001[Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Do you feel [Music] You didn't do [Music] Heat. [Music] Second. Okay. Roll call vote. Board members uh Montoya to approve the agenda. Board member Aspus to approve the agenda as is. Can you hear me? Yes. No. I I don't care to uh to um approve the agenda. I believe the last meeting it was said to use the to use the old template that was um point of order. Madam President, we're voting now that um How do you vote? Board member Aspus. Oh, she voted. No. Okay. also to um I believe there was public comments and we will get to the public comment. So we're voting I believe
002um I mean we're voting we're we're following rules but they're a meeting too late and and I believe this board member aspis we're voting there's already been point of order item already on the agenda the last meeting I vote yes. Okay. And Vice President, Vice President Wells, how do you vote? The old template of the meeting. How do you vote? And so we're moving forward. Direct blatant disregard for a majority say in the meeting. Um your president, yes, but in title only, not in dictatorship. So that's the way the format is in board policy. want that noted and and taken and so how the format got the format attorney end up siding with this and it shows we are not personal agendas on on here on this board and if the uh board attorney was
003Thank you. Vice President Wells, how do you how do you vote? And the agenda would be the same. I vote yes. And I vote yes. So four approvals, one oppose. Number two, consent agenda review. Consent agenda. Oh, and where where is the Madam President? With that, I make a motion to approve all the items listed under consent agenda. Hold on. There's there's um no public comments right here. Oh, okay. Never mind. Thank you. Okay. Two um consent agenda review consent agenda items. No presentation will be provided for these items. These are routine matters. Applicable documents have been provided in board docs and posted with the agenda for the board in public view. A approval approve minutes from May 7, 2025 special school board meeting and May 28, 2025 work session regular board school board meeting.
004How do you vote? Um you Oh, you already post your Yes. I made a motion to approve all the items listed on the consent agenda. They're all in pack and I had sufficient time to review. Do I have a second? Second. Okay. Um roll call vote on that. U board member Montoya, how do you vote? Yes. Board member Aspus, how do you vote? Is it back on? Oh, never mind. So, no, because all all of these things these items that are listed is is it is our board member to do this. Board member Aspus point of order. Again, we're in the middle of vote and and I don't accept that. I think our constituents, our community board member. So, how do you vote, Secretary? So, I vote yes. So, Vice President Wells, how do you
005vote against it and I say no and I would like that noted. Thank you. And again, our board attorney site it would be few and again, we're not fulfilling our duties as board members. I vote to approve. And I vote to approve. Four approval, one oppose, and zero ab um abstaining. Okay. Page not abstaining. I'm not saying not you. I didn't say that you there was an there was no abstensions. I said one oppose. Okay. Three possible questions from the board on consent agend agenda items and or discussion of items pulled from consent agenda. A possible item removed from consent agenda. We didn't do that. Four action word five. Madam President, I'm going down the list. Four, action on consent ag um agenda. So nothing a action of consent agenda. So there was secretary is
006declaring the meeting. Why is there no point of order? Five student staff and community recognition. A NM NMSBA 2025 scholarship award to Khani Peters. Is Kelani here? Klaya. Okay. Klaya. Kalia testing one two quick u madam president members of the board superintendent Carlson and guests who have joined today uh it is a privilege to honor Clea Peters uh our ship high school valictorian for 2025 as she is the New Mexico school board association scholarship recipient as She will be awarded $1,000 to continue her education in college. So, if we can give a round of applause, please. [Applause] Madam President, members of the board, Superintendent Carlson, it's perfect timing because I see Mr. Joe Gillian who has joined us virtually to share a few words if you would allow. Go ahead, Mr. Gillian. Thank you. Can
007you hear me? Yes. Okay. Well, I'm uh I'm on the road, but I'm very pleased that you invited me to attend this special ceremony. I understand you'll be presenting the scholarship award and making that announcement this evening to a outstanding senior from your high school, Kalila Peters. So, I just wanted to let everyone know that our board of directors over the last several years has approved us using some of our uh uh budget for 24 scholarships every year, three to each region. And we try and do this based on special criteria including u scholastics extracurricular activities and community service. So we're very pleased that Kalila has been selected by the region nominating committee to receive the award this year and we're also thankful to the board for having nominated her to to receive the award.
008We had over 51 nominations throughout the state and her credentials were such that she was selected. So congratulations to everyone involved, her parents and the district for doing such a good job with students like her. Thank you, Mr. G. I just wanted to I just want to thank It's Kalia, correct? Yeah, Kalia and make sure that we uh pronounce it correctly from here on in. So, I apologize for my mistake and for anybody else's. Um, we think you've done amazing things in this district and we appreciate all your hard work. Um, and that of your parents as well. Um, I'm told that not only did you have perfect attendance for 13 years, but so do several of of your siblings. All of your siblings. And that's fantastic. That's amazing. So, congratulations and thank you. And
009thank you for showing up, Mr. Gillian. We appreciate your time. Thank you, Mr. Noble. [Applause] me. Board members, do you have any comments? May I please? Yes, go ahead. Um, I know when there was this was first brought to attention, um, her mom tried to deflect that responsibility and that great honor for her daughter and quite frankly all her her children to do what they did. without that very strong support, without the parents behind these children to do that, they don't flourish. So to the two of you, thank you very much. I have a comment. Go ahead. Yes. um our region one president uh Priscilla Benali from Galllet board she wanted to be here to present that and I don't know what happened um but I apparently that didn't happen so but she wanted to
010be here to to to do that to do that honor but um congratulations and you know it and I think when Joe and and the Lord looked at that. That was probably something that really stood out as the perfect tendance because that's that's amazing. Thank you. [Applause] Thank you, Miss Miss Peters, for all the excellent work that you've done so far. Good luck to you. Thank you. and I had the opportunity of uh visiting with Miss Peters and announcing to her that she had won that award indeed and uh grateful for that privilege and congratulations again to you and to your family. [Applause] Well, um I'm sorry I missed your to to see you speak at your graduation. It's um such a tremendous honor for our school district to have a student like you, a
011family like yours that really um values education. Um I know that you're going to make great things. You're going to do awesome things and it's already starting. You're starting your journey, educational journey on the right foot. And it's so we're just so honored that you call Shiprock High School your starting point. So we look forward to seeing all the amazing things that you're going to do in your future. And thank you to the family for always supporting all all the kids and really it's a huge accomplishment when you have um perfect attendance. I mean, through all all the different seasons and all the different illnesses, for you to still maintain that uh perfect attendance, that's just so so amazing. So, um congratulations and we we're just so proud of you. Thank you, [Applause] Madam President,
012members of the board, Senator Coulson. did ask Kalia to practice her speech before she came up here. If you wouldn't mind her sharing a few words maybe on her ambitions of what she's going to do. We'd love to hear from her. I did not practice. But um I just want to thank everybody who made this possible. Um especially in my school, I had Miss Tally. Miss Tally was like my rock through everything. She helped me with everything, everything I've accomplished. I mean, she's the reason I have my degree from San Juan. Oh, nice. Um um the principal who nominated me and wrote everything for me. I just appreciate her so much. Um and my parents, my parents had a lot to do with my education. My mom, even when she worked two jobs, she still
013had time to help me with my homework and made sure I was on school on time every day. Um, my siblings, my siblings, even when they were at college, I could FaceTime them and they would help me. And I just have I was really blessed with an extraordinary family like them. So, I just want to thank everybody here today. Um, Mr. Noble for getting me up here and just thanking him for everything he's done, all the interviews he's done. even though I they were not the best, I'm glad we got through them together. Um, so just thank you to everybody here today. Um, yeah. Yes. Great. Thank you. Thank you. Okay. Six comments from the audience. In order to recognize staff and or community members from the audience who wish to speak to the board,
014we ask that you fill out this card and present to the board prior to the start of the meeting. Please limit your comments to no more than three minutes. The board requests your cooperation resolving issues or concerns by asking you to follow the chain of command and consult with the appropriate school district personnel prior to discussing the issues with the board. Doing so will usually result in a more timely solution. Public comments and observations regarding non-aggenda items that fail fall within the responsibility of the board may be heard at this time. Although board members may provide a short response, the board is not able to discuss matters not listed on the agenda. Comments regarding matters under litigation will not be allowed. We are interested in your comments and concern. Thank you, Miss Aspus. So, I'll
015try to say this as respectfully as I can, but um attended the um the New Mexico School Board Association and I um upon um attending general session and those of you that have attended before I think you all know the process and and as you attend um attendance is taken. So, the clipboard is passed around and and I say this mainly because of fraud and those of us that sign um forms that that talk about fraud, if we know anything about it, and I think this is along the lines, but the um clipboard was passed around and I noticed that um a board member had a signature on there and and then um I just thought it was kind of odd because he came rushing in about maybe an hour later. And so um there
016was several that that that um witnessed this, not just me. and for um their sake of being um ousted or treated the way I'm treated now um I won't I won't disclose but um also um I thought that was the end of it and um clearly somebody had signed this board member in while he wasn't in there and and then we the next day the breakout sessions that occurred. Um, again, I see the same thing. Uh, the board members name, not the the signatures don't even match. I have pictures and and um some of the response that I got later um was very surprising to me and from from the staff of NMSBA and saying that it happens all the time for this individual. And so again, um, you know, there's times when I've missed
017sessions and, you know, come on late, but I I don't put people up to signing for me. And, um, and now more so there's a bill and we have to keep points. And so, um, I, you know, I take this my my position very seriously and, um, I think I know things happen and but, um, I mean, you should have seen this staff person's face and and the way they had talked. Um, I think then you would have known that it wasn't it wasn't exaggerated or or wasn't um just that one day is something that occurs all the time with this individual or this board person. And so um and just the things that I've seen um it just sums it up. Um and I don't care. I I will still voice. I will still
018say and um you know there's there's certain duties of a board's member and and then going to a function like that where they're supposed to mold an upcoming new board member and in inte integrity and honesty and um you're representing your your district and your constituents right. Um I think this is just this is um disregarded in the sports member position. Thank you Christa Simo. [Music] short jokes. Good evening. Uh my name is Kristen Simo. I am a teacher at New Middle School and um I am fortunate uh to have my driver's license and can attend the sorry um school board meetings for Central Consolidated School District. I have in the course of the last 28 years had the opportunity to attend many of them and chapter meetings and community activities. And I'd like to
019bring um a challenge to our board and our administration and the schools. And I'd like to acknowledge the school board, our president, school board, Mr. Carlson, our superintendent and staff, students, parents. Um, this is one that I would like to have addressed and with a focus of our students, our children. Um, there have been events that have been scheduled that are that are at the exact same time as community events. I've sent um Jared two different flyers. one for our school district about events on June 24th, 25th, 26th. It's the same time as the restoring and celebrating family wellness youth leadership conference that will be in Chiprock. So, here's the challenge. I would like to see more cons um focus on collaboration between our school district, schools, communities because I want our kids to do
020all of it, not just some of it. And um if parents have influence on their children and transportation um certain options, I would like them to participate in those leadership opportunities that the restoring celebrating family wellness organization is doing because they go to around to all the chapters and they do events like the res cafe um events and we need to have more involvement more participation and I think because our kids and families have so much going on, I'd like to see a effort to have perhaps a committee group that can work um with those stakeholders so that our kids don't miss out. So that's what I'm here to speak about and thank you for your time. Thank you. What about the chapter meeting? Oh, the chapter events. So, um, chapters are also involved with
021this process because they have work summer youth employment and I mentioned Jordan Washburn, shout out to her from Sinasti, who actually planned to have the summer employment after our kids were doing the summer program. Some of them had to do makeup dual programs or what I forgot the name of that one pro where they have to make up credits and so they were waiting to do their youth summer employment until after that way our kids do the requirements and then can still work because I'm really big on giving those kids opportunities like that. So um also there was a river rafting trip six days 23rd 24th for a week and I want the kids to have an opportunity like that and there were some conflicts with some school events including the last day snow day.
022So and I know we have the new schedule and such. So, but I think the collaboration, the conversations, I like to see um people involved together and planning out when things are happening so our kids can participate in all of it. Thank you. Thank you, Miss Cheryl George. Good evening board members and community and staff that are here tonight. Um I just have um I I'm going to read off my my notes here so because I timed it so three minutes. Um so my name is Cheryl George and I'm speaking tonight as both a parent and as a gifted student of a of a gifted student and a former member of this board. My daughter completed middle school at Sepatai Middle School. She graduated from Shiprock High School and most recently she graduated with her
023bachelor's BSN um for nursing from Mount Marty University. I've seen this district from multiple um angles by policy budget and most importantly the experience of our students. That's why I feel compelled to speak out about the recent changes to the gifted program at Seedot Middle School. My child was fortunate to be part of the gifted program during her middle school years. It was not just an enrichment, it was a lifeline. The program provided academic challenge, social emotional support, and how to be an active leader in our community. Through the Sepot Middle School gifted program, she participated in the annual elderly Thanksgiving dinner where she volunteered to cook and serve meals to the elderly. She gained public speaking and public health skills by presenting at the Sebod Middle School cross country pink meet raising awareness about
024breast cancer. She also performed in the 10-year running shadow play our story which explores the live experiences of our DA people and serves as a power tool powerful tool for healing for our community. That's why I'm deeply concerned about the decision to eliminate the dedicated middle school gifted position. By splitting the position between high school and middle school, the district is diluting the consistency and depth that these students need at a time in their development when support is most critical. Middle school is when gifted learners often disengage if their needs aren't met. They need a teacher who is who understands their development, their intensities, their creativity, and who can build a trusting relationship over time. You cannot do that when you're stretched across multiple schools. This isn't just a scheduling issue. It's a quality of
025education issue. As a former board member, I also want to raise concerns about process. Staffing decisions like this should be grounded in student data, community input, and a commitment to equity. Instead, what we're seeing feels abrupt and difficult to justify, especially when other in neighboring communities within the district have remained intact. I urge the board to pause and re-examine this decision. Our gifted students are critical to our district and they are part of our obligation under state law and our district's own goals for academic excellence. They need stability, challenge, and teachers who are licensed, experienced, and empowered to serve them fully. Please do not allow this program to erode through the staffing cuts. Our students and their futures deserve better. Thank you for your time and for listening. Okay. Thank you. There's one last comment.
026Says, "Hello. I want to formally invite each of you to the 2025 San Juan College Fair August 8th through the 17th. I can share the official schedule once this is public. I listed what each kid will be competing in. However, students will also be competing in their respective showmanship competitions. San Juan Co County bread bread shows, fitting contests, judging contests, welding contests, special needs pick show volunteers, and volunteering time at AG Education booths, which will take place during the week between 4H and FFA clubs and chapters will be the highest participating club in the entire county by some margin. KMS. This does not include incoming seventh graders that may be participating and choose to join FFA at the start of the fall 2025 semester. Paisley Foster, Market Hog, Horse Show, Rodeo, Cassidy Garcia, Market Hogs,
027Market Lambs, Market Goats, Show Horse Shows, Rabbits, Poultry, uh, Water Fowl, Blaine James, Market Steers, Market Goats, Breeding, Dough, KHS, uh, Heather Finch, Freshman, Market Lamb, Market Goats, Hol James, Freshman Market hogs, market seers, market goats. Kaylee Foster, freshman, market hogs, market lambs, breeding use. Bryce Sanders, senior, market seers, market lambs, ran faka, sophomore, market rabbits. Uh, Kimberly Guerrero Guerrero. Yeah. Sophomore market rabbits. SJCF royalty court. Yena Padros uh sophomore market lambs market goat market hog rabbits poultry waterfell SJCF royalty court to zil to how do you spell it tidal manolito market freshman market boiler poultry w water foul Caleb th Caleb Thompson sophomore market hog Hog, market goat, breeding dough, Theron Galden, senior market lamb, Zachary Stock, Junior Market Lamb, market hogs, Zachary Decker, Junior, market hog, Deshawn at City, sophomore, market lamb. Clayton
028Carlton, freshman, breeding dough, market hog. Fallon Carlston, senior, market steer, market goat, market lamb. Dan Lee triple triplet for uh freshman horse show rodeo Sydney triplet sophomore horse show rodeo the lane car carile graduated breeding heers market sears breeding doese's thank you Zayn Weber thank you okay where am Seven. Number seven, reports from the board and superintendent. A reports from the board. Madame President, I have nothing. Okay. Board member as so I think uh today was cleanup day in Shiprock and and I'm so sad that I missed it. looking out Freda. She's all sunburned. But um I truly wanted to be there, but I just got off night shift and but um um I just wanted to report from the the the conference um with um the uh Kalia Peters her award and um you
029know the um all the scholarship people um they used to bring them they used to invite them but I I don't know I don't know anymore how that goes but um but um our our region one which is who is Priscilla Benali wanted to present it she want she was willing to come down from Gallup and present it and but um yeah we we get those uh recipients and you know whoever the principal sends our way and we look at those packets ETS and um um so that that's how that process goes. But um yeah, so I I was really surprised that Priscilla wanted to be that person to do that and and I I think that speaks volumes. Thank you, Secretary. I don't I don't have anything report. Um, I don't have a report,
030but I just wanted to remind um the public that there is a school safety summit coming up and I think it's really beneficial. We had the last safety summit in um Phil Thomas I think two years ago. So, uh we can send that put that on the website but it's really helpful. There's um information about what to do when there's situations that occur in the school and um and there's behavioral health tracks to when something traumatic happens, how how to handle that as as um teachers and um parents. So, it's something that's really useful. I think it was um trying to I think it's useful for everybody in the community, for parents, for staff members and um stakeholders who really want to help and keep our students safe. Thank you. And then um next B
031report from superintendent general reporting of student travel fundraising requests, gift donations approved administratively by superintendent It's a little bit. No, we'll do this one. All right. I do have um several donations u approval donations. Uh the first one is $150 from the collaborative chapter house uh for students in the TBA band program applying for financial assistance. Uh funds will be used for the music in the parks or they were from May 1st through 4th. Uh from the so good brisket and pork ribs. Uh there was a money order of $100 toward registration fees for North American Invitational Rugby Tournament in Salt Lake City, Utah. Uh for Nukem High School Rugby Club from Mark Winder Winter, sorry. Uh donated to the Future Farmers of America, $200 for travel expenses from Don Dennis and Thomas Teller. uh
032Don Dennis and Thomas Stellar a cash donation of $100 to the Nukem High School class of 2026 to be utilized toward their senior and Nukem High School graduation decoration, senior banquet recognition, etc. from the Sinasti Chapter Government to Nukem High School, the Nukem Rugby Club. also $300 uh for the North American Invitational Rugby7s tournament in Salt Lake City, Salt Lake City, Utah on July 25th through 27th. Should be a good good trip for those folks. Uh one more donation and it's the donor is the New Mexico A in the Classroom a $100 to the Shiprock FFA chapter continue to teach New Mexico a in the classroom a literacy projects. And those are all I have for today. Thank you. Uh, no other reports other than I'll just um go ahead and comment on the cleanup
033today. I was able to to head over there. Thank you for uh for ICO and and especially for Dr. Harvey for really putting that together. Um, when I got there, she had been working for hours. I didn't spend that long there, but I I was able to they used me to reach the high spots for painting that they couldn't reach. So it was it was important that I showed up for at least for that, right? U so yes. So thank you uh for doing that and and I I believe we need to do more community based projects like that and it's great that we're able to do that and get out and help the community. So thank you. If if you're serious, I'd like to do one for the police like Sassy did. Sure. Absolutely.
034Okay. Number eight, uh, reports on possible board action. A, Tickets at work implementation program by Marina Harvey. Okay. Um, get my stuff here. So, good evening, board president Hasky, Vice President um Wells and members of the board, assistant superintendent and superintendent Mr. Carlson and the community. So what I'm here um thank you for adding me to the agenda. Um so what I would like to um go over and present this um project program that we're currently doing in HR is to roll this out. As you can see on the PowerPoint slide, I just created this yesterday. Um, so it's uh I don't know if any of us have heard of tickets at work, but I've been doing some research and trying to find a program that we can bring to the school district. And with
035that said, um the first thing that I would like to mention is to you all that the this program is at no cost. Um, does it cost the district anything? There's no fee, no expense to the district, and it requires no contract. So, I just want to make sure I put that first on the on my PowerPoint slide. Um, I also, before I move on, I also um invited our guest speaker. His name is Jesse Dylan. Um, so he's kind of like my backup if you all want to see what the demo looks like inside of this platform. We'll get to that later. But um the tickets at work um is something that we want to introduce to our employees and it's to all of the employees um active employees and it's basically a no
036uh cost-free employee savings and discount and it's designed to help employees stretch their earnings and access experience while they enjoy it not only for their employees but they can also use it for their family. Um, so I've been researching a lot of the programs out there, but nothing comes to too close as this program does for a lot of the corporation or organizations. Um, you know, they they provide um these types of perks and programs to employers to offer it to their employees. So, Tickets at Work is one of the largest perks program partnering with tons of organization in reaching out to employees nationwide. Um, this network allows them to secure good deals directly from partners, ensuring members always get the best prices through discount and savings. So, you're probably wonder. Well, there's um it
037it also involves marketing. And if you have any questions um that you would like to um you know would like for our rep to answer um I did invite him. So and then um platform is totally customizable. Um I can show you later or he can show you what it looks like so you all can see. Go to the next slide. Um so our goal and why are we implementing this? because we want to provide all CSD CCSD staff with a joyful benefit. Um, and we believe that this program, Tickets at Work, can do just that by adding this valuable addition to our staff benefits and enhancing staff's overall overall well-being. Um, in addition to that, it also helps and attract retain employees. Um it increases the productivity and enh enhances employees work life balance,
038boostes morale, reduces financial burden and save money and get discounts, zero cost to CCSD and no contract required. Um and then with this program um there's um there's 247 customer service support so including chat. Next slide. Um the key benefits of this program um since we'd like to make it available to all of our staff, they have tons of discount and savings. Um so I kind of compiled this list here. Um there's attractions, shows, sporting events like NFL, you know, um employees can get discounts to watch a NFL football game anywhere like in Texas or wherever. Um there's also concerts, travel, hotel flights, rental cars discount. Um, also Sam's Club membership discounts and employees can also get theme park discount, Disneyland, Universal Studio, Water Park, SeaWorld, shopping deals, movie tickets, entertainment, and much more. Thanks.
039And so when I when I started researching some of um what other places are using this program um I here especially New Mexico public schools um I found out that Farmington Municipal School has this program at their school district. also HOBS, APS, Albuquerque Public School, um Sen County, Aztec, Arizona Public Service, The Plant, Presbyterian, Sandia National Lab, um Credit Union, Los Alamos, UNM, McKinley County, and the list goes on. So, those are all the organizations that have this program at their at their place, at their employer. And then on this slide here, I did four reference checks. Um, so like I said, I did some research on how to bring this program here to our district. And out of the four reference and I called out to all the schools, you know, and and asked
040them tons of question, how is this program? What are the um bad part of it? And, you know, all this other stuff that I wanted to I was just curious. But all in all, this program um out of the reference check results u most of them said that you know they love this program. It's a great opportunity for staff with price break and discounts. Um usually the highest peak usage occurs during summer and holiday breaks. That's where uh employees while going to the platform and then um get discounts or purchase um just uh tickets. they want to take their m their family to the movie like to SeaWorld, Disneyland, Universal Studio. Um, and then positive reviews and high satisfactions is what I got and all in all it is a great benefits to add to
041any school district and or companies. So, that was my reference check. Um, so with that with that being said, um, the reason why I'm here today is because, um, HR is going to be rolling this program out. And keep in mind, it is no cost to the district. There's no fee. There's no, it's just an added program for our staff to enjoy any type of benefits that they want to um, use for themselves or their family. So, we'll be rolling this out this week. Um, and then we're also going to make it available to all active CCSD staff who have a work email. Um, if obviously if a if the staff separates the from the school district, we'll inactivate their account, so they won't be able to use it. Um, it's a very simple setup.
042Um, they tickets at work. Our reps are willing to help us set it up and implement this program. um they can add our comp our district logo on the website the platform and then um the there's a simple registration to it so where employees can easily create an account using their work email and once they have that they can log in and um do all do all you know do do everything with it. Um, and then also, uh, what's good about this program is they also in send out like monthly highlight flyers, you know, like for this month it's Father's Day, you know, they have good deals, you know, dad deals and, you know, stuff like that. So, every month they have different deals and um, advertisement and then um, so portal and util utilization
043report for data usage. Um, HR will be having access to that. So, we're able to see what type of um usage there are. Um I did get a utilization uh report from one of the schools and and it's a local school here, our neighboring um district. Um, and I looked at their usage report and it their results show that their highest peak and their usage is like around spring break um during summers and during the holidays. So, it was a really it was a eye openener because since they're our neighboring district, you know, we have folks that may be wanting to go out to, you know, take vacations with their family and they can purchase tickets. Um, in addition to that, I did look did a like a comparation through this website. Um, you could
044save like $40 on hotel rates and then rather than going through the actual hotel, you know, the website. So, um, you know, we're always talking about trying to save money and I think this is a really good platform and opportunities for our staff um, to use. Um, yep. So, that's my piece of presentation. I do have Jesse Dylan um who could show you what the employee platform looks like. Um he can go through it really quick with you all. Um but before we roll this out, I wanted to let everybody know the board members um superintendent and assistant superintendent um you know know that we want to roll this out and it requires no fee to the district. So I have Jesse Dylan on the line. Good evening everybody. Thank you so much um for
045that introduction. Um terrific job um going over the tickets at work platform. I did want to just show this front page here. This is what you would see when you log in. And um one of the main questions we have and of course we can have questions but the first and most important question is how is it no cost? I do like to address that right off the bat. So upon logging in you'll see brands like Disney Cruise Line, Royal Caribbean, Rosetta Stone and more. They are paying us marketing dollars to be on our front page because we have over 55 million users. That allows us to really get great discounts because they want to be seen and that's how we make the most of our money is getting marketing dollars to be on our
046front page. It is also true that when a ticket transaction occurs, we get some kind of micro fraction of a decimal point there. But the bulk of how we stay in business is this front page that you see right here. Other than that, top to bottom, wonderful presentation, very accurate, and I'm open to any questions if you have any. Okay, board members, any questions? Other than just a comment? Go ahead. I've said before we like free. Any other comments or questions? Yes. Go ahead. So, um, you quickly threw out there questions and is there, um, I know that they always say that nothing is free and um, and that, you know, on on this side of it, we would be paying lower uh, discounts or the the the people in the in this program, but
047um what what is it that you the the downside I guess from your end? What what is the downside to this? No, it's a terrific question. Um, essentially I can't really answer that other than that really there isn't one because again we get paid as a company for tickets at work um marketing dollars to be here um the big brands because they know there's so many people a part of tickets at work and as we grow even bigger we get even more aggressive discounts from our partners. Um one fun fact is that we sell more tickets to Disney World than Disney World sells at their front gate. It's gotten to that point where it's just so many people um planning vacations and wanting to save money. That's a great perk um to share with your
048employer employees. Okay. Um say we find out the truth and it's not so great. Um is there a way to get out? Of course. In fact, there's no contract which makes it very for not only school boards but county government, state governments. We recently put in um uh state of Nebraska for instance rolled this out to all of their state employees. It's been a big hit. If for any reason there you want to go in a different direction, let us know. We can go ahead and do that. But there's no contract and never any kind of banking information, fees, none of that is ever um associated with the account. Okay, I'll read one review. It says, "I was very dissatisfied with the way cancellation was being handled." Um then along came customer service manager. So,
049um I I guess um that's that's one negative review and but anyhow I it sounds great and especially when you say no money, no contract. Um it sounds good and this is for the whole district. Yeah. teachers, correct? Work and um to your to add to your response there, um you employees, people who use the program um will need to uh read the details carefully to see what they get as well. So um but all in all, I did my reference check and I it came out positive reviews on that. So, um, ESS included. No, just all current active CCSD employees. Okay. Okay. Thank you. Any other comments or questions, board? Yeah. Clarification. This is uh you're wanting to use what I what I see here are some of the things that you offer. Um
050cruise uh cruises and Disney park theme and whatever all of the other things buy the tickets through you. Is that uh how this works? Absolutely. We It's a one-stop shop for all sorts of different things. For instance, of cruises, we have the latest offers, hotels, rental cars, the theme parks from around the country. And I always like to suggest looking around the shopping deals section. Things like computers and phones, things like gift cards, things like flowers and gifts are very popular for holidays. There's all sorts of different things um to stretch the dollars farther. Okay. I'm just I'm just curious because I'm not a school board I mean, I'm not a school employee anymore, so this doesn't apply to me. Just curious. [Music] Can I add to um absences, [Laughter] vacation time? Um u board
051members, this is an action item, so we will be voting on on this one of these items, but thank you. Okay, good. Thank you for your time. Thank you, Jesse. Okay. Thank you. Letter B, comprehensive school improvement by Mr. Deswood. Oh, we vote. Is that how Okay. Okay. All right. I will make a motion to approve uh make a motion to approve that item. Second. Okay. It's been motioned and seconded. Uh, board member Mononttoya, how do you vote? Yes. Board member Aspus, how do you vote? Yes. Secretary So, how do you vote? Yes. Vice President Wells, how do you vote? Yes. And I vote yes. Thank you. Okay. Now, letter B, comprehensive school improvement by Mr. Deswood. Good evening board members, Mr. Carlson, colleagues, and any guests out there. Shar, did you want can you
052project? So this item we need approval and support from the board. So part of the uh school designations and school accountability uh we need we do need to put this uh the these uh responses these narratives on career prep high school at Mesa Elementary Schools CSI or MRI designation part of the public education department's accountability. So if you take a look at that, how will the board provide prioritize support, autonomy, and accountability for urgent and sustainable success of evidence-based interventions in the event of LEA or school leadership change. So responses to ensure the urgent and sustainable success of evidence-based interventions despite potential LEA or school leadership changes. The board will provide prioritized support, autonomy, accountability through a structured oversight framework. This framework provide uh includes quarterly updates from each school which we've done I believe
053two updates. Uh our elementary, middle and high schools by region uh have provided updates but this will focus on what we're doing a little bit more in depth. Offer a regular pulse on intervent intervention progress. Uh so these uh particular schools do receive site visits from the public education department. three members from uh and a support team come to the schools and and they really do a thorough deep dive and analysis of data that is collected uh that is in their also aligned to their 90-day plan. So uh the assistant superintendent will will conduct monthly check-ins to provide direct support and guidance alongside monthly calibrations to ensure consistent implementation and fidelity across schools. Uh furthermore, there will be monthly budget meetings with the CNI department to guarantee adequate resource allocation. Crucially, crucially, uh data updates
054will be provided twice a year, beginning of year, which we actually um do this already. So, but just keep in mind that this is something we have to put into these CSI um and MRI. Can you spell those out? Yeah. Comprehensive school improvement and then more rigorous interventions. So if it was a if if it was a A B C D F MRI would be considered an F and then CSI would be considered a D. Okay. So just if if we remember when schools you should get letter grades. That's kind of how it lines up. So middle of the year and of course uh middle of year and to end of year. So one of the reports we're providing is our boy beginning of year to end of year data updates. So that's essentially kind
055of what we're doing which allowing the board to monitor impact and hold leadership accountable for student outcomes ensuring that interventions remain a top priority regardless of personnel transitions. So no matter what principle comes and goes um we will provide support to these schools and of course support from of the board as well. So question two is how does the board receive updates uh on each school's improvement plan and budget for CSI comprehensive school improvement more rigorous intervent intervention designated school. So the board will maintain rigorous oversight over CSI schools through a structured and regular uh update process, ensuring continuous progress and accountability. This includes receiving reports of approved 90-day plans for both the first and second semesters providing clear actionable road mapaps for improved initiatives. Additionally, to monitor the impact of these plans and the
056evidence-based interventions, data updates will be provided to the board twice per year. once covering the beginning of the year to middle of year performance and again middle to end of the year. Um these comprehensive data reviews will ensure the board to track student outcomes, assess the effectiveness of leadership and ensure the academic and support interventions remain a paramount priority regardless of any changes in LE or school leadership. So the the school principles will come in and give reports and updates to you all as well. Once their 90-day plans are approved, they'll come and present those to you. Again, like I said, um you know how there's an action item on the board agenda further down, we'll have to update upload this documentation that it was presented to our school, our LEA, our local education. Okay.
057Um just a quick clarification, the schools that were listed on top of the document, are they new designations? No, those are the designations that we they've held all year. Okay. uh this the new designations will come out I believe in October or November of this school year. So if they come off uh if they come off that status then they won't have to do this. They still get they'll still receive the funds. However um the monitoring and those um those uh beginning of year, middle of year, end of year site visits will stop. Actually, it it'll be optional, of course, you know, just to maintain support, but if the if the principal of the schools decide not to, then then they they'll back off. Uh, so the third one is what measures are in place
058for the board of education to ensure ongoing monitoring, accountability throughout the year. So, the board will receive consistent and detailed updates from the assistance to superintendent and principal to ensure robust oversight and support for school improvement. Comment, go ahead. So um you you were saying that the the curriculum on on your second point that's correct. So whenever we go um whenever we go and provide uh calibrations, we go into classrooms and do walkthroughs and then we look to see if what teachers are teaching is aligned to the um measurement not measurement topics is aligned to our uh curriculum curriculum documents, meaning our pacing guides. Okay. You mentioned a 90-day plan and then you come back to the board. Um has that happened before? It has not. That's a new requirement. um uh in one of
059the sessions at the law conference Mr. So was in this was one of the thing that they said was an additional requirement was that this right now that's happening we have to present this for you all to approve like I said this now is going to go in as an artifact or evidence that it was completed. So anytime um career prep or Mesa Elementary School come before the board to present, we have to take um the the document that was presented and how the board voted to approve it and then we have to upload that into a Google Drive so that the public education department can see that that is done. So it's a lot more indepth. We we've uh we presented that um 90-day plans have been submitted, but this is really the the
060school is going to have to come in and update you. Here's what we're looking at. Here's our root cause analysis. Here's our desired outcomes for the school. Here's our action steps to achieve what we said we were going to do. I I think that's a fine line in um in um in a board person's um regular duties. I guess you know to me I would think that would all belong to the superintendent and not really in the boards. I think there's just a fine line there. I don't disagree with you. Go ahead. Go ahead. Go ahead, Mr. Monzoya. actually that really is part of our responsibility for the education of these kids and and the quite frankly the results um for the students. So what they're doing, how they're doing what they're doing, how it's
061presented to us, and for us to, this has always been my belief, to have a better understanding of the educational processes and what's being done or what's not being done to improve because we've seen these and we've had made comments about, for lack of a better description, the lackluster performance overall, especially over the past five years. Um we and again I've said this time and time again that we're the ones that are responsible for that and if we don't understand that and see that how can we not hold that gentleman over there accountable for that effort and that work that's been done. So quite frankly that really falls upon us to understand that and accept that either that or um certainly expect more. Thank you. Thank you. I I have a comment. Um so uh
062in saying that Mr. uh board member Mononttoya, you know, I I come from um unlike um the board here and except Marian where Marian came from the maintenance side of the district and and for my I come from an outside not dealing with education and the only education that I dealt with was my my daughters and so you um to know this and and um to me I feel like um at some point I need to trust and have confidence in in who we um who the board has as superintendent and and then it's his duty to find those competent people on down the ladder and so Um that's why I say this is a fine line and and then it just shows that through the years and through legislation more and more it's becoming
063um the board you know and so I just wanted to point that out. Thank you. Um just a quick clarification from for me. So every 90 days there would be a report correct? So the the school will actually report their um approved. So what will happen is these two schools are 90-day plans will be will be um we'll review it. If it's secondary, Roxan Lee will. If it's elementary, um, Jerry Jerry Herald, Geraldine Herod will, and then Ann Clark will like provide support to these schools when they're writing them. And then the public education department will actually review the 90-day plans once they're approved. Now, keep in mind, these two schools will have funding tied as action items. So any if they're looking at programs or if they're going to send uh teachers to professional
064development, it has to be it has to go through what works clearing house or there's another there's a couple other clearing houses that that whatever programs they decide to use. It has to there has to be a metaanalysis meaning a lot at least less than a hundred um studies conducted um that showed that that particular program or um or professional development led to improved um outcomes for students whether it be scoring, attendance, social emotional learning etc. Okay. I guess um my c question was really uh on the process since this is a new requirement. So when these changes are implemented and the 90 days is implemented once approved by PED then um once we do approval tonight are we going to continue getting the reports where you're consistently reporting to the board in regards to
065the things that are effective not effective or in previous I think in the fall we had gotten a report on the stu the schools that were on were labeled CSI MRI and then then until now we're hearing the progress. So is there going to be more updates on a three month every 3 months we're going to get a report or is this a report we're going to get and then the next report we'll we'll get on this will be September October. Yes. So yes that's correct. Once once you'll you'll get a report the beginning of the year, middle of the year, end of the year. Just particular for these two schools. Um in the past in previous years, we've had all the schools present. Remember uh back a couple months ago, we did by regions
066each month. Um, keep in mind this is all to show that you all are aware that these schools are improving or not because don't forget if a school is in designation three years according to the to the new SS ESA um that act it says that the school board will shut a school down if they're not or replace leadership or you know there's there's some requirements in there that that says what will happen for these schools who are not performing. Okay. Okay, thank you. Are there any other questions or go ahead? One more question. In paragraph one, it says quarter. Is that every six weeks? Does that does that six week equate to a quarter? Um it's it give or take. I mean, you know, we can provide updates on how things are going. Just
067a brief report like like it says um you know, one of them will be here's the 90-day plan. Here's our beginning of year data. Here's how we scored. Here's middle ofear data and here's end of year data. So that'll be that would essentially be four. So it's just it'll just be a report and then once if it's on the consent agenda right here here here it is. I mean it'll give you all a chance. Trust me, these principles whenever those uh ped committees come to them, they really get down to the nitty-gritty of what those schools are going to do to improve um those instructional outcomes. And actually we have a presentation coming and you'll see that Mesa's data actually improved um as or our district data improved as well. So but it's not a
068lot more than we're doing. We've been trying to provide these uh updates to you all so that you are aware. One of them celebrations and then of course things that we need to do differently. All right. Go ahead. So can you scroll down to the top part to the to the heading? Okay. Career prep. Okay. I was thinking you were just talking about career prep, but I I see Mesa now. Yeah. We just have two schools in in in designation. Career prep high school, like I said, is MRI and then Mesa Elementary is is CSI, which is comprehensive school improvement, and then MRI is a modified more rigorous interventions. Okay. Then back to four. So four says um how will the board of education ensure the policies are in place in to provide the necessary
069structures, resources and flexibility for schools and teachers to effectively implement evidence-based strategies. The board of education BOE will uh take a multi-prong approach to ensure policies are in place that provide necessary structures, resources and flexibility for schools and teachers to effectively implement evidence-based um interventions. Uh this involves a commitment to continuously review and revise existing policies like we're doing with with the anti-distraction or like we did with uh the any um like regalia, right? Um for graduation, things like that. Making sure that that that's what that's referring to. Uh the be the board of educ education will also advocate for and allocate sufficient resources both financially and human spec specifically for evidence-based practice potentially exploring reoccal reallocating existing funds or seeking new grants. Furthermore, the board will ensure policies uh support professional development and ongoing
070training for staff in these interventions fostering a culture of continuous learning and adaptation. Finally, policies will be crafted to school to grant schools uh and um teachers appropriately autonomy and flexibility flex and flexibility to tailor interventions to their unique students population while maintaining accountability for outcomes through a robust data monitoring and evaluation system. By the way, that data the dashboard for the data that they the PED comes in and talks with these schools is like six or seven pages long. like what we're going to present to you is usually just a page or two, but these schools, that's why I said you can ask these principles these questions because they really ask them really deep questions like what is you doing? What are we going to do differently? Like I mean it's it's it's a
071pretty rigorous um um um I guess meeting that they have with them. The last one, five, this one's pretty quick. Please provide the please provide the agenda for the board meeting when the plans were presented, discussed, and approved and drop it into the LEA school approved. So that's um Mr. Mr. Carlson or I will update board meeting agendas that pertain to the plans being presented, discussed, and approved by our school board. I stand for questions. Or any questions or additional comments? Yes. Go ahead. Um, so, uh, to me, I I, um, I figured with career prep, that would have a totally different, um, curriculum structure, mainly because of the students that are there, and some of them are are not um are older. So, I just find it surprising that um that it would be
072included, I guess, with all the others. And um I so this uh this year is going to be a new principle and I guess we'll wait and see. Um okay, thank you. Any other questions or comments from the board? Go ahead. Just add a quick comment or question. Um to me I think it's really important that that we have a internal process of making making sure that we keep close watch over schools that in these two designations because I think these schools have been in this this uh category for quite some time and there were actually some other schools as well. I I also think that this analysis or this approach is also keep it's important to keep watching for schools that are also on the borderline and I think that's that's a process that
073I think the superintendent yourself as well as the district team can hammer at or work at internally to make sure that you keep on top of these schools to make sure that they don't regress or fall back fall back into what things used to be. And and I think one of the other points that was brought up is uh is being being able to measure a lot of the stuff with the data that's collected from the schools, the district to to to to look at what's working, what's not working and and to make adjustments on the go. Hope hopefully that that type of data will allow uh the schools, principles, teachers to make adjustments almost im immediately rather than wait till the end of the quarter. Uh probably some other factors to look at might
074be like school climate culture uh as well as um attendance rates and some of these other things even truency. So all some of these other factors probably factor into what what's going on at at some of these particular schools. That is correct. We do uh we we track attendance um monthly. We work closely with the data department uh to to provide get average daily attendance. We also look at uh we get we get we get data for them for chronically absent chronically absent students as well. And then we take those reports and share them with the schools. Also schools just received that panorama data which is the uh school climate surveys for um students, parents and staff members. All of that data is accounted for. In fact, notice how it said that we're looking for
075grants to support these schools. Um, one of the thing we just submitted was a attendance improve uh attendance improvement grant initiative that was just submitted um a week ago. That's one of the things that we're going to be doing and it's actually combining um what you just said, the attendance data, your your your um your panorama data because one of the things that it's saying is well kids aren't coming to school because they don't have a sense of belonging or they don't have a caring adult with them. So, we're really delving into the root cause for why kids are are are not coming to school, which we actually looked at the data and we're about 23% which is um lower than some of our neighboring districts. Initially, when we got the that that grant was
076sent out, we weren't on the list initially, but Mr. Carlson, oh, look into this. So, then we did and then they put us on the list, but but we weren't on it initially. So, but thank you. But I think what I think what we need is uh whatever Miss Peters had offered for her attendance and excellence. I think we need to copy that and distribute it among all of the parents that can send kids to the school parental support. It seems to me like Yes, that is that is correct. board member asp on on Darren your your paragraph it says the board of education will also advocate for and allocate sufficient resources um weren't we doing that already yes that's what I'm saying we're we're already you're already doing it right approving the budget um
077advocating like for impact aid that's what I'm saying we're it we we just have to now there's more accountability on us to present to you also for you all to hear what these schools are doing um if they're improving or if they have areas grade levels where their data is um trending in the wrong direction so that you're aware of it. Like I said, this is all so that the board is not like shocked uh in year three of CSI or MRI status that oh there's a possibility one of the requirements the first first requirement is is to find a new principal, right? Then after that is possibly close the school down if it continues to not improve. Now I we do and we've been advocating and and of course you all can advocate as
078well. Uh the public education department is aware that that um schools like uh career prep alternative schools should should not be classified like a comprehensive high school. Part of it is because we do, like you said, we do send a lot of um older students, right, who are who are credit deficient. So, um so we have a lot of um we have a lot of initiatives in um we we try a lot to to make sure that these these students receive additional support, right? That's why like that career prep, if you look at their budget, they receive $125,000, which is more than the other schools because they realize that that school is in dire need of additional funding. Um, but you will also note is two years ago whenever uh the year before Mr. Carlson
079and I came on, Career Prep's graduation rate was in the 20s, the mid20s. This past year is a little bit over 47%. So, it's doubled. But the thing is a lot of the things we talked about in here like the support that the department's uh our academic planning team uh we provide support to these schools. I mean back in the back in the uh fall I really put it out to the academic department that we really need to focus on supporting these students these schools to get out of the status. And you know like like I presented in previous uh we went from nine schools to six schools now to two. So that the stuff that we're seeing in here is working. We just now have to document that we're presenting it to you. Okay.
080If there aren't any Go ahead. So I I appreciate the fact that you brought up the attendance grant and if we're fortunate enough to receive that with the amount of money that is being allocated. Um quite honestly, in my humble opinion, that really aligns with the community school initiative and taking some of those uh programs and tying them directly to that I think would certainly be beneficial and I know we only have, if I'm not mistaken, just the one school. Did we get another to apply for that for the community schools grant? We actually have four schools. Four schools that receive funding. Five five that receive fun coordinator right there. So five I stay corrected I sit corrected right so that was again my point is the fact that a lot of what they're asking
081through that attendance grant can correlate directly to the community schools and what they do. So certainly open up those conversations to ensure that that assistance is there for them. Thank you. Thank you. Um board, if there aren't any other questions, we'll vote to approve this item. Motion. Second. Second. Okay. Uh board member Mononttoya, how do you vote? Yes. Board member Aspus, how do you vote? Yes. Board member So, how do you vote? Yes. Board member Wells, how do you vote? Yes. And I vote yes. Thank you. Um letter C 2025 assessment data SAT school days WEDA SS MSSA and I station by Amy Connley Leand Dr. Ventrina and um Mr. Dezwood. Thank you. Good evening, CCSD board, Superintendent Carlson, colleagues, and community. Thank you for allowing us to present on the 2025 spring assessment data.
082Can you um go through what those acronyms mean? Yes. The So, the programs we're going to talk about today are the SAT school day. Um this is reading, writing and math for grade 11. Um the IMASA which is our interim data. So we take um statemandated um interims three times a year. Um this is in reading, language and math grades 3 through 8. The WEDA access is our ELLL assessment. Reading, writing, speaking, listening. This is for grades K through 12 and our I station which is um given BOI MOI EOI so beginning, middle and end of year reading and math and this is for grades K through two. Miss Connley I think she was asking what the acronyms were, what they stood for, if they are acronyms. SAT is just uh student achievement test. Yep.
083Yeah. But what is IMS? Interim measures of student success achievement. Woods Wisconsin. Um yeah, which is which we never refer to. Sorry. ELL is English language learn. Um any others? Thank you. You're welcome. Uh so the next slide is um this is our SAT school day comparison. Uh we compared 2024 to 2025. Our state average is 878. The US average is 964. Um career prep high school in 2024 had 57 that tested 57 students. 2025 they had 30 students. As you can see, um, they went from a 760 to a 742. And keep in mind, this is an overall score. Uh, career, uh, sorry, uh, Kirtland Central High School in 2024 had 167 students test. In 2025, they had 149. They went from a 841 to a 846. Uh, Nukem High School in 2024, 55
084students tested. This year, 2025, we had 44 students test. They went from a 760 to a 803. Wow. Shiprock High School 2024, we had 138 students test. 2025, we had 121 students test. They went from a 813 to 806. Next slide. This is uh just the reading and writing portion. This is also a comparison. So all schools improved their students reading and writing skills between 2024 and 2025. So we have a career prep went from a 374 to a 379. Kirtland Central High School 428 to a 438. Nukem High School 388 to a 414 and Shipwrock High School 421 to a 423. Then we have our math comparison. So we had a slight decrease in math achievement. However, Nukem improved by 15 points from a 373 in 2024 to a 388 in 2025. May I
085go ahead question? Go ahead. Um, so on the reading and writing, would you say that has um comprehension in there too? Yes. So they have to read the text or our paragraphs and they have to answer questions that pertains to the um text. Okay. Can can I add a little um so I did a a very quick statistical analysis of the proportion of students in new high school. Um and you can see that there is u 400 43 um points that increased in overall for new high school. And I tested the proportion or the difference in the proportion and I found out that the proportion of students who increase this year is statistical significant from last year. Wow. That's great. All right. So, Mr. Venturita, based on what you just stated, what do you think
086were some of the contributing factors that led to that increase of newcome? Um, I will speak for what I know about what they're doing in schools. I think the the test preparations that they have come up and also the the the rigor that they have put up in their ELA and EL classes help really with with uh reading and writing. Um I will also wanted to shout out the the math department. I think they have gained a lot of um you know points and and standards that they have understood and and come up with with those. um given the fact that they have taken PSAT, they have used the data from the PSAT and and making sure that that's addressed from PSAT from their sophomore years and Mr. Desert could probably add because they are
087the ones going to the school and classroom of course the curriculum department as well. So, a couple things like we talked about in the uh the CSI report, um going through walkthroughs, providing feedback to teachers, looking at data, um teachers PLCing, right? And then the principal going in there and providing feedback, what's working, if something's not working, what are we going to do different? Really just looking at data. I know I went and um met with a couple of their departments with uh Dr. white and they with uh their interventions as well is is another area where they use a program called for tier 2 interventions but they really have they're tracking where their kids are um the the program that they're using uh is aligned to SAT scores but you can see kids moving
088they have they have their the teachers are tracking data and seeing where they're at and seeing where there's growth and you can like visually see that these kids are improving whenever I went and met with them back in I think it was February. Is May I go ahead? Is is this due to um like um the the educational aids? Is is is there more tension uh or is how is so I think in secondary there there aren't a lot of EAS. I think one of them is for for a couple of years that their staff is is is pretty full. Like they they all their positions are filled. In previous years, I know when I went to the math department, there were they had um long-term subs in there. So, making sure that that you
089know there's the highly qualified teacher in there providing rigorous instruction, following the pacing guides, and using high quality instructional materials. So I guess on um her question um board member Aspus's question. So there isn't really any difference in terms of teacher student ratio. Well the teacher student ratio is lowest out in Nukem. So um I believe uh before before FTEES was I believe was right around 90 students to a teacher. Okay. So Okay. Continue, please. Yeah. Because I think what you're also saying is that you've also uh you you have full-time teachers, not long-term subs. So that would you say that's also made an impact in your the achievement scores down that way? Yes, that is correct. I mean, that makes a a tremendous impact whenever you have a a licensed teacher providing instruction. I'm
090not I'm not like dimminimizing a long-term sub, but whenever you have a math teacher or or a English teacher there providing instruction, the other thing, too, is I feel their English department has really been like they've been there a while, like more than two years. I remember um that them being there in my first year here and um they really just look at data. They look at that they look at the data and they try they find ways to try to provide support for the kids. Great. Please continue. Oh, um before we move on to the um elementary and middle school or lower grades, I'd like to share um shout out with our graduation rates and Sharon can project um our data if you can make it a little bit bigger. And I think this
091is also contributing the result of the graduation rates that we have by far um contributes um our assessment data students being in class and and being taught by certified teachers and and um educators. Thank you, SH. And you can all see in 2024 last school year our senior our current seniors who took our our current senior our cohort of 2024 um our CCSD students graduation rate is 20 77.56 which is one point um below our state of the new me state of New Mexico graduation rates but you can see that u we have schools that are above um the New Mexico graduation rates and I think we we We need to account that to our schools and you know being uh celebrations of you know the tremendous um improvements that we have over time and
092again this is a work work efforts of our schools our our teachers administrators and with the support of service um student services and academic um team that we have in CCSC. So just shout out for our schools. All [Applause] right, we can go back to the uh IMSSA reading. So, this data is for grades uh 3rd through 8th grade. So, if you look at I mean we're just going to do boy to end of year because uh a lot of the schools 90-day plans are they're written um in fact whenever we write 90-day plans with schools, one of the things is they set a stretch goal which is typically 10% above what they usually have. So, if you look at some of these areas, we've actually met those stretch goals as a district. Some have
093like exceeded there's pockets of like amazing like 50% proficiency. Well, if you can look at third grade across the district, we went from 7 to 21% 14% gain for 283 students tested. Fourth grade went from 11 to 30% that's 19% um increase from beginning to end of the year. Uh 288 testers. Fifth grade went from 19 to 25, a 6% increase. 314 students tested. Sixth grade went from 10 to 19, 9% increase. 329 testers. Seventh grade went from 12 to 27 to 15% increase, 333 students taken that test. Eighth grade went from 13 to 25%. Um 12% gain and then for 349 students tested. Okay, going to go to the next page. So for language, very similar results. Third grade four to 25% 21% increase. Um, fourth grade went from 19 to 30% 11% difference
094or increase. Uh, 20 to 29 for fifth grade, 9% gain. Sixth grade went from 10 to 14 10 to 24% for 14% increase. Seventh grade went from 15 to 25, which is a 10% increase. And then 3 to 15, which is a 12% increase. And then we'll do the last question. Go ahead. This is obviously the aggregate, correct? That is correct. So when are we going to get the individual schools? Um, we can have individual schools. Yeah, we can get them by individual school. Certainly like to see that. So if there's disparity or not between the schools, it's it's very consistent, very similar to this. I think uh if I recall correctly, it was uh one school that that I'm particularly concerned about just because we didn't see very much growth on it. And um
095yeah, I think we have one more. Oh, math 0 to 14% uh 14% gain. Um by the way, these are students who are proficient. But if we if you look at our like we the first category we look at whenever I meet with principles or coordinators meet with principles how many students move to green and then we look at how many students move from red to orange because remember the peds the public education's model is based on growth moving kids to the right. So that's one of the things we really look at whenever we have these that conversations. Uh, fourth grade went from 2 to 23% 21%. Um, fifth grade went from 8 to 25, a 17% gain. 11 Sixth grade went from 11% to 29% 18% gain. 7th grade went from 7% to 18%
09611% gain. Eighth grade went from 8 to 13% which is a 5% gain. Question. Go ahead. So in regards to the aggregate when you're looking at beginning of the year, middle of the year, end of year, I'd be interested in knowing because when you see that final percentage and the loss between third grade to fourth grade, fourth to fifth, fifth to sixth, 7th to 8th. Has anybody ever track that to see where that is? Because again to me what's important is is that information um ingrained in that child to where you see a complete toll. You see like again you see those numbers at the beginning of the year 02 817 and 8. To me that there's there's something wrong with that number because you would think that it would be higher if it's deeper
097education and deeper learning is being achieved. So has anybody looked at that? I know we have a PhD in the data department that could probably So yes, so one one research um based on research because kids get tend to regress during summer school or summertime. Um so those kids that are proficient in or in EOI sometimes they get to um regress and go back to like you know grade level. Um however we do have some conversation with the school at the beginning of the year where those kids will be placed on interventions and and making sure that they are addressed. That's why for middle school uh middle of the year also we looked at those numbers and and kids that are um as mentioned earlier bubble kids that needs to more more help in in
098in school. But again I think I will go back to to the basics of how our students be impacted or our teacher or being the teachers be the the most impactful um person in in their you know educational journey. So I we in in in C um I mean as a district I I don't have those data at this point but we do have those data to to share to the schools and making sure that those are um shared to them um IMD at the beginning of the year. I I have a comment. Go ahead. Um I know you meant it as as a joke but damn if you do damn if you don't have a doctors But anyhow, I um I think remembering back to eighth grade, didn't we know everything when when I
099was eighth grader? But um yeah, I I think it would it would be um good to know where as far as schools um because in a way see when you when you go to 13% um or you know the growth difference 5% on eighth grade, it looks that. But then when you go to sixth grade and then as they're going on, I don't know, you know, I to me I think um just the um the the life of a student, you know, there there's something happening there that you know that um they don't show as much maybe because of um I don't know. you know, it'd be good to know what why. Can I respond to the first? Yes. So, another thing that's important is so just to respond to um board member Montoya's comment.
100So, when sixth grade take EOI, they're taking sixth grade standards. When they come back as seventh grade, they're taking seventh grade standards. Does that make sense? It's a whole completely new set of standard. It's not the same test that they took the previous year. So, it's essentially they're on the content the the proficiency rates will be lower because it's they they have not seen that standard yet and that's what I'm going to share um the the topics and the standards for for each of the grade level for beginning and the end of year would be different and of course moving to the next grade level would be a next as I as I mentioned like it will be harder for them or more difficult at the beginning of the year which technically and statistically ally
101mathematically they will have lower scores or lower percentage at the beginning but if I may yes go ahead to respectfully disagree and again you've heard me say this time and time again about the attentive human being in that classroom who sees and understands and starts to push and then challenge challenge those students and introduce that information sooner than later or you have educators that just stick to it and say no I'm just a fifth th grade teacher. Well, you do an injustice to those students when they are capable but you don't challenge them to do that. But again, if the foundation is there as well, the foundational math, the foundation of reading, numeracy, then it makes those concepts a little bit easier to understand. We have a mathematician at the end of this. Um, see
102he understands exactly what I'm saying that it makes it I'm not saying easier but better to understand when it's introduced to them and those concepts they learn them much sooner than later. So therefore that really would change a lot of those scores if it was done consistently. And again, the expectation of um expecting more of the students because I know very well these kids can't just as well as anybody else in this state or this country. They just have to be challenged and we have to have teachers that challenge them. And I and off of that, not knowing that they were being tested on the the next grade level, um have you explored other other options to minimize the regression of um when they're on summer break, um what kind of uh material or I
103don't want to say interventions, but um programs that could be implemented that would decrease that regression. So one of the programs that we do have is high dosage tutoring where it's uh you know for kids uh you know b it's it's essentially like a tier 2 or it's MLS tier two or tier three intervention where the teacher is teaching that student in you know four less than four ratio. So that's what we have right now. And if I can add um personally with my kid at Judy Nelson, um they sending what they call summer reading materials. So I think that really helps our kids to kind of like maintain where they are. Um I know some of the schools also providing um like the books that are not being utilized or or free to grab
104a uh before the school closes. I think those really helps us students to maintain the grade level um that they are in the current year and then the upcoming year. Uh I don't know um maybe Miss Saridor can add I promise her I will throw her name but may may I um board member cell and then your question after. So sure um so how much correlation would you say that this uh assessment the I it's like I messa would have with nsa is that namas it's almost like namasi so I've heard it's about the the end of year assessment so you have these um these looks like quarterly assessments so how much link is there between that and the namasa about 74 correlated Okay, I can add a little bit more. Um, and the IMASA
105is it is a mandatory assessment, but districts get to choose if they use that particular assessment or not. And so I feel like it's an advantage to use it because it's made by the same company as the MASA Cognia. Oh, okay. Thank you. Okay. So, board member Aspus, go ahead. So um as as we were talking about regression of of of u what a student learns um maybe superintendent that some of those funds that um the principal scramble to to to use at the end of the year maybe buy those le um the students you know a workbook for the summer and and and then provide an incentive if if it's Thank you for that. The majority of our schools do something similar to that, provide materials for students. Um, we don't go to their
106homes though and so that's one of the problems with that. I mean, it it it parents have to buy into it and help us out with it. But yeah, you know, I was an elementary principal here for for 17 years and we always provided we wanted those students to I mean, everybody's known about regression, some regression for so many years and we do our best to at the end of the year make sure that um you know parents are given whatever materials we can again list and actual books for people for students to have to take home um as much as we can. Um, but we will still see some of that summer regression regardless of May maybe the incentive could be that ticket program. Oh, absolutely. Or I was thinking more in line of
107what um Miss Simo had brought up that she has there's a leadership conference and having a conference that's something that's geared around that that that that's fun optional but would help with something like that. There was more the thought of having the break of not just having this long gap without instruction but having something right in between like what Miss Simo had mentioned in regards to the leadership conference if I may press actually um Miss Simo again how many times um she that that she brought up that that earlier. So our next step plan actually laid out that's a document from um required for e 8 e 8 e 8 e 8 e 8 e 8 e 8 e 8 e 8 e 8 eighth graders and incoming although it's we looked at elementary but
108I think it's really correlated to what you know what activities what documentations our students are doing during summer like employment what whatever they're learning uh workbased learning all of those will be in their next step plan which is a document again required by the peed to submit for um eighth graders up to their high school years. Thank you, Miss Simon. Okay. Thank you. Okay. Um please continue. Okay. Next, we have the WEDA access assessment. Um so the overall score is calculated by 35% reading. They add that to 35% of the writing, 15% listening, and 15% speaking. Um you can see the rubric posted. The question is if I may go ahead. Yes. Is that competency or proficiency? Yeah, proficiency. Okay. So uh you could see the rubric. Um so entering uh is level one uh
109knows and uses minimal social language and minimal academic language with visual and graphic support. Emerging is a second level knows and uses some social English and general academic language with visual and graphic support. Developing three knows and uses social English and some specific academic language with visual and graphic support. Expanding four knows and uses social social English and some technical academic language. Bridging is five, knows and uses social and academic language working with grade level material and reaching six knows and uses social and academic language at the highest level measured by this test. So the proficiency level score describes the students performance in terms of the six weda English language proficiency levels as listed. So this is this table shows proficiency level scores for each grade level for the 2425 school year. You can see
110level three developing is our highest achieving level um with most students falling in this category. Um and it is uh separated into grade level and all your six um proficiency levels are are there. And next slide. So this is a um our overall score comparison of the last three years. So the total number of students um has fluctuated over the last three years. Again, our most common proficiency level is a three developing. So you could see in in 2023 we had roughly 1,600 students. uh 2024 went up to 1,700 and this pre this this previous school year we were down to 1468. So what does that mean? I'm I'm sorry. Yeah, go ahead. Yes, go ahead. What is is that good? Bad. Well, um, like I mentioned with the rubric on the previous slide, I
111mean, we ultimately we want students to be at a level six. So, um, okay. You know, and I'll go over exit scores in in just a minute and that might makes make more sense. So, like expanding is a four. So our current New Mexico exit score is a 4.7. So that'll give you a good idea of where students are exiting. So the expanding bridging area. So it used to be a 5.0 and um the state changed that three years ago to a 4.7. Does that answer your question? Yes. Okay. Thank you. So here's our exit criteria. So the overall composite composite placement criteria is a 4.7 or higher on our access assessment. Um the now if you're looking at the alternate access which is for our alternate students um the overall composite placement criteria is
112a P1 or higher. So um during the 2025 school year we have 54 students that were exited from WEDA access 13 were exited from the alternate access which is a great achievement. So all these students um tested in uh Februaryish. Um and this window is open for over a month and we need pretty much the whole window to accomplish this assessment. Why is it labeled Wisconsin? Is that where University of Wisconsin? Okay. If I may add a little bit more. Um you can see that our fourth graders and fifth graders are the the highest number of students who are exiting the EL status. And um based on you know trends and predictions um when they were identified as eelss in their kindergarten first um they are always kind of like um given given support um
113like language acquisitions um different st uh different skills that they need to um the main goal of those program the EL program is to have them exit from the EL status. So having those three years, the kinder first and second, we're expecting them to be exited out from the EL status because they have acquired the skills and of course proficiency of of the of those grade levels and being of course in that grade level. Yes. Go ahead. So, superintendent, why do we have such a high percentage coming into the um or why do why do you think we have such a high number at the very beginning? A high percentage coming in, would you say grade one or grade zero? They're coming into the schools. Why such a high percentage? Yeah. So, that's a that's
114kind of a a complicated answer. I'll I'll do my best and they can join in. Um and and I'm I'm going off of my own experience as an elementary principal. It's something that um you've actually had one of my teachers, previous teachers come here before your board to talk about and she's she's been upset about for many many years as are a lot of folks. Um the feeling is that especially in in a district like ours that there's a vast overidentification of ELLL students. Um, and it's based on the language usage usage survey that the state has parents fill out at the beginning of the year. So, if you have a child who hears another language literally at all in the home, perhaps you might have nollie coming in, you know, every once a month
115and and speaking some Navajo, that student is considered an English language learner based on that language usage survey. They used to have some designations on there that didn't make any sense at all. Um, if a parent knew another language and has ever used it, that child is considered an English language learner. So, you might have a child who literally doesn't know a single word in a language because they've heard it at some point. They could be identified. We had I had a child at my school who was identified as as ELLL um because his parents were learning American Sign Language because they had adopted a deaf child into their family. Um and and I think situations like that kind of point to the I think there's some inequitable in the system and and there need
116to be some changes that a lot of folks agree with. Others may you know there may be somebody in the room who's not agreeing with me at all and say no we need to make sure identify all those children. Um but the test itself um is very very difficult and if you if you fill out that language usage survey and you give it to a classroom of kindergarteners, it doesn't matter what their language usage is, they will fail that test. The vast majority of them will fail that test even if they've never heard another language at all. That's how difficult that kindergarten assessment is. So what happens is we cast this wide net and we end up with a ton of ELLL kids and then it's actually it's a difficult test. It's tough to exit,
117okay, because there's so many parts of it. And now to get a 4.7, as you see, we have 1% of our students exiting. Um so it's only a few students exit every single year. So again, it starts with an overidentification. Once they're kind of in that system, we have students who are ELELLL students, English language learners, who may never speak another language, but are labeled as ELLL from kindergarteners all the way through their senior year of high school. And they take this test every year. They're identified on all the other assessments they take as ELLL students. Um, and I think I don't know that I agree with all that. But then one can argue we're all English language learners, right? Sure. Sure. and and just if they can pass this test and this is actually
118something they used to and I I don't know they still do it that much where they they track exited students. Um exited students tend to be proficient. They can pass it the the other test we're talking about if they're exited from ELL status because that means they're proficient in reading, writing, all that. question. Would this be a state issue or a federal issue in terms of throwing out casting the wide net? That's a it's a great question. Um, and I would my answer would be kind of both. Not everybody uses the WEDA. Not all states have the same identification system. Um, I I know that neighboring states do not. Um, I believe Arizona does not have this is not part of the WEDA consortium and I and I don't believe Texas is. I'm not sure
119about Texas. 26 states I think. So, it's it's a little bit our state a little bit national issue as well. By the way, the uh the access test access is also an acronym. Does anybody know that what the acronym stands for? It's a ridiculous one. Assessing comprehension and communication in English state-to-state. Wow. I looked it up. I was like, "Wow." Okay. May I not that impressive? Yeah. Yes. So, so um I always assume that the um um this what what we're talking about with English learners um because I I recall Miss Ben um at one time explained to me that when a student signs up or registers that you know that net that you're talking about um if they hear that language. I I think there's only like five questions asked and and then um
120um they'll be put into the NAVO language program and and then um a parent wanted out because felt she felt like that was a big discre distraction for her student and her child and but they kept telling her that she needed to write something, you know, and and opt out. Um, so I I always um and I think it it's been brought up years before that, you know, that that it did need to change. And yeah, and that's a good question if it's federal or state. And on that note, is it um funded? Is it funded fully funded to support throughout from when um when the students are entering at kindergarten and we have students that are going all the way to their senior year. Is it funded throughout? I mean is or is it
121like one of the state programs that's unfunded man um mandate that's that's thrown at the school districts and we're having to pick up the costs. So it it's doing a disservice to the school district. It's doing a disservice to the students depending on all these I I guess what I'm trying to say is is it tied to preservation of the language. That's what So I'm going to I'm going to answer both questions a little bit if I can remember kind of the segue between them. The the first one is is a language portion. Um, if a student is ELLL, the designation of ELLL doesn't necessarily have to do with their particular language. So ELLL status is separate from if they want to take the Navajo language. Um, that's that's different. Okay. They're they're counted and
122funded by the state as a two-hour student if they're in both the Navajo language class as well as the EL the LL ELLL program. Um, as whether the question about being a funded mandate or unfunded mandate, the state as this year actually given us a factor for ELLL students has built into the SEG that was not there before. Um, so they're actually beginning to fund it better, but I mean they're they're funded for instruction for being ELELLL student, but also for their language class as well. Yeah, I was about to add um it's actually both a state issue and also federal because it's actually funded through a a title three which is one of the federal past and as the superintendent highlighted it's also part of the SG now but is it enough like that
123would be a question that we really have to look at because if they're just providing just surface level I mean how and then this is the criteria, the the tests are too too difficult to um to test out of the program and you continue a student metriculates through their um their primary and secondary education, then what at what cost? I mean is it just to have the designation of having a whole a lot of ELLL students or you know what is what is it are they I guess the end the end um outcome uh if you if I may u hi I'm Cheryl Benali I am the bilingual coordinator for the ICO department and so um we do have um designated funding through title three with the department of education And under that we are
124required with the students uh population of what we have uh 1400 plus students and that number also includes our students that are 285 students that are are considered duly identified meaning they have an IEP in place and also they are cons classified as English learner. So with that in in place, with that funding with the title three, we were able to fund an full-time ELD coach in which the EL coach has done uh a great job in doing a um PLC visits at each schools to see identify their needs. Um the biggest thing is to understand the ELD identification process and in that um we have a platform which it takes all of us here to fund a program which is called an elevation platform with the teachers that help with the strategies in that
125and that also coincides with another grant that we have which is the bilingual multicultural education program grant which u Dr. beay and I help oversee um the heritage and um dual language programs. And so with that um in addition, we work with um the dart to help us identify those teachers that need the um extra support for um gaining an endorsement in bilingual um education. Um and that endorsement helps um with the teachers to have uh those that are K through eight that are self-contained teachers to have that endorsement in order to serve these students. Otherwise when I first came on board um at this um level is that um in the middle school you see the transition um of um scheduling of the students that are identified and you see there the schedules all
126you know changing and we are working together together to avoid those types of things. But to see the levels of the exits on the fourth and fifth grade, that tells me that those grade level teachers are using this program to help support and do the the integrated instruction. So in in our ICO uh program, we have our heritage Navajo and dual language teachers that have the five initiatives of what Mr. Carlson had um told us and we incorporate that into our lesson plans which is teacher movement um student engagement, cold calling um and the others that we have and you know the teachers do have to do a checkbox and determine what is working with them for them. And so with that that that shows me that the number of the alternate alternative access those
127that have exited and those that are here. I'm just glad that the upper grade levels there. You know what we see as a trend is that the EL component um is not just an ELA initiative. It's cross content. It's in math, science um in all in all core. So we make that and we see that difference. So you can kind of see as the grade levels from when they transition from sixth to 7th on up um it it's the responsibility of all teachers to have that e component because we have the if you look at the classification of all of the um uh of the WEDA um consortium you know they have the language of science social studies language of math language of all of these things that everyone's responsible for go ahead question. Yes.
128So in respects to our data, how does that match for the other 42 states that utilize it on each grade level? It's 40 states. So um with with our um program we are excited that our PED um department and this um the consortium has always provided a um teacher input. They're always looking for teachers to provide insight of what guiding um strategies of what we do in and what not just us but with the statewide. So with our state um I know a lot of teachers from across the state went to voice their opinion in to see if we can you know have a criteria of the overall composite score of from a 5.0 to 4.7 and we were able to see and you know change the the the direction of how um we are
129streamlining these um strategies with the teachers. So um just to make that more of a a goal um where you know the at 5.0 across the state hardly there was the the number of exiting students was very very minimal. Go ahead. Go ahead. So, is is uh superintendent is is it possible? I know we've had a few unicorns, meaning um students that actually had to learn English when they all they knew was Navajo. Um is it possible to track and individually, you know, that type of student? I mean, just to see what if um What is happening? As long as they're in the naval language program, then we would have proficiency. Students who are limited proficient, students who are fluent, right, Dr. Say yes. You're gonna have to come on all up if you want
130to address folks just for the microphone. Good evening everybody at a Berlinia. So according to um these questions it is coming from the federal level these um um processes and procedures then it comes down to the state. For example, working with the federal level, there are five definitions of an English learner. And we also need to be aware that um we need to use the correct terms too. There's ELL, English language learner, and then EL English learner. There are two different types of um learners. So with our with our students, they're English learners. Um so using that term um in in in regard to those five definitions, one of the definitions is that if you're Native American, you're automatically um identified as an English learner. And regardless of a student being um officially um tested
131and identify as an English learner or not, all our kids are even ourselves are English learners regardless if we speak Navajo as their first language or not. And so in terms of that question um a student because majority of our kids are their first language is English they still have some connection to the language in different ways and so that's how the lus form is um uh made the first seven questions is specific to the student asking about the language um in the home. And then the last um four questions pertain to the parents. And so that's where our big gap is in this district is that a lot of um top down to the parents. There's um there needs to be um more training on that in terms of how the leus is utilized
132and how the processes and procedures go. But um for the Navajo language speakers um we really don't have any there most of them are in um enrichment um the numbers that we have and um based on the numbers that Cheryl is showing um we have um 1,400 plus students identify as ELS but um a majority of those kids that get counted during count door count days towards funding. Um they have um enrichment students too. Those students go in uh because they want to know or learn Spanish or Navo. That's where they go to enrichment Spanish or enrichment NavHo. But the ones that get officially identified as an EEL, um they're the twohour students who have to receive the required ELD, the English language development, and then um they have a priority to be in a
133heritage Navajo or Spanish class. Does that answer your question? Wow. Yes, it does. But um board member Mononttoya, I remember God, it had been maybe 15 or 20 years ago at one of the schools. I was a student when he came into I think it was second or third grade. All he spoke was Navajo. How often does that occur within CCSD that you truly have a child coming in speaking nothing but Navajo and and not exposed to English and has to learn the English language? Hardly. There they either have both, but just monolingual speaker I there's none. That that was a rhetorical question. Yeah. So, uh, I just wanted them to hear that, the board to hear that. I thought the, um, bilingual recipient was one of those. Yeah, he he speaks both languages, but
134he's not monolingual. Okay. Yeah, he's bilingual. True bilingual. Yeah. Okay. All right. If we could continue, we kind of got off topic, but get get back on to Thank you, Dr. Beay and Cheryl. No problem. Um I did um jot down some um information that might be useful. Now um not all states have an exit score of 4.7. Um so that's something to consider. Um also there are talks in our state about recalculating the exit score. So that might decrease in the future. Um, I did present a little on the identification process previously, but I can also revisit that at any point if you want me to review that process. And then you can send us an email. It would probably be like a flowchart. Perfect. Probably be easier. Awesome. And then um also there
135is a Canvas course uh provided by PED that um is used to teach districts how to identify students. Um so that's something um I took that course this year and um Cheryl and I visited about having others take that next year. So we think that's going to be a good resource for district. Um so we are I think on I station on may may I go ahead. So on on the the course that you're talking about was does that have to be vetted toward um Indian education department up there in PE is that is that what pro what program is uh what what does it fall under? Yeah, it's under the assessment bureau. It it's just a a course that any staff member can take that works on with that process. Oh, you guys, not
136the students. Yes, it would be the staff. Yes. To help in that identification process. Okay. Professional development. If I could. So, is this is this assessment also tied to one of the certifications that teachers have, which is Tessle? Tissel. The Tissel. They don't have to be indoors to give this assessment. Um, not I can't speak on on the ICO's program, but the course that they need to teach, they need to be diesel indoors. So, all of our schools from from K through 12, if they have they're teaching EL classes, they need to have the diesel endorsement. Okay? Just not to administer the assessment. Um, so here's our ice station reading, which is grades K through two. So we have the graph on the left which is from August and the graph on the right which
137is from May. You can see in the upper right hand corner the levels that's correlated with the colors. If we take a look at levels four and five which is our green um the darkest green. Um if we combine those we can see that uh kindergarten increased proficiency by 18%. um first grade decreased by three but um our second grade also increased by nine. So the goal is to see the red color decrease from left to right for Okay, this is our ice station math. Same grade level K through two um August versus May. Um again looking at that green combined uh level four and five. So our kindergarten increased by 29%. Our first grade increased by 41% and second grade uh decreased by only 1%. And we stand for questions. Okay board, you have
138any questions, comments? Okay, I do, but I want Okay, thank you. Thank you for your presentation. Uh we will move on to number or letter D second reading of SB11 anti-distraction policy in schools by Germaine Chappelle and Peter Deswick a prize baby but but overall the data shows things are moving in a positive direction for the districts. Looks good. Thank you. Oh, yes. It was a report. All right. So, I will do the second reading. So, we paying you legal fees. I'm just doing the read. Which Which one do you want me to do? Intro. Okay. So, just really quickly, we did uh bring together principles um academic uh departments to get input on this particular principles uh surveys were also sent out to uh teachers and students. So all the data we did we
139did share some of the data that was presented and I believe it should be uploaded in board docs. Um so yeah that's kind of what we have right now and I'll go and turn over the rest to Okay, you guys can hear me, right? Yes. So, the first part of this is just going through Senate Bill 11. Um, as we talked about in the uh work session, uh, Senate Bill 11 um now requires uh school districts to implement policies regarding um the use of wireless uh communication devices by students in public schools and we are required to have a policy by August 1. So um as Peter mentioned I'm sorry Mr. Deswood mentioned uh we have been really proactive internally to come up with uh the the policies that we're going to have a second
140reading on here in in a few minutes. Um but just as an overview, I put up Senate Bill 11. Um the uh definition of wireless communication device by Senate Bill 11 includes um cellular phone, smartphone or smartwatch, tablet computer, laptop computer or gaming device. Um and just as a an aside um we also discussed that many teachers are very concerned about earpods or other uh listening devices of students um in in class. And so we would also, as you'll see in the policy, include those. Um here in B it talks about the deadline, which is August 1. Um and it specifies um that the policy um the guidelines that the act provides um are as follows. One, policy that school districts implement must prohibit a student from using a wireless communication device during instructional hours.
141And there are some exceptions to that, and we'll go through those in just a minute. Authorize a teacher to permit a student to use a wireless communication device for educational purposes during instructional hours. Permit a student to use a wireless communication device in the event of an emergency or manage the students healthcare. permit a student to use a wireless communication device for accessibility purposes, including texttospech, speechtoext, or other assisted technologies that aid in communication, navigation, or learning. Five, provide protections for student privacy and confidentiality related to the permissible use of a wireless communication device at school. Six, provide for the permissible use of wireless communication device during non-instructional hours. and seven provide for consequences for violation of the wireless communication device policy. Um, and a little bit more detail on the exceptions is in C.
142And so C says a wireless communication device policy adopted and implemented pursuant to this section shall not prohibit a student from using during instructional hours. One, text to speech, speechtoext, or other assisted technologies that aid in communication, navigation, or learning. and two, a wireless communication device. If this use of the device is a medical necessity, an accommodation for a student with a disability, or included in a student's individualized education program, um we refer to that as an IEP. Uh, and so with that, um, let me pause and see if there are any questions on the, uh, language of Senate Bill 11, and then I can move to the two versions of the, um, policy that were presented, uh, last Thursday. Board members, go ahead. Can we go way back up to the top? Okay, slow
143down. Go back down to Okay. So, where' you um Okay. Uh I wish I had um asked the last last uh meeting about um special ed um since since they're trying to form a department. um what their thoughts on on something like this is and um because I still think it it doesn't um as far as HEPA and um those are the ones that are going to be granted the use of a phone and so therefore students are going to be asking why and then they're going to say because or it's going to be known that they have a medical issue or or an IEP, meaning special ed. Um um to me, I think um that was why the lunch program is what it is today. um where everyone gets and receives free lunch because
144they didn't want to put that label on a student that that couldn't pay. Um so I I I still go back to that. I you know I wish I asked you know for that type of um for somebody to speak on that part of it. Okay. And then with the um upcoming um safety summit and we do decide that um because I I the last meeting that's one of my thoughts is the safety summits that we had about two years ago you know really showed that the phone our cellular phones um on students were more of a tool uh for safety and um and I I'm I'm I'm against this but you know I know after reading Farmington's um where the student they they can place it still where teacher designates um I I think
145that's good um but But yes, and and uh Kristen um talked to me about it later about earpods and that is an issue. Um totally different from, you know, carrying a cell phone. Um, but I don't know, you know, I I just see that we're taking something that's good for safety, especially when when um police responses is so limited. Miss Chappelle, continue, please. So with that, I'm going to go to the um second reading of the two versions of the schoolboard policy. Um and just as a intro, um you'll see as I get through this that there is some highlighted language. There was some language about district liability that was in the the second version of the policy. Um and board members discussed potentially wanting it in both versions and so that is now in
146both versions. So, with that, I'm going to read both and then get your all's feedback as to um two things. Which one you may want or which provisions you want us to mix and match for a final version. So, version one policy statement. This policy is adopted by the Central Consolidated School District in compliance with the New Mexico anti-distraction law. Section one, a new section of the public school code and informed by comprehensive survey results from our dedicated educators. Recognizing the critical importance of an optimal learning environment, student focus, and mental well-being, this policy aims to minimize distractions from wireless communication devices during instructional time while allowing for necessary and authorized uses. Definitions as used in this policy, wireless communication device means a portable electronic device capable of transmitting voice, text or data, including cell
147cellular phone, smartphone or smartwatch, tablet, computer, laptop, computer or gaming device. Um, and because that definition talks about transmitting capable of transmitting voice, text or data, that definition also would include ear pods or other listening devices. Um, and we could call that out um to make that a little more clear if if that's what you guys would want us to do. Uh section two, general prohibition during instructional hours. To foster an environment conducive to learning and minimize disruptions, students are generally prohibited from using wireless communication devices during instructional hours. This includes but is not limited to classrooms, laboratories, and any other designated learning spaces during scheduled class time. Um, and just uh for your information board members, that also lines up with the um instructional hours definition currently in statute. Paragraph three, permissible uses. Notwithstanding
148the general prohibition, a student may use a wireless communication device during instructional hours only under the following circum circumstances. One, educational purposes. A teacher may explicitly authorize a student to use a wireless communication device for specific planned educational purposes directly related to the lesson. Such use must be integrated into the lesson plan and supervised by the teacher. Two, emergencies. In the event of a genuine emergency, a student may use a wireless communication device to contact a parent or guardian. All non-emergency communication with parents/guardians during school hours should be facilitated through the school office. Three, healthcare management. A student may use a wireless communication device to manage their health care needs as required. Four, accessibility and assisted technologies. Use of wireless communication devices for accessibility purposes including text to speech, speechtoext, or other assisted technologies that
149aid in communication, navigation, or learning is permitted. Five, medical necessity or IEP accommodation. Use of a wireless communication device is permitted if it is a medical necessity, an accommodation for a student with a disability, or explicitly included in a student's individualized education program. IEP four use during non-instructional hours. Students are permitted to use wireless communication devices during designated non-instructional hours such as lunch breaks and before after school in appropriate areas. The school administration reserves the right to define and communicate these designated times and areas. Five, school provided storage solutions. To support this policy and minimize distractions, the school district will implement school provided phone storage solutions, eg pouches, lockers for students during instructional time. Students will be required to store their wireless communication devices in these designated solutions upon entering the classroom or school building
150as per school specific procedures and may retrieve them at the end of instructional time or the school day. Students are solely responsible for their devices and the district is not liable for lost, stolen, or damaged devices. The district will not search for, replace, or reimburse students for any lost or stolen device. Um the highlight the reason it's highlighted is because that's the language that was discussed bringing up um from the second uh policy version. Six, enforcement and consequences. Consistent enforcement. All school staff, including teachers, administrators, and support are required to consistently enforce this wireless communication device policy across all classrooms and school premises. Inconsistency in enforcement undermines the policy's effectiveness and will be addressed through appropriate professional development and accountability measures. Consequences for violation. Violations of this policy will result in clear and immediate consequences
151which may include but are not limited to initial warning and device confisation for the remainder of the class period or school day. Parental notification and required pickup of the device, detention or other disciplinary actions. Repeated violations may lead to escalated disciplinary measures as outlined in the student code of conduct. Three, protections for student privacy. This policy includes protections for student privacy and compation device at school. Seven, parental involvement and communication. The school district will actively engage parents and guardians in discussions about this policy, emphasizing the benefits for student learning focus and mental health. Parents will be informed about the policy's details, emergency communication protocols, contacting the school office directly, and encouraged to reinforce responsible device usage at home. Staff wireless communication device use. School staff are expected to model appropriate wireless communication device use during
152instructional time and student supervision. Staff should refrain from personal device use unless it is for an emergency, a medical necessity or directly related to instructional or supervisory duties. Nine, publication and review. Upon adoption, this wireless communication device policy will be published on the Central Consolidated School District's official website. This policy will be reviewed annually by the school board in consultation with educators, parents, and students to ensure its continued effectiveness and relevance to the evolving educational landscape. Um going to move on to version two, Central Consolidated School District Board of Education Policy, Student Wireless Communication Device Policy. The Central Consolidated School District is committed to fostering a focused and engaging learning environment where students interact meaningfully with peers and educators. The use of wireless communication devices during instructional time can disrupt the educational process and impact
153student engagement. Additionally, such devices may pose security and safety concerns, including academic dishonesty, cyber bullying, and unauthorized recordings. As such, the Central Consolidated School District Board of Education prohibits student use of wireless communication devices during instructional hours except under specific circumstances outlined below. For the purpose of this policy, a wireless communication device is defined as any portable electronic device capable of transmitting voice, text, or data, including but not limited to cellular phones, smartphones, or smartwatches, tablet computers, laptop computers, gaming devices. Students must store wireless communication devices in classroom storage areas or another location designated by the teacher. Students are solely responsible for their devices and the district is not liable for lost, stolen, or damaged devices. The district will not search for, replace, or reimburse students for any lost or stolen device. Permissible use of
154wireless communication devices. Wireless communication devices may only be used during instructional hours under the following conditions. One, educational purposes when explicitly permitted by the teacher for instructional activities. Two, emergency situations in cases where a device is necessary for student safety, emergency communication or urgent health related needs. Three, accessibility and accommodations for assistive technologies that facilitate communication, navigation, or learning as outlined in an approved individualized education program. I should say plan, shouldn't it? or section 504 plan privacy and enforcement. School administrators are responsible for ensuring student privacy and confidentiality in cases where device use is permitted. Violations of this policy will be addressed according to the student disciplinary matrix which outlines consequences for non-compliance. This policy policy shall be publicly available on the Central Consolidated School District website compliant with New Mexico SB11 requirements. Um, and
155then underneath that it references a possible disciplinary matrix. Um, and that would come later. Most of that though I believe as was discussed last Thursday is already in place. And with that, I stand for questions or any questions or comments. Yes. Um, if I may, can you just go back up? Scroll back up, please. Right there. Under permissible use of wireless communication devices. I know I stated this last time under one or two. My apologies. Excuse me. Under version one or two. My apologies. Two. Yes, sir. So, you're on the right one. Again, I posed the question to the superintendent about uh accessibility of um the uh instructional activities and the devices in the room through computers and iPads. Uh quite honestly, my own opinion, I don't see why additional phone would benefit anymore when
156every student has a computer in front of them. Uh the second emergency situations again I asked that question regarding how many different types of modes of communication do we have in the buildings that would uh precipitate those emergency situations and getting hold of somebody someone um to express that and again it was stated there's many different ways that we do that. So, but the third one I can reasonably see the accessibility and accommodations for those individuals that certainly necessitates and promotes the education. Again, just in my opinion, board member Montoya, just to clarify, are you saying we shouldn't include number one and two? I I think as it's written, it does comply with um Senate Bill 11 and it is reasonably restricted. So number one, for example, specifies that a teacher would have to allow
157that use. Um, and so I think that would address the concern you raised about the fact that it's there. Um, from an emergency situation standpoint, unfortunately, Senate Bill 11 is very clear on that. I don't know how we would get away from not including that. Okay. So I can see again if everybody has a computer in hand, they don't need their phone for one. If that's a educator's prerogative and there's 20 students in the class and there's only 18 tablets or computers, then I guess two people get to use their phones. And I think that um staff did a really good job drafting this to balance exactly what you're talking about with what's required by Senate Bill 11. Um and and so I I I said that last Thursday as well. I think staff did
158a great job on this. Okay. Again, that was just my thoughts, my opinion. Go ahead. So, Superintendent Carlson, do you feel um did you go to the safety summit when we had it? Did you attend? I did. And I know Devin and and um the other guy Dave David were were in attendance and um and I I I just don't I I I can't understand why we're even entertaining this. I mean the board does have the privilege of accepting um or not or but to me I look at that phone as a tool and on the other side of that uh what board member Mononttoya said you know if there's 10 working uh computers and you have a class size of 12, you know, then that that um phone could could could save the day
159for the teacher. But then again, you know, I I'm solely look looking at the safety part of it and um and then especially what what we what we um experience with the police and um you know, I go back to the the people that that um sponsored this bill. You know, I I question um they don't know our area. They don't they don't realize that, you know, some of the things that we go through and um as far as um police response and um and then too, I I've made this um comment before about you can't even get somebody human to answer the phones, you know, to to the schools. And um sometime that's frustrating and uh so I I I just you know to me I feel like um these are going to you
160know if if we do have problem issues litigation those are just really unnecessary. Um I I think I think um this should be left alone. I I don't know any other comments or questions. Oh well I I for me I think both policies accomplished that they made the requirements requirements of Senate Bill 11. Uh number two we have to get some policy enacted. That way the policies rolled out to all the schools. It's part of the professional development and also part of every handbook and I I think either one of these policies is sufficient compliant. Uh the first version has a lot more details on it but number two has pretty much the same same as well and it would just pick a policy and go from there. I'm in favor of the policy one
161myself. Are we still discussing or are we No, we're still discussing. We're still Or do you have any questions for No, I I think it's pretty straightforward. Um, one of the two and quite honestly, if it were up to me, I'd make the motion to accept number two. My question is for superintendent in regards to the one and two. Um just for my I guess my peace of mind um in regards to principles and teachers in the schools. Has there been a lot of disruption due to technology? This is what what we're covering. Has it been has it been a lot of disruption or no disruption? what has been the feedback from the schools? So, we did u we did surveys of of staff, we did surveys of students. Um we did and administrators, we
162had meetings with administrators and the the feeling among administrators and and the vast majority of teachers at the secondary level is that there are consistent interruptions from cell phones in their classrooms. Um I I think I don't remember the numbers. They showed them a little bit last week, but there was something in the in the 90s of um moderate to severe kind of disruptions. So yes, it's it's a it's a common occurrence and I've seen it. I think at the elementary level um it's it's generally more controlled and it may have I think to me it has some more to do with um the age of the children and the relationship with the teachers um being with them all day that it's less of a of an issue and that when they go to a
163high school class and have a different teacher each period that some teachers tend to maybe don't want to pay attention to what's going on with the cell phones and and others are very strict. So, it's really difficult to try to find that balance if you're a high school teacher and if it's not consistently enforced and we got a middle school teacher over here shaking her head. Um, it really becomes difficult for those teachers who are really trying to control it. So, I to me, you know, I said this last week and these are policies we were talking about and it's based on kind of comments from board. Um, I didn't necessarily have an issue with Farmington's policy. Now, I understand what board is saying we're not Farmington. You know, we have Nukem and and we've
164told stories about how something might happen in in New schools and and when the police are called, they may or may not get there in the next hour or so. So, that's not the case in Farmington. So, I I understand that. Um I to me I would go with whichever one would be a little bit stricter to just sort of take it out of the hands of the teachers the individual individual teachers to enforce so that the principal is going to enforce a uniform policy across the schools too. I have a question in that regard too that you're talking about um really speaking around the safety aspect of it. We do have LSAs down south correct that we Yes. Okay. And do we have a Navajo Nation police officer located down there as well? Not
165specifically down there, but we have two in the district. And yeah. And so so they're making rounds down there. I don't know if you want to go ahead and take that, Mr. Greg. He's got Has there has with that has their presence been felt in the area with the schools? Yes, sir. We have uh NAVO PD designated two SRO officers, one for the Shiprock district and one for the Newcome district. We've been seeing a lot of uh presence with the Nukem area. We actually uh created an office for her to have a space to work if she needs a space to work. They cover a lot a large area of different schools, but they seem to gravitate to our district, have great relationships with their LSAs. They have direct phone numbers with them where they
166can call them and uh request a response if needed. So certainly that helps to mitigate some of the concerns in regards to whether it be safety or response time especially if you have them there. Correct. Yes sir. If there if we like I said we've seen a huge presence with them now that they've been designated. Uh also uh previous chief non had advised me today that he is now the commander of the shiprock district. So we have that communication with him as well. Excellent. Okay. So, so again from that and and taking into consideration the concerns of the educational aspect and and the interruptions and again I had made a educated guess uh last week about approximately 90% of the educators would agree that it it is a disruption and if we're truly trying to
167move the ball forward as it were to the scores and the grades and graduation rates certainly it would be behoove us to um do what we can to try to do that with by minim minimizing those interruptions especially at the high schools. Miss Chappelle, um I just Sharon, do you mind moving to the first policy um section six? So in I think positive about policy one versus policy two is that it has this section enforcement and consequences. And so it's policy two is silent as to expectations and requirements on staff and teachers whereas policy one actually spells that out. And I I mean we like I said we could also mix and match various um sections but I think from a thorough comprehensive standpoint policy one is really good because it does describe very well
168what's expected what's what the exceptions are what is you know what the um nonuses and violations are um and this paragraph here consistent enforcement I think is really helpful because it would enable principles and um the superintendent to um enforce that from a staff perspective. Um progressive discipline and other types of um you know um efforts to make sure that that implementation of the policy is consistent throughout the school district. Um now it it may be that um the consequences for violation you know could be could be worked on as you guys discussed uh last Thursday. However, but that's something we can always come back and revisit. Um if and and obviously we would need a recommendation from superintendent on on that. Is this um going on the uh honor system first or is that
169what the initial warning is on your first bullet point? So, uh under sorry, my apologies, board member asparding your question, number two does not have a kind of honor system. if if a student is violating the policy, um they would receive an inter an initial warning before the before it's escalated further. Um and that's kind of why I was going back to what you guys were talking about last Thursday. Um you getting guidance from you all about what you'd want as far as step one, two, three, etc. Or if there is just essentially a Strike one pack policy. Again, I I realize this is for um um the teachers really their sake in um in um classroom management and and then also teaching. But um I again I to me I don't um I don't
170I don't accept this. Um, I feel like there's there's um I I guess as we said last last time, what if there's those teachers that that don't enforce, you know, they want to be um and and you'll have those and uh and it just makes it inconsistent and and um it's just so unnecessary. I that's basically all I think is it's so unnecessary. So for clarification, Miss Chappelle, we have to decide this has to it's part of Senate Bill 11. We the only choices that we have is option one, option two. Correct. Yeah. And and I if I may add, I believe, if I'm not mistaken, we did speak to prior to the enrollment into the school that the students would be given a document and notified. So that's your fair warning, is it not?
171I mean, that's what standard reason it would be mine. is that you're told about this policy, you have to sign off on it and that's a fair warning and then again that's when this starts to be enacted. So I would take it based off of that that it would be in the student handbook plus in the parent um contract. Yes. Correct. Okay. And this one or these two are actually one from Farmington. And where was the other one? From Deswood. One of them is one we that we came up together and then one is a kind of combination of uh Farmingtons and another district. Okay. So, we can decide this evening, correct? Yes, it's on the on the um to be voted on. So, again, if if I believe that that's the end of discussion,
172I'd certainly like to make a motion to accept number one then. Okay. To accept one. Yes. Okay. Do I have a second? So in in in in the in the um is two still the lenient one? Two is more not as right. Two is I wouldn't say it's not as stringent. What I would say is it's not as thorough. So in terms of expectations and consistency, there's the language in one is very good. um in terms of helping everyone understand what the policy is and isn't. Um I'm not criticizing number two. I'm just explaining the benefit of number one. So number two, the last meeting um that had a point where the teacher would put the device or the phones in the classroom designated place. Is that still both both policies have that a board
173member aspect? Okay. Okay. So I think first of all we have to decide between pol version one and version two. Correct. That's that's why I made the motion to accept one. Accept one. I I seconded it. Okay. Second. Okay. So um we are doing a vote on accepting version one as policy. Uh board member Mononttoya. Yes. Board member Aspus. I say it's unnecessary, but because it's a bill, go with one. Uh, board member. So, yes. Board member Wells. Yes. And I vote yes. Okay. Thank you. Um, we are I'm sorry. Yes. Uh, moving on to letter E. Middle and high school allocation of funds by Mr. Deadwood and Mr. Centennia. I will remember again. [Laughter] Saw. Yeah. And he even had that on there, too. Uh board members, superintendent, President Hasky, thank you. Um I'm
174just going to start up from the finance department's perspective with regards to allocations to the middle schools and high schools. This year we did a review to make sure that there was equity across the high schools and how we applied a formula based on the SEG income that was received. Um that ultimately those budgets that we provide to the principles uh it is at their discretion. Uh they have a a certain level of discretion about how they spend those funds. a majority of the funds that are provided to the schools with that SEG income that's distributed to them um is heavily used for uh athletics. Athletics absorb most of that budget for high schools and and middle schools. So um from that standpoint, we kind of set the numbers for the schools. We reevaluated the
175formulas again for equity. Um and then ultimately it's the principles which Mr. Deswood can speak to on that. I have a question before you start. Yes. Go ahead. Board member Wils. when you say uh the majority of uh did I understand you correctly? You're saying the majority of expenses is athletic? From what I've seen from uh looking at the high schools and middle schools budgets is a good portion of that is towards is towards athletics. Yes, sir. Okay. How much of how much revenue then is generated from those uh athletic functions? Um I don't have those exact numbers but those go is that figured into this is is my ultimate question. Um ultimately yes it is um to offset some of the expenses. Yes. Okay. Thank you. Yeah. Okay. So the grants, my department supports
176the schools with the grants. So if you look at 24190, that's the CSI grants. That was the uh one of the items I had uh up for um approval. So if you look at that budget, career prep received $135,000. They spent $76,000. So unexpended is 58,79966. Kirtland Middle School, that's because they were more rigorous interventions. Uh Kirtland Middle School and the other three schools are CSI, comprehensive school improvement. So they received $110,000. So Kirtland spent 41,814.93. uh what they have available to spend is $68,185.77. Shiprock High School received $110,000. Uh they spent $49,35786. U available to spend is $60,642.14. TBA again started the 110. They spent $78,92751 and left to spend $31,7249. So, excuse me, just uh week and a half ago, we actually got uh these schools together uh because the ped allowed these
177schools to carry over all their funds. So, we brought these schools together. There's actually some elementary schools as well. Uh so they uh Neoni and Mesa so they um had to write narratives for what they were going to spend those dollars on in this coming next year. So for example like uh Kirtland High or not career prep. So they're rolling over 58,799 that will be added to a new $135,000. So okay. So that's uh that's the 24190 CSI which is actually a sub of title one. Okay. Uh, next generation grant 27502, Bon Wilson Technical Center, uh, received 137,224. They spent $65,826.28, left to spend $71, uh,31,397.72. Okay. Um, Kirtland High received 12 12,167. They've spent 67,000 [Music] 600 $6,731.96 left to spend 5,000. By the way, this was up to I believe yesterday at noon,
178but there's some there's some um um expenses that are trying to go through the process like RFRS being submitted and stuff like that. Okay. Shipwro High School 9,000. Um they'll they'll they've spent 68,000 6,818.72 left to spend $2,18128. So I believe these ones uh any money that's unspent, it's um it's uh there's no carryover. Okay. And one of the reason why that un unexpended amount of 71,000 was uh we one of uh so the public education department has required us to align our programs of study. So there was a position there that was funded. However, it wasn't aligned with the program of study. So the public education department ended up um returning the RFR. So that money wasn't spent. So the the like I said it has to be lined to pathways for those funding
179and that was kicked back. So the public education department said you can't use that for it. Question. So was this for the fiscal year 2024 2025? This is for this school year that's going to end this current this current school year that's going to close June 30th. Correct. Okay. Thank you. Question. Go ahead. So um Are we are we being penalized now? Um so what happened was we I believe the it either came out of um operations because the first half of the year that teachers salary ended up because it was uh kicked back meaning the RFR was not approved. It had to go back to be used on uh uh out of operations. So part of it is, you know, Miss Lee has in working with uh Miss Westbrook, Cassandra Westbrook, they've really aligned
180our programs to make sure we are in alignment. I know she talked about uh the CLNA, right? Comprehens comprehensive local needs assessment. I mean it's very complex where it has to be tied to high wages and that there was a particular program from our previous uh CTE um coordinator that there was there wasn't an alignment. So we've been really trying to tighten that up so um one is so we don't have classes with less than five students but two so that we have um we have kids leaving our schools with certifications. Okay. So, so may I ask um what position that was? Computer aided drafting. Okay. And so that is it the salary for that position? Yes, it was the first half of the year salary and benefits for that position at Bond Wilson. And
181none of that would have went to say supplies and so unfortunately not because the way it's written in the grant we specific the previous CTE um coordinator wrote it specifically for that position and unfortunately they will not let you move it around. You'd have I mean it was submitted and this is the way it was submitted and that's the way it had to be used. So if you look at any of these, even if you go up back up to those CSI funds, like when they wrote these grants in the fall, they said that if if a school said this is what we're going to use it on, and they don't use it on that, they're you you can't you can't you can't use it for something else. I mean you can't like for example
182we can't I mean these these federal funds they have to follow the the federal guidelines of what's reasonable necessary allocable and allowable so very very like um restrictions is what you're saying. Yes. Okay. That's what I mean that's why part of it is with those CSI funds that we talked about earlier in the CSI narrative it has to be those particular funds have to go through the what works clearing house or a similar clearing house where it has to be it has to prove that it leads to in improve instructional outcomes. Okay. Very specific intention very specific use and if you don't you're so correct. That is correct sir. [Laughter] I won't spell that one out. Um, so moving on, Perkins. By the way, Perkins is very similar. So, Bon Wilson um receives the majority
183of the funds. They were budgeted for $90,660. They've spent $67,433.7. Keep in mind some of these funds we actually use to uh fund Skills USA like some academic competitions. Um so that's um set aside. Of course, supplies and materials is in there as well. However, there's they have limits on it. They usually say like only 5% of the of the grant can be used for supplies and materials. So they really put caps on stuff like that. it it's really um tied to creating programs of study um based on that comprehensive local needs assessment. So there's a lot of work that uh Miss Lee and Miss Westbrook um actually Miss Charlie as well where they have to meet with our local um stakeholders to um to make sure that our programs are feeders to our industry
184partners. Okay. question. Yes. Uh if for example um Bond Wilson, if they're not allowed to use uh No, that's not the way to put it. If they're only allowed to use a certain percentage for materials, that's what the whole program is for, is it not? So the the the funds are used to to fund like positions right for for that particular or creating a new program of study. Um well I actually I think it was miss supplies because you can you can create like if we needed additional welding equipment or if we needed like if let's say it was a drone program and we needed that merchandise or those that equipment purchased then then you can make sure we have to make sure we write it into the grant that we need that as well.
185Um, but typically what happens, a lot of the supplies and materials will come out of operation funds because keep in mind even when I get to title one, title one is very specific as well. We have to write we have to write exactly what we're going to use those dollars on. And then otherwise we have to reopen the application with the with the public education department which we didn't do at all last year because it's it's more rigorous. They and if they go through and they catch a mistake they'll not approve something else. So does that make sense? My my question is the price of material steel steel has gone up tremendously. So if you write in a grant a certain percentage of or material, you got lumber, you got steel, you got uh whatever
186else you're using in those classes. U how do they not let you uh increase that or that seems kind of difficult to me if you I mean the price but Having been in construction, I know the price of of material fluctuates. Yes. Considerably. Yes, you're absolutely right. I mean, that's where that's where we have to be very specific and and um a lot of it is braiding funds. Um um like I said, if we can't pick it up with a grant, then um actually it's initially supposed to come out of operations or impact aid. So um but these these grants are are just to support or create programs new programs. For example, if we have if we create a position, we have to have a plan for what are we going to do? What is
187the district going to do once these funds are done right? You have to have a plan in place so that you for example these attendance I talked about the attendance grants, right? We we wrote for some positions, right? But we have to write it so that once the grant is done after three years, what's the district going to do to absorb those um positions? So that's how like you have to take into account all of those um things, right? All of those requirements to make sure that it doesn't end once the funding is done. So, but it it does end up coming out of one of those one of those. It seems to me like if you if you have to pull it out of um a maintenance budget or something else that you ought
188to be able to they ought to do something to let you put it back into it from if if you've got an overage like we've got here, right? And operations. Uh, wow. You have your Yeah, our hands are tight. That's That's why we're saying like like if we looked at that previous 70,000. I mean, for example, here here's an example that we used um we were trying to find money actually for CSI. Uh we were trying to help um community schools uh the position at Kirtland Middle School and we wrote to the ped to see if we could write this you know cost share that community community school um liaison or coordinator and we got denied. They said that you don't put a position you don't create a position first and then write the grant.
189It says you use you look at your um your root cause analysis and see what will in theory what will lead to improve instructional outcomes. So you have to use your data first to justify any good positions. So it's that's where it's like it's like putting thinking two or three years into the future and putting putting it together and then and then braiding funds to make sure it uh comes to fruition. And these grants uh come from the state is where you have that is correct. Some of these are flowthroughs from the federal government like title one title one two four even title three five six. Okay. So, thank you. Um, so, um, going on, so, um, so NextGen and Perkins, those again, like I said, are not, uh, we can't carry any of any
190of those over. Um, so we actually Roxan and Sandra actually wrote the grant again, and that was on the budget that, uh, Delmed is presenting. Those were funded for this coming year. So, they took into account some of those, uh, concerns that you all have. Um, so, um, so Title One, Title One in previous years, we've actually been allowed 100% carryover. So, anything that was unspent, we could we could use it the following year. Um, however, they went back to a 15% which was the precoid 15%. And then we actually wrote a waiver to to um to to get 100% of it, which we actually got approved. Um, which was Ann's doing. Do you want to talk about it? Okay. I mean, she's she's doing amazing work. By the way, we have we have a
191really good team, you know, we through academic planning trying to make sure that our our our needs are are are met. So, so during the time Wow. during the time that we were getting a lot of money from Essers and all the different programs, they were flooding money into the district and it it was really difficult to spend. So many districts across the entire state of New Mexico didn't have um just didn't have means to spend their title one money. So lots and lots of money got returned to everybody. So this year they looked at it and they said they asked us we had to justify why we didn't spend our money in um 22 23 and 23 24. Um and really it was because we had so much Esser's money to spend that we
192just couldn't spend anymore. And we got approved by with by that and some other documentation to get that money to carry forward so that we can spend it going forward this year 100%. So we haven't lost money which is awesome and now we'll have to work really hard to spend it because we have carryover this year too. Some of this will be um when we go down to title one. Some of this for career Yep. for career prep and Kirtland Central and Shipwreck High School. They're using some of their funds for summer school right now. So, there's some more um RF RFP RFRS to go through still and some of that will still come down because this was as of yesterday, right? And so, like uh like Ann was saying, like if you look at
193this, I mean, you look at career prep, they had 80,000 plus 135,000. Trust me, it's really difficult to spend $230,000. I know some people say, "Oh, I could spend it because of the rules." But with because of the rules, is it reasonable, necessarily allocable and allowable? It is very difficult to spend that amount of money because if you have a purchase that's over $5,000, you have to submit a request to the public education department for a fixed asset for them to for them to approve it before you buy it. Okay? So, there's there's all of these um part of it is it's tax it's it's taxpayer money, right? And there's the the requirements are really strict for the use of those funds. Okay. Um so if you look at those 80,000 they I I have
194a comment. Okay. Uh so that that was my next question. Is it really um it's not so much hard to spend but just the documentation, the paper part of it. And that is correct. Um and making sure that you've written into your grant what you want to spend it on because mid year if you've changed your mind it's really impossible to go back and open that back up and rewrite the grant. So the teams this year have been really thoughtful. We were lucky to be in the unified grant application pilot program which made people look at their grants in a whole new way. you have to be really thoughtful and really think about we have we're proposing we're going to have x amount of money and how are we going to spend it ahead of
195how we've done it before with just saying we have this amount of money and we're going to decide later how we're going to spend it. So I you I asked for this and mainly to see because um there was some things that you know going going to SE uh to um visit the carpentry class, the welding class and then um you you know just and and even the art class and um and seeing how you know that they lack support um in their welding class at SE uh they still need a a um exhaust fan and and for carpentry and things like that. So, you know, I and and I wanted to see what you know when they said that they were spending trying to spend and what the the balances were at the end
196of the year. Um, so now that we know this, um, was it different when we had a grant person? So you're you're looking at the grant team. Okay. This year we wrote almost $8 million in grants. I mean, if you look at this, well, you look at the amount of dollars that we have, that's that's a lot of money. Yeah. Right. And and so I do know like I said part of this is you can't supplant right if they need a hood guess what that goes under capital outlays right there's budget that has to be planned for with that what was our our master facility plan that has to be in there. But now here's the thing if if he wanted if if our comprehensive local needs assessment said yes we need to have program,
197a new program, a study, then guess what? Roxanne and Sandra and the high school principles were right that hey, here's what our kids are requesting. Here's what our local um stakeholders are requesting. Let's say drones. Okay. And then they can purchase that large purchase like a hood to outfit. Actually, two years ago, we used some funds about $15,000 to help um TVA get that program up and running. And then this year was about $1,000. Okay. To a place. Oh, I'm sorry to interrupt you. Go ahead. So, Superintendent Carlson is um maybe when our administrators attend ASBO and you know, maybe they could advocate for streamlining those processes, you know, and so that it doesn't take it or it's not so difficult to spend down and so that you know the process shouldn't be or document
198documents the papers shouldn't be intimidating. They shouldn't and the cash flow cash flow from the state should be a lot sooner because some of these grants are coming in in in February because it sounds it sounds like we see the problem and and we see and and to me those balances I mean we shouldn't because at some time especially now you know um who's to say that they they start looking at those balances doesn't start taking from us and where we need funding. We need that money. And um so I I I I would say, you know, I leave it in your hands to to um you know, start pushing for more advocacy and streamlining these processes and and um to to where they're not so intimidating, time consuming, you know, that we can actually
199spend this and and you know, get our schools thriving in in um you know pos other than positions you know but other with um supplies and materials. Okay. Thank you. So just really quickly these these dollars are actually not necessarily in our accounts. Um Mr. Atidi or Mr. Satin can comment on that but what happens is they submit RFRS requests for reimbursements. So they upload those and they send them to the various departments requesting for funds to be given to us. So we have to spend it, then we send it up to the PE and then they let it go. Remember how I talked earlier about that position? Well, we submitted a RFR to be paid back for the for the that position for the first half of the year. Well, they denied it. So
200we had to use operations. And I think the biggest thing is we can't supplant. That's the key. And Christie is always talking with us about supplanting because if there's an existing program, we can't go and use these new funds to pay for an existing program already. That's supplanting. Would be awesome. It would be so awesome if we could take this money and go, we have this money now and we want to pay for this, but we you can't. So, like at when we started up the um carpentry class, I'm not sure what it was called, woodworking or whatever it was back in that wood shop, it was brand new. So, we could support in that way, but now it's become a function of the work. And now it can't be a title one purchase anymore.
201Now, it's become um part of it part of a study program of study. Now, that's moved it over here in this bucket of money. So, it can't use this money anymore. So, it looks like, oh, we have this, like if it was us, we'd be like, let's just transfer that into our other account and pay for that. But it's not like that. Also, keep in mind, a majority of the Title One funds are sent to the schools for the discretion of the principal to use. The only caveat is that it has to be tied to a school's 90-day plan. Remember how we present 90-day plans, right? They are looking at that. Yes, we just got some back today and they went page by page by page and we had to and when they send those
202back, they give us like zero seconds to reply and get the documentation back. So Erica and Dom were working really hard yesterday and today really getting those things sent back so that those those expenses didn't have to hit operational. But they in the old days they were like stamp good stamp good. And now the people at they are pulling up documents and really looking. So like those trying to sneak it through and they've gotten smarter. So you know we're all educators and we know how to use language to try to get what we want. Well, they know all those synonyms and they know our tricks now and they're not falling for any of it. Especially field trips, right? No. So you notice how in title one there's extra balances. Whatever the schools don't spend that
203gets that comes back to the district title one. So then guess who gets to spend? Well that isn't that what we thought about JOM. Now look what happened. True. I mean they are you're right. They are federal flow through dollars and um Ann and Erica and principles were very nervous about title one title all the titles very nervous at the beginning of what's going on every day is still we're still nervous but it's like a low key right and very similar title four if you look at those actually title one and title four were distributed based on um student count and yeah oh actually you're right for title one that's based on um poverty index as well. So in a sense we we kind of give the schools an account for uh um you know
204we talked about family income index fund that is taken into account as well. So so so the family index what is that at? So family income indexes was only for um Neoni and Mesa and each school received uh right about $110,000 but keep in mind she alone also had 110,000 based on what? It's based on I mean based on what? based on it's based on the poverty index as well and um there's a formula that sends us I mean what is our family index for that area oh like above it's like in the 08 something it's like a it's like a 08 and then um like to qualify for a title one school I believe it's like 75 or something I thought I heard 50,000 Well, the total awarded amount for for family income index
205schools is $110,000 for Neoni and for New Elementary School. So that's how much they were allowed to spend. For example, um they they put in some like one school did like this book vending machine. So like if kids Oh, hey, you're coming to school. Here's a token. It's to it's to get kids to read more. So they put these books in there and oh yeah like there's a vending machine you can go in there and pick whatever book. So that that's an example of some of the funds. Um I think they were able correct to do an educational trip uh with with FII that that fund was a little bit more lenient which there was one school that did a a field trip educational trip. It'll come back to us in a different way. It
206won't be called Um, there's one thing that I have to clean up with the board as a matter of integrity, I think, uh, to have all of this work to acknowledge where there were errors made. So, there was this uh, permanent cash transfer that we discussed two board meetings ago for that 300. Uh, Mr. Mononttoya, I know that you've mentioned it a couple of times and I've spoken with the superintendent. We did some research into that. Um I worked with Don Adsy, our grants uh specialist that's back there tonight. Um and took the time to actually go back uh and understand the rollover that was happening. There was an error that initially started with an error on the audit report in 2022. Uh there was a line in the audit report that said uh that
207there were expenditures or income of $360,000. Uh and it should have only said $60,000. Uh that came from the actual audit report. Uh now that doesn't mean that we made our own mistakes along the way. Uh ultimately we continue to roll that number. So we input that number once we receive the audit report when we get all the numbers back and start to make adjustments throughout the year. uh we continue to roll that number year overyear. So this year as we've done a better job of cleaning up our funds and as you saw a lot of those permanent cash transfers and it seemed like quite a few that's a part of the cleanup but that large number that was supposedly sent back to the state um was not the correct number. So we caught it.
208We spoke with the ped um and uh pulled that permanent cash transfer back and cleaned up our general ledger to address that. Um, we're going to be focusing on doing that with all of our grant funds. But what I want to publicly acknowledge is that because of that uh uh that air uh and that what was presented to the board and to the public could have negatively uh impacted perceptions about our abilities to spend down. And I just want to acknowledge to the team out here and to Mr. does in the superintendent um that we don't want to uh leave that with the public or with the board that we were unable to spend down $300,000 um at those large amounts. So uh this has been a great discussion to explain the complexities of trying
209to spend down amounts where you see 70,000 or uh you know 102 specifically for title one. But as they pointed out each one has its certain conditions which makes it difficult and there's challenges. So, it's never an easy answer just to look at one permanent cash transfer, but that is one that I wanted to address publicly um and clean that up with everyone. So, but that um the mistake that was made is not reflected on here. That's in the past. No, it's not reflect on there. It's only on the audit from 2022. 2022. But no, we took that expend though that that income and and basically took it as additional income and rolled that income from that grant all the way up until this year. So the the the thing was is that the money
210was segregated. So it wasn't actually in an account where the teachers or the schools would have access to that large amount. It was just kind of this unresolved amount that was being rolled over. Um so they never saw that amount. It was again just a part of general ledger cleanup um and has not been displayed in terms of of budgets etc with with the schools or thinking that they could spend $300,000. Again, that goes back to the complexities of you know having to get requests for reimbursement and you know if we went and tried to spend $300,000 and go, you know, try to go get that from them, they would be like it would eventually have caught up to us. So ultimately, while we carried it over and even when we weren't supposed to be
211carrying it over, it sat in account that was not accessible by anyone else and only visible by the finance team. Um, but again, that's part of our ongoing general ledger cleanup that we're doing. So, um, just wanted to clean that up. Okay. Or Mononttoya, you had a question. No, no. I just appreciate the fact that that's been noticed and what they're doing to rectify the situation. Sure. and and again to address any negative perceptions that that might have brought on this team or the school district. Um I just want to be responsible for that. So Okay. Okay. Thank you. Thank you. Other than that, we that's we whenever I go and meet with principles, I ask them where are we at on title one, title four, CSI, all these funds. Whenever I meet with them,
212Dennis will tell you, Roxan will tell you where are we at or are you spending down? And then we get reports from finance saying we need to be at 50%. Then we're running to Dom and like it's there's a lot of collaboration to make sure that these are these funds are spent. We stand for question. Mr. Desick, is it fair to say that based on the data reports we've seen as far as like the test scores, is the district using this money effectively to to close the achievement gap for kids? Yes, we are. Part of it is if you think about um so a couple years ago whenever uh we started reporting about 90-day plans, um one of the things is that uh 90-day plans weren't used the way they should have been. So, there's
213a lot more accountability and oversight that was happening. And I don't I don't know whenever I came to the district the perception was we just had so much money. Well, there was a lot of money but the thing was we had to make sure that any spending that was being done. Remember how I said we got to make sure that these dollars because they're public funds, right? These are taxpayer funds. We need to make sure that these dollars are leading to improve instructional outcomes. Right? like like I said those four questions that that procurement and the federal uh the purple book I can't remember the name of the purple book I mean we're constantly I had it on my wall is it reasonable necessary allocable allowable for us to use these funds because like these
214these funds are are are not to be used lightly but to make sure that we are filling gaps right filling gaps that title that operations and impact aid are not um filling Are there any additional questions or comments from the board? No. If not, okay, then we will move on. Thank you. We will move on to uh letter B, booster club by Mr. Sant Santangia. May I share with you before you May I? Yes. So, um, the session about fraud, she says booster clubs, that's a whole Oh, yeah. She and she talked pretty negative about it. So, I just wanted to add that. Well, I'm here to add an additional level of scrutiny for on behalf of districts. Um, I'm here to present uh we had a booster club come and rather than um rather
215than immediately approving that by the board, uh it it deserves some scrutiny. So, I jumped up here um and and we have done a review of our booster club policy in addition to the proposed booster club for the Kirtland soccer team. Um with that being said, uh we're not recommending any action be taken at at this time. What I would like to do is just provide you some feedback uh in terms of what what the analysis that myself and my team had did when reviewing those policies uh and and express some concerns and some recommendations that we would like to move forward with. Uh with that being said, there is an existing policy uh within within the the board policies uh for booster clubs or booster organizations uh which which uh the booster clubs are
216to meet those criteria. In order to use the school name, the school logo, etc. That's basically the carrot that we have. Uh for them to actually be able to do that, they have to meet certain conditions which include reporting requirements of their financials on an annual basis. uh to the the director of finance. Uh there's some options that are embedded in there. Uh but the concern was when reviewing we did verify the articles of incorporation and the bylaws uh through the state website. So they have done that uh correctly from from our end and what we can see. Uh but some of our concerns are that there are gaps in their bylaws. Um and there's questions about whether there's sufficient financial controls. Right now they have only three listed members. Uh the president is acting
217as the secretary and based on creating a quorum they need five members. Uh they need two of those members to not be able to have uh signatory power on checks. Uh and yet if there's only three members, it just there's a lot there that we would still like to discuss with this booster club before coming back and having them propose uh and and having this uh having you consider uh accepting their their booster club. Um hold on, give me one moment. Let me find my other notes here. Uh another consideration is that they're supposed to follow NMAA laws. Their bylaws actually don't state whether they're going to follow our policies or the NMAA policies, which is of concern. Um, who supersedes? Who supersedes? I think it's it's it's equal. They have to follow both. Um,
218it's not one versus the other. They have to agree to both. But there are concerns that their bylaws don't include any language that they will actually follow or adhere to our board policies or the NMAA laws. Uh, another thing is they have budgetary size conditions. So, they actually will only seek an a a certified auditor accountant um only if their fundraising goes over a certain limit where it's $100,000 or $250,000 which I believe that the limits are very high. Um ultimately our board policy states that they are supposed to provide an audit um that meets GAP uh generally accepted accounting principles. Um the concern with that is that if you're a self-regulated booster and how are you knowing that you're following GAAP if you don't have an accountant, right? Um, so there's these loopholes and
219they have these smaller, you know, these thresholds if they don't that they can do kind of their own self-regulation, but our board policy states that they're supposed to meet GAP. Our concern is whether we want to actually require our booster clubs to seek at least uh hiring an accountant or or uh providing a third party audit uh once a year uh to make sure that they're adhering to the the the financial uh conditions of their bylaws and within board policies. Uh, another concern was the uh, our board policies actually require that there's a statement of district separation on POS, checks, etc. when engaging with business. Um, there's nothing in their bylaws that states that they will adhere by that by that policy in the board. And that's something that we would like to see within
220their within their bylaws. Uh, again, this is matching making sure that their bylaws are consistent with policy. Um, the thing that I want to bring to the board's attention when considering future booster clubs is that if you read our board policy, uh, there is a title n compliance consideration and that's something that we need to consider. So, I'll just briefly read the first couple of sentences here. It says the board discourages the formation of organization. No worries. The board discourages the formation or organization of booster clubs which sponsor, assist or support student activities or athletic programs which predominantly serve student participants of a single sex. In order to asssure the con that contributions or support by booster clubs and PTOs do not create inequities or significant disparities in the program equipment and facilities made available
221to students participating in single sex sports. The booster club or PTO shall report to the superintendent or designate as part of its annual financial or audit report uh or audit report the amount of the funds donated or tangible personal property contributed to the district's educational yada yada yada. So this basically says that the board really does and the superintendent needs to consider whether you know what booster clubs exist. If it's for a single sex sport, which this one is, it's for a female sport. uh these are considerations that they're need to report to the superintendent to understand what the expenses were spent on and the and the school district needs to consider if that creates any inequity amongst other other other sexes and other sports. Um, I did reach out to the Kirtland principal this
222evening and she did verify that there are existing booster clubs which include boys, boys and girls wrestling, uh, boys soccer, football, boys and girls golf. So, we have two two boosters that are supporting both a boys and girls sport. We have one boys soccer and one boys football. So, in a sense, there's already some inequity me inequity amongst our booster clubs. Uh, I thought it might be an issue of adding just a single sex sport for girls soccer. However, again, the board might want to consider accepting this booster club eventually because it could offset other boosters that we're currently supporting given it's weighted more towards uh male sports. Um, one of the other considerations is that in their bylaws they invite coaches and staff to be members of their booster club. Uh, they state that
223they can't be voting members, but there is an encouragement for them to participate as members. Uh, that becomes problematic in conflict with our own board policies that our own coaching staff, assistants, uh, etc. should not be participating in boosters or representing uh them publicly. Uh so that's something else that we would like to uh bring to this booster club's attention to request that their bylaws be consistent and their policies be updated. Um uh one of the last things that really isn't on us, it's something on on their end, but if sometimes these clubs kind of uh they dissolve. So in their dissolution of the clubs, they have a a clause in their bylaws that states that they should d that they that upon dissolution that they will donate any leftover funds to a charity. Um
224it looked to me that this bylaws was put together by a third party um and that uh that charity is not listed. Now does that not mean that you know in their initial meetings that they can establish that? Yes. But that's something that we wanted to bring to their attention. Uh ultimately we do have concerns that there again bylaws are not consistent with board policies that the board in future consideration of approving boosters needs to be aware of that title 9 uh compliance within our board policies. uh and and that we want to make sure that they have sufficient financial controls that allow us to make sure that they're reporting before every October 1st and that those reports are meeting GAP, not necessarily uh just self-regulated and and and that we want some more security
225in terms of that there's those checks and balances. So uh with that, there's no recommendation to approve right now. It's just a report or an update uh to provide you where we what we've seen on our side. Our next steps are probably to meet with the booster club uh and address some of these issues and see if they're willing to uh resolve them before bringing it back for the board's approval. With that, I'll stand for questions. Any questions or comments? Go ahead. So, the um uh you mentioned NMAA policy. Yes. I I I'm surprised there is there's one. Um I guess it would be good to know what that policy is. And then um also when dealing when when our district deals with money um aren't those people have notary? When you say notary, uh,
226when dealing with money in the booster club, there's they have they have requirements where they're supposed to deposit cash. They're supposed to put time limits just like we're required on state funds to to deposit within 24 hours. Um, you know, that they at least have two members that do not have signing authority to review uh the financials or transactions or cash that happens at the end of the night. So, not necessarily a notary is required, but those checks and balances when dealing with money uh and reporting should be built into their bylaws. Uh it's not that they're not built into their bylaws. It's just that there's gaps in being consistent with our policies that that require um that require a higher level, a higher benchmark that needs to be met. Okay. Wouldn't that be a
227notary? Somebody being um notorized or um no uh I don't think a notary is required uh in this case. No, I'm asking you. you're talking about upping the game and that, you know, and so wouldn't that be a person that's not that that would be be a a notary or some type of No, I mean a notary is and the board attorney can maybe chime in. Um, a notary is someone who is a legal witness to signing official documents and they sign those, sign off, they document who it's for, and they are accountable to the state to be a representative that that individual signed the document. Um, notaries are not required in this process for signing off on cash, just like it's we're we're not required to notoriize our cash deposits before we put them
228in the bank from a basketball game. Um that's that's more from a contra my understanding is more from a contractual standpoint. Uh legal documents need to be notorized and require a notary. Um again this just requires uh members just like it would require two members of a concession stand to double count the money before the deposit slip and the money's put in the bag. Um it doesn't require an official notary or stamp. Well, um, just as you define what a notary is, um, Oh, may I? Yes. Go ahead. So, what what you define that person does, you know, and um and because that club is is, you know, conducting um cash business or these things on the side away from um administration away from from yourself. You know, to me, I I can't believe it
229wouldn't call for that. And um whereas our people when they're at the door assisting with cash, you know, they they have to um abide by those um you know that cash be deposit things like that. Mhm. Um well, what I guess my final comment would be is that while a notary is not required in these instances, uh state law and procurement code regulates how we handle cash and state funds and federal funds, right? There's already rules in place that we're required by law to follow. Um these are these are self these are self-incorporated organizations. Um the the thing is is that because they are self they are self-incorporated. Um the one card the the one carrot that we have is if you want to use our name, you have to report to us on an
230annual basis and we can have some influence or say on your policies to make sure whether that we want to make sure they're the same as the states in terms of how you handle cash. I don't think we would go that far. But the point of this process is that we are a check and balance to make sure that fraud is not taking place. Um, and that we are not in with regards to title n uh and and inequity amongst the sexes, right? Of that we are putting checks and balances that we're not uh supporting a booster or letting them use uh our public school name, right? So that that that that inequities are being created. So while they are uh self-incorporated and run on their own, uh we have that check and balance to
231require this. So that's ultimately what we're trying to achieve by making uh requests that their uh bylaws be consistent or at least match our board policies or state that they will meet our board policies. uh our board policies or meeting those policies or the NMAA's policies or the New Mexico gambling policies are not included in their bylaws and those are things that we want to hold them to account to avoid avoid fraud. Uh again that that doesn't require a notary. It just is again if it's in their bylaws and that's their law then we can hold them to account if they break that. So you're going to have say you know our policy as a district and then also NMAA and and then we are um thinking that this club is um abiding and not
232signing each other's name and you know as far as the banking is concerned and and um you know We don't know. Well, we do and we don't. And that's part of the annual audit. So, requiring a third party to an analyze their their financial transactions. They have to turn over their bank statements, their cash deposits have to line up. That is a part of the audit. And what when the school requires that audit, it puts additional scrutiny on their organization. And while we can't be there counting money with them, what we can do is we can start to identify if you know there's potential conflicts of interest or if there's um you know there's questionable accounting practices as a part of a third party you know uh financial audit. Um those are the things that
233we can apply to to uh provide those checks and balances even though we can't be there counting the cash with them. So again, that's why these clubs are very risky, which you probably learned, you know, when you when you went to your your fraud conference or they discussed fraud of why these can be so tricky because if you're not actively monitoring them, if you're not actively requiring them to report and and and basically, you know, punishing them that if they don't follow your policies, then you take your attorney and you say, "You are you are no longer longer an you are no longer a verified booster with CCSD and you can no longer use our logo and you can no longer use our name. So that's our bargaining chip with them. Um okay, we react.
234Uh you're saying react? I mean that's that's Yeah. Well, this what we're doing is a proactive measure and after the audit then we then we react. Okay. Yeah. Okay. Are there any other questions or comments from the board? Okay. Um, superintendent, I think it would be really helpful if um all the those recommendations were put in there. How it's aligning. I like the way it was outlined. It's just more visually. It would be good to have like a cheat sheet where it has it listed on the criteria for the booster club so that it's that we can see where the areas that need to be addressed and beefed up. I think do we have any problems right now with our current booster clubs at any any of our schools? You know, Secretary So, I don't
235have that answer for you and I do have my concerns. Um, I don't know. Herby, do you know if we've received any financial audits from booster clubs in the last year? Okay. So, from my understanding, there are, see, this is where we have to understand what booster clubs do we have? Were they approved? Are they still acting? Are they using our name, but they're not giving us their financials on an annual basis? We would need to hold them to account. So, this is a rabbit hole. I think it's a good rabbit hole to go down to to start to hold um hold these individuals to account to make sure that there's not fraud, waste, abuse taking place. Um and and uh that's not something that we have done at that level. This is the beginning
236of just looking at one, but again, it kind of opens Pandora's box to say, well, what are the other ones doing? You know, are we being equal? I think those are all important questions that we should be asking over the next year. One other thing I'd like to offer is that we did reach out to um one of the consultants that we use to see if we could get uh policies for uh booster clubs from another school district. And this is one from Arizona. They actually have a workbook uh that they're or um my mind's going blank. Handbook. Thank you. Not a workbook, a handbook basically to give to booster clubs that walk them through um ba walk them through the definitions, their board policy. Um that it addresses membership guidelines from the perspective of
237the and financial guidelines and expectations from the district's perspective. Um, and then it goes into appendices to uh give examples to booster clubs on what the application looks like, what a fundraiser request form looks like to the superintendent, a donation form, all the things that they would encounter with the school district into one handbook. Um, which I thought was would be, you know, very useful if we could develop something like that. It also gives them cash depos collection forms and deposit notices. Um, and that's something that we could put together uh to again support these groups that are very passionate about their about their kids and wanting to raise funds and making sure that they're taken care of um and and providing that level of support to them as well and being a partner versus,
238you know, coming down with a hammer. Go ahead. I certainly appreciate your due diligence then. And again, I know what's brought with the uh NMAA and they have their own guidelines. they have PDFs and then it broken down specifically on how what can be done. So, but again, I just appreciate the fact that you've gone to the depths that you have to look at it and scrutinize it. Thank you. So, um the is there a disclaimer in that handbook that you just showed about um booster clubs don't don't keep it at the end of the year? Um well, again, we don't It's a separate organization from the district. So, uh we can't impose those types of restrictions. It's their it's their money. Uh but what we can do is if they start to spin it
239in a way where it creates an equity uh at the school level, that's something that where we can step in because we are required to abide by title n rules. So as a part of you know building this relationship with another organization to use our name and logo to support our students um we that's those are the certain ways that again where we can have some say um requiring those financials auditing and making sure that they're not creating inequities but we can't tell them what to do with their finances or if you know to give it up or roll it over etc. To me, I I feel like that it it's it's crazy that we don't because, you know, as you put it, they're using our the images, the school colors and and whatnot. And
240yet it to me it's kind of no different than uh say the junior high class um club or you know that class that that go out and do fundraisers or the senior or freshman. Um, so they they use the mascot, they use the colors and and they make and then that rolls over, you know, and to where um whatever is unspent, then they or they they they try to, you know, spend it, but you know, in some cases they're they're left over. I just want to create one distinction about what you said uh board member Aspus which is uh like senior clubs etc those are actually CCSD sponsored. Yeah. Yes. So those they're all the rules of the state and procurement and how you use cash and the bank account which is under CCSD we
241have an activities account to store student funds that are raised through FFA. They are segregated from our operating accounts. um they have to follow the same rules. They get to use the logo, but they are not a separate organization out of CCSD. They are a part of CCSD. So, there's a big difference. Again, that's why booster clubs are always um there's always some red flags around them because they operate as a separate entity from CCSD, but are but can be seen as like FFA, but they're not really FFA. They're their own they're their own organization. Um I think um superintendent if we could uh get the board policy there's a lot of good suggestions that were made that I think the board needs to look at the policy regarding booster clubs and we need to
242update if necessary and um reflecting all the the highlighted or the recommendations from Mr. Satania to um to safeguard CCSD. So I think we need to um have Satania review all those events that the booster clubs are at. I just kidding. No, I I definitely agree that the that the the district probably and at least on the finance side, I know that we have an October 1st date. Uh that's something that we will take on for this year is to review the existing booster clubs, establish their dates, the last time that they reported and we can provide a report to uh the the superintendent ahead of that October date date to identify are these booster clubs in compliance? If they're not, we need to issue probably letters to say, hey, you're in violation of policy.
243If you do not do XYZ, we will revoke your rights to our logo. If you and then if they don't and they continue to use your our logo, you can issue a cease and desist, then you can start to sue them as an individual organization. So that's good. The uh for clarification that process would start August or the implementation of looking at all the boosters clubs to meet to make sure that they meet those standards guidelines will start on August 1st. Um, I think the process to begin reviewing what we have so far and what their status is should uh start at the beginning of next year because October will come up pretty quick. But I will personally be looking as as the director of finance of well who are the booster clubs and will
244they be reporting to me by August October 1st. Um, and if they're not then then we will we will begin to track those um and provide the superintendent. I think our board policies are probably sufficient. I think most of my recommendations are that it's really of holding our booster clubs to account that they are being reviewed and that they're and that their bylaws actually reflect our board policies or have language to say that they will they will adhere to our board policies. Okay. I think um that would be something that we're going to have in the next um work session. My colleagues are done with their questions and comments. Okay. All right. Now to um G fiscal year 2526 school district operating budget and form 901B-10 again by Mr. Singa. Thank you. Um uh if
245you can go to the first document. Thank you so much. And enlarge it. Is that the summary? Uh, that's the revenue summary. Yeah. Year-over-year. So, just to recap, our our plan from the finance department was really to do this over two meetings. One to initially present the of the budget um as has as just to present the budget. Okay. So we presented at the last meeting and went into detail and started to begin to take questions. This first document which was the single page that you had and was printed out uh was the comparison of revenues year-over-year. This really does tell a story of again uh whether there's declines or cuts from federal funding. We discussed some of the grant funds um some in general, some more specific and and which grants are available year-over-year.
246Now, those could be whether we applied for them again and they were available and we didn't apply or they just weren't available because they've been cut. Um, but this gives you a sense of those revenues uh for between last uh this last year and what is what are the anticipated revenues for for next year. Uh green represents an increase. Red obviously represents a decrease. Uh if you can go to the next document, the other document that was shared was a little longer. This actually gets into the expenditures that are uh that are being proposed for next year. There's three columns um which is the fund, the function and the object. The third column, those string of five numbers uh are accounting numbers that tell you what the expenditure basically is is on. The first column
247is the fund which tells you where the actual money comes from. Um and then the function is basically tells you the high level what it's for. So 1,00 would be for instruction is the overall what the money is being used from or for the the fund is where it's coming from. The 11,000 is the operating and the object is more specific on what is actually going to be expensed. Those are what the meaning of those three accounting numbers. um the fund, function, and object. As you go down, this report really goes down to the object level because we want everyone to understand where is the money coming from, which is the first column, and the and the third column, how is it being spent? Um, and you can go down based on total instruction, which
248is the 1,000 fund. Uh, you know, 45 million is going towards instruction. The the third column will tell you whether it's for salaries, whether it's for uh whether it's for um instructional materials, uh whether it's for desks that you'll see that or supplies, you'll see that based on the third column objects code. But again, it's it's broken out uh again by the fund and the function. Uh if you continue to go down, uh we go down to the two 2000. All the 2000 co function codes are for support services. all the 3,000, the middle column, all of that block is for operation of non-instructional services. Um, and then as you get down, you'll start to get in the 1200s. The 1300s, 1300 is for pupil transportation. That is just for to and from. That's not
249for activity buses that are used to transport kids to to to school. Um, that gives you a sense of how much we spend uh on on to and from uh in this giant district that we have. There's questions about whether that's enough and whether we get enough from the state, but we're I can't address that tonight. I can't speak on behalf of the state. Uh instructional materials is the 14,000. Um then you get into the 15100, which is the impact aid and what we spend. And uh over the past, you know, couple of months that I've been here, we've been g we've been able to I' I've been trying to distinguish between how much we use of our SEG income, which is that 11,000 fund at the top for salaries and how much how much
250salaries are absorbed into the impact aid, and how is that going to impact our ability out into the future to to be able to save money for projects? etc. Especially when, you know, the federal funds, the impact aid, uh, could potentially see decreases and we could potentially see decreases or we're already seeing decreases in grant funding. So, um, taking a conservative approach, this budget is really simple compared is similar to last year's. Really, the theme here is that most things remain the same with the exception of two two or three things that we pivoted to. So, what we tried to do is move as many positions that were in impact aid uh that didn't need to be there back into 11,000 with the cuts that we made so that we could better understand how how
251how much of our SEG income is uh is actually being used by the is actually being used by salaries alone. This is really important and a lesson that we learned this year which by having those positions in SEG in the in the 11,000 up top um helps with foram example sped uh if you have those positions in the 15100 it actually hurts oure uh so those were some things that we strategically did but ultimately the budget is very similar to last year in terms of the allocations uh the only big difference is that we took whatever savings and what we rolled over from impact aid and we put that towards capital a capital reserve fund for $15 million. So, um, if you go down where you will see that, I think it's on the third
252page. Somebody help me here. Support services 51. Oh, go down. There it is. So, you'll see 15100 capital outlay. Uh, it's the second line from the very bottom of the of the page. You can see there. Oh, now it just jumped up. It's for $15 million right there. the purchase property services. That $15 million is what we have set aside uh for future building projects. Now, again, with the PSFA uh and to receive money from the state, we have to show that we have that amount of money set aside. We can't just ask them for the money. They want to see that we can bring 100% of the required amounts. Now, the issue right now is that $15 million as it stands is not enough money to show the PSFA to start Nukem Elementary. Actually,
253what we are to show and bring to the table is 20 million. Oh, Rodney just left the room. Uh is $20 million. So, we're actually short of that amount. Um the the so one of the things that we're trying to do is again what we're going to be doing and I'm going to be requesting is uh a bond uh to to have the the board support moving to an election of a general obligation bond to the public. Those funds will again support public uh projects uh within our school district and we'll begin to offset. The other thing that we're doing is that by raising our mill rate, mill levy rate uh to over 10% that will actually give us more negotiation with the PSFA to not have to and it's not certain right now to
254right now for Nukem Elementary we're required 20 million. Well, if once we go over that threshold of 10 uh 10 basis points, then we will have negotiating power with the PSFA to open state's coffers to actually reduce the amount of money that we have to bring to the table. So, um, the issuance of the edtech note, which the board has already done in combination with the $15 million that we set aside, we are hopeful, uh, that that will be sufficient, uh, those plans moving forward will be sufficient to to have the the right amount of money set aside to start moving forward with some of the projects within the district. Um, other than that, uh, as you do know, we did make cuts to staff. So you would see reductions um in in uh in
255salaries expenses inf fringe benefits expenses across the 15 uh 100 and the one the the 11,000. Uh with that being said we also saw saw a 4% increase uh in salaries. So even though we lost positions that was uh offset by the 4% increase. So you didn't see as much of a net gain around those areas. So those numbers look very similar to last year, but again the board uh as we continue to move forward out into the future, we'll have to have those conversations uh about uh reassessing again capacity next year, reassessing uh you know analyzing how efficient our schools are running at uh in terms of uh maintenance expenses versus the amount of students in in those schools. Those are things that we'll have to continue to look at next year. But we
256are confident in the budget that we have proposed. Um, obviously there's bars that come through next year where um, you know, we will make adjustments and as much as Mr. Dezwood uh, showed how complex the grant process is in all the different facets, the finance department touches all of that. And um for every one of those lines, it's just as complex to think about all the way down to the very penny and how that gets from the bank all the way down out to the field through operations, etc. Um and into the classroom. So, um, budgets are very complex, but at a high level, uh, you know, not making significant changes year-over-year, but slowly, uh, you know, changing the direction of the ship, uh, we believe that we're headed in a right direction with this
257budget, and we're requesting approval this evening. So, with that, I stand for questions. Board members, any questions or comments? I I have one. Go ahead. I really didn't want to do say anything because last I mean last week you really covered this well. Um but because of the announcement you made during um Pete's um grants and about the 300,000 um any more stuff like that? Probably. Yeah, probably. I better shut up. Well, no. I I here's the thing is I I hope you all appreciate that we will uh what we're trying to do with the team that we have is be forthright with if their errors will happen and we want to come and publicly be transparent about that and just like we discovered there's Pandora's boxes everywhere. I know technically by the story there's
258only one, but there's little Pandora's boxes everywhere. If you look at just with the booster clubs, you have a booster club and that's not on our radar in finance, but all of the sudden, you know, we have one and next thing we know, we realize we got to go review all of them. The same thing with all of our grants. Some of the transactions and issues that we're seeing. I am out to correct. That's going to take time. We are going to continue to see errors, but we are actively monitoring and trying to catch those and address them in the moment rather than what we've done uh in the past is we've had a tendency just to roll over just to get our PET reporting right for the PED so we can just keep moving
259on. I'm committed to actually catching these errors, addressing them in the fiscal year, whatever amount of time that we need to spend on. Now, does that mean we can catch all of them at one time? I mean, you can see, like I said, the complexity of a budget and the amount of transactions that take place in a year. So, I can't tell you that we're that there's that there's not anymore. There are more out there. But, uh, what you do have is a finance department and a team and a superintendent that is committed to actually addressing those and working together with other departments to resolve them and put new procedures in place so that they don't happen again. I do have a question. You said that there was a 4% pay increase. Yes. Yes, sir.
260Is that is that from the state or is that from us? That was from the state. Yeah, the state. So, did they is that a mandated a 4% increase? They mandated did they fund the mandate? uh with technically with the formula um you saw an increase to cover those that 4% increase. Yes. Okay. So for example the unit value that we were using last year was 6,600 say and now it's 6,800. So that $200 extra dollars per student is should technically cover a lot of things, but they bury a lot of stuff that they say is covered in the SEG formula. And uh you know, if it's not actually specified, it's there's some room for interpretation, but yes, the uh the the short answer is yes. The formula that was updated was to to to
261cover wanted a short answer. Thank you. Sorry. Thank you. Okay. Um I have a question in regards to the format. the way the format is um it's more um I guess more of a broad overview at a mac macro level. It's not so indepth. Is that ped's budget the form the way it's outlined or is this something this report is generated from OBMS from the ped it is a similar format that you can generate for any school to compare. Um, now I cleaned it up with the borders and the boxes to help understand the different functions so it's a little easier to read, but this is a state ped report. Um, you can consider it at a high level. I think the revenues is at a very high level, but when you get down to
262the object code and you're actually grouping by, you can see how much money are we putting towards this function. uh you know how much is going towards instruction and then under the function the object actually tells you what the specific purchases are. Now you could get to every individual purchase but your report would be 100 times longer. PED wouldn't be looking at oh they spent this much on supplies. it would be where they would see it like this where where you're unless it's tied to grants that they're distributing to our school district. They do look down at it all the way down to and Herby corrects me if I'm wrong. We the PED looks all at it all the way down to the object code. Correct. Or is it past the object code? Well, for
263job class and object. So there's only one step past that the ped actually does look that far down into the expenditures. That's where bars become very important because basically what you will be approving hopefully tonight is that these are the major categories of where $500,000 is going to go towards purchase property services under that. Now, the PED kind of steps away and as you're doing your accounting, those are your budgets that get uploaded and your what matches what's put in the state has to matches your accounting within your school district. If you try to transfer funds over to another account, that's where the PED gets involved and that's where the bars are required. We have to justify why we move those funds. So, that's how they put the checks and balances on us. they are
264interested in the object codes as well at that level. Um, and that was gonna that was going to be one of my questions in regards to the flexibility of moving moving or transferring based on need like what the question came up earlier was that there was an error. Yes. and um being able to correct those errors. Um this this allows some flexibility so we're able to um make those modifications. Yes. As we go along as long as it's justified and Yes. And we work with our budget analysts. We work with the other analysts at the at the ped. uh and it comes down to bars, budget adjustment requests. So when you put one in, it's scrutinized. We have conversations. They want to understand what's taking place. Uh there's been times in the last months where
265we call them and we have to explain to them this is a correction. I just spoke with with an analyst today uh to actually rectify uh the air that I just discussed uh this evening, which is we're trying to get adjustments made to to to clean this up. And we all have to be on the same page, but there is flexibility. And you will see a lot more bars next year under my leadership because as we dig, we're going to adjust. And the more we clean it up, the the the cleaner we'll have a budget year over year. Um Okay. Okay. Are there any other questions or All right. Just just real quick to to do the analysis on on impact a day, could you not just um pull out all the line items, the
266fund codes for impact aid, breaking down my function and object code, and that should give you the breakdown of how impacted is allocated through the district and then find out where where all that money is going. Yeah. And actually, if you go to the on OBMS because if I had the spreadsheet, I could do it right now and figure it out myself. You could you could actually do it with that spreadsheet right there. If you did little VLOOKUPs and stuff and you wanted to do a pivot table, you could take those numbers and just break out the 15100 to bas group some of group that information to understand how how how the money is flowing. Um yeah, I I I think one of the other comments that I have is uh is regarding like how
267much money we get from the state that that's aside from the SCG. I know at the New Mexico Schoolboard Association, everyone always fusses complains about below the line money. Uh when when I was actually looking at how much money we were getting almost $9.7 million of of below the line money, which is an increase of $1,10,000 178 above what we got from last year. Yes. So we're we're doing quite well with below the line. We do pretty good. We do pretty well in this district and I know that I've stated to this board um we get criticized for being a rich school and I know that there's you know different views about that. Um ultimately from my perspective and what I see is we have a bright future ahead of us. If we actually manage
268the money that we have, we can do some really great things that maybe other schools don't have that advantage that we have. the the the concern is is that the way we've been using that excess money that's provided to us above other schools or districts um is to basically cover cover our butts for salaries or excess here and there. And I think that the uh if we better address that into the future, we're going to be able to do some really cool things, build some really great amazing projects and allocate that funny money again. Uh we advocated under the 15100 where you'll see salaries. Uh we advocated to maintain and keep our reading specialists, seven reading specialists and fund them from impact 8. That's going to make a huge difference for those kids uh for
269you know that will get that advantage for gener you know for their life because we're able to make those strategic decisions of how we're using that money. So, um, that's what our our goal is from the finance department and working with other departments is how can we better spend that money, if I may. Go ahead. That's where that right sizing that we've talked about in the past is very important in order to be able to do that. Correct. Uh, yes. I'm already seeing that there's opportunities for right sizing. Those are again hard conversations that we're going to continue to have just like we had hard conversations about uh staffing in under capacity classrooms and dealing with the reality of that. But on the flip side of that, when you have those conversations and those funds
270free up, then we have the freedom in in in you know and pairing that with a updated strategic plan to really have and understand where we can put the funds where we want them and be able to ex execute that. I I think one of the other data points I would like like to see is out of all this money that we have right now, how much of this is actually pushed out to the schools with for uh direct instruction classroom spending, how much are we truly actually spending in the classroom? That's not an easy answer. Okay. And I because I see like the central office, administration, you have transportation, all this, but what percentage of all this money is actually going into the classroom? a good portion of it because again a majority of
271that of the revenue that we receive goes towards salaries and most of our salaries are in the school systems themselves supporting directly those kids at the school sites. Now central office supports kids in different ways to keep the the function of the of the district going but a majority of the money just based on salaries alone uh directly touches uh those schools and and and directly impacts those kids. Now if you start to get into materials and and instruction or books and supplies uh that becomes a more complex answer and it goes back to the different types of grants that we receive it it det it you know how ICO and and what their mission is and how they execute that to um you know that's a hard number to measure but that's something that
272we could probably give you come back with at some point but uh it's not it's not a straight straightforward answer. Now, if you want an easy answer based on that and doing a pivot table off that, you could select the, you know, the the function, you could just pull all the function for instruction and you could get regardless of its revenue source and just see a total of the function and add those numbers up for instruction. You could you could get a rough estimate just in that way alone. But this doesn't most of the the numbers at the top are for operating. it doesn't account for the impact that the grant money that we receive and how that's how that that directly goes to our students and most almost all that money goes to our
273students or it goes to training our teachers for for professional development. Okay. A question um does this also um reflect any um savings account or any investments accounts that we the district has? Um yes, we do have investments. So we do have cash that rolls over and we have u bonds that were invested uh and and in in liquid assets. Yes. So it's reflected on this that cash is accounted for through the budget. So whatever cash that we have uh is supposed to be budgeted for or allocated. We can't just sit on cash. So that $15 million is a really great example. We have that as cash and you can just say that's cash. But again, we're required by the state to budget for every dollar that we have to say it's going to go
274towards this. Now, if we have excesses, they roll over. Um, and our district is unique in the impact aid over the last five years through COVID, we've been permitted to roll over large amounts of cash. But ultimately, the expectation is from the state and when federal and state funds are provided is that you are budgeting to spend that money. It's not there just to hang on to. So while we do have cash and we have savings accounts that's that money uh is reflected in that we are going to spend spend it in some way. So it's it is reflected it is reflected everything that was my question. Okay thank you. Are there any other questions? What's encumbered could be unencumbered. True. It's like a placeholder that 15 million was wasn't that the for the newcome
275uh it can be ultimately there's it can be well ultimately the board has to decide uh again we having a strategic plan having direction I've made a lot of assumptions coming into this district that this district wants to build these projects that they've already planned for Nukem Elementary so I'm under the assumption that that that that's something the board wants wants to move forward with. Um, ultimately we've done the research to set that money aside, but you know, ultim ultimately you you you set the direction. All right. We um and this is one that the board will um vote on. Make a motion to accept the budget as presented. Second. Okay. Um board member Mononttoya How do you vote? Yes. Board member Aspus, how do you vote? Yes. Board member. So, how do you vote?
276Yes. Board member Wells, how do you vote? Yes. And I vote yes. Thank you. Thank you. And then the next item a general obligation election resolution consideration of and approval of a resolution proposing general obligation school board ballot question and other matters relating there there too by Mr. Sagna. Thank you. I said it. So basically, so basically we are already bringing to you the language uh for the board to approve uh its support to issue out a general obligation bond to the public for $20 million. Now ultimately the board doesn't decide if that bond gets passed. Uh the the public decides, but what we are is this is to engage the state to let them know that we would like to put this on the ballot. Um this uh I want to be clear uh
277and transparent with the board and the public. So ultimately the edtech note will help us maintain our mill rate and actually it will increase our mill uh mill levy to over 10%. Right now it's about 9.3. So from that standpoint the edtech note has increased the taxes um on on the public. Now, with that being said, what is being proposed tonight with the general obligation bond, uh this will not raise taxes going forward, um and these funds can be distributed over four years uh uh for a total of $20 million. Again, that cash that we have to set aside to show and come up with as we pursue other projects around the district uh for improvements or new buildings uh that need to be replaced. uh these funds will support that money that is required
278to be set aside to meet those requirements. Um with that being said, uh I'm just going to go ahead and read out the resolution proposal. Uh the resolution, it's the resolution proposing general obligation school bond ballot question and other matters relating there too. Um bear with me. It's one and a half pages, but I think that it's important that we understand what the board is actually voting on this evening. It states, "Whereas the board of education of the central consolidated school district number 22 board and district respectively in the county of San Juan in the state of New Mexico has determined that a regular local election will be held on the 4th day of November 2025 pursuant to the election code chapter 1 article 2 NMSA 1978. the public school code chapter 2020 uh 22
279NMSA 1978 and local election act chapter 1 article 22 NMSA 1978 whereas section 1-16-4B of the election code provides that wherever whenever a general obligation school bond question is to be submitted to the voters on a regular local election ballot not less than 70 days before the election at which the ballot question is to be submitted to the voters. The board shall file a resolution, and that's what we're doing tonight. The board shall file a resolution proposing the ballot question with the county clerk of each county containing any precinct in which votes may be cast or against the local board local school bond question. Whereas the board has determined upon its own initiative to submit to vote at the election the question of the issuance of its general obligation school bonds in the maximum amount
280of $20 million and for the proposed uh here and after specified as permitted by the election code, the local election act and the public school code. Whereas neither the general obligation school bond question to be submitted to vote at the election nor any general election school board question has been defeated by the voters of the district at a school school bond election held within a period of two years prior to the date of election. Now therefore be it resolved by the board of education of the central consolidated school district number 22 that is you all cons constituting the governing body of said district in the county of San Juan and the state of New Mexico. Section one the board hereby proposes that the election be held on the 4th day of November 2025. The following
281question shall be submitted to the qualified registered electors of the districts. If you can scroll down, this is the question that the voters will see and this is what we are proposing to the county. General obligation school bond question. Shall the board of education of the central consolidated school district number 22, county of San Juan, state of New Mexico, be authorized to issue general obligation bonds to of the district in one series or more in the aggregate principal amount not exceeding $20 million for the purpose of erecting, remodeling, making additions to, and furnishing school buildings, including teacher housing, purchasing or improving school grounds, purchasing computer software and hardware for students use in public schools, providing matching funds for capital outlay projects funded pursuant to the public school capital outlay act and any combination of these
282purposes said bonds to be payable from general ad valerum taxes and to be issued and sold at such time or times upon such terms and conditions as the board may determine. Finally, we're here at the end. Number two, the superintendent shall cause this resolution to be to immediately be submitted to the county clerk of each county containing any pre precinct in which votes may be cast for against the general obligation school bond question. But in no case shall this resolution be submitted later than August 26, 2025. To the extent required by law, the superintendent shall also make written arrangements with each county clerk for payment of costs of the ballot and other related election costs passed and adopted the 17th day of June 2025. So, uh, respectfully, uh, board members and board presidents, this is,
283uh, you are voting on this question to be issued to the public. You're not, uh, you're not voting for the $20 million. So, I stand for questions. We're looking for approval on this tonight so that we can move forward with submitting the documentation. Do we still technically utilize district number 22? Is that still a official designation? I'm assuming given this was provided by our municipal bond attorney, uh, Cuddy McCarthy. Yes, Cuddy McCarthy. Um, that that this language is is accurate. um it was provided by our attorney and that that is how we are to reference ourselves in in this language. Yeah. I I just wanted to make that clear because the question was posed. So I just wanted to clarify that that the in respect to the document and how it's being asked um that
284that language district 22 is still applicable and use uh for all intents and purposes to identify. Yes. Okay. So that being the case I make a motion to approve. Well, um, you what what law firm did you say? Um, Cuddy McCarthy is our municipal bond advisor or not on municipal bond advisor. Our municipal bond attorney. So, we have a specific attorney that advises on on municipal bond matters. They are the experts in this in this area. Their attorneys are experts in this in this area and working. They're they're so expert that they don't get the right name. No, the name is correct. I think Mr. Mononttoya was asking if it was correct and I am saying that it is. I I don't I don't remember using number 22 for for years now to identify the
285district with it's usually um just central consolidated. Okay. Um hold on. There's been a there's been a motion. Did we get a second? I Okay, there's a second discussion after the second. Do you want I guess okay and if it is fine and if it isn't fine. Okay. With the we will vote to accept with that with the clarification possibility. Oh, yeah. With the with the clarification and any modifications necessary to the title of the district. Okay. Great. All right. Um, board member Mononttoya, how do you vote? Yes. Board member Aspus, how do you vote? Yes. Board member So, how do you vote? Yes. Board member Wells, how do you vote? Yes. And I vote yes. Thank you. So, and if you could just provide the clarification or that clarification um not right now, but
286um you can Well, one of the concerns is that we actually have documentation that we have to sign and mailed back um that has all of this language to be signed by the board members, etc. Sharon has that documentation. I'll see if I can actually verify that this evening. If not, it might require you coming back into uh the office, the central office to sign that document if that's if you're okay with that. There's not a real there's not as a rush on this as as the other one in terms of the time and getting on agendas at the state. Just as long as we for public consumption, it's correct. Correct. That's really what we're looking at. Okay. Yeah, I can check into that. So, we can hold off on signing the documents and verify
287tomorrow uh with the municipal bond attorney and and uh and then if then you'll just have to come into the office. Okay. Okay. That's quick question. Yes. Are we going to be able to use some of this money before tariffs kick in? No. So, this money if approved by the the public in November will not be available until 2027. So that's a part of of of maintaining our mill levy rate with the edtech node is only going to carry us for one year. This voting for this in November of 2025, those funds will likely not become available until 2027. And and by voting if this is approved, that mill levy rate will keep it steady for at least out to the next four years. So again, I'm giving really long answers tonight, but okay, short
288short answer is uh no is no. No. Okay, are you all laughing? Because I really am giving long answers. This is really important, y'all. This is like all your money and the students money. But then again, the tariff questions a point by then. Anyway, if any conversation that deserves a long conversation, it is this one. Okay, I appreciate it. Thank you. Yes. Okay, we we will move on to uh section uh nine executive session a convening executive session discussion on limited personnel matters regarding the goals wards goals and expectation of the superintendent as permitted under NMS1978 section 10-15-1H2 of the New Mexico Open Meetings Act. Discussion on collective bargaining regarding collective bargaining agreement negotiation as permitted under NMA1978 section 10-15-1H5 of the new o new new Mexico open meetings act discussion on threaten threatening or
289pending litigation pertaining to the legal advice as permened under NM SA1978 section 10-15-1H7 of the New Mexico Open Meetings Act. Do I have so move? Do I have a second? I just had a question. We We had executive session last. Is there a need for it again? Yes. So, there's already been a motion. Do I have a second? Second. Okay. The vote. Board member Mononttoya, how do you vote? Yes. Board member Aspus, how do you vote? Yes. Board member. So, how do you vote? Yes. And board member Wells, how do you vote? Yes. And I vote yes. Thank you. Thank you audience for being here. If motion. Good. Okay. Um number 9B, reconvene in open session stated that the board has discussed an executive session only the subject identified in the agenda as the reason
290for which the meeting was closed. Discussion on limited personnel matters regarding the board board's goals and expectation of the superintendent as permitted under NMA1978 section 10-15-1H2 of the New Mexico Open Meetings Act. Discussion on the on collective bargaining regarding collective bargaining agreement negotiation as permitted under NN SA1978 section 10-15-1H5 of the New Mexico Open Meetings Act. discussion on threatened or pending pending litigation pertaining to legal advice as permitted under NMA1978 section 10-15-1H7 of the New Mexico Open Meetings Act. Do I have a motion? I so move. Second. Okay. Uh board member Mononttoya, how do you vote? Yes. Board member Aspus, how do you vote? Yes. Board member So, how do you vote? Yes. Board member Wells, how do you vote? Yes. And I vote yes. We have reconvened um item 10 requested action items and
291or reports for next future meetings. A possible items for next meeting. Possible items for future meetings. I have nothing at this time. Motion to adjourn. I'll um I'll get I'll get back. Okay. Anything else? We can email uh superintendent send um email superintendent with your items and then on to uh item 11 adjournment a adjourn regular school board meeting to second. Okay. I think it was board Mononttoya. Um roll call vote. Board member Mononttoya. How do you vote? Yes. Board member Aspus. Yes. Board member so yes. Board member Wells. Yes. And I vote yes. Did you say no? Yes. Yes. Spell it. Still 11:50. [Music]