December 16, 2025 Regular Board Meeting

001I didn't want to forget four minutes. >> I just don't want to forget to record like last night. >> I'll pause it. So, good evening everyone. We will call this board meeting to order at I have 5:58 p.m. Welcome everyone. Welcome presenters. Welcoming anyone online? Do we have anyone online? No. >> Let's have a moment of silence. Thank you. Let's salute risly. Let's see the flag. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. flag in New Mexico. Secretary speak Jason Gonzalez present Miss Caroline Gra >> Miss Michelle Gonzalez >> Miss Patricia Martinez present Miss Buen Simul she will be absent. That's it. Okay. She may try to uh sign in, but she's

002not she wasn't sure. Excused. >> Yes. >> Madam Chair, I recommend um approval of the agenda. There's a couple of things or changes that I need to make. Um and I do apologize that we missed this time. Um I need to add consent agenda items underneath um item six reports. And then under item eight under approve um items we need to add items for future meetings. And I would also like to table item seven D and 7E. Um these are some so I was in a superintendent meeting when I was out and they had recommended us uh to move forward with getting the approval of this. However, um in conversations that I had um this week, they asked us to hold up. So I'm asking you the recommendation by the superintendent. Is there a motion?

003So moved by Miss Martinez. Is there a second? Second by Mr. Gonzalez. Any discussion? Madame Secretary. Roll call, please. >> Mr. Jason Gonzalez. >> Yes. >> Miss Monique, >> yes. >> Miss Caroline Grant, >> yes. >> Miss Patricia Martinez, yes. Motion carries to approve uh agenda contents with amendments. >> Madame chair, I recommend approval of board item four, board approval of board meeting uh minutes uh for a November 18th, 2025 regular board meeting minutes. >> You've heard the recommendation by the superintendent. Is there a motion? Motion by Miss Visa. Is there a second? >> Second by Miss Martinez. Any discussion? >> I did have I had a question about number five. It said um five in the first bullet. It said sorry five. In the second bullet, it said um moving the moving the 4,700

004to elementary baseball team or was that to be basketball team? >> Oh, sorry. Yes, it was basketball. Sorry. And then um um item number nine um it said uh under items suggested for upcoming meetings it was um Miss AA December regular meeting did we did we address or do anything with I don't remember doing anything with Mr. regarding Mr. date of the December meeting. >> This was for the um special meeting. >> Yes, we did talk. Remember, she was here on that. >> She made the >> December second for the pots up to go to the elementary. >> Okay. So, we did on December 2nd, >> right? That's when you approved the >> I guess maybe the it was under public comment. I can find more descriptive. >> Yeah. Or just um it just it

005was kind of confusing what it was referring to. >> Okay. >> Maybe um >> Yes. And I'm going to go in and I'm going to put class of in quotations. >> Okay. Thank you. >> I already did it just >> and I'll actually say special meeting because it ended up being the special meeting. >> Okay. Okay. Any other discussion? >> Secretary call to approve the November 18, 2025 regular board meeting. >> Mr. Jason Gonzalez. >> Yes. >> Miss Petro Martinez. Yes. Missaga. >> Yes. >> Miss Caroline B. >> Yes. Motion carries to approve the November 18, 2025 board meeting minutes. >> Madame Chair, I recommend approval of item 4, December 2nd, 2025, special board um special board meeting minutes. >> You heard the recommendation by the superintendent. Do I have a motion? Motion by Miss

006Lisa. Is there a second? Second second by Miss Martinez. Any discussion we'll call to approve the December 2nd, 2025 board meeting minutes? >> Mr. Jason Gonzalez. >> Yes. >> Miss Patricia Martinez. Yes. Miss Monique. >> Yes. >> Miss Caroline Grant. >> Yes. Motion carries. >> Is there And we're on item number five. Is there any public comment? >> No. >> All right. This will close then the open any time for public comment is closed. >> Um madame chair, board members, I stand for any questions on my board. So there is no um any updates on the less compass of getting that getting Mr. Smegly. >> So since you've written it no so we reached out to him. So he was out ill. So he the first time got sick and he was supposed to come

007out and then he was out ill again. He did tell us that he should have it done by the end I believe of >> that Monday. >> Yeah. But >> there's nobody's here. So I will say um giving him until the end of December to get it. >> So after the end of December, you'll >> then we'll have to see if we want to move forward. So we we can move forward uh with getting someone else to do it, but it may slow the process as well. He's already done it. >> This is to reservey. >> No, the appraise. Remember, we're dividing it >> because we're survey >> and we want to get it done before the survey expires >> I at the top of my head, >> but I think we're still within our

008time. Um I've been talking with the um legal council and so at least mad I do have a question about the activity bus and transportation um assets. Is there a timeline cost and estimate for replacing the retired bus? I will defer that question to um so later in the packet there's a quote we're in the process of ordering the new activity bus um it's going to cost us 300 plus I'm not the exact numbers 321 uh 321,260 and how long does it take to get your >> it'll take like a year production >> I know you answered my question or Somebody answered my question earlier in the online about the the youthful life of the activity bus being considered retirement for retirement. I mean it's 20 years for activity so 12 years for to and

009from buses um and then we would get funding from the state with activity buses it's 20 years but we we don't get funding back from it. Um the issue with so we have a bus activity bus number 27 that keeps breaking down. Um we had taken it in and I had that it we got returned. Um they returned it and on the way back it broke again. So there well they couldn't take it back because it's stuck right now. >> And this is the um electric bus. >> No. Okay. No. This is >> so we did ask for uh so there was a grant per >> right. Yeah she came out and um give us a demonstration before we even considered and uh I had uh both Mr. Pino and Anthony drive the bus. We

010went on it and it I absolutely not I there's no way. Yeah, I heard there was probably going maybe like 25 up all the way up. It was >> 25 water tank going down. What was that going down? >> All the way down. >> And then just the amount of wage that they would get >> which is a lot less. Then I heard you need like different plugs to be able to >> like if we went to a game let's say and it's got off there are we going to have >> so it wouldn't make it. So it only has other school districts that have them that they're not >> I asked too like it was a good idea at first but >> yeah so that was my big thing is I wanted to give

011it a test drive before we considered it and I was like oh no I don't think so. So this is not a And then our blue bus, it only has like four or five years left. >> No, that's bus 20. That's 27. That's the yellow one. >> That's the only That's the one that has like five or five years or so. >> Do you know that? >> I think it's like a Is that 2015? I think >> I think Oh, that one. >> 2015 was the blue. I believe >> it's like a 2015 blue one. This one's only like halfway. halfway. Um we were very fortunate. So the town's house so we had that we found out that we had that funding. Um when Miss Janice reached out to see this is something we can

012get because the funds expire, we have to choose by this year. And so when he said yes, we're like let's move forward quick. >> So madam superintendent, I have another question. Um, you said it would take a year to get the bus. Is would it also take a year to get if you're going to consider the marquee and the screen for the gym? Would that also take a year? No, >> that's completely different. The bus building. >> And we and we're still waiting for quotes on some of the other stuff. So, we may not be able to get all of it, but just some things that we're considering. >> What do you mean? What do you mean by screen? >> So, I would like to see if we can get a big screen and u

013mount it in the gym for the graduation >> protector or no screen. >> Are you thinking about like the one at high school right now? have a digital um screen for so we could use it for I mean we could still do the swear word and all of that stuff good stuff and we can still use it for everything else. >> Speaking of graduation, are we going to have a projector or something that'll work? >> I'm hoping that we can get that screen before then. That's the whole point of that one. So we already got the corporate. Um, so it's just a matter of if we're going to move forward or not. >> So that may be on the next agenda. >> I mean, I heard Miss said to say that there was a Q&A

014form. Was there one? I didn't see one up. >> Yes. >> It must it must be the user. >> It's in the It's hard to find. You have to go into a different section. >> Okay. It's not like in the morning panel we actually share like it was easy to find the the agenda the the stuff like that but it was not easy to find >> right here in the same place. >> I might need some training on that on how to get in there because >> so it's right where the link where the links are. It's in the exact same place. >> This is the first time I didn't I didn't see one and I just I didn't have a lot of time this time around anyway. So maybe because we it had a

015date this time maybe, but it's been right there. >> Okay. I mean, I believe it's just I guess it's probably the user. It was probably >> It could be because it got had a date in front >> and I als shared it out with you guys. I've been sharing it out and I didn't share it out because it was but if I need to share it out with you guys, I can. >> Thank you. Any other questions? Oh, I'm sorry, Mr. >> I just have one last question regarding the the bus, the new bus that we're going to order. It says that the op the AC has AC option. I assuming that it has a good it has a heater, right? >> You never know. But >> it's cold in the bus. like you're coming

016back like for basketball like 910 at night. >> Yep. >> That's standard. >> Just wanted to make sure >> and actually now the >> So AC is not standard. >> They don't call it Yeah. They don't call it standard but um AC's actually required now. >> Yeah. And they they're requiring them, but they haven't made them staggered. They want to charge us more. I madame superintendent I saw another question. So you wrote um we will be offering a click position this week. Did you >> Yes, we did. So we offered it and she has accepted it. So Marie Pekco, so she was the long-term sub that time to see if she was going to if she liked it or not. So she has accepted um and so we also um the custodian also accepted as

017well and he's already >> so right now everything's fully staffed so far >> except we still need a gifted a gifted teacher can't find one. So we are we're going to probably ask PB for labor assist is working on um the labor. >> Quick question also regarding staffing. Um are there any other staffing shortages anticipated for the you know you never know some people went up for retirement in December and >> so yes we'll be discussing that um of how many at a later time. >> Okay. Thank you. But yes, there'll be quite a bit of them that have been >> further questions. One more question. Sorry. >> After the survey from Red Tail, what comes after the survey? >> The appraisal. Okay. So, we have to have the survey so they know what it

018is that they're appraising. So the problem with the lasas is we already had it appraised, >> but then >> you had to divide it in half. And then another reason probably why Mr. Smmedley isn't uh having much luck is because comps for a little piece of a building and for a and for the back little road that goes to his house. He was he said that it's going to take me some time because you have to have a comp like another building, another home or something similar to it. >> Yeah. Right. >> So, I don't know how he's going to do that, but >> Okay. Thank you. >> And he has been very upfront with um with the board since the very beginning. So, we I guess a lot of I know it seems like

019it's been a long time, but it's been a we knew that it was going to take a while. isn't going to happen overnight. >> Has anyone from the association West Columbus Association been notified to let them know that the delay is that there's a delay or >> No, we have not. Um, but we definitely will. >> Yeah. >> Hoping that he I guess in hopes that he was going to come in. Um, we thought it was going to be >> last month and then he got sent again. So, >> yeah. Um guys, yeah, Mr. Lupus's daughter did call and I let her know what was going on that last community. Madame Chair, um we have our financial report presented by Miss Jennifer stand for any questions. >> We have a pending RFR, I believe, request

020for reimbursement. in the amount of $37,76241. >> Yeah. >> What's the turnaround time for that? >> It depends on each fund. Um some funds I'm putting in like the if you see the top ones like the 24101 that'll be paid like 2 days later. There's some that like the newer accounts I'm seeing that they're taking a little bit longer. Usually it'll take like two weeks. However, um we have been notified that some of the RF checking in there was going to be a delay because of the government shutdown that had happened and they still haven't filled all of those positions yet. So, what they have told us from PD is that we will get the money back, but it may take a while. >> Yeah, it's showing that they've been approved. They just haven't been

021dispersed to the district yet. Any questions? >> Um, there expend again has another negative available balance of $43,727.73. >> That happens because he has to create all of his POS for like all the student meals ahead of time. So, all of that has come in. Um, the deposits for like tickets and concession, they are increasing. So, we're hoping by the end of the season it'll balance out. But that's why it's showing so much because we have a lot of peels that have been encumbered already. >> And you'll see that every single time you needed that in the cafeteria, >> the cafeteria >> usually come. >> Another question. I know has I think this ties into each other, but I wanted to make sure um those um I think there were forgive me for my lack

022of smart words right now, but um the grant funds that we received like um the one that we found in the audit, I believe it was do we have is there are we at risk for any other funds lapsing other than the ones that were >> right? No. So we have I requested the one for the bus already. We do have the So that was the 22 series. We do have the 23 series. Um that one is still good for till next year. Okay. >> Um but we were already planning on how to use those funds. So I believe that we'll we'll use them. >> And the one that did lapse um we the district wasn't notified that we had it. So, you mean lack of communication from the town of Tos? >> Um, I

023did notice, Mr. A of increase to edtech and go bond building. >> Will these be just a onetime adjustment? Yeah. So, those are the the bonds that you guys approved last month. So, I have to put them in the budget to um get budget authority and then we can start spending those funds. >> Thank you. >> And questions. So, from um on the being on the finance committee, I ask Miss um Duran um I usually like to ask her once in a while if we're on budget with budget is going as as expected and she says it is um excluding the insurance claims annex energy boilers going out as they as they do. So those are the only things that were um actually there was one more other thing this month was as Miss Gonzalez

024reported uh we had we or she hired a long-term subs so that came out of operational so those salaries for those two subs came out from operational right and I would also um maybe a heads up um so there may be an a possible additional um position, but we're trying to see if we could get it paid out of one of our grants um without saying too much information, I guess, um for restorative, but we we're really looking for somebody that has the background um on how to deal with certain things. Um I'm not saying too much, >> I would say. Yeah. Yeah. Suicidal ideation and that kind of >> like mental health. >> A lot of mental health. Yes. Um we had we had a conversation with Estraa yesterday and was uh and she

025I mean there's and I'm going to say not just her we all have and not say all of us. we have the same concern um over mental our mental health of our students and their wellbeing and do we are are we equipped um and do we have the personnel that can support that? So however um we we've already spoken to um PD and they did say that we can use a portion of one of our grants for that. So I'm hoping that we can start moving forward with that. Um the question is is if we're going to be able to find somebody with the background that we're looking for. >> The other question I asked was um in being that our budget should be focused or have a high priority on our student outcomes. I

026guess what percentage was going to student outcomes and she mentioned that 75% and I think we've mentioned this before 75% of the budget is salaries and benefits and so the that remainder goes to to everything else. So I I just it's just interesting and um something to think about. So I guess a comment um with with your com in regards to your comment I think I mean I I understand you know our enrollment is about two 280 around there and it's not as big as house or maybe some of the other um districts around us but the need and it it's still there. Um we it doesn't matter if you have 180 students, we still have to have the same um responsibilities that any other I mean APS has. We still have to do everything

027that they do. The difference is that we have to do it with a very limited staff. Um there and I'm going to say right now when I think about just last week and this week alone um some of the things that this and I'll say our schools and our students are have been dealing with it's some serious there's some serious um issues mental health issues um that are very concerning that when you look at other inputs they have about four or five people that can be a response team And we don't we don't even have that background. I mean, I'll say probably Miss Martinez and myself are probably the only ones that actually have the crisis intervention um training, >> but it really blinds up on one person cuz I'm here. I wasn't here um

028last week when could have been used and I apologize. just one of those things like your fault. Um, so I know that 75% goes in salary. Um, and I'm going to say we're still short-handed. Um, if I was to say what we need right now, we need teachers. We need we need um teachers to teach all the different courses. Um, I was at that ACT training and when I asked, "Well, how are you guys getting all of your CTE courses?" Well, they have the personnel for that. Um, people that come in and are willing to teach, we we're trying to make do with a very limited staff, and I know 75% seems like a lot, but 75% it's not very much. Um, but regardless of how many students we have, the requirements are still the

029same in any district that you're at. The the difference is that we were we all wear multiple hats. Our my admin are not just principles and that's all they have to take care of. There's other things that they they've been assigned um including everyone here at our at our office. I think everyone has a very um I'll say everyone is overwhelmed because they have a lot on their plates but we don't have we don't have any other plates. What about like do the school counselors or t behavioral health l centro reutilizing those >> but even at that I mean >> our school counselor we have one who's new one who is went from a classroom into her position they just don't have the they don't have the training um Miss Rosie has stepped out of

030um custo behavior help and >> I mean we're just limited it Uh to be honest, House Behavior Health right now doesn't have anyone that um Rosie is still kind of overseeing them, but no one that is certified. >> Oh. >> Um so they're we're inviting them to the trainings that we're providing for the district. So the minute we know we we I mean we're we're moving on it. We're getting let's get the training. What do they need? What do they need? And we get them in and we're inviting behavior health, but they just don't have the background. What about the nurse? our school nurse. Would she have any background? >> So, and she's part of the crisis mission. Okay. Um, yes. Thank you. So, it sounds like you're doing some training. We're doing quite a

031bit of >> a whole lot of it in a very short amount of time. >> So, then my guess would be I mean there's a guess without doing any looking into anything that all schools then would be at 75% salaries and and benefits. stay very close to that. I mean, if we're doing if we're at the same model that everyone else is at, >> that doesn't include if you're looking at the operational budget, there's the other federal programs, grants and all of that that do address the student outcomes. >> The youth so all of the grants that we write um that we had written, all of them address student outcomes. Thank you, Miss Annette. It's our youth grant, our um CT grant I'm M say all over. >> Yeah. >> So then the 75% is

032is out of operation just operation but >> Thank you. That was veryformational. The last thing I wanted to mention is that um the um the very last page on the packet, financial packet, the 2526 budget, um Miss Duran added at the very bottom the the two um the two >> bond bond u but the budget and the availability. So you can see both 41,000 and >> 42,000 still up to >> I was just curious about when we see what's going >> the ones that you just to look at those. That's all I have. I know this is kind of off topic, but are we sure propane tank's full now that the kids are pretend I check I had him check today. >> Thank you. >> That was my first question. Yeah, we were discussing um

033sorry that's >> yeah I asked the exact same question um I was asking about what their plan was who you know who was getting break and all of that lesson learned from the last time right I want somebody to come in and so he was kind of going in and I want to know where are we at with our guest 70% okay good good to hear >> we can only see 280 so we're pretty close It's not that great. Um, so we need to approve them. >> Yeah. So at this time we have um madam chair I um make a recommendation for uh consent agenda items that were presented by our finan within the financial report. >> You heard the recommendation by the superintendent. So do I have a motion? Motion by Miss Martinez. Is

034there a second by Miss Vaga? Roll call please. Mr. JC Gonzalez. >> Yes. >> Miss Patricia Martinez. Yes. Miss Monique. >> Yes. >> Miss Caroline Matt. >> Yes. Motion carries. >> Madame Chair. Moving on to and members moving on to item seven uh presentations and discussions. Um we are looking at and this is also no it's out of part of our grant um to move forward with um Panorama I will give the floor over to Miss Minus and Mr. Py for a quick presentation. So good evening superintendent members of the board. Um we have talked a lot about this year about how do we provide supports and interventions for our students and um part of one of our grants actually has a component that focuses specifically on social emotional as well as um academic improvement

035and um you trying to leverage the the funds that we do have because we know we have a great need but not a lot of resources. One of the things that we looked at and that we um present to you for um approval is um the purchase of a student success platform which houses all of our student information in one place but allows us to also enter and track all of our MLSS interventions. um identify social emotional um uh resources because there's what they call a playbook or a library of resources for teachers that specifically target social emotional needs, behavioral needs, um and also specific to ELA, math, um science, and um in general kind of instructional strategies. So the the playbook allows teachers to just kind of go in and um look for a

036specific need and then here's a list of four or five things that meet that need and then they can use those as interventions for our students. So not only are we addressing academic needs but also our social, emotional and our behavioral. The other nice thing about Panorama is it allows us to do surveys with our students and stakeholders to identify what those needs might be. The state, we already have a component of Panorama that's been provided by the state and we do um an SEAL survey. It's a statewide survey that we um have access to. But um by purchasing our own platform and student success profile for each student um we're able to administer our own surveys. So that survey is done twice a year. We can go in and identify specific areas of need

037and then push those surveys out to see how our students are performing um what their thoughts are and direct our services in a better way. Um because right now um we have tools but they don't really like when we do data it's all on different platforms. The nice thing about Panorama is it pulls all of our math data, our current grades, our attendance which is another area of concern and um it's just a a platform that our teachers can use and everything's in one place. Um as administrators um Mr. Burle and myself would then have access to it as well and we could monitor what our teachers are providing. >> And it's not just like whether we push out surveys or whatever. It's not just to our students, but we can excuse me, we can

038send them off to parents. So if we, you know, we need parent input on on certain things, we can push this out to parents. Parents can then provide us their input on different things. Um, and then we can either tailor these surveys, right? If we see trends ourselves, something's happening in the school, we really need to get down to Bible, we can create our own surveys or we could use their library of surveys that they have. Um, so we can gather data that can best assist our students with better. >> And the nice thing about it is that it's all in one place and it really helps us track those key indicators that we've been talking about in all of our reporting. We're looking at ELA scores. We're looking at math scores. We're looking at

039how our students are um performing academically with grades. Um all of that is just in one location, which then allows us to monitor. And then our teachers aren't looking on three different locations to try and figure out, well, what are their map scores, what are their grades, what's their attendance, what's their what what are any interventions that have already been put in place. And this puts everything in one location and we can see um how students are improving and monitor it much more easily um as administrators and then for our staff as well. So one of the good things about this platform um and I used it in some of the other districts that I worked at um so your the teachers have a it's one place that you can check on all students. um

040something and this just coincidentally I'm going to say um with some of the issues that we've experienced um say last week um getting that information out to or even looking for that trend that something may happen all every single teacher has access to that. Um so there's some information that we want to make sure that all staff know. um this is a a place that they can go in and I have a concern about um Miss Carla and let me just check to see I noticed today she was a little off. She can go in there. Um there is a place for teachers to go in and put um like notes like hey you know you may want to do a quick check-in on Carla. She was she seemed a little off today. Um so

041when she's in your class or I noticed this keep an eye out. And it's a quick Let me see. This way I know where my students are. >> There's a um if you can turn to I think it's the fourth page or the fifth page. If you can just bring that one up. Um and scroll up a little bit more. Um this is what the platform looks like. Um, it's basically a landing page where you look up a student and it has their basic demographics, but then it incorporates all of our map data, everything from P school. The integration with Power School and Synergy is seamless. So, we don't have to worry about changing over platforms or anything that may be coming. So if I may miss I apologize. So synergy is so right now

042we have power school um all the different schools uh synergy is what the state has um selected as our new um SSI >> SI sis SIS um platform. >> So it it coinc well it reads >> the link they talk to each other. The other thing that I'm going to say um that I like about this, it's going to strengthen our PLC time. So when our teachers are meeting to discuss how are we going to move um these students or these students are struggling or these students need that additional um they need to be pushed a little bit uh because they're excelling. It's a one place that everybody can say, "Hey, let's sit down and let's welcome them and see what kind of secrets they have." One of the other pieces is it's a place

043where we can hold information confidentially for all of our students. Um, one of the one of the challenges has been we have silos of information depending on who has that regarding a student. And so if we can put that in one location, then if you're providing for the needs of that student, it's all in one location and you have the full picture or the profile of the student rather than moving from person to person or place to place or platform to platform to try and get that information. Um hopefully this helps us kind of log and track them um supporting our students in a in a more um timely manner. Um, that's been one of our challenges is making sure that we know what our students need as quickly as possible so that we can

044support them as as soon as possible. So, this is what the platform looks like. Um, it it basically has their demographics. It pulls the attendance um from P school. pulls grades from powers school and then it will also pull um all of our math data and um our from our elementary any of our our assessment platforms will be pulled into into here. And then we also have a place where it says create an intervention. This is where we would log all of our MLSS supports. So, as we're looking at students who are falling behind academically, uh, behaviorally, attendance, any of those pieces, we're able to log it and then progress monitor it so that, um, if I were to look up a kiddo that came on my radar and somebody else was already providing supports,

045I would be able to see everything that's already been done to support that student. And then at two, rather than create a whole new plan to support a student or a student who might um need supports, they're not falling through the cracks because it does send notifications and reminders of, you know, hey, have you checked on this kiddo recently? So, those are some of the things that really help streamline what we're doing in the buildings as well as the classrooms. else question. >> I have a few questions. >> Um the students also get access to Panorama. >> No, this is a >> how are they going to be how are they receiving surveys just through their email? >> So they would be yes, they would the same way that we administer the state panorama survey.

046We push out the link and then the students click on the link and then they they take the surveys, but the data for that individual student goes under their profile. So then I could look up um myself. >> What kind of surveys? >> Social emotional. We can do our CTE surveys in there. We can do any kind of survey. They have a survey bank and then we also can create our own depending on what what the need is for the district. So we could also use it. So with some of our grants, we have to do like a needs assessment. So those surveys we we could easily pull out. do give do they give recommendations on what to do with the survey results or we have to figure out what to do with our own

047survey results. we would then disagregate the data ourselves and see hey there's a trend here whatever the case is um how are we going to address that with this group of students uh so we disagregate the data ourselves look at it and then we determine where we're going to move forward >> and I will I will say that the surveys actually do group our students depending on how they respond to the surveys so you can create cohorts of students groups of students who may need specific services. Um, and then once we identify who they are, the playbook um, that I mentioned earlier that has those interventions, those are things that we could use to to plug in to support the students. And so, we'd make the decision ultimately, but there is a a list of

048resources that we can use. >> Um, you said the state has chosen power school as the >> synergy. We currently have power school or moving to synergy. So then what is panorama? >> Panorama is a standalone that pulls in data from multiple sources. So synergy and powers school are student information system. So it takes our demographics. It takes >> right SIS. >> It's not an SIS by itself. It takes information from multiple platforms like your SIS >> our short cycle assessment which is maps. So it takes all of that and puts it in one location because right now we're working with several different platforms and we have to go into each one to look up data for any student and this would just pull it all together for one student. >> So there won't be

049any double work. >> Yes. >> This is yes. >> And then um I guess my last question is is there staff buyin? Does the staff feel that this would benefit them? So, the staff who participated in our demos did um feel that it was something that would be helpful for for their work. It wasn't presented to all of our staff, but we did have >> we did invite staff members to to log in and join the demo. So, exactly the PowerPoint that's there talked to us other staff members. And so we did have like one staff member who's never seen this, never heard of it, bought in and then a staff member who's used it at a previous district also >> counselors, teachers, it was um from multiple perspectives within the >> and then sorry

050this is really um the price is going to be so we're going to be using this for three years. So that's the >> that's the the three years is we'd like to try this out for three years because we only use it for one and we all we don't feel like we're going to get our pay for our budget. We only do it for one year, >> right? We want to do it multiple years. So now we have a whole bank of data, right? If it's a elementary kid moving over to moving over to the middle school, uh we get to still see that data from years past as well. >> And implementation, I'm I'm just going to share like getting our team to to learn how to use it. Um really in one year,

051you can't you're you're in implementation. Everybody's figuring out how do we create a routine around the the program. um if you commit to the three years, I I see that as something that's beneficial and our staff also sees that as something that's not going away that we're going to invest in it and I think that's one of the buyin pieces for staff is like, oh well, we only have it for one year. Why am I going to put a lot of effort into it? Um we have this, we're going to use this. I'm going to make the effort to to use it and and make sure that we're efficient in what we're doing. Um, maybe backing off both Mr. Gonzalez question, what percent of teachers did look at the platform? >> I had we had

052uh two elementary teachers, we had a middle school teacher, one teacher who was middle school, high school, and both counselors who were involved in another question. >> Have you asked other districts what their challenges with using this platform? she would be the one who she viewed that previously in her full registry. >> So challenges is um challenges I've experienced and then just in talking to other districts around the state is implementation and just training for staff and what the expectations are. Um it's not a hard platform to use. It just requires that as an administrator you create a routine for staff. It's like you every day you turn on powers school and you take attendance. This becomes another routine. What how does that fit into your work day? How does that fit into your work

053week? And that seemed to have been one of the easiest fixes for staff to say, "Hey, this is what the expectation is very clearly from administration." And and that really helped um staff understand like how to use it. they they understand the platform, they understand how to implement it, but how does that fit into their daily routine without adding a huge amount of additional work? Um, >> but to that to that point, if I may, it's going to eliminate a lot of other work that they would have to do otherwise, right? Because we house everything in one place, we can all just get onto that same place. And so essentially, after they learn how to use it, they realize that it's all in panorama for them. um it's going to eliminate a lot of work

054for them in the long run. >> We're creating these intervention plans on separate documents. Well, now everybody has a template just to plug in and go and you don't have to print it out or share the document or the file with somebody else. It's already there. The team can see it. They can respond to it. So we're eliminating a lot of those extra steps that our staff have to go through when they're trying to respond to our students >> or disagregate data. >> Yes. >> So it it it disagregates it for you in um students um based on or whatever wherever they're at um academically. One of the things I do have to say about the data disagregation in Panorama um you can actually take like a discipline a set of discipline referrals and you

055can look at like how often it's occurring like what time of day it's occurring um where discipline referrals are occurring. You can look at interventions and which types of interventions are the ones that are most frequently being created. what grade levels, what like you can take all of our demographics that we use to separate our data out and you can take anything that's plugged into Panorama and separate it out that way. So, a lot of the work that we do on our end to see which populations or students groups that need help or additional supports, it'll help identify those for us. So that like it's fun to crunch numbers but at the same time if I can get that number crunched and spend more time identifying and supporting students then that's better better time for

056me. I agree with um kind of going on along with what Mr. Gonzalez asked about teacher buyin. It will it you said it talks to synergy. So will it you put the attendance and synergy it's going to automatically put it into this because I was going to say if you're having to do attendance twice it's going to be >> it pulls all of your data in from attendance grades everything is pulled >> and and it'll it updates nightly. So if we finish maps testing today, tomorrow morning, all that data is going to be in panorama. It's going to pull up in the middle of the night and update on its own >> and you'll have the whole year where it's just for that one student. You have each >> just teachers would be using panorama.

057>> So they'd be using both. Um attendance and grades go into power school synergy. We're currently with powers school. We'll switch over to synergy eventually. Um, but that's where that data will be housed. But when it comes to looking at supports for students, MLSS, social, emotional, behavioral, all those things, we we use Panorama for that. So, um, we're currently using, um, P school and maps and our whatever our intervention platform is. I use forums. I I don't know if you guys use hard copy, but like there's there's all these different platforms our teachers are trying to manage communication logs as they reach out to parents every time there's concerns about grades or behavior. All of that becomes housed in one place and we're not trying to pull from different sources. We don't want seven teachers

058to provide a document that says I called this parent four times a semester. Now we have seven different documents, right, from seven different teachers called the same parent. Now we can pull a panorama, go to the student profile and see, hey, we made x amount of calls from these different teachers later. >> How confident are you that your staff will will do it on a daily basis? because say one teacher is really good about doing it and another isn't that >> you know that's when kids fall through the cracks I >> that's going to be something that Miss Gonzalez brought up and that's going to fall on the admin team >> to ensure that teachers are logging in to ensure that they are using >> it for its intended purposes uh using it with fidelity

059we've talked about that in different scopes or whatever um it's that's going to be up to us to make sure that they are using it >> and I'm going to say and for me it's not a concern because they're both doing PLC meetings and they're both attending and a lot of this will be I mean they're going to get into the routine of we have our PLC meeting is this recommend PLC stands for >> professional learning community >> um being that it'll be all on one platform now how will student uh information be protected >> it's a confidential platform which is why I like this versus using several different like Google forms forms or Google Sheets or we're using whatever. Um this is a confidential protected the same way that our P school um data

060is protected. So it's it's not something that anybody has access to. It's a secured platform um and integrates directly with um P school and whatever other platforms that we need it to talk to. And so they do have all of those secure document things in place like all the IT stuff I don't know anything about. But that's one thing that I do like about this because we're currently using all kinds of different things. This is a secure place to house our data. >> That was one one of the main questions we asked. >> Will parents have access to this? >> No, because they do have access to powers school. True. When I >> you still say yes. So we'll be able to push out like a survey to them, but they're not going to be

061able to like log in and see our >> Yeah. And and this is primarily for the work that we do in the school. It definitely there are reports that we can print from >> Panorama that could be used in a parent conference. >> Okay. >> But we wouldn't give them access to the student profile because sometimes there's confidential information in there. Um, not that we're that that parents don't have access to, but sometimes there's a reference to like group interventions and other students names are protected. >> And so we wouldn't give them access to the account, but we could print out, hey, this is the intervention that we're working on. >> And I see the cost there, but um it seems similar to the electronic health record, what what I'm similar to using. Um, are

062there any additional costs for um, you know, other kind of um, features that might be available towards this? Is there going to be an extra cost to add those features? >> So, if we do the three-year contract, we remove the implementation fee and then we're able to just pay the >> the cost for the the three years. Um, >> and that's that that does include the fact that >> we would implement it on Power School this year. Next school year when we implement synergy, we still want to pay a cost for the employment. >> They're not going to charge us a Oh, by the way, you switched now we charge more. It's just the yearly fee. Um and then uh it includes training and then um having having run a lot of that, you know,

063just putting out flyers, asking questions. Um I'm I'm able to help support the district with that as well. Are you wanting to start this? If you scroll down a minute, you wanting to start this in March. >> So, our hope is to start integration over the next month or two and then um begin um launching in March. Um it's a good time end of year to train and then start next year fresh so that we have teachers um and other staff members trained in using the platform and we're we're starting the year with some practices in place and expectations from both myself and Mr. >> and you taking advantage of those two virtual professional development days. Definitely because Miss Martinez has used that. A couple of our teachers have used that. It's going to be

064new for everybody generally. Can you give us a a good example without or without any confidentiality of how you used it where you used it um successfully like an example of we did this and this and this and this is what this >> um I'll give you um the example of students who are receiving services in from multiple sources um so for example an Indian education leon on our special education um case manager, social worker, school counselor, our attendance coach, and all seven eight, sorry, eight classroom level teachers, including site administrators were able to look at a profile for a student who was going through crisis and were able to document and identify um what the supports were that that student needed. Um those are opportunities where you saw that we used it well and

065the student was able to receive the services because everybody was documenting things and parents were um were notified that these are all the things that we've done to support the student and what else can we do? Um because sometimes I think um when we're all working in our in our different capacities, we we we don't communicate very well. And that was a very nice meeting to sit in on when uh parents weren't given access to the profile, but everybody's resources were documented and we did not need to coordinate a meeting with everybody present. Um, it was the site administrator and the and the counselor who were able to have that meeting and everything was logged by each one of those individuals and then parents had the opportunity to reach out to anybody specific that they

066had more questions for. But that really did support um the conversation and lead it in a in a way that was productive and able to provide um the parents with some some some comfort that >> things were being done >> and concrete. >> Yes. And very specific. these are the things that are being done because a communication challenge between students and and parents sometimes, especially when you look at secondary and elementary, a lot of times our kids don't really know what's going on. They're just going along with what they're asked to do. And so, um, this really gives a place where you can document all of that and we can have really productive conversations. So we've also used it to catch kids who are falling falling behind and fill in those gaps as quickly as

067possible. I will say the SEAL survey um that Panorama conducted, but then we did follow up SEAL surveys with specific grade levels because there was need um helped identify if there was a shift in in those behaviors and that self-perception of, you know, how am I, what do I need? Um, and that was really nice because we could administer basically the same survey as many times as we needed to to track how our students were improving with the social emotional which is hard to do because we don't have a lot of tools to measure that. So, thank you. >> So, it sounds like answering that information is is probably key for for staff to do that. you had a question. >> Um, this would come out of operational or would we be able to find

068this be it would be funded from our um innovation? I wanted to let you know by the way >> leveraging the money we we have that doesn't hurt the district as much >> and we did um speak to PD uh this so anytime we want to make any type of change like that um we have to get prior approval from them uh before we even consider moving it to the board. So it's already been approved in some >> that 21,000 is worth the three years >> per year. I will say it's not a not cheap, but when you have secure data these days and pulling in those programs are >> well, it's kind of like a salary, someone's salary, and if they're doing more than one person's work, >> which also frees up some of

069our our staff that we do have on on contract. It's free up some of their time to do other things. Um, Madame Chair, um, board members, at this time under presentation uh 7B. Um last month we had our um both our site administrators uh give you a data update. There was still some missing data because students hadn't um completed their testing. Uh this won't be as detailed as the other one, but just a an update on the results. >> All righty. So, um we've seen this data here, right? This is BOI. We've gone over it twice already. Um this is our uh K through2 um uh reading scores. And so um I mean the number in parenthesis is the amount of students at or nearing proficiency. The percentage is the amount or is the percentage

070of students um from that class. So we can see an improvement in each grade level so far. um you know first grade when they first tested there 18% of our students were had or nearing proficiency. We've thus moved up to 56% add or nearing proficiency. Um kindergarten same thing 31 to 47%. And then uh second grade also improving. Um the biggest jump you'll see is if you go to the next slide miss is in math and we've always kind of been a little higher in reading than in last school year we were we had higher proficiency rates in reading than we did in math but we're seeing uh major increases in math this school year. So, um, kindergarten doubled the amount of students who were, uh, at or nearing proficiency from the beginning of the

071school year to now. Uh, part of that is when they first took this test, our kindergarteners, they don't know what what they're doing, right? It was a whole new system. Teacher, they didn't even know at the time how to accurately uh, use a mirror, but we see those scores um improving all the way through. So, we can see reds are highly are dropping um pretty steep, which is a good thing. Um and we're getting more of our students into that gray, turquoise, and green areas. Um again, you can see the numbers, like I said, um of students who have improved. Second grade went from three kids being at or near proficiency to now 10 students being at a near proficiency. In the superintendence report, is that where it is? Um, the elementary is showing at

072middle of year a 17% increase in math proficiency. So, our overall goal for the year is 10% or at 17% and I expect that to improve further as the year goes on. Next one, Miss Third grade. I don't know why I why I did that. Um but we've moved um some of our students in um our proficiency. We moved one student up. We did see a drop from beginning the year. Um we had two students at level uh five. We've seen them drop into level four. Um but we still are increasing that um number. We no longer have students who are at level one in grade three. So, we're pulling those bottom students up as well. Now, we just need to ensure that our top performing students stay performing at that top level. >> If

073I may, can you go back up one minute? >> Um, sorry. Right there. So, the ones in blue are students that are performing at an advanced level. So, in my experience, usually when they drop the way they did here, it's just that now they're being um well, challenged and they're they're now having that great level harder at great level. >> And this this only shows like I said in which I was wrong whenever I read this after the data is only showing nine students. Um the data only shows nine students. We know 12 students tested. uh Miss Montoya and I reached out to MAPS. They did submit a ticket because they could provide us scores, but they weren't sure why this was occurring the way it is. So, there are two students who are still

074um in that blue band that make up for the nine students who are at proficiency or above. Same thing goes uh for this. We're missing uh three students who have tested down in this area. But again, pulling students out of the red and up um is a testament to the hard work our teacher has done throughout the school year. And then our students putting in that work as well. Fourth grade, we did have a drop in uh number of students who tested at that higher level. Like Miss Gonzalez said though, as uh students take this test, what happens is our higher performing students, when you get a question right, next question's a little bit harder, get that one right, next one's a little bit harder. And so some of our students may have struggled with

075some material that they may have not even seen yet. Um here we do see we are we moved a student out of the red move them on up and then we uh so we're seeing that there's a positive trend might not be as much growth as we want it to be but our students are working hard teachers are working hard to and teachers have already gone through the data they've started disagregating data and looking at areas as to where um they see students are maybe not progressing the way we should and going back and whether they are having to retach that to the students or um just review that for students. Uh they're already in the process of doing that. Next one, math. Um we have moved some students. We see less students in our

076red, more students moving into that yellow zone as well. So um that is both good and bad. We got some students from um the orange, but we did lose some students from the green. Fifth grade, our proficiency levels dropped somewhat over the course of this semester. Our fifth grade students had a long-term sub for about a month. And so, um that's where I'll attribute that that um those test scores did drop throughout the month. Um it's no fault of the students or anything but I expect this to be dramatically different come uh end of year and you'll see the same trend um for the math portion as well in the next slide. >> Yeah. >> No worries. Nope. That's not me. >> You can talk about me. I will state I will let you guys

077know in executive session about that could be um what happened. >> Any questions for me? >> Thank you for your leadership. >> Thank you. >> Um I just I understand the blue and the green are proficient. The yellow what would you describe that category as? >> It's nearing proficient. So, it's at or nearing and it's kind of hard that I don't like that they grouped up to 60%. Because those students essentially, you would expect it if they've hit 50% or above, they're probably right at that proficiency line. But the way the d the data shows the yellow band is still um at or nearing proficiency. Many of these students, if I really went in and looked, we could see some students at 59 and a half%. But it's just they're not at that next level

078to show green, thus not showing that they are at a more advanced level. >> Do you feel confident that those you're not they're they're a teacher, but do you feel confident that those students would like understand the content, understand what you know, what they're doing? It's just >> it's it's just now how are we going to challenge them enough to get them past that 60%. And what are we going to do to ensure that they don't drop those lower end levels in the low 40s? How they do not drop down there to the uh orange if you want to say it's orange. >> Thank you. >> Questions. >> Um thank you for your presentation. Going back to panorama, it talks with a mirror and maps. Yes. >> So, does it present data? Could you present

079data from panorama to the board or would you still have to present it this way? >> We would still present it um through maps because it gives you cohort or grade level or school level data. >> Panorama is just individualized. Panorama is really looking at individuals and how do we focus on or groups of individuals. So, um, Mr. Guru was talking about the yellow students and those yellow students, they're kind of there, but you don't want to ignore them and then let them slip below. Those yellow students you could put into a group within Panorama and then provide them some intervention so that they can jump up into green. And you could also group your oranges and your reds just colors are easier to talk about. Um you could group those students and provide more

080intensive interventions because there's they're significantly below where they should be at grade level. >> And then looking at the data like this, we'd be able to see that maybe our students who are in this orange band might be those students that have 10 absences, 12 absences. So, we're seeing that we're missing significant time with school. That's why they're scoring lower. How are we going to make whether it's an attendance improvement plan for them for the student um to make sure they're here, make sure they're getting um or make sure they're able to learn the way we expect them to learn so that we can improve those scores. >> I saw that on one of the sides it said that one student needs to make up the test. >> Um how do you know for sure

081that they made up the test? Uh if I logged in right now, I can tell you that it's fourth grade. It shows me that uh 19 of 22 students I tested or I think it was 19 or 22 students. Um >> and it shows you the name. >> Yeah, it shows so I know exactly who did not test and teachers are doing it this week. Mr. Gonzalez knows our little ones right now are passing sickness to sickness to sickness, everybody. So, um we had one student leave last week. the next day the student who sat next to that kiddo wasn't there either, right? And so last week when they were testing for MAPS testing, um we had students who missed three or four days last week. So teachers are making getting those uh tests made

082up. Um for Amira K through two, 100% of our students have completed tests, but Amira tests occur uh the first week of every month. >> Right. >> Yeah. >> Okay. >> Thank you. Because I'm so new. Um, how much time do students have to make up the mass test anyway? >> Um, as long as they get it done before, so we have like a uh we have windows, right, to to take the test. I think this window doesn't close until like the middle of January. So, if we absolutely missed a kiddo's been sick and tomorrow they're uh uh rehearsing for their winter performance, we can get those kids tested. It's not like we have only a week to get this tested. We have I think the MOI um test dates range from about midocctober through

083about it's like two to three months. Thank you. >> So um I'm going to present the middle school first um reading and math and then I'll do high school reading and math. Um again our red and our orange are concerning areas and um we're going to compare um the top to the bottom which is bo at the top and MOI at the bottom. So beginning of year u middle year and I'm just going to talk about some trends that we've noticed. Um, I will say that all of our teachers have already looked at their data um for math and ELA and uh middle school and high school have already identified which students will be placed into our intervention classes at semester. So based on maps for um and grades and a couple of other pieces

084of data, we've already identified which students will then receive additional supports and services. And primarily we'll be focusing on um students who are still scoring in the red and orange and and placing those students in our intervention classes. So um just some overall trends. Um if you're just looking at colors um for our sixth graders, our red went from 24% to 18%. are orange um increased which means those students are moving out of the very very low multiple grade levels below into um maybe one or two grade levels below and then um you can see that overall our green and blue didn't change a whole lot which is our proficient it went down but I'm not concerned about that so much because students fluctuate between the green and the blue and it could have just

085been an anomaly of a bad text day or something that switched that. What I really worry about is if our numbers really start dropping down into the orange and the red. Um for our seventh graders, um there's a significant change in the number of students who scored red who are now scoring in the orange, which means that those students um I think it's goal three for the district of moving students who are two or more grade levels below, those students are moving and making very good progress. So 41% of our students being in the in the orange, if you will. Um our yellow pretty much stayed the same. um and our green and blue, but really moving those very um those students who are significantly behind is is something that I'm I'm really proud of

086our uh our ELA teachers for providing those supports. And then for our eighth grade, a significant change in our green and blue, um we went from 10% to 20%, almost doubled the number of students who are proficient. And then definitely dropped and moved more of our kids into yellow. We only had 25% at the beginning of year and now we're looking at 42% of our student who are pretty much at grade level. They might be on the cusp either way, but really we've moved a lot of our students out of the orange and the red for for our language arts. >> Next slide. Um for math um math numbers always start a lot lower than what we would like them but um we we definitely have seen some some changes and um we moved from

08731% um to 21% in sixth grade. So our red dropped by 10% um and we did increase our proficient students the blue and the green by 14%. So we went from 21% combined blue and green to um 36%. So we do see some positive trends there. Um our seventh graders um from 44% of our students being in red to 36 which is a is a significant drop. And then our orange increase to 36%. Um these are students moving from the very low uh proficiency bands into the higher proficiency bands. Um, and I will also say we didn't have any blue. If you notice for grade seven in our MOI, our BOI, we actually have 3% now. So, those are students who are above grade level, significantly performing, um, higher than their their grade expectations. So,

088um, definitely some good trends. Um, the nice thing about looking at our data gives us the opportunity to look at what's going on. And our eighth grade cohort is one of those where there are some concerns um about what happened and why we have an increase in the number of students who are scoring in the red um and a decrease in the number of students who are at orange. Um we we didn't have significant changes I would say in our proficiency numbers um which is the blue and the and the green but we definitely have some concerns about where our kids who are on that lower end of the spectrum are scoring and what do we need to do to support what are we going to do? We're putting them in math intervention and those

089are the students that we're targeting which helps us um really provide the supports that they need for for our eighth grade cohort. go ahead and move to the next slide. Thank you. So for reading again and I will say um our schools in general, our state has provided a lot of resources and supports for ELA and so it's easier to see shifts when we're looking at data. Math is a hard one um to crack and so that's the one that I think most districts are focusing on and that's definitely one of our goals at the middle school and the high school. Um high school reading um we see a significant shift in the number of students who are proficient overall. We went from 40% at BOY to um 58% which is a 18% increase and

090overall our numbers are moving up. You can see none of our students in nth grade scored in the red. So, we've moved all of those students out of red. Um, which is which is really nice to see. Um, our 10th grade, again, we're also looking at a loss of students. Um, we don't have any red, which is really nice to see. Um, for our 10th graders, and everybody's just moving forward in those grade bands, um, or those proficiency bands. So yet another grade level that we we see really significant changes. Our 11th graders um were looking at um movement um from red into the orange and to the yellow and a significant increase of number uh number of students who are in the green which is 39% from um well actually sorry my numbers are

091off on that one. So increase in our oranges, our um yellow decreased and our proficiency went up by 4%. So our green and our blue and then for grade 12 um not a lot of change between um our very low our reds, but definitely movement. You can see our orange band went from 22 to 7%. And then um we also moved more of our students into the green and the blue. So um an increase of 15% of proficiency for our our 12th graders. So that was that's some significant changes in our in our reading scores. And then for math um math again the gives us some questions. Um we did decrease in ninth grade um the number of students who are scoring in red and moved a lot of students into our orange. Um but

092we also saw some decreases in number of students who were scoring at proficient. So the blue and the green um that's a question that um we're a conversation that we're having with the teacher to see like what do we need to do? How do we provide supports? Was it testing? or is it is it just you know some shifts in instruction that need to be made. So this really guides what we what we do for semester 2 for our 10th graders. Um again we have good trends moving from um the percent of students who are in red um decreasing from 25 to 16%. Um and that trend follows until we get to our greens and our blues again. those students um not sure why they're not maintaining that level of proficiency um in the green

093and the blue. They're still in the yellow, but we had kids kind of move down a little bit. So, just looking at some of those conversations with students and staff to figure out how do we pull them back up into the blues and the greens. um 11th grade um we definitely saw that same trend of decreasing our oranges and our yellows and we did increase our proficiency which is our green and our blue by 8%. overall for our 11th graders. And then for 12th grade, um similar trend, decreasing our oranges and our reds and moving students across and significantly um changing our proficiency um in the yellow, blue, and green, but again dropping in that blue and green band. So, just some conversations with students did about the testing and then also instruction. What do

094we need to do to make sure we pull those kiddos back up? Um, again, as I mentioned earlier, our intervention classes for middle school and high school are focused on our students who are scoring in the red and making sure that they get that additional intensive support um to help move them move them up. And with that, I stand for questions. >> Thank you, Miss Martinez, and thank you for your leadership. Also, um, same question as Mr. Gonzalez, sorry, Mr. Goule. Um, how would you describe your yellow students? My yellow students are the students you watch. They're at grade level, but they could slip either way. With a little bit of extra effort, you can pull them up into the green and the blue. And I my my guess just based on what's what's happened

095is those are the students who slipped from and and that is typically what happens. It's rare that you have a student who goes from blue all the way to red unless they completely blew off the test. Um but what's happening is our greens are kind of slipping back down into the yellow. And that might be that we're um our instructional strategies are focusing um on bringing students up but not necessarily hitting the needs of students who are at grade level. And so they might not be making the progress that they need to. So yellow is like you pay attention. It's like a yellow flashing light. Um you know >> they are grade level but we just need to monitor them. The ones who are like way down at the bottom of the yellow they're almost

096orange. those are the ones that need more intensive support. So, it's kind of riding the fence of um which way are you going to go? Our goal is to pull them up over into the green. >> I know you just started the the new math program that you have you started that yet? >> So, we we're in the process of adopting. >> Yeah. Looking at all of the options and then making the selection. So, but we are working um with coach um and that will be January 8th >> I think. So, it's right after >> so um the coach will actually be in district to observe classes and have conversations with teachers which will be really helpful to address some of this um data that we've we've observed and some of the trends that that

097are are showing with our our math scores. So, Nice work. Thank you. Question. >> Thank you both. Thank you. >> I do want to um acknowledge both of you and our sites. Um I did mention this in the last uh report. We do have um the high school vet. Um there will be some representation through PD. I believe we're getting a banner and some other stuff. Um and then both middle school and elementary are both traditional schools. So we're doing good. Keep up the good work. Congratulations. Wasn't my work. It was last year's work. But you're maintain maintained. Um, so now we're moving down to 7C, uh, policy B, uh, 2600 BC, policy adoption. I'm going to look really quick. I think you guys are both good to go. I will keep you informed. Oh,

098did you have that? Thank you all. Have a good night. Merry Christmas. Happy New Year. >> Happy New Year. Well, if you look at um this policy, uh if we look at so it's an adoption policy and then I was I was looking at the one, two, three, fourth paragraph where it says during discussion. Um so during discussion of a policy proposal, the views of the public, staff members, and the board may result in changes. A change shall not require that the policy go through an additional review except as the board determines that the change requires further study and that an additional review would be desirable. So I was just asking about or wanted to talk about because it does say during the discussion of policy the reviews of the public staff members and the

099board and being that our um one of our core values is community engagement and and along with transparency, trust and communication. I was just wondering, I don't know, maybe I'm reading it um differently, but I don't know if we would need to change some of the the language in it, but we don't have a discussion with public or staff members about policy. So, I don't know what what are your thoughts on that on that paragraph? I don't think it's necessarily that we're discussing it with the public or community, but we're taking their input, the views of the public, the input of the staff members into consideration. So then when when would we do that or how would we do that? Maybe at our community meetings >> to get the community. >> I did I did

100ask for guidance. I called um NMSK. I called Joe Gian to ask about it and he he said um recommended maybe just changing the language a little bit to to say that something and I I kind of wrote it out. I could read it to you, but just changing the language a little bit to say not exactly because here to me it says that we're discussing this with the public and staff members. Um and it doesn't need to change. I just wanted to just talk about it. So um I would say something like uh during discussion of a policy proposal, it might result in changes. Uh when there is a greater impact on the public and staff members, extra action will be taken by the board allowing additional public and staff discussion and then keep

101the rest of the paragraph the way it is. But I don't I just felt like are we following policy if we are the way it's written or is it maybe it's maybe it's just I'm just reading too much into it. But I think I wanted to make sure that we are um that one of our our values is to get the community engaged. Are we are we being are we doing that well enough in the way we're doing it? I don't think it's the communities. >> It's up to the communities and their policies, >> right? >> That's what the board is for, >> right? So, this would be about their feedback or their That's why that's why this language kind of >> doesn't I don't I don't know if we we should keep it the

102way it is. So, in my conversation and not actually a conversation, I'll say maybe um back and forth um messaging with Miss Grant. So, I guess my concern with and I I think I I agree. I think maybe the language needs to change. Um but I I also want to ask the board to um move forward with caution because when you get too much information this is policy and policy is meant to protect the district uh to protect our our staff and to protect our students. Um we don't want to we don't I think we have it as a first reading and the second reading. It's open to the public. Um, I guess I would and um what I told Miss Grant is if we're going to have if we're going to be having them

103come in and give their input on um the policy or how we should move forward with the policy, I would highly recommend that we also include legal guidance at that time because like I said, policy is meant to protect uh to protect the district um from possible litigation. And if it's if an individual, and I'm just going to be hypothetical because I need to think outside of the box, right? Um maybe one of their child is going through something uh and they didn't feel like it was just because we follow policy because that that's how that's what we do. We follow policy. We reference it. um we we state it on everything that we do um in the statue if they want to change it because it benefits their child then what happens when it

104comes to the next student and so on. So, I mean, I think the language I agree that the language needs to change in that paragraph, but I also think that I don't know what it what that would look like to get them more involved. We we want them to come and put it out there. Um, I would just tread it fairly lightly and I would recommend that if we are going to move in the direction that we're going to get all their input and then um look at changing policy then my recommendation is to ask legal to be present at that time and I agree I I I think that it's the language but if we keep it this way then we do need to the way it says it. Yeah, >> I do agree

105with Mr. Gonzalez about, you know, the community doesn't have policy. Um, but I think that we I also agree with Miss Mr. Grant that we do need to rewrite this to change the wording of it. Um, because I mean right now it does verbatim state that, you know, views of the public staff members may result in changes. Um, it's important that we rewrite it the correct way. >> And how did you state it? I said um when there is a greater when there is greater impact on the public and staff members, extra action will be taken by the board allowing additional public and staff discussion and then keep the rest the same. Um I mean that was just an idea of it's kind of general and it doesn't and it's discussion it's not getting saying

106that they are allowed to change policy or to >> what if we what if we strike that first sentence that entire first sentence strike it and then what you said at the end of at the end of the paragraph. >> Yeah. Either way I long as it it makes sense. I wrote it down if you want. So a change shall not require the policy go through an additional review except as the board determines. So keep that one. >> Is that what you're saying? I >> and then >> because the issue was the inclusion of public and staff members uh the views of public and staff members that's the whole concern of this right >> and I would also say and staff members any policy that we um especially if we're going to change something we

107do have to take it uh through the union first. So we need to add the language that you want. >> So every policy that gets changed, do we have to go through the union >> that staff? >> Oh, that affects the staff. Okay. >> Well, hypothetically, if we were coming up with a policy, I'm just thinking outside of the box because we're going to have to change this, right? If we're coming up with a policy and procedure or policy in general, just policy for um the use of the track. Okay, it's a the only part that's come out in the past. We think it's hypothetical. Um we're basically what I'm saying is like are we going we're not going to involve the community's input on that? See, that's why I I put um when there

108is a greater impact on public and staff members, extra action will be taken >> by the board allowing additional public and staff discussion. So, if there is a policy coming up about the track, um I mean, you would think that the public would see the agenda. >> Yes. >> Look at the policy and then and then come to public comment. That's the routine, right? >> But I don't I still don't think they'd be involved in policy making. That's why >> Well, they're they're not involved in policy making just saying, "Hey, this is these are just my thoughts and that's all just like when they come into public comment, it's it's they're just public comment and we consider we don't respond." Um, >> and at a later time the board could make a policy change if

109if it needed to be >> if they wanted to. >> Yeah. >> And I would say in that case I would want to go and ask like what are your thoughts? But I think it needs to be put in policy because that's my thought. It could be somebody else's thought depending on who's been getting sleep because you want to put things that are in place that um are sustainable. So >> I'm not sure I know what you mean. So we want to have it in policy because if we don't have it in policy just because like for me I in my opinion I would want to get the public's input especially if it's dealing with them using the track >> right >> but that's my perspective and if somebody else is sitting in their seat

110they're they could say you mean your position >> but that's what >> yeah that's why putting it into a seat miss grant that sentence would cover And it I see that I need to just make sure that it's just when it's when we know that it's something that would have impact them. >> So when there is a greater impact on the public staff miss you want me to copy it please for you have it. Thank you. So strike out the first sentence is what I'm hearing and then adding when there is a greater need on them that impacts them. I mean >> I I I think I think that's a good idea. >> But I mean with that too, do the in the past does the public know the process? If they they do see

111the agenda and they see, oh, there's this policy blah blah blah's been coming up. Do they I'm sure do they know to go to the to go to that policy? So that's a concern. I mean if we're trying to be transparent and trustworthy. >> Like I've been here four years and the only time we really get public comment is if it's they're wanting money for the baseball field if they wanted to change their cap of gowns. You know, it's not really anything, right? And so policy, >> right? And um but that's what I'm saying. If but if they if someone saw it and they are so do you not you don't think they should know how to get into the policy section? I mean that's how the school is run is is >> I think

112the only time people get into the policy is if they need to refer to it like if something happened >> and usually because they exactly >> yeah they go to the website and say oh let's read the school's policies you know I think if something's affected them in a bad way but they know how to they'll figure it out >> okay >> and yeah let staff definitely do because when we hire them on my checklist, I make sure that I show them where policy is, how they can I go through the whole uh way for them to go on to the web page, go into policy, and if that doesn't take them there, I show them on go through NMSBA, and anytime that we've had questions about policy, they'll call and I guide them through

113it, and they they find it to be easy. I guess they don't call that. Okay. >> Could we put it like just for for ease of access like you know on our website question you know frequently question asked question where do I find our policies and then you click on it and it's there. >> I like it. Yes. >> Well I used to have it on quick links. Um >> yeah because I think you showed us one time Annette. Huh. >> Yeah. >> Where to look up policies. Makes me a wife. >> Yeah. So I I used to have it on quick links here. >> Can we change >> but now I have it. >> Can I add something there with the frequently asked, but I I really like that frequently asked questions. I don't

114know if there's any frequently asked ones that they ask you. Mine is usually the policy. I can I can just keep adding to it. >> Yeah. just for ease of access. >> So it's right now in administration, but I could put it in frequently asked questions. >> What is the school's two delays? >> There are rules for that too, believe it or not. Okay, thank you. And then that was just discussion presentation. >> Madam chair, at this time um I recommend approval of item eight, the Panorama uh student success platform. You heard the recommendation by the superintendent Taylor. Do we have a motion? >> So by Miss Martinez. Is there a second? Yeah. >> Okay. >> Second. >> Okay. Um and discussion any discussion about the presentation for panorama >> were there other consideration were

115there other programs? >> No. So >> why why was this what was the impetus? So I so I'm going to I'll say yes there was um so there was Panorama there was um a program called um and there was one other um the problem so the district have had and I remember when I first came in we actually got rid of a lot of programs because there was like maybe about 10 different programs at the elementary that no one used because it was just too much. Il um uh students were you I mean we had a lot of staff members that used it. The problem is that students found a workaround excel to be able to go in and modify so they can kids are smart. So they were so it's like a it's more

116of a program for additional support for students. Um but they it's a a workaround. So they were finding ways of going into the kindergarten um platform and they would click on those ones, get them right, and it would give them credit even for like 9th grade. And it wasn't what we need with and I'm going to say it was really the support that we are in desperate need of right now. um and conversations that we've had with PD and uh and I'll say other districts that brought this about >> but other than the surveys I'm not sure what other SEO >> it's so it gives us >> it it gives you resources in there so so >> articles or what kind of resources are we talking about >> because mental health is very >> I'm

117going to say a lot of different ones so it gives you Um, I'm going to just something that I remember from when I used to use it um back in the day cuz I'm so old. Um, it like here's Annette who needs um support or there's a trend within it. She's um frequently absent or she's being only marked absent for this period. Um and then engage like check in with the student. Do they feel comfortable with the student? These are some questions that you can ask them. These are some questions that you should ask the teacher. Um they gave like very specific >> panorama populates these questions. >> Yes. >> Of what you can do on your end. >> Um and I know she could have some of the examples. I'm going to give the

118one that I know. So with an example like that, student and teacher, they they didn't feel comfortable in the classroom. So then it gives suggestions as to what to do. Um or they were struggling in that classroom and they were too embarrassed to ask for help in that class. So it it gives strategies. >> So again, this all goes back to teacher buyin >> putting in the data. Yeah. >> To like Yeah. to actually do because the I'm all for it. I'm all for it. I just want to like double it a little bit, >> I guess. And I'm not so concerned about teachers and I mean with any any new anything >> um I'm sure there's going to be challenges at first and I mean they stated it are all questions that I asked

119them. How are you going to implement it? Have you spoken to staff? What's the input? But I also think that we also have a strong um KLC or collaboration time right now. And I think it's strong but it's not being and I'll say my secondary elementary I thought has a stronger but it's not it could there's always room for improvement. I think this is going to be an easy way to do that quick check in for them and it would be it's going to be coming to you for them. So my only concern again goes back to teacher buy is we are going to implement something new in March and then we're going to have to implement something new and again in August when we have to go back to >> from power school to

120synergy. >> Yeah from power school to synergy. So we're so we've already started the process. So we're a part of the first cohort. Um we started this since last. >> So they asked schools if they wanted to participate right away this it was going to happen. We I happen to know people um and I knew that it was going to be um something that we had no choice. Um so we we jumped on it last year. So we were already a part of going to all the meetings like which one are they going to we were actually in support of they just continue with P school because most of the of the state uses P school but they wanted synergy. Um, so we've already started that process. Uh, >> the state is requiring us to

121go everybody to go to school. >> Use the same platform. >> Yes. Yes. And I appreciate Miss Martinez being the example of other districts. However, that's one district. Um, I I would have appreciated more representation about other district usage and what you know their pros and cons were to it versus just one person use. Can I say one thing that I noticed is um on that one page where we we're seeing the different tabs like when they talked about they're going to go to PLC's and they're going to talk about how can they address the different things that are happening with this student. What I liked was they had all these tabs so they didn't have to go to another platform and get the attendance. They just clicked on that tab. >> They went into

122the time. It was all right there. >> All one place. Yeah. >> So during Kelsey clinic looking for those intervention or advancement, however you're you're looking at those students, you're pulling all that information out. This is I'm going to say a one stop shop. Yeah. >> Like Walmart. >> Super Walmart. Here it is. the one that I'm talking about. >> I like that it pulls the data. >> See all the tabs right here? >> So there they're going the subject math behavior attendance and whatever it is that it has linked to. You don't have to go out. >> One question I didn't ask her >> or them. um what platforms will we not be utilizing so we can focus on this like you know we're all integrating into maps will be going into this I

123want to call it synergy but it's not it's a >> it's going to be synergy >> okay synergy is going to be going into this as well but then are we going to be they're moving a different kind of platform >> because they said that they were using like Google documents and just they were just using random or using like hard like paper paper >> and I'm going to say here's the issue with that. So I may have what I think is a great idea and this is how I think you should use it and then you may have a completely different idea and then you're using something else. There's no consistency across the board. This is ensuring that there's consistency from elementary all the way up to high school. >> Yeah. Um, and I

124guess was there another program that could have possibly been better than honest? >> Not better. They looked at there was two other ones that they looked at. Il was one of them, but that that was more of a they didn't have the component and these were based off of recommendations also from the grant that they would approve for us to use since we're not I don't want to have to pay the I won't pay for this out of operation. um if the grant you can pay for it uh we also have some kind of guidelines within that as well. >> Sorry, I like that it also um it's like having they were saying cuz it is you're wearing a lot of hats as a teacher and and it's like having this extra person just >>

125putting the data in for you >> and then setting out all these different types of reports. It sounds like you can just click on the tab and it's going to give you a report. >> It's segregating all it's so you're right. It's taking all the all of the different data points and disagregating for >> instead of waiting to get a report from >> the principal on the data and all of that one >> having a meeting with each other. We just go in there and take a look at each tab, see, oh, >> those are going to be beneficial for our counselors if they ever have to have those um in-depth meetings, they can pull out, you know, the only downfall is the data that that staff will need to enter and well, they won't

126be entering and it's going to pull it automatically. But like she was saying, so and so is having the this kind of thing actually entering. Yeah. Those those little >> things you notice in the classroom. >> I amum >> they might do it during PLC's. >> Well, and I'm going to say um I think last I'll say last week um when I wasn't here had a lot of phone calls. I think there was a lot of um eye openener things that occurred and um and the want. So, I mean, we had a lot of um PD around some of it, but all of a sudden, like it was like a like an explosion with things that happened. And I think that teachers were unprepared for it. And they they didn't like how do you share

127this information that we all have it at the same time and not wait and hear it from somebody else. Oh, did you know X Y and Z or did you know X Y and Z? this would be an easy place for you to look, check, and be like, "Hey, we need to do a check-in." So, that being said, I'm glad you mentioned that. Uh, madame superintendent, will organizations like um, TBH, El Centro have access to this? >> I don't know how they share during the day, but that way the women ain't texting each other saying and so so going to your class. >> It's official, too. Like, >> keep an eye on them. >> So, we just documented somewhere and said, well, >> Miss Annette texted me. >> Yeah. Little Susie was having a bad

128day. >> I got a message. >> Yeah. >> Or sticky notes. >> Yeah. Put in some notes already. So >> this is just discussion approved. >> Okay. Um, madame chair, board members, I ask for approval of item 8 to B. U, so this is uh the second reading for policy uh I7450 and this is us entering the information about the captain and gowns for your request. We didn't need to get the the roll call or anything for a >> Okay, we need to do that. So, you've heard the recommendation >> by the superintendent to approve the Panorama student students student success platform. Do I have a motion? >> I motion first and then um then you time ago same. >> Okay. Um Mr. Jason Gonzalez. >> Yes. >> Mr. Patricia Martinez. Yes. Miss Monique. Yes,

129Miss Carol. >> Yes. Motion carries. >> Thank you, Madam Chair, board members. Um, I recommend approval of item B 8B, policy I uh-40, graduation exercises. Um, with this one, well, we changed the we added to the policy. Um, so the style of gradu the graduation cap and gown and appropriate attire shall be approved by the principal. Um, the cap and gown will represent um high school alum alum major colors which are royal blue and old gold. Uh and then I also added in there uh state statue of the the Galia that you heard the recommendation by the superintendent. Do I have a motion? >> Want to make sure that those are the two colors. Did we want to? >> Well, I did I was going to during discussion. Um is there a motion? for discussion.

130>> No. Is there a motion to approve? >> Is there a motion to to approve the graduation policy? >> A motion. So move by Miss um Martinez. Is there a second? >> Second by Missaga. Any discussion? So, I thought that the uh someone had mentioned I think it was um that the old gold was hard to get sometimes. So, do you want to I don't know. I just that's what I thought I heard her say. >> So, do you want to keep it old gold? >> I think she said something like or most available or to go to the closest color or something. Maybe we could put words in there that say, you know, or a similar tone of bold gold should it not be available like >> she did also don't have access to

131>> like white and >> I mean so the only I know I seconded but um the only the only hesitancy I have is I did look up old plenty of times I'm looking it up again now. Um, so there's a variation between old gold. So old gold can be like I really like the like the door frames over there like the hinges like the hinges. Actually, it's like that wall over there that brownish cover >> or press >> or it's this one right here. So I'm just letting you guys know they're very >> you say yellow. Wouldn't it be as close to yellow as possible? >> What if you just say gold? >> No. As close to old as possible. >> Variation of old gold. You said variation of old metallic. >> Think it shines.

132I think um it should stay old or closest color too >> white. So she recommended that white I don't look good real color like a panther. >> Did you wear blue? >> You wore blue? >> I wore white. >> We all wore blue when I wore white, I think. >> Yeah, I wore old. Oh, maybe I were old. The girls wore white. So, >> do we want to add a white tip? So, old gold or closest color >> to old gold. Um, and >> I say to >> guys, it's not even 9 yet. >> I know what it feels like. >> So then, okay. Okay. So then you have to say that you know with the motion passes the amended. >> Well we do got to do roll call. >> You the approval. >> I

133already already did all that. >> No. Yes. Yes I did. I said um you've heard the recommendation. We did a motion. >> Right. We did a second. >> Now we had a discussion. >> Okay. Yeah. >> Now we do roll call. Okay. >> Roll call, please. What is the >> We need to make the change. >> Make the amendment. >> So we did an a motion to approve what was >> already there. So there I'm going to I'll say madame chair I would like to remake the recommendation of approval of um item 8 B I-7450 um with the amendment as stated uh after old goal to add our closest color and also to add the color white. Okay, we'll go through the whole process again. Right. >> So, you've heard the recommendation by the superintendent

134with the amendment. Is there a motion? >> By Miss Martinez, is there a second? >> Second by Mr. Gonzalez. Roll call, please. >> Mr. Jason Gonzalez. >> Yes. >> Miss Patricia Martinez. Yes. Miss Monique, >> yes. >> Miss Caroline Grat, >> yes. Motion carries. And then chair, I recommend approval of item HC, purchase of new activity bus. Heard the recommendation by the superintendent. >> Is there a motion? So motion by Miss Visago. Is there a second? >> Second by Mr. Gonzalez. Discussion. This is coming out of the funds >> house >> and we buried after the approval process before bringing it to the board. >> I apologize. >> Is it going to be a spirit bus? >> It will be a spirit bus. You must be chartered. >> Any discussion? Discussion. Roll call, please. Mr.

135Jason San Gonzalez. >> Yes. Martinez. Yes. Miss Paga. Yes. Miss Caroline Grant. >> Yes. Motion carries chair. Um, moving on to the next item, uh, items for future meetings. And then the one that I mentioned that we had to add items for future meetings. That's January. So, um we'll be doing hopefully we'll be doing the um the board um self evaluation. >> Thank you. Self evaluation. >> Um the one that had a death in the family, so she couldn't make it tonight. M chair. Um with that being stated, you had mentioned that Miss had to do her speech was her last. >> Then you wonder why I turn this down by the end of the night. It's not due till next meeting. >> Um, just when you >> Okay. >> When you get a chance

136>> when I turn in the laptop, I'll I'll have it. Yeah. >> I'll have it by Friday. >> Well, by Friday >> or Monday. Let's say Monday because I'm off the whole weekend. So, uh, just as a reminder that we will be closed for the next two weeks. Oh, are you here back in time? >> How about just when the school opens? >> Okay. When the school opens. Okay. >> And just to to a reminder, do do the fill it out the best you can. I don't want to get frustrated because there's we haven't been coached on anything. >> Okay. All right. Yeah. >> Okay. Thank you. Thank you. >> Are we gonna have the judge come in for the new >> Veronica? >> Oh, Veronica. >> Veronica did miss uh >> because she's a

137notary and so she's considered a public official. >> I did. That's But I could try to get a judge first and then if not my third time. >> Oh, that's sorry. >> Oh, yes. Is there going to be a retreat or something for the new people since the new people or old people? >> Yeah. So good. Thank you for reminding me that would be on the agenda also not a retreat but going over the the manual and >> orientation. >> Yeah, orientation. in January. >> In January. Yes. >> Have to talk about I'm sorry to talk about the next items agenda, right? Budget. >> I think that's >> Yeah. Um so Miss Janice said that by mid January starting the planning. We'll start so we'll start coming on our side. So we won't bring that

138to you guys until later >> later >> and it's usually later by when it gets approved by like March >> they'll have to but probably um elect >> yes election. >> So we have um the swearing and then the >> election of officers election of officers. We're having this conversation over then were we going to do policy B 2600 second reading? >> Yes. >> We table correct? >> No first reading. It was first reading. Yes. But we did take something. >> We tabled the federal ones. Yes. But those we won't be back until we hear back again. Um, I was going to look at the calendar to see what else we have going on December, June. Um, will we have the NMSDA uh when you guys go to Santa Fe >> In February. Yeah. >>

1395th through 7th. That's not for future meetings, but just a reminder >> kind of kind of brings up something about the we weren't registered. >> Yes, you were. Miss Gonzalez asked me about that and uh I did uh send this to Carolyn because I also asked her if I could um >> remove this >> and they told us no. So I know that's why I said no. We Yes, you guys were. >> Well, when we checked in, they didn't have anything ready for us. >> I don't know why, but um >> they didn't come for you either. >> None of us. None of us myself, Miss Grat conference registration. Oh, no confidence. Sorry. And I also asked about I mean the embassy suits is like over $300 a night. And I asked at the I

140should guess I should have mentioned it there during finance uh report. Is that That's a lot. >> Well, but she said that the 250 it was that's actually from the NMSBA and it used to be 250, but since everything's gone up, they raised it to >> 280, isn't it? >> Well, that weekend it was over $300. >> Register within that within the time. This is probably when we were asking like >> Yeah. Do you guys want to um because then the recommendation is the minute you know um get a room right away because then you get that discount rate. Um and then the district only pays for what is allowed in there and the rest we have to eat the I know I eat in the >> and it was actually 450 a night outside

141of the window. >> Gosh. So can we I don't know. Can we talk about >> having a a cap on when we can say >> yes >> we're going and that way I don't know if it needs to be a policy or or just a >> a common courtesy and if >> because it makes it also hard for miss so we really missed a deadline because we were waiting to hear hear back and then also I think we also need to put in there um when when you decided you're not going to go at the last minute because we still have to class >> and and that's why I think that maybe uh because I have the conversation here. Do you want to replace Miss Superintendent Gonzalez? That kind of thing. But I think maybe

142because we did it that day after well it was a weekend then on Monday I sent it. So I'm thinking already she had already sent everything for badges and all of that. So, she didn't think to add this other one that came in afterwards. So, I'm thinking that that's probably what the reason >> we need to get that in sooner than later. >> So, they just said, "Okay, well then you just do onsite registration." >> Yeah. >> I don't know. But yes, I do have the conversation where she even asked about Miss um Gonzalez. >> Okay. >> And then Brandon was going to go in her place. So >> she said no. Um the deadline already passed. I'm afraid I have to adhere to the deadline, Caroline, and there must be some communication that you

143were. >> Yeah. So then what would be is there is it the same deadline? Can we That's what we're going to talk about next time then, right? Okay. As far as the February one, are we going to like how does that work? You guys get there too or I usually stay with a relative >> in Santa. >> Oh, in Santa Fe. No, I just come home. I I don't know. Even even our uh if you if you eat out, that's even a cost to the board budget. I asked for the board, but she wasn't able to get it to me in time, I guess, so that we could see where we're at. >> Oh, >> so we do discounted rooms. Thank you. >> Yeah. >> What's it called? >> The Santa Fe Hotel. Favorite hotel.

144>> Santa Fe Hotel. They might say large. I don't know. >> Yes, it's nice. >> For conferences and then also for um cancellations. Yeah. What we could do is just okay say a date I send in the registration and then after that you just if you decide to go which actually puts less pressure on the board member >> if you decide that you can't go well you don't have to worry because you're not registered >> so then you could do it kind of like what happens >> onsite registration. >> Okay. >> Yeah. >> When >> yeah that's something to talk about. >> But is it more expensive than do onsite? It's usually like about another 30 $40 or so. >> When is that when in February? Do we know the date? >> 6 and 7.

145>> Oh, >> the leadership retreat in July. >> What? What did they call it? >> Oh, for February it is the 2026 board member institute. >> Yeah. >> And they already have the dates for the December comment. December 5th, 2026. I'm going to add it. Um, when you have these >> that information, if you guys just go into the board, >> put it in there. >> Okay. >> It just helps. And it's uh the sixth and then six. Do the what? >> The fifth, sixth, and seventh. That would be nice for you because they're going to go over a lot of finance stuff like I mentioned this last time. So like there was a really good class on bars this last time around. It was really good on Friday. Is there anything else for future

146items? Um, and then I just want to remind everyone that if there is, you can either let me text me or Miss Grant and we change that. >> Thank you. Okay. Is there anything else for future? I remember all but I can't think of anything right. >> I don't know if this is a good time to maybe at the end or to say bye. I'm not here. >> I'm just kidding. I'm just kidding. >> One coat will be out to save the lever. >> There you go. >> You go like this, Patricia. I believe um madame chair that the regional board something or others in February also and I can't remember what days >> I remember they said something about the 14th >> hosting yeah we could look on Saturday in Santa Fe Santa hosting

147Oh and this isn't the one in February is also in Santa Fe right Yeah, region meetings. >> Okay. The region to Monday, September. Oh, no. Sorry. That's >> region two Monday. >> Doesn't have 26 schedule. >> No, >> I remember them telling us our one in the fall that it was going to be February. >> I thought they said we kind of Oh my goodness. for Valentine's in they had a church. >> Oh no, it wasn't but I think school is posting it. It was still >> I think I think that meeting You see any other ones in February? No. they haven't put it out yet. I'm sure by January one they don't or January after the first let go let know he's indicator meetings he has yeah to do some at least Okay, madam

148chair, at this time I recommend I'm going to give you the I recommend that we go into um executive session for the recommendation by superintendent. Is there a motion? >> So by Mr. Gonzalez second by Miss Martinez roll call Mr. Jason Gonzalez. Yes. >> Does Patricia Martinez? Yes. Miss >> Yes. Caroline Grant. Yes. Motion carries. We're ready to do a time. We will adjourn to executive session at 8:23 p.m. >> I see something about That's not working.