Board of Education - May 06, 2025

001GOOD MORNING, EVERYBODY. I CALL THIS MEETING TO ORDER AT 9:08. THANK YOU ALL FOR BEING HERE. AS SECRETARY LAWFORD AND I WERE SAYING, IT STILL FEELS FORMAL WITH ALL OF US UP HERE BUT IT IS SUPER INFORMAL. I LOVE THE TABLE IN THE FRONT. I DON'T KNOW IF THAT CREATES THE INFORMALITY BUT IT MAKES IT MORE COMFORTABLE FOR ALL OF YOU WHO ARE PRESENTING. THANK YOU ALL SO MUCH. SECRETARY WOFFORD, WILL YOU TAKE THE ROLLCALL , PLEASE? MR. FRANK? HERE. MS. TENORIO NOT HERE. SECRETARY WOFFORD IS HERE. VICE PRESIDENT? HERE. PRESIDENT? >> I AM HERE. THANK YOU. WE HAVE A QUORUM. I ENTERTAIN A MOTION TO APPROVE THE MAY 6, 2025 RETREAT AGENDA. SO MOVED. >> SECOND. >> MOVED BY WOFFORD, SECONDED BY NOLAN. ALL IN FAVOR PLEASE INDICATE BY SAYING AYE. AYE. >> ALL

002OPPOSED? ALREADY. >> THERE WAS A TYPO IN THERE. OKAY. >> I DON'T KNOW. DO WE CARE ABOUT THAT? I MEAN, I AM STILL WILLING TO VOTE YES. SOMEWHERE IN THE DISCUSSION OF COLUMBIA, THERE WAS A TYPO. THAT IS ALL. DO YOU REMEMBER EXACTLY WHERE IT WAS? SOMEWHERE IN THE COLUMBIA DISCUSSION. OKAY. >> WE CAN BRING IT UP AND WE CAN FIND IT. WE DON'T WANT TO WASTE A COUPLE OF MINUTES DOING IT. WELL, MR. FRANK, IF YOU BROUGHT IT UP, LET'S GO AHEAD AND --COLIN, CAN YOU BRING UP THE MINUTES? IS THIS THE RETREAT AGENDA OR THE REGULAR SESSION MINUTES? SPENT THE LAST MEETING WHERE WE TALKED ABOUT COLUMBIA. IN PART SIX, THE FIRST LINE SAYS ROBERT COMMENTS ON THE --JUST A MINUTE. WE ARE ON THE RETREAT AGENDA WHICH IS JUST THE AGENDA TODAY.

003I THOUGHT IT WAS THE MINUTES. I THOUGHT IT WAS THE MINUTES TOO. THIS WAS JUST THE MOTION TO APPROVE THE RETREAT AGENDA. DONE. EXCELLENT. NOW THE MINUTES. I LOVE THAT YOU ARE ONE STEP AHEAD BECAUSE HERE WE GO. I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE THE APRIL 22, 25 REGULAR SESSION MINUTES. SO MOVED. >> MR. FRANK, WOULD YOU LIKE TO MAKE THAT CHANGE ON THAT? YES. IF WE COULD JUST FIND IT. IT IS SUCH A MINOR THING. I DON'T FEEL RIDICULOUS -- COLIN , IS THERE ANY WAY FOR YOU TO BRING UP THE MINUTES FROM OUR LAST MEETING ON APRIL 22? IF YOU COULD, I WOULD APPRECIATE IT. PERHAPS IT WAS THE MISSPELLING YOU SAW IN ABOUT THE SIXTH OR SEVENTH ONE DOWN. MS. TENORIO ASKED IF THIS WOULD AFFECT WHAT HAPPENS IN

004STAGE THREE. THAT IS RIGHT. THAT IS WHAT IT WAS. AT LEAST IT WASN'T MY NAME. THAT HAS HAPPENED BEFORE. OKAY. IS THAT THE ONE? THERE ARE SOME OTHERS BUT -- GOOD CATCH. IT WAS NOT ANYONE ELSE HERE AT LCPS THAT MISSPELLED MY NAME. I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE APRIL 22, 2025 REGULAR SESSION MINUTES WITH THE CHANGES MENTIONED BY MEMBER FRANK. SO MOVED. >> THANK YOU. SECOND. >> SECONDED BY TENORIO. THANK YOU SO MUCH. ALL IN FAVOR PLEASE INDICATE BY SAYING AYE. AYE. >> THANK YOU. ALL OPPOSED? THANK YOU. THAT IS APPROVED 5-0. THANK YOU SO MUCH. NOW, I WILL TURN THE MICROPHONE OVER TO SUPERINTENDENT RUIZ FOR SOME INTRODUCTORY COMMENTS. THANK YOU, PRESIDENT SIX --PRESIDENT CORT. GOOD MORNING TEAM. I DON'T THINK I SAID GOOD MORNING TO EVERYONE. BEING THAT IT

005IS TEACHER APPRECIATION WEEK , JUST THIS MORNING I SENT OUT A -- WHAT YOU CALL IT, A TWEET ON X? ONE OF THE QUOTES THAT ALWAYS RESONATES WITH ME IS THAT TEACHING IS THE ONE PROFESSION THAT CREATES ALL OTHER PROFESSIONS. IT JUST TAKES ME BACK TO, AS A KID, MY FAVORITE TEACHERS AND THE IMPACT THAT THEY HAD ON MY LIFE AND ALSO JUST THINKING OUR TEACHERS FOR THEIR HARD WORK AND BEING PART OF OUR SCHOOLS ACROSS OUR DISTRICTS. AGAIN, HAPPY TEACHER APPRECIATION WEEK AND ALSO LOOKING FORWARD TO OUR UPDATES ALIGNED WITH OUR STRATEGIC PLAN. THANK YOU PRESIDENT CORT AND MEMBERS OF THE BOARD. THANK YOU SO MUCH, SUPERINTENDENT. IF YOU ALL ARE READY, WE ARE GOING TO MOVE TO OUR STRATEGIC PLAN UPDATE STARTING WITH GOALS ONE AND TWO WITH OUR UPDATE INCLUDING SPECIAL LEARNING

006AND INSTRUCTIONAL HIGHLIGHTS WITH DR. MILLER TOMLINSON. KEN IS NOT HERE TODAY? I THOUGHT IS SAID AND KEN. THAT IS OKAY. WE ARE HAPPY TO HAVE YOU. THANK YOU FOR BEING HERE. GOOD MORNING PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ. I AM HERE TO SHARE SOME INFORMATION REGARDING PROFESSIONAL LEARNING AND INSTRUCTIONAL HIGHLIGHTS AND INITIATIVES, PARTICULARLY RELATED TO THE STRATEGIC PLAN GOALS ONE AND TWO AND ALSO THINKING ABOUT THE OTHER PARTS OF THE STRATEGIC PLAN WHICH INCLUDES HIGH SCHOOL GRADUATION AND , ALL OF THE OTHER THINGS THAT ARE IN THE OTHER GOALS TO GET STUDENTS TO PERSIST, STAY ENGAGED. THAT WILL BE PART OF THIS PRESENTATION AS WELL. OUR PROFESSIONAL DISTRICTWIDE PROFESSIONAL LEARNING PLAN FOR 24-25, THESE ARE THE DISTRICTWIDE OFFERINGS FOR THE SCHOOL YEAR STARTING BACK IN JULY OF THE DISTRICT NATIONAL LEARNING DAY AND

007THE THEME THROUGHOUT THE YEARS, THE FOCUS I SHOULD SAY IS THE LCPS TRANSITION TO EQUITY DRIVEN STANDARD-BASED LEARNING FRAMEWORK . REALLY, THE FOCUS WAS ABOUT THAT LAYER ONE INSTRUCTION , HOW ARE WE ENGAGING STUDENTS WITH A PARTICULAR FOCUS ON INTERACTIVE PROCESSING STRUCTURES. SO, TEACHERS INTENTIONALLY PLANNING TO GET STUDENTS WORKING TOGETHER, TALKING TOGETHER AS PART OF THE LAYER ONE INSTRUCTIONS. SO, IN JULY WE SET THE STAGE FOR THAT. IN AUGUST, WE CONTINUED WITH ENSURING CONTENT IS ACCESSIBLE FOR ALL STUDENTS, SO REALLY FOCUSED AGAIN ON PLANNING FOR THAT LAYER ONE INSTRUCTION, HOW DO WE GET ALL STUDENTS TO ENGAGE WITH THE CONTENT, ENGAGE WITH EACH OTHER, ENGAGE WITH THE TEACHER AND THEN IN NOVEMBER AND JANUARY, THE FOCUS WAS PURPOSEFUL PLANNING AND TRANSFORMING LEARNING INTO ACTION. AGAIN, FOCUS ON THE EQUITY WINS. HOW ARE WE PLANNING FOR

008ENGAGEMENT FOR ALL OF THE STUDENTS IN THE CLASSROOM? THE TEACHERS RECEIVED -- I WILL SAY INTENSIVE. IT WAS VERY FOCUSED, PROFESSIONAL LEARNING WITH THOSE AREAS GROUNDED IN THE INSTRUCTIONAL FRAMEWORK AND THEN IN THE SPRING, WE WORKED WITH PRINCIPALS TO GET SOME FEEDBACK TO GAUGE WHERE THEIR PARTICULAR SCHOOLS WERE IN TERMS OF THE PRIOR PROFESSIONAL LEARNING. IN THE SCHOOL, SOMETIMES, THERE ARE SOME TEACHERS THAT ARE AT A DIFFERENT LEVEL. YOU MIGHT HAVE NEWER TEACHERS THAT NEED MORE TIME WITH A PARTICULAR TOPIC . SO, REACHING OUT TO PRINCIPALS TO DO SOME DIFFERENTIATED PROFESSIONAL LEARNING. WE ALSO GET FEEDBACK FROM TEACHERS AFTER EACH PROFESSIONAL LEARNING SESSION. WE USE THAT FEEDBACK TO SEE WHAT DO TEACHERS NEED MORE OF, WHAT DO THEY HAVE? SOME OF THAT FEEDBACK WAS REGARDING DIFFERENTIATION. I THIS PART, I AM READY TO MOVE ON

009TO THE NEXT STEP. IN FEBRUARY, OUR DISTRICT PROFESSIONAL LEARNING WAS DIFFERENTIATED BASED ON PRINCIPLE FEEDBACK, TEACHER FEEDBACK. WE OFFERED INTERACTIVE PROCESSING STRUCTURES 101. THAT WAS THE BASIC INTRODUCTION TO INTERACTIVE PROCESSING STRUCTURES IN THE CLASSROOM, THE THREE MOMENTS IN A LESSON AND THEN INTERACTIVE PROCESSING STRUCTURES FOR INTERACTING WITH CONTENT. THOSE SESSIONS WERE MORE FOR SCIENCE, FOR MATH, OR REALLY DIVING INTO THE CONTENT AREA, WHICH WAS ALSO FEEDBACK THAT WE RECEIVED FROM TEACHERS. WHAT IS NOT ON THE SLIDE IS APRIL 21, A COUPLE OF WEEKS AGO. THAT PROFESSIONAL LEARNING WAS REALLY A CULMINATION OF THIS RECAP, CELEBRATION OF ALL OF THE WORK AND PRINCIPLES FACILITATED THAT PROFESSIONAL LEARNING ON THEIR CAMPUS WITH THE SUPPORT OF THE PROFESSIONAL LEARNING TEAM. THAT IS THE BROAD OVERVIEW. SPECIFIC TO LITERACY GOAL ONE, WHICH IS STRATEGIC PLAN GOAL ONE WHICH IS

010LITERACY. AGAIN, IMPLEMENTATION OF OUR STANDARD-BASED LEARNING FRAMEWORK. WE HAVE LETTERS TRAINING. WE HAVE ENGAGED LETTERS --ALL TEACHERS THROUGH FIFTH GRADE HAVE ENGAGED IN LETTERS TRAINING SO THEY ARE IN A COHORT THAT EITHER STARTED THIS YEAR OR IS FINISHING. IN THE FUTURE, NEXT YEAR, WE WILL GO BACK AND PICK UP ANY NEW TEACHERS OR TEACHERS THAT FOR SOME REASON DID NOT COMPETE THE TRAINING BECAUSE THAT IS MANDATED. WE HAVE ANOTHER PROFESSIONAL LEARNING INITIATIVE CALLED READING APPRENTICESHIP AND THAT IS REALLY DISCIPLINARY LITERACY THAT IS STRUCTURED LITERACY FOR CONTENT TEACHERS. IF YOU ARE THINKING ELA TEACHERS TEACH READING, TEACH WRITING, TEACH SOME OF THOSE STRUCTURES, CONTENT TEACHERS, SOCIAL SCIENCE, ELECTIVE TEACHERS MAY NOT HAVE THE SAME KNOWLEDGE AND SKILLS ABOUT STRUCTURED LITERACY AND HOW CO-STRUCTURES AND THE CONTENT. READING APPRENTICESHIP IS SUPPORT FOR THOSE TEACHERS. THEY ARE GETTING

011CONSISTENT INSTRUCTION IN LITERACY ALL DAY, NOT JUST DURING THEIR LANGUAGE ARTS INSTRUCTION. AIM PATHWAYS TO ATTEND PROFESSIONAL LEARNING FOR A.I.M. PATHWAYS. I AM HAPPY TO REPORT THAT MANY OF OUR SIXTH GRADE TEACHERS WERE EARLY ADOPTERS AND HAVE ALREADY GONE THROUGH A.I.M. PATHWAYS TRAINING SO NEXT YEAR WE WILL FOCUS ON THOSE. IT IS A SMALL GROUP MEANING 12 TO 15 THAT HAVE NOT AND WILL PICK UP ANY EARLY ADOPTERS, SEVENTH OR EIGHTH GRADE TEACHERS THAT WANT TO PARTICIPATE NEXT YEAR. AGAIN, THIS IS JUST LIKE LETTERS. THIS WILL BE MANDATED FOR LETTERS STARTING FOR SIXTH GRADE AND MOVING UP. WE ALSO DID SOME ADDITIONAL TRAINING WITH IREADY FOR LITERACY. PRIOR TO THIS YEAR, WE HAD USED THE STAR ASSESSMENT. REALLY, GETTING TEACHERS FAMILIAR WITH THE IREADY DIAGNOSTIC, LOOKING AT THE DATA, LOOKING AT THE REPORTS, UNDERSTANDING HOW

012TO USE THOSE TOOLS TO INFORM INSTRUCTION. OUR ELEMENTARY TEACHERS WERE FAMILIAR WITH THE PLATFORM BECAUSE WE HAVE USED IREADY FOR MATHEMATICS SO THIS YEAR, ADDING THAT ELA AND OF COURSE FOR SECONDARY , GETTING TEACHERS FAMILIAR WITH THE PLATFORM, THE TOOLS AND HOW TO USE THE TOOLS FOR INSTRUCTIONAL PURPOSES. JUST A SNAPSHOT OF WHERE WE ARE WITH THIS MANDATED TRAINING. TO THIS POINT --354 TEACHERS IN THE DISTRICT HAVE COMPLETED LETTERS TRAINING. 340 ARE IN PROGRESS. SOME OF THEM WILL FINISH THIS SPRING. SOME OF THEM WILL FINISH NEXT YEAR BECAUSE IT IS A TWO YEAR TRAINING. WITH THAT 340, ABOUT HALF WILL FINISH THIS SPRING AND THE REST WILL FINISH NEXT YEAR. READING APPRENTICESHIP, 60 TEACHERS HAVE COMPLETED THAT. NATIONAL LEARNING AND 138 ARE IN PROGRESS OR SLATED TO BEGIN IN THE FALL AND A.I.M. PATHWAYS, 44

013TEACHERS HAVE COMPLETED AND , AGAIN, NEXT YEAR MIDDLE SCHOOL, ENGLISH LANGUAGE ARTS IS REQUIRED FOR SIXTH GRADE TEACHERS AND IF WE HAVE THE CAPACITY, WHICH WE WILL, WE WILL INCLUDE ANY SEVENTH AND EIGHTH GRADE TEACHERS WHO WISH TO START EARLY. MOVING ON TO STRATEGIC GOALS. STRATEGICAL NUMBER TWO IS 100% GROWTH IN MATHEMATICS, THE PROFESSIONAL LEARNING WE HAVE COMPLETED. AGAIN, IMPLEMENTATION OF EQUITY DRIVEN THE STANDARD-BASED LEARNING FRAMEWORK, WHICH WE TALKED ABOUT EARLIER, REALLY FOCUSING ON STANDARDS-BASED LEARNING. THE MATH TEAMS AND TEAMS OF TEACHERS HAVE BEEN WORKING ON DEVELOPING PROFICIENCY SCALES FOR ALL CONTENT AREAS AND TRYING THEM OUT A LITTLE BIT IN MATH, LETTING TEACHERS TAKE THEM INTO THE CLASSROOM, TO USE THEM, REFINING THOSE PROFICIENCY SKILLS AND THAT IS REALLY PART OF LAYER ONE INSTRUCTION. HOW ARE WE MONITORING THE STANDARDS AND NOT JUST WAITING

014FOR AN INTERIM ASSESSMENT BUT REALLY IN THE MOMENT OF INSTRUCTION. THE TEACHER KNOWING WHERE THE STUDENT IS AND ALSO THE STUDENT INTERNALIZING WHERE THEY ARE IN TERMS OF MASTERING. READY SET MATH IS ALSO KNOWN AS THE MATH RECOVERY PROJECT. I EQUATE IT TO BEING SIMILAR TO LETRS. IT IS NOT STRUCTURED LITERACY BUT THE SAME BEING VERY RESEARCH-BASED, HOW DO KIDS LEARN MATHEMATICS? JUST LIKE LETRS IS VERY BRAIN-BASED RESEARCH ON HOW WE ACQUIRE LANGUAGE AND LEARN TO READ, MATH RECOVERY IS A SIMILAR PROGRAM FOR MATHEMATICS. HOW DO WE LEARN NUMBER SENSE, HOW TO COMPUTE. WE ALSO DID SOME ADDITIONAL PROFESSIONAL LEARNING FOR MATHEMATICS ON IREADY ON DIAGNOSTIC DATA, JUST MAKING SURE TEACHERS ARE COMFORTABLE USING THE TOOLS . IN A PREVIOUS PRESENTATION, WE TALKED ABOUT HOW IREADY HAS A COUPLE OF GROWTH METRICS THAT TEACHERS AND

015STUDENTS CAN USE AND REALLY BE GETTING INTO THOSE GROWTH METRICS, TYPICAL GROWTH STRETCH GROWTH AND HOW DO TEACHERS SET GOALS WITH THEIR STUDENTS BASED ON THOSE REPORTS AND DATA IN IREADY? WE WILL MOVE ON TO PROFESSIONAL LEARNING INITIATIVES FOR NEXT YEAR , 2025-2026. IS A MENTION, WE WILL CONTINUE WITH A.I.M. PATHWAYS, LETRS, READING APPRENTICESHIP, OUR EQUITY DRIVEN STANDARDS-BASED LEARNING FRAMEWORK AND THEN THERE IS ANOTHER INITIATIVE CALLED MATH FOR ALL WHICH EIGHT SCHOOLS IDENTIFY BY OUR LEADERSHIP EXECUTIVE DIRECTORS HAVE IDENTIFIED, WORKED WITH PRINCIPALS TO IDENTIFY SCHOOLS WHO PARTICIPATE IN MATH FOR ALL AND WHAT MATH FOR ALL IS, IT IS REALLY ABOUT PLANNING BASED ON INDIVIDUAL STUDENT DATA WHICH SOUNDS INTUITIVE, RIGHT? THAT IS WHAT TEACHERS DO BUT THIS BREAKS IT DOWN FURTHER SO THAT TEACHERS ARE NOT JUST LOOKING AT DATA BUT HOW TO BETTER

016PLAN FOR AN INSTRUCTION BASED ON THE DATA. JUST GIVING THEM MORE TOOLS IF STUDENTS ARE STRUGGLING WITH PARTICULAR STANDARDS OR CONCEPTS, HOW TO ADDRESS THOSE THINGS THROUGH LAYER ONE INSTRUCTION AND ALSO INTERVENTION. WE ARE GOING TO WORK WITH EIGHT SCHOOLS ON THE MATH FOR ALL INITIATIVES AND MONITOR RESULTS, GET FEEDBACK FROM TEACHERS. HOW IS THAT GOING? HOW ARE STUDENTS PROGRESSING WHOSE TEACHERS ARE PARTICIPATING IN THAT PROGRAM. INSTRUCTIONAL INITIATIVES FOR 2025-26. AGAIN, CONTINUING TO IMPLEMENT OUR EQUITY DRIVEN STANDARDS-BASED LEARNING FRAMEWORK. I AM EXCITED ABOUT THE LCPS CTE COLLECTIVE, SOMETHING THAT WE HAVE BEEN TALKING ABOUT. THE MIKADO AT RIO GRANDE PREP IS A WORK IN PROGRESS BUT WHILE WE ARE WAITING FOR THE PHYSICAL SPACE TO BE READY, WORKING WITH OUR CTE TEACHERS AND OUR CTE PROGRAMS TO PROVIDE GOODS AND SERVICES STARTING WITHIN THE DISTRICT.

017A GREAT EXAMPLE TO -- TOO IS THE BULLDOG BLOOMS OVER AT LAS CRUCES HIGH-FIVES WHICH SURELY PREM SINGLE-HANDEDLY --IT IS GREAT TO BE ABLE TO HAVE OUR STUDENTS PROVIDING FLORAL ARRANGEMENTS, CULINARY SERVICES, THINGS LIKE THAT FOR OUR OWN EVENTS. WHAT WE WANT TO DO IS EXPAND THAT TO OTHER THINGS, MAKING SIGNS, MAKING BENCHES, MAKING OTHER TYPES OF PRODUCTS, APPAREL, THINGS LIKE THAT. THE CTE COLLECTIVE WILL BE AN EXPANSION AND ORGANIZING THAT IN PREPARING FOR WHEN THE MERCADO IS FINALLY READY. OUR GRADUATE PROFILE. WE HAVE BEEN WORKING IN THE TLC LEADERSHIP TEAM TO REFRESH OUR GRADUATE PROFILE AND RESURFACE OUR GRADUATE PROFILE AND FOCUS ON THOSE COMPETENCIES. NEXT YEAR, THIS YEAR --LAST YEAR WE DID A SOFT ROLLOUT, AN AWARENESS, MAKING SURE THAT STUDENTS UNDERSTAND WHAT THE COMPETENCIES ARE, WHAT THEY MEAN AND NEXT YEAR, JUST

018WORKING ON SOME ALIGNMENT TO INSTRUCTIONAL PRACTICE. AS YOU KNOW, WE ARE IMPLEMENTING NEW SCIENCE MATERIALS NEXT YEAR. THERE WILL BE SOME PROFESSIONAL LEARNING AND PLC'S DEVOTED TO SCIENCE TEACHERS, LEARNING ALL ABOUT THE NEW MATERIALS AND THE TEACHERS THAT THOSE MATERIALS BRING. THE K-8 MATERIAL WHICH IS A SCIENCE AND DR. THAT WAS HERE A FEW WEEKS AGO PRESENTED THAT AND THAT IS SOME REALLY COOL STUFF. THOSE WERE GREAT FEATURES OF THE RESOURCE THAT TEACHERS ARE VERY EXCITED ABOUT. IN PARTICULARLY PLANNING FOR OUR DUAL LANGUAGE PROGRAMS, NOT ONLY FOR EMERGENT BILINGUAL STUDENTS BUT ALSO FOR STUDENTS WHO ARE REQUIRING SPANISH AS A SECOND LANGUAGE, THERE IS A FOCUS ON LANGUAGE PROFICIENCY IN SPANISH. IT IS NOT JUST TOTALLY HELPING STUDENTS ACQUIRE ENGLISH OR STRATEGIES FOR ENGLISH ACQUISITION, THERE IS ALSO STRATEGY FOR SECOND LANGUAGE ACQUISITION AS WELL

019AND TEACHERS ARE SUPER EXCITED ABOUT THAT. THEN, IMPLEMENTATION OF NEW GRADUATION REQUIREMENTS. NEXT YEAR, WE HAVE SOME NEW COURSES THAT WE ARE DEVELOPING. HONORS WORLD HISTORY IS NOT NECESSARILY A NEW COURSE BUT IT WILL BE A FRESHMAN COURSE WHICH IS NEW. IT IS NEW FOR TEACHERS. THERE IS A LITTLE HESITANCY WITH TEACHERS TEACHING FRESHMAN WORLD HISTORY BUT THOSE TEACHERS CAME TOGETHER AND WHAT THEY CAME UP WITH WAS FOR THAT COURSE TO A PROJECT-BASED LEARNING FOCUS, KIND OF LIKE THE NATIONAL HISTORY DAY CONCEPT BUT WITH WORLD HISTORY, HAVING A THEME, HAVING STUDENTS WORK ON A PROJECT AND THEN HAVING A PRESENTATION AT THE END. TEACHERS ARE WORKING ON THAT. THEY ARE ALL EXCITED ABOUT THAT IDEA. AGAIN, MEDIA LITERACY IS IN DEVELOPMENT. WE ARE GOING TO OFFER IT ONLINE DURING THE SUMMER AS A TRIAL OR

020JUST TO TEST IT OUT WITH STUDENTS WHO WOULD LIKE TO TAKE IT AND THEN FINANCIAL ALGEBRA IS A FINANCIAL LITERACY MATH-BASED COURSE THAT WE HAVE DEVELOPED THIS SPRING THAT WILL BE OFFERED TO ALL STUDENTS AS A MATH CREDIT IN 25-26. WITH THAT, I WILL STAND FOR QUESTIONS, OR SIT FOR QUESTIONS. THANK YOU. THANK YOU, DR. MILLER TOMLINSON. BOARD, DO YOU HAVE ANY QUESTIONS? I DO. I AM NOT GOING TO PULL IT UP MYSELF I THINK IT IS THE FIRST SLIDE THAT TALKS ABOUT GOAL ONE. IN THE FREE MOMENTS IN THE LESSON -- THAT ONE. WAS I WRONG? I JUST SAW IT. THAT ONE. THERE IT IS. LOOKING DOWN AT THAT INTERACTIVE PROCESSING STRUCTURES AND THREE MOMENTS IN A LESSON AND INTERACTIVE PROCESSING STRUCTURES FOR INTERACTING --I WAS JUST CURIOUS. I MEAN, I HAD THE JOY

021OF BEING ABLE TO DO THESE WALK-THROUGHS AND SEE IT IN ACTION OF WHAT YOU ARE LOOKING FOR OR WHAT IT LOOKS LIKE ON THAT CHECKLIST BUT I WAS JUST CURIOUS WHERE IT COMES FROM IN THE ACADEMIC WORLD, IN THE EDUCATION --WHERE IT WAS FIRST --LIKE, IS IT SOMETHING FROM COLLEGIATE OR ACADEMIC? ARE THERE STUDIES THAT WERE DONE WITH THIS? I WILL JUST SAY, THREE MOMENTS IN A LESSON IS --I WILL SAY, IT IS AS OLD AS TIME, REALLY. IT IS JUST A LESSON STRUCTURE. SO, REALLY, THE ANTICIPATORY SET, OR THE PREVIEW OF THE LESSON, GETTING STUDENTS TO THINK ABOUT THE LEARNING BEFORE YOU INTRODUCE THE CONTENT AND THEN THERE IS THE INTRODUCTION OF THE CONTENT AND STUDENTS ENGAGING WITH CONTENT AND THEN HOW DO STUDENTS PROCESS THAT CONTENT. WHAT DO YOU DO WITH IT? HOW

022DO THEY PROCESS? REALLY, BUILDING THAT INTO THE INSTRUCTIONAL FRAMEWORK HAS BEEN VERY HELPFUL TO HELP TEACHERS IN THEIR PLANNING. SOMETIMES -- THERE IS A LOT OF MATERIALS. THERE IS A LOT OF RESOURCES. HOW DO WE FOCUS ON -- WHAT ARE STUDENTS DOING? NOT JUST WHAT IS THE TEACHER DOING BUT HOW ARE STUDENTS INTERACTING WITH THE CONTENT? THE INTERACTIVE PROCESSING STRUCTURE IS THAT FOCUS. HOW ARE STUDENTS ENGAGING WITH THE CONTENT? HOW ARE THEY INTERACTING WITH EACH OTHER TO PROCESS THAT CONTENT? THERE IS A LOT OF RESEARCH OUT THERE. CURRENTLY, WE HAVE BEEN ENGAGING WITH SOME RATIONAL LEARNING. AGAIN, THAT IS -- IT IS NOT SOMETHING NEW. IT IS JUST A WAY TO FOCUS AND IT IS PARTICULARLY HELPFUL FOR EMERGENT BILINGUAL STUDENTS , TO GET THEM TALKING THE ACADEMIC DISCOURSE THAT IS SOMETHING THAT WE ALL

023NEED. PRESIDENT, IF I MAY, PRESIDENT CORT, MS. TENORIO, AS DR. WENDI MENTIONED, WHEN YOU ARE ASKING ABOUT THE RESEARCH OR WHERE THIS --IT IS THE QUALITY TEACHING FOR ENGLISH LEARNERS AND THAT IS WORK THAT WE ARE PARTNERING WITH WEST AND. THE RESEARCH AROUND THIS IS NOT ONLY DOES IT SUPPORT OUR MULTILINGUAL LEARNERS BUT THE RESEARCH HAS FOUND THAT OUR NON-ENGLISH LEARNERS ALSO BENEFIT. IT REALLY SUPPORTS , ON THE INSTRUCTIONAL SIDE OF THIS, THE LANGUAGE AND CONTENT INTEGRATION. HOW DO YOU ENSURE WE ARE INTEGRATING LANGUAGE, NOT ONLY IN ELA BUT IN THE CONTENT AREA? MATH, SCIENCE. WHEN YOU THINK ABOUT THREE MOMENTS, AS DR. WENDI MENTIONED, IT IS REALLY HOW ARE WE PREPARING OUR LEARNERS, MEETING THEM WHERE WE ARE AT. WHAT ARE THE ACTIVITIES THAT TEACHERS ARE CREATING, INC. TO THE LESSON. THE TASK IS

024ALIGNED TO THE STANDARD. THEN, HOW ARE WE EXPANDING IT JUST BEYOND THE LESSON? HOW ARE WE EXTENDING SO THAT THE STUDENTS ARE SPEAKING THROUGH THAT IN THE CONTENT THAT IS BEING PRESENTED? LOTS OF WORK TO BE DONE AROUND THIS BUT EXCITING BECAUSE I HAVE EXPERIENCE WITH THIS STRUCTURE AND SEEING THE IMPACT THAT IT HAS ON INSTRUCTION. THE OTHER QUESTION WOULD BE, ARE THERE OTHER SCHOOL DISTRICTS OR STATES THAT ARE USING THIS? PRESIDENT CORT, NUMBER TENORIO, YEAH. THIS IS SOMETHING THAT WEST ED HAS PARTNERED WITH SEVERAL DISTRICTS ACROSS THE COUNTRY. I CAN NAME --MY EXPERIENCE USING IT IN THE PREVIOUS SYSTEM, BUT WEST ED DOES A LOT OF WORK WITH CITY SCHOOLS. I BELIEVE IT IS THE 20th OR 30th LARGEST DISTRICT ACROSS THE COUNTRY. THEY WORK WITH SEVERAL DISTRICTS ACROSS THE COUNTRY. THERE ARE OTHER

025DISTRICTS THAT THEY WORK WITH. I CAN'T NAME THEM ALL BUT WEST ED IS AN IMPACTFUL PARTNER ACROSS THE COUNTRY. WHAT IS WEST ED? IS THAT LIKE THE WESTERN PART OF THE U.S.? IT IS THE NAME OF THE ENTITY THAT PROVIDES RESEARCH-BASED RATIONAL LEARNING ACROSS THE COUNTRY WITH SEVERAL DISTRICTS IN SEVERAL AREAS. REALLY AROUND INSTRUCTION. IT IS WEST AND. -- ED. I DID NOT WANT TO GOOGLE IT BUT THE WORDS SEEMED NOT SPECIFIC ENOUGH TO GET. ABSOLUTELY. >> AS YOU ARE DOING YOUR RESEARCH, I DEFINITELY WOULD LOOK UP DR. ADA WELTY. SHE IS A RESEARCHER THAT IS KEY AROUND THIS WORK AND SHE WILL BE COMING IN OVER THE SUMMER AND WORKING WITH OUR PRINCIPLES. SHE HAPPENS TO BE A PERSONAL FRIEND OF MINE. ALL RIGHT. THANK YOU. THANK YOU. I DON'T KNOW HOW THIS CANNOT'S

026BUT I REMEMBER MY FIRST YEAR TEACHING IN THE SCHOOL DISTRICT AND AS PART OF THE EVALUATION PLAN, THEY HAD A PEER WHO WOULD COME IN AND DO THE EVALUATION. IT WAS A SMALL SCHOOL , HE OBSERVED MY CLASS AND AT THE END OF THE CLASS, HE SAID THAT WAS A GREAT CLASS. THE ONLY PROBLEM IS, THERE ARE ONLY TWO PEOPLE WHO KNOW THAT IT WAS A GREAT CLASS, YOU AND ME. AT THE END OF THE CLASS, YOU NEED TO TELL THEM. AT THEM SOME IDEA OF WHAT THEY ACCOMPLISH. YOU'VE GOT TO SAY WHAT THEY ARE DOING. LET PEOPLE KNOW. I FEEL THE SAME WAY ABOUT THIS. I HAVE NEVER GOTTEN ANY CONTEXT FROM CONSTITUENTS WHO ARE TALKING ABOUT THIS WONDERFUL STUFF. ALL THEY ARE TALKING ABOUT IS WHY ARE YOU STILL TEACHING IN THE 1800s

027AND THEY ARE SENDING THIS LIST OF TO READ TWO NEW KIDS. THEY ARE NOT LEARNING THE WAY WE DID. THERE ARE TWO KINDS OF PEOPLE OUT THERE IN THE PUBLIC. 98% OF THEM HAVE NO IDEA WHAT WE ARE DOING AND 2% OF THEM HAVE THE WRONG IDEA OF WHAT WE ARE DOING. I DON'T KNOW IF THERE IS ANYBODY OUT THERE WHO FULLY UNDERSTANDS THE SCOPE OF WHAT WE ARE TRYING TO DO HERE AND WHY IT IS THE RIGHT WAY TO GO. HOW DO WE CONFRONT THAT? WE NEED YOUR SUPPORT. I THINK IT IS ESSENTIAL. IF I MAY, PRESIDENT COURT, MEMBERS OF THE BOARD, WHEN YOU THINK ABOUT --WHY ARE WE STILL TEACHING IN THE 1800s? WHEN YOU HAVE BEEN ON OUR INSTRUCTIONAL WALKS, AS WE LOOK AT THE COMPONENTS WE ARE LOOKING FOR, THE FOCUS

028IS ON THE STUDENTS. IT IS NOT NECESSARILY ON THE TEACHER. WE DO GIVE FEEDBACK. PLUS, PART OF THE DATA, THE PRINCIPAL GATHERS THE DATA FOR THE SITE TO BE ABLE TO OFFER FEEDBACK. IT IS ALSO A NON-EVALUATIVE TYPE PROCESS. THE GOAL HERE --YOU CAN SEE IT IN OUR COMPONENT . THE STUDENT DISCOURSE, THE INTERACTION BETWEEN STUDENTS, THE INTERACTION BETWEEN STUDENTS AND THE TEACHER. WE MOVE AWAY FROM THE STAGE WITH OUR TEACHERS. THAT WILL BE A CONVERSATION FOR A WHILE. THAT IS NOTHING NEW BUT WE ARE NOT THERE YET. WE ARE GETTING BETTER. THESE LAST INSTRUCTIONAL WALKS, WE SAW A LOT OF THAT OVER AT COLUMBIA, KIDS INTERACTING WITH EACH OTHER. PART OF THIS IS IN OUR STRATEGIC PLAN. HOW DO WE --I DON'T KNOW IF YOU WANT TO ADD ANYTHING TO THAT. I WILL JUST

029ADD --WHAT IS HAPPENING IN SCHOOLS AND IN THE CLASSROOM IS OUR STUDENTS AND REALLY HAVING STUDENTS SPEAK TO THE EXPERIENCE THAT THEY HAVE. IT IS A LITTLE EASIER WITH OLDER STUDENTS BECAUSE WE ARE REALLY OPENING UP THE OPPORTUNITIES AT THE HIGH SCHOOL, MEETING STUDENTS WHERE THEY ARE, BEING ABLE TO PROVIDE OPPORTUNITIES THAT ARE UNIQUE TO THEIR GOALS AND OPPORTUNITIES AND I THINK THAT CAN ALSO BE ACCOMPLISHED WITH YOUNGER STUDENTS TOO, LOOKING AT MIDDLE SCHOOL, ELEMENTARY STUDENTS, MEETING THEM WHERE THEY ARE STILL FOCUSING. THEY HAVE TO BE ABLE TO READ. THEY HAVE TO BE ABLE TO WRITE. THEY HAVE TO BE ABLE TO HAVE THOSE FUNDAMENTAL SKILLS TO DO MORE EXPERIENTIAL LEARNING, TO MAKE MORE CONNECTIONS TO THE WORLD, TO THE COMMUNITY AND THAT IS ONE OF THE GOALS AS WE ARE DOING THIS WORK. AGAIN,

030THE THREE MOMENTS IN A LESSON, IT IS A GREAT WAY --A LOT OF TIMES, AS A TEACHER, YOU PRESENT THE CONTENT. WHAT ARE WE DOING WITH IT? HOW ARE WE ENGAGING WITH THAT CONTENT. HOW ARE WE USING IT? THAT IS THE REALLY VALUABLE PIECE. THE MORE THAT WE DO THAT, THE MORE THE WORD WILL GET OUT AND STUDENTS WILL TALK ABOUT THOSE EXPERIENCES THAT THEY ARE HAVING IN THE CLASSROOM AND REALLY BEYOND THE CLASSROOM WHICH IS WHAT WE WANT. MR. FRANK, IF I MAY, IF OUR GOAL IS 100% GROWTH, WE TAKE A LOOK AT OUR END OF YEAR STAFF AND WE SAY DID WE GET 100% GROWTH? IF WE DID, LOOKING AT THE HARD NUMBERS LIKE THAT WILL ALSO GIVE THE PUBLIC --OUR GOAL IS 100% GROWTH. BOOM. WE GOT IT. HERE IS THE REASON

031WHY. I DON'T THINK ANYBODY REALLY --I THINK THAT A FEW PEOPLE WILL CARE WHY THEY GOT THERE BUT A FEW WILL CARE HOW. AGREED. SECRETARY? >> [ INDISCERNIBLE - LOW VOLUME ] THE A.I.M. PATHWAYS IS THE EXTENSION OF STRUCTURED LITERACY FOR OLDER STUDENTS AND REALLY FOCUSING ON THAT RESEARCH OF COGNITION, HOW WE ACQUIRE LANGUAGE, HOW WE LEARN TO READ. SO, JUST MOVING THAT UP. I THINK THAT ONE OF THE HUGE THINGS WITH THE APPRENTICESHIP, IT HAS BEEN VERY EYE-OPENING WITH TEACHERS WHO ARE NOT TEACHERS OF READING. I WAS A HISTORY TEACHER AND WHEN KIDS ARE STRUGGLING TO READ THE CONTENT, HAVING STRATEGIES IS IMPERATIVE FOR STUDENTS TO BE SUCCESSFUL AND TEACHERS HAVE BEEN SO THANKFUL TO HAVE THOSE STRATEGIES SO THEY KNOW HOW TO HELP IN A PRODUCTIVE WAY. THOSE STRATEGIES THAT WE RELY ON

032MAY NOT BE THE BEST STRATEGIES TO HELP STRUGGLING MAJORS. [ INDISCERNIBLE -LOW VOLUME ] THAT IS A GREAT QUESTION. WHEN YOU ARE THINKING ABOUT SECONDARY CONTENT TEACHERS, WE STARTED WITH MIDDLE SCHOOL. I THINK THAT 60 --THE OTHER 138, THAT IS A BIG CHUNK. I CAN COUNT IT UP. AS PART OF THAT, THE STATE LITERACY GRANT THAT WE HAVE HAD FOR THE PAST FIVE OR SIX YEARS, THEY SPLIT IT INTO TWO PIECES AND WE RECEIVED PART OF IT TO CONTINUE WITH READING APPRENTICESHIP, WHICH I THINK IS REALLY GOOD NEWS FOR OUR TEACHERS AND FOR GETTING TO THE 100% FOR THIS GOAL, THAT WE HAVE CONSISTENT INSTRUCTION THROUGHOUT THE DAY IN EVERY CLASS. STUDENTS ARE GETTING THE STRUCTURED LITERACY STRATEGIES. [ INDISCERNIBLE -LOW VOLUME ] WE TALKED ABOUT VERY SPECIFIC DATA PROGRAM. IT IS A MORE COMPUTER

033INTERACTIVE ACADEMY TYPE OF THING. IT IS PRESENTING, WORKING WITH INDIVIDUALS. PRESIDENT CORT, SECRETARY WOFFORD , I BELIEVE THE PROGRAM IS MORE FOCUSED ON THE TEACHER AND THE LESSON PLANNING PROCESS AND HOW TEACHERS TAKE STUDENT DATA AND BREAK IT DOWN ACCORDING TO STUDENT PERFORMANCE IN STANDARDS AND HOW THEY SPECIFICALLY ADDRESS THAT THROUGH INSTRUCTIONS. IT IS NOT NECESSARILY A PROGRAM A STUDENT WILL SIT DOWN IN FRONT OF BUT IT IS ABOUT HELPING THE TEACHER PLAN TO THOSE SPECIFIC GAPS IN MATHEMATICAL OUTCOMES. THANK YOU. SURE. >> I APPRECIATE THE ACKNOWLEDGMENT. THE MORE WE CAN GET THROUGH, WE CAN HOPEFULLY CONTROL. THANK YOU. THANK YOU. BOARD? QUICK QUESTION. NOW ESCAPED MY MIND. ARE ANY OF THESE INITIATIVES HAVE SUPPORT FUNDING WISE? CAN WE KEEP DOING THIS IN PERPETUITY? NO. THAT IS A GOOD QUESTION. LIKE MANY MANDATES, OR UNLIKE

034MANY MANDATES, THESE ACTUALLY DO HAVE FUNDING ATTACHED. THIS IS WHAT IS CALLED EARLY LITERACY GRANT. WE GET FUNDING FOR LETTERS, TRAINING . AS I MENTIONED, THE LITERACY GRANT WILL SUPPORT THE READING APPRENTICESHIP AND THEN A.I.M. PATHWAYS BECAUSE THESE ARE MANDATED. SOME FUNDING DOES COME ALONG WITH THEM. I THINK THAT IT IS NOT ENOUGH FUNDING BECAUSE THESE ARE TWO YEAR COHORTS. HE PROBABLY SAYS THAT ABOUT EVERYTHING. BUT I SUPPORT HIM. WE ALL DO. THEY CAN COMPLETE THESE REQUIREMENTS. WE HAVE FACE TO FACE SESSIONS. THEY ARE REQUIRED TO DO SOME WORK ONLINE OUTSIDE OF THOSE FACE-TO-FACE SESSIONS. WE DO HAVE SUB DATES WHERE IT IS FACE-TO-FACE AND THEN WE HAVE SUB DATES WHERE WE CAN WORK THROUGH THE ONLINE STUFF AND THEN THERE IS THE TOTALLY ONLINE OPTION THAT MOST TEACHERS DID AND IT WAS TIME-CONSUMING. WE

035PROVIDED EXTRA HOURS. THERE ARE SO MANY HOURS IN THE DAY. THERE IS SOME FUNDING ATTACHED BUT IT IS A HEAVY LIFT. SECOND QUESTION. HOW IS THIS DIFFERENT THAN WHAT WE WERE DOING FIVE YEARS AGO? THE MAIN THINGS. I THINK THE MAIN THING IS, THE INSTRUCTIONAL FRAMEWORK THAT REALLY GIVES OUR TEACHERS THE FOUNDATION --THEY ARE INDICATORS. EVERYTHING IS IN ONE PLACE SO TEACHERS CAN REALLY FOCUS ON INSTRUCTION AND WHEN THEY GO TO PLAN --NOW THAT WE HAVE MOVED ON TO WHERE LAYER 2 AND LAYER 3 FRAMEWORKS, JUST -- THAT IS A BIG STEP. I WOULD LIKE TO ADD, ALSO, CORT , MR. NOLAN, WHEN YOU THINK ABOUT FIVE YEARS AGO --I CAN SEE THAT WE DID NOT HAVE A CONSISTENT LAYER ONE, JUST A COMMON UNDERSTANDING . ONE OF THE FIRST THINGS, THE FIRST INITIATIVE WAS

036TO ENSURE WE HAD A CONSISTENT DEFINITION OF WHAT WAS LAYER ONE ACROSS OUR DISTRICT. WE WANT TO BUILD OUR INSTRUCTIONAL FRAMEWORK AROUND THAT. THE OTHER PIECE IN THE THREE MOMENTS IN THE LESSON IS THAT PURPOSEFUL PLANNING. HOW ARE YOU ENSURING THAT YOU PLAN FOR EVERY STUDENT IN YOUR CLASSROOM AND HOW ARE YOU PREPARING YOUR STUDENTS FOR THAT LESSON? THE OTHER PIECE TO ADD IS HAVING A CONSISTENT ASSESSMENT FRAMEWORK ACROSS THE DISTRICT AS WELL. NOW THAT WE HAVE IREADY K-12, WE HAVE COMMON DATA, COMMON INFORMATION TO BE ABLE TO LOOK AT ACROSS EVERY SINGLE GRADE LEVEL, NOT JUST IN ELEMENTARY WHERE WE WERE IMPLEMENTING A LOT OF THAT . IS IT A WORK IN PROGRESS? ESPECIALLY, EVEN AT A SECONDARY ASSESSMENT. IT IS REALLY BUILDING THE CAPACITY OF OUR TEACHERS. WHY IS THIS DATA IMPORTANT AND

037HOW DO YOU USE IT ? THAT IS SOMETHING I WILL SPEAK ON IN THE STATE OF THE DISTRICT. AS WE ARE BEING TRANSPARENT WITH OUR DATA, OUR COMMUNITY NEEDS TO KNOW THAT THIS IS A WORK IN PROGRESS. FIVE YEARS BEFORE WE ARE BEING MORE CONSISTENT ACROSS THE FRAMEWORK IN OUR ASSESSMENTS AND THEN ALSO IN SUPPORT TO OUR SCHOOLS. INC. ABOUT THE SITE SUPPORT TEAMS WHICH WE WILL HEAR ABOUT LATER. THANK YOU. JUST A FOLLOW-UP, IF THERE IS A CALM STRATEGY ABOUT THE REVAMPING OF THE CURRICULUM, 100% OF PEOPLE THINK THEY KNOW BETTER THAN WHAT WE ARE DOING. ACCORDING TO FACEBOOK, EVERYBODY KNOWS WHAT WE ARE DOING. I HAD A COUPLE OF THINGS TO BOUNCE OFF OF. THAT FIVE YEARS LATER, I JUST THINK OF WHERE WE WERE AND I JUST DON'T THINK IT IS A

038FAIR COMPARISON. THERE WAS A LOT OF CHANGES HAPPENING UP TO 2018 AND THEN AFTER THAT, THINGS JUST GOT REALLY HARD. I DON'T THINK WE SHOULD LOOKING AT FIVE YEARS, PER SE. MAYBE A MORE STABLE TIME. YOU GUYS HAVE HELD THE SHIP. RELATED TO THIS WHOLE MATH FOR ALL, I AM CURIOUS ABOUT, IS IT BEING PAID FOR BY PED OR DO WE HAVE SOME COST? IT IS A RESEARCH STUDY AND WE HAVE PARTICIPATION. I CAN SEND YOU ALL INFORMATION ABOUT THE STRUCTURE AND THE FUNCTION AND WHAT THE GOAL OF THE RESEARCH -- IS IT A PILOT? WITH A LOT OF RESEARCH STUDIES, THEY ASK FOR SCHOOL PARTICIPATION . AS I MENTIONED, THE LEADERSHIP EXECUTIVE DIRECTORS IDENTIFIED WORKING WITH PRINCIPALS TO IDENTIFY SCHOOLS TO PARTICIPATE AND IT WILL BE INTERESTING TO GAUGE THE SCHOOLS AND TEACHERS THAT

039ARE PARTICIPATING HOW IT AFFECTS THEIR STUDENT OUTCOMES ENOUGH. WE CAN COMPARE IT TO SAY --SOMETHING WE COULD POSSIBLY PUT IN EVERY SCHOOL IF YOU COULD AFFORD TO. THIS ONE IS NOT THERE. IT IS COMPLETELY DIFFERENT. IT IS NOT ABOUT, WE CAN'T EXPAND IT TO OTHER SCHOOLS BECAUSE THAT IS NOT WHAT IT IS SET UP FOR YET? NOT YET BUT THAT IS THE DIRECTION. ALL RIGHT. >> PRESIDENT CORT , MS. TENORIO, JUST FOR EXAMPLE, I WAS AT FAIR ACRES JUST A FEW DAYS AGO AND THEY ARE A GREAT EXAMPLE OF HOW THIS PROFESSIONAL LEARNING CAPACITY AROUND MATH IS SUPPORTING TEACHERS. TEACHERS ARE REALLY LIKING THIS PROCESS. ARE SPECIALISTS IN OUR SCHOOLS, THEY REALLY WANT -- THEY ARE ASKING FOR THIS. IF WE DO THIS ACROSS EVERY SCHOOL, WE WOULD. I THINK THE ONE THING THAT WE

040ARE LOOKING AT IS HOW DO WE BUILD CAPACITY WITHIN SO THAT WE ARE NOT DEPENDING ON THE OUTSIDE PROVIDER ? THAT IS THE GOAL WHEN YOU THINK ABOUT THESE TYPE OF STRUCTURES, TO BUILD THE CAPACITY WITHIN SO THAT IT IS A SUSTAINABLE TIME MODEL. YEAH. >> ALL RIGHT. BOARD? OKAY. THANK YOU SO MUCH. APPRECIATE IT. NEXT UP WE HAVE MS. --CAN I SAY IT IN FRENCH? MS. FABER? I CAN'T DO IT. SHE WILL TALK ABOUT SPRING INSTRUCTIONAL WALKS INSIDE SUPPORT. WHAT DOES IT MEAN? >> IT IS A NAME. IT IS NOTHING THAT I KNOW THAT IT MEANS. NEVERMIND. WHATEVER YOU PUT IN THE KING CAKE --EAST TO BE A BEING. I WILL DIGRESS VERY QUICKLY. SORRY ABOUT THAT. MAINLY BECAUSE WHEN I INTRODUCED HER BEFORE, I THINK I PUT SOMETHING IN FRONT OF IT AND

041WENT ALL FRENCH AND IT WAS VERY WEIRD SO MY APOLOGIES. WE ALWAYS HAVE A GOOD CONVERSATION WHEN WE ARE TOGETHER SO I APPRECIATE IT. THANK YOU. GOOD MORNING MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ. JUST TO INTRODUCE MYSELF. I AM TARA FABER, THE LEADERSHIP EXECUTIVE DIRECTOR FOR THE FEEDER PATTERN. I AM HERE WITH LEANNE GARCIA WHO IS THE LEADERSHIP EXECUTIVE DIRECTOR FOR THE LAS CRUCES HIGH SCHOOL FEEDER PATTERN. SO, THE L.E.D.s ARE HERE TO PRESENT ON THE SPRING INSTRUCTIONAL WALKS AND SITE SUPPORT TODAY AND I WOULD LIKE TO BEGIN BY REVIEWING WHO OUR SCHOOL SUPPORT TEAMS ARE. EACH SUPPORT TEAM IS ASSIGNED TO A FEEDER PATTERN AND IS SUPERVISED BY AN L.E.D. . IT IS COMPRISED OF A SPECIAL EDUCATION ADMINISTRATOR. WE ALSO HAVE AN ELEMENTARY AND SECONDARY ELA CONTENT SPECIALIST, AN ELEMENTARY AND SECONDARY MATH

042CONTENT SPECIALIST ALONG WITH A BILINGUAL SPECIALIST AND A DATA AND INTERVENTION SPECIALIST. SO, THE PURPOSE OF THE SCHOOL SUPPORT TEAMS IS TO REALLY PROVIDE A PERSONALIZED SITE BASED SUPPORT FOR OUR CAMPUSES AND WE DO THIS BY PRIORITIZING SUPPORT THAT HAPPENS IN REAL TIME IN THE SCHOOL SETTINGS WHILE TAILORING OUR COACHING TO THE UNIQUE NEEDS OF EACH CAMPUS AND THE TEACHER. WE ALSO TAKE PRIDE IN BUILDING RELATIONSHIPS WITH OUR CAMPUSES AND WE DO THIS BY UNDERSTANDING INSTRUCTIONAL GOALS DO NOT HAPPEN IN ISOLATION BUT REALLY, IT IS A COLLABORATION IN RELATIONSHIP AND WE FOCUS ON BUILDING TRUST WITH OUR CAMPUSES AND OUR INSTRUCTORS ON THOSE CAMPUSES. WE ALSO WANT TO HIGHLIGHT THE WORK HOURS SCHOOL SUPPORT TEAMS SUPPORT IN THIS GOES BEYOND ACADEMIC BENCHMARKS AS WE SUPPORT PRACTICES THAT ADDRESS STUDENTS' SOCIAL, EMOTIONAL, AND DEVELOPMENTAL NEEDS. ULTIMATELY,

043IT IS ABOUT CREATING LEARNING ENVIRONMENTS WHERE EVERY CHILD CAN THRIVE, ACADEMICALLY AND PERSONALLY IN THEIR DAILY LIVES AT OUR CAMPUSES. SO, ALONG WITH THE SCHOOL SUPPORT TEAMS, WE COLLABORATE WITH OTHER DEPARTMENTS THAT PROVIDE WRAPAROUND SUPPORT WHICH INCLUDES THE DEPARTMENTS LISTED. WE WORK VERY CLOSELY WITH THESE DEPARTMENTS TO PROVIDE THE TYPE OF SUPPORT THAT HAS BEEN IDENTIFIED AT EACH CAMPUS. EXCUSE ME. IT INCLUDES EARLY CHILDHOOD --WE COLLABORATE WITH SCIENCE AND SOCIAL STUDIES. WE ALSO SUPPORT OUR CAMPUSES REGARDING STUDENT ATTENDANCE THROUGH THE STUDENT LIAISON --ATTENDANCE LIAISON AT EACH CAMPUS. ALL CAMPUSES ALSO HAVE AN ATTENDANCE TEAM AND WE WORK WITH THE TEAM TO PROVIDE THAT SUPPORT AND IDENTIFY AREAS WHERE WE CAN INCREASE STUDENT ATTENDANCE AT OUR CAMPUSES. AT THE BEGINNING OF THE YEAR, WE CONDUCTED INITIAL CAMPUS VISITS AND WE STARTED BY ASKING EACH PRINCIPAL TO

044SHARE THEIR SCHOOL'S VISION AND HOW IT CONNECTS TO THE STRATEGIC PLAN. THIS HELPED US UNDERSTAND HOW THEIR SITE BASED PRIORITIES ALIGNED WITH OUR BROADER GOALS AND WHERE WE CAN SUPPORT COHERENCE ACROSS THE SYSTEM. WE ALSO HAD PRINCIPALS SHARE THEIR CELEBRATIONS ON THEIR CAMPUSES, WHICH IS VERY IMPORTANT. THERE ARE LOTS OF WONDERFUL THINGS HAPPENING ON OUR CAMPUSES EACH DAY. PRINCIPALS WERE ENCOURAGED TO HIGHLIGHT WHAT IS WORKING WELL, CELEBRATIONS THAT REFLECT PROGRESS, INNOVATION AND STRONG SCHOOL CULTURE. WE ALSO TOOK A CLOSE LOOK AT STUDENT ACHIEVEMENT DATA . BOTH TRENDS AND CURRENT PERFORMANCE AND THE GOAL HERE WAS TO UNDERSTAND HOW DATA IS BEING USED TO INFORM INSTRUCTION AND DRIVE CONTINUOUS IMPROVEMENT IN OUR CLASSROOMS. WE DISCUSSED HOW SCHOOLS ARE IDENTIFYING AND ADDRESSING STUDENT NEEDS THROUGH TIERED SUPPORT WHICH INCLUDED A REVIEW OF AREAS OF INSTRUCTIONAL STRENGTH AS

045WELL AS AREAS THAT REQUIRE DEEPER FOCUS AND SUPPORT . AS WE VISITED THROUGH THESE CAMPUS VISITS AT THE BEGINNING OF THE YEAR, WE REALLY TOOK TIME IN SITTING DOWN WITH THE PRINCIPALS AND TALKING ABOUT WHAT ARE THE AREAS WHERE THEY CURRENTLY NEED SUPPORT, NOT ONLY WITH OUR SCHOOL SUPPORT TEAMS BUT ALSO WITH THIS WRAPAROUND SUPPORT. ONCE WE HAD ALL OF THIS INFORMATION, THE SCHOOL SUPPORT TEAMS WENT BACK, WE CREATED INDIVIDUALIZED PLANS FOR THE CAMPUSES SO THAT WE CAN START APPROACHING THIS WORK THAT WOULD BE MOST IMPACTFUL FOR EACH CAMPUS. FINALLY, WE ASKED FOR SPECIFIC EXAMPLES OF HOW EACH SCHOOL IS FOSTERING AN INCLUSIVE ENVIRONMENT. WE HEARD ABOUT INNOVATIVE PRACTICES AND THE MANY WAYS TEAMS ARE DEMONSTRATING A REAL COMMITMENT TO NURTURING EVERY STUDENT'S POTENTIAL ACADEMICALLY AND BEYOND . SO, THIS IS THE FIRST TIME THAT

046WE HAVE CONDUCTED INITIAL CAMPUS VISITS WITH A SCHOOL SUPPORT TEAM AND I WOULD SAY THAT BASED ON THE FEEDBACK FROM PRINCIPALS, IT WAS ONE OF THE MOST IMPACTFUL THINGS THAT THE SCHOOL SUPPORT TEAMS DID THIS YEAR IN TERMS OF SITTING DOWN, LISTENING TO THEM, HAVING AN ORGANIC CONVERSATION WITH THEM ABOUT WHAT TRULY IS HAPPENING AT THEIR CAMPUS AND THEN WE ALSO CHECKED IN PERIODICALLY THROUGHOUT THE YEAR TO TOUCH BASE IN TERMS OF THE INFORMATION THAT WE GATHERED FROM THE INITIAL SCHOOL VISIT AND WE CHECKED IN MONTHLY AS A TEAM TOGETHER BUT ALSO WE LOOKED AT HOW IMPACTFUL WE WERE BEING AS A SCHOOL SUPPORT TEAM ON THE CAMPUS. IF I MAY ADD, PRESIDENT CORT, MEMBERS OF THE BOARD, THIS IS A GREAT EXAMPLE OF A PROCESS IN WORKING WITH OUR SCHOOLS AND PRINCIPALS, SOMETHING THAT

047IS NOT BEING DONE TO THEM BUT WITH THEM AND GETTING VERY POSITIVE FEEDBACK AROUND THIS FRAMEWORK. THANK YOU. OUR SCHOOL SUPPORT TEAMS HAVE ENGAGED IN A LOT OF WORK THIS YEAR. I JUST WANTED TO TALK ABOUT A COUPLE OF THESE BULLET POINTS. THIS YEAR, OUR SCHOOL SUPPORT TEAMS HAVE FOCUSED ON ONE KEY MISSION AND THAT IS MOVING THE LEARNING FORWARD FOR ALL OF OUR STUDENTS AND WE HAVE DONE THAT BY WORKING SIDE-BY-SIDE WITH TEACHERS AND SCHOOL LEADERS, NOT JUST ADVISING BUT ACTIVELY PARTICIPATING IN THE WORK, MUCH TO SUPERINTENDENT RUIZ'S POINT . IT INCLUDES OPPORTUNITIES FOR OUR TEAMS TO MODEL FOR TEACHERS WHICH HAS BEEN ONE OF THE MOST REQUESTED SUPPORT FROM OUR TEACHERS, FROM THE SCHOOL SUPPORT TEAM MEMBERS. THE SUPPORT TEAMS HAVE LED AND FACILITATED DISTRICTWIDE EL SESSIONS AND WE HAVE ENGAGED TEACHERS AND

048LEADERS IN ONGOING COACHING CYCLES WHICH MEANS REGULAR TARGETED SUPPORT THAT INCLUDES OBSERVATION, REFLECTION AND FEEDBACK WITH CLEAR GOALS FOR INSTRUCTIONAL GROWTH. WE HAVE ALSO HELPED CAMPUSES WITH DATA-DRIVEN DECISIONS, WHICH HAS BEEN --IT HAS REALLY BEEN HELPFUL WITH THE TEAMS TO SIT DOWN WITH THE CAMPUS LEADERS, TO LOOK AT THEIR DATA AND TO NOT ONLY HELP THE TEACHERS DRILL DOWN ON THEIR DATA AND IDENTIFY WHAT TYPE OF INTERVENTIONS STUDENTS WOULD NEED TO REACH THEIR NEXT LEVEL OF THEIR GOALS BUT ALSO WITH THEIR CAMPUS ADMINISTRATORS, HELPING THEM LOOK AT THE DATA AND TO IDENTIFY WHAT ARE OUR NEXT STEPS IN TRYING TO IDENTIFY HOW WE CAN MOVE THE LEARNING FORWARD. IT HAS BEEN REALLY AUTHENTIC CONVERSATIONS WHEN WE DO ATTEND THE PLCS ON THE CAMPUSES AND WE START LOOKING AT THE DATA AND REALLY HELPING THE TEACHERS

049DECIDE HOW CAN THEY HELP THE STUDENTS NEXT AND WHAT THAT LOOKS LIKE IN THE CLASSROOM. TEAMS HAVE ALSO CREATED DIFFERENTIATED PROFESSIONAL LEARNING. WE UNDERSTAND THAT SCHOOLS AND TEACHERS HAVE DIFFERENT NEEDS. OUR PROFESSIONAL LEARNING HAS BEEN DIFFERENTIATED. FOR EXAMPLE, WHEN WE MEET WITH OUR SCHOOL SUPPORT TEAMS, WE ARE CONSTANTLY LOOKING AT THE GROWTH NOT ONLY FORMATIVE ASSESSMENTS BUT ALSO CFA'S THAT ARE BEING DEVELOPED ON THE CAMPUS AND WE ARE LOOKING AT THOSE AND WE ARE IDENTIFYING AREAS THAT WE NEED TO DIFFERENTIATE OUR SUPPORT AS SCHOOL SUPPORT TEAMS FOR OUR CAMPUSES. FOR EXAMPLE, WE WERE LOOKING AT A CAMPUS A COUPLE OF WEEKS AGO. WE HAD IDENTIFIED THAT THERE WAS A NEED FOR MORE VOCABULARY TRAINING. ONCE WE LOOKED AT ONE SCHOOL, WE LOOKED AT OTHER GRADE LEVELS AT DIFFERENT CAMPUSES AND WE HAVE IDENTIFIED THAT. WHAT

050ONE GRADE LEVEL MIGHT NEED FOR PL MAY NOT BE FOR OTHER CAMPUSES. TRULY, WHEN WE DO LOOK AT THE DATA, WE ARE ASSESSING HOW WE CAN MAKE MORE IMPACT AT THE CAMPUSES. OUR SUPPORT IS VERY DIFFERENTIATED IN THAT CAPACITY. IF I MAY, PRESIDENT CORT, MEMBERS OF THE BOARD, THIS IS A COMMON FORM OF ASSESSMENT, REAL-TIME, INSTEAD OF WAITING FOR THAT ASSESSMENT. IT REALLY IS THAT REAL TIME AND IT REALLY IS ASSESSING THE STANDARDS OR WHAT WAS TAUGHT IN THAT LESSON AND WHAT WAS THE IMPACT ON THE STUDENTS. THANK YOU. THESE ARE JUST A FEW HIGHLIGHTED AREAS WHERE WE SUPPORT THE CAMPUSES. WITH THAT, I TURN IT OVER TO LEANNE GARCIA TO TALK ABOUT STRATEGIC PLAN SUPPORT AND INSTRUCTIONAL WALKS. GOOD MORNING. THANK YOU FOR HAVING ME PRESIDENT CORT, MEMBERS OF THE BOARD AND SUPERINTENDENT RUIZ.

051NEXT FEW SLIDES ARE AN OPPORTUNITY TO BRIDGE WHAT DR. WENDI TALKED ABOUT WITH GOALS ONE AND TWO , ALONG WITH WHAT MS. FABER JUST TALKED ABOUT WHICH IS OUR SITE SUPPORT BECAUSE WHAT DR. WENDI SHARED ARE WHAT ARE SOME OF THE PROFESSIONAL LEARNING, WHAT ARE SOME OF THE GOALS WE ARE WORKING TOWARD? OUR SITE SUPPORT TEAMS ARE THE HOW. HOW DOES THAT WORK, LIVE ON OUR CAMPUSES AND THAT IS THROUGH THE WORK OF OUR SITE SUPPORT TEAM. I AM GOING TO REALLY TALK ABOUT THE SPECIFIC AREAS WHERE WE PROVIDE SUPPORT RELATIVE TO OUR STRATEGIC PLAN AND TO OUR INSTRUCTIONAL FRAMEWORK. AS YOU CAN SEE ON THE SLIDE THERE, WE ARE FOCUSED BOTH ON GOALS ONE AND TWO , ENSURING THAT WE BUILD A STRONG FOUNDATION OF HIGH-QUALITY INSTRUCTIONAL MATERIALS ACROSS ALL CONTENT PERIODS AND REALLY

052SUPPORTING OUR TEACHERS WITH HOW TO USE THOSE RESOURCES TO SUPPORT HIGH LEVELS OF LEARNING WITH STUDENTS. THAT LOOKS LIKE A DIFFERENTIATED REPORT. WE HAVE PROVIDED TARGETED SUPPORT TO NEW TEACHERS AS THEY COME ON BOARD WITH US TO MAKE SURE THAT THEY ARE FAMILIAR WITH THE RESOURCES, HOW TO USE THEM AND THEN THE ONGOING SUPPORT THAT IS REQUIRED AS NEEDS IN THE DATA SHOW US, WE CAN LEAN AND MORE AND PROVIDE THAT SUPPORT. STRUCTURED LITERACY SUPPORT, OUR SUPPORT TEAM MEMBERS ARE THE ONES WHO DELIVER THAT PROFESSIONAL LEARNING TO OUR STAFF. WE HAVE MADE A FEW ADJUSTMENTS THIS YEAR, SO WHAT THAT LOOKS LIKE TO REALLY MAKE SURE THAT WE ARE LEANING IN, WE ARE BEING ABLE TO PROVIDE THE SUPPORT THAT IS REQUIRED BUT THEN ALSO PROVIDE THE ONGOING SUPPORT AT THE CLASSROOM LEVEL IN THE

053SCHOOL LEVEL WITH IMPLEMENTATION. OUR SUPPORT TEAMS ARE HIGHLY INVOLVED IN THE IMPLANTATION OF THE STRUCTURED LITERACY SUPPORT BOTH WITH LETTERS AS WELL AS WITH A.I.M. AND THE READING APPRENTICESHIP WORK THAT IS HAPPENING. AS MS. FABER MENTIONED, WE HAVE DONE A LOT OF WORK ABOUT DATA-DRIVEN INSTRUCTION DURING PLC TIME WITH OUR TEACHERS BOTH USING HAVE TO USE THE DATA BUT ALSO SETTING UP STUDENT GOALSETTING PROTOCOLS SO THAT EACH STUDENT KNOWS WHERE THEY ARE AND WHERE THEY NEED TO GO AND HAS THE OPPORTUNITY TO HAVE A VOICE IN HOW THEY ARE GOING TO ACHIEVE THOSE GOALS. OUR SUPPORT TEAMS REALLY WORK CLOSELY WITH TEACHERS TO DIVE INTO THAT DATA AND IT IS BOTH A UTILIZATION BUT ALSO, HOW DO WE APPLY THAT IN THE CLASSROOM USING THOSE HIGH-QUALITY INSTRUCTION MATERIALS? THEN, WE TALKED ABOUT HOW WE HAVE

054A DATA AND INTERVENTION COACH AND SPECIALIST. BOTH ARE ELEMENTARY AND SECONDARY CONTENT SPECIALISTS IN ELA AND MATH, PROVIDE SUPPORT AROUND ARE THOSE LAYER ONE PRACTICES AND THEN WE ALSO HAVE THAT LAYER 2 LENS AND LAYER 3 SUPPORT WHERE OUR TEAMS CAN LEAN IN ON WHAT ADDITIONAL INTERVENTIONS MIGHT STUDENTS NEED ONCE WE REVIEW THE DATA, ANALYZE THE DATA AND MEASURE IMPACTS. THOSE ARE THE WAYS THAT OUR SITE SUPPORT SUPPORTS THAT STRATEGIC PLAN WORK BOTH IN ELA AND IN MATH. WITH REGARD TO THE INSTRUCTIONAL FRAMEWORK. SO, EQUITY DRIVEN STANDARDS-BASED LEARNING IS OUR FOCUS. I KIND OF LIKE TO THINK OF IT IN TWO WAYS. ONE IS, WHAT IS IT THAT WE ARE AIMED AT? OUR SITE 14 HAS BEEN HIGHLY INVOLVED TO NAME WITH THOSE PRIORITY STANDARDS THAT WE WILL AIM ALL INSTRUCTION TOWARD. THEY HAVE BEEN

055WORKING WITH TEACHERS TO, ONE, KNOW WHERE TO FIND THEM BUT ALSO, HOW TO TAILOR THEIR INSTRUCTION. WE DON'T WANT THEM TO JUST BE TURNING THE PAGE GOING ON TO THE NEXT CHAPTER BUT REALLY USING OUR STANDARDS TO GUIDE WHAT IT IS THAT OUR STUDENTS NEED TO KNOW. WHAT IS OUR DATA TELLING US AND HOW DO WE USE THOSE AS A RESOURCE TO GUIDE INSTRUCTION TOWARD ACHIEVEMENT OF THOSE PRIORITY STANDARDS ? THEY ARE ALSO WORKING WITH TEAMS OF TEACHERS BOTH AT THE TLC AND THE DEVELOPMENT OF PROFICIENCY SCALES BUT ALSO IN THE IMPLEMENTATION OF THOSE IN CLASSROOMS. WE HAVE GOT TEACHERS PRACTICING USING THOSE, WHAT WE CALL STUDENT FACING PROFICIENCY SKILLS SO THAT STUDENTS ARE USING THOSE TO ASSESS WHERE THEY ARE AS WELL AS THEY THINK ABOUT WHAT THEIR GOALS ARE FOR THE NEXT YEAR

056OF INSTRUCTION, OR TO IMPROVE UPON WHAT THE RESULTS HAVE INDICATED. THEY WORK ALONGSIDE TEACHERS TO DEVELOP THE PROFICIENCY SKILLS AS WELL AND THEN THERE IS THE PIECE ABOUT THE THREE MOMENTS OF THE LESSON THAT DR. WENDI TALKED ABOUT EARLIER AND SOME OF THAT WORK. I THINK THAT REALLY HAS BEEN A LOT OF THE WORK THIS YEAR. HOW DO WE USE OUR HIGH QUALITY MATERIAL AND HOW DO WE PER THE SLEEP PLAN AUTHENTIC UNITS OF STUDY AND LESSONS FOR UNITS TO ENGAGE IN THAT PUTS THEM AT THE CENTER OF THE LEARNING AND THAT IS THE BIGGEST SHIFT THAT WE ARE CONTINUALLY WORKING ON. HOW DO WE MOVE FROM THAT STUDENT CENTERED ENVIRONMENT TO THE TEACHER CENTERED ENVIRONMENT. SO, SCAFFOLDING INSTRUCTION FOR ALL LEARNERS. I WANTED TO SAY EARLIER, THE ESSENCE OF THIS WORK IS THE MORE

057WE CAN GET KIDS TALKING, WE KNOW THEM MORE THAT KIDS ARE INTERACTING WITH ONE ANOTHER , THE MORE THAT THEY ARE THE ONES ENGAGING WITH THE CONTENT, THE MORE THEY ARE DOING THE THINKING. THAT IS ANOTHER WAY TO SAY IT SOMETIMES. THE ONES WHO ARE DOING THE WORK ARE THE ONES WHO ARE ACTUALLY ENGAGED IN THAT COGNITIVE THINKING AND THAT IS WHAT WE WANT TO SEE. WE WANT THEM HAVING OPPORTUNITIES TO INTERACT WITH EACH OTHER, TO ADJUST LANGUAGE AND LEARN FROM ONE ANOTHER. I RECENTLY DID A FOCUS GROUP AT LAS CRUCES HIGH LAST SEMESTER AND THAT IS ONE OF THE THINGS THE STUDENTS SAID. I WANT A CHANCE TO HEAR FROM MY PEERS. IT IS ONE THING WHEN MY TEACHER EXPLAINS IT BUT WHEN I GET TO HEAR OTHER STUDENTS TALKING ABOUT THEIR LEARNING AND

058HOW THEY HAVE MADE MEANING FROM THE WORK, THEN IT COMES ALIVE. IT IS HELPFUL TO HEAR. BEING EXPOSED TO AND LEARNING THROUGH EXPERIENCES AND INTERACTING WITH ONE ANOTHER IS GOING TO HELP ALL OF OUR LEARNERS AS SUPERINTENDENT RUIZ SAID EARLIER. THAT HAS BEEN THE BULL OF WORK, BOTH GOALS ONE AND TWO BUT ALSO, HOW DO WE TAKE THIS DISTRICT PROFESSIONAL LEARNING THAT WE HAVE DONE AND REALLY MAKE IT COME ALIVE ? THAT IS ALSO KEY TO KNOW ABOUT OUR SUPPORT TEAMS BECAUSE THEY ARE THE ONES THAT ARE SITTING WITH TEACHERS, WORKING ALONGSIDE THEM AND THEY CONTINUE THAT WORK SO IT IS NOT JUST THAT WE ARE MOVING ON. IT IS HAPPENING IN CYCLES BETWEEN EACH OF THOSE DISTRICT PROFESSIONAL LEARNING SESSIONS AND THAT IS WHERE THAT MODELING PROTOCOL COMES IN AS WELL. THAT IS WHAT

059A TRUE PLC IS ABOUT, BUILDING THAT TEACHER COLLECTIVE EFFICACY WHERE THEY ARE HAVING A CHANCE TO PLAN TOGETHER, LOOK AT DATA TOGETHER, LOOK AT STUDENT WORK TOGETHER . THOSE ARE SOME OF THE WAYS WHERE OUR SUPPORT TEAMS ARE SUPPORTING TEACHERS AND GIVING THEM A CHANCE TO MODEL WHAT IT TRULY DOES LOOK LIKE. I THINK I WENT THE WRONG WAY. HOW DO WE KNOW? THIS IS REALLY OUR INSTRUCTIONAL WALKS AND IT IS WHAT THIS IS ABOUT. WE HAVE A COMMON VISION NOW, JUST TO BUILD ON WHAT SUPERINTENDENT RUIZ SAID EARLIER . THE FEEDBACK I HAVE GOTTEN REALLY STRONGLY FROM MY PRINCIPALS AND CAMPUSES, WE ALL NOW HAVE A COMMON VISION AND NO MATTER WHAT CAMPUS YOU ARE AT , AS OUR SUPPORT TEAMS ARE ENGAGING WITH TEACHERS, WE ALL KNOW WE ARE WORKING TOWARD THE SAME

060OUTCOME. THAT HAS BEEN HUGE FOR OUR CAMPUSES. AS WE ENGAGE IN THIS WORK TOGETHER, HOW DO WE REALLY MEASURE OUR SUCCESS AND HOW DO WE KNOW WHAT WE ARE DOING AND WHAT ELSE IS NEEDED? THAT IS THE ESSENCE OF OUR INSTRUCTIONAL WALKS. AS YOU ALL KNOW, WE HAVE DONE INSTRUCTIONAL WALKS THROUGHOUT THE YEAR. WE HAVE DONE BEGINNING OF THE YEAR AND THEN WE JUST WRAPPED OUR END OF YEAR APRIL INSTRUCTIONAL WALKS AND THE PURPOSE OF THOSE IS TO STRENGTHEN INSTRUCTION IN A NONEVALUATIVE WAY. I THINK OF A STRONG PIECE OF FEEDBACK THAT WE ARE GETTING FROM OUR TEACHERS NOW, AS WE STARTED, IT WAS LIKE, THEY ARE COMING. NOW IT IS LIKE, WHAT DID THEY SAY? WHAT DOES THE DATA LOOK LIKE? THOSE ARE THE KINDS OF THINGS THAT WE ARE HEARING NOW, WHICH IS

061NICE. WE ARE ALSO TRYING TO SHIFT THE CULTURE AS WE SAID , LEANING AND PROVIDING PROFESSIONAL SUPPORT BUT REALLY BEING A PARTNER WITH THEM AND BUILDING A RELATIONSHIP AT THOSE CAMPUSES. IT IS NICE TO HEAR THAT FEAR IS STARTING TO DISSIPATE A LITTLE BIT. I WOULD NOT SAY IT IS COMPLETELY GONE BUT IT IS DEFINITELY A MOVING IN THE RIGHT DIRECTION. IT IS AN OPPORTUNITY FOR US TO GATHER SOME EVIDENCE OF WHAT IS WORKING, WHAT ARE THE STRENGTH AREAS BUT WHERE DO WE NEED TO CONTINUE TO GROW AND LEVERAGE THAT CONTINUOUS IMPROVEMENT CYCLE . IT DOES ENABLE US TO MONITOR DISTRICT PRIORITIES, THOSE INSTRUCTIONAL WALKS ARE TIED TO THAT TRANSITION TO EQUITY BASED STANDARD BASED LEARNING AND WE HAVE ALL THIS DATA THAT IS COMING IN DURING THOSE THREE MOMENTS, IF YOU WOULD LIKE TO

062CALL ON THAT BUT WE ALSO KNOW THAT OUR SUPPORT TEAMS ARE ENGAGING IN INSTRUCTIONAL WALKS IN BETWEEN. THEY MAY BE PROVIDING SUPPORT THROUGH A PLC TO A GRADE LEVEL OR MAYBE TO A WHOLE CAMPUS AND THEN THEY HAVE OPPORTUNITIES TO CIRCLE BACK TO THOSE CLASSROOMS AND GIVE REAL-TIME FEEDBACK. THERE ARE OTHER INSTRUCTIONAL WALKS THAT HAPPEN OUTSIDE OF THOSE TIMES AS WELL THAT IS USED THEN TO GUIDE AND TARGET AND FURTHER RATIONAL LEARNING THAT IS HAPPENING AT EACH OF THE CAMPUSES. AGAIN, IT IS BUILDING THIS SHARED UNDERSTANDING. WE GIVE THE DATA TO THE PRINCIPALS AND THEY ARE USING THAT WITH TEACHERS. OUR SUPPORT TEAMS ARE USING THAT WITH TEACHERS SO THAT WE CAN SAY, HEY, THESE ARE THE PLACES WHERE WE ARE REALLY SEEING SOME MOVEMENT BUT HERE IS WHERE WE NEED TO DO SOME ADDITIONAL

063WORK AND IT IS REALLY BRINGING THE CONVERSATION ALIVE BECAUSE TEACHERS ARE NOW SAYING WHAT DOES THAT REALLY MEAN? IT GIVES US AN OPEN DOOR REALLY TO THEN ENGAGE THEM IN THE NEXT LEVEL OF LEARNING. THIS IS JUST A SNAPSHOT OF SOME OF OUR INDICATORS THAT I THINK YOU PROBABLY ALL HAVE SCORED AS YOU ARE WALKING THROUGH BUT WE PULLED THESE OUT TO FOCUS ON FOR TODAY. DO STUDENTS UNDERSTAND WHAT THEY ARE LEARNING? THAT REALLY IS THAT STANDARDS-BASED LEARNING COMPONENT. THE KEY WORD HERE IS LEARNING. WE WANT STUDENTS TO GO BEYOND JUST WHAT THE ASSIGNMENT IS, THE TASK IN FRONT OF THEM. CAN THEY NAME THE STANDARD? CAN THEY NAMED THE SKILL? SOMETIMES IT TAKES A LITTLE BIT OF PROBING WITH STUDENTS AND WE SEE THAT IN A COUPLE OF DIFFERENT WAYS AND THAT IS THE

064DISTINCTION BETWEEN THE FIRST TWO, DO THEY KNOW AND UNDERSTAND, AND CAN THEY ARTICULATE IT? KNOWLEDGE AND UNDERSTANDING AS WE ARE VISITING CLASSROOMS, YOU CAN SEE THAT AS EVIDENCE IN THEIR WORK. YOU CAN HEAR THAT IN THE DISCOURSE THEY ARE HAVING WITH ONE ANOTHER OR WITH THE TEACHER BUT THEN WE ALSO LEAN IN AND WE ASK OUR STUDENTS, RIGHT, WHAT ARE YOU LEARNING? LIKE I SAID, SOMETIMES IT TAKES A LITTLE BIT OF PROBING AND WE MIGHT HAVE TO ASK TWO OR THREE QUESTIONS TO GET TO THAT BECAUSE THEIR INCLINATION IS TO TELL US WHAT THE ASSIGNMENT IS IN FRONT OF THEM. SO, THOSE ARE REALLY THE ESSENCE OF THE FIRST TWO, THAT STANDARDS-BASED LEARNING COMPONENT. THEN, THE LAST TWO INDICATORS, REALLY THE FOCUS OF THAT IS DISTRICT PL WHICH IS SCAFFOLDING INSTRUCTIONS FOR ALL LEARNERS THROUGH

065ACADEMIC DISCOURSE AND PURPOSEFULLY PLANNED INTERACTIVE PROCESSING STRUCTURES. THOSE ARE THE FOUR AREAS WHERE I WOULD SAY WE HAVE A LEANED IN THE HEAVIEST . WE ARE SUPPORTING THAT INSTRUCTIONAL FRAMEWORK AND WHERE I THINK OUR DATA HAS TAKEN US IS TO SAY THIS IS THE PLACE WHERE WE HAVE THE MOST TO LEARN AND GOING BACK TO WHAT MEMBER FRANK SAID EARLIER , WHICH IS , HOW CAN WE DO THINGS DIFFERENTLY? I THINK THIS IS THE PLACE WE CAN DO THINGS DIFFERENTLY. ENGAGING OUR STUDENTS MORE AND KNOWING WHAT THE STANDARD IS AND THEN INVITING THEM INTO THAT SPACE TO SHOW US WHAT THEY KNOW THROUGH SKILLFULLY AND PURPOSEFULLY PLANNED OPPORTUNITIES FROM THE TEACHER. SO, A COUPLE OF KEY TAKEAWAYS FROM OUR INSTRUCTIONAL DATA IS THAT WHERE I THINK WE HAVE SEEN THE MOST MOVEMENT IS IN THAT

066NOT OBSERVED COLUMN. WE SEE SOME MOVEMENT FROM BEGINNING OF YEAR, OCTOBER TO MIDDLE, JANUARY TO APRIL IN ALL AND MOST STUDENTS BUT WHERE YOU SEE THE BIGGEST SHIFT IS IN NOT OBSERVED. THAT IS OUR CELEBRATION. WE ARE SEEING IT MORE IN ALL OF THESE AREAS THEN WE WERE PREVIOUSLY. I THINK THAT IS ONE OF OUR BIG CELEBRATIONS, THAT WHILE WE MIGHT NOT BE SEEING IT WITH ALL OR MOST STUDENTS, WE ARE SEEING MORE STUDENTS ENGAGED IN ACADEMIC DISCOURSE, MORE STUDENTS BEING ENGAGED IN THESE PURPOSEFULLY PLANNED OPPORTUNITIES FOR US TO INTERACT WITH ONE ANOTHER AND MORE STUDENTS BEING ABLE TO TELL US WHAT IT IS THAT THEY ARE LEARNING, NOT SO MUCH WITH THE TASK OR ASSIGNMENT IS THAT IS IN FRONT OF THEM. I THINK OF THOSE FOUR INDICATORS THAT YOU ARE WORKING ON, THE

067PLACE WE HAVE SEEN THE BIGGEST MOVEMENT. YOU CAN SEE FROM OCTOBER, NOT OBSERVED IF THE 1% AT THAT TIME. WE DID NOT SEE STUDENTS ENGAGED IN ACADEMIC DISCOURSE. THAT WAS THE TEACHER LEADING INSTRUCTION, WHATEVER YOU WANT TO CALL THAT. BUT, OVER TIME, WE HAVE SEEN THAT DROP DOWN TO 47%. WE ARE SEEING THE MOST PROGRESS THAT HAS BEEN MADE IN THAT ACADEMIC DISCOURSE. WE WANT TO SEE MORE PURPOSEFULLY PLANNED STRUCTURES THROUGHOUT THE LESSON. IN THAT FIRST MOMENT, SECOND MOMENT OF THE LESSON BUT WE ARE SEEING MORE ACADEMIC DISCOURSE HAPPENING ACROSS OUR CLASSROOMS, WHICH IS THE WORK THAT WE REALLY HAVE BEEN MEANING TO DO. THAT IS A HUGE CELEBRATION. AS WE THINK ABOUT THE WORK MOVING FORWARD, HOW DO WE TAKE WHAT WE KNOW, WHAT THE STRENGTHS ARE THAT WE ARE SEEING AND HOW DO

068WE MOVE THE WORK FORWARD? WHAT WE ARE HEARING IN THE DATA THAT WE GATHER THROUGH DISTRICT PL, WHAT WE HEAR WHEN WE ARE AT OUR CAMPUSES, TEACHERS ARE STILL TELLING US, I DON'T KNOW WHAT YOU WANT FROM ME. I DON'T KNOW WHAT THAT LOOKS LIKE. OUR DISTRICT PROFESSIONAL LEARNING HAS, UP UNTIL THIS POINT, INCLUDED VIDEOS, MODELING. WE ARE DOING SOME OF THAT AT THE CAMPUS LEVEL BUT WE NEED TO BE SCALING BACK UP SO THAT WE HAVE MORE MODELING, MAKING THE LEARNING VISIBLE. THAT HAS BEEN SOMETHING THAT HAS COME --THAT HAS REALLY COME FROM OUR WALKS. I WAS IN A CLASSROOM RECENTLY AND AS I WALKED IN I WAS LIKE, OH MY GOSH, THEY ARE DOING EXACTLY WHAT WE ARE LOOKING FOR AND I WENT OVER TO TALK TO THE TEACHER. THE STUDENTS WERE WORKING,

069SO I COULD. I STARTED TO TALK TO THE TEACHER AND SHE SAID, I'M SORRY I AM NOT TEACHING. I SAID, NO, WE ARE DOING EXACTLY WHAT WE WANT YOU TO BE DOING. THIS IS IT, RIGHT HERE. SHE WAS LIKE, OH, I THOUGHT YOU WANTED TO SEE ME TEACHING. THERE IS A LITTLE BIT OF A DISCONNECT BETWEEN WHAT TEACHERS PERCEIVE THIS WORK TO BE AND WHAT WE HAVE BEEN TRYING TO CONVEY THROUGH OUR DISTRICT PROFESSIONAL LEARNING. IF -- AS WE THINK ABOUT THE REST OF THE YEAR, AS WE THINK ABOUT NEXT YEAR, HOW DO WE MAKE THIS LEARNING THAT WE HAVE BEEN ENGAGED IN MORE VISIBLE IN THE FUTURE SO THEY CAN SEE IT. I THINK THAT IS A WAY THAT WE CAN REALLY LEAN IN. WE HAVE DONE SOME WORK ALREADY TO GATHER WHAT ARE

070SOME OF THOSE MODELS ACROSS OUR DISTRICT OR --WE ARE WORKING CLOSELY WITH DR. WENDI'S TEAM TO NAME THOSE AND USE THOSE IN THE COMING YEAR AS BOTH VIDEO MODELS AND THE SCALING OF CLASSROOM VISITS WHERE TEACHERS GET TO GO IN AND OBSERVE TEACHERS AND ENGAGE IN DIALOGUE EVEN WITH THOSE TEACHERS ABOUT HOW THEY HAVE MADE THE SHIFT FROM WHERE THEY WERE TO WHERE THEY ARE. THEN, JUST CONTINUING TO ANALYZE THEIR DATA. WE KNOW THIS IS A CONTINUOUS CYCLE, AS WE CONTINUE TO DO THE WORK OF SITE SUPPORT TEAMS. WE ALSO NEED TO CONTINUE TO MONITOR WHATEVER DATA IS SAYING, BOTH STUDENT ACHIEVEMENT DATA AS WELL AS OUR INSTRUCTIONAL WALK DATA SO WE HAVE A FLUID AND RESPONSIVE SUPPORT PLAN AND PROCESS FOR ALL OF OUR CAMPUSES. I REALLY JUST TALKED ABOUT THIS. WE HAVE REALLY

071EMBRACED THIS COLLABORATIVE CYCLE OF IMPROVEMENT BOTH AT THE CAMPUS CYCLE LEVEL AND POTENTIALLY. AS WE ARE WORKING AT CAMPUSES, WE ARE ABLE TO BRING BACK THE ANECDOTAL DATA, IF YOU WILL. WE ALSO HAVE OUR INSTRUCTIONAL WALK DATA, OUR STUDENT ACHIEVEMENT DATA, FEEDBACK FROM OUR TEACHERS AS THEY ENGAGE IN PROFESSIONAL LEARNING, OUR SUPPORT TEAMS ARE REGULARLY GATHERING FEEDBACK AS THEY ARE OUT WORKING. REALLY, MAKING SURE THAT WE ARE ENGAGING ALL OF OUR STAKEHOLDERS IN THIS CYCLE OF IMPROVEMENT. SO, GATHERING INFORMATION FROM TEACHERS, PRINCIPALS, SITE SUPPORT TEAM, L.E.D.s ARE CONSTANTLY GATHERING, TAKING IT BACK AND EXTENDED TO REALLY MAKE SURE THAT WE HAVE THE RIGHT SUPPORT IN PLACE MOVING FORWARD. WITH THAT, WE ARE READY TO TAKE ANY QUESTIONS YOU MIGHT HAVE. THANK YOU. BOARD, DO WE HAVE ANY QUESTIONS? ANY COMMENTS? IT IS A GOOD CATCH

072AROUND TEACHER BY IN. IF IT IS NOT HAPPENING IN THE CLASSROOM, LITERALLY NONE OF THIS MATTERS. DO YOU FIND --I DON'T KNOW IF IT IS THE REALIGNMENT OR THE FEEDER PATTERN FOCUS THAT IS HELPING YOU ALL DO YOUR WORK A LITTLE BIT MORE CONSISTENTLY. GO AHEAD. I HAD THE PRIVILEGE TO WORK IN BOTH THE GRADE LEVEL STRUCTURE THAT WE HAD AND FEEDER PATTERN STRUCTURE AND I DO THINK THAT THE FEEDER PATTERN STRUCTURE ALLOWS US TO HAVE THAT FOCUS ON STUDENTS IN CREATING CONTINUITY FOR STUDENTS, STAFF. FOR ME, WORKING CLOSELY WITH A GROUP OF CAMPUSES THAT ARE SUPPORTING, REALLY THOSE LEARNERS K-12 . I FEEL LIKE, YES, THERE IS A STRONGER CONNECTION THAN WHEN I WAS WORKING WITH A HIGH SCHOOL. I ALSO THINK THAT AS A LEARNER, ALSO , BEING ABLE TO SEE WHAT IT

073LOOKS LIKE AN ELEMENTARY, BEING ABLE TO BRING HIGH SCHOOL PRINCIPALS TOGETHER TO SEE ACROSS ALL LEVELS WHAT STUDENTS ARE EXPERIENCING, WHAT THEY ARE CAPABLE OF HAS BEEN A TRUE CELEBRATION. SIDE NOTE, WHERE DO ARROWHEAD AND RIO GRAND FIT IN? ARE THEY UNDER SOMEBODY? I JUST DID NOT KNOW HOW THEY FIT IN. THANK YOU. ARROWHEAD FITS INTO THE FEEDER PATTERN. MY QUESTION TO YOU ALL IS, WE HAVE THESE FEEDER PATTERN STRUCTURES AND I THINK I HEARD, BUT I AM NOT SURE, AS OUR L.E.D.s, -- LET ME TRY AGAIN BECAUSE THIS IS NOT COMING OUT RIGHT. I TALKED TO THE SUPERINTENDENT AGAIN. YOU HAVE YOUR FEEDER PATTERN AND EVERYTHING IS GOING GREAT AND YOU ARE NOT GETTING INFORMATION TO SEE HOW THINGS ARE GOING. DO YOU MEET REGULARLY OR DO YOU MEET AS L.E.D.s OR AS ENTIRE

074TEAMS TOGETHER? PRESIDENT CORT, THANK YOU FOR THE QUESTION. AS L.E.D.s , WE DO MEET WEEKLY. WE DO HAVE FEEDER PATTERN MEETING'S MONTHLY AND TYPICALLY, WHEN WE PREPARE FOR THOSE, WE COLLABORATE WITH ALL FOUR L.E.D.s TO TALK ABOUT WHAT ARE THE THINGS THAT WE ARE GOING TO ADDRESS. WE DO COLLABORATE A LOT. WE LIKE TO IDENTIFY WHAT IS GOING ON IN OTHER FEEDER PATTERNS. THE THINGS THAT WE ARE EXPERIENCING IN OREGON MOUNTAIN, ARE YOU EXPERIENCING IN THE LAS CRUCES FEEDER PATTERN? WE DO COLLABORATE A LOT AND WHEN WE SHIFTED OVER TO THE TLC, WE WERE ALL IN ONE OFFICE SPACE. WE JOKE ABOUT THAT BECAUSE NOW WE ARE IN OUR OWN OFFICES. THERE WAS A LOT OF COLLABORATION BECAUSE WE WERE RIGHT NEXT TO EACH OTHER. WE DO HAVE VERY STRATEGIC CONVERSATIONS IN OUR MEETINGS. WE

075DO HAVE OUR SET AGENDAS. WITHIN OUR FEEDER PATTERN AND SPEAKING FROM A FORMER PRINCIPAL WHO WAS IN THE LOS CRUISES --LAS CRUCES FEEDER PATTERN, THE TIME THAT WE HAVE TO COLLABORATE NOT ONLY WITHIN YOUR FEEDER PATTERN BUT ALSO WE HAVE OPPORTUNITIES TO COLLABORATE WITHIN THEIR LEVELS FOR ELEMENTARY, FOR MIDDLE SCHOOL, AND FOR HIGH SCHOOL. I DO UNDERSTAND THE QUESTION. IT IS IMPORTANT FOR THEM TO COLLABORATE AND ANY OPPORTUNITIES THAT WE CAN AFFORD THE PRINCIPALS TO GET TOGETHER AT A LEVEL, WE TRY TO DO THAT BUT WE ARE ALSO BEING MINDFUL THAT THEY ARE TRYING OTHERS. THAT IS ONE THING WE RECEIVED FEEDBACK ON LAST YEAR THAT THEY WERE BEING TOLD --WE ARE BEING VERY STRATEGIC THIS YEAR WITH THE TIME THAT WE ARE TELLING OUR PRINCIPALS AND MAKING SURE THAT WHEN WE DO MEET, WE

076ARE FOCUSING ON INSTRUCTION AND WE ARE FOCUSING ON A BIT OF OPERATIONS AND OTHER THINGS THAT PRINCIPALS HAVE OTHER THINGS. THANK YOU. THERE IS A LOT TO BE SAID IN PROXIMITY. IF BOB WAS NEXT TO ME, I WOULD SAY, I AM HAVING THIS IN A COUPLE OF MINUTES. WE WILL BE PASSING THINGS OUT. I AM SORRY IF I INTERRUPTED. NO. PRESIDENT CORT, I WAS JUST GOING TO BUILD ON THAT. I WANT TO POINT OUT THAT WE HAVE GOTTEN FEEDBACK BOTH FROM SITES 14 AND PRINCIPALS ABOUT, ARE THERE OPPORTUNITIES FOR THERE TO BE SOME CROSS FEEDER COLLABORATIONS BOTH FOR SITE SUPPORT AND SOME GREAT THINGS HAPPENING AND HOW ARE WE SHARING THAT WITH EACH OTHER ? WE DO THAT THROUGH OUR MEETINGS BUT IT IS NICE TO BE ABLE TO HEAR THAT AMONGST OURSELVES. WE ARE

077LOOKING AT WHAT THAT COULD LOOK LIKE NEXT YEAR, SAME WITH PRINCIPALS AS WELL. I HAVE THE LUXURY OF THREE OF THE SIX HIGH SCHOOLS IN MY FEEDER PATTERN SO WHEN WE BREAK UP WITHIN THE FEEDER PATTERN, I AT LEAST HAVE HIGH SCHOOL COLLABORATION MEETINGS. THEY ARE ABLE, ALTHOUGH DIFFERENT, THEY STILL CAN COLLABORATE WITH EACH OTHER BUT NOT ALL OF THE FEEDER PATTERNS HAVE THAT SAME STRUCTURE. SOME OF THEM JUST HAVE ONE HIGH SCHOOL. I THINK WE NEED TO CONTINUE TO FIND WAYS FOR THAT SHARING TO HAPPEN. I LOVE THAT. THANK YOU. BOARD MEMBERS, ANY OTHER QUESTIONS? IT MAKES A LOT OF SENSE FOR THE CONTENT SPECIALISTS AS WELL TO BE REGULARLY TALKING ACROSS. MAYBE THE SPECIAL ED LEADS TO THE TEAM. HAVE WE BEEN FINE TUNING THE WALK-THROUGH CRITERIA --SORRY. I AM WAY BACK FROM

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

079MATERIAL WAS THAT WE USED. OTHER THAN THAT, WE STAYED TRUE TO WHAT THOSE MEASURES HAVE BEEN. IF I MAY ADD TO THAT, PRESIDENT CORT, SECRETARY WOFFORD, THE MATERIAL IS ALIGNED TO THE FRAMEWORK. WE WANT TO BE CONSISTENT WITH THAT. IF YOU LOOK AT THE DATA, WE ARE NOT THERE YET. IF YOU LOOK AT THE DATA, WE WANT TO MAKE SURE WE ARE MOVING MORE INTO THE ALL OR MOST THAT WE ARE SEEING THESE COMPONENTS, OR THESE INDICATORS IN OUR CLASSROOMS AND WE ARE MAKING PROGRESS. AGAIN, BEING CONSISTENT AND COHERENT WITH THE FRAMEWORK AND OUR INDICATORS, WHAT WE ARE SEEING IN THE CLASSROOM OR WHAT WE EXPECT TO SEE. DOES THE WALK-THROUGH --THE PART THAT YOU ARE MEASURING, IS IT ALWAYS BEING MEASURED, THE STUDENTS UNDERSTAND FIRST AND ENDING WITH INTERACTIVE PROCESSING? PRESIDENT CORT, SECRETARY WOFFORD,

080IT IS ALWAYS THE SAME ORDER OF QUESTIONS . WE WONDER --YOU KNOW. I GUESS JUST TRYING TO UNDERSTAND THE QUESTION. THE LAST ONE, ESPECIALLY --I CAN SEE THEM OVER THERE TALKING TO EACH OTHER BUT TO KNOW WHAT IS GOING ON, THAT IS A HARD INSTRUMENT IN SOME WAYS TO BE ABLE TO OBSERVE. I COMMEND YOU ON IT. THESE ARE THE THINGS WE WANT OUR STUDENTS TO BE ABLE TO DO BUT CAN WE ARTICULATE THAT THEY ARE LEARNING? ARE WE LISTENING TO THEM? THIS CHILD COULD ARTICULATE IT? IF WE HAVE INSTRUCTIVE PROCESSES GOING ON, WE CAN LISTEN IN ON DIFFERENT GROUPS TO KNOW HOW THE LEARNING WOULD TAKE PLACE. I HAVE NO IDEA HOW YOU WOULD REFINE THAT INSTRUMENT TO KNOW IT. I WONDER IF THE ORDER IN WHICH WE EVALUATE THINGS MIGHT AFFECT OUR PERCEPTION

081AS WELL. DOES IT HAVE TO BE ORDERED? I THOUGHT IN A CLASSROOM A LOT OF THINGS ARE HAPPENING. WHAT I THOUGHT IS THE ELEMENTS IN ORDER, IT ALWAYS SAYS, IT IS THE ONE THAT MOST PEOPLE WHO GO FOR A WALK THROUGH WOULD CHOOSE FIRST, TO ANSWER -- I JUST WONDER HOW OUR INSTRUMENT IS MEASURING. WHAT I SEE IS HOWEVER IT IS ON THE RIGHT-HAND COLUMN. A DEEP PART OF THAT, PRESIDENT SIX, MEMBER WOFFORD, WHEN YOU THINK ABOUT THE FIRST TWO, THESE ARE THE THINGS THAT YOU WANT TO MAKE SURE STUDENTS --THEY ARE NOT JUST OBSERVING BUT ASKING THEM. FOR EXAMPLE, IF A STUDENT SAYS, I AM DOING MATH , THAT IS A LOT DIFFERENT AND I AM LOOKING AT ALGEBRAIC EQUATIONS AND THIS IS THE REASON WHY, THOSE TYPES OF THINGS. SOME OF THAT TAKES

082PROBING AS WELL. I THINK WE COULD POTENTIALLY EXPLORE -- I GET WHAT YOU ARE SAYING. YOU DON'T HAVE ALL OF THEM AT THE SAME TIME SO YOU CAN ALWAYS GET TO THAT FIRST ONE AS YOU ARE GOING THROUGH THE PROCESS. ALSO, THE INDICATORS ARE BASED ON THE PROFESSIONAL LEARNING. AS WE ARE ROLLING OUT PROFESSIONAL LEARNING, THESE ARE THE THINGS THAT ARE INCLUDED IN OUR PL AND IT GOES BACK TO WE EXPECT WE EXPECT AND THESE ARE THE FOUR MAIN INDICATORS ABOUT THAT. DO WE HAVE A PNEUMONIC OR SOME SORT OF WAY THAT TEACHERS CAN REMEMBER WHEN IT IS NOT APRIL OR WHENEVER THAT THESE ARE THE FOUR NONEVALUATIVE INSTRUMENTS THAT WE ARE GOING TO USE? IT IS BUILT IN TO THE OTHER PROFESSIONAL LEARNING --IT IS JUST A WAY OF REMEMBERING. MI DESIGNING MORE INTERACTIVE

083PROCESSES INTO MY SECOND COMPONENT OF MY THREE COINS IN THE FOUNTAIN? I LIKE THAT. DO YOU HEAR WHAT I AM SAYING? THERE IS JUST THAT SENSE OF AWARENESS OF WHAT I AM DOING AND IT BECOMES MORE INTUITIVE IN TERMS OF THE LESSENING. THANK YOU FOR ALL OF THE INFO YOU HAVE GIVEN US. ANYONE ELSE? ALL RIGHT. THANK YOU SO MUCH. WE APPRECIATE YOUR TIME AND APPRECIATE THE DATA. NOW, WE WOULD LIKE TO MOVE TO --DO WE NEED FIVE MINUTES? LET'S DO A FIVE MINUTE BREAK. WE HAVE BEEN SITTING FOR A BIT. LET'S DO SEVEN MINUTES. WE WILL MEET ACURA 1055 AND WE WILL HEAR FROM --I'M ASSUMING HE IS NOT HERE AS HIS CHAIR IS EMPTY. THANK YOU. OVERVIEW AND INITIAL DATA COLLECTION. WOO-HOO. WAY TO BRING US INTO THE LUNCH HOUR. HERE WE GO.

084AWESOME. >> GOOD MORNING, MADAM PRESIDENT, MEMBERS OF THE BOARD AND SUPERINTENDENT RUIZ. WE COME BEFORE YOU THIS MORNING TO PRESENT TO YOU OUR WELLNESS FRAMEWORK AND INITIAL DATA COLLECTION. WITH ME HERE TODAY I HAVE MY COLLEAGUE BEN SERRANO WHO IS OUR ASSOCIATE DIRECTOR OF TRANSPORTATION WHO WILL BE HELPING OUT IN PARTS OF THE PRESENTATION TODAY AND WE LOOK FORWARD TO PRODUCTIVE CONVERSATION AND SOME QUESTIONS AT THE END. EXCELLENT. THANK YOU. SO FIRST JUST START OFF BY WHAT IS A WELLNESS FRAMEWORK AND WHY? IF YOU RECALL DURING YOUR SESSION THAT -- YOUR WORK SESSION THAT YOU HAD AROUND OUR STRATEGIC PLAN, I THINK THIS COMPONENT WAS THE LONGEST ONE THAT WE TOOK ON AND IT WAS TRYING TO FIGURE OUT A WAY FOR US TO INCLUDE ALL OF THE PARTS OF EDUCATION THAT DR. WENDY AND

085OUR LEDs COVERED PREVIOUSLY, GOAL 2 AND 3, WHICH WAS ACADEMIC, WHAT HAPPENS IN THE CLASSROOM. I KNOW YOU AS A BOARD AND AS A DISTRICT WE RECOGNIZE THAT IT'S NOT JUST ABOUT THE TEACHERS SPEAKING UP FRONT TO THE KIDS, IT'S ALSO WHAT HAPPENS TO THE CHILD AS A WHOLE, RIGHT? WHAT HAPPENS AT HOME, WHAT SUPPORTS ARE WE PROVIDING FOR THE CHILD. IF YOU RECALL THAT CONVERSATION WAS VERY IN-DEPTH. WE DISCUSSED DIFFERENT ITEMS AND REALLY WHAT WE WERE TRYING TO DO IS HOW DO WE BRING ALL OF THESE IDEAS TOGETHER INTO ONE FRAMEWORK. BEN HERE IN A LITTLE BIT IS GOING TO TALK ABOUT HOW OUR WELLNESS FRAMEWORK REALLY EMULATES OR AS MUCH AS POSSIBLE THE PROCESS THAT WE TOOK WHEN WE WORKED OUR INSTRUCTIONAL FRAMEWORK. WHAT ARE THOSE PROCESSES, WHAT ARE THE --WHO DO WE

086NEED AT THE TABLE TO MAKE SURE THAT WE INCLUDE ALL OF THE COMPONENTS THAT ARE NECESSARY FOR OUR STUDENTS TO THRIVE. SO IF YOU LOOK HERE THIS FIRST SLIDE SHOWS YOU THE WELLNESS FRAMEWORK CIRCLE, THIS WAS CREATED BY OUR TEAM, YOU KNOW, JUST THROWING OUT DIFFERENT IDEAS AND THE DIFFERENT COMPONENTS AND BEN IN A LITTLE BIT WILL COVER WHERE THESE COMPONENTS CAME FROM AND WHY THEY ARE SO IMPORTANT FOR US TO FOCUS ON AS A DISTRICT TO ENSURE THAT OUR STUDENTS HAVE WHAT THEY NEED TO LEARN, RIGHT, AT THE END OF THE DAY THAT IS WHAT OUR JOBS ARE. SO AGAIN I'VE ALREADY COVERED THE STRATEGIC PLAN. THIS IS REALLY --THIS CAME FROM OUR STRATEGIC PLAN WORKING ON A FRAMEWORK THAT ENCOMPASSES ALL OF THE DIFFERENT COMPONENTS THAT I SPOKE ABOUT. SO WHAT WE WERE

087TASKED TO DO THIS YEAR WAS TO DEVELOP A FRAMEWORK WHICH WE ARE HAPPY TO REPORT THAT WE COMPLETED BUT MORE IMPORTANTLY IS TO ANALYZE THE DATA THAT WE COLLECTED THROUGH THE DIFFERENT SOURCES THAT -- SOURCES THAT WE HAVE ALREADY FOR THE PAST COUPLE OF YEARS AND SOME NEW AND REALLY JUST TRYING TO GAUGE WHAT ARE THE PERCEPTIONS OF OUR STUDENTS, OUR COMMUNITY, OUR PRINCIPALS, OUR TEACHERS AROUND THE DIFFERENT COMPONENTS THAT WE HAVE IDENTIFIED AS BEING CRITICAL TO ENSURE THE SUCCESS OF OUR STUDENTS. SO TODAY WE WILL PRESENT TO YOU THE FRAMEWORK LOOKS LIKE AND THEN AGAIN I WILL GO OVER SOME INITIAL DATA ANALYSIS. WITH US TODAY, TOO, WE HAVE ONE OF OUR PARTNERS IN EVEREST, A PARTNERSHIP WE HAVE DEVELOPED OVER THE LAST YEAR AND REALLY TRYING TO HELP US ANALYZE OUR DATA AND

088PUT IT IN A WAY THAT IS EASY FOR US TO UNDERSTAND AND MORE IMPORTANTLY TO TAKE ACTION, RIGHT, HOW ARE WE GOING TO GROW ARE FROM THIS. STEPHANIE WEIKA, I PRACTICED HER LAST NAME A COUPLE OF TIMES, THERE IN THE BACK --I GOT IT RIGHT, CORRECT? AWESOME. THANK YOU. WHICH WHEN WE GET TO THE DATA PART SHE'S HERE TO ASSIST IF THERE'S ANY QUESTIONS THAT COME UP THAT WE'RE NOT ABLE TO ADDRESS. SOMETHING THAT WE WILL COVER TOWARDS THE END AS WELL IS OUR SMART GROWTH TARGETS. AFTER I PRESENT TO YOU OUR INITIAL FINDINGS WE WILL GO OVER WHAT SOME OF THE TARGETS ARE GOING TO BE FOR NEXT SCHOOL YEAR AND OF COURSE GET ANY -- ANSWER ANY QUESTIONS THAT YOU MAY HAVE. AGAIN, SO JUST A RECAP, IT'S IN GOAL 4 AND 5,

089WHICH INCLUDES THE WELLNESS FRAMEWORK, IT WAS IN BOTH, AND YOU WILL SEE HERE WHAT ARE THE KEY PERFORMANCE INDICATORS, WHICH, AGAIN, WE HAVE ACCOMPLISHED FOR NOW, BUT NOW THE REAL WORK BEGINS AND ANALYZING THE DATA AND THEN TAKING ACTION BASED ON THOSE DATA THAT WE'VE FOUND. SO NOW I WILL TURN IT OVER TO MY COLLEAGUE BEN WHO WILL GO OVER JUST SOME OF THE DETAILS AROUND THE FRAMEWORK AND HOW IT WAS DEVELOPED AND THEN WHILE HE'S DOING THAT I WILL ALSO PASS OUT THE ACTUAL FRAMEWORK SO YOU CAN REVIEW IT YOURSELF WHILE HE'S GOING OVER THIS SECTION. GOOD MORNING. PRESIDENT CORT AND BOARD MEMBERS AND SUPERINTENDENT RUIZ. SO THE WELLNESS FRAMEWORK IS JUST THE FOCUS OF SUPPORTING THE WHOLE STUDENT. OF COURSE IN COLLABORATION WITH USING THE INSTRUCTIONAL FRAMEWORK AND THEN BRINGING IN TOGETHER ALL

090OUR COMPONENTS IN THE DISTRICT WHICH IN THAT I MEAN OUR DEPARTMENTS AND HOW OUR DEPARTMENTS ARE PROVIDING WHETHER -- SERVICES, OPERATIONS, GROUNDS, WHAT ARE WE DOING THAT'S GOING TO BRING A SAFE AND SECURE ENVIRONMENT FOR OUR STUDENTS TO BE ABLE TO LEARN. AND SO THIS FRAMEWORK PROVIDES AN ESSENTIAL FOUNDATION FOR ALL STUDENTS TO THRIVE. IT IS IN ALIGNMENT WITH THE NEW MEXICO PED SAFE AND HEALTHY SCHOOLS INITIATIVE. IT EMBRACES A WHOLE SCHOOL, WHOLE COMMUNITY, WHOLE CHILD MODEL TO WELLNESS, AIMS TO PROVIDE A STUDENT-CENTERED AND EVIDENCE-BASED FRAMEWORK AND EMPHASIZES THE ROLE OF THE COMMUNITY IN SUPPORTING THE SCHOOL. THE DOCTOR JUST HANDED OUT THE FRAMEWORK ITSELF AND IF YOU LOOK ON THE SECOND PAGE YOU DO HAVE THE NINE COMPONENTS THAT WE KIND OF COLLABORATED IN CREATING THIS FRAMEWORK. WITH THIS I DO WANT TO SAY

091THAT THIS WAS A COLLABORATIVE EFFORT THAT HAS BEEN OVER A YEAR NOW THAT WE CAME TOGETHER AND I'M GOING TO SHARE SOME NAMES, YOU KNOW, OF JUST THE CORE TEAM THAT HAS BEEN MEETING WITH US PRETTY MUCH WEEKLY UP UNTIL WE DID OUR INSTRUCTIONAL WALK-THROUGHS WHICH WOULD BE MARIA AND HER TEAM FROM NUTRITION SERVICES, MICHELLE WITH ATHLETICS AND KIND OF SEEING THAT PHYSICAL ACTIVITY PIECE, SHAWNA BAILEY, YOU KNOW, VANGIE WITH THE EARLY CHILDHOOD, GLORIA MARTINEZ WITH CONSTRUCTION TALKING ABOUT THE SAFE SCHOOLS AND MEETING THAT CRITERIA WHEN WE ARE BUILDING OR CONSTRUCTING NEW CLASSROOMS OR REMODELING, WHAT DOES IT LOOK LIKE AND HOW DO WE KEEP THAT STUDENT FOCUS IN MIND. AMY AND HER TEAM, NICOLE BAILEY WITH FEDERAL PROGRAMS AND THE COMMUNITY OUTREACH PERSPECTIVE AND TODD GREGORY. THAT WAS THE TEAM THAT COLLABORATED WEEKLY WHEN

092CREATING THIS. IT'S BEEN AN ADVENTURE BUT AWESOME TO BE ABLE TO SEE THE PRODUCT AND HOW IT CAME ABOUT. WE DO HAVE NINE COMPONENTS -- SORRY TO INTERRUPT, BEN. MADAM CORT, IF I MAY, TOO, I JUST WANT TO MENTION, TOO, A LOT OF THIS WORK, TOO, THERE WAS A LOT OF THINGS IN PLACE AS WELL. SO PART OF YOUR POLICY AROUND HEALTH IS TO HAVE WHAT WE CALL SHACK, WHICH IS THE HEALTH ADVISORY COUNCIL WHICH IS LED BY AMY AND HER TEAM WHICH INCLUDES SHAWNA BAILEY AND IT'S ACTUALLY A REQUIREMENT IN THE STATE OF NEW MEXICO. SO A LOT OF THE COMPONENTS WERE ALREADY IN PLACE, WE JUST ADDED SOME MORE AS WELL. SO THAT COMMITTEE I KNOW MEETS --AMY, CORRECT ME IF I'M WRONG --BUT I THINK IT'S MONTHLY WHERE THEY WORK WITH PARTNERSHIPS.

093IF YOU'VE SEEN THEM, WE SEND OUT A NEWSLETTER ONCE A MONTH TO OUR STAFF JUST AROUND WELLNESS, WHAT DO WE OFFER FOR YOGA, ET CETERA, AND ALSO AROUND STUDENTS AS WELL. SO A LOT OF THE COMPONENTS WERE ALREADY IN PLACE, BUT WE ADDED AND ONE OF THE GOOD THINGS ABOUT CREATING THIS GROUP OF DIVERSE PEOPLE FROM DIFFERENT DEPARTMENTS IS WE FOUND WHEN WE WOULD MEET, WE WERE MEETING EVERY WEDNESDAY, IS A LOT OF THE WORK HAD BEEN DUPLICATED OR SAYING, OH, WOW, I DIDN'T REALIZE THAT YOUR DEPARTMENT WAS ALSO DOING THAT, TOO. SO IT REALLY HELPED INTERNALLY IN ALIGNMENT AND MAKING SURE THAT WE ARE CONVEYING THE SAME MESSAGE, RIGHT? I KNOW THE GROUP THAT LEADS THE SHAC WAS HAPPY TO SEE BECAUSE IT'S SOME OF THE WORK THAT THEY ENGAGE IN EVERY DAY SO

094THEY WERE HAPPY TO SEE THAT NOW IT'S A DISTRICT-WIDE INITIATIVE FOR EVERYONE TO BE AWARE OF INCLUDING OUR STAFF AT THE SCHOOLS. JUST WANTED TO MENTION THAT, BEN, BEFORE I FORGOT. THANK YOU. AND SO IF YOU LOOK AT THE WELLNESS FRAMEWORK WE HAVE NINE COMPONENTS AND IT BREAKS DOWN INTO ELEMENT, INDICATOR, LOOK FOR AND RESOURCES. THE PRINT OUT YOU CAN CLICK ON THE LINK TO LOOK AT THE RESOURCES. WE'VE BEEN ABLE TO CREATE WITHIN THAT WELLNESS FRAMEWORK TEAM A LIST OF RESOURCES TO GUIDE OUR DISTRICT STAFF AND ADMINISTRATORS TO BE ABLE TO LOOK AND SEE WHAT THERE IS OUT THERE ALREADY THAT'S BEEN IMPLEMENTED AND USED THAT WILL DIRECTLY TIE INTO THE WELLNESS FRAMEWORK. SO THE EXAMPLE I GAVE YOU IN FRONT OF YOU IS A COMPONENT FOR NUTRITION SERVICES. WE DO HAVE ACCESS TO

095HEALTHY FOODS AND BEVERAGES. THE INDICATOR PROVIDES A QUICK DEFINITION, DESCRIPTION OF WHAT THAT IS AND THEN THE LOOK FOR'S WAS A TOOL WE USED WHEN WE DID OUR INITIAL WALK THROUGHS, IT HELPED GUIDE US TO SEE WHAT WE'RE ACTUALLY LOOKING FOR WHENEVER WE ARE AT A SCHOOL, YOU KNOW, LOOKING AT THE AVAILABILITY OF HEALTH CHOICES, CELEBRATIONS, FUNDRAISERS, SO ON AND SO FORTH. THAT IS A BREAKDOWN OF THE WELLNESS FRAMEWORK. OF COURSE THIS WENT THROUGH THE COLLABORATIVE CYCLE OF IMPROVEMENT THAT THE DISTRICT UTILIZES THROUGH RESEARCH AND DEVELOPMENT, FEEDBACK AND IMPLEMENTATION. AND THEN I WILL HAND IT OVER TO DR. LOZANO FOR THE DATA ANALYSIS. ONE OF THE THINGS I WANTED TO MENTION WAS ON JANUARY 7th WE DID GET FEEDBACK FROM OUR PRINCIPALS AND IT WAS TO PRESENT A DRAFT -- A DRAFT OF THE WELLNESS

096FRAMEWORK, WE GOT FEEDBACK THAT DAY JUST ON SOME THINGS THAT OUR GROUP HADN'T THOUGHT ABOUT BUT WAS IMPORTANT FOR US TO GET FEEDBACK FROM PEOPLE ON THE GROUND EVERY DAY RIGHT AT OUR SCHOOLS. NEXT LIKE BEN SAID IS I WILL MOVE FORWARD WITH TALKING ABOUT OUR DATA ANALYSIS. IF YOU RECALL THIS WAS PART OF OUR STRATEGIC PLAN. SO LOOKING AT WHEN WE STARTED DOING THIS WORK WE WERE --WE STARTED WITH THE QUESTION WHAT DO WE HAVE IN PLACE SO WE DON'T HAVE TO CREATE SOMETHING NEW, RIGHT? AS YOU KNOW ONE OF THE THINGS WE'VE TRIED HARD TO DO OVER THE YEARS IS CONSOLIDATE THE NUMBER OF SURVEYS THAT WE SEND OUT TO FAMILIES TRYING TO BE INCLUSIVE OF THE MANY ITEMS THAT WE WANT TO GAUGE THROUGHOUT THE YEAR OF PERCEPTION OF OUR FAMILIES, OF

097OUR STUDENTS. ONE OF THE THINGS WE DID WAS COMPILE A LIST OF SURVEYS THAT ARE ALREADY BEING ADMINISTERED TO OUR COMMUNITY SO THAT WE WON'T BE DUPLICATING OR EXHAUSTING PEOPLE FROM HAVING TO TAKE SURVEYS. IN FRONT OF YOU YOU HAVE THE LIST OF THE DIFFERENT SURVEYS THAT WE UTILIZED FOR THIS PARTICULAR PROJECT WHICH WAS THE HANOVER CULTURE AND CLIMATE SURVEY WHICH AS YOU KNOW CLOSED I BELIEVE LAST MONTH AND WE STILL DON'T HAVE THE FINAL NUMBER OF PARTICIPANTS, BUT WE DO KNOW THAT WE MET OUR TARGET FOR THIS SCHOOL YEAR, WHICH I KNOW OUR PRINCIPALS WORKED REALLY HARD TO ENSURE THAT STUDENTS --STUDENTS AND THEIR COMMUNITIES HAD ACCESS TO THE SURVEY. NEXT IS OUR NEW MEXICO YOUTH, RISK AND RESILIENCY SURVEY WHICH IS ADMINISTERED EVERY ODD YEARYEAR IT WAS ADMINISTERED DURING THE SPRING. AND THAT

098ONE IS SPECIFIC TO MIDDLE AND HIGH SCHOOL STUDENTS ONLY. AND THAT ONE IS SOMETHING THAT WE'VE DONE OVER THE YEARS AND IT'S ADMINISTERED ACROSS NEW MEXICO. THE PANORAMA THREE TO FIVE SURVEY AND THE 6 TO 12 SURVEY IS SOMETHING THAT STARTED LAST SCHOOL YEAR. THIS IS A PROJECT FROM THE DEPARTMENT OF EDUCATION IN NEW MEXICO. THEY PROVIDED THE FUNDING FOR IT SO IT WAS SOMETHING THAT WAS REQUIRED FOR OUR STUDENTS TO TAKE AND IT'S REALLY COMPREHENSIVE. ONE OF THE CHALLENGES WE HAVE HAD WITH THAT IS JUST ACCESSING THE RESULTS FROM IT. IT'S VERY CUMBERSOME FOR US TO GET USERS FROM THE PED SO WE WERE WORKING WITH THEM TRYING TO MAKE IT MORE EASILY AVAILABLE TO OUR PRINCIPALS AND TEACHERS ACROSS OUR DISTRICT. AND THEN NEXT IS OUR WELLNESS FRAMEWORK WALK THROUGH TOOL. I KNOW

099OUR -- TARA FABER AND LEANNE PREVIOUSLY TALKED ABOUT THE WALK- THROUGHS THAT THEY COMPLETED. NOT THIS LAST ROUND BUT THE ROUND BEFORE IN JANUARY/FEBRUARY WE DID ALSO DO THE WELLNESS FRAMEWORK WALK-THROUGHS WHERE WE HAD TEAMS FROM THE DIFFERENT DEPARTMENTS GO AND REALLY BE ON THE GROUND LOOKING FOR SOME OF THOSE LOOK FOR'S THAT WE IDENTIFIED IN THE FRAMEWORK TOOL, AND MORE IMPORTANTLY HAD CONVERSATIONS WITH OUR PRINCIPALS, ASSISTANT PRINCIPALS, STAFF FROM THE SCHOOL AROUND THE DIFFERENT COMPONENTS THAT WE IDENTIFIED. SO THAT WAS REALLY POWERFUL. I WILL TELL YOU ONE OF THE THINGS WE RECOGNIZED IMMEDIATELY AFTER WE FINISHED WAS JUST HAVING A MORE --WHAT'S THE WORD I WANT TO USE -- EFFICIENT WAY TO GATHER THE DATA BECAUSE SOME OF US FOCUSED MORE ON JUST SPEAKING TO PEOPLE, THE PRINCIPAL, ASSISTANT PRINCIPAL FOR THE WALK-THROUGHS WHILE

100OTHERS FOCUSED ASKING STUDENTS WHILE IN THE CLASSROOM WHAT DO YOU THINK ABOUT THE FOOD, ET CETERA, THINGS THAT WE ALL AGREED WOULD PROBABLY BE THE BEST WHEN WE COULD DO THIS AGAIN. CONTINUOUSLY LEARNING FROM WHAT WE IMPLEMENT TO MAKE SURE THAT WE ARE GATHERING THE CORRECT INFORMATION FROM THE RIGHT PEOPLE. AND THEN LAST I TALKED ABOUT THIS EARLIER WAS THE WELLNESS FRAMEWORK SELF-ASSESSMENT WHICH WAS ADMINISTERED TO PRINCIPALS ON JANUARY 6th OR 7 th. THIS WAS A TOOL THAT WE USED TO BASICALLY GAUGE THE PERCEPTION OF THE DIFFERENT COMPONENTS FROM PRINCIPALS AND REALLY FOCUSED ON FAVORABILITY. WHAT ARE YOUR PERCEPTIONS ABOUT SCHOOL LUNCHES AT SCHOOL? IS IT GOOD? IS IT BAD? IT WAS JUST THE OPINIONS OF PRINCIPALS, WE HAD 36 PRINCIPALS SUBMIT THEIR RESPONSES. WE USED HANOVER -- NOT HANOVER -- THOUGHT EXCHANGE FOR THE

101WELLNESS FRAMEWORK WALK THROUGH TOOL AND THE WELLNESS FRAMEWORK SELF-ASSESSMENT. DR. LOZANO, WHEN YOU TALK ABOUT SCHOOL PRINCIPALS, IS THAT ASSISTANT PRINCIPALS OR IS THAT JUST BUILDING PRINCIPALS AND NOT ASSISTANT? MADAM CORT, SO THAT'S A GREAT QUESTION. SO WHEN WE ADMINISTERED IT IT WAS DURING A PRINCIPALS MEETING SO IT WAS JUST PRINCIPALS THAT WERE PRESENT THAT DAY, BUT WE ALSO SENT IT TO ASSISTANT PRINCIPALS AND AS YOU CAN SEE BY THE NUMBER OF RESPONDENTS THE MAJORITY WERE PRINCIPALS, WE DIDN'T HAVE MANY RESPONDENTS THAT WERE ASSISTANT PRINCIPALS. WE TALKED ABOUT NEXT YEAR BEING MORE STRATEGIC AND IT SHOULD BE SCHOOL ADMINISTRATORS AND NOT JUST PRINCIPALS. I APPRECIATE THAT CLARIFICATION. THANK YOU. ABSOLUTELY. NEXT THIS IS HOOKING AT THE DIFFERENT COMPONENTS SO THE NINE COMPONENTS THAT WE IDENTIFIED AS BEING CRUCIAL TO BE PART OF THE FRAMEWORK AND

102THE REPRESENTATION BY EACH SURVEY TYPE. SO, FOR EXAMPLE, IF YOU LOOK AT PHYSICAL EDUCATION, PHYSICAL ACTIVITY AND HEALTH EDUCATION, SOME OF THE QUESTIONS IN THAT SURVEY COULD DIRECTLY BE CONNECTED TO PHYSICAL EDUCATION, PHYSICAL ACTIVITY AND HEALTH, WHICH WAS THE NEW MEXICO YOUTH, RISK AND RESILIENCY SURVEY, THE WELLNESS FRAMEWORK WALK-THROUGH AND THE WELLNESS FRAMEWORK SELF-ASSESSMENT. SO BY LOOKING AT THIS YOU COULD SEE SOME AREAS WERE OBVIOUSLY MORE REPRESENTED IN DIFFERENT SURVEYS THAN OTHERS. SO, FOR EXAMPLE, NUMBER 6, SOCIAL/EMOTIONAL CLIMATE WAS REPRESENTED IN PRETTY MUCH EVERY SINGLE TOOL THAT WE USED WITH THE EXCEPTION OF THE NEW MEXICO YOUTH RISK AND RESILIENCY SURVEY BECAUSE OF COURSE THEY ALL HAVE DIFFERENT PURPOSES, RIGHT? SO THIS JUST GIVES YOU AN IDEA OF WHERE WE GATHERED ALL THE INFORMATION. I KNOW WHEN WE STARTED DOING THIS WORK WE WERE LIKE

103HOW ARE WE GOING TO NORMALIZE THIS, RIGHT, BECAUSE EACH OF THE SURVEYS HAS DIFFERENT METHODS TO DETERMINE THE OUTCOME OF THE SURVEY. THAT'S WHEN OUR PARTNERS FROM EVEREST CAME IN AND HELPED US ANALYZE -- ANALYZE THE DATA SO IT COULD BE EASY FOR OUR GROUP AND FOR OUR PUBLIC TO UNDERSTAND HOW WE GATHERED THE DATA FOR THIS --FOR THE FRAMEWORK. SO HERE NOW IS WHERE THE REAL WORK --THE WORK WITH EVEREST REALLY CAME IN HANDY WAS LOOKING AT NORMALIZING OR RESCALING THE DIFFERENT TOOLS THAT WE USE TO COME UP WITH ONE AND REALLY FOCUSING ON FAVORABILITY. SO LOOKING AT A SCALE FROM NEGATIVE 100 TO 100, SO 0 BEING THE MIDDLE AND LOOKING AT WHERE DO WE FALL IN WITH EACH CATEGORY BASED ON THE DIFFERENT DATA TOOLS THAT WE USED. FOR EXAMPLE, I WILL

104STICK WITH NUMBER 1, PHYSICAL EDUCATION, PHYSICAL ACTIVITY. IT RANKED -- NOT RANKED. IT WAS FAVORABLY AT 56. 1 POINTS. AGAIN, BASED ON THE RESCALING THAT OUR PARTNERS WITH EVEREST HELPED US DO. SO IT WAS LOOKING AT RESCALING AND NORMALIZING THE DIFFERENT DATA SETS THAT WE HAD. ARE THERE ANY QUESTIONS ON THIS? BECAUSE I KNOW THIS IS THE PART WHERE I KNOW WE WORKED REALLY HARD TO MAKE -- TO MAKE SURE THAT WE WERE, AGAIN, RESCALING AND NORMALIZING THE DIFFERENT TOOLS SO WE COULD COME UP WITH ONE. AND MORE IMPORTANTLY, SO WE COULD COME UP WITH THE GROWTH TARGETS. YES, MS. TENORIO. THANK YOU FOR ASKING. I WAS LIKE I'M GOING TO HAVE TO LET HIM GO THROUGH THIS WHOLE THING. I WAS CURIOUS ABOUT EVEREST HOW YOU SPELL THAT AND HAVE WE DONE WORK WITH

105THEM BEFORE? WHERE DOES EVEREST COME FROM. MS. TENORIO, EVEREST IS A THOUGHT PARTNER THAT WE HAVE AND WE REALLY STARTED ENGAGING WITH THEM LAST YEAR AS WE WERE LOOKING AT HOW DO WE ANALYZE OUR RETURN ON INVESTMENT FOR A LOT OF OUR PROGRAMS, SPECIFICALLY WHEN WE WERE MAKING THOSE DECISIONS ON THE PROGRAMS THAT WERE FUNDED OUT OF AARP AND LOOKING AT WHAT DO WE KEEP, WHAT WAS EFFECTIVE, WHAT WASN'T. SO THAT'S REALLY WHERE THE WORK STARTED, BUT IT'S EVOLVED INTO REALLY DOING DATA ANALYSIS AND THIS IS A GREAT EXAMPLE OF WE HAVE ALL THESE THINGS HAPPENING, HOW DO YOU THEN QUANTIFY IT SO THAT IT GIVES US, YOU KNOW, INFORMATION FOR NEXT STEPS, AGAIN, WHAT IS BEING EFFECTIVE, WHAT IS NOT? WHAT NEEDS TO BE STRENGTHENED MORE? ET CETERA. SO THAT'S REALLY WHERE --REALLY WHERE

106IT STARTED. ACTUALLY WE WERE ONE OF THE FIRST DISTRICTS I THINK IN NEW MEXICO TO START WORKING WITH THIS PARTNER AND I KNOW THEY HAVE EXPANDED OUT TO SOME OTHER DISTRICTS REALLY LOOKING AT THE WORK THAT THEY'VE DONE WITH US. SO ARE THEY KIND OF LIKE HANOVER BUT NOT? IT'S A LITTLE --YEAH, I MEAN, IT'S DIFFERENT. FOR US IT'S REALLY JUST THE DATA ANALYSIS PIECE WHERE HANOVER HELPS US WITH SURVEY INFORMATION AND THOSE THINGS AND WE -- WE CONTINUE WITH HANOVER BECAUSE OF THE FACT TO STAY CONSISTENT WITH OUR CLIMATE AND CULTURE SURVEY THAT THEY'VE BEEN HELPING WITH US. SO REALLY THAT'S BEEN -- THAT'S BEEN THEIR ROLE MORE THAN ANYTHING ELSE MOVING FORWARD WITH HANOVER. I DON'T REMEMBER COMING ACROSS THE NAME, HAVE YOU GUYS, EVEREST? EVEREST. EVERESS. >> THANK YOU. I APPRECIATE THAT.

107EVRESS. SS, UH-HUH. >> AND THEN THE OTHER QUESTION I HAD WAS ON THAT SELF-ASSESSMENT, I DON'T KNOW IF I --IT COULD BE THAT I DIDN'T TAKE IT THE SELF-ASSESSMENT WAS JUST SPECIFIC TO OUR SCHOOL ADMINISTRATORS, OUR PRINCIPALS. OKAY. >> YEAH, FOR THIS YEAR AND THAT'S THE DISCUSSIONS THAT WE'RE HAVING, CORRECT. ALL RIGHT. SO, FOR INSTANCE, THE DIGITAL SAFETY NUMBER 2 INVOLVES ALMOST -- ALL THE MEASUREMENTS, HANOVER, EVERYBODY. SO THAT DATA IS -- IS MUCH FULLER AND CRUNCHED INTO THAT SPECIFIC NUMBER OF VERY LOW PERCENTAGE WHEREAS SOME OF THE WELLNESS THINGS, LIKE THE EMPLOYEE WELLNESS, WELL, THERE WERE 8,000 RESPONDENTS TO THE HANOVER INFORMATION, BUT, I MEAN, IS THAT --IS IT ONLY THE STAFF THAT THEY GET THE DATA FROM FOR THAT. DO YOU HEAR WHAT I'M ASKING? YEAH, BECAUSE SOME OF THESE YOU HAVE MULTIPLE

108INSTRUMENTS AND SOME OF THEM IT'S JUST A SINGULAR OR MAYBE TWO ASSESSMENTS THAT YOU'VE USED. SO I'M TRYING TO FIGURE OUT WHAT IS IT SAYING THERE IN TERMS OF HOW THE NEXT PAGE --WHAT THE PERCENTAGES OF FAVORABILITY. WHAT I BELIEVE IT'S SAYING IS THERE IS A NEGATIVE FEELING ABOUT DIGITAL SAFETY IN OUR DISTRICT, VERY NEGATIVE ABOUT NUTRITION ENVIRONMENT. IS THAT ACCURATE? MADAM CORT, MR. WOFFORD, SO IF YOU VIEW THE SLIDE THAT I HAVE UP, THIS IS THE COMPONENT REPRESENTATION BY SURVEY. SO THE EXAMPLE THAT YOU GAVE WAS DIGITAL SAFETY. I ACTUALLY DID --DIGITAL SAFETY ONLY HAS TWO OF THEM. TWO OF THEM. THOSE WERE CREATED BY US THROUGH THE WALK-THROUGH FORM AND THE SELF-ASSESSMENT. I WOULD SAY IT'S ALMOST OPPOSITE WHAT YOU JUST SAID. THERE'S LESS INFORMATION, I GUESS, MORE NORMALIZED INFORMATION FOR THOSE COMPONENTS

109AND THAT'S AN EXCELLENT POINT. I ACTUALLY WAS TALKING TO MS. REESE ABOUT THAT LAST NIGHT, JUST ABOUT KEEPING IN MIND THAT, FOR EXAMPLE, SOCIAL-EMOTIONAL CLIMATE, IF YOU LOOK AT NUMBER 6, IT HAD A LOT OF DIFFERENT DATA SOURCES. SO WE HAD A LOT MORE INFORMATION AND ONE OF THE WORK THAT EVERESS DID WAS REALLY HELP US IN DIGGING DEEP INTO THOSE SURVEYS AND THE QUESTIONS AND THEY THEMSELVES CATEGORIZED WHERE IT WOULD FALL BECAUSE SOME WOULD FALL UNDER DIFFERENT COMPONENTS. I MISSPOKE WITH DIGITAL SAFETY. BOTH OF THOSE ENDED UP VERY LOW IN TERMS OF THE ASSESSMENTS BUT THE DIGITAL SAFETY IS JUST SCHOOL PRINCIPALS AND THEN SOME STAFF WHO RESPONDED. YEAH, SO THAT'S A GREAT QUESTION, MR. WOFFORD. JUST REMEMBERING THAT THE 0 REPRESENTS NEUTRAL, THE STAFF WAS NEUTRAL ABOUT IT. SO ALL OF THE DIFFERENT

110COMPONENTS THEY WERE VIEWED FAVORABLY. SOME LOWER THAN OTHERS. SO THE EXAMPLE OF LOWER WOULD BE NUMBER 9, FAMILY ENGAGEMENT AND COMMUNITY EN INVOLVEMENT ALT 10. 6, IN COMPARISON TO NUMBER 1, PHYSICAL EDUCATION, IT'S AT 56.1. MORE FAVORABLE. >> HEALTH SERVICES -- COUNSELING, PSYCHOLOGICAL AND SOCIAL SERVICES SCORED THE HIGHEST, BUT REFERRING BACK TO HEALTH SERVICES THERE WERE THREE DIFFERENT TOOLS USED. THE ONE THAT WAS MORE RELEVANT WAS THE WELLNESS WALK- THROUGH FORM AND THE SELF- ASSESSMENT WHICH, AGAIN, WAS DEVELOPED BY US INTERNALLY. DID I HEAR YOU SAY THE ZERO IS NEUTRAL? YOU JUST DON'T HAVE THE SECOND HALF OF THE SCALE THERE THAT IS DISFAVORABLE BECAUSE NONE OF THE THINGS FELL INTO THAT CATEGORY? THAT IS CORRECT. OKAY. >> BECAUSE I WAS LOOKING AT IT --SO IT'S JUST DEGREE OF FAVORABILITY FROM NEUTRAL. YES. ALL RIGHT.

111MS. TENORIO. I WAS CURIOUS ABOUT HOW MANY OF THESE ASSESSMENTS WERE TAKEN BY STUDENTS AND PARENTS? THAT'S AN EXCELLENT QUESTION. I KNOW THE YOUTH RISK AND RESILIENCY BUT IS THAT EVERY STUDENT EVERY YEAR OR IS THAT A LITTLE BIT LESS --IS THAT MORE HIT OR MISS? PRESIDENT CORT, MS. TENORIO, THAT'S AN EXCELLENT QUESTION. IF YOU REFER TO THIS SLIDE, THE DATA SOURCES IT TELLS YOU THE NUMBER OF RESPONDENTS AND TO YOUR QUESTION ABOUT THE NEW MEXICO YOUTH RISK AND RESILIENCY SURVEY THAT IS ADMINISTERED ON ODD- NUMBERED YEARS. EVERY OTHER YEAR STUDENTS IN MIDDLE AND HIGH SCHOOL ARE GIVEN THE OPPORTUNITY TO COMPLETE THAT SURVEY. THOSE ARE OUR KIDS? THOSE ARE OUR KIDS, SPECIFIC TO LCPS MIDDLE AND HIGH SCHOOL. YOU CAN SEE THE NUMBER OF RESPONDENTS, IN MY OPINION IT COULD BE A LOT HIGHER,

112THERE WAS ONLY 335, SO THERE'S SOME WORK TO DO AROUND THAT. THAT IS ADMINISTERED IN THE SPRING SO WE WILL WORK WITH OUR SCHOOLS TO ENSURE THERE'S TIME ALLOTTED FOR STUDENTS TO COMPLETE THAT. WHAT GRADES ARE THEY OR AGE? 6th THROUGH 12th GRA ID. AND WHEN DO THEY TAKE IT? THE SPRING OF ODD NUMBERED YEARS. THAT'S THE BALANCE THAT WE TRY, WE ALWAYS WANT INFORMATION SO WE CAN BE BEST INFORMED TO DRIVE THE ACTION THAT IS WE TAKE BUT AT THE SAME TIME BALANCING TO YOUR POINT THE OVERWHELMING SOMETIMES OF THE DIFFERENT SURVEYS THAT WE ALL WANT TO DO, ALL OUR DIFFERENT DIVISIONS FROM DIFFERENT PRIORITIES, SO WE WANT TO GET FEEDBACK. SO JUST REALLY WORKING HARD TO ENSURE THAT WE ARE CONSOLIDATING. A GOOD EXAMPLE OF THIS IS IN THE HANOVER AND CULTURE AND

113CLIMATE SURVEY WE JUST ADMINISTERED, FINISHED ADMINISTERING, WE WORKED WITH HANOVER TO ADJUST SOME OF THE QUESTIONS AND TO ADD SOME QUESTIONS THAT WERE ALIGNED TO THE WELLNESS FRAMEWORK THAT WE WERE NOT HAVING TO FIND THE DATA RESULTS FROM OTHER SURVEYS OR CREATE ANOTHER ONE. SO JUST REALLY TRYING TO BE INTENTIONAL WITH THE SURVEYS THAT WE DO ADMINISTER. SO THEY COULD BE HELPFUL. SO ALL OF LET'S SAY THE FOUR STUDENT SURVEYS, ARE THEY GIVEN IN THE SPRING? THE PANORAMA IS GIVEN IN THE SPRING AND ALSO IN THE FALL. SO THAT'S TWO TIMES A YEAR. IS IT SHORT? >> THAT'S A GOOD QUESTION. I COULD FIND OUT THE AMOUNT OF TIME. I'M NOT TOO FAMILIAR WITH HOW LONG IT IS, HOW LONG IT TAKES STUDENTS. I KNOW THAT ONE IS ADMINISTERED TO GRADES 3 TO 5 AND

114THEN 6 TO 12. I COULD FOLLOW UP. I DON'T KNOW IF THE HANOVER IS CHANGED BUT THE ONES I HAVE DONE WERE KIND OF LONG. YEAH. I'D PREFER THAT OVER MATH ASSESSMENT THANK YOU. MR. FRANK? RIGHT. SO I'M TRYING TO PROCESS THIS, YOU KNOW, BEING A GOOD LEARNER AND SO THESE PERCENTAGES, LIKE THE SOCIAL AND EMOTIONAL CLIMATE. SO THERE WERE NO RESPONSES THAT CONSIDERED THAT UNFAVORABLY? IS THAT TRUE? MADAM PRESIDENT, MR. FRANK, THAT'S A GOOD QUESTION. NOT --I WOULD ASSUME THAT THERE WERE RESPONSE STUDENTS THAT WERE UNFAVORABLE BUT OVERALL IF YOU ARE LOOKING AT THE BIG PICTURE, RIGHT, OF THE MAJORITY OF THEM, THE MAJORITY OF THEM WERE FAVORABLE, BUT IN COMPARISON TO THE REST OF THE DIFFERENT COMPONENTS THEY WERE A LOT LESS FAVORABLE BUT STILL IN THE POSITIVE RANGE . SO THIS 15.

1159%, I'M JUST TRYING TO GRASP WHAT THAT IS. WHAT DOES THAT MEAN? IF YOU DON'T MIND, MADAM CORT, IF I COULD ASK STEPHANIE TO HELP ME OUT WITH THIS PART, WITH THE DETAILS OF HOW THAT NUMBER OF POINTS WAS NORMALIZED BECAUSE THAT'S A REALLY GOOD QUESTION. THEY ARE SOME OF THE THINGS WE HAVE SPOKEN ABOUT AS WELL. GOOD MORNING. >> GOOD MORNING. PRESIDENT CORT, IT'S WONDERFUL TO BE HERE WITH YOU ALL TODAY AND THANK YOU ALL SO MUCH FOR YOUR TIME. SO JUST TO CLARIFY A FEW THINGS WITH YOU ALL, SO WE NORMALIZED ACROSS ALL OF THE VARIOUS DIFFERENT SOURCES AND SO I THINK THE SIMPLEST WAY TO THINK ABOUT THAT IS WE WERE LOOKING AT SEVERAL DIFFERENT SURVEYS AND WALK-THROUGH TOOLS THAT ARE ALL A BUNCH OF DIFFERENT RULERS. YOU'RE MEASURING THINGS WITH A

116BUNCH OF DIFFERENT RULERS. OUR ROLE THAT WE TOOK WAS PUTTING EVERYTHING ON THE SAME RULER. SO THAT'S WHAT A NORMALIZED SCORE IS. SO WHEN YOU ARE LOOKING AT THIS HERE AND YOU'RE LOOKING IN THE MIDDLE OF THE CHART AND YOU'RE SEEING THAT BASELINE SCORE HERE, THAT IS THAT NORMALIZED SCORE WHERE WE'VE TAKEN ALL OF THE DIFFERENT RESULTS FROM THE DIFFERENT INPUTS, PUT THEM TOGETHER AND THEN AVERAGED TOTO CREATE THIS BASELINE SCORE. SO COULD THERE HAVE BEEN RESPONSES THAT WERE LOWER THAN THIS OR HIGHER THAN THIS? ABSOLUTELY YES. SO TO YOUR QUESTION, MEMBER FRANK, WHERE YOU WERE SAYING WAS THERE NEGATIVE STUDENT RESPONSES THAT COULD HAVE FELL BELOW ZERO? YES. THERE WERE ALSO STUDENT RESPONSES THAT FELL MUCH HIGHER THAN ABOVE THE CURRENT 15. 9 WHEN WE ARE LOOKING AT THAT ACROSS THE BOARD WHEN YOU

117ARE --BUT FOR AVERAGING EVERYTHING IN ALL TOGETHER. DOES THAT HELP TO CLARIFY THAT -- THOSE QUESTIONS A LITTLE BIT? IF I'M CORRECT ON THIS, PRESIDENT CORT, MEMBERS OF THE BOARD, THESE ARE NOT PERCENTAGES. CORRECT. THEY ARE MORE POINTS. >> YES. BASED ON THE FINDINGS. >> UH-HUH. ABSOLUTELY. AND SO THAT'S WHY IT IS IMPORTANT TO THINK ABOUT THIS ALSO. SO ZERO IS NEUTRAL. ANYTHING BELOW ZERO IS CONSIDERED NEGATIVE FAVORABILITY. ZERO WOULD BE RIGHT IN THE MIDDLE AND THEN ANYTHING ABOVE ZERO IS THAT REALLY STRONG POSITIVE FAVORABILITY THAT WE ARE SEEING. SO ANYTHING ABOVE ZERO IS CONSIDERED A POSITIVE --POSITIVE FAVORABILITY AND THAT IS WHY I KNOW IN A MOMENT DR. LOZANO WILL BE ADDITIONALLY MOVING INTO SOME WORK AROUND FUTURE GOALS THAT WE WON'T USE THE TERM "PERCENTAGES" YOU WILL JUST SEE POINTS BECAUSE IT'S A

118NORMALIZED SCORE. BECAUSE NOT ALL OF THESE TOOLS MEASURE IN PERCENTAGES. BUT IT GOES TO 100? YES. >> THAT MAKES IT HARD. LIKE YOU NATURALLY WANT TO JUST -- YES. UNDERSTOOD. UNDERSTOOD. I'M SORRY, GO AHEAD. I WAS WONDERING WHAT THE SCALES WERE, THEN. WHAT THE DEVIATIONS WERE FROMFROM THE ONE POINT YOU HAVE GIVEN US, WAS IT A BROAD SPECTRUM WHERE WE COULD SEE THE RANGE OF RESPONSES OR WAS IT VERY TIGHTLY DONE IN A CLUSTER OF FAVORABILITY? IT LOOKS LIKE NUMBER ONE WOULD HAVE BEEN PRETTY TIGHTLY CLUSTERED INTO THE POSITIVE, BUT THE OTHERS --NUMBER 9 CERTAINLY WOULD HAVE HAD SCALING DOWN INTO THE NEGATIVE ZONE. DOES THAT MAKE SENSE? YES. ABSOLUTELY. WHAT'S THE STANDARD DEVIATION I THINK IS WHAT I'M ASKING. I CAN'T NECESSARILY PROVIDE A STANDARD DEVIATION FOR THAT. WE DO HAVE THAT ADDITIONAL DATA

119BROKEN OUT BY EACH OF THE SURVEYS AND THE REPRESENTATION --AND REPRESENTATIONS. SO THAT MIGHT BE SOMETHING THAT IN CONSULTATION WITH OUR --THE LCPS TEAM WE COULD PROVIDE THAT AS WELL FOR YOU ALL. BUT WE DO HAVE THAT ADDITIONAL BREAKOUT EXACTLY WHAT YOU ARE SAYING, SECRETARY WOFFORD, THAT --AROUND THAT. SOME OF THEM ARE MORE CORRELATED THAN OTHERS. YOU WILL SEE THERE IS SOME SLIGHT VARIATION ACROSS ALL OF THOSE, BUT I WOULD SAY IN GENERAL YOU SEE SOME CONNECTIONS ACROSS -- ACROSS THE DIFFERENT TOOLS PRETTY CONSISTENTLY. BUT THERE ARE SOME THAT DO HAVE A SLIGHT VARIATION AND WE DO HAVE THAT DATA ANALYSIS AVAILABLE AS WELL. THE ONES THAT ARE CLUSTERED TOWARD THE NEUTRAL. OKAY. YEAH. MR. FRANK, DID THAT HELP? YES, IT HELPED A LOT. OKAY. >> YES. PERFECT. >> I JUST THINK IT MIGHT BE

120BETTER JUST TO SEE MORE OF LIKE THE RAW DATA TO SEE HOW LIKE THE 8,000 RESPONSES WENT FROM THE NEGATIVE TO THE POSITIVE. I DON'T KNOW. FOR SOME REASON I THINK THAT WOULD JUST BE MAYBE MORE INFORMATIVE FOR ME RATHER THAN TRYING TO GRASP THIS NUMERICAL SCALE, WHICH OBVIOUSLY THE GOAL WOULD BE 100 WHICH WOULD BE IMPOSSIBLE AND PROBABLY LIKE A SCORE OF LIKE THAT 62. 6 IS REALLY GOOD BECAUSE IT'S SAYING THAT THE FAVORABLE WAS MUCH MORE OVERWHELMING THAN THE NEGATIVE. BUT, NO, NO, I'M DEFINITELY MORE --ABOUT WHAT THIS MEANS. ME, TOO. THANK YOU FOR THAT QUESTION. SUPERINTENDENT? SUPERINTENDENT, CORE MEMBERS OF THE BOARD, GREAT QUESTIONS, BECAUSE WE GRAPPLED WITH --LOOKING AT THE RAW DATA, EXCUSE ME, AND REALLY WHAT -- THE ULTIMATE GOAL HERE WAS FOR US TO REALLY SET A BASELINE TO

121REALLY LOOK AT DOES IT NEED ANALYSIS. THE POSITIVE THING WAS ALL OF THESE COMPONENTS FELL ON THE FAVORABLE SIDE. THAT'S THE FIRST THING. BUT THEN IT HELPS US IDENTIFY AND IN MY MIND REALLY LOOKING AT WHAT OUR NEXT STEPS ARE AS FAR AS SUPPORT OR DIGGING A LITTLE BIT DEEPER. FOR EXAMPLE, YOU LOOK AT THE FAMILY ENGAGEMENT, WHAT ARE SOME OTHERS? EMPLOYEE WELLNESS, THOSE TYPE OF THINGS GIVE US THE TEAM AND OPPORTUNITY TO LOOK AT LET'S DIG A LITTLE BIT DEEPER, WHAT ARE THE ADDITIONAL SUPPORTS AND WHAT IS IT CAUSING IT TO BE LOWER ON THE FAVORABILITY THAN OTHERS? THE OTHER PIECE OF THIS WAS THE ASSESSMENTS THAT WE HAD AVAILABLE, RIGHT, THE SURVEYS, ET CETERA. WE DIDN'T WANT TO CREATE MORE, WE WANTED TO USE WHAT WE ALREADY HAD AND START THERE. AND, AGAIN,

122IF YOU RECALL THE GOAL IS REALLY SETTING THAT BASELINE. IT REALLY DOES HELP US SET THIS BASELINE BUT WE ALSO WANTED TO MAKE SURE THAT WE WERE LOOKING AT IT RIGHT AND THAT'S WHERE EVRESS CAME IN JUST TO TRY TO BRING ALL OF THIS TOGETHER. AGAIN, WE WERE -- AND THE TEAM --YEAH --NOT THAT I WAS DOING THE EVERYDAY PIECES THAT THEY WERE AS WE WERE COMING BACK TOGETHER TO GET THE UPDATES I WAS HAVING THE SAME QUESTIONS AS WELL. SO, YOU KNOW, I APPRECIATE THAT. WE CAN ALWAYS SHARE WITH YOU THE RAW DATA IF YOU'D LIKE THAT AND MAYBE INCORPORATE IT IN EITHER A DIFFERENT PRESENTATION OR EVEN DURING OUR ONE-ON-ONE'S AND JUST SEND IT OUT, HOWEVER YOU LIKE. THE ULTIMATE GOAL IS TO SET THAT BASELINE AND THIS HELPED US TO DO THAT.

123SECRETARY WOFFORD. DR. LAZANO WHEN DID YOU FINALIZE YOUR NINE CRITERIA, YOU AND DR. SERRANO. MADAM PRESIDENT, SECRETARY WOFFORD, THAT'S A GREAT QUESTION. I BELIEVE, BEN, CORRECT ME IF I'M WRONG, WE FINALIZED IT IT WAS AROUND SEPTEMBER I WOULD SAY, SEPTEMBER/OCTOBER. WHICH OF THESE DO YOU FEEL CONFIDENT IN TERMS OF THE BREADTH OF DATA WHICH YOU HAD TO CRUNCH AND WHICH OF THESE SEEM TO BE --MY QUESTION IS TOWARD RELIABILITY, THE VALIDITY OF WHAT WE'RE LOOKING AT BECAUSE WE WANT TO MAKE SURE THAT WE ARE INTERPRETING WHAT WE SEE AS ACCURATE. ABSOLUTELY. SO I WOULD SAY YOUR COMPONENT OF THE FRAMEWORK THAT HAS THE WIDEST BREADTH OF INPUTS, WHETHER --WHETHER IT'S FROM SURVEYS, BUT ALSO FROM THOSE WALK- THROUGHS THAT YOU'RE SEEING AT THE SCHOOLS AS WELL IS YOUR SOCIAL AND EMOTIONAL CLIMATE. OKAY. >> DATA

124THAT YOU WILL SEE THERE. THEN YOU HAVE MULTIPLE LEVELS OF INPUT FOR THAT AS WELL. YOU WILL HAVE THAT FROM STUDENTS, YOU WILL HAVE IT FROM PARENTS AND THEN YOU WILL ALSO HAVE IT FROM THE STAFF COMING THROUGH THE SELF-ASSESSMENT AND THE FRAMEWORK. I WOULD SAY THAT THAT ONE WAS BASICALLY YOUR BEST ONE FOR LIKE A 360 WITH THAT. I WOULD SAY THAT WHEN YOU'RE LOOKING AT ALL OF THE DIFFERENT TOOLS THAT ARE BEING UTILIZED UP THERE, ALL OF THEM ARE VALID TOOLS. SO ALL OF THEM HAVE BEEN RESEARCHED AND VALIDATED, INCLUDING THE WELLNESS FRAMEWORK WALK-THROUGH AND PROCESSES THAT THE DISTRICT HAS BEEN UTILIZING IN THAT. YOU ALL --THEY HAVE ENGAGED IN A DEEP CALIBRATION PROCESS, THEY'VE GONE THROUGH AND DONE A LOT OF WORK, SO I WOULD ACTUALLY SAY THAT ALL OF THE TOOLS

125THAT YOU'RE UTILIZING THERE ARE EXTREMELY VALID. OKAY. THANK YOU. ABSOLUTELY. >> THANK YOU. BOARD? I KNOW THAT WE'RE SHARING THIS IN A PUBLIC MEETING. IS THIS SOMETHING THAT IS USED INTERNALLY OR ARE YOU GUYS PLANNING TO HAVE THIS AVAILABLE TO THE PUBLIC LIKE ON THE WEBSITE? WE DO PLAN TO SHARE IT TO THE PUBLIC. I MEAN, IT'S SOMETHING THAT WE WANT OUR SCHOOLS TO BE FAMILIAR WITH, THAT WE ARE ALL ON THE SAME PAGE AND WE KNOW WHAT WE'RE WORKING TOWARDS. I WANT TO EMPHASIZE ABOUT THE PURPOSE OF ENGAGING IN THIS WORK, ESPECIALLY AROUND DATA, IS FOR US TO BE INFORMED WHEN WE START REALLY TIERING AND SUPPORTING OUR SCHOOLS WITH THE ULTIMATE GOAL OF SUPPORTING STUDENTS SO THEY CAN BE READY WHEN THEY GO INTO SCHOOLS. THAT'S THE PURPOSE OF THIS JUST BEING INTENTIONAL.

126SOME OF THE WORK THAT OUR TEAM IS ENGAGED IN NOW IS DOING THAT DEEP DIVE INTO THE RAW DATA AND IF I AM SOMEBODY THAT WORKS IN NUTRITION SERVICES I'M JUST FOCUSED ON THE QUESTIONS THAT WERE ANSWERED AROUND NUTRITION SERVICES AND THE DIFFERENT TOOLS AND FINDING THE TRENDS AND THEN FROM THAT DEVELOPING WHAT ARE THE ACTION SUBSET THE DEPARTMENT IS GOING TO TAKE TO SUPPORT OUR SCHOOLS AND HOPEFULLY, RIGHT, WE SEE AN INCREASE IN THE FAVORABILITY FOR THAT PARTICULAR COMPONENT. THANK YOU. AND THEN I'D LIKE TO LOOK AT YOUR GRAPH AND IMAGINE IT FLIPPED DEGREES TO YOUR LEFT AND THEN I WOULD DRAW LITTLE STEMS AND FLOWERS BECAUSE IN THE 2s AND THE 3s THOSE ARE --YOU KNOW, THEY'RE STILL FAVORABLE. THEY'RE GROWING. >> THEY HAVE SOME ROOM TO GROW. THE OTHER ONES ARE BEAUTIFUL

127BLOOMS WITH TOPS. I LOVE IT. I LIKE THAT. A GREAT VISUAL. IT'S ALL PRESENTATION. I'M SURE EVRESS COULD FIGURE THAT OUT. THANK YOU. >> OF COURSE. >> THANK YOU. SO NOW GOING INTO THE -- I KEEP GOING BACKWARDS. I APOLOGIZE. PART OF OUR --WHAT WE WERE TASKED TO DO AS A WELLNESS FRAMEWORK GROUP WAS ALSO TO DEVELOP THE --THE GROWTH, SO DEVELOPING THE BASELINE DATA, THE BASELINE NUMBERS THAT WE JUST DISCUSSED AND NOW WHAT MAKES SENSE FOR US TO MAKE AS TARGETS FOR EACH INDIVIDUAL COMPONENT. SO WHEN WORKING WITH EVRESS AND ALL THEIR TEAM IT WAS SUGGESTED THAT EACH OF THE WELLNESS FRAMEWORK COMPONENTS THAT WE SET A TARGET OF TWO POINTS OF COURSE IN THE POSITIVE. SO FOR EACH COMPONENT GROWING BY TWO POINTS. OF COURSE, WE WANT TO BE AMBITIOUS, RIGHT, BUT THIS

128IS THE REALISTIC JUST BASED ON THEIR ANALYSIS STATISTICALLY FOR IT TO BE STATISTICALLY SIGNIFICANT, WHAT THEY RECOMMENDED WAS TWO POINTS PER COMPONENT. AND, AGAIN, I WANT TO EMPHASIZE THAT THIS IS THE FIRST YEAR THAT WE DO THIS, RIGHT, BASELINE DATA THAT WE HAVE GATHERED, THERE COULD BE CHANGES AS WE MOVE FORWARD WITH THE WORK AND RECOGNIZE THAT, HEY, MAYBE WE NEED TO DO A LITTLE MORE WORK IN THIS AREA BASED ON THE DATA OR CHANGE UP HOW WE'RE ASKING THIS PARTICULAR QUESTION. THAT'S WHAT WE HAVE OUR TEAM DOING, OUR TEAMS FROM DIFFERENT DEPARTMENTS DOING NOW IS DOING DEEP ANALYSIS OF THE INDIVIDUAL QUESTIONS BY COMPONENT. WHAT YOU'RE SEEING NOW IS THE FIRST ROW REPRESENTS THE BASELINE DATA THAT WE JUST WENT OVER AND THEN OVER THE YEARS WHAT WE EXPECT FOR GROWTH TO BE, FAVORABILITY

129GROWTH, FOR EACH OF THE DIFFERENT COMPONENTS WHICH IS TWO POINTS. AND LAST I WILL SHARE WITH YOU THE TIMELINE OF IMPLEMENTATION. AGAIN, THIS IS A LINE TO OUR STRATEGIC PLAN. STARTING IN JANUARY OF 2025 I MENTIONED PRINCIPAL FEEDBACK THAT WE RECEIVED AND THEN OF COURSE WE WORK WITH EVRESS CLOSELY FROM JANUARY TO FEBRUARY AND REFINING THE WAY WE NOT ONLY PORTRAY THE DATA BUT INTERPRETING WHAT WAS IN THE DIFFERENT DATA SOURCES. THEN WE ARE IN MAY RIGHT NOW SO PRESENTING TO YOU. AND SOME OF THE WORK THAT WE WILL BE ENGAGED WITH STARTING IN JULY, FROM NOW UNTIL JULY, IN PREPARATION FOR NEXT SCHOOL YEAR, WORKING WITH OUR WELLNESS TEAM ON DEVELOPING THOSE ACTION STEPS THAT WILL BE IMPLEMENTED FOR NEXT SCHOOL YEAR, AGAIN, ALL BASED ON THE DATA THAT WE'VE GATHERED. WITH THAT, MADAM

130CORT, I STAND FOR ANY ADDITIONAL QUESTIONS -- WE STAND. THANK YOU. THANK YOU BOTH SO MUCH FOR THIS PRESENTATION AND I APPRECIATE YOU EXPLAINING ALL THE DATA AND EVERYTHING TO US SO MUCH. SO, BOARD, DO WE HAVE ANY QUESTIONS? THEN THERE WERE THREE, BUT -- WE HAVE ONE COMING BACK. NO QUESTIONS. I THINK YOU'VE ANSWERED THEM, YOU KNOW, AS WE WERE GOING ALONG, YOU KNOW. IT TAKES CARE OF FOR ME. IT'S VERY AMBITIOUS THE NINE COMPONENTS YOU'VE DONE AND THEN THE BREAKDOWNS OF EACH ONES AND YOUR GOALS IN THERE. THAT'S VERY GOOD. IF I MAY, PRESIDENT CORT. OF COURSE. MR. WOFFORD AND SUPERINTENDENT RUIZ. I WOULD SAY THAT THIS WORK HAS BEEN A GREAT COLLABORATIVE EFFORT WITH OUR DEPARTMENTS AND JUST TO SEE OUR LEADERS IN NUTRITION AND LEADERS IN OPS AND PED TO UNDERSTAND

131WHAT THEY DO EVERY DAY IMPACTS STUDENTS AND HAVING THIS AND THEIR INPUT INTO THIS FRAMEWORK BRINGS THAT OWNERSHIP FORWARD. ONE OF THOSE THINGS I JUST WANTED TO THROW OUT THERE AND LET YOU ALL KNOW THAT THE TEAM IS EXCITED TO CONTINUE WORKING WITH THIS AND JUST SEEING THAT IMPACT THAT THEY'RE HAVING ON STUDENTS EVERY DAY. THANK YOU. AND WE APPRECIATE IT. AND THIS WELLNESS FRAMEWORK WITH ALL OF THE LINKS, I'M LIKE, WHOO, THAT'S WHAT --THAT'S FABULOUS BECAUSE THEN WE CAN CLICK ON THERE AND FIND THE INFORMATION THAT WE NEED. SO THE WORK THAT WENT INTO THAT, THANK YOU. THAT'S REALLY TREMENDOUSTREMENDOUS INFORMATION IS POWER AND YOU HAVE JUST GIVEN US ALL KINDS OF INFORMATION SO THANK YOU. THANK YOU. >> AND, PRESIDENT, JUST TO ADD A FINAL NOTE AND YOU JUST MENTIONED IT, YOU CAN

132SEE THE CONSISTENCY IN THE ALIGNMENT WITH OUR INSTRUCTIONAL FRAMEWORK SO THAT WHEN THIS IS GETTING ROLLED OUT TO OUR STAFF IT'S THE SAME, RIGHT? THE INDICATORS, COMPONENTS, THE LOOK FOR'S AND THE RESOURCES, IT'S ALL CONSISTENT AND COHERENT ACROSS WHEN YOU'RE LOOKING AT THESE LARGE FRAMEWORKS BECAUSE IT CAN BE JUST A DOCUMENT, IT HAS TO BE A LIVING DOCUMENT AND THAT'S WHERE THE RESOURCES COME IN AND THAT'S WHERE THE WALK-THROUGHS, ALL OF THOSE PIECES. SO JUST PART OF THE WORK THAT THE TEAM HAS DONE ON THIS AND HOW --BECAUSE IT WAS DIFFICULT, YOU KNOW, I KNOW BEN MENTIONED JUST BRINGING ALL THOSE DEPARTMENTS -- THEY WERE NOT USED TO DOING THAT, ESPECIALLY WHEN YOU LOOK AT THE OPS SIDE OF THE HOUSE IT WAS VERY DIFFERENT FOR THEM. AGAIN, THAT OWNERSHIP, WHAT YOU DO EVERY DAY

133DOES IMPACT INSTRUCTION. THANK YOU. ALWAYS KEEPING KIDS FIRST. I LOVE IT. ALL RIGHT. THANK YOU SO MUCH. THANK YOU. THANK YOU SO MUCH, MR. SERRANO AND DR. LAZANO. THANK YOU. AND WITH THAT I BELIEVE WE ARE AT A 30-MINUTE LUNCH BREAK. OR DO WE HAVE GOALS? NO. YEAH, WE JUST FINISHED OUR WELLNESS FRAMEWORK REVIEW SO THAT'S GOALS 3 AND 4. WE WILL DO 5 AND 6 AFTER WE HAVE A LITTLE LUNCH. IT'S 11:43 LET'S MEET BACK HERE AT 12:15. SO A 32-MINUTE LUNCH. I APPRECIATE ALL OF YOUR TIME. FOOD IS SET UP WHERE? RIGHT IN THE KITCHEN. THANK YOU ALL SO MUCH. SEE YOU IN PROBABLY NOW 16 MINUTES BECAUSE I KEEP TALKING. WE'RE DONE. [ MEETING IN RECESS UNTIL 12:15 ] [ THE EVENT IS ON A RECESS. THE SESSION WILL RECONVENE AT 12:15.

134CAPTIONER ON STANDBY. ] [ MEETING IN RECESS UNTIL 12:15. CAPTIONER ON STAND BY ] [ MEETING IN RECESS UNTIL 12:15 . CAPTIONER ON STANDBY ] I JUST TURNED UP THE -- I MIGHT HAVE TURNED UP THE TEMPERATURE TOO MUCH SO IF IT GETS TOO WARM LET ME KNOW. IT FEELS CHILLY. IT DOES. THIS IS SO SWEET. ALL RIGHT. UH-OH -- OH, THIS IS -- THERE'S ONLY THREE OF US LEFT. SHE'S GOING TO COME BACK. PARENT SQUARE, THIS IS COMING UP. IT IS. >> THE NEW COMMUNICATION. YEAH. >> IT MAKES ME WONDER IF SYNERGY HAS BETTER DATA PRESENTATION TO TEACHERS. I DON'T KNOW IF YOU'VE EVER LOOKED AT -- CLASSROOM WITH THE COLLEGE BOARD, BUT IT CRUNCHES THE DATA VERY WELL FOR TEACHERS TO SHOW THEM WHO IS GETTING WHAT -- RIGHT. >> WHO IS NOT

135GETTING WHAT. AND I KNOW MOST OF THE GRADES THAT GO INTO SYNERGY ARE TEACHER- GENERATED SO IT WOULDN'T HAVE THE DRILL-DOWN DATA. WELL, WE'RE GOING TO GO TO A STANDARD BASED SYSTEM THEN YOU NEED THAT KIND OF DATA -- IF SYNERGY INTEGRATED THE STANDARD-BASED DATA, EVEN THOUGH IT'S NOT -- YOU KNOW, IT'S NOT A GRADE THAT YOU'RE PUTTING IN, IF THE I READY OR THE I WHATEVER SCORES WENT RIGHT INTO YOUR SYNERGY. RIGHT. COLOR CODED WITH THE KIDS' IDENTIFIED SKILL LEVEL THAT COULD BE AT LEAST A REMINDER. IT'S LIKE ME ASKING LEANNE FOR THE PNEUMONIC FOR HOW DO TEACHERS KNOW THEY'RE GOING TO WALK IN AND WANT THEM TO SEE. EXACTLY. IF THAT BECOMES SOMETHING THEY SEE ON A DAILY BASIS -- I'M PRETTY IMPORTANT RIGHT HERE NOW. YOU ARE REALLY IMPORTANT. I WAS JUST

136GONNA SAY -- I'M THINKING ABOUT LEAVING. YOU JUST KIND OF WALK IN -- ALL RIGHT. >> ALL RIGHT. THANK YOU ALL SO MUCH. I HOPE YOU ALL ENJOYED YOUR LUNCH. WE ARE NOW GOING TO GO TO GOALS 5 AND 6 AND WE'VE GOT DR. LAZANO --I LOST MY MIND FOR A SECOND. MY APOLOGIES. THANK YOU ALL FOR BEING HERE. WE ARE READY WHEN YOU ARE MADAME CORT, MEMBERS OF THE BOARD AND SUPER RUIZ WE ARE HERE TODAY TO PRESENT TO YOU OUR QUARTERLY ATTENDANCE FOR SUCCESS UPDATE. AS HAS BEEN OUR TRADITION FOR THE LAST YEAR AND A HALF WE ARE HERE TO PRESENT THE LATEST DATA THAT WE HAVE AROUND CHRONICALLY ABSENT STUDENTS IN OUR DISTRICT. ACCORDING TOUR 120th DAY STARS -- NOT STARS, I'M SORRY, STARS IS THE OLD VERSION -- OUR 120th DAY

137STATE REPORTING OUR CHRONICALLY ABSENT RATE DID GO DOWN SLIGHTLY FROM 30% ON DECEMBER 20th, 2024, WHICH WAS THE 80th DAY COUNT, THE 120th DAY FELL ON HELP 12, 2025 AT 27%. AND OF COURSE IT'S GOOD NEWS, BUT AT THE SAME TIME, TOO, IF YOU RECALL THE GOAL THAT WE SET FOR US TO ACCOMPLISH WAS CUT THE RATE OF CHRONICALLY ABSENT STUDENTS BY 50%, WHICH AS A DISTRICT IT WOULD BE AT 17% FOR THE END OF THE SCHOOL YEAR. SO THERE'S STILL TIME, HOPEFULLY THAT WE ARE ABLE TO GET OUR STUDENTS TO SCHOOL MORE OFTEN, TOWARDS THE END OF THE SCHOOL YEAR AND HAVE THAT POSITIVE REPORT FOR YOU AT YOUR NEXT RETREAT. AGAIN, LIKE YOU MENTIONED, WE ARE FOCUSED ON GOAL NUMBER 6 WHICH IS ATTENDANCE AND ENGAGEMENT. PARTS THAT WE WILL COVER TODAY IN

138THE PRESENTATION TODAY ALONG WITH MY COLLEAGUE AMY AND KATHY, ARE PROGRESS WITH THE MENTORSHIP PROGRAM, WHICH REALLY PROUD OF THE WORK THAT KATHY AND HER TEAM HAVE DONE AROUND BUILDING THAT PARTNERSHIP WITH NMSU, SO SHE WILL TALK ABOUT THE ACTIVITIES THAT THEY'VE DONE AND SOME OF THE SUCCESS THAT WE'VE SEEN. NEXT IS PROACTIVE COMMUNICATION. WE KNOW THAT BEING PROACTIVE AND COMMUNICATING WITH OUR PARENTS, OUR FAMILIES, OUR STUDENTS, OUR TEACHERS, EVERYBODY, ABOUT THE IMPORTANCE OF ATTENDANCE IS SO IMPORTANT, SO WE WILL TALK A LITTLE BIT ABOUT THAT. AND COMMUNITY PARTNERSHIPS AS WELL. AND THEN NEXT WE WILL GIVE YOU A QUICK RUNDOWN OF OUR ATTENDANCE FOR SUCCESS GRANT THAT, AS YOU KNOW, WE'VE RECEIVED FOR THE LAST THREE -- TWO YEARS AND ALSO GETTING READY TO SUBMIT FOR NEXT SCHOOL YEAR. AND THEN LAST AMY WILL

139SPEAK ON STUDENT ENGAGEMENT AND SOME OF THE WORK WE ARE DOING WITH GRAD ALLIANCE AND SOME NUMBERS WE HAVE WITH GRAD ALLIANCE. I WILL GO OVER THIS AND THEN TURN IT OVER. I APOLOGIZE. HERE YOU ARE FAMILIAR WITH THIS GRAPH THAT WE SHARED WITH YOU AT THE LAST RETREAT, WHICH INDICATES THE NUMBER OF --THE RATE OF CHRONICALLY ABSENT STUDENTS BASED ON THE DIFFERENT COUNT DAYS. SO, AGAIN, THE ORANGE REPRESENTING LAST YEAR WHERE THOSE SCHOOLS ENDED, THAT'S -- OR THE THAT'S THE FIRST BAR. THE SECOND BAR IS 40th DAY, OCTOBER, 80th DAY DECEMBER AND THEN OUR LAST COUNT WHICH WAS 120th DAY ON FEBRUARY THE 12th. THAT LINE THAT YOU SEE THERE REPRESENTS THE GOAL FOR EACH SCHOOL. SO WE HAVE A DISTRICT-WIDE GOAL OF 17%, THAT'S 50% CUTTING OUR RATE BY 50% AS A DISTRICT,

140BUT WE'VE ALSO ASKED OUR SCHOOLS TO HAVE THEIR INDIVIDUAL GOALS, WHICH IS CUTTING IT BY HALF FOR THEIR PARTICULAR SCHOOL. [ INAUDIBLE ]. THAT'S CORRECT. SOME OF THEM HAVE ACTUALLY MET THAT GOAL, HOPEFULLY THEY KEEP IT UP FOR THE END OF THE SCHOOL YEAR. I DID WANT TO ADD AT THE REQUEST OF BOARD MEMBER NOLAN, VICE PRESIDENT NOLAN, WE DID ADD --IF YOU SEE THE LITTLE STAR NEXT TO, FOR EXAMPLE -- YOU HAVE THE LITTLE ASTERISK SO THAT REPRESENTS THAT THAT SCHOOL IS A COMMUNITY SCHOOL AND THEN THE BIG STAR NEXT TO IT, NMSU INTERNSHIP MENTORSHIP PROGRAM, THOSE ARE THE SCHOOLS THAT HAVE MENTORS IN THE SCHOOL. EASY VISUALIZATION TO SEE WHAT SCHOOLS PARTICIPATE IN OUR MENTORSHIP PROGRAM AND WHAT SCHOOLS ARE CONSIDERED COMMUNITY SCHOOLS --OR OUR COMMUNITY SCHOOLS. SO I WILL GIVE YOU A

141COUPLE OF MINUTES TO LOOK AT THIS AND IF YOU HAVE ANY QUESTIONS, BUT I WANT TO EMPHASIZE THAT WE DO HAVE SCHOOLS THAT AS OF RIGHT NOW HAVE MET THEIR GOAL. AND DR. LAZANO, MAY I ALSO ADD PRESIDENT CORT, MEMBERS OF THE BOARD AND --SO WHEN YOU LOOK AT THESE --THE 40th DAY, 80th DAY, 120th DAY, THE IMPORTANT PIECE OF THAT IS WHILE THOSE ARE THE REPORTING MECHANISMS TO THE STATE AS WELL TO PED WHEN THEY'RE CALCULATING CHRONIC ABSENTEEISM, IF I'M CORRECT, RIGHT, LAZANO? THAT'S EXACTLY CORRECT AND THAT'S WHY WE MOVED TOWARDS LET'S JUST REPORT WHAT WE'RE SENDING TO THE STATE AND THAT WAY WE HAVE AN ACCURATE NUMBER, RIGHT, AT THE END OF THE SCHOOL YEAR. AWESOME. >> WE SWITCHED THE WAY WE ARE PRESENTING THIS INFORMATION JUST TO ALIGN WITH WHAT'S REPORTED TO

142THE STATE. PERFECT. >> WHICH MAKES A LOT OF SENSE. IS THERE ANOTHER PAGE OF ELEMENTARY SCHOOLS? YES. THANK YOU. I'M SORRY, BOARD, WERE YOU READY TO MOVE? OKAY. LOTS ON THIS PAGE. THIS IS AWESOME. YEAH, I'M JUST LOOKING --SOME OF THE HIGHLIGHTS, MADAME CORT, THAT I SEE IS TOMBA, THEY'VE MET THEIR GOAL FOR THIS YEAR. THERE'S SEVERAL SCHOOLS --WHAT I'M LOOKING AT IS THAT ORANGE AND JUST LOOKING AT THOSE SCHOOLS -- THAT ORANGE BAR THAT IT CROSSES THE GREEN, RIGHT, WHICH IS THE GOAL FOR THOSE INDIVIDUAL SCHOOLS. AND PRESIDENT CORT, MEMBERS OF THE BOARD, AS YOU CAN SEE --WELL, HERE IN ELEMENTARY FOR THE MAJORITY OF OUR SCHOOLS THEY ARE IN THE RIGHT TRAJECTORY, RIGHT, AS FAR AS DECREASING CHRONIC ABSENTEEISM WHEN YOU LOOK AT END OF THE YEAR LAST YEAR COMPARED TO WHERE THEY

143ARE NOW. THAT'S GREAT TO SEE, AGAIN, OUR PRINCIPALS, OUR STAFF, EVERYONE WORKING HARD, OUR TEAM IN DECREASING THOSE RATES. IT'S FABULOUS. >> NEXT I WILL MOVE ON TO OUR MIDDLE SCHOOLS, WHICH, AGAIN, THE SYMBOL ON THE BOTTOM,BOTTOM, STAR SYMBOL ALSO REPRESENTS OUR MENTORSHIP PROGRAM AND OF COURSE OUR COMMUNITY SCHOOL WHICH IS LYNN MIDDLE SCHOOL, HAS A LITTLE ASTERISK. AND, AGAIN, I'M SEEING THE MAJORITY OF OUR SCHOOLS ACTUALLY MEET OR EXCEED THE GOALS THAT THEY'VE SET, 50%. AGAIN, THIS IS BASED ON THEIR END OF YEAR LAST YEAR TO WHAT WAS REPORTED FOR 120 th DAY. NOW, LOOKING AT OUR HIGH SCHOOL, AGAIN, WE HAVE THE SAME SYMBOL -- THE STAR FOR NMUC INTERNS, AT THIS TIME WE DO NOT HAVE ANY COMMUNITY SCHOOLS THAT ARE HIGH SCHOOLS AND BASED ON THIS INFORMATION WE DO SEE THAT

144MAJORITY OF OUR SCHOOLS HAVE SURPASSED THEIR GOAL FOR THIS YEAR BASED ON THE 120th DAY REPORT, WITH THE EXCEPTION OF RGPI. IS THAT CORRECT? BUT THEY'RE STILL DECREASED, WHICH IS GREAT. UH-HUH. IS IT BECAUSE THE ENROLLMENT IS SO LOW THEY ARE NOT AN INTERN MENTORSHIP PROGRAM? I DON'T KNOW. GO AHEAD AND ASK THAT QUESTION. I SAID IT BACKWARDS. DR. LAZANO, I NOTICED THE NUMBER IS HIGHER AT RGPI BUT THEN WE HAVE A SMALLER SAMPLING THERE AS WELL OF KIDS SO IT THROWS THE NUMBERS OFF, BUT THEY ARE NOT AN INTERNSHIP MENTOR PROGRAM AND MAYBE THE --MAYBE THE HIGHER NUMBERS CALL FOR THINKING ABOUT THAT. THANK YOU. THAT'S A GOOD OBSERVATION. THAT'S GOOD TO KNOW. WE WILL CONSIDER IT. LET ME CORRECT MYSELF. I THINK I WAS READING THE GRAPH BACKWARDS EARLIER. SO WHAT WE WANT

145TO SEE IS THE ORANGE LINE BELOW THE GREEN, RIGHT, BECAUSE THAT MEANS WE DON'T WANT IT TO SURPASS. SO I THINK I MISSPOKE IN THE PREVIOUS ONE. SO WE WANT THAT ORANGE LINE TO BE BELOW THE GREEN LINE FOR EACH SCHOOL. SO I APOLOGIZE ABOUT THAT. THANK YOU. THANK YOU. IT WAS INCONSISTENT FOR A WHILE. WHAT WE DID WAS, WE WERE REASSIGNED THEM TO SSA, THE LONG-TERM SUSPENSION. [ INDISCERNIBLE -LOW VOLUME ] THANK YOU. YES. YOU KNOW? RPI, 66%. THAT MEANS, 66% OF THE STUDENTS THAT ATTEND HAVE MISSED MORE THAN 10% OF THE DATES. THAT DOES NOT MEAN THAT 66% OF THE STUDENTS ARE ABSENT. I JUST, YOU KNOW, TODAY, THEY COULD HAVE 100% ATTENDANCE, THERE COULD BE NOBODY ABSENT. THESE NUMBERS , WHEN THEY GET INTO THE HANDS OF PEOPLE WHO DO NOT UNDERSTAND

146THEM, THEY ARE VERY EASILY MISCONSTRUED. MEMBER FRANK , THANK YOU. ONE OF THE THINGS THAT KATHY AND I HAVE REALLY COME TO FIND, THE STUDENT STRUGGLES IN THE BEGINNING OF THE YEAR, ONCE THEY ARE ABSENT FOR 18 DAYS, NO MATTER HOW MUCH THEY IMPROVE THEIR ATTENDANCE FOR THE REST OF THE YEAR, FOR THAT YEAR, THEY WILL ALWAYS BE IN A CHRONIC ABSENT ZONE. ONCE A KIDDO HITS THAT CHRONIC ABSENTEEISM, REGARDLESS OF THE IMPROVEMENT THEY MAKE. DOES THE DATA REFLECT THAT? IT IS THERE JUST TOO MUCH? THANK YOU FOR ASKING. ONE OF THE THINGS THAT KATHY WILL PRESENT FOR YOU, THE STUDENTS WHO ENGAGE IN MENTORSHIP, AT LEAST, THEY TRACK THEIR RATE OF ABSENTEEISM PRETTY MENTORSHIP AND POST -MENTORSHIP, WE KNOW THE PROGRESS THOSE KIDDOS ARE MAKING. THOSE NUMBERS LOOKS GOOD. >> YEAH. NEXT ITEM ,

147WE HAVE CHRONIC ABSENTEEISM BY DEMOGRAPHIC . THIS IS FROM THE LAST RETREAT, REQUESTED THE RATE , BASED ON DEMOGRAPHIC INFORMATION, WE PUT THE DIFFERENT CATEGORY AT THE BOTTOM, FIRST WE HAVE THE STUDENTS WHO ARE PART OF THE HOMELESS PROGRAM, AND OUR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. NEXT, WE HAVE THE GENDER ? GENDER, I APOLOGIZE. I WAS THINKING PROGRAM. GENDER, RACE , AND OF COURSE, RACE WAS THE LAST ONE. WHAT I WOULD LIKE TO REALLY POINT OUT ABOUT THIS GRAPH IS THAT WE ARE PRETTY PROPORTIONAL TO THE COMPOSITION OF THE SCHOOL DISTRICT, SO THERE IS NO GROUP THAT PARTICULARLY STANDS OUT, AS BEING CLINICALLY ABSENT AT HIGHER RATES THAN ANY OTHER GROUP. THE ONLY SLIGHT EXCEPTION, WE NOTICED OUR HISPANIC STUDENTS ARE CHRONICALLY ABSENT AT A RATE THAT WOULD BE SLIGHTLY HIGHER THAN A RATE WE

148WOULD EXPECT TO SEE BASED ON THE DISTRICT. WHEREAS CAUCASIAN STUDENTS, AT A SLIGHTLY LOWER RATE THEN WE WOULD EXPECT TO SEE. NOT SUPER SIGNIFICANT. OTHER THAN THAT, WE ARE ALMOST EXACTLY PROPORTIONAL TO THE COMPOSITION OF OUR DISTRICT, WHICH WAS GOOD TO SEE. THANK YOU. I WILL TURN IT OVER TO KATHY. >> SO, THIS IS A LIST OF THE SCHOOLS WE HAVE WITH THE MENTOR SHIP PROGRAMS. THIS YEAR , LAST YEAR, WE HAD SEVEN SCHOOLS. NOW WE ARE AT 27, I THINK. WE ARE STILL FOCUSED ON GINSBERG'S WORK, WHICH IS , WE ARE MISSING ONE OF THE SEVEN C'S , WHICH WAS TEAMWORK, WE ESTABLISHED THE STUDENT INTERNS, CONTRIBUTING TO THIS NOTEBOOK FOR WORKING SPECIFICALLY ON ONE OF THE SEVEN C'S , THE ACTIVITIES. IT IS A LIVING DOCUMENT. NEXT YEAR, IT WILL BE A LITTLE

149SIMPLER FOR THE INCOMING INTERNS, WE WILL HAVE AN ABUNDANCE OF INTERNS FOR THEM TO SELECT WITH THEIR INDIVIDUAL GROUPS. WE FOUND THIS YEAR, SOME OF THE INTERNS WERE ABLE TO HANDLE MORE THAN ONE GROUP OF OVERSIGHTS. THAT IS HOW WE WERE ABLE TO INCREASE WITH THE 24 STUDENTS, WE STARTED OUT WITH 24 STUDENTS. ONE OF THEM MOVED TO ALBUQUERQUE. SHE IS PART OF THE PROGRAM, SHE IS NOT PART OF OUR MENTORSHIP GROUP ANY LONGER. WHAT WE DO FIND, THE FOUNDATION OF THE MATERIALS IS WORKING WITH THE STUDENTS . THIS IS THE PERSON WE WERE TALKING ABOUT, VICTOR, ON THE FAR RIGHT. I GUESS HE IS ON MY FAR RIGHT. HE IS OUR MASTERS LEVEL IN TURN, HE WAS WORKING WITH THE RIO GRANDE, AND HE FOUND HIS PLACE. AND THEN , WE ALSO FOUND THAT

150THE SSA STUDENTS, THAT HAD BIT --BEEN SUSPENDED, THEY ARE JUST RETURNING BACK, ON THE SUSPENSION TRAIL. WE HAVE BEEN WORKING WITH REINTEGRATION, TO BE ASSISTING WITH THAT. SO THAT WE CAN MAINTAIN THAT EFFORT THAT WE PUT IN WITH THE STUDENTS TO KEEP THEM GOING ACADEMICALLY, FEELING , RE-ENGAGING WITH THE DISTRICT SCHOOLS, WE ARE HOPING TO SEE THAT, WE WILL MONITOR THOSE KIDS NEXT YEAR. WE ALSO, WHAT WE DID SEE, THERE IS A 77% INCREASE OF ENGAGEMENT , WHERE AT LEAST THEY WERE PASSING ONE CLASS OR MORE. AND THESE WERE STUDENTS THAT HAD SPRAYED F'S OR ONCE AND TO USE , WE DO SEE AN INCREASE IN 77% . GETTING THEM ENGAGED, WE DID SEE IN THE DATA, INITIALLY, STUDENTS WERE COMING ON THE DAYS THAT MENTORSHIP PROGRAMS WERE OFFERED, THEY WERE THERE EVERY WEDNESDAY OF

151THE MENTORSHIP WAS OFFERED. IT TOOK US A WHILE TO LOOK AT THAT DATA CONTINUOUSLY AND SAY, HOW DO WE GET THEM IN MORE CONSISTENTLY? THAT WAS AN EFFORT. WE DID INCREASE IT TO 82% WITH STUDENTS ACTIVELY ENGAGED IN MENTORSHIP, WHICH IS A MAJOR GAIN FOR THOSE STUDENTS. SO WE ALSO --AND THEN TO GIVE YOU AN EXAMPLE OF THE ROOT CAUSES, ACADEMIC DIFFICULTY IS AN ISSUE. WE HAVE ACKNOWLEDGED THAT IN THE OTHER PRESENTATIONS . YOU HAVE SEEN THAT ON THE LAST COUPLE OF RETREATS. AS A CONCERN WE HAVE SEEN THAT, WE HAVE NOW EMBRACED TUTORING, WITH THE MENTORSHIP, WE ARE TRYING TO BE MORE INTENTIONAL. WE MET WITH ABOUT 120 PEOPLE THAT DID OUR TRAINING WITH US, AT SAFE AND CIVIL SCHOOLS, WE GOT SOME FEEDBACK FROM STAFF, FROM ALL OF THE SCHOOLS, THAT WAS SOMETHING

152, WE WERE EMBRACING THE MENTORSHIP NOW, I THINK THEY WERE LITTLE BIT HESITANT TO LEAVE IT OVER TO THE INTERNS. THEY ARE FABULOUS. IT WAS THE GREATEST GROUP THAT WE HAVE HAD. THEY HAVE BEEN WONDERFUL. AND IT THEY ARE JUST DOING GREAT WORK WITH THE SOCIAL WORK DEPARTMENT. WHAT WE DO SEE, THAT IS AN EXAMPLE OF MIDDLE SCHOOL WRITING . THAT IS WHAT WE ARE SEEING , THEY NEED HELP. SO WE ARE WORKING ON THAT. AS WE LOOK AT THIS DATA, PRESIDENT, CORE MEMBERS OF THE BOARD, WHEN WE LOOK AT THE ROOT CAUSES, RIGHT? WHAT DO WE HEAR A LOT ? THIS CONCEPTION , HOLDING PARENTS ACCOUNTABLE, WHEN YOU LOOK AT THE ROOT CAUSES, IT THE HIGHEST WAS ACADEMIC DIFFICULTY. THIS DATA SET, SKIDS WERE MISSING SCHOOL FOR ACADEMIC DIFFICULTY. THE MENTORSHIP, THE SUPPORT, THE

153ACADEMICS OF PORT -- SUPPORT , I JUST WANTED TO POINT THAT OUT. ALSO LACK OF MOTIVATION, APATHY TOWARD EDUCATION, IT WAS NOT ONE OF THE TOP, YOU KNOW, TOP THREE. LOOKING AT THIS DATA, LOOKING AT THE ROOT CAUSES OF THIS. WE SUGGEST SOME STATEMENTS FROM SKIDS. JUST TO GIVE YOU AN EXAMPLE ON HOW THEY FEEL ABOUT THE MENTORSHIP PROGRAM IN LOOKING AT SOME OF THE TYPES OF ACTIVITIES THAT THEY DO. ONE THING THAT WE WERE NOTING, THE KIDS SOMETIMES , WE HAVE A LOT OF KIDS WHO STILL HAVE TRAUMA. THERE ARE A LOT OF STUDENTS WITH TRAUMA, OUR CLIENTELE, DEALS WITH AT HOME, INCREASED VIOLENCE IN THE HOMES. TRYING TO GET THEM OUT OF THAT SITUATION, TO GET THEM TO SCHOOL WHERE THEY CAN RELAX AND FOCUS. AND FEEL COMFORTABLE. SO, THAT WAS A REAL

154POSITIVE. EACH OF THE INTERNS HAVE COMPILED SHEETS LIKE THIS, TO GIVE US AN IDEA OF WHAT WE WILL BE SHARING WITH THE STATE, TOMORROW, ACTUALLY. AND HERE WE HAVE --AND I WOULD LIKE TO TAKE SOME TIME TO INTRODUCE TO MEMBERS OF MY TEAM, THIS IS VICTORIA GARCIA AND THIS IS BRENDA PHILLIPS. SHE DOESN'T SPEAK OUT FROM BEHIND ME. BUT THERE WERE --THEY ARE OUT THERE, THEY ARE THE ONES MONITORING INTERNS, TALKING TO ATTENDANCE TEAMS. THEY ARE JUST, THEY ARE JUST, YES, THEY ARE MAKING A MAJOR, MAJOR DIFFERENCE. AND WE HAVE LAUREL, SHE IS NOT HERE TODAY. BUT THEIR EFFORT IS WHAT IS DOING THIS. IT IS A TEAM EFFORT. AND I AM VERY PROUD OF HOW IT HAS COME TOGETHER AND THE SUPPORT THEY HAVE GIVEN THE SCHOOLS AND EVERYONE. BUT WE DO, AND WE

155HAVE BEEN, WE HAVE A LOT OF LITERATURE RIGHT NOW , WITH THE SAFE AND CIVIL SCHOOLS THAT WE WILL BE REVIEWING AND IMPLEMENTING WITH AMY AND HER TEAM, AND THAT WILL BE NEXT YEAR. AND IT WILL JUST BUILD ON THE SAFE AND CIVIL SCHOOLS TRAINING THEY HAVE HAD THIS PAST APRIL, WE ARE PREPARED TO GIVE TEACHERS INFORMATION, EVERYTHING IS ALL SET AND READY TO GO RIGHT NOW, WE SPENT THE LAST OF THE GRANT MAKING SURE THAT WE HAVE THE FLYERS, SPANISH, ENGLISH, FOR TEACHER'S CLASSROOMS, THIS YEAR , THEY COMPLETED OUR DEPARTMENT. THIS IS JUST OUR DEPARTMENT ALONE. THEY TOOK OVER. THEY HAD DONE 737 HOME VISITS, THOSE ARE THE HARDEST CASES IN THE DISTRICT. AND WE WORKED DIRECTLY WITH THE SCHOOLS , IN THE REFERRAL CLASSES, IT IS WORKING EXTREMELY WELL. OTHER SOCIAL WORKERS HELPED

156BUILD THE SYSTEM. WE HAVE A DASHBOARD, WE KNOW WHAT IS GOING ON, AS FAR AS OUR EFFORTS GO, BUT WE ARE BUILDING THAT TO THE POINT WHERE WE NEED TO KNOW WHAT THE WHOLE DISTRICT IS DOING, THE DISTRICT IS WORKING, WE ARE GOING TO EXPAND IT IN THE NEXT YEAR. AND THEN, RIGHT NOW, THE TEAM THEMSELVES, WE HAVE MET WITH SCHOOLS. AND THAT, THAT IS A GUESSTIMATE , THEY ARE IN AND OUT , SO WE ESTIMATED WITH THE ONES WITH TEAM MEETINGS, 102 MEETINGS, WITH JUST OUR TEAM TALKING WITH THEM, TRYING TO FIGURE OUT WHAT TIERS NEED TO BE WORKED ON WITH STUDENTS. SEE WHY YOU HAVE THE , WORKING WITH COMMUNICATION, HOW CAN WE BRIDGE THOSE MITIGATION GAPS , TO HELP STUDENTS AND THEIR FAMILIES? I WOULD JUST ADD, TO EXPAND A LITTLE BIT,

157ABOUT EMPHASIZING THE IMPORTANCE OF RETAINING STUDENTS IN KINDERGARTEN. ALL OF THE RESEARCH IS REALLY POINTING OUT THAT STUDENTS WHO ARE 10% OR MORE ABSENT IN KINDERGARTEN, THEN , THEY ARE OFF-TRACK FOR LEARNING , BY THIRD GRADE, THEY ARE MUCH LESS LIKELY TO READ AND DO MATH AT GRADE LEVEL, WHICH LEADS TO THE ACADEMIC FRUSTRATION, WHICH CIRCLES BACK THAT IS THE NUMBER ONE --TO THE NUMBER ONE ROOT CAUSE, THAT REASON, WE ARE TRYING TO EMPHASIZE THE IMPORTANT IN PRESCHOOL AND KINDERGARTEN TO OUR PARENTS, AND TO THE TEACHERS, AND TO EVERYBODY, THE VALUE OF BEING PRESENT EVERY DAY. IF I COULD JUST BUILD ON THAT A LITTLE BIT, SO, WE DO HAVE AMANDA BARELA, SHE WILL BE PRESENTING AT THE STATE CONFERENCE TOMORROW AND SHE HAS BEEN TRACKING KINDERGARTEN, SHE GOT THROUGH COVID, FOCUSED ON KINDERGARTEN, AND

158SHE HAS TRACKED THEM AND SHE HAS A PROCESS THAT SHE HAS IMPLEMENTED AND SHE WILL BE SHARING THAT WITH THE STATE TOMORROW AND SHE HAS SHARED WITH US, AND WE ARE TRYING TO REPLICATE IT IN DIFFERENT SCHOOLS, IN THAT PROCESS OF FINDING WHAT WORKS, WITHIN , YOU KNOW, TALKING ABOUT IT WITH THE WHOLE STATE AND BRINGING BACK MORE INFORMATION ABOUT WHAT WORKS. BUT THERE ARE SOME SIMPLE THINGS THAT THE STATE HAS FOUND THAT WORKS, THAT IS THE BEGINNING OF THE SCHOOL, THE FIRST PARENTS CONFERENCE , ACADEMIC PROGRESS, THAT FIRST PARENT MEETING , INCLUDING THE ATTENDANCE WITH IT . MY MEMORY WAS 500 HOME VISITS, WAS THAT FOR THE LAST QUARTER OF THE QUARTER BEFORE ? LAST QUARTER. >> LAST QUARTER. THIS IS ON TOP OF THAT, BRENDA, YOU AND VICTORIA ARE THE PRINCIPAL HOME VISIT

159PEOPLE, DID I HEAR THAT CORRECTLY? [ INDISCERNIBLE -MUFFLED ] OKAY, WHERE DID HE GO? YEAH. YEAH, THEY ARE AWESOME, FOR SURE. >> PRESIDENT , MEMBERS OF THE BOARD, HOW IMPORTANT THE ATTENDANCE IS, AS WE ARE GOING TO START MOVING BACK TO THE ROUNDUPS AND THOSE TYPES OF OPPORTUNITIES AROUND THE DISTRICT WHERE WE CAN INCORPORATE AND REALLY GIVE OUR PARENTS THE DATA THAT WE MENTIONED, AND THE IMPACT THAT IT HAS, WHEN KIDDOS ARE NOT CHRONICALLY ABSENT, EVEN AT THE KINDERGARTEN LEVEL. SO? I ASKED A QUESTION? OF COURSE. >> I AM CURIOUS ABOUT THIS HOME VISIT. ONE KID CAN GET MULTIPLE HOME VISITS AND ANOTHER KID MAY OR MAY NOT? YES. DOES THE SUCCESS COME FROM VISITING MORE THAN ONCE WE DEPENDING ON THE HOME ? EACH SITUATION IS VERY UNIQUE. WE HAVE SOME VERY, VERY DIFFICULT

160SPACES THAT WE WE RESERVE FREQUENTLY, WE HAVE TO REPORT FOR WELFARE CHECKS , AND WE HAVE SOME THAT ARE VERY CHALLENGING, AND [ INDISCERNIBLE ] WE TRIED TO GET THEM BACK IN, SO WE DON'T HAVE TO WITHDRAW . BEING COMPLIANT, WE REFER THEM TO JPL, THAT IS THE NEXT STEP, WE ARE TRYING TO KEEP THEM OUT OF THAT PIPELINE. DO YOU KNOW ANY OF THESE HOMES, DO THEY HAVE ANY OTHER TYPES OF VISITATIONS FROM ANY OTHER ORGANIZATION, WHETHER BPS, I DON'T KNOW? SOME ARE MORE SUPPORTIVE THAN OTHERS. SOMETIMES THE FIRE DEPARTMENT HAS A GROUP OF SOCIAL WORKERS THAT GO UP, IF THEY GO OUT, A LOT OF OUR PARENTS ARE GRANDPARENTS, OUR GUARDIANS ARE GRANDPARENTS , AND WE HAVE HAD A COUPLE OF CALLS GO TO SOCIAL WORKERS, WONDERING WHY THESE KIDS ARE NOT IN

161SCHOOL, WHEN THEY HAVE CALLED, WE KNOW EXACTLY WHO THEY ARE TALKING ABOUT. THEN WE GO BACK, AND WE FOLLOW UP, I WOULD HAVE WE HAVE NARROWED IT DOWN, THEY ARE VERY DIFFICULT, BUT MOST OF THEM, A LOT OF THE KIDS THAT WE GO OUT TO INITIALLY, THEY ARE GONE, THEY HAVE MOVED , EVERYTHING HAS BEEN MOVED, WE DO NOT KNOW WHERE THEY ARE AT, THAT IS CONCERNING TO US , BECAUSE WE DO NOT KNOW WHERE THEY LANDED AND THEY ARE KIDS. ESPECIALLY, YOU KNOW, THE HIGH SCHOOLERS ? SOMETIMES THE PARENTS, THE GUARDIANS WILL TELL US THEY ARE COUCH SURFING, THEY ARE NOT REALLY SURE WHERE THEY ARE AT, SOMEBODY CONNECTS WITH THEM AT THE SCHOOL, THAT IS A WIN FOR US, AT LEAST WE KNOW THEY ARE EATING, THERE IS A PLACE. BUT THAT IS

162WHAT HAS BEEN COMPLICATED. WE ARE FINDING A BIGGER WAY TO TRACK, THAT IS WHAT WE ARE WORKING , AS WELL. AND THAT IS A CONVERSATION THAT WE HAVE BEEN HAVING WITH THE STATE. TRACKING THROUGHOUT THE STATE , BECAUSE THEY MIGHT HAVE THROWN THEM AROUND. IT IS EXTREMELY HARD AND EMOTIONAL WORK. EVEN JUST THINKING ABOUT IT , I CANNOT IMAGINE REACHING OUT AND LETTING THEM KNOW, WE CARE, AND HOW MANY TIMES, BEFORE THEY FINALLY THINK, LIKE HEY , MAYBE SOMEBODY CARES. THE ONES THAT GET LOST, THAT MUST BE REALLY HARD. I APPRECIATE WHAT YOU DO. I FEEL LIKE YOU PROBABLY HAVE TAUGHT ME THIS BEFORE AND IT DID NOT STICK, THE AFS , I DON'T KNOW WHAT THAT MEANS. ATTENDANCE FOR SUCCESS. THANK YOU. >> ATTENDANCE FOR SUCCESS. HERE IT IS. [ LAUGHTER ] I DIDN'T

163READ IT. [ LAUGHTER ] KATHY IS GOING TO GIVE YOU UPDATES ON THIS YEAR'S GRANT AND WHAT WE HOPE TO DO IF WE ARE AWARDED THE GRANT AGAIN FOR NEXT YEAR. SO THE MAJORITY OF THE $320,000 WENT TO SALARIES, FOR THE STUDENTS. AND THE BULK OF IT WENT INTO PROFESSIONAL LEARNING. WE SENT PEOPLE TO THE CHILDREN'S INSTITUTE, THAT WAS IN APRIL, THAT WAS 30 PEOPLE, THEN WE DID THE 120 PEOPLE , WE TRAINED WITH SAFE AND CIVIL SCHOOLS, TIER ONE, TIER TWO, THAT IS FOCUSING ON WHAT YOUR CONVERSATIONS WERE IN THE PREVIOUS CONVERSATIONS ABOUT SCHOOL CLIMATE, ENGAGEMENT, FAMILY INVOLVEMENT. THOSE ARE AREAS THAT WE KNOW WERE PART OF THE SAFE AND CIVIL SCHOOL TRAINING. WE WILL STILL MOVE FORWARD WITH MORE TRAINING IN THAT AREA, IN THE COMING YEAR, THE SAFE AND CIVIL SCHOOLS. IT

164IS KIND OF PRICEY, BUT IT WAS WORTH IT. WE GOT VERY GOOD FEEDBACK . IT WAS ALL POSITIVE FROM THE STAFF MEMBERS THAT ENGAGED. THEY HAD GREAT INPUT, WHEN THEY REALIZED WHAT WE WERE DOING AND VIEWED THE PRESENTATIONS THAT WE HAD GIVEN TO THE BOARD HERE, AND TO OTHER ORGANIZATIONS, LETTING THEM KNOW WHAT OUR EFFORTS ARE, HOW IT IS WORKING, SO, THE FEEDBACK, WE WILL BE WORKING WITH THEM FOR THE NEXT GRANT , BECAUSE THEY DID HAVE SOME GREAT SUGGESTIONS. I FEEL LIKE IF IT IS GRASSROOTS, IT WILL HAPPEN. THEY SEEMED HIGHLY MOTIVATED TO PARTICIPATE, SO THAT IS GOOD , SO WE CAN MAKE A GREATER IMPACT NEXT YEAR. ALSO, ANYTHING THAT THEY WANTED [ INDISCERNIBLE ] THROUGHOUT THE SCHOOL DAY. THIS IS SOMETHING, YOU KNOW, JUST MORE INFORMATION, THE SELF-REGULATION ACTIVITIES FOR KIDS, THAT

165COPING AND THAT CONTROL IS SOMETHING WE NEED TO FOCUS ON, WE HAVE A LOT OF KIDS WITH ANXIETY. THE TRAUMA THAT THEY HAVE EXPERIENCED , IN THE PAST, YOU KNOW? THEY BRING THAT TO THE TABLE EVERY TIME THEY ARE SITTING AT THE DESK AND IT IS HARD FOR THEM TO CONCENTRATE, WE FOUND THAT, YEAH, WE WERE PURCHASING A LOT OF SENSORY TOOLS, BRACELETS , WHATEVER THEY COLLECTED, BUT THEY WERE VERY THOUGHTFUL ABOUT IT , WITH THESE PURCHASES. WE ALSO PURCHASED, IT IS LIKE , IT IS LIKE A COKE MACHINE , BUT IT IS FOR BOOKS. A BOOK VENDING MACHINE. THEY HAVE HAD THEM AT SOME SCHOOLS, ICE MACHINES, STAMP MACHINES , ANYTHING THEY COULD USE TO REWARD A BUNCH OF KIDS AT ONCE. WE ARE FINISHING UP THE MURAL PROJECT, AND THAT WILL BE DONE

166[ INDISCERNIBLE ]. THE 23rd OF MAY . SO, THAT WILL BE DONE. AND THE KIDS WORKED ON THAT, DURING THE INTERCESSION. AND THEY ARE FINISHING UP NOW , FOR THE END OF THE YEAR, THE AFTERSCHOOL PROGRAM, JUST MENTIONING IT . HOPEFULLY , THAT HAS BEEN KEEPING THEM COMING TO SCHOOL, SO THAT IS GREAT. AND THEN, LAUREL AND TWO OTHER MEMBERS OF OUR DISTRICT HAVE GOTTEN THEIR CERTIFICATION FOR THERAPY DOGS. SO WE WILL HAVE ELEMENTARY, MIDDLE SCHOOL, AND I AM NOT SURE WHAT IT IS PLANNING TO BE NEXT YEAR. BUT THE DOGS ARE CERTIFIED, THE LADIES ARE CERTIFIED, WE ARE READY TO GO AND TEST IT OUT, SO, THE DOGS WOULD BE LEARNING A LOT. AND WE WILL HAVE VERY SMART DOGS , WE ARE VERY EXCITED, THE KIDS ARE EXCITED. I THINK FOR THE ONE

167PERSON, THE KIDS ARE TAKING THE STEPS. BUT THE INTERCESSION CAMPS, WE DID NOT HAVE ANY KIDS, -- AS MANY KIDS AS WE WOULD HAVE LIKED, THE KIDS THAT DID, HAD A GOOD TIME. IT WAS ENGAGING. IN ALAMEDA, WE DID HAVE CONVERSATIONS ABOUT THEIR ACADEMICS, HOW IT WAS GOING, THE GOALS, AND HOPEFULLY WE WILL CHECK THEM AT THE END OF THE YEAR AND SEE IF THEY HAVE REACHED THEIR GOALS. AND THEN, THE NEXT GRANT , WE WILL LOOK AGAIN AT THE INTERN SALARIES, THAT TAKES, LIKE I SAID, TWO-THIRDS OF THE GRANT, WE WILL CONTINUE WITH THE MENTORSHIP. WE HAVE ALREADY HAD 28 INTERNS THAT ARE WANTING TO WORK WITH US NEXT YEAR. SEVEN. SEVEN COUNSELOR INTERNS, WE DO TRAIN THEM THREE DAYS PRIOR TO THEM GOING INTO THE BUILDINGS. WE GO OVER A LOT OF INFORMATION,

168REGARDING THE STUDENT SYSTEM , ABOUT EMPATHY, ABOUT THE SEVEN C'S AND THEY PARTICIPATE IN ACTIVITIES THAT ARE ENGAGING, THE SAME ACTIVITIES THAT WE EXPECT THEM TO USE, WITH THE KIDS, WE HAVE THEM DO THEM, TO GET TO KNOW EACH OTHER, IT IS A WHOLE PROCESS. WE HAVE DONE THIS FOR THE LAST TWO YEARS AND THE FEEDBACK THAT WE HAVE GOTTEN FROM THE SIDE INSTRUCTORS HAS BEEN POSITIVE. THEY FEEL REPAIRED, THEY CAN WALK IN, THEY CAN GO IN AND CREATE ATTENDANCE PLANS , THEY CAN ASSIST WITH COLLECTING DATA FOR THE BUILDING. WE WENT WITH THEM, TRYING TO MEET WITH THEM, NOW THE SITE IN STRUCTURES , NOW THEY KNOW WHAT THEY CAN DO, THEY WENT IN THERE, WHICH IS GREAT. SO, WE ARE AT THAT POINT NOW, MAKING SURE THAT THEY GET THE RIGHT TRAINING SO

169THEY ARE SUPPORTIVE TO THE SCHOOL ENVIRONMENT. AND THEN, PROFESSIONAL DEVELOPMENT WE WILL CONTINUE WITH THAT. WE HAVE BEEN ABLE TO OFFER ALL OF OUR SOCIAL WORKERS AND COUNSELORS AND SEE USE TO SEND THEM TO PROFESSIONAL DEVELOPMENT, THEY HAVE BEEN ABLE TO EARN [ INDISCERNIBLE ] AT SOME OF THOSE TRAININGS. SO, THAT KEEPS THEM ON TOP OF WHAT THEY NEED TO, AND LESS WORRY ABOUT FIGURING OUT WHERE DID THEY GET THE CU . FINALLY, A QUICK UPDATE FROM GRADUATION LAND, OUR DROPOUT DIMENSION PROGRAM, 267 STUDENTS ARE CURRENTLY ENROLLED, WE ALREADY HAVE HAD 40 STUDENTS SUCCESSFULLY GRADUATE HIGH SCHOOL. AND WE ANTICIPATE , BY THE END OF SUMMER SCHOOL, SO, END OF JUNE, THAT WE WILL HAVE GRADUATED 65 STUDENTS, THROUGH GRADUATION . IN ADDITION TO THAT, GRADUATION ALLIANCE HAS ADDED ANOTHER LAYER OF SUPPORT, WE ARE

170CALLING IT IN GAUGE. AND THEY HAVE EMPLOYED SOME LOCAL PEOPLE WHO GO INTO THE HIGH SCHOOLS, IN PERSON, AND WORK WITH SENIORS WHO ARE AT RISK OF NOT QUITE CROSSING THE FINISH LINE SO THE COUNSELORS HAVE PROVIDED THEM WITH A LIST OF THE SENIORS WHO ARE IN-PERSON STUDENTS AT OUR HIGH SCHOOLS THAT MAY OR MAY NOT GRADUATE ON TIME THIS MAY OR JUNE. THEY ARE GOING IN, OFFERING MENTORSHIP, TUTORING, CHECKING GRADES, CHECKING ATTENDANCE, AND ALSO, GRADUATION OFFERS TO THOSE STUDENTS, IF IT IS BEST FOR THEM AND THEIR PERSONAL KIND OF POPULATED GRADUATION DID EVEN THOUGH THEY ARE NOT ONLINE GRADUATION ALLIANCE STUDENTS, THOSE KIDDOS CAN TAKE UP TO THREE CLASSES IN THE GRADUATION ALLIANCE PLATFORM, FOR CREDIT RECOVERY, TO HELP THEM COMPLETE THEIR DEGREE THIS YEAR, SO, IT IS A NEW LAYER OF SUPPORT THAT

171THEY JUST ADDED. WE WILL STAND FOR ANY QUESTIONS? THANK YOU ALL SO MUCH, THAT WAS A GREAT PRESENTATION WITH A LOT OF GREAT INFORMATION. WHERE DOES THE GRANT COME FROM? WHO IS GIVING US THE MONEY FOR THIS VERY BENEFICIAL PROGRAM? PRESIDENT CORT, BOARD MEMBER FRANK , IT IS THE LEGISLATION FUNDING EACH YEAR, THEY DID APPROVE THIS YEAR TO CONTINUE FUNDING TO THE DEPARTMENT, AND THEY PUT OUT A CALL FOR THE DISTRICT TO SUPPORT A PROPOSAL. THANKS. >> THANK YOU. ANY OTHERS? AWESOME PRESENTATION. THANK YOU SO MUCH FOR ALL OF YOUR HARD WORK AND ALL THAT YOU DO FOR OUR STUDENTS, YOU ARE ALL AMAZING. THANK YOU, HAVE A GOOD DAY. AND NOW, WE WILL MOVE TO ARTICLES 5 AND SIX, THE COMMUNICATIONS UPDATE. [ INDISCERNIBLE ] SHE DID PROVIDE SOME INFORMATION THAT IS PERTINENT TO

172THIS PRESENTATION WITH REGARDS TO PARENT ENGAGEMENT. IT IS NOT MEANT TO BE A MEMO. IT IS REALLY JUST INFORMATION, FOR THE BOARD TO HAVE, THAT IS ALIGNED, WHEN YOU THINK ABOUT THE PARENT ENGAGEMENT PIECE OF THAT, THE COMPONENTS THAT ARE ALIGNED. THANK YOU. APPRECIATE THAT. >> SPACK YOU HAVE PEOPLE ON EITHER SIDE. THIS IS EXCITING. SPACK TEAMWORK MAKES THE DREAM WORK. GOOD AFTERNOON, MADAME CLERK, MEMBERS OF THE BOARD. WITH ME, I HAVE MELISSA NOLAN WHO IS PART OF THE I/O TEAM. WE ARE EXCITED TO BE ABLE TO PRESENT. THEY ACTUALLY HELP DO THE WORK AND GET THE INFORMATION OUT TO THE DISTRICT. THEY ARE HERE IN CASE WE HAVE ANY QUESTIONS. AGAIN, THANK YOU FOR ALLOWING US TO PRESENT TO YOU. TODAY, WE ARE GOING TO SPEAK TO A FEW DIFFERENT POINTS. PARENT SQUARE, YOU

173RECEIVED INFORMATION . THESE ARE JUST INFORMATION PAMPHLETS. THE FIRST ONE IS TO BE IN ALIGNMENT WITH --BEFORE WE GET STARTED WITH PARENTAL INVOLVEMENT AND ENGAGEMENT WHICH IS PART OF OUR FOCUS AT THE DISTRICT LEVEL AND HOW DO WE SPEAK TO IT AND THEN I WILL SPEAK TO THE POINTS OF HOW WE CAN SUPPORT PARENTS TOWARD THE END. THAT JUST GIVES YOU SOME READING MATERIAL FOR LATER. THEN, I MAY SPEAK TO THE USE AS WE GO ALONG. WE ARE HERE TO PRESENT A TWO WAY COMMUNICATION, SPECIFICALLY PARENT SQUARE. NEXT SLIDE, PLEASE. WHAT IS PARENT SQUARE? I PROVIDED YOU ALL AN INFORMATIONAL SHEET RIGHT HERE THAT GIVES SOME ADDITIONAL INFORMATION BUT ESSENTIALLY, WHAT IT IS IS PARENT SQUARE SPEAKS TO A WAY THAT CAN BE UNIVERSALLY DEPLOYED THROUGHOUT THE DISTRICT IN ORDER TO ENGAGE PARENTAL ENGAGEMENT AND

174COMMUNICATION. IT IS A TOOL THAT HAS BEEN TRIED AND TRUE IN DISTRICTS ACROSS THE NATION AND WE HAVE PILOTED, AT LAST COUNT, 14 OF OUR 39 SCHOOLS UTILIZING PARENT SQUARE TRANSITIONING FROM A VARIETY OF OTHER DIFFERENT FORMS OF COMMUNICATION THAT WE WERE UTILIZED THROUGHOUT THE DISTRICT. WE HAVE VARIOUS DIFFERENT APPS DEPENDING ON WHAT SCHOOL AND WHAT GRADE BUT WHAT WE ARE WORKING TOWARD IS TO BE PARENT AND COMMUNITY FRIENDLY IN THE SENSE THAT IF YOU HAVE STUDENTS WHO ARE ATTENDING MULTIPLE SCHOOLS, ESPECIALLY WITH THE SITUATION WHERE WE HAD TO REDRAW THE LINES AND STUDENTS ARE HAVING TO BE REZONED, WE HAVE A SITUATION WHERE A KINDERGARTNER MAY BE AT ONE SCHOOL AND A FIFTH GRADER IN THE SAME FAMILY IS IN ANOTHER SCHOOL. THROUGH THE TECHNOLOGY DEPARTMENT, WE ARE LOOKING AT WAYS TO REALLY CREATE

175A COMPREHENSIVE APPROACH TO PARENTAL INVOLVEMENT AND ENGAGEMENT IN WEBSITES TO THIS PARTICULAR SITUATION TODAY IN TERMS OF PARENT SQUARE. PARENT SQUARE, AS IT STANDS, IS A WAY FOR US TO INTEGRATE COMMUNICATION. IT IS A WAY WHERE IF YOU HAVE A CHILD THAT ONE SCHOOL AND ANOTHER SCHOOL, THAT YOU ARE RECEIVING INFORMATION IN ONE PLATFORM. ITS PRIMARY FUNCTION IS TO HAVE SECURE COMMUNICATION BETWEEN THE SCHOOL DISTRICT AND FAMILIES WHERE WE ARE ABLE TO SEND OUT DISTRICT INFORMATION WITH SEVERAL CHANNELS THAT EXIST HERE IN LAS CRUCES PUBLIC SCHOOLS, IT IS A WAY TO BE ABLE TO GET TO YOUR PARENTSQUARE REPRESENTATIVE AT YOUR SITE AND TO SEND OUT INFORMATION, DEPLOY IMPORTANT, RELEVANT INFORMATION THAT PARENTS MAY WANT TO BE INFORMED ABOUT. AS YOU CAN SEE, THERE ARE FORMS AND PERMISSION SLIPS THAT CAN BE SENT, APPOINTMENT SIGN-UPS

176CAN BE DONE THROUGH PARENTSQUARE . IT IS ALL IN A MORE SECURE SPACE WITH SOME OF THE OTHER APPS THAT ARE BEING USED IN VARIOUS DIFFERENT SCHOOLS AS WELL AS BEING ABLE TO DO VOICE CALLS. THERE IS A FEATURE --IT IS MY UNDERSTANDING THAT INDIVIDUAL TEACHERS WILL BE ABLE TO COMMUNICATE DIRECTLY THROUGH PHONE CALLS BUT NOT HAVE TO GIVE THEIR PERSONAL PHONE NUMBER AND BE ABLE TO TALK WITH PARENTS IF THEY HAVE THAT OPEN COMMUNICATION AND THINGS OF THAT NATURE. IF YOU LOOK AT THE SHEET THAT TALKS ABOUT PARENTAL INVOLVEMENT, IT HAS PARENTAL INVOLVEMENT AS THE SUBJECT. I SIMPLY SHARE THIS WITH YOU BECAUSE AS A DR. OF EDUCATION, I THINK IT IS IMPORTANT AND RELEVANT TO SHARE THIS INFORMATION THAT WE ALL KNOW BUT TO BE ABLE TO HAVE THE SOURCES TO BE ABLE

177TO CITE KNOWING THAT IMPORTANT --PARENTAL INVOLVEMENT IS IMPORTANT FOR STUDENT SUCCESS. IT CAN IMPROVE ACADEMIC PERFORMANCE IF WE HAVE ASSIGNMENTS, THESE THINGS GO THROUGH PARENTSQUARE. I DON'T WANT TO PROVIDE A LESSON BUT I WANTED TO PROVIDE A RESOURCE. IF YOU HAVE COMMUNITY MEMBERS THE TALKING POINTS AND RESEARCH THAT WILL SUPPORT WHY WE ARE GOING TO ONE UNIVERSAL MECHANISM TO COMMUNICATE WITH FAMILIES. ANOTHER REALLY RELEVANT TOPIC IS THAT OFTEN TIMES WE TRY AND CORRELATE STUDENTS LAGGING ACADEMICALLY TO THE LACK OF PARENTAL INVOLVEMENT AND ENGAGEMENT. I HAVE SEEN THROUGH RESEARCH AND THROUGH PRACTICE THAT OFTEN TIMES IT IS MISCONSTRUED PARENTS DON'T CARE OR THE PARENTS DON'T WANT TO ENGAGE AND AS A RESULT THEIR CHILDREN ARE NOT SUCCEEDING. THAT IS A MISNOMER SO I PROVIDED THE SECOND SHEET THAT TALKS ABOUT LATINO PARENTS SPECIFICALLY AND BASICALLY BECAUSE

178OUR DEMOGRAPHICS ARE CLOSE TO 80% THE STUDENTS ARE LATINO STUDENTS. THIS, AGAIN, IS TALKING POINTS FOR YOU ALL THAT YOU ALREADY KNOW BUT I WANTED TO PROVIDE YOU THE RESEARCH THAT WILL TELL YOU THAT PARENTS TRUST SCHOOLS AND THEY ARE ENGAGED WITH SCHOOLS WHEN THEY ARE INVITED AND HAVE BEEN COMMUNICATED TO THEM AND THE SPACE IS OPEN FOR THEM TO BE ABLE TO PROVIDE ADDITIONAL LESSONS OR TO DO THINGS. A LOT OF LATINO CULTURES RELY ON THE SCHOOL DISTRICT WRITING GUIDANCE AND REALLY LEANING IN THAT WE ARE GIVING THEM THE Q. PARENT SQUARES ARE THAT. WHEN WE NEED PARENTS TO SHOW UP TO SCHOOL, WE NEED TO BE ABLE TO COMMUNICATE. AGAIN, JUST PROVIDING YOU SOME TALKING POINTS IN ORDER TO BE ABLE TO TALK TO CONSTITUENTS OR OTHERS AS TO WHY WE ARE GOING

179TO WANT A SYSTEM. NEXT SLIDE, PLEASE. I WILL GO AHEAD AND LET NOLAN TALK BRIEFLY ABOUT HOW WE HAVE GONE THROUGH THAT TIMELINE HERE IN LAS CRUCES. 'S BACK WHAT YOU HAVE BEFORE YOU, MEMBERS OF THE BOARD, IS THE PARENT SQUARE TIMELINE TO ROLLOUT. WE ARE GOING TO GO BACK IN TIME AND SEE HOW THE ROLLOUT HAS BEEN IMPLEMENTED IN THE DISTRICT AS WE LOOK AT THIS. THE INTRODUCTION BEGINNING IN JANUARY OF THIS SCHOOL YEAR, 25 IN FEBRUARY IS WHERE THERE WAS A ROLLOUT TO THE PRINCIPLES AND --PRINCIPALS AND THE EARLY ADOPTERS OF THE PROGRAM. THAT IS BASICALLY MAKING THEM AWARE OF IT AND GOING OVER THE FEATURES, THE DIFFERENT COMPONENTS OF IT, DOING THE SETUP. THERE IS A LOT OF DATA IN TERMS OF WHAT NEEDS TO BE SET UP IN TERMS OF THE

180PROGRAM, MAKING SURE ALL OF THAT IS SET UP AND MAKING SURE THAT THE PARENTS AND --PARENTS ARE ACTUALLY REACHABLE THROUGH THE COMMUNICATION SYSTEM THAT MAKES SURE THE COMMUNICATION SYSTEM IS UP-TO-DATE WITH PARENT PHONE NUMBERS AND THINGS LIKE. IN FEBRUARY, WE HAD THE LAUNCH OF THE SEVEN EARLY ADOPTERS AND THAT WAS GOING THROUGH CONTINUING THE SETUP AND MAKING SURE THERE WAS A LAUNCH THERE. IN THE SPRING, THAT HAS BEEN EVOLVING FROM THAT ADOPTION. WE ARE MAKING SURE THAT THERE IS ENGAGEMENT, MAKING SURE THAT THEY ARE AWARE OF IT, USING IT, LOOKING AT THE DIFFERENT FEATURES, ANSWERING QUESTIONS. ARE THERE ANY CHALLENGES WE ARE FACING WITH THE PRODUCT? WE TALK WITH THE VENDOR ON A BIWEEKLY BASIS SO THAT THAT WAY WE CAN MAKE SURE THAT , AS WE ROLL IT OUT FOR THE SCHOOL DISTRICT, WE

181HAVE ALREADY ANSWERED SOME OF THOSE QUESTIONS. SO, WE HAVE ALSO ADDED IN THAT TIME, SEVEN ADDITIONAL ADOPTERS. WE ARE A 14 OF 41 SITES. WE ARE DOING THAT CONTINUOUS ROLLOUT OF THEM SO THAT THEY CAN START TEACHING THE STAFF THERE IN TERMS OF HOW TO USE THE PROGRAM. THAT IS GOING TO BE A TRICKY PART FOR US. OBVIOUSLY WITH THE END OF THE SCHOOL YEAR COMING UP NOW AND THE BEGINNING OF THE SCHOOL YEAR, WE ARE TRYING TO MAKE SURE THAT PEOPLE ARE AWARE OF IT BECAUSE WE KNOW IT WILL TAKE SOME ADOPTION AT THE END OF THIS YEAR AS WELL AS THE PROFESSIONAL DEVELOPMENT AT THE BEGINNING OF THE NEXT SCHOOL YEAR. THE GOAL IS BY JULY TO BE FULLY ADOPTED WITH ALL OF THE DATA ROLLOUT AND THEN WE WILL REENGAGE ADMINISTRATION AND

182TEACHERS AND STAFF AT THE END OF THIS YEAR AS WELL AS AT THE BEGINNING OF NEXT SCHOOL YEAR. GREAT. THANK YOU. NEXT SLIDE, PLEASE. ALL RIGHT. I AM GOING TO LEAN TO THIS SITE BECAUSE SHE DEALS A LOT WITH THIS.'S BACK RIGHT NOW, WHERE WE ARE IS WE HAVE 14 EARLY ADOPTER SCHOOLS AS OF APRIL 2025. WE ALSO ADDED COMMUNITY SCHOOLS WHICH IS THE COMMUNITY SCHOOL LIAISONS THAT HELP FAMILIES KNOW THEIR ENGLISH CLASSES OR THEIR PARENTAL PROGRAMS THAT THEY HAVE AS WELL AS MIGRANT SERVICES THROUGH FEDERAL PROGRAMS. WE HAVE ADDED THEM ON SO THAT THEY CAN START COMMUNICATING WITH THEIR FAMILIES, WHETHER THEY ARE ACTUAL STUDENTS OF THE DISTRICT OR STUDENTS THAT WE SERVICE THROUGH MY GRANT THAT WE BRING IN AS SERVICES. WE HAVE ALSO TRAINED -- EVERY SCHOOL HAS A PARENT SQUARE CHAMPION,

183AS WE CALL THEM. THEY ARE THE POINT OF CONTACT. WE HAVE TRAINED THEM AND CREATED GUIDES WITH THEM. WE HAVE ZOOMED WITH THEM. THEY ARE THE POINT OF CONTACT WITH US AND THEIR TEACHERS AND ANY ISSUES THAT TEACHERS ARE HAVING OR HICCUPS, TEACHERS BRING IT TO THAT CHAMPION AND THE CHAMPION WILL BRING IT TO OUR DEPARTMENT. LIKE NOLAN MENTIONED, WE MEET WITH THE COMPANY EVERY TWO WEEKS SO WE BRING THAT BACK SO THAT WE CAN CLEAR UP THOSE HICCUPS AND GET IT BACK TO THE SCHOOL SO THAT THEY ARE USING IT EFFICIENTLY. EVERYTHING WAS SET UP VIA OUR DEPARTMENT BUT AS FAR AS INVITATIONS, INVITING PARENTS, INVITING STAFF, THAT IS SET THROUGH THE CHAMPION WHICH THEY ARE TRAINED ON. ALL THEY HAVE TO DO IS CLICK A BUTTON AND A PARENT GETS AN EMAIL TO

184CREATE THEIR ACCOUNT. THEN, STAFF, WE ALL JUST OPEN UP THE SECTIONS AND EVERYTHING IS BASED OFF OF THEIR SECTIONS. THAT IS HOW THEY CAN COMMUNICATE WITH THEIR PARENTS AND THEIR STUDENT. EVERYTHING HAS BEEN SET UP. EVERYTHING HAS BEEN ROLLED OUT. ONCE WE CONTINUE BRINGING ON MORE SCHOOLS OR ONCE WE ARE READY TO BRING ON THE WHOLE DISTRICT, WE WILL FLIP A SWITCH AND EVERYBODY WILL BE READY TO USE IT EFFECTIVELY AND EFFICIENTLY.'S BACK NEXT SLIDE, PLEASE.'S BACK THIS DEFINITELY IS A TWO-WAY COMMUNICATION. PARENTS CAN COMMUNICATE BACK WITH THE SCHOOL. THE SCHOOL CAN COMMUNICATE WITH PARENTS. YOU CAN DO MASS COMMUNICATION OR INDIVIDUAL COMMUNICATION. I HAVE ALREADY RECEIVED A REQUEST FOR US TO START LOOKING INTO WHETHER OR NOT WE CAN INTEGRATE THE PHONE CALL TEACHER BECAUSE THEY FEEL LIKE THAT WOULD HELP WITH THEIR PRIVACY

185AND HAVING TO USE THEIR PERSONAL CELL PHONE. THAT IS SOMETHING WE ARE CURRENTLY RESEARCHING AND FIGURING OUT WHETHER OR NOT THAT FITS WITHIN OUR CURRENT BUDGET AND THINGS THAT WE CAN IMPROVE PARENTAL INVOLVEMENT AND ENGAGEMENT. NEXT SLIDE, PLEASE.'S BACK ALL RIGHT. YOU HAVE IT HERE. DATA USAGE AND IMPLEMENTATION. AGAIN, WE HAVE 24,000 STUDENTS IN THE DISTRICT, 4000 STAFF AND TEACHERS, AN ESTIMATED 21,000 PARENTS AND WE ARE VERY CONFIDENT WE WILL GET TO AT LEAST 99% OF OUR STUDENTS AND FAMILIES THROUGH THIS FORM OF PARENTAL ENGAGEMENT AND INVOLVEMENT IN TERMS OF SENDING CRITICAL AND IMPORTANT INFORMATION. AS YOU HEARD PREVIOUSLY, WE ARE NOT AT 100% USAGE YET BUT THAT IS THE ULTIMATE GOAL.'S BACK OVERALL IMPLEMENTATION OF AT LEAST SEVEN EARLY ADOPTERS PLUS THE ORIGINAL SEVEN IS WE HAVE HAD 10 FEATURES OF THE SYSTEM UTILIZED.

186YOU CAN SEE ON THE BULLETED POINTS WHERE THERE IS ENGAGEMENT BETWEEN PARENTS AND THE SCHOOL ITSELF. THE DIFFERENT FEATURES COULD BE A CALENDAR INVITE. ONE OF THE BENEFITS OF THE PROGRAM IS THAT IF YOU SCHEDULE AN EVENT, IT WILL SEND BOTH THE PARENTS A REMINDER AND THE SCHOOL A REMINDER. IT CONSTANTLY KEEPS YOU UP TO DATE AND EVERYONE KNOWS WITH PARENTS OF MULTIPLE CHILDREN AND A LOT OF BUSY SCHEDULES AND THINGS LIKE THAT, THIS APP PUTS ALL OF THAT IN ONE PLACE. IT HAS DIFFERENT FEATURES. WE TALKED ABOUT THE DIRECT MESSAGES, THAT IS THE MAIN ONE BUT THERE ARE THINGS SUCH AS FORMS AND PERMISSION SLIPS. NO LONGER ARE WE HAVING TO SEND THOSE THINGS IN A BACKPACK, THEY CAN BE DONE THROUGH THE APP ITSELF. YOU CAN GET PARENTAL ENGAGEMENT THROUGH POLES OF ASKING

187WHAT IS GOING ON IN THE SCHOOL CLIMATE OR THE NATURE. YOU CAN GET QUICK FEEDBACK OF WHAT IS HAPPENING WITH DIFFERENT EVENTS. AS WE MENTIONED BEFORE, THE VIRTUAL PHONE, IT IS SIMILAR TO GOOGLE VOICE WHERE IT HAS THE NUMBER. THAT IS A FEATURE WE ARE LOOKING TO GET AND IMPLEMENT THERE AND AS FAR AS COMMUNICATION GOES, THERE ARE TWO DIFFERENT TYPES OF PROGRAM THAT IS SET WITH THE APP. PARENTS ARE ASKING, DO I HAVE TO DOWNLOAD THE APP? THE ANSWER IS NO. THAT IS THE REGISTRATION VERSUS NOTIFICATION. 100% OUR PARENTS WILL RECEIVE A NOTIFICATION REGARDING SOMETHING BUT IN TERMS OF THEM WANTING TO SIGN UP FOR THAT THEMSELVES, IN TERMS OF WANTING THE APP AND REGISTERING IT, THAT IS THEMSELVES. ALSO, INTERNAL DISTRICT COMMUNICATION, ALL OF THAT IS ALL-ENCOMPASSING OF THE PROGRAM, MAKING SURE THAT

188WE ARE ALL COMMUNICATING. ALL RIGHT. SO, FUTURE OUTLOOK AND NEXT STEPS. IT IS JUST GETTING ALL THE REST OF THE SCHOOLS THAT ARE NOT ON BOARD RIGHT NOW, GETTING THEM TRAINED, FINDING THEM A CHAMPION AT EACH SITE TO BE THAT POINT OF CONTACT SO THAT WE CAN START GETTING THEM FAMILIAR WITH PARENT SQUARE, LOOKING AT HOW THE SYSTEM IS RAN, GETTING THEIR TEACHERS INVOLVED UNTIL THEY ARE COMPLETELY READY TO START COMMUNICATING WITH PARENTS, ALLOWING THEM ENOUGH TIME TO, IF THEY HAVE ANY HICCUPS OR CHALLENGES, GET BACK TO US SO WE CAN HELP THEM BEFORE THEY GO ON SUMMER BREAK, BEFORE SCHOOL STARTS SO THEY ARE ABLE TO START USING IT WHEN SCHOOL STARTS SO IT IS NOT CRAZY FOR THEM. I DON'T KNOW IF THAT IS THE APPROPRIATE WORD BUT WE WANT TO MAKE SURE

189IT IS AN EASY IMPLEMENTATION FOR THE OTHER SCHOOLS THAT HAVE NOT YET STARTED. WE WILL CONTINUOUSLY WORK WITH THE SCHOOL'S TRAINING THEM AND ASSISTING THEM AND SUPPORTING THEM IN ANY WAY WE CAN. ULTIMATELY, JUST TO FEED OFF OF THAT WITH WHAT MELISSA IS SAYING, FIDELITY WITH ANY PROGRAM IS IMPORTANT AND THAT IS ONE OF THE THINGS THAT WE WANT TO ENFORCE HERE AS WE ROLL IT OUT. IT IS NOT GOING TO BE SOMETHING THAT WE LET OFF THE TABLE AND NOT FORGET ABOUT. WE WANT TO CONTINUE TO BUILD THE ENGAGEMENT OF BOTH STAFF AND PARENTS AS WE UTILIZE THE PROGRAMS. WE ARE GOING TO LOOK AT ANY CHALLENGES AND GET THAT BACK COLLECTION FROM OUR SHAREHOLDERS AND PASS ON THE BEST PRACTICES FROM DIFFERENT SCHOOLS SO THAT WE CAN LEARN HOW TO BETTER USE THE

190PROGRAM. AS YOU CAN SEE, IT WILL CONTINUOUSLY PROVIDE US LIVE DATA AS TO USAGE, LIABILITY, TRULY GIVING AND STRUCTURAL LEADERS LIVE DATA TO MAKE INFORMED DATA-DRIVEN DECISION-MAKING WHEN IT COMES TO PARENTAL INVOLVEMENT AND ENGAGEMENT . IF THEY ARE SEEING SOME OF THESE THINGS ARE NOT UTILIZED APPROPRIATELY, THEY CAN REACH OUT IN THE APPROPRIATE WAY AND SAY HOW CAN WE HELP YOU? CAN WE PROVIDE YOU MENTORSHIP, SUPPORT, HOW CAN WE HELP YOU SO THAT YOU RECEIVE INFORMATION TIMELY. AS YOU CAN SEE, THIS IS A REALLY ROBUST SYSTEM. IT HAS OTHER FEATURES. WE HAVEN'T TRULY ENGAGED EVERYTHING PARENTSQUARE HAS TO OFFER BUT PILOTING IT ALLOWED US TO BE ABLE TO WORK OUT SOME OF THE HICCUPS, TO BE ABLE TO CREATE A SYSTEM THAT IS MORE SEAMLESS, TAILORED TO LAS CRUCES PUBLIC SCHOOLS BECAUSE EVERY DISTRICT HAS

191ITS OWN NEEDS AND ITS OWN AUDIENCE AND LISTENING TO HOW WE CAN BETTER INFORM PARENTS SO THAT WE HAVE LESS FRUSTRATION WHEN WE ARE TRYING TO GET CRITICAL INFORMATION OUT ABOUT IMMUNIZATIONS OR REGISTRATION OR ANY OF THOSE IMPORTANT ELEMENTS THAT WE CAN USE THIS TOOL AND IT IS USED UNIVERSALLY SO THAT PARENTS ARE LOOKING LIKE ME TO ATTEND DIFFERENT APPS TO FIGURE OUT WHAT IS GOING ON . THAT CAN GET VERY CONFUSING TO PARENTS. WE THINK THIS IS A REALLY GREAT APPLICATION. IT WAS ADOPTED PRIOR TO ME BEING HERE SO I LEAN ON MY TEAM TO HELP GUIDE CONTEXT SINCE THEY WERE HERE PRIOR TO ME JOINING THE DISTRICT. THEY WERE PART OF THE EARLY ADOPTION OF THIS PROGRAM AND ITS UTILIZATION AT THE GROUND LEVEL WORKING WITH REGISTRARS AND PRINCIPALS BUT SO FAR, IT

192SEEMS LIKE IT IS AN EFFECTIVE TOOL AND WE WILL CONTINUE TO COLLECT DATA FROM OUR INSTRUCTIONAL LEADERS, PRINCIPALS AND OTHER DISTRICT PERSONNEL TO SEE IF THERE IS ANYTHING ELSE WE NEED. AS A PREVIOUSLY MENTIONED, THE PARTS THAT WE WILL TRY TO ADD IN IS THE ELEMENTS OF THE PHONE CALLS TO HELP REALLY SUPPORT OUR TEACHERS IN THAT WAY. AGAIN, HOW ARE STUDENTS AND PARENTS INVITED TO USE PARENTSQUARE? JUST LOOPING BACK, THEY SHARED WITH YOU THE DIFFERENT WAYS AT WHICH PARENTS ARE BEING ENGAGED, THE REMINDERS ARE BEING SENT. THE REACH BACK TO MAKE SURE THAT THEY KNOW THAT THEY HAVE CHOICES WHEN IT COMES TO JOINING PARENTSQUARE, WHETHER OR NOT THEY DOWNLOAD THE WHOLE APP OR WHETHER OR NOT THE DISTRICT USES THE NOTIFICATIONS. MAYBE THEY DON'T HAVE A PHONE THAT IS SMART AND CAN HOLD

193BACK CAPACITY FOR THAT ADDITIONAL APPLICATION. HOWEVER, THEY WILL STILL RECEIVE NOTIFICATIONS. WHAT IF A PARENT OR STUDENT DOES NOT REGISTER AS PREVIOUSLY MENTIONED LIKE EMAIL AND STUFF LIKE THAT? THEY WILL RECEIVE A NOTIFICATION. WE ANTICIPATE THAT WE WILL HAVE EVERYONE ON BOARD FOR THE FALL. WE STILL DON'T KNOW WHAT WILL HAPPEN IN THAT RESPECT BUT WE DEFINITELY HOPE TO GET EVERYBODY ON BOARD. WITH THAT, WE STAND WITH ANY QUESTIONS THAT YOU MIGHT HAVE. I'M GOING TO TURN THE MICROPHONE OVER TO SUPERINTENDENT RUIZ. THANK YOU MEMBERS OF THE BOARD AND THANK YOU TO THE TEAM. A COUPLE OF THINGS I WANTED TO ASK ABOUT THIS. BACK TO THE CONSISTENCY, WHEN WE HAVE ONE COMMUNICATION TOOL AND THAT HELPS US AS A CENTRAL LEADER BUT ALSO TO BE SUPPORT. THE OTHER IMPORTANT PIECE OF THIS IS ALSO

194THE LANGUAGE COMPONENT. IT HAS MULTIPLE LANGUAGES TO SUPPORT OUR PARENTS. I AM NOT SURE HOW MANY LANGUAGES BUT I KNOW IT HAS MANY LANGUAGES SO IT WILL HELP OUR PARENTS BE ABLE TO COMMUNICATE AND REALLY OPEN THOSE AVENUES OF COMMUNICATION ACROSS EVERY DISTRICT. WE HAVE SEVEN OF THE DIFFERENT LANGUAGES ACTIVATED AT THIS CURRENT TIME. BOARD MEMBERS, ANY QUESTIONS? I DO. OKAY. >> THIS IS NO JUDGMENT BUT I THINK WE HAD A MEETING RECENTLY ON OUR ENROLLMENT DECLINING. THE STUDENT ENROLLMENT THAT WE HAVE HERE, I AM GETTING DIFFERENT FIGURES. ON ONE PAPER IT IS 23,400. THE SLIDE SAID 24,000 AND THEN IT WAS 22,800 --IF WE COULD ALL UPDATE IT ONE NUMBER.'S BACK ABSOLUTELY. THIS IS BECOMING INCLUSIVE WITH THE FEDERAL GOVERNMENT REPORTING DATA SYSTEM THAT PROVIDES WHAT WE HAVE BEEN REPORTING. IT IS NOT LIVE

195DATA. IT IS NOT ME BEING ALL-INCLUSIVE OF WHAT IT DOES WHEN WE PURCHASED THE PROGRAM AND ALSO INCORPORATING SOME OF THE MIGRANT STUDENTS AND OTHER SERVICES THAT WE PROVIDE IN THE DISTRICT THAT MAY OR MAY NOT ALSO BE ENROLLED IN ONE OF THE 41 LITERAL BRICK-AND-MORTAR SCHOOLS.'S BACK ARE THEY INCLUDING OUR ENROLLMENT NUMBERS FOR MIGRANT STUDENTS? NOT ALL THAT WE HAVE A MIGRANT PROGRAM AND THE BIG SUPPORT ACROSS THE DISTRICT --I'M SORRY, ACROSS THE STATE. WE DO HAVE SOME MIGRANT STUDENTS BUT NOT ALL OF THEM ARE COUNTED TOWARD THIS. WE WILL CERTAINLY ALIGN AND MAKE SURE WE ARE ALL USING THE SAME NUMBER. IT IS NOT A PROBLEM. WE WOULD BE MORE THAN HAPPY TO DO THAT.'S BACK I AM -- THAT. I AM WONDERING IF THIS IS PHASING OUT OR REPLACING TOUCH? WE ARE

196REPLACING EVERYTHING BUT THE KINDERGARTEN LEVEL. WHEN STUDENTS DO X, Y, Z, STUDENTS GET THE POINTS AND THE TEACHERS HAVE INTEGRATED POSITIVE BEHAVIOR REWARD SYSTEMS FOR THAT BUT OUTSIDE OF THAT, THIS IS SUPPOSED TO PHASE OUT ALL OF THE OTHER COMMUNICATION MECHANISMS AND STANDARDIZE. SO THE ONE I AM FAMILIAR WITH WOULD BE CLASSED DOJO, REMIND, BAND, CANVAS? CANVAS IS NOT A COMMUNICATION MESSAGE. COURSES, IT IS A COURSE SHELF . AS TEACHERS HAVE TEACHER GENERATED COURSES, THEY GO INTO THIS SHELF JUST LIKE YOU WOULD A UNIVERSITY COURSE AND THEY PROVIDE THE CURRICULUM, THE INSTRUCTION, THE MODULES, THINGS LIKE THAT AND IN IT IT DOES HAVE A CLASS MESSAGE SYSTEM BUT IT WOULD BE THE SAME AS IF I WAS IN A BRICK-AND-MORTAR CLASSROOM AND I AS A TEACHER WALKED UP AND SAID LET'S WORK ON THIS, THIS,

197THIS. IT WOULD NOT BE LIKE SEND OUT TO YOUR PARENTS AND THE REST OF THE WORLD. IT WOULD BE AN IN CLASS MESSAGE WHERE I NEED YOU TO CORRECT X, Y, Z. IT WOULD ALLOW THE STUDENT TO COMMUNICATE WITH THE TEACHER WHO WAS MAKING THE INSTRUCTION. FROM A PARENT POINT OF VIEW, IT USUALLY MESSAGES TOO THE STUDENT OR TO MY DAUGHTER AND LET'S SAY THEY GRADED SOMETHING OR YOU HAD FEEDBACK AND AS A PARENT, I CAN SEE THAT INFORMATION TO MAKE SURE THAT MY STUDENT IS LOOKING AT IT AS WELL. THEY MAY OR MAY NOT BE GETTING THAT FEEDBACK AND I WOULD ALSO SAY WHEN I NEED TO REACH OUT TO A TEACHER AND I HAVE BEEN HERE FOR A WHILE AND I AM IN THIS POSITION THAT IS VISUAL, I MAY NOT KNOW THEIR

198EMAIL OR HOW TO COMMUNICATE WITH THAT PERSON. I LOOK ON CANVAS TO TRY TO FIND THEM AND MESSAGE THEM THROUGH MY DAUGHTER OR FIND THEIR NAME BECAUSE IT IS NOT ALWAYS MATCHING WITH THEIR EMAIL. I CAN COPY IT AND PUT IT IN EMAIL FORM.'S BACK THAT IS ON A DIFFERENT PROJECT WE ARE WORKING ON BUT I WOULD BE HAPPY TO SHARE THAT. WE DO HAVE SOME IDEAS AS TO HOW WE CAN IMPROVE THAT AREA. DEFINITELY CANVAS IS MORE OF A CLASSROOM SETTING FOR STUDENTS THAT ARE TAKING ONLINE CLASSES OR HAVE A VIRTUAL SET UP TO BE ABLE TO COMPLETE ASSIGNMENTS. THOSE ONES ARE ANOTHER FORM OF COMMUNICATION BUT THIS PARTICULAR TOOL IS MORE OF UNIVERSAL TOOL. WE ARE TALKING ABOUT FIELD TRIPS. WE ARE TALKING ABOUT PICK UP. THE VAST MAJORITY OF OUR STUDENTS ARE

199NOT IN THE ONLINE ENVIRONMENT. CERTAINLY I CAN HEAR WHAT YOU ARE SAYING AND DEFINITELY I WOULD FORETELL THAT THAT IS GOING TO CONTINUE BECAUSE THAT IS MORE OF A TEACHER AND STUDENT CONVERSATION BUT WE HAVE BEEN ABLE SO THAT STUDENTS CAN RECEIVE THE SECONDARY COPY. IS THAT CONTINUING? I WILL GET MORE INFORMATION ON THAT BUT I WILL SEE HOW THERE CAN BE A DOCUMENT AND THEN THAT CAN BE SENT THROUGH PARENT SQUARE. WHETHER YOU USE ANY OF THE PLETHORA OF DIFFERENT PLATFORMS ARE USED TO CREATE NEWSLETTERS, YOU CAN CREATE THEM THERE AND THEN CREATE A LINK TO THAT. THAT LINK MIGHT BE WHAT IS IN PARENT SQUARE BUT IT MIGHT BE DEVELOPED WITHIN ANY OF THE OTHER PLATFORMS. MY LAST QUESTION IS, I KNOW THAT TEACHERS, WHEN THEY ARE USING REMIND OR THEY HAVE THEIR

200GO TO WAY TO COMMUNICATE WITH PARENTS AND THEY ARE STILL ON THE LEARNING CURVE, NOT ONLY THEMSELVES BUT THEY DON'T HAVE THE PARENTS ADOPT IN YET. THEY ARE TRYING TO SEND IT OUT IN MORE THAN ONE WAY IN ORDER FOR THAT PARENT TO GET THE MESSAGE. DO YOU THINK THAT WILL BE HAPPENING? WE ARE HOPING WILL BE ABLE TO CREATE THE LEADERSHIP TEAMS AND WEAN THEM OFF OF THAT BECAUSE IT CREATES A MIXED MESSAGE FROM THE DISTRICTS THAT WE ARE WEANING FROM THAT AND GOING TO ONE SINGLE PLATFORM BUT ONLY IN MY SILENT DIVISION OF TECHNOLOGY, WE CAN REMIND THE TEAM THAT WE WOULD LIKE TO MAKE SURE THAT WE ARE SENDING A UNIVERSAL MESSAGE THAT WE ARE TRYING TO GO TO ONE PLATFORM. THERE IS ALWAYS AN OUTLIER. WE CAN HOPE THERE WILL BE

201100% BUT THERE IS ALWAYS SOMEBODY COLORING OUTSIDE THE LINES.'S BACK LIKE ME. I COLOR OUTSIDE SOMETIMES. SPIKE I WILL BE THE LAST ONE TO GET THE MESSAGE. THERE WAS NO HARM, NO FOUL IF YOU FOLLOW AND COMPLY WITH THIS BEING THE PRIMARY, THE SECONDARY PRESIDENT CORT, MS. TENORIO, WE WILL BE GOING TO ONE PLATFORM AND THIS IS THE PLATFORM WE WILL BE GOING TO END THIS WILL BE THE MESSAGE TO OUR SCHOOL, OUR PRINCIPLES. I KNOW YOU MENTIONED REMIND. THE OTHER BENEFIT IS THAT REMIND IS A PART OF THIS SO NOW INSTEAD OF COACHES SENDING A DIFFERENT PLATFORM, NOW IT IS INCORPORATED AND IT WOULD GO THROUGH ONE PLATFORM. AGAIN, SOME OF THE OTHER PLATFORMS WE ARE GOING TO MOVE AWAY FROM THAT BECAUSE THIS PIECE INCORPORATES ALL OF THE DIFFERENT PLATFORMS THAT ARE BEING

202USED IN ONE PLACE. AGAIN, CONSISTENCY TO BE ABLE TO SUPPORT IT . THOSE ARE THE BIGGEST REASONS. THE LANGUAGE PIECE THAT IS SO IMPORTANT, TO ENSURE THAT ALL OF OUR PARENTS HAVE ACCESS TO COMMUNICATION.'S BACK -- COMMUNICATION. DEFINITELY IT IS ONLY AS GOOD AS THE PEOPLE SPREADING THE MESSAGE AND WE WANT TO BE SUPPORTIVE OF THAT. SO, THINGS -- ALL OF THAT CAN BE INTEGRATED IN THROUGH PARENT SQUARE. AM I HEARING THAT? DIFFERENT PLATFORMS? I WOULD NOT SAY NO COMPLETELY. THE COMMUNICATION PIECE OF THAT IS MUCH WHAT DR. MONTOYA ELUDED TO. REMIND WAS BOUGHT UP BY PARENT SQUARE . THE POLLING, IS THAT AS FUN AS CAHOOTS? ONE COULD HOPE. I AM NOT SURE IT IS AS FUN. BUT, IT CAN BE USED IN THE CLASSROOM? AM I CHANGING WHAT THE POLLING IS FOR ?

203IT CAN BE USED IN THE CLASSROOM FOR STUDENTS AND FOR PARENTS AS WELL. THEN, THERE ARE LINKS TO PARENT VIEW? THEY WILL STILL NEED THEIR PARENT VIEW LOG IN. THIS IS NOT INTEGRATED? CORRECT. THIS WILL BE ITS OWN INTEGRATED PLATFORM. THE LCPS APP WAS IN TOUCH AND THAT IS GONE? WE WILL BE TRANSITIONING AWAY FROM THAT. SO, TEACHERS WILL BE ABLE TO USE THEIR PERSONAL DEVICES WITH THE DOWNLOADED APP AND ALSO A DESKTOP APP? THAT IS CORRECT. OKAY. THEY CAN GO BACK AND FORTH WITH THAT. THAT IS THE SAME FOR PARENTS. PARENTS CAN LOG INTO A COMPUTER AND LOG INTO THEIR PARENT SQUARE THERE. IN ORDER TO HAVE THAT TWO-WAY COMMUNICATION BACK TO A TEACHER AND A PARENT, THEY HAVE TO REGISTER. IF I WANT TO BE ABLE TO MESSAGE MY SON TEACHERS, HAVE TO

204REGISTER WEATHER RADIO IT ON A COMPUTER OR AN APP AND I CAN DIRECT MESSAGE TO THE TEACHER. ONE UP TO RULE THEM ALL. YEP. >> SO HOW MANY APPS WILL TEACHERS NEED? THEY WILL NEED CANVAS AND --BEE PARENTS HAVE THEIR PARENT VIEW LOG IN. THEY CAN SET THEIR SAME CREDENTIALS THAT THEY DO ON PARENTSQUARE. IT IS JUST TWO LOGINS. FOR TEACHERS, EVERYTHING IS SYNCED TOGETHER. OKAY. >> THIS WILL BE FUN TO SEE. I'M SORRY, JUST AS A SEGUE TO THAT, THERE WILL BE SOME PEOPLE WHO WILL NEED HELP WITH THE APP, RIGHT? CORRECT. WILL THERE BE AN OPPORTUNITY FOR THE PUBLIC TO LEARN HOW TO DO IT IN SOME WAY, SHAPE, FORM? THEY MAY HAVE IT BUT JUST SPEAKING FROM SOMETIMES TECH AND -- ABSOLUTELY. AT THE SCHOOL LEVEL, THE CHAMPIONS WILL ASSIST THE TEACHERS

205. OUR DEPARTMENT WILL TALK ABOUT HOW WE CAN ASSIST PARENTS, WHETHER THAT IS SETTING UP ZOOM MEETINGS, WHETHER THAT IS THEM STOPPING BY OUR OFFICE, HELPING THEM OVER THE PHONE. WE HAVE BEEN ASSISTING PARENTS WITH NOT JUST PARENTSQUARE BUT PARENT VIEW. WE HAVE HAD SESSIONS LIKE THAT PREVIOUSLY DURING COVID, THINGS LIKE THAT. WE HAVE ALREADY DISCUSSED THAT AS A TEAM. AS MENTIONED, THE PREVIOUS GROUP THAT PRESENTED, GRANDPARENTS. THEY ARE GUARDIANS. THEY ARE GOING TO NEED ASSISTANCE ON HOW TO GET THIS APP GOING FOR THEIR CHILDREN THAT THEY ARE OVERSEEING. WE HAVE BEEN DISCUSSING THAT AND WE ARE COMING UP WITH A PLAN TO ASSIST PARENTS SO WE CAN ALL BE ON THE SAME PAGE. EVEN DURING REGISTRATION, RIGHT? ABSOLUTELY. >> OPEN HOUSE. THEN YOU CAN USE THE POLLS. ABSOLUTELY. MY LAST THING, THE SEVEN EARLY

206ADOPTERS --I KNOW NOW YOU HAVE 14, WHAT KIND OF FEEDBACK HAVE YOU GOTTEN FROM THE ORIGINAL SEVEN? HAVE YOU ASKED FOR FEEDBACK? I'M SORRY. I DID NOT MEAN TO CUT YOU OFF BUT, YES, WE HAVE ASKED FOR FEEDBACK. THEY ACTUALLY LIKE THAT TWO-WAY COMMUNICATION. A LOT OF ORGANIZATIONS ARE ACTIVE IN SCHOOL. THEY HAVE USED IT EVERY WHICH WAY THEY CAN. WE HAVE HAD TEACHERS COMMUNICATING WITH PARENTS AND STUDENTS. EVERYONE ELSE HAS BEEN SENDING OUT NEWSLETTERS AND THINGS LIKE THAT BUT OREGON MOUNTAIN HAS DIVED DEEP AND THEY ARE LOVING IT. THE ONLY HICCUPS THAT WE HAD OUR SCHEDULING THINGS. WE FIGURE THAT OUT WITHIN PARENTSQUARE AS FAR AS STACKING CLASSES AND THINGS LIKE THAT BUT THEY WERE DEFINITELY RESOLVED AS SOON AS WE FOUND OUT WHAT HICCUP THEY WERE HAVING. THANK YOU. DOES THE APP INTEGRATE

207INTO THE OUTLOOK CALENDAR OR ANYTHING LIKE THAT WHERE PEOPLE CAN PUT THEM RIGHT INTO THEIR CALENDAR? PRESIDENT CORT, SECRETARY WOFFORD, THAT IS SOMETHING WE CAN LOOK INTO . I AM NOT AWARE AT THIS TIME. WHO IS GOING TO RUN THE SCHOOL BOARD ONE? NOBODY IS RAISING THEIR HAND. I THINK THAT IS GREAT BUT WE SHOULD TURN OFF THE TWO-WAY COMMUNICATION SO THAT YOU DON'T GET IN TROUBLE FOR ROLLING QUORUM. THANK YOU. ARE THERE ANY OTHER QUESTIONS? THIS IS AWESOME. THANK YOU SO MUCH NOLAN AND MELISSA. WE APPRECIATE ALL OF YOU. I REALLY APPLAUD THIS ENTIRE TEAM BECAUSE THEY ARE SO SUPPORTIVE WHEN IT COMES TO ANYTHING , GETTING THEIR BOOTS ON THE GROUND AND HELPING EVERYBODY AT THE DIFFERENT SITES AND THROUGH OUR SUPPORT SERVICE DESK. THEY ARE PHENOMENAL. YOU ARE. THANK YOU. NOW THAT

208WE HAVE GONE THROUGH OUR STRATEGIC PLAN AND HAVE TALKED ABOUT AL -- ALL OF OUR GOALS, WE WILL NEXT GO TO THE SUPERINTENDENT QUARTERLY REPORT TO THE BOARD. IS THAT YOU OR -- THAT WILL BE MS. DONNELLY. HERE YOU ARE. THIS WILL BE THE FASTEST AGENDA ITEM EVER.'S BACK FABULOUS. IT WILL TAKE ME LONGER TO GET HERE. THANK YOU FOR MAKING THE TRIP ALL THE WAY HERE. I AM JUST HERE TO REPORT THAT THERE ARE NO LEVEL THREE OR FOUR GRIEVANCES. FABULOUS. MR. NOLAN WAS GETTING MY HOPES UP. HE DID. HE POINTED, DO WE HAVE ANY? NO. >> I JUST FEEL SOBER IS FULL IN TELLING YOU THAT. THANK YOU SO MUCH. WE APPRECIATE THAT. ALL RIGHT, EVERYONE, I WOULD LIKE TO ENTERTAIN A MOTION TO GO INTO EXECUTIVE SESSION. SO MOVED. MOVED BY TENORIO

209AND SECONDED BY FRANK. ALL IN FAVOR PLEASE INDICATE BY SAYING AYE. AYE. ALL OPPOSED? WE ARE HEADING IN, YOU ALL, AT 1:36. THANK YOU BACK ROW FOR BEING HERE AND HANGING OUT WITH US TODAY. APPRECIATE IT. HELLO. WE ARE BACK. THE BOARD MET IN CLOSED EXECUTIVE SESSION ON TUESDAY, MAY 6, 2025. I DON'T KNOW WHAT TIME WE STARTED. LET'S SAY AT 1:38 UNTIL 6:45 P.M. TO DISCUSS LIMITED PERSONNEL MATTERS AS PERMITTED UNDER SECTION 10-15-1 LETTER H 2 OF THE NEW MEXICO OPEN MEETINGS ACT, SPECIFICALLY SO THAT THE BOARD CAN CONTINUE TO DISCUSS AND PREPARE THEAND OF YOUR EVALUATION, INCLUDING DISCUSS CHANGES TO CONTRACT, IF ANY, AS PART OF THE EVALUATION PROCESS. I WOULD LIKE A MOTION TO APPROVE THE END OF YOUR EVALUATION FROM THE EXECUTIVE SESSION . SO MOVED . SECOND . >> ALL

210IN FAVOR, PLEASE INDICATE BY SAYING AYE. AYE . >> THAT IS 4-0, APPROVED. I WOULD NOW ENTERTAIN A MOTION TO ADJOURN. SO MOVED. SECOND . >> MOVED AND SECONDED. THOSE IN FAVOR INDICATE BY SAYING AYE . AYE . WE ARE ADJOURNED AT 6:47 P.M...