3/9/26 Board Meeting

001Okay. Good. >> Good afternoon. It is 6:06. Um, >> welcome. We have so item two general session called to order. We have a quorum. Um, I call this meeting to order at 606. I'm sorry. And we do have a quorum. Okay. Um, you'll please join me for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation, indivisible, liberty and justice for all. I state the United Recognition of guests and staff. Everybody we do have pretty good crowd today. Look forward to your presentation. Um item three, consent agenda. Do we have a motion to motion and a second to consent agenda? >> I move we approve the um consent agenda. >> Okay, we have a motion on the floor. Do

002we have a second? >> Second. >> Okay, we have a motion and a second. All in favor say I. >> I. Motion passes unanim unanimously. Um item 4 a reports. >> Okay. So first one is construction report. Um the construction committee met last week. Decker came in person and so we're going to share their um slideshow they went over. I am going to skip some of this part as they've made some changes. something we considered here is our current thought on um vehicle traffic. I talked to you guys about that last time about them being able to come off Lincoln and drop off in the back. They also presented with us a secondary option this last time where we could have um coming off of Butler our cars and then our buses dropped here. Once

003Decker came and walked as well as some information from us, this is not viable for bus traffic. So with that, we have challenged them that we do like this secure loop that kind of currently that we have at the U elementary school. But right now, this piece doesn't work without buses also being on site. So, we're still leaning towards the other. Um, but challenge them with hopefully they would come up with a a creative solution that we might be able to have this loop. Um, our biggest issue is the fact that everybody traveling on Butler, all cars we're talking about a lot may or may not work um after walking the site. So maybe this entrance needs to come not off of uh Butler just because it isn't very wide and people do park on

004that street creating kind of a mess um for us there. So this was explored as the committee and then we talked very briefly on design elements. For those of you who haven't been with us, currently this is what we're looking at. Elementary school wing here on the south side, middle school wing on the north side with a middle school gym that's facing the parking lot for ease of access from the community. Um, we would have our media center here which would encumber both our elementary and our middle school library. Um, as well as our art classroom, um, and our music kind of here in the middle as shared. our administrative wing here as a shared space with nurse's office uh which will really help in terms of right now Miss Adana in is everywhere and

005anywhere all day long as she's having to give three different buildings medications or take care of of students having a nice location where everybody can can come and and there's room for everyone um there this building over here uh will be getting parking lot that's easily accessible not only to the school but also for our our um fields over here because we can never have enough parking. This is our CTE space for middle school. So it would include our culinary space in which we're going to offer to middle school. Um that way as we look at our CTE pathways will have started all of those in middle school and that way as they make it to high school they will have already touched on on that piece as well. Um, this will also have our

006computer lab uh for our middle school as well. This is a closer view of that same layout. This is what we had previously planned and they've made a few changes to it and they're going to still have to make one of the biggest changes to this is there isn't a restroom that's easily accessible to the gym space. And where do the majority of our activities happen are in the gym space? And we need that to have restrooms that are close not only for um student access but also for when we have events that are easily accessible to the public space as well. So, um, currently we're thinking that they're going to come back with some restrooms in this area right here. The other piece I want to show you, this is their interpretation of all

007of the things that the committee has talked to them about and kind of Dexter in general. So, their inspiration is the water table as well as all of u the crops that are growing. So cultivate, spread, flow, these are all words u and nature in terms of that. Here is a material palette that they have presented to us um previous to this they presented us with green and purple different options and that was an absolute no. So when they came back with blue um you know we can we can we came a long ways from a in terms of yeah that won't work and we would prefer to stay in the realm that it screams Dexter as you pull up. Um this is talking about the roof height. So they want to create visual interest

008with the roof height. Um the gym spaces will have the the tallest roof. Uh this is a possibly porch in the back which will have a a higher roof and then all of the classroom space in yellow to create some visual interest. This is their first side rendering of kind of what it could look like. Um but here is their first concept in terms of and it goes on the circle um which they feel like fits our cultivate theme well without having to go green because that's the the color that they they initially thought. >> Did they not realize like our British tribal? Um well I think after we talked about it okay here is the front view um that the committee likes best. So this would be the gym space here and then u

009with that there'll be circle or half circles to represent that space with the blue here running all the way through the building being able to see with the windows um letting in light as well here. These are they want everybody to know initial renderings once they have everything in place that does change the way things look and feel but they do want to start thinking about what materials might we want on these buildings. Um and initially the comment not from de but previously was it was kind of prison-esque in terms of everything was kind of flat no dimension and so that was important for us as we we want this to scream school but also not that it's an institution other than a school. >> Um and gray can definitely do that if it doesn't

010have other pieces with that. So, um, here is as a committee. This is the one we we really thought focused on all of that. And this is the back first rendering of the playground space. So, it doesn't have any playground equipment. Um, but you notice windows letting in light and then as well as the the circle pieces in different angles providing that same. So they did bring in a second concept. So here's still the first concept. This is that's the top of the second concept. And here is the second concept. and we did all really like it as well, but we felt that this the window pieces as well as the half circles um and this part of the gym felt a little modern in terms of so the other fit better. Um, we're currently

011still waiting on them uh to nail down the flow of traffic because that will also make building. And then with this then they'll have um final renderings of this. [clears throat] Yeah. But this at least gives us some design concepts and the feel of what our building would look like. >> Slide back up a little bit. >> Oh, look. They even clip here. They are side by side. Slide back up a little bit to the modern view of the outside of the gym. Front side. So it' be the east side of the gym. Yeah, that one. Um, so even on the other one, windows are just hard sometimes in gym. I'm not opposed because I love windows all over the house, but >> Thank you. >> Yeah. Um but in a gym they only get

012hard because when athletes are playing if they have a morning game thankfully these are east facing so all evening games will be fine but if you look at if you still do like little little league basketball and stuff and that light is coming straight into your eyes that kind of >> we did talk about that and we this this is the only picture that they have these baffles on. >> Okay. Um but we did tell them we like this idea of if we are going to have windows um we need something to at least shade partially but this also gives some visual interest >> um to the building as well. So they are aware the other piece that they talked about is the possibility there are shades that are >> op battery operated and whatnot

013that you can utilize um as well. So there was Look at you. >> I would opt for those just because one more visually attractive, but then two, the shades you're going to have to maintain those suckers because they're going to go out a lot. >> Yeah, ma'am. >> And you'll notice on the ground they also the the concrete even um have done poured in circular >> to also give some >> circle crop circles maybe is not the right but it is the [laughter] it is the right. Yeah. >> So committee is doing a lot of discussing. Nothing is >> in set in stone. >> Set in stone. So >> and we're we're okay with the elementary building. It's not going to be too close to the railroad tracks the way it's laid out. >> So

014>> no, ma'am. We've got quite a bit of area from it >> because we >> It's hard to visualize. >> Yeah. where I wish we I don't think this one has um they they have it visually where none of where you can see everything on here. Um and there's they're also talking so with PSFA there's a lot of rules but if you know those rules you can also figure out how to manipulate the rules. So trees they will only pay for us to have two trees >> two trees. However, if you know that this tree is going to be a barrier for said train, then we can say, hey, these are not just trees, they're also >> Sound barriers. So, with that, those are things that that you can have that they'll let you purchase.

015But >> we're learn we're learning a lot. So right now we do not have another meeting >> set. As soon as we do we will invite board as well. Um the other piece with this I think we really need to start community um selling it to the community, right? We need to start talking about it. This is exciting. Even if we neither of our our buildings don't look like either of these, our kids are going to have a brand new space. um but with all of the things we still value. So we have taken into account the bell at the elementary school um at the round building, the painting in there as well. So they're aware of all of these things that we want to bring in to make it our school. And so they're

016going to provide spaces for these to be. So that way we're bringing some of our heritage, I guess, with that to make it not a brand new school as well. So we will be inviting you. But um April 7th, they will be back in person at the elementary school. Elementary School is having science night and Decker will be here to present again anything that we have talked about as a committee um at that time. Genie 530. >> I don't I don't know if it's still my >> I don't think it maybe it hasn't done yet. Okay, >> we'll find out. [clears throat] April 7th. >> And so then once we know the times, like we'll even advertise to the community like, "Oh, hey, come see the new options for the building." >> Yes. And we

017will definitely invite all of the city council members because we did take it to them for the roads last time and all of them were very interested. >> Talk about the website they're going to create. >> And then if anyone can't come, they're Decker is creating a website so that way everybody can keep up on on where we're at in the process. So that is also coming out as soon as they can get it put together. and and we'll be sharing on all of our social media. We'll send texts to all parents and let them know because that really is the best way to get everybody here is is to provide them with a specific message. So, thank you. >> Ready for B. >> All right. uh B student teacher reports. [clears throat] >> Hello,

018my name is and I'm the vice president of middle school student council. Hello. Hello. My name is Elani Sanchez and I'm the project of the year committee chair. Hello, my name is Mendosa. I'm the middle school secretary and voting delegate. >> Hi, my name is Lee. I'm the committee chair historian and this is state day 246. As voting delegate, I had went to this meeting with a bunch of different high and middle schoolers, and we were listening to each running state delegate talk about how they would prioritize um their position as a state student council member. >> It's a really fun learning experience. Although we ran into an obstacle, we feel the treatment. The name of our workshop was doing good with motivation. The idea was to show that someone is having the tough time,

019you all have support. This could also show different perspectives and obstacles. My workshop was where I broke my group into four groups and then gave them each challenge while there's going through. Each person had a different opinion at the end of the workshop. No, and no matter what challenge we had, we always know that we're going through the same obstacle. We submitted a project connection of us helping our community. We did a food distribution where we distribute food to our community um to help child hunger in Mexico. Our country connection won first place judge choice second place value. So of course because we got second place. You don't get the ribbon. The ribbon only goes first place. So we since we were first play judges, we got to come home with a flat. All right.

020We had Brian Go with 1450. Um, so our report is due second Saturday >> every January and you know last year we made silver and we said next year we're going for gold and we didn't just get gold. If you look at the first paper at the very top it says gold plus. So, >> we went over and checked because um as it says that there is maybe it's on the next page, the back of the page that gold is 1,200 and something. So, we we of course got over 1280. >> Nice. >> Yeah, they did. >> Evelyn here did a lot of work and then find our minutes. That was so much fun. They're like, it's in your drive. It stopped popping up. It was so great. >> Oh, >> nice. Very cool. >>

021And a neat little tidbit about our project of the year. Alani is what we call a student council legacy. Her sister, her seventh grade year, also POI committee chair. Her project as well took first place. And uh so she I I think it's pretty cool that they both her and Andrea both have uh a plaque to honor their hard work that they do. >> That's pretty cool. Congratulations. >> And of course we always have unique connections. Uh both of these gentlemen um they have been here to Dexter. Art was our speaker last year at our parent night and Eddie Lois Cowski I probably just butchered it. Um he was our speaker of the year before and of course we every time we get with art he's like where's your kids? So right in the middle

022is well two of them are here. Um, Maddie right here is the been was the one of the two that mainly did that pattern which we broke on our way home. So, it's great. Oh, and our spirit stick. We don't have it because it prompted again. Second date we were there. I don't know what it is. So, some spirit sticks we go through on my face. But these uh ladies and gentlemen worked really really hard and represented us very well um and did get some, hey, is this your kid? And I'm like, "Yeah, that's my kid. Hey, they're doing great work. Okay, whatever that is, but thanks." And they didn't we're not specific. And so, but they were really really excited and really nervous. They realized how big how much bigger Los is because that's

023where it was at. You know, we stayed in Albuquerque and it was lots of fun. >> Thank you for your time and thank you for city council state 2022 leadership. My my granddaughter was one of the um Loss Muna student council kids that helped to um >> prepare for state. >> Yeah. And her reports were just all good. It was a was a wonderful time for everybody, I think. >> Yeah. There was just one real quick. Um Friday we have our moment where as a district adviser, the kids meet with the officers. we as adviserss meet together and we were like just starting our meeting and the school campus came and was like you have to leave now. Uh we just started our meeting. We're supposed to be here for another 45 minutes. No, you've

024got to go now. The buses are all ready and lined up. So we get to the bus. Margarita was the second person. Artia, who's my other adviser, um was they were up front. We were second person. So, cuz the night before we were the last ones to leave cuz he no one would let us over. So, they had him that plan. It just unfortunately meant we had to send a very long email to say this is the stuff we didn't get to talk about snake, but it's okay. Not our problem. It [clears throat] was okay. It was fun. It we all enjoyed it. >> Very good. >> Well, congratulations. That's great work. Good job. >> Thank you. >> [clears throat] >> come across here. >> Gonna say they work all year to prepare for this.

025>> Um and so they're even in conversations at this point about >> project impact, >> what's what's going to happen next year and how are we going to springboard and um they they truly are a big part of the lifeblood of the school. So >> how many families are you feeding every month? >> It depends. It ranges uh we one one month it was 86 last month was 68 um the month before that which would be January was 75 I didn't mean to bring the QR code for you guys >> that's okay project but they they are every month the roadrunner food bank comes and then this group puts all the um boxes together and families can come and pick up a box so >> that is our builds um just a quick spreadsheet for

026you guys in the board report when you have a second, but I wanted you to see what they're doing every month. So, those numbers are in there for you. >> Next one is Wednesday. Is this Wednesday? >> Tomorrow. >> Two days. Two days. >> Yeah. >> Very cool. Well, thank you. Thank you for bringing all your >> Can we shake all our hands? >> Yeah. You want to shake their hands? >> Yeah. Yeah. >> We got We got to start making that. >> Yeah. Thank you guys for coming. >> Congratulations. Thank you. Thank you guys. >> Good job. Good job. Yep. >> Thank you guys. [clears throat] >> They're so cute. >> Okay. And on the Did you need Do we need to add to that or are we good? >> We're good. >> Okay.

027So, on all the reports, thank you guys for all you guys include on there. It's It's kind of hard to, you know, read them all out all out loud or something like that, but we do look at them and thank you for all the updates. So, >> we did have a question in terms of uh can you make comments? So, if you'll notice on there, um, Miss Batista has added comments about like, hey, what is give me a little more. Can Lino help with this in any way? Uh, so don't be afraid if you have some kind of notes. Um, that at least lets us know a you're reading them or b how can we in terms um utilize whatever options u or maybe we haven't thought of that. So, that is an option. If

028you have questions or comments, uh, we can definitely take this time to go over questions as well. Um, we don't have to just rush through them, but >> yeah. >> Okay, >> sounds way down. >> That's good. I like that. >> Miss Miles does have something to report out in the the board report. >> Okay. Um, >> yeah, you went to elementary had read across America. Yes. I Yes. I uh got to be a part of the of ReadAcross America Day. They I um totally aside. I said to my daughter that I was going to the elementary school that it was Dr. Seuss Read Across America Day and she said, "I know. I was in Hobby Lobby and there was a lady with a tail in there." [laughter] So it was and I just really

029enjoyed it was fourth grade that I got to spend a little bit of time with in preschool and so I I really did enjoy that. Plus I enjoyed the eye auction and it was very successful. But one of the best parts of that whole thing is those our students and their participation in it and you know I mean they um they walk around and smile and answer questions and help and it's just it's remarkable and um again it's something that's kind of unique. I think other schools have events like that and I doubt very much they are as successful as ours have been. But um that's credit to the A program in itself because it's the alumni that have been through that program and see the value in it that that really make that particular

030event happen I think and so just you know it's good to be from the country but >> I als I also would like to add the the pie auction was a huge success that was very nice to see the community turn out. I know there was a scheduling issue at the beginning, we kind of but as soon as everybody got done and and huge uh congratulations to the to the girls >> to the girls basketball team as well. That was that was good. >> So uh with that girls left today at noon. Um we sent them off in true Dexter spirit with the um police and the um fire trucks. So they are on their way. They play at 9:45 in the morning. >> So, you have a minute, you can watch them on NFHS.

031>> Okay. >> Do we know who they're playing? >> Co. >> Yes. >> So excited for them. >> Awesome. Um, Adam D, superintendent reports. >> Okay. So, um, with this, I had a lot of PDFs this time and not a lot of Google Docs. So, it makes it really hard for me to, um, for each individual item, put that document that goes to it because PDFs will only go to the file. >> So, they are all in that document section under superintendent reports. that we received met requirements on the 2324 annual determination of adherence with the individuals with disabilities act. So for those who don't know um we now have a state secretary of special ed and with that came a lot of um unveiling some of the things that hadn't been done in the

032past. So there was some cleanup that has already happened in the one month that they kind of have created this. And so that's why we're seeing some of these things that are behind. So the 23 24 determination um we should have the next two school years soon is the thinking, but they're cleaning up from from the back forth. So we met um those requirements. There's nothing else that we have to do with that information. But I did think that was important as we look towards um even the things we know are wrong. we did meet the requirements for them. Um during that time we I have added the NMSBA legislative summary on there. You probably received it through email as well from Joe Gillian. Um there's one particular bill that has a really large um

033impact on us and that's the mandate that we pay 80% of insurance for all staff members. and we were pretty sure that was going to pass. Um I can't tell you if governor has signed it yet. Um I didn't look that up, but I don't see any reason. This was a pretty bipartisan bill that both sides were in favor of. With that, um Genie and I did some math this morning and we're looking at right at 300,000 that that'll up our our budgetary need for next school year. And that is only if one more staff member takes insurance. No, that's no extra. >> No extra. Okay. >> Usually budget about five extra folks >> just in case. I know of one. >> Yeah. I So, we are looking that it'll probably even be a bigger

034hit. It is supposed to be a funded mandate. So, once we know the SEG next week, we are hopeful that they will um have funded it adequately. We did some quick math and um it's over $150 that we would need um per student or per unit. Um and that's a lot. We talked about it in the pre-board meeting. Typically $30 is what we would consider a pretty good year that they up the SCG. They did do it $75 um for the second half, but to think that it's going to go up over $150 is kind of >> a stretch. >> And so we're just going to be really watching that next week as we go to spring budget and information being provided. So [clears throat] um the other bill that will be affecting us is

035uh as teachers are getting licensed to teach mathematics, they are going to have uh more requirements which is kind of a strain because we already struggle um as a state in mathematics um to find teachers. So they're adding more requirements for them to get a a position in mathematics to get their license. Um the other piece that is in that bill is we will now have to have a math plan and we will have to have um teacher training. So right now for literacy we provide our elementary teachers with letters and um we've started with sixth grade um is the mandate this year. they take as which is on literacy instruction there will now be a mandate that teachers possess whatever they platform they choose in mathematics as well so more training that's statemandated we

036were awarded our capital outlay requests um bus barn improvements cafeteria gym improvements cold storage and cafeteria and the maintenance vehicle um we want to say a big thank you to our legislators because that's super important. Um they don't have to fund those and typically um they fund two of four is kind of the typical when school districts go out. So for us to get all four of our asks um very excited that that they chose that all of our needs um were big enough. I'm going to spring budget next week and we will have uh more ideas on a on a deeper dive of the budget after that once we know the the uh final unit value. We currently have um middle schools skills for success EA position posted, educational library assistant um at the

037high school, substitute teacher, substitute custodian, volunteer coach, and speech language pathologist um posted that speech language pathologist. We are going to have to do some really heavy recruiting in the next little bit. We have not had any interest. Um, so we are going to try to work on making some some major phone calls because that is a big place that we know we have a a need for students to have in-person speech. Um, and it's important that we do everything in our power to to take that out there to the masses and and let them know, hey, we have a position. Um, >> we have NMS question on the library assistant for the high school. I think last meeting or the one before we had talked about taking the librarian from the high school and

038moving them to the elementary. Is that where that's come in? Has that shift? >> So, currently before we're we're really kind of on hold in all areas. These are posted currently. Um that high school there was an EA at every school. >> Okay. >> Every building. >> Okay. >> Um elementary and high school have both uh resigned during the school year. And so we currently do have a district-wide librarian as well, a a certified teacher who has a uh certification in library sciences. So >> does that answer that? >> Yeah. Okay. Thanks. >> Um we have NMSBA regional meeting on 3:23 that is Monday night. We have met with staff to decorate all of the tables. This is your event, but Miss Miles has helped get it all together for you. Um, in terms of

039making sure >> she took it on, so >> appreciate it. >> But with that, >> Mr. Davos, you will be giving the introduction welcome and also will be uh introducing I want to say middle. I'll have to look again who we put, but a group will do the pledge and you'll introduce them. So, okay. Um, CES planning community meeting. Um, it does say March 30th. However, they called me today and thought it was tomorrow and I had to tell them, uh, we have emails, so we may have to change the March 30th date as well. Um, I'm not sure where the confusion came, but just for right now, keep that on your on your calendar for March 30th. That'll be our community meeting where u we bring in anyone from I I've tked the administrators

040in each building to give me some students as well as uh parents to have at the community meeting. With that being said, it will be a recorded meeting because we have all board members present. We will need to run it as a board meeting. meaning that it really is an open meeting. So anyone who does not get a specific invitation is still welcome to come and go through the process with us. So I do want that it is an open meeting um as well >> and that's the first step in in our process of setting the >> yes in for our strategic plan. We we look at our community needs and what we find are our big rocks and we utilize that to create our strategic plan. Um not on here. Uh we did receive

041our CTE workbook um the high school every year to receive um NextGen funds as well as uh Perkins. there's some steps we have to do um through there and so we have to create a workbook and we got outstanding ratings so we did great on that so I want to go ahead and give high school um some kudos for that and then all of our attendance plans as well from each of the schools we are now required to have attendance plans on how we're going to help students get to school all of them also um passed as well and last year none of them passed so >> some great movement in those groups I think so. >> What was the big shift that was needed? What were they not seeing? >> Um they're now saying

042>> so last year one so this was prior to me. Let's put that out there. But then also um one individual did all of the buildings. So I think individualizing that in terms of when you have ownership and it makes sense for your building, it might not make sense for the other building. And so they're not a blanket plan. Um, but also we've sent people to training on exactly what that they're looking for and the verbiage. >> So, >> nice. Good. Cool. >> Yeah, that it makes a big difference when you know what they expect >> when you're putting that together. >> So, we need to make a decision about our May meeting. Typically the main meeting happens a little bit earlier and then we adjourn and we go to um we've been having it

043at the elementary school um cafeteria for teacher appreciation banquet and it's typically the same night as the board meeting Monday night in May and then cafeteria typically caters for us and then we give away awards at that uh meeting >> present the years of service, >> years of service. Um, and then if NMSBA award of excellence, um, teacher of the year, retirements and that such, um, we have. So, just wanting to make sure that we still want to continue. I think it's great. Um, we don't always have all staff because that is a crazy time of year. However, there is a good majority of staff who who do typically come and and be recognized. And I think that's a great way to end our year. Um, and it just it makes sense to have it

044on that night. We typically cancel the workshop and we start the board meeting at 5. We try to be done by six so we can be over there um just making sure that that's what we're all in agreement to keep. >> We've used the elementary library as a um space for the board meeting before. >> Okay. >> If you want to do that um >> you good with that, Jonathan? place >> the elementary library. Can you set us up there? >> Okay. >> It's just an option. >> No, I think that'll be good. So, I would like to say on that note, I remember talking to the cafeteria ladies and one of their biggest petition, I'm not trying to get extra food here or anything, but one of the biggest petition petitions is, you know,

045this is a staff appreciation and is there any way we could join? We feel like we're always, you know, set apart from it and this that and I think at some point we kind of discussed can we get a group of students to or maybe they cook and a group of students do the cleanup or or do we is there I don't know what the budget looks like but if we can cater some of that or or just find a different way so that they can be included and be a part of it. Um I feel like that you know >> No, I think that's good. I think we can for sure have a group of kids served. That won't be a an issue at all. And then we just need to decide if you

046guys want it catered or if we want to just have them cook and and have >> student I just want them to feel included. >> For sure. >> What kind of food do they typically do? >> Well, they we had everything. We all had Mexican food. Last year we had steak. the the the best part of the cafeteria is these mini baked potatoes that we had the other night. If we could have those every meal, let's let's forget about anything else they might cook. Uh because those are just the best. >> Okay. >> And I know we we just can we ask them for their input? >> We can and I can get that this week and then we can have an idea. Um, can you tell me what we paid to have 75 people

047catered this last week? >> Well, it was it was more like 135 because I paid for a whole district. >> Oh, yes. True. Because we had everybody about $9 a person for the chickens and the salad and then they include the bread and the dressing and stuff. So, it was about $9 a person. >> Who was that? >> That we had fetuccini. >> Oh, yeah. Yeah. Yeah. >> So there are there are options for sure. Yeah. So in total about like 1300 and and >> we all know now that I am the over orderer of food because we made it again today for lunch. So >> but I mean it really was a good price for a lot of food and delicious. >> Okay. I will ask cafeteria this week be looking out for uh

048individual messages to make decisions based upon that. But I think those are good um plans as we look forward to. But I just wanted to make sure we wanted to continue to have it as such. U on that note, it wasn't on my notes, but this past year for back to school, we had a back to school pool party >> and it was really a hit. I know that the day that the pool opened, I did reserve that. So, if we're looking at possibly doing that again, we probably just need to keep that on our mind in April. The Dexter pool we did. >> Oh, that was a great big >> Oh, it was a great turnout. It was It was good. >> Yeah, we had hot dogs. >> We have hot dogs and burgers.

049>> Ice cream. >> Homemade ice cream. Yeah, it was a good time. >> All the kids enjoyed it. >> It was It was good. So, we will I'll make sure I put it in my list for next time. Jump in. Oh, I was running the grill. I was running. >> See, you needed it. Slow down. Jump in. >> That's all I have for reports. >> Okay. >> Oh, quick question. Going back because right above the report, the board reports on the high school stuff. I have a few quick questions. Um, so March 4th was the career day. >> Yes. So already pass. >> Um this it did already pass. It was like next last >> last last Wednesday. >> Yeah, >> we did look at your notes already. >> We did back [laughter] 100% right.

050>> Fashion show. >> Um can you tell me more about the career day? Like what did that look like? What what do kids do? I will tell you as much as I can. I was over here at CTE grant writing workshop during that time. But Mr. Burella um has planned for the last several years and planned again this year. Um we had about 11 different presenters that came in. Students rotated um >> they went by their third period class and rotated from presenter to presenter. wide variety of um back were there and shared the student >> what was shared with me by presenters staff members um and even students themselves is the students were quite well behaved so I was thought that we may have not threatened them with [laughter] that before >> students uh

051learned quite a bit I heard students were quite open especially some presenters that talked about social emotional things or even some possible challenges that students are currently facing. Center for um so Mr. Burell is eager to continue again next year. >> Uh you know at the high school level we really are focused on exposing students to a variety of careers. I wish I had this when I was younger. So just so I knew what all my options were [clears throat] out there. So really exciting. Uh Mr. Burella fed all of the staff. He kuma fed all of the participants and presenters that were there. We had some of our skills USA students who assisted and helped throughout the entire >> Nice. So what did those presentations look like? Like were they just up in front

052of the classroom talking? Did they bring stuff? Kids got to do any hands-on type things? >> It was variety of things. So it wasn't just like a kind of sit and get. It was uh people bringing in some interactive things to share about what their daily lives look like or what their career looked like, how to re how to reach that career, what it entailed as far as education. >> Um it's just I think students were it was an atmosphere where students were relaxed and they could really glean from what what they heard but also they could share with presenters as well. >> Nice. >> So the answer is yes. We will put Lino on the list to help. >> I'm thinking of so many other things, right? Like what are you going to do

053next year to grow and advance it? Like what does even better look like, right? Because it sounds like it's fantastic. So what's the next step of like making that bigger and better? Um just curious of all the things those are the things that like peique my interest, right? >> Yeah. I had the opportunity outside of the job to tour the arena when I did leadership Roswell and >> Oh yeah, >> great experience. I learned so much what kind of careers you have right here in our backyard. [clears throat] So >> it's like Willy Wonka, right? Like a golden ticket >> and you just Yeah. Yeah. We love to partner with because this is a wonderful >> Yep. wonderful career and not only just the building itself but the ag there's so many things tied to

054LRO >> the truck drivers it's the um dairy you know dairy farmers it's >> wastewater it's engineering it's farming >> our mechanics on the trucks it's >> business industry our accountants there's so much lr huge huge partner for Rosa Valley >> I know I'm like I want to jump in. I want to bring in more businesses. Like LRO wants to tap people and be like, "Hey, why aren't you there? If we're going, why aren't you going there?" >> So, yeah, just >> We have a lot of Dexter graduates who have made careers. >> Oh, for sure. Yeah. That are doing great and fantastic. We have one right now. One, why am I losing the last name? >> There we go. Yeah, just saw him the other day. And he's so happy over there and doing

055awesome. Another question on the Be Pro be proud. That's tomorrow. >> It is. And the truck's right outside of Park Street. >> Yeah. And I just looked it up on their website, but they don't have a time. It just says that it's tomorrow. So, what does that look like? >> So, it's gonna it's several sessions throughout the day. Our 11th and 12th graders um are rostered in groups of anywhere from 15 to 30. And starting at 9:00 is the first session at 9:00, 10 o'clock, 11 o'clock. Then we have two afternoon sessions. Uh I believe the first afternoon session starts at 1:45. Um and then our our last session would be 240 around 2:45 after that. So we've got eight students who've been selected by Mrs. Lovelin. She and Miss Tucker with up from our

056heading that up and we're going to send our students through there. Myself and Mr. A visited the BOV proud truck when it was here at University High back in September of last year. >> When the truck after the truck leaves us tomorrow, they're going to be going to the Roswell schools. They'll be at high school. >> Nice. >> Great. It focuses on career different careers and kids will get to go and do simulation activity. one student who went with us to University High September and he tried the semi-re simulation and he realized [laughter] >> nice cool thank you tomorrow >> for sure >> and you said that last one starts at 2:45 yes >> um don't quote me on that they may be finishing up at I'm trying to think. >> You can let me

057know and let you know. >> Call the school. [laughter] >> Perfect. Thanks. >> Awesome. They started. >> Yeah. >> When when they did go to Razle, they also had to take resumes and they did job interviews with real um companies as well. >> Yeah. Oh, yeah. I was wondering if that was part of the uh career day that you guys did. This our data we had last year was I know sorry last week was >> kind enough to invite us to their >> activity where they student interviews. >> Okay. Thank you. >> I'll stop talking now. Good to go. >> You're good. [clears throat] >> Okay. So item five, public forum. Three minute time limit per presenter. >> Yep. >> No. When? >> Item six business. A approval of out of state travel. >> In

058fact, we have a You have it up and No, I don't have it up. We have a small it's a it's a brief I'm just gonna stand over here for a tenic. [laughter] Um so while she gets this ready I just some of the things that we're asking for approval for tonight are because we have carryover funds from title from last year. So as you guys may know like the district had received you know some er funds and things and when those funds are timely those get spent and so we have quite a bit of carryover that we were approved. Um, and you know, we're fortunate that Dexter, we have a lot of materials for kids. We have a lot of, you know, opportunities, but we kind of looked at some unique professional development opportunities

059related to the goals of the district that we'd like to um propose. No, you're good. [clears throat] Um, and so a lot of the funding that we're we're using is money that if we don't use it, we are going to are we are going to lose it. Um and so we wanted to propose some um some opportunities to get a a lot of staff some learning this summer. So um the first one is >> it's in it's in the leadership portfol. Sure. >> If you open your Canva, it's shared with you on Canva. >> Okay. >> Yeah, I can I can just pop a link in there real quick. Sorry. Technological difficulty. Uh, why do you want it? You want me to email? Sure. That would be [clears throat] okay. Should be coming. >> I

060know it's somewhere in there. Okay. So, um >> here you go. Thought we shared the public one, but you know, it's okay. >> That's okay. Okay. Yay. >> All right. So, um, as you know, some of our, uh, goals include, you know, engagement from bell to bell. So, really encouraging students to actively participate in learning. Um, another thing that we really looked at was kind of datadriven opportunities this year. And so, one of the opportunities we're going to propose relates to some data connected to our English learners. English learners. And you go to the next one for me. Um if you hit right here. >> Yeah, it'll be nice and big screen. There you go. Okay. Um so and then the other thing that we're focused on this year is culture. And so all of

061our PD opportunities are kind of connected to those um in a different way because we really think that when you support staff, it trickles down to kids, right? When teachers have great tools in their toolbox, then that's when we see students engaged and performing in the classroom. So, um, so this is one of the f I'm kind of out of order of the of what we're talking about, but I'm just going to go through them and then you can ask me questions. So, um, SCOP training is a protocol that is designed to support teachers in planning lessons for English learners. So, a little bit of data. Last year, out of about 185 ELEL students, 2% reached English proficiency. So, if you remember back to one of our first board meetings this year, we recognized a

062few of those kids who by state standards met what we consider English proficient. Um, teachers want proven research on how to support these kids. And the benefit of this training is it not only supports English learners, but it gives them tools that are going to benefit their special education students, that are going to benefit their high achievers, their medium achievers, all of them. And so, this two-day training would be here at Dexter Schools. It is from a company called T-OLE trainers. Um, uh, the guy who does T- cell trainers has experience all across the world in supporting teachers with this and he even teaches it as if you are an English learner or well an African language learner. So he teaches he does part of the class in an African language so that you get

063the feeling of what it's like to be in that very simple great opportunities for teachers to just immediately take back and start the year with. Um, so we'd love to offer this up to for up to 20 teachers this summer. They would be paid at their $250 per day rate um to participate in that training here at Dexter. >> How would it be decided what teachers get to do that? Because that sounds fun. >> We have a sign up. So right now we just kind of open it up to the staff um and let them decide if this is a need that they feel is best for them and they can avail because it is off contract and so you know, of course people have already made travel plans and things like that. So, we

064did a Google sign up for this one and for the next one as well. Um, just so that they have the opportunity to choose if this is something they need at this at this time. There's videos. I'm not going to show the videos, but I'll make sure you have this in case you want to watch the videos. I don't Yeah, >> they're some of them are about a minute, two minutes, but some of them are like four or five. So, >> um, so the next one that we are proposing is uh Kagan training. We just hosted day one of Kagan training on Friday. Um it is a very interactive, engaging um cooperative learning strategy. So the whole goal on Friday was how do we get kids to actively participate? We all grew up in the

065call on one raise your hand, one kid answers, the other 20 are just, you know, chilling, relaxing, right? Um, everything on Friday was geared towards how do we get every single student in that class to be accountable for learning through really fun, easy, engaging opportunities. This opportunity would allow for us to provide the next four days of this training. So, days two through five, um, which would just continue to build on those tools. We have a lot of new teachers. We have a lot of level one teachers, a lot of teachers who could really benefit from just that those those strategies that are going to make learning exciting. Um, it even goes to teaching how kids coach each other. So, how do you set it up to where if we're working together, the teacher doesn't

066have to be the only person in the room guiding. Kids can help guide instruction as well. Obviously, the teacher is, you know, the content expert, but by giving kids the right tools, they can also lead that learning. Um, so this would be four days. We do have a little more availability for this one. It would be up to 50 teachers a day because we are also allowing um EAS. week. We had EAS come as well last um Friday and that was really beneficial I think for them because they are our first subs that we call on in terms of if we can't get somebody here they help us cover classrooms but also the majority of them are providing some kind of group instruction at some point and they also I think really have some good

067um learning come out of writing. >> Absolutely. And um Miss Batista, I know you had some questions on this in my board report in terms of right now we have not identified specific teachers because we are wanting to build that support across the district. And one of the benefits of this is it is geared towards prek12. >> So even your high school kids, your prek kids, they can all use some of these strategies at a different level. And so the expectation moving forward that Miss Pierce and our principles have set is that um teachers embed at least one of these opport learning opportunities a week in their plans. >> Perfect. >> So just really bringing it to where we start small but then hopefully we'll see that carry as they see the engagement and instruction

068improve. >> Nice. So they would just get to choose one that they're comfortable with that they feel they can hold in and then they would have to demonstrate it like who's watching >> like uh principal doing walkthroughs and Miss Pierce does classroom walkthroughs every now and then as well and so you know just observation and then even in PLC time it could become a point of conversation. Yeah. >> Um as to hey I tried this and what you know what do I need to change or >> Yeah. I know I've taken the Kagan training it was awesome but you definitely flop on it the first few times that you try it. >> Yeah. And something we also want to look at down the road, just to kind of follow up on that, is they do

069offer weekly coaching. >> Um, and they also offer engagement support specialists. And so those people come in and they sit down with teachers, help them plan, and then go and help and see what they do and give them feedback. And >> is that included in that cost? >> That's not included in this cost. That is an additional cost, but we do have we do have that in the plans for next year. um we we talked about it this spring but it's it's kind of a hard time like you know so we're still kind of discussing that >> but either way we do want to bring the coaching at some point it's just a matter of timing and making sure it's the best time for teachers to get that support because you know how April goes

070in school a little bit crazy so >> I also know what it's like listening to someone coming in from the outside versus your principal that you all have all the time right >> yeah absolutely so so laying this foundation might be a really good thing for them to see that maybe they do have that additional support. So this is also off contract. So uh I think I should have put right here EAS be paid their daily rate. Uh teachers PD rate is 250 per day. Okay. And this goes to that bell and bell-to-bell instruction goal. Um like to give you lots of information. Okay. Aid summer institute. Um so currently as you probably know our middle school does uh use the AVID strategies and the AVID program to support their learning. Um this opportunity is

071called summer institute. It's a really great collection of educators that come together and again they provide strong instructional strategies. Uh AVID's a lot about relational capacity. It's geared towards you know generally your first generation college students or career. Um, and so with this, we'd like to send eight of our middle school teachers and staff members to Dallas this summer to just continue to build those instructional practices that are going to lead to strong college and career readiness for them. um they've put a lot of work into AVID strategies this year and part of our contract with AVID is four of those people's registration is already paid and so this fund is really just saying for the travel and for the additional four staff members to go um they can bring a lot back but I

072will say having been to AVID you get a lot more there than often you get brought back and so spreading that love a little bit to a few teachers would be great Okay. And then this is the one that you started with. But um so the Ron Clark Academy experience and I do encourage you at some point please go watch this video if you've never heard of Clark. So the Ron Clark Academy is a institute in Atlanta that they started designing instruction to support students in high need situations um extreme poverty, low performing uh abilities, things like that. And then they realized, hey, we want to spread this love across the nation. And so they made it a professional development school. And so this opportunity would take 18 educators from Dexter to the Ron Park

073Academy. You get to go through workshops that are embedded in their daily learning. So it's not just a sit and get. You're actually watching um experienced teachers provide this instruction to students who are a lot like many of our students across New Mexico. Um and it's it's about culture and climate systems, but it's also about academic engagement. So, not only do they have a really strong um community in their school, Miss Fergie already does their house system. So, if you've had any kids in the middle school, you've probably heard them talk about their houses and how they belong to like a little family at school. That's where this originated. But it also goes to just the way they make students feel loved and cared about and have high expectations for them. And everything in our

074classrooms are structured to maintain that high expectation. So, um, we would love to take 18 staff members to this. That would be spread across, um, the district. We have seen several other schools in New Mexico go and do this. Alida, Clovis, Silver City, um, and they come back with just such great feedback of things that they want to implement in their schools, in their district. And so, uh, we're really hopeful that, you know, we'll get the chance to do this and and bring that back and then maybe continue adding, um, educators that get to go experience this training because again, it's one that when you're on site learning, it's nothing like we could ever replicate. Um, really this video, if you're going to watch any video later, I really encourage you to watch this one

075because it's just it like you just want to be there when you see it. You're like, "Oh, that looks fun." But it's learning as well. So, those are our four requests for tonight. So I will stand for questions. >> No questions. >> That was a lot of information. I know. >> So you'll notice that in the past we've had a lot of requests to send a lot of people out um to different PDs. Our our main goal here was how can we get the majority of this training in person? Not every training can be in person. Um, but some of these bigger ones, if we can bring them here and offer them here, we're training a lot more teachers um, in this realm than if we were to have to send somebody out. Um, so

076that that is kind of our focus is how many more can we hit if we bring somebody training wise here. Um, and I think that's important as we go forward to still kind of try to hit that prek12 all of these go for anyone. We're still trying to make that broad. Once we um have a good base training for everyone, then we can start departmentalizing into specialized groups and provide some math training and some ELA training. But right now, we're just training on engagement. What does that look like in the classroom? and how do we engage students today is not how we engage students 10 years ago, right? So, we have to be creative. Um, and I don't remember her her um saying on Friday, but novelty is like your brain craves novelty. So, how

077do we continue to change things up and make it where students um want to be engaged in that learning because it's not the same every single day. So >> awesome. Yeah, this is great that I mean it's it's an investment that that it's a direct investment back back to the students and obviously to the district and the better we we get as a district and uh and all that good stuff, the more we'll be able to attract also infield positions, you know, because of this kind of investment. So >> yeah, >> and and this funding comes out of title funding um that we either use this year or we lose. So we have till June. So you notice we're packing a whole lot into June. It does seem like a lot. We know that there'll

078be some teachers who choose not, you know, they may choose to do one week but not the other week. And we're okay with that, but we also want to be good stewards of this money and provide really good training. >> How many total teachers do we have? elementary to high school >> like certified teachers or certified NBA >> certified probably 77 I know includes EA that's >> that's why you asked that question >> so certified teacher wise if we take out EAS probably right at 50 >> about 50ish I think originally because originally Kagan we were going to do just teachers and I think we requested 59 spots. >> Yeah. Um, but then we wanted to include EAS as well. >> So really like every teacher has an opportunity to get involved once if not

079multiple times this summer. >> Yes. >> Okay. Um, >> thank you. >> Yeah. >> I move we approve the um out of state travel. >> Okay. We have a motion on the floor by Miss Miles. Do we have a second? >> Second. >> We have a second by Miss Batista. All in favor say I. >> I. I motion passes unanimously. Um [clears throat] >> would you like me to tell you a little bit about the ASBO International? Uh she did not touch on that so I'll just um Jeie is part of the Asbo board for New Mexico and they um provide them with this opportunity every year to go to the training um and it's just out of state travel for October. Um, but New Mexico ASBO pays for her her trip. We just um

080need approval for her to travel outside the state >> which that was included in >> Yes, there was a flyer for that and so it's just one staff member and it's um Genie. So, >> okay. Item 6B, approval of training for Keegan Cooperative Learning Strategies. I move that we approve the Kagan cooperative learning strategy session. >> Okay, we have a motion on the floor. Do we have a second? >> A second. >> We have a second by Miss Miles. All in favor say I. >> I. >> Motion passes unanimously. Um C Soph training May 27th through the 28th. No. Is that >> is that a motion item? So >> right now the the way that if it's above 20,000 we've been bringing it to the board because that was the previous um funding amount. But

081we wanted you guys to be aware that we are providing this. We have talked um extensively about um our English language learners and how are we supporting them and what are we going to do. So, I thought this is really important for you not to only know um cost of this, but also that we are actively working towards um some training for them as well. So, it is not currently an action item. Um but I do think that as we go on more and more of these will show up just so that way you guys know all the things that we're doing. >> Yeah. Very good. >> Awesome. Okay. So we are on 6B. >> Is this the first reading of all these? >> They're they're not even a reading. So uh Miss Batista had

082kind of brought up the fact that we really need to know the policy a little bit better and more about if we put them on here and we go through them kind of as a group and talk about the information on there um allowing even just that conversation for understanding. There are quite a few of them tonight, but a lot of them are really short. So, um you'll notice that D the district mission and belief statement. Um the the mission is Dexter Consolidated Schools is dedicated to graduating each student with an educational foundation for su success as a a responsible ethical contributor to society. And then the vision is student excellence. So, I think this is super important that we look at this piece tonight because as we work on strategic plan, you may or

083may choose to, hey, okay, we need to tweak this a little bit. Our vision has changed for the district. Um, but if we don't know what it is, then as we go and move it through those steps, we don't know whether or not this still fits all of the needs that we bring up. >> Okay. So, we'll just kind of >> Yeah, I think we should them real quickly. >> Yeah. go through them and talk about each of them. So, this first one, the district mission and belief statement, um I think fits what we currently want, but as we move through there, just keep this in your mind of oh no, we should change and add these words um that would make it better. >> And >> yeah, I know I'm just kind of looking

084at the vision one because I'm like belief statement pretty well- encompassing. The vision I'm like what does that mean? Right? Yeah. >> Yeah. Any any school should want that, right? Like so and what does that look like to us? What is what does that I don't know. I mean, it's nice and simple and straightforward, but at the same time, is it descriptive enough or is it just lazy? Because it almost looks just kind of lazy. Student excellence. >> I think part of that strategic plan will help >> will help us clearly define that. >> Yeah, I think so. This is what's come forward through the years. >> Yeah. >> And so many things have changed over the years that we have to >> So this was the date of the manual adoption which I believe

085was 2009. >> Yeah. >> Okay. >> Our strategic plan for that created >> was the 2018 or >> half minute. >> Yeah. I I didn't even look >> she does she 100% but I can look up the strategic plan. [laughter] >> So So the second policy the A0050 um is the district legal status. So our official name is Dexter Consolidated Schools. I don't think we'll be changing that um in any way, shape or form, but we now know it's in board policy. This is our our name. Um and the board of Dexter Consolidated Schools. >> Yep. >> 2013. That's the map that originated for the 2013 to 2018 strategic. >> Okay. So then 0150, it's a little bit longer. Um it's on community involvement and education. So the board recognizes that the public has substantial

086resources of training and experience that could be useful to the schools. The strength of the local district is in large measure determined by the manner and degree to which these resources are utilized in an advisory capacity and to the degree that the these resources are involved in supporting the improvement of the local educational program. So we value our community and we utilize them um where we need them. And then the advice of the public will be given careful consideration in the evaluation of such contributions. The first concern will be for the educational program as it affects the students. The final decision may depart from this advice when the judgment of the staff and the board. Such advice uh is not consistent with goals adopted by the board cons uh consistent with current educational practice or

087within the reach of the financial resources available. So still very basic in terms of we're going to listen to the community but if it's not feasible in terms of budget or um where we're headed in in our direction then um we're going to have to make a judgment call based upon that. Yeah, that one is fine. >> Okay, next. >> Do we do we want to read through all you? >> I say we need to just get them all >> Okay. >> gone through that way. >> One, we know them. We know we've read them and also the community whoever I mean they're all right there, but whoever's watching um that might might be a good time to take a nap. >> The only hard part will be is like the last five or six

088are anywhere from six to 10 pages. >> We can get through. >> Okay, here we go. So parental involvement this is based on our parent our parent involvement. So based on the philosophy of the district is the intent of the board that parental involvement in the district at both the district and site levels be defined in the broadest possible terms. Further, it is the intent of the board under such definition that the superintendent will within the uh capabilities of the district's staff and the and the financial limitations of the district at both the district and site levels incorporate to the maximum extent possible a variety of activities, strategies and mechanisms into the district and site structures that provide for the active involvement, active support to effective interaction with and development of parents. as active partners

089in a student support team effort that will enhance the capacity of all students to reach their optimum potential. So we want parent involvement so that way students can be the best that they can be and we're going to do everything we can to ensure that they are active participants in their students um education. >> You want to grab the next one? >> Yeah, sure. The board is committed uh a-250. The board is committed to a policy of non-discrimination and equal opportunity in the relation to race, color, religion, sex, sexual orientation, age, national origin, and the uh disability and disability. This policy will prevail in all matters concerning staff members, students, the public, educational programs and services, and individuals with whom the board does business. The superintendent will appoint the comp compliance officers and/or title 4

090coordinators. All reports or grievances regarding discrimination in employment other than those regarding discrimination on the basis of sex should be directed to the superintendent's office of compliance. All complaints or reports of discrimination on the basis of sex shall be directed to the title 4 coordinator for policy ACA. >> It's the title nine coordinator. Okay. That way we get it's the right person. >> Okay. I don't have a title four coordinator yet. So if we have to make a Okay, >> that's another job. >> Title N. Sorry. Yeah, >> people might be like, "What?" >> Oops. >> That's right. >> This is a legal reference. So in terms of of changing this, we would need legal u representation because obviously the majority of even businesses uh hire utilizing these laws right here, right? There's no discrimination

091based upon any of these. Um, and if there is, then we can go to the title N coordinator. >> Okay. Next one. >> Anybody want to go? >> Yeah. Sorry, I got distracted going through a few. Is the next one just a form? >> Yeah. No, it's a 0261 compliance officer. Oh. Sure. You want me to read all Keep getting There's some that are 10 pages long. >> Yeah, I got you. >> All right. Non-discrimination discrimination equal opportunity compliance officer. The superintendent shall appoint the compliance officer. Any person who feels unlawfully discriminated against or to have been the victim of unlawful discrimination by an agent or employee of the district or who knows of such discrimination against another person. should file a complaint with the superintendent's office. If the superintendent or a compliance officer is

092is the one alleged to have unlawfully discriminated, the complaint shall be filed with the president of the board. Complaint procedure. The district is committed to investigating each complaint and to taking appropriate action on all confirmed violations of policy. The compliance officer shall contact the complant the is that spelled right? complainant and gather information to complete the grievance report. Following completion of the district provided forms, the compliance officer shall have investigated and documented grievances reported pursuant to this regulation as soon as reasonable. In investigating the grievance, confidentiality will be maintained to the extent reasonably possible. The compliance officer shall have shall also have investigated incidents of policy violation that are raised by the board even though no grievance has been made. If after the initial investigation there is reason to believe that a violation of policy

093has occurred, the compliance officer shall have remedial steps instituted and have the steps reported to the com complainant. [laughter] Never seen that word before. If responsibility is found, the compliance officer may determine whether or not to recommend institution of procedures in in accord with due process conduct and disciplinary policies. If a teacher or an administrator is alleged to have violated policy, the due process provisions of the district policy GQF shall apply. In cases of serious misconduct, dismissal or suspension proceedings in accordance with policy may be initiated. If a support staff employee is alleged to have violated policy, the compliance officer may refer the matter for the purpose of due process and discipline under policy GDQ if the evidence so warrants. If the person alleged to have violated policy as a student, discipline may be imposed

094in accordance with policies JK and JKD. If the investigation reveals no reasonable cause to believe policy has been violated, the compliance officer shall have the comp complaining party informed in writing. Timelines. The grievance must be filed within 30 calendar days after the complaining party knew or should have known that there were grounds for complaint or grievance. Once the grievance report has been filed or reported and the forms provided by the district filled in so far as in poss is possible, the compliance officer shall require the immediate supervisor or site administrator to investigate and respond in writing to the complaining party within 10 working days. If the compliant is not satisfied with the actions taken by the administration as indicated in the response and effort to alleviate the discrimination alleged, the man that's funky. How do

095you pronounce that? >> Complaintant. >> But there's not an extra T. Complainant because there's not another T in there. >> Complainant will have 10 days within which to submit a written objection, including a statement of the reason for their objection to the superintendent. The superintendent will have 10 additional working days to respond in writing to the complaining party regarding the objection. If the superintendent does not respond within the established time, then the complaining party may request in writing that the issue be brought before the board. The board will then review the record of investigation and have 30 days to respond to the complaining party in writing. >> I'm sure that was written by a lawyer, so I don't know if we need to change a whole lot of correct. >> Uh, and it's just the

096process, right? So if we ever have to go through this process, we can go through here and here's exactly step by step what we need to to do to ensure that we're in compiance. >> Next one >> 281. >> That's just the form >> and this is the form so >> that it referred to >> and that looked pretty good selfex. Okay. No 281. The next one is >> so 0300 we did just um adopt June 30th of 2025. So the change that was made was um at that time. Um we hadn't we didn't have a title n coordinator on staff since then. Um we do. So this might be one that we want to bring back um and change this name. I've also um with legal counsel they may um say to take out

097the specific name and just say that the district will have a title n and that way we're not having to change every time that the title n person comes about. [clears throat] >> Okay. >> So do we need to ask them on that or can we just go ahead and make it the title? I would probably ask them just to ensure that we're in compliance because the other thing is title nine is not um just our process, right? It's a federal process. So, I just want to double check that that >> because it doesn't belong to us to ensure that we're in compliance with that one. >> Okay. We can take a go at it. A-300 non-discrimination on the basis of sex. Let's larger. The following is to comply with the title 9 regulation found

098in 34 CFR part 106 as revised in April of 2020 which said to be uh designed designed to eliminate with certain exceptions discrimination on the basis of sex and any education program or activity re receiving federal financial assistance. An education program or activity includes location location locations, events or circumstances over which the district exercise substantial control over both the respondent and the context in which the sexual harassment occurs. The district shall notify applicants for employment, students, parents, or legal guardians of elementary and secondary school students, um, employees and all unions or professional organizations holding collective organing or professional agreements with the district persons entitled to notifica uh entitled to not notification of the name or title, office, address, the electronic email address and telephone number of the employee or employees designated as the title 9

099coordinator name. Here we go. Got bigger. Good. Hey, it I was having to focus it. I finally got it to get a little bigger. Um name Molly Pierce, superintendent, title N coordinator, title Nord. That's what we're going to end up amending. >> Yeah. And I'm making notes right here that Okay. >> And we'll have to have a first and second reading. Um but we could do that next. going to keep the address PO box on there. All that good stuff stays or >> Yes, I would think that all of that's not going to change, but just how can we not have to read this? >> Yeah. >> Okay. Any person may report sex uh any person may may report sex discrimination, including sexual harassment, whether or not the person reporting as the person alleged to

100be the victim of conduct that would constitute sex discrimination or sexual harassment in person, by mail, by telephone, or by electronic mail using the contact information listed for the Title 9 coordinator, or by any other means that result in the Title 9 coordinator receiving the person's verbal or written report, such responding to any district employee such as uh such a report may be made at any time including during non-b businessiness hours by using the telephone number or electronic mail address or by mail to the office address listed for the title 9 coordinator. Any employee of the district is required to inform the title N coordinator, superintendent, or the supervising administrator of their work site of any report made to to them or any inst or any instance they observed regarding sexual discrimination or sexual harassment

101as soon as possible. Failure to do so may result in their being subject to disciplinary action. Policy on discipline non-discrimination on the basis of sex. This school district does not discriminate on the basis of sex in the education program or activities that it operates and per title 9 and 34 CFR part 106 will not discriminate in such manner. The requirement the requirement not to discriminate in the education program or activities extends to employment to employment. Inquiries about the application of Title 9 and 34 CFR part 106 may be uh referred to the district's Title 9 coordinator to the assistant secretary of the of of the office for civil rights department of education or both publications. >> I'll take over. >> Okay. >> Publications. The district will prominently display the contact information required for title 9

102coordinator and the policy found herein on its website and in each handbook or catalog that it makes available to persons entitled to notification. The district will not use or distribute a publication stating that the recipient treats applicants, students, or employees differently on the basis of sex except as such treatment is permitted by title 9 or 34 CFR part 106. Grievance procedure and process adoption. The district shall adopt, publish, and provide notice of grievance procedures that provide for the prompt and equitable resolution of student and employee complaints alleging any action that would be prohibited by 34 CFR part 106 and a grievance process that complies with 10645.45 45 for a report of sex discrimination or formal complaint as defined in 106.30A. A formal complaint means a document filed by a complaintant or signed by the Title

1039 coordinator alleging sexual harassment against a respondent and requesting that the recipient investigate the allegation of sexual harassment. At the time of filing a formal complaint, a complaintant must be p participating in or attempting to participate in the education program or activity of the district in which a formal complaint is filed. The district must provide to persons in entitled to a notification notice of the grievance procedures and grievance process including how to report or file a grievance of sex discrimination, how to report or file a formal complaint of sexual harassment and how recipient will respond. For purposes of this policy and by citation, the definitions in 34 CFR 106.30 30A are adopted. See citations below in the legal reference for purposes of this policy and in accord with the definitions in 106.30A. Sexual harassment means

104conduct on the basis of sex that satisfies one or more of the following. One, an employee of the recipient conditioning the provision of an aid, benefit, or service of the recipient on an individual's participation in unwelcome sexual conduct. Number two, unwelcome conduct on the basis of sex determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the recipient's education program or activity. or number three, sexual assault as defined in 20 USC F6AV, dating violence as defined in 34 USC A10, domestic violence as defined in 34 USC 12291 A8 or stalking as defined find in 34 USC12291A30. Upon receiving a report regarding sex discrimination or sexual harassment with or without a formal complaint, the Title 9 coordinator shall provide a response to complaintant and

105respondent of non-disciplinary non-punitive individ individualized services offered as appropriate as reasonably available and without fee or charge which provide supportive measures. measures and which shall include discussion of supportive measures and informing them of what is available without a formal complaint. The Title 9 coordinator is responsible for the implementation of supportive measures. You need a tag team. Got you. Yep. Upon the making of a report regarding sex discrimination or sexual harassment, the Title 9 coordinator shall promptly contact the complainant to discuss the availability of supportive measures as defined in 106.3. Consider the complainant's wishes with respect to supportive measures. Inform the complainant of availability of supportive measures with or without the filing of a formal complaint. And explain the complainant explain to the complainant the process for filing a formal complaint. Supportive measures as indicated above

106may include counseling, extensions of deadlines or other course related adjustments, modifications of work or class schedules, campus escort services, mutual restrictions on contact between the parties, changes in work or housing locations, leaves of absence, increased security and monitoring of certain areas of the campus, and administrative leave while a grievance is pending. emergency removal following the individualized safety and risk analysis and other similar measures. In responding to a report or formal complaint, the district must treat complainant and respondent equitably by offering both supportive measures. The district must maintain confidential any supportive measures provided to the complainant or respondent to the extent that maintaining such confidentiality would not impair the ability to provide the supportive measures. The title N coordinator is responsible for coordinating the effective implementation of supportive measures. Retaliation prohibition. No recipients or other person

107may intimidate, threaten, coersse, or discriminate against any individual for the purpose of interfering with any right or privilege secured by the Title 9 or 106 or because the individual has made a report or grievance, testified, assisted, or participated in or refused to participate in any manner in an investigation, proceeding, or hearing under this part. Intimidation, threats, coercion, or discrimination, including charges against an individual for code of conduct violations that do not involve sex discrimination or sexual harassment, but arise out of the same facts or circumstances as a report of grievance of sex discrimination, or a report of formal complaint of sexual harassment for the purpose of interfering with any right or privilege secured by Title 9 or this part constitutes retaliation. Corrective measures. A finding of responsibility will be a determination that the district or

108a person in the district has violated policy and actions to correct the discriminatory practice or change the behavior of those involved will be instituted. Remedies designed to restore or pro preserve equal access to the district's education program or activity will be provided by the district if appropriate. A substantiated report of sex discrimination or formal complaint finding responsibility against a staff member in the district shall sub shall subject such staff member to disciplinary action in accord with GCQF discipline suspension termination and discharge of professional staff members or GDQD discipline suspension termination and discharge of support staff members. A substantiated report of sex discrimination or formal complaint finding responsibility against the student in the district shall submit that student to disciplinary action which may include the permissible penalties of JK student discipline andor JKD student suspension expulsion.

109Okay. You got one. Yeah. You want to talk about that one? >> More just about the process again in terms of title N. If we have a title N complaint, what >> it gives us step by step. >> Yeah. Exactly. How we should >> how to process it? >> Yes. >> Okay. >> Yeah. >> You want me to read? >> Which one's next? >> I'll start A0311. Uh the procedure that follows are specified in 34 CFR part 106 of at 106.45 as required by the 106.44A and through listed as a regulation are federal regulations implementing title 9 of the education amendments of 1972 as amended. Therefore the regulation is considered the same policy. The following procedures may apply to all reports and formal complaints of sexual harassment that may be received with the following exceptions

110for reports of sexual discrimination that are not formal complaints. notice of the allegations. Uh consultation, consolidation, >> consolidation of formal complaints, dismissal of formal complaints, investigation of formal complaints, and at any part of a noted procedure that is specified for a formal complaint, discrimination on the basis of sex. A district treatment of a complaintant or respondent in response to a report of formal complaint of sexual harassment may constitute discrimination on the basis of sex under title 9 for the purpose of addressing formal complaints of sexual harassment. The grievance process must comply with the following requirements. Any provisions, rules, or practices other than those required by 106.45 as part of the grievance process for handling formal complaints of sexual harassment as defined by 106.30 30 must apply equally to both parties. Basic requirements. A district's grievance

111process will treat complaintants and respondents equitably by providing remedies to a complaintant where a dis determination of responsibility for sexual harassment has been made against the respondent and by following this grievance process before the imposition of any disciplinary sanction or other actions that are not supportive measures as defined in 106.30 against a respondent. remedies will be determined to restore or preserve equal access to the district's education program or activities. Such remedies will include the same individualized services described in 106.30 as supportive measures. However, remedies need not to be non-disciplinary or non-punitive and need not to avoid burdening the respondent. require an objective evaluation of all relevant evidence including both uh inculpatory and exculpatory evidence and provide the credibility uh determinations may not be based on a person's status as a complaintant respondent or witness. any

112individual uh designated by a title N district as the title N coordinator, investigator, decision maker, and any person designated by the district to facilitate an informal resolution process shall not have a conflict of interest or bias for or against complaints or respondents generally or an individual complaintant or respondent. The district will ensure that title 9 coordinator, investigator, decision maker, and any person who facilitates an informal resolution process receive training on how to serve impartially include including by avoiding prejudgment of the facts and at issue conflicts of interest and bias. The district will ensure that the decision-making makers receive training on any technology to be used at a live hearing and on issues of relevance of questions and evidence including when questions and evidence about the complaintant sexual uh predisposition or prior sexual behavior are not

113relevant as set forth in paragraph 6 of 106.45. The district also will ensure that investigators receive training on issues of relevance to create an investigation report that fairly summarizes relevant evidence is set forth in paragraph B5 of 106.45. Any materials used to train Title N coordinator, investigators, decision makers, and any person who facilitates an informal resolution process will not rely on sex stereotypes and shall promote impartial investigators and adjunctations of formal complaints of several of sexual harassment. It is to be presumed that the respondent is not responsible for the alleged conduct until a determination regarding responsibility is made at the uh conclusion of the grievance process. include reasonably prompt time frames for conclusion and the grievance process, including uh reasonable prompt time frames for filing and resolving appeals and informal resolution process. that the district

114offers informal resolution processes and the process that allows the temporary delay of the grievance process or the limited extension of the time frames for good cause with written notice to the complaintant and the respondent of the delay or extension and the reasons for the action. Good cause may include uh consideration such as the absence of a party, a party's advisor or witness, con uh current law enforcement activity, or the need for language assistance or accommodations of disabilities. Describe the range of possible disciplinary sanctions and remedies or list the possible disciplinary sanctions and remedies that the district may implement following the determination of responsibility. Use the prepundonderance of the evidence standard. Apply the same standard of evidence for formal complaints against students as for formal complaints against employees, including faculty. And apply the same standard of

115evidence to all formal complaints of sexual harassment. Include the procedures and permissible basis for the complaintant and respondent to appeal. Describe the range of supportive measures available to complaintants and respondents and not require, allow, rely upon, or otherwise use questions or evidence that constitute or seek disclosure of information protected under a legally recognized privilege unless the person holding such privilege has waved the privilege. Notice of allegations. The following is required upon receipt of a formal complaint. The district must provide the following written notice to the parties who are known. Notice of the district's grievance process that complies with 106.45, including any informal resolution process. Notice of the allegations of sexual harassment potentially constituting sexual harassment as defined in 106.30, 30 including sufficient details known at the time and with sufficient time to prepare a response

116before any initial interview. Sufficient details include, if known, the identities of parties involved in the incident, the conduct allegedly constituting sexual harassment under 106.30, and the date and location of the alleged incident. The written notice must include a statement that the respondent is presumed not responsible for the alleged conduct and that a determination regarding responsibility is made at the conclusion of the grievance process. The written notice must inform the parties that they may have an adviser of their choice who may be but is not required to be an attorney under paragraph B54 of the 106.45 45 and may request to inspect and review evidence under the paragraph B54 no six of 106.45. The written notice must inform the parties of any provision in the district's code of conduct that prohibits knowingly making false statements or

117knowingly submitting false information during the grievance process. That information may be found at GBB standard 2 GBB last sentence and G CQF misconduct for professional staff GDQD categories of misconduct for support staff JK for students. If in the course of an investigation, the district decides to investigate allegations about the complaintant or respondent that are not included in the notice provided pursuant to paragraph B2 IB of 106.45, the district must provide notice of the additional allegations to the parties whose identities are known. >> Dismissal of a formal complaint. The district must investigate the allegations of a formal complaint if the conduct alleged in the formal com complaint [clears throat] would not constitute sexual harassment as defined in 106.30, 30 even if proved did not occur in the district's education program or activity or did not occur

118against a person in the United States then the district must dismiss the formal com complaint with regard to that conduct for purposes of the of sexual harassment under title 9 or 106 such a dismissal does not preclude so question on that 106 is that just 106 or should that be is the rest of them >> 106 6 point something. >> Yes, 106.45 maybe. >> It's probably just all of them under 106. >> I bet. >> Yeah. >> Um we'll see if they reference it. That's the only one that cuz further down they do reference it as 106.45. >> Okay. Such such a dismissal does not preclude action under another provision of the district code of conduct. The district may dismiss the formal complaint or any allegations therein if a if at any time during the

119investigation or hearing a complainant notifies the Title 9 coordinator in writing that the complainant would like to withdraw the formal complaint or any allegations therein or the respondent is no longer enrolled or or employed by the district. or specific circumstances prevent the district from gathering evidence sufficient to reach a determination as to the formal complaint or allegations therein. Upon a dismissal upon a dismissal required or permitted pursuant to paragraph B3 I or B3 I or two. Yes. Is that an I or a two? That should be a two probably >> because it's usually capital I, you know. I'm just not sure. >> I bet it's going to be B3. It says I. So, I'll say one or I. So, B3 I I of 106.45. The district must promptly send written notice of the dismissal and

120reasons therefore sim simultaneously to the parties. Consolidation of formal complaints. The district may consolidate formal complaints as to allegations of sexual harassment against more than one respondent or by more than one complaint against one or more respondents or by one party against the other party. where all all allegations of sexual harassment arise out of the same fact facts of or circumstances where a grievance process involves more than one complainant or more than one respondent references in 106.45 45 to the singular party complainant or respondent include the plural as applicable. Investigation of formal complaints. When investigating a formal complaint and throughout the grievance process, the district must ensure that the burden of proof and the burden of gathering evidence sufficient to reach a determination regarding responsibility rest on the district and not on the parties provided

121that the district cannot access. consider, disclose, or otherwise use a party use a party's records that are made or maintained by a physician, uh, psychiatrist, psychologist, or other recognized professional or paraprofessional acting in the in the professionals or paraprofessionals capacity or assisting in that capacity and which are made and maintained. in connection with provisions of treatment to the party unless the district obtains that party's vol that party's voluntary written consent to do so for a grievance process under 106.45. If a party is not an eligible student as defined in 34 CFR99.3, then the district must obtain the voluntary written consent of a parent as defined in 34 CFR 999.3. Provide an equal opportunity for the parties to to pres present uh witness witnesses including fact and expert witnesses and other inculpatory and excatory evidence. Not

122res not restrict the ability of either party to discuss the allegations under investigation or to gather and present relevant evidence. Provide the parties with the same opportunities to have others present during any grievance proceeding, including the opportunity to be accompanied to any related meeting or proceeding by the advisor of their choice who may be but is not required to be an attorney and not limit to the choice or or or presence of advisor for either the complainant or respondent in any meeting or grievance. proceed or grievance uh proceeding. However, the district may establish restrictions regarding the extent to which the adviser may participate in the proceedings as long as the restrictions apply equally to both parties. Provide to a party whose participation is invited or ex or or expected written notice of the date, time,

123location, participants, and purpose of all hearings and investigative interviews or or other meetings with a party with sufficient time for the party to prepare to participate. Provide >> I keep looking that way. Provide >> Oh, I didn't see you looking. I'm waiting for the tax. >> I'm like Go ahead. Are you good? >> Um, provide both parties an equal opportunity to inspect and review any evidence obtained as part of the investigation that is directly related to the allegations raised in a formal complaint, including the evidence upon which the district does not intend to rely in reaching a determination regarding responsibility and inculpatory or exculpatory evidence, whether obtained from a party or other source, so that each party can meaningfully respond to the evidence prior to conclusion of the investigation. Prior to completion of the investigative

124report, the district must send to each party and the party's adviser, if any, the evidence subject to inspection and review in an Do you have a question on that one? >> No, you're good. You're good. >> Okay. um to each party and the party's advisor, if any, the evidence subject to inspection and review in an electronic format or a hard copy, and the parties must have at least 10 days to submit a written response, which the investigator will consider prior to completion of the investigative report. The district must make all such evidence available for the party's inspection and review and at any hearing give each party equal opportunity to refer to such evidence during the hearing, including the purposes of cross-examination and create an investigative report that fairly summarizes relevant evidence and at least 10

125days prior to a hearing, if a hearing is required under 106.45 45 or otherwise provided or other time of determination regarding responsibility. Send to each party and the party's advisor if any the investigative report in an electronic format or a hard copy for their review and written response. alternative to hearings. The district's grievance process will not provide it for a hearing after the district has sent the investigative report to the parties pursuant to paragraph B57 and of 106.45 and before reaching a determination regarding responsibility, the decision maker or makers must afford each party the opportunity to submit written relevant questions that a party wants asked of any party or witness. Provide each party with the answers and allow for additional limited follow-up questions from the party. Questions and evidence about the complainant's sexual predisposition or

126prior sexual behavior are not relevant. Unless questions and evidence about the complainant's prior sexual behavior are offered to prove that someone other than the respondent committed the conduct alleged by the complainant or if the questions and evidence concern specific incidents of the complainant's prior sexual behavior with respect to the respondent and are offered to prove consent. The decision makers must explain to the party proposing the questions any decision to exclude a question as not relevant. Determination regarding responsibility. The decision maker makers who cannot be who cannot be the same persons as the title n coordinator or the investigators must issue a written determination regarding responsibility to each to reach this determination. The decision maker makers must apply the standard of evidence described herein. The written determination must include identification of the allegations potentially con cons

127con cons constituting sexual harassment as defined in 106.3, a description of the procedural steps taken from the receipt of the formal complaint through the determination including any notifications to the parties. Interviews with parties and witnesses site visits, methods used to gather other evidence and hearings held. Finding the facts supporting the determination. Conclusions regarding the application of the district's code of conduct to the facts. A statement of and rationale for the result as to each allegation, including a determination regarding responsibility. Any disciplinary sanctions the district imposes on the respondent and whether remedies designed to restore or preserve equal access to the district's education program or activity will be provided by the district to com to the complainant. and the district's procedures and permissible basis for the complainant and respondent to appeal. If the district offers an

128appeal, the district must provide the written determination to the parties simultaneously. The determination regarding responsibility becomes final either on the date that the district provides the parties with the written determination of the result of appeal. If the appeal is filed or if the appeal is not filed, the date on which an appeal would no longer be considered timely. The Title 9 coordinator is responsible for ensuring the implementation of any remedies. Appeal. The district must offer both parties an appeal from a determination regarding responsibility and from the district's dismissal of a formal complaint or any allegations therein on the following basis. Procedural irregularity that affected the outcome of the matter. New evidence that was not reasonably available at the time of the determination regarding responsibility or dismissal was made that could affect the outcome of the

129matter. And the Title 9 coordinator, investigators, or decision makers had a conflict of interest or biased for or against complainants or respondents generally or the individual complainant or respondent that affected the outcome of the matter. The district may offer an appeal equally to both parties on additional basis. As to all appeals, the district must notify other party in writing when the appeal is filed and implement appeal procedures equally for both parties. Ensure that the decision maker makers for the appeal is not the same person as the decision maker makers that reach the determination regarding responsibility or dismissal. The investigators of the title 9 coordinator ensure that the decision makers for the appeal complies with the standards set forth in the paragraph B13 of 106.45. 45 given both parties a reasonable equal opportunity to submit a

130written statement in support of or challenge the outcome. Issue a written decision describing the result of the appeal and the rational and the rationale for the result and provide the written decision simultaneously to both parties. informal resolution. The district may not require as a condition of enrollment or con or or continuing enrollment or employment of continuing employment or enjoyment of any other right waiver of the right to an investigation and adjudication of formal complaints of sexual harassment consistent with 106.45. Similarly, the district may not require the parties to participate in an informal resolution process under 106.45 45 and may not offer an informal resolution process unless a formal complaint is filed at any time during at any time prior to reaching a determination regarding responsibility. The district may facilitate an informal resolution process such as

131mediation that does not involve a full investigation and adjudication provided that the district provides to the parties a written notice disclosing the allegations. The requirements of the informal resolution process including the circumstances under which it precludes the parties from resuming a formal complaint arising from the same allegations. obtains the parties voluntarily written consent to the informal resolution process and does not offer or facilitate an informal resolution process to resolve allegations that an employee sexually harasses student at any time prior to agreeing to a resolution. Oh, I can see. Any party has the right to withdraw from the informal resolution process and resume the grievance process with respect to the formal complaint and any consequences resulting from participating in the informal resolution process, including the records that will be maintained or could be shared. Recordkeeping. The

132district must maintain for a period of seven years records of each sexual harassment investigation, including any determination regarding responsibility and any audio and audiovisisual reporting or transcript required under paragraph B61 of the 106.5, any disciplinary sanctions imposed on the respondent, and any remedies provided to the complaint complainant designed to restore or preserve equal access to the district's education program or activity. any informal resolution and the result there from all materials used to train Title 9 coordinators, investigators, decision makers, and any person who facilitates an informal resolution process. The district must make these training materials publicly available on its website. Or if the district does not maintain a website, the district must make these materials available upon request for inspection by members of the public. And for each response required under 106.44, 44. The district must

133create and maintain for a period of seven years records of any actions, including any supportive measures taken in response to a report or formal complaint of sexual harassment. In each instance, the district must document the basis for its conclusion that its response was not deliberately indifferent and document that it has taken measures designed to restore or preserve equal access to the district's education program or activity. If the district does not provide it provide a complainant supportive measures. If the district does not provide a complainant with supportive measures, then the district must document the reasons why such a response was not clearly unreasonable unreasonable in light of known circumstances. The documentation of certain bases or measures does not limit the district in the future from providing additional explanations or detailing additional measures taken. >> Knocked out

134the 10 paper. Yeah, real quick. Um, something as we went through it, preponderance of evidence. So, you'll see this all the way through board policy. Um, and anytime the board um has to make a decision on anything in regards to that um preponderance of evidence is the so in court it's reasonable without a doubt, right? So a prepoundonderance of evidence just means that 51% sure. So you don't have to be uh you know reasonable without a doubt. You just have to be more probable than not. And so that you'll see that all the way through any of this documentation is that that's the the evidence that's needed. It's not you know like in the court of law. So that is a difference. Sure. Oh yeah, >> good news. There's only a six pager left here

135>> and then the rest are fours. >> Yeah. >> Or really, really short. >> Yeah, that's exactly. [laughter] >> So, I'll start with 0312 non-discrimination of the basis of sex. Compliance officer. The title coordinator shall be the compliance officer. any person who feels unlawfully discriminated against or to have been the victim of unlawful discrimination by an agent or employee of the district or who knows of such discrimination against another person on the basis of sex should file a complaint with the title 9 coordinator's office using the following information. So right now again I'm put a marking on here. Um name Molly Pierce superintendent title N coordinator title title N coordinator address PO box 159 dexter phone 5757345420 email pierce mdexterdemons.org or um grievance procedure. Any student or employee of the dis school district who believes

136he or she has been discriminated against, denied a benefit or excluded from participation in any school district education program or activity on the basis of sex in violation of the schoolboard uh education policy may file a report of sex discrimination or a formal complaint with the title N coordinator. Any person may report sex discrimination, including sexual harassment, whether or not the person reporting is the person alleged to be the victim of conduct that could constitute sex discrimination or sexual harassment. Such a report may be made at any time, including during non- business hours, by using the telephone number or electronic mail address, or by mail to the office address listed for the Title 9 coordinator. A report may be made uh to any district employee and that employee shall make the report to the title

137N coordinator within one school day of receipt. Failure to make such a report upon its receipt shall expose the employee to disciplinary action in accord with the district policies. The district is committed to investigating each report and to taking an appropriate action on all confirmed violations of the policy. The title N coordinator shall have reports investigate and document those filed pursuit in the regulation as soon as reasonable. In investigating the report, confidentiality will be maintained to the extent reasonably possible. Upon receiving of a report regarding sex discrimination, which may include sexual harassment with or without the formal complaint, the title 9 coordinator shall have a response provided to complain and respondent of non-disciplinary non-punitive individualized services offered as appropriate as reasonably available without fee or charge which provide supportive measures and which shall include discussion

138of supportive measures and inform them of what is available without a formal complaint. The title N coordinator is responsible for imp implementation of supportive measures. Upon the receipt of a report regarding sex discrimination or sexual harassment, the title N coordinator shall promptly conduct the complaintant to discuss the availability of supportive measures. Consider the complaintant's wishes with respect to supportive measures. Inform the complaintant of the availability of supportive measures with or without filing or a formal complaint. and explain the to the complaintant the process for filling a formal complaint. Support supportive measures may include counseling, extensions of deadlines or other course related adjustments, modifications of work or class schedules, campus escort services, mutual restrictions on uh contact between the parties, changes in work or housing locations leave of absences, increased security and monitoring of certain areas

139of the campus, and administrative leave while a grievance is pending. emergency removal following the individualized safety and risk analysis and other similar measures. I really think that this is repetitive from the other one. We may need to see if these two pol because >> overlap. >> Yeah. And what I guess what the difference is because it may should be one policy. [clears throat] The district must maintain it as confidential any supportive measure provided to the complaint or respondent to the extent that maintaining such confidentiality uh would not impair the ability to provide the supportive measures. The title N coordinator is responsible for coordinating the effective implementation of supportive measures. The title N coordinator shall contact contact the complaintant and gather information to complete the grievance report. Follow in completion of the forms, the title 9

140coordinator shall uh cause an investigation and documentation of complaints filed for policy ACA and regulations AC in so far as the as it applies and as soon as reasonable in investigating the grievance, confidentiality will be maintained in the extent reasonably possible. The title N coordinator shall upon the investigation drawing to a close and prior to the completion of the investigation report send to each party and the party's adviser if any the evidence subject to the inspection and review of the electronic format or a hard copy. The party shall have at least 10 days to submit in written response which the investigator will consider prior to completion of the investigation report after the district has sent the investigation investigative report to the parties and before reaching a determination regarding responsibility. The superintendent or decision maker must

141afford each party the opportunity to submit written you're you're making uh highlights over where I can't >> sorry [laughter] relevant questions that a party wants asked uh of any party or witness provide each party with the answers and allow for additional limited follow-up questions from each party. The superintendent or decision maker shall upon having the investigative report completed and if there is reason to believe that a violation of the policy has occurred provide a written documentation which must include identification of the allegations potentially cons uh constituting sexual harassment. A description of the procedural steps taken from the receipt of the formal complaint through the determination including any notifications to the parties, interviews with parties and witnesses, site visits, methods used to gather other evidence and hearings held. Findings of facts supporting determination conclusion regarding the

142application of the district's code of conduct to the facts. A statement of and rationale for the results of each allegation including a determination regarding responsibility. Any disciplinary action the district imposes on the respondent whether remedies designed to restore or preserve equal access access to the district's education program or activity will be provided by the district to the complaint. the district's p uh procedures and permissible basis for the complaintant and respondent to appeal if the district offers an appeal. If the person alleged to have violated policy is a teacher or an administrator, the due process provisions of the district's policy GCQF shall apply. In cases of serious misconduct, dismissal or suspension proceedings in accordance with policy may be initiated. If the person alleged to have violated the policy is a support staff employee due to process

143and discipline under policy GDQ may apply if the evidence so warrants. If the person alleged to have violated policy as a student, the discipline may be imposed in accordance with policies JK and JKD. >> Appeals. [clears throat] The district shall offer both parties an appeal from a determination regarding responsibility and from the district's dismissal of a formal complaint or any allegations therein on the following basis. Procedural irregularity that affected the outcome of the matter. New evidence that was not reasonably available at the time the determination regarding responsibility or dismissal was made that could affect the outcome of the matter. and the Title 9 coordinator, investigators or decision makers had a conflict of interest or a bias for or against complaintants as respondents generally or the individual complaintant or respondent that affected the outcome of the

144matter. timelines. Following the procedures found in ACA- the discrimination report or a formal complaint must be filed within 30 calendar days after the complaining party knew or should have known there were grounds for a complaint grievance. Once the grievance report has been received, the grievance form provided by the district is to be completed within one working day if possible. The title 9 coordinator shall require the immediate supervisor or site administrator to investigate and respond in writing to the complaining party within 10 working days of obtaining the information in the form of ACA- so far as was possible. If the complaintant is not satisfied with the actions taken by the administration as indicated in the response and efforts to alleviate the discrimination alleged, the complaintant shall will have 10 days within which to submit a written

145objection, including a statement of the reason for their objection to the superintendent. The superintendent will have 10 additional working days to respond in writing to the complaining party regarding the objection. If the complaintant or respondent is not satisfied with the superintendent's response and efforts to alleviate the discrimination alleged, establish responsibility or dismiss any allegations. The complaintant or respondent will have 10 days within which to submit a written objection to the board based on one of the following. Procedural irregularity that affected the outcome of the matter. new evidence that was not reasonably available at the time the determination regarding responsibility or dismissal was made that could have could affect the outcome of the matter and the Title 9 coordinator investigator or decision makers had a conflict of interest or bias for or against complaintants or respondents

146generally or the individual complaintant or respondent that affected the outcome of the matter. The board will then review the record of the investigation and have 30 days to respond to the complaining party in writing. Extension or delay request. Either the person who reported or the district may request a temporary delay of the grievance process or the limited extension of time frames for good cause with written notice to the complaintant and the respondent of the delay or extension in the reasons for the action. So 0331 is the um grievance form. And so 0650 is um back to educational philosophy and belief statement. >> No volunteers. >> I got to get it out. >> Yeah, I'm looking for it. Okay, get this big. I'm I keep I keep looking over here to the sides and I'm like,

147how is Miss Miles reading that? I have it like zoomed in. >> You want my readers? >> I need some I I have it all zoomed in and I'm like, what is going on here? Okay, maybe I do need to go get my eyes checked. Okay. Um, a-0650. Can't read that. Educational philosophy. philosophy belief statement district philosophy. It is the best it is the belief of the of the board of education of Dexter Consolidated Schools that an educational program should strive to develop the inherent potential of each child in the moral, social, academic and vocational facets of life. It is understood that each child enters school with it with different and varying preparations of prep preparation experiences and potential. It is our goal to build upon those experiences and that potential so each student becomes

148a participating and contributing member of our society. The board the board further believes that parents and guardians are important participants in the education team. Since the education since Since the education of the children must be a c cooperative effort involving students, parents, educators and community, the schools will establish and maintain communications and interactions with parents and the community. We believe all students can learn. Learning and leadership is a partnership between administration, faculty, students, parents, and community. Respecting diversities and cultures is important to our families and society to support community and cultural unity. Systematic educ educational decisions are made using student centered data in the value of criterion based evaluation which compares students with standards not not each other and that is fair valuable and equitable adopted it. So that's the other. So yes, we had

149to read through a lot, but it was important that we got through both the first ones and this last one. Um I think before we move to our strategic plan, but it also to me if we were to skip around, it would be really hard to track what policies we looked at versus if we go in in order. Um so at the end when we have uh time for uh future meetings I would like to maybe go over options. None of them are very long. So we have one more policy that uh drug tobaccof free schools and it literally says see the following policies and it lists the other policies on drug tobaccof free schools. drug-free workplace, non-medical use of and or of use of drugs and alcohol, tobacco use by staff members, administering medicines

150to students, tobacco use by students, drug and alcohol use by students, and tobacco use at public functions. So >> that is the last policy. >> Okay. So [clears throat] item six Q approval of NM is it part-time resolution. >> So, the part-time resolution, this comes up every single year. If we have anyone who is less um than full-time, >> less than 20 hours a week. >> Yeah, less than 20 hours a week, we have to sign um stating that we will still provide them with insurance. And so, we currently do have uh bus drivers as well as uh a custodian who meet that need. Um, we are also currently already pay 80% of their insurance. Um, based upon how much you currently make, we do pay some staff 8020 and then as staff typically make

151more money, we go to a 6040 model. Um, but we will be changing that uh for next school year to 8020 across the board. So, uh, this is just the the Nimsia part-time resolution. Um, and every year we'll pass this. Uh, that way we can still provide insurance to those employees. >> Okay. Uh, do we have a discussion or motion on the floor? >> I move we approve the NICA part-time resolution. >> Okay. We have a motion on the floor by Miss M. Do we have a second? >> Second. >> We have second by Miss Batista. All in favor say I. >> I. >> Motion passes unanimously. Um, okay. So, item seven, finance and facilities. A, approval of February bills and payroll. Uh, any questions on budget on budget reports or you guys covered that

152earlier? >> Um, >> kind of good. >> I I don't think we covered it. >> We did not cover it. We We >> We're teaching >> Oh, you guys. Okay, cool. Perfect. >> I move we u approve the February bills and payroll. >> Okay, we have a motion on the floor. Do we have a second? >> A second. >> We have a second by Miss Batista. All in favor say I. I. >> Motion passes. Item B, approval of budget adjustments. >> No questions. And from what I understand, and I know I've just been kind of running the meeting, um I also can make a motion. Well, actually make a motion and or second. >> Yes. >> From what I understand, >> you can just been sitting kind of >> uh Miss Batis, remind me after

153this, we provided sheets to all uh board members at the beginning of last school year, and I have one for you. So that way it just has um seconds and everything on there. It It's a little cheat sheet. So, >> perfect. >> I just forgot to give that to you till >> Okay, motion. >> I move that we approve the budget adjustments. >> Okay, we have a motion on the floor by Miss Tista. Do we have a second? >> I second. >> We have a second by Mrs. Miles. All in favor say I. >> I. Motion passes unanimously. C. Approval of gas line high school culinary admin building. Uh we have quote Um, >> so I recommend that we approve this. Um, currently the gas line that comes into this building, um, we need to

154replace that. Uh, >> and with that, both the gas line and the fire alarm, um, will pay out of public school capital outlay funds. So, >> I move that we approve the gas line to the admin building. >> Okay. We have a motion on the floor by Matista. Do we have a second? >> Second. >> We have a second by Mrs. Miles. All in favor say I. >> I. >> Motion passes. Item D, approval of field and house interior paint and repairs. And we have a quote as well. >> And and this uh funds is the capital outlay that we went out for last school year. Um and we specifically asked for the fieldhouse. So this is this is what we specifically said. Um so the outside will be restocked. um which if you've looked

155at it, that's cracking and we've already brought that to you guys. Um there's some funds left over and we're going to repaint the inside and and make it uh look new. So, >> what color? >> Uh mostly white and just >> the interior bottom half will be blue. The the top will be white. >> Teeny bikini blue is our >> No, no purple. >> There's quite a bit of work in that quote actually. That's I'm very impressed, you know. >> Yes, sir. painting 2,000 square feet plus and >> pulling all the fixtures off >> fixtures, the sinks, the toilets, all that. >> All that good stuff. That's very very >> And we've got a lot of bare u cinder block in there. So, it's got to be sealed before it can be painted. >> Wow.

156Yeah. No, it look I was impressed with that. Good job. Um Okay. Do we have a motion on the floor and a second? >> I move we approve the fieldhouse interior paint repairs. >> Okay. We have a motion on the floor by Miss Moss. Do we have a second? A second. >> We have a second by Miss Batista. All in favor say I. >> I. Sorry. >> I'd say. All oppose say. >> Um. >> Yep. Uh motion passes unanimously. Item E, approval of internet contract. So uh our current internet contract we have gone through LEO and that's about the only place that we can get internet um in terms of a school building with this size. Um previously with our e-ate funds um we were having the contract go to them and then we paid

157them our portion >> 20%. >> Our our 20% is our portion. However, um if we ever buy anything that we need to depreciate or if we need to replace with insurance cost, we only have what we paid them. So now, instead of us paying them our portion, we're going to take on and they're going to send us their portion. So that way if something was ever um e-ate money can be spent on technology in general, but if we needed to have an insurance, we would could claim the entire cost versus only the percentage that we um paid. So that's going to change. Um >> this bid is the same number as we're currently paid right now. So it it is >> going to allow us access to the um the fiber optic what what they

158just are installing >> the cameras. >> We already have a fiber to our >> own quite a while ago. >> Okay. >> And this is a three-year contract. So we're going to lock in at the at the three-year. Um, and then e-ray pays the 80 and we pay the 20%. >> I move we approve the internet contract. >> We have a motion on the floor bonus miles. Do we have a second? >> Second by Miss Batista. All in favor say I. >> I. Motion passes unanimously. Um. Okay. So we looks like Yeah. Nice. H. So F, approval of fire alarm installation. >> So when the uh fire marshall came through, this building um doesn't currently call out for um when the fire alarm goes off. All our other buildings do. And to meet code, we

159do it does have to call out um if for some reason that the the fire alarm does go off. And so to bring that up to code um as well as be allowed to occupy this building um they gave us time to do that. And so we have to make good on on that so that way we can continue to occupy it. >> Okay. And that one is >> it's 45,000. >> Yep. And the f the financing for that one >> is the uh public school capital outlay funds. So PSFA gives us the safety security funds and we're going to use that uh safety security money because that fits in. >> Okay. >> Is is that it'll be one and done. We won't have to do it again. We should not have to do it

160again. The um it was in the 80s, so you notice this, you can tell it's like yellow up there. Um the poor guy who came to give us the quote said, "It's older than I am." And so, um they obviously work for quite a while. It just needs to be updated so that way we're in compliance. >> It's a lot of money. >> Okay. So, did we do it? I move we approve the fire alarm installation. Okay, >> we have a motion on the floor by Miss Batista. Do we have a second? >> I'll second. >> We have a second by Miss Miles. All in favor say I. >> I. >> Motion passes unanimously. Um so item A, personnel, new hires. We have none. B resignations. Bruce Bailey, band teacher, high school. Is this for

161uh the end of the school year? >> Yeah. May 21st. >> Elizabeth Elis Elisando, science teacher at the high school on also on May 21st. >> Miss Alzando is going to retire. This is her 50th year. >> Wow. Congratulations. >> Yeah. So that's very impressive. >> Oh my gosh. How cool. >> Oh man, that's so so cool. Okay. Uh Christina Hollis, math teacher at the high school. Uh March 9th, item nine, future agenda items. Um >> okay, so this is where I kind of wanted to to look at the board policy. So, for those who don't know, on the school um website, board of education, school board of policy um and then it brings you to NMSBA, you will click on policy manual and it'll bring the policy up here on the left. So, we

162went through all of section A, the foundations of basic commitment. Um B if we look through and we go through 0050 schoolboard operational goals um the self-evaluation here's the evaluation tool for board the legal status board powers and responsibilities this one is the longest >> let's see what number I stopped >> 350. >> You could have could I add more? >> Yeah. >> And stop here. >> So, two longer ones. >> It It wasn't bad. Today truly wasn't that bad. I'm sure everybody's ready to go home, but um you know, it is our responsibility to kind of go over it. So, thank you for bringing it up. Um, >> so I I think we'll stop with B 0550 and that'll give us about 10 of them >> shorter in length, but go through them and

163just be able to talk about them or questions and >> Okay. Yeah, sounds good. I like that that popcorn reading is pretty good except for I kept looking to Miss Batista and she's over there looking at stuff like and if y'all keep back looking up and down and so all I could see was the the cursor going back and forth and I was like [laughter] and then she's highlighting stuff is like >> it's really nice that we can share. Yes, >> it's also actually it's all brand new to me. >> Yeah, this is actually so neat. Super nice. Um, okay. So, item 10, uh, correspondence. Future meetings and events. A, correspondence. Do we have any? >> No correspondence. >> Okay. No correspondence. B, future meetings and events. March 16th through 19th, 20th through 6, spring

164break. No school. Um, March 23rd, NMSBA regional meeting hosted by Dexter School Board, which everybody's working hard on that, I'm sure. March 27th, special meeting, April 13th, regular board meeting. Um, item 11, adjournment. Do we have a motion to adjurnn? >> I move we adjourn. >> Okay, we have a motion on the floor by Miss Miles. Do we have a second? >> I second. >> We have a second by Miss Batista. All in favor say I. >> I. I >> motion passes. >> Thank you guys for being here tonight.