001agent. >> Yeah. And I didn't from all our guests in the room and in in the conference or in the lobby. The meeting will come to order at 6 6:06 p.m. Let's have a moment of silence. Thank you. Please join us. 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 flag of the state of New Mexico and symbol of perfect friendship among United. Madam Secretary, please take a Mr. Jason Gonzalez Martinez present Miss Caroline present Miss Glen Miss >> I don't see her. >> No I don't see her. >> Madam chair we have Madame Superintendent. We have a Um, madame chair, I recommend approval of the agenda with the following
002uh initiative. Uh if we can move item eight, action items a uh resolution determining the necess necess necessity uh for lease purchase of education technology equipment in the amount of 15,000 and item 8 B resolution of authorizing uh insuranceances of general obligation bonds in the amount of 250,000. If we could move that one after public comment. Um, and I would also like to ask if we can move item 8 F, progress monitoring report after item seven, presentation and discussion. Um, data review site principles. >> You've heard the recommendation to approve the amendment. Can I get a motion? >> Motion by Missaga. Can we get a second? Second by Mr. Gonzalez. Is there any discussion? Please take roles. Gonzalez. >> Yes. >> Patricia Martinez. Yes. Miss Caroline Grant. >> Yes. Madame Chair, we have um several
003members that are um in here and also out in the lobby for public comment. So approval of the board meeting. >> Oh, I can report your I apologize, Madam Chair. Um, I ask for approval of item four, approval of board minutes, July 15th, 2025 regular board meeting minutes and August 19th, 2025 regular board minutes. You've heard the recommendation to approve July 15th regular board meeting minutes and August 19th regular board meeting minutes and get a make a motion. >> So motion by Miss Martinez. Can I get a second? Second, second by Miss Saga. Is there any discussion? Madam Secretary, Mr. Jason Gonzalez. Disag Martinez. Yes. Miss Caroline Grant. >> Yes. >> Okay. Next item on the agenda is public comment. And we have several um participation today. So today or at this time this is
004the only time that we do public comment other than um any other time on the agenda. There is the uh public participation is by view only. So each uh each person will talk for five minutes who who's first >> we have Miss Amy. Break the >> Well, hi. My name is Amy Archeletta. I'm uh I come here as a parent for uh my son Andrew Archeletta. He's a baseball player for the Pasco High School and middle school. Um but I also come here as beha uh for behalf of the baseball players throughout the whole uh high school and middle school to read a letter that was sent to read to you guys. Um to superintendent Gonzalez Pasco and 12 of Pasco school board members. We the parents of Pasco baseball teams in the Piasco district
005are writing to express our concern regarding the condition of the high school baseball field. We understand that both the field and the dugouts were recently flooded. As of today, no restoration work has been initiated on the baseball field. We respectfully request that the district prioritize repairs to the baseball field before the onset of winter as snow and colder weather will soon make such work impossible. If if repairs are not undertaken now, the field may not be ready for practices or home games during the upcoming baseball season. This has also raised concerns about the potential discontinuation of the baseball season and the baseball program. The Piasco baseball program has strong participation with players demonstrating significant dedication and commitment throughout both the school year, summer leagues, and currently now the team participates in a fall league in
006Santa Fe, but lacks a suitable local field for practice. Coaches have invested their time and resources to make an alternative alternative field usable, ensuring that players can continue to develop their skills despite these challenges. As dedicated and committed parents, we have consistently supported our student athletes through our fine financial contributions and unwavering encouragement. In light of this, we believe it is only fair that the baseball field be repaired and made playable for our players. It is our understanding that other athletic facilities affected by recent flooding are currently undergoing repairs, and we respectfully request that the baseball program receive equal consideration. Baseball should be recognized as an important sport and treated equidel alongside other athletic programs within the baseball Pasco Independent School District. When Piasco Independent Schools advocated for the school bond, a flyer was distributed,
007a flyer was distributed outlining the intended use of bond funds. One of the items listed was the improvement of the Piaspo baseball field. We understand that the district is currently in the planning of stages of constructing a new school. We respectfully ask that the baseball field is considered and included in those plans. Thank you all for your time and consideration. Respectfully, Pasco baseball parents. And um I have a copy of the letter because I don't have a shake key and everything but for you guys to read of what was was said. >> Okay. Okay. Thank you. >> Thank you. Thank you. >> Thank you. >> Next uh we have um Andrew take a step forward and you're doing it. >> All right. >> Hello, my name is Andrew. I'm a baseball player from I just
008wanted to let you know that myself and my teammates that we love baseball. We are dedicated to baseball. We have been playing regular season baseball with our the school. Our school team plays summer league in Ta and now our team is playing fall league in Santa Fe. Baseball isn't just a game we play, but baseball help us stay on top of our grades in school. It keeps us focused academically. We would kindly ask if the baseball field could get fixed soon so we will have a baseball season. Thank you. Um Michael Powell. Hello everyone. >> Hello. >> I'm an e glasses. >> Uh good evening everyone. President, superintendent, board members, other guests. Uh I'm Michael Powell. Some of you may know me as an activity and substitute bus driver here. In those roles, I've been
009blessed to witness kids of the district pursuing their dreams in sports. seeing wins and losses, personal bests, and inspiring struggles. Kids simply trying to finish the race, sometimes far behind the pack. I've been amazed to see the character and resilience these kids have shown as they give it their best. and I'm grateful and privileged for the opportunity to help them get to their competitions representing this amazing community with the dedication and courage that exemplifies this special place we live. Tonight though, I'm here as the father of seventh grader Powell. As such, it's my duty to share his and my family's concerns about the current condition of the baseball field. As we all know, the field has suffered significant damage from flooding, leaving it currently unable to provide a suitable and safe place for our kids
010to play baseball. And with winter quickly approaching, time is running short to make the necessary repairs to provide a home field for the upcoming season, one that our kids can be proud of. Once the ground freezes, the time to make needed changes will have mostly passed. as with the onset of early spring, they'll need a place to practice and play. Being a member of the Pasco Middle School baseball team last year provided Finineian an opportunity to make new friendships and earn the respect of some who may have wondered who he was and what he was all about. and to watch him grow here with his love of baseball lighting the way been an honor and a motiv motivating force for me to do whatever I can to help him accomplish his dreams. He gets home
011from practice and heads out back with his bug bat and ball hitting the ball back and forth in the field. um or to practice catching balls as they come off the roof after he tosses them up there. To glimpse his smiles as he makes an unexpected catch or hits a ball past our fence leaves me proud knowing his pursuit of excellence in baseball. Teaches him the importance about putting in the hard work and leaves him little time for the screens and video games that could so easily occupy his time and attention. And with his goal to someday maybe play collegiate baseball fueling him on the field and in the classroom. It would be a tragedy if he and his teammates have nowhere to play next season. So, I ask you tonight to please do what's
012necessary to provide a home field where our kids can play proudly so they can experience the successes and failures that they need to grow into the amazing adults they all have the potential of becoming. And so, our families have a place to gather in pride and joy, watching our kids grow together and representing our magical little place here on Earth. I'm sure if enough resources were available, enough people would join together to do what's needed to provide these kids the safe place to grow together as a team and keep the tremendous momentum and progress they've achieved to become Pasco's next great baseball team. Thank you. >> Thank you. Um, Robera Martinez. >> Hello, Superintendent Gonzalez. Madame President, and members of the board. Many of you know me, but my name is Roberto Martinez. I am
013the mother of Josiah Gur, seventh grader. I am here tonight to express that my concerns about the damage to the baseball field and the lack of response to repair it. As we all know, the baseball field was heavily damaged due to flooding. Flooding occurred over a month ago. And as I drive by the field every school day, I see that there is no work to remove any of the rocks nor debris from on or around the field. The only clean area that I have seen is the smaller outer field on the side practice that the coaches I saw cleaned out for the student athletes to practice, but this was done by their own time and with their own equipment. I do understand that there is more to what is seen and I'd like funding, someone
014to work on the field, whatever it may be. But what I do see is that the field needs a lot of work if there is to be going to be a baseball season this spring. Fixing the baseball field needs to be prioritized and need to be worked on as soon as possible. Once as the winter months come, work will be impossible. Freezing will make it very difficult to remove any rock and debris. Then come spring, the field will be in a worse condition than it is right now. The work that needs to be done cannot be done only in the spring because there's still freezing conditions and it's still possible. My fear is that the field is not going to be addressed as soon as possible and that there will not be a baseball season
015in the spring. These student athletes strive in the classroom in order to participate in baseball. that taking away that from them is unacceptable. These students look forward to the baseball season all year, training, participating in leagues throughout the year to participate to prepare them for the school year to baseball season. They make sure that they strive in the classroom to ensure that they will participate during the baseball season. Preparing all year, they need to know that they will have a field to play on in the spring. Last thing I'd like to say is last year the middle school team won their first middle school game in eight years. That might not be a state title. It might not be very important to many, but to us it was a grave achievement that they did. Um
016they these boys have a very bright future ahead of them through baseball and I believe that they have a strong chance that one day they can show the state that in Little Pinasco we have a very strong baseball team. They just need a chance and a field to show. These kids bring pride to their family and the community. Either they win or lose as a parent. We support them and we encourage them. We tell them don't give up when things get hard. So I am asking you to lead by example. Please show these as student athletes that we do not give up when things are hard. We've always find a way. We can always find a way to find fix the baseball field and ensure that there will be a baseball season for the boys
017come spring. Thank you. >> What else? >> And this is not based on according to this. It's progress monitoring and correct. Good evening madam president, madam superintendent, the rest of the board. Um, so as a a recently former board member, I still get a lot of questions in the community about how the school's doing, how the board's doing, and I say a lot of positive things. I talk about the good work the board's doing on focusing on student outcomes over and over and over and how important that is. And um what I'm starting to hear back though is oh but oh but um apparently they just need one kid. You know one kid is 10% to reach their goal. Right? When you look at what 10% represents in our small classroom that oh they just
018need one kid from nearing proficiency to move up. They just need one kid. So, they're just focusing on a few kids that they think they can move rather than everyone. And that really um is jarring for me because I know as somebody who is helping develop these bowls and think about it, it wasn't about moving a couple kids to make the numbers look good. It was about making sure all boats were floating. And I don't know if the messaging is really to try and simplify it, right? like it just represents one kid or it just it's as easy as just one kid to make it feel like it's um an achievable goal. But I think in that messaging there's more damage being done because because then the message is oh we just got to focus
019on a kid, right? And and we know which kids they're going to pick because they're the ones who can move easily. So, I just I hope that when you guys are reviewing the data this evening and looking at the progress monitoring goals that there's if you have time to stop and consider are we really making sure that the plan put in place is actually to to flow all votes right to lift all students not just a couple that are easy to move um move along the line. Thank you. >> Thank you. >> So, thank you everyone. Um at this time the the board doesn't take um any discussion or action but um at a later time a staff member or superintendent will get back with you and we appreciate everyone's participation. U it's great to
020have people at the board meetings. I I also want to mention um we there's one other public it's not really public comment but we have um the school board is being trained um or coached by a CES member Miss Yolanda Cordova and she she will be joining us um during our progress monitoring time and that will be somewhat of a a public comment but it is just she'll just be addressing us during that time regarding our coaching. Thank you guys. >> Thank you guys. >> You're welcome to stay. >> Yeah, you don't have to leave. You can stay. I love madam chair board members I question. >> Madam chair uh you move um >> item 88. Yeah, you're teasing us at this. You had us all excited like Christmas got cancelled. >> Oh, oops. My
021bad. So, we have some representatives today from uh Bus um advisors. >> That's John. >> John, aren't you Chris Mirhead with the Models Furlow firm in Albuquerque, we are public finance lawyers who have represented the district in prior transactions that you've done. We've received a lot of emails from you. >> Yes. Yes. Thanks for having so uh so the first resolution in front of you and and thank you very much superintendent and board for the accommodation. I I really appreciate that John and I love coming up here and this will make it easier to get back. So thank you for that. Uh the first resolution relates to a financing for educational technology equipment in the amount of $150,000. uh this money it would be done it is currently already been collected in terms of mill
022levy revenues that have come in and they can't be spent directly for projects. So you issue the notes is placed with the straight treasurer for one night they purchase it turn around and they you close on whatever day we close and you'll get $150,000 the next day you pay them back $150,000 plus about $22 $23 in interest. And that's an important step because it takes those mill levies which are for debt service and converts them into usable capital dollars for technology equipment for your students and schools. This is the first step in that process. Uh after today's meeting, if you want to move forward, we would publish a notice of a meeting twice in the paper for a special meeting before your next regular meeting to approve the award resolution, which would be to approve
023the final pricing terms, which would be very similar. It'd be 150,000 for sure. The exact interest rate may fluctuate by then, but it would be a nominal change. Uh it may be lower actually than the $23. Um and then at that point, that award resolution, it would then move toward closing and that $150,000 would be available for the district for educational technology equipment, which has a broad definition. We can help in terms of that's the district has issued notes before for this purpose and I'm sure has needs that fit fit those categories. Again, this is the first step in the process. It's just making a finding that there's a necessity for this equipment within the district uh and gets the ball rolling for John and I to then take the next step to work with
024state treasurer on uh setting up the purchase. Happy to answer any questions about it. So, as far as what what we do or what our superintendent does, it's actually in your hands right now to to take it to to be sold. Correct. >> Yes. So, this this would be the first of two steps by the board itself. And then we work with the superintendent and staff in terms of making sure that the special meeting is set up for the next board meeting. And then John and I work with the state treasurer to get that set up for them. and they do this all the time. Uh to purchase the note, provide 150,000 and then we work make sure that the district's aware the day after that closing to make the payment back to state treasury.
025So for a board, this is one of two steps uh to do that. That's required under the statute. Yes. But we will our role is to make sure everything goes smoothly and legally and uh uh closes efficiently. Any other questions? >> Recommendation. >> Um, >> so it would be a motion to approve the necessity resolution for education technology notes. >> Okay. So, madam chair, I make a recommendation to approve um item A >> does it fall under AA since we moved it under AA resolution determining the necessary necessity for lease purchase of education technology equipment in the amount of 15. Okay. So you've heard the recommendation and I get a motion sold by Miss Martinez. Can I get a second? Second by Miss Misaga. Any other discussion or comment? Roll call, please. Mr. Jason Gonzalez.
026>> Yes. >> Miss Monique, >> yes. >> Mr. Patricia Martinez, yes. Miss Caroline Grant, >> yes. Um, Madam Chair, um, next on the item is action item 8B, resolution authorizing, um, issuance of general obligation bonds in the amount of 200. We do have John. Um, I will I guess I'll hand it over to you, John, if you want to give a little bit of detail about what that is. Again, this is the same situation as far as the U money is already available, but in order to be able to have the school district use the money for particular projects for any projects as long that they fall in within the authorization of general obligation bonds. And we'll be going through the state treasur's office again and going and selling the bonds in a temporary overnight
027transaction. And then you'll and the money is already available. So, we're not going to be creating any new debt for the school district. So, it'll be just allowing you the flexibility of being able to use the money for projects that you may have immediately that you want to use the money for. >> Yeah, I would add to that. Thanks, John. And correct me if I'm right. It would not impact the current it would not cause an increase in your current property tax mill rate >> with the way the taxes are set up right now because of the uh last bond issue that or should I say the mill levy that we had in place the taxes went up to 11.66 and now for this tax year it's going to be dropping down to a 9.6.
028So that's actually going to reduce the taxes for the school district. And now you also have a two mill levy that's all going to be in authorized by the voters in November. The taxes will not increase. It'll maintain that $96.66. So that's going to help out as far as being able. So what we're actually doing is reducing the mail levy for the taxpayers from the 24 mill levy and then the 20 25 which is going to be coming up. You're going to be experiencing a a drop of about 2 and a half mills. Even if you authorize the two mill that's going to be authorized or voted on by the voters in November, that means your taxes are still going to remain at a 9.66, 66 which is going to help out the taxpayers. So
029we are looking at a reduction from previous tax year. >> So the community will also see that their taxes go down as well. >> Yes ma'am. And this is going to be for the new taxes that are going to be coming out now in November. We're actually 2026. Well, tax the 2025 tax year is the one that's coming up now and then in 2026 taxes are going to remain the same. >> So they they'll see it drop in November 2025 and then it remains >> That's correct. >> And this was part of that voter approval from November of 2023 which was 2,500,000. You've issued 1,250. This is the another 250 out of that with the idea of the uh I was mentioned earlier the uh construction of the new campus. So the main thing we're
030trying to do is we're trying to level off your taxes that are 9.64. So it's going to come down from 11 to 96 and then for the next tax year which is 2026 it'll maintain the 9.6 mill. and still keep you qualified for US COC requirements that they want in order to be able to get funding for the school new school buildings that you're going to be looking at. This is where the state is going to be giving you what $35 million if I'm not mistaken if I remember correctly as far as the numbers for construction. So taxes went up, but because of the statutory changes, we're going to be able to reduce them and be able to maintain and allow you to go ahead and proceed with what needs to be done in order
031to be able to get your money from the state. >> We've already used a part of it for phase one or we'll be using like a section of it for phase one for the develop architect and all that other stuff. You are correct in that amount. I I'm sorry. I was thinking of another school district that's actually going to be receiving 35 million >> and we got >> but in your case you are so we 50 million. Yes. >> This is how you thank them for moving us up the wrong number. >> I'm glad you're paying attention. That's good. >> I've got too many numbers floating around. But you are correct. So on this one, this would be the only time that the board takes action. And so once this is approved, if you decide
032to go that route, uh we will not publish a notice of adoption. Uh wait 30 days statutoily required to close the state treasury. By closing the state treasury, we provide the district $250,000 for the purposes of the geo bonds. The next day, the school would pay back the state treasurer plus that small interest component. >> This this isn't a renewal, right? This is a brand new go bond and the technology. >> Yes. So, they're two Yes. They're both new sets of money and one for the education technology 150. the 250 for the geo bond which adds to the 12 1 million250 previously issued for the new school campus. So now that is1,500,000 of available that has been generated from the go bonds. This $250,000 is a new bond issue creating $250,000 of new money. And
033then the edtech note really separate. It's not part of your geo authorization but it's paid with property tax mill levies. Uh that one is used for new laptops, new iPads, that kind of thing. So a little bit different, >> but it's not a We got one last year, didn't we? >> Two years ago. >> Yeah, >> but it wasn't. This is brand new, right? >> Yes. It went from two years ago. Yes, you are correct. That was a,250,000. And that was set to one, it's needed for the project, and two, to get your mill levy to the correct rate. And that's where John comes in and says that so that you qualify for that $50 million of state funds, which is great. And so, um, that's the goal there. It's come down a little bit,
034but yeah, that 1,ion250 is standalone. That's been issued and available and that's been partially spent for whatever has been going on with the superintendent said for design, architecture, and things of that nature. This 250 is the second phase or the second wave of bonds. you still have a million dollars left of capacity to issue in the future. Um, but this one the mil the monies are sitting there as debt service millies that can't be used for capital. This simple transaction converts into capital money um in much less uh bells and whistles of going through the finance authority >> and these have to go for election, right? >> This already did. >> Yes. So, this has been voter approved. You are simply putting into play what the voters approved. Oh, what happened during the legislative session
035and that took place in January of 2025, the uh requirements for the PSC was reduced from 10 mills to 7 mills for districts like Pasco. Therefore, what had happened is uh peed had already increased the mill levy in order to be able to get the school district qualified for the PSC monies. But because of the uh uh requirements we were reduced and we already had a mill levy in place in order to be able to meet the requirements we had excess monies collected. So what happens is if we don't uh use the money or shall I say we want to make sure that the money does not reduce your overall mill levy and drop the seven mill requirements in order to qualify for the PSC monies. we have to use this X monies at this
036point through a temporary financing and you can go use that money for the future um projects that you have in place >> is sorry last question is there a time limit or is there a time frame that this money has to be spent once everything's approved and stuff >> yeah excellent question so for the first issuance of the 1 million250 that was issued get in the weeds a little bit here but as a federally taxexempt bond issue, your borrowing costs are lower because the interest wasn't taxed. In that context, the Internal Revenue Service has rules about so in that context, those monies ideally are spent within a three-year period. Now, there can be exception to the three-year period. The these 250,000 are being done on this one day and they're not federally taxing because it
037would have been the same interest either way. So, we remove all of that IRS oversight and this 250 doesn't have those rules. And so, you still ideally you're looking and there are reasons as John just said, try to keep the mil levy where it isn't and soak up those those uh property taxes. You still want to be diligent moving the money out the door. But federal government is not looking at this like they are the 1 million 250 if they're, you know, again, there's rules you're going to apply to it. If you don't know, on this 250, you have more latitude. And on the remaining million, you have four years to issue all the bonds under the $2,500,000 is approved. So, you have up until November of 2027 uh before to issue that last million
038or whatever amounts you issue up to that point. >> Is there a schedule to issue the remaining bonds? We are always sometime next year and it really depends on when you need the money and how the monies that are going to be required by DOC as far as your project is concerned. >> I have one question I am new to my position right >> so um about your interest rate and looking at the the forms that they gave us documents eus um I know you just reported the 9.66 66 and it depends on what time you know it leaves your year or what you know whatever it is for the exact interest rate but it will not exceed 10% if that correct >> well what we're talking about is the um mill levy that's needed
039in order to be able to pay off the debt service of the bonds when they're issued. >> So uh we are not going to get close to that. Um actually for the 2024 tax year which is the one the previous year it went up to 11.6 644 where the new tax year which is going to be now which is a 25 2025 tax year it's going to come down to a 9.644 so we are looking at a reduction of 2 mills. >> Okay. >> Thank you. >> Um I guess Jen I have a question. So, in my conversation with Mark, um, he stated that we could use this funding, the 250, because our SB9 did not pass and that we could use that funding for that. Is that I'm not hearing you say any of
040that. >> You could use that money for any projects that you would have actually used to mail money before. >> Yeah, the question just add to that and I think that all is correct. It needs to tie to the question is presented to the voters which was improvements to your middle school high school campus and so that's very broad. Um so that that's good. So yes the short answer is >> the current campus right not the new one. >> Yeah. So it doesn't that's another excellent point. So it doesn't it says uh for the purpose of erecting improving and making additions to an educational campus. So no, it doesn't. The goal certainly is to get this big chunk of state money and build a new campus. This one is written. He's like, yes, it may
041be used for that, but it can also be used to keep your current campus >> functional, you know. Um, so, uh, you know, could be could be either. Um, so getting back to Mark's comment and the superintendent's question, SB9 money for capital improvements and things of that nature that are more not long-term. Uh, yes, this 250 actually fits better than the million 250, which is tied again the IRS rules. This 250 doesn't have that and so you have a little more flexibility there. Yes. >> And I believe that was the reason why he did the 250 and not more than that. And you did say educational campus. So we're including our elementary. >> Yes. I was I says for elementary middle school nicely. >> Could that be used for a baseball field? >> Well, I
042don't know where those group that group of rowdies is. So let's say yes until we get out of town. But yes. >> Yeah. So those are capital improvements. So if you are improving the field, not just cleaning it up. See, here's what's happened is you now have a situation. It's not just maintenance. maintenance would not fit. >> But if you've had destruction, which it sounds like, and you all see it, I know that that that is what's happened to repair it and make it usable is a capital expenditure. >> Disregard my email, Miss Janice. >> Disregard my email. So if we could use this, disregard the one that I sent earlier. So the idea again the important part is with bond monies generally you don't you're not using them for ongoing certainly not operations generally
043no not for maintenance it is for capital improvements and so here you really fall in gray area but I think it looks like the gray area is more into capital improvements because it is completely unusable and it's not just we have to maintain it probably needs to be releveled redone everything else uh with the dugouts reurposed and rep. So yes, I think that probably does. >> May I ask a question in regards to that? So the property right now does not belong to the school. It belongs to the PLO. So can we use the funds for it even though it doesn't belong to the school? >> Well, that gets more complicated because yeah, you're supposed to use it for the school district. So you might want to back off on that a little bit and
044get if it's not owned by then. No, it's it's it's more of a problem. >> This regards my last comment. Jinus, refer back to the email. >> I was thinking that already. >> Good. Yeah. Come up to the table. >> Good try, guys. >> Those are the kind of questions. >> I got really excited there. it can be expensive to to um get it back to where they can play. But we need to figure out that so we um we did apply for a grant and so it's just a process. I don't know and I'll speak um in this mine as well. If we can speak to Mr. Null to let them know he's the one that's applying for the grant already. Um so >> paperwork has already been however there are lots of capital
045improvements that we need to make. >> So this would be yes so the the grant that he's applied for would be specifically for the baseball. I just couldn't say that to everyone here. >> I like it too. >> And just to be clear so you think well the PBLO is a governmental body. It's a nation's right separate you know so why couldn't it? the the property taxes that are paying back the bonds are from residents within the district and so it needs to be a district facility district facility district improvements. Um, so that's that's why that distinction and those are the kind of questions that are important to ask. You know, generally is this a school property? >> That those hard questions are good questions. Any other comments or questions? >> I do have one
046more. Um, do you publish any layman terms? Um, and what I know this has already been voted on in by the by the community and everything, but just to explain explaining in a nutshell what these what these bonds are. >> So, the publication will be just the title uh something generally doesn't have title but something generally and we can actually work and I'll shoot superintendent tomorrow morning to look at it. Um, and yes, we can make it descriptive enough to give and that's really the goal generally. You want to make it transparent. So, yes, let's work together and I'll shoot you some language tomorrow and we can look at this and say exactly here's what you know >> uh what the goals are and the main thing $250,000 of voter authorized go bonds previously approved.
047Uh that gets out there but yeah, we can add more context to it. >> Yeah. um for the education technology the edtech >> could that money be used towards infrastructure towards the new school like setting up like Wi-Fi hotspots like around these camp >> Yeah. So this technology Yes. Yeah. And so with that could be cables and things to support >> like stuff like under the ground so we can start like >> Yeah. There's not a that there's not a big number the 150 but if you know if you uh that is certainly support for the technology. Yes. Yes. >> How long do we have to use sorry how long do we have to use that grant because construction won't happen right away and or not a grant but the 150 because construction's not I
048mean we're not looking for that to happen for quite some time though. >> Yeah. I think with this you want to be diligent about using it and so that you know there's a real transaction for a real purpose but um you know using some of it for current needs and you certainly can hold off on using it all. Again the IRS is not involved on this. So saying you have three years that doesn't apply. You kind of have what you need as long as you're being diligent with it. So using some on the front end for some necessary things would be a good idea just to show you're using it. But yes, you could hang on to some for down the road. >> And that three-year window is is not applicable. >> Do you do
049you have plans for the tech? >> Yes. >> We're saying yes. >> We could No, I know. Can I make your recommendation though on what we use it though for >> um for some presentation stuff in the gym for the big gym like the graduations and stuff cuz last year audio wasn't there >> and then everybody always has to go to the back to set up the PowerPoint presentations like if we could just have like the big screen come down so the entire team >> you missed out you weren't there yesterday we got you already And yes, very interested. >> Um, Madame Chair, board member, Dr. I'm asking for approval of action item D, resolution authorizing the >> um, okay. Item action. Let me try this again. Madame chair, board members, I'm asking for approval
050of act um item eight action items uh resol item 8b resolution authorizing the issuance of general obligation bonds in the amount of 250. >> You heard the recommendation. Can I get a motion? >> Motion by Miss Baga. Can I get a second? >> Second by Mr. Gonzalez. Unless there's any other discussion. Roll call, please. >> Mr. Jason, >> yes. >> Miss Monique, >> yes. >> Martinez. Yes. Miss Caroline Grant. >> Yes. >> Thank you again. >> Thank you. >> Can we ask I I think based on one of the meetings that we had before I might have missed it's easy. I think it's so everyone everyone's vote is um transparent and so that constituents know how you voted on on the issues or authorizing. So I changed it like a little bit just to make
051sure that and to make sure that everyone is is heard. Thanks for asking that. Let's see. One thing that I did not say is that um motion is approved. Okay. So, yeah, superintendent report. >> So, madame chair, board members, I stand for any questions on my superintendent. Um it looks like we lost three students from the middle school. Do we know where where they went or what happened? >> So after the they they're just not shows. >> So after the 10day drop, so the numbers that I presented last month were with every everyone that we had currently enrolled after the 10 days, we have to do a 10day drop. >> Okay. >> Which is not bad. We're only looking at three students because um usually it's a lot higher than that. >> Does that affect
052I'm sorry. >> Okay. Go ahead. >> Does that affect funding at all? Well, our numbers are a lot higher than they were last year. I mean, not a lot higher than three drop. >> So, we were No. >> Okay. >> Because we were they they give us funding from the previous year. >> Yeah. >> So, we want to keep that number at I'm going to say where it's at or higher because last year we ended the year off with 274. Um so, right now we're we're good. Hopefully, we get that number higher. >> Yes. Um, for claim number one, miss insurance claim number one for the track, are they going to put drainage behind the wall? >> It's going to happen again. >> It's going to continue to happen. And so this is once again,
053we can't say anything during public comment, which is really hard for me wanted to say something. So we already started looking at drainage. So I've um the event so like not just here the drainage coming from the other it's everything's coming from the other side of the mountain. So they had pretty good >> they already did the work on that. Um now it's about they're coming in to look at it and then they'll let us know what what we need to do on our end on how the drainage comes out. So my understanding um is that where we are currently this this wasn't a royal. So this is this used to be where the drainage is. So >> the water's just coming too fast. So we have on this back side >> there's ano that
054>> which is filled in which is filled in with silt already >> cuz when they first built it it was it was like rip wrap >> and then now it's full of silk. again and it's but it's steep and it's running through there. So I mean and I looked at the videos it the water is literally running through there but it's just too much water. So it's seeping down from this other end. It's coming down from the covers where so it came down >> through right here and then back where my office is. It kind of was doing like a >> like a rope. It was spinning, then it would hit like one wall, the other wall, then come behind like missed all the way through the back and then come out this way. So
055that's one section. This one was running straight down. I mean, exactly where it needs to run off. But then >> it was coming too fast. So when it hit that back part, it was >> like jumping over the cover that's there. Then the one that was coming that was a lot of >> Right. Right. That was a lot. >> But I saw the videos. But I'm talking about like the retaining wall. Are they They're going to redo the retaining wall. >> They're going to redo the >> But I'm saying it's behind the retaining wall. Are they going to put like gravel and drainage like appropriately behind it? >> Cuz they have >> They didn't do that when they did the >> first time. No, they did not. >> May I say something about that? The
056hard part about it, Mr. Gonzalez, is that right after the the retaining wall, the fence is right there. We don't own that. >> Right. So, I mean, and I we can't make repairs on something that's not doesn't belong to us. We have to talk to the people. >> But what I'm No, what I'm saying redo the retaining wall, but put drainage and gravel behind it. So, that way when the water does the floods come back again, it won't >> I don't know how much room we have behind that retaining wall. So on one part we don't because it goes but what I'm saying is just rebuild it where it's at but it has to be adequate drainage because right now the water doesn't go anywhere. >> So the water was actually overflowing from the cup.
057>> Yeah. Right. It missed the ditch instead of because that drainage does go right into the ditch right before the ditch. It took a right and went down into the composto and then came down. I mean >> and that was one end of it. from the other end. It was it came from all ends. So, >> I I just don't know if we have enough space back there to do that. >> I don't think it would be worth it to speak to the um manos of the composto there of of the moral because I do think that they understand what's happening and you know communication and collaboration is the only way that we're going to make you know. >> Do we know if that's >> no fasco? I I'll find out. I'll I'll find out
058what's going on here. >> I think it is Clay. >> I think it is because he was the one that asked me um to let him in to come in this way. So, I think it might be Clay. I I'll speak to him. >> And then there has to be drainage in front of the baseball >> or the retaining wall and the track. >> There's not. >> No. And and when I say it comes from both ends, it came from this. So there's the sector that runs by Miss Lopez's on that back end of it. So it was coming in from that side and then this one came in from this side and it had no place to go. It literally took down the the side wall of where the ditch was by the serenity
059garden. This is why we got some of that water. Follow >> plan for >> yeah we need to find some drainage and that's a big part of so we were trying to see if we could claim it in the first place um >> were the ones taking care of it and then they told us no um the baseball field >> and then m and then to go off yours Mr. house when we met with the architects and walked them around >> a couple weeks ago. >> We let them know about >> our drainage issues that we're having. So, as they're considering the new buildings, >> please consider >> what were your roofs flow that way we don't have kids walking and it's all that stuff, right? So, >> conversations with them and we went from
060one end to the other end. Um, one comment I'd like to make on the flood damage also is when we're reconstructing the baseball field and or the burning water, we do need to make sure that we are involved with the local site association involved because we do have an actor by the baseball field that it can interfere with. >> So, two things. Um, >> who's the name? I'll tell you. Is it the >> Mr. Romero that came down? >> I don't know. Mr. Romero is the one that always comes here asking us to clean it. >> Elena's been there. >> Yes, >> he's the one. Well, he might be for two, but I know he's the one that Yeah, he >> is. Dr. they would know that I'm there actually. >> Okay, I can call
061him as well. >> That's kind of a blessing in disguise. So before the new building was built to it definitely was but I was told that this hadn't flooded like that been a very long time and but I was told I didn't I couldn't see the road from there but that it was passing over the road. Um that's how people I got and plugged. Yeah, because it looked like it, >> isn't it? >> Um, two things. The baseball field, we have to work with the PBLO because our agreement states that we have to get permission from them to make any repairs or anything like that. And uh the second thing is the uh wall, the retaining wall. It's how much we can do to it is going to depend on how much the insurance gives
062us for it. So it might not give us any money for drainage, extra drainage. So if we do extra drainage, it may be just at the cost of the district. behind Mr. G's house or garage. >> A small piece of property that's at the top of the >> What's that fussle behind it? >> Was it maybe did they take out a septic? Yeah, maybe that >> it's like a big also and then there's like a well they may have something from there when they threw the house >> and it did have >> in the garage >> house. Remind me if we never put housing there never to >> not to live on campus. I don't know who is solved this. It was the thought of before mystery was that >> Yeah, we were babies. >>
063Any other questions on reports? >> I have one more question for the last. We're waiting on appraisal from Mr. Singly. Um, did did you get the phone call on 9:15? >> So, no, we Oh, I we do have on 9:15. So no, he never he was supposed to refract that because we've been calling him a lot >> on vacation and then he said he would get back to us in two weeks and we called we gave him the two week that he told us and we called him again. So he hasn't responded to us and that's all we need is the appraisal for for that. But we'll continue to >> Okay. I was just wondering. >> Yeah. The 16th. But >> what radio station are you guys gonna be on? >> So I can say
064>> did you guys which one? >> Oh, um, no. There's they're supposed to give us dates of when it's going to be >> uh they're going to go record on the 23rd. We're going to have four four um different uh spots that they're going to be rotating. And then um we're working right now with the TA uh radio station and TA News working on um >> uh and then tea time. And then also with the Rio Grandson, we're working on a quote to get a publication on there on the 1st, the 8th, the four Wednesdays at the beginning of October. Also, we're working so we already have um we're working to see when we can and we're hoping next Tuesday that we can go to um the puble to bingo. So, I listen I heard
065um and listen and so we have a plan for that. Um, we also want to extend a invitation for all of you and hopefully that one of you guys would be willing uh to join u Miss Miss Annette. She's going to do the farmers market Saturday >> on Saturday. And so she's going to be passing out some stuff for SB9. I be here on Saturday, but I don't know if one of you guys would be willing to join her that would be great. Um, regarding SB9, have we, um, looked at utilizing the Dixon uh, radio station for that area? Um, I know that they don't have usually a charge. >> Do you know the contact information? Yes, I do, but I can't tell you off the top of my head. >> If you could email
066it to me or text it to me, that would be great. >> On top of that, there is a local health fair that's going to be happening at Le G, and that's going to be another great opportunity to to participate. you know when that's going to talk but October 25th 8 to noon at the buffalo public gym >> I can send you the registration >> 8 to noon >> that would be so it would be great for all of us to be there and do some community engagement >> it's 8 to noon >> most people off around 11 11:30 when the burritos are gone but >> and we also have a list of other areas about I can't think of it right off the top of my head but other areas that we are going
067to be either visiting placing flyers um we can't at the post office but I don't that's a question I wanted to ask are we going to do the the every door direct mail this year I mean this election >> give us more information >> so That's the one that you've got in the mail. >> Yeah, but I could I could actually send it here within a week and a half or so. I have to have time because I have to get everything ready. But >> well, I know that this event might the greatest thing that anybody has time for, but was tighten it. Um I don't think getting a piece in the mail in the mail is going to really be as beneficial as talking to people randomly. So, and I think they've already received
068it the first time and they were supposed to and it was very costly. >> So, that's why I would I was just thinking that our town hall meeting was supposed to be now in the fall, probably in November. So, what if we moved it up to October and then we can use the town hall meeting to talk about SV again? So, we would just need to schedule a a date to do a town hall meeting in October rather than November. >> And we're hoping to do um we're working with the students on um possibly doing three or four spots of tea time uh dedicated to SP9 >> and presented in different ways. And I think that's really important. So, it's going to come from the students letting um the community. So, we're we're going to
069teach um community what the SP9 is and what it's used for and then we're we'll get on it and so they'll do interviews >> and then >> so it's going to be on Facebook and it's going to be onite and then put >> Yeah. and we've been working closely with them so they know exactly um and we got very uh students that are very articulate >> sorry just attention who does the publications for the sports like for track and volleyball >> is that >> Mr. and Caleb. >> Caleb. Yeah. And >> I think those are fantastic and amazing. >> So Caleb is the one. >> Yeah, they're very those are those are great. >> So he's the one that's taking the lead. Him and um Michaela. >> Yes. And here pretty soon. Uh we're going
070to we're opening up a section. We had it before, but uh we took it off because I couldn't keep up with it. But now Mr. know Laura Lee and um the tea time are going to be uh in the section of the web page called spotlight. So tea time will always be on one spot and then the sports and then uh we'll have community SB9 anything like that on the third spot cuz you can uh have three spots. >> So Miss Martinez was at the last um town hall meeting. Is is anyone interested in attending the town hall meeting? We don't have the date yet, but schedule it um in October sometime in October >> or we can all attend and I guess >> is there a date that might work for you or if
071you guys want to just let me know and I can add it to you guys. Another question. >> I don't know. One last thing. I don't know if you guys have had a chance to look at the um web page. So, we have um two areas that the community or anybody can uh click on to give information about the SP9. what we've gotten done so far. We hope to add to it, but for right now, >> one comment I know on claim number two and CLA number one, I think these are great opportunities to tell our community what you know the SB9, you know, those monies would be go go towards um TA News School actually put out an article in the TA News about how they did walkthroughs with their community members. So, they
072could see how directly impacted these monies would, you know, were helpless. So, I think it's important that we're very transparent and keep our doors open to opportunities like that. >> And they did um they did an ad on the test. >> It's it's an article >> article, sorry, >> where um the board members actually um you know took some of the those that were interested in the community and walk through and telling them this is what this is why we need the SD9. This is um stuff like that. So, and and you may be interested in doing something like that >> after. Um, but >> well, I know that when was here, there was an article about why the school was for the new school. I remember seeing pictures of like tiles and falling off
073the the ceilings and stuff. So I mean but that was I mean I think you know utilize the damages that we have now you know I mean and again it's not just the new damages it's the the toilets that don't work it's the heaters that don't work it's the you know things like that but we need to be you know work smarter not harder any other questions as always. Madame Chair, uh board members, uh next on the agenda is fire, um item six, a financial report from Mr. >> Any questions? >> I wasn't able to attend the finance meeting. Um, anything that I missed? >> No, I just went over like the bars. Um, you see a lot of the bars. I explained to them when I create the budget, it has me do it
074by the the 077s, which is the district one. Now, I'm moving the funds so they can be um allocated to the proper areas like elementary, middle school, high school. So, that's why you see so many um moves. But um other than that, it was pretty much >> Yeah, the other thing that um there was a question about there was like a increase in one of the bars. So that's um the increases the youth grant that we're using for the workbased learning. Uh we received 50,000 and so far we should be receiving the other 50,000 and I believe in December. Um we've already started utilizing that. So I'm really excited about that. I know that's a lot on your end as well. Um, so those little increases, um, some late I'm going to say grants that
075we received, um, they'll probably see some increases with if we get some of the other ones that we just applied for. >> Well, one of the things that I noticed was there was a almost a $300,000 less in the cash balance. And so, um, that and that actually was in the Q&A and, um, the response we got was, uh, due to the SB9 tutoring positions, the insurance claims, um, due to a grant that was no longer supported by the state. So, the so that money was used to pay for the necessities of the of the program that that grant was for. So there was the last year we received um a pretty big grant and we were able to pay our SF facilitators um I mean her salary veteran teacher level three uh and then
076just the program itself is a very pricey um program in itself. So we were it paid for for her salary for tutors and for PD um and materials and this year uh we had I mean it wasn't like just pow they just took the graduate period and so we had to move eat the cost out of operation. So NIP NIPSIA insurance claims were at 37,885 and those NIPA for those are salary they're not >> so the NISAI payments we pay every month >> every month that's right >> is that usually that much >> that's all the staff insurancees questions I have one question or I don't know how do you how do you refer to these? I guess my question okay so like on this one page it says that the present budget is almost
077a million dollars for uh instruction and salary expenses. >> But then a couple pages down there's some adjustments. you look into the bars >> to the bars. Um, and that equals more than a million for salaries. >> So, if you're Which bar are you looking at? >> That's what how do you refer to that? >> The number there's like a function number >> the 11 the operation budget. >> So, it's like 11,000. >> It's 11,000,000. >> 11,0001,000. >> Okay. So what happens is we have so all of our operational funds go from like 1,000 to 2600. So it's all operational funds. >> Can I show you? >> Yes. >> I think it's the same question I asked during our meeting with Jennice. >> Um >> reading it backwards. >> Like in this one um the
078present budget is like almost right. >> So this one it was what was budgeted and I'm removing this. So all of the ones with the negative amounts >> will keep going down. >> Then I'll start adding the positives. >> But like on this >> so like this. >> So I'm just so equal like that because they're all different functions. But if you scroll down so it's not ever going to match it exactly like the cell is. So it's like minus a minus a minus. So it's all the total and then I'm adding them. So they go all the way down. So I'm putting on like all the money in here, >> right? Yeah. >> And then if you keep going and that's exactly what question. So here the credits and the debits will always balance.
079So this is zero. So, like I'm taking out almost a million dollars in that one, but then I'm putting them in different areas where either there's negatives. >> That makes sense. >> Is it the exact same? >> Yeah. >> I guess I just I just don't understand why we >> why you subtracted the million or 900 or whatever, and then you >> I guess I'm just understanding the money where the like I'm not understanding the department where the money goes. So when we first got our allocation, >> so when you set the budget, right, >> there's the budget, what she what we anticipated on getting, right? >> And then either we don't get all of that or we get other grants that she adds to that. Am I saying that correctly or not? Nope. >>
080I'm glad I was. That's how I understand it. >> I need to go back and look at it. >> You have have everything in one big pot. Yeah. >> And then now you want to say to your budget, I want to spend $50,000 for uh supplies. >> Open up her financial >> package. So you got to move it. >> So you you got you got to move it into the line item that you're going to use it out of so that you're able to keep track of it. >> Let's go down one more. >> Go to page six. Okay. >> So, like what I'm saying is like this number and if you scroll down like two or three pages. So, you she subtracted that uh 900,000 which was salaries for teachers and then well uh
081right here um which is also operations salaries expenses but then you said these are different. Well, when you add these big numbers that's way more than a million. Mhm. But I just didn't take out that nine because I continued. I scroll back up. >> So all those numbers with the negative I'm taking out of the other line items also. >> So okay. So >> does that make sense? >> Yeah. You you just move money around. >> So all of those negatives I'm like minusing minusing from all of those other line items and then I'm covering. So, it's not going to be the exact numbers because sometimes it's either over budget or underbudget depending on the line item. So, it's not going to equal the exact amount. >> Is he looking at a maintenance bar? >>
082So, maintenance bar. Yeah, usually it's like what just what it says. It's it's maintaining it. So, it's not really taking out of it. It's just >> the funds to line items. >> I think I have to give you an example of a smaller bar. No, I understand. I understand what you did. >> I guess I just don't understand why we had to move >> to >> why we had to move that salary. Oh, you had to subtract that salary budget and then add it in back somewhere else. >> Watch up. if we already had the budget for this salary >> set up as our district account number that um peed has assigned us but I have to for reporting purposes I have to divide it into like the elementary fund so like the 07123 the
0830128 and the 121 >> so the location is >> the location is the one that's going to be diverting the money so like for reporting um I have to sometimes >> so that 07 that 77 whatever the 0770. >> That's the district's budget, right? >> Yes. Yeah. So, when we create the original budget, it doesn't allow me to break it down into the elementary, middle school, high school. So, like every year at the beginning of there, you'll see all these bars cuz now I have to put it. So, like if I don't do that and that'll be like a huge audit by me because all of those other line items will be in the negative. So, that's the reason why I have to do that to make sure that I'm covering I'm moving the money
084to the left. the location. Yes, >> good questions. >> Any other comments? >> Thank you, Miss Jenn. Madame Chair, um now we have our presentation of Barga review. Is um Mr. Wanda, are you on? >> Yes, I am. I'm here. >> Um I guess we'll let you guys present. I don't know. Can you both miss the Senate? >> Oh, sorry. Uh we'll start with what >> um element here >> and then you'll be coaching us through all of it. Is that am I understanding that correctly Mr. Linda? >> Well I think first as I understand this is the data review you just but the progress it it also counts as progress monitoring is what I'm hearing correct. >> Okay. All right. Yes. So I think the first part is in generally in a progress monitoring
085uh review. Um I know this is your first time so we're practicing here. This is all good. Uh it's just getting started. And so the role of the board members right now is to listen to the data and and and I don't know superintendent how you want to proceed. If you want to have them all do their presentations or do like the first elementary then ask questions middle whatever you want to do. That's up to you how you want to structure the presentation and maybe the board members just hold to answer you know to ask their questions after the presentations are done. >> I think it would be good if we have um elementary present first ask the questions to u Mr. away then have middle school, high school and then have those questions. >>
086Okay, that's >> um Madame Chair um may I add one thing? >> Yes. Um so so board members under um F your in progress monitoring there's the guide if you download it and then turn it you can see that you have um your questions so you have there pull that up just so that you can kind of be thinking about what you're going to ask. So, um, under if you scroll down under during monitoring, there's the conversation focus and there's the questions to be I guess you could be thinking about that you would ask the the presenter. I'm sorry. Anything else, Miss Gonzalez? So the best way for the board members to sort of prepare yourselves for this is to think obviously there's going to be some technical questions that you're going to ask because
087maybe you just don't understand the data in general, right? There's some things some technical things that you need to ask or are burning on your mind because it'll help you just to understand the context. As you get better with this and you understand data and we're moving along, we want to move you more toward like strategic questions. So strategic questions are really looking at like what is what does this tell us? What is the future state uh as a result of the data that's before us? Um so the question that I do have to ask um the board and and superintendent did the superintendent I mean did the board members receive a report ahead of time or is this going to be the first time they see it? >> No, they received it ahead of
088time. >> Okay. All right. um because I it would it would be helpful if I had the copy as well and I didn't I didn't have a copy of the report but that's okay. Um so it's wonderful that you were able to get the report ahead of time because I'm sure as you read through it board members you're probably already thinking of some questions. So what what I would recommend is like let's just start let's just do a progress monitoring report. start with this beginning year data and and just kind of put your thinking hats on as a board member now because now you're thinking about what does this mean about student outcomes and how are students doing uh based on what we're hearing uh that's before us and the context is is it's beginning
089of the year. So I think that's just the best way to start. I'm glad that you've got a board chair who's trying to get you guys all the information ahead of time so that helps you uh to sort of put your, you know, put the context together around what you're doing. We're just getting copies of the evaluation. This way everybody has a hard copy. >> Um in the meantime, we're passing out cake. >> I do want to acknowledge our culinary class. They did um such >> I don't know. That seems like it. >> Looks like it. >> Sorry, Miss >> Cake does look delicious. >> I can see it on your camera. >> There you go. I'm gonna tease you. >> Do we? Yes. Yes. Let me check. Except for Benny. After >> I would
090uh Mason can have my uh >> just one time. >> One time is all Okay, I'm getting the big one. >> So, we're hoping that our um finding something for us. >> Oh, nice. We're gonna go to >> to your report. Brandon. >> Yeah. >> I have a quick question. What kind of Miss Mon'nique? Um, can you remind me what kind of questions we are needing to ask again? You said it or I forgot. >> Yeah. I mean, this is your first session. you should be thinking about I mean I'm sure there's technical questions on your mind and those are the things about like how is something measured you know just just sort of trying to understand what's being what's happening tactical questions are also understanding how something is done right so the the more
091highly effective boards move away from technical and tactical questions because you start to get really comfortable and as you go through this through the year those of you that will continue with the board, you'll be really much better and much prepared to step into strategic questions. So, strategic questions are focused on understanding how something aligns with priorities. So you're starting to look at you know you know what the data is telling you like what student populations are most impacted you know what strategy did you deploy that seems to be working or what strategy do you plan to deploy uh to make this you know to meet the goal uh and based on the data you know what are we seeing in terms of of growth or you know why is it impacting some student groups
092and not others. So those are more strategic whereas technical and tactical are just really trying to help you understand what's what's being presented. I hope that's helpful. >> All right. So, uh, elementary data, uh, I'm going to compare, um, EOI, which was in May of, uh, 2025, to the start of this year. There's a couple things that I want to clarify, um, as far as our, uh, primary grades are concerned. So, I station was purchased by another company uh, called Amira. Um and so the interface of Amira is different than what I stationation was. So all of our you know even our returning kiddos who are now in first and second grade who took ice station last year they are seeing a totally different test the way it's formatted. The way uh data is presented
093is the same. So they kept a portion of ice station as that's why I'm able to have these same graphs up like this, but the whole new format of the test is different. It's a little bit shorter. Um uh like I said, it's totally uh different. We had some troubles getting our students tested to start the year. Wasn't anything on our end. Um what we learned was the state had issued the licenses but Pasco and several other schools uh the license wasn't appearing on our end. So we weren't able to uh do the beginning uh testing uh for BOI testing right in August. Uh some of it went into September to start off with. So um there is a big drop off if you see so you'll see up here uh the the top graph
094and the top data is going to be from last year and then um below that is this year. So, kindergarten uh for this year, it's their first time testing, right? Uh first- time testing had a little bit of issues with them because of the technology that they're using. Um the dynino books that they're using are not compatible with a mirror testing. Hence, when I said earlier, we have needs for technology. our kinder students really need um Chromebooks and touchscreen Chromebooks because when we were able to test them uh those kiddos still are not very good with the mouse. So it's easier if we're able to in the future get them touchcreen Chromebooks so they can just click on the answer or touch the screen for the answer so on and so forth. Um, we see
095that our first graders at the end of last year, 60% of them, which um I'm sorry, our first graders this year, um, compared to kindergarten last year, 14 of our kiddos last year were in that proficient range. Moving into that new test, um, it only shows that six or I'm sorry, three of our kiddos are at that proficient range. Some of it might be summer drop off. Uh but I'm going to attribute it to the new testing platform and uh kids having to get used to it. Getting logged in is totally different. So on so forth. Um uh same thing for um la our last year's uh fifth grader I'm sorry first graders uh nine of them were proficient in the proficient range. And this year, um, actually we're at nine again. So, no, I
096did it different last year. >> The number in the parenthesis are the number of kids who are proficient. >> Um, so yeah. Um, but so I'm attributing the drop off that we've had to the new testing platform. This is new for everybody. Even teachers themselves are still trying to learn the system, uh, learn to figure everything out. Um I've had issues myself just trying to log in um so on so forth. So you can see from last year to this year that there is a drop off um with our moving from I Station to Amira. And so that this um what's up on the screen right now reflects reading. If we go to the next slide, you'll see much of the same. Um, I had to insert the kindergarten off on this side because kindergarteners
097did not test until September. This shows August data. Our kindergarters did not get this done till September. So, that's why I just cut it out and added it in there to the side. Um, same thing. See a whole lot more students who fell out of that proficiency range. Uh, but like I said, I attribute that to the um moving to a new testing platform. Now what's nice about Amira and same thing as it was when it was ice station every month we can progress monitor. So that first week of every month students will get to take that uh I sip again and we'll start to see the changes after students have gotten used to the platform if we're able to get our kinders different uh devices that they may be able to use a little
098bit more easily. uh we'll start to see that change and we'll start and teachers will then learn how um the progress monitoring occurs, how it the how the interface works and we're going to be able to better teach our students towards uh advancing their scores. Now, this was a uh graph from our second grade students from last year who took um uh ice station. Now, they moved over to taking maps testing. Um so, same thing for our third graders, new testing platform, so on so forth. So, we saw a little bit of a drop from our kiddos from last year to this year. Um, however, this third grade class, what's really unique about this third grade class is there's 13 kiddos, 12 uh I think 12 tested this go around and or tested whenever I
099pulled the data and that class is going to see exceptional growth and I expect to see ex exceptional growth as the year goes on. Um, with it being such a small class, teacher is able to provide a lot more one-on-one instruction with kiddos. she's able to group students um in smaller groups so they could work and challenge each other uh as they go on. Uh same thing will be for that next one which is math. Um we see that 10 of our students who took the test or I'm sorry eight of our students who took the test last year were proficient. We kept it right. We're still at eight. I expect um about 90% of this class to be at that proficient level by the end of the year. So yes, we want to move
100up 10% and it was brought up earlier, right? It's one kiddo, but there are some classes that we're going to see that exceptional growth um throughout the year. Some of it's uh different testing. It might be different teachers. It might be the way in which teachers are um teaching the kiddos. Maybe we all learn different whenever we have different teachers. So uh we'll see that as well. >> Mr. I'm sorry to interrupt, but I did didn't want to forget before we go on. So I just want to clarify that this the second these are the same kids. The second graders are the third graders. >> Yes. >> Awesome. >> Yeah. Because so it's end of year last year who were second graders. This year they're third graders. And you'll see you know the next slide's
101going to show third grade last year to fourth grade currently. >> Um and something that I also just want to make sure that the board is aware of um when you're looking at the data you're look it's pulled from EOI. So they've already had the whole year that they've been exposed to grade level content. So this is also a new grade. They've never been exposed to that grade level content >> in the summer in the summer. >> Oh, in summer document. Um and I don't know, Mr. Do you want to go over the colors? >> Yeah. So um it shows percentiles here off to the left side. This is for maps testing. Um, so as we get to yellow, those are students who are nearing proficiency or reach that 50%. And then we're advanced and
102so on and so forth. Our level ones are red and level two are orange. Um, if that's what you want to that's what you want to call it. Um, level threes are still considered proficient, right? >> They are, but it's kind of that fine line, right? because some kids may be at that above that 50th percentile and they might be approaching they might be in the 59th percentile where you might have that kiddo who's in the 41st percentile and still reaching that uh same color. So your red are your low performance, your orange are low average performance. >> Um >> and then yeah and the percentile just >> average performance, your green is high average performance and then your blue except or exceeds those expectations. >> So like I said again like these fourth graders,
103they were exposed to maps last year. So same test for them, same login, all that information. then it's easier for them. Um, they've already done that test prior. They've done it three times prior already. Um, and yeah, moving on, like I said, there is going to be some summer regression from from some of our students. However, what's interesting um is you'll see when we get to fifth grade later that we didn't see regression. we actually saw brand new kids exceed expectations. Um same thing here. Um eight of our students last year uh were reaching that proficiency or above level. Um here we're at seven. I would attribute that to summer aggression. Um new students, new teacher. Uh we have a new fourth grade teacher who's also learning whole new grade level content. Right. So there's
104that. Um as well. If you move to the next one, Missette, uh this one's the one that's really interesting to me because we did not see uh much regression, but we saw plenty of students increase into that proficiency level and above. Right? We went from nine students last year to 13 students at the beginning of this year. Um, again, it could be the way the students tested. Uh, they're just done with it at the end of last year. They were over the school year. They come in right bushy tailed ready to excel and they do really well in this test. Um, same thing we'll show for math on the next slide. um that we see more students who tested in that proficiency and above level as opposed to uh at the end of last school
105year. So uh with these um I had included some data points on there or um some action steps that the elementary is taking to further improve our scores. I know uh we've talked about it being a district-wide goal and it's 10% and in a lot of cases it is that one or two students, but I feel like taking these action steps, we're going to see that number explode as opposed to it only being that one or two students per grade level. Um my humble opinion is that I believe my elementary teachers can see that jump by five to six kids. That's my opinion. We'll see come May what those uh scores look like at this time. Uh but some of the um action steps like to provide teachers with the tools and resources they need
106to succeed. That's uh professional development. Uh making sure they have the supplies necessary for class. Um things like that. I'm creating a schedule for teachers to observe colleagues lessons allowing them to share strategies and improve instructional practices especially when it's that grade level when it's between grade levels right so have my second grade teacher look at the third grade teacher observe the third grade teacher who you know she's preparing those students to go into that next class so on so forth um even though we don't test uh like our prek kiddos you know I'll still ask my prek uh teacher to go observe her kinder teacher and so on so forth so that um we know what those expectations are moving into that next grade level. Um conduct frequent classroom visits to identify areas where
107teachers may need support and provide targeted feedback for improvement. Uh we've started doing some district walkthroughs um as an admin team and then I'm doing my walkthroughs as just the elementary admin uh on site. Um, something as simple as adjusting the duty schedule is allowing for our elementary teachers to take that extra breath and be like, I don't have duty anymore or I don't have duty this week. Because last year when I inherited the elementary, they see my teachers were on duty every other week. Right? So, I made a couple adjustments to duty schedules and now they're seeing themselves on duty uh every four weeks and there's that occasional time where they are going to have it every 3 weeks. Uh but just changing that in itself gives the teachers that that extra breath because
108then that morning it allows them to go in get prepped for class as opposed to being out in the cafeteria out on bus duty so on so forth. Um Mrs. Eskell and I are uh planning to implement a training day for substitutes to learn about SFA and how to follow SFA lesson plans. Uh at the beginning of the year when we had our um orientation and our substitutes met in um one room with Vicki from REC, that was one of the things that they asked for. They would like a little bit of training on SFA. And so Miss ESL has then let teachers know, hey, when you are going to be gone, I want you to do your lesson plan like this for the sub to follow. when uh then when they're able to leave
109that lesson plan for the subs, we'll then teach our substitutes, hey, this is how we want you to conduct the class, the SFA class, and this is the substitute because they're not going to be able to go through the entire lesson. They're not going to get on the Prometheium board and go through everything that a teacher regularly does during SFA. So, that's another big one. Um the substitutes asked for it. We've already discussed it. We just need to It's hard because we plan a day and three or four teachers call out and then Yep. So that may have to be more like on a PD day and invite those uh subs in to come spend a couple hours with us so we can get them trained on that. Um next page. Uh scheduling regular math
110intervention blocks for students needing additional help. providing professional development focused on high leverage math strategies and data driven instruction. We saw last year that our math scores were a little bit lower than our uh ELA and reading scores. Um, one thing that is going to be brought in and Miss Gonzalez has spoken to me about it. I'm not familiar with it and it's a little hard for me because I'm not a classically trained teacher. I come from the PD background. So, um, we are going to bring in PD on number talks. Um, it is a strategy that was used previously with our kiddo and when I spoke to my teachers about it, they were excited to know that we would be bringing that back and implementing it. Um, use PLC times to review student data
111and collaboratively collaboratively plan targeted instruction to address gaps in learning across all subjects. So, we currently have different PLC's. Um, one of them is our SFA PLC where we look at data. We look at uh we track the students progress as they're moving on through the year. Miss Escada runs those. We'll have PLC's uh and our MLSS plan where we are um looking at students who may be struggling in certain areas. Could be math. It could be reading. Uh what interventions are we going to provide? And are those students then eligible to go receive SFA tutoring? Um we are bringing Embulo Valley tutoring back as well. uh they have gracious graciously said that they will provide the first year or the first semester of tutoring. Um they will provide that out of their own pocket,
112so we're not paying for it this semester. Um Laura Lee has been the one who's been in contact with them. Um but we will bring be bringing them in within the next couple weeks to begin. We will have MLSS PLC's um this next week so we can start identifying which students we need that extra tutoring um outside of the classroom. And then uh my big thing is ensuring that parents know I have an open door and I encourage them to come and visit me or speak to me if there's ever a concern, if they want to volunteer, if they want to bring up any ideas um that they feel the kiddos might uh benefit from. So some those are some action plans that we're taking. Uh obviously teachers within the classroom are doing small group
113interventions. They're talking amongst each other because our SFA classes are divided. It's based on ability. It's not just your class or your grade level. So, we may have a second grader who is in an SFA class with the fourth grade teacher. And having that collaboration between the two to really know how um little John Doe best um does in the regular ed classroom and how that might affect them going to their SFA classroom and so forth. So, teachers are already collaborating, doing all that good stuff. And now I will stand for any questions that you'll have. Yes, sir. >> What for manipulatives? >> Uh so if it's dice, counting with dice, counting the beans, whatever the case is, the little squares that we used to have. >> And then uh what does a classroom visit
114look like? Or what can you walk me through what a classroom? classroom. So, if it's just a walk through for me, I'm going to be in there probably no longer than 10 minutes. I'm going to watch I'm going to observe the teacher and what they're doing and then uh seeing how the teacher interacts with students. Are they doing small group work? Are students having the ability to get up and you know perform work on the Prometheium board or whatever the case is. Um I'm going to be looking to see if student objectives are posted. Right. Today the students will uh learn how to add and subtract fractions with like denominators whatever the case is. Uh then um and it's however I decided I want to call it but it might be wows and wonders. So
115after I'll provide that teacher with a a couple wows like oh I really liked how you had the groups and the kids in small groups and they were all interacting and they got through it. And then I'm going to ask, I wonder why that group on the side was quiet and they weren't raising their hand and that or I wonder why you're teaching how to subtract um uh add or subtract uh fractions, but your objective says that you are adding and subtracting something else or whatever the case is. So that way I give uh that quick feedback to the teachers. They're able to realize, oh, I just made a mistake. I forgot to erase it from yesterday. you know, I'll update it. That way the kids because the kids can get up and learn or
116the kids can see and if the teacher at the beginning of the lesson goes over with them, hey guys, today this is what we are going to learn so forth, then that stays in the back of the student's mind, right? And then what their objective for the >> what their objective for the day is is what they're actually learning. Thank you. >> Question. Um, how come you don't have the same testing? >> Like why does it change from maps to why don't you keep it from the whole time? >> So a mirror or what was I station and now it's per that's that's that's what the that's what the state mandated test is. >> Okay. >> Yes. >> That doesn't make sense. Is it a money maker? Is it >> No, because we don't even
117pay for ice stationation ourselves. >> Oh, you don't? So ice station is a requirement or now it's a requirement from PD and NWA is a district choice to use um the requirement from P I mean we it's a choice we can use it and it's approved by PED but um it's IMASA because that is aligned with the New Mexico Namasa which is our >> end of year exam the good thing about Miy the teachers selected um NWA is because it breaks down your students into different groups and then it tells you like >> um you have I don't know four students that are all struggling with the same um >> could be number >> thank you uh then that's how you can determine how to break them um and I'm just going to go back
118to your the wilds and wonders in the district walkthrough so when and I'll speak about district walkthroughs since you spoke about your personal ones. So when we do district walkthroughs, we have a meeting prior uh where we discuss these are some of the things that we're looking at. So if we're looking at stuff that are containing um we'll say maybe we're looking at SFA or if we're looking at math, either one, there's certain things that we're looking for. Um we're looking if it it's avid since we're an AVID school. Um and some of those strategies that we may be looking at, we're looking to see do teachers have their objectives um posted. We're looking at what is the teacher talk versus student talk. Uh good practice says it's 80% student talk um 20% teacher talk.
119Uh our students fully engaged are and we take it to that next level. So we will actually look at student work. will talk to students um ask some of them what are you guys working on can they refer back to what that objective is we're working on um adding and subtracting two-digit numbers so it's with well intent um the feedback is instant so the wows and wonders this way you're not teachers aren't waiting for I don't know months before they hear anything it's instant um the wow was some positive feedback for if you're I wonders or however the verbiage um wonders >> and grows >> goes and grows. I have to go back to wonders. I have a hard time with that. Your wonders are always something that's actually done. So when you're providing that
120feedback, teachers can work on it and then go back and and when you go back to do your walkthrough, you can go back to see if it wasn't. >> How often are you guys doing the walkthroughs? Uh >> the district >> leadership like leadership walk. >> Yes. The district walkthroughs are we do them once a month, >> but we alternate between uh the elementary or middle school. >> Can you guys let the teachers know that you guys will be entering the clutching? >> So all of our walkthroughs and this is something that we've been explaining to teachers all the time. It's not a I caught you, but it's actually our job as administrators is to coach. uh we want our staff to be the best that they can and if they don't know what they're
121not doing correctly kind of the feedback that you guys give me then it's something that we can tell them hey this is something that we're not seeing your your wonders your your grows um and it's never we don't do all like so if we're doing a walkthrough at the elementary or or at middle school high school it's not every single teacher we select three teachers we break up in three groups this way we see the beginning middle and end of the entire entire class. So when we come back together then it's a a a full reflection of everything that's happened in that within that um lesson. >> Is there like a written is there anything written down or you guys just go in? >> No, we have written everything is written down and then um
122>> we we follow we follow our template >> and then we we all get we get them all we debrief then we we hand them over. So Mr. was the lesson that did his. We gave them all to him. He goes back and he reflects back with the teacher, you know, this is what we saw. These are things that are going great. And we always make sure that it's at least three good positives and then at least two good actions that came. >> Can you tell us about the wellness? >> Oh, did I put on there? So, >> you did, but >> I I it's in there, but I didn't uh touch on it. So, Coach Max at the beginning of the school year asked me if we could have a wellness room in one
123of our empty rooms that we have down at the elementary and um I spoke to Miss Gonzalez and she said yes. First, we need to do a little bit investigation as to where some of this equipment is going to come from, right? Because down at the middle school gym, there is that therapy room that is attached. There's an extra row machine. There's a couple treadmills. There's a couple bikes. Those things that have not been previously used. However, today I did see Miss Kendra in there. So, I need to see if they are using them or in fact or not. Um, but we wanted to do that and it was just kind of a place whether it was uh during that teacher's prep if they wanted to go in there and walk in the tremolo for
12415 minutes to just clear their mind, if it was after school, if it was before school if they wanted to do that. Um, just kind of that wellness room. Coach Max did let us know. She even has a radio to provide for us that we can connect our phones to. And if you wanted to rock out, go ahead if that's your thing. if you want to listen to Zen music and just kind of relax that mind. Um, but like I said, I I might have to check on that little bit of snare. >> Question on that wellness room. Is it physical wellness only or mental wellness? Because I know a lot of our teachers are going to need some mental health support. >> I think we can include some mental health support aspects in there.
125I'm not very good at that aspect of it. So, I could probably use some help right on the old school. >> Oh, and stop it. Right. >> Yeah. But no, that's a good one to include. Yeah. >> Um before I answer my question, I want to thank you for, you know, your presentation today. It's very informing. I do appreciate you taking the time and me learning this data in the new role is is, you know, um refreshing. Um I do have one question though on your action steps, you do um indicate that we are, you know, focusing on, you know, students that need additional help. Um, however, how will I'm trying to word this the right way. Um, >> did you write that question, the last question on the thing? Yeah, >> I did. How
126do how does the elementary school uh intend to advance intend to advance or grow students that are already meeting the um proficiency or above the proficiency? >> So, I know Miss Martinez answered it before and then I answered it after almost the exact same way. So, it's some accelerated learning. So, if we're able to identify those three or four kiddos who are at that level, we're a little further ahead of our students, we're going to keep challenging them with that next line of work, something that they haven't been exposed to. Um, or if it's, you know, just giving them more challenging work. a little bit different about this year and moving forward that's going to be nice with our kiddos is that uh the state now mandates that every third grader regardless of their ability,
127regardless of these test scores that are right here. Every third grader in the state of New Mexico will be tested for gifted regardless of what their scores are. Right? We could take their MAP scores and they may be level one but we are going to request everybody for gifted. And so we did that last year. Um, and with that, some of those students might end up being gifted and then we can provide different instruction through an IEP that uh accelerates their learning and fits fits their learning even better. So, >> so I would ask um any trends that you're noticing? I know it's early, but any trends that you're noticing so far with any grade level? >> Um, >> no. And it's hard. It's hard just because of that difference in testing between kinder and
128third grade. >> Really, you have to kind of look at the fourth and fifth graders to see if there's a trend going back to last year because kindergarten students are getting tested for the very first time. Even though our first and second grade, first, second, and third grade students have tested prior to this, they're all experiencing a whole new test. So, we're going to have to wait and see. As far as Amira goes, let's wait until our October, November before we do MOI testing um to see if there's some trend line or um looking at the data and seeing because when I do pull up this data for um Amira testing, I can break it down also and it'll show me like okay, our first graders are not doing very well on phmic awareness. So
129then that teacher can go back and retach if she needs to or you know that that stuff. So like I said after we get a couple of these um progress monitoring test completed then we'll be able to see if there's a trend occurring or not. Is the visual platform the same per as >> it it is different. Um and what's a little and I don't know how I feel about it yet but what's different about it this year is so the students progress monitor at the beginning of the month then throughout you know each week after it's suggested anywhere from 20 to 40 minutes for the entire week to get practice on the platform. Amamira this year integrated an artificial intelligence on there. So it's a tutor her name is Amamira um in which you
130can click on her and she will speak to the student herself based on what she is seeing how the student is answering questions then right she's going to provide that little bit of extra guidance right adding and subtracting double digit numbers and hey we need to practice on this because you quite haven't mastered it remember you know do this do that whatever the case is so it is a different uh the interface is very different compared to one last part question. Um since there are two different interfaces um are is the interpretation of the uh data different from >> and that I'm not I'm not aware of that yet. I'm not sure how that is yet. I we've gotten the crash course on how to get it up and running, how to test, but like
131I said, also the test this year's the students last year would take between 35 to maybe 45 minutes to test. This year it's like 22 minutes and the kid is done, >> right? So, it is a little bit different and we're going to have I don't know if I don't see how that scoring is going to be the same if we're going to be able to compare it to last because you're taking a 22-minute test compared to a 40minut test, right? It's a little bit different. >> And because you're so new at it, um I'm assuming that teachers and staff are going to be trained how to interpret. >> So, so yes. So, as far as interpreting data, uh two weeks ago or three weeks ago when we had our last um uh PD day,
132uh we did have somebody in from RAC who came in and uh showed our teachers how to do that kind of deep data dive. And so it was uh very interesting the way she did it. And when we first started it was like okay we're going to look at math for air and we're going to look at these three students who are closest to reaching that proficiency level right what is our goal for these three students to reach that proficiency level. Now we're going to look at those two or three students who barely were proficient and how are we going to keep them there and we're going to write goals for them. So our focus isn't just that one or two students. Now we're expanding it expanding it to more than half the class as
133to how we're going to keep and retain students where they're at or advanced them further. How we're going to get students to advance from uh level two to level three. Um and so there was that. Um and then like I said they have received um training on the Amir platform themselves but those ones are a little hard for the fact that PED or Amira schedules three session times or three training times and our teachers are logging in and they're logging in with 200 other kinder first second grade teachers right and so it's hard to get that one-on-one coaching. However, Miss Nola has done a great job of being in contact with the lady from Amamira and she's helped Pasco a ton um to make sure that we're up and running. You know, we uh video
134chatted with her to show her, hey, this is our screen from my kiddo's computer. Why aren't we able to move on from this and so on so forth and then the whole technology piece with kindergarten students, we're still working on that. >> Thank you. Um I I'm just going to note that based on conversations that we've had with or that I've had with some other superintendents around a is at this very moment it's not um they're not very fun. >> There's a lot of issues >> and it's it and it's right maybe next year PED says that we can't use maps as a alternative to IMASA and we decide to go with something else. We're not going to like it to begin with either, right? But hopefully as time goes on, teachers interact with it,
135students interact with it more um than that flatness will come. >> Something else that I do want to note um about NWA and Namasa and state testing. So NWA um is a lot more rigorous um a lot tougher than Namasa um and that has improvement since last year. So I think the teachers made a good choice. So if these projections are correct, the number of students that we're seeing that are advanced um then the number of students that are not part of that goal is to get them that a year, you know, 1.5 year growth that we talked about, which is one of one of the goals, not just the not so not just the 10%, but you know, we're looking across the board of the one 1.5% growth. if this is an indicator at
136the beginning of the year, I'm very hopeful to see that we're going to be seen um some great stripes there >> and and like Miss Gonzalz is saying with maps, it is more difficult because as you answer that question correctly, the level of difficulty on that next question goes up higher so on so forth. Whereas Namasa, when you take the Namasa test, it's a pool of 200 questions or whatever the case is that get randomly assigned as you click next. Thank you for all the questions. Um, Miss Cordova, is there any anything you want to interject or add to our conversation? >> No, I just want to say um great presentation. That was uh if I was the board member too, I'd be really excited. And I just want to uh just say to the
137board members that asked questions, you did a great job. I heard some strategic questions in there, some really good technical questions that really led to understanding because that big question around why did the test change, right? I mean, that's a really important one because that sort of set things back. But I heard some strategic questions around you know what you know um especially that question V Monai Monnique you asked around um the question for students moving forward and it led into that conversation about this piece of moving and testing all third graders for gifted. That's a really good strategic question because it gives you an answer in terms of how are we going to keep moving kids uh on uh to proficiency. And I guess the only question I would have asked as a board
138member if we were closing out would be what do you need from leadership moving forward um as you're going through the year? What what what are you hoping that leadership will do? Uh, one of the things like I said earlier was that technology piece especially for our kinder students like they definitely need that those dino books are no bueno whatsoever. Um, to the point where a mira doesn't even interact with them. We can log in and then we can't test >> um and then um you know and it's already been it's not suggested but it's stuff that's already coming in. So those PDs, so whether it's number talks, stuff like that, I think we already have that kind of baseline as to things that are needed with the school. Now it's just a matter of
139getting that P scheduled with number talks, getting that um training done for our substitute teachers. Um I think we the wheels are already in motion. So >> great. Thank you. >> That's awesome. Thank you. chair at this time. Um, Miss Thank you for president, members of the board, superintendent Gonzalez. Um, I'd like to share with you our overview of how we will be approaching our goal of supporting the district's goal of increasing student proficiency by 10%. As well as showing growth for our students who are scoring multiple grade levels below proficiency um in math, ELA, but we're also including our science scores in this as well. So to start um again here are our goals for the middle school and the high school. One addressing our beginning of year and end of year proficiency levels
140for our students. And then also looking at our students who are scoring um and I'm going to use colors because it's the easiest to track in that really dark red orange bands and how can we show growth? um asking our students to move from very low um proficiency or mastery into proficiency within one year is a challenge, but we definitely want to make sure that we're moving that cohort of students forward. So, um our first task was to take a look at our assessment data. We um took a look at our end of year 2425 MAP scores. We do use math and WA for middle school and high school across the board. Um, and we were able to identify um our students who were scoring right in that yellow band as well as the green
141band. And the reason we're focusing on those two areas for proficiency is because those students are just right on the cusp of demonstrating mastery in either language arts or math. Um those are very strategic conversations that we will have with our students and our teachers in order to provide very specific skills that they may be missing. Um we also identified our students who are in that orange and red band and those are the students that we will be focusing on for more of that holistic move them up and show growth um so that our students are able to move closer to proficiency. So we took a look at our end ofear data and then we also took a look at our beginning of year data. And what I'll be sharing with you is a comparison
142of our end of year from last year and then our beginning of year for this year. Um once we identified our students um and we also were able to identify our key concepts um skills standards that need to be addressed um our next step is to actually provide intervention for our students. That happens in multiple ways. It happens in the classroom with those core teachers. So, our math, language, arts, and science teachers will be providing those interventions. But we're also collaborating with our other teachers in our CTE and our elective classes as well as our social studies classes because there's overlap. So, ELA pairs very well with social studies. There's a lot of reading, writing, comprehension in social studies. So that collaboration between ELA and social studies is one that we're trying to build and
143foster. Um for science and math, we look at a lot of data in science. We look at numbers and that's where we're trying to build provide that collaboration. Overall, all of our teachers, including our elective and CTE teachers, are reviewing the data and looking at how we can provide those interventions. So not only are we providing interventions, but we're also progress monitoring. So within the school year, we're taking a look through our PLC's how our students are doing. We're not using our assessment data from NWA, but we are using our formative assessments within the classroom, and we're looking at how our students are demonstrating mastery based on classroom data. So tests that are given, homework, um how they're responding to their interventions, all of that becomes part of that conversation. Um we will continue to
144assess. we have our MOI, our midyear assessment. That's typically December, January time frame. So, we should have had at least half a year of uh instruction and intervention. Um I will say that our target is a moving target. So what we start out with proficient at the beginning of year then becomes a higher standard of proficiency at middle of year and then a higher level at the end of year because students should have received instruction and been able to show progress. So proficiency targets actually change. And so when we're looking at our MAP data, we're actually pulling those um proficiency levels and comparing how close our students are to that proficiency level from the beginning of year. And then we're looking at our midyear goal and how close we can get our students to that
145proficiency level. And then at the end we'll do our formal assessment using map um the end ofear assessment and take a look at where are um we're not only targeting our students and providing interventions for our students as Mr. Gurule um mentioned earlier it's also our students who need that enrichment. One of the things that we found even though our students who are scoring in the proficient the green or the blue there are still skill gaps that they may have from previous school years. And so um acceleration and or enrichment is really focusing on those pieces as well. So that when students move into that next grade band, they are developing mastery in all of those areas. So even though they're proficient, there's still probably something that they're missing and we want to go back
146and cycle that into their instruction. >> Miss Martinez, I'm going to interrupt just for a moment. I'm just making sure that Miss Yolanda is able to see our screen. She can't so she can't see it. I don't know. >> Yeah, I can't see the screen. I could see it when Mr. Goule was um presenting because he was closer, >> but I can't see the screen. >> Okay, let me share. Hold on. Okay. Are you able to see it now? >> Yes. That's wonderful. Thank you. >> Okay. >> So, um I'm going to go through our middle school data first and then I'll do our high school just so that it's easy to kind of separate the two. Um our middle school map is where we're going to begin. Um you can see that what I've
147provided you is our grade five end of year proficiency. So again our students are moving from the fifth grade to the sixth grade. And then that second line grade six is our beginning of year proficiency levels for our our sixth graders. So we took last year's fifth grade down at the elementary and we're comparing that to this year's beginning of year proficiency. Um, one of the things that I want to just highlight, and I'm going to use colors just to kind of make this a little bit easier to follow, is that when we're combining the green and the blue, it's pretty much the same percentage. And when you actually look at the numbers, it's 31% of our fifth graders were proficient, green, blue, at the end of year, and we still have 31% of our
148students who are green blue at the beginning of year. students shift a little bit between colors because of, as we've mentioned earlier, the summer regression. We have some changes in the proficiency levels that are expected for each grade level, but we're we're pretty much staying on track with our sixth graders. our seventh graders, our current seventh graders, um we've actually seen, if you can see the green band is higher, um bigger, um we've seen an increase in about 7% proficiency for our seventh graders. Um so we're not sure where that is coming from. It could be just the test, the testing environment, the focus. There's a lot of variables that go into where our scores are, but we're we're definitely seeing some some hopeful trends for our seventh graders demonstrating more more of our students
149demonstrating proficiency. Um, our eighth graders, you can see a significant change in our blue, which is very nice. These are our students who are showing mastery at a different level, like the highest level. And when we can look at our our numbers, we're seeing a 7% increase from 7th grade to 8th grade. So, um, as I mentioned earlier, we did do a deep dive into the data and we looked at individual student scores. Um, what we've identified is that at each grade level, we have a certain number of students who are nearing proficiency. So, that's our yellow and then our low green. So we're looking at students who we want to maintain proficiency and then students we want to be able to move into proficient. And so at each grade level we identified a number
150of students who are fitting in that category. And then we've also identified focus areas for math. Um overall the trend is that we need to provide more supports in statistics and probability operations and algebraic thinking and then general math concepts. So that's one of the very nice things about map data is that it can break it down for us um by grade level of the areas that we need to provide additional instruction, but it can also break it down at the individual student level. So when we look at the student profile, we can provide more specific and targeted interventions. Um here is just our proficiency goals. Um our staff took a look at where our BOI was and where we would like our EOI. And this is really just following that 10% increase. Um what
151we're looking at is what our midyear goal would be which is um if we're increasing 10% our midyear goal would be 36% grow um of our students who are actually um proficient and that means that we're on target to meet that 10% growth. So we just went through and as a team developed our our goals for each grade level in math. Go ahead. Um, this is our reading data. Um, our reading data shows a little bit different of a trend. When we're looking at our sixth graders, you can see there's a decrease in the number of students who are um considered proficient. Our green blue um we go from 50 um 51% to 38%. But you can also see that that band of yellow is a little bit bigger. Um what's more concerning is that
152um our reds have grown for our sixth and our seventh grade students. And so not sure where that that trend is coming from. But definitely something that we want to monitor and make sure that our students if it was a testing anomaly, if it was just the day um that we're tracking to make sure that our students are making progress because to see that increase in the number of students is is concerning for us. Um our eighth grade cohort, we're looking at the same kind of trend where our number of students who are demonstrating proficiency is decreasing. And so again, ELA is one of our target areas for growth. Um we're definitely looking at why we see that trend. Part of that could be our summer drop off, but we're we're monitoring that one closely.
153Um I'm apologize for not having the numbers here. Um but the numbers for um proficient target uh targeted interventions for nearing proficiency is about the same in math as it is in ELA. and I'd have to pull that up. I apologize for not having those numbers in there. But what we did identify is literary text andformational text to be our key focus areas. And so what that includes is um students being able to read and comprehend a text. Um literary text is more of a novel. Informational text is pulling something that actually has more like science, social studies, um applicable uh content. And so those are two um key areas. And I'll just tell you like the trends in general when we're looking at reading data is that umformational text and literary text are typically
154the focus areas for for intervention. And then again just our our goals matching um our district goals to improve by 20%. Again um that is not our our ultimate goal. That is just in line with what our district goal is. and we plan to exceed that as well. Um for science um we did include that even though it is not um part of our district goals. We do monitor when we get to um secondary science is one of our proficiency skills um or data points when we're looking at overall um data trends for our students. So, we test our students in science as well, and we want to make sure that we're trying to meet that goal, even though it's not a district goal, it's a school site goal. Um, I don't I couldn't find
155data for our sixth grade cohort um from fifth grade, but um we are showing that about 34% of our students are proficient right now in science. In um 7th grade, we have about 34% of our students, which is an increase of 16% from sixth grade to 7th grade. And then our um 8th grade cohort, um there's not much of a change, but what you will notice is that there's blue now where there wasn't before. So our students, even though we still have the same number of students proficient, we do have students who are showing a higher level of mastery. And then again we we did the same data analysis with our staff. We identified the cohort of students who are nearing proficiency that we can push into that proficient goal range and then also our
156focus areas life science and physical science. Part of this comes from whether or not the students have actually received instruction in those areas. So, the science test encompasses all of our standards, but our students have not received all of that instruction yet because at each grade level, we focus on a different science content standard. And so, earth science, life sciences, and physical science come at different times. And so, we'll see that those proficiency trends depend on whether or not students have received instruction in those areas. Yeah. And again our our goals from beginning of year to end of year and then what our midyear goal is for for math assessment math at the high school level. Um we've actually seen some very nice trends. Um when you're looking at 8th grade to 9th grade we
157have an increase of 20% of proficiency. So you can see our green band is much bigger and we also have a blue band for math. Um for our 9th graders, our 10th graders, we have an increase of 10%. So our green band, you can see is much larger. Um for our 10th graders, um our 11th grade, um not much change, but I will point out that our blue band is larger than it was in when they were 10th graders. So we do see some higher level demonstration of proficiency. And then for our 12th grade, um I will say that typically we don't test our seniors. Our seniors are typically not part of our our data tracking. We usually track 9, 10, and 11. Um this is something that we're doing new this year where we
158want to make sure that we take advantage of their senior year to provide any additional interventions based on the data. And so this year we actually tested all of our seniors and um we tested them them in math um language arts and science. And so that's new. So our seniors we don't have comparison data or we we um yeah we do for math and ELA but we don't for science because they test. Um again, each grade level we identified the students who are right on that border, our yellow and then our low green. We want to make sure that they stay proficient. Um what we've identified for math is our real and complex number system, statistics and probability, geometry and algebraic thinking. um you'll see that we see the same concept areas from um throughout
159the entire uh grade levels, middle school and high school. Our our students struggle in math and part of our initiative this year is to shift that mindset in math from I can't and it's hard to I can I need more practice. I'm not there yet. And part of that conversation will also include not just our students but also our community members because I can tell you when I was talking to families during our open house, you hear parents who are struggling with math math as well. And so we want to shift that mindset from math is hard and I don't know how to do it to it's hard but we're going to figure out how to get there. And so those are some of the conversations that we're having. um our language arts reading. Um
160we are for the high school we're looking at um a decrease in proficiency for from 8th grade to 9th grade year by 5%. Um our 10th graders are kind of holding at 42 and 40%. So not much of a change. It's not statistically significant to say that we've increased or decreased. And then our 11th graders um have shown a decrease in 7%. So overall some of the trends we're seeing is that our language arts seem to be showing a decline whereas our math seems to be showing an improvement. So we're looking at what that is. And then again as I mentioned we did not test our seniors. So we don't have data from last year um or actually we should but I couldn't find that one for reading. Um, but right now we're actually doing
161pretty well with um, uh, 46% of our students in the proficiency range. Again, the number of students at each grade level that are nearing proficiency, as I mentioned earlier, literary text,formational text, and we're adding vocabulary in there. One of the key things that we want to focus on is the SAT, the PSAT are not only state benchmark assessments, but they are also college preparatory assessments. And we want to make sure that we're providing students with that academic language so that they're able to be successful on those assessments. So the the focus is not just on our map information, our data from here, but also how does this translate into them being successful on those more, if you will, high stakes tests. Again, our proficiency goals, 10%, what are our mid-year um goals for uh math
162assessments, science for high school? Um I have ninth and tth grade data. Um, for some reason I wasn't able to pull up our data for our juniors and seniors who did assess in science. There's a there's a glitch someplace with our science data. So, we're working on our end to try and figure out how to access that. And so um but what we are seeing is with the science pretty much the same proficiency levels but you can see our 8th to 9th grade there's a higher level more blue or actually we have blue on that one ninth grade seven students 10th grade 10 life science and physical science again I'll go back to that conversation about when students receive instruction are nth graders get biology our 10th graders chemistry chemistry, biology is life science, chemistry
163is physical science. And so it really depends on what classes they've taken that um influences their proficiency levels in each one of those areas. So um we do know there's some gaps in specific areas because they just have not received instruction yet. So um how are we addressing this? So lots of data, lots of numbers, lots of information. The big picture is how are we going to actually provide these supports for our students. So, uh, middle school, high school have a study skills period. Um, while one cohort is at lunch, the other cohort is in study skills. And we actually have a schedule um for uh our teachers to be able to provide interventions uh collaboration with our math language arts. Um, we're also using AVID strategies to help build that comprehension andformational and literary
164text comprehension in those study skills classes. Um, we've also began um to identify our MLSS layered support. So, if you're not familiar with MLSS, MLSS is the state's guidance and framework on how do we actually provide interventions and then progress monitor. So layer one is like our universal core instruction. Um we're definitely addressing that with providing professional development, our walkthroughs that we do through the district as well as myself going into the classroom. Um but we also want to make sure that we're looking at targeted interventions. So layer two is small group. Those are happening, those interventions are happening within the classroom where we're grouping students and we have cohorts of students within the class that are receiving very specific interventions based on their data, not just their MAP data, which is just one piece
165of the puzzle, but also how they're performing within the classroom. So, we're looking holistically at the student. I do also want to mention that MLSS is not just academic supports. We also see that our students are struggling with attendance and/or behavior. And if we are not approaching that holistic support system and making sure that's available for our students, we're only hitting one piece of the puzzle. And a student who is emotionally disregulated, struggling with um basic needs, um all of those other pieces, they are not in a state to be able to learn. So, as a school, we are looking at behaviors. We are looking at attendance. We're collaborating with TAS behavioral health and our community schools coordinator to make sure that all of those pieces that provide that framework for learning are in place
166for our students. And so, intervention plans are not just academic intervention plans, they're behavior intervention plans and attendance intervention plans. Um, we sent um we're trying to make sure our parents are part of the conversation. study skills. We sent home progress reports. We also sent home our map data so that our our parents could actually see that. Our our hope is that the students actually gave them to the parents. Um and we did make it an assignment during study skills so that we we got a signature and then it was returned. So um we're definitely trying to be more intentional about those conversations with parents. And then um inclass interventions as I mentioned earlier uh layer two is small group. Layer three is actually um more targeted intensive interventions for like two or three kiddos
167or even one student who we know this is a significant skill gap. Those would be our red and orange students. Um and I hate to refer to them as a color, but that's that band that we're tracking to provide that higher level of intervention. And then um our PLC's are meeting to have those conversations about students who need academic, behavioral, and attendance supports. we need to connect them with community resources, mental health, behavioral health resources, and then um we're doing our our check-ins to see how our students are are are going um and progressing towards those proficiency rates. So, holistically, we are definitely looking at academics, but we can't address academics without all of those other pieces. And that's what the conversations that are happening, both middle school and high school. And just so you
168know, our teachers teach both. And so it's a whole a whole conversation with all of our middle school and high school teachers. They all know the kids. They all support them. They can identify their needs. And so those are some really rich conversations about how we can support our students. And with that, we send the questions. >> That was extremely both both of them have been so thorough. You gotta really search for the questions though. No questions. Any questions? I don't know. So, I do have a question. I'm sorry for word. Um, you mentioned first of all and thank you both again for your your presentations. They're very informative. Um you mentioned you know strategies for helping you know get the students um more advanced but how are I mean what kind of strategies are
169there in place for students to be held accountable for their own growth as well? So those data, those conversations are happening within the classrooms of where they are and where they need to be. And so that comes with the students actually knowing what their data is and then understanding why their grade is what it is in the classroom and circling back to when we do an assessment in the classroom at the class level. um why they're struggling with a specific skill or piece of knowledge. And so that goes back into the students actually being able to have those conversations about I'm I just need this in order to get here. And so it we're we're never done with um student growth and learning. We always want to make sure our students know that even if
170you're in the blue, that doesn't mean you're done learning. Um but we definitely have those conversations and um just conversations within the staff um meetings to kind of identify how to have those conversations. So it's consistent from grade level grade level and teacher to teacher. >> And if I may interject and add a little bit to that. So because we are an AVID district, this is actually both at both sites. that um students do have and I'm not sure if they're binders at your school but binders and folders are both site and that's part of that progress monitoring and holding holding students accountable for their own part of it's an AVID strategy that we we've implemented district piggybacking on your comments on holistic you know approaches making sure you're identifying attendance issues behavioral health issues
171home issues how soon after identifying those issues did the school implement strategies to address them. >> So, um we're beginning those conversations. We've already had the academic piece. Um we are currently having those conversations about the behavior piece. So, those that happen in school are happening pretty quickly. Teachers are addressing behaviors within within the classroom. We've made referrals to to behavioral health. Um I have conversations with students. Um so, we have a team approach in that regard. Um, as far as an actual behavioral intervention plan, um, that comes a little bit later when we're starting to see trends and patterns that we want to identify a specific strategy we can use for the student. So, either a layer 2 or if needed a layer three intervention. And there's actually intervention strategies that are layer 1,
172two, and three for us for behavior as well as attendance. And so we monitor our students and then when they hit that layer, that's where we'll start a more formal process. But right now, it's just that universal support that we're providing for students. >> Thank you. >> Of course. >> Um those students that are nearing your uh that are nearing proficient proficiency, um the numbers are all very similar between different subjects. Are those the same students? >> Yes and no. We see some trends where students are struggling in multiple areas, but we also see students who just pop up in math versus reading. And so that's um when we start talking about those layered interventions for layer 2 and three um and we're looking at intervention plans for students, that's when we start looking at
173how our students are performing in mapped assessments, but then also grade level um performance and like their grades. And so we're starting to have those conversations and develop those parent meetings. um those are already starting to take place where we're identifying students. You're struggling in language arts, reading, um science, your grades are really low. What's going on here? We're having some behavior issues. Let's have a parent meeting and the team of teachers have a conversation about what supports we can provide to help the student be successful. and then also include the parent in that conversation so that they're able to provide more information and or support with those interventions at home as well. Something that I do want to mention um and this is from both sides the fact that there there's that crosscurricular so
174that we heard Miss Martina talk a little bit about it that it's not just the core classrooms but also your CT courses your your electives. I that is extremely important and it's the same thing that's happening at the elementary as well. Uh you can walk into and I'll use elementary as an example. Um PE and coach Max is doing something that's tying in uh to either math or ELA. I think all of that's important to have that crosscurricular. Um it doesn't just pop within your reading class or your math class or your science class. It's all the way across at from all of our teachers. And if I may, the only way to move our students forward, especially our students who are multiple grade levels below, is to hear that same messaging from all of
175their teachers. It cannot just happen in our reading and math classes or our science classes. um because then it becomes the teachers the in some cases it becomes the enemy because they're the ones who are like talking about it all the time and they're providing the interventions. If it's a whole school approach then students may connect with their science teacher better than their math teacher and then this is the way to actually teach I don't know probability and statistics and science that they get it and then they're able to apply it in their math class. And so those are some of the conversations that we're having um and that alignment. I'm sorry if you addressed this, but um what do you attribute in many of the the end of year beginning of the year data
176and the there were in many groups there were less red at the at the beginning of the year and more blue at at the beginning of the year with um the Southland policy, new teachers, I mean all the changes that you know new administration, what do you attribute to that? We have a lot of variables. Science background I speak in variables and so um we have a lot of variables that we are tracking. I'm not sure where we can put that um on. Is it our teachers? Is it just the classroom? Is it the school? Is it administration? I I'm not sure at this point. But what we would like to see is the continuing trend and then also monitor how we're providing those supports because if we can collect data on those supports and
177the changes that are happening either instructionally throughout the school um discipline behavior are just our language around assessment like this is an important test. We all need to do well on it. We're giving you the right amount of time to test. like those all influence the outcome. And so we're definitely having conversations about how that might be impacting our assessment data, but it's hard to parse out like which one is actually having the most influence. It's probably a combination of all of them. So, but we want to make sure that that trend continues. >> Yeah. Awesome. I don't know if there's like a question about it but um how are we um supporting this success toward like the community the success of this um from like last year to this year to our students I
178mean Mexico is I think it's everywhere you were really last and I think that our students need to be aware that they're succeeding in in you know in it's nice to hear that especially >> so part of that is more tied to our study skills um which gives us kind of that opportunity to have conversation about where you are and where you're where you're where you're going and also where you've been and that that comes more um I guess there's more of an opportunity to have that our teachers are core instructional um time is also spent providing that but um I think study skills is a more relaxed environment where we can talk about some of those trends we definitely in and that includes all of our staff Yeah. So, it's not just tied to
179our math and reading and our science teachers. And so, it's definitely happening in multiple areas. Um, there's some intentionality in sending home those progress um reports as well as the map data so that parents can start to see and then we can when we have our MOY data, we're able to circle back and say, "Hey, this is the growth that we've seen." So those growth conversations um will be a little bit more um evident when we get our MLY data. So we're kind of in the intervention and progress monitoring mode right now, but once we get our MOI, our hope is that we'll start to see some growth for all of our students, and that's what we'll focus on um with our students and our families. >> Questions, Miss Porttoa any interjections >> porta I'm
180gonna take your model >> I'll echo what Mr. Mr. Burule said um we do have some technology um challenges. We have Dino books for our 11th and 12th grade students and so finding um we actually had to delay our seniors testing because we didn't have enough Chromebooks and so um we we and I do give um kudos to our IT department and Miss Gonzalez for making sure that this happened. We did not have computers to test for our our seniors and we didn't have enough for our juniors. And so, um, they're both those both grade levels are on DAB books. And so, that was one of our challenges is not having the Chromebook because the Chromebook is the only one that interfaces with NWA, which is our our testing platform. And so, that was one
181of our challenges. Um, I do want to say thank you for the support we got because we were able to do it. It just kind of changed our testing windows a little bit and so we weren't able to test as an entire school and I consider the middle school and high school one school. Um, but that that would be something that in the future would be would be beneficial to to have those already. And I think we're in a position right now where we can do that for our MOI. It was just getting that up and running and figuring out how to navigate that. >> Thank you. >> Any other questions? >> You know, I just want to say wow. Uh I'm so impressed uh with um I'm just so impressed with the presentations. I
182if I was a board member, I'd be sitting there also going, "Wow, I think I just learned a lot about where our students are and where they're headed." Um the only question that I would have had as a strategic qu question is like how is this work that you're doing or you know the the work of the board in terms of setting the goals and that that the district has how is this impacting uh staff change? >> Can you clarify staff change? >> Well, I mean how is it impacting staff? I mean in terms of things that they're having to to change to do or adopt new ways of thinking and doing. >> So um I'm again new to the district um new to the school but in conversations we actually did a beginning of
183year um PLC um which is usually the format or the time that we review data and have these intervention conversations. And I did a survey with all of my staff to just kind of see what their experience was with PLC's and what they wanted to do with that PLC time and what supports they needed in order to be successful. And a lot of that information shared that they had a lot of the foundational pieces for PLC's. They just needed more clear guidance and expectations in the PLC and how do we actually move from the conversation into the implementation and intervention piece. And so that data was collected at the beginning of the year and that's been used to drive those conversations during PLC time so that our staff are receiving the supports that they asked
184for. Um definitely a lot of PLC training has been provided um and how to do the work but more of the guidance set time and then they want expectations. They want to know that this is what they're being asked to do and there's a deliverable. And so that's how it's changed I think um is just more intentional time and building that rapport between the staff because it is a collaborative approach. It's not me telling them this is what you're doing. It's the staff saying hey this is what we will we need to do to support the students and then I can provide additional information and or supports if needed. So >> Miss Pivan if I may. So at the end of last year and we were already starting to get some guidance from you as
185well. Um I did meet with both site and I guess you may not know that but Mr. Gle and my principles knew that I was going to be meeting with teachers. So I did go in I asked specific questions as what their needs were. Um how did they feel like they were successful, what supports they needed and based on a lot of that information that we received then was shared with the principles at the beginning of the year on how we were going to move forward and some of some of those things that they were saying. Um they want they want that expectation. Um they want to meet that. So, I think that's says a lot about our staff as well. >> Absolutely. Okay, great. I mean, I'm I'm just really impressed. It was that
186those very informative reports. Um, you you all should be commended for your first progress monitoring session on this. And so, my questions are just back to the board. What are your overall thoughts about the presentations? Um, what are you noticing about students? And what are you noticing about, you know, leadership in terms of your superintendent and your principles and the way that uh the first progress monitoring report was uh was set up for you? >> I think the data was really clear and it gave me a vision of how our students are doing. Um there is there work to be done? Yes. But I think that the goals can be achievable for sure. >> Great. I was there last night until Tuesday. Um I mean kudos to your presentations. I do think it was very
187they were very well readable. ing questions we had you gave answers to and some questions I was going to ask they were already answered previously. Um but yeah, I you know getting back off on Miss Martinez, you know, I think there's there obviously works to be done and nothing's perfect, but I look forward to seeing the middle of the year. >> Thank you guys for your presentation. It was great information. Um apparently I seem a little bit more comfortable this year uh compared to last year information. Um Matinez, thank you for the great implementation. Uh it's a great film lack of numbers that we got last year. >> Yeah, like I said, the the reports were extremely thorough. It was like you had to really look for the questions to ask because you were answering
188everything in in the report. And I think it it shows that our students are resilient because um just a you know yeah there was growth that that I mean there was some regression over the summer but it just it wasn't terrible. I don't think it was extremely you know devastating. So I just think that the students showed a lot of resilience in their performance. >> Great. So on the progress monitoring side, if you recall during our training, your progress monitoring reports become an action item and that's why it was listed as the bottom part is an action item. And the reason and the rationale for using it as an action item is if you adopt the report and say yes, we accept this report, you know, because it met all of the pieces it had.
189The report clearly showed the, you know, the goal, the strategies that are being monitored. Uh it clearly showed us data. It told us, you know, the current reporting period and it showed us some uh some targets in terms of where we're going to head and it clearly shows how the superintendent's understanding of the system performance relative to the goal. Your superintendent was interjecting. She's uh directed the staff obviously to what to put in this report to help you. And there's evidence that there is plan, right? that there's a plan um and a documentation in terms of how you're going to keep moving forward. So if you believe that it has all of those things in there, my recommendation as a coach is for you all to make a motion to adopt the report and it
190becomes an interim evaluation piece for you because when you go to evaluate your superintendent at the end, you also will have this report that says, "Oh yes, I remember we had this and here were some of the actions and the pieces that uh were in play and what we knew about our students And obviously as the reports keep coming, you'll keep you'll kind of keep um uh comparing them as they're going along, but it sounds like your staff is really prepared to do that. So my recommendation is for you all to consider uh adopting the report. And that's that's all I will say as your coach. I would just want to say congratulations on getting your first progress monitoring report. Hopefully the next one won't take as long, but um I think that um uh
191Superintendent Gonzalez, your staff did an amazing job and your leadership in terms of of getting it organized and getting it to the table tonight was really remarkable for a first progress monitoring report. Madam chair, >> I don't know. Um, it's uh it's under an action item. So, Madam Chair, I recommend adoption of uh the progress monitoring report. You've heard the recommendation to approve the uh progress monitoring report. Can I get a motion? So, moved by Miss Martinez. Can I get a second? >> Second by Miss Visaga. Any further discussion? >> Yes. >> The reports that the um >> or what they presented >> what they presented and then Okay. >> Yes. You give me this as your feedback. >> Your minutes will also serve as sort of a guidance as that as well. So you
192take in account the report that you have plus your recording, your minutes. All of this becomes an artifact basically of of the progress monitoring report. >> Good question. Is there a second? >> I'm sorry, Mr. Oh, yeah. It was the discussion. So, Madam Secretary, please do a roll call. >> Okay. Mr. Jason Gonzalez. >> Yes. >> Miss Monique. Yes, Miss Patricia Martinez. Yes, Miss Caroline Grant. >> Yes. Okay. So, motion is approved to adopt our first progress monitoring report. >> Okay. So, Madame Chair, next on our agenda is um the first reading um for the Sorry, let me go back a little bit. Board up for board policy B700 BD B agenda. So, in our last um I'm going to say maybe it was our last board meeting uh there was some discussion about removing
193um some verbiage from our the way the agenda is currently set um in the document that's in your drive. Uh because this is a policy that's already in place. So, this is one of those things that we're talking about looking at all of the policies and then deciding if we want to make any changes um if we want to. So, it was the recommendation uh from our coach that we didn't need to have items suggested for future meetings. So, if we choose not to have that and then you guys kind of just email me if anything that you would like in there, uh we could do it that way. It's really up to you. But, if we want to do that, we need to make that discussion happen now. and um make the change within
194this because it is a policy. Uh the other thing that I would like to recommend within this policy that we're looking at under presentation and discussion. So this is the format that the policy is telling us that we have to use. So under action items, if we could do um left just to move that bullet of action items. This way they're all aligned. That would be great. Um, and then do we want to continue with the item suggested for future button? >> I like the items suggested for future meetings. Cuz sometimes it's a reminder for many times where like, oh yeah, I forgot about that. Like Miss chime in and be like, oh, we got to do this. We got to do this like for the SB or the special voting that we had last.
195>> Yeah. And I'm good with having it. It to me it doesn't make a difference. But just I wanted to bring it this way. You guys knew that it is and to say no, we can't take it off. >> It's actually part of a policy. So then if everybody's in agreement with that, then the only change that we would be asking for is to move that action items and not take it off. Just make sure that it's aligned. Is there anything else aligned? Well, under um regular meetings, presentation and approval of minutes. Okay. So, the presentation of the meeting minutes. >> So, it's under presentation and discussion. So, right under So, do you see how it's kind of >> Yeah, it just the the language is just >> tabbed in. >> So, I'm just asking
196for this to be Yeah. Does everyone want to keep items for uh for upcoming meetings on your agenda? >> Yes. >> And then permission to back. >> So this is the our first presentation. Um we will be bringing this back for a second uh presentation uh within our next board meeting. Um, next is our presentation, the NMSBA policy advisory. So, looking at 265 through 269, sorry. Um, so we've already looked at two uh, so we're only looking at two of them. So, we're looking at 265 and 266. All of the other ones we've have already done on policy advisory number 267. There is some change I'm sorry 26 I'm sorry 26 265. Um and actually it's not really any change. This is just the emergency um protocols. So I guess my question for you is
197there any changes that you would like um it's the disaster and I'll let you guys read it. Chemical biological nuclear incidents uh bomb threats um building collapses hostage situations conditions of nature arson civil dist uh disturbances explosions. So everything is there. Um shooter. The only thing that I would ask that if we can add is a crisis safety pun, but it's it's just not in there. >> So with this one, those are it's just that's the only change that I would ask for if we can add um our active shooter. We also have a reunification. I don't know if we want to add reunification in there this way. Uh we have it schedu where it's stated in here that we have to have a reunification plan if it's posting not just an active shooter practice
198drill but the actual reunification I think is a huge part of it. So is that meaning coming back >> or getting back? >> Yeah. Getting kids. So if we do have an active shooter that we're getting students reunified with parents. Mhm. >> So this is us going to like the pedlo and making sure in the worst and god forbid that that ever happens here, but I would rather be have something in place than not have something in place. >> I thought they did when bombs came through and did that. >> Yeah. >> So So we have a plan in place already. So this would just be making sure that we add it to policy that I mean depending on who's sitting here, they may say, "Oh, we don't need a reunification plan anymore." uh by
199having a policy ensure that it allies. Um this is also a first reading. So we will be bringing this back to the board um for a second reading for approval. Um, let me see. I think I need to look at. And then on 266, I think it was just the language that um has been underlined that we need to make sure that is added in there. And then the thing that are highlighted. So there are a couple of things that I'm going to say the entire document um has new verbiage in there. And this is coming straight from um the advisory that right advisory council um the language that they're saying that should happen. >> Okay. So, the next item is uh the schoolboard manual. Our first reading on that. Um I know it was
200a a long read, so that's why we tried to get it to you guys early. >> Um up. So, really none of the policies changed. They're the same policies that we've always had. And so if you notice, you could refer to the policies under and mostly um like communication with um with the community, communication with staff, communication with superintendent. So those um didn't change. We're just um we just added those in there. We well when we received it from Rio, they had their own language. So we we already had policies on on those type of communications. So we just we just interjected ours and so you would just have to if I could have done a link. If I knew how to do links I would have but it you would just go I gave
201you the or we gave you the policy number and then um it does have a signature um page at the very end just saying you you agree and uh we conduct ourselves with according to the policies. Um, were there any questions on that on any of it? >> Whatever. >> One thing I wouldn't what we photos and I changed the place had him and I don't know if you had him there. Um, labelled the way you did for a certain reason. >> So, I kind of just changed. Sorry. >> That was fine. That was fine. We just need to get in symbols picture. Um so under the board oh gosh the board um present not board presentations let me find it board member requirements um I think we were talking about um had ad hoc
202team was talking about adding attending conferences so if we say we're going to attend a conference and then we don't attend the conference. That's especially a conference, it gets pretty pricey if we don't actually attend the the conference. So just um making it, you know, an awareness that it is to be committed if we're going to attend that conference. So we'll probably be adding language about that. Anything anything else? Any ideas to get this translated into both Spanish and TI as well? I'm going to get my school badge. >> So, you just need to come. >> You have to actually come in and we don't see you that you're lost. >> We just have to come in and Miss Paul will get your business. And there was a guard I was asking but I can't
203remember what I had >> under board or under >> under board but I can't remember now. Sorry. >> It's on page um can't do it's right underneath the first underneath the um the evaluate uh self- evaluation for the board. So under in the cycle of pages of where I'm page 23. Madam chair, you suggest that on that page, I think we're both on the same page right now. um the guardrails for the board. Maybe we um emboldened or highlights one 2 3 four five and six just so they're sure that questions This is the >> first read. So, um you have more time to read it if you >> need more time. >> Sorry. Just some more formatting stuff on >> Sure. >> page on the board officer roles and responsibilities. 30 those I think.
204Um 2C but documents authorized by the board would that just be should that just be >> Oh yeah >> like you know lined up >> I can do that. Yeah. >> Yeah. Like that miss >> they had it like that on their manual and so I just kept I just turned kept it over but I can that >> just format. >> Yeah. This look I >> Yeah. and then like the other uh uh offices as well. >> Okay. >> Just as I guess I have a question. If there is a concern with any of the guard rails, what is the protocol for staff or myself? What's the approach? So if you want to you have a question about it or you want to discuss it or a concern or so um just no board member
205will represent or appear to represent their words or actions uh the voice of the entire board no matter I put it every So, say I had I'm trying to see which one I could use as an example. So Biden the board member will represent or appear to represent one that I can give an example. Okay. >> Um so maybe code of code of ethics are expected. So what if there um one of not that this would happen but what if one of you um were not following that code of ethics then what is the procedure then I believe you go to the a board member or vice or president if the if it is the president then go to the vice president >> and then >> there's a >> is there >> there's a thing
206there that says like if there's discrepancies between the board members that There's a >> marker. I saw that somewhere. I was trying to look. I mean, I read it beforehand and I can't find it. >> Um, I think if you download it and do a search, you said probably. >> So, and what if what if there's concern of um an retaliation or anything like that? And what's you mean if there's a retaliation from well concern of retaliation? >> Well, then I think it should probably come to the board as a as a whole and if if we have to go higher than that then I guess it would be the NMSBA or >> I don't know that may >> Yeah. So maybe Patricia's picking on me >> and or she's harassing me or I don't
207know maybe she's um telling me I don't know she's harassing some way somehow. And if if it's in writing and it's presented to the board, then >> yeah, >> I have never >> if it's harassed then it becomes like a legal issue, not like it's not that doesn't just that's not just hearing the board then that becomes like a legal issue that you would have to like >> define what harassment call. >> Harassment is >> okay. So maybe she's defined as whatever is >> she's threatening threatening miss. No. Yes, madam chair. Um, it's going to be on page uh 26 where it says board member performance concerns um and or code of conduct just above it on two BD or 2F. Um >> I believe there's a formal grievance process that you got to implement
208at that point. >> I know I saw it somewhere here but I then I couldn't find it. I thought it was Yes. Max Governmental Conduct Act. Is that what you're looking at? >> So, board chair, may I may I address you all? >> Yes. Yes. >> So, I know that it's listed as 2F board member performance concerns. And this is a great conversation that you all are having because it is in anticipation of it. And I I agree with I wish I could remember everybody's names, but you know, obviously anything that's happening amongst the board, if the board if a board member is doing something inappropriate, the first line of defense is obviously if it's a board member who's who's aware of that, it just assumes that there's like um uh professionalism, right? that board
209member might approach that board member and say, "Hey, you know, we're really I'm really struggling with something that you've done." So, it's like board member to board member, but if it doesn't get resolved, that's where the board president comes into play and really may help to step in. Superintendent, it's the same for you. If you've got a concern with the board member, highly recommend that you talk individually with that one person and say, "Hey, you know, according to the governance manual, you know, these are the things that I've noticed or whatever." If it doesn't work out, you go back to the board president and the board president tries to mediate it. But if your concern is with the board president and you've tried to mediate it with the board president and it's not working out,
210then that's when you go to the next level, which is the vice president. And obviously hoping that all of these things can get mediated before they escalate. That's the whole purpose. But the whole purpose of the board manual also is just to remind board members of the professionalism that's required to be on this board. your elected officials. There's code of conduct that also governs you from, you know, from being an elected official all the way down to, you know, the um uh I want to say like the secretary of state and so on and so forth. I mean, there's a lot of pieces that go into play just because you're an elected official, but this board governance manual is intended for you all to be able to resolve conflicts at the level of your, you
211know, just at your board level without it having to be escalated. Um, hopefully nothing like that happens, but at those are really good things to anticipate and things to to think about. And as you look at the guard rails that you've set for yourself, you know, just being really clear, are those guard rails uh enough for us? Is this really what you know what we believe is important for us to keep in mind as a team? Because these are your non-negotiables. Basically, these are the things that we say. These are agreements of how we're going to conduct ourselves and what we're going to hold ourselves to above and beyond what NMSBA requires of you and above and beyond what um you know is required of you as elected officials. I again I'm just uh it's
212a really good document to have because I think it really will be a good document or when you have new board members because it's a quick orientation manual has everything right in front front and center. Um but those are important questions to ask. >> Thank you for interjecting this. Does the board feel that we should make it more clear the the flow or >> it and it's it's in there. I wish I could make that maybe I read it, Madam Chair. I mean it does indicate the formal process but it doesn't include an informal resolution. So maybe that resolution. >> He said only one child. No. >> So, this is the first read. So, if you're there, if you want to look through it again or question something, um, we have a little bit a
213little bit more time. All right. So, the next before we move on, any other questions? >> The next report for our submission. I remember we had a date for us to get this done. >> Well, we wanted it to be done by next meeting so that we could have it ready for >> so if needed we can always do it when we have our special board meeting resolution. >> All right. So, um next item on the agenda is the board policy committee. So um noticing that there are many policies in the policy service manual um and I'm sure that you go through some policies but there's so many and I think what sparked my interest was as the ado committee was going through the the manual uh there were so many there's so many policies
214and So we were thinking that we could start a policy committee to meet once a month and just to and we could there's just to have a target to start with because there's so many. We could start with the B's which are the board policies and what that committee would do is follow the policies or policies and um and pick a policy maybe that we uh are curious about. Take a look at it. say, do we need to do we need to update it? Do do we need to change it or can we keep it the same? And then we have a new date to say that we've reviewed it. Of course, it would go through the procedure of a first read and a second read um meeting once. That would be um you know
215your time >> and this is just for the purpose of reviewing the policy and updating it or >> because that is our like our one of our top um roles is policy making and policy keeping the upkeep of the policies. >> What if um you redo some policies during some meetings? I mean, I don't know. That's just an idea because you already got the audit committee, you already got the finance committee, you have the um town hall meetings. Like, it it's building up, you know, and I'm not saying it to be mean or anything, but it is a lot. So, if maybe we could do a few policies a meeting, we're already here. you have all of us here because it's hard to say, "Yeah, I'm going to go to this committee meeting and then
216you I mean I can't make it during the week. It's very difficult for me during work hours." >> So that's just a suggestion. Maybe a couple policies and maybe >> unless you guys want to have I'm in agreement with her too. I think it's best that we all are on um for the committee um but to in order you know for us to update policies um it requires all of us >> um and not just a few of us. >> Well, it would be and that's fine what you're saying. I'm just saying um and that's why it would need to still go through a first read and a second read. Everybody needs to agree with it. it would just not take up so much time in the meeting. But if I mean you know the
217board the board has to agree. So if >> can I ask when the last time our policies were updated? >> 2007 was the manual was completely changed. >> What year? >> 2007. So there's a lot of policies that are actually outdated and this is a conversation that Miss Annette and I have been having um if I may make a recommendation and once again the board this is um for you guys however you guys it's up to you but what we've been doing on our because we're also looking at policy apparently we're not looking at the board like the ones that be so we're looking at some of the other ones so we've selected like missing it and I will pull first off the advisory ones because they're the ones that are coming to us right
218away, but then we pull a couple and then we kind of just review them really quick and then we like, "Oh yeah, this is one that we definitely need to bring back. It's this one's not this is not in existence anymore." Then we pull that one out. So kind of like now we're talking about the reunification and all of that. We spoke about kind of the crisis um thing yesterday. So that's why we brought this one up because it falls right into what we're doing and there's I agree there's not enough there's not enough time uh to sit and read all of them. We literally just pull and like glance it and see is it kind of is it something that's still in effect or not. uh it's something that we know that we need
219to update in because um again those are the ones that were thinking trying not to bring too many at a time here. >> Well, is the board um okay if I go ahead and pull a policy per month or how do we want to choose which policy under the bees to pull and and look at? How do we decide that? Why are we doing these >> for board school there? That's all the policies for the school board like policies that we follow. >> But why are we just doing the school board? >> So we're doing so we're kind of looking at So Miss and I have been looking at um J and G. So we're looking at students and staff. And so if I if I may to I'll just interject a little bit here
220too. Um it's good that the superintendent is taking a look at them because one of the things that you need to make sure is that your policies um also um keep you safe from legal issues. Because if the policy says one thing but you're doing it differently, we just need to make sure that they're aligned so that a parent couldn't say, "Well, the policy read this way." Um, and the expectation is this. So, that's the important part. Um, and if they haven't been reviewed since 2007, that's that's a long time. Um, so it's great that your superintendent is looking at the ones around operations. Um, and it could be that part of the work is is that they're going to just archive some of them because they no longer apply. And if there's like as
221she's looking superintendent, so as you're looking at the ones for G, you know, going through those like is there a set that you're just going to archive and on a consent agenda? You can literally just archive them. Say, you know, it's recommended that we archive policy blah blah blah blah blah blah blah. a whole list of them because they no longer apply. They're outdated and and then you can just move those off of your um off of your place. So, that's another way to make it fast and quick. Uh but on the B policies uh for the board policies um is just taking, you know, just a a quick look at all the policies that are um directed at you as a board to to update. You could probably do those pretty quickly. It probably
222would be like maybe uh again you may be archiving some of those and you may just need to do some minor revisions to them. Um and maybe no revisions at all. >> Yeah, I guess that's why I thought the board these would be good to start with because those are the policies we should be following and why not start with the ones that we should be following. for it. >> There's over there's about 60 policies just for these. >> Yeah. >> I'm just I'm just saying like why it's just you're just truth. I just >> I was wondering >> would it benefit us more to do like financial like the the fis what is it what's it called fiscal >> fiscal management or like something else other than board policies >> I guess I I
223I mean the board wants to start with fiscal we can but I guess I was thinking like part of us said we probably get get through the board one pretty quick and it's a good practice and it's you know we could kind of go through things a little quick and then get to the to the others. >> Okay. And for us our for to save the district when we go um litigation we don't get and this is something that I told both of my um administrators is if we're following policy we are okay as long as we follow and site it and we're doing writeups you site policy um and that's for both students and staff. I have a quick question out of um my current of employment when a uh policy is updated or
224terminated or you know whatever it might be it requires the vote of the board is that still require is that still the same case here. So that's what we're doing. So when we go to the first meeting and then the second meeting that's okay so the the days that you're doing now will come to the board reverse. Thank you. So like something like this one right here that's quick. >> Yeah, >> we could we could choose a lot of quick ones >> to be >> and then we could choose something more involved. But we're getting a lot of policy advisories also. I think there's no other comments or questions and we'll go ahead and um Oh, we didn't decide how we're going to choose which of the bees. Should I just start from the top,
225which is good. >> Yeah, I guess you're right. Start from the bottom. >> My advice is I would just say, "Okay, so I'm going to look at it be a D1. I don't know how how it is on that one. Um and then kind of look this is one. What do you guys think? Send it out. Um you guys can divide and conquer. What do you think? I mean, >> we kind of try to do divide and >> we could do a couple. >> I mean, some of them weren't that bad. I just looked into three lines going some of them. >> Yeah. >> But when you look in there in the service manual, it's in daunting. It's I mean, there's so many. and think of a parent or community member who wants to find
226something. It's and then it's outdated. It's I know that's our job, you know. >> Well, when it got changed, >> when it got changed, it took over a year to update it and it took a committee and it was huge. >> Well, we could start out this way and see how it goes. And I mean from >> I mean and and I've said this to you guys before, we're not going to get to all of them because it's going to take us some time. Um by pulling as many as we can some some of them are going to be really simple. Uh some of them are not. This is uh tracking all the ones that we don't need uh to update and then typing the ones that we've already started updating which is a lot
227of work. Another piece of advice is to start with the policies or issues that are impacting you the most. So if finances are are are the most critical or that's where you know things seem to be getting in trouble or most concerns, start with those two because that that you want to be really concise and if it's what's the issue at hand. >> Yeah. I would say so if any board member has a question about any of the policies we can we can that to the board also >> could we do it like we do for board meetings we do an openended uh question you know open list it there and all of us can see it >> I'm sorry >> the Q&A can we do it like that >> oh yeah that's a great
228idea it would save time during the Yeah, I mean it's the Google doc is open. So >> great idea. >> Q&A there for um like the policies. It's who's answering those? >> Um that's a good question. >> I think I think the Q&A you could just it would just be like >> you you pick >> because it can't be a form. >> Yeah. You just say be be number one and then we could somebody could answer like no no changes or whatever whatever change needs to happen that they feel or that says like no change needs to happen on that policy and it wouldn't be a quorum would it? Miss, we had a designated person to answer. >> I'm sorry. Is this okay? >> I I'm going to just say I I don't think that's
229a good idea. >> Yeah, because I think it's going to become a it would become a a quorum. So, >> so the question the question Q&A that we have now, >> it's not because you guys are not answering any of the questions. So, you're or are adding to the question. Okay. So the minute you So if she says um one be one whatever uh and then no um yes then it becomes a >> I mean it's a great idea that would have saved a lot of time but I didn't say that >> I was I was thinking like no yes I was just thinking a list that you would we click on there and this is the list that we're going through this week. >> I don't know. We can have a we could have
230a Google uh share drive where like for instance this one right here. There's nothing that needs to be changed here. So we could put a list of all of these that do not need to be changed. >> No changes needed. >> And then we keep them as u maybe two different folders. No changes. We know we've already reviewed that. Anything for a change. We could put a date when it's going to be on first reading. >> I wonder and I don't know. I I'm not sure. I could check, but if you guys are a committee and you're reviewing them and they're answering like that, is it still a quorum? >> Well, that would be no, >> but there would only be two people in two board members on a committee, >> right? >> So, if
231it's the two people that are looking >> Well, it wouldn't even be a committee. It would just be everybody would go in there and every time we find one that doesn't need to be changed, we add it in there. We add it in there and we add >> we don't until we >> So if we do have one that needs to be changed, we know we got to put that on upcoming board meeting >> and then it gets taken care of. We we put the date that it was on our end. >> Yeah, kind of like that. Yeah. >> But you guys would be doing that on they would be doing that. Yeah. So there' be two Google Docs, one Google Doc. We're going to throw in the ones that are check mark where this
232there doesn't need to be a change and then on another another folder those are the going to be the ones we're going to look at. >> Yeah. >> But like how does one know it needs to be changed or not? That's my question. Like I can say, oh look, this looks really good. It doesn't need to change agree with it. >> Are you guys have a committee? Maybe that has maybe but I mean I I don't want to be responsible for for working on it and then not doing it right and has somebody else having to come back. >> But yeah, that's why we do we have to get an approval because even if it does need to be changed. >> Madam Chair, can I make a motion to table this until also? >> Oh
233yeah, she might have some ideas. Okay. So, we'll put this back on the agenda. Well, it isn't an action item. >> Oh, it's not an >> okay, Carlo, let's get you out of here. Madam Chair, um last last month I'll miss I know I I didn't see it until October. I feel really bad. Uh last month we had the graduation requirements um for your review. Uh we're coming back to you with the second reading with the proposal that we had made last um last month and this month nothingness made last month. Um I don't know if you guys had a chance to reook at it if you want to make a change to that but we are up for second reading. >> So are we deciding on >> on the two courses? >> Yes. Okay.
234So, do we recommend and discuss? >> So, you've heard the recommendation to approve the graduation requirements. Can I get a motion? >> Oh, I'm sorry. If I may, >> Miss um Martinez, can you just if you don't mind going over what the two that your recommendations were? So the capstone is one of the recommendations because it fits within um the already established um initiatives for the profile of the graduate. Um I also would say that um general computer and this is at the discretion of the board. General computer applications is another one um or college success those both have application and benefit to our students um depending on um where the board decides to go with that. College success definitely aligns with our AVID courses and our preparation for college. We are an early college
235high school which we're trying to trans transition students into um completing more course requirements for an associates degree um when they gra by the time they graduate from high school. So either of those two are beneficial. um the general computer applications um hits a lot of the needs for our students to be able to successfully navigate the digital world which is something that is a requirement regardless of what they do um following graduation. So, the Capstone would be my first recommendation. Then either of the other two would be um good choices for for our high school. And that um begins with our 9th grade cohort this year. And that um we would then work into our matrix to ensure that by the time our ninth graders graduate, they've been um able to take both of
236us >> for the college success. Um it is it does say um at the very the very end study skills and career planning are a focus of the course. So if a if a student is not planning on going to college but they I mean there's some some skills they can get from kind of get some skills from this. So career planning is taking a look at um there's there's a lot that goes into the career planning portion of it. Um, and we have a lot of tools already in place to help support our students. Some of those include a career in interest inventory where students take kind of like a survey to identify what they like, don't like, where they want to work, what they what's their salary ranges. Um, career planning also includes
237looking at what that job market looks like for the region as well as the state as well as nationally. So, they can kind of get a better idea of can I even get a job in this area. Um it also includes connecting students with internships and or mentors within the community or the larger community. So that can be um for our students who and ultimately all of what we do within education whether we're talking about elementary, secondary, post-secary is preparing our students for a career. We want them to be able to be gainfully employed and um contributing members of society. There's all those pieces to it. So, even if we're having that conversation in post-secary um preparation, we still want to make sure that we're having those college um or sorry, those career conversations because
238ultimately we all need to pay our bills and get a job. So, um college and career success is really college success leading to career. So, hope that answered your question of the college success encompasses the career. Yeah. As well. >> Um in regard to general computer applications, it does state there that there is uh courses provide experience in the proper use of previously written software packages. What software packages would that include? >> So this is a very general um kind of summary of what the course can provide. So we definitely want to make sure that um as we plan for the syllabus for this um course that we're looking at any platforms that they may encounter. So like old versions of Word or Excel or programming that may they may encounter in a college or
239career setting that they need to know um in order to navigate. So um that's not a specific um defined set of um software packages. It really depends on what best suits the needs of our students and where we are, you know, in the digital world. >> The right time to my opinion on that president. I know it's late. Would this be the right time to voice my opinion? Um, so, uh, my only opinion is for the general computer applications versus college success because not all of our students go to college. Um, and in my current line of employment, I do see a immense struggle with um, people that struggle to, you know, basically do uh, any kind of keyboarding. Um, their resumes don't look up to date. um electronic mail like using Outlook or stuff
240like that is is definitely a challenge and I think if we are to prepare our students for success it starts here. So um that's my I mean that's my personal vote. >> It's the bottom one. The bottom And I will say um I and just so that um the board is aware um one of our goals in general regardless of what um courses are chosen is to prepare our students to navigate that um world the digital world but also any of our students who are going directly from high school into a career typically have some sort of certification that is required. So, um, even though we use the language college to success, um, I'm not comfortable with that because there's lots of versions of what that looks like. It's in my world post-secary education and
241continuing education. And so a lot of our students who are interested in going into like a journeyman's there is a certification that's required and that um our goal is to help prepare them to those pieces regardless of whether or not it's a formal two or four-year institution or we're looking at a certification program. And part of what we do with our CTE programming is also to prepare them for that. So I hear you on on what you're saying on that. I just wanted to let the board know. It would be nice to change the name, but >> and that's a peed. It's a peed thing, but we do have a lot of flexibility in what we actually provide in the class. We have to follow the general description of the course, but there's flexibility in
242how we nuance that into providing supports for our students and their specific needs. >> So, u Miss Martinez recommended the capstone in community one. Is the board agree with that? >> Number two. >> Yeah. >> And then what would be the um in students always between what is the >> I just had a question. Does like like general computer applications just like you said but that does it help them like write a resume? >> So it you it's how you use that instructional time. So yes, you you can use Word to teach word and then in that you're embedding resumeé writing. You're including that in that word document instruction, how to write a cover letter, how to write a letter of interest. And so all of those pieces can be incorporated into that and whatever
243skills that we identify can be incorporated. It's not specifically in that language, but we can put it in and that's what we do. >> And like general computer applications, >> especially like if they use it if you use it like to build resumes and teach kids how to do like their finances or like budget like on Excel or something. Um because learning how to pay bills and your resume coming out of college is tough. Martinez Martinez let you chair >> the general computer application as well. >> Okay. So capstone one and community one community one general computer applications. So, Madame Chair, I recommend uh the approval of with the graduation requirements uh 2240 which would be the capstone in the community and 0302 which would be general um computer applications. Okay. Any further recommendation to
244approve the graduation requirements and I get a motion? I'm sorry I didn't hear second. >> Jason, >> can I get a second? >> Second by Miss Martinez. >> Any further discussion? >> Madam roll, please do call. >> You got it. >> Did I say chair? You said madam roll not I'm sorry matter >> I'm sorry >> Mr. Jason Gonzalez. >> Yes. >> Miss Monique. >> Yes. >> Miss Patricia Martinez. Yes. Miss Caroline Grant. >> Yes. Okay. Motion is approved to um to approve the graduation requirements for capstone one community one and general computer applications. >> Miss Martinez, Miss Martinez, don't forget that you are on the 8 hour um health. So if you need to come in late and you need me to cover that I don't just text me and we have our district
245tomorrow. that will be happening but I'll take you up on that another time if I can just hang appreciate your independence of course it is >> thank you n >> um okay >> okay madam chair I ask hey Madam Chair, um this >> I know. >> Madam Chair, I'm asking for approval of item 8, NMSBA policy 270 uh to 272. Um in the packet which you guys have and then I moved my pen. So with the copyright compliances and I had already explained this the last time that we met. It's adding in the data that was um put in entered or recommended um things that have been highlighted. Uh and then for the same thing with um advisory policy advisory 271 it's adding the information that's in there. Uh anything that's been stripped out, anything
246that's uh underlined. I'm asking for approval to do that. This way we could add these two and two some of the policies that we've approved. You've heard the recommendation to to adopt or approve the adoption of >> policy advisory 270 to 272. And I get a motion moved >> by Misada. Can I get a second? >> Second by Mr. Gonzalez. Any further discussion? >> Roll call, please. >> Mr. Jason, >> yes. >> Miss Patricia Martinez. Yes. Miss Caroline Grant. >> Yes. Motion is approved. Madam chair, next on the action items is adoption of the board calendar. This is the second meeting. I will hand it up to you. So the there's one thing that I I I know I know this is a a live document so we can update it when it's when we
247need to. I was also wondering is as far as when there is something to put into the calendar because it is our calendar um or to take something out or to change something. Should we have a designated person or is it a brief oral where everyone can we can just put that in there and email and let us know that something was changed or any recommendations on how to sustain it and keep it going. >> Who's been doing it now? I've added I've added all of the calendar stuff for you. Um, so I've updated everything. I think I've added everything that needs to be added already. Uh, however, if there's any changes, I can if the board decides to change like the town hall meeting that and my recommendation would be it doesn't matter who
248does it. It doesn't have to be very long. um I need to do it at like I'll do it myself. It's it doesn't take long, but I'm also managing like three or four years. Um my recommendation is also just a quick text. Hey, you know, I've added this to your calendar. Um >> I don't mind keeping it up. As she said, if you wanted to add something, you would just text me or email me and let me know. >> Fair enough. I said before >> I mean >> I'm going to make it easy for you. >> I'm not part of the club. >> It's on the um agenda. >> The link is on the agenda. >> No, no. I No, I'm on the calendar, but I can't see anything. My calendar's empty except for the
249holiday. >> Yeah. >> Did I forget you? >> Let's see. >> Nope. You're in here. >> What? >> You're in here to see all events. >> I just pass September 2nd for the record. >> I think we should definitely add those there. We don't have enough to do our birthday, you know, we could do birthday celebration, >> right? >> Like a link to be invited to it. Like >> here, let me >> You have to accept. >> Yeah. Thank you. >> Let me I'm going to remove you said and then I'm going to rean. Okay. share with. So then you should get an email. >> No, it's okay. >> We're putting >> I already deleted you. Sorry. >> You're putting like sports and stuff in there. >> Maybe the game. >> Is that what you're
250adding also? >> I'm seeing them. >> So I don't think so. I don't think that it should be just one person. I think it usually I think there should be one person to like put like important stuff, but I think that we should all be able to put >> our birthdays or >> or like sports events. >> No, that's a secret. You'll find out. >> You're going to know. >> So, I guess unless it's something that's coming up that maybe not everybody knows about like your birthday, then >> your birthday is January. you would need to notify everybody that >> was um when was the healthare for October >> Yolanda has something >> so if if everyone is fine with I mean you have access to it so just just enter it if you if
251you feel like it's something that is that everyone should and let us know. >> That's fine. >> Are we going to open the engagement on the 30th? >> I thought we did, but okay. Um, yes. >> Oh, what day is that? >> It's the 30th. >> What date? >> Well, we haven't talked about talked about it yet. So we talked about something earlier of that would that we are at. So it would be like at the PBLO health fair >> that would be community engagement. >> So um >> but the only thing is is that >> is the community engagement not the same thing as >> yeah it's different. So that's why I we've had it on the agenda, but I've t asked to take it off because we've had so many other things like
252this progress monitoring. That's why I asked to get it taken off because it's like we just there was just a lot. So we'll put it on the next the next agenda. >> I just want to remind you all too that the the calendar really is more about your board governance pieces. So it should have the dates for when you're going to progress monitor should have the dates when you're going to do your superintendent interm evaluations and evaluations. >> So all of that's already been entered in depth. So when you with those dates that we established I've already entered all of them and >> yeah and and so that's all I'm trying to say is that that's the purpose of the calendar mostly. That's mostly it because it gives the board gives you direction to know
253what your work items are that are coming up. It can have some of the big community engagement events that you're going to have and you may add those in, but I would say that you probably already have a complete calendar simply with all of those dates already built in it because it's about your board governance. It's not about like all the district activities. That's something different. Thank you, Miss Sort of clarifying that. >> Yeah, thank you. >> So, if you want to put all your birthdays on there, that's okay, too. >> I know you guys are exhausted. Look at the time. My goodness. >> Thank you, Miss Cordova. All right. Um, the director, I added your >> I'm just ying. Right. So >> no. >> So then >> so do we madam chair I ask
254for um approval of item eight um e adoption of uh board calendar as without any disaster. Further recommendation to adopt the board calendar. >> Can I get a motion? >> Second move. Jason first. >> Okay. Mr. Gonzalez made a motion. Second by Miss Visaga. Any further discussion? >> Okay. Madam Secretary, please do roll. >> Mr. Jason, >> yes. >> Miss Monique, >> yes. >> Miss Patricia Martinez, yes. Miss Caroline Grant, >> yes. >> Add the birthdays. Madame Chair, board members, I ask for approval of item nine, consent agenda items. Um, A, payroll vouchers, B uh payables, and C bars. You've heard the recommendation to approve uh consent agenda items, payroll vouchers, payables, and bars. And I get a motion. >> Motion by Miss Cagago. Second, >> Second by Miss Martinez. Roll call, please. >> Mr.
255Jason Gonzalez, >> yes. >> Miss Monique, >> yes. >> Miss Patricia Martinez, yes. Miss Caroline Grant, >> yes. >> Madam Chair, um board members, I stand for any um suggestions or items suggested for future meetings. Um right now I have community engagement um and then everything else that will be a second reading. When's the special meeting? Um, following there because we haven't been able to go. Yeah, >> I saw it here. Community engagement was Oh, the 30th. >> Yeah. >> Um, so everything is put here. We'll do last month's um update also the one for Bito if we hear anything from um >> property updates. >> Yeah. >> So it went to so remember they said it's going to go to the school board finance and then it needed to it had to go it
256would have to go to another one. It had to go to the other one. So now we're just unaw um I'm going to also let you know that I will have Mr. No. I mean he could have I'll ask Mr. No to give an update to um the baseball um coaches and the team because he's the one that wrote the grant. he could have easily have uh checked that information out. Um we and he knew that we were waiting to see if we could use it like if we could do a claim against but did we were we were we awarded the grant or we just >> he applied for it. I'm going to say we're probably going to get it based on conversation that I had yesterday with >> it was nice to have
257the community here though. may be happy to see this. >> Other item I suggest for future meetings is more focus on SB9 to community members. >> Um only because time runs away from us. >> So um I don't know how to word that right now. >> Give me if you could give me an example of what you would like an update of what where we're at or who we've been contacting. >> Um more of uh more frequent um postings on social media. Um uh frequent uh flyers more flyers posted up in the public um >> stuff like that. Do you think it would um it would be beneficial to >> not just because that >> not just that it's vote but what explanation transparency >> Oh, that's another thing we're going to have. We're I'm
258ordering signs like we had last >> and also some stickers that say for SB9. So, we're going to be giving out those to the students. And I'm going to say I think and once again um I was learning and I didn't know but last year uh the request from sorry I just did this the request from the board was that before we did that that we brought it to the board for approval. So and then our h our grounds were tied and so for the whole month right um now we kind of just said okay this is what we're going to do instead of having to do that. So now we're I think we're ahead of the game compared to what we were. I mean because I had to wait every every month to say
259can is it okay for me to do X Y and Z. >> Um I think that >> so yeah you're going to be seeing a lot now. It's just that we had to work on it. So >> So like the flyers last year we could they got sent out late but we didn't get approval until later. >> What about the financial advantages that was here? saw it maybe this film when they were talking about the ethicity stuff and how it wouldn't change taxes and I asked him if it would be if he could put that in writing. >> Yes. So that's Mark Vene. So this is part of this group. So John is one >> and they provide some >> I believe they did and if not um we could do a followup >> and
260then we table the board policy committee And if there is anything else that you guys think of email, text me if it's easier and then we'll just add in >> text with SP9 ideas. >> Yes. >> We'll see if we can follow through >> and then I am going to ask for the support of the board with SB9 when you guys go out there too. I'm asking that you guys >> Saturday at 9. I think it's important. I mean, yes, it's important for them to hear it from you, but also from here. And I thought um I recommend Oh, I did. >> Thank you. Further recommendation to adjurnn. I get a motion. >> Miss Saga, can I get a second? I'll second. Roll call, please. >> Mr. Jason Gonzalez. Nope. >> Yeah, the votes are
261coming. Miss Monaga, yes. Martinez. Yes. Caroline Grant. Yes. >> Motion carries. Um adjournment at 10:08 p.m. >> Good night. >> Thank you, Miss Cordova. I can't believe you guys made it this long. >> Can you do me a favor? >> Take that. And there's a plastic on the table. Just take the thing out and cover it up. >> You want it to stay so you can fill the bug. Lovely, huh? Good job. The second line, right? Yes. >> Oh my god. So, it's so super large. I thought somebody was trying to kill me or abduct me. It was my brother-in-law. He thought that somebody was trying to break into my house. >> Sorry. >> This is the first resolution for 15,000. >> Okay. So the other one which is the turn on right away is
262the 250 >> and then we have to do a special >> I fill out all these things >> special board meeting on for the other >> the 150. >> Yes, we got to do a special board meeting which >> I think it's crazy that the 150 is just they have to do the more work for the 150 than the 250. >> No. Oh yeah, you're right. October information about the LC birthday during that time. You don't want to be around me for my birthday. I'm getting a better idea. Thank you very much. We'll see you tomorrow. >> Delicious. I sent you voicemail from three weeks ago. >> I just wanted to apologize. >> Good night everybody. >> Good night. Thank you. Is that okay? >> Thank you so much. last thing with you because I
263didn't. >> Thank you. And now in black and white ABA compliance. Have a good night. I know. My daughter's back. >> Happens to her. >> You're in trouble. time >> so then that is why um I was like I I I thought you had said, I couldn't tell who was saying what, especially because of the way we were seated. And so I at first thought you were just joking with me. So cuz you looked at me and said you didn't because I didn't say all in favor say I and those say no. I didn't do that because I thought I heard everyone say >> yes. >> And so that's one of the reasons why >> you're doing the Yeah. I talked to Yolanda about what had happened and she said, "Well, really, it's good idea
264to do a roll call every time. It's it's actually in the policies, too, to do it." >> And so, I wanted to call you and apologize for because I thought maybe he really thought maybe he really wanted to say no. And I >> and I just stared at you like, "Uh, it's over." >> You could say no. >> Yeah, you can. But I I didn't address you. I just was like, "Okay, that's what I wasn't sure what to do because the meeting was over." >> If it was for I think it was >> it was for the South policy >> when we were at the base. >> So, were you joking or it doesn't matter? But anyway, >> I'm joking when it's going home. It's hard to tell sometimes, >> but that's what led me
265on this on this quest to I I can't tell who's doing what and I need to make sure cuz it's on the record, right? So that's one of the reasons why we started doing local and then I wanted to apologize. And so when you didn't call me back, I'm like, he's mad at me. >> Oh no, no. I I didn't get your voicemail. I apologize. >> And I I don't I don't remember. >> Okay. the the situation. >> Okay. >> Yeah. >> All right. Then I again sorry >> if I ever do feel if my vote is ever no except for Bob at home. >> I I I'll let you know and and I'll explain why. >> Yeah. Yeah. Okay. >> Yeah. >> Great. Thank you. >> Thank you. >> I'm not that itchy. >>
266I was worried. I didn't know where you were for a while. Lost >> I missed I missed one meeting. >> It just felt like it feels like a long time when someone doesn't come. >> We missed and I was at work. >> We missed you. Yeah. So, you were miss >> cuz I was I was I was at work and I was going to call in and I was going to do the Zoom but like it was >> Yeah. >> It was just crazy. I couldn't even >> bouncing something >> if I if I if I would have called in like I wouldn't have the screen would have just been by itself and I wouldn't >> you guys would have been like calling me and stuff and I didn't call my name and like I
267would not have answered cuz I was >> it was just busy in patience >> cuz we missed you >> and then we were like where is he we haven't seen him in a whole month is he alive and I saw you out there I was like oh my gosh where have you been >> I was worried like have you seen Jason, is he okay? What's going on? >> I saw I see Miss every day. >> Well, then I always happened. And so >> she didn't tell me that. >> I'm like, I hope he's okay. I want to apologize. And so that's why I called. >> Thank you. Sorry for worrying. >> Well, I I do I do think >> Oh, I didn't know. I asked her if we could just stop by tomorrow. >> The
268reason I asked today why >> was because it wasn't normal. It was Or at least it wasn't right. >> It wasn't like The only reason we did that was for like people that were >> stomach and kind of thought, you know what, I'm going to do it this way just because it's actually it does make sure everybody gets there because I was scarred. >> I thought I thought the protocol was if they're online, that's when you always do a a roll call. >> Well, actually, Robert's rules says to do roll call. Sorry. Yes. >> But but it actually is a better it's a better idea >> because everybody's What are these? >> I've been leaving those up here. Is that okay? >> Yeah. Yeah. >> Oh my hiding. >> I know. >> I think it's
269easier. >> Yeah, >> it's easier. I was watching. They're looking at those now >> like Yeah. Is there only the three applicants for the new school? Cuz it's already closed, right? Like put your name in. >> There's a right in. >> Put your right in. >> But there's only three official candidate >> right now. That's what I was told. There was only >> Yes. >> Oh, we have another one there. Oh, so they have to do then they do have to do um >> who's the other one? the one that interviewed >> interviewed with >> Oh, Miss Gle. >> Yeah. >> So, I'm gonna just say this. I had a very hard time asking about the guard rail today. It was really really difficult for me to just say. So, I need to know I
270think it needs to be a guard rail that board members, please don't bully your staff. >> Right. Right. Well, >> but I didn't know how to say that. It was really not an e that was a rough conversation. I'm going to I'm not going to lie. >> I know. That's >> I don't know where to find it. You did it though. You did it. So that took a lot of courage. Um >> I hear the dribbling my stuff. >> You've been ting out like you and the and the Well, it's it's also um violates