001The Rare Rancho Public Schools Board of Education meeting for Monday, August 11th, 2025 is now called to order. All would please rise for the pledge of allegiance. Board member Beth Miller will lead us. >> I pledge allegiance 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. Thank you everyone. JC, can you take a roll call for us? >> President Gal, >> present. >> Vice President Morgan, >> present. >> Secretary Tyler, >> board member Trip, >> present. >> Board member Miller, >> present. >> Okay, thank you. We'd like to welcome everyone out tonight to our meeting on this it's been such a hot day, but it's nice and cool in the boardroom. It's actually was a little
002cold earlier. So, yes, we'd like to welcome you out. We're going to go ahead and start with introductory comments tonight by our superintendent of schools, Dr. Visland. Thank you all for being here this evening. We had uh prior to this meeting, the finance committee of the board met. Um the committee heard reports on the monthly financial report. It was given by David Vhill, our executive director of finance. Um we looked at the 225 bond projects and um and then we had a report by Heather Gabaldon uh on the uh KEV which is the the movement to cash only uh throughout the district how we were doing with that building by building. The committee is um uh Jessica Tyler is the chair. She was on virtually. Jeffrey Morgan connected the meeting as vice chair. Amanda Galbbert's
003the member. Gary Trips the member and Dr. Beth Miller are members. And uh we had a a good discussion about several things including um transportation and some other um costs that are very challenging for the district. We wanted this evening to just do a note of appreciation. Uh you know every year right before we start the school year just a tremendous effort goes into the selection and hiring of our new staff for the district. We acknowledge the time and effort that goes into this process both at the district level and also at the building level. Certainly our principles play an important role as well. And this evening we have the pleasure of recognizing the human resources department uh at the Rio Rancho district office who undertake the process and procedures that are required to fill
004the new positions that we need to successfully operate our schools. And it is a monumental task and it is just um it's very fast-paced but it's so important that we get people on the right seat in the bus uh when the the year starts. And so, um, Mike Chavez will be, um, uh, discussing that a little more when he speaks this evening and gives his, um, board report, but, uh, we certainly and and he will introduce some of these staff members, but I'm going to go ahead and read the names. Sir, Mike Chavis is the executive direct director. We have two directors, Peggy Johnston, Melissa de Aragon. Um, the others in the department, I'm going to go through every title. Rich Mishbach, Jennifer Spear, Vanessa Wood, Jay Chavez, Wendy Web, Chelsea Berg, Cynthia Lance, Brook
005Wood, and Dana Butter, Daryl Sanchez, uh, Rodney Mononttoya, Karen Martinez, Christy Fangman, and Marsha Martinez. And, and a lot of them are here this evening. And, uh, but I I would like you to be to stand to be recognized now. And Mike, would you like to come forward and just talk about some of your folks right now or do you want to wait until your report? Uh you're at the you're you're not at the end. We're about halfway through um the meeting. So I'll give you a choice whether you want to come and speak to this wonderful group of people now or whether >> we actually have him next. >> We come up. >> Okay. All right. Sounds great. Thank you all for coming though and thank you for giving us an opportunity tonight to
006thank you for the the work that you do and you know it's kind of like everything else people just don't magically appear at schools and the process of going through all the applications the process of getting all the documentation the process of all of that um it's it it's quite an undertaking and we thank you for your hard work and and do want to recognize that effort this evening. Okay, we have some reports this evening. Um, information will be presented on the high school improvement and transformation grant and that will be uh Renee Saledo, our secondary school improvement officer and Jessica Sanchez, independent high independence high school principal. They will share the plan. They have to develop a plan for independence as it has been designated as having a most rigorous intervention status for accreditation
007this year. And we have talked with you on many occasions about kind of the unfairness of this designation and the way it works in our state. But um it it is certainly is is a challenge. We have a great plan. They have a great school. They do really good work there. And they're going to share with you this evening what are some of the things that they are are planning to do. um throughout this coming school year. We also have some secondary reports. Our last board meeting we lost and said it was um Mike Baker show. Well, tonight is going to be the Renee Saledo show and uh we she has several reports that she'll be given. Um one is um on the middle school summer school program which has been a real successful program.
008uh student water safety guidance. And if you remember, school districts were required to develop a process and to provide information um as stated in House Bill 532. And on one hand, you kind of think, oh no, one more thing being added to schools, but on the other hand, we know how important water safety is and the tragedies that can sometimes occur when uh when when our students do not know what those safe procedures are. And then also we have a secondary attendance report and that's really good news as well. So uh we have uh those three reports scheduled this evening. Then we also have our personnel report and uh certainly help us ignite student potential. Uh you can't do that without good hires, without good people. And as I've said over many years, the best
009thing we have in Rio Rancho is our staff. And it good times and bad times with, you know, very limited sometimes resources over the years. Our staff has just always pulled together and made things happen. And so you just can't do anything without it. And on the other hand, you can do almost anything when you have a good good team. So we thank you for helping us get that good team. It has been a very busy summer um that has focused on recruitment, selection, and assignment of new staff to positions throughout the district. We have made a lot of progress in filling positions. We still have some vacancies in several areas, but as you'll see from the report, we've made a lot of progress. And so a lot of that progress um has is has
010come from a better applicant pool and and a lot of that is due to better compensation and the improvements in compensation over the last several years. But um it it certainly we we are getting better applicants. We're getting more applicants but we still do have some vacancies. banket positions result from really uh retirements and we had a significant number of retirements this year, resignations and then we have some newly created positions this year and of course we've had to find some new individuals for those newly created uh positions. We have the bond preliminary official statement this evening. The board is being asked to consider approval of the series 2025 bond preliminary official statement this evening. Kaylee uh Wymer Scourge with RBC Capital Markets will explain the purpose of this document to the board as well
011as present the proposed document for your review and action. We have grant approvals for Independence High School. Uh the board has asked to consider approval of the the plan that will be discussed in the report and um also the the district has had a long-standing agreement with the grads instructional component between New Mexico grad system and our district. This program has proved consider has provided considerable support to students at independence for many many years and these items will be presented by Ron Renee Saledo. We also have to take some action. If you recall at the last board meeting, you had an opportunity to um to hear about building thinking classrooms and the donation um that uh they are making to the district, the the realtor education foundation. And so Wendham Kimy will review that briefly.
012Windham of course is our executive director of communications. And while it was previously presented to the board, the board needs to actually take official action to accept uh the donation made by the foundation. And again, we we really appreciate the foundation for this generous donation for our students. We also have a grant uh that the board um is being asked to consider. It's a $40,000 grant from Sandaval County. The funds for this re for this grant will be used for the UFO historic records partnership. Um Mike Baker, our chief operations officer, will make the presentation and we appreciate the ongoing support that is provided to our district and our students by Sandival County. They've been generous to us in many ways and we are really thankful for for that generosity and uh make sure that
013the funds go for the right purpose and that we do a good job with it. We also have a property transaction that we've been talking with the board about for quite some time. You're being asked to consider approval of revisions to per to the purchasing sale agreement for Vista Grande Elementary property transaction. I want to be very clear. We are not selling Vista Grande Elementary School. So, nobody needs to be worried about that. But this agreement uh has been previously discussed with the board. Uh and this uh item will be reviewed in and presented by Mike Baker as well. And then this will be the second reading. The board had an opportunity to see the proposed changes. Last board meeting you will be asked to consider the changes to two travel related policies. This will
014be a second meeting for the proposed changes. And so therefore the board will be asked to actually act on those changes this evening. One of them is trips by student and the other is travel predium and mileage payments. And that's all that we have this evening. Do you have any questions or concerns? >> No questions. >> Okay. Okay. Thank you. >> Thank you, Dr. Clever. Appreciate it. Okay. We'll now go to approve the prioritized agenda and proposed time allocations. >> Board member Jeff Morgan. I'll make a motion to approve the prioritized agenda and proposed time allocations. >> Second, Lady Troop. Okay, we have a motion and a second. All in favor? >> I. >> Any opposed? Okay, motion carries. All right, now it's your time, Mike. We are now to our commendations. Um, so we're
015going to have our staffing commendation. And so Mike Chavez, our executive director of human resources, will present. And all those who would like to have come up. >> Do not be >> I know reluctantly. Um, >> Madame President, Dr. Cleveland, members of the board, um, we are very honored this evening to be here before you. Um I I am very honored to be here this evening to present to you a very special group of people um who work with our thousands of staff members from the moment they start with our district all the way through working with um our children with our staff members and supporting them in every way that they possibly can in every way that is needed. Um, and what I'd like to do is allow them a moment here to come
016up, introduce themselves very quickly. If they want to say what they do, they certainly may, but I would like them to have an opportunity to introduce themselves to you. >> And be sure what you do. >> Well, yeah. >> Uh, Peggy Johnston, HR director of operations, and thank you so much for allowing us to be here tonight, and thank you for recognizing us. It really means a lot. This is a great group of people and some of them cannot be here tonight. So, I just wanted to let you know it's not quite all of us, but it's a good representation. >> That's awesome. Thank you. >> Thank you. >> Um I am Christy Fman. I'm one of the lead specialists. Um we handle things such as FMLA, ADA, and work comp. >> Right. Thank you.
017>> Great. Thank you for having us today. Um, my name is Marisa Deakan and I'm the HR director of data and analytics and so a lot of numbers, a lot of data, a lot of reports. >> Thank you. [Music] >> Good evening. I'm Jennifer Spear. I'm the HR employees relations manager. I kind of support the whole staff. Um, plus I do a lot with investigations. That's >> all right. Thank you. Good evening. I'm Valerie Rue. I am the human resources admin assistant. Thank you. >> Thank you. >> Good evening. I'm Marcia Martinez and I do employee leave, FMLA, ADA, and workers home. >> Thanks. Well, >> I am Claudine Baldwin. I work in substitute services. We work closely with Kelly services and onboarding substitutes. I also uh work with all the universities to clear student
018teachers and student observers interns. >> Thanks. >> Thank you. >> I'm Carrie Martinez. I'm an investigator. I also pull the bus videos and I mail the backgrounds and I help these ladies with whatever they need. Thank you. >> Good evening. I'm Teresa Stevenson. I'm our one of our HR specialists and I also process our all of our parent volunteers and contractors for the district. >> Good evening everybody. I'm Donna McCormack. I manage the frontline absence management system, absence reporting and uh help all the schools with training their admin assistants to use that system. >> Good evening. My name is Rodney Montoya and I am a district investigator. >> Thank you. [Music] >> And the best for last. I'm Daryl Sanchez. I'm the investigator and also responsible for locating videos throughout the entire district. >> Awesome.
019>> So, as you can see, we provide a wide variety of uh resources and services to the district and um these folks do it with a huge smile on their face at all times. They are the most caring, kind people that I could possibly uh have ever had the privilege of working with. So, I want to again thank the board for allowing us to come up here um and present ourselves to you. >> Yeah. Thanks. Thank you for coming. I want to give um Dr. Cleveland a moment to to say a couple words. Thank you all for coming and we do appreciate the work you do and everybody's busy. >> But I'll tell you what, you just pull off a ma just almost a magical thing every year and say how many vacancies do we
020have and then they get they get filled and but not only that you know the point you support our employees in many ways and when they their illnesses and things forward to help them. We have to deal with some of the really tough issues um you're there to help us do a good and fair job with that. So, lots of different responsibilities every one of you. Um, we we do appreciate the work that you do and again as I said earlier, thank you for coming and giving us a chance to express that appreciation to you directly. >> Yeah. Thank you so much. I I want to talk on behalf of our board. I what I heard every time you spoke was like this is the kind of the glue or the gears that keeps everything
021moving and if we didn't have you each doing those and I wish everyone was here then we would just really fall apart every single one of those. And so thank you all for for the hard work that you put forth and and all those things. Sometimes I know some of your positions there's probably a lot of grumpiness that comes from not from within but from without that comes with that. And so thank you for putting up with all of those things and just making everything move um the way it needs to so smoothly as especially as we go back into school and all of those things that come with that. So is there anyone else that wanted to give a comment? I didn't want to cut anyone off but >> just want to say thanks.
022>> Yeah. Yeah. Thank you so >> what you do. Thank you so much. So, we'll give you guys a big I saw them stand up for you. You got a whole standing ovation. So, that's awesome. All right. I love when the staff comes in because I get to read a lot of reports and see and see the names, but I always get to see the faces. So, it's great. So, we're now into our reports. This is the big bulk of our meeting for tonight is going to be our reports. And so we'll start with our Independence High School improvement and transformation grant. Renee Saledo, our secondary school improvement officer, along with Jessica Sanchez, our IHS IHS principal will present. >> All righty. Thank you. and I can personally testify to how kind and thorough um
023the HR department is with people. So I also really appreciate that. Okay, so now we're going to talk about independence. Madame President Cra and members of the board, thank you for letting us uh come in and present this. It may seem like I'm actually really excited to present this even though it may not seem like it should be a topic that we're excited about, but I think lots of really great things are happening um through all of this. So, we're here to talk about our improvement and transformation grant. So, first I'd like to just kind of talk a little bit about school designations. Um, this is the list of all of the possible designations that peed will give schools. So, in our district, other than independents, we all fall into the spotlight and traditional categories.
024So, then if um if you're significantly underperforming, you may be a targeted supported and improvement school. And then under that is additional support. IHS because of graduation rates were in a was in a comprehensive support and improvement plan for three years. And then because we didn't reach that 66.67% graduation rate for three years in a row, um we were moved into the MRI category, which is the more rigorous interventions. And I will tell you and Jessica can can testify to this that it's definitely more rigorous. Um, she took the job uh the first year and we had interviewed and I had asked her if she would be willing to accept the job and then I said, "Oh, by the way, this is the first year that this school is an MRI school and so there
025may be a little bit extra work attached to this. So under um the S act, every student succeeds act um they came up with these levels of improvement. MRI is the highest level intervention that you can be at and it's simply because of the graduation rates. Every school who has a school like Independence High School because students start off in Independence behind. they're not on track to graduate. And so it's really hard to reach that 66.67% graduation rate, but we'll go into that a little bit more. So here's Jessica, the principal of the >> Thank you for having us. Um, so IHS falls into the M MRI status. Um, and and most would ask why. Uh, it's as remain stated for after three consecutive years. Um and more specifically, we were looking at 2021, 22,
026and 23. Uh we did not meet that uh 66.67% for graduation rates. Um so last year was our first year in for with MRI status. It's the three consecutive years. Um so they were in CSI and then we were moved to um MRI. Um although we are this does not reflect the fact that we've made some growth and some improvement but unless I it's got to be all or nothing. It's got to be all three years at that rate andor above or in terms of designation it's not going to make a difference. So although we're very proud of the the movement that we've made and and uh the direction we're going until we can get that three years consecutively, we're not going to hit that next. Oh, so for example, uh here's some historical graduation
027rates. And if you look at the class of 2020, and I'll just look at the all students category, it was at 57%. Class of 2021 uh took a dip. That was during that COVID year. Uh 35.8%. 8%. Um, then it went back up. We we came back and it was 56.2 and then the class of 20 uh 23 went back down to 50. So, it es and flows. Um, I'm very proud of the work that we did that first year and we are up at 58.5%. So, in terms of of growth, I I would consider the 8% a significant uh increase um for that one year. We do not have the 2025 rates as of yet. So, this is what we have to go by. So, it's encouraging to say the least. Um continuous improvement
028uh last year. So, last year we were awarded um approximately uh $170,000. And what we did with that money is uh what I like to call a multi-pronged approach. uh all the funds the grant funds that were allocated to us um was used on the following resources to improve specifically to improve grad rates. Um the first one was teacher support. Uh we partnered with coaching for excellence to enhance instructional support. We believe these students deserve the very best teachers that there are out there and I I think um we're always uh there's always room to grow. So, we brought this coaching um group in and they worked with us, worked with teachers one-on-one. They went in each classroom and they evaluated areas of growth and they're working to improve that all to to better, you
029know, serve our students, our deserving students. Um the other big thing that I'm really passionate about and has made a a huge difference, um we're addressing the mental health crisis. oftentimes with our group of students um for whatever reason they're struggling in uh and they don't have the resources to tap in. So what happens is they don't come to school because they're dealing with a lot of stuff. So we thought, well, what if we provided some on-site therapy services? So we have counselors coming in 2 days a week specifically for therapy. They are there to to get their their weekly counseling. Uh students do not have to go anywhere. They just pull them right there. And uh we've seen uh a a vast improvement in attendance by those students in particular because I even had
030a student I like to say uh I'll leave his name out but he said I said it's nice to see you today and he says I always come on Tuesdays and I said what's so special about Tuesday and and it's their therapist is there. So we know that's working. Um the other thing is expanding um our elective course offerings because we know research shows that we have to have something to pull them in. we've got to get them in through the door because if we I always said if we can get them there we can do we can achieve anything. Um and then of course the academic support we do before after school programs we offer Saturday schools. So all of this money is going towards that. So, MRI year status 2, um, we have
031been awarded as year 2 $150,000. And what are what we'd like to do is continue to to focus on what we did year one and to build on that. I want to sustain and expand those foundational supports that we've already implemented. So that's the student wellness, the academic and career readiness in terms of the expansion of electives. Uh expanded support and that's not only one-on-one academic support before, after school and on Saturdays, but also that mental health support and then of course the coaching um for excellence. They will continue to work and not only are they working with our teachers and improving their classroom skills and things that they can do to better reach these students, they're giving them the ability again because we need to be able to sustain this because they're not going
032to be around forever. So, they're going to be able to go into each other's classroom and help each other out. So, it's teaching us um teaching us all how to be better teachers, but also to be to better support each other when they're not around. Um, so the breakdown is we 56,000 is going to go for that coaching for excellence. They're at our school. Um, feels like a lot more than they probably are, but at least I would say twice a month. Um, 28,000 of that goes uh directly to mental health services, and that's to have the two therapists on our campus two days a week. Uh, 25,000 uh a partial FTE, film, and art teacher. Uh before I got there, we did not have any there was no art, there was no film, there
033was no music. And so we're starting to bring that in. And then uh an additional 30,000 for uh an additional academic counseling. And then of course 10,257 for indirect cost. Um also to point out that additionally through the supplemental funding, uh we'll be offering a variety of enriching opportunities for students. So this doesn't include the money that we've allocated to field trips. We put aside, we're going to put aside $16,000 and every content is to take these students outside of that building for experiential learning. We did that for the first time last year and there was a lot of students who said they I mean tent rocks, they went there. Nobody's ever been there. Nobody's ever been to a live play. So, um that's the goal this year is to get them out and make
034those connections and of course continue with the PBIS initiative. Um, and finally, I just and and I mean this from the bottom of my heart. I I we could not have done this at IHS without the support of you, the board, in in supporting us in what we do. Dr. Cleveland, Renee Saledo, I I call her, she picks up every time and she says, "What do you need?" Uh, Suzanne Wyn has been instrumental in helping me with all these applications because it is a lot of work. Uh, Tasha Young, bless her, she's not here. Happy Miller for all the stats. Um, IHS and David V. Hill. I want to make note of him. I don't have put him up there, but I had a problem with some money and he fixed it. So, so, uh,
035I want to I didn't I got this got in before I could add him. So, that would be all. So, we would like to stand for questions now. >> Okay. Sounds good. Dr. Coen, do you want to add anything before we >> just Thank you for the plan. It's well thought out. And um I said you you you're part of a system that doesn't really recognize the uniqueness of the student population you serve. And yet one of the things when the public ed department came and visited and got to know the staff and whatever they had wonderful things to say um I don't know what they were expecting but certainly when they got here they were very impressed with what they saw. So I hope at some point the state will rethink kind of the
036structure uh for schools uh that take students that are behind from day one and uh instead of making that a negative uh really build on the on the successes and celebrations of the students and some of you have attended the the graduations at independence and what special occasions those are we have to work really hard to get those students uh in those seats for graduation. So again, thank you for your plan and uh um it it hopefully will be a really good year for you. >> Yeah. Thank you. Um Beth, do you have any questions, comments? Thank you for all you do. I know that you see those students for who they are and where they are and you help them to move ahead and that is so important for them in their lives. Thank
037you so much for your work. >> Thank you. Uh Jeff, anything questions, comments? I don't have any questions, but just a comment, just and a compliment to say thank you for the work that you're doing. And I hope uh you never feel like you're wasting your time because it's going to pay great dividends. It really is just like anything else, we invest our time and energy. So again, thank you so much. Appreciate that. >> Yeah. Thank you, Gary. >> I do want to say thank you. And of course I have an opinion so I'll just say my opinion but I think I think Independence High is a is a shining star in our state actually and I've always thought that and I thought what I my opinion is I think the teachers are highly qualified
038and outstanding and excellent. I would I would just consider or think about in the future moving from coaching from excellence because I don't think the I think the teachers are terrific to something like tutoring 24/7 so the kids can get on and get academic support maybe. But um I I I don't think our teachers in this district they're just so great. But thank you for everything you do. Appreciate it. >> Yeah. Thank you. Okay. I'm going to I'm actually going to So, I was talking to someone about independence not too long ago and we all know I love independence. I love going to graduation. I just think it's a sweet and wonderful place and I think the teachers who are there are angelic honestly. They're just amazing and our principles as well. Um so great.
039But this individual as we were talking he was like well you guys are just trying to make your numbers look really good. You know that's why that's why you have the school and I just think it's you shouldn't you know have that. And and so I was thinking about like what would you say to an individual when we talk about why we don't keep these indiv these students in our comprehensive high schools? What would be your comment back you know in that in that conversation about you know why we have independence and why we don't just keep our students in these our comprehensive high schools. >> I think it's important not just the graduation falling behind that they attend there. place. We have students that call every day that elect to be there. Like, do
040you have any spots? Do you have any seats? Um, it's a it's just a different approach to teaching. It's a smaller environment. It's more individualized. The comprehensive high school, and I I've worked there for many years myself, and there's great value in all the work that they do there, but it is not for every student. >> And so, I think it's it's those students who don't quite fit there. But instead, I why I appreciate this district so much is because we we recognize that and we made a place for them instead of just saying, you know, this is what it is, make it work. Uh independence is that place. It's that place where they couldn't be successful and comprehensive, but we see the success in the smaller environment. >> Yeah. And sometimes a student maybe
041their sophomore year just wasn't a great year and so they're behind seven or eight credits. At independence, but at the comprehensives, you take first semester and then you take second semester, you can only get seven credits in a year. At independence, you have an opportunity to to gain more credits. So you can get them a little bit faster at independence than you can at the comprehensives. so that those students that are behind have that opportunity to gain those credits a little bit faster so that they can catch up and at least be close to graduating on time. >> Yeah. Yeah. Yeah. Thank you for that. I just I just think it's interesting sometimes the comments right that come and to help our community really understand and it really is a special place that we have
042with this school and a really great opportunity for these students who and there are right we look at our graduation rates but there are many students who are able to graduate on time because of the program that's there. So thank you so much. Any other questions or comments from anyone else? So okay thank you. Appreciate it. Rene is never leaving. So our next is a middle school summer school report. And once again, Renee Saledo will present. And I think I have a couple of middle school principles here. If you guys want to come up, they're like, "Oh, we didn't know we were going to have to stand." Jennifer Daddyo, she's the principal at Lincoln Middle School and M Arnold is the principal at Mountain View Middle School. So we this is just to kind of
043let you know these little plans that we have to make things better. So um the concern Dr. Cleveland goes around and visits all the staffs every year um prek to 12 all of the schools and every year at the middle schools we hear the same concern that students have figured out that we're going to pass them on regardless of what their grades are. And so they've started not caring >> and the principles were telling me the same thing. So as a principal group we started talking and came up with the following idea. So our proposal is that we have a mandatory summer school for students who fail two core classes or more. and they're going to have plenty of notice. In the fall semester, we're going to, of course, just like usual, staff's going to
044start talking to students and families who are failing those courses. If after the first nine weeks or so they're still failing, then the counselors are going to start pulling them in for um their academic improvement plan and they're going to be told if you don't pass these classes, you're going to have to go to summer school. So then the semester continues and we just keep reiterating if you don't pass these classes, you're going to have it's going to be required Then the spring semester is going to come along. Um if the student fails two or more cores, they they will not move on to the next grade level unless they go to this three or four week summer school. Um we know that parents can wave this one time and that's fine if they choose
045to do that. The following year we we hope that we'll still be able to do this. We're hoping that just kids knowing that there's a consequence to not doing your work, we're hoping that that's going to be enough that they actually do their work. If we would have done this this year, there would have been 338 students districtwide that would have fallen into this category. We're hoping that it's better than that. Um, go ahead and go to the next slide, please. So, we are looking at a summer school that would be in June, just like the credit recovery summer school and the middle school summer school that we ran this year that it would be in June, Monday through Thursday. Um, all students would take all four core classes because instead of just the two
046that they failed, we think that they're we're going to try to improve their skills all all around. And then we'll have an elective like PE or art or something um during the time. also um they'll be learning because it will be only three or four weeks. We'll have power standards or those you know high skills that they really need to know and we'll just determine the number and how we staff it and everything based on the number of students that we have. So that that is our plan and we are excited to announce that and we hope that students listen and start doing their homework and we stand for questions and these lovely ladies would be happy to answer any questions. >> That's awesome. So have we announced it yet at the schools just yet.
047Is that going to be >> I kind of wanted to get okay and get it out there. >> Okay. I'm so cur What I'd love to hear back is how that goes. Go ahead. I have mentioned to staff that this is a possibility that we are looking at. I will say we had a resounding round of applause that we are finally looking to do something that is going to just a little bit more buy in for some of our students. And again, it's a it's a small population of our students that really need this extra buy in. Most of our students are intrinsically motivated and want to do well, but it's those students that will just I don't need to do it. I'm just going to go on to the next grade. It's no big
048deal. I failed last year. I'm here in seventh grade. I'll be in eighth grade. And so we want to make sure we address those students. >> Yeah, I love that. Go ahead. >> One of the things that I've talked about with some of the staff that I have talked about this with and one of my ideas or our ideas around it is that when we are in middle school, our teachers work very very hard to ensure that students are working to their potential and giving them the support that they need. So in many cases if a student is still failing that course there's some type of decision that they're making that we need to change as they're going through. So they have you know the students have a lot of support and we want to
049start giving them a little bit of motivation outside of you know it's not elementary school anymore. You do have to sit in class and do your work and these are things that are expectations of you in our schools. Yeah. And and I like that you use that word expectation because it, you know, the kids will rise to our expectations if we give it to them. And if we don't, I work in a program where they have to have like 75% attendance. There are kids who they will watch it and they know exactly where they are and they will just come, that's 75% of the time. And so if we can rise it raise it for them, you know, and I I'm excited. I'm glad the teachers are excited because they just want that support. It's
050got to be so frustrating uh for them. We really think so algebra 1 is probably the single course that most students fail in high school >> and we're really hoping that this will be one step towards increasing those grades in algebra 1. >> Yeah, I love that. And I love though that we have that algebra one. Other districts are do not concentrate on that and I think that's an unfortunate thing because that we do have that I think because our kids can get through those higher maths once they hit. So, I think that'd be great if we can make sure that we can help them to get through it better. So, um board, do you guys have uh Gary, do you have any questions or comments? >> Um comment. I'm just going to be apologizing
051because I'm sorry, but I don't I think we do a lot of consequences in K12 education for the 40 years I've been in it. And so for me, I think of outside the box for middle school would be something like if you get a 2.0 or better, we're going to allow you to come to summer school. And if you fail, it's okay if you stay home, maybe do some reverse psychology. But I would think that, and I'm just thinking outside the box, that maybe there could be four classes that they don't even mention, English, social studies, math, or science. They they may say fine arts, learn to play an instrument, or something. Uh, athletics, you're going to be more fitness oriented. Astronomy. I took my 10-year-old to North Texas State last week and we did
052a great All he can do is think about the Milky Way and all the galaxies now that now that he's starting school and I'm just thinking that we do a lot of punitive in our society and but I think it's you got to do something. So if you want to do this I I totally support it because I do know we need to do something. Thank you, >> Jeff. >> Yeah. My my question is uh what was the parents involvement? I mean the parents know that these kids are felling. I mean what what kind of conversation were you having with the parents because that's where it starts right there you know. So >> yeah and that I think this you know this also will help and I know a lot of times the parents come
053to us frustrated as well that their student will move on and so we've I've had conversations with parents and we do at midquarter our advisory teachers all of our students have advisory our advisory teachers reach out to any student that has a D or an F in any course um to their parents and so part you know they have these conversations with the parents or sometimes I'm a part of these conversations and a A lot of times the parents are frustrated because they're like, I'm trying to get them to sit down and to do their work and to care about it as well. And they just keep telling me it doesn't matter. It doesn't matter. I don't need to worry about that. And normally our conversation is yes, like right now you will go on
054to the next grade. However, when you get to high school and those credits start counting, you're going to further fall further behind and we need to develop those good habits now. And so that's a lot of the conversations that we have with our students. And we're hoping that with a little bit more I guess leg you can say the students will start to understand the meaning of each class and earning that credit even though we don't give credits but earning that class um so they can go on to the next grade so they understand that before they get to high school and then they fall further behind which we were just talking about with our with our previous um conversation. I don't know if I answered that question, but we do have those conversations a
055lot with parents and I know we are there are going to be some parents that we are going to have um against that and that's where you know if we have those conversations early in the year which is our plan. So in the first semester, we'll start meeting with parents that students have two or more Fs and so we can start that conversation early so hopefully we can turn it around before we get into second semester where then we're having to talk about summer school and it's not a surprise as well. I really was going to say also we're hoping that this helps parents motivate students to come to school because oftentimes a lot of those a lot of our students who do not pass two courses um it's oftentimes due to absences and hopefully
056giving them some idea that this is very important and these foundational skills that you're learning now are what is going to help you become more successful when you're in high school. And if you have large gaps from sixth to 8th grade, it's a detriment to how well you're going to do as you go on through school and you're going to have catch up to do. So hopefully kind of just a little bit more of this is what we need. This is what we expect and if you don't meet those expectations, then we have an alternative for you so that you can try and catch up at that time. >> Yeah. >> But those conversations do continue throughout the year. I know that teachers work very hard with families because they do not want students to
057get failing grades e either. But there is sometimes because we don't have that the the teeth of having credits that there's sometimes that that falls on deaf ears or it does kind of gets pushed to the side. So we're hoping that this opens up a conversation in a stronger way. Also, >> why were we passing them from the beginning? Why why were we allowing them to go ahead even though we knew they were not prepared for the next level? We we know that through research retention is is not a good thing. Right? So we've tried to pass them on, pass them on, pass them on, but we're seeing that it's not working. So, I may have come up here and said we're going to do a mandatory summer school, but really it's an opportunity to
058improve those skills that kids just are not getting. So, the kids who either are absent or are not doing homework or just don't understand the material, we're going to have this extra three or four weeks where we give them the opportunity to try to gain those skills. We don't want to retain kids. I I don't think anybody here would would think that that's the best thing to do. It's what we're going to do to encourage kids to go to summer school. >> Anything else, Jeff? >> Yeah, >> I'm a little hurt by that. I really am because I mean maybe I just came along from the old school where parents were a little if a kid knew they was going to be set back it was embarrassing because all the other kids moved ahead >>
059and it became like yo man you you can't catch up with the group what's going on you know but I kind of feel like we're kind of rewarding these guys for failure and I don't know that's something I have to really think about >> and I think on that like this has been a step in the right ction where we're trying to to help them. I mean, there are some schools like that. I mean, Dr. Clovin wants to talk um where you see with like Khan Academy and his schools like he doesn't have people pass on, right, until they they know that material for that school. And yeah, we work on a different, you know, on a in a different atmosphere, a different way that we do things. And so, I think that this hopefully
060will be a good a good thing to start to bridge that gap to where where you are, Jeff. And I do I wish our parents I wish our parents would be there more. It frustrates me um all the time because it is that is where it starts and we need that parents support so so desperately. Dr. Clovin, go ahead if you want to respond to that and then I'll come over to you. But >> well does you know to to the point that you just made just holding them back uh then they're overage and there are a lot of issues there. But I I assume if they come to summer school and they don't do the work, they're going to get held back. So what this is is an opportunity not to be to and
061I don't think many students really think giving up their summer vacation is much of a reward, but I I think it's it's just it's an incentive that it gives them a chance. Here's what I experience when we when we go out and and it's it's almost kind of funny because it it but it's not. So, you know, go to sixth grade and the sixth grade teacher say, "Oh my gosh, what are they doing in elementary school? I have these kids who can't read. I have, you know, and then we go to the high school and they say, "Oh gosh, what are they doing in the middle schools?" That, you know, and so it's always kind of passing it down. It it's um you could get a lot done if you work really hard in the
062summer. If you look at those prior standards and getting just the most important things they've got to know to go on, but going passing them on has just resulted in now you're even further behind. You won't feel good in the class. What are you good in the class? Well, then you cut up or you don't go or you you know your behavior it's it's just not working for them to go on. They don't have the knowledge and skills to even do the job if they wanted to. So it it is you make a really good point, but it is a compromise. But if they go to summer school and they don't do it, they sit there and still I won't do. Well, then they're going to be held back. But it gives them an opportunity
063to take charge of their destiny and work hard and maybe be able to to to to go on. But it is a it's it's a problem. And to your point, I think the greatest we have a lot of things in place for the kid who can't. They have a lot of support and the struggle and working hard and those teachers work hard with those kids who really are struggling for us. I think the biggest problem is I won't and it is almost an aggressive I'm not going to do this work and you're going to let me go on to high school and then when I get there I can't do the work and I'm I'm a a a difficult student in the classroom and so we somehow we've got to do something and I think
064this committee's looked at this and said let's give this a try. I do believe in helping kids and pushing kids forward. But I also really believe in accountability. And I think that's one of the things in life you better learn is to be accountable. And if you choose not to do the work, you're going to lose your summer vacation and you're going to get to work on Lisa so that you can go on. It's to me it's not just punitive. I think it's it's it's another opportunity, but it also communicates we mean business about you've got to get this down. And we can just have a good number of kids. I don't know where it came from or why. I just won't do it. I just won't do it. Well, okay then. We just won't
065pass you on until you you you do it. And I think the majority of kids, I agree with her. They'll step up and they'll do it when they know they have to. And that's just kind of how society is. So, not perfect. They create not a perfect plan at all. But I don't know what else you do. We've looked at other options. And certainly the option of just passing kids on who haven't done the work is just is not a good option at all. >> Jeff's still festering a little bit. Beth, go ahead. A lot to think about pressure and going further, but I think it is about expectations and uh consequences and also developing a sense of pride. And so they're not going to give up on you. They may have given up on
066yourself, but they're not giving up on you. Perhaps the parents need to be invited to come and see the progress that their children have made. Give the parents a sense of pride as well. So parents, I think they they're just they don't know what to do and so they don't do anything. And so I think the child perhaps feels their students maybe maybe feel like they don't have the support from home. Sometimes the parents may not know how to do that. But I think I agree with it with Sue, the super king, excuse me, that um yes, we should develop a sense of expectation and consequence. But that's just going to help them develop pride. They can do it. If they want to be baldheaded about it, we're still going to have an expectation that
067you do this and there will be a consequence. But the important is that you have pride here in yourself and what you can do. That's what we're trying to build. Thank you for doing this. >> Thank you. Okay. I would like to say one more thing because I think I muddled my words but I think that in K12 education middle school kind of gets sometimes a short end of sticks and that's what I wanted to say and and I would I would hope that we talk more at board meetings about middle school needs >> from the teachers perspective. perspective. I just I just hope that it could be a constant agenda because I've always considered that middle school teachers haven't already have wings on them because they're doing uh some something remarkable. So, I hope
068I hope this isn't uh we just we don't talk about it for several months. I hope it comes back so we're we know what do the teachers need. >> Thank you. No, and I love that too because when both of you came in, I was thinking I think this is the true principles. I see the least actually in different things. And so, um, definitely our middle child, right? It's the middle child of our school system. And I I am hoping that this is that step in the right direction. I would like to have a report. I don't know if it's going to have to be at the end of the year. I don't know if we're going to be able to see some results in this semester. Um, but to see those things and to
069see what's the next step, right? So if it's not working, let's keep working on it and keep getting it better. But I am grateful that that you are working on it. So that's good. >> Compare uh this in December to previous years >> to see if it's making a difference. >> So that could be good. >> Yeah. Yeah. >> I'm make a difference. I would think so. I mean, and we're going to talk about, you know, our attendance here, Renee, again, here in just a minute, but I mean, you look I know. Well, and that's the thing is you look at those numbers, right? And so when we come up with with these we've had some really good things that have come out from for making changes like that and you see that with that
070absenteeism and hopefully we can see that here um or just keep plugging away at it and working at it. So um thank you and I do we have high school credit that's available if those kids could really understand you know that you can take these and I think that if I'm right Eagle Ridge is actually even doing geometry more as they have more students doing that like that that is your high school credit like that's actually awesome when you can talk about some of those things and get them excited. So anything else Dr. >> I worked at all three levels at board trip and you know what I always kind of thought middle school folks were candidates for saintthood. Yeah, >> it is one of the most challenging. >> It's strange, but if if we
071don't if we're not successful there, >> then we almost guarantee they're not going to be successful in high school. And so it is such an important three years. And u and I think that's one of the things we're trying to convey is it is important and we need you to do the work and we need you to it's not okay to blow off three years because when you get the high school, you're not going to be successful there. And so it's, you know, the message though is important and I think Gary makes a good point. I think the message needs to be we care about you and blowing you three years off is going to harm your future and so we're not going to let it go because we we think this is your in
072your best interest to to do well in middle school. So we thank you for your report and I I think we'll see good results from it. I, you know, most times we've seen kids step up when the to your point, when the expectation is set, they step up to it. And when we don't set it, it they just continue to to to to not be accountable for what they need to do. We've got great kids. I think our kids will step up and do the right thing. >> Yeah. Thank you, >> Madam President. >> Yeah. Jessica, I forget you're there. >> It's okay. I I tried speaking up a couple times, but I don't know that you could hear me. Um, I wanted to echo Jeff's concerns and I think that as much as we
073know that holding kids back isn't great for their long-term outcome, either is not doing the work. And so us setting up a system where there's no consequences for not doing things is also detrimental to them. And so I think we absolutely have to make a change to that. Um, and I would also like to request, I'm sure there's a way that we could look at the data over the last six years to be able to track students that did not pass X number of classes in middle school to see what their graduation rates were and to have a follow-up report uh, with some comparison data to or, you know, maybe we don't look at graduation rates, but maybe we look at, you know, students that didn't pass in middle school. what was their likelihood of
074passing all of their classes freshman and sophomore year. Uh that should be easy enough to follow, I would think. And um again, I think lack of consequences and just passing them through, of course. Why would they do the work then? Um for some of those kids that don't have that sense of pride and we're not doing any favors by not having any consequences for that. So >> yeah, that's good. >> Thank you. >> You thank you. Thank you. And sorry, board member Tyler, I put your name on my paper, so I will make sure to >> You're good. >> Yeah, thank you again for coming out. We appreciate it. Um, so our next is our report on student water safety guidance um in regards to HB 532 and once again Rene. >> I know. >>
075I told you this is the Rene show tonight. >> We can get you a chair. Yeah, Janice said, "How did you end up with this one?" And I think that I was just sitting in Lauren's office at the right time. >> So, that's a dangerous place to be. Um so um this came in with House Bill 532 and it uh states local school board um has the local school board has to develop or adopt guidance for student water safety. Um, it needs to promote student safety in, on, and around bodies of water and water infrastructure, including information about local options for age appropriate swimming lessons and other water safety courses. So, what we started with is this flyer, an electronic flyer. Um, and if you click for the information, so it just has, you know,
076here's some basics. Um, then it goes to links and these are all national links other than swimming lessons that's specific to Rio Rancho. So it goes to all of the links which will give you the information for the water safety. But what we decided and we yeah I've talked to some principles. Jan and I have been talking. This is kind of a a a group think kind of thing. What we would like to do is have a contest at each level, elementary, middle, and high to create some kind of of either electronic flyer or some way to get this information to other students and parents. and then we'll choose a winner and we'll have some type of prize that Michelle De Rocei is working on right now for each of those levels. Um and then
077that will be their official um information for that level. So that's how we're trying to kind of pull the schools in. We're hoping that either the art classes or, you know, someone will be interested in in really looking at this water safety and how it can be exciting for the for the kids. So, that's what we're going to do right now. Um, this is on the website. Uh, we we're going to have it in the student handbooks so that it is available to everyone as is right now. >> That's good. Do you have any comments? Scare trip or >> No, good job. >> No, it's good. Dr. Clever, anything you want to add on that one? >> Well, it it's it's you know, like I said, the first response is, "Oh my gosh, one more
078thing to do. They've given the public schools one more job, but it is important and um and and it is important that our our children and and tragically, we've lost some of our students to to uh boating and drowning accidents. So, I think the information is valuable and I hope that we can get it out to our students and I like the idea of a contest. I think it says like a lot of fun. >> I think it's always fun to do that. So, thank you. Thank you. Thank you. Thank you. Okay. So, I think your is it your last one for this? >> For this. Okay. So, secondary attendance report once again Rene. >> Um I am excited to give you an update on secondary attendance. I appreciate that you all um gave us
079the the go-ahad to do something a little bit different and I feel like it's really working. They So, with our attendance, we're doing some of the the things that we've always done. Jump start, which by the way, um we're not allowed to count jumpstart because not all of the students attend as one of our school days. And the teachers felt like it was so important that they were willing to give up half of their professional development that day to have kids come in and get them, you know, used to the school and teach them the whatever songs they need to learn and go to their classes and see where the cafeteria is. So, the teachers gave up their time to do that, which I applaud them for being willing to do that. Um, we're still
080doing the things we talked about, relationship mapping, encouraging club act clubs, activities, all of those things. And, uh, we have lots of communication. Um, one of the really exciting things that student services has done is they um, received a $200,000 um, grant and it's the attendance grant. And what we did with this money um we hired two social workers and each social worker has two middle schools. So we've concentrated at the middle schools and they choose the kid they choose families who have um a high absence rate. the social workers work with the families on why aren't you able to get your student to school and they're able to to guide them to some different um things that they need that maybe our counselors haven't done. So, they're working with a very specific group of
081families and really helping their family situation, not just come to school kind of thing. And at the end of the year, we had several several emails from people begging us to keep these social work um positions. Some of them were from people who knew families and knew how much it helped that family and and what and there was one from the family themselves who just talked about how just how important that social worker was to their family and to guiding them to services that they needed. So that's been uh very helpful. They we also still are working with the positive behavior intervention. So there's uh classroom contests, you know, who has the the best the best attendance rate in that classroom gets a whatever. So, you know, popsicles or something like that. So, there's all
082kinds of things that that grant is is used for. I put in what's working because I really think when you look at the numbers, this has made a huge difference in attendance at secondary. Chronic absenteeism is missing more than 10% of the school year for any reason. So it doesn't matter if it's excused, unexcused. If you're if you're gone, you're gone other than a school activity, which we note differently. So what we what what you approved for us to do if a student misses nine or less days in the semester then we're able to count they come in for the review day and that review is their final exam because every course that offers credit you have to have a final exam. We're using the review for final exam and then they don't have to
083attend on the day for the finals because they've already had their final exam. So then if you've missed 10 or more days, you come in for your final exams. This has gotten students paying attention to their attendance, choosing to come in when they may not have chosen to come in otherwise. Um they're asking their counselor, "Does this count? Does that count? I'm at seven. You It's just the conversation around attendance is happening more than I've ever heard it happen before. Um and that I just included dates so that you could kind of see how it works. But you know, you are the last two. So the last day is always a makeup day. The two days before that are the finals day. So they basically get out a couple of days early at the end
084of the semester. We've also um instituted a seat time requirement. So if a student misses 15 or more days, which is basically 15% of the semester. So 15 days in a 16 I that's a day a week. It's it's a lot of time. >> Yeah. And um so if they if they miss that many days and have a passing grade, so they've missed that many days, but they're still passing, we're going to ask them to come in and take a comprehensive test for the course. They pass that test, then they're going to get the grade that they earned in the course. If they don't pass that test, then they're going to have to do just a little bit of work just to make sure that they know all of the basics in the course. Um,
085so far we've had good success with students coming in and passing the course, but we just want to make sure that they they have that knowledge that they need when they um earn the credit. So, this is the exciting part. So if you look at middle school, we've last year was the first year we did this at middle school and the this is the chronic absenteeism rate and you can see that the the numbers for school year 24 and 25 um are almost and in some cases better than precoid like it has just made if you just compare the year before when we didn't have this and and the then 2425 I mean it's practically like um 7 to 10% increase in in attendance. The average from in the school year 23 24 chronic absenteeism
086was 29% and this last year it went down to 20%. So it and just listening to teachers and administrators, it's made a huge difference. And that's at middle school, at the high school level. So we've been doing it for two years at high school. And you can see that the numbers they've I mean I I averaged the comprehensives and didn't include the the um alternatives. Um but the comprehensives it was at 43.8% the year prior to doing this you know and the the whole reason we started when we came back from COVID kids just didn't want to come to school. >> It's like they forgot that they needed to be here and so with this we from 22 23 we're the average was 43.8%. So practically half of the kids missed more than 10% of
087school of the school year. And 23 24 it went down to 22.9. And then 24 point uh 2425 it went down even a little bit more to 20.9. So it really does feel like it's working. >> It's good. >> Um some thank yous. schools have been doing. This is it's a lot of work because you have to keep track of where kids are at. You're wanting to call in kids. You need to call families. The teachers, the counselors, the administrators are doing a ton of work. Um, Happy I have to uh thank Happy Dr. happy because anytime I have like some random question or or can you give me the the chronic absenteeism rates for middle school and I'm doing a board presentation on Monday. She's like yes Rene, I'll do that. So she's I
088don't know what we would ever do without Happy. Um, Kristen Netcher has been a huge help and there's just twice a year I meet with all of the counselors and the counselors and the administration of every grade level. And for that group of kids that have missed more than 15% of the school year, we talk about why they were missing. And if if they have had something happen in their lifetime that is understandable that they've had to miss, they've had some family issue or or they're going through a medical issue. Um we take those kids off the list. So we we are very careful about who we're asking to come in and test. We we talk through every student and we do that at all of the schools for that 15%. Um it's it's a
089it's a lot of work, but I really do feel like it's worth it because um the kids are coming into class and if we can get there every single day, I think it's okay not to be on there on the day that they're that the other kids are taking the final exams because we're using that review for their final exam. >> Yeah, I love that. So with that, if you have any questions for me, I'd love to answer it. >> Okay. Dr. Clint, do you want to add anything? Well, you see that where we were uh we made a lot of progress and so that that's the really good news. Um so they, you know, but being at 20% still is not very good news. That's still 36 days that they're out. And so we
090need our parents to and to to step up and get kids to school. And I uh you think I it's hard for me to know what they're thinking, but uh I remember maybe a couple years ago I had a conversation with a mom who was really angry at me because I wouldn't excuse a week for her and her daughter. They went prom dress shopping in the middle of the school year. And I said, 'Well, you've come the wrong person because I'm not going to prove it is unexcused absent, but what what made you think that taking a week of instruction to go look for prom dress was okay? And so it it's this thing of needing to go to school and it is important and and we had a I was on a committee for
091the state, the secretary, and it got kind of heated because we talked about, you know, this is everybody's responsibility. It's students, it's staff, it's parents, it's community, it's everybody's. And talk about accountability, you know, it's it's kind of missing. And I remember one of the Trevor cartoons um uh sorry, um yeah, the cartoons, what the editorial, whatever. And and he he showed the classroom with nobody in it. And you know, it basically said, well, this explains where we are academically in New Mexico. And so it it's it's a we we've cut it 50% from where we were in some of them. We have made huge progress, but we still need to get kids to school. And 38 days is not even I mean that's 20%. That's not okay. So we continue to work on it.
092But you know what? It has been successful. The social workers have helped a lot. Principles and teachers have worked hard. We are asking and and pleading for help from parents this year. Get your kids to school because it does matter and it does account for why our student achievement for some students is not as good as it needs to be. So I really applaud the work that's been done and uh but my point is that we still have a lot of work to do and you know it's coming to school ought to be an expectation and unfortunately sometimes it's not and and uh our kids pay the price for that. >> Yeah. Thank you. Uh Jessica Tyler, any questions or comments? >> No, no questions. Thank you so much for the report. I do think
093that those changes made a big difference. Um, I know for my students, like you said, you know, administrators were talking about it. I know students talk about it. So, I think that that was a strategy that really worked and I think the first show of that and echo Dr. Cleveland's uh plea to encourage the rest of the parents to also get their students because I mean lower that rate. >> Thank you, Jessica. Gary, anything? >> I have two things. Um, one I really learned of I think demonstrating that they could earn something on their own really does work, you know. Um, but the thing that I think that's even more important that I learned, I think we need a two more social workers at the middle school because attendance seems to be a direct indication
094that somebody was assisting those families in need, if I'm not mistaken from the what I just heard. But I'm wondering if we need an additional social worker at the high schools and we could really knock into this dent because I think we're in a there's a need and I know money's not unlimited, but I wish I could make a motion right now for social workers to more at the middle school and then at the high schools because it looks like this attendance had a significant improvement based on people directly helping families that needed that support. So, thank you. Good report. >> Jeff, >> I don't Thanks for Look, I I don't want you to think I'm a I'm a hardcore bad guy. America kind of gave you another kind of gator look like Jeff be
095nice but you know I just want the kids in school. >> I I just can't tell you how much that means to me >> because I know what the future holds when they don't come. That's right. >> It's a disaster for them. And if we could get that message to them and it'll make a world of a difference. So that's the reason why I'm a little like >> Mhm. >> hard aggressive on this because man it it starts right there. But uh but I I will say that this program that you start doing uh has been working and I also like the fact that uh you make it very important that when the new students come in when they come back to school uh the packet that you give to the parents that you make
096sure they are aware of that as well. And I really think that's important also cuz when the parents call and say, "I'm going to take my kid out of school," you remind them of what the policy that they agreed to. And now, do you still want to do this? So, thank you so much. I really appreciate that. >> Thank you. My kids have been getting on me for my looks, too. I don't even know anymore. In my mind, I in my mind over here, you know what I mean? >> Great. >> Well, thank you. I think it's a great thing that you're doing. When you were talking about the miss school, I had to think about the earlier report about kids who are in school not wanting to do the work. These are children who
097are absent and missing. So, is there any correlation there or is there any way there there something could be done kind of a together with these kids or these programs >> and these parents? Sorry. the the conversation probably will will meld together. >> Yeah, I'm sure that >> I'm pretty sure that the students that are not passing probably are not meeting these requirements. >> Multipronged, I'm sure. Thank you very much, Rene. >> And we do um to be able not to attend on those final stays, they have to make at least a 75 in the class. We started off with a 65 and the teachers were like, "This doesn't feel good." And so we tweaked that last year and moved it to a 75. >> That's good. Great. Thank you. Yeah. So I hope this
098makes a difference right with that other report that we talked about too. I just say my kids absolutely love it. They are always watching their attendance and know I really got to be in and so I think it's just been it's been great. I think it's good for all the students. It's been a good thing. So thank you. And I remember when we started it was like okay let's see how this goes. And I think PED was like uh but it's really I mean it's worked. It's been it's been a good thing. So thank you so much. And you get to take a break from the podium for at least a few minutes. Yeah. [Laughter] All right. Thank you. So, our next is a personnel report and Mike Chavez, our executive director of human resources,
099will present. [Music] >> Good evening again, Madame President, Dr. Cleveland, members of the board. Um I am here this evening to bring you up to date on our um personnel um situation in the district. And um what I've provided for you this evening is actually twofold. I have given you um some data from last year from the 24-25 school year so that we could do a little bit of comparing and we're seeing um a very positive trend um over the past several years in terms of um number one resignations. So if you see last year um we had 135 teacher resignations, we had 50 E8 resignations and this year we were down to 106 teacher resignations and only 28 educational assistant resignations. And our retirements have stayed pretty consistent. Um last year we had 23
100um teachers and six EAS retire and this year we had 22 teachers and 12 EAS retire. So our retirements have stayed fairly um consistent but our resignations have been going down which is a very positive trend. What that tells us is that our retention is going up and that's our goal. We not only want to hire the very best, we want to retain um the best people because it's very expensive, very time consuming, very difficult um to hire people and once we get them hired, we get them on board with us, we want to be able to hang on to them. Um you can see that last year we we were in a situation where there were a lot of people that we had to we had to bring on board. A lot of new
101hires including a lot of custodians um some bus drivers, nurses, counselors, etc. And this year really our new hires um we were in were mainly focusing on we did we did hire a um a few uh counselors and nurses but mainly our focus this year was on teachers teachers and EAS um and we were able to hire 96 teachers 23 special ed um 73 general education teachers and we did hire 32 educational assistance. Um, our rehires this year um were 19 teachers, five special education, 14 general education, and 34 um educ educational assistants. And um that's pretty consistent with the year before. Actually, it's down just a little bit, which means that um at the beginning of of uh last year, we we really brought on um a great number of people that we hung
102on to throughout the year. Um now, what I really want to and we did we did include in here for you for this year the transfer information. We kind of threw that in there just so you could see that. Um, you know, again, one of the things that we work really, really hard to do is to help people. Sometimes people, you know, they're at a they're at a school for a while and then they really have maybe an opportunity at another school for a different position. Maybe they just really want to change and try a different school. They might want a different schedule. um we do have different schools on different on different bell schedules and we work very very hard and so do our principles um to accommodate a lot of that. So we
103really had about 86 people that transferred from one location to another. Um and I think again those sorts of things that we do really help people to realize that this is a really great place to work. So that was kind of why we included that. What I want you to focus on now though is where our vacancies are at. So what I want you to notice is that for 2425, what I what I provided for you were vacancies from October of last year, not not August. Um I drilled down and I kind of wanted to see where we were at further into after the school year had started. And I had done a report for you all in October. And e even as far as into October, you can see that we still had a
104need for about seven bus drivers. We were still looking for about 30 educational assistants and we were looking for 41 teachers last year in October. Right now, we have um openings for four bus drivers. However, we already have um so we're looking for three drivers and one standby, but we already have three bus driver trainees that are almost finished with their training. So, they're ready to move into those bus driver positions. So, realistically, we are at a wash on bus drivers. Um custodians, um we had two and one of those was a foreman. So really a foreman is someone you're just looking for someone to move up a level. So really we were looking for about one custodian. Um educational assistance. Um we when I wrote this report a couple days ago, we had 33.7.
105However, we had 12 um educational assistants in process simply waiting for them to either pass their test, finish their background check, something like that. which really means that we have about 21 openings. Um and teachers um we had 31.21 positions open. However, if you take a look, we had seven GE positions again in process simply waiting for people to finish things up. As a matter of fact, at this point in the week, they may already be finished and in the classrooms. Um which means that brings us down to nine gened teachers, 22 teachers overall. So, if you take a look at the difference between the years, um, we're we're at about half the number of vacancies in the first week of of school essentially than we were in October of the previous year. I think
106that says a lot about the fabulous job that our schools are doing. Um, I did take a look at APS's, and I'm not I'm not disparaging anybody. I just simply wanted to see, you know, where we were in kind of comparison and they they still have quite a number of openings. Um I feel like it really says something about our district that we have um you know we are down to and I did I did want to mention that I looked very carefully at where these openings were and they were spread very evenly across the district. there was not a school who really had a number of um openings. It was generally all the way across the district. So with that I stand for questions and >> okay thank you. I I was it's good
107to see this report and kind of see how things are going. I mean we do still I hope people know we are hiring still so please come in. We still have a lot >> of our job. That's great. So that's good. Um, Dr. Coin, do you want to add? >> I think I said a lot of it earlier, but we thank you and your f on your your team for the work that they do. It is good to see the numbers and see that we are actually making some significant pro progress. I think our induction program also helps support that >> and uh we thank them for providing that support so people stay with us and they don't end up being in another vacancy the next year. And so uh but really uh do appreciate
108the report and the time you put into it. I think the numbers really speak volumes about u the good work and and again you know we we look at numbers but you know always look at and think about that classroom that doesn't have that teacher and you know whether they're being short we may have good substitutes but they probably won't be there the whole time and probably multiple substitutes and and so we're appreciative of them but it's really good to have those classroom teachers and it just points out the the issue we're seeing across the country special that continues to be a problem. Yeah. >> Yeah. That's unfortunate. Um Beth, >> any questions? Just thank you very much for what you do. Appreciate it very much. Good report. See, >> thank you. Uh Jessica Taylor,
109>> no questions. Thank you for the report. >> Thanks. Gary Trip, >> one favor. Um great report. Everything is in in my eyes. I agree. Everything's going really great and it looks like the salaries for bus drivers, things of that nature. I'm just wondering about educational assistance and maybe a favor of you and Mike looking at salaries or other reasons why. And I think I know why some of them because I know CBI there's a lot of challenges in being an educational assistant. But it'd be nice just to take a a deep dive if you don't mind and looking at that because that maybe that needs something. I don't know. It may not. It may not. But but uh that's the one area that looks like we have a constant and we've tackled bus drivers,
110nurse, all these different other positions. But thank you for the report. It was good. >> Yes. And board member Trip, I I think that's a very good question. We do um we have actually made um uh a very concerted effort to um go above and beyond what the state has provided us for the educational assistance. There was legislation this year um to move that salary up. It did not um pass in in the legislature. Um however, our our district does provide for um educational assistance. We are on a a three tier system. Um and we um pay up to $30,000 um which is above what the state uh requires um for our for our educational essentials to do or some of the more um uh some of the students who need more services and more
111support. Um so but it is an ongoing challenge and um quite frankly you know it would maybe be something that we could uh work with our our team when the legislature comes back around to recommend to the legislature that that would be an area that um could use uh some support from the state um to um for some funding >> and on our legislative agenda. Yeah. >> Yes sir. the base they were I think that's what Mike said but the base that they were looking at was 30 uh to 32 and uh it made a good race through the the legislature just didn't make it to the end. So hopefully as you know a lot of things don't make it the first time through and sometimes takes two or three times before things move but
112our educational assistants deserve uh work with some of our most challenging children and they do deserve better. Yeah, >> thank you for that comment. >> Yeah, I agree with that. Vice President Morgan smiling. >> Thanks for the information. Greatly appreciate that. >> Okay. >> Thank you very much. >> Um we JC, we don't have any public comment, do we? Okay, we have no public comment tonight. We welcome you into the boardroom if you would like to give public comment. Uh we'll now go to the consent to approve the consent. Board >> member Jeff Morgan. I'll make a motion to approve the consent agenda. Beth will second the motion. I have a motion and a second. All in favor? I >> Okay, that was that was on the eyes even though I kind of cut her
113off right there. So, thank you. All right, motion carries. Okay, thank you. And we'll now go to the business portion of our meeting. So, we're going to consider the approval of series 2025 bond preliminary official statement. So Kaylee Wymer Skirch Wymer Skirch I'm working on it. Great. Okay. RBC Capital Markets is here and thank you for being patient with us as we went through all our reports and yes good evening president members of the board superintendent. Thank you for having me tonight. Again here on behalf of Eric Harrian who couldn't make it tonight. You know in front of you should have the preliminary official statement. So it's a very big document. I know you guys have been uh through it before with last year's sale. So, I'll move at it pretty quickly and pretty high
114level, but if you want me to go over something again or if you have any questions, you know, feel free to speak up at any point. So, we'll take it from the very start. You know, the first page is just our standard notice for all of our preliminary official statements. You know, scrolling down onto that inner cover, we have uh if you keep going, next page. There we go. So, this really is kind of the first page of the preliminary official statement. It is dated September 2nd, which is when we'll post the POS and begin to market the bonds. You know, the PAR amount is for $28 million. You'll notice that everything is uh footnoted as preliminary subject to change. That's just standard. You know, additionally on this page too underneath purposes and author authority,
115we talk about how the authorization comes from your 2023 election. You know, in the bonds at a high level, you know, that language just talks about the payment date for the bonds. You know, continuing on to bond and tax opinion. Really, that just st uh states the tax exemption status of this issuance. Then at the bottom, we just have a few different dates. You know, our closing is scheduled for October 1st, and then the payment dates are on August 1st. At the very bottom, there's a statement saying the electronic bids will be opened at 8:30 uh on September 9th. So, that's the bidding period open to uh potential investors. So, on the next page, we just have um the maturity schedule of this issuance too. On the next page, then we go into the issuer
116uh sorry uh each of the players on this transaction. of course, Elysia Rancho public schools, the board of education, ourselves as advisor. Um, it also goes ahead and lists your bond council who is also here with us tonight, your dissemination agent, uh, the paying agent register, and then after that, the next couple pages are just your table of contents. So, spilling out to officially on page two, we have an introduction um, that really just introduces the the school district as the issuer of these bonds. And then after that, the next section is about the bonds themselves. I'll jump around a little bit here, moving on to page four. Um, that section has the optional redemption language and at the moment we're anticipating a call date of 2032. Continuing on, moving to page uh five. At
117the bottom of that page, we have our risk factors section. This is a newer section, our preliminary official statements that we've made standard. Um, really it's just talking about the risk factors that the district can't control. You know, such as things as climate change and natural disasters. Also in that section is cyber security. You guys can't get helped if you get a cyber attack. We also uh mention public health emergencies because it's something that happened a few years ago. And then we also mentioned some of those constitutional amendments that uh can potentially you know impact your assessed valuation in that section too. So really it's just a section more for disclosure. On page seven we have the sources and uses of funds. You know, of course, this is blank at the moment, but when we
118have your final numbers and we're ready to post out official statement, you know, we'll make sure to update that. We have a little bit of language about the school district enhancement program. But after that, starting on page 8, we go into debt and other financial obligations. You know, this section uh really is compiled with both us and ACU Disclose, your dissemination agent. You know, they help us put together a lot of these tables, including that selected debt ratio table you see at the bottom of uh page eight there. Now, I want to note too that we were able to update all of the tables with your preliminary uh 2025 assess valuation. So, this document does have the most up-to-date information that is available at this time. So, page nine continues on with some more ratios.
119Um, we also look at your outstanding debt with the proposed 2025 bond sale in it, too. Uh, page 10 has a debt service requirements to maturity. So we also have, you know, the proposed structure for the 2025 bonds in there and how that kind of lays out with your current requirements, statement of estimated direct and overlapping debt. You know, this is also updated along with the other um taxing entities in your community. So you'll see that state of New Mexico, the city of Rio Rancho, um the county, those uh folks are also included in that table, too. Slide 11, we get into the tax base. So analysis of assessed valuation as I mentioned we do include your preliminary 25 assessed valuation in these tables but because it's just preliminary you know the full breakdown of
120the AV isn't uh available yet which is why you know the 2025 year on that table has some blanks in it. After that table eight goes over your major taxpayers and then after that we talk about the district's tax rates for a little bit. So, at the bottom of slide 12 is uh the school district's tax rates. And then on the following page, we have the tax rates laid out um at a countywide level. And continuing on to page 15, we get into your tax collections. Uh we gather this information from the Sanval County Treasures Office was updated as of June 30th. And then after that on page 16, we get more in depth about the district. So talk about you know the management. We list all the board members. We also have a little
121bit of a bio for your superintendent along with your uh uh chief operations officer and of course your uh director of finance. You know after that we also look at the district's enrollment rates which have been updated for the 24 to 25 school year. After that we go into the finances of the educational program. You know really the next couple pages comes uh directly from your 2024 audit. So when we talk about the sources of revenues for general fund, you know, all those figures are are audited figures that we pulled from your audit. Talk a little bit about the state equalization guarantee and on page 19, we even have the unit factor listed out. And then after that, both page 20 is a a statement of revenue expenditures and changes in your fund balance. This
122is a condensed version of your financials though um and the preliminary official statement will attach the full audit uh for investors. So on page 21, we also have the balance sheet. Like I said, it's just a condensed uh version of the actual financials. And then continuing on, the next couple pages are really just talking about, you know, retirement, contribution, stuff of that sort. Again, all of it comes from your audit. The next section is uh on page 26 going to the tax matters. Um again, uh your bond council uh module law firm, they've also reviewed and provided comment on this section. You know, the most important part of the section is really talking about that tax exemption that these bonds have. You know, on slide or sorry, page 27, we have a section for continuing
123disclosure undertaking. Um, as I had mentioned, ACU discloses your dissemination agent and they've reviewed this section of the preliminary official statement and have provided some updates on it. You know, really, it just talks about how the district is going to continue to post annual disclosures as you guys have already been doing in the past. Moving on the next couple pages, you know, on page 30, we have the ratings. Um, that is currently blank at the moment because, uh, we met with the rating agencies today. You know, once we get that, uh, rating report published, we'll update the, uh, preliminary official statement with those bond ratings. And then after that, it really is just a last word. And then after that, we go into a different of appendices. One of those being an economic and a
124demographic section that we update on the district's behalf. Um, again, pretty standard. I don't think I need to go through each of the uh appendices, unless you would like me to. >> I think you're good. >> I think we're good. Yeah. All right. I mean, with that, I'll kind of pause there and see if anyone has any questions for me about, you know, this document or about the bond sale or about your wider plan of finance. >> Okay. Uh, Jessica, do you have any questions on this portion? >> No, I do not. Thank you. Okay. Anyone else questions on this part of it? Or Dr. Cleveland, anything on this part of it so far? Okay. Do you have you go ahead? >> Perfect. Again, that's all I have for you. Um, if you have any
125questions, again, please don't hesitate to reach out to myself or any of my colleagues. >> Okay. We appreciate it. Thank you. Thank you for being so thorough. I appreciate it as I was able to kind of go through everything with you. So, yes, we do. We have to vote. want to have a st stay up here or we got a vote. >> She's okay. Oh, >> you're okay. >> Yeah, you are. >> Yeah, >> I'll take a motion. >> Board member Jeff Morgan. I make a motion for the approval of series 2025 bond preliminary official statement. >> Gary Trip. I second. >> Okay, we have a motion and a second and JC or do roll call vote. [Music] my next day. Oh, >> we can. It's okay. I can just do an all in favor
126on this one, I believe. Can I do an all in favor of this? Okay. Um, so we have a motion by Jeff Morgan, a second by Gary Tro, and all in favor of this. I >> I >> Any opposed? Okay. Motion carries. All right. Thank you. And we'll get you some batteries, Jaci. Thank you. Thank you so much. Thanks for coming out. We appreciate you and all that you all do for us. So, thank you so much. Dr. Kim, any any last remarks on our bonds or anything before we move on to the next item? Anything else you want to say? >> No. Okay. >> But thank you for your hard work. >> Yeah. Thank you. >> Yes. Thank you. >> Thank you. >> Okay. Our next is to consider the approval of the IHS
127school improvement and transformation grant. And we have Renee who is back and we talked about it already. >> Okay. Madame President, Dr. Cleveland, members of the board, um this is just an opportunity basically for you to approve the $150,000 that the state has given us for the school improvement and transformation grant. Um they do peed does keep a very close eye on how this money is spent and um what improvements are made. Um all the schools do NM dash plans. Um the IHS they go through with a very fine pen and a red pen and um they come out and meet with the school at days 30, 60, 90, and 120 to make sure that improvements are are being made and that the money is being appropriately used. >> Okay. So it's for $150,000. >>
128Okay. Any questions for Renee before we go to vote or >> question? >> We'll go for a motion. We're >> ready. >> You're ready. >> Board member Jeff Morgan. I make a motion to consider the approval of the IHS school improvement and transformation grant. >> Miller second the motion. >> Okay, we have a motion by Jeff Morgan and a second by Beth Miller. And all in favor on this >> I. Any opposed? Okay, motion carries. Thank you. And you're still here. Okay. Next is to consider the approval of the 2526 contract for grads instructional component between NM grad system and Rio public schools. >> Yes, the grad system is the graduation reality dual role skills system. So, this is an appropriation that may is also made to Independence High School. It's for $16,000 and it
129basically assures that we have a grad's teacher and grads class. The grad's class is for expecting students and young families. And so, they basically talk about how to take care of of their babies. And, you know, they work with those young families. Um, it really is uh a pretty wonderful thing to to see working. They provide the $16,000 provides resources for the families. Um, they get diapers and just everything that they could possibly need in their situation. So, um, this contract assures that we're going to have that and then they give us $16,000. >> Sweet. Awesome. Anything you want to add before we go to motion, Dr. Kovven, on this one? just we've had a long-standing relationship with the grad system and uh they have provided really valuable services to our students and to our
130young young parents and um and not just services but educational support. So um you know we're thankful for that long time relationship and I hope the board will approve uh this agreement. >> Thank you. Can go for a motion or if there's any questions. >> Yes, board member Jeff Morgan. I make a motion to approve for the approval of the 2025 2026 contract for grad instructional component between New Mexico grad system and Rio Rancho public schools. >> Board member Gary Trip second motion by Jeff Morgan. Second by Gary Trip and all in favor I >> I. >> Any opposed? Okay, motion carries 5. Thank you. I think you're I think you're >> good. I think you're done, right? For the for the evening. >> I think you're good. So, thank you so much and we
131do appreciate that relationship. >> Thank you. >> Um, our next is to consider the approval of the Ray Rancho Education Foundation grant for building thinking classrooms initiative. So, Windham Kley, our director of communic executive director of communications will present. >> Good evening, President Albert, Dr. Cleveland, members of the board. Um, I'm up here yet again to promote and thank the rear wrench education foundation and provide an opportunity to approve their um, generous donation to support the building thinking building thinking classrooms initiative which as a little bit of a refresher is a sort of materials-based program to promote uh, deep mathematical understanding and um, critical thinking skills within core math subjects for all four comprehensive middle schools. in the district. Um, Rear Rancho, I'm sorry, the Rear Rancho Education Foundation provided $4,000 to support the four
132schools um in purchasing materials for this program, and I I believe that they're being instituted now that school is in session. So, um, I don't really have much to present or anything, but I I do stand for questions. >> Okay. Any questions or comments from the board? >> Dr. Cleveland, did you want to add anything? >> Well, just a reminder that the the foundation They came to the last board meeting and we recognized them and they did the formal presentation but the board has to accept >> and so that's what we're asking for tonight. >> Thank you. >> Go ahead. >> Member Jeff Morgan. I'll make a motion for the consider approval of the real Rancho Education Foundation grant for building thinking classrooms initiative. >> Second the motion. >> Okay. Thank you. You have a
133motion and a second and all in favor? >> I. >> Any opposed? Okay, motion carries. >> Thank you. >> I feel like this is when you open your your mailbox and you keep hoping that there's money in it and that's what this feels like right now. Like all these people are wanting to give us things, you know, it never works out for me at the mailbox, but this was a great day. So, um, our next is to consider approval of $40,000 from Santaal County for use in the UFO Historic Records Partnership. And Mike Baker, our chief operations officer, will present. >> Uh, good evening, President Galbreth, Dr. Cleveland, members of the school board. So, um, Sandville County has a desire to donate $40,000 to what I am going to be calling the UFO Project or
134their historical records partnership center. They're asking us to enter into anou. Uh $40,000 would essentially be used for two purposes. The first funds uh for planning which is a more permanent facility. We are looking at uh relocating uh in the future uh the UFO center potentially to the new magnet school in the future and what that is going to look like. So essentially the architect will do what I usually refer to as a needs analysis. I know Dr. Clever refers it to EDS specs. Essentially the the idea is to figure out what we need to build. And so that the um that is one part of it. The second part of it has to do with uh supplies for the for the center um shelving and to replace three computers. Okay, >> I stand for
135questions. >> Okay, I actually I just actually do have a quick question. Is how has it been? I haven't been over there a whole lot. Are we having people come in from the community and just people from around? How has that been looking over there the last few months? >> It is the center itself is probably about 98% completed. >> Um if you want to visit, just let me know. We had to take it over there. We are planning on an open house October 18th. I believe we will invite um now that we have all the ADA issues uh taken care of, we we will invite the community and we will have an open house uh at the center. >> Okay, that's great. Thank you. Any questions from the board on anything? >> Nothing at
136all. >> Okay, >> good job, Mike. Make a motion for consider approval of the 40,000 from Sandival County for use in the UFO Historic Records Partnership. >> Board member Gary Trip. Second. Okay. Have a motion by Jeff Morgan and a second by Gary Trip. And all in favor? >> I. >> Any opposed? Okay. Motion carries. All right. Our next is to consider the approval of revisions to purchasing sale agreement for Vista Grande Elementary property transaction. Mike Baker, our chief operations officer, once again present. >> So um President Galbreth, Dr. Cleveland, members of the school board, we are revisiting this issue. Board approved the original uh purchase uh agreement on June 23rd. Um and as you are aware uh typically the sale of land uh needs to be approved by the state board of finance. Uh
137they do review and they have reviewed this document. They have a couple of very very minor changes. Uh you have the redline version. Essentially um they uh wanted us to strike out the word warranty. Uh Lauren Hatch who has done uh that work drafting that purchase sale agreement is here to answer questions. If you have specific questions on why the state board of finance uh had made that request, I think it's a legitimate request. But just to refresh your memory, uh we are selling property uh at Vista Grande. It is the north side and essentially if you look at the topography of the school uh the north side the topography really kind of goes down quite a bit and that area of property actually lends itself more to a residential area where Westway Homes is
138interested in purchasing uh that property in order to um build homes. The sale agreement calls for $800,000 in sale of approximately 6.6 acres. Uh once we have a replat uh done, the exact amount and the exact acreage um will be calculated. I stand for questions. >> Any questions from >> Yeah, Mike. Mike, I got one question. Uh, when we were looking at your working draft, I thought the dollar amount you gave, is that the same one? 880,000. When we were having our meeting, I thought you said that you were going to get $880,000 from the sale. >> I I if I said that, I misspoke. It's 800 sale. Uh, we hope to get about $3 million. The the project on the bus loop is approximately 4 million. That's that's an estimate from the uh from
139the planners. We're hoping um to get about three 3 million on the um uh bond issue. >> Okay. >> Do you want to add anything, Lawrence, since >> I can I can add on the price? Um it appraised at, believe it or not, $2.76 per square foot. Um, part of this transaction is we're having to subdivide off that that northern section of land. >> Once we do that, we'll know the exact number of square feet. Okay. >> That's involved. It'll be about $800,000. Probably a little bit more. >> Okay. All right. Any other Dr. Clovin, did you want to add? >> Just a note. Um, I believe that anytime you have this kind of a sale, it must go back into the capital uh land acquisition. It cannot be used to spend for other kinds
140of things. Is that still the case? >> Yeah. It it needs to be spent on uh Well, it's >> that's our plan. >> That's the plan. >> Yeah. >> The idea is to reinvest it into uh the circulation. Yeah, maybe we discussed that at the >> Yeah, >> but yeah, my only point in raising that is people, you know, see the money and think, well, we could use it for this, this, and this. And I think it's fairly highly restricted as to what you can use it for, uh, if it comes out of of land or or land purchases that capital purchases kind of needs to go back into that same general area. So, it's not money that can be used for other things. At least that's been what I have understood. >> Okay. Okay.
141Any other questions, comments? >> Jeff Morgan, I'll make a motion for the approval of revision to purchasing sale agreement of Vista Grande Elementary property transaction. >> I second the motion. >> Okay. Motion by Jeff Morgan, second by Beth Miller. All in favor? I >> I >> Any opposed? Okay. Um next will be our second reading for policy 406 trips by students and once again Mike Baker. >> Yes, President Dr. Cleveland represent 406 and policy 4744 together since it's very similar. uh last board meeting we had the first reading and essentially the request was made um to have uh Dr. Cleveland actually approve outofstate um travel for staff um as well uh for students in order to increase the efficiency of that process. Uh we talked about a number of things. One of which is that
142when we present the budget document, we will um kind of add a separate section in there. We'll lump all the travel and training um so you have a better idea of what the the the following year um has for us. At that at this point, I'll stand for questions. >> Okay. Any questions on this policy or comments? >> Okay. Uh Jessica, you want me to give you the privilege and the honor of uh making a motion on this one? I mean, you do such a fantastic job. >> Are are you missing that? I can I can take care of it if you'd like. >> I can make a I can make a motion to approve policy 406 for the vice student. >> Bo member Jeff Morgan. I second. >> All right. We have a motion
143by Jessica Tyler. Almost messed up my paper here. And a second by Jeff Morgan. All in favor? I >> I >> Any opposed? Okay, motion carries. All right. And our last is the second reading for policy 744, travel pdeium and mileage payments. >> Mike Baker. >> Yeah. Really? Any comments? So, I'll stand for questions. >> Okay. Any questions or comments on this second reading? Dr. Cleveland, anything on this one? >> Okay. Board member Jeff Morgan. I make a motion for approval of the second reading of policy 744, travel pdeium and mileage payments. >> Board member Gary Trip. Second motion by Jeff Morgan, second by Gary Trip. All in favor? >> I. >> Any opposed? All right. Motion carries. 5-0. >> Thank you, Mike. >> Thank you. Appreciate it. Um, real quick on advanced planning. So,
144there's a few things coming up. We have an audit committee meeting and a regular board meeting on the 25th. I will be gone on the 25th. I'm just remembering again um taking my daughter up to college. So I will not be here for that day. Um then we have Labor Day and some other events. So please look at your um your agenda for those dates. But I do want to bring up upcoming and I just forward this to Lauren Hatch and to Dr. Cleveland is that the call for resolutions has come in. And so we just need to make sure that we get that scheduled onto our um onto one of our meetings. So any any questions on anything any upcoming um meetings or anything like that? Okay, our meeting. >> Oh yeah, go ahead.
145Sorry, I was midway. >> I'm gonna I'm also unfortunately going to be on travel again for 25th meeting, but I should be able to join. >> Okay. So you'll be out for I don't know if I think I'll still be driving up there. Is everyone else going to be here for the 25th? I just want to make sure we have the form. Okay. All right. Thank you for bringing that up. All right. Our meeting is adjourned for tonight. Thank you.