School Board Meeting (2/17/26)

001We are ready. >> Let's um go off the computer time. That thing's always ahead. >> Oh, one minute. We still have a minute. That's right. That thing's ahead of time. Okay. Got a few seconds. >> Let me get my work session packet. Okay, I think we're ready. >> Okay, >> everybody up and running. >> Everybody ready? >> Yes. I call the MESD board work session for February 17th to order and we'll go forward. >> All right. Thank you, Madame President. Uh members of the board, um good afternoon or evening. Good evening. um by our school site principles from the early childhood center, the elementaryaries, and um the middle school. Um you know, the principles do a great job of of presenting um their spring 90-day um dash plans or their fall whenever we do these

002work sessions. Um we want to give enough time for the presentations and any questions and dialogue um among the board members and uh the principles as we move along. Um so we did um put in the regular meeting agenda for the high school to to do their presentation of their 90-day plan. Um so that's that's where we're at with with uh the schedule tonight. Okay. Um, so with that being said, we do have uh um the early childhood center that would be going first and we're good to go. It looks like uh Mr. Gats and Bey and everybody has it up and running. And so I will turn it over to um Miss Lopez to start us with the early childhood center middle ofear CQI progress report. This is a little different than a 90-day

003plan and she'll explain that to you. So, thank you for having this prepared and we are ready for you. >> All right. I am Britney Lopez. I'm the dean of students at the Early Childhood Center. Um, good evening, Madame President, members of the board, Superintendent Viviano. I am proud to share that at Midpoint, the ECC is on track with our continuous quality improvement plan um to ensure the growth of our youngest learners. So, the preschool has a CQI plan instead of a dash plan, and we do end of year goals. So, um I'm just going to review where we're at middle of year. So, our CQI plan has six priority goals that align with the district goals. And um I'm going to share with you our middle-ofear literacy data from our ECOT. Um this measures

004our foundational literacy skills. And one skill that I want to look at our one skill that I want to look at is just the funological awareness. And our goal for our for the end of the year is for to be at accomplished for threes 90% and for 90% of our students to be accomplished for fours at the end of the year. So middle of year we're accomplished for threes at 47%. And accomplished for fours at 17%. A note on the fours data is we have a new teacher. She wasn't in the program yet. So we are missing a whole class with this data. So that's why it looks a little different. Um on the next one I have a graph for you guys. I just pulled the funological awareness instead of going through all the

005literacy points that we go through. Um the green is our middle of year where we want to see our our kids at this point and the blue is our end of year. So you could see that our for our literacy data for funological awareness if you counted where they're supposed to be that u making progress for threes for the middle of the year and our accomplished for threes and beyond we're at 81%. Um which shows a lot of great growth. We're on track for end of year. The forest literacy data, same thing. You can see that big green across. That's where we want to be the middle of the year. So, that's looking really great for funological awareness. Um, we're at 67% with uh where we want to be for uh making progress for fours

006and accomplish for fours. And we're still missing that class. Our math, our end of the year goal is to be accomplished for threes 90%. We're at 59% for the threes and 48% for the fours. Again, you can see that the middle of the year is where we want to be right now, that green bar. And then everything after that is is great. That's showing great growth. that blue, purple, pink. Um, that's where we want to be. So, if we took into account our middle of the year, our making progress for threes and our accomplished for threes, we're at 87%. So, we've almost already hit that 90 mark. The four data is looking the same. A lot of green for um making progress for four is where we want to be. That blue and purple is

007great. If we just took one of those, I did the numerals. um they're at 82% for the middle of year. Again, we're missing that class. Um one of our other goals was our heart, our wellbeing, our well-being, and our mental health. Um we follow the New Mexico pyramid model for our social emotional development. We did a refresher on that January 5th. We've been closing the front gates during school hours for student safety. We also did wellness surveys uh for families, teachers, and EASE. One of the results, the question from that survey was, "My child enjoys coming to school." And um we're at 89.5% agree or strongly agree. Uh but um if you can see, there's only 19 responses. So, we would like a little more involvement in that, but hopefully we'll get a little bit

008more by the end of the year. So, that's looking really good. Our next goal is student engagement. We've been working really hard to get our parents involved at school. We know that if our parents are involved, our students are involved. We've added several family engagement days and raffles, and that's been really fun at the preschool. Um, again, some of the responses from that questionnaire, I believe my child is learning and growing at the ECC. 94.7 agree or higher. My child enjoys coming to school. 89.5% agree or higher. Our student pathways to success was one that we did that aligned to the district goals and our focus on this was to have 100% of our classrooms implement career play. We are definitely doing that. We had our family engagement event with the meet the heroes around

009us and our job fair. Um we had a lot of great success for that. We had 14 local businesses come out. Um, we had 62 families attend. Um, the kids loved it. The volunteers loved it. They were asking when they could come back. Um, I said, "Okay, great. Next year." And they said, "Wait, can we come back before that?" I said, "Sure, anytime. Let me know." Um, so that's been a lot of fun. We also did a farmers market. And our last goal is the communication uh community engagement. I sent home monthly newsletters. This year I did a important dates so that parents could see all of our family engagement events that we're going to have and have a date so that they could pick on which one they could go to if they wanted

010to attend all of them to kind of give them an idea to plan ahead. Um we communicate on Class Dojo. I've updated the website and made pamphlets that we did for the job fair that they did at the high school. And so far, uh, it's required through the New Mexico PreK that we have 90 family engagement hours. We've already logged 80, so we'll finish those up at the end of the year. And, um, I'm working on enhancing community collaboration with the early local childhood programs. I've um, set up our kindergarten visits with the elementary schools and invited local the local preschools to attend with us. Um, so that's our middle ofear data. It indicates progress across all CQI goals and confirms that our strategies are producing positive outcomes for students. And thank you so much

011for your time and your support. If you have any questions, all right, thank you. All right, Madame President, uh, members of the board, um, Principal Kelton, as we get set up, uh, now we'll move into, um, pretty much what you'll see on a format, uh, it's for the 90-day dash plans required by the, um, New Mexico Public Education department for schools to submit um in the fall which we went over in September. Um the schools have monitoring dates 30, 60, and 90 days. Um they have some other requirements um within that interim period to go over the data they have to collect. Um they review those 90-day plans in the fall and either um make changes or keep um the same goals and and that's what you'll see for the remainder of the presentations. So,

012all right, Miss Katherine, it's all yours. >> Before I get started, I want All right. Um, so I was the kid um that always filled my plate with a ton of food and didn't eat at all. So a lot of this I set my goals pretty high and I had very high expectations for our school. I don't really know any better, but I think our school is really rising to it. So we are going to pretty much continue our plan. One of the things that we needed was a mission statement. So, our um adults in the building came up with a mission statement. Our mission is to create a straight safe, caring, and respectful community where every child is loved, supported, and engaged in rigorous learning to achieve academic success. Um, and that's who we

013are. We we want to work together to support our kids and not just to where they're good academically, but they know that they're loved and they're part of the community. Our student council also worked on creating our mantra which is safe hearts, sharp minds, strong road runners. And that was all them. And um that picture is um was from one of our third graders. So we started out, we knew what our perfor performance challenges were. We had an inconsistent schoolwide we had in inconsistent schoolwide systems and culture and a lack of a unified vision and mission. and we only had anecdotal data available. Um we do have a vision and a mission and now a mantra um for ELA instruction. We had inconsistent imple implementation of interventions, lack of systematic alignment with priority standards in

014core instruction. Um one thing that we did notice is that maybe it's not the inconsistent implementation of interventions that was holding us back, but it was our layer 1 instruction and our math instruction. instruction aligns with adapted materials but not the priority standards and there was no intervention program in place. We only had 25% proficiency. Our um first goal for culture for culture was belonging and safety. We wanted to improve the effectiveness of proactive behavior supports. This is our new one. So um and reduce office discipline referrals compared to fall increase student reports of belonging on school climate on the school climate survey. So this was our this is our annual summitive goal is to increase belonging on the New Mexico vistas from 65 to 75%. One thing that we're looking at is tying our

015um behavior data to our layer 1 instruction to see how the how that correlates because we've got a lot of not a lot of kids but we've got some kids that are disruptive and um demonstrate really challenging behaviors. But one thing we want to find out is is it the instruction and once our instruction is strong will those behaviors decrease. So um this these are our actions for this semester. Define and finalize schoolwide behavior expectations and response flowchart. Um we have one kind of but it's not finalized yet and it hasn't been taken out to the staff. Um conduct initial walk walkthroughs to verify expectations are posted and referenced through Champs. um and analyzed office discipline referral data versus the fall baseline to adjust supports. Um one thing that has that I've learned is um

016there are some teachers that think I'm their classroom management plan and um so it's tightening that up. tightening up um what can be handled in the classroom so that the teachers have authority. Um for ELA, teachers will consistently deliver ELA instruction targeting grade level standards within the MLSS framework with data driven tier 2 and three supports. Um we're finding out that what we've been using as um as an intervention is mo the way we're using it is more like um differentiated tier one. So we're we're tweaking our tier 2 and tier three supports. Um and our our goal hasn't changed. We want to increase proficiency on ELA from 43 to 50%. Um, so we're conducting stated ELA walkthroughs and coaching cycles focused on standard alignment and rigor, strengthening PLC practices to plan grade level instruction

017and datadriven tier 2 supports and establish and monitor non-negotiables for grade level ELA instruction within MLSS. And for math, this one's the one I'm most excited about. Um 100% of our teachers will implement grade level standards and grade level standards aligned instruction using at least two BT strategies per lesson to increase reasoning and discourse and we want the kids talking. We want them talking more than us and we want to increase proficiency on NMSSSA from 52 55 to 62%. And our this is where one of our biggest changing changes occurred. You can go to the next one. Um, our walkthroughs are focused on MLSS alignment and building thinking classrooms fidelity, but we've changed our coaching model for that. It's kind of based on the um the practice-based coaching model they use at the preschool. And

018the teachers are choosing one strategy that they're working on for that coaching cycle and then we're moving forward with that because our our coaching was kind of like just shoot it out there and see what it hits. And this is very much more targeted. And we're supporting the PLC's in grad in planning grade level math tasks prior to intervention design and intentionally selecting tasks requiring conceptual understanding, problem solving, and justification. And the last page, this is just our progress monitoring. What questions do you have? Thank you. >> So before what we were doing is we'd go in and do an observation and then find something that the teacher needed to work on. What what we've used is the AIS walkthrough form and we made a menu of practice based on that. So, um if the

019teacher thinks that they need or if the teacher feels like they're struggling with um u even just defronting the classroom, they would choose this is the strategy I want to work on for this cycle. Um it's uh Jennifer Sears, Jenny and I that are doing the coaching and observations. And so we we've split up the the teachers into threes and or we each get a group and we go in and we observe and we look for that strategy and then we we build that that strategy up a little bit more. Um it's twoe coaching cycle. So um we'll have a premeating we'll go in and observe and then we'll have a a a coaching meeting afterwards. Does that answer your question? It's quick >> and the the teachers are really excited about it, which surprised

020me. I didn't know that they would be that this excited, but in um a lot of our um midyear reflections, it came up a lot very positively and I was like, "Oh, cool." So, thank you. Madame President, members of the board, we have and um there it is. Morardi Elementary School and Principal Loose. We will pull that up. We're all right. Principal Loose, we're ready to go. As long as it has a green light. >> Hello. Good evening. So, um, we're going to look at our second semester 90-day plan for Morardi Elementary. And first, we're going to look at some of our midyear data. Uh, first looking at our kinder through 2nd Amir reading. So, what you have here is you have kindergarten, first, and second grade um divided into tiers. So, we did start

021the year looking at tier data. Um, Amamira did make some changes and go back to levels. Um, but we are still able to pull tier data out. And so since our original 90-day plan was built with the tier the tiers, I left it in that format um for these purposes. But you can see uh beginning of year proficiencies and middle of proficiencies um specifically uh you can see with all three grades everything's remained pretty steady from beginning of year to middle of year. Um we are still working through um the platform itself. I did kind of mention a little bit of that on last month's uh board report. Um specifically the interactive platform and just um having some of the struggles that the kiddos are having um with that and working through that. And then

022of course we're seeing some of that um reflected in um proficiency scores as well. And then looking at uh the kinder through 2 math um some points to highlight are um if you look at kindergarten you see a decrease in tier three. So uh which is good. So I mean what we're wanting is um our highest p prof proficiencies to be in tier one. That means they're ready for tier one instruction. They have this the skills to access tier one instruction. Um so like looking at kindergarten tier three that number decreased. So that means we moved kids out of tier three either into tier 2 or tier one which is the goal. We want the least amount of kids in tier three and tier 2 moving towards tier 1 um instruction. So uh we see

023a decrease in tier three for kindergarten and then we also see an increase a 10% increase in tier 1 for second grade as well. Moving to third through fifth grade. Um looking at our midyear IMASSA scores in reading. Um again you can so these are divided by ontarget near target and need support. Uh you can see an increase in our third grade uh to 33%. So from 12% at the beginning of the year to 33% now at midyear. Um we see an increase in fourth and fifth grade as well from 14% to 22% and then 26% to 36% in ontarget. So that's the direction obviously we want kids moving into that ontarget um area from um near target or need support. And then third through fifth grade math. Some areas to look at. Um for

024third grade, we have a huge decrease in that needs support column from 84% at the beginning of the school year to 56% um at middle of year. And so you can see that big shift. There's a big shift of those kiddos that have moved from need support into u most likely that near target, that next um area, some possibly into the onarget as well. Um, fourth grade is similar. You see a decrease from 82% to in need support to 72%. And then fifth grade, you see an increase in that ontarget from 6% to 18% as well as that decrease in that need support from beginning of year to middle of year. Moving into our 90-day plan areas of focus. Um, our 90-day plan is a continuation of the first 90 days, um, which is a

025focus on our data trackers that are specifically aligned to priority standards. So, we have, um, every student at every grade um, for every priority standard and our teams have worked on um, collecting that classroom data. We track it in a data tracker and then that is the focus of our weekly collaborations looking at where students um where students are at with those proficiencies. And then we Thank you. >> Hold on. Hold on. >> Hold on. I have a Madam President, members of the board, if I may. >> Sure. and and um principal loose and I don't the other elementary principles may want to jump in on this and but I I think you're well verssed in to be able you mentioned that there were some challenges with the mirror and changes um and it was

026um for especially our our new board members um is the assessment um the name of the company or the assessment um but there's been um statewide um challenges with the mirror that can affect some of our data, right? You know, um it's not um excuses coming up with with some data that that looks one way or the other. Um but I know that I've been part of as a superintendent and principles and teachers have been part of this conversation. And if if Madame President and um if it's okay, I'd like to ask Principal Loose just to just to highlight um she mentioned level changes, right? So they went from one way to um I guess place the students in tears and then they went to another. Then they came back and there was some challenges

027and I think it's still ongoing with um the speech to text um students to answer questions actually speak into their microphones. Um and when we were at the um um schoolboard association institute um superintendents, we were talking about how that is a problem if a student may have an accent or um you know just just not everybody speaks the same. Um if they mumble, if they are a second language learner, um a mirror is not picking up their answers correctly at times. But uh can you expand on that a little bit? Yeah, >> absolutely. So, um, some of what we're experiencing And so, um, it's frustrating, but we're still trying to prepare our students to to show to be able to show success on that assessment consistently. I I I think there's some challenges with

028it. I I think that um the intention is is good. I think there's some good pieces that are coming out of it, but there there are absolutely some challenges um at this point in time. >> Thank you, Mr. Chavis, and Madam President. Yeah, that's that's a great question because again um just the limited conversations I've been in but also hearing um from Mr. Gats and Bey or the principles or or whenever you know the assessment time comes and the students are um have their formative assessments once a month. Um it's challenges across the state and so they're they're you know the state is aware of it. um we have to we have to use the tools that we're required to use. Um but I think the focus um like principal loose is saying like in-house

029our are our our own instruction um you know um making changes or making modifications or or keeping what we what we think is is working um is is the most important. But when it comes down to an outside assessment um you know it's been a challenge year after year after year. There's always something with going back to >> I don't know ITBS when everybody filled in the bubbles, >> you know, or whatever. And that's why our data trackers have become so vital in in the work that we're doing because for kindergarten, for example, they have data for every kindergarten student on letter recognition, letter sounds, and so they're able to know who needs what and where they're at in that continuum regardless of what um this data point might be showing at that time. >>

030Even like a person with me, that would frustrate me pretty bad. You know what I mean? Mhm. >> It's kind of hard for me to sit here and think that some of our students are not going to be graded right or whatever you're doing because of that. >> But it is 2026. >> Yes, sir. Yeah. And again, it it isn't isolated. Um it is a statewide problem that's being addressed and and every I mean, I I would assume every school district is going through these whether they're they're a micro district all the way to Albuquerque. Yeah. >> Yeah. Yeah. No, I get that. Yes, sir. Yes, sir. Yeah. >> All right. Well, thank you for for helping me out on that and and and explaining. Thank you. Good job. >> All right. Good afternoon. Good

031evening. Almost somewhere somewhere in there. I'm Amanda Seagers. I'm the principal at South Mountain Elementary. And this is our update to our 90-day plan. Um, we had a goal to increase the number of students who were who were proficient during the first semester by 6%. Um, based on our data, our kindergarteners met that goal. They increased their proficiency rate by 9%. Our first graders increased their proficiency rate by 1%. they did not meet that goal of 6%. And our second graders decreased by 9% and did not meet that goal. And that's related to what Mr. Bibiano was just talking about. Um, our teachers noted that there was a substantial decrease in scores and they asked that I contact our tech guys to have our headphones checked out. And it turns out that a lot of

032our microphones were just picking up static. And so, um, we had all new microphones at the beginning of this school year, but we've ordered a whole new set in a much better brand, um, in hopes of our endofear microphones working much better. And so, those are already on order on their way, um, because of course a 9% decrease is not what we were expecting. And it also didn't reflect the scores that we were seeing um, on test scores in class. So we've we've fixed that for fortunately. Um this is a visual representation of our scores. So on the left hand side the scores are from August. The right hand side is December. The goal is to have the number of students who are in the dark green increase and the red decrease. Um and so

033kindergarten um is looking better from August to December. First grade has a significant improvement, but second grade was pretty flat all the way across. So for um math for kindergarten through 2 grade, we were looking at a 6% increase in those students who are proficient. Um kindergarten and first grade both met that goal with substantial increases in proficiency. And second grade did not meet that goal with just a 1% increase in proficiency. This shows those math scores. Again, we're looking for more green and less red. Um, and our kindergarten and first grade groups are um showing quite a bit of growth, but second grade is still pretty stagnant. All right, so for third through fifth grade, this is IMASSA data and we were looking for an increase of 10% in the number of students who

034are proficient. And so our third graders increased in reading um by 33%, they met their goal. They had 53% proficient. Fourth grade increased by 26%. They met their goal. 50% of the students are proficient. And fifth grade increased by 9%, they were just short of meeting their goal, but they already had a quite a high proficiency rate as it was. It gets harder to increase our proficiency rate the better our score is. So, um, language usage, we had third grade meet their goal, but third, uh, fourth and fifth did not meet their goals. They had some increases. Fifth, um, sorry, math, um, we had again the same goal of increasing by 10%. Third and fourth grade had some increases but didn't meet, uh, their goal. Fifth grade increased by 26% and did meet their goal.

035Um, I think this is directly attributed to fifth grade's commitment to using building thinking classrooms, um, which is a an engagement strategy that they are 100% committed to. And so it it has really impacted their overall scores. Our goal for the 2026 spring semester is to increase the number of students who are proficient by 5% and 6% in math. Um, we're going to do that by doing what I say is a a PLC reboot. We're really committing ourselves to looking at classroom data um intentional planning and committing towards um looking at the the um the proficiency standards and making sure that we're meeting that that level that we need to be meeting. Um and then also committing to engagement. So, our PLC's really buckle down and make sure that they're planning intentionally toward um standards,

036data, and engagement. And there's that. What questions do you have >> um on Sure. It was actually based on my dash plan team. They they decided on the percentages that they wanted. So it was 100% teacherdriven on what they thought they could accomplish. >> It is definitely. Yeah. Nope. Um it was based on test. They did it based on the the Amira test and the IMASA and they came together and agreed on those numbers. Yeah. Yeah. Sure. This is the first year that they're using AI to >> to score the students. question. >> So, >> have to ask. >> Madame President, members of the board, um any contingency plan put in place um would have to be dictated or through the public education department, right? Because um if and I'm not sure if I'm answering

037your question correctly and and any of the principles or or Mr. Gatsb if you've heard anything more recently. Um you know, I hate to use the phrase it is what it is. I mean that's that's the that's the assessment tool that we're using and what whatever software if it's AI or if it's um you know handgraded with rubrics whatever is presented to us um you know it is very frustrating um because if you are um let's say in the situation with our schools um in South Mountain and we find out that it's a it's a hardware problem, right, with the with the microphones. Um, that is that is money that is spent um not necessarily double, but you're purchasing again another set of headsets that you didn't budget for um originally. Um I'm sure those

038headphones could be used at least for listening somewhere. We could repurpose them. Um but that's not the point. The point is to try to get the best that we can get. Um and um just like these microphones, you know, and the last time we had a board meeting in the software we have, we had that weird little feedback thing and going on and there's technical issues. Um so, Madame President and um um >> board member Lawing um there is not a set contingency plan that we can use that would be apples to apples to to provide that data to the to the public education department. I guess my question at that point is are we the only ones like you said we're spending money on different things the only ones having that problem. Why aren't

039they putting that forward to us? Um, no sir. Like like we were talking about then when we started the conversation, it's this has been brought up again locally with us and with um um pretty much every district and and there's frustrations across the board, whether it's um meetings that the directors have gone to in their own departments. um a mirror will come up in a conversation somewhere um as a frustration um especially if we have the ear of the peed at that time and they ask us any questions um I I attend monthly meetings with superintendent um and that's a regular agenda item um you know um I have not heard personally though the um the fixed costs of being reimbursed um because of headphones or whether it's a a Chrome Chromebook or a laptop

040or anything like that to be um reimbursed by the state. So, um there's other budget concerns that they're working on right now as the legislature goes on. But I hope that answers your question. >> Like I said, I'm just concerned about the kids have problem when they want certain positions and that's what we're asking for. We're not getting your needs. So, I I think part of that we can address through our multi levels for student success, our MLSS plan. And we've been told that we shouldn't base all of our instructional decisions on one test like the Amira. So, we look at things like classroom tests and and so we as educators don't tell our kids it's the beall endall. You have to do well on that test otherwise you're not passing. We base it on

041a lot of data points and I think that helps Oh yes sir. >> Can say no. >> Madam President, Vice President Young, >> um I see heads that were part of the roll out and and conversations and everyone is saying no. I I I would assume and I was I will say this that um this the peed being a a state government agency would not say hey use these only because they don't want to promote only this brand or something but >> purchas those guys would be the guys that say hey we you know in our use and testing and getting to this point these are the manufacturers that work best with our system. >> Yes. Yes sir. But I mean, so we'll just keep buying and buying and buying. >> We just will we

042will um we will evalu reflect, evaluate and um make changes >> as needed. Sir, >> that would make sense. I'm sorry. Little logic. >> Yeah. Yes, sir. And you know, I think um because of forcing someone to buy a certain headphone that may cost um $40, a school district may say, "Well, we can only afford the $20 ones. >> We can only Right." So, but I I absolutely >> am on board with you. Yes. >> Yes. >> A manufacturer's recommendation. >> Yeah. >> Yes, sir. Yes, sir. 40 bucks and >> All right. Thank you, Amanda. Thank you. >> Thank you. >> All right, Madame President, uh members of the board, up next will be Mr. Maldonado, and we will move into our secondary um spring 90-day plans. That was a great question. >> Good evening,

043everyone. Is it on? >> Okay. So as a continuation of our overall yearly goal which is aligned to the MS MEESD strategic plan which is 3% for math and 5% for ELA. We discussed as a with the GC how would we going to how are we going to ensure that we get there and the goal that we came up with was 100% of teachers will incorporate state content priority standards in their lesson objectives. This will allow them to identify students that struggle with the objective and provide them within class layer 2 interventions such as small groups. So the critical action number one which will last the entire 90 days is datadriven identification of struggling students for layer 1 and layer 2 interventions such as small groupoup instruction. The resources that we will need obviously the

044interim assessment data formative data quizzes exams exit tickets and then of course the summitive data quarter exams and final projects. All of this will be instituted and followed through by administration, teachers, and staff. And this is the alignment that I was talking about. ELA and math goals. The percentage of sixth through 8th grade students in the novice and nearing proficient groups will collectively decrease by 5% on the following MASA, which is this year's. And as you can see, the strategic plan on the bottom says that it will um increase by 3% as measured by the APED approved state assessments and or MEESD interim assessments. The math uh strategic plan is in line with our 5% because in math they won't uh the strategic plan says that we will increase by 5%. We went ahead and

045we aligned it with the strategic plan and also said that we will our students will increase by 5% in math. Here is the 2526 moyasa data. I know it's kind of small but if you can see we so the needs support and near target and on target obviously we want this number to decrease and these numbers to increase like the rest of my colleagues before me said and stated and as you can see um since this is the boy the moy only there is no increases it's just the regular percentages but right now I I'll show you to the boy to the moy and that's where we can see the increases or the decreases and here's the longitudinal data. So this is a test that they took in uh in August and we have 43%

046in the moy we have 53%. Here we kind of went backwards so we actually increased by 10%. We always want to see this number decrease because these are students that absolutely have are in in the need support category. We want these to increase obviously. So this one increased by 11%. So we're meeting the goal there. And here we didn't meet the goal but we did increase by 1%. So 24 to 25. Now mind you this is these are assessments. The boy absolutely in August measures sixth grade skills to sixth graders who have never had sixth grade curriculum, right? Seventh graders who had never have had seventh grade curriculum and so forth and so on. So here they're just green greener than green. They just came out of the garden, right? The moy they've had half

047a year of instruction. So, of course, you're going to see increases and um if we didn't, then that would be uh signs for alarm. But here, we also increased by 7%. So, here we should have seen it uh decrease, but it actually increased to 25%. And that's uh 7%. However, in GC, we kind of discussed it and there's a lot of factors that go into testing. Obviously, students go in and they get nervous, you know, they they or, you know, it's getting near Christmas time, right? So, they're distracted and and I realize that they might sound like excuses, but it it's real, right? This is what kids go through. This is what we go through as adults. The good thing is is that we also increased in the near target and on target 8th grade.

048here. This is positive because we went down by 11%. And we went up in the areas that we needed to go up. We didn't meet our goal here, but we met our goal on on target. And so here's the language usage. The other one was reading. This is language usage. We had an increase of 7%. We obviously wanted to go down, but it actually went up from 24 to 31. In sixth grade, we actually went down in um near target and then on target we actually went up. So that that was a little bit disheartening. In seventh grade we did a tremendous gain in need support because it went down by 20%. and it increased by 16 and four which I believe attributes to the 20. And then in the eighth grade we actually went

049down by 6% but we also went down by 17% in neartarget but we went up tremendously in the ontarget by 24%. So we're I think we're going in the right direction. In math, same thing. We went uh down by 14%. Went up by 12, went up by eight. Great sign in sixth grade. We went down in 10% in seventh grade. Need support, but we also kind of slipped in the near because we went down by 3%. But then we went up by 14% on the on target. eighth grade they're in line um as it should be minus 12 + 3 + 4. So the projected outcomes hopefully if we cross our fingers and it's a good testing environment, right? And we give the kids peppermints and they come in and they're well rested, right? and

050they're ready to go and they've done their homework and they've done everything else in order to succeed. We should hit 66% in sixth grade in ELA, 62% in seventh grade, 69% in eighth grade, 54% in math, sixth grade, 42% in math 7th grade, and in eighth grade we should hit 31%. Most of these are in line with the strategic plan. We just need work in eighth grade math and eighth grade ELA and um we're kind of meet it by 1%. We're missing it here in seventh and in seventh grade. So overall the collective data need for needed progress we will need to go from 61% to 66. from math will go 36.3% to 41.3% according to the M meesd strategic plan goals. I think we can meet it. I think we're in line to meet

051it. We just need a little bit more work. And that's where the 90-day dash plan comes in where teachers will identify their standards and kids who are not meeting the standard, we need to retach them, teach them in small groups. And that's it. Thank you. >> Any questions? >> Thank you, sir. >> Madam President, members of the board, any >> Thank you very much. >> Thank you. >> All right. And um the last presentation we have um is Mr. Romero from Morardi Middle School. And take your time, Erin. And thank you. If we go a little over, we'll be all right. But >> um >> always like this picture when I look at this. I I think it's a great picture of your school. So, thank you, sir. You are um ready to go. >>

052Okay. Um kind of like what everybody else is talking about. Uh you know, we really wanted to continue our plan from the fall to the spring. You know, we don't really want to move the goalpost in the middle of the year unless we were just finding that we were being smashing successes. And the reality is that we have not been smashing successes yet. Um we can definitely celebrate incremental growth. But um so all of that being said, a lot of this is very similar to the fall. Um you know, I just made a copy of it like Mr. Bibiano or Mr. Maldonado said. Uh you know, we created these goals to be in alignment with their strategic plan moving forward. Um you know, we want to move 3% in ELA. Uh the reality for MMS

053is that we can grow a lot more than that. Um we are probably on the lower end so we should be able to show more growth. Um so but again because these goals are kind of set as a district you know we're going to roll with them and we're going to hope to be even higher than that. Okay. So there's our language arts. You know we want to grow by at least 3%. Um and when we when I say language arts I really mean uh reading. we aren't we don't tear too much into the language usage. Um and then when it comes to math, we want to grow by at least 5%. And so some of my slides have um kind of beginning of year, we can scroll through these. I talked about these in

054October. I think that's that's that's good right there. You know, just a refresher, this is where we were when the um uh Vista's data was published. And so, you know, this is a good measure for us. This is just to remind you, this is where we were two years ago, actually. And so, if you'll go to the next slide. Yeah. Did that show it? Yeah. So, yeah, there we go. So, this is last year. So, you can see our math proficiency, just as a reminder, was at 10%, our reading was at 33, and our science proficiency was at 25%. So the goals that we set uh I set these goals with my guiding coalition and we you know uh the question was how do you derive these goals and we you know take everything that

055we can into account to create these goals you know we consider you know we only have the three grade levels so we consider those three grade levels the achievement that they've had um you know say for the groups that have been with us you know where have they been at how are they trending ing longitudinally and let's, you know, set a goal. And so, you know, we basically set a goal that we'd like to achieve, uh, we'd like to have 40% of our students reading at proficient. Um, and so the focus area to get us there, you know, the adult behaviors that need to change, uh, we think that we've really got this misalignment or had this misalignment with grade level standards. Um, you know, that we weren't really using the right measures. I think

056we're uh pretty focused on utilizing the curriculum and maybe we should have been using scope and sequence a little bit more paying a little bit more attention to the standards and so this is something that we've really kind of in pockets dedicated to this year math and ELA are really really making great efforts at this and we need to become more consistent as a building. Uh some of the people have talked about, you know, MLSS, the multiple layers of support. And as I walk through the building and I do walkthroughs and I do observations and I'm asking the kids, what are you learning? I really think that MMS we have an issue with our with our layer one instruction, which is like the instruction that all kids get. And so we've got to become better

057at kind of, you know, taking the things that are available to us like the BTC strategies and create some more uh engaging learning opportunities. And I've really challenged staff to kind of think outside of the box. Like we don't always have to get the textbook down. We don't have to read directly, you know, let's incorporate more student voice. Let's do collaborative work. Let's do some project based stuff. Um, and there's a fear of that and an almost an unwillingness on some of the staff's part to kind of think outside of the box. Um, and I think it's just like, well, what if what if we fail? And, you know, my response is, that's okay. You know, were you able to engage kids better than, okay, let's get the textbook out and let's read on page

058300. Like, you know, that's not going to engage anybody. So, uh, you know, this is something that we've really focused on, especially ELA, um, you know, explicit vocabulary, close reading, comprehension, uh, writing, you know, uh, social studies has done a really good job of supporting ELA in this goal. And I will say that my staff do a really good job of taking this personal and that yes, this is a goal written for ELA, but they un many of them understand that, you know, I have something to to go with this. I'm I'm complicit in this. So yeah, that's our goal for ELA. Uh this was the summitive ELA achievement through the years. Um so you can track, you know, by cohort. In uh 22, we had 34% of sixth graders reading proficient or advanced. And

059so, as you can see, that number took a drop in the 23 school year, but then has kind of bumped up as we've gone along. Uh, when you look at the seventh grade, you kind of see the same thing. You kind of see this high and then a little bit of a dip, but, you know, back up on the uh upward trend. And then with the eighth grade, you kind of see like a a rise where the other subjects where the other grade levels dipped. and then we're kind of trending back upward after that. So, just looking at it longitudinally, uh goal number two, math focused, we want to move students from needing support, so out of the red columns, uh into the yellow and green columns. And so, how are we going to do

060this? You know, what adult behaviors need to change? Again, we're worried about layer one instruction. Uh math have really really taken this on. And I think that math instruction looks better at MMS than it has in a little while. Um the my two math teachers have really dedicated themselves to learning their standards, uh teaching at grade level, you know, with the expectation that wherever we set that bar, the students are going to rise to it. And so this is something that they've really dedicated themselves to. they have really taken this personal and we've you know continued to show like I said incremental gains and um I'll say it all the time it's never sufficient for us but we have seen you know higher values of growth so um and some of the data that I'll

061show you from this school year kind of supports that we are making some gains in that direction and again this is just the longitudinal data um you know these are one pieces of data you know, for groups that are no longer with us even. And so it's but it's still interesting data that we'll continue to track and you know, obviously look for trends. Um let's skip through this one because that was last year. Uh keep going. Um go. So this is where we were beginning of year and we could kind of go through these quickly because on the next slides it's got the beginning of year with the middle of year and so again you know a goal for me is always to see this red bar shrinking. And so you know you can see

062this is for the sixth graders with our from beginning of year to the middle of year in reading. you know, the red bar is shrinking. Um, you know, so unfortunately the number of of proficient students dropped, you know, and at our school that equates to like one kid. So, we could have had one kid move out. And, you know, when we went to test again, we had one fewer kids testing there. But, you know, I want to celebrate the red bar dropping. Our seventh grade group's really interesting in that everything's kind of stagnant. Um, you don't really see too much change. The red did drop, but I mean it's it's one percentage. That's one kid. So, you know, don't want to get too high up on that. Um, again with the eighth grade when it

063comes to reading, we've got a big drop in the red bar. But what I really want to celebrate here is a 10% growth in the number of proficient or advanced students. And so, that's the kind of thing that we want to see. We can go to math next. Yeah, you can move through that one. Okay. So again, same thing with math. This is beginning of year to middle of year. So the sixth grade, we almost doubled the numbers of proficient or advanced students, which is awesome. Again, seventh grade, a little bit of a conundrum, kind of a, you know, scratch our heads. Reading and math, they're just real stagnant across the board. And so, you know, I don't know what we got to do. We got to figure out something here. Um, eighth grade, uh,

064math right here. We got a big drop from 66% of students needing support down to 50 uh you know 4% growth in proficient which is great. Um but again I you know we always want that red bar to shrink. So yeah that looks really good. And then I just kind of quantified it here. Um you know because sometimes those graphs don't tell everything. um you know just highlighting reading every content grew or I'm sorry every grade level grew which is great uh the number of again in reading the number of proficient grew by 10% that's awesome math we still got some work to do here but you know we're moving 16% of our eighth graders from that red column into the yellow and green that's great we're going to celebrate that for sure yeah and

065that's Thank you, >> Madam President. Members of the board, any questions or comments for uh Mr. Romero? >> Thank you. >> All right. Thank you, sir. >> All right, Madam President. Uh that uh concludes the scheduled uh presentations by the schools for the work session. Um it's the will of you and the board to we can end the work session and take a short break and then start at >> is it 6 in in >> 5 minutes >> at 610 if you'd like in five minutes. So >> if you want to end the work session we're good to go. >> Okay. >> All right. >> So >> I call the work s Sorry. >> Okay. We call to order the Tuesday, February 17th regular board meeting to order. Would you please stand for the pledge

066of allegiance? I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you, members of the audience. Um um I'd like to make a request before we move on with um tonight's agenda. Um we received news over the over the weekend and um that um a longtime staff member um for the Morardi school district passed away. Um Richard Rick Gilland. >> Um many of us um in this room um knew Rick for many many years either as a teacher andor coach um and more recently um after retirement um also worked as a substitute. um for the Morardi Edward School District and um served the community and the students for a very long time.

067So, if I may, Madam President, I'd like to um invite those that are with us for a moment of silence for Mr. Gillind and thank him for his service to the Morardi School District in our communities. All right. Thank you, ma'am. >> I appreciate it. >> Okay. Our next item is adoption of agenda. >> Madame President, um I recommend that we adopt um tonight's February 17th regular board meeting agenda um as is. >> Okay. Superintendent Biviano recommends that we adopt the February 17th regular agenda as is. Are there any questions? Any discussion? If not, may I have a motion? >> Madame President, I move that we adopt the agenda. >> Is there a second? >> A second. >> All those in favor say I. >> I. >> Opposed. >> Okay. >> Thank you. Well, there's

068a few people that came in that weren't here at the very beginning, so I'll say welcome. >> But um and then maybe more people will join us shortly. But anyway, we're glad to have all of you here with us and thank you for your presentations and um we'll go forward from here. Next item is approval of minutes. >> Madam President, I recommend um approval of the draft of draft of the minutes from the um January 20th regular board meeting. Superintendent Viviano has recommended that we approve the minutes for the draft of the minutes from the January 20th, 2026 board meeting. Are there any comments to that board? >> Uh minutes? If not, may I have a motion? >> I'll second that. >> And a second. Okay. All those in favor say I. I. >> Opposed?

069Okay. Motion carries. >> Superintendent board comments and commendations. All right, Madam President. Um, next we have as a discussion item um we have um the first of two audit reports that happened um this year because of um some federal systems that had to be changed. So um if we can um we will have a phone in um to accounting and financial solutions. Hopefully Terry is ready to go. We didn't have her wait too long. Um in front of you is the packet um this one right here of the entire report um that was submitted >> recording. I'll see if this person is available. >> Danny Young Edward. >> There you go. >> So again the packet and then um they will take us and walk us through um the report um the condensed version of

070walking through the report. She >> Terry. >> Yes, sir. >> This is uh this is the Morardi Edgewood School Board. >> And how are you? >> We're good. >> Yeah. Good evening, Terry. >> Hi, Terry. We are ready for you to go over the uh FY25 audit report uh whenever you are. >> Okay. Uh are you looking at it on the screen or is does each person have a report? >> A report. >> Okay. So, we're first we're going to go to page three which is going to be the yellow page in the report. Are we ready? >> This is the independent auditor's report opinion and it comes um this report will have two opinions in it. This is the first one. The opinion itself is the first two paragraphs. The first one talks about

071what the opinion is on which financial statements. The second part is the actual opinion and it says that we do we believe the financial statements are fairly presented in all material respects which means that there are no modifications or qualifications in the report and it's a good clean opinion. Then we're going to go on to page five which is the in relation to opinion. This opinion is for all of the rest of the financial statements that are in the back of the fi of the audit report. And it basically says that the financial statements in the back of the uh audit report tied to the financial statements in the front that there's no material dis discrepancies. Okay. So, now we're going to go on to I I'll cover the restatement because there is a little

072bit of restatement I believe this year and that is on page 54. >> Did you say 54 or 64? >> 54, right? >> 54. Okay. Yes, sir. >> Thank you. >> This year, Gazby 101 came into effect. which caused a restatement to your financial statements. Gazby 54 I mean Gabby 101 basically said that um they wanted the management to decide how much of the leave sick leave uh vacation every any kind of leave that is accured from year to year. and for you to say how much would be used on average during the next year that would be considered is going to be used. So everybody kind of looks like they don't know how to do that and and we all agreed. So somebody came up with a method of averaging the leave for the

073last three years and then coming up with the leave for the next uh for the next year. So the restatement is that your uh compensated absence increased by $460,000. That's the first column in not the first column but the second column. And so it's a restatement of $460,000 and it affects the governmentwide financial statements only. Then there is a $40,000 restatement. And that's because one fund, the 24330 fund, went from being a governmentwide a major fund to a non- major fund this year. So that's the the $40,000 restatement. And then there was a change in estimate on a building that was put into effect and the estimate changed the depreciation and that's a $391,000 um change. That's the that's the major stuff and you can see the detail of that up above the restatement graph

074uh chart. So now we're going to go on to the next opinion which is at the back of the audit report and it is on page 103. It's a yellow page. >> Page 103 is the governmentwide uh the governmental uh auditing standards. And this report come this opinion comes in two parts. The first part is the report on internal controls over financial reporting. And if you look in the last paragraph se on that page, second to the last sentence, it says that we did not find any significant deficiencies or material weaknesses to report. So basically that's a good clean opinion with no uh major weaknesses. The next opinion comes on page 104 and it's the report on compliance and other matters. This one comes in two parts. The first part is government auditing standards and

075and there is no findings reported in government auditing standards. The second part of this opinion is the New Mexico um requirements, state auditor and state law ped. And there is one finding that we're going to go over that has to do with the uh New Mexico requirements. So then we go on to page 105 and this is a summary of your audit results. So that whenever you're trying to tell somebody what this report basically says, this basically sums up the report. So it says that there's an unmodified opinion. There's no material weaknesses in your financial statements, no significant deficiencies, and no non-compliance material to your financial statements. And then in the New Mexico CO state requirements, it says there's one finding that is in other non-compliance. No, there's no findings in other non-compliance and there's

076one finding in other matters. So your finding on other matters is reported down on page 106 and it has to do with the when an employee moves from um in the ERB reporting requirements. They there's a different rate for people who make less than 24,000 and people who make more than 24,000. And there was three people that was tested and it was discovered that that rate did not change when they moved above the 24,000. So that created the finding. The next page is on page one uh the next thing is on page 107 and that's the year prior year finding and the prior year findings had three findings that were resolved during the year and there was no findings that were not resolved. So you had no repeat findings. That's the end of the audit

077report. Does anybody have any questions for us? Any questions? >> No questions. >> All right. I think Terry appreciate the work and your team um um did for us. Um >> quick explanation. Um and uh we thank you and have a good evening. >> You too. Have a good evening. Thank you. >> Thank you, Carrie. Yes. >> Good work. >> Thanks to business office for a good report. >> Yes. Yes. It's a lot of work >> and the whole team. Yep. >> All right. So, Madame President and members of the board. Um if there aren't any other questions or comments, um I recommend approval of the FY25 um audit report. Superintendent Bibiano is recommending the approval of the fiscal year 25 audit report. Is there any other discussion? If no other discussion, may I have

078a motion? >> So, okay. A second. >> I'll second. Okay. All right. All those in favor say I. I. >> Opposed. Okay. >> Moving forward. Do we have someone here from the >> student council? >> Do we have um do we have student council tonight? >> You have a video. Okay. Let's see if we get the video. this time. >> All right. All right, Madame President, uh members of the board, um for this month's uh strategic plan update, we do have with us u Mr. Adams, a blast from the past. Mr. Adams coming and presenting to us. U Mr. Adams is our is our career and technical education coordinator. Um we kind of uh we not kind of we did talk to the about this uh when Mr. Adams came on board in October. Um,

079you know, we wanted some work to be done, um, organizing the department, um, getting some trainings, networking, um, he'll talk about all that, but then, um, we did have a goal that in February we'd get an update and and where, um, you know, we've come from, where we're at now, and where we're headed, um, um, under his department. So, Mr. Adams, welcome back. And, um, we're ready for you, sir. >> Thank you. Um, thank you. And what a great segue from Mr. Romero. And I want to do a little bit of a disclaimer because some of the things I'm saying doesn't have anything to do with all of the numbers and the growth that the principles have been trying to um you know show you and and what they're doing at their individual schools because

080um this is this is new to our district, somewhat new to our district, I should say, but we're trying to get it um um more solidified into um um pretty clear pathways Um, so one of the things if you noticed in all the presentations we just did and at the break we were talking about it is our public school systems are designed for students who are going to succeed in the systems and that happened about 150 years ago. They created a school system where they said um go into a classroom, be on time, do what the teacher tells you to do and you'll become a great employer uh employee, I'm sorry. and it worked really well and we're still trying to do that same kind of model today. So, um, one of the things that's

081difficult for all the principles that are trying to change all these data is you have all those other students that are there that that aren't the the perfect students that fit into the system and they're always trying to figure out what works for them in the system. Um, go ahead, Les. Um, we have treated graduation as a destination and I'm including myself. I was principal at the high school for nine years. Graduation was always this destination. We got to get them to graduate. What's our graduation rate? I knew what the graduation rate was every year as principal, but I had no idea what every one of those kids was going to do after they left high school. So, it was kind of a destination. Well, I got you there, but I really don't know that

082I've prepared you for what's going to happen next. So, it should be a milestone, not a destination. Um, I wanted to clarify this because there's still a lot of confusion. Um, CTE is not creating pathways for students that don't plan on attending college. In the past, when we were in school, most of us, I think, I don't want to age anybody, but when we were in school, you were either collegebound or we called it a vocational kid, right? Oh, well, they're a vocational kid. And the counselors would actually say that to staff members, well, don't worry about that because they're just a vocational kid. They don't need to go to college. They're not going to go to college. Um, so we're going to treat them differently. Career technical education is a modern educational model that

083provides all students with academic, technical, and hands-on skills for needed for specific careers. So, how do we make every student's experience in the school relevant to what they will be doing after they graduate from high school? So, just like it says career, what do I want my career to be? Technical. What initial skills do I need to be successful in this career? And what education can I begin to obtain both in the classroom and in the field to get me started in this career? Here's a fun fact. to New Mexico in 2021, 97% of students enrolled in CTE concentrator courses, which is a pathway of courses, compared to 76% of all students graduated from high school. Why do you think that is? It's because like Mr. Romero said, it was relevant to them. I am

084taking a lot of welding related courses or I'm taking a lot of medical related courses and I know what I want my career to date and it means something to me. We've all been in a classroom and most of I know Mr. Young's one of them probably said, "How am I going to use this in my life when they were in a math class or we've all heard that, right?" Well, those were real questions and they needed the answers to kids need the answers to those questions and we need to make it relevant. >> So, aspects of a successful CT pathway, their state requirements. Um, we have a uh I call him a liaison that works with us. He'll be at our CTE fair tomorrow. um he's our connection to the peed and if we

085want to create a pathway and we want to do something um a little bit clever or um thinking outside the box, we call him and he tries to see if we can get it approved through the peed to make it a graduation requirement for students. So we use him as a resource. Um, we have career and technical student organizations, industry certifications, community partnerships, creative and flexible scheduling, and then challenging the mindset of our system and of our teachers and the way they've been teaching for a long time. So, the New Mexico requirements are high quality CT programs of study or pathways, work-based learning opportunities, community capstone projects. That means that's an internship project. That's the finish of your um high school. When you get complete your pathway, you're completing your your capstone. Align dual credit,

086which we continue to look into as many options as we can find. Um flexible course designing and scheduling and Integrated social emotional supports is our students ready to work in team aspects if they go out into an internship. How do they deal with conflict resolution when they're in high school and they're working with people that are a lot um older and more experienced than them? So, we want to make sure they're mentally ready to deal with some of those and have the resources to deal with those things. Um the career and technical student organization, Skills USA, which we have uh three groups um registered for now. We're we're just learning more about it. Um and then future health care profession or future health professionals, emerging leaders and entrepreneurs, business leaders, education rising. I have educators

087working with teachers, but we don't have enough to really have a student organization as of yet. So we haven't um looked into that too much. Um we have FFA and have for a long time and then family and consumer sciences. Through all these you can look you can earn industry certifications. Um a very basic one and the the gentlemen that work at the Kate Center with me out there we've talked about every student that goes through the Kate center getting their OSHA certificate. They're already work ready and and a lot of places will hire them. That's the first question they ask. Are they certified in OSHA? So we want to try to make that just a regular part of our programs out there. Um animal science there's a lot more. Welding, Ducks Unlimited, um CNA

088and MA, um Serve Safe and um EM emergency medical responders. So, social reproduction um and I just like this. I I've been to a lot of conferences. Mr. Bibiano sent me a to a lot of places and there's been a lot of of diff a lot of information, but I I just like this one because this was how my life went and I and I see it in my own family. Um, it's basically that whatever emphasis your family has on your future, that's kind of what you do. And some of you may have done that. Um, I have four daughters. Three of them got education degrees. That wasn't necessarily because that's what they wanted, but that's what they were exposed to their entire life. And so, we have to do a better job of exposing

089students to different things that they might be interested in. And then I had a black sheet who said, "I ain't doing that from the very beginning." And took off across the country. So, So, here's what some sample pathways might look like. And I did one that might not need um a four-year college, and then healthc care pathway if you wanted to be a doctor might. Um so, if you're going into healthcare, you might take biology as a ninth grader, anatomy and physiology as a 10th grader, dual credit medical terminology as an 11th grader, and then some kind of uh healthcare occupations, internship, job shadowing as a as a senior. Um and and then you see on the welding side the same kind of thing. We kind of already have the welding ones kind of set

090up. Um what's missing in those pathways are the core courses. So you have English and you have math and you have science and you have history. One of one of the things Mrs. um Romero was talking about is the conversations and the and the mental thinking of how well do I know my kids in my English class and is there a way that I can contribute to the success of their pathway um by giving them assignment that meets the standards that I have to meet but is in the health care field or allowing somebody to do it in the welding field instead of some of the novels and things that students are are learning in English now. So, it's a little bit of a just a disruption in thinking. Some of the challenges I've run

091into is I have teachers weekly, I'm not going to say daily, but weekly will send me an email and say, "Hey, I heard so and so is looking for a job. Can you find him a job?" And that's really not what my I'm doing, right? Um, so I I'll say, "Well, have them come talk to me." And I'll start talking to them about careers. Um, so we're looking for careers. We're not looking for just um finding students jobs in the community and um we we don't we have a lack of true industry in our community. Um my best resource right now is internal um teaching the business office over here, possibly maintenance, auto mechanics if we're thinking about learning to work on buses and things like that. That's that's our best thing. Um, but if

092I wanted to go find if I had six kids that wanted to go into the field of welding and needed an internship right now, I'm not sure exactly where I would go to find that. Um, students and industry potential employers see job shadowing and internships differently. Students, when I say, do you want to try a job shadowing or try to get an internship? Think of job shadowing as unpaid. Well, students want to be paid. um if I go to the industry and say I have a student that's interested in this, they want that to be job shadowing. They don't want to pay them. They want that the free labor and hopefully until they figure out that the student's going to be um a good employee and then they'll hire them on. So that's what I'm

093trying to have conversations about and then creating the mindset that the state standards and core content areas can be taught in ways that are relevant to the students career aspirations. That's it. Right. Do you have any questions? >> Exciting. It really does to help our kids that want to go a different way. >> It It's a process. It's not just something and we talked about that back in October is it's going to take a while to get the pathway set up to get the word out there. >> Thank you. >> I think uh >> good work. He's white. >> So, um, Madame President, if were there were there questions or comment? I I just, um, so you talk about the lack of true industry. Um, but you have organized the event for tomorrow, right? And

094there's some industry partners with this event that you can start and and there's you made a relationship with pattern and and and what we have so far. Probably our biggest industry out here right now is um is the wind turbine business. And you know, I've learned about that because it's from the ground up. It's from construction to concrete work to maintenance on those things to getting all set up. So we'll have several of those groups there tomorrow. It's not >> I've learned that too. It's not just pattern sky climbers and baselines has a program for that. >> So that's really the one and they are just begging for help. The problem with that is there's not internships before graduation. So it's more aligning those students up and how do we get until they get there

095and how do we make school relevant for them knowing that we're going to help them get to that point. and and Mr. Adams, um the students you've been able to place, you talked about some students working with within the school district, you know, and doing um some work with teachers if they're want to be educators, but you also um you mentioned to me some the challenges with like cosmetology. >> Yeah. >> You know, and then and then some realators or something like that. So some of the students have found internship um internships on theirel by themselves and then they've come and said you know this is what I want to do and um we have everything from forensic evidence labs and APD to um um when I did a a brief survey there was a

096lot of cosmetology stuff but when I started looking and trying to go out into the community to five different places that might support that. They were always closed because there are small businesses that operate on their own schedule. So, it's like, "Yeah, I can do your hair tomorrow at 5:' or whatever." So, it's not it's got to fit into that student schedule, too. So, there's some challenges there. But those are things that we just have to work out and hopefully with some scheduling things we're talking about in the future when you become a senior hopefully you'll have a good block of time to go out. >> All right. >> Awesome. >> All right, sir. Thank you. >> Thank you. >> All right. Next we have learning services. Um, madame my madame president, uh, members of

097the board, um, are there any questions, um, or comments for Mr. Gatsby or Mr. Gatsby, do you have any updates since you last submitted your report? >> There is an update report initially high school. Since then, they've gone back and they're still deliberating. So, they haven't >> Oh, they haven't made a choice. Okay. >> Okay. >> Today, we held elementary teachers for adoption. >> Um, they're narrowing it down. We should have a choice. >> Okay. >> Mr. Casti, I have a question for you. >> Um, I noticed that our numbers, we've lost quite a like >> 73. >> Yeah, we've lost. Do we know why we've lost that many? Is it I know things change throughout the year and different reportings and things cross over, but if they've left, do we know where they've gone

098or why they left? >> Burns. Yes. Um Cassandra keeps track monthly of disabled students and we had 22 students um in January home. >> Okay. I don't know why that trend is occurring, but >> it's at every school. There's a couple kids that are going to home >> school alternative schools. >> Okay. Thank you. I was curious about that as well. So, we don't know that any students have just plain dropped out. Would would you have any way of knowing that if they just quit? President we have four team drops. Um and so those were kids that just stopped coming that we have not stepped down. Um I do have I do know that some of those um students that opted for home school um are more high school students and it was um due

099to um inactivity in our virtual learning um academy of learning and so they were asked to come back to campus wasn't the right fit for them and um so they chose other they chose other online programs or homes. >> Okay. is what um to me those students got. >> Thank you. >> So I have one question. I um as far as the math adoption process, does it take into consideration going from elementary to middle school to high school? Is it I mean I mean we have several different vendors or I guess curriculums that are there, but I mean is elementary, you know, is it aligning with what middle school is going to do and middle school with high school and from the bottom up or top down or however that should be? Um yes and

100um each grade >> each grade man has a choice A5 68 12 um all of the groups have been instructed to look at the curriculums in the lens of okay what's best for students what's best for our initiatives as far as rigor uh student engagement um and aligning ourselves to the next school instructional scope so that we understand that we're teaching students um in a way that they're going to get proficiency standards. Um at the elementary level um we chose all the publishers who were rated 98% or higher by the education department. Um there was one that was rated that high didn't choose. Um because in the in the grading report um it said it was online only. Um but when teachers came through the preview they asked can we see that one? Um, so

101this person uh helped uh figure that out and we got that program in for a presentation. Um, it turns out that they're not strictly all online. There was there was more information there that we didn't know about. Um, the high school did something similar. Um, they wanted a certain publisher at presentations and we got them on board. We're we're approaching this in in a way that we want the professionals, our teachers to make the choice with what best corrections. >> So to answer your question, um I don't know if I agree or disagree, but I I kind of disagree, but to some extent on it should align from bottom to top in my opinion. I mean I mean now whether that's maybe we do the research up front and present vendors that align strategically all

102the way up or I don't know how that looks. I don't do your job. I don't do any of their jobs. I mean just in my job it makes sense that you would align you know A to Z kind of like offering headphones that work with your software. I mean it's just logic to me. I mean, so I understand I mean >> that that Madame President and and um Vice President Young, that does make sense. I see what you're saying. Like >> one one follow >> um if it's McGraill from from K to 12. Um when you when you do look at these um at the different curriculum at the different grade levels there there are some changes let's say from elementary to middle school that the teachers um um and and and um whomever

103else is with look at that and say it doesn't fit. >> It isn't a continuum all the way across. Um some of some to be honest some of them are really really not good secondary curriculum but really good elementary curriculum the company will focus on um or vice versa and so that's where um the the rating systems um you know um and and all the other discussions happen um I see your point and your opinion of of what that would look like but that that comes into play as well. I mean, you could look at a you can look at it and and definitely see some some discrepancies and say we don't want this for our secondary at all. >> Right. Not discrediting teachers, but like >> I really don't trust anything PET puts out

104as as a rating system. It's not like we're the shining star of education in the country. So, >> just personal opinion, >> right? So, at least we're lucky though that we have multiple at least instead of just one test. >> Right. Right. >> Right. Instead of just a mirror, we have multiple to look at. Yeah. >> Thank you. >> That's a great point. Yeah. Thank you. Any other questions, Madam President? >> No, no questions. >> Thank you, sir, for the update. >> Now we move into our business section, >> student support services. >> Oh, I missed one. Sorry. Yep. Student support. She's standing up. I'm sorry. Forgive me, >> Mr. All right. Madam President, members of the board, any um questions or comments uh from Mrs. Ortiz, or do you have any updates since you

105submitted your report? >> No questions. >> Thank you. No questions. >> All right. Thank you. >> Now, >> okay. Now, we can move into the business um consent agenda finance. Madame President, I recommend um approval of consent agenda finance items one um through four. >> Superintendent Viviano is recommending the consent agenda for finance items one through four. Is there any discussion? >> If no discussion, may I have a motion? >> So move. >> A second. I'll second. All those in favor say I. >> I. I. >> Opposed. Okay. Motion carries. >> All right. Madame President, we have um some reports under business. U Mrs. Young, any changes, any updates? Anything you would like to >> to add? No, we're good. Any questions on the revenue and expenditure reports or fixed asset reconciliation report? >> No

106questions. Okay. No questions. >> All right. Mr. Jones, finance committee, not a committee. Any Madam President, members of the board, you just have the final approval updates on that and finance committee, we postpone from yesterday till next Monday due to the holiday >> the holiday. >> So, well, thank you for the good audit report for the whole entire group that came together, but you work very hard and we appreciate you and your and your team. Okay. All right. Thank you, ma'am. >> All right. Personnel. >> All right. Madam President, we have Dr. Buckley, director of personnel board report for this month. Um, any comments uh questions for Dr. Buckley or Dr. Buckley? Any updates since you submitted your report? >> No changes. Okay. >> Questions or comments? >> English, I guess. my >> my my

107questions. Do we do we have teachers teaching other things that could teach those things or >> we encourage when I'm recruiting I encourage them most of our >> Oh >> yeah and In my I'm going to share my opinion, okay? Um, in in most of life, there are tiers and levels in education when it's math, English, science, and special ed, we pay them the same as the person, you know, teaching something we're not necessarily grading them on. >> And I don't really I obviously know that we can't do something about that, but I feel like that's a fundamental change that needs to happen for teachers that decide to do those things. So, I mean, if there was an increase in pay for teaching one of those subjects, I bet you we'd have more teachers in

108there. I mean, my personal opinion again, but yeah, I mean, we'd fill those positions faster if we paid paid. And it's not that we can, right? If the state said, "Hey, we need we we're going to pay math, science, English, and special ed teachers more," which in my opinion, deservedly so. But I mean, we'd probably have those positions filled and be looking for we probably wouldn't be looking for a whole lot of extra people. >> So, Madam President, Vice President Young, um I know I see where you're coming from. Um so, as a school district, we have minimum salaries that we that are set. Um if it's a conversation that wants to be had to as a recruiting tool, um the the there's um discretion of the they'll say the eleas, right? the school districts

109um to have a differentiated pay. >> Um so there could be an increase for special education teachers more than just um a general ed teacher um or if it's a contact if it's a if it's a a a um and sorry I didn't mean to interrupt but um you know a um core content like math um or those that which math is really hard to fill on a regular basis across the state. Um there could be some differentiated pay um for uh being a a high school math teacher. Um so that could come up in the in the upcoming budget conversations. Um most definitely >> I'd like to look into it and see if other districts actually offer that to >> their I will say that our competition when we're at um good example is

110Carl's bank their signing bonuses. >> There's a different level of money down there. And so if you're a math person, you're young. >> I know we did that for the bus drivers, >> increase the rate. >> Yeah. >> You know, we have to ask Anthony about that. She's the one that runs all that money, >> right? >> But I think it would be a pretty good idea. >> Well, Madame President and members of the board, that's that's an that's an easy ask to to put that question out there. Do you have differentiated pay for core teachers, especially in in in a district? >> Um, and it can it can have a discussion. And to go back, um, to to your question, um, um, Vice President Young, um, there are teachers that are multi have multiple

111endorsements. >> Um, sometimes you it's a science teacher who has a math endorsement. >> Um, and as we move into staffing for next year, say, "Hey, we're going to move." Um, but you know, those are two different things, right? some with multiple, some are K through 12 endorsed and they get moved to the high school or to the middle school or as the district needs. So, >> um you know, look at endorsements most definitely when we're trying to fill this. Um but the ask and and differentiated um pay, you know, this the state legislative um legislature did have uh a couple of years ago um it may have been last year, but I know a couple years ago um I'm I don't want to say this wrong, but it was either a bill or a

112memorial to study differentiated pay for um special education teachers. Um there are there were some um state endorsed stipens um that were put out there, you know, that started with, hey, this is for the special education teachers. And as as it got closer to actually giving it to them, the requirements and and what was, you know, um given got whittleled down to some very specific requirements that weeded out others. Um but we can move on that, sir. Absolutely. recruit recruiting >> because every every board report I see a math teacher at Mority High School. >> For the last several I've seen an English teacher at the high school and I mean >> we're trying to grow. I mean those are part of our strategic plan and I think we throw a little funding towards getting

113that and maybe it helps. >> Good point. Good point. So I'm going to write that down. Right, Madam President, members of the board, anything else for Dr. Buckley? >> No further. Thank you. >> And next we move on to support services, special projects, and other items. >> All right, Madam President, if I may, um I'll just open it up to um you and members of the board. Are there any questions for any of the coordinators um from transportation tech, maintenance, food services? Mr. Adams left, so I could try to answer his questions if you had any um um for the board reports that were presented. >> No questions. >> No, >> just still concern the buses. There's what we lost four more. We have four more open routes and then four routes have been consolidated.

114Six. >> Yeah, >> pretty close. >> They're getting close. So hopefully they'll get their DSL licenses and >> I think that'll help with attendance. >> Yes, >> it would help with attendance. >> Attendance. Yes. >> So, how did the ride the bus day go being that that's transportation? Did the for the district on the day that counts for >> 80 the 80day count? Is that what you're asking? >> Yes. the 120 >> I mean 120 80 day. >> Yeah 120 180 day. >> Yeah. Right. >> Yeah. I didn't get the the numbers on that. We haven't they haven'tated them. Yeah. >> Miss Loose, did you run out of donuts? >> We had about um two donuts left. We went for 220. >> Good. >> 20020. >> Okay. Awesome. That's good. Thank you. >> No further

115questions. >> All right. U Madame President, um we do have an action item. This is a request for out of state uh travel from the um junior u JOTC program at Mori Arti High School. Uh the junior cadet leadership camp u May 31st to June 5th. This is uh for Carson, Colorado. This is the annual annual leadership camp that JOTC takes. So I recommend approval of out of state travel request for DOTC. >> Superintendent Bibiano is recommending approval for the out ofstate travel request by the JOTC for junior uh leadership camp on May 31st to June 5th, 2026 in Fort Carson, Colorado. Is there any discussion or questions? >> All right. If not, u may I have a motion? >> A second. >> Second. All those in favor say I. I >> opposed. Okay. Approved.

116>> All right. Thank you. Next we have board policy. >> All right. Madam President, uh, first we have a second read on policy G2550, which is also policy GCCA, professional support um, staff general leave. Let me pull this up. We had our first read um, last month. There it is. Um, this policy is in your packet. Um, and as a reminder, um, down at the bottom is the highlighted area. It's an addition, um, and, um, rewarding where employees will not acure paid leave benefits if their absences from work, including any approved leave, results in a full pay period of continuous leave without pay, disability, or other non-paid status. So approval of this um policy um would have this language that comes out of language that's um the same as language in um FMLA. >> We

117keep saying Furpa but FMLA. >> So we're open for discussion if there's any. >> Is there any discussion? No. No discussion. >> No discussion. Then I recommend uh approval of the updated um policy GCCA. Superintendent Viviano has recommended that we um approve the policy update of policy G2550. Oh, GCCA. >> Yes, ma'am. >> Um >> can we can we do a roll call on that, ma'am? >> Yes, sir. Yes, sir. All right. We'd like a roll call vote. Uh may I have a motion? >> Madam President, I move that we approve um policy GCCA. >> A second. >> I'll second. >> Okay. Okay. May we have a roll call vote? All those in favor? >> Jeff Lawson I. >> Wendy Burns I. >> Robert Chavis I. >> Jenny Young I. >> Linda Hudson I. >>

118Motion carried. >> Action. Action completed. >> And then Madam President we have a second read. Um this is the same language but this goes to um um professional and the support staff who um are um basically 12 month employees. Um, let me pull it up again. So, there's two um things that we'd like to propose to to um change with this policy on policy GCD. It is the title of this policy to change it from professional support staff vacations and holidays to actually professional support staff annual leave because that's what we're addressing. And then um it would strike annual leave cannot be accumulated while the employees on leave without pay and add the same language from FMLA. Employees will not accure paid leave benefits if their absence from work including uh any approved leave results

119in a full pay period of continuous leave without pay disability or other non-paid status. So it's open for discussion in our second read. >> No discussion. All right. So, Madam President, I recommend approval of policy GCD um with the updated title and um changes to the wording. >> Okay. Superintendent Bibiano has recommended the approval of policy GCD uh with the changes that were recommended for approval. May I have a motion? >> You want a roll call on this as well? Okay. >> And a second. >> Second. >> Okay. All those in favor? >> Jeff Lawing I. Wendy Burns I >> Young I >> Linda Hudson I >> approved. >> Thank you. >> Do we have any citizen comment? >> No. No sir. >> Okay. With no citizen comment for tonight, we'll move on to advanced

120planning. >> All right. So, Madam President, members of the board, um gave a list of dates and upcoming um activities that um public's invited to. We have the CT career fair um annual bluecollar um tour which is going to be um nice this year. It's moving to the practice gym. Um and so that um you know when that was proposed did make me nervous, but uh they sent us videos and showed us how um they lay down what they need to to protect our our floors. So that's great. And uh we have other school districts that are also invited to both of these events um to come and and join the Morardi High School students. >> Uh a reminder that the um 2026 NMSBA Student Achievement Awards are due March 6th. um board members can

121um get a hold of me >> um so we can fill out an application on that and talk about it. >> Um board meeting, regular board meeting March 17th and then the spring regional meeting um March 31st at 5:30. Um this is hosted by the Grand Sla County Schools and I believe um um superintendent um of the district let me know that they are going to be holding it at Lagona instead of in grants. Um, but we'll get more details >> at Laguna Burger. It would be wonderful. That would be wonderful. I that I did have that thought when he said that, but >> All right. >> I'm sorry. >> So, um, Madame President, is there any requests for other discussion or items to consider going into the next board meeting? >> Any requests or

122any tonight or future? >> I don't have anything. >> All right. And madam president, members of the board, remember the invitation to get hold of me if there's anything about agendas and uh moving forward to for our discussion. >> Yes. >> And with that, Madam President, I recommend adjournment of tonight's regular meeting. >> All right. Superintendent Biano recommends for adjournment for tonight's meeting. Is there any comments? If not, may I have a motion? >> So move. >> A second. >> Second. >> All those in favor say I. >> I. meeting. So adjourned at 7:30 1. >> You want these back, right? >> No.