Work Session Board Meeting: Decemeber 11, 2025

001Heat. Heat. How are you? Heat. Heat. Very good time is now 5:39. The community of learners dedicated to building lives the work session 5:30 p.m. Ship Park border ship New Mexico work session board meeting will be broadcast through live stream on the central consolidated school district's YouTube channel. Item one routine matters call meeting in order five quorum. Let's ask you >> Mr. So uh this is Nati. So I am present. Thank you. Saski, please respond I apologize. Something happened to my my microphone. I'm here. >> Sorry, >> Mr. Wells. >> Saspus, myself. We have three We have time now. Item two reports a HQ map. Good evening everybody. Um this is Jerry. I'm I'm actually on virtual and I'll be presenting the HQIM math grant and our vision of what we've been working on. So,

002thank you uh President Hky, Vice President Wells, um Matthew for be Mr. So for being here, and um Mr. Mononttoya. Um I'm going to go ahead and present um this particular grant. It's a math grant that uh we wrote at CNI um in conjunction with looking at our math curriculum, which is adoption season this year. So, we partnered with AET, an an outside entity company that has been helping us to streamline the math implementation and the adoption process. As you well know, in previous years, CCSD has not really had a framework or a system in place that has an adoption process for any core materials that would would have been presented. A lot of times the materials were selected by um CNI department and distribute. But with the vision of looking at sustainability across the

003district, we are now developing a framework of our own that meets the criteria of adopting core math HQIM materials. And when the grant came up from New Mexico ped the CNI department we went ahead and wrote the grant for that for the math adoption. So this here is the baseline of what we started working on. So when we looked at the math grant, we really wanted to ensure that we were including all stakeholders. And in doing so, we we said, you know, what is the purpose? What are what is our vision? What do we want our kids to do when we when they leave CCSD? So when we looked at the math adoption process and the rubric, um we really knew that we wanted to get the stakeholders involved and not just be solely on

004the CNI department deciding what materials they were going to that the district was going to adopt because we didn't want um particular buyin from from across the district. We wanted a commitment and and commitment is something that we put our biases off to the side and say, "Okay, we're going to do something that's based on what our students needs are and what our goals are at the very end when they graduate from our high school." So, when we looked at this, we started from the ground uh from the bottom up and we said, "Let's look at students." So, but before I begin, this is a vision for our CCSD math instructional vision that we came up. We brought teachers, some teachers and administrators in our CNI department came together and we created a core team

005with um New Mexico ped um help in structuring on what we needed to look for, what team players that we need to put together. So the team went ahead and created an instructional vision. So the central consolidated school district, we aim to ensure that every student develops a deep and lasting understanding of mathematical concepts and practices that empower them to be problem solvers who pursue and accomplish their goals. So when we created this vision, we want we really wanted to create something that was going to be sustainable and have a longevity and deep embedded in our district across the board. So our first um stakeholder that we really we really focused on was students and we came up with four bullet points of what we wanted our students. We wanted to actively engage in handson

006at grade level materials. So that meaning using manipulatives, v uh visuals, discussion, um building that um ability to build their skills and fluency and apply the math concepts that's relevant to them in the home and into their career path. The next one we started talking about um safe schools. We talked about um really developing classrooms where it feels safe for students to be able to interact with each other and to have that cultural linguistics response. Um really getting and looking and targeting not only our ELEL's but also our sped students looking to see what we can do to really develop an environment that they are able to um experience. Third bullet was to collaborate with partners in small groups. We talked a lot about this working in small groups. Uh we want our kids to

007be able to justify mathematical reasoning and that's something that you know as across the district we started to notice. We go through process over and over and we don't really stop and ask our kids well what are your thoughts? What are your thinking? We also started talking about academic vocabulary. What does that mean? How how does that apply to the math concept? But the biggest one that we really started looking at was the experience of productive struggle. We know that math is not easy to teach for some for some teachers and some kids, but for kids past risk and learning from mistakes. And that's where Can you still hear me? >> Yes, we can. Thank you. >> All right. So the next one, the next stakeholder that we looked at after students, after we really

008focused on students was we started talking about teachers and we had teachers on this. We have teachers on this committee and they pretty much said, you know what, when we asked them, what are you seeing? What are you feeling? And these were some of the things that that really focused with the teachers was implementing highquality instructional materials consistently across the board. They wanted to use materials to plan rigorous grade level um lessons that focus in and are coherent and cultural linguistically responsive to the community and what students were experiencing out in the world. The other thing they realized too was this was um really an eyeopener for us because we talked about students before creating a safe environment. The teachers also said you know we need to create a safe supportive environment. So we encourage

009productive struggling but when we know that they're starting to struggle we start guiding them in the facilitation of learning the concepts. The next bullet was facilitate student driven learning being able to explore model thinking that was the big part and having a release responsibility a gradual release for the students. So teachers found that they still needed a lot of facilitation and support with students in that aspect. But if they won't be able to do that if they don't have a safe environment. So they kind of tied those two things together. Then they said, you know what, we really need to listen to our students. We need to see how how are they learning? What are they thinking? What do they understand? What are the purpose of um the questions that are being asked? Can they

010justify and explain their reasoning, their thought process? So when we looked at this as teachers, these were some things that the teachers came out. The next one we looked at was school leaders. We have administration on sitting on this team and they spoke out and they said, "Well, we need consistent high use of HQIM materials." wanted the same expectation, but they broke it down not into just um one layer, but they said in multiple layers, but they still said that they needed to ensure that there's a fidelity to the tier one expectations when implementing the HQIM. The next one that bullet is that they want to build a supportive learning environment, not just for the kids, but also for the teachers. So, empowering teachers to grow. How do we do that? We talked about bringing

011um right now we have empower coming in and coaching teachers in the classroom. And so we talked a little bit more about how do we create that? How do we make that stronger to support our teachers in the classroom? Principles also talked about engaging as instructional partners. They want they wanted in their OFCC feedbacks in their feedback to the teachers after a initial um or walkth through observation they asked open-ended questions like I wonder if you did this what would the outcome be so engaging the teacher to through the thought process of really looking at and giving feedback and collaborating with teachers and using utilizing their strength practice to help their impleimement mentation of their procedural learning. And then the last one that they talked about was create a culture of growth and continuous improvement.

012You know, we just because we get the initial training doesn't mean that's going to be the end. So, how do we how do we develop a framework a systematic implementation to improve and to continuously improve providing resources? Mentoring was also brought up um protecting teacher time so teachers can learn the process and learn the strategies. So then it became our district leaders. We sat down and we said well what does it look like from our end as district support? What does it feel like? How do we get there to help achieve this vision? And so we decided as a team at CNI was that we don't want to create or create this framework and hand it out to everybody. We wanted the commitment of the students of the you know the teachers and the administrators.

013But there was one aspect that was brought up that we all talked about that was embedded was our families. We talked about our program, Eureka Math, you know, midchool math and um big ideas that we use across their district. Well, how effective are parents in our community are able to help their students when they go home with additional homework? Because that's a that that's a total concept that they really struggled with. A lot of times parents call and said, "We don't know how to help them." So that hence where we get the afterchool tutoring and some of those uh support programs. So when we looked at this as a whole to to create sustainability in the community, we looked at families. So we wanted to engage in a two-way communication with teachers. Teachers gave feedback

014in this. They said, you know, we we talk to the we talk to the parents, but there's no feedback. How do we how do we help them to help their children in the learning process and to become partners and to support the process? So the other thing that we talked about was um feel informed and equipped. Do we receive clear information and resources so that they can confidently support math learning at home? And we had a really depth in conversation about this because um a lot of times our parents don't understand the math that we send home. So how do we help our parents not only understand the information but also how to navigate in sources? Sometimes it's online um implementation. So how do we help our parents in creating u their support at home?

015We also talked about uh participate in school-based math activities. All the schools are doing family math um and they're encouraging parents but they build how to better instruction what it is to strengthen home connections. How can how can teachers and parents or home can be connected and how can we work together in addressing how we want to how we want our students to learn. And the last one we talked about which was um experience, trust and welcome and partnership. When we go in at CNI, we don't want our teachers or administrators to feel like this is a aha. We've been working really hard to create that trust responsibility with every single teacher and every single administrator. And when we talk to parents and leadership, we try to really build that trust and welcoming portion of

016it. And so when we talked about collaborating, collaboration, we also want to make sure that we value the active contribution that parents are giving or wanting to give to be able to help us in really building this solid foundation of the HQIM to move forward in embedding a solid alignment that CCSD can provide from very early on. And we're talking about even prek because our prek is in our in our elementary. How do those little babies work and scaffold across the um the continuum all the way up to high school? How do we do that? And so when we went and wrote when we wrote this grant for the math um math grant, the HQIM, it wasn't just about adoption. It was about how do we make this sustainable and how do we get commitment

017for our children for us to implement a solid implementation for math and that is really what the grant is. Um the grant is that we were awarded was $150,000 for implementation. And so we work in collaboration with New Mexico ped um Anthony Burns from CNI over in at at the state level. So we constantly are doing reporting. We're meeting like today we had our adoption review process and we brought the team together in the boardroom today and we reviewed some of the math materials and we used very strategic and targeted um rubrics that how we were going to assess what key components does each math program have. So we had teachers, we had principles and we had the CNI in this um this review of the materials and then we had and we based it

018based on the rubric of expectation of what qualifies as HQIM. So we have to report almost every two or three weeks and this is a continuous PLC that we're calling it. Our next one will be in January when we start really finalizing and really note takingaking and share across the board what were the top three programs that is going to meet the needs of our kids through the HQIM process. And that is it for me. Are there any questions that you have? >> Thank you for that. U any questions? I don't have any questions, but I'm looking forward to seeing how it how this goes. Thank you. >> I I don't have any questions at all. Thank you very much for the presentation and all the information. >> Absolutely. >> You have any questions? I

019do. First question is explain to me what a high quality instruction looks like. So HQIM high quality instructional material is core programs that have been um identified by New Mexico PE the H uh the um CNI department. That process is a whole different process in itself. is where companies um present their materials in certain districts across the state or schools pilot these programs in their classroom and teachers like what we did today is they take a rubric a standard rubric and they measure and they implement and then they give feedback and then they rate the program in certain components of what the PED has identified as HQIM. So this the HQIM process is once they meet a certain criteria or certain percentage of um level of based off of the rubric, those that meet the

020cut for HQIM, that meet CLRI, meet the high impact or rigor and all of this, then those materials go on a listing to New Mexico PED and they put that listing out for the schools across the or district across the board and they identify these are the top programs that meet the criteria for high quality instructional materials. And then from there we've taken this process. We looked at the top four. We've sat down as a team and we started looking what is important for our kids. Looking at our data, what are what what are targeted areas that we're seeing holes in our math that kids are not getting? what do we need to do to start closing those gaps? So, it was very strategic on how we selected four programs, the top four programs out

021of the HQIM listing and those were the materials that we were um evaluating today with our rubric that we we set of how we want c what's happening with our CCSD students. So one uh big one was you know um rigor the other one was CLRI that was a big one for us because we wanted to know how is a math program going to be able to address the CLRI which is also one of the requirements for the Yazi Martinez case. So we were very rounded about what we were looking at, how we were looking at it, but more importantly, you know, how is it going to um help our kids in our district. So that is how the HQM program is selected and this and we just narrowed it down instead of just randomly

022grabbed a bunch of um companies and telling us to send us the book. We actually really targeted the areas of our needs at CCSD and we started in we started and we took the top four and those are the top four that we that we evaluated today and then we still have to get some more input that and we're going to be having um a survey sent out I'm hoping by tomorrow to all the teachers that teach math to be able to give feedback on the survey as well. So we'll do that survey at the beginning of the year and then we'll do another one at the end of the year to see what type of impact that you know this framework is going to have with our implementation. >> Okay. So next question is

023what are the four that you're looking at? >> I'm sorry I I can't hear >> four math programs. So we today um what we evaluated we haven't gotten through all of them today um for elementary I we did um H HMH math um we also did Savas math and well actually we did three and the McGra Hill math we looked at those three components um and we did score them and we do have a spreadsheet right now but it's not quite filled out completely yet. The secondary schools we had middle school look and high school look at um uh >> there was a >> what was that? >> Continue please. >> Okay. Um they looked at Carnegie Carnegie math programs. So they took apart um to the middle school and then the high school Carnegie

024and they were scoring those um those programs. So you had math uh middle school teachers and administrators doing the middle school math. Then you had high school teacher or high school uh principal doing the high school math. And so their rubric was a little bit different than our elementary because then it becomes content area. >> Another question. Um, in regards to the people that are on your team, I ask that all of the prediction. So the people on the MAD team actually when we actually initiated and went to um Albuquerque with the training with New Mexico PED we had to really look at okay we're looking at this team how do we create this team we wanted we sent out an email and we said hey everybody administration what are your thoughts about this math

025becoming a math team and so we had volunteers that wanted to be on that Then uh for elementary, we put out, you know, who wants to sit on the math team. So anybody that wanted to be on the team, we initiated that portion of it, but we also had to let them know that there's a set criteria. We had to meet, we meet virtually with New Mexico PED and we cannot miss one of those meetings. Everybody has to be on that meeting if you're going to sit on the initial team. And so far we have had everybody at those meetings and virtual meetings. Um there's going to be an extension also that's why we want a teacher survey is that teachers are also on the team to be able to give us feedback of their

026what their um issue what their concerns are or what their questions are as well. So it's kind it's a little different framework than what we've ever experienced. So, it's being um implemented to where teachers are starting to give us some of that feedback. We've actually added um two or three more teachers because they wanted to be on the team. They were able to commit to the meeting times and so those are the people that that came into the into the initial um teamwork. >> Did you look at the scores of the teachers and their con teach? Well, we not necessarily. What we looked at is um people that wanted to be on the team that wanted to make an impact. Um so it wasn't a force thing that we wanted to do. Some teachers are

027like, you know, Jerry, we got too much on our plate because they're sitting on the science team, they're sitting on ELA. And so it was basically, you know, we really want to build something that's sustainable. So the teachers that volunteer to sit on this team are the ones that are really giving us really good feedback. >> Okay. So probably more important than high quality material. What about teacher efficacy? That's what I'm getting. >> Yeah. So like it's not closed off. If a teacher wants to join a team, join our team, we're more than happy to take anybody that wants to join. That's my question. But um so how do you envision this corating up to those students that are in the fourth and fifth grade still can't have? How is that going to So when

028we actually looked at the HQIM materials, that was one of the areas that we really focused on. It wasn't just the kids that could not or wasn't at grade level. We also looked at kids on the other end of the spectrum, kids that were on the fence or kids that were um that needed to be challenged. And that was something that we needed to really kind of pull back and say, okay, what interventions are are built within this framework? And that's what we did today is when we looked at these the three four programs that we had lined up, we really looked at how does this correlate to remediation. How does this come back to looking at standards? How does the prerequisite to the standards of teaching the core standards or essential standards and where

029those essential standards go to the next grade level. So we're very diligent about what programs are we looking at. For example, one program had a lot embedded with um uh CLRI um and and that was a question that we had. What do you have that's in here to help our teachers? Well, one program has a book math um uh ebook that's online that can do multiple language. And what was surprisingly is that some of the books are in Navajo whereas other programs don't have the CLRI component. They just mention it but they don't give any guidance. And so that was one of our targeted areas to making sure that um we really look at where what is what our kids needed. So this framework that we're looking at is really based and embedded um baseline

030is about students. >> Okay. So how how is it going to improve the teacher efficacy in that classroom to communicate that information that they have from the teacher to the students? How does that improve that? Well, not it really brings in a lot of um turn and talks. It brings in a lot of examples. It's not 30 30 problems that kids need to do on a worksheet. There's a lot of embedding of small group in it. Um teachers can pull supplemental materials and pick and choose based on the data or the skills that they need to teach. So they have a variety of things that they can pull from. So it's just I look at this and I tell everybody when you look at HQIM materials, it's like a toolbox and a toolbox has different

031compartments in it and in each compartment there are different sets of tools. So our teachers are very adverse in data analysis and you give them a toolbox, they know what tools that they need to pull. they don't need to pull all of it now. They can still pull supplementals to help them with interventions. So, it really gives a teacher a lot of power on what they need to pull and how to pull it and when to pull it. And with the programs in some of these programs, they have builtin systems to where they have online supports for the teachers. um if they need to troubleshoot some of the items for interventions, it's in there. Um so that was something that we really needed to look at and that the teachers actually gave us a lot

032of feedback of what they were doing and what they what their concerns were with when it came to interventions and closing the gap. >> You hear me? I can barely hear you >> about now. >> Yeah, >> there we go. >> So, I think you I think you might know my opinion about the less um the point of going to the teachers. I I really appreciate that. That's why I'm kind of stressing the efficacy looking in the old backyard and seeing what those successful teachers are doing to move those students. To me, that's more important than going to Santa Fe or talking to those people there that don't know our kids. >> Yeah. And and we built when we looked at this framework, they just gave us a kind of like a generic framework, but

033when we came back, we sat down and said, "Okay, what is this going to look like for our kids here?" Because our kids are not going to look like Farmingtons, Aztec, Bloomfield. Our kids are not going to look like Los Cusus and Albuquerque. So, how do we build this to fit what our kids and our teachers need? And that was the whole idea was, you know what, we need to pull them in and we need to start asking. We need to start listening and really getting their feedback on what what could help us help our kids. So, that's why this framework was really important. When we started talking about this, we had a discussion. you know, if we went after this grant, we know there's a lot of expectations, but is this what's best for

034our kids? And bottom line was, you know, if we're going to build something that's going to be aligned and coherent and sustainable, that's the key word, sustainable, then we need to develop a framework to to help our kids with future adoption or our schools with future adoption. But it can't just be one or two people to create this adoption for the district. It's got in order to get commitment, we have to have everybody's input. And so we went all the way to families, to students, to teachers, and to administrators, and even us as district leaders. How do we support that? And so HQIM is a and I tell people this, HQIM materials is a very comprehensive program. There's a lot of parts, moving parts that are in these programs, but our teachers are very well

035adverse in data analysis. We work really hard with them. And so teachers are asking some really good questions when we come in. I have this data, but I have this but the program doesn't address this. Then at that point, I said, "Okay, so what do you do? What do you think you need to do?" So I tried to guide them and support them. Well, I can pull this from somewhere else. Well, then if that's what the students need, then the supplemental materials will help in that intervention piece. So, yes, um you know, the core is mainly layer 1 and gives you layer 2 has supplemental materials and layer three is intervention, but we also have outside programs um but not for math. We didn't have it for math. So, it was important for our interventions

036to be um really aligned to what our students need in the core of teaching um the essential standards that they're going to be assessed at the end of the year. But it gives teachers a lot more ability to select and choose what strategies and then what skills need to teach that strategy. >> Okay. Um I appreciate that. >> I know you touched on Oh, go ahead, Miss Hasky. Go ahead. >> Um, I just was curious into So, you have this toolbox. How do you So, does that give you the ability to track its usage and who's using it and um just in comparison with the data to see how it's being utilized and so forth. >> Absolutely. each and that was one of the key components in when we were doing a review process of

037these programs today was the assessment. How is it being assessed? What type of assessments? How are teachers able to use this material to track what they're learning? But we also have you know the one thing that teachers the elementary teachers really um had a lot of question is how is this going to correlate to what we need to pull from the programs based on some of the other assessments. So we talked about triangulation and so looking at the strategies and looking and and breaking it down to skills. Then we start looking where can you pull that from? How can you get there? And so we look at at the district level. I look at the usage of each of the core programs. How much usage? How much time? Um and so we do have we

038are able to track how um teachers are utilizing and even students how many students logged on to a certain component um what's happening. So and then comparison contrast with the teachers or non-teers uh the principal's observation and our district observation of when we walk in what key component are they using out of the HQIM. Um, so we're able to triangulate our observation um, OFCC feedback with the online version of um, looking at the usage report and then looking at data. >> Okay, thank you. >> Uhhuh. >> I believe uh, SAS have a question. >> Go ahead. So, um, hearing about the math and and, um, how we can make it better for our students, is it possible? Um, has there been a study on maybe perhaps using um homeck or um carpentry or anything to

039do working with numbers other than directly? Um maybe that's the spark they need uh to in order to um grasp or um make it um you know enjoy learning about numbers or math. >> I thank you for that question. In fact, um some of our programs that we re that we did review on today did tie into careers and so it made it live application. One of the programs I think it was um the uh Savas learning u math for elementary had a component in there for career path. So, it it a lesson that was taught um would show students a career path, how the math that they're learning can be tied to one of the careers that they would want to um for example, this one would had to do with engineering. Um so

040they were talking about probabilities and so it was tied directly and there's a key component that was in there that um the teacher and a principal really en that like was that there that was the program that tied to almost like a college career readiness um implementation. So some of these math programs are tying real life applications and then have the CLR. How does it tie to the home? How is it going to tie then locally? And so they help kind of get guide the teacher on finding additional resources to bring that into um the students real life. I had a child that was just um didn't want nothing to do with math and yet um she loved baking. And so to apply math in that way, you know, it it it was it was

041better and she eventually learned. >> I agree. real life application plays a big part and we talk about conceptual learning in our implementation throughout the district and we talk about um that a lot because that's the hook that gets our kids interested in something that they're going to learn. So, for example, in one school, um they the teacher did the teacher took the conceptual part of fractions and she says, "Okay, you know what? We're going to make our own pizza and we're going to learn about fractions and then when we're done, we're going to we'll eat our pizza." And so that, you know, in a unit in itself is something that kids really got engaged in. And then they got um small group, they got a butcher paper, they drew their pizza, what they were

042going to put on their pizza, and they talked about, you know, um the variables, they talked about temperature. Um so that teacher outside was the was really initiating the conceptual the hook in it. and she learned that through empower which is we um contracted to help support the teachers in the classroom with doing hands-on activity strategies and using the current math program. So when we looked at these programs with that was one of the key concepts that we looked at were the three things that we really focused on in our district was conceptual learning. Are we hooking our kids to want to be here? Are we hooking our kids to want to learn math? How can we make it fun and engaging? Then we looked at the procedural. How are we going to make this

043happen? How can we make it fun for the kids? What do teachers need? How are we going to implement this? Or how are we going to facilitate? We're just not going to stand in front of the class and talk talk. We want to be able to help to be get our teachers to be facilitators. So teacher So kids learn, but teachers facilitate. And the last one that you know Mr. Carlson and Mr. Dezwood really talked to us about was um visible learning. When we walk into a classroom, kids should not be quiet and doing ditto sheets. Kids should be engaging in their learning and talking about what they're experiencing, how they feel, what what their thoughts are, how does this apply to their real life. And so when we go in, that was some of

044the things that we look at is how do we increase the the visible learning in here in a classroom to really enhance what the standard is to really get our kids to understand what they're learning. Is there anything else from SAS? >> No, that's that's good. Thank you. So the the other question that um that grant is that is that spread over time one years, two years, three years or just the one year? >> We' had it for this year, but it's a three-year implementation grant. So this is the 150,000 this year was just to get the framework up and running and start looking at programs. I believe next year as long as we stay in compliance with the grant they're gonna we'll initial it we'll get again next year >> the additional 150 >>

045you have to do it again >> yeah it it'll be this year's is only at the 150 next year it'll probably be different >> okay >> it it could be more it could be less >> so one of my big concerns you may have heard me say this before Miss Rod when they implemented New York engaged or as I like to call it, New York disengaged. Kids would go home with their homework and the parents had never seen it before and be lost. >> So I I hope it doesn't morph into something like that. And I remember exactly because I was over there at the school at Kirtland Middle School. I mean uh Kurt Lanell when they were doing that training six and a half hours. Then they sent the teachers out into the classrooms

046into the classrooms to be experts and look how well that worked. >> Yeah, I was one of those teachers. So I I totally get it. >> So you understand where I'm coming from then. >> Oh, absolutely. Um out of those five binders, three of my binders were all blank papers. So >> Okay. Well, I >> yeah, >> I appreciate the information and and again, my my big thing is uh in the lower grades and introducing it sooner than later much sooner than later. The numerousy >> so you don't have those kids again that are getting into fourth grade and can't multiply because you can't multiply, you can't divide, you can't divide, you can't do fractions. >> Exactly. So that's I think that's where really where the focus needs to be in the lower grades and

047make sure that the efficacy of those teachers in first, second, and third are spot on right where they need to be to challenge these kids sooner than later so they're not having to learn it in fourth or fifth grade. >> So if there's nothing, >> go ahead. I'm sorry. I apologize. >> Oh, no, that's okay. And that's our goal at in our, you know, at CNI is how do we empower our teachers and how do we help our teachers empower our students because that's really where the learning happens for us at the district level is trying to put all these puzzle pieces together to really support what happens in the schools. And so being, you know, being a former teacher and being a former um principal um in the elementary and even in high school

048was looking at what is our purpose? And that was something that we brought up in our meeting is what is our purpose? Why are we here? What is our why? And we all said hands down it's our kids. So what do we need to do to commit to our children? And so that it it it was a real groundbreaking to understand that we can't keep throwing things at the teachers and expect them to do it. Well, we need to start. We need to build something that is sustainable, something that works for us, something that works for our kids. And so when we went after this grant, that was the intention is how do we do this for our kids? How do we how do we build something that's sustainable that even when I'm gone in

049five years or so that this framework will continue to happen and still have all the stakeholders input in in adoption across the district. >> Okay. Any further questions from the board? >> I don't have any questions. Thank you. >> All right, Mr. S. >> I have no questions. I have a question. >> Yeah, I I I have no questions. Thank you, >> Miss Aspus. >> Hello. >> Go ahead. >> Okay. I um I know legislation has been changing and over the last couple of years um we keep we get bills such as um eliminating certain um math classes. So, I'm wondering uh how is that going to affect this um their initiative and what they're trying to implement? >> Well, what's happening at legislation? Um it really we take the we work with the CNI

050department over in New Mexico. >> Jerry, can I answer this question? So, that's one of the things we're looking at for secondary because uh the fourth um math credit financial literacy. So, that's one of the things we really need to take a look at because uh the textbooks that we've seen for it doesn't include financial literacy. So, we're trying to make sure that financial literacy is covered. It goes algebra 1 then it goes geometry algebra 2 but algebra 2 is the one that they've kind of said in lie is financial literacy. So the textbook for secondary that we looked at was um oh my gosh I just lost it. Carnegie learning. So, one of the Miss Lucero from Kirtland High brought it up and said, "Notice how here in 2027, what we're going to need

051is financial literacy, but that's something that's not there." So, that's something that we really need to take a look at um whenever we adopt a secondary. So to further answer the question, from my understanding, state legislature and their infinite wisdom is going to impart a program like they did with reading like letters, which I have a very very very huge problem with because there's not given any options for the educators of the school districts to decide what's going to work for them. It's being mandated which ones they have to do. And uh when we were down at the um legislative committee meeting in Albuquerque, that's what we were told is that the state's looking at enacting basically the same thing with math standards or with the math program and not giving the districts a choice.

052Anything further? >> No, I'll be Thank you. >> All right. No further questions. Let's move on to item B. CCSD gifted, talented, and creative program update by Kate Morris. >> Sharon, can you present? >> Good evening, uh, Superintendent Carlson. Uh, board members. Uh tonight I'm going to do a quick uh update on the gifted, talented, and creative program um for the 25 2025 school year. >> What about the how legislation is changing and they're always trying to eliminate certain um math classes and how are they um with this program? How are they how do they do they have plan B if that happens? >> Miss Ass, can you hear me? Is Mr. Deswood? So, what I said was um a couple years ago the they left it up to the districts to decide what that

053um last math credit will be. Uh a year ago, the the recommendation was made that uh our district would pull financial literacy or would have financial literacy as the third math credit in dropping algebra 2. So what ends up happening um I said earlier was that when we were looking at the high school textbook adoption the particular textbook that we review today did not have financial literacy they went in the order like whenever you and I went through high school algebra 1 geometry algebra 2 and financial literacy as a fourth so what I said was we're going to have to find a way to to adopt financial literacy because it's a district requirement for us to purchase. Did that answer your question? >> You're welcome. All right. Thank you everybody. Um, so I'm Kate Morris,

054the district gifted instructional coach. Um, and I'm going to go over the gifted, talented, and creative program update for the year. So, for the 2526 school year, we began um this was the first time in New Mexico's uh legislative and um in MPEed history that gifted had a budget code uh 4050. Um, and so that money was allocated through the uh state equaliz equalization grant. And uh so our district received $340,000 uh dollars for our 78 level one uh gifted students. So that was our total budget um for this school year that we are currently in. Sharon, you can go next. So uh I have been in this position starting in January two years. Um and we have been diligently uh testing and identifying um and growing our gifted program across the district. Uh so

055one of the parts of our gifted uh local education to the agency plan is to do a survey of our students and our parents. Um, so we did a very in-depth survey that covered lots of different issues um that we'll be able to utilize um in planning for professional development uh the needs and wants of students and parents and um also the the general satisfaction of our gifted experience in CCSD schools. So we uh overall student satisfaction with the gifted education experience uh currently this year is at 98.6%. Uh gifted and talent pool students are satisfied with their experience with their gifted education program. This includes a gifted seminar, uh having gifted teachers at each one of the school locations at least once a week, and then also um our partnerships with ASU and Purdue

056University. Our gifted parents, uh we had a very good um response from them as well on um the parent survey. Uh they had a 93.2% 2% uh uh satisfaction rate on the gifted and talented program across the district and felt like they their student were receiving uh rigor and engagement in their program. So the 80th day is when we count the amount of students uh and it is reported to the New Mexico peed for our budgeting for the next school year. Um I'm very excited to say for the 2627 school year um we have 158 total students that were identified on the 80th day. And as you can see, we have really expanded the amount and the uh the level of services that is needed individually for our students. Sharon, if we can go back

057to that one. Um so uh the levels are very similar to levels of uh special education but in gifted education um it's considered they're in a more um uh their setting if they're in a higher level it's actually they're more their least restrictive environment. Um and so we have three level four students we have five level three students. We have 30 level two students and we have 120 level one students. Uh we have increased the gifted identified population by 47% in this district in the last year. And we will also um see the the fruits of that through the uh CCSD gifted budget through the NMPEED and the SEG. Um, and so we are projecting a $724,000 uh gifted budget for the 2627 school year. Um, and I'm excited to also say we do have

05817 third graders um who have gone through the screener process this fall um who will then uh are going through the uh gifted identification process that will be added. And we also have over 250 students that will be that have been referred and will be tested in February of this next year. So our program keeps growing and I stand for questions. >> Questions from the board. Miss >> I don't have any questions. Thank you. >> Mr. So >> I have no questions. Thank you. It is very informative, >> Miss Oasis. >> Yes. Um, did you call on me? >> Yes. >> Okay. I um wondering how many maybe did I I didn't here, but how many um where where's the majority of the gifted students? What grade level? and and if possible, what school? >>

059Uh, so I'm not exactly sure how you'd like me to answer that question. Um, so I'm going to kind of start from the top and go down. Um, uh, across the district at every single school, all 15 schools have gifted identified students. Uh every school also has a gifted uh teacher that is on campus at least one time a week. Um we have uh in the the problem with making these calculations on the fly is because there were six years where gifted students were not identified in the district. Um so we are actually still trying to find those students. Um so we've been targeting grades 5 through nine um this school year. Last year it was four through eight. Um, so I can I can give you a report on that in the future if

060you want detailed breakdown. Um, but it does match our school populations for the most part. So in Kirtland where our our populations are higher, you have higher rates. Uh, for Nukem and Shiprock, they are very comparable to uh those populations as well. It just depends on our our objective is to be at 10% um in the next two years which is the gifted identification rate that is suggested by the National Association of Gifted Children. Um right now we are sitting at 4.8%. Um but I am happy to say after our third grade screener that we just gave we are at 6% of the population uh for the third grade students. So we are very well on our way of 10% of the population. Does that answer your question, Miss Aspus? >> Um, so the majority

061is in the third grade. >> No, I um off the top of my head, I can't We have over 158 students. I don't know where they are grade level wise. Um, but I can prepare something and present that to you later. Yes. If if you can give me um which grade level has the majority and then also the um which school if if you can break it down to that. >> Yes, I can get those numbers. I just don't have them on hand right now. >> We can email it to the board. >> Okay. >> If you would that appreciate that. Thank you. >> Anything else from >> No, that's it. Thank you. Thank you, M. >> You didn't ask, Mr. Mononttoya, but I don't have any questions either. >> My apologies. >> Accepted. >>

062I didn't I didn't see your name in bright lights up there. Thought I heard it, but I wasn't too sure. Um, nothing else then. Thank you. On to item C, first reading, cultural policy by Germaine Chappelle. Miss Chappelle. While Miss Chappelle is is coming forward, um I was asked to announce that we do have a calendar committee meeting this coming Tuesday the 16th >> at 4. Anybody on the calendar committee and you're all if you're not on the calendar committee, you're all you're welcome to join. AM PM >> I gota make sure since you're being pointed over there and we we all know the importance of the calendars as tied to the budget. Correct. Can't have one without the other. Just waiting for the right time. Thank you for taking your time coming up here.

063>> Thank you for doing that. Bringing the the community back into the calendar. Um I think uh giving that kind of invitation. I'm I'm really glad that it's that that you guys did and um and hopefully we get some input or some participation by the community ready. So at the um special meeting uh we were asked to um come up with some language on the recommendations provided by ICO in the community regarding uh cultural um matters of importance. And so uh we did have a a very successful collaboration with ICO and uh superintendent joined us as well. Um and so what we have in front of you um is uh some amendments to the uh equity policy that the board adopted November 28th, 2022. So I'm just going to give kind of a quick overview

064of that policy and the changes to it and then read the language. So the new title for the policy would be or is proposed to be commitment of central consolidated school district to equity, culture, language and holistic wellness and balance in educational opportunities. The uh highlighted version or portion sorry of the of the policy as you scroll through just kind of highlights some of the language regarding culture that's already in this policy. Um and so it goes through the um various cultural statutes uh educational statutes in New Mexico. Then it talks about the um intercultural community outreach department known as ICO. And then after that is where we have uh are suggesting or recommending to put this new language on um cultural practices. And so I'll start reading it. And board members, I did also

065share this document with you uh via Google Docs. So the title starting here, required elements to meet the needs of the whole child, holistic wellness and balance in schools. As part of the district's community outreach efforts, the district's administration, the ICO and HO adviso advisement response team, uh, known as HART, will meet with students, parents, staff, and community members from each culture that is present in the district. The purpose of this outreach is to determine what cultural practices, education, and considerations need to be included in this policy. The recommendations coming from this outreach will then be presented to the board of education for potent potential adoption in this policy. Regular updates regarding the implementation of this policy and data regarding outcomes attributable to this policy will be provided to the board of education by the

066superintendent and the ICO. The district shall use performance-based budgeting to ensure that the programs supportive of cultural and holistic wellness and balance services and programs are adequately funded. Um, new paragraph title HOJO advisement response team known as HART. In order to implement this policy and provide support to students and staff, the district shall establish and fund the HOJA advisement response team. The purpose of the HOJO adisement response team known as HART is to promote holistic wellness and balance of students and staff in a culturally appropriate manner to provide proactive and preventative guidance and expand cultural awareness and sensitivity for students and staff in order to address cultural conflict and misunderstanding before it happens. to provide guidance on cultural protocols and etiquette to atten to address and work with administration to resolve matters involving cultural conflict

067and to provide recommendations on cultural curricula for students and staff, including but not limited to situations in which staff and/or students request cultural holistic wellness and/or balancing services. situations in which staff and/or students experience traumatic slash difficult circumstances that need cultural sensitivity and responsiveness, including but not limited to providing traditional holistic services. promote honor and respect in a culturally appropriate manner uh regarding holiday programs and curricula that have cultural implications including but not limited to Halloween/Day of the dead, Veterans Day, Co-Talker Day, and Sovereignty Day. Provide recommendations in the development of educational curricula and programming that honor and respect cultural and traditional holistic knowledge. Excuse me. provide recommendations for educational curricula and programming that honor and respect cultural and traditional holistic knowledge protocols and etiquette responsive to natural events and disasters including but not limited

068to eclipses, floods, tornadoes, earthquakes, rocksides, northern lights, public and public health pand pandemic, excuse me. Provide recommendations to district and school administrators regarding the potential need to delay or close affected schools and or provide alternate learning working arrangements in response to situations involving significant cultural implications. Participate and advise district and school administrators in the cleansing and blessing of schools/classrooms annually prior to start of the school year and as needed for certain situations including but not limited to lightning strikes or the following items entering buildings. reptiles, not including horn toads, animal and human remains slashcreains or cultural artifacts entering buildings. Participate in developing curricula and programs that include but are not limited to cultural linguistic responsive instruction known as CLR. inclusion of seara in 90-day plans, field trips, culturally appropriate timelines for winter stories, events, and

069traditional cultural games, traditional cultural activities and arts, cultural and holistic wellness teachings, appropriate use of cultural artifacts, cultural apprenticeship and/or language certificate programs. collaborate with equity council and other student organizations in the planning and implementation of heart team activities and programs as well as include equity council where appropriate in heart team actions and activities and advise district administration and staff involved in student discipline and restorative justice matters on appropriate cultural and holistic wellness interventions and approaches. participate in restorative justice discipline matters when appropriate to support students in working through behavioral misconduct and other rule violations. Advise district administration on the cultural safeguarding and appropriateness of having funerals, funeral receptions, and memorials in district facilities. the district's administration, school administration, safety team, social workers, counselors, educational professionals and staff, and student discipline restorative justif administrators are

070required to engage, coordinate, and collaborate with the heart team in the above described situations. Depending on the situation being addressed by the heart team, the team will coordinate and collaborate with other available resources, including but not limited to district social workers, counselors, the safety team, and the employee assistance program, as well as external resources, including but not limited to knowledgeable community members and organizations, restorative justice, as well as community members that provide traditional holistic services. Heart team membership in consultation and collaboration with the lead administrator of ICO. The superintendent shall determine the members of the heart team. The lead administrator of ICO shall determine which heart team members respond to heart team events on a case-byase basis. The lead administrator of ICO will provide recommendations to the superintendent on the provision of stipens to heart

071team members for services provided above and beyond their normal work duties. The lead administrator of ICO will have authority to remove any heart team members as needed. Heart team decisionmaking. The superintendent in consultation and collaboration with the lead administrator of ICO has final decision-making authority on how the heart team responds to heart team events. Heart team actions and activities must balance cultural considerations with applicable federal, tribal, and state laws. Likewise, the participation by students and/or staff in cultural holistic and balance activities is voluntary and when appropriate, parental parental consent may be needed to obtained as determined by the superintendent. Palestine. Creation of cultural literacy in district leadership and staff. Professional development curricula and programs as provided in this policy regarding the cultures described in this policy. Language and holistic wellness and balance shall be developed

072in conjunction with ICO district administration and the heart team also known as cultural PD. Attendance at relevant culture, heritage, and language conferences is encouraged. Compliance with this requirement would be tracked on PDPs, professional development plans. Failure to comply with these PD requirements, may result in progressive discipline up to and including termination. Cultural PD is required for all district leadership and staff, including coaches, sponsors of student programs, and clubs and volunteers, as follows. Board of Education se semianually district administrators semianually building administrators semianually educational professional staff semianually all other district staff including coaches, sponsors and volunteers semiannually. materials like books, videos, posters, pamphlets on various cultural, heritage, language and holistic wellness and balance services that are developed uh and or recommended by district administration, the ICO and the heart team will be readily available to all

073staff. Inclusion of culture in curriculum and school programs. Required implementation of curricula and programs as provided in this policy that include cultural linguistic responsive instruction known as CLR. CLR considerations must also be included in district departmental classroom level 90-day plans. field trips, culturally appropriate timelines for winter stories, events, and traditional cultural games, traditional cultural activities and arts, cultural and holistic wellness teachings, cultural apprenticeship and/or language certificate programs. And from there, the policy remains the same. So those are the recommended changes and uh the ISO ICO team and I as well as superintendent stand for any questions. questions from the board. Miss Hasky, >> I don't have any questions. Thank you, >> Mr. So, yeah, I'm actually looking at the policy uh right now. Uh it it looks pretty good. I'm ready ready to vote to

074approve it. Thank you. Thank you, Mr. Chabel. and the the whole team that have helped put together the policy. >> Mr. Wells? >> No, I don't have any questions. >> Miss Aspus. Do you have questions? >> Yes. >> So, from what I gather, she read through that whole proposal. >> Yes, ma'am. That's that's correct. And you also have it in your email so you can review it before the next board meeting. >> I didn't hear. >> Can you tell her? Try it again. >> Okay. Can you hear me now? >> Can you hear what she's saying now? >> Even as she repeats it, I can't hear it clearly. So, >> you say it again. I'll I'll translate. >> Okay. Um U board member Aspus, the policy has been shared with you via um Google Docs

075and email. And so, the thought would be we have a first reading tonight. You all have time to digest it between now and the next meeting. and then we can u make revisions or you can give me revisions between now and then. >> Okay. What she's saying is that the policy was shared on email and in Google Docs as well. So you should have access to it. This was a first reading and there will be a further reading, a second reading next Thursday night at the board meeting. So you should have a lot of time to digest it and ask further questions for a possible third reading. >> Okay. Um, but I do want to say, uh, from what I read, there was a bullet point that I was, um, objecting to, and that was

076the, um, funeral receptions because, you know, I'm I'm looking at the community and there's not a lot of venues and um, and I believe if we can help our community um in times like that, it would be would be great. And um and I and I looked at the chapter houses as well and they seem to I guess my my look in it is that they're more cultural and yet um they don't don't uh uh they don't put off, you know, using it their facilities for uh chapter I mean for funeral receptions. So I think um our venues would be would be good um to to keep to help our community in that way. Okay, thank you for the comment. Um, I don't know that either Miss Chappelle or let's say the superintendent would be

077the best to um try to explain why that was included the way it was included, but I do believe we have some folks in the audience perhaps a Dr. Beay who has a little bit more understanding about the cultural significance uh that that's involved in this situation. And I do just want to clarify, board member Aspus, that this doesn't prohibit those things. It just says that the heart team will collaborate with the superintendent to determine whether or how those proceed. >> Did you catch that? >> No, I didn't. But as I as you said earlier, this is only to digest now. >> Yeah. there another meeting, but I do want our public and people to digest >> what I just said as well because that's that's my stance on it. >> Okay, we're going to

078have Dr. Brigade just kind of explain a little bit further some of the the thought behind um whether or not it it would be a good idea to use uh buildings for funeral receptions. >> Okay. Good evening board president, vice president, secretary and superintendent. I just wanted to provide some cultural background and uh culture education regarding that and this is coming from a Navajo point of view. I just wanted to share that as the NA people our schools are considered a second home for our children. And so as a home there's certain etiquets and protocols that you have. And so if you think of your own home, you probably have that too for people that are listening. You have um certain standards and things that you keep in place within your home. So our our

079school is where majority of our children spend their time throughout the day and for the first 12 years of their educational life, they spend more time at in a school setting than um at home. So that's why we see that as a second home for our children. That's where they um rest, not necessarily sleep, but um it's a learning environment place. That's where they eat. And so um that's how we think of our homes in in that instance. It's a place where they're um mental, emotional, and physical, spiritual part of a child is being molded and developed. So in that sense any type of distraction or potential afflictions can disturb this uh well-being of our Navajo children. And so in that instance when it comes to death, death is um one of our biggest um

080um I don't want to use the word taboo, but it um that's one of our biggest um concerns as the net people. And so when a person is brought into a setting in a in a setting of that sort, it disrupts and that um holistic um whole child well-being that that exists there in that environment because death is something that we do not um disturb after um that occurs. And so it's just a sign of respect and um to disrupt that in that form is what we're most concerned about. In many cases um from our department, we've had to cleanse several schools that have had some type of event that has occurred. And um our holistic practitioners are the ones that have identified that there has been some sort of affliction related from death in

081different ways. Whether um a staff member um has brought in um maybe like cremated ashes of their relative or they wore it around their neck like in a necklace. Um there have been um situations of of um that sort that we've had to address and cleanse and when when that death is um I guess if you it it it's like the air it's in the air and so um it you breathe it in it goes into your body once it enters your body it afflicts your mental, emotional, physical part of you. And that's what we mean by affliction. In Navajo, we call it. And so that's that's what we're talking about. So um that that's the part about having funerals in a school setting. The second part about um what you're addressing um board member

082Aspus is that um as the net people we've had these protocols put in place for many many many thousands of years in terms of ensuring that our wellness and balance is um kept um there as the net people. uh and that continues to be related to our mental, emotional, physical, and spiritual part of ourselves. And so if anything disrupts that, then that's where we have to provide our Navajo health care system as I have mentioned at the spe uh special board meeting and how that works to put things back into balance. So in our teachings um we the protocol and the etiquette revolves around um uh funerals like the way things are conducted and because you're in that environment of death and to to go to a cemetery as well where you're surrounded by more

083death. You have to put that protocol in place in order to ensure that that disruption that happened with the death is um not taken back to um an environment where there's there's not death in that type of environment whether it involves your home or your family. And so it's like um if if you can see it like it's like a contam contaminant. And so you're bringing that back. But as the NIP people, we have what we put um in place for our protocols is that we use um lightning herb to cleanse ourselves if we're going to go back to like a reception. So that balance gets put back in there and that death is it it takes that off of you. And so that's the protocol for that. Um but that's not practice. As I

084had shared before at the special board meeting, it's become a choice for many of our Navajo people, but there's many of us who still um follow those practices, the protocols, and the etiquette that were put in place before any of us have been here. So, um if you could um see it in that sense, that's what, um we're referring to. Thank you. >> Yeah, I'm going to support the policy as written. Thank you. >> M as do you have anything you want to add? >> No, I don't. I just um adjust that until the next reading. >> Okay. Thank you. Thank you, Dr. Brigade. Mr. Chappelle, I have a I have a question. I don't know what the board thinks about this portion of it. There's I was in a conversation last week and then

085again this week about attendance. Uh Mr. Deswood's been very involved with the state uh with with attendance. We have an attendance plan. When our students miss days for ceremonies for cultural events, they're excused absences, but they do count towards um chronic absenteeism. So, they're included in those figures. And we have quite a few students missing for ceremonies. If we could include something in in this policy about attendance, um if if it were inserted, we could probably utilize asynchronous learning days. Um and so students who would be missing school would actually be able to do school work um and and have access to whatever platforms teachers might be using, Google platforms or others. um and and make up the work they're missing and they wouldn't count toward chronic absenteeism. There would be a separate code that

086would be kind of a culture code that would allow us to code those students in such a way that they wouldn't count toward that chronic absenteeism number and so it would reduce chronic absenteeism across the district. I don't know how significant of a number it would be but some somewhat. So Mark we can try to slip that in there. I don't know exactly where. Should have thought of that earlier for you, but we could do that for the next reading. Maybe that would be helpful. >> Absolutely. And that's why this is helpful because we start thinking about it and then things pop up. So, thank you. I will definitely work on that. >> Yeah, I I I think that's going to be under the district attend policy. I I forgot the citation, but yeah, it's

087under our attendance policy. Put it in both places. >> Put it in both. Oh, >> I think I'll I'll work on putting it in both places so there's a connection. >> Thank you. Thank you, Mel. Anything further, >> Steve? >> Okay, go ahead. >> Okay. I um with in mind um we're not talking I mean this I I I hold the importance of ceremonies and things like that and it it is a um it is serious but um again on my part we have to be um fair and not everybody is traditional. Um I myself practice both and then we have some that are strictly uh Christian and or a so um what about them and um so I I hope people keep that in mind. I wish we could all come from one um

088background or one practice, but we we we are diversified. And so again, I I'd have to go with um you know, just being there for the community and and providing that space. Um there's not a lot to choose from and as it is I think ship chapter still that so thank you. >> Okay. Thank you for that. Um I do have some questions and I'm uh glad that Miss Aspus made the comment that she did because always talking about equity. I mean, how many different cultures do we have in the school district? >> Board member Montoya, the the the cultures that we do have in the district are listed at the top of this policy. And so, the changes to this policy relate back to that. It's actually in the um let's see, let me

089see what paragraph it's in. That's part of the demographics. I think it's this third um yes, the third paragraph on the first page of the policy. And so in that the new changes I made uh sure to incorporate all of the cultures in the district. Um and so for example, this is our first, you know, draft at this. Um, and so I'll point you to the language um, at the very beginning of the new changes um, where it says as part of the district's community outreach efforts um, essentially the district will meet with students, parents, staff, and community members from each culture that is present in the district to essentially determine what their needs are to also put in the policy. I I appreciate that because when you read through this, I get it. I

090understand it. Um I hope people understand where I'm coming from. And I say that because I mean what what are we going to do if something is contradictory to our um Filipino families and their culture or the Hispanic community or like the Latino community and contradictory or goes against theirs. How are we going to address that? You talk about the heart team, you can pick every culture to have them sit on that heart team. >> I mean, potentially that's what what you know between the ICO and the superintendent that could occur. Um, but my response to what you're you're asking is that the reason the language is the way it is is that it's not a hard and fast black and white rule. You have to approach every situation case by case. And that's why

091I also included the balancing language so that um and I can beef the balancing language up a little more um to make clear that this is a balancing. It is not black and white. >> Then again in one of the bullet points it says the professional down professional development is encouraged but then two sentence later failure to hold accountable. >> Right? So that's progressive discipline. So if they're not attending cultural requirements um for PD, then they'll go through progressive discipline. And if they're flagrant about it and essentially I mean that would be an amount to insubordination, then yes, they would potentially be subject to termination. >> You're giving them an option when you say encouraged. >> Oh, the encouragement. Sorry, my my apologies. The encouragement is only for conferences, not for the PD itself. Yeah.

092>> Okay. >> The PD is mandatory and what it's saying is in addition to PD, you're encouraged to attend conferences of the same type of information. So if somebody on the heart team is Filipino and wants something that is specific to Filipino culture, then if they if a individual doesn't take it and they're going to be held accountable >> if the um professional development created by the district overseen by the board includes an element of Filipino culture and teachers or other staff refused to take that, yes, they would be held accountable. See, I'm just trying to get to a point of reasonability with this and the way that it's constructed and with the way people read it and understand it and the way it's incorporated. Um I again I I'm not I'm just playing the

093devil devil's advocate because a lot of it's going to be questioned and what I said at the beginning of this discussion during a special meeting. I I think we can develop a a very good guiding principle and document that would be a model for others to think of across the state, especially with the numerous um PBLO that we have and and the other tribes that we have in within the state. And then again, maybe even something submitted to NIA or National Congress American Indians for other schools to to look at and possibly um utilize as well. >> Absolutely. Board member Montoya, this is just our first discussion draft. So, um it's definitely not set in stone. That's why it's first reading and um we can tweak whatever needs tweaking to make things more clear. >>

094Yeah. Again, I I I want people to understand that um it's malleable. >> It's a living document. Absolutely. >> Absolutely. And and again, it's going to be constructed to a point of reasonability that a individual who is not of this culture can look at and say, "Okay, well, there is room for me and I'm not being excluded or one is completely totally outweighing another." And and given that I was only reading these amendments and not the entire policy, I can see how that could cause confusion because the entire policy includes not only all of our cultures but all of the state statutes um regarding cultural education for the cultures in our state. So, >> thank you for recognizing that. >> Yep. Yes, sir. >> Are there any further questions for the board? Yeah, I'm I

095mean from for me my I think my my gray line or area is is that regardless of uh your background, religion and so forth, there shouldn't be any sort of there shouldn't be like caskets or burials or bodies in our schools. That that's that's that's that's what I want to echo is there shouldn't we shouldn't do that. Our schools are not we shouldn't be doing that. Thank you. >> All right. And then and then again even that point that is brought up by Miss Aspusen and now Mr. So um quite frankly I think we can delineate between a funeral service and reception after >> the language as I mentioned before just to clarify is crafted so that that can be determined on a case by case basis. >> Okay. Yeah I'd grab that. Again, I

096just want the the general population to understand that again there is a flexibility that we're looking at to be able to address those situations because of where we are and the limited resources that we have available to the community. >> The language also, you know, points to safeguards as well. So there are considerations. >> All right. Is there anything further that you have for us? >> No, sir. >> All right. If there's no further questions, thank you. >> Thank you. Look forward to further conversation. On to >> executive session. >> Item three, executive session. A convene executive session discussion on collective bargaining agreement as permitted under NMSA1 1978 section 10-15-1H5 of the New Mexico meetings open meetings act. Do I have a motion to convene into executive session? >> I motion. I will second Mr.

097Chair. >> Second by Mr. S. Roll call. Miss Hasky. >> Yes. >> Mr. So >> Oh, yes. >> Mr. Wells. >> Yes. >> Miss Aspus still on. She dropped. myself is five. The time is now. Thank you. >> 7:21. >> We will convene into executive session. that motion. >> Here we go. >> Thank you. The time is now 8003. Oh, 804. Item three, executive section B, reconvene in open session stated that the board has discussed in the executive session only the subject identified in the agenda as a reason for which the meeting was closed. Discussion on uh collective bargaining agreement as permitted under NMSA 1978 section 10-15-1H5 of the New Mexico Open Meetings Act. Could I get a motion to reconvene? >> Um, Mr. Chair, I made the motion to reconvene in open session. Thank

098you. >> Second. >> I second that. >> Mr. Wells. >> Vote. Roll call. Miss Hoski. >> Yes. >> Mr. So, >> I vote yes. >> Mr. Wells. >> Yes. >> Miss Aspus, I believe, is no longer online. And myself, that's four. We are now reconvened at 8:05. C. Possible board action on items discussed in executive session. There is no action to be taken at this point in time. Four discussions items on the regular school board meeting. Does anybody on the board have any suggestions for next Thursday's meeting? If you do not at this time, could you please entertain those to the superintendent through the email? Would that work, superintendent? >> That works. I don't have anything right now. >> Very good. >> Yeah. I I think for me it's just an updated like monthly attendance

099report all over schools by grade >> and school. Thank you. >> You want to report or you want to email? >> Uh probably email. >> Oh, I do I do would like a report on the because they got their scores back for middle of the year, right? >> I don't believe um I was in a school yesterday that was doing the testing. >> If we do, can we get those? >> Yeah. I don't know if they're going to be done. >> No, no, no, no, no. There was the other one I thought we had. Oh. Oh. Oh. They're still All right. All right. I got you. >> Probably January. >> Okay. Thank you. >> I retract that last statement. >> Item five, journment. Motion to adjourn the work session. I don't think anybody. >> I

100second the motion. >> Motion by Miss Hasky. >> Second by Mr. So roll call. Miss Hasky. >> Yes. Mr. So >> oh yes speaker >> Mr. Wells >> yes sir >> and myself that's four the time is now 806 me is journ thank you all very much have a good evening >> thank you thank you so much