001Call this meeting to order. It is Thursday, April 16th, 2026. 6:00, 5:30 p.m. We are at Columbus Elementary. Before we get started officially officially, I'd like to thank Principal Reyes. Thank you for hosting us, thank your staff, and having all of us here, and having a delicious meal, wonderful show. We didn't get to have the show last year, so it was really neat to have it this year. So, thank you so much for putting that together for us. Mr. Kroll, if I could get a roll call of members, please. Yes, ma'am. Mrs. Johnson? Present. Mrs. Paez? Present. Mrs. Crumley? Present. Mr. Orozco? Present. Mr. Kroll, present. To pledge allegiance. Pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty
002and justice for all. I pledge >> allegiance to the flag of the state of New Mexico, the Zia symbol of perfect friendship among united cultures. Okay, on to approval of agenda. I believe we have a couple of changes to the agenda as requested earlier in the week by myself. We are moving items 8 F, H, and I to the action items portion of the agenda to be recorded as item 10 G, H, and I for purposes of the minutes. Are there any other changes to the agenda? Madam President, there is is not. Do I have a motion to approve? I make that motion. I'll second that. Mr. Kroll? Yes, ma'am. Mrs. Johnson? Yes. Mrs. Paez? Yes. Mr. Orozco? Yes. Mrs. Crumley? Yes. Mr. Kroll, yes. On to reports. Quarter two report for Deming Cesar Chavez
003Charter High School. Well, this item we're going to have Mr. Masters come share updated financial reports or information. Yes, no? Is that Okay. Over there right here right over there, Mr. Masters, is where we put that, so we'll be nice and close to the podium just so we could we could see. And Mr. Pedrone, sorry. I a little blindness there, Pedrone. My apologies. Thank you both Thank you both for being here. Thank you for inviting us. Yes, very much. So, this is will be the um first semester report for Deming Cesar Chavez. Thank you again for having us over here today. Um our Charlesburg is there. I'm fully Is that for the the Deming bus? Um At our 40th day, we had 153 students. 20 of those were A B and seven C level. So,
004we're on distance learning. On our 80th day, we jumped up to 166. Increased our A B to 22, seven C level, and one D level. The attendance rates for July, which is only one week, we did have 74%. August, 86%, September, 89%, and then November, December, it's been up to 91%. We had several changes this uh uh first semester. We had five new staff members and one new friend. Um I'll let you read those there. Uh For our last year's graduation, we had 49 total graduates. 34 were our normal regular day students, and then 15 were from our adult learning academy. Um The the ones that were outside their four-year program. Um We have professional development. Uh And just to let you know, you can remember our governing council piece, they've met all of their
005annual training uh hours uh required. Uh they were able to attend the PSNM annual conference in Bloomfield, so that's where they got all their hours. We had one change to our membership for the governing council. That is Anna Maria Sandoval, who we informed you all about first. And she replaced a vacancy left by uh Miss Peña. We We had a few major purchases. Uh Things that were over $10,000 that we need to report to Deming Public Schools. We had the Edgenuity online software report for $15,840. We had the School Dude software for $38,000. Uh we also did the uh the south face fence. Uh it is now wrought iron, and it has wrought iron gates, locks, everything. So, if you haven't been able to drive by it, it changed a lot taking that old chain
006link down, putting up the nice wrought iron, it looks really really nice. And then our NM SIR risk charge for all of the uh special coverage risk coverage insurance was $63,000 this year. Um for parent and community activities, we have the food bank preparation. It's every fourth Monday of the month. We partner with Deming Public Schools on that as well. Um and we've also been doing uh the sunshine uh uh food delivery. And that's the first Thursday of every month. Uh we also have His Kids daycare and Help New Mexico pre-K. And we stand for any questions you may have. Any questions by the board? Thank you guys. On to superintendent reports and updates. Mr. Olivas. Madam President, as always, it's great to be a Wildcat, and you know, great to be out in here
007in Columbus today. Going to go ahead and do my superintendent activity portion first because I want to invite Mr. Reyes and Mr. Aguirre up to come tell us a little bit about some of our student council members that we have here. So, Mr. Reyes and Mr. Aguirre, come tell us what what we got here. I should let Mr. Aguirre speak. Um student council this year, uh when I first came into my position, I mean, student council was not something that I remembered that I needed to do. Um Miss Lucy Trejo from Deming High School called me saying, "Mr. Reyes, we need the student council from Columbus to come and participate at the at our fifth annual um student council gathering at the high school." So, that's where Mr. Aguirre jumped in and said, "You know
008what? I'm going to do it." So, I couldn't think of anyone better to to get this done. I'm very proud of him for stepping in and then sponsoring this activity. And just everything that he has done with the students, you know, they they have accomplished so so so much. I am very proud of them, and here they are. Mr. Aguirre, come on. Mr. Aguirre, come on. Well, uh Mr. Aguirre, you don't know So, my kids uh I missed them like the half because they didn't come uh couldn't come um But, um we are so proud of what we did in the last uh six weeks when we started doing the Stu Co and how they committed to uh participate in uh uh uh go to the high school, and we had a good participation. Um
009Allison, she will uh give you a welcome message that's all in Spanish, and Jaylynn uh will do the same uh in English. Este la más cordial bienvenida a nuestra institución. Queremos asegurarles que su trabajo es altamente apreciado por todo cuanto hacen posible que nuestra educación continúe. En nuestra escuela, recientemente hemos participado en la quinta conferencia anual de los consejos estudiantiles en la high school. Junto con otras escuelas, y hemos tenido un buen desempeño. Habíamos ganado el primer lugar con el bastón del espíritu. Spirit stick. The friendliness muestra compromiso y dedicación. We are members of the Deming Public Schools of Deming Educational We the members of Deming Public Schools Student Council extend our warmest welcome to our institution. We wish to assure you that your work is highly appreciated for everything you make possible to ensure
010that our education continues at our school. We recently participated in the Deming High School Student Council conference alongside other schools and performed exceptionally well. Winning first place for the best spirit stick, an achievement that reflected our commitment and dedication. Thank you for your support to these events. We hope you enjoy the pleasant meal and that your meeting will yield many positive results for the benefit of all the children and youth of our schools of Deming. Thank you. We did We did a good job, you all. Let's take a picture. That's the picture. This is a better direction for a picture. Well That's all right, that's my bad. Big smiles. All right, thank you guys so much. You're you're welcome very much. Thank you guys, thank you. Everybody get one? Yeah. There you go. Thank you.
011Hey. Okay. Uh let me move through the rest of my reports. Just update on our transportation and turf regulations. I know we talked about this as a regulation in one of our our workshops. Um we have decided as a district we're going to implement option A and option A is basically the same process that we have been using in granting our exceptions annually. All right, this is the draft that we shared with you of that. So, we're going to continue with business as usual relative to those those turfs for across cross school cross boundary zone uh transportation. Um you know, we're going to look at that form to make sure the different qualifying conditions we have in there are appropriate. We may trim those down, but in essence we're going to do that again for
012this next school year and then at this time next year we'll revisit for 2027 school year 2027-2028 to see if the regulation needs to be altered. Uh in addition to that for our K-12 transportation here throughout Deming Public Schools in Deming and down here south all that K-12 transportation is going to remain the same. We are of course looking at our pre-K transportation since that's a separate grant, but our K-12 transportation will remain the same. In addition, if you go back to the slideshow, Charles. Um for you know, we we have posted at Smith Elementary School after school supervision for the the children of our employees. We're going to continue to offer that, however, it's going to be a separate form is not to get confused with the student turf. We're going to continue to
013offer that, except it will be at Bataan Elementary. It's a little more centralized when our buses transfer kids. So, and we've got a bigger and better space to have there. In addition, we're going to have some after school programs at Bataan, so our kids can engage in that. Any clarifying questions or more information board members on our turf and transportation. Questions, comments? Thank you, ma'am. Second, we always try to bring you a little bit update update on enrollment. Again, we've you know, passed our two official count days. So, our goal for the rest of the school year is to you know, retain strong attendance strong strong enrollment, so we have strong enrollment at the start of next year. The schools are starting their returning or the existing student registration online. We encourage all parents to
014make sure they contact their school to engage in that and hopefully around the start of May we'll start our new student registration at students that are new to our district, but since last month we've just seen a little uptick of about six students. So, that's a positive. Any any clarifying questions on enrollment? Next one, Mr. Turner. Um when we glance at this, it might look a little different. These are the vacancies that we currently have on our on our on our website. We pulled some down for budgeting. We're fixing to repost new ones for next year as we go to our our our our job fairs, but we pulled there, Charles. So, it's going to be you know, again as we're saying we're we're transitioning there. So, again, we're kind of you know, our same
015amount that we've had, but uh We're posting 40 today. Okay, we're posting 40 vacancies today. That's great because I know that you and your Miss Miss Miss Nips's team will be attending the UTEP job fair this week tomorrow and then NMSU job fair next Tuesday. I'm probably going to swing by the NMSU job fair just to get an idea of you know, the types of candidates that are that are coming across out of our universities. Is that something you've done before or is that new? Miss Nips, I believe we've done I believe we've done this before and I I I would say this, what I I know I know from my perspective is that Miss Nips's team is always out at some some kind of fair pretty regularly. So, so any fair you go to
016around here, there's going to be there's going to be a great Deming Public Schools representation there. Any questions about staffing? Okay. And of course we Why why are we posting 40? What's going on with 40? We just got through with our budgeting and staffing meetings with all of our departments and schools trying to figure out exactly what we need to post for next year. We want to post now so we can have access to any potential employees first. That's not all teachers, sorry. And that's not all teachers, yes, not all teachers. Um as it says up here, here we go with this picture again. Uh again, the budget meetings at National School Board Conference. So, with the superintendent did that last night here in Columbus at my regular my bi-monthly thing at event at La
017Fonda and then I was at connect with Superintendent Bell and I got to spend some time with the board at the National School Board Association conference. And so, it's been a it's been a very busy busy month, but it's really great to you know, bring such joy to me when I can come out to schools and see kids and that's why it's been super super I've been super excited to be out here in Columbus these last three days because I get to see a lot lot lot lot of students, a lot of families. Okay. That's all I have for my reports and updates, Madam President. Okay. Before we move on to public comment, just want to say thank you for arranging us to go to the National School Board Conference. I probably said that wrong,
018Mr. Word, but um I really enjoyed it. I don't know about the rest of you all, but I felt like it was it was a really good experience and some we were able to bring back things that maybe we can potentially use here in our district. So, getting those broader outcomes from all over the United States um was really informative. So, And And one more thing before we move I made my note here, didn't read it. Also, you know, as you know, our power lifting team did very well in Albuquerque. Repeat state champion Jesus Olvera. I didn't share with you, but last month our SkillsUSA, that's our some of our CTE kids, group of them the SkillsUSA was the gold gold chapter of distinction, only four in New Mexico. What we're going to work to
019do um in in May and then as we think about next our our meeting cycle next spring, we'll want to make sure that we you know, bring as many of those students in May to be recognized by the board as as we can possibly bring. So, make sure I wanted to share that. Okay, my apologies now. Sounds good. On to public comment. Is there any one signed up for public comment? >> there are no public comments. On to consent agenda? I make a motion to approve them. I'll second. I'll second that. Mr. Cole? Yes, ma'am. Mrs. Johnson? Yes. Mrs. Paez? Yes. Mr. Orozco? >> Yes. Mrs. Crumley? Yes. Mr. Cole, yes. Thank you. On to discussion items. Clear bag backpacks, state and national practices. Superintendent Womack. Uh Madam President, members of the board, um, you
020know, here in Deming we're always looking for ways to, um, you know, have a safe a safe supportive and collaborative school environment and there's many ways that we can promote safety and this, uh, you know, the board has been great in supporting a lot of investments to do that and, um, you know, those will start coming to fruition as we move throughout, um, this next school year. Um, I do know in the past there was a discussion about, um, clear backpacks and bags um, here in uh, in Deming Public Schools. Um, I know I did view a little bit of that come up that was in my last year or two, but I wanted to bring that back as a dis- as a discussion here in the context of this or anything else that may
021be related to, uh, safety. Um, so in some research that we did most of the clear backpack and bag policies that are are existing in New Mexico are tied to athletic, uh, events. So when you go and you search online that is the primary implementation of of clear bag and clear backpack policies. Um, uh, for those after school activities and athletic events. I found two schools in New Mexico that, um, had uh, implemented a clear backpack uh, regulations during the regular day. That was, uh, Raton and and Cimarron. They're both, um, up north, uh, relatively small school districts. However, I kept finding information that they had it and then I went to go look in their student handbooks and their regulations and and policies about, hey, describe what that looked like at those schools and
022that simply like that uh, you know, did not, um, exist. Uh, the most recent implementation uh, or adoption of, um, clear bag and backpack rule was Albuquerque Public Schools, um, just implemented a backpack rule this school year for five of their, um, five of their five of their middle schools in a particular region of town. Um, and then Del Norte High School will begin to implement that's in Albuquerque as well. Will begin to implement clear backpacks, um, uh, next school year. Again, when I was looking to find, hey, what is this the actual procedure related to this? I was unable to find any. However, um, and again, this is probably a little out of sequence. Most of the clear bag policies for athletics and activities are based on UNM and and NMSU's policies which I
023think we're all probably familiar with as we've gone to a game. But, uh, for us here, um, I was able to find some good information, um, you know, on a on kind of a national level on what some some procedures, uh, are. Um, so it really it in summary, um, uh, the common rules uh, for all clear backpacks are you they got to be transparent on all side. They you can have a non-clear pouch. Uh, they usually define the size there, uh, for you know, phones while other other hygiene and personal items and of course, um, there was typically commonly exceptions for, um, your instrument cases or your athletic bags or, um, you know, any kind of bag you might have to have for a uh, a medical need. Um, and that was really a
024lot for, uh, from Dallas. These ones here again, um, some more design restrictions. This talks about the same type of thing. However, you can have some mesh. Uh, this was really saying uh, you can't have a padded back. Some of these bags have, you know, padded backs you can you can't see through. So this was just kind of another, um, a variation of that. I think Charles on one of these schools I think this grows. So before we show some examples, here are some go up to top of it. Here are again the common elements across all the policies that I was able to find online, right? They defined what clear was. Uh, uh, they allow a lot of pouch of some kind. Again, those exceptions I just talked about. Um, enforcement subject to search
025during time. If you're not compliant, always a progressive discipline. Um, and then, you know, the idea of it is something that a district is going to do, there's equity considerations because people haven't really purchased clear bags and so, um, you know, some districts, uh, uh, purchased them them- themselves. Now, Charles, I want you to go back up and click on the one that says the Dallas ISD. You'll see it kind of in the first one. There you go. This should take us to, um, the Dallas ISD page. And then we'll talk about, um, talk about cost. So this is from, you know, this is from Dallas ISD. Again, um, if you scroll down, it you know, kind of has an FAQ there on, you know, all those different questions, um, that folks might have. Okay?
026So, um, uh, there was also the same thing for, um, if you go back up, Charles, on the one that says Killeen. I think it was Killeen. Killeen, Texas. Yep. This was more of an infographic. It's going to be the it was not. Maybe I linked the wrong one. Yeah, yeah, this had the kind of the the infographic of what was permitted and not. Then go back one more and do the Corpus Christi one, please. Yeah, go to the probably on the top. That's right next to that. Right there. Again, another this is again a graphic, um, from, uh, Corpus Christi ISD. Same type of FAQs. Lot of commonalities. These are all in Texas. These schools are all in Texas. Um, let's go back and have a little, uh, mention of cost here and I
027know we have some examples. So, you know, cost can range widely depending how much you buy in bulk or what kind of bag that you, um, buy. Um, that first cost that's our current enrollment, uh, uh, a little over 4,800. Um, Albuquerque's bags they recently bought for the middle schools. It's kind of hard to tell what kind of quality those were or size online, um, because of the quantity they bought, uh, they got them at about $15 a piece. If we were to move forward with something like this eventually and, right, $15 a piece would cost us that much. And then of course Mr. Turner has a couple of examples. I think in the previous the previous presentation, uh, and I don't know how inflation works since these, uh, these were brought to you all,
028but, uh, this one uh, at the time was a a $30 uh, per person bag and this was a uh, $35 per bag. Again, these are your, um, we'll call them the Amazon retail prices. Um, and not necessarily a uh, a bulk, but you can see these are these are clear all the way through. They don't have really have uh, this is a little bit of mesh. This has no mesh at all except on the sides and clear on the back. No um, no padding. Um, if, you know, obviously the the more ex- bag, the, um, I'm sorry, the higher quality bag, the more expensive it's going to be. So just an estimate if we were to consider, um, if we went through with this policy and considered a $30 bag, we'd be at about
029$144,000. Okay? So that is the information I was able to find on clear backpacks. Um, again, um, I know this was a a discussion of the board before. Um, and I don't know all members were part of the board at that time. Um, I'll be happy to, um, answer any questions or or take any feedback, um, on this or, um, you know, feedback on direction, um, or additional steps that uh, you'd like me to consider taking. I have a question. Sorry, you can go ahead. I I did have a comment cuz I did some research myself. That that. I believe there was a time, wasn't there, Ms. President, that we did have clear backpacks here in the Deming district? Not that I remember. >> Not that you remember. Um, the one thing I do know
030is that they're not very sturdy. They're very difficult, very flimsy. It is even if you buy a good quality one. Um, another consideration is there's not a lot of places to buy them, especially here in Columbus. Um, I think it would be difficult for families to be able to to purchase one because kids are losing their backpacks all the time. It would be the replacement, replacement, replacement. Um, so those are the concerns that I Okay. So I'm curious. Are there statistics that this has improved the like how many unauthorized items may get in the schools? Is there data to back a reason to have them? Um, Member Johnson, um, I would share that when you you know, when you do go search online, right? It's sort of a mixed sort of a mixed element and
031what you'll always find online about about school safety that it's a a series of layered mitigation techniques. I mean, you've seen this clear backpack. Uh, somebody some inside for hygiene >> Right, you know, Right. So Correct. So, you know, it is you know, it is mixed. Some some school districts, you know, um, uh, say it's been helpful. Very likely that's part of an a whole layered system of things. Uh, a clear backpack alone, uh, you know, is really not going to if that's the only thing you did for safety, that's not going to get you, um, you know, terribly far down this the the safety road. Um, like I said, I know we we are working to to put I mean this district already has put in secure vestibules, um, you know, all those types
032of things, security guards, SROs, um, uh, you know, we approved the, you know, having the, um, you know, uh, the canines, um, come in. I think things working together, um, is is help is helps to what create the best safety conditions on a campus. Um, you know, whether clear you know, with anything, right? This is a system clear bag policy like you know, sometimes you find both sides of that, um, that argument. But what I can say definitely is that you know, it has to be part of a you know, of a of a of a system. We have all the most of the other parts of the system though, right? in the process of And that's a great Uh remember Johnson, that's a great point, right? We have them in process. We have not
033had a chance to fully implement them yet. So, um you know, from from from the from I think not my perspective as superintendent, but my perspective is, you know, a person who lives in Deming, right? And as you all as as residents, you know, here that we want to do everything we can to keep our kids safe. We want I think we I think from a procedural perspective um implementing what we what we've what we're going to implement, seeing how that pans out, and then figuring out, okay, we've done this. Here's here's our new stuff we're doing. What's working well? What's not? And then what next type of steps do we take relative to that? Um I'll I'll I'll I'll leave it at I'll stop there and then and see what what what the support
034has to share. Any other comment or questions? I just think, you know, especially when you start looking at this process of trying to get kids into a into a building quickly and efficiently, um there's going to be a there's going to be a bog down when they're going through bags. And if you got six bags that are going off at the same time or six bags within a short amount of kids, you got to pull those kids off to the side and then you got to find six administrators or find however many administrators to go through those bags. Um and to go around to dig around in a in a in a bag that's dark >> Mhm. >> in color and and you don't know what you're sticking your hands into, it it becomes a
035safety issue um for, you know, employees. And then just the efficiency of trying to get those kids through with the clear backpack, something goes off, you can kind of take a look to that backpack and see like, oh, it's this and that. You need to look further. Um I think it's just a from the the the standpoint like you were talking about that there's layers, right? And what this is one of those layers because what I don't want to happen is is that it gets to the point where it's 8:15 and the bell rings at 8:20 and we still got 600 kids that we got to they got to go through the metal detectors and the the principal just turns off the the metal detector or just send them around because it's too much of
036an inconvenience and you Right? And so then that that mistake is huge because if that Yeah. Turns out to be something else then, you know, the liability sits on on us. And so I just approach it, you know, with that and like, you know, it's a layered system. It's not a prevent all. We're not going to be able to prevent. I mean, there's there's there's always the over current. Um and there's a will, there's a way. But it becomes a situation where if we implement something like this, it's for the safety of the kids and it's not Yes, there's a cost involved and yes, we can look at that cost initially, but we have kids that walk around with, you know, expensive cell phones and expensive shoes. This is just another piece and if you
037need one, you will buy one. And and if there is a a situation where where clear backpacks, I guarantee you that there's going to be people out there that are going to be selling those backpacks. So, it's not a situation of of supply not having the supply. There the supply will be there. Um I think it's just more of a of a layered system for uh the schools and then just uh to help um with that that process. So. My thoughts on it are Mhm. We do so much already. Um we've taken so much from our kids. We're asking a lot from our kids. And I just don't think that this would be a good thing because if we decide to implement, then I I would say the wrestling team, the football team would all
038have to have clear bags, too. If we're going to do it, it would be for everybody. And so to me, it's not practical. One of the biggest things that I that many women have mentioned it to me is the hygiene products, the feminine products. It's, you know, at that age there, it's kind of hard to hide that stuff in a clear bag, you know what I'm saying? Yes, you can put it in another bag and that's that's a that's a big issue. Um we just purchased a an amazing system uh that's supposed to detect, I mean, almost anything. Obviously, people figure ways to hide things, but um let's see how that works. And if we have to implement it to Red Mountain or wherever else we're going to have to do it, too. Um but
039I'm I'm going to be straight honest with you. I'm not for I'm not for the clear backpacks. Uh I think it would be okay if we have a functions like the football game, the basketball game. I think there's there's there's a balance. Um but not for going to uh going to school. Madam President. I agree. I mean, I think I I agree with Mr. Kroll in that we just made pretty significant commitments to the weapons detection system at our secondary schools, I think we were going to start with. Um that we haven't implemented yet. So, there hasn't been any time to gather data from those systems to see whether or not another layer is necessary. I'm not necessarily 100% closed off to the idea. I just think that we don't have the data for something
040we just purchased yet. Um I agree with um Mr. Roscoe. I also have concerns that if staff isn't trained to be effective in the use of the equipment, I don't want it sitting somewhere like the donated metal detectors from however many years ago that we talked about. I don't want that equipment sitting somewhere unused. Um we took a lot of time to discuss that equipment, observed it in action, made a significant financial investment in it. And I think I would like to see that first implemented. Um I also share my fellow board members' concerns about privacy and dignity. Um kids don't have lockers anymore. There's already going to be I guess a a feeling of unease maybe going through a new weapons detection system to go to school every day. Um there might be kids
041here who've never ever even done that. So, unless you've traveled um in an airport, unless you've gone to a major game somewhere, you're not used to feeling violated like that. Um and also with, you know, the sporting events, the way I look at those is I doubt that the the college students participating in those events are using clear bags. It's just for the patrons um to keep that activity as safe as possible. So, I'm not I'm not even opposed to using clear bags for that. I think I went to one football game somewhere in New Mexico where they didn't allow bags at all. Um And it was fine. I mean, or you go through you go through some sort of a detection machine and it's fine and it's kind of more of the norm now.
042Um but I think subjecting our students to clear bags is too much for right now. Um that's my thought on it, but not necessarily closed off to looking at it again if if the weapons detection systems are not enough. Let me just share one thing one final thought here, Madam President. Yes, again, I I I agree with kind of everything I've I've heard here, right? It's kind of, you know, layered mixed bags. And I do I do also want to share that um as leadership team, right? Making sure we can have that fast enough flow through in the open gate weapons detection systems. Uh kind of been working with with finance to say, "Hey, um as we kind of get our open gate people here to do an on campus kind of, you know, actual
043live action, um we're reserving some of safety and security money that we got from the PED just in case we need to buy some additional um the sets immediately. So, we're not waiting until, you know, um the you know, August, September. So, it's it you know, it's it's possible um in in July, you you may see a you know, you may see an action item to say, "Hey, we need a couple more sets, right?" Um so, don't, you know, so I think that's a little bit in response to the the flow through, but I definitely hear what you're saying. I think what we'll do as a team is, you know, we're going to try to get these weapons detection systems launched, uh make sure we have enough. Um we'll have a conversation continue to have
044a conversation about um possibly at at games at cuz that seems to be something that is the norm uh throughout the state even in um even in both schools. Uh and of course, we'll also because of the weapons detection system we purchased, it's also very portable. So, we'll be able to use that in addition as a mitigating element um at our large events um our large after school public events as well. Do we know what the timeline is for the for implementing that system? Is it in the fall or Uh there's a So, the the the the plan for the actual live run through, we're waiting to hear back from um can't I can't think of his name and and Benny was able to make it this evening. Um They're going to going to we're
045going to try to do some kind of run through in May before we go so we can kind of have an idea of what's going on here. Um and do it in August. Now, we got to confirm that um May date, but we have a little video that I just got yesterday that one of our DHS students made kind of explaining how to prepare and and and and and be ready to do that. So, I got that. We got to communicate the new search policy out. Um so, our goal is to to kind of have a test run in May to to kind of get to the point of what, you know, Mr. Roscoe was saying about, do we have enough, you know, do we have enough way to flow these kids through? If not,
046we need to make another another another purchase or two. Any other questions or comments on this topic? On to action items, consideration accept the fiscal year 2025 final audit report by Otamendi Accounting Group. Mr. Adcock, if you want to introduce our Mr. President, member of the board, superintendent, this is Scott from Otamendi Accounting Group. He has done our audit this year ending June 30th, 2025. He This is their third year doing our audit and we have one more year on on our RFP and we've actually contracted and started for next year. So, we just finished one and we're starting another one. Scott, if you want to We'll fill you in. Sure. Your explanation. Joe's going to go And I know I gave you all your books previous. >> We do. And then I was going
047to go over that. Charles has some information here, but we got one book. Oh, cuz we can share if down there having a hard time uh Sir? Okay. Well, good evening, board, Mr. President, superintendent. Um My name is Scott Ellison, partner with Otamendi Accounting Group and I Um I'm just going to go through a few items within the financial statements and I'm just going to talk a bit here in generalities about the audit. So, the state audit rule requires that after the audit report is released by the state auditor that the auditor is to go ahead and present the results of the audit to governance in an open meeting. So, here I am. And I'll just talk about So, these financial statements are 120 pages long, right? There's there's a lot of information here. It
048does include some um items related to the charter school. They're they're in here. They're discreetly presented up front. And then any audit findings from the charter school because they're administratively attached to you and the state audit rule says they have to be also included in here. So, there are a couple of findings already in here along with the district has a couple of findings and we'll go over that in a bit. I would say a couple of takeaways here. There's three reports that we issue that are included in here and and and signed off um with our firm name. And the first is the independent auditor's report. And in that report it it's where our audit opinion is on the financial statements and uh I would say that a couple of takeaways here would be
049that in that report there's the management's responsibilities, which are to to design an effective internal control structure and take responsibility for for the audit. And of the financial state I take responsibility I'm sorry for the financial statements. And the auditor has a responsibility to issue an audit opinion. This and and that's based on the audit evidence, the test work and so our test work is things like sampling, confirmation. So, we'll confirm all the cash accounts, for example. Um We'll we'll scope at different sizes. Um you know, dollar thresholds and and such. There's a a number of different tests we go through to ultimately issue the audit opinion, which is an unmodified or clean opinion on the financial statements themselves. Um there's a second report that talks about government auditing standards. And that's a two-part report.
050It's on internal control and the second part is on compliance and other matters. Any findings, they're just kind of listed in summary there. And then the last report, because the district has federal awards and I think it was about $16 million this year, um there's a a federal awards audit opinion or opinion. And in that one we also issue an unmodified or clean opinion. Um $16 million is probably not going to be the number that you'll have this year because it you know, it it 26 because of 25 it was some of the last of the ESSER funds. So, I think that was probably six or seven million dollars um that that district got. So, I think on on a regular ongoing basis it's probably going to be closer to 10 or 11 million unless
051the federal government has some special awards they want to give to you. Um So, a couple other things um what causes this report to be 120 pages long is the the district has lots of individual funds. So, um of course you got the general fund up front and so a couple of other large funds in the gold front. And then there's a long series of footnotes. And then behind the footnotes is all the smaller funds. Um and the way that the funds are set up here in New Mexico and other places is based on the a separate funding source. A lot of times we'll create a separate fund. So, the district probably has I don't know Joe, what would you say? 50 funds? 50 to 60 funds. >> 50 to 60 funds. So, every one
052of those funds has to be reconciled by accounting. Um make make sure that things are posted properly to the different funds. Each fund has a balance sheet and an income statement on it. So, I think that probably absorbs a fair amount of accounting's time, you know, to make sure that not only if it's posted correctly, that that they reconcile and so I think it becomes quite a bit of work. Um And then also included here there's there's a couple of schedules that are required by the state audit rule, too, that get added in like a schedule of deposits and pledged collateral and things like that also get added into the financial statements. So, we'll just go ahead and go through a couple of items and we'll talk about audit findings. Uh So, page one is
053the independent auditor's report. Has everybody read this? I stayed up late last night. It's good information. Um So, it talks about in here like just what I talked about, you know, the the audit opinions themselves, you know, and it says uh It says the discreetly presented component unit. So, what is that? Well, the discreetly presented component unit is your administratively attached uh Cesar Chavez School. And so, that's their information um as required by the Public Education Department and the State Auditor. Their information is just discreetly presented in here uh up front. They've got uh on the the four accrual schedules and then any audit findings are are the back. Uh Cesar Chavez also uh issues a a set of financial statements. That one is larger than this one, but they also have the same exact
054thing that they don't they don't have the federal program threshold. Um which is 750 for this year and now it's going to be a million 750 for 2025, but it moves up to a million. They don't meet meet that number, obviously. So, their audit is a little bit is less uh work, but we still do a complete audit on their fi- financial statements, too. And so, it says right there, in our opinion the financial statements referred to present fairly in all material respects the governmental activities, that's the four accrual statements, the discreetly presented component unit, major funds and then the the the aggregate remain fund information, which is the smaller funds. And then we had also um have an opinion on budgets for the general fund and and the a major special revenue fund. So,
055that that sort of covers the opinion. Um the other two parts I talked about management's responsibility and auditor's responsibility. So, we'll just I think um we can go through every number here if you like. It'll take a couple of hours, but in the interest of I don't think I would love that. If anybody's got any special questions to be had on the numbers. Um and if you do, and you're you're up late at night and wait till the next morning and then reach out to Joe. How about the seven that you were just talking about the numbers? Um but I'll ask Um We can ask him all of this information. You want to mention one thing about accrual statements? So, you have two types of of statements in here. You you've got four accrual statements,
056which has the capital assets uh for which the district has quite a large number of capital assets. I mean, it's a big business. Um and then the debt and then there's some there's a pension liability in there and a retiree health care liability. Um and those numbers in the pension liability and the retiree health care liability, those are big numbers. But, that's because the the accounting standards board wants uh all the cost share employers to include it in their financial statements. And it um it's not an outlay that the district actually has to make. But, it's to show the users that that there is a cost to offering a pension plan, retiree health care plan. And if they're underfunded, that liability shows up in the cost share employers' financial statements. So, all the school districts
057um that participate in the ERB, it shows up in their financial statements. The liability amount is the full rate of unfunded portion liability. So, that that big number shows up in there. I will just go there and see what it is. Um It's going to be a pretty big number. Yep. $93 million for the prorated portion of the unfunded pension liability related to the district. And 12 million for the retiree health care uh related for the unfunded portion. So, that gets pushed onto your financial statements, but don't be scared by that liability because that's not something that you will ever uh cost outlay on. You're on on a pay-as-you-go system based on the rates and and such. Uh back here, looks like we jumped towards the back and this is a good place to start
058finding some questioned costs. Um unmodified or clean opinion on the district's financial statements and also for the charter clean opinion. We um these categories of internal control over financial reporting uh material weaknesses none, significant deficiencies none none compliance material to financial statements none. That's the same for both the district and the charter. So, what's a material weakness? Material weakness is something that's uh of such a pervasive um error within the financial statements that um either is in the financial statements or could be in the financial statements based on the the internal control structure and such. Um and then um scroll down just a bit you'll see the federal awards and no material weaknesses, no deficiencies, unmodified opinion and um this education stabilization fund which is what it's described as in in the federal um programs
059guidance that we go through but uh here you know it as your SR funds. That was the the big federal program. So, if we just go on to the next page um this is where the findings start, okay? And for the district itself uh it's in what we would call an other non-compliance finding um and and we can see that that there's some we we picked some small samples of the school personnel act. The state audit rule has probably a dozen different tests that we have to do for different areas, everything from were you making your ERB and RHCA contribution appropriately, timely, in the right amount uh to, you know, procurement, travel and per diem if you've got gas cards or purchasing cards, those would also be looked at and tested. There's like I said,
060there's about a dozen different areas we look at and the school personnel act is one of the areas that that we're required under the state audit rule to test and and we just noted that for the district um that there was some required training that didn't happen and also uh one of six employees tested and had teaching contracts. Um there was one that had a substitute teacher's license and there was not appropriate notification to the state and getting a waiver for that. So, the district does recognize that. You can see in their response at the bottom. That that HR does acknowledge the trainings and under the statute requirements of the statute cited above. So, uh I think this is where the district will will have work done and then we'll let take a look at
061it at this end of this fiscal year. And then the second finding I hate to write findings like this. Budgetary compliance. You have millions and millions and millions and millions of dollars you account for in all these different functional budget areas by fund and when we have a $96 budget variance and a $630 budget variance that is over the approved final adopted budget with bars. Uh but state auditor says we've got to have it in your finding in your financial statements. Um but that covers the um the districts and and the the charter is also here. Uh I don't really want to spend much time on theirs. They had the same two um areas for which they had some training things that needed to also be done and then on their budget, which is the
062next one um they had some larger uh budget variances. So, so in comparison district's is pretty small. Um this is obviously bigger in um you know, this of course the size of the charter is much smaller. >> Quick question. Something you worked on. When whenever it says repeated and modified what does that mean on the header? >> That means that that finding existed in the previous year. >> So, it's a a continuing thing. >> Continuation. And so, you'll see like for example um '24 was the first year. Oh, that's what that number means? Okay. And then if we scroll back up and take a look at the district's we can see the first year that those findings um 20 That's the That's the also the charter charter's. But here looks like '24 also. >> repeated
063finding first in '24 and then if you scroll back up one um this may be also a repeated finding and it is. First year that was reported was in '24 also. So, um you know, we like to see them cleared the next year, but sometimes they take a few years. Sometimes you don't even know that you have a deficiency till you get the audit report and you're already halfway through the next year. So, sometimes they become like a two-year cycle of problems. So, realistically we did a Joe did a really good job. I would say that, you know, from from yeah, from from an accounting perspective and then and I would say the same for Chris did a good job with um accounting. There wasn't any, you know, things like that we that we see
064a lot of times where you have invoices that um in the purchase order gets approved after the you get the goods and services. Uh we didn't see anything like that. We saw appropriate controls where there's separate preparer and approver and and and uh those sorts of things. And and the another area that we see a lot of times bank reconciliation. Mistakes can be made on the bank rec, but we did not note that in this year with either entity. So, overall I'd say that, you know, good audit. Um just a a few things to work on and uh I think, you know, that the teams the accounting teams are are doing a very, you know, a good job of ensuring things are done timely and accurately. And I'd open up to any questions anybody has
065or comments anybody has. No, I think, you know, comment-wise just uh Joe and his team do a phenomenal job and I think the last several years the the district as a whole has done very well. Um in audits and and things like that. Um the thing that just bothers me and it's just more from a an individual perspective is that 225,000 from, you know, on on the the charter school and it's it's a part of ours and I think we take great pride in what we're trying to do and to me it doesn't sit well with me that that that kind of money is an audit finding. I know it's minuscule in in the in the terms of things, but I still think that that needs to be shored up. We need to do a
066better job. I know we visited this before um with other things and so, I just think that I want that shored up because it just it doesn't sit well with me. And I agree. I do agree, especially because it is across multiple funds. It's a large amount of money. So. Okay. I think the new leader there at the charter school, Mrs. Pedroza, is going to do an amazing job. She's going to put everything back in order and it's just going to take a little time, but It's been three months, so. Any other questions or comment on this topic? Mr. Adcock? Uh Madam President, members of the board, Superintendent I just wanted to point out a couple of things. Yes, those two findings that we had were repeat findings. Mhm. But they were different in that
067the the school personnel act, for example, covers a lot of different things and so it was a different video, it was a different it was a waiver that was different from what we had last year. What we had last year got cleaned up. What we had this year was something that was different on the school personnel act. We did fix that you know, as soon as we were notified that there was an issue, we did get that fixed. Uh the same thing with the the uh other finding with the budgetary thing. Now, we didn't overspend the budget on that fund. It was just it wasn't in the correct function. So, we were over in the function, not in the total budget. So. Thank you. Just Just to clarify wanted to clarify that. There's a There's
068a cutoff point, isn't there, for which you can do bars? In June, yes. Okay. Can't do it after like June 30th. No. Any other questions or comment? Thank you so much. You're welcome. On to consideration to approve budget adjustment requests. Oh, sorry. I have a motion to accept the fiscal year 2025 final audit report. I'll make that motion. Thank you. I'll second that. Mr. Cole? Yes, ma'am. Mrs. Johnson? Yes. Mrs. Paez? Yes. Mr. Orozco? Yes. Mrs. Crumly? Yes. Mr. Cole yes. Now we can Sorry, everyone. I had checked it off the agenda and had moved on. On to consideration to approve budget adjustment requests. Mr. Adcock. So, we have several uh Madam President, members of the board, uh Superintendent, we have several uh budget adjustment request uh being submitted to you today. Um this is
069helped with the finding that we just talked about. Um the first one is uh number three is on our title one. Uh we're moving money over so that we could uh do the summer recovery, the summer programs that we that we do. So we're moving some budget to the salaries there. Number four and number five for operational kind of go together. Whenever we had our final SED that was given to us in February, that ended up with a net increase of SED that's coming into the district. So we had to do a an increase bar, that's number four. Number five, we also had to do an increase bar because that same unit value applied to the charter school. And then the charter school's operational flows through us and we keep we get 2% of the
070charter schools for the for the management that we do on that. So that's what number four and five are. Number six for transportation, that's a rental again. We brought you several of those over the last several board meetings. Number seven is an increase to our ROTC program. The army pays us half of the salary for our ROTC instructors. We won't we don't know at the beginning of the year what that is what that is mandated to be because it depends on the army's calculation of the retirement versus what we should be paying them. That final number comes in in the spring and so I need to do an adjustment to to bring that up for that. Number eight, the GO bond. We had a purchase right at the end of last year that we had
071budgeted for it this year. So we need to bring that down to what we actually have. Now number nine through 15, those are all going to be the same type of thing. They're a decrease of bar. In April or in April whenever I'm we're putting the budget together, we have to estimate what is our cash balance going to be as of June 30. So we have to take everything that we have and do an estimate of what that is going to be. These are where we had budgeted more than what we ended up with at that at that time at the June 30. So we have to do a decrease bar to bring those back down so that we don't end up overspending and it's because expenses ended up moving into one year. We ended
072up with something that we needed to do that wasn't foreseen. Um Our forest may not have been uh paid in the time that we thought it was. Those types of things is what causes these these budget adjustments. With that, I stand for any questions. Any question or comment? Have a motion? Make a motion that we approve the bars. I'll second. I'll second. Mr. Kroll? Yes, ma'am. Mrs. Johnson? Yes. Mrs. Paez? Yes. Mr. Orozco? >> Yes. Mrs. Crumley? Yes. Mr. Kroll, yes. Thank you. On to consideration of approval of quote for high school laptop devices, Mr. Glickler. Madam President, members of the board, Superintendent Longmire. This is a quote for 450 student laptops so that we can get new student devices for our incoming freshman at Early College High School, and then in high school in
073the coming year. This is a little different than previous quotes that you've approved in the past because it is slightly different model. One of the challenges that we're having this year is finding computers that we can purchase that have parts available for them so they can be built and arrive in a timely fashion and at a good price. That has not been as easy as in past years due to various global factors, but we were happy to say we were able to find this device, which is the Dell 3140 for a reasonable price and a mostly comparable warranty to the one that we are already deploying at our high schools. The total is what was it? $284,000. It's with the warranty $633.20 per unit. It seems like a pretty good device. We have several of
074them in district already because many of our elementary schools and middle schools are also ordering the same computer to replenish their student devices outside of the central refresh of the two high schools. With that, I stand for any questions. Question or comment? Have a motion? Make a motion that we approve the quote for the high school one-on-one laptops. I'll second that. Thank you. Mr. Kroll? Yes, ma'am. Mrs. Johnson? Yes, ma'am. Mrs. Paez? Yes. Mr. Orozco? >> Yes. Mrs. Crumley? Yes. Mr. Kroll, yes. Yes. Thank you. On to consideration to approve CES contractor ESA Construction Inc. as the contractor for the Early College High School portable classroom project for $988,942.77. Is it Is it the portable, right? >> Miss Nifong is going to Miss Nifong is going to share a little bit about this. >> Okay.
075But I kind of gave you a summary here on on our There are some obviously moving some portables. We did have some restrooms that were ready to be redone on the staff side in addition to some side and bathrooms. Here's what I'll share. I know Terry's going to share more about this. Anytime you bring a new portable and put a new place in, and I think many on the board know this, you're then subject to all the new code that wasn't there in the last location. So you have to make those upgrades. So Miss Terry, I'll let you share anything additional that you'd like to share and then we'll stand for any questions. Madam President, members of the board, Superintendent. As he said, we're we're looking at moving two portables. They've they've outgrown what they've
076already got. Um They're using their cafeteria area for two classrooms separated. So we need to give them more space. But with that said, it's going to cost a little bit of money to move it. We've got one portable that's at Central Cafeteria that we're going to move and there's one extra portable at Smith. With that said though, the portables are not in the greatest of shape. So we're going to have to move them and basically gut them and update everything and we'll put HVAC and fire alarms and everything else in them. Um where He gets it to size. But where where it's at right now, we're we're locked in on one side because of the can't remember this Kingdom of the Sun is on one side. So we're going to have to put the portables
077on the side where the auxiliary gym is, which means we're going to have to move the road. And we're going to have So we're going to have to rip up pavement and everything else. So this is not going to be a small project. It's got a lot of moving parts, but that's It's needed. Yeah. Yeah, and then the inside the original building, there's two the bathrooms are I I wouldn't have looked at them. They're in pretty bad shape. So we need to upgrade those as since we're there. But I'll stand for questions if you guys have any. Any questions or comments by the board? Have a motion? I'll make that motion. Have a second? I'll second that. Mr. Kroll? Yes, ma'am. Mrs. Johnson? Yes. Mrs. Paez? Yes. Mr. Orozco? Yes. Mrs. Crumley? Yes. Mr. Kroll,
078yes. On to adoption of policies, Superintendent and Mr. Turner. Madam President, we have three policies that we had discussed in the first executive reading and we could take action on each of these individually just in case we don't want to pass them as a as a package. The first one is given as the public participation in board meetings. Charles, if you want to click that, I'll kind of remind us what we talked about. We had had a discussion about the major change of this was was two or three minutes for public participation. Um I know we had said uh the last board meeting, hey, three minutes is fine. However, I sort of missed out on a little bit of important context that that Mr. Turner had shared with me and I had forgotten. So I
079just want to let Mr. Turner share a little bit of context relative to the old policy. And then again, if we don't want to we can just table this and not and not do anything with it if you choose to or we can modify it. Mr. Turner. Madam President, members of the board, Superintendent W. If you recall back in December, we attended a conference where we were presented to by our attorneys at Walsh Gallegos. And they had brought up a good point about public comment and the freedom of speech and how at times we may not want to have a very long slot for public speakers. So that was the you know, their recommendation so that way we could make sure you know, people didn't get to uh put our our teachers in a bad
080spot or even our administrators or board members you know, for too long. And so my recommendation to the superintendent was that we change this policy back to the two minutes that it originally was in the old policies. And I stand for questions. Any question or comment? Thoughts? My preference is to leave it at three minutes. I know that I I understand the concern about having too much time to be negative or degrading or what have you, but since I've been here, that hasn't been an issue. Um and I also think Is this the same one? Sorry. >> Yeah, no, knock away. It's fine. It's fine. But even if that were the case, I mean, I'm I'm going to probably always land on the side of allowing for constitutional rights versus not. Um but that's just
081my personal opinion. I know not not every attorney feels that way. But I do, so. Well, just the nice speaker. Yeah, go ahead. I I tend to agree with um Ashley. I feel like one one extra minute is not um such a such a compromise. I mean, I feel like giving giving people an ability to speak and to say what they feel and us to listen is probably the the way to go. Um and cuz you still have the ability to shorten it if we have it. It's if there's time constraints. Like if we had 50 people come to tell us how horrible we are. >> And in those trainings, they've also given different verbage things that you could say if someone were to be out of line or we do have rules about what
082they can and can't. But I mean, I think if somebody wanted to come and tell us how horrible we were, then then they can have 3 minutes to do it. That's fine. I want to speak for a minute. That's fine. Anything, Mr. Orozco? Mr. Ashley? No. You're good. You don't want to be told you're not good. Been told it many times. Many times. And you're not going to I don't sleep any I don't sleep any different. One minute more. Yeah. I'll make a motion that we table adoption B-2150. I'll second that. Mr. Orozco? Uh that I'll second that. >> Oh, so I I didn't hear you. Sorry. Go ahead, Mr. Orozco. Mr. Johnson? Mrs. Paez? Yes. Mr. Orozco? Yes. Mrs. Crumley? Yes. Mr. Kroll, yes. Uh Madam President, our next one we also discussed as
083well uh about suspension and expulsion. If you do recall, this is a long policy. However, the only change that we were considering was at the end about what's called the hearing review authority. After um again, here in Deming, I serve as the uh hearing officer. And then of course, after uh the hearing officer makes their decision, um uh state statute and policy allows for that that um decision by the hearing authority to be appealed. Um in our NMSBA policies, um it says they're appealed to a hearing review authority, which is a, you know, three-member committee uh three-member group of of community members under certain parameters that the board appoints in an open meeting. However, in state statute, um the people that are listed as the um uh as the um hearing authority is the board.
084Okay? So, um so the the difference in our policy is if we choose to um keep the policy as is, um you know, then we would table it, right? And then in our next meeting, we'd have to pick that community review hearing authority. Okay? Uh if you choose to uh accept the changes of this policy, what it will do is it will take out the review hearing hearing authority element and it will insert you all as the board as the as the review hearing authority to discipline decisions um of the superintendent. Um so those are the those are the kind of the options today. Um if you'd like us to bring back additional options, uh again, a motion to table would, you know, allow us to bring, you know, look at it again and bring
085back um additional additional options to you. Discussion among the board? You guys know where I stand from the last time. I think we need to hear it again. That's where I'm at. Do we have a motion regarding this policy? I guess I How do you want me to make uh make the motion that the board gets to hear it? Uh just just, Mr. Kroll, I think a good motion here would be uh to adopt it. Yeah, adopt it to adopt the amendments as as presented. Uh I'll make a motion to adopt the amendment as as presented. I second. Mr. Kroll? Yes, ma'am. Mr. Johnson? Yes. Mrs. Paez? Yes. Mr. Orozco? >> Yes. Mrs. Crumley? >> Yes. Mr. Kroll, yes. Madam President, our final policy this evening, again, we have visited this uh prior. Uh this
086is to bring our practice uh in alignment with policy. Um you know, as per policy in general on many elements of uh of of of finance, um those are um approved by the board. Um uh for example, you can make exceptions. You have made an exception for me to approve contracts on your behalf of under 60,000 and if they're over 60,000, they come to you. Um currently, our policy has listed that all donations, uh big or small, uh should be coming to uh the school board. However, our you know, our practice that we've had in place is those small donations um come to superintendent and the bigger donations come to you. So, this is um just modifying the policy for you to um authorize me to accept any um donations that are under uh under
087$5,000, um which is most of what comes across my desk. And of course, uh you retain this policy the modification amendment would retain the right for um anything over um uh uh $5,000 or over to come to the board uh for approval before I accept. So, this is just uh getting some policy language alignment with alignment to our practices. Any questions or comments by the board? Have a motion? I make a motion to adopt the policy K0850, public schools donations to schools, public gifts and donations to schools. Um Mr. Kroll? Yes, ma'am. Mr. Johnson? Yes. Mrs. Paez? Yes. Mrs. Crumley? Yes. Mr. Orozco? >> Yes. Mr. Kroll, yes. On to consideration and approval of adoption for math instructional materials, Dr. Oldham. Dr. Oldham's going to help us with this. It's uh adoption math adoption um
088season, so uh Dr. Yay, math. Yay, math. Math is cool. Math is cool. It's cool. Math is cool and math is fun. That's right, Dr. And I'm ready to hear it. Okay. All right, then. Uh Dr. Oldham, if you want to share a little bit about our math instructional materials uh process and decision. Sure. So, uh the process started back in October when I took the instructional coaches to an event put on by the REC at Smith School, where we reviewed a plethora of different options for mathematics instructional materials. Um and what we did as a group was we narrowed it down to a few and then had conversation with the admin team about some of our non-negotiables, things that we were looking for that we wanted to make sure like um like the assessment
089pieces, making sure that um that things like manipulatives would be available, cuz I know that's a thing that has that has come up before. Um so um after we narrowed it down to a few, we got quotes for those to make sure that we would be able to afford them. What's some feedback that I've received in previous adoptions is that they've been shown things and that they wanted and then not been able to get them because we could they were too expensive. Um so, we tried to mitigate that by asking for quotes beforehand and using that to further eliminate um sets of instructional materials. Um one of the things that we did differently this year was instead of creating a committee of six teachers from each school, we put processes in place to open it
090up to all teachers to be able to provide feedback. Um because again, some of the feedback that we've gotten from teachers is that they felt like their voices weren't heard. And so, by opening it up and making the committee any teacher who chooses to participate, um we're trying to mitigate some of some of that feedback um to make sure that people felt like the the things that they're seeing are are read and represented um in the final decision. So, what we did uh differently was we set up a central location for all the materials. Teachers could come and our instructional coaches helped and our principals helped us get teachers to that location um to view all of the materials. And then we put a form or we did presentations that were recorded so that if
091teachers were not able to make it to the presentations because they occurred after school hours, um they had an opportunity to view those presentations of the two sets of materials for elementary uh sorry, K-8 and the two sets of materials for 9-12. And then a form was sent out to uh all teachers K-8 and then the math teachers 9 uh no, I'm sorry. All teachers K-5 and math teachers 6-12 so that they could provide their feedback. That rubric was adopted from one created by the National Council of Teachers of Mathematics. Severely cut it down from 100 and some pages to approximately 20 questions per set of instructional materials. And then the the review and the voting commenced and at the end both K-8 and 9-12 voted not unanimously but for the majority in for Savvas
092to to continue the use of Savvas envision plus mathematics for our instructional materials. Anything else to say to add to your I think so. Yeah, the cost here on the on the slide that is the estimate of cost for Savvas. I do want to say as as I want to say some positive um uh you know, Mr. Acock has been great as a as a as a CFO. Typically, we have to wait until July 1 to order this material and then it comes in really late for teachers. Joe has really um you know, speaking with the executive director Reinhardt, "Hey, if we can you know, if we can move our process up a little bit." And that's what we're going to try this year. If we can get this approved, we may be able to
093buy it out of this year's budget and actually be able to give teachers material uh at least teacher uh the teacher edition material to take home in June uh to start and have the summer to plan so they're not waiting until two weeks before school. So, we're going to try to get it all processed as you know, um as long as Joe counts the numbers, counts them good, that we can we can purchase this material. We might have even tried to get this moved up one more month next year to March, right? So, we can get everything in. Um and that will really help with the preparation of our teachers. So, I appreciate Mr. Acock um saying, "Hey, this I think is something we can give a we can give try to." So. It also
094allows me to take schedule PD earlier. Um which means that not only do they understand how to use the materials, but there's not right before it doesn't have to be right before school starts. Perfect. For that kind of money, we should be able to they should hand deliver those things. Mr. Acock, we should make that a requirement. Now, as as as as the as the board superintendent, the reason that we are able to do this is our instructional materials over the last several years has been part of SEG. Prior to that, it was in a different fund so we had to wait for that to come in. Because Deming has been in a good financial position and has some cash balances, we're able to for this year use some of these cash balances to purchase
095this in advance so that next year's uh instructional material money that comes in through the SEG can go for the next year's uh adoption and so that we can get on an earlier cycle so that we can assist the teachers in getting prepared for school. Stand for your rights. One comment. On your slide on the chart, did you create those? Whoever did swapped some colors and my jaw dropped because when it went to the point about like if it was easily implemented, the color swapped. So, it looked like it was not going to be like, "Oh, but what?" And considering it. And so, then I had to really look at that. >> So, so I'll take that feedback and give it to Microsoft. They're both great like great chunks. So, I was just like it
096just caught me off guard, but it it got my attention very well. Well, and so so so speaking of the the charts in particular, one of the other things I I meant to tell you was one of the things we're trying to also do is be more transparent. So, as the voting was happening, I sent email updates to the principals so they knew how many teachers from their school had participated and where they were leaning. And then I also shared I shared the same uh summaries that I shared with you all with the principals so they can share that with their their teachers as well. Because sometimes the teachers have reported that they don't feel like they're being listened to. And so, by showing them this is literally what you all said, it's like we
097are we are in >> And then we still had a school that had nobody participate, Chris. Yes. >> it looks like. Okay. >> Yes. Um and yes. And with this we're we're getting the bells and whistles. We're not we're not out anything. We're oh man, three months from now we wish we would have Can you ask him besides? >> It it it doesn't make it to me it doesn't make any sense. It's like buying a car with no tires. Like why are why why are we in that realm? You know what I mean? If we're going to do it, let's do it. >> math is the manipulative kits and the manipulative clips kits with Savvas are included by teacher. So, you won't see it necessarily reflected in the quote because we don't pay extra for
098them. >> Okay. Nice. Okay. At least we're getting something. Something. You know any coupons in there? Discount codes? Teacher's editions are great. Cool. Great. Good. Great. We're in the wrong business. Sell books for a living. Any other questions or comments or emotions of the board? Have a motion? I make the motion that we approve the adoption for the math instructional materials for Dr. Holden. Holden's. I'll second that. Mr. Cruz? Yes, ma'am. Mrs. Johnson? Yes. Mrs. Paez? Yes. Mr. Orozco? Yes. Mrs. Crumley? >> Yes. Mr. Cole? Yes. Thank you. Thank you so much. >> Thank you. Thank you. You're welcome. On to approval of bilingual multicultural education program funding application. Mr. Wyman and Mr. Chavez. Mr. Chavez is going to help us on the bilingual and then we'll have a whole team of people help us
099with the uh Mr. Wyman is going to help us with the next item and then a whole team for the the the last part of our program. So, um you have in your packet here uh the the most full version of the BMEP which should reflect also within the uh what's in the presentation. Mr. Chavez. Yes, sir. Uh Madam President, members of the board, and Superintendent Woolworth, first of all, I'd like to thank you for allowing me to give her three and giving uh paper versions of the department presentation. Uh it's it's all going to more of it when we're in the federal side, but uh in regards to our our multilingual bilingual education programs, um you'll see here on on on this this chart here, uh we are six of our schools do operate
100dual language program. Um some of the our secondary schools are going through a transitional phase this next year where we're going from a three-hour program to a two- and a one-hour program. Um this was an effort uh to vertically align what we're offering all kids in schools and to uh and to really streamline that the vision of of of the dual language. What are we trying to accomplish and and trying to come together as a team so kids are consistently in the same program throughout uh our our programs from from six on up. There is an alignment of of what we're offering in our elementary schools as well and how we're going to track that next year is kind of exciting. So, um we in in dual language, you'll see that our our dual language
101numbers are 604. Those are our primary grades that are in our three-hour programs. And then it converts down. So, we have a total of 1,138 projected students that will be in our multicultural and uh in our bilingual programs for next year. Um probably Mr. Turner is the one going back then. That was first one. Thank you. So, we do have two schools that will have a 50/50 program which is Columbus Elementary and our SC which is it is a change for Columbus since they were a 90 a 90/10 80 80/20 program. They're now they're now going to a a 50/50. Columbus Elementary prior this even this school year, it was 50/50 from first grade on up, but now we're moving that down to kindergarten. So, kindergarten will start a 50% 50% in Spanish. Uh But
102on Elementary, there is a change too. They're at a they're in a 90/10 program and we're facing them in tomorrow with an 80/20/75 program and really helping the kindergarten teacher of how that program is going to look and uh helping them with their ELD classes and making sure that that those that the English time for our learn English learners is very very specific as to what strategies and what curriculum that we're using for our kiddos. So, so very exciting to see the the progress in in our programs and us making these adaptations. Um Other than that, I think I'll have our dual language. Any questions or comment on this topic? I I do have um a question. Many of the kids, especially at the middle school and the high school, are students who are coming
103in directly from another country. And so, the reducing the time at the high school and the middle school, how how is that going to affect kids because they were getting three hours before, am I right? >> Correct. So, one thing that we're doing with Miss with Miss Paez is is we're we're we're separating our ELD blocks for our kiddos that that that that are new to the country. So, what we've done in the past in the secondary is that we've double coded classrooms. So, they'd they'd attend their English class and they it would count for two. Well, now we've officially we're we're we've officially separated that. So, if a child comes into our into our schools that's below a 2.4 on ACCESS or below, they have to take attend a 1062 class, which is for
104newcomer. You can then and it'll be a smaller number of of fiddles with with the teacher in that section and also a 1063 class. So, they'll be they'll be having two two classes attending to their needs at at their level uh in any secondary class from 6 through 6 through. >> be receiving the same support that they were receiving before? They'll be receiving more. More support. They won't be in their home language as much, but we do have we have those supports and they'll still be a having their their Spanish native for Spanish speakers in secondary, so they'll still be getting their Spanish language arts. The other question Yeah, the other question I had is that Columbus was a 90 What was it last year? 90 90/10. And you said it's a 50/50 this year?
105That's true. Starting in Starting in July. Okay. And so, was it stepped down or is it is it a large Well, we finally hit we finally hit that step. That's a good question because we we were already 50/50 at first grade for many years, even when I was principal. I mean, we were already we'd go from more of a 90/10 to get get the kids acclimated in their home language because we do get the population that we serve requires them to, you know, we want to build them as much as we can cuz that is the goal. We want them proficient in both languages, but we give them that extra little dose of Spanish in kindergarten, but we we're seeing now that they need they need a little more scripted the little more in English
106taught with intentionality and and having a program for them, so we can foster that and push the push push the program forward up so when they go to sixth grade, they'll they'll be more successful and once they're taking the assessment in in their second language by by fourth grade. fourth grade they have to take the test of English, so we want to make sure that they're prepared for that. Okay. I appreciate that. Um the other question I had is What's the difference between a maintenance program? Cuz it says maintenance and then the others are and then we get them. Um they both say maintenance. Yeah. We chose the maintenance program for our secondary because it's it's very very similar to to heritage and what the expectations are, but maintenance lent itself more to to our
107population. So, we want we wanted our our kiddos to cuz it was a dual language program, right? They were all in a 3-hour program. So, so the maintenance does target it maintains the like it like it kind of sounds it maintains the language that they're already accustomed to. So, we're maintaining that by providing them the Spanish language arts in in a 2-hour a 2-hour program. Uh once they exit out of EL status, then what we do is is they'll go from a 2-hour program to a 1-hour program, but they still maintain they're they're still in a dual language program, but they're down to 1 hour. And they no longer have to take ELD. They're now they're now mainstreamed into into their regular English classes. Thank you, Amanda. I appreciate the education team. >> Thank you.
108Any other questions? Have a motion. I'll make that motion. Have a second. I'll second that. Mr. Kroll? Yes. Mrs. Johnson? Yes. Mrs. Paez? Yes. Mrs. Crumley? Yes. Mr. Roscoe? Yes. Mr. Kroll, yes. On to approval of IDEA B application for school year 26-27. Well, Madam President, uh give Ms. Reinhardt the day off. And so, Mr. Wyman's going to assist us with this. I'm going to pass out to you just so you can look at it kind of halfway through here. Here's a kind of a little summary of what you know, the a little a little summary of page seven on what IDEA B funding is just as a refresher in general what Mr. Wyman may cover that and then he'll additionally cover a summary of what we put in our application. Uh you have this
109you have the handout um with you. So, uh Mr. um And then just also note too, the um the state launched last year was called a unified application that has all of our title funds plus IDEA B. So, um you're going to see lots of people come up to explain the different title the different uh title funds IDEA B, but it's all on an application that's very tiny and not downloadable not downloadable from the state that uh that Mr. Mr. Travis uh puts in. So, Mr. Wyman, if you want to tell us a little bit about IDEA B for demi this coming school year. Yes, sir. Madam President, members of the board, Superintendent Wagemuth, tonight as part of the unified application we have before you the proposed IDEA B budget. My summary tonight is going
110to provide an overview of the proposed allocations of the IDEA B grant funding that support our special education services. It is important to note that this proposed budget is largely consistent with the budget that was approved and is kind of we're working under currently for the 25-26 school year. The primary focus remains, right, on providing and maintaining high quality staffing levels, ensuring legal compliance, and providing necessary technology, equipment, curriculum tools to support our students' success. Uh there are two sections, right? So, you'll see up here if you look IDEA Part B 611, which is our our main that's our our main K through 12 pre-K through 12 actually fund. We in that that that budget this year have about 1.3 million dollars. And so, looking at that we're we're looking at a large portion of
111that being in personnel and salaries as well as some compliance and essential tools for kind of the broader student population as well. Uh in in personnel and salaries, right, we know over the last several years the state has been graciously given a lot of raises over the past years. It might look a little different next year, but uh those salaries have increased kind of what they've taken out of this this budget over the last 5-6 years. Let's say. And so, we're looking at about just under $700,000 for for salaries that would cover uh the special education department staff, much of that, as well as educational assistants, and some other staff members to ensure IEP compliance and behavior intervention support as well. Uh obviously when we pay the salaries, we also do have to pay the
112benefits piece. This that would be an additional about $260,000 associated salary benefits for those positions that we'd be paying for of the IDEA B. Uh additionally, there's about $121,000 spent or proposed to be spent on operations and technology. And so, that about 40,000 of that is for documentation supports, uh busing services. So, if we have students that need individual routings, uh individual services, orientation and mobility services, sometimes we'll bus those students out of the town and and provide them with some assistance in working with orientation and mobility services as well. As well as some needed hotspots throughout the year for virtual learning for students uh with disabilities. About 80,000 of that is looking at specialized software licenses such as Special Track, which is a a compliance program that we use to develop and draft our
113IEPs, evaluations, etc. TerraLogic, which is actually shifting to um Do we have there Parchment? Parchment. Parchment. Thank you. Sorry about that. And then LRP Special Ed Connection, which is an online PD program that that the district has access to as well. As well as for, you know, overall kind of data management instruction professional development as well. Additionally, there's a line for PD budgeted for about 51,000. This funding allows the special ed directors and staff to attend special ed specific academies, law conferences, and project search training. I will note next weekend there's actually a team of people and part of that is being paid for out of out of IDEA B that will be attending a national special ed law conference in in New Orleans. This is that's coming out of this as well. Uh each
114year we do have to allocate a portion by the number of students that the charter has. So, for that next year our pass-through component will be about $44,000 for charter school special education staff. And if that I believe this year is an EA that they've budgeted that for a partial south partial salary for for a special ed EA there as well. Uh we've also used this to purchase curriculum and supplies such as N2Y, which is the current curriculum that we're using for our students with the most significant cognitive disabilities. So, those those cognitively low students. Uh SPIRE for at-risk students with reading that's a high quality Orton-Gillingham based reading instruction program as as well as other essential supplies, equipment, specialized equipment for sometimes we have students that require some OT equipment, PT equipment, also mobility
115equipment such as lifts, chair lifts. We have some students that do require those. Uh some some equipment to support students with hearing impairment, vision and impairment, blindness. Uh we do purchase several several things each year out of out of that budget as well. And then there is the just there is the smaller portion of the budget that's 619 and that is specifically for the pre-K students. That is typically a lot much lower funding source. You'll see that we're getting about total of 23,000 and that's going to be for a partial salary and benefits for special ed EA at at little school. So, overall, we have about 1.24 million plus indirect costs for a total of about 1.3 million dollars. I will note that on the 6th, uh Mr. Chavez, myself, and Mrs. Reinhardt did meet
116with parents throughout the district. We brought in some stakeholders and discussed the the budget and gathered some some input from those stakeholders. And I think it was a really meaningful uh time with them. And then finally, one of the components that we do have to answer and we're going to look through just the kind of the budget pieces real quickly. But we do each year receive uh from Wash Co Egos via the Southwest REC an updated procedural procedures manual that gives us a side-by-side look of uh the IDEA law, IDEA, state law, and then local local district policy as well. And so, we're we just received that this this week. And so, those updates are being reviewed and we're going to make sure that we're in line with those local local practices that we need
117to do. And so, we anticipate uh those being uh in front of you guys next month. And so, with that, uh I think you you were going to just kind of quickly go through. The application is much shorter than it used to be. As part of the unified application, there are assurances uh that we have to go through. And uh what's that? >> Charter. Yeah, and charter charter uh which I I shared with with about 44,000 dollars. Um So, that the way that works is you'll see they take a portion by the number of eligible students that they have at the charter school. They divide our total allocation. They they give and uh a proportionate share. Interesting. Yes. And then there are several compliance pieces. One of those uh is we have to have uh
118If you want to scroll down, that policies and procedures is what I was talking about with Wash Co Egos. We're going to uh again bring that to you guys next month. We did have that parent meeting on the 6th. Uh so, we have to upload that as well, which is there. And then we have the governing board agenda and minutes from today. And then finally, I want to say the last thing after the board signatures is going to be the 9-month letter, right? Yeah. And so, we we do have students that have um blindness and vision impairment throughout the the school district. And so, we have to show that we are making our due diligence be to provide them with the services and support uh that that, you know, we need or the students need
119rather, I apologize, uh to ensure that they they are growing academically. And so, each year, rather than going with the kind of national uh bank of of of of a group that will help us, there's uh the the New Mexico School for uh the Blind and Visually Impaired, and we do partner with them each year. So, we do have to upload letter. We've already got that here as well. And we do have a a joint powers agreement uh that's currently good through 2028. If any of you'd like to see that, uh after the year. You know, so for that, I'll stand pretty. Any questions? Do we have a motion for this application? I'll make that motion. I'll second that. Mr. Kroll? Ms. Mann? Mrs. Johnson? Yes. Mrs. Paez? Yes. Mr. Orozco? >> Yes. Mrs. Crumley?
120>> Yes. Mr. Cole? Yes. On to approval of federal programs application for school year 2026-2027. >> Madam President, members of the board, get your magnifying glasses ready uh to look at this. Um though this is a a a variety of funds in here. Just a little point of clarification, right? That application we did for the BMEP, that was an NMPEV application to help support our language learners. Um Title III is also a federal portion of our federal grant to also support uh this the English language acquisition for the for um that similar group. So, when it comes to supervisory and expertise on this application, there's five titles here. If you wanted a summary of what they were, they're on the front page of that handout I just handed you. But uh Mr. Chavez is our
121expert in Title I and Title III and Title IV. And then uh Deputy Superintendent Nips uh helps uh manage uh Title II and Title V in this application. So, um you'll be hearing from from both of them with a little summary of of uh what our activities are. Mr. Chavez. Thank you, sir. Um Madam President, members of the board, Superintendent Googleman, uh I'd like to start off with uh Like like uh Mr. Googleman said, we do have there is six different grants within this part of the application. And if you if you notice, they uh each piece has its own its own budget. Um This unified application, I'll start off with this. It's it's it's a it's been a great transition going from a paper SharePoint to this system where they lack and you saw
122the email I sent. Uh And I'm like, I need this printed. And they're like, "Sorry, not available." And I was like, "Okay, I'm going to print that so that way everybody can see it because it's And then trying to get you guys a printable version. I hope you all were able to read it. Um but we did have an increase in in I want to start with our Title I. Title I is the big pot. It's over it's over it's about 3.1 million dollars this year. That is an increase of about 600,000 dollars from from the year prior. Um so, we have a little bit more money. That means a little bit of the a little bit more funding will go to the school sites itself to support them in in areas where where things
123where things have been uh lacking and and help them in different areas as well. Uh Title I is is focused on our We get this money because of the number of low low-income students that we have in Luna County. And so, um we are a 100% federally funded district. So, that means all of our schools, all of our kids qualify for Title I. Um so, every school gets an allocation depending on the number of kiddos that that that are that are in need. It's called it's it's a qualifier. So, we use a the direct cert number that our district reports to the state. What helps us with the unified application now is that it's taken away all the all the manual fig uh figuring out of all the digital stuff. It's all in there for
124us now. So, you don't have to stress out about that piece. It's gives you exactly uh how much how many students that that qualify. So, that that did help us with some of the work. Uh We do have and and and I depending on how much detail I I give you, I can break up each grant individually, but I want to I want to say uh there's it's about we give about 25,000 dollars to our migrant eventual students for for the year cuz we don't qualify for we didn't qualify for the grant uh at the at the last uh last 3 years ago. They didn't they didn't allocate them in public schools with an allocation. So, we do leverage funding from Title I to support our homeless population. So, 25,000 dollars to them. Uh we
125do put some money aside for professional development. Um and I am going into the expenditure piece because I feel like that's probably the easiest way to to tackle this one. Mr. Chavez. Yeah. Uh we So, well, 75,000 dollars for for professional development in any area that we feel that that that'll help our our most at-risk students, uh it's it's covered there. Uh we do have many some of our district people that that focus on attendance and and our intake people that that uh that support our homeless families that we we, you know, they do the interviews and and uh meet with kids every day. So, our mentor some of our mentors and liaisons that are at the school sites are funded with Title I as well at the district level. Uh then also, we have
126once the schools get their allocations, each school has a certain amount of people that they pay out of that that are above and beyond to help our kiddos in the school sites that are that are paid out of their their allocations. I see. I'll move on to uh Title I Part C. Title I Part C is our focusing on our our families that that are uh that work in in agriculture. So, um the old title if you think Title I Part C, it's it's the new label for our migrant our migrant farm workers. Uh they're trying to stay away from using the word migrant at the ED, and they're now called Title I Part C. So, what we do with that we got an allocation of 62,000 dollars and it's it's it's gone down quite
127a bit throughout the years. Uh it's actually interesting that it's dropped so much cuz we do have the second largest group in the state. Uh closer to 200 students that that that fall under this subgroup. Uh I have two full-time liaisons that that support in the schools and and are ensuring that they have what they need, uh filling that social work gap, and providing uh any any kind of barrier that they might have. We we try to help them as much as possible. Educationally, they're they're on our alert system to make sure that that they're not falling through the cracks. But we typically have between 95 and 100% of our migrant seniors that graduate. And I'm very proud of this factor that graduate from high school. That start their junior year, we graduate them by
128the end. And it's because we work so hard with them one-on-one, and we mentor them, and we help them with what they need so so they could be successful in school. Now, we it's it's it's fun to be the leader of that of that of that uh that great piece there. Um I'll jump over to my pieces and then I'll hand it over to Ms. Nips. Are you okay with that? Or should I Okay. Title III, like uh Mr. Dominguez said, we do get about $200,000 from this grant. This place typically for two FTEs in our in our district. One is our contact specialist that that assists me in the in the department. She's kind of like my feet on the ground helping me with with PLCs in schools. She helps me with just compliance
129pieces of for the state to ensure that that our classrooms do have We've worked a lot this year on on on making sure that all the the schools are dual language programs have an ELD curriculum in the secondary. And now we're working really closely with braiding funding with title one to ensuring that we can give all schools the ELD curriculum that they need for that specified time so we can hit those compliant pieces. We worked really hard with that this year and that's Mrs. Diaz, you know, and a shoutout to her because she worked really hard. And then also we have a mentor that's created out of out of title three. That individual focuses on any of our kiddos that exit access. So part of her job is to ensure that cuz we have to
130monitor them officially for two years. So she goes from school to school. We have a list of kids that are if they're slipping, we want to make sure that that you know, they they've already exited ELD so now they're in mainstream. So we want to make sure that they stay at that high level of rigor and that they're being successful in school. So this person just ensures that that why why are their brains low? You know, what what can we do to help you to get them back on track and and they're typically are really really bright kids so they jump back on track and we find a lot of success with that with that position. All right. And These folks that title four title four is our equity grant. We do pay for some
131of our our McKinney-Vento and attendance intake people. We pay for two of them. And one of one other V2 person so it's an attendance McKinney-Vento days on the calendar. This year we did budget for which is which is really exciting working alongside Where's Mr. Wyman? Mr. Wyman gives and gives the counselors some a chunk of money for for professional development out of the grant. And with and now with Mr. Mr. Diaz an allocation for CTE programs for for the younger grades younger than than than secondary. So so we can give them some allocations to beef up their their CTE programs at in middle school. I That's mine. Any questions about titles one, three, or four for Mr. Chavez? I I did have a question on the the grant proposal the unified proposal. Is that going
132to be every year because I know that McKinney-Vento is three years and then migrant is usually three years. Migrants are yearly. Yes, ma'am. So migrants every year. So that's in the unified. But the unified is going to be every year or it's going to be a couple of years? The unified is yearly. Yearly. Yes. So McKinney-Vento is every three years. It doesn't come up here so I still think it's a separate it's a separate entity. They haven't migrated it in yet cuz not everybody gets it. Right. Yeah, so we're surprised you didn't get it. Historically you did it forever. You used you did it. You used to do that application many for many years and for some reason even though we have over 300 students that are marked that are labeled McKinney-Vento in our district.
133I was kind of surprised that we didn't we weren't allocated And and the migrant funding is is going down Our migrant funding is down. So quickly and so much. It's an easy So leveraging title one and those in order for us to continue the services that we provide them, we have to braid funding and ensure that we're still in compliance using federal money. Thank you for explaining. Any additional questions for titles one, three, or four with Mr. Chavez? They're good. Miss Nips, tell us about two and five. Madam President and members of the board, Mr. Woolpert Superintendent Woolpert. I've got title two. Title two is focuses on um development of new teachers. We we utilize that money to um Donna and her team they've done a really good job of taking over the teacher mentorship
134program and they're we provide stipends for for the teachers and for their mentor teachers so that um they can have support. That's a three-year program so we we fund that. Also through there we we fund stipends for our bilingual Yes, bilingual teachers who are utilizing their bilingual endorsement. Teachers that are using an endorsement in a in class that requires it and also for our sped teachers we provide stipends for them. It's extra work I mean mainly for bilingual there's that who I know if I haven't speak to this but there's a lot of extra work for bilingual teachers because there's not a lot of bilingual materials. So But so that's that's the majority. We also use that those funds for recruitment. So It's getting better. Yes, it is getting better. The other grant I manage
135is title five which is the rural low income and what all that stands for. We did get a little bump what was it like 30,000 in title two. Title five we did get take a little cut in that but what we use that fund for is we provide stipends in from that one for our teachers that have a TESOL endorsement that are using it in their classrooms also to support that extra work that they use and then the the bulk of that is actually used for tuition reimbursement for alternative teachers. The teachers are on an alternative licensure that have to take classes so we pay back their tuition. Any questions? Any questions for title two or title two or five of Deputy Superintendent Nips? No. Thank you. >> Thank you Deputy I have a motion
136to address this application. I'll make the motion. I'll second that. Mr. Crooks? Yes, ma'am. Mrs. Johnson? Yes. Mrs. Paez? >> Yes. Mrs. Crumley? Yes. Mr. Broyles and Mr. Orozco? Yes. Woolpert said. Board announcements and requests for items. Are there any board member requests for items or information for our next meeting? The board will be having our next regular meeting at the Emmett Shockley Administration Building on May 21st, 2026 at 5:30 p.m. I have a motion to adjourn. I'll make that motion. I'll second that. Mr. Crooks? Yes, ma'am. Mrs. Crumley? Yes. Mr. Orozco? Yes. Mrs. Johnson? Yes. Mrs. Paez? Yes. Mr. Crooks, yes. Thank you everybody. >> Thank you everyone.