Board of Education - Oct 14, 2025

001HELLO, EVERYONE, WELCOME TO THE SCHOOL BOARD MEETING. I AM SO SORRY THAT WE ARE RUNNING A LITTLE BIT LATE. THINGS JUST TO LITTLE BIT LONGER IN CLOSED SESSION. I WOULD LIKE TO CALL THIS MEETING TO ORDER AT 4:29 P.M... SECRETARY WOFFORD EMMA PLEASE TAKE THE ROLE. MR. FRANK? MS. TENORIO ? SECRETARY WOFFORD IS HERE. VICE PRESIDENT NOLAN? AND PRESIDENT CORT. I AM HERE. THANK YOU SO MUCH. WE ARE NOW GOING TO THE PLEDGE OF ALLEGIANCE. MATTHEW, THANK YOU SO MUCH FOR WAITING FOR US. MATTHEW IS A THIRD-GRADER AT LOMA HEIGHTS ELEMENTARY . MATTHEW, WE ARE GOING TO HAVE YOU COME UP AND IF YOU CAN TAKE THE MICROPHONE, AND YOU CAN MOVE IT DOWN A LITTLE BIT IF YOU NEED TO. AWESOME. IS IT WORKING? PERFECT. WE WILL FOLLOW YOUR LEAD. I PLEDGE ALLEGIANCE TO

002THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS ONE NATION UNDER GOD INDIVISIBLE WITH LIBERTY AND JUSTICE FOR ALL. I SALUTE THE FLAG OF THE STATE OF NEW MEXICO . YOU DID A GREAT JOB, WOULD YOU, LIKELY WE LOVE TO SHAKE YOUR HAND. YOU DID A GREAT JOB, MATTHEW. THANK YOU FOR WAITING, COME BACK ANYTIME. YOU DID SUCH A GREAT JOB. LET'S GIVE HIM ANOTHER ROUND OF APPLAUSE. THANK YOU, MATTHEW. I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE THE OCTOBER 14th, 2025 WORK SESSION AGENDA . SO MOVED. >> SECOND. MOVED BY WOFFORD, SECONDED BY NOLAN. ALL IN FAVOR, PLEASE INDICATE BY SAYING AYE . ALL OPPOSE? THE AYE'S HAVE IT, 5-0. I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE THE SEPTEMBER 16th , 2025 REGULAR SESSION

003MINUTES. SO MOVED. SECONDED. I'VE GOT 70 PEOPLE. THANK YOU SO MUCH, IT HAS BEEN MOVED BY MS. TENORIO AND SECONDED BY MR. FRANK. ALL IN FAVOR, PLEASE INDICATE BY SAYING AYE. ALL OPPOSE? THE AYE'S HAVE IT, 5-0. I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE THE FOLLOWING CONSENT AGENDA ITEMS. FOUR B1, ENCROACHMENT AGREEMENT BETWEEN EL PASO COMPANY AND PUBLIC SCHOOLS. 5B2, MEMORANDUM OF UNDERSTANDING BETWEEN LCPS AND POSITIVE BEHAVIOR COURT PBS. I THOUGHT THAT WAS ON THE LIST. SOME MOVE. SECOND. MOVED BY MR. WOFFORD AND SECONDED BY MR. FRANK. ALL IN FAVOR PLEASE INDICATE BY SAYING AYE. ALL OPPOSE? THE AYE'S HAVE IT, 5-0. APPRECIATE THAT . SO, THE BOARD MET IN CLOSED EXECUTIVE SESSION ON TUESDAY, OCTOBER 14th, 2025 FROM 3:08 P.M. TO 4:24 P.M. TO DISCUSS A LIMITED PERSONNEL MATTERS AS PERMITTED UNDER

004SECTION 10-15 MINUS 1H2 OF THE NEW MEXICO OPEN MEETINGS THAT, SPECIFICALLY SO THE SUPERINTENDENT COULD UPDATE THE BOARD AND LEGAL COUNCIL CAN ADVISE REGARDING SPECIFIC EMPLOYEE MOVEMENT AND CONTEMPLATIVE MOVEMENT . TWO, THE SUPERINTENDENT COULD UPDATE THE BOARD AND LEGAL COUNCIL COULD ADVISE REGARDING THE INVESTIGATIONS OF CLASSIFIED AND/OR CERTIFIED EMPLOYEES. AND B , MET WITH LEGAL COUNCIL AS PERMITTED UNDER SECTION 10-15-187 OF THE NEW MEXICO OPEN MEETINGS ACT SPECIFICALLY TO DISCUSS THE GUARDIANS OF HECTOR MARTINEZ GALLEGOS VERSUS THE BOARD OF EDUCATION OF LAS CRUCES SCHOOLS AND ERIC ROSS. 2:24-CV-00809 (D.N.M.) . AND TWO, 4:25-CV-03797-YGR (N.D. CAL.) . THAT WAS A LOT OF NUMBERS. WE WILL NOW MOVE TO PUBLIC COMMENT. BEFORE WE MOVE --OH, YES, AND I AFFIRM , THANK YOU SO MUCH. I'M JUST ROLLING OFF ALL KINDS OF THINGS. YES, I AFFIRM THAT EVERYTHING

005WE SAID HERE HAPPENED DURING THE MEETING. THANK YOU SO MUCH. BEFORE HE MOVED TO PUBLIC COMMENT, AND BECAUSE WE HAVE NO PUBLIC COMMENT , CORRECT? OKAY. JUST MAKING SURE. BECAUSE NO PUBLIC COMMENT HAS BEEN SUBMITTED, WE WILL JUST VERIFY. THEN I DON'T NEED TO READ THE RULES, BECAUSE NOBODY IS PUBLICLY COMMENTING TODAY. THANK YOU VERY MUCH. NOW I WOULD LIKE TO MOVE TO THE SUPERINTENDENT'S REPORT. SUPERINTENDENT REES? THANK YOU, MEMBERS OF THE BOARD. GREETINGS, EVERYONE. A LOT HAS HAPPENED SINCE OUR LAST MEETING. TONIGHT IS REALLY ABOUT GRATITUDE AND CELEBRATIONS. GRATITUDE FOR OUR SCHOOLS, STAFF, STUDENTS, AND THE COMMUNITY. AND THE COMMUNITY PARTNERSHIPS THAT CONTINUE TO HELP OUR DISTRICT THRIVE . AS YOU WILL SEE IN THIS REPORT, THERE IS MUCH TO BE PROUD OF, FROM RIBBON CUTTINGS AND RECOGNITIONS TO COLLABORATION ACROSS THE COMMUNITY. ON

006THE 25th, OUR RESEARCH AND DEVELOPMENT TEAM MET WITH DEAN MARLIN AND THE MSU COLLEGE OF HEALTH , EDUCATION, AND SOCIAL TRANSFORMATION. THIS PARTNERSHIP CONTINUES TO BE A CORNERSTONE OF OUR EDUCATION PIPELINE, CONNECTING LCPS CLASSROOMS WITH FUTURE TEACHERS, COUNSELORS, AND LEADERS IN EDUCATION. WE ARE ALSO PLANNING A FOLLOW-UP SESSION IN THE SPRING TO DEEPEN OUR COLLABORATION . I JUST WANT TO THANK DEAN MARLIN AND THE TEAM FOR KEEPING THIS WORK MOVING FORWARD. ON THE 25th, WE WERE ALSO HONORED TO HOST U.S. SENATOR HEINRICH AT MAYFIELD HIGH SCHOOL. THE PURPOSE OF THE VISIT WAS TO MEET DIRECTLY WITH THE SCHOOL-BASED HEALTH PROVIDERS TO LEARN ABOUT THE SERVICES THEY RELY ON FOR THE WELL-BEING AND SUCCESS . THE DISCUSSION ALSO FOCUSED ON HOW POTENTIAL FEDERAL FUNDING CUTS COULD IMPACT THESE CRITICAL SUPPORTS. WE APPRECIATE SENATOR HEINRICH'S COMMITMENT TO

007UNDERSTANDING THE NEED OF OUR STUDENTS FIRST-HAND. EVENTS LIKE THIS REMIND US THAT EDUCATION AND WELLNESS GO HAND-IN-HAND, AND ADVOCACY AT EVERY LEVEL MATTERS. AT OUR MAYFIELD COMMUNITY MEETING LAST MONTH WE SHARED UPDATES ON THE NEXT PHASE OF THE MAYFIELD HIGH SCHOOL RENOVATION , A PROJECT THAT REMAINS ONE OF OUR TOP PRIORITIES. THE ESTIMATION OF THIS PROJECT IS GOING TO BE AROUND $200 MILLION PLUS , AND THIS IS ALSO ONE OF OUR PRIORITIES IN OUR GOLD BOND ELECTION THIS YEAR IN NOVEMBER. SO WE WANT TO MAKE SURE THAT WE ARE GETTING THE WORD OUT AND ENCOURAGE OUR FAMILIES IN OUR COMMUNITY TO VOTE ON THAT. THE OTHER PIECE, AGAIN, BEING THAT THIS IS A LONG-TERM PROJECT, WE JUST WANT TO MAKE SURE THAT OUR COMMUNITY UNDERSTANDS , AND I WANT TO COMMUNICATE THAT THIS PROJECT WILL

008REMAIN A PRIORITY FOR US. HERMOSA HEIGHTS ELEMENTARY. STUDENTS TOOK SERVICE LEARNING TO HIKE BY RAISING OVER $1000 FOR A LOCAL ORGANIZATION SUPPORTING FAMILIES AFFECTED BY DOMESTIC VIOLENCE. THIS IS A POWERFUL EXAMPLE OF COMPASSION IN ACTION. STUDENTS LEARNING THAT EVEN SMALL ACTS CAN MAKE A BIG DIFFERENCE. THANK YOU TO PRINCIPAL VICTORIA FRANKS, TEACHERS, AND STUDENTS AND FAMILIES OF HERMOSA HEIGHTS FOR SHOWING US WHAT IT MEANS TO GIVE BACK TO THE COMMUNITY. IT WAS GREAT TO BE OUT THERE VISITING WITH THE KIDDOS, I WAS ALSO ON THE NEWSCAST ANNOUNCING THE WINNERS OF THE COMPETITION , SO IT WAS GREAT TO BE OUT THERE. VERY PROUD TO SHARE THAT NANCY HAS BEEN NAMED THE 2026 NEW MEXICO TEACHER OF THE YEAR. ON OCTOBER TO SIXTH WE HAD THE JOY OF SURPRISING NANCY AT EIGHT CEREMONY ALONG WITH LOCAL

009AND STATE OFFICIALS, DISTRICT LEADERS, NANCY'S STUDENTS AND COLLEAGUES. HER FAMILY WAS ALSO THERE, IT WAS GREAT TO MEET HER FAMILY. THIS EXCITEMENT SAID IT ALL. THIS RECOGNITION CANNOT OF GONE TO A MORE DESERVING EDUCATOR. SHE EMBODIES THAT EVERYTHING THAT LCPS EDUCATORS MAKE EXCEPTIONAL. SHE LEAVES WITH HEART, BRINGS CREATIVITY TO EVERY LESSON, AND BELIEVES DEEPLY IN THE POTENTIAL OF EVERY CHILD WHO WALKS THROUGH HER DOOR. THANK YOU AGAIN TO OUR MAYFIELD TROJANS MARCHING BAND, MAYFIELD CHEERED, MAYFIELD AIR FORCE JROTC FOR ATTENDING THE CEREMONY, AND MAKING THIS A SPECIAL MOMENT . ALSO THANK YOU TO PRINCIPAL MICHAEL TITUS FOR CULTIVATING A CULTURE THAT ALLOWS GREAT TEACHING TO FLOURISH. WE ALSO HAVE THE HONOR OF CELEBRATING NANCY ONCE AGAIN AT OUR OCTOBER 28th BOARD MEETING, SO WE ARE REALLY LOOKING FORWARD TO THAT, AND CONGRATULATIONS AGAIN TO NANCY.

010THE LAS CRUCES CITY COUNCIL RECOGNIZED THE VETERANS DAY POSTER CONTEST WINNERS . I JOINED THE STUDENT FINALISTS AT CITY COUNCIL AND COMMITTEE LED BY VETERANS DAY CHAIRMAN GIL HAWKINS. THIS WAS ON NOVEMBER 8th. STUDENTS CREATED POSTERS TO ADVERTISE THE DATE, TIME, AND LOCATION OF THE PARADE, AND IT HELPED THEM LEARN ABOUT THE ROLE OF VETERANS IN OUR COUNTRY. MIDDLE SCHOOL STUDENTS CREATED POSTERS WITH THE THEME OF HONORING OUR FUTURE LEADERS . ABOUT 30 SUBMISSIONS WERE EVALUATED. THE FINAL SIX WERE RECOGNIZED IN COUNCIL. THE WINNING POSTER WAS CREATED BY SERENITY MADRID, A SEVENTH GRADER FROM MS. VALDEZ MY IN CLASS IN MIDDLE SCHOOL. SHE WILL HAVE FOR THE RECOGNITION IN THE PARADE. SHE ALSO WON A $50 PRIZE. WE ARE PROUD OF ALL OF OUR STUDENTS WHO WERE REPRESENTING ONE OF OUR SCHOOLS, AND ALSO ONE

011OF OUR BOARD MEMBERS DAUGHTERS WAS A FINALIST. SO CONGRATULATIONS TO ALL OF OUR KIDDOS. LAST WEEK I HAD THE EXCITING OPPORTUNITY TO VISIT THE 100% FOR OUR FAMILIES CENTER AT LAS CRUCES CITY COMMUNITY INITIATIVE. WE ALL RECOGNIZE THAT THE NEED IN OUR COMMUNITY ARE GREAT, AND IN PARTNERSHIP WITH OUR FAMILY SUPPORTS AND RESOURCES WE ARE EXCITED TO CONTINUE THIS IMPORTANT WORK IN OUR COMMUNITY. IT WAS GREAT TO SIT WITH THE TEAM, ALTHOUGH THIS IS A TEMPORARY SPACE FOR THEM AS THEY TRANSITION OVER TO PHASE TWO OF OUR FAMILY SUPPORT CENTER, THEY ARE WORKING HARD, THEY ARE CREATING, AND SUPPORTING OUR FAMILIES , OUR STUDENTS ACROSS OUR COMMUNITY. JUST A GREAT OPPORTUNITY TO VISIT WITH THEM , AND I'M LOOKING FORWARD TO WHEN THEY MOVE OVER HERE WITH US. ACROSS INTERNATIONAL WALK TO SCHOOL DAY, ACROSS

01223 ELEMENTARY SCHOOLS, MORE THAN 1100 ADULTS JOINED IN OUR CELEBRATION OF INTERNATIONAL WALK TO SCHOOL DAY ON OCTOBER 2nd. THE EVENTS ENCOURAGE SAFE ROUTES, PHYSICAL ACTIVITY, AND A SENSE OF COMMUNITY. MANY OF OUR SCHOOLS HAVE TURNED IT INTO A WEEKLY TRADITION WITH WALKING THE SCHOOL BUSES. THANK YOU TO OUR PRINCIPLES, PE TEACHERS, PARENT VOLUNTEERS WHO HELPED ORGANIZE THESE WALKS, AND COMMUNITY PARTNERS FOR JOINING IN THE FUN. I KNOW YOU ARE INVOLVED IN MANY OF THEM, SOME OF YOU ARE ALSO OUT THERE. WHITE SANDS WILL HOLD THEIR EVENT ON OCTOBER 17th. THE ELEMENTARY IS WALKING, ACTUALLY TODAY. SO THE CELEBRATION CONTINUES. ON OCTOBER 3rd, COLUMBIA ELEMENTARY SCHOOL BE CELEBRATING A TRULY HISTORIC MOMENT FOR LCPS. THE RIBBON-CUTTING FOR COLUMBIA ELEMENTARY SCHOOL . THE MORNING BEGAN WITH FOURTH-GRADER CHELSEA BARRY SERVING AS OUR STUDENT IN C. SHE

013WELCOMED THE GUESTS, INTRODUCED OUR HIGH SCHOOL MAYFIELD BAND, A JF AIR FORCE JROTC , WHO PRESENTED THE COLORS. ALSO OUR CEREMONY WAS A PERFECT REFLECTION OF WHAT MAKES LCPS SPECIAL. STUDENTS LEADING, STAFF SUPPORTING , AND OUR COMMUNITY CELEBRATING TOGETHER. THANK YOU TO PRINCIPAL VALDES, TO THE STAFF, AND TO EVERYONE WHO IS INVOLVED IN THE PLANNING OF THIS. AGAIN, JUST A BEAUTIFUL, STATE-OF-THE-ART CAMPUS WHICH WE GOT TO EXPLORE AND THRIVE. IT WAS A GREAT EVENT TO BE OUT THERE. ALSO, I HAD THE OPPORTUNITY TO VISIT WITH OUR CHILD FIND TEAM. CHILD FIND SUPPORTS CHILDREN AGES 3-9 WHO ARE ELIGIBLE FOR SERVICES THAT SUPPORT DELAYS AND DISABILITIES. THIS TEAM, WHEN IT GETS ON MY CALENDAR IT IS CALLED THE YELLOW DOOR, WHERE THEY ARE LOCATED. THEY ARE ENTHUSIASTIC, PASSIONATE ABOUT THEIR WORK, AND WILLING TO ADVOCATE FOR

014THEIR STUDENTS. I REALLY ENJOYED THE CHARGE TO WORK WITH THIS TEAM. I LOOK FORWARD TO OUR ONGOING VISITS TO SUPPORT THIS CRITICAL WORK IN OUR COMMUNITY. IS THERE LITERALLY A YELLOW DOOR? THERE IS LITERALLY A YELLOW DOOR. ON OCTOBER 3rd, OUR CENTENNIAL HIGH SCHOOL STUDENTS TOOK THE LEAD IN REDUCING A NEW VIDEO THAT HIGHLIGHTS OUR STRATEGIC PLAN IN ACTION. I WANT TO EMPHASIZE THIS PROJECT IS ENTIRELY STUDENT CREATED. FROM THE DIRECTIONS OF TEACHERS, CHRISTMAS HUNTER, AND JULIE DELLO, STUDENTS ARE HANDLING EVERYTHING, EDITING, POSTPRODUCTION, THEIR WORK WILL BECOME PART OF A DISTRICTWIDE SERIES THAT TELLS OUR LCPS STRATEGIC PLAN STORY. VIDEOS WILL BE FEATURED ACROSS COMMUNICATION PLATFORMS, SCHOOL EVENTS, PRESENTATIONS, SHOWCASING THE INCREDIBLE TALENT WITHIN OUR CTE PROGRAMS. AGAIN, BELIEVING THAT STUDENT LED WORK IS NOT JUST AN ADDITION, IT IS FOUNDATIONAL TO WHO WE ARE,

015IT REFLECTS OUR COMMITMENT TO AUTHENTIC LEARNING, AND TO AMPLIFYING THE VOICES OF THOSE THAT WE SERVE. IT WAS GREAT TO SPEND TIME WITH THEM. THEY WERE VERY SERIOUS ABOUT THIS, VERY EXCITED. A LITTLE BIT NERVOUS, BUT THEY DID AN AWESOME JOB. I AM PROUD OF THE WORK. THAT CONCLUDES MY REPORT, MEMBERS OF THE BOARD. THANK YOU SO MUCH FOR THAT. I LOVE EVERYTHING BEING STUDENT LED, AS IT SHOULD BE. THANK YOU, SUPERINTENDENT. WE WILL NOW TURN TO BOARD ITEMS. GOING TO OUR OLD BUSINESS, WE WILL DO THE THIRD READING AND POSSIBLE APPROVAL OF POLICY KG, NONMONETARY AGREEMENTS WITH OTHER AGENCIES AND ORGANIZATIONS. WHEREVER YOU WANT TO BE, MR. BARONE. WHATEVER MAKES YOU HAPPY. I WILL TESTIFY HERE. MADAM PRESIDENT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ . BEFORE YOU TONIGHT IS POLICY KG , WHICH, AGAIN,

016IS A NEW POLICY FOR NONMONETARY AGREEMENTS WITH OTHER AGENCIES AND ORGANIZATIONS . THIS IS FOR THE THIRD READING AND POSSIBLE APPROVAL, AND WE HAVE JUST A COUPLE OF CHANGES FROM LAST TIME TO UPDATE YOU ON. WE DID ADD AND ORGANIZATIONS, WHEREVER THERE WERE , WHEREVER IT SAID AGENCIES. SO THAT IS FULLY COVERED. AND THEN , I BELIEVE MR. WOFFORD, YOU HAD POINTED OUT WHERE WE WERE MISSING A PERIOD THERE. I BELIEVE WE CAUGHT THAT ONE. AND LAST BUT NOT LEAST, IN 3-D, I'VE ADDED IN AND HOPE YOU ALL AGREE WITH A PROVISION GOING FORWARD FOR DISPUTE RESOLUTION IN ALL THE AGREEMENTS. AND WITH THAT, MEMBER FRANK , YOU HAD EMAILED THAT YOU HAD SOME DISCUSSION YOU WANTED TO LEAVE AROUND , I THINK A CHANGE AROUND THE SAME AREA THERE? IT WAS 3B. ALL AGREEMENTS

017MUST BE IN WRITING , ALIGNED WITH DISTRICT GOALS AND SUPPORT STUDENT ACHIEVEMENT AND WELL-BEING. OR DISTRICT OPERATIONS. I'M NOT CRAZY ABOUT THE WAY IT FLOWS , AND I DON'T LIKE THE ORDER. I KNOW FOR AND OR STATEMENT TO BE TRUE, ONLY ONE PART OF IT HAS TO BE TRUE. IF I SAID TODAY IS TUESDAY OR WEDNESDAY THAT IS A TRUE STATEMENT, BUT IF I SAY IT IS TUESDAY AND WEDNESDAY, THAT WOULD BE FALSE. SO I WANT TO GET THE OR OUT OF THEIR. I DID SUBMIT AN ALTERNATIVE WAY TO SAY IT, AND IF YOU CAN READ THAT, BECAUSE I DON'T HAVE IT IN FOR ME RIGHT NOW. ABSOLUTELY, YES SIR. ADAM PRESIDENT, IT IS , SO THE ALTERNATIVE , MR. FRANK WOULD READ ALL AGREEMENTS MUST BE IN WRITING, ALIGNED WITH DISTRICT GOALS /OPERATIONS AND

018SUPPORT STUDENT ACHIEVEMENT/WELL-BEING. I THINK THAT GETS IT ALL IN THERE, AND IT TAKES OUT THE ORDER. YOU KNOW, BECAUSE WE WANT ALL OF THAT. TO BE IN THEIR . AND NOT BE ABLE TO , ANYWAY, I THINK IT IS MORE CONCISE. IT CERTAINLY MAKES SENSE TO ME. SO IF THE BOARD IS IN FAVOR OF THAT I CAN MAKE THAT CHANGE. I PERSONALLY AM NOT A BIG FAN OF THE SLASHES. BUT THAT'S OKAY. WE CAN EITHER DO AND/OR . I WILL REFER TO MY LOVELY NEIGHBOR OVER HERE. IT COULD BE DONE WITHOUT THE SLASHES, JUST A BUNCH OF COMMAS . YEAH, IT WOULD BE A LOT OF COMMAS AND AND. WHICH WOULD BE FINE. LET'S TAKE OUT ALL THE ENDS AND TURN THEM INTO COMMAS. ALL AGREEMENTS MUST BE IN WRITING, ALIGNED WITH DISTRICT GOALS TO

019SUPPORT STUDENT ACHIEVEMENT, WELL-BEING, OR DISTRICT OPERATIONS. WITHOUT THE OR. OKAY, LET'S SEE. >> YOU KNOW, JUST PUT A, AFTER THE WELL-BEING AND CHANGE THE OR TWO IN AND. THE OR IS FINE WITH ME. MADAM PRESIDENT, MEMBERS OF THE BOARD, I THINK THE REASONING BEHIND THE OR FOR DISTRICT OPERATIONS IS IT IS PROBABLY OVERLY NUANCED, BUT IN AGREEMENTS LIKE THE EL PASO ELECTRIC ENCROACHMENT AGREEMENT TODAY, YOU KNOW, YOU CAN STILL MAKE AN ARGUMENT THAT IT ALIGNS WITH DISTRICT GOALS, AND SUPPORTS STUDENT ACHIEVEMENT AND ALL THAT IN THE LONG RUN, REALLY, TO YOUR POINT, IT IS OR DISTRICT OPERATIONS. AND THAT IS A DISTRICT OPERATION. IT IS JUST, THAT WAS THE THINKING BEHIND IT . THERE ARE CERTAIN AGREEMENTS THAT WE ENTER INTO, ESPECIALLY UTILITIES EASEMENTS ARE A GOOD EXAMPLE OF THAT, WHERE IT MAY BE A

020LITTLE CREATIVE TO SAY THAT IT SUPPORTS STUDENT ACHIEVEMENT. BUT REALLY, YOU KNOW, DISTRICT OPERATIONS OUR RELATIONSHIPS WITH THE UTILITY PROVIDERS AND ALL THAT. SO I THINK THAT IS PROBABLY A RAMBLING EXPLANATION FOR SOMETHING THAT I'M NOT REALLY KEEN ON. IT'S NOT A HILL FOR US TO, YEAH . IT CERTAINLY COULD BE AND . AND/OR , IF YOU WANT TO DO A/. AND THE PARKING SPACES TO ALIGN WITH STUDENT ACHIEVEMENT. I HAVE A MAYBE SUGGESTION. ALL AGREEMENTS MUST BE IN WRITING. IN ALIGNMENT WITH DISTRICT GOALS AND OPERATIONS , WHILE SUPPORTING STUDENT ACHIEVEMENT AND WELL-BEING. I LIKE IT. YOU'RE GOING TO HAVE TO SAY THAT AGAIN. I WILL. ALL ACHIEVEMENTS MUST BE IN WRITING, ALIGNED WITH DISTRICT GOALS AND OPERATIONS, WHILE SUPPORTING STUDENT ACHIEVEMENT AND WELL-BEING. I LIKE THAT MUCH BETTER THAN WHAT PRESENTLY EXISTS. THE OR

021DISTRICT OPERATIONS? SO, A LINE TURNS INTO ALIGNED WITH DISTRICT GOALS AND OPERATIONS . ALIGNED WITH DISTRICT GOALS AND OPERATIONS, WHILE SUPPORTING STUDENT ACHIEVEMENT AND WELL-BEING. PERIOD. ALTHOUGH WE JUST MADE THE CASE FOR OR A FEW SECONDS AGO. THERE IS NO OR THERE. NO, MADE THE CASE FOR OR, ALIGNED WITH DISTRICT GOALS OR OPERATIONS. I PREFER AND. GOALS AND OPERATIONS. I THINK IT'S CLEAR. WE ARE GOOD. OKAY. FABULOUS. I LOVE OUR GRAMMAR DISCUSSIONS. ALSO DON'T CARE FOR SLASHES. YEAH, I'M NOT A BIG FAN. THANK YOU. MEMBERS, ANYTHING ELSE? THANK YOU. I THINK THAT SENTENCE IS AWESOME. PUT IT AT THE TOP. SO, WILL THERE BE A VOTE? WELL, YES. THANK YOU, YES. IS IT AWESOME ENOUGH FOR ABOUT? I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE POLICY KG, NONMONETARY AGREEMENTS WITH OTHER AGENCIES AND ORGANIZATIONS,

022WITH THE CHANGES TO 3B . SO MOVED. >> SECOND. MOVED BY MS. TENORIO AND SECONDED BY MR. NOLAN. ALL IN FAVOR, PLEASE INDICATE BY SAYING AYE. ALL OPPOSED? 5-0, THANK YOU. NOW THANK YOU SO MUCH. GOOD JOB. YES, NICELY DONE. LET'S MOVE TO THE THIRD READING A POSSIBLE APPROVAL OF POLICY GBEC, A DRUG-FREE AND ALCOHOL FREE WORK LACE. WELCOME, MS. DONLEY. GOOD EVENING , SUPERINTENDENT, MEMBERS, OUR STUDENT IS NOT HERE. WE NEVER HAVE A STINNETT DURING WORK SESSIONS, WHICH IS A BUMMER. I FEEL LIKE WE SHOULD HAVE ONE ALL THE TIME. WE SHOULD. WE WOULD GET MORE KIDS. SO, GOOD EVENING. I AM HERE WITH POSSIBLE OF VERBAL OF OUR POLICY GBEC, EMPLOYEE CURRENT TITLE DRUG-FREE ALCOHOL FREE WORK LACE. WE HAD A GREAT SECOND READING WITH LOTS OF GREAT DISCUSSION, WITH ADDITION OF SOME

023DEFINITIONS TO MAKE SOME MORE CLARIFICATIONS ON THINGS . MEMBER TENORIO , IF YOU REMEMBER, BROUGHT IN SOME GREAT SUGGESTIONS FOR TITLES. WHAT WE ACTUALLY HAVE YOUR PROJECTED IS FROM FROM WHAT IS IN YOUR PACKET. BECAUSE I THOUGHT YOU MIGHT WANT TO SEE WHAT IT WOULD LOOK LIKE IF WE CHANGED IT TO THE RECOMMENDATION THAT MEMBER TENORIO BROUGHT, WHICH OF THE EMPLOYEE SUBSTANCE FREE WORKPLACE. I THOUGHT YOU MIGHT WANT TO SEE WHAT THAT LOOKS LIKE, THE BIG REVEAL. IF SO BE IT, WE WOULD CHANGE THAT. THE OTHER RECOMMENDATION THAT CAME FORWARD, THANK YOU, MEMBER FRANK, LOOKING AT PURPOSE . THERE WAS SOME SUGGESTIONS THERE TO CHANGE IT JUST A BIT, TAKING AWAY THE SCHOOL FACILITIES . SO WHAT IT HAD ORIGINALLY READ, YOU WILL SEE THAT IN YOUR PACKET WHERE IT SAYS TO ENSURE THAT LAS

024CRUCES MAINTAINS DRUG-FREE AND ALCOHOL FREE SCHOOL BUILDINGS IN SCHOOL FACILITIES, WE WOULD REMOVE THE WORD SCHOOL AND JUST HAVE IT AS YOU SEE IT HERE PROJECTED, TO ENSURE THAT ALL BUILDINGS AND FACILITIES IN THE LAS CRUCES PUBLIC SCHOOL DISTRICTS ARE DRUG AND ALCOHOL FREE. SO THOSE WERE THE TWO MAJOR CHANGES FROM SECOND READING TO THIRD READING. I HAVE NO OTHER REVISIONS AT THIS TIME, BUT THIS IS WHAT THE CLEAN COPY WOULD LOOK LIKE. SO I STAND FOR QUESTIONS. THANK YOU, MS. DONLEY. BOARD MEMBERS, QUESTIONS, CONCERNS? SO, I STILL PREFER KIND OF FOCUSING ON THE EMPLOYEE AND THE BEHAVIOR, SO FOR PURPOSE I WOULD RECOMMEND THAT WE SAY TO ENSURE THAT ALL EMPLOYEES , I DON'T EVEN KNOW WHAT WE WOULD SAY. BUT DURING THEIR WORK TIME ARE DRUG AND ALCOHOL FREE. WE ALSO HAVE EMPLOYEES

025WHO ARE NOT NECESSARILY IN OUTINGS OR FACILITIES. THEY ARE STILL ON CAMPUSES, BUT THEY ARE NOT NECESSARILY IN THE BUILDING OR IN A FACILITY. SO, PRESIDENT CORT, MEMBER TENORIO , FACILITIES, GREAT DISCUSSION. WHAT WOULD THAT LOOK LIKE? FACILITIES COULD ACTUALLY BE OUR PREMISES, PROPERTY . NOT NECESSARILY THE BRICK-AND-MORTAR, BUT FACILITIES IN GENERAL . MADAM PRESIDENT, MS. TENORIO , MS. DONNELLY, ONE WAY TO WORD IT MIGHT BE THAT , WELL, FIRST OF ALL, IF WE TURN IT AROUND, AS MS. TENORIO INDICATED, TO FOCUS ON THE STATE OF THE EMPLOYEE, WE COULD SAY WHILE IN OUR BUILDINGS , FACILITIES, OR UNDER OUR JURISDICTION. SO, FOR EXAMPLE, IF THEY ARE OUT AT ANOTHER DISTRICT FOR A COMPETITION OR AT A CONFERENCE, OR ANYWHERE WHERE THEY ARE OPERATING UNDER OUR JURISDICTION . THAT WOULD MAKE SENSE. >> SO IT

026WOULD BE HOLDINGS, FACILITIES, OR UNDER OUR JURISDICTION. SO, IF I MAY, PRESIDENT CORT , MEMBERS, LISTEN TO WHAT YOU'RE SAYING, ANOTHER RECOMMENDATION WOULD BE TO ENSURE THAT ALL EMPLOYEES WITHIN OUR JURISDICTION WOULD BE DRUG AND ALCOHOL FREE. AND THEN I LOST IT. SO ALL IN WAYS WITHIN OUR BUILDING FACILITIES ARE UNDER OUR JURISDICTION, DRUG AND ALCOHOL FREE. IS THERE ANYTHING IN THE CBA'S ABOUT THIS? THERE IS , BUT IT JUST MENTIONS THE DISCIPLINARY PIECE, THAT IF FOUND TO BE UNDER THE INFLUENCE, WHAT WE WOULD MOVE FORWARD WITH THAT. SO WE CAN BRAINSTORM A LITTLE BIT MORE. MAY I? DOES THE ENTIRE G SERIES HAVE TO DO WITH OUR WORKFORCE? SO IT IS IMPLICIT BY BEING IN THE G SECTION. THAT WAS A STUMBLE THAT I HAD ON THE FIRST READING. I DON'T THINK IF IT'S

027A STUMBLE FOR ME. I THINK IT'S MORE JUST I MIGHT BE VERY LITERAL AS A READER, MAY BE, AND IT MAY SOUND SILLY THAT PEOPLE WOULD BE LIKE IT'S NOT THE BUILDING THAT IS DRUG AND ALCOHOL FREE, BUT FOR ME IT IS MORE ABOUT WHY ARE WE NOT BRINGING THIS MORE ABOUT THE EMPLOYEES AND THE BEHAVIOR? AND THIS IS NOT A SHAMING THING, IT IS LIKE AN OWNERSHIP THING. AS EMPLOYEES, WE WANT TO, I DON'T EVEN KNOW WHAT THE WORDS ARE. BUT WE WOULD WANT TO BE DRUG AND ALCOHOL FREE. WHILE WORKING FOR THE DISTRICT. IF I MAY, MS. TENORIO, IF WE GOT UNDER SECTION 4 UNDER POSITION , IF YOU SCROLL DOWN A LITTLE BIT THERE, IT DOES TALK ABOUT , WHERE IT SAYS IT APPLIES TO ALL DISTRICT PERSONNEL, FACULTY, STAFF, INDEPENDENT CONTRACTORS

028, IT ALSO GOES ON TO SAY WHILE ON SCHOOL PROPERTY FOR ANY SCHOOL EVENTS OR ACTIVITIES HELD ON SCHOOL PROPERTY. SO IT DOES ADDRESS IT WITHIN THAT ALREADY. I MEAN, I READ THROUGH THIS AND I WAS FINE WITH THAT PART OF IT. I JUST THINK THERE ARE SOME PARTS WHERE I HAD ORIGINALLY, I THINK, BROUGHT IT UP AT THE FIRST READING WHERE I PREFER THE TITLE AND THEN, I GUESS, THE PURPOSE . YEAH, THE OPENING PART WOULD BE MORE ABOUT PEOPLE. SO, PRESIDENT CORT, MEMBER TENORIO, WE CAN CIRCLE BACK TO PURPOSE . A SUGGESTION WOULD YOU TO FOLLOW THE PATTERN THAT WE DO WITH THE WORD, WITH PURPOSE WE USUALLY START OFF WITH TWO , TO ENSURE THAT ALL EMPLOYEES WITHIN OUR JURISDICTION IN THE LAS CRUCES PUBLIC SCHOOLS ARE DRUG AND ALCOHOL FREE. WITH

029THAT CAPTURED . RIGHT, TO ENSURE THAT EMPLOYEES , LCPS EMPLOYEES IN OUR BUILDINGS AND FACILITIES , AND THEN TO ADD WITHIN OUR JURISDICTION ARE DRUG AND ALCOHOL FREE . WOULD THAT WORK? LET'S TALK ABOUT CONTRACTORS AND VENDORS, TOO? SO IT STARTS TO EXPAND. SO MAYBE THAT NEEDS TO STAY THE WAY IT IS, THAT OUR BUILDINGS ARE DRUG AND ALCOHOL FREE. SO WE DON'T FOCUS ON JUST THE EMPLOYEE. MAYBE KEEPING IT MORE BROAD AS IS, AND REFERENCING, AS YOU MENTIONED, DOWN TO THE BOTTOM WHAT WOULD HAPPEN WITH THE EMPLOYEES. AND IN ANSWER TO HOW IT IS ADDRESSED WITHIN THE CBA, IT TALKS ABOUT THE CONSEQUENCES THAT TAKE PLACE , WHATEVER THAT MAY LOOK LIKE. WHETHER IT IS A SUPPORT SYSTEM OR DISCIPLINARY ACTION, THAT IS ADDRESSED IN OUR CBA'S. PERHAPS KEEPING IT BROAD AS IS. WILL

030WANT TO CONTRADICT, GREAT POINTS, BECAUSE YOU GO BACK DOWN THE POSITION AND WE DON'T WANT TO CONTRADICT THAT PIECE. YEAH, YOU COULD EVEN SAY TO ENSURE, THIS IS WHAT I WAS THINKING IN MY HEAD. TO ENSURE THAT ALL PEOPLE IN THE BUILDINGS AND FACILITIES OF LAS CRUCES PUBLIC SCHOOLS , NO, NEVERMIND, SCRATCH THAT. I MEAN, THERE'S DIFFERENT POLICIES ABOUT STUDENTS BEING UNDER THE INFLUENCE, AND EVEN VISITORS GOING TO GAMES AND STUFF BEING UNDER THE INFLUENCE. WE ALREADY HAVE THAT STUFF WRITTEN DOWN. THIS WAS MORE FOR PEOPLE UNDER CONTRACT. WHETHER THEY ARE EMPLOYEES OR VENDORS , SUBSTITUTES, IT'S ALL CONTRACTED, ISN'T IT? THEY ALL HAVE TO SIGN SOMETHING. TO GET PAID? EXCEPT FOR VOLUNTEERS. THEY SIGN A CONTRACT. IF THERE WAS A CONTRACT AND IT WAS NOT AN EMPLOYEE OF OURS, WE WOULD NOT BE DOING

031THIS. IT WOULD REFER BACK TO THE COMPANY. BUT EVEN A VOLUNTEER FOR LCPS IS UNDER SOME TYPE OF AGREEMENT . WE WOULD NOT DO THE DISCIPLINE OTHER THAN RESTRICT THEM FROM OUR CAMPUS. THERE WOULD NOT BE ANY FURTHER DISCIPLINE AFTER THAT BECAUSE THEY ARE NOT AN EMPLOYEE OF OURS. IN REGARDS TO WHAT THIS IS, IT IS FOR EMPLOYEES. IT IS REPLIED WITH THE G SERIES THAT ALL OF THIS WOULD BE RELATED TO LCPS. SO ALL PERSONS UNDER CONTRACT IN THE LAS CRUCES PUBLIC SCHOOL DISTRICT ARE DRUG AND ALCOHOL FREE DURING THEIR WORK HOURS. WHILE UNDER THE JURISDICTION , YEAH, I DON'T KNOW. PRESIDENT CORT, MEMBER TENORIO, THE RECOMMENDATION WOULD BE BECAUSE IT IS IMPLIED BECAUSE IT IS THE G SERIES. I DON'T KNOW. GO RIGHT AHEAD. RESIDENT CORT, MEMBERS OF THE BOARD, ONE THING YOU

032COULD PERHAPS DUE TO THE 4A POSITION, THAT THIS POLICY APPLIES TO ALL SCHOOL DISTRICT PERSONNEL INCLUDING , TAKE THE PARENTHETICAL OUT. INCLUDING FACULTY AND STAFF, INDEPENDENT CONTRACTORS, SUBSTITUTES, AND VOLUNTEERS. IN OTHER WORDS, AT THAT POINT, FOR PURPOSES OF THIS POLICY, WE ARE DEFINING DISTRICT PERSONNEL AS ALL OF THOSE THINGS. THEN WE USE THE WORD DISTRICT S&L AND PURPOSE, AND WE SAY TO ENSURE THAT ALL DISTRICT PERSONNEL , WHILE IN BUILDINGS , OR I GUESS, BUILDINGS, FACILITIES, AND LAS CRUCES PUBLIC SCHOOL WORKPLACES. BECAUSE PEOPLE GO TO CONFERENCES. SOMETIMES THAT IS WHERE PROBLEMS HAPPEN. PEOPLE GO AWAY , TO GAMES OR WHATEVER. SO, WHILE THEY ARE IN BUILDINGS , FACILITIES , OR LAS CRUCES PUBLIC SCHOOL WORKPLACES , YEAH, TO ENSURE THAT SCHOOL PERSONNEL ARE DRUG AND ALCOHOL FREE WHILE IN BUILDINGS, FACILITIES, AND LAS CRUCES PUBLIC

033SCHOOL WORKPLACES. TO BUILD, ALL PERSONNEL OF LAS CRUCES PUBLIC SCHOOLS. I LIKE THAT BETTER. OKAY, CAN WE PUT IT ALL TOGETHER? OKAY. SECRETARY WOFFORD, GO FOR IT. TO ENSURE THAT THE PERSONNEL OF LAS CRUCES PUBLIC SCHOOLS MAINTAIN DRUG-FREE AND ALCOHOL FREE SCHOOL BUILDINGS, SCHOOL DISTRICT FACILITIES, AND -- LAS CRUCES PUBLIC SCHOOL WORKPLACES. OR , YEAH, BECAUSE IT NEEDS BE CLEAR THAT IT IS LAS CRUCES PUBLIC SCHOOL PLACES. WHICH IS OFF ON A CONFERENCE. AND THAT'S CLEAR. AND YOU WANT TO SAY ALL PERSONNEL, TO ENSURE THAT ALL LAS CRUCES PUBLIC SCHOOLS PERSONNEL, -- ARE DRUG AND ALCOHOL FREE WHILE IN BUILDINGS, FACILITIES, AND WORKPLACES OF THE LAS CRUCES PUBLIC SCHOOL . IN ALL LCPS WORKPLACES? AND GOING BACK TO 4A, THAT WOULD HELP COMPLEMENT. WE CAN EVEN ADD A STEP TOWARD IN THIS POLICY. SO IT'S

034CLEAR THAT THAT IS A BROAD PURPOSE STATEMENT. JUST SAY WHILE WORKING . TO ENSURE ALL LCPS PERSONNEL ARE DRUG AND ALCOHOL FREE WHILE WORKING. THAT LAS CRUCES PUBLIC SCHOOLS AS SET FORTH IN THIS POLICY. IF WE ARE CONCERNED ABOUT CLARIFYING THAT IT IS AT CONFERENCES AND OTHER TRAVEL EVENTS, WE CAN CHANGE FOR POSITION A TO INCLUDE THAT LANGUAGE. BECAUSE CURRENTLY IT IS AT SPORTING EVENTS, DAY CAMPS, FIELD TRIPS, DANCES, OR THEATRICAL PRODUCTIONS. WE CAN INCLUDE IN THAT LIST CONFERENCES. PRESIDENT CORT, MEMBER WOFFORD, AS I READ THIS, IT DOES SAVE BUT NOT LIMITED TO. YES, EXACTLY. JUST SPELLING IT OUT. WE WOULD LIKE TO GO AHEAD AND INCLUDE CONFERENCES, IS THAT WHAT I HEAR? SCHOOL SPONSORED EVENTS. SO THE WAY IT READS NOW IS THAT WHILE ON SCHOOL PROPERTY, OR DURING ANY SCHOOL SPONSORED EVENTS OR

035ACTIVITIES, THAT MAY BE HELD OFF OF SCHOOL PROPERTY . SO IT WOULD BE SCHOOL SPONSORED EVENTS, CONFERENCES, OR OTHER ACTIVITIES ? YES, THAT'S A GOOD PLACE TO PUT IT. WHERE IS THAT? THIRD LINE IN POSITION A. SCHOOL SPONSORED EVENTS, CONFERENCES -- WITH YOU MY GOING TO ? YOU READ MY MIND. THANK YOU SO MUCH. ALL RIGHT, HOW ARE WE FEELING ABOUT THE LANGUAGE? TAKING ALL THE FUN AWAY. YOU TALKING TO ME? I'M THE MOST FUN. TIGHTEN IT UP. WHAT THEY CALL IT WHEN YOU'RE ON THE RADIO? THAT HEIR, I'M NOT HEARING ANYTHING. MS. DONLEY, WOULD YOU LIKE TO READ BACK THOSE TWO ITEMS TO US? JUST MAKE SURE WE ARE ALL ON THE SAME PAGE. I KNOW WE GOT THIS. ACTUALLY, I'M GOING TO NEED SOME HELP WITH PURPOSE. I'M GOING TO NEED SOMEONE TO

036READ THAT FOR ME, BECAUSE MY NOTES ON PURPOSE. WHO WOULD LIKE TO READ THAT BACK? THE PURPOSE. I'M NOT SURE I CAUGHT IT CORRECTLY. THERE SEEM TO BE SOMETHING ADDED BESIDES FACILITIES AND OUTINGS. I CHANGED IT. I WOULD JUST SAY TO ENSURE THAT ALL DISTRICT PERSONNEL OF LAS CRUCES PUBLIC SCHOOLS ARE DRUG AND ALCOHOL FREE WHILE WORKING FOR LCPS . OKAY. HOW DOES THE BOARD FEEL ABOUT THAT? YEAH. I'M OKAY WITH THAT. READ IT ONE MORE TIME. >> TO ENSURE THAT ALL DISTRICT PERSONNEL FOR LAS CRUCES PUBLIC SCHOOLS ARE DRUG AND ALCOHOL FREE WHILE WORKING FOR LCPS . THAT'S WHAT I DID NOT HAVE. >> DOES DISTRICT PERSONNEL COVER EVERYTHING? I THOUGHT THAT'S WHY WE GO INTO THE POSITIONS. THEN IT KIND OF EXPANDS IT. WHAT ABOUT SCHOOL BOARD MEMBERS? THERE IS NO PERSONNEL, AND

037IT IS CERTAINLY NOT ACCEPTABLE FOR US TO BE VISITING THE SCHOOL. WE ARE ON SOMEONE ELSE'S WATCH. WE ADHERE TO OUR OWN GUIDELINES. ANYWAY, I'M OKAY WITH IT THE WAY I SUBMITTED IT. I KNOW WITH BUILDINGS, OBVIOUSLY DON'T TAKE DRUGS. BUT IF YOU ARE GOING TO PUT UP A SIGN IN THE FRONT OF THE BUILDING, WHAT YOU ARE GOING TO SAY IS THIS IS A DRUG-FREE FACILITY. OR THIS IS A DRUG-FREE SCHOOL. YOU'RE NOT GOING TO START SPECIFYING ALL THE VARIOUS INDIVIDUALS THAT YOU ARE REFERRING TO. WE WANT TO JUST BE SIMPLE AND DIRECT. WE ARE TRYING TO SEND A MESSAGE, THIS IS NOT A PLACE WHERE WE ACCEPT DRUGS AND ALCOHOL. THAT IS WHY I THINK THE STATEMENT THE WAY IT STARTED OUT WAS OKAY. TO ENSURE THAT ALL BUILDINGS AND FACILITIES IN THE

038LAS CRUCES PUBLIC SCHOOL DISTRICT ARE DRUG AND ALCOHOL FREE. AND I THINK LATER ON IN THIS DOCUMENT WE SPELL OUT MUCH WHAT WE WANT TO SAY. YEAH, BUT I THINK I MADE THE ARGUMENT, AND YOU CAN DISAGREE, THAT EMPLOYEES ARE NOT JUST DRUG AND ALCOHOL FREE WHILE IN THE BUILDING OR FACILITY. IT'S DURING THEIR WORK TIME. IT IS A WORK DUTY. TO BE SOBER. I PRETTY MUCH WANT THEM DRUG AND ALCOHOL FREE IF THEY ARE IN THE BUILDING. THEY SHOULD BE DRUG AND ALCOHOL FREE . OR ON THE FACILITIES. YOU KNOW, WHAT IF A FACULTY MEMBER GOES TO A SPORTING EVENT? THEY ARE NOT TECHNICALLY WORKING. THEY ARE A SPECTATOR. BUT WE KIND OF WANT THEM, I THINK WHEN YOU START TO REALLY GET SPECIFIC , WE ARE LEAVING THINGS OUT. THERE'S ALREADY POLICY ABOUT

039HAVING, NOT HAVING DRUG AND ALCOHOL AT GAMES. RIGHT? AND FOR KIDS, NOT ALLOWING THEM TO BE DOING THIS DURING SCHOOL TIME. WE JUST WANT THIS TO BE AS GENERAL AS POSSIBLE. IF YOU ARE IN A BUILDING OR A FACILITY OF THIS DISTRICT, THEN YOU NEED TO BE DRUG AND ALCOHOL FREE. HERE'S THE THING. THE TITLE USED TO BE CALLED DRUG-FREE/ ALCOHOL FREE WORKPLACE. AND I RECOMMENDED THAT WE CHANGE IT TO EMPLOYEE WELLNESS IN A SUBSTANCE FREE WORKPLACE. SO THE FOCUS FOR ME IS ON PEOPLE AND ON BEHAVIOR. AND THEN , FOR THE PURPOSE WOULD BE AGAIN, FOCUS ON THE PERSON'S AND THE BEHAVIOR. ASKING THAT , NOT ASKING, BUT REQUIRING THAT THEY ARE DRUG AND ALCOHOL FREE DURING THEIR WORK TIME. BUT IT'S ALL THE PEOPLE. THIS POLICY , GBEC, IS ONLY ABOUT EMPLOYEES. RIGHT,

040BUT ALL EMPLOYEES. YES. OR NONEMPLOYEES. VOLUNTEERS. >> YES. SO WE DID TALK ABOUT THAT, THAT SHOULD BE INCLUDED IN THERE. AND I THINK THAT WHEN WE SAY ALL DISTRICT PERSONNEL, THAT TAKES CARE OF IT. THAT IS A SINGULAR THING, RIGHT? ALL DISTRICT PERSONNEL. MADAM PRESIDENT? IF I MAY, ON THE READING OF THAT, I THINK WHAT WE TALKED ABOUT IS THAT 4A WILL SAY THIS POLICY APPLIES TO ALL DISTRICT PERSONNEL INCLUDING , ADDING THE WORD INCLUDING . GET RID OF THE PARENTHETICAL AROUND FACULTY AND STAFF. SO IT SAYS INCLUDING FACULTY AND STAFF, INDEPENDENT CONTRACTORS, SUBSTITUTES, AND VOLUNTEERS. AND THAT MAKES IT CLEAR THAT SCHOOL PERSONNEL ARE NOT JUST TRADITIONAL EMPLOYEES. YES, BECAUSE IT IS SPECIFICITY. DOES THAT WORK? THAT IS UNDER A? >> 4A. AND THEN CONFERENCE WOULD BE SCHOOL SPONSORED EVENTS, CONFERENCES, OR ACTIVITIES. GOT

041IT. ALL RIGHT, MS. DONLEY . HOW ARE YOU FEELING? GREAT. I AM APPRECIATIVE OF THE VIDEO THAT I'M GOING TO GO BACK AND LOOK AT. THERE'S ONE OTHER THING, UNDER BACKGROUND, IF WE COULD JUST TAKE AWAY THE/ DRUG-FREE AND ALCOHOL FREE WORKPLACE. YES, I CAN. AND I DIDN'T NOTICE IT APPEAR ANY OTHER TIME, DID IT? I THINK SHOULD BEEN WORKING ON IT. I THINK I MAY HAVE DISMISSED THAT LAST ONE. I THOUGHT I DID NOT SEE IT. IN FRENCH THAT IS A,. WE HAVE ONE OTHER E IF WE WANT TO KEEP GOING. THEY ARE FINE. SLASHES ARE NOT TO BE ENTIRELY ELIMINATED. MAY BE AVOIDED. THEY DID NOT LET ME TAKE THAT ONE AWAY. EAP ONE? YOU TRIED? I LOVE IT. SO, BOARD, DO WE FEEL LIKE WE NEED TO GET A FOURTH READING ,

042JUST SO WE HAVE EVERYTHING TAKEN CARE OF? OR ARE WE GOOD APPROVING IT WITH THE CHANGES THAT HAVE BEEN MADE? CAN MS. DONLEY SHOW US THE DOCUMENT BY THE END OF TONIGHT'S MEETING, WITH THE CHANGES IN PLACE? I HAVE RISEN TO THE CHALLENGE. I WILL STEP OUTSIDE AND MAKE SOME NOTES. I HAVE A MAN OVER HERE THAT WILL HELP ME. SO YES. I THINK I DON'T FULLY GRASP WHAT WE EVEN TALKED ABOUT HERE. SO I THINK IF WE HAD TO VOTE AT THIS TIME I WOULD ABSTAIN. OKAY. WE CAN ALSO JUST GO TO A FOURTH READING, TOO, BECAUSE WE DON'T WANT TO PUT YOU UNDER ANY PRESSURE. MADAM CORT, I CAN DO EITHER ONE. ONE OF THE BOARD CHOOSES. DISCUSSION ON FOURTH READING OR SEEING IT AT THE END? I WOULD GO FOR FOURTH READING,

043JUST TO MAKE SURE WE HAVE EVERYTHING COVERED AND WE ARE NOT UNDER ANY KIND OF PRESSURE. OKAY, I WILL BE BACK. THANK YOU SO MUCH. APPRECIATE YOUR TIME AND YOUR PATIENCE WITH US. MADAM PRESIDENT , JUST OF THE MINUTES ARE CLEAR, DO YOU WANT TO GO AHEAD AND MAKE A MOTION TO TAKE THIS TO FOURTH READING? I ENTERTAIN A MOTION TO BRING POLICY GBEC BACK FOR A FOURTH READING AT OUR NEXT MEETING. SO MOVED. >> MOVED BY MR. FRANK. SECONDED BY MR. NOLAN. ALL IN FAVOR, PLEASE INDICATE BY SAYING AYE. ALL OPPOSED? THE AYE'S HAVE IT . THANK YOU SO MUCH. THANK YOU, I WAS GOING TO DO THAT. ALL RIGHT. COMING TO TALK TO US ABOUT DISCUSSION AND POSSIBLE APPROVAL, DEFINITE APPROVAL OF A DONATION OF A DIGITAL MARQUEE SIGN FROM WHITE SANDS FEDERAL

044CREDIT UNION FOR SIERRA MIDDLE SCHOOL. EVENING, MADAM PRESIDENT, MEMBERS OF THE BOARD, SUPERINTENDENT. I COME WITH YOU WITH A GIFT FROM ANOTHER COMMUNITY PARTNER, WHITE SANDS FEDERAL CREDIT UNION. THEY WOULD LIKE TO DONATE IT DIGITAL MARQUEE SIGN TO SIERRA MIDDLE SCHOOL IN THE AMOUNT OF $18,751.44. BASED ON POLICY, THIS REQUIRES THE BOARD'S ACCEPTANCE OF THE DONATION. I STAND FOR QUESTIONS. THANK YOU. BOARD MEMBERS, ANY QUESTIONS OR COMMENTS? A HUGE THANK YOU TO WHITE SANDS FEDERAL CREDIT UNION. THAT IS GENEROUS AND LOVELY, FOR SURE. ALL RIGHT, I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE THE DONATION OF A DIGITAL MARQUEE SIGN FROM WHITE SANDS FEDERAL CREDIT UNION FOR SIERRA MIDDLE SCHOOL. ALL IN FAVOR, PLEASE INDICATE BY SAYING AYE. WEIGHT! I JUST WANTED TO SKIP ALL THE THINGS, PART OF ME. I ENTERTAIN THIS MOTION.

045SO MOVED. >> SECONDED. GOOD GRIEF. MOVED BY SECRETARY WOFFORD AND SECONDED BY MR. FRANK, MY APOLOGIES THIS EVENING. ALL IN FAVOR, PLEASE INDICATE BY SAYING AYE. ALL OPPOSED? THE AYE'S HAVE IT. I WAS JUST TRYING TO DO IT EARLY. THANK YOU FOR VOTING AYE . APPRECIATE IT. DIDN'T WANT TO BE LEFT OUT. I DIDN'T WANT YOU TO BE. THANK YOU SO MUCH. I WAS JUST STARING AT US I'M THINKING HASN'T REALLY BEEN THAT OLD? I GO THERE ALL THE TIME AND I DON'T NOTICE IT. IT IS. SO, DR. LOZANO, LET'S TALK ABOUT THE INPUT THAT YOU RECEIVED ON THE NEW MEXICO PUBLIC DEPARTMENT DRAFT OF THE MARTINEZ YAZZIE ACTION PLAN. I'M REALLY EXCITED FOR THIS, THANK YOU. GOOD AFTERNOON, MADAM CORT, MEMBERS OF THE WORD, SUPERINTENDENT REES. A FEEDBACK SESSION WITH ALL OF OUR STAFF,

046I WAS GRATEFUL FOR THE STAFF IT DID ATTEND. AS YOU KNOW, IT WAS THE DAY RIGHT AFTER FALL BREAK, AND IT WAS RAINING, SO IT WAS A STAY HOME KIND OF DAY. I REALLY APPRECIATED THEIR ATTENDANCE. I ALSO WANTED TO THANK VICE PRESIDENT NOLAN AND BOARD MEMBER WOFFORD FOR ATTENDING YESTERDAY , AS I GO THROUGH THIS, PLEASE ADD ANY OTHER THAT I MAY HAVE MISSED AND THE FEEDBACK WE RECEIVED. SO, TODAY, AGAIN, WHAT I WILL BE PRESENTING TO YOU IS JUST A QUICK OVERVIEW OF WHERE WE ARE AT WITH THE MARTINEZ YAZZIE LANDMARK CASE. AS YOU KNOW, THERE WAS A RECENT FILING BY THE PLAINTIFFS THAT THEY WERE NOT SATISFIED, SO I WILL TALK ABOUT THAT A LITTLE BIT MORE HERE IN A SECOND. ALSO, OF COURSE, THE BULK OF THE PRESENTATION TODAY WILL BE

047AROUND THE FEED BACK THAT WE RECEIVED FROM THE STAFF AT ATTENDING YESTERDAY. AND THEN WE WILL BE ASKING FOR YOUR INPUT SO THAT THE BOARD CAN HAVE A UNITED RESPONSE OVER FEEDBACK RELATED TO THE DRAFT PLAN THAT WAS OUT, THAT WAS RELEASED OCTOBER 1st. SO, WITH THAT, I JUST WANT TO LET YOU KNOW THAT YESTERDAY WE HAD 30 PARTICIPANTS. IT WAS HELD HERE AT CENTRAL OFFICE IN CONFERENCE ROOM A.B... WE HAD A GOOD MIX OF TEACHERS, EDUCATIONAL ASSISTANCE, SUPPORT STAFF, AND ADMINISTRATORS, AS WELL. AGAIN, MR. WOFFORD AND MR. NOLAN WERE IN ATTENDANCE. JUST A QUICK SUMMARY, IF YOU RECALL IN 2008, ACTUALLY THIS LAWSUIT STARTED, I BELIEVE BACK IN 2014. IT WAS TWO SEPARATE LAWSUITS. FIRST IT WAS MARTINEZ, THEN IT WAS YAZZIE. IN 2015 THEY CONSOLIDATED. 2018 IS WHEN JUDGE SINGLETARY RULED IN FAVOR

048OF THE PLAINTIFF'S AND BASICALLY SAID NEW MEXICO WAS NOT MEETING THE CONSTITUTIONAL REQUIREMENTS OF SUFFICIENCY FOR THE FOUR STUDENT GROUPS, WHICH ARE STUDENTS WHO ARE NATIVE AMERICAN, STUDENTS WHO ARE LEARNING ENGLISH AS A SECOND LANGUAGE, STUDENTS WHO ARE CONSIDERED LOW SOCIOECONOMIC, AND LASTLY, STUDENTS RECEIVING SPECIAL EDUCATION SERVICES. SO, THAT IS BEEN HAPPENING SINCE 2018 , 2019 WITH THE IMPLANTATION OF THE PLAN THAT WAS FIRST SET OUT BY PUBLIC EDUCATION DEPARTMENT . PART OF THAT, AS YOU KNOW, REQUIRES DISTRICTS TO HAVE AN EQUITY COUNCIL, WHICH HAPPENED TO REPORT THAT WE HAVE A STRONG EQUITY COUNCIL THAT WAS CREATED BACK IN 2019 . WE HAD A LITTLE ROUGH PATCH IN THE 2020S, WE ALL KNOW WHY , BUT WE ARE STILL TOGETHER. SO, AGAIN, WHY THIS MATTERS TODAY IN 2024, THE PLAINTIFFS FILED A MOTION CITING NONCOMPLIANCE.

049THE JUDGE, AGAIN, RULED IN FAVOR OF THE PLAINTIFFS, ASKING THE PUBLIC EDUCATION DEPARTMENT TO SUBMIT A VERY AMBITIOUS, IN MY OPINION, VERY AMBITIOUS REVISION PLAN. THEY HAVE A REALLY SHORT TIMELINE. THE DRAFT, THE REMEDIAL PLAN DRAFT WAS DUE OCTOBER 1st. THEY HAD ABOUT A MONTH AND A HALF FOR FEEDBACK. THERE WAS A FEEDBACK SESSION THAT OCCURRED HERE IN LAS CRUCES BACK IN AUGUST. WE HAD A PRETTY GOOD TURNOUT, CONSIDERING THERE WAS ABOUT A 2 1/2 DAY NOTICE. I WAS REALLY PLEASED WITH THE AMOUNT OF PEOPLE THAT ATTENDED AND THE FEEDBACK WE RECEIVED. THE FEEDBACK HERE IS THAT THAT PLAN, THE REMEDIAL PLAN THAT WAS SENT TO YOU AND TO OUR COMMUNITY WAS DEVELOPED IN ACCORDANCE TO THE FEEDBACK THAT WAS RECEIVED FROM ALL OF THE LISTENING SESSIONS THAT THEY HELD ACROSS NEW MEXICO, LAS CRUCES

050BEING ONE . SO, WHAT CAME OUT OF THE FEEDBACK FROM THE PUBLIC? SOMETHING THAT I PERSONALLY THOUGHT WAS A GOOD IDEA WAS INSTEAD OF JUST HAVING THEY TEARED IT INTO A THREE-YEAR SEQUENCE ACTION PLAN. THEY SUMMARIZED ALL THE FEEDBACK AND PUT IT TO CRITICAL NEEDS, WHICH ARE LISTED HERE. THE FIRST BEING HIGH-QUALITY INSTRUCTION. RESPONSIVE, CULTURALLY AND MYSTICALLY PREPARED EDUCATORS. ACADEMIC, SOCIAL , WELL-BEING, AND BEHAVIORAL SUPPORTS. AN EFFECTIVE FUNDING, SUPPORT, AND ACCOUNT ABILITY. SO, A BIG DIFFERENCE FROM THE ORIGINAL PLAN BACK IN 19. IT'S A LOT MORE SPECIFIC AND REALLY ENCOMPASSES A LOT OF THINGS THAT WE HERE IN LAS CRUCES OFTEN HEAR A LOT ABOUT , ESPECIALLY IN THE SOCIAL WELL-BEING AND BEHAVIORAL SUPPORTS. AGAIN, I THINK I MENTIONED THIS ALREADY, THERE WERE 30 PARTICIPANTS. I WANT TO THANK OUR PARTNERS THAT WERE INSTRUMENTAL IN

051GETTING THE WORD OUT AND PLANNING WITH US, THE EVENT YESTERDAY. THE WAY WE SET IT UP WAS WE HAD FOUR RAKE OUT GROUPS ALIGNED TO THE FOUR CRITICAL NEEDS, SO THE STAFF THAT WAS THERE HAD AN OPPORTUNITY TO SELECT WHATEVER PIQUES THEIR INTEREST , OR IT WAS FLEXIBLE IF THEY WANTED TO STAY AT THE TABLE AND PROVIDE FEEDBACK, THEY COULD DO SO. AGAIN, OUR PURPOSE WAS TO GATHER AS MUCH FEEDBACK FROM THE PARTICIPANTS YESTERDAY . HE MUCH EVERYBODY THAT ATTENDED, THEY OFFER FEED BACK VIA A QR CODE THAT WE PROVIDED, THAT WEIGHT WAS MORE CENTRALIZED. SO WE RECEIVED, I BELIEVE ABOUT 20 RESPONSES. KEEPING IN MIND THAT A LOT OF THE RESPONSES WERE THE CONVERSATIONS THAT OCCURRED, SO SOMEBODY TOOK THE LEAD AT THE TABLE TO WRITE THE RESPONSE. IT DOES NOT NECESSARILY MEAN THAT

052ONLY 20 PEOPLE RESPONDED, BUT IT WAS OR THAT SOME GROUPS CHOSE ONE TO SUBMIT OR HAD OTHER PEOPLE SUBMIT THE FEEDBACK. SO, HERE IS A SUMMARY OF THE FEEDBACK THAT WAS RECEIVED FROM YESTERDAY. SO, RELATED TO HIGH-QUALITY INSTRUCTION, STRENGTHS, SUPPORT FOR DIVERSE LEARNERS AND MULTILINGUAL PROGRAMS. THE FEEDBACK FROM THE SURVEY WERE THAT THEY WERE PLEASED TO SEE THAT IT WAS A LOT MORE SPECIFIC IN MAKING SURE THAT A LOT OF LANGUAGE AROUND THE MULTILINGUAL LEARNERS WAS INCLUDED. HOWEVER, THE GAPS THAT THEY DID BRING UP WAS CURRICULAR RIGOR NOT ALIGNING TO HIGH RIGOR ASSESSMENTS. THE ASSESSMENTS WERE HIGH AND RIGOR, BUT NOT THE CURRICULUM. THAT WAS INCLUDED IN THERE. ANOTHER ONE WAS LIMITED BY DETAIL. SO THERE'S A MENTION IN THE THREE-YEAR PHASE ACTION PLAN FOR THIS PARTICULAR CRITICAL NEED. THERE IS MENTION OF BILITERACY, BILINGUALISM,

053BUT IT IS NOT SPECIFIC. THEY ASKED FOR MORE CLARITY ON THAT. RECOMMENDATIONS, COURSE, TO ALIGN HIGH-QUALITY INSTRUCTIONAL MATERIALS WITH ASSESSMENT STANDARDS. AND THEN THIS I THOUGHT WAS VERY IMPORTANT TO US. FUNDABLE MENTATION SUPPORT. IF THEY ARE SEEING THE CURRICULUM NEEDS TO BE ALIGNED TO ASSESSMENT, THAT IMPLEMENTATION SUPPORT IS ALSO INCLUDED IN THE PLAN, MEANING THE WAY I READ THIS OR INTERPRET THIS IS FUNDING THE CAPACITY FOR SCHOOL DISTRICTS TO IMPLICATE. AND ANOTHER ONE IS ENSURING EQUITY ACROSS DISTRICTS. AS YOU KNOW, NEW MEXICO IS VERY DIVERSE IN ITS POPULATION. SO I THINK THEY JUST WANTED TO MAKE SURE THAT THE OTHER DISTRICTS ALSO THAT MAYBE DON'T HAVE AS MANY RESOURCES AS WE DO ALSO HAVE THE OPPORTUNITY FOR DIFFERENT TYPES OF SUPPORT OR RESOURCES THAT BIGGER DISTRICTS HAVE. NEXT I WILL MOVE ON TO THE NEXT

054LOCAL AREA, WHICH IS RESPONSIVE, CULTURALLY AND MYSTICALLY PREPARED EDUCATORS. A STRENGTH THAT THE GROUP FOUND WITHIN THE PLAN IS AROUND TEACHER RESIDENCIES AND ENTRY PROGRAMS. AS YOU KNOW, THAT IS SOMETHING THAT WE ARE PROUD TO HOST IN OUR DISTRICT, THAT WE FOUND A LOT OF SUCCESS WITH TEACHER RESIDENCIES. SOME OF THE GAPS THAT THEY INDICATED WERE LIMITED IMPLEMENTATION DETAILS, AGAIN, HOW THAT'S GOING TO BE DONE . LACK OF ACCOUNT ABILITY FOR PREP PROGRAMS. SO THIS , THERE WAS NOT A LOT OF INFORMATION FROM THE FEEDBACK, THE WAY I INTERPRETED, AND AGAIN, I WILL LEAVE THAT UP TO YOU FOR INTERPRETATION. MAYBE IN THE HIGHER EDUCATION TEACHER PREPARATION PROGRAMS. BUT THAT WAS ALL THAT THEY INDICATED IN THIS ONE. IT WAS KIND OF A TREND ABOUT BETTER PREPARING OUR EDUCATORS WHEN THEY COME INTO OUR SCHOOLS.

055RECOMMENDATIONS WERE AROUND EXPANDING MENTORSHIP AND RESIDENCIES, STRENGTHENING BILINGUAL AND SPED PIPELINES. AS YOU KNOW, A BIG CHALLENGE THAT WE CONTINUE TO HAVE IS IN FILLING THOSE HIGH NEED AREAS, SPECIFICALLY MORE SPECIAL EDUCATION. I BELIEVE WE HAVE IMPROVED A LOT OVER THE LAST TWO YEARS IN MEETING THE NEEDS OF OUR BILINGUAL CLASSROOMS, WHERE FOR SPECIAL EDUCATION I KNOW THERE ARE CERTAIN PROGRAMS THAT WE STRUGGLE A LITTLE MORE WITH. AND THAT INCREASE CULTURALLY, LINGUISTIC RESPONSIVE INSTRUCTION, TRAINING ACROSS ROLES. LOOKING AT THE FEEDBACK, THERE WERE A COUPLE OF THEM THE REQUESTED TRAINING NOT ONLY FOR TEACHERS, BUT ALSO TO INCLUDE DIFFERENT EDUCATORS OR EDUCATIONAL ASSISTANCE, MONITORS, PRINCIPLES AROUND CULTURALLY AND LINGUISTICALLY RESPONSIBLE INSTRUCTION. OUR THIRD ONE, ACADEMIC SOCIAL WELL-BEING AND BEHAVIORAL SUPPORTS. STRENGTHS WERE EXPANDED COUNSELING AND WELLNESS SERVICES. THIS WAS SOMETHING COMPLETELY NEW THAT WAS NOT INCLUDED

056IN THE 2019 PLAN, WHICH I WAS HAPPY TO HEAR. I KNOW SOME OF US HAD THE OPPORTUNITY TO LISTEN TO MS. YAZZIE, A MOTHER OF A STUDENT, ONE OF THE PLAINTIFFS. I KNOW THAT WAS BROUGHT UP TO HER , I AM HAPPY THAT SHE TOOK THAT AND MADE SURE THAT THAT WAS INCLUDED AS PART OF THE PLAN. SO THE GAPS WERE STAFFING SHORTAGES, TRANSPORTATION BARRIERS FOR AFTERSCHOOL PROGRAMMING. THERE'S ACTUALLY A LOT OF LANGUAGE IN THIS PARTICULAR CRITICAL AREA AROUND ACCESS FOR STUDENTS FOR AFTERSCHOOL ACTIVITIES, AFTERSCHOOL PROGRAMS, WHICH I KNOW YOU GUYS HAVE WORKED FOR THE LAST FOUR OR FIVE YEARS TO REALLY ADVOCATE FOR THAT FUNDING OR FOR THAT ABILITY FOR STUDENTS TO HAVE ACCESS TO TRANSPORTATION. RECOMMENDATIONS , CREATE A DEDICATED FUNDING STREAM TO INCREASE SCHOOL-BASED COUNSELORS AND SOCIAL WORKERS. AS YOU KNOW, OUR

057CURRENT STATE EQUALIZATION FORMULA DOES NOT HAVE A SPECIFIC FUNDING MECHANISM, SPECIFICALLY FOR COUNSELORS AND SOCIAL WORKERS. ASIDE FROM THE SPECIAL EDUCATION PORTION OF IT , BUT NOT FOR NONSPECIAL EDUCATION. SO THAT'S AN AREA RECOMMENDED. EXPAND STUDENT TRANSPORTATION ACCESS AND STRENGTHEN BEHAVIORAL SUPPORTS, INCLUDING SPECIALIZED TRAINING FOR SUBSTITUTES AND SPECIAL EDUCATION STAFF. SOMETHING I THOUGHT WAS REALLY INTERESTING, I THINK THREE OF THE GROUPS BROUGHT THAT UP. YOU KNOW, OFTEN TIMES WE FOCUS ON TEACHERS, SOMETIMES EDUCATIONAL ASSISTANCE OR ADMINISTRATORS, WE LEAVE BEHIND OTHER EMPLOYEES THAT SPEND A LOT OF TIME WITH OUR STUDENTS, LIKE SUBSTITUTES. SO THAT WAS SOMETHING THAT THEY RECOMMENDED FOR FEEDBACK. I WAS IN THIS DISCUSSION, IT WAS FOCUS ON LONG-TERM SUBSTITUTES. THOSE WHO ARE ASSIGNED TO A BUILDING , OR ARE IN A ROOM FOR A LONG PERIOD AS OPPOSED TO JUST ONCE. EXCELLENT.

058THE LAST ONE, EFFECTIVE FUNDING, SUPPORT, AND ACCOUNTABILITY. SOME STRENGTHS, COMMITMENT TO EQUITY AND TRANSPARENCY. GAPS, COMPRESSED TIMELINES, LACK OF CLARITY, AND FUND ALLOCATION. LIMITED FLEXIBILITY TO ADDRESS INCREASING OPERATIONAL COSTS. RECOMMENDATIONS FOR THIS CRITICAL AREA, THEY IMPROVE COMMUNICATION ON FUNDING PROCESSES, PROVIDE REALISTIC AND MENTATION TIMELINES, REDUCE COMPLIANCE BURDENS, AND ENSURE STATE AND FEDERAL GRANT FUNDING KEEPS PLACE WITH INCREASING OPERATIONAL COSTS. THIS CLOSELY ALIGNS WITH ONE OF YOUR LEGISLATIVE TITLES ABOUT THE FUNDING GAPS THAT WE HAVE WITH SOME OF OUR EMPLOYEES THAT ARE PAID WITH SPECIAL FUNDING. COMMON THEMES THROUGHOUT CONVERSATIONS, AGAIN, VICE PRESIDENT NOLAN, BOARD MEMBER WOFFORD, PLEASE ADD ANYTHING ELSE HE MAY HAVE HEARD, BECAUSE I KNOW YOU'RE WALKING AROUND LISTENING TO DIFFERENT GROUPS. THE THEMES THAT AROSE FROM THE FEEDBACK WE RECEIVED WAS SIMPLE MENTATION REQUIRES CAPACITY AND TIME , TRANSPARENCY AND COMMUNICATION MUST

059IMPROVE. STAFFING AND MENTAL HEALTH SUPPORTS ARE UNIVERSAL LEADS. AN ALIGNMENT OF CURRICULUM, TRAINING AND RESOURCES IS ESSENTIAL. THOSE WERE THE MAIN THEMES. SO, WITH THAT, MADAME PRESIDENT CORT, I WILL LEAVE IT UP TO THE BOARD FOR FURTHER DISCUSSION OR INPUT. SO WHAT OUR HOPE IS THAT YOU PROVIDE US WITH INPUT THAT I SHARED WITH YOU TODAY, OR ADDITIONAL INPUT, AND WHAT WE CAN DO IS COMPILE, IT COULD BE IN LETTER FORMAT, ON BEHALF OF THE SCHOOL BOARD. TWO PROVIDE TO THE PUBLIC EDUCATION DEPARTMENT . WE WILL SUBMIT TO THE PUBLIC EDUCATION DEPARTMENT AND ALSO SUBMIT TO THE PORTAL THAT IS AVAILABLE TO THE PUBLIC. THANK YOU, DR. LOZANO. SO, BOARD, WE ARE DISCUSSING THESE RECOMMENDATIONS THAT ARE MADE TO US. ARE THERE ANY ADDITIONAL ONES THAT YOU WOULD LIKE TO BRING FORTH? WE WILL MOVE

060FORWARD WITH THE DISCUSSION FROM THERE. ANYBODY WANT TO START? DR. LOZANO, QUICK CLARITY. NOVEMBER 3rd, DID THEY EXTEND THE DEADLINE ? OR HAS IT ALWAYS BEEN NOVEMBER 3rd? I THOUGHT IT WAS LIKE A 17 DAY WINDOW OR SOMETHING LIKE THAT. YEAH, I THINK THE 17 DAY WINDOW IS, SORRY, THE 17 DAY WINDOW IS FOR THE FEEDBACK. BUT THE FINAL PLAN AFTER THE ADDITIONAL FEEDBACK THEY RECEIVE IS DUE NOVEMBER 3rd. DOES THAT MAKE SENSE? YES. >> WHICH IS WHAT WE ARE DOING RIGHT NOW. THAT'S RIGHT. EXACTLY. BOARD MEMBERS? I'M KIND OF CURIOUS ABOUT, SORRY. WHEN WE WERE LOOKING AT, LET'S SAY CHRONIC ABSENTEEISM. AND WE ARE KIND OF, WHEN YOU DISAGGREGATE AND LOOK AT THOSE MARTINEZ YAZZIE GROUPS, SOMEHOW MORE AFFECTED OR NOT BY CHRONIC ABSENTEEISM. ARE THERE OTHER ISSUES THAT THE DISTRICT IS HAVING, BEHAVIORAL

061TYPE THINGS ? HAVE WE IDENTIFIED ANY SPECIFIC GROUPS THAT MIGHT NEED EXTRA SUPPORT TO KIND OF HELP THEM WITH THOSE ISSUES? MADAM PRESIDENT, BOARD MEMBER TENORIO. YOU ARE REFERRING TO ATTENDANCE? WELL, I DID MENTION ATTENDANCE. THEY COULD ALSO BE DISTANT AND. HAVE WE REALLY LOOKED AT THE DATA TO SEE IF THOSE FOUR GROUPS ARE AT ALL AFFECTED MORE THAN ANY OTHER GROUPS? AS WE HAVE ANALYZED OUR DATA, THIS IS ACTUALLY ANOTHER GOAL FOR US THIS YEAR, AS WE ARE INPUTTING DATA, MAKING SURE THAT WE ARE BEING CONSISTENT WITH THE DATA. BUT OUR INITIAL ANALYSIS, WE HAVE NOT NECESSARILY SEEN ANY OVERREPRESENTATION BASED ON A PERCENTAGE OF STUDENTS IN THOSE GROUPS, WHERE THERE IS DISCIPLINE, ET CETERA, ON , AS WE LOOK AT OUR ATTENDANCE DATA, A FIREMAN CORRECTLY, SOME OF OUR GROUPS IN MARTINEZ AND

062YAZZIE HAVE ATTENDANCE IN OUR AVERAGE. AT THE END OF THE DAY, WE LOOK AT OUR STUDENT ACHIEVEMENT DATA, THAT'S ALWAYS THE GAPS. AS I MENTIONED IN OUR LAST BOARD MEETING, WE WERE LOOKING AT THE SITE SUPPORT MODEL AND TEARING OUR SCHOOLS, WE LOOK AT HOW WE'VE ACTUALLY NARROWED SOME OF THE GAPS. WE LOOK AT THE NUMBER OF KIDS THAT WE HAVE NARROWED GAPS WITH. LOTS OF WORK TO BE DONE IN THAT AREA, BUT GREAT QUESTION. WE ARE ADDRESSING MORE ON THE STUDENT ACHIEVEMENT PART OF THAT, THE STUDENT OUTCOMES. BUT WHAT WE DO SEE THOSE GAPS IN THIS FOR THE GROUPS. OKAY. THANK YOU. DR. LOZANO, WHAT I'M SEEING IN THE RECOMMENDATIONS , THEY ARE GREAT RECOMMENDATIONS. BUT THERE'S A LOT OF GENERALITIES. THIS IS WHAT WE NEED TO DO, BUT WITH NO REAL TEETH BEHIND

063THIS IS HOW WE ARE GOING TO DO IT. SO, WHEN WE PUT FORWARD THESE RECOMMENDATIONS, THEN DO WE HAVE TIME TO GET TEETH BEHIND TRANSPORTATION? BECAUSE WE HAVE ASKED THE LEGISLATURE EVERY YEAR, AND EVERY YEAR WE DON'T GET ANY MONEY, ANY MORE MONEY FOR ANY KIND OF ACTIVITY BUS OR ANYTHING TO MAKE AFTERSCHOOL ACTIVITIES AND STUFF MORE EQUITABLE. SO, WHAT I'M JUST SEEING, AND I LOVE EVERYTHING, INCREASING CULTURALLY AND LINGUISTICALLY RESPONSIBLE TEACHING AND INSTRUCTION, AND ALL OF THAT. WHAT IS OUR PLAN MOVING FORWARD WITH THAT? HOW ARE WE GOING TO CREATE THE TRAINING FOR TEACHERS SO THAT THEY ARE RECEIVING THOSE VITAL TOOLS? MY QUESTION WAS VERY BROAD. THESE ARE VERY BROAD THINGS, THEY ARE GREAT IDEAS. DO WE HAVE THE TEETH AND DO WE HAVE THE RESOURCES AND DO WE HAVE THE WHEREWITHAL TO

064MAKE THAT HAPPEN? MADAM CORT, UNDER THE SUPERINTENDENT TALKED ABOUT THIS EXTENSIVELY YESTERDAY. YEAH, AS WE LOOK AT SOME OF THESE RECOMMENDATIONS , WHEN WE THINK ABOUT OUR TEACHING PLAN, OUR INSTRUCTIONAL FRAMEWORK, WE ARE ADDRESSING A LOT OF THESE THINGS ALREADY. WHEN YOU THINK ABOUT THE RIGOR AND PURPOSEFULLY PLANNING . THE CHALLENGE HERE IS THAT AS WE , AS A COURT, WHATEVER THE FINAL PLAN IS, THERE IS STILL THE SEPARATION WHERE THE COURT CANNOT TELL THE LEGISLATURE YOU NEED TO FUND THIS. WE CAN GO AHEAD AND WE HAVE THESE RECOMMENDATIONS, AND AS A DISTRICT , US AS LEADERSHIP, WE ARE ALWAYS GOING TO BE LOOKING AT WHERE WE'VE INCORPORATED THAT IN OUR STRATEGIC PLAN , AND BEING ABLE TO GET THOSE SUPPORTS, ET CETERA. I GUESS THE POINT I'M TRYING TO MAKE IS YES, IT IS

065ALWAYS GOING TO BE A CHALLENGE, INTO WE FIND A LOT OF THIS. WE PUT RESOURCES, ET CETERA. THAT IS WHERE WE CAN CONTINUE TO ADVOCATE AT THE LEGISLATIVE LEVEL, THE CHALLENGES, AGAIN. THE COURTS CAN'T MAKE OUR LEGISLATORS FUND THIS. THE DATA IS THERE TO BACK IT UP, AS WE GO IN AND HAVE THOSE CONVERSATIONS. NOT JUST US, HAVING THESE CONVERSATIONS AND ADVOCATING OF THE LEGISLATIVE LEVEL. THE FEEDBACK FROM THE COMMUNITY, ALL OF THIS IS GOING TO BE IMPORTANT TO SHOW THERE IS A NEED FOR SUPPORT AND RESOURCES FOR GROUPS. I KNOW IN THE LONG RUN, BUT THE CHALLENGES ARE ALWAYS GOING TO BE THERE UNTIL WE FUND IT. WE LOOK AT OUR LEGISLATIVE PRIORITIES, REVISITING OUR SPED FUNDING, ALL THIS PIECES FALL RIGHT INTO THIS. THANK YOU. WHEN I WAS LOOKING AT THE SPECIAL EDUCATION

066REPORT , AND I HAVE TO TELL YOU, IT TOOK ME A WHILE TO DO SWR , AND I GOT IT FIGURED OUT. IT TOOK ME A MINUTE, BUT THE DIFFERENCE IN ATTENDANCE AND DISCIPLINE AND EVERYTHING BETWEEN STUDENTS WITH A DISABILITY AND STUDENTS WITHOUT DISABILITIES WERE LARGE. THEY WERE VERY LARGE. AND I SPOKE PROBABLY BEFORE THE REST OF THE BOARD, MY APOLOGIES. WELL, I THINK WE AS A GROUP WERE PLEASED WITH THE EXPANSIVE PART OF THE MARTINEZ YAZZIE GOALS. THEY SEEM TO BE, AS DR. LOZANO POINT IT OUT, MORE SPECIFIC IN SCOPE IN SOME WAYS. AND WHEN YOU WERE TALKING ABOUT TRANSPORTATION, I THOUGHT YES, THIS IS ONE OF THE THINGS WE'VE BEEN WORKING ON. AND ONE OF THE FOCI IS INDIGENOUS PEOPLES LAND, SO THAT TRANSPORTATION NEED VARIOUS. AND SOME OF THE RECOMMENDATIONS ARE VERY

067MUCH PED FOCUSED. LIKE THE LICENSURE IDEA FOR CULTURALLY AND AGGRESSIVELY RESPONSIBLE EDUCATION. BUT SOME OF THE THINGS ARE IMPLEMENT IN THAT WE CAN DO, LIKE INCREASED HIRING AND TRAINING OF BILINGUAL TEACHERS. THERE WAS SOMEONE AT ONE OF THE TABLES I WAS AT THAT SINCE SHE WORKED IN A SCHOOL, OR A DISTRICT WHERE TRAINING WAS UNIVERSAL. AND THAT'S AN EXTENSIVE TRAINING. SO I LIKE THE FACT THAT THEY PUT IT OUT INTO A THREE-YEAR APPROACH, AND IT LOOKS AMBITIOUS. THE GOALS HAVE BEEN SET . AND MUCH OF THE DISCUSSION CAME BACK TO HOW WE GOING TO DO THIS? DO WE HAVE THE RESOURCES TO DO IT? AND SOME DIVERSION INTO HOW DOES THIS AFFECT , THE FEDERAL FUNDING AFFECT THESE GOALS AND THINGS LIKE THAT? WE JUST HEARD THE NEWS ABOUT THE SPECIAL ED SECTION OF THE

068DEPARTMENT OF EDUCATION HAVING THE RUG PULLED OUT FROM UNDER THEM. SO IT WAS A VERY PROFITABLE DISCUSSION, I THOUGHT. THERE WERE SOME VERY INTERESTING VIEWPOINTS. THE DEVIL IS IN THE DETAILS. THEY'VE DONE A NICE JOB, I THINK, IN TERMS OF THIS, YEAR ONE WE DO THIS, YEAR TWO, YEAR THREE, AND IT IS DR. LOZANO DIGGING AND ALL THOSE THINGS AND FIGURING OUT HOW WE GET THIS SPECIFIC THING INTO OUR SCHOOL DISTRICT, LIKE THE TRAINING OF TEACHERS FOR CULTURALLY AND LINGUISTICALLY RESPONSIVE. WE CAN DO THAT AS PART OF OUR OWN PROFESSIONAL DEVELOPMENT. LET ME STOP THERE A SECOND. OKAY, THANK YOU , SECRETARY . I FIND THE WHOLE THING REALLY OVERWHELMING, BUT I'M GLAD , I MEAN, WE TACKLED THIS FOUR YEARS AGO OR SO. AND WE REALLY GO TOO FAR. SO IT'S HARD TO BE

069OPTIMISTIC. BUT, YOU KNOW, I'M JUST GLAD THAT WE ARE FINALLY RECOGNIZING THAT MAJOR SEGMENTS OF OUR STUDENT POPULATION ARE PROFOUNDLY UNDERACHIEVING , AND WE HAVE TO DO SOMETHING ABOUT IT. I AM JUST HOPING THAT THIS TIME MAYBE WE WILL GET IT RIGHT AND GET THESE KIDS TO START PROFIT FROM OUR SYSTEM. THANK YOU, EXCELLENT. >> MADAM CORT? I WAS TRYING TO FIND THIS PRESENTATION IN OUR PACKET, AND I DID NOT FIND IT. THE MEETING WAS YESTERDAY. >> SO THIS IS ALL JUST A SUMMARY OF YESTERDAY? OH, I THOUGHT YOU GUYS WERE SUMMERING THE MARTINEZ YAZZIE ACTION PLAN. PART OF IT, MS. TENORIO, WHEN YOU GO BACK , THESE PIECES HERE . YOU GUYS DID A LOT OF WORK IN ONE DAY. THESE PIECES HERE, THIS IS THE HEAD DRAFT REMEDIAL ACTION PLAN. WHEN YOU LOOK

070AT THIS INFORMATION, THIS IS BASED ON THE STATEWIDE INPUT , THAT FIRST INITIAL PHASE. SO WE DID SUMMARIZE, AND THAT'S WHAT CAME OUT OF IT. WHAT CAME OUT OF THAT IS THAT THE FOUR CRITICAL NEEDS THAT HAVE BEEN IDENTIFIED BY THE HIGH QUALITY INSTRUCTION, CULTURALLY RESPONSIVE AND PREPARED EDUCATORS, THAT WAS IDENTIFIED BECAUSE OF FEEDBACK. NOW YOU'RE GETTING THE ADDITIONAL FEEDBACK AROUND THIS. TED HAS PUT TOGETHER A PROPOSED PLAN, AND THIS IS WHERE WE ARE AT. I CAN UNDERSTAND WHY IT FEELS OVERWHELMING, BECAUSE IT FEELS LIKE WE ARE ON OUR OWN. TO LOOK AT THIS ACTION PLAN AND TALK TO OURSELVES ABOUT IT, WHEN IT IS SO MUCH EASIER TO TRY TO BITE INTO THIS AS A COLLECTIVE. TO BE ABLE TO SAY WHAT DID THEY SAY ABOUT HIGH-QUALITY INSTRUCTION? AND DISTRICT EXPERTS, WHAT WE SAY.

071AND WE CAN MARINATE ON THAT AND THEN WAIT UNTIL WHEN? ARE WE WAITING FOR ANOTHER BOARD NEEDING TO KIND OF FORMALLY DISCUSS THESE THINGS? ALSO, IT WOULD BE NICE TO HAVE INPUT FROM THE PEOPLE AFFECTED BY THIS, IF YOU ARE TALKING ABOUT THESE FOUR GROUPS. ARE WE TALKING ABOUT THE STUDENTS? THEIR CAREGIVERS, THEIR PARENTS, ARE WE HEARING FROM THEM? DO WE REACH OUT TO THEM? I MENTIONED THE AMBITIOUS REQUIREMENT BY THE COURT TO THE PED. OBVIOUSLY GETTING THE FEEDBACK, IT IS A VERY CONDENSED TIMELINE FOR THE FEEDBACK. WE WERE NOTIFIED THREE DAYS BEFORE THEY CAME AND, WE DID OUR BEST AND WE HAD REPRESENTATION FROM THE DIFFERENT GROUPS. WE HAD PARENTS OR FAMILY SUPPORT CENTER THAT ATTEND CLASSES GO. THAT WAS WHEN WE DID IT. AFTER THAT, IT WAS AFTER OCTOBER 1st FOR THIS TIME.

072LAST WEEK WE HAD FALL BREAK, BUT THIS CONVERSATION OF TRYING TO GET AS MUCH FEEDBACK CAN UPON WE WERE WAITING ON OUR LAST COUNCIL, AND WE HAD CONCERNS. THE TIMELINE IS REALLY SHORT, AND THAT'S WHY WE DID OUR BEST TO IT AS MUCH FEEDBACK AS WE COULD. I AGREE WITH YOU, MORE TIME WITH THE A LOT BETTER, WE JUST DON'T HAVE THAT LUXURY. SO THE TIMELINE IS CONDENSED, BECAUSE OUR UNDERSTANDING IS THAT THEY HAVE A 17 DAY WINDOW AFTER, BASICALLY OCTOBER 17th. MY UNDERSTANDING IS THAT THEY ARE GOING TO CLOSE THE FEEDBACK WINDOW SO THAT THEY CAN MAKE THE CHANGES AND SUBMIT. AND MEMBERS OF THE BOARD, WHEN YOU LOOK AT THESE FOUR CRITICAL AREAS, IT GOES BACK TO THE WORK WE ARE DOING AS LCPS . I AGREE WITH YOU, MS. TENORIO, ARE WE

073HEARING FROM ALL OF OUR GROUPS? I FEEL FOR US THAT WE ARE. AS WE LOOK AT OUR DIFFERENT SURVEYS, WHEN WE DID THE WELLNESS FRAMEWORK, THERE WAS A LOT OF INFORMATION THERE. JUST LOOKING AT, FOR EXAMPLE, HIGH QUALITY INSTRUCTION. WE ARE ADDRESSING THAT IS A DISTRICT THROUGH OUR INSTRUCTIONAL FRAMEWORK, OUR LETTERS TRAINING, READING PARTITIONS, I COULD GO ON AND ON. WE ARE ADDRESSING THAT. RESPONSIBLE, CULTURALLY LINGUISTICALLY PREPARED EDUCATORS, PRIME SYSTEMS AND STRUCTURES AND CLASSROOMS TO ADDRESS THOSE , TO PREPARE OUR EDUCATORS. ACADEMIC AND SOCIAL WELL-BEING, BEHAVIORAL SUPPORTS GOES BACK TO THE WELLNESS FRAMEWORK. THOSE OF THE PIECES THAT I KNOW WE ARE ADDRESSING, I THINK IT COMES DOWN TO THE FOURTH BULLET. AFFECTIVE FUNDING, SUPPORT, AND HOLD US ACCOUNTABLE BUT GIVE US EFFECTIVE FUNDING AND SUPPORT TO BE ABLE TO GET THIS DONE. I THINK

074THAT'S THE KEY PIECES TO THIS. AND I'M SPEAKING FOR LCPS . KEEPING IN MIND, THIS IS ALSO A PLAN, WE ARE TALKING ABOUT ACROSS THE STATE. WE WERE TALKING ABOUT VERY RURAL DISTRICTS THAT MAY NOT HAVE THE RESOURCES AND SUPPORTS THAT WE DO AS A COMMUNITY, AS WELL. EVEN OUR COMMUNITY PARTNERS THERE ARE NOT AVAILABLE IN MANY OF OUR SCHOOL DISTRICTS. MY POINT IS THAT WE ARE ADDRESSING THESE AS A DISTRICT ALREADY. THANK YOU. PRESIDENT CORT, MEMBERS OF THE BOARD. DR. LOZANO, IF YOU JUST CLARIFY FOR THE MEMBERS THE BOARD , I INITIALLY UNDERSTOOD THAT THE BOARD WOULD NEED TO PROVIDE SOME DIRECTION TONIGHT , BECAUSE THIS WOULD BE A FLOSSED OPPORTUNITY. AND THEN WHEN THE POWERPOINT WAS PRESENTED AND THERE WAS SOME DISCUSSION, I THEN THOUGHT THERE WOULD BE AN OPPORTUNITY FOR IT TO

075COME BACK TO THE BOARD WITH MORE TIME. BUT IT SOUNDS LIKE, PERHAPS, THERE ISN'T . CAN YOU CLARIFY SOME OF THE BOARD KNOWS WHAT KIND OF DIRECTION HE CAN GIVE? YES, THANK YOU FOR THAT. SO WHEN WE PUT THIS AGENDA ITEM, WE DID NOT KNOW THAT WE HAD TIME FOR THE SECOND BOARD MEETING. SO IT IS A DISCUSSION AND POSSIBLE ACTION REGARDING PROVIDING INPUT TO THE NEW MEXICO PUBLIC EDUCATION DEPARTMENT DRAFT MARTINEZ YAZZIE ACTION PLAN. BASICALLY, IF I'M UNDERSTANDING, THEN THE BOARD WOULD NEED TO, FOR EXAMPLE, IF THEY WANTED TO TAKE THIS POWERPOINT ALONG WITH THEIR VERBAL FEET BACK AND DIRECTS THE SUPERINTENDENT TO GENERATE A DOCUMENT THAT REFLECTS THE COMBINED FEEDBACK AND SUBMIT TO THE BOARD ON THEIR BEHALF, THEY WOULD NEED TO DO SOMETHING LIKE THAT, THAT WOULD BRING CLOSURE, AND NOT A

076DIRECTIVE FOR HIM TO PREPARE AND BRING IT BACK TO THE NEXT BOARD MEETING. IS THAT CORRECT? THAT'S MY UNDERSTANDING. AND AGAIN, WE UNDERSTAND THAT THE TIMELINE, AND I WAS LOOKING AT THE DOCUMENT , WHICH IS PUBLICLY AVAILABLE, TO YOUR POINT, BOARD MEMBER TENORIO . IN NEW MEXICO THERE WERE A TOTAL OF 1200 RESPONDENTS THAT THEY RECEIVED TO DO THIS PLAN. I THINK THAT IS THE POINT YOU'RE MAKING. I JUST DON'T KNOW WHAT OTHER OPTIONS THE PUBLIC EDUCATION DEPARTMENT HAD EITHER. I'M NOT EXACTLY SURE WHEN IT WAS ANNOUNCED THAT THEY WOULD NEED OUR INPUT. IT'S JUST , FOR ME, I GUESS I WAS EXPECT THING FROM THE DISTRICT TO SEND TO ME , LIKE WE NEED YOU TO READ THIS AND HAVE SOMETHING READY BY THIS DATE. I KNOW THAT THERE WAS A MEETING ANNOUNCEMENT SENT

077OUT IN THE EMAIL YESTERDAY , LIKE A FIVE HOUR NOTICE SENT OUT AT NOON, AND IT WAS JUST BROADLY TO LCPS USERS OR EMPLOYEES. I DID NOT THINK IT APPLIED TO ME, BECAUSE I THOUGHT IT WAS MORE FOR THE PEOPLE WHO WORK HERE. THERE WAS AN EMAIL SENT OUT TWO WEEKS PRIOR TO THAT. I MUST'VE MISSED THAT ONE. WAS IT TO US SPECIFICALLY? WE WERE WAITING, WE WERE LITERALLY CHECKING IN CHECKING THE WEBSITE TO SEE WHEN THE PLAN WAS RELEASED, AND I BELIEVE SUPERINTENDENT RUIZ SENT THE EMAIL EXPLAINING THE PROCESS TO THE DOCUMENT ITSELF. AND TO CLARIFY, MS. TENORIO, THERE WAS NOT A REQUIREMENT OR A DIRECTIVE FROM THE PED TO GIVE SPECIFIC BOARD INPUT. THIS WAS MORE OF OUR DECISION TO DO THAT, TO MAKE SURE THAT WE NOT ONLY GIVE AN OPPORTUNITY TO

078OUR EMPLOYEES, OUR TEAM, BUT ALSO FOR THE BOARD TO HAVE AN OPPORTUNITY TO HAVE A DISCUSSION AROUND THIS . IF THERE WAS ANYTHING ELSE FOR US TO CONSIDER AS WE ARE PROVIDING FEEDBACK. I THINK HE HIT THE NAIL SQUARE ON WHEN HE SAID IT IS SO COMPLICATED. WE HAVE NOT TALKED ABOUT THE NUTRITION ASPECTS OF THIS, OR THE BEHAVIORAL HEALTH, OR THE IMPLEMENTATION OF THE INDIAN SOMETHING ACT, I FORGET . THE DOCUMENT, THERE IS SO MUCH INTO IT. I THINK WITH AIR AFTER FROM US IS A 30,000 FOOT VIEW POINT OF WHAT IS MISSING IN THERE, WHAT ARE THE GREATEST CONCERNS WE HAVE ABOUT IMPLEMENTATION. ONE OF WHICH, I THINK, IS HOW ARE WE GOING TO SECURE THE FUNDING TO DO THESE THINGS? SOME OF IT REFLECTS RIGHT BACK TO OUR POSITIONS , FOR INSTANCE,

079TRANSPORTATION. BUT I THINK I SAID A LITTLE WHILE AGO, DR. LOZANO HAS A LOT OF WEEDS TO GO THROUGH HERE. IN TERMS OF HOW WE IMPLEMENT THIS AS A DISTRICT, AND THE VERY SPECIFIC THINGS YOU CAN GIVE FEEDBACK ON , FROM FEDERAL PROGRAMS , FROM SPECIAL EDUCATION . SO I THOUGHT IT WAS OUR SENSE OF HOW PLEASED ARE WE? WHAT THINGS DO WE SEE IN THIS DOCUMENT THAT WE LIKE? WHAT THINGS DO WE SEE THAT ARE MISSING THAT WE WANT THE PED TO FOCUS ON? I THINK WHAT I WOULD ADD, THE TIME TO BE GRANULAR HAS PASSED. WE CAN ARGUE ABOUT THE TIMELINE BEING SHORT, ABSOLUTELY IT WAS SHORT. THERE WAS NOT ENOUGH TIME. BUT A COURT ORDER IS A COURT ORDER. SO THE TIME TO BE GRANULAR HAS PASSED. WHAT I THOUGHT WOULD BE

080IMPORTANT, AND BEING ON THE EQUITY COUNCIL, HOW CAN WE AS A BOARD SIGNAL IN A GENERAL SENSE OUR HAPPINESS, DISPLEASURE, AND SPEED BACK TO THIS PLAN , WHICH IS REALLY AMBITIOUS. THERE IS A TIME AND IT. A LOT TO UNPACK. BUT, IN A GENERAL SENSE, CAN WE SIGNAL TO THE PED? ALSO, IF YOU LOOK AT THE PLAN, HALF OF THE DUTIES GO TO THE LEGISLATORS. SO HOW CAN WE SIGNAL TO LEGISLATORS , HEY GUYS, YOU NEED TO FUND AFTERSCHOOL TRANSPORTATION, YOU NEED TO FUND SPECIFIC CURRICULUM, YOU NEED TO FUND PROFESSIONAL DEVELOPMENT. IT'S USING OUR POSITION AS SCHOOL BOARD MEMBERS TO SORT OF PUSH THIS WORK ALONG . MOVING FORWARD, I DON'T THINK WE NEED TO OVERTHINK IT TOO MUCH. THIS IS US MAKING SURE WE ARE GETTING FEEDBACK, WHICH I THINK WAS THE POINT YESTERDAY,

081RIGHT? AGAIN, SHORT. BUT IT WAS GOOD CONVERSATION, RIGHT? FOLKS ON THE GROUND, DOING THE WORK, GETTING THEIR THOUGHTS AND IDEAS. AND SUPER VALUABLE. BUT REALLY, HOW ARE WE MAKING SURE THAT WE ARE KEEPING THIS WORK MOVING FORWARD? BY SENDING THE LETTER AND THEN FOLLOWING UP AND DOING OTHER THINGS AFTER THAT. BUT STARTING WITH A LETTER. THANK YOU. AND PRESIDENT CORT, I ALSO WANT TO EMPHASIZE THAT THERE IS A PUBLIC PORTAL FOR FEEDBACK. SO THERE MAY BE STAFF THAT DID NOT SHOW UP LAST NIGHT, BUT IN THE EMAIL WE SENT WE WERE VERY CLEAR THAT THAT IS ONE OPPORTUNITY, INDIVIDUAL COMMUNITY MEMBERS , THEY DON'T HAVE TO BE STAFF MEMBERS, HAVE ACCESS TO THAT LINK TO SUBMIT ANY FEEDBACK THAT THEY DEEM NECESSARY. BECAUSE THIS IS STATEWIDE. ALL RIGHT, THAT'S LOVELY. ANY OTHER DISCUSSION, BOARD? I

082WOULD LIKE TO ENTERTAIN A MOTION TO DIRECT THE SUPERINTENDENT TO INCORPORATE INTO A SINGLE DOCUMENT THE DISCUSSIONS IN OPEN SESSION, AS THE BOARD AND PUT ON THE NEW MEXICO PUBLIC EDUCATION DEPARTMENTS DRAFT MARTINEZ YAZZIE ACTION PLAN, AND SUBMIT TO NEW MEXICO PUBLIC EDUCATION DEPARTMENT. SO MOVE. >> A QUESTION. WE WOULD SEE IT, BUT WE CAN'T VOTE ON IT, BECAUSE THAT WOULD BE IN VIOLATION OF OPEN MEETINGS ACT, RIGHT? EXACTLY. SO THERE IS A CERTAIN LEVEL OF TRUST HERE , ONCE WE HAVE THAT OVER YOU, SUPERINTENDENT. THERE IS NO FORMAL WAY FOR US TO APPROVE THIS AFTER TONIGHT. THAT IS THE RUSH OF THE TIMELINE. YES, DR. LOZANO. MAYBE WILL BE HELPFUL IS THE FEEDBACK THAT WE RECEIVED, IS THERE ANYTHING THAT YOU DO NOT WANT TO INCLUDE AS PART OF YOUR FEEDBACK RESPONSE? AND IS

083THERE ANYTHING ELSE THAT IS NOT THERE THAT YOU THINK IS RELEVANT AND IMPORTANT TO INCLUDE IN THE LETTER? BECAUSE I KNOW VICE PRESIDENT NOLAN YOU GAVE ME A PROMOTION. I DON'T WANT IT. HE MENTIONED THE TENSION WITH THE LEGISLATION , AND THIS AMBITIOUS PLAN OF ASKING LEGISLATORS TO CHANGE THE LAW. IS THAT SOMETHING YOU WOULD WANT US TO INCLUDE IN THE FEEDBACK? OR IS THAT JUST A COMMENT? IS THERE ANYTHING ELSE THAT WAS NOT PART OF THE FEEDBACK WE RECEIVED, THAT YOU WOULD LIKE US TO ADD? LET ME BACK UP. FIRST, IS THERE AND YOU DON'T WANT US TO INCLUDE IN THE LETTER THAT WE SHARE TODAY ? AND TWO, IS THERE ANYTHING ADDITIONAL THAT YOU WOULD LIKE US TO EMPHASIZE? BOARD? REVIEW THE TAPES. >> I JUST FEEL LIKE WE DID NOT HAVE ANY

084TIME TO REALLY THINK ABOUT THIS. YEAH. >> PRESIDENT CORT, IF I MAY. THE TWO THINGS I WROTE DOWN WAS THE CLARIFICATION THAT SUBSTITUTES REFER TO LONG-TERM SUBSTITUTE , SO MAYBE YOU CAN MODIFY THAT. AND THEN THE OTHER THING I HEARD , THAT WAS FROM BOARDMEMBER WOFFORD, AND FROM BOARDMEMBER TENORIO, THIS WOULD BE, OF COURSE, STATEWIDE. WE ARE ALREADY LOOKING AT THE DATA HERE . BUT THE VALUE OF DISAGGREGATING MARTINEZ YAZZIE GROUP DATA. THOSE WITH A TWO CLARIFICATION MODIFIERS THAT I HEARD. OKAY, THANK YOU. FROM WHERE I'M SITTING, I THINK THAT WHAT YOU ALL HAVE PUT TOGETHER AS PRIORITY OPTIONS, GIVEN THE SHORT TIME FOR THE INPUT WE HAVE HAD, ARE WONDERFUL THINGS. OF COURSE MY QUESTION STILL STANDS, HOW ARE WE GOING TO GET IT DONE? I MEAN, THAT IS THE GIST OF IT. IT

085IS, THAT IS WHAT WE NEED. I MEAN, I THINK THE INTERNSHIP AND TEACHER MENTOR SHIP STUFF IS REALLY IMPORTANT. BUT, YOU KNOW, EACH OF US CAN HAVE OUR OWN THING THAT WE THINK IS REALLY IMPORTANT. BUT I WOULD LOVE TO HIGHLIGHT THAT, IF WE COULD. YEAH, FOR ME IT IS THE CULTURALLY AND MYSTICALLY RESPONSIVE INSTRUCTION. AND THAT IS ALREADY IN THERE. BY THE WAY, MADAME CORT, DOES THAT INCLUDE EDUCATORS REFLECT THE KIDS? THAT IS VERY CLEARLY IN THERE. LONG-TERM GETTING THE TEACHER RISING. AS A SIDE NOTE, OUR CURRENT NEW MEXICO TEACHER OF THE YEAR IS INDIGENOUS. SHE IS AT THE END OF HER CAREER. WE NEED TO HIRE NEW PEOPLE. NO, NO SHE IS NOT. SHE WILL BE TEACHING FOR A WHILE. I DON'T KNOW WHAT YOU ARE TALKING ABOUT. OKAY. BOARDMEMBER TENORIO, THERE WAS

086A SPECIFIC, AND A CHARACTER WHICH SECTION IT WAS. BUT IT DID CALL FOR A STATEWIDE PLAN FOR MAKING SURE THAT THE FOUR STUDENT GROUPS ARE DISAGGREGATED FOR ATTENDANCE, AND ALSO FOR DISCIPLINE. SO I KNOW THAT'S IN THERE, AS WELL. SO I COULD EMPHASIZE THAT. YES. >> DO YOU NEED A SECOND? SAY THAT AGAIN? IT IS THREE FOR THE ATTENDANCE. IT IS ASKING FOR THE STATE ALSO, OR THE LEGISLATURES TO AMEND THE STUDENT SUCCESS ACT , WHICH IS OUR ATTENDANCE ACT. AGAIN, EVERY FIVE YEARS. LEGISLATIVE APPROVAL. I JUST WANT TO THANK YOU FOR PUTTING THIS ON THE AGENDA, THOUGH WE HAD A VERY SHORT TIME TO TALK ABOUT THIS. WE CAN ONLY TALK IN OPEN SESSION TO EACH OTHER. AND OUR ADMINISTRATION WOULD'VE BEEN CHARGED WITH THE TASK OF INVITING FEEDBACK, WHETHER OR NOT WE HAD

087HAD THE CHANCE TO BE FRUSTRATED HERE TONIGHT SO I APPRECIATE THAT WE HAVE THIS OPPORTUNITY. NOT JUST FRUSTRATED. I'LL BE FINE, JUST GIVE ME ICE CREAM. WE APPRECIATE SO MUCH THE SHORT PERIOD OF TIME THAT YOU HAD TO PUT THIS ALL TOGETHER, TO PUT IT TOGETHER FOR US. SO, MS. GALLEGOS , DO I NEED TO REPEAT MY MOTION? OR DO I JUST NEED TO ASK FOR A SECOND AT THIS POINT? DID YOU GET A FIRST? I DID. >> SAGES CALL FOR A SECOND, AND LESS THEY WANT A REREAD. DOES ANYBODY WANT ME TO REREAD IT? I WOULD LIKE TO SECOND THE MOTION. I WOULD LOVE TO HAVE YOU SECOND THAT, MR. FRANK. THANK YOU SO MUCH. CONSIDER IT DONE. >> MOVED BY SECRETARY WOFFORD AND SECONDED BY MR. FRANK. ALL IN FAVOR, PLEASE INDICATE BY

088SAYING AYE. ALL OPPOSE? THE AYE'S HAVE IT . 5-0. THANK YOU VERY MUCH, DR. LOZANO. WE WILL GET YOU AS SOON AS POSSIBLE. THANK YOU, APPRECIATE THAT. MOVING ON TO NUMBER FIVE, TO OUR STRATEGIC PLAN BENCHMARKS. GOAL FIVE, SCHOOL CULTURE AND CLIMATE, AND GOAL SIX, ATTENDANCE. POLICY JICFA. DISTRICT INITIATIVES TO ADDRESS BULLYING AND STRENGTH IN SCHOOL CULTURE. DR. LOZANO AGAIN. I LIKE THAT YOU HAD A LITTLE WALK IN BETWEEN. IT'S PERFECT. IT'S FUNNY, BECAUSE I SIT BACK THERE AND LOOK AT THE AGENDA OVER AND OVER. I'M SORRY, I JUST LET YOU WALK BACK THERE. LIKE MAYBE HE DOES NEED A LITTLE JAUNT. PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUBIES . I HAVE PREPARED A PRESENTATION TODAY FOR YOU, TO GIVE YOU AN UPDATE ABOUT DIFFERENT INITIATIVES THAT WE HAVE WORKED ON RELATED TO POLICY

089JICFA, IF YOU RECALL, YOU REVISED LAST YEAR . AND REALLY THAT CAME OUT OF CONCERNS FROM NOT ONLY OUR SCHOOL COMMUNITY, BUT ALSO SOME PARENTS THAT HAD CONCERNS RELATED THE POLICY. WITHIN THAT POLICY, YOU STRENGTHENED IT TO INCLUDE RACIALIZED AGGRESSION, FOR EXAMPLE, AND MADE IT A LOT CLEARER IN INSERTING YOUR PHILOSOPHY ABOUT BULLYING AND HOW WE WERE GOING TO DO EVERYTHING WE CAN TO PREVENT THAT. SO, I PREPARED A PRESENTATION TODAY TO KIND OF GO OVER SOME BIG ITEM INITIATIVES, SOME PROGRESS AROUND REALLY DOING OUR BEST TO MAKE SURE THAT ALL OF OUR STUDENTS, REGARDLESS OF WHERE THEY COME FROM, FEEL SAFE AND SUPPORTED OUT OF ALL OF OUR SCHOOLS. I BELIEVE I JUST WENT OVER THIS. I GOT A LITTLE BIT AHEAD OF MYSELF. SO, JULY, 24 WAS WHEN THE REVISIONS HAPPEN. AGAIN, ONE

090OF THE THINGS I KNOW WE'VE HEARD , NOT ONLY THROUGH SOME OF THE SURVEYS WE CONDUCTED, BUT ALSO ANECDOTALLY BY PARENTS, BY TEACHERS, BY PRINCIPALS, WAS SOMETIMES THE GAP BETWEEN POLICY AND PRACTICE. IT SOUNDS BEAUTIFUL IN WRITING, BUT WHAT DOES IT LOOK LIKE? WHAT DOES IT MEAN IN PRACTICE? REALLY EXAMINING THAT AND HOW WE CAN GET BETTER AT MAKING SURE THAT THERE IS CLEAR COMMUNICATION. ONE OF THE THINGS THAT WE DID DO AROUND, I BELIEVE IT STARTED BACK JULY, AUGUST OF 2024, WAS ENGAGE IN GETTING SOME EXTERNAL SUPPORT . I OFTEN SAY THIS, I KNOW IF YOU SERVED ON THE EQUITY COUNCIL, I'M HUMAN, WE ARE ALL HUMAN EMPLOYEES FOR LCPS. SO SOMETIMES HEARING THINGS THAT ARE NOT BEING DONE, WE GET A LITTLE DEFENSIVE AND SAY NO, WE DO THAT, I KNOW WE DO

091THAT. SO THE REASON WE BROUGHT IN WORKING WITH A PARTNER, A LOCAL ADVOCATE , FORMER COUNCILWOMAN, AND MAYOR PRO TEM WHO HAS EXTENSIVE EXPERIENCE IN THE TOPIC OF BULLYING. LEAVE A VERY EFFECTIVE GROUP HERE IN LAS CRUCES, THE RESILIENT LEADERS. AND IT IS A BIG TOPIC THEY COVER. SO I REALLY WANTED HER EXPERTISE AND HER LENS TO COME INTO OUR DISTRICT AND BASICALLY LEFT IT OPEN TO HER, SAYING THIS PROBLEM CONSTANTLY KEEPS COMING UP ABOUT BULLYING. WE HAVE TRIED DIFFERENT THINGS, CAN YOU GIVE US A FRESH PERSPECTIVE ON WHAT IS WORKING AND, MORE PORTLY, WHAT WE CAN DO TO IMPROVE RACE ON THE FEEDBACK THAT SHE RECEIVED? THROUGHOUT THIS PROCESS, I'VE REALLY TRIED TO DISCONNECT MYSELF AND KIND OF LET HER DO HER THING, TALK TO PEOPLE, WE HELPED IN FACILITATING SOME OF THE FOCUS

092GROUPS THAT SHE HELD. SO THAT WAS REALLY THE PURPOSE OF THE REVIEW, FOR HER TO OFFER SOME INSIGHTS AND SOME ACTIONS THAT WE AS A DISTRICT COULD TAKE. AGAIN, PART OF THE AGREEMENT WAS AROUND GETTING FEEDBACK . ALTHOUGH WE DO OUR ANNUAL SURVEYS, WHEN IT IS SOMETIMES HAVING THE FOCUS GROUP IS A LOT MORE COMPREHENSIVE, AND YOU GET A DIFFERENT SENSE OF WHAT REALLY IS THE ISSUE THAT PEOPLE ARE COMING TO YOU WITH. SHE DID HAVE FOCUS GROUPS WITH STAFF, PARENTS, ADMINISTRATORS. ALSO CONDUCTED A COMMUNITY SURVEY THAT WAS NOT , I DON'T WANT TO SAY INDOORS, IT WAS ENDORSED BY LCPS, BUT WE DID NOT PUT IT OUT. A LOT OF TIMES WE ALSO HEARD IS IF LCPS BUT THE DOUBT, WE ARE NOT GOING TO FILL IT OUT BECAUSE THEY'RE NOT LISTENING. WHATEVER THE

093REASON MAY BE. SO WE REALLY WANT TO DISCONNECT AND GET FEEDBACK FROM THE COMMUNITY . TO BE AS HONEST AS POSSIBLE AND GET THAT FEEDBACK, WHETHER WE LIKE IT OR NOT. WHETHER WE AGREE WITH THE FEEDBACK OR NOT. ANOTHER ITEM OR ACTIVITY THAT WAS PART OF THE WORK THAT SHE DID WITH US WAS SHE HELD A COMMUNITY SUMMIT TOGETHER BROADER INPUT. AND I WILL TALK A LITTLE BIT MORE ABOUT THOSE. AND SHE IS HERE, SHE'S RIGHT BEHIND ME. SO SHE IS HERE. SO, FOCUS GROUPS WAS THE FIRST ACTIVITY SHE ENGAGED IN, CONDUCTED IN THE FALL OF 2024. AGAIN, IT WAS DIFFERENT STAKEHOLDERS. SOME OF THE INITIAL NAMES THAT CAME OUT OF THOSE FOCUS GROUPS WAS THE INCONSISTENCY TO DEFINE AND RESPOND TO BULLYING INCIDENTS ACROSS THE SCHOOLS. AGAIN, TALKING TO DIFFERENT STAKEHOLDERS, INCLUDING PARENTS, EVEN

094INCLUDING OUR ADMITTED STREETERS. THERE WAS A DIFFERENCE IN HOW THEY DEFINE BULLYING AND HOW THEY APPROACHED IT AT THEIR SCHOOLS. ALTHOUGH WE HAD SYSTEMS IN PLACE , THAT WAS FOUND. AND COMMUNICATION GAPS FOR SUPPORTS AVAILABLE AT SCHOOLS. I KNOW A DEBRIEF WE HAD AFTER THE FOCUS GROUP WITH THE PRINCIPLES , SANDRA CALLED ME AND SAID MY GOD, I DIDN'T REALIZE YOU WILL HAD SO MANY SUPPORTS IN PLACE. SHE SAID THERE'S A GAP IN GETTING THAT INFORMATION OUT THERE. I THINK A LOT OF THE TIMES WE GET SO INVOLVED IN THE WORK, I WAS AT CENTRAL OFFICE, AND THEN OUR SCHOOL SITE ADMINISTRATORS OR TEACHERS, WE MAKE ASSUMPTIONS THAT PEOPLE SHOULD KNOW. THAT THERE'S ALL THESE DIFFERENT AVAILABLE SUPPORTS IN PLACE FOR OUR FAMILIES. SO THAT WAS A GAP THAT SHE FOUND INITIALLY. AND THEN, GOING

095AROUND THE COMMUNITY SURVEY , IT WAS ANONYMOUS. THE MAJORITY OF IT WAS PUBLICIZED THROUGH SOCIAL MEDIA OUTLETS . I KNOW I SAW IT IN THE RESILIENT LEADERS PAGE, I KNOW THEY SEND IT OUT THROUGH THEIR OWN LIST SERVES. AND HERE ARE THE RESULTS FROM THE SURVEY. SO THERE WERE , I HAD THE NUMBER. THERE WERE RIGHT OVER 80 PARTICIPANTS FOR THE SURVEY. IT WAS CONDUCTED IN SPRING OF 2024. AND THESE WERE THE FINDINGS OF THE TYPES OF BULLYING THAT PEOPLE EXPERIENCED , THE PARTICIPANTS WHO FILLED OUT THIS REPORT. THE BIGGEST ITEM FROM HERE, 69% OF FAMILY SAID STUDENTS HAD BEEN REPORTED TO SCHOOL OFFICIALS REFLECTING ENGAGEMENT, BUT ALSO SURFACING QUESTIONS ABOUT FOLLOW-UP AND CONSISTENCY. THERE WAS YES, WE REPORTED IT, BUT ACCORDING TO THE RESPONDENTS, NOT A LOT WAS DONE, BASICALLY. AND AGAIN, HERE IN

096THIS SMALL GRAPH, YOU SEE THAT THE TYPE OF BULLYING, VERBAL WAS THE MOST CONSISTENT ONE , 97%. NOW MOVING ON TO THE COMMUNITY SUMMIT, WHICH WAS HELD ON FEBRUARY 27th, WHICH ARE BECAUSE IT WAS THE DAY BEFORE MY BIRTHDAY, SO I CAN'T FORGET WHEN THAT WAS HELD. WE HAD APPROXIMATELY 40 STAKEHOLDER PARTICIPANTS. WHEN I SAY WE, IT WAS REALLY CASSANDRA ORGANIZED IT WITH DIFFERENT ORGANIZATIONS. I DID NOT ATTEND. THE WAY IT WAS SET UP WAS DOING A SWAT ANALYSIS. SO IT IS A PROTOCOL TO ELICIT FEEDBACK FROM PARTICIPANTS, SO REALLY FOCUSING ON STRENGTHS, ON WEAKNESSES, OPPORTUNITIES, AND THEN THREATS. STRENGTHS , LEADERSHIPS AND PARTNERSHIPS. WEAKNESSES, POLICY AND DISABILITY. INCONSISTENT APPLICATION. AGAIN, REINFORCING SOME OF THE ITEMS THAT WERE FOUND IN HER INTERVIEW, INNER FOCUS GROUP SESSIONS. OPPORTUNITIES OF PEER MENTORING AND UNIFIED DEFINITIONS. THE WAY

097I INTERPRET THIS IS UNIFIED DEFINITIONS OF THE LIEN, OF PRACTICES, PROTOCOLS THAT WE HAVE IN PLACE FOR BULLYING INCIDENTS. IF YOU RECALL, PEER MENTOR AND WAS SOMETHING THAT ALSO WAS VERY HIGH ON THE CLIMATE AND CULTURE SURVEY. I WENT OVER THAT AND THAT WAS A BIG ITEM THAT CAME UP FOR OUR STUDENTS AND OUR FAMILIES, THE NEED FOR MORE PEER MENTORSHIP. THREATS, RETALIATION , CYBER BULLYING. SO, BIG IDEAS , BIG HIGHLIGHTS FROM THE FINDINGS , FROM THESE DIFFERENT ACTIVITIES, WAS COMMUNICATION ADVISORY REPORTING AVOIDANCE. I KNOW SUPERINTENDENT RUIZ JUST MENTIONED HOW WE ARE WORKING CLOSELY TO REFINE THE WAY THAT WE NOT ONLY INPUT DATA, BUT THE WAY THAT WE INTERPRET IT ALSO. I KNOW OFTEN TIMES WILL WE GET REQUESTS FOR HOW CERTAIN STUDENT GROUPS ARE DOING, OFTENTIMES WHAT WE HAVE TO DO, AND IT

098TAKES A LONG TIME, I WORKED CLOSELY WITH THE DEPARTMENT, A LOT OF THE STUDENTS FALL INTO THE SAME CATEGORY. SO A STUDENT IS AN EMERGENT BILINGUAL STUDENT. THEY POSSIBLY MAY BE RECEIVED SPECIAL EDUCATION SERVICES, OR LOW SOCIOECONOMIC. SO, HOW DO WE PLACE THE STUDENTS? THAT'S A SYSTEM WE ARE WORKING WITH . IN ADDITION WE HAVE PARTNERED WITH OUR L.E.D.S TO WORK WITH PRINCIPALS ON MAKING SURE THAT WE ARE ALIGNED IN HOW WE ARE REPORTING INCIDENTS. BECAUSE THE SYSTEM THAT WE HAVE HAS A LOT OF DIFFERENT OPTIONS. THE POLICY, IF YOU RECALL, HAS A LOT OF DIFFERENT TYPES OF THE LEADING. SO JUST TRYING TO ALIGN OURSELVES AS MUCH AS POSSIBLE. AT THE END IT COMES DOWN TO MAKING SURE THAT IT IS BEING INPUTTED INTO OUR SYSTEM, SO THAT WE CAN BETTER DRAFT IT .

099AND THEN TRAINING IN LEADERSHIP, THAT WAS A BIG ONE. MAKING SURE THAT THEY ARE STRUCTURED, ONGOING, AND SUSTAINABLE PROFESSIONAL LEARNING AROUND BULLYING AND HOW WE RESPOND TO BULLYING ACROSS ALL OF OUR SCHOOLS, WITH ALL OF OUR STAFF. NEXT I WANT TO HIGHLIGHT SOME OF THE EFFORTS THAT WE STARTED LAST YEAR, CONTINUING THIS YEAR, AROUND OUR PROACTIVE APPROACH TO HARMFUL LANGUAGE. THAT IS SOMETHING THAT WE HAVE BEEN TRYING TO ADDRESS FOR THE LAST FEW YEARS. SPECIFICALLY, UNFORTUNATELY, ACTUALLY, THE USE OF THE N-WORD AT OUR MIDDLE AND HIGH SCHOOLS. THAT HAS BECOME SO PREVALENT. I KNOW SOME OF YOU HAVE MET SOME PARENTS THAT HAVE BROUGHT THIS ISSUE TO OUR ATTENTION. IT IS A BIG CONCERN OF PRINCIPLES, TOO. ONE OF THE THINGS WE STARTED IS WORKING WITH OUR PRINCIPALS ON THE IMPLEMENTATION OF THE SYSTEMS WE

100HAVE IN PLACE. SO WITHIN YOUR POLICY, IT'S VERY CLEAR THAT RACIALIZED AGGRESSION IS NOT ACCEPTABLE. WHETHER IT BE THE AND WORD OR ANY OTHER TYPE OF WORD THAT IS OFFENSIVE TO STUDENTS, WE HAVE PROTOCOLS IN PLACE TO ADDRESS THAT. NOW WORKING ON MAKING SURE THAT IT IS HAPPENING AND WE ARE DOCUMENTING THAT CORRECTLY. SO, AT THE LAST PRINCIPALS MEETING LAST MONTH, WE SHOWED A VERY POWERFUL VIDEO. I KNOW MEMBER TENORIO VIEWED WITH OUR PARTNERS A COUPLE MONTHS AGO IN A MEETING THAT WE HAD. REALLY, IT WAS WITH THE INTENT OF BRINGING URGENCY TO THE MATTER, ESPECIALLY OUR HIGH SCHOOL AND MIDDLE SCHOOLS WHERE THE N-WORD IS USED QUITE A BIT. AGAIN, IT IS NOT JUST ABOUT THE N-WORD , BUT IT IS SOMETHING THAT HAS COME UP OVER AND OVER. SO OUR MESSAGE TO THEM

101IS THAT THIS IS URGENT. WE HAVE THE SYSTEMS IN PLACE TO FOLLOW, BUT ALSO THERE HAS TO BE EDUCATION . STUDENTS HAVE TO LEARN WHY IT IS WRONG, ABOUT HOW IT HURTS PEOPLE. IT IS NOT JUST ABOUT SUSPENDING THE STUDENT, IT'S ALSO ABOUT EDUCATING. SO HOW WE CAN WORK THOSE TWO IDEAS. THERE WERE SOME VERY POWERFUL CONVERSATIONS AT THAT PRINCIPALS MEETING. OF COURSE, TAKING IT BACK TO THE SCHOOLS TO SHARE WITH THEIR STAFF, AND BEING PREPARED TO HAVE THOSE CONVERSATIONS , WITH PARENTS, WITH FAMILIES IF THAT ISSUE DOES ARISE. AND THEN I DECIDED TO MAKE SURE, AGAIN, THE SYSTEMS IN PLACE, THE POLICY, REGULATION, DISCIPLINE MATRIX A LOT OF TIMES IS JUST THE INVITATION. WHEN IT COMES TO TOPICS OF RACE OR OTHER ISSUES, SOMETIMES OUR PRINCIPALS ARE RELUCTANT OR DON'T HAVE THE BACKGROUND TO

102BE CONFIDENT TO HAVE A CONVERSATION. JUST REASSURING THEM THAT YOU AS A BOARD HAVE SUPPORTED THAT AND, AGAIN, NOT JUST ABOUT RACIALIZED AGGRESSION. BUT ANY KIND. THEY HAVE THE AUTHORITY TO TAKE ACTION. ALSO KEEPING IN MIND THAT WHAT WE WANT IS WE WANT BEHAVIORS TO CHANGE. SO WHAT ARE WE DOING TO CHANGE BEHAVIORS? IT'S ONE THING TO DO PUNITIVE DISCIPLINE. WHERE WE SEE SUCCESS IS MAKING CHANGES. I KNOW THAT SOUNDS EASY, BUT IT'S REALLY DIFFICULT. BECAUSE EACH SITUATION IS DIFFERENT. BUT WE REALLY WANT TO ENSURE THAT THERE IS CONSISTENCY ACROSS THE BOARD. TO TAKE AWAY NOT ONLY FROM THE WORK THAT CASSANDRA DID WITH US, BUT ALSO ALL THE FEEDBACK THAT WE RECEIVED FROM DIFFERENT SURVEYS. ONE OF THE THINGS THAT CAME OUT OF OUR HOPE TO CHANGE THE CULTURE IN OUR SCHOOLS , WHEN

103IT COMES TO USE OF THE N-WORD, THE USE OF HARMFUL LANGUAGE, COLLABORATING WITH BLACK STUDENT PROGRAMS. DR. CECIL IS THE NEW HEAD OF THE BLACK STUDENT PROGRAMS AT AND MSU. HE HAD BEEN SPEAKING TO LISA TAYLOR, WHO IS A TEACHER OVER AT VISTA MIDDLE SCHOOL, WHO HAS DONE A PHENOMENAL JOB IN REALLY ADDRESSING THE ISSUE THROUGHOUT HER SCHOOL. AND I WILL TALK A LITTLE BIT MORE ABOUT WHAT SHE IS DOING AT VISTA. WE ARE PARTNERING WITH DR. CECIL AND THE BLACK STUDENT PROGRAMS ON DIFFERENT ITEMS , THE ONE THAT IS COMING UP IN A COUPLE OF WEEKS IS HE HAS INVITED A FEW OF OUR SCHOOLS TO ATTEND AN AUTHOR READING BY A FAMOUS PUBLISHER, I CAN'T THINK OF HIS NAME OFF THE TOP OF MY HEAD. WE ARE SENDING OUR TWO ESTABLISHED BLACK STUDENT

104UNIONS , AND THEN CENTENNIAL ALSO HAS A BLACK STUDENT UNION THAT THEY DECIDED TO FORM . IT IS STUDENT DRIVEN, SO I WAS REALLY HAPPY TO HEAR ABOUT THAT. SO THEY WILL BE ATTENDING THE EVENT WITH DR. CECIL. I BELIEVE IT IS ON OCTOBER 22nd. ANOTHER EFFORT THAT WE'VE ENGAGED IN IS SUPPORTING OUR BLACK STUDENT UNIONS FOR GROWTH AND SUSTAINABILITY. AGAIN, NOT AS TELLING SCHOOLS YOU HAVE TO HAVE THIS, BUT REALLY HIGHLIGHTING THE IMPORTANCE OF HAVING THEM. AND IT BEING ORGANIC . AS A DISTRICT, WE BELIEVE THE BETTER WORK HAPPENS WHEN IT COMES FROM OUR TEACHERS, FOR OUR STUDENTS, THEN FROM US TELLING THEM THEY HAVE TO DO SOMETHING. BECAUSE THEN IT JUST BECOMES A CHECKLIST. WE TALKED ABOUT THIS ALREADY, ABOUT REASSIGNING THE SUPPORTING SYSTEM TO POLICY. OBVIOUSLY IMPROVE THE WAY WE HAVE ACCESS

105TO THE INFORMATION THAT I KNOW WE OFTEN WANT TO KNOW MORE ABOUT. WITH THAT, REMEMBERING THAT THE MEETING IS ONLY AS GOOD AS WHAT IS INPUT THERE. SO WE HAVE TO WORK ON BOTH THINGS AT THE SAME TIME. SO, BASED ON THE DIFFERENT FEEDBACK FROM CASSANDRA, FROM SURVEYS, ONE OF THE ITEMS WE CONSTANTLY HEAR ABOUT IS STUDENT VOICE AND LEADERSHIP. GIVING OUR STUDENTS THE OWNERSHIP TO MAKE CHANGE HAPPEN. SO, ONE OF THE EFFORTS THAT WE'VE ENGAGED WITH IS WORKING WITH STUDENT SPONSORS FROM MORGAN MOUNTAIN WHO LEAD OUR BLACK STUDENT UNION . OUR BLACK STUDENT UNION IS IN HAVING A CAMPAIGN , A STUDENT DRIVEN CAMPAIGN ON BULLYING AND HARMFUL LANGUAGE. SO THE SPONSORS ARE WORKING WITH STUDENTS ON CREATING VIDEOS THAT CAN BE SHARED DISTRICTWIDE. INSTEAD OF US BUILDING THEM, THEY ARE BUILDING THEMSELVES. AGAIN,

106MOUNTAIN HIGH SCHOOL LUNCH THE BLACK STUDENT UNION LAST YEAR. THIS IS A GROUP OF STUDENTS WHO SAID WE ARE INTERESTED IN HAVING A BSU ON OUR CAMPUS, CAN WE DO THIS? WE WERE FORTUNATE ENOUGH THAT TWO TEACHERS STEPPED UP AND SAID YES, WE WILL BE THE SPONSORS. AND THIS YEAR , AT CENTENNIAL, THEY HAVE A BLACK STUDENT UNION NOW. AND IT WAS NOT BECAUSE CENTRAL OFFICE TOLD THEM TO DO IT, IT WAS STUDENT LED THE NEED WAS THERE, AND THEY FORM ONE. THIS IS THE MIDDLE SCHOOL, MS. TAYLOR IS A SOCIAL WORKER THERE AND I HAD A REALLY GOOD MEETING WITH HER FOUR WEEKS AGO. JUST TRYING TO GET INFORMATION AS TO WHAT SHE WAS DOING AT HER SCHOOL. WE HEARD SOME GOOD THINGS ABOUT SOME OF THE WORK SHE IS DOING, AND WHAT SHE

107IS DOING IS REALLY, SHE IS A BLACK WOMAN HERSELF, AND SHE WANTED TO BE PROACTIVE AND DO SOMETHING ABOUT STUDENTS USING THE WORD. SHE SAID I CANNOT BELIEVE THE AMOUNT OF STUDENTS WHO USE THE INWARD SO CASUALLY. SO WHAT SHE DID WAS SHE LOOKED AT THE POLICY, SHE LOOKED AT THE DISCIPLINE MATRIX AND SAID OKAY, THERE IS SUSPENSION INVOLVED, WHICH IS A NONNEGOTIABLE. BUT SHE SAID I WANT TO TAKE IT FURTHER. SO SHE DID SOME RESEARCH AND SHE PUT TOGETHER A SERIES OF VIDEOS AND READINGS FOR STUDENTS, SO IF YOU ARE CAUGHT USING THAT WORD, NOT ONLY ARE YOU SUSPENDED FOR ONE DAY, AT LEAST ONE DAY, BUT YOU HAVE TO GO TO LUNCH DETENTION WITH HER, BASICALLY, FOR SIX WEEKS. AND SHE SITS WITH THEM AND HAS A CONVERSATION . SO THEY CAN GET

108A BETTER UNDERSTANDING OF WHY THE WORD THEY USE IS HARMFUL. SHE IS ON A LOT OF SUCCESS WITH THAT. AGAIN, THIS IS IN ITS VERY INITIAL STAGES. SO I KNOW I'VE TALKED TO HER ABOUT SHARING WHAT SHE IS DOING AT VISTA , FOR OTHER SCHOOLS TO NOT JUST REPLICATE, BUT MAYBE GET IDEAS FROM HER. BECAUSE ONE OF THE STRUGGLE IS IN RESOURCES. HOW DO I FIND RESOURCES? SHE SAID IT WAS SO EASY, I WENT ONLINE AND THERE WAS A LOT OF READINGS AND VIDEOS THAT WERE VERY POWERFUL. AND THAT REALLY HELPS STUDENTS UNDERSTAND WHY THIS LANGUAGE IS SO HARMFUL. I REALLY THOUGHT THAT WAS GREAT. AGAIN, IT WAS ORGANIC, IT CAME FROM HER. AND IT REALLY IS SUCCESSFUL. SO SHE WILL ALSO BE JOINING THE GROUP THAT IS GOING THIS YEAR. YES, YES. >> I

109HAVE A QUESTION. DR. YORK, WHEN I WAS ON THE EQUITY COUNCIL, KIND OF OFFERING A LOT OF SUPPORT FROM THE BLACK EDUCATION ACT. I DON'T KNOW IF THEY HAVE FUNDING, BUT IS THAT SOMETHING THAT THESE GROUPS AND THESE TEACHERS COULD TAP INTO? MADAM PRESIDENT, BOARD MEMBER TENORIO, THANK YOU FOR BRINGING THAT UP. I FORGOT TO MENTION. SO, SOON TO BE DR. YORK, I THINK SHE IS WRITING HER DISSERTATION AS WE SPEAK, FINAL CHAPTER. SHE HAS BEEN VERY SUPPORTIVE. I KNOW LAST YEAR , WHEN SHE FIND OUT ABOUT THE BLACK STUDENT UNION AT OREGON MOUNTAIN, SHE MET WITH US AND HAD OFFERED A STIPEND FOR TEACHERS THAT WERE SPONSORS. BECAUSE THEY DID COMMIT TO DOING SOME EXTRA WORK, WITH WORKING WITH STUDENTS ON THE VIDEOS. HOWEVER, BECAUSE OF TECHNICALITY AND FUNDING SHE WAS NOT ABLE TO

110SUPPORT. TO ANSWER YOUR QUESTION, YES, I KNOW SHE IS A RESOURCE THAT WE CAN TAP INTO. AND CONNECT THE TEACHERS THAT ARE RUNNING THESE PROGRAMS WITH HER TO SEE HOW ELSE THEY CAN SUPPORT. SHE'S ALWAYS BEEN VERY SUPPORTIVE OF OUR DISTRICT. THANK YOU FOR BRINGING THAT UP. I'M ALMOST DONE, I PROMISE. I THINK I HIT A LOT OF THESE POINTS ALREADY. IT IS REALLY ON ALIGNING OUR PREVENTION RESPONSES UNDER THE POLICY THAT YOU HAVE. REALLY THAT IS AT THE HEART OF EVERYTHING. YOU SPEND A LOT OF TIME ON REFINING THAT WORDING, BUT REALLY, WHAT MATTERS IS THE ACTIONS THAT WE TAKE AND HOW WE SUPPORT OUR SCHOOLS. I AM A STRONG BELIEVER THAT THE BEST WORK HAPPENS AT THE SCHOOL SITE, WITH OUR TEACHERS, WITH OUR STUDENTS. SO WHAT CAN WE DO TO MAKE SURE

111WE ARE SUPPORTING THEM WITH WHATEVER IT MAY BE? I JUST SIGNED OFF ON A BUS FOR STUDENTS FROM OREGON MOUNTAIN TO GO TO MSU. THINGS LIKE THAT, THE STARTED TO GET THEM EXCITED AND SEE THEMSELVES, SEE THAT THERE'S OTHER STUDENTS ACROSS LAS CRUCES THAT SHARE THEIR SAME INTEREST , AND HOPEFULLY GET THEM EXCITED ABOUT GOING TO MSU WHEN THEY GRADUATE. THAT'S NOT A BONUS. WITH THAT, MY VOICE IS ABOUT TO GO. SO I WILL STAND FOR ANY QUESTIONS OR COMMENTS, AND INVITE BOARD MEMBER TENORIO TO ADD ANYTHING ELSE. BECAUSE I KNOW SHE HAS BEEN PART OF A COUPLE OF THESE CONVERSATIONS. THREE I THANK YOU, DR. LOZANO. BOARD MEMBERS? SO, MADAM CORT AND I WERE PART OF THE GROUP OF PARENTS WHO WERE BASICALLY ASKING FOR HELP. SAYING THE PROBLEM YOU MENTION NOW, WE HAVE

112THESE POLICIES. AND THEY ARE LIKE THIS IS NOT GOING TO CUT IT. I THINK LOOKING AT THE LANGUAGE NOW, WE CAN FEEL PROUD ABOUT WHAT WE HAVE AND HOW IT'S BEING ADMITTED AT THE SCHOOL LEVEL. AT INC. THOSE ADULTS , OR ESPECIALLY THE TEACHERS TAKING ON THE TORCH TO LEAD THESE KIDS IN THE BLACK STUDENT UNIONS , I ONLY SEE OPPORTUNITY. THE THING YOU HAVE THAT YOU ARE TALKING ABOUT AT MSU. DR. CECIL. WAS HE THE ONE THAT CAME INTO , WAS HE THE ONE THAT WAS IN THE SMALL GROUP THAT WANTED TO WORK WITH STUDENTS? OR IS THIS A DIFFERENT PROFESSOR? I DON'T KNOW WHAT HAPPENED TO THAT. I KNOW THERE IS ALWAYS THIS INTEREST OF SUPPORTING STUDENTS AND TRYING TO CHANGE THAT ATTITUDE , BEHAVIOR. I HAPPENED TO RUN INTO A TEACHER AT

113A PARENT-TEACHER CONFERENCE, AND I DON'T EVEN KNOW WHY THE CONVERSATION, I THINK I ASK A LOT OF QUESTIONS. THEY ARE LIKE YEAH, DURING , BETWEEN CLASSES I STAND IN THE HALLWAY AND I HEAR THESE KIDS JUST RANDOMLY USE THE INWARD WITHOUT ANY SENSE OF CONSEQUENCE , AND HAVING TO CORRECT THEM. AND THAT'S JUST ONE TEACHER IN ONE SCHOOL. YOU KNOW IT'S HAPPENING EVERYWHERE. SO I KNOW THAT IT IS A CULTURE SHIFT OR A CHANGE THAT I FEEL LIKE IS HAPPENING, AND I APPRECIATE THAT YOU GUYS ARE SUPPORTING THAT . THE FACT THAT YOU SAID OKAY, THIS PRESENTATION THAT YOU HAD AT OREGON MOUNTAIN FOR THE YOUNGER KIDS , WITH THE PEOPLE DOING THE WRAP , AND YOU SAID THAT IS JUST THE START. WE ARE JUST TAPPING INTO THIS. I FEEL WHEN YOU DO THAT,

114AND YOU GET PERMISSION TO TEACHERS LIKE MS. TAYLOR, IS THAT RIGHT? YOU GIVE PERMISSION TO HER AND THE SPONSORS THAT THESE OTHER SCHOOLS, IT GIVES OTHER PEOPLE THIS , WELL, IF THEY ARE DOING IT WE EITHER SHOULD OR WE CAN DO IT. SO I'M HOPEFUL. THANK YOU. AND IT IS DR. CECIL RHODES. WAS OF THE SAME PERSON? YEAH, RHODES. OKAY. SAID HE WANTED TO WORK WITH A GROUP OF STUDENTS. I DON'T REMEMBER WHAT WAS HAPPENING AFTER THAT. IS DOING HIS OWN RESEARCH, RIGHT? I WILL GO BACK IN MY BRAIN PRETTY FAR, I REMEMBER HIM COMING TO THE CONFERENCE ROOM FROM THAT MEETING. I THINK WE WERE RIGHT AT THE START OF , WE WERE JUST GETTING OUR SCHOOL YEAR STARTED. WE ARE WAITING FOR HIGH SCHOOL TO GET ROLLING WITH THE PROGRAM. AND HE WAS

115GOING TO CONNECT WITH THEM. SO I SEE, I HAVE A LITTLE MORE SEARCHING MY EMAIL. FOR THE LAST TWO WEEKS THAT CONVERSATION SOME OF THE FACULTY MEMBERS. YEAH, OCTOBER 22nd. AND THAT VISTA TEACHER, MS. TAYLOR, SHE IS SPECIAL. YEAH, SHE IS GREAT. VERY WILLING TO SUPPORT AND HELP IN ANY WAY SHE CAN. HOLD HER UP, BECAUSE I THINK OTHERS WILL WANT TO MODEL AFTER WHAT SHE IS DOING. FOR SURE. OTHER BOARD MEMBERS? OKAY. THANK YOU, THAT WAS A CONFERENCE OF REPORT. I HOPE YOU ARE IN THE NEXT ONE, TAKE OVER FOR SHIRLEY. WHAT YOU REPORT -- WANT TO SAY THAT OUT LOUD? INTO THE MIC, BY THE WAY. WHAT YOU REPORT IS A LARGE INCREASE IN RACIAL SLURS IN THIS WAY. WE ALSO FIND AN INCREASE IN SLURS ABOUT KIDS , THEIR IMMIGRATION STATUS OR

116SPECIAL EDUCATION STATUS, OR LGBTQ ? I SEE CASSONDRA SHAKING HER HEAD YES IN THE BACKGROUND. YEAH. YEAH. IT'S ACROSS THE BOARD THEN, IS IT? MADAM PRESIDENT, BOARD MEMBER WOFFORD, IF YOU RECALL THE CLIMATE AND CULTURE SURVEY, ONE OF THE ITEMS THAT WAS INDICATED THAT BULLYING DID OCCUR WITH STUDENTS WHO IDENTIFY AS LGBTQ, THAT WAS A HIGH ONE. AND ANOTHER ONE, TALKING TO MS. TAYLOR, SHE BROUGHT UP THAT SHE WAS SEEING AN INCREASE OF DIFFERENT SLURS . NOT JUST THE INWARD, BUT AROUND IMMIGRATION, ET CETERA. WHEN I SPEAK TO PEOPLE ABOUT THAT, IT IS REALLY USING LANGUAGE FOR SCHOOL. THAT IS NOT ACCEPTABLE, REGARDLESS OF WHO IT IS OR WHAT IT IS, IT IS NOT ACCEPTABLE. THANK YOU SO MUCH FOR THE OPPORTUNITY. PRESIDENT CORT AND SCHOOL BOARD MEMBERS. I WOULD SAY THAT WHEN I CONDUCTED

117THE FOCUS GROUPS SPECIFIC TO THE PARENTS, THEY SPOKE VERY SPECIFICALLY ABOUT THEIR CHILDREN AND DISABILITIES. THAT IT WAS SOMETHING PROFOUND FOR THEM, THAT THEIR CHILDREN WERE EXPERIENCING LEADING RELATED TO THEIR DISABILITIES. SO I WOULD AGREE. AND I WOULD ALSO SAY THAT I WORKED VERY CLOSELY WITH OTHER GROUPS , MORE SPECIFICALLY, THE SUCCESS PARTNERSHIP THEY WERE DOING WITH CONVERSATION CAFES, SPECIFIC WITH YOUTH AND TEACHERS. AND THEY WERE ALSO SPEAKING , SEEING AN INCREASE IN BULLYING RELATED TO LGBTQ PLUS. AND TEACHERS WERE SAYING THE SAME SORTS OF THINGS. AND KIDS , STUDENTS REALLY FEELING A DISCONNECT FROM THE SCHOOL AND THEIR ABILITY TO ACCURATELY SUPPORT THESE SORT OF THINGS WITHOUT FEAR OF RETALIATION. THANK YOU. OTHER BOARD MEMBERS? OKAY. I'M NOT SURE HOW IT CONNECTS, BUT TOMORROW THERE'S GOING TO BE AN EVENT AT LAS CRUCES HIGH

118SCHOOL . THE WHOLE THING FROM 12:00 TO 2:00 ? 10:00 TO 2:00. FOUR HOURS. ANOTHER AN OPPORTUNITY THAT HELPS WITH SOME OF THE BULLYING RELATED TO DISABILITIES, BECAUSE , YOU KNOW, WHEN WE GET TO KNOW PEOPLE IT SEEMS THAT OUR ATTITUDES BECOME MUCH MORE HIGHLY EVOLVED. SO I WOULD HIGHLY RECOMMEND ATTENDING. I'M GOING TO TRY TO FIND A WAY TO PARTICIPATE IN THAT SOMEHOW. ME, TOO. THANK YOU. THANK YOU FOR BEING HERE, AND FOR THE WORK. SO, WHAT'S NEXT? WE HAVE SOME COMMUNICATION GAPS , RIGHT? IT SEEMS LIKE WE HAVE SOME REPORTING GAPS. LET'S PUT THOSE TWO IN THE SAME BUCKET. I THINK IT'S KIND OF DIFFERENT. HOW ARE WE COMMUNICATING THE RESOURCES THAT WE HAVE? HOW ARE WE PROVIDING OPPORTUNITIES FOR KIDS TO REPORT STUFF? I KNOW , WHAT IS THE APP? I DON'T

119KNOW THAT WE ARE USING IT, NECESSARILY. BUT WE'VE GOT TO REPORT ON THAT. MINIMAL, IT IS BEING USED SOMEWHAT. THAT'S PROBABLY FAIR. SO WHAT IS NEXT? BECAUSE BULLYING IS SORT OF AN AGE-OLD QUESTION. WHAT CAN WE DO? THAT'S A GREAT QUESTION, AND I THINK IT'S MULTIFACETED. A LOT OF THE ITEMS FOUND WITHIN THE WORK SHE DID KIND OF REINFORCE SOME OF THE THINGS THAT WE ALREADY KNEW. I DON'T THINK THERE'S ONE SPECIFIC THING WE CAN DO, BUT WE CAN'T STOP TRYING, RIGHT? SO IMPLEMENTING THE TWO WEEK MUNICATION SYSTEM I THINK IS GOING TO BE HELPFUL. ALSO PROMOTING THE STOP AT APP. IT MAKES ME WONDER WHY DO STUDENTS NOT WANT TO USE THE APP? IT'S PRETTY EASY TO ACCESS. WHAT ELSE CAN WE BE DOING TO ENCOURAGE THEM TO USE THAT? I MEAN, THE BIGGEST

120ITEM I KNOW THAT WE ARE KIND OF TACKLING RIGHT NOW IS THE ALIGNMENT OF THE REPORTING, MAKING SURE THAT WE ARE GETTING ACCURATE DATA. TO ME THAT IS INSTRUMENTAL, MAKING DECISIONS OF WHAT NEXT. AND ONE OF THE FINDINGS WAS THE MISALIGNMENT , THERE'S A LOT OF SUPPORTS IN PLACE AT SCHOOLS. THERE'S A LOT OF EFFORTS AROUND PROVIDING SUPPORTS FOR FAMILIES, AS WELL. BUT OFTEN TIMES IT DOES NOT GET FAMILIES, OR THEY DON'T KNOW. COULD BE FOR VARIOUS REASONS, WHETHER IT BE WORK, IT COULD BE LIFE IN GENERAL. SO WHAT ELSE CAN WE BE DOING TO MAKE SURE THAT OUR FAMILIES KNOW WHAT IS AVAILABLE AT THEIR SCHOOLS? BECAUSE THERE'S A LOT OF THINGS AVAILABLE. I KNOW DOING SOME WORK, AND MAKING SURE THAT THERE IS ACCESS TO CERTAIN RESOURCES AT DIFFERENT SCHOOLS. WE FIND THAT

121CERTAIN AGENCIES IN PARTICULAR SCHOOLS, WHETHER IT BE DIFFERENT PROGRAMS, AND OTHERS DON'T HAVE ACCESS TO THAT. SO HOW CAN WE GET BETTER AT WORK WITH THOSE AGENCIES TO MAKE SURE THAT THEY ARE OFFERING THOSE SERVICES, AS WELL? FOR THAT PROGRAM A PRESENTATION TO ALL THE SCHOOLS. I DON'T KNOW IF THERE'S ANYTHING ELSE. AND PRESIDENT CORT , VICE PRESIDENT NO ONE. THIS IS THE FIRST YEAR OF THAT ROLLOUT. INCREASING THE COMMUNICATION THROUGH PARENT SQUARE, REMINDERS OF THE RESOURCES THAT ARE AVAILABLE, THE FEEDBACK THAT WE RECEIVED. THE FAMILIES MAY NOT KNOW ABOUT, EVEN OUR STUDENTS. INCREASING THE COMMUNICATION PRESENCE WOULD BE ONE. AND THE PEACE THAT I FEEL IS SUPER IMPORTANT IS GOING BACK TO THE STUDENT CAMPAIGNS. STUDENT LED . TO MAKE SURE WE ARE EMPOWERING OUR STUDENTS. AS YOU SEE CENTENNIAL, OREGON MOUNTAIN TAKING THE

122INITIATIVE, VISTA, ET CETERA. WE CAN INCREASE THOSE PIECES AND A GRASSROOTS EFFORT FOR OUR STUDENTS . ABSOLUTELY, THE EDUCATION PART OF THAT IS SUPER IMPORTANT. WE CAN PUNISH, BUT IF YOU DON'T UNDERSTAND WHY THAT WORD IS INAPPROPRIATE TO USE, I KNOW THAT WE , I BELIEVE WE STILL REQUIRE IS STUDENTS ARE CAUGHT WITH ALCOHOL OR DRUGS ON CAMPUS, THEY HAVE TO ATTEND A PROGRAM . I THINK WE COULD PROBABLY DO THE SAME THING WITH LANGUAGE. SOMETHING LIKE WHAT LISA HAS ALREADY STARTED, THE SIX WEEK PROGRAM OF HERE IS WHY, AND HERE ARE SOME ALTERNATIVES. WE ARE EDUCATORS. SO I'M ALL ABOUT THE EDUCATION. SO, THINKING BACK TO THINGS I'VE HEARD HERE, WHEN IT COMES TO THINGS LIKE THE STOP IT, OR YOU HAVE A STUDENT OR PARENT GO TO A TEACHER AND DOES NOT GET

123A RESPONSE OUT OF IT, STOP IT ESPECIALLY IS LIKE A BLACK HOLE. YOU'RE NOT GOING TO BE MORE LIKELY TO USE IT AGAIN. THE OTHER ISSUE IS THAT IF IT IS EITHER LACKING A POSITIVE RESPONSE OR , YOU MENTIONED RETALIATION. THE OPPOSITE, GETTING A NEGATIVE RESPONSE, WHICH IS RETALIATION CREATES THIS FEAR. IT'S EVEN BIGGER THAN JUST BEING DISCIPLINED OR BEING STERN OR WHATEVER. IT IS SOMEBODY FEARING, BRINGING FEAR TO YOU THAT SOMETHING WILL HAPPEN NEGATIVELY TO YOUR STUDENT OR , AS YOURSELF, THAT YOU ARE GOING TO LOSE ACCESS TO THE CLASSROOM BECAUSE IT IS WHAT'S HAPPENING? I THINK EITHER WAY WE HAVE TO FIGURE OUT HOW DO WE ENCOURAGE POSITIVE RESPONSE WHEN PEOPLE ARE ASKING FOR HELP? MADAM PRESIDENT, IF I MAY. AN ITEM RECOMMENDED, IN CONVERSATIONS WITH THE SOUP WENT IN AND ABOUT IT,

124THE CREATION OF A MULTIDISCIPLINARY ADVISORY COMMITTEE, NOT A MONTHLY, BUT CHECK INS . MAYBE ONCE A SEMESTER, THERE'S A LOT OF AGENCIES IN OUR COMMUNITY THE WORK WITH STUDENTS, WHETHER THEY ARE BULLIED, JUST OPENING IT UP TO PARENTS. AND JUST GETTING THE FEEL OF WHAT IS THE TEMPERATURE. HOW THINGS ARE GOING AT THEIR SCHOOLS, JUST TO, AGAIN, ANOTHER FORM OF DATA THAT WE CAN GATHER TO KEEP MOVING FORWARD WITH THIS WORK. I KNOW WE ARE IN THE STAGES OF HAVING THAT, FORMULATING THAT, AND AGAIN, IT'S NOT AN ONGOING MONTHLY MEETING. BUT IT'S JUST AT LEAST THE SEMESTER, WE ARE STILL IN CONVERSATIONS ABOUT THAT. THAT WAS A GOOD RECOMMENDATION. YEAH, THAT'S AMAZING. ALL RIGHT, BOARD MEMBERS. DR. LOZANO, THANK YOU SO MUCH FOR BEING HERE, AND FOR COMING IN AT THE END OF THE MEETING

125AND STICKING WITH IT. I HAVE A QUESTION. DO YOU GET ANY INPUT INTO HOW THE RENOVATION IS GOING? DO YOU GET TO STAGE? I HEARD THERE IS A STAGE. IS A DANCE FLOOR, TOO. NO, SUPERINTENDENT REESE HAS BEEN AMAZING. KUDOS TO YOU ALL ABOUT KEEPING US IN THE LOOP . WE ARE VERY EXCITED, AND I ALSO BELIEVE THAT THE PHILOSOPHY THAT WE HAVE IN THE COMMUNITY CENTER CAN REALLY EXTEND TO OUR STUDENTS AND FAMILIES, ESPECIALLY WHEN WE TALK ABOUT MOVING. WE CAN REALLY HELP IN THAT WAY, BECAUSE WE BELIEVE STARTING WITH PEOPLE COME TO US, NONJUDGMENTAL, IN A COMPASSIONATE WAY. I THINK THAT'S ONE OF THE MORE IMPORTANT THINGS. I AM READY AND EXCITED TO MOVE INTO THE NEW BUILDING, WHENEVER THAT IS. WE WILL CONTINUE TO WORK THERE AT MAIN STREET, AND WE INVITE

126YOU TO COME ANYTIME , AND WE ARE HAPPY TO PRESENT HERE , AT SCHOOL BOARD, OR AT COMMUNITY SCHOOLS ON THE WEEKENDS. ABSOLUTELY. THANK YOU BOTH SO VERY MUCH. THANKS. WILL MOVE TO OUR LAST , DID WE SAVE THE BEST FOR LAST? OH, YES. MS. O'BRIEN WILL COME AND TALK TO US ABOUT HER SPECIAL EDUCATION AUDIT. AND WE HAVE SOMEBODY ON RESUME, THANK YOU. I AM ASSUMING YOU CAN HEAR US. WHO WANTS TO GUESS WHERE SHE'S AT? THE BACKGROUND IS ACTUALLY NOT WHERE I AM . I AM ACTUALLY IN NEW MEXICO SOMEWHERE. COOL, WE JUST NEED A LITTLE VOLUME ON YOU, I THINK. IT'S JUST A LITTLE BIT LOW. WE WILL GET THAT SQUARED AWAY. GOOD EVENING, PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT LOUISE . I HAVE MS. CARRIE MONTOYA, OUR DIRECTOR OF SPECIAL

127EDUCATION. AND I'D SCENTED THE OTHER DAY. THERE IS A CARRIE MONTOYA, WHO SPELLS HER NAME EXACTLY LIKE OUR CARRIE FLOREZ. MY APOLOGIES. CARRIE FLOREZ, OUR DIRECTOR OF EDUCATION, AND MICHAEL MONTOYA, ARE SUPERINTENDENT OF SPECIAL EDUCATION THIS EVENING. JOINING US VIA ZOOM, WE HAVE CHRISTIAN PEREZ RICKLES, WHO IS FROM TECHNICAL ASSISTANCE FOR EXCELLENCE IN SPECIAL EDUCATION, AND SHE IS AN ASSISTANT SPECIALIST. SHE HAS BEEN WORKING WITH US THROUGHOUT THIS PROCESS OF OUR SPECIAL EDUCATION DEPARTMENT REVIEW. ALL RIGHT. THANK YOU SO MUCH. SO, KRISTIN IS ACTUALLY FROM TEXAS. BUT SHE HAPPENS TO BE IN ALBUQUERQUE RIGHT NOW. DOING SOME OTHER WORK. ALL RIGHT, SO WHEN I BEGAN AS THE CHIEF OF THIS DIVISION, THE TEAM WE HAD DISCUSSED THAT WE WANTED TO TAKE A DEEP DIVE INTO THE SPECIAL EDUCATION DEPARTMENT. WE WANTED , WE KNOW THAT

128SPECIAL EDUCATION PROGRAMS ALL OVER THE COUNTRY ARE FACING SOME CHALLENGES , AND WE ARE LOOKING FOR VIABLE SOLUTIONS. AND WAYS THAT WE CAN IMPROVE OUR SERVICE DELIVERY. DR. MARGARET CAGE, THE DEPUTY SUPERINTENDENT AT THAT TIME FOR THE OFFICE OF SPECIAL EDUCATION, SHE CONNECTED US WITH THE TEAM AND WE GOT TO WORK LAST SEPTEMBER ESTABLISHING SOME GOALS, A TIMELINE, AND HOW WE WERE GOING TO COMPLETE OUR DATA COLLECTION PROCESS. SO, DR. CAGE, UNFORTUNATELY, IS NO LONGER WITH THE OFFICE OF SPECIAL EDUCATION . BUT HER INTENTION WAS FOR LCPS TO BECOME A PILOT DISTRICT FOR EVALUATING OUR SPECIAL EDUCATION PROGRAM. SO, HER SUCCESSOR, DEPUTY SECRETARY JILL VICE, HAS CONFIRMED THAT WE WILL INDEED BE A PILOT DISTRICT FOR THIS. AND LET'S SEE. I'M GOING TO JUST SHARE WITH YOU, THIS IS THE TEAM AND PARTNERS THAT ARE

129FORKED WITH US THROUGHOUT THIS PROGRAM, AND THE GROUP SUPPORTS DISTRICTS ACROSS THE COUNTRY. THEY COME WITH OVER 40 YEARS OF EXPERIENCE IN SPECIAL EDUCATION, THEY HAVE BEEN SPECIAL EDUCATION TEACHERS , CAMPUS LEADERS, THEY HAVE WORKED IN THEIR DISTRICTS , IN ADDITION THE STATE LEVEL LEADERSHIP EXPERIENCE. WORKED VERY CLOSELY WITH SUSAN WAGNER ON ALL THE DATA COLLECTION, INCLUDING THE SURVEYS, AND SHE AND KRISTIN FACILITATED A DATA REVIEW SESSION WITH OUR SPECIAL ED DEPARTMENT LEADERS IN JULY. WHICH YOU WILL HEAR MORE ABOUT IN THIS PRESENTATION. KRISTIN HAS BEEN WITH US THROUGHOUT THE ENTIRE PROCESS AND WILL CONTINUE TO SUPPORT US AND THE IMPLEMENTATION PHASE. ANGIE, STEVE, TERESA, AND KRISTIN MADE THE SITE VISITS TO 16 OF OUR CAMPUSES, AND PROVIDED VALUABLE INSIGHT IN BOTH STRENGTHS AND AREAS FOR IMPROVEMENT. SO, WE'VE BEEN WORKING ON THIS REVIEW OF

130OUR DEPARTMENT FOR OVER A YEAR NOW. SO WE STARTED THE WORK LAST SEPTEMBER. IT REQUIRED A GREAT DEAL OF COLLABORATION BETWEEN CAMPUSES, FAMILIES, OR INFORMATION OPERATION DEPARTMENT, AND THE TAESE TEAM. I AM PROUD TO REPORT THAT WE WERE ABLE TO ADHERE THIS TIMELINE. SO, DURING THIS PROCESS, WE COLLECTED COMPREHENSIVE INFORMATION TO GUIDE OUR DECISION-MAKING AND APPROVE OUR SERVICES. THIS DATA INSURED ALL PERSPECTIVES, DISTRICT STAFF FAMILIES WERE REPRESENTED. SO OUR DISTRICT DATA , IT WAS ATTENDANCE TRENDS AND PATTERNS, DISCIPLINE RECORDS, ACADEMIC PROFICIENCY, AND ACHIEVEMENT METRICS. OUR PARENT AND FAMILY DATA , SURVEYS TO CAPTURE PERSPECTIVES ON SERVICES AND SCHOOL EXPERIENCES, AND FEEDBACK ON COMMUNICATION SUPPORT AND ENGAGEMENT. OUR STAFF DATA, SURVEYS ON PRACTICES, CHALLENGES, AND RESOURCE NEEDS, AND OBSERVATIONS FROM CAMPUS VISITS AND FOCUS GROUPS. AND THEN, IN SURVEYS FOR PARENTS AND STAFF, FOCUS GROUPS TO

131EXPLORE THEMES IN GREATER DEPTH, CAMPUS VISITS FOR FIRST-TIME OBSERVATION OF SCHOOL ENVIRONMENTS, AND ADMINISTRATION AND TEACHER INTERVIEWS. SO, THE DATA COLLECTED IS USED TO IDENTIFY OUR STRENGTHS. AREAS OF GROWTH AND INFORMED ACTION PLANS, IN ADDITION TO EVIDENCE-BASED DECISION-MAKING. SO, I'M GOING TO TURN IT OVER TO KRISTIN AT THIS TIME SO SHE CAN GO INTO MORE DETAIL ABOUT EACH AREA OF THE DATA COLLECTED. YES, CAN YOU ALL HEAR ME NOW? >> YES, THAT'S GREAT . THANK YOU. WONDERFUL. THANK YOU FOR CONFIRMING. CAN WE GO TO THE NEXT SLIDE? ALSO, HELLO, EVERYONE. I AM KRISTIN. THE PICTURE IN THE BACKGROUND IS ACTUALLY UTAH STATE UNIVERSITY, WHERE TAESE IS LOCATED. EVEN THOUGH I DO NOT LIVE OR WORK THERE. SO, FOR THE DISTRICT DATA THAT WAS COMPILED, AND THE REPORTS THAT WERE GENERATED FROM THIS, WE HAD SOMETHING

132THAT WAS CALLED AN INDICATOR REPORT , AND THIS WAS JUST COMPARING LAS CRUCES PUBLIC SCHOOLS DATA AGAINST THE STATE DATA AND THE FEDERAL DATA THAT GETS REPORTED FROM NEW MEXICO UP TO THE OFFICE OF SPECIAL EDUCATION PROGRAM. THERE ARE 18 DIFFERENT INDICATORS OF PERFORMANCE THAT THE STATE REPORTS, SO THOSE WERE KIND OF THE HIGH-LEVEL INDICATORS , BASED ON HOW THE STATE ITSELF IS MAKING DETERMINATIONS ABOUT DISTRICT NEEDS . SEE YOU SHOULD HAVE, I THINK, THAT REPORT . AND THEN WE DUG EVEN DEEPER INTO WHAT WE CALL THE TOPICAL AREA REPORTS. THIS INCLUDED ADDITIONAL DATA INFORMATION , DISAGGREGATION, AND ATTENDANCE IN PROFICIENCY, DISCIPLINE DATA . AND WE HAVE A REPORT COMPILED FOR YOU ON THAT, WE WILL SHOW SOME OF THAT DATA, AS WELL. SOME OF THE HIGH-LEVEL CONCLUSIONS THAT CAME FROM OUR TAESE ON-SITE TEAM,

133AND FROM THE LEADERSHIP TEAM AT LAS CRUCES ITSELF, AFTER OUR DATA ANALYSIS , STUDENTS AND MORE RESTRICTIVE SETTINGS , SO STUDENTS WHO ARE NOT IN GENERAL EDUCATION AS FREQUENTLY, WHO ARE IN MORE INTENSIVE SETTINGS ARE MORE LIKELY, OR ARE SUBJECTED TO MORE EXCLUSIONARY DISCIPLINE. SO THEY ARE REMOVED FROM THEIR EDUCATIONAL SETTING MORE OFTEN THAN THEIR SAME AGED PEERS WITHOUT DISABILITIES, AND THEIR SAME AGED PEERS IN MORE GENERAL EDUCATION SETTINGS. WE DID NOTICE A PRETTY SIGNIFICANT INCREASE IN THE PROFICIENCY RATES FOR READING FOR STUDENTS WITH DISABILITIES, WHICH IS REALLY WONDERFUL. IT SHOWED THE DEDICATION OF YOUR DISTRICT TO IMPROVING THOSE LITERACY OUTCOMES , AND THE IMPACT OF THE IMPLEMENTATION YOU ALL HAVE ENGAGED IN ALREADY WITH READING. WE SAW EVIDENCE OF THAT IN OUR CLASSROOM OBSERVATIONS, AS WELL. WE SAW FAIRLY STAGNANT PROFICIENCY IN MATH, WHICH

134DID NOT MATCH THE INCREASE IN PROFICIENCY WE SAW IN READING. SO THOSE NEW INSTRUCTIONAL PRACTICES THAT HAVE BEEN IMPLANTED HAVE BEEN REALLY SPECIFIC TO READING AND HAVE NOT BEEN ABLE TO GENERALIZE ACROSS ACADEMIC SUBJECT AREAS AS FAR AS PROFICIENCY RATES ARE INDICATING. AND THEN CHRONIC ABSENTEEISM CONTINUES TO BE A CONCERNED FOR STUDENTS WITH DISABILITIES ACROSS THE BOARD. WE CAN GO TO THE NEXT . THIS SLIDE IS SHOWING THE READING EFFICIENCY DATA OF YOUR STUDENTS GRADES THIRD THROUGH EIGHTH GRADE. OVER TIME, SO STARTING IN SPRING, 2022, AND SHOWING YOU 2023 AND 2024. YOU CAN SEE FOR STUDENTS IN ELEMENTARY, IN GRADES 3-5, THERE IS SOME GROWTH , FROM 8% IN SPRING OF 2022, TO 10.5 IN SPRING OF 2024. OF STUDENTS WITH DISABILITIES WHO ARE PROFICIENT OR ADVANCED IN READING. NOTABLY, GRADES 6-8 SO I PRETTY

135SIGNIFICANT INCREASE FROM SPRING OF 23 TO 2024. SO, LOOKING AT WHAT WAS IMPLEMENT IT BETWEEN THAT YEAR , THAT TESTING YEAR WITHIN THE SCHOOL YEAR 23-24 WOULD BE REALLY IMPORTANT. THANK YOU. THIS NEXT ONE IS SHOWING THE MATH PROFICIENCY DATA. AGAIN, THIS IS USING THE STATE TESTING DATA, SO YOUR NEW MEXICO IN SSA. I THINK YOU PRONOUNCE IT DIFFERENTLY. SHOWING ACROSS TIME THE STAGNATION , A LITTLE BIT, OF MATH OUTCOMES FOR STUDENTS ACROSS THE GRADES . IN GRADES THIRD THROUGH FIFTH, THERE WAS NOT A REDUCTION THAT WAS SUSTAINED. BUT WE SEE A SLIGHT DIP FROM SPRING OF 22 TO 23, THEN IT DID GO BACK ABOVE SPRING OF 22 LEVELS IN 24. THE PROFICIENCY RATE FOR MATH IS LOWER . THE ADVANCED AND PROFICIENCY RATE IN MATH, EVEN AT OUR HIGHEST, IN 2024, IS NOT

136MEETING THE SAME LEVELS AS IN READING . SHOWING, POTENTIALLY, A NEED TO FOCUS IN ON MATH INSTRUCTIONAL PRACTICES FOR STUDENTS WITH DISABILITIES SPECIFICALLY. OKAY. THIS IS THE COMPARISON CHART FOR STUDENTS WITH DISABILITIES COMPARED TO STUDENTS WITHOUT DISABILITIES ON THE ACADEMIC PROFICIENCY DATA. TO THE LEFT YOU SEE THE READING , AND EACH OF THOSE COLORS IS INDICATING A PROFICIENCY LEVEL . SO, BLUE IS THE ADVANCED LEVEL OF ACHIEVEMENT. THE GREEN WAS PROFICIENT . THE YELLOW IS BASIC, AND THE RED IS WHAT WE CALL BELOW BASIC. YOU CAN SEE, WHEN COMPARING RATING BETWEEN STUDENTS IN GRADES THIRD THROUGH FIFTH, WITH DISABILITIES, COMPARED TO THOSE WITHOUT DISABILITIES, THERE IS A PRETTY SIGNIFICANT DIFFERENCE IN ACHIEVEMENT ABILITIES AND ACHIEVEMENT STANDARDS, LEVELS. AND THEN YOU SEE THE SAME IN MATH . IT IS ALMOST TWICE AS MANY STUDENTS WITH DISABILITIES

137ARE BELOW BASIC OR NOT PROFICIENT IN EACH OF THOSE SUBJECT AREAS FOR GRADES 3-5, AND FOR 6-8 . ONE THING TO NOTE , IT IS IMPORTANT WHEN WE ARE TALKING ABOUT STUDENTS WITH DISABILITIES AND THIS COMPARISON , THIS IS ALL STUDENTS WITH DISABILITIES, REGARDLESS OF WHATEVER THEIR ACADEMIC NEEDS ARE. SO THIS WOULD INCLUDE STUDENTS WHO DON'T HAVE IDENTIFIED SPECIAL EDUCATION NEEDS IN READING OR IDENTIFIED SPECIAL EDUCATION NEEDS IN MATH. THIS IS ACROSS THE BOARD, IT IS NOT AGGREGATING BY WHAT THEIR NEEDS ARE. SO WE WOULD EXPECT A MORE LEVEL COMPARISON BETWEEN STUDENTS WITH DISABILITIES AND THOSE WITHOUT ANY DISABILITY. FEEL FREE TO STOP ME AT ANY TIME. HIGH SCHOOL READING AND PROFICIENCY DATA WAS GATHERED FROM S.A.T. OUTCOMES . SO, FOR THE STUDENTS WHO TOOK THE S.A.T. IN SPRING OF 22, NONE OF THEM WERE

138PROFICIENT IN READING. I DO WANT TO NOTE THAT IN SPRING OF 22, LAS CRUCES HAD ONLY 43 STUDENTS WITH DISABILITIES TAKE THE S.A.T... THAT INCREASED TO 56 IN 2023. AND PRETTY SIGNIFICANTLY TO 194 TESTTAKERS IN 2024. SO, THERE IS INCREASED PARTICIPATION IN THE S.A.T. FROM SPRING OF 22 TO SPRING OF 2024. AND WITH THE INCREASED PARTICIPATION, WITH A PRETTY SIGNIFICANT INCREASE IN PROFICIENCY. YOU CAN SEE , I WAS JUST GOING TO SAY THE ORANGE LINE IS THE COMPARISON TO THE STATE DATA, SO LAS CRUCES IS PERFORMING SLIGHTLY BELOW IN HIGH SCHOOL READING PROFICIENCY . BUT HAS MADE PRETTY SIGNIFICANT INCREASES , ALMOST ON PAR WITH THE STATE . THANK YOU, GO TO THE NEXT ONE. AGAIN, IT WAS THE SAME NUMBER OF TESTTAKERS FOR THE S.A.T., FOR THE MATH PROFICIENCY DATA. SO 43 IN 2022,

13956 AND 23, AND 194 IN 2024. WE SEE THAT MATH HAD A FAIRLY SIGNIFICANT INCREASE IN PROFICIENCY IN SPRING OF 23, INTENTIONALLY FROM THE INCREASE IN TESTTAKERS, AS WELL. AND THEN A SLIGHT DIP IN THE MATH PROFICIENCY TO JUST BELOW THE STATE DATA OR THE STATE COMPARISON IN SPRING OF 24. COMPARING HIGH SCHOOL PROFICIENCY OF STUDENTS WITH DISABILITIES TO THOSE OF STUDENTS WITHOUT DISABILITIES, A LITTLE LESS THEN A 50% DISPARITY. SO 88% OF STUDENTS WITH DISABILITIES ARE BELOW BASIC, SO WE WOULD SAY A TOTAL OF THE 88 +4%, A TOTAL OF 92 PERCENT OF STUDENTS ARE NOT PROFICIENT IN READING . STUDENTS WITH DISABILITIES ARE NOT PROFICIENT IN READING, AND SPRING 24 COMPARED TO 55% OF THEIR NONDISABLED PEERS. AND FOR MATH, AGAIN, SEEING THAT THAT IS POTENTIALLY AN AREA FOR IMPROVEMENT , WITH A

140GREATER NUMBER OF STUDENTS WITH HIS ABILITY IS NOT ACHIEVING . YOU CAN SEE THE STUDENTS WITHOUT DISABILITIES , THAT DISPARITY IS NOT QUITE AS OBVIOUS IN MATH AS IT IS IN READING. OKAY. YOU CAN GO TO THE NEXT ONE. THE NEXT DATA THAT WE LOOKED AT WAS THE DISCIPLINARY REMOVALS DATA. THIS IS DATA THAT IS REPORTED IN SYNERGY BY TEACHERS AND BY PRINCIPALS. THE DISCIPLINARY REMOVAL IS GOING TO BE ANY SUSPENSION OR EXPULSION , OR IN SCHOOL SUSPENSION, EVEN. ANY REMOVAL FROM THE CHILD'S EDUCATIONAL SETTING AS OUTLINED IN THEIR IEP. SO THIS IS A STRAIGHT PERCENTAGE OF ALL OF YOUR KINDERGARTEN THROUGH 12th GRADE STUDENTS WITH DISABILITIES WHO HAD ANY DISCIPLINARY REMOVAL. SO, THIS IS NOT ACCOUNTING FOR POTENTIALLY 10 STUDENTS WHO HAD 20 REMOVALS, THEY WOULD BE COUNTED AS JUST ONE OUT OF THE

141TOTAL ENROLLED STUDENTS WITH DISABILITIES POPULATION. SO, OF ALL THE STUDENTS WITH DISABILITIES ENROLLED IN 2021-2022 SCHOOL YEAR, 8.8% OF HAD AT LEAST ONE DISCIPLINARY REMOVAL , SO THAT NUMBER INCREASED SLIGHTLY IN THE 22-23 SCHOOL YEAR. AND THEN WE SEE ABOUT A 2.5 TO 3% JUMP IN THE 23-24 SCHOOL YEAR. OKAY. THE ONLY OTHER THING I WILL SAY ABOUT THE DISCIPLINARY REMOVALS IS IT IS IMPORTANT TO NOTE THAT THIS IS POTENTIALLY AN UNDERREPRESENTED ISSUE, BECAUSE IT DOES NOT INCLUDE ANY SORT OF INFORMAL REMOVAL , WHERE MAYBE A TEACHER NOTIFIES FAMILY THAT THE STUDENT IS HAVING A DIFFICULT DAY AND THE PARENTS DECIDE TO COME AND PICK UP THE CHILD AND LET THEM REGULATE AT HOME OR WHATEVER THAT MAY BE. OKAY, SO THE DISCIPLINARY REMOVALS , WE WERE ABLE TO DISAGGREGATE BY SUBGROUP SO YOU SEE

142THE OVERALL IS IN YELLOW HERE. SO 12.3% IN THE 23-24 SCHOOL YEAR. 12.3% OF THE TOTAL ENROLLED STUDENT WITH A DISABILITY POPULATION HAD AT LEAST ONE DISCIPLINARY REMOVAL. IN RED, WE CAN SEE THE DIFFERENCE BETWEEN FEMALE STUDENTS WITH DISABILITIES VERSUS THEIR MALE STUDENT WITH A DISABILITY PEERS. THE MAILS WITH AN IEP ARE SUSPENDED OR REMOVED AT TWICE THE RATE OF THEIR FEMALE PEERS. IN GREEN WE SEE THE BREAKDOWN BY RACE AND ETHNICITY , AND THERE IS NOT A HUGE DISPARITY BETWEEN EACH OF THOSE CATEGORIES. IN BLUE IS THE SPECIFIC DISABILITY CATEGORY. SO OF THE TOTAL ENROLLED POPULATION OF STUDENTS WHO ARE IDENTIFIED WITH AUTISM, 7.4% OF CHILDREN WHO ARE ELIGIBLE FOR SPECIAL EDUCATION SERVICES UNDER THE CATEGORY OF AUTISM WERE REMOVED , HAD AT LEAST ONE DISCIPLINARY REMOVAL . AND THEN YOU CAN SEE THE

143HIGHEST IS THE CHILDREN WHO ARE BEING OBSERVED UNDER THE CATEGORY OF EMOTIONAL DISTURBANCE. 37% OF YOUR STUDENTS WITH DISABILITIES WHO ARE IDENTIFIED AS HAVING AN EMOTIONAL DISTURBANCE HAD AT LEAST ONE DISCIPLINARY REMOVAL. WE WOULD EXPECT TO SEE, BECAUSE OF THE NATURE OF THAT DISABILITY, WE WOULD EXPECT TO SEE POTENTIALLY HIGHER RATES. BUT WE ALSO HOPE THAT THEY ARE IN PLACEMENTS WITH MORE HIGHLY TRAINED SPECIAL EDUCATORS, WHO HAVE ADDITIONAL TRAINING IN BEHAVIORAL SUPPORT AND REDUCTION . IT IS IMPORTANT TO NOTE , FOR THE DISABILITY CATEGORY, THIS IS ONLY ACCOUNTING FOR A CHILD'S PRIMARY DISABILITY CATEGORY. SO, IF A STUDENT HAS, FOR INSTANCE, SLD, SPECIFIC LEARNING DISABILITY, AND THEY HAVE ANOTHER HEALTH IMPAIRMENT LIKE ADHD, IN THIS DISAGGREGATION THEY ARE ONLY COUNTED WITHIN THAT SPECIFIC LEARNING DISABILITY CATEGORY. THE ORANGE IS THE ENGLISH LANGUAGE LEARNER CATEGORY, SO

144OF THE STUDENTS IN LAS CRUCES WHO HAVE A DISABILITY AND ARE ENGLISH LEARNERS, 6.3% OF THEM HAD A DISCIPLINARY REMOVAL, VERSUS THE ENTIRE POPULATION OF STUDENTS WITH DISABILITIES WHO DO NOT HAVE , WHO ARE NOT ENGLISH-LANGUAGE LEARNERS, ONLY 12.7% OF THAT POPULATION HAD A DISCIPLINARY REMOVAL. IN THE PURPLE, THOSE ARE CODES THAT ARE CONSISTENTLY USED IN THE OFFICE OF SPECIAL EDUCATION PROGRAMS. THEY RELATE TO THE TIME SPENT IN SPECIAL EDUCATION SETTINGS. SO RE: IS GOING TO INCLUDE STUDENTS WHO ARE IN A REGULAR CLASS FOR 80% OR MORE OF THEIR DAY. RR IS STUDENTS WHO ARE IN A REGULAR CLASS FOR ANYWHERE FROM 40 TO 79% OF THEIR DAY. AND SC WILL INCLUDE ANY STUDENTS IN A REGULAR CLASS FOR LESS THAN 40% OF THEIR DAY. SO WE CAN SEE , OF THE STUDENTS WITH DISABILITIES

145WHO SPEND 80% OR MORE OF THEIR TIME IN A GENERAL EDUCATION ENVIRONMENT, THEY ARE EXPERIENCING DISCIPLINARY REMOVALS AT THE LOWEST RATE. OKAY. ATTENDANCE DATA , RATHER THAN LOOKING AT CHRONIC ABSENTEEISM, WE KIND OF FLIPPED IT AND LOOKED AT THE PERCENTAGE OF STUDENTS WITH DISABILITIES WHO HAD HIGH ATTENDANCE. 95% OR GREATER, WHICH IS WHAT WE WOULD WANT. AND WE SEE THAT THERE BEEN EFFORTS IN LAS CRUCES, AND WE SEE THE IMPACT OF THOSE IN THIS HIGH ATTENDANCE RATE. SO STUDENTS WITH DISABILITIES WHO HAVE HIGH ATTENDANCE HAS INCREASED , PRETTY SIGNIFICANTLY AND DRAMATICALLY. JUST WITHIN TWO YEARS . SO, IN THE 21-2022 SCHOOL YEAR, YOU HAD ABOUT 28% OF YOUR STUDENTS WITH DISABILITIES WHO HAD HIGH ATTENDANCE OR ATTENDANCE WHERE WE WOULD HOPE TO SEE IT. AND THEN IN 23-24, THAT HAS JUMPED PRETTY SIGNIFICANTLY TO 40%,

146STUDENTS WITH ABILITIES HAVING HIGH ATTENDANCE. IN 2021, THE STATE HAD A FAIRLY HIGH ATTENDANCE RATE OF STUDENTS WITH DISABILITIES, BUT SAW A PRETTY SIGNIFICANT REDUCTION , JUST AS YOU ALL STARTED SEEING YOUR INCREASE IN ATTENDANCE. SO LAS CRUCES IS NOW PERFORMING ABOVE THE STATE RATE FOR HIGH ATTENDANCE OF STUDENTS WITH DISABILITIES. AGAIN, WE CAN SEE THAT DATA BY THE SUBGROUPS. SUBGROUPS ARE EXACTLY THE SAME. SO OF THE STUDENTS WITH DISABILITIES WHO ARE ENGLISH LANGUAGE LEARNERS, ALMOST 50% OF THEM HAVE A HIGH ATTENDANCE RATE. WE DON'T SEE A GREAT DISPARITY BETWEEN ENGLISH LEARNERS AND THOSE WHO ARE NOT WISH LEARNERS. AND AGAIN, WE DON'T SEE SIGNIFICANT DISCREPANCY ACROSS DISABILITY CATEGORIES , WITH THE LOWEST BEING THE STUDENTS WITH MULTIPLE DISABILITIES , AT ABOUT 32%. AND STUDENTS WITH AUTISM AT THE HIGHEST, WITH 47% . ONE THING

147TO NOTE , WITH EMOTIONAL DISTURBANCE BEING RELATIVELY LOW COMPARED TO SOME OF THE OTHER DISABILITY CATEGORIES, ATTENDANCE ALSO DOES, TO A CERTAIN EXTENT, ACCOUNT FOR DISCIPLINARY REMOVALS. IF A STUDENT IS IN OUT OF SCHOOL SUSPENSION, THEY ARE NOT COUNTED AS IN ATTENDANCE. SO THEY ARE LESS LIKELY TO HAVE THAT HIGH ATTENDANCE IF THEY EXPERIENCE FREQUENT DISCIPLINARY REMOVALS. AND THEN, AGAIN, SORRY. I WAS JUST GOING TO SAY NOT TYPICALLY. NORMALLY IN POPULATIONS WE WOULD SEE GREATER ATTENDANCE RATE FOR FEMALE STUDENTS, PARTICULARLY AS THEY AGE. IT WAS PRETTY SPOT ON BETWEEN MALE AND FEMALE, AND ACROSS ETHNIC CATEGORIES. THANK YOU, SORRY. YES. WE ALSO CONDUCTED SOME PARENT DATA. WE SENT A SURVEY OUT TO EVERY PARENT OF A CHILD WITH A DISABILITY IN LAS CRUCES PUBLIC SCHOOLS, AND WE RECEIVED 568 RESPONSES . WITHIN THAT SURVEY, WE

148ASKED FAMILIES IF THEY WOULD LIKE TO PARTICIPATE IN A FOCUS GROUP AND PROVIDED TWO OPPORTUNITIES . THE TURNAROUND TIME FROM THE SURVEY TO THE FOCUS GROUPS WERE RELATIVELY QUICK. ONE WEEK AFTER THE SURVEY CLOSED , AND TWO WEEKS AFTER THE SURVEY CLOSED, WE HELD THOSE FOCUS GROUPS. AND WE HAD SIX TOTAL PARENT ATTENDEES ACROSS THE TWO GROUPS. SOME OF THE HIGH-LEVEL CONCLUSIONS, THE SURVEY RESULTS WERE REALLY OVERWHELMINGLY POSITIVE. EVEN THE RELATIVELY LOW SATISFACTION AREAS STILL HAD 73% OF PARENT SATISFACTION. THOSE RELATIVELY LOW AREAS OF PARENT SATISFACTION WERE IN QUALITY OF INSTRUCTION, AND ENCOURAGING PARENT INVOLVEMENT , AND THEN THERE WAS PRETTY SIGNIFICANT HIGH LEVELS OF AGREEMENT ON STATEMENTS REGARDING STUDENT INCLUSION. SO FAMILIES , BASED ON SURVEY DATA, FELT LIKE THERE STUDENTS WERE INCLUDED THAT THERE WERE SIGNIFICANT EFFORTS MADE ON THE PART OF THE

149SCHOOL AND THE DISTRICT TO ENSURE THAT THEIR STUDENTS HAD MEANINGFUL PARTICIPATION IN GENERAL EDUCATION ENVIRONMENTS WITH NONDISABLED PEERS . AND THERE WAS REALLY SIGNIFICANT POSITIVE RESPONSE TO TEACHING STAFF AND THE OVERALL SCHOOL CLIMATE, SPECIFICALLY FOR THEIR STUDENTS WITH DISABILITIES . WE DID SEE SOME AREAS OF CONCERN , PARTICULARLY AROUND THE PERCEPTION OF HIGH STANDARDS. AND THEN STUDENTS WITH DISABILITIES. SO THE SURVEY RESULTS WERE LISTED IN TWO DIFFERENT WAYS. WE ASKED SATISFACTION WITH THE DIFFERENT AREAS OF THE EDUCATIONAL EXPERIENCE, AND THEN WE ASKED THEM TO AGREE WITH CERTAIN STATEMENTS. SO THERE WAS SATISFACTION PRETTY MUCH ACROSS THE BOARD WITH ANYTHING WE ASKED, BUT IN TERMS OF AGREEMENT STATEMENTS ABOUT HIGH STANDARDS FOR ALL STUDENTS AND THEN STANDARDS , HIGH STANDARDS FOR STUDENTS WITH DISABILITIES, THAT IS WHERE WE SAW SOME OF THE LOWEST AGREEMENT. WHAT WAS

150THAT? I WAS JUST WONDERING, THE PERCEPTION OF HIGH STANDARDS, IS THAT -- MY SCHOOL SETS HIGH STANDARDS ? I'M NOT SURE WHAT THE PERCEPTION OF HIGH STANDARDS MEANS. THANK YOU FOR ASKING THAT. IN THE SURVEY WE ASKED THEM TO AGREE ON A LIKERT SCALE, SO STRONGLY DISAGREE, AGREE, NEUTRAL, DISAGREE, OR STRONGLY DISAGREE WITH SPECIFIC STATEMENTS. SO THE STATEMENT SAID THERE ARE HIGH STANDARDS FOR ALL STUDENTS AT MY CHILD'S SCHOOL . AND OF ALL THE RESPONDENTS, 60% EITHER AGREED OR STRONGLY AGREED. GOT IT, THANK YOU. >> YES, AND WE ASKED ABOUT STUDENTS WITH DISABILITIES, AS WELL, AND SPECIFICALLY FOR THEIR CHILD. SO WHEN WE HAD THE STATEMENT OF THERE ARE HIGH STANDARDS FOR STUDENTS WITH DISABILITIES, 57% SAID STRONGLY AGREE OR AGREE. AND WHEN YOU SAID THERE ARE HIGH STANDARDS FOR MY CHILD, WE SAW A

151SLIGHT DIP IN THAT AGREEMENT, BELOW 57% AS WELL. THANK YOU. >> YEAH, THANK YOU FOR THE CLARIFICATION. WE DID HEAR SOME IMPLANTATION CONCERNS AROUND SERVICE DELIVERY FROM PARENTS DURING THE FOCUS GROUPS. OKAY. AND THEN FOR THE STAFF DATA, A VERY SIMILAR PROCESS. EVERY SINGLE SPECIAL EDUCATION , NO, EVERY STAFF MEMBER IN THE DISTRICT, WHETHER THEY ARE SPECIAL EDUCATION STAFF OR NOT, RECEIVED A SURVEY. AND FROM THIS SURVEY BLAST, 892 STAFF MEMBERS ACROSS DIFFERENT ROLES RESPONDED TO THE SURVEY. WE ALSO , DURING OUR ON-SITE VISIT, VISITED 16 DIFFERENT SCHOOLS . AND INTERVIEWED THE ADMINISTRATORS AT THOSE SCHOOLS, AS WELL AS AT LEAST ONE SPECIAL EDUCATION TEACHER. WHEN WE COULD, WE INTERVIEWED GENERAL EDUCATION TEACHERS, AS WELL. THEN WE DID CLASSROOM OBSERVATIONS WILL BE SPENT AT EAST 15 MINUTES IN A CLASSROOM AND HAD A PROTOCOL WILL

152BE LOOKED AT CLASSROOM INSTRUCTION ITSELF, THE CLASSROOM ENVIRONMENT , AND THE BEHAVIORAL SUPPORTS THAT WERE IN PLACE FOR STUDENTS WITHIN THE CLASSROOM. SOME OF THE HIGH-LEVEL CONCLUSIONS THAT CAME FROM THE STAFF DATA FROM EACH OF THESE SOURCES, THERE WAS A NEED FOR MORE STUDENT AND FAMILY ENGAGEMENT FROM THE PERSPECTIVE OF STAFF MEMBERS, SOME WANTING FAMILIES AND STUDENTS TO BE MORE INVOLVED IN THE EDUCATIONAL DESIGN, PLANNING, MORE INVOLVED IN PARTNERING ON THEIR STUDENT EDUCATION. THERE WAS ALSO THIS DESIRE FOR ADDITIONAL PROFESSIONAL LEARNING ON EDUCATION BEST PRACTICES. THIS CAME FROM ROLES AND STAFF MEMBERS OF DIFFERENT AREAS, SO GENERAL EDUCATION TEACHERS, SPECIAL EDUCATION TEACHERS, AND ADMINISTRATORS. THE SPECIAL EDUCATION BEST PRACTICES INCLUDED INCREASED INFORMATION ON SPECIAL EDUCATION LAW , AND DATA REQUIREMENTS, AS WELL AS INSTRUCTIONAL PRACTICES UNDERSTANDING SPECIFIC DISABILITIES AND DISABILITY NEEDS , AND HOW TO

153SUPPORT STUDENTS WITHIN THE CLASSROOM AND WITHIN THE SCHOOL BUILDING. THERE WERE REGULAR INDICATORS OF A NEED OR BARRIERS TO STUDENT OUTCOMES RELATING TO BEHAVIOR , ATTENDANCE, AND DISCIPLINE. WITH EDUCATORS EXPRESSING THIS , AGAIN, ADDITIONAL NEED TO UNDERSTAND DISABILITIES AND HOW IT IMPACTS A STUDENTS ABILITY TO ENGAGE WITH THE GENERAL EDUCATION CLASSROOM APPROPRIATELY. AND THEN, ALSO, THAT RELATIONSHIP BETWEEN STUDENT ATTENDANCE AND STUDENT BEHAVIOR , AND THE PARTNERSHIP WITH FAMILIES TO EXTEND INTERVENTIONS AND SUPPORT FROM THE SCHOOL ENVIRONMENT INTO THE HOME ENVIRONMENT. PRETTY SIGNIFICANTLY ACROSS THE BOARD, THE SPECIAL EDUCATION TEACHERS AND GENERAL EDUCATION TEACHERS SHARED SOME POSITIVE PARTNERSHIPS THEY DEVELOPED WITH ONE ANOTHER. BUT INDICATED THAT OFTEN THIS PARTNERSHIPS WERE INFORMAL OR SELF INITIATED. AND EXPRESSED A DESIRE FOR MORE FORMAL OPPORTUNITIES TO ENGAGE WITH ONE ANOTHER AND TO COLLABORATE FOR SPECIFIC STUDENTS FOR ACADEMIC PLANNING

154AND BEHAVIORAL SUPPORTS OF SHARED STUDENTS. ONCE THE REPORTS ARE WRITTEN AND THE DATA COLLECTION OCCURRED, WE ALSO CONDUCTED DATA ANALYSIS WITH THE SPECIAL EDUCATION STAFF AT THE DISTRICT LEVEL. WE MET ALTOGETHER WITH TWO OF THE TAESE STAFF MEMBERS, AND SUSAN WAGNER, WHO CONDUCTED THE QUANTITATIVE DATA ANALYSIS TO REVIEW ALL OF THIS DATA A LITTLE BIT MORE IN DEPTH. WE MET JULY 30th, WHICH WAS REALLY WONDERFUL, WE MET FOR AN ENTIRE DAY. IT WAS EARLY ON IN THE SCHOOL YEAR, AND THEY ALL TOOK TIME FROM THE BEGINNING OF THE YEAR TO SIT DOWN AND REVIEW THIS DATA, TO ASK ADDITIONAL QUESTIONS OF THE DATA SO THAT WE COULD EXPLORE SOME POTENTIAL CONNECTIONS BETWEEN WHAT THEY WERE SEEING IN THE DATA AND WHAT MIGHT BE OCCURRING, WHAT THE POSSIBLE ROUTE CAUSE MIGHT BE. SO , ANALYZED ALL

155THE DATA, ASKED ADDITIONAL DATA QUESTIONS, KIND OF DRILL DOWN IN THE INFORMATION TO ANSWER THOSE QUESTIONS , AND WALKED THROUGH A REALLY BRIEF ROOT CAUSE ANALYSIS PROCESS. WHERE THE TEAM LOOKED AT WHAT CONCERNS WERE GENERATED FROM THE DATA AND THEN EXPLORED WHY THOSE CONCERNS ARE POTENTIALLY OCCURRING , WHAT OPPORTUNITIES THERE ARE IN THE SYSTEM TO MAKE IMPROVEMENTS. SOME OF THE CONCLUSIONS THAT CAME FROM THIS TEAM MEETING ARE ALREADY BEING ADDRESSED IN SOME WAY. THROUGH INSTRUCTIONAL FRAMEWORKS AND THROUGH THE STRATEGIC PLAN. BUT THE TEAM CAME TO KIND OF THESE HIGH-LEVEL CONCLUSIONS THAT THERE IS A NEED FOR INCREASED GUIDANCE AND PROFESSIONAL LEARNING ON HOW TO USE DATA TO DESIGN SPECIAL EDUCATION PROGRAMMING, A NEED FOR GREATER SUPPORT IN BEHAVIOR AND SOCIAL EMOTIONAL LEARNING FOR SPECIAL EDUCATORS AND FOR CHILDREN WITH DISABILITIES, AND ONE OF THE KIND

156OF ITEMS THAT CAME FROM THIS IS THE RECOGNITION THAT THERE ARE SUPPORTS AVAILABLE , AND I THINK I HEARD THIS THE PRIOR PRESENTATION, THERE ARE SUPPORTS AVAILABLE IN LAS CRUCES. THERE ARE RESOURCES AVAILABLE. BUT GUIDING STAFF TO THOSE RESOURCES IS KIND OF THAT MISSING LINK. IT EXISTS, BUT MAKING SURE THEY KNOW WHERE TO FIND IT AND HOW BEST TO USE IT IS POTENTIALLY THE NEXT LOGICAL STEP. AND THEN THIS CONCERN ABOUT ACADEMIC PROFICIENCY AND RIGOR , NOT JUST THROUGH THE QUANTITATIVE DATA, BUT ALSO THROUGH SOME OF THE CLASSROOM WALK-THROUGH DATA , NEEDED TO ENSURE CONSISTENCY, AND INSTRUCTIONAL RIGOR ACROSS SPECIAL EDUCATION PROGRAMMING AND ACROSS GENERAL TO SPECIAL EDUCATION INSTRUCTION. SECONDARY TRANSITION PLANNING. THERE WERE NOTED STRENGTHS IN THE 18-22-YEAR-OLD TRANSITION PROGRAM. FOR STUDENTS WITH DISABILITIES. BUT THERE WERE SOME POTENTIAL AREAS FOR IMPROVEMENT IN THE

157EARLY TRANSITION PLANNING AND PROVIDING INFORMATION TO FAMILIES AND STUDENTS EARLY ON IN THEIR HIGH SCHOOL OR LATER IN THE MIDDLE SCHOOL CAREER , ON WHAT THE TRAJECTORY MIGHT LOOK LIKE. AND ENSURING THAT HIGH SCHOOL EDUCATIONAL PLANNING IS HELPING THEM TO MEET THE DESIRED TRAJECTORY AND SECONDARY OUTCOME. STUDENT ATTENDANCE WAS ALSO A CONCERN, AND IT WAS NOTED THAT THAT WAS AN AREA THAT LAS CRUCES IS WORKING ON ACROSS THE BOARD. FAMILY ENGAGEMENT WAS A NOTED AREA FOR POTENTIAL IMPROVEMENT , NOT JUST IN OPPORTUNITIES TO ENGAGE, BUT ALSO IN THE MEANINGFUL AND PURPOSEFUL AROUND WHAT COMMUNICATION LOOKS LIKE AT ALL LEVELS, FROM THE PARENT EDUCATORS TO THE TEACHERS AND THE PRINCIPALS, ALSO. STAFFING IS A CONCERN NATIONWIDE, SO THAT ALSO CAME UP AS A CONCERN IN LAS CRUCES. NOT JUST IN THE RECRUITMENT OF SPECIAL EDUCATORS INTO

158THE WORKFORCE, BUT ALSO IN RETENTION AND PREPARATION OF NEW STAFF . NEW SPECIAL EDUCATION STAFF WITHIN LAS CRUCES PUBLIC SCHOOLS. ENSURING THAT AS STAFFER ON BOARDED, THEY RECEIVE THE TRAINING AND THE SUPPORT THAT THEY NEED IN ORDER TO BE ACADEMIC , ACADEMICALLY RIGOROUS IN THEIR CLASSROOMS, TO SUPPORT THE BEHAVIORAL AND SOCIAL LEARNING OF ALL STUDENTS. AND THEN THIS LAST POINT, THE SPECIAL EDUCATION INTEGRATION AND DISTRICT INITIATIVES, THIS NEED TO BE PURPOSEFUL AND INTENTIONAL AROUND ENSURING THAT THE NEEDS OF SPECIAL EDUCATION ARE LIFTED UP WITHIN SOME OF THOSE DISTRICT CONVERSATIONS AND DISTRICT INITIATIVES. SO, AS THE DISTRICT ROLLS OUT NEW INITIATIVES TO SUPPORT STUDENT ATTENDANCE, WE ARE ALSO LOOKING AT ANY OF THOSE CONTEXTUAL NEEDS FOR STUDENTS WITH DISABILITIES REALLY SPECIFICALLY, AS WELL. OKAY. FROM ALL OF THIS, WE AT TAESE IN OUR FINAL REPORT ARE

159ALSO ABLE TO PROVIDE RECOMMENDATIONS FOR CONTINUED ACTION AND IMPLEMENTATION WITHIN THE SPECIAL EDUCATION OFFICE , THEY ARE ORGANIZED INTO TWO SECTIONS. THIS SYSTEMIC AND ORGANIZATIONAL, WHICH IS MORE OF THE WORK OF WHAT HAPPENS WITHIN DISTRICT OFFICE. AND THEN THE PROGRAMMATIC AND INSTRUCTIONAL , WHICH IS SUPPORTING THE WORK THAT HAPPENS IN CLASSROOMS AND WITH DIRECT CONTACT WITH STUDENTS. THE SYSTEMIC AND ORGANIZATIONAL RECOMMENDATIONS ARE REALLY BROAD , AND ARE MEANT TO BE FAIRLY BROAD , AND COULD BE NARROWED DOWN INTO SPECIFIC DISTRICT ACTIONS. QUITE A FEW OF THE SPECIAL-EDUCATION OFFICES HAVE BEGUN WORK ON IT, I THINK. SO DEVELOP COMMUNICATION PROTOCOLS CAME OUT OF SOME OF THE STAFFING CONCERNS . SOME OF THE STAFF CONCERNS AND FAMILY CONCERNS AROUND ENGAGEMENT IN COMMUNICATION, UNDERSTANDING WHO IS RESPONSIBLE FOR WHAT, WHAT IS THAT ORGANIZATIONAL STRUCTURE LOOK LIKE FROM SPECIAL-EDUCATION

160TEACHER TO SPECIAL-EDUCATION LEAD TO PRINCIPAL, TO THE SPECIAL-EDUCATION ADMINISTRATOR AT THE DISTRICT, AND UP TO CARRIE AND MIKE AND SHIRLEY. ENSURING THAT THE COMMUNICATION IS GOING TO THE RIGHT PERSON INITIALLY , SO WE CAN BE REALLY EFFICIENT IN OUR WORK AND OUR SPECIAL-EDUCATION ADMINISTRATORS CAN DO SOME OF THAT CAPACITY BUILDING WORK AND PROFESSIONAL LEARNING WORK , AS WELL. IMPROVING SPECIAL-EDUCATION RECRUITMENT AND RETENTION. IN ADDITION TO RECRUITMENT , WHICH YOU ALL HAVE ALREADY INITIATED , HAVE SOME INITIATIVES RELATED TO , THIS RECOMMENDATION ALSO ADDRESS SOME OF THAT RETENTION. IN LOOKING AT THE ONGOING NEEDS AS YOU ON BOARD, SPECIAL EDUCATION TEACHERS MAKING SURE THERE ARE OPPORTUNITIES FOR MENTORSHIP AND ENGAGEMENT, SO THAT THERE IS AN OPPORTUNITY TO CATCH SPECIAL EDUCATOR DIFFICULTIES OR A NEED FOR SUPPORT EARLY ON , IF THEY FEEL MORE SUPPORTED IN THE

161ROLE THEY ARE MORE LIKELY TO BE RETAINED FOR FUTURE YEARS. AND THEN UTILIZING RESEARCH-BASED PRACTICES TO ROLLOUT ANY NEW INITIATIVES OR PROGRAMS. THIS RECOMMENDATION IS REALLY AROUND MAKING SURE , AS THE OFFICE IDENTIFIES ANY NEW INITIATIVES OR PROGRAMS , THERE IS REALLY ATTENTION TAKEN TO ADDRESS ANY OF THE INITIAL PLANNING THAT NEEDS TO OCCUR. MAKING SURE WE HAVE , AT THE DISTRICT LEVEL, THE UNDERSTANDING OF THIS PRACTICE OR INITIATIVE FOR WE WILL WITHOUT TO OUR SCHOOL SITES IN OUR TEACHERS . MAKING SURE THAT THERE IS ANY WRITTEN GUIDANCE THAT WILL BE NEEDED, THAT TOOLS ARE DEVELOPED EARLY ON, AND THIS REALLY INTENTIONAL PLANNING FOR ANY SORT OF MONITORING OR EVALUATION OF THAT IMPLEMENTATION. SO THAT THE DISTRICT OFFICE TEAM CAN MAKE CORRECTIONS TO THAT IMPLEMENTATION EARLY ON. INSTEAD OF HAVING TO UNDO ANY SORT OF

162MISINTERPRETATION IN THE PRACTICE. NEXT ONE. INSTRUCTIONAL AND PROGRAMMATIC RECOMMENDATIONS, PART OF WHAT WE LOOKED AT WERE ALSO THOSE INITIAL REFERRAL PRACTICES . HOW ARE STUDENTS BEING IDENTIFIED AS POTENTIALLY IN NEED OF SPECIAL EDUCATION AND BEING EVALUATED? SO THERE IS THIS RECOMMENDATION AROUND STRUCTURING THE MULTILAYERED SYSTEM OF SUPPORT PROCESSES AND EXPECTATIONS, AND ALSO INCLUDING THE SPECIAL EDUCATORS ROLE. AS WE GO FROM THE MLS S PRACTICE TO REFERRAL FOR SPECIAL EDUCATION, ARE WE INCLUDING THE SPECIAL EDUCATOR BEFORE THOSE CONVERSATIONS HAPPEN AT ALL? WHAT IS THEIR ROLE IN PROVIDING ANY SORT OF PROFESSIONAL FEEDBACK, OR INFORMATION TO THEIR GENERAL EDUCATION COLLEAGUES ON WHAT INTERVENTION MIGHT BE SUPPORTIVE OF THAT STUDENT BEFORE IT RISES TO THE LEVEL OF A SPECIAL-EDUCATION EVALUATION. AND HOW ARE THEY RECEIVING ALL OF THAT DATA EARLY ON IN THE SPECIAL-EDUCATION EVALUATION PROCESS, SO THAT

163THEY DON'T END UP , SO THAT THEY ACCOUNT FOR PRIOR INTERVENTIONS THAT OCCURRED AND PRIOR EVIDENCE AS THEY ARE DESIGNING EDUCATIONAL PROGRAMMING. SPECIAL EDUCATION PROGRAMMING. THERE IS ALSO A RECOMMENDATION TO INCREASE PROFESSIONAL LEARNING IN SPECIALLY DESIGNED INSTRUCTION, WHICH IS HOW THE U.S. DEPARTMENT OF EDUCATION AND HOW THE REGULATIONS DEFINE SPECIAL-EDUCATION , AS SPECIALLY DESIGNED INSTRUCTION. SO MAKING CLEAR TO ALL TEACHERS WHAT WE MEAN WHEN WE SAY SPECIAL-EDUCATION, WHAT IS SPECIALLY DESIGNED INSTRUCTION, WHAT IT CAN LOOK LIKE, WHERE IT CAN OCCUR, WHAT ARE THE DIFFERENT SERVICE DELIVERY OPERATIONS AVAILABLE TO STUDENTS. SO IT'S NOT JUST REGULAR EDUCATION WITH ACCOMMODATIONS, OR RESOURCE ROOM OR PULLOUT SERVICES OR SELF-CONTAINED SERVICES. WHAT ARE THE DIFFERENT SERVICE DELIVERY OPTIONS AVAILABLE? WHAT IS A COMPREHENSIVE SPECIALLY DESIGNED INSTRUCTION PACKAGE POTENTIALLY LOOK LIKE FOR A STUDENT? AND WHAT IS THE ROLE OF

164THE GENERAL EDUCATION CURRICULUM AND GENERAL EDUCATOR IN A STUDENT'S SPECIALLY DESIGNED INSTRUCTION? THAT ALIGNED WITH THAT STAFF DESIRE TO HAVE ADDITIONAL PROFESSIONAL LEARNING IN SPECIAL-EDUCATION BEST PRACTICES, AS WELL. AND THEN IT RELATES REALLY CLOSELY TO THE GUIDANCE ON THAT CONTINUUM OF SERVICE DELIVERY MODELS AND EXPECTATIONS FOR IMPLEMENTATION . SOME SITES ARE ENGAGING IN SOME OF THIS PROFESSIONAL LEARNING ON THEIR OWN, AND AS SOMETHING THAT THEY HAVE TAKEN THE INITIATIVE ON WITH THEIR STAFF , PARTICULARLY WHEN LOOKING AT MODELS OF CO-TEACHING AND INCLUSION. SOME SITES ARE DOING IT REALLY WELL, BUT THERE IS NOT CONSISTENCY ACROSS ALL SITES ON WHAT THE DEFINITION OF INCLUSION IS, OR WHAT THE CORE FEATURES OF CO-TEACHING ARE . MAKING SURE THAT THERE IS SOME GUIDANCE FROM THE DISTRICT ON WHAT EACH OF THOSE THINGS ARE, AND WHAT THE DISTRICT WOULD

165EXPECT TO SEE IN A BUILDING IF THE BUILDING IS DOING TRUE , MEANINGFUL INCLUSION, OR THE BUILDING IS DOING EVIDENCE-BASED CO-TEACHING AT SERVICE DELIVERY. OKAY. I THINK THAT MIGHT BE IT FOR ME. KRISTEN, THANK YOU FOR BEING HERE THIS EVENING. OUR LAST SLIDE HERE, WE ARE GOING TO TALK ABOUT OUR PATHWAY TO SUCCESS. AS WE PREPARE TO ENGAGE IN THE WORK WITH THESE RECOMMENDATIONS, WE WILL BE COLLABORATING WITH KEY PARTNERS TO CREATE A STRUCTURED , ACTIONABLE ROAD MAP FOR IMPROVEMENT. THAT WILL INCLUDE COLLABORATION WITH OUR RESEARCH AND DEVELOPMENT TEAM, WHO WILL PROVIDE EXPERTISE AND SUPPORT IN DESIGNING EFFECTIVE STRATEGIES . WE WILL ALSO CONTINUE TO WORK WITH OUR TAESE TEAM . THEY OFFER GUIDANCE IN BEST PRACTICES AND TECHNICAL ASSISTANCE FOR US. AND THEN WE ALSO WANT TO ENGAGE OUR STAKEHOLDERS, SO OUR STAFF, PARENTS,

166TO MAKE SURE WE ARE GETTING THOSE DIVERSE PERSPECTIVES THAT CAN INFORM OUR PLAN. OUR KEY STEPS INCLUDE DEVELOPING A COMPREHENSIVE ACTION PLAN , SO WE WANT TO IDENTIFY OUR GOALS, OUR STRATEGIES, AND MEASURABLE OUTCOMES. ESTABLISHING A TIMELINE FOR MENTATION , SO WE WANT TO SET CLEAR MILESTONES AND DEADLINES TO ENSURE PROGRESS. AND THEN, OF COURSE, WE ARE A STAKEHOLDER ADVISORY GROUP, SO THEY CAN INVOLVE, BE INVOLVED IN KEY REPRESENTATIVES TO PROVIDE FEEDBACK AND GUIDANCE THROUGHOUT THE OF MENTATION PLAN. WE KNOW THIS IS LIKELY TO BE A 3-5 YEAR ACTION PLAN. WE WANT TO ENSURE THAT WE HAVE A LONG-TERM VISION AND SUSTAINABILITY OF OUR INITIATIVES. AND THEN, OF COURSE, WE WANT OUR OUTCOME TO BE A COORDINATED, EVIDENCE-BASED PLAN THAT DRIVES MEANINGFUL IMPROVEMENT AND MEASURABLE RESULTS. AND WE STAND FOR QUESTIONS. THANK YOU. THAT WAS

167REALLY CONFERENCE OF, THANKS. BOARD MEMBERS? MISS TENORIO. THANK YOU, CAN WE GO BACK, THERE WAS TWO PAGES WHERE IT SHOWED SWD AT LIKE 12%? YES, THAT ONE. THE BARS ALL THE WAY ACROSS. THIS ONE? NO, ALL THE COLORS. >> OKAY. THE OTHER ONE. NO, THE OTHER ONE. NO. THEY GO. IT HAD BAR GRAPHS ALL THE WAY ACROSS. WHITE, HISPANIC, MALE, FEMALE . I JUST NEED UNDERSTAND HOW , FOR ME I'M TRYING TO FIGURE OUT THIS 12% OF STUDENTS WITH DISABILITY, AND THEN IT KIND OF OPENS UP INTO ALL THESE OTHER CATEGORIES. SO FOR ME, THE 12% BECOMES LIKE 100%? OR LIKE A ONE? THEN IT DOESN'T ADD UP. YOU HAVE AFRICAN-AMERICAN, HISPANIC, WHITE. THUS I REALLY, IT DOES NOT SHOW OUR REGULAR GENERAL EDUCATION NUMBERS. LIKE OUR WHITE NUMBERS WOULD BE REALLY HIGH, BUT NOT

168FOR DISCIPLINE. JUST IN GENERAL. HERE THEY ARE SAYING REMOVED FOR DISCIPLINE, 9% WHITE, 13% HISPANIC, 11% OF AFRICAN-AMERICAN, BUT THOSE ARE THE BIG ETHNIC GROUPS THAT WE HAVE. SO WHY DOES IT NOT EQUAL 100%? YES, THANK YOU SO MUCH , I'M SO SORRY, CAN I RESPOND? YES, ABSOLUTELY. THANK YOU FOR ASKING THAT. THIS IS SOMETHING THAT WE HAD A CONVERSATION ABOUT WITH THE DISTRICT TEAM, AS WELL, BECAUSE IT IS REALLY CONFUSING. SO, WHEN WE LOOK AT OVERALL, FOR INSTANCE, IT IS LOOKING AT JUST THE PERCENT OF STUDENTS WITH DISABILITIES WHO HAD ANY DISCIPLINARY REMOVAL , SO OF ALL THE STUDENTS WITH DISABILITIES, THAT 100% GROUP, THERE ARE 12% WHO HAD AT LEAST ONE DISCIPLINARY REMOVAL. WHEN WE ADD ON A DEMOGRAPHIC CATEGORY, WE ARE NARROWING DOWN THAT POOL EVEN FURTHER. WE ARE SAYING THE PERCENTAGE

169OF STUDENTS WITH DISABILITIES WHO ARE AFRICAN-AMERICAN AND WHO HAD A DISCIPLINARY REMOVAL, IT'S 11.5%. SO THE COMPARISON IS THE STUDENTS WITH DISABILITIES WHO ARE AFRICAN-AMERICAN WHO DID NOT HAVE A DISCIPLINARY REMOVAL WOULD ADD UP TO THE 100%. SO 11.5% OF AFRICAN-AMERICAN STUDENTS WITH DISABILITY HAD A REMOVAL , AND THAT LEAVES 89% OF AFRICAN-AMERICAN STUDENTS WITH DISABILITY WERE NOT REMOVED. SO IT'S LIKE A VERY, I DON'T KNOW, THE NUMBER IS VERY RIGID, AS FAR AS YOU ARE LOOKING AT AFRICAN-AMERICAN WITH THE DISCIPLINED, OR WITH THE DISABILITY, YOU ARE ONLY LOOKING AT WITHIN THE AFRICAN-AMERICAN SUBGROUP. YOU ARE NOT COMPARING IT TO ANY OTHER SUBGROUP. THE AUTISM SKILLS TO THE SPECIFIC LEARNING DISABILITY, HOW ARE THE ALKYLATED? AND THEY DON'T ADD UP TO THE TOTAL GROUP . YES, THAT WILL ADD UP, THEY SHOULDN'T. IT SHOULD BE

170, THE STUDENTS WITH DISABILITIES WHO ARE IDENTIFIED AS HAVING AUTISM AS THEIR PRIMARY CATEGORY , OF THAT, 100% GROUP, ALL THE CHILDREN IDENTIFIED AS HAVING AUTISM. 7% OF THEM HAVE A DISCIPLINARY REMOVAL . IF IT ADDS UP TO 100, THAT IS ACTUALLY GOING TO BE FUNNY. BUT YES, WE SEE ABOUT A QUARTER OF STUDENTS WITH OHI WILL EXPERIENCE AT LEAST ONE DISCIPLINARY . THAT IS MY UNDERSTANDING. WHEN I LOOK AT IT , I WAS WITH BOARD MEMBER TENORIO. OF THE 100% OF STUDENTS THAT WERE IN A DISCIPLINARY RENEWAL , 37% OF THEM WERE EMOTIONALLY DISTURBED. YES. >> SO IT ADDS UP TO 100%, I THINK. YES, YOU'RE RIGHT, I'M SORRY. IT IS THAT. THAT IS THE ONLY GROUP THAT EQUALS 100%. RIGHT, BECAUSE THE ENGLISH LANGUAGE, YEAH. IT ALSO SAID THAT THERE WERE THESE FOUR

171FINDINGS, THE READING WENT UP, THE MATH WENT DOWN, THE EXCLUSIONARY DISCIPLINE INCREASE, AND YOU SAID CHRONIC ABSENTEEISM, BUT I'M GUESSING IT INCREASED? OR IS AN ISSUE? YES, SO ABSENTEEISM IS AN ONGOING CONCERN, BUT THE NUMBER OF STUDENTS WITH HIGH ATTENDANCE ACTUALLY INCREASED. SO YOU'RE SEEING MORE STUDENTS WITH HIGH ATTENDANCE AND MORE STUDENTS WITH CHRONIC ABSENTEEISM. YOU DON'T HAVE A LOT OF STUDENTS IN THE IN-BETWEEN AREA. THAT INCREASE, BUT THE SAME IS TRUE FOR CHRONIC ABSENTEEISM. THAT WAS EFFECTIVE AT INCREASING THE ATTENDANCE OF STUDENTS WHO ARE POTENTIALLY ON THE CUSP OF HIGH ATTENDANCE. TO SEE HOW THAT CAN BE GENERALIZED TO STUDENTS WITH CHRONIC ABSENTEEISM. SO ESSENTIALLY THERE'S FIVE FINDINGS ? TWO ARE ATTENDANCE BASED? I GUESS AND WE TALKED EARLIER ABOUT DISAGGREGATING THE DATA, FOR ME IT SEEMS LIKE WITH SPECIAL EDUCATION , AND WHAT

172THEY ARE SAYING HERE, STUDENTS WITH DISABILITIES, IT SEEMS SO MUCH MORE COLLOCATED. EVERYTHING IS ON THE TABLE. AGAIN, ALSO LOOKING AT THESE TEST SCORES, AND YOU ARE TALKING ABOUT PROFICIENCY. I FEEL LIKE A LOT OF TIMES WE ARE GETTING DINGED FOR THE KIDS WHO ARE NOT MEETING PROFICIENCY, OR WHO ARE BELOW BASIC, WHATEVER THEY ARE CALLING IT. AND I'M CURIOUS, WHY WE ARE SETTING THAT STANDARD. NOT THAT WE DON'T HAVE STANDARDS FOR THESE KIDS, BUT IT IS LIKE WHERE ARE THEY AT? AND WE DO WANT THEM TO GROW AND THRIVE AND IMPROVE THEIR READING SCORES IN THEIR MATH SCORES. BUT I JUST DON'T UNDERSTAND WHY WE ARE JUST SETTING THE BAR SO HIGH WHEN THAT'S NOT WHERE THEY'RE AT. AND I THINK , PRESIDENT CORT , MEMBER TENORIO, WE WANT OUR TRAJECTORY TO GO UP

173. WE WANT TO SEE THOSE IMPROVEMENTS, WE WANT THOSE GAMES. THAT'S THE FOCUS. SO WHATEVER WE NEED TO DO ON THE INSTRUCTION SIDE TO IMPROVE THAT, THAT'S OUR GOAL. AND THAT IS THE WORK THAT WE HAVE TO DO AHEAD OF US WITH A SPECIALLY DESIGNED INSTRUCTION, MAKING SURE THAT CAMPUSES NO WHAT INSTRUCTIONAL MATERIALS ARE WORKING FOR OUR STUDENTS. WHAT THE DISTRICT HAS ADOPTED TO USE, AND HOW THAT CAN POSITIVELY IMPACT HER STUDENTS. I'M JUST KIND OF CURIOUS, WHEN WE ARE GIVING OURSELVES A FIVE-YEAR PLAN , AND , WITH THESE STUDENTS WHO MAY BE IN HIGH SCHOOL BUTTER AT ELEMENTARY READING LEVEL, WHAT IS THE REALITY OF HOW FAST CAN WE GET THEM TO A MIDDLE SCHOOL LEVEL, OR TO THEIR OWN GRADE LEVEL? IT DEPENDS ON THE STUDENT, RIGHT? EVERYONE'S ABILITY LEVEL IS DIFFERENT. WHEREVER

174THE CHILD IS, WE WANT TO MOVE THE MAN. ONE OF THE GAME LOOKS LIKE, THE GAME LOOKS LIKE. WE WANT TO MAKE EVERY EFFORT INTO MAKING SURE WE ARE PROVIDING THE HIGH-QUALITY EDUCATION SO THAT THEY HAVE THE OPPORTUNITY TO GROW AND LEARN IN ADVANCE. I GUESS WHEN THE PUBLIC NARRATIVE OR THE PUBLIC GRAPH SAYS YOU ARE NOT HERE, WE ARE NOT TALKING ABOUT WHERE YOU ARE AT. AND WHY WE CAN'T BE REALISTIC ABOUT WHERE OUR KIDS ARE AT AND HOW WE CAN HELP THEM. BECAUSE I DON'T HAVE A GOOD VISUAL HERE OF WHERE THEY ARE AT. I JUST KNOW WHERE THEY ARE NOT AT. SURE. I THINK ONE OF , JUST TRYING TO SEE HOW I WANT TO SAY THIS. BUT IT GOES BACK TO WHAT SPECIALLY DESIGNED INSTRUCTION LOOKS LIKE IN THE CLASSROOM. AND

175I THINK THAT'S WHAT FEDERAL LAW READS AS. WE HAVE TO DESIGN THE SPECIALLY DESIGNED INSTRUCTION. PART OF THAT IS THAT WE HAVE TO GIVE THEM THE STANDARDS AT THE HIGH SCHOOL LEVEL. WE HAVE TO LOOK AT WHAT THE STANDARD IS FOR WHATEVER CLASS, ENGLISH CLASS. WITH THE STANDARD, HOW DO WE DESIGN, HOW DO WE SPECIALLY DESIGNED THAT CLASSROOM TO EXPOSE THEM TO THAT STANDARD, THEY MAY NOT BE AT THAT LEVEL, BUT WE DO HAVE TO EXPOSE THE THAT STANDARD. AND THAT'S GOING TO BE THE KEY, MAKING SURE THAT WE EXPOSE THEM TO THE STANDARD SO THAT WE GIVE THEM THE ABILITY TO ACCESS THAT STANDARD. SO THAT'S OUR DILEMMA RIGHT NOW. REALLY, IN ALL HONESTY, WE'VE GOTTEN AWAY FROM SPECIALLY DESIGNED INSTRUCTION. BECAUSE WE STRUGGLE IN OUR OFFICE, LIKE HOW DO WE DESIGN THAT? WHAT

176IS THAT LOOK LIKE FOR A STUDENT THAT IS AN 11th GRADER THAT IS READING AT A THIRD-GRADE LEVEL? WHAT IS THAT LOOK LIKE? REALLY, THAT'S OUR CHARGE WHEN WE LOOK AT THIS. YOU KNOW, A LOT OF THE DATA THAT WE SHARE WITH YOU WAS NOT A SURPRISE TO US. WE KNEW WHERE WE WERE AT. AND NOW WE JUST NEED TO GO FORWARD, WHAT WE DO FROM HERE? I HOPE THAT ANSWERS YOUR QUESTION. BUT SPECIAL ED IS DIFFICULT . I'M SORRY, I HAD TO TALK IT OUT. I THINK AS LONG AS THE DESIRE IS THERE, RIGHT? IF THE KID IS OPEN TO WANTING TO LEARN, IF HE HAS A SUPPORT GROUP, WHETHER IT'S AT HOME OR JUST AT SCHOOL, I THINK THAT'S WHERE IT'S ALL GOING TO HAPPEN. PRESIDENT CORT, AND BOARD MEMBER TENORIO, MEMBERS OF

177THE BOARD, IF I MAY, I WOULD LIKE TO ADDRESS IT FROM A LEGAL PERSPECTIVE. BECAUSE I DO THINK SOMETIMES AT FIRST THEY CAN APPEAR COUNTERINTUITIVE. BUT THIS ACTUALLY HAS A LONG CIVIL RIGHTS HISTORY, AND I KNOW THAT IT MAY BE COUNTERINTUITIVE, BECAUSE I KNOW WHERE THE SENTIMENT SOMETIMES IS ABOUT STATEWIDE TESTING. BUT FOR MANY YEARS, STUDENTS WITH DISABILITIES WERE AUTOMATICALLY EXCLUDED AS AN EXCEPTION TO STATEWIDE ASSESSMENT, AND TO STATEWIDE STANDARDS . WHAT THAT RESULTED IN IS ACTUALLY AN INCREASE, AND INFLATION OF STUDENTS IDENTIFIED AS STUDENTS WITH DISABILITIES, AND A DROP IN EXPECTATION. SO IT BECAME , REALLY, A CIVIL RIGHTS ISSUE. IF YOU EXCLUDE STUDENTS WITH DISABILITIES, YOU ACTUALLY PLAY IN OF THE PROBLEM , WHERE IF WE ARE LOOKING AT STUDENT AGAINST STATE STANDARDS, IT'S NOT THAT YOU WOULD NOT INDIVIDUALIZE FOR THE CHILD

178ON THEIR INDIVIDUAL EDUCATION PLAN. IT IS THAT WHEN YOU ARE LOOKING AT DATA IN THE HOLISTIC WAY, EXACTLY WHAT IS HAPPENING TONIGHT, WHICH I WILL JUST SAY, TO ME, IS A VERY IMPRESSIVE ENDEAVOR. IT IS SORT OF THE WAY TO COUNTERBALANCE A CULTURE OF LOW EXPECTATIONS, SO ON AN INDIVIDUALIZED BASIS THE INDIVIDUALIZED EDUCATION PLAN. THE UNITED STATES SUPREME COURT SET OUT A FRAMEWORK FOR THAT, I COULD PROBABLY TALK ABOUT IT FOR AN HOUR, BUT YOU AND I WANT TO HEAR IT. SO THAT IS LOOKING AT HOW YOU SET A RIGOROUS STANDARD FOR A STUDENT WHO CAN'T INDIVIDUALLY REASONABLY BE EXPECTED TO MEET GRADE LEVEL STANDARDS. AND WE DO THAT EVERY DAY, IN IEP MEETINGS. BUT IF WE ARE NOT LOOKING AT THIS IN THE MANNER THAT YOU SAW TONIGHT, YOU RUN THE RISK THAT THE

179ENTIRE POPULATION GETS PULLED DOWN. SO WHEN YOU TALK ABOUT THE VALUE OF DISAGGREGATING DATA, OBVIOUSLY FOR STUDENTS WITH DISABILITIES YOU ARE TALKING ABOUT NOT A HOMOGENOUS GROUP, BUT A VERY HETEROGENEOUS GROUP. IF YOU DON'T DISAGGREGATE THE DATA AND LOOK AT IT THIS WAY, AND LOOK AT IT VIS-À-VIS STATE STANDARDS, I THOUGHT THE NUMBER OF INCREASED PARTICIPANTS TAKING THE S.A.T. , FROM A CIVIL RIGHTS STANDPOINT , JUST THE PARTICIPATION WAS INCREDIBLY IMPORTANT. AND THE FACT THAT WE ARE LOOKING AT THAT DATA IS INCREDIBLY IMPORTANT. SO YES, THERE'S ALL THOSE SORT OF KIND OF DILEMMAS. AND DICHOTOMIES. BUT THIS IS HOW ULTIMATELY, FROM A CIVIL RIGHTS STANDPOINT, THE CASE LAW AND THE STATUTES HAVE TREATED TO MAKE SURE THAT WE ARE GUARDING AGAINST A CULTURE OF LOW EXPECTATIONS. SO WHAT KIND OF HAVE TO SORT OF EMBRACE

180THAT, AND I FEEL LIKE THAT IS WHAT THIS REPORT DOES. BUT IT IS COLLOCATED. WHEN WE HEARD FROM OZZIE MARTINEZ EARLIER THAT CONCEPT OF RIGOR CAME UP THERE. A LOT OF INITIATIVES WITH ATTENDANCE, RIGOR , SPECIALLY DESIGNED INSTRUCTION. . LOOKING AT ALL STUDENTS THEY ARE JANET STUDENTS FIRST. WE WANT TO MAKE SURE WE ARE MEETING THEIR NEEDS SO WE DO NEED TO RAISE EXPECTATIONS AND PROVIDE THOSE OPPORTUNITIES FOR THEM TO EXCEL. THANK YOU. WHAT WAS INTERESTING TO ME WAS THAT EVEN WITH THE DISTRICT PUTTING FORTH RESTORATIVE PRACTICES WE ARE STILL SEEING DISCIPLINARY REMOVAL INCREASED WHICH WAS A LITTLE DISHEARTENING TO ME . I'M SURE TO YOU ALL AS WELL. BOARD MEMBERS? WHAT PERCENTAGE OF THE STUDENT POPULATION ARE STUDENTS WITH DISABILITIES? ABOUT 4000 STUDENTS. IS THAT A NUMBER THAT HAS MAINTAINED GENERALLY SPEAKING? A SMIDGE.

181THAT IS KIND OF LIKE THE OZZIE MARTINEZ BOARD MEETING TONIGHT. ALL OF THAT STUFF IS TIED INTO THESE LARGER EFFORTS. IT IS A LOT OF DATA TO WRAP YOUR HEAD AROUND. THANK YOU, EVERYBODY. ABSOLUTELY. >> I HAVE A QUESTION ABOUT THE 0% IN 2022. IT STRUCK ME AS VERY ODD. COMING OUT OF COVID --IT WAS ON THAT SLIDE. COMING OUT OF COVID, --IT IS SURELY. GET IT TOGETHER, SURELY. IT WAS NOT THIS ONE EITHER. >> SLIDE NUMBER 11. SORRY. I APOLOGIZE. IT STRUCK ME AS ODD. THERE WAS ONE AFTER THAT. SO KRISTIN EXPLAINED THAT. THERE WERE NOT ENOUGH STUDENTS THAT TOOK IT TO COUNT IS THE ISSUE. THAT HAPPENED BOTH THIS SLIDE AND THIS SLIDE. . THAT WAS MY ASSUMPTION. THEY WERE NOT PROFICIENT . 0% WERE OF PROFICIENT AT THE ONES THAT TICKET. IT

182WAS A SMALL NUMBER. I BELIEVE IT WAS 30. KRISTIN, I DON'T KNOW IF YOU HAVE THAT OFF THE TOP OF YOUR HEAD? IT WAS 43 TESTTAKERS IN 2022. SO OF THOSE 43, NONE OF THEM WERE PROFICIENT. KEEPING IN MIND, THIS IS MEASURING JUST PROFICIENT AND ADVANCED. NOT EVEN BASIC WHICH IS WHERE WE WOULD HOPE OR MIGHT EXPECT. YOU CAN SEE, I THINK IT MAY HAVE SHOWED IN THE NEXT TWO. THIS IS SHOWING JUST PROFICIENT AND ADVANCED. THERE WERE ONLY 43 TESTTAKERS SO IT IS NOT REALLY A VERY REPRESENTATIVE SAMPLE OF THE NUMBER OF STUDENTS WITH DISABILITIES IN THE SCHOOL AT THAT TIME. IT WAS JUST WHO ACTUALLY TOOK THE S.A.T.S WHICH IS WHY I THOUGHT IT WAS VERY IMPORTANT TO NOTE THAT THE NUMBER TRIPLED BY 2024. THANK YOU. >> I THOUGHT IT WAS REQUIRED

183TO GRADUATE. THE PSAT IS UNIVERSALLY GIVEN. PRESIDENT AND BOARD MEMBERS. THE S.A.T. GRADUATION REQUIREMENT IS THAT THEY TAKE THE S.A.T., NOT NECESSARILY PASSET TO GRADUATE. SO A HIGH NUMBER OF KIDS TAKING IT TO GRADUATE. IT WILL INCREASE. IT IS A REQUIREMENT TO GRADUATE NOW SO MORE AND MORE WILL BE TAKING IT. RESIDENT, IF I MAY ADD JUST SOME THINGS TO CONSIDER . WE TALKED ABOUT MARTINEZ YAZZIE AND ALL OF THIS AS VICE PRESIDENT NOLAN MENTIONED IS ALL CONNECTED. SOME OF THE POSITIVES IS THE STRATEGIC PLAN, OUR GOAL IS 100% OF OUR KIDS MEET THEIR TARGETS INCLUDING STUDENTS WITH DISABILITIES. THE SYSTEMS AND STRUCTURES WE HAVE INCORPORATED WITH THINGS SUCH AS THE RESEARCH AND DEVELOPMENT TEAM MAKING DECISIONS AND RECOMMENDATIONS THAT IMPACT SCHOOLS YOU HAVE THE DIFFERENT MARTINEZ YAZZIE GROUPS REPRESENTED IN THE DEPARTMENT . THE

184PROFESSIONAL LEARNING DEVELOPMENT TEAM HAS ALL OF THE MARTINEZ YAZZIE GROUPS REPRESENTED IN THOSE GROUPS. THE STRUCTURE OF THOSE CONVERSATIONS ARE HAPPENING TO BE SURE WE ARE MEETING THE NEEDS OF OUR KIDDOS. IT'S A VERY COMPLICATED --IT IS COMPLICATED IN REGARD TO THE SUPPORT WE NEED TO PROVIDE, BUT AT THE VERY LEAST WE ARE HAVING THOSE CONVERSATIONS AND ENSURING WE ARE NOT FORGETTING AND TAKING THOSE STRUCTURES WE NEED TO SEE IN THE CLASSROOM INTO CONSIDERATION WITH EVERYTHING THAT WE DO IN ALL CONTENT AREAS ET CETERA . WILL IT TAKE TIME? IT WILL DEFINITELY TAKE TIME. WHAT WE SAW INITIALLY OUR GROUP WAS ONE OF THE HIGHEST OR LARGEST OR HAD THE MOST GAINS IN REGARDS TO THE DATA. SO WE SEE THE IMPACT OF THAT IT IS ALREADY HAVING. AWESOME. >> YOU GOOD? YEAH. I'M JUST

185WONDERING. 4000 SPECIAL ED STUDENTS. ARE THEY SELF-CONTAINED? ARE THEY INCLUDED IN REGULAR ED CLASSROOMS? HOW IS IT SPREAD OUT? I SUPPOSE IT DEPENDS ON THE DISABILITY OR THAT THIS -- EXTENT OF THE DISABILITY SO I GUESS I'M ANSWERING MY OWN QUESTION. IT IS PROBABLY SOME KIND OF MIX OF THE WHOLE THING. ABSOLUTELY, PRESIDENT. IT IS A MIX AND IT CAN CHANGE FROM YEAR TO YEAR. ONCE AN IEP HAPPENS WE MIGHT FIND THAT A STUDENT IS READY TO MOVE INTO A DIFFERENT SETTING. IT IS VERY FLUID AND, OF COURSE, THE GOAL IS ALWAYS TO HAVE STUDENTS PROFICIENT ENOUGH THAT THEY CAN EXIT THE PROGRAM. THAT IS ALWAYS THE GOAL. IT IS VERY FLUID. I DON'T KNOW IF MIKE AND CARRIE WANT TO ADD TO THAT. SHIRLEY, CAN I ADD SOMETHING BRIEFLY? IN THE INDICATOR REPORT, THERE

186SHOULD BE IF I'M REMEMBERING CORRECTLY, NOT ON HERE BUT IN THE SEPARATE MUCH LARGER HUNDREDS OF PAGES REPORT, IT WILL HAVE IT BROKEN DOWN BY THE AMOUNT OF TIME THEY SPEND IN A GENERAL EDUCATION SETTING ALSO. YOU SHOULD HAVE A PERCENTAGE OF STUDENTS WHO ARE IN A GENERAL EDUCATION SETTING FOR 80% OR MORE. YOU WILL SEE ON THE DISAGGREGATED SIDE THAT IT IS ALSO A WAY THAT THE STUDENT DATA IS DISAGGREGATED. IN PURPLE THE RE IS GOING TO BE THE STUDENTS WHO ARE SERVED IN GENERAL EDUCATION. 80% OR MORE OF THEIR DAY. RR ARE STUDENTS IN GENERAL EDUCATION 40 TO 79% OF THEIR DAY. THE SE ARE STUDENTS THAT ARE IN GENERAL EDUCATION FOR LESS THAN 40% OF THEIR DAY. THAT IS IN RELATION TO DISCIPLINARY REMOVALS. YOU WILL SEE IT IN RELATION TO THE

187PROFICIENCY. NOT ATTENDANCE BUT YOU WILL SEE IT IN PROFICIENCY AS WELL I BELIEVE. I THINK IT IS IN PROFICIENCY, BUT THAT IS ALSO A WAY THAT IT IS DISAGGREGATED IN THE MUCH LARGER TOPICAL REPORTS YOU ALL HAVE. THANK YOU. I WAS JUST CURIOUS FOR YOU THREE HERE AND MAYBE IF THERE WAS A TEAM INVOLVED, WHAT CAUGHT YOUR ATTENTION THE MOST? OR WAS IT ALL KIND OF I KNEW IT. DID YOU HAVE AN OFFICE POOL GOING? PRESIDENT, AS I SAID EARLIER NONE OF THIS WAS REALLY A SURPRISE TO US. WE KNEW THE DATA, WE KNOW THE DATA. I THINK JUST COMING IN AND VERIFYING WHAT WE ARE LOOKING AT AND GIVING US THE EXTRA KICK TO GET US GOING AGAIN. SO LET'S COME UP WITH A PLAN FOR THESE ISSUES. I WAS DISHEARTENED AS I THINK

188VICE PRESIDENT NOLAN SAID THAT WE SAW AN INCREASE IN DISCIPLINE ESPECIALLY THE KIDS IN THE MORE RESTRICTIVE CLASSROOMS BEING SUSPENDED MORE OFTEN OR TAKEN OUT OF THE CLASSROOM MORE OFTEN, THAT WAS KIND OF EYE-OPENING. I THINK ALSO WHEN WE CONSIDER THAT WE ARE ALSO LOOKING AT STAFF . WE HAVE SOME STUDENTS THAT ARE VERY PHYSICAL AND AGGRESSIVE. WE ALSO, IT IS A FINE BALANCE. WE HAVE STAFF ALSO THAT THEY ARE PHYSICALLY WITH THE STUDENTS AND THEY CAN BE VERY AGGRESSIVE. THERE'S JUST CERTAIN POINTS WHEN WE HAVE TO TAKE SOME TIME TO REGULATE. EXCUSE ME. THIS WAS A VERY FRUITFUL CONVERSATION. I PUT IT IN THE PAST TENSE. GO AHEAD. SO THIS WAS THE PILOT PROGRAM TO GET THE MONEY TO DO THE STUDY SO WE ARE STILL PART OF THIS PROGRAM . WHAT DOES IT

189LOOK LIKE MOVING FORWARD? ACTUALLY FINANCIALLY WE WEREN'T INVOLVED. BASICALLY IT WAS JUST A PARTNERSHIP. SUPERINTENDENT REESE AND I HAD A MEETING WITH DEPUTY SECRETARY VICE LAST WEEK AND SHE DID GIVE US A COMMITMENT THAT WE COULD CONTINUE THE WORK AND SHE WOULD LIKE TO SEE US SERVE AS A PILOT FOR OTHER DISTRICTS. AS WE MOVE FORWARD WITH THE PATHWAY TO SUCCESS, THAT IS THE IMPLEMENTATION PIECE. WE WANT THE STAKEHOLDER VOICE. WE WILL WORK WITH THE RESEARCH AND DEVELOPMENT TEAM. WE WILL MAKE SURE WE ARE ALIGNING WITH THE STRATEGIC PLAN, THE YAZZIE MARTINEZ. WE HAVE A LOT OF WORK TO DO AHEAD OF US. MY GUESS IS FOR THE NEXT YEAR WE WILL SPEND SOME TIME DOING THAT DEVELOPMENT OF THE PLAN. THAT WILL NOT HAPPEN OVERNIGHT AND WE WANT TO BE SURE WE HAVE THE

190RIGHT STAKEHOLDERS AT THE TABLE TO HELP US WITH GETTING THE NEXT STEPS IN PLACE. IT IS A LOT OF WORK. THANK YOU SO MUCH FOR SHARING THAT WITH US. I THINK WE ARE GOOD. I THINK YOU WILL BE A GOOD EXAMPLE FOR OTHER STATES. ABSOLUTELY. >> FOR SURE. >> THANK YOU, KRISTIN , FOR BEING WITH US. WE APPRECIATE YOU. THANK YOU, EVERYONE. I JUST WANTED TO BRING UP THE NUMBERS ON THE S.A.T. REQUIREMENT FOR GRADUATION. IT'S REQUIRED FOR FEDERAL ACCOUNTABILITY WHICH IS 90% TESTED ET CETERA. IT IS NOT FOR GRADUATION. I JUST WANTED TO MAKE SURE. OKAY. IT IS NOT A GRADUATION REQUIREMENT. IT IS REQUIRED TO TAKE IT FOR FEDERAL ACCOUNTABILITY. I ONLY KNOW THEY HAVE TO TAKE IT ONCE. THEY TAKE THE PSAT AND THEN THE S.A.T. IS THAT TOMORROW? CAN YOU CLARIFY

191THAT. I JUST WANT TO MAKE SURE WE GET THAT ON RECORD . ON THE S.A.T. PIECE I WAS JUST CORRECTING THAT. THE S.A.T. IS NOT REQUIRED FOR GRADUATION. FOR THE FEDERAL ACCOUNTABILITY PIECE OF THAT. IN THE STATE OF NEW MEXICO THERE'S CURRENTLY NO ASSESSMENT REQUIREMENT FOR GRADUATION. WE ENCOURAGE THE STUDENTS TO TAKE THE S.A.T. BECAUSE WE HAVE A 95% REQUIREMENT FOR ACCOUNTABILITY BECAUSE WE RECEIVE FEDERAL FUNDING. THAT IS EXCELLENT . EXACTLY WHAT WE NEEDED. ALL RIGHT. I WOULD LIKE TO ENTERTAIN A MOTION TO ADJOURN THE MEETING. MOVED. SECONDED. ALL IN FAVOR SAY AYE. AYE. ALL OPPOSED? 7:59. WERE YOU TAKING BETS TO SEE WHEN WE WOULD END. DID ANYBODY GET 8:00? I WAS THINKING AT LEAST AN HOUR BEFORE THAT. AS WE WERE COMING UP ON SEVEN . SUDDENLY AN ADDITIONAL HOUR. I TOLD MADDIE

192IT WOULD GO FOR HOURS.