001testing. Good evening everybody. Welcome to the regular board school board meeting combined with the work session. This meeting is open to in-person participation, available on the public via live stream on the Central Consolidated School District's YouTube channel. We're down here at Kirtland Middle School. Thank you very much, Miss Manolito, for hosting us this evening. Appreciate it. Uh, routine matters 1A, call meeting order. Verify a quorum present through roll call. Mr. So, >> Miss Hasky, Miss Hospus, is that me? It's Monatoya. >> She did say present. Correct. Yes, >> I'm here. >> Very good. And myself. We do have three. We have a quorum. Item B, pledge of allegiance. Mr. So, would you please lead us in the pledge of allegiance? Thank you for that. C prayer. Mr. Deswood, if you would please. Jerry, can you
002hear me? Thank you for that. Thank you, board member, President Mononttoya, board members, staff, colleagues, and parents, community members. Thank you. Item D, welcome the guests to the presenters that are here to present this evening. Thank you very much for being here and again to Miss Mandolo for allowing us to use your uh facility for this evening's meeting. Thank you again. E, approval of the agenda. Any want to take a minute to look over the agenda before we approve it? Mr. Noble, do we have anybody online? >> Yeah. >> Question. >> Board President, members of the board, Superintendent Carlson, uh, assistant superintendent, uh, Peter Deswood, uh, I'm sorry, sir, can you repeat the question? >> Do we have anybody online? Uh board president, members of the board, assistant superintendent Peter Dezwood. Uh we do have
003guests online. >> Any board members? >> Uh we do have board member Christina Aspus online >> here. >> I'm also online. This is Susette Hasky. >> Thank you. President Montoya. >> Uh, go ahead. >> Got a question. >> Yes, I did. the um the usual um impact aid and JM uh calls Perkins. I'd like that red What's the question? >> Can you hear me? Now we can. Go ahead. >> Okay. the usual the impact aid advalorum call Perkins >> that's listed on the uh February board report summary under accounts payable and dispersements that documents in the in the board docs >> yeah I uh according to be agenda so it can be vote to be read. >> Yeah, it's actually under item eight, reports and possible board action. >> Yeah. Item two, >> F 8F.
004I'm assuming you want that red. >> Yes, >> I have no problem with that. And we can get down to when we get to that, we can have that one read specifically as we have in the past. Is that >> okay, that's fine. I just didn't want to confuse things later. >> No, no, you're fine. Again, as I've said before that uh it's important for our constituents to hear how much money is coming in and how much money we're spending. So, I I always like to have that read out loud. Thank you. >> With that, Mr. President, I will make a motion to approve the agenda as presented. Thank you. >> I second. >> Vote a roll call. Miss Haskkey? >> Yes. >> Mr. So, >> yes. >> Miss Aspus, >> yes. >> Miss Montoya,
005>> yes. >> And myself, that's five. On two consent agenda items, we have the one which is a review items, no presentation. A approve minutes for February 2nd, 2026 work session and February 19th regular board school board meeting. Motion to approve. >> Mr. Mr. President, I will make a motion to approve all the the Well, there's only one item under consent agenda. So that item A. >> Okay. Is there a second? >> I second. >> Vote a roll call. Miss Hasky. Yes, >> Mr. So, >> yes, >> Miss Aspus. >> Yes, >> Miss Montoya. >> Yes, >> myself. Yes, that's five. Item three, possible questions and actions from board and consent agenda items and or discussion. There's was approved. So move on to item four, student and staff community recognition. Is uh the superintendent online
006or is Mr. Des going to do that? Was that you Mr. Deswood? All right. Thank you. >> Yes, I will step in filling in for Miss Carlson. Uh we do have uh one public comment. It's uh Dr. Donald Striker. Um yeah, >> actually hold on, hold on. We're doing the um recognition, student, staff, community recognition first. Thank you. Did we have any >> um I just see uh principles here who are presenting and then staff uh are here as well. And yeah, that's that's all I see right now. Board President, >> Mr. Noble, did you have that information for me that you >> we do actually have a recognition that we need to present? >> Uh, board president, members of the board, Superintendent Carl or, uh, assistant superintendent Peter Deswood, uh, walking right in front
007of me is actually Tanya Plero. Um, I can send the I'm about to actually send you something, sir, on your phone. Um, if you would like to read it out loud, sir, we can uh recognize her for what she's going to be receiving tomorrow at the UNM pit. Or board president, if you would like for me to read the >> If you would, please. >> Okay. Yes, sir. Uh, board president, members of the board, assistant superintendent Peter Deswood. Um, Tonnie Plero, could you actually go up to the podium right here and stand before the board here? um board president, members of the board, uh assistant superintendent Dezwood, um before you and and for our guest here, Tanya Plutero is uh the new New Mexico Activities Association NMAA will honor student athlete Tonnie Plero for her
008dedication to sportsmanship this Friday, March 13th, in Albuquerque. She will receive a $1,000 scholarship at the UN M Pit. The ceremony is at 11:30 a.m. during the 2A boy state semifinals game. This was Plato's first year on the varsity team and competing in the state playoffs was a big milestone for her after years of watching from the stands. She described the experience there at as she attended the or as she was in the quarterfinals. It was a bittersweet moment for her to represent her school. uh board president, members of the board, assistant superintendent Deswood, U Tuh Tonnie Plater has plans after high school to go to New Mexico State University to continue with chemical engineering. If uh Tonnie, if is that correct? Uh chemical engineering is your path that we'd like to go forward with.
009Uh, board president, members of the board, superintendent Carl or Tony, go ahead and and try it one more time to see if we could get you um if you if you don't mind repeating that one more time. >> Hold on. Loud and proud. >> I think I think your mic is off. Is it >> There's a little switch on top. Have to slide it forward. There you go. >> There you go. >> Now go ahead. Um it was that or nursing or um um neurology. >> Very good. Congratulations. >> Thank you. >> Comments from the board. >> Comments. >> Miss Montoy, >> we're just really proud of you and appreciate all of your hard work. >> Thank you. Very good. Miss Aspus, Miss Haskkey, any comments comments? >> Yes. Uh, just keep going and you
010know, put that uh education to good work and I'm sure you will just keep going. >> Thank you. >> Good luck. >> Very good. Good job. >> Go ahead. I would just like to say congratulations. Uh hard work really gets rewarded. So thank you for doing that, achieving that and um and just good luck. Thank you. >> Thank you. >> Good job and congratulations. Appreciate it. >> Thank you. board president, members of the board, assistant superintendent Deswood. Um, also, uh, representing the Nukem area, Nathan Brady, who was coaching the, uh, the girls basketball varsity team. Um, she took the varsity team, uh, two times in a row, back-to-back quarterfinals. Um, and, um, and he was also nominated or actually is awarded uh, coach of the year for the district 13A district region. So, uh, congrats,
011congrats to Mr. Nathan Brady for being coach of the year for, uh, 13A district. >> Congratulations to that. Is there any others that we that we have or are we good? Okay. If there's nothing else at this time, we can move on to item five, the comments. Public comments. Mr. Mr. Striker, I believe. >> Thank you, Mr. President, members of the board, Mr. Deswood's here, members of the administrative staff. Congratulations on the uh the recognitions and the award. That's outstanding. Uh go for the engineering. Go all the way. Um, I had just a a couple of questions and I know you don't like to comment on public comments, but I just wanted to follow up on the the cultural policy amendment a little bit because I wanted to know if it was actually done, was
012edited and returned so people can actually see that what it is. Uh, that's one question that I had. And um, I also wanted to find out if there's been any cost information provided with that because I was trying to run that through my mind and see what that was going to cost. And then I started thinking about all the different cultural groups that might be represented and how long we're going to need to actually spend with the training. And so I thought if I was going to have to do two hours of training two times a year, that's about a half a day. And so I'm trying to think of how much that's going to actually cost us. And although it might not be a direct cost with money, time is the only resource we
013never get back. We can get money back. We can get equipment back. We can get property back. But that time once it's gone, something else is going to have to be given up for that time. And so I was just curious on that if you had gotten any fiscal impact statement from the ICO or anyone else on what that was going to cost. So because I think that's important uh to look at. And I also had a question is what the training is going to look like. I mean, what is it actually going to be like? because the data that was presented to you last week indicated that eight out of every 10 employees thought just simple fact sheets would be enough. So in that case I mean there's not going to be have to
014form wouldn't have to be such so much formal training on this. It could be something distributed pamphlets or brochures or whatever. So I'm just trying to wrap my head around that because I I'm starting to get asked questions about this and I don't know what to tell people. And by the way, I'm speaking as a taxpayer, a citizen advocate for students and staff. Um, but I'm just curious on those things and I I know you'll you'll share that information when you have it and I would like that. Um, I also wanted to say I I did bring that chili and I I always try to honor my commitment. Sometimes things happen and we can't, but I had spoken with uh Mr. Mononttoya and Miss Aspus in February at the board meeting. I said I'll bring
015Chile to the next board meeting, but I didn't know about the the March 2nd meeting at that time. So, I couldn't get prepared for that, but that's why I'm I'm following through and that's why you have dinner tonight as it's my honor to to prepare that for you. It's got pork and and bacon. There's no chicken. There's it's a pork shop and bacon in that. And uh there's some other things over there for you as well. So, I appreciate your time and u I hope you have a good meeting and a safe holiday. God bless. >> Thank you. There's nothing further. Uh we can move on to item six, reports from the board and superintendent. Board member Hasky, do you have any reports? >> I do not have a report. Thank you, >> Miss Aspus.
016Not much. just the fact that um the retirement of Kirtland Coach Jersey went pretty well and well received and um especially the old coach that came out and um um that attended that retirement ceremony and and I just really want to say uh thank you to Isaac Valdez. Um, I think there's there's a lot of new things that have come about and um and and as far as being the athletic director, you know, um acknowledging and the only thing I I ask is, you know, in the letter signing, I don't think it's um um you know, I know it's towards the student that's signing for the for college, but I think acknowledge judgement needs to also be extended to the parents um or guardians and uh but Kirtland it it appears that Kirtland girls are
017in the finals and the state playoff game tomorrow and just hope everybody um can make you know go down and support um and and then also the other sports that are are happening, softball and um the spring sports that are starting. Thank you. >> Thank you, Mr. S. >> Uh yes, I don't I don't have anything at this time. Thank you, >> Miss Montoya. >> No report at this time. Yeah, I was just going to also state and I thank Miss Aspus for saying that that Kirtland Central made it back to the state championship 7 o'clock tomorrow. Um, spring break next week. Everybody enjoy themselves. And that is it because I have nothing further. Item B, reports from the superintendent, general and reporting of student travel requests, fundraising fund raising request, gift donations approved administratively
018by the superintendent. Thank you uh board member or president Mononttoya. Uh there are three uh requests. Uh there is a a request from San Juan College or donation from Sanan College Harvest Food Hub and Kitchen. They are donating a commercialrade refrigerator and freezer valued at $5,8751. And that will go to uh the safety net family resource center. The next one is uh Brooks, which is the running shoe is donating uh to the girls the Shipwro High School athletics girl track and field program. A check of $500. funding will be used for meat fees, snacks, drinks for students at meets, travel costs, and any other track program expenses. Uh there's also a um non financial gift donation headtotoe outfit for 25 athletes. The value is $8,500. Let's see. The next one is a another one by
019Brooks again. Oh, it's the same one. Okay. So, there's one was for the girls and was one was for the boys. Again, the check for $500 uh for the track. This one's for the boys track and field program for Shimrock High School. Funding will be used for meat fees, snacks, drinks for students at meets, travel costs, and any other track program expenses. There's also headtoe outfit for 25 athletes. Value is $8,500. And then the last one is Paige Prescott from Santa Fe donated to the robotics program at Newm High School for a check or cash in the value of $250 and will be used for the robotics team travel or equipment. Those are the uh donations that I have for tonight for Mr. Carlson. Thank you. Thank you for that update. On to item seven,
020reports. No board action. A save the children program by Yaha. Um m Mr. President, if if I could make a little request, uh before we jump into to the reports, can we uh take care of some of the action items? Um, with that I would I mean after listening to discussion of request by board member Aspis and I think there's one of that I I would like to make a motion to approve items 8A, 8B, 8 D, E, G, and H with item C and F pull pulled off for separate action >> C and F. Yeah. C is the athletic handbook and and F is the the accounts payable report that covers impacted JOM and so forth. >> I'm requesting I'm motioning to approve all those items with the ex the exception of those two
021items for separate action. >> Okay. >> I second. >> All right. Hold that thought. Let's get through A and H first if you all don't mind. And then once we get down to the reports and possible board actions, we can go ahead and do that with those. Would that would that be fine? So, >> uh I I think I our preference is to take care of these items first and then get to the reports. >> So, really what you're asking for is a change in pool that should have occurred on approving of the agenda. However, I understand your point. >> That's why I threw mine out there. >> Yeah, I I get that. And in reference to what you just stated, uh, Miss Aspus, I really don't have problem if that was your intent to
022do that. We can certainly do that. So, we had a motion to act on eight and that's to pull C and F for discussion and A, B, D, E, G, and H to be approved. Is that what your motion was? >> And the second was the same. >> Okay. Uh we have a motion in the second. Again, as I stated, vote a roll call. Miss Hasky. >> Yes. >> Uh before you take uh can you explain I mean it it went pretty fast. Can you explain? >> I'll go through it one more time. Uh the prerogative of the board at this point in time a motion was made to approve items A, B, D, E, G, and H. And in that pull item C which is the athletic handbook revised and item Fs which you
023had pointed out to Miss uh Aspus and that was specifically for the board report and summary and to approve again AB DE G and H at this time and then have those others to um read through. So we have a motion in place and a second and the first vote of yes from Miss Hasky. Mr. So >> yes, >> Miss Aspus. >> No, >> Miss Monatoya. >> Yes. >> And myself, that's four. That does pass. So again, items C and F are going to be pulled and read through um for this. So now we'll move on to item A of seven >> or C the handbook. >> Yeah. CNF. >> Yeah. >> Who is so I apologize for that. >> I >> Mr. Maldez. >> Miss Aspus. >> You have a comment. >> Yeah. Question.
024Why? Um you know just those two and um especially um the um report on the G I I would like to hear and and also F. Um, and that's why I'm objecting. Okay. So, we we did pull C and F for review. And we're going to go over C right now, which would be Mr. um, Valdez, Isaiah Valdez on his report for the uh, athletic handbook. And then we're going to move to F for that to be read. Is Mr. for Valdez available. >> Board President, members of the board, assistant superintendent uh Dezwood. Um uh I was talking to Isa Isaiah Valdez. He is currently there in Albuquerque right now, but I can go ahead. I was going to let him know when he was up on the agenda, but um I can go ahead
025and send him a quick text to see if he can join us real quick. >> All right. So, in that case, we'll go ahead and move to F um until he does come on so we can have that read. And that's again specific to the board report and summary. Yeah, turn it on. >> Thought I had it. >> There you go. >> President, >> go ahead. Maspis. Um I I was wrong in that. Um I didn't scroll all the way down. So I'm fine. So am I after reports or now? >> Yeah, go ahead and read that. Read that report, please. >> Okay. Can we make that a little bigger? I was going to have it up on my computer. Um so looking specifically Can I just take this down? >> Yes. So, looking specifically
026at dispersements, um I know that the main thing you guys are interested in tonight is knowing on our um expenditure reports for impact and operational we had 1,389,000 that was expended in February. year to date for the impact aid operational is 15,363 well 64,000 um ad valorum um we had no expenditures in the month of February year to date we have had $1,097 in grants for Carl Perkins there were no expenditures in the month of February overall we've had81 and6 69. Sharon, can you scroll just a little bit Johnson Ali? We had expens. So for Johnson Ali expenditures for the month of February were 147,547. um year in year total 97,86837 um impact aid sped in the month of February is 42,792 basically year over 356,299 and impact aid Indian education February expenditures were 481,2
027$260 year over 3,781,000. And then go ahead and scroll more revenue reports. Um we did not receive any revenue in the month of February for impact aid or op operational nor advalorum. Those bank statements came in and from the county late so not before the February was ran they will be on the next board summary overall impact aid operational we have had year-to- date 11,726,000 advelum 100,256 um grants Carl Perkins no new income during During the month of February, total 32,186,000. Johnson Ali, no new funding in February. Year over 67,81159. Impact aid sped, no new revenues. Impact aid Indian education, no new revenues. We have generated 2,694,641. are there. I stand for I stand for questioning and I apologize for not introducing President Mononttoya um acting superintendent Mr. Deswood and board and I'm Stacy Gallagher
028for those who don't know and not representing Shiprock High School tonight. Thank you for that. I apologize for not introducing you myself. Um any questions from the board? Saski. >> I don't have any questions. Thank you, >> Mr. So, >> I don't have any questions. Thank you, >> Miss Aspus. Yes, I concerned about the um Carl Perkins and that funding goes to Bon Wilson and um there's if there's nothing um coming in and do we still have a partnership there with NU? you. >> So, a couple questions there. Um, we are working right now on getting the money allocated for Carl Perkins for supplies, materials, and equipment at Bond Wilson. And then after those orders are made, then the RFRS to have that funding come back into the district will happen. That will probably all
029be on your meeting in April. I think a lot of that will happen in March. And then the second part of the question, yes, I do believe we I do know we still have an agreement with um NTEU and we are offering some classes through them at Bond Wilson. >> Okay. I I'm just um you know a lot of our high school take some classes there and I just want to make sure that they're being funded. >> Yes, ma'am. They are being funded. There was just no new revenue this month or last month because I the RFRS have not gone in yet. >> Thank you, >> M. Toy. Any questions? >> No questions. >> Um, the only question I have is in regards to the partial shutdown. That's not directly impacting any of our revenue
030coming from impacted. >> Luckily, I do not think this time it is. There was a budget passed before this section and all of those line items were approved in that legislative session. >> Okay. I just wanted to ask that out loud so anybody that's listening >> may have that question themselves too. So >> y >> thank you for that. >> Thank you. >> If there's nothing further, do we have Mr. Valdez? Yes, we do. >> Uh Mr. President, I will make a motion to approve item F. >> Item 8F, the accounts all those reports that were listed. Thank you. >> My apologies for that and for not acting on that. I thank you for that. So we have a motion to approve item F. >> I second. Do I have a second? >> A second.
031>> Miss Montoya, we second a roll call. Miss Hasky, >> Mr. So, >> yes, >> Miss Aspus. >> Miss Montoya. >> Yes, >> myself. That's three. Let me try one more time. Missy, do you have your vote on item F to approve? Miss Aspus, do you have your vote to approve item F? >> Yes. >> All right, that's four. That's majority. Very good. On to item C. Mr. Valdez, thank you very much for uh joining us. Good afternoon, uh, President Mononttoya, school board members, Superintendent Carlson, Mr. Dezwood. Um, yes. So, over the last, um, four months, we have created the we've updated the athletic handbook um that we can send out to all our coaches, activities, um, so sponsors. Uh within that we've updated NMA criteria that covers um you know eligibility making sure we're
032staying in compliance with eligibility. Um obviously updating NMA sportsmanship um just really cleaning up some terminology. Um taking word athletic director out putting in the regional activity coordinator. um transfer uh the transfer petition. That's been something that we're obviously with keeping students here uh and and the ones that do transfer in understanding that they they understand the rules of the new transfer policy. Um and then obviously with the the vote that will happen in May, we'll have to update that that policy as well or procedure. Um and then a big one that we we really reviewed was our um section 22 in the handbook and that's coaching personnel policies, qualifications and professional standards. Uh we want to ensure that we are covering all our ethical uh procedures, conducts that all um personnel are are you
033know doing the vector training and that all regional activity coordinators are having a meeting at least once a month with all personnel. Um and then next year our goal is to do that with all activity sponsors as well. So that um anyone that travels essentially with our students or student athletes understand the uh you know criteria, eligibility, policies, procedures, chaperones, um and obviously finances as well. Um I think that's a big big concern. I wouldn't say concern a big issue or I won't even say issue. big um what's the word misunderstanding um when it comes to athletics and activities when they do travel uh we want to ensure that they understand that um they know a hotels uh keeping receipts turning them in the day after they return from a trip and and everything is
034is handled correctly. So that is the uh athletic handbook. A lot of it's just terminology that was revised and uh and um updating, you know, coaching license and and and understanding that um it's a privilege just as much as for our student athletes. It's a privilege for us to be able to coach and uh represent Central Consolidated Schools on and off the court. If we move over to our booster club uh policy. Um oh I'm sorry I jumped the gun. Are there any questions regarding the athletic handbook? >> I have a question. >> Yes. >> Go ahead. Miss Sask, >> one thing I don't understand is um how can we have local control as a school board when we have other on the side such as NMAA making rule books and um it just seems
035um doesn't make sense to me And um especially, you know, just looking at the table of contents um it just doesn't make sense to me. So um if I as far as the NMA that's the governing body that we all participate in at least for activities and certain activity uh um athletics or all athletics certain activities I apologize and so that is our governing body that is what um the organization in which we participate in. And so they have their certain policies and procedures in which we do have to follow. Um but again, so for example, something that schools or anyone else can look forward or look to in the future is it's a 2.0 GPA and zero FS to participate in athletics. That is the NMAA policy. Um but schools or school districts can
036always go above and beyond and say they want a 2.5 no FS. So we can always um adjust as long as we're within their policies and procedures. Any other questions from the board? Missy? >> Yes. >> Go ahead. Do you have a question, Missy? >> Sorry, I'm having issues with my my little microphone, but no, I don't have any questions. Thank you. >> All right, Mr. Soap. >> Uh, if there are no questions, I would like to make a motion to approve these this item, please. Wait, I did one. MTO, you have a question. >> So, did are we uh we're going to go over the booster club information, right? What's changed with that uh policy? >> Mr. Valdez, will you be going over the booster club one? >> That is correct. Yes. I was
037just making sure uh I didn't know if we wanted to to go ahead and proceed with that or stick on the athletic handbook first and then move on to that. >> All right. So, I do actually have um I guess more of a >> I'm going to withdraw my motion. Sorry. Thank you for that withdrawal. I appreciate that. So, pretty much everything we looked at because I went through that through the update and it seems a lot of this is compliance whether it be Title 9 or even just the state of New Mexico, but um that leaves not a whole lot of room for adjustments within the um school district itself. Correct. So this was um a lot of it was worked within the old handbook and um you know the school district still can
038work within I again the school district can work within that NMA uh policy. >> Okay. Yeah. As long as there's not a huge deviation from what some of the protocols and quite frankly like I said Title 9 what the law states. Board President. >> Is that Mapp? >> Yes, sir. >> Go ahead. >> Uh, board president, members of the board, just a quick clarification. Generally, um, we can be more restrictive than what they're asking us to implement, but we can't be less restrictive is the is the rule. >> Okay. Very good. And that's kind of what I was leading to when I was asking about the compliance part of it. So, thank you for that clarification. I appreciate that. >> Mr. President, I have a question. >> Go ahead, Miss Aspus. >> Oh, first of
039all, um I would really like for you to um call out the motions and because this is ridiculous. Um I'm having to as soon as miss as board member so calls out and I'm you know trying to formulate questions and um I I I for structure and just the operation of the meeting and control can you ask the questions >> he did >> of and of second. I mean, it's ridiculous that it's just being thrown out there and and I have to as the board member have to rush and try to formulate my question. So, but the other question I have on this certain topic is um the handbook does it get um any is is there any difference or did it even include um perhaps uh more I I don't want to say penal
040you know uh As far as coaches are concerned, is there more restrictions, more rules, or is it just geared towards the players? >> Mr. Valdez, you want to take a shot at that? >> Absolutely. So it it includes um parents, it includes uh students and it does include coaches. So um for example, if you go to section, let me see section 11 through 19 that is all particularly around students within that handbook. But then if you go to 22 on it introduces coaches, the program head coaching, hiring procedures, supervision, um a record, overlapping coaching assignments. So it does it does focus a lot on coaches to uh provide direction and guidance. Um but also like qualifications, um the superintendent approval, certain things that the superintendent would have to approve. um the basic responsibilities of a
041coach, caring for a kid, their sense of belonging and it also includes um my position as well, the basic responsibilities of the regional activi activities coordinator. So there's a lot of um you know the profession uh principles of professional relationships. So again, section 22 of this handbook focuses not only uh really just on coaches, administrators, um and then obviously the general coaching policies. Section 23, Title 9 compliance. That's really important. Uh and then section 24 is obviously the booster club um to ensure that we stay in compliance with um with the state and federal statutes. So to answer your question, yes. Um it does have a um this handbook um does focus again on students, parents, regional activity coordinators, and most importantly the coaches. >> That answer your question, Miss Aspus? >> Yes, it does.
042And also um I I was also interested in the booster clubs. what the what the changes were. I don't know if he was able to say that or explain >> that's that was his next report was on the um booster club. >> I can I'll if you don't mind I'll just go ahead and get into that. We can kind of go over both. Uh so if on this uh booster club procedure and policy um to open up that document, this is straight off of our schoolboard policy regarding um the booster club and it references uh K26 and J uh 3750. So um again the the point of a booster club is to provide um support for your organization not only athletic but extracurricular activities. Um and it and it's important to understand now the school
043has no participation essentially or control over the booster club and we want to make that very clear but we do have to also recognize we have to report all financial income in our title 9 reports in August and so um it's important that we have structure because in past booster clubs have been created but they don't report um their earnings. We do have to report those by law to uh the state. And so this document covers what our schoolboard policy is regarding um the booster club. And um and so we want to ensure that we are protected um and that the schools are protected with booster clubs um so that we don't end up getting in trouble with the state or federal or uh with the state. And so um if you if you guys
044go ahead and if you can scroll down to um uh page two. So the purpose so the purpose is that you know the board recognizes that the importance of of uh athletic extracurricular activity but the big thing is um booster clubs are for athletics marching bands drama choir and other athletic uh fine arts or academic activities are welcome to form support and assist such student activities or programs both financially and volunteer assistance. Booster clubs are neither school sponsored clubs nor student initiated clubs and those clubs and groups are defined by the schoolboard policy K26. So we got to make sure it's very important that if a booster club is created, students cannot participate in those fundraisers. Let me frame that. Sorry. They can they can in one but it has to be parent and organizationalbased
045but not the student. The moment a student helps in that booster club, we as a school have to get all that money that was raised and put it into our activity account. So, we want to we want to be sure that booster clubs are following um state statute and our policy so that we are always in alignment and that we don't get in trouble especially when we get audited. So, um if you would go ahead and uh scroll down to page three and the uh go ahead and so right here um what what I've kind of found and and um again a lot of it is because of the the their system or structure that that these that they have gone by um students or uh booster clubs have been created and there's only been
046two people running them. Well, that that that causes suspicion of how that money is being handled, especially if they're using our name, our organization, our title. And so, we are always trying to ensure now that um they have a full essentially a full board of five people. They have their president, vice president, a secretary, uh just a member and then um another outside member or parent essentially. Um and then when it comes to accounting, they have to everyone has to be in attendance to account for that money. Everyone has to sign off and then at the end of the year we the regional activity coordinators then take in a yearly statement and we use that in our title 9 uh report at the end of the year. So um the policy this this is essentially
047all the policy off from the school board. Um, if you go ahead and scroll to page um, scroll down to page uh, let's see where we at. Page four. Go ahead and go to booster club um, constitution and bylaws. At the bottom of page four, so this is important. So each booster club at all schools must prepare to submit a re to the regional activity coordinators a copy of their original or organizational bylaws and constitution prior to initiating or support or assistance. So before they start they have to show us the bylaws. Um and within that the bylaws have to have all um 10 of these items. And so it's important that we have all of these 10 items in place before they go and present to the school board and they present to the
048superintendent. And so the reason for that is to ensure that again we are in title 9 compliance and that we are not breaking anything financially that would get us in trouble with the state. If you scroll down a little bit to the finance and accounting by booster club. So this is this is important where again they have to open up their 501. We don't have any say in how they manage their money but it does have to go towards kids. We have to ensure again that we not touch or tell them how they they handle their money. But we can help guide them in a sense of if parent one is running the booster club and spending money not associated to the organization, parent two has every right to come to me and we can
049shut it down as a school or as a school district because they are not in compliance with how they should be spending the money because again we have to report that anything over a thou $100,000 um we have to report again to the state um because of the annual audit that's a big one um we want to make a deadline by July 31st of every calendar year whether a booster club has been created or wants to be created that is their date in which they have to present to the regional activity coordinators and to the to the principal and then we can get it on the schoolboard agenda to keep them essentially up and running by the beginning of the school year. Um, and that every booster club would have to do this every year
050to ensure that they are continuing to stay in compliance with what the school board and finance the finance department um would want. any donations made over uh $10,000 again be approved by the school board. Um and this come then you would be able to approve it. Um trying to think. So, if you scroll down a little bit to the uh behavior and conduct, um we'll go in the offense if things are are are keep if you scroll down just a little bit more to page uh seven. Okay. So within this another issue that has been brought up not not in our school district but things that have been brought up across the country again as we go to these uh athletic um uh athletic um coordinator or director uh trainings. There cannot be any alcohol
051served at any function whether it's on or off school property. if they are doing what's called like a 5050 raffle, they can do one and only one per year. And with that, we have to continue to pres uh um provide receipts and document anyone that has bought money within that. And then we must turn over that money that very same day. So, we can't have a 5050 raffle ticket and then say the the winner will be chosen, you know, at the at the end of the month. anytime there's a 50/50 that must be completed at the end of the day. Um so if if failure to um stay in compliance with with the school board or the booster club um handbook, the first offense, a written warning will be delivered to the booster club president
052by the district or sorry by I need to change that terminology to the to the by the regional activity coordinator and given a copy to the finance director. uh the regional activity coordinators need to be working handinand with the finance director regarding this to ensure that we continue to stay in compliance. The second offense, the school has every right to shut down the booster club and they will be no longer to uh no longer to exist. With that, we will document who was a part of that booster club and and what exactly happened. Um again the name, phone number, sponsor organization uh puts in charge. We're going to document everything to ensure that we uh that we know who is handling or mishandling or in in charge of of the uh the money. Um fundraising
053projects again candy sales, carnival walk-athons, etc. Those are things that we can do. Now, we can't go to uh Web Chevrolet and say we're gonna, you know, make a deal with them and they're going to give a car away. We can't we can't go and get um anything over $10,000 as a gift. Uh dates, the place, everything, what's the purpose of the activity, and what is the projected amount? It's going to be no different as if we were filling out an a fundraising activity form. And then obviously the projected dollar amount, how much we think they're going to make. All of this is going to be on a form that's already been created for regular fundraising forms. We'll just make a a similar template and provide that to to the booster club and we will
054have that on hand so that we keep track of how many uh fundraisers are happening. A booster club. Now this is important to understand. A booster club can only do five fundraisers a year. So, this is that document with all of this will be able to to show us, okay, you're at number four and it's December. I want to let you know, you do one more, you can't do anything until you're approved again in August. And then the last thing noted on this document is insurance. Uh they must have insurance. Um the school is not liable for anything reg related to their fundraiser. or or we we we are completely distant from them as far as um what they're doing activity-wise and they must have some type of insurance. So at the end of the
055day, if someone wants a booster club, we go over this entire handbook with them. They sign it, they date it, we get everything from um all 10 items from them. They present it to to myself. I then go to the finance director. Here's the documentation. Are we in compliance? So far, yes. Okay. Then we present. They the president or presidents would then go to you and present. This is what why we'd want a booster club at the uh at the school. and I am open to any questions. >> All right. So, before we go on and I ask the board, um I do have a little bit of concern, uh Mr. Valdez because I know I remember last year we did have a discussion a little bit in regards to uh funds and the raising
056of funds with the former um financial director and and there was some very serious questions regarding that. And so even before we even consider approving any of any of that, um my question to you, Mr. Vald, is did you happen to work with or consider working with the uh general counsel for the school board to take a look at the language and to ensure that it was pertinent and quite frankly meets the standard of the school district. I will be completely honest. I worked with um myself, the regional activity coordinators, and we wanted to present this to you, and I would be more than happy to review this with the school board, with with the superintendent um and now also with Miss uh with Miss Gallagher um to ensure that we continue to stay in
057compliance and we meet all expectations uh not only through our school, but the school board. >> Okay? because I certainly think we need to table this this one issue before we make any um decision to approve it. >> Okay. >> I don't I don't think there's any uh certainly any time constraints. Correct. >> No, there's none. Again, the only thing is um you know, if we do pass it hopefully by August if if schools do want to create a booster club, we can get them in front of the school board and they can present. But other than that, no, there is no timetable. >> Okay. I I I respect that. Um and I understand. So I think it's certainly the prerogative of the board and I would say from latigious standpoint to try to avoid
058that that we table this and have a general counsel take a look at it. Look at it also from the financial director's perspective and really go through it to make sure we're dotting our eyes and crossing our tees not once, twice, but three times to make sure it's good. Someone like to make a motion to table. All right, Mr. President, I will make a motion to table uh the this this item until a later date pending further legal review and review by our finance director. Thank you. >> Do we have a second on that? >> I second. >> I >> Miss Montoya got that. Go to roll call. Uh Miss Hasky. >> Yes. >> Mr. So, >> yes. Miss Aspus, Miss Montoya. >> Yes. >> And myself. That's four. I'm going to ask one more
059time, Miss Aspus, your vote on tableabling. All right. No response. It passes to be tabled with four. Thank you. Now on to item seven, reports. Save the children program. Do we have presenters for that online? >> Yes, I am here. Ja Benelli. >> All right, go ahead, please. Floor is yours. >> Okay. Um, thank you everyone um for allowing us to present to you our save the children program. Uh, we have been in the school district for two years going on our third. Um, my name is Ja Benoy. I am the lead associate for early childhood programming for Save the Children. I oversee the early steps to school success program. Our state director, Yaha Aguilero, is not able to join us this evening, but um she sends her apologies for not being able to hop
060on, but Nicole, who oversees our math and literacy program, is online, as well as a couple of our coordinators. Um you can move to the next slide. Um so a little bit about our program. We started in CCSD school district in 20 2024. Um, we had open three sites between 2004 and 2005, which is our Oho, Amarillo Elementary site, Kirtland Elementary, and Mesa Elementary. Um, this past year we were able to open a Ford site out in NSI. Um, and then this year we were able to open our inschool tutoring program. Um, you can move to the next slide. Um, we started early steps on January 16th, 2024. We had an orientation where we were able to pull in our national team as well as our Washington state team to help prepare the coordinators for
061programming. So we had about 2 days of backtoback training um learning about Save the Children, the early steps curriculum and what the layout is of the home visiting program. So we serve families prenatal all the way to the age three. And then we also support children in prek with the book bag exchange program. You can move to the next slide. In 2024, we had three coordinators. Um, Reanetta George, who was at Oh, Amarillo, Deandra Barber, who's at Mesa Elementary, and Hannah Lisa Mike, who was at Kirtland Elementary. Um, you can move to the next slide. In the beginning of the program, we had three spaces. So, these are the spaces that we have. Um, the spaces are housed in the schools that I just shared about. And those spaces are used for parent child groups,
062for home visits. Um, sometimes we come across families who are wanting to enroll in the program, but they're unable to do home visits at their home because they live in multigenerational homes. So, we're able to provide a space for them to come to, as well as making that homechool connection of learning about the different school resources in their communities. You can move to the next slide. Another component to our program is we host a half-day workshop. It's called Taste of Kindergarten. It's a day half-day event where families can come and attend to learn about kindergarten for their upcoming kindergartener. So, we hosted it at Mesa Elementary on May 31st in 2024. Um, we hosted it on June 20th for Oho Amarillo Elementary and then June 18th for Kland Elementary. So, it was a great opportunity
063for families to come to learn about the school. They were able to go on a school tour. The principles were able to step in and take families around. We had bus the buses there for safe bus safety and transportation. Um, so families had questions about the bus, how do I get my child um enrolled on a route, how do I track them, etc. They also were able to experience a classroom life. So, the kindergarten teachers were able to provide resources and talk to families one-on-one about what to expect and how to best prepare their student for kindergarten. Along with Taste of Kinder, we were able to provide the students with learning kits to take home for the summer to continue that learning for the next coming school year. We also added in school supplies for
064children to have for the next school year as well. Um, next slide, please. So, with our home visiting program, um, recruiting is ongoing. And when I say recruiting, we are out looking for families interested in supporting their little ones and their developmental milestones and just getting resources to them that they may not know about. So, in 2024 to 2025, these are a list of events that we've attended. We set up resource tables, um, shared information out to families. We went anywhere from the elder conference in Kirtland to just move it events that they hosted in every community um within the chapter houses. Um you can move to the next slide. Along with our program, we partner with a lot of local partners and organizations within the community. So Biddy Baby was also one of our
065partners. We were able to join them during a um seed distribution. So we set up a booth there. We were able to give out books and toys also known as gift in kinds that are sent to our program uh from private donors and we distribute those out to families in the community. Next slide please. We also attended the parent youth caregiver conference that was hosted by the ICO program. Um we set up a table there. We got to share with the families in attendance about our program as well as give out books and toys as well. Next slide please. Um, one of our partners is Echo Food Bank. We collaborated with them to create food boxes. This was a great opportunity to get our name out there and recruit families. Um, each family was able
066to spend at least $100 worth appliances and we were able to provide them with food boxes on a monthly basis for I want to say it was four or five months. Um, and it was a great outcome. We do have families in our program now who were recipients of this food box distribution as well as the appliances. And Vanetta is there pictured on the right side with the family. Um, next slide, please. We were also part of the Kirtland Homecoming parade. So, the coordinators were able to set up a float and be part be active and hand out books that we had on hand to share with families. Um, next slide, please. Another one of our partners is the Sanon County Early Childhood Coalition. Uh we partnered with them to do a shoe distribution and
067this was held at Oho Elmarello. So families were shared a flyer and those families were able to come pick out shoes, blankets, um beanies. We had books to give out to families, but also just providing them with those resources if needed. Next slide, please. We were also active in the Navajo Nation collaborative. So they are very well known in the early childhood field on the Navajo Nation side. So we worked with them and hosted the work together Wednesday. So we set up a resource table there for their resource fair that they held last year for the week of the young child and work defiance. Next slide please. U moving to our current year. So this is our 2025 team. So we have Reetta George who's still at Oho, DeAndre Barber who's still at Mesa Elementary,
068Britney Jackson who's at Noshitty and that's one of our newest sites and then Raquel Woody who is our newest coordinator for Kirtland Elementary. Next slide please. So these are the spaces that we have for the four sites. Um a little bit has changed. we have bigger spaces for two of our sites um just to serve families because when you have a small space, you can't really have more than one or two families in the classroom. So, we're very thankful and grateful for the principles at the sites to help um get our coordinators bigger spaces for this school year. Next slide, please. Uh we hosted Taste of Kindergarten as well. Um for Mesa, we held Taste of Kinder on May 27th. For OHO, we hosted Taste of Kinder on May 21st. In Kurtland, we hosted on
069May 28th. Um, we sent out flyers and the same concept of the parent workshop. They got to tour the school. We had the bus involved. They children got to go explore what having breakfast is like in the classroom. And then they all received a backpack just like the one in the picture. It was a six week learning guide and had books and school supplies for children to have for the summertime. Next slide, please. Uh, moving to Week of the Young Child. So, we were able to host RT Thursday with the NAVO Nation Coalition. So, this was a really big event. Um, we anticipated to have at least 100 students, which we had over 400 students in attendance. We had students bust in from outlying elementary schools to participate in activities based on the theme of
070dinosaurs and art. So, it was a great turnout. Um, teachers who attended also received bags full of learning materials to use for their classroom spaces or even um for their personal use for maybe their office desk. But we had rotation stations and um different organizations within San County, the NAVO Nation to set up a resource table following with a resource fair. Uh, next slide please. Uh we also were part of the breakfast bags for children with Echo Food Bank. So this is a photo from Sheep Springs Chapter House. Uh we were out there recruiting for families and giving out books for students to read. Next slide, please. Our most recent collaboration was with the Sanongan Sanongan College food hub and gaffing gardens. So we collaborated together um because Nash Judy site had just opened this
071past August. So our coordinator there shared that there was a need to have fresh foods for families in the area. So we put together a food box distribution. Each family who attended, they were able to get a box of fresh produce as well as fresh meat to take home. Um it was a great turnout. We did a drive-thru style. Uh families drove in, they got to take a box. So it was a great turnout as well. Next slide please. These are the list of events that we have attended in 2025 to 2026 to current. Um again we are open to any collaborations out in the community. Um if there's an event we try our best to be there to be present wherever the children and the families are that's where we'll be. Um next slide
072please. for trainings. We attended a handful of trainings in 2024 and 2025 and then as well as this past school year. So, we are also looking for new um ways to support families and children within our home visiting program as well as making sure that our coordinators are getting um professional development support as well. Next slide, please. So, this is our current families enrolled. So at the right now we have 28 children enrolled in our entire program within CCSD for home visiting and then we have 106 children enrolled for our book bag exchange which we support children for in prek for book bags. Our Kirtland site is our newest site that we're reopening and her site will be opening on March 23rd. So we will be sharing that information to start recruiting families in the
073Kland area. Um next slide please. So to contact us, you can contact the elementary schools that we currently are housed at. So we have Raquel who's at Kirtland Elementary, Deandra Barber who's at Mesa Elementary, Banetta George who's at Ohoo Elementary, and then Britney Jackson who's at Nostrad Elementary, and then right is our flyer. So we have our flyers posted pretty much anywhere visible. Um, if you would like a flyer, please reach out to myself or someone from our team. We are more than happy to share the flyer with you. Um, if you scan that QR code, we share our most recent parent child groups that we host every month. So, um, next slide, please. And then this is my contact information, uh, my email and phone number. And I'm going to pass it to Nicole
074who oversees our math and literacy program. >> Hello everybody. My name is Nicole Siny. Um I want to thank you for um allowing us to present. I am the lead associate for the school age programs. I oversee um our tutors that are housed within the district. Um so what what we do with the school age side is we partner with school districts to provide literacy and math tutoring services um within school hours. Um, go ahead and move to the next slide, please. Um, so with with us being fairly new in the CCSD district, we um started our programs in January. We hired um Roa John who is housed at None Elementary in December and she started with um with pulling children in January. We also have um Candace Gillan who's at Noshitty Elementary. Um I
075would like for them to just introduce themselves briefly. Um Roa. Hi. My name is Roa John. I like she said I just got employed at Neon in December of last year. I have been in education for 18 years. I really enjoy working with this literacy program and I do a skill building and read alouds which um h which we we work with phonics um phonic awareness comprehension with our read alouds our vocabulary a lot of hands-on activity I right now I work with kindergarten through sixth grade and I have I work with um 36 kids um and within the school. Thank you. Thank you. Candace, are you on? There it is. Good evening, Mr. President, ladies and gentlemen of the board. Mr. Carlson, Mr. Oh, Deswood. Thank you. I apologize for that. Um, I am
076the literacy tutor at Nashi Elementary. I have been in education for about 18 years as well. I've serviced infants through adult education. I'm excited about the program here. It's just started up in February. Um, coming this uh spring break here. I'm hoping to implement a what we are calling a heritage kitchen cookbook. So, we're sending home some packets for the students to kind of build a recipe from their their family and just get that back into the schools and each student will go home with this recipe book at the end of the the school year. Um, I'm really enjoying literacy, helping these students, you know, helping the school as well to up their data and um progress within the literacy program. I've been working closely with Dr. Bitsui and um she'll be presenting here shortly
077on that that progress that we have going on. So, thank you for the opportunity and the welcome into the CCSD community. Thank you. Next slide, please. So, a little bit about our programs. Um, we help children in rural communities. Um we provide literacy um tutoring services and our reading program is designed around researchbased and evidence-based practices that are rooted in the science of reading. Um the science of reading addresses the each each pillars um of literacy which include phmic awareness, phonics, fluency, vocabulary and comprehension. Our literacy block um contains 30 minutes of skill building throughout the the week and then we also rotate from skill building to read aloud sessions and those are also 30 minutes. So our tutors work with children who are um below grade level. We do um 30 minute rotations with
078um up to 10 children at a time. Um, also we also provide math um tutoring services at both of our schools. We are currently um not doing math. That's something that we are hoping to bring in um next school year. And with our math program, we do um math talks which and then hands-on learning and then creating the collaborative um problem solving Um so that our math structure our goal is to build um you know confidence and understanding um fluency. Um also what we also do is we offer um summer programming. So we partner with school districts to provide uh support for tutoring services for summer for summer school as well. Um next slide please. Um so what we do within our schools so at NSI and MONI we work we support the school staff
079so we work closely with teachers um we work with principles to you know make sure that we're pulling the kids that we need to pull based off of their assessments. Um the tutors also um build their their lesson plans from the school's pacing guide. So we're working alongside the teachers. Um we're supporting what they're already teaching and just making sure that the children are getting that extra support that they need and not getting left behind. Um also we're very big on family engagement. Um I believe the tutors have done just a few in their schools. Our we we encourage um parents and caregivers to be involved in their children's education to supporting um their educational success. So we provide like literacy kits um we provide like spring break's coming up that Candace was talking about.
080provide activity packets for the kids to do um while they're not at school. We also partner with local communities. Um for instance, the library will um have events there to, you know, have uh families come and reach to their kids or obtain a library card. Just local community resources we try to bring in because they're also a support to the children's education. Uh next slide, please. So, a little bit about our our uh literacy program. So, our skill building which is done um we flip-flop it. We do skill building one week and then we do read aloud the next week. So, we focus on um our focus skills are intro and review. We do word work. We do high frequency words and connected texts, making sure that the kids are comprehending what they're reading. um
081reading fluently and being able to um decode as well. Our read aloud block um again these are 30 minutes. Our readaloud sessions are interactive readaloud with discussions um that are connected to the story. Again, we focus on vocabulary, making sure that they're um you know, understanding words that they typically don't see and providing activities um that relate to the book to check for comprehension and fluency skills. Um next slide, please. Um we are servicing roughly about 30 children at Neoni Elementary and Nashitty Elementary looks a little bit different than Neoni. Um she works with kinderg sessions for every every child in the school. Um, next slide please. Another um program that we've also we partnered with Scholastic to bring uh books to the children. So that program is called the United States of Readers. So,
082Scholastic has um provided every single child within uh Nashi and Neoni Elementary uh four free books. Um they free books four times a year. They get two books every time. Um and then also uh teachers are able to get a curated set of classroom books to build their classroom library as well. Um, next slide, please. And this is my contact information. Again, my name is Nicole Sinigeny. Um, and thank you for letting us present. >> Any questions from the board? >> Miss Hasky? >> No, I don't have any questions. Thank you. Great job, >> Miss Aspus. So yeah, I just want to say thank you to the staff and group parents as teachers and to save the children for the work you do. Thank you, >> Miss Monatoya. >> No, no questions. I just wanted
083to say thank you for all the work that you're doing in the community though. >> Likewise. cuz I just appreciate the additional help that our schools can get and our students can get. Anything we can get and I said that when they brought the program to us the first time. Um, our kids need all the help that they can get. So, I appreciate it. Thank you very much. >> Thank you for having us. >> You as well. On to item B, ESS midyear review. Mr. Fitzgerald. Great to be here. I'm Joseph Fitzgerald and I'll let Rose introduce herself. Day board member or board president Mononttoya superintendent is Peter Peter Deswood. I'm sorry I only know you as Peter but Peter Deswood. And welcome Yante Rebecca. This is going to be my first time meeting you.
084So welcome. And then of course board member So and um board secretaries aspis and board member Hasky Yate Ho and as well as the community members y so um we're going to do our midyear um can we have the >> they're presenting it so you'll just go to the say next slide and then she'll do it for the public. >> Gotcha. We're still learning about technology. So on the second slide we have Addi and then we're going to go to the third slide key measures. So this is from July 1st through December 31st of last year and then this year all over we are 96% fields and then we added on we're about 165 more than last year's but that's all you guys are good in the 95 96% we're are staying above 90%. So
085kudos to you guys. Next slide. And then this one is going to be the teachers total months total absences for the month. So in August we started out at 97%. And then um in December we ended as 97. In the middle part, we did get from 94 to 96, but that's that's about normal just because we had um more higher field rates than that's when we were getting started and we noticed the teacher vacancies, but we got those all filled towards the end of the year. So, all in all, we're at 96%. >> Next slide. And this one is the benefits as working as an ESS sub. So, first off, you get paid weekly. our benefits. We have health, vision, dental, life insurance, 401k. We have our incentives, gift cards. We have our raffles um
086that we do for Apple watches, TVs, iPads. We're referral program is still the $100 per referral. And then we have the educational opportunities. We do discounted degrees with Grand Canyon University who are very awesome. Um we have ESS Marketplace employee discount programs. Um, we have paid sick leave, which is really good, especially because we are part-time employment, so most part- timerrs don't offer sick leave. And this coming up spring next month, I am going to be hosting a pre appreciation sub appreciation for the subs. And if you can see like to the right, there are long-term subs. They both got their turkeys for their Christmas. And on the bottom, we did have our new recruits there. Next slide. And this is us giving back to the community. So in partnership with Naval Nation Fire Department
087and the Food Echo Bank, we do were able to obtain 15 turkeys um for both um we did one for Thanksgiving. So for the long-term subs, they were able to get turkeys. And then during Christmas, we were able to give out some more turkeys. And even two of our food service managers got two turkeys as well for their family. Next slide. And right here is the substitute engagement. So we submitted this last week, but um during that time it did change. The active currently active subs is at 187. So we got to add on eight more. And so the 59 went to 67 higher since July 1st. Long-term subs. Currently we have 27 field positions. They're all filled and the compliance training was we deactivated 53 for non-compliance that was for the vector training but
088we did give them the options is they get reactivated with the comp background their their compliance with the background high quality is you um 29 of our ESS subs have become CCSD employees so from July 1st to as of March 2nd you guys hired 29 nine of our ESS subs to be CCSD employees. So, thank you and congrats as well. Recognition, we have substitute spotlights on Facebook page. We have four of our subs that got spotlighted. Um, the recent most recognized winner ESS sub. We have ESS has raffles every month. One of our most recent winner was Geette Mike. She won $100 Amazon E gift card for the December raffle. And next slide. So, this is a year in the making. So, I'm always recruiting. I'm always going out to the communities, getting as much
089recruits as I can. Um, that's um the doing school visits to Kirtland. And the last one is with Joseph with the last board meeting that we attended. Next slide. And then of all in all, I just want to say thank you. I love working with you guys. I love being a part of this school district. So again, thank you for having us for us. >> Questions for the board. Miss Haskkey, Mr. So I don't have any questions except to say thank you for the services you provided in the district. Thank you, >> Miss Aspus. Yes, I do. Um mo most of the time it's about um it's it's usually complaints on ESS and most of that has to do with payroll. Um and especially um well now that the holidays are over that's that's not
090really a big issue but most of the time that's when they really um get loud is um payroll issues during holiday seasons and then later on there's there may be one or two. Um, has that been kind of ironed out? >> Um, we did have a an issue of overpayment. Um, and we had and so so we're we're not a perfect organization. If we have a mistake on uh pay, then then we make it right. And so I don't know if you've had any specific um specific feedback recently. No. Um, and you know, I I don't know, uh, as far as being specific, are you wanting names? Because, um, that's one thing. >> Well, we're in a public meeting, but but if you have a specific issue, we we want to, uh, address it immediately.
091So, um, >> I I can report that this year there there's been a couple items that we needed to u make right and we've done that. And so if there's anything that uh is still outstanding, we we we want to make it right. >> Okay. As as long as as you know you're making those efforts, um you know, I I um I just want to voice that because that's what's being voiced to me. Thank you. >> Thank you, >> M. Montoya. >> No questions. >> The The only comment I have is I've heard some teachers say that um some of the reports coming back about the subs not engaging the students. Um that was really one of the concerns of inactivity within the classroom. Yeah. And so um definitely important for us, right? We want
092every um substitute um to be engaging with the students. And so um if we have an issue, we the schools can then submit what we call an incident report and then we can provide coaching and we hope to be able to help make a difference and then um if we can't make a difference and the person chooses not to continue to engage then then we take further HR action. >> Yeah. And and I appreciate that because a lot of times just like even with what we deal with, if we don't know, we're not told that we can't fix the problem or certainly work with the superintendent >> to um work with those issues and try to solve them in the same light with you and your organization and your your subs. >> Yeah. >> Teachers
093need to let the principles know what's either is happening or isn't happening within those classrooms. So those kids are um actually getting some semblance of educational the teachers are not there. >> We we totally agree. We say >> we >> appreciate your attentiveness. Thank you. >> Thank you. >> There's nothing further. We can go ahead and move on >> to the uh principal's elementary school middle school. Good evening everyone. Um, President Mononttoya, um, Vice President, Miss Rebecca Mononttoya and members, Mr. So, Miss, um, Susette and Christina. Um, so and those that are listening on online and our administrator and our team administrators and our team on this side. I don't know if it was me that was supposed to go first, but I jumped up here cuz I want to go home and take bring
094in my sheep. But good evening. Uh, the first slide we have is Nashidi Elementary School. We are home of the Badgers. and we'll present um our progress in the life of um the nosh a nosh kitty badger um our the next um this next slide I don't know who's um monitoring or doing your it's not up here but I can see what I'm >> just go by this one the screen >> Dr. is being presented um to the audience uh online. >> Okay. Um our vision is And that's um our children will learn to cultivate skills through self-empowerment, productivity and resilience to become future leaders. So we have a picture of um what how we're trying to work on um and instilling a good self positive image of who they are. There's a little person
095there and I we asked if they could um write like at least 10 positive traits about themselves. Um slide number three, we do have our ELA goals listed. This is directly from our 90-day plan. So by April 2026, we'd like to increase our reading proficiency. Um and the measures uh the metrics are fall to spring benchmarks using the IESSA and as well as the MESSA for third through six. Uh for grades kindergarten through six, we want to increase um our reading abilities or proficiency uh by December 2025 and we pass that mark and we actually have met that with a mirror progress monitoring. I had 20 slides to present, but I understand you have this data. So, we actually met that mark and that goal. So, um I appreciate you um allowing us to share
096that with the math goals. Again, this is from our uh 90-day plan. By uh May 2026, we will increase um math proficiency by 8% and that will be using um progress formative progress monitoring a ice station and then also the New Mexico MESA and IMSO will indicate those results. Um again December 2025 will increase by 4% K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K through six and that is to work we were working on assessment um and also concepts and num areas of number sense and it's listed right there. You can I have more questions and also we put the loom there
097to show that we are integrating culturally relevant concepts. um what's working professional growth all teachers are performing at the applying level which is effective um teacher standards or they're meeting standards in that area within the New Mexico teach framework with several indicators rated as highly effective attendance student attendance rate has increased since last year by um overall it did increase but but from March to March there was like a.5 five increase, but we're happy about that. Parent involvement has definitely increased. We have weekly PLC meetings. We have our agendas and our minutes, family engagement activities. We have sponsored literacy and math nights. And I just want to take um this time to say thank you to Miss Anleuth and Erica for your support. And also the the young ladies from Save the Children. I think
098they they are there to support us and uh Mr. Deswood for allowing us to have empowered math consultants come in and um we're we're really watching our teachers. We're watching our students their growth and their progress monitoring is is definitely um positive and it is an increase in academic learning. We have afterchool tutoring um again empower math and air increase in usage rating um data is is there and it shows that they're they are using the platform the 90-day plan root cause analysis what analysis what's not working um teachers weren't doing weren't implementing the PLC's and our goal was to for all teachers to um have PLC's and have uh that conversation with one another so that they could focus on student learning. And then the next one is 100% of teachers will engage in
099strong layer one instruction and again to use highquality research material and that is happening. Um I'm in the classrooms doing walkthroughs and um so I know that we've addressed that. It wasn't working. We're still working on it and we're still improving. Um, some of the things that aren't working for us is our shared staff. I know it's the FTE um, and our enrollment isn't that high. So, we have to share counselor, we have to share social worker, our sped teacher, and this hurts students who might need more interventions. So our council only comes to Nashi on Mondays and so we can only have big emotions on Mondays. Um but in the rest of the time we have to regulate our emotions. Um number two I miss that and boy from beginning of year to middle
100of year third grade yes we have um no growth but we are seeing in the formative assessments like I said there is some progress being made. Fourth grade was the same um story. Fifth and sixth um it dropped from 17 to eight. And again, we're we're really looking at the numbers and drilling down to see where students really need to learn their skills, the abilities that they need. And some of the variables and indicators are that our students like when they're using a mirror reading um the platform is not really hearing their sounds. I don't know if it's the microphone and so we're trying to figure that out but the teachers do have teacher made assessments and they are saying our kids are learning and they know this but the uh platform isn't really picking
101it up. So those are things we're working through. Um, so what's not working? How do we accomplish our goals? And I I read our vision, our new vision statement. We want to involve more parents, more families, more engagement, family engagement opportunities so that we can partner and build a stronger um school community. Uh we have parent surveys. We're talking to parents. We have an idea box which is an idea borrowed from Harvard University on their Harvard yard. So uh we want to bridge the gaps um so that our students are are test smart. You know they're uh they know how to take a test. We know um you know the rigors of um academic learning and stressing that to parents and then ensure lesson closure to make sure that teachers are wrapping it up every
102every lesson that they have in every um content area. Targeted cohort support support provide interventions intensive interventions for third through sixth grade to align their growth with the progress seen in fourth and fifth. Um, again, we're trying to create and we're working every day on creating a data-driven school, the literacy tutor. And thank you, Candace. I was telling her, I said, I'm gonna go up there and say, since Candace got here, our progress monitoring went up. So, so she's she's a wonderful asset to our program. Our reading interventionist is as well. So, thank you to Jerry and the leadership team for providing those supports for us. uh teachers will continue working and again just a big huge shout out and thank you to Title One and Mr. Deswood for um bringing those specialists to our
103schools so that we can so I get the help I I need as an instructional leader and um so that we can work on those borderline students that are in red to yellow and into green. And what's really important is the culturally relevant lessons that we would like to continue implementing for our students. Again, the support we need is support from our attendance coordinator, support from the MLSS coach, increased time with support from C the counselor, social worker, respect teacher, and continued trainings trainings and professional development. and then also continued support for our school and community. The last slide is by a quote by Rudy May Payne, I'm sorry. When students who have been in poverty and have success successfully made it into middle class, we are asked how they made the journey. The answer
104nine times out of ten has to do with a relationship with a teacher, a counselor or coach who gave advice to our interest in who they were as individuals. So you see a ladder. Um we our community, our student population comes from generational poverty, academic challenges exist, historical trauma is there, and limited career exposure. And in mouse shooting, we're so remote, we don't even have a store, but they're all in Albuquerque right now. The Just kidding. But that's who we are. And um um so I don't know if you have any questions. Thank you for listening to to me. And again, like I said, I had 20 slides for you, but I was told just to do seven. >> Question from the board, Miss Hasky. >> I don't have any questions. Thank you. Thank you
105for all you do for our kids. >> You're welcome. >> Mr. So, >> yeah. I I just want to say thank you for the work that you and your staff are doing. I did go back and look at some of the like BOI MOI test scores and it does show that there's a lot of work that still has yet to be done. >> And so hopefully a lot of the measures or or things that are that you're taking at your school are going to be the the improvements that we'll hopefully see at Nostia. >> Okay. because I know when we going over the test scores I was really concerned about I mean just looking at the proficiency rates for an Australian so I I I trust your team and staff parents to really do what
106it takes to make that school a great school. Thank you. >> Okay. >> Thank you >> Miss Aspus. Any questions? >> Yes, I do. I have a couple of them and one is the you talked about the counselors and their availability only on Mondays. So if a crisis happens, how um I guess this question is more for the assistant superintendent. How do you support the school, the principal? >> Thank you. Thank you for that question, Miss Aspus. Uh so the counselors are available. they can be called in to support uh if there's a crisis going on. If there is a crisis, we can we typically um round up the troops to get support uh if that support is needed. Thank you. >> Can I add to that? Okay. Uh thank you for the question, Miss
107Aspus and Mr. Dizwood. Yes. Like Mr. is what said I just want to re I guess emphasize that we do have a team a response team we have the LSA we have um other staff a safety team that's on on site and always the counselor will be responsive rather it's immediately or throughout the day but I really appreciate your concern um board member Aspis and we we would love to have a full-time counselor Okay. >> And um also you talked about your reading and So the the reading that you I keep losing the mic. Um anyhow the reading that you were talking about can you give an example on how um say a student reads a book. Do you guys have like a group conference on to see if um um they were able to
108understand or what they read or um how is that done? >> Okay. Um thank you for the question. We do have like I said we have um we have several um specialists working with the teachers and teachers themselves. We stress reading literacy always the teachers are reading to the students the students are reading we are um trying to make it a literate environment always so I do observe teachers reading aloud to students they have all the way from prek through 6th grade rather it's in a a large circle um in the mornings or else it's um read aloud um in chapter books in sixth grade or fifth and sixth grade. So, we do have that and um I was making reference to the mirror testing and the headphones that the students use some so we're
109teaching them um you know how to take a test, what not to do with your earphones. So there is a difference in actual persontoperson assessments versus um students using their computer or there's so many you know a if you use AI it'll tell you AI will make mistakes. So it's the same way. So when you're using technology it could be that the volume isn't up where it should be or the um earphones might not um be working so well. So in in a case example or in in example there was a student that was pausing and we asked her like what why are you pausing? She said because I'm listening to the other students. So there's so many um again just the variables and situations that exist but you know we're looking at teacher um
110common formative assessments the CFAs that um they also have to take into consideration with I know Jerry's not here but she's always saying um triangulation of data you know so that's what we're doing is looking at them from different angles and different perspectives but they can be They're from prek. They're learning to read letters and there's different levels of reading um proficiency, fluency. Thank you. >> There. Any other questions for the board? >> I have a question. So, on your 90-day plan for what's not working, what feedback are you receiving from teachers that are not participating in talking about student data in the PLC's and not engaging in the strong layer 1 instruction? Why are they choosing not to do this? >> Well, um thank you for your question, Rebecca. Um it the 90-day plan
111was developed in August with close um teamwork with the team, our leadership team, our teachers and Mr. Dizwood and that's what we learned was not happening last year. So, but now it is happening. It is working. And I also had um you know key strengths classroom management during my walkthroughs um those teachers are are um and then when I do attend the PLC's they are talking about student data they're talking about which students are um struggling and um reading fluency phmic awareness and save the children mentioned that they have a really strong reading program several of them and that's where um we have that kind of help too. So, I hope that I answered your question. Okay, >> no other questions. Thank you. >> Okay, >> I have my hand up, President. Okay. >> Anyone
112else? >> Yes, I had my hand up, but I >> I'm sorry. Go ahead. >> Okay. And you know, thank you for answering that and um about the reading and and the key words that I wanted to hear was the personto person and that our students are not just totally relying on laptop or iPads. Mhm. >> Um >> keep for that. And and if you do find a secret for more um parental involvement, um you need to share that immediately. Thank you. >> Okay. >> So, just real quick, um one of the areas of concern that I saw at least looking at your BOI MOI test scores is third grade. It showed that there's zero to no growth for both reading, math, and some of the other other levels. Uh so given that third if
113students are in third grade to move on, if they're not uh doing well, it's going to have an impact as they move into fourth and fifth grade. So So in that respect, is your school paying close attention to what's going on in third grade? >> Uh we are not only third. >> Also, I I guess my other question is for third grade, is there an actual teacher for third grade or is it a a >> uh that's where um we have a shared teacher too. We have that's that's one of the things that we feel like it's not working and I mentioned that shared staff and there's another case uh you know because we have such a small student population we can't afford to have a full-time teacher for third grade. So third and fourth
114are um shared and we're looking at how we can adjust that for next year. So that's in our plans and um we do have our current third and fourth uh teacher and then our fifth and sixth teacher who will not be returning to our school. So we're going to make some adjustments and we'll look at what will what research can tell us and what will work best. >> All right, there's nothing further. Thank you very much. Okay, >> appreciate your time. Okay. Thank you. >> Nukem Elementary School. >> Can you all hear me? >> Yes. >> Oh, yeah. I am Herman Kis Elementary principal. Uh without a cat. So, um, moving on. What's working for Nuke Elementary School currently right now is this school year. our leadership team, you know, they're they took they're taking
115it too hard in decision making and which is making a lot of things a lot easier everyone. So making it collaborative with vision uh as a team is a big positive uh growth for us and parent engagement is the other one and this year I would also say parent guarding contact. Um we have several teachers that come to me and say so and so you know is doing this in my class or so you know I wait reiterate back to them okay me did you make that parent contact so we were consistent in telling other staff and teachers that they need to make that contact themselves um and not rely on the front office staff. and progress monitoring for data monthly through a ice station. Uh we also um purchase EXL and I think students
116are really engaged with L and I think they're really adapted to L and I I would say that's probably their favorite over I Stationation right now or Amira. So which is good. um incentives. We we are really huge on incentives as a whole school. Uh we purchased bookm and it's currently in our front office. Students are given um award, a little token and they can make that that little walk to the foot office and they can purchase a book for themselves to read to take home and they can share it with their parents, maybe their students too. And on the monthly bases, uh, we do have a trading post every month. And student out the month, they are they are rewarded with a little paper uh, paper money, I guess you would say, paper money.
117We call it um, Eagle Bucks. So, the more they earn, the more um, items they can purchase from printing post. So um the other big thing that we are it is all we do is field trips and you know lastly we I'll we also like student of the month activity and we had one yesterday um for the month of February. So those are our incentives. Well, what's not working? Um, we as a team, we are pinpointing to the fact that our dual magnets or content is not getting enough or instruction daily. So, uh, for ELA reading, if we're lucky, the students will get like hour and a half, 90 minutes. However, in most cases, they only get an hour. And same thing for math. So, so there our content instruction is very limited. Um, also
118training and professional development during school instructional time. It it is really difficult for staff to put in their professional even you know ship rockland or maybe up the road to newcome high school middle school to have a professional development is the instructional loss on students part though um this year of chronic absism has been it's been a struggle for us it's really not uh it's all in the last maybe five weeks average about 35 to 45 abs a day really just hurt us I think the kids are are you know they're weather sick often and majority of times miss school already sick but you have to get them home so yeah and special education support staffing. Um, that was a struggle uh from the from the beginning of the year. However, I think we're ironing
119it out right now. So, uh we are getting the hang of and getting not getting the hang of getting enough support from uh the special ed department. This Christine Hobble has done a great job with our special ed teachers. Next slide. Um, our goals, you know, our goal is to increase our school attendance by 91%. And we've been hovering under 91% for several years. So, we made it our goal if we can break 91%. You know, that is our goal this year. And implement and increase monthly Amir ice station scores by 5%. increase student proficiency percentage and decrease needing support percentage on IMESA and MESSA scores. Okay, that that is our goal. Next slide. Um how will we accomplish our goals? you know, we we like to continue with our weekly PLC's and our I
120would say our PLC's have improved. Uh most of our teachers have talked about data uh and they also talked about low performing students. They've talked about them during PLC's which is an improvement and monitoring monthly progress in each class not as grade level but also in each class and continue to offer classroom and school incentives to increase and maintain attendance. So, next slide. Um, support we need is it's to continue support from MLSS coach, Miss Sber, um, Heritage Coach Jennifer Gross. She's done a good job so far. and our district curriculum and instruction coordinator, uh, Miss Jerry Herro, she's been very open with us and, you know, she's really good with us. So, and our reading intervention, Mary Joe, and our spit elementary coach, Christine Hubble, she they've all done a really good job in
121supporting us. So, yes. Yeah, I think that's it, right? Stand for question. question from the board. Missy? >> No, I don't have any questions. Thank you for that report and thank you for you and your teaching staff. Thank you. >> Okay, Mr. So, >> thank you, Mr. Uh I think thank you, Mr. Gleason, for the report, the data. Um, it it does show that Nukem Elementary actually has some pretty I was actually looking at the next report. your attendance is is actually quite good compared to some of the other schools. But uh going back to even um NHS, it looks like one of the areas of or grade levels of of a concern is going to be third grade. It looks like that's that's where you have a lot it looks like you have a
122lot of challenges in terms of your uh your assessments looking at your beginning of year to middle of year. I'm also quite impressed with the huge amount of growth that was demonstrated in sixth grade sixth grade math. Um I'm not sure if that that's attributed to uh what factor, but maybe that's something that that could be rep replicated across the across the school with what you're doing in sixth grade, but it it does show that there there is progress, especially with fourth grade, even fifth grade. Yeah, we we knew coming into this school year um we concentrate on cohorts uh third grade cohort currently right now. Uh we knew it was going to be a challenge for our teacher, Miss Gleason and Miss Rocap. Um they weren't performing as good as we thought they would
123be good doing last year. However, this year they they did show a much improvement. Um, what I can say though is several students are showing proficient on air and ice station scores. However, it's not translating to uh middle of the year scores. I was like, what are we doing? you know um we know we can do improvement and we we do have the confidence in saying that we will have 10% uh proficiency with MSSA in April. So uh that's the confidence we have right now. >> Um yeah also is there anything else that the district could do to strengthen or boost the the Navajo language and culture or or that piece? Is there something else that we can do? And some of the other reports I've seen that that's been provided by Eva Stokeley and
124uh even your your school, it showed that students who participate in the dual language program tend to do well in terms of some of the other other assessments. So, I'm not sure if that that type of program could be expanded or supported to strengthen that program within your school. >> Um we we have a good amount of support from the district level. It's just that we just need to do more recruiting at the school level, community level, and persuade parents uh to enroll their child into a dual language program. >> Uh Miss Aspus, any questions? >> Yes. on the um chronic absentism. uh you know to I I I truly believe that um there's a lot that happens during um our meetings and and I think um the talk is usually you know with a
125lot of acronyms and just really out of touch with um parents or community and um where where and nobody wants wants to say, you know, raise their hand and say, "I don't understand or hold on or um and and to be, you know, to have some of these things explained and but um that's why I do a lot of questioning is so that you know we um can get some, you know, some of these questions answered and to where um our our audience have a better idea and and then the importance of it, you know, it's not just to meet goals or principal goals or um for extra bonus or things like that. Um, you know, the parents need to know that it goes into, you know, such as our five-year plan for the district.
126Um, and how um future buildings, future uh school buildings are are decided on on those numbers, those on that data. And so I I think if it's explained more and um you know our on Facebook social media um if if it's really explained to where they understand um I I think we we have better better numbers and um yeah uh there's that and And the other concern I have too is the special ed staffing. Um that in itself I mean it's only recent that I I my ears pop up when I hear um about special ed because um I think it's very overlooked and it's and it's just rushed through. there's no questions because I for one don't know what to question and um and I think we do have um you know we we're
127not servicing you know the the ones that need that attention or um that focus you know because um we just don't know and and then those the ones that do know. Um, I don't want to say hide, but yeah, I'm I'm sure there's there's a lot needed in in in that area alone because uh I you know to to hear uh from Ped and you know legislators that um they see no growth in it and um there's not much attention given and and I think um we need to change that. And the other is about dual language. Um, do you see that as a distraction or is that why it's not working? Um, I just like to hear your thoughts on that, Mr. Gleason. >> I wouldn't say it's not working. It's just that, you
128know, students do have a right to like special classes like PE, art, music, uh computers. So, those are an one one hour that they have to attend those classes. So, that kind of throws a wrench into their daily schedule. So um so having like a 7h hour or 6 and 1 half hour day now becomes a 5h hour day of instruction. So, uh, if we can work around that somehow, um, and increase our core content instruction, that I think that would be beneficial. Or, uh, maybe have some core instruction in Navajo, that would be beneficial, too. And um anything as far as what I said about special ed? Do you have any um comments for me? >> Um special ed right now. We are we have one full-time special ed teacher for Newcomm Elementary uh
129who services um five uh high needs students and we also have another special ed teachers who we share with NSHitty. So um that share position is very difficult to service all students on a consistent basis. Yeah. So uh there are times when uh special ed teachers have to plan have to plan for IEP meetings or attend PLC meetings. So those are u uh student service minutes lost right there. >> Wow. Thank you. >> Mhm. Any comments, Miss Montoya? >> No, no question. No questions. Just want to thank you for your report. >> And if there's nothing else, I guess we can go ahead and move on to uh >> Thank you, Mr. Gleason. >> Oh, Nico Middle School. Miss Manolo. Where is it? Good evening. It just seems like it's not on. Uh good evening
130uh President Mononttoya and uh ladies and gentlemen of the board also assistant superintendent Deswood and um administrators behind the Prometheian board and guests. Thank you for welcome to Nukem Middle School and thank you for coming here and being with us this evening. I greatly appreciate it. And I am uh Miss uh Ethel Manolito and serve as the school leader here. And um I'm almost to my 11th year here at this most wonderful school. I always say that we are a school, a diamond in the desert. So that's the way I think about our school and including our students and my clan is um and I'm originally from Toachi, New Mexico. So in my report what I have for you is uh information about our student body. We have a total of 83 students 43 7th
131graders and 40 eighth graders. And we also have the number of females we have and the male. And then our um staff. We have seven uh certified teachers and four shared certified teachers. So we shared these teachers with the uh Nukem High School and we have uh six support staff and we have um I have a shared assistant principal that works with us and also we have core classes that are listed on my presentation and all the electives. So, uh, that's that compromises what we have here. And I indicated, um, what is working at Nukem Middle School, uh, we do have an afterchool tutoring program that we offer Monday through Thursday from 3:30 to 5:30. And also um we have been doing uh monthly attendance um challenges since August. So every month we would uh
132tailor it to a theme and we provide incentives on a weekly basis and we have been creative with our incentives. So it it it it has been working. And then the other thing along with that that um we were doing was you know joining up with the CCSD marketing committee to help us to market different information about attendance or just some activities going on to encourage parents to participate, encourage parents to be involved in uh the school functions and things like that. So that's what is comprised under that. And then we also have uh weekly uh collaborate collaborative meetings as administration. So with the um newcome high school principal, myself, the assistant principal and the athletic coordinator and the uh career prep coordinator. So this has really helped us because of our shared teachers and
133we also have a shared um assistant principal and a shared counselor. And the other thing above this is that we share the same bell schedule. So we have to always communicate if there's uh different activities that are coming on our campus. We have to make sure that you know we both campuses know how the schedules are going to go. uh so it won't create chaos. And then um we do celebrations, you know, and all of this is focused towards our 90-day plan and the two goals that we have in our 90-day plan, which is reading uh to improve reading and to improve math. So we do uh in of the quarter awards. So we give um certificates for students with the highest GPA and we also um have used the results from the INMSS and
134also A and also the uh BOI and at the end of the year we'll be doing uh those. So we acknowledge the ones who are um advanced and proficient and then um also with perfect attendance and then all the uh classroom honors and that's just to you know give incentives and encourage students in different um modalities. So that that's the reason why and helping themselves and helping the school to uh improve whatever goals that they that we have uh set for our school. We also have um bi-weekly PLC meetings and we uh the teachers bring individual student data on like the concerns that they're seeing in the classroom and then we review that data, you know, on where the um need areas are for the students and come to a consensus on how we're going
135to be doing the interventions to help them. So on um uh March the 4th we had a a PLC training and it was really helpful. So that that's going to take us to I feel another level of really analyzing and doing a deep dive with our PLC teams. And then the um the the scoreboard we have uh put one up for the BOY data and really focusing on like what are uh the standards that the students are meeting and then also um putting out you know what are the areas that they didn't do so well so that we can everybody on our campus can see uh that um that deep data dive that we're doing to make sure that that is our focus and what's not working. Um basically from the beginning of the year
136um we were just focused on you know like get increasing the daily attendance and at that time we were not really looking at the the um data on chronic absentism. So with um Mr. Deswit's help of providing that information. Then with our attendance improvement team, we really started looking at that and we we started to um you know come up with strategies on how we can decrease it. And so the um we were really happy that from August to October in that report, you know, we we knew what it was, but the next month it decreased. So we were saying, "Hey, what we're doing works, you know, so um and and we're we're keeping an eye on that." And then the um so just working with families, you know, even as much as if there's
137an absence and they know, the parents know the reason, but um they just don't know, I guess, or forget to give us a note or call us. So we've been really working with our parents to do that so that it will um help in that way. And then the next one is just we do we are a community schools. We have that program but um we just have not been successful in keeping uh a community school site facilitator. So, we've been readvertising and we hope that we'll get a uh a really quality candidate uh to help us with the three schools. So, our school and NSHitty and Eva B are the ones that are using this one um site facilitator. So, the challenge is that the applicants do not want to drive from Shiprock all
138the way down to Nash City or vice versa. So then they say they want to just withdraw their name from um you know from the pool. So that's the challenge that we've had. Um the next one you know as we all have said is that you know it's just really hard to you know move your school forward when you don't have uh either a full day or even just a early release time for professional development. we have to get creative and try to get substitutes and bring in consultants or uh that you know it it's work but it would be really nice if we could um have you know professional development and early release time. Also the area where we're really uh being challenged uh on not getting a certified teacher is for our music
139class and band and that's a shared position. So, uh I guess that's something that we'll uh continue working on. Okay. So, the our school goals and how we want uh how we are accomplishing it. Uh the first one is uh we we want we want to improve the student uh daily attendance really focusing on the uh daily attendance. And so the the the schoolwide strategies that we implemented uh in November was um and this is in our attendance improvement plan that we would uh do uh seal in the classrooms making our uh improving our school uh culture and climate and then also um making sure that teachers are taking attendance within the first 15 minutes. So that's our schoolwide implementation. And then our attendance improvement team, we've been meeting uh every two weeks and looking
140at the the attendance of the students and making sure that we're uh doing the 3-day notice with letters, 5 days, 10 days. And then if more we implement um you know like contacting uh the parents and and the the counselor usually meets with the student. And so that's how we're accomplishing that. And then in our 90-day plan uh we have two goals to improve reading and to improve math. And as I mentioned some of the things before those are all you know it goes it comes down to every day every uh class period that the teachers are have a lesson plan and they're implementing and they're um you know working on the uh the the layer one of um MLSS and then if there's a need to support students that those are are being done
141there. So it it's a constant for the reading and math and different types of assessment are being used. The teacher made assessment, the um uh HAM, the LL, all of those things we we take a look at and also we're looking at um samples of writing that the students are doing. So all of that is inclusive of that. And then um last is the the support that we need. Um it has been really helpful from the district level both from the attendance coordinator and also from the CCSD marketing committee to you know help us to you know just get the word out with whe you know so it goes districtwide and it's not just us individually you know trying to send out these notices and saying this is important do this or whatever but that
142that really supports us and then also we are we have um started our behavioral health initiative and this is a three-year grant and you know the information that we have been giving and are working with uh I know that it already started with uh the social workers and then to the counselors and improving their um their processes. So that's, you know, that's really something that I look forward to and because our students really need it. They really need the help and support. So here when we look at attendance, when we look at discipline, when we look at anything that a student needs, you know, we identify those and we work with them with the appropriate um service providers within our district. And if we can't provide it then they do the referrals outside. So always
143we will um need support for the reading and math and how we can improve it. Um almost 11 years ago when I came here uh newcome middle school was a CSI school and we were our scores were very low with the two subgroups EEL and special ed and then also with reading and math and science. So as of today, you know, our team, our teachers, everybody working and of course our students have helped our school to be at traditional. So we're really helpful and that's why we need the support so that we can accomplish these things. And then our facilities. I I don't know how old this building is, but um you know, we we always need help and we're submitting work orders in for what we need. But um this school year, I've been
144receiving a lot of reports of students falling and students getting hurt on our playground and um you know, just different things. So, uh I I have been really um wanting for you know our playground area and our facilities to be um improved and you know on and considered the safety. I did ask my um health office to give me a kind of an estimate number of how many students got injured on our playground but um I didn't get it before this meeting. So with that um you know and I was also thinking about you know we're trying to increase our enrollment and if we make our building and surroundings and inside of our buildings nice that you know um they will hear about it and they'll want to come to school here. So we just
145need um your help and support with that. So that's what I have for you this evening board members and I thank you for taking the time to come out to Newukem and really you know giving us an opportunity to share information about our school and I know you see reports you hear it but to hear from us I really appreciate that. And then the other thing is I know that you volunteer all of this time. So thank you so much for that. I want to acknowledge that. Yeah. Thank you. >> If there's any questions, I'll be glad to entertain. >> Question from the board. Miss Hasky, >> I don't have a question, but I really we really want to revisit um the situation with the the buildings and we really do want you to get
146a new school. So, um our commitment would be to the board as for me as a board member, the commitment to try to get that done. So I hope um that we will a be able to put something together um push things so that that could happen. So appreciate what you do. Thank you. >> Thank you very much >> Mr. So >> yeah I I just want to say thank you uh Miss Many Luch for all the work that you do as well your staff and teachers. So, so I did have a chance to go over your your BOI MOI and it does show that your school has made a tremendous improvement especially when it comes to your your seventh grade reading, seventh grade language arts and eighth grade language arts and also math. >>
147Uh you it showed you you had some significant growth as well as improvement. And also just going ahead to your attendance stat, it shows that you're your your school is actually uh you're you're above the district average of 90.8. You're at 91.6% attendance. So it it shows that despite being out here, you have a lot of great good things happening. That tells me uh you have things happening at your school despite uh that the challenges and obstacles you do face here. >> Yeah. >> Um so so I guess with that respect I anything we can do from the district to support a lot of things that are happening here in Nukem. >> Thank you. Thank you. Appreciate that. >> Miss Ospus. >> Uh good evening Miss Manuel. I I believe you you truly lost a
148valuable person and and a liaison. um somebody that really um attended our meetings, our board meetings and and then also the community um chapter house and and then back to the schools and and I think uh um I I hope to find a hope another individual, you know, to steps up and um can maintain ained that. Um but she did a lot for us, Miss Miss Simo. And um and I I I think with with that um you know as we the board meetings happen over the years. Um you know all these uh attendance uh reading has has been a a a big item which we um tried to um you know show good numbers for our schools and and I know she took that back and and visiting her class. I know reading was
149one of them and so um you know it's it's your your presentation was was very thorough and and I thank you for all that you're doing um but you know we we did lose that liaison. Thank you >> Miss Montoya. >> No questions. I just want to thank you for your presentation. >> Thank you. >> Just again, thank you for what you do down here and uh just keep moving forward trying to increase those scores, the outcomes. >> Thank you. >> What's your item? Uh D E SA, professional development. >> You're the chosen one, huh? I was picking on Ethel. I have been waiting to do this presentation for weeks yet. I always forget to introduce yourself. Y and Cle Clark Yunishia. So, I'm going to set a timer to make sure that I don't
150talk too much because I do love to talk. So, we were lucky to be able to attend I don't know the right place to stand, Jared. Where is the right place to stand to attend the National Elementary and Secondary Education Act, which is called ESSA conference in Denver. And some people attended virtually online. And there's the skyline of Denver. Um, it was so great. There were hundreds of thing, hundreds of um sessions to go to, which is why we took I know the question was why we took so many people and why so many people attended online because we needed the information to come back to our district and we couldn't get to everything. So, we're really blessed that we were able to um have so many people attend. Um next Oh, yep. I talked
151about that 3,000 attendees. is the theme, the big thing. That's okay, Sharon. You can go ahead. Next slide. Right there. This was the biggest takeaway for me. The topic when we went to the federal um updates really was about what is happening at the federal level and how it's going to affect us all the way down to us here. So they were talking about the potential changes and in February everything was still kind of potential changes. I don't know how far ahead that is now but changing the department of education to be um not closing it but to kind of delegate their people um or detail their people their employees to other departments. So the Department of Education employees were getting detailed to the Department of Labor and to do the work of education under
152the direction of the Department of Labor. Um, the attorneys that were talking were trying not to give their opinions, but they were thinking that it was going to be a little bit of a bumpy ride because the Department of Labor, except for career and technical aspects of education, they don't really understand education. They were talking also about moving um um idea B to health and human services. And the concern there was that while some of our students have medical issues, being a special ed is not a always a medical issue. It's still an educational issue. So they are worried about maybe that transition. Um but luckily our funding is always ahead. So there shouldn't be a hold up with funding. So we're good this year. Next slide, please. Okay. So now I'm going to read
153about everybody else's slides. This the next slide is Kate's Denver ESSA takeaways. Um, and when you're looking on your computer, because she's gifted and an overachiever, up there where the little finger is pointing, you can click on a Padlet and you'll have all of the um handouts that from the things she attended. The rest of us aren't worthy. But her huge takeaway in one of the bu ones that she went to was support for English language learners. And for us to not forget that English language learners in addition to be supported in title 3 are also supported in title one because they're title one kids also. And so we provide funding to make sure that they have strong language programs and we have money set aside for that. Also, one of her takeaways was helping
154students in need. And for students without a permanent home, we enroll them immediately even if they don't have their um documentation or paperwork. And we do use federal funds. That's the title one set aside that we're always talking about. And also in ICO, they use their hope money um and their hope uh program to help support kids who are um unhoused or underhoused. Um Tia slide please. Thank you. Attendance matters. Instead of blaming families when kids miss school, we want to work with them. We want to create a welcoming environment where kids feel safe and we actually want them to show up every day. In the changing leadership um portion of the slide, principal's role is moving from just being managers to being instructional leaders. And I think that's obvious when we share all of
155our data all the time. We don't just principles don't just manage anymore. It's really leader of the instruction. And we need to think of it as a climate control creating a space where anything is possible for our students and believing that they can. Learning through projects. This might be the next slide. Sharon, thank you. We learned that project-based learning isn't just an extra activity. It's a way to teach math, reading, and social skills all at once through real realworld projects. This helps with even our youngest students when they learn to talk through ideas and solve problems. Uh the next bullet I'm talking about is fair testing for ELS. Our EL coaches learned better ways to test students based on what they can do in their language level. And we want to focus on basic literacy
156and vocabulary early on so that they don't fall behind later. Next slide. I don't really have anything for Jerry's. Let me see what hers says. hers was the project based learning. Next slide. Um, caring for our staff and students. The power of gratitude was one of the sessions and she was calling it tag. The attitude of gratitude. Oh, I get it. Attitude of gratitude. Sorry. We need to wear our gratitude goggles because stress is contagious if we take care of our teachers well-being and they can take care of our kids. And it was really about not bringing our own drama to kids who need us to be strong. Under mental health, we need to teach students how to support their friends and spot mental health needs early. supporting each other should be a normal part
157of our day and not um something that we don't talk about. Working as one team, we want to move from being islands to being one big ecosystem. This means having some firm rules. Um maybe having teachers observe each other's classes while staying flexible on how each school can make things work. Next slide. I'll give you a second to look at Miss Sabbert's slide and then Miss Nelson's slide, too. I talked about them without saying next slide. Next slide, please. I love that picture of that little boy. If they could just sit still. Next slide. This is a picture of the bear at the conf conference center that looks into the conference center. It was pretty amazing. They had the 2025 teacher of the year be one of our speakers. Her name was Ashley Crossson. I
158think she was from Kentucky. And she said, "Education is not just about what is in the textbook. It's about the community we build. Our students succeed when they know they're seen, heard, and supported as real people first. And then next slide. All right. So, this is us on the small bus, which I think is funny, but might be rude. So, our message from Denver is when we prioritize connections and support for our most vulnerable students, every child in our district wins. And I know that was speedy and I'm under time. That's never happened before. >> I stand for questions. >> Any questions for the board? >> Miss Hasky. >> I don't have any questions. Thank you. >> Thank you, >> Mr. S. I don't have any questions. Thank you, >> Miss Aspus. Yes, I do.
159Um and and some of the the slides from what I see um some of that is I don't know I may be be mistaken but uh I from what I see is a lot has to do with um Yazi Martinez if they ever make up their mind. But >> yes, and I just did Oh, sorry to interrupt. I just did an overview, but um each person that attended was asked to make a slide with the important things. So, it'll if you had time to look at those that would you would get even more information. You mean in the conference they they were asked to do that do that >> when we returned. >> Oh. Oh, okay. Well, that's good. I'm I'm glad to hear that. Thank you. >> You're welcome. Thank you, >> Matoya. >>
160No questions. Thank you for the report. >> Thank you. Um in regards to that um project based learning, I mean especially out here where we are um with the communities that we have, I I think that's an imperative to do that because that also helps form and solidify the identity of our students. doesn't matter what ethnicity, race, but understanding who they are from that standpoint of um project based or even place-based education. When you look at and you bring those two together, >> Mhm. >> Yeah. That place-based education, the utilizing project based uh learning and tying that together for these kids, they're just wonders that they can learn about themselves and in the area in which they live. And I I keep saying that the geology, the history, the government, everything about them is is
161an education. And and again, they talk about community schools, but I like to flip that around and say that the community is the school cuz that's where they learn the most from about themselves. So, I appreciate the report. Uh, and I'm sure that a lot of this going to be spread to the buildings and so hopefully some of this stuff can be utilized within the classrooms to help forward the progress for the education of our students. So, thank you. >> Thank you. >> With that, u CCSD attendance and chronic absenteeism. Tia Johnson. Okay. Good evening. Thank you for letting me present. Um, it's my first presentation uh since I just started in December as the attendance coordinator. So, I'm very grateful um for all the support I've received so far. So, uh today we are
162going to look at how reducing chronic absences help our community, what our next steps will be, and just an update on our latest work. So, our main goal is to reduce chronic absenteeism by 5% this academic year. We want to make sure we are doing the best job possible for the students we serve. This slide here shows you why this work matters so much right now. Um, as of January 31st, we're sitting the district is sitting at 33% of chronic absenteeism. But as you can see on this chart, our results for the 120th count date were very impressive. Most of the schools met or exceeded the 90% uh daily attendance mark and this shows that our schools do have the uh efficacy to produce those results. And I've been sharing this information with our principles
163and they've been sharing it with our teachers. Uh me and my colleague have also performed a couple PDs to share with their teachers personally this information so that everyone is leveled and understands where uh their school is at and how they compare across the district. So KCA HS KEES TBA showed the highest daily d average attendance totals while Career Prep High School showed the highest improvement um from their average daily attendance. They even were just so close to meeting 80%. So we would love to see that continue. Next slide please. Okay. So uh for this slide it shows that uh for the count day which ended on February 11th, our chronic absenteeism rates are still uh slightly elevated um above the 30% mark. We know that chronic absenteeism before the pandemic rested around 10%. So
164even our lowest um school, Judy Nelson Elementary, is still seeing more than double the amount of students who are chronically absent. Uh and that's where we would love to see a continued decrease and have the ability for all schools to uh produce improvement in these results. However, it is important to know that a high number of students were out during the entire month of February due to illness and the district chronic absenteeism slightly increased to 35% as of the count date. So, uh I ran the data this morning and I didn't it's not on the slide here, but our district absence rate did increase again by 1.2%. and research does show that there is an increased absence rate in the spring. So, our data is consistent with our national trending patterns as of March 1st.
165So, that's um the latest update for chronic absenteeism for March as far as I can tell you. So, most importantly, as much as 25% of students are likely to miss school in the spring compared to the fall, according to one report. Okay, next slide. And the next slide, please. So, what comes next? Um, our attendance initiatives have culminated for February with the count day messaging. I've worked very closely with public relationship or public relations and the marketing department to produce um signage and posts on social media that goes out to our families. And several schools um not all schools but most of the schools are using the Kinvo messaging in Powers School to send notifications through text messages and it also can send to their email. But um the system is kind of tricky to
166use. So many teachers and uh schools are using other forms of communication with their families. It could be like a cell phone number. It could also be a class dojo, but everyone is trying to communicate with their parents. We've also uh done attendance lounges. So these are short sessions where I go into the school and I visit with the students and we just talk about why they choose not to come to school or if there's things at home that motivate them to come to school or have barriers and those um results have been shared with the principles. Um and so we've been working on um what uh recommendations to continue with. Um, we've also established an attendance page on the CCSD website. So, thank you to Jared Noble who's been helping me um, get that
167up and going. Right now, uh, just being in this position, I'm I'm really trying to understand how attendance and um, school support work hand in hand. So, we've been I've been listening a lot to the principles to increase just the positive attendance messaging not only with the um social media posts but doing personalized professional development training for our teachers. So, we also want to have that positive welcoming environment uh messaging for our students seen in the classroom at the classroom level. So we are looking to do a few more sessions um with two schools. I think Nukem Elementary and Kirtland Elementary have are allowing us to put us on their calendars so that we can uh visit with their teachers and share with them the definitions of chronic absenteeism as it's not really that easy
168to understand when you first hear the term. Okay, next please. These are banners that are going out to each of the schools. They're 6' by 3 foot. Um you might have seen some already. Uh if you drive by Kirtland Middle School, there's some on the fence there and some of the other schools are still receiving their banners or working on putting them out. But these are to just let parents know that their support is appreciated and their students can show up when they show up. Next, please. We do have a guest speaker coming on March 24th. Uh part of my grant does allow me to bring in uh guest speakers. So Dr. George Valenuela will be produc um presenting on emotional intelligence at Nukem Middle School and High School and then we'll be going to
169Shiprock uh to present there as well and in Kirtland. There's been an additional evening session added. So there's several opportunities for our teachers to get that professional development on short notice. Um so next year we will have better planning in place to get um all the schools available to meet with a a guest speaker. Next please. We are looking for parent attendance advocates. There is some funding in my grant to support um help. So I have handouts. You might have seen them on the welcome table where you sign in. But they do show a variety of resources. and I've been flying and going to like student led conferences and some of the family engagement nights to share those information and resources in person. So part of using the parent advocates would be to have more
170of me. That way a parent can talk with other schools while I'm not there or they can we can just share the workload if we're talking um like at a sports event and uh there's multiple people who are coming to the table. And at this time we can give out um things to hand out to families like hand sanitizers, tissues and uh things to support attendance. Next please. This is just an example of what we were sharing with the teachers at one of the professional development. Uh is there another slide? Okay. So I stand for questions. Any questions from the board? Missy, >> um, have you you said you're seeking volunteer. Do you have any leads for those volunteer positions? >> I have one parent advocate who applied, so she is brought on now. She'll
171be helping me um, after spring break. And I don't know if I missed part of your question. You cut out at the end. >> Yes, that was part of my question. Um I'm And then how besides putting it uh in um on the tables, how else have you been trying to recruit for those positions? >> Oh, good question. And then each of the schools receives um all of the flyers and information and they've been asked to share those through their communication channels with the families. And then we've also been po I need to post more about um the social media for the district page is also an option. And then what and lastly, what are what is the what are the duties for that volunteer role? Sure. Um I did list them on the flyer.
172So they're handing out um information about attendance that I've already pre-created. So they don't have to create any materials themselves. And basically I just need their presence at the table so that someone is there to answer questions, basic questions about attendance with families. Um, so this would be at like maybe a track meet or another family engagement night. Maybe I can't attend one but the parent can attend or both of us can attend and be there cuz it does get tiring when you're talking to people for several hours. >> Okay. Thank you. Thank you for the information. Thank you, Mr. >> So, >> yeah, overall it it does appear that the the data looks promising. Um, but when I look at the 120 count, it looks like two schools had re some pretty pretty substantial
173drops. One in particular is Oh, and then the other was Judy Nelson. So, when you factor that in like the size of the schools and the district count, it it would appear that those two two schools are probably having a big a big impact on our district average. Um, so it so going back to our uh the New Mexico vistas, which one of these data points is going to be closest to reflect on our school our school or district report card? Because it looks like in the district report card we have we had a attendance rate of 55.9. The state was 71.1. So which one of these is going to get us closest to be above 60 or in that category? because these numbers are kind of they're there, but which one is going to
174be reflected on the the report card that gets reported to the state? >> Yes, they actually both will. So, one of them is average daily attendance, and those are numbers that are usually above 80%, like they're closer to 100%. And that one, I can tell you, is based more on like the student population size. So if you have a larger student population and you have more students that are missing, your percentage will be greatly impacted. But the other number is the chronic absenteeism rate. So we take out of a 100red chronic absenteeism is the top 10% of students are not chronically absent. So anybody who's 89.9% and below that will be considered chronically absent because they're missing 10% of the school year. So that pool definitely um increases when you have more more of your
175students that are missing at least two days each month throughout the school year. So it's a very easy number to hit but the data we pull is consistent with the state data. Um and then I work with the data department as well because uh she has access to what the state uses to pull their reports but most of the time they are uh reflected similarly. >> Okay. Thank you. >> Of course, >> Miss Aspus any questions. Miss Monatoya, any questions? >> Yes, I have a few. Um, one, could you refresh my memory on the number of absences a student has to incur in order to be disenrolled in the district? And is that on a yearly or a quarterly or it must be a yearly basis, right? >> Well, it's kind of an ongoing uh
176number. So, they have to be present for um 9 days and if they show up on the 10th day, they're still enrolled. >> But if they're absent for 10 consecutive days, we can drop them, but the family could reenroll them like the next day cuz we're a public school. >> How many students have we disenrolled this year? >> That's a good question. It would be in my spreadsheets, but it does fluctuate. Um and the number of transferred out students is usually highest in the high schools um just because they're bouncing around from high school to high school. Sometimes they remain in the district, but sometimes they do um exit. And that's also another reason why the chronic absenteeism rates do increase is because you have students who register but they don't come to class. And
177so they won't be here for um the nine days or 10 days and then they'll just reenroll. So we do see some trends where the students that have missed like every single day they were enrolled count against our our data. And then um this last one specific to Judy Nelson. It is a elementary school in my area. Um there are a lot of waiver students currently attending that school. Does chronic absenteeism affect their chances of um being able to continue within the next year under that waiver? Are they held to a different standard in abs in chronic absenteeism? What's going on with um those those group of kids? That's a really good point you make and something that has been brought up before. Um I don't have an answer for you right now, but it's
178definitely something that I would love to look into. Go ahead, Mr. Dwit. Hello. So, thank you for that question, uh, board member Monatoya. So, um, they are held to the same standard as a student who is within the boundary. Um however uh they do sign a in that waiver one of the one of the areas uh that the student and the family have to abide by is attendance. So at at um if they of course they're put on attendance contracts if they continue to have absent absences um and and at a certain point if the absences continue that waiver can be uh revoked. Um, of course there's there's documentation that has been provided that they provided uh support for the students before that uh waiver is revoked. Thank you. >> Hello. >> Go ahead. M
179had a question. >> Yes. Um having trouble with trying to to clear the mic. Um but yes, I did have a question. I I hope we're not all forgetting that we are in the business of keeping students and um and I'm glad to hear that even though that they are disabled that they do come back and and enroll and I hope all parents know that. I hope our audience and our community knows that. Um because you know the the circumstances now especially um especially now um I mean they range um you know with with the pandemic happening and um once someone is sick at home um do you want the child to or the student to come to school and then spread that um sickness or vice versa. Um I think where we're um when
180it comes down to situations like that um we we we tell the student to stay home and and especially if they're multi-generational, there's elders in the home. um more so if you're told to stay home and um so I I I really hope that you know that these things are really looked at before coming to uh label them or to disenroll them. Um and because we're in the business of having students and without good students we we have um no money and um and then seeing the campaign I guess as far as um the attendance campaign um do our parents even know that I asked this question before if three tardies how it equals to one absence. Um, and then, you know, I'm glad you shared that about the high school where there's um some
181that do enroll but they don't show up and that counts against us and in our numbers. Um, I didn't realize that. And on top of that, um, with with the campaign, uh, I I I know, um, from what I see with Facebook on social media on our district, I think it's it's really outstanding and, um, and and especially getting our students up there to um, promote, you know, good attendance and and um, But I think today or the last couple of days um one thing is um gas prices uh fuel prices. You know, I think it was said before from the transportation department that most parents are um driving their students and not utilizing our buses and but here's more of a reason to start putting them and using our buses because, you know, of
182fuel prices. Thank you. Could I respond to one of the comments you made, Miss Aspus? >> Yes, sure. >> Okay. Uh, one of the issues that you brought up or concerns about three tardies equals one absence. Um, that has been resolved. So, with meeting and collaborating with our district leaders there, that policy has never existed and it's it's not written in any board policy or it's only been in a student handbook. So we've dismissed that. Um it also makes it really hard for our attendance secretaries to track that. So actually that does not exist anymore and um all of the schools are now accepting work from students who are uh absent. So they do have opportunities to make up work. So these documents um as you mentioned are available on our district Facebook page and
183uh they will be available on the attendance website as well. Thank you. I do have one more question. >> Yes, Miss Montoya. So um from the information in your slide, you did note that spring break time there are some additional absences that are occurring in those instances where we know families that are going on vacation and things like that during that break period and maybe taking a day or two more at the beginning or at the end of that. Um, I know that's not necessarily a medical reason and an excused absence in order to get that makeup work. Are the schools working with those parents and being a little bit understanding and allowing them to gather work before they go and turn it in once they return? Those would be my recommendations. Um, I I
184imagine that those are opportunities that are available. So, I would hope that's happening. >> Thank you. >> All righty. The only comment I have is um have we research to see if there's any grant funding federal or um money's available to help to improve attendance specifically especially in rural areas? Is there anything that we've found or researched to do that >> for funding specifically? >> Yes. >> Um, not to my knowledge. Right now, the grant that I was uh am in charge of does have a multitude of funds available. So, that will be um a challenge for myself to allocate that properly. So, I definitely would love to see an increase in funding, but I would as a beginner to grant funding. I've been working with it for about 3 years now. Um I think
185it would be best for me to practice spending down all my money before asking for more. But that's a good recommendation. >> Thank you. >> There's nothing else from the board. We'll go ahead and move on. >> Item F, HQIM math textbook adoption recommendations. Mr. Deswood. >> Thank you. Is a presentation up yet, Sharon? Do you want me to stand up there? >> If you're comfortable where you're at, that's fine. >> Okay. Yeah, I can sit right here. >> All right. So, our presentation is up. Yes. I am uh the textbook adoption and previous year adoptions have been under curriculum instruction. Uh we did actually write a grant to have a group help us with the textbook adoption this year. So, that's that AET right there. So the grant for the textbook adoption was $150,000.
186Going to go to the next slide. So this was the implementation team. There were five principles, four teachers, and four district leaders that were on the adoption team. We met monthly with the public education department HQM group uh to help us uh select textbooks. Um if you take a look at the next slide, there's a uh scope and sequence of how this transpired. As you can tell, we met. So, we started meeting on 11:5. There was a community of practice on 11-11. We had our first meeting as a group 11:21. Then there was a community of practice with the state along with other I think there were 10 nine other districts that received funding, the $150,000 for the adoption. We met again on 1211. So, as you can tell, it's been a very um engaging
187and thorough process. Uh there was another community of practice on January 7th. um 116th again and then on the 20 on 24 February 4th we gathered stakeholder input and then we met again on uh March 4th for final recommendations and that's how we're here. Um in previous years textbook adoptions happened in May and June. So we're ahead of the ahead of the game this year. Uh going to go to the next slide. So the next slide as you can tell that's the process right there. There was a vision that was created by the uh the committee uh prioritize selection criteria narrowed the list of materials for reviewed the materials captured evidence and rated criteria. So it's very uh systematic process that we used to adopt the textbooks that are going to be recommended. We narrowed
188to the top two programs gathered stakeholder input and then built consensus for final recommendations. Next slide please. uh with the committee there was a vision that was created and this is the math vision for the district and the thing that's important about this uh in the next couple of years whenever uh principles are going to be engaging uh teachers in in observation feedback coaching uh this is the vision they're going to be looking at essentially the north star so in CCSD we aim to ensure that every student develops a deep and lasting understanding of mathematical concepts and practices that empower them to be problem solvers ers who pursue and accomplish their goals. So that was the vision that was created. Next slide. So the next slide shows the criteria that were identified uh to to
189help adopt and narrow down the top two cultural and linguistic relevance. Right? We made sure that uh the documents um we we selected the the programs or the the companies that had the most CLR embedded in them. Rigor and mathematical practices as well. instructional supports for all stakeholders. Meaning, can parents at home help students uh with uh their child's homework and then assessments. Uh you know, teachers were really uh concerned about are there assessments built in? Do we have to create new assessments? Do teachers need to create them? So, that was taken into account. And then of course extensive supports um such as professional development for teachers, how to use the new resources, also academic lang language supports and resources and then plenty of practice for students. Going to go to the next slide. So
190there were a total of 40 educators that responded and provided feedback. There were 194 total community and stakeholder responses. Go ahead and go to the next slide. So the final recommendations uh uh that that the committee and you know the data indicated. So for kindergarten through fifth grade uh it'll be SAS and visions. Um grades 6 through 8 will be mid school uh math and grades 9 through 12 will be Carnegie Learning. Uh the team believes these materials best position CCSD to strengthen rigor and support all students while advancing the district's vision for excellence in math instruction. So those are the programs uh that will be that are are that the the committee and the uh stakeholders have selected. Go ahead and go to the next slide. So on the next slide they looked at
191strengths and challenges to consider. This was for K5. I won't read all of them to you. I I'll I'll point out a couple of them. Notice stronger CLRI components, high family engagement activities, better for teachers, better uh customer service as far as reliability, um manipulative kids. Some of the challenges are over there on the right. Um just building trust, relationship, scope and sequence is smaller. Uh going to go to the next slide. So for the mid school math program again the strengths are listed on the left here. Look L support spiral standards uh digital/h hard copy materials. So materials are are culturally and linguistically relevant challenging on the right just training for teachers on the new version of the materials. Um going to go to the next slide. So for the high school um strengths
192are are are listed right there. Student workbooks Matthew goes to algebra 2 interactive teaching materials one day of training versus two hours. So a full day. So that was one of the things that teachers were really wanting. They wanted a thorough um implementation to the program. 100% of teachers who saw the Carnegie 100% of the teach who who saw the presentation chose Carnegie. And some of the challenges are over on the right. Il versus math 180 implementation will be a challenge. Funding goes over 60k over uh the top choice and stand for questions. >> Question from the board, Miss Hasky. Mus any questions? Yes. Um yeah, he showed the the three um difference um in the math um books. Are these books or workbooks? >> So they are books um and then some of them
193do come with workbooks. So those are the the um consumables. So there's those were some of the things that we take took into account uh when adopting the textbooks. of course that there is online material as well and one of the um comments that I kept making to the team was you know understanding that we have connectivity issues that teachers have backups in case uh Wi-Fi goes down that students don't have to solely rely on um online or digital content. Thank you. >> Okay. And also the um legislatively what was was um the bill concerning math and if it passed I I can't recall. >> Yes, the the bill did pass. Uh it's it's to make um I guess lensure uh teachers are going elementary lensure are going to be requ have an additional requirement
194for math instruction. uh just because there's been such a focus on um literacy. So there's been a real focus on on um math instruction and and um numeracy. Thank you. And these comply to that. you do have um somebody that's uh acquainted with um those three books or >> Yes, ma'am. So, >> I'm sorry. Go ahead. >> For each grade level? >> Yes, ma'am. We had uh teachers from each grade level um on the committee and then we also had teachers from uh each from the various grade levels provide feedback. back. They view the materials. Um so as far as um the the the programs that are selected or the the curriculum has correct selected um it went through a pretty vigorous process. uh the the public education department had sent us I think eight
195or so um programs that were vetted by the state uh uh adoption team and um you know like like like you said local decisions uh we went through the process to engage our stakeholders in adopting the textbook that best meets the needs of our students. So these were the three that were selected by grade level. Thank you. Okay, thank you. >> Yes, I have questions. >> Do you have a question? >> Um, yes. So, for the the curriculum proposed for K through 5, is that going to replace the Engaged New York that's currently or is it going to be like an accompaniment to? Is there any way that we can see kind of the um the what do you call it the chapters? So we know that all of the bases are being covered because
196I know with engaged New York they do lack quite a few areas like teaching kids um the value of money and things like that. Is there >> Yeah. Yes. SAS and and in fact we can send uh the board copies of uh K through 5 6 through 8 9 through 12 as well uh so that you can take a look at uh the you what's embedded in the programs >> okay great and is it going to replace >> yes is is a is a different company >> okay >> I don't have any questions just have a comment um was over at uh oho and was talking to the sixth grade teacher and that book for the middle school, middle school math. She was just raving about it and how the kids were responding uh to
197the work inside that book and and so it was they even had some a couple of students that were uh challenging it to try to move on to seventh grade math already. So that's positive. So thank you. >> Thank you. Nothing further. We can go ahead and move on. Item G, update on electric bus by Mr. Ormenta and Cindy Theodore on the bus. >> Good evening. Uh, school board, school board president, uh, Vice President Mononttoya, uh, Secretary Aspus, board member. So, board member Hasky, uh, colleagues, people that are online, our community, Mr. Carlson, assistant superintendent, Mr. Deswood. Um we're here um Rodney Armata, Cindy Theodore, and Mr. Mark Nestlin to give an update on the electric bus pilot program that Central Consolid uh consolidated schools took part in. We received the bus in December and
198the bus is still here um being used until tomorrow. So, we had a roundt discussion with our team, with Mr. Nestlin, with the bus bus driver, and with our mechanic to go over the issues that we've had, the successes, uh, what the pilot program has taught us about the bus, and about what we um experienced in in having the bus here in our school district. Um, so I'm going to turn the microphone over to Mr. Nestlin and let him kind of give a little bit of um feedback from our discussion and then we will all be here to stand for questions. Thank you Rodnik. Good evening uh Mr. President, members of the board, Mr. Assistant Assistant Superintendent. I'm Mark Nestlin, the project manager for Green Power Motor Company. Pleasure to be back with you again
199this evening to give a at the hour of the night a very quick report for you of how the last couple of months have gone with the uh electric uh school bus here at the district. As you recall, this is a pilot project that the state of New Mexico has taken on for this school year and next year and uh your district uh volunteered to be part of that and we had the opportunity to bring that bus up here uh during this period of time. One of the things that I always remind people of is they're called pilot projects for a reason because they're all for us to learn. They're for us to learn. They're for the school district to learn. They're for the state of New Mexico to learn as the state continues to
200move in the direction of zero mission vehicles. And so when I look back at what has happened uh from the December time frame until today, the last day of the pilot here, um I I would give this a a very successful program in it taught all of us a lot. And one of the reasons the state asked you to take the bus in December, January, was because it's cold here. And not only is it cold, but you have a high elevation. So we have experience of buses running in temperatures colder than you had here, but not at the elevation that you had. And when you get to this elevation in cold weather, particularly when you get into heating systems, molecules and air are very different and the bus reacts differently. And so one of the
201things and one of the challenges that we re that we encountered with your staff in the in the uh say middle of December as the weather started really getting cold although it snowed the first day we deployed it. So I guess it was cold from day one. Uh but as it started getting down into the single digits at night is we were having trouble getting that cabin heated in the morning for the for the kids. And on an interesting side note, at the same time this happened here in the state of New York, a different OEM, they were not our buses, but a different OEM was having the exact same problems in New York that we were experiencing here with the cabins not heating properly. Now, that resulted in some stories in New York and
202talking about kids being left stranded in the cold and things like that. That certainly never happened here. And when there was mornings that that cabin didn't heat during that period of time, we certainly worked with your staff to not use that bus during that period of time. It's not our desire, nor is it your desire to have kids that are in a cold bus uh or one that's stranded. One of the things that we wanted to accomplish with that is we've now identified a problem. So, let's fix that problem. And we put our engineers on that immediately. And um over the Christmas break, we addressed that heating situation and um changed the heating structure in that bus so that not only did we have the HVAC heating system on the roof, but we now included
203an additional four heaters in the cabin of the bus to warm it. Then we have the opportunity to come back again as a pilot working with your staff to say, "How does this work? Did this fix the problem? that maybe not only fixed the problem for New Mexico, but maybe can other people look at it in New York and having fixed the problem there as well. A couple of very interesting things. Not only did it fix the heating problem, but it extended the range on the bus because as we were going to put those four heaters in, our thought process was we're now going to have a range problem because we're going to take four more heaters. And remember, heat takes more energy. Air conditioning doesn't. So, our immediate thought process is we're going to
204have a range problem. We're going to put four more heaters in this bus. We're going to reduce the range dramatically. Just the opposite happened. We actually increased the range to the point that the bus was running three times a day only on a level two charger. It was doing the morning route and the afternoon route, but with those additional heaters, we were able to add the midday route in that hadn't been able to be run before. So what had happened here is because of the way the cabin was able to preheat in the morning before the bus went out that allowed less energy to be used while the bus was on a route because it was already heated and the above heater wasn't having to heat cool heat cool heat cool which draws that great
205amount of energy. So, it was a it's a very positive thing of what happened here uh in that it addressed what could be a very serious issue and there was a solution. We're we're proud that we were able to work with this school district with your staff to address that situation. The one other thing that we did while the bus was here again in addressing some challenges was we went to the heated battery packs. So in some of that 9 degree weather that we were seeing in the morning early in the morning that four or five o'lock time frame the battery was too cold to take a charge. So we we came in again and we changed out the batteries and put it in heated battery packs so that that provides just enough heat to
206the battery that in that cold morning the battery is warm enough to accept the charge. So again, a challenge identified because the state said, "Hey, go up to northern New Mexico where it's going to get cold and see how this does." But things we were able to address. So again, a pilot is supposed to find problems and in our case here, working with your school district, those problems were able to be addressed and resolved. in working uh through the round table yesterday. I think that we learned that we could do a better job in some of the training that's provided to the driver and the and the mechanics. Um little what might seem like a little thing up front is the child checkmate. Um there wasn't good enough training done on the child checkmate created
207some issues for the driver in doing that. There needs to be a more simplified version of explaining to the driver how the charging works so that when they're when they're plugging the bus in, they don't have a a difficulty in making sure the bus gets charged and thing and and maybe just some other, you know, which buttons do you put push for the heater bed or where's the noise suppressant button. I think we could have done a better job in that training. your staff, your driver gave us great great uh feedback in doing that yesterday to the point that I will tell you that when we go next week uh and do training for the next round of where these buses are going uh we've already had meetings since our uh round table yesterday of
208how we're going to change that training so it better meets the needs of what the drivers, school districts and mechanics need. So all in all, what I would say to you is we showed that the bus will work in northern New Mexico. We corrected the problems that existed and made it work better. And uh we actually showed in this process that a district like yours that does have some electric grid infrastructure problems can do this on level two charging and you don't have to go to DC fast chargers which require a significant change in your infrastructure. Uh so I think there was a lot learned. Um, I appreciate these two individuals and the other staff because they work so closely with the team from Green Power to work through this all that time. And I
209really appreciate the um the cooperation and the forethought that you as a school board had in helping uh the state and us in uh in this pilot. I'd be happy to answer any questions you >> Yeah, I'd like to just to add to that for what Mr. and I'd like to to thank Mr. Nestlin and his team for their professionalism and what they did here in communicating with us with our team. I'd like to really give a you know a thank you to Cindy and her and her with the mechanics and the working dayto day with the with our bus driver and giving really good feedback to the team so that they could make the corrections and and get a good true test on this bus. I think um I'll let Miss Cindy speak for
210herself, but I think I was very um skeptical of this project coming into it and I learned a lot. I did learn um what the capabilities of this is and what you know I do believe that there is um a place for a type of vehicle like that that's a purpose built and to see it it actually in in in actually working conditions to see it run and and to watch it do its thing. You would see it running down the road. It was it was a pleasure to be a part of a pilot program. It was something it was new. It was it was a first. And like I say, I just like to really thank you for your professionalism and and what your team did. So, I'll leave it to Cindy. >> Good
211evening. Good evening board members, uh, Mr. President, Miss Mononttoya, Mr. So, and those online. And like Rodney said, um, I too was like, okay, I don't know. I don't know about this, you know, when we first started, but I did learn a lot. Okay. And um I I know I know what to expect now. So I'm grateful that you know we had this opportunity to do this. Um and um I was in talking with the driver. I asked her, "What did you like most?" And she said, "The quietness, you know, it's not the rattling and the the big diesel engine and all that." So and I I thought that was, you know, I I when I asked her that, she said, "That's that's what I like." to students, you know, they um sat still some
212of them and this was the special needs bus that this route was on. So, and um she said some of the students got got used to it to where you know that it was quiet and it was nice for them. So, thank you. >> Questions from the board. Missi, >> Mr. So, >> sorry, I was just having problems. Go ahead. >> No, I just appreciate the um I appreciate the um the opportunity to test it out and to see um at least to try to see what it was like to have an electric bus. I and I appreciate the feedback. So, it it's good. I think I think it's I think as a district, we always try to look for things that are more efficient and um and economical. So, it was a good learning
213experience for us. I from what you're saying. So, thank you for that, >> Mr. So, >> yeah. I I just want to say uh thank you for allowing our district to be part of this this pilot and I'm sure we have our district has learned a lot about this process about how this um type of vehicle is going to work in our area and I'm sure you identified some of the shortfalls challenges and of course other areas for improvement of um how this can be ma made better uh now that diesel prices are approaching five six bucks a gallon that this is starting to make a lot more sense too. So uh again, thank you. I guess if if there are any other things that we can do like even applying for state grants or
214some some of the things even I think a New Mexico Department of Transportation even has uh leftover money. Maybe that's other things we can look at to upgrade our infrastructure across the board. >> I know there are going to be some opportunities from the state. I know there is a $60 million uh offering that we keep hearing is coming out next week. We've been hearing that for about 90 days and so sometime next week will probably happen. Um and that is something that's going to have money for both uh purchase of buses as well as infrastructure. The other thing that we talked about in our roundt yesterday and that I have promised your staff to to keep a prize with is when the next round of federal money becomes available. Remember that in the bipartisan
215infrastructure law, there was5 billion dollar allocated for the p purchase of electric school buses nationwide. Three billion of that has been spent. There are still two more rounds to be done. Congress did not cut the funding for the school bus program like they cut other incentives for electric vehicles. And so that additional $2 billion will be out there in grant opportunities. We'll work with your team and make sure they're aware when that happens because that money also involves both infrastructure and the purchase of buses. One of the things that we discussed um after the round table, Rodney and Cindy and myself is, you know, there are opportunities for you to get money that makes your infrastructure at your bus locations better. Those are great opportunities that we want to make sure that you don't lose.
216The other thing, sir, that you mentioned is is as fuel prices go up, that's going to change the total cost of ownership as you compare an electric vehicle and a diesel vehicle. We know the issue nationwide is the purchase price of the electric vehicle. So, if we can help you with those grants to where you get the buses paid for in the be in the beginning, then that makes your total cost of ownership a very different discussion. particularly if we see these gas prices and diesel prices continue to do what they have done in the last 10 days. >> Yeah, that that was actually meant to be my other question to our our district is what are the impact of fuel prices on our district in terms of how much how much more is it
217costing our district? >> I get but that's a separate topic. Thank you. what he said. >> Miss Aspus, >> hi. I'm listening to to the feedback. Um, can you hear me? >> Yes. Yes. >> Listening to the feedback. Um um I I do wish um especially learning of the breakdown and the um how it was not heating correctly and our students um being exposed to that. Um to me I feel like um we shouldn't be using our our students as test dummies. Um I believe that it would have been totally different if um if this is a this the state's initiative um the governor's initiative um they should have test these out beforehand and um and be the passengers in these um buses and um to see exactly um how they function, how they operate
218and I believe um you talked about the the coldness and um in a regular battery they have cold cranking amps and um so I guess that's not the same with with um these batteries, electric batteries And um and I think our our winter was mild compared to what it what it should have been. um we we were facing still in a a a drought and so as far as the elements um we didn't faced them full on this this this past winter and and I hate to to see what what that result would be like. And um and then you talked about the um correction of the uh heaters in in the cabins. Um did that result in additional batteries to that battery bank? >> Do you want to clear up that first? >> Um
219Mr. President, I'd like to um respond to her um comment as far as the students in the um exposing the students to cold cold weather that we had our our regular bus which is the regular sped bus that was our backup. So that was used when the batteries are weren't warming up or the vehicle wasn't or the bus was not warming up. We we had our backup which was a reg the regular route bus. Thank you. >> Okay. And the battery um to to heat to have the heater working properly, was that an additional battery to the battery bank? >> No, no change no changes to the battery, just changes to the heating system inside. >> Um >> Okay. >> Go ahead. >> Oh, thank you board member Aspus for the for the question. And
220that was kind of our concern. Uh like Mr. Nestlin said was when they were going to add them additional heaters and the battery heaters, we were we were afraid that that we it was going to shorten the actual uh distance that the bus could travel and and we thought that we we had kind of the same concern was that are we going to have to add more power batteries? And no, the battery the actual battery stayed the same. They just added the heaters and it was able to get the the cabin up to temperature with the additional heaters. But with the with the draw on the current batteries, um the distance that the bus can travel actually it did not affect it. the bus was actually able to travel a further distance with the addition
221of not only the cabin heaters but the but the block heaters and and like Miss Cindy said um once we knew that the the bus because our driver and our our mechanic was getting there early to heat that bus up in the morning and to check it once they knew it was the cabin was not up to temperature then they resorted back to the original bus that was uh the route bus for that that that route. So, we never exposed our children to that. And we wanted to make sure that our our team stayed on it. They did. And and we made sure that um everything was in running order and and it was safe and that the bus was um functioning properly while it was on on route. Thank you, Miss Aspus. >> So,
222um how many times did that occur that the cabins weren't heated? And I'm glad to hear that, you know, you would you did have the backup plan B. >> Couple of them. We did it happened two or three times. Then we changed changed that in a matter of seconds. >> Thank Thank you for your question, Miss Aspus. And I was I'm talking to Mr. Nestlin. And yeah, that the the issue did happen a couple two two to three times that we had to run the the the original bus and not use the bus. But their team did respond quickly. They had a a mechanic on site. every every time we had an issue, they they responded quickly and got here and tended to the issue. Um the bus has a lot of technology on it.
223It does have a lot of um of information that relayed. That was one thing we asked of the team if if if if we could have had access to what they were monitoring off of off their systems and offsite and that as as as an owner, you would you would have access to that and be able to monitor that bus to see at 3:00 or 4 in the morning what that bus is doing and what the charging system is doing and have more realtime information. uh with the pilot program, we were uh the information was going to their team and so we were just relaying information firsthand from what we were seeing on on location and not seeing what they were seeing throughout the um the inner operations of the bus throughout while it was
224not in service. If that answers kind of your question as well. >> Okay. And also um I was asked you know during one of our conferences um about you know our I hear that um electric buses are in your district and I said you know yes that that that is and um and this was from the Duly area the Duly U board member and and they said well we we also went ahead did and we purchased >> they said they purchased a bus electric bus and um um they said now it's just sitting there because it's too expensive and the parts are too expensive and when it did fail they had students on there and it failed in that rural area where um they had to wait because uh phone services aren't available and um
225and you know as as um Dulce is mostly in the mountainous area um you know it's a good thing I don't know if it was during their winters but um yeah that was uh what was shared with me and and um I said well I'm just glad I I um were were I I God forbid if we have to purchase one. I said because um we really don't have money to throw around as a district and with other um projects that really need to be um um you know paid for. Um and this is not I don't think um a cost saving even though the fuel prices are are high. um we've had it high before and um but just the upkeep and and then he also mentioned that um the only service area was
226in Albuquerque and um that's why it's just studied there because they don't have the money to to send it. >> Thank you. >> Matoy have any comments? >> I do have a couple questions. Forgive me. I wasn't on the board at the time that this pilot was proposed. Could someone tell me the day that the initial pilot was presented? Was there a presentation and was there bus specifications provided on that day? >> Just so I can go back and review the information on my own time. >> We did spend about an hour uh with the board prior to the bus coming here. I >> do. We know what day, >> Mr. President. I want to say that it was probably 1st to middle of November if uh if generally that was the discussion. Um we
227talked at that meeting about um what the states um was it October that we >> we were in O >> October was the conversation >> I'm sorry it was October. I'm I'm correct that it was October. My dates all run together. I never know where I'm at. Um, as we talked about what the state uh did in in in bringing the pilot project forward, we talked about the vehicle that would be here. Um, we answered had a lot of discussion and answered a lot of questions on electric vehicles in general uh and had some of that discussion that night. I think we were we were on for about an hour that night >> and there was a presentation everything. Perfect. My second question, um, with all of these modifications and updates to this to the
228bus, when would be the second pilot session? When is that being proposed? And how long is that duration? >> No, there there's not a proposal on a second pilot of this bus. What we did in working with your staff after we made the changes and the corrections, working with your staff, with your superintendent and with the state, we decided to leave the bus here for a longer period of time so that we could come back and say, "Okay, we identified these problems. We believe we fixed them. Now, what happens when we when we run the bus? Does it appear to be fixed?" So that's why the why it was extended to through today um during that period of time. >> Okay. >> Next year's pilot again because you would have not been here for that
229conversation. This year's pilot was with the type A school bus which is the is the uh 25- ft bus 14 passenger. The vehicle you had um had a uh a wheelchair lift and wheelchair securements. We did not use them here. You didn't have a purpose for them. But when the state purchased the three buses, one of them was a bus with a lift, and that was the one you had. Next year, the pilot uh that the state will be doing in the second year will all be with the large type D bus, which is an 84 passenger bus. Um, and there will be two of those buses that rotate during the year and one bus that remains at one school the entire year because it's going to be a VTOG project. And not to use
230acronyms, but VTOG means vehicle to grid. So very quickly, what happens in a vehicle to grid situation is you're selling energy back to the utility company. And normally what happens is you're charging the battery at 1 and 2:00 and 3:00 in the morning when energy rates are cheap and you're selling that back to the grid in addition to using it as a school bus. You're making money back selling to the grid to help stabilize the grid in the community. So next year there's going to be one bus stays at one school the entire year as that part of the pilot and the other two moving around to schools. >> And this is all at no cost to our district right now. >> Yes, ma'am. is paid for by the state. >> Okay. >> Under a
231contract that the state entered into with Green Power. Um and and because of part of these activities, you may not you may or may not have seen, but um Green Power did have an announcement in January with the governor that Green Power is moving its North American headquarters, both manufacturing and office locations to Santa Teresa, New Mexico. And so all of our production is being moved out of California to New Mexico for not just school buses, but our class 4 commercial vehicles um will be manufactured here in New Mexico. >> Okay, >> that's all. Thank you so much. >> President Mononttoya, I have another question. >> Yeah, go ahead. >> Okay. Um sir, you brought up about the VTG. Um can you explain that a little bit more because um to is is the bus
232equipped with generators. So what happens in a uh veto situation and and this is something that is um increasing in its um application across the nation. Um so VTO G meaning vehicle to grid. I'll also say that we could be talking other things like what's called VTOX, meaning vehicle to whatever, right? And so a lot of school districts, and I'll come back to V2G in a minute, a lot of school districts are using a VTOX situation as a backup for their own school. you know, if you lose power, if you have some kind of a a disaster that you can then use the bus as a VTX generator of power into your freezers, your to keep your food from spoiling or things like that. V2 G is a situation where the grid is helped to
233be stabilized by power going back to the grid. So, if I bring this to the personal level to help with the understanding, you own a Tesla and in your garage you have a Tesla charger, but you also have the ability to take that one step further with that Tesla vehicle and you can work with your utility so that you can sell power from your Tesla vehicle back to the utility. Much like if you put solar panels on your house and you you create excess power from your solar panels, that power can go to the utility and they pay you for that power. So what happens is these vehicles are biodirectional. So you can feed the energy into the batteries and you can feed the energy out of the batteries. And this is something that that
234is done in cooperation with the utility and the utility and the school district agree to the times which with which they may take that power back out of the bus. So again, you charge the bus and the small bus that you had, you would never use it as V2G because that bus has 118 kilowatt battery and the cost of the infrastructure for V2G would never have you use 118 kW battery to do that. So you use a bigger vehicle, the one that has 197 kW battery or the bigger one even that has 384 kwatt hours. So now you've charged that battery in the middle of the night when rates are low. You use that bus to run your kids to school. But then there is a period of time when that bus is just sitting
235when it has excess capacity in the battery and when the grid is in is unstable and the power company needs power back just like they need your power from your solar panels on your roof. that the utility then taps that battery and takes the energy back into the grid and they pay you the rates that are on at that period of time. So you charge it when it's cheap and you sell it when it's not cheap. As VTOG becomes an answer to grid stability in general across the country, school buses become the obvious answer because they sit 80% of the time. And so you have that excess capacity. For those of us old enough to remember the energy shortage in the gas lines of the 70s, the interesting thing determined in that period of time
236was where the most gas was in the United States. It wasn't at the refineries. It wasn't at the gas station. It was in everybody's garage. That's where the most gas was during the energy crisis because people had it in their gas tank. You have the same thing here with energy in these batteries. You're storing energy in the batteries that can be used back in grid stability. And as we start seeing data centers and all of this demand for electricity that we're now seeing that is actually causing an increase in some prices for electricity to consumers. This becomes even more and more important in the ability to to address that. It's 3 5 years ago people thought that charging an electric vehicle whatever that electric vehicle was created grid instability. today they're now realizing it's actually
237helping the stability particularly as more data centers come on that that are requiring an increase in electricity. Hopefully that was not too long but a little bit of an idea what V2G is. Oh sir. Um that that is um is still questionable to me because I feel like um as you're saying the solar panels um I could see that concept, but if there's no solar panels on the bus and we're relying on the charger to act like a generator. I I just don't see that connection. Um and and and I and I compare that to um you know as a drag line where they have a motor generator concept and when you when your generator is working backwards and then that's when it feeds voltage back into the grid system back and you know therefore
238kind of pays for itself. But um that's why I was asking is there a generator now? Um and you're just talking charger and but I would see the generator taking place of say solar panels. I don't you know it's still it's still questionable to me. I don't um I guess it's something. Do you have a link or somewhere that could read up more on that? >> I could uh I could find some links for you on on V2G uh that I could share um with the staff that they could get to. Yes, ma'am. >> Okay. Thank you. >> Yeah, if I could clarify. So that that what you're talking about is very similar to like the Ford truck or the GM EV where you actually have a charging system that if the power goes out
239it goes back into the system or like the Tesla power wall. You have a battery backup system that it's about battery charges the power goes out it feeds back into the system. That's that's what it's like a a DCA AC charging system that feeds back into the same loop. Uh so uh and lastly just um uh on the bus it looks like the bus probably needed like a heat pump. Was the bus that currently was given to the district did it have a heat pump? Cuz heat pumps at least with most electric vehicles those are ones that extend the range on a on a lot of vehicles and they also heat the bus. your your HVAC system on the vehicle is operates much like a heat pump does at your house, which that then created
240the heating scenario because that sits on that roof and that draws air in from the outside. >> And while that bus in Quebec is running at a colder temperature, it's not running at the elevation. So, it's the molecular, excuse me, molecular change in the air that then draws that into that HVAC that caused that system to not produce the heat as well until we added the additional heaters in the vehicle. So, you're exactly corre. You're exactly correct on both points that you just made. >> All right. Thank you. So with regards to the size of the bus that we had, what is the cost of a full-size bus? The type D um bus that we have that is a 40ft bus. It's 84 passengers and again depends on the bells and whistles that you put
241on it. Want. If you do go to the vehicle that's 380 kW, it's the exact same bus, just double the batteries, and that's an additional 70,000. >> It's roughly half million >> pack. Yes, that larger battery pack gives you a 300 mile range versus the other gives you 150 mi range. >> Does it cost to replace those battery packs? >> So, that's always the question that that I'm asked and the answer is that you will never replace a battery pack. What you do if you do have something go wrong, it's a cell in the battery pack. So, first of all, your your warranty on the batteries are 12 years. So, you're you're on a a life cycle on your school buses that are 12 years. So, your battery is always going to be covered under
242warranty. And so, during that period of time that you're running the bus for the 12 years, you're under warranty. And a cell that would be replaced is going to be under warranty. the six the six batteries that are in that large bus, they're $70,000 right now, but you're never going to replace that. One, because of the warranty, but two, we would never replace that full battery pack. It's the cell you go in identify the one cell. It's like the old chain, the weakest link in the chain. The weakest link of your battery is the one cell. And and that's one reason that even if you go to a DC fast charger, you always want to have a slow charge at the facility because if a battery does get out of balance, the best maintenance, the
243best work on that in balancing that battery is you slow charge it overnight because that slow charge will take that one cell that was out of balance and bring it back into balance. Now when you look at the dashboard on that, you can scroll through the dashboard and you can see the heat and the temperature on every single cell. And so if there does become problems, then we can diagnose through that information of where that problem is at. >> Okay. So you said if you run it 12 years, >> you're I've is uh New Mexico on a 12-year replacement. So, your state requires the replacement of the buses every 12 years. And so, the full time that you would be running that bus under the state regulations, it would be under a battery warranty. >>
244So, those buses get subsidized, right? >> Yes. >> I'm always weary about the government coming in and having to subsidize. That tells me it's >> It absolutely is. That is why states like yours, you know, there there are two ways that states are encouraging the adaptation of electric vehicles or zero emission. There are states like New York and California who are using the stick and they and they say by 2035 all of the buses in in this state have to be electric. In New York they say that you cannot buy a bus after 2027 unless it's all electric. Now, they have provided some dollars, too, but they're using the stick. This is what you must do. Places like New Mexico, while the governor has put forward zero emission as a goal, not just in school
245buses, but also in the state fleet, they're not mandating that you do it. They're saying, "Here's dollars to help you do it. They're saying, "Here's a pilot to help do it." So, they are putting dollars out there. So, there's different ways that different states create that. Some are pure stick, some are pure carrot, some are somewhere in the middle that are both carrot and stick. >> They're still dangling that carrot either way. >> Um, having said that, um, so what do you do about the firefighting systems, uh, Shiprock Fire Department, how are they going to handle that, those fires on those buses with those batteries? It's not like you just go take a fire extinguisher and put it out. >> No. So, >> have you considered that? >> When a ve when an electric vehicle
246catches on fire, just like when any bus catches on fire, the number one thing that you do is take care of the children, get the children away, and then frankly, you don't have enough water to put an electric vehicle, not school bus, but an electric vehicle. You don't have enough water to put it out. You get the kids away, you make everybody safe, and it burns. Now, I will tell you that we have never had a thermal event. I will tell you that recently there was um uh a reports about a bus that burned in Quebec and that bus happened to be it wasn't ours, it was a Lion bus. That bus happened to be at a intersection where there were security cameras. So, it made a great uh made a great scenario, but it
247had nothing to do with the high voltage electric system. It was the heater switch on the bus that is the exact same heater switch that's used on a diesel bus. So, not saying that these buses can't catch on fire. Diesel buses can catch on fire. Electric buses can catch on fire. Um, and one of the one of the important things is the battery chemistry. So, a lithium ion phosphate battery chemistry is not an explosive battery chemistry. You can go online and you can find videos where a puncture causes an explosion of the battery. That's not lithium ion phosphate. Lithium ion phosphate when it's penetrated does not do that. When when systems start going bad on a lithium ion phosphate battery, you've got 30 plus minutes of warning that you have a problem. Again, going back
248to what's the important thing, get the kids away from the bus. Dashboards are going to light up and you have the time to address that um in that period of time. Can vehicles catch on fire? Sure, they can. That's one of the reasons that we do training. That's one of the reasons we did training here with your first responders because we never want to put a bus into a community that we haven't had an opportunity to deal with the first responders so that they know about the bus. We're not going to give them indepth electric vehicle training because most fire departments have already had that. What we're going to do is teach them about that bus in the area where that bus runs so that in the unfortunate situation that something would happen, they know
249where cutoffs are at. They know what they need to touch and what they shouldn't touch. And so we do do the best we can as everybody who does, not just us, but all OEMs do their job in in taking that very serious. >> Okay. So when when you came to us in October, you said it wasn't going to cost us anything. Did you pay for our operators, our mechanics, our drivers? >> I told you that that your cost of your drivers I we recall we I specifically said that you had to pay your own drivers and you had to pay for the fuel, which the fuel in that case is the electricity. just again words mean things in the fact that it wasn't free other than just to utilize a bus. That's the point I'm
250making. Um yeah, I just I'm not I hope nobody takes the thinks I'm absolutely against it cuz I'm really not. It's just the application of where we are. I mean, dealing with Nway, uh, that in and of itself poses a little bit of a problem just like down here trying to get a transformer at a power hole, brand new school. That's that gentleman right there. I'll tell you the problems that we're having. And then for it to be mandated to us, that's the part that I don't like. It creates resentment. Uh, I'm all for an Uber driving around in a nice electric vehicle, that's wonderful. And we start putting kids on it out here. And again, as Miss Aspus made the point, this is a very mild winter. Uh there have been stretches where it
251has been extremely cold, uh below 15 degrees for two, three weeks at a time. So what do we do? Um that's kind of the fear that I have and I know exactly what happened up in New York cuz I was reading the articles about it. So I'm quite well aware with that. Um but I guess you guys gave it your best college try and in the process you fixed some things. Uh, but in my humble opinion, I'd rather stick to the diesel engines. Uh, quite honestly, in my opinion. So, if there's no further questions, >> I do have a couple more questions. >> Um, I see that you presented this to the board on October 16th, but there's no um official presentation attached. So, I have a couple more questions. How long is the pilot?
252Can we opt out at any time? And how much does it cost to fully charge one of these buses? You are done with the pilot. Today was the last day of the pilot. Okay. So, you're done with that. >> I heard you say something about upcoming years >> and and I'm I was talking about the states >> program. You you're I I'm driving the bus out of the facility at 8:00 tomorrow morning and my electrician will be there to take the charger out of this out of the facility tomorrow. I I can't answer your other question because there are things dependent on that. I have to know exactly what your electrical costs are in your location and all of those kind of things. So, I can't I can't give an answer to that without we
253you have to sit down and dig into those scenarios. >> Do we know as a district how much it cost us to charge up that bus every time? >> What was the size of the battery pack? >> That bus is 118 kilowatt. >> I think our commercial rate is about 4 cents a kilowatt hour. So we could we could figure it m but we do get our bills from NA and we'll see that specific meter or for that specific bank for that. We'll try to parse it and we'll do our part um at the end of all this. We'll get a full report from the team um and we'll have all that addressed. So thank you. Thank you. That's a very good question. >> Just doing the math. It's $4.72 if you fully charge her.
254>> Can you say that again, sir? >> $4.72 to charge the bus. versus what? $100, $200 for gas. >> Just a comment. Uh just lastly, what's the size of the onboard charger on the bus? Is it a 11.2 kilowatt or 19.2 kilowatt hour battery? >> The the onboard the onboard charger will accept a 80 uh accept up to 80 kilowatts an hour. That's controlled by the charger. The amount that's going in this charger, depending on, you know, you have a variation. and this charger would be between 11.2 and 17.4 when it was feeding the bus. >> Okay. >> I I do want to give an example that's not for you, but it was in another it was in Boone County, West Virginia, and they had the big bus, and they ran that bus for 6
255weeks, and they um had that bus on a meter of its own. the cost for that bus in one month fuel. So, fuel electricity versus fuel diesel. No additives, no other maintenance cost of any kind. Just a fuelto fuel comparison is that that bus cost $295 in electrical fuel for the month compared to $900 in diesel fuel that they paid on that bus. They calculated $136,000 in savings over a 10-year period on fuel. Again, that wasn't yours. That wasn't this size bus you had, but that is one that I have data that stands behind to answer that question. >> They calculated the savings on what what was the savings again? >> $136,000 over 10 years is what they calculated >> In fuel. Fuel only. >> How much cost is a regular bus? >> All right.
256So, so I looked up NCAA's commercial rates. force 4.25 cents per kilowatt hour. >> That's not bad, >> Miss Theodore. And is there is there a cheaper rate um at night? >> I don't see it. I think it's one rate. So, the residential is actually much more expensive, but for commercial, like high capacity, big power users like our district, it looks like our our rate's like 4.25 cents per kilowatt hour. Didn't you say that they this was a 1,800 kilowatt on this little um bus? >> No, it's 118 kilowatts. >> No, I'm not talking to you. I'm talking to the present the presenter. >> Yes, it's 118 kilowatts the battery size. >> Okay. And um that was the little um horse bed. Did you say >> 14 passenger 40? Yes, that is the type A
25725 foot 14 passenger bus that you had. Its battery is 118 kilowatts. >> Okay. And then um was that bus ever taken on a dirt road or how far >> that that route was? 90 miles one way, 90 miles back. So, round trip 180 highway. >> Okay. Never offro, right? >> No. >> Okay. >> So, again, the question is, how much is a conventional bus, Miss Theodore? >> How much is a bus? Okay. Um, I'm going to say about $135,000. >> Okay. They said we're going to pay half a million versus $190,000 $200,000 to save how much? $190,000 over 10 years. >> Type two, >> type C, type D. >> I'm sorry. Can you >> I'm just comparing the cost of the bus versus the savings in fuel over 10 years. >> So anyways, >>
258sir, that the prices she just quoted is on a type C. So in compar in comparing apples to apples, a type D, if you were to buy a type D bluebird diesel, you're between 2 and a4 and 250 right now. Just so we have apples. >> Do they do they to the question of Miss Aspus, do they run these on dirt roads, rudded dirt roads like the ones we out have out here on the reservation? >> I had uh roads in West Virginia that make yours look like uh like super highways. >> I doubt it. Um, these are all very, very good questions and I think, you know, we do our part from the district to get locked in on diesel pricing. We buy it in bulk because we do store diesel. So, you know,
259to Mr. So's point, you know, when the diesel's fluctuating right now, we've been locked in, you know, we bought our our diesel, it's stored. So, that's one benefit to what we're doing to be proactive as to what we're doing with with the diesel fuel. Um, we're not, you know, I think the whole conversation was that we know that there's a a small section where this bus fits. We're not looking at replacing the whole fleet. Um, but this was a it was a it was a pilot and it taught us a lot. These are very good questions. a lot of things that that we see for the infrastructure with the charging with what we've seen with our power. Um, learning more about, you know, in and testing a seasoned driver and and putting her in a
260into a a new bus and she she did it. She got on board and and the mechanics to see something different. They were they were it was it was just something different from what we've seen from running the diesel and and knowing what the mechanics of an internal combustion you know engine and knowing what they're what they're facing. It was it was a different challenge and it was just uh it brought something different to us. So, there was a lot of a lot of good things and and I think a lot of good questions were answered. And I think once we get our whole report and we can look at the exact amount of power, look at what we did versus the fuel versus, you know, you know, um we had one flat tire. Buses
261get flat tires. You know, we we it was we we ran it we ran it through its paces. Um we did put it on a route that was, you know, it was paved and so we do know that there's harsh environments out here and they know it. And so, um, we'll see what the future holds, but I think you all asked some very good questions and we appreciate that. >> So, um, President Mononttoya, I have a question for Gohead, Mr. Ar >> for Rodney. >> Go ahead. >> Okay, Rodney, um, the the the talk about a heat pump for those batteries. Um, how much price difference is that from a regular glow plug or glow to 120? >> They're built in. >> Well, Miss Aspus, I really appreciate your question. Um, I don't know precisely
262what the cost on their system is, and I know we have our part system, um, our parts manager and our team, Cindy, do you have that price >> for a bus? for a heat pump for >> I want to say $3 to $400 >> $3 to $400 in a standard bus. So, um it it you know looking at the system that that it didn't it didn't fail. It just didn't generate enough heat. So, they they put different heaters in the bus. Um they added heaters to the system. So, um I don't that that wasn't a you know, like I said, that wasn't a cost that we incurred. Uh we didn't we didn't discuss what it cost for them to do that. Um I know they did it very quickly and they you know it it
263it took the the cabin temperature from being in the 60s to the high 70s, you know, is as warm as that bus needed to be. uh by adding the extra heaters. So, I I can't specifically ask your answer your question. I don't have the exact numbers, but I understand what you're saying as far as the cost and what it would it would entail. Um and we could get them numbers for sure as to I know that there's, you know, there's a lot of moving parts in in the bus with the diesel engine. I know when we presented uh when this came about back in October um they had talked about there's there's so many more less moving parts in electric bus and we understand that we understand that them parts do wear out and that
264we do you know we got to replace brakes we got to replace windshield wipers and we got to do our maintenance on the buses. Um, but as far as, you know, getting a run on a bus for 12 years or 10 years with with what we did on the electric bus, this was a 6 week pilot program that turned into to longer. um and just seeing what we've seen and getting the just compiling the data uh to give us a good you know understanding of where we're at and if this is something you know that you know like you said if it's if it's specific to a short route or if it's specific to paved roads then if that's if if if the state was to say we're going to do this and and we're
265going to give you it the money and we're going to help you then we would have be very specific routes on what we put them on and that's kind of what we're looking at. So, >> well, you know, I I um understand that, you know, I I'm I'm glad President Montoya asked that question about it being subsidized and when when things are not coming out of your own pocket. Yeah. Um it's a whole different selling strategy or presentation. And but um I think if we really believed in it and if we really um said it was a good thing and and very concerned about the environment, then we should all have Teslas sitting out outside um and driving one now. and meaning more so the governor and also the um I like the question about
266the fire extinguisher um the tox toxicity of the if should a fire happened um you know that concerns me especially with special ed and >> and I'm wondering if we have um IDA students on there and um because you know when that when it's under charge, not just when it's overcharge, you know, you can have issues. >> Was that a question or a comment? >> Both. The toxicity has anybody >> toxic toxicity on an electric school bus fire would be no different than toxicity on a diesel. In fact, you could have more environmental problems on a diesel scenario than you would with an with an electric vehicle >> with lithium ion phosphate. Yes, a lithium ion phosphate battery in disposal, for example, can simply be put into a landfill. It's a very safe chemistry. >>
267Okay. >> And the batteries are sealed. >> Yes, they are. >> Okay. If there's no further questions, I appreciate the update. Um, I don't know if you noticed, but Miss Chappelle had her hand up for a long time. >> Who? >> Mr. Chappelle. >> Oh, I'm sorry. Miss Chappelle, >> I apologize. I can't see your screen. >> I've been really patient. Just kidding. uh board president and board members, I did have some questions and I I realize we've kind of talked this topic um quite a bit, but in terms of selling power back to the grid, um how many buses would you need to have to make that actually economic? Cuz essentially, you're using electricity to power up the battery and then selling that back to the grid, right? That that is correct. Um generally
268I would say that schools that are doing V2 G probably have 10 plus buses in their fleet that are that are on that. Um Las Vegas, Nevada uh has 25 on a VOG project uh right now. And of course that's the fifth largest school district in the nation. So that's not even close to a percentage of their fleet. Um, Baltimore, Maryland is another very large VTOG project and they probably have I'm going to say they probably have 30% of their fleet um that's in a VTO G. So, no, it's not you you don't do a VTO G for a long-term scenario with one bus. You also don't do a VTO G project with a bus that has a smaller battery like the bus you had. you would only do it with a with a vehicle
269that has the larger battery that would be able to provide the economics to it, >> right? And also a utility that has, you know, pretty dense customer base and um a way to do that already. I'm not sure Intac is set up yet to sell um power back to the grid or how much that would cost. Though oftentimes, right, utilities put a pretty high premium on um putting electricity back onto the grid. Um and then the other question I I had was um I I guess I have a a slightly different take on the environmental concerns. don't need to debate it, but I do believe we need to study that further. Um, from an environmental standpoint, especially with a bus burning out in the, you know, remoter parts of our our district, we've got a
270lot of dry brush. So, um, extreme heat like that, it could very well, you know, have other implications. So, just my my thoughts about other things we need to look at. >> Um, board members All right. If there's no further questions on >> somebody. >> Okay. All right. >> I just I agree with the drought and we don't need um anybody uh starting fires or anything. >> Appreciate the comment. I think we've bel labored this enough. Um, so we'll go ahead and move on. >> Thank you, board. Thank you for your time. Have a good evening. Thank you. >> Item H, contract nurse options to become a district employee by Joel Basalt. >> I apologize if I pronounce your name wrong. >> Yes. Good. Good evening board president, board members, assistant superintendent, the community and
271colleagues. Good evening. Um uh last session there was a question with regards to what are the options for our district to have our contract nurses to become a district employee and I'm going to try to provide those options uh tonight. So just a background we we have one district lead nurse, three licensed uh nurses, two re registered nurse that are contracted and that and two vacant position. So currently we're still continuing uh we're still having some uh uh staff uh shortage and challenges in uh getting this filled. Uh the options that uh we have is the buyout option. And the buyout option allows the school district to employ contracted nurses staff uh to work as a district employee. But this will this one will involve cost or fees from our end. And with this option
272there are some uh uh the next slide are just some scenarios of uh what we're going to go through if we're going to go we're going to consider this one. So the current uh op uh with regards to buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buy bu buyyou options we can be subjected to 15 to 25% which if the salary of an employee is 30,000 and the buyout option that we're given with uh the company or the vendor is 25% the district is going to have to pay 25,750 and that is a 25% that's going to be shouldered by the district. Um, just to
273share another back in 2019, there was a possibility of a buyout option that was being considered. However, uh, it was it never materialized and uh with regard with uh collaboration with the finance department. I would like to share also some uh legal and ethical and financial risk of the buyout option which could be some factors why the 2019 uh buyout plan never materialized. The first one is the prepayment uh concern which is under the procurement code for uh section 131 uh 158 the it there's a prohibition for a company uh for us in uh paying something or something a product or a service that is never rendered. So that is the risk here for uh for doing a buyout option where we can uh put ourselves in a legal risk of uh doing or buying
274out something that is never rendered or never received yet. The second one is potential for financial loss as it relates to mismanagement inappropriate actions in an adequate oversight. So this is uh uh from the government accountability office and from New Mexico administrative code which could be flagged as a financial loss if we go through this one. The third one is the procurement uh threshold that if the 20% buyout fee exceeds 60,000 it may trigger some small purchase procurement violations and that's are those are the legal and ethical issues that we can face if we're going to go through this option. The second option that we have would be to allow or uh inform the contract nurses that they can resign or from their from the comp uh from their agency and then come back after
275a year. Uh that is also what's this one? that's also an option for them for our contract employees uh our nurses to be able to do and uh there's no fees involved if they're going to come back. However, the thing here is that we are not basically we don't have the assurance that we're going to be able to get them back. The third option that I uh want to highlight here is what we currently have here in the district wherein um there has been an increase in in our salary. So in the previous years they have been receiving lesser salary as compared to the teachers but last year their uh their salary has increased to teachers uh who are receiving level one, level two and level three. So that's the adjustment that happened last school
276year. Uh housing benefits that are being offered here in Nukem area, shipwrock area, there's those transportation support that's uh being uh uh availability of district vehicle that they can use from one school to the other. uh stipen are being provided as well for newcome area, nashidi area and also recently the improved health and retirement benefits. So if we get them basically first before they go to the vendors to the other outside uh companies it would be better and we can highlight these things as part of our recruitment uh efforts to get and uh to address our staff shortage and get more employees to support us especially the school nurses. Uh that ends my present the presentation uh regarding the three options that we have available for now. >> Question questions from the board. Miss Aspus.
277>> Excuse me. Excuse me. Um no I have no questions. Thank you. >> Mr. So >> yeah, I I I I think one of the options that we probably should consider is probably option three, which is eventually trying to hire in-house for the nurse and nurses at least for Nukem. They're they're in they're they're in high demand and we need we need them. So I think one of the options that's recommended is option three to hire hire in-house or the district district rates. That's kind of my my take. Thank you, >> Miss Montoya. >> No questions. Thank you for the report. >> Um, appreciate the report. Obviously, the switching from the state paying 80% that's beneficial for all of us in respects to the insurance in of itself and there's some other decent um considerations.
278So, but really I I think the fact that you laid out some of the serious considerations that would be taken if we went I guess um to the extreme to try to pull them over can cause some serious problems for the district. So, I I appreciate that information. So, so at least we're aware of it to what we're having to deal with before these decisions are made. So, thank you for that. I appreciate it. >> Yes, sir. Thank you. >> There's nothing further. Let's go ahead and move on to item nine, requested action items or reports for next and future meetings. Miss Aspus. >> Yes. I I asked before about um going over student protest here. >> Oh, okay. >> Yeah, we did we did consider that, but there were some of these other ones
279that we um needed to get done first and we will make sure we get that on in April. >> Okay. >> Thank you. >> And I I I believe I have another one, but I'll I'll wait. >> All righty, Mr. So, >> uh, just a like a graduation report update like how many students are on track to graduate and that that the usual report we normally get before graduation. >> Miss Montoya, >> are we set to review the new academic calendar for the next meeting? >> Which one? >> The new academic calendar for the 2025 to 2026. I saw an email. I thought it was going to be discussed this week. >> Okay. Also, um just as a point of information there, um there was an ASUS trip asis that didn't make it onto the
280agenda and that needs to if we don't approve it um within a timely manner. They're going to have to cancel the trip. So, I would like to at this time the board consider of having a um a Zoom meeting just to approve that that trip so these kids can go. Then the proposed date would be March 24th, which is the Tuesday after we get back from spring break, 5:30. >> Well, well, another recommendations can can we just tend have it tend to be approved and ratified at our next board meeting? >> Uh that's we've done that in the past and that's really um board members. So, one of the things that we're trying to eliminate is that ratification. I understand it's a tool, but at the same time, uh, the easiest thing to do would
281just get a special meeting done, get it approved so we could do it the right way. >> Okay. The 24th. >> Well, um, may I Yes, >> President. >> Um, I I I I kind of like that idea of doing so now and then ratifying it. um mainly because the students uh and and then they they know for certain and the sponsors um but yeah it shouldn't it shouldn't be done that way but I think um again back to the students I think it it would be it it would be good >> all right so again the the date would be the 24th 4th of March. That's on a Tuesday. 5:30. That would be the only um item on the agenda. And we can get that done through Zoom. Everybody get the link and we
282just connect and then make sure we we approve this for these students. Is everybody okay with that? >> Well, I'm okay with that. But somehow we get we we get away from that. we end up having something else on there instead of it solely being for that purpose. >> Yeah, it works. >> It's going to be just that that one item. >> Motion to adjurnn. >> All right. So, we'll we'll go ahead and do that. I'll we'll make sure we send that out. Again, it was not up for a vote because again, we need to make sure we approve this. And again, it will be just that one item for that meeting. So, um motion to adjurnn. Motion to adjurnn. >> A second. >> Mr. So, about vote a roll call. Miss Aspus. >> Yes.
283>> Mr. So, >> yes. >> M. Montoya. >> Yes. >> And myself. That's four. Time is now 10:15. Thank you all very much. Appreciate you sticking around. Heat. Heat.