001to me why there might be a transfer bus meeting. So I would share this with a I would say this with a court ordered placement those are more on those those fall more on not um you know with with custody situation with parents right you you you may get hey quarter replacement you you there's a situation on you got to go live with your grand you have to go live with your grandparents because there's some right >> guardianship >> right a big guardianship thing as typically with the with the um once the you know the custody stuff is done um it's the parents Right? It'll sometimes say in the the parenting plan, right? It will say sort of who's responsible for what and it's very typical when it's what will happen is uh in my
002experience with the parenting plan. It's hey you got to tell the school right you know what's what's the address. We're going to provide that transportation to that >> one address >> that one location and as part of the parenting plan right you all are responsible for figuring out typically the parents responsible for figuring out how that how that works. And to clarify the um special education component of this, if um let's just say we have it's all elementary. If I have a child who is at Memorial and I move into the Ruben Torres district, then my student becomes out of district and if there is transportation listed as a service, we will transport it to the school that they are living in now. So >> if if I move to Rubenus, I'm going to we
003are able to transport to Ruben Tourist. >> It follows that >> not to Memorial. If I choose to stay at Memorial, I need to try I need to um provide my own transportation. >> That's where there's a lot of confusion. Parents think I have an IEP. On IEP, it says I get transportation and they don't understand that yes, we do provide it at your school of residence. And if we ever get to a need here in Deming where hey, you know, um, in the future with with our special programs, right, you know, these schools really specialize in in serving the needs of these kids and it's something that that you know, we're requiring that you that you go, then we will provide it even if it's out of the distinction. >> Even if it's out
004of zone >> because some elementaryaries are going to offer something different, >> right? If we were ever if we ever that's not the situation now. We don't have anything that's particularly specialized, right? But as we learn over the next couple years how to best serve our students with disabilities, you know, we have people come give us some advice. That could be a recommendation. Then we'd have to look into that and it would have an impact on transportation because yeah, we would then provide that because right at school X we don't we we do not provide this program. We do provide a school Y. Well, doesn't matter where you live, right? We'll transport you to school Y, but we're not quite there um yet. So, any feedback on um either of these um options? >> I'm
005curious to know if there's a recommendation by the district. >> Um you know, right, we've talked about this and we know what has been, you know, um historically has been um the procedure here in Deming. I think uh last year uh with the new transportation director, M. Traviso, there was some, you know, some shifting and tightening of the turfs um themselves, right? So, so even the turfs themselves have a much narrower focus. We've talked about as a district if we keep the turfs, there's going to be need to be a little bit even more narrowing on the turfs because we're still trying to address some of these parental custody things, right, that you know really aren't tenable uh as part of our responsibility. Um but to re but to really provide a lot of clarity
006on on you know for transportation to plan routes optimizing routes um making sure we're not running more routes than we than we need to sticking you know picking option B where you eventually get to right the just the policy right if you live in the zone we'll transport you in the zone if you live out of the zone you're going to need to transport yourself that is A I've done a little research on that across the state. That is >> what's happening. >> That is what is happening. >> Um uh uh you know again that's what's happening on paper. Let me let me say that's happening in policy. Uh Miss Cromy I I haven't traveled around the strength see what's actually happening but but that is you know the very common that is very common.
007>> Um >> so you know that's just if you're asking me that's B is is as a district, you know, it's going to get us to the spot we need to for the most optimal operation of our transportation um uh situation >> and that would kind of match with the open enrollment. >> That is correct. >> Because it's going to be on the same grandfather in kind of thing. It'll start with kids kindergarten. >> That is correct. And not just kindergarten. Now again, it's you know just like with the school choice, right? If you're if you want to go on a school choice application for the first time next year, >> then it applies. >> It it applies, right? You got to renew annually, right? Um >> but it would it would make it more
008across the board. >> Correct. Even consistent, >> right? Because because again, you know, yeah, like Yeah, you're right, Miss P. >> So that's kind of, you know, if if you're asking us and and and if we were going to put a a policy in a regulation in place, it would be option. It would be option um B. >> And option B would mean then that we would not >> accept any new turfs. >> Well, we wouldn't modify existing policy. >> Oh, well, we we would have to modify it just to >> you still you still have to because it says current policy, Miss Crumbly, says there on page on line 2628, right? You know, no freedom of choice transportation. You know, it's your own deal. If we if we didn't put this exception referring to
009the grandfathering in >> Oh, then >> that means everybody that was currently on a turf, >> we they'd be off they'd be soft turfed. >> So then either way, regulations within your purview. >> Correct. Correct. But we want we this is an important Yep. >> This is an important thing for you all to give us input on. Um but uh yeah, I mean and we want to spell this out because again we want to we'll grandfather you in. you can do this, but any new ones that come next year, right, you're there going to be no turn. >> I think option B makes more sense practically from a school's point of view. I don't think that it should be within the school's responsibility to have to accommodate as many people as they can to transport
010families outside of zones without very good reason like an IEP or a court order or foster care to have the application to and they can be denied but I think >> then you'll have increased conflict increased people unhappy people asserting that there's favoritism Um, it just opens the door to a whole bunch of in issues and it also means that the district could be inundated with these applications that they also have to go through. But have you seen what this says? If the kid in elementary lives within a mile of the school that that they don't have to give them transportation. So like Belle, I was in line waiting to pick up my kid the other day. A lady walked down Maple, the middle of it, started screaming at me while I'm sitting in my
011car, throws a can of something at my car. We don't want our kids walking home with that kind of stuff going on. When I dropped off my kids, there's the same stuff walking around screaming at the sky. So for me, whenever we have parents that need a babysitter that might be out of that area, this is how that kid gets to the babysitter, whether it's grandma or whatever. And right now, it's my understanding there's one bus and there's only, I think, four kids on it that go around. And I think the person at Baton that watches them, is he maybe >> in the afternoon or in the A.M.? >> In the morning. Is it a teacher? So, it's like a duty. It's not like we're hiring someone special for it. I just My kids use
012it. My son does. And if it weren't for because we have a safety issue where our kids going to Columbus has for generations been a safety concern. So, typically they would go to Baton. Baton has been old since Lucas has been old enough. And from there, uh, Bell was the next option. But it was either ask for the waiver or we'd have to homeschool because I can't spend 4 hours driving back and forth to get him to school either. And as it is, I need the bus halfway because there's like five houses out where we're at. So, it's just a very saying no and a hard no I don't think is the right idea. But with the having the teachers prioritized and all that with the registration will significantly reduce the number of kids transferring
013and it's only elementary kids that would need this. That's what for me honestly having to go through what was a nightmare for me the two years this past year I've been able to see what's going on around the schools. Belle's been on lockdown a couple times just for creepy people staring at the kids at reset and so we're expecting our kids if they're latch key kids to walk home during that or with that around it. I just don't feel that that's safe. >> And hasn't it always been? >> Well, that's the policy. That's the reg the and >> that's where and we ran into him. Policy says one thing, but what we've been doing is not the policy. So, from day one, he's been saying if we're going to continue this, we need to change
014the policy to where there is that option. So if I can clarify the um the transportation regs the NMAC I never remember what is >> and that it's the walking is is what they set the standard one one mile for elementary up to >> I know that's something that we don't control. No, >> but for me, like in the Bell area, if a parent is working and needs their kid to go to a grandparents house after school for their safety, >> and what I'll share with you, Miss Johnson, that again, whatever option again, you know, we'll take your feedback and if we need to, you know, have another conversation, the board meeting March, we can. Let's say we were to stick with option A, right? you know, having the having the annual application for the
015exceptions. As I did mention earlier, as there was going to be some some more tightening down on the turfs themselves, I do want to be honest with you, right? Th those types of scenarios you described about taking a a student to a babysitter in a different zone or to two different parents, right? Those are things that are probably very likely not going to be part of the turf anyway, right? because those things are >> those are parental responsib and and and truthfully they become like very subjective um situations right on those turfs if we're going to continue to do turfs we we're trying to get to things that are a little less um a little less subjective in in in the decision-m and um though I think you know as superintendent I I'm I'm sympathetic
016to that I I we it is difficult to um difficult to condi uh plan for every kind of condition that may that that may um >> it's impossible >> occur. So, you know, to be very transparent, right? You know, whichever was decided here, even if it's the turfs, the turfs are going to be the turfs are going to be narrowed further and those things that you mentioned, you know, do do fall in to that category of things that you know are likely going to be excluded um uh from the turfs. And if I can just add the uh we're switching to a new uh software. So we are really we really want to make sure that we are transporting students to the address that's listed on Infinite Campus because it's going to now talk not
017very techy to our system and that's the address whenever we go to route a student. If you get a new student, whatever address is is on Infinite, that's the address it's going to put it route it to. So, before we were able to input all these other addresses and we're not going to have that capability to do that anymore. >> It's just not as flexible then. >> Well, eligible students according to the um ENMAC are the residents. So, wherever the student resides, that's what he's talking about. We're going to have to really look at, >> okay, that was in terms, >> okay? >> And here's what I'll share, right? What what I can what I can sense is that, you know, there may need to be a little more more discussion on this. Okay. Right.
018Um uh I think uh what I hear is that regardless, we're going to need some type of exception, right? All right, whether we go with option A or B, right? Very likely, right? B, the grandfathering out. A the annual the annual re apply approval. The thing that will need your approval next board meeting would be the policy that you know that with the one sentence, right? That gives us a little bit of time still um to have to to get your all's feedback um and we can get feedback in you know the next couple of you know the next couple of board meetings um to to land on what regulation um you know we need to we need to settle on because by the time we get to the middle of April we got to
019know what the regulation is going to be so uh you know Miss Amar's department and um you know Mr. Wy's department can you know start communicating out what's going to happen. So, um I I do hear that we maybe need some more discussion on this, some more looking into this, and I'll I'll make sure we we take time to do that. But what I can hear is that we need to agree to um uh get this policy uh at least approved with the one sentence so we can have some exceptions versus it saying >> None whatsoever. Is that is can we agree on that right now? >> Yes. >> All right. So, um I'm going to do this. We're going to look at this last pause for searches. Then we're going to take just a
020a little quick 10-minute break here. that we're going to turn it over to um uh to to Miss um Stephanie. Okay. Thank you for your feedback on that. Um the last policy we're going to look at that we've looked at before a couple of times, so this shouldn't um nothing's going to come in here that's too much of a surprise. We just cleaned up a couple of things and got some feedback from um our attorneys on something we had talked about in a previous board meeting. Uh so again this is uh you know our our our searches and uh student searches and interrogations and arrest. Again uh we want to update this so we can use our um our open gate weapons detection system where we can use the canines that we'll enter anou with
021hopefully at the end of um March with the with the PD. Um as well as we had this conversation about um do we do random searches? You know how does that fall? So again, the first page here, page one, lines 1 through 36. Again, just some updated terminology in law enforcement versus peace officer. Um, you know, um, some minor edits there. Page two uh, is where the significant changes occur. Again, you'll see there uh starting on um on line uh 11 that talks about that all all items can be um searched on the way um uh in with the the screening device. Um the uh number two, the preventative K9 free air sniffs. So, so technically the dog the the canines from the department, they don't search individual students. they sort of just sniff the
022surrounding air, right? And if they sniff something of um of concern, um then we can that could be reasonable suspicion as a school for us to pull aside and do a school reasonable suspicion search. Of course, you know, we have to do I have to do regulations for that and we're working on that at this um at this time. Um okay so these two in yellow and and red we had initially proposed to you all the random lawn search okay which um you know the fourth amendment people have the right to be you know secure in their person and property and free from unreasonable search and seizure. Um, you know, we got a little bit more feedback from legal. There is a a little bit of of concern about um random searches because if you
023don't do them well, you could really fall a foul of um the Fourth Amendment when you don't really have a reason. Um in addition to um even if you do do them, if you don't truly do them randomly and you do them targeted, you open yourself up to some other um concerns. So, um they did of course put a note here in yellow for us that we could do a um a a wand search and um you know we can do a wand search if we do have as it says down on line 32 reasonable suspicion. Okay. So, for example, if uh if there was a situation where there were um you know there was some students in the bathroom that were vaping, right? One student came out and said, "I saw student A vaping
024in the bathroom." Um, we as a school would have to determine is that reasonable suspicion to, you know, search this kid. Well, depending on on on the information that we had, yes, we could then use a wand, right, to wand the student um versus, you know, maybe a, you know, a pat on other kind of search and then we say, "Hey, you got a wand here. You know, let's call your parents in." So that allows us to use um the wands. And then a reasonable suspicion search on line 32 is that's the standard that is used in schools. Um in general, we don't have to have probable cause like law enforcement. We just have to have individualized reasonable suspicion. Um and of course whenever we search a student, we want to be, you know, uh
025be careful, right? Going to search a student for a vape and the suspicion we have for that, we should be a little more certain. But of course, if we get a report that a kid might have a weapon, right, we're going to act on that a little bit a little bit um quicker. Um and then um on page uh three uh we got lines 16 through 21. Um and then of course it's uh telling us there that um uh we can you know the K9 searches that we do have on campus if we're going to run you know run them through the lockers or or run the round that requires um that requires my um or my design's authority and again that if there is you know um a student that uh even though that
026be individually searched if uh their belongings that are left in the classroom or something that happened to the dogs indicate there might be something there right? Those students have to be addressed in a in a um in a private confidential um manner. And of course, you'll see in theou uh and regulation, you know, the goal with the canines is not to to you know, like the old days when we were in school, you know, you don't run the canines in the classroom with the kids. Typically, it's uh they leave their belongings in there, the kids exit the room to another room. Um and then typically the dog kind of goes uh in in the room. Now, again, the dog may be sitting there in the hall where the kids are passing. You can't just turn,
027right? You can't turn the dog off, right? Uh but as the kids are leaving the room, right, that dog may sense something and could, you know, could kind of indicate towards a kid. Then we would have to kind of stop the line there and say, "Hey, let's let's go take a second look um at what you might have." And that's, you know, could trigger the the wand search. So, um, and then of course the last one, I think, um, it's important to know that if if the last page, if a law enforcement shows up, you know, to then they want and and it's not part of something that we've called and asked for and they want to arrest a kid, you know, they do have to provide us with a with a, you know, a
028signed judicial criminal warrant. Um, that's important to know. Um, and, uh, you know, even if a an agency shows up and it's for something we didn't call for, this is back on line seven. Um right, you know, they have to be they have to come to our school and and give us proper documentation that they're authorized to um you know meet with the kids um and and interview them. Typically they typically though they do those things outside of school unless it is something having to do with CFD which they'll often come to schools to do. So we're we're getting to the pretty good point with this. Yes, we're working on our reg on on our on our regulation, but this is one we definitely hope you will consider for approval at the end of March
029because we do have some training here on the 17th just in this building about the open gate weapon system. The opening gate is going to come hopefully in April and do some on-site uh practice. We want to make sure we have time. >> We want to make sure we have time early April to notify the community of hey these are our new search procedures. We're going to be piloting uh you know our open gate uh system uh on campus these days uh for full implementation next year. So kind of here you know in April we want to run some run some practices and we want to make sure this is in place and let the community know that hey running some practice and this will become fully implemented next year. Any clarifying questions? >> I
030have a couple. >> Yes ma'am. So on line 11 or 12, sorry, where it says like entries, there could be K9 use. Um, >> which page, Mr. Scrum? >> Page two. Very good. >> So, does that mean then that the district envisions there being a dog there sniffing each kid? Is that even >> No, we that that's not We actually talked with the police department about that. This is one where they where they say that the the dog would may be present in the foyer while the kids are entering. Again, they they were they were sharing us that uh they don't >> they don't search individual kid. >> If you think if you want to think about kind of like at the airport >> when you're just kind of in the TSA line and the
031dog is sort of just >> around. That is kind of what a free air air sniff is is is like correct on 1516 then where it says students and personal property are not expected to be present right >> doesn't that need to be stricken >> because they're going to be there >> yeah I I think that the t like and this is something Mr. turn have gone about like that that word says expected >> not expected. >> Yeah. Right. It's almost like >> Yeah. President Superintendent but you if I may. Um, what that is really referring to is if we're walking, well, not us, but the the officer is walking the K9 through the hallway, that cone of the descent could be just in the hallway and alert to a specific classroom. So, the the
032student and their belonging is not in the hallway, but the dog is hit on something. So, it does what the officer was calling pull. So, it's starting to pull towards a specific classroom which then um Mr. W would get a phone call saying it's pulling towards this classroom. Can we ask the students to step out? >> Okay. I think it's just it's confusing. >> It is. I I >> because then there's no discussion about Okay, so how does a classroom search with a K9 work then? I I understand you saying it's not like when I was in school where the dog comes in the class and all all of us are there. >> Yeah. Um, but if you have a sentence that says students and their personal property are not expected to be present in
033areas subject to a free air sniff, maybe free air sniff just needs to be defined somewhere. >> I think so. We Mr. Trone, we we have actually talked about this multiple times. It's, you know, may be present, might be present, you know, could be present, right? is this word expected or not expected that I think is causing a little bit of >> a little bit of uh um lack of clarity. >> Yeah. >> And and again that was tied back to theou and back to the regulation sort of as a as a lack of Okay. So um we'll make a note of that. That's been the sentence that uh >> it's just >> has been uh haunting me. Okay. And we'll we'll work on that before we get to um um um uh uh uh
034March. >> Okay. What just those two areas coming? What else you got? Miss >> where it says things the superintendent. >> Which page in line? >> That's 18 page three. >> Page three. 18. >> Yeah. 18. Um what does that specifically mean? >> Yeah. So the designate and it's actually uh in the board in the board um >> definition >> in theou okay >> in theou the designate is uh it's u the deputy superintendent >> or um the the sec the district security uh leads initially limo you had like uh the had campus administrator SRO's we said no no no if you're going to have the dogs anywhere it needs to be superintendent deputy superintendent or security that they will not as per theou they will not run the dogs unless um one of them
035uh says that >> yeah I appreciate that >> madam president m that'll be defined in the regulation that we will we'll will draft for recommendation >> thank you >> all right any questions on these >> what we're going to do Charles if you want to pause that we're going to take just like a a little 10-minute nature break here >> before we do that we need a motion for a recess I still have a motion for recess. I make that motion. >> Mrs. Johnson, >> yes. >> Mus. >> Yes. Yes. Where is this? Yeah. Uhhuh. We're live. >> Okay. Do we need a come out of >> We need a motion to come. >> We are all back from recess. Do I have a motion to return? >> Make a motion to return to discussion.
036>> Second. >> Mrs. Johnson. >> Yes. >> Mrs. P. Yes, this is from Leas. >> Okay, Madam President, members of the board, um we're fortunate here, as we've mentioned, we've been working on revising our well, I mentioned in the board meeting that we're going to begin to revise the strategic plan that you all worked on. Um or was began to work, the work had started a couple years ago in the district. We're going to work to revise that. Miss WA from Everest has been in district. She has met with um teachers, students today. She met some students today. um she met with support staff, she met with campus leadership and district leadership to get some input um on on revising. Um I know she'll talk about that a little more what what she's been doing.
037Um but today we wanted to make sure that we got your input and then Miss W also um tell you um the additional input we're going to get before as in our timeline to sort of craft this uh reass plan and get it back to you all for approval which will really help us guide all of our efforts um going forward over the next um 3 years. Uh, Miss Wan, >> Madame President and board members and Superintendent Wamoo, thank you so much. Please don't feel like you need to call me Miss WA Stephanie. I had the kids today call me Stephanie um as well. Um, I'm so excited to be here with you all in person after eating um you all virtually um previously um and um just spend some time together and really visiting
038some of those priorities. So, I have a couple introduction slides and then we're going to be doing some um work that will be independently and then looking at and viewing collaboratively um together um as well. So, where we are um there had been a draft plan and some input was gathered and a plan was drafted but it had not been ultimately approved by the board. Um then Deming experienced a leadership um shift. the new superintendent was appointed and um superintendent has shared his evaluation process and everything with me as well and you all um have committed to um to some of that um of shifting towards a focus on more on student outcomes. And so where we are now is really gathering perspective across a variety of groups on priorities and focused needs. So, what
039are we saying is really the most important for moving um student outcomes? And um we're doing that through a lens of really thinking about our strategic plan through the school board and um district leadership. And what does that look like from the lens of board governance and then what does that also look like from that um that lens of district leadership? And so a school board determines goals for the strategic plan. They set specific priorities and define the desired outcomes for that. And then you all are going to monitor the progress of that strategic plan through routine district leadership updates. Um you all are working with um our company that I am from Everest Analytics to engage in that process. So we have some specific cadence of updates that we'll provide to you um on
040a quarterly basis to support this. Um then the second level and I always like to think about it as a line. So what happens above the line is school board governance and then what happens below the line is district the work of district leadership. Um the district's leadership determines specific strategies for board goals and um the district leadership will develop systems and structures for implementation and impact monitoring. how they're really monitoring tightly the implementation of the strategies and what impact it's ultimately having on student outcomes and then providing those routine updates um to the board. As you can see though, your team here um at Deming is committed to making sure that you guys are a part of the the whole um process. even from what we just saw through policy review and regulation um
041review. Uh your input is so important um not only for me as I'm working on um summarizing and bringing together a lot of the trends that we're seeing and being able to share back with you all but then also um making sure that we have the full um really true scope of input um across the Deming public schools community. um and they will joke with me as well. But I also have been I gather input not only through the traditional mechanisms that we utilize, but I also believe in talking to community members um at the gas station, at restaurants, um at Pepper's grocery store um and going through and doing all of that. So, we really um can find some ways to bring in all of those aspects of um of input. And so, um,
042anchoring ourselves in what is a strategic plan and the definition that we're working through in our processes, um, it can be really helpful as we're thinking about priorities and strategies. So, a strategic plan is a small set of clearly defined priorities and it's anchored in measurable student outcomes. We all know the reason we are all here is the students of Deming public schools and we should be committed and holding ourselves accountable towards um student outcomes for that. Um it is focused on improving what students experience daily and it's designed to direct time, energy, and resources including things just like you all were talking about with your um community budget um input survey. I took down um I took down lots of notes during that um as well, but I'll be making some connections to that
043through some of our work tonight. Um two, it's used to monitor progress and ensure accountability. And it's a it's a a commitment basically um to the community about these are the things that we are all supporting as a board and as district leadership in service of the students in um in our community. Um I always like to say, but like it's but what is it not? because I think sometimes when we leave that unspoken that's where some of it become can become a little muddy and so when we look at that um really and truly thinking about that it is not so broad that it it prevents meaningful focus um a lot of times when we see plans that are very long and very broad it um it doesn't allow us to prioritize what is
044going to move the needle for students um it's not a list of programs or specific activities activities. Um, it is not a compliance document. Um, I think of compliance documents as the laws and the policies that we must do. This is the aspirational vision of where we are pushing our students to and our commitments that we make to them every day. Um, it's not a collection of everything that we value. That is sometimes how we end up with plans that have 100 strategies. Um, so it is really that focused um that focused document. It's not an operational um task list that's more focused on what adults will do. Um it's not centered on adult preferences or convenience. So when we look at this, we will always think about what is um important for students, how
045this will impact um our staff and staff input is so critical and um um in this whole process, but we ultimately make uh decisions with um our students that are in mind. Um it's focused on priorities that um cannot be monitored through clear metrics. So sometimes you'll see um strategic plans that are vague and hard to monitor and so that is not like a really focused and tight strategic plan and it is not detached from measurable student outcomes. Before I go on um this is like Stephanie's like simple language to make it as easy to understand as possible. Is there anything that what I shared that you all would like to push on or ask me any questions about? No, we're good. Okay. And so where we are going is really a coherent vision in
046service of students. Um the aspiration that I have talked about with district leadership that I would like to bring to you all tonight is truly um a focus on four goals that anchor back to student outcomes with no more than 16 strategies. Um four per goal. When I was an administrator of a school, I inher I inherited a school that had over 40 different initiatives. And the first thing that I I said was, "We cannot be good at 40 things." And I said, "For this year, what are the three things that are going to be most important for our work?" And that's what I would like to be able to support this district in through our process as well is really narrowing down what are the four strategies that are going to have the greatest
047impact towards this goal that we're going to implement well that we're going to prioritize resources to um etc. And so really just thinking about that that's our end goal as we're um going through this. So in that lens, I would like to bring you all through a a process um this evening where we leave with some clarity on thematic priorities to accelerate, combine or pause. Um, I've had the privilege of watching many of your board meetings, the recorded versions, some of them live, um, as well, and I've taken some time to go through and elevate some themes that have, um, come through your, um, conversation routinely. Um, I also elevated some themes that we're seeing from input from the community so far, um, that we, um, we are hearing. And when I say community, I
048think about that as like your staff and the greater community as well as your students. Um, and then also just some things that are also really good um that are good practice that we see kind of as trends of areas of need in education. And so I think for an example board member paz when you had said um before when you were talking about what is um discipline and behavior and focusing on that and you said this is a trend all over all over the place that is a national trend. So you know just things around that that we see um playing out and so we're going to do this through um a filter and it's two layers. So, when we look at some of these thematic priorities that I we're going to be looking
049um discussing and reviewing together this evening, it's really going to be about how much does a strategy impact student outcomes, especially layer 1 instruction. And layer 1 is that daily core instruction that every single student re um receives. It's that guaranteed instructional experience for all students. And then um we'll also consider do we have the capacity to implement this strategy well within the next to 12 18 months. Strategic plans run anywhere from 3 to 5 years typically. a national trend has been of a shorter strategic plan um time period just because as things have been changing and shifting so much in um from the federal level the state level 3 years has been a little bit more of the trend that we're seeing with that. And so when we think about the capacity to implement
050a strategy um well within the next 12 to 18 months, 18 months would be the halfway point within um an implementation of a three-year strategic plan. And so I always say if we're saying something is important, we should have the capacity to do it within at least the halfway point of the strategic plan because we need time to work through as we're implementing strategies and make those adjustments as time goes on based upon the unique needs that are popping out um around the student data. And to make this even simpler, I like to think about this through two this in like two words. how impact on students. So impact and then feasibility, how how likely or how feasible it is. And so thinking about that, we're actually going to bring um do some time here
051together of looking at some of these thematic priorities and then considering them through the lens of impact and feasibility. When we look at impact, we're looking at it through that student outcomes focused lens. And so we would look at a strategy and say does this um strategy or priority um or theme directly affect what students learn, experience or achieve? And would this shift the quality of layer 1 or that core instruction across all classrooms? And so it's high impact if there is strong direct impact on teaching and learning and it's lower impact if it has operational or peripheral um like a connection or it's a limited focus on instruction. Feasibility is when we start to look at that capacity to implement. And so we think about do we have the people, time, systems and money
052to do this well now? And will this stretch us beyond realistic limits? And so high feasibility is ready to implement now with solid support and then low is needs adjustments to um it low is when it needs adjustments to implement or there's major barriers or unclear ownership. And so we're going to look at some strategies and consider that. And I always um I bring up an example from another district that I worked with when we were looking at some of their strategies and saying really like let's talk about what's impactful for the everyday experience of students um and how feasible it is. And so one of the um strategic actions that had been listed in their plan was around um a strategy that said to evaluate the number of coffee machines in the district. And
053so we looked at that, didn't pass judgment, we just looked at it through this lens and we said, is evaluating the number of coffee machines in the district impactful for the everyday learning of students? So is that high impact or is it low impact? And you can imagine everyone said that's low impact. There isn't really a lot of impact that we see on true learning of students with that feasible. Yeah, it's feasible. Someone can go and say like, hey, I've got this. So it would have been low impact but high feasibility. And that's just the kind of thinking that we are going to engage in together tonight. Make sense so far? Okay, we can giggle. That is a but that was a real strategy. There were more coffee machines in the classroom >> there. I
054guess there could have been >> um so it was just a very interesting thing and then there was what >> before we did that here we had more copers and printers than we had staff. >> Yes. >> All right. So I'm going to start I have two for us to walk through together and then I have some organized at your seats for us to look through. I had prepared for four board members. So I'm going to distribute one stack a little um a little bit but um these are some of the thematic priorities and I had two that I wanted to go through with you all. Um so the first one is around high quality standard standards aligned core instruction and so ensure every classroom delivers high quality standards aligned layer 1 instruction through coherent
055curriculum writing integration and strong instructional leadership. That is a very fancy loaded word way of saying every classroom every day is going to give really high quality instruction using resources that people have agreed upon that they are writing across content areas and principles, assistant principles, coaches and district leadership are providing strong leadership in support of that. So do we think about that as being high impact or low impact on student outcomes? >> And then what about the feasibility? Do we think that that is extremely feasible like we could uh we can start this and we um now or is it lower feasibility because there are some challenges that we foresee with that or barriers. um do we have all of the staff for making this happen? Do we have all of the resources for making
056this this to happen? So just thinking through that lens, how would you consider feasibility for this one? And there are Oh, by the way, especially because this is um in public, there are no wrong answers when we talk about impact and um and feasibility. There are perspectives and opinions and we just discussed there are no wrong answers. I think the district is better suited to answer that question than we are and we don't know whether or not the district has barriers to implementing that. Now, >> I will say this. I mean, obviously I've sat through a lot of this. I guess I would I would share Well, obviously, yes, we the district is best suited to to do that, but based based on your experience, what do you what would you perceive? My my first
057perception that came to mind >> was the number of substitutes we have in classrooms or long-term substitutes we have in classrooms or teachers who are not certified to be teachers yet. Um how can they meet that standard when some schools have very young principal and by little experience right that's I feel like medium Someone tried to sneak that in on me the last time and I was like absolutely not and I just placed it. Then >> we have the goal and we have the drive. >> Another thing to think about too is how challenging it is these days with parents and students and all the poverty fear the um the housing situations all of those things. Um like you said behaviors. Um there's a lot of kids that have anxiety and all those kinds of
058things that you know although it's not as simple as just saying provide the instruction there's also support that needs to come around for for families. >> So what I'm hearing based upon some of this discussion is that there are challenges and barriers that would make it very hard for us to say like we're going to make this happen perfectly everywhere right now. Right. Not without eliminating challenges. >> Yes. >> Um and so when we think and I'm going to talk to you guys about this matrix a little bit more, but I'm just going to place this in an area where we've identified as high impact but low feasibility. Okay. All right. And I've got one more here for you all. And let me pop that up. And this one is a guaranteed and coherent elementary
059experience. Ensure every elementary student receives a guaranteed acu academic experience with strong tier one layer one that core instruction, timely interventions, and consistent promotion standards. And so you can imagine this is something that is a little unique to Deming. Um it could not it might not be a um it could be something that other districts also experience, but you all have an intermediate school where all of your students from elementary school come together in sixth grade. You have a one middle school and you have one high school. And so you have several different elementary schools. And so this is really um a thematic priority about ensuring every student, no matter what elementary school they're at, um receives a guaranteed academic experience. >> I would put it in the same category for the same reasons. >>
060Yeah, I would definitely agree. >> In my professional opinion, that makes complete and total sense. >> You're just saying that who said there was no wrong. I didn't say it was right or wrong. I just said that it makes complete and total sense. >> She can see where we came. >> I All right. So, we're going to go through and you're going to have um in front of you. You probably see them face down a handful of cards. And then this will be you can you can uh whichever one you take and then I'll break these ones up across you guys in a moment. So you're going to take a moment and review your cards and then determine the impact and feasibility of strategy and feel free you can write on it. You can look
061at that um and just write on it like um high impact, low feasibility, high impact, high feasibility and just write it on there. I'll go ahead and start to sort. I don't want you all to be worried that your opinion of this is the only one that's going here. We're going to come together. You guys are all going to have a chance to kind of review some things, make some shifts and adjustments and have some dialogue together as well. But we start individually at first. >> So you're saying high and low, but is there there's a medium? >> There is no blue line. >> So um I am I'm asking you to take a stand in the real world. Is there typically some moderate or something like that? Yes. But if for the sake of
062this activity, I'm asking you to take a stand and choose one or the other Jesus, stop drinking. powerfully worded. Um, I am also available to >> I have to be like, okay, hold on. >> No, and that's where like I said it and I was like, here's the simple Stephanie ex um explanation. >> My background um as a teacher was special education. So I found myself you would take big concepts break them down smaller. So that's why to me on that other one even the word guaranteed I was like oh that vaccine corn Yes. You understand? I'm sorry. I just did hh or ho. >> I I'm assuming that >> impact was the first one in feasibility. >> I was right there. Sure. >> They're hanging up. All of them seem like they would be
063hiding back. I didn't know anything about machine. Simply There was two more. I'm sorry. It's because I added to your pile. >> I was prepared for four board members. Here you go. Thank you. Thank you. And y'all are going to just have to give me one moment. >> I prepped all my tape. Just takes me a minute to get home. Are these suggestions that you've gotten from feedback from everybody in the district or are they some of this is based on like some like thematic themes that are elevating across the different um input groups. um we are still to have more input to come through um a few other mechanisms specifically around some surveying and I have some ideas based upon some things that we also discussed tonight um about that. Um and then but
064these are some themes. Um some of them are also themes um that were elevated across your board conversations across board meetings. Um and then some of them are best practices kind of like a national or a state trend. All right. So, I am placing these up here and I'm going to take a moment and explain a little bit about our matrix with you all. So, we've made this matrix over on the um side here. It's very fancy blue painters tape only the best. Um but what we have here is your um vertical axis or that vertical um line is impact. So anything that is on the upper part is high impact and anything on the bottom part is low impact. And then your horizontal line is feasibility. So anything on the right is high feasibility
065and anything on the left is low feasibility. And so what that looks like when we um sort these is like this where we have those quadrants that we placed the strategies into based upon the um suggested placements that you all shared there for high feasibility, high impact. And then what that kind of translates into is really then thinking as an organization. The things that we placed into that um upper right quadrant that was high impact, high feasibility. Those are the things that we should we are saying we should accelerate right now. We've got the resources available and we know it's going to make a difference for students. These are the things that we should be accelerating. Then when we look at the upper left quadrant, that's where we invest and build capacity. So sometimes we
066have to think about reallocation of resources. We have to think about different ways to um allocate staff. Um I always think about resources as something that is um very broad and a lot of people just say give more resources to this. But I think about resources are personnel, financial, could be technology resources, could be physical resources. Sometimes that we're even talking about buildings when we're looking at these things. Um, in the bottom right quadrant, that's where we look at these ones and we say these things are very easy to happen. they're highly feasible, but they're going to have a lower impact on the day-to-day um stu uh experience for students or that high impact on their student outcomes. Those are things that we think about is should we combine them with something else? Um do
067they need to be revised um in some way that they are more um more impactful? And then the final bottom left quadrant is the things that we say we need to pause or defer this like this is something that isn't um at this moment in time as critical as some of these other areas. And I always say doesn't mean that it's not important. It could be important but it might not be feasible in the time frame that we're looking at. It might be something that's going to be more feasible in seven years. might be something that's more feasible in 10 years. It might be more feasible when a magical grant comes with millions and millions of dollars, right? Like those are the the types of things that we think about there. So, I am going
068to ask you all to take um to take a moment and look at your matrix and kind of see what you all have standing um out here. Go ahead, walk up and I'm going to give you permission to do something. You can move it if you don't agree with it. I know you can move someone's cheese. That's what that always makes me think about. >> But without their permission. >> Yes. >> But no one. >> No, without their permission. Yes. However, you could have a conversation with your business. These are the things you said we would only want 16 of total. >> No, >> these are thematic priorities. They could lend themselves to either goals or more of a strategy. Some of them are more like goal in nature. Some of them are a little
069bit more strategy in nature. So if you wanted to roughly give you guys if you wanted to say like hey we really should above this line of impact of what we are saying um do we have more than 16? Are we exceeding 16 here? >> Yes. All right. >> And if you are, what do you think maybe you should do? And there isn't a right or a wrong answer. This one says um low feasibility when it comes to communication trans and transparency >> low impact high feasibility. So you feel like it has a low impact >> on the day-to-day for kids? >> Yeah. Oh, okay. Yes. Maybe that's what I was >> that really like the day-to-day experience of students, their daily classroom instruction. >> Okay. Yeah, I see what you're saying. >> The other
070thing that I like to think about with this, so like this is one is a great example to say here. >> So we know this is important. >> Yeah, there's a redirect. So like it is so important and what might happen is a department or division in the district may take this on as their work to make the overall strategic plan happen but it's not necessarily if what we're saying is like every student every day in every classroom like this is the thing that moves the needle. Are there some other things up here that are more likely to move the student uh move the needle for students? So that's what I think about a lot of times with some of some of these things that there are things up here that maybe it's not a
071strategic plan strategy. It's important but it's work of a different department or division. >> Does that make sense? >> Yes. Okay. >> Yeah. I think um mind the daily >> daily app >> and I can pop those questions back up for you all as well. Well, I think it's I don't know why. and the life. >> I feel like this one with it being facilities would be more of a we couldn't do it next month. You know what I mean? >> Yeah. >> It's still high. However, yeah. Another thing for you all to think about when you're looking at this is could I tie a student outcome directly to this? Could I tie an academic outcome? Could I attendance outcome? >> Could I tie um a behavior or discipline outcome? Do you think? >> Yeah,
072it help. >> I think one of the elementaryaries that came was talking about how each grade levels I think it's awarded kids as they as they made good decisions. >> It's about it's a matter of staff making that a priority. I think I just wondered like do they have the ability to do that one right now? >> I think with the like simple like that play money where they they literally earn something that they they then get to go spend it. I don't remember which school did that but it's but the chefs were also decided that that was going to be one of them is to make sure the kids um developed responsible decision making to kind of control their own behaviors and then I was looking the chronic absion that's a hard one It's
073high intact for sure, but change that is very difficult. >> No, I'll say that. But >> I can't. >> That's okay. I just want to I just like to give you guys the space cuz you didn't get to see them like it's just like it's important to do >> and to think about the other question before you guys go and sit down and we do kind of a last kind of part with some of this and then we'll have some discussion as a group as we're moving um forward. A question that I would ask you all is as you're looking at these things that you said like these are above the impact line. These are high impact. These things that are on the upper half of our um matrix. Do any of them relate to
074each other? Could you cluster some of them together? And so if you guys feel like that, I would encourage you to just take a moment and do that now. then there was another social emotional Beautiful. Thank you. >> Yeah. that when you clustered you have like nine either singles or groups Sometimes it makes you feel a little better too when you look at that, >> right? Oh, that's the one that I was like, I for it. Look, it's my baby. Like little We're going to >> I'll get a piece. >> What? >> I'll get one piece of tape. >> You'll get me one more. >> Yeah. >> Was it It was here with those three. Okay. How do you feel about this now? better. Okay, we're actually going to even do just one more little
075layer with it. Okay, so you guys go ahead and sit down. I'm going to explain our next piece to you all. So now you have here the things that you really want to invest in, build capacity, and accelerate. And you've grouped them, you've got them there. Um, and you've said these are things that are going to move the needle for the students in Deming public schools. So, in front of you all there are blue sticky dots. You have five blue sticky dots. I'm stealing the extra one to make sure no one is tempted. Um, and so using your stickers, you are going to have five stickers to now and say of these things that are up there, these are the five that are the most important to me up there that I really think could
076make the biggest impact for our students here in Deming public schools. How you use your five is up to you. You can put one dot on five separate strategies. If there's one thing up there that you are like, I bet my bottom dollar on this and you want to put all five on there, you can. If you want to put two on one, three on three separate, your choice. It's flexible with what you do with the five dots, but you just only have five dots. Thank you, sir. Saving the day. >> Talking about that medications. Thanks, on my put up there somewhere. >> I did take tell you to do that. >> I doubled up. I think >> just believe if you if your input is here, you're a valued member of it. >> It
077should be there and it should matter. All right, it's difficult. So now we're just going to look at this and we're going to say which pri priorities clearly rose to the top. So, I'm going to just say that when we're looking at like some of them are on individual strategies, but when we look at it kind of even grouped together, this concept of really focusing in on the academic experience that students are having is truly important for you all. We really see that happening there based upon our dots around um a standards aligned core instruction, secondary academic coherence, that guaranteed elementary experience, but also that focus on multilingual excellence that we see. Um and we also then would say right coming behind that is around some of those tasks for um student um centered operational
078systems, transportation, nutrition, all of those things along with how are we allocating our resources and the instructional leadership and teacher talent development that is happening. That's um another one tied right there with it is student um student well-being and belonging would be kind of how I um group that together. And then um so those were your big ones that you had is like boom those were rising to the top um around that. You all have some other priorities here around student attendance around data um like data informing different processes whether it might be around um enrollment stability or it's data around um instruction whatever that might be but like data systems really there and then some um also on college and career readiness as well. Um, we did already engage in some merging to reduce
079some of the complexity there. But I do want to ask you all, was there anything that wasn't elevated in that like for you as a board member, as a community member, potentially as a parent, whatever your role is outside of even just being a board member, what is missing? I would say something something more to address the behavioral issues that are happening in schools. Um because that does have a direct effect on the students dayto-day academics too. That was kind of an emotional >> but I felt like it wasn't elevated enough to say because it directs safety. It's affecting the safety of students and staff daytoday which I imagine it has an impact on teaching and teachers too. Teacher safety and >> absolutely >> right because one of them mentions kind of the way I
080read into it is to have like a across the board like all of the elementaryaries have the same matrix for behaviors and things like that. That's what I would like to see is every assistant have the same Yeah. and to follow through with it. >> Consistency. >> Yeah. Anything else stand out to you guys are missing? That was the only one that came to mind for me. >> Yeah. Are there any other reflections or wonderings that you all have left after you've experienced this? I >> think I feel I don't feel qualified to determine the feasibility of some of these things. >> I feel like I don't know enough to know how feasible or not feasible some of these things are. It's actually feasibility takes a lot of actors. That's not >> it's like the
081family factors and financial factors and >> the district's ability to even do it within the district already have >> very fair. I think that yeah that's a super fair reflection because really a lot of times when we think about feasibility and I'm going back to that kind of like above the line work and below the line work feasibility often falls in that below the line uh below the line work. So I'm really um I think that you guys elevating that is spoton based upon how governance structures work. Well, we also don't want to set a goal above the line that there's no realistic way to use that to meet that because that's just >> y >> setting people up for failure. We don't want that. >> So, I'm kind of just writing that down right
082now is setting goals requires the board and staff. And I think the only other reflection I'd have is I mean even grouping things together. It still feels like it's a lot to accomplish, you know, >> within a threeear time frame. >> Yes. >> I do feel like some of them have a little bit of the same verbage in them. Yeah. >> But you might be able to combine them where it doesn't look like so many. >> Mhm. >> But yeah, >> still is a lot, right? Like when we look at that and we say that and so that's why this process of doing this across so many groups is important because we'll start to see the patterns emerge. What are the things that are really rising to the top consistently? Did something rise to the
083top with one group? So then we start to flag that and think about that for more of like a professional development or something like that. So thinking about that through through all of these lenses starts to inform not only the plan but then also the work around the plan as well. >> All right, that's it. Thank you. >> Yes. Um and so um that is my contact information. If you all um would have any other additional questions, please don't hesitate to um reach out. Um what it will be happening after this um other than some of our sta um our community and student surveys that are happening our input sessions here um this w this was our final input session and so based upon our input sessions I'm going to be putting together kind of
084like an executive summary so you all can start to see some of the things that have really elevated to the top um with that um and so we'll be sharing that with you all but Then also some of the stakeholder groups that we met with too to kind of and I always talk about that as like a gut check. So this is what the patterns and trends are saying how does that sit like is it going to make you stay up at night? What are we seeing here? Is there some other things that we want to make sure that we are thinking about? Um and then in I believe you said after spring break would be the surveys. >> Yeah, I got I know I got those. You asked me for a final review. I'll
085get those to you and we'll try we'll get those out. I just got to talk with Andrew because we um we're getting ready we're just getting about ready to send out our panorama parent surveys >> and we don't want to >> over thinking you know the the best direction in which to go. >> So they don't think they've done it. So, let me I have to make a note um to talk with them about that. >> Absolutely. >> Tomorrow. >> And I would 100% prioritize Panorama because the um the national norm reference and all of that around that process is very very critical for um critical for that. And so our goal is really um the end of this school year to kind of have our goals finalized and then engage in the additional work
086for the strategies. share the fullblown plan back with you all for um input kind of a couple times possibly through those stages to make sure that in your opinion we're not going completely um out of whack and then ultimately a final board approval because wildcat welcome >> is coming and that would be like where we would like to launch the plan fully. >> Okay, so having this done in place by July. Okay, that was my concern in the back of my mind was like we've we've spent so much time on a strategic plan that >> I would really like to be it has to be Miss Crumbley. It has to be >> the the document that sets the tone and the direction for all of us uh at Wildcat welcome starting next year, right? And
087so that's our that's that's our that's our that's that's the that's going to happen. >> Okay. As I support districts across the country, I always say um the most impactful work comes from a high quality strategic plan that everyone's committed to and understands and that helps anchor everything that we do around implementation and impact monitoring to say is it being implemented well and is it impacting our students every day. So, thank you guys so much for your um transparency and vulnerability and kind of working through this process. I really appreciate it and I um I'm excited to continue to partner with you all through this work. >> Thank you. >> And Madam President, before we have a motion to adjourn, I just want to let you know the policies that are weren't as urgent that
088we didn't get to address this evening on our agenda, we will bring over Mr. Turner. We'll figure out when the appropriate time to bring them for a first read is and we'll handle them to our regular boarding. So take a motion to adjurnn. >> Um before we do that, yes, ma'am. >> The next regular meeting will be held March 26, 2026 at 5:30 p.m. The meeting will be held at the EMTT Shockley Administration building here on 400 Cody Road in Deming. Do I have a motion to adjurnn? I make that motion. >> I Mrs. Johnson. >> Yes. >> Mrs. PZ, >> yes. >> Mrs. from the S.