Work Session Board Meeting

001[Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] We are uh online. President Hasky >> President. >> Miss Aspus. >> Maspis. >> Yes. >> Say it again. Yes. >> Did you hear that, J? Good. We got you. >> Mr. Soul, >> Mr. Mononttoya >> and myself. We have quorum. We'll begin this meeting and hope it doesn't last too long. First on the agenda, Mesa Elementary School and Career Prep High School 90-day plan by Miss Jones and uh Mr. Beniagua, which one of you is going first? >> Good evening, board members. Um Mr. Carlson. And um we are here to report our um fall 90-day plan. And I'm going to be sharing this plan with you um and my CSI team. We're each going to take a piece um as they worked

002really hard in creating this and I want to give them a little bit of uh kudos for for their input. So, we're going to we're going to start off with Miss um Glendor Geian on the focus area layer 1 instruction um for ELA. >> Good morning, B board members. Mr. Carlson, um we've really been working on our tier one, our layer one instruction for ELA. Um if you look at the graph we have we're working on the implementation use of HQIM um trying to pull all that together by grade level teachers as needed for our structured literacy learning um our resources needed well actually our professional development on HQIM as needed u we have global PD going on so that we're not pulled out as much and leaving the classroom so it's something that is

003new for for us and we're getting adjusted to it and it has a lot of great information for us. Um our lesson plan, unit plans and plan book and our school schoolology support. Um plan book is new for us. We got to dabble with it last quarter at the end of the year and uh a lot of us are getting trained. We just had training. So it has really helped helped us to u get more organized in our planning for our tier one, our small groups and our interventions. Um going on is our being prepared for our bimonthly OFCC's with our structured literacy court uh sorry coach um Pat Essi and Miss Gina Jones. Um we're collecting a lot of data uh our qualitative and quantitative data our consultants with international design our CRC coach

004feedback forms and a time schedule for OFCC's lesson plans that's been a it gets adjusted on a day-to-day basis just because of all the things that happen in the school setting. Um our next critical action is our PLC collaboration, our data analysis work. Um it's completed bi-weekly for our layer 1 instruction. So it's a lot of planning planning with our colleagues. We have a PLC schedule, our agendas which are um visible to anybody who needs to go and and see our information. And it's it's a lot of work, but we're trying we're plugging along and getting this done. We have active teacher participation in the level up program as part of our structured literacy work. Um our level up materials are in and we're getting our training and PD on the program. are let's see

005the last one is our is that 100% of our teachers will actively participate in our family literacy night events. Um this is part of our community outreach and we have a really talented uh coach Pat Essich who has is sharing a lot of uh information and you know plans that she wants to help us carry through. And the last portion is our indicator dates. Um the end of this month, uh the end of October to the end of the school year is that we're going to put in 30 minutes twice a week for classroom walkthroughs and lesson plans. Um let's see, 30 minute 30 minutes three times a week as measured by classroom walkthroughs. it it's um a lot of a lot of it, you know, is on Gina and she tries to make time

006for us. Um but with the school setting and everything that goes on, we understand. Um but a lot of the feedback that she has for us really just helps us to become better teachers. So I also want you to remember that we uh applied for a structured literacy grant that we received. We were the one of two schools in San Juan County that received that. So we do have um Miss Patricia Essi who is our literacy coach from the CRC. And so along with that um came the $25,000 that we have to um use for structured literacy support um and building structured literacy in our building. Um the next focus area that we have is um um math We did a lot of work last year with math. Um, hence our uh growth that we

007had in mathematics last year. So, we are not going to do a lot of changing with what we're doing because it seemed to work. And so, we're going to continue on with the implementation of our HQIM, our number talks. Um several teachers did mention that they think that the part of the success was um because of math and number talks that we initiated last school year in our building um getting teach getting students to communicate their ideas and um kind of the inquiry into math. So we're going to continue with that. Um of course our non-evaluative classroom walkthroughs. Um, one other thing that we're doing is our instructional rounds. So during PLC, they choose one a quarter and they make prior plans with another teacher because we don't know what we don't know. And so

008how do we know the lower grades? Um, the lower grades seem to be with one another a lot, but the upper grades don't get to see what the lower grades are doing. So those instructional rounds are really important for um fidelity and consist consistency in our building. Um once again we have PLC collaboration and data analysis. We do have uh Rachel Nance coming in to support us. She will be in I believe on September 22nd to continue data meeting PLC's um with the team um and other uh resources as indicated there using our global PD teams um and um we also will have empower um as a consultant coming back in as well to help with strategies. We also have the Dana Center who is helping us with conceptual procedural and application of math because

009as we know mo many elementary teachers are not math teachers. So in order to support our teacher development and that pedigogy, we are bringing in the Dana Center from uh the Austin University of Texas Austin to support us in teacher development of the foundations of math and how does those things work together so that we can be the best we can for our students. Um we are also building daily math fluency with um the use of the empower um kits that we were just given and then the knowledge that we did get from the Dana center um as evidenced in our lesson plans and that application of the learning is super important. That was one thing that um in our sit review was indicated that um a lot of PD but it didn't seem like

010it was actually being applied. So that is one thing that we are doing differently this year and actually um applying what we learned as as we learn it um immediately within the lesson plans and within our PLC's. And then we will also have um integrated math um nights um where we can give out materials and books and games and manipulatives and teach families this new math um because we had a lot of families that say they can't do the math. And so we want to support our families and helping them with supporting their students in math literacy. Um the next we have um she's here. >> Do you want support this one? Okay. Miss >> Yes. >> Before you proceed, >> I had a question for the young lady was that preceded you. >> She

011said collecting a lot of data, but either I missed it or she didn't say what data was that she was gathering whether that you were gathering or what. >> Sure. Thanks for that question. Um, with the use of our IME MESSA and our MESSA, we've been able to filter out our data and create our data by using the categories. That is something that we haven't done before. When we filter, we can click all of the different categories in our IMEAs. So, we can know which categories are um lower performing. And so, we're utilizing that to help build our um goals in the classroom. We're also using still our eye station goals that sometimes the categories kind of match up to each other. Um we're also utilizing student data in the classroom and having students monitor

012their own data um and creating data classroom data charts. And something that we're doing that was recommended um by the PED is not just seeing how many students are moving along the path but which students are moving. So, we're translating numbers into actually humans. So, if we say 24% of our students made growth, well, how many exactly is that? And so, we've we've uh created a tracker to kind of help with that. And so, that's what I think she was meaning as far as the amount amount of data that we're tracking. >> And does that uh can you filter out of that individual students? Yes, we can disagregate by student groups, um demographics, um any kind of multiple measures, um boys versus girls, um free and reduced lunch, anything like that. We can filter that

013out. My concern isn't so much uh gender uh but individuals so that they can be focused on particularly to assist them in areas that perhaps they are deficient in. >> Yes. So, we target those um by using our priority reports and we group them based on so if um Steve, Marian, and Gary are all deficient in one area, we can pull them in for small groupoup assessment and that's where we use our centers. That's where we we do use workshop model in our building and so they can target that for their layer tier or tier 2 interventions. Um and then if you know Marian is still struggling then we can do that layer three intervention as well with them. So we are looking at the data to tie to see if you know if more

014than 10 20% of our classroom is deficient in this we're going to do a retach right and and so that's what we're looking at with that data. >> Okay. My concern is uh not only how advanced is the class and how uh they're moving forward because I know they are in Mesa uh but sometimes that sometimes we tend to overlook the individual that may be struggling for whatever reason >> and that was my concern. >> Yeah. And so with our new tracking, it is going to be up in our um in our conference room. And so each grade level um when you do um ice station at the first ice station, you get you become part of a cohort. Are you in level one 2 3 four or five? And they what we're going to

015do this year is they're going to stay in that cohort. So if they're in level one when they start at the beginning of the year, they're their backing is going to be red and then they're going to have an icon on it depending on the teacher. So, as each month as we're moving and we're tracking the student data, if we have somebody that's in red that makes it all over to the green side in level three or four, we're going to say, "Wait, what happened? Awesome. Now, let's have that conversation as a grade level." On the other hand, if we have somebody who's in a green and they've moved backwards into yellow or red, once again, what has happened? And let's have a conversation about exactly what has happened. So we're tracking the individual students

016as far a and as the whole the whole grade level. Uh I remember myself, of course this is way back when and before the flood, but uh when I when I went into school and uh there were four grades in a classroom and the older students because there was only one teacher for four grades, the older students then assisted me in bringing me along in I not I know that's that's not the way things are set up today but in the individual classes do you have students that u can mentor those who uh perhaps um need extra Uh >> yeah, so we we do have peer mentors, but we want to be careful that we're not taking away from their instructional time either, right? So there's a delicate balance between having a peer, having a

017buddy that you can work with and then having a go-to. So you know the three before me. So if you're having a problem, let's talk to your buddy and then well, if they can't help you, let's find somebody else and then find somebody else before you can come. So, um that's not always the case, but we do use peer helpers. Um but we just want to be careful that we're not um tasking them with too much and it's not their responsibility to be the educator. So, there is a there is a balance there for sure. >> Okay. Thank you. >> You're welcome. >> Any other questions? >> Yes, ma'am. >> Yes. May I? >> Yes. I know um superintendent knows where I'm coming from when I make this comment about peer-to-peer um work in that

018classroom. That's some of the most powerful when you're able to do that. And I don't think it's a matter of becoming, in my opinion, too relying upon those other students to do that. But it also at the same time reinforces their knowledge which um brings me to one of the questions that I've had in regards to solidifying that newly gained knowledge. what are you doing or how are you differentiating in that classroom to get that kind of growth when you're talking about level one, two, and three, but the long-term growth that these kids need and and I questioned that in the last meeting of the drop off of some of the scores or even to the point of challenging students that are um moving ahead of the class. Again, to me, the importance of differentiation

019in that classroom is paramount for a lot of these kids, especially those that are on the upper end of that grade, whether it's third grade, fourth grade, fifth grade that come in with that knowledge and are moving quickly. Um, again, so the first question is what are you doing to solidify that? And then two, what are you doing to maintain the challenge to the students in those classrooms that are advancing? Are they being tested out or or is it just a matter of the teacher saying, "Well, that's not my responsibility." And I say that because I know of people who have actually said that. And to me, that's a disservice to the child. Yeah. So, we we've been doing a lot of training on MLSS and our different layers. One thing that we're using to

020solidify is the is our gradual release and we are using daily practice on those foundational skills. So, our number talks have been really a big proponent in our building to help with um it's a constant daily um action that we use. Um let's just do like a subetizing activity or a dots activity and it's just very quick. It's within 10 minutes of every day. So, it's routine, routine, routine, routine. we have to get them to think about math routines and that's really important. And so that is helping to solidify some of those um the knowledge that they're gaining because it's being um done every single day. Um as far as the differentiation goes for those that may need uh challenge work, um we do have some students that are at that point. Um, and so

021what we have to do is we have to think about when we look at our vertical alignment, are they ready to get that information from let's say fourth grade? They're at fourth grade. Um, but yet they can look at a fifth grade standard and maybe those standards from fourth and fifth grade are similar. It's just scaffolded up. So, are they ready for that scaffolding and can our teachers do that? Um and so the answer is yes, we can do that. Um and then the other going the other way, if it's at a fourth grade, um and we did whole group at fourth grade, can we scaffold down to hit that third grade standard? And the answer is yes, we can do that through our centers. So we do a lot of our differentiation through our

022workshop model or centers. Excuse me. The other question I have in regards to that is and I had this conversation with the um chair of the LEC last week. >> Mhm. about how illprepared a lot of students are coming into the building, especially in language development or the lack thereof, and that having to occur in the building rather than a um 50/50 relationship between the educational institutions and the parents and the families um developing that language because you may or may not know, I actually went through that first booklet of letters, went through the the whole thing and that it was only one concept I grasped out of that was to me that was useful for me was the term closet children. Kids are coming into the school not being spoken to and don't have

023a develop use of language. So how much of a of an impediment is that to you and your staff especially in the lower grades and having to do that which depending on the level that they come in on they can be two three years behind >> in in their language development. So it has to be established coming into the educational institution and puts a lot more stress upon the educational institution and the teachers to do that. >> Yeah, that that is where our ELP which is also one of our focus areas comes in and our um speaking, reading, writing and listening. Um I don't know if you looked at the data but at Mesa we had the school that exited the highest number of ELLL students. we had 9% exit out um of ELLL. And

024so that is also on there on our 90-day plan is vocabulary development. And so um and not just throwing words up on the wall, but making them interactive. So it has to be studentmade um because the student takes ownership for those words. The other thing we are really doing and um Miss Geian mentioned is our intentional lesson planning because if we don't um if we plan to fail we failed the plan and so um we have to be intentional with that and that's when we look at the number talks and our centers and our um our direct instruction and our guided practice for everything. So, um I feel confident that we are meeting the needs of our students with the different um layers that we're doing and the different types of learning that we're doing

025at Mesa. Um and we continue to look forward to more growth every every quarter because we take those benchmarkers um coming up at the middle of the year, but we do have our um monthly benchmarks for our eye station and our our so um that's the great thing about our 90-day plan, right? We look at it, what's working, what isn't, and then we change it. I I appreciate that you said quarter and not year because that's telling me you're truly making that effort to have that growth consistently and throughout the process which obviously that 90-day plan is important but one of the other things to me that I do not like in education is fidelity to the core. understand teach to the standards. I get that. But again, to me, the most important word is

026differentiation and giving that latitude to that human being in that classroom that has that knowledge to be able to teach that. But ensuring that they understand how to do that as well. And that would certainly be fall upon you and the superintendent and the assistant superintendent to ensure that the educators that you have in your building understand that and and how to use it as well. So, thank you. >> Yes. All right. Um we're going to go ahead and move to layer um the next focus layer um on science and Miss Daniel Jim will present that. Okay. Hello, I'm Miss Jim. Um so I'm going to cover the science focus for our 90-day plan. And we basically have the stem scopes that we're utilizing. We know that an adoption year is coming up, but we're

027going to utilize continuously with that um curriculum HQIM and also um it does allow 5E that Miss Jones has provided PD for us as a staff. So we want to go with what we know, build on that of what we know and then use that for our students learning and for our teachers um to continue to do well with science teachings. So we have implementation consistency use of the HQIM that I just spoke of from all teams. So it's a vertical alignment across at Mesa starting from kinder on up to sixth grade. And then we have our week bi-weekly observations that Mrs. Jones would be coming through to do for teachers and lessons lesson plans in a timely manner. And again, our lesson plans as she said are to be structured so that we are

028planning with intent and honestly a lot of our curriculum HQIM our content areas do have a lot of reading in there. So we want to make sure that we do focus on the four domains of ELLL components reading, writing, speaking and listening. and hopefully providing those in our lesson planning because that is the intent of our ELP which will be coming up here soon. Um word walls and vocabulary notebooks are also being utilized with science and teachers are having the word walls placed on in their classrooms and those word walls are to be active. So an example might be students know they come in from transition from maybe one class to another or they're already in their classroom setup and are trans transitioning to science. Well, this is just an example. Students will start to

029go through their vocab words to where they are spelling the word, they are um pronouncing the word and then from there it might be a quick standup. um go tag a partner and see if that partner can give you one of the science vocab study words back to you maybe in a timed manner and then from there you can also explore with games that our um resource person Miss Patis has provided for us with strategy tools. So you might have the students play a game quick game of where they have to guess what the word is so they can throw clues to yes and no questions and see if they can identify that word. So that's the active part or the word walls and using that as much as possible on a daily basis is

030important in the science um concept because as a seeing the science format it's a lot of reading and a lot of vocabulary and is strenuous and challenging for our students. Also continuing to use the journals the I'm sorry notebooks to study for definitions. they can draw, make drawings to help them to learn those words. Um, and then instructional rounds, as Miss Jones stated, we can try our best to get to our colleagues classrooms when the time is um there and then we can see how each other are approaching the STEM scope's perspective of teaching. Also looking at how we're all utilizing our differentiation tools to meet our students needs because one classroom is not going to be the same as another classroom. And it just comes down to routines and expectations that the teacher has

031had practiced in that setting. So the students are able to get on to learning with their instruction. Um we are utilizing um observations as Mrs. Jones noted and trying to tear our work with our students in the science perspective. Any questions? I have none. Are there any questions from the board? >> Uh, this is actually probably to both. Um, so after looking at the 90-day plan and some of the data that has been presented, um, what one of the things that did come to mind is that the Mesa Elementary has at least a 25% chronic absenteeism rate. So, as a part of that is improving the or addressing chronic absenteeism going to is that also part of the 90-day plan? is it it seems like a lot of these different pieces are are tied in

032together. >> It actually is in the next section in the um the uh ELP section where we are going to address that. >> Uh and and of course going back to some of the data that was highlighted in in some of the reports, it showed that the district has a lot of challenges at least with with with third grade, fourth grade, even fifth grade. Um, so with that said, what is the how how effective of a prek program do we have or or is is it existent at at Mesa Elementary that would give us an idea about the quality of the type of program? >> Did you say prek? >> Yes, pre-K is >> I'm going to have Miss Hayes talk. >> Is there is there a pre-K program at >> There is. There is

033a 4-Y program and a three-w program. Um, we saw some amazing results this year. So, I can let Miss Hayes, who's our kindergarten teacher, um, answer that question. [Music] Sorry, they're smaller than me. Um, hello board members, Mr. Carlson. My name is Teddy Anna Hayes and I am a kindergarten teacher at Mesa Elementary. Um, to answer your question, u, Mr. So, um, our prek program at Mesa Elementary last year to this year, um, we've seen a lot of gains and a lot of growth, um, with our incoming kindergarteners. So, they took the beginning of year Amira ice station for reading and then math. And we've seen a huge growth compared to previous years with their school readiness um in terms of listening comprehension, speaking skills, letter knowledge and vocabulary for the reading section of it.

034In math, their number sense, um geometry skills, we've seen a large growth as compared to previous years. So, I would say our pre-K program um at Mesa is really important to how we start off our lessons for kindergarten. Um and going back to board member Mononttoya's question about language readiness when they come into the classroom, um that prek program really um helps our students and gets them ready for the workload that we do in kindergarten. Um, so just the speaking skills, the readiness v and ability with vocabulary, um, to use new vocabulary. Um, it's really been helpful with our overall how we started the year for kindergarten. Oh. Um, and compared to previous years with working to prep our students with their classroom routines, expectations, um, behavior- wise, language- wise, um, so we can start

035to do academic lessons, um, we always had what I would call what we always call is a late start into the semester in the quarter. And this year, we only had to do a late start of a week, a week, a week and a half. So, we started lessons right off >> um with our kindergarteners for math and reading. >> Yeah. >> So, we we were ready for instruction with our kindergarteners based off of the work that the prek program put in. >> So, did that answer your question? >> Uh yes, it did. So, how many students are in the pre-K program? So, our pre-K program, we had 20 students um in the 4-Y program who were able to attend. And we have one teacher for the 4-way program at Mesa and one teacher for

036the 3-way. And they cap the class at, I believe it's 20, Miss Jones, 20 students um per classroom. And we had one classroom. So, 20 students split between um our two kindergarter kindergarten classrooms this year. >> Okay. Any other questions? >> Because I was actually looking at the the mirror report and it's everyone's all lump thrown into the same pot. I was hoping to see almost like a school by school breakdown. >> Mhm. >> Okay. Did all the board members get all that information that I asked for? >> I sent it to all of them. Yes. >> Okay. you should have the um disagregated information for each school. >> Okay. >> Because I had asked for that cuz I didn't see that either. And so I was wanting to see the breakdown. >> Uh yeah,

037by by school because the report that's in board docs has all the schools together. >> Okay. Check that. >> I um appreciate the fact that you said you only had to spend one week and then you started to get into the actual >> Yes. this the school readiness um in terms of classroom expectations um routines within the room, how we sit, how we move about the classroom, um small things, restrooms and everything. Those were prepped in prek. So, it really lightened and shortened our load for the beginning of year um routines with our students. >> Okay. because I've always believed um in uh when you start talking about educational phil uh philosophies of behaviorism >> and kids and families understanding that that's why you're there. >> Yes. >> They have to be conditioned to that

038behavior >> and the more readily we can do it the better off they will be quite frankly. >> Exactly. >> Learn. So I appreciate that. Thank you. >> You're welcome. Um, and I any anything else? No. Yes. >> Are there any further questions? >> Um, just just uh I think one of the questions that actually ties into one of the other reports is um at this point in time is Mesa Elementary fully staffed with teachers in every classroom. We don't Are there any long-term subs that are teaching? >> We have one long-term sub in our special education high needs classroom. um as that teacher took the assistant principal job at TVA um at the beginning of the year. So we are still teacher for that one but other than that we are fully staffed. >>

039Excellent. Thank you. That's good to hear. >> I do I do have a question for Mr. Jones. >> Go ahead. >> You talked about your PLC's. How often do you have them a week? >> We have them on Tuesdays and Thursdays. >> For how long? >> Uh 50 minutes. So basically hour and a half almost two hours of um how how do you deal with with the are they set up for during those special times? >> They are they are set up during their special times. Um we have by um monthly data meetings. So every two weeks on a Tuesday we have our data meetings and then other than those two uh data meetings they are left planning PLC's. Okay. So with the data that that we are presented for the beginning of year, obviously

040those are being incorporated into your PLC's and how you can make those adjustments to get some movement and gains and growth. Correct? >> Yes. >> Okay. Anything specific that you can state that let's say for the numbers in math for fourth grade? Give me an example of one of the considerations if you would please. Um, so was which data point would you just any data point? >> Hold on. Yes, because I have here in front of me. >> Um, make sure I'm on the math. Reading >> language, math. So for the um grade five, you only have seven that are in the grain on target and then 41% near target and the 52 that need support. >> Yes. >> So what would be one of the considerations as far as instruction? obviously going through the

041tier levels one, two, and three, addressing um that movement and getting more closer to the um near target. >> Um I'm going to be honest with you. Um we we had some issues with consistency and delivering uh instruction last year in fourth grade. um not a not every teacher. Um and we found that we had some gaps definitely and that was pretty evident at the end of our men our NMSSSA data. Um and so we have uh rectified that and so we are now making sure we departmentalized our fifth grade and our sixth grade meaning we have one teacher that teaches the math and science and one teacher that teaches the ELA and social studies. So they're getting consistent the consistent teacher for math. Um and so with that intentional planning and the consistency with

042how >> a lot of elementary teachers are not math teachers uh and the superintendent has stated that quite clearly and often that that does exist. So to help support that >> um I I'm sure that that would help support that. Unfortunately, in my building, um, we are already getting that support. Being a CSI school, we have empower coming in once a month to help us with that or twice a month actually to help us with that, with looking at strategies um, and going into and working individually with our teachers um, on strategies to create um, better success for our student outcome. Um, so I feel like we already have a math coach because Miss Gurr is coming in to support us with that. So I think it would be more beneficial for the other schools

043at this time just because we are already getting that. Um, and I don't want to be greedy, but it seem it would be kind of confusing too with what we've already implemented to have one more person in our building to do that. Um, at this time, right, we're hoping to get out of CSI status this year. So this would be our last year. That's the that's the goal. Um so in the future we would like to look at that. But we feel like what we have in place um is sufficient for our needs and with with what we've been given with the CSI budget. Again, I appreciate that as well, too, because obviously, as you know, um, you may have heard me say this is this is a business in the sense of we're in

044competition with everybody else around us. And if anybody doesn't believe me, they missed that big old sign that Farmington had in the middle of Kirtland to try to get our kids to go to school there. And so, what are we doing? Because the one thing we can do to keep the students here or at least what we have under in our control is the quality of education that we provide not just to the students but to the families to keep them here. Yeah, there's a lot of economic issues that are tied directly to that and directly affect that before what we can control in the buildings. What are we going to do to improve that education? And that's where the superintendent, the assistant superintendent, and all the principles have to ensure the educators in these

045buildings are doing everything they can to redirect that quality of education for these kids because that's the one thing we have in our control. >> We have to build up our teachers and we have to let them be the professionals that they are. Um, if they're in need of something, we provide that for them. And I feel like just going to say for me, I feel like we have done that at Mesa and I hope that I am building up each one of these teachers and building their efficacy because we know that's the number one effect on students. So to bring somebody else in after we've we we have a lot of support in coming into Mesa just because of our situation with our literacy and our CSI. So, I would hate to take and

046be and monopolize that math coach if they could go to another school that is not getting that support. I I would see that that would be very unfair of us to do that when we are getting all the additional support through our CSI um funds. >> Well, again, I appreciate that response as well too because that those are the things that matter. And um something you had said, I've been trumpeting in it for the longest time since I've been on this board about entrusting the independent school districts. They know best. Um the teachers, the principles and teachers in the buildings know these students better than the people in Santa Fe. So I do and trust what you all do and trust me. I I defend that. >> I did that last week. So, um, again,

047uh, the expectation certainly is there because I know these kids can can learn just like anybody else, not just in this county, but in this state and in this country. They're just as capable. >> And one thing that I'm working, you know, personally with is is greater accountability. And all of my teachers here and whoever is watching knows that we're trying to up our up our level of accountability. Um, and so that does that is on me and that is something that Mr. Deswood is is working with me as well too. And so I told them be careful what they wish for. Um, but if we're going to move our students forward to a future yet to be imagined, we got to step it up. And so that's where we are with that. So >>

048success builds success. Very good. Thank you. Uhu. >> We're going to um just do the last ELP and then we will um conclude. Okay. So, the last focus area of our 90-day plan is our layer 1 instruction um and interventions with the focus in our ELP, which is English language proficiency. Excuse me. So, our desired outcome for our ELP um focus area within the 90-day plan is that 100% of our teachers will apply instructional strategies to teach academic vocabulary, discourse structures, complex sentence patterns, and interactive word walls. So, this is across all of our content areas of e reading, math, science, and social studies. So to do this, we are continuing with our implementation of our six-step vocabulary with student artifacts or resources. So those can be student notebooks, binders, um and it's student created,

049student created, it's um the students can interact with it. The next is teachers will create classroom interactive word walls for all content areas with current vocabul vocabulary um that's indicated within this the teachers lesson plans. So again intentional planning using our instructional resources across all grade levels and classrooms to build those word walls to make them relevant to excuse me what our students are learning at the time. So the current material um and really drilling down to also get that at their level of understanding where they can use that within the lesson during the day and and during the day. The third part of our 90-day plan, one of the crit the third critical action is teachers engaging and actively participating in instructional rounds. Um, we felt that as a leadership and CSI team that

050this would help with the differentiation within our instruction. So, kindergarten teachers, for example, we would go into and observe um fifth grade teachers, other grade levels to see how they're doing their vocabulary word walls, best practices, and that would help us to hit those higher students who are more advanced. Um and on the other side of it, upper grade level teachers who might come down to the lower grades to just observe classroom practices with instruction um word walls and would be able to pull some of those practices um strategies for students who might be struggling with the instructional strategies at their grade level. So that's how we're targeting our differentiated instruction with that area as well, instructional rounds. And then last, the attendance portion. I know that was asked earlier. So 100% of teachers will

051utilize capturing kids hearts. Um that's a program that we are using at Mesa Elementary to provide support with attendance for our students. So that really capturing kids hearts helps to establish positive social interactions from student to teacher, teacher to student, teacher to teacher and then students to students. So it really helps to promote that social emotional health for our students, positive interactions around the building um and within the school environment. With that said, um, with with your your chronic absentee, has your has Mason been able to dig down deeper about the causes behind that or have you been able to block off which categories are causing that? >> So, that's a Mrs. Jones question. >> We have about seven students who are on the chronic absent um, list right now through our attendance data. Um,

052we have already started on the different layers of intervention. Um, and I've already gone through four different layers with some of them, at least half of them. Um, and have had like project safety net already help. Um, CPS has already been called, Desert View Counseling's already been done. Um, we've met with parents. Um we've tried home visit with the liaison and with um Miss Rachel Brown. So um we are striving to work with those particular seven um families. Um it hasn't been easy and we've had a lot of roadblocks and barriers with those seven for sure. Um we thought that there was a bit of a communication difference with our families. So that's why we've really increased our um communication. Our teachers are our first layer of communication. So we have them where they're in

053some cases daily emails, phone calls. Um I've done daily emails and phone calls as well. Um and just putting a face. It's not just a number, but it's a face. And and what are their barriers and what can we do? Um do they need do they need support through project safety net? do they need um laundry soap to wash their clothes because they don't have clean clothes to come to school? Um and trying to really get social work involved and counseling visits involved. So those are some of the things we've already done this just this year to kind of bring that that number down. We have we have particular you know one student who's already in the critical stage. So, we're trying to really work with that family to try to do that. >> Thank

054you. >> If we I think is that it? Okay, that's all that we have. We have our critical our four years. I stand for questions if you have any. >> Are there any other questions from the board? >> I'm good. >> Yeah. I I just want to comment to just really quick that um just just seeing the kind of changes of improvements in data for for Mesa Elementary is is huge. I mean, just seeing the work, the outcomes that we've seen as a board, the district just it it shows that good things are happening tonight. I I think we all hope that your teachers, your staff, your team, parents, everyone continue to do the hard work that's necessary to help make Miss Elementary a good school, great school. We've had a lot of great um

055additions with the sixth grade coming down and we've had a lot of um sixth grade teachers or teachers from TVA that have moved down. We had three and I would say that I think we have a strong really strong staff this year. Um, and everybody um, that I can think of is moving in the positive direction and really engaged with making Mesa the best we can for our students because um, how many families did we have yesterday? We had over a hundred families that that came over just to get food and the potatoes and corn and flour and blue cornmeal. um because we're providing that services and we're helping with with their needs. So when we can get down to their needs, then they feel comfortable, you know, bringing their kids here. So I think

056those small steps um is part of the change that we're making at Mesa. >> Thank you. >> Good evening, members of the board. Superintendent Carl, >> thank you for uh allowing me to speak in front of you and present our 90day plan. >> Yeah, we're on item one, the second presentation. >> Sorry. >> Okay. >> So, >> okay. >> Oh, >> sorry. Okay. All right. So, um sorry, Mr. Wells, did you have Okay. Uh putting this plan together was quite a daunting task. So, I I do have a lot of thanks to give. Um, Mr. Dezwood and Miss Roxan Lee, the CNI team really kind of got us together and put us on the right track. I have teachers who came in over the summer who were willing to work on this. Miss Clover Williams,

057Miss Erica John, Mr. Alfonso, Ralffo Alfonso, um, Eric Chandler, Mr. and Mr. Young. So, it really was a team effort. Um and then we also had a lot of guidance from the peed, the lady who was our reviewer for this put in a lot of effort with us. And so um having that whole team effort, uh I think we put together a pretty decent plan and we focused on, you know, each 30 days we're going to do a little sliver of improvement, build on that little sliver of improvement, start making our momentum that way. Um, I do would also I would also like to recognize a member of the audience, Mr. Don Striker. He's one of our um our wonderful math teachers. Um, uh, he is a part of our leadership team. He didn't have

058much direct influence on this other than bouncing ideas off of me when I'd go to him and say, "Hey, what about this? What about that?" And uh, so he did have his influence and some of his fingerprints on here as well. So, with our 90-day plan for our MRI school, we have five areas that we have to focus on. ELA, math, science, graduation rates, and then English language proficiency. Um, and so what we wanted to do with ours kind of as a team is take our desired outcomes and have a thread going through each one of those uh those, excuse me, subjects in each one of our 30 days here in the first semester. and then line those up with our um progress indicators. And so for ELA um we were really wanted to focus

059on SAT and kind of improving our SAT scores. That's one of those indicators of how well are you how well is your or how healthy I should say is your ELA program. And so as we were going through this, we wanted to make a a nice our annual plan a nice improvement on the SAT scores. And so when we look at our 90-day plan here for the fall, we're really focused on that kind of being intentional about um including SAT style questions um are providing those to the students at least once a week. And so if we look down at our progress indicators, u we could kind of see our progress towards that desired outcome. What does that actually look like? And so through walkthrough data, we're going to see here in the first 30

060days, and that's going to end next week, um that we have at least one SAT style item a week. Next 30 days, we're looking at, okay, now we're going to increase that a little bit. We're going to get students familiar with the SAT types question. What does it look like? That way, when they get to the test, they're not freaked out about the test. They know what they're reading. They know what it looks like. Um and we take some of that test anxiety away from those students. Um two two style SAT style atoms a week. And by the last 30 days, um, excuse me, um, of this 90-day plan, we're looking um, at again more of those SAT styles in every lesson that that the ELA teachers are um, presenting. So, I had conversations with

061ELA teachers yesterday and actually this morning as well about how they're doing that and some of the progress they're making towards that. And it looks like we're we're well on our way towards that. In math, we wanted to focus again increasing our math scores on the SAT. Um, that one's always a tough one to do, but I have two really strong, dynamic math teachers, and in fact, I was in their classes yesterday. Lots of student engagement, lots of talk from the students. Um, and if if you know anything about our student population, it's tough to get some of our students to speak, and these guys were getting it done. Uh, and so big kudos to our our guys for kind of getting in there, digging in, starting doing the work, and um, expecting behaviors from

062our students that kind of align up with our 90-day plans as well and and holding our students to that that expectation um, in a nice respectful manner. And so, we focused a lot with them as with formative assessments and kind of lining up our formative assessments with our standards, making sure that we're kind of all of all in alignment right there. We're going to get some PD work on that as well. We have um some PD lined up for all of our our staff. Uh when it comes to some of these uh formative assessments and instructions and lining those up and kind of what did that look like towards the end of progress indicators, we're looking at um and they've already done this one. Uh by next week, we're going to have um at least

063one baseline formative assessment aligned to the key standards. uh the next 30 days we're going to up that at least two um uh standards done by the two weeks and then of course that last that last uh progress indicator hopefully we're going to meet that desired outcome. Um, so they're using a lot of of really good techniques that they're we're trying to get the kids involved in. And like I said, my my walkthrough data yesterday and just my walkthroughs uh in general for those math teachers showed that there's a lot of work that they're doing um trying to get this all squared away for us. Uh science uh when we came up with the science goal, we kind of went back to our root cause analysis. And one of the um sets of data that

064we looked at were teacher perceptions of students. And we got down to the idea that um students didn't see the value of education. Well, why didn't they see the value of education? They can't tie it to the real world. And so we're trying to figure out, okay, how can we tie this what they're learning in our schools to the real world so they see that value of education. So they maybe are more intrinsically motivated to um to pick up a little bit more of the study to get more involved in class. So with science um what we wanted to do was more hands-on stuff. Science lends itself well to that. So I have two science teachers. One of them has a whole bunch of fun little gadgets and gizmos that he uses to um chart

065and state-of-the-art stuff that they were able to buy last year. our other science teacher is new to the building and we didn't have a whole lot um for that teacher. And so with our grant, we were able to get it okay that we can buy a bunch of STEM kits um that she can use for biology, that she can use for her other science class as well. So the students aren't just sitting there, you know, working on these problems kind of theoretically. They're actually looking at it hands-on. What does it look like in the real world? Uh and when we get those other STEM kids in, um we're going to have a really dynamic science department as well. kind of along the lines of what we're seeing with our um our math department. Um one

066of the big things that we get graded on, of course, the reason why we're in MRI status is our graduation rate. And so, how are we going to get our graduation rate up? And so, that's that falls on our SIT team. So, that's uh me and the counselor. We loop in a couple of the teachers as well. And so, we've already done this. Mr. Chandler and I worked on um getting together a spreadsheet. Um we have all of our students listed by cohort, not nec and we have them listed by the class that they're in, but the cohort because we're trying to graduate them within the four-year cohort that helps out with our graduation rate. So, we got them all lined up on our spreadsheet. Um have their their credits right there next to them.

067Who is on track to graduate? Who needs a little help this year to possibly graduate? and what are some of the students or who are the students that need a little bit more intervention? And so starting to track that and starting to track their um their attendance and their grades and doing this on a weekly basis. What we could do is pull those students in, have conversations with them. Um and that's where we're starting at. And uh some of our teachers have started having conversations with students are on that list and just having that that conversation about, hey, here's where you're at. here's where your credits are and here's what you need to do to graduate. Kind of opened up some of the students eyes like, "Oh, I'm I'm that close to graduation or I

068only have to do these classes right here and then I can graduate." Um, and that had a profound effect on students. So just making that little connection with the students, having that open conversation with them um and showing them the plan, showing them kind of mapping it out towards uh you know towards the end and letting them say yeah there is light at the end of the tunnel and this isn't just a place you have to sit here until we tell you you don't have to sit here anymore and we walk you across the stage and hand you a piece of paper but get you involved in actually getting you to that that destination. And so uh we got our rosters verified with our seniors. We were starting we're reviewing them. Um, and so now

069what we're going to start shifting into that this uh second uh 30 days is putting together support plans that are documented. Okay, looks like we're having a little trouble in math. Looks like we're having a little trouble here. And putting some support plans together for those those seniors. We're not only focusing on seniors. Uh we're focusing on our H3s as well. So those who uh should be graduating next year and starting to get those ones lined up. uh and of course our sophomores, we're going to loop them in. Uh this year we had three true freshmen in uh come to our school. And so we're trying to change the narrative a little bit that this would be a school that you could come to as a first choice, not necessarily a last chance. And so

070um one of the students who came to us from the junior high is really flourishing quite well. Um in just talking with the students, I like the small classes. I like the campus. I I like um I like the class load. we have four classes, you know, we're on that block schedule. It's something that they can handle. It's chunks that they can digest quite easily. Um, and so we're starting to see success at that freshman level. And um, so far all of our freshmen are are on track. Um, and hopefully if we can keep them going and monitor them as well, then we get them through in in the the time required. So, I have a lot of um a lot of hope for those those youngsters. It's a lot of fun having them on

071campus as well. Um and then we have our English language proficiency. So this is a whole school effort. Uh and so this is we looked at the data that showed that um one of the areas our students are really um not too strong in just yet is speaking. And so trying to get students to speak and have that opportunity to speak in classes, not just sit there and get the information, but engage with the information and engage with the teachers in a meaningful way. and going off um some of the uh the guidance from Mr. Carlson about having think pair share, turn and talk, all that. We just wrote that into the 90-day plan, saying, "All right, let's provide at least three opportunities a day for these students to do that." And like I said,

072when I went through my my walkthroughs yesterday, we saw I saw a lot of that um going on in our uh for our classrooms. Uh and so we're scaffolding those tier one ELD practices in um each one of these 90 day or each one of these 30 days that we've mapped out. Uh as we start coming to the end of the semester, of course, we're always going to be tracking this data that we're collecting. We're going to be tracking the students and their progress on making their their marks as far as the credits that they're getting. uh if there's anything that we need to change, anything that we need to pivot on, if something's working um not so well, uh we have that flexibility with these 90-day plans to make those changes. Um so we

073lined up also, I didn't have it here with us, but our budget, um we have a a big budget for our school. So I had to encumber $29,000 uh to support this plan right here. So we we put a lot of that into PD to buying of course those STEM kits to afterchool programs to help not only with credit recovery but I have teachers coming up and asking about can we have enrichment programs. Uh in fact Mr. Striker and I have been talking about uh or he's been bringing to my attention uh student interest in model rocketry and applying some of those mathematical concepts and science concepts that they can actually build rockets uh and shoot them off and so things like that and these are some of student based interest and student generated interest

074in applying these concepts. So putting money uh aside for that and and when we see that need we have that there to support the students. Um, we're also we're able to buy a couple devices that might help with some iPads. Um, so if there's programs that the science teachers are using or maybe English teachers are using that, um, students can get on these devices and and help learn. U, then we've got those devices as well. So, we got a we got a quite a long ways to go. we have um we have our challenges and we're taking a a good look at where we're at and where we're going and trying to adjust accordingly. You know, sometimes it's just a game time decision on on how we're going to attack a situation or handle a

075certain situation. Um so in a nutshell, I'm not as uh organized, I guess, as as Miss Jones. She has always a hard act to follow. But um with that, um I stand for any questions that you guys might have. I have one question. Yes, sir. Uh, Mr. Piaga, how many how many students do you actually deal with? >> So, we currently have 118 students, >> right? Thank you. >> And we do have uh some we have them on a waiting list only because we're so far into our semester that they would they didn't have a lot of the background instruction there to be successful. So, we're going to get them in at the end of the first quarter. And so, we have some students who are going to be joining us in October. >> How

076many? >> So, so far, I think we have three. And there was one that came in early enough. We were able to get him on one of our VLN programs. So, he's coming to school. He's on the VLN program now doing some credit recovery with an English class. And then at the quarter, we're going to jump him or uh get him into some in-person classes. So total that would be four. >> And what grade level is? >> So he is uh a sophomore and then I have I think a junior and two seniors. >> Okay. Thank you. >> Yep. >> Any other questions from the board? >> Making question. >> So you talked about some of the challenges. What are you doing either before school, during lunch or after school for tutoring for those that

077are challenged mathematically? >> Right. Very good. So before school we it people are coming at different times. Teachers always have their doors open if students want to go in there. At lunchtime there is a group of students who do go into one of our science classes to get some extra help. Um and it's kind of a sort of a needsbased. We use it more of a tutoring rather than a a structured class. And so kind of a comeand go thing if you need help. And that teachers actually opened it up also to math if you need help with math or anything like that. All of our teachers are willing to um open the door at certain times during the day when the kids want to come in. Um I've found that we have a very

078motivated staff wanting to help the students getting behind our 90-day plan, wanting to, you know, get that momentum forward so we can see a lot more success. We also have our LSA who uh twice a week opens up our wait room during the lunch period. And so students who need that kind of release, you need that kind of uh reset at halfway because you know they're sitting at two big long classes uh and they're doing a lot of stuff in there, but you just sometimes you need that mental break. And so our LSA is getting into the game as well and pitching in by opening up and monitoring our our wait room during lunchtime um twice a week so we can, you know, provide that support for the students as well. >> And they've been

079pretty responsive. Yeah. And we've had students come up and say, "Hey, Gary, can you open it up today?" Like on a Friday. Um and yeah, Gary's like he's not going to say no unless you know something big's going on. So yeah, he's all about helping the students as well. One of the other things you had mentioned was the uh hands-on getting them involved with more hands-on. I'm a very big proponent of um or big supporter of um place-based education >> and I know you have a very good uh resource through Mr. Chi, especially when you tie it to the culture. >> Oh, absolutely. >> And understanding the history, the culture, the language into part of that education and learning about everything around them. I'm again I'm a firm believer that uh the individual the child

080the student needs to learn about who they are first before you start getting into that expansive progressive education >> right >> true progressive education meaning of progressive education for that child and then they can correlate that and have context to history or economics or agriculture around them first before they could start learning outside of them. So >> absolutely. >> You know, again, like I said, I'm a very big supporter of that. >> Yeah. Mr. Chi's doing a project right now where he's actually incorporating uh the double helix of a DNA. Um and students are turning it into artwork and their influences, the strands of the DNA represent various influences in their life and and you know, mother and father's side. So, Navajo philosophy with modern science and and like you said, >> getting them grounded

081in themselves and and understanding where they're coming from and then building on that. So, >> yeah, if you ever stop by the school, >> he's got that absolutely >> he's got that artwork displayed out there. >> Right. Thank you. I appreciate it. >> Sure. >> Anything else from the board? >> Yeah, just really quick. So, um Oh, go ahead. Yeah, I'll let her go. >> Oh, >> go ahead, Missy. >> Okay. I I just had a I just had a really good question that um there's so many so much intervention in both the MRI and the CSI school. Have the schools and I heard that um the the MESA but no um the previous presentation Mesa Elementary that they're hoping to get off the GSI status next year. Um is there is does the program

082taper off? I know there's a lot of interventions that are um in place right now. And then how does that work? I mean there's there's a lot of focus on all these different areas to improve the school so they could go off of side and MRI status. And then what is the the taper off uh type of uh plan in place because sometimes since once the the interventions aren't in place anymore or the need to then you fall back you regress. So, I just wanted to know what was the plan or is there plans already in place for that too once the statuses are removed? Thank you. >> May I answer that, Mr. Wells? >> Go ahead. >> Thanks for the question. I think that's part of the uh comment that we make to the

083public education department is once a school gets off CSI status, the funding stops. Uh, we were lucky this past year for our other four CSI schools, TBA, Neoni, KMS, and who am I missing? Gina? No. Um, oh, Shiprock High School. They were lucky that they ended up carrying over 100% of their funds to use it this year, but um, that was because there was so much other funding like ers from the previous couple of years and title one. So that's the criticism we have with a school in designation is that that additional um investment from the public education department like Brian said two over $200,000 that helps a school right to to invest in these interventions these programs um some sometimes staff but the funding does stop because once this once uh you get off

084status um you've you've essentially achieved um a traditional status. But what happens though is they have to put all these interventions in place because Brian and Gina have multiple areas, multiple um data that they have to show growth and be accountable for. Once they're not on CSI status, um they just have ELA, math, and then um culture. high schools just have graduation rate. So, that's kind of uh some some differences, but no, the funding will stop. Thank you. >> Um this is Gina Jones. Let me add to that. Um >> thank you. >> We we're trying to make sustainable change, right? And so when we get off status, noticed I said when when we get off status, that change is sustainable because you can't just throw money at the problem. It has to be sustainable

085change. So with implementing what we did last year and you you saw the growth from last year and having it again this year and just changing I I'm a science teacher. You change one variable at a time. So by changing one variable and seeing that change um over and over and over, we would have had 2 years of sustainable change um that's going to carry us. So it's not going to be change anymore. It's just the way it is. This is how we do business at Mesa. This is how you'll do business at Career Prep. So, I don't think throwing the money is going to be make that big of a difference in my case because I'm trying to build sustainable practices with my school. Does that help President Hasky? >> Thank you. >> Yes,

086it does. Thank you. >> Did you have something else? >> No, not on that point. >> Okay. Yeah, I I maybe I'm just jumping a little bit ahead, but um one of the areas of concern of course looks is attendance rate, which I I think also ties into like student achievement. So what what is there what is a career prep because career prep doing to address that? >> So yeah, for attendance rate and that's one of those things that we dug down to is one of our root causes and our root cause analysis. That was part of uh that question of why are students not coming here? They don't see that value of education. Therefore, they're not coming here. So within our circle of influence that we have making it a place that they want

087to be again with those hands-on projects and kind of attracting those students in there uh tracking the students who are chronically absent. That's we have our attendant secretary already on that. Uh and so making calls home uh what's going on. Uh I had a student I had to pull in the other day and just kind of because the student was over 18, you know, you can't just call home that call the student. um and kind of having conversations about what's keeping you from school and what can we do to um get you here to to get you to that final place where you're going to actually graduate. So, it's it's a lot of kind of grit and sticking to it and making those phone calls and making those connections. Um but again, just making it

088a good place to be. um serving multiple populations that we do and and kind of making it attractive for all those those students. We hope we can attract them more than we can repel them. I hope we're not repelling anybody though. Mhm. So, so if the students are not um seeing the value of of education in in that regard, uh h how much of like career technical education does does career prep offer? Let's say I mean if the student is not going to go to college, are there exploring other like options for different pathways to see that this education they receive is going it could lead into other other areas besides just college? >> Right. Yes. And so we are trying to to make those pathways a little bit more aligned with the CTA path

089CTE pathways that was uh that were developed last year as well. Um making renewed partnerships with Bond Wilson. Uh one of the plans that I had was, you know, going into perhaps a mid school with a plan. Here's what your four-year plan would look like. And if you're interested in going into a trade, here's some of the things we offer at Bond Wilson. So you can get your core work done here at C at Career Prep. and then we'll start tethering in some of the Bond Wilson stuff. Um and so trying to offer that as far as right now, um we just have those conversations with students. You know, not everybody's cut out to go to college fine. Here's some of your pathways that you can go into and options into the students. So until

090we can make a little bit better plans and and actually start offering some of those CTE pathways to our students, in the meantime, we'll just bring in those outside resources and say, "Hey, here's what you can do with the the education that you're getting. Here's some of the places that you could go with it as far as the trades are concerned. >> Good. Missy, do you have a question, a comment? No, no. I'm just I don't have any other questions, but I I'm glad to hear that um the change is sustain. >> Thank you, Mr. Aspus. >> Thank you, Mr. Piago. >> Thank you. Yeah, I just again want to comment as with Mesa, I just I I hope that that we continue to see a lot of the progress and improvements that help make

091career prep a really good school for our community because it it does affect a lot of people in our community and hopefully improving the quality of our schools all around will help build up build up our communities again. >> Absolutely. Yeah. We're there to to to service some of those populations that don't otherwise thrive in a traditional school. We hope to continue to do that. >> Great. Thank you. >> Thank you. Moving on to B, attendance update by Filimon. >> Can you pronounce that last name for me? >> Felon Badbaten. >> Thank you. >> You're welcome. >> Uh, board president Hasky, >> can you hear me? Um, >> yes I can. Thank you. Yes, I can. >> Board President Hasky, board vice president Wells, Board Secretary. So, board member Mononttoya, board member as Superintendent Carlson.

092Good evening. Um I am tasked to report to you our uh attendance report beginning August 6 till September 4th. Next slide please. Uh this is the overall um attendance comparison of the middle schools, high schools and uh elementary schools. I'll start with Kur Prep High School. Attendance rate 78.3%. Eva B. Stokeley 92.1%. Juda Nelson Elementary 92.2. Kirtland Central High School 94%. Kirtland L 93.3%. Kirtland Med 93.3%. Mesa 92.6%. 6% NAS 93.3%. Numl 94.6% Nukem High School 88.5%. None. Nuke Med 91.7% Oho Elementary 9.4 4 Super High School 92.1 TBA 90.92 our overall attendance for the district is 92.2%. Next slide please. So as you can see this is um for elementary >> the compar last year >> um for elementary we have an overall um attendance rate of 92.7. Next slide, please. >> Um I

093I think there's a correction on the graph. It says 88.225. >> That would be for um >> the district average >> for the high school. >> Yes, >> it's for the high school. Um yeah, I will uh put that in for the next slide. Okay, for the middle school, uh the average attendance rate is 92.4. Next slide, please. And for this is uh for the high school, the average is 88.225. Uh I apologize for the uh error here. So this is for the high school. So as we can see Car Prep has a 78.3, Kirtland Central has 94. Num High is 88.5. Um high school is 92.1. Overall for the high schools it's 88.225. Let's go with the next slide please. Now this is um our district overall chronic absentism comparison. As you can see

094all the schools here. So for curve prep high school chronic absentism is 28.5%. Eva B is 17.5. Jud Nelson is 25.1. Kirtland Central High School is 18%. Kirtland L is 16.9. Kirtland Med is 19.4. Mesa Elementary is 25%. N City is 17%. Nukem L is 14.8%. New High School is 22.6. Niji is 18.6. 16.8. 8 for New Middle School. Oho is 18.8%. Chiprock High School is 18.4%. TBA is 19.1. Our district has an overall absenteeism of 20%. Next slide, please. This is our elementary schools absentism rate uh with an overall rate of 19.84 all our elementary schools. That's 98.8% chronic absentation. Next slide, please. For our middle schools, we have 18.9% overall chronic absenteeism. And last slide, please. For our high school, chronic absenteeism is 20.8%. And that's that ends my report. Any questions? I

095we stand for um questions. Thank you. >> Uh ju just going back to the high school data, I'm a little bit I'm a little bit puzzled by that that that number 88.225 225 because if you calculate the the largest population is Kirtland Central High School, Sherrock High School, that should take put us up in the at least the the 90s because the the other schools like Career Prep and New High School, they're they're in in size or the population is a lot smaller. So, um I'm just want does that number need to be revisited or looked at again because it just seems a little bit the 80.225 225 just seems a little bit low or out of or out of the ordinary compared to the the population size. >> Sure. Yeah. Um so I I

096double check it a while ago. So what I did was um add all this four. >> Mhm. >> And divide them by four. It's give this 88.225. But just like what you have said for the 94 per for Kirtland Central High School and Super High School 94 and 92. Um I'll go I'll go over and take a look at this. Uh, one of the one of the other areas of concern that I'm I'm I'm actually a little bit surprised by and I did point it out to board member Wells is that the absenteeism chronic absenteeism rate at Judy Nelson is 25.5%. Um, c can I ask what what what are some of the major causes at least with uh Judy Nelson because that's a that's a little that's concerning and I think some of the

097other schools that did come up they they did explain what was going on. So I'm not sure if you have an if there's an explanation about what's going on with Judy Nelson. >> I can answer that. So, very similar to the other two schools, uh, students not coming to school. Um, so chronic absenteeism is essentially a student missing three4s of a day. Um, so definitely um something that we need to look at. Um, very similar. they are also um using the liaison and um you know getting into the uh going through their layers of intervention to provide support for those kids. Um schools all schools are currently writing attendance improvement uh plans which are due by the 40th day. So those are also um each school has to write plans to how what they're going

098to do to improve uh their chronic absentee rates. So they have plans that are going to be in motion. >> Okay. Um I I was also wondering if you have any like uh comparisons of this data to like let's say the state absenteeism rate versus what what our our our numbers are. That way we kind of get to to me it's good to know like what what how we stand compared to the state and probably even within the county. >> So last year as a district our chronic absentee rate for the entire year was 23.7. So I don't know what it is for the other districts. Um, but we can look into it. But I know I've seen a state number and actually can I do a search really quick? Let me get that number

099for you. Can I add to that? Uh, Peter. >> Yes. >> Yeah. So um secretaria so if you are asking about our current comparison with the state and other schools within the county. So those attendance rate are calculated and post after the end of the year. So we cannot get any exact numbers for the current uh school year. because I think what would be helpful especially when we communicate with um even even just looking internally is is are we seeing improvements in terms of trying to bring down those numbers or improving those numbers across the district. That that's kind of the the big picture as far as what we're doing internally and how we're showing progress or improvement or even areas of that that are in need of improvement. And I also double check the

100numbers on the the attendance rate comparison. Uh the the it looks like the methodologies is that you just took the 78 added them all together divided by four which gave us the 88.225. But then the the approach actually should have been like the data should be weighted by by student unit across because right now it's it just does it's off because just the simple um add up the schools divide by four it the it data the calculation to me is not accurate. Yeah, I I would agree with you too just because there's almost um what is it 700 and 400 7 That's almost a thousand kids at K at Kirtland and um Shiprock and only 400 at Newm and well 300 at Career Prep and Nukem High. We'll have we'll have the department redo it

101and send you that >> question on this uh so that I understand how many how many students first of all are Judy Nelson you know >> 4 50 or 60 >> and we have at Judy Nelson 25.1% chronic absenteeism 439. So that that's essentially what it's saying. Yes. So that 25% of or a quarter of the students are are considered chronically absent right now, which is almost 10 kids. >> Yeah, that's uh that's concerning. That's a lot of kids. >> That's correct. So um I don't know if you remember us uh presenting a couple maybe a month ago about grants that we were writing. So one of the grants we were writing is for have a for attendance liaison and a district um attendance coordinator which the ped had a $600,000 grant for three years.

102So $1.8 million. So that's why we were we we we wrote that grant because when we talk with principles what we have is we don't have enough people like in the community or within the school to go out and connect with the families. So if you look at our attendance grant that's the whole focus was we need more boots on the ground. So we need um staff going in and checking in. I mean like we just said that's 110 families and we only have two liaison. That's why we said a liaison in Kirtland, a tennis liaison in Shiprock and one down south so that um so that principles can reach out to this and their whole focus will be on going and reaching out to if you think about it 20% of our students uh

103districtwide out of 4,200 that's about 840 kids that are considered chronically absent. Um, but if you think about it though, if we were to compare it to last year at 23.7 where we've come down some because there's such a focus on attendance. One of the things that we say is if we don't track it, it doesn't we can't do anything about it. So the saying is what what gets tracked gets done. So that's why there's a such a big focus and you know when the principles were presenting um I don't know if they made this very clear but each of the 90-day plans there are six data options that they have to track. Every one of them has to track student attendance. So it's embedded within their 90-day plans. That's why we the data department

104runs this data for us so that the principles and we send this to the principles so that they can track it so they know where they're at. Um and I know Jared sent a a a post out on our social media platforms because that number is down. So you know that another saying that we say is what gets celebrated gets duplicated. So when we celebrate the successes and communicate that to the community, um then then they're like, "Oh, hey, we're doing good." But that's where we're trying to track this data. >> Okay. I have a I have a question for your liaison, I guess. What are they what are they finding out there that's causing um 20 >> Steve? I have a question. >> Okay. I believe Mr. Wells is in the middle of one.

105Hold on just a second. >> What are we What are we finding >> uh that's that's causing 25% of our of our student population to be chronically absent. >> Right. So, one of the things if you heard the the um principles who who presented their 90-day plans, one of them is having engaging lessons, right? One of the things that when these 90-day plans are done and whenever we write the attendance improvement plans, we can't say we can't blame it on the families, right? Yeah, there is some part for them, but what what we have to go is go with is what was within our our control. what can we control within these four walls to get students to come to school and the number one if you do the root cause analysis on that is

106highly engaging lessons right that's why Mr. Carlson, one of the focus areas for the D for the district is to um cold calling, right? High expectations. And if you look at our data, our panorama data that we presented last month, like you know, sense of belonging. We have schools that are really using that panorama data to really engage. So that remember, we're tracking, we're seeing where the kids are. If they don't feel welcome at the school, they're not going to come, right? If they don't feel safe at school, they're not going to come. So that's the data that we're looking at. So that panorama data is another layer of data that we are using um and and and that's actually an indicator in 90-day plans. That's called perception data. Student, parent, teacher perception data, right?

107So that's what we're using uh to make sure that our kids those numbers are improving as well. And when we presented last year, we saw small increments, right? But if kids are coming to school, keep in mind couple years ago our chronic absentee rate was in the 36 37%. So we've been doing good things. As those kids are coming to school, our test scores are going up as well. So they say that those are directly um what is it called? Directly proportional. Um so that's what's going on. Kids coming right emphasizing come to school, come to school. In fact, in that tennis grant we were talking about, like we have a whole plan, I think Jared, was it 25 or $30,000 to do like promotions and do like advertising because part of it is many

108of our families don't know that whether they're in school or not is still counted as chronically absent because if they're not in school, they're not receiving instruction. So, and it's the threshold is 10% or more days school missed. So, if we have 180 school days, that means a kid no matter if they go for sports or activities, it's considered chronically absent. So, a a student can only miss 18 days or less in a school year. Okay. Now, K remember I had mentioned earlier I said a a student has to come to school for threequarters of a day. So if a kid at Ship Rock High was to go and play sports and they leave at like uh sixth and seventh hour, they've been in school for three4s of the day. So then that would be

109considered chronically absent. Now if they go on an entire on a trip for a whole day, then that would be considered chronically absent. So that that's what those are some of the things that we're trying to do as a district to educate our families that hey when you do go right make sure you plan accordingly because if this number does count against us. Thank you. >> You mind if I add something real quick to that? So when we're talking about chronically absent the question was made you know why are some of these absences happening? I think everybody needs to kind of keep in mind especially this early stage that the so chronically absent if it's 18 days out of 180 days we're looking at at proportional so we're talking about 20 days of schoolish. So

110if they miss three days of school they're chronically absent which means every single one of our kids that you saw at the last board meeting is chronically absent because those kids were all in the fair and they all missed three or more days. Now, those kids probably aren't going to miss 18 days. That's probably the majority of the days that they're going to miss. So, it's it can be a little bit misleading sometimes. >> Okay. The does does this include homeschool? >> It does not. This these are specifically our students. Uh we do not track the data on um the open bible baptists over here. So even homeschool students, these are not counted in here. Even the actually I think if uh if Dream Jet was under us, their data would be under us. But

111but we we don't uh not their charter. >> How how do you how do you track somebody that that starts out and then they decide they don't want to go? So they're home taught. What how does that correlate or does it? It can possibly um I mean those those are things that we can look into. >> I was just curious because I know I know kids that that started out and then decided they I don't like my teacher or nobody likes me or whatever. And so >> so if it if a kid was to transfer into our district that won't that won't let's say they come in at the third quarter and I and like Mr. Carlson said it would be um 10% of those remaining school days. So if there's 180 minus 45 135

112so that would be 90 18 or 10% of those 135 days which then it would be adjusted to 13.5 13 and a half school days. I guess uh have to look at the comparisons throughout more than just first quarter. Yeah. Yeah. It'll probably be a better indicator at the at the end of the first quarter because like Mr. Carlson said, it's only been 20 days. Um, but when we compare it to the 23.7 from the entire school year last year, that's a pretty pretty big, >> right? And and here, let me just go back for the state of New Mexico for the last couple of years in 23 24 school year, it was 29.8, right? 22 23 39.2 2 2122 40.7 2018 and this one's pre pandemic it looks like 201819 um it was 17.9

113but that's why the the public education department is putting a lot of money because kids that during the pandemic they just like oh we're going to just going to stay home you have a virtual learning option right they we we still have families ask us that can we work virtually right but that's where if you look at compared comparison to to um us to the state then you know we're we're right there or below the average. >> Okay. Thank you. >> Vice President Welsh, I'm sorry. Um board member Aspus had a question a few minutes ago. Hopefully she's able to ask that now. >> Go ahead. >> Board member Aspus, are you there? >> Yes, I am. >> Go ahead and ask your question. >> Okay. um you know with this attendance issue I believe

114uh desert hit on that word panoramic view um I think the overall view there there's so many factors to why that is and a lot of it is bullying a lot of it um whether hardship at home And also uh what I witnessed um last week I believe um you know there's um a lack of compassion and lack of consents and and I believe last year there was a student that uh was told that they were out of school by a principal and yet um they allowed that student to miss some I think it was up in the 20s and and so I don't think there's accurate u data being kept on them and um and then when there is then it's all of a sudden it's you know outrageous numbers like that and and

115then in this case the parent had doctor's excuses Anything else? So in in essence, I really lack confidence in in that whole um whoever's driving uh principles and I just really lack confidence um from what I've seen and they really need to be reviewed by the board. Go ahead. >> Yeah. Um I also wanted to just um just based on the data, I'm I'm actually quite impressed with surprisingly newcome they had the best they had the highest attendance rates and also the lowest chronic absenteeism rates in the districts which to me that that that that tells me that school has something going for them. And you would think that even though that school is way way out there, they would have more challenges than any of these other schools. So I'm I'm just curious what

116they have in place that's working that probably could be rep replicated across the district or what what is what's going on at that school? I I was I was also impressed by their test scores with with Nukem from this past cycle. >> That is correct. >> That that I mean this data alone just it tells me there's something really happening at that school. >> I I would think that that would reflect uh family support >> a combination of all of them. I if we look at panorama data as well their scores were you know a bit higher than than other schools. So that panorama you know is an indicator and keep in mind it's one data point right there's multiple data points but these are the ones that the school and the ped provides uh

117free software for and then so that we take advantage of it. Um yeah, >> the the panorama survey will be returning in October and then we will take it again in the spring. >> Miss Asky, do you have something to add or question? Okay, then >> I do have I do have a comment. >> Mr. Mononttoya, it's kind of touching back on what uh Mr. Piago said and what's been said here before about one the district to the school and through the classrooms. Environments have to be created that these kids want to be here. the child wants to be here then hopefully they they come from an environment where the parent is going to support that to ensure that they are there. Now, that's taking into into account their own family uh circumstances and and

118what inhibits them from the home, but still doing what we can as an institution again as a district, as a school, as a classroom to ensure that those kids want to be there every single day. So hopefully when we take these things into consideration, that's the totality of that. is is looked at. Thank you. >> Anything else? >> Again, I just want to say thank you to our administration for providing this this report to the to the board. I think it's important for us to at least get these reports monthly. That way, we're at least getting a snapshot or track just tracking this because I attendance is really important. That's actually one of the areas that I think has a big impact on student achievement. So, I just want to say thank you. And I

119mean the the big reason about why is we it's really just showing that we're we're keeping on top of progress academics and so forth to see that we're making in uh gains across the district and hopefully we'll get continue to see a lot of stuff happen. Thank you. >> Piggy back off that >> comment. Go ahead, Miss Asus. Go ahead. >> Do I go ahead? >> Yes. >> Okay. Um, again, I I think a lot of it is there's a lack of compassion and a a lack of common sense. um we get into these uh little meetings and and put the parents on the spot, the the student on the spot and then um oops, you know, made a mistake. Uh sorry. And then there's bad feelings and and it just leads to unhealthy um

120unfriendly environment for the student and the parents. So if we can avoid things like that and do our research before blaming or whatever, then I think our our district will look a lot more um invitable and um and and and it feels like the more we keep saying that we want to grow our student count and attract, the more I see we're we're pushing them way and um at some point I think we need to really stop and review. >> Thank you, Miss uh Miss Hasky. Did you have a comment? Mr. Mononttoya, >> I was just going to kind of piggy back off piggyback off Mr. those comments and I remember that last time we had the conversation about the attendance and really in in retrospect the the number uh in comparison to those around

121us or even the state um that when you look at the totality of each building it's it's not a huge number but it still is uh disconcerning the specs to what we need to do to try get those kids there and in any way that we can and to Miss Aspus' point of certainly making those environments inviting. Thank you. >> Thank you. Is that it? >> Mr. Desert, I think you have the next one. Um we are here to present the BOI assessment data for fall 2025. This includes the IMASA and AMRA. The IMASA is the interim measures of student success and achievement in reading language usage and math. The AMRA it formally I station measures and instructs student in students in foundational skills in reading and math. This is the percentage of each achievement

122level in reading. So our highest performing grade in reading achievement is fifth fifth and eighth grade with a 17% ontarget rate. Our lowest performing grade in reading achievement is third grade with an 8% on target rate. Keep in mind um this gives us a baseline to start the year off. Also, this is third grade's first year taking um this assessment. And these are all new standards for all of these students. >> Question. Are these first graphs intentionally little so the board can't read them? No, this is how Cognia um creates them, but to include all grades, it's on this one slide. >> I think we >> Is there any way you could zoom in? Um Jerry, >> we could sp the paper to >> I can't see this. >> Yeah, this is how it they

123generate the reports. Okay, that helps a little. Thank you. So if uh if if third grade is the area that we have challenges in, um does that also imply or mean that we need to build up more support for the lower grades like in second grade and and below? Is is there something going on in second grade that we're not seeing? uh they do there is other assessments that we do just to uh not just have one single essentially CFA right to to progress monitor monthly like high station or a vera um but I mean if you think about this right 8% for that uh grade level at this point teachers are are teaching you know giving test items that are similar to what is what they'll see on the middle of year assessment um

124but also the thing that's nice about this is in the in the program you can click on and identify interventions and provide support for these uh kids that might be in red. Right? So then now we have a baseline of where we're at. The next step is okay now we're going to provide the layer one support layer one teaching right using the HQIM and making sure we're following the pacing guides that are aligned to the state standards. And then we'll start to see that those greens increase which which has been the trend for the last uh three years. Uh next slide will be language usage. Uh so our highest performing grade in language usage is fifth grade with a 21% on target rate. Our lowest performing grade it in language usage is 8th grade with

125a 6% on target rate. and next slide is mathematics. So our highest performing grade in mathematics is sixth grade with a 12% on target rate. Our lowest performing grade in mathematics is third grade with a 0% on target rate. Uh, next slide is our Amira reading BOI. So, this graph will show you grades uh, kindergarten through sixth grade. Um, keep in mind the red is level one, the dark green is level five. Our highest performing grade in a reading is sixth grade at level five with 16% at um on target. Our lowest is first and second grade at a level one of 42%. So with the information that's provided here, I I think going back to what I asked before, does this al does this give us information that we need to improve the quality

126of like our even the pre-K, kindergarten, first grade because it it seems like a lot of that is is happening there because as kids progress then it it magnifies as they go go to other grades. I mean, is there something as a district that we need to support if that's the case? >> Well, uh remember Miss Hayes uh commented that they saw growth. >> I mean, it it looks it looks dismal, right? Because it's for one, it's the beginning beginning of the year and like Miss Connley stated, this is a whole a completely new set of standards. >> Okay? >> And they've they've never seen this content. So at the beginning of the year, yes, it's going to look low, but then what's going to happen is now we're going to start teaching students, right?

127Provide them support. If students aren't growing, then we're going to provide layer 2 interventions, which is small group ABA um you know, small group instruction. And if we get to layer three, then we're going to do high dosage tutoring or after school tutoring, right? So then we start um providing interventions. So if you heard them present presenting their 90-day plans which all the schools do in fact if you look at our data with the exception of a few school we we are focusing on providing instruction to all kids all 4,2 right because if you do research if if you have less than 25% of your students that are testing proficient that they call that a layer one issue. So that's where that's where we're at. That's why you heard them, the PED providing dollars to

128provide interventions and provide support for these kids. That's that's what we're doing is providing those. In fact, that's what title one is for as well is to provide um funding and to support our students that that fall under the Martinez umbrella. So uh taking we should looking at this we should take in consideration that this is uh as they're coming in. >> That is correct. It's baseline. It'd be like if you took my Mr. Carlson's calculus class the very very beginning of the year you're taking it right. You'll probably won't do very well. But now Mr. Carlson is going to start teaching you and then you'll start to see growth. So remember based on the data. So then the progress monitoring that is something that the schools have to have because like Gina and Brian

129here and here in a couple weeks they're going to sit down and meet with the public education department and they're going to go over all of these pieces of data and then they're going to they have to report back. Here's where we're doing here's where we're at. We notice our second grade isn't doing very well. Now we need to look at see why second grade isn't improving. But but the the the most important thing is it's baseline progress monitoring these students will take it again um in next month. Now the data that we had earlier for third through 8th grade for English language usage and math that'll we'll get the data in the middle of the year probably December through January. So we'll be available to present um that in end of uh January or

130February. Then we can look to see if we've grown. So but here's the thing like with you all asking the schools and us to present this information whether if it's attendance or student achievement data there's accountability there right? >> So when that happens and these tough questions you all ask us we I go and ask these to principles. principles then go and ask that to teachers, right? Because one, we we have to we're here to support these kids. We're here to provide them the best education possible, right? So, thank you. >> Okay, that that to me makes better sense and I can take a deep breath understanding that this is this is baseline. This is where we're at right now and from here. >> Yeah. Okay. Thank you. This baseline data helps us identify the

131standards, the weaknesses that we're seeing in these students. Then we're able to make a plan to move forward throughout the year. >> And more than likely, these kids that are identified, these green, these students that are scoring green on third through 8th or I Station or Amir, those students are probably our gifted kids, right? If you look at the percentages, those are >> those students are probably what? >> Gifted. Oh, all right. >> Right. There are they, you know, they read over the summer. They went to that Purdue Academy this summer. They do extra stuff. Some of them were in those ASU digital courses. So then they're actually working on standards that are above them. So those ones are the ones that are probably already proficient. >> Okay. >> Any other questions from the board?

132>> We have one more slide. >> One more. >> Um our math I hope I can read it. >> Ah, yes. >> Our our highest be performing uh math scores in Amira is our fifth grade at 9% at level five. Our lowest is kindergarten with the 48% at level one. Any questions from the board? >> Thank you. >> Can I add one more thing? >> Certainly. >> So, I was with the Ped last week and they've noticed they recognize the amount of growth we've had over the last couple of years and you know they they said whatever you guys are doing, keep doing it. >> Keep it up. Yes. >> Thank you. Keep it up just means maintain. >> Yeah. I'm I'm kind of curious like how how we're doing with like prek, kindergarten, first

133grade, even second grade because it it's >> you're on next is uh dansportation policies and procedures. >> And Mr. by uh Cindy Theodore and Miss Chappelle. I see Cindy. >> Good evening board members, Mr. Wells, Mr. So, board member Montoya and the two online Mr. Carlson. So, this was presented a couple months about a month or so ago and um I had um the Miss Chappelle help me or review with me and made changes to it. So, um I don't know. Do you want me to go through the whole thing again or or just the ones that we changed? probably just the ones that we made changes to. >> Okay. >> Yeah. I I I think I'm it's more like a high level summary. I don't think we need to go through it verbatim. >>

134Okay. >> We've had time to look at it. >> Okay. So, I think the only one that we really u made changes to was um the one that talked about um the bringing um objects on the bus like um skateboards, glass. >> What number is that, Miss Theodore? >> Excuse me. >> What what number it so so Sharon can get to it. Find it. Sorry. >> Section five. >> Yes. Section five under the first one. Student regulation. >> Yes. >> Where says students are allowed to transport items including musical instruments. Okay. Yeah, there it is. Okay. So students are allowed to transport items including musical instruments which can be placed on the student's lap or on the floor um in front of the student. Uh no articles can be placed in the driver's equipment or

135compartment and they may not block the aisle. So that was one of them. So, in the previous language, it indicated that the student couldn't place an item that was too big in an empty seat. That language was removed just to make sure that if a kiddo had a tuba or something really big and there was an empty seat, then they could um utilize that. Um, so that was uh done in an effort to address concerns raised last time. >> Yeah, for the record, I used to be in bed. I played tuba as well. But I I don't know how kit that I mean those things are heavy. I mean if they can lug it I I guess then the other one that we um changed was um the uh discipline as for the accidents bus

136activity bus or vehicle accidents. That was the other one that we we um changed which was It's still under section five. It's number 30. So, um, go back up. Yeah. Go. Okay. Go down a little bit. No. Um, I think it's the first, >> Steve. I can um here but >> was there a revision on the large um ben instrument? >> Yes. She she mentioned that that it's okay to have an instrument. >> Okay. And also um what about the the um the um transportation of a team? What are the requirements to an athletic event? >> I don't believe that's on here. Oh, >> she's not sure what you're referring to. What do you Can you see the sections? >> No. Um I'm asking is there a section regarding um transporting an athletic team, say

137a basketball team to an athletic event? Is that included in her policies? and the transportation department. >> Oh yes. Yes. It if you go online, our policy and procedures manual is online and um I believe it's section four which talks about student activities. >> Is that what there's no changes to that policy? It's in the section. Yeah. So, the the other one was the accidents. That one um basically it talks about the discipline and what needs to be done as far as >> I think there's one that specifically talks about transporting the team. section for >> not in not in the revised one but in our two and or in our policy procedures manual. Yes, we do have a section which is section four and it's called stool uh school activity trips regulations. >> Did

138you hear that board member? >> No, I didn't. So, um, City Theodore is basically saying that that is in our policy currently and has been in section 4, but is is not part of this revisions right now. It's the the same policies just been in place. >> Okay. Um, yeah, I I wanted to know if there was one already. >> Yes. May I proceed? >> Yes, go ahead. >> Okay. So section or number 30 we talked about the um activity bus um if there's an accident that happens um and the protocol and also um the um disciplinary action if if there's if there is a disciplinary action to um that will take place. So that was all rewarded um from the previous presentation that was done. So then the writership rules those were just there

139was just a couple of changes made as far >> Steve I have a a request. >> Go ahead. >> Yes. I'd like to um request u that section 4 be um presented uh the regular board meeting. >> Okay. >> Thank you. ask. >> Okay. >> All right. So, just to help. So, th this is going to go up for approval at the regular boarding, correct? >> Okay. Yeah, >> it'll be under consent. >> All right. Okay. >> Okay. So, other than that, they're very minor minor changes. There was just words that were were um changed. So those were the only other two that were one of the major ones we've had. You mind if I ask a question on that? Board member asked was the question was um asked specifically what what in section 4

140are you wanting to u hear? What questions do you have? the the same question that I've been asking twice about transporting a team to an athletic event. That's not a >> Well, I guess I'm not really sure what you're asking, but um as far as transporting a team, are you talking about how we select um the drivers to take the team or the process to get a request for an activity bus to take the team? >> No, not not in selecting drivers. I I want to know what the um protocol is, the coaches, um the team when they get on a bus and are getting ready to be transported to their athletic. >> Okay. All right. I can explain that to you real quick. >> Okay. >> Well, it's not on the agenda. That's why

141I'm asking for presentation. um regular meeting. >> Gotcha. Okay. We can add it to the regular meeting. >> I don't Is is that a part of this policy or is it like an internal protocol that the district has? >> It start the request starts from the school from the team. It starts from there. >> You guys they will cover it. So yeah. Um then it gets to when it gets to the transportation part, that's when we do the arrangements for the driver and um you know get the trip ticket ready and everything that's required to make the trip trip happen. >> Steve, that's not on the agenda. Um we'll cover it. >> Thank you. >> Okay. Any questions? >> Okay. But but overall activities are including the athletics are covered under section four and as

142it is there's no no changes to that that section. Correct. Okay. I'm I'm good. I mean because I I I think when you get to bo like get you start to get too much bogged down in the details that I mean that that sounds like it's more that process is up to the schools to handle that. how how the athletic teams up. >> Yes. >> Well, I'm not at school, but I think as a school board member, I can ask and request and that's what I want. I want a presentation, regular meeting on section 4. >> Can that be offline? >> We got you. >> Okay. Thank you. >> Thank you. She's donation and see the children donation by Dr. Harvey, >> are you online? Dr. Harvey, >> hi. >> Yes, I'm here. Thank you.

143>> Go ahead. >> Good evening, board members. >> You can hear me, right? >> Yes, we can hear you. >> Okay, awesome. Good evening, board members and superintendents. Um, I'm here to just inform you that we'll be receiving some donations. One is from Save the Children organization in the amount of $44,293 is the estimated amount of books, toys, and clothes. And the second item is for my stuffed bags. Um foundation will be sending us 500 duffel bags of u various belongings for homeless children, youth, and at risk um students uh in the amount of $42,500. And that's just to let you know. Uh these will be arriving within the next um week to three weeks. And that'll be it. That's my report. Anything else? >> No, that's it. Just the two reports for the amounts.

144>> Anything from the board? >> Just a expression of thank you to the organization that's helping provide the donation to the district. >> Did you get that? Dr. Harvick. >> Yes, I'll I'll share the the note. Thank you. >> Pass that on. Okay. Thank you. Next item F update on regional activity coordinators. Steve, um, what kind of coordinators are is that, uh, RA the regional regional activity coordinators, which is there's a coordinator in each of the areas that we have. We're going to begin with Chester Atsy here from Shiprock and then I'm not sure if we're going to do Nukem or Kirtland, but we each each of those uh regional activity coordinators is going to give a report as to what they've been up to. >> Okay. I I didn't I I wish that was

145titled better. Um you know, concerning athletics. Uh okay. Thank you. Good evening board. Uh, President Susette Jean Hasky Oberly, uh, board vice president Marian Wells, board secretary Matthew. So, board member Gary Mononttoya, board member Christina Aspus, and superintendent Steve Carlson. Uh, first quarter mid report here. I'm the regional activity coordinator of Shiprock. My name is Chester at city. I'll I do uh overlook Shiprock High School and Sabatai Middle School. So regional activity summary. Uh this mid quarter report addresses athletic programs, operational challenges, and board attention. Um, most notably, the highway construction west of Shiprock uh high school creates safety and leg logistical challenges for the cross country uh home meet. Uh, next slide. Fall season status. Uh currently, Sabatai's overall student population, we got 33% K uh student athletes participating. Broken down by boys, we

146got 27% boys alone and girls currently 43%. Sherro Park High School's overall student population is 25% student uh boys and girls. Boys is currently at 27% just the boys population and girls 23%. Uh, Shiprock High School. Uh, the number of volleyball players currently 34. Um, varsity players 13, JV nine. C team 12 players currently as of yesterday had a record of three and two, which is not bad. Playing some tough competition. Uh, cross country 33 runners right now. 16 boys, 17 uh sorry, 16 girls, 17 boys. Seven varsity runners on each and the rest are JVS. Uh they're doing very well right now and top female runners uh and male runner. They're uh have done real well in the past um meets. Uh Shiprock placed first at both at the Tohachi meet. football players. Um,

147currently I got a list of 47 members, including one female, which are good numbers. Um, read you the overall volleyball record, three and two, which is good. Football 0 and three, but we have to keep in mind even with that record, they are getting game experience as they go along and getting ready for district. Uh cross country again top runners Kaden and Jazelle are doing excellent job top runners in in the Northwest region. We're satai middle school currently have 28 players uh 11 varsity 12 JV five managers and have played as of yesterday they are three and three and still pretty much in the running for the basin cross country six boys or six girls I'm sorry and 12 boys and they have competed in two middle school events and one today football uh 28

148boys. They played two games and won their first game I would say in about two or more decades. So that was very exciting to see that one to witness that one. Next slide. academic sport services uh academic improvements SHS 18 uh volleyball has 18% boys uh cross country 12% girls cross country 31% football 47%. TBA 20 volleyball 22% boys cross country 25% cross country uh 100% so they're not needing any services at this time and football is at 30%. And these are subject to change weekly interventions on top of what the school already has in place for lunch detention. We made it mandatory as well. If they're not going to lunch detention, they'll go to lunch study sessions and work together as a team helping each other, communicating. The coaches will help as well and

149develop their team bonding as well. Next slide. Critical safety concerns, road construction, highway west of Shiprock uh is an urgent safety issue. Talking to the supervisor, he advised against activities near the site due to presence of heavy equipment, debris and and tight deadlines. Uh action to be taken as a safety assessment with administration, discuss alternative routes, communication, prep for visiting schools, and exploring alternative host venues if needed. Next slide. Fall finance update. Sherro High School. Um, in terms of budget, we volleyball has the current amount of 18,450. Football 10,900, cross country 8,900, boys cross country 8,900, golf 6,200, uh, boys golf 6,200. That's boys and girls golf actually. Um that should be equal amount. Um and spent to date for uniforms on a 4-year rotation, volleyball has spent $3,430.89. Cross country, $1357 1,35783. Wrestling $3,852.

150softball 4,64068 cents and projected additional needs uh as always cross country they they always make it to state and then last year with volleyball doing well we're projecting them to do well as in the future too to make it to the playoffs next uh save allocated budget 3,415 for volleyball, football, $1,483, girls cross country, $500, boys cross country, $500. Um, again, spent to date on based on the four-year rotation, new uniforms, volleyball, $2,373.30, cross country, $1,18128. Wrestling, $4,460.32. uh projected additional needs basin volleyball tournament and the basin uh I have wrestling here. I'm jumping ahead there only because that's exploding. I'm so excited for the girls program there. Um other expenses that we have spent so far is Dragonfly. We have official workers that we pay officials, workers, gate workers, timers, um contractors that help

151with timing as well. We'll pay them out of the Dragonfly huddle that we purchased $12,500. Neptune, $1,620. Uh Desert High equipment, we needed our our buggy uh maintenance, that was $500. And Coach's clinic over the summer was $2,520. athletic trainer expenses. He ordered supplies through Medco $4,69152 and BSN expense uh $476.72. Next slide. Operational and facilities transportation. All transportation has been secured for fall regular season sports um facilities. TBA gym facilities bleachers were broken when pulled out. District maintenance welded it and suggested leaving it out, not pushing and pulling and wearing the bleachers even more. Uh TBA scoreboard, it's 5 years old, relatively new, installed in 2020. uh on the Selen uh scoreboard, it needs a component need to it needs a replacement to communicate um electronically or wirelessly. So, they'll get it in use

152and ready for the remainder of the volleyball season if it comes in and ready for basketball season. Ship Rock High School football stadium, we have the wind fence screen um missing a few pieces here and there. Maintenance is looking into it. Uh we do have a broken latch on one gate. Hopefully we can get that at the current just wires tying it for now. Uh the stadium press box. We have a security press box. We have a contractor they're looking at then that won't go up at all. Very difficult. uh SHS another concern is just entering and exit challenges during the AM and PM due to road construction graph traffic equipment fall sports equipment inventory you know SXS has preseason has been accounted for TVA is currently in progress next slide regional activity coordinator myself

153short and long-term planning support and communication with student athletes and coaches and continue welcoming visiting teams and and and and officials. Um, number three, developing conting contingency plan for the winter and sports uh season. Four, collaborate with TVA elementaryaries and youth coaches to recognize and build athletic program. Next slide. Final slide. In conclusion, the next steps. Despite the construction challenges, the commitment to educationbased athletic is at the forefront along with commitment to student athletics, athletes to building competitive athletic programs. U any questions? question or comment. >> Any comment? >> Go ahead. >> Well, all I ask for the regional directors, our coordinators, is that, you know, we be fair and and mold our athletes to um be the best ambassadors of our district. That's that's that's all I can ask for. Thank you. >> Thank

154you, Mr. Mononttoya. >> So, I I appreciate the fact that you recognize TBA, the elementary schools, and the youth coaches because those are the feeder programs. >> Yes. >> And your high school coaches have to have a have to um develop a relationship with them. >> Yes. they have to or else those kids and those families are going elsewhere. We've seen it, you know, that um straight up at Farmington, Aztec, um Navajo Prep. So again, it's an imperative that those high school coaches have those relationships with those youth programs. So, I know there's families and individuals doing a hell of a job in trying to prepare these kids to be chieftains. Uh they understand the importance of it. So, they're investing as much time as they can and resources to do that because they want

155to see this community thrive as it once did before as far as athletics is concerned. And as do I. Um, we've had these conversations with this board about that and that's that's important. Uh, I know one thing when I was running the YAF program, we would invite the uh YAFLE YAL teams to show up to the game as long as they're wearing the jerseys they didn't free. Uh, so maybe that can be a consideration, but again, it's just an imperative to be able to do that. Whether it's volleyball, my understanding there's a youth volleyball program now at the elementary schools. There's cross country. I see them running. Uh I know there's a football. So whatever we can do to grow those programs and build those relationships, we need to do that. Support them. >> Most

156definitely. Um we do have uh TVA football players come in and work in the chain game at the football games. Very much appreciated. And uh we do a recognition at one at some point in time in the season. We will do one as that we have in the past with any other sport and bring them over and recognize them as well. >> Very good. Thank you. >> Thank you. Any other questions? >> Thank you, Mr. City. Moving on to an update on human re resources vacancy listing. >> We have two other >> It's Kurtland. >> Oh, >> it's all right. >> Go ahead. Uh, good evening board members. >> Yes, board member. My my my battery is about to go out. So, um I'm I'm going to get off right now. >> Okay. Well, we

157we'll have your item included on the agenda for two for next Thursday. Thank you. >> Okay. Thank you. >> Thank you, Miss Aspen. >> Good evening. >> You as well. >> All right. Go ahead. >> All right. Uh good evening board members. Uh superintendent M uh Mr. Carlson. Um, my name is Isaiah Valdez. I am the regional activities coordinator for Kirtland uh the Kirtland region for Kirtland Central High School and Kirtland Middle School and um I'm I'm excited for this position. I'm two months two and a half months in and it's been fantastic so far. I've I've worked with a lot of great people thus far and I continue to I'm excited to continue to work with um my colleagues. Uh right now we have 14 coaches at KMS, 38 coaches at KCHS. Um I

158also part of my responsibilities is look over activities. I have 20 sponsors at Kurland Central High School and six sponsors at Kurland Middle School that I would look over those include ROC, FFA, um Science Olympiad, uh all your essentially extracurricular activities that we provide at our school or after school. Uh I have three athletic or financial secretaries um that I work with and uh two event supervisors, one at the middle school and one at Kirtland or at the high school. Um 83 total personnel is what we talented today that I work with and uh and get to collaborate with. That doesn't include uh Mr. Armenta of operations, um Cindy and Toita at the bus barn. That just includes within my region. at our schools. Um, and I do want to add I I work directly

159with two administrators, um, Miss Joselyn and Miss Lee at Kirtland Middle School and then Mr. Armenta, uh, Miss Hurley, and then our principal, Miss Sandra Westbrook at Kirtland Central High School. Uh, Kurland Central High School, we currently provide 18 sports um organizations or programs and 20 clubs slash uh organizations at our school. At the Kirtland Middle School, we provide eight sports um and six uh clubs slashorgganizations. Total we're looking at 52 activities um athletic organizations within our Kirtland region. Uh you go to the next slide. Thank you. So, a big thing about this job description was promotion and I want to do a really good job of promoting our organizations, our schools, our athletes, but also the activities. Correct. And so, um, I've had access to our Facebook page and we are currently 240% jump

160in views. And so those charts there indicate within the last 90 days we've been up 240% uh with 48 close to 409,000 um total views. Uh and we're at a jump of 233% of engagement a total of 27 uh 27,000 people um that have engaged on our Facebook and social media. What I post on those uh on our page is obviously so for example we had FFA at the county fair and they're at state fair this this week. So we promote our programs. Hey this is what's going on. This is where they're at. Uh as far as athletics I'll give stories uh little brief stories, touch up short uh paragraphs of what has happened this week. And if you look to the uh far right of our PowerPoint, the athletic curling athletic events, I pro

161I make a little flyer brochure that I share among um our principles, not only at the high school and middle school, but I also send those out to our elementary schools. So, uh I want to include them. So along with that we send it out and we post on our social media and then we also put it on our weekly um newsy uh outlet that goes out from the schools. Another another promotion of our student athletes um was Huddle. So I worked among the other RAC's. I called Huddle up and we were able to strike a deal. Um, and so what Huddle's going to provide us is our student athletes, not only just for, let's just say, football, because football and basketball were the only two, at least at Kirtland, that had huddle. We were

162able to provide Huddle for all organizations, sports organizations. So now every athlete, even we can even say ROC, cheer, they have the ability to record their practices, record their games, goes into the software, and now they can upload it to universities. So now they're promoting themselves and now we have the data that we can see okay this is what are they really watching film are they not along with that package we have now free live streaming. So along with the deal we had a indoor gym camera an outdoor gym camera and a mobile camera. So, as we talk about equity, that mobile camera will be able to travel to baseball games, softball games, soccer games, volleyball games, anything that doesn't have a structure that has a camera that's already provided. The the arena gym, we'll

163have a we'll have that camera in there and then we'll have one on the football field. The best thing about it is along with this program, we're able to now provide a free streaming network for our community so everyone can watch. I understand. Um, we can there's there's different routes obviously, you know, well, how are we gonna pay it? That's where our community and business relationships will will take over. I'm I'm challenging myself along with our coaches to go out there and build those relationships. Go to the community, go to businesses. What can we do to help, you know, bring attention to our school, positive attention to our school? And so, so that's a challenge that I've I put among myself, but also to challenge my coaches to to ultimately um we we we're a

164brand. That's the way I look at it. And and so part of that if our coaches are going to a social event that's school related or training, they're they're going to wear something that represents the school. As for me, I'm always going to be wearing something that represents Kirtland and and my my department or my region. So, as far as social media, that's really something that we're we're really pumping out to promote our athletes, our coaches, our department. Um, I'm also implementing Broncos motivate Broncos. The point of this is to create again under our athletic department coaches are going to go support other coaching uh other coaches. So if we for example our girls basketball coach is going to attend a football game, he's going to attend a cross country meet and he's going to

165attend a volleyball game. With that we're going to create what I call coaches row. So, our coaches will have an opportunity to sit where they're visible and and it's to promote unity. That's the whole point. Um, my vision for the athletic department along with my administrators with Miss Westbrook and and Miss Lee is to unify everyone, right? The vertical alignment. And so, we're really promoting coaches to support other coaches. Once they students see that, students are now going to support other students. Now programs are supporting other programs and now we're creating that school culture and the unification. Another thing that we uh I want to talk about was Bronco motivates Broncos. We are now implementing a 15 uh a 15 absent policy. So if a student athlete is absent 15 times in one class, he

166is no longer allowed to participate in sports until the next semester. all the coaches along with both administrators came together and we agreed upon this and so far we have seen a decrease in um absence. So we have a lot of student athletes attending school and and again students uh need to realize they're students before athletes. The the athletic and activities is a privilege. So that's something that we're really implementing as far as um pushing our Broncos motivate Broncos uh monthly meetings. So, as far as our monthly meetings, we've had two so far. We're going to have one every every month that includes all coaches, not just the Kirtland High School. It includes the Kirtland Middle School under one roof, one building. And we're going to go over anything that might be relayed to me.

167So, as far as let's just say uh Tita and Cindy say, "Hey, transportation, there's some issues. This is that allows me them to relay it to me and I can go to my coaches and say, "These are things that we need to address or clean up." That also goes for activities. if there's anything that needs to be relayed, we'll meet together and then we'll have those meetings and discuss those uh if there's anything that needs to be discussed. Um and and as far as our department, our department vision, um our first meeting, our coaches came together and they created a a vision statement and that's building champions through character, commitment, and competition the Bronco way. So overall, things have been going really well, really great. A lot of buying. Again, you guys saw the data

168as far as promoting our our athletes and activities, and I continue to take pride in what I do and continue to represent the Kirtland region, not only for athletics, but activities. If you have any questions, um, I'm here. More of a comment. I just really appreciate the fact that the development of the character is in there because it's not just about the athlete, it's about a decent human being and um the coach is going to set that example and these kids I know will a lot of them yearn for that. They want that discipline. They want that structure. So I appreciate the fact that you acknowledge it and your coaches do and and instill that. So thank you. >> I appreciate that. Thank you. >> Any other comments from the board or questions? >> Tell

169me your name again. >> Isaiah Valdez, >> Mr. Lopez. Thank you. >> I appreciate that. Thank you. >> Thank you. Okay. So, sorry I'm not there. This is uh Sean Malito from Nukem. Uh we just got done with the volleyball game here. So, I'll go ahead and give my uh little update here. So, at Newcome High School um and New Middle School, I am Sean Malito. I'm new to the to Central Consolidated School District. uh 16 years in education, teacher, coach, athletic director, district assistant athletic director, and I'm also a sports official for 22 years. Um um this is my third third week, two and a half weeks on the job. Started on August 25th. Uh but I hit the floor running. Um, some of the duties I I oversee at Newcome Middle School and

170Newcomm High School is I coordinate and support athletics and extracurricular activities, ensure alignment and activities with the CCSD policies and mission statements. Um, event program, organize uh athletic competitions in MA, manage schedules, linguistics, facility use, and transportation and student activities. I work with uh both principles at the at Newm High School and New Middle School along with our middle school coaches and our um high school coaches. Right now we currently have 23 coaches at the high school and 12 at the mid school. Um but some of those same coaches are coaching multiple sports just because we're out here in Nukem and it's really hard to find coaches um teachers as coaches as well. So it's really hard to find coaches anywhere. So most of our coaches I'm planning out here at Newcome are um the

171same coaches for for fall, winter and spring sports. Uh communication collaboration serve as a leaz leazison between a district and in Mexico activities association provide weekly updates and events with games throughout the school both schools. uh promote student involvement with new newsletters and outreach. Um later on this slide, you'll see what I send out to um our schools, middle school, high school, and also to our chapter houses out here. Try to reach out to uh to to our chapter houses out here and also within our athletic um program. Um, I know this is in my going on my third week, but I'm really pushing with my coaches to have a community service project um to get them known throughout the community. So, right now, our girls volleyball at the high school level is doing the

172big pink for um breast cancer awareness and that's the whole month of October. Um our high school cross country team is going to be working with the uh four directions and the elementary hosting that we're hosting the elementary cross country meet here on October 1st with the elementary schools. Um there our cross country teams are going to be speaking to our young ones, our elementary students, and kind of give them a a talk about how healthy living, being a student athlete, and kind of preparing them for middle school and high school as they continue to uh be involved with cross country. So that's that's the cross country um community service and football. Um they're looking at they're going to be reaching out to the elementary to kind of like read to the to the uh

173elementary students during during the school day as well. Uh leadership and support support pick access to student activities advocate for student engagement and school spirit initiatives and also uh data reporting tracking student participation using Google Sheets. And every week, um, this is our second, like I said, this is our second week. So, I usually do a star athletes of the week. So, this is our star athletes for, um, September 1st through the 6. They usually have, uh, students. Um, the coaches will nominate their own students and we kind of get the, uh, information out through our social media. I also send it to our um local chapter houses and assistant coaches giving them um props about what they're what that individual did, whether it be competition, whether it be um student leadership in the uh

174in the school um some kind of kudos to uh to nominate the student. So I do across the board um volleyball, boys and boys cross country, girls cross country and football both at the uh middle school and high school. And the next slide is our my last slide is this is the weekly events that I send out every week. Um it's emailed to all the staff updated on our social media. Uh get it gets our community engagement. Um I also send out game days uh flyers as well to the community on social media through email um getting the community involved with our sports program sports programs here. Um so that that is my report. Is there any questions? Thank you for that report. Are there any questions or comments from the board? just more of

175a comment to iterate to the um coordinators the importance of uh the students being ambassadors for the communities. I think that's just absolutely wonderful and I appreciate Miss Aspus recognizing that. So, thank you. >> I just like to uh commend uh each of you. Glad to have you aboard and and looking forward to a good outcome from our our student athletes and and wish you the best. >> Yeah, if if I could quickly comment as well. Um, I just want to say thank you to all all of our regional coordinators for the time and effort you that you've put in. Uh, because I think this this also talks about the bigger picture about trying to make our our schools more welcoming, inviting, and and trying to bring kids back. Because I because to me the

176these programs, whether it's ROC, cheerleading, basketball, wrestling, they all add a a crucial element of why kids should be why why the they should be involved in our schools or come to school in in that regard. So, in that respect, I I definitely want to give my my full support in in that area. Um, having been to a couple games and and stuff like that, I think it's been asked before. Um, but I'm not sure if this is the the place to ask because I might as well just say it. Have you guys even thought about like upgrading our scoreboards to like there's real nice flashy LED video scoreboards? is I've seen the score scoreboards in Shiprock High School, Kirtland, Nukem, and they're they're they're from like 20 30 years ago. So, I don't know

177if you guys have any price quotes or have thought about that what what that would cost to really add that element to our our >> I can't remember the gentleman that came and visit with me earlier. He had a nice uh screen to go all the way around displays. Um, and we're looking at about roughly uh for the football field $60,000 big screen just like Farmington's display all the results for track and football in the in the inside the uh the pit all the way around and the top would would run nearly about the same with those uh LED score score lights big screens. So it it would change the atmosphere, but not not only that, just the scoreboards alone, I think changing that horn to making it sound like the pit alone, the train

178the train horn will give it that good feeling that these kids are getting ready for state competition. So I'm for it. We just got to work towards it. >> Okay. Sure. Wouldn't that be nice? >> Because you could also tie in like advertising because I I saw on the you could actually build in a lot of that stuff to even these type of programs too. >> So, I've been in talk with uh a lot of my colleagues um other districts. So, Bloomfield's getting one uh they're getting one in their gymnasium. They obviously they have a a jumbo jumbotron at the football field. uh the one in the the football or the the basketball gym, it's going to cost roughly about $65,000, but they've had a deal with a local business that they're on a three-year

179deal for $20,000 that they're the main sponsor for their athletic program. So, over three years, $20,000, it essentially pays itself off, right? Um and so that's where I think we can go depending the guidelines right what are our policies and procedures of going to a possible major company corporation and going and building that relationship and saying hey let's make this a deal uh whether it's by region or whether it's by CCSD unity um I think that's very doable and I think there are businesses out there that are willing to get back. Essentially, this is the way I look at it, right? Coming from sales and and finances myself, it's a tax write off. >> Yeah, it's a they're gonna get a tax write off. >> It's a tax write-off. So, that's that's an approach that

180a lot of times as a coach, right, whenever we'd go get those donations or fundraising, I shouldn't say donations, fundraising uh forms, banners, you go to them, hey, this is a tax write off for you. Absolutely. We want to get back to your school. We want to get back to your students. we want to get back to the institution but at the same time that it benefits them. So that's an approach that we can look at. Um again tax write off major corporation what we want to do to bring somebody in >> that there I think it's worth exploring. >> Absolutely. >> Thank you. Anything else from the board? >> Thank you, gentlemen. >> Yeah, thank you. >> Thank you. Appreciate it. >> Something >> update. Uh, human services by Miss Amry. >> Good evening

181everybody. Um, hello from Albuquerque. Thank you for saving the best for last. I'm going to give a short presentation on positions and then answer some questions. So, here's the current list. We have some social worker positions. Um, one with special education department, one with ICO. Still looking for a facilities coordinator. We have the uh three MLSS coaching positions and then the three math coaching positions were just closed today. Um however they're on that list but they're closed as of now. Art teacher, special ed, dual language prek and another dual language all at the elementary level. Um cook at Mesa for maintenance grounds and electrician a couple custodians. Uh we need daycare and a special education EA for our non-certified secondary we have some sped teachers language arts and uh then with student support nurses SLPs

182and physical therapists. So all that being said what questions do you have? any questions? Board members? >> Yeah, I I I think pretty much all all my questions are answered in prior reports. shows that uh when it comes to teaching, we're we have a lot of all all of our schools are fully staffed with licensed teachers and not long long-term subs. So hopefully we'll get some positive feedback based on that. Uh one of the other one I saw like on the district website there are a lot of vacancies for athletic coaches. Are those part of the support or are they separate? >> They're separate. These are just the full-time um positions we didn't add on. Those are considered like supplemental positions. They're not on this report now. >> Okay. Thank you. >> And al also

183based on that, have we had have we had any any like turnover within our teaching staff like uh resignations or something of that sort? >> Um a few, but it's really slowed down since the spring. But yes, we've had um a few. I don't want to get into too many details. It it it's a little too >> unconfidential if I do, but yes. >> Okay. Yeah, that that's that's all all I wanted wanted to know. Okay, Mr. Monto, >> I have nothing. >> Miss Hasky, Miss Amarina, I thank you for that report. >> All right. Well, thank you everybody. Have a good evening >> and we will move on discussion items for regular school board meeting. Miss uh Aspus has already requested further information for uh clarification or something on the transportation section 4. Is

184there anything else board members? Uh yes, I would like to have the consideration of a discussion about school consolidations. Next year is coming up pretty quick and with uh right sizing. Um, I I think we need to have that very serious conversation about what we're going to do and how we're going to do it, especially in light of the uh student count and the loss of revenue to the school district. >> Anything else? So would that be almost the I guess would that be our district m is it a facility master plan >> which gives like the updated information statistics data that would be used for that discussion. >> Sure. Okay. >> And along with current enrollment information. >> Yeah. Because those numbers have changed since we had that discussion two years ago. >> They've

185all changed that way negatively. >> Yeah. Um okay pro I I think probably like a more detailed like enrollment probably tied to that as well. What what is our current enrollment by by school by grade by different areas And would would a part of that report also include like the facility conduct condition index or whatever rating they have in terms of what what what what sort of condition those building buildings are in >> overall. Yes. viability building viability >> because I think that would also help in pro provide a more informed decision if like let's say you have a school or building that has a a huge amount of maintenance cost or deferred maintenance and the the cost of trying to keep it is more expensive than it would be to do something Okay, that's

186it. Does it ask? Do you have something to add? Okay. Uh item four. I will entertain a motion to adjourn this meeting. >> Motion. >> Second. >> It's been moved and seconded to adjourn. Mr. Mononttoya. >> Yes. >> Mr. Soul. >> Yes. >> Miss Aspus is not uh with us. Missy. >> Yes. >> And myself. Yes. Vice President Wells. >> Yes. >> Can you hear me? >> I can. Go ahead. >> Hello. Oh, okay. Um I I didn't realize I was muted for the previous one. I said I I wanted um an update on the strategic plan for next meeting. Just an update on where it's it's going. >> We've already we've already adjourned. Yes. >> You're too late. Oh, okay. >> We'll make we'll we'll make note of that. >> Point of order. >>

187Okay. >> This meeting is a journ. >> Sounds good. Okay. Good night. >> Good night. Yep. You too. [Music] Are you [Music] Heat. Heat. [Music]