Board of Education - Jan 31, 2025

001GOOD MORNING, EVERYONE. GOOD MORNING. >> I WOULD LIKE TO WELCOME YOU TO OUR EXTENDED WORK SESSION. I WILL CALL THIS MEETING TO ORDER AT 9:10 A.M. WE ARE GETTING AN ECHO? >> HELLO, ECHO. ECHO. THAT'S OKAY. OH, I CALL THIS MEETING TO ORDER, I GET TO DO THIS. THERE WE GO. SO, AT THIS POINT, WE WILL DO ROLL CALL. AND WE DEFINITELY FIX THAT? YEAH, LET'S SEE. BEFORE WE --WE ARE GETTING AN ECHO. BECAUSE I THINK WE ARE GETTING THE SOUND COMING ON THE TV --OH, PERFECT. THANKS 1 MILLION. LET'S GO AHEAD AND START WITH THE ROLLCALL. SECRETARY WOFFORD, WE DO THAT, PLEASE? MEMBER FRANK? >> HERE. AND IT IS SECRETARY WOFFORD, HERE, VICE PRESIDENT NOLAN? HERE. >> AND PRESIDENT CORT? HERE. I AM HERE. >> YES, YOU ARE. THANK YOU. ALL RIGHT. I WOULD

002LIKE TO ENTERTAIN A MOTION TO APPROVE THE JANUARY 21st, 2025 REGULAR SESSION MINUTES. SO APPROVED. >> SECOND. >> MOVES BY WOFFORD, SECONDED BY RUIZ. ALL IN FAVOR SIGNIFY BY SAYING, AYE. AYES HAVE IT. I WOULD LIKE TO MAKE A MOTION TO APPROVE THE MINUTES OF THE WORK SESSION AGENDA. SO MOVED. SECOND. >> MOVED BY SECRETARY WOFFORD AND SECONDED BY MEMBER TENORIO, ALL IN FAVOR SIGNIFY BY SAYING, AYE. ALL THOSE OPPOSED SIGNIFY BY SAYING NEIGH, THE AYES HAVE IT, 5-0. I WOULD LIKE TO TURN THE MICROPHONE OVER TO SUPERINTENDENT RUIZ, AND BEFORE I DO THAT, BECAUSE THIS IS AN EXTENDED WORK SESSION AND WE WILL BE HERE FOR A BIT, FOR A HAPPY TIME TOGETHER, ANY TIME YOU NEED TO GET UP AND MOVE AROUND, ANYTIME YOU NEED MORE COFFEE, OR ANY OF THAT, PLEASE DO

003IT. IT FEELS MORE FORMAL UP HERE, BUT REALLY, THIS IS A MORE INFORMAL MEETING, SO I AM EXCITED TO BE HERE. ALL RIGHT, SUPERINTENDENT? YES, GOOD MORNING, PRESIDENT, MEMBERS OF THE BOARD, GOOD MORNING TO OUR TEAM. JUST A FEW WORDS OF RECOGNITION, ESPECIALLY FOR OUR TEAM, AND NOT TO SINGLE OUT A DIVISION, BUT I GUESS I WILL, OUR FEDERAL PROGRAMS DEPARTMENT, AND OUR EQUITY DIVISION UNDER DR. LOZANO THIS WEEK HAS BEEN SOME CHALLENGING TIMES, AND JUST FOR THEIR THINKING, TO ENSURE THAT AT THE END OF THE DAY, WE ARE GOING TO TAKE CARE OF OUR CHILDREN, AND OF OUR EMPLOYEES, OUR TEAM, AND JUST THE THINKING THROUGHOUT THESE LAST COUPLE OF WEEKS, AND THEN THE OTHER THING, ALSO, TO THANK THE BOARD FOR YOUR SUPPORT IN KNOWING THE IMPORTANCE OF WHAT WE DO, AND EVERYTHING

004THAT WE DO IS FOR KIDS, AND AT THE END OF THE DAY, THAT IS WHAT WE WILL DO, SO I JUST WANTED TO MAKE A COUPLE COMMENTS AROUND THAT, AND I THANK YOU, ALSO, FOR YOUR SUPPORT. THANK YOU. SUPERINTENDENT, CAN I ASK A QUESTION? YES. >> SO, I KNOW THE FEDERAL FUNDS WAS REVERSED, DID WE EXPERIENCE A DISRUPTION IN FUNDING? VICE PRESIDENT NOLAN, NO, WE DID NOT EXPERIENCE ANY FREEZE AT THIS POINT. ANY OTHER QUESTIONS FROM THE BOARD? ALL RIGHT. IS THIS JUST GENERAL QUESTIONS? WELL, JUST ON THE SUPERINTENDENT'S COMMENTS. I DON'T KNOW, IF YOU HAVE A GENERAL QUESTION, I LIKE THAT WAS A GOOD TIME TO ASK IT. I'M JUST USED TO TALKING ABOUT AGENDA ITEMS. OKAY. SO, WHAT WE ARE GOING TO DO, IS WE ARE GOING TO NOW TURN IT OVER TO

005DR. MILLER TOMLINSON TO TALKED ABOUT OUR POLICY REVIEW AND REGULATION REVIEW. THANKS. THANKS FOR BEING HERE. OH, WE GET TO SIT DOWN. I LIKE THIS. THIS IS VERY COOL. GOOD MORNING, PRESIDENT CORT, MEMBERS OF THE BOARD, AND SUPERINTENDENT RUIZ. SO, THIS MORNING, WE ARE --I AM JUST GOING TO PROVIDE A QUICK POLICY AND REGULATION REVIEW JUST CAPTURE THE WORK THAT THE BOARD HAS DONE IN POLICY REVISION, WHAT WORK STAFF HAS DONE IN REGULATION REVISION, AND WHAT WE HAVE COMING UP FOR THE REST OF THE POLICY CYCLE. SO, YOU CAN SEE THAT WE ALL HAVE A LOT OF POLICY WORK IN 2004 AND THESE WERE ARE THE POLICIES THAT WERE REVISED. IF YOU NOTE THE REGULATION STATUS, THERE IS AN ECHO AGAIN. MAYBE IT'S -- IS THE DOOR OPEN A LITTLE BIT? IT SOUNDS LIKE --I

006THINK WE ARE GOOD, RIGHT? WE OUGHT TO LIGHTEN UP THE MOOD. SO, IF YOU WILL NOTE IN THE REGULATION STATUS, LET ME JUST BRIEFLY SHARE HOW REGULATION REVIEW HAPPENS. SO, AFTER A POLICY, OR EVEN WHEN A POLICY IS IN REVISION, THE RESPONSIBLE OFFICE WORKS ON REGULATION ADDITION. SOMETIMES, OTHER STAKEHOLDERS, OTHER PRINCIPALS, COUNSELORS, OTHER DEPARTMENTS, TO PARTICIPATE IN REGULATION REVIEW, WE HAVE MULTIPLE PERSPECTIVES FROM THE STAKEHOLDERS THAT WILL BE USING THOSE REGULATIONS. SO, IN THE REGULATION STATUS, YOU SEE SOME POLICIES DON'T REQUIRE A REGULATION. THE ONES THAT HAVE DATES THERE ARE ALL ACTUALLY IN PROGRESS OR UNDER REVIEW AFTER THE POLICY REGULATION IS DEVELOPED. COMES TO C.A.P. FOR REVIEW FOR ANY OTHER ADDITIONS AND ONCE THOSE REVISIONS ARE DONE, IT IS SIGNED OFF ON BY THE RESPONSIBLE OFFICE AND POSTED. ACTUALLY, ALL THE REGULATIONS UP THERE

007ARE UNDERCABINET REVIEW RIGHT NOW, AND SHOULD BE POSTED WITHIN THE NEXT WEEK OR SO. THERE WERE A FEW POLICIES THAT WERE DELETED IN 2024. SO, IF YOU REMEMBER, GBAA, JBA, AND JICK WERE ALL ELIMINATED, AND GOES UNDER THE DISCRIMINATION POLICY, SO NOW WE ALL HAVE THE POLICY THAT APPLIES TO THE STAFF AND STUDENTS ALIKE. SO, WE ARE AT THE END OF JANUARY 2025, FINALLY, AND ALREADY, YOU, ALL, HAVE COMPLETED TWO POLICY REVISIONS . GIFTED EDUCATION, THAT REGULATION WILL BE COMPLETED AND POSTED BEFORE SPRING BREAK. AND ALSO, JFB, THE STUDENT TRANSFER REGULATION IS UNDER CABINET REVIEW, AND IT SHOULD BE DONE ON MONDAY. SO, THE REST OF THIS IS --THESE ARE POLICY REVISIONS, MONTH OVER MONTH. AND THE OTHER SIDE BOARD MEMBER. SO, WE HAVE TWO THAT ARE UP AT THE SECOND MEETING, AT THE NEXT

008BOARD MEETING, AND IKF GRADUATION REQUIREMENTS WILL BE ON FEBRUARY 18th. FOR FIRST READING, WE HAVE BEDB BOARD AGENDA, AND THEN TWO CONSERVATION POLICIES THAT I UNDERSTAND WILL BE CONSOLIDATED INTO ONE. WE ALSO HAVE THE FIRST READING IN FEBRUARY. COMING UP IN MARCH, FOR FIRST READING, WE HAVE STAFF PERSONAL SAFETY AND SECURITY, STAFF ASSIGNMENTS AND TRANSFERS, THOSE ARE BOTH HR POLICIES. USE OF ELECTRONIC COMMUNICATION DEVICES BY STUDENTS, THERE WAS LEGISLATION INTRODUCED AROUND THAT TOPIC. WE WILL SEE IF THAT GOES ANYWHERE. AND THEN, KHB, ADVERTISING AND MARKETING. LOTS OF ACRONYMS. >> YES. AND IN MAY, WE HAVE TWO MORE HR POLICIES OF OUR FIRST READING, SUBSTITUTE STAFF EMPLOYMENT AND STAFF EXTRA DUTY AND OVER TIME, TEACHING ABOUT RELIGIONS, AND PARENTAL INVOLVEMENT AND FAMILY. AND THEN, TO FINISH OUT THE CYCLE FOR FIRST READING IN JUNE IS EBCF,

009FIREARMS AND WEAPONS ON SCHOOL PROPERTY, GCC, EMPLOYEE LEAVE, AND JCAA, REDISTRICTING, IF YOU REMEMBER WE TALKED ABOUT FICA ADJUSTMENTS SO WE WILL WRITE THAT INTO POLICY AND HAVE THAT FIRST READING IN JUNE. AND WITH THAT, I WILL SIT DOWN FOR QUESTIONS. THANK YOU SO MUCH, DR. MILLER-TOMLINSON. DOES ANYONE HAVE ANY QUESTIONS? YES, THANK YOU. OKAY. I WANT TO THANK YOU FOR THE REVIEW OF THE PROCESS THAT WE GO THROUGH, WHICH GOT ME THINKING, DO WE HAVE A FORMALIZED REVIEW PROCESS ONCE REGULATIONS ARE ON THE BOARDS? WE TALKED ABOUT INVOLVING DIFFERENT PEOPLE AND THEIR POINTS OF VIEW, AND HAVING THINGS FLIP THROUGH CABINET, AND IF YOU DON'T TALK TO THE LAWYER, WE HAVE A PROBLEM. SO, I ASSUME THERE IS A LEGAL REVIEW. DO WE HAVE A BUILT IN EQUITY REVIEW? DR. LOZANO WAS ON THE

010CABINET, SO WITH THAT PERSPECTIVE, HE IS THERE, AS WELL. DO WE ALWAYS SEND COPIES OF OUR REGULATION IN THE PROCESS, AND DO WE INVITE A SPECIFIC PUBLIC INPUT FOR THE REGULATIONS AS THEY ARE GOING ON? OR, IS THAT --WHAT YOU THINK OF THAT IDEA? RIGHT, SO, I THINK IT VARIES, IT VARIES BY POLICY AND BY DIVISION. SO, I KNOW IN THE LEARNING DIVISION, THE JI SERIES POLICIES THAT ARE AROUND DISCUSSION AND PERTAINS TO PRINCIPALS AND SCHOOL BUILDING ADMINISTRATION, WE GET INPUT FROM THOSE STAKEHOLDERS FROM COUNSELORS, LIBRARIANS, REALLY HAVING THE STAKEHOLDERS REVIEW THE POLICIES, I'M NOT SURE HOW OTHER DIVISIONS DO THAT BUT I CAN SAY IT IS A COLLABORATIVE PROCESS. YEAH, SORRY, IN ADDITION TO THAT, PRESIDENT CORT, MEMBER WOFFORD, AND AS WE ARE GOING THROUGH THOSE CONVERSATIONS IN CABINET, AS WE LOOK AT THE

011REGULATION, THAT IS WHERE WE WOULD DETERMINE, DO WE NEED COMMUNITY INPUT, ET CETERA. FOR THE MOST PART, AS WE ALL KNOW, THE REGULATION, WE WANT TO MAKE SURE THAT IT IS IN COMPLIANCE OR ALIGNMENT WITH THE POLICY, SO THAT IS THE BIGGEST PIECE, IN BEING ABLE TO IMPLEMENT THE POLICY, AS WELL. AS FAR AS SENDING COPIES AT THIS POINT, WE HAVE NOT, THAT IS NOT PART OF THE PROCESS, THAT MIGHT BE SOMETHING TO CONSIDER, ABSOLUTELY, WITH THE REGULATION, BUT IT REALLY DEPENDS, TOO, DR., ON WHAT THE POLICY IS AND WHICH DIVISION. BUT AGAIN, THINKING THROUGH, DO WE NEED ANY ADDITIONAL INPUT AROUND THAT? AND EVEN AFTER A REGULATION IS POSTED, YOU KNOW, IN MY MIND, IT IS STILL OPEN FOR ANY OTHER CONSIDERATIONS TO APPROVE IT. DEFINITELY THAT IS PART OF THE PROCESS FOR IT.

012THANK YOU SO MUCH, SECREATARY WOFFORD. ANY OTHER QUESTIONS? CAN WE GO BACK ON THE SLIDES? MEMBER TENORIO? >> THE MEMBER GRADUATION REQUIREMENTS. DID WE WANT SPECIFIC BOARD MEMBERS? SO, PRESIDENT CORT, MEMBER TENORIO, THE GRADUATION REQUIREMENTS WAS JUST ADDING THE PHASE AS THE BOARD HAS THE LATITUDE TO SET THOSE TWO ELECTIVE CREDITS. SO, THE RECOMMENDATION WAS FOR THE BOARD TO APPROVE THAT AND SOME VERY MINOR CHANGE AND THE BOARD AGENDA PIECE, I BELIEVE, AND CORRECT ME IF I AM WRONG, CAME FROM SENATE BILL 137. SO, AGAIN, IT WAS JUST A CHANGE TO BE IN SYNC WITH THAT LEGISLATION. OKAY. CAN WE PULL UP THE NEXT SLIDE? SURE. >> AND THEN, THE LAST ONE. OKAY, BACK TO THE OTHER ONE. SORRY. WHAT WAS I LOOKING AT? OH, MY GOD. THERE IS ONE MORE. WAS IT THIS ONE?

013YEAH, MAYBE. YEAH, I WAS WILLING TO --LIKE, I DON'T FEEL STRONG ON THE EMPLOYEE LEAVE THING, SO I WAS WONDERING IF SOMEBODY ELSE WANTED TO TAKE THAT ON. WELL, WHAT IS THE NATURE OF THIS POLICY? IS IT FOR ME TO REVIEW? MS. DONNELLY? FORGIVE ME, THAT MAY NOT BE THE QUESTION. I WOULD BE WILLING TO HELP YOU, MEMBER TENORIO. I DON'T KNOW IF I WANT TO DO IT, I DON'T NEED HELP. GOOD MORNING, PRESIDENT CORT, AND MEMBERS. IN REGARDS TO THE EMPLOYEE LEAVE, THAT WAS BROUGHT UP AS A SUGGESTION. THERE GOES THE ECHO. MAYBE I WILL USE THIS ONE. I CAN SPEAK A LITTLE LOUDER, I KNOW I'M BEING RECORDED. THIS WAS BROUGHT UP AT THE BEGINNING OF THE YEAR, WITH LOOKING AT WHAT SHOULD BE REVIEWED AND THERE WAS A LOT OF CONVERSATION ABOUT

014PARENTAL LEAVE, IF YOU RECALL. AND AT THE TIME, IT WAS RECOMMENDED THAT WE REVIEW THE POLICY. IT IS VERY MUCH IN LINE WITH WHAT THE CBAS CURRENTLY HAVE, NEGOTIATIONS ARE HAPPENING NOW AT LANGUAGE WITH NEA, THEY WILL BE LOOKING AT THAT LANGUAGE, SO THAT MAY BE COMING TO US NEXT, WHERE WE WANT TO MAKE SURE IT CONTINUES TO BE ALIGNED WITH WHAT THE CBAS STATE. SO, IT WAS A RECOMMENDATION BY THE BOARD AT THAT TIME BROUGHT FORWARD. THAT IS WHERE WE ARE LOOKING AT, ESPECIALLY IF THE LANGUAGE CAN CHANGE. SO, I AM OPEN FOR ANY OTHER PARTNER, IF YOU WOULD LIKE, OR WHATEVER YOUR THOUGHTS ARE. I DON'T MIND CHIPPING IN ON THAT. I AM CURIOUS --I DO NOT LIKE THIS. THERE IS A FAMILY LEAVE BILL AND IT DID NOT PASS LAST YEAR, OR

015TWO YEARS AGO, OR WHATEVER IT WAS. I DON'T KNOW HOW THAT WILL IMPACT THE SCHOOLS, BUT PERHAPS THAT WAS THE IMPETUS? IT MAY HAVE BEEN. THERE WAS A LOT OF DISCUSSION, MEMBER NOLAN, AT THAT TIME. WE WERE LOOKING AT IT IN JULY, AND IT COULD COME AGAIN WITH NEA, WE DON'T KNOW. BUT, IF IT DOES, IT WOULD BE THE PERFECT TIME FOR US TO SEE WHERE WE ARE ON THAT POLICY. IN THE LEGISLATION AS WRITTEN NOW, WE WILL IMPACT SCHOOLS? BECAUSE I HAVE HEARD OTHER THINGS BUT I HAVEN'T DONE A DEEP DIVE ON IT. I THINK IT CHANGES DAY TO DAY. SO, WE WILL HAVE TO LOOK AT THAT AND MONITOR IT. OKAY. >> THAT IS WHY MR. NOLAN IS MY GUY. BOTTOM LINE, ARE YOU IN ON POLICY GCC? YEAH. EXCELLENT, THANK YOU SO

016MUCH. >> I WOULD BE HAPPY TO HELP YOU WITH THAT, AS WELL. OKAY. SO, WE CAN ADD NOLAN AND WOFFORD AS THE BOARD MEMBERS FOR GCC IF THAT IS OKAY WITH MEMBER TENORIO. YES. >> EXCELLENT. AND DO YOU NEED BOARD MEMBERS FOR POLICY GAA? YES, I NEED TWO TO BE INVOLVED WITH THAT. AGAIN, THE CHANGES ARE MINOR. I WOULD RECOMMEND MR. FRANK. OKAY. I WAS ABOUT TO RECOMMEND YOU. YEAH, I AM FINE WITH THAT. YES, BUT ALSO, IF MEMBER FRANK WOULD LIKE TO DO THAT --I AM ALL IN FOR WHATEVER YOU WOULD LIKE. THANK YOU FOR RECOMMENDING ME, BUT, SURE, I WOULD BE GLAD TO HELP WITH THAT. OKAY. AWESOME. SO, WE WILL PUT YOU ON THERE, AND THE TWO OF YOU THAT ARE ON REDISTRICTING, WOULD YOU LIKE TO BE ON THIS POLICY REVISION?

017OR, NO? I WOULD. >> OKAY. MEMBER FRANK CAN HAVE MINE. OKAY, GREAT. PERFECT. THANK YOU SO MUCH. AND I WILL JUST NOTE ONE MORE THING, SO, AS WE HAVE NOTED, THE LEGISLATURE IS IN SESSION, THERE MIGHT BE LEGISLATION THAT HAS IMPACT ON POLICY. SO, THERE MAY BE SOME ADDITIONAL POLICY ADDITIONS, SOMETIME IN THE SPRING. BASED ON LEGISLATION. AND PRESIDENT CORT, IF I MAY ADD, AS WELL, AND MEMBERS OF THE BOARD, AS I MENTIONED EARLIER WITH THESE FEDERAL DIRECTIVES THAT ARE COMING AT US, SOMETIMES, YOU KNOW, AT AN HOURLY BASIS, BUT, ONE OF THE THINGS JUST FOR US TO CONSIDER AND KEEP IN MIND, WE MIGHT BE LOOKING AT POTENTIALLY PUT THEM BACK ON THE CALENDAR, JB, AND JBD. JB, WHICH IS AROUND IMMIGRATION, AND OF COURSE WITH THE SCHOOLS AND CHURCHES IN OUR REALM, OUR

018SCHOOLS, NOT BEING "SAFE HAVENS," SO WE MIGHT HAVE TO LOOK AT MAKING SOME ADJUSTMENTS, THERE. JUST A COUPLE OF DAYS AGO, WE DID GET --WE ARE STILL ANALYZING AND STUDYING WHAT THE IMPLICATIONS OF THE -- I AND I APOLOGIZE, I DO NOT HAVE THE CORRECT VERBIAGE, BUT SOMETHING AROUND THE NATION, BUT IT REALLY SPEAKS ON GENDER INCLUSIVITY, ET CETERA. SO, THAT MAY BE ANOTHER POLICY THAT WE MAY HAVE TO PUT BACK ON THE CALENDAR, AS WELL. SO, AS SOON AS WE SEE WHAT THOSE IMPLICATIONS ARE, AND WE ARE WORKING ALSO WITH OUR LEGAL TEAM AND MAKING SURE THAT WE LOOK AT THAT, AT ALL ANGLES, AND MAKE A RECOMMENDATION. THANK YOU. YES? ARE THESE POSSIBLE CHANGES TO MAKE THE POLICY STRONGER? OR, TO FOLLOW THE REGRESSIVE TREND OF THE NATIONAL LANGUAGE? WELL, PART OF THAT

019IS TO MAKE SURE WE ARE MAKING CHANGES WITH REGARDS TO WHATEVER THE FEDERAL DIRECTIVES IS. SO, FOR EXAMPLE, WHEN I MENTIONED JB, ONE PIECE OF THAT IS IN OUR JB POLICY, IT TALKS ABOUT HOW -- I DON'T HAVE THE RIGHT EXACT WORDS --BUT, BORDER PATROL, I.C.E. GOING INTO SCHOOLS, WHICH, AS YOU ALL KNOW, THAT IS NO LONGER --THAT HAS BEEN TAKEN AWAY. IN OTHER WORDS, SO, WE WOULD POTENTIALLY HAVE TO MAKE THAT ADJUSTMENT. AND I WOULD ASK IF MS. ALAYNA CAN ALSO CHIME IN ON THAT. I DIDN'T KNOW THEY TOOK IT AWAY. YES. SO, PRESIDENT CORT, MEMBER TENORIO, MEMBERS OF THE BOARD, SO, FIRST OF ALL, I WANT TO REASSURE EVERYONE THAT WE UNDERSTAND THAT YOUR BOARD POLICIES REPRESENT YOUR VOICE. SO, ANY CHANGES THAT WE MAKE IS BASICALLY TO MAKE SURE THAT YOUR VOICE

020-- OR, ANY CHANGES WE RECOMMEND WOULD PRESERVE YOUR VOICE AND NOT CONTRADICT FEDERAL LAW. SO, WHAT SUPERINTENDENT RUIZ IS TALKING ABOUT IS THE REMOVAL OF THE LONG-STANDING --AND BY LONG-STANDING, I THINK IT HAS BEEN 11 YEARS --OF POLICY, IMMIGRATION POLICY, THAT CHURCHES AND SCHOOLS WERE SENSITIVE LOCATIONS. AND SO, YOUR POLICY, A SECTION OF IT, ACTUALLY REALLY IT IS ONLY THE BACKGROUND SECTION, REFERENCES AND RELIES ON THAT, THOSE SENSITIVE LOCATIONS. AND SO, PULLING THAT OUT WON'T IN ANY WAY COMPROMISE YOUR POSITION ON THIS ISSUE, BUT THERE IS SORT OF A DOMINOES EFFECT, AND I KNOW THAT DR. LOZANO WILL BE SPEAKING TO IT, AS WELL. SO, NOW, IN THE ABSENCE OF SENSITIVE LOCATION PROTECTION, WE HAVE TO LOOK AT HOW WE ARE TREATING ALL FORMS OF LAW ENFORCEMENT, ALL FORMS OF ENFORCEMENT AGENCIES. WHEN THEY COME

021TO OUR DOOR, WHAT ARE WE REQUIRING THEY PRESENT IN ORDER TO QUESTION A STUDENT, IN ORDER TO ACCESS RECORDS? AND MAKE SURE THAT THERE IS PARITY ACROSS ALL AGENCIES, INCLUDING IMMIGRATION, GIVEN THE LOSS OF THAT POLICY POSITION AT THE AGENCY. SO, THERE IS GOING TO BE -- THERE IS GOING TO BE A RIPPLE EFFECT, OR A DOMINO, IN TERMS OF, YOU MAY HAVE TO LOOK AT BUNDLES OF POLICIES THAT YOU MAY NOT HAVE NECESSARILY IN THE PAST CONSIDERED AS A GROUP. LIKE, EVERYTHING HAVING TO DO WITH LAW ENFORCEMENT, CFD, THOSE AGENCIES' ABILITIES TO COME IN AND NAVIGATE. SO, THERE IS PARITY BETWEEN THAT AND IMMIGRATION. NOW, IMMIGRATION IS UNIQUE, THERE IS A CIVIL COMPONENT TO IMMIGRATION THAT LAW ENFORCEMENT DOESN'T HAVE, SO THOSE ARE THE KINDS OF THINGS WE ARE LOOKING AT. BUT, ALL WITH

022THE INTENT, NOT TO UNDERMINE YOUR POLICIES, BUT TO MAKE SURE THAT YOUR POLICY STANDING ALONE, HOLDS UP AGAINST ANY KIND OF CHALLENGE. AND THAT IS TRUE, WITH TITLE IX. THAT IS TRUE, IN MULTIPLE AREAS RIGHT NOW. SO, JUST FOR SOME CLARIFICATION FROM YOU, WE HAVE OUR DISTRICT POLICIES, WHICH ARE NOT FEDERAL POLICIES, BUT OUR DISTRICT POLICIES ARE BASED ON FEDERAL LAW, IN SOME CASES? SO, PRESIDENT CORT, MEMBERS OF THE BOARD, WE ARE REQUIRED --WHEN YOU TAKE YOUR OATH, PART OF YOUR OATH IS TO COMPLY WITH LAW, SO YOUR POLICIES CAN'T VIOLATE LAW. AND SO, TO A CERTAIN EXTENT, YOUR POLICIES --WE BUILD ON THE LAW, RIGHT? SO, TO BE ABLE TO EXPLAIN, WHETHER IT IS THE CONSTITUTION IF WE ARE TALKING ABOUT THINGS LIKE BOOK BANNING, UNDERLYING IN BOOK BANNING OUR FUNDAMENTAL FIRST AMENDMENT RIGHTS

023OF STUDENTS, SO WE BUILD THE STRENGTH OF YOUR POLICY AROUND THE LAW. PART OF WHY POLICIES OFTEN UNDERGO LEGAL REVIEW IS TO MAKE SURE THAT THOSE POLICIES DON'T CONFLICT WITH LAW. SO, IN CERTAIN AREAS, WE HAVE BUILT --AND AGAIN, DR. LOZANO WILL BE TALKING SOME OF THAT WHEN WE GET TO THAT AGENDA ITEM --BUT, WE HAVE BUILT --AND MR. BYRUM, AS WELL -- WE HAVE BUILT CERTAIN STRUCTURES AROUND PROTECTIONS IN LAW. NOW, I AM SURE YOU ALL REMEMBER BECAUSE YOU QUESTIONED, EXTENSIVELY, DURING THE TITLE IX POLICY REVIEW, THAT WE WERE TRYING TO --AT THAT POINT, WE WERE ANTICIPATING REGULATION BEING THE ISSUE, AND NOT THE ACTUAL STATUTE AND HOW IT WAS INTERPRETED. BUT, WE DID TRY AND MAKE IT LEAN SO THAT CHANGES IN THE LAW DIDN'T NECESSARILY AFFECT POLICY. AND ONE OF THE THINGS

024THAT WE ASSURED YOU OF IS THAT WE STILL HAVE STATE LAW, SO THAT IS REALLY STAY TRUE IN THE AREA OF GENDER AND GENDER IDENTITY. WE STILL HAVE STATE LAW. EXCEPT THAT WHERE FEDERAL LAW REALLY BACKED THE BOARD'S POLICY, IT GOT INTEGRATED IN THERE, AND NOW WE ARE NEEDING TO LOOK AT, WITH A SHIFT WITH REGARD TO FEDERAL, DO WE NEED TO TAKE THAT PHRASE OUT, TO MAINTAIN ITS INTEGRITY? OR, CAN IT STAY, AND NOT REALLY MATTER? SO, THOSE ARE THE KINDS OF THINGS THAT WE ARE HAVING TO LOOK AT, FROM A LEGAL PERSPECTIVE. I APPRECIATE THAT CLARIFICATION. JUST BECAUSE I WANTED IT TO JUST BE MORE CLEAR, SO THAT PEOPLE UNDERSTOOD WHERE WE WERE WITH OUR DISTRICT POLICY AND HOW IT IS AFFECTED BY STATE AND FEDERAL GUIDELINES. SECREATARY WOFFORD, DID YOU HAVE SOMETHING?

025DIVING INTO THE INHOSPITABLE WORK, THEY VACATED THE CHANGES, HAVEN'T THEY? I AM NOT SURE -- THAT MIGHT BE A NEVERMIND QUESTION. YEAH, SO, WE WILL GET TO EXACTLY WHAT THEY DID TO TITLE IX. I AM LOOKING AROUND, BECAUSE I DON'T SEE MR. BYRUM. AND MR. BYRUM AND I HAVE TALKED, I DON'T WANT TO TAKE AWAY FROM WHAT HE IS GOING TO PRESENT, BUT WE ARE GOING TO BE GETTING INTO THAT, OR HE IS GOING TO BE IN TO THAT IN DEPTH. WE DO HAVE THE CELL PHONE POLICY, BUT THERE IS LEGISLATION, DO YOU THINK IT IS WISE TO MOVE CELL PHONE POLICY TO LATER ON, SO THAT WE ARE NOT GOING TO HAVE TO GO BACK AND THEN REDO THE POLICY AFTER WE REDO, IF WE REDO IT? SO, PRESIDENT CORT, THAT IS A GREAT

026QUESTION. WE WILL KEEP AN EYE ON IT AND IF IT LOOKS LIKE -- BECAUSE THAT IS A MOTION, ISN'T IT? IF THAT MOTION IS GOING TO GET SOME TRACTION, THEN WE CAN CERTAINLY LOOK AT MOVING IT DOWN. RIGHT NOW, IT IS SCHEDULED FOR MARCH, SO I THINK IN THE NEXT COUPLE OF WEEKS, WE SHOULD HAVE A BETTER IDEA, IF THAT IS GOING TO GO -- BEGINNING OF MARCH. THANK YOU. THANK YOU. ANY OTHER QUESTIONS, BOARD MEMBERS? QUICK QUESTION. WHAT IF --THIS MIGHT BE A QUESTION FOR YOU, ALAYNA -- WHAT ARE THE REPERCUSSIONS OF OUR POLICIES DO NOT MATCH FEDERAL GUIDELINES? PRESIDENT CORT, MR. NOLAN, IT DEPENDS. [ LAUGHTER ] SO, THAT IS WHAT WE LEARNED THE FIRST SEMESTER OF LAW SCHOOL, THAT IS ALWAYS THE SAFE ANSWER, "IT DEPENDS." YOU CAN'T VIOLATE FEDERAL LAW. IN

027CERTAIN AREAS, YOU HAVE DISCRETION TO GO ABOVE. SO, YOU CAN CREATE GREATER RIGHTS FOR INDIVIDUALS, AS LONG AS THOSE RIGHTS DON'T VIOLATE, THEN, ANOTHER PERSON'S RIGHTS. RIGHT? SO, IN INSTANCES WHERE YOU HAVE GONE ABOVE THAT STANDARD, AND IT DOESN'T CREATE, THEN, ANOTHER VIOLATION, THAT IS WHAT POLICY IS ABOUT, IS THAT KIND OF DISCRETION. I THINK, REALLY, WHAT WE ARE TALKING ABOUT IS MOSTLY TEASING OUT WHAT NO LONGER IS EVEN AN ACCURATE STATEMENT. SO, WHAT TITLE IX PROTECTS, TO THE EXTENT THAT THAT IS NO LONGER AN ACCURATE STATEMENT, WE WOULD PULL THAT OUT SO THAT YOUR POLICY STANDING ALONE IS YOUR POLICY, AND IT DOESN'T RELY ON THAT. AND THEN, AT THE SAME TIME, MAKING SURE --AND AGAIN, MR. BARNUM WILL TALK ABOUT THIS --BUT, FOR EXAMPLE, BECAUSE IT IS A GOOD EXAMPLE, GIVEN THAT THERE

028IS CERTAIN CATEGORIES NOW THAT TITLE IX DOESN'T PROTECT, THEN WE ARE NOT --THEN, IF YOU --IN STATE LAW, NOT "IF" BECAUSE THE STATE LAW CONTINUES TO PROTECT THOSE CATEGORIES, ONCE WE EXTRACT THAT FROM THE REGULATIONS, THEN THE DISTRICT CAN DO, FOR EXAMPLE, ITS OWN REGULATION, GOVERNING HOW WE APPROACH INVESTIGATION OF THAT CATEGORY THAT IS PROTECTED UNDER STATE LAW, BUT NOT FEDERAL. SO, AGAIN, MR. BARNUM WILL EXPLAIN THAT, I THINK, IN A REALLY THOROUGH WAY FOR YOU THIS AFTERNOON. BUT, IT WAS AN EXAMPLE OF WHAT MR. NOLAN IS ASKING, IS THAT, YES, IN MANY INSTANCES, YOU CAN GO ABOVE, BUT YOU CAN'T GO ABOVE IN A WAY THAT CONFLICTS. SO, IN ALL OF THESE ISSUES, WHAT WE ARE TRYING TO DO IS MAKE SURE THAT WHAT YOU, THE BOARD, WANT TO DO, YOU HAVE A LEGAL

029PATHWAY TO DO IT. SO, FOR EXAMPLE, WITH IMMIGRATION --WHICH IS ALSO ANOTHER GOOD EXAMPLE --IF WE KNOW HAVE -- NO LONGER HAVE THAT SAFETY SENSITIVE POLICY TO HAVE THAT TO RELY ON, THEN HOW DO WE MAKE SURE THAT WHAT YOU ARE TRYING TO ACHIEVE OCCURS, AND HOW YOU ARE DOING THAT, AS YOU MAKE SURE THAT YOU EXCEPT WHERE THERE ARE KEY DIFFERENCES, THAT YOU ARE NOT TREATING IMMIGRATION ENFORCEMENT DIFFERENTLY THAN YOU ARE TREATING OTHER CATEGORIES OF LAW ENFORCEMENT, WHICH I THINK PHILOSOPHICAL THIS BOARD HAS EXPECTED PARITY ALL ALONG, EXCEPT THAT WE WERE ABLE TO DEFAULT TO THAT SAFETY SENSITIVE LANGUAGE AND WE NO LONGER CAN DEFAULT TO THAT SAFETY SENSITIVE LANGUAGE, SO WE ARE HAVING TO LOOK AT, HOW DO WE MAKE SURE, THEN, THAT WHAT YOU HAVE HAS THE LEGAL INTEGRITY TO IT, AND

030IT CAN'T BE EFFECTIVELY CHALLENGED? DID I ANSWER YOUR QUESTION, MR. NOLAN? SORT OF. [ LAUGHTER ] YES. AND SO, AN EXECUTIVE ORDER HAS THE ABILITY TO CHANGE -- IT HAS THE WEIGHT TO -- FORCES US TO MAKE SOME CHANGES? IT FORCES US TO MAKE SOME CHANGES, YOU ARE CORRECT. AND SOME OF THEM ARE MINOR. SOME OF THEM ARE MINOR. THERE IS NOTHING, AT THIS MOMENT IN TIME -- WHICH, EVERYONE STARTING WITH MR. RUIZ IS RECOGNIZING THAT THINGS ARE CHANGING LITERALLY EVERY MINUTE --BUT, AT THIS MOMENT IN TIME, THERE IS NOTHING THAT THIS BOARD, IN MY VIEW, HAS ATTEMPTED TO DO, THAT LEGALLY IT CAN NO LONGER DO. IT IS JUST A MATTER OF WHAT YOU ARE ANCHORING YOURSELVES TO, AND MAKING SURE THAT THERE ISN'T SOME OTHER POLICIES OUT THERE THAT CONTRADICT THAT, THAT WOULD

031MAKE THE GROUND YOU ARE STANDING ON NOT SOLID. DOES THAT MAKE SENSE? YES. YES, THANK YOU. >> THANK YOU. PRESIDENT CORT? YES? >> I JUST --I DON'T KNOW WHERE TO START WITH THIS, BUT I JUST WANT TO SAY, LIKE, I THINK THE ULTIMATE GOAL FOR THIS WOULD BE TO NOT HAVE OUR OWN LAW ENFORCEMENT, AND OUR OWN EYES, AND WHO EVER, BORDER PATROL, TO TERRORIZE OUR SCHOOLS, TO TERRORIZE OUR KIDS, AND OUR TEACHERS. SO, I DON'T KNOW HOW WE ARE GOING TO STOP THAT. AND AGAIN, DR. LOZANO, FEEL FREE TO JUMP UP AT ANY POINT, BECAUSE I KNOW WE ARE GOING TO BE TALKING ABOUT THAT THIS AFTERNOON. BUT, THAT IS PRECISELY CORRECT. IT IS JUST THAT --AND THIS KIND OF GOES BACK TO THESE STANDALONE POLICIES THAT WE HAVE, WHEN YOU ALL ARE LOOKING

032AT IMMIGRATION IN A VACUUM, IT IS REALLY HARD, SOMETIMES, BECAUSE SOMETIMES, WE ARE NOT ALWAYS AWARE THAT WE MIGHT HAVE A SENTENCE IN ANOTHER POLICY THAT DOESN'T STRICTLY ALIGN. AND SO, SO, NOW WE HAVE TO LOOK ACROSS OTHER POLICIES AND MAKE SURE THAT THERE IS PARITY. BUT AGAIN, IT IS NOT GOING TO UNDERMINE THE BOARD GOAL THAT MEMBER TENORIO JUST ARTICULATED. WE UNDER STAND THAT YOU, ALL, ARE NOT SEEKING, IN ANY WAY, TO WATER DOWN YOUR POLICY POSITIONS. SO, WHAT WE NEED TO DO IS MAKE SURE THAT THEY CAN STAND WITHOUT THOSE, OR IN LIGHT OF THOSE EXECUTIVE ORDERS, OR WITHOUT THOSE FEDERAL PROTECTIONS THAT THEY MAY HAVE RELIED ON, PREVIOUSLY. THANK YOU. >> AND PRESIDENT CORT, IF I MAY, AND MEMBER TENORIO, IN ADDITION TO THAT, WE STILL HAVE THE PROTECTIONS OF --FOR EXAMPLE,

033WITH JB, WE STILL HAVE THE PRIVATE, WHERE WE HAVE THE EDUCATIONAL RIGHTS OF ALL, RIGHT? AND THEN THE OTHER PIECES THE FERPA, THAT STILL STANDS. THOSE ARE THE THINGS THAT ARE NOT GOING TO CHANGE. THE OTHER PIECE, AS YOU SPEAK ON LAW ENFORCEMENT, CHIEF STORY HAS PUT OUT THERE THAT ELSIE PD IS NOT GOING TO BE ASSISTING IN ANY TYPE OF IMMIGRATION ACTIVITIES OR ANYTHING LIKE THAT, SO I THINK THIS IS VERY CLEAR THAT THIS IS VERY, YOU KNOW, FOCUSED ON THE IMMIGRATION PIECE, AND JUST ENSURING THAT, BASED UNDER THE PROTECTIONS THAT OUR STUDENTS HAVE, THAT WE CONTINUE TO MAKE SURE THAT WE FOLLOW THOSE PROTECTIONS. AND AGAIN, LOOKING ACROSS THE BOARD, ACROSS ALL DIFFERENT TYPES OF LAW ENFORCEMENT, TO MAKE SURE THAT WE ARE CONSISTENT. ABSOLUTELY. THANK YOU. I APPRECIATE THIS. AND THANK YOU,

034DR. MILLER-TOMLINSON, I THINK WE WILL CONTINUE THIS CONVERSATION THIS AFTERNOON, AS WELL. I HOPE THAT CHAIR WAS COMFORTABLE. [ LAUGHTER ] GOOD. GOOD, GOOD. AND NOW, LET'S HEAD BACK OVER TO SUPERINTENDENT RUIZ, AND HE IS GOING TO UPDATE US ON OUR STRATEGIC PLAN. YES. THANK YOU VERY MUCH, PRESIDENT CORT, MEMBERS OF THE BOARD. I WANTED TO BRING BACK AN UPDATE ON OUR STRATEGIC PLAN, AND WHERE WE ARE WITH OUR PROGRESS. AS YOU CAN SEE, AS I GO THROUGH THE PRESENTATION AND THE CONTENT, IT REALLY WILL HIT --SO, WHAT I WILL BE DOING IS HITTING EVERY GOAL. AGAIN, JUST TO REMIND US WHAT THAT GOAL IS, AND THEN LOOKING AT THE DATA, SO THE PROGRESS OF THE GOAL --SO, WHEN YOU LOOK AT, FOR EXAMPLE, GOALS ONE AND TWO, IT TALKS ABOUT, YOU KNOW, MAKING PROGRESS

035WITHIN THE L.A. MAP, LOOKING AT THE DATA, BUT ALSO, THE WORK THAT IS BEING DONE WITHIN THAT GOAL, AS WELL. SO, I KNOW THAT LAST TIME IT WAS MORE GENERAL. I WANTED TO GET MORE INTO THE SPECIFICS, WITH REGARDS TO THE PROGRESS OF THE GOALS. SO, STARTING OFF WITH STRATEGIC GOAL NUMBER ONE AROUND LITERACY. HERE, THE IMPORTANT PIECE IS THAT OUR KIDDOS, OUR STUDENTS ARE MEETING THEIR GROWTH TARGETS TOWARD PROFICIENCY AND WRITING. AND THE WAY WE ARE MEASURING THIS IS AGAIN, WITH SHORT CYCLE, STANDARDIZED ASSESSMENTS. OUR ASSESSMENTS STRUCTURE IS WITH IREADY, IF YOU RECALL. LAST YEAR, WE HAVE MULTIPLE ASSESSMENTS. THIS YEAR, WE WERE MORE CONSISTENT WITH THE IREADY PIECE. SO, AGAIN, WHEN WE LOOK AT GOAL NUMBER ONE, THAT 100% OF OUR KIDS --BECAUSE THAT IS WHAT WE SHOULD EXPECT, RIGHT, THAT ALL OF

036OUR KIDS ARE MEETING THEIR GROWTH TARGETS. SPECIFICALLY, WITHIN LITERACY. SO, WHEN YOU LOOK AT OUR DATA, SO, THIS IS TELLING US NOW, WHAT IS THE PROGRESS? WHAT IS THE PROGRESS THAT WE ARE MAKING WITHIN THE GOAL? WHAT, BEFORE WE LOOK AT THE DATA, I ALSO WANTED TO KIND OF EXPLAIN A LITTLE BIT ABOUT, IF YOU SEE HERE, WE SEE TYPICAL GROWTH PERCENTAGE, WE SEE STRETCH GROWTH PERCENTAGE, AND ALSO PERCENTAGE ON LEVEL FOR HIGH SCHOOL. SO, TYPICAL GROWTH, WHEN WE SAY THAT, WHEN YOU LOOK AT ELEMENTARY, FOR EXAMPLE, 67% OF OUR KIDS IN ELEMENTARY ARE MAKING PROGRESS TOWARD TYPICAL GROWTH. SO, IN OTHER WORDS, THEY ARE MAKING ONE YEARS GROWTH OF PROGRESS. RIGHT? AND THAT IS, AT THE BARE MINIMUM, WHAT WE WANT TO SEE, RIGHT? SO, THAT IS 67%. WHEN YOU LOOK AT OUR STRETCH

037GROWTH, WHICH IS WHERE WE LOOK AT THE 41%, THIS IS WHERE IT PUSHES STUDENTS BEYOND THE AVERAGE GROWTH TO REACH GRADE LEVEL PROFICIENCY FASTER. SO, THIS DATA GETS TO THE ACCELERATION PIECE THAT IS SO IMPORTANT, ESPECIALLY WHEN YOU LOOK AT --AS WE HAVE BEEN LOOKING AT OUR DATA IN OUR MARTINEZ STUDENT GRAPHICS, WHERE WE SEE THOSE GAPS, RIGHT? IN ORDER FOR US TO CLOSE THOSE GAPS, WE NEED TO ACCELERATE LEARNING AND THAT IS WHERE THE STRETCH GROWTH TELLS US THAT IN GETS US THAT INFORMATION. SO, AGAIN, AS WE LOOK AT OUR DATA HERE, ELEMENTARY, 67% OF OUR KIDS AT THE MIDYEAR POINT, RIGHT, THIS IS MIDYEAR DATA IN IREADY ARE MAKING THEIR TYPICAL ANNUAL GROWTH. SO AGAIN, WHERE ARE WE WITH OUR GOAL? THIS IS THE PROGRESS WE ARE MAKING. BUT, EVEN MORE IMPORTANT IS

038THAT STRETCH GROWTH, AND OUT OF THAT 67%, 41% ARE MAKING PROGRESS TOWARD THEIR STRETCH GROWTH. NOW, THE STRETCH GROWTH IS WHERE WE WANT TO SEE THAT INCREASE, AS WELL, RIGHT? BECAUSE THAT IS WHERE WE ARE GOING TO CLOSE THOSE GAPS. MIDDLE SCHOOL -- SORRY, I'M TRYING TO UNDERSTAND THIS DATA, I WAS LOOKING AT IT, BUT DIDN'T REALLY UNDERSTAND IT, SO THANK YOU FOR THE EXPLANATION. SO, THAT MEANS 33% OF ELEMENTARY STUDENTS ARE NOT SEEING THE GROWTH THAT WE NEED TO SEE? THAT IS CORRECT, THAT TYPICAL GROWTH. OKAY, I GOT IT. THANK YOU. I WAS CONFUSED ABOUT ALL OF THIS. ABSOLUTELY. AND STOP ME, BOARD MEMBERS, AT ANY TIME. MIDDLE SCHOOL, 75%. SO, WE ARE SEEING SOME REALLY GOOD NUMBERS HERE AT THE MIDWAY POINT. BUT AGAIN, AT THE STRETCH GROWTH, WE ARE ONLY SEEING 23%,

039SO WE WANT TO MAKE SURE AS WE ARE LOOKING AT THIS, SO, IN OUR INSTRUCTIONAL FRAMEWORK, OUR PROFESSIONAL LEARNING FRAMEWORK AND STRUCTURE, OUR DATA TALKS, AND OUR DATA PROCESS, THESE ARE THE THINGS THAT, YOU KNOW, AS I HAVE REPORTED IN MY SUPERINTENDENCE REPORT WHEN I AM VISITING SCHOOLS, THESE ARE THE THINGS THAT TEACHERS ARE DISCUSSING. LOOKING AT THEIR DATA, LOOKING AT WHICH KIDS ARE NOT MAKING THEIR STRETCH GROWTH, AND LOOKING AT, WHAT ARE THEIR NEXT STEPS? OH, THAT IS HOW WE SHOULD BE USING IT APPEAR NOT TO SAY, WELL, YOU DIDN'T DO WHAT? IT IS REALLY, WHAT ARE OUR NEXT STEPS AND HOW DO WE SUPPORT KIDS? NOW, WITH HIGH SCHOOL, WITH HIGH SCHOOL IT IS A LITTLE BIT DIFFERENT. THE DATA THAT WE ARE SEEING HERE IS PERCENTAGE ON LEVEL. THERE IS STILL SOME

040NORMING THAT IS HAPPENING ACROSS THE NATION OF HIGH SCHOOL LEVEL WITH IREADY, TO LOOKING AT TYPICAL GROWTH AND STRETCH GROWTH. AS A MATTER OF FACT, SOME OF OUR DATA WILL BE INCLUDED IN THAT, TO THEN REALLY NORM AS WE ARE LOOKING AT, BY NEXT YEAR, WE SHOULD BE LOOKING AT PERCENTAGE OF TYPICAL GROWTH AND STRETCH GROWTH INCORPORATED INTO HIGH SCHOOL. BUT NONETHELESS, WITH HIGH SCHOOL, IT REALLY IS PERCENTAGE ON LEVEL. OUR KIDS, ON LEVEL, BASED ON THE STANDARDS, RIGHT? OUR ELA STANDARDS. AT THE HIGH SCHOOL LEVEL, 16% AT THE BEGINNING OF THE YEAR WERE ON LEVEL. MIDDLE OF THE YEAR, 19%. THIS IS, YOU KNOW --DEFINITELY, WE NEED TO DO BETTER, HERE. NOW, I DID SIT WITH HIGH SCHOOL PRINCIPALS TO DISCUSS THIS SPECIFIC DATA, AND YOU WILL SEE ELA AND MATH VERY SIMILAR. SOME

041OF THE THINGS THAT THEY MENTIONED, THEY ARE HAVING CHALLENGES WITH THE STUDENTS TAKING ASSESSMENTS SERIOUS. AND ATTENDANCE. A FEW OF THE PRINCIPLES TALKED ABOUT, WHEN IT IS TIME TO ASSESS --AND NOT JUST IN IREADY, BUT S.A.T., ET CETERA, THEY DON'T COME TO SCHOOL, THEN THEY COME BACK, THEY HAVE TO MAKE UP TESTS . SO, WE ARE WORKING ON, WHAT CAN WE DO? BECAUSE I CAN TELL YOU, THAT OUR KIDS CAN BE BETTER THAN THAT OF HIGH SCHOOL LEVEL, DEFINITELY. AND OUR HIGH SCHOOL PRINCIPALS REITERATED THAT. BUT, AGAIN, IT IS -- YOU KNOW, THE IMPORTANCE OF HAVING THIS DATA TO ENSURE THAT STRUCTURALLY IT IS ABLE TO SUPPORT OUR KIDS THAT NEED THAT SUPPORT, AND ENSURING THAT WE HAVE RELEVANT DATA WE CAN USE. SO, WE ARE WORKING WITH OUR HIGH SCHOOL PRINCIPALS, WORKING OUT, WHAT

042CAN WE DO? IF IT IS INCENTIVES, ALSO WORKING WITH OUR PARENTS, SENDING THAT MESSAGE OUT. AND IT IS THE SAME WITH S.A.T.s. ONE OF THE THINGS WE WILL BE DOING THIS YEAR IS SUPPORTING OUR HIGH SCHOOLS TO SEND INFORMATION TO OUR PARENTS AND OUR STUDENTS TO MAKE SURE THEY UNDERSTAND THE IMPORTANCE OF THESE ASSESSMENTS. AND IT IS A LITTLE BIT CHALLENGING WHEN, FOR EXAMPLE, IT IS NOT REQUIRED FOR GRADUATION, RIGHT? AND IT IS NOT THAT WE WANT TO REQUIRE THESE, IT IS NOT ABOUT REQUIRING ANYTHING, IT IS ABOUT HAVING THAT REAL-TIME INFORMATION TO BE ABLE TO SUPPORT STUDENTS THROUGHOUT THE YEAR. SO, WORKING WITH THE HIGH SCHOOL PRINCIPALS AROUND THIS. OKAY? ANY QUESTIONS AROUND THIS DATA? WE WILL MOVE INTO -- SUPERINTENDENT? MEMBER FRANK HAS A QUESTION. OH, I'M SORRY. MEMBER FRANK? IT'S REALLY HARD

043TO MOTIVATE STUDENTS TO TAKE A TEST SERIOUSLY, AND THEY KIND OF KNOW IT HAS NO IMPACT ON THEIR LIVES, WHATSOEVER. YEAH. >> SO, I GUESS WE NEED TO BRAINSTORM -- YES. FIGURE OUT WAYS THAT, SOMEHOW, WILL INCREASE THEIR LEVEL OF CONCERN ON THIS MATTER. ABSOLUTELY. AND I THINK PART OF THIS --AND THIS IS SOMETHING THAT WE ARE THINKING THROUGH REALLY INCORPORATING AND THEN AMPLIFYING A LITTLE BIT MORE NEXT YEAR, IS REALLY INCORPORATING STUDENT GOAL PROCESS, SO THAT WHEN YOU ARE SITTING WITH YOUR STUDENTS AND LOOKING AT ESTABLISHING GOALS, AND THIS BEING A PART OF IT, ELEMENTARY DOES A GREAT JOB OF THAT. AS YOU CAN SEE, AND TO SOME DEGREE, MIDDLE SCHOOL, AND SITTING WITH KIDS --AND I HAVE BEEN IN CLASSROOMS, KIDS, I ASK THEM ABOUT THEIR IREADY, THEIR GOAL, AND THEY TELL ME.

044RIGHT? HAVING THOSE CONVERSATIONS WITH STUDENTS. THE OTHER PIECE WE DISCUSSED, IS WHEN YOU THINK ABOUT CAREER, SO WHEN STUDENTS THINK ABOUT AFTER HIGH SCHOOL, WHAT LITERACY LEVEL DO I NEED TO BE AT, TO BE AN ELECTRICAL ENGINEER, A PLUMBER, AN ELECTRICIAN? THERE ARE CERTAIN LITERACY LEVELS THAT YOU NEED, TO BE SUCCESSFUL AT WHATEVER CAREER, AT ANY JOB. SO, TYING THAT, AND I HAVE SEEN THAT IN SOME OF THE OTHER DISTRICTS AND SOME OF THE RESEARCH WE HAVE BEEN LOOKING AT, IS TYING THAT ALSO TO CAREER AND STUDENTS UNDERSTANDING, IF I WANT TO BE, FOR EXAMPLE, AN ELECTRICIAN, WHAT IS MY LEVEL I NEED TO BE AT IN REGARDS TO LITERACY, AND TYING THAT TO THE STUDENT GOALS? SO, THOSE ARE THE TYPES OF THINGS WE HAVE BEEN DISCUSSING WITH OUR PRINCIPALS AROUND THAT. THANK YOU,

045MR. FRANK. SO, I GUESS MY QUESTION WOULD BE, LOOKING AT THE ONES WHO ARE MISSING HERE, THE 33% THAT WE MENTIONED AND THE 25%, I'M NOT GOING TO GO 59, WHATEVER --SO, AND YOU MENTIONED THAT WE ARE KIND OF WORKING WITH THEM MORE CLOSELY, WE ARE LOOKING AT THE GROUPS, BUT IT WOULD BE NICE TO KIND OF CAPTURE THAT BECAUSE THIS INFORMATION COMES TO THE BOARD, YES, IT ALSO GOES TO THE PUBLIC. AND SO, BEING ABLE TO SHARE LIKE, WHAT WE ARE DOING FOR THE ONES THAT ARE NOT MEETING THOSE TARGETS. IN ORDER TO TRY TO GET THEM, YOU KNOW? BECAUSE IT IS ALSO, LIKE, IT IS NOT LIKE IT IS SOME ARBITRARY, LIKE -- EXACTLY. >> THIS IS FOR THEIR OWN, WHERE THEY ARE AT, AND WHATEVER THIS COMPANY IS, BELIEVES THEY CAN SIRKIN

046TARGETS. IT IS STANDARD BASE, YES, CORRECT. NO, DEFINITELY. AND I WILL GO INTO A LITTLE BIT MORE ABOUT WHAT WE ARE DOING WITH PROFESSIONAL LEARNING, ET CETERA. BUT, WHEN YOU THINK ABOUT, FOR EXAMPLE, THAT 33%, NOW WHAT THIS DATA IDENTIFIES IN THE REPORTS AND WHAT WE ARE ABLE TO GAIN FROM THIS, IT TELLS OUR TEACHERS, RIGHT, WHO THOSE KIDS ARE. SO, NO, YOU CAN PULL --YOU KNOW YOUR GROUPS. WHO ARE THE KIDDOS THAT ARE GOING TO NEED MORE ONE ON ONE TIME? IF SO, WHAT I AM HEARING, MEMBER TENORIO WANTS MORE OF, WHAT ARE THE STRATEGIES, INTERVENTIONS THAT WE ARE INCORPORATING FOR THOSE KIDS THAT NEED THAT ADDITIONAL SUPPORT? YEAH. I JUST THINK IT WOULD BE NICE FOR PEOPLE TO KNOW THAT THERE IS STUFF HAPPENING BEHIND THE NUMBERS. EXACTLY. BEHIND THE NUMBERS. ABSOLUTELY. THANK

047YOU. PRESIDENT CORT? YES? >> THE HIGH SCHOOL NUMBERS SEEM TO BE SO FAR OFF. I THINK I CAN BELIEVE THE ELEMENTARY KIDS ARE LITTLE BIT MORE PLIABLE IN WANTING TO SET THOSE GOALS AND DOING IT. I KNOW IN OUR AP COURSES TWO YEARS AGO, WE ARE PULLING AT LEAST 15% OF THE POPULATION OF THE HIGH SCHOOL WITH THE GOAL TO BE 20% OR 25%. YOU CAN CORRECT ME ON HOW MUCH IT IS NOW, BUT IF WE ARE PULLING THAT MANY KIDS INTO THE ACCELERATED BEYOND GRADE LEVEL COURSES, THIS DATA IS JUST SO FAR OFF. EXACTLY. SO, YOU SAID IREADY IS TRYING TO BE -- THE DATA IS TRYING TO BE RE-NORMED. IS IT POSSIBLE FOR IREADY TO BE A GOOD TEST FOR US TO USE? OR, IS THERE SOMETHING ELSE THAT MIGHT MOTIVATE A KID

048MORE? OR, MIGHT BE A USEFUL TEST FOR THEM TO ACTUALLY TRY TO DO WELL? FOR EXAMPLE, COLLEGE INFERENCE TEST. OR, SOMETHING OTHER THAN --THIS TEST JUST DOESN'T SEEM TO BE WORKING. SO, WHAT DO WE DO, BESIDES REFIGURING THE NORMING? BECAUSE I THINK FRANK JUST DID THAT ON THE NOTES, THE KIDS WON'T BE MOTIVATED TO TAKE THAT TEST UNLESS THEY SEE A PAYOFF. I'M JUST EXPRESSING FRUSTRATION, DR. RUIZ. AND MEMBER WOFFORD, WHAT I WILL SAY, IS IN MY OPINION, IT IS NOT THE ASSESSMENT, IT REALLY GOES BACK TO --BECAUSE WHETHER IT IS IREADY, S.A.T., OR HAVING THE SAME CHALLENGES. NOW, WHEN I MENTIONED THE NORMING, THE NORMING WAS SPECIFICALLY FOR THE TYPICAL STRETCH GROWTH. NOW, THIS IS STILL IMPORTANT INFORMATION BECAUSE THIS TELLS US, ARE OUR KIDS ON LEVEL? AND IREADY, AS FAR AS THE CORRELATION

049STUDIES THEY HAVE DONE, IREADY IS ONE OF THE HIGHEST ASSESSMENTS, THOSE INTERIM TYPE OF ASSESSMENTS THAT IS ALIGNED TO THE STATE STANDARDS. SO, BECAUSE THAT IS WHAT WE SHOULD BE MEASURING, OUR KIDS PROGRESSING TOWARD PROFICIENCY IN STATE STANDARDS, AND IREADY DOES THAT. THERE WAS ALSO A CORRELATION STUDY THAT WAS DONE, SPECIFICALLY WITH LCPS WITH S.A.P. AND I SHARE THAT WITH THE ENTIRE BOARD. I ALSO THINK I SHARED IT WITH OUR PRINCIPALS BECAUSE THE OTHER PIECES THEY WERE TALKING ABOUT WAS TEACHERS. TEACHERS FEELING --DOES THIS ASSESSMENT ALIGNED TO STANDARDS? AND WILL IT GIVE US THE CORRELATION TO S.A.T., AND IS THE DATA THERE? IT HAS A HIGH CORRELATION WITH OUR S.A.T., WHICH IS THE END-OF-THE-YEAR ASSESSMENT THAT WE HAVE. SO, THAT WAS A REASON THAT, YOU KNOW, I MADE THE DECISION THAT WE WOULD EXPAND IREADY

050AND HAVE IREADY AS OUR PLATFORM, BECAUSE THAT GAVE US THE BEST INFORMATION, THE BEST DATA IN ALIGNMENT TO STANDARDS, AND AT THE SECONDARY, ALSO, WITH CORRELATION TO S.A.T. AND AGAIN, THAT IS ON THE MAP SIDE. NOW, WE ARE GOING TO BE LOOKING AT A CORRELATION STUDY ALSO ON THE LITERARY SIDE ALSO ON S.A.T. IT GOES BACK TO -- YEAH. HOW DO WE MOTIVATE STUDENTS? AND NOT JUST MOTIVATE THEM, BUT UNDERSTAND THE IMPORTANCE OF THIS. IT IS NOT SOMETHING --SO, WHY -- WHY SHOULD WE --HOW DO WE --AND INCENTIVES IS A PART OF THAT. BUT, WHAT YOU ARE GETTING OUT OF THIS, IS AS A STUDENT, THE SUPPORT YOU WOULD NEED TO SET YOU UP FOR SUCCESS. HOW DO WE COMMUNICATE THAT, AND HAVE THEM UNDERSTAND THAT, RIGHT? AND THAT IS ONE OF THE THINGS I

051MENTIONED, THINKING ABOUT CAREER. YOU KNOW, EVERY STUDENT, THERE IS GOING TO BE SOME TYPE OF GOAL AFTER HIGH SCHOOL AND IF THERE ISN'T, WE NEED TO GET THEM THERE. BUT THEN LOOKING AT, YOU NEED TO ENSURE YOU HAVE A CERTAIN LEVEL OF MATH, CERTAIN LEVEL OF LITERACY, ET CETERA, AND THAT IS WHERE WE WANT TO MAKE SURE WE PREPARE YOU FOR THAT. IT IS, IT IS A STRUGGLE. AND EVEN AT THE MIDDLE SCHOOL, TO SOME DEGREE, BUT AS YOU CAN SEE, WE ARE SEEING A LITTLE BIT MORE PROGRESS, THERE. I'M NOT HEARING THAT AS MUCH FROM MIDDLE SCHOOL, AND OF COURSE NOT ELEMENTARY, IT REALLY IS THE HIGH SCHOOL, AND HOW DO WE FIGURE THAT OUT? AND --GO AHEAD. AND I HAVE NOT LOOKED AT THE DISAGGREGATED DATA FOR INDIVIDUAL KIDS IN THE HIGH SCHOOL.

052BUT, IF WE HAVE 16% FOR LITERACY AND 12% FOR MATH, THAT CAN'T BE THE MEASURE OF WHAT IS ACTUALLY GOING ON. AND I HAVE HAD TEACHERS TELL ME AS MUCH, THAT THE TEST IDENTIFIED AT THIS COMPONENT OF THE STUDENT WAS AFTER WHERE THE TEACHER KNEW VERY WELL THAT THEY COULD INCORPORATE THIS, AS WELL, OR DO SOMETHING ELSE. SO, IT IS BEING ABLE TO TRUST OUR MEASUREMENTS. I HEAR WHAT YOU ARE SAYING, YOU HAVE THE BEST YOU THINK YOU CAN FIND. IS THIS ONE IREADY, OR NO? IREADY, YES. THE OTHER PIECE OF THIS IS --WHEN YOU TALK ABOUT TEACHERS, RIGHT, THIS IS ALIGNED TO THE STANDARDS, SO THIS TELLS US WHERE WE ARE AT. THE OTHER PIECE, WORK TO BE DONE, IS PROFICIENCY SCALES. ALSO, OUR PROFICIENCY SKILLS, ARE THEY ALIGNED, ALSO, TO WHAT IREADY IS

053ASSESSING? SO, THOSE ARE SOME OF THE THINGS WE ARE GOING TO BE REVIEWING, TO MAKE SURE THERE IS ALIGNMENT, AS WELL, BECAUSE WHAT WE ARE TELLING TEACHERS, THIS IS WHAT YOU SHOULD BE TEACHING, BUT THEN IT IS NOT ALIGNED WITH THE ASSESSMENT, SO THAT IS THE OTHER PIECE, THERE IS SOME WORK TO BE DONE. AT THE END OF THE DAY, THIS IS ASSESSING STANDARDS, AND WE SHOULD BE TEACHING STANDARDS, RIGHT? THESE ARE THE STATE STANDARDS. AND, AGAIN, THIS DOESN'T MEAN THAT OUR KIDDOS ARE NOT DOING WELL, AND THIS IS ONE DATE OF , BUT KEEP THAT IN MIND, THIS IS ONE DATA POINT. WE JUST HAVE TO MAKE SURE THAT AS WE ARE USING THIS INFORMATION, THAT IT IS INFORMATION WE CAN UTILIZE TO SUPPORT KIDS. AND YOU ARE RIGHT. I GUARANTEE YOU, WE LOOK

054AT SOME OF THE INDIVIDUAL STUDENTS, I AM SURE THAT WE WILL SEE --THERE IS NO WAY A STUDENT IS PERFORMING AT THIS LEVEL. DOES THIS CORRELATE TO OTHER MEASUREMENTS THAT KIDS MIGHT TAKE? I AM NOT SURE --I KNOW S.A.T., LIKE I SAID, I KNOW WE DID CORRELATION STUDIES SPECIFICALLY IN OUR DISTRICT FOR LITERACY, AND THE MATH IS COMING. THANK YOU, I APPRECIATE THAT. AND WE WILL CONTINUE, THIS IS SOMETHING THAT WE WILL CONTINUE TO ANALYZE AND STUDY, ABSOLUTELY. ABSOLUTELY. THANK YOU. AND -- OH, SORRY, MEMBER FRANK? IT SEEMS TO ME THAT EVERY ENGLISH TEACHER COULD ASSESS WHETHER THEIR STUDENTS ARE AT THE PROPER LEVEL, WITH REGARDS TO THEIR LITERACY. I MEAN, WE COULD ALMOST DO THIS INTERNALLY. I MEAN, SO -- AND THIS NUMBER THAT WE GET, IT GETS OUT INTO THE PUBLIC AND, YOU

055KNOW, WE BELIEVE IN ACCOUNTABILITY AND THEY ARE LOOKING AT IT LIKE, WHAT THE HECK ARE THESE PEOPLE DOING, IF ONLY 16% OF THE PEOPLE ARE GETTING ANYTHING OUT OF ALL OF THIS MONEY WE ARE SPENDING? AND SO, I DON'T KNOW, IS THERE ANOTHER WAY THAT WE CAN COME UP WITH THESE NUMBERS, AND JUST ASK THE TEACHERS OF THESE STUDENTS? WHETHER THEY ARE, YOU KNOW, MEETING THE STANDARD OF LITERACY THAT IS APPROPRIATE FOR WHATEVER LEVEL THEY ARE AT. ABSOLUTELY. I MEAN, I THINK AS FAR AS, WHEN YOU THINK OF COMMON FORMATIVE ASSESSMENTS, THOSE THINGS THAT ARE BEING CREATED AT OUR SCHOOLS, BY OUR TEACHERS, BUT AT THE END OF THE DAY -- AND I HEAR YOU, AND I AM WITH YOU 100% --BUT OUR PRINCIPLES, WE ALSO STRUGGLE, AND WE HAVE THE CHALLENGES NOW, WHERE WE

056HAVE THESE SCHOOL DESIGNATIONS AND WHAT IS THAT BASED ON? AN ASSESSMENT THAT IS ASSESSING STATE STANDARDS. RIGHT? S.A.T., THE SAME THING. WHAT IS THAT BASED ON? IT IS BASED ON STANDARDS, CERTAIN STANDARDS. SO, THAT IS WHAT IS OUT THERE, THAT IS WHAT IS PUBLISHED, ET CETERA. BUT, AGAIN, IT GOES, TO ME, AT THE END OF THE DAY, IT IS, HOW DO WE SUPPORT STUDENTS? AND WHAT ARE THE TOOLS THAT WE HAVE TO BE ABLE TO DO THAT? AND AGAIN, HOW ARE WE --WE STILL HAVE TO DEAL WITH --AND I HATE TO USE THAT WORD, "DEAL," BUT WE STILL HAVE OUR SYSTEM OF ACCOUNTABILITY AT THE STATE LEVEL, ET CETERA, WHICH, AGAIN, IS BASED ON STATE STANDARDS, AND WE HAVE TO LOOK AT HOW ARE WE DOING, AND WHAT IS OUR PROGRESS WITHIN THAT. BUT, I

057AGREE, TEACHERS COULD TELL YOU, THEY ARE AT THE STANDARD. BUT, THEN, WHEN YOU LOOK --AND YOU START CORRELATING IT WITH ASSESSMENT SCORES AND THERE IS A GAP THERE, RIGHT? AND EVEN GRADES, SOMETIMES, YOU CAN HAVE STUDENTS THAT ARE RECEIVING A's AND B's, BUT THEY ARE NOT PERFORMING VERY WELL ON THEIR S.A.T.s. SO, WHERE IS THE GAP THERE? AND WHERE IS THE DISCONNECT? THAT IS WHERE WE NEED TO COME TOGETHER AND ENSURE THAT, WE ARE SUPPORTING OUR KIDS AS BEST AS POSSIBLE AND PREPARING THEM, ALSO. YEAH, I AGREE. I WAS -- YOU KNOW, CLASSROOM TEACHERS, RIGHT? WE KNOW OUR KIDS. AND SOMETIMES, IT IS, WHAT HAPPENED, HERE? I KNOW YOU CAN DO BETTER. SO, THAT IS A CONVERSATION WE ARE HAVING. I THINK PART OF THAT, TOO, IS REALLY GETTING OUR TEACHERS' PERSPECTIVES ON THIS, AS

058WELL. SO, MORE WORK TO BE DONE AROUND THIS, ESPECIALLY AT THE HIGH SCHOOL LEVEL. SO, I WILL KEEP YOU POSTED. THANK YOU. PRESIDENT CORT? >> YES? I DON'T WANT TO DELAY ON THE POINT, BUT -- YOU ARE. >> JUST ONE THING, I WAS LOOKING AT THE HIGH SCHOOL KIDS, SO I THINK WE HAVE TO THINK ABOUT LOTS OF THESE HIGH SCHOOL KIDS PROBABLY ENROLLED IN SCHOOL IN 2012, 2013. THIS IS WHEN THE STATE OF NEW MEXICO REALLY LEANED INTO TESTING. SO, THESE KIDS HAVE BEEN TESTED TO DEATH. AND THEN, I ALSO JUST --AND THEN, THEY HAD A PANDEMIC THAT DISRUPTED A YEAR AND A HALF OF THEIR EDUCATION EXPERIENCE. SO, I THINK THERE IS --I DON'T KNOW. THAT DATA JUST SEEMS --IT IS WEIRD DATA. IT IS. IT IS. AND THAT IS WHY I WANTED

059TO BRING UP, AGAIN, IT GOES BACK TO TRANSPARENCY. WHERE ARE WE, KNOWING THAT OUR KIDDOS ARE DOING BETTER? SO, LIKE I SAID, MORE WORK TO BE DONE AROUND THAT. BUT, YOU KNOW, IT IS LIKE --AND I AM GOING TO GO, NOT QUICKLY, BUT IF YOU LOOK AT THE --AS WE HAVE BROKEN IT DOWN, DISAGGREGATED, FOR EXAMPLE, THIS IS LITERACY K5, WHERE WE HAVE ALL STUDENTS, AND THEN IN OUR GHAZI MARTINEZ, YOU CAN SEE THERE IS SOME PROGRESS THERE WITH OUR GHAZI MARTINEZ GROUPS, YOU CAN SEE OUR NATIVE AMERICANS HAVING SOME OF THE HIGHEST ABOVE JUST THE ALL STUDENT AVERAGE IN 78%, OUR ECONOMICALLY DISADVANTAGED. SO, WE ARE VERY CLOSE TO, WHEN YOU LOOK AT SOME OF OUR GAPS, WITH THE TYPICAL GROWTH, YOU HAVE SEEN SOME GOOD NUMBERS, THERE, SOME GOOD PERCENTAGES WITH OUR GHAZI

060MARTINEZ, SO WE ARE MAKING --AGAIN, THIS IS ELEMENTARY, KEEPING IN MIND THIS IS ELEMENTARY. LOOK AT THE NATIVE AMERICAN GROUP IN ELEMENTARY, 45% ARE WITHIN THAT 78% GROUP ARE MAKING PROGRESS TOWARD THAT STRETCH GOAL. AND SOME OF THE OTHER STUDENTS WHO WANT TO INCREASE THAT PERCENTAGE, KEEPING IN MIND THIS IS MIDDLE OF THE YEAR DATA, AS WELL. THIS IS OUR MIDDLE SCHOOL, YOU CAN LOOK AT OUR ECONOMICALLY DISADVANTAGED, 78% OF OUR KIDS MAKING TYPICAL GROWTH. WHICH AGAIN, THAT SHOULD BE OUR BARE MINIMUM, BUT LOOKING AT OUR --THIS IS WHERE I THINK THERE IS SOME WORK TO BE DONE WITHIN THAT STRETCH GOAL AGAIN TO NARROW THOSE GAPS. AND THOSE ARE THE CONVERSATIONS, WHEN YOU THINK ABOUT OUR SITE SUPPORT TEAMS THAT ARE SUPPORTING OUR SCHOOLS DURING THOSE PLC TIMES AND THOSE DATA DIVES THAT ARE

061HAPPENING, THESE ARE THE CONVERSATIONS THAT ARE HAPPENING. SO, THIS IS MIDDLE SCHOOL. GO AHEAD. I HAVE A QUESTION. AS FAR AS THE --LIKE, WE ARE LOOKING AT LCPS AND I DON'T KNOW WHAT THE COMPARISON IS. LIKE, I DON'T KNOW IF WE SHOULD COMPARE, BUT WHAT I AM THINKING OF, IF YOU ARE NOT HAVING GROWTH, THEN ARE YOU AT LEAST MEETING WHERE WHAT THEY CALL --EITHER THERE IS PROFICIENCY, OR THERE IS BELOW PROFICIENCY, BUT WHEREVER YOU ARE AT --LIKE, IF YOU ARE JUST STAYING, MAINTAINING AT THAT, THAT IS NOT BAD. I MEAN, I DON'T KNOW WHERE EVERY CHILD IS, AS FAR AS, MAYBE WE HAVE LOW PROFICIENCY OVERALL. YOU KNOW, WE DO WANT TO BUMP UP HOW THEY ARE DOING. IT'S JUST, I DON'T --I GUESS I FEEL LIKE WHEN iReady PUTS THESE GRAPHS TOGETHER, WHAT

062IS THE EXPECTATION? LIKE, WHEN YOU SHED ALL OF THE OTHER, LIKE, WE HAVE THIS --WE ARE EMERGING BILINGUAL SO IT IS DIFFICULT FOR THIS, OR THIS CHALLENGE, OR THIS CHALLENGE, THIS IS A TYPICAL STUDENT, WHATEVER THAT MEANS, WHAT DOES THAT MEAN FOR iREADY? BECAUSE IT IS THAT WHAT WE ARE BEING COMPARED TO, OR THAT IS WHAT THE ASSESSMENT IS? THE ASSESSMENT IS ASSESSING THE STATE STANDARDS, SO WHEN STUDENTS TAKE THE ASSESSMENT, WHAT THIS DATA TELLS US, HOW ARE THEY PROGRESSING TOWARD MEETING THAT STANDARD? SO, WHEN THE STATE STANDARDS WERE DEVELOPED, AND I KNOW NEW MEXICO STATE STANDARDS ARE VERY MUCH MIRRORING -- COMMON CORE. >> YES, COMMON CORE. WASN'T EXPECTING A CERTAIN PERCENTAGE OF STUDENTS TO BE KIND OF IN THE MIDDLE, AND A CERTAIN PERCENTAGE TO BE A BELL CURVE TYPE OF THING? SURE

063ENOUGH. DR. WENDI CAN ANSWER THAT. BUT, THIS DATA IS OUR STUDENTS DATA, BASED ON STANDARDS, RIGHT? BASED ON THE ASSESSMENT. SO, NOW, WE ARE THE ONES, THE RC TEAM ARE THE ONES THAT PUT THIS INFORMATION TOGETHER, BASED ON THE ASSESSMENT DATA WE ARE GETTING. BUT, WHAT YOU ARE ASKING IS, WHAT ARE THEY COMPARED TO? I GUESS, WHAT IS THE EXPECTATION? LIKE, WHERE WE ARE AT, CAN BE -- I AM JUST IMAGINING, IT CAN'T BE TERRIBLE, BECAUSE I SEE THINGS TO CELEBRATE, HERE. YEAH, NO, DEFINITELY. I SEE A LOT OF GOOD, HARD WORK HAPPENING HERE. IT IS JUST THE GOAL WAS TO BE AT 100% MEETING THE GROWTH TARGETS. IT IS LIKE, MAYBE WE ARE RECOGNIZING THAT THAT IS A STRETCH. WELL, AND BEFORE DR. WENDI ANSWERS SOME OF THAT, DEFINITELY, MEMBER TENORIO, MEMBERS OF THE

064BOARD, THERE ARE CELEBRATIONS. BECAUSE, FOR EXAMPLE, WHEN YOU JUST LOOKED REALLY QUICKLY AT THIS DATA, ECONOMICALLY DISADVANTAGED, 78% OF OUR KIDS, WE SET A GOAL OF 100% AND 78% ARE MAKING PROGRESS. THIS IS ALL GROWTH, THERE IS NO STAGNATION ON THIS CHART, HERE. ABSOLUTELY. DR. WENDI? >> THANK YOU, PRESIDENT CORT, MEMBER TENORIO. SO, WHEN WE ARE LOOKING AT THESE DATA IT REALLY IS, AGAIN, BACK TO GROWTH. AND IF OUR GOAL IS PROFICIENCY, FOR EVERY STUDENT TO BE A PROFICIENT READER, PROFICIENT AT GRADE LEVEL, MATHEMATICS, WE CAN'T GET TO PROFICIENCY WITHOUT GROWTH. WHEN WE ARE LOOKING AT WHERE STUDENTS ARE, YOU KNOW, WE HAVE STUDENTS THAT ARE ONE OR MORE GRADE LEVELS BEHIND. AND SO, WHAT TEACHERS AND SCHOOLS USE THESE DATA FOR IS TO REALLY HONE IN ON THE STUDENTS THAT ARE NOT REPRESENTED, HERE.

065SO, THESE STUDENTS THAT ARE NOT GROWING, THAT ARE NOT SHOWING GROWTH, AND WE JUST MEET WITH iREADY FREQUENTLY, TO TALK ABOUT DATA. ONE OF THE SUGGESTIONS I MADE TO OUR SCHOOL SUPPORT TEAMS IS TO REALLY FOCUS ON THOSE REPORTS FOR STUDENTS THAT ARE --SORRY --THAT ARE NOT SHOWING GROWTH AND EXAMINE WHY. IS IT AN ABSENCE PROBLEM? IS IT --YOU KNOW, WHAT IS IT? WHERE ARE THE STRUGGLE? ARE THEY BEING EVALUATED FOR A LEARNING DISABILITY? YOU KNOW, WHERE ARE THEY? WHAT INTERVENTIONS ARE WE USING? ARE WE USING THE RIGHT INTERVENTIONS? DO WE NEED TO SHAKE THINGS UP, AND TRY SOMETHING DIFFERENT? SO, YOU ARE RIGHT. THIS IS GOOD NEWS. OUR STUDENTS ARE SHOWING GROWTH. I THINK NOW, THE FOCUS SHIFTS, REALLY, TO OUR STUDENTS WHO AREN'T SHOWING GROWTH, AND REALLY EXAMINING WHY, AND PUTTING A HIGH

066LEVEL OF ATTENTION ON THOSE INDIVIDUAL STUDENTS. AND THAT IS WHAT THIS PLATFORM IS REALLY GREAT FOR. FOR DRILLING DOWN TO THE INDIVIDUAL STUDENT, AND WHERE THEY ARE, AND WHERE THEY ARE PERFORMING IN CERTAIN STANDARDS. THANK YOU. I DIDN'T REALLY HAVE A QUESTION, I WAS JUST LIKE REALLY FINDING MY OWN -- TRYING TO MAKE SENSE OF THIS. YEAH. SO, WHEN YOU ARE LOOKING AT THIS, AND AS WE ARE LOOKING AT THIS, AS AN INSTRUCTIONAL STAFF, IT IS LIKE, WELL, WHAT ARE WE MISSING? SO, REALLY, THAT PIECE --AND THAT WAS MY QUESTION WHEN WE WERE MEETING WITH FOLKS FROM iREADY --WAS, SHOW US, HOW CAN WE DRILL DOWN TO THESE STUDENTS? SO, THEN, OUR CONTENT SPECIALISTS ARE IN THE SCHOOLS, PROVIDING SUPPORT, WORKING WITH TEACHERS, AND IN THOSE PLCS, THEY CAN KIND OF PUT A HYPERFOCUS ON

067THOSE STUDENTS THAT, FOR SOME REASON, ARE NOT SHOWING GROWTH. SO, YOU KNOW, THAT IS, AGAIN, THAT IS HOW WE GET TO PROFICIENCY. WE HAVE TO START GROWING SO WE GET THERE. DID YOU HAVE ANOTHER QUESTION? DOES iREADY --DO YOU HAVE ACCESS TO ANY OTHER COMPARATIVE DATA WITH DISTRICTS? I KNOW IT IS NOT A GOOD THING, BUT I AM JUST CURIOUS, IF THEY HAVE SIMILAR DEMOGRAPHICS, OR WHATEVER, LIKE, HOW ARE WE DOING? OR, PEOPLE ALWAYS SAY, "LOOK AT MISSISSIPPI," OR, LOOK AT WHATEVER, AND YOU ARE LIKE, WHAT DID THEY DO DIFFERENTLY? IN NEW MEXICO, IS ANYBODY DOING ANYTHING DIFFERENTLY? SO, THANK YOU FOR THE QUESTION. IS IT US? >> SO, THE STATE SAYS WE HAVE TO DO INTERIM ASSESSMENTS, BUT WE CAN CHOOSE WHICH ONES TO USE. SO, OTHER DISTRICTS MAY BE USING I'M ALSO CORRELATED

068TO THE SUMMATIVE ASSESSMENT, SOME DISTRICTS USE THAT. WE USE iREADY. THERE MAY BE OTHER DISTRICTS THAT ARE USING IT, AND THERE ARE DISTRICTS THAT, YOU KNOW, NATIONALLY, THAT ARE USING THESE ASSESSMENTS. AND AGAIN, WE PROBABLY COULD, IF WE WANTED TO, GET SOME COMPARATIVE DATA. BUT, YOU KNOW, TIME IS LIMITED. AND REALLY, LIKE I SAID, HONING IN ON WHERE OUR INDIVIDUAL STUDENTS ARE, AND WHAT WE CAN DO, YOU KNOW, THE SUMMATIVE ASSESSMENT AT THE END OF THE YEAR IS A TIME WHEN WE CAN REALLY COMPARE OURSELVES TO LIKE DISTRICTS WITH SIMILAR DEMOGRAPHICS. AND THAT IS PART OF WHAT WE SEE AND IN VISTAS, BEING ABLE TO LOOK AND LOOK AT OTHER DISTRICTS, OTHER SCHOOLS OF COMPARATIVE SIZE, WITH COMPARATIVE DEMOGRAPHICS, AND KIND OF ENGAGE -- OR, GAUGE WHAT WE ARE DOING, AND POST WHAT WE ARE

069DOING. AND I WILL ADD TO THAT, PRESIDENT CORT, MEMBER TENORIO, YOU KNOW, WHAT WE WANT TO FOCUS IN ON IS, WHAT IS THE EXPECTATION FOR US, IN OUR STATE? THAT IS OUR STANDARDS. WHEN WE COMPARE TO OTHER STATES, YES, THERE ARE SOME THAT HAVE ADOPTED COMMON CORE, BUT THERE ARE DIFFERENT STATE STANDARDS, AS WELL. SO, WE JUST HAVE TO BE CAREFUL. WHAT I WOULD SAY TO THAT IS, I WOULD RATHER US FOCUS IN ON WHAT WE ARE DOING FOR WITHIN OUR STATE, WITHIN OUR DISTRICT, AND FOCUS IN ON --BACK TO DR. WENDI'S POINT --ON, HOW ARE WE SUPPORTING OUR KIDS? AND THE COMPARISON, I THINK, IS A GOOD THING, EVENTUALLY. YOU DO THAT, YOU RECALL, WE LOOK AT, HOW DO WE COMPARE TO THE REST OF THE STATE, WHEN WE LOOK AT THE STATE ASSESSMENT?

070AND YOU RECALL, LAST TIME I REPORTED THAT OUT IN SEVERAL AREAS, WE ARE ABOUT THE STATE AVERAGE, WHEN IT COMES TO LITERACY, MATH, EVEN GRADUATION RATES. SO, WE DO COMPARE ACROSS THE STATE. AND SO, WHAT I WOULD --WHAT I WOULD SAY, IS FOR US TO FOCUS OUR RESOURCES AND OUR TIME FOR THIS, RIGHT? SO, HOW ARE WE DOING IN WHAT THE EXPECTATION IS, FOR OUR STATE? OKAY. >> BUT, THANK YOU. YEAH, THAT IS A GREAT QUESTION. THANK YOU. >> DID YOU HAVE A FOLLOW-UP? I SAID THANK YOU. I THOUGHT YOU HAD A FOLLOW-UP. THE STUDENTS TAKE A SIGNIFICANT AMOUNT OF TIME TO TAKE iREADY OR IS LITERACY DONE IN ONE DAY? WHAT IS THE WINDOW? AND DOES IT HINGE ON THE INSTRUCTIONAL TIME? SO, PRESIDENT CORT, MEMBER WOFFORD, THAT IS A GREAT QUESTION. SO, THE

071ASSESSMENT SHOULD BE ABLE --STUDENTS SHOULD BE ABLE TO COMPLETE THE ASSESSMENT IN A CLASS PERIOD OR TWO. YOU KNOW, WE, OBVIOUSLY, WANT TO GIVE STUDENTS OUT OF BOOK TIME TO BE ABLE TO DO THEIR BEST, NOT HAVE TO RUSH THROUGH IT. YOU KNOW, WE DO LOOK AT WHAT IS CALLED CLICK RATES, TO SEE IF STUDENTS ARE JUST CLICKING THROUGH QUICKLY, AND THAT WILL FLAG AND WE CAN KIND OF SET THAT DATA ASIDE. YOU KNOW, ANY TIME YOU ARE GETTING AN ASSESSMENT, IT HAS AN IMPACT ON INSTRUCTION, BUT THESE ASSESSMENTS ARE, YOU KNOW, A COUPLE OF TIMES A YEAR. SO, IT IS NOT EVERY MONTH, OR EVERY QUARTER TYPE THING. IT IS A TWO WEEK WINDOW? OR, HOW WIDE IS THE WINDOW? YEAH, I BELIEVE IT IS A TWO WEEK WINDOW, AND WE TRY TO KEEP

072EVERYONE, YOU KNOW, WITHIN THE WINDOW. AND THE OTHER THING, WHEN WE STARTED COMPARING, EITHER TO OTHER DISTRICTS IN NEW MEXICO --AND THIS GOES BACK TO THE PREVIOUS CONVERSATION --WE ARE ASSESSING THE STANDARDS THAT WE ARE TEACHING AT THE TIME, WHEN WE ARE TEACHING THEM, AND OTHER DISTRICTS, OTHER SCHOOLS MAY HAVE ORGANIZED THEIR STANDARDS DIFFERENTLY, AND THE PACING MAY BE DIFFERENT. SO, REALLY, FOCUSING ON WHAT WE ARE DOING AND LOOKING AT YEAR-OVER-YEAR, HOW DO KIDS PERFORM IN THIRD GRADE, HOW ARE THEY DOING IN FOURTH GRADE? DOING THOSE TYPES OF COMPARISONS. THANK YOU. SOME TEACHERS ARE THERE CLASS TIME IS PRECIOUS. I WAS ONE OF THOSE. ABSOLUTELY. AND PRESIDENT CORT, MEMBER WOFFORD, THAT IS THE OTHER PART OF THE CONVERSATION WITH OUR HIGH SCHOOL PRINCIPALS, ALSO LOOKING AT OUR ASSESSMENT CALENDAR AND MAYBE HAVING SOME FLEXIBILITY TO

073ENSURE THAT, FOR EXAMPLE, WE ARE NOT TAKING THESE ASSESSMENTS, LIKE DURING FINALS, OR RIGHT AFTER FINALS, OR RIGHT BEFORE, RIGHT? THOSE ARE THE THINGS WE WILL BE LOOKING AT, AS WELL, AND THE FLEXIBILITY ON THAT. AND IF YOU JUST WANT TO STAY UP HERE, DR. WENDI? SURE. THE CHAIR WORKS. YOU WANT TO GET YOUR STEPS IN, WE GO BACK AND FORTH. BUT, GOING INTO HIGH SCHOOL --AND AGAIN, THIS IS BEGINNING OF THE YEAR, WHICH IS OUR ORANGE, MIDDLE OF THE YEAR. BUT, AGAIN, THIS IS BACK TO MEMBER TENORIO, THESE ARE CELEBRATIONS, TOO, WE ARE SEEING GROWTH ALONG WITH ALL OF THE CHALLENGES SO WE ARE CELEBRATING THAT WE ARE SEEING SOME GROWTH. BUT, I REALLY FEEL THAT WITH OUR HIGH SCHOOL, ESPECIALLY THOSE STUDENT GOALS, IS WHERE WE REALLY NEED TO HONE IN ON AND

074FOCUS IN ON. MOVING INTO STRATEGIC GOAL NUMBER TWO WITH MATH, AGAIN, VERY SIMILAR GROWTH TARGETS. SO, LOOKING AT THE ELEMENTARY, MIDDLE, AND HIGH. TYPICAL GROWTH, STRETCH GROWTH, LOOKING AT 53%, AND THEN STRETCH GROWTH LIKE 35%. AGAIN, LIKE I MENTIONED EARLIER, HIGH SCHOOL, VERY SIMILAR WITH REGARD TO SIMILARITY TO LITERACY. AGAIN, DEFINITELY SOME CELEBRATIONS, I THINK YOU SEE THE PERCENTAGES, NOT AS HIGH AS WE SAW IN LITERACY. BUT, EVEN THEN, AS WE LOOK AT THE MIDDLE OF THE YEAR, OUR TYPICAL GROWTH, FOR THE MOST PART, ARE WITHIN THAT 50% RANGE, RIGHT? AND THEN, EVEN THE TYPICAL GROWTH, WE ARE STILL WITHIN THAT 35% RANGE ACROSS THE BOARD. AND THIS IS, REALLY, A CELEBRATION. BECAUSE AGAIN, THAT TYPICAL GROWTH IS A POINT FOR THOSE GAPS. SO, THIS IS K THROUGH FIVE, OUR MIDDLE SCHOOL. AGAIN, WE HAVE

075BEEN, AS YOU ALL KNOW, MIDDLE SCHOOL, WE STRUGGLE A LOT AND YOU HAVE SEEN SOME PROGRESS HERE WITH OUR KIDDOS HITTING THAT TYPICAL GROWTH. AGAIN, MIDDLE OF THE YEAR. DO WE WANT TO SEE BETTER? BUT THE OTHER PIECE I WANTED TO MENTION IS THAT THIS TAKES TIME. RIGHT? AS YOU ARE SHIFTING A SYSTEM, AS WE JUST ROLLED OUT INSTRUCTIONAL FRAMEWORKS, THIS IS THE FIRST YEAR REALLY INTO THAT INSTRUCTIONAL FRAMEWORK. THE FIRST YEAR INTO THE POC PROCESS, OUR DATA DIVES, AND ALL OF THAT, SO IT IS GOING TO TAKE TIME. KNOWING THIS IS THE FIRST YEAR, I DO WANT TO SAY THAT THESE ARE CELEBRATIONS BECAUSE, YOU KNOW, IN TALKING TO THE TEAM, IN PREVIOUS YEARS, WE WOULD SEE THE OPPOSITE, WE WOULD SEE MORE ON THE NEGATIVE SIDE, WHERE KIDS WERE NOT MAKING GROWTH, AND

076SO THEY ARE MAKING GROWTH, WE ARE SEEING THAT AND THAT IS GOOD TO SEE. HERE, AS FAR AS MATH AGAIN, BEGINNING OF THE YEAR, MIDDLE OF THE YEAR TO CELEBRATION, WE ARE SEEING DATA GROWTH. ESPECIALLY WHEN YOU LOOK AT THE ECONOMICALLY DISADVANTAGED DEMOGRAPHIC. AND SO, MOVING INTO THE PROGRESS OF THE WORK, SO, HERE, WHAT I WANTED TO HIGHLIGHT, MORE ABOUT THE PROFESSIONAL LEARNING THAT IS HAPPENING, OUR MAIN GOAL WITH OUR PROFESSIONAL LEARNING HAS BEEN TO ESTABLISH A COMMON UNDERSTANDING OF OUR EQUITY DRIVEN STANDARDS-BASED LEARNING FRAMEWORK BECAUSE THAT IS OUR FRAMEWORK. EQUITY DRIVEN. OUR FIRST PL SESSION THIS YEAR WAS DEDICATED TO ESTABLISHING A KNOWLEDGE AND RESEARCH FOUNDATION FOR ALL OF OUR TEACHERS. AND THROUGH THE PROFESSIONAL LEARNING, WE HAVE COLLECTED DATA THROUGH OUR INSTRUCTIONAL WALKS, MANY OF YOU HAVE BEEN A PART OF THAT. ALSO,

077THE DATA HAS CONSISTENTLY INFORMED THE STEPS TAKEN INTO PLANNING PL. SO, AS WE TAKE THE DATA, THAT ALSO INFORMS HOW WE MOVE FORWARD WITH OUR PROFESSIONAL LEARNING, BUT ONE OF THE HIGHLIGHTS, THE ONE I WANTED TO MENTION IS OUR FEBRUARY 18th PL SESSION. THIS IS WHERE OUR PROFESSIONAL LEARNING DEVELOPMENT TEAM IS ANALYZING PL NEEDS. SO, HOW DO WE DIFFERENTIATE PROFESSIONAL LEARNING? AND OUR CAMPUS ADMINISTRATORS THEN SELECTED THE SESSIONS THAT THEIR STAFF, FOR THEIR STAFF THAT THEY WOULD ATTEND BASED ON THEIR SPECIFIC NEEDS SO WHAT WE HAVE IDENTIFIED IS REALLY THE MAIN COMPONENT IS INTERACTIVE PROCESSING STRUCTURES, THREE MOMENTS IN A LESSON. AS YOU GO THROUGH YOUR LESSON PLANNING, AS YOU ARE PREPARING YOUR STUDENTS, ALSO, THE INTERACTIVE PROCESS STUDENTS INTERACTING WITH CONTENT. NOW PRINCIPALS HAVE THAT FLEXIBILITY TO THEN CHOOSE WHAT WORKS BEST FOR THEIR

078CAMPUS, SO AS WE ARE DIFFERENTIATING THE PROFESSIONAL LEARNING. THIS SHOWS -- JUST SHOWS WHERE WE ARE, WHAT IS THE PROGRESS THAT WE ARE MAKING WITH IMPLEMENTING OUR INSTRUCTIONAL FRAMEWORK. AND THIS IS SOME OF OUR INSTRUCTIONAL DATA. SO, THE LEARNING WALK INDICATORS, YOU SEE THE FOUR INDICATORS THAT WE ARE FOCUSING IN ON, AND WHAT IS THE PROGRESS BEING MADE? THE BLUE, IF YOU CAN SEE THAT, THAT IS KIND OF THE BEGINNING OF THE YEAR, SO WE HAD OVER 2300 OBSERVATIONS. RIGHT NOW, WE ARE IN THE PROCESS OF OUR INSTRUCTIONAL WALKS, AS WE SPEAK. SO FAR, WE HAVE CONDUCTED 1100 OBSERVATIONS. AGAIN, YOU CAN SEE THERE ARE STILL SOME AREAS TO CELEBRATE WHEN YOU LOOK AT STUDENTS' KNOWING AND UNDERSTANDING OF WHAT THEY ARE LEARNING. CAN THEY ARTICULATE THEIR LEARNING? ARE THEY ENGAGED IN ACADEMIC DISCOURSE? AND

079ARE THEY USING INTERACTIVE PROCESSING STRUCTURES? THIS IS THE AREA WHERE I FEEL THAT, AS YOU CAN SEE, ESPECIALLY IN AREAS OF THE ACADEMIC DISCOURSE PIECE AND INTERACTIVE STRUCTURES, THERE IS SOME WORK TO BE DONE. BUT, WE ARE SEEING PROGRESS. WE DEFINITELY ARE SEEING PROGRESS. WHERE YOU WANT TO SEE IN THE DATA IS MORE OF THE HIGHER PERCENTAGES --EITHER ALL OR MOST STUDENTS, AND LOWER PERCENTAGES IN OR NOT OBSERVED, OR EVEN SOME STUDENTS. SO, AS YOU ALL KNOW, IT TAKES 4 TO 5 YEARS TO REALLY MOVE THE SYSTEM. AGAIN, THE CELEBRATION HERE IS THAT WE ARE SEEING PROGRESS AND THAT IS ABOUT THE GROWTH PIECE, RIGHT? AS WE ARE SEEING STUDENTS GROW, WE ARE SEEING THE SAME THING WITH OUR TEACHERS, AS WELL. SO, STRATEGIC GOAL NUMBER THREE. SUPERINTENDENT? >> MEMBER FRANK HAD A QUESTION. I'M

080SORRY. TRAINEE? DO STUDENTS KNOW AND UNDERSTAND WHAT THEY ARE LEARNING? I'M LOOKING AT THAT 55%. SO, IS THAT 55% OF THE OBSERVERS BELIEVED THAT? SO, IN THE CLASSROOMS, AS WE ARE VISITING CLASSROOMS, THAT MEANS WE SAW 55% OF THE TIME, WHERE WE SAW ALL OR MOST STUDENTS UNDERSTOOD OR KNEW OR UNDERSTOOD WHAT THEY WERE LEARNING. NOT NECESSARILY 55% OF STUDENTS THAT WE SAW THAT, IT WAS OBSERVED, 55% OF THE TIME THAT WE WERE IN THE CLASSROOM. OF THE PEOPLE THAT WERE IN THE CLASSROOM? YES, OF THE STUDENTS. WERE REACTING TO WHAT THEY WERE SEEING, 55% OF THOSE PEOPLE HAD THE BELIEF THAT -- YES. >> ALL STUDENTS UNDERSTOOD? YES. SO, WHEN YOU THINK ABOUT 2300 -- AND IT IS NOT 55% OF THE STUDENTS? NO, IT WOULDN'T BE 55%. I JUST WANTED TO CLARIFY. SO,

081OUT OF THOSE 2362 OBSERVATIONS, 55% OF THE TIME, WE SAW THAT STUDENTS KNEW OR UNDERSTOOD WHAT THEY WERE LEARNING BASED ON THE OBSERVATION. GREAT, THANK YOU. DR. WENDI, DID YOU WANT TO ADD ANYTHING TO THAT? NO. SO, THERE ARE A NUMBER OF STUDENT INDICATORS. SO, DURING THESE OBSERVATIONS, IT IS FOCUSED ON WHAT STUDENTS ARE DOING, NOT WHAT THE TEACHERS ARE DOING, AND THERE ARE MORE INDICATORS IN THESE FOUR BUT THESE FOUR ARE THE ONES THAT ARE ALIGNED TO THE PROFESSIONAL LEARNING THAT WE HAVE BEEN DOING. SO, I JUST WANTED TO ADD THAT. I WOULD LIKE TO ADD TO THAT, AS WELL. OF COURSE. >> SO, LIKE, I AM THANKFUL THAT WE GET TO SEE THIS FIRSTHAND. BUT, IN MY OBSERVATIONS OF THE KIDS AND BEING ABLE TO INTERACT WITH THEM, WHEN I AM TRYING TO

082GLEAN, DO THEY KNOW AND UNDERSTAND? OR, CAN THEY ARTICULATE? I THINK, ALSO, IT IS A MATTER OF -- THE TEACHER IS STILL FIGURING OUT HOW THEY ARE BEING MEASURED, HOW THE STUDENTS ARE BEING MEASURED, SO THAT HOW THEY CONVERSE WITH ONE ANOTHER MAY CHANGE A LITTLE BIT OF HOW YOU ASK A STUDENT A QUESTION OR HAVE THE STUDENTS ASK EACH OTHER A QUESTION, SO THAT RIGHT NOW, WHILE WE ARE GOING IN THERE, THEY MAY NOT BE USED TO BEING ASKED THIS KIND OF STUFF. SO, ONE MIGHT BE REALLY ON IT, PAYING ATTENTION LIKE, OH, YEAH, THE STANDARD IS RIGHT OVER THERE, WE ARE DOING THIS. SOMEONE ELSE MIGHT BE LIKE, I DON'T KNOW WHO THIS PERSON IS, I AM FEELING REALLY NERVOUS. LIKE, I DON'T KNOW WHAT THEY WANT ME TO SAY, KIND OF THING.

083SO, IT MAY BE THAT THE NUMBERS ARE NOT 100% ACCURATE OF WHAT KIDS REALLY KNOW, OR HOW THEY CAN ARTICULATE. IT IS JUST WE ARE CATCHING THEM IN A MOMENT. ABSOLUTELY. MEMBER TENORIO, AS YOU KNOW, IN THE CLASSROOM --AND THAT IS WHY --AND YOU HAVE DONE THE SAME, WHY WE ASK DIFFERENT KIDDOS THESE TYPES OF --YOU KNOW, WHAT ARE YOU LEARNING? TALK TO ME A LITTLE BIT MORE ABOUT IT. BUT, AT THE END OF THE DAY, AS DR. WENDI MENTIONED, OUR FOCUS IS ON STUDENTS, BECAUSE AS A FORMER TEACHER, WHAT I FELT WAS THE PERFECT LESSON, BUT IF IT IS NOT TRANSLATING TO STUDENT LEARNING, THEN IT IS NOT THE PERFECT LESSON, I NEED TO MAKE ADJUSTMENTS, RIGHT? THAT IS WHY THE FOCUS IS ON THE STUDENTS. SO, AGAIN, AND IS IT 100% PERFECT? NO.

084BUT, I THINK THAT IS WHY WE DO SO MANY OBSERVATIONS, TO MAKE THIS DATA AS RELEVANT AS POSSIBLE. , THAT IS A GREAT POINT, AND I KNOW WE HAVE BEEN IN THE SAME CLASSROOM, AND SOME KIDDOS ARE LOOKING AT US LIKE, "WHAT?" BUT, EVENTUALLY, THEY WILL SEE US MORE AND MORE, THEY WILL SEE US MORE AND MORE IN THERE WITH THE SITE SUPPORT TEAMS, VISITING MORE CLASSROOMS, SEEING MORE ADULTS, AS WELL. BUT, YEAH, THAT IS A GREAT POINT. I JUST HOPE YOU ARE NOT USING MY DATA, BECAUSE I HAD NO IDEA WHAT I WAS DOING WHILE I WAS IN THAT CLASSROOM. I DID NOT KNOW WHAT TO LOOK FOR. [ LAUGHTER ] MAYBE WE SHOULD ADD AN INDICATOR, DOES THE OBSERVER KNOW? THAT IS WHY, ON THE DROP-DOWN IT SAYS, "ARE YOU A BOARD MEMBER?"

085YEAH, PULL THAT THING OUT. THAT IS A GOOD ONE. SECRETARY WOFFORD? QUICK QUESTION. WHEN STUDENTS ARE USING INTERACTIVE PROCESS, DOES THAT INCLUDE FOCUSING THEIR ATTENTION ON A TEACHER TALKING TO THE LARGE GROUP? OR, DO THEY NEED TO BE MORE INTERACTIVE WITH EACH OTHER? RIGHT. THE FOCUS REALLY IS ON STUDENT INTERACTION -- WITH EACH OTHER? YES. >> SO, IT IS NOT JUST PROCESSING WHAT THE TEACHER IS SAYING, IT IS BEING ABLE, ALSO, THEN, TO ARTICULATE THAT. RIGHT. AND THEN, YOU KNOW, HAVE A DISCUSSION AND TAKE IT A LITTLE FURTHER. SO, IF A GROUP OF STUDENTS WERE WRITING AN ESSAY IN CLASS, WOULD THEY BE IN AN INTERACTIVE PROCESSING STRUCTURE WELL THEY DID THAT? THEY COULD BE. SO, THEN, WHAT WOULD PATRICK NOLAN THINK? THAT IS THE REAL QUESTION. [ LAUGHTER ] SO, REALLY, IF YOU LOOK

086AT THE THIRD INDICATOR THERE, OUR STUDENTS ENGAGED IN ACADEMIC DISCOURSE? SO, I AM WRITING THE ESSAY. SO, WRITING IS OBVIOUSLY ONE KIND OF PROCESSING, A PROCESSING STRUCTURE. BUT, THEN, YOU KNOW, IF WE ARE WORK SHOPPING OUR PAPERS TOGETHER AND WE ARE DISCUSSING AND, HEY, DID YOU THINK ABOUT THIS? AND THEN -- OH, THAT IS THE KIND OF --WHERE WE ARE TAKING THAT TO THE NEXT LEVEL, AND ARTICULATING SOME OF THE IDEAS, AND BEING ABLE TO RESPOND TO OTHERS ABOUT THE CONTENT. RIGHT. STUFF THAT WE ARE WORKING ON. >> RIGHT, OKAY. THAT IS INTERESTING, HOW YOU MEASURE THAT. AND IF I MAY, AS WELL, PRESIDENT CORT, MEMBER WOFFORD, AND ACTUALLY, MEMBERS OF THE BOARD, IS ALL OF THIS IS ACTUALLY EVIDENCE AND RESEARCH BASED, SO IT IS NOT SOMETHING WE JUST CAME UP WITH, IT IS

087EVIDENCE AND RESEARCH BASED. AND IT GOES BACK TO HOW THESE WORK. WHAT IS THE EFFECT SIZE? WHAT ARE THE THINGS THAT MAKE THE MOST IMPACT IN THE CLASSROOM? AND THAT IS WHAT THOSE INDICATORS, YOU KNOW, DERIVED FROM. YES, HE IS RIGHT. SO, THE OTHER PIECE I WANTED TO ASK FOR THIS, IS, AGAIN, THIS IS FOR THE OVERALL DISTRICT, BUT WHAT WE HAVE DONE IN ADDITION FROM THE SECOND AND THIRD INSTRUCTIONAL ROUNDS, IS NOW PRINCIPLES ALL HAVE THEIR OWN SCHOOL DATA, SO NOT ON THE ARE WE LOOKING AT THIS FOR OUR APPEAL NEEDS, ET CETERA, BUT NOW PRINCIPLES HAVE THEIR SPECIFIC --AND THEY ARE LOVING THIS BECAUSE THEY HAVE THEIR SPECIFIC DATA FOR THE SCHOOL ON HOW THEY NEED TO FOLLOW-UP IN REGARDS TO THEIR PROFESSIONAL LEARNING AND DIFFERENTIATE WHERE THEY NEED TO FOCUS IN ON

088AS A SCHOOL, AS WELL, AND WHAT PROGRESS THEY ARE MAKING. AND AGAIN, IT GOES BACK TO SUPPORTING TEACHERS. THANK YOU. MEMBER FRANK? OR, I'M SORRY, THANK YOU. I JUST REALLY WANTED TO THINK THAT THE DISTRICT FOR THE EMPHASIS ON THIS INSTRUCTIONAL STRATEGY THING BECAUSE THAT IS REALLY WHAT WE ARE ALL ABOUT, THAT IS WHAT IT COMES DOWN TO, IS THE QUALITY OF THE INSTRUCTION THAT IS GOING ON IN OUR CLASSROOMS, AND I KNOW IT IS HARD, YOU KNOW, AND, BUT, IT IS --YOU KNOW, THAT IS REALLY WHAT WE NEED TO WORK ON. SO -- ABSOLUTELY. >> WAY TO GO. >> THANK YOU. THIS IS WHERE THE WORK IS HAPPENING, RIGHT? EXACTLY. THANK YOU. SO, MOVING INTO STRATEGIC GOAL THREE --THANK YOU, DR. WENDI. YES, THANK YOU, DR. WENDI. THE NEXT FEW GOALS ARE ON ENVIRONMENT.

089SPECIFICALLY HERE MENTAL HEALTH AND WELL-BEING. AGAIN, AS YOU SEE IN THIS GOAL, IT IS ESTABLISHING THE BASELINE AND MEASURES TO THEN ESTABLISH OUR GROWTH TARGETS AROUND MENTAL HEALTH AND WELL-BEING. WHEN WE WERE LOOKING AT THESE GOALS AND DECIDING, WE DIDN'T REALLY HAVE A BASELINE. WE WANTED TO KNOW, WHERE ARE WE? AND THIS YEAR IS WHERE WE ARE LOOKING TO ESTABLISH THAT. AND SOME OF THE TOOLS WE ARE USING TO ESTABLISH THE BASELINE WITHIN THIS, WHAT WE ARE CALLING THE WELLNESS FRAMEWORK IS OUR WELLNESS FRAMEWORK WALK-THROUGH. SO, AS YOU LOOK AT THE WELLNESS FRAMEWORK, THIS TAKES IT BEYOND JUST ACADEMIC ACHIEVEMENT, RIGHT? IT IS ABOUT THE PHYSICAL ENVIRONMENT, NUTRITION ENVIRONMENT, HEALTH SERVICES. ALL OF THOSE PIECES TO, AGAIN, ENSURING THAT WE ARE THOSE WRAPAROUND SUPPORTS FOR OUR KIDS, THAT ARE GOING TO ENSURE THAT WE HAVE

090WELL-ROUNDED AND EDUCATIONAL ENVIRONMENTS. SO, THINGS SUCH AS THE WELLNESS FRAMEWORK WALK-THROUGHS. I JUST SHOWED YOU THE INSTRUCTIONAL WALK-THROUGHS. SO, NOW, SOME TEAM MEMBERS ARE JOINING NOW, THIS LATEST INSTRUCTIONAL WALK-THROUGH, AND THEY ARE LOOKING AT THESE OTHER COMPONENTS, AS WELL. RIGHT? SO, NOW, WE ARE ESTABLISHING THAT BASELINE, SO WHERE ARE WE? WE ARE NOT JUST LOOKING AT THE ACADEMIC PIECE, IT IS MORE OF A HOLISTIC APPROACH. RIGHT? SO, CLIMATE AND CULTURE SURVEY, WHICH AS YOU ALL KNOW, WE ADMINISTERED IN APRIL. THIS ALSO GIVES US THE ABILITY TO ESTABLISH THAT BASELINE. AND ALSO, THE STUDENT PANORAMA WELL-BEING SURVEY. THIS IS WHERE KIDS TALK ABOUT, DO THEY FEEL ACCEPTED? WHAT ARE THE THINGS --DO THEY FEEL CONNECTED TO THEIR SCHOOLS? THERE IS A LOT OF GOOD DATA THAT COMES OUT OF THAT. AGAIN, THESE ARE THE TOOLS WE

091ARE USING TO ESTABLISH THIS BASELINE. SO, THAT IS THE PROGRESS ON STRATEGIC GOAL NUMBER THREE. STRATEGIC GOAL NUMBER FOUR, AGAIN, WITH AN ENVIRONMENT, WE ARE TALKING ABOUT SAFETY. HERE, THE GOAL IS ALL OF OUR SCHOOLS UPDATED AND IMPLEMENTED TO SCHOOL SAFETY PLANS. SO, AT THIS POINT, 39 OF OUR SITES HAVE SUBMITTED THEIR SAFETY PLANS THE NM-PED, 39 HAVE ESTABLISHED SAFETY TEAMS, AND 90% ON THE WEAPONS DETECTION SYSTEMS FOR ORGAN MOUNTAIN, WHICH IS ONE OF THE SCHOOLS THAT WE ARE GOING TO PRIORITIZE THAT WE ARE GOING TO START WITH. SO, 90% OF THE WORK IS COMPLETED. WE ARE JUST FINISHING UP SOME OF THE ELECTRICAL INFRASTRUCTURE AROUND THAT. SO, GREAT PROGRESS AROUND THIS GOAL. WE ARE PRETTY MUCH THERE. RIGHT? THAT WAS THE GOAL, ENSURING THAT OUR SAFETY PLANS WERE UPDATED, THAT THEY WERE SUBMITTED, AND

092THAT WE HAVE OUR SAFETY TEAMS ACROSS ALL OF OUR CAMPUSES. SUPERINTENDENT, THE SCHOOLS THAT HAVE NOT SUBMITTED THEIR SAFETY PLANS, IS SOMEBODY WORKING WITH THEM TO MAKE SURE THAT THAT IS BEING DONE, AND IF THEY ARE HAVING ISSUES, OR WHATEVER? BECAUSE, I MEAN, THAT IS ALMOST EVERYBODY. YES, SO, PRESIDENT CORT, MEMBERS OF THE BOARD, YES, SO, WE HAVE A SAFETY TEAM THAT MR. RODRIGUEZ HAS ESTABLISHED THAT ACTUALLY WENT AROUND AND WORKED WITH ALL OF THE SCHOOLS AND ARE REALLY WORKING CLOSELY NOW WITH THOSE SCHOOLS THAT HAVE NOT COMPLETED AT THIS POINT. AND I THINK THAT SHOULD BE COMING UP TO --WE SHOULD BE PRETTY CLOSE TO 100% HERE, PRETTY SOON. THANK YOU. >> GREAT. STRATEGIC GOAL NUMBER FIVE, SCHOOL CULTURE AND CLIMATE. SO, WHEN YOU THINK ABOUT GOAL FIVE AND GOAL THREE, THEY REALLY COMPLEMENT

093EACH OTHER, RIGHT? BECAUSE MANY OF THE COMPONENTS, LIKE THE ONES IN THIS FRAMEWORK, ARE INCLUDED IN BOLD. WHEN WE WERE ESTABLISHING THIS GOAL, IT IS LIKE, THEY ARE COMPLEMENTING, BUT THERE ARE SOME SEPARATE THINGS, THERE. AS WE ARE LOOKING AT THIS HOLISTICALLY, THAT IS WHY THREE AND FIVE REALLY COMPLEMENT EACH OTHER. AND SO, THE PROGRESS ON THE WORK HERE --AND REALLY, I JUST INCLUDED THE VISUAL BECAUSE WHEN YOU LOOK CAREFULLY AT THIS VISUAL COME YOU LOOK AT THE HANDS, THE BOTTOM, THAT IS OUR WELLNESS FRAMEWORK. REALLY SUPPORTS THE INSTRUCTIONAL FRAMEWORK. AND REALLY, AS I MENTIONED EARLIER, YOU NEED A POSITIVE, SAFE SCHOOL CULTURE TO ENSURE HIGH-QUALITY LEARNING AND TEACHING. OUR WELLNESS FRAMEWORK REALLY EMBRACES THE WHOLE SCHOOL, THE WHOLE COMMUNITY, THE WHOLE CHILD MODEL. WHICH IS THE APPROACH TO WELLNESS. SO, I REALLY NOTE --AND

094OUR TEAM CAME UP WITH THIS, THIS IS OUR TEAM, WE DIDN'T GET THIS FROM ANYWHERE, THEY REALLY CAME UP WITH THIS TO SHOW, HOW DOES A WELLNESS FRAMEWORK REALLY SUPPORT EVERY PIECE OF THAT? RIGHT? SO, REALLY, KUDOS TO THE TEAM. AGAIN, AIMING TO PROVIDE A STUDENT CENTERED EVIDENCE-BASED FRAMEWORK FOR ADDRESSING WELLNESS AT OUR SCHOOLS. AND THE OTHER PIECE OF THIS IS THAT OUR LCPS FRAMEWORK IS IN ALIGNMENT WITH GUIDANCE FROM THE NEW MEXICO PUBLIC EDUCATION DEPARTMENT, AS WELL. SO AGAIN, WE WANT TO MAKE SURE WE ARE ALIGNED AT THE STATE LEVEL, AS WELL. THE BLUE ALMOST LOOKS LIKE A MORTARBOARD, OR LIKE A HAT. OH, YEAH. IT DOES. IT DOES. STRATEGIC GOAL NUMBER FIVE, ALSO THE PROGRESS ON THIS, OUR ELEMENTARY CLASSROOMS ALL HAVE SEL CURRICULUM AT ALL GRADE LEVELS. ADVISORY WITHIN MIDDLE AND HIGH

095INCLUDE SEL LESSONS THAT ARE REVIEWED AND UPDATED ON AN ANNUAL BASIS. AND THEN, AGAIN, OUR CLIMATE AND CULTURE SURVEY THAT WILL BE ADMINISTERED IN APRIL WILL INCLUDE A SPECIFIC SET OF QUESTIONS RELATED TO PARENT ENGAGEMENT, AS WELL, FOR THIS YEAR. SO, CONTINUING PROGRESS AROUND THIS, PARENTS' TWO WAY COMMUNICATION, THIS IS OUR COMMUNICATION SYSTEM WE ARE IMPLEMENT THEM FOR 2025-2026, FULLY IMPLEMENT AND GOT TO MAKE SURE WE ARE CONSISTENT AND THERE IS TWO WAY COMMUNICATION WITH OUR PARENTS. BUT, WE DID HAVE SOME EARLY ADOPTER SITES THAT ARE GOING TO HELP US TO PROVIDE FEEDBACK ON THAT IMPLEMENTATION. THINGS THAT WE NEED TO CONSIDER, SO SOME PRINCIPAL SAID, HEY, I WANT TO START THIS NOW, WHICH IS GREAT. BUT, AGAIN, IT WILL HELP US TO ENSURE THAT WE CAN SUPPORT ALL OF OUR SCHOOLS MOVING INTO 2025-2026

096FOR NEXT YEAR. FOR OUR FAMILY ENGAGED SCHOOLS PROFESSIONAL LEARNING, I WOULD LIKE TO INVITE DR. LOZANO AND MS. WRIGHT TO SPEAK A LITTLE BIT MORE AROUND THIS AND IS CURRICULUM AND HOW WE ARE LOOKING TO ENHANCE AND TO BE ABLE TO IMPROVE ON THIS. SO -- SORRY, I WAS JUST TRYING TO LOWER MY CHAIR. AND YOU REALLY LOWERED IT. PAM IS NO LONGER HERE. >> SHE DIDN'T WANT TO HEAR THIS. I JUST WANTED TO DO THE SLOW GOING DOWN. PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, SO, WHAT IS FAMILY ENGAGED SCHOOLS? SO, A COUPLE YEARS AGO, WE HAD A GROUP OF STAFF, PRINCIPLES, AND SUPPORT STAFF FROM SCHOOLS ATTEND --I FORGOT THE NAME OF THE CONFERENCE, IT WAS IN KENTUCKY, I KNOW THAT, I REMEMBER IT WAS IN KENTUCKY. ONE OF THE SESSIONS THEY

097WENT TO, I GOT LIKE THREE TEXT MESSAGES AFTER THEY LEFT THE SESSION, AND IT WAS AROUND FAMILY ENGAGED SCHOOLS. AND I DON'T KNOW IF I WOULD GO SO FAR AS TO CALL IT A CURRICULUM, BUT IT IS REALLY A FRAMEWORK WITH, WHAT ARE THE COMPONENTS THAT A SCHOOL SHOULD HAVE TO MAKE IT ENGAGING? THEY GET CERTIFIED, SO, LAST YEAR, WE STARTED DOING THE WORK AND JUST WITH EVERYTHING ELSE, WE DIDN'T FOLLOW UP AND THERE WAS NOT A LOT OF TIME FOR THE TRAINING THAT WAS REQUIRED. SO, THE FIVE COMPONENTS THAT REALLY MAKE UP THE FRAMEWORK ARE BUILDING RELATIONSHIPS, COMMUNICATION, COMMUNITY PARTNERSHIPS, ADVOCACY, AND SHARED RESPONSIBILITY. WITH THAT, ALSO WITHIN THOSE COMPONENTS ARE ALSO THINGS LIKE CUSTOMER SERVICE, HAVING SOME SPECIALIZED TRAINING FOR OUR FRONT OFFICE STAFF, BECAUSE WE ALL KNOW THAT IS WHAT MAKES A

098DIFFERENCE IN THE SCHOOL, RIGHT? WHEN YOU WALK IN, HOW DO YOU FEEL WHEN YOU WALK IN? WHETHER YOU ARE THE SUPERINTENDENT, WHETHER YOU ARE A PARENT, WHETHER YOU ARE A STUDENT, SO THOSE ARE SOME OF THE THINGS THAT A FAMILY ENGAGED SCHOOL IS. SO, WE HAVE A WORKGROUP RIGHT NOW THAT IS CURRENTLY WORKING ON THE PROFESSIONAL LEARNING PLAN TO START THIS SEMESTER, AND THEN CONTINUE AND REALLY JUST MAKE IT PART OF WHAT WE DO AS A DISTRICT, AND REALLY IT IS ABOUT ONGOING TRAINING, RIGHT? WHEN WE GET NEW STAFF, MAKING SURE WE ARE ALL ON THE SAME PAGE. AND I THINK IT WILL BE CRITICAL FOR US TO DO THOSE WALKS AS WE CONTINUE DOING THIS WORK. SO, REALLY, THAT IS WHAT IT IS. IT IS A FRAMEWORK. AND I BELIEVE IT WAS ACTUALLY ESTABLISHED

099IN KENTUCKY. BUT, I CAN SEND SUPERINTENDENT RUIZ SOME MORE INFORMATION, JUST SOME BACKGROUND. OBVIOUSLY, IT IS EVIDENCE-BASED. I THINK THOSE COMPONENTS, WE CAN'T ARGUE WITH THOSE, THAT IS WHAT MAKES A SCHOOL A FRIENDLY PLACE FOR PEOPLE TO WANT TO BE AT. DR. LOZANO, DIDN'T WE ALREADY START WITH THE FRONT OFFICE STAFF? I FEEL LIKE THAT WAS SOMETHING WE HAD ALREADY BEEN TALKING ABOUT, MAYBE? AND MAYBE IT WAS RIGHT AFTER THIS CONFERENCE THAT WE DECIDED THAT WOULD --FOR THE CUSTOMER SERVICE ASPECT OF IT? YES, PRESIDENT CORT, THAT IS CORRECT. SO, LAST YEAR, WHAT WE DID, WE ASSIGNED ADMINISTRATORS FROM THE FRONT OFFICE TO ADOPT A SCHOOL, PER SE, THAT WAS ONE OF THE FIRST MOVES FOR CUSTOMER SERVICE. BUT, IN LOOKING AT TURN OVER, RIGHT, JUST ENSURING THAT WE CONTINUE, SO I THINK THE SUSTAINABILITY IS

100WHAT IS ALWAYS A CHALLENGE, RIGHT? MAKING SURE EVERYBODY IS ON THAT SAME PAGE. BUT, YEAH, THERE HAS BEEN SOME TRAINING AND A LOT OF THE TRAINING, IF YOU ARE A COMMUNITY SCHOOL, YOU GET A LOT OF THIS TRAINING ANYWAYS. BUT, IT IS REALLY MAKING SURE THAT ALL OF OUR SCHOOLS HAVE THOSE COMPONENTS AND EVERYBODY IS SPEAKING THE SAME LANGUAGE, WHEN WE ARE TALKING ABOUT MAKING IT AN ENGAGED SCHOOL FOR EVERYONE. THANK YOU. THANK YOU. >> AND PRESIDENT CORT, REALLY QUICK, IN ADDITION TO THAT, AS YOU CAN SEE, TO INCLUDE ALL STAFF, NOT JUST OUR FRONT OFFICE STAFF, BUT OUR CUSTODIANS, FOOD SERVICE, ET CETERA, TEACHERS. SO, THIS IS REALLY LOOKING AT, HOW DO WE ENSURE THAT ALL STAFF IS IN A PARENT ENGAGED TYPE OF CLIMATE? MADAM PRESIDENT, MEMBERS OF THE BOARD, AND SUPERINTENDENT RUIZ,

101OTHER THINGS WE WILL BE WORKING ON, SUPERINTENDENT RUIZ MENTIONED THE CLIMATE AND CULTURE SURVEY THAT IS STATED TO BE ADMINISTERED HERE IN LATE APRIL. THAT IS POSSIBLY ADDING SOME QUESTIONS THAT ALIGNED TO SPECIFIC AREAS IN THE STRATEGIC PLAN, RIGHT? SO, ARE YOU FEELING ENGAGED AT SCHOOL? HOW DO YOU FEEL WHEN YOU WALK IN? THINGS LIKE THAT. THERE ARE SOME QUESTIONS IN THERE THAT WE PROBABLY COULD HAVE USED AS A BASELINE, BUT REALLY BEING MORE INTENTIONAL WITH WHAT WE HAVE ON THE STRATEGIC PLAN, AND GATHERING MORE DATA, SO THAT WAY WE ARE NOT TRYING TO PUT THE PUZZLES TOGETHER, RIGHT, WHEN WE ARE PRESENTING ON HOW WE ARE DOING, SO THAT IS PART OF THE PLAN, AS WELL. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? LOOK AT THAT. THANK YOU. THANK YOU, DR. LOZANO.

102AND OUR LAST SCHOOL YEAR, ATTENDANCE. THE GOAL IS TO INCREASE OVERALL STUDENT ATTENDANCE, BUT DECREASING OUR CHRONIC ABSENTEEISM BY 50%, WHICH IS A VERY LARGE --A GOOD WAY TO LOOK AT THIS, YOU WANT TO MAKE SURE THAT OUR PROGRESS IS WE ARE CUTTING CHRONIC ABSENTEEISM. AND I JUST HAVE A BRIEF STATEMENT ON THIS BECAUSE DR. LOZANO WILL BE PRESENTING MORE OF THE DETAILS ON HOW WE ARE DOING ON ATTENDANCE HERE ON THE AGENDA. BUT AGAIN, KNOWING THAT A 50%, RIGHT, TO CUT OUR CHRONIC ABSENTEEISM BY 50%, AT THE END OF THE YEAR LAST YEAR, WE WERE AT 33% CHRONIC ABSENTEEISM. SO, IF WE LOOK AT THAT THIRD BOX ON THE BOTTOM GOING OVER TO THE RIGHT, OUR GOAL OF 50%, WE ARE LOOKING AT ABOUT 17%. SO, WE WOULD BE MOVING FORWARD AND REPORTING THIS

103ON THE SAME WAY THAT WE REPORTED TO THE PUBLIC DEPARTMENT ON HOW THEY DETERMINE WHAT OUR CHRONIC ABSENTEEISM IS. SO, THE WAY WE REPORT THAT TO THEM IS ON OUR 40th DAY, 80th DAY, AND DR. LOZANO, WHEN WE LOOK AT 40th DAY, 80th DAY, AND I THINK THERE IS A 120th DAY REPORT, AS WELL. SO, THAT WILL COME. 40th DAY THIS YEAR, 26%. 80th DAY, 30%. SO, IT WENT UP A LITTLE BIT. SO, AGAIN, THE GOOD THING WE ARE SEEING, A TREND THAT WE ARE BELOW WHERE WE WERE LAST YEAR AND THAT IS WHERE WE WANT TO SEE. SO, AGAIN, WE WANT TO BE AS CLOSE TO THAT 50% GOAL THAT WE HAVE, KNOWING THAT IT IS, YOU KNOW, A LARGE GOAL TO LOOK AT. BUT, NONETHELESS, WE NEED TO HAVE KIDDOS IN CLASSES, AND

104WE WANT TO SEE PROGRESS. AND YOU WILL SEE LATER ON IN THE AGENDA, I THINK AFTER THIS AGENDA ITEM, SOME OF THE PROGRESS THAT IS BEING MADE, THE PROGRESS ON OUR GOAL, THERE. AND THAT CONCLUDES MY REPORT. AWESOME. I WOULD JUST LIKE TO SAY, I LOVE THE LOGO, BECAUSE YOU HAVE THE HANDS THAT ARE HOLDING UP, BECAUSE THE WELLNESS PIECE IS SO IMPORTANT, BECAUSE IF KIDS FEEL UNSAFE, IF THEY ARE HUNGRY, IF BASIC NEEDS AREN'T BEING MET, THEN THERE IS NO WAY THAT ANY KIND OF INSTRUCTION CAN GO INTO THEIR HEADS, BECAUSE THEY ARE --IT IS THE WHOLE MASLOW PYRAMID, SO I LOVE THAT WE ARE KEEPING THAT IN MIND AND KEEP IT SO IMPORTANT. YES, INSTRUCTION IS SO IMPORTANT AND IT CAN'T HAPPEN UNTIL KIDS ARE SAFE. ABSOLUTELY. THAT STUFF HAS BEEN OVERLOOKED. SO,

105THANK YOU FOR THAT. ARE THERE ANY COMMENTS, QUESTIONS, CONCERNS FROM THE BOARD? ABSOLUTELY TRUE. FOR SURE. THANK YOU, SUPERINTENDENT, THANK YOU SO MUCH. THANK YOU. THANK YOU. >> SO, RIGHT NOW, IT IS 10:47, WE ARE DUE FOR A BREAK, SO LET'S DO A LITTLE BIO BREAK AND COME BACK AT 11:05. MS. DONNELLY SAYS HUMAN RESOURCES IS COMPLETE WITH NEW FURNITURE AND ALL THE COOL THINGS, SO IF WE WOULD LIKE TO TAKE A FIELD TRIP TO GO OVER AND SEE HUMAN RESOURCES, PERHAPS NOW WOULD BE A GOOD TIME. DO YOU THINK 15 MINUTES WOULD BE ENOUGH TIME, MS. DONNELLY? [ INAUDIBLE - LOW VOLUME ] THAT WOULD BE FABULOUS. SO, A TREAT AND A WALK. SO, THERE ARE TREATS HERE, AND THERE ARE TREATS OVER HERE. HELP YOURSELF, AND I WILL SEE YOU, ALL, AT 11:05.

106CAN I BE HONEST WITH YOU? THAT MEMBER THING REMINDS ME OF COSTCO. ALL RIGHT, YOU ALL, WE ARE AT 11:05. THANK YOU, MS. DONNELLY, FOR LETTING US GO OVER TO HUMAN RESOURCES AND CHECK OUT ALL OF THE NEW STUFF. THAT WAS REALLY EXCITING, AND WE GOT SNACKS. SO, EVEN BETTER. SO, WE HAVE HAD OUR 15 MINUTE BREAK, AND NOW DR. LOZANO IS GOING TO GIVE US AN ATTENDANCE UPDATE. TAKE IT AWAY, WHENEVER YOU ARE READY, DR. LOZANO. PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, WE ARE HERE AGAIN TO GIVE YOU OUR QUARTERLY REPORT, REGARDING OUR ATTENDANCE. AND SUPERINTENDENT RUIZ DID A REALLY GOOD JOB EARLIER IN EXPLAINING THE OVERALL PICTURE OF WHERE WE ARE AT, ACCORDING TO OUR LATEST DATA POINTS. ONE OF THE THINGS WE DID CHANGE, IF YOU NOTICE, IN PREVIOUS PRESENTATIONS

107WHAT WE HAD PRESENTED TO YOU WAS DAY TWO DAY SO WE WOULD PULL OUR DATA WITH, LET'S SAY JANUARY 20th AND COMPARE IT WITH JANUARY 20th OF OUR LAST SCHOOL YEAR. AND TALKING WITH OUR OWN DEPARTMENT AND SPEAKING WITH SUPERINTENDENT RUIZ, WE THOUGHT A BETTER WAY TO PRESENT TO YOU WOULD BE, WHAT ARE WE SENDING OUT TO THE PUBLIC EDUCATION DEPARTMENT DURING OUR COUNTED DAYS? SO, LIKE SUPERINTENDENT RUIZ EXPLAINED, WE HAVE 40th DAY COUNT DAY, 80th DAY, AND COMING UP IS 120th DAY, AND OF COURSE WE HAVE OUR END-OF-THE-YEAR DATA. SO, MOVING FORWARD, WHAT WE WILL DO IS UPDATE YOU ON WHAT WE SEND TO THE EDUCATION DEPARTMENT, THAT WAY THERE IS ALSO PRICES, RIGHT, WHEN THE CHRONIC ABSENTEEISM RATE COMES OUT AT THE BEGINNING OF SUMMER OR NEXT SCHOOL YEAR. AND WITH THAT, TODAY,

108WHAT WE WILL DO IS WHAT WE HAVE TRADITIONALLY DONE, JUST GIVE YOU AN OVERALL UPDATE, AND REALLY FOCUS ON THE AREAS OUTLINED IN THE STRATEGIC PLAN. WE ARE REALLY BEING MINDFUL OF WHAT IT IS WE PUT ON THERE, AND HOW IT DRIVES THE EVERYDAY WORK THAT WE DO. SO, WITH THAT, IF YOU RECALL, THE BIG ITEMS IN OUR STRATEGIC PLAN ARE MENTORSHIP FOR STUDENTS, PROACTIVE COMMUNICATION IS A BIG ONE. OF COURSE, DATA ANALYSIS. AND THIS IS SOMETHING THAT WE HAVE BEEN IN CONSTANT COMMUNICATION WITH THE PUBLIC EDUCATION DEPARTMENT. JUST LAST WEEK --YES, I BELIEVE IT WAS LAST WEEK --WE HAD A VERY PRODUCTIVE MEETING WITH A REPRESENTATIVE FROM THE PUBLIC EDUCATION DEPARTMENT WHO SINGLE-HANDEDLY IS IN CHARGE OF ALL OF THE ATTENDANCE INITIATIVES ACROSS THE STATE. I KNOW, I COULDN'T BELIEVE IT. [ LAUGHTER ]

109REALLY NICE LADY, HAD A GOOD CONVERSATION ABOUT SOME OF THE CHALLENGES THAT WE FACE, AND SHE WAS JUST REALLY HELPFUL AND ENCOURAGING, REALLY VALIDATED THE WORK THAT KATHY AND HER TEAM DO, ALONG WITH MS. HER LLOYD AND THRILLED THAT WE TOOK THIS AS A PRIORITY, IT IS SOMETHING THAT I KNOW SUPERINTENDENT RUIZ MAKES SURE I UPDATE HIM ON CONSTANTLY, SO LIKE I SAID, IT WAS JUST A REALLY GOOD MEETING WITH HER. THE LAST ONE WAS COMMUNITY PARTNERSHIPS. THAT IS ALSO PART OF THE STRATEGIC PLAN. AND THEN, WE WILL PROVIDE YOU A QUICK UPDATE ON THE ATTENDANCE THAT WE RECEIVED AND THE STUDENT ENGAGEMENT EFFORTS. WITH THAT, WE'LL START OFF WITH LOOKING AT OUR ELEMENTARY SCHOOLS. AGAIN, THIS IS A LITTLE DIFFERENT THAN WHAT YOU HAVE BEEN USED TO SEEING. SO, STARTING WITH THE ORANGE BAR,

110THAT IS END OF YEAR FOR LAST SCHOOL YEAR. SO, END-OF-THE-YEAR, THAT IS THE RATE THAT EACH OF OUR SCHOOLS ENDED AT. AND THEN, WE HAVE OUR 40th DAY COUNT, WHICH FALLS ON OCTOBER 9th, MY WEDDING ANNIVERSARY. SO, I WILL NOT FORGET THAT. [ LAUGHTER ] GOOD JOB. AND 80th DAY, WHICH IS DECEMBER 2nd, WHICH JUST PASSED. AND AGAIN, OUR NEXT COUNT WOULD BE 120th DAY, AND I DON'T KNOW OFF THE TOP OF MY HEAD WHEN THAT DAY IS, BUT I ASSUME IT IS PROBABLY THIS MONTH OR LATE NEXT MONTH. IN THE GREEN BAR, WHAT THAT ANTICIPATES, IS THE GOAL. AGAIN, THE GOAL, AS A DISTRICT, IS TO CUT OUR CHRONIC ABSENTEEISM RATE BY 50%, BY SCHOOL, AS WELL. SO, EACH SCHOOL HAS A 50% DECREASE IN CHRONICALLY ABSENT. AND EVERY TIME I DO THIS PRESENTATION,

111I ALWAYS HAVE TO CHANGE MY MIND-SET OF HOW TO LOOK AT THIS, BECAUSE TYPICALLY, WHEN WE LOOK AT GRAPHS, WE WANT TO SEE HIGHER. IN THIS CASE, WE WANT TO SEE LOWER. SO, WHAT WE ARE LOOKING FOR, IS TO GET CLOSER TO THE GREEN LINE TO THE GOAL. RIGHT? THAT IS OUR GOAL. AND WITH THAT, I WILL LEAVE --DO YOU HAVE ANY QUESTIONS REGARDING ANY OF THIS ELEMENTARY? SO, EACH SCHOOL SETS THEIR OWN GOAL FOR --WHY DO HAVE DIFFERENT GOALS FOR EACH OF THE ELEMENTARY SCHOOLS? THAT IS A GREAT QUESTION. SO, OUR GUIDANCE TO SCHOOLS WAS IN ALIGNMENT TO WHAT YOU SAID AS THE GOAL FOR THE DISTRICT, WHICH IS 50%. SO, IT DEPENDS ON WHAT A SCHOOL GETS. RIGHT? SO, EVERY SCHOOL, IT IS JUST, CUT THAT BY 50%. WHATEVER YOU ENDED AT, CUT

112THAT BY 50%. THAT IS WHY THEY ARE ALL DIFFERENT. THANK YOU. YES, MEMBER TENORIO? WHAT HAPPENED AT BOOKER T, AND SISSON, THAT 40 DAY --JUST, WOW. WHAT HAPPENED? HOW DID THAT HAPPEN? MADAM CORT, MEMBER TENORIO, IT IS A SHIFT, FOR YOUR TITLES, BUT, MEMBER TENORIO, SO, THAT IS A REALLY GOOD QUESTION, THAT IS SOMETHING WE DID DISCUSS, HER NAME IS ANGELA FROM THE PUBLIC EDUCATION DEPARTMENT. SO, NUMBER ONE, I THINK IT IS SOME OF THE EFFORT THAT THE SCHOOLS ARE DOING. BUT, ONE OF THE ITEMS, TOO, WE HAVE BEEN IN DISCUSSION ABOUT IS REGARDING EARLY CHILDHOOD STUDENTS. SO, AS YOU KNOW, BOOKER T. WASHINGTON AND CESAR CHAVEZ ARE WHAT WE CALL OUR HUBS FOR EARLY CHILDHOOD. YOU HAVE A LOT OF EARLY CHILDHOOD CLASSROOMS. SO, THERE WAS TO BE ABOUT, DO WE COUNT THEM? DO

113WE NOT? AND REALLY, THE STATE ACT IS FOR SCHOOL-AGED CHILDREN, WHICH IS NOT PRE-K. SO, WE SUSPECT THAT IS SOME OF WHY THE SHIFT IS SO GREAT IN THOSE SCHOOLS. SO, AGAIN, IT IS EVOLVING. IN ADDITION TO THAT, PRESIDENT CORT, MEMBERS OF THE BOARD, AS WE HAVE DISCUSSED ON SOME OF OUR ONE ON ONES, THE CHALLENGE WE HAVE HAD THIS PAST YEAR, SPECIFICALLY WITH HOW THE DATA IS TRACKED AND WHERE THE DATA IS BEING USED, SO, WE WOULD GET ONE ANSWER, "YES, WE COUNT THEM." ANOTHER ANSWER, "NO, WE DON'T." OH, THAT WAS ANOTHER REASON FOR INVITING AND ENSURING WE HAVE A CLOSE COLLABORATION WITH THE PED, SPECIFICALLY WITH THIS PERSON TO MAKE SURE WE ARE NOT ONLY REPORTING THE RIGHT DATA, BUT ALSO AS WE ARE LOOKING AT OUR OWN DATA, THAT WE ARE LOOKING

114AT THE RIGHT DATA, AS WELL. SO, THAT THERE IS SOME EVIDENCE THERE, ABSOLUTELY. BUT, PART OF THAT --SO, IN MOVING FORWARD NOW, AS WE HAVE HAD THESE CONVERSATIONS WITH PED AND IO CAN MAKE THOSE ADJUSTMENTS THAT WE ARE ANALYZING THE RIGHT DATA. THANK YOU. >> PRESIDENT CORT, MEMBERS OF THE BOARD, AND SUPERINTENDENT RUIZ, ANOTHER --BE JUST A SECOND, MY APOLOGIES, MEMBER FRANK HAD A -- JUST A QUESTION, RIGHT, IF WE LOOK AT ALAMEDA, WHAT IS THE 15%, THERE? PRESIDENT CORT, MEMBER FRANK, SO, THAT IS THE GOAL FOR ALAMEDA. SO, HALF OF 30% IS 15%, SO THAT IS HOW IT SIGNIFIES. I UNDERSTAND. >> THANK YOU. THANK YOU. >> THANK YOU, DR. LOZANO. PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, ANOTHER ITEM THAT I JUST WANTED US TO KEEP IN MIND AS WE LOOK AT

115THIS DATA, IS WHO ARE THE STUDENTS THAT ARE COUNTED AS CHRONICALLY ABSENT? SO, IF YOU RECALL, THE ONLY TIME --THE ONLY ABSENCE THAT IS NOT COUNTED TOWARD BEING CHRONICALLY ABSENT IS EXTRACURRICULAR ACTIVITIES. SO, SPORTS, STUDENT COUNCIL, THOSE THAT ARE SCHOOL-BASED. RIGHT? SO, THERE COULD BE STUDENTS ON HERE THAT WE ARE CONSIDERING CHRONICALLY ABSENT BECAUSE THEY HAVE MISSED MORE THAN 10% OF THE SCHOOL YEAR, HOWEVER IT COULD BE THAT THERE WAS A LEGITIMATE EXCUSE, THEY WERE SICK, WHATEVER IT MAY BE, THAT IS NOT EXTRACURRICULAR. HAVING TO BE SCHOOL-BASED. AM I MAKING SENSE? SO, TO KEEP THAT IN MIND WHEN WE TALK ABOUT CHRONICALLY ABSENT, THERE IS ALWAYS A STORY BEHIND THE NUMBERS. AND NOT TO SAY THAT WE DON'T HAVE STUDENTS WHO NEED MORE IN SCHOOL, RIGHT, BUT THERE ARE SOME LEGITIMATE REASONS, WHY STUDENTS ARE

116NOT ATTENDING, SOMETIMES. RIGHT? IT COULD BE WHATEVER IT MAY BE. SO, I JUST WANT YOU TO KEEP THAT IN MIND. AND PRESIDENT CORT, MEMBERS OF THE BOARD, AS YOU WILL SEE, ESPECIALLY WITH THE ELEMENTARY, THE GOOD THING WE ARE CELEBRATING HERE, WE ARE TRENDING IN THAT THEY ARE REDUCING THEIR CHRONIC ABSENTEEISM RATES. AS YOU CAN SEE, FROM END OF YOUR LAST YEAR, RIGHT? SO, THAT IS A GOOD TREND TO SEE RIGHT NOW HERE IN THE MIDDLE OF THE YEAR. MADAME PRESIDENT CORT, HERE IS THE SECOND SET OF ELEMENTARY SCHOOLS. AND AGAIN, I THINK I WANTED TO POINT OUT TO ONE OF THEM THAT WAS -- NO, IT WAS --I APOLOGIZE. I WAS THINKING OF ANOTHER EARLY CHILDHOOD ONE, BUT, NO, IT IS NOT ON HERE. UNIVERSITY HILLS? NO? NO. IT WAS CESAR CHAVEZ, BUT IT

117WAS IN THE SAME SLIDE, SO -- MADAM CORT? >> YES? SO, YOU TOOK OUT THE HEADSTART DATA, IT WASN'T ALL ON THAT SAME CHANGE, RIGHT? I DON'T SEE THE DRASTIC DROP FOR EVERY ELEMENTARY SCHOOL. BUT, FOR THOSE WHO DID HAVE THAT DROP, DOES IT CHANGE THE GOAL? OR, ARE YOU STILL LOOKING AT THE BEGINNING OF THE YEAR? YEAH, PRESIDENT CORT, MEMBER TENORIO, SO THE GOAL WILL NOT CHANGE ALL YEAR BECAUSE THE GOAL IS BASED OUT OF THE END OF THE YEAR, FROM LAST YEAR. JUST LIKE -- BUT, IT MAY HAVE HEADSTART NUMBERS, YES? SAY THAT AGAIN? >> BUT, IT WON'T HAVE THE HEADSTART NUMBERS ANYMORE? NO. THAT IS CORRECT. AND PRESIDENT CORT, MEMBER TENORIO, KEEP IN MIND THAT NOT ALL SCHOOLS HAVE PRE-K, SO IT WOULDN'T IMPACT EVERY SCHOOL, EITHER, AS WELL, SO -- YEAH,

118ONE OF THE ANOMALIES THAT I DID WANT TO POINT OUT HERE IS WHITE SANDS. SO, IF YOU LOOK AT WHITE SANDS, THEY ENDED AT 12%, AND THERE WAS AN INCREASE THERE, AS WELL. SO, I KNOW I HAVE BEEN TALKING TO THE TEAM, IT IS JUST LIKE, WHAT IS GOING ON? WHAT IS HAPPENING? A LOT OF TIMES, IT IS LEGITIMATE, THOSE STUDENTS THAT ARE CHRONICALLY ABSENT, THEY ARE SICK, SOMEBODY IS SICK AT HOME, THINGS LIKE THAT. SO, IT IS A SMALLER SCHOOL, AS WELL. AND IT IS NOT WHITE SANDS AS A WHOLE, JUST WHITE SANDS, THE ELEMENTARY SIDE OF IT. OKAY. >> MOVING ON TO MIDDLE SCHOOL, AGAIN, WE SEE KIND OF THE SAME TREND, NOT MUCH MOVEMENT, HERE. SOME OF THE SAME TRENDS THAT WE SAW OVERALL AS A DISTRICT. AND OF COURSE, WE ALL

119KNOW THAT ELEMENTARY STUDENTS, FOR THE MOST PART, ATTEND MORE. RIGHT? WHEN YOU START GETTING TO MIDDLE AND HIGH SCHOOL, THAT IS WHEN WE STRUGGLE, RIGHT, WITH GETTING KIDS -- TO MAKE SURE THEY ARE IN SCHOOL. BUT, REALLY, IT MIRRORS THE DATA FOR THE OVERALL DISTRICT, WHERE WE SAW A DECLINE IN 40th DAY, THAN FOR THE MOST PART, THERE IS AN INCREASE IN THE RATE FOR DFD. AND AGAIN, WE ARE SEEING THE SAME TRENDS, FOR WHETHER WE HAVE INTERCESSION, IT TAKES A COUPLE DAYS FOR KIDS TO GET BACK IN SCHOOL, OFTEN TIMES, SO WE SEE A DECLINE, THERE. JUST SOME OF THE SAME TRENDS THAT WE HAVE SEEN OVER THE YEARS AND STILL CONTINUE. MADAM CORT? YES, MEMBER TENORIO? SO, WAS THERE SOMETHING THAT HAPPENED AT SIERRA THAT WAS SO HIGH, MUCH HIGHER THAN EVERYWHERE ELSE,

120AND THEY KIND OF GOT BROUGHT DOWN BACK TO WHERE EVERYBODY ELSE IS? MADAM PRESIDENT, BOARD MEMBER TENORIO, I WILL REFER TO KATHY, BECAUSE SHE IS --KATHY, IF YOU WANT TO TAKE THIS ONE? IS MOURNING, PRESIDENT CORT, BOARD MEMBERS, SUPERINTENDENT RUIZ. SIERRA DOES HAVE A PARTNERSHIP WITH FYI RIGHT NOW. SO, THERE IS DIRECT CONTACT WITH STUDENTS. THEY HAVE WORKED PRETTY CLOSELY WITH US THE LAST THREE YEARS, SO EVEN WITH A TRANSITION IN STAFF, IT WAS PRETTY EASY BECAUSE THEIR SYSTEMS WERE IN PLACE. SO, I THINK THE BIG DIFFERENCE WE ARE SEEING IN A LOT OF THE SCHOOLS, IS THAT THEY ARE PRETTY CONSISTENT WITH OTHER SYSTEMS, YOU KNOW HOW THEY EMBRACE KIDS AND PARENTS, THAT HAS GOTTEN TO WHERE THAT SYSTEM IS, HOW DO THEY DO IT WHEN THEY COME IN? WHO DO WE REFER THEM

121TO? THEIR PROCESS IS --IT IS JUST REALLY COMING ALONG AND THE KIDS ARE RESPONDING WELL, AND THE PARENTS. EVEN THE ONES THAT WE HAVE STRUGGLED WITH FOR A COUPLE OF YEARS. THEY ARE COMING BACK. SO, IT HAS BEEN GOOD. THAT IS GOOD TO HEAR. AND THEN, FOR CAMINO, I REMEMBER THE PRINCIPAL HAD MENTIONED THAT THEY WANTED TO KIND OF INCORPORATE EXTRACURRICULAR DURING THE SCHOOL DAY. LIKE, TO KIND OF MAKE SURE THAT KIDS HAVE --LIKE, WANT TO BE THERE, AND DO SOMETHING THAT IS INTERESTING TO THEM. I AM CURIOUS, IF THAT HAD ANY IMPACT, OR IF IT IS HAPPENING? BECAUSE I THOUGHT IT WAS. I THOUGHT E-SPORTS WAS GOING TO BE SOMETHING DURING THE SCHOOL DAY? BOARD MEMBER TENORIO, I WILL TELL YOU, AS A PARENT, I HAVE TWO KIDS AT CAMINO. I THINK I SHARED

122WITH SUPERINTENDENT RUIZ, ONE OF MY SONS, IT WAS A FRIDAY BEFORE BREAK AND HE WAS SO EXCITED TO GO TO SCHOOL BECAUSE THEY WERE GOING TO HAVE ACTIVITIES DURING THE DAY. I FORGET WHAT IT WAS, BUT I KNOW THEY ARE DOING THAT. YEAH, THERE IS A REAL BIG EFFORT TO REALLY JUST TRY TO GET THE KIDS TO WANT TO BE THERE. I THINK THE PRINCIPAL HAS BEEN VERY STRATEGIC IN LOOKING AT TRENDS. AND WE ALL KNOW THAT THE DAY BEFORE A BREAK OR A DAY AFTER, OFTEN TIMES, UNFORTUNATELY, STUDENTS DO NOT GO, FOR MANY DIFFERENT REASONS. I WONDER, WHAT DID IT --DO YOU KNOW WHAT IT LOOKED LIKE LAST YEAR? WITH CAMINO? LIKE, WAS IT HIGHER? SO, YEAH, CAMINO ENDED AT 30%. AND THEN, THERE WAS A DECLINE OF 27%, LIKE MOST OTHER SCHOOLS. AND

123THEN, INCREASE, AGAIN, UNFORTUNATELY, HERE FOR 80th DAY. OKAY. THANK YOU. PRESIDENT CORT? >> YES? IS IT PRESIDENT, OR MADAM? EITHER ONE? MADAM PRESIDENT. >> MADAM PRESIDENT, THERE YOU GO. OR, SEÑOR VICE PRESIDENT. WHAT? HOW DID THAT WORK AT SIERRA, THE FYI PROGRAM, LIKE, HOW DO WE REPLICATE GRANT FUNDING? I AM ASSUMING WE ARE LOOKING AT -- LIKE, THAT IS A SIGNIFICANT -- LIKE, HOW DO WE GET THAT MODEL INTO OTHER SCHOOLS? SO, PRESIDENT CORT, VICE PRESIDENT NOLAN, I'M GLAD YOU ASKED, BECAUSE THE PROGRAM THAT MS. VIGIL IS REFERENCING IS ACTUALLY THE PROGRAM BY FYI PLUS THAT WE PRESENTED TO YOU ABOUT YOUR GOAL. I REMEMBER THAT, YES. SO, DR. LOZANO IS WORKING WITH EXECUTIVE CABINET, ACTUALLY, TO PUT IN A REQUEST FOR SOME LEGISLATIVE FUNDING TO EXPAND THAT PROGRAM. OKAY. >> SO, HE IS ALREADY

124WORKING WITH THE CEO OF FYI PLUS, BRENT CAVANAUGH, AND THEN OUR STAFF HERE TO REQUEST. AND THEN, WHAT IS REALLY COOL, IS FYI PLUS HAS ALREADY APPLIED FOR US MOST LIKELY TO GET A GRANT, SO AN EXPANSION GRANT. SO WE ARE JUST LOOKING FOR FUNDS TO TRY TO MATCH SOME OF THAT. YEAH, I AM HEADING UP TO SANTA FE NEXT WEEK, SO IF YOU HAVE SOME LOBBYING MATERIALS, PLEASE SEND THEM OUR WAY. WE WOULD LOVE TO TALK TO LEGISLATORS ABOUT THAT. SO, PRESIDENT CORT, MEMBER NOLAN -- JUST TAKE THAT GRAPH. YEAH, THAT'S ARE UNIQUE. AND WE ARE JUST WAITING FOR THE GRO PIECE BECAUSE WE WERE TALKING ABOUT BRINGING IT INTO OUR GRO REQUEST FOR THE LEGISLATIVE SESSION. BECAUSE THERE IS A DEADLINE ON GRO MONEY. I DON'T REMEMBER WHEN IT IS. DR. LOZANO, DO

125YOU HAVE THAT? >> SO, I WAS TALKING TO MS. O'BRIEN YESTERDAY, I KNOW SHE IS IN CONSTANT COMMUNICATION WITH OUR LOBBYIST. AS OF NOW, THERE IS NO INDICATION THAT THERE WILL BE GRO MONEY THIS YEAR, BUT THAT COULD CHANGE BY THE MINUTE. SO, WE ARE HOPING. AS A MATTER OF FACT, JUST YESTERDAY AFTERNOON, JUST A BRIEF OF WHAT THE PROGRAM IS, AND WHY IT IS IMPORTANT FOR US. SO, YOU KNOW, THERE IS STILL A POSSIBILITY, SO HOPING THAT THERE IS SOME FUNDING THAT OUR LOCAL DELL OF --DELEGATION CAN COMMIT. ALL RIGHT. THANK YOU. SO, MOVING ON TO OUR HIGH SCHOOLS. SO, ONE OF THE SCHOOLS THAT I KNOW OVER THE PAST COUPLE OF YEARS THAT WE FOCUSED ON IS RGPI. AND SOMETHING THAT I MENTIONED, TOO, I HAD A REALLY PRODUCTIVE MEETING WITH OUR IO

126DEPARTMENT A COUPLE OF WEEKS AGO, IN ANTICIPATION OF THE VISIT FROM THE PUBLIC EDUCATION DEPARTMENT. WE ARE REALLY LOOKING AT SCHEDULING AND HOW WE ARE TAKING ATTENDANCE. NOT TO SAY THAT IS THE REASON TO ACCOUNT FOR THE INCREASE IN CHRONICALLY ABSENT, BUT I THINK IN THE HIGH SCHOOL, IT GETS REALLY INTERESTING WITH SCHEDULES AROUND THE DIFFERENT SCHOOLS, AND THE TIME, AND HOW THE SYSTEM IS BEING SET UP. AND ALSO, MORE IMPORTANTLY, HOW THE PED IS RECEIVING THE DATA FROM US? I THINK, DURING SEVERAL PRESENTATIONS, WE HAVE MADE YOU AWARE OF A NEW STUDENT INFORMATION SYSTEM TOOL THAT THE PED IMPLEMENTED LAST YEAR, IT IS CALLED NOVA. I KNOW THERE ARE A LOT OF ISSUES WITH US, OUR SYSTEM TALKING TO THEIR SYSTEM. WE WOULD SEND FILES IN, AND RESOLVE THERE IT WAS DIFFERENT. SO, THERE

127IS A LOT OF WORK IN PROGRESS WHEN IT COMES TO MAKING SURE THAT, AGAIN, WE ARE ALIGNED TO WHAT THEY EXPECT FOR US TO SEND TO THEM. AND THEN, ONE OF MY CONCERNS, TOO, IS OUR OTHER DISTRICTS, RIGHT? BECAUSE WHAT WE DO, WE COMPARE OURSELVES TO OTHER DISTRICTS. ARE THEY ALSO SUBMITTING THE SAME TYPE OF DATA THAT WE ARE SENDING IN? RIGHT? SO, THAT IS THE CONVERSATION THAT WE HAD WITH THE REPRESENTATIVE FROM THE PUBLIC EDUCATION DEPARTMENT. AND I KNOW, LIKE I SAID, SHE IS SINGLE-HANDEDLY TRYING TO ADDRESS ALL OF THIS, STATEWIDE. SO, IT CONTINUES TO BE A CHALLENGE, BUT I BELIEVE, LITTLE BY LITTLE, WE ARE GETTING THERE WITH OUR INTERNAL DATA AND MAKING SURE IT IS ALIGNED TO WHAT THE EXPECTATION IS WITH THE PUBLIC EDUCATION DEPARTMENT. I THINK I WOULD JUST ADD

128TO THAT, REALLY BRIEFLY, TO KIND OF REITERATE WHAT DR. LOZANO IS SAYING, I WENT INTO ARROWHEAD, FOR EXAMPLE, BECAUSE YOU SEE AN INCREASE, THERE. I BELIEVE WHOLEHEARTEDLY THAT IT IS A FALSE INCREASE. I BELIEVE, IN LOOKING INTO THE MASTER SCHEDULE, IT IS DIFFERENT, RIGHT, THEN OTHER HIGH SCHOOLS. AND SOME OF THE KIDDOS THAT CAN'T DRIVE HAVE TWO --TUESDAY, THURSDAY CLASSES AND THEY ARE PUT IN SKILLS CLASSES MONDAY, WEDNESDAY, FRIDAY. SO, IT MIGHT BE INTERPRETING, THEN, EVERY TUESDAY, AND THURSDAY, AN ABSENCE, WHEN ACTUALLY THEY ARE IN THE COLLEGE CLASSES. IF SO, THOSE ARE THE THINGS THAT MR. EDMONDSON IS WORKING CLOSELY WITH DR. LOZANO AND US ON FINDING AND CLEANING UP. LIKE, THOSE LITTLE ANOMALIES ARE REAL AND WE JUST HAVE TO FIGURE OUT WHAT THEY ARE AND FIX THEM AND WE WILL SEE A DIFFERENCE.

129AND I BELIEVE MR. NOLAN, TOO, IS WORKING CLOSELY WITH DR. WENDI AND HER TEAM, RIGHT, WITH SCHEDULING AS THEY WORK WITH PRINCIPALS FOR THIS UPCOMING YEAR, SO WE ARE HOPING THAT GETS BETTER, RIGHT, OUR MECHANISM FOR REPORTING, AND THAT IT IS EQUITABLE. THAT WE ARE LOOKING AT, WE ARE COMPARING SAME ITEMS ACROSS DIFFERENT SCHOOLS. EXACTLY. SO, IS -- ARE THERE SCHEDULING DIFFERENCES AT RGPI THAT WE ARE NOT NOTICING? DO THEY HAVE THOSE KINDS OF THINGS, WHERE THEY HAVE WORK-STUDY, OR OTHER THINGS THAT COULD BE CAUSING SUCH A DRAMATIC INCREASE? AND I KNOW YOU ADDRESSED IT A LITTLE BIT, BUT -- WELL, I HAVEN'T LOOKED TOO CLOSELY AT THE MASTER SCHEDULE AT RGPI, BUT ONE THING I DO WANT TO POINT OUT ABOUT RGPI IS THAT THEIR ENROLLMENT IS QUITE LOW. SO, IT TAKES VERY FEW

130KIDDOS TO REALLY SKEW THE NUMBERS. THAT IS TRUE. THANK YOU FOR THAT. WITH THAT, I WILL TURN IT OVER TO MS. HAMEL RIGHT AND MS. VIGIL TO REALLY DIVE DEEPER INTO OUR EFFORTS WITH THE DIFFERENT GOALS THAT WE HAVE SET IN STRATEGIES IN OUR STRATEGIC PLAN. AND MADAME CORT, I AM SO SORRY, I THINK THAT IS MY PHONE RINGING THAT I LEFT ON THE BACK PODIUM. I APOLOGIZE. [ LAUGHTER ] I MUTED IT, BUT MY FAMILY RINGS THROUGH. SO, I AM SORRY PRINT NO WORRIES. FAMILY FIRST, ALWAYS. IF YOU NEED TO GO GET THAT, GO GET THAT. REALLY, I AM JUST THINKING MY SON CALLING ME, I AM IN A MEETING. SO, I REALLY WANT TO --BECAUSE THE NEXT FEW SLIDES, I WANT TO RECOGNIZE MRS. VIGIL'S WORK AND THE WORK OF HER TEAM, SO

131I WANT TO INVITE MRS. VIGIL TO SHARE THESE UPDATES WITH YOU. SO, WE HAVE, RIGHT NOW, WE HAVE 23 --WE LOST ONE INTERN OUT OF THE 24. SHE MOVED TO ALBUQUERQUE TO FINISH HER WORK, SO SHE IS GOING TO BE ONLINE. SO, ALBUQUERQUE LUCKED OUT WITH ONE OF MY BEST INTERNS. [ LAUGHTER ] SO, WE HAVE THE 23 THAT ARE NOW WORKING WITH STUDENTS. THEY ARE WORKING UNDER THE UMBRELLA OF KENNETH GINSBERG'S WORK AND HOW TO BUILD RESILIENCY, WHICH, AS YOU CAN SEE, THE 7C IS UP THERE. SO, IF SCHOOLS ASK FOR ANY SUPPLIES OR POSITIVE REINFORCEMENT ACTIVITIES, WE ASK THEM TO FOCUS, IS IT GOING TO HELP STUDENTS BUILD CONNECTION? A LOT OF TIMES, IT IS CONNECTIONS, AND WHAT WE ARE WORKING ON A LOT WITH STUDENTS IS COPING. COPING IS A BIG ISSUE

132RIGHT NOW, ESPECIALLY WITH THE UNREST AND THE GOVERNMENT AND WHAT IS HAPPENING TO A LOT OF OUR STUDENTS. WE HAVE DONE QUITE A FEW HOME VISITS, WE ARE HEADING UP TO THE 500 RANGE IN JUST MY DEPARTMENT ALONE. THAT DOESN'T INCLUDE WHAT ALL OF THE SCHOOLS ARE WORKING ON. AND A LOT OF THEM ARE TAKING THE INITIATIVE TO GO OUT THERE ON THEIR OWN. WE WILL BE BETTER AT COLLECTING THAT DATA, BUT RIGHT NOW, WE ARE STILL --THEY ARE SO BUSY WITH THEIR HANDS ON, SO GETTING THEM TO DOCUMENT IN THE SAME PLACE, IT IS PRIORITY, TAKING CARE OF THE FAMILIES AND THE STUDENTS IS THE PRIORITY, BUT WE ARE GETTING THERE WITH THE DOCUMENTATION. SO, WE HAVE A PRETTY GOOD IDEA, A SNAPSHOT THAT IT IS WORKING. MAKING DIRECT CONTACT WITH FAMILIES, FOLLOWING UP

133WITH SOME PERSON AT THE SCHOOL. MENTORSHIPS, I HAVE HAD A LOT OF STUDENTS OUT WITH THE FLU THIS PAST WEEK, SO I'M STILL PULLING DATA. BUT, I WOULD SAY IF THEY HAVE A GROUP OF FIVE, THEY HAVE INCREASED THE ATTENDANCE WITH AT LEAST FOUR OUT OF FIVE. WE ARE SEEING IN THE GROUPS THERE IS AT LEAST GAINS IN CLASSROOM ENGAGEMENT, WHERE GRADES OR POINTS HAVE GONE UP WITH ACHIEVEMENT IN AT LEAST ONE AREA. SO, EVEN THAT ONE AREA IS MAKING A DIFFERENCE, WITH THE INTERNS. AND THAT WAS EVEN IN JUST ONE SEMESTER. AND WE DIDN'T START WITH SOME OF THE GROUPS UP UNTIL SEPTEMBER, SEPTEMBER IS WHEN WE STARTED. WE DO HAVE --WE ARE MEETING WITH THEM ONCE A WEEK, WE ARE FINDING WHEN WE ANALYZE THEIR DATA, A LOT OF THEM WHEN THEY COME

134BACK, THEY SAY, THEY ARE GOING TO SCHOOL ON A DARE. I SAID, THAT IS A GOOD THING. SO, HOW DO WE GENERALIZE? REMEMBER, THEY ARE INTERNS, SO WE ARE WORKING ON THEM REINFORCING THE ACTIVITIES, SHOWING THE KIDS WHERE THEIR GAINS ARE AND OWNING IT. SO, WE BOUGHT ALL THE KIDS, FOR CHRISTMAS, A JOURNAL. THEY HAVE TO DO GOALSETTING WITH THE MENTEES. THEY ARE ALSO LOOKING AT HOW THEY ARE COPING. THEY HAVE TO DEBRIEF WITH THEM, YOU KNOW, WHAT DID THEY LEARN? WERE THEY ABLE TO APPLY IT? THAT IS WHERE WE ARE AT NOW, WITH THE STUDENTS. WE ALSO WORKED WITH THE CTE GROUP, BRIGHT PATH, YOU WERE TALKING ABOUT CAREER END, THERE IS SCIENCE THAT IS AVAILABLE TO ALL THE SECONDARY STUDENTS. MY INTERNS, WE GOT THEM LOGINS RIGHT NOW SO WHEN THEY DO MEET

135WITH THEIR MENTEES, THEY CAN START WITH THE CAREER END. WE FOUND THAT IT DOES TAKE TIME, AND IT DOES GIVE THEM AN IDEA FOR WHAT THEY NEED TO FOCUS ON, REALISTICALLY. MOST OF THEM WANT TO BE PRO BALLPLAYERS, THEY HAVE DIFFERENT AMBITIONS. BUT IT IS LIKE, HOW DO YOU GET THERE? THIS IS SOMETHING THAT WE WILL BE WORKING ON THIS SEMESTER. AND THEN, WHEN THEY COME BACK AND WE GET THE NEW INTERNS, HOPEFULLY, WE WILL HAVE ENOUGH OF A FOUNDATION TO TRAIN THEM RIGHT AWAY FOR THE CTE ENGAGEMENT. SO, IT IS LIKE STEP-BY-STEP. I'M TRYING TO BUILD A PROGRAM, YOU KNOW, WE HAVE THE MINTY GROUPS ESTABLISHED, WE FOUND THE PROCEDURES WE NEEDED TO. THAT IS SOMETHING THAT HAD ASKED ME TO DO, WAS TO GO THROUGH EVERY STEP THAT WE DID TO ACCOMPLISH THIS,

136FROM THE MOUs, TO THE TRAINING OF THE INTERNS. ALL OF THAT, WE KNOW IS WORKING, BECAUSE WE HAD THEM FOR THREE DAYS. THE FUNDING IS GOING TO GET A LITTLE TRICKY NEXT YEAR, TO HAVE THEM TRAINED BEFORE THEY STEP INTO THE CLASSROOM, BECAUSE WE DID FIND THAT THAT THREE-DAY TRAINING IS QUITE BENEFICIAL TO THEIR SITE INSTRUCTORS, TO MYSELF, TO THE WHOLE SCHOOL, BECAUSE THEY GO PREPARED, THEY CAN JUST WALK IN THE DOOR, LOOK AT THE DATA, PULL THE KIDS THAT NEED SUPPORT, AND GET IT GOING RIGHT AWAY. SO, WE ARE GETTING A LITTLE MORE EFFICIENT WITH THAT PROCESS. SO, THAT IS SOMETHING THAT I AM VERY PROUD OF THESE STUDENTS AND THEIR EFFORTS. BUT, WE DO SEE AN INCREASE AND WE KNOW IT IS WORKING. SO, WE WOULD LIKE TO CONTINUE WITH THAT. I JUST

137WANTED TO ADD, QUICKLY --SO, KATHY HAD HER INTERNS PULL SOME DATA AT THEIR LAST MEETING. I JUST WANTED TO EMPHASIZE THAT OF THOSE KIDDOS THAT WERE RECEIVING MENTORSHIP, THAT THEY LOOKED AT 63% OF THE STUDENTS MOVED OUT OF THE CROPS CHRONIC ABSENTEE ZONE, WHICH IS INCREDIBLE. AND 83% OF THOSE STUDENTS SHOWED ACADEMIC IMPROVEMENT. ADDITIONALLY, WE HAVE PUT POSITIVE BEHAVIOR SUPPORT SPECIALISTS INTO ALL OF THE HIGH SCHOOLS AND MIDDLE SCHOOLS, AND ON THE WELLNESS WALKS THAT SUPERINTENDENT RUIZ REFERENCED, I HAVE BEEN DROPPING INTO THOSE CENTERS AND VISITING WITH THOSE FOLKS, AND LOOKING AT THEIR DATA. SAME THING. I AM SEEING THE SAME KINDS OF RESULTS, BECAUSE THOSE FOLKS ARE ALSO ACTING AS MENTORS, SAFE SPACE, AND SUPPORT TO THESE STUDENTS. AND SO, AT MAYFIELD, FOR EXAMPLE, SHE HAS WORKED WITH 45 INTENSIVE KIDDOS THIS YEAR. I

138THINK SHE SAID ONLY ONE OR TWO HAVE RE-OFFENDED. YOU KNOW, BEHAVIORALLY. AND ALMOST ALL OF THEM HAVE SHOWN INCREDIBLE INCREASE IN ATTENDANCE AND GRADES. SO, I MEAN, WE KNOW THIS IS WHAT WORKS. HOWEVER WE DO IT. RIGHT? THESE ARE THE SCHOOLS, CURRENTLY, WHERE MENTORSHIP IS OCCURRING. AND THOSE ARE SOME LITTLES ENGAGING IN MENTORSHIP ACTIVITIES. UNDER THE BOARD GOAL OF PROACTIVE COMMUNICATION -- AND MRS. VIGIL AND I CAN REALLY SPEAK TO SOME OF THE SCHOOLS WHERE THIS IS REALLY WORKING --EMPHASIZING THE PORTENTS --IMPORTANCE OF ATTENDANCE TO STUDENTS IN KINDERGARTEN. SO, WE KNOW THAT THIS IS REALLY HITTING KINDERGARTEN HARD, TALKING TO THEIR PARENTS REGULARLY, IS TOMBALL ELEMENTARY SCHOOL. AND WE -- AND YOU SEE THIS INCREDIBLE, OVERALL DROP IN CHRONIC ABSENTEEISM. SO, WE THINK THAT COMMUNICATING STRONGLY AND REGULARLY WITH THE KINDERGARTEN PARENTS ABOUT THE IMPORTANCE

139OF ATTENDANCE IS HAVING A REALLY BIG DIFFERENCE AT THE ELEMENTARY LEVEL. ATTENDANCE WORKS IS A STATEWIDE INITIATIVE, THEY HAVE ALL KINDS OF POSTERS, AND BROCHURES, AND THINGS AVAILABLE. ALSO, AS I DO MY WELLNESS WALKS, I AM NOTING WHETHER OR NOT I AM SEEING THAT KIND OF ADVERTISING POSTED ON BULLETIN BOARDS AND IN CLASSROOMS ABOUT THE IMPORTANCE OF ATTENDANCE. MRS. VIGIL AND HER TEAM HAVE DONE A GREAT JOB CREATING FLYERS, WHICH YOU HAVE SEEN WE HAVE PRESENTED TO YOU BEFORE, MAKING SURE THOSE GET OUT TO OPEN HOUSES, AND TO CLASSROOMS. AND THEN, I AM SURE THIS HAS INCREASED SINCE WE HAVE DONE THE PRESENTATION, BUT MINIMALLY, JUST MRS. VIGIL AND HER TEAM, SO THIS ISN'T COUNTING THE SOCIAL WORKERS AND THE SCHOOLS, HAVE COMPLETED 480 HOME VISITS. AND WITH THE HOME VISITS, JUST TELL --JUST FOR

140CLARIFICATION -- WELL, FOR THE STAFF, BECAUSE WE HAVE HAD SOME CONCERNS NOW THAT THERE IS A LITTLE BIT OF AN UNREST, OVER THESE EXECUTIVE ORDERS AND PEOPLE HAVE A LOT OF CONCERNS. SO, WE ARE HAVING TO SUIT THEM UP IN BRIGHT PINK, SO IF YOU SEE THEM WALKING AROUND IN BRIGHT PINK, I DIDN'T WANT THEM TO BE MISTAKES FOR ANYBODY ELSE, SO THEY WENT WITH FLUORESCENT PINK TO MAKE SURE WE ARE RECOGNIZABLE, AND THEY ARE SAFE. BECAUSE WE DO HAVE A FAMILIES RIGHT NOW, IT IS REAL IN OUR COMMUNITY, THERE IS A LOT OF CONFIGURE, THERE IS A LOT OF CONCERNS, THE KIDS ARE ACTING UP. SO, WE JUST NEED TO BE SENSITIVE AND MINDFUL OF WHEN YOU'RE TALKING TO STAFF AND KIDS, BECAUSE IT IS STRESSFUL FOR THEM. IN ADDITION TO THEIR EFFORTS AT

141THE DISTRICT LEVEL, MRS. VIGIL AND HER TEAM --SO, THROUGH THE ATTENDANCE FOR SUCCESS GRANT, FUND INITIATIVES IN THE SCHOOLS, ONE OF THE THINGS I HAVE BEEN REALLY IMPRESSED ABOUT IS MRS. VIGIL IS VERY CONSCIENTIOUS ABOUT WHAT SHE WILL FUND IN THE SCHOOLS, AND SHE LIKES TO FOCUS ON THINGS THAT WILL BE FUN AND ENGAGING DURING THE SCHOOL DAY. FOR THE STUDENTS. AND SO, THINGS LIKE POPCORN MACHINES, NINTENDO SWITCHES FOR EVENTS DURING THE DAY THAT ENCOURAGE THE KIDDOS TO BE THERE, AS OPPOSED TO PRIZES OR TRINKETS THAT MAY BE JUST GET PASSED OUT. SO, MRS. VIGIL COLLECTED PHOTOGRAPHS FROM THE SCHOOLS OF SOME OF THE FUN THINGS THAT THEY ARE DOING. WE JUST LIKE TO REMEMBER THAT, YOU KNOW, WE ARE DOING THIS WORK, BUT THE REAL WORK, THE HARDEST WORK IS HAPPENING EVERY DAY IN

142SCHOOLS AND THEY ARE DOING A LOT UNDER, YOU KNOW, THE ENCOURAGEMENT AND GUIDANCE OF MRS. VIGIL AND HER TEAM, SO THIS IS JUST ONE EXAMPLE OF THAT, AND MORE LITTLES CELEBRATING THEIR ATTENDANCE. ALSO, THROUGH, AGAIN, SCHOOL, TO COMMUNITY, TO ATTENDANCE TEAM INITIATIVE, THIS IS McARTHUR ELEMENTARY. THEY PARTNERED WITH THE ELKS CLUB AND FOR PERFECT ATTENDANCE, KIDDOS, THEIR FAMILIES, AND SCHOOLS STAFF MET UP AT BARNES & NOBLE AND GOT TO SHOP FOR BOOKS. JUST AN UPDATE ON THE GRANT, AS YOU KNOW, WE ARE FUNDING THE SALARIES FOR THE SOCIAL WORK INTERNS, WHICH I WANT TO EMPHASIZE, WHEN WE HAD THE VISIT FROM NEW MEXICO P.E.D., KATHY KIND OF MENTIONED IT, BUT TO BE CLEAR, THEY HAVE ASKED HER TO CREATE KIND OF A MANUAL SO THAT THIS CAN BE REPLICATED ACROSS THE STATE. NEW MEXICO STATE

143UNIVERSITY NOW HAS NMU GLOBAL, SO THEY HAVE STUDENTS ACROSS THE STATE, AND ANGELA FROM TED IS HOPING TO REPLICATE THEIR WORK AND GET THEM IN SCHOOLS TO WORK ON ATTENDANCE AND SOME OF THOSE HARDER TO SERVE COUNTIES. WE HAD A FALL ATTENDANCE CONFERENCE, THERE IS MORE CONFERENCES COMING UP. MRS. VIGIL WILL BE ABLE TO SEND A GROUP TO THE NEW MEXICO CHILDREN'S LAW INSTITUTE. THEY WERE ALSO VERY EXCITED TO HOST SAFE AND CIVIL SCHOOLS. SOME OF YOU MAY REMEMBER THEM IN APRIL. TO COME DOWN AND DO A TWO DAY ATTENDANCE TRAINING FOR OUR ATTENDANCE TEAMS. THEY ARE REALLY WORLD-CLASS. THEY ARE WONDERFUL. AND SO, NEW MEXICO P.E.D. HAS ALSO BEEN ASKED TO BE INVITED TO THAT AND JOIN US ON THOSE TWO DAYS. AND THEN, THERE IS SOME FUN MENTORSHIP PROJECTS COMING UP. THERE IS

144GOING TO BE SOME STUDENT PRODUCED, WITH THE HELP OF LOCAL ARTISTS, MURALS BEING HUNG UP AT ELEMENTARY SCHOOLS. WE ARE EXCITED TO CERTIFY THREE OF OUR STAFF AS THERAPY DOG HANDLERS, TO BRING SOME THERAPY DOGS INTO THE SCHOOLS. AND THEN, MRS. VIGIL IS WORKING IN PARTNERSHIP WITH DR. MILLER-TOMLINSON IN INSTRUCTION ON SOME OF THE INTERCESSION PLANNING TO BE SURE THAT WE HAVE SOME ACTIVITIES TO KEEP KIDDOS ENGAGED OVER THE INTERSESSION. ANYTHING ELSE YOU WANT TO SEE ABOUT THE GRANT, KATHY? OKAY. AND, FINALLY, GRADUATION, STILL VERY POPULAR AMONGST OUR KIDDOS WHO HAVE DROPPED OUT OR ARE ON THE BRINK OF DROPPING OUT, THAT NUMBER OF STUDENTS ENROLLED LITERALLY INCREASES EVERY DAY. 264, AS OF THE DAY THAT I PUT THIS PRESENTATION TOGETHER. I THINK WE ARE CLOSER TO 270 TODAY. 23 STUDENTS HAVE GRADUATED, AND OUR

145END OF YEAR PROJECTION FOR THIS YEAR WILL BE 50 ADDITIONAL GRADUATES. THAT IS ON TOP OF THE 23 THAT WE HAVE GRADUATED, THUS FAR. WELL, KATHY, OR DR. LOZANO, DO YOU HAVE ANYTHING BEFORE WE STAND FOR QUESTIONS? OKAY. THANK YOU. THANK YOU SO MUCH. SUCH GREAT PROGRAMS BEING MADE. I SO APPRECIATE ALL YOUR HARD WORK AND EVERYTHING YOU DO FOR THE KIDS. WOW. BOARD, ANY QUESTIONS? YES? JUST A COMMENT. MRS. VIGIL, I DON'T KNOW IF YOU KNEW THAT SOMEDAY YOU WOULD BE LIKE, WRITING A BOOK. THAT IS JUST AMAZING. I AM SO EXCITED. [ LAUGHTER ] SO, THANK YOU SO MUCH FOR ALL THE WORK YOU DO. AND, YEAH, THE FACT THAT YOU ARE GETTING THE RECOGNITION FROM P.E.D. TO SAY, WE ALL NEED TO LEARN FROM WHAT YOU ARE DOING, APPRECIATE IT. THANK YOU

146VERY MUCH. YES? >> YES, KUDOS, AGAIN, AS WELL. THANK YOU. IT IS ALWAYS HEARTENING TO HEAR WHAT YOU GUYS ARE DOING. AND KATHY, ESPECIALLY TO YOU, I APPRECIATE YOUR WORKING WITH TEACHERS REACHING OUT TO ADDRESS THEIR CONCERNS. THANK YOU. THERE IS STILL A REAL PERCEPTION THAT OUR ATTENDANCE POLICY DOESN'T HAVE CONSEQUENCES, IT HAS SUPPORTS. BUT, ARE THERE ANY -- CAN WE GET THE KIDS THERE AND MAKE THEM BE AT SCHOOL, BASED ON WHAT OUR LARS --LAWS ARE AND THINGS FROM THE P.E.D.? I THINK THERE IS STILL A PRETTY WIDESPREAD SENSE THAT IT IS DIFFICULT TO HAVE TEETH, I SUPPOSE, IN THE ATTENDANCE POLICY. SO, IF YOU ADDRESS THAT BRIEFLY FOR ME, I WOULD APPRECIATE IT. OR, IN -- YEAH. MEMBERS OF THE BOARD, THE QUESTION, I THINK --ARE YOU ASKING ABOUT THE --BECAUSE THERE IS

147TWO POLICIES, WE HAVE THE JHB, AND THE IKHB, AND THE HIGH SCHOOL TEACHERS WE MET WITH HAD QUESTIONS REGARDING THE 90% ATTENDANCE, AND I TALKED WITH DR. WENDI MILLER-TOMLINSON ABOUT THAT. SO, THE LAW IS INTERVENTION, IT IS BASICALLY THE FOCUS IS INTERVENTION OF, WHAT CAN WE DO FOR STUDENTS? THAT IS WHY IT FOCUSES ON THE EXCUSE, NON-EXCUSED, AND SUSPENSIONS, BECAUSE THOSE ARE BEHAVIORAL ISSUES. YOU KNOW, PARENTS DO --WE DO LOOK AT THE EXCUSED ABSENCES, AS WELL, BECAUSE WE DO HAVE PARENTS WHO ARE ENABLERS, AND THEY ARE PRETTY CONTENT TO HAVE THE STUDENTS, HELP THEM WITH WHATEVER NEEDS TO BE DONE AT THE HOME, OR THEY ARE JUST TIRED WITH THE BATTLE, SO THEY WILL WRITE THE NOTES. SO, THAT IS WHY IT IS IMPORTANT FOR THE ATTENDANCE TEAMS AT THE BUILDING LEVEL, TO LOOK AT

148NOTES AND WHAT IS HAPPENING WITH THE STUDENT. THEY NEED TO BE FAMILIAR WITH THE STUDENTS, BECAUSE A LOT OF STUDENTS WANT TO SUCCEED, BUT THEY HAVE OBLIGATIONS WITH FAMILY. SO, WE DO FIND, SOMETIMES WITH STUDENTS, THAT THEY ARE PASSING THEIR CLASSES, BUT THEY ARE NOT AT SCHOOL. SO, IT IS LIKE, OKAY, SO --SO, THAT IS WHERE WE HAVE TO FIGURE OUT WHAT IS GOING ON, BECAUSE SOME KIDS WANT THAT DIPLOMA AND THEY WILL DO EVERYTHING THEY CAN, BUT THEY HAVE TO BE A PART OF THE FAMILY, TOO, AND THERE IS OBLIGATIONS. SO, THAT, WE DO RUN INTO THAT. WE DO RUN INTO A LOT AT THE HIGH SCHOOL LEVEL WITH COUCH SURFING. THAT IS A COMMON ISSUE, WITH THE STUDENTS. ESPECIALLY, NOW, WE ARE GOING TO FIND THAT TO BE MORE PREVALENT BECAUSE PARENTS WILL

149BE DEPORTED, AND SOME OF THEM WILL LEAVE THEIR STUDENTS TO FINISH UP. SO, THEN, WE HAVE THAT ISSUE OCCURRING RIGHT NOW. OKAY, SO, THE QUESTION CAME UP ABOUT THE 90%. WE WILL BE MEETING AS A GROUP TO DISCUSS, WHAT IS A BETTER ALTERNATIVE TO HOLD KIDS ACCOUNTABLE? BECAUSE 90% RIGHT NOW IS NOT REASONABLE. WE HAVE TO LOOK AT EVERYTHING. SO, HOPEFULLY, THOSE CONVERSATIONS THAT WE HAVE, I WILL BE MEETING WITH THAT GROUP OF TEACHERS AND A COUPLE ADMINISTRATORS WHO HAVE SOME PROGRAMS AND SYSTEMS IN PLACE THAT ARE SUPPORTING STUDENTS AND INCREASING THEIR ATTENDANCE. SO, HOPEFULLY, THAT COMMUNICATION WILL RESOLVE SOME OF THE QUESTIONS, AND THEN, DR. WENDI WILL BE CHANGING THE REGULATIONS. WITH INPUT. OKAY, THANK YOU, MRS. VIGIL. I MEAN, IT IS A GREAT GROUP OF TEACHERS. I THINK THEY ARE TRYING TO WORK

150ON NATIONAL BOARD CERTIFICATION ASPECTS. SO, AN IN-DEPTH FOCUS HELPING US CREATE BETTER ATTENDANCE WOULD JUST BE FABULOUS. SO, TAKE ADVANTAGE OF. THANK YOU. AND GRASSROOTS, WE KNOW WHEN THEY ARE MOTIVATED AND THEY ARE MOTIVATING THAT CHANGE, THAT IS WHEN WE SEE RESULTS BECAUSE THEY WERE AWESOME AND VERY SUPPORTIVE, SO WE APPRECIATE THAT OPPORTUNITY. MADAM PRESIDENT, BOARD MEMBER WOFFORD, ONE OF THE THINGS TO THINK ABOUT --SO, THE TOPIC OF, MANY OF YOU MAY NOT HAVE BEEN AWARE, THERE IS A POLICY THAT STATES --I DON'T KNOW IF IT STATES IT, STILL, OR IF IT WAS IN PLACE WHERE STUDENTS HAD TO BE IN CLASS MORE THAN 90%. OR, REGARDLESS OF WHAT GRADE THEY GOT, THEY COULDN'T PASS, IT WAS A NO PASS. FROM MY PERSPECTIVE, RIGHT, I THINK THE QUESTION IS BIGGER, I THINK IT IS NOT

151GOING TO CLASS, AND THEY ARE STILL ABLE TO MASTER CONTENT, RIGHT? BECAUSE OUR GOAL IS FOR OUR STUDENTS TO LEARN OUR STANDARDS, OUR CONTENT. SO, TO ME, IT IS A BIGGER CONVERSATION ABOUT, YOU KNOW, FLEXIBILITY, AND THE WAY WE THINK ABOUT SCHOOL, ESPECIALLY FOR HIGH SCHOOL STUDENTS. I DON'T KNOW WHAT THAT LOOKS LIKE, BUT TO ME, I THINK THAT IS THE REAL ISSUE. YOU KNOW, IF A STUDENT IS GETTING A A IN CLASS AND THEY HAVE MISSED A LOT, YOU KNOW, IT COULD BE MULTIPLE THINGS. IS IT MORE ABOUT SEAT TIME? OR, IS IT MORE ABOUT US KNOWING THAT THE STUDENT ISN'T REQUIRING WHAT THEY WANT TO LEARN? I KNOW DR. WENDI HAS WORKED EXTENSIVELY WITH SCHOOLS ON THIS, AND IT IS HARD, FOR EACH KID, ACCOUNTABILITY CAN MEAN SOMETHING DIFFERENT. SO, I THINK THAT

152IS WHERE IT GETS HARD TO WRITE POLICIES OR REGULATIONS. SO, I THINK IT IS GOOD WE ARE LOOKING AT IT TO SEE WHAT IDEAS WE HAVE. SO, WE WILL SEE WHAT HAPPENS, NEXT. GREAT COMMENTS. SUPERINTENDENT? PRESIDENT CORT, IF I MAY, AND MEMBER WOFFORD, I HEARD YOU ALSO TALK ABOUT THE TEETH IN THE POLICY AT THE STATE LEVEL, I KNOW THAT SUPERINTENDENTS ACROSS THE STATE ARE ALSO WANTING TO HAVE MORE CONVERSATIONS WITH LEGISLATORS, AND GOVERNOR, EVENTUALLY, ON MORE ACCOUNTABILITY FOR PARENTS, AS WELL. AND HOW THAT LOOKS LIKE, I AM NOT SURE. BUT, REVISITING THAT, THAT ACCOUNTABILITY PIECE, TO ALLOW SUPERINTENDENTS TO FEEL -- BUT, IT IS NOT JUST ABOUT ACCOUNTABILITY, IT IS ABOUT GOING BACK TO THE SUPPORTS, RIGHT? WHAT ARE THE TYPES OF SUPPORTS THAT THE FAMILY MAY NEED, THAT THEY ARE NOT GETTING THERE?

153SO, THAT IS WHY THIS WORK THAT THE TEAM IS DOING IS REALLY, AS THEY DO THESE HOME VISITS NOW, WE CAN IDENTIFY, ARE THERE ANY OTHER HOME SUPPORTS THAT THEY MAY NEED, AS WELL, BESIDES JUST ON THE STUDENT PART? SO -- THANK YOU. AND I APPRECIATE THE FACT THAT WE ARE WORKING ON THE POSITIVE ASPECT OF THAT, INSTEAD OF THE PUNISHMENT ASPECT OF THAT, BECAUSE, CLEARLY, PUNISHMENT HASN'T GOTTEN US ANYWHERE. YEP, SO, THANK YOU, ALL, FOR YOUR WORK. ARE THERE ANY OTHER QUESTIONS, COMMENTS? QUICK QUESTION. DO WE HAVE THE DEMOCRATIC -- DEMOGRAPHIC DATA OF KIDS THAT ARE EXCELLENT? AND WE DON'T HAVE ENOUGH MALE TEACHERS IN SCHOOLS, AND LOOKING AT YOUR MENTORS, I DON'T WANT TO MAKE ASSUMPTIONS, BUT MOSTLY WOMEN, RIGHT? SO, HOW ARE WE REACHING YOUNG MEN TO RE-ENGAGE THEM, AND FIND THE

154RIGHT MESSENGER? AND MEN OF COLOR. YES, A GOOD POINT. YOU ARE --IT IS A LITERAL QUESTION, NOT RHETORICAL, RIGHT? YES. [ LAUGHTER ] OR, FOOD FOR THOUGHT. WE COULD TALK ABOUT IT LATER. SO, PRESIDENT CORT, AND VICE PRESIDENT NOLAN, WE DO DISAGGREGATE THE DATA BY DEMOGRAPHIC AND WE ARE LOOKING AT THAT AND YOU ARE SPEAKING TO A PASSIONATE AREA OF MINE, OUR YOUNG MEN, PARTICULARLY YOUNG MEN OF COLOR AND THOSE ON AN IEP, THEY STRUGGLE MORE WITH DISCIPLINE, THEY STRUGGLE MORE WITH ATTENDANCE, AND THEY STRUGGLE MORE WITH ACHIEVEMENT. SO, WE ARE TAKING THAT UNDER CONSIDERATION CONTINUALLY IN A LOT OF WAYS, INCLUDING HOW WE EDUCATE TEACHERS AND SCHOOL LEADERS, AND BUILDING LEADERS, AND HOW WE ENGAGE THEM IN MENTORSHIP. YOU KNOW, AS YOU ALL KNOW, PROBABLY 90% OF THIS SCHOOL'S STAFF, THEY ARE GOING TO

155BE FEMALE. SO, WE REALLY DO WELCOME AND VALUE DIVERSITY IN OUR INTERNS, AND OUR STAFF BECAUSE WE DO WANT THE KIDDOS TO SEE SOMEBODY WHO RESEMBLES THEM, RIGHT? ESPECIALLY ON THOSE MENTORSHIP SETTINGS. OKAY, THANK YOU. THANK YOU. ALL RIGHT. THANK YOU, ALL, SO MUCH FOR THAT PRESENTATION. THANK YOU. THANK YOU. QUESTIONS? YOU HAD A QUESTION? NO, I SAID, GOOD QUESTION. YES, DEFINITELY. ALL RIGHT, NOW, WE ARE GOING TO GO TO OUR SCHOOL RESOURCE OFFICER UPDATE. MR. RODRIGUEZ? THANK YOU, ALL, FOR HANGING OUT IN THE AUDIENCE A LITTLE BIT. WE ARE RUNNING BEHIND IN THE AUDIENCE, IN THE CHAIRS, WHATEVER, THANK YOU FOR BEING HERE IS WHAT I'M TRYING TO SAY, AND NOT DOING IT WELL. GOOD MORNING. >> GOOD MORNING, MADAM PRESIDENT, MEMBER IS OF THE BOARD SUPERINTENDENT RUIZ. I JUST HAD TO CHECK MY

156TIME. A PLEASURE TO BE HER, PLEASURE, ALSO, TO HAVE OUR SROs HERE THAT KEEP OUR SCHOOLS STATES, WORK WITH OUR STAFF, AND ARE REALLY BIG MENTORS TO OUR STUDENTS, AS WELL. WE APPRECIATE YOUR TIME COMING OVER HERE, BUT ALSO THEIR TIME IN OUR SCHOOLS. IT IS JUST AN HONOR SO WE WANTED TO GIVE OUR SRO THE TABLE. APPRECIATE IT. GOOD MORNING, SUPERINTENDENT RUIZ, MADAM PRESIDENT, SEÑOR VICE PRESIDENT. WELL DONE, SIR. WELL DONE. [ LAUGHTER ] SO, WE ARE GOING TO GO OVER SOME OF THE STATISTICS WE HAD FROM LAST SEMESTER AND KIND OF GO OVER, AND I WILL GO OVER THE INTERPRETATION OF WHAT THEY MEAN AND MY THOUGHT PROCESS ON IT. I KNOW TODAY IS ABOUT PREVENTION, AND KIND OF JUST MAKING INTERVENTION, AS FAR AS THAT GOES. YOU LOOK AT LAS CRUCES HIGH

157SCHOOL, 17 OF THE DRUG-RELATED VIOLATIONS, FOR WHATEVER REASON, THE BIGGEST ISSUE WE HAVE OUR FIGHTS AND BEEPING THROUGHOUT ALL THE SCHOOLS. SO, YOU WILL SEE THE CONCERNS FOR EVERYTHING, IT IS STILL FIGHTS AND BEEPING THROUGHOUT ALL THE SCHOOLS. YOU LOOK AT THE 17, ARE THERE SIMILAR NUMBERS ON THE REST OF THEM? PROBABLY, YES. I AM NOT SURE HOW TO INTERPRET THIS, BUT I KNOW THE FIRE ALARMS HAVE GONE OFF AT LAS CRUCES HIGH FOR SENSITIVITY FOR KIDS THAT ARE VAPING. SO, WE WILL FIND OUT WHERE THE ALARM IS COMING FROM, THEN LOOK AT THE CAMERAS, FIND THE KIDS, PULL THEM FROM CLASS, AND LO AND BEHOLD, THERE IS STUFF THEY HAVE ON THEM. FROM MY UNDERSTANDING, I THINK LAS CRUCES HIGH SCHOOL IS PROBABLY THE ONLY ONE THAT HAS THAT SENSITIVITY. WE DON'T HAVE ANY

158VEEP SENSORS IN THERE. I THINK THERE WERE CONVERSATIONS ABOUT BRINGING THEM BE EVENTUALLY, BUT I DON'T KNOW IF THEY WERE INSTALLED, MAYBE JUST SENSITIVITY. YOU LOOK AT, ASSAULTS IS A BIG NUMBER. HARASSMENT, SO BASICALLY, THE FIGHTS THAT HAPPEN ARE THE BIG THINGS THAT ALL OF OUR SCHOOLS, BEEPING AND FIGHTS. YOU LOOK AT THE BOMB THREAT AT CAMINO, YOU ARE KIND OF WONDERING, YOU KNOW, WHAT BOMB THREAT? BUT, THOSE INTERPRETATIONS ARE, WHEN WE STARTED HAVING THE THREATS OF SHOOTINGS, LIKE ANYBODY WOULD POST ON SOCIAL MEDIA OR STUFF LIKE THAT, TOO, THE NEW STATUTE IS UNDERNEATH THE BOMB THREAT. SO, SCHOOL SHOOTING THREATS, STUFF LIKE THAT, THAT IS UNDER THE BOMB STATUTE, THAT IS WHY THAT WOULD FALL UNDER THERE. SO IF WE HAVE SO MANY AND WE DIDN'T KNOW ABOUT IT, THAT IS THE EXPLANATION FOR

159THAT. I DON'T KNOW IF THE SCHOOL HAD AN ACTUAL BOMB THREAT THAT I KNOW OF, BUT I KNOW THAT THE NUMBERS ARE UNDER THE STATUTE OF THE ACTUAL THREATS FOR THE SCHOOLS, FOR POSTING ON SOCIAL MEDIA OR WHATEVER THE CASE MAY BE. ANYTHING ELSE IS LIKE, WE HAD SOME WEAPONS THAT WERE LOCATED, AND THOSE WERE JUST BASED OFF OF, YOU KNOW, HAVING THE KIDS TRUST US ENOUGH TO REPORT IT, BECAUSE SOMEONE IS SAYING SOMETHING, OR REPORTS IT TO A TEACHER PRIOR TO US, AND THEN WE HANDLE IT FROM THERE. A LOT OF THE STUFF WE DO, I KNOW MR. RODRIGUEZ ABOUT US BUILDING TRUST FROM THE KIDS, TRUST FROM THE STAFF, TRUST FROM ADMINISTRATION. I AM REALLY BIG ON THE COMMUNITY RELATIONSHIPS, TOO. ANYTHING ON THIS ONE THAT YOU WANTED TO ADD? SO, WE HAD

160SENT OUT AN EMAIL TO ALL OF OUR SROs. AND I AM OFFICER JOHNNY, THE SCHOOL RESOURCE OFFICER FOR VISTA MIDDLE SCHOOL. WE SENT A LETTER OUT TO ALL OF OUR SROs ASKING, WHAT ARE THE TWO BIGGEST CONCERNS THAT YOU HAVE? IT DID MATCH DATA SUCH AS FIGHTS AND VAPING. A SOLD KIND OF FITS IN THERE WITH THE FIGHTS, THEY ARE PRETTY MUCH HAND IN HAND. SO, FIGHTS AND ASSAULTS, 64, AND VAPES, INSTANCES. AND AGAIN, EVERYTHING WE DO IS GOING TO BE DOCUMENTED, FOR OUR POLICY, IT IS GOING TO BE DOCUMENTED. SO, SOME OF THE STUFF WE ARE DOCUMENTING, SUCH AS VAPING, IT CAN BE NOT JUST THC OR ANY NARCOTICS, IT CAN ALSO BE FOR NICOTINE. SAME WITH THE FIGHTS. IF IT IS A FIGHT THAT OCCURRED, IT NEEDS TO BE DOCUMENTED AND IT WILL

161SHOW UP HERE AS A FIGHT. SO -- ANY QUESTIONS ON THE STATS SO FAR, BEFORE WE MOVE ON? I HAVE A QUICK QUESTION. ON THE WEAPONS, ARE THOSE JUST COLLINS SAYING, I THINK THERE IS A WEAPON? OR, ACTUALLY WEAPONS RETREAT? SO, WEAPONS FALLS UNDER -- SO, I HAVE HAD AN INCIDENT WITH PEPPER SPRAY, THAT WILL BE DOCUMENTED AS A WEAPONS CASE, SAME WITH A KNIFE, SAME IF WE GET INFORMATION IF A KID HAS A WEAPON, AND WE GO TO THE HOUSE TO SEARCH FOR A WEAPON. I HAVE HAD A WEAPONS CASE WERE IT WAS JUST AMMUNITION THAT WE LOCATED AND WE DOCUMENTED IT AS WEAPONS. FOR OUR CAMPUSES THAT WE HAVE WHEN WE DO OUR REPORTS, I THINK THERE IS ONLY ABOUT 80 DIFFERENT OFFENSES, SO THAT IS WHY A LOT OF THE STUFF THAT

162WE HAVE, IT MIGHT NOT BE A WEAPON ON SCHOOL GROUNDS, IT WILL FALL UNDER WEAPONS FOR AMMUNITION. THANK YOU. THANK YOU. YES, MEMBER TENORIO? I WAS CURIOUS, WHEN THIS DATA STARTS? IS IT FROM THE END OF THE SCHOOL YEAR? SURE, THAT IS A GOOD QUESTION. IT STARTS IN JULY, SO THIS JETTA IS TAKEN FROM JULY TO JANUARY. AND THIS IS TAKEN BY OUR INTELLIGENCE COORDINATOR THAT WE HAVE AT THE POLICE DEPARTMENT. SO, THIS IS WHEN THE SCHOOL REACHES OUT TO LCPS? BUT, THERE MIGHT BE --ALL THE STUFF ON THE FAR LEFT COLUMN, IS THERE ANY TIMES WHEN LCPD IS NOT INVOLVED IN THAT, THE SCHOOL, AND THE DISTRICT HANDLES IT SEPARATELY, LIKE HARASSMENT? OR, DOES IT ALWAYS GO TO YOU, ALL? IT DOESN'T ALWAYS GO TO ME. I KNOW THERE ARE A LOT OF TIMES

163WHEN THE SCHOOL HANDLES IT ON THERE AND, ADMINISTRATIVELY. AND HARASSMENT HAS TO BE A REPEATED OFFENSE, SO IF THEY HAVE ALREADY ADDRESSED IT, STAYAWAY AGREEMENTS, REMEDIATION AND IT STILL DOESN'T STOP, THEN THEY BRING ME IN FOR THAT ONE AND THEY HAVE ALREADY EXCEEDED THERE AND AS FAR AS OPTIONS, BEFORE WE GET LAW-ENFORCEMENT INVOLVED. SO, FOR HARASSMENT, I WILL GET INVOLVED ON STUFF LIKE THAT, TOO. DISTRICT DATA MAY OR MAY NOT OVERLAP? I'M ALSO AN SRO OVER ON THE SUPERVISORS, BUT OUR STANCE THAT WE BROUGHT TO YOU GUYS, IT IS WHAT WE HAVE REPORTED, SO WE HAVE DONE A REPORT AND THAT IS THESE TYPES OF POP-UPS, SO IT DOESN'T OVERLAP, THERE IS NO DOUBLE DATA, I GUESS. OKAY. APPRECIATE IT. THANK YOU. SECREATARY WOFFORD? MEMBER TENORIO WAS ASKING MY QUESTION, AND THAT WAS ABOUT OUR

164IO DATA AND HOW SIMILAR IT IS TO THIS? LIKE, THE DRUG VIOLATIONS, VERSUS THE OTHERS. ARE THEY JUST REPORTING MORE, AND THEN TURNING IT OVER TO THE SRO DATA COLLECTION? IT WOULD BE INTERESTING TO SEE HOW DISCIPLINED DATA THE IO OFFICE COLLECTS. AND I KNOW THERE IS SOME QUESTION ABOUT THE CONSISTENCY FROM SCHOOL TO SCHOOL, WITH HOW THAT DATA IS COLLECTED. PRESIDENT CORT, SECREATARY WOFFORD, THAT IS CORRECT. WHEN IT GETS TO THE SRO, SEVERAL THINGS, INTERVENTIONS, ET CETERA, HAS HAPPENED AS IT GETS TO THE SRO, AS WAS MENTIONED BEFORE. AND I DID SEND A MEMO YESTERDAY, AS A MATTER OF FACT, ON OUR DISTRICT DATA. SO, YOU CAN SEE SPECIFICALLY OUR IO DATA THAT YOU MENTIONED, AND IT IS DIFFERENT, BECAUSE AS YOU MENTIONED, MANY OF THOSE ARE HANDLED AT THE SCHOOL LEVEL, WITH ADMINISTRATION,

165OR THE GO WITH A DIFFERENT INVENTION, ET CETERA. SO, WE DID PROVIDE SOME OF THAT INFORMATION FOR YOU YESTERDAY. IT WAS ON A MEMO. IT WAS AN EMAIL. YEAH. GREAT, THANK YOU. >> AND IT WAS REALLY IN ANTICIPATION TO THIS. WE PROBABLY SHOULD HAVE SENT IT OUT A LITTLE BIT EARLIER. SO, MOVING FORWARD, WHAT WE WILL DO WITH OUR EXTENDED WORK SESSIONS, YOU WILL MAKE SURE THAT AS WE LOOK AT OUR LCPD DATA, WE ALSO LOOK AT OUR INTERNAL DISTRICT DATA, AS WELL, BEFORE HAND. AWESOME. MEMBER FRANK? THANK YOU. COULD YOU EXPLAIN CODE TO AND WELFARE? SO, THE OFFICER THAT ASSISTED US WITH MAKING US, SOMETIMES YOU FORGET YOU ARE DOCUMENTING POLICE CODE, SO CODE 2 IS GOING TO BE A SEXUAL OFFENSE, IT IS NOT NECESSARILY PENETRATION THAT OCCURRED, IF ONE STUDENT TOUCHES ANOTHER,

166WE WILL DOCUMENT IT A SEXUAL ASSAULT AND DOCUMENT IT AS SUCH, THAT IT COMES TO OUR TEAM FOR FURTHER INVESTIGATION. THE OTHER ONE, YOU SAID WELFARE? SO, WELFARE CHECKS, IF WE HAVE A STUDENT WHO COMES INTO OUR COUNSELORS AREA TO REPORT THAT THEY ARE NOT FEELING AS GOOD, THEY MIGHT WANT TO DO SELF HARM, SOMETHING IS GOING ON AT HOME, AND WE GET INVOLVED WITH THEM, THEN WE ARE GOING TO DOCUMENT IT AS A WELFARE CHECK. THE REASON WE DOCUMENT IT, A LOT OF TIMES, IF YOU ARE FAMILIAR WITH CYFD, THE REPORTING SYSTEM FOR THEM IS TO REPORT ANY CHANCE OF ABUSE OR NEGLECT, SO WE WANT TO ATTACH A REPORT TO IT SO WE DOCUMENT IT AS A WELFARE CHECK. CERTAINLY. THANK YOU. ALL RIGHT. >> SO, WE ARE KIND OF JUST GOING OVER

167THE INITIATIVES, AS WELL. SO, WE TALK ABOUT PREVENTION AND, YOU KNOW, MITIGATING AND EVERYTHING. SO, WE TALKED ABOUT WORKING WITH SECURITY GUARDS, WE ALSO HAVE NATIONAL GUARD HERE, TALKING ABOUT THEIR PRESENTATIONS. I KNOW THEY HAVE HAD SEVERAL PRESENTATIONS ABOUT FENTANYL AND VAPING, STUFF LIKE THAT. AMAZING PRESENTATIONS. AND THEN, ANY ISSUES AT THE SCHOOL, THAT THE SCHOOL SAYS THEY HAVE, TRYING TO FIGURE OUT, WHETHER IT BE A TRAFFIC JAM, OR PARENTS HAVING ISSUES IN THE PARKING LOT, OR IF IT IS --WHATEVER COMES UP, WE ARE THE ONES THAT ARE TASKED WITH THAT INITIALLY, AND WE WILL ASK EACH OTHER, AND ASK THE OTHER OFFICERS. BUT, FOR THE MOST PART, IT IS ABOUT HELPING EACH OTHER OUT. I DID MENTION --LET'S SEE -- OKAY. THAT IS PREVIOUS. OKAY, I DID MENTION PREVIOUSLY ABOUT MAKING SURE THAT WE

168HAVE THE KIDS' TRUST, AND STAFF'S TRUST, AND STUFF LIKE THAT. SO, EVERYTHING WE DO IS EITHER, THEY REPORT IT TO US, THEY REPORT IT TO A TEACHER AND THEN THE TEACHER REPORTS IT TO US AND ADMINISTRATION, STUFF LIKE THAT. I CAN'T COUNT THE NUMBER OF TIMES THAT WE HAVE PREVENTED STUFF. I KNOW WE ARE TALKING ABOUT THE STEPS OF STUFF THAT HAS BEEN DONE, BUT THERE ARE A NUMBER OF TIMES WHEN WE HAVE PREVENTED STUFF JUST BY WATCHING THE KIDS, AND THEY WILL REPORT THERE WILL BE A FIGHT BETWEEN THIS KID AND THIS KID, SO WE PULLED THEM BEFORE IT HAPPENS JUST BECAUSE WE ARE VISIBLE OUT THERE. WE ARE MAKING OURSELVES --YOU KNOW, WE KIND OF STICK OUT SO WE HAVE TO MAKE SURE THAT WE ARE SEEN AND THE STUDENTS FEEL ABLE TO

169JUST TELL US STUFF, AND SOMETHING IS GOING TO HAPPEN. THOSE AREN'T REALLY SHOWING ON STATS, SO THAT IS SOMETHING I WANTED TO POINT OUT, TOO. I KNOW WE TALKED ABOUT NUMBERS AND WHAT THOSE ARE, BUT THE NUMBER OF TIMES WE HAVE PREVENTED STUFF FROM HAPPENING IS OUT THERE, AS WELL. SO -- AND JUST TO KIND OF PIGGYBACK OFF OF WHAT HE IS SAYING, SO AGAIN, YEAH, WE ARE LOOKING AT THE STATS OF THINGS THAT HAVE OCCURRED. I KNOW IT IS PROBABLY NOT COMMON KNOWLEDGE FOR THE BOARD MEMBERS, BUT WE ACTUALLY HAVE A BRIEFING EVERY WEDNESDAY WITH THEIR SUPERVISOR AND THEIR SROs. DURING THOSE BRIEFINGS, WE WILL GO OVER THE ISSUES WE HAVE IN OUR SCHOOLS, WHAT WE CAN DO TO FIX THEM. WE RECOGNIZE THE STUDENTS THAT ARE GETTING INTO FIGHTS, THE STUDENTS THAT HAVE

170VAPES. AT THE END OF THE DAY, THEY NEED HELP. WE ARE AT THE SCHOOL TO MAKE SURE THE KIDS ARE SAFE, WE ARE NOT THERE TO GET THEM IN TROUBLE. THAT BEING SAID, WE HAVE ALTERNATE THINGS WE CAN DO AS THEY HAVE HAVE THESE CRIMINAL VIOLATIONS, SUCH AS THE CRIMINAL YOUTH DEVELOPMENT PROGRAM, AND THE NATIONAL GUARD, TALKING TO THEM AND STUFF LIKE THAT, SO WE ARE JUST TRYING TO HELP THE KIDS, BUT WE CAN ONLY LEARN FROM WHAT WE KNOW, WHICH IS THE STATS THAT WE ARE SHOWING YOU TODAY. ANY OTHER QUESTIONS? I JUST WANTED TO SAY THAT I ATTENDED ONE OF THE FENTANYL PREVENTION THINGS THAT THE NATIONAL GUARD DID AT SIERRA MIDDLE SCHOOL, AND IT WAS GREAT. IT WAS REALLY, REALLY --IT SCARED ME. SO, GOOD JOB. THANK YOU. THANK YOU. ONE COMMENT,

171I JUST WANTED TO SAY, THANK YOU FOR YOUR TIME TO BE HERE. I KNOW YOU GUYS ARE BUSY, AND IT MAKES A DIFFERENCE FOR US TO ALSO DEVELOP THAT RELATIONSHIP AND UNDERSTAND YOUR WORK AND THE DATA. THANK YOU FOR GETTING THAT. THANK YOU. >> THANK YOU. >> WE WILL TURN IT OVER TO YOU, IF YOU DON'T HAVE ANY QUESTIONS. THANK YOU ALL, SO MUCH. REALLY, TRULY, FOR THE WORK THAT YOU DO. GOOD MORNING. >> GOOD MORNING. ACTUALLY -->> OH, RIGHT IN THERE. GOOD AFTERNOON POINT FROM THE STATE MARSHAL'S OFFICE. SO, AS YOU CAN SEE, WITH THE MIDDLE SCHOOL, AGAIN, VAPES ARE OUR BIGGEST ISSUE RIGHT NOW, TO INCLUDE SIMPLE ASSAULTS. THE ONE WEAPONS CHARGE ON THERE, AGAIN, THAT WAS A KNIFE THAT WAS BROUGHT TO SCHOOL. THE STUDENT ACTUALLY HAD THAT THE MAJORITY OF THE

172DAY AND WORKED REALLY HARD ON THAT ONE TO TRY TO FIGURE OUT WHICH OTHER STUDENTS HE PASSED THE WEAPON TO, BECAUSE HE FELT THAT HE WAS GOING TO BE SEARCHED THROUGHOUT THE DAY, AND EVENTUALLY, WE DID CATCH HIM WITH THE KNIFE. A LOT OF THE STUDENTS THAT WE ARE DEALING WITH, SOME OF THE TRENDS THAT WE ARE SEEING, AGAIN WITH THE VAPING, IT IS SOME OF THE SAME STUDENTS THAT GET CAUGHT. THEY DO THEIR SUSPENSION, AND THEN THEY REOFFEND. SO, IT IS TRYING TO GET BACK TO THOSE STUDENTS TO REALLY DRIVE HOME THE POINT THAT, HEY, WHAT YOU ARE DOING, YOU GUYS ARE JUST TOO YOUNG FOR THIS. IT IS NOT HEALTHY. AND NOW, YOU ARE TRYING TO SPREAD IT ALONG TO THE OTHER STUDENTS. AND WE ARE REALLY IN THE PROCESS OF, I KNOW

173I AM WORKING WITH THE TWO SECURITY GUARDS AT ZIA TO BE MORE PROACTIVE. WE ARE IN THE HALLWAYS. THEY JUST INSTALLED THE 30 NEW CAMERAS. WE DO HAVE ONE OF THE SECURITY GUYS WHO IS VERY KNOWLEDGEABLE ABOUT THE SECURITY CAMERA SYSTEMS, AND THAT GUY IS ON IT. YOU CAN TELL HIM THE TIME, THE LOCATION, AND WE ARE PINPOINTING WHICH STUDENTS ARE COMING IN AND OUT OF THE RESTROOMS, AND IF THEY ARE TAKING TOO LONG, WHAT ARE THEY DOING? WE PULL THEM OUT OF CLASSROOMS, WE ARE TALKING TO THEM. TO KIND OF PIGGYBACK ON WHAT LAS CRUCES IS DOING, WE ARE BEING VISIBLE, WE ARE OUT THERE ON THE COURTYARDS DURING PASSING, WE ARE OUT THERE DURING ESPECIALLY AT ZIA, DURING THE LUNCH PERIODS, WHEN THEY HAVE SIXTH, SEVENTH, AND EIGHTH GRADE BACK TO BACK, SO

174IT IS ALMOST AN HOUR AND A HALF, WE ARE OUT THERE, WE ARE VISIBLE. STUDENTS ARE APPROACHING US, HEY, WE HEARD THIS IS FIXING TO GO DOWN, YOU MIGHT WANT TO WATCH OUT FOR THIS. SO, IT IS REALLY JUST BEING VISIBLE AND BEING ABLE TO BE APPROACHABLE. AND THAT IS ONE THING THAT I HAVE BEEN ABLE TO WORK WITH AT ZIA FOR A LOT OF THE STUDENTS. AND JUST BEING A MENTOR, I THINK I AM KIND OF DOING IT BACKWARDS IN THE SENSE WHERE I AM KIND OF --IF I KNOW A STUDENT A IS GOING TO HAVE A ISSUE WITH STUDENT B, I KIND OF BRING THEM INTO THE CONFERENCE ROOM LIKE, HEY, DO YOU GUYS WANT TO TALK THIS OUT BEFORE I SEND YOU OVER TO THE COUNSELORS TO HAVE YOUR MEETING? WE CAN

175TALK THIS OUT, NOW. THIS WAY, IF YOU DO DECIDE TO FIGHT --BECAUSE I DO HAVE STUDENTS WHO ARE VERY ADAMANT THAT, I DON'T LIKE THIS STUDENT, AND I AM GOING TO FIND ANY WAY POSSIBLE TO FIGHT THIS STUDENT. SO, I JUST ENCOURAGE THEM NOT TO DO THAT, BECAUSE OTHERWISE, THEY WILL FACE CONSEQUENCES FOR THEIR ACTIONS. SO, I WILL TURN IT OVER TO YOU. F, JUST TO GO BACK ON WORKING TOGETHER WITH STAFF AND SECURITY GUARDS IN THE SCHOOL, WE GET ALL OF THE INFORMATION WE GET FROM THEM, AND WE GO BACK WITH THE KIDS AND LET THEM KNOW WHAT IS GOING ON. A LOT OF THE THINGS THAT I SEE ARE THE SIMPLE ASSAULTS AND SELF-HARM. SO IT IS A LOT OF MENTORING THE KIDS, CHECKING UP ON THEM ON A DAILY BASIS AND SAYING,

176HOW ARE YOU DOING THIS MORNING? WHAT IS GOING ON? ANYTHING BETTER? JUST FOLLOWING UP, I WOULD SAY PRETTY LOT OF PREVENTION. FOLLOWING UP WITH THE SSA, THE STUDENT -- SUCCESS ACADEMY, YOU GOT IT. I HAVE BEEN WORKING WITH THE PRINCIPAL THERE, AND ACTUALLY HE JUST BROUGHT IT UP TO ME, IF WE CAN WORK TO GET SOME GANG PREVENTION CLASSES FOR THEM, SO I'M JUST CURRENTLY WORKING ON THAT, RIGHT NOW. ANY QUESTIONS? BOARD MEMBERS? >> I DO HAVE A QUESTION. [ LAUGHTER ] GO AHEAD, MEMBER. GIVE ME ONE EXTRA SECOND, I WILL COME UP WITH A QUESTION. SO, DO YOU, ALL, WORK TOGETHER, AT ALL? LET'S SAY YOU WERE WORKING ON THAT GANG PREVENTION CLASS, OR THE NATIONAL GUARD DOES THAT FENTANYL STUFF. LIKE, OBVIOUSLY, THERE IS SOME KIND OF COORDINATION? YES, MA'AM. WE HAVE A

177CASE GOING ON AT OUR SCHOOL, LAS CRUCES HIGH SCHOOL, WHERE WE ARE ABLE TO GET INTO CONTACT THROUGH THE OTHER SROs AND PUT EVERYTHING TOGETHER, WHATEVER THE CASE MAY BE. AND AS FAR AS TRAININGS, YES, THEY WILL BE SENT OUT TO US. WE WILL PIGGYBACK ON WHAT THE TRAININGS ARE OFFERING. AND -- COOL. THANK YOU. CAN WE GO BACK ONE SLIDE? SO, THERE IS NO DATA THERE FOR MESILLA ELEMENTARY ELEMENTARY, OR REAL PREP? IS THAT BECAUSE THERE WAS NO OFFENSES THERE? OR, THAT DATA WAS NOT RECEIVED? MADAM PRESIDENT, MEMBERS OF THE BOARD, SUPERINTENDENT, DEPUTY HAS ACTUALLY JUST COME TO US, WE HAVE HAD HIM FOR ABOUT TWO WEEKS. SO, DEPUTY BOLTON HAS BEEN GOING BACK AND FORTH FROM THESE VARIOUS CAMPUSES IN MESILLA, SO IT HAS BEEN PRETTY TEDIOUS FOR HIM, SO WE ARE HAPPY

178TO HAVE DEPUTY CHECKING TO SEE IF IT ACTUALLY FALLS INTO IT, OKAY, GOT IT. SO, THERE ARE THINGS HAPPENING BUT WE HAVE HAD ASSISTANCE FROM OTHER MESILLA MARSHALS TO HELP THAT RIO GRANDE. WE DIDN'T HAVE ALL OF THE GRASSROOTS STAFF AND STUFF, BUT IT WILL BE AVAILABLE. NO WORRIES. I WAS JUST WONDERING. YEAH, THAT IS WHY I JUST SAID, WHATEVER I HAVE COME ACROSS THESE PAST TWO WEEKS, HAS BEEN THE SIMPLE ASSAULT AND SELF-HARM. SORRY ABOUT THAT. NO, NO, THANK YOU FOR THE CLARIFICATION. ARE THERE ANY OTHER QUESTIONS? WELCOME, DEPUTY, THANK YOU. THANKS. >> LET'S SEE. I GUESS WE ARE JUST GOING TO GO OFF OF THIS SLIDE. AGAIN, WE ARE JUST REALLY GETTING BACK OUT THERE TO THE COMMUNITIES. AGAIN, I BELIEVE A LOT OF THE STUDENTS AT MY SCHOOL, PERSONALLY, I RECOGNIZE A

179LOT OF THEM ARE IN THAT EVENT, WHICH IS AWESOME. SHOOK HANDS AND STUFF, GOT TO MEET AND GREET A LOT OF THE STUDENTS THERE, THE PARENTS WERE VERY COOL. AND AGAIN, IT IS JUST GIVING BACK TO THE COMMUNITY, NOT JUST AT SCHOOL, BUT SHOWING IT AT THE SCHOOL, AND SHOWING THAT WE REALLY DO WANT TO PARTICIPATE WITH THE STUDENTS. I JUST HAD 10 BOYS IN THE CONFERENCE ROOM TWO DAYS AGO, THEY THOUGHT POKING EACH OTHER WITH PENCILS AND STICKS WAS PROBABLY A GOOD IDEA OUT ON THE REC YARD. AND, OF COURSE, I HAD TO EXPLAIN TO THEM. AND, I MEAN, A WIDE VARIETY --ATHLETES, HONOR STUDENTS, AND SOME ARE THE TROUBLED YOUTH THAT WE HAVE DEALT WITH BEFORE. BUT, SWINGING BELTS AND POKING EACH OTHER WITH STICKS IS NOT A GOOD IDEA. BUT, AT THE

180END OF THE DAY, WE ARE JUST THERE TO MAKE SURE THEY ARE SAFE, THEY ARE LEARNING, AND THEY GO HOME. AND WHEN THEY COME BACK TO SCHOOL, THEY ARE FEELING SAFE. WE DO HAVE CAREER DAY COMING UP HERE, NEXT MONTH. SO, WE ARE PLANNING TO GET A HEAD START ON THAT AND WORKING TOWARD THAT. ANYTHING ELSE? I DON'T KNOW -- ONE MORE QUESTION. >> THAT'S IT. DEPUTIES, DO YOU GUYS MEET WITH THE SROs FROM LCPD ON THAT EVERY OTHER WEDNESDAY, I THINK YOU SAID? EVERY WEDNESDAY, IT IS AN IN PERSON MEETING, NOT VIRTUAL? OKAY. SO, IT'S -- SO, TO ANSWER YOUR QUESTION ON THAT, NO, THAT WOULD BE THE FIRST TIME I HEARD ABOUT THAT. SO, I WILL GET WITH -- [ INAUDIBLE -LOW VOLUME ] I WONDER ABOUT COORDINATION. THAT IS SOMETHING I COULD

181REACH OUT TO MY SUPERVISOR ABOUT, AND GET WITH THEM, I THINK WE COULD COLLABORATE TO SEE CERTAIN TRENDS AND WHAT THEY ARE USING THAT MIGHT WORK. WE MIGHT FIND SOMETHING THAT COULD WORK FOR THEM. RIGHT. ABSOLUTELY. FOR SURE. OKAY. ALL RIGHT. THANK YOU. THANK YOU SO MUCH FOR BEING HERE, AND THANK YOU SO MUCH FOR PRESENTING TO US. GREAT INFORMATION. THIS IS A LOT OF FUN. YEAH, IT IS. >> UNTIL YOU GET HIT BY THE ROCKS. I KEEP THINKING ABOUT THAT MOVIE, "YOU WILL POKE YOUR EYE OUT." MADAM PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, WE ALSO HAVE EDWARD MORALE IS HERE, WE HAVE THE NATIONAL GUARD, THEY ARE TALKING ABOUT DRUG PREVENTION AND SOME OF THE THINGS THEY'RE TALKING ABOUT, SO THEY JUST WANTED A CHANCE TO EXPLAIN SOME OF THINGS THEY ARE

182DOING ON THAT PART, AND IF YOU HAD ANY QUESTIONS, YOU CAN FOLLOW UP WITH THAT, AS WELL. OKAY, THANK YOU. AND MADAM CORT, MEMBERS OF THE BOARD, IF I AM CORRECT, SERGEANT, USED TO BE A TEACHER IN OUR DISTRICT? YES, I AM A RETIRED EDUCATOR, TEACHER, AND ADMINISTRATOR. YES, SIR. I THINK WE DID. >> GOOD MORNING. GOOD MORNING. MADAM CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, THANKS FOR BEING WITH US TODAY. MY NAME IS STAFF SERGEANT LOGAN GEORGE, AND I WORK WITH THE NEW MEXICO NATIONAL GUARD COUNTER DRUG TASK FORCE AS A FULL-TIME SOLDIER. I HAVE WITH ME TODAY MY PARTNER, SERGEANT JESUS MORALE IS, WAS ALSO A MEMBER OF THE COUNTERFEIT TASK FORCE TEAM HERE IN LAS CRUCES. I WANT TO THINK OUR PARTNERS WITH THE LCPD, WE DO A LOT OF COLLABORATION WITH

183THEM, ALONG WITH OTHER LAW ENFORCEMENT AGENCIES. JUST REALLY QUICK, A LITTLE HISTORY ABOUT WHAT COUNTER DRUG DOES, BECAUSE MANY PEOPLE AREN'T FAMILIAR WITH THE NATIONAL GUARD COUNTER DRUG TASK FORCE THAT HAS BEEN IN NEW MEXICO FOR WELL OVER 30 YEARS, I BELIEVE IT WAS 1987, WE WERE ONE OF THE FIRST FIVE STATES TO HAVE A COUNTER DRUG TASK FORCE. HERE IN NEW MEXICO, WE HAVE DIFFERENT ASSETS AVAILABLE TO LAW ENFORCEMENT, BECAUSE ANYTHING AND EVERYTHING THAT WE DO WITH COUNTER DRUG FALLS UNDER THE UMBRELLA OF LAW ENFORCEMENT. WE SUPPORT LAW ENFORCEMENT AGENCIES AND COMMUNITY-BASED ORGANIZATIONS IN THEIR EFFORTS. AND SO, WE HAVE AN AVIATION ACID OUT OF LAS CRUCES, WE HAVE A GROUND RECONNAISSANCE TEAM OUT OF ALBUQUERQUE THAT SERVES THE ENTIRE STATE, AS WELL AS THE AVIATION UNIT. AND THEN, WE HAVE INTEL ANALYSTS THAT

184ARE SPREAD OUT THROUGHOUT THE STATE WORKING WITH VARIOUS LAW ENFORCEMENT AGENCIES, YOU KNOW, DOING THE TECHNOLOGY SIDE OF LOOKING FOR THE BAD GUYS. OUR PROGRAM THAT WE HAVE HERE IN LAS CRUCES, AND THERE IS ANOTHER TEAM IN ALBUQUERQUE IS THE AVERAGE SECTION OF COUNTER DRUG. WE ARE STRICTLY PREVENTION. THAT WAS OUR MAIN FOCUS, PREVENTION. WE --OUR TEAM HAS BEEN TOGETHER FOR ABOUT THREE, FOUR YEARS HERE IN LAS CRUCES. THERE IS A TEAM OF ABOUT FIVE. AND LIKE I SAID, EVERYTHING WE DO, WE WORK UNDER THE UMBRELLA OF LAW ENFORCEMENT. WE SPECIFICALLY WORK A LOT WITH THE DRUG TRAFFICKING AREA WHICH SERVES QUITE A FEW LAW ENFORCEMENT AGENCIES IN NEW MEXICO. AND THEN, WE ALSO WORKED REALLY CLOSELY WITH THE DRUG ENFORCEMENT ADMINISTRATION, THAT IS ACTUALLY WHERE WE ARE HOUSED AT, THAT IS WHERE OUR OFFICE

185IS AT. AND WE SUPPORT THEIR PREVENTION EFFORTS WITH COMMUNITY OUTREACH, WITH DRUG EDUCATION AS FAR AS SUBSTANCE MISUSE, ABUSE, THINGS OF THAT NATURE, AND HELPING INFORM, KEEP UP TO DATE WITH WHAT IS GOING ON WITH, YOU KNOW, WHAT OUR STUDENTS ARE DOING, WITH WHAT STUDENTS ARE SEEING IN THE COMMUNITY. KEEP PARENTS INFORMED, STAFF INFORMED, ADULTS INFORMED. ANYONE AND ALL WHO WANTS TO HEAR WHAT IS GOING ON WITH REGARDS TO, YOU KNOW, SUBSTANCE ABUSE MISUSE. SO, ONE OF OUR BIG INITIATIVES RIGHT NOW IN THE SCHOOLS IS, WE DO A LOT OF VAPING PRESENTATIONS, WE DO A LOT OF VAPING PRESENTATIONS, A LOT OF FENTANYL PRESENTATIONS. ONE OF OUR PRESENTATIONS IS SPECIFICALLY, SINCE THE LEGALIZATION OF RECREATIONAL MARIJUANA. SO, WE INITIALLY STARTED PRESENTING MIDDLE SCHOOL, HIGH SCHOOL. RIGHT? AND THEN, A COUPLE YEARS AGO, WE STARTED GETTING

186A LOT OF REQUESTS OUT OF ELEMENTARY SCHOOLS ASKING, HEY, CAN YOU COME IN AND TALK TO OUR KIDS? THERE IS REALLY NOT ANY KIND OF DRUG EDUCATION GOING ON WITHIN THE ELEMENTARY SCHOOL SETTING. WE HAVE HEARD THAT YOU GUYS HAVE PRESENTATIONS. AND SO, THE PRESENTATIONS THAT WE DO PRESENT TO OUR SCHOOLS ALL OF THE INFORMATION COMES FROM DEA, HAIDA, CDC, DEPARTMENT OF HEALTH, JUST REPUTABLE SOURCES THAT PUT THIS INFORMATION OUT, AND THEN WE PUT TOGETHER THE INFORMATIONAL PRESENTATIONS. AND SO, WE HAVE BEEN DOING A LOT OF WORK IN OUR ELEMENTARY SCHOOLS. WE COVER 11 COUNTIES IN SOUTHERN NEW MEXICO, OUR TEAM OF FIVE. SO, WITH THAT, WE HAVE BEEN, IN THE LAST THREE YEARS, FOUR YEARS, BEEN VERY BUSY. WE HAVE DONE QUITE A BIT OF WORK IN LAS CRUCES PUBLIC SCHOOLS. YOU KNOW, I

187HAVE SPOKEN TO MR. RUIZ, AND BEEN VERY WELCOMING FOR US TO COME INTO THE SCHOOLS. WE HAVE SCHOOLS CONSTANTLY CONTACTING US TO COME OUT AND TALK TO THEIR KIDS. IT HAS BEEN A REALLY GOOD PARTNERSHIP WITH LAS CRUCES PUBLIC SCHOOLS. AND WITH GRANT COUNTY, SILVER CITY PUBLIC SCHOOLS, THEY HAVE BEEN A BIG PARTNER, AS WELL. AND WHAT WE ARE REALLY STARTING TO FOCUS ON IS AN ACTUAL, EVIDENCE-BASED CURRICULUM PREVENTION --WELL, CURRICULUM, I GUESS YOU COULD SAY THAT, FOR OUR STUDENTS. SOMETHING THAT CAN BE IN THE SCHOOLS A LITTLE BIT LONGER, DEVELOP MORE RELATIONSHIPS, MENTORSHIPS WITH THE STUDENTS. SO, ONE OF THE THINGS THAT WE STARTED DOING, LAST SEMESTER, WAS WE STARTED IMPLEMENTING THE D.A.R.E. PROGRAM. I WILL LET DEPUTY MORALES SPEAK ABOUT THE D.A.R.E. PROGRAM. BUT, WE HAVE TWO OFFICERS TRAINING, DEPUTY MORALES THEY ARE

188D.A.R.E. OFFICERS AND WENT THROUGH THE 80 HOUR COURSE THAT IS REQUIRED. AND WE CONCLUDED OUR FIRST D.A.R.E. GRADUATION LAST SEMESTER WITH LOSS LEMUS ELEMENTARY SCHOOL. HUGE SUCCESS WITH THE COMMUNITY THERE, WITH OUR PARTNERSHIP WITH OUR LAW ENFORCEMENT AGENCIES AND WE ARE CURRENTLY SERVING THE GASTON SCHOOL DISTRICT. GASTON, WE HAVE WORKED VERY CLOSELY WITH THEM THROUGH THEIR BOARD, THEIR LEADERSHIP TEAM. WE ARE ACTUALLY OUT AT THREE SCHOOLS THERE RIGHT NOW, WITH ABOUT 12 CLASSROOMS THAT WE ARE PROVIDING THE D.A.R.E. CURRICULUM. AND WE ARE ALSO DOING THE LAS CRUCES CATHOLIC SCHOOLS, ELEMENTARY, FIFTH-GRADERS HERE RIGHT NOW IN LAS CRUCES. SO, I WILL LET DEPUTY MORALES TALK A LITTLE BIT MORE ABOUT THE D.A.R.E., BECAUSE IT HAS BEEN AROUND, BUT A LOT OF PEOPLE JUST REMEMBER THE OLD D.A.R.E. CURRICULUM. YOU KNOW? WHICH IT IS TOTALLY DIFFERENT, NOW

189POINT AN OKAY POINT AN REALLY QUICK, SORRY, SERGEANT, AS WE TALK ABOUT THE D.A.R.E. CURRICULUM, THIS IS THE KEEPING IT REAL, LOOKING AT THE EVIDENCE-BASED, RESEARCH-BASED, KIND OF AS THEY HAVE "REVISITED" THE OLD D.A.R.E. CURRICULUM, AM I CORRECT ON THAT? THAT IS CORRECT. GREAT, THANK YOU. THANK YOU FOR HAVING ME HERE, I AM DEPUTY MORALES. TO ADD ON TO THE OTHER PRESENTATIONS THERE, THEY ARE TAILOR-MADE TO THE AGE GROUP, AS WELL. SO, AS WE HAVE GONE IN, WE ARE NOT SHOWING THE ELEMENTARY AGE GROUP WHAT WE SHOW THE HIGH SCHOOLERS OR THE MIDDLE SCHOOLERS. SO, WE HAVE THOSE DIVIDED UP, SO THAT IT SPEAKS TO THEIR AREA. WITH REGARDING THERE -- I WILL REMEMBER GOING INTO D.A.R.E. WHEN I WAS A KID, AND GROWING UP, I ENJOYED IT. IT DEFINITELY STRUCK A CHORD WITH ME.

190THANKFULLY, I STAYED AWAY FROM A LOT OF THOSE THINGS. BUT, I DO REMEMBER THE BIGGEST THING IS, "SAY NO TO DRUGS." WHICH, NOW, LOOKING AT IT NOW, THAT IS OBVIOUSLY COMMONSENSE, WE ALL KNOW, EVERYBODY KNOWS, EVEN THE KIDS WHEN WE WALK IN AND WE ARE KIND OF SHARING WITH THEM LIKE MY PERSONAL EXPERIENCE WITH IT, THEY ALL --THEY ARE VERY SMART KIDS, THEY KNOW. SO, WHEN THEY TOOK THAT PROGRAM, THEY REVAMPED IT, IN A SENSE, TO UNDERSTAND THAT THE KIDS --OBVIOUSLY, THAT IS COMMONSENSE, BUT THAT IS A SYMPTOM. USING DRUGS AND GOING IN THAT PATH, OR THAT DIRECTION, IS JUST A SYMPTOM OF OTHER THINGS THAT ARE HAPPENING. WHETHER IT IS BEHAVIOR, WHETHER IT IS SOCIAL, ECONOMICAL, YOUR ENVIRONMENT, ALL OF THOSE THINGS. I WAS HONESTLY VERY IMPRESSED, BECAUSE I HAD THAT MIND-SET LIKE, OKAY,

191I'M GOING TO GO DO D.A.R.E., I HAVE AN IDEA OF WHAT IT IS. THERE IS 10 LESSONS IN THAT CURRICULUM. ONE OF THEM IS THE ONLY ONE THAT TALKS ABOUT ALCOHOL AND TOBACCO USE. EVERYTHING ELSE IS BEHAVIORAL. SO, HOW TO DEAL WITH YOUR EMOTIONS WHEN YOU GET EMBARRASSED, SOMETHING HAPPENS, LIKE, WHAT DO YOU DO? THERE IS A D.A.R.E. DECISION-MAKING MODEL THAT WE JUST GO BACK TO. AND IT IS, ESSENTIALLY, COMMONSENSE. LIKE, AS A FULL GROWN ADULT, YOU UNDERSTAND YOU ARE GOING TO MAKE A DECISION. I HAVE TO NOW LOOK AT IT, DEFINE IT, IS IT A PROBLEM, CHALLENGE, OPPORTUNITY? YOU GO TO ASSESS YOUR CHOICES, WHAT CAN I DO, HERE, BEFORE I MAKE A DECISION, BEFORE I REACT? SO, THIS IS GETTING IN, TALKING TO THE STUDENTS, SO THAT EVERY TIME WE ARE DEALING WITH

192A SITUATION, WE ARE PUTTING THAT RIGHT BACK IN FRONT OF THEM, SO THAT THEY START MAKING THOSE --MAKING SENSE OF THINGS. THEN, THEY GO AHEAD AND RESPOND. AFTER THAT, IT IS LIKE, EVALUATE. YOU MADE A DECISION, SOMETIMES IT IS NOT THE BEST DECISION, SOMETIMES IT IS NOT THE WORST. SOMETIMES, THERE IS DIFFERENT WAYS OF DOING THINGS. SO, THEY ACTUALLY START TO THINK OF MANY DIFFERENT WAYS TO RESOLVE THINGS. SO, WITH D.A.R.E., THE REST OF THOSE LESSONS, THE NINE LESSONS, COULD BE ABOUT BULLYING, SELF-CONTROL, HOW TO COMMUNICATE, HOW TO BE CONFIDENT AND COMMUNICATING, DIFFERENT WAYS OF COMMUNICATING, AS WELL, WHERE IT IS NOT JUST VERBALLY OR PHYSICAL. IT COULD JUST BE DIFFERENT WAYS OF YOUR PERSONA IN FRONT OF SOMEONE. SO, IT IS VERY IMPORTANT. D.A.R.E., ESSENTIALLY, MADE IT VERY CLEAR, WHAT WAS NOT WORKING BACK

193THEN. THEY TRIED TO TWEAK THAT TO MAKE SENSE OF INSTEAD OF HAVING SROs, OURSELVES, WHEN WE COME INTO THE PICTURE, EVERYBODY HAS THAT MIND-SET OF, OR THAT STEREOTYPE OF, OH, SOMETHING BAD HAPPENED. BEING ABLE TO GIVE US AN OPPORTUNITY INCLUDING SROs, THAT ABILITY TO HAVE THAT RAPPORT WITH THEM, BUILD THAT RELATIONSHIP WITH THEM, SO WHENEVER THEY DO COME TO THE STUDENT, THEY ARE NOT THINKING OF SOMETHING NEGATIVE HAS HAPPENED AND THEY ARE GOING TO CORRECT IT. IT IS MORE OF A, HEY, WE HAVE DONE THESE LESSONS WITH YOU, AND IT IS VERY CONVERSATIONAL, THE WHOLE D.A.R.E. CURRICULUM IS SET TO HAVE THE STUDENTS AS A VOICE, THE MAIN VOICE OF THE CLASSROOM. SO, WE ARE ONLY DOING 40% OF THE TALKING, THEY ARE DOING 60%. SO, ESSENTIALLY, WHAT WE DO IS WE GUIDE THE STUDENTS

194TO BE ABLE TO ANSWER ALMOST FOR THEMSELVES WITH THE TOOLS THAT WE GIVE THEM, SO THEY CAN HAVE A LOT OF PRACTICE WITH IT AND GO THAT ROUTE. SO, RIGHT NOW, THE D.A.R.E. AND WHAT WE ARE FOCUSING ON IS ON THE FIFTH GRADE CURRICULUM. THEY DO HAVE OTHER STANDALONE LESSONS, BUT WE ARE FOCUSING JUST ON THE FIFTH GRADE. GETTING THEM READY AND PREPARED FOR MIDDLE SCHOOL, HIGH SCHOOL, AND HOPEFULLY WHERE WE CAN HAVE BUY-IN, WHERE WE CAN START TO SEE SOME EFFECTIVENESS SO THAT A LOT OF THOSE NUMBERS AND AGAIN, A LOT OF THOSE THINGS ARE NOT GOING TO BE THE ACTUAL ISSUE, A LOT OF THOSE THINGS ARE JUST SYMPTOMS OF WHAT HAS BEEN HAPPENING IN THEIR LIVES. AND MADAM PRESIDENT, SCHOOL BOARD MEMBERS, SUPERINTENDENT RUIZ, THE D.A.R.E. PROGRAM NOW, THEY DON'T EVEN ADVERTISE

195IT AS AN ANTIDRUG PROGRAM ANYMORE. IT IS NOT --THAT IS NOT WHAT IT IS ABOUT. IT IS SORT OF, LIKE I SAID, THE DECISION-MAKING, RESILIENCY. HOW TO FIGURE OUT THINGS, RIGHT? HOW TO DEAL WITH THINGS THAT COME TO YOU. SO, ONE OF THE INITIATIVES, LIKE I MENTIONED, THAT WE HAVE GOING ON IS THE D.A.R.E., AND WE BROUGHT TO OUR PARTNERS, AS WELL AS A FEW PEOPLE FROM LCPS, WE WOULD LIKE TO POSSIBLY DO A PILOT PROGRAM HERE IN LAS CRUCES PUBLIC SCHOOLS. YOU KNOW, AND SEE, MAYBE WITH ELEMENTARY, TWO ELEMENTARIES, BECAUSE WE STILL HAVE WORK IN OTHER SCHOOL DISTRICTS THAT WE WILL BE CONTINUING THE D.A.R.E. WITH, BUT JUST SEEING IF IT IS SOMETHING THAT, YOU KNOW, THE COMMUNITY, THAT SCHOOL COMMUNITY WANTS, LIKES, HAVE HOW THE STUDENTS REACT, STAFF REACTS, BECAUSE WE KNOW D.A.R.E.

196HAS NOT BEEN IN THIS DISTRICT FOR AT LEAST FIVE YEARS, YOU KNOW, SINCE RIGHT BEFORE COVID, I THINK IT WAS. IT WAS DURING. >> DURING COVID? YEAH. I WAS HERE. >> I READ THE ARTICLE. YEAH. SO, AND WE STILL TALK TO PEOPLE ABOUT IT, AND WE BRING IT UP, AND A LOT OF US, OLDER GENERATIONS, WE KIND OF --"OH, THAT WAS A SCARE TACTIC." AND MADAM CORT, YOU MENTIONED THAT YOU WERE KIND OF SCARED WITH THE FENTANYL PRESENTATION, AND THAT IS NOT OUR INTENTION. OUR INTENTION IS NOT SCARE TACTICS, WE KNOW THAT DOESN'T WORK. KIDS ARE TOTALLY DIFFERENT, NOWADAYS. BUT, IT IS REALLY ABOUT GETTING THE INFORMATION OUT THERE, BECAUSE YOU WOULD BE SURPRISED, WHEN WE PRESENT OUR --BECAUSE WE HAVE A KINDER GARDEN THROUGH THIRD GRADE PRESENTATION WE DO, 10 MINUTES, KIND OF JUST

197REALLY BASIC. IN THAT PRESENTATION, THERE IS A PICTURE OF A VAPE DEVICE AND THERE IS EVEN A PICTURE OF MARIJUANA ROLLED UP. RIGHT? YOU WOULD BE SURPRISED AT THE FIRST-GRADERS THAT SAY, "THAT'S MARIJUANA," BEFORE WE EVEN SAY ANYTHING. SO, IT IS -- THEY HAVE SEEN IT, THEY ARE AROUND IT, IT IS BECOMING NORMALIZED, JUST LIKE ALCOHOL. AND OUR KIDS NEED TO BE EDUCATED ON BEING SAFE. AND SO, THAT IS KIND OF WHAT WE ARE WANTING TO PROPOSE, YOU KNOW, AT SOME POINT, TO SEE IF THAT IS SOMETHING WE COULD DO. AND IF THAT WORKS OUT --AND OBVIOUSLY, WE CAN'T DO THE ENTIRE SCHOOL DISTRICT, THERE IS JUST NOT ENOUGH OF US. BUT, THOSE ARE OTHER STEPS THAT MAYBE WE WOULD TAKE. BUT, THAT IS WHAT WE WOULD LIKE TO, YOU KNOW, POSSIBLY BRING TO THE

198DISTRICT AND TRY OUT WITH A SCHOOL OR TWO, AND, YOU KNOW, THAT IS WHAT WE DO. WE GO OUT AND TALK TO KIDS, AND WE HAVE TALKED TO THOUSANDS OF KIDS HERE IN THE SOUTHERN COMMUNITIES. AND JUST TO BE CLEAR, YES, I WAS SCARED, BUT I WAS SCARED MAINLY BECAUSE I DIDN'T REALIZE HOW SMALL OF A DOSE YOU COULD TAKE THAT COULD KILL YOU. THAT WAS THE SCARY PART FOR ME. IT WAS VERY INFORMATIVE, I SHOULD HAVE SAID. NO, IT WAS VERY INFORMATIVE, AND VERY INTERESTING, AND I LEARNED A LOT, AND I WAS SHOCKED, I THINK, IS THE AMOUNT IT TAKES TO KILL YOU, WHICH IS NOTHING. YEAH. ANY QUESTIONS? I DO HAVE A COUPLE THINGS TO SAY. WELL, THEN, GO FOR IT. >> OKAY. SO, I JUST WANTED TO ADD, I GUESS, A LITTLE

199HISTORICAL CONTEXT WITH THE D.A.R.E. PROGRAM. IT WAS 2020, BEGINNING OF THE SCHOOL YEAR, AND WE WERE IN REMOTE SETTING, SO THE KIDS WERE AT HOME, SCHOOL BOARD MEMBERS RESUMING FROM HOME, WE HAD OUR MEETING. OUT OF THE FIVE BOARD MEMBERS, ONLY THREE WERE PRESENT FOR THAT PARTICULAR MEETING, AND I THINK AN MOA BECAME BEFORE US AND WE HAD A DISCUSSION, AND WE TRY TO FIGURE OUT, THE SAME THING HAPPENED WITH LCPD, WHETHER OR NOT WE WERE GOING TO NEED CONTRACTS WITH MESILLA MARSHALL, IF KIDS WERE GOING TO BE AT THE SCHOOL. SO, I KNOW WITH LCPD THEY SAID, DON'T WORRY ABOUT IT, WE WILL JUST START THE CONTRACT WHEN THE KIDS COME BACK TO SCHOOL. AND WITH MESILLA MARSHALL, WE HAD TO VOTE IT DOWN BECAUSE WE COULDN'T HAVE THE SAME AGREEMENT, I GUESS, VERBAL

200AGREEMENT. SO, THAT MADE SOME PEOPLE ANGRY. THEY LOST THEIR OFFICER, BECAUSE WE WEREN'T PAYING FOR HALF OF THEIR SALARY. AND THEN, THE D.A.R.E. PROGRAM, I BELIEVE IT WAS ONE GENTLEMAN WHO WAS DOING THE PROGRAM, I DON'T KNOW HOW MUCH REACH SHE HAD ACROSS THE DISTRICT, LIKE HOW MANY CLASSROOMS HE WAS WORKING WITH, BUT I DID HAVE QUESTIONS BACK THEN. I DIDN'T KNOW THAT IT WAS A NEW PROGRAM. SINCE THEN, YOU KNOW, THERE HAS BEEN LIKE, "OH, THEY KILLED THE D.A.R.E. PROGRAM." AND I WENT AND LEARNED ABOUT, IT IS DIFFERENT, GOOD. BUT, BACK THEN, I DON'T THINK EVEN HAVING THE -- LIKE, TWO US OUT OF THE THREE VOTED IT DOWN, THE MOA FOR THIS D.A.R.E. PROGRAM, BECAUSE WE WERE IN REMOTE, WE DIDN'T SEE HOW IT WAS GOING TO WORK. AND THEN, THE GENTLEMAN, I

201DON'T THINK HE --EVEN WHEN WE CAME BACK TO IN CLASS, I DON'T THINK HE WAS DOING IT ANYMORE. SO, IT HAS BEEN A WILD, AND I THINK YOU DO SEE THAT THERE IS A NEED. I KNOW THAT YOU GUYS ARE ALREADY DOING SOMETHING AND I AM SURE THERE ARE OTHER PROGRAMS WHO ARE COMING AND DOING SOMETHING, BUT WE HAVE THESE RED RIBBON CAMPAIGNS IN SOME OF THESE SCHOOLS, AND YOU KNOW IT IS LACKING IN THAT EDUCATION PART. SO, I HOPE THAT WE LOOK INTO THAT. THANK YOU, MEMBER TENORIO. A SUPERINTENDENT? PRESIDENT CORT, MEMBERS OF THE BOARD, FIRST OF ALL, I WANT TO RECOGNIZE OUR LCPD AND MESILLA PARTNERS, ESPECIALLY IN THE MENTORSHIP PIECES THAT THEY, YOU KNOW, THAT THEY HELP US WITH IN MAKING AN IMPACT IN OUR SCHOOLS, AND WITH REGARDS TO THIS D.A.R.E.

202OR KEEPING IT REAL CURRICULUM. THIS IS SOMETHING, DEFINITELY THAT WE ARE LOOKING AT AND EXPLORING. ESPECIALLY WITH THE FACT THAT IT IS EVIDENCE-BASED, RESEARCH-BASED. BUT ALSO, THERE IS OTHER OPPORTUNITIES OR PROGRAMS OUT THERE. I KNOW FYI PLUS HAS SOMETHING OUT THERE, AS WELL. SO, AT SOME POINT, THAT IS DEFINITELY SOMETHING TO EXPLORE, SOMETHING TO COME BACK AND MAKE A RECOMMENDATION TO THE BOARD. BUT, I APPRECIATE, YOU KNOW, SERGEANT AND THE TEAM BEING OUT HERE. REALLY, JUST TALKING ABOUT THE EXPERIENCES AND THE IMPACT THEY ARE HAVING WITH THIS CURRICULUM. AND IT IS GREAT TO SEE THAT, YOU KNOW, IT HAS BEEN -- IT IS LOOKED AT MORE RESEARCH-BASED AND EVIDENCE-BASED THEN I REMEMBER WHEN I WAS IN THE D.A.R.E. PROGRAM AS A KID, AS WELL. SO, AGAIN, THIS IS WHERE WE WANT TO ENSURE THAT WE

203ARE INCORPORATING REALLY LOOKING AT THAT MENTORSHIP PIECE, BUT ALSO, AT THESE TYPES OF CURRICULUMS. WHAT ARE THE SEL COMPONENTS THAT ARE BEING INTEGRATED, AS YOU HEARD HERE, AS WELL? SO, THOSE ARE THE THINGS THAT ARE IMPORTANT, WHEN YOU LOOK AT THIS TYPE OF WORK. OF COURSE. OF COURSE. AND CAN WE FIND OUT WHEN THE NEXT FENTANYL --I WOULD LIKE TO GO TO ONE OF THOSE CLASSES. IT WAS VERY INFORMATIVE. I HAVEN'T HEARD OF THEM. SURE, WE WILL --I DON'T KNOW, WHO DO I REACH OUT TO? YOU CAN REACH OUT TO MR. RODRIGUEZ, AND WE CAN GET THAT INFORMATION AND GET IT OUT TO THE ENTIRE BOARD. AND WE JUST DID IT FOR THE WORKFORCE ACES PROGRAM OVER AT ACC, LAST WEEK. WE DID THREE PRESENTATIONS OUT THERE. SO, WE LOOK AT THAT INFORMATION TO YOU.

204THANK YOU POINT THANK YOU. THANK YOU. WE SO APPRECIATE ALL OF YOUR WORK AND PRESENTING TO US TODAY. THANK YOU, ALL, SO MUCH FOR EVERYTHING PER THANK YOU. >> APPRECIATE IT. ALL RIGHT. GOOD, MR. RODRIGUEZ? I WILL STAND, FOR ANY QUESTIONS, MADAM PRESIDENT, IF THERE ARE ANY? I THINK WE ARE GOOD. THANK YOU SO MUCH. APPRECIATE THAT. I JUST NOTICED WITH THE TIMES, THAT THERE WAS NO TIME FOR LUNCH, WE DID LUNCH BREAK, BUT WE WENT THROUGH WITH THESE TIMES, WHICH IS COOL. BUT, WHAT I WOULD LIKE TO DO, IF IT IS OKAY WITH EVERYONE, BECAUSE WE HAVE MR. BARNUM STARTING AT 12:15, I JUST SAW YOU WALK IN, THANK YOU. WHAT I WOULD LIKE TO DO IS BREAK FOR --I WANT TO GIVE EVERYONE ENOUGH TIME TO GET THEIR MEAL AND TO EAT BEFORE

205WE MOVE ON. ARE YOU ALL OKAY WITH A 30 MINUTE LUNCH? OR, WOULD YOU RATHER GO WITH A 20 MINUTE LUNCH? WE NEED A BIO BREAK AND WE NEED TO EAT. I DON'T THINK THERE IS A LOT LEFT TO DO. I FEEL LIKE THERE ISN'T A WHOLE LOT, NO PRESSURE, MR. BARNUM. [ LAUGHTER ] I WOULD PREFER A SHORT, A WORKING LUNCH, IF YOU WILL. ALL RIGHT, LET'S 20 AND SEE IF WE CAN DO IT. SAYS SEÑOR VICE PRESIDENT WHO DOESN'T HAVE TO TALK AND EAT AT THE SAME TIME. RIGHT, TRUE. >> SO, CAN WE GIVE IT LIKE, 20 MINUTES? THAT GIVES EVERYONE TIME TO GO THROUGH AND GET THEIR FOOD. EVERYONE GOOD WITH 20 MINUTES? SO, 20 MINUTES, EXACTLY. SO, OH, GOODNESS. RIGHT NOW, IT IS 12:32. SO, LET'S MAKE IT OUT --WE WILL

206COME BACK AT 12:50, A LITTLE BIT LONGER --NO, IT IS A LITTLE BIT SHORTER. NO. LET'S DO 12:55. WE WILL COME BACK AT 12:55. DOES THAT WORK OKAY, MR. BARNUM? THANK YOU SO MUCH. LET'S GO GET SOME CHILD. THANK YOU, ALL. I ALSO DON'T HAVE THE TIMES ON MY AGENDA. DID YOU WANT TO DRIVE DOWN TOGETHER? YEAH, IS MATTY GOING TO GIVE YOU A RIDE? WHAT TIME IS IT? 7:45? >> WHAT ABOUT 6:00, 6:20? MANNY DROPS US OFF, BUT THEN WE WOULD NEED TO GET A RIDE HOME. [ INAUDIBLE - OVERLAPPING SPEAKERS ] ON THE DAY THAT WE COME BACK? >> WE ALL FLY BACK TOGETHER. I WAS GOING TO GO THERE, BECAUSE ONE OF MY GIRLFRIENDS WOULD -- WELCOME WE WOULD HAVE TO GET UP A LOT EARLY. IT HAS BEEN CONFIRMED. A LOT

207OF COORDINATION. ALL RIGHT. THAT WAS A GREAT LUNCH. THANK YOU, ROBIN, PATSY, MAGGIE, ALL, FOR SETTING THIS UP FOR US. THANK YOU. IT WAS REALLY DELICIOUS. I HAVE MY COOKIE, RIGHT HERE. READY TO ROLL. SO, MR. BARNUM, WHENEVER YOU ARE READY, YOU ARE GOING TO UPDATE US ON EDUCATED --EDUCATION -RELATED FEDERAL GUIDELINES. WOO HOO! THE PERFECT AFTER LUNCH TALK. THANK YOU, MADAM PRESIDENT, AND MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ. WE ARE, INDEED, HERE TO UPDATE ON EDUCATION-RELATED FEDERAL GUIDELINES. A LOT OF WHAT WE WILL TALK ABOUT LATER ON IN THIS PRESENTATION COMES FROM THE NEW ADMINISTRATION. THE FIRST THING THAT WE ARE GOING TO TALK ABOUT, HOWEVER, COMES FROM THE CORT OUT OF KENTUCKY. AND AS YOU REMEMBER, WHEN THE 2024 REGULATIONS CAME OUT, REGARDING TITLE IX, THERE WERE 17 STATES THAT EVENTUALLY ENDED UP

208FILING LAWSUITS TO HAVE THOSE REGULATIONS STOPPED. AND A JUDGE MADE A DECISION ON JANUARY 9th, WHERE HE ISSUED SOMETHING CALLED THE VACATE TOUR, WHERE HE VACATED THOSE REGULATIONS, BASICALLY. AND WITH THAT DECISION, IT WASN'T JUST PARTS OF THE 2024 REGULATIONS THAT WERE KIND OF STOPPED FROM HAPPENING. IT WAS THE REGULATION CHANGES IN THEIR ENTIRETY WERE FOUND TO NOT HAVE FOLLOWED THE PROPER PROCESS. AND SO, IT IS BASICALLY LIKE THOSE 2024 REGULATIONS NEVER HAPPENED. WHICH, IS A REALLY INTERESTING THING TO HAPPEN. AS A SCHOOL DISTRICT. [ LAUGHTER ]. FOR THE 17 STATES AND A COUPLE OF GROUPS --OTHER GROUPS THAT WERE PARTICIPATING IN THOSE LAWSUITS, WHO NEVER WENT OVER TO FOLLOWING THE 2024 REX, IT HAS BEEN PRETTY SIMPLE, THEY HAVE BEEN OPERATING UNDER THE SAME TERMS FROM THE 2020 RAGS, WHICH IS THE LAST TIME

209WE HAD CHANGES, BUT THERE HAVEN'T BEEN A LOT OF CHANGES FOR THEM. FOR THOSE OF US THAT DID SWITCH OVER TO THE NEW REGULATIONS, WE ARE LIVING IN A WORLD OF EVERYTHING OLD, IS NEW AGAIN. SO, WHAT I WANT TO START WITH --AND NOW THAT YOU'VE GOT A LITTLE HISTORY OF WHAT IS GOING ON AT THE FEDERAL LEVEL -- WHAT I WANT TO START WITH HERE IS THIS FIRST SLIDE, WHICH SHOWS WHAT HAPPENS AT LAS CRUCES PUBLIC SCHOOLS WHEN THERE IS A COMPLAINT OF SEX DISCRIMINATION. AND BASICALLY, WE HAVE TWO METHODS FOR ADDRESSING SEX DISCRIMINATION. WE HAVE TITLE IX, WHICH WE KIND OF FILTER EVERYTHING THROUGH. SO, A COMPLAINT COMES IN, IT GOES TO OUR TITLE IX COORDINATOR AND THE TITLE IX COORDINATOR MAKES THE DECISION OF WHETHER OR NOT THAT COMPLAINT QUALIFIES AS A

210COMPLAINT UNDER THE GUIDELINES THAT WE HAVE FOR TITLE IX. IF NOT, IT IS NOT LIKE THAT COMPLAINT JUST GOES AWAY. WE USE WHAT IS CALLED PROCESS B, WHICH IS ACTUALLY A SERIES OF DIFFERENT PROCESSES, BASED ON THE DETAILS OF THAT SITUATION. AND WE ARE GOING TO TALK ABOUT SOME OF THOSE OTHER FILTERS, I THINK IT IS HELPFUL TO THINK OF THEM AS, LATER ON IN THE PRESENTATION, HERE. BUT, AS YOU WILL SEE, THEN, REGARDLESS OF WHICH PATH, WHICH PROCESS IT TAKES, EITHER THROUGH TITLE IX, OR WHAT WE CALL PROCESS B, IT THEN COMES BACK IN SOME SORT OF RESOLUTION. SO, ALL COMPLAINTS AT LCPS ARE ADDRESSED. IT IS JUST A MATTER OF WHICH METHODOLOGY WE APPLY TO ADDRESSING THOSE COMPLAINTS. WHETHER THEY MEET TITLE IX OR NOT, WE ADDRESS ALL COMPLAINTS OF SEX DISCRIMINATION HERE.

211SO, LET ME SWITCH OVER. THIS IS REASONING FROM THE CORT DECISION ITSELF, THAT ADDS TO THAT BACKGROUND. AND THEN, YOU CAN SEE FROM THE D.O.E. WEBSITE, SOON AFTER JANUARY 9th, THEY HAVE PUT UP THIS NOTICE, AND LET US KNOW THAT THOSE TITLE IX REGULATIONS THAT CAME OUT IN 2024 DIDN'T EXIST. THE ADVICE AFTER THAT WAS TO LOOK THROUGH THOSE COMPLAINTS THAT HAD COME IN THROUGH THE PERIOD THROUGH AUGUST 1st, 2024 THROUGH JANUARY 9th, 2025, AND ENSURE THAT OUR DECISION-MAKING PROCESSES DURING THAT WERE STILL IN LINE WITH WHAT WOULD HAVE BEEN IN PLACE FOR THE 2020 REGS IF NOT. SO, OUR TITLE IX TEAM DID CONDUCT A REVIEW OF THOSE DECISIONS MADE, AND THOSE COMPLAINTS THAT CAME IN DURING THAT PERIOD. FORTUNATELY, THE LENS THAT WE LOOK AT WAS BROAD ENOUGH TO WHERE WE DIDN'T HAVE

212SITUATIONS WHERE WE WOULD HAVE HAD A DIFFERENT OUTCOME TO THE PROCESS, BASED ON HAVING TO USE THE 2020 REGS. USING THE 2024 REGS FOR THAT SPACE OF TIME, WE DIDN'T HAVE ANYTHING THAT --I'M GOING TO GIVE AN EXAMPLE FROM HIGHER ED. ONE OF THEIR BIG CHANGES WITH THE 2024 REGS WAS THAT THEY WERE NO LONGER TO REQUIRED TO DO LIFE HEARINGS. AND SO, IF YOU GO BACK TO THE 2020 REGULATIONS IN HIGHER EDUCATION, ANYTHING THAT WAS ADDRESSED DURING THAT TIME PERIOD, THEY WERE FOLLOWING 2024, AND THEY DIDN'T PROVIDE A LIVE HEARING, THEY WOULD HAVE TO, IN ESSENCE, GO BACK IN AND DO IT AGAIN BECAUSE THEY WERE OUT OF COMPLIANCE WITH 2024. 2020. SO, ALL OF THAT IS TO SAY THAT THE DISTRICT IS IN GOOD STANDING, GOING FORWARD, WITH REGARDS TO THE TITLE IX

213COMPLAINTS THAT WERE ADDRESSED DURING THAT TIME PERIOD. NOW, WE LOOK AT GOING FORWARD, FROM JANUARY 9th, AND NEW COMPLAINTS THAT COME IN. WHAT I WANT TO GO THROUGH HERE IS WHAT CHANGES UNDER TITLE IX, AND THEN WHAT STAYS THE SAME. WE ARE GOING TO TALK ABOUT TITLE IX. AND THEN, THAT OTHER PROCESS B, SOME OF THE OTHER WAYS WE CAN LOOK AT SEX DISCRIMINATION AND ENSURE THAT IT IS NOT HAPPENING HERE AT LCPS. SO, WITH THE MOVE BACK TO THE 2020 REGULATIONS, TITLE IX IS CHANGING IN THAT 2024 ADDED IN A LOT OF SPECIFIC PROTECTIONS AROUND PREGNANCY AND PARENTING. IF YOU WILL RECALL, THAT WAS ONE OF THE MAJOR CHANGES FOR US, HERE AT LCPS. IT WAS AROUND PARENTING , IN PARTICULAR. AND REGARDING THINGS LIKE SAFE SPACES FOR NURSING, AND THINGS LIKE THAT. SO,

214THE OTHER MAJOR CHANGE THAT CAME OUT IN 2024 --AND THIS IS A BIG ONE IN TITLE IX TERMS -- IS THAT IN 2024, THE DEFINITION OF SEXUAL HARASSMENT WAS BROUGHT IN --BROADENED TO INCLUDE DISCRIMINATION BASED ON SEX STEREOTYPING, AND THAT INCLUDED GENDER IDENTITY. TITLE IX NO LONGER INCLUDES GENDER IDENTITY. NOW THAT DOESN'T MEAN AT LCPS WE DON'T INCLUDE THAT, WHEN WE ARE TALKING ABOUT POTENTIAL DISCRIMINATION. BUT, IT IS IMPORTANT FOR YOU TO KNOW THAT IF A COMPLAINT COMES IN AT LCPS HERE, REGARDING GENDER IDENTITY DISCRIMINATION, IT MAY NOT, AND IT WON'T, MEET TITLE IX. IT WOULD BE ADDRESSED THROUGH THAT, WHAT WE ARE CALLING THE PROCESS B, THE OTHER MEANS OF ADDRESSING THAT COMPLAINT. SO, THE OTHER CHANGES ARE, WE ARE BACK TO --AND THIS IS A BIG DEAL, FOR THOSE OF US WHO LIVE

215IN THE TITLE IX WORLD. THE NARROWER DEFINITION OF HOSTILE ENVIRONMENT HARASSMENT. SO, IN 2024, THE REGULATIONS CHANGED FROM BEHAVIOR HAVING TO BE SEVERE, PERVASIVE, AND OBJECTIVELY OFFENSIVE, THOSE THREE QUALIFIERS, TO WE WERE WORKING UNDER THE MUCH BROADER, AND FRANKLY, MORE DIFFICULT TO INTERPRET STANDARD OF SEVERE OR PERVASIVE, OR SUBJECTIVELY OR OBJECTIVELY OFFENSIVE. WHICH IS VERY BIG. THIS IS A MUCH NARROWER DEFINITION, AS YOU CAN TELL, BECAUSE THE BEHAVIOR IN QUESTION HAS TO BE ALL THREE OF THESE, IN ORDER TO CONTINUE WITH THE TITLE IX PROCESS. AND SO, WE ARE BACK TO, IF IT MEETS ALL OF THESE, WE GO ALONG THAT TITLE IX ROAD, OTHERWISE, WE ARE LOOKING AT POSSIBLY INVESTIGATING THE COMPLAINTS IN TERMS OF OUR POLICIES, REGULATIONS, OR OTHER STATE OR FEDERAL LAWS. THE OTHER CHANGE HERE IS THAT IN 2024, IT WAS

216BROADENED, THE DEFINITION OF WHERE IT WAS CONSIDERED TO BE AN IMPACT TO THE SCHOOL ENVIRONMENT. SO, NOW, WE ARE BACK TO THE 2020 AWARDS, WHERE THE SCHOOL HAS TO EXERT SUBSTANTIAL CONTROL OVER THE EVENT. SO, THINGS THAT HAPPEN PURELY IN AN ISOLATED ENVIRONMENT, OUTSIDE OF SCHOOL, WITH 2024, WE HAD BROADER DISCRETION TO ADDRESS SOME OF THOSE. WITH THIS, NOW, IT HAS TO BE A VERY CLEAR TIE BACK TO THE SCHOOL ENVIRONMENT. AND SO, THE LAST KIND OF BIG CHANGE THAT I THINK IS IMPORTANT FOR YOU, ALL, TO KNOW IS THAT WE ARE, ONCE AGAIN, BACK TO THE 2020 MODEL OF CONDUCTING INVESTIGATIONS ON THE DISCRIMINATION COMPLAINTS WHEN THEY COME IN. AND THAT MEANS THAT UNDER TITLE IX, IT IS A SPECIFIC COORDINATOR WHO IS A DIFFERENT PERSON FROM THE INVESTIGATOR, WHO IS A DIFFERENT PERSON

217FROM THE DECISION-MAKER. AND IN 2024, DISTRICTS WERE GIVEN THE CHOICE OF WHICH MODEL TO USE, OR A LITTLE MORE DISCRETION IN THE MODELS. WE, AT LCPS, CHOSE TO MAINTAIN THAT TEAM-BASED APPROACH, AND CONTINUE WITH THE SEPARATION OF POWERS OF THE PEOPLE INVOLVED IN A TITLE IX COMPLAINT. SO, THE BIG CHANGE THERE FOR DISTRICTS WHO WENT TO -- AND THIS IS REALLY IMPACTFUL FOR SMALLER DISTRICTS WHO DON'T NECESSARILY HAVE A FULL TEAM OF HR AND RISK MANAGEMENT INVESTIGATORS. WE, FORTUNATELY, HAVE ENOUGH PEOPLE THAT WERE TRAINED, THAT WE CONTINUED ON WITH THAT SEPARATION. SO, WE ARE OFFICIALLY BACK TO THAT. NOW, THIS IS REALLY KEY, HERE. SO, THAT IS WHAT CHANGED WITH TITLE IX. THESE ARE SOME OF THE PROTECTIONS THAT STAY THE SAME FOR STUDENTS, STAFF, AND EVERYONE HERE AT LCPS. FOR EMPLOYEES, THE TITLE VII

218OF THE CIVIL RIGHTS ACT STILL APPLIES. AND THAT INCLUDES UNDER THE BOSS DOCK DECISION FROM A FEW YEARS BACK, THIS WAS --IT WAS A COMBINATION OF CASES OUT OF GEORGIA, REGARDING EMPLOYMENT AND EMPLOYEES WHO HAVE BEEN DISCRIMINATED ON, BASED AGAINST THEIR GENDER IDENTITY. AND SO, THIS BOSS DOCK DECISION FROM THE SUPREME CORT IS WHAT, WHEN THE ADMINISTRATION CHANGED THE GUIDELINES IN 2024, WHAT THEY REALLY RELIED ON, WHAT THEY PULLED LANGUAGE FROM. SO, OUR EMPLOYEES STILL HAVE THAT FEDERAL LEVEL PROTECTION, IF THEY FEEL THEY HAD BEEN DISCRIMINATED AGAINST ON THE BASIS OF GENDER IDENTITY. IN ADDITION TO THAT, THE NEW MEXICO HUMAN RIGHTS ACT, WHICH ACTUALLY DOES NOT JUST APPLY TO EMPLOYEES, BUT APPLIES TO ALL NEW MEXICANS AND THE NEW MEXICAN CIVIL RIGHTS ACT, BOTH HAVE LANGUAGE IN THERE, PROTECTING NEW MEXICANS FROM DISCRIMINATION, BASED

219ON A VARIETY OF FACTORS, BUT ALSO INCLUDING GENDER IDENTITY. AND THEN, WITH REGARDS TO THE EMPLOYEES WHO ARE PREGNANT OR PARENTING, WE HAVE TWO FEDERAL LAWS THAT CAME OUT IN 2023, ENSURING PROTECTIONS THERE AROUND THINGS LIKE THE PREGNANT WORKER FAIRNESS ACT, AND ACTUALLY PART OF TITLE VII, THE DISCRIMINATION ACT, REQUIRES US TO TREAT PREGNANCY LIKE WE WOULD ANY OTHER "DISABILITY." AND THEN, THE PROVIDING URGENT MATERNAL PROTECTIONS FOR NURSING MOTHERS ACT, WHICH HAS GOT TO BE ONE OF THE GREATEST ACRONYMS OF ALL TIME, IT IS KNOWN AS THE PUMP ACT, IT IS IN PLACE TO PROTECT NEW PARENTS WITH THINGS LIKE PROTECTIONS AROUND NURSING, AND EXPRESSING MILK IN THE WORKPLACE. AND THOSE ARE STILL VERY MUCH IN EFFECT. AND THEN, FOR STUDENTS, IN ADDITION TO THE NEW MEXICO HUMAN RIGHTS ACT, CIVIL RIGHTS ACT, THERE IS

220ALSO A PART OF THE ADMINISTRATIVE CODE KNOWN AS THE SAFE SCHOOLS FOR ALL STUDENTS ACT, WHICH WAS IN 2019, AND THAT ADDRESSES A LOT OF OUR ISSUES OF DISCRIMINATION THAT WOULD BEGIN IN THE FORM OF BULLYING AND THINGS LIKE THAT. AND IT INCLUDES GENDER IDENTITY, AS WELL. AND PERHAPS, MOST IMPORTANT, IS THE WORK THAT YOU ALL HAVE DONE HERE AS THE BOARD OF EDUCATION WITH LAS CRUCES PUBLIC SCHOOLS AND/OR POLICIES, WHICH YOU CAN LOOK AT THE ONES THAT ARE MOST PERTINENT TO OUR CONVERSATION TODAY, AND SEE THAT THOSE HAVE BEEN RECENTLY REVISED AND STILL INCLUDE MANY OF THE PROTECTIONS THAT NO LONGER EXIST UNDER TITLE IX. SO, I WILL GO THROUGH THESE, BECAUSE I KNOW THAT YOU ALL ARE VERY FAMILIAR WITH THEM. BUT, I BELIEVE THAT TAKES US TO THE END OF THE TITLE

221IX UPDATES. AND SO, I WOULD BE HAPPY TO STAND OR SIT FOR ANY QUESTIONS BEFORE WE MOVE ON TO SOME OF THE OTHER EXCITING UPDATES. PRESIDENT CORT? YES. >> THANK YOU FOR THIS THOROUGH AND VERY CLEAR UPDATE ON THESE CHANGES. IT IS VERY ENCOURAGING THAT WE HAVE THINGS IN PLACE THAT ARE GOING TO OFFER THE PROTECTIONS THAT OUR STAFF AND STUDENTS DESERVE. THANK YOU. THANK YOU. ALL RIGHT. THANK YOU. MADAM PRESIDENT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, NOW I WILL BE DISCUSSING AS MUCH AS I KNOW AND CAN, REGARDING SOME OF THE FEDERAL UPDATES THAT I THINK ALL OF US HAVE BEEN AWARE. I KNOW WE BRIEFLY DISCUSSED THIS DURING CONVERSATION EARLIER IN OUR MEETING, BUT JUST WANTED TO GIVE YOU THE BIG ITEMS THAT I KNOW WE HAVE BEEN WORKING ON. I THINK SUPERINTENDENT

222RUIZ MENTIONED THIS EARLIER, THIS IS REALLY CHANGING BY THE HOUR. I KNOW I TALKED TO COLLEAGUES OR FRIENDS, AND FOR WHATEVER REASON, PEOPLE THINK WE GET A SPECIAL MEMO FROM SOMEWHERE, AND REALLY, WE ARE LOOKING FOR THE NEWS, LIKE EVERYBODY ELSE, WHAT IS HAPPENING. SO, FIRST BIG CHANGE I WANT TO TALK ABOUT IS EXECUTIVE ORDER AROUND IMMIGRATION AND SENSITIVE LOCATIONS. LIKE MENTIONED EARLIER, CHURCHES AND SCHOOLS WERE CONSIDERED A SENSITIVE LOCATION, I THINK THAT WENT INTO EFFECT, IF I AM CORRECT, 2011, THAT IS WHEN THAT MEMO CAME OUT AND THAT IS WHAT WE HAVE CITED FOR YEARS. UNFORTUNATELY, THAT HAS CHANGED, SO THAT HAS CREATED A LOT OF FEAR, A LOT OF QUESTIONS FROM OUR COMMUNITY. WE HAVE GOTTEN CALLS FROM PARENTS, FROM TEACHERS, FROM STUDENTS, AND REALLY, HOW DO WE ADDRESS IT? WORKED CLOSELY WITH

223ELENA AND HER TEAM ON DRAFTING AN EMAIL THAT WENT OUT TO STAFF ON JANUARY 23rd. AND REALLY, JUST ASSURING THEM OUR STANCE AS A DISTRICT, OF COURSE, WITH YOUR COMMITMENT THAT YOU HAVE OUTLINED IN SEVERAL POLICIES THAT WE ARE GOING TO WELCOME ALL STUDENTS. MR. RUIZ MENTIONED THE LANDMARK CASE WHICH IS REALLY IMPORTANT WHEN WE ARE TALKING ABOUT THIS TOPIC, THAT REGARDLESS OF IMMIGRATION STATUS, OUR STUDENTS ARE WELCOME. I KNOW THAT HAS ALSO TRIGGERED US TO LOOK INTO MAKING SURE THAT WE ARE NOT COLLECTING INFORMATION THAT IS UNNECESSARY FOR THE FAMILY, SO THAT IS SOMETHING WE ARE WORKING ON NOW, MAKING SURE WE ARE UPDATED WITH FURTHER AND IF THERE IS A CASE WHERE IMMIGRATION AGENTS WENT INTO OUR SCHOOLS, THAT OUR STAFF IS READY AND PREPARED, AND KNOW HOW TO ANSWER. I THINK IT

224WAS MENTIONED, ALSO, THAT WE HAVE ALSO ANOTHER POLICY AROUND RELATIONSHIPS WITH LAW ENFORCEMENT, WHICH I WILL ALSO OUTLINE WHAT TO DO IN THAT SITUATION FOR SCHOOLS. I WAS VERY PLEASED TO HEAR THAT THE LAS CRUCES POLICE DEPARTMENT DID COME OUT AND BASICALLY SAY, YOU KNOW, THEY DON'T HAVE ENOUGH STAFF, EVEN IF THEY WANTED TO, TO INSERT THEMSELVES INTO THE IMMIGRATION TOPIC AND BE LOOKING FOR THAT. HOWEVER, YOU KNOW, THAT IS SOMETHING THAT OUR COMMUNITY IS LIVING IN FEAR ABOUT. YOU KNOW, WHAT DOES IT MEAN FOR SCHOOLS? SO, REALLY, THE GUIDANCE IS SOMETHING WE HAD PUT OUT BACK IN 2011. WHAT WE SAID --AND I THINK HERE IS THE MESSAGE THAT WE SENT OUT FROM MR. RUIZ, IS IF THAT WERE THE SITUATION, FOR FRONT OFFICE STAFF, PRINCIPAL, TO CALL SUPERINTENDENT'S OFFICE IMMEDIATELY, JUST TO BE

225SURE THAT WE ARE FOLLOWING THE PROCEDURES THAT WE HAVE ESTABLISHED. THAT WAY, WE DON'T JEOPARDIZE ANYTHING. SO, THAT IS WHERE WE ARE AT, NOW. WE ARE CONTINUING TO ANALYZE AND SEE WHAT TYPE OF GUIDANCE WE PUT OUT. YOU DO HAVE A POLICY, POLICY JB, ACCESS TO EDUCATION AND PROTECTIONS FOR IMMIGRANT STUDENTS. THIS IS A POLICY THAT I KNOW WILL PROBABLY REQUEST TO BRING TO YOUR ATTENTION FOR SOME MODIFICATIONS. AND REALLY, THE BIGGEST ONE BEING IS IN THE BACKGROUND, IT ADDRESSES THE SENSITIVE LOCATIONS, WHICH WE KNOW THAT DOESN'T APPLY. SO, IT IS A WORK IN PROGRESS, THINGS ARE CHANGING BY THE MINUTE, SO REALLY, THE BIGGEST THING FOR US IS MAKING SURE THAT WE ARE COMMUNICATING WITH OUR SCHOOL COMMUNITY, RIGHT? OF WHAT WE KNOW AND WHAT WE DON'T KNOW, YET. ARE THERE ANY QUESTIONS, REGARDING

226IMMIGRATION? YES, DR. LOZANO, I HAVE ONE QUESTION. AND UNFORTUNATELY, I DON'T HAVE THAT IN FRONT OF ME, AND I SHOULD HAVE WRITTEN IT DOWN. IT WAS TALKING ABOUT -- SO, I KNOW UNDER FERPA, THAT WE CAN'T GIVE INFORMATION, BUT THERE WAS SOMETHING IN SOMETHING THAT YOU WROTE, SUPERINTENDENT, THAT SET --OH, DARN. THAT YOU WERE -- THAT YOU COULD OPT YOUR CHILD OUT OF ANY DOCUMENTATION? AND I DON'T KNOW IF PARENTS KNEW ABOUT IT. SO, WHAT I'M GOING TO DO RIGHT NOW, I'M GOING TO LOOK THAT UP. BUT, THIS IS ACTUALLY --WILL YOU ALL HELP TO REMIND ME THAT I DIDN'T REALLY -- DO YOU KNOW WHAT I'M TALKING ABOUT? OH, THANK YOU. THANK YOU. PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, I BELIEVE YOU ARE REFERRING TO OUR STUDENT DIRECTORY, RIGHT? WHAT IS IT?

227[ INAUDIBLE -LOW VOLUME ] YES. I AM. THIS ISN'T ON. I'M SORRY. DISCLOSURE OF DIRECTORY INFORMATION. EXACTLY. AND PARENTS CAN OPT --THEY DON'T HAVE TO HAVE THEIR KIDS IN THE DIRECTORY? BUT, DO OUR PARENTS KNOW THAT? MADAM PRESIDENT, AS PART OF THE REGISTRATION PROCESS, THEY CAN CHOOSE WHETHER OR NOT THAT INFORMATION IS RELEASABLE. SO, I CAN'T REMEMBER IF IT IS SOMETHING THEY GO THROUGH EVERY YEAR, BUT THEY CAN GO INTO --NOT SYNERGY --WHAT IS THE -- PARENT VIEW. PARENT VIEW, TO MAKE THOSE CHANGES. AND THEN, THAT DIRECTORY INFORMATION IS NO LONGER RELEASED. FOR VARIOUS REASONS. IT HAS EXISTED FOR QUITE A WHILE. SO -- I THINK IT WOULD BE GOOD JUST TO REMIND PARENTS THEY HAVE THAT OPTION, IN CASE THEY WOULD LIKE TO TAKE IT. THANK YOU. MADAM PRESIDENT, IF I MAY, TOO, BECAUSE

228I DON'T BELIEVE THAT WAS IN ANY OF THE EMAILS THAT WERE SENT OUT, BUT I KNOW DIRECTORY INFORMATION, THAT IS THE VERY BASICS, SO IT WOULD INCLUDE GRADE, ADDRESS, SO -- I KNOW IT WOULDN'T INCLUDE ANYTHING, REALLY, INTO IMMIGRATION. BUT, THAT IS A GOOD POINT, AS WELL. SURE, BUT IF THEY HAD THE ADDRESS, JUST THINKING ABOUT OTHER WAYS. SO, THAT MIGHT HAVE BEEN --I HAVE BEEN DOING A WHOLE LOT OF READING AND IT MIGHT HAVE BEEN IN SOMETHING ELSE THAT I READ, AND I WANTED TO MAKE SURE THAT THE PARENTS KNEW THAT THEY COULD HAVE THAT OPTION. YES? FROM MY UNDERSTANDING -- SORRY. GO AHEAD. SO, PRESIDENT CORT, MEMBERS OF THE BOARD, IF I MAY JUST IN TERMS OF FERPA, SO WHAT IS BEING DESCRIBED TRACTS OF FERPA AND THAT DIRECTORY INFORMATION IS THE TYPE

229OF INFORMATION THAT GENERALLY IS CONSIDERED NOT HARMFUL, IF IT WERE RELEASED. EVERY YEAR, THE DISTRICT IS REQUIRED BY FERPA TO PUBLISH WHAT THE DISTRICT HAS DETERMINED CONSTITUTES DIRECTORY INFORMATION. AND UNDER FERPA, THEY HAVE TO SET A DEADLINE, BY WHICH A PARENT CAN OPT OUT OF THAT. BUT, ONE OF THE THINGS THAT OUR FIRM IS RECOMMENDING IS -- BECAUSE SOME DISTRICTS HAVE -- SO, WITHIN THE EXAMPLES OF WHAT COULD CONSTITUTE DIRECTORY INFORMATION, IT IS BROAD. BUT, EACH DISTRICT CAN DECIDE TO NARROW THAT. SO, IN LIGHT OF THE CHANGING LANDSCAPE, ONE OF THE THINGS WE ARE RECOMMENDING IS LOOKING AT IF YOU ARE A DISTRICT THAT HAS EMBRACED THE BROAD, HOW IMPORTANT IS THAT? AND ARE THERE COUNTERVAILING REASONS WHY WE MIGHT WANT TO NARROW IT, SO PARENTS AREN'T HAVING TO GO, THEMSELVES, AND SAY, ", OKAY,

230THAT MIGHT BE A PROBLEM FOR ME AND MY CHILD." SO, THAT MIGHT BE ONE THING THAT COULD BE LOOK AT, HOW BROADLY IS LCPS TREATING DIRECTORY INFORMATION? AND THEN, WE JUST NARROW THAT DOWN, IF NEED BE, SO THERE IS NOT THAT OPT OUT STEP FOR THOSE CATEGORIES. ABSOLUTELY. THANK YOU. THANK YOU. MEMBER TENORIO? I DON'T KNOW IF I HAVE MANY TO OFFER, BECAUSE I'M NOT IN THE PREDICAMENT OF THOSE FAMILIES WHO ARE LIVING IN FEAR. SO, AS A PARENT, COMING ACROSS THAT FORM WHEN I AM REGISTERING MY KIDS, I ALWAYS THOUGHT IT WAS UNDER, OH, YOUR INFORMATION, YOU CAN GET A MAILER FROM SCHOLASTIC, YOU CAN GET SOMETHING FROM CAMPUS PORTRAITS. LIKE, I DON'T KNOW. I GUESS I TOOK IT AS VERY BENIGN. BUT, NOT KNOWING THAT IT COULD BE USED IN A VERY NOT

231GOOD WAY. MILITARY RECRUITMENT I THINK WAS ONE OF THE -- YEAH. THEY WILL SEND OUT THEIR INFORMATION, TRYING TO RECRUIT YOU, OR, "SIGN UP FOR THIS SCHOLARSHIP," WHATEVER. SO, THAT IS WHAT I USE TO INTERPRET IT, NOT REALIZING HOW ELSE TO IT COULD BE USED. THANK YOU, YES. I THOUGHT ALSO IT MIGHT JUST BE A GOOD IDEA TO HAVE THAT REMINDER, BECAUSE YESTERDAY, IT SEEMED BENIGN. TODAY, NOT SO MUCH. YEAH, I WAS JUST WONDERING, WHAT WOULD BE THE BEST WAY TO PUT OUT THAT REMINDER? TO REACH THE MAXIMUM NUMBER OF PEOPLE? AND HOW IMPORTANT ARE THESE DIRECTORIES? MAYBE IS THIS SOMETHING THAT WE COULD CONSIDER NOT EVEN HAVING DIRECTORIES? I THINK IT IS SOMETHING FOR US --I'M SORRY, MADAM PRESIDENT, MEMBER FRANK. IT IS DEFINITELY SOMETHING FOR US TO EXPLORE BECAUSE AGAIN, NOW, ALTHOUGH FERPA

232CALLS FOR PARENT PERMISSION OR PARENT CONSENT TO RELEASE ANY STUDENT INFORMATION, WITH THE EXCEPTION OF DIRECTORY. SO, NOW, I THINK IT'S --YOU KNOW, WE NEED TO GO BACK AND REVISIT AND LOOK AT, WHAT ARE THE POTENTIAL IMPLICATIONS? ON THE OTHER SIDE, THOUGH, WHAT ARE THE POSITIVES OF HAVING THAT INFORMATION? BACK TO THE PICTURES, AND RECRUITMENT, THOSE TYPES OF THINGS THAT ARE POTENTIALLY UNINTENDED CONSEQUENCES. SO, I THINK IT IS GOOD FOR US TO GO BACK AND LOOK AT THAT AND SEE, WHAT WOULD BE THE BEST WAY TO GO, AND WHAT ARE OUR NEXT STEPS, WITH REGARD TO THAT SPECIFIC COMPONENT? YEAH. OKAY, THANK YOU. >> OKAY. MADAM PRESIDENT, THANK YOU SO MUCH FOR BRINGING THAT UP. I BELIEVE IN THE CONVERSATIONS, THAT HAD NOT COME UP. SO, I APPRECIATE THAT FEEDBACK. THAT'S SOMETHING FOR US TO

233EXPLORE. SO, WE WILL BE CALLING YOU, AS WELL, FOR THAT. OKAY. [ LAUGHTER ] THE LAST THING I DID WANT TO SHARE, IS JANUARY 27th, SUPERINTENDENT RUIZ SENT OUT AN EMAIL TO OUR ADMINISTRATORS WITH MORE SPECIFIC GUIDANCE AND WITH THE INTENT FOR THEM TO SHARE WITH FRONT OFFICE STAFF ABOUT HOW WE HANDLE IF WE DID GET IMMIGRATION AGENTS VISITING OUR SCHOOLS. SO, THAT WAS SENT OUT, ALONG WITH SOME GUIDANCE AND REMINDERS FOR STAFF. REALLY, ABOUT NONPARTISANSHIP. RIGHT? MAKING SURE THAT WITHIN THE ROLE, THE SCOPE OF THE ROLE, WHETHER IT BE A TEACHER, EDUCATIONAL ASSISTANT, THEIR ROLE IS NOT TO TAKE A POLITICAL STANCE, ET CETERA. ALSO, JUST CLARIFYING WHO IN THE SCHOOL COMMUNITY, WHOSE ROLE IS IT, RIGHT, TO PROVIDE INFORMATION, RESOURCES TO STUDENTS? WHICH IS INCLUSIVE OF OUR COUNSELORS, SOCIAL WORKERS, INTERNATIONAL SET OF

234ADVISERS, OUR COMMUNITY SCHOOL COORDINATORS AT OUR COMMUNITY SCHOOLS, FAMILY LIAISONS, ET CETERA. SO, WE DID SEND SOME GUIDANCE OUT FOR NOW, AS WE NAVIGATE THROUGH THE EVER-CHANGING LANDSCAPE AROUND THIS TOPIC. THESE ARE SOME LEGAL IMMIGRATION SERVICES THAT WE KNOW THROUGHOUT NOT JUST RECENTLY, BUT THAT OUR TEAM HAS REFERRED PARENTS TO, OUR COMMUNITY OUTREACH TEAM. IF SO, WE ARE PLANNING TO HAVE A MEETING WITH THEM, I BELIEVE IT IS NEXT WEEK WE PLAN TO MEET WITH THEM. ONE OF THE THINGS THAT I DID MENTION IS IN YOUR POLICY AND POLICY JV, THERE IS --IT DOES NOT REQUIRE REGULATION. THERE IS NO --YOU DID NOT REQUIRE THAT, AS A BOARD. HOWEVER, ONE OF THE REQUIREMENTS IS TO HAVE A RAPID RESPONSE PLAN, SO THAT IS IN THE WORKS, AND WHAT WE ARE PLANNING TO DO IS TO

235GET SOME FEEDBACK FROM OUR UNION PARTNERS, FROM AGENCIES SUCH AS THE ONE THAT IS LISTED ON THERE. AND TEACHERS, AND EDUCATIONAL ASSISTANCE, AND FRONT OFFICE STAFF, ARE WE MISSING SOMETHING IN THIS RAPID RESPONSE PLAN? JUST LAST NIGHT, I KNOW ALINA AND HER TEAM HAVE BEEN WORKING ON ANALYZING OUR CURRENT POLICIES. NOT ONLY TO INCLUDE JB, BUT ALSO YOUR POLICY AROUND INTERACTIONS WITH LAW ENFORCEMENT. SO, WE ARE IN THE PROCESS OF, WHAT DOES THAT LOOK LIKE, WHAT ARE THE CHANGES THAT WE NEED TO BRING TO YOUR ATTENTION? IF THAT IS SOMETHING THAT YOU ARE GOING TO BE REVIEWING. SOMETHING THAT IS NOT ON HERE THAT I DID WANT TO ADDRESS, IS THE GRANTS. AS YOU MAY BE AWARE, LAST MONDAY, THERE WAS A MEMO THAT WAS SENT OUT BY THE FEDERAL GOVERNMENT TO THEIR AGENCIES, ABOUT

236A FUNDING FREEZE, AND WE WERE TRYING TO FIGURE OUT WHAT THAT MEANS FOR THEM. SO ON MONDAY, WE WERE TRYING TO FIGURE OUT WHAT GRANTS WOULD BE IMPACTED AND THE GUIDANCE WE GOT IS THAT IT WAS NOT GOING TO IMPACT FORMULA BASED GRANTS, WHICH THEN THAT LEAVES OPEN TO INTERPRETATION, RIGHT? SO THE ASSUMPTION WAS THAT IT WASN'T GOING TO IMPACT OUR TITLE I FUNDING, OUR USDA FOOD MEAL --FOR THE MEALS, FOR THE INTRUSION SURFACES. BUT AGAIN, IT WAS AUGUST OUR ASSUMPTIONS IT WOULD COME INTO EFFECT TUESDAY AT 5:00 P.M., WEDNESDAY MORNING, ANOTHER BREAKING NEWS CAME OUT THAT WAS RESCINDED. THERE WAS ALSO AN INJUNCTION, I BELIEVE, BY A JUDGE UNTIL FEBRUARY 3rd. SO, THAT MEMO IS RESCINDED, HOWEVER WE ARE STILL QUICKLY MONITORING TO MAKE SURE THAT IF THERE IS ANY IMPACT THAT, OF COURSE,

237WE HAVE A PLAN ON HOW WE ARE GOING TO ADDRESS IT FOR ANY GRANTS THAT MAY BE IMPACTED. THE OTHER ONE THAT CAME OUT TWO NIGHTS AGO WAS THE ENDING RADICAL INDOCTRINATION IN K-12 PUBLIC SCHOOLS. IT IS A VERY LONG EXECUTIVE ORDER. WE ARE STILL IN THE PROCESS OF ANALYZING THAT. I KNOW ELENA AND HER TEAM ARE ANALYZING, AND JUST WHAT ARE SOME POTENTIAL IMPACTS THAT WE HAVE, A WITH FUNDING BECAUSE WE DO RECEIVE FEDERAL FUNDS. BUT THEN, IMPACT ON OTHER POLICIES. I KNOW SHAWN JUST WENT OVER THE WORD "GENDER," I KNOW THAT WAS ON THERE A LOT IN THAT EXECUTIVE ORDER. BUT AGAIN, DOING A GOOD JOB IN REMINDING ME THAT WE HAVE TO TAKE IT SLOW, AND WE ARE LOOKING AT EVERY OTHER LAW, RIGHT? NOT JUST ONE. SEEING HOW THEY INTERACT WITH

238EACH OTHER, AND HAVE RECOMMENDATIONS, IF NEEDED, FOR ANY WORK POLICY CHANGES THAT MAY BE RECOMMENDED. WITH THAT, WE WILL STAND FOR ANY ADDITIONAL -- OH, MR. RUIZ? I'M GOOD, THANK YOU. WITH THAT, WE WILL STAND FOR ANY ADDITIONAL QUESTIONS. YES? >> DR. LOZANO, HAVE YOU HAD A CHANCE TO REVIEW THE SOCIAL TRANSITION PORTION OF THE INDOCTRINATION EXECUTIVE ORDER? WHICH, WHAT IS IT -- IF TEACHERS OR'S COOL PERSONNEL RESPECT THE CHILD'S PRONOUNS, OR NICKNAME, OR WHAT HAVE YOU, THEY WILL HAVE APPROPRIATE ACTION TAKEN AGAINST THEM. WHAT --DO WE KNOW WHAT THE IMPLICATIONS ARE, THERE? BECAUSE IT LOOKS LIKE THEY ARE GOING AFTER TRANS KIDS. TO MAKE IT SUCH, THAT IF WE JUST RESPECT A SIMPLE PRONOUN OR A NAME, THEN WE WILL BE IN VIOLATION. DO WE KNOW --IT MAY BE EARLY TO ASK THIS QUESTION.

239THAT IS THE WAY I READ THAT. WHAT IS OUR RESPONSE? SO, PRESIDENT, MEMBER WOFFORD, AS I MENTIONED, AS DR. LOZANO MENTIONED, IT IS EARLY, WHAT EXACTLY DOES THAT MEAN? THERE IS A LOT OF RHETORIC IN THERE, OR VERBIAGE TALKING ABOUT A LOT OF THE PUNITIVE STUFF, AND THE VERY NEGATIVE, RIGHT? AND IN MY MIND, IN MY OPINION, IT IS JUST FEAR. YOU KNOW, PUTTING FEAR INTO --BUT, AGAIN, I THINK AS WE COLLABORATE WITH ELENA AND OUR LEGAL TEAM, OF WHAT DOES THAT MEAN FOR US --BUT, WHAT OTHER AREAS OR PROTECTIONS WOULD APPLY, RIGHT, THAT WE COULD THEN ENSURE WE ARE LEVERAGING AT THE SAME TIME? SO, WE SHOULD BE LOOKING AT THIS. AND I AGREE WITH ELENA, LET'S JUST TAKE IT SLOW, AND LOOK AT WHAT OTHER PIECES ARE OUT THERE THAT, YOU KNOW, STILL

240PROTECT OUR KIDS. IF IT MEANS THAT A PARTICULAR TEACHER DOES NOT WANT TO RESPECT A CHILD'S USE OF PRONOUNS, THEN THAT WOULD PROBABLY BE PRETTY CLEAR, WHAT IS BEING PROTECTED, THERE. BUT, IT SOUNDED LIKE TO ME ANYTHING WE DID JUST TO SUPPORT KIDS -- APPARENTLY, WE ARE NOT PERFORMING SURGERIES AT SCHOOL, I COULDN'T FIND THAT IN THE EXECUTIVE ORDER. BUT, THIS SOCIAL TRANSITION LANGUAGE BOTHERS ME. YES, MS. GALLEGOS? SO, PRESIDENT CORT, MEMBER WOFFORD, SO, JUST IN TERMS OF THE LENS THAT WE LOOK AT IT IN, IT IS KIND OF INTERESTING, BECAUSE IT FEELS LIKE WE HAVE SPENT A LOT OF TIME IN THE LAST SEVERAL YEARS TALKING ABOUT, YOU KNOW, STATES RIGHTS VERSUS FEDERAL RIGHTS. AND, YOU KNOW, THE TRUTH IS THAT STATES ARE THE ONES IN CHARGE OF EDUCATION, AND SO, NOW THAT WHOLE

241STATE VERSUS FEDERAL IS HAVING KIND OF A DIFFERENT SLANT. SO, YES, THE FEDERAL GOVERNMENT CAN CONTROL WHAT WE DO WITH FEDERAL FUNDS, BUT THEY CAN'T USE OUR RECEIPT OF FEDERAL FUNDS TO REGULATE OR INTERFERE WITH A STATE'S RIGHT TO EDUCATE. SO, ONE OF THE THINGS --AND I HAVEN'T HAD A CHANCE TO DIG DOWN INTO THE ORDER YOU ARE REFERRING TO. I HAVE SEEN THE GENERAL DESCRIPTIONS. BUT, WHERE MY MIND WENT IMMEDIATELY, WE HAVE TO THINK ABOUT WHERE WE ARE USING OUR FEDERAL FUNDS, AND MAKE SURE THAT WE ARE NOT USING OUR FEDERAL FUNDS IN A WAY THAT --IT IS KIND OF LIKE TITLE IX, IT IS NOT ABOUT WHO WE CAN'T PROTECT, IT IS THAT WE CAN'T CALL IT A TITLE IX PROTECTION. SO, I THINK, SIMILARLY, THEY CAN'T TAKE A FEDERALLY FUNDED GRANT AND

242A TIE THAT TO A PROHIBITION THAT GOES WELL BEYOND THAT GRANT. THEY COULD LIMIT HOW WE SPEND THAT MONEY. BUT, SO --THOSE ARE THE KINDS OF THINGS WE ARE LOOKING AT. SO, I THINK, AGAIN, IT IS IMPORTANT. STAYING CALM DOESN'T MEAN WE WITHHOLD, OR DON'T, OR FAIL TO PROTECT ANYONE. IT IS JUST HOW WE CHART THE PATH FOR THAT. AND I THINK IT IS GOING TO BE INTERESTING, TO LOOK AT THOSE KINDS OF BROAD PROHIBITIONS THAT APPEAR ON THEIR FACE, TO INTERFERE WITH THE RIGHT OF STATES TO CONTROL EDUCATION. EDUCATION IS NOT IN THE U.S. CONSTITUTION. IT IS IN STATE CONSTITUTIONS. AND THAT IS THE FUNCTION OF THE STATE. AND MANY OF THE LAWS THAT WERE --WE ARE RELYING ON NOW IN THE WAKE OF THESE EXECUTIVE ORDERS, ARE WELL-ESTABLISHED. THEY ARE NOT ADVISORY. THEY

243ARE STATE STATUTES IN NEW MEXICO. SO, IT'S --YOU KNOW, IT IS AN INTERESTING, INTERESTING CIVICS EXERCISE RIGHT NOW, WHERE WE ARE ALL ENGAGED IN. THAT IS SOME REASSURANCE, THANK YOU. BECAUSE IT IS VERY TROUBLESOME, TO ME. AND WHAT I WILL ADD TO THAT, PRESIDENT CORT, MEMBER WOFFORD, IS THAT AS A DISTRICT, WE ARE CONTINUING TO SUPPORT ALL OF OUR KIDS. ALL OF OUR KIDS. WE HAVE ADVOCATES IN ALL OF OUR HIGH SCHOOLS FOR LGBTQ, TRANSGENDER CHILDREN, FOR THEIR SUPPORT. SO, NOTHING CHANGES, AT THIS POINT. THAT SUPPORT AND THOSE SERVICES CONTINUE, AS WE SPEAK. PRESIDENT CORT? >> THANK YOU, THANK YOU, MEMBER WOFFORD. ANY OTHER QUESTIONS OR COMMENTS? JUST A QUICK COMMENT, THAT LETTER THAT , SUPERINTENDENT RUIZ, YOU SENT OUT ON THE IMMIGRATION THING, THAT WAS REALLY WELL RECEIVED BY THE COMMUNITY, AND I WAS

244REALLY HEARTENED TO SEE THAT. USUALLY, I DON'T GO TO FACEBOOK FOR GOOD NEWS. [ LAUGHTER ] BUT, IT FELT GOOD TO BE A PART OF A DISTRICT THAT WAS TAKING A STAND LIKE THAT. SO, THANK YOU, EVERYBODY. BRAVO. ONE MORE THING, MS. CORT? YES? >> DO YOU HAVE ANY MORE NOTES FOR US TO TAKE BACK TO D.C.? YES. >> [ LAUGHTER ] WE WILL CHECK. >> YOU MIGHT FIND US IN THE BACKGROUND OF SOME OF THESE HEARINGS. [ LAUGHTER ] JUST, YOU NEVER KNOW. ALL RIGHT. THANK YOU, BOTH, SO MUCH FOR ALL OF THAT INFORMATION. IT IS A LOT, AND WE REALLY APPRECIATE YOU KEEPING ON TOP OF IT, AND LETTING US KNOW, GIVING US THE ABBREVIATED VERSION. SO, THANKS FOR TAKING ON ALL THE HARD WORK. THANK YOU. AND RIGHT AT 40 MINUTES. GREAT

245JOB, YOU ALL. SO, NOW, LAST, BUT CERTAINLY NOT LEAST, WE HAVE MS. DONNELLY. I DON'T EVEN KNOW IF I NEED TO SIT DOWN FOR THIS ONE. APPARENTLY, THE CHAIR IS VERY COMFY, SO YOU SHOULD. [ LAUGHTER ] PRESIDENT CORT, MEMBERS OF THE BOARD, I AM JUST HERE TO GIVE AN UPDATE ON GRIEVANCES. IF THERE WERE ANY GRIEVANCES ON THIS TIME, I WOULD UPDATE YOU ON THAT, BUT BECAUSE THERE ARE NONE, THAT IS ALL I HAVE TO REPORT. BEST REPORT OF THE DAY. WELL DONE POINT MAC I APPRECIATE IT. WELL, THANK YOU. THANK YOU. I DIDN'T REALIZE THAT WAS A THING, SO THANK YOU SO MUCH. I AM GLAD THERE ARE NO LEVEL THREE GRIEVANCES. THAT IS LOVELY. IF THEY WERE, THEY WERE JUST TEASERS. IF THEY WERE, IT WOULD JUST BE A MATTER OF LETTING

246YOU KNOW WE ARE WORKING ON IT, RIGHT, SUPERINTENDENT RUIZ? RIGHT. >> WELL, THANK YOU SO MUCH, MS. DONNELLY. ANY QUESTIONS, COMMENTS FROM THE BOARD, FROM SUPERINTENDENT? WOW, LOOK AT THAT. I WOULD LIKE TO ENTERTAIN A MOTION TO ADJOURN THIS VERY PRODUCTIVE , EXTENDED WORK SESSION. SO MOVED. >> SECOND. MOVED BY MEMBER FRANK AND SECONDED BY SEÑOR VICE PRESIDENT. ALL THOSE IN FAVOR, INDICATE BY SAYING, AYE. AYE. >> ALL THOSE OPPOSED INDICATE BY SAYING, NAY. WE ARE ADJOURNED AT 1:42. THANK YOU, ALL, FOR YOUR TIME TODAY. PERFECT, THANK YOU.