001HELLO AND GOOD MORNING. HAPPY TO SEE YOU. I HOPE EVERYONE HAS HAD SOME BREAKFAST. I AM GOING TO OFFICIALLY CALL THIS MEETING TO ORDER AT 9:11. I JUST FELT LIKE I NEEDED TO HIT SOMETHING. I DON'T KNOW WHERE THE GAVEL IS. THANK YOU ALL FOR BEING HERE. LET'S START WITH THE ROLLCALL. PLEASE TAKE THE ROLL. [ ROLL BEING CALLED ] I AM HERE. THANK YOU SO MUCH. I WOULD LIKE TO ENTERTAIN A MOTION TO APPROVE THE FEBRUARY 27th, 2026, EXTENDED WORK SESSION AGENDA. SO MOVED. SECOND. >> MOVED BY VICE PRESIDENT WOFFORD AND MOVED BY SECRETARY NOLAN. BY SAYING AYE. AYE. >> SO OPPOSED? PASSES. REGULAR SESSION MINUTES. SO MOVED. SECOND. VICE PRESIDENT WOFFORD AND SECONDED BY SECRETARY NOLAN. BY SAYING AYE. ALL OPPOSED? THE LAS CRUCES PUBLIC SCHOOLS HAVE IT . THANK YOU SO MUCH.
002I'M NOT GOING TO TURN THE MIC OVER TO SUPERINTENDENT FOR SOME COMMENTS. IT IS GREAT TO BE HERE THIS MORNING. IT HAS BEEN A GREAT WEEK. I HAD THE OPPORTUNITY TO ADDRESS AND SAY HI TO OUR TEACHERS WHO ARE GETTING READY FOR THE PARTNERSHIP. THE WORLD CUP. JUST A GOOD EXAMPLE OF THE OPPORTUNITIES THAT WE HAVE HERE IN OUR DISTRICT. JUST THE COMMITMENT OF OUR TEAMS. ALL THE WORK THAT HAS BEEN HAPPENING IN OUR DISTRICT. AND THE IMPACT THAT THAT IS HAVING WITH REGARD SPECIFICALLY TO OUR STRATEGIC PLAN AND THE ALIGNMENT AND HOW WE ALIGN THE WORK AROUND THAT. THANK YOU PRESIDENT, MEMBERS OF THE BOARD. THANK YOU. THANK YOU SO MUCH. JUST WALKED US THROUGH SOME GOVERNANCE ISSUES IN AND OUT OF THE BOARDROOM. AS I ATTENDED THE CONFERENCE IN FEBRUARY IN SANTA FE,
003I SAT IN THE SESSION AND REALIZED THERE WERE SOME THINGS I DIDN'T KNOW. I THOUGHT THIS WOULD BE A GOOD REMINDER FOR ALL OF US TO HAVE A REFRESHER ON GOVERNANCE ISSUES. TAKE ADAWAY. SO PRESIDENT CORT, MEMBERS OF THE BOARD, SUPERINTENDENT RUIZ, IT IS GOOD TO BE HERE THIS MORNING. GOOD MORNING, EVERYONE. IT IS WONDERFUL TO SEE ALL OF YOU HERE IN THIS CONTEXT OF AN EXTENDED WORK SESSION. AND WHAT I AM REALLY HOPING, PRESIDENT CORT, IS THAT THIS CAN BE MORE A CONVERSATION THAN MY TALKING AT THE FOUR OF YOU. SO I AM HOPING THAT THE MATERIALS KIND OF PRODUCE SOME IDEAS AND THOUGHTS, INCLUDING POSSIBLY RELATED TO A COUPLE POLICIES THAT I HAVE POINTED OUT IN THE MATERIALS YOU ARE GETTING NOW IN FRONT OF YOU. JOSH WAS KIND ENOUGH TO GET THE
004HANDOUT PRINTED SO YOU'RE NOT JUST LOOKING AT THE SCREEN. AND THEN ROBIN PROVIDED A COUPLE POLICIES THAT I WILL BE REFERENCING. SO, IF YOU ARE READY, WE WILL START. READY. I THINK I CAN USE THIS LITTLE CLICKER AND FIGURE THIS OUT. WE ARE BASICALLY GOING TO HIGHLIGHT -- GOOD . IT WORKED. A FEW TOPICS. I WILL GIVE YOU A QUICK OVERVIEW SO YOU KNOW WHERE WE ARE GOING. WE ARE GOING TO TALK ABOUT RULES OF ORDER, VOTING, AND WHEN TO ABSTAIN. OF COURSE WE ARE NOT UNDER ROBERT'S RULES OF ORDER, ALTHOUGH I WILL BE TALKING ABOUT THAT AS A FORM OF GUIDANCE BECAUSE OUR POLICY RELIES ON ROBERT'S RULES AS PART OF GUIDANCE. BUT WE ARE GOING TO TALK ABOUT THAT PART OF GOVERNANCE. WE ARE GOING TO TALK ABOUT DISCUSSIONS DURING A BOARD MEETING
005AND THE LEGAL IMPLICATIONS OF THAT FOR BOARD MEMBERS. WE ARE GOING TO TALK ABOUT POLICY REVIEW AND REVISION PROCESS BECAUSE YOU ALL HAVE BEEN EXPERIMENTING A LITTLE BIT UNDER CERTAIN CIRCUMSTANCES WITH SOMETIMES DOING TWO READINGS. WHICH IS, I WILL SAY, NOT UNUSUAL FOR BOARDS IN NEW MEXICO. IN FACT, FOR THOSE THAT USE THEM SBA POLICIES, THEIR DEFAULT IS TWO READINGS FOR POLICIES. BUT YOUR TRADITION HAS BEEN THREE AND OBVIOUSLY IT IS ALWAYS A RICH DISCUSSION BUT NOW AND THEN IT MAKES SENSE TO ADOPT IT, TOO. SO WE WILL TALK ABOUT THAT. ISSUES OF TRANSPARENCY, WHICH I KNOW IS VERY MUCH A GOAL OF THE BOARD AND THE SUPERINTENDENT. SO WE WILL TALK ABOUT THAT FROM A LEGAL PERSPECTIVE. AND JUST SOME CONCEPTS AROUND OPEN MEETINGS ACT AND WHAT WE DO IN SITUATIONS WHERE A QUORUM
006MIGHT BE PRESENT BUT IT IS NOT A BOARD MEETING. SOMETIMES THAT IS DEALT WITH SOMETHING CALLED A QUORUM NOTICE. NOW AND THEN IT COMES UP AND WE THOUGHT IT MIGHT BE A GOOD REFRESHER HOW WE DEAL WITH ISSUES SURROUNDING FUNDRAISERS AND THE ANTI-DONATION CLAUSE. SO THOSE ARE THE TOPICS WE ARE GOING TO HIT. AND WE WILL START WITH RULES OF ORDER AND WHEN TO ABSTAIN. AND SO WHAT I WANTED TO POINT OUT AT THE ONSET IS UNDER ROBERT'S RULES, WHICH, AGAIN, IS A BODY OF RULES. THEY ARE NOT LAWS. BUT THEY ARE WELL-ESTABLISHED. AND THEY ARE DESIGNED TO HELP LEGISLATIVE BODIES THROUGH THE DECISION-MAKING PROCESS. AND THEY REALLY ARE DESIGNED FOR LARGE BODIES BUT SOME PARLIAMENTARY RULES THAT COME OUT OF ROBERT'S RULES . SO JUST STARTING THERE AS OUR STARTING POINT. WHAT ROBERT'S RULES
007SAY ABOUT VOTING IS UNLESS A RULE, WHICH COULD BE YOUR BOARD POLICY, PROVIDES OTHERWISE, MAJORITY VOTE MEANS MORE THAN HALF OF THE VOTES CAST BY PERSONS ENTITLED TO VOTE, EXCLUDING BLANKS OR EXTENSIONS AT A REGULARLY CALLED MEETING. IF WE HAVE EXAMPLE, HERE TODAY, WE HAVE FOUR BOARD MEMBERS PRESENT. AND IF ONE ABSTAINS THERE WOULD BE THREE ELIGIBLE TO VOTE AND A MAJORITY VOTE WOULD BE TWO OF THE THREE VOTING IN FAVOR. SO THAT IS HOW THAT WORKS UNDER ROBERT'S RULES. AGAIN, I WANT TO POINT OUT IT SAYS UNLESS A RULE PROVIDES OTHERWISE. AND SO YOU HAVE SOME INTERESTING LANGUAGE. I WOULD BE CURIOUS HOW YOU INTERPRET THAT LANGUAGE. BUT IN BOARD POLICY BEDD. IF YOU WANT TO GLANCE AT YOUR POLICY THAT IS IN FRONT OF YOU, YOU CERTAINLY CAN. BUT THE SENTENCE THAT I
008WANTED TO BRING TO YOUR ATTENTION IS THE ONE THAT SAYS THE BOARD ACTS BY DECISION OF A MAJORITY OF A QUORUM --THANK YOU --OF ITS MEMBERS. AND SO, IN THE EXAMPLE I JUST GAVE, THERE ARE FOUR HERE. AND SO A MAJORITY WOULD BE THREE. AND IT DOESN'T TAKE INTO ACCOUNT WHAT HAPPENS IF SOMEONE ABSTAIN'S. I WILL TELL YOU FOR EXAMPLE NMSBA'S DEFAULT IS THERE POLICY IS CONSISTENT WITH YOUR BEDD BUT IS MORE EXPRESS . IT DOESN'T MATTER IF THERE IS AN EXTENSION. IN A CASE WHERE YOU HAVE FOUR MEMBERS PRESENT, YOU WOULD HAVE TO HAVE THREE IN ORDER TO PASS THAT. SO, I THINK, ONE OF THE QUESTIONS IS, DO YOU THINK THERE IS A CONFLICT BETWEEN ROBERT'S RULES , WHICH WOULD BACK OUT THE ABSTENTION VERSUS YOUR POLICY. AND, IF THERE IS A CONFLICT,
009WHICH DO YOU PREFER AND MIGHT WE NEED TO CONSIDER AMENDING THE POLICY? THOSE ARE GREAT QUESTIONS. AND SO I DO LIKE THE FACT WE HAVE THE MAJORITY OF A QUORUM. AND I THINK MAYBE SOME OF THE ISSUE MIGHT BE WHEN , WHEN A MEMBER CAN ABSTAIN. RIGHT? RIGHT. >> MY UNDERSTANDING OF ROBERT'S RULES OF ORDER IS THERE IS --THERE ARE SOME , AND THOSE ARE RULES BUT THEY ARE NOT LAWS. ARE THERE LAWS WITH ABSTENTION? WE WILL TALK ABOUT THAT. WE ARE GOING TO GO INTO THAT IN A SUBSEQUENT SLIDE. BUT IT COULD EVEN COME UP, EVEN ASSUMING --FIRST OF ALL, A QUORUM IS THREE. SO YOU COULD END UP. I GAVE THE EXAMPLE OF FOUR BECAUSE YOU HAVE FOUR TODAY BUT YOU COULD END UP WITH A SITUATION OF EVEN THREE. SO IT IS
010IMPORTANT TO TALK ABOUT WHETHER OR NOT THIS IS A WORKABLE POLICY. IF WE SAY THAT IT IS TAKING INTO ACCOUNT THE ENTIRE QUORUM THAT IS PRESENT, WHETHER THAT IS A WORKABLE POLICY, IF IN THE EVENT THAT SOMEONE HAS TO ABSTAIN. AND I LOOKED AT ROBERT'S RULES . THEY HAVE A DISCUSSION ABOUT THAT. AND ROBERT'S RULES' VIEWPOINT IS NOT ADVISABLE. THE ABSTENTION THEN EFFECTIVELY, IT HAS THE EFFECT OF A NEGATIVE VOTE. BECAUSE IN REALITY IF YOU'RE REQUIRING A MAJORITY OF THOSE PRESENT AND SOMEONE ABSTAINS, THEN THAT HAS THE EFFECT OF A NEGATIVE VOTE. MAJORITY. RIGHT. RIGHT. >> SO THE ABSTENTION THEN IS POSITIVE. YES. SO I THINK FUNDAMENTALLY THE QUESTION IS, AND MAYBE IT IS ONE WORTH REFLECTING ON. OBVIOUSLY A DECISION WOULDN'T BE ABLE TO BE MADE TODAY ANYWAY. PERHAPS AN AGENDA SETTING THINKING ABOUT
011IS THIS SOMETHING YOU MIGHT WANT TO ADD TO THE AGENDA AT SOME POINT TO VISIT? AND THAT WOULD BE THE REQUIREMENT THAT THE MAJORITY --THAT YOU HAVE TO HAVE A MAJORITY VOTE AND THAT WOULD BE THE MAJORITY OF THOSE PRESENT, REGARDLESS OF WHETHER THERE IS ABSTENTION'S OR NOT AS REGARD TO THE MAJORITY MEMBERS. SO ARE WE SAYING --SO IF I'M READING THAT, MAJORITY OF A QUORUM MEMBERS, WHICH IS FIVE, NO MATTER WHO IS PRESENT. IS THAT WHAT THAT IS SAYING? NO. THAT WOULD BE OF THOSE PRESENT. BUT YOU WANT BACK OUT THE PERSON WHO ABSTAINED. SO IN THE CURRENT COMPOSITION OF FOUR PEOPLE RIGHT NOW, IF MR. FRANK ABSTAINED, YOU WOULD --IF MR. FRANK ABSTAINED , WE ACTUALLY HAD A SITUATION RECENTLY SO LET ME THINK THIS THROUGH. TWO VOTES WIN . TWO VOTES DOESN'T
012WIN BECAUSE THAT IS NOT A MAJORITY OF THOSE PRESENT. THAT IS THE CRUX OF THE PROBLEM. OKAY. MY COFFEE HASN'T HIT MY BRAIN YET SO I NEED TO THINK THAT THROUGH. THAT IS A PROBLEM. REAL PRACTICAL PROBLEM. SEPARATE APART FROM BASIS FOR ABSTAINING. RIGHT. PRACTICAL PROBLEM WITH A BODY YOUR SIZE OF FIVE. SO MY RECOMMENDATION WOULD BE THAT AT SOME POINT, I DON'T THINK IT IS URGENT SO CERTAINLY DEFER TO -- I WOULD DEFER TO ADMINISTRATION AND THE BOARD AND AGENDA SETTING BUT AT SOME POINT YOU LOOK AT REVISITING THAT SENTENCE. AND ALIGNING IT WITH ROBERT'S RULES. OKAY. >> YES, SIR? PRESENT. AND THEN YOURS WERE ABSTAINED? WELL, IF WE DEFAULTED, MR. FRANK, IF WE DEFAULTED TO ROBERT'S RULES, MORE THAN HALF OF THE ENTITLED TO VOTE. THAT IS AN INTERESTING QUESTION. WOULD ONE BE
013ABLE TO DECIDE IT IF EVERYBODY ABSTAINED? OR FOUR OF THE FIVE ABSTAINED. EVERYBODY ELSE ABSTAINED. REQUIRE A MAJORITY? BUT TWO WOULD WIN IN A FOUR PERSON SCENARIO WHERE ONE PERSON ABSTAINS. IF ONE PERSON CAN WIN, THEN WHY CAN'T TWO PEOPLE WIN? YEAH. I DON'T THINK IT WOULD BE MORE THAN HALF. I THINK YOU WOULD HAVE TO HAVE TWO PEOPLE TO HAVE MORE THAN HALF. IF YOU TRACKED ROBERT'S RULES, YOU COULDN'T HAVE ONE DECISION-MAKER SO WOULDN'T PASS. DECISIONS. DO WE HAVE PROBLEMS WITH POLICY OR SOMETHING ELSE? MAJORITY OF QUORUM? NOTHING MATERIAL. THIS IS CYA . PERIOD. THANK YOU. HERE TO HELP YOU DO IT RIGHT. NOT TO CORRECT. OKAY. SO THAT THEN SORT OF BEGS ANOTHER QUESTION. AND THAT IS THIS WHOLE ISSUE OF ABSTENTION'S. THAT IS SOMETHING I THINK WE VISIT PERIODICALLY. IT IS COMPLICATED
014SOMEWHAT BY THE FACT THAT IT, IN NEW MEXICO OTHER THAN ALBUQUERQUE PUBLIC SCHOOLS, YOU'RE JUST A BODY OF FIVE'S A REALLY EVERY VOTE MATTERS. OOPS. SORRY. QUESTION. >> YES, SIR. RECUSAL? >> GOING FORWARD. OKAY. I REALLY -- YOU ARE ALMOST THERE. THERE IT IS. OOPS. WENT TO FAR. NO. >> MAJORITY VOTES. YES. THERE. COLIN DID WARN ME THAT I HAD TO WAIT FOR THE DELAY. I THOUGHT I HAD TO BE PATIENT. SO ON-DUTY TO VOTE. AGAIN, THIS IS JUST PARLIAMENTARY GUIDANCE THAT I THINK IT IS GOOD GUIDANCE. THERE ARE SOME THINGS THAT ROBERT'S RULES SET OUT THAT DON'T MAKE SENSE OF THE SIZE BODY THAT YOU ARE BUT THERE ARE OTHER THINGS THAT ARE JUST WELL TESTED AND WISE. UNDER ROBERT'S RULES , THE VIEW IS THAT IT IS THE DUTY OF EVERY MEMBER WHO
015HAS AN OPINION ON A QUESTION TO EXPRESS IT BY A VOTE. I THINK SOMETIMES WE GET SORT OF OVERLY SENSITIVE ABOUT, YOU KNOW, NOT WANTING TO HURT PEOPLE'S FEELINGS OR MAYBE WE ARE VOTING ON A NOMINATION AND YOU KNOW EVERYBODY WHO IS NOMINATED. THAT IS NOT A CONFLICT OF INTEREST. AND ONE OF THE THINGS I THINK IS IMPORTANT TO UNDERSTAND SORT OF THE DIFFERENCE BETWEEN CONFLICT OF INTEREST, WHERE THERE IS REALLY A BIAS AND USUALLY, TOO, MANY OF THOSE CONFLICTS OF INTEREST HAVE TO DO WITH A BIAS THAT IS PERSONAL. YOU CAN'T SEPARATE YOUR PERSONAL FROM WHAT YOU BELIEVE IS IN THE BEST INTEREST OF THE SCHOOL DISTRICT. AND SO SOMETIMES PEOPLE FEEL SENSITIVE TO THE PERCEPTION THAT, WELL, I KNOW BOTH PEOPLE FOR EXAMPLE. HOW CAN I PICK ONE OVER THE OTHER? THAT IS
016NOT A CONFLICT OF INTEREST. SO, IN TALKING ABOUT WHAT MIGHT BE VALUABLE TO DISCUSS TODAY, JUST THAT REMINDER OF HOW IMPORTANT EACH AND EVERY ONE OF YOU IS TO A VOTE. AND SOME VOTES ARE VERY HARD. I KNOW OVER THE COURSE OF THE YEARS I HAVE WORKED WITH THIS DISTRICT , I HAVE WATCHED THE BOARD MAKE INCREDIBLY HARD DECISIONS AND TAKE THAT VOTE, AND SO WE THOUGHT IT WOULD JUST BE VALUABLE TO REMIND YOU THAT A RESPONSIBILITY. A RESPONSIBILITY THAT YOU OWN WHEN YOU TAKE YOUR OATH OF OFFICE. SO I AM NOT GOING TO REDO THE OATH. YOU HAVE DONE IT, ALL OF YOU NOW, MORE THAN ONE TIME. JUST --YES, SIR. YOU HAVE. AND SO I THOUGHT IF THAT WAS SOMETHING YOU WANTED TO DISCUSS MORE, PRESIDENT CORT, OR MEMBERS OF THE BOARD, YOU
017CAN BUT I THOUGHT IT WOULD BE GOOD TO VISIT THAT ISSUE, AS WELL. THANK YOU. BOARD MEMBERS? VERSUS IMMATERIAL VOTE, WHICH IS ESSENTIALLY DISTANCE? EVERYTHING IS ESSENTIALLY ABOUT THE DISTANCE OF THE BOARD. I AM VERY GLAD THAT IS CHAIR OF THE FINANCE SUBCOMMITTEE. AND ONE OF THOSE EXAMPLES WHERE SOMEONE ABSTAINS. AND THEN I THINK AT ONE POINT I DO NOT WANT TO VOTE NO TO ALLOW EXPLORATION TO HAPPEN. A MINORITY OF THE BOARD WAS INTERESTED IN PURSUING SOMETHING. AND IT WAS JUST INFORMATIONAL. AND SO TO VOTE NO AT THAT POINT AS OPPOSED TO ALLOWING IT. I DID NOT --I VOTED NO. SO I ABSTAINED AT THAT POINT. IT WASN'T IMMATERIAL -- A MATERIAL. IS THERE A PLACE WHERE THERE IS A DISTINCTION IN THE DEGREE WITH WHICH VOTE IMPORTANCE YOU WOULD MAKE? IT SAYS IT
018IS A PERSONAL OPINION, YOU KNOW, WHEN YOU, I JUST READ IT. ABSTENTION BECAUSE OF WHAT YOU THINK IS IMPORTANT. BUT THE DUTY TO VOTE. I THINK, PRESIDENT CORT, MR. WOFFORD, I THINK IF WE START WITH THE POSITION THAT THERE IS A DUTY TO VOTE AND THE RIGHT OF THE PUBLIC TO KNOW HOW YOU ARE VOTING, LIKE THE RIGHT OF THE PUBLIC. THEY HAVE ELECTED YOU AND HAVE THE RIGHT TO KNOW HOW YOU HAVE VOTED, ESSENTIALLY YOUR POSITION. AND I AM NOT SPEAKING TO A PARTICULAR VOTE. PLEASE KNOW. I AM TRYING TO RECALL THEM MYSELF SO I CAN SORT OF TRACK. AND NONE OF THIS IS JUDGMENT ABOUT A PARTICULAR VOTE. I THOUGHT IT WAS INTERESTING OWNED OR --UNDER OPENED MEETINGS ACT THAT THE MEN'S EXPRESSLY HAVE TO INCLUDE HOW EACH MEMBER VOTED. NOW, OBVIOUSLY AN
019ABSTENTION IS RECORDED AS JUST THAT OR A PASS. YOU WILL SOMETIMES USE DIFFERENT WORDS LIKE PASS, ABSTENTION, RECUSAL. I THINK RECUSAL INDICATES THAT YOU REALLY IDENTIFIED A CONFLICT. AND SO IT HAS THE EQUIVALENT OF FACT OF ABSTENTION. BUT YOU'RE BASICALLY LETTING THE PUBLIC KNOW THAT YOU HAVE A CONFLICT. AND I THINK THAT IT IS JUST IMPORTANT IN GOVERNANCE AND I THINK THE OPEN MEETINGS ACT IN THE MINUTES REQUIREMENTS UNDERSCORE THAT. THAT YOU ARE ELECTED OFFICIALS. PEOPLE HAVE CAST A VOTE FOR YOU AND SELECTED YOU. AND IT IS IMPORTANT THAT YOU TAKE A POSITION VIA VOTE WHEN IT IS AN ACTION ITEM. UNLESS THERE IS A CONFLICT OF INTEREST. IF THERE IS SOME REASON, AND WE WILL TALK BRIEFLY ABOUT GOVERNMENTAL CONDUCT ACT, BUT IF THERE IS SOME REASON THAT YOU CAN'T. THEN I THINK THE
020PUBLIC IS ENTITLED TO KNOW THAT YOU ARE RECUSING HERSELF. AND SOME UNDERSTANDING OF THAT. BUT I DON'T WANT TO GET INTO, MR. WOFFORD, YOU KNOW, SECOND-GUESSING THOSE SITUATIONAL CIRCUMSTANCES. NO OFTEN TOO WHAT COMES WITH THAT ABSTENTION. IT INCLUDED AN EXPLANATION. SO IT IS NOT LIKE THE PUBLIC IS IN THE DARK. I THINK IF WE SLIDE INTO THAT IS A PATTERN THAT BECOMES A PROBLEM. SO, I THINK, WHAT I AM TRYING TO DO HERE IS INSPIRE A RECOMMITMENT TO SORT OF THE SACREDNESS OF THAT RESPONSIBILITY. THANK YOU. APPRECIATE THAT. ALL RIGHT. BOARD, ARE WE READY TO MOVE ON? OKAY. AND IT JUST SKIPPED. FORWARD, AGAIN. YOU MIND? OKAY. SO THAT IS WHERE WE ARE. SO HERE IS ROBERT'S RULES ON ABSTENTION. AGAIN, A RECOGNITION THAT IS YOUR CHOICE. NO MEMBER SHALL VOTE ON A QUESTION IN
021WHICH SHE HAS A DIRECT PERSONAL OR PECUNIARY OR MONETARY INTEREST NOT COMMON TO OTHER MEMBERS OF THE ORGANIZATION. AND, IN FACT, IN ROBERT'S RULES THEY GIVE EXAMPLES OF THAT. FOR EXAMPLE AT THE LAST MEETING YOU ALL VOTED TO SUPPORT OUT-OF-STATE TRAVEL BY BOARD MEMBERS TO NSBA. THAT IS COMMON TO ALL THE MEMBERS OF THE ORGANIZATION. IT IS ABOUT THE ORGANIZATION. BUT, IF YOU HAVE A PERSONAL FINANCIAL INTEREST THAT WILL CONFLICT, THEN YOU WOULD ABSTAIN. SO I THINK ACTUALLY THIS IS A REALLY GOOD RULE OF THUMB. DIRECT PERSONAL OR PECUNIARY INTEREST NOT COMMON TO OTHER MEMBERS OF THE ORGANIZATION. AND THAT CAN COME UP FROM TIME TO TIME BUT I THINK IF THE DEFAULT IS I HAVE A DUTY TO VOTE. THAT IS PART OF MY OATH OF OFFICE. PART OF WHAT I AGREED TO DO.
022AND THEN THIS LANGUAGE. I THINK THAT GETS US AT HOPEFULLY THE RIGHT BALANCE. OKAY. SO THE THINGS THAT DO TRIGGER A TRUE CONFLICT OF INTEREST, AND I'M NOT GOING TO ATTEMPT TO DO A GOVERNMENTAL CONDUCT ACT PRESENTATION TODAY. BUT I DO THINK THAT THE BEST WAY TO TRACK FOR THIS IS BY DEVELOPING A REAL GOOD QUICK RECALL. EVEN IF IT IS NOT MEMORY. MAYBE THIS SLIDE AND KEEPING IT AVAILABLE AND HANDY. IF YOU GET CONCERNED ABOUT CONFLICT OF INTEREST, THESE ARE THE PRINCIPLES OF GOVERNMENTAL CONDUCT ACT. I WILL TELL YOU THAT NAVIGATING GOVERNMENTAL CONDUCT ACT, AND THIS APPLIES TO EVERYBODY IN THE ROOM WHO IS A DISTRICT EMPLOYEE AS WELL. GOVERNMENTAL CONDUCT ACT APPLIES. IT IS LIKE A WEB . THERE ARE THINGS THAT MAY TRIGGER A DUTY UNDER GOVERNMENTAL CONDUCT ACT, BUT THAT DOESN'T
023NECESSARILY PROHIBIT FOR EXAMPLE A CONTRACT FROM OCCURRING. BUT THEN THERE IS A PROCESS THAT YOU MAY HAVE TO UNDERTAKE. RATHER THAN HAVE YOU TRY AND UNDERSTAND ALL THE NUANCES OF IT. I THINK IT IS MOST IMPORTANT TO JUST HAVE A GOOD HANDLE ON THE PRINCIPLES SO THAT WHEN YOU ARE IN A SITUATION AND YOU THINK ONE OF THESE PRINCIPLES ARE IMPLICATED, THEN YOU CAN REACH OUT. YOU CAN REACH OUT TO THE BOARD PRESIDENT. YOU CAN REACH OUT TO THE SUPERINTENDENT. YOU CAN REACH OUT, AS APPROPRIATE, TO LEGAL COUNSEL TO SEE WHAT YOUR OBLIGATION IS IN THAT SITUATION. AND, IN MANY INSTANCES, IT IS GOING TO BE DISCLOSURE OF THE CONFLICT AND RECUSAL. AND I KNOW YOU ALL HAVE DONE A BEAUTIFUL JOB OF THAT. THE FEW TIMES THAT IT HAS COME UP, INCLUDING RECUSAL OF
024YOURSELF DURING DISCUSSION SO THERE IS NOT EVEN AN IN PARENTS THAT YOU ARE SOMEHOW INFLUENCING. SO I THINK YOU ALL HAVE DONE THIS REALLY WELL. LET'S JUST GO OVER THE PRINCIPLES. SO YOU ARE GOING TO TREAT THE POSITION AS A PUBLIC TRUST. ADVANCE ONLY THE PUBLIC INTEREST AND NOT PERSONAL BENEFITS. EARN THE CONFIDENCE OF THE PUBLIC. MAINTAIN INTEGRITY AND ACT ETHICALLY. AND HERE IS A BIG ONE. FULLY DISCLOSE REAL AND POTENTIAL CONFLICTS OF INTEREST. AND REALLY IT IS IN THAT PROCESS YOU ARE VENTING, OKAY, WHAT ELSE DO I NEED TO GIVE IN THIS CONFLICT. AND THEN DO NOT RECEIVE MONEY, ANYTHING OF VALUE, OR A PROMISE IN EXCHANGE FOR A PROMISED PERFORMANCE OF A PUBLIC ACT. SO THAT IS, THOSE ARE THE CORE PRINCIPLES OF OTHERWISE A LONG LAW. SO I DID WANT TO UNDERSCORE
025THE DISCLOSURE ASPECT OF THE GOVERNMENTAL CONFLICT ACT. FULL DISCLOSURE OF REAL OR POTENTIAL CONFLICT OF INTEREST SHALL BE A GUIDING PRINCIPLE FOR DETERMINING APPROPRIATE CONDUCT. AT ALL TIMES REASONABLE EFFORTS WILL BE MADE TO AVOID UNDUE INFLUENCE ANDOF OFFICE IN PUBLIC SERVICE. AND, AGAIN, THIS APPLIES NOT JUST TO THE FIVE BOARD MEMBERS BUT TO ALL PUBLIC EMPLOYEES, AS WELL. AND SO I JUST RAISED THIS ISSUE ABOUT YOU WANT TO REVISIT YOUR EXISTING RULES OF ORDER. ROBIN WAS KIND ENOUGH TO PRINT THE PARTICULAR BOARD, EXCUSE ME, BOARD POLICY, IF YOU ALL WANTED TO GLANCE AT IT AND MAKE ANY OTHER COMMENTS ABOUT IT BECAUSE I THINK IT HAS BEEN 2008. 2008. SO I WAS JUST KIND OF CURIOUS IF YOU HAD ANY IMPRESSIONS OF THIS POLICY OTHER THAN THE SINGLE SENTENCE THAT I POINTED OUT. WE ARE
026LOOKING AT POLICY BEDD. SO SOMETHING THAT OUR PRESIDENTS HAVEN'T DONE. AT LEAST IN RECENT TIMES. IS TO CLEAR THE BOARD'S APPROVAL AS OPPOSED TO TAKING A VOTE ON THINGS LIKE MINUTES, AGENDA, ADJOURNMENT. SIMILARLY, THE PRESIDENT MAY DECLARE A RECESS OR RULE A MOTION OUT OF ORDER. I THINK YOU HAVE DONE THAT. ROLLING SAY BE CHALLENGED AND OVERRIDDEN BY A MAJORITY VOTE OF THE REMAINING BOARD MEMBERS PRESENT. I WILL TELL YOU, I'VE NEVER SEEN THAT HAPPEN IN LAS CRUCES. AFTER THE AGENDA HAS BEEN APPROVED BY THE BOARD, IT MUST BE FOLLOWED UNLESS A MOTION TO CONSIDER SOMETHING OUT OF ORDER IS APPROVED BY A MAJORITY OF THE VOTE. I THINK IN PRACTICE THAT HAS JUST BEEN AN AUTHORITY GIVEN TO THE BOARD PRESIDENT. YOU KNOW? THERE IS SOMEBODY WAITING IN THE AUDIENCE THAT NEEDS TO SPEAK.
027AND IT BECOMES APPARENT THAT THERE BEING SERIOUSLY INCONVENIENCED OR THERE IS SOME OTHER REASON THEY NEED TO BE MOVED OUT. I DON'T THINK THIS BOARD HAS DONE IT BY VOTE. SO IF WE WERE GOING TO CLEAN SOMETHING UP, I THINK IT IS PERFECTLY APPROPRIATE TO HAVE THE BOARD PRESIDENT MAKE THOSE DETERMINATIONS TO THE COURSE OF A BOARD MEETING. RECUSAL. >> RIGHT. YOU PROVE IT AT THAT POINT. RIGHT. BUT I KNOW A FEW TIMES I THINK IT HAS HAPPENED DURING THE COURSE OF THE MEETING AFTER THE AGENDA HAS BEEN APPROVED WHERE THERE IS A CIRCUMSTANCE THAT MAKES SENSE TO REORDER THINGS. NOT TO REMOVE SOMETHING BUT TO REORDER IT. I THINK THE ONLY ONE IS NUMBER ONE THAT THE PRESIDENT IS AUTHORIZED TO DECLARE THE BOARD'S APPROVAL. I DON'T REALLY LIKE THE WORDING IN THERE BECAUSE
028THAT FEELS LIKE WE HAVE ALWAYS VOTED. I DON'T THINK THERE'S ANY ISSUE IN VOTING ON ANY OF THOSE THINGS. AS THE CURRENT PRESIDENT, I FEEL VERY ODD SAYING, OH, WELL, "I DECLARE." SO I THINK THAT POSITION, UNDER POSITION A2, WE CAN LOOK AT THAT AND 2C, NUMBER ONE, BECAUSE I DON'T KNOW WHERE THAT LANGUAGE COMES FROM AND IT MIGHT BE GOOD TO UPDATE THAT. EVERYTHING ELSE IS FROM A QUICK LOOK LOOKS OKAY TO ME. BOARD MEMBERS, DO YOU SEE ANYTHING THAT IS YELLING AT YOU OR SOMETHING ELSE YOU WANT TO POINT OUT? ITEM A, LETTER 3. THE SECOND PART OF THE SENTENCE AS IT IS DONE BY A MAJORITY RATHER THAN BY MANIPULATION OF THE PROCEDURAL RULES, WHICH IS A PRETTY BROAD, UNDEFINED CONGRESSIONAL. PEOPLE TRYING TO THINK. SO HAVE YOU SEEN US TRY TO
029MANIPULATE THINGS PROCEDURALLY? I THINK SORT OF WHAT PORNOGRAPHY, YOU KNOW IT WHEN YOU SEE IT. ABSOLUTELY, THIS BOARD ABSOLUTELY DOES NOT EXHIBIT THAT KIND OF BEHAVIOR. RIGHT. >> I HAVE SEEN IT OCCUR. SO IT IS NOT LIKE IT DOESN'T HAPPEN IN BOARD MEETINGS AND IT USUALLY IS PEOPLE WHIPPING OUT THEIR ROBERT'S RULES OF ORDER AND TRYING TO ARGUE ABOUT HOW THE PASSAGE SHOULD WORK. AND I DO THINK THAT PARAGRAPH II, PARAGRAPH E ON THE BACKSIDE ALSO NICELY ADDRESSES IT. NOT PROVIDED FOR IN THESE RULES TO THE EXTENT THE REFERENCE IS NOT CONFLICT WITH THE SPIRIT OF THESE RULES, THE BOARD SHALL REFER TO ROBERT'S RULES OF ORDER, REVISE FOR UNRESOLVED PROCEDURAL QUESTIONS. BUT, AGAIN, I HAVE NEVER SEEN THIS BOARD IN ANY OF ITS VARIOUS COMPOSITIONS OVER THE YEARS HAVE THAT ISSUE. YEAH. I THINK
030THAT WE MAY NEED TO JUST DO A COUPLE OF LITTLE REVISIONS AT SOME POINT. ON THIS POLICY, UPDATE IT A BIT . IF WE CAN THROW THAT ON AN AGENDA SOMEWHERE, IT WOULD BE GREAT. THANK YOU. ALL RIGHT. PERFECT. THANK YOU. SO OUR NEXT TOPIC IS DISCUSSIONS DURING A MEETING. AND, AGAIN, NONE OF THIS IS ABOUT CALLING ANYONE OUT. THIS ACTUALLY, I THINK WHAT INSPIRED --NO. NO. NO. WHEN I HAD THE PRIVILEGE OF PRESENTING AT NMSBA, I DID BRING UP THIS PARTICULAR ISSUE THERE. INTERESTING CONVERSATION THAT CAME OUT OF IT. I THINK THAT IS WHAT INSPIRED PRESIDENT CORT AND I TO DECIDE THAT THESE PARTICULAR SLIDES NEEDED TO COME INTO THIS EXTENDED WORK SESSION. PAST NOTES DURING MEETINGS. SO WHAT THE OPEN MEETINGS ACT SAYS WITH REGARD TO ACCESS, ALL MEETINGS OF PUBLIC BODY SHALL
031BE PUBLIC MEETINGS, AND ALL PERSONS DESIRING SHALL BE PERMITTED TO ATTEND AND LISTEN TO THE DELIBERATIONS AND PROCEEDINGS. SO THAT IS WHERE THE ANALYSIS, THAT IS THE ROOT OF THE ANALYSIS, WHICH IS INTERESTING. AND THAT IS THE RIGHT OF THE PUBLIC TO ATTEND AND LISTEN TO DELIBERATIONS AND PROCEEDINGS. SO, IF YOU HOLD THE CORE COMPONENT IN YOUR HEAD, WHAT THE ATTORNEY GENERAL HAS SAID IS THAT THESE REQUIREMENTS EFFECTIVELY PRECLUDE THE MEMBERS OF A PUBLIC BODY FROM CONFERRING PRIVATELY DURING MEETINGS BY PASSING NOTES, SENDING EMAILS, AND TEXTS FOR OTHER MEANS. AND I WILL SAY THAT WHEN --DURING PANDEMIC THIS BECAME A BIG ISSUE. EVERYONE WAS VIRTUAL. AND THERE WERE TIMES WHEN IT APPEARED THERE WERE MEETINGS WITH IN MEETINGS OCCURRING. AND, WHEN YOU ARE ALL PHYSICALLY PRESENT AND AT THE DAIS, I THINK THERE IS LESS
032OF THAT. IT JUST DOESN'T OCCUR AS MUCH. BUT IT STILL CAN OCCUR. AND SO IT GOES ON. IS A PUBLIC BODY CANNOT REASONABLY DO SO, IT MUST PREVENT --PERMIT MEMBERS OF THE PUBLIC ATTENDING . LET ME GO TO THE NEXT SLIDE. THIS HAS TO DO WITH STREAMING. LET ME POINT OUT A COUPLE OF THINGS THAT CAME UP AT THE CONFERENCE. ONE PERSON RAISED HER HAND AND SHE SAID THAT SHE IS A NURSE PRACTITIONER. AND SHE IS ON CALL DURING A LOT OF MEETINGS. ONE OF THE THINGS I HAD POINTED OUT IN MY PRESENTATION IS THAT WHEN YOU'RE UP ON THE DAIS, YOU ARE GETTING PER DIEM, AND YOU ARE ON YOUR DEVICES, I THINK THAT IS FAIR GAME FOR HIP AT REQUESTS, UNLESS WHAT IS OCCURRING IS CLEARLY PERSONAL. IT HAS NOTHING TO DO WITH
033PUBLIC BUSINESS. AND SHE SAID WHAT DO I DO IN THE SITUATION? OBVIOUSLY, HER COMMUNICATION'S ARE SUBJECT TO HIPAA. GREAT LITTLE LAW SCHOOL QUESTION. HOW DO WE RECONCILE ALL THESE LAWS? SHE HAS GOT THIS OBLIGATION. WHAT WE SUGGESTED IN RESPONSE TO HER QUESTION IS SHE MAKE THE PUBLIC AWARE THAT SHE IS ON CALL AND IF SHE IS LOOKING FOR HER DEVICE, SHE IS LOOKING TO HER PATIENCE. AND I CAN TELL YOU FROM A HIPAA STANDPOINT THOSE WOULD NOT BE PUBLIC RECORD. THERE IS HAPPILY NOTHING ABOUT THAT. BUT , IF YOU HAVE GOT CONSTITUENTS TEXTING YOU DURING A MEETING AND THERE IS A HIPAA REQUEST DURING THE MEETING, THOSE ARE GOING TO BE CONSIDERED IN ALL LIKELIHOOD PUBLIC RECORDS. SO I THINK THE BIGGER THING IS TO ASSURE THE PUBLIC THAT THERE ISN'T ANOTHER MEETING GOING ON
034WITHIN THE MEETING. AND I THINK WHEN, ON THOSE OCCASIONS WHEN PERHAPS YOU HAVE A CHILD THAT IS HOME SICK OR A LOVED ONE AT HOME SICK OR SOME FAMILY SITUATION AND YOU ARE GOING TO NEED OFF AND ON TO BE ON YOUR DEVICE, I DON'T THINK IT IS A BAD PRACTICE ACTUALLY TO STATE THAT UP FRONT SO THAT IT DOESN'T BECOME A DISTRACTION. SO, PRESIDENT CORT, THAT IS ALL I HAVE TO SAY ON THAT TOPIC. GREAT EXAMPLE. I APPRECIATE THAT. SO I THINK MY QUESTION WOULD ARISE FROM, I MEAN, I AM NOT PASSING NOTES ABOUT, I DON'T KNOW, WEIRD THINGS. IT IS BECAUSE I AM NOT CLEAR ABOUT WHAT IS HAPPENING OR I HAVE A QUESTION ABOUT SOMETHING. SO , AND FOR EXAMPLE, I HAVE TEXTED WITH JOSH JUST TO MAKE SURE THAT THINGS ARE
035GOING OKAY. SO THEN DO I THEN OR DOES A BOARD MEMBER THEN ASK THE QUESTION OUT IN THE PUBLIC DOMAIN. RIGHT? YOU KNOW? YOU KNOW WHAT I MEAN? OR IF I AM NOT SURE ABOUT SOMETHING. OF THESE QUESTIONS WE ASK OUT IN THE PUBLIC DOMAIN OR DO I JUST LEAVE IT? DO I GO AND ASK JOSH BACK IN THE BACK OR DO I GO OVER TO YOU? BECAUSE THAT HAS HAPPENED SOMETIMES WHERE PEOPLE HAVE COME AND ASKED YOU THINGS DURING THE MEETING. THAT IS A GRAY AREA FOR ME. SO, PRESIDENT CORT, I DO NOT THINK THAT IS A VIOLATION OF THE OPEN MEETINGS ACT. I DO NOT THINK IT IS THAT. SO WHEN YOU'RE DEALING WITH WHAT I CALL HOUSEKEEPING OR THE LOGISTICS OF THE MEETING AND THAT MOSTLY DOES IMPACT THE PRESIDENT, YOU'RE RUNNING
036A MEETING, YOU'RE MAKING SURE THE PUBLIC IS GETTING TO OBSERVE ALL OF THE DELIBERATIONS AND DECISION-MAKING THAT HAS OCCURRED, AND YOU'RE CONCERNED ABOUT TECHNOLOGY OR TIMING OR SOMETHING OR MAYBE YOU ARE NEEDING SOME LEGAL ADVICE ON -- ON OPEN MEETINGS ACT OR GOVERNANCE OR WHATEVER. PARLIAMENTARY PROCEDURE. THAT IS NOT DEPRIVING THE PUBLIC OF OBSERVING THE MEETING. OKAY. >> SO I THINK, I THINK, REALLY THE ISSUE IS CONSTITUENTS COMMUNICATING WITH BOARD MEMBERS DURING A MEETING. SOMEHOW THE DELIBERATION GOES OFF RECORD. WRIGHT -- RIGHT. THAT IS REALLY IT. WHAT THE PUBLIC HAS A RIGHT TO OBSERVE THAT DELIBERATIVE PROCESS. WATCHING THE FORMATION OF YOUR FORMATIONS AND SPOTS. I WILL SAY AS A REGULAR OBSERVER OF THAT, IT IS A LOVELY THING TO WATCH. YOU GUYS ARE VERY TRANSPARENT IN YOUR THINKING. YOU ARE VERY DESCRIPTIVE OF WHAT
037IS IN YOUR MIND AND AT TIMES DURING THE COURSE OF BOARD MEETING, AND I KNOW EVERYONE IN THE ROOM HAS ALSO WATCHED YOU ALL, THAT DELIBERATIVE PROCESS SHAPES YOUR OUTCOME. AND THAT IS WHAT OPEN MEETINGS ACT IS DESIGNED TO CAPTURE AND I THINK YOU ALL ARE FAITHFUL TO THAT. WHEN YOU HAVE GOT A HOUSEKEEPING ISSUE, A LOGISTICAL ISSUE, A LEGAL QUESTION, THAT --THAT IS NOT THE DELIBERATIVE PROCESS. THAT IS MOST GOING TO AFFECT THE BOARD PRESIDENT. NOW, ON HIPAA REQUESTS, DEPENDING ON WHAT THE CHANGE IS ABOUT, THE REQUESTER MAY STILL HAVE THE RIGHT TO HAVE THAT. AND THAT IS PART OF THE WHOLE HIPAA PROCESS, WHICH WE ALWAYS HAVE TO BE MINDFUL OF. BUT THAT DOES NOT IMPLICATE OPEN MEETINGS ACT. THANK YOU FOR THAT CLARIFICATION. ANYONE ELSE? BOARD MEMBERS? HOW MANY YEARS AGO. SO
038I LABELED THIS THE 2024 LEGISLATURE'S MODERN TWIST. I CALL IT A MODERN TWIST BECAUSE IT DID NOT AMEND OPEN MEETINGS ACT. IT IS ACTUALLY FROM THE SCHOOL CODE. BUT IT CERTAINLY HAS SOME OVERLAP WITH OPEN MEETINGS ACT. AND THAT IS THE REQUIREMENT THAT WE HAVE LIVE AUDIO AND VIDEO WEBCASTS OF LOCAL BOARD MEETINGS AND THOSE ARE TO BE ACCESSIBLE THROUGH THE SCHOOL DISTRICT'S WEBSITE AND SHALL INCLUDE A USER INTERFACE THAT ALLOWS MEMBERS OF THE PUBLIC TO SUBMIT WRITTEN OR VERBAL COMMENTS. THE WEBCAST SHALL BE GIVEN AS SOON AS PRACTICABLE AFTER THE CHAIR HAS CALLED THE MEETING TO ORDER AND SHALL TERMINATE AS SOON AS PRACTICABLE AFTER THE LOCAL SCHOOL BOARD HAS ADJOURNED. AND WE HAVE TO MAINTAIN THOSE WEBCASTS AND AN ELECTRONIC COPY MANY MINUTES APPROVED AT THE MEETING AND POST THOSE ON THE DISTRICT'S
039WEBSITE WITHIN ONE WEEK OF THE MEETING'S CONCLUSION AND THEN HAVE THOSE PUBLICLY AVAILABLE FOR AT LEAST THREE YEARS. I WILL SAY WHEN THIS PASSED, IT SEEMED LIKE YOU ALL WERE PRETTY MUCH DOING ALL OF IT ALREADY. AND YOU HAD VERY SOPHISTICATED SYSTEMS FOR DOING IT. I DO KNOW THAT WE ARE NOT THE POINT, IT IS 2026, WHERE DISTRICTS HAVE BEEN DOING THIS A WHILE. I THINK PEOPLE ARE REVISITING MAKING SURE THAT WE ARE ATTENDING TO ALL OF THE SPECIFIC REQUIREMENTS OF IT. THAT'S JUST ANOTHER ASPECT OF THE BOARD MEETING THAT WE HAVE TO BE MINDFUL OF. AGAIN, YOU ALL ARE ATTENTIVE TO. GO AHEAD, MR. REESE. SYSTEM UP AND RUNNING. AND WE HAVE PROCESS. AT THIS POINT, WE HAVE NOT REALLY SEEN ANY PUBLIC COMMENT OR ANYTHING LIKE THAT. BUT WE DO HAVE THIS SYSTEM
040AND THIS PROCESS AND THIS PLATFORM UP AND RUNNING. JUST FYI. YEAH. THANK YOU, MR. REESE. ONE OF THE QUESTIONS WITH DISTRICTS IS HOW ARE THEY GOING TO CREATE A USER INTERFACE THAT ALLOWS MEMBERS OF THE PUBLIC TO SUBMIT WRITTEN OR VERBAL COMMENTS? AND YOU ALL --IS MINICUS -- GRANICUS OF THE PLATFORM? SO MEMBER OF THE PUBLIC WATCHING THE MEETING CAN SUBMIT WRITTEN COMMENTS AND THERE IS A PROCESS FOR WINDOWS SUBMITTED. SUBSEQUENTLY GETTING THOSE TO YOU ALL. IT IS JUST MOST PEOPLE WHO WANT TO MAKE PUBLIC COMMENT DURING A MEETING AND BE HEARD BY THE PUBLIC COME TO THE MEETING AT THIS POINT. BUT THAT WOULD CERTAINLY BE IF THERE WERE ANY COMMENTS. THAT WOULD ALSO BE SOMETHING THAT WOULD BE PART OF THE PRESERVATION. OKAY. I THINK I KIND OF JUMPED AHEAD AND INVITING THAT
041CONVERSATION ABOUT HOW MIGHT WE HANDLE PERSONAL BUSINESS. AGAIN, I DON'T REALLY SEE IT COME UP. BUT IT WAS A DYNAMIC CONVERSATION AT NSBA AND WE THOUGHT IT WAS WORTHY OF REVISITING. ALL RIGHT. I THINK WE COVERED IT. THANK YOU. THIS ONE, I THINK, WILL BE QUICK. POLICY REVIEWS AND REVISIONS. I JUST WANTED YOU -- IN FACT, JOSH AND I TALKED ABOUT THIS. THE VALUE OF KIND OF LETTING YOU KNOW WHY WE STRUCTURE THE ADOPTION ON SECOND READING THE WAY WE DO. SO YOUR CURRENT POLICY BG SAYS BOARD POLICIES MAY BE ADOPTED, DELETED, OR REVISED AFTER BEING REVIEWED AT TWO PREVIOUS PUBLIC MEETINGS OF THE BOARD. SO THAT WOULD BE UPON THIRD READING BASICALLY IS HOW THAT HAS BEEN TRANSLATED. AND THEN THIS OTHER SENTENCE, WHICH WE HAVE BEEN TRYING TO TAP MORE OFTEN WHEN CIRCUMSTANCES
042ALLOW , AND THAT IS, IF THE BOARD DETERMINES THAT IT IS IN THE BEST INTEREST OF THE SCHOOL DISTRICT TO TAKE IMMEDIATE ACTION, THE THIRD REVIEW IN ORDER TO ADOPT, DELETE, OR REVISE BOARD POLICIES MAY BE WAIVED. SO I THINK YOU ALL HAVE NOTICED --BLESS YOU. I'M SORRY. THAT WHEN THE BOARD PRESIDENT HAS INVITED A MOTION TO APPROVE A POLICY CHANGE ON SECOND READING, SHE HAS ADDED IN THAT INVITATION TO MOVE. SHE HAS ADDED IN THAT INVITATION THE BASIS . AND THAT IS BECAUSE IT IS IN THE BEST INTEREST OF THE SCHOOL DISTRICT TO TAKE IMMEDIATE ACTION. NOW, YOU CAN RELAX THAT EVEN MORE. I REMEMBER AT ANOTHER EXTENDED WORK SESSION WHEN WE WERE TALKING ABOUT THIS ISSUE OF THE AMBITIOUS AGENDA FOR POLICY REVIEW. THERE SEEMED TO BE SOME INTEREST ON SOME OF THESE
043POLICIES. MAYBE SOME THAT ARE NOT AS CONSEQUENTIAL. ADOPTING THOSE ON SECOND READING. BUT RIGHT NOW YOU HAVE GOT THE CRITERIA THAT SAYS HAS TO BE IN THE BEST INTEREST OF THE SCHOOL DISTRICT TO TAKE IMMEDIATE ACTION. I THINK YOU GET TO DECIDE WHAT BEST INTEREST IS. IF BEST INTEREST IS, FOR EXAMPLE, NOT TAKING A MORE TIME AT THE NEXT MEETING, I THINK THAT IS UP TO YOU. BUT I WANTED YOU TO BE AWARE OF WHY THAT MOTION, WHEN YOU ARE PROVING A CHANGE ON SECOND READING, IS THE WAY IT IS. IT IS BECAUSE OF THIS LANGUAGE. AND SO YOU DO HAVE THE POLICY IN FRONT OF YOU IF ANYONE WANTS TO, AND I DON'T KNOW IF THERE IS ANY COMMENTS ABOUT THE POLICY OR ANYTHING. BOARD MEMBERS? IT SEEMS TO ME THAT IF IT IS
044A NEW POLICY, IF IT IS A REVISION, YOU KNOW , YOU KNOW, IS THAT A POLICY WITH OF COURSE FLEXIBILITY? I HEARD YOU SAY PUBLISH THE POLICY IN THE MEETING BEFORE WE TAKE IT UP SO THAT IT IS OUT THERE IN THE MEETING BEFORE YOU ACTUALLY DISCUSS ITS OF THE PUBLIC CAN SEE THE WE WILL BE TALKING ABOUT POLICY, WHATEVER, IN OUR NEXT MEETING. SO ESSENTIALLY WE WOULD BE DOING. DOES IT MAKE SENSE? DO KNOW WHAT I'M SAYING? WE DON'T TALK ABOUT IT BUT WE PUBLISH IT AS, HEY, HEADS UP. AND THAT WE GIVE THE PUBLIC AN EXTRA MONTH OR TWO WEEKS OR WHATEVER IT IS. NOW, BOTH OF THOSE IDEAS MAKE PERFECT SENSE. AGAIN, WOULD BE UP TO THE BOARD. IT WOULD JUST BE A MATTER POLICY CHANGE. AUTOMATICALLY, IF IT IS A REVISION,
045IT GOES UP AS A POSSIBLE ACTION ITEM WITH THE ABILITY LIKE ANYTHING ELSE ON THE BOARD TO DECIDE THEY WANT TO TAKE IT TO A THIRD READING. YOU ALL HAVE TAKEN SOME POLICIES TO A FOURTH READING. BUT IF YOU WANTED TO BY DEFAULT SAY IT IS A POLICY REVISION, IT WILL GO UP AS AN ACTION ITEM ON SECOND READING. THAT WOULD BE PERFECTLY ACCEPTABLE. AND THEN THROUGH REGULATION OR POLICY, REQUIRE IN THOSE INSTANCES THAT THE PUBLIC BE PUT ON NOTICE OF THE POLICY SCHEDULE THAT THIS POLICY WILL BE UP FOR REVISION. YOU DO THAT. SO ONE POLICIES ARE UP FOR REVISION, THERE IS A SEPARATE PLACE ON THE WEBSITE THAT SHOWS IT. ARE YOU SUGGESTING WE PASS THAT FURTHER SOMEHOW? IN A MEETING BEFORE, ACTUALLY DISCUSS IT. THIS WILL BE WHAT WE ARE TALKING ABOUT
046NEXT TIME. YOU WOULDN'T NECESSARILY HAVE MARKUP OF THAT? NO. IN THE DOCUMENT. AND THEN JOSH IS RIGHT. IT IS RIGHT THERE ON THE WEBSITE. JUST TO GET PEOPLE INVOLVED IN INPUT ABOUT POLICY. SO I THINK BOTTOM LINE IS, ARE WE WANTING TO BRING THIS POLICY UP FOR REVIEW OR IS THAT SOMETHING WE CAN PLACE IN REGULATION? I WELCOME YOUR COMMENTS ON THAT. I THINK THE POLICY LOOKS GOOD. MR. FRANK, ARE YOU THINKING THE SEE LOOKS OKAY OR WOULD YOU LIKE TO DO A REVISION? WE CAN DO REGULATION. BECAUSE IT IS NOT CHANGING THE FUNDAMENTAL POLICY. SO SORRY FOR INTERRUPTING. IF I MAY -- YES. >> I THINK THAT BECAUSE THE CRITERIA IS SO CLEAR THAT IT HAS TO BE DUE TO --LET ME GET THE EXACT LANGUAGE HERE. IT HAS TO BE IN THE BEST
047INTEREST OF THE SCHOOL DISTRICT TO TAKE IMMEDIATE ACTION. I WOULD RECOMMEND THAT AS A MATTER OF COURSE, THE BOARD CONSIDERING DOING WHAT MR. FRANK SUGGESTED. THAT WE DO THAT IN POLICY. OKAY. >> I THINK A RELATION THAT SAYS THAT WOULD SEEM TO CONTRADICT THIS SENTENCE. OKAY. WE DON'T WANT TO IMPEDE OUR ABILITY TO DO THINGS. RIGHT. RIGHT. >> BECAUSE SOMETIMES A POLICY COMES UP WITH, OH, WE HAVE GOT TO DO THIS. AND WE WOULD NOT HAVE HAD THE OPPORTUNITY TO PUBLISH IT. RIGHT. PROBABLY THE TIMING OF THE PUBLISHING WOULD BE MORE OF A REGULATION ISSUE. BUT THE WHEN YOU COULD ADOPTED AFTER A SECOND READING WOULD BE A POLICY ISSUE. OKAY. CHANGING THE WORDING THERE ON NUMBER TWO. OR JUST ADD ANOTHER REASON. YEAH. AT ANOTHER REASON, WHICH IS FOR REVISIONS. THAT WOULD BE TWO
048READINGS. AND NOT TO PUT DR. NOAH THOMPSON ON THE SPOT, BUT IS THERE ANYTHING ELSE SINCE YOU LIVED AT THIS POLICY AS WELL YOU WOULD LIKE TO SEE OR WOULD CAUTION AGAINST? WELL, AS THE BOARD NOTED, I THINK THE POLICY IS FINE. I THINK WHAT WE RUN INTO IS WHEN THERE ARE TIMES WHEN WE NEED TO TAKE SOMETHING TO APPROVAL FASTER. JUST HOW WE ARE DOING IT NOW. SHOULD BE OUTLINING. --OUTLYING . I DON'T KNOW IF THAT IS THE RIGHT OR MOST EFFICIENT WAY. NOT RIGHT LIKE IT IS WRONG, BUT IS THERE A MORE EFFICIENT WAY TO COMMUNICATE THAT WITH THE BOARD AND TO EXECUTIVE SUMMARY. JUST WHAT IS THAT. AND I THINK BECAUSE IT HAS COME UP, AND SECOND, AND THAT IS WHEN MR. SILVER AND I HAVE TRIED TO MAKE SURE IT GETS
049REFLECTED IN THE AGENDA IF IT IS UP AS AN ACTION ITEM DENOTED IN THE RED FONT. THEN WE ADD THE TAG THAT MATCHES THE POLICY. SO THAT THE PUBLIC IS ON NOTICE AS TO WHY IT IS BEING POSSIBLY APPROVED AT SECOND READING VERSUS THIRD. OKAY. ARE ALL OF US IN AGREEMENT THAT 3B(2) NEEDS TO BE CHANGED IN THE POLICY AND WE CAN MAYBE DO THAT AT THE SAME TIME AS BEDD? OR AT LEAST BEING BROUGHT FORWARD. ABSOLUTELY. WE ARE NOT MAKING AN ACTION ITEM OUT OF IT RIGHT NOW. SO AGENDA SETTING QUESTION. SOUNDS LIKE THERE IS SOME INTEREST. YES. YES. THANK YOU. OKAY. SO THIS IS TRANSPARENCY ISSUES. AND, AGAIN, I THINK YOU ALL DO THIS VERY, VERY A WHILE. THE SPECIFICITY ON THE AGENDA SO THAT THE PUBLIC IS NOT IN ANY WAY SURPRISED
050ABOUT WHAT BUSINESS WILL BE DISCUSSED OR TRANSACTED AT THE MEETING. AND I WANTED TO JUST KIND OF REMIND EVERYONE THE RULES OF THUMB THAT HELP US FIGURE OUT HOW SPECIFIC WE NEED TO BE. AND, AGAIN, I THINK THIS DISTRICT IS VERY, VERY GOOD ABOUT THIS. BUT I KNOW SOMETIMES IN SMALLER DISTRICTS, SMALLER COMMUNITIES, THERE IS A LOT OF SENSITIVITY ABOUT HOW MUCH DO WE PUT IN THE AGENDA. AND HERE, WHAT ATTORNEY GENERAL HAS TOLD US IS THAT THE PUBLIC BODY SHOULD AVOID DESCRIBING AGENDA ITEMS IN GENERAL, BROUGHT MORE VAGUE TERMS, WHICH MIGHT BE INTERPRETED AS AN ATTEMPT TO MISLEAD THE PUBLIC ABOUT WHAT BUSINESS THE PUBLIC BODY PLANS TO TRANSACT. IT IS ESPECIALLY IMPORTANT CONSIDERATION WHEN THE PUBLIC BODY INTENT TO ACT ON AN AGENDA ITEM. SO I THINK YOU GUYS ARE REALLY GOOD AT,
051EVEN IN YOUR BOARD REPORTS YOU DO YOUR BOARD REPORTS AT THE END. YOU ARE RAISING IT ALMOST LIKE A AGENDA SETTING ITEM. KIND OF LIKE WE ARE DOING TODAY. THINKING ABOUT AND GETTING SOME FEEDBACK TO DECIDE WHETHER IT GOES ON THE AGENDA. AND YOUR BOARD REPORTS. YOUR GOOD ABOUT NOT ENGAGING IN DISCUSSION WITH ONE ANOTHER BUT YOU MIGHT RAISE SOMETHING THAT CAUSES YOU TO SUGGEST THAT GO ON A FUTURE AGENDA. AND THEN I THINK THIS DISTRICT IS REALLY GOOD ABOUT GETTING IT ON A FUTURE AGENDA. AND SO THE REQUIREMENT OF COURSE IS TO ENSURE INTERESTED MEMBERS OF THE PUBLIC ARE GIVEN REASONABLE NOTICE ABOUT THE TOPICS A PUBLIC BODY PLANS ON DISCUSSING OR ADDRESSING AT THE MEETING. AND SO, I KNOW THIS IS SORT OF A NEGATIVE TOPIC. BUT IT KIND OF --IT REALLY UNDERSCORES
052THE SIGNIFICANCE OF IT. THE ROLE THUMB IN THE CASE LAW IS THE HIGHER THE PUBLIC INTEREST AND THE TOPIC THE MORE SPECIFIC YOU HAVE TO BE. SO THIS WAS AN ACTUAL ATTORNEY GENERAL COMPLAINT THAT WAS BROUGHT FORWARD AGAINST A SCHOOL DISTRICT HERE IN NEW MEXICO. THIS WAS QUITE SOME TIME AGO BUT REALLY UNDERSCORES THAT THE BOARD HAD LISTED SUPERINTENDENT OF VALUATION AS THE AGENDA ITEM AND THEY ENDED UP AFTER EXECUTIVE SESSION TAKING ACTION TO DISCHARGE THE SUPERINTENDENT AND APPOINT AN INTERIM SUPERINTENDENT. SO THE OTHER THING ABOUT THIS STANDARD IS THE HIGHER THE PROFILE OF THE EMPLOYEE, BECAUSE YOU'RE ALWAYS BALANCING EMPLOYEE PRIVACY WITH THE PUBLIC'S RIGHT TO KNOW. SO THE LOWER THE LEVEL OF EMPLOYEE, THE GREAT EXPECTATION THEY HAVE OF PRIVACY. THE HIGHER THE LEVEL OF EMPLOYEE, OBVIOUSLY YOUR CL IS YOUR HIGHEST LEVEL,
053THE LESS EXPECTATION OF PERSONAL PRIVACY THAT THEY HAVE. SO, THEREFORE, YOU HAVE TO BE MORE SPECIFIC. YOU KNOW? THIS IS A GOOD EXAMPLE OF WHERE AND WHY IT IS HARD BUT THE PUBLIC HAS THE RIGHT TO KNOW THAT IS THE TYPE OF ACTION THAT THE BOARD MIGHT TAKE SO THEY CAN WEIGH WHETHER THEY ARE GOING TO TUNE IN OR NOT. SO I THINK YOU GUYS DO AN EXCELLENT JOB OF THIS. BUT I THINK IT IS HELPFUL TO JUST REMIND OURSELVES OF WHY WE DO THAT. QUESTION. >> YES, SIR. OKAY. OKAY? WELL, THE SUPREME COURT HAS SAID VIOLATIONS OF AN OPEN MEETINGS ACT IS A BASIS FOR RECALL. SO INDIVIDUAL BOARD MEMBERS CAN BE RECALLED. AND OTHER ALSO POSSIBLE CIVIL AND CRIMINAL CONSEQUENCES TO IT. SO THEY DO HAVE TO BE TAKEN SERIOUSLY. YES. >> THIS
054IS JUST LANGUAGE IN TERMS OF POLICY. BUT ONE OF THE THINGS I DID WANT TO POINT OUT ON THIS IS THAT OPEN MEETINGS ACT IS REALLY CLEAR THAT THE PUBLIC'S RIGHT TO OBSERVE IS NOT JUST WHEN YOU'RE TAKING ACTION. FOR SOME REASON PEOPLE SEEM TO THINK, NO, IT REALLY ONLY MATTERS WHEN YOU ARE TAKING ACTION. IF YOU ARE JUST DELIBERATING, YOU DON'T HAVE TO BE SPECIFIC IN YOUR AGENDA BECAUSE IT IS LESS CONSEQUENTIAL. BUT --AND THAT IS TRUE IN SOME STATES. THAT THE SPECIFICITY IS TIED TO THE ACTION ITEM AND NOT THE DISCUSSION ITEMS. BUT, IN OUR STATE, OBSERVING THE DELIBERATIVE PROCESS, REGARDLESS OF WHETHER THAT RESULTS IN AN ACTION, WATCHING HOW YOU FORM YOUR IDEAS IS PART OF THE RIGHT THAT IS GIVEN TO THE PUBLIC UNDER THE OPEN MEETINGS ACT. SO, YOU KNOW,
055ONE OF THE THINGS IN TERMS OF TRANSPARENCY, I JUST LISTED THINGS I THINK CAN BE REALLY HARD FOR BOARDS. AGAIN, I HAVE NOT FOUND YOU ALL HAVING DIFFICULTY WITH THIS. BUT SOME EXAMPLES THAT HE PERSONALLY WITNESSED ARE HARD DISCUSSIONS ABOUT TERMINATING A CONTRACT WHERE THERE MAY BE CONTROVERSIAL ISSUES TIED TO THAT AND YOU CAN SEE IN THAT STATUE THAT OTHER THAN EXPENDITURE FOR SALARIES, IT IS THE BOARD WITH THE CONTRACTING AUTHORITY. OF COURSE IT HAS TO BE IN COMPLIANCE WITH THE PROCUREMENT CODE, WHICH BRINGS IN LAYERS ADVISES YOU ALL ON. ULTIMATELY YOU HAVE THAT CONTRACTING AUTHORITY. I HAVE OBSERVED SOME REALLY DIFFICULT DECISIONS BOARDS HAVE HAD TO MAKE WHERE THAT HAS HAD TO BE SPELLED OUT IN AN AGENDA ITEM AHEAD OF TIME. DEBATING CONTROVERSIAL POLICIES, SUCH AS CELL PHONE POLICIES. I HAVE WATCHED THIS
056BOARD DEBATE ISSUES OF CHANGING THE NAME OF A HIGH SCHOOL. I MEAN, I THINK THAT WAS ONE OF THE HARDEST THINGS I HAVE OBSERVED THE LAS CRUCES PUBLIC SCHOOLS BOARD DECIDE ON. THESE ARE THE REAL KINDS OF ISSUES THAT NEED TO BE SPELLED OUT WITH SPECIFICITY AND DISCUSSED AND DEBATED IN PUBLIC. ANY SOCIALLY-CHARGED ISSUE. YOU ALL HAVE NAVIGATED IN A VERY TRANSPARENT WAY. AND SO WHILE I THAT IT IS A REQUIREMENT, I HOPE WHAT YOU ARE HEARING FROM ME IS A REAL GENUINE COMPLIMENT THAT I THINK YOU ALL DO THAT VERY WELL. YOU CARRY OUT THAT DUTY VERY, VERY WELL. AND SO SOMETIMES, AND A LOT OF THIS IS JUST LEARNING TO THINK THIS WAY. THERE ARE THINGS THAT CAN HAPPEN THAT CAN UNDERMINE OMA THAT WE AREN'T REALLY THINKING ABOUT. FOR EXAMPLE, PULLING OF
057THE BOARD FOR A DECISION THAT THE BOARD OTHERWISE IS RESPONSIBLE TO MAKE. IT IS DIFFERENT IF IT IS AUTHORITY THAT LIES EXCLUSIVELY WITH THE SUPERINTENDENT, AND HE IS NOT --HE IS NOT ASKING YOU TO DECIDE IT FOR HIM BUT HE IS GENERALLY WANTING YOUR FEEDBACK. YOU ARE REPRESENTATIVES OF YOUR COMMUNITY. IF HE DECIDES HE IS GOING TO COLLEGE ONE OF YOU BEFORE HE MAKES A DECISION AND GET YOUR FEEDBACK, THAT IS NOT A VIOLATION OF THE OPEN MEETINGS ACT. BUT IF WE ARE IN A STRICT TIMELINE AND A GRAND NEED TO BE SUBMITTED AND IT WAS SUPPOSED TO BE APPROVED BY THE BOARD AND HE WAS TO SIGN OFF IT WAS APPROVED BY THE BOARD SO THAT WE DO NOT BLOW THE DEADLINE, HE CAN'T CALL YOU ALL AND THEN REPRESENT YOUR POSITION. SO THAT
058IS ONE OF THE EXAMPLES OR A SIMILAR EXAMPLE GIVEN BY THE ATTORNEY GENERAL. ANOTHER THING, TOO, THAT I DID DISCUSS AT THAT LED TO A LOT OF DISCUSSION IS DIFFERENT THINGS THAT SOMETIMES OCCUR THAT START OUT WELL-MEANING, BUT YOU BEGIN TO REALIZE OVER TIME THAT THE EFFECT OF THAT IS DEPRIVING THE PUBLIC OF GETTING TO OBSERVE. SO ONE OF THE THINGS I PUT IN HERE IS DON'T HIDE BEHIND COMMITTEES. A PUBLIC BODY MAY NOT ABATE ITS DELEGATION RESPONSIBILITY FOR MAKING DECISIONS AND TAKING FINAL ACTION TO A COMMITTEE. YOU GUYS NEVER GIVE A COMMITTEE THAT YOU CREATE. FINAL ACTION AUTHORITY. BUT I DO THINK GOING TO THAT FOR EXAMPLE, ARE YOU IN THAT PROCESS DEPRIVING THE PUBLIC OF HEARING YOU ALL DELIBERATE ON THOSE ISSUES WHEN YOU HAVE COMMITTEES? AND IS THE PUBLIC ULTIMATELY KNOWING KIND
059OF HOW THAT COMMITTEE IS GOING? AND WHAT THE RECOMMENDATIONS ARE THAT ARE ARISING FROM THE COMMITTEE ACTIVITY. I DON'T KNOW WHETHER WE, FOR EXAMPLE, PUT ON AN AGENDA ON AN IRREGULAR BASIS A REPORT OF THOSE WHO ARE ON THE EQUITY COMMITTEE FOR EXAMPLE AS TO WHAT IS HAPPENING IN THE EQUITY COMMITTEE AND ANY RECOMMENDATIONS THAT THOSE BOARD MEMBERS MIGHT HAVE IN THE AREA OF EQUITY. WE COULD GO DOWN THE LIST OF THE OTHER COMMITTEES. BUT IT MIGHT BE WORTHWHILE TO BUILD THOSE IN PERIODICALLY TO AN AGENDA. AND, IF I MAY, MANY TIMES WE DISCUSSED THOSE ITEMS DURING BOARD REPORTS. THAT'S RIGHT. THAT'S RIGHT. YEAH. I DON'T KNOW WHETHER THAT IS GOOD OR BAD. I THINK THAT'S FINE. BUT IT IS NOT DELIBERATIVE BECAUSE THEY ARE JUST THAT. THEY ARE BOARD REPORTS. SO I KNOW ON
060EQUITY COMMITTEE, THINKING ABOUT ITS INTENDED STRUCTURE. WHY WE HAVE BOARD REPRESENTATION ON THE EQUITY COMMITTEE IS IN CASE AND IS SORT OF LOOKING OUT FOR THE BOARD IMPLICATIONS. THE POLICY IMPLICATIONS. OF THAT DISCUSSION. IT MIGHT BE GOOD TO BUILD IN A -- PERIODICALLY A FORMAL REPORT. EVERY SIX MONTHS? YES. PRESIDENT CORT, MEMBER WOFFORD, SO THE BOARD DOES GIVE PERIODIC UPDATES. OKAY. EXCELLENT. REMINDER. VERY TRUE. IF THERE IS A WAY TO INTEGRATE TO OUR REGULAR AGENDAS TO HEAR THAT PERSPECTIVE. YOU KNOW? BUT I, NOT BEING A MEMBER OF THAT COMMITTEE, OTHER PARTS ARE --YOU KNOW, THEY ARE NOT STRUCTURED AND OFTEN. MAYBE A QUARTERLY CHECK-IN. I DON'T KNOW. YEAH. IT MIGHT BE WORTH EVEN IN AGENDA SETTING TO ASK SO BOARD MEMBERS ARE ON THE COMMITTEE ON WHATEVER COMMITTEES THEY ARE ON. THAT MIGHT JUST BE
061GOOD QUESTION TO ASK. IS THERE SOMETHING GOING ON IN THE COMMITTEES THAT MIGHT NEED TO BE INCORPORATED INTO AN AGENDA? I JUST POINTED OUT IN CASE OF EQUITY COMMITTEE, THAT IS USUALLY IN THE CONTEXT OF REPORT. I'M NOT TRY TO SHIFT HOW YOU ALL DO IT. IT MIGHT NOT BE A BAD IDEA TO MAKE THE INQUIRY ON A PERIODIC BASIS AS PART OF AGENDA SETTING THOSE BOARD MEMBERS ON COMMITTEES. IS THERE ANYTHING GOING ON IN YOUR COMMITTEE THAT YOU THINK WE NEED TO BUILD INTO YOUR REPORT OR AN AGENDA ITEM? INTO THE BOARD REPORTS. NOT YOUR INDIVIDUAL BOARD REPORTS PUT INTO LIKE OTHER AGENDA ITEM? SUPERINTENDENT? >> PRESIDENT CORT, MEMBERS OF THE BOARD, THAT IS A GREAT POINT. THAT IS SOMETHING WE CAN INCORPORATE IN OUR PROCESS DURING AGENDA SETTING TO KEEP COMMITTEES THAT BOARD
062MEMBERS ARE APPOINTED TO. SO IF THERE ARE ANY UPDATES OR ANYTHING WE NEED TO MENTION OR AGENDA ICE. THAT IS A GREAT POINT. AND THEN IN TERMS OF JUST THE TRANSPARENCY ISSUE, AND THAT I DO NOT THINK IS ALL THE TRANSPARENCY. JUST TRYING TO MAXIMIZE THOSE ACTIVITIES. AND BENEFIT THAT CAN COME FROM THEM. THE OTHER THING I DID BRING UP AT NMSBA THAT I WANTED TO REPEAT HERE, WE ARE ALWAYS TRYING TO ACHIEVE THAT BALANCE OF NOT HAVING OVERLY LONG BOARD MEETINGS. RIGHT. SO WE ENGAGE IN DIFFERENT SHORTCUTS. AND, OF COURSE, EVERY BOARD WANTS THE SUPERINTENDENT, FOR EXAMPLE, TO BE HIGHLY COMMUNICATIVE WITH THEM. AND MOST BOARD SUPERINTENDENT RELATIONS INVOLVED, FOR EXAMPLE, PERIODIC ONE ON ONES WITH BOARD MEMBERS. THIS IS SOMETHING WE JUST ALWAYS HAVE TO MONITOR FOR. IF OUT OF THAT IS COMING
063A CONVERSATION THAT REALLY THE PUBLIC DESERVES TO HEAR ABOUT THEN THAT SHOULD BE ALSO VETTED IN A BOARD MEETING. NOW, OBVIOUSLY, THE ONE ON ONES, AND I KNOW YOU WILL KNOW THIS VERY WELL AND I KNOW SUPERINTENDENT RUIZ KNOWS THIS VERY WELL, SO I DON'T WORRY ABOUT YOU ALL, BUT THE ONE ON ONES CAN NEVER BE USED TO FACILITATE A ROLLING QUORUM. SO IF SUPERINTENDENT RUIZ IS MEETING WITH PRESIDENT CORT TO BRIEF HER ON A SITUATION, WHEN HE THEN SUBSEQUENTLY MEETS WITH VICE PRESIDENT WOFFORD, HE CAN'T RELATE TO VICE PRESIDENT WOFFORD WHAT PRESIDENT CORT SAID AND FACILITATE A ROLLING QUORUM. BUT I KNOW YOU ALL KNOW THAT. SO, REALLY, THE ISSUE I AM RAISING IS NOT THAT ISSUE. BUT SORT OF A SEPARATE ISSUE OF THAT KIND OF TRYING TO KEEP THINGS TIDY AND NOT
064HAVE OVERLY LONG BOARD MEETINGS. AND HOW DO YOU BALANCE THAT WITH THE PUBLIC'S SORT OF RIGHT TO KNOW IN THE TRANSPARENCY PIECE? AND SO WHEN THERE IS AN ISSUE THAT YOU ARE BEING BRIEFED ON THAT SEEMS LIKE AN ISSUE THAT WOULD BE VALUABLE TO ACTUALLY HAVE A FIVE-MEMBER DELIBERATION ON AND ACTUALLY BRING FORWARD TO THE PUBLIC THAT YOU DO THAT AS WELL. SO ANYTHING ELSE ANYONE WANTS TO SAY ABOUT TRANSPARENCY? HOW THAT FEELS? WHAT THAT LOOKS LIKE? BOARD MEMBERS? OKAY. THANK YOU. NOW, I KNOW I HAVE OVER MANY YEARS NOW DISCUSSED THIS WITH INDIVIDUAL BOARD PRESIDENTS IN LAS CRUCES, AS WELL AS WITH THE SUPERINTENDENT AND WITH THE CHIEF OF STAFF. I THOUGHT KIND OF TO MODEL WHAT I JUST TALKED ABOUT. I THOUGHT THIS WOULD BE GREAT FOR US TO TALK ABOUT AS A
065GROUP. AND THAT IS OPEN MEETINGS ACT AND WHAT IS CURRENTLY REFERRED TO AS NOTICES. SO LET ME JUST START WITH "WHAT IS A QUORUM NOTICE?" I AM DEFINING IT THROUGH GOOGLE A.I. I HAVE NEVER AS A LAWYER GIVEN A A.I. DEFINITION OF SOMETHING. BUT THAT IN AND OF ITSELF IS INSTRUCTIVE, AND THAT QUORUM NOTICE DOES NOT EXIST IN OUR NEW MEXICO LAW. IT IS NOT A CONSTRUCT THAT OPEN MEETINGS ACT RECOGNIZES, REQUIRES, DEFINES. IF YOU DO A WORD SEARCH IN THE THE ATTORNEY GENERAL'S GUIDE, WHICH YOU SEE UNDER OPEN MEETINGS ACT, I AM CONTINUOUSLY CITING TO, THAT THE DOESN'T EXIST. IF YOU DO A SEARCH THROUGH ATTORNEY GENERAL'S OPINIONS OVER THE YEARS, THAT TERM DOESN'T EXIST. BECAUSE NOT A LEGAL CONSTRUCT IN NEW MEXICO. MAYBE IN OTHER STATES BUT NOT HERE. SO THAT'S WHY I
066DREW THE DEFINITION FROM GOOGLE A.I. AND HOW THEY DESCRIBED IT IS "A FORMAL, PUBLIC NOTIFICATION FILED WHEN A MINIMUM NUMBER OF MEMBERS, A QUORUM, OF A GOVERNMENTAL BODY, SUCH AS A CITY COUNCIL OR BOARD, MAY GATHER AT A SOCIAL FUNCTION, CONFERENCE, OR OF IT." IT IS BASICALLY LETTING THE PUBLIC KNOW YOU ARE ALL GOING TO NMSBA. LETTING THE PUBLIC KNOW THAT A QUORUM IS LIKELY GOING TO BE IN AN UPCOMING RIBBON-CUTTING. THAT IS WHAT THE NOTICE ISABEL. IT IS SO THAT WHEN THEY SEE YOU THERE THEY KNOW WHY YOU ARE THERE, I GUESS, AND THAT IT MAY BE A QUORUM. ALL RIGHT. SO WHAT IS THE PURPOSE OF IT? AGAIN, ACCORDING TO GOOGLE A.I., AND HERE IS WHAT I REALLY WANT YOU TO PAY ATTENTION TO. IT SAYS "ENSURES COMPLIANCE WITH TRANSPARENCY LAWS, LIKE THE
067OPEN MEETINGS ACT, WHEN A QUORUM OF MEMBERS IS PRESENT IN ONE LOCATION, EVEN IF NO OFFICIAL, FORMAL ACTIONS ARE PLANNED." THE PROBLEM WITH QUORUM NOTICE, AS THAT IS DEFINED HERE, WHICH IS CONSISTENT WITH HOW I SEE IT USED, IS IT DOESN'T COMPLY WITH OPEN MEETINGS ACT . SO TELLING THE PUBLIC THAT YOU ARE ALL GOING TO BE AT THE RIBBON-CUTTING DOESN'T MEET THE ELEMENTS OF OPEN MEETINGS ACT . SO I'M LOOKING AT ROBIN OUT BECAUSE SHE KNOWS THIS, TOO. A SPECIAL MEETING. THEN WE ARE GOING TO POST AN AGENDA AT LEAST THREE DAYS IN ADVANCE. POST A NOTICE AT LEAST THREE DAYS IN ADVANCE. POST AN AGENDA 72 HOURS AHEAD OF TIME. AND WE ARE GOING TO STREAM IT BECAUSE OF THE OVERLAY WITH THE NEW MEXICO PUBLIC SCHOOL AMENDMENT. AND SO WE DON'T DO
068THAT AT A RIBBON-CUTTING. NOR WOULD WE WANT TO ATTORNEY RIBBON-CUTTING INTO THAT KIND OF EVENT. SO REALLY I THINK THE INTENT OF IT IS SO THAT, I GUESS, SOME KIND OF --I DON'T KNOW WHAT THE INTENT IS IN THIS CONTEXT. BUT I WILL TELL YOU HOW I HAVE SEEN IT MISUSED. LET ME KEEP GOING FOR A MINUTE. SO I DID WANT TO PICK UP WHAT WE HAVE ALREADY UNDERSCORED ABOUT THE OPEN MEETINGS ACT IN NEW MEXICO, WHICH IS "ALL MEETINGS OF A QUORUM OF ANY BOARD HELD FOR THE PURPOSE OF FORMULATING PUBLIC POLICY, INCLUDING DISCUSSING PUBLIC BUSINESS, IS AN OPEN MEETING." AND I REALLY WANT TO UNDERSCORE WHEN WE ARE TALKING A QUORUM NOTICE AND EVEN WHEN WE ARE TALKING ABOUT YOUR OWN INDIVIDUAL CONDUCT AT THINGS LIKE CONFERENCES, IS THAT WHAT MAKES NEW MEXICO
069SUNSHINE LAW, I THINK, MORE FAVORING TRANSPARENCY IN THE PUBLIC'S RIGHT TO KNOW IS IT IS NOT LIMITED TO JUST YOUR ACTION ITEMS. IT REALLY DOESN'T INCLUDE DISCUSSING PUBLIC BUSINESS. AND SO WHEN A QUORUM IS PRESENT AT AN EVENT THAT IS NOT SUBJECT TO OPEN MEETINGS ACT, THEN YOU CANNOT AMONGST YOURSELVES EITHER IN A ROLLING QUORUM FASHION OR IN A PHYSICAL, THERE IS THREE OF YOU STANDING TOGETHER, FASHION, DISCUSS PUBLIC BUSINESS. SO, IF YOU'RE AT A RIBBON-CUTTING, YOU CAN BE AT THAT RIBBON-CUTTING BUT YOU CAN'T BE DISCUSSING PUBLIC BUSINESS AT THAT RIBBON-CUTTING AMONGST A QUORUM OF THE BOARD. AND I THINK MANY STATES THAT HAVE QUORUM NOTICE, THEIR OPEN MEETINGS ACT IS NOT THAT STRICT. IN THAT MANY OF THOSE STATES, THEY DISTINGUISH BETWEEN ACTION AND NON-ACTION ITEMS. SO, IF IT IS AN --A NON-ACTION ITEM,
070IT IS NOT AS STRICT. YEAH . THEY ARE GOING TO BE THERE. THEY MIGHT BE TALKING BUT THEY ARE NOT GOING TO TAKE ANY ACTION. THAT IS NOT HOW OUR LAW WORKS. IF YOU'RE GOING TO DELIBERATE AND DISCUSS PUBLIC BUSINESS, THEN IT IS ALL SUBJECT TO THE OPEN MEETINGS ACT. SO WHAT DOES THE ATTORNEY GENERAL SAY THAT THE EXAMPLE I AM GIVING YOU A RIBBON-CUTTING OR MAYBE THREE OF YOU DECIDE TO GO TO LUNCH TOGETHER. YOU MAY DECIDE TO GO OUT AFTER THIS EXTENDED WORK SESSION AND GET A CUP OF COFFEE TOGETHER. CAN YOU DO THAT? YES. THE ATTORNEY GENERAL'S CLEAR THE ACT IS NOT INTENDED TO ALTER THE BUSINESS OR SOCIAL RELATIONSHIPS OF BOARD MEMBERS, SO LONG AS THE MEMBERS GATHERED ARE NOT MEETING IN THEIR CAPACITY AS BOARD MEMBERS FOR THE PURPOSE OF
071CONDUCTING PUBLIC BUSINESS. AND THAT SHOULD PUBLIC BUSINESS ARISE IN SUCH BUSINESS OR SOCIAL SETTINGS, YOU SHOULD AVOID DISCUSSING THE MATTER BETWEEN YOURSELVES. THE MATTER SHOULD INSTEAD BE RAISED, DISCUSSED, AND DECIDED IN AN OPEN MEETING. THAT IS RAISED, DISCUSSED, DECIDED. SO, HAVING SAID THAT, I WILL TELL YOU THAT THERE WAS A TIME ACTUALLY IN THIS DISTRICT WHERE YOU ALL HAD, AND IT WAS BEFORE OTHER THAN MR. FRANK, MR. FRANK WOULD HAVE BEEN ON THE BOARD AT THAT TIME BECAUSE HE AND I GO BACK THE SAME LENGTH OF TIME. AND I DON'T KNOW IF YOU REMEMBERED. I WOULD LOVE FOR IF YOU DO REMEMBER TO TALK ABOUT IT BUT THEY HAD AT LEAST AN INTERNAL RULE. IT WAS ENFORCED RATHER AGGRESSIVELY AS AN INTERNAL RULE. THAT IN ORDER FOR THREE BOARD MEMBERS TO BE AT ANYTHING, THEY
072HAD TO REPORT IT AND IT HAD TO APPEAR IN WHAT I WILL CALL A QUORUM NOTICE. SO CHIEF OF STAFF, THE PERSON ESSENTIALLY IN THAT CHAIR, WAS RESPONSIBLE FOR KEEPING UP WITH THESE REPORTS. AND BECAUSE OF THAT, IT CREATED SOME INTERESTING SITUATIONS WHERE OF COURSE BOARD MEMBERS DIDN'T ALWAYS KNOW THAT THEY WERE GOING TO SHOW UP TO SOMETHING AND THEN THEY WOULD SHOW UP AND THE QUESTION WAS DO WE DO IT ANYWAY BECAUSE WE ARE NOT DISCUSSING PUBLIC BUSINESS, BUT NOW WE VIOLATED OUR INTERNAL RULE. AND THEN YOU'RE GOING TO GET A CALL FROM THE PERSON WHO IS IN CHARGE OF ENFORCING THAT RULE THAT YOU VIOLATED A RULE. OR DO WE SIT HERE WILL QUICKLY DECIDE WHICH ONE OF US IS GOING TO LEAVE WHEN ALL THREE OF US WANTED TO BE THERE. SO
073IT CREATES ITS OWN LITTLE BIT OF CHAOS. AND FOR THAT REASON, IN YOUR OMA RESOLUTION THAT YOU ADOPT ANNUALLY, WHEN THAT PRACTICE, AND NOW I AM SPEAKING AS A BIT OF A HISTORIAN HERE, WHEN THAT PRACTICE WAS FORMALLY DISCONTINUED IN YOUR DISTRICT, WE SUBSTITUTED THIS LANGUAGE IN THE OMA RESOLUTION MAKING IT CLEAR TO THE PUBLIC AND REMINDING YOU THAT, YES, THERE WILL BE TIMES WHEN A QUORUM OF YOU IS PRESENT AT THINGS, BUT WHEN THAT OCCURS, YOU --YOU WILL NOT BE DISCUSSING PUBLIC BUSINESS AND THAT YOU UNDERSTAND AND ARE AGREEING TO THAT. AND SO THAT IS HOW WE HAVE SHIFTED THAT PROCEDURALLY IN THIS DISTRICT. COULD YOU DECIDE THAT YOU WANT TO GO BACK TO THAT PRACTICE? YOU ABSOLUTELY COULD. IF YOU WANTED TO, I WOULD SAY YOU PUT IT IN POLICY. BUT I WILL
074TELL YOU THAT I THINK IT HAS, HAVING OBSERVED IT MYSELF, I THINK AT THAT TIME IT APPEARED TO ME THAT IT HAD SOME TOPS QUICK AFFECT. MR. FRANK, I DON'T KNOW IF YOU REMEMBER ALL OF THAT, BUT I WOULD LOVE YOUR THOUGHTS. I REALLY DON'T REMEMBER ANYTHING SPECIFICALLY. I KNOW, WHEREVER. TWO OF US. SO I DON'T REMEMBER HAVING TO REPORT THAT. EARLY ON? IT WAS VERY EARLY ON. YEAH. IT WAS PRETTY MUCH DISCONTINUED FAIRLY QUICKLY AFTER YOU AND MR. CASTRO CAME ON AND I BEGAN ASSISTING YOU ALL. THE IDEA THAT DO BUSINESS, IT IS OKAY. WORRIED ABOUT THAT. YOU KNOW? WE WERE WORRIED ABOUT THE PUBLIC PERCEPTION OF SEEING US. WE FOLLOWED THE RULES. RIGHT. AND THE SECOND PARAGRAPH IS REALLY IT. IN THE EVENT MEMBERSHIP BOARD IS PRESENT ON SUCH OCCASIONS, VIOLATION OF OPEN
075MEETINGS ACT DOES NOT OCCUR SO LONG AS BOARD MEMBERS DO NOT DISCUSS AMONGST THEMSELVES SCHOOL BUSINESS OR PERSPECTIVE BOARD ACTION AS DESCRIBED IN THE RESOLUTION. AND, YOU ARE RIGHT. THE PUBLIC PERCEPTION, IT IS THE ISSUE. WHAT I SEE THOUGH IN BOARDS THAT ATTEMPT TO DO THIS IS THAT HONESTLY SOMETIMES THEY FORGET THAT BOARDS GET NOTICED. SO THERE THEY ARE TALKING ABOUT, TALKING AMONGST THEMSELVES IF THEY'RE AT A CONFERENCE, FOR EXAMPLE, ABOUT BOARD BUSINESS BECAUSE IT HAS BEEN NOTICED IN THE FORM OF A QUORUM NOTICE. BUT THE QUORUM NOTICE DOES NOT, IN ANY WAY, MEET THE REQUIREMENTS OF OMA. SO IF THE INTENT IS TO DISCUSS PUBLIC BUSINESS, THEN IT NEEDS TO MEET ALL ASPECTS OF OMA. AND A QUORUM NOTICE COULD NEVER REPLACE THAT. ALL IT COULD REALLY DEAL WITH HIS PERHAPS PUBLIC PERCEPTION. BUT
076DON'T YOU STILL HAVE PUBLIC PERCEPTION ANYWAY? YES. >> I MEAN, PUBLIC PERCEPTION IS PRETTY HUGE. SO, IF THREE OF US DECIDE AFTERWARDS WE ARE GOING TO GO OUT TOGETHER AND HAVE COFFEE, I JUST THINK THE PUBLIC PERCEPTION OF THAT IS NOT GOOD. I THINK WE NEED TO BE AWARE OF THE FACT, EVEN IF WE ARE GETTING TOGETHER TO TALK ABOUT THE LATEST MOVIE THAT WE SAW, IT STILL LOOKS LIKE --IT STILL DOESN'T LOOK GOOD IS WHAT I'M TRYING TO SAY. RIGHT. AND JUST TO BE AWARE OF PUBLIC PERCEPTION. THAT IS A VERY GOOD POINT. YEAH. BECAUSE I DO, I ENJOY MY BOARD MEMBERS VERY MUCH. BUT I THINK THAT --I JUST THINK THE PUBLIC CAN MISCONSTRUE IF WE DO SOMETHING LIKE THAT, WHICH I KNOW PUTS THE KIBOSH ON OUR COFFEE AFTER. SO JUST A
077REMINDER THAT OUR NEW MEXICO CONSTITUTION DOES PROHIBIT SCHOOL DISTRICTS FROM GIVING FUNDING TO INDIVIDUALS OR PRIVATE ENTITIES. SO, LET ME TALK ABOUT THE ANTI-DONATION CLAUSE, THAT IS WHAT WE ARE REFERRING TO. AND UNLESS IF IT DIRECTLY OR INDIRECTLY --WE CAN'T DIRECTLY OR INDIRECTLY LEND OR PLEDGE CREDIT OR MAKE ANY DONATION TO OR AID IN ANY PERSON ASSOCIATION OR PUBLIC OR PRIVATE CORPORATION. SO THAT IS JUST ACTUALLY A CONTINUATION. SO THERE IS A CASE THAT WAS DECIDED BY THE NEW MEXICO SUPREME COURT BACK IN 1942. I'M SURE NONE OF US WERE AROUND TO BE ABLE TO RECALL THAT YEAR WHEN THAT DECISION WAS ISSUED. BUT WHAT THAT CASE SAID WAS THAT A PRIMARY PURPOSE OF THE STATE'S ANTI-DONATION LAW IS TO ENSURE THAT THE EXPENDITURE OF PUBLIC FUNDS IS USED FOR A PUBLIC AND NOT PRIVATE
078INTEREST. AND THAT THE CONSTITUTION MAKES NO DISTINCTION BETWEEN DONATIONS, WHETHER THOSE DONATIONS ARE FOR A GOOD CAUSE OR QUESTIONABLE CAUSE. IT PROHIBITS ALL OF THEM. AND SO WE HAVE HAD AN INTERPRETATION OF THAT THAT I THINK IS WORTHY OF US JUST REVISITING. AND THAT WAS AN ATTORNEY GENERAL OPINION BACK IN 1997. AND IT INVOLVED A LEARNING INSTITUTION. AND THAT LEARNING INSTITUTION AT THAT TIME WAS NAMED ALBUQUERQUE TECHNICAL VOCATIONAL INSTITUTE OR TVI. IT IS NOW THE COMMUNITY COLLEGE. BUT, IN THAT OPINION THAT THE AG WEIGHED IN ON, IT HAD TO DO WITH BUYING TICKETS ARE ENTRY FEES FOR PUBLIC FUNCTIONS ATTENDED BY TVI REPRESENTATIVES. THE OPINION WAS THAT THAT VIOLATED THE CLAUSE. FIRST THE PURCHASE OF TICKETS ARE ENTRY FEES WERE NOT REASONABLY NECESSARY TO THE CONDUCT OF TVI STATUTORY EDUCATIONAL FUNCTIONS. AND THEN SECOND THE
079OPINION NOTED THAT THE PRIMARY THE BENEFICIARIES OF THE PURCHASE ARE NOT THE INSTITUTION, MEANING TVI, BUT THE SPONSOR OF THE EVENT AND THOSE OF PENDING THEM. THUS THE EXPENDITURES ARE MORE LIKE PERSONAL ENTERTAINMENT EXPENSES WHICH CANNOT BE REIMBURSED THAN THE PERMISSIBLE BUSINESS EXPENDITURES DESCRIBED ABOVE. FOR THAT REASON THIS BUSINESS HAS BEEN VERY CONSCIENTIOUS, EVEN ONE FROM A COMMUNITY STANDPOINT HAVING A DISTRICT PRESENCE AT CERTAIN COMMUNITY EVENTS HAS VALUE. AND I THINK THE COURT CASE THAT SAID IT DOESN'T MATTER WHETHER IT IS A GOOD CAUSE OR NOT A GOOD CAUSE. IT STILL RAISES ANTI-DONATION ISSUES. I PERSONALLY THINK THAT CONTRIBUTING TO COMMUNITY EVENTS, EVEN IF THEY ARE NOT DIRECTLY EDUCATIONAL IN NATURE, HAS VALUE. BUT THIS OPINION IN MY VIEW REALLY UNDERSCORED A VERY STRICT APPLICATION AND INTERPRETATION OF THE ANTI-DONATION LAWS. AND SO BECAUSE OF
080THIS OPINION I KNOW THIS DISTRICT HAS DONE A REALLY GOOD JOB TRYING TO MAKE SURE THAT THERE ISN'T ANYTHING THAT COULD VIOLATE THE ANTI-DONATION CLAUSE, AND THEY HAVE APPLIED THIS STRICT INTERPRETATION OF THE ATTORNEY GENERAL. SO I DON'T KNOW, MR. RUIZ, IF THERE'S ANYTHING YOU WANT TO BRING UP THAT EXPANDS OPPORTUNITIES THAT WOULD NOT BE CONSIDERED A VIOLATION OF THE ANTI-DONATION CLAUSE . THE FOUNDATION HAS BEEN, THAT IS SOMETHING WE DO THROUGH THE FOUNDATION. THERE IS AN OPPORTUNITY THERE WHERE THEY HAVE SUPPORTED SO WE HAVE THOSE OPPORTUNITIES. MYSELF. OUR BOARD. ET CETERA. TO BE ABLE TO -- AGAIN, THE IMPORTANCE OF THE COMMUNITY ENGAGEMENT AND PARTICIPATION IN SOME OF THESE ACTIVITIES, EVENTS, ET CETERA. SO THERE IS AN OPPORTUNITY THERE FOR US TO BE ABLE TO DO THAT. THAT IS A PERFECT WAY TO STRIKE
081THAT BALANCE. AND I REALLY APPRECIATE YOU. I THINK YOU HAVE FACILITATED THAT OR WHOEVER FACILITATED THAT SO THAT WE CAN STILL BE INVOLVED IN COMMUNITY EVENTS. THANK YOU, SO MUCH. SO I THINK THAT ADDRESSED HOW TO HANDLE REQUEST THAT ARE FOR A GOOD CAUSE. I DON'T KNOW IF THERE'S ANYTHING ELSE YOU WANT TO ADD TO THIS ISSUE. AND, PRESIDENT CORT, I THINK THAT PUT US AT OUR IDEAL POINT FOR THIS TOPIC. LOOK AT YOU, ALINA. EXCELLENT. AND THANK YOU SO MUCH FOR COVERING THE TRULY IMPORTANT ITEMS. EVEN THOUGH WE DO KNOW I THINK IT IS REALLY GOOD TO BE REMINDED OF JUST SOME THINGS THAT WE MAYBE LEARNED AT THE BEGINNING AND NOW IT IS NOT THE BEGINNING. BOARD MEMBERS, DO YOU HAVE ANY COMMENTS OR SUGGESTIONS OR QUESTIONS OR ANYTHING? WELL, THANK YOU ALL,
082VERY MUCH. THANK YOU. YES. RIGHT NOW, IT IS 10:40. LET'S TAKE A 10 MINUTE BREAK AND I WILL SEE YOU BACK HERE AT 10:50. THANK YOU. [ MUSIC ] ALL RIGHT. SO THE NEXT ITEM ON OUR AGENDA IS LEAVING WITH PURPOSE. A VISION-DRIVEN APPROACH FOR SCHOOL BOARD LEADERSHIP. AND THIS WAS A SESSION THAT ACTUALLY SECRETARY NOLAN AND MYSELF ATTENDED WHEN WE WERE AT NSBA. I HAVE ASKED MR. SILVER, WHO VERY KINDLY SAID YES, TO FACILITATE HOW THIS IS GOING TO MOVE FORWARD. SO WRITE TO YOU. I'M JUST GOING TO TURN IT OVER TO HIM AND HE CAN PRESENT. SO THANK YOU AND MAYBE JUST TO CONTEXTUALIZE THIS A BIT I THINK IT IS REALLY APPROPRIATE THAT THIS CONVERSATION WITH THE BOARD HAPPENS AFTER MS. VAN SANT'S PRESENTATION. I THINK IT TAKES SOME OF THOSE PIECES
083AND PROVIDES ANOTHER VISION LENS TO EXAMINE THOSE THROUGH. AND SO THANK YOU FOR THE TIME TODAY TO TALK ABOUT THIS AND MAYBE LIKE MS. GEIGOS, I WOULD SAY THIS IS MORE OF A BOARD CONVERSATION. SORT OF UNDERSTAND MORE ABOUT YOUR VISION ABOUT LEADERSHIP. SO I WELCOME THE CONVERSATION. THERE IS A DELAY HERE. OKAY. SO IF I CAN BEGIN, I WOULD LIKE TO THANK MS. ELIZABETH PETERSON. SHE IS WITH THE PRIORITY SCHOOLS BUREAU. SHE IS A MANAGER IN THE EDUCATION AND INSTRUCTION DEPARTMENT THERE. AFTER PRESIDENT CORT HAD REACHED OUT ABOUT THIS PRESENTATION, I REACHED OUT TO MS. PETERSON AND SHE WAS AN ENTHUSIASTIC YES TO COME DO THIS AND TRULY HAD AN UNAVOIDABLE CONFLICT. SHE WAS VERY APOLOGETIC TO YOU, PRESIDENT CORT, AND THE SCHOOL BOARD. SHE SENT OVER ALL HER MATERIALS. BOTH THE POWERPOINT AND
084THE TEACHER NOTES FROM THAT. AND WANTED TO MAKE SURE THAT THE SCHOOL BOARD NEW ADMINISTRATION NEW IF YOU ALL HAVE ANY QUESTIONS ABOUT THIS THAT SHE IS HAPPY TO ANSWER THOSE IN A FOLLOW-UP. SHE LOOKS FORWARD TO THE OPPORTUNITY TO SPEAK TO YOU ALL IN PERSON, AGAIN, IN THE FUTURE. VERY SORRY THAT SHE COULDN'T BE HERE TODAY. AND SO WE BEGIN, I THINK, WITH A QUESTION FOR OUR BOARD MEMBERS WITH ALL OF YOUR SMILING FACES ON THERE. LEADING WITH PURPOSE IN THIS NEXT LITTLE CHUNK OF TIME WHERE WE TALK ABOUT THE MISSION VISION AND ULTIMATELY THE PURPOSE OF OUR SCHOOL BOARD. I INVITE YOU WANT TO SEE THESE TWO QUESTIONS AND REALLY START THE CONVERSATION THERE. AND THOSE TWO ARE, WHY DID YOU CHOOSE TO SERVE ON THE SCHOOL BOARD? AND THEN THE SECOND BULLET
085IS, IN TERMS OF BEING A SCHOOL BOARD MEMBER, WHAT ENERGIZES YOU THE MOST? I WOULD LIKE TO GIVE YOU ALL A CHANCE TO THINK ABOUT THAT AND THEN OPEN THAT UP TO FEEDBACK. BECAUSE I THINK THAT THESE ARE GREAT QUESTIONS FOR EVERYBODY. AND WHETHER USED CHOOSE TO SERVE ON THE BOARD. WHY DO YOU CHOOSE TO SERVE? YOU ALL ARE WORKING IN THE PUBLIC SCHOOLS. AND SO AND WHAT ENERGIZES YOU THE MOST? I THINK IF YOU ALL WOULD THINK ABOUT THOSE A LITTLE BIT AND TURN TO SOMEBODY AND SHARE YOUR ANSWERS AND THEN WE CAN DO MAYBE A LITTLE SHARE OUT. I KNOW I JUST TOTALLY COMMANDEERED THAT FROM YOU, MR. SILVER. I THINK THAT IS A GREAT QUESTION THAT ALL OF US CAN ASK BECAUSE I HAVE BEEN TEACHING FOR 31 YEARS AND NOW THIS
086IS MY FIFTH YEAR ON THE BOARD AND THAT IS A LONG TIME IN PUBLIC EDUCATION AND BRINGING ME BACK TO THOSE TWO QUESTIONS. I THINK ARE REALLY IMPORTANT. SO PONDER. FIND YOUR SHOULDER PARTNER. HAVE A CONVERSATION. GRANDFATHERLY TEACHER WHO PLAYED MATH GAMES WITH ME. OKAY. IN ANOTHER GOODBYE, I HAVE ENJOYED TEACHING YOU THIS YEAR. THAT WAS OFTEN WHAT IT SAID. I'M SURE THAT ALL OF YOU UNDERSTAND. ANOTHER JOB I COULD'VE DONE SOMEWHERE ELSE. I AM HERE FOR THE MONEY. EXACTLY. AND DON'T YOU FORGET IT. JUST ONE OF THE JOKES AT THE END OF THE YEAR. [ INAUDIBLE - OVERLAPPING SPEAKERS ] ABOUT TUMOR MINUTES. -- TWO MORE MINUTES. THANK YOU FOR KEEPING TRACK OF TIME. SO I GET THIS UNIQUE -- WE JOKE THIS IS THE CONGRESSIONAL HEARING SEAT, BUT WHAT'S NEAT ABOUT IT IS
087I I GET TO WATCH THIS CONVERSATION. IS AND I DON'T WANT TO SUGGEST THEY WITH RESPECT ENGAGING, BUT THE SMILE THAT EVERYONE HAS HAVING THIS CONVERSATION IS REALLY NEAT. MOE OF IN HERE WERE EDUCATORS OR STILL ARE I REALLY MEAN THIS. THE BOARD AND THEN WE'LL CALL OUT SOME FOLKS AND SEE WHAT THOSE ANSWERS ARE. I GOT TO HEAR BITS AND PIECES. WE START WITH WHY DID YOU CHOOSE TO SERVE ON THE PORD? WHAT ENERGIZES YOU THE MOST? MY ANSWER IS VERY SIMPLE. THE STUDENTS. EVERY SINGLE STUDENT. NOT A GROUP OF STUDENTS, NOT ANYBODY, BUT EVERY SINGLE STUDENT. THAT'S WHY I CHOSE TO SERVE ON THE BOARD AND THAT'S WHAT ENERGIZES ME THE MOST. I TOO WAS A TEACHER. SAYING GOOD-BYE TO THEM. AND AND. I GUESS FOR ME, I THINK IT'S SUCH A UNIQUE
088PERSPECTIVE TO BE A SCHOOL BOARD MEMBER. IN A WAY THAT NOBODY REALLY ELSE CAN. AND IT'S A UNIQUE PLACE TO BE. I CARE DEEPLY ABOUT THESE INSTITUTIONS AND BEING SUCCESSFUL AND THE WORK WITH DO MATTERS HERE EVERY DAY. 90% OF WHAT HE SAID. IT ACTUALLY CHANGED MY OPINION ON THAT WHOLE MATTER. I APPRECIATE BEING ISOLATED IN MY PROFESSION. THOSE 39 YEARS, I NEVER FELT THAT REALLY UNDERSTOOD MY JOB. AND JUST HERE FOR THE STUDENTS. EVERYBODY ELSE ASKS QUESTIONS. THIS IS A JOKE IN THE OFFICE, BUT IT TOOK ME A LONG TIME TO MOVE FROM CENTRAL OFFICE OUT OF A SCHOOL BUILDING EVEN WHEN I WAS AT CENTRAL OFFICE, I WAS OFFICED SOMEWHERE ELSE. IT TOOK ME AWHILE TO GET OVER HERE. PARTIALLY BECAUSE I DIDN'T --MAYBE FELT A LITTLE BIT THE SAME WAY. I DIDN'T
089UNDERSTAND WHAT CENTRAL OFFICE DID. SO TO MAYBE PART OF MY REASON FOR CHOOSING TO SERVE OR CHOOSING TO SERVE IN OUR SCHOOL DISTRICT IN THIS CAPACITY WAS TO BRING THAT EDUCATOR PERSPECTIVE TO CENTRAL OFFICE. I WOULD SAY I GUESS I HAVE BEEN DOING THIS FOR FIVE YEARS OR SO AT THIS LEVEL. LIKE YOU, I HAVE COME TO JUST A REALLY DEEP APPRECIATION FOR MY COLLEAGUES AND THE WORK THEY DO AND THE IMPACT THAT THEY HAVE ON KIDS AND SYSTEM OF THE MOST VULNERABLE STUDENTS IN OUR COMMUNITY. THIS JOB IS --S I WAS JOKING JUST THE OTHER DAY. I WAS AN ENGLISH TEACHER AND WE WERE JUST JOKING ABOUT THAT. BUT I HAVE COME TO A GREAT RESPECT FOR YOUR ROLE AS ELECTED OFFICIALS AND THE DIRECTION THAT YOU GUIDE OUR COMMUNITY. THAT'S JUST AN HISTORICAL
090PERSPECTIVE THAT I DIDN'TDIDN'T BEFORE. I HAVE LEARN ED A LOT THROUGH THAT AND UNDERSTOOD AN ENTIRELY DIFFERENT WAY THE ROLE OF THE SCHOOL BOARD AND THE WORK THAT YOU ALL DO TO GUIDE STUDENTS IN OUR COMMUNITY. SO I UNDERSTAND THAT, AND APPRECIATE THAT. MAYBE OPEN IT UP TO THE ADMINISTRATION OR FOLKS THIS THE ROOM. WHY DID YOU CHOOSE TO SERVE? ANYONE ELSE LIKE TO SHARE? MEMBERS OF THE BOARD, I THINK JUST FOR ME, THERE ARE SEVERAL REASONS, BUT THE MAJOR REASON AND WHAT I THINK ABOUT EVERY DAY IS JUST PAYING IT TRD. AND BEING ABLE TO PROVIDE MY EXPERIENCES THAT I HAD AND WHAT EDUCATION MEANT TO ME AND BE ABLE TO PAY THAT FOR FOR ALL OUR KIDS THAT WE SERVE. IT REALLY COMES DOWN TO THAT. THANK YOU. ALSO I SHARE THE SAME
091FEELING. IT WAS VERY CONFUSED WHEN I JUST STARTED . WOULD ANYONE ELSE LIKE TO SHARE? I WASN'T THE BEST. UFS A TROUBLEMAKER. ALL THAT TIME TO GET THAT BACK BECAUSE I HAD DONE THOSE THINGS AND SAY TH LET'S CHANGE THAT. COACH FOR 20 YEARS, HE SAID PERFECT. MY RECORD IS A COUPLE THOUSAND TO A COUPLE HUNDRED. THERE'S TO WAY. HE SAID I'M NOT TALKING WINS IS AND LOSSES AND GAMES. I'M TALKING IN SCHOOLS. WE HAVE THOSE WINS THAT WE'RE GOING TO ADD. WE'RE GOING TO HAVE THOSE LOSSES BECAUSE THE STUDENTS HAVE TO MAKE THEIR CHOICES. WITH WE CAN'T TAKE THAT. WE STILL CONTINUE TO STRIVE TO MAKE SURE IT'S THE BEST TO BE SUCCESSFUL. I DON'T MEAN TO CALL THEM OUT, BUT I'M CURIOUS IF OUR ASSISTANT SUPERINTENDENTS -- DO YOU HAVE ANY THOUGHTS ON
092THOSE QUESTIONS. I GUESS I DID CALL YOU OUT. SO I THINK MY WHY IS SO AS A STUDENT, I DIDN'T FEEL LIKE I GOT MUCH OUT OF IT. I JUST WENT THROUGH THE MOTIONS. DID THE THINGS I WAS ASKED TO DO AND IT ALL CAME EASY. SO AS I GOT OLDER, I THINK MY BIGGEST WHY IS TO SUPPORT ENVIRONMENTS WHERE OUR STUDENTS ARE IN THE AGE FOR AN AUTHENTIC LEARNING EXPERIENCE. THAT THEY CAN SEE THE INTEREST THAT I THINK THAT'S WHAT I ALWAYS LOOK TO. OUR STUDENTS ARE GETTING SOMETHING. A LOT OF WHAT WE DO IS FOR OPPORTUNITIES THE IMPACT, WE WANT TO SAY THAT GREATEST IMPACT FOR OUR STUDENTS, BUT I ALSO FEEL THE OPPORTUNITY FOR EVERY STAFF MEMBER IN ANY ROLE TO SEE THE POTENTIAL IN THEMSELVES AND WE TALK ABOUT FINDING THE
093OPPORTUNITY WHEN AT TIMES THEY DON'T HAVE THAT THEY TOO ARE LEADERS AND LEAD THE WORK EVERY DAY THIS THEIR ROLES AND HAVE THAT IMPORTANCE IN OUR SCHOOLS. AND I FEEL THAT SOMETIMES WE AS LEADERS HAVE TO TAP INTO THAT OPPORTUNITY TO PROVIDE THAT FOR THEM BECAUSE THAT DOES DIRECTLY IMPACT OUR STUDENTS. SO FOR ME, IT'S ALWAYS THE PURPOSE OF LEADING WITH COMPASSION, LEADING WITH INTEGRITY FOR ALL OF US. AND INVITING THOSE PEOPLE INTO OUR SCHOOLS. BECAUSE THEY DO HAVE EXPERIENCES TO OFFER. SO IT'S ALWAYS ABOUT THE WHOLE PICTURE, THE WHOLE CHILD. THANK YOU. I GREW UP IN A HOUSEHOLD. SO BEING AN IMMIGRANT FOR THAT, I GREW UP IN A THAT ATMOSPHERE. COMING FROM HOME WHERE YOU DON'T HAVE MUCH TO BEGIN WITH, YOU LEARN TO SHARE. SO WHEN I BECAME AN EDUCATOR, IT JUST
094MADE SENSE THAT STUDENTS FROM POVERTY, I CAN CONNECT WITH THEM. I WAS ONE OF THEM. SO I HAVE MADE A PROMISE THAT AS AN EDUCATOR, I WILL GIVE EVERYTHING I GOT IN ORDER FOR THEM TO BE SUCCESSFUL. THANK YOU. IT'S A NICE SEGUE TO THE PURPLE SHEET THAT YOU ALL HAVE IN FRONT OF YOU. A COUPLE YEARS AGO, OUR SCHOOL BOARD REALLY REFINED THE VISION AS A SCHOOL DISTRICT AND WE USE THOSE WORDS ALL THE TIME. LIKE TRULY ALL THE TIME. THE PUBLIC SCHOOLS TO BE A PLACE WHERE ALL LEARNERS THRIVE. AND I REALLY APPRECIATED -- I'M THANKFUL FOR THE CHANCE TO COME UP HERE AND JUST REMIND US OF THAT. THAT MISSION STATEMENT THAT'S ON THIS PAPER AS WELL SITS AT THE TOP OF ALL OF OUR AGENDAS. IT SITS IN OUR OFFICES. AND
095I THINK IT'S EASY TO FORGET THAT IT'S THERE. THE SCHOOLS PROVIDES A SAFE, CARE, EFFECT WITTY AND A STUDENT-CENTERED LEARNING ENVIRONMENT THAT CULTIVATES CIVIC AND COMMUNITY ENGAGEMENT, PROHOETS EXCELLENCE AND HONORS DIVERSITY. THOSE ARE POWERFUL WORDS. WHEN WE THINK ABOUT THE COMMUNITY WE SERVE, THAT'S A REAL MISSION FOR US. AND THE, THE PRIVILEGE TO BE A PART OF, TO MELISSA'S POINT, THOT ONLY THE STUDENTS WE SERVE, BUT ALL LEARNERS WITHIN OUR SYSTEM, TO BE PART OF THEIR THRIVING EXPERIENCE IS A REAL PRIVILEGE. FROM THAT PUBLIC EDUCATION DEPARTMENT PRESENTATION BY MS. PETER SON, THESE FOUR QUESTIONS EMERGED AS THE FRAMEWORK FOR THAT CONVERSATION THAT MR. NOLAN ATTENDED. AND THESE FOUR QUESTIONS WERE SDE DELAWARE SIGNED, AND APPRECIATED IT. SHE PROVIDED ME ALL OF HER NOTES. THIS IS A PAIRED DOWN VERSION TO GET TO DISTILL TO THE
096MOST IMPORTANT PARTS FOR THIS AUDIENCE TODAY. BUT THERE'S FOUR QUESTIONS WERE REALLY DESIGNED, I THINK, FOR THE SCHOOL BOARD MEMBERS THAT WERE IN ATTENDANCE, BUT EXPANDING THAT TO ALL OF US TO UNDERSTAND WHAT ARE OUR ROLES IN THIS WORK, AND HOW DO WE UNDERSTAND SOME OF THE DISTINCTIONS AND THE RESPONSIBILITIES. THOSE FOUR FILTER QUESTIONS THAT CAME UP WERE THESE. THE FIRST ONE WAS CONNECTED TO STUDENT LEARNING. AND I ACTUALLY FOUND MYSELF PRACTICING WITH THESE QUESTIONS AND JUST THINKING ABOUT THEM IN TERMS OF DECISIONS. I WAS TELLING THE PRESIDENT THAT THIS WAS UP IN THE OFFICE AND WE WERE TALKING THE OTHER DAY AND THEY WERE LOOKING AT THE CORE VALUES. IT WAS A NICE REFRESHER. BUT THE FIRST BULLET POINT CONNECTED TO STUDENT LEARNING. WILL THIS HELP STUDENT LEARNING? THE SECOND QUESTION FROM THAT PRESENTATION
097FOCUSED ON EQUITY. IS IT FAIR AND EQUITABLE? THE THIRD QUESTION WAS DOES THIS ALIGN WITH OUR VISION THAT ALL LEARNERS SHOULD THRIVE OR WILL THRIVE. AND THEN THE FOURTH QUESTION AROUND GOVERNANCE IS, IS THIS IS A BOARD DECISION TO MAKE? AGAIN, IT'S AN INTERACTIVE CONVERSATION. THIS WAS ONE OF THE DISCUSSION POINTS IN THE PRESENTATION AT THE PUBLIC EDUCATION DEPARTMENT PRESENTATION. AND I'D LIKE THE SCHOOL BOARD TO THINK ABOUT A CURRENT BOARD INITIATIVE, THINK ABOUT A RECENT DECISION YOU HAVE ALL MADE, AND USING THOSE FOUR FILTER QUESTIONS, I'LL GO FORWARD TO THEM, HOW DOES THIS ADVANCE THE DISTRICT'S VISION FOR OUR STUDENTS? SO SPEND A SECOND THINKING ABOUT THAT THINK ABOUT ONE CURRENT BOARD INITIATIVE OR RECENT DECISION HOW DID IT ADVANCE THE DISTRICT'S VISION FOR OUR STUDENTS? I'M GOING TO PUT THOSE FOUR QUESTIONS UP
098AGAIN. I THINK I GO BACK TO THE PREVIOUS WORD THAT I WAS ON FOR THE FIRST TIME I SERVED WITH MARIA AS PRESIDENT OF THE BOARD. HER GOAL WAS TO GET THE STUDENTS AND INPUT. AND SHE WORKED THAT WORD, I DON'T KNOW HOW LONG AND HAD BOARD OPPOSITION TO THAT. BUT WHEN WE CAME ON THE BOARD, WE HAD THREE VOTES TO GET THAT DONE. I KNOW THAT MADE A DIFFERENCE. BUT THAT'S THE KIND OF THING THAT A BOARD CAN DO. IT CAN CHANGE THE CULTURE. I CAN GO BACK WHEN I FIRST JOINED THE BOARD. WE PASSED IT WAS EITHER JVC, WHICH WAS THE GENDER EQUITY POLICY WE'RE ONE OF THE FEW DISTRICTS IN THE UNITED STATES, I BELIEVE, THAT HAS A GENDER EQUITY POLICY. TO BE -- I WAS BRAND NEW TO THE BOARD. TO
099BE PRESENT AT THAT MEETING AND TO WATCH ALL OF THE -- TO WATCH ALL OF THOSE KIDS COME FORWARD AND SAY HOW THEY WERE TREATED IN SCHOOL AND IF THIS GENDER EQUITY POLICY HAD BEEN IN PLACE HOW IT WOULD HAVE MADE A DIFFERENCE IN THEIR LEARNING AND IN ALL ASPECTS OF THEIR LIVES, THAT ONE REALLY HUT HOME FOR ME BECAUSE -- AND I WAS JUST TALKING TO MR. SILVER. I LIVE IN THIS NICE LITTLE BUBBLE OF PRIVILEGE WHERE I HAVE A FAMILY THAT ACCEPTS EVERYONE AND THAT I HAVE THE THINGS THAT I NEED, AND I NEED TO BE REMINDED THAT NOT EVERYBODY LIVES IN THAT BUBBLE WITH ME. AND SO ANYTHING THAT WE CAN DO TO MAKE SURE THAT A ALL OF OUR KIDS ARE BEING TREATED EQUITABLY AND FAIRLY, I THINK, IS REALLY IMPORTANT,
100AND I'M SUPER PROUD OF OUR BOARD FOR DOING THAT. WE HAD SOME HEFTY OPPOSITION AND HAD SOME ADULTS SAYING SOME HORRIBLE THINGS IN THAT SAME AUDIENCE WHERE THE VERY BRAVE KIDS CAME FORWARD. SO THAT'S WHAT IMMEDIATELY CAME TO MY MIND. WHAT I WOULD TALK ABOUT IS THE -- I WANT TO PREFACE THAT. I DON'T THINK WE'RE DOING THE HEAVY LIFTING ON THIS WORK AT ALL, BUT THE ATTENDANCE. I WANT TO BURY THE LEAD, BUT WE'RE ABOUT TO GET SOME GOOD DATA ON ATTENDANCE. WE HAVE DECREASED IT BY 10% OR SOMETHING LIKE THAT. I THINK OUR ROLE IN MAKING SURE THAT PRIORITY MATTERS, TALKING ABOUT HOW IT MATTERS, A POLICY THAT INVOLVES THAT WORK, AGAIN, NOT THE HEAVY LIFTING. THE HEAVY LIFTING IS DONE BY THE FOLKS IN THIS ROOM AND IN OUR CLASSROOMS, BUT IF
101WE CAN BE A GOOD CENTERING OF THAT ISSUE, I THINK THAT'S A GOOD THING FOR US TO BE HERE FOR. I THINK WE HAVE DONE THAT. THE POLICIES OCCURRED TO ME AS WELL. THE EQUITY AND GENDER EQUITY POLICIES. THOSE MAKE A STATEMENT ABOUT OUR BELIEF SYSTEM. IT'S CODIFIED. IT SAYS THIS IS WHAT WE BELIEVE AND YOU TO FOLLOW ALONG AND RESPECT THESE THINGS. IN TODAY'S CULTURE, THE ATTACKS ON DEI, I WORRY ABOUT FEDERAL FUNDING, IT'S MORE IMPORTANT, I THINK, TO WITH PRINCE PRINCEED IN OUR DECISIONS. IF I MAY ADD OUR SUSTAINABILITY POLICY AS WELL. JUST HAD MR. RODRIGUEZ TALK TO US BEING A PART OF THE PILOT PROGRAM FOR THE ELECTRIC BUSS COMING IN. AND ENSURING THAT WE HAVE A WORLD FOR OUR CHILDREN THAT IS SUSTAINABLE. SO I THINK THAT I KNOW YOUR WORK
102ON THAT WAS REALLY VITAL TO BRINGING THAT BOARD, BUT OUR SUSTAINABILITY POLICY AND HOW WE LIVE THAT AND WE'RE LIVING THAT EVERY TIME SOME DECISION COMES FORWARD. AS I WILL ECHO SECRETARY NOLAN, WE'RE NOT DOING THE HEAVY LIFTING ON THAT. THAT'S YOU ALL AND THE WONDERFUL WORK THAT YOU ALL ARE DOING TO MAKE SURE THAT OUR STUDENTS UNDERSTAND ABOUT SUSTAINABILITY. THAT IT'S LOVELY TO BE A PART OF THAT. THANK YOU. I THINK ABOUT IT ALL THE TIME. IT WAS AN ARTICLE OR SOMETHING. IT WAS ABOUT -- IT WAS JUST ABOUT HOW MUCH PLASTIC WE USE ALL THE TIME. SO IT REALLY HAS INFLUENCED MY WAY OF THINKING. IF I COULD SAY SOMETHING TO YOU ALL. I I WANTED TO POINT OUT SOMETHING. YOU TALKED ABOUT THE VOICE AND HOW IMPORTANT THAT IS. YOU TALKED ABOUT
103THE GENDER EQUITY POLICIES THAT YOU ALL HAVE DONE. AND THE IMPORTANCE THAT HAS FOR STUDENT EQUITY AND STUDENT INCLUSION AND STUDENT VOICE. MR. NOLAN YOU TALKED ABOUT GETTING OUR KIDS TO SCHOOL AND STUDENT ATTENDANCE. WE'RE TALKING ABOUT STUDENTS' FUTURES AND WHAT THAT LOOKS LIKE IN EDUCATION BEYOND MATH AND READING. AND SO WE THINK ABOUT THOSE FOUR TOPICS THAT EMERGED FOR YOU ALL. STUDENT VOICE, STUDENT EQUITY, STUDENT ATTENDANCE, FUTURES, HOW TO YOU FEEL THEY FIT IN WITH THE FOUR FILTER QUESTIONS? OR DO THEY FIT IN? I THINK THEY FIT IN BEAUTIFULLY, IF I DO SAY SO MYSELF. ALL OF THE THINGS THAT WE TALKED ABOUT WILL HELP STUDENT LEARNING, ABSOLUTELY. ATTENDANCE IS VITAL. THANK YOU FOR TALKING ABOUT THAT. IF THE STUDENTS AREN'T AT SCHOOL, THEN HOW CAN WE -- HOW CAN THEY LEARN? AND HOW
104CAN WE HELP MOVE THEM FORWARD TOWARDS SUCCESS? I THINK THAT'S THE CRUX OF ALL OF IT. IF THE STUDENTS AREN'T THERE, THEN HOW CAN WE DO OUR JOBS? EVERYTHING IS IT FAIR AND EQUITABLE? ABSOLUTELY. ALL OF THE DECISIONS WE MAKE ARE THROUGH THAT LENS. AND ALL THE DECISIONS THAT WE MAKE AS A DISTRICT ARE THROUGH THAT LENS. I LOVE IT THAT IT'S THROUGH THAT LENS. AND WHERE ALL LEARNERS THRIVE, THAT'S OUR VISION. ABSOLUTELY. WE'RE MAKING SURE ASK WE'RE HELPING STUDENTS LEARN AND THRIVE. THE WHOLE GOVERNANCE ISSUE, IS IT A BOARD DECISION TO MAKE? THESE ARE POLICY DECISIONS. SO ABSOLUTELY. BECAUSE IT'S GOVERNANCE. THE BOARD IS NOT INVOLVED IN ANY SORT OF MANAGEMENT DECISIONS. THE MANAGEMENT IS, THANK YOU SUPERINTENDENT AND ALL OF YOU, THAT'S YOU ALL. THE DAY-TO-DAY. WE JUST CREATE THOSE OVERARCHING POLICIES THAT
105I THINK THOSE THREE FIRST QUESTIONS WE ALIGN TO VERY WELL. AND WE DO. WE NEED TO WATCH OUR LANE TO MAKE SURE WE'RE NOT GETTING INTO THE DAY-TO-DAY BUZZ THAT'S YOU ALL. YOU ALL DO IT SO WELL. THE NICE THING IS YOU DO IT SO WELL THERE'S NO REASON TO BE STICKING OUR FINGERS IN THE MIDDLE OF THINGS BECAUSE YOU'RE DOING A FABULOUS, BEAUTIFUL JOB. I TOOK OVER THE CONVERSATION. BOARD MEMBERS? WE'RE IN A BIT OF A BUBBLE. SO EVEN THOUGH IT SUGGESTS TO EDUCATION, TOOK A BREATH. AND THEN KNOWING THE BOARD IS SUPPORTING THEM IS REALLY IMPORTANT. JUST TO ADD TO THAT. WHEN YOU LOOK AT THESE FOUR FILTERED QUESTIONS AND ONE OF OUR AGENDA ITEMS TODAY WITH OUR STRATEGIC PLAN IS A GREAT EXAMPLE OF THAT. WHEN YOU LOOK AT THE EQUITABLE PIECE
106OF THAT. WHAT DO WE WANT OUR STUDENTS TO EXPERIENCE? IS IT HELPING STUDENT LEARNING? THE GOALS THAT YOU HAVE SET, AND THEN WHEN YOU THINK ABOUT THE GOVERNANCE, THAT'S WHERE AB ADMINISTRATION COMES IN. YOU SET THE GOALS, THE EXPECTATION, WE OPERATIONAL LIEZ THAT. I JUST WANTED TO MENTION THAT AND THAT'S A GREAT EXAMPLE OF THAT. I THOUGHT THESE QUESTIONS WERE SUPER IMPORTANT. I KNOW THE SUPERINTENDENT PUT TOGETHER QUESTIONS THAT THEY ASKED BEFORE. SO YOU HAVE A SET OF TILTERED QUESTIONS THAT YOU ALL ASKED AS WELL. AND I LOVE THIS BECAUSE IT'S REMINDING US OF OUR MISSION AND VISION. WE ALWAYS NEED TO BE REMINDED WE CREATED THIS FOR A REASON. IT WASN'T MEANT TO BE CREATED SO THAT THEY WOULD BE HAPPY FOR US. IT'S FOR US AND WHO WE SERVE. SO I JUST WANTED
107TO HELP THE COMMISSIONER BRING US BACK TO JUST OUR CORE REASON FOR WHAT WE DO. AND ONE OF THE BIG THINGS IS FOR ME S IT A BOARD DECISION TO MAKE THAT'S REALLY SOMETHING WHEN WE SIT DOWN AND WHEN WE'RE THINKING ABOUT THINGS, IS IT OUR DECISION TO MAKE? IF IT IS OUR DECISION TO MAKE, ARE WE FRAMING IT THROUGH EQUITY THROUGH STUDENT LEARNING? I THINK WE'RE DOING ALL RIGHT. WHAT MY ASK WOULD BE IS IF WE'RE NOT CORRECTLY OR NOT FOLLOWING THE MISSION AND THE VISION AND EVERYTHING ELSE, YOU ALL FEEL FREE TO CALL US OUT. I WISH YOU WOULD. I WALK AROUND BECAUSE I STILL THINK I'M A FRENCH TEACHER AND I FORGET THAT I'M ON THE BOARD. I EVEN TOLD MY HUSBAND. I LOVE EVERYBODY IN CENTRAL OFFICE. THEY ARE SO NICE
108TO ME. HE'S LIKE, WELL, PAM, LET ME TELL YOU. IT'S BECAUSE YOU'RE ON THE BOARD. I WAS LIKE, OH. AND I GET THAT BECAUSE IT'S AFTER BEING A TEACHER FOR 31 YEARS, IT'S HARD TO LEAVE THAT PERSONA BEHIND. I HOPE THAT YOU ALL ARE COMFORTABLE ENOUGH WITH US ON THE BOARD TO SAY, HEY, I THINK YOU'RE REALLY STRAYING FROM OUR STUDENTS OR WHATEVER. THAT'S MY HOPE. AND I DON'T KNOW IF EVERYBODY ELSE ON THE PORD SHARES THAT WITH ME, BUT PLEASE COME TO ME AND SAY, GIVE ME A LITTLE KICK IN THE RIGHT DIRECTION PLEASE IF WE SHOULD STRAY. I THINK THAT'S REALLY IMPORTANT. WE ARE NOT. TRY TO DEVELOP A RELATIONSHIP. AGAIN, GROUP THEM INTO THEMES YOU HAD AROUND STUDENT VOICE, STUDENT EQUITY, STUDENT ATTENDANCE AND STUDENT FUTURES, YES, THAT ALIGNS PERFECTLY, I THINK,
109WITH THOSE QUESTIONS THAT HAS REAL IMPACT FOR THE KIDS IN OUR COMMUNITY. STUDENT VOICE, STUDENT EQUITY, STUDENT ATTENDANCE, AND STUDENTS' FUTURES. I'M NOT SURE WHAT ELSE THE SCHOOL BOARD COULD THE. THAT'S A PRETTY AMAZING LIST OF REASONS THAT ENERGIZE YOU. IN CLOSING, IF I CAN, I WOULD LIKE TO READ THE MISSION STATEMENT AGAIN. I THINK IT'S JUST IMPORTANT. IT GUIDES ALL OF OUR WORK. AGAIN, OUR VISION IS IT'S A PLACE WHERE ALL LEARNERS THRIVE. THE MISSION FOR US IS THE PUBLIC SCHOOLS PROVIDES A SAFE, CARING, EQUITABLE, AND STUDENT-CENTERED LEARNING ENVIRONMENT THAT CULTIVATES CIVIC AND COMMUNITY ENGAGEMENT, PROHOETS EXCELLENCE, AND HONORS DIVERSITY. THANK YOU FOR THE TIME. I WAS JUST SPEAKING FROM THE HEART. I APPRECIATE EVERYTHING THIS YOU DO, MR. SILVER. THANK YOU. WELL, YOU ALL. WE'RE DOING SO GREAT ON TIME. LOOK AT US.
110IT'S 11:33. LET'S TAKE A LUNCH BREAK. LET'S MEET HERE AT 12:05. IT GIVES US 30 MINUTES TO EAT AND DO WHATEVER NEEDS TO HAPPEN. THANKS. ALL RIGHT. I HOPE EVERYBODY HAD A GREAT LUNCH. A HUGE THANK YOU FOR SETTING THAT UP AND FEEDING US SO WELL. I APPRECIATE IT WE'RE NOW GOING TO MOVE TO OUR STRATEGIC PLAN UPDATE. BY CABINET LEADERSHIP. I'M GOING TO TURN IT OVER TO YOU. JUST A COUPLE THINGS I WANTED TO MENTION. REALLY TODAY AND AS WE HAVE THESE UPDATES, IT REALLY HITS THE GOAL OF ALIGNMENT, OF CLARITY, OF COMMITMENT OF THE WORK. A GREAT EXAMPLE OF WHEN WE TALK ABOUT STRATEGIC PLANS HAD MANY TIMES AND EVEN IN MY EXPERIENCE, THEY ARE ON THE SHELF WE CHECK THE BOX. IT'S A GREAT EXAMPLE THAT THIS IS A WORKING DOCUMENT. AN
111EXAMPLE OF THAT AS WE ALSO LOOK AT MAKING ADJUSTMENTS WHEN WE NEED TO WITH OUR GOALS, WITH YOUR SUPPORT. AND IT GOES BACK TO -- I'M SURE YOU HAVE HEARD THESE WORDS BEFORE THAT SAYS STRATEGY WITHOUT EXECUTION IS JUST INTENTION. AND THIS IS A GREAT EXAMPLE OF OUR GOAL OF MOVING BEYOND JUST THE TENSION. SO WITH THAT SAID, I WILL TURN IT OVER TO THE TEAM FOR OUR UPDATE. THANK YOU SO MUCH. MEMBERS OF THE BOARD, IT'S A PLEASURE TO BE HERE TODAY AND TALK ABOUT PROGRESS ON GOALS ONE AND TWO OF THE STRATEGIC PLAN. AND JUST A REMINDER THAT GOAL ONE IS INSTRUCTIONAL OUTCOMES FOR LITERACY. OUR GOAL IS 100% OF STUDENTS IN LAS CRUCES PUBLIC SCHOOLS WILL MEET THEIR GROOET TARGETS TOWARDS WRITING. AND FOR THAT, WE ARE CURRENTLY USING THAT. FOR GOAL
112TWO, SAME OUTCOME FOR MATHEMATICS. 100% OF STUDENTS WILL MEET THEIR GROWTH TARGET TOWARDS PROFICIENCY SO WE'LL GO AHEAD AND JUMP INTO THE DATA HERE. SO THE BEGIN NING OF YOUR ASSESSMENT, WHICH TYPICALLY TAKES PLACE IN THE FALL, WHEN SCHOOL STARTS, AND THAT ESTABLISHES THE BASELINE FOR GROWTH, SO WHEN WE ARE LOOKING AT GROWTH TARGETS IN OUR FIELD BY ASSESSMENT, THERE IS NO GROWTH PERCENTAGE BECAUSE THAT IS THE BASELINE. WE'RE SEEING WHERE STUDENTS ARE AND THAT SERVES AS THE BASELINE THAT WE'RE MEASURING GROWTH FROM. SO YOU CAN SEE WE HAVE OUR BASELINE ASSESSMENT IN AUGUST. IT'S ADMINISTERED IN DECEMBER OR JANUARY. THAT PERCENTAGE THERE IS THE NUMBER OF STUDENTS WHO HAVE REACHED THEIR ANNUAL GROWTH TARGET. SO THE ANNUAL GROWTH TARGET IS THE TYPICAL GROWTH TARGET AND IT REPRESENTS BY GRADE LEVEL WHERE STUDENTS SHOULD BE.
113OUR ASSESSMENT USES NATIONAL DATA TO COME UP WITH THESE GROWTH TARGETS. THEY HAVE GROWTH TARGETS FOR ELEMENTARY AND MIDDLE SCHOOL. THEY DO NOT HAVE ENOUGH NATIONAL DATA ON HIGH SCHOOL TO BE ABLE TO PROVIDE TYPICAL GROWTH TARGETS AT THE HIGH SCHOOL LEVEL. RIGHT NOW OUR GOAL IS 100%. WE HAVE 27% OF ELEMENTARY STUDENTS WHO HAVE MADE THEIR GROWTH TARGET THE TYPICAL GROWTH TARGET. SO WHEN WE'RE LOOKING AT INSTRUCTIONAL, THIS IS LITERACY. THESE ARE PROFICIENCY LEVELS. SO WE HAVE OUR BOY FOR ELEMENTARY WE HAD 21% OF STUDENTS WHO ARE ON GRADE LEVEL. AT MOY, WE HAD 39% OF ELEMENTARY STUDENTS. YOU SHOULD ALWAYS SEE THAT TREND SHOULD BE TRIMMING UP FROM THE BEGINNING OF HERE WHERE WE STARTED. WE SHOULD BE SEEING GROWTH ONE OF THE THINGS THAT WE LOOK AT IS HOW MUCH GROWTH ARE
114WE SEEING? ARE WE JUST SEEING IS IT VERY STATIC OR JUST A FEW PERCENTAGE POINTS, SO ONE OF THE THINGS AS WE'RE LOOKING THROUGH THESE DATA TODAY IS TO LOOK AT A COUPLE OF THINGS THAT WE LOOKED AT THAT TEACHERS LOOK AT, PRINCIPALS LOOK AT IS HOW MUCH GROWTH ARE WE SEEING AND ARE OUR STUDENT GROUPS GROWING? ARE WE SEEING GROWTH AMONG ALL OF OUR STUDENT GROUPS. DO WE HAVE GROUPS THAT ARE SHOWING LESS GROWTH STAGNANT OR HAVE NOT GROWN OR SHOWING SOME KIND OF REGRESSION. SO MIDDLE SCHOOL, YOU SEE THE GROWTH GOING IN A POSITIVE DIRECTION AS WELL AS IN HIGH SCHOOL. IT REPRESENTS THE PERCENTAGE OF STUDENTS ON LEVEL FROM BOY TO MOY. THE ONE BEFORE THIS. THE ONE BEFORE THIS, SO THIS SLIDE IS SHOWING, REMEMBER OUR GOAL IS GROWTH. SO THIS
115SHOWS HOW MANY STUDENTS. WE WANT UL OF OUR STUDENTS TO HIT THEIR GROWTH TARGET THIS SHOWS HOW MANY WHAT PERCENTAGE OF STUDENTS HAVE ALREADY MET THAT GROWTH TARGET AS OF THE MIDDLE OF THE YEAR. SO WE WANT ALL OF OUT OF STUDENTS TO HEAT THEIR GROWTH TARGET AT THE MIDDLE OF THE YEAR. WE HAVE 27% IN ELEMENTARY HAVE MET THEIR GROWTH TARGET IN LITERACY AND 46% IN MIDDLE SCHOOL WHO HAVE MET THEIR GROWTH TARGET. FOR THE YEAR? LIKE WHERE THEY NEED TO BE AT THE END OF THAT ACADEMIC YEAR OR WHERE THEY ARE AT? RIGHT. SO THE WAY IT WORKS THEY HAVE KIND OF A YEAR FOR THE TARGETS BASED ON GRADE LEVEL OF WHERE THEY ARE TRYING TO GET. IT'S BASED ESSENTIALLY ON A YEAR'S WORTH OF GROWTH. SO OVER THE YEAR, EVERYONE SHOULD
116GET TO THIS LEVEL BASED ON PERFORMANCE. SO LET'S TRANSITION TO LOOKING AT OUR STUDENTS BY GROUP. YOU SEE THE BLUE BAR HERE IS --WE WENT FROM GROWTH TO PROFICIENCY. SO THE REST OF THESE CHARTS ARE PROFICIENCY RATES. SO THE BLUE BAR IS THE BEGINNING OF THE YEAR, HOW MANY STUDENTS WERE PROFICIENT ON GRADE LEVEL AND THEN THE ORANGE BAR AT THE MIDDLE OF THE YEAR ASSESSMENT SHOWS US HOW MANY STUDENTS HAD MET GRADE LEVEL AT THE MIDDLE OF THE YEAR ASSESSMENT. SO AGAIN, AS WE'RE LOOKING AT THESE DATA, WE WANT TO MAKE SURE THAT THE ORANGE BAR IS LONGER THAN THE BLUE BAR, OBVIOUSLY, BUT ALSO LOOKING AT THE HOW MUCH LONGER IS IT. HOW MUCH --HOW MANY MORE STUDENTS DO WE HAVE ATTAINING PROFICIENT SIT AT THE MIDDLE OF THE YEAR. AND YOU SEE
117HERE THAT THERE IS SIGNIFICANT GROWTH IN LITERACY IN K-5 FOR THESE STUDENT GROUPS. THAT TELLS US A COUPLE THINGS THAT OBVIOUSLY OUR STUDENTS ARE GOING TOWARD PROFICIENCY, ASK IT ALSO INDICATES THAT ONE OF THE THINGS WE WANT TO LOOK AT IS THE HEALTH OF OUR PROGRAM. ARE WE DOING THE THINGS THAT WE NEED TO BE DOING FOR STUDENTS TO REACH PROFICIENCY? SO WE CAN SEE THAT WE'RE GROWING IN A POSITIVE DIRECTION SO THIS IS VERY GOOD DATA THAT WE HAVE HERE. WHEN WE LOOK HERE AGAIN AT MIDDLE SCHOOL, WE SEE THE SAME TREND. WE HAVE THE ORANGE BAR YOU SEE THAT WE'RE MAKING GAINS ACROSS ALL STUDENT GROUPS. ONE OF THE THINGS THAT WE LOOKED AT IS ARE SOME STUDENT GROUPS SHOWING MORE GROWTH THAN OTHERS AND KIND OF CHECKING IN ON THOSE STUDENT GROUPS,
118HOW MANY STUDENTS IN A THAT POPULATION ARE ON INTERVENTIONS OR HOW MANY STUDENTS DO WE HAVE IN THOSE STUDENT POPULATIONS. SO TEACHERS, PRINCIPALS ARE ABLE TO DRILL DOWN A LITTLE FURTHER TO SEE WHERE THE GROWTH IS HAPPENING AND MAYBE WHAT ARE THE GROWTH IS A LITTLE BIT SLOWER. AND THEN HERE AGAIN, WE HAVE IN HIGH SCHOOL AND GEB WE'RE SHOWING GOOD GROWTH IF YOU WILL LOOK AT THE NATIVE AMERICAN GROUP. THERE WAS SOME REGRESSION THERE BETWEEN THE BOY ASSESSMENT AND AND AGAIN, ONE OF THE THINGS THAT WE LOOK AT BECAUSE THAT STUDENT GROUP IS THE SMALL BUT WE. THE TO LOOK AT WITHIN THAT STUDENT GROUP DID THE SAME STUDENTS TAKE THE ASSESSMENT? IS IT THE SAME GROUP OF STUDENTS FROM BENEFIT OF THE Y. TO MOY? IF IT WASN'T, IF SOME STUDENTS DIDN'T TAKE
119THE MOY, WHY ARE THEY STILL HERE AND REALLY KIND OF DRILLING DOWN THAT WAY? BECAUSE OBVIOUSLY WHEN YOU SEE ORANGE BAR IS NOT AS LONG AS THE BLUE BAR, WE WANT TO EXAMINE WHAT'S GOING ON WITH THAT STUDENT GROUP. SO AGAIN, JUST THE TAKEAWAYS FROM THE INSTRUCTIONAL OUTCOMES FOR LITERACY, ALL OF OUR GROUPS ARE SHOWING PROFICIENCY GROWTH FROM B.O.Y. TO MOY IN K-5. SO YOU SEE THE TREND IS MOVING IN THE RIGHT DIRECTION FOR OUR GROUPS. AND THEN ALL OTHER STUDENTS THAT DO NOT FALL INTO A MARTINEZ-YAZZIE GROUP, WE HAD 20% GROWTH. THAT'S A GREAT CELEBRATION OF WHAT WE'VE ACCOMPLISHED IN THE FIRST SEMESTER OF THE SCHOOL YEAR. WHEN WE LOOK AT MIDDLE SCHOOL, AGAIN, SAIL STORY. OUR MARTINEZ-YAZZIE GROUPS ARE GROWING. ALL OTHER STUDENTS GREW AT A 10% IN PROFICIENCY FROM THE BEGINNING OF
120THE YEAR TO THE MIDDLE OF THE YEAR. WHICH IS PRETTY TYPICAL AT MIDDLE SCHOOL WE SEE THE GROWTH SLOWS DOWN A LITTLE BIT TYPICALLY. IN HIGH SCHOOL, AGAIN, MARTINEZ-YAZZIE GROUPS ARE SHOWING GAIN IN PROFICIENCY. AS WE NOTED, THERE WAS THE NATIVE AMERICAN GROUP IS ONE THAT IS MONITORING, KEEPING AN EYE ON, AND THEN THE GROWTH IN PROFICIENCY WAS ABOUT 6% DURING THE FIRST SEMESTER AT HIGH SCHOOL. SO OVERALL THE INSTRUCTIONAL OUTCOMES FOR LITERACY, FOR THE FIRST SEMESTER, VERY GOOD. VERY GOOD NEWS THERE. ANY QUESTIONS ABOUT THE LITERACY IS? WE SEEM TO BE DOING BETTER AT THE ELEMENTARY LEVEL THAN THE HIGH SCHOOL LEVEL. I KNOW IT MAY --THE MATERIAL IS TOUGHER, BUT I MEAN, DON'T UNDERSTAND THAT. I THINK TLR A COUPLE OF THINGS. ONE OF THE THINGS YOU JUST MENTIONED. THE STANDARDS CHANGE. AND
121THERE ARE MORE STANDARDS, MORE RIGOROUS STANDARDS, THE EXPECTATIONS WERE DIFFERENT. PART OF IT, THE TRANSITION TO MIDDLE SCHOOL CAN SOMETIMES BE A LITTLE ROUGH ONNEN STUDENTS. SO THERE'S THAT FACTOR. ONE OF THE THINGS THAT WE REALLY NOTE IN HIGH SCHOOL, AND SOMETIMES WITH HIGH SCHOOL STUDENTS IS THE STUDENTS REALLY UNDERSTAND WHY DO I HAVE TO TAKE THIS? I ALREADY TEST. WHY IS IT IMPORTANT? SO IT IS AN INDICATOR OF HOW STUDENTS ARE DOING, BUT I THINK WE HAVE OTHER INDICATORS TOO. SO SOMETHING TO KEEP IN MIND. THIS IS ONE DATA POINT THAT WE HAVE. BUT WHEN YOU LOOK AT OTHER THINGS, HOW STUDENTS ARE PROGRESSING THROUGH COURSES, THEIR GRADES, THEIR SCORES ON OTHER TYPES OF ASSESSMENTS, I THINK WE SEE OUR HIGH SCHOOL STUDENTS PERFORM VERY WELL ON THOSE OTHER ASSESSMENTS. SO I DON'T THINK
122IT'S NECESSARILY THAT STUDENTS ARE LOSING PROFICIENCY. I THINK THAT THE WAY THAT WE MEASURE PROSISHT SIT ON THESE ASSESSMENTS MAY NOT BE THE BEST INDICATOR OF HOW STUDENTS ARE REALLY PERFORMING AT THE HIGH SCHOOL. THERE ARE OTHER MARKERS THAT TEACHERS LOOK AT. SO CERTAINLY THIS IS AN IMPORTANT POINT, IS AN IMPORTANT METRIC THAT TEACHERS CAN LOOK AT. THIGH THEY USE OTHER THINGS TOO. THEY MATCH UP OTHER RESOURCES TO BE ABLE TO ADDRESS GAPS IN STUDENT PROFICIENCY . YOU'RE REALLY FOCUSING ON THE CONTENT IN YOUR CLASSES, AND WITH THIS ASSESSMENT, THAT'S PART OF THE WORK. YOU'LL HEAR A LITTLE BIT MORE AROUND WHAT OUR SIDE SUPPORT TEAM IS DOING TO ENSURE THAT THE ASSESSMENTS AND THE INFORMATION THAT WE CAN GAIN OUT OF THAT. THE SUPERINTENDENTS ARE DIGGING INTO THE DATA AND LOOKING AT WHAT IS
123HAPPENING. OUR PRINCIPALS ARE REALLY SEEING AND TAKING THAT BACK TO THEIR BUILDINGS AND DIGGING A LITTLE BIT DEEPER ON THE WHY. THE COLLABORATION AND THOSE TYPE OF THINGS, THAT'S WHAT OUR INSTRUCTIONAL WALKS COME IN TO BE ABLE TO INFORM THAT AND PROVIDE THOSE SUPPORTS FOR OUR TEACHERS AS WELL. IT'S TWO YEARS? IT DOES A COUPLE THINGS. IN THE REPORTS THAT TEACHERS SEE, IT SHOWS KIND OF LENGTH OF TIME STUDENTS ARE TAKING ON A PARTICULAR ITEM OR IF STUDENTS ARE JUST CLICKING THROUGH. DID YOU CLICK THROUGH BECAUSE YOU WERE FRUSTRATED BECAUSE YOU GOT STUCK. SO YES, IT DOES THOSE THINGS. SO MOVING ON TO MATH, AGAIN, SAME GOAL. 100% OF STUDENTS SHOWING GROWTH. SO AGAIN, WE'LL START WITH THE PERCENTAGE OF STUDENTS WHO MET THEIR TYPICAL GROWTH TARGET AFTER ESSENTIALLY THE FALL SEMESTER. SO AGAIN, THE
124B.O.Y. SETS THE BASELINE. THAT'S WHERE THE GROWTH TARGET IS ESTABLISHED. AND AT THE MIDDLE OF THE YEAR, ALMOST 20% OF STUDENTS HAD MET THEIR TYPICAL GROWTH TARGET IN MATHEMATICS AND IN MIDDLE SCHOOL ABOUT A THIRD MET THEIR TYPICAL GROWTH TARGET. WE'LL SEE HOW CLOSE WE GOT. SO WE'LL LOOK AT PROFICIENCY. THAT WAS GROWTH. NOW WE'RE GOING TO LOOK AT PROFICIENCY. AGAIN, THE BEGINNING OF THE YEAR WHAT'S OUR STARTING POINT. SO AT THE ELEMENTARY LEVEL, WE HAD 10% OF STUDENTS ON GRADE LEVEL AT THE ELEMENTARY LEVEL AND YOU MAY THINK, WOW, THAT'S REALLY LOW, BUT YOU HAVE TO REMEMBER THEY ARE AT THE NEXT YEAR'S STANDARDS. SO ONE THING THAT WE CONTINUALLY REMIND TEACHERS IS DON'T PANIC. SO THEY ARE DOING THAT DATA LITERACY WORK ALSO IT IS IMPORTANT FOR WHAT IS THE DATA SHOWING US.
125THE MIDDLE OF THE YEAR, SO LLT RI WE WENT FROM 10% PROFICIENT B.O.Y. TO A QUARTER OFN'T STUDENTS AT MOY ON LEVEL AT THE MIDDLE LEVEL, WE HAD 16% AT THE BEGINNING. IN THE MIDDLE OF THE YEAR, WE HAD TO MOVE THAT UP TO 22%. AND AT THE HIGH SCHOOL LEVEL, WE SHOWED A GOOD GAIN FROM 13% AT THE BEGINNING TO 18.6% AT THE MOY ASSESSMENT. SO AGAIN, GRAPHS AGAIN, SAME PATTERN, BLUE IS B.O.Y. ORANGE, MOY. YOU CAN JUST, AGAIN, LOOK THROUGH THE COMPARISON OF THE BLUE AND ORANGE BARS AND REALLY SEE HOW MUCH GROWTH STUDENTS HAD IN PROFICIENCY BETWEEN THE ASSESSMENT AND THE MOY ASSESSMENT. AND YOU SEE HERE WE HAD MANY OF OUR STUDENT GROUPS MAKE VERY HEALTHY GAINS. IN FACT, I WOULD SAY ALL OF OUR STUDENT GROUPS HERE BEING VERY HEALTHY
126GAINS IN PROFICIENCY DURING THE FIRST SEMESTER. WHEN WE'RE LOOKING AT THE DATA, YOU SEE ALL OF OUR STUDENT GROUPS, ALL OF OUR MURT MURT GROUPS THAT FALL INTO THAT CATEGORY. AND AT THE HIGH SCHOOL LEVEL, ALL STUDENT GROUPS HERE ARE SHOWING GROWTH. SO UNLIKE LITERACY WHERE WE HAVE SLIGHT REGRESSION WITH NATIVE AMERICAN STUDENTS AT HIGH SCHOOL IN MATHEMATIC, WE SAW CONSISTENT GROWTH ALL OF THE STUDENT GROUPS REPRESENTED HERE. SO OUR TAKE AWAY FROM MATH, ALL OF OUR MARTINEZ-YAZZI GROUPS SHOWED GROWTH FROM THE THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR, AND THAT'S TRUE AT ALLALL LEVELS. STUDENTS NOT IN THE MARTINEZ-YAZZI CATEGORY SHOWED ALMOST A 21% GROWTH IN PROFICIENCY. SO YOU SEE THAT WE ARE MAKING GOOD GAINS AMONG ALL STUDENTS. THAT GROWTH WAS 9% AND THEN AT HIGH SCHOOL WAS ALMOST
1277%. SO VERY GOOD GAINS, VERY GOOD NEWS. TEACHERS, STUDENTS, PRINCIPAL, EVERYONE IS WORKING VERY HARD. AND I THINK THIS DATA BEARS OUT THAT'S GOING ON IN CLASSROOMS. AND OF COURSE, THE NEXT UPDATE WE'LL LOOK AT SOME OF THE DATA FOR THE YEAR. NOT ONLY HOW MANY STUDENTS REACH THEIR GROWTH TARGET, BUT WE'LL ALSO TALK ABOUT THE STUDENTS THAT DIDN'T MEET THE GROWTH TARGET HOW CLOSE DID THEY GET? BECAUSE I THINK THAT'S ALSO IMPORTANT FOR THE INSTRUCTIONAL PROGRAM TO THINK ABOUT HOW CLOSE OR HOW FAR ARE THE STUDENTS THAT DIDN'T QUITE MEET THEIR PARTICULAR GROWTH. THAT WILL BE WORK THAT WE DO AFTER THE SCHOOL YOU'RE IN FOR THE NEXT SCHOOL YEAR. THIS IS THE MATH ADOPTION YEAR. I WANT TO INVITE ALL OF YOU TO REVIEW THE MATH MATERIALS AS COMMUNITY MEMBERS. YOU CAN FILL
128OUT A RUBRIC AND MAKE YOUR CHOICE THAT GOES INTO THE SELECTION CONSIDERATION. SO ALL OF THAT IS CURRENTLY SET UP IN THE COMMON AREA AT THE TLC. IF YOU HAVE ANY QUESTIONS, WE WILL BE HAPPY TO MEET WITH YOU AND LOOK AT MATERIALS AND TEACHERS HAVE UNTIL THE FRIDAY BEFORE SPRING BREAK TO FINISH THEIR SELECTION OF MATH MATERIALS. BOARD MEMBERS, DO YOU HAVE ANY QUESTIONS OR COMMENTS? I WAS CURIOUS LITERACY, WE'RE SEEING THAT. I THINK THE TENOR CHANGED THIS YEAR TO REALLY FOCUS ON MATH. ARE WE ANTICIPATING THIS IS GOING TO GIVE US ADDITIONAL RESOURCES TO INVEST IN MATH? WHAT ARE WE THINKING? SO AS OF NOW, SENATE BILL 29 PROVIDED SOME ADDITIONAL STEPS TO HELP US IDENTIFY STUDENTS WHO ARE STRUGGLING WITH MATHEMATICS. SO I'M HOPEFUL THAT ALONG WITH THAT WILL COME FUNDING FOR
129PROFESSIONAL LEARNING FOR TEACHERS MUCH LIKE WITH THE SCIENCE OF READING AND NOW WE'RE IN THE SECONDARY LEVEL WITH TRAINING. SO SENATE BILL 29 REALLY FOCUSES ON A UNIVERSAL SCREENING FOR STUDENTS IN K-3 TO DETERMINE KIND OF WHERE THEY ARE IN MATH, IF THEY ARE BELOW GRADE LEVEL, COMMUNICATING THAT WITH PARENTS, AND COMING UP WITH AN INTERVENTION PLAN. FOR THOSE STUDENTS, WHICH IS VERY SIMILAR TO WHAT WE DO NOW. WE DON'T NECESSARILY ADMINISTER A SCREENER, WHICH IS DIFFERENT THAN A DIAGNOSTIC, BUT BASED ON THE DIAGNOSTIC, STUDENTS ARE GIVEN INTERVENTIONS TO HELP THEM BECOME SUCCESSFUL. SO IT DOES ADD SOME ADDITIONAL LAYERS. I'M HOPE THAFL THE NEXT LAYER WILL BE THAT TARGETED SUPPORT FOR T THE TEACHERS SAY IS SOL TEACHERS, NOT ALL OF THEM, THEY LACK CONFIDENCE IN REALLY WANT TO BE MORE CONFIDENT WHEN KIDS
130HAVE QUESTIONS OR STRUGGLE WITH SOME OF THE CONCEPTUAL PIECES THAT TEACHERS WANT TO HAVE MULTIPLE TOOLS TO BE ABLE TO ADDRESS THOSE THINGS. SO REALLY INCREASING TEACHER EFFICACY AROUND TEACHING MATHEMATICS IS THE GOAL. AND WITH THE NEW -- PART OF SB 29 WAS ALSO INCREASING REQUIREMENTS FOR SERVICE TEACHERS TO TEACH AT BOTH THE ELEMENTARY AND MIDDLE SCHOOL LEVEL, AND WE HAVE ALREADY HAD SOME CONVERSATIONS WITH DEAN AT WHAT THAT LOOKS LIKE IN THEIR TEACHER PREPARATION PROGRAM. SO THE TEACHERS THAT ARE COMING TO US HAVE MORE OF THAT CONCEPTUAL MATHEMATICAL KNOWLEDGE. THAT WAS PROBABLY A REALLY LONG ANSWER TO A SIMPLE QUESTION. ANYTHING. ANYTHING ELSE? REALLY A SMALL THING. YOU USE THE WORD GROWTH HERE. THIS IS NOT REALLY A GROWTH. I SEE YOUR POINT. INSTEAD OF SEEING GROWTH IN PROFICIENCY, YOU SEE INCREASE IN PROFICIENCY.
131JUST TO KEEP THE TWO DISTINCT. UFS THINKING THAT WE'RE TALKING ABOUT THE GROWTH INCREASE. THE TARGETED GROWTH FOR EACH STUDENT. THAT'S REALLY NOT WHAT WE'RE TALKING ABOUT. RIGHT. YEAH. SO I THINK THAT'S A GREAT POINT. TO JUST CHANGE THE VERBIAGE BECAUSE WHEN WE STARTED WITH THE GROWTH DATA, I THINK THIS IS IMPORTANT FOR ALL OF US TO SEE IF OUR TARGET IS 100% OF STUDENTS SHOWING GROWTH, HOW CLOSE ARE WE? OR ARE THERE ALREADY TALKING ABOUT INCREASES IN PROFICIENCY? I THINK THAT WE CAN EASILY MAKE THAT CHANGE JUST TO CLARIFY WHAT WE'RE TALKING ABOUT. I FIGURED IT OUT WE CAN ELIMINATE THAT STRUGGLE THANKS FOR PUTTING THESE SLIDES TOGETHER AND THE GRAPHS THE TEAM DO A GREAT JOB PUTTING ALL THIS TOGETHER. THANK YOU. ALL RIGHT. >> THANK YOU SO MUCH. I'M SO SORRY. >>
132NO WORRIES. WHILE WE TRANSITION TO OUR NEXT GOAL, I JUST WANT TO ADD, SOME PERSPECTIVE. SO LAST YEAR IN THE STATE ASSESSMENT, FOR MIDDLE SCHOOL AND ELEMENTARY, WE HAD 6.5% GROWTH IN ELA FROM THE PREVIOUS YEAR. SO AGAIN, AS WE TALK ABOUT THE TRAJECTORY, IT'S DIFFERENT KIDS, BUT 6. 5% GROWTH, AND THEN MATH WE HAD ABOUT 2% GROWTH IN MATH IN OUR STATE ASSESSMENT. WE'RE LOOKING AT DIFFERENT DATA POINTS. THERE'S WORK TO BE DONE ALL ACROSS, BUT WHAT WE SAW IN HIGH SCHOOL, AN S.A.T., WE SAW A DECREASE IN THE S.A.T. IN BOTH IN WRITING AND IN MATH. AND THIS IS I DON'T WANT TO GET INTO IT TOO MUCH AT THIS POINT, BUT THIS IS WHERE WE STRUGGLE WITH THE S. AFLT TFLTs AND WE TALK ABOUT THE ASSESSMENT AT THE HIGH SCHOOL LEVEL.
133IF YOU RECALL, THE REQUIREMENT IS THAT THEY ATTEMPT THE ASSESSMENT. IT'S NOT REQUIRED TO GRADUATE. SO THEIR FOCUS IS GRADUATION. IT'S STILL AN IMPORTANT DATA POINT THAT WE NEED. BUT THE S.A.T. IS THE END OF THE LINE. THAT'S AT THE END OF THE YEAR. I READY WE'RE LOOKING AT THAT DATA. TO ENSURE WE'RE SUPPORTING KIDS THROUGHOUT THE YEAR. ASK THAT'S WHY WE'RE WORKING WITH OUR SECONDARY SPECIFICALLY HIGH SCHOOL, TO UNDERSTAND THAT. BOTH OUR TEACHERS AND OUR STUDENTS. SO IT'S A WORK IN PROGRESS, AS WE TALKED ABOUT. THIS IS THE THIRD FULL YEAR. OUR PROFESSIONAL LEARNING COMMUNITIES ARE GETTING STRONGER. YOU SEE THE SIDE SUPPORT TEAM AND WE'LL TALK MORE ABOUT THAT. SO WHEN YOU LOOK AT THE GOAL PERSPECTIVE AND THE BIG PICTURE, THAT SIDE SUPPORT TEAM IS REALLY WHERE NOW WE'RE OPERATIONAL LIEZING IT.
134I JUST WANTED TO ADD THAT. I'LL TURN IT OVER. GOAL NUMBER 3. THANK YOU, MEMBERS OF THE BOARD. SO REALLY JUST A PLEASURE TO BE HERE AND HAPPY OUR SUPPORT TEAM IS HERE. WHEN WE'RE LOOKING AT THIS, WE TALKED ABOUT INSTRUCTION. NOW WE'RE STARTING TO LOOK AT THE OTHER HALF. THE PART OF WHAT WE'RE LOOKING AT IS OUR GOAL THREE IS THE ENVIRONMENT, THE MENTAL HEALTH AND THE WELL BEING. WHICH OUR GOAL FOR THIS IS TO INCREASE THE AVERAGE FAVORABILITY SCORE REACH CATEGORY WITHIN THE WELLNESS FRAMEWORK BY 2 POINTS ANNUALLY MEASURED BY DISTRICT WELLNESS SURVEYS AND SITE VISITS THROUGH THE IMPLEMENTATION AND INITIATIVES, STAKEHOLDER ENGAGEMENT AND PROGRESS MONITORING. AND I THROUGH THAT OUR STRATEGIC GOAL IS ANCHORED IN THE WELLNESS FRAMEWORK THAT WE PUT TOGETHER AND WORKED SO HARD ON WITH THE TEAMS THAT HAVE
135COME TOGETHER AS WE REALLY BRING BOTH SIDES TOGETHER INTO THIS. . IT'S A GUIDE OF HOW WE APPROACH STUDENT AND STAFF WELL BEING ACROSS THE DISTRICT. THE NINE COMPONENTS SEE REFLECT THE AREAS WE'RE FOCUSING ON BASED ON FEEDBACK AND BASELINE DATA FROM LAST YEAR. THE SLIDE IS REALLY MEANT TO FRAME THE WORK AND WE'LL SEE IF THE SLIDE IS THERE. WE'LL GET TO IT IN A SECOND. I DON'T KNOW THEY ARE ON THE THING. ASK WE CAN GO OVER THOSE, BUT THE SLIDE REALLY MEANS IT'S MEANT TO FRAME THE WORK YOU'LL SEE NEXT. EXAMPLES OF HOW THE SCHOOLS ARE ADDRESSING WELLNESS THROUGH DIFFERENT AREAS OF NEED, AND I SAY SCHOOLS, BUT ALSO DEPARTMENTS. BECAUSE IT'S A LOT OF US COLLABORATING WITHIN THE DEPARTMENTS. WE'RE ALSO PREPARING FOR OUR NEXT ROUND OF SCHOOL WALK-THROUGHS. THIS YEAR
136WE'RE ADDING A STUDENT VOICE COMPONENT TO UNDERSTAND WHETHER STUDENTS KNOW ABOUT THE SUPPORTS AND RESOURCES AVAILABLE TO THEM ON CAMPUS. COMMUNITY LEVEL AND OUR WELLNESS FRAMEWORK IS ORGANIZED. THOSE NINE COMPONENTS ARE SERVICES. PHYSICAL ENVIRONMENT, HEALTH SERVICES, COUNSELLING, PSYCHOLOGICAL AND SOCIAL SERVICES, EMPLOYEE WELLNESS, SOCIAL AND EMOTIONAL CLIMATE, FAMILY ENGAGEMENT AND INVOLVEMENT, PHYSICAL ACTIVITY AND HEALTH EDUCATION, AND AS WELL AS DIGITAL SAFETY. THERE IT GOES. SO FOR THE FIRST ONE, I'D LIKE TO TALK ABOUT IT WAS STRATEGIC GOAL IS THE PROGRESS IS OUR HEALTHY SCHOOL MEAL PRL. WITHIN OUR HEALTHY MEAL PROGRAM, THIS ENCOMPASSES OUR NUTRITION SERVICE. WE LOOK AT PARTNERSHIPS. AND DURING THOSE DIFFERENT THINGS OF WHAT WE HAVE IS LOOK AT PARTNERSHIPS TO INCREASE THE REQUIREMENTS, BUT WHAT IS BEST FOR STUDENTS. SO THROUGH THE PARTNERSHIP THAT WE HAVE, WE HAVE OVER 17 SCHOOLS THAT
137HAVE OPERATIONAL SCHOOLS A THE THIS TOMB IT'S AN AMAZING THING FOR THEM. IT NOT ONLY TEACHES KIDS ABOUT HOW TO GROW AND HOW TO PLAN AND ALL THESE DIFFERENT THING THIS IS WE HAVE, BUT IT'S ALSO THE IMPORTANT PARTS OF HEALTHY EATING. HOW CAN THEY INCORPORATE THIS AND WHAT THEY ARE LESHING AT SCHOOL AND TAKE IT HOME. THE BIGGEST THING, AND EVEN WITH NUTRITION SERVICES MOVING TO THE LOCATION OFF BELL AVENUE, THAT AREA IS GOING TO PROVIDE A BIG AREA TO START DOING A LOT OF THIS AND USING THIS AS A HUB TO BRING STUDENTS IN ON FIELD TRIPS AND AS WE PARTNER WP SO IT'S GOING TO BE A REALLY BIG VENTURE FOR US SWOO THAT PART AND BRINGING THOSE STUDENTS IN. ONE OF THE GREAT THINGS, THERE'S IMMEDIATE IMPACTS WITH THEM. WE JUST
138MET WITH THEM NOT LONG AGO. THEY ARE DOING ALL THESE DIFFERENT TYPES OF FOOD, BUT THAT FOOD GOES RIGHT INTO THE CAFETERIA AND IT'S RIGHT THERE FROM FARM TO TABLE TO IN THEIR BELLIES. THAT'S A GOOD IMPACT. THEY ARE SEEING THE PROCESS OF THE FOOD, HOW WE GROW IT, BUT ALSO HOW THEY ARE PRODUCING IT AND USING IT AND VARIABLE TO EAT IT. THAT WAS JUST AN EXAMPLE WE HAD THERE. ANOTHER BENEFIT OF WHAT WE HAVE FOR THE FOOD IS WE'RE I BUYING FROM LOCAL FARMERS. THAT'S ONE OF THE INITIATIVES WE HAD TO MAKE SURE WE'RE SUPPORTING OUR LOCAL FARMERS AS WE INVEST INTO THEM AND IT GOES RIGHT INTO THE TABLES AND IT'S WHAT WE'RE SERVING TO OUR STUDENTS IN THE CLASSROOM. THAT'S BEEN A BIG IMPACT WITH NUTRITION SERVICES. THEY ALSO PROVIDE FOR
139SCHOOLS. ALL OF THESE THINGS THAT ARE IMPACTING THOSE THINGS, BUT ENSURING THAT OUR KIDS HAVE HEALTHY SCHOOL MEALS. WHETHER IT'S THE BREAKFAST, THE LUNCH, BUT ALSO THE SNACKS. THEY ALSO HAVE THE OTHER PARTS IF STUDENTS AREN'T EATING IT, WE HAVE SHARED TABLES TO ENSURE THOSE STUDENTS STILL HUNGRY AFTER THEY HAD THEIR MEAL, THEY CAN HAVE MORE OR TAKE SOME HOME OR USE IT FOR AFTER SCHOOL PROGRAMS AS WELL. WE'RE NOT WASTING FOOD AS MUCH AS POSSIBLE ASK MAKING SURE THAT FOOD GOES TO THOSE WHO NEED IT MOST. SO THAT'S BEEN A BIG PART. THE OTHER PART NOW IS THE STUDENT INPUT. THAT'S ALWAYS BIG. I KNOW WE HEAR THAT A LOT OF TIMES. WE WANT THE TO MAKE SURE WE HAVE OUR STUDENTS INPUT INTO THE FOOD WE'RE SERVING THEM. . I THINK THE BIG
140PART OF IT IS THE NUTRITION SERVICES IS PRIORITIZING IN CONVERSATIONS WE HAVE BEEN HAVING IS THEY ARE GOING INTO THE SCHOOLS DURING LUNCHTIME. HAVING THEM TRY DIFFERENT FOODS NOW. RIGHT THERE AND GETTING THEIR INPUT AT THAT POINT. WE HAVE ALSO TALKED WITH THE NUTRITION SERVICES DIRECTOR ABOUT LET'S INCREASE THOSE COMMUNITY -- NOT JUST THE STUDENTS BUT THE PARENTS. I KNOW WE HAVE THE WELLNESS COMMITTEE THAT THEY ARE DOING THAT. BUT WE WANT TO EXPAND THAT TO DOING IT MORE AND BRINGING VENDORS IN AND HAVING THE STUDENTS AND PARENTS TRY THE FOOD BETWEEN THE DIFFERENT VENN TORTS AND HELPING WITH THAT DATA AND COLLECTION TO HELP US MAKE DATA-DRIVEN DECISIONS BY THE PARENTS AND BY THE STUDENTS WHAT FOOD THEY LIKE. THAT'S GOING TO DRIVE WHAT WE'RE GOING TO PURCHASE FROM THE DIFFERENT VENDORS. I THINK
141AS WE EXPAND THOSE OPPORTUNITIES FOR OUR STUDENT VOICE TO BE HEARD, IT'S REALLY GOING TO INCREASE THE WHAT STUDENTS LIKE AND WHAT THEY EAT. THE MAIN GOAL IS NOT ABOUT REIMBURSABLE MEALS, BUT THAT THE STUDENTS LIKE THE FOOD AND ENJOY IT. WE KNOW WE EAT WITH OUR EYES FIRST. I KNOW I DO. SO WE KNOW THE STUDENTS DO AS WELL. ANOTHER THING WE'RE GOING TO BE DOING IS ROLLING OUT A LA CARTE. SOME MAY NOT COME INTO THE CAFETERIA. WE'RE GOING TO GO WHERE THEY ARE. WHETHER IT'S IN THE COMMON AREA, WE'RE GOING TO MAKE SURE THAT THE STUDENTS HAVE ACCESS TO THE WHEREVER THEY ARE HANGING OUT AT THE SCHOOLS IN THOSE PARTS. AND THEN ALSO JUST THE WINNING RECIPES SO WE'RE USING THOSE AND SHOWING THAT IS THEY LIKE IT. AND THE SCHOOL
142MENUS AS WELL. JUST A FEW THINGS ON THE NATIONAL AND STATE RECOGNITION. WE WERE RECOGNIZED FOR BEST PRACTICES FOR THE FOOD AUTHORITIES, WHO MADE OPERATIONAL CHANGES TO IMPROVE QUALITY OF THEIR SCHOOL MEALS AS WELL AS SFAs TO ENGAGE STUDENTS AND FAMILIES IN NUTRITION AND PLANNING AND PREPARATION OF MEALS. IT WAS RECOGNIZED FOR USING SCRATCH USING LOCAL INGREDIENTS BY THE USDA HEALTHY MEALS INITIATIVE AND WE'RE AWARDED THE GOLDEN AWARD RECOGNITION PROGRAM THAT CELEBRATES THE DEDICATION WHO HAVE CHAMPIONED EFFORTS TO STRENGTHEN THE FOOD SYSTEMS AND COMMUNITIES. REALLY MOVING FROM LAST YEAR'S AWARD WAS THE CEILING ASK NOW WE'RE THE VERY TOP OF THAT BECAUSE OF THE PROGRESS THAT THEY HAVE MADE IN INCLUDING THOSE HOME GROWN TOODS. SO OUR NEXT PARTNER IS ENHANCE THE PHYSICAL ENVIRONMENT. THINK THIS TALKS ABOUT WHAT WE HAVE WHEN WE TALK ABOUT
143SAFETY. SAFETY IS NOT JUST ABOUT THE PHYSICAL SAFETINESS OF OUR STUDENTS, BUT IT'S ALSO ABOUT THE ENVIRONMENTS. THE INDOOR AIR QUALITY AND THE DIFFERENT ASPECTS OF WHAT WE HAVE THIS OUR SCHOOLS. SO REALLY LOOKING AT THIS. WE REALLY UTILIZE ED D THE ASSET ESSENTIALS WHICH IS OUR NEW WORK ORDER SYSTEM THAT WE HAVE. IT'S MOVED US INTO THIS NEXT GENERATION OF SOFTWARE. WHAT WE WERE USING PRIOR TO THERE BEFORE IS THEIR BASELINE SOFTWARE. WE LOOKED INTO WHAT CAN WE DO TO ADVANCE THIS. WE TOOK THE OPPORTUNITY BECAUSE IT WAS GOING TO BE MOVING TO THIS NEW PLATFORM, WHICH IS CALLED BRIGHTLY. THEY WERE GOING TO BE MOVING TO IT IN DECEMBER. WE CHOSE AS A DISTRICT TO INVEST INTO IT THIS SUMMER. AND STARTED NOW. SO WE INVESTED SOME CAPITAL INTO THAT TO MAKE SURE
144WE START THAT EARLY. WE HAVE REACHED OUT WITH PSFA. THEY GOT A LOT OF DATA AND A LOT OF DIFFERENT THINGS FROM US. AS WE STARTED THIS TO ANY OTHER DISTRICT TO MAKE SURE WE WERE THE FIRST ONES LEADING THIS PART. WE WANTED TO WORK THE BUGS OUT INSTEAD OF TRANSITIONING IN DECEMBER OR WAITING UNTIL THE SUMMER OF '26. WE WANTED TO DO IT RIGHT A AWAY. AND I THINK IT'S REALLY PAID DIVIDENDS IN THE ASPECT OF REALLY BECOMING MORE EFFICIENT IN OUR WORK ORDERS. I KNOW WHEN I VISIT PHYSICAL, OUR DIRECTOR HAS IT ON EVERY DOOR WHENEVER OUR JOURNEYMEN LEAVE THE BUILDING. IT'S POSTED ON THE DOOR. THIS IS OUR WORK ORDER RIGHT WE'RE AT 83.9%. WE'RE GETTING TO 90. LET'S KEEP PUSHING. LET'S KEEP GOING. IN THE END WHEN WE SEE WORK ORDER
145EFFICIENCY, THERE ARE LESS WATER FOUNTAINS NOT WORKING, LESS AIR CONDITIONERS NOT WORKING, THEY ALL KNOW THAT. THEY KNOW THE IMPACT THEY MAKE EACH AND EVERY DAY AND HOW THEY IMPACT. IT'S BEEN ONE OF THE BIGGEST THINGS THAT I HAVE REALLY PUSHED ASK JUST THE TEAM WE HAVE PUSHED THEM TO UNDERSTAND IS THAT THEY HAVE NEVER BEEN TOLD THAT BEFORE OF HOW THEY IMPACT INSTRUCTION EACH AND EVERY DAY. IT'S REALLY IMPORTANT. YOU CAN'T HAVE HIGH QUALITY INSTRUCTION OR IMPACTED INSTRUCTION IF YOU DON'T HAVE GOOD INDOOR AIR QUALITY, HEATING OR COOLING, RUNNING WATER, ANY OF THOSE THINGS. I KNOW YOU HAVE SEEN IN THE PAST WHEN WE HAVE WATER BREAKS, WE THINGS. HOW DOES THAT IT IMPACT THEM? KIDS DON'T HAVE WATER. THEY CAN'T THINK. TOO MUCH CO2 THEY FALL ASLEEP. ALL THINGS THAT WE HAVE BEEN
146ABLE TO UTILIZE WITH OUR EFFICIENCY AND OUR BRIGHTLY SOFTWARE TO STOP MONITORING THAT. WE HAVE IT DOWN TO WHERE WE LOOK AT EACH INDIVIDUAL. WHAT IS THE WORK OUTPUT? HOW EFFICIENT ARE THEY? HOW MANY WORK ORDERS ARE THEY GETTING DONE? IT'S NOT TO TRACK, BUT TO SHOW WE'RE DOING OUR PART. THAT'S REALLY BEEN A BIG THING. IT'S HELPED US IT'S SAFETY. THE DIFFERENT THINGS THAT WE HAVE IN THE COMPONENTS TO MAKE SURE THAT WE'RE PRIORITIZING OUR WORK BUT ALSO COMPLETING THE JOBS THAT WE HAVE EACH AND EVERY DAY TO MAKE SURE THAT STUDENTS CAN LEARN, TEACHERS CAN TEACH, AND CENTRAL OFFICE CAN DO TO SUPPORT THE SCHOOLS EACH AND EVERY DAY. SO I THINK THAT'S REALLY BEEN AN ASSESS THE FOR THAT. WE WERE AT 83%. WE HAVE MOVED UP TO 84% BEFORE WE WERE
147LAST WEEK WHEN I WAS DOWN OVER THERE. THE DEPARTMENT PROJECTS, WE HAVE BEEN UPGRADING THE PLAYGROUND SERVICES THAT WE HAD. A LOT OF TIMES WHEN WE GO OVER THERE, WE DON'T HAVE PLAYGROUNDS. WE SEE THINGS THAT ARE BOARDED UP. IT'S REPLACE THE NOW. A LOT OF DIFFERENT THINGS. I KNOW WE HAVE EVEN UTILIZED THE COLUMBIA ONE. WE RELOCATED THAT ONE. WE WERE ABLE TO REPURPOSE IT AND ARE ENJOYING THAT PLAYGROUND EQUIPMENT NOW. JUST FINDING DIFFERENT WAYS OF US TO BE ABLE TO SUPPORT THE SCHOOLS AND FOR THE STUDENTS TO HAVE A GREAT PLACE FOR THEM TO BE. A LOT OF TIMES WE WISH WE COULD DO MORE, BUT THE MORE IS HOW CAN WE IMPACT THE BEST WITH WHAT WE HAVE? RATHER THAN SAY WE DON'T HAVE WHAT WE NEED TO DO THOSE THINGS, HOW
148CAN WE DO THEM? IT'S BEING ON THE TEAM WE DON'T START THAT CONVERSATION. MORE IS HOW WE MAKE IT HAPPEN. HOW DO WE FIGURE THAT OUT? THAT THE BIGGEST THING IN PRINCIPALS AND TEACHERS AND THOSE THAT REACH OUT IS HOW CAN WE YULT LIEZ WITH WHAT WE HAVE TO MAKE IT BETTER FOR STUDENTS. IF EQUITY AND HOW WE LOOK AT IT, IT'S ENSURING THAT ALL STUDENTS HAVE ACCESS. I CAN SAY THEY WERE DRIVING AROUND CAMPUS AND NOTICED THAT THE KIDS WERE PLAYING SOCCER. DIDN'T HAVE ANY SOCCER BALLS. THEY WERE JUST KICKING A BALL AROUND. HE TOOK IT UPON HIMSELF TO PRIORITIZE THE BUDGET. WE'RE GETTING SOCCER GOALS FOR EVERY ELEMENTARY. EVERY ELEMENTARY HAS TWO GOALS NOW. IT'S THAT LENS THAT WE LOOK AT AND I IMPRESS IT UPON ALL THE LEADERS IN THE DIVISION OF
149OUR DEPARTMENT. HOW CAN WE MAKE SURE KIDS HAVE ACCESS TO THOSE THINGS AND EQUAL AND FAIR WITH EVERYBODY? SO THAT'S BEEN A BIG PART OF THAT. THE OTHER THING WAS THE GAS PACKAGE TRANSITION. WHEN THOSE UNITS WERE INSTALLED, WE USED THEM AS AIR-CONDITIONING. WE'RE REMAINING ON A BOILER SYSTEM THAT WAS ARCHAIC AND OLD. IF THE SYSTEM WENT DOWN, THE WHOLE BUILDING WAS DOWN. NO HEATING FOR THE ENTIRE BUILDING. SO HE TOOK IT UPON HIMSELF ASK ALL THE PLUMBERS TO SAY LET'S DEVELOP A PLAN PLAN TO GET THIS GAS THING GOING AND HOW CAN WE BE MORE EFFICIENT BECAUSE THE BOILER SYSTEM WAS NOT TISHT. WE'RE USING MORE GAS AND MORE EVERYTHING BECAUSE THESE ARE MORE EFFICIENT PACKAGE UNITS THAN WHAT THE BOILER SYSTEM IS. SO WE GOT THAT ALL PLUMED FOR GAS. GOT IT GOING.
150NOW IF SOMETHING GOES DOWN, ONE UNIT GOES DOWN, WE'RE ONLY IMPACTING TWO CLASSROOMS. NOT A WHOLE SCHOOL. THAT WAS A VERY GOOD THING THIS THEY DID IN TRANSITIONING OVER TO THOSE PACKAGE UNITS THAT WE HAVE. HOW DOES THIS RELATE TO PHYSICAL ENVIRONMENT? COOL. IT'S ALL THOSE DIFFERENT THINGS THAT STUDENTS ARE ABLE TO LEARN OF WHAT THEY HAVE. LANDSCAPING IMPROVEMENTS THAT WE HAVE DONE THROUGHOUT THE SCHOOLS. IT'S ONE THING TO WALK INTO A HAS DIRT EVERYWHERE ASK IT DOESN'T LOOK WELCOMING OR INVITING. WE WANT TO MAKE SURE OUR SCHOOLS LOOK GREAT, HAVE TREES, HAVE DIFFERENT THINGS WE'RE DOING. SO THEY ARE REALLY PUSHING A LOT OF THOSE THINGS TO MAKE SURE OUR SCHOOLS LOOK WELCOMING, INVITING TO OUR STUDENTS. IT'S ONE OF THE EXAMPLES FOR THE CITY. WHEN THEY DRIVE BY, I WANT OUR SCHOOLS TO
151LOOK GOOD AND SO DO OUR DEPARTMENT LEADERS. THE STUDENTS CAN TAKE PRIDE THIS THEIR SCHOOLS. IT'S BEEN A BIG FOCUS ON THIS AS WELL. WE KNOW THE REGULAR LIGHTS USE A LOT MORE ELECTRICITY. I THINK THAT GOES TO SUSTAINABILITY FOR US. THINGS ARE SUSTAINABILITY FOR US. A LOT OF THESE THINGS ARE HIGH PRESSURE SODIUM THAT COSTS A LOT OF MONEY. SO WE'VE BEEN DOING OUR UPGRADE. DIFFERENT SCHOOLS ARE UPGRADING, THE LIGHTING IS BETTER THAN THE OLD BULBS. SO REALLY, AGAIN, IT'S BETTER FOR THE STUDENTS TO READ IN RATHER THAN THE REGULAR LIGHTS. AND THE OTHER PART IS THE ENHANCING THE PHYSICAL ENVIRONMENT REALLY WAS THE NORMALIZING DAILY PHYSICAL ACTIVITY. WE ALL KNOW SAFE ROUTES TO SCHOOL AND HOW WELL THEY DO IN THEIR ACTIVITIES. WE'VE HAD OVER 10,000 STUDENTS PARTICIPATE IN THE WALK- IN SCHOOL
152BUS DURING THE CALENDAR YEAR OF 2025 OVERALL. AND THAT'S INCLUDING THE WEEKLY WALKING TO SCHOOL BUSES. WHEN YOLANDA IS OUT THERE TAKING HER KIDS TO DESERT HILLS, SHE'S OUT THERE AT 7:00 A.M. ON THURSDAY. BUT IT JUST GOES TO SHOW THE WORK THAT ASHLEY AND HER TEAM DO TO ENSURE IT'S NOT JUST ABOUT WALKING TO SCHOOL BUT HEALTH, WELLNESS, ABOUT SAFETY AND ALL THOSE DIFFERENT THINGS AND HOW THEY ARE REALLY PROACTIVE. EVEN IF WE HAVE SITUATION WHERE IS PARENTS CALL US BECAUSE WE DON'T PROVIDE TRANSPORTATION BECAUSE THEY LIVE OUT OF DISTRICT OR TOO CLOSE TO SCHOOL, ASHLEY ALWAYS SAYS, I'LL GO OUT THERE WITH THE STUDENTS AND WORK WITH THE PARENTS AND SHOW THEM HOW TO SAFELY GET TO SCHOOL. EVERYBODY IS WILLING TO JUMP IN AND MAKE SURE THE KIDS CAN GET TO SCHOOL
153SAFE. WE HAVE 301 STUDENT PARTICIPATIONS WITH SAFE ROUTE TO SCHOOL INITIATIVE. WE HAD THE BICYCLE SKILLS CLINICS. WE HAD THE EVENT AT COLUMBIA NOT TOO LONG AGO TO REALLY RIBBON CUT OUR WALKING PATH WE HAD THERE. IT'S JUST TAKING THOSE OPPORTUNITIES TO MAKE SURE THAT WE CAN ENSURE OUR STUDENT S ARE SAFE AND HAVE A GREAT ENVIRONMENT TO DO THOSE THINGS IN. AND WITH THAT, WE'LL LET HER GO. THANK YOU, SIR. GOOD AFTERNOON. SO IN ADDITION TO KEEPING OUR STUDENTS SAFE AND HEALTHY AND HAPPY AND MOVING, WE RECOGNIZE THAT WE HAVE TO PRIORITIZE STAFF WELL-BEING, AS WELL. SO YOU MAY BE AWARE OF OUR STAFF WELLNESS AND EMPLOYEE WELLNESS PROGRAM. WHICH I'M VERY PROUD OF. IT'S COORDINATED BY OUR SOCIAL WORKER AERIAL AMENDOLA. IT STARTED REALLY WITH A PARTNERSHIP WITH DOWNTOWN DESERT YOGA, BUT WE'VE
154EXPANDED TREMENDOUSLY TO INCLUDE STAFF BIKE RIDES, AND TO BE INCLUSIVE IN BOTH STAFF AND STUDENT WELLNESS IN THOSE MOVEMENT INITIATIVES. AND MOST RECENTLY, WHAT WAS REALLY FUN IS WE STARTED OUR VERY OWN LCPS PICKLEBALL LEAGUE. I BELIEVE THEIR TOURNAMENT IS THIS SATURDAY. SORRY, I HAVE TO ACKNOWLEDGE THIS. WE ARE STRIVING TO CREATE TO CONNECT WITH COMMUNITY THROUGH COMMUNITY FACING EVENTS. I WAS EXTRAORDINARILY PROUD OF OUR P.E. DEPARTMENT WHO, THIS FALL, HOSTED A WELLNESS NIGHT AT THE BASEBALL FIELDS NEAR FIELD OF DREAMS. I DON'T KNOW IF ANY OF YOU WERE ABLE TO ATTEND, BUT IT WAS EXTRAORDINARILY FUN. WE HAD 41 VENDORS. OUR PE COACHES CAME OUT, COMMUNITY ORGANIZATIONS, WE HAD HEALTH SERVICES, THE FIRE DEPARTMENT, NATIONAL GUARD. WE HAD PROGRAMS PERFORMING, WE HAD THE LAY PERFORMANCES, AND ABOUT 300 COMMUNITY MEMBERS ATTENDED THAT EVENT. WHILE
155THEY WERE THERE, THEY HAD ACCESS TO SCREENINGS, DIFFERENT HEALTH SCREENINGS, INFORMATION, RESOURCES. SO REALLY IT'S AN EFFORT TO JOIN THE COMMUNITY AND MAKE ALL OF OUR SCHOOLS COMMUNITY CENTERED SCHOOLS, AND WELCOME COMMUNITY INTO THE SCHOOLS. THEY HOSTED THEIR ANNUAL HEALTH FAIR WHICH THEY DO AT LAS CRUCES HIGH SCHOOL, AND WE HAD 200 FAMILIES ATTEND THAT EVENT. WE ALSO HAD COMMUNITY PARTNERS GIVING --OFFERING SCREENINGS AND OTHER RESOURCES TO THOSE FAMILIES. SO, AGAIN, JUST ALL PART OF OUR ATTEMPTS TO INCORPORATE HEALTH AND SAFETY INTO OUR INITIATIVES, AND COMMUNITY PARTNERSHIP. THIS NEXT ONE IS --I'M VERY EXCITED TO SHARE WITH YOU. SO THIS IS REALLY GOOD TO ACCESS MENTAL HEALTH SERVICES. OUR PARTNERSHIP WITH THE CLINIC EXPANDED STARTING THIS SCHOOL YEAR. THEY OCCUPY ALL OF OUR SCHOOL CENTER HEALTH CENTERS, AND THE HOURS OF OPERATION HAVE SIGNIFICANTLY EXPANDED.
156WE NOW HAVE AT ALL OF OUR COMPREHENSIVE HIGH SCHOOLS A BEHAVIORAL HEALTH PROVIDER IN PERSON AVAILABLE FIVE DAYS A WEEK FOR OUR KIDDOS. IT'S INCREDIBLE. SOME FUNDING FROM THE CITY OF LAS CRUCES HAS HELPED US STAFF TWO MORE POSITIONS AND MAKE THAT HAPPEN. SO IN --THIS IS JUST FROM JULY TO JANUARY. SO PRETTY MUCH FIRST SEMESTER. YOU CAN SEE HOW MANY STUDENTSSTUDENTS IN BEHAVIORAL HEALTH SERVICES ACROSS OUR SCHOOL-BASED HEALTH CENTERS. IT'S NOT JUST OUR HIGH SCHOOLS. WE HAVE A CENTER AT LYNN MIDDLE SCHOOL, AND FROM THOSE CENTERS, THE PROVIDERS, THEY'RE REACHING OUT TO THE ELEMENTARIES TO PROVIDE SERVICES AS NEEDED THERE, AS WELL. SO I WAS JUST SPENDING THE LAST DAY AND A HALF WITH PARTNERS TALKING ABOUT BEHAVIORAL HEALTH FOR YOUTH AND JUVENILES, AND WE'RE REALLY LEADING THETHE IN THE WHOLE STATE FOR SCHOOL
157DAYS, ACCESS TO BOTH PHYSICAL AND MENTAL HEALTH IN OUR SCHOOLS. SO VERY EXCITED TO SHARE THAT WITH YOU. I ALSO WANT TO HIGHLIGHT A FEW OF OUR REALLY EXCEPTIONAL STAFF, BECAUSE IN ORDER TO HAVE EXCEPTIONAL THINGS, WE HAVE TO HAVE EXCEPTIONAL PEOPLE LEADING THAT WORK. SO WE TALKED ABOUT ASHLEY AND AERIAL AND ALSO EXTRAORDINARILY PROUD OF OUR POSITIVE BEHAVIOR SUPPORT LIAISON AT MAYFIELD HIGH SCHOOL IN COORDINATION WITH HER PRINCIPAL, THEY HAVE RECEIVED A COUPLE OF GRANTS TO INCREASE ACCESS TO BEHAVIORAL HEALTH, INCLUDING PEER-TO- PEER SUPPORT AT MAYFIELD HIGH SCHOOL. SO THEY ARE OUR FIRST HIGH SCHOOL PILOTING A PEER-TO-PEER MENTAL HEALTH SUPPORT SYSTEM, WHICH IS SOMETHING WE'VE BEEN TRYING TO IMPLEMENT AND GET THE RESOURCES TO DO FOR A WHILE. SO IT'S A PHENOMENAL PILOT. SO THE PEER MENTORSHIP CAMPAIGN WAS AWARDED THROUGH A STRONGER
158CONNECTIONS TECHNICAL ASSISTANCE GRANT FROM NEW MEXICO. ONLY THREE HIGH SCHOOLS IN THE STATE WERE AWARDED THAT GRANT, AND SO DENISE, OUR POSITIVE BEHAVIOR SUPPORT LIAISON, AND MR. FROST WERE AWARDED THAT AS ONE OF THREE IN THE STATE. THE GRANT RUNS THROUGH THE '27- '28 SCHOOL YEAR. EACH YEAR, THEY GET A STIPEND TO PAY FOR A STAFF MEMBER TO LEAD THIS PEER SUPPORT GROUP, AND THEN THEY GET $1,000 ANNUAL BUDGET. IN ADDITION --SO FAR THEY HAVE 11, AND THEY JUST HAD THEIR THEIR FIRST MEETING OF PEER SUPPORT WORKERS IN JANUARY. THEY HAVE STUDENTS SHOW UP AT THE FIRST MEETING AND VOLUNTEER HOW TO BE PEER SUPPORT ASSISTANTS AND IT WILL JUST GROW FROM THERE. I'M JUST REALLY PROUD OF THEM. ALSO, THROUGH THAT WORK, AND THIS IS ALSO TREMENDOUS -- A TREMENDOUS ACHIEVEMENT. 80% OF THE
159STAFF AT MAYFIELD HIGH SCHOOL HAVE RECEIVED MENTAL HEALTH FIRST AID TRAINING. THAT'S WHAT WE CALL A GATE KEEPER TRAINING, AND THAT IS ANY ADULT THAT INTERACTS OFTEN WITH YOUTH, WE WANT TO TRAIN THEM TO RECOGNIZE SCIENCE OF MENTAL HEALTH DISTRESS. AND ALSO KNOW HOW TO RESPOND TO MAKE THAT YOUTH FEEL SUPPORTED AND TO GET THEM CONNECTED TO SUPPORTIVE CARE. SO WE'VE TRAINED THROUGH OUR PARTNERSHIP WITH THE DEPARTMENT OF HEALTH ALL OF OUR SECURITY GUARDS AND SOCIAL WORKERS, BUT IT'S MORE DIFFICULT TO GET INTO THE SCHOOLS AND TRAIN TEACHERS. THROUGH THE GRANT, MAYFIELD HAS BEEN ABLE TO SET ASIDE SOME OF THEIR PROFESSIONAL LEARNING TIME, AND THEY'VE ACHIEVED --GETTING 80% OF THEIR STAFF TRAINED. THAT'S PHENOMENAL. AND A GOAL FOR US TO STRIVE TOWARD IN OUR OTHER SCHOOLS. IN ADDITION TO THAT, THEY ALSO RECEIVED A
160$70,000 WELLNESS GRANT FROM NEW MEXICO. IF YOU'RE AT MAYFIELD HIGH SCHOOL, I ENCOURAGE YOU TO DROP BY AND VISIT THIS SPACE. IT'S A TREMENDOUS SAFE SPACE FOR STUDENTS. I DROP BY OFTEN, AND IT'S ALWAYS OCCUPIED, AND OCCUPIED WITH SOME OF OUR MOST STRUGGLING STUDENTS. AND THEY'RE AT SCHOOL OFTEN BECAUSE THEY HAVE THAT LILY PAD, THAT LANDING SPACE WHERE THEY FEEL SAFE, AND THEY CONNECT TO A CARING COUNSELOR WHO HELP FACILITATE THEIR GETTING OFTEN REENGAGED IN SCHOOL AND IN THE CLASSROOM. STUDENTS NEVER SPEND MORE THAN 25% OF THEIR DAY, AND IT'S FOR A TIME LIMITED PERIOD IN THAT SPACE BUT THESE ARE KIDDOS RETURNING FROM A PARTIAL HOSPITALIZATION PROGRAM FOR MENTAL HEALTH. MAYBE THEY NEED KIND OF A GENTLE REENTRY, OR MAYBE THEY'RE COMING BACK AFTER BEING IN TROUBLE. SO ALL OF THAT WORK IS GOING
161ON AT MAYFIELD HIGH SCHOOL. I WOULD ENCOURAGE YOU TO DROP BY AND SAY HI TO DENISE IF YOU'RE IN THAT AREA AND SEE THE PROGRAM. IT'S A WELLNESS ROOM A STUDENT WELLNESS ROOM. AND IT'S STAFFED BY OUR POSITIVE BEHAVIOR SUPPORT LIAISON, WHICH I KNOW IS A REALLY TITLE. HER NAME IS DENISE. SO I WAS ACTUALLY JUST TALKING TO A BOARD MEMBER OVER THE LUNCH ABOUT ALL OF THE GRANT FUNDING AND EVERYTHING THAT GOES INTO THAT. SO SPEAKING OF, WE WERE GRANTED ANOTHER GRANT. THIS ONE BEING FOR THE ORGAN MOUNTAIN HIGH SCHOOL, AND THIS ONE IS FOR STRENGTHENING OUR SYSTEMS OF SUPPORT AND BEHAVIORAL HEALTH AT THOSE SCHOOLS EVERYWHERE. 100% OF STUDENTS WITH POSITIVE BEHAVIOR SUPPORTS. LAYER TWO BEING SOME BRIEF USUALLY SOLUTION FOCUSED INTERVENTION, AND LAYER THREE BEING MORE INTENSIVE INTERVENTION. SO THROUGH THAT GRANT,
162THOSE SCHOOLS WILL RECEIVE $900,000 OVER TWO YEARS. RIGHT NOW, WE'RE WORKING WITH A FACILITATOR AND IMPLEMENTATION COACH PROVIDED TO IDENTIFY WHERE WE HAVE GAPS IN OUR BEHAVIORAL HEALTH SYSTEMS AT THOSE SCHOOLS, AND TEAMS, ALONG WITH SUPPORT FROM THAT COACH, WILL DETERMINE HOW TO BEST SPEND THOSE FUNDS TO FILL THOSE GAPS IN A WAY THAT WILL BE SUSTAINABLE. BACK OVER TO YOU, STEVE. [ AUDIO DIFFICULTIES ] [ INAUDIBLE ] [ INAUDIBLE ] THANK YOU. [ INAUDIBLE ] WE APPRECIATE YOUR SUPPORT, AS WELL. AND A LOT OF SUSTAINABILITY GOES INTO WHAT YOU'RE DOING AS THAT POLICY GETS IMPLEMENTED. I THANK YOU FOR THAT. OF COURSE. [ INDISCERNIBLE ] IF THIS DOESN'T HAPPEN, THIS CAN'T HAPPEN. I THINK THAT'S IMPORTANT AND I THANK YOU FOR THAT. I THINK IT'S VERY IMPORTANT -- [ INDISCERNIBLE ] I JUST GOT
163A BUNCH OF TEXT MESSAGES ON EVERYTHING THAT'S UPDATING ON WHAT'S GOING ON. IT'S SIMPLE SOMETIMES, BUT IT'S SOMETHING THAT WE NEED TO AS SAFETY TEAMS, NOT ONLY TO REFLECT UPON, BUT HOW WE RESPOND AND HOW CAN WE GET BETTER TO MEET THE NEEDS OF THOSE STUDENTS. SO JUST LOOKING AT THAT PART, JUST GOING OVER SOME OF THE THINGS WITHIN OUR GOAL, IT'S NOT JUST ABOUT 100%, BUT IT'S 100% IN HOW WE'RE DOING IT. SO YOU CAN SEE THE GOALS THERE, 100% OF THE SCHOOLS ARE ALIGNED OR HIGHER DISTRICT SAFETY PLAN. 90% OF THE TEAMS DEMONSTRATE ACTIVE PROBLEM-SOLVING. BUT IT'S REALLY --OUR OBJECTIVE IS CLEAR. EVERY YEAR, 100% OF OUR SCHOOLS WILL ENGAGE ALL STAFF. IT HAS TO BE ABOUT EVERYONE. IT'S NOT JUST THAT THE PRINCIPAL KNOWS THE SAFETY PLAN OR THE SAFETY TEAM KNOWS
164THE SAFETY PLAN, BUT OUR STAFF KNOW ITIT STUDENTS WILL REACT TO IT. SO IT'S JUST THAT THEY'RE ENGAGING AND UPDATING THE SCHOOL SAFETY PLAN, AND WE HAVE TO BE A PART OF THAT, AS WELL. HOW DO WE SUPPORT THE SCHOOLS IN THE SAFETY PLANS? NOT ONLY THAT, HOW ARE WE REFLECTING UPON, OKAY, WE HAD A SEMESTER, HOW ARE WE CHANGING WHAT WE'RE DOING AT THE SCHOOL AT THE DISTRICT LEVEL TO HELP THE SCHOOLS EVEN MORE AND HOW DO WE SUPPORT THEM? WE KNOW THEY'RE ALL BUSY, BUT THIS IS NOT SOMETHING THAT WE CAN PUT ON THE BACK BURNER AND SAY IT'S NOT IMPORTANT, BUT HOW CAN WE TAKE AS MUCH WORK OFF THEIR PLATE AS WE CAN. SO ALL OF OUR SCHOOLS MET THIS GOAL. IT'S NOT JUST A COMPLIANCE REQUIREMENT BUT A FOUNDATION FOR
165PROTECTING OUR STUDENTS, STAFF AND VISITORS, AND IT'S AN ACTIVE IMPLEMENTATION THROUGHOUT THE YEAR. SO FOR THE EMERGENCY MANAGEMENT, AND IT'S NOT JUST EMERGENCY MANAGEMENT, WHICH LIVES IN OPERATION, IT'S ALSO THE RISK OF THE SAFETY THAT LIVES IN SHIRLEY'S DIVISION, AS WELL. WE COLLABORATE TOGETHER IN THIS IN IMPLEMENTING THE SAFETY TEAMS AND SAFETY PLANS FOR OUR SCHOOL. SO IT'S A COLLABORATION BETWEEN OUR TWO DIVISIONS. ONE OF THE THINGS WE'RE DOING IS THAT WHEN WE HAVE INCIDENTS AT SCHOOLS, SAY WE HAVE A STUDENT WHO ELOPED OR A STUDENT WHO HAD TO BE RESTRAINED, WE'RE TRYING TO GET THE SCHOOLS INTO PRACTICE LET'S DEBRIEF ON THE INCIDENT. WHAT WENT RIGHT, WHAT WENT WRONG, WHAT CAN WE FIX, HOW DO WE HELP THIS FROM HAPPENING AGAIN? SO I THINK WHAT'S GOOD ABOUT THAT IS IT GETS INTO THE PRACTICE
166OF REFLECTING ON WHAT THEIR PRACTICES ARE. LET'S DEBRIEF AND GO OVER IT. WE REALLY ASSISTED THEM IN CREATING THEIR SAFETY PLANS, CREATING AS MUCH AS THEY COULD, AND THEN REALLY IT'S THEIR OWNERSHIP BECAUSE IT'S THEIR SCHOOL. WHAT IS THE EVACUATION SITE? I DON'T WANT TO TELL THEM WHERE THEY WILL EVACUATE TO, BECAUSE THE PRINCIPAL KNOWS THE AREA AND THE COMMUNITY. MACEA HAS A GREAT RELATIONSHIP WITH THE PRINCIPAL AND REACHES OUT TO THEM ALL THE TIME. SO IT'S REALLY USING THE PRINCIPALS, KNOWLEDGE AND RELATIONSHIPS THAT THEY HAVE AS PART OF THAT. I THINK THAT'S WHY IT'S HELPFUL IN BUILDING THE SAFETY PLAN BECAUSE WE ENSURE THEY'RE INCLUDED IN THAT. WE'VE GOT TO BE A PART OF IT TO HAVE OWNERSHIP OF IT. ANOTHER THING WAS RESPONSES TO INCIDENTS AND SITUATIONS AT SCHOOL BY OUR DISTRICT SECURITY
167TEAM. THEY RESPOND RIGHT AWAY. WE RESPOND AND CHECK TO SEE IF THEY NEED SUPPORT. WE'RE MEETING WITH INDIVIDUAL SCHOOLS NOW BETWEEN RISK AND BETWEEN OPERATIONS. THEY ARE NOW REACHING OUT TO PRINCIPALS TO SAY WE'LL GO IN WITH YOU. WHEN YOU HAVE YOUR SAFETY TEAM MEETING, INVITE US, TELL US WHEN IT IS. SO WE'RE REACHING OUT TO THE SCHOOLS BECAUSE WE WANT TO BE A PART OF IT JUST SO WE CAN BE PART OF THE SITUATION TO ENSURE THAT AS WE GO THROUGH SCENARIOS WITH THEM AND THROUGH TABLE TOPS WITH THEM, IT'S REALLY EYE OPENING FOR US TO BE ABLE TO DO THAT WITH THEM, BECAUSE THEN THEY SEE HOW WE ARE THERE TO SUPPORT THEM. I THINK A BIG THING WE JUST COMPLETED A TABLE TOP EXERCISE, AND IT WAS JUST EYE OPENING FOR SOME
168TO SEE, OKAY, THIS IS WHAT THEY DO. EVEN TO HEAR FROM HER TO SAY WOW, I DIDN'T EACH KNOW AND PEOPLE SAYING IT WORKED GREAT. EVERYTHING WAS GOOD. I THINK THAT'S THE BIGGEST PART FOR US, HOW CAN WE GET BETTER ON THINGS. SO SOMEWHAT ARE THE THINGS THAT WILL BE CHANGING FOR THE SAFETY TEAMS, AND WE TOOK THIS OUT OF OUR TABLE TOP WAS, EVERY TEAM SHOULD HAVE KEY PLAYERS, ALL THESE DIFFERENT THINGS, BUT IT'S NOT JUST HAVING THEM THERE, BUT WHAT ARE THEIR ROLES AND EXPECTATIONS? WHAT ARE THEIR RESPONSIBILITIES TO BE PART OF THE SAFETY TEAM. WHAT THING WE HAVE IS WE EACH HAVE JOBS AS PART OF INCIDENT COMMAND. WHETHER YOU'RE THE LOGISTICS PERSON, THE OPERATIONAL PERSON, WHETHER YOU'RE INCIDENT COMMANDER. THERE'S ALL THESE DIFFERENT ROLES OH OF WHAT WE HAVE. SO WHAT
169WE'RE GOING TO DO IS MIRROR WHAT OUR INCIDENT COMMAND TEAM LOOKS LIKE AT THE DISTRICT LEVEL AND EVERY SAFETY TEAM WILL NOW MIRROR THAT. THEY WILL NOW HAVE THE SAME JOBS AND RESPONSIBILITIES THEY HAVE FOR THEIR OWN SCHOOL. SO I THINK THAT WILL HELP US, THAT I CAN HAVE MY OPERATIONALOPERATIONAL WORK WITH THE PERSON AT THE SCHOOL. THIS IS THE OPERATIONAL PIECE. SO I THINK IT'S GOING TO HELP, BECAUSE IT'S THE VOCABULARY WE'RE USING, THE PEOPLE WE'RE USING AND NOW JUST PASSING IT DOWN TO THE SCHOOLS. SO THAT'S SOMETHING WE LEARNED, JUST PASS IT TO THE SCHOOLS NOW. SBAUZ THEN THEY CAN START TO UNDERSTAND THE RESPONSIBILITIES, THEY CAN USE IT DURING THEIR DRILLS AND DIFFERENT THINGS. IT ALL JUST BECOMES SECOND NATURE THAT THEY'RE REALLY UTILIZING THOSE THINGS. SO EVEN WANTING US TO HAVE
170THE SCHOOLS TO HAVE A LIVING DOCUMENT, WE'RE DOING THE SAME THING AT THE DISTRICT LEVEL. HOW ARE WE ADAPTING AND GETTING BETTER EVERY TIME THAT WE SIT THERE AND DO THINGS. YOU KNOW, WE DEBRIEFED AFTER THE INCIDENT, ALL THE POWER WENT OUT. SO WE WENT TO GO MEET AND WE'RE MEETING IN THE DARK. SO HEY, WE NEED PORTABLE LIGHTS, WE NEED THIS OR THAT. WE DON'T HAVE THIS. SO IT'S HAVING THOSE HONEST CONVERSATIONS WITH EACH OTHER OF WHAT DO WE NEED AT THAT TIME? SO WE'RE TAKING IT AS A LEARNING OPPORTUNITY AND WE WANT SCHOOLS TO DO THE SAME THING WITH OUR SUPPORT TO MAKE SURE TO HELP THEM. THE DOCUMENTATION IS REALLY JUST MAINTAINING CLEAR DETAILS OF WHAT'S GOING ON IN THEIR SAFETY TEAM, BECAUSE THAT'S SHOWING DOCUMENTATION THAT IT'S HAPPENING, AND THAT WE
171HAVE THOSE PUT INTO ONE PLACE SO THAT IF THEY'RE EVER CALLED INTO QUESTION, WE HAVE THE DOCUMENTATION TO SHOW THAT. JUST THE REGULAR SAFETY THAT WE HAVE. ONE OF THE BIGGEST THINGS WE'RE DOING IS MEETING WITH THE STUDENTS. BECAUSE WE'VE GOT TO HAVE THE STUDENT VOICE PIECE. WE HAVE TO KNOW WHAT THEY'RE THINKING. THEY ARE THE ONES THAT SEE, THEY'RE THE ONES THAT KNOW. SO I THINK IT'S NOT JUST THEM, BUT ALSO LISTENING TO THE PARENTS. THEY'RE THE ONES THAT ARE ASKING FOR IT, TOO. AND SO AS WE MEET WITH PARENT GROUPS AT SCHOOLS, I KNOW I'M MEETING WITH SOMEBODY FROM ARROWHEAD COMING UP, BUT IT'S LISTENING TO THE PARENTS AND THE STUDENTS, AS WELL. AND THE STAFF, BECAUSE I KNOW THEY HAVE INFORMATION AND THEY WANT TO HAVE A VOICE, TOO. I THINK THAT'S
172IMPORTANT FOR THEM. SO I THINK THE BIGGEST PART OF IT IS WE JUST NEED TO CONTINUE GATHERING FEEDBACK, BUT I THINK MR. REESE SAID IT EARLIER, IT CAN'T JUST BE GET ALL THIS DATA, BUT WHAT IS THE ACTION BEHIND IT? WE NEED TO MAKE IT WORK AND CONTINUE TO REVIEW AND KEEP IT GOING, ENGAGING STAFF, ENSURE URING 100% COMPLIANCE, AND I THINK THE BIGGEST THING HERE IS THAT A SAFE PLACE MEANS THAT WE CAN HAVE HIGH, IMPACTFUL, RIGOROUS INSTRUCTION WITHOUT BEING WORRIED. I THINK THAT'S THE BIGGEST PART WE HEAR IN OUR BUDGET SURVEY, THEY DON'T WANT TO HAVE TO WORRY ABOUT ANYTHING. I KNOW THERE'S THE OTHER SIDE THAT SAYS, WHY ARE YOU TEACHING, YOU'RE JUST MAKING THEM WORRY. BUT IF WE'RE NOT PREPARED FOR SOMETHING, WE WON'T KNOW WHAT TO DO. I THINK IT'S
173IMPORTANT THAT WE'RE READY AND PREPARED, NOT JUST HERE AT SCHOOL, BUT MAYBE AT THE MALL AND STILL USE THE THINGS WE'RE TEACHING, OR AT THE UNIVERSITY. SO I THINK IT GOES BEYOND JUST OUR DISTRICT. IT GOES INTO LIFE, AS WELL. AND WITH THAT, I STAND FOR QUESTIONING. [ INAUDIBLE ] THANK YOU. SO BECAUSE THE BOARD CREATED A VERY INCLUSIVE AND HEFTY STRATEGIC GOAL, WHICH I WANT TO TELL YOU I APPRECIATE SO GREATLY. WHEN YOU CREATE A --[ INAUDIBLE ] [ NO AUDIO ] AND CULTURE. MOST OF ALL, WE ENGAGE IN A PARTNERSHIP WITH SAFE --YOU HEARD ME TALK ABOUT THIS BEFORE. THIS IS THE LARGEST UNDERTAKING THAT WE HAVE ENGAGED IN WITH THEM. AND IT'S CALLED FOUNDATION TRAINING. FOUNDATIONS TRAINING WILL BE A MULTIYEAR PROJECT FACILITATED BY SAFE AND CIVIL SCHOOLS, STARTING WITH 15 SCHOOLS.
174I'M NOT JUST TALKING ABOUT COUNSELORS AND SOCIAL WORKERS, BUT I'M TALKING ABOUT LEAD TEACHERS FROM DIFFERENT DEPARTMENTS, YOU KNOW, SPECIAL EDUCATION LEADS, CASE MANAGERS, THE PRINCIPAL OF THE ADMIN TEAM IS PART OF THE TEAM. SO THESE 15 SCHOOLS HAS DESIGNED THEIR TEAM THAT KICKED OFF IN --JUST A FEW WEEKS AGO WITH 110 PARTICIPANTS IN THE AUDITORIUM --NO, IN THE THEATER THERE. THE IDEA IS TO STRENGTHEN ONE ON ONE SUPPORT. AND SO ESSENTIALLY WE WANT TO REDUCE DISCIPLINE REFERRALS BY BUILDING STRONG STRUCTURES OF PREVENTION. SO IT REALLY SEEKS TO HELP US BUILD CONSISTENT AND PROACTIVE RATHER THAN RESPONSIVE SYSTEMS. SO THAT EVERYBODY IN THIS SCHOOL KIND OF KNOWS WHAT THE EXPECTATIONS ARE SO THAT, YEAH, SO THAT IT'S A SAFE, CIVIL, CALM, AND HAPPY ENVIRONMENT FOR STUDENTS. SO WE HAVE PREVIOUSLY WHEN WE WORKED WITH SAFE
175AND CIVIL SCHOOLS, WE REALLY WORKED ON INTERVENTION AND HOW TO RESPOND TO KIDDOS THAT WERE REALLY STRUGGLING. THIS IS THE FIRST TIME THAT WE HAVE HAD A REALLY COMPREHENSIVE LAYER ONE, HOW DO YOU GET EVERYBODY FROM THE CAFETERIA STAFF TO THE SECURITY GUARDS TO EVERY TEACHER INVOLVED IN CREATING A MORE WARM AND WELCOMING ENVIRONMENT. SO WE'LL KEEP YOU POSTED ON HOW THAT'S GOING. THIS IS ANOTHER EXAMPLE OF A STRONG SOCIAL EMOTIONAL LEARNING IMPLEMENTATION. SO THIS IS ANOTHER PLACE I ENCOURAGE YOU TO VISIT AND CHECK OUT IF YOU'RE INTERESTED IN HOW EMOTIONAL AND SOCIAL LEARN KG BE IMPLEMENTED IN THE BEST WAY. THEY'RE NOT JUST LEAVING IT TO COUNSELORS AND SOCIAL WORKERS TO TEACH THE SOCIAL, EMOTIONAL LEARNING CURRICULUM. THEY HAVE CREATED WHAT THEY CALL COMMUNITY TIME AT THE BEGINNING OF EACH DAY, WHERE EVERY SINGLE
176TEACHER IN THE SCHOOL IMPLEMENTS SOCIAL, EMOTIONAL LEARNING WITH THEIR CLASS. IT CREATES STRONG CLASSROOM CULTURE AND IT SETS THE TONE FOR A CALM, HEALTHY, PRODUCTIVE DAY. THEY HAVE CHOSEN TO ADOPT CALLED OPEN PARACHUTE AS THEIR CURRICULUM. AND WE'RE REALLY ENJOYING OPEN PARACHUTE. WE'RE CONSIDERING HOW WE MIGHT EXPAND IT INTO OTHER SCHOOLS, BECAUSE OPEN PARACHUTE IS UNIQUE IN THAT EACH LESSON STARTS WITH A DOCUMENTARY, AND THE START OF THE DOCUMENTARY IS A REAL CHILD KIND OF GIVING THEIR ACCOUNT OF SOMETHING DIFFICULT THAT THEY WENT THROUGH. AND IT'S NOT SCRIPTED, THEY'RE NOT ACTING, SOMETHING DIFFICULT THAT THEY WENT THROUGH AND HOW THEY OVERCAME. TO EVERY LESSON CENTERS AROUND THAT, AND THEN COMES WITH, YOU KNOW, A LITTLE LESSON PLAN FOR REFLECTION, FOR IMPLEMENTATION, FOR PUTTING WHAT THEY LEARNED INTO PRACTICE, SO IT'S BEEN REALLY ENGAGING AND FUN.
177AND I'M SO IMPRESSED WITH WHAT THEY'RE DOING THERE. OF COURSE, WE HAVE SOCIAL, EMOTIONAL LEARNING IN ALL OF OUR SCHOOLS AT EVERY GRADE LEVEL. WE STILL HAVE A PROGRAM CALLED SWEET 360 IN OUR MIDDLE AND HIGH SCHOOLS. WE HAVE PREVENTION LESSONS IN SUITE 360 AND INTERVENTION LESSONS, THOUSANDS OF THEM. SO IF A STUDENT RECEIVES AN INFRACTION OF SOME SORT, COUNSELORS AND THE TEACHERS HAVE ACCESS SPECIFIC TO WHATEVER THE INFRACTION WAS FOR. WHAT'S NEW THIS YEAR --WELL, IT A ES NOT THIS YEAR. I THINK IT'S BEEN TWO YEARS NOW, ARE POSITIVE BEHAVIOR SUPPORT LIAISONS, WHICH I REFERENCED WHEN I WAS TALKING ABOUT MAYFIELD HIGH SCHOOL. SO EVERY HIGH SCHOOL AND MIDDLE SCHOOL NOW HAS A FULL-TIME STAFF MEMBER WHO IS RESPONSIBLE FOR POSITIVE BEHAVIOR SUPPORT SCHOOL WIDE. EACH SCHOOL IS UTILIZING THEM A LITTLE DIFFERENTLY, BUT
178INTENTIONALLY TO MEET THE NEEDS OF THAT PARTICULAR SCHOOL. YEAH, WE HAVE ONGOING PROFESSIONAL LEARNING FOR THEM. AND MY COORDINATOR AND I MEET WITH THEM QUARTERLY, SHARE IDEAS. SO THEY'VE BEEN A TREMENDOUS SUPPORT. AGAIN, REDUCING --AND THE GOAL THERE, AND WHERE IT'S BEING EFFECTIVE, WE'RE TRYING TO REDUCE OUT OF SCHOOL TIME FOR KIDDOS THAT ARE STRUGGLING. AN ALTERNATIVE TO SUSPENSION, RIGHT BUT IT'S NOT AN IN-SCHOOL SUSPENSION SPACE. IT'S A SAFE SPACE WHERE STUDENTS CAN BUILD SKILLS, MAKE REPAIRS, AND AVOID AN OUT OF SCHOOL SUSPENSION. VERY DIFFERENT THAN LIKE A TRADITIONAL IN-SCHOOL SUSPENSION SPACE, BECAUSE THEY'RE GETTING A TON OF SUPPORT WITH THE GOAL BEING AS QUICKLY AS POSSIBLE TO REINTEGRATE BACK INTO CLASSROOMS. IN ADDITION TO THOSE, WE ARE --COUNSELORS AND SOCIAL WORKERS STILL HAVE CURRICULUM THEY USE EVERY YEAR FOR SUICIDE PREVENTION AND MENTAL HEALTH
179AWARENESS. LIKE SIGNS OF SUICIDE, MORE THAN SAD. SO THOSE ARE KIND OF THOSE STRUCTURES THAT YOU HEARD ME TALK ABOUT FOR MANY YEARS. THOSE ARE SOME OF THE YEARS WE'VE HAD IN PLACE, AND WE REALLY JUST WANTED TO HIGHLIGHT PROGRESS IN HOW WE'RE BUILDING THAT OUT AND BUILDING THAT SOUTH AND FILLING IN THE LAYERS, FILLING IN LAYER ONE, BRINGING IN RESOURCES AT LAYER THREE. JUST HOW WE CONTINUE TO EXPAND. DO YOU WANT TO TALK ABOUT THIS? SURE. THIS IS OUR PARENT ENGAGEMENT THAT WE WENT INTO. SO CURRENTLY RIGHT NOW 98% OF STUDENTS AND FAMILIES ARE CONTACTABLE, AND WE KNOW THAT'S PRETTY GOOD RATE, BECAUSE I KNOW AS A PRINCIPAL, I WAS CALLING NUMBERS, DISCONNECTED. THIS IS A WRONG NUMBER. SO I THINK THAT'S REALLY GOOD AND GOES TO THE POINT, BECAUSE WHY THAT'S IMPORTANT, NOT
180ONLY IS IT IMPORTANT TO REACH OUT WITH THE DIFFERENT THINGS GOING, BUT I KNOW WE USE THIS WHEN THERE'S SOMETHING GOING ON AT SCHOOL, WHICH IS HIGHLY IMPORTANT TO CONTACT THE PARENTS AND LET THEM KNOW WHAT IS GOING ON, WHAT'S HAPPENING, YOU KNOW, OUT OF THOSE THINGS YOU CAN JUST SEE THE NUMBERS THERE. IT'S BEEN A GREAT ASSET FOR US. A WAY THAT WE'VE BEEN ABLE TO GO --IN THE PAST WE HAD DIFFERENT THINGS WE USED. AS A PRINCIPAL, YOU WOULD SEND OUT A MESSAGE AND BECAUSE YOU WERE SENDING IT OUT TO THE WHOLE COMMUNITY, IT WASN'T GOING OUT UNTIL LIKE THE NEXT MORNING BECAUSE IT WAS HAVING TO DO WHATEVER IT DOES ON THE BACKSIDE AND JUST TAKING A LONG TIME. WE'VE HAD THAT ISSUE. A LOT OF TIMES WE HAD TO SEND IT
181OUT TO THE WHOLE COMMUNITY, IT COMES RIGHT TO OUR PHONES, AS WELL. SO I THINK THAT'S BEEN A BIG ASSET TO REACH OUT TO PARENTS, AND I THINK IT'S A GREAT ASSET. IT'S NOT JUST THAT CENTRAL OFFICE THAT HAS ACCESS, BUT AT EACH SCHOOL. I THINK THAT'S IMPORTANT AND ALL UNIFIED. WE DON'T HAVE 15 DIFFERENT WAYS TO CONTACT PARENTS WHEN WE USED TO BACK IN THE DAY. SO I THINK THAT'S BEEN GOOD. THE OTHER PIECE OF THIS IS A TWO-WAY COMMUNICATION, SO THIS IS AN OPPORTUNITY TO SHOW THAT OUR PARENTS ARE ENGAGING, COMMENTING, THEY ARE MESSAGING BACK, AND THAT WAS VERY IMPORTANT AS WE LOOKED AT INTEGRATING THIS A YEAR AGO IN NOT ONLY HAVING A CONSISTENT COMMUNICATION PLATFORM BUT THAT IT GAVE OUR PARENTS THAT TWO- WAY COMMUNICATION, WHICH IS A KEY PIECE TO
182THIS TOOL. SO THANK YOU. [ INAUDIBLE ] PARENT ENGAGEMENT IS SOMETHING WE'RE ALWAYS TRYING TO IMPROVE UPON. HAVE WE IDENTIFIED PARTS WHO ARE NOT INTERACTING, FINDING OUT WHY THEY'RE NOT INTERACTING, BECAUSE IT'S A GREAT TOOL, IT CAN BE TWO-WAY COMMUNICATION, BUT LESS THAN HALF OF THE PARENTS ARE USING IT, AND IS THAT BECAUSE -- HOW LONG HAS --HOW LONG HAVE WE HAD IT, AND IS IT BECAUSE OF THE NEWNESS OR BECAUSE WE'RE NOT GETTING COMMUNICATION OUT TO PARENTS? PARENTS? DO WE KNOW WHERE THE DISCONNECT IS? PART OF THAT, AND MEMBERS OF THE BOARD, THE NEWNESS. THIS IS OUR FIRST REALLY -- CORRECT ME IF I'M WRONG, TEAM, THIS IS THE FIRST YEAR THAT WE HAVE ROLLED THIS OUT TO ALL OF OUR FAMILIES. SO WE ARE CONTINUOUSLY ENSURING THAT HOW CAN WE MAKE THIS BETTER
183AND SOMETIMES A LOT OF THIS IS PARENTS ALSO USE IT JUST TO BE UPDATED AND SEEN, NOT NECESSARILY COMMUNICATING BACK. TO ME, FOR FIRST YEAR, YOU KNOW, WE'RE A LITTLE BIT UNDER HALF OF OUR PARENTS. OUR GOAL IS 100%, AND SO THIS IS SOMETHING TO HAVE THINGS TO BE INCLUDED TO SEE WHAT CAN WE DO BETTER HERE TO ENSURE WE HAVE MORE PARTICIPATION. FOR THOSE THAT ARE INTERACTING, THEY ARE. THEY'RE COMMENTING BACK AND USING THAT TWO-WAY COMMUNICATION TOOL. IT GOES BACK TO, AS A DISTRICT, YOU KNOW, IN THE PAST, WE JUST HAD SEVERAL PLATFORMS THAT OUR PARENTS WERE USED TO. SO NOW JUST GETTING OUT THAT ONE CONSISTENT PIECE. YOU BRING UP SOME GREAT POINTS AND THAT'S A CONTINUOUS PROGRESS MONITORING THAT WE'RE DOING AROUND THIS TOOL. [ INAUDIBLE ] THANK YOU FOR THAT. AS
184A PARENT, I HAVE ZERO REASON --[ INAUDIBLE ] THE SCHOOL IS CLOSED OR DELAYED, THAT'S ALL THE INFORMATION THAT I NEED. THERE'S ZERO NEED FOR ME TO --AND I CAN'T WAIT TO DELETE THAT APP. THAT IS BANNED. SO I JUST DON'T KNOW THAT IS THE BAROMETER OF SUCCESS, BECAUSE I THINK YOU WILL USE IT A LOT MORE IN ELEMENTARY, BECAUSE THERE ARE JUST MORE MOVING PIECES. HIGH SCHOOL, MIDDLE SCHOOL, NOBODY USES IT THAT MUCH. GOOD POINT. >> [ INAUDIBLE ] WHETHER THEY'RE HAVING FALL FESTIVAL, DIFFERENT THINGS, ANY OF THOSE EVENTS AT THE SCHOOL, BUT IT CAN ALSO BE BETWEEN TEACHER AND PARENT, AS WELL. IT'S THAT TYPE OF COMMUNICATION. SO WHEN I THINK BACK AS A PRINCIPAL, LIKE MY LIFE SKILLS CLASSROOMS WERE USING CLASSROOM DOJO, AND IT WAS THEIR WAY OF COMMUNICATING BACK AND
185FORTH WITH THE PARENT ON HOW WAS --WHETHER WE HAD TO PROVIDE A REPORT ON HOW THEY WERE DOING FOR THE DAY. IT WAS A SIMPLE MESSAGE. SO THIS IS KIND OF A REPLACEMENT OF THAT. I KNOW CLASS DOJO HAD OTHER THINGS, BUT THIS IS THAT TWO- WAY COMMUNICATION. IT CAN ALSO BE ANOTHER WAY TO SAY HEY, THE WATER IS OUT AT THE SCHOOL. WE HAVE WATER ENROUTE. SO IT TAKES A LOT OF DIFFERENT THINGS THAT WE CAN COMMUNICATE TO PARENTS, EVEN FROM THE DISTRICT LEVEL, LIKE THE MEDIA POSTS AND THE DIFFERENT THINGS WE DO, THE GREAT EVENTS WE HAVE. IT CAN BE UTILIZED FOR ANY OF THOSE THINGS THAT WE NEED, THAT WE WANT TO COMMUNICATE WITH PARENTS. SOMETIMES IT'S ONLY ONE WAY, BECAUSE IT'S JUST INFORMATIONAL. BUT AGAIN, IT'S GOING TO BE SPECIFIC TO
186THE CLASSROOMS AND WHAT THE NEEDS ARE FOR THEM AND IT'S A GREAT TOOL FOR THEM TO USE. PARENTS AREN'T HAVING TO LEARN 15 DIFFERENT THINGS, IT'S JUST ONE. THAT WAS ONE THING I HEARD FROM THEM, WHY ARE THERE SO MANY APPS? I'VE GOT TO LEARN CLASSROOM DOJO AND THE OTHER ONES. [ INAUDIBLE ] IF I MAY, ALSO THINKING ABOUT THE USAGE OF THIS FROM THE MACRO TO THE MICRO, THE MACRO WHERE WE WERE COMMUNICATING WITH STUDENTS ABOUT THE WALKOUTS. AND WE TRANSITION TO THE MICRO, WHERE IT WAS A STUDENT WALKOUT SPECIFIC TO ONE SCHOOL AND WE COULD MESSAGE THAT OUT TO THE CLASSROOM. THE OTHER PIECE OF THAT IS THE LANGUAGE SUPPORT THAT THIS PLATFORM ALSO HAS SO THAT WE CAN ENGAGE IN ALL OF OUR FAMILIES IN DIFFERENT LANGUAGES. THAT WAS ANOTHER IMPORTANT PIECE
187AS WE WERE MAKING THE DECISION, WHICH PLATFORM TO INTEGRATE. THE LANGUAGE PIECE WAS A HIGH PRIORITY. SO EACH STAFF MEMBER CAN CREATE THEIR OWN GROUP. SOME OF MY HIGH SCHOOL COUNSELORS HAVE THEIR CASELOADS IN A GROUP, AND THEY WILL BE ABLE TO NOTIFY OF SCHOLARSHIPS THAT HAVE BECOME AVAILABLE OR SIGNUPS FOR THE ASVAB TOMORROW. SO IT'S USED IN A MULTIPLE WAYS. [ INAUDIBLE ] SO I THINK IF IT'S INDIVIDUAL COMMUNICATION THROUGH THE PARENTING, AND CORRECT ME, BUT IT'S REALLY ONE ON ONE COMMUNICATION BETWEEN THE PARENT, IF YOU'RE SAYING SPECIFIC INFORMATION ABOUT THAT, THAT IT'S ONLY GOING TO THEM. SO WHEN YOU HAVE CLASSROOM DOJO, IT WAS ONE ON ONE BETWEEN THEM. BY UNDERSTANDING, IT'S STILL ONE ON ONE WITH PARENTSQUARE RATHER THAN JUST EMAIL. IT'S GOING DIRECTLY TO THEIR PHONE IF THEY HAVE THE APP,
188SO IT'S JUST PERSONAL TO THEM. SO YES, IT COULD BE USED FOR THAT, AS WELL. [ INAUDIBLE ] ABSOLUTELY. >> [ INAUDIBLE ] I THINK THAT WE CAN FOLLOW UP WITH THAT. YOU KNOW, CONFIDENTIALITY, YOU HAVE TO BE CAREFUL WITH THAT, SPECIFICALLY WHEN IT'S A BEHAVIORAL DISCIPLINE, THAT TYPE OF COMMUNICATION. BUT THAT'S SOMETHING WE'LL FOLLOW UP AND SEE IF THAT IS A POSSIBILITY, BECAUSE BACK TO YOUR POINT, YOU KNOW, THAT IT IS CONFIDENTIALLY BETWEEN THE TEACHER AND THE STUDENT, AS WELL. SO WE'LL FOLLOW UP ON THAT. ALSO PART OF STRATEGIC GOAL FIVE IS PARENT ENGAGEMENT, WHICH IN ADDITION TO PARENTSQUARE, WE ARE ELICITING COMMUNITY PARTNERSHIP TO INCREASE PARENT ENGAGEMENT. SO THROUGH OUR PARTNERSHIP WITH RESILIENCE LEADERS AND OUR FAMILY RESOURCE CENTER, WHICH THEY ARE RUNNING AND STAFFING, OUR PARENTS HAVE ACCESS TO TRAUMA INFORMED PARENTING
189CLASSES, ALONG WITH A WHOLE LOT MORE. JUST AS ONE EXAMPLE, THE KENNEDY RESOURCE CENTER, RUN BY RESILIENCE LEADERS, OFFERS TRAINING CALLED -- TO HELP PARENTS LEARN HOW TO FORM HEALTHY ATTACHMENT WITH THEIR CHILD AND HOW TO BE RELATIONAL IN A POSITIVE WAY IN THEIR THEIR PARENTING. THEY'VE HAD A LOT OF SUCCESS WITH THAT. SO FAR THEY HAVE SERVED 359 OF OUR FAMILIES. NOT JUST WITH CIRCLE OF SECURITY, BUT IN A VARIETY OF WAYS. THEY ALSO ARE OFFERING CLASSES IN POTTY TRAINING. WE'VE HAD AN INCREASE OF PRESCHOOL AND KINDER AGED KIDDOS COMING TO SCHOOL NOT POTTY TRAINED SINCE THE PANDEMIC. THEY ALSO OFFER WHAT'S CALLEDCALLED NAVIGATORS. SO ANY PARENT OR STUDENT, ANY OF OUR SCHOOL COMMUNITY CAN REACH OUT TO THEM WITH ANY CONCERN, WHATEVER IT IS, AND THE NAVIGATOR WILL HELP RESOURCE THEM, CONNECT THEM
190TO SOMETHING IN THE COMMUNITY TO HELP ADDRESS THAT CONCERN. SO IT'S ALWAYS --OF COURSE, WE'RE DOING THE WORK AS WELL OF PART PARENT ENGAMEMENT IN EVERY SCHOOL, BUT IT'S NOT TO HAVE THAT ADDITIONAL BOOST OF PARTNERSHIP. [ INAUDIBLE ] THANK YOU. THIS IS --WHAT I WANTED TO MENTION IS A GREAT EXAMPLE OF THE LEGISLATIVE SUPPORT THAT WE RECEIVE ON A YEARLY BASIS, THIS IS AN EXAMPLE OF THAT -- OF A PROJECT, THE FAMILY SUPPORT CENTER, AS WELL AS THE PARTNERSHIP OF RESILIENCE LEADERS HAS BEEN 100% FUNDED THROUGH THOSE EFFORTS, AS WELL. SO I JUST WANTED TO HIGHLIGHT THAT. YEAH, IT REALLY IS FANTASTIC. THAT IS THE END OF GOAL FIVE BEFORE WE MOVE ON TO ATTENDANCE BRIEFLY. WE'LL STAND FOR ANY OTHER QUESTIONS RELATED TO GOAL FIVE. OKAY. SO BACK TO ATTENDANCE AND ENGAGEMENT. SO
191THE BOARD HAS SET THE GOAL OF DECREASING CHRONIC ABSENTEEISM BY 50%. THIS HAS BEEN A MAJOR FOCUS FOR US. SO I'M GOING TO GIVE YOU AN UPDATE TODAY. BASED ON OUR 40th AND 80th DAY DATA, THE REASON WE'RE BASING IT ON 40 AND 80, THOSE ARE THE OFFICIAL COUNT DAYS. THAT'S WHY WE GET NUMBERS VERIFIED AS TO WHERE WE'RE AT IN OUR ATTENDANCE RATES. SO AS OF OUR 80th DAY STATE REPORTING COUNT, 24% OF OUR STUDENTS WERE CHRONICALLY ABSENT. THAT -- I'M TRYING TO THINK WHEN THE 80th DAY WAS. IN DECEMBER. >> OKAY, GOT IT. SO 24% WERE CHRONICALLY ABSENT, WHICH MEANS THAT A STUDENT HAS MISSED 10% OR MORE SCHOOL DAYS. SO IT'S REALLY NOT A SET NUMBER, IT'S NOT LIKE TEN DAYS AS AN EXAMPLE. IT'S BASED ON HOW MANY DAYS THEY HAVE
192BEEN ENROLLED WITH US AND HOW LONG WE'VE BEEN IN SCHOOL. AS YOU CAN SEE HERE, AT THE END OF THE YEAR, '23-'24, WE WERE AT 33%. SO 24% AT 80th DAY IS LOOKING LIKE PROGRESS. WE'RE GOING TO HAVE TO PUSH HARD IN THIS LAST QUARTER TO KEEP THAT RATE STEADY, BECAUSE, AGAIN, ONCE A CHILD IS CHRONICALLY ABSENT, EVEN IF THEIR ATTENDANCE BEHAVIOR IMPROVES TREMENDOUSLY FOR THE REST OF THAT YEAR, THEY'RE CHRONICALLY ABSENT STATISTICALLY, SO WE'RE STILL WORKING HARD WITH EACH KID. THE 120th DAY DATA HAS NOT BEEN VERIFIED, BUT BY OUR ESTIMATION BASED ON ANALYTICS AND THE WORK WE'RE DOING, WE'RE HOLDING STEADY, WHICH IS GREAT NEWS. SO THIS SHOWS OUR CHRONIC ABSENTEEISM BY GRADE BAND. YOU CAN SEE THAT OUR MIDDLE SCHOOL STUDENTS ARE CHRONICALLY ABSENT AT THE HIGHEST RATE AT 27%. WITH OUR
193HIGH SCHOOLS AND OUR ELEMENTARY, BOTH HOLDING AT 23% CHRONIC ABSENTEEISM. [ INAUDIBLE ] RIGHT. I'M HAPPY TO SHARE THAT WE DO IN LARGE PART BECAUSE OF OUR PARTNERSHIP WITH MSMU. SO IT'S A PERFECT SEGUE, BECAUSE --AND THANK YOU FOR BRINGING THAT UP. SO THESE BEAUTIFUL, WONDERFUL YOUNG PEOPLE ARE 29 INTERNS THAT ARE WORKING WITH OUR TEAM FROM MSMU, CONTINUALLY WORK WITH THOSE KIDDOS AND REENGAGE THEM. THEY DO THAT FROM HOME VISITING, THROUGH PARENT MEETINGS AND CREATING THOSE ATTENDANCE INTERVENTION PLANS. AND MOST EFFECTIVELY, WE FOUND THROUGH MENTORSHIP GROUPS. SO WHEN WE GET THOSE KIDDOS INTO MENTORSHIP GROUP, WE TRACK THEIR --AND WE'RE SEEING IMPROVEMENT. SO WHEN WE REEN EN GAUGE THEM AND GET THAT ATTENDANCE PLAN IMPLEMENTED, THEY TRACK DATA ON HOW THE STUDENTS ARE DOING FROM THE TIME THEY ENTERED THE PROGRAM ON. AND MANY
194OF THOSE STUDENTS ARE SHOWING IMPROVED ATTENDANCE AND IMPROVED GRADES. SO WE -- I THINK THIS IS OUR -- THIS IS OUR THIRD OR FOURTH YEARYEAR INTERNS. WE STARTED WITH JUST FOUR, AND THEN WE HAVE CONTINUED TO EXPAND AND EXPAND, BUT THEY ARE REALLY HELPING US FINDING THESE KIDS, TRACK THESE KIDS, KEEP DATA ON THESE KIDS AND TRY TO FIGURE OUT WHAT WORKS BEST FOR THESE KIDS. AND I THINK WE'RE MAKING A DENT. I KNOW 24% FEELS VERY HIGH, ESPECIALLY COMPARED TO PREPANDEMIC LEVELS. BUT COMPARED TO 33% OR 35% WHERE WE WERE SITTING, IT FEELS LIKE WE'RE CHIPPING AWAY AT THIS. SO, AGAIN, THOSE INTERNS ARE ININ SCHOOLS, OFFERING MENTORSHIP. WE HAVE 139MENTEES ATAT PRESENT. MOST OF THOSE BEING IN EL MEMBER --ELEMENTARY BUT ALSO IN MIDDLE AND HIGH. AND MENTORSHIP IS MEANT TO BE AN
195EARLY INTERVENTION STRATEGY. SO AS SOON AS STUDENTS HIT THAT CHRONICALLY ABSENT KIND OF RATE AND SHOW UP ON THE RADAR, IF WE CAN GET THEM IN, IF THEY'RE WILLING TO ENGAGE WITH US, WE WANT TO GET THEM IN RIGHT AWAY SO THAT WE CAN TURN THAT BEHAVIOR AROUND SOONER RATHER THAN LATER. THE KIDS HAVE A LOT OF FUN. THEY'RE REALLY ENJOYING MEETING WITH THOSE MENTORS AND HAVING THOSE CARING ADULTS THAT GIVES THEM UNCONDITIONAL REGARD, AND THEY ENGAGE IN STRATEGIC PLANNING, REGARDING RESPONSIBLE DECISION MAKING AND ALL OF THOSE THINGS. AND WITH THAT, I BELIEVE WE'VE COME TO THE CONCLUSION OF OUR UPDATES. ARE THERE ANY OTHER QUESTIONS SURROUNDING OUR ATTENDANCE EFFORTS? WE HAD FOUR COORDINATORS LAST YEAR. DID WE GET THAT FIFTH? WE DID. WE HAVE OUR COORDINATOR AND NOW WE HAVE FOUR FULL-TIME SOCIAL WORKERS,
196AND I FORGOT TO MENTION THAT. SO THANK YOU FOR ASKING. SHE JUST CAME ON WITH US ABOUT A MONTH AGO, AND IT'S TREMENDOUSLY HELPFUL TO HAVE ONE PERSON DEDICATED TO EACH PATTERN. THEY SUPERVISE THE INTERNS THAT ARE WORKING WITHIN THAT FEEDER PATTERN. BOARD MEMBERS? THANK YOU. I THINK THE DATA WITH THE HIGH SCHOOL. WE CAN DO THAT. NOT PRESSING. >> SURE, CERTAINLY. AND I HAVE A QUESTION GOINGGOING ON -- IS THERE ONE FOR EACH HIGH SCHOOL AND MIDDLE SCHOOL? YES. WE STARTED THAT INITIATIVE WITH THE COVID RELIEF FUNDS, BUT WE FOUND IT TO BE EFFECTIVE ENOUGH AND IMPORTANT ENOUGH TO THE SCHOOLS THAT WE'VE BEEN ABLE TO TRANSMISSION THEM TO OPERATIONAL FUNDING. SO VERY WONDERFUL. YEAH. I MEAN, SHE WAS MOD NEST THE WORK THAT'S BEEN DONE. YOU LOOK AT THESE PERCENTAGES, THAT IS HUGE
197WHEN YOU'RE MOVING -- CHRONIC ABSENTEEISM IS A HUGE CHALLENGE ACROSS THE COUNTRY. FOR US TO BE MAKE THING PROGRESS IS A TESTAMENT TO THE TEAM THAT'S INVOLVED IN THAT AND THE RESOURCES AND THE PARTNERSHIP WITH MSMU THAT IS SO IMPORTANT. YOU KNOW, THE OTHER PIECE IN CONSIDERATION, THE DEFINITION OF AN ABSENCE, TO ME I WOULD --I GUESS I WOULD ADVOCATE FOR THE STATE TO REVISIT THIS. I THINK WE DO ON A YEARLYYEARLY BASIS, BUT WHEN KIDDOS ARE INVOLVED IN ACTIVITIES, THAT IS CONSIDERED AN ABSENCE. YOU KNOW, I CAN SAY IN OUR DISTRICT, WHEN KIDS ARE INVOLVED FOR EXAMPLE, CORRECT ME IF I'M WRONG, IF THEY ARE GONE FOR AN ACTIVITY OR ANYTHING, IS THAT CONSIDERED AN ABSENCE? SCHOOL ACTIVITIES ARE THETHE ONLY THING THAT DOESN'T COUNT AS AN ABSENCE. I WAS GOING WITH EXCUSED ABSENCE.
198THANK YOU, DOCTOR'S APPOINTMENTS, THOSE TYPES OF THINGS, AN ABSENCE IS AN ABSENCE. BECAUSE A LOT OF TIMES, YOU KNOW, KIDDOS ARE MAKING UP THAT WORK AND MAKING ARRANGEMENTS, ET CETERA. THE OTHER CHALLENGE IS MANY TIMES WHAT HAPPENS ON A YEARLY BASIS SINCE I'VE BEEN HERE, BOTH HOW THEY'RE PULLING AND READING THE DATA ALSO DIFFERENTIATES. SO THAT'S THE CHALLENGE FOR US AS WELL, JUST FOR YOU TO BE AWARE OF THAT, AS WELL. OUR TEAM DOES AN AWESOME JOB OF ENSURING THAT -- UNDERSTANDING, YOU KNOW, HOW THE STATE -- WHAT'S THE FORMULA TO BE USED AS WE'RE PROGRESS MONITORING OUR OWN DATA. SO JUST SOME CONSIDERATIONS. JUST SOME GREAT WORK THAT'S BEEN DONE AROUND THAT. THANK YOU. [ INAUDIBLE ] . THANK YOU ALL. THANKS FOR BEING HERE. DO WE NEED A LITTLE BREAK OR MOVE FORWARD?
199I KNOW WE DO HAVE SOME PEOPLE IN THE BACK THAT HAVE BEEN WAITING. SO MAYBE WE'LL --LET'S MOVE THERE FOR THE LEADERSHIP UPDATE. MR. RODRIGUEZ, IS THAT YOU, TOO? I JUST WANTED TO MENTION THIS IS OUR SECOND FULL YEAR, OUR SECOND YEAR THAT WE HAVE INCORPORATED OUR SUPPORT TEAMS AS WE SUPPORT FORWARD, OUR THIRST YEAR, IS IT THIRD OR SECOND YEAR, TEAM? FULL YEAR? THIS IS OUR SECOND YEAR. AS YOU'LL SEE SOME OF THE DATA THAT WILL BE PRESENTED, SOME GREAT PROGRESS HAS BEEN DONE. BUT I THINK MOST IMPORTANTLY, AS YOU SEE THESE FOLKS HERE, AND THE GOAL OF ENSURING THAT -- MAKE SURE THAT OUR TEAM IS AS CLOSEST TO THE WORK, YOU SEE THIS IS WHAT -- WHEN WE SAY BOOTS ON THE GROUND, ET CETERA, THIS IS WHERE IT'S HAPPENING. SO NOW
200I'LL TURN IT OVER TO THE TEAM. THANK YOU. GOOD AFTERNOON, MEMBERS OF THE BOARD. MYSELF AND MY COLLEAGUES ARE REALLY EXCITED FOR THIS PRESENTATION THIS AFTERNOON. I WOULD LIKE TO RECOGNIZE THAT WE DO HAVE AN AUDIENCE IN THE BACK, AND I WOULD LIKE TO CELEBRATE THEM PROPERLY IN A MINUTE, BUT I HAVE A BIT OF AN INTRODUCTION I WOULD LIKE TO START WITH. WITH THAT, WE NEED OUR READERS. OUR SCHOOL SUPPORT TEAM CONTACT AL LEADERS PROVIDE PROFESSIONAL LEARNING AND COACHING. THEY BRING EXPERTISE, PASSION, AND CONSISTENCY TO THEIR WORK, GOING BOVE AND BEYOND TO DRIVE MEANINGFUL STUDENT OUTCOMES. AT THIS TIME, IF ALL OF OUR SUPPORT TEAM MEMBERS WOULD PLEASE STAND UP. IF EVERYONE IN THE ROOM WILL JOIN ME IN CELEBRATING THEM FOR THE WORK THAT THEY DO. [ APPLAUSE ] I WANTED TO KICK
201OFF WITH THAT, BECAUSE THE FIRST SIX SLIDES OH OF THIS PRESENTATION ARE ALL ABOUT THE WORK THAT THEY'VE BEEN DOING. AS YOU CAN SEE, THEY'RE A LARGE GROUP BUT THERE ARE STILL MANY MISSING TODAY BECAUSE THEY'RE OUT AT CAMPUSES, THEY HAD PREPLANNED WORK ALREADY SET UP. SO THEY CHOSE TO PRIORITIZE AND MAKE SURE THAT THEY WERE STILL AT CAMPUSES. NOT THAT THE ONES IN THE BACK DIDN'T, THEY JUST HAPPENED TO HAVE SOME EMPTY CALENDAR SPACE THERE. AS YOU CAN SEE, THIS HIGHLIGHTS THE WORK AND HOW --CAN YOU GO BACK ONE MORE SLIDE? THIS IS JUSTJUST VISUAL TO SEE HOWHOW FEEDER PATTERNS, HOW EACH OF US HAS SEVEN SITE SPECIFIC SPECIALISTS. ONE ELA, ELEMENTARY ELA, ELEMENTARY MATH, A BILINGUAL PERP AND A COACH. SO EACH OF THOSE FEEDER PATTERNS, THIS IS THE MAKEUP OF OUR SUPPORT
202TEAM SPECIFICALLY ON SITE. IN YEAR TWO, THE SCHOOL SUPPORT TEAM CONTINUED TO PROVIDE MORE INTENTIONAL AND TARGETED SUPPORT WHILE WORKING ALONGSIDE TEACHERS AND SCHOOL LEADERS TO DEEPEN IMPLEMENTATION OF LEARNING. WE WANTED TO HIGHLIGHT LOTS OF PHOTOS SO YOU CAN REALLY SEE THEIR WORK IN ACTION. THIS IS WHERE OUR SCHOOL SUPPORT TEAMS WERE WORKING WITH ADMINISTRATORS. ALSO IN YEAR TWO, SUPPORT CONTINUES TO BE DIFFERENTIATED, DATA DRIVEN, INCLUDING FOCUSED COACHING CYCLES, ALIGNED TO THE LCPS STRATEGIC GOAL. THIS IS JUST A --KIND OF A SNAPSHOT OF SOME OF THE SPECIFIC THINGS THEY DO ON SITE. ALSO THROUGH DIFFERENT OPPORTUNITIES AT THE DISTRICT LEVEL WHERE WE'RE COACH ING PRINCIPALS AND TEACHERS, AND THE TEACHERS AND PRINCIPALS ARE GOING BACK TO THEIR BUILDINGS TO DRIVER THAT PROFESSIONAL LEARNING TO THEIR CAMPUS. AS YOU MIGHT REMEMBER, OR SUPPORT TEAM THEY KEEP
203A LOG. THEY HAVE A TRACK RECORD WHERE THEY ENTER ALL OF THE THINGS THEY'RE DOING THROUGHOUT THE DAY AND THE SCOPE OF WORK THAT THEY'RE DOING. SO THIS DISPLAYS THE FALL SEMESTER OF THE SCHOOL YEAR, AND WHAT THEY HAVE ENTERED INTO THEIR TRACK RECORDS AS FAR AS SUPPORT. AS YOU CAN SEE MOST OF THEIR TIME HAS BEEN FOCUSED, AND MOST OF THEIR EFFORTS INTO PRIMARY AREAS, 29% COACHING AND TARGETED SUPPORT FOR TEACHERS. AND JUST OVER 32% ON PLANNING AND FACILITATING PROFESSIONAL LEARNING AND ENGAGING IN PLCs. SO TOGETHER, THERE'S OVER 61% OF THE SUPPORT TEAM EFFORTS CONCENTRATED ON BUILDING TEACHER AND PRINCIPAL CAPACITIES AND STRENGTHENING INSTRUCTION EQUALITY ACROSS ALL OF OUR CAMPUSES. IT'S IMPORTANT TO NOTE THAT THESE ARE -- THERE'S LOTS OF DIFFERENT SPECIFIC THINGS, BUT THIS IS A WAY TO SEE SEE THAT. A
204LOT OF THE SUPPORT IS DIRECTLY RELATED TO THAT BUILDING LEVEL SUPPORT, TEACHER SUPPORT AND OUR PROFESSIONAL LEARNING, WHICH IS ALIGNED TO OUR STRATEGIC GOAL. IF YOU REMEMBER LAST YEAR, WE WORKED ON A MODEL WHERE WE IDENTIFIED TIERED SUPPORT FOR OUR CAMPUSES, AND WE HAD MAXIMUM SUPPORT, WHICH WERE THE HIGHEST NEEDS THAT WE HAD, MODERATE, IN BETWEEN OUR LAST CATEGORY, OF MONITORING. THESE DIFFERENT PEER SUPPORTS CAME FROM NOT JUST DATA, NOT JUST ACHIEVEMENT DATA, BUT WE HAD MEETINGS WITH OUR PRINCIPALS, WE HAD FEEDBACK FROM PRINCIPALS AND STAFF. WE ALSO CONDUCTED OBSERVATION, WORKING WITH OUR SCHOOL SUPPORT TEAM. WE WERE ABLE TO IDENTIFY AREAS OF NEED FOR ALL OF OUR CAMPUSES. YOU CAN SEE THE HOURS IN THE MIDDLE OF THE CIRCLE, HOW MANY HOURS HAVE BEEN IDENTIFIED IN TERMS OF SUPPORT. OUR MAXIMUM SUPPORT HAS RECEIVED
2056,658 HOURS. OUR MODERATE SUPPORT 3,911 HOURS, AND OUR MONITORING SUPPORT 3,900 HOURS. SO A SIGNIFICANT NUMBER OF HOURS IN OUR MAXIMUM SUPPORT VERSUS MONITORING. THE LAST THING HERE JUST TO HIGHLIGHT. IN THE CATEGORY OF MAXIMUM, WE DO HAVE 16 CAMPUSES WHO ARE RECEIVING MAXIMUM SUPPORT BETWEEN THE FOUR FEEDER PATTERNS. WE HAVE 13 IN THE MODERATE SUPPORT, AND 10 AT THE MONITORING LEVEL AT THIS TIME. ALL RIGHT. AND THIS IS MY LAST SLIDE AND PERSONALLY MY FAVORITE SLIDE, BECAUSE WE'RE ALL ABOUT GETTING FEEDBACK. WE GET FEEDBACK FROM NOT ONLY PRINCIPALS BUT STAFF MEMBERS THAT THEY WORK WITH. THIS SLIDE SHOWS QUOTES, EXACT QUOTES FROM BOTH PRINCIPALS AND TEACHERS. WHAT THEY -- THE FEEDBACK THAT'S PROVIDED IS THEY ARE -- TEACHERS AND PRINCIPALS CONSISTENTLY REPORT HIGHLY POSITIVE EXPERIENCES WITH OUR SCHOOL SUPPORT TEAM. THEY DESCRIBE OUR TEAM
206MEMBERS AS PRESENT, RESPONSIVE AND SUPPORTIVE OF BUILDING NEEDS. STAFF APPRECIATE THE TEAM'S PASSION AS WELL AS THE HIGH QUALITY PROFESSIONAL LEARNING PROVIDED TO VARIOUS PROGRAMS. EDUCATORS ALSO VALUE THE PROACTIVE APPROACH IN BUILDING RELATIONSHIPS, ORGANIZING SESSIONS AND DELIVERING PROFESSIONAL SUPPORT THEY CAN RELY ON. WE ARE EXCITED TO CONTINUE THIS WORK AND SUPPORTING OUR CAMPUSES. THAT IS WHY I WANTED TO START HERE, BECAUSE AS WE WENT THROUGH THE SIX SLIDES, THAT WAS ABOUT THE WORK THAT THEY ARE DOING EVERY SINGLE DAY. SO THANK YOU ALL, SUPPORT TEAM. WE APPRECIATE EVERYTHING YOU GUYS DO. [ APPLAUSE ] WITH THAT, I WILL SEND IT OVER TO TARA. THANK YOU. TOGETHER, WE ALIME OUR APPROACH TO PROFESSIONAL LEARNING, TO ENSURE COHERENCE FROM EACH CAMPUS. BEGINNING IN JULY, WE LAUNCHED A STRUCTURED CYCLE OF PROFESSIONAL LEARNING TO BUILD INSTRUCTIONAL CAPACITY LCPS.
207WE STARTED BY TRAINING --SORRY. WE STARTED BY TRAINING A DISTRICT TEACHER COHORT FROM THE PLV TEAM, AND SCHOOL SUPPORT TEAMS. THE GOAL WAS TO DEVELOP THE UPPER SPACE LEADERS WHO COULD STRENGTHEN INSTRUCTIONAL PRACTICES AT THEIR SITES AND SEVEN AS INTERNAL CAPACITY BUILDERS. FROM THERE, WE FOCUSED ON PURPOSAL PLANNING WITH PROFICIENCY SKILLS, ALIGNING INSTRUCTION, AND EXPECTATION FOR STUDENT LEARNING. IN OCTOBER, WE EXPANDED THE EFFORT BY BRINGING PRINCIPAL FOLEY INTO THE CYCLE. PRINCIPALS EXPERIENCE THE LEARNING AS PARTICIPANTS AND THEN EQUIPPED TO LEAD THE NEXT PHASE OF PROFESSIONAL LEARNING AT OTHER CAMPUSES. IN DECEMBER, WE BROUGHT TOGETHER TEACHER COHORT MEMBERS, PRINCIPALS AND CAMPUS LEADERSHIP TEAMS FOR FOCUSED TRAINING ON LEARNING THROUGH PROMISE, FOSTERING QUALITY STUDENT INTERACTIONS. THIS WORK EMPHASIZED NALYZING STUDENT LEARNING, INCREASING COGNITIVE DEMAND AND PURPOSEFUL ACADEMIC LANGUAGE AND EXPANDING QUALITY INTERACTIONS. THIS ENSURED OUR PROFESSIONAL LEARNING
208REMAINED DIRECTLY CONNECTED TO WHAT STUDENTS WERE EXPERIENCING IN CLASSROOMS. FOLLOWING THAT SESSION, PRINCIPALS AND TEAMS DELIVERED THE SAME LEARNING DURING THE JANUARY PROFESSIONAL LEARNING DAY. WE RECONVENED THOSE TEAMS TO PREPARE FOR FEBRUARY'S SESSION. WHICH CONTINUED TO FOCUS ON PURPOSEFUL PLANNING AND DESIGNING HIGH-QUALITY ENGAGEMENT OPPORTUNITIES FOR STUDENTS. I WOULD ALSO LIKE TO HIGHLIGHT IN BETWEEN EACH DISTRICT PL DATE, THE PLD TEAM ALONGSIDE SUPPORT TEAMS, COLLABORATED TO SUPPORT IMPLEMENTATION, COACHING, AND ALIGNMENT AT THE CAMPUSES, ENSURING THAT THIS IS SUSTAINED WORK BETWEEN THE DISTRICT PROFESSIONAL LEARNING DATES. STAFF WERE PROVIDED AN OPPORTUNITY TO SHARE FEEDBACK ON THEIR EXPERIENCE. THIS SLIDE REFLECTS RESPONSES FROM THE JULY 22, AUGUST 28, OCTOBER 13, AND JANUARY 5 SESSIONS. ACROSS ALL FOUR SESSIONS, FEEDBACK HAS BEEN CONSISTENTLY POSITIVE. THE MAJORITY OF TEACHERS REPORT BEING SATISFIED OR VERY SATISFIED WITH THE KNOWLEDGE THEY GAINED,
209WHILE DISSATISFACTION REMAINS EXTREMELY LOW. THIS IS IMPORTANT, BECAUSE IT TELLS US THAT OUR PROFESSIONAL LEARNING IS RELEVANT, CONNECTED TO CLASSROOM PRACTICE, AND RESPECTFUL OF TEACHER'S TIME. IT ALSO REFLECTS THE INTENTIONAL DESIGN OF OUR SESSIONS. WE FOCUSED ON REALREAL APPLICATION, NOT JUST THEY AREALLY. PRINCIPALS AND LEADERSHIP TEAMS WERE ACTIVELY INVOLVED. THE LEARNING WAS INTERACTIVE, REFLECTIVE, AND CENTERED ON WHAT STUDENTS ARE EXPERIENCING IN CLASSROOMS, RATHER THAN A TRADITIONAL SIT AND GET MODEL. I WAS SO HAPPY THIS MORNING WHEN THE PRESIDENT HAD INCORPORATED ALONG WITH JOSH SOME INTERACTIVE INSTRUCTIONS IN OUR ACTIVITIES THIS MORNING. IN ADDITION TO SATISFACTION DATA, WE CAREFULLY REVIEWED TEACHER'S WRITTEN FEEDBACK FROM EACH PROFESSIONAL LEARNING SESSION. WHAT YOU CAN SEE ON THIS SLIDE REPRESENTS CONSIST TEN THEMES THAT EMERGED ACROSS MULTIPLE SESSIONS. TEACHERS WANT RELEVANCE AND ARE ASKING FOR PROFESSIONAL LEARNING THAT IS MORE
210GRADE LEVEL SPECIFIC, WITH CONCRETE CLASSROOM MODELS THAT THEY CAN IMMEDIATELY APPLY. THIS TELLS US THAT THEY ARE THINKING ABOUT IMPLEMENTATION IN THEIR CLASSROOMS. TEACHERS WANT CLARITY. SEVERAL COMMENTS FOCUSED ON CLARIFYING TERMINOLOGY, EXPECTATIONS AND IMPLEMENTATION. THAT FEEDBACK REINFORCES THE IMPORTANCE OF COHERENCE AND SHARED LANGUAGE ACROSS THE DISTRICT. TEACHERS ALSO VALUE TIME TO PRACTICE. MANY ORS EXPRESS THE NEED FOR MORE TIME TO PROCESS, COLLABORATE, AND PLAN. THAT'S HEALTHY FEEDBACK FOR US. TEACHERS PREFER COLLABORATIVE STRUCTURES. TEACHERS VALUE SCHOOL- BASED COLLABORATIVE AND PEER-LED LEARNING STRUCTURES THAT ALIGN WITH OUR STRATEGY OF BUILDING CAMPUS CAPACITY, RATHER THAN RELYING SOLELY ON CENTRAL OFFICE DELIVERY. AND TEACHERS WANT DIFFERENTIATION, AND THEY RECOGNIZE THAT EXPERIENCE LEVELS VARY AND ARE ASKING FOR A DIFFERENTIATED PROFESSIONAL LEARNING, WHICH MIRRORS WHAT WE ASK THEM TO DO IN THE CLASSROOMS. DIFFERENTIATE TO MEET LEARNERS WHERE THEY ARE.
211WHAT WE FIND ENCOURAGING ABOUT THIS FEEDBACK IS THAT TEACHERS ARE NOW UNDERSTANDING THE PURPOSE OF THE WORK AND THEY ARE ASKING FOR DEEPER SUPPORT IN IMPLEMENTATION. THAT REFLECTS PROFESSIONAL OWNERSHIP. THIS SLIDE MAY LOOK FAMILIAR. AS WE HAD PREVIOUSLY SHARED THIS WITH YOU, AND MANY OF YOU PARTICIPATED IN THIS YOURSELVES, WHAT YOU SEE HERE IS A SUMMARY OF THREE KEY QUESTIONS WE CONSISTENTLY USE. DO STUDENTS UNDERSTAND WHAT THEY ARE LEARNING? CAN STUDENTS ARTICULATE THEIR LEARNING? AND DO STUDENTS KNOW WHAT SUCCESS LOOKS LIKE? WE SAW A MEANINGFUL INCREASE IN STUDENTS' ABILITY TO ARTICULATE WHAT THEY ARE LEARNING, MOVING FROM 47% TO 51% OF CLASSROOMS, WHERE MOST STUDENTS CAN EXPLAIN THEIR LEARNING. THAT MAY SOUND SMALL, BUT IN INSTRUCTIONAL PRACTICE, A FOUR-POINT SYSTEM IS REAL MOVEMENT. MORE STUDENTS NOW UNDERSTAND THAT SUCCESS LOOKS LIKE --WHAT SUCCESS LOOKS LIKE
212IN THEIR LEARNING, AND AN IMPORTANT SHIFT TIED DIRECTLY WITH OUR WORK WITH PROFICIENCY SCALES AND CLARITY, WITH MOVEMENT FROM 48% TO 51%. FROM THE BEGINNING OF THE YEAR TO MID YEAR, WE ARE SEEING STEADY PROGRESS, PARTICULARLY IN STUDENTS' ABILITY TO ARTICULATE THEIR LEARNING AND UNDERSTAND SUCCESS CRITERIA. WHILE THIS LEVEL OF INSTRUCTIONAL CLARITY TAKES TIME TO FULLY EMBED ACROSS ALL CLASSROOMS, THE DATA SHOWS POSITIVE MOVEMENT IN THE RIGHT DIRECTION AND PROVIDES WITH US A CLEAR GUIDANCE ON WHERE TO FOCUS SUPPORT. THIS SLIDE BUILDS ON THE PREVIOUS ONE AND SHIFTS FROM INSTRUCTIONAL CLARITY TO STUDENT ENGAGEMENT AND DISCOURSE. THE FIRST QUESTION ASKS WHETHER STUDENTS ARE MAKING CONNECTIONS TO PRIOR LEARNING. FROM THE BEGINNING TO THE MIDDLE OF THE YEAR, WE SAW A MEANINGFUL INCREASE FROM 52% TO 60% OF CLASSROOMS WHERE MOST STUDENTS WERE MAKING CONNECTIONS. AT
213THE SAME TIME, WITH THE NUMBER OF CLASSROOM WHERE IS THIS WAS NOT ON SERVED DECREASED FROM 18 TO 13%. THIS TELLS US TEACHERS ARE BECOMING MORE INTENTIONAL ABOUT ACTIVATING PRIOR KNOWLEDGE, AND HELPING STUDENTS CONNECT IDEAS. AN IMPORTANT STEP TOWARDS DEEPER RIGOR. THE NEXT QUESTION FOCUSES ON WHETHER STUDENTS ARE ACTIVELY ASKING THE QUESTION, AND EXPRESSING THEIR IDEAS. HERE WE SEE A SHIFT. WHILE THE PERCENTAGE OF CLASSROOMS WITH ALL OR MOST STUDENTS INCREASE SLIGHTLY, WE ALSO SEE GROWTH THAT INDICATES MORE OPPORTUNITIES FOR STUDENTS ARE EMERGING IN THE CLASSROOM. THE FINAL QUESTION LOOKS AT SUSTAINED ACADEMIC DISCOURSE, EXTENDED STUDENT-TO-STUDENT DISCUSSION AND REASONING. THIS REMAINS AN AREA FOR CONTINUED FOCUS. WE SEE MODEST GROWTH IN STUDENT ENGAGEMENT, BUT THIS IS THE MOST COMPLEX INSTRUCTIONAL SHIFT. SUSTAINED ACADEMIC DISCOURSE REQUIRES STRONG FACILITATION, CLEAR LEARNING TARGETS, AND STRUCTURED OPPORTUNITIES FOR STUDENTS
214TO BUILD ON ONE ANOTHER'S THINKING. THE DATA HELPS US IDENTIFY THIS AS A PRIORITY AREA MOVING FORWARD. WE ARE SEEING MOVEMENT FROM CLARITY TOWARDS ENGAGEMENT, DEEP ACADEMIC DISCOURSE TAKES TIME BUT THE FOUNDATION IS BEING BUILT. I'M SORRY, I HAVE THE MOST SLIDES. NOW I MOVE INTO SOME OF THE WORK THAT WE HAVE COLLABORATED ON. THROUGH OUR PARTNERSHIP WITH WEST ED, WE STRENGTHENED AND STRUCTURED EVIDENCE-BASED APPROACH TO IMPROVING CLASSROOM INSTRUCTION, WITH A SPECIFIC FOCUS ON HOW STUDENTS EXPERIENCE LEARNING EACH DAY. THIS WORK BEGAN IN NOVEMBER BETWEEN THE PLV TEAM AND THE ASSISTANT SUPERINTENDENTS. THEN IN DECEMBER, 36 EDUCATORS ENGAGED IN A LEARNING CYCLE ABOUT THE STUDENT EXPERIENCE. THESE TEAMS COMPRISED OF PRINCIPALS, DISTRICT LEADERS, SCHOOL SUPPORT TEAM MEMBERS, AND TEACHERS. THESE TEAMS COLLABORATED THEIR UNDERSTANDING OF WHAT HIGH QUALITY INSTRUCTION LOOKS LIKE, AND BUILDS SHARED CLARITY
215AROUND IT. ACADEMIC RIGOR, QUALITY TEACHER STUDENT INTERACTION, AND PURPOSEFUL ACADEMIC LANGUAGE. THIS ALIGNMENT WAS CRITICAL. IT ENSURED LEADERS ACROSS THE SCHOOLS WERE LOOKING FOR THE SAME INSTRUCTIONAL INDICATORS. NEXT, WE GROUNDED THE WORK IN EVIDENCE. LEADERS CONDUCTED CLASSROOM OBSERVATIONS AND SHADOWED STUDENTS TO UNDERSTAND LEARNING FROM THE STUDENT PERSPECTIVE. NOT SIMPLY THROUGH ADULT INTERPRETATION. THAT SHIFT MATTERED. AS IT MOVED US FROM TALKING ABOUT TEACHING PRACTICES TO EXAMINING STUDENT EXPERIENCES. FINALLY, TEAMS ANALYZED PATTERNS ACROSS CLASSROOMS AND SCHOOLS, WHICH ALLOWED US TO IDENTIFY STRENGTH AND PRIORITIES CROSS THIS AT A SYSTEM LEVEL. THIS COLLABORATIVE LEARNING CYCLE DIRECTLY REENFORCED OUR DISTRICT FOCUS ON QUALITY INTERACTION. STUDENT ENGAGEMENT AND THE FULL LEARNING EXPERIENCES AND STRENGTHEN PRINCIPAL'S CAPACITY TO LEAD INSTRUCTIONAL IMPROVEMENT. THIS ENSURED OUR IMPROVEMENT EFFORTS ARE INTENTIONAL, EVIDENCE BASED AND CENTERED ON THE STUDENT LEARNING EXPERIENCE. SO THROUGH THIS COLLABORATION,
216THIS SLIDE SUMMARIZES THE KEY FINDINGS FROM OUR LEARNING CYCLES WITH WEST ED. FIRST, REGARDING ACADEMIC RIGOR, WHILE LESSONS WERE ALIGNED TO GRADE LEVEL STANDARDS, STUDENTS WERE MOST OFTEN ENGAGED IN RECALL TASKS. THERE WERE LIMITED OPPORTUNITIES FOR DEEPER CONNECTIONS AND HIGHER ORDER THINKING. SECOND, IN THE AREA OF QUALITY INTERACTIONS, WHILE SOME STRUCTURES FOR STUDENTS WERE PRESENT, SUSTAINED RECIPROCAL, ACADEMIC DIALOGUE WAS NOT CONSISTENTLY OBSERVED. AND THIRD, REGARDING THE LANGUAGE FOCUS, TARGETED VOCABULARY WAS PRESENT, BUT STUDENTS WERE NOT CONSISTENTLY USING LANGUAGE IN DISCIPLINARY WAYS TO EXPLAIN, JUSTIFY, AND REASON. THESE FINDINGS WERE NOT ABOUT COMPLIANCE, THEY WERE ABOUT CLARITY. THEY HELPED US IDENTIFY WHERE OUR INSTRUCTIONAL SYSTEM IS STRONG, AND WHERE WE NEED TO DEEPEN OUR PRACTICES. AS A RESULT OF THESE FINDINGS, OUR NEXT PHASE OF COLLABORATION IS FOCUSED ON DEEPENING RIGOR THROUGH QUALITY INTERACTION AND PURPOSEFUL
217ACADEMIC LANGUAGE. SPECIFICALLY, WE ARE STRENGTHENING STRATEGIES THAT INCREASED STUDENT-TO-STUDENT ACADEMIC DISCOURSE. WE ARE PROVIDING CLEAR MODELS FOR HIGHER ORDER TASKS. WE ARE SUPPORTING TEACHERS AND DESIGNING STRUCTURED OPPORTUNITIES FOR STUDENTS TO EXPLAIN THEIR THINKING, USING ACADEMIC LANGUAGE. AND BUILDING PRINCIPLED CAPACITY TO COACH THESE SHIFTS CONSISTENTLY ACROSS CAMPUSES. THE GOAL IS TO REFINE AND STRENGTHEN INSTRUCTIONAL PRACTICES, SO STUDENTS ARE ACTIVELY THINKING, SPEAKING, AND ENGAGING AT DEEPER LEVELS EVERY DAY. THIS FINAL SLIDE CAPTURES REFLECTION FROM THE LEARNING CYCLE TEAMS. THROUGH THIS WORK, WE EXAMINED SOME OF OUR ASSUMPTIONS ABOUT RIGOR, ENGAGEMENT, AND LANGUAGE IN CLASSROOMS. FOR EXAMPLE, WE ONCE BELIEVED THAT THE STANDARDS WERE ALIGNED AND SCAFFOLDS WERE PRESENT. MOST STUDENTS WERE FULLY SUPPORTED IN RIGOROUS TASKS. WHAT WE LEARNED IS THAT ALIGNMENT ALONE DOES NOT GUARANTEE DEPTH, AND MANY STUDENTS PARTICULARLY WERE NOT CONSISTENTLY EXPERIENCING HIGH LEVELS
218OF RIGOR. WE ALSO REFLECTED ON STUDENT ENGAGEMENT. IT IS EASY TO ASSUME THAT LACK OF ENGAGEMENT IS ABOUT STUDENT READINESS OR MOTIVATION. THIS WORK REMINDED US THAT ENGAGEMENT IS SHAPED BY THE STRUCTURES AND OPPORTUNITIES ADULTS DESIGN IN THE CLASSROOM. IN ADDITION, WE RECOGNIZE THAT INCREASING QUALITY INTERACTION REQUIRES INTENTIONAL DESIGN, TEACHERS ARE BALANCING MULTIPLE THINGS IN THE CLASSROOM, AND IF WE WANT MORE SUSTAINED ACADEMIC DIALOGUE, WE MUST BUILD SYSTEMS THAT SUPPORT THE TEACHERS. FINALLY, WE REFINED OUR UNDERSTANDING OF LANGUAGE FOCUS. IT IS NOT SIMPLY READING, WRITING, SPEAKING OR LISTENING, BUT HELPING STUDENTS USE LANGUAGE PURPOSEFULLY TO REASON, CONNECT IDEAS, ORGANIZE THEIR THINKING, AND MAKE THEIR UNDERSTANDING VISIBLE. THIS REFLECTION STRENGTHENS OUR INSTRUCTIONAL CLARITY AS A SYSTEM. THEY MOVED US FROM SUMPTION TO EVIDENCE, AND FROM AWARENESS TO INTENTIONAL ACTION. AS WE CHART THE COURSE FORWARD, OUR
219NEXT STEPS ARE FOCUSED ONON SUSTAINABILITY, REFINEMENT AND ALIGNMENT. FIRST, WE WILL CONTINUE OUR PARTNERSHIP WITH WEST ED. THE INITIAL PHASE STRENGTHED OUR CLARITY AROUND RIGOR, QUALITY INTERACTION AND PURPOSEFUL LANGUAGE. THE NEXT PHASE WILL DEEPEN IMPLEMENTATION AND EXPAND PRINCIPLED COACHING CAPACITY. SECOND, WE ARE REFINING OUR INSTRUCTIONAL WALK-THROUGH TOOL. THIS INCLUDES CLARIFYING THE THREE CORE PRINCIPALS, ACADEMIC RIGOR, QUALITY INTERACTION AND LANGUAGE FOCUS. AND STRENGTHENING OUR STUDENTS' SHADOWING PROCESS SO THAT WE CONSISTENTLY LY MEASURE WHAT MATTERS MOST. THIRD, WE ARE EXPANDING THE CAMPUS TO EXPAND QUALITY INTERACTION TO COMPLEMENT THE FOCUSED AREAS IDENTIFIED THROUGH OUR COLLABORATIVE CYCLE OF IMPROVEMENT. I NOW TURN IT OVER TO MS. LEANNE GARCIA. [ INAUDIBLE ] --ALLUDED TO, WHEN SHE TALKED ABOUT STUDENT SHADOWING, THE GROUP THAT WAS PART OF THIS SHADOWED A STUDENT THROUGHOUT THE DAY, AND IT WAS THEIR PERSPECTIVE, AS
220THEY GATHERED THEIR DATA, TO REALLY GET THE STUDENT EXPERIENCE IN EACH OF HIS CLASSROOMS, THE LESSONS, THE INTERACTIONS, ET CETERA. IT WAS JUST VERY POWERFUL. I'VE BEEN A PART OF STUDENT SHADOWING AS WELL IN THE PAST. IT GIVES YOU A GREAT PERSPECTIVE AND EYE OPENER OF WHAT THE EXPERIENCE THAT THE STUDENT HAS, AND HOW WE CAN IMPROVE ON THAT. SO I JUST WANTED TO MAKE YOU AWARE OF THAT. THANK YOU. GOOD AFTERNOON. CAN YOU HEAR ME OKAY? ALL RIGHT. IT DOESN'T SEEM LIKE THIS IS PROJECTING. OKAY. I DIDN'T SOUND LIKE IT. IT'S OKAY? ALL RIGHT. WELL, GOOD AFTERNOON, MEMBERS OF THE BOARD. SO WE'RE GOING TO MAKE A LITTLE BIT OF A SHIFT. WE'VE BEEN TALKING ABOUT THE ROLE OF OUR SUPPORT TEAM, SOME OF THE WORK THAT WE'VE BEEN ENGAGED IN WITH DISTRICT PROFESSIONAL
221LEARNING. BUT MUCH LIKE OUR STRATEGIC PLAN IS ORGANIZED WHERE WE HAVE SOME ACADEMIC GOALS BUT ALSO SOME GOALS THAT REALLY SUPPORT THE CHILD. SO SOME OF THE WORK THAT OUR SUPPORT TEAMS ARE PROBABLY LESS INVOLVED IN, BUT WE AS ASSISTANT SUPERINTENDENTS SUPPORT IS IN THE AREA OF SCHOOL DISCIPLINE. SO THESE NEXT FEW SLIDES ARE REALLY GOING TO KIND OF DIVE INTO SOME OF OUR DATA, REALLY AROUND MAJOR DISCIPLINE INCIDENTS. AND SO WE CAN TALK A LOT ABOUT STUDENT DISCIPLINE, AND I KNOW OVER THE YEARS WE'VE TALKED ABOUT RESTORATIVE PRACTICES IN THE WAY THAT WE INTERVENE, BUT THIS PRESENTATION TODAY IS REALLY ABOUT KIND OF A BASELINE OF STARTING POINTS AROUND WHAT TYPES OF INCIDENTS ARE WE SEEING ACROSS OUR CAMPUSES THAT FIT IN THE MAJOR CATEGORIES? SO THOSE ARE -- THOSE ARE INCIDENTS THAT REQUIRE
222ADMINISTRATIVE INTERVENTION, AND ALMOST ALWAYS SOME SORT OF LAW ENFORCEMENT INTERVENTION AS WELL. SO THINGS LIKE BULLYING AND HARASSMENT, OTHER MISMUKT, DRUGS, ALCOHOL, TOBACCO, MAJOR PROPERTY CRIMES AND MAJOR VANDALISM, AND VIOLENCE, ASSAULT AND PHYSICAL HARM. AND OF COURSE, WEAPONS, EXPLOSIVES AND OTHER SERIOUS THREATS TO WHETHER IT'S STUDENT, STAFF OR THE CAMPUS ITSELF. SO I HAVE TO SAY, I'M GOING TO RELY ON SOME OF THIS WITH MY READERS. SOME OF THESE NUMBERS ARE A LITTLE SMALL. SO THE FIRST SLIDE THAT YOU'RE LOOKING AT HERE IS REALLY MAJOR INCIDENTS BY LEVEL. SO JUST LOOKING ACROSS OUR DISTRICT, HIGH SCHOOL, MIDDLE SCHOOL, AND ELEMENTARY. WHAT YOU'RE SEEING HERE IS THE NUMBER OF MAJOR INCIDENTS THIS SCHOOL YEAR THROUGH JANUARY 16. SO OUR SEMESTER ONE DATA IS WHEN WE PULLED IT. THE BLUE COLUMN IS THE INCIDENT COUNT. THAT'S THE
223NUMBER OF INCIDENTS THAT WE'VE HAD IN THOSE MAJOR CATEGORIES THAT I DESCRIBED BEFORE IN HIGH SCHOOL, MIDDLE AND ELEMENTARY. THE ORANGE COLUMN IS THE STUDENT COUNT. SO SOME INCIDENTS HAVE MORE THAN ONE STUDENT WHO WAS PART OF THAT. THIS NEXT SLIDE SHOWS US THE PERCENT OF MAJOR INCIDENTS BY STUDENT GROUP. AND SO YOU CAN SEE OUR STUDENT GROUPS ALONG THE BOTTOM, 504, ECONOMICALLY DISADVANTAGED, OUR EOL STUDENTS. YOU HAVE MIGRANTS, HOMELESS, AND SPECIAL EDUCATION STUDENTS. THE BLUE COLUMNS REPRESENT THE PERCENT OF STUDENTS IN DISTRICT EL RONMENT. I KNOW WHEN WE SEE THOSE, WE GO, WHOA! SO THAT'S JUST THE OVERALL ENROLLMENT IN OUR DISTRICT. SO ECONOMICALLY DISADVANTAGED IS AT 43.2%. THAT'S JUST --THAT'S NOT THE NUMBER OF INCIDENTS, JUST THE NUMBER OF STUDENTS WHO ARE ECONOMICALLY DISADVANTAGED OUT OF THE WHOLE OF OUR STUDENT POPULATION. [
224INAUDIBLE ] ALSO LOOK AT THIS IN PROPORTION. ARE WE SEEING MORE IN REGARDS TO THESE TYPE OF INCIDENTS. ALTHOUGH IT'S MAJOR, THAT'S PARENT BECAUSE OF THE FACT THAT THEY LEAD TO MAJOR DISCIPLINARY ACCOUNTABILITY, SUSPENSIONS AND THINGS LIKE THAT. SO THIS IS IMPORTANT TO LOOK AT AND MAKE SURE WE'RE NOT --[ INAUDIBLE ] THANK YOU. SO THE ORANGE COLUMN HERE REPRESENTS THE PERCENT OF MAJOR DISCIPLINE INCIDENTS WITHIN THAT STUDENT GROUP. SO YOU CAN SEE THERE THAT WE'RE LOOKING AT 0. 2% OF OUR 504 STUDENTS. 2% OF OUR ECONOMICALLY DISADVANTAGED STUDENTS, AND SO FORTH. COMPARATIVELY, WHEN YOU --THERE'S --UP IN THE TOP RIGHT HAND CORNER, YOU SEE 3. 3% OF STUDENTS ACROSS OUR ENTIRE DISTRICT HAVE HAD AT LEAST ONE MAJOR DISCIPLINE INCIDENT. SO WHEN WE LOOK AT OUR STUDENT GROUP, WE CAN SEE THAT THE PERCENT
225OF INCIDENTS IS BELOW OUR DISTRICT OVERALL AVERAGE OF 3.3% OF STUDENTS. THIS NEXT SLIDE, SAME STRUCTURE. BUT THIS ISIS MAJOR DISCIPLINE INCIDENTS BY PRIMARY RACE. ACROSS THE BOTTOM, YOU CAN SEE OUR PRIMARY RACE CATEGORY. AGAIN, THE BLUE BAR REPRESENTS THE PERCENT OF THAT STUDENT CATEGORY. AS COMPARED TO OUR DISTRICT OVERALL ENROLLMENT. SO HISPANIC STUDENTS REPRESENT 76. 4% OF OUR OVERALL DISTRICT ENROLLMENT. THE ORANGE BAR THERE REPRESENTS THE PERCENT OF THOSE STUDENTS WITHIN THAT PRIMARY RISK CATEGORY THAT HAD AT LEAST ONE MAJOR INCIDENT PER SEMESTER. YOU CAN SEE ACROSS THE BOARD THE DISTRICT AVERAGE IS 3. 3%, AND IN ALL OF THOSE CATEGORIES WE ARE BELOW THAT DISTRICT AVERAGE. I TALKED A LITTLE BIT WHAT THOSE MAJOR CATEGORIES ARE. THESE SLIDE SHOWS THE NUMBER OF INCIDENTS BY CATEGORY AND BY LEVEL. SO THE BLUE COLUMNS ARE
226ELEMENTARY, ORANGE IS MIDDLE SCHOOL AND GREEN IS HIGH SCHOOL. AND THE NUMBER OF MAJOR INCIDENTS IN EACH OF THOSE CATEGORIES. YOU MAY NOTICE HERE, SOME OF THE THINGS THAT STAND OUT ARE BULLYING, HARASSMENT, WE TEND TO SEE HIGHER NUMBERS WITH DRUGS, ALCOHOL, ASSAULTS AND PHYSICAL HARM. SO ONE OF THE AREAS THAT WE'VE BEEN WORKING ON IN OUR DISTRICT IS TO STRENGTHEN SCHOOL SAFETY, AND ONE OF OUR MEASURES THIS ACADEMIC YEAR HAS BEEN THE IMPLEMENTATION OF OUR EVOLVED, ALERT, OR WEAPONS DETECTION SYSTEMS AT OUR FOUR COMPREHENSIVE HIGH SCHOOLS AND MIDDLE SCHOOLS. SO THIS DATA REPRESENTSREPRESENTS NUMBER OF SCREENINGS THAT WE'VE HAD THIS YEAR. THE WAY THAT THIS DATA IS BROKEN DOWN, OR NOT, IS IT'S REPRESENTATIVE OF ANYONE WHO COMES THROUGH OR WALKS THROUGH THE EVOLVED SYSTEM. SO THESE 1,595,582 VISITS REPRESENT STUDENTS, COMMUNITY MEMBERS, STAFF,
227PARENTS, ANYONE WHO COMES THROUGH THE SYSTEM. OF ALL OF THOSE SCREENINGS, WE HAD AN ALERT RATE THIS SEMESTER OF 0.9%. SO WE THINK THAT'S REALLY GOOD. WE'VE HAD 144,450 ALERTS AS OF JANUARY 23rd. COMPARATIVELY, LAST YEAR WHEN WE DID SOME OF --WE STARTED LIKE A SOFT LAUNCH LAST YEAR SO WE WHATWHAT WERE SEEING IS AN ALERT RATE OF AROUND 10%. SO WE CAN SAY THAT DEFINITELY HAVING AN IMPACT IN CHANGE AND BEHAVIOR FOR THOSE WHO ARE COMING INTO OUR SCHOOLS. OUR PARENTS, I KNOW SCHOOLS HAVE REPORTED THAT OUR PARENTS RECOGNIZE THIS. MAYBE I NEED TO LEAVE SOMETHING BACK IN MY CAR. SO I THINK IT'S CHANGING BEHAVIOR, WHICH IS WHAT THE EXPECTATION IS, AND WHAT WE HOPE TO SEE. SO DOING REALLY GREAT ON THE FREQUENCY OF ALERTS WITHIN THOSE SYSTEMS. 15 OF THE ALERTS
228THAT WE HAVE WE WOULD CLASSIFY THOSE AS ACTUAL THREATS. SO THAT'S A VERY TINY NUMBER. AND SO THOSE THREATS THAT HAVE COME THROUGH THE SYSTEM HAVE ALL -- JUST AS A REMINDER, THEY HAVE BEEN KNIVES. THEY'RE NOT LASSIFIED BY A PARTICULAR GROUP. SO WE DON'T HAVE NECESSARILY ACTUAL DATA ON HOW MANY OF THOSE WERE PART ENTS, STAFF, ALL OF THAT. BUT I DID TALK WITH OUR OPERATIONS TEAM, AND THEY INDICATED THAT ONE OF THOSE WAS A STUDENT WITH A KNIFE. SO I THINK OVERALL, WE COULD SAY THAT OUR EVOLVED SYSTEMS ARE REALLY HAVING THE IMPACT THAT WE EXPECT THEM TO HAVE AT OUR SCHOOL. THIS SLIDE IS COMPARING LAST YEAR IN OUR MIDDLE SCHOOL INCIDENTS. LAST YEAR WE HAD 61 INCIDENTS IN THE MIDDLE SCHOOLS THAT WERE CLASSIFIED AS A WEAPONS INCIDENT. WHEREAS THIS YEAR,
229FROM JULY THROUGH DECEMBER, WE HAD FIVE INCIDENTS. SO SIGNIFICANT REDUCTION THERE. AND IN HIGH SCHOOL, WE'RE KIND OF SEEING THE SAME THING HERE. 22 INCIDENTS LAST YEAR. PRETTY SHARP DECREASE SO FAR THIS YEAR, WHERE WE'VE HAD FOUR INCIDENTS CLASSIFIED AS A WEAPONS INCIDENT. [ INAUDIBLE ] SO THOSE INCIDENTS THAT WERE MIDDLE AND HIGH SCHOOL, THOSE WERE ACTUALLY INCIDENT WHERE IS IT WAS FOUND IN THE SCHOOL, NOT NECESSARILY THAT HAD PASSED THROUGH THE EVOLVED SYSTEM. OKAY. THANK YOU. [ INAUDIBLE ] SO NP IN SUMMARY, WE WANTED TO TALK THROUGH SOME OF THE THINGS THAT AS WE ENGAGE IN SUPPORTING OUR CAMPUSES AND PRINCIPALS, JUST SOME OF THE THINGS THAT WE'RE NOTICING ACROSS OUR CAMPUSES THAT IS IMPORTANT FOR ALL OF US, YOU KNOW, WITHIN OUR DISTRICTS, BUT AS A COMMUNITY TO RESPOND TO. SO SOME OF
230THE CHALLENGES THAT WE'RE NOTICING, WHILE OUR DATA SHOWS A LOT MORE INCIDENTS IN MIDDLE AND HIGH SCHOOL, WHAT WE ARE NOTICING IS THAT WE ARE SEEING AN INCREASE IN INTENSITY OF STUDENT BEHAVIOR AT THE ELEMENTARY LEVEL. SO WHILE THE NUMBERS MAY BE SMALL, WHAT WE NOTICE IS WE'RE SEEING AN INCREASE IN THE INTENSITY OF BEHAVIORS. AND SO THOSE BEHAVIORS IN SOME CASES ARE HAVING SOME SIGNIFICANT IMPACTS IN SOME OF OUR SCHOOLS. AND SO THAT IS DEFINITELY A CHALLENGE WE'RE NOTICING. WHILE WE HAVE PUT A LOT OF ENERGY IN OUR MIDDLE AND HIGH SCHOOLS FOR LIKE OUR BEHAVIOR SUPPORT AND INTERVENTION, AND SOME OF THOSE SYSTEMS, WE COULD DO BETTER AT OUR ELEMENTARY SCHOOLS, BECAUSE WE ARE NOTICING SOME INCONSISTENCY AND SOME OF THE BEHAVIORAL INTERVENTIONS AT THE MOST INTENTION LEVELS ARE LAYER THREE FOR STUDENTS
231WHO NEED IT MOST. SO THAT'S SOMETHING THAT WE ARE COLLABORATING AS A TEAM. WE'RE COLLABORATING WITH CRYSTAL BRYANT AND HER DEPARTMENT AND DEPARTMENTS ACROSS OUR DISTRICT TO REALLY FIGURE OUT HOW DO WE SUPPORT THE WHOLE SCHOOL, HOW DO WE SUPPORT THE STUDENTS WHO ARE HAVING, YEAH, THESE SIGNIFICANT CHALLENGES THAT ARE IMPACTING THEIR LEARNING, AS WELL. SO SOME THINGS THAT LED TO THIS YEAR IS WHEN WE HAVE EXHAUSTED ALL OF THE INTERVENTIONS AT OUR CAMPUSES, WE'RE FINDING SORT OF A GAP FOR WHERE AND HOW CAN WE, YOU KNOW, PROVIDE MORE INTENSIVE SUPPORT FOR OUR ELEMENTARY LEARNERS, AND MAYBE A DIFFERENT SETTING. SO WE'VE TRIED DIFFERENT CLASSROOMS, WE'VE TRIED DIFFERENT INTERVENTIONS AT THE ELEMENTARY LEVEL. BUT WE MIGHT NEED SOME MORE INTENSIVE, THERAPEUTIC SUPPORT FOR OUR YOUNGER STUDENTS. AND THAT SEEMS TO BE A GAP THAT WE
232HAVE RIGHT NOW. AND SO THAT'S SOMETHING WE'RE WORKING ON. AND SO, YOU KNOW, DEFINITELY WE ARE --OUR RESPONSE IS WE'VE GOT A COUPLE OF DIFFERENT PLANNING MEETINGS IN PLACE THAT WE'RE PARTNERING WITH OUR COMMUNITY PARTNERS SUCH AS BYFD, ENGAGE WITH OUR FAMILY'S SUPPORT CENTER, FYI PLUS. WE HAVE A WHOLE HOST OF COMMUNITY PARTNERS READY TO HELP. SO IT'S JUST BUILDING OUT THESE SYSTEMS FOR HOW WE CAN ALL WORK TOGETHER TO REALLY PROVIDE OUR SCHOOLS AND OUR STUDENTS THE SUPPORT THEY NEED. SO THAT IS SOMETHING THAT'S EMERGING, AND SOME OF OUR SCHOOLS ARE GRAPPLING WITH. SO WE'RE JUST TRYING TO FIGURE OUT HOW CAN WE REALLY SUPPORT THE INDIVIDUAL STUDENT, BUT THE IMPACT THAT IT'S REALLY HAVING ON THE WHOLE SCHOOL IN SOME CASES. SO REALLY TRYING TO BALANCE THE NEEDS OH OF THAT PARTICULAR STUDENT
233ALONG WITH THE NEEDS OF STAFF AND OTHER STUDENTS WHO ARE SOMETIMES IMPACTED. [ INAUDIBLE ] THIS IS NEW FOR US. [ INAUDIBLE ] YEAH, IT LOOKS DIFFERENT. WE HAVE STRUCTURES, BUT NOT TO THE DEGREE THAT MAY BE INVESTED AT MIDDLE AND HIGH SCHOOL. WE HAVE THE BEHAVIOR SUPPORT SPECIALISTS AT ALL MIDDLE AND HIGH SCHOOLS. THAT'S NOT SOMETHING NECESSARILY -- ALTHOUGH WE HAVE SOCIAL WORKERS AND KONS LORS.COUNSELORS. SO I THINK WE JUST NEED TO THINK MORE DEEPLY AND STRATEGICALLY. NOW THAT WE SEE THESE BEHAVIORS WE WEREN'T SEEING WITH THE FREQUENCY WE ARE NOW, HOW CAN WE COME TOGETHER AND THINK ABOUT HOW TO BETTER SUPPORT OUR STUDENTS. [ INAUDIBLE ] SO NOT YET. I THINK THAT'S OUR FIRST WORK. WE'VE HAD SOME MEETINGS TO REALLY DO SOME READJUSTMENTS, BUT OUR NEXT WORK IS TO REALLY COME
234TOGETHER AND FIND THOSE OUTCOMES, LOOK AT DATA, WHAT'S WORKING, WHAT DO WE NEED TO DO DIFFERENTLY AND BUILD OUT THOSE SYSTEMS. [ INAUDIBLE ] WHAT HAS CHANGED? WHY IS THIS ALL OF A SUDDEN HAPPENING IN ELEMENTARY CLASSES? I WISH WE HAD ALL OF THOSE ANSWERS. I REALLY DO. YOU KNOW, I THINK THAT, YOU KNOW, AS A NATION, SOME OF OUR ELEMENTARY STUDENTS ARE THOSE, YOU KNOW, WHO WERE IMPACTED BY COVID, YOU KNOW THAT. SO THERE ARE SOME DIFFERENT THINGS HAPPENING THAT HAVE IMPACTED AND JUST OUR COMMUNITIES AS A WHOLE. YOU KNOW, WE'RE TAKING MORE CHALLENGES THAN WE HAVE BEFORE. SO I THINK THAT ALL THOSE, YOU KNOW, THOSE SHIFTS ARE REALLY NOW LANDING IN OUR ELEMENTARY SCHOOLS DIFFERENTLY THAN THEY HAD BEFORE. SO THE READINESS, AND I'LL SAY THIS, IT'S NOT ALL OF OUR ELEMENTARY
235STUDENTS. IT'S A SMALL NUMBER OF STUDENTS, BUT THE IMPACT OF THOSE FEW IS WAY MORE SIGNIFICANT THAN WE HAVE SEEN. IT'S JUST THAT WE ARE SEEING MORE INTENSE BEHAVIORS THAN WE HAVE SEEN BEFORE, AND WE QUITE HAVEN'T GOTTEN THE RIGHT RESPONSE YET FOR THAT. SO THAT'S JUST SOMETHING THAT WE'RE ALL WORKING ON SO THAT WE CAN SUPPORT THAT -- THOSE STUDENTS AND ALSO ENSURE THAT WE'RE PROVIDING A SAFE AND -- SAFE ENVIRONMENT FOR ALL STUDENTS, AS WELL. IN ADDITION TO THAT, YOU KNOW, TRAUMA. TRAUMA IS SOMETHING THAT WE'RE SEEING AN INCREASE IN. AS WE HEARD A LOT OF THE EFFORT, WE TAUGED ABOUT RESILIENCE LEADERS IN THAT EARLY CHILDHOOD PIECE AND THE PARENTING SUPPORT. NEXT WEEK YOU'LL HEAR SOME EFFORTS AROUND FAMILY STABILIZATION EFFORTS. SO THERE'S A LOT OF THINGS THAT ARE COMING, EFFORTS, BUT
236TRAUMA IS A BIG ONE. THE OTHER PIECE, AS WE ALSO ADVOCATED AT THE LEGISLATIVE LEVEL, YOU RECALL IN REVISITING THE FUNDING EFFORTS AROUND SPED. THE DIFFERENT LEVELS SO THAT WE HAVE THE RESOURCES, BECAUSE OUR NEED FOR RESOURCES HAS DRAMATICALLY INCREASED ACROSS OUR DISTRICT. SO THOSE ARE SOME OF THE THINGS, THE CHALLENGES THAT TWE'RE WE'RE LOOKING TO SUPPORT AND HAVE THE RESOURCES TO BE ABLE TO DO THAT. SO A LOT IS ALREADY HAPPENING. WE'LL SEE THOSE EFFORTS IN THAT EARLY CHILDHOOD YEARS TO COME, BUT THOSE ARE SOME OF THE THINGS THAT WE'RE FACING. THANK YOU. [ INAUDIBLE ] I WANT TO ADD THAT STUDENTS ARE COMING TO US AS A KINDERGARTENER THAT HAD NEVER BEEN IN A STRUCTURED ENVIRONMENT. YOU KNOW, WE'RE LOOKING AT OPPORTUNITIES THAT WE HAVE TO HELP OUR PARENTS, HELP OUR FAMILIES. AS
237MR. REESE SAID, I THINK TRAUMA IS THE BIG PIECE OF IT. I THINK OUR ECONOMIC DISADVANTAGED FAMILIES FACE A LOT OF THINGS IN THEIR LIVES THAT CHILDREN ARE COMING TO US THAT ARE NOT READY TO LEARN. AND THE FOCUS NEEDS TO BE ON STABILIZATION, REGULATION, GETTING KIDS READY TO LEARN, BECAUSE THEY CAN'T COME IN, IN THE STATE THAT THEY'RE IN, READY TO HEAR ANYTHING THAT WE'RE SAYING. BECAUSE SO MANY THINGS HAVEHAVE THE FIRST FIVE YEARS OF THEIR LIVES THAT WE HAVE TO REALLY WORK TO CORRECT AND TO GIVE THEM THAT LOVE AND SUPPORT THAT THEY NEED TO BE READY TO LEARN. YOU KNOW, WE'RE HAVING KIDS THAT AREN'T IDENTIFIED NECESSARILY AS SPECIAL EDUCATION, BECAUSE THEY HAVEN'T BEEN IDENTIFIED, YOU KNOW, EITHER THROUGH -- SOMEHOW THEY'RE JUST MISSED. IN OUR COMMUNITY GROUP, WE DO HAVE SOME
238MEDICAL PROFESSIONALS WITH US. WE HAVE A MEMBER FROM CYFD THAT ARE REALLY TRYING TO HELP US WITH THAT BIRTH TO 5 PIECE, BECAUSE IT'S SO SPORNLT THAT WE'RE CAPTURING THESE SITUATIONS EARLY SO THAT WE CAN SUPPORT AND REALLY THAT'S OUR JOB. WE WANT KIDS TO COME TO US READY TO LEARN, HAPPY, HEALTHY, ALL THE THINGS THAT WE HAVE TALKED ABOUT TODAY. BUT THIS PIECE WE REALLY HAVE GOT TO DIG DOWN DEEP AND COME UP WITH SOME SOLUTIONS. ALL RIGHT. WITH THAT, WE'LL STAND FOR ANY QUESTIONS. [ INAUDIBLE ] THIS ONE? [ INAUDIBLE ] I THINK THE PIECE THAT WE DON'T HAVE ACCOUNTED FOR IS WE HAVE STUDENTS WHO DON'T FIT IN ANY OF THOSE STUDENT GROUPS THAT ARE REPRESENTATIVE. AUD [ INAUDIBLE ] SO WHEN WE'RE LOOKING AT THE STUDENT GROUPS? YES. SO OUR STUDENT
239GROUPS, WE HAVE STUDENTS WHO DON'T FIT INTO THE CATEGORY OF SAY A 504 STUDENT OR A STUDENT ON AN IEP OR AREN'T BILINGUAL. [ INAUDIBLE ] I THINK YOU'RE TALKING ABOUT THE ONE THAT'S PRIMARY RACE. I APOLOGIZE HERE. [ INAUDIBLE ] IN THIS PARTICULAR ONE? >> YES. [ INAUDIBLE ] YEAH, I THINK IT HAS TO DO --WHEN WE LOOK AT THE TOTAL VERSUS WITHIN EACH STUDENT GROUP AND THEIR OVERALL REPRESENTATION. [ INAUDIBLE ] EACH ONE OF THOSE CATEGORIES. IT'S TOTAL OF THE DISTRICT, I THINK. PRESIDENT, IF I MAY. SO THE 3. 3%, AND MR. FRANK, THE 3. 3% DISTRICT AVERAGE REPRESENTS OUT OF OVER 20,000, 3. 3% OF THEM HAVE BEEN INVOLVED IN A MAJOR INCIDENT. THAT 3. 3% IS THE TOTAL, THAT'S WHAT YOU LOOK AT THESE PERCENTAGES HERE BY STUDENT GROUP. I JUST
240WANT TO MAKE SURE I EXPLAIN THAT RIGHT TO YOU. HELP ME OUT ON THIS ONE. AND SO THEN WHEN YOU ADD THIS ALL UP, IT ADDS UP TO 3.3%. YOU'RE RIGHT, I THINK I COULD HAVE EXPLAINED THAT, ON THE VISUAL. BUT THAT IS HOW WE PULLED THE DATA FROM THAT. [ INAUDIBLE ] IF YOU WERE TO TAKE THE ORANGE BARS, IF YOU LOOKED AT THE PERCENTAGE ACROSS, THE TOTAL NUMBER WILL GET US TO THE 3.3%. [ INAUDIBLE ] PRESIDENT, MEMBERS OF THE BOARD, I THINK WHAT I SHOULD HAVE SAID IS THAT, THE WORD AVERAGE IS WHAT IS THROWING THIS OFF. OUT OF OUR -- I'M JUST GOING TO USE 22,000 STUDENTS IN OUR DISTRICT. 3. 3% OF THEM HAVE BEEN INVOLVED IN A MAJOR INCIDENT. WHEN YOU BREAK IT DOWN BY STUDENT GROUPS, HISPANIC, LATINO,
24176. 4%, OUT OF ALL OF THEM, 2. 4% HAVE BEEN INVOLVED IN A MAJOR INCIDENT. SO IT'S --THE WORD AVERAGE IS WHAT THREW THIS OUT HERE. IT SHOULD HAVE BEEN THE TOTAL. MR. FRANK, ARE YOU GOOD WITH THAT? I GUESS SO. I JUST WANT TO MAKE SURE. AGAIN, IT'S THE TOTAL NUMBER OF KIDS. [ INAUDIBLE ] THAT'S CORRECT. WHICH LOOKING AT THE PROPORTIONALITY. WHAT WE DON'T WANT TO SEE IS THE ORANGE GOING ABOVE THE NUMBER, THE PERCENTAGE OF KIDS. IN TERMS OF COMPARING IT TO THE OTHER PRIMARY RACES, THAT'S A LARGE PERCENTAGE. CORRECT. THANK YOU. ALL RIGHT. ANY OTHER QUESTIONS? THANK YOU ALL. THAT WAS GREAT. THANK YOU. WE CAN JUST KEEP GOING. DO YOU GUYS WANT A BREAK? HAVE OUR HUMAN RESOURCES FINANCE AND TECHNOLOGY UPDATE. WE ARE READY WHEN YOU ARE READY. PRESIDENT,
242MEMBERS OF THE BOARD, I'LL START THIS ONE AND INTRODUCE THIS ITEM. THIS WILL BE A SHORT BUT VERY IMPORTANT UPDATE. THIS IS -- NOTICE I SAID "SHORT. " BUT REALLY, YOU KNOW, WE HEARD FROM ALL OF OUR OTHER DIVISIONS AND DEPARTMENTS WITH OUR SIX GOALS. BUT ALSO WHEN YOU THINK ABOUT OUR HUMAN RESOURCES, OUR FINANCE, AS WELL AS OUR TECHNOLOGY, THEIR ROLE AND ALSO SUPPORTINGLESS SIX GOALS OF OUR STRATEGIC PLAN, SO I THOUGHT IT WAS IMPORTANT FOR THEM TO GIVE A QUICK UPDATE, BUT AN IMPORTANT UPDATE OF WHAT THOSE EFFORTS ARE IN SUPPORTING AND ENSURING, AGAIN, THAT WE ARE OPERATIONALIZING AND OFFERING THE RESOURCES THAT ARE NEEDED FOR OUR SIX GOALS. SO I'LL TURN IT OVER TO OUR TEAM. MEMBERS OF THE BOARD, THANK YOU FOR THE INTRODUCTION. HERE WE ARE FINANCE, HR AND TECHNOLOGY
243DIVISIONS, OUR GOAL IS TO SUPPORT THE MISSION AND VISION OF THE BOARD. AND TO MAKE SURE WE ARE SUPPORTING ALL SIX STRATEGIC GOALS, FIVE, TEN YEARS DOWN THE LINE. SO EVERY DECISION WE MAKE IN OUR DECISION, WE SET IT IN THE QUOTE VALUES. WE GUIDE OUR DECISIONS THROUGH THE LANES OF EQUITY AND SUSTAINABILITY, AS WE JUST FINISHED THE REDIRECTING, WE WANT TO MAKE SURE THAT THE RESOURCES TOWARDS THOSE SCHOOLS EXPERIENCING --PROVIDE ADDITIONAL RESOURCES TO THEM. ALSO FOR THOSE SCHOOLS EXPERIENCING INCREASES IN SPECIAL NEEDS KIDS, AT-RISK KIDS, ALL OF THOSE SCHOOLS ARE GETTING THE ADDITIONAL RESOURCES TO CONTINUE TO PROVIDE TOP- TIER EDUCATIONAL SERVICES. SO OUR GOAL IS NOT ONLY PRIORITIZING IN COM E PLIANCE WITH FEDERAL LAWS AND POLICIES BUT PRIORITIZING RESOURCES IN THE CLASSROOM AND SUPPORTING STUDENT'S LEARNING. WITH THAT, I'LL TURN IT OVER
244TO MY COLLEAGUE TO TALK ABOUT OF COURSE HELPS OUT WITH STAFFING CLASSROOMS APPROPRIATELY BUT ALSO BEING PHYSICALLY RESPONSIBLE, AS A STARTING PLACE, OUR DEPARTMENT ASKED THIS YEAR FOR SOME HELP FROM THE IO DEPARTMENT, CREATING A TOOL OR DASHBOARD THAT WOULD GIVE US ACCURATE, LIVE DATA THAT WE COULD HAVE ACCURATE PROJECTIONS FOR EACH OF OUR CAMPUSES AND EVEN BREAKING THAT DOWN NOT ONLY BASED ON TOTAL STUDENT POPULATION BUT OUR POPULATIONS FOR PROGRAMS LIKE SPECIAL-EDUCATION, BILINGUAL, ARE GIFTED STUDENTS SO THAT WE CAN PROPERLY STAFF OUR SCHOOLS. SO WITH THAT I'M GOING TO TURN IT OVER TO MR. PETERSON. GOOD AFTERNOON MADAME PRESIDENT, MEMBERS OF THE BOARD, I WANT TO BE CLEAR HERE AT THE OUTSET THAT WHILE I AM CHIEF OF TECHNOLOGY, I HAD NOTHING TO DO WITH THE BUILDING OF THIS AMAZING TOOL BECAUSE IT TAKES
245EXPERTISE WELL BEYOND MY SCOPE AND CAPACITY BUT WHAT WE DID WHEN WE MET AS A TEAM WAS TRY TO FIGURE OUT WHAT WAS THE BEST WAY AND THE BEST MECHANISM TO GET THE BEST DATA TO OUR TEAMS. AND WE LEVERAGED OUR INFORMATION OPERATIONS TEAM AND THEIR DEEP KNOWLEDGE AROUND THE POWER CONTENT AND THE SYNERGY DATA, TRYING TO BRING A DATA VISUALIZATION THAT MADE SENSE BUT THERE WAS ALSO SPECTACULARLY RESPONSIVE, SO IF STUDENTS MOVE FROM SCHOOLS OR IF THEY ARE COMING IN OR IF ADDRESS CHANGES, WE HAVE THAT INFORMATION UPDATED AND READILY AVAILABLE OVERNIGHT. AND THAT'S REALLY THE INTENT AND PURPOSE HERE. SO WE ROLLED THIS OUTREACH RECENTLY TO A VARIETY OF DIFFERENT TEAMS AND IT WAS SORT OF A BETA TEST AND I HAVE NOT REALLY SEEN PEOPLE APPLAUD DATA REPRESENTATIONS LIKE THEY DID WHEN
246WE ROLLED THIS OUT AND THAT WAS THE ABSOLUTE TRUTH, WHEN THEY SAW THIS, THERE WAS A GREAT SIGH OF RELIEF BECAUSE WE REALLY CHANGED THE WAY IN WHICH FOLKS WERE GOING ABOUT STAFFING THEIR BUILDINGS. THIS DATA IS ACCURATE, IT IS RESPONSIVE AND UP-TO-DATE BASED ON THE DAYS PRIOR INFORMATION. NOW, YOU SEE A SNAPSHOT HERE, YOU SEE A SCREENSHOT HERE, ALL OF THIS INFORMATION IS CLICKABLE, I COULD NOT SHARE THE DETAIL HERE BECAUSE THERE IS SOME PERSONAL IDENTIFIABLE INFORMATION BEHIND THIS SLIDE BUT, THIS IS A DASHBOARD WHERE STAFF MEMBERS CAN CLICK AND GET VERY CLEAR DATA ABOUT THE AMOUNT OF STUDENTS THAT THEY CAN EXPECT, HOW MANY OF THOSE STUDENTS ARE YELLOW AND HOW MANY ARE SPECIAL-EDUCATION, ET CETERA, AND IT GOES DOWN WITH SUPREME GRANULARITY . AND THAT IS THE BEAUTY OF THIS TOOL, BEFORE
247I THINK WE HAD SORT OF AN ANALOG RESPONSE TO THIS WHERE MAYBE WE PRINTED A DOCUMENT ON THE EXCEL SPREADSHEET AND WE CARRIED IT WITH US OVER TIME BUT ARE TEENS REALLY TASKED OURSELVES TO LOOK AT A BETTER WAY OF DOING BUSINESS. AND I JUST WANT TO REPORT OUT AS FAR AS NEXT STEPS, WE HAVE ALREADY RULED THIS OUT TO OUR PRINCIPLES ON FEBRUARY 12th, WE HAD A PRINCIPAL STAFFING AND HIRING TRAINING MEETING AND THEN ON BOTH FEBRUARY 16th AND THE 23rd, WE HAVE ALREADY STARTED USING THIS DASHBOARD FOR OUR DEPARTMENTAL PRE-STAFFING MEETINGS AND MOVING INTO MARCH AND APRIL, WE WILL BE MEETING WITH INDIVIDUAL SCHOOL PRINCIPALS AND BEGINNING THE INDIVIDUAL SCHOOL STAFFING MEETINGS AGAIN USING THIS TOOL THAT IO HAS DEVELOPED FOR US. WITH THAT WE STAND FOR QUESTIONS. THAT IS A HECK OF
248A TOOL, I'M GOING TO START WITH, SO HOW IS IT UPDATED? MADAME CLERK, MADAMS OF THE BOARD, THE INFORMATION IS INPUT INTO SYNERGY AND OVERNIGHTS, THAT INFORMATION IS SYNCED WITH OUR DATA PROVIDERS AND SYNCED WITH A BESPOKE DASHBOARD THAT YOU SEE BEFORE YOU SO THAT INFORMATION AS IT IS ENTERED REAL TIME AT THE SITES OR AT THE DISTRICT OFFICE, IT IS THEN CALCULATED AND PROJECTED , POPULATED INTO THIS DASHBOARD THAT YOU SEE BEFORE YOU. SO IT IS VERY RESPONSIVE, IT'S ALMOST, WITHIN 16 HOURS, 24 HOURS THE DATA IS UP-TO-DATE AND REFLECTS THE EXACT NUMBERS THAT ARE IN THAT BUILDING. IT IS DATA AND TECHNOLOGY, IT IS POWERFUL. YES MA'AM, INDEED. I STAND FOR ANY OTHER QUESTIONS? WHO HAS ACCESS, IS THIS ON OUR WEBSITE OR INTERNAL ADMINISTRATOR, I CAN'T THINK OF A REASON WHY I
249WOULD NEED TO KNOW THIS INFORMATION ON A DAY-TO-DAY BASIS BUT I COULD SEE WHY A PRINCIPAL WOULD NEED IT. SECRETARY NOLAN, GOOD QUESTION, TO YOUR POINT IT IS INTERNAL, OUR PRINCIPALS, ADMINISTRATORS, DEPARTMENTAL LEADERS ARE THE ONES WHO HAVE ACCESS TO THIS. WHAT IS ALL THIS FINANCE EXTRAVAGANZA, IS IT SO THEY CAN PUT ASIDE FOR SALARY, ET CETERA? YES, THANK YOU FOR THE QUESTION, THIS IS A VERY IMPORTANT TOOL FOR US, WHEN WE DEVELOP OUR BUDGET AND ANALYZE THE LEGISLATION BILLS, HOW MUCH RESOURCE COMING IN AND HOW WE CAN DISTRIBUTE THE SUPPORT TO EACH SITE AND EACH DEPARTMENT. SO THIS DATA IS SUPER IMPORTANT FOR US FOR OUR DECISION-MAKING. THANK YOU, BOARD MEMBERS? IT IS A REALLY AWESOME TOOL, I KNOW IT WAS A SHORT PRESENTATION. SO I KNOW THAT YOU SAID MARCH OR APRIL THAT
250THE PRINCIPLES WILL BE RECEIVING? THE PRINCIPLES ALREADY HAVE ACCESS BUT IT'LL BE AT THE INDIVIDUAL SCHOOL STAFFING MEETINGS WHERE WE WILL PULL IT UP, MAKING SURE THAT WE ARE LOOKING AT THAT DATA, LOOKING AT THE PROJECTIONS FOR NEXT YEAR SO THAT WE ARE STAFFING OUR SCHOOLS APPROPRIATELY AND EQUITABLY, YES. THANK YOU, ANYTHING ELSE? THANK YOU, THAT'S AMAZING. WE JUST WANTED TO TELL YOU HOW MUCH WE LOVE AND APPRECIATE IT. WE WILL MOVE ONTO THE NEXT AGENDA ITEM, I JUST WANTED TO REALLY, THE GOAL TODAY I KNOW IT WAS CONTENT HEAVY, A LOT OF GOOD INFORMATION, IMPORTANT INFORMATION AND REALLY THE GOAL WAS TO ENSURE THAT WE SEE THAT OUR STRATEGIC PLAN IS CHARTING OUR COURSE WITH CLARITY, WITH ACCOUNTABILITY, IT IS GUIDING OUR DECISIONS. THAT WAS THE INFORMATION THAT THE TEAM SHARED AS WE TALK
251ABOUT WHAT CAN WE DO BETTER, IN ALIGNMENT TO THOSE EFFORTS IN JUST AGAIN, THAT IT IS ALLOWING US TO HAVE THAT NORTHSTAR ACROSS THE DIVISIONS. IS IT STILL A WORK IN PROGRESS? ABSOLUTELY, SOME OF THE WORK WE WILL BE ENGAGING IN IS FOR EXAMPLE, ALL THE INITIATIVES AND AGAIN, ARE THEY ALIGNED TO THE STRATEGIC PLAN AND THE SUNSET, THOSE TYPES OF THINGS, BUT I THINK AS YOU CAN SEE, IT REALLY IS CHARTING OUR COURSE AND IT REALLY IS GUIDING OUR DECISIONS SO THANK YOU AGAIN FOR YOUR SUPPORT, FOR SETTING THOSE GOALS AND ALSO THANK YOU TO THE TEAM THAT PRESENTED TODAY, EVERYONE IN ATTENDANCE, OUR TEACHERS, OUR PRINCIPALS, STUDENTS AND FAMILIES THAT REALLY BRING THIS PLANT TO LIFE, SO THANK YOU, THANK YOU, THANK YOU. I APPRECIATE THAT WE HAVE THIS DOCUMENT IN FRONT OF
252US AND I HOPE EVERYONE DOES, IT NEEDS TO BE IN FRONT OF US SO THAT WE REMEMBER AND I APPRECIATE THE TRIPLE THREAT, I LOVE THAT. OH, YOU ARE STILL HERE. ARE YOU GOING TO CONTINUE, MY APOLOGIES. MEMBERS OF THE BOARD, MR. RUIZ, THE LAST AGENDA ITEM IS ALSO WITH ME , THE GRIEVANCE, SADLY TO REPORT AT THIS POINT WE DO NOT HAVE ANY LEVEL 3 OR LEVEL 4 GRIEVANCES. FABULOUS. WELL DONE. AND JUST TO ECHO SUPERINTENDENT RUIZ, THANK YOU FOR BEING HERE, I THOUGHT IT WAS A GREAT WORK SESSION AND I REALLY APPRECIATE ALL OF YOU HERE AND EVERYBODY , I KNOW I HOLD YOU ALL IN THE HIGHEST REGARDS FOR THE WORK THAT YOU DO FOR OUR KIDS, FOR LAS CRUCES PUBLIC SCHOOLS, TRULY, IT TAKES A TEAM AND YOU ARE ONE OF
253THE BEST TEAMS EVER. I MEAN IT. AND, WITH THAT, I WOULD LIKE TO ENTERTAIN A MOTION TO ADJOURN. SO MOVED. AND SECONDED BY SECRETARY NOLAN , SOMEWHAT SARCASTICALLY, ALL IN FAVOR PLEASE INDICATE BY SAYING AYE. ALL OPPOSED? WE ARE ADJOURNED AT 3:13, APPRECIATE IT.