Board of Education - Aug 12, 2025

001WE'VE GOT A QUORUM, SO IF YOU'RE READY AND YOU HAVE ALL YOUR BREAKFAST ITEMS AND YOU'RE COFFEE, MOST IMPORTANTLY, WE CAN GO AHEAD AND GET STARTED. I CALL THIS MEETING TO ORDER AT 9:10. SECRETARY WOFFORD, WILL YOU PLEASE TAKE THE ROLL? MEMBER FRANK? HERE. >> WE'RE WAITING ON MEMBER TERORIO. I THOUGHT -- SECRETARY VICE PRESIDENT NOLAN. HERE. AND PRESIDENT CORT. >> I AM PRESIDENT, THANK YOU VERY MUCH. I WILL LIKE TO ENTERTAIN A MOTION TO APPROVE THE AUGUST 12, 2025, EXTENDED WORK SESSION AGENDA. MOTION. SECOND. >> MOVED BY VICE PRESIDENT NOLAN, SECONDED BY MR. FRANK. ALL IN FAVOR PLEASE INDICATE BY SAYING AYE. OPPOSED? THE AREAS HAVE IT. 4-0. I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE THE JULY 8, 2025, REGULAR SESSION MINUTES. SO MOVED. MOVED BY MR. FRANK. SECONDED. >> AND SECONDED

002BY SECRETARY WOFFORD. ALL IN FAVOR PLEASE INDICATE BY SAYING AYE. OPPOSED? THE AREAS HAVE IT 4-0. I WILL NOW TURN THIS OVER TOTO SUPERINTENDENT. SUPERINTENDENT, TAKE IT AWAY. THANK YOU, PRESIDENT CORT, MEMBERS OF THE BOARD. OUR PARTNERS HERE ALSO VISITING, AND JUST EXCITED TODAY FOR THIS GREAT OPPORTUNITY FOR US TO, YOU KNOW, BRING YOU OUR STRATEGIC PLAN AND TALK A LITTLE BIT ABOUT OUR PROGRESS. SO I'LL GO AHEAD AND GET STARTED WITH SOME INTRODUCTARY COMMENTS. GOOD MORNING. THANK YOU FOR THE OPPORTUNITY TO OPEN TODAY'S WORK SESSION WITH AN UPDATE ON OUR STRATEGIC PLAN. THIS PLAN IS BUILT ON YOUR VISION, OUR SHARED VALUES, AND THE DAILY EFFORTS OF STUDENT, STAFF, AND FAMILIES AGAINST LCPS. WHEN YOU, THE BOARD, ADOPTED THIS PLAN, YOU SET A CLEAR GOAL. ALIGN OUR WORK TO MEET THE NEEDS OF OUR

003COMMUNITY AND ENSURE EVERY STUDENT AND STAFF MEMBER HAS THE OPPORTUNITY TO THRIVE. OUR PLAN IS A COMMITMENT TO DO BETTER FOR STUDENTS WHO HISTORICALLY HAVE BEEN UNDERSERVED. AND WHILE WE'VE MADE MEANINGFUL PROGRESS IN ACADEMICS, MENTAL HEALTH, SCHOOL SAFETY, CULTURE AND ENGAGED ATTENDANCE AS FOUNDATIONAL TO LEARNING, WE KNOW THAT THERE'S MORE TO DO. TODAY I'LL WALK THROUGH THE SIX GOALS THAT GUIDE THIS WORK. EACH ONE CONNECTS TO A BIGGER PURPOSE, MAKING SURE LCPS IS A PLACE WHERE ALL STUDENTS ARE SEEN, SUPPORTED, AND CHALLENGED TO SUCCEED. YOUR LEADERSHIP AS A BOARD HAS MADE THIS FOCUS POSSIBLE. YOUR VISION HAS GUIDED US, AND MY ADMINISTRATIVE TEAM HAS DONE THE AMAZING WORK OF PUTTING THIS PLAN TO ACTION. YOUR CONTINUED SUPPORT HOLDSHOLDS ACCOUNTABLE TO THIS WORK, AND WE ARE PROUD OF THE PROGRESS THAT WE HAVE MADE. AND AT

004THIS TIME I'D LIKE TO TAKE A LOOK WHERE WE ARE AT WHAT'S NEXT. FIRST LET'S BEGIN BY WHAT BEGINS OUR WORK EVERY DAY. OUR MISSION, OUR VISION, AND CORE VALUES. THESE AREN'T JUST STATEMENTS ON PAPER. THEY DEFINE WHO WE ARE AND WHAT WE STAND FOR AS LAS CRUCES PUBLIC SCHOOLS. OUR VISION IS SIMPLE AND POWERFUL. WHERE ALL LEARNERS THRIVE. THIS REMINDS US OF OUR PROMISE TO ENSURE THAT EVERY STUDENT IN EVERY SCHOOL HAS THE OPPORTUNITY TO GROW, SUCCEED, AND THRIVE. AND OUR MISSION PUTS THAT VISION INTO ACTION. TO STAY FOCUSED ON THAT MISSION, WE ARE GUIDED BY SEVEN CORE VALUES. WE PUT STUDENTS FIRST, WE KEEP LEARNING AND IMPROVING, WE LEAD WITH EQUITY AND RESPECT. WE INCLUDE EVERY STUDENT. WE PRIORITIZE SAFETY AND CARE, PARTNER WITH OUR COMMUNITY, AND WE WORK TOGETHER. THIS IS THE

005PERHAPS WE MAKE FOR EVERY STUDENT, EVERY FAMILY, AND EVERY COMMUNITY IN LAS CRUCES. LAST YEAR WE CAME TOGETHER, DISTRICT LEADERSHIP, STAFF, AND THIS BOARD TO SHAPE AND ADOPT SIX STRATEGIC GOALS. THESE GOALS ARE DESIGNED TO SERVE -- ALIGNING OUR EFFORTS AROUND STUDENT AND STAFF SUCCESS. WE BEGIN WITH OUR FOCUS ON TEACHING AND LEARNING. THESE GOALS REFLECT OUR COMMITMENT TO STRONG, ACADEMIC OUTCOMES FOR ALL STUDENTS. WE'RE FOCUSED ON SUPPORTING INDIVIDUAL STUDENT GROWTH, USING DATA TO INFORM INSTRUCTION, ENSURING EVERY LEARNER BUILDS STRONG SKILLS IN READING, WRITING, AND MATH. AS WE STRENGTHEN OUR INSTRUCTIONAL FOUNDATION, IT'S EQUALLY IMPORTANT TO FOCUS ON THE SYSTEMS THAT SUPPORT TEACHING AND LEARNING, WHICH BRINGS US TO OUR NEXT STRATEGIC PRIORITY STUDENT AND STAFF WELL-BEING. THESE TWO GOALS FOCUS ON CREATING THE RIGHT CONDITIONS FOR LEARNING AND GROWTH. WE KNOW THAT STUDENTS AND

006STAFF THRIVE IN ENVIRONMENTS THAT ARE SAFE, SUPPORTIVE, AND RESPONSIVE TO THEIR MENTAL HEALTH NEEDS. THESE GOALS FOCUS ON STRENGTHENING MENTAL HEALTH SUPPORTS ACROSS ALL OF OUR SCHOOLS, ENSURING EVERY SCHOOL HAS UP-TO- DATE, WELL-IMPLEMENTED SAFETY PLANS AND CREATING A CULTURE OF CARE AND SAFETY DISTRICT-WIDE. WITH A STRONG FOUNDATION IN INSTRUCTION, ENVIRONMENT, AND SYSTEMS, WE TURN NOW TO OUR FINAL TWO GOALS, FOCUS ON THE HEART OF OUR WORK, STUDENT AND COMMUNITY ENGAGEMENT. STUDENT SUCCESS IS BUILT ON MEANINGFUL CONNECTION BOTH TO SCHOOL AND COMMUNITY. THESE GOALS ARE ABOUT STRENGTHENING SCHOOL CULTURE THROUGH INCLUSIVE, SUPPORTIVE PRACTICES, BUILDING BELONGING SO EVERY STUDENT FEELS CONNECTED, REDUCING CHRONIC ABSENTEEISM BY MAKING SURE STUDENTS ARE PRESENT, SUPPORTED, AND ENGAGED. TOGETHER THESE SIX STRATEGIC GOALS CREATE A CLEAR, UNIFIED PATH FORWARD, ONE THAT SUPPORTS ACADEMIC GROWTH, STUDENT AND STAFF WELL-BEING, AND DEEPER CONNECTION WITH

007OUR FAMILIES AND COMMUNITY. AS WE CONTINUE IMPLEMENTING THIS PLAN, YOUR LEADERSHIP AND SUPPORT REMAIN ESSENTIAL. LET'S NOT LOOK AT HOW WE'RE TRACKING PROGRESS ACROSS EACH OF THESE AREAS. AS WE LOOK AT THE GOALS AND ACTION STEPS FROM THE LCPS TEAM, IT'S IMPORTANT TO REMEMBER THAT ALL OF OUR STRATEGIC GOALS ARE SMART GOALS. EACH ONE IS SPECIFIC, WHICH IS FOCUSED ON CLEAR TARGETS LIKE GROWTH, FOR EXAMPLE, LIKE GROWTH AND LITERACY AND MATH. MEASURABLE, TRACK THROUGH DATA LIKE SHORT CYCLE AND STANDARDIZED ASSESSMENTS. ACHIEVABLE BASED ON REALISTIC GROWTH EXPECTATIONS LIKE THOSE FROM IREADY, ALIGNED WITH WHAT MATTERS MOST, STUDENT READY AND SUCCESS WITH PROGRESS REVIEW THROUGHOUT THE YEAR. BEFORE I TURN IT OVER TO OUR LCPS TEAM FOR STRATEGIC PLAN UPDATES, I'D LIKE TO BRIEFLY HIGHLIGHT SOME KEY PARTNERSHIPS. FIRST OUR PARTNERSHIP WITH EXTERNAL CONSULTANT WHO'S JOINING US

008TODAY. AND I THINK OUR PARTNERS ARE BACK OVER THERE, SO THEY'RE JOINING US TODAY. LUKE HAS BEEN WORKING CLOSELY WITH THE DISTRICT OVER THE PAST SEVERAL MONTHS. THE PARTNERSHIP WAS DESIGNED TO SUPPORT US IN ALIGNING OUR INITIATIVES STREAMLINING SYSTEMS AND STRUCTURES AND ENSURING THAT OUR WORK REFLECTS BEST PRACTICES AND EDUCATION. THE WORK WILL BE CARRIED OUT IN THREE KEY PHASES. SHE SERVES AS A PARTNER TO OUR LEADERSHIP TEAMS OFFERING OUTSIDE PERSPECTIVE THAT DRIVES INNOVATION REFINING STRATEGY AND ALIGNS OUR WORK WITH BEST PRACTICES. HER FRESH VIEWPOINT ALSO HELPS UNCOVER BLIND SPOTS, WORK WITH CRITICAL QUESTIONS AND INSIGHTS OFTEN OVERLOOKED IN DAILY OPERATIONS. THANK YOU FOR BEING HERE TODAY. ALSO HERE TODAY PRESIDENT CORT, MEMBERS OF THE BOARD, STEPHANIE AND ALEJANDRO MENDOZA, ALSO SITTING BACK HERE. THEY ARE SUPPORTING OUR DATA ANALYSIS, THE WORK THAT'S BEING DONE

009WITH OUR PARTNERSHIP WITH EVEREST AND HAVE BEEN INSTRUMENTAL WITH THE DEVELOPMENT AROUND THIS FRAMEWORK. NOW, TO WALK US THROUGH PROGRESS ON GOALS 1 AND 2, OUR INSTRUCTIONAL GOALS IN LITERACY AND MATH, I'LL TURN IT OVER TO DR. WENDI MILLER TOMLINSON, DEPUTY SUPERINTENDENT OF TEACHING AND LEARNING. THANK YOU, MR. RUIZ. WOULD THE BOARD PREFER --BECAUSE I CAN'T SEE MR. WOFFORD, SO I CAN MOVE TO THE FRONT. PLEASE. THAT'D BE VERY NICE. I APPRECIATE THAT. ALL RIGHT, GOOD MORNING, MADAM CORT, MEMBERS OF THE BOARD, SUPERINTENDENT, RUIZ. I'M PLEASED TO SPEAK TO YOU TODAY ABOUT PROGRESS ON STRATEGIC GOALS 1 AND 2. I THINK YOU WILL FIND THAT WE HAVE MADE EXCELLENT PROGRESS ON THESE GOALS, AND I'M REALLY EXCITED TO SHARE THESE DATA WITH YOU. SO LAST YEAR ABOUT THIS TIME, AND I THINK WE WERE IN

010THIS VERY ROOM TALKING ABOUT GOALS AND WHAT SHOULD BE THE STRATEGIC GOALS OF THE DISTRICT FOR THE YEAR. AND RATHER THAN FOCUSING ON PROFICIENCY, THE DECISION WAS MADE TO FOCUS ON GROWTH, AND THE GOAL THAT WAS SET WAS 100% GROWTH. SO THAT MEANS EVERY STUDENT ACROSS THE DISTRICT SHOWING GROWTH IN LITERACY AND MATHEMATICS. SO THAT'S JUST TO REMIND YOU OF OUR GOAL. SO THE METRICS THAT WE USE ON THESE GOALS ARE OUR SHORT CYCLE ASSESSMENTS, SO OUR IREADY ASSESSMENTS THAT ARE GIVEN THREE TIMES A YEAR. WHEN WE LOOK AT THESE DATA, WE'LL ALSO SHARE WITH YOU THE SUMMATIVE DATA NOT FROM THIS PAST SPRING BUT FROM THE SPRING OF 2024. SO WE WILL BE LOOKING AT GROWTH AS DEFINED BY OUR GOAL HERE, BUT THEN WE WILL ALSO LOOK AT PROFICIENCY JUST SO WE HAVE

011A MEASURE OF WHERE WE ARE THERE. SO THE SHORT CYCLE INSTRUCTION ASSESSMENTS -- I'M SORRY --ARE VERY IMPORTANT AS WE USE THEM NOT JUST AS A MEASURE OF WHERE WE ARE BUT ALSO TO INFORM INSTRUCTION. SO A KEY PIECE IS FOR TEACHERS TO TAKE THESE DATA AND TO BE ABLE TO USE THEM TO INFORM INSTRUCTION AND ALSO FOR STUDENTS TO USE TO INFORM THEIR GROWTH GOALS, AND WE'LL TALK A LITTLE BIT ABOUT THAT. THE OTHER THING THESE ASSESSMENTS DO, AND I'M SPEAKING BOTH TO LITERACY AND MATH GOALS IS THEY ALSO HELP US DETERMINE WHAT STUDENTS MAY NEED CONCEPTUAL REFINEMENT OR INTERVENTION. SO THAT IS ALSO AN IMPORTANT PIECE OF THE SHORT CYCLE ASSESSMENTS. AND ON THE OTHER SIDE OF THE COIN FOR TEACHERS, THESE DATA ALSO HELP US DETERMINE OUR PROFESSIONAL LEARNING NEEDS, WHERE TEACHERS

012MAY NEED ADDITIONAL SUPPORT. SO, FOR EXAMPLE, IN LITERACY THE FOCUS IS ON STRUCTURED LITERACY. IT HAS BEEN FOR ABOUT SIX YEARS SIX THE ELEMENTARY LEVEL. THAT INITIATIVE IS NOW MOVING INTO THE SECONDARY LEVEL. SO STRUCTURED LITERACY IN MIDDLE SCHOOL FOR TEACHERS OF LANGUAGE ARTS BUT ALSO THE READING APPRENTICESHIP PROGRAM PROVIDES STRUCTURED LITERACY INSTRUCTION FOR TEACHERS ACROSS CONTENT AREAS, WHICH IS VERY IMPORTANT FOR STUDENTS TO HAVE CONSISTENT THROUGHOUT THE DAY AND NOT JUST IN LANGUAGE ARTS. SO BACK TO OUR STRATEGIC GOAL. SO, AGAIN, THESE DATA ARE BASED ON GROWTH, SO THESE ARE NOT PROFICIENCY RATES. THESE ARE GROWTH RATES. AND REMEMBER LAST YEAR WE SET OUR GOAL AS 100%, AND THIS IS HOW --HOW WE'VE PROGRESSEDPROGRESSED THAT GOAL THIS YEAR. SO BACK IN AUGUST OF 2024 -- QUICK MATH QUESTION. SURE. >> SO WHAT WE'RE SAYING

013IS 59% HAVE SHOWN TO HAVE IMPROVED. THEY'VE SHOWN GROWTH, CORRECT. SO WHEN WE'RE LOOKING AT THESE DATA, LET'S START WITH ELEMENTARY. SO IN AUGUST ALL OF THE STUDENTS TAKE THE FIRST ASSESSMENT, THE BEGINNING OF YEAR ASSESSMENT AND THAT SETS THE BASELINE. BECAUSE WHAT ARE WE MEASURING FROM, RIGHT? SO THAT IS THE BASELINE DATA. THEY TAKE THE ASSESSMENT, AGAIN, MIDDLE OF YEAR. AND SO FROM BASELINE TO MIDDLE OF YEAR WE SAW 33% OF STUDENTS HAD SHOWN GROWTH. AT END OF YEAR --TYPICALLY AT THE END OF THE YEAR, STUDENTS IN ELEMENTARY SCHOOL, 59% HAD SHOWN GROWTH FROM BASELINE. SO I THINK THAT IS PRETTY REMARKABLE THAT 59% OF OUR STUDENTS SHOWED GROWTH. YOU KNOW, OUR GOAL WAS 100. IN OUR FIRST YEAR WE GOT TO 59. IN MIDDLE SCHOOL, YOU SEE THE DATA FROM BASELINE TO MIDDLE

014OF YEAR, 45% OF STUDENTS SHOWED GROWTH. AND THIS IS --THIS IS TYPICAL GROWTH, AND WE'LL TALK A LITTLE BIT ABOUT STRETCH GROWTH LATER. BUT THIS IS TYPICAL GROWTH. AND BY THE END OF THE YEAR HALF OF STUDENTS IN MIDDLE SCHOOL HAD SHOWN GROWTH. CAN WE AT LEAST EXPLORE WHY, YOU KNOW, 41% DIDN'T SHOW GROWTH? I MEAN, YOU KNOW, IT WOULD -- I WOULD LIKE TO THINK WHEN I WAS TEACHING THAT ALL MY STUDENTS WOULD GROSS FROM BEING IN MY CLASSROOM 180 DAYS, SO I WOULD REALLY BE CONCERNED IF SOMEBODY DIDN'T DO THAT. SO WHAT CAN WE --CAN WE LOOK INTO THAT? SURE. SO PRESIDENT CORT, MEMBER FRANK, I THINK ONE OF THE THINGS WE HAVE TO CONSIDER IS THAT THIS IS BASED ON MEETING A GROWTH GOAL, SO MEETING THE TYPICAL GROWTH GOAL. SO THAT

015DOESN'T MEAN THAT THE OTHER 40% OF STUDENTS DIDN'T SHOW SOME GROWTH. BUT WHAT --WHAT WE'RE LOOKING AT IS DID STUDENTS MEET THE TYPICAL GROWTH GOAL? AND SO IF WE WERE TO BOIL IT DOWN AND JUST LOOK AT DID STUDENTS SHOW ANY GROWTH, THE -- THE PERCENTAGE WOULD LIKELY BE MUCH HIGHER. BUT IF WE'RE NOT --YOU KNOW, OUR GOAL IS A YEAR'S GROWTH, AND THAT'S HOW WE GET --YOU KNOW, THAT'S THE TYPICAL GROWTH GOAL. SO IF YOU WANT TO THINK OF IT IN THOSE TERMS, IT'S STUDENTS THAT MET THE TYPICAL GROWTH GOAL RATHER THAN JUST KIND OF DID THEY GROW AT ALL. SURE. SO MAYBE LIKE AN EXAMPLE, YOU KNOW, THEY STARTED OUT AT THE THIRD GRADE LEVEL. WE EXPECT THEM TO GROW TO THE FOURTH GRADE LEVEL. WOULD THAT BE A TYPICAL -- CORRECT. RIGHT,

016RIGHT. SO THAT'S THE TYPICAL GROWTH --THAT'S THE TYPICAL GROWTH GOAL. SO WE'RE EXPECTING A YEAR OF GROWTH. CORRECT. >> NO MATTER WHERE THEY START. RIGHT. >> BECAUSE THEY COULD ALL BE STARTING AT A DIFFERENT LEVEL. THANKS FOR MAKING THAT MUCH MORE CLEAR. YES? >> PRESIDENT CORT, MEMBER FRANK, A GREAT QUESTION. AND SO WHEN YOU LOOK AT THERE WAS GROWTH DEFINITELY THIS THE WAY WE SET IT UP AS A TEAM BACK TO WHAT YOU JUST SAID, THAT'S WHERE IT HELPS US MEET OUR STUDENTS WHERE THEY'RE AT, RIGHT, AND MAKING THAT TYPICAL GROWTH, ONE-YEAR TYPICAL GROWTH EVERY YEAR. SO WHEN YOU LOOK AT THE PERCENTAGES, YES, WE DIDN'T HIT OUR 100%, BUT THIS IS GREAT GROWTH AND ELEMENTARY KIDS NEED THAT YEARS GROWTH. AND THERE'S OTHER WAYS WE CAN BREAK THAT DOWN. WE CAN LOOK AT 50%

017GROWTH, 20%. BUT THAT'S WHERE THE PERCENTAGE IS --REALLY THIS IS THE GOAL OF MAKING THAT GROWTH -- 100% OF OUR KIDS MAKING THAT GROWTH. YES? >> DR. WENDI, DO WE HAVE YEAR AFTER YEAR PERCENTAGE GROWTH COMPARISONS, OR WE'RE STARTING A BASELINE AGAIN WITH THIS NEW STRATEGIC GOAL? PRESIDENT CORT, SECRETARY WOFFORD, THAT'S A GREAT QUESTION. AND ONE OF THE THINGS --SO TO ANSWER YOUR QUESTION, YES, WE COULD LOOK AT IT THAT WAY, BUT I THINK IT'S ALSO IMPORTANT TO KEEP IN MIND THATTHAT STUDENTS, YOU KNOW, OUR THIRD GRADERS LAST YEAR REFLECTED IN THESE DATA ARE NOW FOURTH GRADERS. SO THE BASELINE IS GOING TO BE DIFFERENT BECAUSE NOW WE'RE LEARNING FOURTH GRADE STANDARDS. WE'RE NOT RETESTING THEM ON THE THIRD GRADE STANDARDS. SO TYPICALLY YOU END THIRD GRADE HERE, AND FOURTH GRADE NEW SET OF STANDARDS,

018YOU KNOW, YOUR BASELINE IS NOT GOING TO BE HERE, IT'S GOING TO BE STARTING OVER WITH THE NEW STANDARDS. IF THAT MAKES SENSE. IT DOES. WE COULD ALSO MEASURE DIFFERENT COHORTS AND THE INCOMING THIRD GRADERS EACH YEAR FOR THE PAST MULTIPLE YEARS. SURE. ANOTHER WAY TO LOOK AT IT IS TO LOOK AT STUDENT, LIKE, COHORT, HOW DID THEY PERFORM IN THIRD THEY PERFORM IN FOURTH GRADE. AND REALLY THAT'S WHEN WE SHIFT OVER TO PROFICIENCY. PROFICIENCY THE NEXT SLIDE NOW WE'RE SHIFTING FROM LOOKING AT GROWTH TO LOOKING AT PROFICIENCY RATES. SO WHEN YOU LOOK AT THE SLIDE HERE, THE ORANGE GRAPH IS SUMMATIVE DATA. AGAIN, THESE DATA ARE FROM NOT SPRING OF '25 BUT SPRING OF '24, AND WE WILL HAVE THE '25 DATA LATER IN THE FALL FOR --FOR PUBLIC PRESENTATION. SO IF YOU LOOK

019AT THE SUMMATIVE DATA FOR ELEMENTARY SCHOOL, OUR PROFICIENCY RATE WAS JUSTJUST 38%. AT MIDDLE SCHOOL, 39%. AND HIGH SCHOOL, 41%. WHEN WE LOOK AT OUR PROFICIENCY RATES AT --ON THE DIAGNOSTICS, SO, AGAIN THIS IS NOT GROWTH. THIS IS PROFICIENCY. YOU SEE GREAT GAINS IN PROFICIENCY AT THE ELEMENTARY LEVEL GROWING FROM NEARLY 20% TO OVER 52%. SO THAT'S A GAIN IN PROFICIENCY. IN MIDDLE SCHOOL YOU SEE THE -- AGAIN, THIS IS ON THE DIAGNOSTIC ASSESSMENTS FOR MIDDLE SCHOOL, 22% TO 32%. IN HIGH SCHOOL YOU SEE THE GAINS ARE ON THE DIAGNOSTICS ARE NOT AS HEALTHY AS THEY ARE ON THE SUMMATIVE DATA. AND IF WE THINK ABOUT HIGH SCHOOL STUDENTS, HOW THEY'RE ASSESSED, THINGS LIKE THAT, I THINK YOU COULD EASILY EXPLAIN WHY THE SUMMATIVE ASSESSMENT DATA IS HIGHER AT THE HIGH SCHOOL LEVEL. I HAVE

020A QUESTION. GO AHEAD. I THINK WHEN WE KIND OF HAD FIRST GONE THROUGH THE GOAL, I WAS UNDER THE UNDERSTANDING THAT THESE GROWTH TARGETS WERE MADE BY THE STUDENTS, AND I THINK IT WAS A LOT WE DO THOSE WALKTHROUGHS, RIGHT? AND I ASSUMED, I DON'T KNOW IF IT WAS THE LANGUAGE BEING USED, THAT THE TEACHERS WERE WORKING WITH EACH KID ON THEIR GOALS AND LEARNING GOALS. AND MAYBE IT'S NOT JUST THIS LEARNING, BUT IT WAS --I DON'T KNOW WHY I JUST TIED TOGETHER THAT THE KIDS WERE SOMEHOW PICKING THEIR GROWTH TARGET WITH, YOU KNOW, OF COURSE THEIR TEACHER OR WHATEVER. BUT NOW I'M UNDERSTANDING THAT IT'S SOMETHING MORE GENERAL. SO PRESIDENT CORT, MEMBER TERORIO, SO STUDENTS DO WORK ON GOAL-SETTING. SO THERE ARE REPORTS AFTER STUDENTS TAKE A DIAGNOSTIC THAT SHOW THEM THEIR PROGRESS TOWARD

021THE TYPICAL GROWTH GOAL, WHICH IS WHAT WE'RE LOOKING AT. BUT THERE ARE ALL KINDS OF LEARNING TARGETS AND GOALS THAT STUDENTS SET FREQUENTLY AS PART OF INSTRUCTIONS. SO, YES, THEY'RE LOOKING AT THE TYPICAL GROWTH. THEY'RE LOOKING AT THE STRETCH GROWTH GOAL, BUT THEY'RE ALSO LOOKING AT --BECAUSE FOR SOME STUDENTS THAT MAY BE DAUNTING. YOU KNOW, DOING THIS MUCH GROWTH, SO THEY MAY SET SMALLER GROWTH GOALS. WHAT'S YOUR GOAL FOR THE WEEK? WHAT'S YOUR GOAL FOR THE UNIT? AND THAT'S REALLY --LATER ON WE'LL TALK ABOUT STANDARDS BASED LEARNING AND USE OF PROFICIENCY SCALES, AND NATURALLY WHERE THE PROFICIENCY SCALES COME IN IS HELPING STUDENTS SEE WHERE THEY ARE IN TERMS OF INSTRUCTION EVERY DAY ON A MORE REGULAR BASIS, SO WE'LL DIVE INTO THAT. SO I GUESS AT ANY AGE LEVEL K-12 I THINK IT WOULD

022BE HARD TO HAVE TO BE CONSTANTLY LOOKING TOWARDS A NUMBER BECAUSE NOT ALL PERSONALITIES AND LEARNING WORKS THAT WAY. SO I WAS JUST HOPING THEY'D FEEL SOME SENSE OF ACHIEVE MENT IN WHATEVER WORK THEY'RE DOING, WHATEVER THEY'RE LEARNING AND IT'S NOT NECESSARILY SOME ARBITRARY GOAL THAT WE MEASURE THEM ALL BY. SO I CAN ASSURE YOU THAT ISIS HAPPENING THE CLASSROOMS, BUT IT'S HARD TO REPORT EVERY STUDENT IN A POWERPOINT, I GUESS. JUST GOING ON --WERE YOU DONE? YEAH. >> JUST GOING ALONG THOSE SAME LINES I THINK I WAS UNDER THE IMPRESSION AS MEMBER TERORIO, THAT WHEN WE WERE TALKING ABOUT 100% GROWTH, WE WEREN'T --THAT WE WEREN'T GIVING A TARGET TO THAT, THAT WE WERE SAYING EVERY STUDENT IS GROWING, MEETING THE STUDENTS WHERE THEY ARE. AND SO THAT WAS MY PERCEPTION. I REALLY APPRECIATE

023THIS CONVERSATION BECAUSE IT HELPS ME TO UNDERSTAND THE 59% GROWTH OR WHATEVER THAT IS. AND SO --AND JUST SEEING WHAT MS. TERORIO WAS SAYING WAS, YES, DO WE HAVE THAT? DID 100% OF KIDS GROW? BECAUSE SOMETIMES KIDS CAN GO BACKWARDS, UNFORTUNATELY. DID WE --DID WE ACHIEVE --SO THAT GOAL IS DIFFERENT IN MY WHAT THE STRATEGIC PLAN IS. OKAY. AND THAT'S SOMETHING WE CAN CERTAINLY --AS MR. RUIZ MENTIONED, THERE ARE DIFFERENT WAYS THAT WE CAN MEASURE GROWTH. THIS IS A -- USING THE TYPICAL GROWTH GOAL IS A GOOD WAY FOR TEACHERS TO USE THE DATA TO INFORM INSTRUCTION. SO THAT'S -- AND WE CAN CERTAINLY SLICE IT IN DIFFERENT WAYS, AND IF THAT'S THE REQUEST OF THE BOARD, WE CAN CERTAINLY LOOK INTO THAT. PRESIDENT CORT, YEAH WE CAN DEFINITELY FOLLOW UP WITH THAT. BUT I'LL

024TAKE YOU BACK TO OUR GOAL WHERE OUR STUDENTS WILL MEET THEIR GROWTH TARGETS TOWARDS PROFICIENCY. IN OTHER WORDS, THE GROWTH TARGETS THAT WERE ESTABLISHED BY THE DIAGNOSTIC, TELLS US THIS IS WHAT THE STUDENT NEEDS TO GET TO GET TO PROFICIENCY. SO IT'S NOT AN ARBITRARY GOAL, ALSO, MS. TURAR YO. IT IS BASED ON WHERE THE STUDENT IS AT, MEETING THEM WHERE THEY'RE AT, AND THEN SETTING A TARGET TO SAY HOW ARE WE GOING TO GET THEM TO PROFICIENCY? AND THAT'S WHERE THE GOAL, WHICH IN MY MIND WAS A GREAT WAY TO LOOK AT THIS --IS ARE THEY GETTING THOSE TARGETS TO PROFICIENCY? BECAUSE THAT'S THE GOAL. WE WANT TO GET OUR STUDENTS TO PROFICIENCY. DEFINITELY WE CAN BREAK IT DOWN THAT WAY. AND MORE THAN LIKELY WE WILL SEE MORE THAN 59% --DEFINITELY SOME TYPE

025OF GROWTH. ABSOLUTELY, ABSOLUTELY. IT WAS JUST MY MISPERCEPTION ABOUT WHAT THAT GOAL WAS. IT'S GREAT THAT WE'RE CLARIFYING. ABSOLUTELY. PRESIDENT SPH. >> YES? DR. WENDI, DO WE HAVE THAT DISAGGREGATE DATA? DO WE KNOW HOW MANY ACHIEVED THE TYPICAL GROWTH, HOW MANY WERE IN THE STRETCH GROWTH SETTING AND ACTUALLY MADE THEIR STRETCH GROWTH? WE DO HAVE THAT DATA. WE DON'T HAVE IT AT PART OF THIS, BUT WE CAN CERTAINLY AS PART OF THIS -- YOU KNOW I GET INTO THE WEEDS. SURE. THAT'S SOMETHING -- STRETCH GOALS. AS MENTIONEDMENTIONED THESE TARGETS TO PROFICIENCY AND USING THE DATA TO INFORM INSTRUCTION, THAT'S REALLY THE GOAL OF THE TEACHER, NOT FOR STUDENTS TO SHOW SOME GROWTH, BUT WE'RE REALLY TRYING TO GET THEM TO PROFICIENCY. SO ALSO WHEN WE'RE LOOKING AT DOES THE STUDENT NEED INTERVENTION? HOW ARE WE

026MOVING TOWARDS PROFICIENCY, THOSE ARE SOME OF THE WAYS THAT TEACHERS CAN USEUSE TOOLS, YOU KNOW, TO HELP -- HELP FURTHER STUDENTS ALONG. YES. GO AHEAD. THANK YOU, PRESIDENT CORT. HOW, IF WE DID IT THE WAY WE'RE TALKING ABOUT IT HERE, THAT INDIVIDUALIZED STRETCH GOAL, GROWTH GOALS, HOW WOULD THAT IMPACT WHAT IS HAPPENING IN THE CLASSROOMS? SO I THINK TEACHERS ARE STILL GOING TO FOCUS ON MOVING STUDENTS TOWARD PROFICIENCY. AND WHEN THEY'RE LOOKING IN THE PLATFORM IN IREADY IN THIS CASE THERE ARE A NUMBER OF REPORTS THAT TEACHERS CAN LOOK AT. THERE ARE INSTRUCTIONAL GROUPING REPORTS. THERE ARE ALL DIFFERENT WAYS THAT TEACHERS CAN GO IN, LOOK AT THE DATA AND SEE HOWHOW ARE PERFORMING, HOW MUCH THEY ARE GROWING, WHERE THEY ARE DOING WELL, WHICH STANDARDS THEY MAY BE STRUGGLING ON. AND THEN, YOU KNOW,

027WHEN WE'RE TALKING ABOUT MEETING THE INDIVIDUAL NEEDS OF STUDENTS, THEY CAN GROUP STUDENTS ACCORDING TO, YOU KNOW, THESE STUDENTS ARE DOING WELL ON THIS STANDARD, THESE --YOU KNOW, THESE STUDENTS AREN'T, AND THEY CAN HAVE DIFFERENT STUDENTS WORKING ON DIFFERENT THINGS. SO I'M NOT SURE THAT IT WOULD FUNDAMENTALLY CHANGE THE WORK IN THE CLASSROOM BECAUSE TEACHERS ALL ARE ALREADY USING THOSE TOOLS TO INFORM INSTRUCTION. IT'S REALLY A TEACHER'S JOB TO LOOK AT IT AT A MICROLEVEL. WE ARE LOOKING AT A MACRO -- CORRECT. THAT'S A GREAT WAY TO SAY IT. THANK YOU, MR. NOLAN. I ALWAYS GET THOSE TWO CONFUSED BECAUSE I ALWAYS GET NERVOUS. YOU SAID IT RIGHT. SO LET'S LOOK --GO AHEAD. I'M STILL STRUGGLING WITH THE ORANGE AND THE BLUE CHART, THE ONE THAT WAS UP THERE BEFORE. SO, I MEAN, THEY'RE BOTH

028REFLECTING PROFICIENCY, RIGHT? I MEAN, IT'S JUST HARD TO UNDERSTAND, YOU KNOW, SAY, AT THE HIGH SCHOOL LEVEL, THE 41% PROFICIENCY IN APRIL OF 2024. AND THEN THE 22% IN MAY OF 2025. SO, I MEAN, I KNOW THERE ARE DIFFERENT TESTS, RIGHT, BUT JUST SO --SO THANK YOU, MR. FRANK, FOR THE QUESTION. SO, AGAIN, AS YOU MENTIONED THESE ARE DIFFERENT ASSESSMENTS. THE ASSESSMENT IN THE ORANGE IS THE S.A.T. SO IF YOU THINK ABOUT HIGH SCHOOL STUDENTS, THEIR ORIENTATION TOWARDS TAKING THE S.A.T. AND THE DIAGNOSTIC IS A LITTLE DIFFERENT. BUT SOME OF THE WORK WE'RE DOING WITH HIGH SCHOOL TEACHERS IS ALSO AROUND HOW TO USE THE DIAGNOSTIC DATA TO INFORM THEIR INSTRUCTION BECAUSE SOME -- SOME HIGH SCHOOL TEACHERS HAVE STRUGGLED TO --TO TAKE THE DATA FROM THE DIAGNOSTIC, AND HOW DO WE TURN AN IREADY

029DIAGNOSTIC INTO AN INSTRUCTIONAL PRACTICE THAT WILL SUPPORT STUDENTS PERFORMING WELL ON THE S.A.T.? SO THAT IS THE WORKWORK OUR SITE SUPPORT TEAMS, OUR CONTENT FOLKS ARE DOING TO ASSIST TEACHERS MAKING --MAKING BETTER SENSE OF THIS. AND I THINK IF TEACHERS HAVE A BETTER PLAN THANTHAN --THAT WILL ALSO IMPACT HOW THE STUDENTS VIEW THE ASSESSMENTS AS WELL. IT COULD BE, LIKE, A MOTIVATIONAL THING -- PARTLY. MOTIVATED ON THE S.A.T. , AND THEY'RE NOT PERCEIVING THAT THERE ARE CONSEQUENCES TO THE SHORT-TERM ASSESSMENT? RIGHT. IT'S A DIAGNOSTIC. THERE SHOULDN'T BE CONSEQUENCES. BUT AS THAT TEMPERATURE CHECK, THEY MAY NOT -- THEY MAY NOT BE AS WILLING TO PERFORM. GREAT. I THINK THIS IS WHY EARLIER I SAID IT WAS -- THE PROFICIENCY GOAL WAS, LIKE, AN ARBITRARY NUMBER BECAUSE IT'S NOT SOMETHING WE ALL IN THIS ROOM OR

030THE DISTRICT AGREED UPON. IT WAS THE TEST MAKER, AND THEN FROM EAR TO EAR, I DON'T KNOW WHO THESE TEST PEOPLE ARE. AND I DON'T KNOW THEY SEE THE GROWTH THESE KIDS MAKE IN THE CLASSROOM THAT A TEACHER CAN SEE, SO I JUST THINK IT'S PRETTY LIMITED IN WHAT IT MEASURES. WELL, PRESIDENT CORT, MS. TERORIO, THE MEASUREMENT IT MEASURES OUR STATE STANDARD. SO THE EXPECTATION THEY MEET THE STATE STANDARDS? SO THESE ASSESSMENTS ARE MEASURED AND ALIGNED TO OUR STATE STANDARDS. AND I AGREE WITH YOU THAT'S WITH THE GROWTH EVERY STUDENT MAKES IN THE CLASSROOM, AND THAT'S REALLY NOT THE ASSESSMENTASSESSMENT --THE ASSESSMENT PARTNERS ROLE, THEIR ROLE IS TO PROVIDE US WITH THE ASSESSMENT. FOR US TO BE ABLE TO USE, TO HAVE THAT TOOL WITH THE SUPPORT OF OUR STUDENTS, AND SO I THINK IT

031SOUNDS TO ME WE'RE JUST STRUGGLING WITH THAT PIECE OF BACK TO THE GOAL, HOW WE REPORT THIS OUT. I JUST THINK I'M ALWAYS GOING TO HAVE MY BRAKES ON. THIS IS NOT SOMETHING I'M GOING TO BE LIKE LET'S GO BECAUSE WHAT MR. FRANK ABOUT, OH, MAYBE THEY'RE NOT TAKING THIS ONE AS SERIOUSLY AS THIS ONE, I CAUGHT MYSELF ALONG THOSE LINES LIKE A LITTLE BIT EARLIER THIS MORNING. AND THEN I CAUGHT MYSELF SAYING, LIKE, WE START THINKING THAT WAY, 10 THE WHOLE FOCUS BECOMES ON, WELL, WHO'S DOING IT --WHO'S GOT THE BEST SCORES? WHICH TEACHER IS DOING IT THE BEST WAY SO WE GET EVERYBODY DOING IT THAT WAY? I JUST THINK IT'S DANGEROUS. ONE THING WE WANT TO AVOID --WE DEFINITELY WANT TO AVOID THE MIND-SET THAT IT'S NOT ABOUT THE SCORE. IT'S ABOUT

032THE STUDENT, IT'S ABOUT HAVING THE RIGHT DATA POINTS FOR OUR TEACHERS TO BE ABLE TO SUPPORT. I AGREE WITH YOU, WE DON'T WANT TO BE THERE, AND IT IS VERY EASY TO GO IN THAT DIRECTION, RIGHT? WHO'S NOT TAKING ET CETERA? THIS IS FOR HIGH SCHOOL WE MAKE IT INSISTENT WE HAVE THIS HIGH RANGE OF DIAGNOSTIC. IT IS ON US AS ESSENTIAL SUPPORT TO PROVIDE THE TOOLS AND CAPACITY BUILDING OF OUR TEACHERS ON HOW TO UTILIZE THIS DATA. AS DR. WENDI MENTIONED, THAT IS FOCUS FOR OUR US. AND WE HEARD FROM OUR TEACHERS. WE HEARD FROM OUR PRINCIPALS. OUR PRINCIPALS SEE THE VALUE OF THIS. THEY SEE THE VALUE OF THESE DIAGNOSTICS AND ASSESSMENTS, AND SO THAT WILL BE A FOCUS FOR US AS WELL. THIS YEAR SPECIFICALLY IN HIGH SCHOOL, THIS 22% REALLY DOESN'T

033REFLECT ON KIDS. I REALLY FEEL IT DOES NOT. WHEN YOU LOOK AT OUR S.A.T. SCORES FROM THE PREVIOUS YEAR THERE IS A DISCONNECT AND THERE REALLY IS AROUND HOW STUDENTS AND TEACHERS ARE UTILIZING THINKING ABOUT THESE ASSESSMENTS. I AGREE 100% WITH THE COMMENTS, AND FOR US NOT TO GET TO THAT POINT LET'S NOT FOCUS ON THE NUMBERS BUT STUDENTS. DR. WENDI, AS WE MOVE TOWARDS PROFICIENCY SCALES, WILL THAT CHANGE OUR DATA? IS PORTFOLIO PART OF THE GRADUATE PROFILE? DO WE EVER DO ORAL ASSESSMENTS? ALL THOSE THINGS WOULD TAKE MUCH MORE SERIOUS CONSIDERATION THAN THE NUMBER. OKAY, CAN OF WORMS. SORRY FOR -- SO WE'LL PARTIALLY OPEN THE CAN. BUT WITH THE NEW GRADUATION REQUIREMENTS, AND THIS IS SOMETHING THAT WE'VE ALREADY IMPLEMENTED OUR CAP STONES, AND WE'RE USING CAP STONES IN A COUPLE OF DIFFERENT

034WAYS. SO ONE WAY THAT WE'RE USING CAP STONES IS FOR CREDIT RECOVERY. AND HAVING SOME FACILITATED STUDENT LEARNING WHERE THERE IS SOME STUDENT CHOICE AROUND HOW -- WHAT THEY'RE STUDYING, OF COURSE, THE STANDARDS THAT THEY HAVE TO MEET ARE NOT NEGOTIABLE, BUT REALLY LETTING STUDENTS HAVE SOME CHOICE IN THE AREA OF INTEREST, HAVING A PROJECT THAT IS OF HIGH INTEREST TO THEM. SO THAT'S ONE PIECE OF IT. ANOTHER AREA FOR CAP STONES THAT WE STARTED LAST YEAR IS FOR ORIGINAL CREDIT. AGAIN, FOCUSING ON THE STANDARDS, HAVING STUDENTS DO SOME INDEPENDENT RESEARCH FACILITATED BY AN ADVISOR. SO THAT'S THE SECOND WAY. AND THEN THE THIRD WAY IS REALLY WHAT WE'RE CALLING CAP STONES IN THE COMMUNITY WHICH IS A CULMINATION OF A PROGRAM OF STUDY. SO A PATHWAY -- WE TAKE COURSES IN A PATHWAY. WE

035-- LIKE I'M A STUDENT --THE STUDENT FINISHES A PROGRAM OF STUDY OF WORK-BASED EXPERIENCE, AND THEN THE CAP STONE IS KIND OF THE PRESENTATION OF ALL OF THAT. SO WE'RE DOING THAT AS WELL. AND I THINK THAT SPEAKS TO WHAT YOU'RE THINKING OF TO WHERE THESE DATA ARE NOT JUST BASED ON ASSESSMENT BUT MORE OF THE AUTHENTIC LEARNING THAT THE STUDENT'S DOING. AND WE HAD OVER THE LAST TWO YEARS, WE HAVE A VERY SMALL SAMPLE SIZE OF STUDENTS DOING CAP STONES. BUT ONCE WE HAVE MORE --MORE DATA, I WOULD LOVE TO SHARE THAT WITH THE BOARD AND WITH THE COMMUNITY STANDARDS IN --IN DIFFERENT WAYS. THANK YOU, DR. WENDI. OKAY, WE'LL LET YOU GO NOW. OKAY, READY. WE'LL LET YOU CONTINUE. THIS IS FUN. >> BUT IT'S A GREAT CONVERSATION. ALL RIGHT. SO THIS IS

036LOOKING AT INSTRUCTIONAL OUTCOMES FOR LITERACY AT THE ELEMENTARY LEVEL. AND THIS IS BY STUDENT GROUP. SO THE ALL OTHER STUDENTS GROUP ARE ALL OTHER STUDENTS THAT DO NOT FALL INTO ONE OF THE MARTINEZ YAZI CATEGORIES. SO YOU SEE THE BLUE BAR IS BEGINNING OF YEAR PROFICIENCY, AND YOU SEE THIS IS PROFICIENCY DATA. AND THE ORANGE IN THE MIDDLE, AND THE PURPLE AT THE ENDS. TO NOTE WE HAD REALLY GOOD PROFICIENCY WITH OUR NATIVE-AMERICAN STUDENT GROUP, OUR ECONOMICALLY DISADVANTAGED STUDENT GROUP. AND WHEN YOU LOOK AT THESE DATA, ALL OF OUR MARTINEZ YAZI STUDENT GROUPS SHOWED GROWTH TOWARDS PROFICIENCY --OR GAINS. I SHOULD SAY GAINS IN PROFICIENCY, SO THAT IS REALLY EXCITING DATA. AT MIDDLE SCHOOL, AGAIN, INSTRUCTIONAL OUTCOMES FOR LITERACY IN MIDDLE SCHOOL. SAME OUR MARTINEZ YAZI GROUPS. YOU WILL NOTICE THAT THERE IS ALSO GROWTH

037AMONG ALL GROUPS AT MIDDLE SCHOOL, SO THE GROWTH IS A LITTLE BIT MORE MODERATE, OR THE GAIN TOWARD PROFICIENCY IS A LITTLE MORE MODERATE THAN WE SAW AT ELEMENTARY. BUT WE'RE STILL SHOWING GROWTH TOWARD PROFICIENCY ACROSS ALL OF OUR MARTINEZ YAZI GROUPS. AND I THINK THAT IS A GREAT CELEBRATION. AT HIGH SCHOOL LARGELY THE SAME STORY, OUTCOMES FOR LITERACY IN 9-12. AGAIN, MODERATE GAINS. WE DID SEE SLIGHT REGRESSION FOR NATIVE AMERICAN STUDENTS FROM END OF YEAR TO BEGINNING OF YEAR. BUT IF YOU STILL LOOK FROM BEGINNING TO END, THERE IS A SLIGHT GAIN IN PROFICIENCY. I THINK A PARTICULAR CELEBRATION IS THAT OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES SHOWED GAINS AT ALL THREE LEVELS, AND THAT IS SOMETHING THAT WE HAVE NOT NECESSARILY SEEN IN PAST YEARS. SO I THINK THERE'S SOME GREAT CELEBRATIONS

038IN LITERACY AROUND PROFICIENCY. DR. MILLER TOMLINSON, DO WE HAVE STUDENTS BEING COUNTED MULTIPLE TIMES, LIKE STUDENTS DISADVANTAGED, EMERGENT BILINGUAL OR SPECIAL EDUCATION, IS THAT STUDENT COUNTED IN EACH ONE? OR IS IT -- YES. SO THOSE STUDENTS WOULD BE COUNTED IN EACH GROUP. HOWEVER, THEY ARE NOT COUNTED IN THE "ALL OTHER STUDENTS" GROUP. THANK YOU. THANKS FOR THAT CLARIFICATION. SO JUST A FEW KEY TAKEAWAYS, AND I HAD MENTIONED THESE BEFORE. SO WE DID SEE GROWTH ACROSS ALL OUR MARTINEZ YAZI STUDENT GROUPS. SO THIS BREAKS DOWN THE DATA THAT WE JUST LOOKED AT. AGAIN, THIS IS IREADY DATA. AND IN A COUPLE OF MONTHS WE'LL BE ABLE TO LOOK AT --OR WE'LL BE ABLE TO SHARE OUR DATA FROM SPRING OF '25 TO SEE HOW THIS TRANSLATED INTO OUR SUMMATIVE ASSESSMENT DATA AROUND PROFICIENCY. SO ANY QUESTIONS

039ABOUT LITERACY? ALL RIGHT, WE'LL JUMP INTO MATH. AGAIN, OUR GOAL IS 00% OF STUDENTS WILL MEET THEIR GROWTH TARGETS TOWARDS PROFICIENCY. WE'RE LOOKING AT DIAGNOSTIC DATA AND WE'LL ALSO LOOK AT SUMMATIVE DATA FROM THE SPRING OF 2024 AS PART OF THIS. SO OVER THE COURSE OF LAST YEAR, THE '24-'25 SCHOOL YEAR IN ELEMENTARY MATHEMATICS THE GAIN IN GROWTH MIDYEAR WE HAD 20% OF STUDENTS SHOWING PROGRESS TOWARD OR MEETING THEIR TYPICAL GROWTH TARGET. AT THE END OF THE YEAR, 51% IN ELEMENTARY MATHEMATICS HAD MET THAT TYPICAL GROWTH TARGET. AGAIN, JUST TO EITERATE THAT STUDENTS DIDN'T SHOW, THAT THE OTHER 49% DIDN'T SHOW SOME TYPE OF GROWTH, BUT THESE ARE THE ONES WE'RE TALKING ABOUT THAT TYPICAL GROWTH TARGET. AT MIDDLE SCHOOL THE BASELINE --WE WENT FROM BASELINE 31% MOY, AND 42% OF STUDENTS SHOWING GROWTH AT

040THE END OF THE YEAR IN MIDDLE SCHOOL MATHEMATICS. SO, AGAIN, THE SUMMATIVE DATA FOR MATHEMATICS IN THE ORANGE BOX IN A LITTLE OVER A YEAR AGO IN ELEMENTARY MATHEMATICS IN THE SUMMATIVE ASSESSMENT ABOUT 26% OF OUR STUDENTS WERE PROFICIENT IN MATHEMATICS, 19% OF MIDDLE SCHOOL STUDENTS. AND ON THE S.A.T. JUST UNDER 14% OF HIGH SCHOOL STUDENTS WERE CONSIDERED PROFICIENT IN MATH. ON THE INTERIM ASSESSMENT JUST TO SHOW THE GAIN IN PROFICIENCY OVER THE YEAR, ELEMENTARY WE WENT FROM 9. 8% OF STUDENTS PROFICIENT AT THE BEGINNING OF THE YEAR AS MEASURED BY THE DIAGNOSTIC TO ALMOST 46% PROFICIENT AT THE END OF THE YEAR. IN MIDDLE SCHOOL STARTED THE YEAR 14. 7% PROFICIENCY AND ENDED THE YEAR AT ALMOST 25% PROFICIENT. AND AGAIN, SAME CONVERSATION THAT WE HAD WITH LITERACY AT THE HIGH SCHOOL LEVEL, THIS

041IS A NEW ASSESSMENT FOR HIGH SCHOOL TEACHERS, FOR HIGH SCHOOL STUDENTS, AND WE'RE STILL WORKING THROUGH HOW TO USE THE DATA, HOW TO BUILD, YOU KNOW, THE SYSTEM THIS IS A DATA POINT THAT WILL BE MEANINGFUL FOR BOTH TEACHERS AND STUDENTS. AND LAST YEAR TALKING TO STUDENTS, I THINK WE'VE MADE SOME PROGRESS HOW WE WILL SUPPORT THAT THIS YEAR. SO THAT --THAT SHOULD LOOK DIFFERENT IN THE FUTURE. SO BREAKING DOWN TO STUDENT GROUPS IN MATHEMATICS, AGAIN, THESE ARE PROFICIENCY RATES. BLUE BAR, BEGINNING OF YEAR, ORANGE MIDDLE, PURPLE END. SO ALL OTHEROTHER ENDED THE YEAR IN K- 5 MATH 65, ALMOST 66% PROFICIENT. AND AGAIN, THIS IS THE IREADY DAG DIAGNOSTIC. MARTINEZ- YAZZIE SHOWED GROWTH, 31%. SAME WITH EMERGENT STUDENTS AND SPECIAL EDUCATION SERVICES, 17% GROWTH FROM THE BEGINNING TO THE END IN MATH. SO I

042THINK THESE ARE REALLY EXCITING NUMBERS. AND, AGAIN, THIS IS PROFICIENCY. SO HAVING STUDENTS SHOWING PROFICIENCY AT THE END OF THE YEAR AND MAKING PROGRESS TOWARD PROFICIENCY, I THINK THAT'S REALLY EXCITING. MIDDLE SCHOOL, AGAIN, WE -- AGAIN, SHOWING GROWTH ACROSS ALL MARTINEZ- YAZZIE GROUPS. IT IS, AGAIN, JUST AS WE SAW IN LITERACY, IT'S A LITTLE MORE MODERATE THAN WHAT WE SAW IN ELEMENTARY SCHOOL, BUT I THINK IT'S REALLY EXCITING THAT WE'RE SHOWING GROWTH ACROSS ALL STUDENT GROUPS IN MIDDLE SCHOOL. AGAIN, MIDDLE SCHOOL, IF YOU LOOK AT DATA ACROSS THE COUNTRY, ACROSS THE WORLD, THERE'S ALWAYS THAT DIP IN MIDDLE SCHOOL. MANY -- MANY FACTORS THAT YOU CAN ATTRIBUTE THAT TO JUST INSTRUCTIONAL STYLE, MOVING FROM ELEMENTARY TO SECONDARY, HOW -- YOU KNOW, HOW STUDENTS ARE TAUGHT DIFFERS. AND THEN, YOU KNOW, THERE'S A LOT OF RESEARCH

043AROUND HOW SCHOOLS ARE ORGANIZED. YOU KNOW, WE -- WE MAKE THE BREAK BETWEEN 5th AND 6th GRADE. IS THAT THE BEST --IS THAT THE BEST TIME? ARE STUDENTS REALLY EMOTIONALLY, PSYCHOLOGICALLY READY FOR THAT? AND NOW EVERYONE'S LAUGHING SO I THINK WE KNOW THE ANSWER TO THAT QUESTION. BUT THOSE ARE JUST SOME OF THE THINGS TO THINK ABOUT BECAUSE WE ALWAYS, LIKE, WE STRUGGLE WITH MIDDLE SCHOOL, WHY --WHY DO WE SEE THIS? SO REALLY WORKING AGAIN WITH OUR TEACHERS HOW --WHAT ARE WE DOING IN THE CLASSROOM? HOW CAN WE BETTER MEET STUDENTS WHERE THEY ARE? WHAT INSTRUCTIONAL STRATEGIES ARE WE USING? AND HOW CAN WE PERHAPS SUPPORT STUDENTS AT THE MIDDLE SCHOOL AGE. IN HIGH SCHOOL, AGAIN, AND THESE ARE READY DIAGNOSTIC DATA, SO NOT WHAT YOU WOULD SEE ON THE S.A.T., BUT AGAIN SHOWING GROWTH

044ACROSS ALL STUDENT GROUPS, ALL OF OUR MARTINEZ-YAZZIE GROUPS SHOWED GROWTH. AND AGAIN, IN MATH I THINK IT'S VERY EXCITING THAT OUR STUDENTS ARE DISABILITIES ARE SHOWING -- ARE SHOWING GROWTH AT ALL THREE GRADE BANDS. A FEW TAKEAWAYS, AGAIN, GROWTH ACROSS ALL STUDENT GROUPS. GREAT GAINS IN PROFISH ANTS FROM B.O.Y. TO M.O.Y. AT ELEMENTARY. AT MIDDLE SCHOOL, ECONOMICALLY DISADVANTAGED AND NATIVE AMERICAN STUDENTS SHOWED ABOUT 7 TO 8% GROWTH. AND IN HIGH SCHOOL THE GROWTH ACROSS THOSE STUDENT GROUPS WAS PROPORTIONAL TO ALL OTHER STUDENTS. SO, AGAIN, THE DATA BEARS THAT WE ARE MAKING PROGRESS. SO THAT'S THE END OF KIND OF THE LOOK AT THE DATA. ARE THERE ANY OTHER QUESTIONS BEFORE WE MOVE ON AND TALK ABOUT HOW WE'RE SUPPORTING TEACHING AND LEARNING THIS YEAR? I THINK WE GOT THEM ALL DURING YOUR PRESENTATION. OKAY. SO

045JUST AS WE'RE MOVING INTO THE 20 -- SORT OF OFF TOPIC, BUT I'M CURIOUSLY THE ECONOMIC DACE ADVANTAGED. SO RIGHT NOW CURRENTLY WE MEASURE THAT BY ENROLLMENT IN SNAP, AND HOW ELSE ARE WE MEASURING? THAT'S A DR. LOZANO QUESTION, I THINK. IT'S DIRECT CERTIFICATE FILE WE GET FROM THE PUBLIC EDUCATION, AND THEY WORK ACROSS DIFFERENT GOVERNMENT AGENCIES. LIKE I SAID SNAP, MEDICAID, THAT'S HOW WE DETERMINE QUALIFICATIONS. SO IF --SO THEY'RE MAKING CHANGES HOW --WHO CAN ENROLL IN THOSE PROGRAMS. HOW IS THAT GOING TO IMPACT OUR DATA AROUND HOW OUR ECONOMIC --BECAUSE JUST BECAUSE THEY CHANGED THE RULES IN D.C. DOESN'T MEAN THOSE KIDS AREN'T ECONOMICALLY DISADVANTAGED. IT JUST MEANS THEY'RE NOT ELIGIBLE FOR WHATEVER REASON. SO HOW WOULD THAT IMPACT OUR DATA? THIS MIGHT BE A BIGGER QUESTION? IT JUST POPPED INTO MY HEAD. IT'LL

046ALSO IMPACT FUNDING AS AN FYI. I'M SURE YOU GUYS WERE ALL WONDERING THAT. I THINK THAT'S A GREAT QUESTION, PRESIDENT -- VICE PRESIDENT NOLAN. AND AS IT CHANGES, THAT DIRECT CERTIFICATION PROCESS, IF STUDENTS ARE NO LONGER QUALIFYING, THEN THAT ECONOMICALLY DISADVANTAGED STUDENT GROUP MAY LOOK SMALLER. AND TO YOUR POINT THAT DOESN'T MEAN THE NEED OR THE CIRCUMSTANCE WENT AWAY, SO THAT'LL BE DEFINITELY SOMETHING FOR US TO KEEP AN EYE ON. I DON'T KNOW WHETHER THAT IMPACTS 25, 26 SCHOOL -- WE ARE 25, 26. >> YEAH, JEEZ. THEY COULD REACT TO THE CHANGES IN ELIGIBILITY. YEAH, SO WE'RE LOOKING AT DIFFERENT OPTIONS. I MEAN, AT THIS POINT IT'S ALL ESTIMATES. [ INAUDIBLE ] SO THEY COMPILE A REPORT FROM OTHER AGENCIES. IF YOU RECEIVE SNAP, IF YOU RECEIVE MEDICAID AUTOMATICALLY, YOU QUALIFY. [ INAUDIBLE ] .

047THANK YOU. SO LET'S SHIFT TO --SO THE DATA WE JUST REVIEWED WAS FOR 24, 25 SCHOOL YEAR. WE'RE SEEING GREAT GROWTH TOWARD OUR GOALS, TOWARDS PROFICIENCY. SO JUST WANT TO BRIEFLY SHARE WHAT THE PLAN IS THIS YEAR TO SUPPORT TEACHERS AS WE WORK TOWARD --TOWARD OUR GOALS FOR 25, 26. SO I'M JUST GOING TO BRIEFLY RUN THROUGH OUR DISTRICT PL CALENDER, AND THEN I'M GOING TO SHARE WITH YOU THE STRUCTURE FOR HOW THIS IS BEING DELIVERED. SO ON THE JULY 22nd PL DAY WE KICKED IT OFF WITH -- THE CONTENT WAS PRIORITY STANDARDS AND PROFICIENCY SCALES. ALL OF THESE SESSIONS THAT YOU WILL SEE ARE BEING DELIVERED USING INTERACTIVE PROCESSING STRUCTURES, WHICH IS A KEY STRATEGY THAT WE GET FROM THE QUALITY TEACHING FOR ENGLISH LEARNERS TO REALLY INCREASE STUDENT ENGAGEMENT AND FOCUS ON DIFFERENT

048PARTS OF THE LESSON. SO WHAT WE'RE DOING THROUGH EVERY SESSION THIS YEAR IS MODELING WITH TEACHERS WHAT THEY COULD BE DOING IN THE CLASSROOM TO INCREASE STUDENT ENGAGEMENT. SO ALL OF THESE SESSIONS BUILD ON EACH OTHER. SO WE'RE STARTING WITH PRIORITY STANDARDS AND PROFICIENCY SCALES. WE'LL MOVE INTO PURPOSEFUL PLANNING. AND THEN IN OCTOBER WE'RE REALLY TURNING THE PROFICIENCY SCALE WORK OVER TO STUDENTS. AND THAT GOES BACK TO THE EARLIER CONVERSATION ABOUT GOAL-SETTING. HOW DO STUDENTS KNOW WHAT THEY'RE LEARNING? WHAT --WHAT GOALS ARE THEY SETTING FOR THEMSELVES? AND THOSE ARE REALLY AUTHENTIC TO THE INSTRUCTION HAPPENING EVERY DAY IN THE CLASSROOM. IN THE SPRING SEMESTER PROFICIENCY SCALES TO ENGAGE IN GOAL-SETTING AND FEEDBACK. SO, AGAIN, THESE SESSIONS ARE BUILDING. WE'RE ADDING DIFFERENT COMPONENTS FOR THE TEACHERS. IN FEBRUARY REALLY THINKING ABOUT ASSESSING WITH PROFICIENCY SCALES. AND

049THEN AT THE END WE ALWAYS LIKE TO END WITH A CELEBRATION AND A RECAP OF THE LEARNING FOR THE YEAR. I'M REALLY EXCITED ABOUT THE MODEL THAT WE ARE USING THIS YEAR, SO WE LOOKED AT TEACHER FEEDBACK. AND A LOT OF THE TEACHER FEEDBACK WAS WE WANT TO LEARN FROM EACH OTHER. THE GROUPS ARE TOO BIG. THINGS SOMETIMES SEEM -- IT'S HARD TO MAKE CONNECTIONS. SOMETIMES BETWEEN SESSIONS BECAUSE THEY'RE SPREAD OUT. SO THIS SUMMER WHAT WE DID IS WE CALLED FOR FACILITATORS -- FOR TEACHER FACILITATORS. WE HAVE 88 TEACHER AND CONTENT SPECIALISTS THAT ARE FACILITATING PL THROUGHOUT THE YEAR. IN FACT, TODAY THEY ARE AT THE TLC PLANNING FOR THE OCTOBER 28th EDUCATOR PLANNING DAY. AND THE COOL THING ABOUT IT IS THAT THEY --EACH ONE OF THESE FACILITATORS HAS A GROUP OF 25 TO

05030 TEACHERS. AND THAT GROUP IS A COHORT THAT STAYS TOGETHER THROUGHOUT THE YEAR. SO HIGH SCHOOL CHEMISTRY TEACHERS WILL BE WITH HIGH SCHOOL CHEMISTRY TEACHERS FACILITATED BY A HIGH SCHOOL CHEMISTRY TEACHER. AND THE LEARNING IS VERY SPECIFIC TO THEIR CONTENT. WHEN WE'RE TALKING ABOUT PURPOSEFUL PLANNING, THEY ARE PLANNING THEIR CONTENT, THE PRIORITY STANDARDS, THE PROFICIENCY SCALES ARE ALL SPECIFIC TO THEIR CONTENT AND GRADE LEVEL. SO THAT IS THE STRUCTURE THAT WE ARE USING. IT'S REALLY EXCITING. I'M GOING TO SHOW YOU SOME DATA FROM JULY 22nd. SO THE GRAPH ON THE LEFT IS JUST WHO PARTICIPATED. ON THE RIGHT, HOW SATISFIED ARE YOU WITH THE KNOWLEDGE GAINED DURING THIS SESSION. THE ORANGE AND THE BLUE ARE VERY SATISFIED AND SATISFIED. SO THAT IS REALLY GREAT FEEDBACK ON THAT FIRST SESSION. TEACHERS REALLY LIKED IT. THEY LIKED

051THE FACT THAT THE GROUPS WERE SMALL. THEY LIKED THE FACT THAT THEY WERE BY CONTENT OR GRADE LEVEL AND BEING FACILITATED BY A PEER. AND SO REALLY EXCITED ABOUT THAT DATA. AND JUST SOME THINGS, LEARNING OUTCOMES. THEY FELT LIKE THE LEARNING OUTCOMES WERE MET, THAT THE INSTRUCTIONAL MATERIALS WERE EFFECTIVE, VERY EFFECTIVE. THE LEARNING ACTIVITIES, AGAIN, VERY GOOD FEEDBACK ON THE LEARNING ACTIVITIES, ACTUALLY LEARNING THOSE INTERACTIVE PROCESSING STRUCTURES THROUGHOUT OR USING THOSE THROUGHOUT THE COURSE OF THE THREE -- AND THIS WAS A THREE- HOUR SESSION ON JULY 22nd. SO THEY WERE PRETTY BUSY DURING THAT THREE HOURS. DEFINITELY IT WAS NOT A SIT AND GET SITUATION. SO A LITTLE QUALITATIVE FEEDBACK. THEY VALUED THE QUALITY OF THE FACILITATION, INTERACTIVE STRUCTURES. AGAIN, LAST YEAR WE DID SOME WORK AROUND INTERACTIVE PROCESSING STRUCTURES AND JUST TEACHERS BEING ABLE

052TO REENGAGE IN THOSE STRUCTURES, ACTUALLY PARTICIPATE AS A LEARNER IN THOSE STRUCTURES WAS VERY POWERFUL. WE GOT A LOT OF FEEDBACK. THEY'RE ACTUALLY LOOKING FORWARD TO THE NEXT SESSION. AGAIN, THEY LIKED THE GROUPING, BEING PART OF A COHORT. THEY DID HAVE QUESTIONS ABOUT HOW TO APPLY THEIR LEARNING IN THE CLASSROOM, BUT NOW THE QUESTIONS ARE MUCH MORE FOCUSED. AND SO WHEN THEY'RE ASKING FOR SUPPORT, IT'S VERY FOCUSED TO THEIR CONTENT OR GRADE LEVEL. AND THAT MAKES IT MORE SEAMLESS TO PROVIDE THAT SUPPORT ON -- ON THE OTHER SIDE. AND THEN HAVING MORE PRACTICAL RESOURCES. AGAIN, THINKING ABOUT IMPLEMENTATION, WHICH IS ALWAYS GOOD WHEN TEACHERS COME AWAY FROM PROFESSIONAL LEARNING, THAT THEY ARE EAGER TO DO SOMETHING WITH IT. SO, AGAIN, THINKING ABOUT RESOURCES AND HOW TO IMPLEMENT THESE THINGS IN THE CLASSROOM. I REMEMBER THAT

053WE DID IT ONCE A LONG TIME AGO, AND IT WAS SO VALUABLE TO MEET WITH TEACHERS BECAUSE WE ARE OUR GREATEST RESOURCE. ABSOLUTELY. AND TEACHERS FEEL THEY'RE EXCITED. AND I WANTED TO NOTE ONE MORE THING. WHEN WE WERE LOOKING AT THE FEEDBACK, WE DRILLED DOWN INTO SOME OF THE PEOPLE THAT WERE DISSATISFIED WITH THE PL. AND IT WAS ABOUT 1% OF THE PEOPLE THAT FILLED OUT THE SURVEY. AND WE NOTICED SOME PATTERNS. AND SO WE HAVE --AND JUST WANT TO SAY THAT WE HAVE ADDRESSED THOSE PATTERNS, KIND OF HEARD -- MET WITH SOME TEACHERS, GOT THEIR FEEDBACK. WE HAVE ADDED SOME MORE FACILITATORS THAT SAID, YOU KNOW, I KNOW A LOT ABOUT THIS STUFF. I WAS DISSATISFIED BECAUSE I SHOULD HAVE BEEN TEACHING THIS. AND SO WE TOOK THEM UP ON IT, INCLUDED THEM. AND

054I THINK THAT THAT WILL MAKE FOR EVEN -- EVEN STRONGER SESSIONS GOING FORWARD. SO REALLY EXCITED ABOUT ALL THIS. SO INVITE YOU ALL ON THE 28th. IF YOU WOULD LIKE TO SIT IN ON ONE OF THESE TEACHER FACILITATED SESSIONS, WE CAN CERTAINLY GET YOU A SCHEDULE TO COME BY. YEAH, THAT WOULD BE GREAT. AND TAKE A LOOK. MAY I ALSO COMPLIMENT YOU, DR. WENDI? YOU KNOW I WRITE THIS PONY OCCASIONALLY. SO I VERY MUCH APPRECIATE THE FEEDBACK. NOT TODAY. HE CAN'T RIDE THE PONY TODAY. AND I ALSO JUST WANT TO THANK THE TEACHING AND LEARNING TEAM ESPECIALLY ESTHER PEDERSON AND STEPHANIE WHO DID A LOT OF HEAVY LIFTING ON THIS AND ALSO THE ASSISTANCE FROM THE PROFESSIONAL DEVELOPMENT TEAM THAT WE HAVE THAT'S MADE UP FROM FOLKS ACROSS ALL THE DEPARTMENTS -- FEDERAL PROGRAMS, BILINGUAL,

055SPECIAL EDUCATION. THEY ALL HAD A HAND IN THIS, SO THIS IS THEIR GREAT THINKING AND GREAT WORK. AND THEY'RE AT IT AGAIN TODAY. SO EXCITING STUFF TO COME. SO THE FACILITATORS, THE TEACHER FACILITATORS, DO WE DO LIKE A STIPEND OR SOMETHING LIKE THAT? SO PRESIDENT CORT, VICE PRESIDENT NOLAN, YES. THEY ATTENDED AN INSTITUTE IN THE SUMMER, AND IT WAS REALLY AMAZING TO ME. IT WAS A COUPLE WEEKS BEFORE TEACHERS REPORTED BACK, AND WE HAD A THREE- DAY INSTITUTE FOR THEM JUST TO PREPARE THEM ON ALL THE THINGS THAT THEY WOULD BE WORKING ON THAT ARE COHORT WITH, AND THEY --WE HAD 98, 90 TEACHERS COME IN THE SUMMER FOR AND THE FIRST DAY WAS GREAT. EVERYONE SHOWED UP. THE SECOND DAY THEY ALL CAME BACK. THE THIRD DAY, THEY CAME BACK AGAIN SO THEY LIKED

056IT. IT WAS REMARKABLE, AND WRES, WE DID PAY THEM FOR THEIR TIME. I WAS GOING TO ASK IF WE DID THE TRAINER KIND OF MODEL. AND SO TEACHERS APPLY TO BE THE FACILITATORS OR -- YES, SO WE -- THAT'S A GREAT QUESTION. SO WE REACHED OUT. YOU KNOW, IT WAS SUMMERTIME, SO IT'S HARD TO GET TO PEOPLE SOMETIMES. SO WE REACHED OUT DIRECTLY TO TEACHERS THAT HAD EXPRESSED AN INTEREST IN DOING THIS KIND OF WORK. WE ALSO REACHED OUT TO PRINCIPALS BECAUSE SOMETIMES IF YOUR PRINCIPAL CALLS YOU IN THE SUMMER, YOU'RE MORE LIKELY TO ANSWER THAN IF I CALL YOU IN THE SUMMER. SO WE USED THAT AND GOT A GOOD GROUP. AND AGAIN, THERE HAS BEEN MORE INTEREST AMONG TEACHERS WHO WOULD LIKE TO BECOME FACILITATORS IN THE FUTURE, SO WE'RE LOOKING TO BUILD

057CAPACITY THERE. DO YOU WANT TO TAKE A LITTLE BREAK? I'M DONE. I WILL TAKE A BREAK UNTIL WE TALK ABOUT POLICIES LATER, BUT IF THERE ANY OTHER QUESTIONS AROUND GOALS ONE AND TWO, I'M HAPPY TO ANSWER THEM. ALL RIGHT, THANK YOU SO MUCH FOR YOUR TIME AND EXPERTISE. REALLY APPRECIATE IT. LET'S TAKE A LITTLE STANDING BREAK. ABOUT -- IT'S 10:16. WE'LL MEET BACK AT 10:25. 9 MINUTES. GIVES YOU A CHANCE TO --I DON'T KNOW IF WE HAVE MORE COFFEE. NEEDING COFFEE OR NEEDING A RESTROOM BREAK. THANKS. SEE YOU BACK AT 10:25. ALL RIGHT, WHENEVER YOU'RE READY. MADAM PRESIDENT, MEMBERS OF THE BOARD. I'LL GO EVERY STRATEGIC GOAL NUMBER 3, ENVIRONMENT WRG MENTAL HEALTH AND WELL-BEING. THIS GOAL WAS VERY STRAIGHTFORWARD FROM YOU YOU ALL DEVELOPED DURING THE LAST YEAR. IT WAS DURING THE '24, '25

058SCHOOL YEAR. SET THE BASELINE AND MEASURES TO ESTABLISH GROWTH TARGETS IN STUDENT AND STAFF OVERALL MENTAL HEALTH AND WELL-BEING. IF YOU RECALL ONE OF THE THINGS THAT CAME OUT OF THIS SCHOOL BECAUSE I WANT TO THANK YOU FOR DEVELOPING THIS SCHOOL. AT FIRST I WANT TO READ IT AND BE LIKE HOW ARE YOU GOING TO DO THIS, HOW ARE YOU GOING TO GET THERE? SO ONE OF THE THINGS THAT CAME OUT OF THIS WAS US REALLY THINKING CRITICALLY ABOUT THE WORK, RIGHT, AND HOW DO WE NOT ONLY MEET THE GOAL BUT THEN CREATE SOMETHING THAT'S GOING TO BE SUSTAINABLE, A SYSTEM THAT'S GOING TO BE SUSTAINABLE AND THAT'S GOING TO BE ADDRESSING THE MAIN COMPONENTS AT THIS GOAL HAS, RIGHT? BECAUSE IT'S A VERY CRITICAL GOAL. SO WHAT WE DID WAS THE WELLNESS FRAMEWORK. SO

059OUT OF THIS CAME THE WELLNESS FRAME, WHICH, AGAIN, HAS DRIVEN A LOT OF THE WORK THAT WE DO ON A DAILY BASIS FOR DIFFERENT DEPARTMENTS, NOT JUST AMY AND HER TEAM, BUT REALLY IT'S CROSS DEPARTMENTAL. REALLY I WORK WITH MR. RODRIGUEZ BECAUSE STAFF WELLNESS AND STUDENT WELLNESS IS OF COURSE MENTAL HEALTH, BEHAVIORAL HEALTH, BUT IN ADDITION THERE'S NUTRITION. THERE'S DIFFERENT COMPONENTS TO THAT --THAT MR. RODRIGUEZ OVERSEES. SO, AGAIN, IT'S A --THANK YOU AGAIN FOR ESTABLISHING THIS GOAL BECAUSE IT'S REALLY HELPED US TO STAY FOCUSED AND HAVE THOSE TARGETS. ONE OF THE THINGS THAT I WANTED TO MENTION, AND IT'S KIND OF CONNECTED TO A QUESTION THAT VICE PRESIDENT NOLAN ASKED EARLIER WAS JUST ON AUGUST 6 , I DON'T KNOW IF YOU ALL READ, BUT A REPORT FROM WALLET HUB CAME OUT ABOUT UNDERPRIVILEGED STUDENTS

060--KIDS ACROSS AMERICA, AND UNFORTUNATELY NEW MEXICO CAME FIRST. FOR SEVERAL YEARS I KNOW THERE'S THE KID COUNT SURVEY OR ANALYSIS THAT COMES OUT EVERY TWO YEARS. WE'RE NUMBER ONE FOR NOTNOT WELL-ROUNDED STUDENTS WELL-BEING. SO, AGAIN, I JUST WANTED TO POINT THAT OUT. IN THAT REPORT 25% OF STUDENTS IN NEW MEXICO LIVE IN POVERTY. SOMETHING THAT STOOD OUT TO ME THAT I WAS LOOKING AT IT, AGAIN, CAN CAME ACROSS THIS LAST NIGHT WAS 16 OUT OF 19 STUDENTS IN --KIDS THAT ARE 16 TO 19 YEARS OLD WE HAVE -- WE'RE NUMBER 13 FOR HAVING THEM NOT BE IN HIGH SCHOOL OR NOT HAVE A JOB. SO IT'S A CYCLE, RIGHT? SO I JUST WANTED TO BRING THAT UP BECAUSE IT'S VERY WELL-CONNECTED TO SOME OF THE WORK WE'RE TRYING TO ADDRESS, ADDRESSING THE WHOLE CHILD. IT'S

061NOT GOING TO BE ONE THING THAT WE DO THAT IS GOING TO ADDRESS ALL OF THE ISSUES THAT, UNFORTUNATELY, OUR KIDS COME WITH BUT TRY TO DO THE BEST WE CAN AND REALLY WORK ON STAYING FOCUSED ON THE WORK. SO WITH THAT, HAPPY TO REPORT THAT WE DID MEET THIS GOAL. AGAIN, OUR GOAL WAS TO ESTABLISH THE BASELINE. JUST AS A REMINDER THESE ARE THE DIFFERENT COMPONENTS OF THE FRAMEWORK THAT I BELIEVE I WENT OVER IN MAY. BUT MORE IMPORTANTLY THESE ARE THE DIFFERENT DATA REPRESENTATIONS, THE DATA SOURCE WE USE TO ESTABLISH THOSE GOALS. AS YOU CAN SEE THEY'RE VERY DIVERSE. SOME THE STATE PROVIDED. WE JUST COMPLETED OUR FOURTH YEAR ADMINISTERING THAT TO BOTH STUDENTS, STAFF, AND COMMUNITY. AND I ALSO WANT TO THANK OUR PARTNERS FROM EVEREST WHO REALLY HELPED US DEVELOP THIS.

062IT WAS MESSY WORK. WE MET MANY TIMES, BUT I REALLY APPRECIATE THEIR EXPERTISE IN TRYING TO FIGURE OUT HOW DO WE ESTABLISH BASELINE GOALS FOR EACH OF THE COMPONENTS. AND FOR ME WHAT I ALWAYS EMPHASIZE WAS IT'S NOT JUST ABOUT CREATING A NUMBER OR THE GOAL, IT'S REALLY WHAT ARE WE GOING TO DO WITH IT, RIGHT? AND THAT'S WHAT WE'RE REALLY FOCUSED ON NOW IS WHAT ARE THOSE NEXT STEPS, AND OF COURSE INCLUDING OUR MANY EXPERTS THAT WE HAVE AROUND OUR DISTRICT. SO WE MEET WEEKLY. RIGHT NOW THE WORK THAT THIS GROUP IS DOING IS REALLY TAKING THAT DEEP DIVE INTO THE DATA AND DEVELOPING ACTION STEPS BASED ON THEIR AREAS OF EXPERTISE. IF YOU RECALL ONE OF THE AREAS OF GROWTH THAT WAS SIGNIFICANT WAS PARENT ENGAGEMENT, WHICH CAUGHT ME OFF-GUARD BECAUSE I WANT

063TO BELIEVE WE DO A LOT. BUT AT THE SAME TIME, TOO, IT'S WHAT WHAT ARE WE GOING TO BE DOING DIFFERENT TO ENSURE THAT THE PERCEPTION BY PARENTS IS THAT THEY ARE ENGAGED WITH THEIR SCHOOL? SO THE NEXT SLIDE THIS REPRESENTS THE OVERALL BASELINE RESULTS BY COMPONENT. IF YOU'LL RECALL, THIS WAS CREATED USING A NORMALIZED SCORE, AND IT'S ADJUSTED TO FALL WITHIN A COMMON RANGE TYPICALLY FROM NEGATIVE 100 TO 100 TO ALLOW FOR CONSISTENT COMPARISON ACROSS CATEGORIES. EACH OF THE STARTING COMPONENTS SHOWS HOW WE'LL MEASURE GROWTH OVER THE NEXT FIVE YEARS. OUR WELLNESS TEAM COMPOSED OF EXPERTS, AGAIN THEY'RE DOING A DEEP DIVE DEVELOPING THEIR OWN ACTION STEPS TO ADDRESS THE AREAS OF NEED. AS PART OF OUR NEXT STEPS WE PLAN TO DISSEMINATE THE FRAMEWORK THAT OUTLINES THE PURPOSE OF THE FRAMEWORK AND HIGHLIGHTS

064KEY ACTIONS BEING TAKEN ACROSS THE DIFFERENT COMPONENTS. ONE OF THE THINGS I DID WANT TO MENTION IS IF YOU NOTICE WHAT WE DETERMINED WAS A GROWTH TARGET WAS 2% GROWTH, AND THIS WAS BASED ON STATISTICAL TRENDS AND WORKING WITH OUR PARTNERS ON WORKING ON THIS. A SUSTAINABLE YOU'RE OVER YEAR GROWTH RATE FALLS ON 1.5% TO 2%. WE DETERMINED WITH OUR TEAM A 2% GROWTH RATE IS REASONABLE AND BALANCED POINT. IT REFLECTS CAUTION AND AMBATION AND ENSURING STABILITY WHILE STILL ALLOWING FOR MEANINGFUL PROGRESS OVER TIME. WITH THAT, MADAM CORT, I'LL OPEN IT UP FOR ANY QUESTIONS YOU MAY HAVE REGARDING NUMBER 3. THANK YOU SO MUCH, DR. LOZANO. I WILL START WITH A QUESTION BECAUSE I FEEL MATHEMATICALLY IMPAIRED AT THE MOMENT. THESE NUMBERS REFLECT WHAT? SO A 2% GROWTH IN --IN THE NEED? 2% GROWTH

065IN OUR WORK TO -- TO DO WHAT AS FAR AS DIGITAL SAFETY, PHYSICAL EDUCATION? I GUESS I DON'T UNDERSTAND, AND MAYBE IT'S JUST ME, WHAT THOSE NUMBERS MEAN ACCORDING TO OUR CATEGORIES. THAT'S A GREAT QUESTION, MADAM CORT. IS IT? IT IS A GOOD QUESTION. >> I DON'T UNDERSTAND WHAT A 64.1 IN 21 REPRESENTS IN PHYSICAL EDUCATION? I AGREE. >> I'M NOT SURE WHAT THAT MEANS. I'M GOING TO BACK UP ONE SLIDE. SO OUR GOAL WAS TO USE DIFFERENT DATA SOURCES TO DEVELOP A BASELINE. SO WE DIDN'T WANT TO LOOK AT ONE DATA SOURCE. WE COULD HAVE USED THE HAN OVER CULTURAL AND CLIMATE SURVEY. BUT IN THAT SURVEY THERE WERE DIFFERENT COMPONENTS NOT BEING ADDRESSED THAT AS A TEAM WE DEVELOPED. WHAT WE WANTED TO DO WAS COMBINE DIFFERENT DATA SOURCES, AND THAT'S WHERE OUR

066PARTNERS FROM EVEREST CAME IN, WHERE THEY HELPED US NORMALIZE THAT. SO WE TOOK ALL OF THE RESULTS FROM ALL OF THESE DIFFERENT DATA SOURCES, AND THEY NORMALIZED THE SCORE. SO THEY --THEY CREATE -- THEY DEVELOPED A SCORE FOR US BASED ON THE RESULTS OF ALL THE DIFFERENT DATA SOURCES. SO THAT'S WHERE THAT NUMBER COMES FROM. SO IT'S A COMBINATION -- BUT WHAT IS THAT SCORE? IS IT A PERCENTAGE OF STUDENTS WHO WILL NOW BE MORE ENGAGED IN PHYSICAL EDUCATION, PHYSICAL ACTIVITY AND HEALTH EDUCATION? I DON'T -- I GUESS AM STILL NOT UNDERSTANDING, AND MAYBE SOMEONE CAN HELP ME WITH MY QUESTION. MADAM CORT, MAYBE I'LL TRY ONE MORE TIME. SO IT IS DEPENDENT ON -- SO IT'S THE COMBINATION BECAUSE SOME OF THE SURVEYS ARE --MOST OF THEM ARE PERCEPTION. BUT THEN ALSO WE GOT

067DATA FROM OUR WELLNESS FRAMEWORK WALKTHROUGHS, RIGHT? SO IT'S THE COMBINATION OF ALL OF THEM AND THEY NORMALIZE IT. SO DO YOU WANT TO COME UP AND MAYBE HELP ME -- DOES THE BIGGER NUMBER INDICATE MORE OF A NEED? OR DOES THE SMALLER NUMBER INDICATE MORE OF A NEED? I HAVE THE SAME QUESTION. WHAT DOES 51. 6% MEAN? ABSOLUTELY. GOOD MORNING, EVERYONE. I'M STEPHANIE FROM EVEREST ANALYTICS. YOU MIGHT REMEMBER ME AT YOUR LAST BOARD RETREAT AND WHEN WE WERE HAVING SOME OF THESE QUESTIONS. SO CAN I GO BACK ONE SLIDE? OKAY. WE FORGET STUFF. I MEAN -- I REMEMBER THE FLOWERS. >> YOU REMEMBER THE FLOWERS? YEAH, BECAUSE EVER INDICATOR --FOR ME I SAW IT SOME WERE HIGHER AND SOME WERE LOWER AND THEY'RE ALL REACHING TOWARDS 100%. YES. OKAY. SO WHEN WE'RE LOOKING AT THAT,

068YES, WE HAD IT SIDEWAYS BUT YOU IMAGINED IT FLIPPED THE OTHER WAY. I REMEMBER OUR WHOLE CONVERSATION ABOUT THAT. THIS FIRST IS A CROSSWALK OF ALL THE DIFFERENT SURVEYS. SO YOU CAN SEE FOR THE DIFFERENT WELLNESS FRAMEWORK COMPONENTS HOW DIFFERENT SURVEYS ARE ABLE TO BE COMBINED TO ADDRESS THOSE. WHEN WE'RE LOOKING AT ALL THESE DIFFERENT SURVEYS, THEY BASICALLY ARE MEASURED WITH DIFFERENT RULERS. AND SO WE HAVE TO PUT ALL THE RULERS TOGETHER AND FIGURE OUT WHAT'S THE ONE NORMALIZED SCALE SCORE OR THE ONE NORMALIZED MEASURE THAT WE'RE GOING TO USE TO BALANCE THESE ALL OUT? SO NOW IF WE LOOK AT THE NEXT SLIDE -- WHAT YOU'RE SEEING IS THE NORMALIZED SCALE SCORE WHERE WE COMBINED THE RESULTS OF FAVORABLE RESPONSES. SO WHEN IT'S A BIGGER NUMBER, IT WAS MORE --IT WAS A STRONGER POSITIVE

069RESPONSE. SO THOSE WERE THE COMBINATION OF THOSE FAVORABLE RESPONSES. IT'S ALL COMING BACK. JUST -- YEP. THERE'S JUST BEEN A LITTLE TIME AND A LOT OF THINGS HAPPENING SINCE THEN. NO WORRIES. AND A LITTLE CAVEAT SOME OF THE SURVEYS SUCH AS PANORAMA SOMETIMES HAS AN INVERSE RESPONSE, WHERE YOU MAY BE LOOKING AT SOME OF THE RESPONSES AND A HIGHER RESPONSE IS ACTUALLY MORE OF A NEGATIVE RESPONSE. WE --WE ACCOMMODATE THAT IN OUR SCALING PROCESS, TOO, AS WELL. SO ALL OF THIS WHEN YOU'RE SEEING THE NORMALIZED SCALE SCORE IS FOLLOWING THAT POSITIVE FAVORABLE RESPONSES. THANK YOU. I APPRECIATE THAT. AND DR. LOZANO, YOU DID EXPLAIN IT WELL. IT IS OKAY. SO MEANING THE DIGITAL SAFETY IS THE -- WE'RE GETTING THE LEAST -- WELL, FAMILY ENGAGEMENT AND COMMUNITY INVOLVEMENT THE LEAST FAVORABLE. YES. >> AND SO

070WE WANT TO MOVE THAT AHEAD BY 2 PERCENTAGE EVERY YEAR. THAT'S OUR GOAL. YES. >> THANK YOU. AND THAT WAS JUST ME MUDDLING IN MY HEAD. THANK YOU, DR. LOZANO. AND THANK YOU SO MUCH. ABSOLUTELY. >> ANY OTHER QUESTIONS? HOW ARE WE COMING UP WITH THE GROWTH --I THINK EMPLOYEE WELLNESS, RIGHT? LIKE PHYSICAL ENVIRONMENT, THESE ARE THINGS THAT WE COULD PROBABLY --NOT OVERNIGHT, RIGHT, BUT IF WE INVEST IT AND FOCUS ON THOSE THINGS, WE COULD GROW HIGHER AND RESOURCES AND I GET ALL THOSE LIMITATIONS AND ALL OF THOSE THINGS, RIGHT? AND BUT THEY SEEM NOT SUPER --LIKE IN FOUR YEARS WE'RE ONLY GOING TO HAVE 23% OF OUR PEOPLE ARE HAPPY IN THE JOB? AM I READING THAT CORRECTLY? FOR EMPLOYEE WELLNESS? YEAH. >> SO THOSE ARE ADDRESSED THROUGH THE WELLNESS WALK, AND IT'S A

071VARIETY OF THINGS. IT'S NOT JUST EMPLOYEE HAPPINESS. IT'S LOOKING AT RETENTION NUMBERS. THERE'S A BUNCH OF DIFFERENT THINGS THAT ARE ALL CONNECTED INTO THAT, SO THAT'S WHY IT'S IMPORTANT TO REMEMBER THAT THESE AREAS WHEN YOU'RE LOOKING AT IT, THERE IS A WHOLE NORMALIZED PROCESS THAT GOES INTO -- INTO THAT. AND THAT WAS GOING BACK TO ALSO WHAT DR. LOZANO HAD JUST SHARED AS WELL. THERE IS A CHANCE THESE COULD GO UP HIGHER. NORMAL GROWTH PROCESSES LIKE THIS ON AVERAGE STATISTICALLY IS ABOUT 1. 5% TO 3% FOR SUSTAINABLE GROWTH. YOU MIGHT HAVE A BIG JUMP OF 7% IN ONE YEAR, BUT YOU WON'T NECESSARILY HAVE THAT BIG JUMP EVERY SINGLE YEAR. SUSTAINABLE GROWTH IS AT A BALANCED APPROACH IS ABOUT 2%. AND SO THAT'S HOW THESE GOALS WERE DEVELOPED, BUT THERE'S NOTHING THAT STOPS FROM GOING

072HIGHER. IF YOU GO HIGHER, YOU CAN ALWAYS LOOK AT ADJUSTING AND REFRAMING SOME OF THOSE EXPECTATIONS AS WELL. THANK YOU. MAYBE I NEED MS. TERARIO'S FLOWER GRAPH. REACHING TOWARDS THE SUN. I DO HAVE A QUESTION ABOUT LET'S SAY THE ONE USED WITH EMPLOYEE WELLNESS SO LET'S JUST STICK WITH THAT ONE. ARE THERE, LIKE, COHORTS --ARE WE LOOKING AT EMPLOYEES --ARE SOME DOING BETTER THAN OTHERS, AND DO WE KNOW WHY? IT'S JUST HANOVER. THAT'S A REALLY GOOD QUESTION AND THAT'S WORK OUR TEAM IS ENGAGED IN IS LOOKING AT THE DATA AND --SO LET ME GIVE YOU A GOOD EXAMPLE. LAST YEAR --I SAY LAST YEAR BUT IT WAS REALLY LAST MONTH. LAST SCHOOL YEAR. LAST SCHOOL YEAR WE NOTICED BEFORE WE ADMINISTERED THE HANOVER RESEARCH SURVEY WE SENT OUT, THERE WERE A LOT 06 GAPS WE

073WANTED THAT WE WANTED ADDRESSED IN IT. I DON'T KNOW IF THAT WAS ONE WE HAD IN IT. I DON'T RECALL OFF THE TOP OF MY HEAD IF EMPLOYEE WELLNESS OR -- AND IF IT WAS, THEN THE TEAM IS -- WE COULD BREAK IT DOWN EVEN FURTHER, RIGHT? WAS IT TEACHERS? WAS IT EDUCATIONAL ASSISTANTS? WAS THE PEOPLE FROM CENTRAL OFFICE? WHO WAS IT? IF THERE'S A WORK AND THERE'S A GAP WE CAN ADJUST. AND WHEN WE ADMINISTER THAT PARTICULAR SURVEY, WE CAN BREAK IT DOWN BY THAT. FOR MOST OF THESE, ARE THOSE GAPS IDENTIFIED SND ? ARE AS THEY SEEN, THIS IS A BIG ONE? IT'S GOING TO TAKE HUGE EFFORTS AND A LOT OF MONEY AND ALL THESE OTHER THINGS? IS THAT WHAT YOU'RE WORKING ON, JUST CHIPPING AWAY? AND JUST DOING THAT DEEP DIVE.

074AGAIN, IT'S THE EXPERTISE, ONE, OF COURSE THAT STANDS OUT A LOT IS FAMILY ENGAGEMENT COMMUNITY -- COMMUNITY INVOLVEMENT. BUT THEN GETTING DEEPER TO YOUR POINT IS IT PARTICULAR SCHOOL AREAS? WHY IS THERE SUCH DISCREPANCY IN THAT PARTICULAR ONE? TO ANSWER, THAT'S THE WORK WE'RE DOING. THERE MIGHT BE SOME WE HAVE TO ADJUST HOW WE'RE MEASURING THAT OR THE TOOLS WE'RE USING. LET'S SAY THAT ONE, PARENT ENGAGEMENT, DO YOU HAVE IT IDENTICALLY INDICATED OR KNOWN? DO YOU KNOW IT BY LET'S SAY INCOME, BY WHERE THEY LIVE? IS IT THAT NUANCED? NO, NOT AT THIS POINT. IF I RECALL, FOR EXAMPLE, THE HANOVER CLIMATE AND CULTURE, IT JUST HAS THE VERY BASIC DEMOGRAPHIC INFORMATION. THAT'S SOMETHING WE'LL DISCUSS, TOO, IN OUR TEAM. IS IT PARENT REPORTED OR TEACHER REPORTED? COMMUNITY, PARENT, TEACHER, AND THEN STUDENTS AS WELL.

075ARE THERE TEACHERS THAT FEEL THEY'RE NOT ENGAGING OR VICE VERSA? TO SAY WHICH AREA TO PRIORITIZE TO MAKE SURE WE'RE SEEING THAT GROWTH THROUGHOUT THE YEAR. I GUESS AS A PARENT I WOULD RECOMMEND WE DO A LOT MORE PROJECT- BASED LEARNING BECAUSE THAT WILL GET PARENTS INTO --ESPECIALLY WHEN YOU'RE DOING THESE OPEN HOUSES AND MEET THE TEACHER. AND MAYBE THAT'S TOO EARLY ON IN THE SCHOOL YEAR, BUT HOWEVER YOU WANT -- BUT YOU MIGHT GET MORE INVOLVED OR GET THE KIDS INVOLVED IN MORE EXTRACURRICULAR ACTIVITIES. LIKE THE KIDS THAT DON'T NORMALLY GET INVOLVED, TRY TO FIGURE OUT WHAT'S MAKING IT HARD FOR THEM TO ATTEND AN AFTER SCHOOL ACTIVITY. [ INAUDIBLE ] I THINK THAT'S DEFINITELY TO YOUR POINT OF LOOKING AT WHAT ARE THOSE THINGS THAT ARE KEEPING THESE SCORES LOWER AND WHAT GROUP

076AND FOCUS IN ON THE WHY. --TEMPERATURE CHECKS ON A LOT OF THIS. I'M JUST ANOTHER PARENT WITH ANOTHER OPINION. ONE OF THE THINGS WE'RE DOING ALSO IS HOW DO WE ASK THE QUESTION. AND WHEN YOU SAY PARENT ENGAGEMENT, THAT MEANS SOMETHING DIFFERENT FOR DIFFERENT PEOPLE, RIGHT? SO MAYBE WE HAVE TO ADJUST THE QUESTION AND GIVE THE OPTIONS. I DON'T KNOW WHAT THAT LOOKS LIKE, BUT I DO KNOW EVEN IF YOU WERE TO ASK PRINCIPALS, TEACHERS, WHAT DOES PARENT ENGAGEMENT LOOK LIKE IN YOUR CLASSROOM, IN YOUR SCHOOL, YOU'RE GOING TO GET DIFFERENT ANSWERS. SOME MIGHT BE COMING INTO THE CLASSROOM, HELPING ME OUT IN THE CLASSROOM. SO MAY BE HELPING OUT WITH HOMEWORK OR HELPING AT HOME. THAT ONE IN PARTICULAR I FIND TO BE A LITTLE COMPLEX, RIGHT, BECAUSE IT'S THE WAY WE INTERNALIZE WHAT

077THAT MEANS, RIGHT? SO PART OF OUR WORK GROUP IS GOING TO BE THAT IS LOOKING AT THE QUESTIONS AS WELL, IS DO WE NEED TO ADJUST, BE MORE CLEAR ON HOW WE'RE ASKING IT TO? SO -- YES? >> I'D LIKE TO PIGGYBACK ON WHAT VICE PRESIDENT NOLAN WAS TALKING ABOUT, AND MAYBE WE NEED TO BE MORE AMBITIOUS ABOUT SOME OF THESE GOALS. I MEAN, LIKE, NUTRITION, ENVIRONMENT SERVICES. RIGHT NOW ONLY 14.9% HAVE AA FAVORABLE OPINION OF THAT. AND I WOULD LIKE TO THINK THAT IT'S HIGHER, BUT I KNOW YOU'RE GOING TO LOOK INTO, YOU KNOW, WHAT --WHAT THE REASONS WERE TO --TO GET, YOU KNOW, TO THIS LOW NUMBER OF FAVORABLE RESPONSES. BUT I THINK WE SHOULD --MAYBE WE SHOULD BE MORE AMBITIOUS. WE SHOULD SHOOT FOR A 3 OR 4% IMPROVEMENT EACH YEAR IN

078THAT PARTICULAR CATEGORY? AND THAT'S JUST ONE THAT I JUST PICKED ARBITRARILY. THE SAME WITH EMPLOYEE WELLNESS. MAYBE, YOU KNOW, IS THAT SOMETHING WE SHOULD CONSIDER JUST TRYING TO BE A LITTLE MORE AMBITIOUS? PRESIDENT CORT, IF I MAY. I APPRECIATE THE INSIGHT ON THAT AND THE ASK. I THINK IT'S ALSO WE'RE LOOKING AT WHAT IS THE STATISTICICALLY SIGNIFICANT -- THAT'S WHERE OUR EVEREST PARTNERS COME IN AND TRY AND GUIDE US ON THAT. I UNDERSTAND WHAT YOU'RE SAYING. BECAUSE DEFINITELY WE WANT ALL OF THESE TO GET TO 100%, AND THERE MAY BE TIMES WHERE THEY GOGO UP. BUT FOR THIS TO BE SUSTAINABLE, AS STEPHANIE MENTIONED, WHAT IS THAT STATISTICAL SIGNIFICANCE? CORRECT ME IF I'M WRONG, I KNOW WE SEE THIS AS PERCENTAGES, BUT THIS IS MORE A FAVORABILITY SCORE. 14, YOU MENTIONED WAS NUTRITION AND ENVIRONMENTAL

079SERVICES, IT'S NOT LIKE 14% OF OUR RESPONDENTS SEE THIS POSITIVE, IT'S THAT WE SEE THE SCORE OF 14 AND BECAUSE OF COMPLEXITY OF THIS TO BE ABLE TO LOOK AT ALL THOSE SURVEYS AND BE ABLE TO ADD A SCORE TO THAT SO THAT WE SEE WHERE WE ARE, SO LOOK AT WHAT ARE THE AREAS WE NEED TO PRIORITIZE? DEFINITELY NUTRITIONAL SERVICES IS ONE WE NEED TO PRIORITIZE PROBABLE SOONER THAN PHYSICAL EDUCATION OR ONES A LOT HIGHER. SO MEANING SOMETHING CAN BE NUTRITION SERVICES, MY FAVORITE THING ABOUT LCPS, RIGHT, SOME PEOPLE WON'T FEEL THAT STRONGLY ABOUT NUTRITION SERVICES. EXACTLY. >> SO THEY WON'T NECESSARILY ACKNOWLEDGE IT. THERE'S AN INTERESTING BOOK CALLED "HOW THE CHANGE IS MADE. " I WOULD IMAGINE IN YOUR LINE OF WORK YOU MIGHT HAVE READ THAT BOOK. AND IT IS, LIKE, CHANGE

080IS INCREMENTAL AND SLOW, UNFORTUNATELY. I BET WHEN WE GET MAYFIELD BUILT THE PHYSICAL ENVIRONMENT SCORE MIGHT GO UP. DEFINITELY PRESIDENT CORT AND MEMBERS OF THE BOARD, THERE'S CHALLENGES TO THIS. WE COULD HAVE GONE THE EASIER ROUTE, USE ONE DATA POINT AND ONE DATA SOURCE AND GO FROM THERE. BUT THAT WAS NOT GOING TO GIVE US ALL THE INFORMATION WE NEEDED. AND THAT'S WHY WE HAD TO COMPILE ALL THIS. AGAIN, WHEN I TALK ABOUT THE IMPORTANCE OF OUR PARTNERS HERE WITH US TODAY, THEY COME IN AND SAY WE WANT TO MAKE SURE WE'RE LOOK AT THIS THROUGH ALL ANGLES. HELP US TO BE ABLE TO ADD A FAVORABILITY SCORE SO WE CAN IDENTIFY OUR PRIORITIES, AND THAT'S WHAT THIS WORK DID FOR US. WE'RE SO USED TO THAT PERCENTAGE. WE JUST LOOKED AT STUDENT OUTCOMES AND

081THE PERCENTAGES. THIS IS TOTALLY DIFFERENT. AND I'LL SAY THAT AND I'M PROUD OF OUR TEAM TO MAKEMAKE WE'RE LOOKING AT THIS WAY AND MAKE SURE WE'RE LOOKING AT IMPROVEMENT, A WELL-ROUNDED PLAN OF IMPROVEMENT. AS MR. REESE WAS SAYING, IT COULD HAVE BEEN A NEGATIVE 14%. SO THE WAY THE SCALE IS WORKING, WE'RE AT LEAST INTO THE POSITIVE THERE. AND AS FOR NUTRITION, I'M IMPRESSED WE'RE DOING MORE FROM SCRATCH COOKING, YOU'RE REACTING AND DOING SPECIFIC THINGS TO ACCOMPLISH THAT GOAL. I KNOW TERESA AND I ARE GOING TO BE AT THE NEXT TASTING. WE BETTER BE. >> BECAUSE WE HAVE REQUESTED THAT TIME AFTER TIME TO BE INVOLVED THERE. I ALREADY HAD A TASTE BUT I WANT TO WATCH EVERYONE ELSE HAVE A TASTE. THAT'S HOW WEIRD IT IS. I WANT TO BE LIKE DO THEY LIKE

082IT? I HAVE SOMETHING TO SHARE AS WELL. I THINK LIKE THE ASSESSMENT, IT'S A SNAPSHOT. WHENEVER THEY DID THAT SURVEY, WE DON'T EVEN KNOW -- YOU MIGHT KNOW ONE THAT WAS, BUT I DON'T REMEMBER WHAT MONTH IT WAS. AND I KNOW THE WORK CONTINUED PAST THAT SURVEY TO ALREADY MAKE IMPROVEMENTS. WE HAD HIRED THIS NEW WOMAN --WHAT'S HER LAST NAME? WHAT'S THE NEW LADY THAT HEADS --AND I SEE THE STUFF FROM MY OWN KIDS, THEY'RE HAPPIER EATING THE CAFETERIA FOOD. SO THAT MAY BE A VERY SMALL ANECDOTE, AND I KNOW IF THE KIDS ARE EATING IT, IF THEY TOOK THAT SURVEY IT MIGHT BE MORE THAN 2% THAN WHAT YOU WERE EXPECTING AND ALL BECAUSE OF THAT LADY, BUT MAYBE NOT. I JUST THINK SOMETIMES YOU MAKE THESE LEAPS AND WE DON'T EVEN REALIZE IT

083UNTIL WE CAN CAPTURE IT. THANK YOU SO MUCH. THANK YOU SO MUCH FOR BOTH OF YOU. AND THANK YOU FOR THE 101 AGAIN. I CLEARLY NEEDED IT. AND MAYBE NEXT TIME WE DO THE FLOWERS. THANK YOU, DR. LOZATO. THANK YOU, STEPHANIE. EACH FLOWER IS TREATED DIFFERENTLY. EXACTLY. AND IT GROWS AT ITS OWN PACE. GOOD MORNING, MADAM CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ. IT IS MY PLEASURE. I GET TO REPORT ON STRATEGIC GOAL NUMBER 4, WHICH IS ENVIRONMENT SAFETY. AND WITH THAT, THE GOAL WAS TO ANNUALLY 100% OF THE SCHOOLS WILL ENGAGE ALL STAFF IN ANNUAL REVIEW, UPDATE AND IMPLEMENTATION OF THEIR SCHOOL SAFETY PLANS WITH ALIGNMENT WITH THE DISTRICT SAFETY PLAN. I'M PLEASED TO REPORT ALL OF OUR SCHOOLS DID MEET THAT GOAL. WE MET THAT GOAL AS 100% COMPLIANCE WITH THAT PART. WHAT

084I'D REALLY LIKE TO DO IS WE ENSURED IT'S NOT JUST A COMPLIANCE REQUIREMENT, THAT WE'RE NOT JUST CHECKING A BOX THAT WE COMPLETED THE PLAN, THAT WE DID THIS. WHAT I DID APPRECIATE IS IF THE PLAN WAS ACTUALLY REDUCED IN SIZE. IT USED TO BE ABOUT 400 PAGES PER SCHOOL. I REMEMBER DOING IT AS A PRINCIPAL. VERY CUMBERSOME OF THE THINGS THERE, BUT IT REALLY LOOKED INTO THE CORE CONTENTS OF WHAT A SAFETY PLAN SHOULD BE. AND ONE OF THE THINGS THAT HELPED IS WE MADE SURE IT'S NOT A SUBMISSION BUT ACTIVE IMPLEMENTATION FOR EACH SITE SWEZ WHAT AS WELL AS WHAT WE DO IN OUR OWN OPERATIONS DIVISION. WITH TIM AND BERNICE WORKING IN THAT DIVISION. WE KNOW HOW BUSY PRINCIPALS ARE. WE KNOW HOW BUSY TEACHERS ARE. AND REALLY WHEN YOU LOOK AT

085THAT, THAT'S WHAT THOSE ARE MADE OF. THE SAFETY TEAMS ARE MADE OF PRINCIPALS AND STAFF AT THE SCHOOL. SO WE WANTED TO MAKE SURE WE PROVIDED THE SUPPORT NECESSARY FROM OUR DEPARTMENT TO MAKE SURE THAT THEY WERE DOING THAT. LET ME SKIP TO THE NEXT HERE. SO WE DID DO THAT. WE'VE MET WITH ALL THE SAFETY TEAMS. WE CONTINUE TO MEET WITH THEM ESPECIALLY WHENEVER THERE'S INCIDENTS AT THE SCHOOL. WE MAKE SURE WE MEET WITH THE TEAMS, IF THEY NEED SUPPORT AND HELP STRAZ, HEY, LET'S TABLETOP YOUR SITUATION YOU WENT THROUGH. HOW CAN WE DO BETTER, SUPPORT YOU BETTER, AND WHAT DO YOU NEED TO BE THE BIGGEST SUPPORT? WHEN I SAY WE, TIM AND BERNICE DID A LOT OF THE WORK, SETTING UP THE SCHOOL PLANS WE CAN DO FOR THEM. SO, AGAIN, MAKING

086SURE THEY HAD THE TIME TO HAVE WHAT THEY NEEDED TO GO INTO THERE. SO ANOTHER THING THAT WE DID WAS THE SCHOOL SAFETY TEAM RESPONSIBILITIES WAS ENSURING THEY KNEW WHAT THEIR ROLES WERE. IT'S NOT JUST IN PRINCIPAL, LET'S PICK A COUPLE PEOPLE. WHO WANTS TO BE ON THIS COMMITTEE? IT'S PROBABLY ONE OF THE MOST IMPORTANT WE HAVE BECAUSE SAFETY IS IMPORTANT. IF THEY'RE NOT SAFE AND SECURE, OTHER THINGS CAN'T HAPPEN AS FAR AS THE INSTRUCTION PIECE. SO MAKING SURE THOSE SAFETY TEAMS ARE MADE UP OF A GOOD MIX OF PEOPLE WITH EXPERIENCES, WITH THEIR EXCITEMENT ABOUT BEING ON THE SAFETY TEAM. BECAUSE SOMETIMES THAT WAS THE LAST THING PEOPLE WOULD SIGN UP FOR. IT WAS REALLY COMMUNICATING THE IMPORTANCE THAT SAFETY TEAM COMMITTEE WAS AT THE SCHOOL. MAKING SURE ALL THE MEMBERS UNDERSTOOD THEIR RESPONSIBILITIES

087AS WELL. IT WASN'T JUST THERE BUT LEADING THE DRILLS, DEBRIEFING THE REQUIRED DRILLS INTO THOSE THINGS. IT WAS THE TIME THAT THEY WERE MEETING BUT IT WAS IMPORTANT TIME. ONE OF THE OTHER THINGS WE NOTICED WAS REALLY HAVING THE DOCUMENTATION. BECAUSE THAT'S IMPORTANT. BECAUSE IF WE EVER HAVE AN INCIDENT AND FOR SOME REASON IT GOES TO A LITIGIOUS SITUATION, WE NEED TO MAKE SURE WE'RE MEETING, WE'RE DEBRIEFING AND ACTUALLY ADDRESSING THE SAFETY CONCERNS THAT COME UP FOR THE YEAR FOR THE SCHOOL. SO THAT'S IMPORTANT WE MAINTAIN CLEAR DETAILED MINUTES OF ALL OUR SAFETY TEAM MEETINGS AND THAT THE RECORDS REFLECTED THE DECISIONS THAT WERE MADE, ACTIONS ASSIGNED AND FOLLOW UP NEEDS. IT'S AN ACCOUNTABILITY TOOL FOR OURSELVES AND OUR DISTRICT. WE ALSO HAD THEM UP LOADED TO ONE DRIVE AND WE ALSO HAD A DISTRICT

088SITE WHERE ALL THE SCHOOLS HAVE, THEY'RE UP LOADING THEIR MINUTES SO WE CAN SIT THERE AND MONITOR SO TO MAKE THEY'RE BEING DONE AND SUPPORT IF WE NEED TO. SO TIM AND BERNICE SUPPORT THOSE THINGS TO MAKE SURE THEY'RE UP LOADING DOCUMENTS AND THEY HAVE AGENDAS. WE'RE ALSO SENDING OUT SCENARIOS TO DIFFERENT SCHOOLS. LIKE IF THEY DON'T HAVE AN INCIDENT WE CAN TABLETOP, WE'RE FINDING DIFFERENT SCENARIOS SO THEY CAN ATABLETOP THE MEETINGS AND SAY, OKAY, HOW WOULD YOU RESPOND TO THE SITUATION? WHAT WOULD BE THE PLAN? SO WE'RE LOOKING AT DIFFERENT WAYS WE CAN SUPPORT AND HELP INTO THOSE. WE'VE LEARNED A LOT OF THESE THROUGH FEMA OR HOMELAND SECURITY TRAININGS WE ATTEND AS DISTRICT. AND ALSO MEMBER TERORIO HAS ATTENDED THEM AS WELL AND MAKE SURE WE TAKE BACK THE DIFFERENT PRINCIPLES AS WELL.

089I THINK THE ONGOING SAFETY TRAINING AS FAR AS REGULAR SAFETY TRAINING FOR ALL STAFF IS ESSENTIAL. WHETHER WE'RE DOING LOCK DOWN TRAINING, FIRE DRILLS, THE EVACUATION. ALL THE DIFFERENT THINGS ARE THERE TO MAKE SURE THEY'RE ONGOING AND AGAIN NOT JUST DONE AT THE BEGINNING OF THE YEAR. IF WE DO IT ONCE. IF WE HAVE AN ACCIDENT ALARM GO OFF, I USED TO SAY IT AS A PRINCIPAL, LET'S DO IT WITH OUR DRILLS. IT DIDN'T BECOME A DISTURBANCE TO INSTRUCTION. IT BECAME A LEARNING MOMENT AT THAT MOMENT WHEN SOMETHING WENT OFF. SO WE WERE MAKING SURE WE HAVE THAT, THAT IT'S CONSISTENT, RESPONSIVE, REFLECTIVE TO EMERGENCIES AND MAKING SURE OUR SECURITY OFFICERS HAVE THE TRAINING AS WELL, OUR SROs, THEY'RE RECEIVING THE TRAINING THEY NEED TO RECEIVE AS WELL. AND REALLY THINK BY COMMITTING TO THE

090ACTIONS OF ALL THESE DIFFERENT THINGS, WHETHER IT'S OUR SUPPORT FROM THE DISTRICT LEVEL, MAKING SURE THE TEAMS KNOW WHAT THEIR RESPONSIBILITIES ARE, DOCUMENTATION AND ACCOUNTABILITY, ONGOING SAFETY TRAINING IS THAT WE'RE ENGAGING ALL OUR STAFF AND ENSURING 100% COMPLIANCE, BY ENSURING OUR SAFETY TEAMS, DOCUMENTING PROGRESS, AND WE STRENGTHEN OUR COMMUNITY'S TRUST IN US AND ENSURING THAT OUR STUDENTS AND STAFF ARE SAFE EACH AND EVERY DAY. AND WITH THAT, I STAND FOR QUESTIONS. I HAVE A QUICK QUESTION. YES, MA'AM. SO WE'VE ACHIEVED THIS GOAL. WHAT IS OUR GOAL MOVING FORWARD? SO GOOD JOB, BUT NOW WHERE DO WE GO? PRESIDENT CORT, MEMBERS OF THE BOARD, THAT WILL BE ONE OF MY RECOMMENDATIONS LATER IN THE PRESENTATION HOW WE MOVE FORWARD WITH THESE GOALS. LIKE YOU HAVE A CHECK ON THE MONTHLY MEETINGS. YOU HAVE VERY SPECIFIC THINGS

091THAT ARE -- THAT ARE IMPLEMENTED IN THE REVISED GOALS. AND I HOPE YOU DON'T REPRINT THE WHOLE THING BASED ON GOALS 4 AND 5 BEING UPDATED. BUT, YES, I LIKE THAT PRECISION. YOU KNOW, THE TWEAKING IT. ABSOLUTELY. IT MOVES JUST FROM COMPLIANCE, PRESIDENT CORT, SECRETARY WOFFORD. SORRY FOR JUMPING THE GUN. I DON'T KNOW IF I MISSED THIS, BUT AS FAR AS THE EVOLVE SYSTEMS, ARE THERE IN EVERY SCHOOL OR BUILDING WE PLAN TO HAVE THEM IN? YES, MA'AM. THEY ARE OPERATIONAL IN SEVEN MIDDLE SCHOOLS AT THIS TIME. I DON'T KNOW, ARE THEY STILL HAVING TO ADAPT OR ADJUST TO MAKE THINGS BETTER? ABSOLUTELY. AS WE GO THROUGH EVEN WITH THE SOFT LAUNCH THAT WE HAD, WHICH WAS REALLY BENEFICIAL WE HAD THE LAST TWO WEEKS OF SCHOOLS AND THEN ALSO ADDING LAS CRUCES HIGH AND

092MAYFIELD DURING THE SUMMER SCHOOL HOURS THAT WE HAD, WE ARE LEARNING A LOT GOING THROUGH THIS PROCESS. THE PLAN THROUGH THIS WEEK AND NEXT WEEK AND THEY'VE KIND OF HAD TWO TO THREE WEEKS, NOT JUST MYSELF BUT THE EMERGENCY MANAGEMENT TEAM WILL BE MEETING TO SAY, OKAY, WHAT HAVE WE LEARNED AND WHAT HAVE WE DONE, CABINET AND ANOTHER DEPARTMENTS, WE'VE BEEN SUPPORTING SINCE THE BEGINNING OF THE YEAR WHEN THEY STARTED OUT SO WE COULD SEE WHAT DO WE NEED. A LOT OF SCHOOLS ARE DOING JUST FINE, BUT THERE'S STILL SOME THINGS WE'RE SEEING, OKAY, WE NEED TO TWEAK A COUPLE OF THINGS HERE AND THERE. SO REALLY LOOKING AT THE SUPPORT AND EXPECTATIONS THAT EVERYBODY GOES THROUGH THE SYSTEM, RIGHT? AND SO WE'RE TRYING TO BALANCE AND FIND THOSE NEEDS THAT STILL NEED TO CONTINUE

093TO BE DONE. I KNOW THERE WAS THAT PETITION, AND THANK YOU FOR SHARING THAT PART. WHAT WE NEED TO UNDERSTAND, TOO, THOSE SENSORS, WE HAVE AN ABILITY TO ADAPT, HIGH SENSITIVITY, DIFFERENT THINGS. A LOT OF THE PRINCIPALS, THEY SAY WE'RE REACHING OUT. WE TOLD THEM LET US KNOW WHEN YOU DO THAT, AND CHANGE THEM BECAUSE WE KNOW IT'S GOING TO TAKE MORE TIME TO GET THE STUDENTS THROUGH. THAT'S GOING TO HELP THE SYSTEM LEARN. AS AN A.I. SYSTEM, THE MORE WE CAN CATCH AND ADAPT, THE SYSTEM LEARNS FASTER. THAT'S A PRETTY WELL- OILED MACHINE THERE. BECAUSE WE'VE DONE THAT THERE BECAUSE THEY'VE HAD THE LARGER ROLLOUTS. BUT THE SYSTEM IS LEARNING A LOT MORE AS WE GO THROUGH THOSE. WE ALSO KNOW IT LEARNS, STUDENTS LEARN. SO WE NEED TO MAKE SURE WE HAVE THAT

094ABILITY, RIGHT, TO ADAPT THOSE SYSTEMS. THEY'RE HITTING THEIR GROWTH TARGET. THE GROWTH TARGET, YES. THAT'S WHERE THAT COMES IN. THAT'S WHERE WE HAVE THE ABILITY TO GO BACK. I'M NOT SURE ALL BOARD MEMBERS KNOW ABOUT THIS EVOLVE PETITION. I WAS ON CHANGE. ORG, AND I GOT AN E-MAIL FROM THE CHANGE. ORG PEOPLE ASKING SAYING YOU WERE LISTED AS A KEY DECISION-MAKER. AND SO I THOUGHT THAT WAS CUTE. AND I WENT ON THERE LIKE NOBODY ELSE IS LISTED, AND IT'S ALL ON ME. BUT I DID SEND A RESPONSE FOR THE PEOPLE WHO HAD ALREADY SIGNED A PETITION SAYING I'M NOT THE ONLY DECISION-MAKER, I RECOMMEND THAT YOU E-MAIL ALL OF THE BOARD MEMBERS, AND I GIVE THEM THE WEBSITE WHERE THEY CAN FIND THAT, AND THEN OUR NEXT REGULAR SESSION WHERE THEY CAN GIVE PUBLIC INPUT.

095BUT IF THERE WAS A WAY TALKING TO A PRINCIPAL OR ASSISTANT PRINCIPAL, THAT THEY COULD KNOW THAT'S THE PERSON THAT WOULD GET THEIR FEEDBACK AND GET IT BACK TO YOU ALL AS FAR AS WHAT'S FRUSTRATING THEM ABOUT IT OR WHAT'S CONCERNING THEM ABOUT IT. BECAUSE WHY WOULDN'T WE WANT TO HEAR THINGS WE CAN IMPROVE UPON? SO THERE'S THAT, AND THEN I JUST HAD A QUESTION ALSO ABOUT SOME KIND OF DOOR LOCKS THAT YOU GUYS HAD INSTALLED. IS THAT ALL COMPLETE? YES, PRESIDENT CORT, MEMBER TERORIO, IT WAS THE NIGHT LOCKS WE INSTALLED ON ALL THE DOORS. WE INITIALLY HAD ENOUGH FUNDING TO DO ALL CLASSROOMS DOORS WITHIN THE DISTRICT, SO WE PRIORITIZED EVERY CLASSROOM DOOR IN THE DISTRICT THAT WOULD HAVE THAT. THE ONE WE NEED TO GET DONE NOW WOULD BE COLUMBIA. BUT COLUMBIA DOES

096HAVE A REALLY NICE SYSTEM EVEN JUST BECAUSE IT'S A NEWER BUILDING. I DON'T KNOW IF YOU NOTICED WHENEVER YOU WENT INTO THE CLASSROOM, INSIDE THE CLASSROOM IT HAD 182 LOCKDOWNS. THE GOOD THING WITH COLUMBIA, YOU NO LONGER HAVE TO GO WITH A KEY. YOU CAN NOW LOCK YOUR DOOR FROM INSIDE YOUR DOOR. SO YOU DON'T HAVE TO OPEN IT FROM A LOCK DOWN FROM INSIDE YOUR DOOR. YOU USE YOUR KEY AND IT'S LOCKED DOWN. WE'LL STILL IMPLEMENT THE NIGHT LOCKS ONTO THOSE AS WELL. WHAT WE'RE LOOKING FORWARD TO NOW IS NOT JUST CLASSROOMS NOW IS LOOKING INTO ALL PLACES WHERE STAFF AND STUDENTS ARE WE CAN PUT A NIGHT LOCK ON? IF WE HAVE A ROOM FOR ANCILLARY PEOPLE ARE, IF THEY'RE DOING SERVICES WITH THEM, SAY A DIAGG IS DOING TESTING, WE NEED TO

097MAKE SURE THOSE HAVE NIGHT LOCKS AS WELL. IS THAT A SAFETY PLAN? PEOPLE NEW TO THE DISTRICT WORKING, WOULD THEY KNOW HOW TO USE THEM? WOULD I KNOW IF I WALKED INTO A CLAS LM? THAT WOULD BE PART OF THE SAFETY TRAINING PROVIDED AT THE BEGINNING OF THE YEAR BY EACH OF THE SCHOOLS IS TO MAKE SURE THEY KNOW ALL THE SAFETY PROCEDURES AT THEIR SCHOOLS. YES, THEY SHOULD HAVE HAD THAT AT THE BEGINNING OF THE YEAR TO ENSURE THE TEACHER KNOWS HOW TO INSTALL THOSE. THE DOOR CAN BE LOCKED OR UNLOCKED ON THE HANDLE, BUT THAT NIGHT LOCK WILL DROP RIGHT IN, AND IT'S LOCKED. OKAY, THANK YOU. THANK YOU SO MUCH. THANK YOU. [ INAUDIBLE ] . WE HAVE KIDS COMING IN TO SCHOOL OR AT LUNCH. IT'S THAT IN BETWEEN TIME AND

098THE PERSONNEL PIECE. ONE OF THE SOLUTIONS WE'RE LOOKING AT OR THAT WE'RE IMPLEMENTING IS HIRING TEMPORARY SECURITY OFFICERS WHO WILL JUST REPORT TO FOR EXAMPLE OUR HIGH SCHOOLS DURING THAT TIME BETWEEN WHEN WE START SCHOOL AND DURING LUNCHES, WE NEED SOMEONE UP AT THE FRONT OFFICE, FOR EXAMPLE. SO EVERYONE WHO COMES INTO THAT BUILDING SHOULD BE GOING THROUGH THESE DETECTERS AND HAVE SOME TEMPORARY SUPPORT OR TEMPORARY SECURITY OFFICERS TO BE ABLE TO SUPPORT THAT WORK ACROSS THE DISTRICT. AND TO MR. RODRIGUEZ'S POINT, THAT'S ONE OF THE THINGS THE PRINCIPALS HAVE BROUGHT UP TO ENSURE WE GIVE THEM THAT SUPPORT AS WELL. MADAM PRESIDENT, MEMBERS OF THE BOARD, AND SUPERINTENDENT RUIZ. THIS GOAL IS VERY, VERY MUCH ALIGNED AND OVERLAPS GOAL 3, THE ONE THAT I JUST WENT OVER BECAUSE THE BULK OF THIS WORK IS

099REALLY BEING DONE THROUGH OUR WELLNESS FRAMEWORK. SO AS YOU READ THIS GOAL, RIGHT, IT ASKS FOR DIFFERENT METRICS, WHICH IS EXACTLY WHAT WE DID WITH THE WELLNESS FRAMEWORK. SO, AGAIN, I JUST WANT TO EMPHASIZE A MAJORITY OF THE WORK IS BEING DONE THROUGH THE WELLNESS FRAMEWORK. AND AGAIN, WITH OUR PARTNERS FROM EVEREST TO HELP US DETERMINE WHAT THOSE METRIX WOULD BE, THAT WE JUST WENT OVER IN THE PREVIOUS GOAL. SO I DID WANT TO GO OVER A COUPLE DIFFERENT ITEMS, JUST TO PROVIDE YOU WITH SOME OF THE WORK THAT'S BEEN DONE AROUND THIS GOAL ASIDE FROM THE WORK OF THE WELLNESS FRAMEWORK IS SEL. I KNOW SEL IS A TOPIC THAT COMES UP IN DIFFERENT MEETINGS. I KNOW THE EQUITY COUNCIL FOR THE LAST FEW YEARS HAS REALLY ASKED HOW'S IT GOING, ARE WE MONITORING?

100SO ONE OF THE THINGS WE DID THIS YEAR WAS FROM RECEIVING FEEDBACK FROM OUR BEHAVIORAL HEALTH WRITERS AT THE SCHOOLS AND PRINCIPALS, TEACHERS IS THE NEED TO LOOK AT DIFFERENT OPTIONS. SO NEXT STEP IS WHAT WE'VE BEEN USING IN ELEMENTARY. SO RIGHT NOW WE ARE PILOTING A PROGRAM AT SUNRISE ELEMENTARY, AND AMY AND HER TEAM ARE CLOSELY MONITORING. SO, AMY, I DON'T KNOW IF YOU WANT TO DISCUSS A LITTLE MORE ABOUT THE PROGRAM AND THE PURPOSE OF THAT. YEAH. SO OUR PRIMARY SOCIAL, EMOTIONAL LEARNING CURRICULUM LIKE DR. LOZANO SAID AT ELEMENTARY SCHOOL IS SECOND STEP. SUPERINTENDENT RUIZ INTRODUCED ME SOME REALLY LOVELY PEOPLE FROM OPEN PARACHUTE. AND SO WE'RE CHECKING THAT OUT BECAUSE IT IS --AND IT'S AMAZING. THE ENTIRE CURRICULUM OUR ACTUAL STUDENTS -- NOT STUDENT ACTORS BUT ACTUAL STUDENTS PRESENTING LESSONS IN VIDEO

101FORMAT BASED ON THEIR OWN SOCIAL, EMOTIONAL LEARNING AND LIFE LESSONS THEY'VE BEEN THROUGH. AND THEN THAT'S PAIRED WITH ACTIVITIES THAT CAN BE DONE IN THE CLASSROOM. SO I FOUND IT TO BE VERY ENGAGING, BUT I DON'T WANT TO MAKE A TOPDOWN DECISION FROM ALL OF OUR SCHOOLS. SO WE HAVE A COMMITTEE LOOKING AT THAT, LOOKING AT SOME OTHER CURRICULUM. IT'S HAPPENING THERE NOT JUST IN THE COUNSEL ROTATION, BUT EVERY TEACHER IS TEACHING SEL. THEY HAVE A SOCIAL EMOTIONAL LEARNING BLOCK WITH THEIR CLASSROOM TEACHER EVERY WEEK. SO MS. SOLIS OUT AT SUNRISE ASKED FOR A CURRICULUM FOR THAT SECOND STEP. THANK YOU, AMY. SOME OF THE WORK WE ENGAGED WITH IN THE SUMMER AS WELL WAS AROUND PRINCIPLES OF WORK FOR FAMILY ENGAGEMENT. FOR OBVIOUS REASONS BASED ONON DATA THAT WE'VE BEEN RECEIVING RIGHT ON THE

102PERCEPTION, ON THE FAVORABILITY OF PARENT ENGAGEMENT ACROSS THE DISTRICT, SO OUR FEDERAL PROGRAMS DEPARTMENT ALONG WITH OTHER DEPARTMENTS, WHAT THEY OFFERED DURING THE SUMMER FOR PRINCIPALS WAS, AGAIN, A SUMMARY OF THE FAMILY ENGAGED FRAMEWORK WHICH REALLY EMPHASIZES DIFFERENT COMPONENTS. IT'S NOT JUST ABOUT HAVING OPEN HOUSES OR HAVING EVENTS BUT REALLY PROMOTING THAT EVERYBODY IS INVOLVED WHEN IT COMES TO PARENT ENGAGEMENT STARTING WITH OUR OFFICE STAFF AS WELL. AND I KNOW PART OF THE PLAN IS TO LOOK AT HOW DO WE ENSURE THAT ALL STAFF INCLUDING OUR EDUCATIONAL ASSISTANTS ARE WELL-VERSED IN BEING WELCOMING, RIGHT? HOW DO WE CHANGE THAT PERCEPTION AT EVERY SCHOOL WE GO TO? SO THAT'S PART OF THE WORK THAT HAS STARTED AND WILL CONTINUE AND STARTING WITH PRINCIPLES AND ALSO DEVELOPING A PLAN TO PROVIDE THAT PL FOR OTHER STAKEHOLDERS AT

103A SCHOOL SITE. LASTLY, ONE OF THE ITEMS THAT WE SET AS A STRATEGY TO ADDRESS THE SCHOOL WAS A TWO-WAY COMMUNICATION SYSTEM. AS YOU KNOW, WE FULLY IMPLEMENTED PARENT SQUARE AT ALL OF OUR SCHOOLS. I KNOW SOME SCHOOLS ARE A LITTLE MORE ADVANCED THAN OTHERS AT USING ALL THE FEATURES. IF YOU'LL RECALL WE HAD I BELIEVE IT WAS 12 SCHOOLS EARLY ADOPTERS. AND THE PURPOSE OF THAT WAS OBVIOUSLY BE A SUPPORT TO OTHERS BUT ALSO JUST TO FAMILIARIZE THEMSELVES WITH THE APP AND HOW TO BEST USE IT. SO HAPPY TO RART THAT WE HAVE FULLY IMPLEMENTED. LIKE I MENTIONED THERE ARE SCHOOLS THAT ARE A LITTLE MORE ADVANCED THAN OTHERS, BUT WE'RE MOVING ALONG, AND I WANT TO THANK OUR IO DEPARTMENT AND KELLY BECAUSE THEY'VE BEEN INSTRUMENTAL IN MAKING SURE THAT WE HAVE OUR

104STAFF USING IT AND MORE IMPORTANTLY OUR COMMUNITY. WITH THAT, MADAM PRESIDENT, I STAND FOR ANY QUESTIONS REGARDING GOAL NUMBER 5. BOARD MEMBERS? WHAT'S SECOND STEP? >> SECOND STEP IS THE CASTLE ENDORSED AND CASTLE IS KIND OF THE NATIONAL ORGANIZATION THAT CERTIFIES THE SOCIAL EMOTIONAL CURRICULUM NEEDS, ALL OF THE FIVE, SOCIAL, EMOTIONAL COMPETENCIES AND IS EVIDENCE-BASED. THE SECOND IS THE EVIDENCE-BASED THAT WE USED FOR THE LAST FOUR TO FIVE YEARS. EVERY ELEMENTARY SCHOOL. AND THAT'S TAUGHT THROUGH THE COUNSELOR ROTATION. THANK YOU. ALL RIGHT. THANK YOU ALL SO MUCH. I APPRECIATE IT. THANK YOU, AND I'LL MOVE RIGHT ALONG TO STRATEGY GOAL NUMBER 6. AND YOU ARE VERY FAMILIAR WITH THIS GOAL. THIS IS CHRONIC RATE ABSENT GOAL OR RATE ATTENDANCE GOAL. IF YOU RECALL, YOU DID HAVE A VERY AMBITIOUS GOAL FOR THIS, WHICH, AGAIN, THANK

105YOU FOR KEEPING US FOCUSED. THIS GOAL HAS REALLY HELPED OUR TEAM IN STAYING FOCUSED WITH WHAT WE NEED TO MEET. SO I WANT TO THANK AMY AND HER TEAM FOR REALLY DOING THIS WORK BECAUSE IT TAKES A LOT. OUR SCHOOLS HAVE REALLY STEPPED UP TO THE CHALLENGE. AND WITH THAT I'M GOING TO TURN IT OVER TO AMY SO SHE COULD REALLY DIVE DEEPER INTO SOME OF THE DATA AND THEN SOME OF THE ACTIVITIES THAT WE'RE DOING AROUND THE SCHOOL. YEAH, SO I FEEL LIKE WE JUST MET ABOUT ATTENDANCE, AND HERE WE ARE. AND JUST WANT TO MAKE A MENTION THAT CATHY IS NOT HERE TODAY. SHE HAS A REALLY BIG DAY. IT'S HER FIRST DAY WITH OUR 30 NEW SOCIAL WORK INTERNS. THEY'RE IN TRAINING WITH HER AT LAS CRUCES HIGH SCHOOL. SHE HAS THEM

106FOR THREE FULL DAYS STARTING TODAY. OKAY. SO THE CHRONIC ABSENTEEISM RATE AT THE END OF 23, 24 SCHOOL YEAR WAS 33%. AND OUR GOAL FOR THE 24, 25 SCHOOL YEAR WAS TO REDUCE THAT BY 50% TO 17%. AND WE JUST KIND OF DID THAT ACROSS THE BOARD, MADE A GOAL OF 50% OVERALL AND 50% REDUCTION AT EACH SCHOOL. SO BY THE END OF LAST YEAR WE HAD ACHIEVED A RATE OF 30% CHRONIC ABSENTEEISM. ALTHOUGH OUR TARGET WAS NOT MET, I JUST WANT TO EMPHASIZE THAT IT IS 3% IMPROVEMENT OVER THE PREVIOUS YEAR. IT'S SLOW AND STEADY WORK IS WHAT I WOULD SAY ABOUT THAT. AND WE'RE --I'M PLEASED THAT WE HAVEN'T SEEN THE ARROW GO IN THE WRONG DIRECTION. AND WHILE, OF COURSE, I WOULD LIKE TO SEE IT MOVE MORE QUICKLY IN THE DIRECTION

107THAT WE WANT IT TO --THAT WE WANT IT TO MOVE. THE OTHER THING I REALLY WANT TO POINT OUT HERE, AND WE TALKED ABOUT IT A LITTLE BIT LAST YEAR. AMONG THOSE 30% OF KIDDOS THAT WERE CLONICALLY ABSENT AT THE END OF LAST YEAR, WE HAVE TWO CATEGORIES. WE HAVE THE STUDENTS THAT MISSED BETWEEN 10 AND 20% OF THE SCHOOL YEAR AND THE STUDENTS WHO MISSED OVER 30%. AND WHILE WE CONTINUE TO SEE A TREND WHILE THE CHRONIC ABSENTEEISM RATE IS PRETTY HIGH STILL, WE CONTINUE TO SEE A TREND WHERE STUDENTS ARE LESS ABSENT. SO IN OTHER WORDS, WE'RE SEEING LESS AND LESS IN THAT 20% PLUS. SO OUR 10 TO 20% IS GROWING, BUT WE THINK WHAT THAT IS STUDENTS NOT MOVING UP INTO CHRONIC ABSENTEEISM BUT MOVING DOWN FROM OUR MOST SEVERE CATEGORY

108OF CHRONIC ABSENTEEISM INTO MORE. NEW REFERENCES DON'T GET CAPTURED IN THAT NEW NUMBER OF 30%. THE OTHER THING I'D LIKE TO POINT OUT FOR EVERYBODY TO KEEP IN MIND IS THAT ONCE A STUDENT --YOU KNOW, IF THEY START THE YEAR ROUGH AND MISS, SAY, 18 DAYS THE FIRST SEMESTER, NO MATTER HOW MUCH PROGRESS THEY MAKE SECOND SEMESTER, THEY WILL NEVER COME OUT OF THE CHRONICALLY ABSENT ZONE BECAUSE IT'S BY PERCENTAGE. SO WE'RE REALLY TRYING TO CAPTURE SOME OF OUR SUCCESSES ANECDOTALLY AND WITH OTHER DATA THAT --AND INCLUDING, FOR EXAMPLE, THE MENTORSHIP DATA WE COLLECT BECAUSE IT'S A LITTLE -- IT CAN BE A LITTLE TRICKY TO CAPTURE SOME OF THAT. OVERALL, I'M JUST REALLY PROUD OF THE WORK WE'RE DOING, AND WE'RE DEFINITELY SEEING IMPROVEMENT. OH, YEAH, OKAY. SO AT THE END OF LAST YEAR,

1092,620 STUDENTS WERE ABSENT 20% OR HIGHER, SO THAT'S ABOUT 2,600 THAT ARE MOST CHRONICALLY ABSENT, WHICH WOULD EQUATE TO APPROXIMATELY 10% OF OUR STUDENT POPULATION. WHEREAS ALMOST 5,000 WERE IN THAT 10 TO 20%. SO THAT'S A --THAT'S A POSITIVE THING FOR US. SO NOW WE KNOW THAT WE NEED TO DO SOME NUANCED WORK HERE TO FIGURE OUT WHAT'S GOING ON WITH BOTH OF THOSE GROUPS AND TARGET THAT DIFFERENTLY. FOR THOSE KIDS THAT ARE MISSING BETWEEN 10 AND 20%, YOU KNOW, THEY'RE -- THEY'RE HERE A SIGNIFICANT AMOUNT OF THE TIME. HOW DO WE GET THEM HERE MORE? SO WE NEED TO KEEP JUST --JUST DIVING INTO THAT. IS THERE ANYTHING ELSE ON THAT SLIDE? OKAY. OKAY. SO WE'RE CONTINUING TO DO DEEP DATA ANALYSIS, AND ALSO WE'VE HAD THE PLEASURE OF MEETING WITH EVEREST I THINK

110ABOUT TWICE SO FAR SINCE SUMMER AND INTO EARLY FALL SO THAT THEY'RE GOING TO REALLY HELP US ANALYZE THE IMPACT MENTORSHIP PROGRAM AND OUR HOME VISITING STRATEGIES. IN PARTICULAR WE'RE STILL DECIDING HOW WE WANT TO BEST UTILIZE THEM TO HELP US MEASURE OUR EFFORTS. WE DID RECEIVE $200,000 FROM NEW MEXICO PED AS AN INITIAL ALLOTMENT FOR OUR ATTENDANCE FOR SUCCESS GRANT. WE REALLY APPRECIATE THAT THEY WENT AHEAD AND DECIDED TO GIVE ALL OF THE PARTICIPATING DISTRICTS THAT ALLOTMENT LATE SUMMER OR EARLY THIS SCHOOL YEAR SO WE CAN GET ROLLING ON OUR PROJECTS. THERE SHOULD BE WE HOPE MORE OF AN ALLOTMENT COMING. WE APPLIED FOR $550,000, AND THEY STILL --THEY HAVEN'T ALLOTTED OR AWARDED ALL THE MONEY YET, SO WE'RE HOPING TO SEE ANOTHER AWARD COME IN SOON. WITH THAT, YOU MAY REMEMBER WE WOULD

111LOVE TO HIRE A FOURTH ATTENDANCE SOCIAL WORKER BECAUSE RIGHT NOW WE HAVE THREE PLUS CATHY. IT WOULD BE SUPER HELPFUL TO HAVE ONE FOR EACH FEEDER PATTERN, SO OUR FINGERS ARE CROSSED. OW ATTENDANCE FOR SUCCESS TEAM HAS BEEN SPENDING A LOT OF LATE EVENINGS GOING TO EVERY OPEN HOUSE THEY CAN GET TO. THIS IS OPEN HOUSE SEASON, SO THEY'RE SHOWING UP WITH INFORMATIONAL BROCHURES AND JUST TABLES AND TRYING TO GET THE MESSAGE OUT TO KIDS AND PARENTS. YEAH, WE WANT TO HIT THIS EARLY. WE WANT TO HIT THIS EARLY IN THE YEAR AND EMPHASIZE THE IMPORTANCE OF BEING HERE. AND LIKE I SAID, OUR 30 INTERNS ARE AT LAS CRUCES HIGH AND GETTING TRAINED TODAY. SO THEIR SEMESTER OFFICIALLY STARTS AUGUST 20th, SO THAT'S WHEN WE'LL HAVE THEM STARTING TO GET INTO SCHOOLS AND WORKING

112DIRECTLY WITH STUDENTS. MADAM PRESIDENT, ONE OF THE THINGS THAT I --THAT WE DIDN'T INCLUDE IN THE PRESENTATION THAT I THINK IS IMPORTANT TO NOTE IS THAT SCHOOLS RIGHT NOW ARE CURRENTLY WORKING WITH OUR ATTENDANCE TEAMS TO DEVELOP THEIR PLAN, RIGHT? SO I KNOW CATHY AND HER TEAM ARE ALSO SUPPORTING IN THAT AND REALLY TRYING TO MAKE IT --MORE MAKING IT A LIFE DOCUMENT, RIGHT, WHERE THEY ARE USING DATA TO INFORM THE ACTIVITIES THAT THEY'RE DOING BECAUSE REALLY A LOT OF THE IMPACT ALTHOUGH I KNOW THE WORK WE DO CENTRALLY, RIGHT, IS IMPORTANT AND HAS HELPED. I TRULY BELIEVE THAT WE'RE GOING TO SEE A BIG SHIFT AND HOPEFULLY MEET OUR TARGET IS WHEN THERE'S MORE OWNERSHIP AT THE SCHOOL SITE, AND THEY ARE DOING DIFFERENTIATED TYPES OF STRATEGIES AT THEIR SCHOOL SITES. SO WE'RE REALLY

113WORKING WITH THEM ON GETTING THOSE. I THINK THEY'RE DUE IN ABOUT A MONTH, SO THAT'S SOME OF THE WORK ALSO BEING DONE RIGHT NOW. FANTASTIC. >> WITH THAT, MADAM PRESIDENT, WE'LL STAND FOR ANY QUESTIONS. PRESIDENT CORT, AND WE DON'T HAVE THE DATA OBVIOUSLY BECAUSE THE SCHOOL YEAR JUST STARTED AND I DON'T KNOW WHAT IT IS FROM LAST YEAR BUT IS IT HIGH SCHOOL, ELEMENTARY? WHERE ARE WE STRUGGLING THE MOST ATTENDANCE ISSUES? SO FROM LAST YEAR JUST, MADAM CORT, VICE PRESIDENT NOLAN, HIGH SCHOOL IS THE ONE WE SEE THE BIGGEST STRUGGLE WITH OVERALL THAT'S BEEN THE TREND. I KNOW FOR THIS SCHOOL YEAR WE'RE OBVIOUSLY CLOSELY MONITORING RIGHT NOW. WE'RE IN THE STAGE OF SEEING OFTENTIMES STUDENTS MOVE OUT-OF-STATE, WHATEVER IT MAY BE. AND THEY'RE STILL ON OUR ROSTERS BUT THEY MAY NOT BE COMING BACK,

114SO THAT'S SOME OF THE WORK WE'RE ENGAGED IN NOW IS MONITORING THE ATTENDANCE NOW. KIND OF DECEMBER-ISH OR JANUARY, WE WOULD LOOK AT THE HALFWAY POINT OF THE SCHOOL YEAR AND SEE WHERE WE'RE AT. HIGH SCHOOL REALLY HAS -- 40, 80, 120. WE DID SEE A TREND LAST YEAR THAT WE'RE GOING TO WORK REALLY HARD ON THE HIGH SCHOOL PRINCIPALS WITH THIS YEAR, WHICH IS WE'RE MAKING PROGRESS, MAKING PROGRESS, MAKING PROGRESS. AND AFTER THE SENIORS FINISHED, WE SAW THIS HUGE DIP IN ATTENDANCE FOR OUR FRESHMEN, SOPHOMORES, AND JUNIORS. THERE ARE THINGS WE CAN TWEAK, THINGS LIKE THAT WE CAN HONE IN ON AND DO SOME CAMPAIGNING TO KEEP THOSE KIDS COMING AFTER THEIR SENIOR FRIENDS. I JUST WAS LAUGHING BECAUSE -- IT'S NOT OVER FOR YOU YET. COME BACK. I DID HAVE ON MY NOTES

115AS FAR AS DATA GROUPS --I WOULD LIKE TO SUBMIT DATA BY GROUPS AND SEESEE THE TREND WAS THROUGHOUT ONE SCHOOL YEAR. YOU KNOW, LOOKING AT GRADES, AND LOOKING AT MARTINEZ-YAZZIE GROUPS WOULD BE HELPFUL. WE DID --PRESIDENT CORT AND MEMBER TERORIO, IT WAS IT WAS LAST LAST YEAR OR LAST SPRING WE DID BREAK DATA DOWN, AND CROSS OUR DATA ANALYTICS THERE WASN'T BIG DISCREPANCIES. THAT WAS IMPORTANT TO -- I THINK THE ONE EXCEPTION WAS THERE WAS A BIT OF DISCREPANCY WITH HISPANIC MALES. THEY WERE ABSENT AT A SLIGHTLY HIGHER RATE THAN THEY WERE PRESENT IN THE POPULATION, BUT IT WAS PRETTY UNIFORM. AND JUST SPEAKING FOR MYSELF, I LIKE TO LEARN THIS STUFF --I KIND OF LOSE IT. IT POURS BACK OUT AT SOME POINT, SO IT'S GOOD TO BE REMINDED. AND THEN THE OTHER THING

116WAS THAT I HAD A CHANCE TO DO THE COMMUNITY SCHOOL RETREAT AND SPEAK TO SOME OF THOSE COORDINATORS, AND THEY WERE KIND OF TALKING ABOUT THE CHRONIC ABSENTEEISM HAPPENING AT THEIR SCHOOLS AND WANTING TO HAVE MORE OF THAT COLLABORATION. SO I HEAR WHAT YOU'RE SAYING AS FAR AS THAT, LIKE, OWNERSHIP AND DIFFERENTIATED APPROACHES. BUT I THINK THEY WANT --IF -- I DON'T KNOW IF I GATHERED IT, BUT THEY WANT TO KNOW THEY'RE NOT, LIKE, THIS ALL ALONE ON AN ISLAND DOING THIS WORK, AND THEN THEY CAN COMMUNICATE WITH EACH OTHER AND SEE WHAT'S WORKING, AND THEN WORKING WITH CATHY'S GROUP, YOU KNOW, I THINK --I THINK HAVING THAT COMMUNICATION DISTRICT WIDE WHERE EVERYBODY FEELS LIKE, OH, WE'RE ALL DOING THIS TOGETHER, MAYBE THEY ALREADY KNOW THAT, BUT I FELT THEY WANTED TO KNOW MORE OF

117THAT DISTRICT APPROACH AND EVERYBODY HAD THE SAME SIMILAR TOOLS OR, YOU KNOW, THINGS THEY COULD APPLY. THANK YOU FOR THAT. YES, SUPERINTENDENT? >> SO WITH HIGH SCHOOL BEING THE CHALLENGE AND OBVIOUSLY THE TEAM IS GOING TO BE IMPORTANT IN SUPPORTING OUR SCHOOLS, ONE OF THE OTHER THINGS THAT IS A POTENTIAL INCENTIVE HERE FOR OUR HIGH SCHOOL KIDS, WE JUST HAD RECENTLY A $10,000 DONATION, AND THAT MONEY WILL BE USED AT THE HIGH SCHOOL LEVEL WHERE BASED ON THEIR ATTENDANCE CAN WIN BASICALLY OR EARN IS IT A 2,500 CHECK, BUT EXCITED ABOUT THAT. OBVIOUSLY IT'S NOT ALL ABOUT THE INCENTIVE BUT WE'RE ALSO TRYING TO FIGURE OUT WAYS TO ENSURE THAT KIDS GET MOTIVATED. AND INSTEAD OF HAVING IT BE AT THE END OF THE YEAR ONE PERSON GETS THIS MONEY OR I THINK BEFORE IT

118USED TO BE A CAR, THE IDEA HERE IS TO SPREAD THAT OUT AND GIVE MORE KIDDOS AN OPPORTUNITY TO BE ABLE TO BE A PART OF THIS. I DON'T KNOW IF YOU WANT TO ADD MORE TO THAT. SECURED THIS $10,000 DONATION AND THERE WILL BE PRICES FOR STUDENTS TO KEEP THEM MOTIVATED AND ENGAGED. AND AT THE END OF THE YEAR, TWO STUDENTS FROM EACH OF OUR COMPREHENSIVE HIGH SCHOOLS WILL GET $1,000, AND ONE STUDENT FROM [ INAUDIBLE ]. BECAUSE THEIR NUMBERS ARE A LITTLE BIT SMALLER, BUT ALL THE STUDENTS WILL GET $1,000 AT THE END OF THE YEAR THAT MEET THE CRITERIA OR IN THE DRAWING. GOOD JOB, BRIDGET. NICELY DONE. ANYBODY ELSE? AMY, WHEN I WAS DOING SOME RESEARCH ON WHAT ARE THE STRATEGIES DIFFERENT SCHOOL DISTRICTS ARE USING TO TRY TO INCENTIVIZE OR

119GET RID OF CHRONIC ABSENTEEISM I CAME ACROSS ACROSS AN AD FROM GEORGETOWN, AND SIMPLE AS GREETING AT THE DOOR AND LAUNDRY, LAUNDRY AT THE SCHOOL AND THINGS WE'RE DOING WITH OUR COMMUNITY SCHOOLS AND SCHOOL BASED HEALTH. SO THANK YOU. YOU'VE GOT A HECK OF A TASK. AND WE DID SET ANOTHER SUSTAINABLE GOAL WHEN WE WANTED 50%. I WAS VERY GLAD TO SEE THAT WE'RE MOVING IN THE RIGHT DIRECTION AND ALSO THE AMOUNT OF CHRONIC ABSENTEEISM. AND I LIKE WHAT WE'RE DOING NOT JUST THE PILOT FOR ONE KID BUT PROGRESS FOR KIDS WHO HAVE BEEN ABSENT AND THEY'RE COMING BACK AND MAKING PROGRESS TOWARD NOT BEING ABSENT ANYMORE. SO, THANK YOU. KUDOS TO YOUR TEAM, AND PLEASE GIVE THAT THANK YOU TO CATHY. I WILL. ALL RIGHT, YES. MR. FRANK? I WAS PART OF THE PLANNING

120OF A PROGRAM TO TRY TO REDUCE ABSENTEEISM IN ONE OF THE SCHOOLS WHERE I TAUGHT. AND IT WAS BASICALLY IF THE STUDENT MISSED TEN OF YOUR CLASSES, THEY WOULD LOSE CREDIT. BUT, YOU KNOW, THERE WERE --THERE WAS A POSSIBILITY OF APPEALS. AND THE PROBLEM WAS THAT SOME STUDENTS, I GUESS, ECONOMICALLY HAD A BETTER CHANCE OF A SUCCESSFUL APPEAL THAN OTHER STUDENTS. SO IT REALLY --THE PROGRAM --I MEAN, I WAS INVOLVED IN THE PLANNING OF IT AND I SUPPORTED IT. BUT IT PRETTY MUCH FAILED, AND WE ABANDONED IT AFTER I DON'T KNOW HOW MANY YEARS. SO THAT APPROACH JUST DOESN'T WORK. AND KIDS ARE CHANGING. OUR STUDENTS ARE CHANGING. OUR FAMILIES ARE -- BECAUSE I REMEMBER THE TEN DAYS NO CREDIT POLICY AS WELL. AND WE HAVE -- THERE'S STILL SOME PEOPLE THAT WERE REALLY USED

121TO THAT. BRING BACK THE PUNISHMENT, BRING BACK THE CREDIT. BUT THE SENSE IS SINCE THE PANDEMIC REALLY, KIDS NEED SOMETHING DIFFERENT. SO WE'VE GOT TO DO HARDER WORK RELATED TO THIS ENTIRE WELLNESS FRAMEWORK AND OUR SOCIAL ENVIRONMENT AND THEIR ACADEMIC SUCCESS. WE KNOW THAT ONE OF THE NUMBER ONE CONTRIBUTORS TO CHRONIC ABSENTEEISM IS ACADEMIC FRUSTRATION. SO THAT'S MUCH HARDER WORK TO DO THAN JUST TAKING AWAY CREDIT OR TAKING A PARENT TO COURT FOR THEIR STUDENT'S ABSENTEEISM. BUT I HOPE THAT THE BOARD SEE HOW THIS ALL FITS TOGETHER. IT'S REALLY ONE BIG INITIATIVE. I THINK WE'RE DEFINITELY ON THE RIGHT APPROACH. BUT IT DID --THIS ISSUE DID COME UP DURING MY CAMPAIGNING. AND THERE ARE PEOPLE IN THE COMMUNITY THAT THINK IF WE WENT TO THE PUNITIVE APPROACH WE WOULD SOLVE THIS PROBLEM. AND I TRIED

122TO EXPLAIN TO THEMTHEM THAT, YOU KNOW, IT WOULD NOT SOLVE THE PROBLEM. SO ANYWAY --BUT WE'RE ON THE RIGHT APPROACH. SUPERINTENDENT. [ INAUDIBLE ] ONE OF THE THINGS WE'LL ALSO WILL BE BRINGING TO THE BOARD HERE IN THE FUTURE VERY SOON REGULAR BOARD MEETING IS ALSO THE WORK THAT DR. WENDI IS ALSO LEADING IN CREATING AND LOOKING AT ALL OF OUR ALTERNATIVE PATHWAYS TO GRADUATION FOR OUR KIDS. BACK TO MENTIONED THE ACADEMIC FRUSTRATION AND ENSURE AS KIDDOS ARE IN THAT SITUATION, WE'RE PROVIDING ALTERNATIVE PATHWAYS TO GRADUATION THROUGH CAP STONE, THROUGH WORK STEADY, C TERKS TE, ALL THOSE PIECES. WE'RE WORKING ON A STRUCTURE THAT BRINGS THOSE PROGRAMS UNDER ONE UMBRELLA AND ENSURE WE'RE LEVERAGING ALL THE RESOURCES. AND ALSO WHEN KIDDOS ARE GETTING CLOSE TO THAT TEN DAYS OR 10% OF THAT CHRONIC ABSENTEEISM, LOOK

123AT IT AND MANY TIMES IT IS THAT ACADEMIC FRUSTRATION. AND HERE ARE SOME ALTERNATIVES OR OTHER PATHWAYS FOR YOU TO GET TO GRADUATION. SO EXCITED TO BRING THAT TO YOU HERE SOON, SO YOU CAN TAKE A LOOK AT HOW THAT'S GOING TO LOOK AND HOW THAT'S GOING TO WORK. THANK YOU. THANK YOU ALL. I THINK THAT WHAT WE'LL DO, IF IT IS OKAY WITH EVERYONE IS THAT WE'LL DO NUMBER 5, REVIEW AND DISCUSSION OF ACTION STEPS, AND THEN HAVE LUNCH AND MOVE TO THE REST OF IT AFTER LUNCH. THANK YOU. APPRECIATE IT. AND FIRST OF ALL, BEFORE I KIND OF CLOSE UP THE STRATEGIC PLANNING AND BRING FORWARD SOME RECOMMENDATIONS, I JUST WANT TO, YOU KNOW, RECOGNIZE THE WORK OF OUR TEAM. AS YOU CAN SEE LOTS OF WORK -- IT'S JUST THIS IS ONE

124YEAR -- ONE YEAR THAT WE'VE DONE THIS, RIGHT? AND YOU CAN SEE JUST AFTER ONE YEAR THE PROGRESS THAT'S BEEN MADE. DEFINITELY LOTS OF WORK THAT'S BEEN DONE. WE NEED TO DO BETTER, BUT THIS IS NOT EASY WORK, AND IT'S NOT WORK THAT'S --PROGRESS THAT'S GOING TO HAPPEN OVERNIGHT, RIGHT? IT'S GOING TO TAKE TIME. SO I JUST WANT TO RECOGNIZE THE WORK OF THE TEAM. ALSO JUST ALL THE BEHIND THE SCENES WORK THAT HAPPENS AS WELL. AS YOU HEARD FROM --YOU KNOW, FROM OUR PARTNERS THAT ARE HERE, THE IMPORTANT WORK THAT HAPPENS, YOU KNOW, BEHIND THE SCENES AND ENSURING WE'RE ALSO THINKING THROUGH THIS, WE'RE UTILIZING THE RIGHT DATA, WE'RE CREATING THE RIGHT SYSTEMS AND STRUCTURES. SO NOT ONLY RECOGNIZING THE WORK OF OUR TEAM BUT ALSO RECOGNIZING THE IMPORTANCE OF HAVING THESE PARTNERSHIPS OF

125OUR THOUGHT PARTNERS TO ENSURE THAT WE ARE THINKING ABOUT THIS STRATEGICALLY IN SETTING UP THESE SYSTEMS AND STRUCTURES. SO WITH THAT SAID, SOME RECOMMENDATIONS HERE IN LOOKING AT STRATEGIC PLAN RECOMMENDATIONS AND MOVING FORWARD. RIGHT NOW MY RECOMMENDATION TO YOU AS A BOARD IS TO KEEP OUR GOALS 1 AND 2, KEEP THEM THE SAME FOR NEXT ACADEMIC SCHOOL YEAR, FOR THIS ACADEMIC SCHOOL YEAR. AS WE SAW, WE'RE MAKING PROGRESS. WE'RE FOCUSING IN ON SOME OF THOSE ACTION ITEMS SUCH AS OUR STRETCH GROWTH, OUR STUDENT GOALS, THOSE TYPE OF THINGS. ALSO WITH GOAL 5 AND 6, KEEPING THOSE THE SAME AS WELL THIS NEXT ACADEMIC SCHOOL YEAR. AND MOVING FORWARD AS YOU JUST HEARD ABOUT ATTENDANCE, KEEPING THAT 50%, THAT AMBITIOUS GOAL OF CUTTING CHRONIC ABSENTEEISM. PROUD WE CUT IT BY 3%. JUST THINK ABOUT THAT THE

126STUDENTS THAT REPRESENTS IN THAT 3% REDUCTION IN OUR CHRONIC ABSENTEEISM. WHAT I'D LIKE TO FOCUS IN ON OUR THREE FOCUS AREAS IS GOAL THREE OF MENTAL HEALTH AS WELL AS GOAL FOUR, SCHOOL SAFETY. AS WELL AS LOOKING AT THE POTENTIAL AND RECOMMENDED CHANGES AND CONSIDERATIONS FOR THOSE TWO GOALS. FIRST STARTING OFF WITH GOAL 3, THE PROPOSED REVISION TO GOAL 3 IS TO MOVE US FROM MEASURING READINESS IN OUR ORIGINAL GOAL, WHICH WE HAVE DONE THAT. WE MET THAT GOAL, BUT TO COMMITTING TO MEASURABLE GROWTH AND ESTABLISHING CLEAR ANNUAL PERFORMANCE TARGETS. AND AS WAS MENTIONED EARLIER, THAT THE PROPOSED REVISION IS TO INCREASE THE AVERAGE FAVORABILITY SCORE. AGAIN, KEEP IN MIND, THE FAVORABILITY SCORE IN EACH CATEGORY OF THE WELLNESS FRAMEWORK OR LCPS WELLNESS FRAMEWORK BY AT LEAST 2 POINTS ANNUALLY, RIGHT? TO THE POINT OF

127WE MAY SEE MORE GROWTH THAN 2 POINTS, BUT AT LEAST TO HAVE THAT 2-POINT FAVORABILITY SCORE GROWTH ANNUALLY. THIS WOULD ALSO BE MEASURED THROUGH DISTRICT WELLNESS SURVEYS, SITE VISITS, AND SUPPORTED BY TARGETED INITIATIVES, AS YOU'VE HEARD SOME OF ALREADY, STAKEHOLDER ENGAGEMENT, AND CONTINUOUS MONITORING. SO THAT WOULD BE THE PROPOSED REVISIONS. AND FOR YOUR CONSIDERATION FOR GOAL 3. IN GOAL 4. LOOKING AT GOAL 4 THE PROPOSED REVISIONS FOR GOAL 4 IS TO ADD CLEAR, VERIFIABLE, OPERATIONAL REQUIREMENTS FOR DRILLS AND SAFETY MEETINGS. THIS WILL HELP US TO BE ABLE TO STRENGTHEN DOCUMENTATION AND ACCOUNTABILITY AND ENSURING CONSISTENT, PROACTIVE SAFETY CULTURE ACROSS ALL CAMPUSES. AGAIN, AS I MENTIONED EARLIER, THIS IS GOING TO TAKE US BEYOND JUST THE CREATION OF THE SAFETY PLANS, BUT GETTING US TO THE IMPLEMENTATION, THE REVIEW OF A LIVING DOCUMENT WITH DOCUMENTATION COMPLETION

128THAT REQUIRED DRILLS AND OF EACH SAFETY MEETING. SO, AGAIN, ENSURING THAT WE'RE IMPLEMENTING WHAT WE'RE SEEING IN THOSE SAFETY PLANS AND THE DOCUMENTATION AROUND THAT. ALONG WITH THAT AS MS. RODRIGUEZ MENTIONED, THE SUPPORT THAT WOULD BE PROVIDED FOR OUR SCHOOLS TO BE ABLE TO GET THERE. SO THOSE WILL BE -- WOULD BE THE TWO --OUR TWO AND MY TWO RECOMMENDATIONS FOR YOU TO CONSIDER AND THOSE TWO GOALS. AND I'LL STAND FOR QUESTIONS. I DO HAVE A QUICK QUESTION. SO WE'RE LOOKING AT MEASURABLE GOALS, AND YOU'RE SAYING YOU'D ADD CLEAR OPERATIONAL REQUIREMENTS FOR SAFETY, TELL ME IN TERMS OF --OF -- OR PERCENTAGE POINTS OR WHAT IT IS, HOW YOU WANT TO INCREASE THEM. SO ARE YOU SAYING WE WANT 100% DOCUMENTATION FROM 100% OF OUR SCHOOLS FROM ALL THE SAFETY DRILLS THAT THEY DO. IF

129YOU COULD BREAK IT DOWN FOR ME JUST A LITTLE BIT ON SAFETY, I WOULD APPRECIATE THAT. THANK YOU FOR THE QUESTION, PRESIDENT CORT. SO AS YOU CAN SEE HERE ON THE PROPOSED REVISED GOAL, WE HAVE 100% OF OUR SCHOOLS. I DIDN'T EVEN SEE THAT. NO WORRIES. NO WORRIES. TO ANSWER YOUR QUESTION, IT WOULD BE THE ENHANCEMENT TO THIS GOAL WOULD BE TO COMPLETE 100% OF ALL REQUIRED SAFETY DRILLS AND DOCUMENT IT AGAIN IN DRILL LOGS, CONDUCTING OUR MONTHLY SAFETY TEAM MEETINGS, MAINTAINING AGENDAS, AND SIGNED MINUTES ON FILE FOR VERIFICATION. SO, AGAIN, ADDING ENHANCING THE GOAL TO 100% OF THESE COMPONENTS WITHIN THE SAFETY PLANS. DOES THAT ANSWER? IT DOES FOR ME, YES. I'M SORRY, I DIDN'T EVEN SEE IT UP THERE. BOARD MEMBER, DO YOU HAVE ANY QUESTIONS? I'LL JUST SAY IT'S A THOUGHTFUL UPDATE.

130I THOUGHT IT WOULD CATCH THE ATTENTION OF SOME OF OUR GRAMMAR-FILES HERE. ANY OTHER THOUGHTS? THANK YOU FOR ADDING MORE TO IT. STRATEGIC PLANS ARE LIVING, BREATHING DOCUMENTS, RIGHT? AND I'VE BEEN A PART OF STRATEGIC PLANNING WHERE YOU DO IT AND YOU PUT IT IN A DRAWER SOMEWHERE. I'M PROUD OF US FOR REALLY BEING PROACTIVE AND REALLY MAKING SURE WE'RE STAYING ON TOP OF THIS AND ALSO THAT IT'S EVOLVING, RIGHT, TO MEASURE PROGRESS. SO, YEAH, GOOD WORK, EVERYBODY. ABSOLUTELY. GREAT WORK TO ALL THE TEAM. AND JUST A REMINDER THAT THIS --THIS IS THE BOARD'S WORK, RIGHT? OUR MISSION, OUR VISION, AND SETTING THE GOALS THESE --AND THEN YOU LOVELY PEOPLE THEN IMPLEMENT IT AND BRING IT FORWARD, WHICH YOU ALL ARE JUST AMAZING IN EVERYTHING THAT YOU DO. SO IN KEEPING THAT IN MIND, DOES

131THE BOARD HAVE ANY OTHER ADDITIONS, ANY OTHER GOALS THEY WOULD LIKE TO TWEAK? SO KEEPING IN MIND WE'RE KEEPING GOALS 1, 2, 5, AND 6 THE SAME AND GOAL NUMBER 3 IS INCREASING OUR FAVORABILITY SCORE. THE FLOWERS ARE GOING TO MOVE UP 2%. WE'RE GOING TO KEEP USING THAT, MS. TERORIO, THANK YOU FOR THAT. AND UP THERE GOAL 4 OF 100% OF THE SCHOOLS IN OUR ANNUAL REVIEW AND OUR SAFETY PLANS AND DRILL COMPLETION. IF I'M GETTING THOSE CORRECT. THAT'S CORRECT. AND I CAN ALSO GO BACK TO LOOKING AT THE PROPOSED REVISION, PRESIDENT CORT, MEMBERS OF THE BOARD, AGAIN FOR GOAL 3. THANK YOU. I DON'T KNOW IF THIS IS NEEDED BUT JUST THROWING IT OUT THERE, HOW WE'RE MEASURING GOAL 3. STAKEHOLDER ENGAGEMENT STRATEGIES, IS THAT SURVEYS, CONTINUOUS PROGRESS MONITORING -- WELL, THAT'S PRETTY

132CLEAR --PARTICULARLY STAKEHOLDER ENGAGEMENT STRATEGIES, DO WE NEED TO DIVE DEEPER INTO WHAT THAT IS? LIKE SURVEYS, MEETINGS? INTERESTING. ABSOLUTELY, PRESIDENT CORT, VICE PRESIDENT NOLAN, GREAT POINT. AND THAT IS IF THE BOARD DECIDES TO MOVE IN THAT DIRECTION, THIS GOAL AND THAT'S WHERE WE COME BACK AS YOU MENTIONED AND REALLY LOOKING AT WHAT DOES THAT STAKEHOLDER ENGAGEMENT LOOK LIKE? IS IT SURVEYS? WHEN WE DO OUR WALKTHROUGHS, FOCUS GROUPS AND THOSE TYPE OF THINGS, AND THAT'S WHERE DR. LOZANO AND THE TEAM AS WELL AS OUR THOUGHT PARTNERS WILL REALLY THINK THROUGH THAT TO GET US THE BEST DATA. WE'LL DEFINITELY CONTINUE TO USE THE DATA POINTS WE ALREADY ESTABLISHED FOR THIS, BUT JUST LOOK AT IS THERE ANYWHERE WE CAN GO A LITTLE BIT DEEPER? AND PROBABLY THE STAKEHOLDER ENGAGEMENT WOULD BE ONE WE CAN DEFINITELY LOOK

133AT ENHANCING EVEN MORE. PRESIDENT? >> YES? >> I WONDERED WHEN DR. LOZANO WAS PRESENTING THAT, WHETHER WE HAVE ANY OTHER DATA POINTS WE ARE CURRENTLY COLLECTING THAT COULD BE USED TO INFORM EVEREST ABOUT --ABOUT WHAT WE HAVE. ABOUT THE DIGITAL, I THINK THERE'S ONLY ONE OR TWO DATA POINTS AND EMPLOYEE WELLNESS THERE WAS JUST HANOVER AND LOOK ADDED AT THE SOCIAL AND EMOTIONAL AND THERE WAS THE LOW PERFORMING AREA. THE SCHOOL CLIMATE SURVEY THEY DO EVERY YEAR, ARE THERE ANY DATA POINTS WE COULD LOOK AT TO HELP US INFORM THOSE DECISIONS? YEAH, PRESIDENT CORT, SECRETARY WOFFORD, I'M SURE THERE'D DEFINITELY BE SOMETHING WE CAN LOOK INTO. AND I'LL DEFER ALSO TO OUR TEAM IF THERE'S RECOMMENDATIONS OR POTENTIAL CONSIDERATIONS AROUND THAT. WE SURVEY ON BUDGET. WE SURVEY ON SCHOOL CLIMATE. IS ANY OF THAT DATA

134USEFUL FOR OUR DECISION MAKING? COULD I ADD TO THAT? I'M WONDERING IF THE EVEREST FOLKS ARE FANS OF THOUGHT EXCHANGE AS A TOOL. FOR PRESIDENT CORT, MEMBERS OF IT BOARD, I THINK THOSE ARE THE THINGS ONCE AGAIN IF THIS IS THE DIRECTION THAT WE MOVE IN APPROVING THESE REVISED GOALS, THEN WE CAN DIG A LITTLE BIT DIPPER AND THEN COME BACK AND LOOK AT WHAT ARE SOME ADDITIONAL DATA POINTS WE CAN LOOK AT IN CONSIDERATION OF IN THE PROGRESS MONITORING OF THIS, RIGHT, AND GETTING A LITTLE BIT MORE ACCURATE INFORMATION. WITHOUT OVERWHELMING TOO MANY SURVEYS. YEAH, YEAH. AND AS YOU CAN SEE, IT'S DIFFICULT WORK BECAUSE, AGAIN, WE WANT TO ENSURE THAT E LOOKING AT THIS FROM ALL ANGLES AND BEING ABLE TO QUANTIFY ALL THE DATA POINTS WE HAVE BECAUSE AS THE FACT MENTIONED

135EARLIER, THEY ALL HAVE DIFFERENT PARAMETER AND DIFFERENT WAYS TO MEASURE, RIGHT, AND BE ABLE TO QUANTIFY THAT. FOR US --FOR US TO USE THAT IN IMPROVING THE WORK. DO WE GET DATA OUT OF PARENT SQUARE, OUT OF THE INFORMATION, THE COMMUNICATION SYSTEM THERE. PRESIDENT CORT, SECRETARY WOFFORD, GREAT POINT. I THINK THAT COULD BE POTENTIALLY ANOTHER PLATFORM WE COULD LOOK AT, BEING THIS WOULD BE OUR FIRST YEAR OF IMPLEMENTATION, AND WHAT DATA WE COULD SIS AGGREGATE FOR THAT TO INFORM, FOR EXAMPLE, GOAL 3 OR SOME OF THESE OTHER GOALS WE HAVE LIKE DATA POINTS AND FOR EXAMPLE PARENT ENGAGEMENT IS ONE I COULD THINK OF NOW THAT PARENT SQUARE WOULD GIVE US SOME GREAT INFORMATION TO PULL FROM. THANK YOU. THANK YOU. ANYONE ELSE? ALL RIGHT. I THINK THAT NOW IS A PERFECT TIME TO BREAK

136FOR LUNCH, AND THEN WE'LL CONTINUE AFTER --AFTERWARDS. BEFORE WE GO, IF I MAY --MAY I BRAG ABOUT YOU, ED? HE SAYS NO. NO. >> WELL, NOW I WANT TO KNOW. IF YOU WANT TO KNOW, YOU CAN ASK ED. BUT HE REPRESENTED US BEAUTIFULLY AT THE SENIOR OLYMPICS. AND, MAN, I'M JUST SUPER PROUD OF YOU, SO THANK YOU. HE'S POOH-POOHING IT, BUT HE DID GREAT. PRESIDENT, WE DID END THE POWER POINT OF THE CES --IT IS 11:45, AND I THOUGHT WE WOULD SAVE THAT FOR AFTER LUNCH. NO, I AM NOT DYING TO DO IT. AND PRESIDENT CORT, REALLY QUICK IF I MAY TAKE -- I ALSO WANT TO RECOGNIZE MR. WOFFORD BEING WITH US TODAY AFTER HIS INCIDENT THERE -- NOT QUITE SENIOR OLYMPICS. WE DON'T WANT TO CELEBRATE THAT, BUT WE'LL CELEBRATE THAT YOU'RE HERE.

137HE DID SOME RATTLESNAKE WRANGLING AND DID GREAT, BY THE WAY. THERE YOU GO. WHAT I'VE LEARNED FROM THIS IS YOU SHOULD USE THE TOOL THAT GRABS THEM. YES. AND MAYBE HAVE YOUR COFFEE BEFORE YOU WRANGLE ONE. I SAW A SQUIRREL AND HE WAS THROWING LIKE BARK, MULCH AT THE SNAKE. YOU MIGHT WANT TO TRY THAT. THE IDEA IS NOT TO ANGER THEM. OR AVOID THEM ENTIRELY. THAT'S BEEN MY RULE. I HAVE GREAT SYMPATHY FOR MY DOG WHO WAS BITTEN BY A RATTLESNAKE TWO YEARS AGO. IT IS NOT ANYTHING I RECOMMEND. WE'RE GLAD YOU'RE HERE, GLAD YOU'RE OKAY AND THAT YOU STILL HAVE YOUR FOOT. ALL RIGHT, SO 30 MINUTES FOR LUNCH. THAT WILL PUT US BACK AT --LET'S MAKE IT A LITTLE SHORT 30 MINUTES AND BRING US BACK AT 12:15. AND SO, SUPERINTENDENT, IF

138YOU ARE AT A GOOD SPOT, YOU CAN GO AHEAD AND GET STARTED. THANK YOU, PRESIDENT CORT, MEMBERS OF THE BOARD. UP HERE ON THE MONITOR IS SOME INFORMATION THAT I WOULD LIKE TO BRING BACK FOR DISCUSSION AND THAT IS OUR PARTICIPATION IN THE CES STUDY. SO, WHAT I WOULD LIKE TO BRING FORWARD OR JUST EXPLAIN, I GUESS, IF YOU WILL, WHERE I MADE THE DECISION TO WITHDRAW THE DISTRICT FROM THIS STUDY. IN SEPTEMBER 23, THE BOARD VOTED TO PARTICIPATE IN THE SECURE STUDY TO HELP US REIMAGINE THE PATH FORWARD IN PUBLIC EDUCATION. THE INTENT WAS TO RECOGNIZE PERSISTENT CHALLENGES AND BUILD A PROACTIVE STRATEGY FOR STUDENTS EXECS. OVER THE PAST YEAR, IT HAS BECOME INCREASINGLY CLEAR THAT LAS CRUCES PUBLIC SCHOOLS ALREADY POSSESSES THE INTERNAL CAPACITY AND LEADERSHIP NEEDED, ALONG WITH OUR THOUGHT PARTNERS --

139WHO I JUST INTRODUCED EARLIER --TO CARRY OUT THE GOALS OF THIS STUDY, AND WE ARE DOING IT NOW. AND THE TEAM HAS HEARD THIS FROM ME, TALK ABOUT HOW THE ANSWER IS IN THE ROOM. WE HAVE THE RIGHT PEOPLE, THE RIGHT PARTNERS, THE RIGHT PLAN, AND THE SYSTEMS IN PLACE TO CONTINUOUSLY IMPROVE. ALSO, HERE, IF YOU SEE THIS TABLE UP ON THE MONITOR, HERE, IT SHOWS THE WORK FROM THE STUDY AND HOW LCPS IS LEADING THIS, ALREADY. FIRST OF ALL, WE HAVE A STRATEGIC PLAN BUILT BY OUR COMMUNITY THAT ALIGNS THE VERY SAME OUTCOMES THAT THE STUDY PROMOTES. ACADEMIC GROWTH, EQUITY AND ENGAGEMENT. WE HAVE IMPLEMENTED DATA DASHBOARDS, INSTRUCTIONAL REVIEWS, STAKEHOLDER FEEDBACK LOOPS, AND ONGOING COMMITMENT TO EQUITY AND WE ARE FOCUSING ON OUR STRENGTHS. THE OTHER CHALLENGE THAT ALSO CAME UP AS WE WERE

140GOING THROUGH THIS PROCESS -- AND I WAS HAVING THE CONVERSATIONS WITH THE CES STUDY GROUP -- WAS THAT, YOU KNOW, HAVING TO PULL OUR PRINCIPLES AND CABINET TEAMS FOR FREQUENT MEETINGS IN ALBUQUERQUE TO BUILD CAPACITY OF THE COMPONENTS THAT I JUST MENTIONED. AND SO, MY POINT TODAY --AND AGAIN, TO BRING THIS BACK --THIS JUST FOR US TO UNDERSTAND THAT THIS IS NOT A STEP BACK, BUT A STEP FORWARD. REALLY, A DEMONSTRATION OF OUR TRUST IN OUR STAFF, OUR PARTNERS, AND THE PROCESSES WE BUILT TOGETHER. AND AGAIN, I DEEPLY APPRECIATE THE BOARDS CONFIDENCE IN OUR INTERNAL CAPACITY TO LEAD TRANSFORMATIONAL CHANGE FROM WITHIN. SO, AGAIN, THOSE ARE THE REASONS, AND ME MAKING THAT DECISION AND PULLING US OUT OF THE STUDY, I REALLY FELT THAT WE HAVE THE INTERNAL CAPACITY TO DO THIS. ALSO, THE CHALLENGE

141OF, YOU KNOW, HAVING TO DESIGNATE TIME AROUND THE CAPACITY OF SOME OF THESE COMPONENTS, AS I JUST MENTIONED, THAT WE HAVE ALREADY DEVELOPED, I REALLY FELT THAT WE HAVE THE INTERNAL CAPACITY AND IDENTIFYING THE RIGHT THOUGHT PARTNERS IN THIS WORK, AND IT REALLY WAS GOING TO BE MORE OF A --IT JUST WOULD BE MORE OF A CHALLENGE TO ALSO BE INVOLVED IN THE STUDY, WHERE I REALLY FELT WE HAD THAT CAPACITY, WE HAD THAT VISION AND WE WERE BUILDING THE RIGHT SYSTEMS AND STRUCTURES TO MOVE THE WORK FORWARD IN OUR DISTRICT. SO, I WILL STAND FOR QUESTIONS. ALL RIGHT, BOARD MEMBERS? I'LL START. YES. >> GO AHEAD. YOU START. [ INAUDIBLE - LOW VOLUME ] AT THE TIME WHEN THIS WAS INITIATED. THAT'S ALL. THAT WAS THE THINKING. BECAUSE I WASN'T HERE. YEAH. IT WAS

142FREE. >> IT WAS NEW MEXICO COOPERATIVE SERVICES. SO, IT IS BEING LED BY NEW MEXICO EDUCATION CONFESSIONALS. WE WORKED IN IT ALONE, BUT WE ARE DOING THIS WITH OTHER SCHOOL DISTRICTS ACROSS THE STATE. I THINK WE WERE EXCITED TO GET STARTED, BECAUSE WE NEEDED SOME GUIDANCE ON MAKING IT A COLLABORATIVE EFFORT. SO THAT IT INCLUDED --OUR VOICE WAS LIKE, I THINK IT CAN LAST, BECAUSE IT WAS GATHERING EVERYTHING AT THE SCHOOL LEVEL, THE DISTRICT LEVEL, AND THEN THEY ASKED US IF WE HAD SOME KIND OF PROCESSES THAT ASK -- I DON'T KNOW WHERE WE WERE, ON THIS. I THOUGHT IT WAS A VERY GOOD PROCESS. SO, ONCE THAT WAS OVER, BASICALLY THE DISTRICT PUT TOGETHER THE GOALS, AND THEN THIS BEAUTIFUL GRAPHIC OF OTHER STUFF WE HAD DISCUSSED. AND THEN, THE NEXT STEP WOULD BE

143--I GUESS CES WOULD HAVE MET WITH YOU, ALL, ON A MORE REGULAR BASIS. I BELIEVE IT BECAME KIND OF BURDENSOME AS FAR AS WHAT THEY WERE ASKING ALL TO DO, AS IT WAS WHAT YOU ARE ALREADY DOING SO THAT WAS DUPLICATED, AS I UNDERSTOOD. THANK YOU FOR THAT, AS WELL. THE OTHER PIECE I WANTED TO BRING UP WITH REGARDS TO THE HOLOCAUST --SO, THAT IS CORRECT. THE INITIAL PHASE OF THIS, WHICH WE WERE ALL INVOLVED IN, THE NO-COST PHASE, WAS THE STRATEGIC PLANNING WHEN DR. STEINHAUS CAME IN, IF YOU RECALL. AND WE WORKED TOGETHER TO DEVELOP THE GOALS. THE NEXT STEPS AFTER THAT WAS ALSO FOR EACH DISTRICT TO IDENTIFY A THOUGHT PARTNER AT OUR COST. AND WE DID THAT, AS A DISTRICT, YOU KNOW, TWO OF OUR THOUGHT PARTNERS ARE HERE THAT WERE PART

144OF THAT PROCESS THAT WE IDENTIFIED TO MOVE THIS WORK FORWARD. SO, THERE WAS GOING TO BE COST, BASED ON --SO, THE NO-COST --I WILL GO BACK --THE NO-COST PIECE CAME IN JUST IN CREATING THE STRATEGIC PLANNING PROCESS. AND IT DID. IN MY --YOU KNOW, AS I ANALYZE THE --YOU KNOW, OUR CAPACITY, AS WE LOOKED AT THE SYSTEMS AND STRUCTURES THAT WE WERE ALREADY MOVING FORWARD IN, I REALLY DIDN'T FEEL THAT PULLING US OUT, GOING BACK AND HAVING THOSE CONVERSATIONS WITH CES, YOU KNOW, AND SOME OF THE OTHER PARTNER DISTRICTS -- ALTHOUGH, I APPRECIATE THE WORK THAT MY COLLEAGUES IN OTHER DISTRICTS DO --BUT, PART OF THIS STUDY, WE WERE GOING TO BE THE LARGEST DISTRICT IN THIS STUDY, AND SOMETIMES, IN ALL HONESTY AND TRANSPARENCY, SITTING THERE WITH DISTRICTS THAT HAVE 1000 OR 2000 STUDENTS,

145DON'T HAVE THE SAME PERSPECTIVE WE DO, WITH OVER 20,000 STUDENTS, AND SOME OF THE CHALLENGES, IF YOU WILL. SO, I REALLY FELT THAT YOU KNOW, FOR US TO MOVE FORWARD WITH THAT, WAS REALLY GOING TO BE MORE OF JUST THE TIME AND RESOURCES THAT I FELT WE WERE GOING TO PUT INTO, THAT REALLY WEREN'T GOING TO BENEFIT US, AS OF LATE. REMINDED ME --SO, WE DID THE STRATEGIC PLANNING WITH THEM, RIGHT? WITH DR. STEINHAUS AND SOME OTHER FOLKS. WHAT ELSE DID WE DO WITH CES WHEN THEY WERE WITH US? OR, HOWEVER LONG AGO? PRESIDENT CORT, VICE PRESIDENT NOLAN, THAT WAS THE EXTENT OF THE WORK WE DID WITH CES. AND THEN, THERE WERE SOME BEHIND THE SCENES FOLKS, THAT YOU WENT TO ALBUQUERQUE FOR? AND SO, WE DID HAVE SOME INTERNAL MEETINGS WITH DR. CHAVEZ,

146I THINK IS THE EXECUTIVE DIRECTOR THERE. THAT IS WHEN IT STARTED COMING UP A LITTLE BIT MORE AND TALKING MORE ABOUT, WHAT ARE THE NEXT STEPS? THE NEXT STEP WAS IDENTIFYING A THOUGHT PARTNER THAT THEY WOULD ALSO RECOMMEND. SOME OF THEM WERE OUT OF STATE, SOME OF THEM THAT POPPED UP WERE FOLKS AT WEST ED, ET CETERA. AND THEN, ALSO THINKING THROUGH THE PROFESSIONAL LEARNING OF MEETING ON A REGULAR BASIS, YOU KNOW, UP IN ALBUQUERQUE, AND TALKING ABOUT PULLING SOME OF OUR PRINCIPLES AND DOING SOME CAPACITY BUILDING, WHICH IN MY MIND, WE WERE ALREADY MOVING IN THAT DIRECTION IN BEING ABLE TO CREATE THOSE OPPORTUNITIES ALREADY HERE, IN HOUSE. SO, AT THAT POINT, YOU KNOW, I DID TALK TO THEM AND SAY, "YOU KNOW, I THINK THIS WILL BE A CHALLENGE FOR US, DUE TO

147THE FACT THAT I REALLY DON'T FEEL THAT THAT TIME IS GOING TO BE --THAT WE ARE GOING TO GET ROI." BECAUSE IT REALLY CREATED FOR ME, ONCE WE DEVELOPED THE STRATEGIC PLAN, IT WAS MORE CREATING, DEVELOPING THE PROGRESS MONITORING PIECES, ET CETERA, AND CES WAS REALLY GOING TO HELP DISTRICTS TO THINK THROUGH THAT IN HOW YOU GET STARTED. WHICH, AGAIN, WE ALREADY HAD A PROCESS, AN IDEA OF A PROCESS. AT THAT POINT, WE HAD STARTED WORKING WITH MS. BECERRA TO HELP GUIDE US THROUGH THAT PROCESS OF CREATING THE STRUCTURES OF PROJECT MONITORING. SO, REALLY, WE WERE ALREADY DOING WHAT WE WERE GOING TO HELP GUIDE DISTRICTS TO DO, TO THINK THROUGH. WHETHER IT WAS AN OUTSIDE PARTNER, OR SOME OF THE OTHER THINGS TO THINK THROUGH IN DEVELOPING, FOR EXAMPLE, THE ACTION ITEMS, DEVELOPING SYSTEMS,

148STRUCTURES, PROGRESS MONITORING. ALL OF THAT, WE HAVE DONE, AS I MENTIONED HERE, IN THE WORK THAT CES WAS GOING TO HELP US THINK THROUGH, ALREADY. DO YOU REMEMBER WHAT YEAR IT WAS? IT WAS 2023. SEPTEMBER OF '23? >> YES, SEPTEMBER OF '23. AND YOU CAME IN IN AUGUST OF '20. YES, EXACTLY. AND I THINK, PRESIDENT CORT, MEMBERS OF THE BOARD, AS MR. TENORIO MENTIONED, THERE WAS REALLY LOOKING TO GET GOING WITH THIS PROCESS, AND CES JUST HAPPENED TO OFFER SOME TECHNICAL SUPPORT ESPECIALLY IN THE BEGINNING OF STRATEGIC PLANNING. AND I BELIEVE THAT WAS VALUABLE IN GUIDING US THROUGH THAT. I JUST FELT THAT MOVING FORWARD, THE SUPPORT THEY WERE GOING TO PROVIDE, WE ALREADY HAD KNOWLEDGE, WE HAD ALREADY IDENTIFIED SOME OF THE PARTNERS, THOUGHT PARTNERS TO HELP US WITH THAT WORK, AND I REALLY

149DIDN'T FEEL THAT IT WAS GOING TO BE THE BEST USE OF OUR TIME. QUESTION? >> YES? SUPERINTENDENT, I THINK WE WERE CAUGHT OFFGUARD AS WE WERE PART OF THE INITIAL DECISION-MAKING AND NOT BEING A PART OF THE DISCUSSION. YES. >> HOW, YOU KNOW, YOU ARE HEARING THIS INFORMATION WHEN IT HAPPENS, AS OPPOSED TO NOW, SO JUST CAUGHT OFFGUARD. THAT WE WERE NO LONGER INVOLVED IN IT. I WAS TOLD, NO, WE ARE NOT. YEAH. AND AGAIN, I WANTED TO BRING THAT FORWARD AND DEFINITELY THAT WAS AN ERROR ON MY PART, NOT TO BRING THAT DISCUSSION HERE AT ONE OF OUR BOARD MEETINGS, YOU KNOW, ALLEGEDLY THE RIGHT FOR US TO PARTICIPATE AS A BOARD AND FOR YOU TO CONSIDER THOSE THOUGHTS AND WHAT I AM BRINGING FORWARD TODAY. SO, I AGREE, 100%. DID YOU TRY TO

150TWEAK IT? GOING TO ALBUQUERQUE EVERY MONTH, THAT SOUNDS ONEROUS. WOULD THEY DO ZOOM MEETINGS? COULD WE HYBRIDIZE WHAT THEY ARE DOING FOR OUR DISTRICT, RATHER THAN THOSE 1000 KIDS? DID YOU NEGOTIATE WITH THEM ABOUT CHANGING THE GRANT THAT WE GOT? OR, WHAT WAS THE PROCESS THAT HAPPENED, TO WITHDRAW US FROM IT? PRESIDENT CORT, SECRETARY WOFFORD, THERE REALLY WEREN'T DISCUSSIONS AROUND THAT. WHEN WE GOT MORE IN DEPTH ABOUT WHAT THOSE STEPS WERE, AND ALSO IN MY MIND, IT WAS KIND OF A SLOW PROCESS. BECAUSE LET'S TALK ABOUT CAPACITY BUILDING AROUND THIS, X, Y, Z. WE ALREADY HAD, AND I ALREADY HAD A VISION OF HOW WE WERE GOING TO MOVE THIS WORK FORWARD AND TO ME, IT JUST WAS TO SLOW DOWN OUR PROCESS. GOING BACK, LEARNING ABOUT IT, COMING BACK, REPORTING, TO ME, IT WAS

151JUST GOING TO BE MORE TIME THEN --THAT URGENCY, I HAD THAT URGENCY, AGAIN, COMING IN, AS MENTIONED EARLIER, AS A NEW SUPERINTENDENT, TO GET THIS BOARD MOVING FORWARD, AND REALLY OPERATIONALIZING OUR STRATEGIC PLAN AND HAVING THE VISION, HAVING THE TEAM THAT WE COULD LEVERAGE. AGAIN, IDENTIFYING THE RIGHT THOUGHT PARTNERS TO BE ABLE TO MOVE THIS WORK FORWARD. I JUST REALLY FELT THAT IT WAS GOING TO SLOW DOWN OUR PROCESS. IT MAY BE ARROGANCE, BUT I ASSUMED WE WERE GOING TO BE THE POSTER CHILD OF SUCCESS, WITH THAT SAID. THE CONVERSATION, PRESIDENT CORT, SECRETARY WOFFORD, THAT I HAD WITH DAVID CHAVEZ -- AND I DO HAVE TO CIRCLE BACK, NOW THAT WE FINISHED THIS FIRST YEAR OF OUR STRATEGIC PLANNING AND WE HAVE SOME DATA TO LOOK AT --I DID OFFER, AND HE WAS OPEN TO,

152ALSO LOOKING AT OUR DATA AND LOOKING AT WHAT SYSTEMS AND STRUCTURES WE HAVE INCORPORATED, AND BEING ABLE TO LOOK AT DOING THAT DATA ANALYSIS AND LEARNING, RIGHT, ALSO AS A LARGER DISTRICT, FOR 100 --OTHER DISTRICTS ACROSS THE STATE, AND THEN ALSO COMPARING TO SOME OF THE WORK CES IS DOING WITH THE DISTRICTS THAT DID STAY WITHIN THE STUDY. SO, THAT IS SOMETHING THAT I WILL BE CIRCLING BACK WITH CES AND DAVID CHAVEZ. AND ALWAYS OPEN TO SHARE WHAT WE HAVE DONE AND ALSO LOOK AT OUR DATA. DO YOU THINK YOU COULD PROVIDE SOME A LA CARTE SERVICES TO US? YEAH, ABSOLUTELY. THANK YOU FOR THAT. OF COURSE. SO, SUPERINTENDENT, WHAT WAS GOING TO BE THE COST AFTER OUR INITIAL FREEBIE? DO WE KNOW WHAT THAT COST WAS GOING TO BE? PRESIDENT CORT, WE DID NOT.

153NO. AGAIN, GOING BACK AS A DISTRICT, IT WAS GOING TO BE OUR RESPONSIBILITY TO THEN HAVE THOSE CONVERSATIONS WITH SOME OF THOSE OUTSIDE THOUGHT PARTNERS --VENDORS, IF YOU WILL --SO, THE COST, IT WOULD BE DEPENDENT ON WHO THAT THOUGHT PARTNER WAS GOING TO BE. THEY DID RECOMMEND, IF I RECALL, ONE OF THEM WAS WEST ED. IN MY EXPERIENCE, WEST ED IS A LARGE COST. AND SO, GOING BACK TO -- THAT IS THE OTHER PIECE THAT, YOU KNOW, I ALSO CONSIDERED. ALSO, OUR FISCAL RESPONSIBILITY AND ALSO IDENTIFYING WHAT MADE THE MOST SENSE TO US, WITH OUR COSTS, AND BEING ABLE TO ALSO KEEP THAT IN MIND. AND ALTHOUGH THEY HAD RECOMMENDED POTENTIAL THOUGHT PARTNERS, IT REALLY WAS UP TO EACH DISTRICT TO DO THAT. OKAY, BUT, CES WASN'T GOING TO CHARGE US, IT WAS JUST UP

154TO US TO FIND THE THOUGHT PARTNERS THAT WE NEEDED TO MOVE THROUGH? YES. >> WE WEREN'T GETTING ADDITIONAL CHARGES FROM CES? THAT IS CORRECT, YES. SO, YOU WENT AHEAD AND GOT THE THOUGHT PARTNERS, RIGHT? I COULD CIRCLE BACK TO THAT, BUT, WHAT WERE THE FREQUENCY OF THE MEETINGS GOING TO BE WITH CES? THOSE ALBUQUERQUE MEETINGS --WHICH I AM ASSUMING YOU COULD DO VIRTUALLY, RATHER THAN TAKING THAT TRIP, BECAUSE THAT WOULD HAVE BEEN A LOT. BUT, WHAT WERE THE FREQUENCY OF THOSE MEETINGS? IF I RECALL CORRECTLY, IT WAS STARTING TO BE SOMEWHAT ON A MONTHLY BASIS. ON A MONTHLY BASIS? YEAH. >> OKAY. >> AND I DON'T RECALL THEY WERE GOING TO TAPER DOWN AFTER THAT, INITIALLY. BUT, THAT WAS MY INITIAL THOUGHT, THERE IS NO WAY I AM GOING TO PULL OUT PRINCIPALS ON A

155MONTHLY BASIS, WE HAVE TO GET THIS WORK DONE. RIGHT. SO, WHEN THEY WERE TALKING ABOUT THE CES MEETINGS, THEY WERE TALKING ABOUT PULLING YOUR TEAM AND PRINCIPALS ONCE A MONTH-ISH? YEAH, ONCE A MONTH-ISH. BUT, A DIFFERENT TIME, NOT EVERYONE AT THE SAME TIME, WAS MY UNDERSTANDING. SURE. SURE. BUT, AT THE SAME TIME, WE HAVE A THOUGHT PARTNER, AND HOW OFTEN DOES OUR TEAM, AND OUR PRINCIPALS, AND EVERYBODY, MEET THEM? IS IT THE SAME? WELL, THE DIFFERENCE THERE IS, THAT IS NOT SOMETHING THAT IS A FORMAL MEETING WHERE WE ARE TRAVELING SOMEWHERE. THE THOUGHT PARTNERS THAT WE HAVE INCORPORATED, THEIR ROLE IS TO PARTNER, AND BE THERE WHEN THE WORK IS HAPPENING. SO, IT IS NOT NECESSARILY PULLING OUR TEAM FOR, YOU KNOW, IN OTHER WORDS, THEY ARE INVOLVED IN THE WORK, AS THE WORK IS

156HAPPENING, AND PROVIDING THAT GUIDANCE. YOU KNOW, THE QUESTIONING AND THE CONSIDERATIONS, THOSE TYPES OF THINGS, AND THAT IS HAPPENING HERE, IN HOUSE. A LOT OF THAT IS HAPPENING, AGAIN, AS WE CREATED THESE SYSTEMS AND STRUCTURES. FOR EXAMPLE, OUR RESEARCH DEVELOPMENT TEAM, THAT IS SOMETHING THAT CAN HAPPEN WITH OUR TEAM, OUR THOUGHT PARTNERS ARE THERE, PART OF THAT CONVERSATION. SO, THAT IS NOT SOMETHING WHERE WE ARE TRYING TO PULL PEOPLE OUT AND BUILD SOME CAPACITY AROUND THESE STRUCTURES. BUT, OUR THOUGHT PARTNERS DON'T --THEY ADHERE IN LAS CRUCES, RIGHT? THAT IS CORRECT. SO, THEY ARE SORT OF IN HOUSE BUT NOT REALLY IN-HOUSE BECAUSE WE STILL HAVE TO WORK WITH THEM VIRTUALLY. YEAH, YEAH. I'M JUST TRYING TO WRAP MY HEAD AROUND YOUR DECISION PROCESS, AND JUST SEE --AND SEE --I TRUST YOUR DECISIONS. BUT, WHY YOU

157THOUGHT THAT THIS WAS BETTER THAN CES. CAN I JUST SAY ONE THING? >> YEAH. I THINK IT WAS A GOOD DECISION. I THINK THE WHOLE --WHAT WE DID AT THE TIME WAS LOOKING AT DIFFERENT COMPANIES, I GUESS. CES, HANOVER -- WAS THERE ANOTHER ONE? THOSE ARE THE TWO THAT I REMEMBER. WAS JUST THE TWO? OKAY. BASED ON THAT, I THINK SAVINGS WAS KIND OF A BIG ONE FOR US. AND ALSO, GETTING THE STRATEGIC PLAN MADE IN A WAY THAT HAS COMMUNITY VOICE, SCHOOL DISTRICT VOICE. I THINK THAT WAS ALL ACCOMPLISHED. BUT, I ALSO THINK HIS ROLE IN IT WAS THAT HE WAS PROBABLY, YOU ARE DONE WITH YOUR FIRST YEAR BEING WITH CES, HE WAS LIKE, READY TO GO. IT WAS LIKE, WHAT IS GOING ON HERE? I HAVE THIS VISION, BUT THE BOARD IS

158HERE. THEY WANT TO DO THIS, I WILL LET THEM DO THAT, I WILL SUPPORT THEM, BUT AT SOME POINT, I AM GOING TO SEE WHETHER OR NOT I SUPPORTED WHAT THE BOARD IS REALLY DOING, HERE. RIGHT? SO, AGAIN, I THINK AT THE TIME, AS PRESIDENT, HE WAS KIND OF CHECKING LIKE, "THEY WANT US TO DO THIS, DO THIS, DO THAT, DO YOU THINK WE SHOULD DO THIS?" AND I WAS LIKE, "I DON'T KNOW, WHAT YOU THINK IS GOING TO WORK FOR YOU ALL?" IN MY THOUGHT BACK THEN WOULD HAVE BEEN, "LET'S GET THIS ON THE AGENDA, LET'S TALK ABOUT IT." SO, THAT RESPONSIBILITY --WHENEVER THAT WAS SUPPOSED TO HAPPEN. I DON'T EVEN KNOW WHAT MONTH, I THINK IT WAS 2024? I DON'T KNOW. >> I DON'T EVEN KNOW. SO, LET'S JUST SAY -- YEAH. >>

159LIKES, I DON'T KNOW IF HE WAS BUSY, AND IT JUST DID NOT CROSS OUR MINDS TO BE LIKE, "THIS SHOULD JUST BE ONE CONVERSATION." YOU KNOW? YEAH. AND THEN, THE QUESTIONS YOU HAVE NOW --OR, THE CONCERNS --COULD HAVE BEEN SHARED BACK THEN. AND I AM SURE YOU WOULD HAVE BEEN LIKE, "OKAY, WE SUPPORT YOU." THAT'S ALL IT IS. YEAH, ABSOLUTELY. AND LIKE I SAID, I'M NOT TRYING TO SECOND-GUESS, I'M JUST TRYING TO UNDERSTAND, TO HELP ME MOVE FORWARD WITH ALL OF THIS THAT IS HAPPENING. AND AGAIN, AS I MENTIONED EARLIER, THAT IS SOMETHING I SHOULD HAVE BROUGHT FORWARD, ALONG, YOU KNOW, BACK WHEN I WAS SPEAKING THROUGH THIS. AND THIS REALLY HAPPENED AFTER OUR STRATEGIC PLAN -- PRESIDENT CORT, MEMBERS OF THE BOARD, AFTER WE DEVELOPED THE STRATEGIC PLAN, AND THEN HAVING THE FOLLOW-UP CONVERSATION

160WITH CES, AND SPECIFICALLY DAVID CHAVEZ AND 13, AND OTHER MEMBERS OF THAT TEAM. THE OTHER PIECE OF THIS IS THAT WHEN WE FIRST STARTED HAVING THOSE CONVERSATIONS WITH CES, MY UNDERSTANDING WAS THAT THEY WERE GOING TO FUND, AND IT WAS AN ACTUAL GRANT WHERE THEY WERE GOING TO FUND NOT ONLY THE STRATEGIC PLANNING, BUT ALSO THE TECHNICAL SUPPORT IN THE WORK AND OPERATIONALIZING THE WORK. AND MAYBE IT WAS MY MISUNDERSTANDING, BECAUSE THEN THAT FOLLOW-UP CONVERSATION WITH THEM WAS, "WELL, YOU ARE RESPONSIBLE TO THEN SELECT A THOUGHT PARTNER, YOU ARE PAYING FOR IT. IT IS NOT LIKE WE ARE GOING TO BE PAYING FOR THAT." RIGHT? THE FREE PART, OR THE NO-COST PART, CAME IN THE STRATEGIC PLANNING TECHNICAL ASSISTANCE. SO, FOR ME, IT WAS LIKE, YOU KNOW, AS I THOUGHT THROUGH THAT, I SAID, "WELL,

161IN THAT CASE, THAT IS OUR OWN AUTONOMY." THEN, IN MY MIND, I WAS GOING TO CHOOSE TO GO WITH THE STRATEGIC PARTNERS THAT I FELT, NUMBER ONE, WERE GOING TO BE ON THE SAME PAGE, HAD THE SAME VISION THAT I DID, AND THE WAY THAT I SAW THE WORK MOVING FORWARD. SO, BUT I AGREE, THIS SHOULD HAVE COME TO THE BOARD A LONG TIME AGO. I UNDERSTAND THAT. AND I KNOW YOU UNDERSTAND THAT. SO, IT'S JUST THESE QUESTIONS JUST WERE FOR ME, WHY WOULD WE DROP CES, WHEN IT SOUNDS LIKE WE WERE JUST DOING WHAT IT SOUNDS LIKE CES WAS GOING TO DO, ANYWAY? I UNDERSTAND THE TIME CONSTRAINTS, BUT IT DIDN'T SOUND LIKE THERE WERE GOING TO BE MORE TIME CONSTRAINTS THAN WE ALREADY HAVE, SO I'M JUST TRYING TO CLEAR IT IN MY

162HEAD. AND AGAIN, PRESIDENT CORT, MEMBERS OF THE BOARD, I JUST THOUGHT GOING IN THIS DIRECTION, IT WOULD BE MORE ALIGNED WITH MY VISION THAT I HAVE, IN HOW WE MOVE FORWARD. OKAY. >> AND AGAIN, I SHOULD HAVE COMMUNICATED THAT A LOT SOONER. THANK YOU. BOARD MEMBERS? THANK YOU FOR THE COMMUNICATION ASPECT OF IT. THAT WOULD HAVE, I THINK, HELPED WITH ALL OF THIS. YEAH. I WILL TURN IT OVER TO MS. GALLEGOS. OKAY, THANK YOU. PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, WE TALK ABOUT THIS, AND I AGREE IT WAS IMPORTANT THAT WE HAVE THIS CONVERSATION AND SEE WHERE YOU ALL GET YOUR QUESTIONS ANSWERED. AND I THINK JUST TO PUT THE PERIOD AT THE END OF IT, THE NEXT BOARD MEETING SHOULD HAVE AN ITEM FOR THE RATIFICATION OF THE DECISION. THE DECISION ON

163THE CES STUDY, MR. RUIZ HAS BEEN VERY, VERY CLEAR TODAY, NOT ONLY THAT HE MADE THE DECISION, BUT HOW AND WHY. SO, I THINK IT MAKES SENSE JUST TO BRING CLOSURE TO THE BOARD'S ROLE IN IT TO ALLOW THE BOARD TO TAKE FORMAL ACTION AT THE NEXT BOARD MEETING TO RATIFY THAT DECISION. SO, I AM --MY RECOMMENDATION IS THIS, THAT IT GO ON THE AGENDA IN THAT WAY. IS THAT ON THE TUESDAY MEETING? IT'S NOT ON THE AGENDA. FOR THIS TUESDAY, YES. [ INAUDIBLE - OVERLAPPING SPEAKERS ] WE GOT THAT PACKET ALREADY! I DIDN'T SAY THAT. [ LAUGHTER ] WELL, 72 HOURS. ALL RIGHT. SOUNDS GOOD, TO ME. >> OKAY, ALL RIGHT. ANYBODY ELSE HAVE ANYTHING TO SAY? THANK YOU, PRESIDENT. YES, THANK YOU. THANK YOU FOR YOUR EXPLANATION AND THANK YOU FOR YOUR HONESTY.

164AND THANK YOU, PRESIDENT CORT, MEMBERS OF THE BOARD, AND THANK YOU FOR MY PART, AS WELL. ABSOLUTELY. ABSOLUTELY. MOVING ON, I JUST WANT TO HAVE A DISCUSSION FOR -- AND WE STARTED --EXCUSE ME --STARTED THIS, A LITTLE BIT. BUT, THE PROCESS FOR REVIEWING, AND MONITORING, AND UPDATING OUR STRATEGIC PLAN. DOES ANYBODY HAVE ANYTHING DIFFERENT THAT WE ARE DOING RIGHT NOW, IN ORDER TO MOVE FORWARD? BECAUSE THE MONITORING, THE IMPLEMENTATION, AND ALL OF THAT, GOES THROUGH OUR THOUGHT PARTNERS, AND THROUGH THE -- CORRECT. >> THROUGH YOUR CABINET, BASICALLY, RIGHT? DOES THE BOARD FEEL LIKE THERE NEEDS TO BE ANY CHANGES TO THAT, BRINGING BACK CES, DOING ANY OTHER THINGS THAT WOULD HELP US IN OUR UNDERSTANDING, AND OUR MOVING FORWARD, AS FAR AS THE TRUSTEE --STRATEGIC PLAN GOALS AND HOW OUR GOALS ARE MET? I'M WONDERING

165ABOUT HEARING FROM OUR ADMIN LEADERSHIP ABOUT WHAT REACTIONS OR FEEDBACK THEY HAVE TO THE STRATEGIC PLAN. I MEAN, WE -- WHAT, SHOULD THE BOOTS ON THE GROUND SAY? ARE WE HEADED IN THE RIGHT DIRECTION? ARE WE MISSING SOME ASPECT THAT WE NEED TO DO? I WILL REFER TO THE LAWYERS, [ LAUGHTER ]. MS. GALLEGOS. SORRY, THAT CAME OUT CLEAR. PRESIDENT CORT, MEMBERS OF THE BOARD, IF I MAY JUST JUMP IN, IN TERMS OF ROLES AND RESPONSIBILITIES, AND FOCUS THE CONVERSATION A LITTLE BIT. I THINK THE WAY THIS SCHEDULE IS SET UP, IT AT LEAST HELPS ME WITH THE FOCUS, IT REMINDS US, IN TERMS OF AGENDA ITEM THREE, THAT THE MISSION, VISION, AND VALUES WERE ADOPTED BY THE BOARD. AND THAT THE GOALS WERE ADOPTED BY THE BOARD. AND THEN, FROM THERE, THE ACTION STEPS

166--WHICH IS REALLY WHAT YOU HEARD ABOUT TODAY, THE DATA THAT THEY ARE COLLECTING, THE ANALYSIS OF THAT DATA, ALL OF THOSE ACTION STEPS --THAT IS DRIVEN BY ADMINISTRATION. AND SO, I THINK THAT THIS AGENDA ITEM IS MORE IN TERMS OF SUPPORTING THE BOARD IN THE BOARD'S ROLE, AS OPPOSED TO -- AND I KNOW IT'S TRYING TO MICROMANAGE --BUT, NOT MICROMANAGING THE ADMINISTRATION IN THEIR ROLE. THIS IS MORE, IS THERE ANYTHING THAT THE BOARD NEEDS, OR WANTS, BY WAY OF SUPPORT IN THIS ROLE? OTHER THAN WHAT YOU ARE DOING RIGHT NOW? WHICH, YOU HAVE THE SUPPORT OF CES IN ITS AND ORIGINAL ITERATION. IS CLEAR WITH YOUR EXPECTATIONS ON ADMINISTRATION, THAT THEY HAVE ACTION PLANS, THAT THEY STAY ENGAGED, THAT THEY COMMUNICATE THE DATA, SO THAT YOU CAN CONTINUE TO SHAPE, IS IN PLACE RIGHT NOW.

167IS THERE ANYTHING, STRUCTURALLY, THAT YOU FEEL, AS A BOARD, YOU NEED OR WANT, BY WAY OF SUPPORT FOR THE PART THAT IS THE BOARD'S ROLE? I THINK THAT IS THE QUESTION ON THE TABLE. I LIKE THE KEY PHRASES. [ LAUGHTER ] APPRECIATE THAT. RIGHT. BECAUSE WE JUST HAD THE ADMIN TALK TO US ALL MORNING ABOUT THIS, DR. WENDI MILLER-TOMLINSON. SO, WHAT IS IT, SPECIFICALLY? IT IS NOT THE STRATEGIC PLAN, ITSELF. WE ARE TWEAKING THE WHAT? IT IS ACTUALLY A HIGHER UP. SO, IF YOU RECALL, YOU HAD CES, HERE, FACILITATING THE DEVELOPMENT OF THE STRATEGIC PLAN. THE BOARD IS PART OF IT. SO, THE VISION, MISSION, AND VALUES. EVERYBODY IS CLEAR ON THEIR OWN THAT WE ARE NOT PART OF THE STATE. SO, IS THERE ANYTHING BY WAY OF THE FACILITATOR, BY WAY OF AN ANNUAL

168--OR, EVEN ON THE AGENDA, FOR EXAMPLE, MAYBE IT IS NOT EVEN A THIRD-PARTY. BUT, DO YOU WANT A SIX-MONTH REPORT? DO YOU WANT AN EXTENDED WORK SESSION ONCE A YEAR, AT X TIME OF YEAR, THAT IS ALWAYS DEDICATED TO THIS? SO, IT REALLY IS ABOUT LOOKING AT PROCESS TO MAKE SURE THE DECISIONS YOU ARE ASKED TO MAKE, YOU HAVE A PROCESS IN PLACE THAT YOU FEEL SUPPORT, YOUR ABILITY TO MAKE THESE DECISIONS. SO, IT MIGHT BE A TIME OF YEAR, IT MIGHT BE A CALENDAR ISSUE. IT MIGHT BE A CONSULTANT TO THE BOARD ISSUE. BUT, IT REALLY WAS INVITING YOU TO EXPLORE WHAT YOU THINK YOU MIGHT NEED BEFORE YOU ARE ASKED TO MAKE DECISIONS, FOR EXAMPLE, BEFORE THE NEXT DECISION ON THE TABLE AND SOME ADJUSTMENTS TO THE GOALS. YOU MIGHT FEEL PERFECTLY READY

169TO MAKE THOSE ADJUSTMENTS, BUT SOME OF YOU MIGHT SAY, "I WOULD REALLY LIKE THE INPUT OF A CONSULTANT." OR, IT WOULD SAY THAT THE FIVE OF YOU COULDN'T AGREE ON WHAT THE WORDING SHOULD BE OF THE NEW GOAL, SO WHETHER YOU SHOULD ADD FIVE MORE OR DITCH TWO, YOU MIGHT SAY WHEN YOU ARE CONSULTING. I AM NOT NECESSARILY OBSERVING THAT AS AN OUTSIDER, BUT THIS WAS AN OPPORTUNITY FOR YOU TO HAVE THAT CONVERSATION. WHAT DO YOU, AS A BOARD, HAVE TO DO FOR YOUR PART OF THIS, GOING FORWARD? YES. PRESIDENT CORT, I THOROUGHLY ENJOYED WHAT WE DID THIS MORNING IN TALKING ABOUT GOALS, THINKING ABOUT THEM, LOOKING AT THE DATA THAT WAS PRESENTED TO US, AND REDIRECTING OUR EFFORTS THAT WAY. I THINK THAT THE CES STUDY WAS GOING TO ALLOW US TO SEE, LONGITUDINALLY,

170FROM AN OUTSIDE PERSPECTIVE, HOW WE WERE DOING. I MEAN, WE COULD BE CAUGHT INSIDE THE BOARD ROOM AND NOT BE ABLE TO SEE FROM THE OUTSIDE. BECAUSE WHAT I SAW LACKED VERY MUCH. BUT, I THINK YOU ALREADY MISS THAT OPPORTUNITY TO PAUSE AND THINK ABOUT, DO WE WANT SOME OUTSIDE VIEWING OF WHAT WE ARE DOING? BECAUSE THAT IS WHAT WE HAD AT CES, TO TELL US WHETHER WE ARE ON THE LONG TERM GOALS. DID I REDECORATE THAT? IS THAT PART OF WHAT YOU ARE ASKING? SO, PRESIDENT CORT, SECRETARY WOFFORD, AGAIN, THIS IS FOR YOUR SHAPING AND ONLINE. OKAY. I KNOW THERE HAD BEEN SOME DISCUSSION ABOUT POSSIBLY --AND SO, THIS GOT PUT ON THE AGENDA IN A VERY OPEN WAY, TO LET YOU ALL IDENTIFY WHAT NEEDS YOU MIGHT HAVE. OKAY? THEN, I AM VERY

171PLEASED WITH WHAT WE ARE DOING IN TERMS OF OUR --I BELIEVE WE ARE THRIVING, OR AT LEAST ATTEMPTING TO. AND WE HAVE SET OUR STRATEGIC PLAN VERY WELL. THE IMPLEMENTATION, I BELIEVE, IS GOING WELL. SO, WHAT --WHAT DO OTHER BOARD MEMBERS THINK ABOUT -- THERE YOU GO. ALL RIGHT. BOARD MEMBERS? I DON'T KNOW IF YOU WOULD NEED --I MEAN, ALL OF THIS WOULD CHANGE IN NOVEMBER, RIGHT? I WOULD JUST SAY THAT I DON'T KNOW THAT FACILITATION IS THE KEY. I WOULD SAY THAT TODAY IS VERY VALUABLE AND WE SHIFTED TO, WE ARE DOING TWO OF THESE EXTENDED WORK SESSIONS. YEAH. SO, USING THESE EXTENDED WORK SESSIONS FOR THIS STRATEGIC PLAN, I THINK THAT SORT OF FRAMES THE BIGGER PICTURE, THE BIGGER STUFF WE SHOULD BE FOCUSING ON. I LIKE THAT. I DON'T KNOW IF THERE

172IS A WAY TO MAYBE INTEGRATE IT TO OUR COMMUNICATIONS, VIA MEMO? TIC-TAC-TOE ORDER, WHATEVER IT MAY BE TO IMPLEMENT SOME OF THE STRATEGIC GOALS INTO THOSE DOCUMENTS AS, LIKE, AN UPDATE OF SORTS. RIGHT? LIKE, WHEN WE TALK ABOUT WHAT IS HAPPENING IN OPERATIONS, TIE THAT OPERATIONS TICTAC BOX INTO THE STRATEGIC GOAL, SOMEHOW. GOOD POINT. >> I DON'T WANT TO PUT MORE WORK ON PEOPLE, BUT --I JUST THINK SHARING OF INFORMATION IS PROBABLY ENOUGH, FOR RIGHT NOW. AND WE ARE ON THE RIGHT PATH. SO -- ANYONE ELSE? I DON'T --I DON'T DISAGREE WITH ANY OF WHAT HAS BEEN SAID. SO, I WOULD SUPPORT THE PATH THAT WE ARE ON. ALL RIGHT. ALL RIGHT. ANY OTHER BOARD MEMBERS? GOOD? SO, IF I CAN CLARIFY, VICE PRESIDENT, WHAT YOU SAID, WOULD YOU LIKE AN UPDATE, THEN? DO WE

173CHANGE OUR GOALS TO SIX MONTH GOALS? DO WE LEAVE THEM AS YEARLY GOALS? WE ARE KIND OF BUILT ON THE YEAR CALENDAR. SO, WITH A SIX MONTH UPDATE --ABOUT --WHEN DO WE GET MIDDLE OF THE YEAR DATA? DO WE GET ACTUAL MIDDLE OF THE YEAR DATA? PRESIDENT CORT, VICE PRESIDENT NOLAN, SO, RIGHT NOW, WE ARE SLATED TO WORK ON -- OR, GIVE STRATEGIC PLAN UPDATES ON THE TWO WORK SESSIONS WE HAVE CALENDARED. NEXT ONE IS IN FEBRUARY -- TEAM, FEBRUARY, RIGHT? EXACTLY AS WE HAVE PLANNED! [ LAUGHTER ] SO, THEN, TO YOUR QUESTION, WE WOULD HAVE SOME MIDYEAR DATA TO SHARE, AS WELL. WHAT YOU NORMALLY WOULD THAT TIME OF YEAR, ANYWAY. YEAH. AND I WILL AGREE THAT ESTABLISHING THE YEARLY GOALS ARE GOOD AND IMPORTANT, AND CHOOSING THIS, THIS BEGINNING OF THE YEAR, IN

174THIS EXTENDED WORK SESSION, IS A GOOD PLACE TO DO THAT. AND THEN, JUST TAKING A LOOK AND SEEING WHERE WE ARE IN THE FEBRUARY MEETING AND SEEING -- YEAH, JUST SEEING IF WE ARE ON TRACK AND WHERE WE NEED TO BE. I THINK IT IS GOOD TO HAVE EYES ON THAT DATA AND EYES ON OUR GOALS ALL THE TIME. OTHERWISE, WHY DID WE MAKE A STRATEGIC PLAN? EXACTLY. >> WE COULD ALSO THINK ABOUT A BOARD AGENDA, A MORE IN-DEPTH DIVE INTO ONE ASPECT OF THE STRATEGIC PLAN AT EACH? JUST BECAUSE SOME AGENDAS ARE BUSIER THAN OTHERS. I DON'T KNOW. LIKE, WE WERE DOING ATTENDANCE FOR A WHILE, BUT THEN WE STOPPED DOING DEEP DIVES ON ATTENDANCE. SO -- AND I'M NOT SAYING WE BRING THAT DEEP DIVE BACK, BUT WHAT MAYBE IS A DEEP DIVE

175ON OPERATIONS, WHATEVER --I DON'T KNOW. I DON'T MEAN LIKE A SUPER DEEP DIVE, BUT SOMETHING IN THE BOARD MEETING. THAT PROVIDES A GOOD CONTINUATION OF SHARING OF INFORMATION. YEAH. AND PRESIDENT CORT, VICE PRESIDENT NOLAN, THAT IS ONE OF THE THINGS THAT WE HAVE LOOKED AT DOING IN OUR AGENDAS, RIGHT? YES. WE SET THAT UP, SORT OF. YES, WE TIED THAT IN. WITH THE STRATEGIC GOALS. SO, A LITTLE BIT OF A DEEP GUYS. FOR EXAMPLE --ON THE CURRICULUM, AND DO A DEEP DIVE ON A CERTAIN PART OF THE STRATEGIC PLAN, SO WE WOULD BE DOING THE SAME THING THIS YEAR, AS WELL. AND WE BUILT THE AGENDA, RIGHT? IF WE WANT IT ON THE AGENDA, ONE OF US JUST HAS TO ASK TO PUT IT ON THE AGENDA. RIGHT. AND IF THERE IS AN ITEM, PRESIDENT

176CORT, VICE PRESIDENT NOLAN, THAT THE BOARD WOULD LIKE TO TAKE A DEEP DIVE ON, WE ARE READY TO DO THAT, AS WELL. AND PRESIDENT, HEADS UP, MR. SILVER HAS TOLD US THAT OUR BOARD EXTENDED WORK SESSION IS IN THE MIDDLE OF -- YES, IT IS. >> WE HAVE IT FOR WHEN THEY MEET IN SANTA FE WHICH IS THE BIG, LEGISLATIVE EXTRAVAGANZA. WEIGHT COME IN FEBRUARY? YES. YES, FEBRUARY 4th. >> I FEEL LIKE IT IS USUALLY IN JANUARY. I'M SHORT ON HOURS, SO I DON'T REALLY THINK THAT'LL MOVE THE WORK SESSION. [ LAUGHTER ] SO, YES, WE WILL HAVE TO DO A CALENDAR MODIFICATION ON THAT, FOR SURE. THANK YOU. WHILE WE ARE ON THE SUBJECT OF CALENDARS -- YES. >> FOR MARTINEZ, THE DRAFT PLAN COMES OUT IN OCTOBER, I THINK? I WOULD STRONGLY ENCOURAGE

177US TO DO --I DON'T KNOW IF IT IS A WORK SESSION, OR COMMUNITY ENGAGEMENT THING, OR SOMETHING IN OCTOBER TO TALK ABOUT THAT DRAFT PLAN. I DON'T KNOW WHAT THE CORRECT FORM FOR THAT IS. I THINK IT WORK SESSION, SO WE CAN, I DON'T KNOW, GET FEEDBACK IN A FORMAL WAY? I THINK THAT HAS A CERTAIN GRAVITAS TO IT, OR MAYBE IT IS A COMMUNITY FOR HIM --I DON'T NECESSARILY HAVE THE ANSWER FOR THAT, BUT IT WOULD BE SOMETHING AROUND OCTOBER, WHEN THAT DRAFT COMES OUT. PRESIDENT CORT, VICE PRESIDENT NOLAN, YES, ABSOLUTELY. AND THEN, I THINK THAT WILL BE GOOD FOR US TO LOOK AT, WHAT IS THE OUTCOME OF THAT, RIGHT? OF THE LISTENING TOUR OF PED. WE HAD ONE LAST WEEK, WE ATTENDED THAT. IT WAS A COMMUNITY FORUM, THAT WAS A GOOD

178TURNOUT OF THE COMMUNITY, EVEN THOUGH THERE WAS LAST-MINUTE COMMUNICATION. NONETHELESS, DEFINITELY, WE WILL --BECAUSE US, AS A TEAM, WE WILL BE KEEPING AN EYE ON THAT, WHATEVER THAT PLAN LOOKS LIKE, WE WILL ALSO BE ANALYZING. DO WE HAVE THE RIGHT SYSTEMS AND STRUCTURES TO BE ABLE TO MEET THAT PLAN? AND THE THINGS WE ARE DOING WITHIN OUR STRATEGIC PLAN, DATA ANALYSIS, ET CETERA. I THINK, AS A BOARD, WE HAVE A REALLY FORMAL STRATEGIC ROLE IN THAT DOCUMENT AND HOW IT IS IMPLEMENTED, HERE. SO, LET'S SAY IT COMES OUT IN OCTOBER, EARLY OCTOBER, HOWEVER LONG IT TAKES YOU ALL TO SORT OF COME UP WITH A PLAN, OR A SUMMATION -- OR, MAYBE THAT IS WHAT WE HAVE? I DON'T KNOW. I'M JUST THROWING --I'M JUST SAYING WORDS. BUT -- [ LAUGHTER ] --WHATEVER THAT TIMING

179IS -- CORRECT. >> WE WOULD ALSO HAVE TO DO IT BY NOVEMBER, I THINK? THAT'S WHEN IT'S FORMALLY ADOPTED, IF I'M NOT MISTAKEN? IT WOULD HAVE TO BE IN OCTOBER. SO, YOU ALL WOULD HAVE TO HAVE ENOUGH TIME TO LOOK AT IT TO SAY, THIS IS WHAT WE ARE DOING, THIS IS WHAT WE ARE NOT DOING, AND THEN WE WOULD HAVE TO HAVE AN IN-DEPTH ANALYSIS IN OCTOBER. YEP. YEAH. >> SORRY, THAT WAS A TANGENT. IT WAS. IT WAS. BUT, IT TIED INTO THE STRATEGIC PLANNING AND YOU PULLED IT BACK VERY NICELY. SO, IS THERE ANY OTHER DISCUSSION ON THE PROCESS FOR REVIEWING AND MONITORING, AND UPDATING THE STRATEGIC PLAN? ARE WE GOOD WITH OUR PROCESS? OKAY, SO, NO ACTION REQUIRED. THAT LEADS US TO --OKAY, PERFECT. SO, I AM GOING TO ENTERTAIN A MOTION

180TO APPROVE THE CHANGES TO THE STRATEGIC GOALS, AS PRESENTED BY THE SUPERINTENDENT, WHICH WE ARE UP ON THE BOARD. DOES ANYBODY NEED TO SEE THEM AGAIN? NUMBERS THREE AND FOUR? >> NUMBERS THREE AND FOUR. SO, NO CHANGES TO ONE, TWO, FIVE, AND SIX. AND JUST A SUMMARY FOR GOAL THREE, INCREASING FAVORABILITY SCORE BY AT LEAST TWO POINTS IN EACH OF THOSE AREAS, AND GOAL FOUR, AT 100% COMPLIANCE WITH DOCUMENTATION OF SAFETY DRILL AND OPERATIONAL REQUIREMENTS FOR SAFETY. SO MOVED. >> SECOND. >> MOVED BY VICE PRESIDENT NOLAN AND SECONDED BY MEMEBE FRANK. ALL IN FAVOR, INDICATED BY SAYING, AYE. AYE. >> ALL OPPOSE? THE AYES HAVE IT, 5-0. THANK YOU FOR THOSE STRATEGIC GOALS. IT DID TAKE TIME BECAUSE THIS WAS A FRUITFUL CONVERSATION. THANK YOU, ALL. THANK YOU, ALL, SO MUCH. THANK YOU, PRESIDENT CORT,

181MEMBERS OF THE BOARD, FOR YOUR SUPPORT. ABSOLUTELY. ALL RIGHT, WE ALREADY HAD OUR 30 MINUTE LUNCH BREAK, SO, DR. WENDI MILLER-TOMLINSON, IF YOU ARE READY FOR POLICY REVIEW, LET'S DO IT. [ INAUDIBLE - LOW VOLUME ] WE HAVE! FAVORITE AUGUST ACTIVITY. >> [ LAUGHTER ] THANK YOU, PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ. AS MR. WOFFORD ALLUDED TO, THIS IS OUR USUAL AUGUST ACTIVITY, WHERE WE ESTABLISH A POLICY REVISION CALENDAR FOR THE YEAR. THIS YEAR, WE APPROACHED IT A LITTLE BIT DIFFERENTLY. I THINK, LAST YEAR, WE WERE VERY AMBITIOUS, WHICH IS --YOU KNOW, AMBITION IS GOOD, BUT POLICY WORK DOES TAKE A LOT OF TIME. AND RECOGNIZING THAT THE POLICY CALENDAR YOU HAVE IN FRONT OF YOU STARTS WITH THE SEPTEMBER WORK SESSION, AND WE HAVE TWO POLICY READINGS PER BOARD MEETING. SO, LOOKING

182AT THIS, THERE ARE ESSENTIALLY TWO POLICY CYCLES IN THE FALL SEMESTER, AND TWO POLICY CYCLES IN THE SPRING SEMESTER. AND THEN, THERE IS ANOTHER BLOCK STARTING IN APRIL. IF ANY POLICIES EMERGE THAT NEED ATTENTION. SO, APRIL, MAY, AND JUNE, THERE IS SOME OPEN SLOTS, THERE, IF YOU WILL, FOR THE ADDITION OF ANY POLICIES THAT MAY COME FORWARD, AS A RESULT OF LEGISLATIVE ACTION OR ANY OTHER ACTION THAT NEEDS TO BE ADDRESSED, --AND OF COURSE, THAT CAN HAPPEN AT ANY TIME. BUT, HAVING THAT SPACE THERE, WE THOUGHT WOULD BE HELPFUL. SO, THE POLICIES CURRENTLY ON THE DOCKET --AND I MAY REFER TO MY COLLEAGUES, IF YOU HAVE QUESTIONS ABOUT THE CONTENT OF THESE POLICIES -- SO, THE FIRST CYCLE OF THE TWO POLICIES ARE LBD, WHICH IS A NEW POLICY THAT WILL COVER AGREEMENTS WITH OTHER

183AGENCIES, AND THAT IS ESSENTIALLY AN MOU POLICY. AND THE OTHER POLICY IS UNDER HUMAN RESOURCES, DRUG-FREE AND ALCOHOL FREE WORKPLACE. SO, THAT WOULD BE THE FIRST SET OF POLICIES IN SEPTEMBER AND OCTOBER. QUESTIONS, GO AHEAD? WERE THESE CHOSEN -- I KNOW WE HAVE A NEW ONE, BUT WERE THEY CHOSEN BECAUSE THEY WERE SUPER OLD AND NEEDED TO BE UPDATED? I JUST WONDERED WHAT YOUR --WHAT THE THOUGHT PROCESS WAS. THANK YOU, PRESIDENT CORT. I SHOULD HAVE SAID THAT. SO THESE ARE THE RECOMMENDATIONS OF STAFF BASED ON EITHER THE POLICY IS IN SERIOUS NEED OF AN UPDATE OR SOMETHING IN LAW CHANGE THAT NEEDS TO BE ADDRESSED. AND AGAIN, I CAN DEFER TO MISS DONNELLY. MOST OF THESE ARE HERS, SO I CAN DEFER TO HER IF YOU HAVE QUESTIONS SPECIFICALLY ABOUT THE CONTENT OF THESE POLICIES

184THAT PRECIPITATED A REVIEW OR A REVISION AT THIS TIME. BOARD MEMBERS, ANY QUESTIONS? [ INAUDIBLE ] BUT THEN WE SATISFIED OURSELVES WITH THE SENATE BILL. SO YES, SECRETARY WOFFORD, THAT IS UP FOR SECOND READING AND POSSIBLE APPROVAL NEXT TUESDAY. THAT'S FINE, RIGHT. YES. >> AND THEN THE --[ INAUDIBLE ] STAFF ASSIGNMENTS AND TRANSFERS, GCK ADVERTISEMENT I THINK I JUST SAW, ARE THOSE OTHERS -- THOSE HAVE BEEN BROUGHT BY HUMAN RESOURCES LAST TIME. ARE THEY IN THE CURRENT ONE? [ INAUDIBLE ] AND THEN THERE'S ALSO NEW LANGUAGE WE WANT TO MAKE SURE ARE CAPTURED. IT'S ALSO OUR VISION TO ENSURE THE REGULATIONS ARE IN PLACE FOR OUR CAMPUSES AND DEPARTMENTS TO MAKE SURE THAT THEY HAVE THE OUTLYING -- SPECIFICALLY ON EACH OF THOSE PROCEDURES, BUT ONE THAT YOU HEARD AT THE BEGINNING OF THE YEAR

185THAT WOULD BE COMING OVER AS A RECOMMENDATION WOULD BE THE DRUG TESTING. WHICH UNFORTUNATELY, IS SOMETHING THAT --[ INAUDIBLE ] WE DO WITH EMPLOYEES. AND SO WE HAVE MADE SOME CHANGES IN OUR PRACTICES THAT WE WANT TO HAVE REFLECTED WITHIN THE REGULATION. AND THAT WAS, WE FELT, AN OPPORTUNITY FOR US TO REALLY LOOK AT THE LANGUAGE OF WHERE IT WAS AT IN POLICY BEFORE WE COULD MOVE FORWARD WITH THE REGULATION. OKAY. THERE WERE JUST A FEW THAT I DON'T THINK WE GOT TO LAST YEAR, AND SO I JUST AM QUESTIONING. LIKE THE SUBSTITUTE STAFF EMPLOYMENT, STAFF EXTRA DAY OVERTIME, TEACHING ABOUT RELIGIONS. [ INAUDIBLE ] INVOLVEMENT AND FAMILY ENGAGEMENT , GOING TO HIT THAT UP. FIREARM, WEAPONS, EMPLOYEE LEAVE, TELL ME ABOUT OUR PRIORITIES BASED ON WHAT WE HAVE THERE. SO THANK YOU, SECRETARY WOFFORD.

186I BELIEVE THAT OF THOSE YOU NAMED, THE ONLY ONE THAT IS --THAT WE EITHER DIDN'T GET TO OR IS NOT REFLECTED HERE IS TEACHING ABOUT RELIGIONS. AND I ALSO SHOULD HAVE SAID UP FRONT THAT THESE ARE RECOMMENDATION FROM STAFF, BUT THESE ARE BOARD POLICIES, SO OBVIOUSLY YOUR RECOMMENDATIONS AND ANY POLICIES THAT YOU ALL BELIEVE NEED TO BE REVISED WE CAN CERTAINLY -- YOU KNOW, THIS IS A DRAFT, WE CAN CERTAINLY WORK THOSE IN AS WELL. OKAY. SO DO YOU HAVE ANY RECOMMENDATIONS? WELL, YOU KNOW, I MADE A LIST OF SEVERAL WHAT ARE WE NOT THINKING ABOUT AS A BOARD THAT WE WANT TO BE PROACTIVE ABOUT WITH POLICY. I KNOW WE HAVE ARTIFICIAL INTELLIGENCE WORKING ITS WAY THROUGH OUR --WHAT TO DO ABOUT AND HOW TO BEST IMPLEMENT. MAY I INTERRUPT YOU THERE? YES, PLEASE.

187>> DO WE HAVE AN A.I. POLICY IN THE WORKS? SO, PRESIDENT CORT, MEMBER WOFFORD, THIS IS A DISCUSSION THAT WE'VE HAD, AND MANY OF THE COMPONENTS OF A.I. ARE ADDRESSED IN OTHER POLICIES. FOR EXAMPLE, ONE OF THE THINGS THAT COMES UP AROUND A.I. USE IN THE CLASSROOM IS ACADEMIC INTEGRITY. SO WE HAVE AN ACADEMIC INTEGRITY, YOU KNOW, POLICY AND REGULATION. ALSO THE ACCEPTABLE USE POLICY, THE ACCEPTABLE USE OF TECHNOLOGY POLICY, PART OF IT FALLS UNDER THERE. SO ONE OF OF THE THINGS THAT WE'VE DISCUSSED AND WE'RE BEING A LITTLE CAUTIOUS ABOUT -- BECAUSE WHEN A.I. FIRST STARTED TO EMERGE SOME DISTRICTS JUMPED ON IT RIGHT AWAY AND IMPLEMENTED POLICIES THAT THEY'RE HAVING TO GO BACK AND RETHINK BECAUSE THIS TECHNOLOGY IS DEVELOPING SO QUICKLY IT CHANGES. AND SO WE WANT TO, BEFORE WE PUT ANY

188POLICY ON THE BOOKS, WE WANT TO ENSURE, FIRST OF ALL, THAT IT'S NECESSARY. THAT WHAT WE'RE ADDRESSING IN POLICY WE DON'T ALREADY HAVE SOMETHING THAT ADDRESSES IT AND THAT WE WANT IT TO BE FLUID ENOUGH SO AS TECHNOLOGY CHANGES AND EMERGES WE'RE NOT HAVING TO CONSTANTLY REVISE THE POLICY. WE DO HAVE GUIDANCE AROUND A.I. WE DEVELOPED -- THIS SUMMER WE DEVELOPED A STATEMENT THAT TEACHERS CAN USE IN THEIR SYLLABUS AROUND A.I. USE. AND LAST YEAR WE DEVELOPED A.I. GUIDANCE WHICH WE HAVE SHARED WITH TEACHERS, PARTICULARLY AT THE HIGH SCHOOL AND MIDDLE SCHOOL LEVEL, BUT THERE'S ALSO GUIDANCE FOR ELEMENTARY TEACHERS TO THINK ABOUT. AND WHEN IS A.I. USE APPROPRIATE IN THE CLASSROOM, IT'S KIND OF A RED, YELLOW, GREEN MODEL THAT MAKES IT VERY --MAKES IT VERY USER FRIENDLY FOR BOTH TEACHERS AND STUDENTS. AND

189THOSE THINGS ARE ALSO CAPTURED IN OUR NEW MEDIA LITERACY CLASS THAT WE ROLLED OUT THIS SUMMER. AND IT IS PART OF DIGITAL CITIZENSHIP THAT IS TAUGHT K-12. SO --AND THAT IS ALSO PART OF OUR WIRELESS COMMUNICATION, THE NEW SENATE BILL 11, THE LEGISLATION DIGITAL CITIZENSHIP OFFERING WAS PART OF THAT. SO THAT IS ALSO ADDRESSED THERE. SO I JUST WANT YOU ALL TO BE AWARE, EVEN THOUGH WE DON'T HAVE A STANDALONE A.I. POLICY, IT IS BEING ADDRESSED. IT IS ADDRESSED IN OTHER POLICIES, BUT IT'S ALSO BEING ADDRESSED WITH TEACHERS AND STUDENTS IN OTHER WAYS AS WELL. THANK YOU. YES, AND I INTERRUPTED YOU, MY APOLOGIES, PLEASE GO. I WAS GOING TO ASK DR. MILLER-TOMLINSON, DO YOU NEED BOARD GUIDANCE ON THINGS LIKE THE USE OF A.I. WITH SPECIAL EDUCATION STUDENTS? HOW MUCH IEP WRITING GOES ON

190WITH ARTIFICIAL INTELLIGENCE. AND THEN FERPA THINGS. ONCE A TEACHER HAS UPLOADED A STUDENT'S DOCUMENT INTO PERPLEXITY, WHAT HAVE YOU, THEN IT BECOMES PART OF A.I. ITSELF, SO THERE ARE QUESTIONS ABOUT --IS THAT FERPA I'M AFTER HERE? MM-HMM. AND SO IT IS, I DEFINITELY THINK, YES, WE NEED TO HAVE A.I. IN VARIOUS POLICIES, WHAT DO YOU THINK ABOUT ONE RING TO RULE THEM ALL FOR AN A.I. POLICY? SURE, SECRETARY WOFFORD, I THINK THAT THOSE, AGAIN, ARE FERPA, STUDENT CONFIDENTIALITY ARE ALL CAPTURED IN OTHER PLACES. I THINK YOU MAKE A GREAT POINT OF TEACHERS USING DIFFERENT TOOLS AND MAYBE NOT BEING COGNIZANT OR CAREFUL OF HOW THEY'RE USING THOSE TOOLS IN TERMS OF STUDENT PRIVACY AND CONFIDENTIALITY, SO I, YOU KNOW, I THINK THAT'S SOMETHING TO THINK ABOUT IS THAT A POLICY ISSUE OR IS THAT A

191PRACTICE ISSUE AND HOW WE ARE HELPING TEACHERS USE THESE TOOLS IN A WAY THAT WE ARE COMPLIANT WITH OUR OTHER POLICIES WITH FERPA AND OTHER EXPECTATIONS THAT WE HAVE. DO WE HAVE GUIDELINES FOR TEACHERS ON HOW TO USE --IS IT MAGIC SCHOOL, NOT MAGIC SCHOOL BUS. IT'S MAGIC SCHOOL. >> IS THERE GUIDANCE WE HAVE? THE RED, YELLOW, GREEN THING'S --AND I ASSUME THAT INFORMATION'S GETTING OUT TO ALL TEACHERS. YES, WE DO HAVE MAGIC SCHOOL, AND WE HAVE GUIDELINES AROUND. THE THING ABOUT MAGIC SCHOOL, IT REALLY HELPS -- IT CREATES SOME GUARDRAILS FOR TEACHERS. OKAY. SO IF YOU ARE SATISFIED THAT THE BOARD DOES NOT NEED TO GO TO IN TERMS OF POLICY, THAT WE'VE DONE ENOUGH IN OUR POLICIES THAT YOU CAN WRITE REGULATION THAT SATISFIES IT, IS THAT WHAT I'M HEAR SOMETHING. WELL, SECRETARY

192WOFFORD, I DIDN'T REALLY SAY THAT. I JUST, I SAID --THAT'S SOMETHING THAT I THINK -- THAT IS NOT WHAT I SAID AT ALL. I JUST SAID, YOU KNOW, I SAID THAT WAS SOMETHING, A GREAT POINT, AND SOMETHING WE NEED TO THINK ABOUT. AND I THINK THAT WE WILL CONTINUE TO EXAMINE OUR CURRENT POLICIES AND PRACTICES, REGULATIONS, FOR ANY GAPS. BECAUSE I, YOU KNOW, I FEEL LIKE WE'RE ADDRESSING THINGS, BUT THERE MAY BE GAPS. AND THE FERPA STUDENT CONFIDENTIALITY PIECE AS TEACHERS ARE USING --USING SOME OF THESE TOOLS, I CAN SEE THAT AS AN AREA THAT WE HAVEN'T DONE A LOT WITH FORMALLY. WENDI, AS I WAS GETTING READY TO TEACH THIS SUMMER, A.I. JUST CHANGED SO MUCH WITHIN JUST A FEW MONTHS OF MATERIALIZED GATHERING TO PRESENT. AND EVEN THOUGH IT WAS --I KNEW IT

193WOULD BE A VERY HOT BUTTON TOPIC THAT WE HAVE TO REACT VERY QUICKLY TO IT. YEAH. SUPERINTENDENT? >> PRESIDENT CORT, MEMBERS OF THE BOARD, JUST TO ADD TO THIS CONVERSATION, SO ORGANIZATION SUCH AS ISTY, WHICH IS ONE OF THE LEADING ORGANIZATIONS AROUND TECHNOLOGY, ASED, THEY STILL RECOMMEND THAT AS DISTRICTS ARE LOOKING AT THIS THAT WE STILL ADDRESS THIS THROUGH OUR ACCEPTABLE USE POLICIES, WHICH IS THE CONVERSATION. BECAUSE THERE YOU CAN REALLY MAKE THOSE ADJUSTMENTS, SPECIFICALLY WITH REGULATION, AND MR. WOFFORD, SECRETARY WOFFORD, YOU BROUGHT UP A GREAT POINT WITH SPED AND THE FERPA, WE CAN ADDRESS THAT THROUGH THE ACCEPTABLE USE AND REGULATION AND HOW DO WE GUIDE TEACHERS TO DO THAT. SO THAT'S SOMETHING WE'RE CONSTANTLY MONITORING AS DR. WENDI MENTIONED. ALSO AS WE ONBOARD OUR NEW CHIEF OF TECHNOLOGY FRIDAY I THINK, RIGHT? HE'LL

194BE HERE ON MONDAY. THAT IS ANOTHER AREA THAT WILL BE ADDRESSED AND PRIORITIZED HERE. BUT AGAIN, REALLY LOOKING AT THESE LEADING ORGANIZATIONS, IT'S REALLY, AGAIN, CONTINUING TO ADDRESS THIS THROUGH OUR ACCEPTABLE USE POLICY. SO THAT WAY WE'RE NOT CHANGING POLICIES OVER AND OVER. IT'S REALLY LOOKING AT ADJUSTMENTS MORE TO THE REGULATION THAN ANYTHING ELSE. YES, MISS GALLEGOS? >> PRESIDENT CORT, MEMBERS OF THE BOARD, I CONCUR BOTH WITH WHAT DR. MILLER-TOMLINSON MAYBE SAID AND WHAT SUPERINTENDENT RUI SAID. I THINK IT'S IMPORTANT. IT'S GOING TO TOUCH EVERY ASPECT OF OUR LIVES, AND I DON'T THINK THAT TRYING TO PULL IT ALL INTO ONE POLICY, I ALMOST THINK IT'S MORE LIKELY THAT WE'LL MISS SOMETHING IN GETTING PEOPLE TO THINK ABOUT HOW A.I. TOUCHES EVERYTHING, LIKE THE FERPA INDICATIONS, FOR EXAMPLE. I WOULD NOT RECOMMEND AT THIS POINT

195THAT WE TRY AND CONSOLIDATE INTO A SINGLE POLICY. I AGREE THAT MOST OF IT IS GOING TO BE IN ACCEPTABLE USE, BUT I THINK THAT WE NEED TO GET PEOPLE THINKING ABSTRACTLY ABOUT HOW IT TOUCHES EVERY AREA, EVERY POLICY FROM EQUAL ACCESS TO SPECIAL EDUCATION TO FERPA TO OTHER FORMS OF PRIVACY AND CONFIDENTIALITY. WE'VE GOT TO BE THINKING ABOUT IT THAT WAY. IT'S TOO COMPLEX TO BE ABLE TO HOUSE IT ALL UNDER A SINGLE POLICY. THANK YOU. >> PRESIDENT? >> YES. SO ARE WE PREPARED TO DEAL WITH THE PARENT COMPLAINING ABOUT THEIR CHILD GETTING A ZERO ON AN ASSIGNMENT THAT THEY TURNED IN THAT WAS GENERATED THROUGH A.I.? AND THE TEACHER -- RED LIGHT. >> --YOU KNOW, FINDS IT AND GIVES THEM A ZERO. THE PARENT IS COMPLAINING A WEE. PARENTS ARE ALREADY GETTING THERE,

196I'LL SAY THAT. IT'S ALREADY HAPPENING. BUT IT'S GETTING BETTER, THE A.I. SO MEMBER FRANK, I CAN TELL YOU, AS MR. NOLAN SAID, THOSE THINGS ARE ALREADY HAPPENING. AND TEACHERS HAVE BEEN, YOU KNOW, THE FIRST THING IS WHAT DO I DO, BUT THEN THEY'RE VERY THOUGHTFUL, BECAUSE IT'S NOT JUST ABOUT GIVING THE ZERO. IT'S ABOUT WORKING WITH THE STUDENT. BECAUSE YOU KNOW, THIS IS TECHNOLOGY THAT'S NOT GOING ANYWHERE. AND I ALWAYS EQUATE IT BACK TO WHEN CALCULATORS FIRST CAME AROUND AND IT WAS LIKE, OH NO, KIDS CAN'T MATH ANYMORE BECAUSE THEY HAVE A CALCULATOR. WELL, NOW IT'S A TOOL THAT IS USED AND WE TEACH STUDENTS HOW TO USE IT. SO THIS IS THE SAME. SO HAVING THOSE CONVERSATIONS WITH STUDENTS ABOUT NOT LETTING THE TOOL DO THE THINKING AND HOW CAN YOU USE THE TOOL,

197WHEN IS IT APPROPRIATE, AND HOW DO WE GET TO WHAT THE STUDENT KNOWS. SO TEACHERS ARE STILL THINKING THROUGH THAT, HAVING THOSE CONVERSATIONS WITH STUDENTS, AND THERE'S SOME VERY ROBUST CONVERSATIONS THAT TEACHERS HAVE HAD WITH STUDENTS WHERE STUDENTS SEE LIKE, OH, OKAY, I UNDERSTAND WHAT I DID AND I UNDERSTAND WHAT I NEED TO DO GOING FORWARD SO THAT IT IS MY AUTHENTIC WORK THAT I AM TURNING IN. SO IT'S JUST A HIGHER LEVEL OF LIKE --IF YOU WILL, WHICH IS PRETTY EASY TO CATCH WHEN YOU READ TWO PAPERS THAT ARE EXACTLY THE SAME. SO IT'S JUST A LITTLE MORE NUANCED. WE WANT TO SUPPORT OUR STAFF. YOU KNOW, IN THEIR DOING THEIR JOB TO MAKE SURE THAT THE WORK THAT IS TURNED IN IS AUTHENTIC. I CAN -- AN EXPERIENCE OF MY DAUGHTER. TEACHERS ARE

198FIGURING LIKE CHATGPT , FOR EXAMPLE, HOW TO INTEGRATE THAT INTO OVERALL INSTRUCTION BUT NOT WRITING A PAPER FOR THEM. AND IT'S A FINE LINE, OBVIOUSLY, RIGHT? AND EVERY TEACHER MAY BE DOING IT DIFFERENTLY OR SOME MAY BE DOING IT BETTER. OTHER HIGH SCHOOL STUDENTS, TEACHERS ARE BEING MINDFUL THAT THAT TECHNOLOGY EXISTS OUT THERE, FOR WHAT'S THAT'S WORTH. FOR SURE. >> AND PRESIDENT CORT. YES? >> MEMBERS OF THE BOARD, WE'VE HAD SITUATIONS SUCH AS THAT. THE OTHER PIECE OF THIS IS WE ALWAYS ALSO GIVE THE STUDENT THE OPPORTUNITY, RIGHT, TO GO BACK AND CORRECT IT. SO THAT'S NOT JUST YOU GET THE ZERO AND YOU'RE DONE, RIGHT? AND SO I DEALT WITH ONE RECENTLY WITH A PROMINENT COMMUNITY MEMBER WHOSE DAUGHTER HAD HAD THAT, YOU KNOW, WHERE WE FACED THAT BUT GAVE THE OPPORTUNITY TO SAY

199WE WANT TO SEE YOUR AUTHENTIC WORK AND DID DO THAT, SO, BUT GOOD QUESTION, YEAH. ALL RIGHT, SO BACK TO THE DISCUSSION OF THE POLICIES THAT WE HAVE HERE IN FRONT OF US. THANK YOU. A.I. WAS NOT ON THE AGENDA. >> WELL, SHE ASKED ABOUT IT. YES, ABSOLUTELY. HOW DO YOU ALL FEEL ABOUT HAVING THESE ON HERE? ARE THERE ANY THAT YOU WOULD LIKE TO TAKE OFF AND ADD ANOTHER THING ON? SECRETARY WOFFORD TALKED ABOUT THINGS THAT WE HADN'T GOT TO, BUT DR. WENDI SAID THE ONLY THING THAT WE HADN'T WAS TEACHING RELIGION, WHICH IS --IT'S A SUPER OLD POLICY. IT WAS --I JUST FELT LIKE MAYBE IT NEEDED A LITTLE UPDATE JUST LANGUAGEWISE AND MAYBE CONTENTWISE. AND WE CAN THROW THAT INTO THE APRIL MEETING IF WE WANT TO OR IF THE BOARD --ACTUALLY,

200I WOULD LIKE TO THROW THAT ON IN THE APRIL MEETING AND THEN MAYBE LEAVE THOSE MAY MEETINGS TO NOTHING AS WE COME INTO GRADUATION SEASON OR PICKING UP SOMETHING THAT CAME UP COMING DOWN THE PIKE FEDERALLY OR STATEWIDE AND LEAVING THOSE SPACES OPEN JUST IN CASE. YEAH, YEAH. SOMETHING CHANGES. >> PRESIDENT CORT? YES. >> LAST YEAR WE ATTEMPTED TO DO OVER 20 POLICIES, DIDN'T WE, WENDI? SECRETARY WOFFORD. HOW MUCH DID YOU ALL LOVE THAT? YES. AND SO THIS IS A MUCH STREAMLINED VERSION OF THAT. YEAH. >> THAT'S AN OBSERVATION. >> YES, YES, SECRETARY WOFFORD. AND THAT WAS IN DISCUSSION WITH PRESIDENT CORT AND JUST THINKING THROUGH HOW THE POLICY CYCLE WENT LAST YEAR BECAUSE THERE WERE SOME POLICIES THAT WE COULD NOT WRAP UP IN THREE READINGS. WE NEEDED -- THEY NEEDED MORE TIME, MORE

201ATTENTION. SO YOU KNOW, GIVING OURSELVES, YOU ALL, YOU KNOW, SOME TIME, BECAUSE AGAIN, POLICY WORK, SOME OF THOSE POLICIES THAT YOU WORKED ON LAST YEAR, YOU KNOW, WERE HEAVY AND HAD A LOT OF CHANGES AND JUST GIVING THEM THE TIME THAT THEY -- THAT THEY DESERVE. SO I THINK APPROACHING TWO AT A TIME, WHICH GIVES US A NICE LITTLE, YOU KNOW, CYCLE OF TWO SETS IN THE FALL, TWO SETS IN THE SPRING, AND THEN MAYBE ANOTHER SET AS WE APPROACH THE SUMMER. AND I THINK THAT'S --I THINK THAT'S GOOD POLICY WORK FOR AN ACADEMIC YEAR WITH EVERYTHING ELSE THAT YOU'RE DOING TOO. OKAY, THAT'S GOOD TO HEAR. IF WE --AND YOU'VE GIVEN US WIGGLE ROOM IF WE NEED TO DO SOME POLICY REVISION BASED ON THE OZZIE MARTINEZ DECISION OR WHATEVER ELSE COMES UP OVER

202THE SCHOOL YEAR. I WAS VERY CONCERNED ABOUT IMMIGRATION ISSUES, LGBTQ ISSUES AND FEDERAL CHANGES THAT ARE HAPPENING AND HOW WE'RE GOING TO REACT TO THOSE THINGS. I ALSO JUST WONDER, IT MAY NOT BE POLICY, A PRE AND POST-PANDEMIC, HOW WE'RE DOING IN TERMS OF GETTING KIDS INTO EAS, DUAL ENROLLMENT, UNIVERSALLY SCREENING ALL KIDS. WE DON'T DO MANDATORY OR AUTOMATIC PLACEMENT INTO PREHONORS OR HONORS CLASSES, DO WE? BUT LOOKING AT THOSE COMPONENTS FOR HOW WE CAN INCREASE ACADEMIC PERFORMANCE AND ENGAGEMENT OF KIDS WHO MIGHT OTHERWISE BE MARGINALIZED, WHO WILL NOT SELF-SELECT INTO MORE DIFFICULT COURSE WORK BUT A UNIVERSAL --TO ENCOURAGE THEM. IS THAT POLICY? YES, AND SECRETARY WOFFORD, LAST YEAR YOU ALL DID CREATE A NEW POLICY AROUND GIFTED EDUCATION. GIFTED AND TALENTED, I KNOW. AND JOSH GAVE ME HIS COMPUTER, BUT EITHER IT'S BACKWARDS

203OR I'M BACKWARDS. IHPB. >> YES, IHPB GIFTED EDUCATION. SO PART OF, THAT PART OF THE LAW AROUND GIFTED EDUCATION IS THAT WE HAVE TO SUBMIT A GIFTED EDUCATION PLAN YEARLY, AND WE ALSO HAVE TO DO UNIVERSAL SCREENING OF ALL THIRD GRADERS AND THE GIFTED IDENTIFICATION TEAM. THEY MAKE ME LAUGH BECAUSE THEY'RE LIKE, WE SCREENED EVERYONE, LIKE, WE'RE DONE. AND I'M LIKE, SO YOU DON'T HAVE A JOB? THEY'RE LIKE, NO, THERE'S MORE, I MEAN, THERE'S MORE. BECAUSE OBVIOUSLY NOW WE HAVE A MORE SET OF THIRD GRADERS THAT NEED TO BE SCREENED. WE HAVE ADDITIONAL STUDENTS, JUST BECAUSE THEY WERE SCREENED IN THIRD GRADE, YOU KNOW, THEY MAY BE SIGNS OF GIFTEDNESS OR MAY BE EMERGING. THEY MAY BE REFERRED, PARENT REQUEST, TEACHER REFERRAL. SO THERE ARE A NUMBER OF CASES WHERE THEY WOULD SCREEN AND EVALUATE

204STUDENTS LATER. WE GET NEW STUDENTS COMING IN, SO ALL OF THAT IS PART OF OUR GIFTED EDUCATION PLAN. AND THEN, YOU KNOW, TO YOUR POINT ABOUT HONORS A FEW YEARS AGO, IF YOU REMEMBER, WE TOOK A PAUSE FOR ONE YEAR ON SIXTH GRADE HONORS, WHICH WAS SO MUCH FUN, AND BUT I WILL SAY THAT THAT --I THINK THAT DECISION IS BEARING FRUIT BECAUSE WE OPENED UP THE PROCESS TO WHERE ANY STUDENT CAN APPLY --AND I SAY APPLY, THEY FILL OUT AN APPLICATION INDICATING THEIR INTEREST, AND THEN THEY ARE PLACED IN THE HONORS CLASS IN MIDDLE SCHOOL. SO ANYONE THAT WANTS TO TRY IT HAS THE OPPORTUNITY TO TRY IT. AND ENCOURAGEMENT. >> YES, I THINK OUR NUMBERS HAVE IMPROVED AND EVENTUALLY WE SHOULD SEE THAT IMPROVEMENT IN HIGH SCHOOL IN OUR HONORS AND AP NUMBERS

205AS WELL. AND MORE DIVERSE GROUPS OF STUDENTS. OKAY, THANK YOU, PRESIDENT. THANK YOU, DR. WENDI. THANK YOU. AND SO DR. MILLER-TOMLINSON, WOULD YOU LIKE FOR US AT THIS POINT, FOR BOARD MEMBERS TO CHOOSE WHICH POLICY MAKES THEM HAPPY TO WORK ON, OR DO YOU WANT TO DO THAT AT ANOTHER TIME? YES, PLEASE. I THINK THAT -- OKAY. --SINCE OUR FIRST POLICY CYCLE STARTS SEPTEMBER 2nd, STAFF IS EAGER TO BEGIN WORK ON THAT FIRST SET OF POLICIES. YAY. >> SO WE WOULD LOVE TO HAVE VOLUNTEERS. SO LBD AGREEMENT WITH OTHER AGENCIES THAT IS IN SHIRLEY'S, MISS O'BRIEN'S SHOP. SO -- WHAT'S THE --I'M LOOKING IT UP. LBD. >> IT'S OUR AGREEMENT. IT'S A BRAND NEW ONE. IT'S AGREEMENTS, SO MOUs, MOAs, CONTRACTS, ALL OF THAT WE WANT TO CREATE A POLICY AROUND ALL THAT. SO WE'RE

206CREATING A POLICY. YES, WE ARE, IT'S BRAND NEW. EXCITING. I CAN HELP YOU WORK ON THAT IF YOU'D LIKE. PLEASE, PRESIDENT CORT. ANYBODY ELSE WANT TO HELP ME? SURE. >> IT'S NOT THERE. BECAUSE IT'S BRAND NEW. OH, DUH. WHAT'S WRONG WITH THIS THING? I WOULDN'T -- I THINK THAT ONE SOUNDS INTERESTING. OKAY. >> SO PRESIDENT CORT AND VICE PRESIDENT -- THEN THE SECOND POLICY, DRUG-FREE AND ALCOHOL-FREE WORKPLACE. THAT IS WITH MISS DAWN LEE AND HUMAN RESOURCES. I'LL DO THAT. THANK YOU. >> IT'S LIKE PRETTY QUICK. I MEAN, RIGHT, IT'S TUESDAY OR SOMETHING LIKE THAT. OR I DON'T KNOW. NO, SEPTEMBER 2nd. I'M AHEAD OF MYSELF. SEPTEMBER, REMEMBER, FRANK? OKAY, WE HAVE TIME. WE HAVE SOME TIME. >> OKAY. AND THERE'S JUST SOME CLARITY, WE'D LIKE TO MAKE SURE IS THAT THE WORDS ARE --[ INAUDIBLE

207] THANK YOU VERY MUCH. OKAY. SO YOU'LL GET IN TOUCH. YES, SIR. >> SHALL WE BE DRUG FREE TOGETHER? SURE. SO MANY JOKES. SO MANY. >> SO THANK YOU, THAT TAKES CARE OF THE FIRST SET OF POLICIES. THE SECOND SET WERE SCHEDULED TO START ON OCTOBER 28th, SO GBJC EMPLOYMENT HIRES, INVESTIGATIONS, VERIFICATIONS, AND EXAMS, AGAIN, WITH THE HR AND MISS DONNELLY. AND JUST TO GIVE A LITTLE BIT MORE INSIGHT INTO THAT, BOARD PRESIDENT, MEMBERS, THE AGREEMENTS THAT CONVERSATION AND REVISIONS DID A GREAT JOB IN ALIGNING THEIR PROCESSES WITH PROGRESSIVE DISCIPLINE, AND SO WE'D LIKE FOR THE POLICY TO MIRROR THAT. AND THAT'S WHY WE'RE BRINGING THIS FORWARD. THAT ONE SOUNDS -- I WOULD BE HAPPY TO. AND I'LL HELP YOU WITH THAT. OKAY, THANK YOU. >> UNLESS SOMEBODY ELSE WANTS TO? NO? IT'S FINE. ALL

208RIGHT. >> THE OTHER POLICY IN THAT SECOND SET IS JJID SPORTS PHYSICALS FOR STUDENT ATHLETES. AND THIS WILL BE A FAIRLY STRAIGHT FORWARD ONE, NMAA HAS EXPANDED THE REQUIREMENT FOR WHO HAS TO HAVE PHYSICALS, SO IT'S NOT JUST FOR SPORTS. IT'S ALSO MARCHING BAND, JROTC, SO JUST CHANGING THE POLICY SO THAT CAN BE REFLECTED IN REGULATION. I'LL DO IT. I DON'T KNOW WHO'S IT WITH. AS LONG AS IT'S NOT ANY WORK, I'LL DO IT. YOU'RE ALREADY WORKING. THANK YOU, THAT'LL BE WITH ME, AND IT SHOULD BE, LIKE I SAID, IT SHOULD BE PRETTY STRAIGHT FORWARD. SO THANK YOU BOTH. I'D BE HAPPY TO HELP. THANK YOU. AND THE SECOND SEMESTER, STARTING IN JANUARY. YOU'RE DOING BOTH THEN? OH, MAYBE I SHOULDN'T, BECAUSE THEY'RE CONCURRENT, AREN'T THEY? YES, THEY ARE. I HEAR WHAT YOU'RE SAYING. MAYBE

209PAMELA. I'M NOT GOING TO STOP YOU IF YOU WANT TO. NO, NO, WOULD SOMEONE ELSE LIKE TO WORK WITH THEM? I DON'T NEED THE HELP. IT IS STRAIGHT FORWARD, IT SOUNDS LIKE TO ME, THIS ONE IS A, YES, WE WILL COMPLY. YES, PRETTY MUCH. I THINK IT'S JUST CHANGING THE LANGUAGE TO REFLECT THE EXPECTATIONS OF NMAA. OKAY, THANK YOU FOR YOUR CONCERN, PRESIDENT. I'M WILLING TO GO THE EXTRA MILE. I HEAR YOU, I HEAR YOU. AND IF YOU DECIDE YOU NEED SOMEONE ELSE ON JJID, LET US KNOW. OKAY. >> THANK YOU. >> THANK YOU. SO THEN IN THE SPRING SEMESTER, GBJB, PERSONNEL FILES AND EMPLOYEE REFERENCES, AND GCG, SUBSTITUTE STAFF EMPLOYMENT. BOTH WITH HUMAN RESOURCES AND MISS DONNELLY. [ INAUDIBLE ] COMING HAND IN HAND, PRESIDENT CORT, MEMBERS, IS THAT THIS IS IN REGARDS TO

210OUR APPLICATION PROCESS, SPECIFICALLY WITH SOME OF THE CHALLENGES THAT WE HAVE FOUND THAT WOULD BE HELPFUL, AGAIN, TO HELP CLEAR THE LANGUAGE. SO WE THOUGHT WE COULD BRING IT TOGETHER BECAUSE THE SUBSTITUTE STAFF EMPLOYMENT, ALONG WITH THE PERSONNEL FILES, THERE ARE SOME THINGS THAT WE'VE NOTED WE CAN DO BETTER, AND WE WANT THE POLICY AND THE REGULATION TO REFLECT THAT. AND I'M GOING TO STOP US RIGHT THERE, BECAUSE WE HAVE AN ELECTION IN NOVEMBER, AND THERE ARE NO GUARANTEES THAT THE THREE OF US WILL STILL BE HERE. AND SO --SO, CAN WE WAIT UNTIL THE DECEMBER MEETING? ANYWAY, I THINK WE NEED TO HOLD OFF ON THESE JUST UNTIL THE ELECTION'S OVER. WE COULD DO THEM BY DISTRICT INSTEAD OF BY PERSON. NO? WHICH IS TRUE, BUT THEN WE'VE SIGNED SOMEBODY UP FOR SOMETHING THAT

211MAYBE THEY DIDN'T WANT TO DO. I'M NOT GOING TO BE HERE. SO THAT'S A GREAT POINT, PRESIDENT CORT. SORRY ABOUT THAT. SO IF YOU'LL -- THE SUCKER THAT BEAT ME. ON DECEMBER 16th, I'M SORRY, THAT IS A REGULAR MEETING, IT SAYS WORK SESSION ON YOUR PAPER, BUT IT IS A REGULAR MEETING, THERE ARE NO READINGS SCHEDULED. BUT MAYBE THAT WOULD BE A GOOD DAY TO TACKLE THE SPRING POLICIES. AND LOOK AT THIS AND MAYBE SOME WILL HAVE EMERGED BY THEN THAT YOU WOULD LIKE TO WORK ON. PERFECT. SO WE CAN JUST REVISIT THIS THEN IF YOU WANT TO DO IT THAT WAY. I DON'T WANT TO BE FATALISTIC, I WAS JUST BEING -- IT'S A GREAT POINT. >> FINGERS CROSSED, BUT THANK YOU. I APPRECIATE ALL YOUR WORK ON THIS. THANK YOU SO MUCH. AND

212THANK YOU FOR STREAMLINING THIS. YEAH, JUST -- A LOT EASIER. -- MAKING IT EASIER. YEAH, THAT'S TRUE, PRETTY HORRENDOUS. YEAH, IT WAS. TWO ARE MUCH BETTER. ARE WE LEAVING? >> YEAH, WE GOT TO GO INTO COLLECTIVE SESSION. NO. SO SUPERINTENDENT, IF YOU WOULD LIKE TO GO TO ITEM NUMBER 12. NUMBER 12. THE SUPERINTENDENT QUARTERLY REPORT. OH, I'M SORRY, IT SAYS SUPERINTENDENT RUI. I'M SORRY, MISS DONNELLY. DO IT. WE TEASED ABOUT THAT THIS WILL BE THE TIME THAT I WOULD GET AN OPPORTUNITY TO AIR MY GRIEVANCES. I WILL NOT DO THAT. ALL IS WELL. THIS IS JUST OUR QUARTERLY REPORT TO LET YOU KNOW THAT THERE ARE NO LEVEL THREE OR FOUR GRIEVANCES AT THIS TIME. WE'RE GOOD. BEST REPORT EVER. THANK YOU. SO WITH THAT, I WILL NEED TO TAKE A ROLL CALL VOTE, SECRETARY

213WOFFORD, IF YOU WOULD, TO GO INTO EXECUTIVE SESSION. OKAY. BOARD MEMBER FRANK? YES. >> BOARD MEMBER TERESA TENORIO TERESA TENORIO? YES. BOARD SECRETARY VOTES YES. VICE PRESIDENT NOLAN? YES. >> PRESIDENT CORT? YES. ALL RIGHT, SEE THE REST OF YOU ALL LATER, AND WE'RE GOING TO GO INTO OUR OTHER ROOM. WE GO NEXT DOOR, DON'T WE? YEAH. HELLO, EVERYONE, WE'RE BACK. THE BOARD MET IN CLOSED EXECUTIVE SESSION ON TUESDAY, AUGUST 12, 2025, FROM 1:45 P.M. TO 2:33 P.M. TO DISCUSS LIMITED PERSONNEL MATTERS AS PERMITTED UNDER SECTION 10-151H2 OF THE NEW MEXICO OPEN MEETINGS ACT, SPECIFICALLY MORA VERSUS LAS CRUCES PUBLIC SCHOOLS HRB --BEFORE THE HUMAN RIGHTS COMMISSION, INCLUDING MEDIATION. AND I AFFIRM THAT THE MATTERS DISCUSSED IN THIS CLOSED MEETING WERE LIMITED TO THOSE STATED HERE. I WOULD LIKE TO ENTERTAIN A MOTION TO AUTHORIZE LEGAL

214COUNSEL AND THE SUPERINTENDENT TO PROCEED AS DISCUSSED IN EXECUTIVE SESSION REGARDING MORA VERSUS LAS CRUCES PUBLIC SCHOOLS HRB NUMBER 24-05-063-E BEFORE THE HUMAN RIGHTS COMMISSION, INCLUDING MEDIATION. SO MOVED. >> SECOND. MOVED BY SECRETARY WOFFORD AND SECONDED BY MR. FRANK. DO I NEED TO DO A ROLL CALL ON THIS ONE? SURE. >> ABSOLUTELY. SECRETARY WOFFORD, THANK YOU. BOARD MEMBER FRANK? >> YES. BOARD MEMBER TERESA TENORIO? YES. >> SECRETARY WOFFORD VOTES YES, VICE PRESIDENT CORT -- VICE PRESIDENT NOLAN? YES. >> THANK YOU. I WAS CONFUSED. >> PRESIDENT CORT? I VOTE YES. THAT IS UNANIMOUS 5-0. ALL RIGHT, I'D LIKE TO ENTERTAIN A MOTION TO ADJOURN. SO MOVED. MOVED BY MR. FRANK VERY QUICKLY. SECOND. >> AND SECONDED BY -- [ LAUGHTER ] --AND SECONDED BY MISS TERESA TENORIO. ALL IN FAVOR INDICATE BY SAYING AYE. AYE. >>

215ALL OPPOSED? WOOHOO. UNANIMOUS. WE ARE ADJOURNED AT 2:40 P.M.