Board of Education - Sep 02, 2025

001WE ARE LIMITED TO THOSE STATED HERE. BEFORE WE MOVE TO PUBLIC COMMENTS, I HAVE NO PUBLIC COMMENT SHEET. DID YOU FILL OUT A FORM, SIR? OKAY, WE NEVER GOT IT. BRING IT FORWARD, THAT WOULD BE GREAT. HOLD ON JUST A SECOND, SIR. THE PROCEDURES FOR HANDLING PUBLIC COMMENT, THAT IN POOR POLICY BEDH AND ON PUBLIC INPUT FOR PUBLIC COMMENT IS LIMITED TO THREE MINUTES FOR INDIVIDUAL SPEAKER BUT THE BOARD PRESIDENT MAY FURTHER RESTRICT OR WAIVE THESE TIME LIMITS AND THE BOARD WELCOMES PUBLIC INPUT . THE BOARD DOES NOT PROHIBIT PUBLIC CRITICISM OR COMMENT UPON PERSONAL MATTERS BUT ANY PERSON MAKING PUBLIC COMMENTS SHOULD BE SOLELY RESPONSIBLE FOR THE CONTENT OF THEIR COMMENTS AND THE BOARD NEITHER ADOPTS OR ASSUMES RESPONSIBILITY FOR ANY COMMENTS MADE BY INDIVIDUALS DURING THE PUBLIC COMMENT SECTION OF THE BOARD MEETING.

002WE DO HAVE ONE PUBLIC COMMENT, MY APOLOGIES, ROCKY. THANK YOU AND WELCOME. MY NAME IS ROCKY BACCUS. I WANTED TO COMMENT ON TE SOLAR POLICY AND PROGRAMS AND EFFORT TO BE SUSTAINABLE AND RENEWABLE ITEMS FOR SCHOOLS AND FOR SCHOOL ENERGY. THIS PRESENTATION, WHICH I WILL NOT GO TO ALL OF , BUT WANT TO POINT OUT A COUPLE OF QUICK POINTS, WHICH I HAVE HEADED OUT, THE GROUP I AM WORKING FOR, CLEAN ENERGY SOLAR NEW MEXICO IS THE LOW BIDDER FOR CES, ALL THE BIDDING IS DONE FOR SOLAR ACROSS THE STATE AND THEY ARE THE LOW BIDDER, HUGE AVAILABLE FROM THE FEDERAL GOVERNMENT AND THE STATE OF NEW MEXICO. PRELIMINARY ESTIMATE FOR LAS CRUCES SCHOOLS IS ABOUT $50 MILLION IN INCENTIVES THAT ARE AVAILABLE . FEDERAL AND STATE COMBINED. A UNIQUE PART ABOUT THE SOLAR ,

003AND THE PROJECTS UNDERWAY, SPECIFICALLY FROM DEMING, FOR LAS CRUCES SCHOOL DISTRICT, SECOND-LARGEST IN THE STATE, INCENTIVES ARE $50 BILLION, ESTIMATE. THERE IS ZERO COST YEAR . NOTHING FOR THE CONSTRUCTION, NOTHING FOR INSURANCE, OR MAINTENANCE , ZERO COST. TYPICALLY A [ INDISCERNIBLE ], 30% LESS OF WHAT THE SCHOOL IS PAYING FOR ELECTRICITY RIGHT NOW WHICH WOULD BE ABOUT THE 50 BILLION DOLLARS SAVINGS TO THE DISTRICT OVER THE NEXT 30 YEARS, WHICH IS THE WARRANTY LIFE. COMING TO YOU NOW BECAUSE , ON THURSDAY , I GOT A MESSAGE FROM CHIEF OF OPERATIONS, THE OTHER SHEET THAT IS HERE THAT HE WAS NOT GOING TO ALLOW THEM TO PROVIDE THE INFORMATION TO COMPLETE THE STUDY. THIS IS PUBLIC INFORMATION. IT IS SUBJECT TO OPEN RECORDS REQUEST AND NO UNDERSTANDING OF WHY SOMEONE WOULD SHUT DOWN A STUDY THAT

004IS VERY STRAIGHTFORWARD AND PROVIDED FREE OF CHARGE. WE DO A STUDY BEFORE SUGGESTING ACTUAL AMOUNTS . WE DO ENGINEERING , ALL OF THAT IS AT NO CHARGE . I WANTED TO BRING THIS TO BE TENSION OF THE BOARD AND REQUEST YOU CONSIDER ALLOWING THE STUDY TO GO FORWARD. ALL THAT IS REQUIRED IS THAT EMAIL THAT HAS THEM PROVIDE INFORMATION. WE DON'T WANT TO GO GET ALL OF THE ELECTRIC BILLS, SIMPLY EMAIL SAYS , PLEASE PROVIDE THE INFORMATION SO THE STUDY CAN BE PRESENTED. THANK YOU FOR YOUR TIME. THANK YOU . YES? I FILLED OUT A CARD AND I THINK IT DID NOT MAKE IT APPEAR. THANK SO MUCH. HI. WELCOME. HI. THANK YOU. MY NAME IS DIANA AND I'M THE PROJECT COORDINATOR FOR THE SOLAR NEW MEXICO JOURNALISM COLLABORATIVE AND NEW MEXICO LOCAL NEWS FUND.

005IT IS A NONPROFIT THAT IS WORKING TO IMPROVE AND SUSTAIN LOCAL NEWS ACROSS NEW MEXICO. WE HAVE DIFFERENT PROGRAMS AND PROJECTS --WE HAVE A FELLOWSHIP AND INTERNSHIP PROGRAM THAT TAKES COLLEGE GRADUATES AND GETS THEM INTO NEWSROOMS ACROSS NEW MEXICO. THERE IS A SEVERE CURTAILMENT IN THE NUMBER OF LOCAL NEWS ORGANIZATIONS AS WELL AS THE SIZE OF THE STAFFS OF THOSE ORGANIZATIONS AND IT CURTAILS WHAT THEY ARE ABLE TO COVER. IT MEANS A LOT LESS COVERAGE OF LOCAL NEWS IN DIFFERENT FORMS AND FACETS. WE RECENTLY BEGUN DISCUSSIONS WITH THE NATIONAL PROJECT CALLED [ INDISCERNIBLE ] , A PROJECT THAT HELPS TRAIN CITIZENS TO ATTEND PUBLIC MEETINGS AND DOCUMENT PUBLIC MEETINGS, THIS IS IN PART , HELPING TO BOLSTER PUBLIC ACCESS , WHEREAS, THERE IS NOT ENOUGH JOURNALISTS TO ATTEND PUBLIC MEETINGS NOW. IT DOES HELP WHEN

006YOU ARE BROADCASTING BECAUSE ANYBODY CAN ACCESS YOUTUBE AND BE ABLE TO WATCH THE PROCEEDINGS . THAT IS DEFINITELY POSITIVE . THERE IS A LOT OF LOCAL MEETINGS THAT ARE NOT BROADCAST. THIS IS TO TRY TO HELP FILL SOME OF THOSE GAPS. IT IS A FLEDGLING PROJECT AND WE ARE IN THE YOUNG STAGES BUT HOPING YOU COULD START --NEXT YEAR WILL BE IN RECRUITING PHASE AND TRAINING CITIZENS WHO ARE INTERESTED IN DOING THIS. WE ARE ALSO TRYING TO GET INPUT AS WELL FROM PUBLIC OFFICIALS AND THE PUBLIC , ABOUT THEIR THOUGHTS ON THIS, IF THERE IS ANYTHING WE SHOULD BE KEEPING IN MIND AS WE GO FORWARD. THAT IS THE MAIN REASON I WANTED TO ADDRESS YOU TODAY. ANOTHER ASPECT I DID SHE --I DID SEE YOU WOULD BE TALKING ABOUT PUBLIC HEALTH, THE COLLABORATIVE HAD

007A FIVE-PART STORY AT THE END OF LAST YEAR THAT WAS LOOKING AT YOUTH MENTAL HEALTH AND I KNOW THE CHALLENGE IS OUT THERE BUT WE LOOK AT SOME OF THOSE COMMISSIONS, INCLUDING THE STUFF YOU ARE DOING . IF YOU HAVE NOT SEEN THAT I WANTED TO PUT IT ON YOUR RADAR. IF YOU WANT TO REACH OUT TO YOU --IF YOU WANT TO REACH OUT TO ME, I HAVE LEFT MY CARD. THANK YOU. I BELIEVE THIS IS EVERYONE. THANK YOU ALL SO MUCH. WE ARE GOING TO MOVE TO THE SUPERINTENDENT'S REPORT . THANK YOU, PRESIDENT CORT AND MEMBERS OF THE BOARD . I WILL START OFF WITH , ON AUGUST 20th, I JOINED SENATOR LUJAN WITH REGIONAL , THE MEETING FOCUSED ON THE CHALLENGES FACED IN OUR REGION BY NEW AND CHANGING FEDERAL GUIDELINES , AS

008RESOURCES SHRINK AND NEEDS GROW, IT IS CRITICAL WE ADVOCATE FOR THE SUPPORT OF OUR COMMUNITIES , THAT OUR COMMUNITIES DESERVE, AND I AM PROUD TO STAND WITH A GROUP OF LOCAL LEADERS TO ADVOCATE FOR JUST THAT. THIS WAS AN OPPORTUNITY TO SHARE SOME OF THE GREAT THINGS LCPS IS DOING WITH THE TEAM OF THE SENATOR AND EXCITING TO LET THEM KNOW HOW LCPS IS THRIVING . A GOOD OPPORTUNITY TO BE AT THE ROUNDTABLE. ALSO, WELCOME TO THE 2025 FIELD OF DREAMS , AS PART OF A MULTIYEAR UPGRADE TO THE DISTRICT AND COMMUNITYWIDE FACILITY, THE LIGHTS AT THE FACILITY HAVE BEEN UPGRADED IN TIME FOR THE CRUCES HIGH SCHOOL-MAYFIELD HIGH SCHOOL GAME, THEY WILL BE BRIGHTER AND MORE EFFICIENT AND ADD TO THE EXCITEMENT OF THE FIELD OF DREAMS. THANK YOU TO THE OPERATIONS TEAM FOR

009MAKING SURE THIS IS READY FOR THE 2025 SEASON. I WAS OUT THERE FOR THE GAME AND YOU CAN TELL THE DIFFERENCE WITH THE LIGHTING. THE GREEN, NICE, MAYFIELD, GREEN, CRUCES WITH THE RED, YOU CAN CHANGE THE LIGHTS AND IT WILL BE A GREAT EXPERIENCE AS WE LEARN MORE ABOUT HOW TO USE THIS NEW RESOURCES. SPEAKING OF THE KICKING OFF OF THE FOOTBALL SEASON, AUGUST 22nd, I WAS OUT THE FIELD OF DREAMS WITH STUDENT STAFF, CHEERLEADERS, MARCHING BANDS , THE COMMUNITY, EVERYONE WAS OUT THERE, A FUN AND SAFE KICKOFF TO THE NEW SEASON, THANK YOU TO THE PRINCIPLES FOR ENSURING A SAFE AND FESTIVE GAME FOR STUDENTS AND THANK YOU TO THE EXECUTIVE DIRECTOR AND THE ATHLETICS TEAM FOR A GREAT KICKOFF TO THE SEASON . IT WAS EVIDENT WE WERE PREPARED AND A GREAT KICKOFF,

010WE HAVE HAD A FEW MORE GAMES IN OUR ATHLETIC SEASON. WEDNESDAY, AUGUST 27, IN PARTNERSHIP WITH CITIZENS BANK, WE CELEBRATED THE ADDITION OF A NEW CENTRAL ELEMENTARY SCHOOL MARQUEE, STUDENTS GOT INVOLVED AS WE CUT THE RIBBON IN THIS EXCITING TOOL FOR THE COMMUNITY AND THE SCHOOL, THANK YOU TO THE PRINCIPAL FOR HOSTING A GREAT RIBBON-CUTTING AND ALSO, CITIZENS BANK IS A GREAT PARTNER AND REALLY HELPING OUR SCHOOLS WITH THAT KEY COMMUNICATION PIECE FOR OUR COMMUNITY . THANK YOU TO THEM FOR THEIR PARTNERSHIP -- SPONSORSHIP. TO THE EDUCATOR PLANNING DAY, WE INVITED OUR PRINCIPLES TO A KICKOFF LUNCHEON SPONSORED BY COMCAST WHICH WAS HOSTED AND CELEBRATED OUR PRINCIPLES , SET THE COURSE FOR THE NEW SCHOOL YEAR, AND HAVE SOME FUN ON THE GOLF COURSE. WE DID NOT PLAY GOLF. JUST GAMES, SOME OF THE PRINCIPLES

011SHOWED US HOW TO MARSHALL IS THE FARTHEST AND HOW TO GET A GOLF BALL THROUGH AN OBSTACLE COURSE. I AM THANKFUL FOR THE LEADERSHIP OF OUR PRINCIPLES AND THE WORK THEY DO AS INSTRUCTIONAL LEADERS AT THEIR SCHOOLS . IT WAS GREAT TO SEE THEM ALL TOGETHER FOR A DAY OF FUN, COMMUNITY, AND REFLECTION . AS WE LOOK AT OUR DATA , AS WE SPOKE ABOUT THE STRATEGIC PLAN, AND ENSURING THAT , NUMBER ONE, EVALUATE THE WORK WE DO AND ENSURING THAT, IF IT COULD BE BETTER, GOOD IS NOT ENOUGH . IT WAS A GREAT CONVERSATION WITH OUR PRINCIPLES. FINALLY , BEFORE I TURN IT OVER TO THE CLIMATE AND CULTURE PRESENTATION, I WANT TO SHARE THAT LAST FRIDAY I SPENT THE DAY WITH OUR CABINET AND LEADERSHIP TEAM FROM LCPS ON A DAY OF LEADERSHIP

012, FUN, FOOD, AND WORKING ON THE STRATEGIC PLAN. AFTER THE BOARD OF EDUCATION'S DIRECTION AT THE START OF THE YEAR, AND OUR EXTENDED WORK SESSION, WE CREATED ACTIONABLE STRATEGIES TO GET THIS WORK DONE. THANK YOU TO THE STEAM FOR A DAY OF WORK , AND FOCUS ON THE STRATEGIC GOALS OF THE DISTRICT, OVER THE NEXT FEW WEEKS, THIS GROUP WILL CONTINUE TO GIVE FEEDBACK AND REFINE THIS WORK WITH THEIR TEAMS AND BRING THIS BACK FOR CABINET FOR REVIEW . WE CONTINUE TO USE A COLLABORATIVE CYCLE OF FEEDBACK TO ENSURE WE ARE GETTING FEEDBACK FROM ALL STAKEHOLDERS. AT THIS TIME, MEMBERS OF THE BOARD, I WILL TURN IT OVER TO DR. LOZANO. THANK YOU. GOOD AFTERNOON. GOOD AFTERNOON I AM HERE TO PRESENT TO YOU SOME KEY FINDINGS FROM THE LATEST IMPLEMENTATION OF THE CULTURE AND

013CLIMATE SURVEY THAT WE IMPLEMENTED LAST SPRING. IN APRIL . HAVE SOME HIGH LEVEL FINDINGS . ALSO INCLUDED IN YOUR PACKET IS A FULL EXECUTIVE SUMMARY FROM HANOVER. I WANT TO RECOGNIZE THAT WE HAVE SOME GUESTS WITH US TODAY VIA ZOOM ON THE EAST COAST. CALL IN JUST TO MAKE SURE THEY ARE LOGGED ON SO I CAN INTRODUCE THEM. HERE AND READY >> JENNY, RELATIONSHIP DIRECTOR AT HANOVER RESEARCH AND DR. NAOMI BROWN, THE CONTENT DIRECTOR, AND I BELIEVE DR. MATT WILL BE JOINING US. I AM HERE. SORRY, I COULD NOT SEE YOU ON THE SCREEN, THANK YOU FOR BEING HERE. I WILL BEGIN WITH THE RESULTS. IF YOU COULD GO BACK TO THE --THANK YOU. ADMINISTRATION OF THE CLIMATE AND CULTURE SURVEY WAS CONDUCTED ON APRIL 7th THROUGH 28th AND THE PARTICIPANTS WERE FAMILIES, PRE-K TO

01412 GRADE FAMILIES COME ALL THE STAFF, COMMUNITY MEMBERS, AND STUDENTS GRADE 6 THROUGH 12, BECAUSE JUST SIX THROUGH 12 BECAUSE IT IS AN INTENSIVE SURVEY AND HANOVER ALSO WORKS ACROSS THE NATION WITH DIFFERENT DISTRICTS EMPLOYING THE SAME SURVEY. WE GOT REALLY GOOD RESULTS THIS YEAR. WE HAD A TOTAL OF 6220 RESPONSES WHICH IS PRETTY IMPRESSIVE GIVEN THE SIZE OF OUR DISTRICT AND THE FEEDBACK WE RECEIVED . OUT OF THOSE, WE HAD 64% WHO ARE STUDENTS, 19% WERE STAFF MEMBERS, 16% IS PARENTS OR COMMUNITY MEMBER WHO IDENTIFIED AS COMMUNITY MEMBERS WHILE 1% SPECIAL POPULATION AFFILIATION , 19% SPECIAL EDUCATION , BILINGUAL, 60% OF THE GIFTED, 18%, AND THOSE THAT INDICATED NONE OF THE ABOVE, 64%. JUST TO GIVE YOU SOME BACKGROUND INFORMATION ON WHO COMPLETED THE SURVEY. JUST WANT TO HIGHLIGHT AND THANK OUR COMMUNICATIONS TEAM

015, THANK OUR TEACHERS, THANK OUR PRINCIPLES FOR PUTTING THE WORD OUT THERE . I KNOW WE STATED THE WINDOW AN EXTRA WEEK, REALLY APPRECIATIVE OF THE WORK OF US HERE IN THE COMMUNICATIONS DEPARTMENT BUT AT THE SCHOOLS, THEY DID A GOOD JOB OF MAKING SURE OUR STUDENTS HAVE THE OPPORTUNITY TO COMPLETE THE SURVEY. THANK YOU TO EVERYBODY WHO WAS A PART OF THAT. WHAT ARE THE GUIDING QUESTIONS FOR THE SURVEY? TWO MAIN ONES, EDUCATION PARTNERS PERCEPTIONS OF THE CURRENT SCHOOL CLIMATE IN THE DISTRICT? THAT IS THE OVERALL GUIDING QUESTION. HOW DO EDUCATION PARTNERS PERCEPTIONS OF THE SCHOOL CLIMATE DIFFER ACROSS STAKEHOLDER GROUPS? THAT IS THE INFORMATION WE ARE PRESENTING TO YOU, THE PERCEPTIONS OF THOSE STAKEHOLDERS BECAUSE IT DIFFERS. THE NEXT QUESTION IS , AMONG THE SUB CONSTRUCTS , FOR WHICH SUB CONSTRUCTS IS THE

016DISTRICT PERFORMING WELL? CONVERSELY, WHAT ARE AREAS OF IMPROVEMENT? HAVE THESE AREAS CHANGED OVER TIME? SO, FIRST, I WILL GO OVER MAJOR THEMES, IF YOU LOOK AT THE 65 PAGE SUMMARY, THEY PROVIDED SOME GOALS OUT OF THE DATA THEY ANALYZED AND PROVIDED US WITH RECOMMENDATIONS . WHAT I WILL DO TODAY IS TALK ABOUT SOME KEY ONES THAT RESONATED WITH OUR LEADERSHIP TEAM. CONNECTED A LOT TO SOME OF THE WORK WE HAVE BEEN DOING WITH OUR WELLNESS FRAMEWORK AND AROUND OUR INSTRUCTIONAL FRAMEWORK INITIATIVES. AGAIN , THESE ARE SOME HIGHLIGHTS, NOT ALL OF THE INFORMATION, YOU HAVE THE FULL PACKET THERE. AND, AT THE END, YOU WILL HAVE THE OPPORTUNITY TO ASK QUESTIONS BECAUSE WE HAVE OUR PARTNERS. CLIMATE AND ENVIRONMENT, THE TOP RIGHT-HAND, THAT IS VERY IMPORTANT , THE FIRST COUPLE OF TIMES , WHEN I STARTED

017REVIEWING THE DATA, SOME OF THEM I READ IT AS I WAS READING IT BACKWARDS, MY GOSH, 70% OF THE PEOPLE, BUT IT IS THE WAY THE QUESTION IS FRAMED. PLEASE INDICATE HOW MUCH YOU DISAGREE OR AGREE WITH THE FOLLOWING STATEMENTS, AND THIS IS IN AGREEMENT. RIGHT? MORE ON THE POSITIVE SIDE AND MOST RESPONDENTS AGREE A SCHOOL PROVIDES A SAFE LEARNING ENVIRONMENT . SEVEN INTENT, STUDENTS REPORTED FEELING SAFER AT SCHOOL EVENTS COMPARED [ INDISCERNIBLE ] THAT IS ABOUT THREE QUARTERS VERSUS TWO THIRDS, BELONGING IS STRONG AND ELEMENTARY I'M ABOUT 90% DROP SIGNIFICANTLY BY HIGH SCHOOL , ABOUT 62% . THIS PATTERN IS POSITIVE AT YOUNGER LEVELS, IT IS WEAKER AT THE SECONDARY LEVEL. WHICH IS SOMETHING I KNOW WE HAVE SEEN IN OTHER DATA SOURCES LIKE THE YOUTH RESILIENCY SURVEY AS WELL . NEXT, AROUND INSTRUCTIONAL

018CLIMATE. NEARLY EIGHT IN 10 RESPONDENTS SAID SCHOOLS ARE COMMITTED TO STUDENT SUCCESS. SEVEN INTENT AGREE THAT SCHOOLS HAVE SUFFICIENT RESOURCES, 71% . OVER HALF BELIEVE STRUGGLING STUDENTS RECEIVE THE SUPPORT THEY NEED, 58% . THIS HIGHLIGHTS A GAP, STRONG PERCEPTIONS OF COMMITMENT AND RESOURCES, BUT WEAKER CONFIDENCE AND SUPPORT FOR STUDENTS WHO ARE BEHIND. THAT IS GOOD INFORMATION FOR US TO HAVE. ALSO, FAMILIES TEND TO BE LESS POSITIVE THAN STAFF ON THIS ISSUE AND A BIG TAKE AWAY IS LCPS, WE HAVE TO STRENGTHEN AND MAKE VISIBLE OUR SUPPORT FOR STRUGGLING LEARNERS TO PERCEPTIONS OF COMMITMENT AND RESOURCES. THE INITIAL TAKE AWAY AFTER REVIEWING THE DATA. NEXT, ON RELATIONSHIPS AND STUDENT SUPPORT, NEARLY 7 IN 10 RESPONDENTS SAID ADULTS CARE ABOUT STUDENTS, 69% . A GOOD NUMBER BUT THERE IS STILL A HUGE AREA FOR IMPROVEMENT FOR US.

019ABOUT 2/3 SAID ADULTS RESPECTS AND LESS THAN HALF REPORTED STUDENTS HELP EACH OTHER LEARN, THIS SHOWS A CLEAR CONTRAST ADULTS TO STUDENT RELATIONSHIPS ARE STRENGTHENED WHILE PEER TO PEER SUPPORT IS WEAK AND BULLYING CONCERNS IN MIDDLE SCHOOL AND HIGH SCHOOL TIED TO A WEAKER PEER CULTURE AND THE TAKE AWAY IS WE SHOULD BUILD STRONG ADULT TRUST WHILE DEVELOPING STRATEGIES TO IMPROVE PEER RELATIONSHIPS AND STUDENT COLLABORATION. THAT WAS NOT SURPRISING BECAUSE WE TALKED ABOUT THIS EXTENSIVELY, WHETHER THROUGH OUR STRATEGIC PLAN OR THROUGH OUR EQUITY COUNSELING , THAT HAS COME UP QUITE A BIT. THE IMPORTANCE OF THAT. CAN I ASK A QUESTION? THE LAST ONE I AM CURIOUS OVERALL, FEWER STUDENTS , ARE YOU COMPARING TO LAST YEAR? WHAT DOES IT MEAN BY FEWER? NOT NECESSARILY TO LAST YEAR, IN COMPARISON TO ADULTS WHO ANSWER THE

020QUESTION OR OTHER RESPONDENTS. OKAY. >> DOES THAT MAKE SENSE? >> YOU ARE COMPARING THE STUDENTS TO OTHER RESPONDENTS? CORRECT . NEXT IS A TOPIC I KNOW YOU WORKED REALLY HARD WITH AS A BOARD TO REFINE OUR BULLYING POLICIES. ABOUT BULLYING AND HARASSMENT , BY DIFFERENT CATEGORIES THE STUDENTS MORE OFTEN REPORT BULLYING OR HARASSMENT ACED ON PHYSICAL APPEARANCE , THIS IS THE MOST FREQUENT CATEGORY. BULLYING LIKED TO RACE AND ETHNICITY AND GENDER IDENTITY AND SEXUAL ORIENTATION IS REPORTED AT HIGHER LEVELS, SHOWING AREAS OF OUR ABILITY. EXPERIENCES RELATED TO DISABILITIES ARE SOMEWHAT LESS FREQUENT BUT STILL A CONCERN . ABOUT TWO THIRDS SAY IT RARELY OR NEVER OCCURS. ON THE MORE POSITIVE SIDE, HARASSMENT TIED TO RELIGION AND LANGUAGE AND POLITICAL PLATES OR SEX IS REPORTED LESS FREQUENTLY WITH THE MAJORITY SAYING IT RARELY OR NEVER HAPPENS

021. A KEY TAKE AWAY IS BULLYING AND HARASSMENT IS MOST CONCERNING WHEN TIED TO APPEARANCE, IDENTITY, ORIENTATION AND THESE CATEGORIES SHOW FOR ADDITIONAL SUPPORT AND FOCUS IS NEEDED. NOW THE THEME IS EXTRACURRICULAR ACTIVITIES. FOR THE SECONDARY STUDENTS REPORT HIGH SATISFACTION 74% OF MIDDLE SCHOOL, 70% OF HIGH SCHOOL , ELEMENTARY STUDENTS ARE LEAST SATISFIED, HIGHLIGHTING FUTURE OPPORTUNITIES AT THAT LEVEL, I THINK SOMETHING TO KEEP IN MIND, THE MAJORITY OF OUR RESPONDENTS ARE STUDENTS AT THE SECONDARY LEVEL. EXTRACURRICULAR ACTIVITIES ARE AMONG THE MOST POSITIVE AREAS OF THE SURVEY AND SECONDARY SCHOOLS, STUDENTS -- THESE OPERATED HIS FOSTER BELONGING AND ENGAGEMENT FOR STUDENTS AND A KEY TAKE AWAY IS REFINING AND MAINTAINING THE STRONG CONNECTIONS OF THE SECONDARY LEVEL WHILE EXPANDING IT AND MAKING SURE THAT WE ARE WORKING TO CHANGE THAT PERCEPTION OF WHAT IS OFFERED IN

022ELEMENTARY LEVELS AS WELL WITH THEIR PARENTS AND FAMILIES. NEXT IS PARENT ENGAGEMENT . IF YOU RECALL, AT THE LAST EXTENDED WORK SESSION, THIS WAS A TOPIC WE DISCUSSED IN GREAT DETAIL BECAUSE IT WAS SOMETHING THAT CAME UP FROM THE PREVIOUS DATA WITH THE DIFFERENT SOURCES THAT WE HAVE ANALYZED. THE NEED TO IMPROVE OUR PARENT ENGAGEMENT AND THE PERCEPTION THEREOF . MOST PARENTS REPORTED THAT THEIR CHILD' SCHOOL WELCOMES PARENT INVOLVEMENT , 79%, WHICH IS GOOD, I WAS EXPECTING LOWER BUT THAT IS A GOOD INDICATOR NEARLY 3/4 SAID SCHOOLS TO MITIGATE EFFECTIVELY WITHIN THEIR FAMILIES, WITH FAMILIES, I APOLOGIZE . PARENTS RATE THEIR CHILD'S SCHOOL MORE POSITIVELY THAN THE DISTRICT OVERALL WHEN IT COMES TO ENGAGEMENT. I KNOW A CONVERSATION WE HAD IS WHEN THE QUESTION IS, OF THE DISTRICT, THE PERCEPTION IS PROBABLY MORE ABOUT CENTRAL

023OFFICE COMMUNICATION COMES FROM CENTRAL OFFICE, INSTEAD OF COMING FROM THE SCHOOL WHICH MAKES A LOT OF SENSE. OUR PARENTS AND FAMILIES HAVE A RELATIONSHIP WITH THEIR SCHOOL. SCHOOL PERSONNEL RATHER THAN WITH PEOPLE HERE AT CENTRAL OFFICE. THIS INDICATE SCHOOLS ARE BUILDING STRONG CONNECTIONS WITH FAMILIES TO PERCEPTIONS OF THE DISTRICT OVERALL ARE WEAKER AND THE TAKE AWAY IS SCHOOL LEVEL ENGAGEMENT IS A CLEAR STRENGTH AND WE NEED TO CONTINUE TO FORTIFY THAT AND MAKE SURE WE ARE DOING EVERYTHING WE CAN IN DIFFERENT VENUES TO COMMUNICATE AND BE TRANSPARENT WITH WHATEVER THE MESSAGING IS IN THE DISTRICT OR AT THE SCHOOL LEVEL. I BELIEVE A COUPLE YEARS AGO, THEY DID A SURVEY AROUND THE BEST WAY TO COMMUNICATE TO FAMILIES AND IF I AM NOT MISTAKEN , IT SAID THE SAME THING, FAMILIES RESPOND MORE WITH THE

024SCHOOL AND TEACHER IS SENDING THE MESSAGE. SO, NOW MOVING ON TO RECOMMENDATIONS KEEP IN MIND, THESE ARE RECOMMENDATIONS THAT HANOVER HAD IDENTIFIED BUT KEEPING IN MIND THAT THERE IS WORK BEING DONE RIGHT NOW WITH OUR WELLNESS FRAMEWORK GROUP, WITH INSTRUCTIONAL FRAMEWORK AND ANALYZING THE DATA AND GETTING DEEPER INTO IT. WE HAVE ACCESS TO A DASHBOARD THAT HAS WORKED DEVELOPED , PRINCIPALS HAVE ACCESS TO THAT, KEEP THAT IN MIND, THESE ARE SOME INITIAL OBSERVATIONS BASED ON THE DATE HANOVER PROVIDED . STRENGTHENING PEER RELATIONSHIPS AND EMOTIONAL SUPPORT, ENHANCING CLASSROOM PRACTICES TO FOSTER STUDENT ENGAGEMENT, IF YOU RECALL, IT WAS THE DISTRICT AND LEARNERS , MAKING SURE WE ARE CLEARLY COMMUNICATING AT THE SCHOOL LEVEL AND CENTRAL OFFICE, WHAT WE HAVE TO OFFER TO SUPPORT OUR STUDENTS. OF COURSE, KEEP TRYING TO EXPAND OUR EFFORTS IN THE COMMUNITY

025AND PARENTAL INVOLVEMENT. USE THIS DATA TO DEVELOP SOME ACTION PLANS. A LOT OF IT IS SOMETHING WE HAVE ALREADY KNOWN AND WE NEED TO CONTINUE TO DIG DEEPER AND FIND WAYS TO CHANGE THAT PERCEPTION AND MAKE SURE PEOPLE ARE AWARE OF WHAT IS AVAILABLE. AGAIN, WANT TO REITERATE PRINCIPALS TO HAVE ACCESS TO THE DASHBOARD HANOVER DEVELOPED AND USING THOSE TO REFINE THEIR PLANS AND BE MORE SPECIFIC IN THEIR AREAS OF HOW THEY CAN IMPROVE. EMPHASIZING THIS IS JUST ONE DATA SOURCE, WE HAVE MULTIPLE DATA SOURCES WE ARE USING FOR OUR WELLNESS FRAMEWORK. USING THIS DATA TO INFORM , NOT ONLY OUR WELLNESS FRAMEWORK , BUT STRATEGIC PLAN, AND OUR INSTRUCTIONAL FRAMEWORK. WITHOUT , I KNOW I COVERED QUITE A BIT IT WAS BETTER THAN THE 69 PAGE PACKET INCLUDED IN YOUR PACKET . I WILL

026STAND FOR ANY QUESTIONS AND A REMINDER WE HAVE PEOPLE FROM HANOVER IF THEY COULD BE OF ASSISTANCE IN ANY QUESTION . MS. TENORIO ? I WANT TO THANK WHO WAS INVOLVED IN GETTING THE STUDENTS TO PARTICIPATE. IN THE PAST, WHEN WE STARTED HOW OUR STUDENTS WERE FEELING, WHEN WE INVOLVE THEN, WE ONLY A LITTLE BIT, IT WAS FUNNY, SHE REMEMBERS, WE GOT MORE OF THE --THEY ARE VERY UNHAPPY. I THINK IT IS HELPFUL FOR US TO BE , THESE VOICES ARE COMING THROUGH. ONCE YOU HAVE SOMETHING TO SHARE WE WANT TO MAKE SURE THEY ARE BEING REPRESENTED. I AM NOT SURE HOW WE ARE GETTING ALL THE STUDENTS ENGAGED, BUT I WANT TO THANK THOSE ADULTS WHO WERE PART OF THAT, IF WE CAN REPLICATE THAT IN THE FUTURE. LOOKING AT THE DATA, FOR THE

027MOST PART VERY POSITIVE, ALWAYS LOOKING AT THE NEGATIVE NUMBER. I AM THINKING OF THOSE KIDS IN THE 30% WHO ARE SAYING , I DO NOT FEEL SAFE . I AM BEING HARASSED. THAT SEEMS TO ME TO BE A HIGH NUMBER WE NEED TO CHIP AWAY AT. I KNOW IT TAKES A LOT OF WORK AND SOMETHING WE CANNOT INSTANTLY DO. I LIKE IT THAT EACH OF THE SCHOOLS HAS ACCESS TO THEIR SPECIFIC DATA TO LOOK AT IT , ESPECIALLY WITH ELEMENTARY SCHOOLS AND THAT THE PARENTS SEEM TO BE NOT SATISFIED WITH THE NUMBER OF EXTRACURRICULAR ACTIVITIES. TEACHERS CAN WORK AT SAYING, WHAT ARE YOU LOOKING FOR ? THEY DO HAVE AFTERSCHOOL ACTIVITIES BUT THEY CAN CONFLICT , BUT THEY CAN MAKE IT HAPPEN. THANK YOU. THANK YOU. >> BOARD MEMBERS? MR. FRANK? >> THANK YOU. THANK

028YOU FOR HTIS --THIS PRESENTATION BUT I HAVE A CONCERN ABOUT THE FIRST SLIDE, THE NUMBERS. I DO CARE ABOUT THE CONCLUSIONS , AND I AGREE WE NEED TO BE CONCERNED IF 35% OF OUR STUDENTS DO NOT FEEL SAFE IN THE HALLS AND THE BATHROOMS, WE NEED TO ADDRESS THAT, THAT IS A LOT OF PEOPLE. WHAT I DO NOT GET 64% OF THE RESPONDENTS WERE STUDENTS, BUT 64% OF 6220 IS NOT 6074. OR AM I LOOKING AT THIS WRONG? 64% OF 6220 IS ABOUT 4000. I THINK THAT IS THE TOTAL NUMBER THAT WERE ASKED. I LOOKED AT THE SAME THING, BILINGUAL MAY BE A GIFTED STUDENT, THOSE PERCENTAGES DID NOT ADD UP. IS THAT WHAT -- MAYBE WE CAN GET AN EXPLANATION OF THAT. I WAS GOING TO ASK THE PARTNERS . IF OUR PARTNERS AT

029HANOVER TO GIVE US INSIGHT? WE HAVE A RESOURCE FOR YOU, IT IS DOWNLOADABLE FROM THE DASHBOARD AND THAT WILL GIVE YOU EXACT COUNT FOR EACH AFFILIATION. THE TOTAL IS , AS YOU SAY, 6220, 3963 WERE STUDENTS, WERE STAFF. 1015 WERE PARENTS, 77 COMMUNITY MEMBERS NOT ALL WERE SHOWN QUESTIONS, THERE WERE ONLY --THAT IS WHY SOME OF THE END SIZES OF THE SPECIFIC QUESTIONS, YOU WILL SEE IN THE LARGER PRESENTATION, LARGER EXECUTIVE SUMMARY REPORT HAVE DIFFERENT END SIZES FOR EACH QUESTIONS. DOES THAT HELP, MR. FRANK? NOT REALLY. >> WHERE DID THE 6074 COME FROM? CAN YOU GIVE MORE DETAIL OR AN EXPLANATION OF WHERE THE 6074 -- WE UNDERSTOOD WE WERE LOOKING FOR THE REPORT THAT THE END SIZE REPRESENTS OUR SPECIAL EDUCATION AND THOSE IDENTIFIED AS NONE OF THE ABOVE. CORRECT? I WILL HAVE TO

030CHECK AND SEE WHERE THE REMAINDER COMES FROM. IT SHOULD COVER EVERYTHING. I AM NOT SURE. LET ME CHECK TO SEE WHERE THAT REMAINDER IS. MADAM PRESIDENT, PAGE 30, LAST PAGE, RESPONDENT CHARACTERISTICS. WHAT I'M THINKING , IT COULD BE COMMUNITY MEMBERS. YES. >> CLOSER TO 3% THOUGH. >> 2% TO 3%? YES, 2% AND A BIT. ARE USED TO LOOKING AT FIGURES ? I AM LOOKING AT THE DATA. THERE ARE 77 COMMUNITY MEMBERS, SEEMS TO [ INDISCERNIBLE ] BUT I WOULD LIKE TO GO BACK TO MY TEAM AND VERIFY THAT TO MAKE SURE THAT THE QUESTION IS ANSWERED COMPLETELY. APPRECIATE THAT. THANK YOU. >> MR. FRANK, MEMBERS OF THE BOARD OF WHAT I'M LOOKING AT, MY UNDERSTANDING, THE COMMUNITY MEMBERS DO NOT FALL UNDER THAT SPECIAL POPULATION. THAT IS WHERE THE DISCREPANCY OF THE NUMBERS IS. THAT

031IS THE WAY, AS I WAS READING THE REPORT . THE REST DID NOT ANSWER. 146 INSTEAD OF THE 77. NOT EVERYONE ANSWERS EVERY QUESTION . WHEN THEY TALK ABOUT VALID RESPONSES, IT MAY NOT BE EVERY QUESTION, THAT IS THE OTHER PIECE TO TAKE INTO CONSIDERATION. CAN I ADD? HOW DO WE DEFINE A COMMUNITY MEMBER, TEACHERS, PARENTS AND STUDENTS AND ANYBODY ELSE? MADAM PRESIDENT, BOARD MEMBER TENORIO, CORRECT, IT IS ALWAYS HARD TO KNOW WHO WAS THE ONE DOING IT, IF --IT IS A DROP-DOWN, WHEN I TOOK IT, I TOOK IT AS A PARENT AND SELECTED PARENT AND NOT STAFF, IF THEY DO NOT IDENTIFY WITH THE CATEGORIES, COMMUNITY MEMBER. I DO NOT RECALL --IF THERE IS AN EXCELLENT NATION OF WHAT MAKES UP A COMMUNITY MEMBER , I DO NOT RECALL IF THAT IS A PART

032OF THE SURVEY. THAT IS CORRECT, NOT PART OF THE SURVEY, A SELF-SELECTION SURVEY SELECTION, SELF IDENTIFIED. THANK YOU. I DO NOT WANT TO GET BOGGED DOWN BECAUSE WE NEED TO FOCUS ON THE RESULTS AND CONCLUSIONS WE REACHED TO SEE IF WE CAN IMPROVE ON WHAT WE HAVE DONE IN THE PAST . ONE OF THE THINGS WE WANTED TO CONSIDER, THIS WAS THE EXPERIENCE FROM LAST SCHOOL YEAR , WE ALREADY RECEIVED A SOLUTION WE HAVE INCORPORATED WHERE WE KEEP PROGRESS MONITORING THAT AN INCREASING THAT PARENT ENGAGEMENT. THAT IS ONE SOLUTION THAT WE ALREADY INCORPORATED. APART FROM OUR PRINCIPALS AND STUDENTS, WITH REGARD TO THE WEAPON DETECTORS, LESS VAPING IN THE BATHROOMS, THIS YEAR, ALREADY SEEING IMPACT OF THE SOLUTIONS AND RESOURCES WE ARE PUTTING INTO PLATE. THERE IS SOME WORK TO BE DONE. THIS IS A

033KEY DATA POINT IN OUR WELLNESS FRAMEWORK MOVING FORWARD, NOT THE ONLY DATA POINT, AS I TALKED ABOUT THE WORK WE WERE DOING LAST WEEK WITH OUR CABINET, LOOKING AT THOSE ACTIONABLE ITEMS, THIS IS THE DATA AS WELL, WHAT OUR NEXT STEPS AND WHERE CAN WE DO BETTER? THE OTHER PIECES I WAS LOOKING AT IN THIS REPORT, THE PARENT ENGAGEMENT , WHY ARE NOT PARENTS FEELING ENGAGED? THEY ARE ATTENDING BAND CONCERTS AND ALL OF THE DIFFERENT ACTIVITIES, THEY MAY BE LOOKING AT THE DIFFERENT, NOT NECESSARILY AS PARENT ENGAGEMENT. REFLECTING ON THAT , LOOKING AT, WHEN YOU'RE AT THE BAND CONCERT, WHY NOT HAVE THE TITLE ONE TABLE AND TALKING ABOUT TITLE I? WHATEVER PARENT ENGAGEMENT TYPE OF OPPORTUNITIES WE HAVE SOMETHING FOR US TO REFLECT ON AND ANALYZE AND MAKE SURE THAT PARENTS UNDERSTAND WHEN THEY

034ARE THERE, THAT IS PART OF THE ENGAGEMENT . HOW ARE WE ENGAGING? THEY ARE THERE FOR THE BAND CONCERT BUT, BEYOND THAT, HOW ARE THEY ENGAGING? THAT IS WHAT WE WILL BE DISCUSSING. PARENTS ARE DIFFERENT TYPES OF PARENTS. WE ARE VERY DIFFERENT. [ LAUGHTER ] DR. LOZANO , THANK YOU FOR THE HESITATION. A QUESTION FOR THE HANOVER PEOPLE, BASED ON YOUR WORK, YOU DO THE SURVEY WITH MANY DIFFERENT SCHOOL DISTRICTS. ARE THERE ANY AREAS OF GROWTH YOU WOULD LIKE TO HIGHLIGHT? NOT JUST ASKING FOR LOW HANGING FRUIT, ASKING WHAT AREAS OF GROWTH , IN YOUR EXPERIENCE , SHOULD WE BE FOCUSED ON? THANK YOU. GREAT QUESTION. I APPRECIATE THE SENTIMENT , YOU GET POSITIVE RESULTS BUT YOU'RE WORRIED ABOUT THAT OTHER 30%, RIGHT? EVERYBODY WANTS 100% IN THE AREAS OF GROWTH ARE FEATURED IN OUR

035RECOMMENDATIONS, IF I AM LOOKING AGGREGATE ACROSS ALL OF THE DIFFERENT KINDS OF CLIMATE AND CULTURE SURVEYS THAT WE DO, I CAN TELL YOU , THERE ARE WAYS WE CAN BENCHMARK THAT STATISTICALLY USING A METHODOLOGY THAT GIVES YOU REAL QUANTITATIVE ANALYSIS OF THE BENCHMARK . ANECDOTALLY , YOU ARE LOOKING AT SOME GENERALLY VERY POSITIVE NUMBERS. ANYTIME YOU HAVE HIGH 60s AND LOW-70S , MID-70s, YOU HAVE SOME GENERALLY POSITIVE RESULTS . THE THINGS THAT STAND OUT ARE THOSE THINGS YOU HAVE ALREADY MENTIONED, THE SAFETY , THE FEELING OF SAFETY, MORE SO IT IS IMPORTANT TO NOTE THIS IS PERCEPTION AND NOT NECESSARILY THAT KIDS ARE NOT PHYSICALLY SAFE . YOU HAVE TO LOOK AT OTHER METRICS. INSULIN LEVELS . BUT THE PERCEIVED FEELING OF A LACK OF SAFETY FOR 35% , SOMETIMES A LITTLE BIT HIGHER AT

03640%, AND SOME OF THOSE QUESTIONS THAT ARE DISAGGREGATED BY LOCATION OR BY SCHOOL LEVEL . ARE SOMETHING TO LOOK AT. THAT WOULD BE SOMETHING TO REALLY CONCENTRATE ON. THE PEER TO PEER RELATIONSHIPS, THAT FEELING THAT STUDENTS DO NOT FEEL LIKE THEY HAVE OTHER STUDENTS TO RELY ON , IS AN INTERESTING NUMBER, WE DO NOT TYPICALLY ASK THAT OR FOCUS ON THAT, SCHOOL DISTRICTS, IT IS ONE OF THOSE UNIQUE QUESTIONS THAT WE WANTED TO FOCUS ON FOR YOU ALL. IT IS AN INTERESTING DATA POINT WHEN YOU LOOK AT CULTURE. THERE IS REALLY STRONG PARENT TO STUDENT RELATIONSHIPS, STUDENTS FEEL LIKE THEY CAN GO TO AN ADULT IN THEIR SCHOOL AND THAT PEER TO PEER THING IS THE NEXT LEVEL, LET'S LOOK AT HOW WE CAN BUILD CULTURE PROGRAMS TO FACILITATE THAT NICE COLLABORATIVE, COLLEGIAL STUDENT -ACADEMIC

037PARTNERSHIPS WITH EACH OTHER IS SOMETHING WE RECOMMEND. AND THEN, THE STRENGTHENING THE COMMUNITY AND PARENTAL INVOLVEMENT WAS ALSO A DATA POINT WE THOUGHT MAY BE CONCENTRATED ON. AGAIN , A POSITIVE NUMBER BUT THAT IS SOMETHING THAT, THE MAIN REASON WE WANT TO HIGHLIGHT THAT, BECAUSE THAT IS SOMETHING YOU CAN DO, IF YOU DO IT SUCCESSFULLY, CREATING THOSE POSITIVE RELATIONSHIPS WITHIN AND AMONG THOSE GROUPS HAS A VERY HIGH CHANCE TO PERMEATE ALL KINDS OF DIFFERENT CULTURAL ENVIRONMENTS WITHIN THE SCHOOLS . THAT BUILDING POSITIVE RELATIONSHIPS IS A CORE VALUE THAT THE SUCCESSFUL DISTRICTS HAVE CONSISTENTLY HIGH NUMBERS WITH CULTURE AND CLIMATE. THEY MAKE CREATING POSITIVE RELATIONSHIPS WITHIN DIFFERENT GROUPS A HIGH PRIORITY AND A CORE VALUE. THANK YOU. WHEN I TRIED TO CLICK ON THE RECOMMENDATIONS SECTION, THE BEST PRACTICES NEED SALESFORCE, IT WOULD LET ME GO

038NO FURTHER. IN THE INTERNAL LINKS WITHIN THE DOCUMENT, TABLE TO TABLE, EXTERNAL ONES DID NOT COME IS THERE A WAY TO -- WE WILL GET YOU THAT REPORT. >> THANK YOU. THANK YOU, SECRETARY WOFFORD . ANYTHING ELSE? SHOWING -- IT IS NOT RELATED TO HANOVER, I HAVE A FEELING THE RESILIENCE GROUP WAS DOING A FOCUS GROUP ON BULLYING, DID I MISS? NO? OKAY. THAT IS COMING IN THE NEAR FUTURE, ONE OF OUR NEXT BOARD MEETINGS. TEACHER FOR 31 YEARS EVERY SINGLE YEAR, HOW DO WE GET PARENTS ENGAGED? THAT IS A LONG TIME FOR US TO BE PONDERING HOW TO GET PARENTS ENGAGED. I LIKE WHAT HE SAID, WE DO NEED TO MAKE IT A PRIORITY BECAUSE, TRULY, FEEL LIKE EVERY YEAR, HOW DO WE GET PARENTS AND THE SCHOOL? YOUR SURVEY IS ENFORCING WHAT WE

039NEED TO WORK ON. I AM INTERESTED TO SEE IF WE HAD A SENSE OF BELONGING AND PEER TO PEER SUPPORT DECREASING AND THAT SIX THROUGH 12 RATHER THAN ELEMENTARY. I AM WONDERING IF OUR CELL PHONE POLICY AND THE REGULATION GOING WITH THAT, HOPEFULLY, LESS CELL PHONE USE WILL CREATE THOSE BETTER SENSE OF BELONGING AND FINDING YOUR PEER TO PEER, HAVING THOSE RELATIONSHIPS STRENGTHENED , HOPING TO SEE IMPROVEMENT IN THAT WHEN WE DO THIS NEXT YEAR. IF I MAY ABOUT PARENT ENGAGEMENT, THE RETREAT FRIDAY WHEN WE HAD A ROBUST DISCUSSION ABOUT THIS DATA, SPECIFICALLY PARENT ENGAGEMENT, ONE OF THE TAKEAWAYS WE DISCUSSED IN OUR GROUP, WE HAVE THOUGHT ABOUT OVER THE YEARS THE WAY PEOPLE DEFINE THEIR ENGAGEMENT FOR TEACHERS AND PRINCIPALS AND PARENTS, IT IS DIFFERENT AT EVERY SCHOOL . SOME PARENTS , THEY ARE

040THERE EVERY FRIDAY HELPING WITH POPULATION AND OTHERS CAN HELP A TEACHER MAKE COPIES FOR THE WEEK, OTHERS IS I AM WORKING ALL DAY, MAKE SURE THAT YOU INFORM ME OF HOW MY STUDENT IS DOING AND WHAT I CAN DO AT HOME . WE HAD A DISCUSSION AROUND THAT AND I WILL FOLLOW UP WITH HANOVER ON HOW WE CAN CAPTURE THE DIFFERENT DEFINITIONS. THAT IS A VERY VALID POINT YOU BRING UP. I AM NOT SUGGESTING OR MAKING ACCUSES BECAUSE THERE IS ROOM FOR IMPROVEMENT BUT IT IS A COMPLICATED SOLUTION AS WELL. FOR DIFFERENT PEOPLE, IT MEANS DIFFERENT THINGS. I AGREE. EVERYBODY HAS THEIR IDEA ON WHAT THAT MEANS. CREATING SOME SUBSETS SO WE KNOW WHERE PARENTS ARE COMING FROM. ONE OTHER QUESTION, STUDENT ATTITUDE TOWARDS LEARNING SECTION, VERY LOW RATES, ELEMENTARY SCHOOL IS POSITIVE BUT IT

041FELL OFF, ARE WE CONFIDENT OUR INSTRUMENT IS MEASURING IT? WHEN YOU ASK A KID, ARE YOU HAVING A GOOD TIME? AN ADOLESCENT WILL SAY --[ INDISCERNIBLE ] [ LAUGHTER ] DID -- THIS MAY BE A HANOVER QUESTION, THOSE NUMBERS --HOW CONFIDENT ARE YOU THAT KIDS ARE NOT POSTURING ? YOU ARE GETTING -- DO WE HAVE KIDS WHO ARE THAT DISENGAGED ? 25% SAID YES. GREAT QUESTION. ONE OF THE THINGS YOU HAVE TO KEEP IN MIND, THERE IS A HUGE STUDENT RESPONSE TO THIS SURVEY. WHEN YOU ARE JUST SURVEYING ADOLESCENTS, OUR EXPECTATIONS FOR THOSE NUMBERS TO BE LOWER. IF YOU ASK A PARENT HOW WELL DO YOU THINK YOUR STUDENT IS ENGAGED IN SCHOOL, STAFF MEMBERS, THEY WILL HAVE POSITIVE NUMBERS ABOUT THE CLASSROOMS AND CLASSROOM ENVIRONMENT . WHEN YOU ASK AN ADOLESCENT ABOUT ATTITUDES TOWARDS

042LEARNING OR MOTIVATION TO LEARN, DO WE HAVE AN OPPORTUNITY TO LEARN? WE WOULD EXPECT LOWER NUMBERS. IT DOES NOT MEAN IT IS A REALITY. IT DOES NOT MEAN WE SHOULD DISMISS IT EITHER. YOU WANT STUDENTS , WAY MORE THAN 25%, TO SAY, YES, I LIKE BEING HERE. NOT ALWAYS GOING TO HAPPEN THAT WAY. THE OTHER THING I WILL SAY , THE SURVEY GIVES YOU A DESCRIPTION OF A PERCEPTION. IT IS THE "WHAT" AND NOT THE "WHY." OUR RECOMMENDATIONS FOR THOSE WHO DO A CLIMATE SURVEY, PERCEPTION SURVEY, TO GO DEEPER WITH A DIFFERENT METHODOLOGY TO REALLY UNDERSTAND THE WHY, YOU DON'T KNOW WHY STUDENTS SELECTED DISENGAGED OR NOT FULLY ENGAGED, YOU KNOW THAT THEY SELECTED IT. SEVERAL CONFOUNDING FACTORS COULD REALLY DECIDE OR HELP THEM DECIDE TO SELECT ONE THING, THINGS LIKE FOCUS GROUPS OR PANELS,

043OR IN-DEPTH INTERVIEWS, WHICH RESEARCH COMPANIES DO, INCLUDING HANOVER YOU CAN GET TO THAT DEEPER LEVEL OF RICHER DATA . REALLY EXPLAIN THE WHY. THE OTHER THING TO LOOK AT, DIFFERENT LEVELS OF DISAGGREGATION, YOU CAN GO TO DIFFERENT AGGREGATIONS AND THIS AGGREGATIONS BUT THAT IS WHY THE DASHBOARD CAN BE POWERFUL AND YOU CAN APPLY FILTER AND FILTER TO NOT JUST UNDERSTAND WHAT STUDENTS ARE SAYING AS A LARGE GROUP, BUT WHICH STUDENTS ARE SAYING THIS AND IN WHAT CONTEXT THEY ARE SAYING IT. THAT CAN BE REALLY POWERFUL. IT COULD ILLUMINATE SOME TRENDS YOU MAY NOT INITIALLY SICK WITH A BIGGER AGGREGATE NUMBER. ARE WE CONFIDENT THAT WE ARE REALLY ASKING OR LEARNING FROM THE STUDENTS THE CORRECT THING , YES, WE ARE CONFIDENT BUT NOT CONFIDENT ABOUT WHY, BECAUSE THAT IS NOT THE SCOPE, WE WANT THE

044TRENDS SO WE CAN ASK DEEPER QUESTIONS DO YOU FRAME THE QUESTIONS ABOUT CORE CLASSES? I FEEL LIKE I AM ENGAGED IN MY MATH CLASS OR ENGLISH, YOU ASKED QUESTIONS ABOUT THEIR -- NOT EXTRACURRICULAR BUT CO-CURRICULAR ACTIVITIES? HOW ARE THEY RESPONDING TO THOSE QUESTIONS? THEY ARE PICKING A NUMBER OR YES OR NO? SCALE? FIVE POINT SCALE, COMPLETELY DISAGREE TO COMPLETELY AGREE. I DO NOT THINK WE ASK THAT SPECIFIC LOCATIONS OF --JUST GENERALLY IF THEY ARE ENGAGED? THAT IS AN AREA OF CONCERN, HOW THAT ENGAGEMENT --[ INDISCERNIBLE ] THANK YOU. THANK YOU, SECRETARY WOFFORD . BOARD? THANK YOU, AND THANK YOU FOR THE PRESENTATION AND THANK YOU TO THOSE FROM HANOVER, YOU ARE TWO HOURS LATER THAN WE ARE. HAVE A GOOD EVENING AND THANK FOR BEING HERE . WE APPRECIATE YOUR TIME AND HOPE YOU HAVE

045A GREAT REST OF YOUR MEETING. DR. LOZANO, I AM GOING TO LEAVE YOU HERE, WE WILL TAKE THE 6B4, MOU, MEMORANDUM OF UNDERSTANDING BETWEEN THE KIDS CAN. DO YOU WANT TO DO AN INTRO? I THOUGHT I WOULD MOVE THAT TO THE FRONT , UNLESS YOU REALLY WANT TO LISTEN TO RESOLUTIONS? [ LAUGHTER ] I LOVE YOUR HONESTY. WE DID HAVE COME IN THE PACKET FOR A CONSENT AGENDA ITEM, BETWEEN COMMUNITY ACTION AGENCY, RELEASED TO ESTABLISHED A PARTNERSHIP I KNOW HAS BEEN HAPPENING FOR THE LAST SEVERAL YEARS , I DO NOT KNOW OFF THE TOP OF MY HEAD HOW MANY YEARS BUT TO FORMALIZE THAT PARTNERSHIP WITHIN THE MOU, MAKE SURE IT IS NOT JUST TO COMMUNITY SCHOOLS AND THE FUNDING IS THERE SO WE CAN OPEN IT UP TO OTHER SCHOOLS. I KNOW WE HAVE

046A GUEST TODAY, DAWN. I MET HER BEFORE THE MEETING STARTED AND I KNOW SHE HAS COMMENTS OR TO EXPAND. THANK YOU. PLEASE DO. ABSOLUTELY OKAY. THANK YOU SO MUCH. YES, EAGLES FAN. THANK FOR THE OPPORTUNITY AND THANK YOU FOR REMOVING THIS FROM THE CONSENT AGENDA , I WILL TAKE A COUPLE MINUTES AND THAT IS ALL. WE DO THE ENTREPRENEURSHIP PROGRAM , I AM GOING TO SAY SIX YEARS, I DO NOT KNOW HOW LONG IT'S BEEN , SIX OR SEVEN YEARS WE HAVE BEEN WORKING WITH THE SCHOOLS AND HAD OUR PROGRAMMING AT LEAST 20 OF LAS CRUCES PUBLIC SCHOOLS , THAT DOES NOT INCLUDE SOME OF THE CLASSES, LIKE FOR THE VIRTUAL LEARNERS, WE DO PROGRAMMING FOR CHILDREN WITH AUTISM AND A COUPLE OF THE CHARTER SCHOOLS AS WELL. I DO HAVE POSITIVE THINGS TO SAY

047NUMBER ONE , WE HAVE AN AMAZING PARTNERSHIP WITH LAS CRUCES PUBLIC SCHOOLS , THANK YOU FOR THAT . IT IS FROM THE TOP TO THE BOTTOM TO THE SIDES, EVERYWHERE, WE HAVE SO MUCH SUPPORT FROM THE TEAM, IT IS WONDERFUL. WE ARE REALLY EXCITED THIS MOU IS MOVING FORWARD SO WE CAN SOLIDIFY THIS PARTNERSHIP WHICH IS TRUSTING AND THIS WILL MOVE US FORWARD. WHAT I AM ASKING FROM THE DISTRICT IS --WE KNOW --LET ME PREFACE THIS, I UNDERSTAND WHAT OUT OF SCHOOL FUNDING WILL LOOK LIKE , I KNOW WE ARE IN A FIGHT, WE ARE IN A BATTLE, WE ARE NOT SURE WHAT FUNDING WILL LOOK LIKE FOR ANYTHING, ANYTHING I DO, WHICH COVERS A LOT OF DIFFERENT AREAS, NOT JUST EDUCATION BUT THAT IS WHERE NONPROFITS AND SCHOOL DISTRICTS LIFE RIGHT NOW, IT IS

048OKAY, WE WILL GET THROUGH IT. WHAT I AM ASKING, SHOULD FUNDING BECOME AVAILABLE, WHETHER THROUGH THE STATE, THE FEDS, WHATEVER OPPORTUNITY THAT COMES UP, THAT WE ARE COORDINATING OUR RESPONSE AND OUR REQUEST AND OUR APPLICATION. FOR EXAMPLE, WE KNOW THAT , IN THE SPRING, THE STATE REALLY SOME FUNDING FOR OUT OF SCHOOL TIMES, ONLY SCHOOLS THE DISTRICT COULD APPLY FOR IT, COMMUNITY PARTNERS COULD NOT, WHICH IS COMPLETELY FINE. WE HAVE EIGHT DAYS TO RESPOND TO MONOPOLY TO THE RFP , WHICH I KNOW EVERYBODY WAS SCRAMBLING, IT WAS MAYHEM AND WE WERE REACHING OUT TO EVERY SINGLE SCHOOL BOARD, INCLUDING LUNA COUNTY AND LINCOLN COUNTY, APACHE TRIBE, AS WELL, NOT JUST LAS CRUCES AND NA ON COUNTY. FOR LAS CRUCES PUBLIC SCHOOLS , I AM HERE TO HELP WITH ANYTHING WE CAN DO TO COORDINATE THESE

049RESPONSES, WHEN THIS FUNDING BECOMES AVAILABLE, THAT NOT ONLY IS THE SCHOOL DISTRICT TALKING WITH COMMUNITY PARTNERS AND NONPROFITS, ALL OF US, THEY HAVE AN IDEA WHAT WOULD DAWN'S ORGANIZATION NEED TO RUN FOUR PROGRAMS AT FOUR SCHOOLS FOR TWO SEMESTERS, WE KNOW THIS IS ABOUT WHAT THEY NEED, THERE IS MONEY , THERE IS NOT MONEY, WE CAN PARTIALLY FUND IT. THAT IS MY REQUEST . WE HAVE SOME COORDINATION . I THINK WE NEED TO GET VERY STRATEGIC AND VERY INTENTIONAL IN THE WAY WE APPLY FOR MONEY . BETWEEN THE SCHOOL DISTRICT AND NONPROFITS, THIS WOULD BE SO EASY FOR US. WE KNOW HOW TO GO AFTER MONEYH, --MONEY, AS LONG AS WE ARE BEING MORE INTENTIONAL, WE WOULD HAVE SUCCESS. THANK YOU. WE STILL NEED AN ACTION? >> I AM GOING TO ASK THE BOARD IF

050WE HAVE ANY QUESTIONS BEFORE WE MOVE FORWARD. NO QUESTIONS. THIS IS A GOOD OPPORTUNITY TO TAKE IT TEMPER -- TEMPERATURE CHECK, YOUR FEEDBACK IS VALUABLE ON --LIKE YOU SAID, HOW ARE WE BEING STRATEGIC AND GETTING ADDITIONAL FUNDING? PROVIDING THE SERVICES. I THANK YOU, -- I WAS A JUDGE AT ALAMEDA ELEMENTARY, DATED THE KIDS FAIR. WE JUDGE THEM PARSLEY . I PAID MORE MONEY FOR A STICKER THAT ANYBODY SHOULD NEVER SPEND. WHAT ARE THE WAYS WE CAN IMPROVE AND GET BETTER AT. THANK YOU FOR THE OPPORTUNITY. WE DO NOT JUST COME IN AND SAY, WE WANT THIS, WE ARE HERE, WE ARE WORKING PARTNERS. WE APPRECIATE YOUR PARTNERSHIP MR. FRANK ? EXAMPLES OF WHAT YOU DO . NUMBER ONE, COMMUNITY ACTION AGENCY IS AN ORGANIZATION THAT WORKS WITH PEOPLE FACING ADVERSITY. WE HAVE PROGRAMS AROUND HOUSING

051, EMPLOYMENT, EDUCATION, SPECIFICALLY FOR THIS ONE, YOUTH ENTREPRENEURSHIP PROGRAM AND WE CREATED IT IN A WAY THAT WE ARE ABLE TO EITHER SCALE IT UP FOR SCALE IT DOWN, THE IDEAL WEIGHT IS AS AN AFTERSCHOOL PROGRAM FOR 15 WEEKS, THE CHILDREN LEARN LEADERSHIP, BUSINESS, WE HAVE A MARKET, THEY ARE STARTING BUSINESSES, THESE KIDS ARE ACTUALLY STARTING BUSINESSES AND WE HAVE JUNIOR VENDORS AT THE FARMERS MARKET AT ABOUT 20 YOUTH-OWNED BUSINESSES WORKING THERE . IT GOES BACK TO WHAT YOU'RE TALKING ABOUT, THE PEER TO PEER MENTORSHIP, PART OF THAT PROGRAM, STUDENTS IN IT LAST SEMESTER ARE THE ONES HELPING WITH THE NEW STUDENTS THAT ARE COMING IN AND DEVELOPING THESE AMAZING SOCIAL NETWORKS AND SUPPORT SYSTEMS. IT HAS BEEN FANTASTIC. SOUNDS GOOD. HANDS ON. 100%. >> DOING THINGS THEY ARE CHOOSING TO DO RATHER BEING FORCED

052TO SIT THROUGH THINGS THEY HAVE NO INTEREST IN. I AGREE. >> THANK YOU. >> SINCE YOU ARE HERE -- >> YES, PLEASE! I AM CURIOUS ABOUT WHERE YOU STARTED WITH LCPS AND WHERE YOU'RE AT NOW? DOES IT FLUCTUATE ? WHEN WE VERY FIRST STARTED , WE HAD A HUGE PERIOD OF GROWTH BECAUSE THERE WAS MORE FUNDING, WE HAD ARPA DOLLARS COMING IN, WE TAPPED INTO OTHER POTS OF MONEY, WE ARE FUNDED BY THE HEALTH FOUNDATION AND I HAVE SOME MONEY COMING TOWARDS THE END, I WILL ASK FOR MORE, IT EBBS AND FLOWS, A PERIOD WHEN WE DID HAVE A GOOD CHUNK OF MONEY. WE COULD HAVE BEEN IN 10 DIFFERENT SCHOOLS DOING 10 DIFFERENT PROGRAMS. NOW , WE ARE GETTING TO WHERE EVERYBODY ELSE IS. WE WILL BOOST TRAFFIC LIKE WE DO EVERYTHING ELSE AND

053CONTINUE WITH THE PROGRAM, THAT WE ARE GETTING DOWN TO WHERE WE NEED FUNDING TO CONTINUE THE PROGRAM. ONE MORE THING, IF I MAY, WE DO --THE WAY WE ARE ABLE TO EXPAND THE PROGRAM IS THAT WE WORK WITH TEACHERS AT THE SCHOOLS TO DO THE CLASSES. WE PLAY THEM A STIPEND TO TEACH AFTERSCHOOL CLASSES WHICH HAS BEEN A GREAT MODEL, WE ARE PROVIDING TECHNICAL ASSISTANCE BUT OUR STAFF IS NOT IN THE CLASSROOM EVERY MOMENT, IT CAN BE A TEACHER FROM ANOTHER SCHOOL, BUT WE DO ABSOLUTELY PAY THEM. I AM NOT GOING TO ASK A TEACHER TO DO SOMETHING FOR FREE . RIGHT NOW, I HAVE FUNDING MORE FOR THE RURAL AREAS AND NOT A LOT FOR THE DISTRICT EVEN WITH THE MOU MOVING FORWARD. THAT IS THE ANSWER. NOW, WE ARE KIND OF ON THE

054SIDE BUT GOING BACK UP. I APPRECIATE THE PERSISTENT. FOR A LOT OF FAMILIES, IT MAKES THOSE KIDS HAPPY. THEY HAVE SO MANY GREAT IDEAS AND THEY ARE PRETTY GOOD ENTREPRENEURS. THESE KIDS ARE GOING TO BE ALL RIGHT. THANK YOU. AWESOME. ALL RIGHT, THANK YOU SO MUCH FOR EXPLAINING ALL OF THE THINGS. I THINK WE ARE GOOD. TAKE A VOTE. UNLESS YOU HAVE SOMETHING ELSE? NO , JUST WAITING FOR YOU TO SAY YES AND I WILL SIT DOWN AND OUR FIRST MOU ? I BELIEVE THIS IS OUR FIRST ONE. ALL RIGHT. THAT'S IT. I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE A MEMORANDUM OF UNDERSTANDING BETWEEN LCPS AND THE COMMUNITY ACTION AGENCY. MOVED. SECOND. >> ALL IN FAVOR PLEASE INDICATE BY SAYING AYE. AYE. >> OPPOSED? PASSED, UNANIMOUSLY. NOW, WE ARE GOOD. >> THANK YOU,

055WE MADE YOU STAY HERE FOR QUITE A BIT OF TIME. OLD BUSINESS DISCUSSION AND APPROVAL OF THE 2026 LEGISLATIVE RESOLUTION . GOOD AFTERNOON , MEMBERS OF THE BOARD AND PRESIDENT CORT, TODAY, WE ARE TALKING -- WE HAVE A NEW CLICKER? NO, I HAVE TO TURN IT OVER. I GOT EXCITED. THE SAME PRESENTATION I DID LAST TIME, IT HAS THE RESOLUTIONS WE ARE REQUIRED TO HAVE. THEY WILL BE REVIEWED BY THE 24 NMSBA RESOLUTIONS COMMITTEE BEFORE THEY ARE VOTED ON TO GO FORWARD. THIS WAS OUR TIMELINE, AS A REMINDER, DUE SEPTEMBER 8 AND HOPEFULLY WE CAN MAKE SOME DECISIONS THIS EVENING. LET ME SEE, COLIN, CAN WE PULL UP THE RESOLUTIONS? IF POSSIBLE, CAN WE START WITH SPECIAL EDUCATION? PERFECT, THANK YOU . I WANT TO INVITE THE ASSISTANT SUPERINTENDENT, MR. MONTOYA TO THE PODIUM. MEMBER

056TENORIO WORKED WITH US ON THE SPECIAL EDUCATION RESOLUTION . I WANT TO DRAW YOUR ATTENTION TO A COUPLE OF CHANGES. IN THE FIRST SECTION , THE FIRST WHEREAS , WE DID CHANGE THAT SO THAT IT IS REGARDING NEW MEXICO AND NOT JUST LCPS. THAT CHANGE WAS NOT IN THE PACKED BUT IN HERE. I WANT TO SAY SOMETHING VERY SPECIFIC. IT HAD THE WORD EQUITABLE BEFORE. THEY HAVE THIS COMMITMENT OF -- EQUITY THING, I DON'T WANT THIS TO BE A PROBLEM WHEN I SHOW UP AT THE COMMITTEE AND SOMEONE WILL FEEL UNCOMFORTABLE . I DON'T UNDERSTAND. IF WE PUT THE WORD "FAIR" IT STILL GIVES THE MEANING ACROSS. WHERE? >> THE FIRST "WHEREAS." I AM SURE IT IS IN OTHER PLACES. THEN, IF YOU GO DOWN TO THE FIFTH WHEREAS, FUNDING FOR DIFFERENT SPECIAL EDUCATION LEVELS

057, PARENTHESES, NOT ADJUSTED SINCE 2004. THE NEXT WHEREAS, FUNDING FOR DIFFERENT -- I AM SORRY, WHEREAS, FEDERAL FUNDS HAVE NOT BEEN UPDATED SINCE 2004 AND NO ADDITIONAL FUNDS HAVE BEEN ADDED TO KEEP UP WITH STUDENT NEEDS . THOSE ARE THE TWO THAT WE ADDED. THREE THINGS WE ADDED. WE REMOVED THE VERY LAST BE IT FURTHER RESOLVED ABOUT TAKING IT TO THE GOVERNOR AND LEGISLATORS. THIS IS THE FINAL. PRESIDENT CORT, YOUR NAME IS THERE AS THE SIGNATORY BUT IF THE ENTIRE BOARD WOULD LIKE TO SIGN TONIGHT, WE CAN DO THAT BUT I NEED YOUR DIRECTION. IT WOULD BE LOVELY IF THE ENTIRE BOARD SIGNED. YOU GOT IT. >> MR. MONTOYA AND I STAND FOR QUESTIONS ON THIS RESOLUTION. THANK YOU. BOARD MEMBER TENORIO? THANK YOU , YOU DID A GREAT JOB. SHOULD WE IDENTIFY THAT AS

058[ INDISCERNIBLE ] SPECIFICALLY LIKE WE DID THE SPECIAL EDUCATION LEVELS OR AM I MISREADING THAT? DID NOT UPDATE FOR --SINCE 2004. PRESIDENT CORT, BOARD MEMBER WOFFORD , FEDERAL FUNDS , WHEN IT COMES TO SPECIAL ED, BUT WE CAN BE MORE SPECIFIC. OTHER FEDERAL FUNDS HAVE CHANGED. [ INDISCERNIBLE ] I WOULD ADD IT. UNDER THE ABCD, WHEREAS FEDERAL FUNDS -- SPECIFICALLY FEDERAL FUNDS FOR I.D.E.A. THAT HAVE NOT BEEN UPDATED. SO, PRESIDENT CORT, BOARD MEMBER WOFFORD, MY SUGGESTION IS TO PUT IT UNDER THE SIXTH ONE , BECAUSE THE ABC LEVEL FUNDING COMES FROM THE STATE. THIS IS WHAT I AM TALKING ABOUT. OKAY. >> SO I CAN READ IT BACK, WHEREAS FEDERAL FUNDS HAVE NOT BEEN UPDATED SINCE 2004, SPECIFICALLY I.D.E.A., -- IS IT A HYPHEN B. >> AND NO ACCOMMODATION TO ADDITIONAL STUDENT NEEDS. I WILL

059GET THAT ADDED IN THERE. MR. MONTOYA HAS ANOTHER ENGAGEMENT AND I WOULD LIKE TO LET HIM GO. MR. FRANK? >> THE NOW, THERE IS NO INVOLVEMENT OF THE STATE SCHOOL BOARD ASSOCIATION. THEY ARE THE ONES WANTING TO TAKE THIS ON? OR ARE WE NOT? ARE WE GOING DIRECTLY TO THE LEGISLATURE AND BYPASSING THE STATE SCHOOL BOARD ASSOCIATION? ONE OF THE OTHER ONES, VOTED, THAT WE ARE PRESENTING TO THE STATES CORPORATE ASSOCIATION, THEM TO URGE THIS TO BE -- BE ADDRESSED IN THE LEGISLATURE? ON THE TRANSPORTATION RESOLUTION, WE SAY, THEREFORE THE RESULT THE LAS CRUCES BOARD OF EDUCATION URGES THE NEW MEXICO SCHOOL BOARD ASSOCIATION TO SUPPORT LEGISLATION AND ADMINISTRATIVE ACTION TO INCREASE THE MODERNIZE THE STATE TRANSPORTATION FUNDING FORMULA. ON HOURS , ON THE SOCIAL EDUCATION RESOLUTION, WE HAVE, NOW FOR THE RESULT THAT THE

060LAS CRUCES PUBLIC SCHOOLS BOARD OF EDUCATION RESPECTFULLY URGE THE STATE , LEGISLATURE, TO REVISE AND INCREASE THE STATE SPECIAL EDUCATION FUNDING FORMULA , ET CETERA, IT HAS THE SAME LANGUAGE WE SET ON TRANSPORTATION RESOLUTION. BUT NO MENTION OF THE STATE SCHOOL BOARD. SUBMIT IT DOES HAVE THE STATE BOARD OF EDUCATION, MR. FRANK. NOT ON SPECIAL EDUCATION? WE CAN ADD IN. >> I AM NOT SURE WHY WE WOULD NEED IT. WHEN WE PASSED THIS RESOLUTION, THESE ARE OUR PRIORITIES AND WE TAKE IT TO THE LEGISLATURE, WE TALK TO OUR LOCALS AND TAKE IT TO SANTA FE AND THE RESOLUTIONS COMMITTEE. THERE IS A HUGE ROOM OF BOARD MEMBERS ON THIS COMMITTEE AND WE GO BACK AND FORTH ON WHETHER OR NOT WE WILL APPROVE THESE RESOLUTIONS. THEY DO NOT GET PASSED BECAUSE YOU HAVE A RURAL

061DYNAMIC. YES , I HAVE EXPERIENCE WITH THIS. SIMILAR TO OUR, EXCEPT IT HAS TAOS, WHEN THEY PASS GADSDEN, ALL THEY DO IS PUT THEM TOGETHER AND SAY, HERE ARE THE ONES WE ARE SUPPORTING AND THEIR LOBBYISTS WILL LOOK TO SEE WHAT BILLS ARE BEING PROPOSED AND SAY WE HAVE ONE HERE ABOUT SPECIAL ED. WE NEED TO BE IN THOSE ROOMS TO MAKE SURE NSBA IS BEHIND WHATEVER IS BEING DISCUSSED. I HAVE NEVER SEEN ACTUAL RESOLUTIONS. WE ARE MENTIONING NEW MEXICO -- SAME LINE OF THINKING , MEMBER TENORIO , I WOULD RATHER NOT WRITE THESE FOR THE NMSBA AND RATHER WRITE THEM FOR THE LEGISLATURES , THIS IS THE AUDIENCE, WHICH IS WHY I THINK WE SHOULD PUT EQUITY AS OPPOSED TO FAIR. THIS IS OUR -- THINGS WE VALUE AS A BOARD, ALL FIVE OF

062US WILL SIGN THIS THING WE SHOULD BE GIVING IT TO LEGISLATORS, WHETHER OR NOT THE NMSBA ADOPTS THIS , SORRY I AM KEEPING YOU, MR. MONTOYA, FROM YOUR ENGAGEMENT. I DON'T KNOW. WE SHOULD SEND THIS TO EVERY LEGISLATIVE AND SAY, THIS IS WHAT LCPS THINKS IS IMPORTANT THIS LEGISLATIVE SESSION. THAT IS A WIN, WHETHER NMSBA ADOPTS IT, I DON'T KNOW, I DON'T CARE THAT MUCH. AGREE. A CHANCE OF SUCCESS IF THEY DID A DOBBY --ADOPT IT ? WE HAVE OUR LOBBYISTS, SURE, I DO NOT KNOW IF IT IS DIFFERENCE MAKING. BOTHERING TO GET THIS DONE BY SEPTEMBER 8th? WE HAD THIS CONVERSATION A YEAR AGO AND I SAID I HATED THIS THING. I UNDERSTAND, OUR HISTORY IS SHOT DOWN , WE ARE NOT WASTING OUR TIME AND WE ARE JUST SUBMITTING IT, WE WILL STILL

063SUBMIT IT TO THE LEGISLATURE. THEY WILL FIGHT FOR IT. IF WE SUBMIT IT TO THE STATES CORPORATE ASSOCIATION [ INDISCERNIBLE ] I AM GOING TO MS. GALLEGOS. >> IF I MAY, IN TERMS OF WORDSMITHING, I WANT TO UNDERSCORE WHAT MR. WOFFORD SAID, IN ORDER TO MAKE THE POINT HE IS TRYING TO MAKE, RATHER THAN ACCURATE, RATHER THAN -B AFTER THE COMA, IT NEEDS TO BE FEDERAL FUNDS HAVE NOT BEEN UPDATED. THAT SAME WHEREAS BECAUSE THE FUNDING FORMULA --THAT IS THE CORRECT WHEREAS, IT SHOULD QUALIFY FOR THE FEDERAL FUNDS. FEDERAL FUNDS HAVE NOT BEEN UPDATED SINCE 2004. THANK YOU. >> DID NOT MEAN TO TAKE YOU BACK. I THINK WE HAVE CONSISTENCY OF LANGUAGE AND ARE NOW THEREFORE BE IT RESOLVED, I CANNOT REMEMBER IF ALL THREE OF THEM ARE DIFFERENT BUT THERE IS CONSISTENCY BETWEEN

064THE TWO. BETWEEN THE THREE. WHEN ELSE DO WE HAVE ON OUR AGENDA , THE FIVE OF US IN OUR PRIORITIES, THESE HAVE BEEN WRITTEN FOR THE NMSBA . GET OUR --[ INDISCERNIBLE ] DON'T WE DO SOMETHING IN OCTOBER ? THAT WENT INTO MY HEAD. THERE ARE THINGS YOU KNOW WILL NOT GET THROUGH THE NMSBA . THEY ARE VERY VALID CONCERNS WE HAVE. THIS IS OUR DRESS REHEARSAL FOR PUTTING OUR PRIORITIES TOGETHER. I THINK WE KEEP DOING IT. THAT IS VALUABLE. SUPERINTENDENT? LIKE OUR DRESS RUSSELL THIS IS PART OF OUR CONVERSATION MOVING FORWARD WITH OUR LEGISLATIVE DINNER , WHAT IS OUR AGENDA? FOR THIS NEXT LEGISLATIVE SESSION ? THIS WILL BE A PART OF THAT. MY OPINION IS THAT WE HAVE CONSISTENCY BETWEEN THE THREE OF THEM AND HOW WE WANT THAT CONSISTENCY TO ROLL ,

065I AM OPEN TO SUGGESTIONS. I AGREE. IF THAT CONSISTENCY MEANS THE WAY THIS IS WORDED, THE OTHER TWO, SAME WAY. EXACTLY, OR PREFER TO HAVE NMSBA, WE CAN CHANGE ALL THREE . I BELIEVE THAT IS THE QUESTION, DO YOU WANT US TO ADD NMSBA OR TAKE NMSBA OUT? TRANSPORTATION DOES HAVE IT? A COPY-PASTE. THE FEELING I AM GETTING IS THE BOARD DOES NOT WANT TO HAVE THE SCHOOL BOARD ASSOCIATION IN IT, ALL THREE WITHOUT THEM. AGREED. I WOULD HATE TO ADD MORE WORDS. THAT IS WHAT I AM SUGGESTING TAKING OUT SO WE ARE CONSISTENT IN THE THREE AND THE WORDING. LAS CRUCES SCHOOLS BOARD OF EDUCATION URGES THE STATE LEGISLATURE TO REVISE AND INCREASE --LET ME PUT MY GLASSES ON, THE STATE SPECIAL EDUCATION FUNDING FOR TO MORE ACCURATELY REFLECT THE TRUE COST OF EDUCATING

066STUDENTS WITH DISABILITIES. CORRECT. BUT NOT IN ALL THREE, BUT THE WORDING WILL BE SIMILAR. NO MORE QUESTIONS ON THE SPECIAL EDUCATION RESOLUTION, WE CAN MOVE ON TO THE LAST ONE. WHEREAS , SECOND TO THE LAST WHEREAS, WHERE YOU SPELL OUT THE ABBREVIATION USUALLY THE FIRST TIME , THAT IS WHEN YOU SPELL IT OUT. BRINING OUT IDEA-B, I DO NOT KNOW IF WE NEED TO SHUFFLE. WE WILL MAKE THAT CORRECTION. IN THE LAST WHEREAS WHERE IT IS SPELLED OUT, WE WILL CHANGE THAT TO IDEA-B. OKAY. I HOPE THIS DOES NOT MEAN YOU ONLY HAVE FIVE MINUTES TO GET TO WHERE YOU NEED TO GO. [ LAUGHTER ] EVERYTHING IS FIVE MINUTES AWAY . IF IT IS MORE THAN FIVE, WE COMPLAIN HOW FAR AWAY IT IS. [ LAUGHTER ] LET'S MOVE ON TO WHICHEVER ONE YOU

067WANT TO GO TO NEXT. IS THIS THE FEDERAL FUNDING GAP? JUST, AS A QUICK SYNOPSIS , THE ONLY THING WE CHANGED IN THIS ONE, FROM AUGUST 16th, WE REMOVED THE BE IT FURTHER RESOLVED THAT AN ELECTRONIC COPY OF THIS RESOLUTION BE SENT TO THE GOVERNOR AND MEMBERS OF THE STATE LEGISLATURE, AND THE STATE PUBLIC EDUCATION DEPARTMENT . WE DID REMOVE THAT. THAT , BE IT FURTHER RESOLVED. I WILL LET DR. LOZANO TAKE OVER. YES, WHAT WE TOOK OUT WAS THERE USED TO BE ONE MORE BE IT FURTHER RESOLVED, THANK YOU TO MR. WOFFORD WHO POINTED OUT, TO FIX THE ONE BEFORE THAT, WE DID FIX THAT. THE "AND." GOT IT. THE LASTLY NOW THEREFORE BE IT RESOLVED LAS CRUCES PUBLIC SCHOOLS RESPECTFULLY URGES -- WE WILL TAKE THAT OUT. MADAM PRESIDENT AM A BOARD MEMBER

068FRANK, THAT IS CORRECT. SECOND LAST NOW THEREFORE BE IT RESOLVED , IT WILL READ THAT THE LAS CRUCES PUBLIC SCHOOLS RESPECTFULLY URGES THE STATE LEGISLATURE TO ALLOCATE STATE FUNDS TO COVER THE COST OF SALARY INCREASES FOR ALL FEDERALLY FUNDED POSITIONS AT PUBLIC SCHOOLS. LCPS BOARD OF EDUCATION? CORRECT? I WOULD TAKE OUT THE DASH IN THE LAST WHEREAS AND MAKE THEM COMAS. EQUITABLE SALARY FOR ALL OF WAYS , REGARDLESS OF FUNDING SOURCE, SUPPORT FAIRNESS. I KIND OF LIKE THE DASHES. NOT A FULL SENTENCE . ISN'T REPLACING A -- IS IT REPLACING A COMA? I SAY WE GO PARENTHESES . THESE ARE MORE GRAMMAR LESSONS. LET'S COMPROMISE, COMA AND ONE DASH. THERE ARE TOO MANY COMAS. IT WAS GETTING TOO CONFUSING. I AM NOT AN ENGLISH MAJOR BUT YOU ARE SUPPOSED TO DO EITHER COMAS OR DASHES.

069IT COULD BE PARENTHETICAL OR IT COULD BE DASH, BETTER THAN THE COMMA. MY ISSUE IS THIS ONE --THE FORMATTING, ONE HAS BIG GAPS AND THE OTHER ONE HAS BIG GAPS, THEY ARE ABOUT GAPS. MIDDLE ONE WAS LESS GAPPY. MIDDLE ONE IS HOW WE SHOULD ROLL. THANK YOU. >> NOW, MR. RODRIGUEZ WILL JOIN US FOR TRANSPORTATION. MEMBERS OF THE BOARD, SO, FOR OUR, CORRECTIONS WAS THE SWEATING ABOVE AFTER SCHOOL TO TWO WORDS, AND DOUBLE COMMA IN FOURTH OR FIFTH WHEREAS . WE TOOK THAT OFF. MADE THE CORRECTIONS TO THE LAST "THEREFORE. " PERFECT. FIXING THAT FORMATTING. WE WILL. >> PUT ONE MORE ENTER IN EACH ONE. JUST KIDDING. [ LAUGTHER ] BOARD MEMBERS, COMMENTS OR CONCERNS? I DO NOT KNOW IF OUR LOBBYIST SHOULD SEND THAT. EMAIL OR LETTER, WE SHOULD GET IT TO THE LEGISLATORS?

070WE WILL, THIS WILL BE A PART OF OUR LEGISLATIVE PACKAGE , YES, WE WILL BE SHARING THIS , WHEN WE DO THE ONE PAGER, WE WILL INCLUDE THIS INFORMATION FOR US TO LOBBY FOR. OKAY. MAY WE BE CONSISTENT WITH AFTER SCHOOL, THE THEREFORE BE IT RESOLVED --IT IS HYPHENATED THERE, FINE. I SEE IT. >> I WOULD PREFER THE HYPHEN, AFTER SCHOOL MODIFYING PROGRAM. OKAY, I WILL MAKE THOSE CORRECTIONS SO THEY WILL BE READY FOR YOU TO SIGN BEFORE YOU LEAVE. MR. FRANK? ADVANTAGEOUS TO SEND THIS TO THE EDUCATION COMMITTEE? THE INTERIM COMMITTEES WILL BE PUTTING PROGRAMS TOGETHER , MAYBE A GOOD IDEA FOR THEM TO GET AS SOON AS POSSIBLE. I DO NOT KNOW WHO IS ON THE HOUSE SIDE. I THINK I DO, THE TEACHER FROM ALBUQUERQUE, ROMANO? YES, FORMER TEACHER. >> IT IS

071ROMERO. RAY ROMANO? [ LAUGHTER ] YES, WE CAN DEFINITELY DO THAT, MR. FRANK. THANK YOU . I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE THE 2026 LEGISLATIVE RESOLUTION , TRANSPORTATION RESOLUTION , FEDERALLY FUNDED POSITIONS RESOLUTION, SPECIAL EDUCATION FUNDING RESOLUTION, AND INSTRUCT ADMINISTRATION TO FORWARD TO THE AGENCIES WE DISCUSSED . MOVED. SECOND. >> MOVED BY MR. FRANK AND SECONDED BY NOLAN. ALL IN FAVOR SAY AYE. AYE. >> OPPOSED? AYES HAVE IT, 5-0. NEW BUSINESS AND RESCHEDULING OUR FEBRUARY 6 2026 EXTENDED WORK SESSION . WE HAVE A CONFLICT WITH NMSBA . GOOD AFTERNOON , PRESIDENT CORT AND MEMBERS OF THE BOARD. WE MEET AGAIN TO TALK ABOUT CALENDAR. TO REPORT , PRESIDENT CORT, MEMBERS OF THE SCHOOL BOARD, THE FEBRUARY 6th , THE FRIDAY, FEBRUARY 6 FOR 2026 WAS ORIGINALLY SCHEDULED DATE FOR THE SPRING WORK

072SESSION, THAT IS NOW THE 2026 BOARD MEMBER INSTITUTE FOR NMSBA AND FOR THE BOARD'S CONSIDERATION, ON FEBRUARY 13th , THAT IS THE EDUCATOR PLANNING DAY, THAT IS A DATE THAT WE HAVE BOOKED OUR KEYNOTE FOR WHAT WE CALL OUR SECRETARY CONFERENCE. THE 13th IS A DAY WE WOULD LIKE TO STAY WAY FROM IF POSSIBLE. WE HAVE SENT THAT SAVE THE DAY TO OUR CLERICAL STAFF. I AM NOT SURE IF THE 30th OF JANUARY WORKS FOR MEMBERS OF THE BOARD. TO -- THIS IS SANTA FE? >> YES, IMPORTANT . I AM NOT AVAILABLE ON THE 30th. 27th ? THAT WHOLE WEEK IS A NO, I KNOW I AM NOT INDISPENSABLE AND YOU CAN DO WITHOUT THE. THIRD? >> THAT STARTS ON THURSDAY THE FIFTH. I DID NOT WANT TO PUT ANY OF THESE IN MY CALENDAR

073AS I DID NOT WANT TO BE PRESUMPTIVE. [ LAUGHTER ] WE LEAVE ON THE FOURTH TO GET THERE , I THINK IT STARTS IN THE MORNING. PRESIDENT CORT AND MEMBERS OF THE BOARD -- THE THIRD --THROWING THIS OUT THERE, THIRD OF FEBRUARY MAY WORK WELL AS OF NOW BECAUSE WE DO NOT HAVE A WORK SESSION SCHEDULED. THIRD WORKS FOR ME. >> THE THIRD DOES NOT WORK FOR ME AND I AM SORRY. I KNOW. I COME BACK ON THE THIRD. AND WE LEAVE ON THE FOURTH AND I'M GONE FROM THE EIGHTH TO THE 22nd. THAT IS A LONG TIME . I TOLD HIM THAT THIS WOULD BE SO SIMPLE. YOU JINXED IT. YOU SCHEDULE IT WITHOUT ME. EARLY JANUARY? PRESIDENT CORT AND MEMBERS OF THE BOARD, EARLY JANUARY, THOSE ARE POSSIBLE EARLIER, THE EARLY WE GO

074INTO JANUARY, THE MORE DIFFICULT IT IS FOR US TO HAVE MIDDLE OF THE YEAR ASSESSMENT DATA FOR YOU, THAT HAPPENS A LOT IN DECEMBER BUT IT IS THE PIECES TO GET THAT TO YOU. WE COULD DO TWO IN FEBRUARY. A WEEK AFTER THE SCHOOL BOARD MEETING. MIDDLE OF THE YEAR DATA BY THEN? I AM NO LIKING THIS CALENDAR. [ LAUGHTER ] I AM NOT AVAILABLE FEBRUARY 13th. THAT IS A MOOT POINT. EITHER THAT OR WE DO AT THE 10th OF FEBRUARY. 27th WORK FOR EVERYBODY ? 27th OF FEBRUARY? YES. LET'S GO THERE THEN. WHY EXCLUDE EVERYBODY? [ INDISCERNIBLE ] IF WE HAVE TO HAVE IT -->> WHAT JUST HAPPENED? [ LAUGHTER ] MR. FRANK! IT IS A GOOD THING YOU DID NOT GIVE US TWO OPTIONS . THE 17th, WE HAVE REGULAR BOARD MEETING? YES.

075NEXT, 27th AND WORK SESSION ON THE THIRD. THAT SCHEDULE LOOKS SIMILAR TO THE FALL. A COUPLE WEEKS AGO, THAT WORKS, REGULAR MEETINGS ARE ON REGULAR SCHEDULE AND EXTENDED WORK SESSION WILL HAVE THE STRATEGIC PLAN UPDATES, 27th , I BELIEVE THAT LOOKS GOOD ON MY CALENDAR. AND THE OVERALL DISTRICT. OKAY. ANY FURTHER COMMENTS OR CONCERNS? DR. LOZANO AND MR. RODRIGUEZ'S BIRTHDAYS. I AM ALSO A FEBRUARY BIRTHDAY. I LOVE IT. WORK SESSION-BIRTHDAY EXTRAVAGANZA. I WOULD LIKE TO -- HOLD, PLEASE, I LOST IT. I THINK , PRESIDENT CORT, TO RECAP , I BELIEVE WE ARE LOOKING AT IS MOVING OUR FEBRUARY 6th EXTENDED WORK SESSION TO FRIDAY, FEBRUARY 27th . THANK YOU. TRYING TO KEEP MY NUMBER STRAIGHT A MOTION TO APPROVE RESCHEDULING THE FEBRUARY 6th, 2026 EXTENDED WORK SESSION BECAUSE OF A CONFLICT WITH THE BOARD MEMBER

076INSTITUTE TO FRIDAY, FEBRUARY 27th, 2026. SO MOVED. SECONDED. RELUCTANTLY. [ LAUGHTER ] NOTED. HEARD, CHEF. MOVED BY MR. WOFFORD AND SECONDED BY MR. FRANK . ALL IN FAVOR AND ENTHUSIASTIC AYE. AYE. >> OPPOSED? I APPRECIATE YOUR TIME, IT WAS DIFFICULT AND THEN IT WASN'T. THANK YOU SO MUCH . LET'S MOVE TO THE FIRST READING A POLICY KG, WITH MR. BARNUM . THANK YOU. I WAS TELLING MR. SILVER THIS WILL BE A COMPLEX CONVERSATION, --THAT WAS A JOKE. I AM SORRY. DID YOU SEE OUR EYES GLAZE OVER? THIS IS THE FIRST READING OF KG, A NEW POLICY, THIS WOULD OUTLINE THE NEED FOR AND THE SPECIFIC PARAMETERS OF YOUR EXPECTATIONS IN AGREEMENTS WITH OTHER AGENCIES AND ORGANIZATIONS . SPECIFICALLY, ONCE THAT DO NOT INVOLVE MONEY. THAT IS IMPORTANT BECAUSE, ORIGINALLY, IN DRAFTING , USE THIS OPPORTUNITY

077TO GIVE A HUGE SHOUT OUT TO PRESIDENT CORT, A SHEPHERD OF THIS POLICY , IN THE FIRST DRAFT, WE WERE TRYING TO COMBINE AGREEMENTS WITH OTHER AGENCIES AND ORGANIZATIONS . IN DOING SO, WE HEARD FROM LEGAL COUNSEL AT OUR FINANCE TEAM , THAT THAT ATTEMPT WOULD MUDDY THE WATER OF WHAT IS ALREADY A LIGHT IN THE NEW MEXICO PROCUREMENT CODE AND YOUR D SERIES OF POLICIES FOR PROCUREMENTS AND CONTRACTS. THE LAST THING WE WANT TO DO WITH POLICY IS MUDDY ANY WATER. THIS POLICY REMOVES THE MONETARY PART OF THE DISCUSSION, AND IF YOU SCROLL DOWN A LITTLE BIT , WE CAN SEE A LITTLE BIT MORE, SECOND PAGE, WHAT IT DOES IS, UNDER I AND J, OUTLINES A METHODOLOGY TO ALLOW FOR YOU TO DELEGATE SOME OF THE AUTHORITY AROUND THOSE AGREEMENTS THAT DO NOT

078COMMIT SUBSTANTIAL PUBLIC RESOURCES TO THE SUPERINTENDENT. SO, IF WE WANT TO LOOK AT THE AGREEMENTS THAT HAVE COME BEFORE YOU TONIGHT, FOR INSTANCE, ONE OF MY FAVORITES TO REVIEW IS THE AGREEMENT WITH HELP NEW MEXICO, ABOUT THE FOSTER GRANDPARENTS IN THE CLASSROOM AS VOLUNTEERS WHO COME IN TO READ WITH STUDENTS. A FUN MOU TO CONSIDER , THIS POLICY, INSTEAD OF HAVING THAT COME BEFORE THE BOARD, WOULD DELEGATE THAT TO THE SUPERINTENDENT WHO WOULD MAKE SURE THAT EVERYTHING IS FOLLOWED IN TERMS OF THE VOLUNTEER PROCESS. SO, WITH THAT, THIS POLICY OUTLINES SOME OF THE SPECIFIC POWES AND DUTIES OF THE BOARDS, SCHOOL BOARDS IN NEW MEXICO AND THE SPORT IN PARTICULAR, DO NOT WANT TO TAKE AWAY FROM. THOSE ARE IN SECTION G AND A HIGHLIGHT OF THINGS WE FIND AGREEMENT ABOUT. IN TERMS OF PROPERTY,

079ANYTIME THAT WE HAVE A PUBLIC --I AM SORRY, PRIVATE ORGANIZATION COMING IN TO A PUBLIC SCHOOL, THAT IS ACTUALLY , THAT APPROVAL IS WITHIN THE BOARD POWERS. THIS ENSURES THAT THOSE ARE NOT IGNORED. AND ALLOWS FOR ANYTHING THAT WOULD INVOLVED A COMMITMENT OF SUBSTANTIAL PUBLIC RESOURCES TO GO TO THE BOARD DIRECTLY FOR APPROVAL. WE DID -- THANK YOU TO MR. FRANK FOR YOUR COMMENTS WHO WAS WORKING ON LABOR DAY. SINCE SOME COMMENTS ABOUT SUGGESTIONS AND CLARIFICATIONS. ONE OF THE ITEMS HE BROUGHT UP, THAT I THINK ESPECIALLY DOES WARRANT DISCUSSION , BECAUSE THIS IS NONMONETARY AGREEMENTS, HE USED THE WORD SUBSTANTIAL WHICH CAN BE RELATIVE. IF THE BOARD WANTED TO TAKE AN ATTEMPT AT TRYING TO QUANTIFY WHAT SUBSTANTIAL MAY MEAN, I WILL WARN YOU, WE IMMEDIATELY , AS WE TRY TO PUT A DOLLAR FIGURE

080TO IT, RAN INTO THOSE MUDDYING OF THE WATERS I REFERENCED EARLIER. HAPPY TO STAND FOR QUESTIONS. THANK YOU. BOARD MEMBERS? HAVE WE DONE A JOINT POWERS AGREEMENT SINCE I HAVE BEEN ON THE BOARD? EXCELLENT QUESTION. JOINT POWERS AGREEMENT IS AN AGREEMENT THAT IS SPECIFIC TO GOVERNMENT ENTITIES IN NEW MEXICO THAT ALLOW FOR SOME SORT OF POWER-SHARING. IF YOU LOOK AT THE POWERS AND DUTIES , A JOINT POWERS AGREEMENT WOULD -- YES, MEMBER TENORIO , YOU ARE RIGHT, THE ONE LCPS HAS WITH THE COMMUNITY SCHOOLS. THAT IS A PERFECT EXAMPLE. SOME POWERS RESERVED FOR THE CITY , SOME POWERS ARE RESERVED FOR THE SCHOOL DISTRICT , SOME POWERS ARE SHARED. BECAUSE THAT IS A SUPER SPECIAL TYPE OF AGREEMENT, IT IS NOT COVERED IN THIS POLICY AND, IN FACT, HAS HIS OWN LAW GOVERNING HOW TO

081GO ABOUT THAT IN NEW MEXICO. I DO HAVE A COPY OF THAT JPA IF YOU WOULD LIKE TO SEE IT. THANK YOU. THAT SPECIFIC LINE, F, I HAVE BEEN STARING AT IT, IT SEEMS LIKE WE NEED A SEMICOLON? ANY JAPS BETWEEN THE -- JPS -- I WOULD LIKE A DISCUSSION ABOUT THE POSSIBILITY OF REMOVING THE WORD "SUBSTANTIAL" AND PUTTING A DOLLAR AMOUNT IN THERE. HOWEVER, I WOULD HAVE NO IDEA WHAT DOLLAR AMOUNT WOULD BE APPROPRIATE. I DON'T THINK IT MUDDIES THE WATERS, IF A DOLLAR AMOUNT BECAME GREATER THAN THE ONE WE PICKED, IT WOULD BOUNCE BACK TO TEH SCHOOL BOARD -- THE SCHOOL BOARD FOR APPROVAL. PRESIDENT CORT AND MR. FRANK, THE CHALLENGE IS THAT, THIS IS DESCRIBING MOUs WITH NO DOLLAR AMOUNT THAT THERE WILL BE A POLICY FOR OTHER MOUs THAT INVOLVE A

082DOLLAR AMOUNT, THE ONE TESTING RECENTLY FOR EXAMPLE, THAT HAD A DOLLAR AMOUNT, YOU HAVE DEDICATED , THE PROVISION OF CERTAIN MENTAL HEALTH SERVICES TO A PARTICULAR ORGANIZATION. YOU WERE NOT PAYING THEM TO COME IN, BUT GIVING THEM EXCLUSIVE USE , WHICH HAS VALUE TO IT, BUT HOW YOU QUANTIFY THAT IS NOT SPELLED OUT. WHAT THIS TRIES TO DO IS RECOGNIZE THAT THE BOARD'S OVERSIGHT RESPONSIBILITIES DOES ALLOW THE BOARD TO APPROVE OR NOT APPROVE THESE KINDS OF AGREEMENTS BUT THEY ARE NOT FOR A DOLLAR AMOUNT, THEY INVOLVE A COMMITMENT OF RESOURCES AND FACILITIES . THEY PROVIDE DEDICATED RESOURCES AND MAYBE CHOOSING ONE OVER ANOTHER COMPANY. YOU ARE LOOKING AT THOSE THINGS. IF YOU CAME UP WITH A DOLLAR AMOUNT , I DO NOT KNOW HOW YOU WOULD FIGURE OUT ACROSS THE BOARD, HOW THAT APPLIES TO

083AN AGREEMENT WHEN THERE IS NO DOLLAR AMOUNT. WHAT IF WE REMOVE THE WORD "SUBSTANTIAL." THE COMMITMENT OF PUBLIC RESOURCES OTHER THAN -- THAT NEGATES THE NEED FOR THE POLICY, THEN DELEGATING EVERYTHING TO THE SUPERINTENDENT, WHICH YOU COULD DO. MR. FRANK, I INTERRUPTED, PLEASE CONTINUE. PUBLIC RESOURCES IS NOT MONEY , IT IS FACILITIES, IT IS FACILITIES OF SOME SORT -- WHAT WE TRY TO DO IN DESCRIBING IT, IF YOU LOOK AT THE NEXT PARAGRAPH, J. J WAS SUPPOSED TO HELP DELINEATE AGREEMENTS THAT INVOLVE COMMITMENT OF SUBSTANTIAL PUBLIC RESOURCES , MONEY SHALL BE APPROVED BY THE BOARD. HERE, WE ARE DISTINGUISHING SUBSTANTIAL AND NOT SUBSTANTIAL . ALSO, THE OTHER WAY WE TRY TO DISTINGUISH IT, NONMONETARY AND ALIGNED WITH EXISTING BOARD POLICY, DO NOT COMMIT SUBSTANTIAL RESOURCES . IN OTHER WORDS, IF THE BOARD ARE IT HAS

084A POLICY THAT SAYS, WE VALUE VOLUNTEERISM, WHAT THE SUPERINTENDENT IS APPROVING HAS ONLY INCIDENTAL VALUE AND LINED UP WITH A POLICY THAT ALREADY SAYS THAT THE BOARD VALUES AND ENCOURAGES VOLUNTEERISM . ALREADY STRUCTURED FOR IT UNDER THIS POLICY, THAT WOULD BE DELEGATED. A GOOD EXAMPLE, GRANDPARENT VOLUNTEERS. IF YOU ARE ALLOWING A NONPROFIT ORGANIZATION TO BE THE EXCLUSIVE PROVIDER OF MENTAL HEALTH SERVICES ACROSS ALL ELEMENTARY SCHOOLS, YOU ARE NOT PAYING THEM TO DO THAT BUT YOU ARE GIVING THEM ACCESS AND FACILITIES , THAT IS SUBSTANTIAL. YES. MR. FRANK, IF YOU ARE DONE, I WILL MOVE ON TO OTHER BOARD MEMBERS. I DO NOT MEAN TO CUT YOU OFF. NO, I THINK IT IS OKAY. I COULD SEE HOW THERE COULD BE A DISAGREEMENT ABOUT WHAT SUBSTANTIAL MEANS. I AGREE. >> I UNDERSTAND THE JPA TO BE

085ABOUT GOVERNMENT AGENCY. CONTRACTUAL AGREEMENTS , NOT THAT, WITH OTHER AGENCIES? I GOT STUCK ON THAT ONE LINE. OKAY. MR. WOFFORD? >> WE DON'T HAVE AN OBLIGATION TO THE SUPERINTENDENT TO REPORT TO THE BOARD. MAYBE THAT WOULD HELP WITH OUR SUBSTANTIAL PUBLIC RESOURCES TO PROVIDE A DEFINITION WHERE THE SUPERINTENDENT MUST CONSULT WITH THE PRESIDENT OF THE BOARD . TO GET SOMETHING LIKE MR. FRANK IS TALKING ABOUT. ONE OF THE THINGS I NOTICED, INCLUDED TO LANGUAGE IN A COUPLE PLACES WHERE THE SUPERINTENDENT HAS A LOT OF LEEWAY IN THE WORK HE IS DOING. SO, I WONDERED ABOUT AN OBLIGATION TO REPORT TO THE BOARD ABOUT THIS. I DID NOT FIND THAT THE POLICY DOESN'T SECTION I PROVIDE THAT? THE BOARD DELEGATES, DOES NOT COMMIT SUBSTANTIAL -- BUT, IF THEY DO COMMIT SUBSTANTIAL PUBLIC RESOURCES -- WE WOULD

086BE VOTING ON THAT. AS PART OF THE POLICY. THAT IS COVERED . EITHER COMES TO YOU FOR APPROVAL OR, IF THE SUPERINTENDENT DETERMINES, I WOULD NOT RECOMMEND THAT AUTHORITY DELEGATED , THAT COULD GET MUDDY. SO, I THINK, YOU WILL KNOW WHETHER THE SUPERINTENDENT IS IMPLEMENTING IT WITH YOUR VISION. BECAUSE HE WILL REPORT TO YOU WHAT HE HAS SIGNED OFF ON IF HE CONCLUDED IT WAS NOT SUBSTANTIAL. YOU WILL NOT FIND OUT ABOUT IT INSIGNIFICANTLY . EITHER BRING IT TO YOU FOR YOUR VOTE OR BRING IT TO YOU AS AN FYI. EITHER WAY, YOU WILL KNOW ABOUT IT. QUICK, WE HAD TO APPROVE A DONATION OVER $5000. DOES THAT MATTER IN THIS POLICY OR IS THAT A SEPARATE BALL OF WAX? THAT IS A SEPARATE BALL OF WAX. WHICH BRINGS ME TO COME DOES NOT HAVE

087ANYTHING TO DO WITH KG, I BELIEVE WE NEED A POLICY IN THE D SERIES WITH THE MONETARY EXTRAVAGANZAS GOING ON, WOULD LIKE TO DO THAT AS SOON AS POSSIBLE WITH THIS CLEAR IN OUR HEAD, AND WE NEED TO MOVE TO MONETARILY , WHAT DOES THAT LOOK LIKE AND WHAT DOES THE BOARD NEED TO APPROVE? THAT IS ANOTHER BALL OF WAX. IT WILL MELT INTO THIS ONE A LITTLE BIT. TO UNDERSTAND , EVERY AGREEMENT , YOU ARE PRESENTING [ INDISCERNIBLE ] SUPERINTENDENT, THAT IS HIS PRACTICE. I DO NOT KNOW IF IT IS WRITTEN DIFFERENTLY. I THINK IT IS GOOD PRACTICE. I THINK SO, TOO . IT IS WRITTEN, HE DOES NOT HAVE TO, JUST GOOD PRACTICE AND GOOD COMMUNICATION WITH THE BOARD. SO, ONE MORE, OKAY, SO, LCPS CITY OF LAS CRUCES FUNDING , THE BOARD

088WILL VOTE ON THAT? YES, SIR. COMMUNITY ACTION AGENCY , WE WOULD NOT VOTE ON THAT? I WOULD --IT HAS BEEN A WHILE. IS A FACILITY. THEY ARE GIVING US MONEY TO PAY THE STIPENDS FOR THE TEACHERS. THEY ARE CHOOSING INTERNET AND FACILITY. HOW DO YOU MONETIZE THAT? IS A GREAT QUESTION. WE DO USE THE FACILITY USE FORM TO MONETIZE. IT TAKES INTO ACCOUNT THE [ INDISCERNIBLE ] FOR FACILITIES . AND WE CAN GO INTO AGREEMENT, YOU CAN GO INTO AGREEMENT BEYOND THE FACILITY USE, WE DO HAVE A METHODOLOGY. I WOULD JUST CAUTION. I THINK YOU'RE TRYING TO MONETIZE [ INAUDIBLE ] THAT CANNOT BE MONETIZED SO WHEN YOU SWITCH OVER YOU'RE REALLY TALKING ABOUT A DIFFERENT POLICY AND I THINK IT WOULD'VE HELPED IF WE COULD HAVE BUT IT WASN'T ON THE SCHEDULE FOR WHAT

089PRESIDENT COURT IS REFERRING TO AS A SEPARATE POLICY HAVING TO DO WITH THE SUPERINTENDENT'S CONTRACTING AUTHORITY FOR THINGS THAT AREN'T CLEARLY FOR MONEY. SO ALL OF THE REST OF THIS IS NON-MONEY, UNLESS FACILITIES USE IS JUST --ITS EQUAL ACCESS IS WHAT FACILITIES USE IS SO FACILITIES USE, THERE'S NOT REALLY AN EXCHANGE THERE. IT'S JUST SOMEONE IS SIMPLY TRYING TO ACCESS OUR FACILITIES IN AN EQUAL WAY TO SOME OTHER ORGANIZATION. THERE'S NOT A LOT OF DISCRETION IN FACT THAT CAN'T BE DISCRIMINATORY SO AS LONG AS THEY MEET OUR CRITERIA FOR FACILITIES USE, THAT GOES THROUGH. THIS AS MR. BARONE INDICATED IS FOR RESOURCES, A COMMITMENT OF DISTRICT RESOURCES THAT IS AT A HIGHER LEVEL THAN STRAIGHT OUT WE CAN'T DISCRIMINATE FACILITIES USE BUT DOESN'T INVOLVE AN EXCHANGE OF MONEY WHERE WE ARE PAYING FOR SOMETHING. BUT

090WE ARE GIVING SOMETHING OF VALUE. WE ARE GIVING SOMETHING OF VALUE BUT WE ARE NOT PAYING SOMETHING AND SOMETIMES THOSE EXCHANGES ARE SUBTLE, AND IN THE END CAN BE HIGHLY VALUABLE. AND THAT'S WHY THE ADMINISTRATION IS BRINGING THIS TO YOU. IT'S NOT TO TAKE THAT AUTHORITY FROM YOU. YOU'RE CORRECT. YOU HAVE BEEN ROUTINELY DOING HIS. THE SUPERINTENDENT, IF THERE IS AN INCIDENTAL ONES THAT PASSED BY, THEY PASS BY BUT LARGELY MY IMPRESSION IS THE SAME AS YOURS. THEY'RE ALL COMING TO YOU SO THIS IS SIMPLY TO MEMORIALIZE WHAT YOU'RE ALREADY DOING, AND ALSO RECOGNIZE THAT THERE MAY BE THE INCIDENTAL VOLUNTEER AGREEMENT, WHERE IT MAY NOT BE NECESSARY TO BRING BACK TO YOU, BUT IT WILL BE VERY INCIDENTAL. AND THIS IS INTENDED TO MATCH YOUR CURRENT PRACTICE. SO THE REASON I'M EMPHASIZING THIS IS

091IN YOUR TRYING TO UNDERSTAND IT, I CAN APPRECIATE THIS, YOU'RE GOING BACK TWO DOLLARS, AND THIS IS NOT ABOUT DOLLARS. REVEALING WHAT WE HAVE BEEN DOING -- YES, THIS IS TO CONTINUE WHAT YOU HAVE BEEN DOING, FORMALIZE IT IN POLICY. [ INAUDIBLE ] JUST SAID IT, JUST TO BE VERY OBVIOUS, DID WE NOT HAVE A POLICY? THIS IS A FIRST ITERATION? ABSOLUTELY. >> DID YOU WRITE THIS? WITH A LOT OF HELP. WILL. THANK YOU. TO THAT END, IF I CAN, PRESIDENT COURT, THIS IS AN AREA WHERE THE MORE YOU ALL HAVE DIVED INTO IT, DOVE INTO IT, DELVED INTO IT, WE --I FIND THAT IN ACTUALLY NEW MEXICO THERE'S KIND OF A LACK OF UNDERSTANDING AND CONFUSION AROUND WHAT IS AN MO YOU, AN MOA, AND IGA IS DIFFERENT THAN A JTA AND ALL OF

092THAT SO BASED ON THE WORK THAT YOU ALL HAVE DONE WITH THE HELP OF OUR FRIENDS AT WALSH GALLAGHER'S AND THAT I'M ACTUALLY PRESENTING NEXT WEEK AT THE EXPO CONFERENCE ON THIS, AND ON THE DANGERS OF YOUR AGREEMENTS TURNING INTO CONTRACTS BECAUSE I THINK IT JUST GENERAL [ INAUDIBLE ] MO YOU, AND REALLY AN MO YOU IS THE MOST BASIC OF THESE AGREEMENTS THAT JUST WOULD OUTLINE A PHILOSOPHICAL OF RIEMANN OR SOMETHING LIKE THAT, AND THEN THEY GET DETAILED AS YOU MOVE DOWN THAT, OR I GUESS UP THAT HIERARCHY, AND SO THAT'S KIND OF BECOME A PERSONAL MISSION OF MINE, TO BRING SOME CLARITY TO THAT. SO THIS IS ONE OF THE FIRST POLICIES OF ITS KIND, WHICH IS UNUSUAL FOR LCPS. BRAVO. I WAS JUST WONDERING -- YEAH, YOU'RE SAYING NO OTHER SCHOOL DISTRICT

093HAS THIS POLICY? [ INAUDIBLE ] IT WAS IN THE LETTER L SERIES, WHICH IS A WHOLE DIFFERENT SERIES THAT WOULD BE JUST AGREEMENTS WITH OTHER EDUCATIONAL AGENCIES -- [ INAUDIBLE ] A LITTLE BIT DOWN BECAUSE WE ARE LOOKING AT POSITION D, THANK YOU. SO WHAT WE HAVE NOW AND WHAT'S UP FOR DISCUSSION [ INAUDIBLE ] CATEGORIES OUTLINED IN IT, PURPOSE, ROLES AND RESPONSIBILITIES, FUNDING AND RESOURCE ALLOCATION, AND LIABILITY COVERAGE OR NONCOVERAGE. AND -- [ INAUDIBLE ] MAYBE NOT HAVE TO REINVENT THE WHEEL EVERY TIME? ABSOLUTELY. PRESIDENT CORT, MEMBER TENORIO, THERE WILL BE A REGULATION -- [ INAUDIBLE ] PRESIDENT CORT, MEMBERS OF THE BOARD, THAT WOULD BE FACILITIES USE. AND THAT HAS NOTHING WITH THIS? THAT'S WHEN I SAID CAN'T DISCRIMINATE. ABSOLUTELY. I WONDERED IF IT FELL UNDER HERE BUT THAT'S JUST FACILITIES YOU BECAUSE

094IT'S NOT AN EXCHANGE OF -- RIGHT. IF THEY'RE MEETING THE CRITERIA THAT THE DISTRICT HAS NONDISCRIMINATORY BACTERIA THAT THE DISTRICT HAS SET OUT FOR FACILITIES USE, THAT IT WOULD FALL UNDER FACILITIES USE. SO THAT'S THE ONLY FORM THEY ARE FILLING OUT. THEY'RE NOT -- SECRETARY WOFFORD, YOU CAN DO A FACILITY USE FOR MULTIPLE OCCURRENCES. SO OFTEN TIMES ORGANIZATIONS WILL THEM. GO THEY --I'M NOT SURE IF WE LIMIT IT TO THE SEMESTER OR THE SCHOOL YEAR BUT YOU CAN DO IT, FOR INSTANCE, EVERY THURSDAY FROM NOW THROUGH DECEMBER AND THE FACILITY USE WOULD BE APPROVED FOR THAT TIMEFRAME. SO MULTIPLE OCCURRENCES. EASILY OR THEN DOING AN MO YOU. IS VERY, VERY WELL THOUGHT OUT AND SPECIFIC TO JUST PEOPLE USING OUR FACILITIES. WET -- AND OUTSIDE ENTITY, THIS IS MORE OF AN EXPLICIT PARTNERSHIP IN SAYING

095THAT IT MAY BE YOUR PROGRAM BUT YOUR PROGRAM IS GOOD TO COME INTO OUR SCHOOLS AND TEACH OUR KIDS IN LINE WITH WHAT WE'VE LAID OUT. IT KIND OF IMPROVES THE RELATIONSHIP. DEFINITELY, AND I THINK, MEMBER TENORIO, THE WORDS THAT YOU HEARD FROM MS. DONNA, WHOSE LAST NAME I ALSO FORGOT, THERE WE GO EARLIER WHEN SHE WAS TALKING ABOUT PARTNERING AND GOING OUT AND SEEKING FUNDS, AND THINGS LIKE THAT, THAT IS MORE EASILY ACCOMPLISHED IF YOU ARE DOING IT THROUGH OFFICIAL, FORMAL AGREEMENTS, RATHER THAN INFORMAL AGREEMENTS. IT MEETS HER NEEDS, AS WELL. RIGHT. THANK YOU. >> IT WAS A REALLY PRODUCTIVE CONVERSATION BECAUSE --[ INAUDIBLE ] IT NEEDS TO BE BOARD APPROVAL BUT I WOULD LIKE TO ADD THE D SERIES FOR THE MONTH. ONCE WE GET THIS DONE I'D LIKE THE MONETARY ONE TO

096FOLLOW RELATIVELY CLOSELY BEHIND, JUST SO THAT WE'VE GOT ALL OF THIS STRAIGHT IN OUR HANDS. [ INAUDIBLE ] SHE'S AVOIDING EYE CONTACT. [ LAUGHTER ] THANK YOU, AND I KNOW WE HAVE SOME BLANKS BUT THAT'S NOT UNTIL SPRING AND SO, ANYWAY, I WOULD BE MORE THAN HAPPY TO HELP YOU SHUFFLE THINGS AROUND, AND I APPRECIATE IT. THANK YOU FOR ALL OF YOUR TIME. THANK YOU SO MUCH AND NOW LET'S MOVE TO THE FIRST READING OF POLICY GBC, DRUG-FREE AND ALCOHOL FREE WORKPLACE, WITH MS. DONNELLY. GOOD EVENING PRESIDENT CORT, MEMBERS , AND MR. REESE, I STAND BEFORE YOU WITH A PROPOSAL TO UPDATE POLICY LANGUAGE IN GB EC AND THIS IS OUR DRUG-FREE, ALCOHOL FREE WORKPLACE, AND IT COMES WITH UPDATES RECOMMENDED FOR --TO ALIGN WITH THE REVISED LETTER AND MAX 612 47 WHICH NOW INCLUDES

097EXPANDED DEFINITIONS AND GUIDANCE RELATED TO TOBACCO, CANNABIS AND ELECTRONIC DELIVERY DEVICES. SO WITH THAT, WE ARE RECOMMENDING SOME CHANGES IN DEFINITIONS, TO ALIGN WITH THAT LANGUAGE, AND I HAVE THEM THERE FOR YOU, THE FIRST ONE BEING WITH E-CIGARETTE, WHICH NOW INCLUDES DEVICES THAT DELIVER VAPORIZED SUBSTANCES INCLUDING [ INAUDIBLE ] HAS BEEN UPDATED, AND THEN OF COURSE A RECOMMENDATION THAT WAS MADE TOGETHER WITH OUR LEGAL COUNSEL ALONG WITH HUMAN RESOURCES, IS TO CLARIFY THAT THIS POLICY DOES INCLUDE OUR SUBSTITUTES, VOLUNTEERS, AND CONTRACTORS. THE TERM CANNABIS IS ALSO RECOMMENDED TO BE ADDED AS A DEFINED TERM, FOR CLARITY AND CONSISTENCY. AGAIN, PRIMARILY TO REFLECT THE LEGALIZATION OF CANNABIS USE AND ITS IMPLICATIONS IN THE WORKPLACE. SPECIFICALLY UNDER POSITION, IF YOU'LL CONTINUE TO SCROLL, PLEASE, FOR ME, THOSE ARE THE RECOMMENDATIONS OF THE DEFINITION, CONTINUE TO SCROLL, PLEASE.

098UNDER POSITION. SO THE POSITION -- EXCUSE ME, THE --LET'S START OVER. THE PROHIBITION NOW EXPLICITLY INCLUDES CANNABIS AND THC, ENSURING CLARITY ON SUBSTANCES NOT PERMITTED ON SCHOOL PROPERTY OR AT SCHOOL SPONSORED EVENTS PURPOSE OF THE POLICY ACKNOWLEDGES PRESCRIBED MEDICATION. THIS IS REALLY WHAT I WANTED TO TALK MORE SPECIFICALLY ABOUT AND FOR DISSIPATION IN MEDICAL CANNABIS -- [ INAUDIBLE ] PROGRAMS. HOWEVER, IF SUCH USE IMPAIRS AN INDIVIDUAL'S ABILITY TO PERFORM WORK-RELATED DUTIES, IT MAY BE CONSIDERED A VIOLATION OF POLICY. AND I WANT TO THANK OUR PARTNER, MEMBER FRANK, FOR THIS CONVERSATION THAT TOOK PLACE VIA EMAIL, SPECIFICALLY REGARDING THIS WORD. I WANT TO ALSO REMIND US THAT THIS PARTICULAR CURRENT POLICY DID NOT HAVE THE STANDARD LANGUAGE OF DISCIPLINE, SO THAT HAS BEEN ADDED SPECIFICALLY TO THE WORD MAY. THE CONVERSATION WAS, DO WE WANT TO

099INCLUDE IT AS MAY OR ARE WE TALKING ZERO TOLERANCE? WE INTENTIONALLY USED THE WORD, MAY, IN THIS POLICY TO ALLOW FOR THE DISCUSSION OF CASE TO CASE EVALUATION. SO THE PHRASE RECOGNIZES THAT NOT ALL USE OF PRESCRIBED MEDICATION OR MEDICAL CANNABIS AUTOMATICALLY CONSTITUTES A VIOLATION. OKAY, PORTUGAL, IF AN EMPLOYEE IS PARTICIPATING IN A MEDICAL CANNABIS PROGRAM, AND A LICENSED MEDICAL PROVIDER CONFIRMS THAT THE EMPLOYEE CAN SAFELY PERFORM THEIR DUTIES, THIS WOULD NOT BE A VIOLATION. IN SUCH CASES, WE MAY NEED TO ENGAGE IN THE A.D.A. INTERACTIVE PROCESS TO DETERMINE REASONABLE ACCOMMODATION OR APPROPRIATE. SO AGAIN, IF IT IMPEDES IN THE WORKPLACE, WE WOULD SEND THEM TO THE DOCTOR WITH ASKING THEM FOR DOCUMENTATION, THAT IF THEY HAVE A PRESCRIPTION. IF THEY DO, AND THE DOCTOR WERE TO RETURN, AND SAY, THEY DO HAVE THIS, AND

100IT SHOULD NOT IMPEDE THEIR WORK. THEY CAN CONTINUE PERFORMING THOSE DUTIES. THAN THE A.D.A. INTERACTION PROCESS HAS THIS CONVERSATION WHERE WE DISCUSS ACCOMMODATIONS OF WHAT THAT WOULD LOOK LIKE. HOWEVER, IF IT COMES BACK THAT THEY ARE --THEY HAVE BEEN TESTED POSITIVE AND THEY DON'T HAVE THEIR PRESCRIPTION, THEN THE DISCIPLINE WOULD COME IN. AND SO THAT'S WHY WE HAVE TO BE VERY CAREFUL WITH USING THE WORD, MAY, BECAUSE WE WOULD GO THROUGH THE PROCESS TO DETERMINE, JUST LIKE ANY PRESCRIPTION, PRESCRIBED MEDICATION, ON WHETHER OR NOT IT IMPEDES THEIR WORK, OKAY? SO THAT'S ON THAT. I WOULD LIKE TO ALSO THANK MEMBER WOFFORD ON THE FEEDBACK THAT I RECEIVED THIS AFTERNOON FROM YOU. THERE WAS CONVERSATION ABOUT THIS HAVING THE PUNITIVE TONE, AND WHAT DO WE DO TO ASSIST INDIVIDUALS WHEN THEY FIND THEMSELVES WITH THIS SITUATION.

101AND SO, WHAT I'D LIKE TO POINT OUT IS THREE OTHER POLICIES THAT WE HAVE IN PLACE. ABC TOBACCO AND ALCOHOL FREE SCHOOLS, THAT ALSO COMES WITH A REGULATION, ALONG WITH ADF, WELLNESS OF STUDENTS AND STAFF, AND JB GC, EMPLOYEE ASSISTANCE AND WELLNESS. ALL THREE OF THOSE HAVE REGULATION THAT TALK ABOUT RESOURCES AND SUPPORT SYSTEMS IN PLACE. WE CAN DEFINITELY DISCUSS ADDING SOMETHING ALONG THOSE LINES ABOUT WHAT SUPPORT RESOURCES ARE AVAILABLE FOR STUDENT AND STAFF. I'M READY TO HEAR SUGGESTIONS THAT WOULD LOOK LIKE BUT JUST A REMINDER THAT WHAT THE PURPOSE HERE IS TO ALIGN THE LANGUAGE WITH THE NEW STATUTE, AND THEN FROM THERE CREATE THE REGULATION WHERE WE COULD PUT THE SUPPORT -- THAT SUPPORT SYSTEM LANGUAGE IN PLACE, IF THAT ANSWERS YOUR QUESTION. SOMEWHAT. OKAY. [ INAUDIBLE ] SURE. >> THE POLICY IS

102CALLED WORKPLACE SO THAT IS THE LANGUAGE OF THE STATUTE OR SOMETHING? BECAUSE IT'S MORE THAN WORKPLACE. IT'S A PLACE WHERE KIDS LEARN SO THE FOCUS SEEMED TO BE ON THE ABSENCE OF RECOGNIZING THAT KIDS MAY HAVE PROBLEMS THAT DON'T NEED A PUNITIVE SOLUTION, THAT DRUGS PLAYED AN IMPORTANT PART OF MY LIFE AS AN ADOLESCENT, AND SO WHAT DO WE DO TO HELP KIDS THROUGH THAT TIME OF THEIR LIFE? TRANS KIDS, LGBTQ KIDS ARE MUCH MORE LIKELY TO ABUSE SUBSTANCES, AND IT'S NOT BECAUSE --WELL YOU HEAR THEM SAYING IN TERMS OF WANTING TO MAKE SURE OUR POLICY IS RECOGNIZING WHAT KIDS -- WHAT IS MOTIVATING THEN TO BE PULLING IN HEALTHCARE PROFESSIONALS IN TERMS OF WRITING THIS POLICY SO IT'S NOT JUST ADHERENCE TO STATUTES, BUT WE ARE MAKING GOOD GOVERNANCE FOR HOW TO HELP KIDS

103AND EMPLOYEES. THAT WAS SOME OF MY CONCERN. PRESIDENT CORT, MEMBER WOFFORD, IC, NOT TRYING TO CAPTURE MY ATTENTION HERE, JUST TO ADD IT TO THAT, IF YOU'D LIKE TO ADD ANYTHING MORE, I DID REFERENCE THE OTHER POLICIES THAT MAY BE MORE IN LINE TO SPEAK WITH THAT UNLESS YOU'VE GOT SOMETHING ELSE YOU WANTED TO ADD. PRESIDENT CORT, MR. WOFFORD, THERE MAY BE SOME CONFUSION. THIS IS ONLY ABOUT THE WORKPLACE. THIS IS NOT TO ADDRESS STUDENT AND DRUG USE IS ADDRESSED IN THE J SERIES SO THIS IS NOT AT ALL INTENDED AND WORKPLACE IS ACCURATE BECAUSE NOT ALL OF OUR LCPS EMPLOYEES ARE IN STUDENT SETTINGS, SO THAT WOULD BE HERE AT CENTRAL OFFICE, THE FACILITIES LOCATIONS THAT AREN'T SCHOOLS. SO THIS IS THE G SERIES, WHICH IS STRICTLY PERSONNEL . SO NONE OF THAT -->>

104NONE OF THIS --THIS IS NOT A STUDENT POLICY AT ALL. WILL THEN SHIFT IT TO EMPLOYEES, WHAT I JUST SAID. WHAT ARE OUR BEST PRACTICES IN TERMS OF HEALTHCARE OFFICIALS, THINKING ABOUT EMPLOYEES AND HOW TO HELP THEM. IF THEY REPORT TO THE WELLNESS CENTER AFTER WE'VE HELPED THEM DOING SOMETHING, THEN WE GET INTO THAT WE MAY KICK YOU OUT LANGUAGE OR TERMINATION LANGUAGE WAS THERE SO I WONDERED ABOUT DO WE HAVE THAT, DO WE HAVE AN EMPLOYEE SECTION WHERE -- WE DO. THAT IS WHAT MS. DONNELLY WAS SAYING. WE HAVE A POLICY ON EMPLOYEE ASSISTANCE SO IT'S HARD WHEN WE'RE LOOKING AT THESE POLICIES OUT OF CONTEXT BECAUSE THAT'S WHEN WE GET TEMPTED TO BE REDUNDANT AND IT WILL BE IMPORTANT TO MAKE SURE THAT WE ARE CROSS-REFERENCING APPROPRIATELY, BUT WE DO HAVE POLICIES THAT

105ADDRESS YOUR CONCERNS. OKAY. ALL RIGHT. AND TO YOUR POINT, JUST TO ADD TO THAT, ESTHER WOFFORD, AS THE CONNECTIONS ARE MADE, WE COULD DO IS UP AT THE TOP WHERE WE HAVE RELATED ENTRIES, THE FIRST DRAFT DOES NOT INCLUDE THE POLICIES THAT I JUST CITED BUT YOUR FEEDBACK WAS VERY HELPFUL IN REMINDING ME THAT THAT SHOULD BE ON THERE. AND SO IF THE BOARD SO CHOOSES, I CAN ADD THOSE RELATED ENTRIES OF THE ABC, WHICH IS THE TOBACCO AND ALCOHOL FREE SCHOOLS, THAT HAS A REGULATION WITH THE SUPPORT SYSTEMS THAT YOU'RE CONCERNED ABOUT, AS WELL AS THE WELLNESS OF STUDENTS AND STAFF, THAT REFERENCES AGAIN WHAT THOSE PROCESSES WOULD BE AND THEN THE ADDITIONAL ONE, VERY SPECIFIC EMPLOYEE ASSISTANCE AND WELLNESS, THAT IS, WE USE THAT QUITE A BIT WITHIN ALL OF OUR PRACTICES, WITH

106EMPLOYEES, WHEN WE RECOGNIZE THAT THEY ARE DEALING WITH THE DIFFICULT SCENARIOS AND SITUATIONS SO THOSE THREE MOST DEFINITELY SHOULD BE NOTED UNDER RELATED ENTRIES AND I'D BE GLAD TO DO THAT. IF AN EMPLOYEE HAS A PACK OF CIGARETTES IN A CAR, THAT IS ON SCHOOL PROPERTY, ISN'T IT? DO WE HAVE --TELL ME ABOUT THIS, BECAUSE IF THEY ARE NOT USING A PRODUCT -- SO PRESIDENT CORT, MR. WOFFORD , THIS IS RELATED TO ITS USE, OKAY? SO IT'S RELATED TO HOW WE WILL WORK WITH AN INDIVIDUAL THAT HAS NOW USED THESE PRODUCTS AND IT'S IMPEDING THEIR WORK, AND WHAT DO WE DO TO ENFORCE THAT? OKAY, I WAS LOOKING AT THAT SECTION, IT'S B NOW, IS IT, POSSESSION? SCHOOL STAFF HAS BEEN TAKEN OUT SO IT'S COMBINED UP WITH THE ONE ABOVE IT. ANY INDIVIDUAL, WHETHER

107VOLUNTEER, INDEPENDENT CONTRACTOR OR SUBSTITUTING SCHOOL BUILDING, SCHOOL PROPERTY AND/OR DURING ANY SCHOOL SPONSORED ACTIVITIES MAY BE HELD IN A NON-DISTRICT BUILDING OR PROPERTY SO THERE IS -- YES, PRESIDENT CORT, MEMBER WOFFORD, I'D LIKE -- I WENT OUT AND SMOKED IN THE PARKING LOT WHEN I WAS A TEENAGER, DIDN'T EVEN DRIVE ACROSS THE STREET. SO I'D LIKE TO ALSO JUST REFERENCE -- [ INAUDIBLE ] I HEAR WHAT YOU'RE SAYING. I HAVE THIS FLASHBACK OF MY OWN TEACHERS LOUNGES I COULD WALK AS A KID, THAT'S A WHOLE DIFFERENT STORY, BUT I DO WANT TO REFERENCE THAT THERE IS SOMEONE WITH THIS FORMATTING. I'M GOING TO USE THAT WORD BECAUSE I'M SURE ROBIN IS LAUGHING TO THE BACK. THERE WERE MANY HANDS THAT DID THEIR BEST WITH THE ONE ON THE LETTER B, THAT REALLY SHOULD BE UP

108AT THE TOP. I JUST WANTED TO MENTION THAT, BUT SPECIFICALLY THERE, WE TOOK THAT FROM THE STATUTE SO IF THERE IS SOME SUGGESTIONS THERE UNDER B OF WHAT THAT WOULD LOOK LIKE, AND I ANSWER YOUR QUESTION? YOU ARE, I JUST WONDERED WHETHER CARL WOULD BE ABLE TO -- CARL, IS THAT WHAT YOU'RE THINKING ABOUT? I'M THINKING OF MR. STAPLETON, BUT OKAY. SO REALLY, TO YOUR POINT, MR. WOFFORD, WE RECOGNIZE AND TO YOUR POINT, MR. FRANK, THAT WE WILL BE LOOKING AT THIS VERY CAREFULLY ON A 1 TO 1 BASIS AND THAT'S WHERE THAT WORD, MAY, COMES IN. WE ARE NOT ALLOWED TO ASK EMPLOYEES WHAT PRESCRIBED MEDICATION THEREON UNLESS THERE IS A CONCERN SO THIS REALLY OPENS UP THE INQUIRY WHEN THEY ARE IMPEDED WITH THEIR WORK, AND WHAT IS HAPPENING IF WE TAKE THEM

109TO GET TESTED AND IT TURNS OUT THAT THEY TEST FOR CANNABIS? THEN THE NEXT STEP WOULD BE FOR THEM TO GO TO THE DOCTOR AND BRING BACK WHAT PLAN THEY'RE UNDER, AND THEN WHAT THAT WOULD LOOK LIKE FOR THE CURRENT JOB THAT THEY ARE DOING, AND THAT'S WHERE THE A.D.A. KICKS IN. HOWEVER, IF THEY TEST POSITIVE FOR CANNABIS AND DO NOT HAVE THAT PRESCRIBED MEDICATION, THEN IT DOES TAKE A DIFFERENT ROUTE AND THEN WE FOCUS BACK ON THE DISCIPLINE. AND AT THAT POINT, WHAT WE HAVE IN PLACE NOW IS EMPLOYEE WELLNESS, EMPLOYEE ASSISTANCE IS ALWAYS A PART OF THOSE CONVERSATIONS. IT'S A PART OF OUR PROCESS THAT WE HAVE NOW, WHENEVER WE TEST. IMMEDIATELY THEY ARE GIVEN THE CONTACT INFORMATION FOR WE HAVE IN-HOUSE AND OFFER THAT COUNSELING ALSO THROUGH THEIR REPRESENTATIVE WHO GIVES THEM

110THAT CONVERSATION BECAUSE WE DEFINITELY ARE CONCERNED THAT SOMETHING IS HAPPENING WITH THIS INDIVIDUAL, AND FIRST AND FOREMOST, WE HAVE TO MAKE SURE THAT OUR STUDENTS ARE WELL TAKEN CARE OF, AND IF THIS INDIVIDUAL NEEDS SOME ASSISTANCE, THEY DON'T NEED TO BE WITH OUR KIDS RIGHT NOW, AND SO ALL OF THOSE CONVERSATIONS TAKE PLACE. WHERE OUR CONCERN IS MAKING SURE THAT WE HAVE THE LANGUAGE IN PLACE WITH THE UPDATED STATUTE THAT WAS PROVIDED TO US. SO THE NICOTINE PATCH WOULD'VE BEEN JUST FINE FOR AN EMPLOYEE, BECAUSE THAT'S A PRESCRIBED DRUG. ARE THOSE OVER-THE-COUNTER OR ARE THEY PRESCRIBED? I DON'T KNOW. THEY'RE OVER-THE-COUNTER. >> THEY'RE OVER-THE-COUNTER. WELL THE GUM. THANK YOU. [ LAUGHTER ]. I WONDERED ABOUT THAT IN TERMS OF THE LANGUAGE THERE, WHERE USE OF CESSATION PRODUCTS AND WHETHER TOO MANY RED BULLS COULD GET

111SOMEONE IN TROUBLE HERE, BECAUSE THERE WAS LANGUAGE ABOUT NEW TROPICS. I SAW THAT, YES, AND AS I WAS READING THROUGH WHAT YOU HAD SENT ME THIS AFTERNOON, MEMBER WOFFORD, I ALSO WONDERED, WHAT IS SNUFFS ON NUMBER 6 WHEN YOU HIGHLIGHTED TOBACCO OR SNUFFS. I HAD TO LOOK THAT UP. I SAW THE ALT, THERE. >> ALSO WAS THE ALT,, NOT THE QUESTION ABOUT THE WORD? I JUST WANTED THE ALT, THERE BETWEEN THE TOBACCO AND THE WORD. SO IF I MADE A PRESIDENT CORT, MR. WOFFORD AND MR. FRANK AS PART OF THE SECOND READING, I COULD RINGBACK THE RECOMMENDATIONS THAT WORK PROVIDED WITH THE ALT,, IF YOU WOULD LIKE TO GO THROUGH THEM NOW? LET'S DO THAT SECOND READING. THERE WERE A COUPLE TENDS THINGS AND SOME CAPITALIZATIONS. I COULD GIVE YOU A CALL WHERE THERE'S A

112FOLLOW-UP AND LOOK AT THAT AND HAVE IT PREPARED FOR SECOND READING. MY CONCERN IS WITH 4 C, IT'S JUST I DON'T SEE HOW WE CAN HAVE ANY TOLERANCE FOR A PERSON WHO HAS PERFORMED THEIR JOB, AND WE HAVE EVIDENCE THAT THEY ARE IMPAIRED, AND THAT SOMEHOW THAT COULD BE CONSIDERED NOT A VIOLATION OF THIS POLICY. GOOD QUESTION. >> SO I THINK SOMEWHERE WE NEED TO MAKE A STATEMENT THAT ANYBODY WHO WORKS IN THIS DISTRICT, WHO, YOU KNOW, COMES IN IMPAIRED AND WHILE THEY'RE DOING THEIR JOB, DRIVING A BUS, TEACHING OUR KIDS, WORKING IN A CAFETERIA, REPAIRING FOOD, IF THEY ARE IMPAIRED, I DON'T SEE WHY WE SHOULD OPEN THE DOOR EVEN A CRACK TO GIVE THEM AN OPPORTUNITY TO NOT BE TERMINATED. SO PRESIDENT CORT, MEMBER FRANK , THANK YOU FOR YOUR FEEDBACK. WHAT WE

113HAVE A TASK TO DO ONCE THAT HAPPENS, AND I REFERENCE THE A.D.A. PROCESS, IS THAT THE CONCERN, THE BIG QUESTION THAT COMES TO THAT TABLE IS ARE YOU ABLE TO DO THE ESSENTIAL FUNCTIONS OF THAT, THIS JOB? AND BECAUSE OF WHAT JUST TOOK PLACE, AND WE HAVE TWO --IF IT'S A MEDICAL CONDITION, AND POINTING TO YOUR SCENARIO THAT YOU JUST REFERENCED, RIDING A BUS AND THEY HAVE A SEIZURE, THAT'S A SCENARIO THAT COULD TAKE PLACE, TERMINATING THEM RIGHT THEN AND THERE WOULD BE A VIOLATION OF NOT FOLLOWING THE A.D.A. A PROCESS. IT COULD LEAD TO THAT WITH OTHER WAYS TO ADDRESS IT. OBVIOUSLY IF THERE IS A SAFETY ISSUE, IT JUST CAN'T HAPPEN IMMEDIATELY. WE HAVE TO GO THROUGH THE PROCESS TO GET THERE. IF AT A.D.A. IT'S CONCLUDED, THERE IS NO WAY YOU CAN

114DO THIS JOB, THEN WE LEAD TO THAT CONCLUSION BUT WE CAN'T DO IT WITHOUT LOOKING AT THE MEDICAL RECORD. IT'S JUST A PROCESS WE HAVE TO FOLLOW AND IF THERE'S ANYTHING ELSE YOU'D LIKE TO ADD TO THAT, MS. GALLEGOS, BUT WE JUST CAN'T GO STRAIGHT WITH SAYING, THIS HAPPENED, YOU NO LONGER WORK WITH US, SO THE LANGUAGE IN THE PAST HAS TO BE SET FOR US TO GET THERE. SO ALANNA, YOU'RE OKAY WITH THIS? YEAH. PRESIDENT CORT AND MR. FRANK, I THINK THAT ACTUALLY IT DOES ADDRESS YOUR CONCERN. I AGREE WITH YOUR CONCERN AND I THINK THAT A.D.A., THE AMERICANS WITH DISABILITIES ACT, THAT MS. DONNELLY IS TALKING ABOUT, IS REALLY SPECIFIC, IF I'M UNDERSTANDING THIS PARTICULAR POLICY. IT'S REALLY SPECIFIC TO IF YOU COME TO WORK IMPAIRED AND YOUR EXPLANATION IS, I HAVE A

115MEDICAL CONDITION AND THIS IS A PRESCRIPTION, IT'S NOT BECAUSE I HAVE A MEDICAL CONDITION, I CAN USE AN ILLEGAL SUBSTANCE. IT WOULD BE SOMEONE SAYING I AM IMPAIRED BECAUSE I HAVE A DISABILITY AND I HAVE A PRESCRIPTION. THAN THE AMERICANS WITH DISABILITIES ACT WOULD REQUIRE SOME INTERACTIVE CONVERSATION. IF YOU CAN'T PERFORM THE ESSENTIAL FUNCTIONS OF YOUR JOB BECAUSE OF A CONDITION, YOU STILL WOULDN'T BE PERMITTED TO HOLD THAT POSITION IF YOU CAN'T PERFORM THE ESSENTIAL FUNCTIONS. AND WHERE IT COMES UP IN THIS POLICY SPECIFICALLY IS WITH REGARD TO CANNABIS, BECAUSE THERE'S THAT CATEGORY OF MEDICAL CANNABIS. SOMEONE CAN'T SELF SELECT THAT I'M GOING TO TAKE CANNABIS BECAUSE I PERCEIVE THAT IT WILL HELP ME WITH MY MEDICAL CONDITION. THEY WOULD HAVE TO COME IN AND SAY, BUT I HAVE A PRESCRIPTION. THIS ISN'T INVITING THEM

116AFTER THE FACT TO GO GET A PRESCRIPTION. THIS IS GO GIVE US THE PRESCRIPTION THAT YOU HAVE, AND IF IN FACT YOU HAVE A PRESCRIPTION, THEN BASICALLY WHAT IS DONNELLY IS INDICATING IS THAT SHE WOULD THEN, FOR MEDICAL CANNABIS, FOLLOW THE SAME PROCESS, THAT IF IT WERE A PAINKILLER, IN A CAR ACCIDENT, I'VE BEEN PRESCRIBED THIS PAINKILLER, I WASN'T EXPECTING THAT IT WOULD IMPAIR MY ABILITY TODAY BUT OBVIOUSLY IT DID. MAYBE I TOOK IT ON AN EMPTY STOMACH SO THERE'S AN INTERACTIVE PROCESS THAT TAKES PLACE WITH THE EMPLOYEE BEFORE ANY --AND IF THERE IS ANY, THEN ADVERSE EMPLOYMENT ACTION WHERE THERE MAY NEED TO BE ACCOMMODATIONS BUT THAT WOULD BE FOR LEGAL PRESCRIBED USE AND THEN SORTING OUT WHAT --HOW THE EMPLOYER, IN THIS CASE LCPS, DEALS WITH THE RESULTS OF THAT USE. IT'S NOT

117SAYING THAT WE EXCUSE ILLEGAL USE. IS THAT CORRECT, MS. DONNELLY? YES, THANK YOU. >> THINK YOU. MR. FRANK? MS. TENORIO? OKAY. SO THE FIRST THING IS I'M TAKING THIS VERY LITERAL WHEN I'M LOOKING AT THE TITLE AND THE PURPOSE AND I FEEL LIKE MAYBE MR. WOFFORD HAD KIND OF TOUCHED ON THIS OF THERE IS A FOCUS ON THE BUILDING, FOR ME, ANYWAYS, AND I WOULD LIKE TO SEE MORE OF A FOCUS ON THE PLOIDY, ON PEOPLE. SO I DON'T KNOW IF WE CAN WORD IT DIFFERENTLY. THE TITLE? IF IT'S STUCK IN THE STATUTE THEN WE CAN'T BUT IT WOULD BE NICE TO WORD IT DIFFERENTLY TO WHERE WE ARE FOCUSED ON THE EMPLOYEES, LIKE COMING TO WORK SOBER AND RESPONSIBLE AND NOT INEBRIATED, NOT UNDER THE INFLUENCE, HOWEVER IT'S SUPPOSED TO BE WORDED, WHATEVER ITS

118STANDARD OF WE THINK THAT YOU'RE UNDER THE INFLUENCE AND YOU'RE NOT DOING YOUR JOB. SO PRESIDENT CORT, MEMBER TENORIO, WHERE ARE YOU LOOKING ON THIS? THE TITLE, DRUG-FREE/ALCOHOL FREE WORKPLACE? THE TITLE ITSELF. TO ME IT'S LIKE TO BRING YOUR BEER TO THE BUILDING BUT THAT DOESN'T TALK ABOUT THE PERSON'S BEHAVIOR. ANY SUGGESTIONS? I DON'T HAVE ONE RIGHT NOW BUT I'LL THINK OF SOME. AND THEN ALSO THE IDEA OF HAVING THESE HYPHENS ON EVERYTHING. I'D LIKE THE LESS OF THE HYPHENS TO WHERE WE ARE JUST TALKING ABOUT EITHER WE ARE SEEING DRUG-FREE AND ALCOHOL FREE OR SUBSTANCE FREE. I'M NOT SURE IF THERE IS A LEGALITY WITH THE STATUTE THERE BUT JUST LESS OF THOSE HYPHENS. WHAT ARE THEY CALLED, HYPHENS? WHAT ARE THEY CALLED NECK THERE'S A DASH IN THEIR, DRUG-FREE AND ALCOHOL. THEY'RE THROUGHOUT

119THE WHOLE THING. DRUG FRIDAY --DRUG-FREE IS MODIFYING WORD PLACEMENT --[ INAUDIBLE ] I WILL VOLUNTEER TO KIND OF HELP WORDSMITH. I KNOW THAT WE HAVE OTHER WORDSMITHS. THERE'S NUMBER 7 UNDER DEFINITIONS. THERE IS ONE LITTLE CANNABIS THAT SNUCK BY. IT HAS AN EXTRA LETTER I IN THEIR. THE FIRST ONE UNDER QUOTES, I THINK. NUMBER 7, WHAT IS THAT ? THAT WAS AN EASY ONE. >> THANK YOU, I SEE THAT. CITING THE STATUTE, I FEEL LIKE MAYBE WE NEED TO WORK AT THE OTHER POLICIES FOR CONSISTENCY AND I DON'T KNOW IF IT WAS A ALT, AND THEN AND AN AC OR WHAT ARE THEY --AND M.A.C., I DON'T KNOW OTHER POLICIES IF WE ARE USING A ALT,, IF WE'RE DOING PARENTHESES BUT I'M NOT TRYING TO PICK ON YOU AT ALL. I UNDERSTAND, THAT'S WHAT THIS

120IS FOR. LOOK AT WHERE WE SITE AND WHERE FOR EXAMPLE, UNDER DEFINITIONS C AND THEN HOW WE REFERENCE IT ON OTHERS FOR CONSISTENCY. I THINK I JUST WOULD LIKE TO USE THAT IS THROUGH THIS POLICY OF TRYING TO FOCUS ON THE EMPLOYEE, THE PERSON VERSUS THE BUILDING WORKPLACE. IF THAT'S POSSIBLE. OKAY. AND I CAN DEFINITELY PROVIDE SOME SUGGESTIONS, LOOK AT THAT, ANYTHING ELSE THAT YOU'D LIKE TO BRING FORWARD, WE CAN DO THAT FOR THE SECOND READING. THANK YOU. THANK YOU. ALL RIGHT, BOARD MEMBERS? THE IMPETUS TO DO THIS WAS BECAUSE SOME LANGUAGE CHANGED IN THE COLLECTIVE BARGAINING AGREEMENT. ACTUALLY THE STATUTE ITSELF, SIR, WITH THE LEGALIZATION OF CANNABIS. SO THE STATUTE CHANGED IN 2025, AND SO WE ARE HERE NOW. THAT'S WHERE VENUE DEFINITIONS, IN. THANK YOU. THANK YOU SO MUCH, MS. DONNELLY. WE'LL LOOK

121FORWARD TO SECOND READING. I WILL BE BACK. THANK YOU SO MUCH. HAPPY TO HEAR. [ INAUDIBLE ] >> THIS IS TRUE. WAS MOVED TO OUR STRATEGIC PLAN BENCHMARKS, GOAL ONE, INSTRUCTIONAL OUTCOMES FOR LITERACY AND GOAL TWO, INSTRUCTIONAL OUTCOMES FOR MATH WITH DR. MILLER TOMLINSON AND THE L.E.D.S, COULD THAT BE YOUR BAND NAME? THE L.E.D.S? PRESIDENT CUEVA, WHILE THEY PREPARE TO COME UP AND GIVE THEIR PRESENTATION, I ALSO WANT TO RECOGNIZE WE HAD SOME ADDITIONAL THOUGHT PARTNERS HERE IN ADDITION TO WHAT IS IT, HANOVER WAS HERE, WE HAD EVEREST, STEPHANIE IS HERE AND I SAW [ INAUDIBLE ] WAS HERE, SHE MUST HAVE STEPPED OUT. THE WHOLE CREW. >> YOU JUST TOLD US NOW? ALL RIGHT. >> GOOD EVENING PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT REESE, WE ARE HERE TO GIVE YOU AN UPDATE ON

122A COUPLE OF THINGS. FIRST OF ALL, OUR LAYER AND THREE INSTRUCTIONAL FRAMEWORK AND THEN MY COLLEAGUES ARE LEADERSHIP EXECUTIVE DIRECTORS WHO WE HAVE ED V EDVINSSON, TARA FAVOR WITH US HERE THIS EVENING AND THEY WILL BE PROVIDING YOU ALL AN UPDATE ON SITE SUPPORT. SO WE WILL JUMP IN FIRST TO THE INSTRUCTIONAL FRAMEWORK UPDATE. IF YOU REMEMBER OUR WORK LAST YEAR WAS FOCUSED ON LAYER 1 INSTRUCTIONAL FRAMEWORK, WHICH IS CORE INSTRUCTION, PROVIDE STRUCTURE, GUIDING QUESTIONS AND A SET OF INDICATORS. AGAIN, IN THIS FRAMEWORK, TO GUIDE INSTRUCTION. SO OVER THE LAST YEAR, INSTRUCTIONAL WALKS AND EFFORTS WERE REALLY FOCUSED AROUND THOSE QUESTIONS AND THOSE INDICATORS. WHILE THAT WAS THE FOCUSING CLASSROOM, ON THIS SIDE, THE WORK HERE FOCUSED ON BUILDING OR ADDING TO THE INSTRUCTIONAL FRAMEWORK ANDING LOOTING LAYERS 2 AND 3, WHICH OF COURSE PROVIDE

123ADDITIONAL SUPPORT FOR STUDENTS AS NEEDED. SO LAYER 2 IS TARGETED SUPPORT FOR STUDENTS THAT MAY NEED MORE INTERVENTION FOR EITHER ACADEMICS, WE ALSO INCLUDE SOME BEHAVIORAL SUPPORT THERE, AND THEN OF COURSE LAYER 3 IS THE MOST INTENSIVE SUPPORT FOR STUDENTS SO THE LAYER 2 AND 3 FRAMEWORKS ARE NOW ESSENTIALLY PART OF THE SAME DOCUMENT. TEACHERS INDICATED THAT THEY WANTED KIND OF A SEAMLESS DOCUMENT. THEY DIDN'T WANT TO HAVE TO LOOK IN MULTIPLE PLACES TO FIND THESE INDICATORS AND GUIDING QUESTIONS. THE STRUCTURES ARE THE SAME FOR ALL THE LAYERS AND THE LAYERS ARE ALIGNED, SO WHEN YOU LOOK AT THE FRAMEWORKS YOU'LL SEE THE INDICATORS FOR CLASSROOM STRUCTURE, PURPOSEFUL PLANNING, DATA-DRIVEN DECISIONS. IT'S THAT STRUCTURE IS PRESENT THROUGHOUT THE FRAMEWORKS. AND THEN SO AFTER THE LAYER TWO FRAMEWORK THEN THE FRAMEWORK FLOWS INTO THE WELLNESS FRAMEWORK.

124SO HOW DID THESE FRAMEWORKS ALIGN TO THE WORK THAT'S HAPPENING IN THE CLASSROOM THIS YEAR? SO I'M GOING TO BRIEFLY DISCUSS THAT AND THEN I'LL TURN IT OVER TO THE L.E.D.S THAT WILL SHARE WITH YOU HOW SPECIFIC SCHOOLS ARE RECEIVING SUPPORT IN THESE AREAS. SO OUR PROFESSIONAL LEARNING STARTED BACK IN JULY, ON JULY 22nd. WE'VE HAD ANOTHER ROUND OF PROFESSIONAL LEARNING LAST WEEK, LAST THURSDAY ON AUGUST 28th, AND THOSE PROFESSIONAL LEARNING TOPICS REALLY FOCUSED ON PRIORITY STANDARDS, PROFICIENCY SCALES, AND PURPOSEFUL PLANNING, CENTERED AROUND THE Q TELL OR THE QUALITY TEAM FOR ENGLISH LEARNERS, SO THAT WAS THE DELIVERY METHOD USING THOSE Q TELL STRUCTURES, INTERACTIVE PROCESSING STRUCTURES, SO TEACHERS HAVE THE OPPORTUNITY TO EXPERIENCE THOSE STRUCTURES AS LEARNERS. TWO WEEKS AGO WE ALSO STARTED THE FIRST ROUND OF INSTRUCTIONAL WALKS. THIS YEAR, AND IN ORDER

125TO GET THE FEEDBACK THAT WE WANT FROM THE INSTRUCTIONAL WALKS, WE SLIGHTLY CHANGE THE INDICATORS TO ALIGN TO THE PROFESSIONAL LEARNING THAT WE COMPLETED. SO IF WE ARE DOING PROFESSIONAL LEARNING, SETTING EXPECTATIONS AROUND PROFICIENCY SKILLS, TEACHING PRIORITY STANDARDS, AND USING THE QTEL STRUCTURES, IT WAS IMPORTANT THAT THE LEARNING WALKS AGAIN THE PROFESSIONAL LEARNING. SO A COUPLE OF EXAMPLES HOW THE INDICATORS HAVE SHIFTED SLIGHTLY, THIS ONE HERE SAYS WHICH OF THE FOLLOWING ACTIONS DID YOU OBSERVE DURING YOUR LEARNING, AND SO THESE INDICATORS, EXPLICIT TEACHING, TEACHER FACILITATION, INDEPENDENT PRACTICE, INTERACTIVE PROCESSING STRUCTURES, THESE LEARNING WALKS ARE SHORT, THEY'RE A SHORT SNAPSHOT OF LEARNING AND SO THIS GIVES US AN INDICATION OF WHAT IS HAPPENING IN THE CLASSROOM AND WITH A PARTICULAR FOCUS. YOU KNOW WE WANT TO SEE INTERACTIVE PROCESSING STRUCTURES. WE WANT TO SEE STUDENTS ENGAGING,

126STUDENTS TALKING, STUDENT LED ACTIVITY. ANOTHER SHIFT IN THE LEARNING WALK INDICATORS IS --AND THIS IS A SLIGHT SHIFT, OUR LEARNING WALKS LAST YEAR WERE REALLY FOCUSED ON WHAT THE STUDENTS WERE DOING. THIS ONE INDICATOR, THIS ONE QUESTION ON THE LEARNING WALKS IS REALLY ABOUT PROFICIENCY SKILLS AND TEACHER USE OF PROFICIENCY SCALES. SO IT RANGES FROM, WHERE THEY POSTED SOMEWHERE, TO THE TEACHER MENTIONING IT, A PROFICIENCY SCALE, OR WAS IT VERY MUCH INGRAINED, THE SUBJECT'S AND THOSE LEARNING TARGETS WERE VERY MUCH INGRAINED IN THE LESSON , AND I CAN TELL YOU ON THE LEARNING WALKS THAT I COMPLETED OVER THE LAST COUPLE OF WEEKS, THERE ARE EVIDENCE OF PROFICIENCY SCALES, OF STUDENTS THINKING MORE ABOUT LEARNING TARGETS THAN JUST COMPLETING THE ASSIGNMENT. THEY MUCH --CAN MUCH BETTER ARTICULATE WHAT IT IS THEY ARE LEARNING, AND I

127THINK HAVE A BETTER UNDERSTANDING OF WHAT THEY ARE LEARNING, SO AS WE CONTINUE TO PROVIDE PROFESSIONAL LEARNING, PROVIDE SUPPORT AT THE SCHOOL SITES THROUGHOUT THE YEAR, WE WILL BE LOOKING AT THESE LEARNING WALK INDICATORS AGAIN TO MAKE SURE THAT THEY ARE PARALLEL, THAT WE ARE NOT LOOKING FOR SOMETHING THAT WE ARE NOT EXPECTING, THAT WE ARE NOT TEACHING, THAT WE ARE NOT FOCUSING ON, SO THAT REALLY IS THE IDEA. AND WITH THAT I WILL TURN IT OVER TO ANDREA. I KNEW THAT, TOO. MR. PRESIDENT, IF I MAY, AS WELL. MS. EDMONDSON GETS PREPARED HERE. WHAT I WANTED TO ADD TO DR. MILLER TOMLINSON, AS WE LOOK AT LAYER 2 AND THREE, WE SAW THE CULTURE AND CLIMATE ABOUT WAR SUPPORT FOR KIDS THAT. THIS IS WHAT'S GETTING US THERE, OUR LAYER 2, OUR LAYER 3,

128OUR ENGLISH LEARNERS, THOSE TYPE OF THINGS AND PROFICIENCY SCALES, ALSO THE LEARNING TARGETS, OUR STUDENTS SETTING GOALS, ONLY THE LEARNING? THESE ARE THE THINGS AS WE ARE IN AMENDING STRUCTURES AND THESE RESOURCES, IS WHAT'S GOING TO GET US THERE IN REGARDS TO THAT SUPPORT FOR MOST OF THESE STUDENTS SO JUST WANTED TO BRING THAT UP. THANK YOU. GOOD EVENING PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT LOUISE. FIRST AND FOREMOST, THANK YOU FOR THIS OPPORTUNITY FOR US TO SHARE AND CELEBRATE OUR WORK, NOT ONLY IN COLLABORATION BUT IN RATE SUPPORT WITH MRS. LOU PINIELLA SEO. OUR SCHOOL SUPPORT TEAMS PROVIDE OUR CAMPUS LEADERS AND OUR TEACHER SUPPORT AS LISTED IN A VARIETY OF WAYS, NOT JUST DISTRICTS, PROFESSIONAL LEARNING, BUT COACHING CYCLES. WE DO DATA DRIVEN DECISIONS, WORK THROUGH, EACH CAMPUS HAS ITS OWN INDIVIDUAL NEEDS

129SO WE WORK THROUGH DIFFERENTIATING THE NEEDS OF EACH CAMPUS. IN MANY CASES THEY ARE IN THE WORK WITH TEACHERS DOING LESSON PLANNING, MODELING LESSON IN THE CLASSROOM, AND MOST IMPORTANTLY, SETTING STUDENTS GOALSETTING WITH OUR CAMPUS LEADERS AS WELL, AND ONE THING WE ARE REALLY PROUD OF IN THIS LAST YEAR AS THEY FELT REALLY STRONG RELATIONSHIPS, NOT JUST WITH OUR TEACHERS BUT WITH OUR CAMPUS LEADERS, AND THAT'S REALLY HELP US CONTINUE TO MOVE THAT WORK FORWARD. AND OUR SCHOOL SUPPORT TEAM AND WRAPAROUND SUPPORTS ARE IN PLACE AS WELL AS MEETING THE NEEDS OF EACH CAMPUS AND COLLEAGUES HERE ARE GOING TO WALK US THROUGH THE NEXT FEW SLIDES TO GO INTO A DEEPER DIVE WITH THE INSTRUCTIONAL WALKS AND WITH THE DATA IS TELLING US SO I WILL TURN IT OVER TO LEANNE. I THOUGHT YOU

130HAD MORE SLIDES, AND. GOOD EVENING PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT LOUISE, SO I'M GOING TO START BY SHARING A LITTLE BIT ABOUT KIND OF LOOKING BACKWARD TO LAST YEAR AND SOME OF OUR INSTRUCTIONAL WALKS, AND HOW OUR SUPPORT TEAM TRULY LEVERAGED THAT DATA TO PROVIDE SUPPORT AT EACH CAMPUS. SO YOU MIGHT REMEMBER THIS. WE SHARED THIS DATA WITH YOU LAST MAY BUT OUR FOCUS TODAY IS TO REALLY TALK ABOUT HOW THIS DATA IS USED BY OUR SUPPORT TEAMS, SO AS DR. WENDI WAS SHARING, SHE WAS SHARING HOW WE HAVE REAL REALIGNED OUR INSTRUCTIONAL WALK SO THAT IT REALLY MIRRORS THE PROFESSIONAL LEARNING THAT WE ARE DOING, AND IT IS USED THEN TO ALSO INFORM WHAT ARE SOME NEXT STEPS WITH PROFESSIONAL LEARNING OUR SITE SUPPORT TEAMS REALLY LOOK AT THIS DATA BOTH AT

131A MACRO LEVEL BUT ALSO AT A SITE FOR LEVEL TO SEEK KIND OF WEIRD WE NEED TO LEAN IN TO PROVIDE ONGOING SUPPORT, TARGETED COACHING, PLC SUPPORT FOR OUR CAMPUSES TO MAC AND SO JUST TO KIND OF HIGHLIGHT SOME OF THE DATA THAT YOU SEE THERE, WE NOTED IN MAY AND I'LL NOTE IT AGAIN HERE, IS THAT WE DID SEE A REDUCTION LAST YEAR IN THE FREQUENCY OF NOT OBSERVED AS WE WALKED IN CLASSES AND SO WE ATTEST THAT TO THE DIRECT SUPPORT THAT WE WERE ABLE TO PROVIDE THE ONGOING DISTRICT PROFESSIONAL LEARNING THAT WE PROVIDED FOR OUR CAMPUS IS. SO THAT'S KIND OF A POINT OF PRIDE FOR ALL OF US IN OUR SUPPORT TEAMS, TO SEE THAT REDUCTION AND THAT INDICATION THAT WE ARE MAKING SOME PROGRESS THERE IN THESE AREAS. SO THIS

132REALLY DOES BECOME KIND OF THE LEVERAGE POINT FOR US, THREE TIMES A YEAR, BOY, MO Y AND EO WHY, TO KNOW WHERE WE NEED TO LEAN IN AND MAKE SOME OF OUR TIERED SUPPORT MODEL FOR OUR CAMPUS IS. SO SOME OF THOSE INDICATORS THAT WE WERE KIND OF FOCUSED ON LAST YEAR, WE JUST PICK FOUR OF THEM, IS REALLY THAT PIECE THAT DR. WENDI WAS TALKING ABOUT, DO OUR STUDENTS REALLY KNOW WHAT IT IS THAT THEY ARE LEARNING ? NOT JUST THE ASSIGNMENT THEY'RE WORKING ON BUT CAN THEY TELL YOU WHAT SKILLS, WHICH PRACTICES, WHAT KNOWLEDGE THAT THEY ARE REALLY WORKING ON IN THAT PARTICULAR INSTRUCTIONAL CYCLE. CAN THEY TALK ABOUT THAT? CAN THEY SHARE THAT WITH US? SO WE DO LEAN IN WHEN WE ARE ON CAMPUS IS. WE ASK OUR STUDENTS WHAT THEY'RE

133LEARNING. SOMETIMES IT TAKES A LITTLE BIT OF PROBING BECAUSE THEY, FOR WHATEVER REASON, THEY ARE NERVOUS OR THEY'LL SAY WE ARE WORKING ON THIS ASSIGNMENT CAN YOU TELL ME MORE ABOUT THAT, SO WE ARE REALLY LOOKING FOR, CAN THEY TELL US, WHAT IS THAT STANDARD, WHAT IS THAT LEARNING OBJECT THAT THEY'RE FOCUSED ON? AND OUR STUDENTS ENGAGED IN ACADEMIC DISCOURSE AND ARE THEY USING INTERACTIVE PROCESSING STRUCTURES THAT THE TEACHERS HAVE PURPOSELY PLANNED IN THEIR LESSONS? AND I THINK THAT TIES BACK TO SOMETHING DR. LOZANO WAS TALKING ABOUT IN HIS PRESENTATION WHERE STUDENTS WERE SAYING THEY DON'T HAVE ENOUGH OPPORTUNITIES TO LEARN FROM THEIR PEERS, TO INTERACT WITH THEIR PEERS, SO I THINK THESE TWO REALLY SPEAK TO THAT SO WHERE WE WANT PURPOSELY PLANNED OPPORTUNITIES FOR OUR STUDENTS, TO BE ABLE TO LEARN AND BUILD

134THEIR KNOWLEDGE FROM INTERACTING WITH ONE ANOTHER. SO THOSE ARE A COUPLE OF THE OTHER INDICATORS THAT WE ARE CLOSELY MONITORING ALL FOUR OF THESE, REALLY ALIGN WELL WITH OUR STANDARD SPACE LEARNING WORK. SO THIS DATA REALLY CAPTURES THE TYPES OF SUPPORT THAT OUR SITE SUPPORT TEAMS PROVIDE. SO WE USE SOME INSTRUCTIONAL WALK DATA AND I'LL TALK IN A FEW MINUTES ABOUT SOME OTHER DATA POINTS THAT WE'LL LOOK AT OUR SITE SUPPORT TEAMS ARE REALLY GOOD AT REALLY MONITORING AND RECORDING HOW AND WHERE THEY'RE PROVIDING SUPPORT AT THEIR CAMPUSES. SO THIS REALLY SHOWS YOU KIND OF REALLY HOW THEY SPEND THEIR TIME. SO THE BULK OF THEIR TIME, OVER HALF OF THEIR TIME IS REALLY SPENT IN THAT COACHING MODE, INDIVIDUAL, THE SMALL GROUP COACHING OF TEACHERS IN PARTNERSHIP WITH PRINCIPLES. LOTS OF ITS BY REQUEST

135FROM THE TEACHER SO IT'S REALLY DIFFERENTIATING PROFESSIONAL LEARNING AT THE TEACHER LEVEL. THAT'S THE BULK OF HOW THEY SPEND THEIR TIME AT CAMPUSES. 30% OF THE TIME THEY SPEND IN PLCS SO THEY MIGHT BE WORKING WITH A GRADE LEVEL OR CONTENT AREA OR SECONDARY CAMPUSES, AND THE FOCUS OF THOSE PLCS IS ALIGNED TO BOTH WHAT THE CAMPUS NEEDS AS WELL AS OUR DISTRICT PROFESSIONAL LEARNING. SO THOSE PLCS ARE A GREAT OPPORTUNITY FOR US TO KIND OF DEEPEN THE LEARNING FROM THE PROFESSIONAL LEARNING THAT WAS DELIVERED DURING DISTRICT PL. YOU CAN GO IN AND PROVIDE ONGOING SUPPORT AND YOU KNOW, MORE TARGETED SUPPORT AT THE GRADE LEVEL, JUST TO KIND OF EXPAND THAT LEARNING THAT THEY ENGAGED IN MAYBE IN DISTRICT PL. THAN THE LAST CHUNK THERE, ABOUT 18% OF THEIR TIME IS SPENT PARTNERING WITH

136OUR PROFESSIONAL LEARNING DEVELOPMENT TEAM TO DESIGN AND DELIVER DISTRICT PROFESSIONAL LEARNING AND THAT PIECE IS REALLY IMPORTANT BECAUSE NOT ONLY ARE THEY HELPING KIND OF CODE PLAN AND DESIGN WHAT THAT PROFESSIONAL LEARNING WILL BE, BUT THEY ALSO VOICE INTO THAT PROCESS, KNOWING WHAT THE CAMPUS NEEDS ARE BUT ALSO THEY'RE PART OF THAT DELIVERY SO HAVING THEM, THAT WAS AN ASK OF THEM WAS TO REALLY BE A CRITICAL PART OF THAT SINCE THERE KIND OF BOOTS ON THE GROUND AT THE CAMPUSES, TO KNOW KIND OF WHAT IT IS THAT WE'LL BE DELIVERING, BEING A PART OF THAT DELIVERY, AND THEN THAT FOLLOW-UP AFTER REALLY DOVETAILS NICELY WITH THAT COACHING AND DIFFERENTIATION AND PLC SUPPORT. SO I KIND OF TOUCHED ON THE INSTRUCTIONAL WALK DATA BUT THESE ARE SOME OTHER WAYS THAT WE REALLY STRATEGIZE TO TEAR

137OUR SCHOOLS, SO USE A PEER TO SUPPORT MODEL AND KIND OF THE SAME IDEAS, WHAT WE DO WITH STUDENTS, THOSE WHO NEED MORE GET MORE AND SO WE DO THE SAME WITH OUR CAMPUSES, SO WE TEAR OUR SCHOOLS, AND THESE ARE SOME OF THE DATA SETS THAT WE USED TO DO THAT. WE LOOK AT INSTRUCTIONAL WALK DATA, AS I MENTIONED BEFORE. WE ALSO RECEIVE QUITE A BIT OF DATA FROM OUR ASSESSMENT, ACCOUNTABILITY, RESEARCH AND SCHOOL IMPROVEMENT TEAM, SO THEY DEVELOP A SCHOOL REPORT, A TIERED SCHOOL REPORT, SO THEY LOOK AT OUR -- DESIGNATIONS, THEY LOOK AT STATE ASSESSMENT, OUR INTERIM ASSESSMENT DATA THROUGH LETTER I READY AND THEY HELP US KIND OF TEAR THOSE CAMPUSES BY MINIMUM, MODERATE AND MAXIMUM SUPPORT, AND WE DO THAT ACROSS THE WHOLE CAMPUS BUT WE ALSO LOOK AT INDIVIDUAL

138CONTENT AREAS, ELA AND MATH, THAT ALIGNS TO OUR STRATEGIC PLAN, SO THAT'S ONE DATA POINT THAT WE LOOK AT. WE RECOGNIZE IT DOESN'T TELL THE FULL STORY SO WE DO INITIAL CAMPUS VISITS AND WE MEET WITH SCHOOL LEADERS. WE BRING DATA. WE ASK THEM TO BRING DATA. IT MIGHT BE WALK-THROUGH DATA THAT THEY HAVE. THEY MAY SHARE WITH US THAT THEY HAVE SOME NEW TEACHERS AT A PARTICULAR GRADE LEVEL. WE HAVE THAT HAPPEN IN A CAMPUS WHERE THERE WHOLE SECOND RATE WAS NEW SO THE WAY IN WHICH WE LEAN IN AND SUPPORT LOOKS DIFFERENT IN THAT CAMPUS BECAUSE OF THAT NEED. OUR INSTRUCTIONAL WALK DATA, JUST AS L.E.D.S, WE TOOK CARE OF THAT DATA TOGETHER WITH THE CAMPUSES, WHAT WE'VE NOTICED AS OBSERVATIONS, OUR SUPPORT AS PRINCIPAL SUPERVISORS. WE HAVE OBSERVATIONS. WE NOTE THINGS AS

139WELL SO WE USE ALL THAT DATA TO THEN DETERMINE KIND OF AN OVERALL SUPPORT PLAN FOR EACH OF OUR CAMPUSES AND I THINK ALL THE L.E.D.S HAVE A WAY IN WHICH WE THEN DEVELOP SOME SORT OF CAMPUS SUPPORT PLAN SO THAT OUR CAMPUSES KNOW THE WAYS THAT WE ARE GOING TO SUPPORT, WE KNOW THE WAYS THAT WE ARE GOING TO SUPPORT AND OUR SUPPORT TEAMS KNOW KIND OF WHERE AND HOW THEY'RE GOING TO LEAN INTO EACH OF OUR CAMPUSES. AND WITH THAT, I'M GOING TO TURN IT OVER TO MS. WEBER, WHO IS GOING TO TALK A LITTLE BIT I THINK ABOUT IMPACT THAT WE ARE HAVING. THANK YOU. I'M A LITTLE BIT SHORTER THAN MY COUNTERPARTS. SO GOOD EVENING PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT LOUISE. I HAVE THE EXCITING PART. WE HAVE LOTS

140OF CELEBRATIONS TO TALK ABOUT TONIGHT. THE NEXT FEW SLIDES HIGHLIGHT THE SUPPORT SEED FOR MATH AND ELA. FROM OUR SCHOOL SUPPORT TEAMS AND THE SCHOOL MODEL. THE FIRST SLIDE SHOWS MASS SUPPORT AND WHEN WE LOOK AT THE BREAKDOWN OF THE SUPPORT, THE BAR GRAPHS SHOW THE INCREASE IN PROFICIENCY LEVELS AND THE CIRCLE GRAPH SHOWS THE TYPE OF SUPPORT ALONG WITH THE AMOUNT OF HOURS OF SUPPORT FOR THE THREE TIERS OF SCHOOLS. I WOULD LIKE TO HIGHLIGHT A COUPLE OF POINTS REGARDING THE MAP DATA. SO WHEN WE LOOK AT DISTRICT OVERALL, 3368 STUDENTS, WHICH EQUATES TO AROUND 23%, REDUCE THE GAPS, WHICH MEANS THAT THEY MOVED OUT OF RED, ORANGE, AND YELLOW, AND INTO A HIGHER CRITERIA. WHEN WE LOOK AT THE AVERAGE SUPPORT HOURS PER SCHOOL, MAXIMUM SCHOOLS RECEIVED 2668 TOTAL HOURS, AND WHEN YOU

141DIVIDE THAT BY 14 SCHOOLS, THAT EQUALS ABOUT 190 HOURS PER SCHOOL, AND MODERATE SCHOOLS RECEIVED 3218 TOTAL HOURS. AND WHEN YOU DIVIDE THAT BETWEEN OUR MODERATE SCHOOLS, IT EQUALED ABOUT 170 HOURS PER SCHOOL. AND WHEN YOU LOOK AT OUR MONITORING SCHOOLS, THEY RECEIVE 782 TOTAL HOURS. AND WHEN YOU DIVIDE THAT BETWEEN OUR MONITORING SCHOOLS, THEY RECEIVED AROUND 98 HOURS PER SCHOOL OF SUPPORT. AND WE HAVE LOTS TO CELEBRATE. WHEN WE LOOK AT THE STUDENT IMPACT FOR MATH, OUR MAXIMUM SCHOOLS REDUCED THE GAP BY 17%, WHICH EQUALS 907 STUDENTS, AND WHEN YOU LOOK AT THE MODERATE SCHOOLS, WE REDUCE THE GAP BY 24%. AND IT REACHED EVEN 1670 STUDENTS, AND THAT OUR MONITORING SCHOOLS WE REDUCED THE GAP BY 37% WHICH IS 771 STUDENTS. AND WHEN WE SAY OUR SCHOOLS REDUCE THE GAP, IT MEANS THAT

142THE STUDENTS ARE LEARNING AT A RATE THAT IS HELPING THEM CATCH UP TO THEIR GRADE LEVEL STANDARDS AND EACH PERCENTAGE POINT OF GROWTH MEANS MORE STUDENTS ARE ON TRACK TO MEETING THEIR GRADE LEVEL PROFICIENCY, WHICH IS SOMETHING TO CELEBRATE. WHEN WE LOOK AT ELA BY DISTRICT OVERALL, 2884 STUDENTS, WHICH IS AROUND 22%, REDUCED THE GAPS AND MOVED OUT OF RED, ORANGE AND YELLOW. WHEN WE LOOK AT ELA, THE AVERAGE SUPPORT HOURS PER SCHOOL, OUR MAXIMUM SCHOOL SUPPORT WAS 5268 TOTAL HOURS AND BETWEEN OUR 14 MAXIMUM SCHOOLS EQUALED ABOUT 376 HOURS OF SUPPORT. WHEN WE LOOK AT MODERATE SCHOOL SUPPORT AT 5709 TOTAL HOURS AND YOU DIVIDE THAT WITHIN ALL OF OUR MODERATE RULES IT EQUALED AROUND 300 HOURS OF SCHOOL SUPPORT. AND FOR OUR MONITORING TOOLS, IT WAS 2297 TOTAL HOURS, AND WHEN YOU DIVIDE

143THAT WITH OUR MONITORING SCHOOLS IT EQUALED ABOUT 287 HOURS OF SUPPORT PER OUR MONITORING SCHOOLS. AND AGAIN WE HAVE LOTS TO CELEBRATE. WHEN YOU LOOK AT THE ELA STUDENT IMPACTS, OUR MAXIMUM SCHOOLS REDUCED THE GAP BY 11%, WHICH IS 540 STUDENTS, OUR MODERATE SCHOOLS REDUCED THE GAP BY 26%, WHICH WAS 1680 STUDENTS, AND WHEN WE LOOKED AT MONITORING SCHOOLS WE REDUCED THE GAP 33%, WHICH WAS 664 STUDENTS. AND WE WANTED TO PUT ACTUAL STUDENT NUMBERS TO THE PERCENTAGES BECAUSE IT'S SO MUCH MORE IMPACTFUL WHEN YOU LOOK AT HOW MANY STUDENTS OUR SCHOOL SUPPORT TEAM MEMBERS HAD HAD AN IMPACT, AND OUR INSTRUCTIONAL STAFF THROUGHOUT THE DISTRICT, SO I THINK THAT'S JUST SOMETHING TO HIGHLIGHT AND CELEBRATE WITH THIS TIERED MODEL AND WITH ALL OF THE PL THAT HAS BEEN PROVIDED TO THE TEACHERS AND IT'S

144JUST A GREAT --IT'S A GREAT PLACE TO BE RIGHT NOW. AND WITH THAT I TURNED IT BACK OVER TO ANDREA. THANK YOU. OKAY. I'M BACK. PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT TREES, AND AS YOU CAN TELL, WE CERTAINLY DO HAVE A LOT TO CELEBRATE. OUR SCHOOL SUPPORT TEAMS HAVE BEEN WORKING VERY HARD AT OUR CAMPUSES ARE TO OUR PRINCIPLES ARE WORKING HARD. OUR TEACHERS ARE WORKING HARD BUT SO ARE OUR STUDENTS, AS YOU CAN TELL BY THE DATA AND HOW MUCH THEY'VE SHOWN THEIR. SO CHARTING THE COURSE FOR SUCCESS, WHAT COMES NEXT FOR YEAR TWO AND OUR SUPPORT TEAMS? FIRST AND FOREMOST A SCHOOL CURING PROCESS AS LEANNE DISCUSSED EARLIER, IT'S MORE THAN JUST AN ASSESSMENT DATA POINT. WE REALLY TAKE A LOOK AT THE WHOLE CAMPUS. L.E.D. SCHOOL SUPPORT TEAMS ARE IN COLLABORATION

145WITH OUR PRINCIPALS DETERMINING WHAT LEVEL OF SUPPORT ARE NEEDED AND HOW WE ARE REALLY GOING TO LEAN IN TO MAKE SURE THAT WE ARE MEETING THE NEEDS OF EACH CAMPUS . AS SOMETHING ELSE WE'VE DONE THIS YEAR A LITTLE DIFFERENTLY THAN LAST YEAR IS OUR FLEXIBLE INSTRUCTIONAL WALK TIMELINE. LAST YEAR WE WERE STILL ADHERING TO THE BEGINNING OF YEAR, MIDDLE OF HERE, END OF YEAR. LAST YEAR WE KIND OF DESIGNATED ONE DAY PER CAMPUS AND THIS YEAR WE ARE USING A MORE FLEXIBLE APPROACH IN THE FACT THAT IF OUR WHOLE TEAM ISN'T AVAILABLE TO GO ON A SINGLE DAY WE ARE SPENDING IT OVER A PERIOD OF TIME, A MORE OPEN WINDOW WHERE WE FEEL LIKE WE ARE GOING TO AUTHENTIC WHAT WE ARE LOOKING FOR AND SO TEACHERS, PRINCIPALS, IT'S JUST MUCH MORE, LIKE

146YOU SAID, FLEXIBLE ENVIRONMENT FOR EVERYONE AND IT REALLY GIVES US SOME REAL TIME CLASSROOM OBSERVATION DATA. AND OUR SCHOOL SUPPORT TEAMS ARE PART OF THAT PROCESS IS SOMETIMES THEY'RE WITH US AND SOMETIMES THEY'RE NOT BUT IT'S REALLY IMPORTANT FOR US TO TAKE THAT DATA AND SHARE WITH OUR PRINCIPALS AND OUR TEACHERS. BUT MORE IMPORTANTLY IT'S ABOUT WHERE WE ARE GOING TO LEAN WITH THAT SUPPORT AND SO WE CELEBRATE ALL THE AMAZING THINGS THAT WE SEE BUT WE ARE ALSO LEANING IN WITH SOME OPPORTUNITIES FOR US BASED ON THE THINGS THAT DR. WENDI DISCUSSED EARLIER. SO AS WE REFLECT LAST YEAR AND ENGAGE ON THE PLANNING OF THE CURRENT YEAR, YOU KNOW THESE ARE DEFINITELY SOME CHANGES THAT WE ARE LOOKING INTO, OR SOME OPPORTUNITIES FOR US AS A TEAM TO GROW. OUR SCHOOL SUPPORT TEAMS

147ARE WORKING DIRECTLY WITH PRINCIPALS AROUND OUR QTEL STRATEGIES AND OUR PRIORITIES. WE ARE REALLY FOCUSING ON INSTRUCTIONAL LEADERSHIP SO PRINCIPALS LEAVE THE WORK AND PRINCIPALS ARE WORKING CLOSELY TO INCREASE STAFF BUY-IN AND UNDERSTANDING, AND OUR HOPE AND GOAL IS AS OUR SUPPORT TEAMS ARE WORKING WITH PRINCIPALS, WE ARE BUILDING THAT CAPACITY AS INSTRUCTIONAL LEADERS AS WELL. WE CONSIDER OUR SUPPORT TEAM MEMBERS THE EXPERTS AND SO , BEING ABLE TO WORK CLOSELY WITH THOSE PRINCIPALS, PRINCIPALS ARE TAKING THAT BACK INTO OUR PLCS, MONITORING THOSE EXPECTATIONS FOR OUR TEACHERS AND IT'S REALLY ELEVATING ALL OF THAT LEADERSHIP ACROSS THE BOARD . WE ARE CONTINUOUSLY PROGRESS MONITORING STUDENTS AND NEEDS MAY CHANGE. AS WE TALKED EARLIER ABOUT SOME EXPANSIONS, THE LAST BULLET IDENTIFIES OUR L.E.D. AND OUR SCHOOL SUPPORT TEAM COLLABORATION MEETINGS. ONE ADDED FEATURE THIS YEAR IS

148WE'VE BEEN PULLING THEM ALL TOGETHER ONCE A MONTH TO HAVE SOME FEEDER PATTERN CROSS COLLABORATION, SHARING OUT SOME THINGS THAT FEEDER PATTERN MIGHT BE DOING A BIT DIFFERENT, CELEBRATING SUCCESSES, MORE PORTLY, SHARING THE STRATEGIES THAT ARE IMPACTING AND YIELDING POSITIVE RESULTS AT EACH CAMPUS. SO WE LOOK FORWARD TO CONTINUING THAT MODEL EACH MONTH AND REALLY AGAIN BUILDING CAPACITY AND ALIGNING THOSE EFFORTS ACROSS THE DISTRICT. AND I THINK THAT CONCLUDES OUR PRESENTATION, SO WE STAND FOR QUESTIONS. THANK YOU ALL SO MUCH. I APPRECIATE THAT. BOARD MEMBERS, DO WE HAVE ANY QUESTIONS, CONCERNS, ISSUES? A COUPLE. I FEEL LIKE I'M JUST LEARNING ALL OVER AGAIN. I'M NOT SURE WHAT HAPPENS BUT COULD YOU PLEASE TELL ME WHAT SST STANDS FOR? IT'S OUR SCHOOL SUPPORT TEAM PURPOSE OF EACH FEEDER PATTERN, WE HAVE A GROUP OF INDIVIDUALS ,

149A CONTENT SPECIALIST FOR MATH AND ELA AT THE ELEMENTARY AND SECONDARY. WE HAVE A DATA INTERVENTIONIST, A FILING SUPPORT, AND A SPECIAL ED SUPPORT, SO WE HAVE ABOUT 17 MEMBERS EACH AND ALL OF THOSE FIELDS. [ INAUDIBLE ] >> THAT'S OKAY. >> I DIDN'T KNOW WHAT THAT WAS, EITHER. WHEN YOU WERE SHOWING US THE GRAPHS AND IT TALKED ABOUT BUT I DON'T KNOW IF COLIN COULD MOVE US BACK TO THE GRAPH, THIS ONE WAS MAXIMUM MODERATE MONITORING, IS THIS LIKE A DASHBOARD OR THE VISTA THING OR IS THIS SOMETHING YOU GUYS HAVE CATEGORIZED? PRESIDENT CORT, BOARD MEMBER TENORIO, THAT GOES BACK TO WHAT LEANNE HAD DESCRIBED EARLIER ON HOW OUR SCHOOLS ARE TIERED, WHICH WE TAKE INTO CONSIDERATION MANY THINGS. ONE OF THEM IS THEIR DESIGNATION FROM THE STATE. OTHER THINGS ARE THE SCHOOL ASSESSMENTS.

150WE ALSO TAKE INTO CONSIDERATION ANY TYPE OF ADDITIONAL SUPPORT THAT THEY MAY NEED. WE ALSO LOOK AT ATTENDANCE. THERE'S MANY THINGS THAT GO INTO TEARING A SCHOOL AND THE TYPE OF SUPPORT THAT THEY WOULD NEED. OKAY, BUT YOU ALL HAVE SOME KIND OF SYSTEM IN PLACE TO DESIGNATE WHO'S GOING INTO MAXIMUM MODERATE AND IS BEING MONITORED. SO MY OTHER QUESTION WOULD BE, I GUESS YOU'RE SAYING IT'S A SCHOOL, LIKE THE WHOLE SCHOOL IS GOING UNDER ONE, YEAH? OKAY. I'M SORRY, THAT IS CORRECT. WE DO HAVE SCHOOLS THAT ARE CONSIDERED MAXIMUM, MODERATE IN MONITORING BUT WITHIN A SCHOOL WE ALSO HAVE POCKETS OF AREAS WHERE WE MIGHT HAVE GRADE LEVELS THAT YOU WOULD CONSIDER MIGHT NEED MORE SUPPORT, SO THEY WOULD BE LIKE MAXIMUM SUPPORT. A GREAT EXAMPLE OF THIS IS ALL OF OUR HIGH SCHOOLS,

151THEY ARE CONSIDERED MODERATE IN THIS CATEGORY BUT WHEN YOU LOOK AT CERTAIN CONTENT AREAS, SUBJECT AREAS, THERE ARE DIFFERENT LEVELS OF SUPPORT. YOU MIGHT HAVE MONITORING. YOU MIGHT HAVE MODERATE. YOU MIGHT HAVE MAXIMUM. AND IT'S THE SAME AT ELEMENTARY. SO THAT'S WHAT I WAS WONDERING ABOUT THOSE POCKETS. THE SCHOOLS THAT HAVE JUST BEEN MONITORED, THEY MAY HAVE, LIKE YOU MENTIONED, THESE AREAS THAT NEED MORE ATTENTION AND SUPPORT. YES, THAT IS CORRECT. >> THANK YOU. ONE MORE QUESTION ABOUT THE OBSERVATION'S. WHAT ARE THESE CALLED? SLIDES. IT'S NOT JUST ME. WE ARE ON OUR FOUR YEAR. ALL STUDENTS USING INTERACTIVE PROCESSING STRUCTURES, IT SEEMS LIKE IT'S NOT OBSERVED WITH A HIGH --IT'S VERY HIGH, SO WHAT IS THAT, AND IS IT SOMETHING THAT WE REALLY NEED TO BE FOCUSING ON? SPECIFICALLY AROUND THE INTERACTIVE PROCESSING STRUCTURES. SO

152THIS WAS WORK THAT WE STARTED IN ALIGNMENT WITH SOME OF OUR DATA THAT WE GATHERING, THAT OUR STUDENT KNOW OUR STUDENT LEARN BEST WHEN THEY WERE FROM EACH OTHER AND WHEN THEY ARE INTERACTING WITH ONE ANOTHER. AND SO WE RECEIVED SOME PROFESSIONAL LEARNING LAST YEAR. WE STARTED THAT PROFESSIONAL LEARNING LAST YEAR SO I THINK THAT'S WHY YOU SEE KIND OF A HIGH NUMBER OF NOT OBSERVED, CONTINUED THIS YEAR, SO WHAT THAT REALLY IS IS THAT THE DEVIL TO ENGAGE LEARNERS SO IT MIGHT BE A HOOK, IT MIGHT BE BUILDING SOME BACKGROUND KNOWLEDGE INTO INDIRECT SAY EIGHT LEARNING SO THERE'S PURPOSELY PLANNED OPPORTUNITIES FOR THEM TO MAYBE THINK PAIR SHARE, I DON'T KNOW IF YOU THAT KIND OF TERM AT, A MAY, AT THE BEGINNING, AT THE MIDDLE OF THE LESSON YOU KNOW THEY MAY BE

153DOING SOME, SAY SOME JOURNALING USING SOME SORT OF A NOTE CATCHER OF SOME SORT, WHERE THEY KIND OF TALK WITH ONE ANOTHER TO CAPTURE THEIR LEARNING BEFORE, THEN THEY MAYBE DO SOME ROUND-ROBIN READING AS A TEAM IN A GROUP STRUCTURE AND THEY CAPTURE THEIR LEARNING, SAY AFTER EXPLICIT TEACHING, SO WHAT'S CHANGED, SO IT'S REALLY ABOUT KIDS BEING THE ONES THAT ARE DOING THE THINKING. THEY'RE DOING THE LEARNING, AND IT'S FACILITATED BY THE TEACHERS AS OPPOSED TO MAYBE WHAT WE ALL EXPERIENCED, WHICH IS OUR TEACHERS AT THE FRONT OF THE ROOM, TEACHING, WE'RE TAKING NOTES BUT NOT HAVING LOTS OF DIALOGUE WITH OUR PEERS. THANK YOU [ INAUDIBLE ] BOARD MEMBERS, ANYTHING ELSE? YOU WERE TALKING EARLIER ABOUT IN TERMS OF THE COACHING, REMINDED ME OF JOYCE SHOWERS WORK, DO YOU REMEMBER THAT COACHING WORK YEARS

154AGO? IT WAS ABOUT TRANSFER OF KNOWLEDGE AND HOW DEMONSTRATION OR MODELING, VERY LITTLE TRANSFER INTO ACTUAL TEACHING, BUT WHEN YOU GET TEACHERS ACTUALLY COACHING EACH OTHER, MODELING LESSON PRESENTATIONS WITH EACH OTHER, THE TRANSFER OF KNOWLEDGE, BUT HE SHARED THAT WORK WITH YOU. IT'S 20 YEARS OLD BUT IT WAS --DO YOU REMEMBER JOYCE SHOWERS WORK? ABSOLUTELY. >> WHAT YOU WERE SAYING ABOUT COACHING WAS VERY NICE THERE AND MS. EDMONDSON, WHAT YOU SAID ABOUT GOING ON MONDAY STRUCK ME AS VERY NICE BECAUSE IF IT'S SPIRIT WEEK AND YOU COME IN, YOU MAY SEE SOME INTERACTIVE PROCESSING STRUCTURES. PRESIDENT CORT, IF I COULD JUST ADD TO WHAT MR. WOFFORD SAID, SO ONE OF THE THINGS THAT THE PROFESSIONAL LEARNING DEVELOPMENT TEAM DOES IS WE LOOK AT A LOT OF ADULT LEARNING THEORY, WHICH WHAT YOU MENTIONED IS A

155TENET OF THAT, AND REALLY THINKING ABOUT TEACHING KIDS AND TEACHING ADULTS ARE NOT THE SAME THING. THIS IS TEACHING TEACHERS TO TEACH KIDS. RIGHT, EXACTLY, SO REALLY FOCUSING ON THAT AND BEING STRATEGIC ABOUT HOW WE ARE ENGAGING WITH TEACHERS THROUGH PROFESSIONAL LEARNING BUT ALSO THROUGH COACHING, MODELING, ALL OF THE OTHER THINGS. THAT'S WHY WE'RE FOCUSING HEAVILY ON USING INTERACTIVE PROCESSING STRUCTURES IN THE PROFESSIONAL LEARNING, SO TEACHERS ARE GETTING THAT EXPERIENCE AND HAVING THE OPPORTUNITY AS A LEARNER, BUT ALSO TO COACH EACH OTHER AND TEACHING EACH OTHER, LEARNING THROUGH THOSE MODALITIES. SO THEY DO IT IN THEIR OWN WAY. THANK YOU, DR. , THANK YOU ALL, I APPRECIATE YOUR PRESENTATION. MAY I ASK A QUESTION? OF COURSE. >> LOOKING AT THIS CHART HERE AND THEN HAVING THE OPPORTUNITY TO DO THE WALK-THROUGHS LAST YEAR, I'M HAPPY

156THAT IT'S CHANGED A LITTLE BIT, BUT WE KNOW THAT YOU'RE NOT GOING TO SEE EVERYTHING ALL THE TIME SO YOU DON'T EXPECT ANYONE TO HAVE THIS PERFECT IDEA OF WHAT'S TO BE. BUT I'M JUST CURIOUS, LIKE IS THERE RESEARCH OUT THERE OR WHAT DO YOU GUYS KNOW INTUITIVELY OF WHAT NUMBERS ARE YOU SHOOTING FOR? IT WOULD BE GREAT TO GET THE INTERACTIVE PROCESSES AND STRUCTURES. YOU KNOW YOU WANT TO GET THAT OUT OF THE NOT OBSERVED OR REDUCE THAT BUT WHAT'S THE GOAL? PRESIDENT, IF I MAY, MS. TENORIO, THE GOAL IS TO REVERSE THAT, WHEN YOU SEE THE 65, 66 AND 63, IT WOULD BE UNDER ALL OR MOST OF IT, SO THAT REALLY IS THE GOAL. YOU REALLY SHOULD SEE -- IT IS ACHIEVABLE AS FAR AS THE NUMBERS. IT IS ACHIEVABLE AND I'VE

157SEEN IT IN POCKETS BUT I'VE SEEN IT, THAT GOAL, BECAUSE WHEN YOU HAVE STUDENTS INTERACTING, OWNING THEIR LEARNING, LEARNING FROM EACH OTHER, THAT'S WHERE THE LEARNING HAPPENS, AND AGAIN IT WAS TEACHER TALK, MORE STUDENT TALK. THE TEACHER IS VERY IMPORTANT AND MENTIONED HOW THE TEACHER IS NOW THE FACILITATOR, IS FACILITATING THE CONVERSATION SO THAT IF YOU RECALL, WE WANT STUDENTS TO BE LIFELONG LEARNERS, RIGHT? TEACH THEM HOW TO FISH, DON'T GIVE THEM THE FISH, THAT TYPE OF MENTALITY. THAT'S WHAT THIS GETS TO. I FULLY SUPPORT THAT. I JUST DIDN'T KNOW HOW -- IT'S A GOOD POINT AND YOU LOOK AT FOR EXAMPLE, YOU LOOK AT SOME OF THESE OTHER AREAS WE ARE MAKING GREAT PROCESS, THIS IS DEFINITELY SOMEWHERE WE ARE PRIORITIZING AND IT GOES BACK TO WHAT THE TEAM HAS BEEN TALKING ABOUT IN

158REGARDS TO THE PROFESSIONAL LEARNING. THE TEACHERS ARE GETTING THE EXPERIENCE OF WHAT IS AN INTERACTIVE PROCESSING STRUCTURE LOOK LIKE AND NOW THEY CAN REPLICATE THAT IN THE CLASSROOM AND THE TEAM CAN ADD ANYTHING TO THAT AS WELL. I WAS GOING TO ADD ONE MORE THING TO WHAT ESTHER REESE SAID. YES YOU NEED TO FLIP THOSE NUMBERS BUT ALSO TRIANGULATING DATA. THIS IS A DATA POINT, THE LEARNING WALK DATA. THEN WE ALSO LOOK AT STUDENT ACHIEVEMENT DATA AND AS THESE NUMBERS FLIP WE SHOULD ALSO SEE THOSE NUMBERS RISE, AND THEN BACK TO THE CLIMATE AND CULTURE SURVEY, WHEN WE LOOK AT QUALITATIVE DATA ABOUT KIDS LIKING SCHOOL, KIDS HAVING THE OPPORTUNITY TO ENGAGE, DO THEY FEEL COMFORTABLE, AND THEIR CLASSROOM, IT'S REALLY THOSE STRUCTURES THAT INCREASE THOSE FEELINGS OF SATISFACTION, OF STUDENTS IN THE CLASSROOM WHEN

159THEY'RE GIVEN THE OPPORTUNITY TO BE MORE ACTIVE IN THEIR LEARNING. SO I THINK LOOKING AT ALL THOSE DATA POINTS IN COMBINATION. IT'S A LOT OF WORK. IT IS. PRESIDENT CORT, MS. TENORIO, YOU ARE ABSOLUTELY RIGHT. WE CAN'T EXPECT THAT WE'RE GOING TO SEE EVERY SINGLE ONE OF THESE, AND ALL OF YOU HAVE BEEN EWOKS BUT WHAT DO WE HAVE, OVER 4000 A YEAR? THAT'S WHY WE DO THESE SEVERAL TIMES A YEAR, SO THAT'S TO ENSURE THAT WE ARE CAPTURING ALL OF THIS IMPORTANT INFORMATION. SO GREAT QUESTION. I ALSO LOVE THAT YOU ARE COLLABORATING, THAT YOU ARE WORKING IN A SILO AND THAT WE ARE JUST DOING THIS AT OUR SCHOOL'S AND I ALWAYS WANT TO CALL THEM PATHWAYS BUT IN YOUR FEEDER PATTERNS, WHITE FEEDER PATTERN? I ALWAYS WANT TO SAY CAREER CLUSTER BUT THAT

160YOU ARE NOW SHARING YOUR SUCCESSES OR SHARING YOUR CHALLENGES LIKE HERE'S WHAT'S HAPPENING AND --BECAUSE THAT WAS MY BIGGEST CONCERN WHEN WE WENT TO L.E.D.S SO I LOVE IT THAT YOU BROUGHT THAT UP AND I APPRECIATE THAT YOU ARE WORKING TOGETHER. THAT'S AWESOME. THANK YOU. ANYBODY ELSE? GREAT PRESENTATION. YES, FABULOUS. >> THANK YOU. KUDOS TO THE TEAM'S PRESIDENT. I JUST WANTED TO ADD, WE SAW IT, JUST THE IMPACT OF CLOSING THOSE GAPS THE PERCENTAGES AND THE STUDENTS AND LAST WEEK I MENTIONED THE MEETING WITH PRINCIPALS PRESENTED THE SAME DATA TO SHOW THEM . THIS IS THE IMPACT OF YOUR WORK, OF YOUR LEADERSHIP, RIGHT, AND HOW WE ARE ON THE RIGHT PATH MOVING FORWARD SO I JUST WANTED TO ADD THAT, THANK YOU. THAT'S AMAZING, THANK YOU. WE ARE GOING TO MOVE TO GOAL THREE,

161MENTAL HEALTH AND WELL-BEING, AND GOAL FOR, SAFETY. MR. RODRIGUEZ IS GOING TO TALK TO US ABOUT SAFETY INITIATIVES AND AN UPDATE THAT. MADAM CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, HERE TO TALK ABOUT OUR SAFETY INITIATIVES UPDATE AS FAR AS WHAT WE'VE BEEN IMPLEMENTING TO THE DISTRICT AND REALLY KEEPING UP WITH THE BOARD'S GOALS OF KEEPING OUR DISTRICT SAFE AND EVERYONE ELSE THAT WE HAVE IN OUR STRATEGIC GOAL BUT ALSO JUST IN GENERAL THE BUDGET PRIORITY THAT OUR COMMUNITY HAS FOR OUR SCHOOL'S AS WELL. SAFETY HAS ALWAYS BEEN THE NUMBER ONE THAT THEY VOTED FOR AND THEY REALLY WANT TO SEE THAT THEY ARE DOING THAT SO WE HAVE REALLY TAKEN A LOT OF OUR INITIATIVES AND A LOT OF OUR INVESTMENTS ARE TO DO THAT, TO KEEP OUR SCHOOLS SAFE IN ALL THAT WE

162CAN. SO WITH THAT WE HAVE --THE FIRST ONE IS OUR RICOTTA COMMAND. A NEW SYSTEM THAT WE IMPLEMENTED THIS YEAR AND REALLY THE GOAL IS TO HAVE ALL OF OUR SYSTEMS INTO ONE SYSTEM, ONE PLATFORM, PER SE, RATHER THAN USING A LOT OF THEM TOGETHER AS WE HAD BEFORE, BUT REALLY LOOKING AT IT, THE VISITOR MANAGEMENT PIECE OF THAT IS WHERE PARENTS ARE WALKING IN, YOU'RE IN THE BUILDING RIGHT HERE, WE HAVE VISITOR MANAGEMENT, WE RECENTLY HAD A MEETING WITH SECRETARIES WHO ARE FRONT-LINE. THEY ARE THE ONES THAT ARE USING THE SYSTEM, THERE IMPLEMENTING THE SYSTEM AND I WAS JUST TALKING WITH MS. BERNICE MARTINEZ THIS AFTERNOON AND THAT MEETING WENT VERY WELL. A LOT OF GOOD FEEDBACK COMING FROM THE SECRETARIES ON THIS, THEY REALLY LIKE THE FLEX ABILITY ON IT. A LOT OF

163THE COMPONENTS THAT IT COMES WITH IS COMPOSED TO THE OTHER SYSTEMS WE HAVE BUT ALL OF OUR SCHOOLS, PUBLIC FACING DEPARTMENTS HAVE ACCESS TO VISITOR MANAGEMENT SYSTEM TO ENSURE SAFETY AND ACCOUNTABILITY FOR STAFF, STUDENTS AND VISITORS, SO THAT'S ALSO CENTRAL OFFICE HERE, THE FAMILY SUPPORT CENTER WHERE WE GET A LOT OF VISITORS AND ALSO TO THE TLC AND WE HAVE IT AS WELL IN EVERY CAMPUS THAT WE HAVE THERE PURPOSE OF THE SYSTEM ALLOWS FOR TRANSLATION INTO NINE DIFFERENT LANGUAGES OTHER THAN ENGLISH SO WE DO HAVE SPANISH, THERE IS RUSSIAN, SOME OTHER LANGUAGES THAT THEY HAVE THERE AND A LOT OF THAT IS WHEN THEY GO UP TO THE KIOSK, THEY'RE ABLE TO CHANGE THE LANGUAGE AND IT REALLY TRANSLATES IT FOR THEM SO THEY'RE ABLE TO DO IT IN THEIR OWN LANGUAGE THAT THEY

164HAVE. WITH THAT, THE SYSTEM STILL RUNS A BACKGROUND SCAN FOR THE VISITORS THROUGH THE SEX OFFENDER DATABASE SO IT'S JUST A QUICK SCAN AS THEY SCAN TO MAKE SURE THEY ARE SCANNING THAT WORKER THAT WAS ALSO AN OPTION THAT WE USED AS WELL SO IT'S NOTHING NEW INTO THAT PARK, WHENEVER WE WENT TO A NEW MANAGEMENT SYSTEM WE WANTED TO MAKE SURE WE WERE DOING THAT AS WELL SO THAT DOESN'T KEEP ANY, LIKE A PARENT WHO MIGHT BE A REGISTERED OFFENDER, IT DOESN'T KEEP THEM FROM THERE, IT JUST KEEPS THEM FROM ACCESS TO OTHER STUDENTS BECAUSE WE HAVE CERTAIN CUSTODY LAWS, DIFFERENT THINGS WE HAVE THERE, THE COURT ORDERS THAT THEY STILL HAVE ACCESS TO THEIR CHILD OR TWO MEETINGS OR WHATEVER IT IS SO WE WANT TO MAKE SURE THEY'RE ONLY ALLOWED FRONT. WE

165HAVE THOSE MEETINGS IN THE FRONT AND WE COMMUNICATE WITH THE SCHOOLS ON THAT PIECE SO THEY STILL HAVE THAT PIECE OF IT. ONE OF THE OTHER GREAT THINGS IS USUALLY WITH RAPTOR THERE WAS ONE PLACE FOR THEM TO SIGN IN. PUT YOUR THING IN THE TOASTER, YOUR I.D. IN THEIR AND YOU ONLY HAVE ONE PLACE. THEY CALLED IT THE TOASTER. THERE'S NO MORE TOASTER. EVERYTHING IS DONE NOW WITH THE iPAD. THEY'RE ABLE TO SCAN AND GO ONE THING THAT THE SECRETARIES REALLY TALKED ABOUT THAT THEY LIKED WAS IT WASN'T JUST THE ONE PLACE, WE ALSO HAD OPTIONS OF PUTTING QR CODES AROUND THE BUILDINGS AND I'M SURE YOU'VE SEEN THOSE IN THE FRONT OFFICE, THAT THE PARENTS OR VISITORS CAN GO UP THERE, THEY CAN SCAN IT WITH THEIR PHONE AND THEY CAN DO THAT

166PROCESS ON THE PHONE, SCANNING THE RIGHTIES, DOING EVERYTHING ELSE WITH THAT PROCESS. IT DOESN'T ALLOW THEM TO GO IN IT ALLOWS THEM TO GO AND THE SECRETARIES TO SO I KNOW WITH MELINDA HERE IN THE FRONT, SHE'S TAKEN A LOT OF THEM, SHE WILL SAY SCAN THE QR CODE, THEN GO SIT DOWN, THEY FLOUT INFORMATION, WHEN THEY DO THEY'VE COME UP AND SHE'S ALLOWED ACCESS IN SO THE SECRETARIES REALLY LIKE THAT OPTION. IT WASN'T MINIMIZED TO JUST ONE PLACE SO IT'S A LOT FASTER THAN THAT. WE DID MEET WITH , LIKE I SAID, WITH THE SECRETARY SO WE DID GET SOME FEEDBACK. IT WAS FRIDAY RIGHT BEFORE A LONG HOLIDAY. WE DID HAVE SOME THAT WEREN'T THERE SO WE MADE SURE THAT WE'LL REACH OUT. WE REALLY GOING TO BE DOING SOME TEMPERATURE CHECKS TO

167MAKE SURE EVERYTHING IS GOING WELL. OPERATIONS AND EVEN RISKS, WE WENT OUT TO A LOT OF SCHOOLS AT THE BEGINNING AND THE TRANSITION TO MAKE SURE THEY HAD THE SUPPORT THEY NEEDED. WITHIN VERKADA, AND WE ALSO HAVE OUR CAMERA SYSTEMS WHICH IS INCLUSIVE OF OUR INTERCOM SYSTEMS. THAT'S A PUSHBUTTON THAT THEY'RE ABLE TO TALK TO THEM BY GAINING ENTRANCE INTO THE BUILDINGS SO THAT'S A VERKADA CAMERA AND IT ALSO ALLOWS ALL OF OUR CAMERAS ARE NOW CONNECTED SO WE WERE ABLE TO SAVE A LOT OF MONEY BY DOING THIS BECAUSE VERKADA REALLY WORK WITH US. WE DIDN'T HAVE THE FUNDS TO RIP AND REPLACE ALL OF OUR CAMERAS, OVER 1000 TREMORS, SO VERKADA WENT BACK AND THEY DEVELOPED WITH THEIR ENGINEERS AND DESIGN WHAT WE CALL --IT'S A CONNECTOR THAT CONNECTS OUR CAMERAS CURRENTLY INTO

168THEIR SYSTEM SO THAT WE CAN UTILIZE ALL THEIR DIFFERENT COMPONENTS, AND SO WORKING WITH THEM, THEY WERE ABLE TO DO THAT SO NOW WE HAVE ACCESS TO ALL THOSE AND PRINCIPAL SECURITY OFFICER, EVEN FROM CENTRAL OFFICE, WE'LL HAVE THE CAMERAS DIRECTLY WRITE TO OUR PHONES NOW SO WE WERE ABLE TO LOOK AT THEM AND MONITOR THEM AND DO WHATEVER WE NEED TO DO WITH THOSE. IT'S BEEN A GREAT ASSET FOR US WITH THE CAMERA SYSTEMS. WE DID, OUT OF THE 1000 WE HAD ABOUT 100 CAMERAS THAT DIDN'T TRANSFER OVER TO THE NEW SYSTEM BECAUSE OF THE AGE OF THOSE CAMERAS BUT WE WERE MAKING SURE WE ARE INVESTING, THAT ALTHOUGH SCAMMERS ARE GOING INTO THERE. ONE OF THINGS WE WILL DO AS A COMPONENT WITH VERKADA AS WE CAN ACTUALLY USE THE CAMERAS AS PART

169OF OUR INTRUSION ALARMS AND SO WITH THOSE CAMERAS LIKE THE FRONT DOOR ACCESS OR ANYTHING ELSE, WE CAN SET THEM UP TO WHERE THE CAMERAS WILL DETECT AN INTRUDER COMING IN AND IT WILL SEND AN ALARM TO VERKADA. THEY'LL CALL AND SAY, HEY STEVE, DO YOU RECOGNIZE THIS PERSON JUMPING OVER THE FENCE? MAY NOT BE ME. YES, THAT'S DR. MUTOMBO, PROBABLY FORGOT HIS KEYS. PLEASE DON'T CALL THE POLICE. SO THERE IS THAT ACCESS TO THAT PART. THERE'S A WHOLE STORY BEHIND THAT. BUT IT DOES ALLOW US TO DO THAT AND IF IT IS AN INTRUDER WE CAN THEN CALL 911 OR THEY WOULD DISPATCH POLICE OFFICERS ONTO THAT. REALLY WHAT WE ARE LOOKING AT IS THE IS 100 CAMERAS WE HAVE, WE ARE GOING TO STRATEGICALLY TAKE THEM AND PLACED THEM INTO PLACES THAT WE

170NEED THAT AND THEN TAKE THOSE OTHER CAMERAS AND REPLACE WHERE THOSE OTHER ONES WERE SO THAT WE WOULD BE ABLE TO UTILIZE THE NEWER CAMERAS AND THIS PLACE IS TO UTILIZE THAT SYSTEM THAT WE HAVE THERE. WE CAN ALLOW ACCESS TO LAW ENFORCEMENT IN AN EMERGENCY AT FOR LAW ENFORCEMENT SO WHENEVER THEY GO INTO A SITUATION, SAY WE HAD A LARGE-SCALE EVENT AT, WE ARE IN THAT CRISIS TEAM THERE AT THE SCHOOL, WE CAN ALLOW ACCESS TO THEM TO BE ABLE TO ACCESS THE CAMERA SO THEY HAVE EYES IN THE BUILDING AS WELL INTO THAT PART SO IT'S A PRETTY SIMPLE PROCESS THAT WE ARE ALLOWING THEM ACCESS. THEY DON'T ALWAYS HAVE THAT ACCESS DURING THOSE DIFFERENT SITUATIONS. AND AGAIN IT WORKS WITH OUR VISITOR MANAGEMENT SYSTEM FOR ALL VISITORS SIGNING INTO THE SITE EVERY

171TIME A VISITOR SITE IS AND IT'S REALLY CAPTURING THAT MOMENT IN THEIR SIGNING AND SO THEY HAVE THAT MOMENT WHEREVER THEY ARE COMING AS WELL. AND IT DOES ALLOW SOME DIFFERENT THINGS FOR US TO BE ABLE TO MONITOR AND LOOK TO SEE IF WE HAVE AN UNWANTED VISITOR, THAT WE ARE ABLE TO SEE WHERE THAT MAY HAVE GONE AND MAY HAVE DONE. ANOTHER COMPONENT WORKING WITH VERKADA THAT'S BEEN A GREAT PARTNERSHIP WITH THEM IS THE REUNIFICATION PIECE. UNIFICATION IS AFTER A LARGE-SCALE EVENT THAT WE HAVE TO EVACUATE A WHOLE SCHOOL. SAKE IT'S A GAS LEAK AND WE GOT TO TAKE EVERYBODY OUT, AND WE ARE BUSING THEM TO OUR REUNIFICATION SITE, VERKADA DIDN'T HAVE THE SYSTEM AT FIRST AND THEY LOOKED AT DIFFERENT BUSINESSES THAT HAD THIS PIECE, AND THERE WAS A HIGH REOCCURRING COST

172TO DO THIS REUNIFICATION, TO ADVOCATE TO CERTAIN PARTS THAT WE HAD SO WE WORKED WITH VERKADA. THEY DIDN'T HAVE THE SYSTEM BUT THEY ARE CREATING THE SYSTEM SPECIFICALLY FOR US SO WE WILL BE THE FIRST SCHOOL THAT WILL HAVE THAT AND THEY'LL START TO HAVE THAT PLATFORM AVAILABLE TO OTHER DISTRICTS AND OTHER PLACES. WE DID HAVE A PRELIMINARY MEETING TO LOOK AT THE BETA VERSION OF IT RIGHT NOW AND SO IT IS WORKING MOST OF WHAT WE WANT BUT THEY ARE STILL MAKING SOME CHANGES TO THAT PART SO WE SHOULD HAVE THE FULL VERSION COMING OUT SOON TO WHERE EVERYTHING WOULD BE ELECTRONIC WITH US WHENEVER WE DO REUNIFICATION WITH PARENTS, TO WHERE PARENTS WOULD COME TO THE SITE AND WOULD VERIFY THROUGH THEIR I.D... IF YOU ARE THE PARENT YOU ARE ABLE TO PICK

173UP AND THEN AT THAT POINT WE WOULD THEN OKAY, IT WOULD GO ELECTRONICALLY, SEND THIS STUDENT, WE WOULD GO TO ANOTHER PLACE SO WE CAN CONTINUE PROCESSING PARENTS AND THEN THEY WOULD GO BACK TO PICK UP THEIR CHILD. WANTS THAT CHILD IS VERIFIED AS PICKED UP AND SIGNED OFF IT WOULD THEN NOTIFY THE REST OF THE PEOPLE, EMERGENCY CONTACTS ON THE STUDENTS SYNERGY THAT THIS CHILD HAS BEEN PICKED UP AND WHAT THAT WILL DO, THAT WILL HELP TO REDUCE THE NUMBER OF PEOPLE THAT ARE GOING TO THE REUNIFICATION SITE SO THAT WE ARE NOT BOGGING DOWN TRAFFIC AND STILL WORKING THROUGH SOME OF THOSE THINGS. SO IT HAS BEEN A GREAT SYSTEM FOR US TO DO A LOT OF THAT. WE LEARNED THROUGH TRIAL AND ERROR BUT ALSO WORKING WITH A LOT OF THE HOMELAND

174SECURITY TRAININGS WE'VE GOT TO AND HOW TO DO BEST AND MANAGING THOSE SYSTEMS BECAUSE WE DO KNOW ONCE SOMETHING HAPPENS, EVERYBODY IS GOING TO WANT TO REPORT TO THEIR PLACE SO WE REALLY DON'T GIVE UP THE SITE OF WEIR REUNIFYING BECAUSE THEN EVERYBODY WOULD GO THERE SO WE'RE TELLING THEM DON'T GO TO THE SCHOOL, GO TO THIS PLACE AFTER WHENEVER WE KNOW THAT IT IS HAPPENING SO THAT WE GIVE TIME FOR BUSES TO GET THERE, TAKE THE KIDS THERE, SET UP WITH I/O. I/O IS PART OF OUR RESPONSE TEAM SO RATHER THAN HAVING THE SCHOOL PERSONNEL SIT THERE AND DO THE REUNIFICATION BECAUSE THEY JUST GONE THROUGH A TRAUMATIC EVENT, THEY NEED TO BE WHERE THEY NEED TO BE, GETTING THE SUPPORT THEY NEED, AND WE WILL HAVE DISTRICT OPERATIONS, I/O AND OTHER STAFF MEMBERS

175AND SURE TO FIND THE STUDENTS AND THE PARENTS TOGETHER. SO OVERALL THE SYSTEM HAS ENHANCED OUR SAFETY OF OUR DISTRICT TO ENSURE THAT WE ACCOUNT FOR EVERY STUDENT, STAFF AND VISITOR, SO NOT JUST THE VISITOR MANAGEMENT BUT OUR CAMERA SYSTEMS AND ALSO WITH REUNIFICATION WITH THAT PART. OKAY. EVOLVED WEAPONS DETECTION SYSTEM FOR THIS PART I JUST REALLY WANTED TO GIVE YOU SOME UPDATES ON SOME SYSTEMS THAT WE'VE GONE THROUGH SO FROM THE FIRST DAYS OF SCHOOL, AND THIS DOESN'T INCLUDE THE LAST SAY THREE DAYS IN THEIR IN THE NUMBERS BUT WE'VE HAD A TOTAL OF 281,972 STUDENTS, STAFF AND VISITORS PASS THE DETECTION SYSTEM DURING THE FIRST WEEKS OF SCHOOL TO DATE. WITH THAT WE'VE HAD 28,740 ALERTS THROUGH ALL 24 SYSTEMS, WHICH PUTS US AT ABOUT A 10% RATE THAT WE ARE GETTING HITS

176ON SOMETHING. THAT DOESN'T NECESSARILY MEAN THAT IT. WE HAVE NOT HAD ANY VERIFIED ALERTS OF GUNS OTHER THAN WHEN POLICE OFFICERS GO THROUGH THERE. WE DID GET AN ALERT SO WE CAN MARK IT AS A GUN ALTHOUGH IT'S NOT A THREAT SO THERE ARE DIFFERENT THINGS ON THE COMPONENT, WE CAN MARK IT AS A GUN, NONTHREATENING, BECAUSE IT'S A LOT ENFORCEMENT AGENT BUT WHAT IT DOES IS IT HELPS THE SYSTEM IDENTIFY THE GUN IN THE WEAPON SO WE CAN MAKE SURE IT'S THROUGH THE SYSTEM. SO WE ARE MAKING SURE THAT ALL SCHOOLS ARE TAGGING EACH OF THEIR ALERTS THAT THEY HAVE AS EITHER BENIGN OR ACTUAL THREATS TO THAT POINT SO WE'VE HAD A FEW PARENTS COMING IN WITH POCKET KNIVES OR DIFFERENT THINGS LIKE THAT, OR MULTIUSE TOOLS, WHERE THEY GOT STEEL TOED BOOTS

177OR SOMETHING ELSE LIKE THAT SO WE'RE MAKING SURE WE'RE MARKING THOSE A LOT OF PARENTS HAVE BEEN VERY RECEPTIVE. PUT THAT BACK IN YOUR CAR, ABSOLUTELY PUT IT AWAY AND GO ON TO THAT POINT . IS JUST REALLY THE SYSTEM IS LEARNING. THE SYSTEM IS GOING. WE'LL CONTINUE TO MONITOR THE SUCCESSFUL ESCALATES AS FAR AS WHAT WE HAVE THERE WITH THAT PART BUT IT'S BEEN VERY GOOD FOR US IN THAT PART. ANY ADDITIONAL COSTS THAT WE HAD WITH THIS, WE'VE IDENTIFIED NEEDED ITEMS OTHER THAN THE WEAPONS DETECTION SYSTEM, SO WE'VE IDENTIFIED SOME ITEMS THAT WILL SUPPORT A MORE EFFICIENT PROCESS AND DECREASE THE WEIGHT TIMES. A LOT THAT WE'VE BEGUN IS WORKING WITH THE STUDENTS, THE STUDENTS, WITH THE STAFF ON WHAT WE NEED, DO WE NEED TABLES OR DO WE NEED CANOPIES BECAUSE THEY

178WERE OUTSIDE, OR THE DIFFERENT COMPONENTS THAT WE BATTED INTO THAT COST THAT DIDN'T NECESSARILY HAVE TO BE PURCHASED BECAUSE OF THE SYSTEM BUT ALSO ARE PART OF SAYING THIS IS GOING TO HELP US BE MORE EFFICIENT THIS IS GOING TO HELP OUR STAFF BE MORE COMFORTABLE INTO THAT PART OF HELPING US GET THE STUDENTS TIED INTO THAT ART SO --BUT THE GOOD THING IS WE ARE ABLE TO RECOUP SOME OF THOSE ADDITIONAL COSTS ROLLOVER MONIES THEY HAD FOR THE GRANT SO WE $38,000-$40,000 IN ROLLOVER SO A LOT OF THOSE FUNDS WERE ABLE TO USE FOR THOSE THINGS TO TAKE OUT EYEGLASSES, THESE DIFFERENT THINGS, SO WE ARE ABLE TO RECOUP A LOT OF THESE COST AS WELL. THAT WAS A GOOD BONUS OF ROLLOVER MONEY THAT WE HAD SO --A REPORT FROM THE ADMINISTRATORS, I

179DID MEET WITH ALL THE MIDDLE SCHOOL PRINCIPALS AND HIGH SCHOOL PRINCIPALS IN A SEPARATE MEETING AND THEY HAVE SEEN AN OVERALL THE REASON THE OVERALL ISSUES PREVIOUSLY EXPERIENCED LIKE BEHAVIOR AND DISCIPLINE AND I THINK MS. WELLS SPOKE VERY WELL TO IT IN THE LAST BOARD MEETING SAYING THE BATHROOMS ARE NO LONGER LIKE WE CAN GO TO THE BATHROOM, THERE'S NOT ISSUES GOING ON AT THE BATHROOM SO THAT WAS THE SAME REPORT I GOT FROM PRINCIPALS, THAT THEY'RE HAVING LESS OF THOSE ISSUES THEY DID SAY IT'S PROBABLY IN COMBINATION BETWEEN NOT ONLY THIS, STUDENTS NOT BRINGING ITEMS BECAUSE OF THE DETECTION SYSTEM BUT ALSO WITH THE CELL PHONE POLICY, THEY'RE NOT TEXTING, THEY'RE NOT DOING THESE OTHER THINGS SO IT'S A COMBINATION IN PLACE BETWEEN THIS AND THE CELL PHONE POLICY THAT WE ARE NOT HAVING

180THOSE DISCIPLINE PROBLEMS IN SOME OF THOSE PLACES SO I THINK THAT'S BEEN A BONUS ON THAT PART AS FAR AS THAT AND IT WAS GREAT TO HEAR FROM OUR STUDENT ADVISORS FROM THEM COMING FROM THAT PART. WE'VE ALSO HAD A LOT OF ONE-ON-ONE COMMUNICATION. WHEN I SAY WE I MEAN THE PRINCIPALS, AS FAR AS WITH THEIR PARENTS, SCHOOL ADMIN ARE REPORTING THE PARENTS AND VISITORS APPRECIATE THE OVERALL IMPLEMENTATION OF THE SYSTEMS BECAUSE OF THE PRIORITY OF SAFETY FOR THEIR STUDENTS. I KNOW WE'VE HAD A LOT OF DIFFERENT THINGS, IT'S BEEN ON SOCIAL MEDIA, A LOT OF PEOPLE, WHENEVER THEY START SAYING SOMETHING ABOUT IT, A LOT PEOPLE COME BACK, I'M GLAD WE HAVEN'T, I'M GLAD IT'S BEEN A WHILE, WE LOVE THE NEW SYSTEMS, AND SO I THINK IT'S BEEN A POSITIVE FROM THEM BUT

181A LOT OF THE PRINCIPALS ARE THE ONES THAT ARE REPORTING THAT FOR THOSE ONE-ON-ONE CONVERSATIONS AS THEY COME IN. I KNOW MS. LEE HAD THAT WITH THE DIFFERENT ACTIVITIES SHE HAD AT THE END OF THE YEAR AND HER PARENTS WERE GOING THROUGH THEIR AND THE WELCOMING THE WHOLE SYSTEM. I KNOW WE DID HAVE A REPORT FROM ANOTHER CONSTITUENT, A STUDENT THAT WE ARE SAYING THAT IT WAS MAKING THEM LATE TO CLASS. I DID FIND OUT FROM PRINCIPALS AND OTHER PEOPLE, MOSTLY FROM THE PRINCIPALS THAT MOST OF THE STUDENTS WHO ARE LATE TO CLASS ARE THOSE STUDENTS WHO ARE ARRIVING ABOUT THREE MINUTES BEFORE CLASS STARTS OR RIGHT AT ABOUT AND EXPECTING TO MOVE THROUGH THE SYSTEM AND STILL BE ON TIME FOR CLASS. EITHER THOSE STUDENTS ARE EITHER DRIVING THEMSELVES TO SCHOOL IN ADDING TO

182SCHOOL JUST ON TIME, IF YOU CAN CALL IT THAT, OR THEIR PARENTS ARE DROPPING THEM OFF, SO THAT'S WHERE A LOT OF THE TARDINESS IS COMING INTO THAT PART, WHERE THEY ARE DROPPING THEM OFF RIGHT THEN, THERE, EXPECTING THEY'RE GOING TO BE PROBABLY MORE THAN LIKELY LATE AT THAT TIME, JUST WALK IN THERE. SO WE ARE WORKING WITH THAT AND MAKING SURE THE PRINCIPALS COMMUNICATE THAT OUT AS WELL, LET ME KNOW THIS IS A PROCESS BUT WE ALSO NEED TO HAVE TIME TO GET THEM THROUGH THEIR BUT THEY'RE GETTING FATTER IN PROCESS AND GOING THROUGH THE STUDENTS. BUT ALL STUDENTS ARE STILL BEING OFFERED BREAKFAST AT THAT TIME. WE ARE NOT DENYING THAT STUDENTS CAN GET RICK'S. WE ARE ENSURING THAT IF A STUDENT WANTS TO EAT BREAKFAST AT THAT TIME THEY STILL NEED TO

183GO AND GET BREAKFAST AND MAKE SURE THEY GET ACCESS TO THAT. TO HELP ADDRESS THIS, THEY ASK THE PRINCIPALS DID HAVE SOME MORE SUPPORT , SUPPORTING THEM DURING THE MIDDLE OF THE DAY BECAUSE THEY ARE HAVING THE SYSTEMS RUN THROUGHOUT THE DAY BUT WE ALSO WANT TO MAKE SURE WE HAVE OUR SECURITY OFFICERS OR ADMIN AND ALL OF THEM ARE ACCESSIBLE AND ABLE TO DO THEIR DUTIES. WE ARE BRINGING IN SOME MORE TEMPORARY OFFICERS, MS. MAURICE HERNANDEZ, ASSISTANT DIRECTOR OF SAFETY HAS BEEN WORKING TIRELESSLY INTERVIEWING AND HIRING SO WE HAVE BROUGHT ON A LOT OF --I THINK IT'S FOUR NOW, TEMPORARY OFFICERS THAT WE HAVE THAT ARE BEING ASSIGNED TO THE SCHOOL SPECIFICALLY TO HELP SUPPORT WITH THE WEAPONS DETENTION SYSTEMS. SO JUST REALLY WITH THAT, THAT'S MONEY THAT'S COMING OUT OF OUR BUDGET TO

184SUPPORT THIS EFFORT. IT'S NOT OTHER MONIES THAT ARE HAVING TO GO AND ASK FOR ANYTHING LIKE THAT, BE SUPPORTIVE OF A BUDGET OF WHAT WE HAVE TO FUND THAT COST BUT WE ARE FINDING SOME REALLY GOOD CANDIDATES IN THAT CASE, FORMER LAW-ENFORCEMENT, FORMER DEA, FBI AND ALL THESE THINGS THAT WE ARE HAVING THEIR WE HAD SOME INCIDENTS WHERE WE'VE LOST AN OFFICER AT A SCHOOL AND SO THEY ARE TAKING THEM TO THE SCHOOL SO WE WILL CONTINUE HIRING AND GOING BECAUSE WE WANT TO MAKE SURE THAT WE HAVE REALLY GOOD CANDIDATES AND PEOPLE TO TAKE CARE OF OUR SCHOOL WITH WEAPONS DETENTION. AT THE END OF THE SEMESTER WE WILL TAKE ANOTHER TEMPERATURE CHECK WITH THE SURVEY FOR FEEDBACK FROM NOT JUST OUR SCHOOL IN AND BUT ALSO FROM THE STUDENTS AND THE PARENTS AS

185WELL SO WE WANT TO MAKE SURE THAT YOU CAN GIVE US YOUR FEEDBACK ON THE WHOLE PROCESS OF WHAT WE'RE DOING AND HOW CAN WE MAKE IT BETTER SO WE WILL MAKE SURE TO CONTINUE THE TEMPERATURE CHECK. THE RAVE SYSTEM IS ANOTHER SECURITY ENHANCEMENT THAT WE ARE CONSIDERING TO INCORPORATE INTO OUR SAFETY SYSTEMS. RAVE, WHAT THIS DOES IS HOW IT WORKS IS IT'S A ONE PUSH ACTIVATION. THE SYSTEM ALLOWS FOR STAFF TO ACTIVATE A NOTIFICATION OF A NONEMERGENCY OR EMERGENCY IN A SCHOOL TO TRIGGER AN IMMEDIATE RESPONSE. SO ALL STAFF WOULD HAVE A NOTIFICATION ABILITY, IF THE APP IS ON THEIR DEVICE, SO IF THEY WANT TO PUT IT ON THEIR PHONE IT'S GOING TO BE THEIR CHOICE. WE ARE NOT ASKING THAT THEY PUT IT ON TO THEIR PERSONAL DEVICE BUT THEY CAN IF

186THEY WOULD LIKE, THAT THEY WOULD HAVE ACCESS THERE, BUT FOR THOSE THAT DON'T OR EVEN THOSE THAT DO, WE WANT TO MAKE SURE WE HAVE ACCESS TO THAT COMMUNICATION DEVICE OF WHAT WE'RE GOING TO BE WORKING WITH TSS, WE'RE GOING TO HAVE ALL OF THE SCHOOL DEVICES, COMPUTERS, IPADS, AS DIFFERENT TYPES OF DEVICES, THE APP WILL BE AUTOMATICALLY PUSHED OUT TO THOSE DEVICES SO THEY HAVE ACCESS IN CASE THERE IS EMERGENCY THAT THEY FACE IN THEIR SCHOOL OR IN THEIR CLASSROOM AT THAT TIME. THEN IT WILL ALSO ENABLE THE LOCATION SERVICES ON THAT DEVICE AND I'LL EXPLAIN WHAT THAT IS HERE IN A SECOND. AN EXPEDITED RESPONSE SO NONEMERGENCY. IN THE EVENT OF A NONEMERGENCY INCIDENT A TEACHER OR OTHER AUTHORIZED USER PANEL OR ON-SITE PERSONNEL TO AN EVENT AND THE TYPE OF ASSISTANCE REQUIRED.

187THIS IS DONE BY CHOOSING FROM A SELECTION OF PRESET TO SEND A RECIPIENT A LIST SO IT WILL SEND THEM A NOTIFICATION FOR CHRIS JOSE TEACHERS HAVING A MEDICAL INCIDENT, A CHILD IS HAVING A SEIZURE. THE TEACHER IS ABLE TO PUSH THE RAVE ACTIVATION BUTTON AND SAY IT'S A MEDICAL EMERGENCY AND WE NEED ASSISTANCE AND SO THAT WILL HELP TO EXPEDITE THAT SO IF THEY WERE HAVING A FIGHT IN THE CLASSROOM OR WHATEVER IT IS, IT'S NOT AN EMERGENCY WHEN YOU ARE GOING TO CALL 911 NEED SOME IMMEDIATE SUPPORT FROM ADMIN OR THE SECURITY OFFICERS. SO THAT WILL BE ONE OF AND THEY CAN HAVE AS A NONEMERGENCY. SO THEY'LL HAVE ACTIVATION TO THAT. AN EMERGENCY, IF THERE'S A SUSPICIOUS PERSON ON CAMPUS OR THEY NOTICE SOMETHING, OR SOMEONE WITH A WEAPON, ANYONE WHO HAS

188ACCESS TO THAT, WHICH WILL BE ALL STAFF, WILL BE ABLE TO ACTIVATE THE PANIC BUTTON ON THE RAVE AND WHAT THAT WILL AUTOMATICALLY DO BECAUSE OF THE ACTIVATION, IT'S AN EMERGENCY WE NEED AND EMERGENCY RESPONSE, THAT WILL AUTOMATICALLY NOTIFY REGIONAL DISPATCH AUTHORITY, WHO WE'VE WORKED WITH ON THIS TO GET THEM TO BE ABLE TO BE PART OF IT SO ONCE IT'S ACTIVATED ON THERE IT WILL NOTIFY THEM IMMEDIATELY WHAT THE EMERGENCY IS AND WHAT THAT IS, AND THEN THEY WOULD BE ABLE TO DISPATCH THE APPROPRIATE RESPONSE, AS LAW ENFORCEMENT, FIRE, EMS, OR WHATEVER IT IS, THEY WILL GET THAT TYPE OF INFORMATION IN THAT RESPONSE TO BE ABLE TO RESPOND ACCORDINGLY TO THAT EMERGENCY THAT THEY'RE HAVING. WHAT THAT DOES IS HELPS TO SHAVE OFF MINUTES FROM RESPONSE TIMES IN AN EMERGENCY. I KNOW A

189LOT OF TIMES WORKING WITH THE POLICE OFFICERS, IT'S ABOUT SEVEN MINUTES FOR THEM TO BE UP TO RESPOND, ESPECIALLY FOR SCHOOLS THAT ARE A LOT FARTHER OUT IT JUST DEPENDS ON WHERE THEY'RE AT, BUT THAT'S GOING TO HELP TO REDUCE THAT RESPONSE TIME. THE PANIC BUTTON AND EMERGENCY AUTOMATICALLY APPEARS IN 91 ONE. CRITICAL EMERGENCY AND FACILITY INFORMATION ARE SHARED RECTALLY WITH DISPATCH SO THEY HAVE ACTUALLY THOSE MAPS, SO IF IT'S A SHOOTER OR WHATEVER IT IS, WE HAVE OUR BUILDINGS ARE GEOCODED SO THAT ONE I SAID EARLIER THE LOCATION DEVICES OR SERVICES WILL BE ACTIVATED, HOWEVER ACTIVATED THAT ALERT AT THAT POINT IS GOING TO PINPOINT ON THE MAP OF OUR SCHOOL CAMPUS AS THEY ARE GEOCODED SO I SAYETH MY PHONE, I ACTIVATED THE ACTIVE SHOOTER, THAT'S GOING TO PINPOINT WHERE MY LOCATION IS

190AND WHERE I FIRST SAW THE ACTIVE SHOOTER AND AS PEOPLE START TO PING AND ACTIVATE THE CODE, IT'S REALLY GOING TO GIVE A TRAIL TO LAW ENFORCEMENT OF WHERE THAT PERSON CURRENTLY IS. THAT WILL ALSO HELP AS WE GO INTO IT AND GIVE ACCESS TO THE CAMERAS THAT THEN THEY'RE ABLE TO SEE AND ACTUALLY NOT JUST GO IN BLIND BUT THEY'RE ABLE TO KNOW WHAT THAT PERSON IS. AT OUR MIDDLE SCHOOLS AND HIGH SCHOOLS THEY HAVE AN SRO, THEY WERE TRAINED TO RESPOND DIRECTLY TO THE THREAT. THAT'S WHERE THEY'RE GOING BUT THIS IS ALSO GOING TO HELP WITH THE OTHER PART. ONE THING WE HAVE DONE AS WELL WITH OUR POLICE OFFICERS AND FIRE AS WE HAVE GIVEN THEM ACCESS CARDS TO OUR SCHOOLS SO THAT THEY HAVE IT ON THEM. A LOT OF TIMES

191WE HAD ONLY WHERE THEY HAD A KEY AND THEY HAD TO GO GET IT WHERE THE SRO HAD ONE POINT WELL THE SRM ISN'T GOING TO BE THE ONLY ONE RESPONDING TO THAT SO WE DON'T WANT THEM TO HAVE TO COME IN THROUGH THE FRONT DOOR. THEY SHOULD BE ABLE TO ACCESS ANY ACCESS DOORS SO THEY WILL JUST SCAN AND BE ABLE TO ACCESS IN TO RESPOND. THE BEST THING ABOUT THIS SYSTEM IS THAT IT'S FULLY FUNDED BY THE STATE OF NEW MEXICO FOR ALL PUBLIC SCHOOLS THROUGH ANNUAL APPROPRIATIONS. WE HAVE BEEN LOOKING AT OTHER NOTIFICATION DEVICES AS FAR AS PANIC BUTTONS, DIFFERENT THINGS LIKE THAT, AND MOST OF THEM RAISED THE PRICE TAG OF $500,000 PLUS FOR INITIAL IMPLEMENTATION AND ALL THE DEVICES AND COST OF MATERIALS BUT THEN THERE'S ALSO HIGH REOCCURRING COSTS.

192WITH THIS SYSTEM AND THE RAVE SYSTEM THERE IS NO ANNUAL COST. IT IS FULLY FUNDED BY THE STATE AND IT'S BEEN A SYSTEM THAT HAS BEEN AVAILABLE TO US SO THAT'S WHY WE'RE LOOKING TO IMPLEMENT INTO THIS PART. BUT AS WE ARE CONSIDERING THIS NEW ENHANCEMENT, WE WANT TO MAKE SURE THAT ALL OUR STAFF ARE INFORMED AND PROVIDE PROFESSIONAL LEARNING ON THE SYSTEM SO WE WANT TO MAKE SURE THAT THEY KNOW HOW TO USE IT ON OUR ADMIN KNOW HOW TO USE IT, AND WHAT ARE THE DIFFERENT NOTIFICATIONS THAT WE MAKE SURE WE USE THE TWO THAT PART. SO WE WOULD CREATE A TIMELINE TO HAVE PROFESSIONAL LEARNING COMPLETED FOR ALL STAFF PRIOR TO ANY IMPLEMENTATION OF THE SYSTEM. AND WITH THAT I STAND FOR QUESTIONS. ALL RIGHT, JUST BECAUSE I HAVE A QUESTION ON

193THE TOP OF MY HEAD, IF YOU WOULDN'T MIND, HE SAID IT'S FUNDED BY THE STATE, IS IT FUNDED BY THE STATE FOREVER OR IF IT'S ONLY FUNDED BY THE STATE FOR A YEAR? THIS IS ACTUALLY BEEN DASHED FORGIVE ME, MADAME CORT, OF THE ACTUAL TIME . IT'S BEEN 4 TO 5 YEARS THAT IT'S BEEN AVAILABLE SO IT'S THROUGH APPROPRIATIONS THEY'VE DONE, IT'S PRETTY MUCH A RECURRING ONE, NOW COULD IT GO AWAY IF THEY CREATE ANOTHER LAW TO SAY IT'S GOING AWAY? IT'S ACTUALLY PART OF A LAW THAT'S THERE. I KNOW THERE'S A MOVEMENT, TOO, I WANT TO SAY IT WAS THE SHOOTING IN FLORIDA -- PARKLAND? >> YES, THE PARKLAND SHOOTING. THERE WAS A PARENT FROM THERE WHO HAS A 501(C)(3) NONPROFIT THAT IS PUSHING. I THINK IT'S THE MEGAN'S LAW TO WHERE THEY HAVE

194THESE KIND OF THINGS, THESE PANIC BUTTON TYPES OF THINGS. NEW MEXICO IS NOT ONE THAT IS ADOPTED IN YET BUT THERE ARE DIFFERENT THINGS THAT ARE OUT THERE SO STATES ARE REALLY TAKING WHAT THAT IS AND I WANT TO SAY IT'S ACTUALLY FUNDED --THAT'S THE OTHER ONE. IT'S A FUNDING THAT MAY GO AWAY BUT IF IT GOES AWAY IT'S NOT SOMETHING THAT WE HAVE TO CONTINUE. WE ARE NOT CREATING ANY TYPE OF CONTRACT WITH THEM. IT'S BASED UPON A BASIS THAT COMES FROM THE REOCCURRING FUNDS. WE DON'T NEED ANY EQUIPMENT. WE JUST NEED A PHONE AND WE DOWNLOAD THE APP ON IT. PHONE AND OUR DEVICES THAT WE ALREADY OWN AND TEACHERS HAVE. THANK YOU BOARD BEFORE IT LEFT MY HEAD. BOARD MEMBERS, ANY QUESTIONS? YES, SO CONFESSION, I WASN'T ABLE TO MAKE FINANCE COMMITTEE

195IN JULY AND AUGUST SO I DON'T KNOW IF YOU ALREADY TALKED ABOUT IT THERE OR IF IT'S SOMETHING THAT'S COMING UP. WE ARE TALKING ABOUT THE VERKADA AND I WAS WONDERING WASN'T COVERED IN FINANCE COMMITTEE OR COME UP? [ INAUDIBLE ] >> I DON'T EVEN KNOW, IS THAT SOMETHING FINANCIALLY THAT WE HAVE TO APPROVE? THE VERKADA SYSTEM, AS FAR AS THE APPROVAL OF THE PURCHASE OF THE DIFFERENT SOFTWARE'S AND THE CAMERAS AND STUFF, SO I KNOW --I DON'T THINK IT GOT INTO THE APPROVAL AS FAR AS SUB FINANCE. [ INAUDIBLE ] AT THE LAST BOARD. I DID TALK ABOUT IT AT ONE OF THE LAST BOARD THINGS, VISITOR MANAGEMENT SYSTEM. I DIDN'T KNOW WHERE IT WAS. REALLY LOOKING AT THE VERKADA SYSTEM -- [ INAUDIBLE ] >> TO YOUR QUESTION, MEMBER TENORIO, WHEN WE MOVED

196FROM RAPTOR TO VERKADA WE REALLY INCREASED OUR COST AROUND MAYBE $7000 A YEAR FOR THE SYSTEM OF WHAT WE'VE GOT, WHICH IF WE HAD GONE AND STAYED WITH RAPTOR WE WERE LOOKING AT A HIGHER COST TO GET REUNIFICATION, WHICH IS WHAT WE WANTED. SO WITH VERKADA THERE WAS NO ADDITIONAL COST. FOR THE NEXT FIVE YEARS WE WILL NOT PAY FOR ANY REUNIFICATION SUITE THAT THEY ARE BUILDING FOR US AT THIS POINT AND IT'S A YEAR-BY-YEAR CONTRACT BUT WITH THEM WORKING WITH US TO DEVELOP THIS, IT WAS THEIR INCENTIVE FOR US TO WORK WITH THEM INTO THAT PART . DID YOU SAY HOW MUCH IT WOULD COST? THERE'S 100 CAMERAS THAT WE CANNOT --THE TOOL TO USE, SO WHAT'S THE COST THERE? WHAT WE ARE LOOKING AT THEIR IS THE EXACT COST. I JUST GOT THE

197QUOTE IN. I DON'T REMEMBER THE TOTAL COST BUT REALLY WITH THOSE CAMERAS ANYWAY, WE HAD TO UPDATE THEM SO EVERY YEAR WE BUDGETED A PRIORITY TO UPDATE A NUMBER OF OUR CAMERAS THAT WE HAVE THROUGHOUT THE DISTRICT. WHETHER IT'S A WHOLE SCHOOL OR WHETHER WE NEED TO ADD MORE CAMERAS TO ANOTHER ENTRY JUST BECAUSE WE HAVE PRINCIPALS WHO ARE ASKING, THEY WOULD LIKE ACCESS TO MORE CAMERAS, IT'S A MIDDLE SCHOOL, WHERE RITTER IS WE MAKE SURE WE ARE UPDATING THOSE EVERY YEAR SO WE PLAN A BUDGET WE DO HAVE IN OUR BUDGET TO MAKE SURE WE ARE UPDATING THOSE CAMERAS AND WE USUALLY UPDATE ABOUT 100 CAMERAS A YEAR. OTHER BOARD MEMBERS? OKAY. THANK YOU MR. RODRIGUEZ, VERY MUCH. APPRECIATE ALL THOSE UPDATES. LET'S MOVE TO STUDENT SERVICES AND COMMUNITY RELATIONS. WHICH THAT'S GOING TO

198BE MS. O'BRIEN GIVING US AN UPDATE ON REDISTRICTING. THANK YOU. HELLO. HELLO. >> HOW IS EVERYBODY DOING. ALMOST DID NOT HAVE ANY WORDS APPEAR. ALL RIGHT. WELL I HAVE LIKE A WHOLE PARTY JOINING ME THIS EVENING, SO GET READY. WE ARE GOING TO ROCK YOUR SOCKS WITH REDISTRICTING. I AM SO --LEST DO IT. ALL RIGHT, SO GOOD EVENING PRESIDENT CORT, EMBERS OF THE BOARD, SUPERINTENDENT REESE, WE HAVE OUR TEAM HERE THIS EVENING TO PROVIDE A REDISTRICTING UPDATE SO WE HAVE DR. MILLER TOMLINSON. WE HAVE MS. DONNELLY AND WE HAVE MR. JAIME CALDERON, WHO IS JOINING US THIS EVENING. AND WE HAVE MS. COLLEEN MARTINEZ. SHE'S JOINING US VIA ZOOM FROM VISIONS AND PLANNING. HI, COLLEEN. WE CAN'T HEAR YOU. GOOD EVENING EVERYONE. >> GOOD EVENING. GREAT. THANK YOU. THERE'S EVERYBODY HERE TO GIVE YOU THIS

199INFORMATION THIS EVENING. SO WE ARE GOING TO BE PROVIDING INFORMATION TO YOU THIS EVENING ON OUR ENROLLMENT COMPARISONS. OUR THREE YEAR ENROLLMENT TREND, OF COURSE OUR ACCEPTION AND TRANSFER DATA, HOUSING TRENDS AND MICRO ADJUSTMENTS. AND AS YOU MAY RECALL, WHEN WE STARTED THE REDISTRICTING PROCESS LAST FALL, LAST AUGUST, TO BE EXACT, WE HAD ESTABLISHED SEVERAL GOALS. ONE WAS BALANCING THE NUMBERS OF COMPREHENSIVE HIGH SCHOOLS. THE SECOND ONE WAS ADJUSTING OUR ELEMENTARY SCHOOL ZONES ON THE OPENING OF COLUMBIA ELEMENTARY, THREE WAS ADDRESSING THE OVER CROWDING OF OUR EAST MESA SCHOOLS, FOUR WAS IMPROVING THE EFFICIENCY OF OUR BUS TRANSPORTATION, AND THE LAST ONE WAS ANALYZING AND ADDRESSING THE DEMOGRAPHIC SHIFTS ACROSS THE DISTRICT, WHICH INCLUDES PLANNING FOR LONG-TERM GROWTH. SO WE'LL START OFF WITH OUR ELEMENTARY SCHOOLS BY PROVIDING AN ENROLLMENT COMPARISON OF OUR SCHOOLS FROM

200THE 24-25 YEAR, ON THE 25th DAY, TO THE 25-26 SCHOOL YEAR, ON THE 20th DAY, AND THE REASON THAT WE HAD TO PULL THE DATA FOR THE 20th DAY WAS BECAUSE LAST THURSDAY ACTUALLY WAS THE 25th DAY AND THAT WASN'T GOING TO GIVE US ENOUGH TIME TO PULL THE DATA TOGETHER. SO IT'S WITHIN A FEW DAYS AND WE THINK THE DATA IS CLOSE ENOUGH THAT IT WILL BE FINE. THE YELLOW STARS ARE THE SCHOOLS THAT AS FOCUS SCHOOLS FOR ADJUSTMENTS TO THE REDISTRICTING PROCESS SO I'M GOING TO START OFF WITH COLUMBIA AND WE'VE SEEN AN INCREASE IN ENROLLMENT DUE TO THE OPENING OF THE SCHOOL IN JULY, AND WE WILL CONTINUE TO SEE THESE NUMBERS RISE OVER THE NEXT FEW YEARS. LET ME JUST GO BACK AND SAY ONE OTHER THING. WE ANTICIPATE THAT COLUMBIA

201WILL BE NEAR CAPACITY WITHIN FIVE YEARS, OKAY? FOCUS SCHOOLS ON THIS SLIDE ARE DESERT HILLS, FAIR ACRES IN HIGHLAND. DESERT HILLS ADDITION WAS COMPLETED LAST YEAR AND THEY HAD ANTICIPATED INCREASED ENROLLMENT TO HELP WITH OVERCROWDING AT SONOMA. YOU REMEMBER WE WERE MOVING SOME KIDS OVER, ADJUSTING THAT BOUNDARY, BECAUSE DESERT HILLS HAD CAPACITY. FAIR ACRES WAS ANOTHER ELEMENTARY CAMPUS THAT WE HAD ESTIMATED A VERY SMALL DECREASING ENROLLMENT. IF YOU REMEMBER, WE HAD THE WEIRD RIDDLE TRIANGLE OFF HIGHWAY 180 AND THERE WERE THREE STUDENTS IN THAT TRIANGLE. WELL WE TRIED TO STRAIGHTEN OUT OUR LINE AND GET RID OF OUR TRIANGLE, THOSE THREE KIDS OVER, BUT LO AND BEHOLD, WE FOUND THAT THERE REALLY WAS AN ACCESS ISSUE WITH TRANSPORTATION. WE WENT AHEAD AND WE STILL KEPT OUR WEIRD LITTLE TRIANGLE. WE JUST MADE MORE SENSE TO

202KEEP THEM AT FAIR ACRES. THAT WAS THE ONLY REASON THAT FAIR ACRES WAS ON THIS LIST AS WELL AS MacIEL, BECAUSE THAT WAS THE SWITCH BETWEEN MESSY A AND FAIR ACRES. HIGHLAND, WE ARE REDUCING THE ENROLLMENT THERE. THE GOAL -- AND THAT WAS OUR GOAL. YOU CAN SEE WE'VE LOWERED THE NUMBERS BY 188 STUDENTS SO FAR THIS YEAR. ON THIS SLIDE MASCIA WAS OUR FOCUS SCHOOLS BECAUSE OF THAT LITTLE TRIANGLE AND I EXPLAINED THAT TO YOU SO WE WENT AHEAD AND LEFT THE KIDDOS AT FAIR ACRES. MESILLA WAS SUPPOSED TO GAIN THE THREE STUDENTS. ON THIS SLIDE OUR FOCUS GOALS WERE MONTA VISTA AND SONOMA AND BOTH OF THOSE CAMPUSES, WE WANTED TO DECREASE ENROLLMENT, BECAUSE WE KNOW THAT MORE HOUSING DEVELOPMENTS ARE GOING IN, IN THAT AREA, SO WE REALLY WANTED TO SHIFT KIDS

203DOWN TO COLUMBIA, OVER TO DESERT HILLS, WHERE EVER WE HAD EXTRA SPACE WE TRIED TO MOVE THOSE KIDS DOWN IN THOSE DIRECTIONS SO WE CAN MAKE SOME ROOM FOR MORE STUDENTS THAT ARE COMING INTO THE AREA. SONOMA HAD A DECREASE OF 75 STUDENTS THIS YEAR WITH MOST OF THOSE STUDENTS GOING TO DESERT HILLS AND OF COURSE WE'LL CONTINUE TO EVALUATE THESE BOUNDARY LINES ON AN ANNUAL BASIS. MOVING ON TO MIDDLE SCHOOL, SO 6 OF OUR NINE IT'LL SCHOOL WERE THE FOCUS OF REDISTRICTING. WE WANTED TO REDUCE ENROLLMENT AT CAMINO AND PICACHO MIDDLE SCHOOLS AND AS YOU SEE, WE HAD A DECREASE IN THE NUMBER OF STUDENTS AT EACH OF THESE MIDDLE SCHOOLS. SIERRAS INCREASE WAS DUE TO A LARGER COHORT OF MAGNET STUDENTS. THIS YEAR IN ADDITION TO US SUGGESTING THOSE BOUNDARY LINES FOR SIERRA.

204SO IT REALLY DID POP THOSE NUMBERS UP. ZIA HAD A SLIGHT INCREASE OF 27 STUDENTS, WHICH IS VERY CLOSE TO WHAT WE HAD SORT OF LOOKED AT LAST YEAR FOR THAT OPTION THREE FOR THEM AND SO 32 STUDENTS THERE IS WHAT WE WERE KIND OF ANTICIPATING AND WE LANDED AT 27. AND THEN LYNN, BASED ON OUR OPTION THREE SELECTION FOR REDISTRICTING, NO STUDENTS WERE IMPACTED FOR LYNN, AS FAR AS THE LINES GO. THE GOAL WITH OUR COMPREHENSIVE HIGH SCHOOLS WAS TO BALANCE THE NUMBERS. ORGAN MOUNTAIN HIGH SCHOOL CONTINUES TO BE OUR LARGEST COMPREHENSIVE HIGH SCHOOL, ALTHOUGH THEIR NUMBERS HAVE COME DOWN BY 142 STUDENTS, SO WE WERE HAPPY TO SEE THAT, WE ARE MAKING LITTLE ADJUSTMENTS. WE'LL CONTINUE TO MONITOR THESE NUMBERS CLOSELY. WE'LL ANTICIPATE TO SEE THESE NUMBERS DROP EACH YEAR AS THE NUMBER

205OF STUDENTS ON ACCEPTION CYCLE OUT BUT WE ALSO HAVE MORE GROWTH HAPPENING THERE, SO IT PROBABLY --WE'RE GOING TO HAVE TO WATCH THAT VERY CLOSELY TO SEE HOW THAT BALANCES OUT. WE ARE PLEASED WITH THE INCREASE OF STUDENTS AT MAYFIELD HIGH SCHOOL. THEY HAVE AN ADDITIONAL 138 NEW ATTENDANCE THIS YEAR. IT'S THE LARGEST FRESHMAN CLASS SINCE THE 21-22 SCHOOL YEAR, WITH 412 STUDENTS. LAST YEAR THEY HAD 335 SO WE HAVE AN INCREASE OF 775 FRESHMAN THIS YEAR, WHICH IS GOOD NEWS. CHS AND OR CENTENNIAL AND LAS CRUCES HIGH SCHOOL ARE WITHIN 29 STUDENTS OF EACH OTHER AND AGAIN, WE WILL CONTINUE TO MONITOR THESE NUMBERS VERY CLOSELY ON AN ANNUAL BASIS. ALL RIGHT. SO THIS SLIDE SHOWS A THREE-YEAR ENROLLMENT TREND FOR KINDERGARTEN AND 12th GRADERS. THE BLUE LINE ARE HINDERS AND THE ORANGE LINE

206ARE OUR SENIORS. WE ARE SEEING MORE OR LESS KINDERGARTEN STUDENTS COMING IN, COMPARED TO THE NUMBERS OF SENIORS. THE BIRTH RATES ARE LOWER, SO THIS IS EXPECTED. AND COLLEEN GAVE ME A STAT THAT OUR BIRTHRATES HAVE DECLINED 14.5% IN THE LAST 10 YEARS. SO IN 23-24 WE HAD THE DIFFERENCE OF 149 STUDENTS. IN 24-25, 291, 25-26, [ INAUDIBLE ] 13. SO THE GAP IS WIDENING. SO I WILL TURN IT OVER TO WENDI AT THIS TIME TO TALK ABOUT TRANSFERS AND EXCEPTION DATA. THANK YOU. GOOD EVENING AGAIN. THANK YOU, SHIRLEY. SO THIS SLIDE ESSENTIALLY SHOWS TRANSFERS AND EXCEPTIONS SO IF YOU REMEMBER IN THE REDISTRICTING PROCESS, THERE WERE CERTAIN STUDENTS WHO WERE EXEMPTED FROM HAVING TO --OR HAD A CHOICE IF THEY WERE REDISTRICTING. SO THOSE WERE RISING FIFTH-GRADERS, RISING EIGHTH-GRADERS, RISING 11th AND 12th GRADERS

207AND ALSO STUDENTS WHO PARTICIPATED IN AN --A SANCTIONED ATHLETICS OR ACTIVITIES, AND YOU SEE THE BOTTOM LINE THERE, 1951 STUDENTS TOOK US UP ON THAT EXCEPTION AND CHOSE TO REMAIN AT THEIR CURRENT SCHOOL, AND REMEMBER THEY HAVE TO PROVIDE THEIR OWN TRANSPORTATION TO DO THAT . THE LINE ABOUT THAT, AND WE'LL JUST GO FROM BOTTOM TO TOP OF THE LINE ABOVE THAT, THOSE ARE DISTRICT APPROVED TRANSFERS. THE BOARD, YOU ALL REVISED --WHICH PREVIOUSLY WAS CALLED THE OPEN ENROLLMENT ALSO, IS NOW CALLED THE STUDENT TRANSFER POLICY, TO REALLY NAME WHAT IT IS, AND IN THAT REGULATION AND POLICY, DURING THE TRANSFER WINDOW, WE APPLIED THE FIRST THREE PRIORITIES TO TRANSFERS, WHICH ARE MILITARY, STUDENTS WHO PREVIOUSLY ATTENDED THE SCHOOL, AND CHILDREN OF EMPLOYEES WHO WORK AT THE SCHOOL. SO THOSE THREE CATEGORIES WERE GRANTED DISTRICT APPROVED

208TRANSFERS, SO THAT NUMBER, 1235 STUDENTS FELL INTO THAT CATEGORY. SO I SURELY MENTIONED, BLESS YOU, THOSE TWO BARS ESSENTIALLY WILL SHRINK ESSENTIALLY THE BOTTOM ONE, AS THOSE STUDENTS CYCLE OUT, OUR 11th AND 12th GRADERS GRADUATE, OR 11th GRADERS CYCLE OUT, OR OTHER HIGH SCHOOL STUDENTS THAT WERE GRANTED THOSE EXCEPTIONS. SO THE NUMBERS IN THE FIRST GRAPHS WILL START TO RIGHT SIZE, RIGHT? TO REALLY REFLECT THE NUMBER OF STUDENTS WHO LIVE IN THOSE ATTENDANCE ZONES. WE DID HAVE 233 MAGNET STUDENTS. WE HAVE TWO SCHOOLS WITH MAGNET PROGRAMS. THOSE ARE SIERRA AND LYNN. THIS PAST YEAR THERE WERE FAR MORE APPLICANTS TO THE MAGNET PROGRAMS AT SIERRA THEN THERE HAD BEEN IN THE PRIOR THREE YEARS. SO THAT IS THE INTEREST IN THOSE PROGRAMS IS STARTING TO COME BACK UP AND THAT RESULTED IN AN INCREASED ENROLLMENT

209AT SIERRA. THAN THE TOP BAR THERE, SPECIAL EDUCATION STUDENTS, THOSE ARE STUDENTS THAT ARE ENROLLED IN SPECIFIC PROGRAMS AND THERE WERE 162 STUDENTS IN A SPECIAL PROGRAM THAT WERE REDISTRICTING DID, BUT BECAUSE OF THE SPECIALIZED PROGRAM, REMAINED AT THE CURRENT SCHOOL. THE OTHER 23 STUDENTS OUT OF THAT 185 RECEIVED A TRANSFER TO TRANSFER SOMEWHERE ELSE. AND I THINK THAT'S ALL. AND I'M GOING TO TURN IT OVER TO COLLEEN. COLLEEN, YOU'RE UP. ALL RIGHT, THANK YOU. I'M JUST GOING TO TALK REAL BRIEFLY ABOUT SOME OF THE HOUSING AND RIGHT NOW WHERE WE ARE STANDING ON THIS, WE JUST RECENT THE UPDATED OUR HOUSING TRACKING REPORT AND WE VETTED IT BACK THROUGH THE CITY AND THE COUNTY, JUST TO MAKE SURE THAT WHAT WE ARE SEEING IS WHAT'S HAPPENING. AND SOMETIMES WE KNOW MORE WHAT'S HAPPENING THAN

210THEY DO AT TIMES. IT'S KIND OF WEIRD. BUT RIGHT NOW WE'VE GOT APPROXIMATELY OVER 5500 NEW UNITS THAT HAVE BEEN ADDED OVER THE PAST SIX YEARS. THERE'S A LITTLE OVER 1200 HOMES ON THE MARKET AT THIS TIME AND NOW WE ARE AT 19 NEW HOUSING DEVELOPMENTS. AND YOU'LL SEE IT ON THE MAP IN A COUPLE OF SLIDES, AND THEY ARE GOING TO BE ADDING APPROXIMATELY ALMOST CLOSE TO 5800 UNITS OVER THE NEXT 300 TO --3 TO 7 YEARS. THE MESA VISTA DEVELOPMENT THAT'S GOING TO BE CONSTRUCTED SOUTH OF MOUNTAIN HIGH SCHOOL IS GOING TO HAVE 3500 NEW UNITS SO IT'S GOING TO BE PRETTY SIGNIFICANT AND THERE'S THINGS UNDERWAY WITH THAT I'LL TALK ABOUT IN A LITTLE BIT ABOUT THAT. THESE NEW HOUSING DEVELOPMENTS ARE GOING TO IMPACT SEVERAL ATTENDANCE ZONES THAT WE JUST WENT

211THROUGH AND MADE SOME ADJUSTMENTS IN PREPARATION WITH KNOWING WHAT'S HAPPENING SO WHEN WE GO BACK AND WE LOOK AT THE ENROLLMENTS AT MESA VISTA OR SESSER TRAVIS, SUNRISE ELEMENTARY, WHERE SOME OF THOSE NUMBERS CAME DOWN, AS WELL AS SINEMA, CAMINO REAL AND MESA, THEY ARE DOING THAT ALL IN REPARATION FOR THIS GROWTH IN BEGINNING TO SHIFT THOSE LINES TO THE WEST BECAUSE THE DISTRICT DOESN'T HAVE ANY NEW SCHOOLS IN THOSE AREAS TO BEGIN TO ABSORB ANY OF THAT ENROLLMENT. SO THE LARGEST IMPACT IN SCHOOLS, IN ADDITION TO WHAT I'VE ALREADY MENTIONED, IS GOING TO BE COLUMBIA, VISTA, AND MAYFIELD. SO AGAIN WE ARE JUST TAKING A LOOK AT ALL OF THAT AS THINGS PROGRESS AND WHEN THE DISTRICT HAS THEIR COMMITTEE THAT BEGINS IN JANUARY, WE'LL BE BRINGING SOME MORE UPDATED INFORMATION IN WHERE SOME

212OF THOSE HOUSING UNITS ARE GOING TO HAVE THE MOST IMPACT. NEXT SLIDE. AS SHIRLEY ALREADY MENTIONED, LOWER BIRTH RATES BETWEEN 2019 AND 2021 ARE STARTING TO IMPACT THE DISTRICT AT THE LOWER GRADE LEVELS AND THEN ALSO LOOKING AT ENROLLMENT COMPETITION FROM THE AREA OF CHARTER SCHOOLS AND PRIVATE SCHOOLS, THAT DOES DRAW AWAY FROM LCPS AND ALSO POPULATION SHIFTS AND WE TALKED ABOUT THIS BEFORE, AS FAMILIES MOVED FROM OLDER NEIGHBORHOODS IN THE CITY TO NEWER HOMES ON THE EAST MESA, AND THEN ONE OF THE THINGS THAT WE'VE NOTICED IS THE IN MIGRATION IN NEW FAMILIES WITH CHILDREN. RIGHT NOW THEY'RE KIND OF OFFSETTING ENROLLMENT LOSS TO LOWER BIRTH RATES, IS KIND OF WHAT WE STARTED TO SEE. AND NEXT SLIDE, HERE'S THE MAP WITH ALL THE LOCATIONS AND ALL THE DEVELOPMENTS YOU CAN SEE. QUITE A

213FEW NUMBER UP ON THAT EAST MESA AREA. WE ARE LOOKING AT TWO NEW SUBDIVISIONS OFF THE TOP RIGHT IN COLUMBIA COME WHICH WOULD ALSO IMPACT THIS AND MAYFIELD, WE ALSO HAVE TWO NEW SUBDIVISIONS IN THE TRAVIS AND SUNRISE AREAS THAT'S GETTING CLOSE TO BEING BUILT OUT BUT THERE'S AT LEAST ALMOST 60 NEW HOMES BEING BUILT THERE. ANOTHER NEW SUBDIVISION IN HIGHLAND MESA, OREGON MOUNTAIN AREA, AND THEN IN THE MONTA VISTA ELEMENTARY SCHOOL ATTENDANCE ZONE THERE IS SEVEN NEW SUBDIVISIONS THAT WOULD ALSO IMPACT MESA AND OREGON MOUNTAIN HIGH SCHOOL. SO THERE'S A COUPLE MORE HUNDRED UNITS GOING IN THERE AND THEN WE'VE GOT TWO SUBDIVISIONS THAT WILL IMPACT SONOMA , CAMINO REAL AND OREGON MOUNTAIN, AND THAT IS THE ONE I MENTIONED. ONE OF THOSE IS WHAT I MENTIONED IS THE 800 ACRE, 4500 UNIT SUBDIVISION

214THAT'S PLANNED AND IT WILL BE SOUTH OF OREGON MOUNTAIN HIGH SCHOOL. I KNOW ONE OF THE THINGS WE DID WHEN WE MADE SOME OF THE ADJUSTMENTS BETWEEN CENTENNIAL AND OREGON MOUNTAIN, WE KIND OF PUSHED UP THAT NORTH BOUNDARY SO THAT IN THE HOPES THAT PART OF THIS SUBDIVISION WOULD GET ABSORBED INTO CENTENNIAL, THAT AS WE'VE ALREADY DISCUSSED, A LOT OF THIS WOULD BE ON THE ANNUAL MONITORING SO THAT WE HAVE ENOUGH TIME TO REACT, AND HOPEFULLY KEEP ANY OF THESE SCHOOLS FROM GETTING OVERCROWDED. AND I'LL TURN IT BACK OVER TO SHIRLEY. THANK YOU, COLLEEN, AND I'M GOING TO ACTUALLY TURN IT OVER TO MS. DONNELLY WITH SOME HR INFORMATION. THANK YOU. SO GOOD EVENING AGAIN. IN REGARDS TO STAFFING, JUST KNOW THAT THE STAFFING DECISIONS THAT WERE GUIDED, WERE ALL GUIDED BY THE DISTRICTWIDE PROJECTIONS

215ALONG WITH THE REDISTRICTING DATA TO ANTICIPATE THE CAMPUS NEEDS. AS YOU HEARD WHAT HAS HAPPENED SINCE THEN WITH THE PROJECTIONS AS WELL AS THE SHIFTS THAT ARE CONTINUING TO HAPPEN WITH FUTURE ENROLLMENT, WE'RE GOING TO CONTINUE TO MONITOR THAT AND ENSURE THE EQUITABLE AND EFFICIENT STAFFING CONTINUES ACROSS ALL CAMPUSES, SO WE ARE RIGHT THERE WITH THIS CONVERSATION, WITH ANALYSIS THAT IS TAKING PLACE TO ENSURE THAT STAFFING KEEPS UP IN THE RIGHT DIRECTION. AND I WILL TURN IT BACK OVER TO YOU. THANK YOU. ALL RIGHT. AND SO WE JUST WANTED TO TALK FOR A MOMENT ABOUT MICRO ADJUSTMENTS AND I JUST PUT SOME INFORMATION THERE FROM OUR POLICY AND REGULATION, JC AA, AND SO WE ARE PLANNING TO CONVENE OUR INTERNAL COMMITTEE IN JANUARY AND WILL BE USING OUR A.D.A. DATA, AND COLLEEN WILL HELP US

216WITH SOME GEOCODING AND LOOKING AT THAT INFORMATION SO THAT WE HAVE THE RIGHT DATA IN FRONT OF US TO LOOK AT OUR ZONES AND MAKE SURE THAT WE ARE STILL IN A GOOD PLACE AS FAR AS KEEPING OUR EAST MESA SCHOOLS IN A GOOD PLACE AND BUMPING UP MAYFIELD, WATCHING COLUMBIA NUMBERS, ALL THE THINGS THAT WE KNOW ARE IMPORTANT TO THE DISTRICT RIGHT NOW, THAT'S WHAT WE'LL BE ANALYZING. AND WE ALL STAND FOR QUESTIONS. [ LAUGHTER ] AWESOME. I KNOW THAT THEY'RE ALL STANDING. I LOVE IT. I WOULD LOVE IT . BOARD MEMBERS, DO YOU HAVE ANY QUESTIONS? I HAVE ONE QUESTION. YES MA'AM. >> I FEEL I PROBABLY HAVE A LITTLE BIT OF THE ANSWER BUT WILL DEFINITELY HAVE THE ANSWER. WE ARE LOOKING AT THE POLICY AND I REMEMBER THIS RANGE THAT WE

217WERE GOING BACK AND FORTH, 12% TO 15%. IS THAT GOING TO HAPPEN YEARS FROM NOW? BECAUSE I DON'T SEE IT HAPPENING WITH WHAT'S HAPPENING NOW. DO YOU WANT ME TO GET THIS? >> EVERYONE STAND BACK. PRESIDENT CORT, MEMBER TENORIO, THIS POINT, EVEN WITH THE EXCEPTIONS AND THE TRANSFER APPROVALS, WE WERE IN THE BALLPARK OF 15%. SO I THINK AGAIN THE IDEA IS NOT TO EXCEED THAT 15% THRESHOLD, JUST TO MAKE SURE THAT WE ARE STAYING IN BALANCE, AND I BELIEVE THAT ONCE AGAIN, AS THE EXCEPTIONS CYCLE OUT, THAT WE'LL BE ABLE TO REALLY STAY TRUE TO THE NUMBERS IN THE ATTENDANCE ZONE, AND THESE MICRO ADJUSTMENTS ARE GOING TO BE VERY IMPORTANT TO HELP US DO THAT AS ALL THESE HOUSES ARE BUILT ON EAST MESA AND WE'RE GOING TO HAVE TO, I THINK CONTINUALLY

218MOVE THE LINES FOR A LITTLE WHILE TO STAY THERE. I'M THINKING ABOUT MS. MARTINEZ AND ALL THE WORK PUTTING TOGETHER THE PERFECT PLAN, AND ALL THESE EXCEPTIONS COME IN, AND IT ALMOST LOCKS IT UP SO I JUST WASN'T SURE HOW MUCH IN THE FUTURE WE MIGHT ACTUALLY SEE THE NUMBERS THAT WE WANTED TO SEE. PRESIDENT CORT, IF I MAY, MS. TENORIO, AND CORRECT ME IF I'M WRONG, DR. WENDI, COLLEEN, THE EXCEPTIONS ARE NOT -- WE ARE NOT COUNTING THE EXCEPTIONS IN THE TRANSFER RATE. CORRECT. SO WHEN YOU'RE LOOKING AT --WHEN YOU'RE LOOKING AT EVERYTHING IN TOTAL, SO THAT PERCENTAGE WAS PERCENTAGES OF STUDENTS WHO WERE NOT ATTENDING THEIR ZONE SCHOOL, SO ALL OF THOSE IN THAT 1500, ALL OF THOSE THAT ARE SENIORS ARE LEAVING, ALL OF THE FIFTH GRADERS AND EIGHTH GRADERS NOW WILL

219GO TO THEIR ZONE SCHOOL SO NEXT YEAR, AS WE ARE LOOKING AT THESE NUMBERS, THAT BIG, LONG BART WILL SHRINK CONSIDERABLY. SO WE'LL SEE MORE OF EACH SCHOOL KIND OF GOING TOWARDS THEIR EQUILIBRIUM OR GOOD NUMBER? RIGHT, CORRECT. ALL RIGHT. CAN I SAY ONE MORE THING, PRESIDENT CORT? I FORGOT ABOUT MY COLLEAGUE HERE, MR. CALDERON. HOW CAN I FORGET HIM? ONE OF THE THINGS IN THE TRANSFER PROCESS, WE ALSO HAD IN ADDITION TO THE PRIORITIES, WE ALSO HAD A HARDSHIP REVIEW AND THAT HARDSHIP REVIEW COMMITTEE CONSISTED OF FOUR PRINCIPALS, ONE FROM EACH FEEDER PATTERN. WE HAD TWO ELEMENTARY, A MIDDLE AND A HIGH SCHOOL RENTABLE TO REVIEW THE HARDSHIP CASES. MOST OF THEM WERE A BLIND REVIEW, SO THEY DIDN'T HAVE STUDENT NAMES OR ANYTHING ON THEM, AND MR. CALDERON WAS REALLY INSTRUMENTAL IN THAT

220PROCESS, WORKING WITH FAMILIES, WORKING WITH STAFF TO ENSURE THAT THAT COMMITTEE WAS ABLE TO REVIEW THOSE CASES AND MAKE DECISIONS BASED ON THOSE SO I WANT TO THANK HIM FOR ALL HIS HARD WORK DURING THE PROCESS, BECAUSE HE DID A LOT OF HEAVY LIFTING. THANK YOU MR. CALDERON. [ APPLAUSE ] PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT REESE, I'VE ALWAYS SAID IT AND I CONTINUE TO SAY IT, IT'S A TEAM EFFORT. YOU KNOW, STARTING WITH SUPERINTENDENT REESE AND HIS GUIDANCE, I WAS THINKING WONDERFUL COMMUNICATIONS DEPARTMENT, OUR LEADERS, AND OF COURSE THE REST OF US WHO DO THAT, I'M JUST THE PERSON TALKING TO PEOPLE BUT I COULDN'T DO THIS WITHOUT THE SUPPORT OF OUR TEAM, WITHIN OUR OFFICE AND EVERYBODY ELSE. THE GUIDANCE THAT I RECEIVED FROM SUPERINTENDENT REESE, AND I MENTIONED THIS TO A

221COUPLE OF PEOPLE, IS TO BE FAIR, TO BE JUST, TO ACCOMMODATE AS BEST AS WE COULD WITHIN EVERYTHING THAT WE WERE DOING, BUT THEN AT THE END, DOING WHAT'S RIGHT FOR KIDS, AND THAT'S WHAT MOTIVATES US EVERY DAY, SO THANK YOU FOR YOUR KIND WORDS AND THANK YOU EVERYBODY. THANK YOU FOR STANDING UP FOR ME. I APPRECIATE THAT VERY MUCH, GETTING IN FRONT OF YOU ALL. THANKS FOR SITTING THROUGH A MEETING. HOURS. BOARD MEMBERS, ANY OTHER QUESTIONS? DR. WENDI, DID OREGON MOUNTAIN LOSE KIDS? I REMEMBER THEY WERE A NET EXPORTER OF KIDS IN THE OPEN AND POLICY. THAT WAS MY MEMORY ON IT. DID THEY GROW THIS YEAR FROM LAST YEAR? THEY'RE STILL DOWN. THEY ARE DOWN. >> ABOUT A LITTLE OVER 100 STUDENTS. AND WE PUT THE POWERPOINT UP? 2118 TO 19 AND THEY

222WERE ELIGIBLE. THEY HAD 21 18 LAST YEAR AND THEY HAVE THAT MANY KIDS AT? YES, SO THAT HIS ENROLLMENT ON THE 25th DAY LAST YEAR. I THOUGHT THOSE KIDS HAD BEEN EXPORTED OUT. THAT WAS THEIR ACTUAL ENROLLMENT AND ENROLLMENT FLUCTUATES A LITTLE BIT THROUGHOUT THE YEAR BUT THAT IS WHAT THEY STARTED WITH LAST YEAR AND THIS YEAR THEY'RE DOWN TO 1976. SO THEY COULD HAVE HAD 2200 OR SOMETHING. AM I MISREMEMBERING THAT, THAT THEY -- COLLEEN, DO YOU HAVE THE CAPACITY FOR OREGON MOUNTAIN? MADAM CORT, PRESIDENT CORT, BOARD MEMBER WOFFORD, ONE OF THE THINGS THAT DID HAPPEN IS WITH STUDENTS THROUGH THE REDISTRICTING PROCESS, A PORTION OF THE AREA THAT WAS OREGON MOUNTAIN DID END UP GOING OVER TO MAYFIELD SO THAT'S WHERE WE STARTED SEEING SOME OF THE GAINS ON THE MAYFIELD SIDE AND

223SO THE DISTRICT STILL HAD THE EXCEPTIONS THAT THEY DID ALLOW FOR OREGON MOUNTAIN, FOR THE 11th AND 12th GRADERS AND FOR STUDENTS THAT WERE IN SPORTS OR IN A PROGRAM, SO THAT'S KIND OF WHERE THAT SHIFT IS AND I THINK AS WE START TO SEE THOSE SENIORS LEAVE AT THE END OF THIS YEAR AND NEXT YEAR, WE'RE GOING TO SEE THOSE NUMBERS BE A LITTLE BIT BETTER BALANCED BUT WITH THE SHEER NUMBER OF HOUSING THAT'S GOING TO GO IN THE OREGON MOUNTAIN ZONE, WE ALREADY KNOW THAT THERE IS GOING TO BE A SHIFT BETWEEN MAYFIELD AND OREGON MOUNTAIN ON THAT SIDE. THANK YOU. THANK YOU. THEY ARE QUITE A BIT BIGGER. ALL RIGHT, ANYONE ELSE? THANK YOU SO MUCH FOR STICKING IT OUT UNTIL THE END OF THE MEETING. APPRECIATE ALL THE INFORMATION AND THE

224DATA. GOOD JOB . OUR PLEASURE. THANK YOU. >> PRESIDENT CORT, I'D ALSO LIKE TO GIVE A QUICK SHOUT OUT TO THE I/O DEPARTMENT BECAUSE THEY WERE INSTRUMENTAL IN GATHERING ALL THE DATA FOR US, SO VERY GRATEFUL FOR THEM, FOR ALL OF THEIR HELP . ABSOLUTELY. I/O. [ APPLAUSE ] >> GO I/O. ALL RIGHT. IT IS 8:15 AND I WOULD LIKE TO ENTERTAIN A MOTION TO ADJOURN. SO MOVED. SECOND. >> MOVED BY SECRETARY WOFFORD AND SECONDED BY MS. TENORIO. ALL IN FAVOR PLEASE INDICATE BY SAYING . . ALL OPPOSED . ALL RIGHT, WE'RE OUT OF HERE AT 8:15. THANK YOU ALL FOR STAYING HERE AND THANK YOU FOR YOUR GREAT PRESENTATIONS.