001The Ranchto Public Schools Board of Education meeting for Monday, March 16th, 2026 is now called to order. All please rise for the pledge of allegiance. Board member Michael Barry will lead us. >> I aliance to the flag of the United States of America to the stands. One nation under God, indivisible, with liberty and justice for all. >> Okay, JC, can you take a roll call for us? >> President Galbreth, >> present. >> Vice President Muller, >> present. >> Board member Barry, >> present. >> Secretary Murray, >> present. >> You have a quorum. >> Okay. Thank you. We'd like to welcome everyone out to our special meeting for tonight. Um we'll start off with some introductory comments by our superintendent of schools, Dr. Visu Cleveland. >> Good evening everyone and thank you for being here. Uh
002prior to this meeting, the uh audit committee met, this was a special meeting. Uh our audit committee members uh at at for for for this time is Seth Mueller who is our chair, Rebecca Murray who is the vice chair. Uh I serve on that and Dr. D will assume that responsibility in April. Uh we have a need for a parent. Uh if anyone has an interest in in audits or perhaps has a background in that, feel free to contact us if you would like to be considered. Uh also Heather Gabaldone uh our interim executive director finance uh is a member of the committee and Kelly Wright is our business representative. That committee is very carefully defined in regulation and statute and has very specific responsibilities that they are required to complete. Uh the importance of
003this meeting um this evening was to discuss the recommendation that will be coming to the board for um uh an external auditor contract. Okay. Okay, thank you very much. >> We have uh this evening a curriculum instruction uh overview of of the two departments. Uh obviously uh the purpose we exist is teaching and learning. It's the reason for our our our district. It is our mission. um curriculum instruction has a really key role to play in uh the overall uh teaching and learning program in the district. The uh there's really three components to it. Uh the first is the content area standards and a lot of times people think that that standards and curriculum are the same thing but they are not. They may be confused sometimes, but standards represent uh the destination or our
004learning goals or where we're going and curriculum represents the journey or the methods that we use to achieve those goals. We also have uh classroom instruction and assessment and of course instruction is the act of of of teaching. It's how we deliver content and it and how we facilitate learning. And you have heard already in one of the presentations the assess assessment piece. Assessment is the process of measuring that student understanding, engagement, and proficiency. Uh it it it tells us how we're doing it. It gives us the feedback that we need to drive teaching and learning in our classrooms and schools. And then the last instructional materials and curriculum. We'll be talking more about that next week uh because we have a major adoption uh and that will be presented to the board. uh adoptions
005in New Mexico are on a six-year cycle and so when you choose instructional materials, they've got to last you for six years. So, put a lot of thought and effort into obtaining really high quality materials. So, curriculum is kind of the the overall plan outlining what students should know and learn. It's a standards. It's our goal to the scope of that learning. instructional materials are just all the tools. Uh the resources, the texts used to implement that plan. So curriculum defines the goal and materials are the resources that we need to get there. And so next week you will be looking at instructional material adoption and they'll be sharing with you the process they go through. It's a very comprehensive process. We select new uh instructional materials. We have this evening uh reports from uh
006the elementary and secondary CNI departments uh very much like the other departmental reports. Uh Joy Morales, our executive director of elementary curriculum instruction, Dr. Stephanie Moore, the executive director of secondary curriculum and instruction will be the presenters and they will talk about the work of both of their departments and what they do to support the work of teaching and learning in our district. They will also provide you with an overview of their departments as well as some of the general information about uh CNI in uh in the district. They will also cover some additional topics uh principal professional learning, educational technology, career technical education, some of the projects that they have been working on and some of the strengths that the department brings to uh to the district. We also have this evening uh as
007I mentioned earlier request for proposal. You will be asked to consider the approval of an RFP to select an external auditor for the district. There were four proposals in response to the procurement solicitation uh to serve as the auditor and they were all four uh very strong firms. So we were really pleased with that because we didn't have that kind of participation uh the last time we went out for a new auditor. This is a a very important contract as the external auditor provides information and findings regarding our financial practices related to both state and federal regulations and statutes. And these findings are sent to the New Mexico State Auditor's Office for review and and approval. and then it comes back to the Rio Rancher Board of Education for final approval. So, this was a
008really we were on timeline for that. So, thank you for being willing to come this evening and uh help us get this uh this underway. And that's all I have. So, it should be a short meeting. >> Are there any questions or concerns? >> Any questions from the board? Anything? Okay. All right. >> Okay. Thank you. >> Thank you, Dr. Cleveland. We appreciate it. Okay. Okay, we'll now go to approve the prioritized agenda and proposed time allocations. >> Do I have a motion? >> Motion to approve the um prioritized agenda and proposed time allocations. Member Murray. >> Board member Barry second. >> Motion and a second. All in favor? >> I. >> Any opposed? Okay. Motion carries. All right. We're just getting right through it today, so it should be a short meeting. We'll see.
009Um so we'll go into our reports. Um, we have just our one report for tonight, which is the elementary and secondary curriculum and instruction presentation. We'd like to invite up Joey Morales as well as Dr. Stephanie Moore. Um, both our executive directors, one um Joy is our elementary um and Stephanie is oversembers of the board. I'm Joy Morales. Thank you for having us tonight. I'm Dr. Stephanie Moore, secondary curricular instruction. So, tonight we're just going to go over our um overview of what we have for you tonight. We're going to talk a little bit about our department, the curriculum, as well as professional learning, and some current projects that we're working on. No, one day we're going to get all the technology fixed and it's going to be >> it's gonna be great. >> So,
010here's the beauty in not presenting first is that you get to steal ideas from other executive directors. I love when Renom presented and he had the pictures of his department. So, I was able to steal from him a little bit here. This is the elementary side. Um we have four district level instructional coordinators who all serve uh the various content areas in our department. So we've got math, science, social studies, ELA, as well as the multi-layer systems of support, which is one of the um layers that we look at for more intensive support as students go through the the educational system. Um and then we also have uh Karen Delay also does our new teacher mentor program as well. So we do have that. I have 11 site instructional coaches. So one site coach at
011each of our 11 elementary schools um that I co-evaluate and then we work in collaboration with federal bilingual and with special education. So I have those uh coordinators listed as well. So I didn't do pictures my department. So thank you. So um secondary has a little bit of a slightly different structure in the fact that um educational technology falls in secondary CNI as does career technical education. So both of those directors and their teams are within our department. We have um five district level coordinators because this year we bring we brought digital online learning fully into CNI. So, we um added a coordinator to help support with that. We'll talk about that later on. Uh all four middle schools have sightbased coaches um that help with the work that we do. We also work closely
012with federal, bilingual, and Native American programs and our special services department with those three coordinators. And then the instructional leaders at all of the high schools. There's a all your core areas plus um fine arts um CTE um all have instructional leaders that we work in collaboration with in our department. These are our goals that we work towards. So academic excellence obviously as well as high quality professional learning. Um the beauty in having site coaches as well as instructional leaders at the high school is that we get to have the job embedded support. So right there in real time on campus, we work to have a unified curriculum and of course we're here for our students. So those high standards for education for every student. So our overview for our the curricular side of our
013department um in Rancho public schools for as long as I've been in this district which is 20 years this year has utilized a guaranteed and viable curriculum. This provides alignment around what is written, what is taught and what is assessed. Uh the key part of the guaranteed viable curriculum is that it ensures that every student in every classroom across every building has the same opportunity to learn. So we um we provide space and time for teachers to develop the curriculum maps. You have a sample of one of those in your um handouts from today. Uh that's a high school sample, an ELA one that outlines uh the resources and things that student that teachers have in order to um provide access to grade level content to every student across the district. Everything that we do
014is grounded in the New Mexico State standards. The standards define the knowledge and skills necessary for students to be successful at every grade. Both Stephanie and I lean into the New Mexico instructional scopes. Those really take our our state standards and make them much clearer for teachers to understand. Um, from there, elementary takes them and we break them down into what we call proficiency scales. And you have an example of that um in your packet as well. The proficiency scales are used to um really help teachers understand the progression of learning to help students get to profession proficiency by the end of the the school year. Um and then you already talked about your so um three years ago when I moved into this uh role we really shifted our our curriculum maps to be
015very standards forward. So this has been a pretty significant shift for our secondary team to um come together as experts in each area. This is work done by teachers for them for for themselves and their colleagues to identify what are the most important priorities, the highest leverage standards. We all know that there's not enough time in education to teach every standard that's embedded in the um New Mexico state standards. So we have to pick the most essential ones to ensure students have a deep understanding of those so that they can be the most successful as they progress forward. In our curriculum maps, we provide attachment to resources, instructional guidance for teachers and a general idea about how long they should um they could spend on those topics in order to get to the end. Um
016because we also provide common final exams at the secondary level. So all students take in core contents taking those exams. Um what your your example is that you have we have those for all grade levels 6 through 12. The the curriculum map it's that I think it's ELA 12. Um all core content um all world languages one and two um most of our middle school CTE teams all have this same resource along with PE and health. So teachers having um initial tools in order to get started in their teaching in their classrooms. We also have a process for vetting and identifying and adopting highquality instructional materials. This is something we'll go more in depth with next time we meet next week. Um these are the resources that support the learning of the standards. And so
017currently um there are few there we will have we have them all for ELA, math and science in elementary. Social studies does not yet have a comprehensive program that we have found to adopt. So we have teachers that work to create uh units of study for social studies. And then we also align those to our core knowledge language arts material. So, our language arts materials will also have some uh connections to the social studies standards in them. Uh the purpose for these is we really want to take highquality instructional materials that are essential for supporting the research-based instructional practices. Um and then we work to directly align those with those learning goals that are grounded in the standards. So, these are elementary ones currently. This is just a small sampling of the instructional materials for
018secondary. Um we have them in all core content and um a good the majority of our elective contents. We'll spend quite a bit of time with this with you guys next week because Rio Reno has a really um robust process for selecting these materials and then bringing them to you for approval. Um, secondary does this process every single year due to the rotation and the scope of the work from the state. Um, the vetting use and expectation of that use of our instructional materials is one of the things that sets Rio Rancho apart from districts around us in our providing of resource and um, training around how to use those resources. Unfortunately, elementary does not do it every year. That's mine, too. >> I also want to touch real quickly on subject. This is our
019new digital learning platform, and when this is our first year of implementation with it, it's it's had its hiccups, right? As do all new implementations. We'd been with a previous digital learning platform for a very long time. and uh the committee we utilized our instructional material review process to select this um it is a video forward um online platform for students. It's primarily used at cyber. It's used at independence to fill any elective or core gaps that aren't currently in their offerings. We utilize it for credit recovery for students that are at the student support center and then also some of our special programs. Uh these are their images of their of their system. All right. So, a big part of what we do is provide professional learning for all teachers throughout uh our district.
020And our intention is to make sure that we're impacting teachers by strengthening instruction. The ultimate goal is always student outcome. So we always look at the end in mind which is how are we impacting the student achievement outcomes. Um so our our professional learning is really designed to take theory and actually put it into practice. Everything we do we want to make sure that our teachers are able to apply it immediately when they go back in the classroom. Um so we do also have the job embedded coaching that we provide. Again, that's the classroom level support as well as the the collaborative process that we go through with teachers. So, every time we provide professional learning, we make sure that our teachers are able to work together collectively to collaborate around problems, find solutions, as
021well as take theory and put it into practice. So, these are just a few snippets of some of the elementary professional learning we've done. Um, this year we have had four inservice days that have been designated as half-day district professional learning days. Every single one of those days has focused on our proficiency scales. So, I've been working to align arrows and make sure that we are very standards focused and we're taking that lens and applying it to that going through our instructional materials so we know exactly what to teach. Um, we're we're finally getting some arrows aligned there. We have been able to meet with every GE teacher, every SE teacher as well as our English language support staff. We also provide um science professional learning. This is done during the duty day and the
022bulk of this is our implementation team. Last year was a science adoption. This year we're implementing new science materials. So we bring those same teachers together and we make sure that they get some some in-depth professional learning. We also provide Saturday sessions for science and math both. And so you'll see here on the far right, that's one of the science uh the math Saturday sessions. We have anywhere from 15 to 35 teachers coming depending on the topic and depending on the time of year. For those sessions, secondary um has tried lots of different things to engage teachers in professional learning. Um we have inservice days that are um typically in the morning where we have uh deployed several different models where there has been content based grouping what we call voice and choice. So we
023provide professional learning where they get to select which sessions they would like to attend. We also provide professional learning um with our instructional material review team and our implementation team. uh three years ago when we shifted the scheduleuler like we did, we started what we call small bites professional learning. So this is 25 minutes actionable PL that can be deployed as soon as they turn around and go back into their classroom. We do that four times a year at each of our secondary sites. We go to them. For middle school, it's in the morning. For our high schools, it's in the afternoon. The very last picture is um the picture on the far right there is actually one that came in last week uh from a follow-up from a small bite. It was um increasing
024student response rates. And so the teacher had gone to the session with two of the coordinators and the next day she utilized one of those strategies in her classroom and snapped a picture and sent it to us said look it worked. So, um, we also utilize professional learning time to make sure we're in alignment with, um, the New Mexico scopes and their expectations around priorities. And it is part of CNI's goal to always provide, we don't make a lot of decisions, but what we do is create the space and opportunity for teachers to make decisions around what they're doing in their instructional practice. So we also support the new teacher mentor program. Um the teacher mentor for new teachers uh it is a peed requirement that they have one year of mentorship training and so
025we are able to provide that support for them. We have seminars throughout the year uh grounded in the new art and science of teaching and with that what we work to do is have them collaborate around instructional practices and seamlessly blend those with our high quality instructional materials and I don't know we have about hundred new teachers this year. Do you remember how many? >> Uh about 75. >> About 75. Our goal is always to have fewer because the ultimate goal is teacher retention and I each year we have a a little we're that number is getting a little bit smaller each year but we're not quite there. So >> we have 45 mentors right now. Yes. 45 mentors right now. >> So in conjunction so we have a elementary and a secondary component to
026that lead for the mentor program >> but we also host our July induction and facilitate that. Um we facilitate it. We cannot do it by ourselves. We don't have the enough capacity. We really lean into teacher leaders and administrators and other support to get this work done. It is five full days before the contract begins that we bring in every new to Rio Rancho public school teacher. It's not just new to the profession, it's new to us and we spend this time with them helping them on board and understand what it means to be a teacher in Rio Rancho public schools. We've gotten some really great feedback from brand new teachers who are just figuring it out to level three teachers who have taught in multiple other districts who have said, "I have never had
027an onboard experience that left me as prepared as I am to start day one." So, we're really proud of that and Dr. Cleveland has um actively supported our work in building this program up. It um induction has really just lived with CNI for about three or four years now. So, All right. And then I'm very fortunate to be able to work with our uh group of administrators at the elementary level. So I get to have monthly collaboration with this group of of individuals from principles, assistant principles, all of the instructional coaches as well as my staff and then I also work with the special education department and federal bilingual and Native American programs. And on the right hand side you'll see what the things are that we we collaborate around. Every year we dig into
028data. We start with beginning of year data and then middle of year and we end at with all of the data we collect at the end of year. That data helps us decide what our focus needs to be. That's one of the ways we came to the conclusion that we needed something along the lines of the proficiency scales because we just weren't seeing the student uh achievement results that we anticipated seeing with how hard our teachers were working. Um so this group of professionals that I'm able to work with, they're the ones who really help inform the work of elementary curriculum and instruction. This is just an example of what has come out of the work that we've done. So when I say we used the data, um we had determined that we just were
029not moving students the way we wanted to. So we we agreed that our vision for this year was really a laser focus on clarity of our standards and we wanted to make sure that was clear for students as well. So as a team we decided that our vision was really making sure that students had access to the clarity of the standards. What you see on the right hand side is our one of our interim assessments in WA that all students take. Um for elementary this is the first time we've seen a quad chart that has over the 50th percentile for growth and then most of our schools moving to the high achievement. So we are very proud of the high achievement, high growth that we're seeing. I think this is the first time Tasha ever
030that we've seen this that since we've been here 20ome years that we've seen this kind of cluster for all 11 elementary schools. Um, that said, I can't necessarily make a direct correlation that it's the proficiency scales, but I do believe that it's the laser focus on clarity of standards. So, I'm just going to share a few things around educational technology that's in um, secondary CNI. So, each of our school sites has an edtech at that's full-time at their site. Well, we have one two sites that share one, but everybody else has their own. Um, this group of professionals are classroom teachers that have come out of the classroom in order to pro provide intentional support around technology um integration in a meaningful way of technology in a classroom beyond um turn it on and plugandplay,
031right? How do we meaningfully engage students with technology? So they provide professional learning over this around this. Every summer we host um our director of educational technology hosts what we call tech time. Always has a great theme and a huge turnout and te teachers and other um district members attend and select sessions that they want to attend that are around technology. And this group of professionals also provide quite a bit of professional learning uh both in the day and also during our inservice time. Career technical education also part of secondary CNI. What I think is I want to always remind people and I I've said this for years now is um we have been doing career technical education in Rio Rancho public schools for a very long time now. For a very long time. We
032have a great new building that h houses 11 pathways in Riotech, but CTE is so much more than that. Both of our high schools have a variety of Project Lead the Way programs and pathways. We also have video production at Cleveland High School. We have culinary arts at Rio Rancho High School. We have a street law pathway at um Cleveland. Also, we have robotics programs. We have the largest urban FFA program in the state of New Mexico at Cleveland. So CTE is more than Riot Tech and it exists at all of our middle schools and all of our high schools. Um even our two other alternative high schools have CTE programs in them. All right. So these are just a few of our current um projects here for elementary. We've been really digging into the
033ELA proficiency scales, getting great feedback from teachers. We'll spend some work this summer to take that feedback from teachers and do some revision. Um the adoption year is wrong. It's 2526 math adoption year. Um so we are wrapping that up and we'll be happy to present to you next week what our teachers have chosen. Um, we are very proud to have six math labs in our district and currently we are working on writing a district level grant to hopefully fund all 11 elementary schools for that math lab. And then we've got the writing revolution which is a PD to help support additional writing learning for our teachers. Some of the feedback we got around our core knowledge language arts program is they didn't feel like there was enough writing. And so instead of adding on
034more writing, this this professional learning really helps us to understand how writing builds and starts at the sentence level and that it's grounded in the content that students are learning. So a few other things is the HQMI. We were uh recipients of the um highquality instructional materials science grant. We've been thrilled about that. that supported a lot of our implementation this year for science. Uh letters, language essentials for teachers of reading and spelling. You'll hear us say letters for that one. That is a uh state level requirement for all uh elementary teachers. We are in our sixth year of that. By the end of next year, we will have all K5 teachers trained and then we're just responsible for continuing to get all new teachers trained after that. And then we're just getting ready for
035summer work. we have a lot more work to do. It doesn't end. >> So at the secondary level, we are also our proficiency skill work looks slightly different than it does at elementary. So we are doing it by adoption cycle. So we have deployed science proficiency skills. Next year we'll work on math proficiency skills and they'll roll out as we adopt and review new instructional materials. Uh secondary CNI is also in charge of all final exams 612. So this is a significant undertaking. We we don't write the exams. Those are teacher developed exams. However, we input them in the system and create all the codes and systems around them for them to be deployed at school sites. Uh we are starting some new work around curriculum based professional learning. Um we have not always been
036or got the outcomes we've wanted from publisher facilitators that have come in. So really honing our own skills at how do we help support teachers with curriculum based professional learning internally. Uh advanced placement which I spoke to you about last year. Uh the letters training that Joy is wrapping up is now moving into secondary. It's as the name of the program. It's structured literacy for the secondary educators. So how do secondary teachers fill the gap in in reading? And we've also done quite a bit of work around professional learning communities in our element our middle schools in particular uh secondary CNI along with school improvement is also in charge of the course file for the district and um working on clearing house requirements. Some of our strengths out of our department is that um joint
037I both with our teams try to be very responsive to what schools need and what teachers express that they need and work collaboratively with administration to meet those needs when we can. We um work for our goal is to always impact student outcomes. So what tools and resources do teachers need in order to better do their jobs and support them in that manner. And now we stand for questions. >> Dr. Cleveland, do you want to add anything before we go to questions? Okay. >> Um, Michael, any questions or comments? >> Um, I guess that's a very good interview. It looks like you do a lot of detailed, careful work, so I feel like there's many quaint things we could talk about, but I did want to just ask real quick. Um, you and maybe this
038is worth like another presentation sometime. Uh can you speak very briefly about kind of the roles of like technology I mean impact I've I've been reading talked to Jan about this last last week the impacts of like technology not always yielding the fruits we want uh I guess can you speak to that maybe it's worth another presentation I know it's a little piece of your presentation so >> yeah so um we have our messaging has been to reduce screen time in all levels K12 and um get back to some higher level engagement strategies that are less techdriven uh for lots of reasons including um students a ability to socially engage with one another and interact with one another. Um Terry Meyer who's the director of educational technology can do we can look for an opportunity
039for her to come speak to you guys about technology. We are currently working on an AI policy to bring forward to you. So maybe in conjunction with that that would be a good time for her to speak around. Um we have invested a great deal in technology and all of our edteex and the director of techn educational technology. The goal is to integrate it in conjunction with what we already utilize as instructional materials and in a meaningful way not not to deter from the learning. But it's a significant shift back after co >> it's and then and the number of teachers that came on during that time and that's how they learn to teach because that's what we were doing. There's a whole systems that has to really work in the same direction on that.
040>> Thank you so much. >> Okay, >> Rebecca. >> I don't have any questions. I was just are there any like significant challenges that you guys are facing at this time that we can either help you with or just to be aware of. >> I think with all things time is always the challenge. Um you know in elementary we're fortunate we have a little bit more time for professional learning than secondary does and that's more of a a state requirement issue. Yeah. Um, so really time is always the challenge and and I think too competing priorities which is why I try so hard to align arrows on the elementary side and really get feedback from administrators and what they're seeing on campuses so I can make sure whatever I am doing is going to to
041support the work that they're doing on their campuses as well. >> Yeah, the equity of professional learning time is really important. we it's not balanced between elementary and secondary and it has um our district leadership and the board has been actively trying to help with this situation. Um but that has to do with the peed that and the state regs that's not anything that internally we can control. Um I feel like we have made some great strides forward and we just hope to be able to continue to do that. >> Yeah. uh for those who don't know and I think we've talked about it in meetings so not this session but the session before we were really trying to get that change for those professional days the calendar was beautiful that we had hoped that
042we could approve and then last minute the bill didn't go through like the way we hoped so I think it's really important though for us all to remember in that next session that will probably come up again and what we can do as board and working with the community to make sure that they are being educated on that and that we need more professional learning days for our secondary um teachers, it's important for them to have those days. So, especially for burnout, I think too, just just to be able to have that time to to learn those skills. So, >> and time for them to come together like time is of the essence. We don't have very many opportunities to bring six 12 people together because of the difference in the scheduling, right? The schedules
043don't align that way. And so those professional learning days are really important in order for that vertical work to be take place, but also time to work with a colleague that does the same job that they do in a different setting is so valuable. >> Yep. Anything else? I was going to ask that same question. So um but Dr. Cleveland, do you want to add something? >> Well, I I would just build on what's just been said. I think you we've said it many times, we'll say it again. uh every instructional decision we make in this district is is related around transportation. And so you talk about time on task, time on learning, uh we've had to shorten every class period in order to make our buses work. Uh the professional development days aren't are
044not equal between the two levels. We've worked on that two legislative sessions, though. Uh this session was really not geared for that kind of of legislation. they'll go back and and and make another effort uh again. Last year, um Renee went up and spoke to that issue a couple of times. I went up and spoke to that issue. Uh we had support of almost everyone uh that we talked to. We still couldn't get it get it through for a variety of different reasons. So, uh we need more professional time for our teachers to work, to plan. Um and and it's just it's it's an ongoing frustration that we have had to to deal with for a really long long time. And then to the other the other point is uh you know I and and
045they'll laugh but you know my fantasy has been to go and lock up all the Chromebooks kind of like the Grinch at Christmas and just lock them up for a little while and and and certainly we are very dependent on them. A lot of our materials we run through that format. things we purchased. We utilize the um that equipment, but we have wanted and and been working toward reducing, as you said, that screen time and getting our students to talk to each other, talk to staff, to uh really re-engage in classrooms uh and move as far away from it as as as we can and use it as it's supposed to be used as a tool, not as the primary way we deliver instruction. And so it's uh it it is an ongoing it's an
046ongoing challenge. One of the others and if uh Terry can can do a presentation that the district will be looking at in the future is what do we do with all this technology and much of it is wearing out. It's going to have to be replaced. It's going to be a very high cost uh item. And so that really opens up the question and not going there today but it goes out the question do we need oneonone? uh do we need that exposed? Do we not? Uh how do we best use our technology resources and dollars in the future? And it's technology has been a tremendous benefit in many ways, but it also has brought its own set of problems and some of them are pretty severe problems. And so it's uh you know it
047how do you use it the way it's meant to be a tool a powerful tool a good tool but it's not the primary way that uh we should be delivering uh uh our our content in our classrooms and I think we've made a lot of progress um certainly co just kind of changed everything for us for a while and I think we we're putting some distance now between us and co >> Dr. Cleveland brings up a very good point that um Terry did mention today. It is um a replenishment plan around technology in our districtwide, right? As you guys can see in this room right now, right? Uh and she sits in a place where she deals with the student end of technology and whether or not like what does that refresh plan look like
048and how do we fund it? She we just talked to her about it today. So, she feels confident that she has about 2,000 Chromebooks that can keep going and that's nowhere near where we currently sit. So, >> okay. Anything else? I don't know. It's such a balance with the technology because they need to know how to use it, right? And they need to all of those things and yet they also need to know how to talk to each other and how to make friends and all of those things. So, um but thank you so much. I'm excited for next week. um you guys will get an opportunity to hear more about how that adoption goes and and what that looks like. But thank you so much for your report tonight. Thank you. >> Okay. Um
049so our next item would be public comment, but we don't have any public comment that came in through our online form or here in the boardroom tonight. Um so our next is the consent agenda and we can go for a motion on the consent. Board >> member Mer. Motion to approve the consent agenda. Board member Murray. Second. >> Okay, we have a motion and a second. All in favor? I. Any opposed? Okay, motion carries. All right, we'll now go to our one business item for tonight. Um, which is to consider the approval of RFP 2026-017-fin auditor external. And we have Chris Tweet, our director of purchasing and chief procurement officer to present. as the evaluation committing proposals that seem to stand out amongst the others with that. Um we took an recommendation to the audit
050committee just before the meeting and I think I have we did get approved by the committee to bring the So, >> okay. Any questions from the board from all of you? Dr. Cleveland, do you want to add anything? >> Just to mention again, the audit committee met um prior to this. I don't know if if uh board member Buller wants to say anything about that, but we we met we heard uh from the committee the process and how they went through um and selected the final um recommendation and we have experience with this vendor in the past. not someone that is new to us and felt like there's we had really four very good firms to choose from and uh after the uh the the evaluation team did you know their analysis they did come
051up with one recommendation for the board to consider. >> I agree. Thank thank you guys for all your hard work. The evaluation committ was four RF four responses to the RFP. The last couple years it was less than that. So people out there, they're local, so it make it a lot easier for staff. And like Dr. said, we have experience with them. And so on that, I would uh I'll make a motion that we approve the award of the RFP number 2026-017- Finance Auditor External, and that it's to the contract of Car Rigs, and Ingram LLC, and I think on some of the documentation it'll say CRI. Sorry, I just swallowed my water the wrong way. Do I have a second Murray second? >> We have a motion to second and all in favor >>
052I. >> Any opposed? Okay, motion carries. Thank you so much. Appreciate it. Okay, for advanced planning, um so of course we have a couple of big things coming up as we went through last board meeting on our just upcoming with um having a new board member come in on that. Um at our next meeting, our next regular board meeting, which is what the 23rd, is that correct? Okay. >> Um I'd like for us to be able to approve some questions. So, um, board member Barry had submitted some questions to me. So, just to make sure that we don't have any sort of rolling form here going forward, if you have questions that you would like and, um, and if you would just go ahead and forward those to Lauren Hatch, um, we'll just send all
053of those things over to Lauren Hatch and then he can put together a list for us and then we'll have a document, I'm sure, created probably by JC or or by Lauren Hatch that will be created that we can all just look at that won't have comments or anything like that. And so then at the next meeting we can just have a a short discussion on those things and if those are good questions for what we want to do. So I want to thank you for sending that just to keep us on task and make sure we're we're thinking of all the things. So any questions on that? Okay. Um so with that um we'll go ahead and adjourn the meeting for tonight. Thank you everyone.