001Mrs. So happy for your consideration presence and supplies to release salary line items under title one. The second one is a short transportation going on. So providing settle now some transportation and further violence better than any Mr. numbers considerations before lunch. So these are allocations that we got after our last meeting. So they weren't able to budget was yet. This is for uh uh home. We have had it in the past. We found out to have this one last year. And then the last one is the uh nextgen. It's a it's a CTE program as well. When does that program through different kind of system Um and material education excuses consideration to authorizing school employment and transformation application the general charter school to assist us with this. Um, but totally can slide that over our
002sliders show at least give a quick briefing on this and then we'll hear from M. >> Good evening everyone. Can you hear me? Okay. >> Yes. One second. I'm going to let you all >> thank I just wanted to check these three words here that really talk about um because of the required on the web found a great job at increasing rates for the last few years to be able but not a great job and they are required they are required to and what they're going to be doing as part of this um restructuring so I just wanted to give you all um aware of that. So I'll go ahead and let Miss Pen begin with what she wants to share with others. Miss P. >> Yes. Thank you, Superintendent. Um and thank you for
003this opportunity to come um and speak to you on behalf are of Deming Caesar Chavez uh Charter High School. Um, as part of our request for you to consider um, authorizing our school improvement and transformation application, I'd like to speak to you about our redesign plan. Um, so our current status is MRI designation. Our graduation rate was at 65.5%. Our redesign path that we have in mind will help us maintain our school, implement new systems, and uh preserve relationships. The vision uh that we have is to focus on career pathways, continue to serve as credit recovery, and prepare students for workforce readiness. our instructional uh model. We will continue to work with gradual release of responsibility and also um work with backward design um to where our data uh is producing uh more information more
004datadriven um is our focus change. Um we want to uh change from course completion to d uh datadriven focusing on grades, attendance and social emotional learning. Um we will increase our rigor by uh focusing on academic standards and um content. So, we plan on um focusing on common um CFAs um every four weeks, intrums every nine weeks um to drive our instruction. Um next year we plan on um and we've already hired uh two interventionists, one for reading and writing and one for math. Our accountability um that we are prepared to um you know take on is that we will um do weekly tracking of grades, our attendance and social emotional of our students so that we can uh better serve them. And uh you know we will continue to track uh graduation data and
005have data meetings every nine weeks uh with our core teachers. So our redesign plan uh school model includes bringing in double block classes, intervention time, internships, certifications and dual credit for our culture. We will continue to uh work with the fish philosophy and our implementation timeline. Um next year 2627 is our transition year. By 2729, we will be ready to implement full rollout uh with uh an evaluation in 2029. This redesign plan uh will allow us to meet some of our needs such as staffing flexibility, scheduling, and continue to uh maintain our partnerships. And our commitment will be to increase graduation rates and student success. At this time, I don't know if you have any questions um where you would like me to clarify a little bit more. >> I just want to say uh
006Miss Paxton uh you know I I know Mr. Joe's not unavailable, but I had a chance to you know kind of look through the application. things very well well thought out and a good shift to um you know again just about less than 10 10% more graduation I think you guys will get a designation at at a school like Cesar Chaveis you know 10 you know less than 10% is we're talking we're talking two three kids uh the work you all have done there you're just two three kids away I think from from hitting that thing so you know again um we appreciate that that that service you provide to the kids in our in our in our Well, thank you very much and thank you for the opportunity uh you know for us to
007continue to serve um our students and our families. >> Any questions or discussion about the board regarding the motion? >> I'll make that motion. >> I'll second that. >> Thank you, Mr. Yes, ma'am. >> Mrs. Johnson. >> Yes. >> Mrs. Perez. >> Yes. >> Mr. Rosco. Yes. >> Mrs. Primley. >> Yes. >> Mr. Crow. Yes. >> Thank you, Mr. Thank you, M. >> Thank you. >> On to our discussion items. Graduation profile. >> Okay. I want to uh just repeat. I just want to talk to you a little bit about uh our graduate profile uh because it will lead nicely uh or our graduate profile as is because it will lead nicely into uh what Miss WA will be uh talking about um shortly. You go to the next slide, Charles. That's okay. Good. Um,
008so just for your information, if you weren't aware, um, I think I I I had brought up graduate profile before and kind of recognized, hey, I'm not sure everybody is aware what the requirements of our graduate profile are. And so um a couple years ago or last the legis legislative session before last as part of the adoption of a new graduation requirements that same bill included elements about adopting a graduate profile. U and of course it state law has to identify um uh uh areas of competency in those six ones you see in the second bullet. Communicator um I'm sorry the cognitive personal interpersonal skills. We've organized our current one around the six competencies that you see uh there. Now um we Miss Nips had worked on this um as one of her projects uh
009in the aspiring superintendent um academy and worked um with the previous superintendent to kind of get it into a manner that could be communicated out. Now, it's very likely this um graduate profile was put together um in conjunction with the last strategic plan. So, I'm going to have Charles click on that current profile of a graduate so you can kind of see what it um what it looks like. Probably seen this uh this sheet before uh around, right? Those are the six um elements and these are um uh how what we want our kids to demonstrate under um each one. So um I do want to let you know as we move through our strategic plan here uh we want to kind of decide hey does our um graduate profile need any kind of revision
010better communication out to the better communication out to the community. I sent this off to the ped for a review to ensure it meets all the requirements. Um what I have identified in this is that yeah there's going to be a little working to be done on um uh and your little briefing I gave you mapping it directly to um our courses, right? Mapping it directly to our next debt plans. Um and and I think those things will kind of get us where we need to be. Uh but I do like u these big concepts that are on here about what we want out of our graduates. I think it's just making sure after we finalize it with a strategic plan but we put it together kind of as a package on what what we
011want out of our graduates. So um I just wanted to bring this kind of to the uh to the forefront that it had been worked on and Miss Nips did take a big lead um on that. So um any questions you might have right now about the profile on what you understand as of now get back on it later but any big broad questions. Um so again uh have that as a reference. You have the briefing as a reference. Um and again we may see these things continue to appear in our in our in our future plan as we kind of move forward over the next week or so. if we get that uh um finalized if we need more time with our strate plan that's no that's no problem um our I think the
012goal would be uh we have something to launch with our staff um as a guide post for our staff in our school July so um all right I think we'll move on to our next item when you're ready madam president strategic plan revision of the >> yeah I think we have miss wa online I know some of you met her in person. Uh, she going to join us next weekend person. She could be in New Mexico somewhere. We don't know. She's like, "Come in San Diego." That's a very reference. Or >> I am actually at home in Nashville right now, believe it or not. >> Okay. All right, Miss and they have they have a paper copy uh here if uh just in case uh they need it of what you of what you shared
013of the framework. So, go ahead, Miss Wagon. It's all yours. Well, good evening board members and superintendent Wolgamuth. Again, I'm Stephanie W with Everest and it's a pleasure to be with you guys tonight. Um, tonight I'm going share the next steps in the Deming public schools um strategic plan process. You all have a handout that is crafted to follow along with the slides that I am going to share. I'm just going to share a couple additional data points on the slide that help you to understand a little bit more about the document that you have in front of you. Um, you may remember that we some time together in March doing an impact and feasibility exercise working through the proposed working through proposed strategies and focus areas for the board and thinking about what was
014most actionable for Deming. That was a really important time that we spent together. I know it was so helpful for me in really digging in and understanding the board's priorities and perspectives and it was just one part of a much broader listening effort we conducted across the district this spring. So tonight I want to show you what we have heard across all of the groups, share the data that helped us make sense of it and walk you through the four priorities that came out of that process. So, when we're looking at this, before we get into exactly what we heard, I want to give you all a sense of the scope of the listening effort. Over the course of the spring, we gathered input from five different pathways. students, families, community members, sta and um
015and staff through panorama surveys, your board session in March, separate prioritized sessions with staff leaders. Um and then also surveys for especially for students and then community members which would included families specifically related to the strategic plan. In total, we had more than 2500 individual voices inform this work. And alongside all of that, we had state assessment data for um the accountability models and graduation um data as well. The reason I'm showing you this is simple. No single group drove these priorities. When you see the same themes come up independently across students, families, teachers, and board members, that convergence tells you something real. And that's exactly what happened here. So, this convergence looked like what you see here on the screen. Four themes surfaced consistently across every group we talked to. Reading and math achievement
016was named as a top pri priority by 60 to 66% of respondents depending upon the group. Student wellness, safety, and belonging had um 64.5 of community respondents named bullying prevention specifically which was the highest selection rate of any single item in the entire community survey. College and career readiness 73.6% 6% life skills which was also the highest single um the next highest item in the community survey an educator in instructional quality and supports specifically development came through strongly staff and community response. What's meaningful here, not just the numbers, it's that these themes weren't prompted. They emerged across different question formats, different groups, and different data collection tools. And that kind of consistency was a really strong signal. Oh, apologies. I went one slide too far. The survey data told us what people felt. Um, and
017the accountability data told us what's actually happening in classrooms according to the data from the New Mexico Public Education Department. And the two are telling some similar stories. On literacy, approximately 30% of students districtwide were proficient in ELA grades 3 through 8 as of 2024 2025. That means roughly seven out of 10 students were not yet reading at the proficiency expectations according to the state of New Mexico. On math, proficiency was below the state average of 27% at most grade level. We'll look more closely at the math picture in a moment because there's a specific pattern in the data that's worth understanding. On school climate, only 18% of secondary students agree that students follow the rules. Secondary school climate overall is at 34% favorable on the Panorama survey. That was one of the lowerers across
018all measured categories. I also want to name what's going well because it really matters. The graduation rate for the class of 2025 was 82.5% which was up 5.9 points and that puts STEMming among the fastest growing graduation rates in New Mexico. That is a real accomplishment and it reflects genuine effort. The work ahead is about making sure that the students who are graduating are proficient and that they're leaving with a clear next step. So what did all of that produce? Four priorities. Each one is grounded in what we heard from the community and confirmed by the data. Each strategy within them was selected because it has a direct impact on what students experience daily and because Deming has the capacity to implement it well. I'll walk through each one briefly. You have the full priority
019document. So tonight is less about reading every strategy and more about understanding the reasoning behind each priority. All right. And so I am going to go ahead and bring us into our first priority here which was um our literacy priority. And when we look at the literacy priority, it was important to note that literacy was one of the number one priorities by both community selection rate and by data. About 30% of students are proficient in ELA districtwide. And the community heard that and named it loudly. 60% of students and 66% of community respondents called it their top focus. The gaps are sharpest for multilingual learners and for students who arrive at secondary without foundational reading skills. So the good news districtwide ELA gains in 2425 were among the strongest in New Mexico. Growth is happening.
020These four strategies that you see pictured here on the slide and are also in your handout are designed to >> strategies. But did you need me to pause? >> No, you're back. You're back. Wait, you mute for a second. Stephanie, you're back now. >> I'm so sorry. I'm glad I'm back. >> Did you need me to go back a little bit about the strategy? >> Great, Stephanie. Thanks. Yeah, sure thing. So, I just wanted to go back to in um the good news part. Districtwide ELA gains in the 24-25 school year were among the strongest in New Mexico. So, we all know that growth is really happening and these four strategies are designed to extend that growth to every student in every school. So, the strategies focus on structured literacy in kindergarten through 12th grade
021in our ELA and reading classes, and this is including secondary where the New Mexico Public Education Department is now expanding that emphasis as well. A guaranteed curriculum with common pacing guides, so every classroom is teaching the same standards with the same depth. universal screening three times a year with an accelerated response and building principal capacity through walkthroughs and um collaborative calibration. Now I'll go ahead and move us into our math data. The math picture requires a little more explanation and I think this visual makes it clear. What you're seeing is that students come through grades four and five with some proficiency, low but present. By grade 8, most students are scoring at the novice level, which is the lowest achievement category with the New Mexico's accountability system. That decline is not a middle problem in
022isolation. It's a compound compounding problem. Starts in elementary and become very difficult to reverse by the time students are reaching secondary. Overall math proficiency is below the state average and the community flagged this alongside literacy. 66% named math as a top concern. The strategies address both the root cause and the pattern. A highquality K through2 math curriculum with common pacing ensures standards are actually taught and taught consistently. And this year, a new math curriculum is being adopted. Diagnostic assessment in grades four through six allow us to catch the decline before it compounds. Formative assessment embedded in teacher team planning cycles keeps instruction responsive to what students actually know. And the same principal walkthrough and calibration approach we're using in literacy would apply here as well. The wellness data and the community voice are pointing in
023the same direction here. And I want to be straightforward about what the numbers show. Secondary school climate is at a 34% favorable. Only 18% of secondary students agree that students follow rules. Sense of belonging is at 41% meaning fewer than half of middle and high school students feel they belong at school. At the same time, there are real positive signals. School safety improved seven points among families year-over-year and staff and leadership relationships improved six points. These numbers can and do move and that matters for how we approach this priority. The community was consistent. 64.5% named bullying prevention as a top need. Students can't engage with rigorous content in environments where they don't feel supported. And that's not separate from the academic priorities. It's a precondition for them. The four strategies here build a district-wide behavioral
024support framework with consistent expectations and explicit instruction and regulation skills. Proactive attendance systems triggered by early warning indicators, social and emotional learning integrated into existing content rather than added on top, and restorative practices to reduce the inclusionary discipline that removes students from learning time. And for our last priority, I want to start here by naming that graduation rate again because it sets the right frame for this priority. 82.5% up 5.9 points from the prior year. That's real momentum. The the college and career readiness priority is about what happens after the diploma. The community rated our current comm community um college and career readiness preparation at 2.89. 89 out of five and that was the lowest of any area in the survey. 73.6% named life skills as their top college and career readiness need. Students um
025students want relevance. 59% of students named career exploration as what they most wanted from Denning public schools. There's also a compelling data point worth noting. New Mexico CTE completers graduate at 94% versus 74% for nonCTTE completers. Workforce and trade pathways aren't just a college and career readiness strategy. They're also a graduation strategy. So the four strategies make this concrete. A personalized graduation and career plan for every secondary student by grade nine. financial literacy and life skills as a part of every student's graduation pathway expanded CP with real credentials and employer connections and structured transition supports such as FAFSA completion dual credit enrollment and pathway connections before every senior lesming public schools. So where do we go from here? Tonight's ask is that you all consider and understand these priorities and the strategies underneath them as
026the foundation for the 2026 through 2029 strategic plan. You've seen where they came from. You've seen the data behind them, and you've been a part of the process that shaped them. Next week, I'll be back, but just this time in person in the beautiful land of enchantment with the other half of this picture. recommended end of end of plan goals for each priority, suggested annual benchmarks, and the leading indicators we'll use to monitor progress together each quarter. Those are the early signals, the things we can track before the end of the year assessments come back that tell us whether we're on track. And so, at this time, I just want to say thank you for all um thank you all for the opportunity to share with you tonight. I am um truly excited for what's
027to come and um it's been just a pleasure to be a part of this process. And so at this time I'm going to turn it back to um Superintendent Wolgamuth and the board for any questions and discussions. >> I I'll just say very broadly here. Thank you Stephanie. Um you know we have these four you know these four big broad areas. Uh you'll touch base with uh with Mrs. Reinhardt on these as well. I guess from from you all as the board um these four broad areas to focus all of our work on, right? Everything that we do should fall into one of these big buckets. Um some of, you know, these things aren't necessarily a surprise. I think uh some of the stuff had to do with college readiness was maybe a little more
028elevated from all the groups than I I sort of uh I sort of expected. Um but I guess my question is do we have the four buckets right based on you know our experienced cross community uh Miss Reinhardt feels those are the right four buckets. Do we have our four buckets correct? >> I think so. I think you know that literacy we go back we've talked to that about that before but that literacy was huge you know and it even comes down the component of whether you finish school or not and I'm not to finish school but um you know understanding being able to read you nobody can take away so I think that's huge and I think that is a piece that can help solve some of the other pieces right kids can't read
029they can't test they can't understand a question you can't you know So it just goes hand in hand with a lot of stuff. So I think that other >> it's important too, you know, and those other book kids are just as just as important. >> I would say with student wellness and safety and belonging, I think that's something that everybody knows is is important, but I feel like they were able to pull it together. um it's kind of you know when it comes to behaviors and things like that a lot of people really don't um understand how it all works. So I feel like that's a really good thing to I mean it's something we've been hearing all along the event and what we need to know. >> Yeah. And we even had it at
030one time prior to we had uh round table studies uh with law enforcement agencies across the the area and we come discuss things how they can support help support the schools but also support the families. So that grandfather probably piece to able to kind of maybe get going yet. So uh to see how they can help contribute to to that overall some education on bullying things like that as well. >> That was interesting what you said Stephanie about the bullying that was the highest thing that so we either have a problem or I mean some of them you know we got to work on that for sure. >> Yeah >> and I and I think Mr. Cold to that point and and Stephanie help me with this if I get this. This is kind of
031how a superintendent leadership we look at this we know that with all of us in in this room and in this building across this district from the adventure office to the classrooms to all of our staff there's a lot on everybody's plate and some of those things come and they're put on the plate by different people that we that we don't have control over. this is this has to be the plate. And when we're trying to say what needs to be on the plate or off the plate, um we need a string plan to guide us. You know what? This needs to take it off the plate. And we could say there's a thousand things that need to be on the plate for literacy. We really have to have a conversation about in that part
032of the plate, what are the essential ingredients? because you know um Stephanie and Everest with some other the work that they're doing that she might have a chance to talk about next week on the return on investment and how are the some of the assignment things we're doing are we getting the bang for a buck are the resulting in the student outcomes we need we needed in reading and literacy um this really helps decide of all those things what can we this is going to sound what can we take away right to hone in we we have to focus and and and and take and take things away. Um, and refine them to a place where we're we're we're getting to the heart of things because as a as a leadership team and a superintendent,
033we we we could all come talk to you about a thousand different things all the time. Um, we want to make sure that we're bringing to you information on on the areas that are digestible and understandable um and important. And that's kind of the point of this. Stephanie, did I miss anything kind of my plate analogy? No, I um I really appreciate that. Um and I you know I always just say you can't be great at 40 things. >> You can be really great at four big things and go deep with them and make um make change. And um and I would just say to board member um Crowley's um comment, yes. Um I think that you know there's an awareness level around that and that was definitely considered when we were developing the strategy
034suggestions for the student wellness, safety and belonging piece and I think it was very interesting and I think we heard this maybe in person from the district leadership student group. Everybody is perceiving in our panorama survey that everybody needs to be respectful. Does that make sense? I I don't we we don't have a lot of kids walking around here saying you nobody needs to be respectful. They're all pursuing of each other. We need to be more respectful of each other. >> And I think that's a very that's a very positive thing that they recognize probably in each other and themselves. We need to be, you know, more respectful in our school. We need to follow rules better. So I I think that's um something that we can figure out how to how to how to
035work on how to how to activate that. It's a being respectful is a skill. Does that make sense? It's that kind of soft skill and sometimes have to explicitly teach that. And so I think that was kind of what revealed to me as well. >> What other questions might uh the board have or direction we want to uh have Stephanie and learning services sort of go in as we as we move forward through through next week for another another consideration? You know, I think that part of it maybe too is is the uneduc education piece on the holding. And I I say that from the from the perspective people's almost knee-jerk reaction sometimes. I did a situation happened in school and so they go on social media right away and the kid got bullied and
036it's not necessarily a a situation that it was in fact or met the criteria or was a definition of bully. But to them, that's what that's the word that they use. And then everybody kind of gets on the bad leg and says, "Well, my kid had this and my kid have this." And instead of trying to pick each other apart with that, maybe an education piece to do the opposite, right? So if the kid has a situation and they turn to social media, maybe as a community as a whole like, "Hey, let's come together and try to figure out how do we get past that? How do we try to make things instead of continually terrible. I I agree uh Mr. Rosco and and I do think right it's it's an issue that needs to
037be addressed. It's there's an education issue to it. There's there's a and and we have invested in this and something we're going to work with our principles as we launch in the next year. When it comes to bullying, there's information piece to it about uh what bullying is and isn't. Um and then there is a a a procedural and consistent way to attempt to respond to bullying and alleged bullying right systematically. We need to consider on right in educating and then how we how we respond to it. And sometimes when we respond to it procedurally, things won't come out as that really wasn't bullying. And and sometimes that that is not a good rub from the parent and the students uh families, the the parent and and the student who's experiencing something, right? We can't
038we can't disregard that they didn't experience uh uh you know, negative conflict, disrespect in school doesn't necessarily mean that it's that it's bullying. All those things have to be um addressed but I think addressed over time in in different in different ways. >> That's something where we could have not maybe soft on it but I mean in light you experience all of that we're not going to get along with everybody. So to learn earlier that not every yeah not every conference like we just don't agree right now. It's not necessarily >> and I think it goes in number three. I think Stephanie had a kind of a prayer on there about SEAL and education. There's an element of that right in regulation understanding this it's it's all part of that and >> so next week
039we'll have more like how we're going to accomplish language. >> She's going to have some she going to have some outcomes for us and then um a strategic plan may not necessarily list every exact thing we're going to do. It's going to provide us a framework for us as as a leaders as a leadership team here to decide how to go forward and and approach it. But what's what what what Stephanie really would what will help us with in learning services is coming up with some outcomes, right? You all need outcomes brought to you of here's how things are going up or down and what are the right outcomes to um uh to look at and so and and so we're going to work towards that uh a little bit next week. Other questions we
040might have for Miss W. >> I had a question. Um Bethany, as far as the strategic plan itself, is it going to be like this handbook looking thing at the end of it or what's what's the end result look like? >> That's a great question. The ant um the end result is kind of always a little bit of um a booklet. There are typical typically things that boards um and districts like to include in their their mission, their vision, their profile of a college um graduate. Um but I would say it would be much briefer than um some of the other versions that maybe you've experienced in the past. The focus area would be on these four priorities which are shifted into goals and um and outcomes and then the strategies and how we would
041be monitoring implementation of the strategies and the leading lagging indicators for those goals and that we're going to dig into a little bit next week to um as forum had shared. >> Okay. And then so that final product, is that something that we will have before the start of the school year? >> Yes. >> Okay. >> Any other questions or comments for >> Thank you, Miss Michael. We appreciate you. >> Thank you, Stephan. Looking forward to see you next week. >> See you all next week. Thank you so much for your time this evening. >> Right. On to item C, update resolution and policy maker for respondents regarding the children's community leadership academy through eight state charters. >> Uh Madame President, members of the board, um as you are aware, there was a notice of
042intent to apply earlier this year for a a K a proposed K8 charter school here in Deming. Uh a proposed to be a state authorized charter school, not authorized by the district. I mean, Cesar Chavez is authorized by the district. Um, this group is looking to have state authorization done. State authorization done is done through a 10 member state board called the public education um commission. And so I want to make sure we had a discussion today about um you know what impact a charter school could have. Make sure we verify uh for the community uh some information that we have and then of course um you know as part of this process the public education commission will be coming to Deming uh likely sometime later this summer for um a public input uh before
043they they vote and decide much like you their board and they vote and decide. So what I've uh presented to you here on the screen I think are some broad broad talking points um because at the end of the day we have to decide uh uh as as a board our communication we want to make out about this to our um policy makers in our community. So I think some big broad things are are to know that um this is not affiliated with public schools. Okay. It's not affiliated. We're not responsible for it and we're not authorizing it as a as as a board. Okay. It is um supposed to be uh you know housed in our community. Obviously um it if approved right um it will take students from our district into their charter.
044We know that that funding is associated with um with students and again um even if students are enroll in this charter school which they're looking um for a maximum approximately 400 at the end of 5 years uh doesn't lower our obligations to community provide services for our um our our our families and our kids. Um I will say uh you know 400 sounds you know it's significant uh amount that could impact the budget but um that might be a couple students in every classroom. I can't take you know I can't take out uh one tenth of a teacher right doesn't matter if there's 20 or 23 kids the whole teacher right matter if there's uh you know 40 or 45 kids on a bus we still have transport. So, so there's still right a cost
045of educating our kids that even though sounds like a lot, when you take that out across the district, it's parts and we still have a responsibility to um service uh provide services for the kids that are uh that are that are here. >> That that would be almost like a elementary. >> Yes, sir. It would be I think that in the application I know it goes right along with what Stephanie was saying or just talking about like kind of what you see some discussion that we're trying to have around the room here leadership team last week. Yeah, we're we're aware uh as as a school board I'm aware as a new superintendent here in town and his leadership team is is aware of the community of the concerns that are expressed in the application and
046we are trying to work through some strategic planning uh and some safety and discipline improvements in our school some cultural improvements in our school and uh at the end of the day right most importantly instructional supports for all of our kids so I think it's important to know that that we are aware and I think have been aware of some of these concern concerns that are coming out as a possible reason to establish the charter school. So I think what we need to have a little conversation about this evening is um what kind of do we want a formal resolution and communication to policy makers expressing our position expressing some of our concerns with uh what we what I what I've seen um in the application as possible um impacts um and I've listed here
047for you if we want to if we want to you know craft a resolution or craft some communication to to the the PEC. What is it? And it's the last bullet here. What is important that we focus on, right? Is is it uh focusing on the financial stability, the the the funding, the sped capacity, the readiness of facility, um whether or not the application itself meets the the criteria. Well, we we need a little guidance on on kind of where to focus some of our our our efforts on. I handed you out uh a document uh that maybe I didn't save myself a copy of Oh, is there an extra copy? Okay. Not good at papers tonight, Miss Johnson. Passing them up and down and >> and all around. >> Thank you. Um this one
048I handed you here that's uh that's for board meeting discussion at the Polish charter school. We got our facts on the left, our impact on the right. Again, those kind of align with some of those areas on our presentation here. And then um you know obviously um there was there's a little summary of some of the budget stuff from um the application as well. So I I'm I'd like to hear from the board um you know how how you'd like us to proceed as as leadership um and come back next week, you know, with a resolution um from the board and asking us to act. What would you like us to do? What are some areas you'd like us to focus on in our communications to the PEC and the rest of the community? Well,
049for sure they're going to not go to school. You know what I'm saying? It's, you know, really sad is if they do get approved and they take three 400 kids away from us, we still have to keep going because we are a public school. We have to continue going and moving forward. So, in a year if they fail, we still need to get the kids back or you know, it's just an injustice. I feel um you know kids will be going back and forth or whatever you know um so I definitely think we need pounce on it and basically state our claims that we you know saying we're we're here we're trying our very best to do the best we can for our kids and just because we get a new shot of doesn't mean
050plus what it might do to our district in in the short term because in the long term I I I don't think it's going to succeed. That's the way I see it. Um it's very difficult to run a school you know that how hard it is to run a school every day day in and all these people here know the way it takes. So they want to take a few kids and then try to develop them and do what they what we we're basically doing and people have. So I feel that it's going to affect the screen or stand up for citizen thoughts from the board. >> What is the SVG for why one? >> Uh so what I have here for you I what Mr. talk prepared for me is is can remember um
051students right you're right we have a a unit value and then each kid is one unit but then based the other factors um you know additional things are added so Mr. figured out um with all the factors included the unit value Joe was about 7 76 something this year was sorry quiz a good a good superintendent quiz so the unit value of one is 7,000 what you say Joe >> okay but when you the average um uh 15 about $15,000 right? Per kid, right? Because of the different factors they have. So, so we looked at kind of seven like seven and eight seventh through 8th grade the average um the average uh with all the units included for an individual is about 14,000 k 14,000 per student. When you get into the elementary, it kind
052of closer to $15,000 per 15,000 plus per student. So on average, each student we lose could be $15,000 um of SCG money. In total, that equals about $6 million around 400 kids. Um in the budget proposal that was included in the application um they're estimating about the same amount, right? So, uh, what Joe has provided as a possible impact and what the, um, what the the the founders have proposed as possible impact is about again close $5.8 million is is what's listed here out of SE out of SEG. >> So, when you talk about that number and earlier you talked about how you can't you take parts here and parts there, but if you don't have enough money to pay for the whole tart, it's got to come from somewhere, right? So I mean what
053what would the reality be for GPS in two three years if they have >> I think the reality would be because uh you know I'll take a teacher for example I mean there are certain there are certain class requirements for teachers right we have to we have to you know we have to say that so we can't say oh well you know we lost a whole teacher left so we're going to put these two you know six great class together it's not going to work it's going to you know it's not going to meet the requirements and so where Do do do do do do do do do do do do do do do do do do do do do do do do do do do do do do do when when you're short on
054money where do you start looking first at you know your non-core non-essential services right things that that operational we have you know you never athletics activities fine arts you know things that things that you know draw a lot of kids and give that positive school life uh hey we have additional support to support our administrators we have additional support to support our teacher with EAS uh and support the classroom those are the things that start coming off first and um you know it it it can impact your overall experience um uh in in our in our district kind of you know kind of look for you know we subsidize um you have to we subsidize nutrition we subsidize transportation out of operational do we have to I don't know how you trim back on that
055you got to have a you got to have a bus you have to start doing double bus runs so all you know kids are getting there at different times I mean there's all those things that you would start looking at that's kind of where you start. Um, uh, you could get into situations where, like elementary school, now I've got four, I got, you know, two first grade teachers, two second grade teachers. Um, for some reason I have to lose one, but I can divide up the kids and meet the class requirement between three, but now I have a mult, you know, two multi, you know, three multi-grade level classroom, right? Or two multle classrooms. And that's not we're trying to deliver. We're trying to deliver quality tier one instruction here. um uh and that's not
056going to that doesn't help in in including that. So, you know, that's that's uh Mr. C those we have to we have to look at. Uh >> well, I have a question. When it comes to home school, do we have any idea how many kids are already in home school? >> So, I did I did look that up. Uh, Miss Price, currently at the end of 2425 and all homeschool students are supposed to register with the New Mexico Public Education Department home school division. We have 111 students at the end of last year with the PE report um that are enrolled. >> Is that K through 12? >> That is K through 12. Yes, ma'am. So I don't have the information on how many of those would be K through eight, but if you did,
057I mean typically majority of the homeschool kids are your younger kids, but even if you did proportionally, you know, 50 or 60 of those, I would say at minimum are are are PKA homeschool kids. Hawaii has >> but I also think >> I wanted to get an idea >> and I think a little important little bit >> a little important a little bit important thing here is I think there may be an idea that oh well it's going to draw all the homeschool kids back in there it's not going to draw any BPS kids that's there they're there I will tell you this I I think sometimes oh my gosh 111 kids homeschooled that must is that out of the norm for New Mexico I will tell you it's not I did a little a
058little looking Um, of the 68 districts at home that have home, 2.2% of our kids are are homeschooled. Out of the 68 districts that had reportable data, we were like 57. There are school districts throughout the state that have a much higher proportion of of of homeschool students. We have actually to a relatively low proportion. Um, you know, I would say some of those families that are homeschooled are still going to choose to homeschool, right? That's what I was. >> So, so you know, you've got maybe, oh well, we're going to 30 homeschool kids maybe doing the charter. Well, there's still 370 that could potentially that could potentially come out of of of BPS. So, this idea that it's going to hit all of >> probably not. I think that just, you know, us being
059a smaller town and um we're one of the larger largest employers people in this town. I think that if the situation will go to where we have to lay people off and it be unfortunate people that don't have the ability to to leave or try to go find a job somewhere else and so I hate to see work really hard to try and sustain the we have employees we have and I hate to see employees not because that's what you're doing with the fun to be able to to pay I think that would be one of the biggest access >> I would say that would definitely be an issue financial >> and the enrollment has already gone down at the age there there's only so much to squeeze. There's only so many kids we're going
060to get. So we're trying to fight for what we're going and that's what we got to continue doing. I I I will share this as a as a broad thought as I as I was considering the application and I think the MSR ch is a good example. Right. Right. Charter schools the intention is to provide a niche thing a niche service that that is unique a unique need in the community. Um, as I review some of this material, I'm not quite sure what the how what the uniqueness is yet. But to dig a little more to that. Um, but that's what the charter school division looks for in charter schools is what is unique about this? What can be done in this setting of a charter school that can't be done in a regular school
061setting? And I'm not sure >> and they would have to follow the same kids with their situations. Absolutely. >> Everything that they had in their applications that was a negative hit at BPS, >> they're going to have in school. They cannot filter to address. >> It is a public school, right? >> I I think that's important would like to highlight. No, you cannot say I'm going to privacy or you'reing >> part of the I like that you said that because what stood out to me was the lack of transportation which does filter is >> right. So you're already shutting the door on kids who need fussing to get to school. And so that I mean that stood out to me and I think I had to write things down that way process but I read
062all of it too. Um a lot of it seemed repetitive. A lot of it seemed AI generated. A lot of it seemed very fluffy wordy type of things um without substantively saying what makes it unique, what makes it materially different from what DPS already provides. And I too couldn't I couldn't find something unique and I also felt like office is so different. Um, which is why I also think it's important separately from any resolution that the board might decide on next week. I think it's important that the public, the community, and even maybe our own staff knows. This is not something that DPS is a part of. it is wholly and entirely separate because I think if you don't work within a school or you're not serving on the board like this and you're not
063really really fully understanding how this works because I have no idea how this works until now um you just see a school and you assume school is public school so they must all be connected right so like Caesar Chavez though is affiliated with us we share resources we support >> the authorizing we authorize we We authorize and oversee that school. >> Yes. >> Because we believe it is an important element to serve our community. >> And this is a totally different thing. This is not affiliated with us whatsoever. And so I think for the community and for our own district to be clear on that um we're not providing resources to this charter or oversight of any kind. And just to add this point, I know the people starting it are doing it wholeheartedly, but
064they are not doing wholeheartedly for the kids because they cannot provide what we provide for them. They cannot. We have a teams of people that help kids. They don't have that. They're going to have maybe two, three people. And if they have a lot of sped kids, they got to deal with that. They're they're not providing the right education for the kids. >> And I I think what I'll say, Mr. Croll, and it kind of struck me uh as Mr. Cman was talking, you know, um you know, Luna County, my short time experience here experience here, you know, prides itself in making local decisions on what's best for Luna County, right? Uh we're not looking for anybody else to come here and and rescue us and kind of tell us what we need to be
065doing, right? this this board this school board many years ago authorized MSSR Chavez as hey this is we believe this is important for our community will be the authorizer we'll take the responsibility of supervising monitoring >> supporting and supporting it uh the PC is not based in Luna County it's a statewide board with I believe one member that represents our region and um you know I I I what I've seen in this community having somebody else coming in and deciding what's best for Luna County and not the elected representatives of Luna County when it comes to education. I sometimes, you know, think about, you know, think about that, right? Right. This is the board that was elected to decide what's best for this community education and demonstrated that MSSR Chavez was an important charter to
066have as a public school. We have a we have a state agency as the nine people that aren't from from our area making a decision on this committee on on this PC on whether or not this is what Luna County wants. >> And I think that's why I think that's why our board has a responsibility to talk about it has a responsibility to let the PEC know what our position is collectively as a board because it does affect our district. So, I think that it would be strange for us to not say anything because that can be interpreted so many different ways that I I think that would be weird. I think it would be weird that a new charter school is trying to put into our very style community um potentially taking away a
067few million dollars from the district which are public funds. So, you're just looking at let's split up public funds which doesn't seem very ambitious to me. Um, but I think I mean my I I think that we should oppose it, but for objective reasons. I don't think that this new charter school based on the materials, at least that I read, is uniquely different than what it already provides. Um, the one thing I could see in here, it talks about a smaller education, a smaller environment, and smaller doesn't necessarily mean better. Um, smaller means smaller. So it mean smaller in a lot of people >> the educator highly qualified educator in the classroom. >> Yes. But because it's smaller >> if people still have to do the same jobs with the same um with less support
068and less funding. >> And I think to uh Miss Johnson's pointy's point about you know this board kind of deciding it was also a misnomer. I think hit on it right that that charter schools are private schools, right? That word charter means that different things across the country and New Mexico it is intended to be a a public school. I think often times when they spring up in our communities around New Mexico um there's a a misunderstanding from from families and parents that it's a but it's a that's public school, right? And and you know, I think any charter school across our state uh has a responsibility to make sure that the that the public is invited, the public is aware that it's that it's a that the school is a representation and a a
069cross-section representation of the of the students in our in our community, right? and that everybody is is aware that that you know like just like say it's there to benefit all the kids in our district cross >> and many of them have started up but how many have been successful have sat housing longevity >> I was uh I was a uh a principal of a high school where a charter was started I a medical academy charter started for middle school and high school and didn't didn't last very long, right? And there was another one that was there in the I worked in for a while. Um, and those shriveled away. I'll tell you why they shriveled away. They shriveled away as the school as the school district continued over time to provide better services more
070responsive. Uh, that's how the community continued to say, you know what, um, uh, I see some improvements in our in our public school system. Um, right. These other we thought this is what other schools could do. We went over there and that wasn't the that wasn't the case. >> A lot of the application material stands on negativity direct towards our district. It stands on lower proficiency rate, stands on assertions that there's safety concerns, but I think that over this last year, we've made great strides in addressing those concerns. >> Right. And it's a and it's a journey. It's a it's a it's a going forward on that. >> It's always going to be a thing. Uh that's a continuous improvement process. It's never it's never going to be perfect. >> But it's always going to
071be growing. It should always be growing and moving in the right direction. >> Okay. Some means better to to convince people that we need to keep it. We have the grass is not always greener on the other side. So, Madam President, members of the board, what we'll do as a as a leadership team here, we'll kind of go back. We we'll kind of look at a a resolution that you all can consider um uh next week. Um and then that resolution if if approved um can then, you know, kind of express some some broad thoughts and then really sort of to an extent authorize myself and members of the board to then, you know, move forward with with this as the board's choice. Does that make sense? We kind of need a a resolution that's
072the board and the and the school district voice and then we can move forward um uh from there with we move forward up there with uh with the policy makers, the decision makers, with members of the community or whatever we need to do to go toward I'll take the information from there and we'll we'll something. >> You're welcome. announcements to nine board announcements and requests for items. Any requests for items on our next agenda? The board will be having the next regular meeting of the EMT shop administration on June 18, 2026. The meeting will begin at 5:30. Do I have a motion to >> adjourn? Mr. Yes, ma'am. Mrs. Johnson, >> yes. >> Mrs. Py, >> yes. >> Mr. Rosco, >> yes. >> Mrs. Kremling, and Mr. Yes. Thank you.