001So we had to solve that by cutting open and putting adding weight to the front. But we were able to safely pass that through and move on to launch the rocket. Our flight announces our rocket flight was a good but slow and short flight. Our flight did not reach Mach 1 because it was too heavy and too big. Our system did not also work because the rocket did not go high enough for further resistance to activate. We did end up sagging our autoter and we did end up going around 8,000 ft in the air. And this is our flight right here. [Music] So I hope what I said pretty much sums up what happened in that. So in conclusion, our rocket was a great success being able to launch that 20 bub rocket. Although our
002rocket did not launch as our team wanted it to launch. going going to that long process to get it approved was overall worth it. And seeing it go up in there. Thank you. Here, I'll do this. Check this out. Good evening members of the board. My name is Cardoza. To my right is we're here to speak to you over our rocket launch on 24th. Um so our rocket was to reach a beat of one mile with a one pound and the launch date was April 24th just said and so we had you know like quite a bit of time to build since we started ordering stuff in like February and we had to check like the flight readiness before the launch. We had to make sure everything was in order for it to you know
003be ready and um we built everything on our own and The rocket had to be stable and recovery had to be good. So that way we could get our altimeter back and our analysis. During the second semester, we started ordering parts um for the rocket. And for the entire time, we were just ordering ordering stuff and making sure that we stayed within budget. Our budget was uh 15,000. So, we couldn't go over that and we had to be ordering like the best parts, you know, and also stay within that budget so that way we could reach a launch date was and we had a budget,000 and um we had to have everything ordered by the end of February so everything would be able to get 05 by April and we we were like we had
004to design like the whole thing on our own and stuff to make sure we had everything right and it was kind of hard you know cuz first year you know and uh by the end of March we started building everything and um this is the budget the initial budget for this project However, after a thorough review and more accurate assimil measures details and compens were either too small or too big. Um, at the beginning of our build, we had to cut the body tube. And turns out the body tube was too was too small for our motor mount. So, we ordered a we had to order a brand new body tube last minute. I think the exact same week that we had to watch. Um, then we had to cut our own O-rings, which was
005too big for our motor mount. And also, our nose cone was too big for our body tube only because we filed down the inside too much that it ended up being too big. Our body tube was also too big for the for our coupler. Um, so we taped around it to have to have it to have it have a good fit. So for our payload, we decided to use worms um which survive. But um the goal is to observe whether they survived the flights and to see how the difference in the atmosphere would change their bodies or change their behaviors. So the building process wasn't too complicated, but we did have to do a few modifications to the parts of the rocket and some changes. And when we got our parachute, it happened to be
006too small for the rocket. So, we had to order a bigger one. And um we also built our own fins and our own um center rings and our rocket stands, which is right there on the bottom left. But while making the the fins, we made like um the inserts like too big. So, we did have to put in some gap in it to some putty to fill in the gaps. And then um so stage as soon as you arrive at the launch area. If your team isn't ready, you still have time to finish up your rocket and your flight readiness is review. In this in this stage, teams teams still have time to review and fix things for the rocket. Some teams had some difficulties and have to rebuild the whole rocket. And in stage
007one, you have to be ready for testing and taking stage two. Stage two, all the stage that they check everything on rockets to make sure we're ready for it to be launched. First, they check our fing, which I team was scared because in the beginning, we had to tape a fin because it broke off. And then we had to I mean, it was stable, but it wasn't as stable enough. We were scared they were going to break them off, which they luckily didn't. Um, like with our alimter, we had to rewire our whole altimeter because our wires weren't solid enough. Um, we also drilled both body tubes to the cover because, like we said, the cover was too loose for the body tube. And lastly was the nose cone. There wasn't really any problems with
008the nose cone, but one problem it had it caused was the shock cord got stuck to our alimter since we wired it and the wires were too long. So, the shock on the rocket got caught onto the altimeter and their parachute didn't launch. And that's so after a very stressful stage one and a very lengthful stage two, we finally received the green lights. We move on to stage three. Stage three is where they um check the all the electronic parts of the actual um altimeter and set your black powder charge. So when your parachute reaches the altitude that you set, which for us was 500 ft, it would deploy. Oh, and this is us walking triangle formation away from the launch pad like birds. Um, the final design review. Our rocket ended up weighing 14.6
009pounds, which was exactly what it said on Roxson, which is approximately 6,622 gram. Um, it was engineered more towards stability, so we can get that one pound payload to go up one mile. Um, it measured 78 inches in length, which is roughly around 6.5 ft. Um, it had a green exterior. It had a black nose cone. It had plywood fins and the stability margin was 1.58, which was the accepted stability rate between one and two. So, with the flight analysis and overall, the rocket flew really good. It had no yaw, which the yaw is like the way it goes up. So like it just went straight. So it had no yaw. And the parachute wasn't able to deploy because the shock cord was connected to the parachute, which it just got all tangled up. And
010um and most of our rocket got damaged. like the tip of the nose comb got wrinkled onto the floor because it went like straight down onto the ground. And then over here, even though we don't have a video, we do have pictures of the rocket launching. They're not unnoticeable, but like uh the market project showcase strong engineering and problem solving skills in building a onem capable rocket with a scientific payload. Despite challenges with parts and a parachute failure, the rocket met stability standards and performed well during launch. The experience highlighted the importance of precision adaptability and through and through testing in aerospace design. Thank you guys. Thank you. Show your hearts since we did. Oh yes. So the one fin that we had taped down is the only fin on and survived. Um this was
011these are the remains of our mort which was a J240. Um this was where the altimeter and where our worm sat. And this is what remains of our altimeter and parts of our worms are. And then this is our Thank you. All right. One more. 500 ft away from the Well, we can go out and recover it, but I would say around us right there was like 100 feet out. This is really exciting. What this is? Hi everyone. So this is your last presentation for the day. I just want to take a brief moment to thank you all all of you guys for taking time out of your meeting to listen to our presentations. Uh I know this might seem just like a simple presentation, but it really took us a very long time to
012get to where we are. I think we all got a lot closer through the process, but I'm Carmen. I'm Jose. I'm George. I'm Josh. So at the start of the second semester, we began uh our rocket development by researching like all the different parts, components and like um their functions. Then we learned how to build a rocket and then later we traveled to ENMUR so they could help us like also uh build and finish up the rocket. And then we traveled to uh the launch site in J so we could launch our rocket. So our goal for the mission was to make a rocket that could go one mile high with a one pound payload. Uh we had a $1,500 budget for the rocket parts and we had to launch the rocket on April 24th.
013So the timeline was basically what we had to do before we could start running parts and it was basically just assigning roles to our team members and trying to figure out the dates that we had to like meet such as April 2nd when we had to have our rocket halfway done at least or so that way we can have our rocket done at an efficient time. And step two was basically just making sure we knew all the requirements so that way we could have a stable rocket that would, you know, meet our goal that would qualify within our budget of $1,500. And step three was basically just finding out like what we could get as such as materials with our like a summary of the second semester. Sec the start of the semester was mostly
014doing the measurements and the math on Roxson, making sure that the rocket would fly. And then we ordered all of our parts needed to build the rocket. Uh, and building the rocket had its struggles like uh we had trouble cutting the fins and then uh but when it came to launch day, we were ready and it had an impress impressive launch. What do the numbers like stand for? I'm sure it's something. No. Or you guys just chose We just chose those numbers. Yeah. All right. So, the build process, we started out with drilling all the holes in the body tube. And these holes were used for like such as the altimeter and the orphice for the for the motor, I mean for the motor. And then the rail guides. And after the holes, all the
015holes were drilled. Um, the frames were printed out on a piece of paper so that we could cut it out and use it as a stencil for the fiberglass which gave us a hard time. And then uh they were they were uh glued in and then the parachute was put into the right there and it was tied onto the nose and we put into the rocket centering rings and then after all those were finished the altimeter was placed inside the rocket and then after that we're ready to launch. And then at stage one, immediately uh on the way over there, our fins, one of them broke off. So we we we determined that it would be best to use uh adhesives to glue it back on because uh like it could it could weigh the
016rocket down during the flight. So we determined that that would be best. And after that, we just set everything up. We did all the calculations and that that's it. We went on to stage two. You have a fancy way of saying Yeah, it was just epoxy. We actually did use that too. I like I like stage two. During stage two, we were immediately prevented from moving on as the safety range instructor tested our fins and broke the compromised fin from the drive. Although the rest of the stage two was a success as our center of pressure, center of mass and the weight of the rocket very accurate uh as to what it was on the computer in the simulation. And so that was a a success and it passed the [Music] test. Okay. So stream
017we did have uh no problems at all uh connecting like the gunpowder up to the wires. So they like open up they took off the nose cone and then they got the wires and they the black powder and then um they like put like fire water inside that way it doesn't like burn on the inside. Then they put it back over and yeah they do make you uh trigger up to the the rocket stick for the ultimator beeps and then they put the the fire uh man jacket like over it to make sure it doesn't like explode or anything whenever it's launching. So then after that we uh walked over to the actual launch site so they could like bring it up to like the thing where it launches. So the final design of our
018rocket. So our rocket in total was 7 ft long. So to be exact 93 in and the diameter of our rocket was 4 in which was exactly where it needed to be. And the center of gravity of our rocket was set 54.54 which was perfect. And then our stability margin was 1.28. So it had to be between one and two. And our stability margin did give us a lot of trouble, especially weighing it because we had to go through three different places to weigh it because at some point it was over two. At some point it was under two. But finally we got the correct weight which was 1.28. And it was stable before it flied. So the rocket was made out of blue tube which was this part of the rocket. And then the
019nose cone of the rocket was black, which is this right here. It's somewhere over there. And then the fins of the rocket was made out of fiberglass, which fiberglass is very hard to cut, by the way. They got to find that out. And there was three fins in total. And the parachute was black and orange. And the parachute attached the rocket by the string, which we call the shock cord. And it was very long. It was about four feet. So it was 55 inches long. And it was attached from the parachute to the nose cone. So there's something that happened between us with our nose cone. So you'll see further on that our rocket did not end up deploying. So our parachute did not deploy and go out because of the fact that our nose
020cone instead of measuring the nose cone from where the hole was because there was a hole inside of our nose cone. Instead of measuring it from there all the way down to the bottom of the rocket which our fins were, we measured it from the tip of the nose cone to where the fins were. So this is why engineering is very important because our calculations were wrong which sadly we got to learn the hard way. But our rocket was really ready by the final design and this was the picture that we took before it launched. Just like they had said we had to choose a one pound payload and it had to be something scientific something that we could learn something off of. And it took us quite a while. I'd say it took us
021about two weeks. We didn't know what direction to head and we ended up choosing chocolate. And so we had our idea was grab a tumbler that that keeps drinks cold and then we put the chocolate in there and then we'd get reusable ice cubes, make them make sure they're frozen so they wouldn't melt the chocolate and see what happened from there. Um, our payload was a success and not only did it help us learn that the atmosphere and the speed of the rocket going up into the atmosphere wasn't going to melt the chocolate, but it also allowed us to enjoy some nice treat after the after the amazing launch we had. That's good. So, we ran into a couple obstacles along the way, such as buying a parachute that was too small for our rocket
022and a chalkboard that was way too thin for our rocket. And we had to repurchase uh the altimeter because it was damaged during the build process. And also half our team was gone due to like school events such as like baseball or Skills USA or FFA trips. But one of our like biggest obstacles was our fin being detached during like the trip up to the launch site and having to reglue that at the launch site. So yeah, and then also during stage two, we had to rewire our whole artillery because the safety Yeah. whatever guy said that our So yeah, uh thanks for our biggest sponsor, the Gear Up program. We had a budget that we had enough. We had $1,500 that was donated donated to us as our budget to build the rocket. And
023well, since our budget was $1,500, we had to keep that in mind as we were building the rocket. And overall, we ended up saving like $400, I think. I think it was like $436 to be exact. We stayed in our budget, which was pretty pretty good for what we built. And well, we're also lucky enough to get donated team shirts. As y'all seen on the numbers part, we're lucky enough to get donated team shirts that we all wore at the site. We're one of the first teams to get donated shirts. Nice. The flight started off pretty good with little to no movement, but during the flight, the rocket started to develop a little bit of roll. Uh, as the rocket hits Apogee, the parachute did not deploy. Uh, and the rocket started to come down
024fast. In the end, the rocket stayed together, but because the parachute didn't deploy, the ultimator got messed up because the flound part and uh we couldn't get any information. No black box. Oh, this is our [Music] So, in conclusion, we did have a stable flight. We did have a little bit of a roll. So, it goes back to Newton's three laws, which go from a pinch, a roll, and can't think of the a yaw, the third one. So, we had a little bit of a roll, but it still went pretty straight up. Again, like Josh was saying, when it was coming down, the parachutes did not deploy. So, we were not we were sadly not able to get any information from our altimter, which the ultim had everything in it. So, it would tell us
025if we reached our goal, which was one mile, one pound. So, sadly, we didn't get to know if we did reach the one mile, but we did know that we did we did know that our payload did was a success because one, we got to eat the chocolate. It was still solid. But in conclusion, we had a really good flight. We got to represent Dexter really well. We definitely made sure to leave our names good and by the end of the day, everyone knew who Dexter was. So that was our goal. And we just want to say thank you again to our sponsors. Uh the the shirts were thankfully sponsored by Custom Custom Inc. Gabriel reached out to them and at the beginning I did not think they were going to sponsor us, but to
026my luck they did. And then Gear Up did sponsor the $1,500. And thanks again to systems go because they were the ones that made all this happen. But thank you. Thank you guys for listening to all of our presentations. You guys have any questions or anything? Any chocolate left over? Gone right away. Sorry, I think we left the mess. Thank you guys again. Okay. So, we're gonna the construction board. Yeah, I was um we met um last week on Tuesday. Um I think that it was really productive. Um all groups revolved. Um Miss Smiles and Miss Kobos were able to come. we were able to at least kind of look at the vision for the district from all pieces of all the groups. Um, and based on that information, uh, I felt really confident about
027the letter we need to write to PSOC. Um, previously we had talked at board meetings that we were going to submit for several, uh, months. However, because that information was still kind of lacking and our goal as a district, um I was unsure some of the places that were non-negotiables, um I held off. And so I feel very confident that we're ready to submit that letter um tomorrow for the PSOC so we can go in June to see if we get the extra square footage. I felt like it went board. I thought back was yesterday and I've been marking my calendar for all the graduations, kindergarten, eighth grade, high school. It's really exciting to see all the kids and the work that they've done this year and how it's home. It's very very cool for
028sure. Yeah, I'm sure a lot awards assemblies and all of those things and I was fortunate enough to go to state track this weekend because the state track's always phenomenal. So that was super cool to watch watch some kiddos represent there. just going on field trips with the kids. That was fun. Item B, superintendent report. Um, all the end of year activities are in full swing. Um, kindergarten roundup was held last Friday. Um, we didn't have as good of a turnout as we would hope, but I think, you know, maybe this late in the year, a lot of them were held in in April. So hopefully those kids will start trickling in. Um our elementary students have been on a lot of field trips including White Sands. They went to an isotopes game, Science Spectrum.
029Um middle school is completing finals this week. Um kindergarten graduation is next Monday at 9:00 a.m. High school graduation 5:17 at 7. um law conference for board uh June 5th, 6th, and 7th in Albuquerque. Um I currently have not all of you attending. Um I just need to make sure that's it's miles and it was and Linda. Okay. I was making sure that I had that correct and so we will put in for that. Um also will not Yeah. Um we do need to post um board quorum for Saturday for the graduation. So whenever you said that that I did write that down. So thank you. Everything I think is going well very busy right now. It's also I mean other things other activities that are happening like the eighth grade graduation. Yeah, I know.
030Let me compile a list for you because there's a lot of things and I got um this week from each of our principles kind of a rundown of the next two weeks and I can compile compile those together um because elementary has color run on the last day of school. It's just a lot. So, I'll compile. My question I guess is just is it possible to post a list of the activities and that all of them could be a possible forum? I I mean Oh, I know. Yes. Because kindergarten graduation might also close if you all it's more than Well, okay. It's just kind of mindboggling. But um I will call and get guidance on how to post that for even if we have to post multiple 14. Hey, every day this is happening. But
031I surely there's a way. We just get a t-shirt forum. Always on. Okay. Item four, public forum. So this is a five minute um limit. Uh please remember to just be kind, be clean. Um if we have anybody signed up, we are not allowed to respond to any of the items that are brought forth. We we gladly listen and we can direct you to Miss Pierce typically or the correct and she can direct you to the correct channels but we we just are not a lot to respond here. So but we do appreciate the input but there's okay item five business item A approval of administrative schedule. Yes. So, um we approved this at the last meeting. The only change is um the verbiage in which we consider our transportation coordinator. Um currently they were
032uh not you know we had discussed possibly not being a year round. However, after analyzing that information um and some back u maintenance we need to do for now we need to go ahead and keep that a 12 month position. Um, so I just wanted you guys to have that information that we would like to go back to a 12-month position for that. Um, and it's highlighted on there as well for you. So, we have to reapprove it. Yes. I just wanted you guys to have that option to reapprove. So, um, do we have a motion to approve the salary schedule with the transportation coordinator position back as a 12 month position? I approve. Okay, we have a motion. We have a second. Second. Okay, all in favor? I motion passes. Item B, approval of
033policy advisory number 261, school schedules and course load. And so, um, Miss Pierce also has given us a little bit of information. Do you want to elaborate a little on that? Um, I just recommend that we approve the school schedules, course loads. Uh, the state has changed some of the requirements for graduation. Um and so I recommend that we meet that standard in policy with the graduate profile. Yes. And and then our our next step plans will align also with the uh graduate profile. And will that be posted publicly? The graduate profile. Yes. Um and then also um I think that you know we may even need to sit and revise when we do have a new administrator. there might be some need for us to sit and just ensure that all parties even our
034new person either a is aware of the information or b if we see an area that we need to revise for the next school year um on what our district want and needs are any questions comments so uh do you have a motion for approval of the school schedule polic Move to approve the school. Okay, we have a motion. Do we have a second? Second. All in favor? Motion passes. Um item C, approval of policy advisory number 262, IKF graduation requirements. Okay, so I mixed these two up. The first one um includes the the next step plans only and the fact that those plans are now going to be state generated and they start in 8th grade. Um so at our eighth grade students will now go with the next step plan to our high
035school um information and then the approval of policy 262 is for the graduation requirements uh and I recommend approval and the two classes that we will have as our local decisions will be a ninth grade ex uh career explorations class and then the capstone for 12th graders um we would have that in our policy as like an exit class for our students. I move we approve policy advisory number 262. Graduation requirements. We have a motion. We have a second. I'll second. All in favor? I. Motion passes. Thank you. Item D, approval of fine arts grant. you should have gotten a copy um in the book for um the fine arts grant. Um I just recommend approval for that. Um a lot of the things have stayed the same in regards to uh the expectation for
036that grant um and our will the ways that grant funding we approve the motion. Do we have a second? Second. All in favor? I I motion passes. Um item E, adoption of elementary school science curriculum. And so elementary teachers. Good evening. Uh my name is Velasco and this is Lisa Granados. We were part of the committee to go to uh RT do in February and bring back information to our staff about that with everything that we brought back. We brought uh four yeah about five curriculums and we decided on one um which was the STEM scopes science curriculum. Um I just have a little overview of what it is. So stem scopes is based on the practice of 5e which is engage explore explain elaborate evaluate and then the stem scopes creators which were all
037it was all created by teachers. Um they went a little bit further and added an I for interventions and a for acceleration and so all grade levels of stem scope has an hands-on learning uh which is interactive and engaging to ignite students curiosity. It is inquiry B based education. It is relevant and real world that has real world connections and it's also um they made a connection or they got uh with the BBC video company and so all the videos that come up which is for every week or however whichever lesson you're doing they all have videos from that. So we thought that was pretty cool. Um things that we looked at that teachers really uh commented when we got together was it theformational text was very um it uh helped the students understand a
038little bit better of what is really rich vocabulary and had really good graphic organizers which a lot of uh teachers really enjoyed. The when you do the evaluation the testing you could do in three different modes. You can do a site evidence reasoning, an open-ended re uh responses, and multiple choice. So, the teachers are able to choose what they want the students to use depending on their um academic levels or just like adapted. Yeah. Um the the lesson plans themselves are flexible. So, what they did is the the publishers gave you a a set Like if you wanted to the phenomenon each module or lesson or whatever unit is called a phenomenon now. So if you do phenomenon one it should be done within eight weeks. So the teachers then have the flexibility of doing
039day one you do this this and this. And if you don't have a lot of time to uh do that lesson for that day, you can just show a short video and go on with the lesson. So, it's really adaptable and flexible. Everything's hands-on. It has experiments. Um, and then your has math in it, too. So, we think it's important to have math in your science. So then the hands-on experimenting, they're measuring plants and I think it's important because I think our math doesn't dig into it as much. So then science is going to kind of pick up. So that was another thing that that um we looked at the digital you could do either paper or pencil or you could do digital. Everything is assigned you it is um classroom Google uh compatible. Um
040everything is in English and Spanish. Um, and it you can um what they said, this is what I liked. It's called trans adapted lessons. It's not just translated. So you could translate something in Spanish, but does that really is that really how they speak. So they all the stories are actually looked at and they actually put it the way a Spanish speaker would say things. Um everything has English and Spanish and then like she said their math and it's also career con connected. Um and what I liked especially was the website that you go to. It's very teacher friendly, very user friendly and Lisa got to do a little lesson with her class and the kids really enjoyed it. So and then you know it's really uh you can navigate really really well. So those
041were the things that we looked at how how they were every um different curriculum that we looked at how was it adaptable how you know was it user friendly for the students as well as the teacher and all of that. So that's what how we came up to students code. Okay. I believe uh Miss Erica Don sent y'all uh all the stuff that we looked at all the different uh curriculums we looked at and the signing sheets and all of that. Um and then I was talking to Miss Pierce earlier about how much it was going to cost. Um we are adapting adopting it for six years instead of just one year. So the price does look huge but if you Yeah. it it's not that bad. And then of course uh the professional development
042is not included in that price, but we um are still looking to see which one there's different packages that they sent that Sarah the uh representative sent me. So we're kind of looking at that to see what we want. Um so any questions? Are there are those videos in Spanish, too? You know what? I believe so. Okay. Because with our math curriculum, I wish our videos were the same. I believe so. I get to change what you want. Right. Right. I just want to make sure. Yeah. And the kids if they have an experiment they have to do that day and they just didn't understand how you explained it, they can actually go through it and watch what they're meaning and all. It goes by step. Yes. Any other questions? um consumables like as far
043as like of all the projects are those like yearly ordered or or are those just going to be on on on the teachers to acquire? No, they're yearly. They automatically come to this on the first page it gives a list of all the information. The very last one on that page that kids come for years two through six. Yeah, it's okay. which I think also probably is the reason it's higher as well, just because of the fact that this gives us the ability to use it all six years versus the fact that it would be, you know, one year um and then you're having to buy and scr I'm sure. So they give we we did the order for K through five obviously and we also included uh the Spanish at least 10 Spanish for
044every classroom. So, it comes with a and I forgot. I'm sorry. Um, I had the books right there and I forgot to pick them up. So, they come with a thin book for them to read all the stories, little whatever uh they're looking at for that lesson and then it's a bigger workbook and in that work a student workbook and in that workbook it's the whole year. You don't have to change it. It's another thing modules different student books. It is one one time one in it one and done. And so because it is adoption year, how do we um like how does the state like partially fun? I know there's something. So and Genie may be better at describing that, but basically we get instructional funds every single year and based upon the adoption
045year that's how they bump it up or something. Except they really haven't bumped it up. Last year we had 160,000. So this year 165 total been reallocated by student rated student health by school. So they're supposed to but they just Yeah. So there's definitely ways that we can the instruction on this. It just may be some money from this year, some for from July to make sure that we can get it for and and I think this is kind of like at this point we these are everything we want and maybe you know we can pay year by year to have that stuff delivered based upon that whatever but this is what we need to be successful with this curriculum because we do need our teachers to be able to have the Spanish version and
046all of the hands-on pieces science. Yeah, it is. Science is more expensive than other curriculums as well. Yeah, we just work on this one. So, I move to adopt the elementary school science group. We have a motion on the floor. Do we have a second? Second. Okay. All in favor? I I motion passes. folks. It is um item I did spent the most time in the high school because it was on the table as I walked in and then I got you guys just a good evening. Um I'll give you guys just a quick overview um while they set up. I am definitely not the content expert. So um so we also attended uh the curriculum preview day in Ridosa that is a phenomenal event like it was great. Um we we got to connect
047with our um elementary counterparts a little bit and just have some very quick discussions. But um we set forth with a couple of uh goals in mind. Uh and one of them absolutely at the forefront of our discussion was making sure that there were really quality bilingual supports embedded. Over the last couple of years, we've had a good number of um our Spanish-sp speakaking students come to us at the middle school level and they would be technically considered like year one. And um so we just really needed to make sure that those bilingual supports were there, that they were quality, and that they were readily available. And so that that was really probably the top thing that we were looking for as we um scanned and skimmed materials. Um and then the the next piece
048was we needed some versatility in the instructional materials as far as science content is concerned in the state of New Mexico. You can you can go one of two tracks when you talk about science instruction. Um and probably was it seven years ago I guess we were on this row Mrs. Harrow and I and um we had made the collective decision that we would teach sixth, seventh and eighth grade science within content areas. So sixth grade traditionally for us had been earth and space science, seventh grade was life science and then eighth grade was physical science. Um, but now that I'm a little more uh educated and these guys are phenomenal, um, and having a better understanding of what that eighth grade science assessment looks like, it made far more instructional sense to shift away
049from that and um to move towards what they call an integrated model. And so really the short version of that means that at all three grade levels they're going to be exposed to all three contents um and that it builds scaffolds. And so once we felt like we had a solid platform for that decision that was the other big piece that we were looking for as we were skimming previewing curriculum and whatnot. So anyway, that is all I have to say. I'm going to give the floor over to my team who has the fun stuff to Yes, ma'am. Thank you. I did give you guys the little print out that's just the model of the integrated approach just so that you can kind of see. I know it's easier for a lot of people to
050see it on paper what it looks like. So, you'll see where the disciplines of science are kind of getting mixed in there. Um, and then really when I got the opportunity to go to Reados and look at the textbook stuff, one thing Miss Fergie said to us that really stuck with me was a lot of these textbook companies or really a lot of them are going to have a lot of the same features, but what's really going to move the needle, right? Um, and so that was something that stuck with me when we were there. Um, me and Miss Hark, we decided on McGraill. Um, and then again the integrated approach. We kind of were, we knew we were going to stick with McGraill, but we were trying to figure out whether integrated or that
051content specific was going to be our route. And then ultimately we went with the integrated approach. Um, so just to kind of show y'all a little bit of what we're looking at, this would be what like the teacher portal side would look like when you log into that to the um dashboard. Uh, so going to browse this course. This is where the modules are going to be set up in that integrated approach. Um, and then each module will have certain lessons to follow with it. And so from a teacher standpoint when we log into this module, um, one thing that was good accessibility wise is this is all going to create like a presentation for you. So this is all the different assessments, all the different tools, all those different things that we're going to
052use to teach that actual module or lesson. And it's literally as simple as like opening it up and saying yes, I want to add this or no, I don't. And then as I go through this making our lesson, then we can click present. And now it's ready for us to present to the class in that sequence that we choose, however we want to approach it. Great for us people. It is great. Yes, it is great. And then to call out some of the key key things that that like Miss Fergie said, one of the big things was the EL supports and really just that the English language learners. Um I think McGra Hill was probably one of the most focused in that content. So when you look at the module planning resources, uh I mean
053like the fourth one is already EL teaching techniques. So you can click on here and here's just a bunch of strategies to teach science to a non-English-speaking student or someone who's at the different um the different levels of whether they're entering and emerging, whether they're bridging, wherever wherever they're at, we can meet them there with each lesson. Um that was really important. Then there's a couple other things like dual language instruction. This is a good web um a good article or a good thing for us to be able to see um in both languages kind of common what are they called cognates I'm sorry this is why I need it because I don't know the Spanish language very well but kind of cognates that are going to be easier for them to relate to their
054language but also like the false cognates that they would assume would rel to translate to a word that they know in their native language but doesn't necessarily translate like it's supposed to. Um, so this is just a real big call out sheet for us to be able to support those students. Um, and then another big thing that we spent this year doing was a lot of professional development like with Avid strategies um, and with like interactive notebooks. And another big thing that we liked about this in particular was down here. They actually show you how to use those interactive notebooks with their uh, curriculum. So foldables is made by Dina Zeke Dina Zeke uh she's the one that I guess kind of is pioneering in interactive notebooks in the classroom and she has a whole
055bunch of strategies to pull these things together to make all these different graphic organizers and things like that. One thing me and Miss Harkrove were really struggling with this year is we wanted to use interactive notebooks but how do we make that fit our science curriculum and how do we kind of go about making these foldables and making it how it should be? uh this kind of answered it for us and it is just a step by step for the teacher work for the student on how to do the certain foldables and how to actually basically do the notebook. Um and so this is something that we can assign in that presentation again to kind of just give more instruction on that stuff. It's it's great for the kids but it's also great for us
056if we are struggling with the concept. I know I'm terrible at physical science that's you can do it physics come in Spanish so that you can teach them everything. Yes. Yes. Everything's just a click of a button and it flips it. Everything. This was a big poll for us is everything is translatable on this bench and it does it correctly. What about the material that you have? That's also correct. Yes. The whole Yeah. Everything. And then um the last really big tool I guess that was kind of a decision maker for us is this thing called Learn Smart or Smartbook. They're kind of going together I guess. Um, one thing I learned like in other like history for example when I I go and talk to our history teachers is they get to do like
057chunked reading and so my understanding is basically that's like a stopping point and you have to kind of answer some questions, make sure you're engaged with that reading before it allows you to continue on. Science hasn't had that luxury. Science is just, you know, give them the big old hard text to read with the big words and work on it together or hope that they work on it independently. Nothing sticks. learn smart a smart book is that chunk reading and so it's going to chunk it into certain paragraphs and ask them those specific questions to what they just read before it even allows them to move on to the the next section of reading. So it kind of just brings what they're doing in other classrooms into the science world too. Uh and so it
058was a good tool for us. Um those are kind of the the biggest things that led us towards choosing McGra Hill was just it its ability to support our EL learners. It's going hand inhand with what we're already doing in the middle school as far as like a strategies, interact inter interactive notebooks and things like that. Uh and then when it comes to accessibility from a teacher or student standpoint, you felt like this is one of the easier ones to be able to navigate the technology side of it all. Can you show us an example of the Spanish wording that they're using? Sure. So, and so far the customer support great, but they are very responsive. And so is it all online component or will they have like hard copies? There is they have options
059for both and I believe we're going with having the hard copies available as well. So the students uh student consumables are on an annual renewal. So those um we have the ability to edit those ships um but they they come to us at the end of every so like at this time next year correct we'll have the consumables um for the next instruction we are going to do consumables or you do online we'll do it'll be both it'll be both because the student notebook is I believe it's four it changes every nine weeks so that kind of helps us make, you know, the pacing decision a little bit faster. Um, but once they're done with that one, they can just hold on to that for later on. And it's once again, it's chunked up very
060nicely. So, they're they're absorbing it and we can make sure they're absorbing it, not just breezing through it. I never learned that. does a good job of teaching that content specific vocabulary in context and science is rough like that. It's very very intense. So here would be an example of it just having the the Spanish version readily available for the assessment of this is lesson one about cells and so this would be like the online version of this would be the online version of performing this assessment. or it's just going to come up already in that native language for you. Um, and then the same thing would be if we wanted to do a printable version. I haven't navigated it enough to print it. I mean, I'm kind of impressed with the fact it must
061be like, you know, very easy. Yeah, it is. And then when we actually went to the adoption, one of the things I love too is they said everything is already translated. like they have a PDF version available in Spanish and then like 13 other languages that I'm not sure we would ever need. But it also plays well with Google Chrome where if for whatever reason something went weird, you can hit that Google Translate feature and the whole web page just seamlessly integrates to translate. And this curriculum is way different from what the elementary is using the it's a different publisher, but we're all my understanding is we all have the same standards that we're going to have to teach in it is very similar. just a different kind of like I guess a different way
062to see a cat kind of a method. So for stems code they talked about the different platforms the earth's earth science the life science stem scope does that pay through uh five. So every every phenomenon is either earth science or life science or pl you know space. So they go through these modules and they all are one of those platform or one of those. So it's basically integrated. Yes. Yes, it is. So kindergarten will get that and then you go to first grade and they'll get that and it keeps going. So it is like you guys were building every year. Yes. It's just a different publisher and high school um has chosen the same publisher for their um for yeah for their classes. So middle school and high school will be using the same routes.
063Correct. But high school um is it is content specific as opposed to our integrated but it's because they they are content specific. They earn those credits. Um, but it will be just like this. And I guess really the last school call out that I liked, I just remembered our STEM project. So every module is going to have a project that's a stem stem based project for them. Every module like this one is about cells and so I think their module is about find their STEM project rather is finding some sort of sample from outer space and having to determine whether it's living or not. And that's the project that they have to complete at the end of this module. So, it's kind of cool to get that kind of that career exploration going in with
064it and really kind of driving home why we're doing what we care, right? Why the phenomenal matters to us in our everyday life. And did you say that the lesson itself is in Spanish? Yes. Yes, ma'am. So, and the consumables will be as well. Yes, ma'am. Yeah. And that was one of the things, you know, and they kind of touched on this already. The publishers have come a long way in seven years. When we were on this path, last time it it was rough because they really did not do a good job of including solid bilingual supports. And so, you know, shout out to um our publishing companies for getting it figured out. But um and one of the things that really pushed us in this direction is be because they have intentionally built in
065those translated uh pieces and they're not just relying on that Google translate function because while that's great, it doesn't always work. So did I. Yeah. I mean science teacher. That's all I had to present. Questions or anything? I'm just curious why you chose to go integrated rather than just like it's nice because uh sixth grade is really just earth and space science and seventh is just life science and then eighth is just the physical science. But as I said with the state testing we did, we realized these kids, they've kind of forgotten a lot of the sixth grade stuff. They've forgotten all the life science stuff. So they got up there and they're like, I know this. I taught us this. I don't remember this and I don't remember this. And the nice thing about
066it on the eighth grade level, it brings in, they do some sixth grade stuff. They pull some of that eighth grade and that seventh grade. So they've got a good mix and it kind of refreshes their memory. That's what I was wondering if it comes to the elementary and I and I think for me personally I had those same questions you know so I'm a year two teacher and so as soon as I started hearing integrated versus like curriculum specific and all this I was like Mr. F what are they talking about? What's what's better? No, that's what I was hoping to hear was because of testing and yeah and so the when you look at the research there's research to suggest both are very beneficial. Um and for me it was ultimately when I
067went to that state test and saw that you know the state test is broken into three sessions but those sessions are integrated as to what they're being asked of them. And so it kind of made sense if we're going to integrate assessment we should probably integrate the teaching methods as well. Um and I like the call out that that that little printout I gave you. It's it gives you a little call out about like how am I supposed to teach a kid the like how a human affects the environment if I haven't even taught them the water cycle yet. So this is a good way for them to learn step one the prerequisite before we get into that kind of more more meat and potatoes of what we're teaching and keeping in mind that only
068eighth grade tests for science. So we you know and that was part of the conversation we had you know one of the things you can't do is create time during the day. So how how do they cover the content specific things that they need to cover and us still effectively build in all of this reteing with you know previous content and it just made more sense to transition to that integrated piece where it was done naturally and that scaffly piece was already there. Any further discussion? Oh Any questions? Thank you. Science curriculum. We have a motion for we approve science. We have a motion. Do we have a second? Second. All in favor? I I motion passes. Thank science. Thank you. Thank you. Um high school uh item G adoption of high school science. with
069me in my own bag. Oh, there you go. I brought the books. Okay. So, this is basically kind of thing. Uh, this I don't know if we're going to be doing our signs or not. And I believe Yes. ry and physiology. Okay, right now what we teach is biology, chemistry, anatomy, physiology, and physics. We teach those. And so that's the four main ones right there. Earth science was one that I kind of suggested because that is a part of the test state testing. And um I was uh looking at that to maybe see if we can integrate that. But it's also kind of integrated in some of the other other uh text that we have. So basically they pretty much said everything else. It's just it's just exactly like that. The one thing I do
070like about this is that it does have virtual labs that they uh that the kids can do and it goes along with the chapters so that they can do the virtual labs and of course we'll also do the hands-on too. But um it kind of gets them going and kind of gets them interested in it. So basically, like I said, they pretty much said everything. And the thing was that when uh we were looking at this um I got I got to thinking myself I think Miss Pson must have heard me thinking because I thought why don't you know um the middle school and the high school we need to kind of coordinate with each other because when the eighth graders come up to high school I expect them to know some stuff and uh
071with That that being said, hopefully now when they start coming up, I don't have to go back and repeat stuff. So, so what's the order again? Can you remind us? Well, uh, biology is freshman and then they have a choice of chemistry or physics and then anatomy and physiology. So I don't know physics is something else but it's really it's really good. It hits the kids. They like the well with the the system scope, right? Most of those kids I have I have them in class. U right now there was about five or six of them that are in physics and um some of the stuff some of the math that they did they were doing in physics. Car and you have the um the bilingual support as well. Yes, it does. It has the
072bilingual of it's all on um the on the internet and that's that's the other thing is that um we get like a classroom set of books but then if we can go they can go online to to uh because all of these books are online also and it's in Spanish and English so that would be pretty good for Okay. Well, I'm seeing the word phenomenon out here. Revisit the phenomenon. That's the NGS. The NGS. Yeah. So, instead of units, instead of modules, they now switch. Yeah. That's that's what the they're going to like. adoption of the high school. Thank you. We have a motion for any further discussion. I would like to adopt We have a motion by Missia to adopt the high school curriculum. Do we have a second? Second. Okay. All in favor?
073Okay. Motion passes for high school. Okay. Item eight, approval of Chromebook purchase. So, technology was looking at budget that they have remaining for this school year. Um, and the amount that they have left would allow us to have 10th through 12th grade to go ahead and upgrade to Chromebooks for next school year as well. um seeing that um Chromebooks gives us a lot of options for our technology department to oversee those um somewhat virtually and not have to put their hands on every single um Chromebook. That that's an important piece of this to allow us to have our kids work seamlessly. Um the other um thing that Chromebooks allow us to do that we've kind of started to discover is we can track those devices as well. Um so that's also a positive. So we
074are recommending that we would go ahead and just upgrade all sections um of the high school for next school year. Um with that um we would keep the um computers we currently have um for such things as high school um dual credit classes. So that way when they need Word or Excel or any of that, if you still have access to them, we can also put those into classrooms um in carts. Um so that way they're they aren't going to waste as well. But this will give us on the daily a more manageable device. Um as well as the price point of that device is a fourth of the other devices. So if we do have, you know, breakage or anything like that, I feel parents are going to be able to afford that device
075comparative to the device we currently have for students. And we do have the budget. Yes, correct. This is this is the funding that we have left over in technology after they have paid um all the bills through June 30th that this would allow us to to use that funding. I move to approve the purchase of the Chromebook. We have a motion on the floor. Do we have a second? Second. Okay. A motion by Miss Niles. Second by Mr. Goofia. Um all in favor? I motion passes. Um item I discussion of leave policy. So, um, after looking at all the different leave policies and the information, I passed it off to you guys right before we got started on a possibility for next employer. Um, so currently, um, our 9month employees receive 13 days, which is
0766.84% 84% of their contracts um in which they currently are contracted for 190 days. But based upon next school year when we are rolling back to 165 days, I think it is important for us to keep that percentage um the same or as equal as possible in whole days. Um, but there's some things that we could do to better enable our staff to use days um to their needs. So, on the 9month leave, um, this would look like possibly you're still going to have the same number of sick days, nine. However, we could allow four of those days to be used as sickly personal. So, if somebody chose to use that for a personal day, they would be able to. Currently, they're only um one personal day. So, this keeps allows our staff to use
077that leave as they see fit. Um as well as you'll notice the family leave on the proposal would go down to zero because now they can use that sick leave personal the same way. The family leave now allows us to get to 11 days to keep us at the same percentage as next school year. So, I kind of just wanted to give you this information. Um, I'd like this to go out to staff, let them think it over. And that's why it's just a discussion item for today. So that way there may be more ideas. It may come back that we want to be able to use all nine as sick leave personal and that way staff has that ability. Currently, I just kind of kept it pretty much equal in the number of days
078um that way. So, a creative way for for people to be able to use their days not just for sick, but whenever they do have personal um a lot of our staff has kids involved in different activities or sports. Um and this would allow them to not have to make it a doctor's appointment for that same reason. They would be able to go. So, and sick leave, the part that we would not kind of want to go away from is that it's accumulated. So whenever staff doesn't have use that for this school year, they would accumulate it for next year's school uh sick leave. So how does that translate at the end of somebody's um right we have had this kind of discussion. So I think the reason that I chose to keep the sick
079leave versus go to paid time off is because sick leave is not paid out. Um and the sick leave personal um currently is not paid out in our current policy. So it would literally currently it's not right only annually right 24 days. So only our 12 month that's what our policy that's how our policies are. So this keeps us in line with our current policy. It just changes that sick leave personal allows them to use a sick leave day for personal reasons as well. So kind of just wanted you to have this look at this. Sickly become sickly personal. Yeah. And and I didn't roll it all over to sick leave personal. So right now with the sick leave personal, so you get nine days as a nine-month employee, which is all our teachers, our
080EAs. Um, and then one of those nine sick leave days, you may choose to use all nine of them as sick leave, but you're able to use one of them as a personal day of some sort. Um, whereas here we could roll that over. So just for you guys to think about as we do have a staff that you know is doing a lot of has a lot of students involved in activities and so this would allow them to use days that were used to be considered just sick leave. Right. And so whenever we looked at it last time, it it just had some clauses in the in the policy that like made it kind of just a little bit ambiguous as to who who approved those leaves and whether they were I guess right
081sick leave is sick leave and it's automatically approved whereas like like personal it's still left up to so and that's what the paid time that was with the paid time off they brought in front of you and so I think this gives a compromise for paid time off. Um, in regards to we still have that sick leave, they're still in policy. If it's the last two weeks of school, the first two weeks of school, the day before or after a holiday, um, superintendent approval um, is needed. However, this allows for some more freedom for those sickly personal days. So, I I think I understood that piece of that on the paid time off. Ah, last time. So, do you you're the one that's going to approve or just like a principal would approve those teachers
082like say for example a wedding after Christmas or before Christmas, you would approve it or admit it to two approvers if it's gone from that. Um, but I think that's part of this is is keeping some of our current policy of like we're not giving away this sick leave piece of that because you can take sick leave at that time. It's just the sick leave personal that you have to have approval um before or after a holiday. And I don't quote me on this, but there's also a piece of that like less than 25% of the or 10% of the school can be out on that date. Um, currently that's not being followed like that. There is definitely schools that have more or less depending on on the need and I don't see currently very
083very little leave is actually being turned away based on time. Thank you. So you'll be able to get feedback from the staff. I think that's important. I and and we could leave the number of days the exact same as they currently get. But my concern with that is the fact that we are cutting the number of days by 30 days. So how do we ensure that we're also probably cutting the leave at the same percentage for each group? Uh the same. So you'll notice that percentage as well on here just noted so that way you could see. Thank you for working. Okay. Item six, where do you find the policies on the board policy? Yes. Um on the website underneath um the board educa board of education, it said board policy. Then it's going to
084take you to another website in MSBA and you're going to go scroll down to Dexter. If you're on a computer, you can actually do a search feature that'll give you any of that information versus a phone. It does not like I know item 6A approval of April bills and payroll. We approve the April bills and payroll. So we have a motion on the floor. Do we have a second? Okay. All in favor? Okay. Motion passes. Item 6B, blanket approval of budget adjustments. Genie is gonna speak on. Yeah. So, we have a deadline coming up early June ahead on some funds set our bar deadlines. So, that'll be before our next board meeting. So, um this ask approval through June 30th and then we'll bring them to you. Otherwise, we miss the deadline or we have
085to have a special meeting, right? Yeah. Multiple special meetings. I mean I person I personally still to where we can have a special meeting and improve those things as they come through just me personally. I don't know if you guys have any further discussions as far as We have a motion on the floor. Do you have a second? Second. All in favor? I miss her speaking. Just let Miss Pierce know on when we need to have those special meetings to meet those deadlines. Item 7A, new [Music] hires. Item B, resignations. We have a Debl principal the high school and Miss Slayton teacher at the high school as well. Um, item eight, correspondence, future meetings and events. Item A, correspondence. Do you have any correspondence? Um, item B, future meetings and events. We have this Saturday,
086the 17th, high school recreation, 700 p.m. Next. I'm all um kindergarten graduation on Monday at 9:00 a.m. last student day. Summer starts May 23rd. May 26, Memorial Day is district is closed and then uh staff PD on May 27th. And then we do have the law conference June 3rd through 5th. 5th through the seventh. Fifth. I'm just shaking my head. Yes, I know. Item nine, adjournment. Yeah, we have a motion on the floor to adjourn. We have a second a second. Okay. Motion by Mr. Goia, second by Miss Niles. And all in favor? are beginning at 5:49 p.m. Just in time for We would like you all to attend the staff appreciation dinner. I know.