must be educated to the maximum extent appropriate with peers who are non-disabled. This means we start whenever we start any IEP, we we start the discussion whether the student can be educated in the general ed classroom and then we add supports as needed and only increasing restrictiveness if necessary. So here is a just a nice um graphic. If if you look at the bottom and go up, can you click it one more time? There's supposed to be another arrow on the left. Oh, thank you. So, it the least restrictive is on the
022bottom and as you go up it's more restrictive. So, um we have general education then goes inclusion, small group, separate school and then homebound um or hospital settings become more restrictive. All right, the next slide. So of of all these things that nationally on this continuum real rancho we have the we have general education with supports a consultation model co-eing for push-in services resource and pullout services then we have self-contained that are school-based and then we have self-contained which are um district specialized programs. Then all along that continuum, um, students can receive related services. That's the SLP, OT, PT. Um, but it's not necessarily required in one setting or the other. And then our most restrictive is considered homebound or hospital settings. Um, we don't have a lot of hospital settings in real Rancho. So
023a lot of times if our students there will be located in a hospital in Albuquerque public schools and sometimes they have they'll end up being supported by someone in APS and then sometimes the hospitals don't have that affiliation and we have to go in there and we provide services. So we worked closely with the families to find out this information and those those centers that do that. All right. Then I just wanted to highlight our desert programs which are um Desert Sunrise at elementary and that's at Enchanted Hills um Desert Trails at Rorow Rancho Middle School and then Desert Pathways which is located right next to Eagle Ridge Middle School. So our these are social skills classrooms. They're designed for students with significant social emotional and behavioral needs. The purpose of the this class setting
024is to provide highly structured supportive therapeutic learning environment with a focus on developing pro-social behavior, social emotional learning and academics. The instructional approach is based on a framework of positive behavior intervention and support designed to enhance self-esteem, improve emotional regulation, develop pro-social skills, and develop more effective social and emotional problem skill solving skills in order to access and make progress with the general education curriculum and state standards. and and this is determined by the IEP committee. All right. So, the Tanner Willer social communication programs, it's a social communication skills classroom. You're probably asking, okay, what's the difference between these two classrooms? Generally, but not always, with social communication. We serve students with autism. Um but students that also have social communication needs that that do not have autism can also be supported in this classroom.
025So these classrooms are designed for students with significant communication and social communi social and behavioral needs. The purpose of this setting is to provide a highly structured languagerich environment targeting specific skill development in the area of functional communication, pragmatic language, social skills, adaptive skills, and academic based and individual on an individual education program. evidence-based instruction strategies and interventions such as systematic instruction, applied behavior analysis, um with an intervention, differential reinforcement schedules, task analysis, a token economy. Um they're also supported with visual supports and functional communication training. um are designed to support the students access and ability to make progress with the general education curriculum or alternative alternate curriculum based on the state standards and these IEPs are these are all based in the students IEP. Okay. So our other school supports and and staff supports
026to students. So the special services department co-supervises the special education instructional leaders or or we call them seals um by special services with the site admin. We hold monthly meetings with the SEALs for important updates on legal compliance and for ensuring equitable highquality education for students with disabilities. the three special education directors and two coordinators support schools and IEPs um compliance, staffing, and planning. I just want to note that the directors spend a lot of time with school staff um making those three things happen. And so I'm I'm proud to say that's that's our central services um doing that. special educa. We have two special education instructional coaches, three behavior specialists, 1.5 teachers of the visually impaired and one teacher of the deaf and heart of hearing. Um, I just want to note on those
027last two, the visually impaired and deaf and heart of hearing in New Mexico, parents can make a choice on whether they want to have their child attend district and receive those services or whether or or if they attend the state schools or the New Mex New Mexico school for the um the deaf and New Mexico school for the blind and visually impaired. So, New Mexico School for the Deaf is in Santa Fe. They also have a um prek pre through K um here in Albuquerque. Then um New Mexico School for the Blind and Visually Impaired. They have a prek kindergarten far northeast um Albuquerque and then the they also provide K12 in Alamagordo for any families that choose to go there. All right, next is the special education outcome data. Um so on reading proficiency
028um the real rancho public schools students with disabilities are at about they're at 18% in 2023 15.6 in 2024 and 15.7 in 2025. If you the state student with disability average in reading is right below that and if you note we are um higher in all those. So just as a note also all all students perform at the 50% level for 23 and 24 and at 53.8 for 25. All right. The next one is math prof proficiency and real rancho public school students with disabilities performed at 11% in 23, 10% in 2024 and 11.6 in 2025. And again, please note that we are above the state average. And then the real Rancho public schools all was at 35, 33.8 and 34.5%. Okay. And then the next one is our graduation data um for real Rancho
029public schools. Um just want to note that we have increased from 2021 to 2025 for students with disabilities performing just below um all students. And then just in New Mexico, um, we perform at 89.4 and for the 2025 and New Mexico is at 83%. Oh, I'm sorry. Um, 89.4 and 83% for real Rancher Public Schools. And then the state is 80.6 and 73.7. All right. So, this past year we res we had Gibson um do an evaluation of our special education services in the district. And at this point, I'm going to give you a high level overview of the Gibson report and then in early June I'm going to be giving you a more in-depth um board report. So our strengths are students with disabilities outperform peers and state averages academically. The district invests heavily
030in staffing and resources and many classrooms show high quality instruction. Um the these strengths contri contribute to real rancher public schools being attractive to district an attractive district for families including those enrolling through open enrollment. I just want to note the last time we had an evaluation was about 12 to 15 years ago. So it it was due that we be audited again and see how our services are. All right, the next slide is opportunities for improvement. So improve consistency and strengthen systems across the district. um develop a more unified vision for special education, reducing variability across campuses and refining referral and evaluation processes. Um enhance the implementation of inclusion and behavioral supports as well as to improve alignment in staffing procedures and IEP practices. Okay. So, some of our current and future improvement efforts.
031Um, it would be the creation of an action plan to implement the Gibson report suggestions. And then currently, Rorow Rancher Public Schools is is participating in the office of special education's inclusion cohort. Um, we would like to continue to work with the UNM resident teacher program and then the cooperative educational services leap program. So the LEAP program helps teachers get their special education certification. Um and then we are also participating in the hard to staff stipend that is being provided through um the office of special education um to help with our special education shortages. Um we will continue to attend staffing fairs uh mostly for our related service positions. Um we will collaborate with the um school improvement officers to bring in high quality behavior training to both the general education and special education teachers.
032All right. Our future reports will be the June 8th workshop um talking about the Gibson report more more in depth and then we will be developing a special services cross functional team to review and make recommendations in three phases. Um phase one will be the remainder of this year and part of next year and then that crossf functional team will determine what is needed in each phase um to to proceed. And that is all I have for you. What what questions do you have for me? >> Does anyone on the board have questions, comments? >> I know you do, Dr. Smith. Um just to hit on the very last thing you said um with the crossf functional service that group who's all going to be involved who are you thinking >> so we we will
033have administrators from across the district elementary middle and high school and then we will also have some teachers participating some our related service staff and then also the special services directors and we'll probably also have some general education teachers participate as Thank you. >> I have a question. Um, can you maybe speak a little bit and uh maybe you uh maybe it's just clear to everyone but me which is possible. Um, is it can you describe a little bit? It seems to me there may be I understand there's like IEPs that many students have and that's I'm going to say for lack of a better word normal IEPs and then you have students that may need to fall into something like Tamara Wheeler. How and there may be there's a range between those that may
034need increasing support. Um, can you maybe describe that a little bit? I know you had that plot that you showed increasing support, but can you describe about how you can like scale up IEPs for and as you kind of cross those bridges and thresholds to higher than needs for just general ed students perhaps? >> Definitely. So the students in the Tamara Willer program for example have the highest needs and for the most part they are also nonverbal but have extreme behaviors. So many times these students have started in a less restrictive environment. Sometimes they participated in an inclusion class and then maybe progressed to the um self-contained program at their site or even a crosscategorical class and and that program that school still determines that there might be a need for a higher level of
035services. Um so that that's how they would progress. um it it's rare that we would um see and evaluate a student and say yes you're going to the highest level possible. So really it's we incrementally u provide services as we see the needs. So that that is also for the um social skills program. >> Anybody else? >> Did you want some? I'm just asking if you had a question. Thank you, Mr. Reader. And uh thanks to our special education team for being here. We appreciate you coming out to support Jerry's um presentation. Counselor uh Chief of Legal Affairs told me I was speaking too closely into the mic. Am I doing better now? Okay. Anyway, I'm I'm a rookie. Um couple things about uh special education services in Rio Rancho public schools. Um, I think,
036um, this was a a fairly comprehensive overview of what we provide for kids. Um, I do want to go back to the Gibson report. It's a very important document, I think, that will help us, um, determine how we better serve students in the future. Um, one of the interesting things is, for example, right around the right across the hall, um, three weeks in a row on Wednesday afternoons, I did office hours for staff all across the district to come up and meet with me. Um, and some of the consistent themes that I heard um were about special education and how we're supporting students with disabilities. Um, and interestingly, what teachers said, what educational assistants said, what administrators said, all really mirrored what the findings and recommendations are in the Gibson report. Things like positive behavior
037supports. We have teachers and EAS, principles that need support with promoting positive student behavior with students that have disabilities, consistency in our programs. That's another big one that we need to focus on. We offer a suite of services to meet different needs, but are those programs consistent across schools and have we clearly defined them? Um, so I think that's an area um that that Jerry and I are going to be working on with that cross functioning team. Professional learning, that's another thing that comes up consistently. Staff tell us they need training to so they have really great toolkits to support and to meet the needs of kids that we have. Um and then a a really big one is the management of special education case loads. Teachers have case loads where they have to um
038support um the learning part of of an IEP, but there's also a tremendous amount of documentation that goes along with an IEP. You know that better than anybody, Dr. Smith, and how we support staff in managing those case loads. um our special education instructional leaders, also called SEALs, are a big part of that process and how we support them in their leadership at the school level. So, I say all that to say that what staff across the district um have said to me about special education is really what we see in the Gibson report. I envision that we'll have this crossf functional team um that we need we need multiple perspectives on how to continue to improve um how we serve particularly students with disabilities. So um we're I I think that's the next thing
039that makes sense for us to do. So thank you Jerry for your presentation. >> Thank you. Appreciate it. >> All right. Next item on the agenda is public comment. I know we got one online and there's one in person. Uh, any person wishing to address the board on any item other than an action item can indicate so on public comment either sending it through the website or signing in on the sheet when we get here. Um, we do reserve the right to limit or curtail any repetitive comments, expressions. There is no interaction between back and forth answer with the board. It's just the public makes a comment, we take it in. Um, and you'll have three minutes to do it. I'll hit the online one real quick. It's from a Carly Mayberry. Operationparent.org. It's a
040pretty long one. They just they have a bunch of stuff. The Operation Parent to spread awareness resources that are available to help families. Um, they're through schools, nonprofit organizations nationwide. And I just closed that window. um future teen events. They do free webinars. All their stuff's on their website, operationparent.org, and it's all free to the public if you're interested in it or if you have uh it deals with like alcohol, drugs, tobacco, um sex, drugs, and rock and roll, right? Just it'll teach you give you a guideline for your how to handle the kids as you move into the future because things today are a lot different than when most parents were. So, and then for public comment in person, we have Andrea. I'm probably going to mess this up. Guru Paga. Is that correct?
041I get a bonus. Come on up. Use one of the microphones and then uh Miss Oliver Tiny, you have three minutes to address the board. Good evening board president, superintendent, and board members. My name is Andrea Goraga, a high school senior living in Lanchantro. I'm here today as a member of involvement. Evolvement is a youthled movement working to decrease the harmful and addictive use of tobacco. One of the campaigns we've been working on since 2015 is the 247 campaign. The 247 campaign is helping New Mexico schools districts adopt, implement, and enforce truly comprehensive tobaccof free school policies. Under a truly comprehensive policy, tobacco use, possession, and distribution is prohibited by anyone, anywhere, at any time, 24 hours a day, 7 days a week. In November of 2023, the NMPED department approved a rule requiring that
042all public school districts adopt a comprehensive nicotine policy. This was in large part due to efforts like students like me across the state pushing for this change. Rear Rancho Public Schools is doing a good job to commit to healthy students, staff, and visitors, but needs to renew this commitment by updating your tobacco policy to be treated nicotine-free and meet the peed standards. When we came last year, we were told that the policies were updated, but currently their placeholders for 712 and 1018 reflects the policy from 2018. The current policies as reflected online need to meet the following standards. The nicotine policies for student, staff, and school personnel must read that the use, distribution, and possession of all nicotine products is prohibited at all times. Same for visitors. Also adding that the distribution and possession of
043these products are also prohibited. The school policy must specify that the school will provide referrals to students who is help students and staff overcome addiction and require progressive and supportive discipline measures for students. We have examples of what I mean in the 24/7 toolkit I brought with me today and I'm happy to leave this with the district. As a partner and resource to the Rio public schools, we are here to offer and help update your policy and com to be completely comprehensive. We have policy language that you're free to adopt completely or use as a reference to help revise your current policy. The 247 campaign has great ways to support your school in the process of making these updates. The PED requires districts to supply their 247 with proper signage. We can provide bilingual tobaccof
044free signage, the 247 toolkit, and faculty training to all schools in your district at no cost. We also offer free presentations to middle school and elementary classes. On behalf of involvement, we want to thank you for taking the time to learn more about the 247 campaign. We hope that we can continue to help your Rancho public schools to make the necessary changes to the policy to be in compliance with the peed's new rule and better protect your students and community. Thank you. >> Thank you. Next is the consent agenda. Need a motion to approve. >> Member Murray. Motion to accept the consent agenda. >> Member Barry second. >> Have a motion and a second. >> All in favor? >> I. >> Any oppose? Nay. >> All right. Next business. Turnkey mass notification. Mr. Pete, come
045on now. Good evening, uh, Vice President Mueller, Superintendent Dodd, members of the school board. Um, we have a project. We we have a a project um that is to replace the hardware and components for the school communication system system at um Ernie Stapleton Elementary uh Enchanted Hills Elementary and Sel Elementary Schools. The district received two responsive proposals and the evaluation committee uh is recommending uh that the awards go to um both um both offerers who submitted responsive uh proposals. And with that we stand for questions. >> Does anybody have any questions? Then I will roll a motion to award the RFP number 2026-1015 IT turnkey mass notification and paging system replacement for data link technology solutions with Ernie Stapleton Elementary School and Enchanted Hills Elementary School and Apex Solutions for Seattle. >> Murray second motion
046a second. All in favor? >> I. >> Any oppose? Say nay. >> Congratulations, sir. You've made it to this showcase showdown. >> They might not let me run another meeting in the future. Just so you know. >> I think we need I think we need Amanda back. >> Just kidding, Vice President Miller. >> All right. Next is the 2627 NMPD bilingual multicultural education program. And there's a bunch of stuff on here. Suzanne, >> thank you. Thank you so much. Good evening, Mr. Vice President Mueller, members of the board. Dr. Dodd, I humbly come to you tonight in request of your consideration for approval of our annual state bilingual multicultural education programs through the New Mexico public education department. We continue programs at Quest Dulo, Maggie Cordova Elementary, Lincoln Middle School, Eagle Ridge Middle School, Cleveland
047High School, and Varandro High School. And additionally, we would like to start a new initial program at Rioanchel Middle School with Spanish and the Japanese language, not a new program, but new under this umbrella of a BMEP at Cleveland High School and also the addition of Portuguese at Rio High School. And on a side note, not falling under BMEP, I just want to point out we continue to partner proudly with the PBLO of Santa Ana to offer the CARIS language to middle and high school students. And we also have dual credit partnerships with the Institute of American Indian Arts and Southwest Indian Polytechnical Institute Sippy to offer Navajo language one, two, and Navajo government. I stand for any questions. I think we might need Lauren for this motion. Is it just Do we need to
048name all the schools and programs or just can we motion to approve? But I will make a motion to approve everything as Suzanne presented. >> Third second. >> All in favor? >> I approve say nay. All right, it's going to be Quinc and Suzanne the showcase show now. >> Thank you. >> And next consider the approval. We're going to review the 2627 board calendar. >> Vice President Mhler, members of the board, Dr. Dodd, before you I am presenting the draft of the 2026 2027 school board calendar. These would be the dates that we would have board meetings. Um, please note that on November 16th, it is out of our normal every two weeks. That is because of Thanksgiving and again on March 15th and that is due to spring break. I stand for any questions.
049>> I have no way to know what's happening even two weeks in France. So, this all looks fine to me. I have >> Yeah, thank you. I was gonna we got one of these when we got elected and I think there's about 87 things we're adding on there. So this is just a guideline. It's like the pirate code. It's just a guideline. >> Do we have to adopt it? Do we have a motion to adopt the board member Barry? Motion is to adopt the board member schedule or board meeting schedule for 2026 2027. >> Board member Murray second. We have a motion and a second. All in favor? I >> oppose say. All right. Next on the agenda is advanced planning. April 21st is the Phoenix dinner at Rio Rancho High. Don't forget April 23rd,
050uh the tribute concert for Dr. Cleveland. The 27th is our next special work session and then a regular board meeting. The 28th will be the Crimson Dinner. May 6th employee banquet. So all of these aren't on that calendar list. This is a lot more. May 11th, finance committee and regular board meeting. And then all of our graduations May 25th, no school for Memorial Day. And then more graduations. May 29th, last day of school. Does anybody have any questions or comments? >> What time is the next meeting? Just kidding. Just kidding. Oh, wait. >> The next one's at 4 because it's a special work session. Trying to trick me. All right. If nothing else, we are ajourned. Thank you guys for coming. >> Thank you staff. Appreciate you being here.