April 21, 2026 Regular Board Meeting

001Good evening everyone. Welcome to our regular board meeting. And um we'd like to welcome our all of our guests. We'd like to welcome those that are online. Um I believe we have um we have Miss Yolanda online. >> Yes. Okay. So, um, welcome and, um, let's have actually let's start at 602. We'll call the meeting to order and let's have a moment of silence. Thank you. Let's stand for the flag. I pledge algiance 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. I salute the flagship. Mr. Jason, Miss Gwen Simble, Miss Spring will not be here today present. Miss Caroline Grant present. Superintendent Gonzalez, we do have a form. Thank you. Madam Chair, um I recommend

002approval of the agenda with the following change. Um I'm asking if we can move item eight um A and B right above item seven. You've heard the recommendation by the superintendent. Is there a motion? So move motion by Miss Bissell. Do I have a second? Second by Mr. Gonzalez. Any discussion? Okay. Roll call, please. Mr. Jason Gonzalez. >> Yes. >> Mr. Magell. Yes. >> Miss Monique. Yes. Miss Caroline Grant. Yes. Motion carries. Motion carries. M chair. Um at this time I ask for approval of board minute meetings under item four, March 24th, 2026 regular board meeting minutes. Heard the recommendation by the superintendent to approve the March 24th, 2026 board meeting minutes. Is there a motion? So motion by Miss Faga. Is there a second? Second. Second by Miss Bissell. Is there any discussion? Chair,

003I recommend approval of board meeting minutes uh April 7th of 2026. >> Yes. >> Sorry, I wasn't quick enough. All right. Um roll call to approve the March 24th, 2026 regular board meeting minutes. >> Mr. Jason. Yes. M. >> Yes. Yes. Mr. Yes. Motion carries. >> Madam Chair, I recommend approval of board meeting minutes April 7, 2026 meeting. You heard the recommendation by the superintendent. Is there a motion? Motion by Miss Grant. Is there a second? >> Second by Missaka. Is there any discussion on this one? Okay. Roll call, please, to approve the special board meeting minutes for 72026. Mr. Jalis, >> yes. >> Manda Bissell, >> Yes. Miss Caroline Grant, >> yes. >> Motion carries. >> Okay. Is there any public comment? >> No. Okay. All right. So, it is now closed for public

004comment. If I may, um, Secretary, can you tell me who will make the motion? Uh, I need a motion second. >> Thank you. Madam Chair, board members, I stand for any questions on my superintendent report. I think Bis I just have an extension of the of the question. So I was the one who asked you mentioned that we were going to ask for a waiver for more square footage and I was just curious what the square footage was for. Um so what is and what does that look like? Is that going to come out of the state funding or does the school have to leverage funds for the additional? So right now no. So what I we're asking for is to change the language. So when we first went for the funding, we asked I

005mean it was under the old um square footage calculator and since then it has changed. it would give us 700 square footage more. Um, and I tried to put in there um after uh I'm going to say conversation and walk through with our administrators and FDT the architects and the needs and how we want to move forward. It it's not adequate room. Um we're looking at really small classroom sizes if we keep it as is. Um and or I mean we need and I'm going to call it the comments room just to get the elementary to keep it professional. We wouldn't be able to get that if we don't have something like that and we really want to make sure that we do have that comments because it's used for multiple things that we say

006Marina. >> Okay. Okay. So, so basically we calculated our square footage for what we needed on a previous calculator and they expense update that they needed. >> Okay. So, I'm asking for them to >> reconsider. Got it. >> Um and it's to change the language and then we are going to ask them that >> um they because we asked for as you guys know the 2 million um the first part was for the planning phase and the second part was for the construction phase. Um, and we are also going to be asking for some waiverss, but we're not even there yet. We have to get this approved before we make any. >> Thank you. >> What if adding to Miss Specialist's question um what if the additional if the 7,100 ft uh or waiver is

007not request for for that extra footage or not? >> The first one. However, based on what we've seen and um what has been already presented to the committee, it looks like it it will be that well I'll find out tomorrow whe it is or not >> if it's approved >> if they approve it. If they approve the waiver >> which I mean well not the labor they approve the the change of language for us to be able to use this new square footage calculator. >> Um and it's with PSFA um and we'll be presenting Mr. with Mr. Goodway and I will be going tomorrow to the capital to present this um along with our Ian who is our project manager um Brian Parks who is our architect and Mark Minnesota who's also ours advisor and

008just a clarification the we're going to have one person from each community to participate in the community so that we West Trumpus cycle and um the other surrounding areas. Okay. And if there isn't an interest in that there hopefully there will be in each community. I'm going to say I'm hopeful that um we'll get somebody from each community. Um and if we don't I'm also I'll just do some outreach to people that I know that may live in that community. If they don't want to do that then if we have multiple people from one place then I'll group them. >> Will you have any students in this >> and uh yes and then staff they'll be interviewing separately when we get to that point or that section of it. Um so uh the the survey

009that was filled out the evaluation that you referred to um in your explanation you noted that it's used for staff evaluation and feedback and it's um for administrators and it's tied to district accreditation. So how does does that data come back to you and how is that shared? So the data we all have access to it. So myself both at administrators and our teachers whoever like um Miss Gonzalez if I may use as an example. So any feedback that Mr. Glay may put in um based on his evaluation of her and not just evalu like your formal evaluation but also like your monthly walkthroughs um that information is put in there. Feedback is put in there and then our teachers are able to refer to it. And then I I do a monthly check-in and

010um check in with both of our site administrators to make sure that it's being put in a timely manner. And is this platform is it helping with feedback or is it like one that you're having to comply with? >> Um yes, let's start. There's three I'm sorry there's three three districts that were recognized out of the entire state. So I mean it's more work and it's hard and it's um and this is just from my stand point uh even having to go in and check you know do we have this do we have that have we already entered this part it is timecon my behalf to ensure both and the teachers I think the challenge if I may is to make it meaningful for the teachers rather than and for administration rather than just a

011box that we're trying to check >> um And that takes time and building that understanding of why we do it and how do we use that information to then influence instruction and shift what we're doing in the classroom. >> Um, and that just it's a hard process to to build that that capacity within a building. So >> it's everybody deals with it though across the state. So is this the first belief that it's being used? Yeah, >> it's it's been in the state for several years. Um, and it's just the state platform that we use for evaluation. Um, but making that connection is I think what most districts don't struggle with is making sure teachers understand and administrators are able to use that data >> as a a tool to coach our our teachers as

012well. Um, I will say this is the first time they and I won't say that they're not looking at it, but they're looking at it extinctly and they're tying it back into our accreditation. So, that's extremely important. We hope that we don't get any other questions. Madam Chair, at this time um we have our financial report. Um I want to reintroduce uh Miss Lisa Downey who our business manager um and I defer this to >> okay there I'm gonna say Ken if you can ask the word that you like you stand for any questions that you may have if you want to if you have a little summary you can share that out as well. Um I I didn't prepare a formal summary. Um I I do feel like budgetarily we're in good shape as

013far as the budgeted um expenditures and revenues. Revenues are coming in as anticipated and the expenditures aren't um you know out of out of range. Um, I did uh speak with the finance committee and let them know that right now, uh, this week I'm really focusing on cleaning up old PO so that we have that really true picture going into the end of the year to know exactly what it what that looks like as far as what our spend is going to be for the end of the year and entering into the new budget. So, um, any if you Yeah, I do have for any questions on anything that I've provided at this time >> regarding yesterday's meeting. Were you able to get any um updates on the athletics portion of the >> uh I

014didn't dig too much into it. I did um see that we have brought in $30,000 more than was even budgeted. So right there, right off the bat, that's going to make a huge impact. Um because you know, we budgeted very conservatively compared to what was done. So you'll see that bar in the next um I mean you'll see that bar to put that money into the budget. And uh being Mr. carrying notes, I gave him detailed reports of both the revenues and the expenditures so that he can see if there's anything that looks out of place. Um and then of course the cleanup of POS. I did see some like I mentioned there was potentially um for instance, I saw an incumbrance for volleyball fuel. Obviously, we're not going to use that money. So we'll

015be able to put that um put that back into the budget and items like that. I'm getting used to reading the financial report, but I have a question about um funds that show 100% of their budget remaining still. Um such as these rural and lowincome schools impact aid, education, and Indian ed. Um I was wondering why we're not moving those monies right now. So yes, so the role and low income we do not yet one wasn't funded this year. >> Okay. >> Um and then the Indian ed um Governor Yaza when governor say governor Governor Yaza was our teacher and he stepped down. Um, so we have not been able to find a TA teacher since. Uh, we have some things that are going in, but we're also at a fault because we don't have

016a TA teacher currently, nor do we have a sub that they've approved yet. So, um, PB is very well aware of where we stand and that we're looking. Um, they have given us permission to spend some of the money in other things like some supplies. We're going to be getting some looks uh that they could use for um and then we we will also be using a big portion because we have uh contracted with um someone from the from do some lesson plans and we're continuing moving forward with that until we're able to get a a TA teacher but it was all put unhalt but like I said we already we reported it to E and B. So they won't we won't be getting the team teacher >> this school year. >> We're lucky. Um

017I've been in contact I think both myself and student u Mr. McCaulay we've all been in contact with the governor to try to find someone. Uh the last that I um and I'll say this last week or this weekend uh Governor Krido did let me know that he has somebody in mind but that we're waiting um Mr. and evidence um who might be interested but until we I mean there's a certification they need to go through before we can even hire them and they have not reached out to Miss to that classes to get their license. >> Another question. Um I noticed there was a $5,000 increase in travel. Um can you explain that? And I wasn't too sure if it was for teachers or for like trainings or anything like that where I can't

018remember I have my notes here because I don't have my laptop right now but I have my notes but um I know there was a yes >> if I if I may as well sorry. So we did we and I and I don't know if this is what it is or not. Um I guess we can double check but we did have um Miss Allegra uh travel to I believe it was California >> San Diego >> um for Essay training um and that was something that we had budgeted for. So um that I'm going to say is probably one of the bigger expenses. And then the other thing that we're going to and it's going to continue to happen now with the change of having to pay the $70 um per meal. Uh that's for

019however many days you're out. That's also going to be a change. And then and I don't know if there's any other big troubles that I that I can remember >> per day. regardless. Please don't explain why that is just that July 1st it went into effect >> and I did sit on a committee that was reviewing that rule and I said please don't call it actuals but they still called it actuals right >> so this is all still this personal Yes. The whole state and yeah, but for everything this even with you um it doesn't matter. That's all you have to do. >> Um I have a followup question to question about those those guidelines on the budget right that show 100%. So you you gave the example the rural and low-inccome schools, but we

020also have like the um the district fiscal agent is at 100%. So I'm curious if these so some of these funds we budgeted for this is kind of we put in the budget but we didn't receive it, >> right? >> We didn't. So then how how what is the process to to so now that I'm reviewing um revenues expenditure everything at this and what we would do is the bar to true it up to a increase bar because those funds weren't realized. >> Okay. And there may have been a leftover balance and I'm not um I thought we didn't have leftover but we may have a little bit in there. Um, and one of them that they mentioned it was there was a a carryover uh cash amount is RL. >> Yes. >> Are we

021able to carry over state funds between that one? We can >> it depends on which one. Yes, we can. I have another question. Um, on fund 29102, it seems we're over spent by 22%. And I was wondering if I wish I had my computer so I could look at it, but um, if you could explain that. >> So, um, that was a grant that came in in two slots and we just didn't do the bar for the second um, a lotment. Um, something I was curious about. Um, well, when I I thank you for for providing the the bar explanation. That's a really uh small but really useful to understand why it's being requested. Um, I I was under the impression that we had to start on our financial reports. um including uh compensated um

022sorry for sorry the um acred compensated absences for pay is that >> I was told that was a special request on the last one. Um, but I will make sure if that's a >> Well, if it's a requirement, >> I mean, if it's a special requ I I feel like I went to one of our trainings and they said that that should be included in the financial statements that we are receiving. That's why I asked about it. But maybe and I can include it. So, if you guys want to see that every time make sure that it's on there. I think it's I mean I think it's important information just to understand where we're at um throughout the year. Right. Because that's as I understand it that's essentially what we that's when somebody leaves the

023district, right? What we're >> what we're out. Yeah. And because of that, how is that how is that factored into the bottom line every year? >> Is it just a liability on our >> So it's um let's ask the accountant. >> Yeah. >> It's um the compensated absences are not included in the fund statements. They're only included in the full acral statement or the audit. >> Okay. Um during the course of the year, of course, the districts on a cash basis with the exception of some payroll liabilities are also included like the FICA and Medicare and and and such. That's also included in the the sort of cash basis or modified cash basis, but the compensated assences are not included until the audit. >> But that is of course an exposure when people leave, right?

024>> Vacation and and you don't pay out sick, I don't think. >> No. But there's a new accounting standard that actually was applied this year that um looks at sick leave and an estimated use. So you're earning sick leave because you don't get paid out the year, but if you use it in the next year, >> um that's going to be uh something that you earned. So there's like $60,000 additional approval to compensated assetses related to sick leave in the 25 audit and it's a new accounting standard um that got added by the accounting standards boards this year. >> Thank you. >> I wanted to thank you for your breakdown of itemized everything that we had because it was it was refreshing to see exactly where our money is being spent. um especially when it

025comes to the cafeteria. Um that was that was really eye opening. So I wanted to thank you for your time and and efforts in that. I really appreciate that. >> Finance committee did also request um um to have the cash balance kind of even though it was throughout the the the packet kind of front front and >> front and center. And um and then the kind of quarterly cash report and um some type of summary presentation when you know and then we can move from there after kind of like what you did but something a little in writing and so thank you. Thank you for doing that too. Yes. >> And were you able to did you have time to get a March reconciliation done? Um, no. I was working on that today, but then

026I I kept bouncing back and forth between some of the things that were coming up. We can have it next, but it's okay. I'll have the March and April for you. Um, and one other thing we that used to be um, reported in the finance packet, and maybe I just missed it, but is the um, where we are at with RFRS that have been submitted compared to what we've received. Um but we had used that as just kind of a board over oversight because we had an instance um not in a recent business manager but years past where they just weren't submitting them and we didn't know until the state called and said why aren't you submitting their RFRS and so that just right your face so that's just become a good tool for us

027to see that that they're out there you know it's and it almost is like a mini aging report with the RFS and that's really >> and I did see that I apologize I did not include it but I did see that on on the the prior packets but I will make sure that that's in there. Um I can let you know that um all of the RFRS were current as of when I walked you know when I walked into the door. Thank you. Um, I also just want to say thank you. I know that you stepped in and I know that you're still getting access to a lot of the different platforms. So, thank you for getting this on such a short notice. So, I appreciate it. Um at this time um we'll go down

028to item um 8A the resolution for um and this is the item. So this is asking um for us to remove um Mr. M and add Miss Visava and Miss Dami to our banks for the recommendation by the superintendent to approve the resolution for the for Sentinel Bank. Is there a motion >> by Mr. Gonzalez? Is there a second? >> Second by Miss Bissell. Is there any discussion? Any discussion? Good evening. >> Yes. >> Mr. Bissell. Yes. Next. Yes. Miss Caroline Gra. Yes. Motion carries. At this time, um we're asking for approval of um item eight of the math adoption. You've heard the recommendation to approve the math adoption. Is there a motion? Motion by Maka. Do I have a second? Second. Second by Mer. Any discussion? Yes, >> I brought all my grading. I

029thought I was going to be here all night. Sorry. >> Can you put it on? Um, Yolanda, can you see the presentation? >> Yeah, I can. I'm in the meeting. I can't. >> Yes, I can see it. >> So, um, this year um the, uh, adoption cycle for math is, uh, where we focused our efforts. Um, each year it's a a different subject area. This year is math kall and it's a se sixyear cycle for adoption materials. So we will be adopting for the next six years. Um and miss if you can go to the next slide. Um just real quickly um to refresh because we've talked about this before but it's something that's really important. Um high quality instructional materials is what we focus on when we are purchasing any curriculum within the district.

030And it's actually required that the funds that are allocated by the state are used to purchase high quality instructional materials. And this is just a a really quick um overview of what we're looking at. Um, in the summer they have teachers from across the state what depending on the subject area and they review all of the curricula from the different publishers and they use rubrics and they um determine which ones actually meet the criteria and um are considered high quality instructional materials and also have high scores um within the state and those are the ones that we will use the allocated funds to adopt. So just a couple of things. Um sorry. Yes, please. Um the content is grade uh grade standards. The um so standards align. Um there's scaffolds for teachers and students. Um

031we're looking at students who are below grade level, at grade level, and above grade level. Um students who might need additional resources and supports. And this also transfers into um the instructional materials for the teachers so that they know exactly what they need to be doing to help support students and where they are in their learning. Um how to assess, how to develop formative assessments. And then also it's it's really important that there's almost like a script for teachers to follow so that they can um provide the instruction that is going to um increase scores and understanding for our students. Um, one of the other things that we try to focus on with high quality instructional materials is removing the unknowns. Um, it's easy for anybody to look up on the internet. Um, teachers pay

032teachers and all of these other websites that have um, resources and materials, but um, you're never sure whether or not those resources and materials are aligned to the state standards and whether or not they meet the instructional needs for the classroom. And so, um, high quality instructional materials are designed to do that for the teacher so that there's a lot less guesswork and, um, a way for the teachers to actually assess where the students are and then shift their instruction so that they can meet the needs of the students. Um, the um, high quality instructional materials are also aligned to make sure that we're reaching those college and career ready standards. So that means that we're not just looking at the grade level learning. We're looking at preparing students for next steps. Whether that is

033a certificate, it's college, it's um CTE, all of those things should be aligned within the um within the HQIM. Um the process um as I mentioned, reviewed by PED. Um the district then reviews the instructional material. So, we basically took the rubric or the spreadsheet, sorry, that has all of the listed vendors and we just looked at the ones that were approved by peed and those are the only ones that we went forward with consideration. We request from the publisher samples and then teachers um students and parents also had the opportunity to review the materials um during parent teacher conferences. Um, Miss Bissell was able to get um, our students and families. So, you can see down there a little bit of data. Uh, we had over 74 student reviews where the students actually looked

034at what they will be learning from next year because that's really important that they're not just looking at the pretty picture of the what was it? A deer or an octopus. Yes. So, it's not just the pretty picture, but which ones actually help the students learn. And then we also got feedback from um over 30 families who were able to look at the materials and then provide feedback. Um part of this is engaging families in the culture of math because math is um a really difficult subject um for a lot of our families and our students. And we want to make sure that we're shifting that um idea of math is hard. It's something that we can do. It just takes um a little bit of effort. And then um once we um came up

035with our recommendations, we then share it with the school board. You guys approve and then um starting next school year, we'll begin with implementation. Um the implementation being focused on making sure that all of our teachers are um and using the um HQIM with and this is like a hard word in in education, fidelity. And fidelity just means that we're doing it. And it's hard sometimes because it's um out of our comfort zone. It's something that we may not be familiar with all of the resources within the curriculum. Um and that's where coaching and professional learning, professional development come into play to make sure that teachers feel comfortable to use it and then also um make the shifts in the classroom that they need to to help the students. So, um, the recommended adoption for

036early elementary and I'll let Mr. Guru speak about this. Um, and the process that they used. >> So, uh, much like, uh, M. Martinez stated, uh, teachers got to go in, we used our PLC time to go in and review all the different samples, um, of math that I or we had received. I think there might have been somewhere around 10 different curriculums that we had received um all of which were on that HQMI miss and if you do log into there's a certain website that PD puts out it ranks um those curriculum so like I read was chosen for the elementary and at the uh for example maybe at the third grade level it was the number two rated curriculum for third grade fifth grade might be like fourth right so so on and

037so forth. So, it just kind of fluctuates between grade levels, but I ready um was chosen between or from the elementary. Like I said, we used um teachers who went in and checked everything out, pulled out books, I had boxes spread out across my science lab, um they got to go through everything, and then I invite teachers not only during this time of your uh our PLC time, uh but any other time if you're on prep and maybe you didn't get to that one curriculum, come check it out again. They all received a rubric like Miss Martinez uh stated, we shared that same rubric and they were able to vote on the curriculum that they chose. What is different about the curriculum that we are choosing compared to our previous curriculum and I had this

038conversation with Miss Gonzalez earlier today was that our old curriculum that we currently have, Zern, that is more like get on the computer and work on your math um work that's provided to you there. But the teacher is more of just a facilitator. Walk around, hey, you're on a topic, you're doing your work, so on so forth. This curriculum, although there is a online component to it where students can get on and do that additional work, um it is more teacher le. So the teacher does get up in front of the board. I'm going to introduce ratios to you today. We're going to take notes. We're going to get students standing up in class and create our own ratio so you can see that have that visual representation. Then after when a teacher feels comfortable

039that they're ready to uh do work, they can do some work on the computer, there is that online curriculum for them to go ahead and do so. But they also have their consumable books that they can uh practice do practice work in and so on and so forth. So um I Ready was chosen. Three of our six teachers chose I Ready. uh two teachers chose HMH and then one teacher chose Hinaman. So we did go with the majority of teachers who did choose uh this curriculum. Uh parents were invited to go in and see as well. And um parents were kind of little bit over the all over the board though because they don't always see or they're not coming from a teacher perspective whenever they get to go in and look at that, right?

040They might see that the pretty picture in the front and you open that book and man it's colorful and there's it looks cool but they don't actually read okay today we're doing this they might not they don't understand it the way our teachers do. on. Um like I said, I Ready was what was chosen. Um with I Ready, uh like Miss Martinez said, there is that professional development that comes with it. Learning so that teachers can learn um how to use those pacing guides, uh how to use the uh book, how to essentially show what's in that teacher's edition to the student edition and so that it transfers from the teacher down to the student and then how to use that online platform as well. Um, thank you for middle school and high school. I'm

041gonna turn it over to Miss Bissell who kind of um can talk about that process a little bit more from the middle school and high school perspective. Um, so middle school and high school chose amplify. That was we went through a couple of rounds in the middle school and high school um and had them vote and we I did more of like a rank choice choice voting and they ended up giving it stars um and that that was chosen by middle school and high school. Amplify um has a larger online component um than the elementary because it's got built-in um manipulatives and work with a calculator because they're getting ready for algebra and it's the calculator that they end up using on the ACT, the SAT. It's all it's like a built in. It's not

042all online, but it's like let's take this and instead of I'm trying to like draw a 3D shape on a piece of paper, let's build it and then manipulate it that way and then you can look at the face and stuff. So, it's got a little more online than I already um what students really liked is there's a lot of room to write and they felt like the questions are much more clear than our current curriculum. I agree with that. I think um it uses academic vocabulary in a way that's more accessible for students. Um, it's also got a better student edition or better teacher editions. There are a lot better questions. There's a lot more. How do you do this in a turn and talk? Whereas my current curriculum might say, have students turn

043and talk about ratio. Mine will actually say ask this question. If you hear this, say this. If you hear this, push further. So, it's just got a lot more support, especially if they have newer teachers coming in or, you know, if you're not familiar with teaching something. Um the big piece for me is that they also um like so nationwide research shows that in most classrooms um like kids will do the work that you ask them to 71% of the time. So if I gave you all work 71% of you are going to be doing that work just like I asked. But if I'm not giving you grade level work that's useless. And so when we flip that 17% of kids nationwide are getting grade level work. and it is like triple the effect in

044schools with populations like we had low income high poverty um you know ELL's like it's just awful and so for me having amplify really be built around how do we make this math accessible for all students was huge and I was really proud that the kids saw that they had to answer questions like this will help me learn I can see this like supporting me if I was absent this has questions that anyone can answer um this makes me think and the kids at first when they got past the pretty shiny covers. I said, "One of these is yours, guys. Like, you have to pick." They they were really asking questions and I had them look at their current grade level, too, and see like compared to how it was presented this year in our

045book, what did you like? What did you dislike? And so, we had a lot of really good conversations and it was a lot of time and effort, but it was well worth it. >> So, um with that, >> oh, yes. and middle school, high school, having that coherence is key because >> um the language, the way stuff's presented. And if you look at I Ready, it also uses the same language. So we'll see that. But for middle school, high school, their amplified curriculum for elementary just isn't as strong and that's okay. They're a great middle school, high school grads. >> I may have missed it, but was is how compatible is it with the state standards? um they need to be completely aligned. So the the rubric um that's used in the summer review and

046then the spreadsheet that we get um makes sure first and foremost that it's aligned with state standards, that it's culturally and linguistically relevant, that it has scaffolds, that it has um for you know students who are below grade level and above grade level. um those are those rubrics are very very thorough about um making sure that it meets all of the that criteria for a high quality instructional material. And then we we chose from that list of of curriculum that actually met that that standard. >> And does it match up like with um with maps? um you know how that there are there's the sequence and can you pick and choose which sequence to use which um standard to teach at what time is it? Each each um each curriculum has a curriculum map and

047the curriculum map um scaffolds the learning so that you are looking at which standards need to be taught prior to and so you're building on the the knowledge that students are learning from the beginning of the year till the end of the year um and puts it in an order that makes sense for them to master the next skill and the ne next piece of knowledge. And so those are like our power standards that we have with New Mexico um math standards. And then there's also remind me of the name >> supporting >> no there's the um the one that tells you the standard that supports the current standard. It's like a curriculum map but >> like the vertical program. >> Yes. >> So it it tells you it matches up with what the state

048has identified as the the standards that are needed as foundational for the current standard that you're teaching. And then also it gives teachers the insight as to where they're going like what that next standard is so that they know where they where they're coming from where they are and then where they're going. >> Is there a component at all like a student is absent and you know how it's finding the time to retach or to teach them what they missed that day? Is there a component in there too? >> Yeah, it's really easy to assign. Um you can assign something to all your kids. You can assign it to them. So even like for intervention I can group it and if a kids asks it you can assign it. And the nice thing um our

049current curriculum doesn't have any really good videos. So I'm recording videos a lot and sending them to kids and that takes time. Yeah. Oh cool. >> It is but they're probably um but um the way Amplify has it especially is the kid can go watch the video see the guided notes like you can save everything there that you covered in class. Exactly. So kids it's better to be in class but if they have to be absent they can see everything that actually happened. It's a lot it's more streamlined and it's aligned with canvas which were so everything is very easily integrated >> is that also for >> so yeah and then what's a little bit different with the online component for I ready is much like maps we've discussed in the past for maps if

050you get one question correct the next one might be uh you know as far as difficulty it might be around the same but you get those two or three correct and row it's going to feed you a little bit more advanced problem and that is how the I platform works as well. So as as kiddos uh they start to pick up on things and they get that band of three correct, right? Okay, I'm going to throw in just this tiny little wrench that's a little more difficult so we can start getting those students to climb as well. >> And also just to um just thinking to share the Amplify and the I Ready curriculum also are aligned with and correlate with our state assessments. So that there's there's some there's some information that's taken that

051you can say, hey, if my student is scoring here in the Amplify or the I Ready curriculum, then they should be scoring here on the state assessments, which are the big end of the year assessments. So we can monitor progress that way. And then we also have our MAP assessments. So all of those together kind of give us a nice data set to make sure that our students are making the right progress. >> Too good for both of you guys. Are there is this new curriculum new to the whole city of New Mexico or are any other schools already using either curriculum? And if they are, have you asked those school districts how they're doing with these with these? >> I my just it's just an assumption that there are plenty of schools that are

052using I Ready just for the fact that they are on that HQMI list. And like Miss Martinez stated earlier, if we are going to be using state funds, uh then those funds need to be used uh with H or those funds need to be used according to HQ and my standards. And so um but I have not spoken to anybody else. >> So there are other schools that um sometimes schools fall out of the adoption cycle and so I'm familiar with the district that has I Ready and they're using it currently because they had to adopt a new curriculum. Anyways, um they they appreciate all of the supports that are there. I will say that any teacher who is using a new curriculum, there's a learning curve and that's usually where um the struggle is

053more so with the adult shifting because you're familiar with teaching with one curriculum for a period of time and then it's a shift in our own adult practices and behaviors that we need to um support. And so that then falls on myself and Mr. gay to make sure that the teachers have the supports they need, that we do our walkthroughs, our check-ins, all of those things. And um part of what we did this year, we had the HQIM grant um from the state. Um that was part of the coaching that we began with with um TNTP. If you remember, you guys approved that professional learning. It wasn't just for our teachers. It was also for us as instructional leaders to make sure that we knew what to walk um walk into a classroom and look

054for and then identify this is where our teachers need support so that we can then connect them with another teacher or provide some coaching. So that's like the big picture. Um adding to that question um this the learning curve goes the same for students. So what um what why am I thinking here? What supports are we going to have for our students that fall off that learning curve as well that aren't related to what we already have? >> So, um, are you speaking about curriculum in particular or are you talking about just like learning? >> Well, it's going to be a new learning. It's a new curriculum. So, the students have to go from what we have now to something brand new. Correct. So, there are going to be some students that don't like change.

055You know, there it's not easy to change from one thing to another. So, what are what are the supports that our students are going to have? um that aren't already in place now. So, um I I think new uh supports I'm like other than the coaching from the teachers and then um supports within the school site, we definitely lean on our counselors and restorative practice coordinator and our social workers to make sure that students who are feeling uncomfortable with the academic piece of it um have some support on how do I deal with the high stress or the you know the um anxiety or the frustration because th that's it's an emotional response to it. And so our teachers also play a really big role in providing those supports for the students and identifying when

056that's happening. And then is this something that just requires some additional time and some coaching or is this something that requires a little bit more intensive support. So that's that's what we Yes. the first um the first lessons of Amplify like the first time they do and I'm sure this I does this as well but the first time kids have to log in there's actually a mini lesson built in so how do you log in how do you do this there's parent handouts um and I think that it it really it's it's not like oh we're expecting the kids to know how to log in late it's not like that at all and it's actually built into the time so you're not taking class time away from that >> and thank you for mentioning parents

057miss that was my next question because I looked at my niece's homework yesterday and I would not be able to do it So you can >> and it's been part of it is because it's different from whenever you and I in school and everything has changed because same thing if I go into a classroom right now and a teacher does put something up on the board and I might look at it and be like >> I'm and I'm here at the school all the time and some of it's just right over. And then to add to it, I know um maybe we have two people in here could speak to it, but um as far as the change from in elementary from Zern, especially our our older kids, they're tired of it of just right

058that okay, it's time to log into Zern. So I do see a lot of my teachers before the kiddos can even get onto the computer, they're going over it on the board. Like I said before, it's all that one's all computer based. And when when uh co hit that one was ranked very high because everybody was doing stuff on the computer but now that we're back in the classroom and we do need more teacher le and then allow those children to practice. So >> thank you. Um I have a I have a couple of questions. So uh one is so you mentioned a couple times how there is going to be coaching and professional development. How how much and is like who is is that offered to both the teachers you as instructional leaders like

059what is that roll out look like? So we were actually just um reawwarded um our high quality instructional materials grant >> which means that both will take place. So regardless, the professional learning for the teachers would have taken place, but we have that additional funding to help support teachers um more intensely um more coaching, in-person coaching because typically when a curriculum is rolled out to a district, it's like, "Hey, get on this." And it's like you get an hour, two hours, three hours, and then like you're on your own and if you have some glitches, like maybe here's our technical support. Um, but with with this grant, we'll have the ability to have somebody come in and observe and provide feedback. And that is not just for teachers, but also for our instructional leaders who

060are the administrators. So, that is going to come in. We were looking lots of different places because there's never enough money in the allocation to provide all of what we need to fully implement. And so um the state is defic deficient in that part I will say but definitely came in um to save the day by extending the grant that we we already had. So that'll be our our resource. >> The coaching happened by >> in person >> like who is doing coaching? >> Oh who is our current coach who's already developed that rapport and that coaching relationship both with Mr. myself and our teachers um will be the one who comes in and they have um provided professional learning on both of these curriculum. So they are really familiar with um how to implement

061um where are some of the pitfalls or misconceptions for adults and students and so they they do trainings across the the state and the nation on these two and so they're very very familiar with it and they'll be able to help support one of the big things with TNTP and I I give kudos because you guys were kind of overseeing that well you guys were overseeing it say kind you guys were overseeing it and that was actually mentioned um with them rewarding it because these ladies did a very good job and Mr. Play as well in keeping staying on track with everything. But TNTP um they also know our standards and the power standards. So if you ever I don't know if you guys have gone into the New Mexico standards recently um all of

062those power standards that are in there that was the support that came from TNTP. So they're they know our standards inside and out. They were the ones that helped create the the way it's set up now. >> And if I may, they also work with all districts of different sizes. So it's not like, oh well, somebody who's coming in has only had experience with like APS, which is, you know, a conglomerate just like Rio Rancho is. They work with small districts throughout the state and they know the complexities of instruction in a small district and super um uh respectful of that and also adaptive to our needs. So they've been great for this first year and I'm super excited to have them back next year. I guess the phone final question which is this little

063you spoke to um is like how I Ready talks to amplify as kids metriculate and I'm just curious like is if that's something in general we consider um when adopting curriculum and and making sure that is streamlined because I think that could be you know most kids are going to stay in district um if we do a good job. So, is there is there any or is there any like gaps that you need to fill for the >> the only thing I'll say about that as far as you know going from uh elementary to middle school high school is that six-year ban because that first grader might get it and then maybe in six years they might not we might not choose Amplify anymore again and we might go a totally different direction. >> So,

064by the time they get to that middle school uh level. So currently now it's going to especially for our our upper grades, you know, fourth, fifth grade, as they go on to middle school and high school, it's going to they're going to speak to one another to move on. Uh maybe not so much for our kinder and first grade, you know what I mean? >> So anything on that list, they part of it is using um coherent language. And so like my sixth graders use area models, they should have seen those since third grade. any curriculum on that list is using area models that entire time because there's just some best practices and way to learn things. Um, so in general like you won't have to worry a lot about that. >> Okay, thank you.

065>> And the reason we don't have Amplify or I Ready K12 is that some publishers are really good and strong at the lower grades like K5, K6, and they're highly rated. Um, and then when you get to the upper grades, they may not have fully developed their high school curriculum. >> Yeah, like I read you only does go up to eighth grade. >> And that is one of the challenges. So there couldn't have been that instructional coherence across this the district. Thank you for that. >> Um, a few questions. The 72,000 that was allocated for the math adoption, is that like 72,000 for the high school, 72,000 for school? That's totally >> That's true. district and how much of that funds do we completely exhaust the allocation? >> So, yes, and we might be slightly

066over. We're negotiating with our um publishers to see um by it depends on um possibly 5,000 plus depending. their curriculum is not cheap and so there might be a gap between what was allocated and um what we would need to pay out for the the two curriculums. But we're working with the publishers to see if there's ways to cut um so that we can hit that 72 um and if we don't then that would go back to the district to see if we can pull that from another fund. and we're hoping that also the grant that we received could be used to cover that additional amount. So, um we're still waiting on the specifics of that, but that would be um where we would look to cover. >> Um another question is like Mr. You

067said Zern um was kind of the teacher just the proctor just like the just the facilitator of like make sure everybody's on the program make sure um is amplify you said Amplify has a larger online >> um curriculum is it going to be like certain >> not at all I just meant that um but there are pieces that are specifically meant to be done online but it's not you are doing like classes the teacher will be the teacher >> you're you're teaching and then it's like now instead of like working with the drawing I'll to get on your computer while I watch you build models. So, it'll be like a component but not a large. >> Okay. >> Yeah. >> Um and then I know this is going to be like for like next year.

068Really be interested in seeing the data like from these like what our math scores, our state testing scores, what happens to our state testing scores with the new uh curriculum uh at the end of next year. >> And we'll be tracking that with our interim assessment. And so our MAP scores will show that growth faster than what we can do with our state because we won't >> we won't test until the end of next year and then it won't be until the following year that we actually get our data back. But we'll definitely be reporting out on what that looks like and if we're seeing significant growth with our students. That also goes back to um implementation and the fidelity of what's happening by the adults in the building. And so we'll be monitoring both.

069>> Yeah. And then um how much buy in will you have any problems with buyin for those three other teachers that voted for the other programs? >> I don't believe so because two of those uh other teachers had I ready as one of their top three. So of the 10, right? They they was on their list of those top three. So I don't believe so. >> I have one last question. So you mentioned there was um it there's there's assessments. It also assesses So, are you able to do more short cycle assessments with with that just kind of like as the board is um moving toward trying to do 50% of more data monitor monitoring and with maps you were only especially middle school high school you were only able to do you weren't you

070weren't able to do it as a >> yeah bo >> we so the requirement is uh the three times per year Um, we definitely have assessments that are available in any online platform. It gives us that data in a much faster way. Um, and so we can pull that by grade level and just kind of monitor that. But that's more of a formative assessment. It's not those interim pieces, but that's definitely something that we can track with what's happening in the classroom. And Miss Bitell does that already with our our middle school students. Um, it's just not in a format. That's >> it prints out my grade book for you. I haven't economic, >> but but this will give us that online component um will give us the ability to pull that data and look

071at it a little bit more um closely and identify. >> Thank you. >> We exhaust the questions. All right. and good um good presentation. Thank you, Miss Martinez, Miss Mr. Good. Good job. >> All right. So, um so we um Madam Secretary, will we do a roll call to approve the M adoption? Mr. Donz, >> yes. >> Mr. Yes. Miss, yes. Miss Caroline Grant, >> yes. Motion carries. Are you sure this is a tour? >> Actually, we put the wrong one. You're stuck with it. >> Um, madam chair, at this time we have going back to our presentations. We have Mr. Scott who will be going through our um FY audit. Well, good evening board president here to talk about the results of the audit um the 25 audit. So the state audit rule requires

072that um after the report is released by the state auditor that we go over the results of the audit with the governance from open meeting. Uh the financial statements themselves were due mid December, December 5th, I'm sorry, mid November uh November 15th unless it falls on a weekend and I think this one actually was stretched out all the way till November 17th. Uh but the report was submitted timely. Uh then they do their the state auditor's office does their desk review and provide feedback to the auditor and we make changes accordingly and then um they ultimately release the report and post it on their website. Um, so anybody that doesn't have a copy, want to see the financial information, you can go straight to the the website, the state auditor's website and look up uh,

073you know, Pasco Independent School District and you'll find every single financial statement for the last 20 years. So, um, the the, uh, report itself, um, we just start out with a letter and the letter just communicates our sort of our standard communication. I'm going to kind of go through that as I talk about the results of the audit, what's actually in the content of the letter. Um and then there's of course the representation letter that's uh signed by um management um at the completion of the audit that covers a lot of their pages and you'll see um Michelle and Janice's signature on the representation letter basically that they they provided us everything we asked for um any fraud that might have occurred they they provided us uh information related to any any possible fraud um

074and other things that they provide. This is during the course of the audit. Uh the audit itself starts typically in the summer. Uh we start out looking at the internal control structure, updating our knowledge of the internal control structure, who does what on the different transaction cycles. And we also pull samples of those transaction cycles. So multiple samples of cash receipts, uh operating dispersements, payroll dispersements, um journal entries, bank statement reconciliation. So we pull some samples, test the samples. We also do the audit in accordance with the state audit rule. And the state audit rule requires that we look at a whole bunch of different compliance areas, things like the school personnel act. There's probably about I don't know seven, eight different areas we look at in the school personnel act uh and test samples

075of um related to the district's activity. Of course, we test procurement travel and permium. If you have gas cards or procurement cards, we'll pull samples of those. Look at those compliance and controls there. um just a number of areas like ERB and RHCA those contributions make sure those um have been you know appropriately reflected in the accounting record and there's supporting documentation for that. So again the state kind of dictates what we as auditors look at as part of state compliance. Um and then once the books are closed that allows us to do the financial statement portion of the audit and that's where all the numbers come in here. Um the district has lots of individual funds. So that's what makes you know this report 100 pages long is all the funds. Every single fund

076seems like every single funding source has especially special funding sources they have their own balance sheet and income statement that gets presented in here. As I mentioned earlier, u the district is on a cash essentially a cash basis with some payable liabilities that get tracked in the trial balances and then we come along as auditors and get the accounts payable, accounts receivable detail and test that and report those journal entries in the in the statements themselves, the the the fund statements. And then we have upfront right after the audit opinion we have a a a full acral balance sheet and income statement for which you'll see all the the uh long-term assets and long-term liabilities um included in the in the financial statements. Uh the report itself has two reports that we as auditors put

077our signature on. Um well, in the past it's been three, but you have not crossed the threshold. I think the last two years require a federal funds audit. So that hasn't happened. Um and this this fiscal year 26 that threshold for federal funds goes from 750,000 to 1 million. Um so you'll probably the one million um unless you get a bunch of COVID money or something happens in the economy that caused sort of this this additional work over you know maybe the previous three or four years where there were federal funds audit especially the ether funds those were audited um and uh a couple of other things. So, so we have our audit opinion up front and the I I would say a couple of takeaways on the audit opinion is that management has responsibilities

078and their responsibilities are to design an effective internal control structure. take responsibility for the numbers in the financial statements and to ensure that there's an appropriate compliance structure so that you're complying with um you know state grants and federal grants and and all the different statutes for which there's lots of statutes that school district has to stay in alignment with and um the auditors of course have a responsibility here and that's ensure that um we've done appropriate amount of work to come to our audit opinion which again um well I said this yet, but you have an unmodified legal opinion on the financial statements after some adjustments were made. Um, and um, you know, we're required to be independent of the school district and to take continuing professional education so that we have the proper

079amount of continuing professional education to audit. Um, and and the second is a report on government auditing standards. So, uh, the state of New Mexico requires any governments to be audited under government auditing standards and, um, that's a two-part report. The first part is on, um, you know, internal control. The second part is on compliance and other matters. If there's any audit findings, the audit findings are reported in summary in that uh, report. And then um we're we present the audit findings in the financial statements. And so you do have some audit findings. We'll go through that in just a minute. Um so let's just dive into the finding. Why not? Right. You have questions. Don't you want to go deep dive into the numbers? >> Well, I did I had So when I opened

080it up, I was looking at the etho key and I was like, "Oh, I thought it was supposed to balance. We have negative 1.3 million." Right. So then I went and I'm like, "Oh, that number's on the S SOA. Oh, that number shows up on the on the um maybe I just had never paid attention to, but then on the balance the final balance sheet." And so with that net deficit, I guess, can you is that >> can you explain that a little bit to me and how that >> So these are the full acral statements >> and you're you're correct. um the equity position on an old ac cruel statement is a net negative. And the reason why that is is because um there's an two accounting standards um the one on pension and

081one on retirey healthcare that require that the employers that participate in those systems they pick up on their financial statements their prorated portion of the unfunded liability. And so, as we know, ERB has, I don't know, billions of dollars unfunded. So, that gets split out to all the different school districts and all the colleges and universities in this state. So, if you're UNM, you're picking up over a billion dollar liability on your financial statements, even though you don't have a cash out late requirement to pay that off in the future. Um, because you're on sort of pay as you go based on your um, you know, rates for the employee and the employer. And if we looked at um you know what's driving this this number uh as I mentioned if you looked at um

082the pension liability 7.8 million the retirey liability you know million so there's 8.8 million and you kind of have to offset that with some deferred inflows and outflows which pretty close to balance. So I would say that if you got rid of those pension liabilities, you would be deposited by, you know, six or seven million. >> Yeah. Okay. >> So yeah, it's it's a it's a really great question. Um, you know, I wish the standards board would have called me. I probably said, you know, you don't need to do this on on smaller entities, but anyways. So it does show up as a deficit. And if you looked at uh page five, the deficit actually started out um beginning as restated um $3 million deficit. So it actually improved and that's probably because of some

083changes in the pension or recovery healthcare liabilities. >> The the restated amount >> the the the uh um well there there is a restatement um for a couple hundred,000. We can talk about that if you're in the part of the findings. Um but if you look at at the beginning of the year before that it was 2.7 million deficit and that's probably because um there's a lot of actuarial calculations that go into those two big liabilities I talked about and probably the biggest driver is um investment return. So investment return when there are swings >> um that does affect it even though some of those swings get pushed into these other categories that get amvertised and smooth out a little bit. We could talk about all day, but it really it's kind of complicated. It's

084kind of like me listening to you guys talk about the other you just had what are those acronyms for? >> But I I think the bottom line is you don't have to pay that. You don't pay that liability, but you have to pick it up with your financial statements. >> Got it. Thank you for explaining that. I I >> Why we have a deficit? Yeah. >> Yeah. Yeah. And I think the other important uh uh the most important fund of course with the district is the general fund. And so if you look down on page uh six, you've got the um the the operational funds that make up the general what we call the overall general fund. But of course you have the main operating fund. You can see there's a you know a million

085$900,000 in cash at year end. And um there is some other um transactional flow that goes through here. So you you know you you've got um if you add in everything um you can see all the actually the general fund is composed of like six different funds >> or five different funds but the big one is the main operating fund. Um and of course you have like I said you have cash at year end you have inter fund receivables and that's because the general fund actually subsidizes during the year let me subsidize and write a little bit that loans the funds that go negative. So a lot of the special revenue funds they're on a cost reimbursement basis. So their cash actually sits as negative because they incur the cost first and then they get

086reimbured. And so there are some loaning of funds from the general funds to be negative um special revenue funds and there's a couple of of funds up front and then there's most of the funds are smaller funds that are in the they're in the back behind the financial statements. Um and I think maybe the next place to look would be you go to page nine you can see that general operating bud you can see the transactional flow that goes through there. Um you know, you do get some state grants. Um, and you do get other things that flow through and you can see uh at the very bottom thanks to late check out. >> Well, this this benefits worldwide nothing like >> spring outfits so good. My family was on time for once. I'm still

087recovering. styles make spring of breeze start. >> So I guess um if we go to page five of the S SOA right we see our expenses are 6.8 million and then our total revenues including the SVG is 6.34. So that like that $500,000 deficit, is that between our expenses and our revenues, is that coming out of our cash balance or how are we >> this is this is on a modified acrruel basis. So um you're saying that part of the part of the problem here is this statement I wouldn't even look at and here's why. um because of the the expense category, it's picking up um the change in the pension liability. >> Okay. >> So the pension liability as it changes goes up and down >> that mostly flows through the full acrruel expenses.

088So if instruction for example gets hit, >> there's probably a better place to be. >> Just don't include that. No, just kidding. >> So again, yeah, it's complicated by those um pension and and retirey healthcare liabilities. >> Those are >> so I I'd say if you look at page nine, you can see um you've got $6.2 million in revenue, $6.2 million in expenditures. >> Okay, >> so that's saying you're pretty close to break even. >> Okay, thanks for that's the better place to go. Oh, >> thank you. Those that's that's all the questions they have on Nancy. >> So, you always want to be at least break even better, right? >> Right. >> I just want to say that Miss Monica is going to use her cell phone to access the agenda since she her

089computer isn't working. So I would say that the next place that we should go is to jump over all these schedules and uh just go to page 92. These are the prior audit finding summary and you can see that uh looks like there were a couple resolved in the prior year and five repeated. And then page 93 is like a one-page snapshot of the results of the audit. Auditor's report as I mentioned unmodified or clean. Yes, >> there is material weakness that we're going to talk about and there is some significant deficiencies. Thank you. Turn to page 94. Uh financial closing reporting. Um you have a couple of uh Tal County has issued I think three education GRT bonds for which the school districts that are in the Tal County they get um the both

090seats based on I think probably student counts allocated. So obviously TS municipal schools gets the largestortionment of those bonds or that bond issue that gets paid back by GRT over some number of years. Um and in 2018 was the first I think it's that was the first time they did it. But the district did not use all the funds that were related to that bond. So they left a couple 200,000 or so stranded. And then there was a mistake in the previous audit of expenditures that had been picked up, but the cash balance hadn't been reduced. Um, so I would encourage everybody to look at the the 22 and 23 bond. Those monies will expire and and um after some number of years if you don't use them u just let you know that they're

091they're spent already. >> Okay. So the 22 and 23. >> Yes. >> Okay. Um, you know, we learned They failed to notify us that we even had that funding and we I think Miss Monique you were with us when we found out we're like wait what? Um, so no, those are fully used that both of them. >> Is that the screen in the gym? >> That's uh the screen. That's the bus. And >> is that >> uh No, that's a different It's the activity bus that we'll be getting. >> And then there was one other area um when debt service got paid off paid back. I think was um paid out of the wrong debt service fund. So you have you know debt service funds for which you um the geo bond money >> and

092you've also got that's that's part of page 94 under the condition where there was a payment out of the wrong fund. So we corrected that with an audit adjustment. But if you just, you know, I think part of the reconciliation process that the accounting function should be doing is just making sure things are being posted to the right correct funds. Um, then page 95, we've got some significant deficiencies and non starting with significant deficiencies and non-compliance budget. I think that's been a finding since at least well since 2020 that's been a repeated finding every year. Um and so we just need to have a little more rigor in the budgeting process. Um we even disclose it if it's you can see like for example one fund and and major function it was $10. We disclose

093any budget violations as required by statute. And then the the uh next finding on page 96 um some control deficiencies in the dispersing transaction cycle. we pull, you know, a sample, statistical sample. And in this case, I would say that um there were a couple of deficiencies. One of which was the purchase orders were initi purchases were initiated before purchase orders were approved. So remember requisitions come first, then purchase orders, and then the good service. So um I think the gun was jumped about in some cases there. And then also um you know when we look at the acceptance of good or services and approval for payment even though maybe it did happen unless we see like people's initials on there like somebody um entering it into the system and somebody approving it some separate

094initials of those people that should be doing it. We can't say it was done and so maybe it was done maybe it was approved verbally or something um but but wasn't documented. I have I have a question on the management the corrective action for this one, right? Which is essentially saying to me it seems like okay, we're going to get really granular and make the employee go through some hoops to acknowledge that they jumped the gun. >> How do we think that's like do you have repeat offenders? So the idea that if they do it, they'll get they'll get past it or how how will this help the finding? So, we implemented this this full year. >> Um, and we've given out maybe three and it hasn't happened again. So, I'm hoping that this should

095be taken care of next by this next school year. >> But yes, we did. >> What was thection? Sorry. So, we came up with um violation a viol sorry the violation form um so that if they and because we had a couple of of individuals that would purchase things without having all the proper documentation in place. So, if that was happening then we gave them a violation for they have to fill it out. Um I said three of them this year and they were all taken care of. One of one was um miscommunication um and how it was set and um I took it of how it was stated. So I'm going to say lack of communication and I think I was probably the second person to get one and we're like nope that's not

096happening again. Um so we I'm going to say there was three that I signed that have been sent out. Is there is there anything in our approval? >> So I guess people are buying something even before they have a requisition. That's what that was what was happening. So now we have a way to check it. >> We also have a policy in place that was approved. Um and we and then the procedures have been shared out with especially those that are placing those orders. So if they don't have the PO then sorry we have to pay that out of pocket. Oops. Nothing's in place. >> No. When I read that, I was like me. >> Sorry. Thank you. >> Okay. The next finding is on page 97. Um, this one we're looking at employee files

097and in five cases we weren't able to get the contracts. Um and we also noted some deficiencies in salary time sheets. Um so um that's just you can see the corrective action plan. So I don't know if those contracts were just misplaced or what, but um we weren't able to um see those in >> a couple of cases. And I'll say um so we were unable to get those individuals to come in to sign those contracts in a tiny manner. So it was almost guaranteed just to get them to come in and sign up. Um I'm our plan for this year is to get those contracts out earlier. Um hopefully for us out this way we have them in place. Um the next one on page 99 is a pretty minor just uh travel calculated

098at the wrong rate sometimes like well depending on um it's a pretty minor finding. I'm not too concerned about that one. Um, then of course we have the 24-hour deposit rule which last couple of years there there hasn't been a waiver from DED to allow you to um, you know, maybe dep once a week or something like that and and uh, so there were some deposits that were entirely. >> So we we have a waiver. >> You do have Yeah. for >> Yeah. Hey, >> they they I think they there was something about PE wasn't giving it to you in the car. >> I'm glad they're working with you on that. And then the last binding of PET report um >> the tax report was just wrong was $723,000 greater than the general ledger. So

099there was some errors in the cash report. The cash report is D731. We're talking about just the fourth quarter. Um, and so you you have to really have your books completely reconciled by the 31st of July to to ensure that you get your cash report correct. >> Um, I have a question since we have a new um, business manager. when you when you see the it's finding do you go ohhuh oh especially because we only have a couple months left in the fiscal year right so it's hard to like maybe catch up with this one but is there anything that stands out to you so this one did stand out I did reach out um to Jay to see where the error was instead of trying to dig into it myself I thought well I'm

100going to go to the guys that found it um you know just to get that explanation because that one stood out to me the the most >> cuz you know it seemed the most significant. Um, but yeah, this was the first thing I did when I started talking with Miss Gonzalez was pull the audit report for the district to see what, you know, what the situation is to, you know, kind of ready myself. But yeah, and and familiarize myself with what's the plan going forward um to them. So if these weren't corrected towards the beginning of the year, it's nine and a half months after you're in, you might get some repeat findings. >> How long does it how what's the time frame in being able to correct something? >> Well, um it should be

101corrected by the beginning of the fiscal year. Um but there are some that there might be some leeway later in the year how important they are and what they what they are you know and there there are things that you can selfcorrect. Um so if you have bank reconciliations during the year and you make mistakes but you correct them by the end of the year um you know our focus primarily on the end of the year. if you've got controls in place that catch that after the fact, you know, then it might not be a finding. It sort of just it sort of depends. Um, but there are things like the school personnel act um which requires that all the districts get the um signatures from the returning teachers at least 10 days before school

102starts. And if you miss that, you just miss it. because I'm going to say that we that I could honestly say we tried very hard. Um, is there anything in particular that we should be looking at? Um, especially like on page 101 that that finding doesn't happen again. The financial statement the cash report. Um well, you just have to ensure that your um trial balances are scrubbed by July 31st and that the bank wrecks are done by July 31st. So that your PD cash report which is due July 31st and they don't I don't think they don't give extensions do they on that. So if it's if it's late or wrong we just have to finding in place. So, if you if you can do those two things, reconcile all the make sure all the

103the uh um trial balances are scrubbed and you've got all the accounts reported in this finding. I don't know, maybe it's because I don't recall exactly. Um >> yeah, I believe it was bond misalignment and MFA dollars that were reported as cash. >> Yeah. So, there there was just some misreporting. So that's what I have to report. I mean we can dive in and whatever we can if you guys want to be unassessful with that do better than last year. of the same. >> Up the same. I think I asked that last year. It's a good question. It's a good >> It is hard for a small district to have a minimal number zero findings, but it's not impossible. So, um just have, you know, you have to apply sufficient rigor to the process and

104and never let it off the gas and constantly be reconciling. So like the the one where the posting was to the incorrect fund that happened also a few years ago. The exact same thing. Property taxes I think got posted to the wrong fund. But a good reconciliation process in place. Even looking at the the the funds for expectation like if somebody would have looked at the edtech debt service fund they would have said what happened where our debt service payment is not recorded. Well, it's recorded in the wrong fund. So, I I think somebody that has sufficient experience in being a business manager should be able to go back to the individual funds and look at them and say, "That seems right. No, that seems wrong." And then look to see where things are misosted.

105>> I guess that's what I mean. How much time do they h Does do they have to to fix it? Is there when does it become a a gotcha? >> A gotcha. or I guess that's what I'm calling it. When does it become like, you know, >> A finding. Okay. >> Yeah. I mean, we're required to report on any, you know, incorrect accounting. >> But it could have been if it was >> could have been fixed. >> Yeah. It could have been discovered. It could have been discovered any time up until, you know, >> cash or so. I think you can't just not um you know not scrub the trial balances every you know every time you clo every time you do it a month goes by go back and look at the individual trial

106balances because there's a lot of transactions that get posted make sure that they're being posted in the right place. And another thing that we had a real big problem with a few years ago was um the funds there was 21 funds that had gotten into a deficit position. Not any of them by a huge number, >> but it was because errors were made over a course of like six years or um you know there there were mispostings, errors. Um there were RFS that were submitted and maybe an invoice, one invoice for $6 gets rejected. Um and then also that fund is $6 in the deficit. So that was you guys actually hired um a contractor to clean that up. Um and and so just be aware of that that that's something you know can make

107sure that we don't end up with a bunch of funds that start to go in deficit. It shouldn't be on >> the conversations tomorrow. >> Well, thank you. >> Thank you. I think she learned through. >> So, if you have any questions on the financial statements, um I would say reach out to Lisa and and if she has questions that maybe she can't answer because there are approvals or something, she can always reach out to us. Um it'll be time for audit season soon enough. I think this is the last year on our second four-year proposal. children. >> It's um it's been seven years now. So, one one year is allowed under the state auditor has waved some um contracts. You're in a rural school district and you can't find the auditor you're looking for.

108But you can always approach that at a later point in time. Let's get this uh contract going >> so we can get another audit season under balance and everybody else. >> They've grown on me. >> You're going to go through that whole thing and doggy, aren't you? >> Okay. Well, thanks everybody. >> I'm gonna head out and you try to stay until the end. How much is left? >> Thank you. >> Take some candy. Yes, please. >> Oh, maybe I'll take a one of these for the road. Thanks. >> Thank you, >> Madam Chair. Next on our agenda, we have our data presentations by Mr. in this >> element tree. >> I'm going to stay for yours. Don't worry. >> All righty. So, um >> together, >> this is just some uh progress monitoring. The

109next slide, this data update that I put here, it's the same data update we had given earlier in the year. It's just there's no graphs that came with it from from maps or from um Amira. Um so this just breaks it down into words as opposed to me explaining what the graph shows. Um you know 9% growth in proficiency in reading from BOI to MOI 17% growth in proficiency in math. um you know these the goal that we set at the beginning of the school year 10% growth the way our middle year data looks like it looks like we're it looks like we are going to surely surpass that right we'll uh take our MAPS testing um now at the end of May and then we'll be able to provide you that update from BOI

110to MOI to EOI um I'm assuming during the June meeting and so um like I said this is all um data that has been presented. The next couple slides are just um some action steps updates um as far as you know where we were at at the time, where we have got to. Maybe we haven't quite got somewhere yet. Um so we were able to secure funding for um tutoring from the Valley Tutoring Association um for the second semester that came from one of our grants that we were able to use uh that funding for. uh PLC data dives continue to monitor students who need additional interventions and so if those students need additional interventions, do we have an MLSS plan for them? What is the teacher doing in the classroom to provide those interventions?

111Uh so it might be that we do need to pull them during a special because for whatever reason the students just not getting it right during the whole class of instruction, students not getting something, maybe we pull them during um a special so that we can try to get them caught up. Uh teachers are viewing or reviewing and we just discussed this earlier. They used some of their PLC time to review math curriculum. Uh we did have an SFA site visit from the consultant and actually two consultants came one one day, one a second day. The consultants uh when they do come they meet with uh Miss Eskean and I but besides that they also go into the classrooms and they um uh observe the teacher uh going through the SFA curriculum. Then after they

112have observed the teacher, they will sit down with the teacher and say, "Hey, of these 10 things we were looking at or 20 things, whatever the number it is, um you did 15 of them. Great. These five things still need a little bit of help, right? Um they go over uh the curriculum for SFA is all scripted. So maybe the teacher fell off script, maybe their timing wasn't correct. Um those minor things. Um they'll let the teachers know. Then the consultant will let uh myself and Miss Gonzalez sat in on on one of the meetings this year as well um or this la past visit to say hey you know a group of teachers or a majority of your teachers is not doing this. what can we do uh so that we can get them

113back on track, right? And then during um the um the brief with the teachers, the teachers will find that out and then Miss Eske after um she debriefs with them um during uh SFA PLC's, she'll also announce that right these were the findings just like the gentleman was talking about audit findings. This is essentially not a finding in SFA. This is what we are doing. Great. This is okay and these things need to work. So, um it's always great to have them come in and provide us feedback. Um walkthroughs and observations continue to take place monthly. So, um we're doing our walkthroughs monthly. Uh like Miss Gonzalez, uh mentioned earlier and I think Miss Mile, you brought it up as far as Elevate. So we get on to elevate, we do our walkthrough, we do

114our observation, we observe the teacher and then if um or whenever we provide the teacher's feedback if the teacher says you know what you didn't give me or you scored me really low for assessment, let's say for instance assessment, the teacher can tell me there was an assessment at the end of that class period. I was only in there for that 15 to 20 minute block and they hadn't quite seen it yet. So those are all taking place. celebrations. Um, we celebrated uh our educational assistants, so we provided lunch for them. I know it was brought up in the um Q&A and I will go ahead and defer all that credit to Coach Max and her sunshine committee. Um, whenever things like this come up, that is what our sunshine committee was initially established for,

115so we can celebrate those positives, those uh teachers, those EAS, those custodians, um, that good stuff. Uh we had a um literacy of math night last week. So we brought in a lot of community members, a lot of kiddos. There happened to be a baseball game at the same time. So I think we got a little rush at the very end of people who decided to come at that time. But it's always nice to see the hard work from our teachers um and all the staff who put into work all work into it. Mrs. who plans it all, who's kind of oversees it all, um, and does a ton for math and literacy night. I want to give a big shout out to her for for that. So, moving forward, um, improving attendance rate. So,

116currently the daily attendance or absentee rate for elementary is 11%. That was, um, data up until the end of March. Um our goal is to bring it to single digits by the end of the semester and we're seeing an improvement in that. Having uh parent meetings, sending letters home, um even if it's just two days that a kiddo is absent and we haven't seen them in school, our teachers are calling, hey, I haven't seen so and so. Is everything okay? Or uh Miss Null doing a check-in with those parents to say, we haven't seen the kiddo. Is there anything we can do? How can we help you? Um, and teachers this year or I'm sorry, uh, parents this year have been very resp receptive to us calling and then asking us, "Yes, so and so

117has been sick and we've had a ton of different bugs at the school this year." And I was hoping that they were going to stop after um, Easter break and oh, I still have kids who, you know, there's a lot right now, right? So, but those parents we all we'll ask the teacher, hey, so and so's parent um said the kiddo's going to be out for the next two days still. Can we provide some work to them? And those parents have been coming and getting that work from us. So, um it's not the same as a student being in class, but they are still receiving some sort of education. Um I did list their fill elementary position. Um we do have one open elementary position due to retirement. Uh when we do post the position

118online, we list it as an elementary position as opposed to grade specific because um different teachers have different licenses. So maybe the person that we do choose as a committee when we interview uh maybe they don't have a certification for that specific grade level. At that point then I can move some teachers around. Um, as much as I like to uh keep it keep my teachers in a consistent area or specific grade level, they do understand that there might need some or there may need to be some changes. Uh, state mandated testing has been occurring. We've taken New Mexico ASR, which is our science test, fifth, 8th, and 11th grade. Um, third through 8th grade is uh starting and should complete by early next week uh Namasa testing. Um we've taken SATs already. We've took

119access testing. Um all that should all state mandated reporting or state mandated testing should will uh end by next week. Um one thing uh so everybody it's not just students but our teachers, our staff um I think even our substitutes are getting a little burnt out right now. We're all We're all exhausted. And I think I see that and I say substitutes because we have a great big list of substitutes, but it seems like over the last couple weeks when we call, we can't find any subs. So, everybody's kind of getting burnt out. So, it's like we got to keep our kids engaged. We got to keep them going, finish out the year strong these last six weeks. Um, one thing that Miss Kimos and I have spoke about is uh having the teachers uh

120complete a survey of which I create whether it's um you know how how am I doing? What would they like to see differently out of me? Um what are things that they need for this upcoming school year? It's not always guarantee that we can get all those things, but what are some of those needs that you are pressing that like, hey, really need this in my classroom. Can we make it happen? Those types of things. I know we brought it up um the last week in the uh budget committee meeting um where some of those things got brought up. And then just a the a big other uh upcoming community event is the spring festival. We're all aware of how important that tradition is to our community. We uh in the past they used to

121be in the last couple years. I know they haven't, but Picaris Pubble the our students will also be dancing for it. So I reached out to Mr. McCaulay and asked him, "Hey, can we make this happen?" Um, he did talk to Governor Conwell uh because uh as many of you know who have seen um any of our public dances, they're long, right? They're 15 20 minutes long. Um so they've condensed a dance for us and they are practicing that and so they will be included in that as well. >> Um I thanks for the presentation, Mr. Bully. Um, I have a a question going back to the data update. So, and this and this could be for you as well. Um, and Martinez. So, I think it's great that that we've hit that proficiency growth,

122right? What we were hoping to look at and I know this data is also reported in aggregate. And I'm wondering like is there the ability to look at a student by student basis to be able to say 10% of students did meet the 10% 5% didn't you know and I because I I know we don't want to say oh these this the second grade class because it's easy to pick out who those kid those students might be but to get a little more detail because I think when it's an aggregate it's it's just hard to get a sense of how of what maybe >> back to comparison. Yeah. And and I think and for uh the June board meeting whenever we do present data again, we can go ahead or I can go ahead I

123know Miss Martinez can go ahead and do that as well to state that yeah there was that 10% 12% growth. Um this other cohort of 20% of our kids started here and have moved here and then there's that other level of you know 50% of kids or whatever the case is. We just need to be very spec um careful with how we state it in our reports because we don't want it to be identifiable or that we're identifying any of our students especially that our district >> um is small enough that we can easily be like oh well there's >> I know who that is. >> Yeah. So we have to be very careful with how that is presented. I think if that's what I'm saying like if you're going to say in the elementary

124you know 20% of kids had and we could you guys could tell us what makes the most sense had 5% less up to 5% growth you know do it more like a histogram um could be useful information so then it's not just one one big number that we're trying to gauge the diversity of the student population >> if I may that was actually the December report and I have a summary of our middle school and high school by grade level. So, it gives a little bit more information, but anything more than what what we we shared in the December meeting because Mr. Glay had a a similar breakdown by grade level. Um, anything more than that starts getting into that gray, you know, that gray area of are we providing identifiable information. So, that was

125part of our December report. And so, it it does go by grade level that was that was presented there. And I think um and I don't know as we're moving forward with this because we only test uh beginning of the year, middle of the year, and end of the year. So really and I know that both principles came back and well, what do we present? We we already presented that. So what I did ask is go back to whatever your action plans were. Kind of give a a summary of where we were before. go back to what your action plans were and then where have you know where are we at based on what your action plans were that that stated um because we don't have that and I'm hoping now that we could if

126we could pull that information for next year to get the monthly would be a little bit different but that's also going to look that's math and we would have to see how that could look like >> and it's going to look a little different because we're going to have to play with it as well right August and maybe even September is going to be a little bit hard to pull that as we're learning that system ourselves. But then I mean moving forward and it is only one data set of of math >> and that's why it's great Miss um Yolanda is here to to listen in on this discussion and help us >> decide how that how that would work out and not just present the same data or and how we can vary it

127>> for my I mean I maybe I can answer the question uh when we get our 90day plan we actually pick somewhere aloed kids to high up so we know how the data is going. So we pick at least three for those 90 days and then then we see the girls with those is now we leaving the other ones behind but we use those three or four students that we are going through >> how are we targeting them to our intervention >> so we know it's not the same kids that they getting that data we know okay my data I'm going for my data I know my four student that I picked for those 90 day they make my goal they make Okay. >> And and they may those four students might not make that

128nearing proficiency level, but her data will show that they've increased from >> where they were at to where we are now. There's still that growth. So, they are growing. >> So, we're not using the same students. >> Thank you for sharing that. >> And um one another question on the data. Um so, I went I went back to the December after you you mentioned that it was the December. This is December data. Um, there was that the three students that didn't test. Did you I'm sure there >> I'm sure they Yeah, because our our test window is so large and teachers in order for teachers can get in order for teachers to get that accurate data of the whole class. They'll they'll get them completed. I didn't go back to look, oh, you know, fourth

129grade missed those three kiddos at the time. >> What was it? I didn't go back and look at it >> because I know with the number of students that we have it change. >> Yes. >> So, but you're still going to do the trend. >> Yeah. We'll see that trend from beginning, middle, and year whenever, you know, June comes a couple months away. >> And then what'll be nice is if if we are able to dive in a little bit deeper into that data, um it gives us we don't have kiddos on campus. We're not getting pulled out to a meeting. were able to provide a >> get get in a little deeper under there. >> Yes, sir. >> The SFA consultant >> um you gave like some examples of things but like did they

130like what was like their overall assessment? So, our um overall assessment is good because we are now down to only one um roots class. Roots means it's you're learning the foundation of reading. And so, us only having one roots class is really good because that means the rest of our students are in what's considered or called wings. And that means now they're not learning to read, now they're reading to learn. And so, uh, they're impressed with that because the less, like I said, the less roots classes you have, the better because now our kiddos understand how to read. They know how to read. Now we're reading to learn. And then, um, like I said, they'll tell us, okay, as a group, our group needs to work better at certain things. So, >> what was that?

131The scripting. Uh so I'll go ahead and say like one of them is uh like classroom celebrations. So if I ask a question during SFA and you're able to answer that question to me as as a full complete sentence, right? Um not you you answer the question exactly what we would look for as would be a 100% answer. Um, everybody and some of our teachers do them all differently, but it's like everybody's fingered claps or snapping claps, whatever, right? Uh, teachers do different ones. Uh, they provide some, teachers just know some from the past. And so, that's one thing that we need to work on as a group because not everybody is doing them, right? So, it's like classroom celebrations. The other thing is, um, in SFA there is a scoreeet. Um and so each

132group uh in SFA there might be five tables. So there's five groups or five tables. So table one, table two, so on so forth. Table one did a really good job of working together to come up with a solution or a an answer. And they had the best answers throughout the class. They may receive points for doing that. Right? So on our walls, everybody has that score sheet, but we're not um using them with fidelity. So stuff like that is is what we were provided feedback in. >> Thank you. I want to take the time to commend uh and you mentioned this in your report, Mr. Lake, the elementary team and it never ceases to amaze me. How wonderful you guys all work together and they continue to work together. When we're taking everything down,

133everybody just jumps in. um get it all let's get it all done uh together before we head out for the weekend. Um just want to commend that. I also want to commend uh the outreach that has been taking place and this is at both sites um with our attendance. I think that it speaks volumes that our our studentu our parents are more receptive to um getting those phone calls and well you wouldn't know but uh when this first started uh and we were having to make those phone calls they would block our number. They're like nope nope ignored. >> Yeah. So I want to say so not only the attendance but there's also like the positive things that are happening in the school. Um not just like the negative phone calls like saying your students

134are x y and z. So I do want to commend both sites for having that done and um the proof that it's working is that they're more receptive. So thank you for mentioning that as well. >> Great. that I think that shows that that takes it takes time for transformation >> and we just wait if it's gonna happen >> and continue being um that we continue moving forward with that. >> At this time we have our middle school high school presentation. Um so I did do a data summary because I know there was questions about the MOI BI to MOI data and I just this is kind of a summary from that presentation back in December. Um just to go back um as Miss Gonzalez said, our our presentations are to focus on our action

135steps and these are the the key areas that um we're focusing on in the middle school. Again, we have our district goals and um we're definitely trying to increase proficiency, but we're also trying to pull students up from three or more grade levels below. And um I'm just going to quickly go over the data. Um the first two graphs on the top were um presented at the town hall meeting and this is our proficiency scores like percentage of students who are scoring proficient from VOI to MOI and you can see just like in general the trend is that the majority of our grade levels are showing improvement in ELA um math as well. However, there are some grades that are um shows significant drops, but we're not quite sure if that's because of some like

136there's a lot of variables that go into our data and that's were the kids interested in testing? Are they half asleep when they're testing? Like did they have troubles with their computers? Like there's a lot that goes into that and we definitely do our best to try and minimize all those variables, but that's our proficiency. So that's um the district's goal to improve the number of students who are proficient um throughout the school year. Um the bottom graphs are more of looking at what you were questioning, Miss Bissell, is like how do we track whether our lower students are actually moving up? And just real quickly, um, if you're looking at the colored bands, um, the number of students who are in the red, um, and this was just the easiest way for me to

137screenshot it and put it in is the top se uh, section, uh, 6, seven, and 8 if we're looking at sixth to eighth grade reading. 6, seven, and eight, that's your BOI. And then the second set of six, seven, and eight is your MOI. So, if you're just comparing colors, you can see that the trend shows that um the number of students are scoring three or more grade levels below is decreasing. And so, I just kind of summarized the data there for you by how much we're showing a decrease in both math and uh reading. Again, there's some grades where there's some anomalies. the eighth grade um showed an increase in the number of students who are scoring um below proficient or below three or more grade levels below. And then um put in that

138second set is our reading and our math. And again those percentages focusing on that um benchmark for pulling our our lower performing students up from three or more grade levels. So this is just a summary. If you want to take a look at it, you have any questions, let me know. Um I apologize this wasn't included in the initial but we we got it together. So um real quickly um to go through um our our key action steps for middle school and high school is uh social emotional and school culture. Um we are continuing to work on schoolwide norms and having conversations. We've split our PLC teams to meet um middle school and high school so we can have more in-depth conversations. And as Mr. Goodle said, those data dives to look at where our

139students are performing and what types of supports are needed. Um, so we meet on Mondays with our middle school and on Wednesdays with our high school team and that's where we're able to have those conversations. Um, a huge huge shift and that's been super helpful is having our restorative practices coordinator um, taking time each day to check in with the students who are dealing with academic struggles, but there's a whole other list of um, social emotional needs that are impacting their academics. And so um, that time um, we do morning check-ins. Here's the kiddos. We call it triage. these are the kiddos that we're meeting with. These are the concerns that we have from the previous day. There's definitely discipline referrals that then we go to the more restorative conversations because we don't want it

140just to sit with you got in trouble for whatever happened. We want to make sure that there's that restorative piece to address the behavior so that we don't continue with those challenges for the students and their classmates and their teachers. Um we are consistently looking at evaluating our behavior improvement plans. Um the conversations that we're having during PLC are really looking at how do we shift what's happening at the middle school and at the high school. And um we've as Mr. Ludle said the surveys to like what do we want to focus on for next year? We've we've done one um we'll do more. Um we did a beginning of year check-in. So all of that data is being used to have those conversations about where we want to focus our time and effort. Um

141both Mr. Goodle, myself, um our high school middle school counselor and our restorative practices coordinator were at a restorative practices training this last week. Um, and that's really provided some um, I guess motivation and inspiration to look at how do we really um, systematically implement restorative practices for K12. And so there's that continuity of supports for our students. Um, dailyCCL check-ins continue for grades 6 through 12. Um there are days when um Mondays typically when I've glitched on posting them in Canvas and or I completely forgot because it happens and um I I I really appreciate that my teachers are like, "Hey, where's our check-ins?" Like, "Let's get them done." And so those have been really helpful. And it's just a way for our students to pause in the morning and really think about how

142they're feeling and what what supports they might need throughout the day. Um Um the other part that I want to sh uh share is that um we've begun shoutouts for our students and these can be for any reason. Our middle school and high school PLC's identify students who have made significant improvements and significant can be that you made it through the entire week and you were here every single day. you you came an entire week without being absent or you brought your grade up and turned in 10 assignments or you were that special helper who um took the time to explain something to a classmate or you're just the kid who always is on point and you consistently are there and you're doing your work. So those shout outs um go to our counselor. a

143counselor creates a certificate and then they have little um I don't know their little reward tickets and so um we'll um before the end of the year we'll have a an opportunity for the students to turn in their tickets so like in the afternoon popcorn or popsicles or a little treasure box kind of thing so they can um receive a little reward for that as well and those go to um both our middle school and high school students. Um, thank you. Um, so as we spent a huge amount of time talking about um good good time talking about um high quality instructional materials. Again, we're still focusing on um what does that math adoption look like and implementation uh conversations with Miss Bissell. We don't we will need to be hiring a math teacher for

144high school um that position is posted. we're not ready to do interviews, but that'll be part of the conversation and the interview process is to make sure that whoever comes in is ready to take on that challenge of implementing a new math curriculum and going through the training and the coaching and all the pieces that go along with that. Um, we've continued our math coaching with TNTP. Um, Brendan Frost is our coach and he's come in. Um, he does observations, does coaching. um he actually models how to do small group instruction within the classroom. And then um we do the debrief afterwards to make sure that as instructional leaders, we're able to take his observations and his insights and coaching recommendations and then follow through when he's not there. So that has been really helpful.

145And then um we continue with the walkthroughs. We do have the elevate walkthroughs, but the staff actually identified um using um some more specific instructional practices that are like really clear about like what are the teacher behaviors, what are the student behaviors. So, in addition to the Elevate um walkthroughs, I do a quick it's a form and when I'm doing my walkthrough, I fill that out. So, I'm collecting data in a more usable form that I can then share with staff and we've had conversations about what do we want it to look like um next year. For example, how much time is spent with teacher talking and how much time is spent with student talking? How much time is spent with students collaborating? How much time is spent in the classroom where students are just

146working independently and don't have that opportunity to talk about their learning? So, that's the data that um is being collected so that we can have those um quest those questions those um those plans for next year. Um we continue with our intervention and MLSS um process. Tuesdays and Wednesdays are intervention days for our study skills. Um, it's not a full hour, but at least it's an a half hour two times out of the week. And our teachers are using formative assessment data to identify who needs to be pulled. Um, we're focusing primarily on ELA and math. However, if a student needs to catch up in science or social studies or any of their electives, those are those are opportunities for our students to get smaller group instruction as well as time to catch up. And

147catchup is probably one of our biggest challenges, especially with our middle school kiddos. Um, they're learning that deadlines count and that they need to turn things in on time. And that's one of those places where they can turn get caught up on things that they might have missed. and if they've been absent, um it also provides them that time to get caught up with anything they might have missed. Um we're continuing to do um the attendance and academic improvement plans, lots of conversations during PLC to identify students who are in need of additional support, whether that's tutoring. Um we're making calls to parents. We're telling them, hey, here's our tutoring schedule. Um these are the days that we can support. um having some conversations about yeah no tutoring isn't an option you're gonna be there

148we we really need you to be there and then also just focusing on we we can't do the academics if we haven't provided the social emotional and behavioral supports that a student needs so that's a constant conversation um and in PLC really looking at individual students and what do they need in order to be successful and then connecting them with those services so referrals So, central referrals to um TDH, referrals to our restorative practices coordinator. We're pulling on whoever we can to make sure that those supports are consistent for our students and that they're addressing their specific needs. And um other than the data, um we're looking at schoolwide systems planning for next year. Um definitely looking at shifts in um areas that will have the biggest impact on our students and our teachers and

149their ability to teach. Um we're continuing with our referrals um instructional goals. Um that's part of that evaluate evaluation cycle elevate and then our walkthroughs and then also really just focusing on our supports for students. Um things are really challenging for middle school kiddos. Um, discipline is um where we spend the majority of our my majority of my administrative time with discipline is at my middle school just because they're figuring out who they are. They're figuring out how to interact with their peers. They're figuring out how to interact with adults. And so that's um where we spend a lot of our time. But um knowing that there's some intentionality in what we're doing within the classroom, some push and training for students and staff. That's that's what our focus is for this next year. And

150one of the big things that um and this is one of the foundations for social emotional learning and restorative practices is this trusted adult and making sure that every single student has a trusted adult within the building. So if there's something going on, they can go to them and talk to them about what their needs are. Um whether that's um the office Alberta, it's me, it's our counselors. Those are like the obvious people that we see, but it's Sheila um our custodian, it's Norman, our security, it's um all of the people who work in the building all know that that's a role that they play and they gladly step in to help support our kiddos and then report back out to whoever they need to to make sure our kiddos get the support. >> I

151have a question about that. How how is just like given how busy you guys are? How is time made for that or is it is it just like a quick touch point or recognizing when a kid needs actually >> It depends on the need. Like I said, triage is a really good word for what we do. Um so morning check-ins um primarily with um our restorative practices coordinator because that's the role that she plays. Um these are the kiddos that we're concerned about. If it requires a longer conversation, then we sit and we have that meeting. We look at what our goals are, how do we navigate whatever the specific challenges are and make connections, make referrals, um, call parents, have those conversations. Um, it just depends on the student and the need. One day

152it might be that, hey, I just needed to check in and somebody to smile at me and tell me, hey, I'm glad you're here today. And another day it might be, I really need to step out of class and have a conversation about everything that's in here. here and here that I just don't know how to manage. And that happens not just with our middle school, it's our high school students as well, but our middle school is really where the need is the most. So, >> um, thank you for being here today, Miss Martinez. Um, and I thank you for your for your refresher of the data that we have here. It's been a while since I've seen it. >> Yes. >> I have a couple questions. one um piggy back off with Miss Gles.

153Um what is the student to restorative practices coordinator ratio as well as a ratio to student central family health ratio as well as TDH ratio. So um I our restorative practice coordinator serves all of our students and that is um as needed. It's a dayto-day. We definitely have some students who are higher need and are a daily check-in or um a weekly check-in. Um so the majority of our students are caught by our restorative practices coordinator. um referrals to TBH um were halted for a while because of um uh positions that had been lost um with TBH and so we weren't able to make any referrals for I would say a good chunk of the the school year which really hurt us because we didn't have a coordinator we didn't have TBH and um we

154also have El Centro but getting our kiddos to get um to parents to have approval and all of that another part to it gets a little bit more delayed and complicated. Um I would say the majority of our students are and numbers right now I don't have we're actually collecting data but we haven't like had an opportunity to go through and see um how many students and um also like for what services but we do have a collection tool to give that information to the district so that everybody understands how important that position is. Um my second question um Miss Annette can you go back to the discipline MLSSC and nurse practices I believe sorry no um there's mention of my notes here basically how often are these um behavior implementation plans and interventions take

155uh taking place and who's delivering them >> it depends Um so um for the behavior intervention plan, those are more um like specific to a student need that's shown consistent need for supports. And so that typically means that um a student is disregulated regularly or needs to have a break. So, for example, if a student um can't stay in a classroom for an extended period of time or is easily frustrated when work is challenging or peers are distracting, um we come up with a behavior intervention plan which might be talk to your trusted person or we do coping strategies and then that is shared out with the teachers. So, that's more of a kind of intensive support for students. Um, the SPL check-ins, um, if we're talking about the the daily check-in, those happen every

156day, um, first thing in the morning. Um, those are posted on Canvas and it's just a quick series of questions that have the students reflect on how am I feeling today? It's like the pictures of like, I don't know, 10 cats and which one best describes how I'm feeling today. Um, so that's daily. Um, there's the other type of seal check-in where a trusted adult will go and meet with the student and just like or see them in the hall and hey, how are you doing today? But it's intentional. So, um, we all um we all have kiddos that we check in with on a regular basis. So, um, our teachers have kiddos that they're like, "Hey, this is my kid. I know that something's going on in them and I'll just I have a

157teacher who invites them to lunch and they come and eat in in their classroom and when chef is like selling food he'll extra meal and come eat with me and let's have a conversation. Um some are just passing in the hallway. Um some are just like hey how are you doing? I'm going to pull you out of class and check in with you and see how you're doing. um it varies and depending on what the need for the student is and then when we see that there's a change in behavior, we'll we'll increase that to I'm going to actually pull you and have a conversation with you um or something happened in class and um we could tell that that was a really challenging um incident. So then we'll do like a series of check-ins

158um that are like, you know, a half hour meeting or we're calling parents and figuring out some solutions. So it varies. >> Okay. And last, I think you already answered this, but I'm going to ask you one more. Um Okay. >> And as far as discipline and emotional well-being, um do we have measurable data about student safety, behavior, and well-being of at the middle school and high school currently? >> So um measurable data, we definitely have all of our discipline referrals. Um and we have the disciplinary matrix which kind of delineates between OSS, ISS and then you know lunch detention or any of those other pieces. Um so that data is available because that's all logged within P school. And in fact today we were just on a meeting um talking about last year's disciplinary

159data to make sure that where we are as a district and any areas that we need to um provide supports for through our restorative practices um training we're going to continue that work. Um, other data we definitely have. Um, as I said, we haven't had a chance to like look at it, but in our restorative practices room, um, and anybody that our restorative practices coordinator works with, we're kind of logging in what area those students are receiving services so we know, um, have a better idea of where we need to provide additional supports. >> Thank you for that. You mentioned we do have data from the past. So um I know this may not be an answer question you might be able to answer now but um how has that changed over time? >> So

160the change over time I can't tell you because the state is just starting to disagregate that data and provide that like um analysis of it and that's a last year's data is the first time that they're actually looking at it. Um at the end of this year they'll take our data and then look at it again and see where we are and look at the the changes. Um, we can pull our own data, but that's not something that's been done yet. And the at the level that it's been broken down at this date is something that we would take it would take a significant amount of time for us. Like Mr. Goodle said, like the daytoday of the building is where we spend our time, but hopefully at the end of the year, we can

161look at more of that data and see um how it's shifted over time. And I will say um just because in our conversation today we were talking with this state about um ISS. I'm just gonna say a caveat. Um cell phones have skewed our data. So um it it's part of our disciplinary policy and ISS is one of those. It's the second, third, fourth, fifth, sixth, seventh, eighth, ninth offense for cell phones. Um, and I will say that unfortunately, um, our kiddos are willing to take the disciplinary action, um, and still bring their phones. So, that's just the reality of what we live with. Um, it's primarily our high school kiddos who are in that world. Um, and it's just their phones are a part of their lives. So, >> yes, thank you. >> We

162are looking at that data in the future. Please remember that it is student. Yes, >> policy still remains. >> Yes, we still enforce it, but I'm just I'm just letting you know I've I've done so many bike it significant spike for in school suspension and I will also share there's out of school suspension that's been tied to the cell phone because um it's considered insubordination if a student doesn't turn over their phone. So then that kicks us into a diff different disciplinary process. And so that's happened on multiple occasions where the kiddo didn't want to turn their phone in and they're like, "I'll take the out of school suspension and parents said, "Okay, well cool then." So that's the road we go down. So we'll we'll try and separate out all of those data pieces.

163Thank you. Miss, there's a couple of things that I would like to just um commend and I guess point out that really stood out to me. Um, thank you for implementing the shout outs. Um, I I don't know I don't think people realize the effect it has, especially I mean we do it at the elementary. um we think that oh you know they're middle school they're high school and they um they don't need that anymore but the truth is they need it they need it more than what we give them credit they're still they're still kids um they internalize this and I think they look forward to it um and when their names are announced it um that they like light up like little like little kids so thank you for bringing that to that

164just real quick I had one of my kiddos who's always on my behavior list who just like got a shout out and was just like I got a shout out because of my math scores and high five down the hallway and I was like that's like that's why we're here. It's also going to change the culture of of your school because then students want to be there, right? Um and even if it's you know what I'm gonna get that shout out if it means I need to work a little bit harder in math or in any other subject or whatever it may be. I mean it means something to them. So, thank you for doing that. I I like the fact that you're debriefing with your staff um and already talking about the actions for

165next school year. I think that also helps teachers. Um our job as administrators is always to grow our teachers, right? We want to support them and we want to help them be the best version of themselves. And I I truly believe by that debriefing and both of you guys do this. By having that um debriefing with your your students, those wows and wonders, those action items, it gives your teachers and nurses a little bit different. It gives your your staff, oh, hey, you know what? This is what I need to work on. This is something that maybe they didn't even realize. So, thank you also for doing that. Um and I'm sorry that I have a couple of things here. Um I like the emotional support Um, and you stated it and I'm going to

166correct and I apologize if I'm not saying it uh correct exactly to what you said. Um, that emotional support in order for students to reach their academic success. If they're not good mentally, they're never going to meet that. So, kudos to you for and your staff for doing that. And most importantly, that trusted adults. Um, man, that makes a difference. I mean, you're having a bad day. I know this is something that um happens at the elementary that good morning. Um it goes a long way. It reminds our students that we actually care of where they're at and if they haven't been there or um things aren't going good, that there's always someone that we can always talk to. It may not be may not be the counselor. It may not be us, but it

167may be I don't know the custodian. It may be and I share this um I always think this is a couple of years back when um Mr. Googly um my gosh Mr. from another one. A student had told me that just like a debrief with the student. I guess I like to do check-ins as well. And this student shared with me he has no idea he saved my life. Um and it was not oh and what he or the student told me was um I I was in a really dark place and Mr. or he just said Anthony um asked me again guess a student was out and he said um I noticed you were now is everything okay buddy that just that little check-in changed the fact that he didn't attempt um so I'm

168going to say we think it's not meaningful but it is so I thank you for doing that um I commend both of you because it's a lot of sometimes the little things that we do have the biggest impact. So, thank you for that >> question. I I just had one story practice um per purpose and then and then you said um just asking what that is and then you're saying you said mentioned that you would have them do um work in there. Students would do work in there. um is it how how does how is that working? >> So um restorative practices um is looking at um really providing students the language and the tools that they need in order to it's social emotional learning. So it's a combination of the two to be able

169to navigate life and life has challenges. So, um, that can be as simple as providing students with the vocabulary to say this is how I'm feeling because everything is I'm mad. I'm angry. I'm this. But really, there's just so many layers to that. And part of the work that um we do collaboratively um is to give students that language and those skills to have those conversations so they can start to identify what they're feeling and how they're feeling. Um, so that happens in a variety of ways. Um, sometimes it's a pushin where the um, coordinator and our CSWs do an amazing job of this and we're meeting together to have conversations so we're all on the same page. Um, what does that look like in the classroom and how can I keep you in the

170classroom as much as possible? So, what do we need to do to shift our adult supports to make sure that a student can stay in a classroom? But if they do need to leave, um, what does that look like? Is that a quick conversation where we're talking about, okay, how are you feeling? Have we used our coping skills? Um what are the ones that we identify for you? Um or does that mean that we're re-evaluating like and having a longer conversation um for um what those coping skills need to be or maybe there's a new challenge for the student and so we can do a walk through that conversation with the kiddos. Um, we we're still practicing how to best share that out with the teachers because it's important that teachers are aware of what

171that looks like so they can support within the classroom themselves. And if we don't let the teachers know, then they're working without the knowledge that they need. So during PLSC's, that's part of what we're talking about is this kiddo has some concerns and there's definitely that confidentiality that we're trying to preserve, but give enough information that teachers know how to support the students. So some of it's pushing um individual, hey, I'm just sitting next to you and I'll reach over and have a conversation with you about, hey, what's going on right now? Um how do we get back to work? Some of it's I need to go talk to my trusted adult and we always try to have multiple trusted adults because we're all so busy and if I'm not available then who do we

172go to next? Um so we try and list at least four for our kiddos. Um and it just changes um day to day. But the intention is for next year to have a more consistent um lesson, if you will, a curriculum to help with our kiddos um during study skills and develop those skills more intentionally. Um that takes some time to identify what that curriculum is and how best to share that with our with our teachers and our students and then also provide training for our teachers. Um, we just completed a survey with our middle school PLC and we'll do it with our high school of how comfortable do they feel with restorative practices and social emotional learning because they've been trained, but it's one thing to say I got training and it's another thing

173to say that I feel comfortable actually implementing. So, we're doing a check-in with all of our staff to make sure that they're ready to implement next year and then if they're not, um, what do we need to do to support them? And part of what that conversation with discipline data with peed is the supports that peed can help provide for us for training for our leadership team as well as our our teachers. >> Thank you. >> You both do so much. I appreciate you. Thank you. Sorry. Thank you. Thank you. Thank you. Have a good night everyone. >> Madame Chair, next on our presentation item seven and C the strategic plan. This was a request to um this will request if we have it on this agenda to review it. Um it needs to be

174absolutely um and I have reached out to CES um if this is the if the um board's decision is let's move forward to updating it. I um they are more than willing to help us out. Right. because I was noticing on the second page that the goals I'm guessing would already met those goals, right? >> Or or goal to >> Thank you, Mr. I mean I don't know that we have to be honest like maybe it's been touched on but on the first page I'll give you a second the program extension career trait. So yes, because we've added well and this was 20 this was written in 2023. So we have definitely um it's our CT program. So we have definitely expanded to what we have um we actually looking at that for this next

175school year. So I guess my question was um are we just updating it or are we doing the whole gathering the the you gathered a group of people together to collect all this information is is not needed again and my my recommendation would be if we're going to um update it I I'm going to say then I think we should bring in I mean the committee that and I'm not saying it has to the exact committee, but kind of the same process because I said this was done in 2023 that we're already due for it. >> I mean, I I want to push back a little bit here. Like three years is is not that long. Most of our goals are fiveyear goals, you know? So, this hasn't even had a fiveyear lifespan. And I

176look at this and I think and maybe I'm misinformed, but I would I would say like like I don't think that I've seen evidence um that all everything a lot a lot of these things have been met and or maybe it was like pushed in 2003 and then it's fallen off and maybe the question is is this still relevant? But um I don't know. Yeah. I I mean I don't know that three like three years is actually a very short can be a short time when you consider everything else is like a fiveyear plan. So I also agree with class. I mean we can revise it if we need to. Um I'm even looking at goal three. This is something that we we started off really strong but I think it it's kind of been

177it hasn't been as strong as it has used to be. >> Yeah. Um, well, >> I don't think it needs to be redone. I think it does need to be like updated and revamped. Also, included like since we did our board, like the board goals and stuff, >> it could be like included some sort of ways >> in the guard rails. Yeah. >> Yep. >> Absolutely. >> It would be good though to get an update or to see to see where we're at with everything. Oh, you said that you you've expanded CTE a lot. And >> so what we currently have has grown. So we want to make and this is also guidance from the state. What we do have, we want to make sure that it's meaningful and that we're following through with what

178is required with that, not just not just that we keep adding more programs than what we have currently. >> Yeah. Um, so and this is something that we're we're looking at and these goals are measurable, correct? >> Well, not the way they're stated. >> Well, that's why I'm reading it, >> but the backup documentation I feel like was did have measurable goals. >> If I'm remembering correct, >> should it be in the drive? All this should be in the drive. >> I think this is prior >> 2023. >> Prior to being >> Oh, yeah. It was in 2023. >> But to go back and look at it, where would you find it? >> You either have to be given access to that drive or just have somebody pull it out and pull that piece out

179for you for not just for you, but for like the Can we give her access to that? And >> because I remember when we were doing this, it was there was a smart goal that went with it. We also didn't want this flyer to be so long that it was something that was easy to read. It was the face. >> Um I may actually have some of that documentation myself, but was there do you know if there was a place um that Miss and I have her drive. I could always go in there. >> I would guess most of it's in her drive and like there was probably a present as I recall there was a presentation or two to the board. Um, and >> and we're still in communication with Zach and Amy. So,

180if I was I do have a when I looked in the 2000 that's plan developed. Okay. So there's something called strategic plan developed in the school year 22 to 23 that has objectives and then action steps. >> Yeah. >> And I I know exactly what you're talking about. Do you want since I found it, do you want me to I mean I can email this. You found it. If you just if you go to the drive and you just search strategic plan or you can just you just search strategic it'll pop up. >> Definitely start working on reass. I'm emailing the file to you too. The one that's in the drive >> or did you find it? >> Yeah. >> So, um we'll move forward with revamping it and then I'll be representing it to

181the third Okay. Um, next on our agenda is >> can I >> I just I mean I do think like depending how I don't I do disagree sorry I do agree that depending how big of a revamp is we would want out like other input in it right but if it's more of like a checkin where are we at is this you know >> I mean it'll be it would be scaled I guess depending >> instead of doing like an update before you do like all that work and do like an update. >> Could we get >> a ticket >> an update on where we where we're at, what has been done cuz like I was just showing Amanda here on the physical health. Uh, number three is start mapping out a a biking walking

182path on campus. Like >> I don't know if that ever happened, >> right? Or like so just like just an update of like >> right >> of where we're at where this one is, >> you know, it's still on this miss hire a social worker. >> We're trying to be perpetual. >> We're trying. We're trying. >> An applicant. >> We do. Yeah, we have an applicant. I believe. >> And then it um did you look at the posting place where we post the jobs to see if they can like outreach to like or if they're outreaching to like other my Bissell said she's tried searching the job posting and she had a really hard time finding it. And that's because and that's even that she knew what she was looking for. >> Let me >>

183cuz Miss Bissell Mary said that she went to some conference and she was telling people to apply and she went through cuz I forget what was the name of the >> pretty easy. I tried it after we talked that day. >> Yeah. So then you just go to >> She said she was having a hard time finding >> and there's all >> Yeah. Um she was Yeah. She just said she had a really hard time finding the position and that's even she knew what position she was looking for. So I'm wondering if like other like I know you found it really easily, but I'm wondering if like other people >> can find it easily. All you have to do is click on the link right here. >> Mhm. >> And then come down and pull

184them all up. >> What does the link say? Is the link like obvious? >> I I can't see it right here. >> Yeah. What does it say? >> Apply for the positions listed above using this link. >> Self-explanatory. Does talent ed talk to like LinkedIn or like other hiring platforms? >> Yeah, I don't know. >> Because like we like like we've had the social worker posting for years. Um we have we have a we have a few quite a few teacher positions that are probably going to be coming up for next year. um like moving forward like are we doing all that we can to put our name out there to to expand our the pool of people that we're trying to bring into the district? >> It is a little varied like you have

185to go to you have to go to admin HR employment on their website and you have to go to three different links >> this right here to job opportunities. >> Oh, I see. Well, so here's the thing. It's not permanent. >> Yeah. >> Do you see what I mean? It's I know, but if you're not hovering >> Oh, yeah. >> Like if you just go here and as soon it's goes, it's it's um >> it retracts. It retracts. So, I wonder if like can we just do like a button on the main page, Miss Annette, to have instead of having it in a couple's fingers, >> can we just have it in a section that is That doesn't mean tract. I mean, I know you've done a lot of work on the website. It's not

186to say you have to, >> right? Um, yeah, I just put it out there in red because um, but I think like you're looking at on a laptop, it shrinks everything and that isn't as obvious. >> Yeah, that's what it is. It's the laptop. >> But most people use the laptop or a phone. >> That's what I'm saying is. >> Yeah, that's what it is. It's the laptop. So I can put it to uh >> to that view >> to know to uh something right in here. >> Yeah. Instead of it being a like and I'm going to say once a finger that retracts, we can just move that to another button up on the top. >> Yeah. Just like when we request transcripts. If you're on a laptop, you have to scroll to go

187ahead and put your signature. So that's something I have to explain all the time, too. He's he's noticing >> just going to the website looking at a >> sorry no you send me a picture a photo. Okay. So we're on um accreditation requirement for school board members. So this was also um also something that was requested. Um is there >> what are the Yes. >> So I made a request for this last board meeting um because I realized that we um don't really know what accreditation means for our school district when it comes to uh credit hours and stuff like that for our trainings. Um, I believe there was some information that Superintendent is um added to our board agenda. >> And I tried to make it like a one pager where it was easy

188to read. So um, so the big thing here is I've been trying to get my hour to see how many credits I have towards my education or you know my continuing ed for the board on New Mexico visas. That's that's where you'll find that information. However, it has not been released yet. So, you're going to see the um the past year 2024 2025 information and it has not been approved yet at the um NMSBA isn't that it or level. So, once it gets um approved, it'll be put online. So, uh if you do want your two hours, there's a third number you can call, but I can't remember what the guy's name is. Um, >> that's not here. >> There's a third one going because they that's who they sent me with yesterday. Like, oh,

189they were like, "Oh, none of these ones are available." But there's this third person. Adam, >> I have Steve and Adam. I guess I talked to Adam. I guess for me, I always call Adam. Um, I just feel like it's important that we all make sure that we're getting our our hours in. you don't want to become unacredited or nonacredited. Um it's it's a great um thing to have in your in your district to be an accredited board. So I know in the past Lorraine at the NMS MSBA like if you email her she would just send us I don't think she's there. I need an update. Well, I mean, but there's like somebody has >> and they usually um they sent it to me because last time I sent it to you guys and

190I'll continue to do that and I think because they thought that was a lot easier. >> Um I sent it out right away. However, and mean that 80% rule I mean we have we have five board members. We need to have at least four of the five meet u to be compliant in order for us to get that accreditation. But I I agree with you miss. I think it's also important that all five. I mean that speaks volumes about the dedication of of the board to the district. Um and it is part of our accreditation as well as not to get accredited for um not attending the required trainings. It's also a reflection on our education. >> And then I know we have busy lives. So, I mean, this is my first year in. I'm

191already overwhelmed with as many trainings as I can possibly get, but um we don't have to go to these trainings in person. They offer them online. Um we can actually bring a trainer to the school and as long as they are, um approved or accredited by the NMSDA, um we can get classes and hours that way as well. So, if it doesn't work for us to go to Timbuktu, well, maybe we can bring that person >> to us. at the beginning. I mean, is that a danger? >> I don't know. Ask your matter. >> And um there they also added suggestions for ways to um to remember. And what I'm going to do is add the dates that they recommend on our on the board calendar just to help out with that too. If if

192I may, one of the big things um that we continue to see happening is, you know, we get first off, we're not hearing back from from you all um from not everyone. And then that puts us on in a weird situation as um as well as when we're trying to get and as I stated, now we're trying to get to guys rooms and stuff like that and then get everything um paid off right away using the credit card just to make it easier for everybody. But when we don't hear back, it also makes it really tough. Or um we say yes, we're going to go and then we don't show up and we're still having to eat the cost of of that um amount that we have to pay. So if you can just let

193us know, once again, I'm just asking in a timely manner and miss because the one that's been working on it. It just it helps with the process. Um, and if you can't make it, it's easier if you guys let us know in advance, not the date of um, the meeting because by then it's just too late. And some of some of the trainings we have to let them know. I mean, there's a time limit of when we have to let them know in order to get that that money uh, reimbured. We just paid out one and we there was only two that had showed up and the third one didn't, but we still had to pay. I did see another answer button. So, what I'm doing is um what I did this last time is

194I'm getting a room for all of you guys. So, then if you tell me no, I'll just cancel and like the one for the law conference, the hotel is really good about they're saying, well, you have this much time. It's pretty close to the date of but this way I already have a room reserved and I don't have to go searching for one. So with that being said, um the embassy suites was already filled up. The faster so the minute it opens and this is just us moving trying to move forward. Um the minute it opens we will reserve the rooms but we need to know within that time that a good time frame in order that we don't have to pay that back. What's a good time frame like well I mean as far

195as your your calendar your >> and I'm going to say it all depends on what the when we have to cancel like every hotel is different. >> So when we if you go online it tells you what the rules are. For example, this last one that we did with uh finance, was it? No budget. Uh and then just as an example, >> um if you booked your rooms at that hotel, they give you like 4 days after booking to cancel or they give you two weeks. Um that was the Embassy Suites one for the original one that I went to, but it just depends. Oh, I meant like the registration like it also gives you registration tells you timeline tells you like if you cancel between uh you know 2 weeks you get the full

196refund. If you do it 60 days before you get a partial and if you do it the day of you don't get a reimbursement at all. It's just reading what the requirements are at the bottom because on the registration form questions that it um next on our packet under item 7 E um are the board award for that. So I think >> we did meet criteria for accreditation for the board this year. >> This year that's last year that discussed it. >> Okay. So, I I think I brought that up about um the board awards where the last couple years have been just very very basic and just so I thought maybe if we could add some more like at least add what read out what they what the person wrote. Um, maybe add a

197little more uh a little more food and any other suggestions that might be it. It just seemed very um maybe we'll get more people too because there was there was a lot of certificates that weren't handed out. It feels weird to be in the gym because it's such a big space that it's like vacuous for the amount of people that are there. Even if a lot of people showed up. I've never been to a board awards my entire time here. It's too small to have it here. >> I'm going to say maybe it'll be different now that we have a new scoreboard and we can put it up there and maybe we can I don't know do something a little bit different. We also have three teachers that are going to four teachers that are

198going to be retiring. Um we just signed one today. Yeah. elementary >> or retiring um for retiring. Um so I mean we also want to make sure that we rec recognize them as loss and a lot of years experience uh that they play into the district. >> What about using the old gym instead of the new gym only for a smaller space? Well, I'm wondering if we So, I'm going to go back if we use that scoreboard and maybe instead of doing it so the bleachers are facing this way and then we put the tables open right in front of it, maybe we turn it sideways kind of like they do with math um >> no um senior night and and then make it more where it's not so open. So as we get ideas,

199we can just send them to you and >> would be able to cater. >> I don't know if you can make it for that. >> And it depends on when we have it. >> Oh yeah, that was another discussion. We were going to say if we can put it during the school years that we >> people. >> So the issue with that >> is we're so we're um we have to take their GPA and that's not always done until after the part of the problem. >> Yeah. So it's a board function. You guys decide what you want to um recognize. My suggestion was to recognize whatever they're being recognized for at the school at the end of the year that it wouldn't be 4.0, but I don't know what do the like the schools recognize

200elementary >> while I was there. So you guys can decide what you guys would like to >> and I think maybe something more meaningful instead of having that big old stack of awards and then having to send all that at the end I mean at the end of well beginning of the year um and finding half of them in the trash >> it's disheartening right so I think maybe they need to be more significant >> so you're saying less awards Yes, less award, more meaningful awards. >> I mean, I think perfect attendance is something to to recognize. It's a it's a it's a strong immune system that can make it through, right? >> And like parent medication >> and parent medication. It's both those are like in hand will be in school today. It'll hold

201better. >> It will. >> But like I know maybe again like we talked earlier about not wanting um to overidentify, but what if it is like like the like a most improved, right? Cuz we always see, you know, God bless the little 4.0 kiddos, but they get high fives all day long. Like the ones that don't >> the other kids don't get recognized on that big stage level often. >> Yeah. So we'll have to have that information pretty quick so that the teachers can start gathering that data or have it ready. My only hesitancy on doing that is that when we do you know yeah most approved is great. My theory is um you know when we say kudos to the kid that's always doing bad you know what is that that 4.0 is doing

202say well now I don't have to do a 4.0 to get an award. So >> I mean we could do 4.0 you know, cuz that's big too. And the I don't know. >> Yeah, but it is it's a lot that we give out. >> A lot of people don't show up. >> What are the awards that we should remove? >> Yeah, that's a good question. >> Besides, you know, what what else is there? >> We do the athletic >> state participation. >> Yeah, that's already done at the athletic. >> Yeah. Couldn't be worship. Could we part be part of athletic banquet then and then just give those ones our athletic banquet >> and it won't be the four awards. I'm just joking. >> We can combine it. >> Just joking. >> And then it would

203be more people >> because then that would that would because that's what a lot of the awards are is the athletes. >> Good idea. >> Yeah, that is just joking. >> Yeah. When's the when is the court or the back? >> It's happening in trying to put something together. So, we just need to make sure that um we let him know. Um >> so, would the board award be the the board the grade point average? That be the board award? We could do a a 9w week uh semester 9w week. If we do it in June, it's the full 4.0. If we do it before June, we would be taking the grade from the second n >> first nine week first nine weeks. >> That's right. >> Of the second semester, >> averaged with the

204other We can't do it because all the grades aren't in. >> Okay. >> We can't do it till June until all the grades are in. >> Saludator Island. >> Oh, that we can, >> but you do that at graduation. >> I mean, I think part of the problem of having the ward in the summer is that a lot of people are just like not engaged >> in in the summer. So, if it is in May or even at the beginning of a school year, we probably get better turnout. I do think that um combining athletic awards and board awards will set a good standard moving forward. Um this way, you know, we're we for all of us, you know, we can't just go to a painters clothes or something like that. We set a standard

205for everybody across the board. So, does it have to be grade point average? What else kind of need to do? >> I know that's that's what it's always been, right? I mean, if we're doing it at the athletic thing, but >> that's why I say maybe we can find out from the schools what it is that they other schools >> like the elementary what award do they give >> during May because they do have an assembly. It's um like grade point average attendance. >> So they take the grade point average at the time right before they're going out. >> It's I think it it's also most improved academic achievement. >> Yeah, because Mr. Mr. Ty did that for her class like the kid who was most improved. >> I think academic achievement could be one

206and I'm going to say most uh academic improvement would be another one. and then um perfect attendance and make those meaningful like when you're getting recognized by the board this is something to be celebrated there's so the NMSBA lists academic exc excellence so high GPA right leadership and service so student councils volunteers >> that's a good one >> resilience and growth right so never giving up the growth mindset students who have shown significant improvement. Cit citizens and kind and kindness acknowledging students who demonstrate empathy, positive attitudes, community service and then extra extracurricular excellence. So achievements and art, music, specialized competitions are not necessarily just athletics. >> How many are you going to be giving? Because I think that that's part of the overkill is that there's just too many. Well, that's I I'm not proposing.

207I'm just giving some ideas of what >> words are. >> Yeah, we could branch out to or consider. So, if you guys can let me know. Um, let me put my calendar. This way, we can also start working on it. Should we form a committee, an ad hoc committee, a board award ad hoc committee is get it so a couple of invested people can can put their energy and you can move forward since it's already the end of April. >> We need to reach out to Mr. >> Well, we can also Oh, I don't know. Can you just put it put something in the drive and then we just enter the in the ones you can put a list of what the NMS ones are and we put something next to it say this is

208the one we want and then maybe what four three >> and then we would just leave it maybe to the teacher list which ones you guys would like to um but you said so we don't go overkill I don't know how many we What's what's a good number of awards from each? >> Well, if you did like like two elementary, one middle school and high school, that makes it a lot more selective, >> but then that just puts a lot of work on teachers to like sit through and come up with their nomination. I don't know. >> Well, the awards are thing we're going to have to communicate out to the public. Is that why we're no longer giving 4.0? No, there's going to be one person. >> I mean, I'm not anti 4.0. Eliza

209would be very mad at you. >> Well, there is, you know, may expect. >> Well, we can do 4.0 if we pull the data, right? Well, we're going to present that wouldn't be the two nine weeks, full two nine weeks, >> but it would be a large part of the year. I mean expected and so I mean what's the point of these right? It's like to really honor some good work happening by students and teachers in our district. So I like I think if that's the core and and it's not overkill because you know I don't I guess we're still struggling between doing it at the athletic awards and doing it at the end of the school year, right? I think I think the athletic awards if they're open to us having a portion of

210their evening and then and then doing the doing the the night the cut short 4.0 >> that's so you'll talk to Mr. No. And then >> I mean I'm happy to pull a list and and people say what they are in favor of and then but then we just have to come up with some guidance on how those people are selected that's not too ownorous for teachers or other staff who are familiar with students. >> Okay. At the board awards do we give >> not just the retirees but we we give like five year 20 year all that all that stuff we do would we do like a meeting like what we do with it's >> we have to host >> okay and then do we have to do the um the called meeting to

211order and >> being that it's at the athletic banquet >> what's that meeting I don't know >> well in the past it's been part of our our meeting But if it's not part of the meeting, I don't know that we have to make it important. >> We could find out. >> We could ask you. >> She's hanging in with us. She is still there. >> I am I am still here. I think we could probably >> I I do have a couple of ideas for you to to mull and to throw into that mix as well because one you guys are taking way too much time on your meeting time doing this and deciding it. Don't need to. Um the other thing I mean it seems I agree with uh with you Amanda where it's

212like there's probably already all kinds of awards that go out. You don't want to make it too ownorous on teachers to have to do additional paperwork and all this stuff. But I also heard the superintendent say they have to be meaningful because they don't you know one your attendance is low. Another option that the board could just adopt and just say we're going to just do something different. What if you just went to your picking a student of the month and a uh um uh what am I going to put on a staff member of the month and you're just recognizing one every single month for 10 months and you're picking them based on a new criteria and you can just say to your community this is a way that the board's going to acknowledge

213students that are performing or that uh staff and and students that are doing well and they'll celebr celebrate them. You could throw them up on the website, you know, and they could be there for the whole month and then the next month it's another one. Um because what I've learned is that awards are only meaningful when it's presented to them in front of their community. So if it's at their school, >> you know, where they actually get awarded for that, that is also more meaningful than a meeting that is called separately and they have to show up because a lot of people may not be able to do that either. it's it's uh it's ownorous on families if they have to travel and transportation and so on and so forth. So, just something to mull

214over. You could just say your board's going to do it differently, you know, based on a new a new thing that you want to do. Um that could be another option. >> And you're right, because they're already not showing up. Well, we can't do the student of the month now, but for next year, >> it could be something you could implement for next year. You could announce it that the board's going to adopt a new thing and you're going to do a student and staff member of the month and you recognize a student member and a staff member of the month. That way, you're also celebrating your staff and you're also celebrating a student. Um and it's you know it's just a they can get a little certificate they were a student of the month

215or you know staff member of the month and that means a whole lot more I think to uh the parents and students because it's like it's it's broader and it's you know even if it's just for a short period of time but in year 20 6 27 you know the next school year I was student of the month in May you know or I was student of the month for October. Um, I know when my granddaughter got it here in Albuquerque, oh my gosh, it was like the whole family went bananas and they shared it across Facebook and it was it was a big it was a big deal. >> That was like a shout out. >> Yeah. Well, they do do something like this at the elementary, but I have to tell you, they

216don't let families know very often. And so, like your kid will come home and be like, "Oh, I got this." is and you're like, "Oh, I would have liked to celebrate you." >> Right. Yeah. They'll come off like a certificate and you're like, "Oh, >> yeah." So, there's >> So, then do we just move forward and continue on as usual and then next year >> implement something? >> I mean, we can still do better this year. I agree with that. Our brains are done with this conversation now. >> Yeah. It's it's a lot for you guys to be taking care of right now at the end of the meeting time that you've been in for 3 hours and um so just do what you can for finishing off the school year. But kids, students who

217have like a 4.0 are acknowledged at graduation, the ceremony, you know, they get a lot of recognition for those things already. It's happening anyway. you could slip a certificate to them, you know, at the I don't know if you guys have an awards assembly or something where they're getting all of those things, you know, there's just different ways. But, um, I wouldn't I wouldn't make yourselves work so so hard right now because this is it's 9:15. You guys are tired. So, >> thank you. Thank you, Mr. 11. So moving forward um next on our item on our agenda we have item seven um town hall update. So this was a request from the board that after our town hall meeting um that I do provide an update uh for the board meeting and then um

218I know there was some questions about what we'll do with it after. Um I would so with everything in here probably just I mean to post it on our website but then I'm not sure if I want to and I guess I'll take your lead on so there was some questions and concerns and I know that this is public and we asked them to write their name. However, I don't want it to be like become a negative thing if that makes any sense. Um and it there was not like we had the first question that didn't have um a solution which all of them should be solution oriented. It was more um well what's on there? So does this work for you guys based on what you guys are asking? I thought it was a

219a good town hall meeting. Um I thought we had a lot of pe more people than what we had before or different people. Um, and I think we probably would have had more if if the funeral wasn't happening. And that's kind of what I heard from multiple people from within the district. Um, I just kind of went over, you know, what was the purpose or what was kind of stated, you know, the purpose of what the town hall meetings are. Um, we talked a little bit about the student programs and academics. We talked about the design of the school. Um, and I'm going to say there was some good information um or feedback from and from the well those that were present at the um from the community um and how to move forward. Um

220we jotted them down. We're already working towards that as well. Um some of the suggestions were to increase outreach through malware um website updates, word of mouth, uh provide clear visuals and projected uh updates to the public. So we're working on getting some of the things that were provided. So I'm working closely with our project uh manager to see what things we can actually put up and which things we should probably hold off on. Um and then create welcoming opportunities for involvement. um bringing food uh and student led enga engagement would be something that uh somebody else had told me afterwards. Um and then going back to and then people just to get involved. Uh community members are encouraged to attend upcoming meetings uh share their input and feedback and then join us in community

221uh or the design of how the community or how we should present it which I'm going to say also good information uh instead of having it all in maybe maybe possibly putting it like in a more like a a U-shape. This way we have that more in personal um conversations. Uh there were two questions that were provided to um to us that day in like I said on the little and I don't know if any of you guys see the little forms that um are given it says um you know they have to write their name then their question or concern and then some possible solutions and we had two of these um the first one was provided by Miss um Miss Coacha the question or the concern was why do Why do that middle

222school, high school uh kids look miserable when I see them walking between classes? Or it is it just individuals it is concerning? How do we make coming to school enjoyable? Uh explain how it is a spotlight school and students are trying to unbelana o off campus. Beat up community members. Um special needs kids are being bullied calling um being called the rword. Um and it goes on and any of us can read that there was not a solution with any of this. Um but just to answer those questions um the way the school is determined and I don't know if this is how you guys would like me to present this or not but I was thinking that um for um definitely and if anyone were ever to to watch the video we said I

223guess because we said that we would give an update we would get give a summary of the the town hall meeting at at the meeting. >> So, as far as the questions, maybe because maybe because you do have their names to respond to them >> individually. >> So, in our first one, we stated that we would put this back during the board meeting. So, that's the question and a response to it. That's why I placed it there. Okay. >> Um, but you guys let me know >> for future. I mean, for for future maybe we could just do the but if they don't provide a name then we can't respond to them so that's a challenge >> I think you're I think though you what you're leaning into is right Miss Grant that saying Miss

224Gonzalez please follow up like you gave a response of how it's rated because that was the question is how it's a spotlight school given all of this right so um I think following up on that and if and and it might provide um Coach Max a little more opportunity to if you'd be like, I'm really curious about these things you wrote down. >> Yeah, I don't think this would be appropriate to post. So, I would want to take that up just because of the contents that that's in here. Um so then I guess moving forward because when we during our first town hall meeting um we had stated that you know if you have questions or concerns that we would you know submit them to us and that we would address them at our next

225board meeting. Um so I don't I I'll take your guidance as as to how you guys want me to proceed. Do you want me to say I mean we provided how the school was a spotlight school um and then all the other and then try to answer as much as of the other stuff about >> well maybe so you've already you've presented the you gave a summary of the town hall meeting. So now maybe just um re respond to the >> the individual >> individually >> and so not everybody provides so like the second one we don't have an email address so that's also and and it was requested so um >> where are you where were you thinking of addressing these questions publicly >> well >> like the next town hall meeting >> so

226no what was stated at the first town hall meeting is that if there was any questions from the community, they could write them on these little notes and then that we would I would address or answer these at our next board meeting. So, this is why it's in here, but at the same time, I don't know if I want to actually state all of this, >> right? So, that's why I just respond to them individually. Um, a suggestion for future town hall meetings is to make sure that you are clear when you are asking your um, community members about questions. I think this specific town hall meeting was um, in regards to the new school and uh, to um, I think Miss Mr. review it and Miss Martinez were there about levels of you know

227stuff like that maybe just to make it more clear like you know your questions should be you know so so that was stated so grant did state if you have any other questions that are not um pertaining to what we're speaking now on the town hall meeting you can put them on the papers and then we would address them during so during the board meeting so it's also and we also stated that with your questions that you also um we're trying to be more solution based that you also put the solution in there. I and because it's one thing I could reach out if they're a staff member, but if it's a community member and I don't have that contact information, it makes it a little bit different. >> So then what I can say

228or whoever's announcing it and could say it the next time we put your name, their names are on there, but it doesn't have a contact information because we stated that we would just show it to I do know who it is. >> No, I don't. So, I can get up for future reference. >> I know both of them. Um, and I can I could respond to both of them. Um, I just >> some of you I mean I got one of the a pretty meeting question in there. So, um that I will not put on the website, but if I if you guys would like me to address it during the board meeting or a followup phone call to them or >> um follow >> and you're going to also put the summary on and

229yes after after I remove that. >> Great. Um, next on our agenda is item 7G. Uh, this is B315 BHD, board member confidentiality. Um, this is the first reading and I voted by this. All right. So there was a a breach or or a public disclosure um at our last from our last executive session. And of course we have a we have a policy on this and so um the recommendation is to um have a type of corrective action. I heard Miss Bissell used that term earlier. So, a type of corrective action. And um I was I really liked how you stated, Miss Gonzalez, you put a you did a violation for him and it didn't happen again. And so um I just think that it it is very very serious because you know we've

230been working hard to build trust in the community and um we as board members um should be following the same policy following the policies also. So I guess the the point is um the language to use or what are we going to do? What is the corrective action? So I because I like policies um and really I've like realized how important they are. Um, so I I in that policy folder in our board agenda, I did work on a revised one. >> Um, that just has this more because the older policy is really it it's very what's how would I say it's it's it like expects people to follow confidentiality but doesn't really kind of name the seriousness around it. It's not specific. It's pretty general. So I took it and I reworked it with

231some language around um the OMA um and also added new sections on accountability and then consequences and then an acknowledgement and training. So, um, >> read this. >> Yeah. Or send it to us or >> Well, it's in the it's in our board folder, but if Miss Oh, um, if you miss Sanious, could you pull it up and and this was just because it is a big thing to to chew like to to tackle. So, I thought if I had the time and brain space to put something together for us to at least start to think about is this the framework we want? um give us a place to jump off of it. So does it what? So, if you miss, sorry, Miss Sanchez, if you go into our board meeting >> folder that we're

232in right now. >> Okay. >> Into the policy subfolder. >> Sorry. And then the um so that's the original one. That's the one we have right now. And then that's the one I uploaded. >> So what's So there you'll see there are some areas that are scratched out. And then anything that's new is emboldened. Could you make it bigger? Yeah. So like so this first these first little this the first parts were already in there right under confidential information and then what I updated is a little more around like recognizing the disclosure part right pulling that out a little more of how it relates to the OMA. So, injury to individuals vi violates laws um including private student privacy laws and personnel protections because that's not wasn't really stated and creating potential harm and liability

233to the district. Um, so that part was knew that emboldened part and then the those two next paragraphs were in there and then I added this part that we should not disclose information to the public media or through electronic or social media because we really have things have changed in the last 15 years, right? Um or in informal settings um and then in the executive session. So striking the that one paragraph and just talking that executive sessions are held in accordance with the OMA. I thought just being very um implicit discussions held shall be limited to those topics permitted. Right. And then um yeah, so you guys can see there's just a little more wording around like what something >> what constitutions it being confidential um for doing this amount. So the actual directive action

234is it at the bottom? >> Yeah. So miss if you scroll down a little bit mis there's the accountability and review of alleged violations right so that even that's not involved in this is all new it says under m sections so it says any allegations of breach would be reviewed by the board in executive session it with applicable by by law and then um then the consequences they're verbal written reprimand then a censure and then we don't really have the power to remove somebody like that's if somebody would then go to it's a secretary I think >> well I looked it up and >> we can vote can we and >> I looked it up it is an internal an internal >> policy to censure >> we'll censure we can and then the next thing

235is to be like okay you're like stripping pe people of a position. So it' be like, "Sorry, miss this." So you're now no longer vice president and you're off of all the committee duties. It's kind of like a a way to >> to reprimand somebody, right, is would be the next level. And then but yeah, I was saying we can't remove each other off the board, >> right? Right. >> So um a to center someone, what does what exactly does that look like? like you can't be involved in like executive session or like you can't be involved in like the finance meet committee or like all you can do is just attend like the board meeting. >> I'm really just kind of hang out. >> Yeah. >> Really don't have a voice and how for

236how long? >> It's kind of up to the we have to be up to the board. >> Yeah. It says this it's it's maybe subject to corrective action to include but not limited to. So that that's not so prescriptive that part cuz I I think depending on what goes down might we're in different because I mean just it happening once is is is detrimental and I mean I would hope that someone wouldn't would it be okay for a month or two three months being censured and then wouldn't come back to do it again. But I mean just it happening once is affects the community, affects the district tremendously. So So we take a we can take a look at this and then back to the second second meeting. >> And I'm not I'm not tied

237to any of that. I just wanted to put something out there for us to start working on. >> Yeah, because it looks like a lot, but maybe I'm just tired. >> It is a lot, but the other the policy that we have, it doesn't include >> that new section like like the accountability piece or like the um >> uh consequences piece. >> Yeah. It just says like all the policy the original the current policy just says to >> it just says behave. >> Yeah. >> No. >> Yeah. >> Right. >> Well, even the behave is the little >> it doesn't have much. >> I mean it's it probably takes it to like from a onepage policy to a one and a half page policy. >> Yeah. Thank you for doing that. >> Next on our

238list um is item eight, approval items. Um I'm asking for approval of item >> eight. Oh no, I'm sorry. My bad. I'm sorry, too. Um I'm uh next on our list is item nine. um consent agenda agenda items and this will be 9A payable vouchers u 9B payables and 9 C bars >> heard the recommendation by the superintendent to approve consent agenda items. Is there a motion? >> Motion by Miss Visaga. Do I have a second? >> Second by Miss Bissell. Um roll call, please, to approve consent agenda items. >> Mr. Jason Males. Yes, >> Miss Amanda Bissell. >> Yes, Miss Monique. >> Yes, >> Miss Caroline Grant. >> Yes. >> Motion carries chair. Next on our agenda is item 10 board um evaluation. I will defer this to >> and I believe we do

239have Miss Yolanda who will be supporting this. So, I don't know if Miss Yolanda, you want me to practice doing this or or you want to guide us through it? >> I think you should practice doing it. >> Yeah. And don't you don't need to like proceverate too much on it. Don't don't make yourselves like, you know, he and haw and go all over the place because remember the goal here is not just to win all the points you possibly can, but to be honest with yourselves about where you are in the process and what you're doing well and then just just live with it and know that you're going to continuously improve. >> Thank you. So there are there's three the three documents. one is the actual self evaluation and we didn't need to

240print all that again. you could just view it and then um under under that is the how we scored and so that was in January I'm sorry January through March >> and then the the last one was the so what we did was I did was t took from the pillars um took focus mindset and then the ones that we so I'm on the very last one it's called uh board's self- evaluation objective details. So I took each pillar and the I went back and listened to the to the video that uh Yolanda coached us on and these then I put in there the the the objectives that we still had to work on. So under focus mindset uh we were ineffective. the board has not conducted a self evaluation during the previous 12 month

241period. So I would think that now we could we could cross that or check that off. Um we're doing an R evaluation now. Then the board has not evaluated its use of time and board authorized public meetings during the previous 12-month period. Um, I know that we were during we must have gotten busy, but Miss Yanda was going to meet with um Mon'nique and I to go over this, but um it's we could probably find a an agenda to I was actually talking to Miss Annette about somehow putting the time on our agenda, how much time to use like maybe we wouldn't be um display if we had put a time limit on each >> at least to try to stay close to it >> on each item. >> We could actually also utilize notebook

242element to see if we can create an agenda based on what we >> and I can probably actually meet on that do that. So um so we would actually still remain at zero points or uh ineffective but we're moving forward. So this is like the agenda that I have for professional governance and there's like there's like times like we have like 10 minutes to speak about this topic >> and then like but this our meetings only last an hour long just to be respectful about these times. So you get the highlights, >> but that's just how I like >> it to us. >> The agenda, >> the template, >> uh, I will >> take a picture of it and that's >> Or is there a website I can go to? >> No. >> Okay. >>

243It is all internal, though. >> Okay. All right. Just delete everything that's on there. >> Yeah. or make a copy of it and delete. >> Yeah, >> thank you. I wonder if we >> and it's just and it's just like a estimate of like how I'm going to run the meeting and like how much time I think we'll need and like for like the bigger open discussion parts I leave a larger >> a larger amount of time and then like for presenters and stuff I give them like >> if it's a big presentation like the uh JAG and stuff like they get like 20 30 minutes. >> Yeah. The other part is just being really disciplined with yourselves too because so like for example tonight you guys kind of like got on a hamster wheel

244on the board awards for example. It it took too long. There was a couple of others and I'll finish writing this up but you guys got on a hamster wheel on a a couple of areas and I was like no don't do that. But it's just being really succinct about and I agree with you board member. It's like being you have to be very disciplined with it because you guys are so tired. Staff is tired and you know there's just no way. So I think you all agree you're zero at that point, right? Head nodding. Yeah. >> So go on to the next one. Don't belabor it. Know you're going to do better. >> So our vision and goals. The board relied on a root cause analysis. So we we did not do this but

245the recommendation was this and like I said this is this is verbiage from um Miss Wanda's coaching do a root cause analysis why are some students not making progress what are we doing and our are our resources align to that so I think I would need some uh a little more I need some help with this miss Yolanda is it um do we do the root cause analysis. >> So, let me Okay, so I'm gonna stop there because yes, that is Amanda started to ask questions tonight on that as they were looking at data and said, "Yes, you're doing it as an aggregate, but what do we know about some of the other students?" That's getting to root cause and you're starting to understand like who who who needs more support and who doesn't. Not

246violating Furpa in any way, but really understanding like is it on a whole is it the ELA students? Is it the special ed students? But what are we what are we seeing as the distinctions between that? That starts to get at root causes. You also started to hear from your middle school presenter, middle high school presenter on the restorative justice pieces in terms of like who are the students that are really struggling and what they're doing different. So, it's emerging. I absolutely agree and I'm hoping that in your progress monitoring reports you guys are going to start to hear more of that because you're you're starting to make that that progress. But that was a great question tonight, Amanda, when you were asking about yes, we've got the aggregate, but what do we know about

247certain populations that maybe we need to do a little bit differently and what are we noticing about what's what's working? Or if there are kids that are chronically absent, what are we noticing about that? or if there are kids that are chronically in trouble in the restorative piece, what are we noticing about that? So, so move on. >> That's cause and that root cause comes in the presentation. You're not responsible for it, board members. That's going to come in the presentations. >> Yeah, that was the question. Um, all right. So, uh, publicly posted the goals for public comment prior to adoption, and it's we have those goals posted now, so we could we could check ourselves off that. >> Yeah. >> Okay. Um, clarify priorities, values, and guardrails. The board publicly posted the guard rails.

248Um, >> I didn't see them, but >> So, we're still emerging. Yeah. >> Yeah. Um >> whoever goals but not the guards. Yeah. Um and then monitor progress. Every goal is um calendar to be monitored at least four times per year. So I think this is where um I would ask for help also. So every goal is calendared to be monitored at least four. Okay. So we are so four times per year, not three times. >> I'm going to let you guys three times is fine because you're a smaller school district. I remember I had said that earlier. We're we're modifying it for you, but you guys have met that. >> Okay. And that's the beginning, middle, end >> end of year. Yes. Yeah. Yeah. >> And then every guard rail is calendared. So, no,

249we're not doing that. We're we will do that. I I put it on for next um >> for our next meeting >> as a to monitor. The board conducted its first practice monitoring session. >> You're done. >> We've done that. >> Yeah, you're done. So, you're definitely you're definitely at emerging there. There's some faces places that you're not at effective yet, but emerging is great. >> Right. The board received training on how to use policy diet to make board policies transparent and manageable. I don't think we've had that training. >> Okay. Um, superintendent evaluation only includes sections regarding the board's goals. Yes, we have. We did that. >> The board has been provided copies, but unless your required by law did not vote to approve disapprove the superintendent's plan, we did that. >> Okay, >>

250that was in December. >> So, you guys are really close. I we just need to talk a little bit about policy and remember we talked about that uh board president and where I got you connected with Sharon. So that from Sakoro to just kind of hear a little bit about how policy is being done. I don't think you guys are going to go in and just like wipe out all your policies. It's more about having u uh a real disciplined approach about the policies that you are addressing. And I know that your superintendent has been bringing policies before you that are like front and center that are most relevant and important. So I let's talk offline and I'll give you that. But I think you guys are still emerging, but I think you could easily

251jump into being effective. >> Okay. >> All right. So, communicate results. Um, communicate results. The board has not consistently demonstrated the ability to distinguish between customer service issues and owner service issues. So I I grabbed this exact from what you said uh Yolanda knowing when not to get engaged but push issues off to the superintendent to solve because a board member cannot do operations as well as a superintendent and their and their team. And so what I looked at was um and just based on some information I uh uh I don't we're not I don't think we're meeting this either because um if you look at our board our board manual in there is a section uh creating an effective school system culture and I'm just going to read a few things from there. uh

252refrain from behaving in any manner that staff could interpret as providing directions to staff or assuming a supervisory role. The school board is to create a culture of ownership freedom. The school board delegates authority through policy and then honors the delegation and it puts in place. It's called culture of clarity. And then when the school board leaprogs over the delegation it put in place, it makes it clear to staff that nothing the school board says can be relied on. So I think that some of the um we're hearing that this is this some of this is still happening. And so um I wanted to just remind us of where we're at in that. And I think this is just as serious as um the other policy we were looking at in um in the communication

253and breaching that. So um there's another policy uh on communication in our policies. it's be and we can I don't know does the board think this is just as serious as the other I I do as the other policy in because if if we're not following policy how do we expect the rest of the school to follow policy and um it what happens here happens in the classroom happens in the school That's something to to be considering about um having a corrective action on that also any thoughts? And that's a question back to the board members, not to me because you guys are the ones that are uh dealing with this piece. Um I mean, I'll be I'll be very candid, right? I had an experience at the very beginning of my time back in

254office where I had an interaction with a staff member who when I was here had retired from a position, right? And I and then she was like, "Oh, I'm doing that again." And I was like, "Oh, when did you start doing that again?" And she recorded that as of me questioning why she got a job. So that's very subjective, right? And so I pushed back a little on that because they I was I was not like undermining her, asking her why she got a job, any of that. I was like, "Oh, I" and I ended the conversation by even thanking her, saying, "Well, thanks for stepping up and doing that, >> right?" So, but she still reported it. And and I'm not saying that her feelings aren't valid because she must have felt like there

255was something there. But I would say like I would push so with that would that be some experience for me in mind. I would say that was a very subjective um experience and and so like that I would then have a consequence for having a conversation with someone um where my intent was not to undermine them. Um, I mean like >> and I I don't we don't need to spend a ton of time on all the details because I don't know that that's appropriate, but I do want to name that like that's something I can think about feel like how would that have how should that have played out? >> Yeah. Yeah. And it's it's hard. It's you know I mean the hard part in being a board member is that like every action we

256take, every way we say something is always sometimes taken out of context. I remember being interviewed by the newspaper and man, the way that they portrayed my comment was just like, wow, I did not say that. I mean, you know, that's not how it came across, but it's just it's just the role of being a board member and being a public official. And so, it's it's it's a tough balance. It really is. And so, but thank you for sharing that, you know, that that was a potential area. So, so I think this is still one that obviously can you guys are making some incredible gains in this area with your town halls leading with transparency, wanting to be responsive, you know, like superintendent, I I appreciate your like how do I respond to this question

257and just knowing I just sent out um to the board president and superintendent a really um cool thing that uh it was from the newsletter, but it has some communication tips. Please share it with the rest of the board because it's really about communication. I sent it broadly to all the schools that are participating in this. Um but I would say that you know you all need to come to agreement on is this a zero point or is it emerging into a one? I can't make that decision for you. And so, but this your your s your your president has basically laid laid out the areas. And so, is there agreement on this one or if there's not? If there isn't, then just talk about which one, what point, what are we giving ourselves? Um,

258it's, you know, liver diet, it's not going to be that big a deal cuz you're right now at 25 points. This would give you one additional point. If you wanted to move into the next one, it's still 25 out of 100%. So, you're still not you're not uh you're you're you're still needing to improve. >> No, I the the the scores don't bo bother me. It it's um it's >> getting the >> getting it right is is the scores are okay. >> Yeah, I'm not advocating for a point. I was I was just trying to provide a situation of like how cuz I agree. I'm responding to Nanda as far as we're >> but I because I do agree with you. It's important. It is important and I do think our board not this people

259but this board has the legacy of overstepping of taking authority that's not his making all kinds of promises and that I mean >> and we do need to address that and I think I was just giving >> maybe not I think the word in other words is to educate our our community members also because a lot of our community members. The three of us experienced this at the um literacy night came up to us with a with a concern, but you know, we I think we pointed her in the right direction. Um but I think our >> she had already left the principal alone. >> I think our community members though should we need to educate them that we're not here to, you know, make mountains move. you know, we're here. We have to make

260our make our jobs very clear to them that we're here to govern. >> Well, I think the what I heard been hearing is though it's it's um more board members doing doing this um um they're feeling like they're being supervised >> by board members or a board member. And so you're like they're the manager, they're the ones trying to make the decisions. And so it's not necess I think >> um I don't know. >> So the community has kind of >> started going along with the chain of command and staff members. I'm sure there's stragglers, but um that was I think that was so refraining from behaving in any manner that staff could interpret as providing directions to staff or assuming a supervisor. So, um I guess >> and it's just important to remember that

261I love this thing and this is the thing that I just sent out today, but most importantly boards just need to remember that outreach and engagement does not mean unanimity. It doesn't mean that you're going to get along with everybody and everybody's going to be happy because what it it means just clarity. And you're right, board member Visaraga, is that it this is all about adult behavior change cuz if the adults change, then everything's going to be different. And it's hard for adults to change. It is really hard. I think you heard that in your presentations from your data presentations where they're talking about it's the staff that's having the hardest time with some of the, you know, the changes. They're going to have to do a new math curriculum. There's new ways of doing

262some stuff. But remember and just keep doing this is that you are also making and reminding the community you're also making in tremendous behavior changes from what the board used to behave like right where Amanda you're you're talking about in the past would overstep its its um its role and and you know do things that were not appropriate and and you guys are setting that tone that no no no this is the new behavior this is the way that it is and um you guys are doing a really good job. But, you know, it's not going to be perfect, but um so I think you could tie this all up and you guys are good on your eval. >> I just I want to offer some Miss um Grant came and talked to me about

263that and I really appreciated you just having a candid conversation with me and being will and I and I think that's what it's going to take. So, if you're still hearing it and I'm sorry if I'm your problem child like you've been talking to me all day, right? But like I I think have having those candid conversations because if people maybe some people are are intentional and that's a whole other thing. But if people are making missteps and just need to be coached or reminded like that's what has to happen. If not we're just going to keep this doing the same thing. >> And that's exactly and that's exactly when he says what happens in the boardroom happens in the classroom. Because if a teacher's making a misstep, hopefully that little bit of candid conversation

264and that that trust where you start to build a culture where like, "Yay, yeah, you can you can call me out and I'm not going to beat you up. You know, I you we're going to talk about this in a very productive way." We want students to be able to have that ability to problem solve that way. So, yeah, that's fantastic. That's great. Okay. >> All right. So, do we So, do we um >> you just put your scores in that you have for each of those and you just mark it up and say that you guys are at 25 points. >> Um Oh, well. >> Okay, we're done with that. >> So, are you ready to give us some feedback? >> Um um you know what? It's so late. It's 10 o'clock. You guys

265are exhausted. I'm going to write up my feedback for tonight because I do have I do have some feedback and some conversation around the distinctions between goals and guardrails and a strategic plan. Got to remember the goals and the guardrails are what the board has set. These are the big highlevel things. The strategy is the road map of how to get there and that totally belongs to the superintendent. So it totally belongs you. I know you guys have this investment and this whole community piece where they gave input to that, but you got to remember that your goals and guard rails are due to expire I think 2728 because you have them set for that long. So your strap plan should just be matching the activities that you're going to do each year. So what

266are the actions that you're going to pull into for this next year to to meet those goals and guardrails and maybe just taking off that big community piece that you had in there? what were some of the things that you want to build in there? So, superintendent, I could um you and I can actually have a conversation on that. Uh Caroline, we could do that as well and talk about how that pulls together, but I don't think you guys need to do a new strategic plan yet. It's not time. That's my opinion, but you guys can think about it differently. So, >> what about updates? No updates. Can you >> You update it. Yes, you are updating your Well, and we can talk about that offline so that you can bring that back. >> That's

267good. I would appreciate that as well. Um, Linda. >> Yeah, cuz you don't want to go into a whole new community thing until your goals and guard rails are getting ready to expire. And your goals and guardrails are not ready to expire yet. So, I have some thoughts on how you can just use what you've got and keep moving. just keep moving forward with what you've got and and because Amanda, you were correct. It takes a while to cook these things. And so, you're cooking towards the big goals and the and the guardrails that you have. You've got some strategies and some actions that you can pull from that you're going to continue to do to meet those. And then when it comes time to have a new set of goals and guard rails, that's

268when you're going to have the big community event and do a whole bigger piece. But right now, I don't think you're ready for that. You're doing your community engagement. You're continuing to get input and I think that's good enough. >> Thank you for staying so long. >> Thank you for your time. >> I know. I was like, "Wait a minute. This is too long." >> You guys are all yawning, rubbing your eyes. I've been able to at least be off camera doing exercises to stay awake. I'm sorry. >> But do not do your items for suggested for future meetings. You guys should just send those in. I'm serious. You guys are you're going to make yourself because I can see you guys going down a hamster wheel on that one. Just send them in. Write

269them in. >> Send it in, Mr. Gonzalez. >> Send it in. You can type that up and just send it over to your board president and superintendent. That's the easiest thing for you to do. So you can go home and sleep. It's 10 o'clock. >> All right. I am I am signing off. >> Sayanara. >> Madam chair. connect from our agenda our items uh for future meetings. Do we not will we would we like to take the recommendation from Missa and if you guys can send those in or would you like trouble trouble trouble you guys I don't have any memory like I just remember I can always tell you or text what what you got We only got one. What you got? >> Just your followup from the elementary presentation. I think we had

270that fourth grade group that was supposed to be getting some some training or something like that, some education. C. >> Yeah. >> Follow up. >> That's all. >> Um, are we going to have a board meeting before graduation? >> Yes. Well, um I also need to ask for sorry I have to put one in there. Um a special board meeting for uh May 4th um to go over the we have the finance >> report and review that one and we need to have that one. So in uh based on the timelines u May 4th was in order for us to have everything in done in plate uh on time to start working on our budget we have to have it on that May 4th. >> That's two weeks. >> Yes. I'm doing >> you need

271to come here. I work here. I can't >> when Yeah. >> Um I have to I'm going to be Albuquerque that day for work. So I just >> Well, I don't want to stay in Albuquerque till 6 and then drive home. So I just um I I don't know. I guess I'll try to Does it could it be like the next day or where or that fright um in conversation like in both we both look pretty tired right now? >> There was something on the Yeah, there's I'll be at the state but maybe I can maybe I can zoom in. >> What is um spring festival? But there was something else happening that we were that the fourth was the date that um and I I apologize but that we needed to have that but

272I don't know if there's something else happen. >> I'll make it I'll make it work in person. >> Oh either way you can log in person. Are you able to >> I can log in. How >> if if we do it >> how much attention I can pay. >> Can you do this? >> Yeah, >> cuz I'll just I'll just zoom in. I didn't know it was going to be zooming. I think she said there was a reason. There is a um >> I mean I can do it on the board but like my >> you will not have my you won't have my full participation >> and we need how many we have three and a half. Do you recall those the other one? So, we're having the review input and review on the

2734th and then we had another date set for the >> Was that the regular board meeting? >> Yes, the regular board meeting. >> There's something else happening that we can't do it on. >> So, yeah. We look to see where we used to do that. once it meets in like there does there need to be so much preparation before that regular board meeting or >> maybe on the 29th I'm just going to um and I'm already getting anxious with not having our budget like we're not um last by April we had to already have it submitted And this year they gave us into the law because they were yes but we're looking at which I would like everything done by the 28th I think in the very please. Can I ask um question real quick?

274What is prom? It's necessity. Will you go with me? >> Sure. Can we go to pro? No. has been really the name of the kitchen. >> Why? I don't know. >> Randall like how did this go? >> Mary's husband. >> Okay. So, we're gonna do the fourth responses. Okay. Maybe they could send an invitation to you guys, >> even an email. >> There's going to be a popular >> I recommend adjournment of our meeting. We have the recommendation by the superintendent to adjourn. >> Yes. No motion. >> Yes. Motion carries. >> Second. >> Wait. Who makes a second? >> Motion. Amanda. Second. >> Mr. Jason. >> Yes. >> Miss Bissell. >> Yes. >> Miss Monique. Yes. Yes. Oh, German. Um, just for the for you to know. Um, tomorrow I will be I think I

275said that already. I'll be in Saturday and then I'll return once I'm done with that. >> I um I go get tacos. We're going to the up awaken.