Work Session Board Meeting: February 12, 2026

001Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Is it on? We're good. Testing. >> Hello. Hello. Good evening everybody. Thursday, February 12th, 2026 work session board meeting. We'll go ahead and get started. Um item one, routine matters call meeting to order and verify a quorum through roll call. Missy, Mr. So, Miss Aspus, >> did we lose somebody? >> Who's that? >> Board President, we do have Miss Aspon. >> Okay. All right. Very good. Thank you. and uh Miss Montoya >> here >> and myself. That's three. We do have a quorum. >> Time is 5:42. >> I'm here. >> All right. Thank you. Item two, reports a unique trip request. Bond Wilson Technical Center Skills USA Skills USA Championship Albuquerque, New Mexico, March 18th to the 21st, 2006. Stavis Could you please sound Davis? Shopppee. >>

002Try now. Hello. Hello. Hello. >> Mr. Mobile, are you ready? >> Test one, two. Test one, two. Test. Test. Testing. Testing. Testing. >> We just have to have continuity between the people that are watching. So, Testing, testing, testing, testing, testing, testing. Hello. Hello. Hello. Hello. Hello. Hello. Hello. >> Is it on now? Oh, >> there we go. >> There it goes. Um, okay. Well, good evening uh, schoolboard members, Mr. Superintendent, and everyone online. I am Mrs. Athena Davis. I am the lead Skills USA adviser at Bon Wilson Technical Center. And I also have a few of the students who will be attending the competition in March. And all we're asking for right now is um for approval so that we can go to competition in March. And uh the students have just a few things

003to say about um why why they really want to go um participate at the state conference. >> Hello, my name is Kobe Sosi. Uh, Skills USA has brought a lot of hope and joy in my life, especially with all these friends that I have around me. I just really hope to go on this trip in order to hopefully win and go to nationals. My bad. >> Where's that? Atlanta, Florida, Georgia. My bad. Don't be shy. >> Um, good. Good evening everyone with CCSD. Uh, my name is Jaden. Uh, I do construction at Bon Wilson and I would appreciate this approval because this would actually be my first time uh, going to skills and I heard it's it's it uh, it benefits a lot for you. You can get a job out of it. So, and

004then you get like good things out of it. So, I would really would like to experience it uh with the rest of um these kids. So, that would be really appreciated. Thank you. >> Hello, my name is D. Buru and this is my second time going to skills and um I'm doing a leadership competition and I really hope to go this year because Skills USA can you get to network with a lot of people and eventually you have the chance to um go into a career through the people that you network with and um yeah I just and it also helps us because there's workshops there too that help us build skills that we can potentially use in the future. Thank you. >> Hello everyone. My name is Anthony Barber and I am this is

005my second year too. I'm going I am in the welding program and Skills USA is good because out there um I heard there'll be contractors um looking for people to hire and to me that's pretty good. You get a job out of it and uh yeah just meet a lot of new people. It's really cool. Thank you. >> Yeah. So, yeah. Do we have any questions? >> Let me open it to the board. Miss Aspus, do you have any questions? >> Yes. Yeah, we do. >> Go ahead. other than uh welding. Yes. What else? What other craft? Any from culinary? >> Uh so this year we have participants from every single program of study that we have at Bon Wilson. So, culinary arts, um, carpentry, information technology, health, um, health science, did I say welding

006and business. So, every single pathway is taking I think I about two to four depending on the competition allowances. >> Thank you. Matoya, >> no questions. >> Um, I know you guys do well >> year in, year out. Just bring them back as many first place awards as you can, please. >> And good luck. Good luck to all of you. Thank you. >> Thank you. >> the only question I have is for superintendent or we get on that line. Do we have a finance person here? I don't know if I know the answer to that. Have you secured funding everything? >> Um, right now we majority of the funding has come from student fundraisers. So, we've had a lot of fundraisers. Um, we're not yet have met that entire goal and so we're just hoping

007for the best. Well, uh, >> I have a question. >> We'll make sure it happens. Yes. >> Go ahead, Miss Aspus. >> Okay. I I just heard Carlson say that he'll make it happen. Okay. Thank you. >> Very good. Thank you for that. Good luck to all of you. >> Thank you. On to item B. Unique trip request park high school senior class >> 2026. >> Mr. Beay. >> Good evening, Superintendent Carlson, President Mononttoya, and school board members. Um, I am Mr. be gay from Sher Park High School representing the senior class of 2026. Um we I am here today to request the approval of a unique trip request um on behalf of the senior class of 2026 to Phoenix, Arizona to celebrate their great achievement um that they will accomplish in May. Uh we

008do understand um the dates we are requesting May 15th through the 18th is um beyond the the deadline that is set forth by the district. Um and we were asking for an exception to this um just because we have a large group of seniors who are part of sports um as well as um in AP classes. Um so you know that kind of runs us up to a couple of barriers there looking into late April, early May. And so we thought if we could go the week before graduation, they could get all that out of the way and they would have a nice trip to celebrate their achievement. And so we're asking for that exception to go on our academic trip. Miss Aspus, do you have any questions? >> No, I don't. Is it just

009the um one specific college in Arizona that you'll be touring or is there another? >> Well, we would have to recont the other ones because we kind of had to date. Sorry. Sorry. Think about Yes, we have NAU and possibly ASU. My question is a superintendent that this falls in with the guidelines of the eight field trips. >> Yes, it does. >> Okay. And I'm assuming in regards to the fundraising uh pretty close to your goal. >> Yes, we definitely these kids have put in a lot of time and effort for the four years to re raise that funds. Okay. All righty. Um, that's all I have of assignments since there's no other further questions. Thank you. I appreciate it. >> Thank you, school board. Item C, New Mexico, Division of Vocational Rehabilitation Program for

010KCHS proposal for the Bronco and Bronco Cafe Work Readiness Program by Senator Westbrook and Bessments, >> which that's a pretty cool little beastro. >> Yeah, thank you. All right. Okay. So, um I want to say thank you school board members, superintendent, and other important people in the district. I want to introduce myself. My name is Miss B. Vasquez. I'm a special education at Kirtland Central High School. Um I want um I'm honored to be here today because I want to present you an opportunity that we can collaborate with New Mexico Division of Vocational Rehabilitation in a unique and very impactful way for our students with disabilities. Okay. At KC, we have steadily grown a work-based work readiness program over the last four years. It's called Bronco Cafe. You might have have already heard about it

011a little, but I want to give you a quick overview and then a short video. Okay. On Wednesdays and Thursdays, we convert our life skills classes into a cafe and a beastro. We have our special education students experience highly realistic employment environment. We service teachers and staff coffee for breakfast at our Bronco Cafe and then we serve them a fullervice restaurant. Um where the students actually make the food and then we sell it to the teachers and staff. Okay. Um we uh have a it operates only by schoolwide support and some super dedicated educators that go above and beyond what great educators do. The students are expected to follow realistic simulated employment like going from filing an application to interviews, trainings, um job descriptions, clocking in and out, putting your uniform on, job demands, leadership

012tasks, and job problem solving. Right? So, I want to show you the little video that we have created because it's parent teacher conferences. None of my students can come. They had dedication. So, here is our little video. Um, I hope you enjoy it. >> I can hear it. Why you like Bronco Cafe or Bronco Beastro? >> Because it's a good experience because it will help us when we get out of high school. >> I learn how to help the other students with um interactions in the world. It's important to me because we learn a lot of different types of skills like cooking, um, phone. Yeah. Uh it is important to me because so I get after I get done with high school I can find like a job. >> What what have you learned? I'm

013wearing t customer >> me writes it to delivery delivery and the casher to be a cons concession and the and the deliveries to give it to his teachers. Bronco Cafe is important because it gives the kids opportunity to work with their peers and work with money. >> What is important is um how I interact with them and how they interact with me. It's interesting >> like this and then and put it in. Okay. >> Okay. >> What have you learned from Bronco Cafe? Bronco Beastro. >> Learning all new stuff. >> Good morning, Bronco Cafe. >> It's important to me cuz I get to help um like our classes learn how to interact with people in the real life world. So, Why is it important to you? >> You can help me can help me in

014the real world. I can remind myself if I need help. >> Hi, my name is Darian Swift. The year I graduated is 2025. Bongo Cafe is important because we have to learn into the real world. Thank you guys. Um since this program is actually directly a pre-employment transition service, we were presented the opportunity to work and collaborate with an outside resource which is New Mexico division of vocational rehabil rehabilitation. Um We presented to them a proposal um to financially support a work-based work readiness program for a duration of 10 months and with a stipen for 15 of our students and four of our educators. So this would allow us to further grow our program um and collaborate uh stronger improvements relationships between home and school. For example, we can support parent and uh students discussing

015about checking, savings, budgeting and connect what we have in the in the classroom to actually taking it home to parents. Um the stipen for students would go directly from DVR to the students and then the stipen for the educators would be sent to our payroll department for distrib distribution. I'm nervous. Sorry guys. Um, attached to the things I had provided were impact letters from staff, teachers, parents describing what makes this program great and why they support it. This proposal was accepted by New Mexico DVR. And now we ask you guys, schoolboard members, to accept this amazing collaboration between Kirtland Central High School and New Mexico DVR. So, thank you very much for your attention. Uh, we are open for questions if you have any. Thank you. Miss Aspus, do you have any questions? >> Yes.

016I I guess mine would be more of the um the the legal part of it. Um why is why well first of all why is the presentation being made? Is it to f further um grow this this uh cafe or >> the the proposal >> can you tell? >> Yeah. So we presented a proposal to DVR which is the division of vocational rehabilitation about providing a stipen and so we got it approved through DVR which is outside resource and so we come to the board now to ask for it to be approved to say yes move forward um that collaboration between DVR and Kirtland Central. Yes. Go forward and go on. >> Yeah. Get your statement. That's that's how it works on that. But um any other questions? >> Did I answer it? >> Yes.

017Yes, you did. Thank you. But uh with anything it's you have good intentions but there's also the legal part of it and um and and uh school board member Miss Aspis can you explain a little further on what question about the legal part of the um um I'm sick so it's hard for me to talk >> if if I may miss I think what she's asking is in regards to ensure that >> the proper uh policies rules and regulations regarding those transactions are in place and of course with vision of vocational rehabilitation. Obviously, we're talking Yes, that's exactly what I'm talking about. Everything is in place. Everybody's trained. Everybody's certified to be able to do these things. Correct. >> It wouldn't it wouldn't just be a teacher coming in or somebody coming in saying, "Hey,

018ABC, B, C, and D." And then now do it. It's closely supervised. And and if it's any consolation, Miss Aspus, I actually went last week and I do have to say it was an absolutely event >> uh to watch these young adults um interact. They certainly do their best to be professional as possible. If they have questions, they stop, they look, they ask. It is it is absolutely wonderful. And I know that um Michelle and I talked about it and it would be wonderful if we could expand that to the rest of high schools. >> Yes. >> Within the district. So to your uh concern of disasters, I I truly believe and we certainly wouldn't want to approve anything that was not technically sound and this program is I know I'm not misspeaking because you

019guys would do that to the state of New Mexico. >> Right. >> So um I think any concerns and certainly would be brought to the attention of the superintendent addressed immediately. Correct. Yes. Okay. >> Is there anything further miss? That that's good. >> All right. >> Thank you, M. >> Vasquez, did you want Mr. B to make sure there behind you there? >> Good evening, Mr. President and uh honorable board members. Uh superintendent, I just would like to add some uh additional information with regards to this program. There is already a existing with a DVR and uh before the students before the students entered this uh program from the previous years the case managers and the students went through trainings like food preparation safety and it's kind of part of their uh daily lessons with

020regards to uh their functional skills. So that's one of the preparation that I can uh attest with regards to how they prepared for this uh for this program. Um they have gone through those preparation and it's just that this year we want to kind of enrich it with more uh collaboration with DVR and as you have said Mr. uh of our president that moving forward is to also incorporate the other high schools in the school district. That way they students and the parents will get that opportunity as part of their transition programs from their individualized educational plan program. >> All right. I I just want to add that from what I saw, none of those students are left by themselves. They're all monitored. There's an adult right there next to them. Again, I can attest

021to it because I was sitting in there watching. It again is a very beautiful thing. So, thank you for that. Matoya, you have any questions? >> So, when the students go through this program, are they obtaining like a certificate and like a letter of recommendation for employment and things like that at the end of it? At the end of it, we we um us as teachers, we do offer them a letter of recommendation and because the reality is we are the ones that interview and the reality is um we can say hey you guys have this skill and that's the cool thing about it because they said you do have disabilities but you have so many abilities that we can attest for that. So, we offer them um those letters of recommendation and we say

022you can put it as an employment on your resume. You can say you worked with Brco Cafe of school-based learning. So, they're excited about that. Even just trying it, they they're really excited. So, we do do that. No certificate other than the the food handlers, they'll have it by, you know, it lasts until after they graduate. So, they already have that in hand. >> Perfect. Thank you. >> Yeah. Yeah. Sorry, >> I'm Courtney. >> Sorry. Um I'm Sandra Westber. I'm the principal at Kland Central High School. And I um Good evening, superintendent, board members, board members online, our community. Um I just want to um add on that that in addition to that letter of recommendation, the paid stipen that the students are getting, they can actually put as a paid opportunity that they're getting,

023which is no different from our CTE programs that are already participating in work-based learning. This just makes it equitable across all departments. I was going to add that too. The the opportunity for the stipens gives them another chance to learn budgeting, how to open a checking account, how to manage their bills, and we've kind of haven't been able to touch on that. So, that's an additional skill that they can learn, an additional lesson, an additional pre-employment transition service that we can offer to them. >> Hello, Yate. My name is uh Malcolm Thompson and I love the way you said what would they you know the certificate um we work with them on their resumes uh they don't leave with a just a resume it's a visual resume so they take that with them when they

024go look for a job and and stuff like that and the experience that they have the one thing that I do love is when they get excited to put on their experience Bronco Cafe and they can lists us as reference and that that when they get happy that they can actually put that on a real resume is pretty cool. >> Thank you. >> So, we good. >> Any other questions? >> No, I I don't have anything other than to say >> Can I say one thing? >> Sure. >> You guys are all welcome to go just go check in at the front office. It's Wednesdays for Beastro, Thursday mornings for the cafe. Again, I can attest it's wonderful. >> I I ask that everybody stop by there and enjoy. And one last thing, um within

025the disability is an absolute ability to learn. >> Oh yeah. >> So to all of you, thank you very much. I appreciate it. >> Thank you. >> Are we done? Any questions? >> It's really neat to hear. Thank you. No more question. All right, on to item D. Um, elementary schools EBS is up first. >> Good evening. Uh, real quickly introduction. My name is Jeannie Lewis. Um, my clients are I'm originally from Ruff Rock, Arizona. My mom is from there. My dad is from Pinedale, New Mexico. So, I'm half New Mexico, half Arizona. I still haven't figured out which one is which. So, you can make your own conclusions. Um, a little bit more background for me. Um I do have 35 years combined combined experience in education educational organization. So that begins with um

026birth to 5 years old and then prek to K to 12. Also I have been um a professor with colleges and universities teaching AA level and BA level courses for education. Um I do have a combined um years of 18 years. I was counting I was like oh my god. So as an administrator so I have been um a CEO at CSA um assistant superintendent um stepped in as acting superintendent in some schools. Um I also on top of that I do have 24 years in safety which is huge to me. I have been a volunteer firefighter, search and rescue personnel, uh, fire chief and captain training um, personnel in that field as well. So, I'm big on safety, just FYI. Um, I came here year uh, school year 2425. I've been here a year

027and seven months. So, I really, really do enjoy my job. I love being here. So, thank you. Um, so my presentation, we are Eva B. Stokeley. We do have prek to sixth grade. Um, next slide. So, what's working? Um, kind of just some background real quickly. When I first came to Eva B. Stokeley, and I I told this to the board last year, um, the culture and climate was not positive, nor was it conducive to an environment where students can freely learn or teachers and staff could freely do what they need to do to get the job done, meaning teaching. And so um that's the first thing I had to work on. The reason why I start there is my studies in my doctoral program has been in climate and culture and if your climate

028and culture is not positive and growth mindset you're not going to get anywhere. So um in my studies I have learned that not just um educational organizations but any organization. So we are still evolving. We have come to a point where teachers are teaching and that they're freely beginning to share with one another. And that's my goal is to build a team to make sure that they can lean on each other, help one another. And so we do have pockets of success in our school. So that's where we're it's working. We do have PLC's which are grade level and then also special uh teachers do their grade level PLC's in addition to talking about PLC's. We always neglect the other part of PLC's. So I do have my custodians. We do PLC's with custodians. I

029do PLC's with my food service because they're just as equally important as our education as well as our EAS, our special ed department, our gifted and talented. So, they're all inclusive within our PLC's. Um, we do have, so when I first got to Eva B. Stokeley, um, we did have, um, a 90-day plan already in place, and I'm a true believer in I'm not going to come in and change everything. I want to see what's working. I want to know if it's working. If it's not, then we can change it. So, my approach is a whole school approach. I don't leave um, departments out. Like I said, our custodians, our food service, you know, everything that they do, our EAS, our different departments, they're just as instrumental and inclusive in the 90-day plan. So, that's

030my approach that I'm taking. So, we're implementing, monitoring, revising as we go along uh to see what's working, what we need to tweak. The other part we're that's working is that we are focusing on layered instruction and interventions. And you can see that in our data sets when we take a look at it during MOI U PD we are looking at retach and enriching because when you're looking at students you're not just focusing on those students that are at level one you're also focusing on those students that are level five. You need to enrich those students so you're pushing them to the next level. So that's something we're working on right now. um professional development. Um my teachers and staff, not just um teachers, but staff have requested certain PDs. So that's something that we're

031putting together uh coming into the new school year. So we're putting that together. Some of the PDS do happen at school at the school level and also at district level. Uh dual language implementation which is going well. Uh we did have concerns prior um fall uh where we had to kind of shift where Navajo language was kind of neglected meaning the teaching keeping it in the language. So that's something that we revisited and then we started a PLC for our dual language program. So that's something that we're that's working now. We do have a parent advisory committee uh who meets every month. So that's working. Uh this year we started our student council. So we have a student council who are very verbal. Uh they meet with me. They request certain things of me. So

032I of course support them. Um collaborative teamwork. That's something that we are working on. Uh we like I said we're evolving and that's something that's working. Parental involvement. We notice that our parents want more. They want to you know be involved even in training. So that's something that we're going to be working on with our staff. Next slide. What's not working? This is something that my staff, my teachers have been hounding me about. Professional development or trainings during teachers teaching time. They want to be in the classrooms teaching, not in a PD during teaching time. So, that's something I, you know, am working on with them. Um, and it's really hard because we do have a substitute shortage right now. we're having to shift our EAS that are substitute certified to cover classes or we

033combine classes. So, that's something that we're we're running into with um substitutes. Next slide. Uh so, for our goals, we do have several goals. Um in our 90-day plan, we have our goals for math, ELA, reading, and attendance. So, all of those we are increasing. So, our data does show that we've increased math and reading. ELA, we're kind of stagnant. We have a 1% decrease. We're not taking a nose dive, but it's, you know, 1%. So, we're uh working on that. Uh the other part is decreasing student major incidences. Um this year we did um in our cell classes, we are addressing bullying issues. Um different types of things within that are happening in the school. So we are decreasing our major student incidences. One of the other goals we have is we are a

034community school. Um we do have that grant. So we want to create a hub for families where they can come you know if they need something. Uh that's something that we're working on right now. The other one is increasing parental involvement. um we do have I would say involvement but in terms of you know having them come to PAC meetings or um parent nights or in those types of activities we we're we're still working on that. Um and of course trainings for parents because parents have been requesting for trainings. Next slide. Um how will we accomplish our goals? And of course everything goes back to our 90-day plan. We have our goals, our action actions and then our timelines, the budgets, benchmarks and then the outcomes. Uh the other part is we did uh create

035an attendance improvement plan. And so for that one we're implementing and then monitoring as we go along. So for this particular area, we do have this um fall we started uh what's called attendance all-star where um classes are competing against one another to see who can have the highest um like the uh weekly attendance rates. So that's something that's working. Uh the other one is providing of course I said trainings for parents and guardians support we need next slide is continued professional development and trainings during non-eing days. Uh the other one is of course continued collaboration with other departments in the district because they're very critical to us. we are constantly um reaching out and they're them coming in and assisting us like we have ICO for dual language CNI um the of course food

036service and the other departments so that's what I have questions miss you have any questions >> yes which part of that plan. Would would you be attacking for getting it done? >> Oh, okay. So, the first plan, of course, is our four areas that we're focused on and that's something that we're working on since we started the school year and it's we were working on it last year. So, that's increasing the math scores, the ELA scores, the reading, and the attendance. Those are our four main uh goals that we're we've been working on since the beginning of the school year. >> Thank you, >> Matoya. >> Um what kind of trainings are the parents requesting? >> Trainings for like attendance. A lot of our parents have this um idea that oh if my child is

037excused it doesn't count as an absence. So trainings on what that means. Okay if my child is excused the only thing that means is you get to make up your work. So um those types of trainings they want to have a better understanding of the attendance policies. They want a better understanding of what they can do to assist this this the school um volunteering what background checks they have to have those types of things. And then of course uh reading we did have during our PAC uh math we're doing empowered math uh strategies and so they wanted more training on that how to assist their own child at home because they're telling us that you know math is not my strong suit. So help me help my child kind of thing. So >> how's your

038participation with your PAC meetings? We're so we had a change over from our PAC back in October, August, September, and October, we had high numbers, but somehow in November, after our changeover of our PC officers, our numbers went down. So, we're trying to figure out, okay, what's going on? Um, so we're doing outreach, we're doing flyers, we have a Facebook social uh media page. So we're advertising on there, sending notes home, mass mass texts, mass emails, mass um messenger messengers to the parents. So somehow we're we we lost our numbers there. So we're working on that right now. >> Okay. I have nothing further. Thank you. >> I have a question. >> Go ahead, Miss Asmus. Uh you talked about the attendance and uh what about the um the tardies? how um three tardies will

039equal absent and um and then an excuse absence only that's the only time the student can make up the work. Why why is that? So, if they're unexcused, meaning they don't have a doctor's note or a um what is considered excused, um sick, um maybe a ceremony or um something that's valid, then it's excused. So, they get to make up their work. If it's unexcused, then they don't make up the work. They just lose points or they get zero for the day. with the tardies. That was something that we addressed as um principal PLC prior in our protocol. It said uh three tardies equals one absence, but there's really, you know, nowhere that it states that we can enforce something like that. So, we don't do the three tardies equals one day absence anymore. So,

040that's scratched. Um, but we did notice that when we looked at our data for MOI, our tardies, the most tardies at 37% is students that overslept. So, we did present this to the parents and we said, "We need your help. Please help us with this because oversleeping because we start our day at 7:45. Uh, we're at the school by 7:15. So, our students are in class by 7:45. So, we have an early day." Yeah. >> Anything further, Miss? >> Yes. Uh I I don't agree. I mean our whole business is uh educating and um Superintendent Carlson, how do you feel about what she had just stated >> about which portion of it? >> You want to go ahead and restate what you said? Um, so it'll be probably the excused absence where they're making up

041the work. Unexcused, they can't make up the work because there's no Yeah. for absences. >> So, I understand the reasoning for that, but I'm actually in agreement with Miss Aspus. Um, I do believe that the students should always have the opportunity um to do the work. I think sometimes the unexcused absence may not be the student's fault, especially the elementary school. Um, and I and I know not everybody is going to feel how I I do about that, but um I really do believe that when a student misses work, the consequences shouldn't be okay, you don't have to do that work. The consequence should be, well, now you need to do the work, right? And you should always have the opportunity. So, I just don't want to close that door. Uh I I agree to

042the to the concept and my only point would be if that's consistent across the board, all the elementaryaries, all junior highs, all the schools in the district utilizing that process to do that because if there's inconsistencies, we need to make sure that it is consistent with everybody. You do it one, you do it all. And so that way to your point superintendent and certainly not to belabor the point Miss Lewis but if if we're going to do that allow others at other schools and I think that needs to be consistent across the board but that's something a superintendent could communicate to the rest of the schools. >> Yes. And and I know Mr. Des was back there paying attention. I think it's a great conversation to have and I don't want anybody to feel like

043I'm coming down on this school or that school, >> but I because I I understand when you have unexcused excused absences, there's very little recourse that we have these days. >> So, you want to be able to say we need to curb these because our attendance board's going to say you're we need to improve your attendance as well. And so, you know, it's really difficult to address these situations. But that said, you know, I really I think we need to make sure that, you know, the the work is available for all those students. Um, and they they won't do it if if they're not going to get credit for it. So, so if we can have those conversations in the principal meeting, that'd be great. >> So, we're consistent. I do agree with that. >>

044Board President. >> Yes. >> Go ahead. >> I just want to thank you for um calling on me and I I just want to make sure we're we're careful with this policy. Um, I have a concern about the due process potential aspects of not allowing kids to make up work for unexcused absences. So, I would like the opportunity to research that further. >> Sure. >> Well, it's important because it can become a very stick sticky situation regards to the parents and the ability for their child to be educated. And again, that's certainly nothing on you, Miss Phillips. But again, we just need to have consistency throughout, make sure everybody's on the same page. So, I appreciate that. >> Any other further questions for Miss Lois? >> Yeah, I just I just feel that with the

045family index that we know of in those areas, there's no other place for for our students to go. So, and we are in the business for educating them and and and that goes to knowing your your students and everything is not so black and white. Um, we got to learn to assess and where we can make these students successful. Thank you. >> Points well taken, Miss. Thank you, >> Miss Lewis. Thank you. Appreciate it. >> Next up is Mesa. >> You read my mind. >> Good evening, um, board members, President Mononttoyan, and Superintendent Mr. Carlson and everybody else on um online. Um so my presentation is a little different than everybody else because I didn't get the memo. I'm going to be honest. I didn't follow the template. >> What? >> Of course. All right.

046So I'm going to there's not going to be a lot of reading. Um so you're more than welcome to ask questions. So um at our school we do capturing kids hearts. And so I want to start off with one of our good things because that's the way we start our day off every day. So one of our good things is Mesa Elementary did exit in school improvement status for 2025. Yay. And what you're seeing up here is a snapshot of a banner that was sent to us by the PSB. So that is our good thing. Now with that being said, we still have a lot of work to do as um the further slides will show. Um the next slide um you saw this in the fall but this is our spring uh graphic that

047we use to um for our parents and our and our um staff. We are making a uh parentfriendly version with um you know some of us we get in education with acronyms and different this and that. So, we are going to make be making a friendly uh parent um version of this that we will be giving at our PAC um at the end of this month. But this is our school uh spring 90-day plan. Um our four areas because we're still considered CSI through the end of the school year is still science, math, ELA, and ELP, our English language proficiency. So, as you can see on this 90-day plan, it has our goals there in the blue and then our action steps are in the uh beige or the yellow um pieces there. So, I'm

048not going to read everything and um just give that to you to peruse. Um do you have any questions on this as you're looking through this while we any questions on this page >> from the board? >> Nope. All right. So in working with the CSI status and with Miss Rachel Nance, she has asked um us to develop a scoreboard and we have several different scoreboards. So if you next slide, please. So we have a couple of scoreboards um to share with you tonight. Um this is our K6 math in a mirror that is on the left and then we have our K6 reading in a mirror on the right. And so I'm just going to give you guys a few minutes to to view that. Um, does it look perfect? No. But it is

049a much improved from last year's era. Um, and so we still have gains to make, but we we are still trending in the upward movement there. Um, we are still having some issues in our math as you can see there with high percentages still in the red in level one. Math is just a little harder for our students at this time and we are still in the midst of having professional development with our teachers and having more engagement with the math in that conceptual understanding of the math so that they can go through and apply the math. So we have been using empower to um help us and help our teachers learn to engage more with the math. And so that has been um in the walkthroughs that I've been doing has been a lot

050better as far as engagement with the math and our our scores are looking better than they were um but we're not there yet and yet is our magic word there. But our reading is doing pretty well. We do have we are um part of a structured literacy we have a structured literacy grant. We have a coach that helps us in structured literacy and our reading is um doing a lot better than we were doing last year in in reading. So if you turn to the next slide, this is kind of a breakdown of our MOI and um the data that Miss Nance had us do for our CSI status. In fact, this actual scoreboard is part of our SIT review that will be happening at the end of this month on the 26th. And this

051is what um I was asked to fill out for that review. Um and I gave some BOI comparisons there in reading, language arts, and math. And then I gave a little bit of a data analysis on our CSI goals there at the bottom. Now, third grade looks kind of bleak with zero improvement in language arts or math, but I would like you to turn to the next slide and I would like you to look at our Cognia data there. And it's kind of little, so I don't know if we can kind of um make it a little bigger, but our third grades came our third graders came into third grade. Let me put my glasses on at um an 81%. Do you see that 81% in needing support and at MOI we are now at

05265%. Do you see how that has shrunk? So we increased our need support and we actually do have some on target there. So even though it shows that there was zero ontarget, we actually did have um some much needed growth there. And the same in language arts. And do you see there in the math how it says 91% of our kids came in at math in third grade and need support? And now we're at 50%. So that's a 41% decline. Even though we still don't have any target on target, we are still making great growth because our kids aren't going to go from need support to on target magically. So um that's a 41% growth um from BOI to MOI. So even though it says zero, it it just is how you look at the

053numbers, right? Um, so just with the analysis, our grades three and four met the goal already for reading for our for our year. Grades five and six fell short in achievement of reading. Our grades four and five met the goal already in math that we had set for the whole year, but our grades three and six fell short of that goal. So we're still we still have a lot of support that we need to do. Um, fourth grade, you have you can go to the next slide. We have positive gains across the board in fourth grade. Um, plus 19 in reading, plus 10 in language arts, and um, plus 10 in math. So, our fourth grade is is doing very well. And the next slide is our fifth grade achievement. We did see some declines

054um in fifth grade. Uh we started out the year departmentalizing our fifth grade and we figured out after first quarter that our students were not ready for that. So we changed back to traditional fifth grade and um that was part of the factor in that fifth grade. Um we tried it, it didn't work, so we went back and um they're making better gains now. In sixth grade, we are depart departmentaliz departmental dep departmentalized. Thank you. And we did see a reduction in reading and language arts and a gain in math. Um we do have some new teachers um that we are providing professional development and some coaching um for and um we've I've seen some uh growth when I'm doing my walkthroughs in those classes. So I'm hoping to um overall I think we will

055be able to meet um our our target at the end of the year. So that is what I have. If the eyes stand for any questions. >> Question. Miss Aspus. >> No. >> Miss McCoy. >> No questions. >> You had an event the other day. I did. >> How'd that go? >> Um, yesterday >> it went really well. The kids, we had um only 16 students absent for the whole day. So, we were at 94% attendance yesterday and um the kids really had a good time yesterday afternoon. So, um we we celebrated our attendance yesterday and um we had a lot of good um it was fun. >> Very good. >> Yeah. And I'm sure you saw it on if you go to our Facebook, you'll see great some great pictures and some fun things.

056Um, and we had a teacher teacher against student uh basketball game and uh they had to be there to play. They had to be there and they all got pickles. It was like a full concession and we even had defense going and it was it was a great time. So, um, we're we don't take enough time to celebrate our wins and so at Mesa, we've not had a lot of wins, but this year we're getting some really great wins and so we want to make sure we're celebrating those. >> Very good. You're moving the right direction. >> Thank you. First, >> hello. >> Good evening. Um, President Gary Montoya and Vice President Rebecca Montoya and Superintendent Steve Carl Olson and Christine Aspus online. Uh, my name is Charlene Rivers, um, principal at Neon Elementary School

057in my fifth year there. So some of the things that I want to celebrate what's working at Neon Elementary is that we do have our weekly PLC's and my teachers meet twice a week. We do have our regular grade level meetings, our sped meetings, our bilingual meetings and um also with our EAS that we have that meet with their teachers during the meet PLC. Our main focus is looking at student data, data analysis and provide interventions during that time. Later in the week, we have another PLC in which they do uh teacher reflection. Did the lesson go well based on the data that's going on? And was their instructional planning really effective? If not, what can we do different next week? So, that's um a plan that we do have. I do provide professional development

058training to support our data analysis. And when I mean not just looking at numbers or colors, I mean we really have to really deep dive into data analysis. What skill and sub areas our students are struggling with and what do we need to support that needs as well. Our attendance was not looking good at the beginning of the fall semester. We tried to do a quarter um celebration and it it was not effective. So we went to a monthly celebration and still our attendance was not effective and all that. So I do have an attendance committee at my school and we decided to go back with our 3-week perfect attendance and we have showed tremendous increase. So every 3 weeks students that have no absent, no tardies, we do a celebration whether it's a movie

059or we do things um outside inside the building and that's been really positive so far and our attendance has increased within that time. So we will stay with that is what we have. I've been very consistent with monthly parent newsletter, calendar, updated Facebook, weekly robocalls to parents on upcoming events, and KVO communication. The one thing that's new this year, we do have a book vending machine, and that's really a joy that the kids really love to get a token and select the books that they want. So that one has really increased um the fluency and comprehension based on their level that they have. But it's also incentives that the teachers use in the classroom to improve student reading scores. So that has been really effective. We do in the quarter celebration, perfect attendance, honor roll,

060principal award, Neon's leaders award, and reading and math awards. The one thing I do want to really collaborate is my uh really say principal informal walkthroughs with immediate feedback. I do it right away during their prep time and in the day and I provide that support of giving the feedback that they have on the classroom walkthroughs. I do have weekly staff updates that I do with my staff. We do have monthly leadership meetings, our monthly pack meetings along with family engagement activities, literacy night, math night, science, cultural night, health and wellness and family game night. We do have a Eclipse family engagement night and eclipse is mainly for our special our special needs students or sped students and we do provide opportunities along with New Mexico PED Eclipse program. We do have family engagement activities

061where they do come and provide parent resource and trainings to our parents to help assist at home and provide additional support at home for their child. I also do um afterchool tutoring programs on Tuesdays and Thursdays. This year our participation has really increased and it's just not really focused on the student needs on that. We also have a lot of enrichment programs based on student needs like weaving. We do have a small cooking class, health and wellness, fitness, things that really support our student um interests. I do get my visits from Mr. Deswood on my OFC. We do have discussions on um what I see in the classroom and also on my professional growth um if I'm making my um PDP plans and goals. So I do have my visits with him and certain areas

062of improvement that I need to do. Next slide. What's not working? And I this was um conversation that we had at our elementary PLC today. Lack of communication between schools and parents concerning students absent. And that's mainly when we have parents that don't contact the school after 3 5 days and not um give us a reason why their child is absent. So there's the lack of communication. I do my part, the teachers do their part as well to contact parents, but most of the time we're just not getting the feedback from parents that we would like. Our attendance growth, we do have an attendance growth. Um, goal that we have is to be at 95%. We're ranging between 92 93% each month. So, we're really trying to increase our attendance percentage and really increase to

063the 95% as much as we can. The one thing that we have struggled this year is more science lesson because our focus has really been on ELA and math. But as far as the science lesson and the knowledge of the science practice and application that we have to do in the classroom um there's not much even through my observation my PLC meetings with them because they say the focus is too much on reading and math. Next go I mean next slide. So our goals for NOIN, we do want to increase our NISPA score in um reading and math. We want to increase our MRA scores each month by 5% growth for kindergarten through 2 grade. We do want to increase our attendance percentage by 10% growth each month. We do look at our WEDA and

064access scores and when we look at things like that, our goal is to have each child that is identified EL to go at least one level or two levels up and our focus was the oral language development that were struggling which is the speaking part. So we implement more with the teachers how can we increase speaking in your lesson. you know, we got to give students the opportunity to speak more in the classroom and to explain their reasoning and procedures and things like that. So, that will help out with the WEDA access test. Um, we meet our school 90-day critical action every 30 days. We make adjustments as needed. As a leadership team, we meet together. We look at our 90-day plan. Did we say that critical actions and indicators state are we meeting our

065goals? If not, then what adjustments do we need to make on our 90-day plan so we can focus on the next 90 days, next 30 days, excuse me. And the one thing that I see, and I know some teachers have been really um I I guess they really were honest with themselves, they have not implemented more culturally revalent lessons in the classroom. And so with that, they want to align that with their curriculum guide and standards to have more culturally relevant resource in the classroom. Next slide. How will we accomplish our goals? Change monthly attendance to a three-week celebration to help improve attendance in small increments. Continue professional growth and data analysis to support our reading and math goals. continue weekly PLC meetings with vertical grade levels and individual grade levels. Continue my principal walkthroughs

066and provide immediate feedback on teacher instructional delivery strategies, visible student learning and modeling. Uh even though I'm a principal, I still have my background a teacher and as a reading interventionist. So I do go in classroom and I model reading strategies as well. Um I do le I made the lesson plan of inulating culturally revalent materials in support of the standards as well. Next slide. The support we need continuous support from attendance coordinator. I know we just recently hired Tia. So she's really been um coming to the schools and asking about our attendance improvement plan. What are we doing? And she's even um done some strategies that she can have. um she wanted a list of our students that were really chronically absent and then she was helped me in that area of how we

067can improve um meeting with my attendance improvement team as well. Continued support from the MLS coach to new teachers in my building. Continued support from the district elementary coordinator on literacy and mathematical practice and also continued support from our ELLL coaches on EL strategies. I stand for any questions. >> Miss Aspus, do you have any questions? Yeah, with the attendance, the help that you're getting the um I hope uh I don't know how um where where the person is from or I hope they they have some compassion or and how to deal with that in a positive way. >> Thank you. >> Um I do have a question. >> On your monthly family engagement activities, are you having a good parent turnout to those and is it helping? >> Yes. What we did is we

068combined the PAC meetings with the family night. So I have my 30 40 minutes of going over the school budget, our 90-day plan and our goals that we need to do and then we switch over into the cafeteria to do family engagement nights and we do have a huge percentage of family that come in and stuff. So um before we separated both of them and I was not getting a lot of attendance with PAC but a huge amount for family engagement. So what we decided to do is combine both of them and it has been really effective that way. >> I like that. >> Um another item that you mentioned is giving um the kids opportunities to speak more in um in the public speaking setting. I really I really like that you're doing that

069for those kids. >> Thank you. >> I have I have no questions. Thank you. I appreciate your time. >> Thank you. >> I know you all have >> studentled conference. >> There you go. Studentled conference at this time. So I apologize for calling you up at this time, but we certainly got to get this done as well. So TBA, >> no, you don't have to get up. >> Pandora. Practice, practice. >> Now they're going to say I made you stand up. >> All right. Testing, testing, testing. You ain't nothing but a hound, doc. >> Testing, testing. >> Okay. Good evening uh board president Mononttoya vice president um Mononttoya it's good to meet you my name is um Dr. Pandora Mike I'm the principal um um at Sabatai Middle School and superintendent um board member Aspus

070and community and all who are in attendance today and I'd also like to um have my assistant introduce herself. I'm Danell Yazy. I am the assistant principal at Subadot Middle School and I've been in the district for 20 years. >> Thank you. So um I we wanted to share a little tidbit. I mean there's tons of things as you heard earlier from our sister schools um of the all the work that we do in the schools. So I want to um turn your attention to what's working at Sepatai Middle School. I want to um first just um preface by saying that our focus areas are culture, curriculum, and instruction. And together we do um quite a bit there. So I'm going to turn it over to Miss Yazy to talk about culture. So we have

071I guess looked in terms of our own we've looked inside understood and really dug deep to really identify our root causes. Um culture and school safety was a big one. Making sure that our students don't feel like they're being bullied. Making sure they feel accepted within our school building. So in order to do that we um with our LSA we have implemented the capturing kids hearts with social norms and allowing our students to generate public norms within their own workspace school space. We've also incorporated restorative practices with our discipline. Uh we've developed the healthy habits hub which we call our 3 room which is replacing our ISS room. It does serve as a holding space for students that do need to go on suspension, but the goal is to provide them with mental, emotional, and

072academic support in the classroom and to understand the underlying causes of their decision- making, but while also keeping them on in line with academics. Uh, one of the things that we utilize with the 3X room is a program called Ripple Effects to help coach up our students with their behavior choices and the behavior training that they may need to help fill in some of those gaps of understanding why they made those choices. Um, to make to identify students that may be in need of services, we have our SIT team which looks at wraparound services in terms of emotional, mental, social health and academic health. So with that we have counseling provided from um our counselor along with the district social worker. We also receive services from school-based health clinic with IHS and we also then

073go into looking at the academic the attendance contracts and seeing who needs improvements for attendance. Uh we also work with parent communication and utilizing Canova which is and we're more successful at contacting parents through text messaging as opposed to through phone calls. So a lot of our communication does happen with parents in text rather than um through phone calls. And then one of the things we wanted to make sure we did this year, there's two things we did. We did a focus group where our students talked about the safety within the school building. Right now, our students are feeling safe, but they are talking a lot about the cyber bullying that does occur. So, we're trying to find different avenues in terms of how to correct that. Um, and to teach our students that, you

074know, we want to build a positive, healthy environment that we can all live in and grow in together. Um, we also did an attendance needs assessment with all of our students that are habitually tardy or they're absent. And what we're finding is um the the the growth we're doing within our culture as teachers and making sure that our students feel included and welcome. We are actually bringing down our school related reasons for not wanting to be at school. And we're seeing that there are more mental health reasons and home related reasons that they're actually not coming to school. So that's something that we're looking at now in terms of attendance. But we're really working on building a positive school culture and we definitely invite any board members to come over and see what great work

075we've done. >> Thank you, Miss Yazy. Um, one thing that we're really proud of is in I think it was 2021, we had well over 380 something behavioral referrals and um last school year by the end of the school year we had just over a hundred. So, we really have changed our culture quite a bit. Um, and you know, with Miss Yazy's help and our new 3H teacher slash um, ISS teacher and our LSA, our school counselor, we really have made changes to really address in a holistic approach. So, I want to turn your attention to curriculum and instruction. So um we have a warriors playbook that all instructional staff have and the teachers have created and made some decisions on key strategies to implement which is our you know core action step as part

076of our 90-day plan and that and this playbook that we implemented is we all know we are committed these are non-negotiables. we will all do this. And so teachers have been using that and I'm looking forward to Monday which is our professional development day because they're going to do a show and tell about how they've been using the books. We're excited. Um datadriven instruction just like um my colleagues data use is is well you know we use data all the time. um not just number data, we use qualitative data as Miss Yazy um talked about students giving us information. We look at all kinds of data, professional development, we u I'm professional learning communities, excuse me. We um have weekly leadership team meetings. We have grade level meetings two times a month. We have department

077meetings two times a month. We also do teacher huddles which is two times a month. So we meet all the time and Miss Yazy and I we like to do our own professional um development and we train our teachers. So we read a lot, we learn a lot and we train our teachers on what they need to know. Um focus on algebra and reading apprenticeship training and coaching support are cohorts provided by the New Mexico public education department. And I we have teams that um are part of those cohorts. Um and it's a two-year commitment. Um classroom walkthroughs and feedback sessions are a huge part of our practice every day. And uh we also do um tutoring both in the morning from 7 to 8 and after school tutoring. And then we also have quiet

078table which is basically um an opportunity for students to do catchup work during lunchtime. We have um our own early warning system in place and we call it the sit bi-weekly meeting. So the sit team makeup is myself, Miss Yazy, our school counselor, our school nurse, our our lead safety advisor um and our we recently recruited um our district assigned um ICO social worker. We also recruited our 3H room/ISS teacher and we meet and we I require all the team members to bring data. So, Miss Yazy brings discipline data. Our attendance secretary brings attendance data. Our school counselor brings SAT and 504 data. Our is teacher brings qualitative data, what he talks about, the experiences in the three room. Our LSA brings safety data. So all of us together um we look at grade failures,

079we look at attendance, we look at health concerns, we look at the child and we see where data is correlating and we put some of our students on our watch list so we can provide extra support. We come up with action plans. We communicate with families on this so that way everybody's in the loop to support this child and it's working. Um, we also use a scoreboard. I didn't bring any documents on that, but our scoreboard, we measure um, our teachers turning in lesson plans on time. Are we attending school on time? Um, what is our grade failure rate? And what what are we documenting in terms of key strategies being implemented? So, I just wanted to bring that to your attention. And then on the right side um just an overall thing we we

080have um met our 5% um goal from the beginning of the year to the middle of the year in all areas overall. However, we know our need areas are seventh grade math and eighth grade reading. So we have an action plan in place. Next slide, please. what's not working. I'm going to turn this over to Miss Yazy to discuss. So, one of the things that we've identified is attendance in general and how it is not working. Attendance contracts aren't working. We can it doesn't have the grit that we would want behind it. So, we've now I'm now approaching attendance in a different matter. I was able to bring in Tia Johnson to the loop that I've been working in the since the beginning of the school year. So, we've started with a student needs assessment

081for attendance. Making sure that we build some grit behind that attendance contract. Why are you missing school? How come you're not? What's going on? We need to figure this out. Um once we've have found that out, we're actually seeing that be even though there's a contract, there's no grit behind it. So what can we actually do with it? Um we're now looking at making sure that our students are looking are being viewed from a holistic point of view. So are they receiving the mental health support? Are they receiving any emotional support, behavior training support? Do they need to have a SAP meeting to happen in order to test them for some sort of disability? But those are the things that we're doing in general for our students. Um, we've built the 3H room to help

082with self-care and anxiety for our students. We have a student that if that student is not feeling good in the day, they used to hide in the restroom and we have to go and hunt them down and look for them. But now we have a relationship with the student that they now go to the 3 room. They they hang out there until they're ready. Then they go to the next class. Then they go back to the 38 room again, get some air again, get focused again, and then they go back out. So rather than hiding in the restroom, they're now in a place that we can observe, make sure that they're staying on task with their assignments. Um, we also started working on our wonders. And this is where I had talked with Tia in

083building a family plan that I what I told her is that what I'm seeing from my experiences with Sherbach High School and TVA and then seeing a portion of it with Mesa Elementary last year that there's actually a generational absenteeism that's occurring and I don't think us as a district has ever considered doing a district conversation with the entire family and asking them, "What can we do to help you?" Do you realize that if they're missing school in elementary, they're going to miss school in middle school? If they're missing school in middle school, they're not going to be successful in high school. So, that's now what we're looking at and working with Tia. And Tia has done a great job in getting to know me and her getting to know the district. She is um

084as you know, Miss Aspess was asking about the the person that she is, she is actually a Kirtland Central graduate that's returned back to the district as an employee. And she's also a Navajo mother. And so we're really looking at it from a very holistic point of view and a positive behavior support point of view rather than a demeaning punitive matter, especially with restorative practices. So the family plan that we're hoping to do will be showcased in our family Saturday meeting on the 21st of February. So that's going to be some that'll be something that we're going to talk about later. So next slide, please. So our goals are all laid out there. There is a pattern. There are three goals for each grade level. The pattern basically is um from the beginning of the

085year to the middle of the year we're expecting to show a 5% growth and again from the middle of the year to the end of the year we're expecting to show a five% growth and as I pointed out earlier based on the um second slide where the data shows we have already done that um we've met our goals in all areas except for seventh grade math which I think didn't quite They did make some gains but not quite 5% and in eighth grade reading not quite 5%. But we are working on that. The other thing I just want to mention is their desired outcomes. I talked about the playbook before and um the non-negotiable strategies that teachers had decided themselves that they would commit to um that this is our action step here. So by

08630 days, by 60 days, by 90 days, we should see these strategies being implemented um fluent fluently. Next slide, please. So how will we accomplish our goal? Um Miss Yazy already mentioned about our family plan focus. We're going to start that. We are talking about close monitoring and staying the course with our commitments as mentioned before. support that we need from I'm sorry, two slides now. I'm sorry. Okay. And then one more. There you go. Um supports we need um it's really focusing on chronic absenteeism. How do we support these families? How do we support our students? you know, we're working on that right now and we're really appreciative of the district for having Tia Johnson come on board. She's the attendance um district leader right now and she has a lot of great ideas

087she's been sharing with all the schools. So, we recruited her as one of our trainers for the upcoming family workshop. And last but not least, we also um really appreciate all the training that the district has been um approving and providing for us as well because that really supports the the content um knowledge capacity that's needed with our instructional staff. >> Do you have any questions? >> Mr. Do you have any questions? >> Next slide. Thank you. Yes, I um I'm glad to hear your approach. Um and and then as it was stated about uh generation um I I think um there's some truth to that. However, it's I think it's a combination of things, not just what's in our schools, but but also um outside, you know, with COVID happening. I think a lot

088of that was was traumatic to our students and a lot of them um I've seen data where a lot of them had no hope and um so I really appreciate the human the mothering because a lot of them had loss and um and I think um that that's just only a fraction of what they go through daily. So, thank you. >> Miss Montori, you have a question? >> No questions. No questions. Um I actually paid a visit to TVA this afternoon. It was absolute wonderful visit went to one of the classrooms and were able to um get a presentation of uh one of the students doing their student led conference for their for their parents. It was really nice. young lady was well written, well spoken, and so it seemed like everybody's going to be

089doing that, which is a nice exercise in communication. And we're fortunate to go down and catch Miss John's science class with their team getting ready to go to the robotics competition. Again, they did a wonderful job. So, it was really nice watching them to be engaged in their work. uh they all seem very passionate about that work. A couple were asked if they were interested in coding and one of the things that I said was I believe the superintendent asked about using AI right coding they answered no we don't I said absolutely you need to strengthen your brain first before you use that tool so I I just really appreciated that appreciated that from an educative standpoint of them understanding that they have to utilize that brain and exercise that brain before they use the

090AI tool and so I hope we wish those uh you know students good luck in their their competitions because it was was good was really good so we were impressed with what they did and I appreciate the holistic angle that you're coming from Dr. hike in respects to how you're attending to our kids because we did have that conversation the troubles that a lot of those junior high kids are facing. So I just commend the two of you for doing what you're doing and it seems as though you are moving in the right direction. So, thank you. >> And I do want to extend our greatest appreciation for our teachers because without them being on the bus and doing everything that we're asking, we're not ask we're asking for a lot. and they have been

091right behind us and they've seen the positive growth this past with the data that we just got for MOI and they are hitting the ground running this semester and they're really really focused on hitting that 10% and even blowing it out of the water. That's what we're planning on for EOI. >> Very good. Well, the fact that you've established that agency with the educators themselves and taking that ownership is could be very a very powerful tool as well. Good job. Thank you. >> Thank you. >> Okay. On to um E panorama survey to to the principles. Thank you all for coming. I appreciate it. Thank you for your time. Item E, panor panorama survey results by Amy Connelly and Michelle Thur. Good evening, board president Mononttoya. Welcome to the board. Vice President Mononttoya, Mr. Carlson,

092our superintendent, colleagues, and community. We are here to present data on the New Mexico Public Education Department student well-being and competency survey known as Panorama. Next slide. A little background and purpose. So this survey is formerly known as the youth forward and quality of ed survey. NMPED has conducted the survey since at least 2008. Uh the New Mexico administrative code, it covers 61268 which ensures districts have a plan for measuring the wellness policy. And it also covers 62917 which ensures districts collect student data based on MLSS which is our multi-layered system of supports. The purpose is to provide an MPED to help support districts in social emotional learning. Act on data and plan solutions at the school classroom and individual student levels. Understand differences among student experiences to proactively create support structures. View and understand

093cell data alongside academic behavior and attendance data to develop interventions that support the whole student. Next slide. Uh logistics. So all students grades 3 through 12 take this survey. Staff and families opt in for this survey. The survey was given October 6 through October 24th. It was all online. PED provides data inquiry and action planning workshops. A playbook of cell resources. So, a playbook is a Panorama's professional learning library that connects educators with hundreds of instructional resources and interventions across academics, behavior, life skills to support these students holistically and within the MTSS RTI framework. And then, uh, PED also supplies ongoing support. So our response rates, 77% of students completed this survey, 419 family responses were received and 360 staff and teacher responses. Uh topics we surveyed school climate, school safety, sense of belonging, self-management,

094social awareness, mentorship, staff leadership relationships, feedback and coaching, education, educating all students, and barriers to engagement. Some examples of the questions for student school culture and safety questions provided were, "How often are people disrespectful to others at your school?" "How positive or negative is the mood at your school?" "How often do students get into physical fights at your school? How fair are the rules at this school? How likely is that someone from your school will bully you online? How often do you worry about violence at your school? How often do teachers seem excited to be teaching your classes? How well do students follow rules at your school? How clean is the building where you go to school? If a student is bullied in school, how difficult is it for him or her to get help

095from an adult? Next slide. Okay, here's some the results. Uh, grades 3 through 5, we received 526 responses. School climate was 58%. We are two percentage points below the state average, and we have decreased by three since spring of 2025. School safety, we're at 55%. We have decreased or we sorry, we are two four percentage points below the state average and have decreased by four from spring of 25. Grades 6 through 12, school safety 58%. Compared to uh New Mexico, we are three above. We have dropped two from our district score in spring of 2025. School climate for grades 6 through 12 41% which is we are one point above the state average and this is our greatest increase of five from spring of 2025. Um our next section um student sense of belonging, self-management,

096social awareness students uh received questions uh like the following. During the past two weeks, how often do you allow others to speak without interrupting them? How often did you come to class prepared? How often did you pay attention in class? How carefully did you listen to other people's opinions? How much you do you care about other people's feelings? How often do you compliment others? When others did not agree with you, how respectful were you of their opinions? And I will let Michelle take over slide nine. Good evening, President Montoya, Vice President Montoya, board member Aspus, and all colleagues and Superintendent Carlson. Um, so whenever we get into some of these um areas for the students and then the teachers and the families, you'll see a couple of interesting points and I'll I'll point those out

097as we go through the results. Um, for a sense of belonging, um, we were at 56% in the fall. That's down seven from the state. Um, and down two from our spring results. For self-management, we were at 54% down below 13% um, from the state and then down 6% from spring. For social awareness, we're at 53% um that's less than 10% of the state and you don't see a change from spring 20 of 25 because this set of um questions in this survey were not available previously. So this was a new survey. Next slide please. for grades 6 through 12. Um, for self-management, we were at 66% down uh 4% below the state and we had no change from spring 2025. Um, again, social awareness was the new survey. So, um, in fall we were

098at 52% um and 5% below the state. For sense of belonging, we were at 45%. That was 1% less than the state, but this was one of the areas that we had some of our greatest increase from spring 2025. Next slide. for the staff and teacher questions. Um, some of the questions involved uh questions such as on most days, how enthusiastic are students about being at school? When new initiatives to improve teaching are presented at your school? How supportive are your colleagues? How optimistic are you that your school will improve in the future? How supportive are the students in their interactions with each other? To what extent are teachers trusted to teach in the way they think is best? How positive are the attitudes of your colleagues? How often do you receive feedback on your

099teaching? Next slide. Um and the results of our staff um concerning staff leadership relationships, we were at 67% 4% below the state. Again, no result compared to spring 2025. It was a new set of questions for a survey. Um, the school climate, we were at 58% uh 2% below the state with no change from spring 2025. And then feedback and coaching, we were at 54%. Um, and this was 4% above the state average for our teachers. Um, when it came to mentorship, we were Oh, sorry. Thank you. We were at 76%. Um, and it's on all of our teacher surveys if you, as you can see, um, that we were above the state average in all those areas. Um, so for mentorship, we were above the state average by 9%. Um, no comparison to 2025.

100educating all students. We were at 75% favorability um 3% above the state and that we had an increase of 3% over 2025 uh spring 2025. Staff leadership relationships 74% we were above the state 4%. School climate we were at 66% 7% above the state average. Um this was also another area of increase for our district um with an 8% increase. Um and then feedback and coaching we were at 63% uh and we had we were 12% above the state average. Next slide. The last area were the family surveys. Uh some of the family questions included to what extent do you think that children enjoy going to your child's school? How motivating are the classroom lessons at your child's school? How fair or unfair is the school's system of evaluating children? How much does the school

101value the diversity of children's backgrounds? How big of a problem is the following issue for becoming involved in your child's current school? um such as child care um or transportation related challenges. Next slide. And the survey results reflected that barriers to engagement we were at 72% um and we were below 8% from the state but we had an a 1% increase above our spring 2025. Um for school climate we were at 66%. we were 1 percentage above the state um and 5% above our spring 2025. And then school safety uh we were at 63%. We were below the state uh by 8 percentage points but again we had an increase of 5% for our district and favorability. And we stand for questions. Miss Aspus, you have any questions? >> Uh, what school is this? >>

102These are our district results. >> Yeah. Um, I did have a question, but I forgot. Uh get back come back to me. >> Okay. >> So after collecting these data this um these data sets what initiatives are um implemented in order to increase these scores. >> So Peter, I'll let you answer that. >> That's a great question. So when the principles were presenting earlier, remember they talked about 90-day plans. Some of them also talked about attendance improvement plans. These are indicators that they use uh since we get percentage and we can see growth. They use this data to as an indicator that what they're doing is working. So each of the schools have attendance plans. So the data that they pick this is embedded in their plans. >> They also use those playback resources. So,

103there's hundreds of um suggestions for teachers to use and they're specifically tied to um you know which area they need improvement on. >> Can I add one more thing? >> Yes. >> I literally just texted our principles because there's one indicator that really stands out to me and this is teachers receive feedback. 63% said they do, which was 12% above the state average. That's a commitment that we've had for teachers providing feedback that they'll go and do a walkthrough in a classroom. And you heard the principles talk about that where they go in and watch a teacher teach. They'll take notes about what they're doing in the classroom and then they sit down and have a conversation about what they did well, like praise them. They'll ask them questions about what they can do to

104improve and then they create an action step. And then if a new teacher needes needs support, they will um they will model what it is they're looking for and then they'll come back and follow up to watch them do it. So, one of the focuses that we have and I'm really glad to see that that was that high because we've really been working on providing support to teachers and growing teachers. Thank you. Can you go through the last five um slides? >> The family slides. Ma'am, >> can you go to the next slide? >> Yes, please. Can you go to the next slide? Next. Next. One more. Yes. Do you want me to read them again? Go back one slide, please. I'm sorry. >> Okay. On that un how how fair or unfair is the

105school system of evaluating children? How did you um come out on that? I would have to drill down into the uh reports to isolate that one particular question and I'm more than happy to do that if I could have a few moments and get back with you on that. >> Okay. When you just go ahead and send that to me um okay or to the board. And I I um just want to say to that we can have all these um all these uh positive curriculums, positive uh assessments, things like that going on. But um I think it's it's what is most valuable is just that um how you greet a student in the morning and and um to make them feel you know um supported. I don't know some people use supported but I

106just think you know that as children, you know, they see a smile on a adult's face, you know, that's more welcoming than a frown. Thank you. >> Go ahead. >> Miss Aspus, that's a really good point. Having reviewed school attendance plans for tier one support for students, several schools said that greeting families and greeting students at the door daily. That's one of the things, one of the strategies they are going to do. So, I'm glad you uh recognize that because our principles and teachers do recognize that as well. Thank you. So, I will add that looking at these numbers, I'm going to skip over the family one first, but the teacher responses and the increases, um, it's telling me we're we're really moving into that positive direction as a district. And I've said this numerous

107times sitting up here and pointing to the board that it's our responsibility to set that tone and environment for the superintendent and that he again has his staff and administration and the principles hopefully create and develop that environment that is conducive to learning and accepting to this aspis especially with the kids. Their day starts with the bus driver who's greeting them with a smile and who leaves them with a smile at the end of the day. And and it's imperative upon us as a board superintendent with his staff to continue that really develop that place where these kids want to be. And so I'm happy to see that those numbers shot up the way that they did in that one session. And you know the only thing to me would would be the question about

108barriers to engagement is that from school to parents, parents to school. Could could give me a better breakdown of what that means? it's under family. >> I can drill down into it. >> Um, so whenever it's talking about barriers, it's um looking at those factors that are creating challenges for families to interact with their schools. >> So 72% are seeing a challenge. Is that what is that how I read that? >> Actually, no. >> Oh, it's the opposite. >> It's actually the opposite. >> Okay. So 70% find it a little easier then. >> Yes. So sometimes with these questions you really do have to make sure that whenever you're reading the question and the individual question itself what the question is asking um to see where that favorability is. So in all reality that 72%

109would be a good thing. >> So yeah so it's a positive. No, but isn't that a direct correlation that 28% that doesn't show that it's kind of a reflection to some challenges that they have? >> Yes. >> Okay. >> And whenever you go into that particular area and you look at those different questions, then that's where that's where the schools are going in there and they're looking, okay, maybe this is this is one of our biggest areas that, you know, challenges that our parents are having. and so they can come in and and start working on some action plans. >> All right. Well, well, I appreciate it. Again, like I said, I'm just really happy to see that one under the teachers and and hopefully again, we're creating that environment that is conducive for them

110to be here to teach these kids, happy staff, happy kids, increased education. So, I appreciate your time. Thank you. >> Thank you all. Thank you. >> On to item F. Update on Nukem Elementary, Nukem Middle School Construction by Mr. Rodney Arm. Good evening, Board President uh Mononttoya, Vice President Mononttoya, um Secretary Aspus, Superintendent Carlson, my colleagues that are here, the public that's online. Um I have uh just a few handouts for you. They're actually uploaded into the board docs as well, so you can have them. So, I want to uh to thank you for this opportunity and um I do realize the um the extent of this this project and what this means to this school district. And I don't take this uh this this lightly on this on this project. It's a it's a

111big project. Um I'm going to give an update on the Nukem Elementary School, the replacement. Um I do have a timeline that I did hand out to you where in December um actually in 2021 the concept and the idea of building the Nukem Elementary School came to to uh to light. The official start date of um of the project was in 2022. And so as the prog as the progress started moving forward, um there was a contract award date and then we did the surveys of the of the site with a master plan of all the utilities and everything that was all started in 2022. Next slide, please. So the planning and design as it says here went almost a year a little over a year close to a year and a half of the

112design of Nukem Elementary School. They started the design in three uh March of 2022 and was completed in October of 2023. the construction documents that go along once the design was completed. The construction documents uh started right after that and they were not 100% complete until 2024. April of 2024 we had 100% completion which meant that the documents were approved, the facility design, the facility site um and everything was approved in April of 2024. as far as the site uh the build. So the next slide I put I I just put here for reference to see the plan the the plan and the overlay. So if you look at your handout um that has the five areas that are that are located on the overview of the Google Earth map. Initially the the site that

113was picked is site number one. There were five options that were given to the board as uh where the school could be built and it wasn't in design. It wasn't one, two, three and four in any certain order but number one is the site that was picked. So if you look at the handout I gave you from the the engineering um and and and Miss Ray, I know you have those documents uploaded. It is uh the site plan overall. if you could bring that up please so that those online can see it. So I I sent a PDFs and it shows the design of of how the school's going to lay out in section one of the site that was picked. So if you look at the um it's very small picture but it's on

114the screen now. Thank you Miss Ray. So that is the design of of of how the school is going to lay in accordance to Skyhawk Loop to where the old existing elementary school is. Um where we have the um some of the housing that's to be demoed the the actual parking lot, the bus loop. Um you see where the fenced kindergarten and the the sped play area. You see the dash line indicates the fire access road. So there were many lots of lots of design that went into where this school is going to sit. So that is the footprint of the school as it's going to sit in in reference to Skyhawk Loop. So Miss Ray, if you can go to um the next slide, please. So, um, in my presentation, um, we'll get back

115to the slides. There we go. We'll go to the next slide, please. There we go. So, prior to issuing an RFP to actually start construction of the new elementary school, we were aware that the tribal utility authority, NTA, was to retire the overhead lines that sit in the footprint of where the new facility is going to be built. The records that I seen was that NUA was going to originally take that power and run it underground, but it was too much. They could not do it. So now it's going to be overhead. So the overhead lines to be relocated, that needs to be readressed between the school district and NUA to have them power lines abandoned and relocated during because our our design was already at 100%. Our architect had to make an architect architectural

116change to be approved to jog the fence to to accept one of the poles that NUA was going to have to install for the overhead line uh removal and replacement. That was that that has already been paid for by the district. That architectural change has been submitted and it is already approved. So, we're move that that part is done. The next part is to get back with NUA and to find when they can schedule to get the power lines relocated. Um, currently not completed. Um, but it is in a review process with with my department and moving forward with the engineers from NUA to get that power line moved. So that that would be the next step. If you can go to the next slide, please Miss Ray. So the current status is I am

117in contact with the architect that designed the school with the team that was available at that time that met with the with with with the the people that were there from the community the school. It was a a big team. I'm our our architect is still part with in with the with the company with the drawings and and with all the information for the school. What we're doing right now is we're requesting for a new site survey because there was we we reviewed the land leases and there were some issues that had come up. But we we we are firmly believe that the leases are in place. We just want to make sure that we have a proper and a current site survey that it is a true track to land and that it that

118that it closes and we will make sure and get that done and get that scheduled. One thing that has happened since the school design has been approved is that there was a 2024 New Mexico energy code um it was a change and though it's going to affect the building of the new school. So the school district will have to incur some some cost to get a company to go in to make sure that our building meets the 2024 energy code. Um I did download it. It is on the board docs for your reference. It talks about the building envelope and having an air gap to make sure that uh the building is efficient and that um it it goes into the HVAC the insulation. So we are going to have to get a contractor to

119make sure that what we are going to do to build that building it meets that code. So it will require a new design for that part of it which will go in with with what we already have and it's going to require approval from the the C from the construction uh industries division. So we we've got to make sure that the performance upgrades meets that. It's going to actually and and actually our permits that we had that were that were part of the original build the permits did expire. So, we will have to apply for new permits. So, if you can go to the next slide, please. So, I that's I'm I'm gonna I'm gonna kind of pause on the on the nuke mail because there are some hurdles that we need to address. The

120one with for sure being the code change and we are prepared to do that. We we we know what we need to do on that and it's not going to stop the build, but it is going to hinder us. It's going to delay us a little bit longer, but we will make sure and get that done. We have to there's there's no way around it. We've got to make sure that it's done. The property and the lease um the associated with the survey um with the topo and the utility surveys, all that is already in place. I just want to make sure that we get that signed off by the architect or excuse me by the U surveying company that was there when they did the original survey. I just want them to make sure

121and sign off on a current survey. um making sure that the boundaries and and the entire Nukem school site is is in is in that boundary. Um making sure that the agreement between NUA and CCSD is up to date with the removal of the electrical lines and getting a newou uh written and getting that between NQA and CCSD. Um because I'm sure the one from 2024 is no longer valid. Um, also, um, just meeting with the NTO NA team to make sure and get a firm date on when they can relocate the power lines and get that in writing. Um, so I just am afraid that for sure with the code change, the impact of the design, but our our design team is aware of it and is willing to make those changes and and

122as long as we have the right contractor to do that, we'll be okay moving forward with the build. So on to the Nukem High School Middle School, which was phase one of the Nukem Elementary. It the way that it was set up originally was in phases. Phase one's phase one is going to be the Nukem Elementary School. Phase two was going to be the Nukem High School Middle School combination. I don't have a lot of information on this. I'm going back through the records, but from what our new representative told me from PSFA that is now the regional manager over this whole phase one, phase two, and phase three is that the previous um director was willing to tackle this at one time and have a construction team there, put out one RFP and have

123it done at one time. It's a huge task, but it's doable. You have the the team mobilized one time. And so, it's something that him and I are discussing, but that's whether or not at the point right now, we don't even have this approved or funded where the Nukem Middle School or excuse me, the Nukem Elementary, we're already designed, we're completed. We haven't even got an architect to design the middle school concept yet. So, that's something we need to discuss and that's something we need to do moving forward to make sure that if we're going to put an RFP out and we'll just do the Nukem Middle School high school combo on its own separate from the Nukem Elementary School update, which I'm I'm leaning more towards. It would be it it's such a grand

124project on its own with just the elementary school and then do the high school, middle school as a separate um it'll still be phase two but with a different RFP. Um the construction update um I did speak with the PSFA um regional manager. He's very aware. He's been with them a long time. He didn't work on this project specifically, but he has all the notes and he has all the information. um no plans have been presented for approval to the state and we have not approached um PSC or anybody for funding. So we'll we'll make sure that the phase two of the high school middle school it will not be long after the elementary school phase three of this whole project is the teacher housing. Um there there was a side note on the information

125I found that teacher housing was tied into the Nukem High School Middle School combination but as a phase three and that's the only notes that were attached to that. So, I did um our our cont our our contracted um architect did send me the meeting notes and minutes of a hundred well there was 37 meetings for the design, the concept, everything that went into the elementary school. I have all the meetings, all the meeting notes, which I just have been compiling my information. I just received those. So, we do have the information for moving forward with the uh Nukem Elementary School. Um, I did highlight some of the points of of what where we're at now and in in what the stall was. I know there was a lot of lot of things that were

126discussed prior to 2020 from 2022 to as far as um as the school itself in the design. But what I can tell you is that the school is 100% designed moving forward. Um, now meeting with PSFA with as much time that has passed, it could it could be a double-edged where it it's either going to help us or hurt us on our on our match. And we will know that once we have our paperwork together, Mr. Carlson and I will take that and present it to the state and then look to get this project funded and approved for shovels in the ground. Next slide, please. So that is the end of the presentation. Um thank you and I stand for questions. Miss any questions? >> Yes. um when he talked about the um energy. Um,

127is that still including the EV hookup? >> The the the >> Yes, I and I I I do have I do have it up here in front of me. And um, Miss Ray, I believe I did send it to you. It's the New Mexico the adopted the 2021 International Energy Conservation Code, the IECC and the ASH AE90.1-209 for commercial building focusing focusing on increased energy efficiency and EV infrastructure. Key changes include mandatory EV charger installations 5% u at 5% of the spaces and electrical infrastructure capacity of 5 to 15% of spaces uh to improve s uh sustainability and reduce operational costs. Also tied to that is the energy efficiency um the EV readiness code adoption and refrigerant uh changes permitting on the permitting side projects must comply with the updated 2021 codes with strict adherence

128to uh with required for new permits. So that's what changed. >> Yep. So yes, Miss Aspus to answer your question, it does include the EV infrastructure. So um with the uh past discussions on on this, we talked about the upgrade of the substation and that was the real big hold according to NUA and uh that it wasn't sized right as part as a new school and just a new school design. it wasn't gonna be adequate and now we're adding the EV has just been brought to NTA's attention too in order to have a a sub a transformer that size to for all of that. That that is a very very good point uh Miss Aspus and I will make a note um I do have the meeting notes from the past discussions um I will

129have to dig them out and I could email it to the board as to what was discussed with that transformer prior if you all don't I'm sure you I I know I have it within the meeting minutes that I that's been given to me and I will I will take that and and with this new adoption but once we get the once we get the contractor on board to go and redesign for the energy code because it's not just the EV hookups. You're you're right on that, but it's talking about the building envelope and and including better insulation, better lighting, and a better um HVAC systems. It's actually actually also talking about um a lot of the things that's going to reduce the air pollution to help and and stuff to help lower energy costs

130in that um and going with the units that require the low GWP refrigerants. So, um there's a lot that is involved that um mainly the EV would affect the power, but I know that there was an issue with the unders sized transformer. So, I'll make sure and get that addressed and and get that to NUA um very very quickly. But that is a great question. >> Yes. And also uh during those past discussions did ask Miss Chappelle about looking into a waiver um of that and then if we are to have the EV are we going to charge for it because then I am sure it's not going to be three and uh and then on top of that uh I don't know if Miss Shiff Pal went as far as uh asking about funding

131more of a match then um because we found that higher school districts such is Los Alamos and other places in New Mexico had uh their their buildings um paid for. >> President, would you like me to respond? >> Yes, please. So, one of the great um benefits of the uh refinancing and the bond that um the district authorized uh with um former director Satena uh puts us in a much better position to get a waiver and um so now that we have that in place um I have uh discussed um with Mr. Armenta moving forward on that waiver. So, um yes. Yes, ma'am. That is the next step. >> If if if I may, that was actually part of my question. I'm glad she Miss Aspus made reference to that because I was going to

132ask you or the superintendent. And Miss Chappelle, you're correct. Um because that does open us up to additional certainly a large amount of additional funding from the state. um and possibly park on wood get one of the buildings paid for. So I I think that's one of the avenues certainly with respects to the entirety of the project to ensure that we try to lock ourselves in for that because of where we are financially and the steps that we took to put oursel in that position. I really really appreciate that and I I I do appreciate Miss Aspus bringing that up and and Miss Chappelle for joining in. Her and I miss Miss Chappelle and I have discussed a lot of of what was you know the the previous design um the the whole concept of

133what was going on with the square footage and and and everything. We've looked at I've looked at these drawings. I've looked at the build. I've looked at the building. I know that at the time we were talking like a 6040 split. Um, and and I know that and and PSFA, they weren't throwing around the, you know, I know that the the word adequacy and and and and all that stuff did come up in our conversations, but after my conversations with the architect, the way the building was designed and the way they did it in bid lots was that you could build the building at the original 29,538 square ft and then if we wanted to, then the district would incur the cost to add on from there six classrooms or whatever. There were bid lots

134and we could, you know, that would be something that we would need to relook at once we take the the design of this building to the to the engineers that will do um the the the energy efficiency engineers that will build that into the new design of the school. And once we get that, but then we would have to re talk to PSFA, retalk to the state and renegotiate for funding. And I think that'd be at a great time to present that. >> Yeah, absolutely. Because again, since we've opened ourselves up to that opportunity with the refinancing to put us in that position to be able to do that and that was one of the main reasons why. Another thing that we we looked at and in re wanting to look at, you know, because

135it has been a while is relooking at at some of the um I know that we had the soil, we had all the um um the the testing of all the different soils and everything. We want to make sure that all that still because the foundation, I don't know how much of all this stuff will change on what they had originally designed in the foundation of the school. So they were talking about added weight, soil soil density and the changes and we were looking at maybe re having to relook at getting the soil retested. >> Oh, absolutely. Because that's why you have some of the problems you have down there now with the movement down those facilities because again peers weren't built deep enough to stabilize those foundations and those buildings. >> That's great. and

136and and I seeing it firsthand. You know, we just went and walked uh Skyhawk gym with a contractor because of the I I know that the district years ago had paid to have it re all the sidewalks redone. It's heaved back up. The doors won't even open. We're going to have to go back in there and re That's how much it's shifting. So, we're going to re-evaluate. Um and and the engineers and the and the architect are all aware and we want to relook at what the the engineers said about the soils and the soil samplings to make sure that you know we're moving forward um PSFA I spent a a good portion of time on the phone with them and um our new our new regional manager from PSA is is is is really

137really helpful. He's really knowledgeable. He's been with them a long time and he's really working. So I want to make sure that our team, our new team that's going to take this project and and move it forward that the hurdles that we have faced from 2022 to 2025. I mean, and there was a lot of things that happened in 2024, but that's not going to halt us moving forward. There's lots of there's lots of people out there that are involved in this and there's a there we got a team that want to see this moving forward. This is a big project and it's going to take a great team to do it. So, I'm looking forward to it. I know it's a it's a it's a big undertaking, but just looking at the drawings and

138seeing what the architect sent me, it has really just motivated me to see and I know when I go down there to to Nukem, how much that school is needed. So, and and being a part of the maintenance and taking care of the the old school. >> Okay. >> Questions? >> Um, with the Another question >> with the surveys permits. >> Miss Aspus, Miss Montoy has a question. Then after you can you can ask >> um with the surveys, the permits and then also working with NUA. Do we have a projected breakground date on a best case scenario and a worst case scenario? >> I I hate to even project that. Looking at the handout that I gave you, uh if you look at um the projected timeline that I had given originally, we should

139be well into uh you know the permitting and the construction should have started back in 2023. So it's really like now um we we know what we need to do as far as the changes with the code. We can get that in we can get them in there. We can get that into the design, get that approved. I think that part of it will move pretty quick. Getting the re the survey, getting that making sure that all of those because PSFA is not going to build it without us having the lease in place, which we know, but we we are beyond that. We know the the main thing is the survey to make sure that we have a a survey, which we can get that done. I have the name of the company that did

140it prior and we have a lot of the companies that are on like for our balancing and our all them all them that were tied to an original PO we we already have those projects started in our in our department they just have rolled they rolled from 23 they rolled to 24 so we've been rolling them projects now it's like okay we're and and we're we're ready to move forward so we are this far into the school year but looking at I know when we were looking at to have the the pre-onstruction meetings, I would love to say that, you know, if if if we could get this in a year to get everything done and be and be shovel ready by the summer of, you know, the following year, that would that that would

141be my take. So I I know we got a lot to do, but um we're in the four phases of building of building this big in and this uh you know a new school of this magnitude in the four phases we're we're 50% there. Like we we've done the design part of it and all of that that we're done with that. Now we're we're at the second half of the 50% which is just to get these few things done. make sure that all these and then and then from that point we will assemble and we'll be ready for an RFP. We'll be ready to put this out to bid and we've already have companies that are ready and have already said that they're ready to bid on this this project. >> Okay, Miss Ospus, you

142had a question. >> Yes, I did. Um, first first of all, I wanted to say that you know the um I know it it looks uh you kind of you kind of laughed there when asked about when shovel ready. Uh yeah, there's a lot of a lot of um things that that factor in and and I think the the one one area that I I think is going to help is the fact you know with the um you know the president being there um and and and to me it sounds like more involved I think uh with the kids that's a big plus and um but my other is also you know the again back to the EV um we need more um uh discussion or more about that when when that goes in if

143the people have to pay or the schools can give out or you know there there's going to be no cost. It's going to be free. And if that's the case that um they better consider teacher housing utilities as you know being free also. >> Thank you. Thank you, Miss Aspus. And and just just to add a little bit just just backstory because I when when I looking at this project and looking at the stuff that reading through what I had seen and some of the changes and the stuff that has happened in this project there were threeus that in that kept changing throughout the design concept and there was they they there was a lot of changes the language was changed the so now now that all that has been decided And we know what

144the code is. We know that that we're really not, you know, we we know what we have to do. Um we know what the square footage of the facility is. We know what the layout is. The the design of um of the spaces has been already all all that tough work. The kitchens, the playgrounds, um the parking, the bus routes, the the fire routes, the the the lines for the all the gas, the water, the util, the u the the it drops, the PL, everything has been designed. We're there. We we know what we need to do moving forward. And it's just getting the right people that I feel the right team with with the state with their help and because they're going to help guide this project because it's their project too. They're and

145and he is willing and with with what I feel and with our team and our leadership, I feel that this project we're we're in a we're in a good position. And I think once we go to renegotiate and look at that, I I hope that in the district's best interest that that it works out best for us. So, >> very good. Well, I appreciate the update. >> Yep. Thank you all. >> Make sure state contact Superintendent Mishel regarding that refinancing additional funding that the state has said that we qualify for. So, it's going to be >> I sure will. Thank you. Thank you for your time. All right, thank you very much. On to uh item G. And this one is really just a um introduction to what we're going to be presenting next month.

146And it's kind of an opportunity that u myself and um board member asked us were talking to Brian Cologne who's a lawyer that used to be the um state auditor and he was talking to us about um social media and so we're going to invite him to do a presentation next month. He's willing to come down I believe and do a presentation for the school district. And this ties directly into what just recently happened or is going on in Los Angeles. I'm not going to get too much into it other than just a slight introduction. This is from NBC News. Landmark trail accusing social media companies of addicting children to their platforms. And that started off a couple of days ago. And that's kind of where bringing in Mr. cologne to explain that to the

147school district as maybe a consideration for the board or something to think about in the near future if we so decide, but that would be a determination. I' certainly like him to come up and do a presentation for this. So, that's really what that was about. Uh because I didn't have him coming up until next month. He had some other obligations. So with that um we could move on to u reports and possible board action a legislative update and possible board action on the board positions of key bills and possible letters of support or concern depending on the board's decision of pending legislation. Mr. Chappelle. >> Uh yes sir. Good evening, uh, board members, um, staff, and community members. Couple, um, just key updates right away. Um, Senate Bill 18, which is the Clean Horizons

148bill, um, had some concerns with it from a revenue standpoint, that has failed to pass the h the Senate, I'm sorry. So that is um definitely good. Um so just starting at the top and following the um reporting from the schoolboard association. Um so Senate Bill 19, the school finance unit value uh being reset that has already been signed by the governor and that is the bill that is um part of the fix to uh deal with the um cost overruns associated with virtual learning. Then the companion bill to that is House Bill 253. um that has gone through some extensive changes and it is on the agenda to be discussed uh tomorrow in house education. Um the changes have made the bill uh much more neutral with respect to us. I think it does

149have some impact on school districts that were involved in the virtual learning issues um like Gallup and two other school districts. Uh we have had um a couple different folks take a look at the new uh committee sub and amendments. Um the um financial director for um Zonyi um I think he's on his he's close to retiring now. um we had a conversation with him and he he believes the bill to be pretty neutral for our school districts. Um so we're going to watch that one closely to make sure that nothing gets in there that could um have an impact on our school district. Uh and and by the way, board members, if you have a question on a specific bill, um please stop me and and we can go through any questions you have

150by by bill. Any questions so far? Any questions from the board? >> Yes. Yeah. >> Go ahead, >> Mr. Pal. >> Yes, ma'am. >> This this last you talked about this the was it 45 million in total or 4 to 5 million? 4 I believe 4D 40545 million. >> Yes ma'am. >> Okay. Okay. That's what the state is taking back. Right. >> Right. So Senate Bill 19 and House Bill 253 are companion bills and they are um they're trying to assess I mean address that situation. so that the rest of the school districts aren't harmed by what happened there. Okay. How did they determine um for us not to be on there? >> We don't I hear >> Yes. >> Sorry. Let me let you finish your question. And I apologize. >> Well, I I

151just hear Gallup was on there amongst others and we weren't a part of that. So, >> yes, ma'am. >> How did we end up not being >> um we don't have a an actual virtual learning school and um superintendent can talk to this with more detail. Uh, and so the cost overruns associated with the way that Gallup and those two other districts, um, I guess structured and paid for, the virtual learning school that they have, um, that's what got the state in trouble from a $40 million price tag. And so our school district doesn't do the same thing. We I'll turn it over to Steve to answer what we do. We do it more on an individualized student basis for what they need. Um, superintendent. >> Sure. The only virtual schooling that we have now,

152I believe we have um perhaps 15 students. I I could check an email to see the exact number, but we do it on a case-byase basis. Um, when other avenues are exhausted, so we have some students, I don't know Amy probably is in the know a little bit as well. um she can tell me if I'm close with that number. But but yeah, it's about that. It it's usually in situations where perhaps we might have um some students with some severe special needs who are not able to accommodate them for various reasons. They might be uh going home. We might have some students who are in an alternative environment because other avenues have also been exhausted. but it's not something we typically offer um to all of our students. That's why we're we're not in

153the kind of situation that Gallup and the other two districts were in. >> Right. Right. And and the biggest issue there was because they were offering a virtual school uh board um Secretary Aspus, the issue there is that they were in in this isn't completely the best way to say it, but it's um kind of a complicated issue, but essentially there was some double counting um of the num value for the SEG and so So they essentially took back more than they should have uh in the SCG uh equalization formula. >> Okay. Thank you. >> Yes, ma'am. >> Ready to move on? >> Yes, please. >> Okay. pass bill 100 um is um STEM innovation network funding. It makes a $3 million appropriation to um PED for science, technology, engineering, and mathematics innovation network. Um

154that has passed the House Education. It's now moving to House Appropriations. These kinds of bills typically get rolled into House Bill 2. And I would um I think this one will get rolled into House Bill Two as well. Any questions on that one? No questions. >> All right. House Bill 185. Uh this is one of the more controversial education bills this session. Um this is the secretary and local school board member um bill that would give uh PED um the secretary of ped uh the ability to take remedial action if um a board member is willfully failing to perform a duty required by a law that the secretary is charged with enforcing. So, uh, this one, um, has passed House Education and it has now moved to, um, this is a really long committee number

155names. Let me just find that real fast. Um, House Government Elections and Indian Affairs Committee. Um, I haven't heard a whole lot about this bill. So it's I I I think um NSBA for example my understanding right Steve is that they are opposed to this bill. >> That's correct. >> Yep. And um one thing that I note that Mr. Guian put in this analysis is that he said although we showed strong opposition the committee voted to approve it 75 for house education. So, um, we'll need to to watch that one. This is one I would like our board to give us some direction on in terms of how you want us to proceed whether we oppose support or are neutral. President, we can do that now or come back at the end for those. >>

156Miss Aspus, did you have a comment? Yes. I I think um we need to state um the board whether it's all five unanimous or a majority. Um, I'm opposed to it and especially when they use terms as local control and uh and then what is willfully they they don't define that. Um, that's just up to the pet secretary or they already have ethics. I don't know. board member asp willfully means it can't be a mistake like it's intentional. So that's a pretty high threshold to meet. They would have to prove that a particular board member um was violating the rule or law on purpose, not just as a mistake. >> Yeah. I I want them to define it. >> Oh gosh. >> From a a legal case law statutory context, that that would be the

157um the test for willful. >> Uh board president, are we going to >> I I think with >> do it at the end or no? Yes, sir. Sorry, >> we can certainly submit a statement in respects to what Miss Aspus has said, the majority um majority of the board because of composition at this point in time um with respects to opposing it and especially overstepping the will of the people and letting them decide. Um, and I think that's some of the concerns that I've heard uh when we were in Santa Fe with that. But, um, I guess if we could put something together that would be that would speak to that that would that would suffice. >> Board President, um, we do have this under board action. So, do you want to take a vote

158on that or >> Yeah, we can. Again, there's three of us. I have another comment. >> Hello. >> Go ahead. >> Yes, ma'am. We're here. Uh I you know to to do uh say this happens does occur and then what um there's nothing saying that how do you fix that empty seat? Oh, it would be treated. >> I apologize. >> Yeah. And how how that um if there's costs, it goes back to the district. Um you know, there's there's there's a lot of things that if it should happen, you know, that how do you address that empty seat? So, I'm going to actually pull the language of the bill up. Um, but right, what it says is it it suspends them. It doesn't remove them. So, they Let me just pull that section up. We'll

159get around. all right. So based on the language of the bill, what happens if a board member is suspended is that the seat is left vacant and it allows the secretary or secretar's design of ped to assume the duties of the member's office only in a if if needed to break a tie vote or deadlock in the approval of the budget. So essentially the if this happened and a board member was suspended then you would be down one board member in meetings until he was reinstated. The bill does not terminate or remove a board member though. just suspends them and then they're given time to correct whatever the issue was and then they're reinstated >> reinstated by the board or the ped right so they would have to prove that they have complied with whatever

160PED's remedial action was. And then once that happens, then they would be um they would resume their duties as a board member. >> So, it's looked more as a corrective action. >> Yeah. Yes, sir. >> So, the >> What was that? I apologize. I didn't hear you. Exit. So go stand in the corner. >> Exactly. >> Yep. So um what is your pleasure board on how we deal with House Bill 185? >> So it's not a matter of removal. looks more of a corrective action that's being presented by the secretary of education or the peed. Um if a violation of some sort was enacted by a board member, they would be stood in the corner. >> Yes. >> Until until said violation has been erectified and if not then what? Then okay so based on

161what I just reviewed um if a board member is shown to have willfully failed to perform their duties as required by law um cabinet secretary of PD would then step in and give them a remedial plan or action. It's only if they fail to comply with that remedial action that they are then suspended. Um it allows for hearing and it allows for reinstatement um pursuant to a hearing and after um they've complied with the remedial action. superintendent asked a good question. Then what? >> Then then then they're reinstated. So it's it's I think it's I like the description you gave the best. Um board president. It's it's uh disciplinary. I guess still ambiguous. So when the >> So I I would say I would say just on its face um Miss Chappelle that because of

162the ambiguity of their own language that they can't figure out what the hell they want to do either. Um and and I I see Miss Aspus' point when you talk about ethics violations. It's one thing if an individual gets a board member gets arrested for murder, that's pretty clearcut and dry, but when you're talking about some of the violations, other violations, it's not clear um as to who, what, and how. And I would say just because it's unclear. >> Mhm. >> Um because there's no clear direction. I mean just again her point of Miss Asp's point of go stand in the corner till we figure out what we're going to do with you. I mean that's not very good guidance, >> right? >> Certainly not good legislation. >> No. >> Okay. So, I mean, just

163to stand a reason to say uh that we do not support the passage of this legislation because of its ambiguity and how they deal with with a schoolboard member's issue that could may have some to sort of legal violation. >> All right. And do you want to take a vote on that just so we're official or do you just want to do a kind of a less formal >> on that? >> I have another. >> Yes ma'am. >> So do other committees have this type of disciplinary? Uh no I don't I have not seen any other board type situation that has this type of um >> mechanism PRC if they get out of hand do they have >> yeah they would they would answer directly to the governor the PRC um board members and commissioners

164and she can remove them. she has the discretion to remove them >> and then uh you know if uh no other committee then I I would think that's that's um and I would think ethics would be mad that somebody's taking their job redundant redundancy. >> That's a good point. >> All right, board members. Uh, so what I'm hearing you all say is that we oppose this bill. Correct. >> Yes. Because the lack of clarity and its ambiguity in the way it is written and the lack of um direction. >> Okay. Can I have one more board member say it so we have a quorum saying it? >> Yes. Yes. >> Thank you. >> One. >> Yes. >> Miss Aspus, are you Miss Aspus, are you in agreement with that? >> Uh, not with the bill.

165>> No, no, no. What we stated as far as the re justification for opposing. >> Yes. And um I I do want to say too that uh like I read uh one of the politicians remark about uh the the gun bill that was going and how he stated that we can uh it can pass, but um we're going to fight it in court or um in a higher court or so to me I feel like this is one of those that uh you know again I go back to local control that even goes for our constituents that's the whole point of election so there is board action on this um and again I'm going to ask for a motion to oppose bill on its face and then uh Mr. Chappelle, you can put the verbiage

166together. >> Uh yes, sir. >> All right. Do I have a motion? >> A second. >> I need a motion first. >> Oh, I make a motion. >> Do I have a second? I >> sec second. >> Roll call. Miss Aspus. Yes, >> yes, >> myself. Yes, that's three. You have your directive. Uh, Miss Chappelle, >> thank you. >> And and Vice Vice President Montoya Dory, in a month you're going to have all of this in your down in your sleep. >> Thank you. >> Um, all right. So, the next one is Senate Bill 37, High Quality Literacy Instruction Act. Um, this has already passed the Senate and it has passed through all of the House committees and its next stop is the House floor. Um, it provides uh standards for literacy instructional materials, requires

167public schools to provide literacy assessments to students in kindergarten through third grade and interventions for student identified as having reading difficulty. Um, it also requires the ped to assign literary literacy instructional coaches to certain public schools. So, this one has a lot of steam behind it. Um, prediction is this passes pretty easily and signed by the governor. Any questions on that one? >> Superintendent, are you in agreement with that? >> He's not said yes. Yeah, he's if the superintendent's okay with it in respects to his administration, the principal staffing, then um I don't see why we should try to push back on that. >> Uh could I get a layman's definition on this? >> Yes. Essentially they are putting more program and I guess priority on um literacy and making sure that we are improving

168our reading scores uh and proficiency for students. As you can see, it's kindergarten through third grade and um they want to make sure that by third grade students are proficient in literacy um because it's very difficult after third grade to catch up on that. And I move the floor over to Super Carlson for more detail on that. >> Well, the only thing I' I'd worry about I want to make sure there's nothing further in there about Mr. Monto's least favorite training, the letters training. >> Thank you. >> I believe that's already been addressed. So, I think it's just kind of further uh furthering along that path that we've been on as far as structured literacy um improvements made. So, I think that's I mean that's that's the most important thing that they're trying to do

169with the bill. Um other than that, I think that's about what folks would need to know. All right. Thank you. >> Yes. And all of these so far, you know, these are all ones that we've been supporting. >> I I do have a question about one, Mr. Chel. >> Yes, sir. the secretary of education, the one that they were looking at for utilizing an educational commission to appoint superintendent schools for the state. Was that a still was that still a viable bill? >> Oh, no. Uh that died. >> Okay. >> I have this I have that on my list, but it's gone. It's died. >> It's unfortunate. >> Yeah. It didn't make it out of the first committee. Um, chairman of House Education Souls his bill. It didn't make it out of his own committee.

170>> We good? >> Not popular. Yes, sir. Ready to move on? >> Go ahead. >> All right. Senate Bill 23. Uh, you'll remember a version of this from last session. This is um exceptions to student use of phones uh during school. This bill, as you remember from last year, it prohibited students from using phones during instructional time and then has had certain exceptions for when students could use it. This bill essentially takes all of that away and um uh specifies that kids cannot use their phone, students cannot use their phones during school hours at all and um also removes all of the exceptions from last year. So um this bill has passed uh Senate Education. It's moved, it's moving now to Senate Judiciary. Um, and I would imagine the reason it's going to Senate Judiciary

171is because they're going to want to make sure that the bill is is illegal in terms of completely prohibiting school I mean students from using their phones in school. I would not I would mind I would like to actually get some guidance from you all on this one um if possible. >> So that's limiting the use of the phones and taking away the the exceptions. Correct. Is that what I heard you say? >> Yes sir. Completely limiting. So, not even um outside of class time. One question I have is would that extend to, you know, practice, sport events, travel, sport events? I could see some problems with that. So this I mean that's why I want some feedback from you all um because it may go too far. >> Well yeah that's the thing is

172if it doesn't address those um school events as says school one can assume the event as well or on school travel and anything pertaining to the education that >> somebody could utilize that and say you absolutely can't use it >> right. it also, you know, no ability to use your phone during an emergency for medical reasons. Um, I know we had that discussion about that last year and and um I know those were those reasonable exceptions >> for use for use. Correct. >> Yes, sir. >> And that's what that's what our position was at the board. Correct. Superintendent Yes, that's a great point. I and I I don't want to put words in her mouth, but I'm imagining that Miss Aspus at this point would say something about local control because this is taking away

173what the board spent a lot of time last year. >> Miss Aspus, do you have any comments? Yes, I from the start I was against this because just the fact that the safety we we talk about school shooting and things like that and god forbid something like that does occur. But the first ones that would um call or anything are noticed as as our students. And uh so to go even further uh especially with um students with disabilities or you know the I I just don't I don't agree with it at all. >> Mr. pal. >> Yes, sir. >> I think the the guidance on this one is is if we um certainly speak to what we decided as a board with those exceptions and and state that CCSD as a school board opposes that

174bill because of the uh the board's latitude. I guess local control to be able to decide its use and purpose and intent of the the phones and that we have decided what we feel is best for our community and our students. Something to that effect, >> right? >> Okay. I I think that would be fair, Mrs. has asked us to do that because we did um as a board decide that and I think the parameters that we did set forth were reasonable and certainly to the extent that they want to remove it completely I think it's fair to say that we oppose that. So um the the only exception that the bill does provide is this language here. it doesn't address medical issues or students with um special needs issues. So, that's still a problem.

175But here's the language. Um it says essentially students will be allowed to use wireless communication device only with an administrator or teacher's prior consent provided that that use would be limited to electronic listening, audio recording, photographing or video recording for educational purposes. Yeah. >> So, it still doesn't deal with the medical side of it. >> Well, yeah. I think I said, you know, we >> or the emergency side of it. Sorry. >> We belabored that one last year and came to a conclusion >> and an opinion that >> Go ahead. >> Ours has that. Our policy includes that exception. >> Absolutely. So, I think um uh if we're in agreement, we can ask I'll ask for a motion to to oppose that from the board standpoint of already addressing that. and then applying the applicable

176language. Miss Chappelle, for the opposition, >> do I have a motion to oppose? >> I make a motion to oppose. >> Miss Aspus, >> I second. >> I'll go to roll call. Miss Aspus, >> yes. >> Miss Montoya, >> yes. >> And I vote yes. Great. Um these next ones I are more straightforward. Uh so Senate Bill 107 um this is um Senator Padilla appropriating 20 million to PAD for um out of school time programming. Uh if you guys remember last year they tried to split that fund into um what was it called? superintendent high dose tutoring high anyway um tutoring and out of school time. Uh we had a concern with that given um how our district is set up and so uh thankfully Senator Padilla has uh fixed that this year as well

177and it's just a straight $20 million fund for that. I mean, if that looks like something if that looks like something that's going to carry over >> and work, I don't think we need to do that because obviously that's positive for us >> because I know we utilize that quite a bit. >> It it will likely get rolled into House Bill 2. >> Um it's already passed Senate Education and it's now in Senate Finance. >> Mr. Pal. >> Yes, sir. >> Do you know if they still have language in there that talks about um non-school entities? They do not have that anymore. That's what I meant by he he remember last year we went to him and he removed that for us. >> Okay. Same thing. >> Because that's something out of school time. We

178definitely would apply for that again. That's one way we can offer a variety of activities after school and bring our kids at after school without having to be um all academic tutoring. So >> because I know we are one of the largest. Yes, we were, Mr. Mononttoya had has mentioned uh that we were other than Albuquerque public schools, we were the second largest recipient of that funding. So >> Oh, that's awesome. >> We definitely utilize it. >> So, and I will make sure uh superintendent that they don't sneak that language in. I I will be surprised if they do, but I'm I will >> Thank you. >> Yes, sir. I will make sure that we monitor that. Next one is Senate Bill 123. It provides about 1.2 million to um outfit schools with defeaters. And

179um I think this one will also be rolled into House Bill 2. It passed the Senate and it's now in Senate Finance. The next one is Senate Bill 234. Um it is uh looking at providing transportation to and from school for foster children. Um this one has passed the Senate Education Committee. It's now in Senate Finance. I don't know if we I mean obviously if it benefits students to get to school, uh that's a good thing, but I don't know that we have a huge position on it just but I I wouldn't mind getting some input from you all. What percentage do we have of those? >> Question to answer. >> Um, superintendent, who would be our best person to answer that question? >> I imagine we won't get a good answer tonight. I doubt

180it, but crew. and he's working on it. >> Okay. How about we come back to this one and I keep moving. >> We have I'm hearing that we have two students who would qualify for this >> that were currently how many >> we have two students that were currently trans. So that's >> okay. >> And it would be an appropriation. So it it wouldn't >> we would get additional funding if we qualified for it. that go into House Bill two as well or no? Is that a standalone? >> Yeah, I think it would. >> Okay. >> I I would see this being in House Bill 2 and I'll I'll look for it there. >> Yeah, I mean if if those tied to it then the likelihood of it passing obviously is pretty good. >> Yep.

181>> Okay. >> Uh the next one board president is the one you were mentioning. Um it's Senate Joint Rus resolution three appointed state board of education that failed in Senate Ed. So it is dead. Um Senate Bill 64 uh creating an office of special education. This has already passed the Senate. It is passing. It has passed um government elections and Indian affairs committee and it's now in House Education Committee. And this is the one that the governor was trying to do administratively. I think there were a lot of problems with it um being done administratively and so now it's gotten enough momentum um to go, you know, to become actual legislation. >> Does it look like it's going to pass? >> Yeah, it's already passed the Senate. >> Okay. >> It's on the House side

182now. I think it's got legs. Do you guys want to talk about this one? I think if you have that. >> Yes. >> Go ahead, Miss Aspus. >> Yeah. Uh, go ahead. Talk about it, Germaine. >> Okay. So essentially it it actually creates more um opportunity for special education and it creates the office of special education within the ped uh provides for a deputy secretary of special education. It um removes gifted students from special education. Um and I wouldn't mind hearing uh superintendent your thoughts on that. Um and then it also uh updates the um special education act. So that's it in a nutshell. >> So you just want my thoughts on the gifted portion of it? >> Yes, sir. >> I'm worried. >> I don't know. Do we have concerns about that? >> Well,

183yes, we we had concerns originally and most of those concerns revolved around the funding aspects of it. >> Okay. >> And I I still have those concerns to a degree. um especially because once they're removed, they're not going to be put back in. So, they go ahead and say, "Well, we're going to fund them to this level this year and don't worry, we'll fund them in the future." But that don't worry, we'll fund things in the future doesn't always fly real well. They don't necessarily adhere to what they're saying they're going to do. So, I mean, they sort of lose that protection by being in that gift or especially that umbrella. >> So, I I don't know. There's a couple other reason Even though I don't really like this bill, although I believe the superintendent

184association is now behind it, there was some provisions to allow for superintendent input. And I don't know, I don't see that in anything currently, but um superintendents were collectively wanting voice um as far as in the office of special education and they didn't feel like they're getting that. I don't know if that's been put in here somewhere that there's some sort of nod to the superintendent association and their ability to help with changes in special ed or not. >> Well, it was amended. So, I'm going to pull up that amendment um because I think that's probably what you're talking about there. So the amendment just defines uh what a gifted child is, exceptional child and it and gifted child both um all right I'm going to go back. So that doesn't give any control to

185superintendent in that amendment. Here's another one. Yes, this is the one that's probably is why it's getting some support. Um, so the second amendment which passed um house sorry was >> Senate Senate Finance uh this here's the language. superintendent consult with a committee of school district superintendents and charter school head administrators selected by their peers on a quarterly basis to plan and implement continuous improvement measures related to the systems and services provided to students with disabilities throughout the state. >> Good. >> Yeah, that's that's what I was referring to. So, they did put that in there. So, that's good. >> Yes, sir. I would I support it as long as the you know the gift the kids are taken care of one way or another. >> Okay. >> Jared has >> so I have I've

186highlighted that >> Jared do you want to add to that? >> Board President is that okay? >> Go ahead. >> Thank you sir. Thank you board president members of the board Carlson and Germaine. And um I just want to me mention before I I I do believe the the gifted program is a great recruiting aspect even for our students too because I believe what we have established here is leading the way with our state and the state's paying very close attention to our program because we are leading the way with gifted and I think that's a way we can bring we are bringing in students from Farmington's especially to our gifted program because they're taking advantage of the ASU gifted class. And Germaine, just one more thing, too. I I was just talking to assistant

187superintendent about it, but the the Senate bill or House Bill two 253 or uh the the public changes like the online t tutoring. I think that bill could also affect the ASU online platform because I believe there's probably close to 300 students that are taking advantage of that that courses and I'm not too sure if that would maybe, you know, uh cut the legs off of some students that would not have access to that. Thank you, board president. Thank >> just to go sorry. Yes, sir. Just to go back to House Bill 253 that this bill should not affect that, but I will double check. Okay. >> Okay. But in respect to what he was saying about the gifted program in and of itself, we had a very good example of it this afternoon, didn't

188we? So, certainly from our perspective and and what uh Mr. Noble has stated with what we're doing here and and to ensure that we can do that. I think it's imperative that we uh as a voice again as a board support that. So um I I think we've made those moves certainly to improve and do better and we've seen direct um positive actions from that as well. Correct. superintendent. >> That is correct. >> All right. >> So, I'm going to follow up on the concern about any potential um defunding or loss of funding for gifted and just make sure it has a home. Right. And then with um Mr. Noble's comments on House Bill 253, just to clarify, Superintendent ASU, that's dual credit, right? virtual dual dual credit. >> It's just >> it's it's dual

189credit at the high school, I believe. But I don't we also have some down at the elementary levels where there's no credit involved. They're just an online >> but it's supplementing normal school, right? >> Yes. >> Yeah. Okay. Um, so I will do some digging on that and get back to you guys. Uh, board president, do did you want to do a a formal action on >> Oh, yes, absolutely. Especially for that gifted portion. Could I get a motion to support that bill, please? >> I motion with a caveat, right? Because we're concerned. As long as it doesn't hurt gifted. >> Yes. As long as it doesn't. I make a motion. >> If it if it comes to that point then obviously not. But so the motion has been made by Miss Montoya. A second.

190>> I second. >> Go a roll call. Miss Aspus. >> Yes. >> Miss Montoya. >> Yes. >> And I vote yes as well. >> Anything further? Mal. Uh, yes sir. We're getting closer now. >> Um, can I comment? >> Yes, please. >> Uh, you know, I I not to take anything, you know, negatively or uh same advocacy for the special ed. It would be nice. Thank you. >> Yes, ma'am. Absolutely. I mean, I think the bill actually really elevates um that those needs by making it into its own sub department within TED. So, absolutely. Okay. Um the next one, Senate Joint Resolution One. Uh this is it's already passed Senate and past um House Government Elections and Indian Affairs. It's now in House Ed. Um this one proposes to amend the Constitution to remove the

191requirement that school elections be separate from partisan elections. Um and so that would streamline cost and other things for the state is really I think what's the push behind this one. >> So all the elections would be at the same time >> at any discussion on this. >> You did say at the same time correct? >> Yes sir. So right now schoolboard elections have to be held separately from partisan elections. I kind of prefer that >> honestly. I don't know what I I don't know. I mean I be >> this this is probably I mean the reason behind this is economic. >> Yeah. I I see that point of doing it all at one time. But >> yep. Yep. >> People get used to that cycle as well too that they've been doing for a

192number of years anyway. Another possible um aspect though is you might get more ballooner turnout if it's in line with the bigger elections. >> Miss Aspus, are you okay with that? What's your opinion? I don't think anybody in Santa Fe cares if I got 300 400 votes or or that I won by two. I I don't know if that matters. I mean, we can just be neutral on this. >> Yeah. Yeah. It's to me, like I said, it's not that big of a deal. >> Yeah. It's not like the state wasted money. >> The next one will also likely go into House Bill 2, House Bill 256, defribators at school athletic events. Um so it's passed the um really long committee name I've been saying past government elections and Indian affairs committee and it's now

193in house education. This one does not look like it comes with an appropriation. So this would likely be an unfunded mandate. Can you define it a little bit more? It just requires school districts to have automated defibrillators to be available during all school athletic activities. So, we're gonna have a >> I'm sorry, >> on hand. >> We So, we're pretty good with defibrillators in our indoor facilities throughout our schools. Um, I think the question I would have on this that would include outdoor events such as like a a soccer game where the field isn't necessarily with the other fields or a cross country event which may, you know, be in a different location if we're supposed to provide them for that. I don't know what kind of expenses that would entail. I just I just

194I I would want to know specifics and I really think that this kind of thing should definitely have some some appropriation for some districts. It might require putting up 20 30 of these and they're 2,000 bucks each, but that's a few bucks 40 60,000, you know. Anyway, other than that, I would say that we should support it. I mean, it's there's a good reason for it, but it'd be great to have an appropriation There is, you're right, superintendent. There is I just went through it again real quick. There are there's no appropriation with respect to your um question about requirement for outdoor. It requires that we have a plan in place. So, I I read that to mean um we make that choice. I mean, they're available. It's just how how available are they right

195on the field or are they, you know, a thousand feet away? So it does give the school district some flexibility to determine your question. Superintendent, >> what is uh your pleasure? >> I guess neutrality of that just again. >> Yeah. It doesn't really affect us. >> Okay, we're nearing the end. >> Are you sure? >> Um, yes, sir. House Bill 30, Teacher Residency Act, changes. Um, it increases the amount of stipend for a teaching resident be set at a percentage of the statutory minimum salary for level one teachers. Um, provides that a teaching resident may work at any public school after the residency instead of a public school in a sponsoring school district. So, it gives them more options. um provides that a partner school, district or charter school shall be expected to offer employment

196to a teaching residency resident depending on the district or charter school staffing needs. So it's essentially creating more opportunity for teacher residency participants. Um this is uh let's see it's passed the house and it's now in Senate education. So, are they appropriating funds for that for that additional cost? >> Yes. >> Yeah. I mean, it's I don't know if we need to throw our support behind that or not. >> We can be neutral on it. I mean, >> yeah, I >> it looks like it's moving. I I I think it's going to pass. >> Mr. Noble, you had a question. >> Uh, board president, may I speak short real quick on the House Bill 30? Thank you. to board president, members of the board, Superintendent Carlson, Germaine, uh, just help me out here too because

197I was looking into this bill and, um, just understanding that I think there's also a gap maybe with especially our Shiprock and Nukem teachers just because there's no housing market for a teacher to take advantage of this house bill, >> right? That would be separate. >> So, um, >> yeah. So, board president, members of the boardman Carlson, I think it's just um I have a concern for this bill because I think it it doesn't bring quality teachers to our area, but it maybe would provide quality teachers more to suit the needs of like Farmington or Albuquerque or even Gallup. Um just the little more bigger cities where maybe housing is more available for those folks. Um, obviously the teacher residencies uh or housing teacher in our district might be just something for for our board

198to consider. Thank you, board president. >> You're you're correct, Mr. Noble. This bill doesn't deal with teaches. It is it is um seeking to make the residency teacher residency program more attractive. so that we can um increase the number of teachers in our state. >> Yeah, I've understood that that one has pretty good support and it looks like >> Yep. >> it's going to pass. So, I think reasonably be neutral on it because the of the um again the statewide support for that to to try to improve the teacher access for people through the process. >> So, the next one is um House Bill 47. >> I'm sorry. >> I I I think uh what Jared had to say is true. And uh and this thing this bill kind of when it was made or

199created, it wasn't with our environment, our area in mind. And it kind of puts the cart before the horse type of thing. And we know how what what needs to happen in order to attract uh teachers, let alone quality teachers. >> What is our position on this board? >> Yeah, again to Miss Aspus' point and Mr. Noble's point. Um, I agree, but until the state gives us some funding to build more teacherage, it's it's one of those hard roads to ho as far as being able to build those conditions to make it more enticing for people to come out here. But if the state's willing to approve that site, then if we can attract at least some uh that's still beneficial alto together and I know that was something that we had talked about at

200at the connect school board association's legislative committee and most people were in fact all of us were in agreement that that was a good thing again notwithstanding the teacher shortage that we have housing ourselves >> yes sir it really speaks to grow our own arms Can you repeat that please? >> I apologize. It does help us with the grow our own pro program because it provides some expanded incentization or participating in the residency. >> Exactly. That's that's what I'm looking at and that it is a positive and I know that most of the people in that committee were in agreement as well. So again, I don't personally think that we need to we can be neutral because it looks like it's going to pass. >> Yeah, I think it will. >> Any other questions, board

201members, before I move on to the next one? We have three more, which should go pretty fast. >> Continue. The next one is um House Bill 47, school employee insurance programs. It has a committee sub on it. They've been work they worked on it pretty extensively. It's passed the House and it now moves to Senate Ed. Um I want to make sure I'm looking at the right. Um it's it's essentially increasing for all employees. Um the the match that districts will provide the original was at 80% and co-op. >> Yeah. Because it was on a gradient scale, right? Superintendent for the insurance. >> Yes. Originally, yes. >> Yeah. And again, that was one >> depending on salary. Yeah, that was one of those that that again as a committee we looked at and everybody was

202in agreement with because they understood exactly the importance to that and how it directly impacts the educators state. So I don't think again my opinion need to have us stand because it's pretty straightforward. And um the committee sub is the same. It also requires that that a study be performed to look at the sustainability of insurance costs and um that that match amount is this one we are neutral on or the superintendent I mean this it doesn't talk about appropriation But they're going to have to make a school on SCG if this passes. So I think I want to make sure we check take we asked that question. >> This insurance >> you're talking about is that NIMSIA? >> Yes. Oh, I mean it's health insurance not not sorry. >> Okay. Yeah, if they appropriate

203the funding for those adjustments across the board. Absolutely. >> But they're expecting us to take that hit. >> Yeah. >> I I will make sure that that is not a hole in SG if this passes. >> Yeah. I mean, that's pretty straightforward. Again, if they're making those appropriations for those increases, and I know that was talked about because I'm pretty certain you would have heard already that if it was just placed on the or on the shoulders of the school district to take that hit. That's a pretty big chunk of money. >> So, I will find that information out and then um circle back with you guys on it. >> All right. Thank you. >> Next one is house. Yes, sir. >> Go ahead and just real quick on that. So when you're checking into

204that, you know, it's it's easy to say that everybody wants it and and we do. Uh but I'd be real careful because our district is is a little bit different than a lot of districts and in the amount of folks who actually take insurance. Um, and the fact that >> if an appropriation is given that it this this is I'm going to try to figure out how to say this, but there so we have a lot of folks who um they go to IHS, right? So they don't take our insurance because it's steep. It's very steep. But if we had, let's say, a fairly sizable group of people who jumped over and took the insurance, I don't know that this bill is going to address that amount of change that would take place. And I

205would just want to make sure that whatever, however that appropriation is meed out that it would cover those kinds of situations. And I know there's other districts sort of like ours, but that are different with the IHS. >> But yes, I mean, that'd be something I'd be really worried about. I mean, if they just said, "Hey, it's based on the number of people you had on insurance last year, and we're just going to, you know, give you this much for the amount you had last year." That's not going to cover the amount of people need it, and then we're going to end up having to pick that up as a district anyway. Does that make sense? >> Yes, sir. I got you. >> Uh, next one. House Bill 120, limiting student restraint and seclusion. This

206has passed the house and has now moved to Senate Education. Um, and this is essentially uh making it more clear on what kind of seclusion and restraint techniques you can utilize for what type of responses by students. Um, this looks like it's going to pass. Any questions on this one? >> Nope. >> Okay. Um, Senate Bill 29, math requirements for teaching license. Uh this one increases um mathematics 2026 requirements for teaching lensure or endorsement and provides for math instructional leadership framework professional learning plan screening assessments. Uh so it's essentially increasing the educational requirements of teachers uh to become certified by um expanding the math requirements. This has passed the Senate and is now in house ed. >> So are you saying that's more pointed at the um institutions of higher learning and people going to

207Okay. All right. >> Yes, sir. >> Neutral. >> The last one uh to discuss is uh Senate Bill 178. This was um Senator Munoz's bill. We've talked about this one before. This is the one that would potentially restrict our use of our um cash balance if uh certain schools don't receive at least 90% of the dollars they generate through the SG. Um we had some pretty big concerns about this bill because our district is essentially three regions and three small school districts consolidated into one. So, this would have had um adverse impacts on us. Um this bill, we we hit this bill super early and very consistently and it has not moved out of the first committee that it it's in. Um our understanding is it's not going to go anywhere. Um but we want

208to make sure that it doesn't find its way into House Bill 2. So, we are still monitoring this bill. >> Keep my hands off your cash balance. Right. So, uh that concludes the bills um that uh the more priority bills out there for education. Right now, >> thank you for those updates. >> There's nothing further move on to item four discussion items for the regular school board meeting. anyone aspect of graduation levels if you want to say um or uh special it. So, I'd like to have a discussion on that. >> Secretary Aspus, could you clarify that just real quickly for us? We're we're all kind of trying to understand exactly what you're asking for. um when when uh um special ed or or uh the disability a student with disability um when they graduate

209when they graduate they there's I understand there's like three different uh graduation um I don't know if they call seals or whatever that's noted on their on their undergraduate their diploma. >> So, do you just want to report on that? >> Yes. >> On the three. Okay. Not now. >> Mr. Bell's ready right now. >> Something that I didn't wasn't aware of. So I'd like to have a presentation on that. >> Okay. Is that it? >> Yes. >> All right. Thank you. So, um, superintendent, if we can get together that information from those surveys that we've put out to the public, um, hopefully have that all those responses with the adequate time that we've had close to two months, we can gather that and disseminate that to the board so they can have that information.

210Then we can discuss that regularly. So if you would please and then I think um reasonably closing off the uh your portal for submittals for comments probably what tomorrow >> tomorrow would be great. I know there's probably thousands of people listening to this meeting that uh are going to probably want to hear this. This is your last chance to to do the survey before we close it tomorrow. Is that correct here? >> All righty. Um I don't have anything else and uh that's it. >> Then um item five stay here another hour. >> I make a motion to adjourn. >> Fast. >> Second. >> Quickly. >> Miss Aspus, you want a second for the adjournment? >> I second. I I want to thank you, Miss Asp, for doing that. Absolutely. The fact that you're sick

211and you've you've held on as long as you could. So, thank you. Thank you. Thank you very much for doing that so we could actually take care of this meeting. Vote a roll call. Miss Aspus. >> Yes. >> Matoya. >> Yes. >> And myself? Yes. We have three. It's adjourned. Thank you all very much for hanging in there.