DPS Regular Meeting 12/18/25

001Sorry. Not good. Sorry, Bobby. Just give us one minute here. Is this >> you switch something over? >> I know. Was it over minimize that? There you go. There you go. Let's do that. Let me get this video. doing great. Good. >> All right. >> Good evening. Sorry we're starting a little late. We had some technical difficulties, but I think we're okay now. So, welcome to the regular meeting for Thursday, December 18th, 2025 at 5:30 p.m. at the EMT shop administration building. >> Uh, Mr. Croll, can you call roll, please? >> Yes, sir. Mrs. Cameron, >> present. >> Mrs. PZ, >> present. >> Mr. Rosco, >> present. >> Mrs. Crumbley, >> present. >> Mr. Croll, present. Right. Thank you. To pledge of allegiance. I aliance to the flag of the United States of America and

002to the republic for its one nation indivisible with liberty and justice for all. >> I salute the flag of the state of New Mexico friendship united cultures. [clears throat] >> Any changes to the agenda? >> Uh no, Mr. present. >> Other than the one remove item 10D, the district did not receive information from the training. So I don't know. >> Okay. I'm sorry. My pauses will be str. All right. With that, I will entertain a motion. >> I move to approve the agenda. >> I'll second it. Mr. K. >> Yes, sir. >> Mrs. Cameron? >> Yes. >> Mrs. PZ? >> Yes. >> Mrs. Crumbley? Yes, >> Mr. Rosco. >> Yes, >> Mr. Crowley. Yes. >> Right on to reports. Any adming? Nothing. Just confirm it. [clears throat] >> Yes, ma'am. Thank you. On to superintendent

003reports and updates. Okay. Uh well, again, thank you everybody for your patience for the technical difficulties. I think our we thought our power outage was didn't affect anything, but I guess it affected our one owl here. We have our second one up. Mr. Tur is going to be assisting us from home. So, uh, Charles, if you can please bring up the enrollments, that's good because Charles can hear over there. That's great. I'll be very brief on, um, on these two. You see them? Um, monthly. Uh, so uh what we've provided here for enrollment uh is again a look at our um membership data. Remember membership data is almost like enrollment again minus uh the uh the prek students and a few sped students enrollment does impact our funding. So what I did want to point

004out here is uh we do have an estimated 80th day uh enrollment. So that'll is kind of the first half of what they use for um funding. If you go to the next slide Charles with the graph. So, what I do want to point out here on this graph, you can see on the bottom in the red box 24, 25, 25, 26. If you look at the 80th day enrollment, so last year's 80th day enrollment was 4,79. This year's 80th day enrollment was uh 4,692. That's a positive because we didn't see too much of a change in our 80th day enrollment or our 80th day membership that impacts enrollment. So, that's about 16 students. we were we were anticipating about a drop of about 44 if the trends were the same as last year. Uh

005that didn't occur. So um the more num the more stable those numbers stay on the 80th and 120th uh for our membership, the more stable our funding will stay. So we're anticipating a drop of about 44 to 50 students of membership. We only ended up having uh these approximately these 17. So um that's a little going to be a little less hit to our um our budget next year. So that's positive news. Uh, and you can see what I put there on the on the side for you. Uh, next slide, please. And then again, this is a snapshot of our 80th day membership for kindergarters. Remember, kindergarteners, uh, we need to keep an eye on that whether our, you know, our overall enroll is going to be going up or down. So, you can see

006in 2425 we had um, kindergarteners and this year we had 362. So, we'll take those um, those extra uh, 17 through our systems. That's a That's a positive as well. Okay. Uh thank you. Next slide, please, Charles. Uh if you back up, Charles. Uh we accidentally skipped over human resources. That might have been There it is. Click on that. Same report that we've been providing you um monthly maybe. Let's see. Mr. Turn his computer over there. Not I probably can shoot. Okay, I'm going to give Charles if I can give you a quick a quick share of um >> of what was um there. Uh I will I will sh I will share that we still had I believe about seven uh sped vacancies. That's been the standard over the last two uh months. I

007think we had an uptick of one. There we go. We had an uptick of one or two teachers. So we had 26 positions open. Uh se seven are teach sped vacancies. If you click on November Charles, so we can see um uh last month was 21. So, we have had some uh you typically get in the middle of the year some some midyear resignations and retirements. So, that's where that's going to come from. I'm working to fill that. So, I know I kind of went through those enrollment and HR pretty quickly. Any clarifying questions or more information you need on either one of those? >> Okay. Um, superintendent activity update. As I always say, and I didn't get to say at the start of this meeting because was doing this tech business, it's it's great

008to be a Wildcat and uh really um around the semester time, I get to see all the great things that are are going on uh with our kids. Got to visit many uh winter programs, uh band band programs. Uh got to visit the DHS pack meeting last night. got to go spend uh some time at the New Mexico school uh the New Mexico School Board Association winter uh meeting with board member Cameron and incoming board member uh Johnson. Uh spent a couple of time a couple of meetings at Rotary and Silver Spikes uh at Silver Spikes getting ready for the legislative session. Had a connect with the superintendent meeting at at Demi High School where we recognized uh I think about 33 perfect attendance students there. Uh so did with the superintendent last week. I

009encourage when you see those posted on Facebook to please join us. And a really great event that the uh I got to attend at the high school was the the Deming High School math uh achievement recognition for the first semester. Uh what a great job and his team did uh with that event. Um lot of students, lot of parents there. Uh really um a great event. So great job on that. So, uh, those are some some of the things that I've been up to and and really just what a wonderful reflection of all the great things going on here in our our district. Thank you. On to board member recognition. >> Okay. Well, um, if board you can join me here at the front. Mr. Pearl's got something he's going to hand um, each of

010us. >> Let's all Let's all head to the front here. side is front. Come right over here, Miss Cameron. Come take it to that coach camera. So, again, I I have only been here in in Deming public schools for for for six months. been a great 6 months and I've had an opportunity to work um for these five wonderful people up here and and uh one person I get to see often because of silver spikes and uh and rotary during the week is Mary Duke Cameron and um you know she's a she's a local icon right you know 42 years of of service to the district as an educator and then coming back and and serving an additional uh time here on the school board uh you know starting in the pandemic uh helping uh

011lead as president with a difficult time. Uh and then um you know wrapping up this this chapter of service uh Miss Cameron is this evening. So we want to do two things. I want to everybody to toast Miss Cameron a Diet Coke toast. Okay. And then um I'm going to There we go. Okay. Diet Coke toast. Diet Coke toast. Uh because this is your favorite drink, right, Miss Cameron? It >> is. >> It is. And so before we present this and take some photos, um I know I want to her colleagues share uh thoughts as we have our toast in Miss. [laughter] >> I do have a long history with Mary. >> Go ahead. Go ahead. Go ahead. >> So there was a time where I worked under her. Um she was always kind um

012respectful um caring about the kids and so she sits here next to me and I'm going to miss you a lot. Thank you. >> You guys go another >> um I expressed to Mrs. Cameron directly um how much I appreciate her um and I too will miss having you here but I know that you'll be here um in the audience um and you have my number and so I hope you keep in touch and I really do truly appreciate working with you the last couple years. you too. >> Been really inspiring. Uh everything you give back to the community and to teaching in general. We really appreciate it. I couldn't have anybody better. You're an amazing woman and we really thank you very much for the service you provided to this community and to the

013district. >> Thank you. Thank you. >> I may have known you the longest [laughter] >> since I was a kid. Been around your house, been in the in the house fixing stuff and and on the motorcycles and and and that kind of stuff. So, um want to thank you for your time uh on the board and what you've done for us. Um, I think as a as a board as a whole, you know, we we were able to move the district forward and and accomplish some stuff and uh even though you're leaving us, we'll we'll continue on and and uh we'll we'll finish out some of that stuff that that you got to start and um just make the the district a better place. And and your experience and your what you brought to the

014table and what you've done for the district is is amazing. Not only um here while you sat on the board, but as as an educator. Um you've touched a bunch of lives and a bunch of kids in in the year the many years that you've done this work. So um we're going to miss you but you'll be around. >> That's right there. >> Okay. Right there. Miss Cameron and we on behalf of the Dem public schools and the school we want to present you with this uh this plaque here. So if you want to take that want to wrap around so Miss Jessica gets some pictures. And uh thank you so much Miss Cameron for you. There we go. >> All right. Should I not have this hook? Hold on. [laughter] >> Big smile. >>

015We get a little closer. All right. Thank you guys. >> Thank you all so much. >> Thank you. >> And you know what? One of the best things I think I have for us is work in the schools. And I think uh everyone continues to the do the work and then it never goes down but it goes up but if it starts going down I'll be here. >> Yes ma'am. >> So let's do since we've got the Diet Coke thing going on. Okay. >> Let's get you guys to go this way and everybody hold up their Diet Coke. >> Diet Coke. That's yours, Miss Cameron. >> Miss Cameron. >> Diet Coke toast. No, my name is >> So go right up there in the front and face me and then I can get everybody. >>

016Oh, you know what? >> It's probably too >> It's okay. Don't Don't touch anything else. >> All right. >> Whoops. I'm spilling. >> Hold them all up. Good job. All right. Thank you guys. >> We just did a commercial. That's all. That's always fine. >> I just want to say thank you for the board, for our administration, and most of all for all in school. I guess that's it. Thanks for your >> and then I substitute and did all my things and I've enjoyed every I know it's hard when I just smile but most of all with y'all and you just been in my life and I appreciate it before I Oh, with this this wasn't on this one. That's what I did with >> I guess it came off >> the explore. >> Yeah,

017it Okay. Thank you, M. >> Yeah, sorry. Sorry. See that? Okay. Thank you, Mr. No problem. Okay, on to public comment. Um, any individual wishing to speak on agenda items must sign up prior to the meeting. Once the meeting has started, request for comments will be done at the discretion of the board. Individuals will be limited to three minutes unless a member of the board requests to extend time for the individual addressing the board. And tonight we have one person that signed up. Mrs. Kim like to come on up, ma'am. >> Where? >> Right there. Miss Kim, >> come on. You you don't want you can stand there or you can uh but we need we do need you at the microphone miss because uh the live stream we appreciate it >> people can hear

018you. >> There you go. >> All right. So I'm here because um I saw some of the items on the agenda. Uh I saw report cards and I really didn't know like what was going to be discussed but I saw report cards and achievements. what can we do to make our schools better so we have better outcomes? And so I three minutes is enough for me to tell you what that could entail, but I would like to say that that should come from teachers. Um I think you should have a committee of teachers who uh tell you what it's going to take to have better outcomes for our kids. Uh doesn't come from the state. It doesn't really come from the district either. It should come from the classroom. Uh should come from teaching standards.

019And uh I have a lot to say about that and some of you know that already. Um even parents know that already. Uh how I feel about education. And if you do form a committee, if you take me up on that, even though I did retire in May after 36 years, I would love to be on a committee um to help guide you into how it should look. Uh because right now there are a lot of things going on that I think are hurting our chances of our students achieving more. That's it. Thank you. >> Thank you. Bye. All right. On to consent agenda and I will entertain a motion. >> We'll move to approval for the consent agenda as printed on the uh agenda. >> I'll second that. >> Mr. F. >> Yes, sir.

020>> Mrs. Cameron, >> yes. >> Mrs. PZ, >> yes. >> Mr. Rosco, >> yes. >> Mrs. Crumbley, >> yes. >> Mr. Crowley, yes. >> All right. On to discussion items. Policy update. Uh, President Roscoll, we have uh, first read of uh, several policies here, including one regulation. Uh, Mrs. Reinhardt and Mr. Wyman are going to help us with the, uh, first three, and then Mr. Turner is going to help us with the last one regarding uh, relations with booster organizations. Mr. Wyman, Mr. Reinhardt, Mr. Reinhardt, >> Mr. President, members of the board, superintendent. Tonight, we are building some updates to policies related to parent teacher conferences, report cards, and the accompanying regulation. Uh these updates are necessary to align our district uh policies with the changes to New Mexico state statutes regarding uh literacy assessment

021and reporting. Uh however, I want to emphasize that our proposal goes beyond the the state minimum, the state compliance to ensure that we maintain uh high standards of communication with our families first. And I think most importantly, while the state has removed the legal requirement for the midyear literacy notification letters, Demi public schools has chosen to retain this policy for our K2 students. We feel that it is critical for parents to formally be notified in writing uh if their child is not proficient in literacy. Uh even though that this is no longer uh a requirement by that's strictly mandated, uh we are keeping in the policy to guarantee transparency for our families. Second, you'll see some language uh that changes that specific target to grades K2. Uh since the state's mandatory literacy assessments focus on

022this particular grade band, we've updated our regulation and and asking for policies to strictly align to that window uh and those assessments that we provide. This removes the outdated references to other grades for this specific requirement, ensuring that the policy rem matches current state laws, district practices, and assessments that we we provide at this time. Finally, uh the proposal would shift the mid-year literacy conference from a mandatory requirement to a parent requested option. And here's how this would look. Parents would receive the written notification that their child is not proficient. the notification would explicitly offer them an option to request a conference. And I think crucially, we're going to have these letters, we plan to have these letters sent out prior to our regularly scheduled parent teacher conferences in February. And so this timing would

023uh ensure that if a parent wishes to discuss the notification, uh they can do so during their already scheduled February conference. Uh they're not forced to schedule a separate additional uh special meeting uh if they feel informed. But this time is already dedicated in February into the calendar for those who would like to have that meeting. This respects both the parents time while allowing schools to focus also on intensive resources uh for families who do seek that active collaboration with our schools and with our district. So in summary, these changes uh we we want to ensure we remain compliant that we continue to communicate well with our our parents uh while also preserving the rigorous support and communication uh necessary. So I'm happy to answer any questions you might have already. >> What we'll do

024really quick is we'll we'll step through these two policies very quickly and I'll point out what Mr. Wyman was speaking about as well as his regulations. So Mr. Turner Mr. Turner if you go to that first one progress reports. So again here nothing changes on the first part of this. If you scroll down Mr. Turner to the uh bottom this is where um Mr. Wyman was saying that uh though they're not required by uh the law anymore, uh we do want to continue to do this again focusing on K2. That's where the mandatory um early childhood literacy assessments are. Um again, that's the changes there and then um with the option uh to hold a parent teacher conference at the parents uh request. Okay, so we want to put the information out there, give them

025the option to have a conference uh if they choose to have a discussion. Uh the second one uh again this is also policy uh related to this. This is what Mr. Wyman was sort of talking about the uh the timeline here. Again we'll be notice we'll be notifying them no later than the end no later than the end of the second scheduled parent conference that the parent that this parents child is not academically proficient. That way we have a parent conference in September. There's a second parent conference already happening typically in February. So we can notify them at that February meeting at the latest that uh their their child is not proficient. Uh we'll notify them in writing and then they have the option to request a parent teacher initial parent teacher conference to discuss

026additional remediation strategies. So as Mr. Wyman said uh this uh you know no longer required but kind of goes above and beyond what is required by the state and I I very clear we need to have a early literacy focus here in in Deming. And then the last one is again as Mr. RH was saying is a regulation will not require your approval. However, um provides the uh department here guidance on what they should be doing in this um particular conference. And so you can see those those changes uh there. Okay. Um before we move on, are there any any questions regarding that? Um obviously we can back for an additional read. any anything you'd like us to consider uh as we try to finalize these for you? >> Questions? >> I got one. These

027the letters, how are they going to go out? Are they going to be mailed? >> We know them. >> Okay. How do we how do we know that they that parents got them? >> So, unfortunately with our with our communication, we don't always know that. We I will say for the ones that don't typically we get like a return to sender and then we'll have the schools try to reach out additionally as well and then we do translate them into the the parents home language as well >> but [clears throat] teachers will be aware of what's on the letters so that the February conference they can address it then just to ensure a parent did read the letter. >> Okay. I just the reason I ask is it goes back to the addresses and people

028change addresses and don't update don't have update addresses with the schools and so those letters sometimes either they get sent and somebody sees them but they tear them up or just dispose of them or whatever and don't even pay attention >> um because I think it's key you know we're going to try to tackle the the literacy side of things to you know um we get everybody on board soon. >> Okay. I I did have a comment too. Um when I was reading it earlier, >> you said the end of the second conference. >> That's it. I don't know what that means. >> Yeah. >> Okay. So, so they'll be not I I may have missed that word. So, I apologize. I'll get that fixed for the next read. I think what it it should

029the N should not be there. So, they should be notified prior to the conference. >> Yeah. Because that was kind of confusing. What does that mean? >> Yeah. Okay. Thank you. >> I noticed it as he read it. I That's not natural. What was the reason for removing the the written explanation about interventions versus talking about them at a parent teacher conference? >> So they were always talked about, right? The written notification is a letter that we have to send at the middle of the year if they're not proficient. It used to be required in state statute, but it hasn't been for several years. >> We did it last year. >> We did do it last year. It's a little bit complicated because third grade is not required to take a literacy assessment. So that's

030the grade change. But then uh the notification or the explanation was always supposed to be in a parent conference. >> Yes. >> Oh, okay. >> So that if they have questions, they can get follow up, >> they can get that additional information. >> So the district believes it's enough to not put it in the letter. >> The letter does explain as well. So it explains what you know because we use percentiles. It explains how the percentile work. It explains the different things um >> just not the interventions specific to the child >> because it may look different for each individual. >> Okay. >> Yes. >> It's very individualized the intervention. >> Well, and the hope is that we get the parents two parent teacher conference. We'll be able to discuss that. >> Yes. >> If

031we don't they don't show up then we're we're still kind of out in the dark. >> Yeah. >> Previous day two parent teacher month. So we do have the majority of us. I know in my experience. >> Okay. Any questions, comments? Okay. Well, thank you. >> Thank you. Um, now we're going to move on to Mr. Turner who's going to share about policy KJA, relation with booster organizations. He's probably going to tell you this, but uh this is basically to update the NMSBA policy to reflect what has kind of always been in the previous policy uh for for DPS. So, uh Mr. Turner, hopefully we can hear you. >> Yeah, Mr. President, members of the board, Superintendent W. >> Hold on just a second. Hold on. Go ahead again, Charles. >> Can you hear me?

032>> That's better. Thank god. Go, go for it. >> Okay, Mr. President, members of the board, Superintendent W, uh we are putting this policy before you. Uh if you could remember just the other day back in 2023, we had actually [clears throat] amended the booster uh the boosters uh policy um to kind of reflect some more of the financial obligations of programs. Um, now with the adoption of the policy service, we're going to kind of go back to what we originally had with some updates. Um, we're not going to call it the booster uh policy. We're going to call it the parent support organization because that takes care of PTO's, booster clubs, um, any anything that really helps support our schools or our students and their clubs. Uh, with that, we did update some some

033pieces of it from what you guys had approved a couple of years ago. uh one of them being that on A2 uh that we ask for the parent support organizations to submit their constitution bylaws and a listing of their officers uh yearly. In the previous one, it wasn't clear on how often they had to be submitted. Uh we did notice some gaps between different boosters. It could have been as easy as the officers didn't change. Uh but if that were the case, we weren't aware of that. Uh so we're going to make that a requirement now. Um and then some other things that we had added um or that we kept, I'm sorry, is that an employee of the district cannot be a signer on the account. They can be the president. They just can't

034be uh like the treasurer or the second signature for the checks. This policy does require that two signers are on the checks. Uh so that way, you know, there's a little bit of a check and balance there. Uh we do have um some booster clubs or some support organizations that keep their accounts within the district. Uh that's nothing new. That just helps secure their funds. It helps secure um you know purchases made by the groups. They have to follow procurement just like our district does. Uh and then we do have some outside groups that maintain their own funds, but this kind of outlines everything that they're supposed to be doing as well. Uh with that, I stand for questions. I know Mr. Adcock is also in the audience. He was a big part of these

035conversations. So, he can also help answer anything that you may ask. >> Questions, comments by the board. >> I did have one question on the raffles and um is that something that we can that the schools can do? >> That's a great question and Mr. Adcock is there. I do believe it is a state law. >> Uh Mr. president, member of the board superintendent. Um, so what the those raffles are what the discussion there is is for those organizations that are outside of Jimmy Public Schools that are operating with their own tax ID number, their own 501c3, and then they can u, you know, they have to be in compliance with their own their own laws uh from there. The ones that are within the the district, uh, we're not allowing any of those types

036of things. um the wording does it does it specifically I didn't quite get that >> distinction in the wording >> and and I don't know that it's a distinction in the wording except that if >> if they are within Deming public schools they have to go through our procurement they have to go through our uh you know the money is deposited into the bank accounts here um all all either boosters or PTO's or whether they're inside of the district or outside they still have to submit been a fundraiser form to us so that we at the districts we're aware of what's going on and if it is one that's within uh the districts if they're asking for 50/50 or those types of raffles we can deny that as as part of that process >> and

037and what we can do uh board member pas uh thank you for that input on that we can go back and again review that and make sure there's clarity there that you know whom it applies to And then um you know hopefully that you know it we can get good clarity and and if there's anything that needs to be clear if we could change that before a a second reading a possible approval. >> Um I had questions if I may. >> Yes ma'am. So, when I initially read this, and I don't recall what the old policy says, it's um that was a few years back, but it seemed to me when I read some of the paragraphs about district employee involvement, it almost seems to me like it discourages employees from participating in these clubs.

038And I think that's a negative thing. Um, and that was just my initial reaction reading it. For example, in A5 talks about district employees may not direct or make financial or transactional decisions in these organizations. And that to me means then that it's impossible for a district employee to serve on the board of these organizations because you are absolutely going to be involved in making transactional decisions. Um, boards probably vote just like we vote on issues. And so I could I could imagine a circumstance where if you've got a board of five like us and you've got three people serving on that board who happen to work for the district or might be a board member, then what do you do? like you just can't conduct business because it's written so broadly in a way

039that well if the decision is perceived as being transactional if I work for the district I'm not going to serve because I don't want to get in trouble. So I understand um the district's need I guess for not wanting employees involved in the finances as far as signing checks or serving as treasurer. But I could easily see a district employee or a board member serving as a president of one of these organizations and being really worried about what they can and cannot do. It just seems like it contradicts the the way that the policy was written before by the policy service as far as wanting to have positive relationships with boosters and encourage it and ensure harmony. And this one just the edits just seem when I read it like I said it just feels

040negative. So or controlling I guess like even in B3 all fundraisers, projects and activities to be conducted by the organization and I read that to mean even the outside organizations must be planned in conjunction with and have prior written approval of both the principal and the director. like that just kind of puts a a hamper on these outside organizations ability to raise money which frankly I think all of our programs can use that extra money. Um I don't that's my opinion initially as I read it. I I don't have any suggestions for changes. I just I I'm not satisfied with the way it's written. I think it discourages booster organizations rather than encourages them to exist at all. >> I I think this has been an issue for a long time and that's why so

041many people don't want to be on the board, especially employees. So, I think that we should get together with people that are on boards right now or people that want to volunteer in these programs and let them decide what they think is fair. Um the issue is is that people are not responsible. They decide they see a little bit of money and then they want to go crazy and do something crazy with it because it's happened. That's why we have these things. >> And so I think maybe if people are told that they if they mess up they will no longer be on a board or be invited to any game or anything that's involved with their children. maybe it'll put a damper on everything and so so we don't have them issues and I

042wish people were more responsible and I mean taking from kids is a terrible thing you know you'll be recognized for that for the rest of your life. So I think we need to really address it. We don't have to put what they want us to put or what the company that we've hired to do this. we can do something a little different >> that would benefit everybody and that make everybody comfortable, >> but yet we know that there's things that we got to watch for. And the idea of them reporting to you guys, I think is important. >> Um, every year, letting know who's on the board, how much they raise. I mean, that whole thing that needs to be very, it should just be brought out all the time. We should know what's happening.

043Maybe they should come in and introduce themselves, too, because I don't even know who they are. um something like that should be done so we know who's in charge and what's going on, >> especially if they're going to raise money for kids and stuff. So, but I'm going to leave it at that. I I think that's something we really need to consider and how we're going to do it because we're we're losing somebody mentioned something to me and and it struck me. We we don't want to do the same thing over and over and over. But when we have the same people that are just the ones that are volunteering >> or doing things in life, we can't make a change for the better because this is what we have because this is a small

044community and we only have so much. We got to be understanding that some people might serve on two boards because their kids are involved and so and they're employees and they want to make sure it's successful and I want to make sure it's successful for them. So, it's just something we've got to take into consideration. But >> I do want to clarify. I don't mean that the whole thing's bad. I'm just saying there were those specific pieces that I feel discourages participation, but I do believe it's important to have checks and balances for sure. I just think that >> maybe just more clarity. >> It's it's it's discouraging. If I worked here, I probably wouldn't want to serve on an organization because I wouldn't want to take the risk that a decision I made could

045be perceived as being involved in a transaction I shouldn't have. So, >> Vice President Crumbley uh and Secretary Cole, thank you for that feedback. So, I think what we'll do just for clarity of the board for the board um and Mr. Turner and I uh can work on this with Mr. Adcock. what you saw on the screen there that was initially in black, that was the um NMSDA policy service language, the one that you were referring to, Mr. Kley, that that became the policy when these were adopted uh last school year. I believe that most of what was in blue and and and clarifi clarify for me, Charles. Was this in the previous Deming public schools policy or was it just regulation? >> That was in the previous policy. So, so what's in blue was

046kind of the was mostly of what was in the previous policy. Then the NMSBA kind of overwrote it with what was struck that out there in red. So, what I hear the board saying is, hey, you know what? we had this policy, we got a new policy. Before we go back to our old policy that we had, let's take a look at that and make sure that it's written in a fashion that, you know, we can keep track of the money uh and and have responsibility, but really not discourage folks from participating. That's kind of what I'm hearing. Does that seem like the right direction needs to go in? >> Yes. >> Perfect. Okay. >> Thank Thank you for that clarification. Just one more thing to add that uh each president member of the board

047minutes. >> One of the thing we can definitely look at the transactional language that you're referring to. I I agree with you. One of the things though we have to watch is whenever you start collecting money uh as as Mr. Cole said, people can kind of get crazy whenever they do that. And so we have to be very careful and make sure we know if because if they if they collect money as a member of the the district as an employee that money becomes district funds and then becomes guided by the policies and procedures and laws of the district to where if they keep it outside then that's a different set of laws, rules and regulations that they have to abide by. And so that's part of the reason why we're we're saying we need

048to be careful with the the money part of it, the transactional part where you know can't be part of member of the board. I think we do need to address that. >> Thank you. >> All right. On to any other discussion on that. Moving on to item B, calendar planning and development process for 2026 2027 school year. Uh, Mr. President, members of the board. Uh, we have uh, Miss Reinhardt and Mr. Wyman here to share a little bit about this. While they're speaking, I'm going to hand out a copy of those uh, comments that I sent via email just so you can have a reference because it's not in the the slideshow. Miss Reinhardt, Mr. Wman. >> Good evening, Representative Roscoll, members of the board, superintendent. We've come here today to talk to you about

049the calendar process for planning the 26 27 calendar for next school year. Um I want to say that when we first started, we sent an email to all administrators um principles and department heads and asked for them to send us two staff members from their school department. During this we had our first meeting and during this meeting we took feedback on what should we ask in surveys? what are important topics from staff that they felt like that we should address. And then based on the staff comments, we kind of took it from a parents perspective. What would parents want to know and how did they we wanted to make sure that we asked questions that would allow parents to give us their feedback. We um put out the survey. The survey was out for a

050little bit over a week. We had 277 staff members um reply to the survey and 673 parents reply and I'm going to kind of summarize some of the key concepts and then um we'll talk in after I give you some of the data points. One of the questions was do we want to end school before Memorial Day or after? I can tell you for both surveys we asked parents and staff overwhelmingly everybody wants to end before Memorial Day. So that's a key point that we want to keep in mind. Um we asked all the staff, we did not ask parents about professional development days, but we did ask staff um staff 49% prefer professional development days. Um they didn't like having them all up front this school year as we did this previous calendar. They

051like them. They didn't want them. They want fewer at the beginning of the year. So that's important for us to keep in mind. Another one we asked those of staff is the last day of school. Should it be students, staff, or half day for students? Overwhelmingly, 71% of staff want the last day of school to be just a staff day to close out the school year. Keep going. We asked at the another professional development question is which structure would they prefer? Where do we put these professional development days if not at the beginning of the year? A and 38% of the staff want the professional development days before each quarter so they could do some data analysis and make adjustments before they move into instruction. 37% but was very tight would like it spread throughout

052the school year. So those two were very close. In regarding parent teacher conference days, which day of the week, we asked both parents and staff. Both parents and staff wanted on Friday or they had no preference. It was very close. >> So, it looks like it possibly could be a Friday. Um, in order to increase parent engagement, what times? So, we even tried to take in account what times work best for parents and which time works best for staff. Um, the staff chose and their first choice 11:30 to 6:30 and parents 29% of the parents also chose that time. The par the time that parents chose as their first choice was 12:30 to 7:30 but only 10% of staff liked that time. So as an equal medium it was 11:30 through 6:30 could be an

053option that we may want to consider for parent teacher conference times. Um the state law requires that we close on election day. So for that Tuesday, we have to close and we tried to keep in mind for a longer weekend for parents since there was no school on Tuesday. So this school year we did not have school on Monday and we wanted to see what everybody felt about that. Overwhelmingly both staff and parents liked the idea of closing Monday and Tuesday. Another topic that we wanted to discuss was fair week. Should we go to school during fair week? Should we not go to school during fair week? And it was the the winner or the majority was we need to close school during the fair. >> We also asked we also asked what the um

054order of the federal holidays and I can tell you both parents and staff feel the same. Labor Day was the number one choice they want to make sure we have off. Columbus Day was if we had to drop a holiday to not take off, everybody would be willing to drop Columbus Day. The week of Thanksgiving, 85% to and 83% they all want a week off in Thanksgiving. No questions, just the whole week. And then one thing that was very interesting that I wanted, we did not ask staff this question. We really wanted to see what parents thought of it first before we rolled it out to staff. And we asked about early release, how parents would feel about doing some of our professional development days in an early release fashion. And we the parents were

055for it. Out of the 673 parents, 230 parents want thought they would like for students to leave midday. 23 parents thought that there could be a mix of sometimes they leave midday, sometimes they have shorter afternoons and sometimes they have a late arrival to school. And then the third choice, 108 parents like the idea of a shorter afternoon. And when you look at all of those, that would 66% of the parents that responded in the survey were in favor of some sort of early release based on this survey. And so now we stand to before you to ask to get any feedback, anything you would like we could um make this process better or questions that you may have. >> And Mr. President, before questions, I just want to clarify little different processes this year

056with the calendar. It was to kind of ask ahead of time before we make calendars, right? What are what are some priorities for the community? So, a little bit different process to get their feed their input ahead of time to try to craft a couple of uh a couple of drafts that that uh um you know are acceptable either either way. Um and then before before um any questions um again we have the 1140 hour requirement. We don't necessarily have a day requirement. Um uh there I I have a question that I'm going to address in a moment after your additional questions. Um, but sometimes there's not as much wiggle room there as as there used to be back in the in the old days. Uh, there used to be, just for your information, prior

057to, you know, prior to the pandemic, um, elementary was only required to go 990 hours a year and high school was secondary was only required to go 1080 hours a year. So, everybody's now at 1140 hours. So, um, that's kind of a significant difference in in the planning of what people recall from kind of the recent future and why we can't go back to that. That causes some constraint. So, I know you all may have some clarifying questions. Um, Mr. President, >> questions by the board, >> comments, >> I I just think that uh whatever the staff needs, you guys know better than we do on that situation and just they get what they need to have. It's the way I see it. it it's so limited now that basically peed makes all our decisions.

058I mean, it's sad, but it's the tree. And so, you know, there's only so much we can do, you know. So, and people got to understand that it's not like they can change. We only have so much wiggle room, you know. >> Yeah. I I think it's the same. I mean, it people want and I saw some of the comments and it's it's going to be a situation that no matter what we pick or what we choose or what we how we design it, there's people that aren't going to be satisfied with it. Um, and so it becomes a majority, you know, piece too. And I would like to seen more parents participate, you know, in in the survey. Um, because it is it's that 1140 plus, you know, trying to people want, you know,

059start in August, end in end in May. >> Two weeks for this, two weeks for that. >> And so you start cutting into stuff right away and it gets to a point where it's ma mathematically not possible >> to to create those and get all those benefits out of it. there's no way. >> And so there's got to be some give and take and it's got to be a push and pull. Um and so I think that um it's going to be tough. It's going to be a trying to trying to create, you know, something that kind of answers or responds to a lot of what's wanted. Um so I guess we'll see. Let me provide two other points here uh that I kind of saw in the comments and I actually spoke with uh

060members of student leadership about our current calendar. Um missed a couple of high schoolers that weren't there. I follow up with them. Um, and I also saw it in the comments from kind of staff and parents for the most part. Um, the kids asked me, I was showing this year's calendar. I said, "What would you change about this calendar?" And they said, they asked me, "Mr. W, why do we have two weeks off at spring break?" And I said, "Well, you know, we've had a couple off in October this district and a couple in spring." And they said this, uh, well, you know, Mr. It's really hard for us to get rev back up after two weeks. it really we really go back into review mode. So they were kind of they said it takes

061all we have after Christmas to get going again and get going again getting it going again after two weeks in spring as a learner uh for that group is not is you know not optimal for them and I saw a reflection of that some of the comments as well about the two weeks off. So I think there's a space here um you know are we going to be able to start with with the constraints we talked about and as as Mr. Kroll and and Mr. Rosco pointed out, are we going be able to start in August and end in May uh with the requirements? No. But if we kind of look at the length of our fall break, you know, maybe a week, the length of our spring or make it maybe a week, we

062can squeeze that a little bit closer, right? Where we can pick the priorities. Is the priority ending before Memorial Day or is the priority, you know, starting in August? Um I think that's something that we can look at with our calendar our calendar planning. So, I think to your point to the community, um the input's valuable and and we'll try to get that as, you know, um as as tight as we can. I think the other thing that that came up uh that I did want to mention, there was in the in the open-ended comments, we didn't ask it specifically uh in the survey, but in the open-ended comments, there was some things about, hey, can we have a 4-day school week, uh kind of the length of the week? So, say a couple of

063a couple of things. Um regardless of whether you go 4 days or 5 days, uh you're still required to have 1140 hours. So, um, uh, typically when you're trying to keep a calendar kind of in this August, May, July, May range, going going four days a week will extend the length of the school day. Now, there's pros and cons uh, for for a 4 day for 4 day week, um, I think as we, you know, may not be something we look at for next year, but as we go forward and consider and I think kind of what Mr. Croll said and what I heard um Mr. Mrs. Reinhardt and Mr. Wyman say what is best for the teachers because when it comes to planning and preparation uh because sometimes more time is not better time

064better prepared for time is better for kids. And so when we're thinking about, hey, an an early out schedule or or, you know, 4 days this week and 5 days next week, let's have a conversation about how can that time allow our anytime we may not have students in the building and staff may be working, how can staff use that time to be better prepared to serve our kids. So I think we're looking uh a little bit next year and then maybe for a further discussion the following year for something maybe a little bit different. I think there's a space for that. And one thing I do know and from my previous experience as well that parents do want um consistency and that was reflected as well. So um here in the next year or

065so we kind of we would you know we respond to the community in a positive fashion by getting into a a pattern with our calendar that is that is a little bit um more predictable. >> And right now the law is 1140 hours. There's an injunction about the number of days 180 days. So, the reason why I wouldn't recommend considering any kind of like 4day or anything particular next year is because that that law with the ped about 180 days is still under review. And if that doesn't go the way of the if it goes the way of the state, we're going to be doing 180 days and there's going to be all these parameters. So, I just want to make sure I I shared that as well. >> Thank you. >> You're welcome. >>

066Thank you. you guys can uh use a crystal ball and come back and have something perfect with all these on there, then >> we're all for it. That'll be a raise. That'll be a raise, >> Mr. Ram. Uh for this next item, I'm going to hand some uh some items out to you. >> Uh thank you. I want to uh speak on on this next item, a discussion item about a framework we want to put in place here and consider putting in place here in D public schools to make sure we improve our our academics and and our our outcomes. And so I I put here on a slide and I won't read it to you, but right, you know, we want to make sure what we're deciding is is systematic and and my experience

067tells me those three bullets that you see right there on the screen and they're also going to reflected in this handout I'm I'm going to go over. uh are kind of the base level um elements of of of you know well-performing um schools that they're that they're safe, supported, and collaborative that they build effective teaching practices and there's a curriculum that is guaranteed which means aligned to the state standards and very importantly viable that can be accomplished in a school year. Right? Sometimes we have a guaranteed curriculum and it's got 10,000 standards that really can't be accomplished. there's a really conversation that needs to be had about in those standards, you know, what is viable that we can accomplish um in a year. And so um what I'm going to share with you is uh

068something that we've been talking about as a um as as a leadership team as our practices for success. And what it's based on is uh the um it's a high reliability uh system and it's based on the Marzano high reliability framework. So Charles, if you can click on that one that says framework for success and that's the same handout that our board has. I'm going to point out a couple of things in this framework uh and give you a brief uh a very brief uh touch on this to give you the concept and we we can discuss this um you know much later in the future. So um in a in in this uh system it's a strategic planning system right we want to make sure as I said we have safe safe supportive collaborative

069schools we have effective teaching in every classroom and that we have a guaranteed involvement curriculum and so that's what Charles is showing here on the screen Charles if you want to scroll back up to safe supportive and collaborative classroom uh that's uh page one that you're seeing in front of you on paper as well and what I really want to share is that in a in a high reliability system there's some simplicity to it what you See here are eight leading indicators. Conditions that if we create in our schools, right, evidence shows that when these conditions are in place, you have a safe, supportive and collaborative environment. Any educator out in the out in the room, current or past um and you know, parents will look at this and go, hey, if these things are

070present in our school, we will be we will have a safe, supportive, and collaborative system. So again right to have a safe supporting private culture we want a faculty and staff that perceive the school environment as safe and orderly right students parents communities community also perceive it safe and orderly teachers have formal roles in the decision-making process uh and uh for school initiatives teachers and staff work collaboratively regarding common issues bless you faculty and staff have formal ways to give input parents have formal and community members and students have formal way to give input and success of the school as the success of individuals uals as well as the school as a whole are recognized and that the management of the physical and operational and technological resources directly supports teachers. So how this framework would

071work is that we want these conditions in place and then we have to go out and this could be the same for some of our campuses uh based on the needs or different for some of the campuses where we'll implement best practices to um make sure these conditions are occurring. And so what we're doing now is we're reviewing what are we currently doing in Demi public schools that addresses these indicators uh and are what we're doing being successful and if we're not doing things in dem public schools that address these indicators how can we start them okay and so um uh that is what really a high reliability system is right what's the area you're going to work on what are the conditions you want in your school and what actions are you taking put

072these conditions in place. And then of course you're going to monitor your actions to see if they're being successful. And so um I won't go over the um you know the other indicators on the other sections, but just understand that as you look at this and as you review this uh that there are indicators also for effective teaching in every classroom uh that uh we're going to be working on and as well as uh guaranteed involved curriculum. Now, Charles, if we go back to the the slideshow, what I do want to share with the board, um, as we're as we're bringing this together, and I think it's on the last Oh, right here. It's right here, Charles. Thank you. So, um, we have had an opportunity from an expert with Mar with with, uh, uh,

073Marzano Associates to introduce the Harvard framework to us. I have some experience myself uh, in in working this and operating this in schools for school improvement. And so um before we make a final decision, this is the framework we want to use. We'll be taking um campus leadership uh just uh you know across the state line here to San Antonio uh in in January um to really learn a little bit more about this framework to make sure it can be applied appropriately here in Deming and uh there are some things we're hoping to come back with those four bullets after we attend this conference. So, as we kind of move forward, um, and then some folks in the community have already heard this, teachers have already heard this. As we move forward, um, you're going

074to hear me talking a lot about indemic public schools, we want safe, support, and collaborative culture. We want effective teaching every classroom. We want a guaranteed evolvable curriculum. And over time, you'll hear start talking more about these are the conditions in our school that we're trying to put in place. So, we're talking about a broad framework for school improvement. And many of these things are adult actions, things we have to do as as leadership teachers and adults to support our students. Um, I just wanted to kind of give you an introduction to that. And then in the future, if we choose to adopt this, um, and and you're available next February or next January, bless you, when the summit is, um, hopefully um, if we adopt this, we would really like to invite you all

075to the, um, the summit next January uh, for you all to learn um, firsthand. So, that's just a very brief introduction. I didn't want to um overwhelm you with information, but I wanted to make sure this was put out for you all as well as um the public. Any any questions or clarifications I can add at this time? Um and again, we can always have a workshop uh or something else um in the future to give further clarity, >> questions, comments for the work. >> No, >> how many of you are going in January? Um we have we have a representative for most every campus I think. Um I know you know we kind of people had made some arrangements that couldn't be moved. Uh but I think there is >> 16 of us >>

07616 no right there's one from almost every campus and then a small request for leadership. So 16. >> Okay. >> Thank you. Thank you for knowing that number Mr. Reinhardt. >> Okay. Any other questions, comments? All right. on to item D, baseline student achievement and outcome data. Mr. Wyman and me and Mr. Wyman are going to work together on on on this one. Um there we go. So again, uh a starting point for a further conversation which is going to lead to uh after this, you know, when we talk about strategic plan here in a moment, this will all kind of uh uh come together. And so I I want you to know that we do have for these three areas you see in gray, we do have uh you know student current student outcomes

077and goals. So I am going to uh start with uh the one that says math and ELA student outcomes and goals. Give you a quick a quick snapshot um and then um Mr. Wyman can provide any clarity. So Charles, if you can try to open that first one very quickly. Thank you. Here we go. Uh so these are uh summitive goals that are set at the start of each year. I will let Mr. Wyman in a moment share with you how these summitive goals are set. Uh the items that you see kind of outlined in red. Those are our basically our our our state accountability uh tests uh relative to the federal government. So remember, only grades three through six, I'm sorry, 3 through 8 and 11 have official accountability on the state report card

078uh for us. However, we do take measurements um in each uh grade level. So Mr. Wyman, if you want to kind of say for K12, how those goals are set and then how they're set differently for three through eight. >> Yes, sir. So, so what we've done is we've looked at kind of like the upper like level of where we've where we've achieved for our kinder and we we felt uh looking at the data historical trends that 60% was a was a achievable but an ambitious goal for each of our kindergarteners each of our kindergarten classrooms and schools. With that said, we we've then uh requested uh that each of our schools set a goal of 10% increases over time for for first and second grade. Uh same with third through fifth. And then starting

079with uh with sixth grade, what we what we've asked our secondary schools to do is really hold on to our students that are proficient, right? That's that's the number one goal. And then to take uh 30% of our students that are what's considered nearing proficient, which is that that level of proficiency rate below and target those students uh meaningfully to to try to get them to uh that proficient level. And then even our kids are that are at achieving at the lowest level academically. we're we're asking our schools and we're helping them identify individual students, right, that uh that we want to push those kids to that next level, right? So 30% uh moving to the next the next level with each of those uh tiers. >> And so again, I think an important thing

080to understand is that um K1 through two that is Amira ice station. That's one kind of test. Then grades three through eight, that's the Namasa, that's a different kind of test, the different outcome. Then grade 11 that we measure that's the SAT that's a different test uh that that that that the outcome comes from. So uh what I do want to remind the board and again you know we'll have further discussions about this later that the measure itself we can set goals uh for each of the assessments but the assessments uh change across time and so whenever you're looking at a different grade level you're looking at a little bit different take on what's being um what's being assessed. And then of course in 9th and 10th grade they're taking the PSAT and that's not

081required. We just do it here for college um readiness. Okay. So I just want to let you know that that's how the give you a just a a primer on how those goals are set and those goals have been set and our campuses are working towards those in their 90-day uh plan. Before I talk about the last two other sets of data, which are a little more clear, uh I think the graduation and and the attendance, um any clarifying questions you have right now, may have more later uh for Mr. Wyman about what you're seeing here on the screen >> questions. [clears throat] Thank you. >> All right. Thank you. Uh Charles, if you can go to that next one. I think it says graduation rates. Another measure that we have outcomes and and goals

082for um are graduation uh rates. Here you can see the graduation rates uh by each column. Just I want to let you know you see there in Vistas on the bottom. If you recall that's our that's our state report card. So graduation rates are reported to on our state report report card one year uh one year late. Okay. Achievement data is that year. uh uh graduation data is one set of data that is one year late. So you can see the the trends there. Um we don't have the graduation rates yet for um for 2025. Uh the the uh the data integrity department has has just submitted those the PED. Those will not get released typically typically until the spring. Um but they uh they won't be included on our report card until um until

083the report card in 2026. And then of course the goal you see for 2026 are the goals that each campus uh set uh on their 90-day plan um looks like uh by these the early college um very common for early colleges throughout the state to have a high high 90s to 100% graduation rate. So appreciate that Mr. Simpson and his team set it at that. Then of course um uh Deming High School looking to make sure that uh that uh the graduation rate there far exceeds the state graduation uh rate. And then um 78 for um Demi Cesar Chavez is about the state about the state average. So just going to let you know that's another measure of outcomes that the state uses. Okay, there's a point to all all this in a second. Uh

084and the last one uh Charles about attendance. So this is the um uh attendance is measured in in in two ways. Uh what ends up oftentimes on our report card is the chronic absentee uh rate. Uh each campus has to do an attendance plan each year to uh and they set a chronic absentee uh target rates. The far right hand column are the are the targets that each uh individual campus set based on what they've historically done. uh you know uh what how effective they think their interventions will be. Uh and you can see over time um the each uh each third column there uh is the is the rates from last year. And again um chronic absentee rates are are are high throughout New Mexico um and throughout the country. I think it's a

085little bit of a calculation situation that that makes them higher than that one that says overall absence rate. That's kind of what we think of the classic absence rate. So for example, if you look on that on that line there for dem intermediate, it says uh their their um overall their uh you know target absence overall absence rate is 6%. That means this year they want to have 94% attendance. Okay, so you just take their overall absence rate and uh and um >> and subtract it. That's the target that they want. So last year they were they were actually at 7.3%. So that's uh that's uh 92 92.7%. So they want to be up to 94% this year. So that's another set of of outcomes. And on the bottom just really quickly um scroll down

086there Charles we are able to track uh their um their current uh um chronic absentee rate and regular attendance rate uh on there. So you can see uh you know right now Demi Intermediate School uh they're at 6.4 force uh uh they're at 93.54 remember they wanted to be at 94% so they're kind of close to their target uh mid year and then of course they have a chronic absentee goal of 22.93 okay so we have those measures as well now on to the the question I want to pose to you all for feedback now or feedback later so we as we move forward let's talk about our strategic plan here and forward Charles go back to the um major slide So I I think as a board for you to to to think about

087or if you have some initial thoughts we can report as a district and to the community a million things, right? A million kinds of outcomes, a million kinds of data which to us as educators that are in the classroom make, you know, make great sense to us and can help us push things forward. Um I often think that if we share what you know we have to be mindful what we share with the community because it sometimes comes out of context uh and it's you know the state kind of has a lot of variation in it. So for you all if you have thoughts now what type of measure is most is most helpful right we can give you proficiency we can give you growth or proficiency we can actually give you proficiency our performance

088relative to the state relative to districts similar districts we could try to look at the at relative to the nation we can just do relative to ourself but do you have any initial thoughts as a community member um uh what what what how can we package the data back to the community that that you think is really going to be impactful that we can come back year after year with just two or three things that we're that we're sharing out anything strike your mind out may not I could take feedback now or later >> I think growth just overall growth you know that I mean growth is an indication that we're doing something right I I believe and I could be wrong but um just those those those percentages is increasing, you know, in those

089categories means that, you know, we're getting the stuff that's being put in place and and the the work that the teachers and the staff and administrators are doing is is working and and we're getting more kids towards that proficiency level and or above that level. So, I'd like to see that the growth side of things. Um, [snorts] when I was looking at it >> earlier today, I was kind of trying to figure out where we stand relative to other other districts in the state. So, um I feel like I know that every district is different and every district is unique and we all have a different um set of students and you know all those things, but but to have at least maybe a column that kind of says New Mexico average, I think that

090would help me to interpret it a little bit more. I don't know how anybody else feels about that. I think when it comes to the district wanting to know what information the community wants, I think the district should ask the community. >> It's fair. >> But I think that for my own personal perspective, um, as a community member, as a parent, I I appreciate knowing both the proficiency and the growth. And I don't I personally don't necessarily need to know what everyone else is doing because my main priority is deming. >> But I also appreciate your next bullet point as far as these other things are also important. But I I understand wanting to balance too much information versus what's most important. But I mean, I think it it boils down to the community can

091let the district know what's important. >> I I would agree. And I think so often what gets sent out is how we compare to all of the different districts or and nation whatevers. And then we get lost with that >> because we're all different >> on uh >> and so it makes us feel like we're not doing the job at all. And that to me every time we come out and have to see it compared to all the others, >> we uh we think well we're just really failing. But it's we have to look down and see how instead of comparing to that comparing to what we're doing. I agree. >> I think what I find helpful is the last year um the the data from from previous years because that really can show you

092if the growth or the decrease um from year to year. >> So I want to summarize very briefly what I've heard there and then again as uh Miss Crumbly was seeing those next six bullets. So, I think, hey, let's go out to the community and say, here's kind of a starting point of what we think, uh, would be would be helpful in reporting the data back to you. Um, what's your input on what's going to be informative to you as a community? And then I think Miss Crumbley was looking at those next five bullets. Are there other types of data that can be more helpful? I'm I'm hearing um uh Miss Crumbley say, "Hey, again, a good spot to to ask community what what they what's what's important to them." And that way we can

093have for the community a a consistent message that we're reporting. And then, of course, you know, kind of behind the scenes, you know, in the learning services department, we can monitor and look at all the all the the the the small pieces of data subgroups we need to to push that big number forward. That's kind of what I'm what I'm gathering from there. Um, before we move on, any any uh other thoughts about, you know, those last six bullets there about other data? Again, we can ask the community, but for the board right now, again, I take feedback later. Anything that strikes you as something important to you on those last six those last six bullets. >> What's a failure rate? >> Yeah. So, it really just how many kids are are failing a particular

094course or or class. You can also do that a little bit as kind of credits kind of on track to graduation on the on the on the secondary level >> is a failure DF >> right here in D public schools uh the failure is only defined in the grade book as a as an as an F. >> I I think also we need to address and the only reason I bring it up because several people have brought it up to my attention in the community. I know we want to be proficient and do a lot of things, but we also got to make sure the kids come to school. >> The attendance, I think, is important. Maybe we need to show the community this is what we're doing. This is what we're trying to do.

095>> Try to make sure kids are going to school, >> right? And uh I think it's a big thing, member C, I completely uh agree with that. I think uh I think from a community perspective, school attendance is a very easily definable piece of data that that you know any you know anybody no matter your background can can follow. So I'll take that as a starting point because all this little conversation these last couple of slides leads to this last uh kind of this last thing here. Um and and Miss WA from Everest is kind of listening in on this uh on purpose. Um, so Charles, if you want to go to that next uh slide. Um, I'll get back. Find us that strategic plan, Charles. >> Somewhere. I >> think it's after like two

096slides down. >> Two slides down. I just got the slide out. One more. Charles, I back up. >> Maybe not. >> Thought it was right in there. Outcome data. Go back one more cross. One more. Okay, >> there it is. >> Okay, so um you know framework for improvement the academics and and and student outcomes to to get to the right student outcomes that we just had a a brief conversation about you know we need a strategic uh uh focus and and a well-designed strategic plan helps you get there. Um it focuses our efforts. Um I'm aware that that Demi public schools um participated in a strategic planning process which produced uh some board goals and a draft uh that you know I've included there that uh that that uh you may be familiar with.

097But what I'm proposing here is that we take the work that we've already done on that strategic plan. there was some input there. Um uh plus we've heard about some additional input right into deciding things um you know from the community as well from both our community speaker and and the board and and make us a finalized clear concise plan that doesn't have too much has just enough to communicate [snorts] um many of these things we've been talking about uh tonight. Um, so basically we take our, you know, your board goals plus we talked about the HRS improvement framework. Uh, we have a profile of a graduate that's in place that we'll kind of speak to you more about. Uh, plus these outcomes that we just talked about. Uh, that equals a clear concise strategic

098plan which can which can end up making a great superintendent evaluation tool uh that we can use for multiple years here. So um, uh, uh, Miss WA is going to speak to us here um, shortly. Um she has uh I have uh uh worked with her in leadership elements in the past. She has a a great um uh knack for strategic planning and return on investment. Uh she's been very interested in kind of giving her all of our stuff, my evaluation, the data to see if um how she's going to help us get this to a point that it's an actionable item. So, Charles, if we can find that slide, please, where Stephanie's slide is at, and then I'll let Stephanie unmute and uh and share some some things here. >> Hi, Stephanie. Thank you

099for waiting. >> Oh my gosh. No, it's been such a pleasure to listen to the conversation um from board members and from Superintendent W, which is now going to be the nickname I'm going to use. Well, it is such a pleasure to be here with you tonight. Um, I am Stephanie W. I'm the director of professional learning at Everest Analytics and a proud um, 20 plus year public educator myself. Um, and I'm here with you tonight to share about our upcoming partnership with Deming Public Schools, specifically kind of orientating the work around supporting and refining the Demick public schools strategic plan. And so to amplify a focus on student centered outcomes, which is what I heard so much of the conversation just happening around with a board members, um DPS will be partnering with Everest

100analytics, a K through2 analytics return on investment and continuous improvement partner. At Everest, we aim to be the GPS for the strategic goals of your organization, helping you to find the most effective and efficient ways to reach the goals of your organization through datainformed systems and decision making and really creating that transparency around the data that I hear some um some strong perspectives and desires around. >> Go ahead. Yep. Thank you. Um, so this collaboration is designed to ensure that district goals remain actionable, progress is consistently monitored, and leadership is supported with timely data to drive improvements across schools. Tonight, I'll walk you through five key points about how we'll use this partnership to move from goals to impact in Deming. As I walk through these five points, I want to be clear about how

101this partnership is designed to also strengthen the board's line of sight. From the strategic plan goals you approve to the superintendent's actions to the student outcomes you are charged with monitoring, we can go ahead and move into the next number of one side slide here. So, a strategic plan should be driving the core work of um your district in schools each and every day. Through a partnership with Everest, DPS will be strengthening your commitment to your district's mission and doubling down on your commitment to focusing on student centered leadership and decision-making. You'll also be building the capacity for continuous improvement across your organization. This work also directly supports your superintendent evaluation framework. The same systems we use to refine goals and monitor implementation are the systems that allow the board to see progress on academic

102excellence, operations, leadership, communication, and safety using shared evidence rather than just antidotes. And so the partnership will utilize a threeprong strategy to align district initiatives with student success. Refinement of the strategic plan through collaborative sessions with leadership, staff, community, and focus groups to ensure that goals and strategies are student centered, relevant, and actionable. Monthly monitoring of high impact strategies focusing on real-time implementation tracking with monthly reports to support executive leadership and school leadership to guide continuous improvement. For example, when the superintendent is expected to present baseline academic data, intervention progress or attend attendance systems, those reports will not be created from scratch. They'll come directly from the same monthly uh monitoring structures we will be supporting with your um district leadership. And then quarterly strategic plan outcome monitoring. Board and leadership ready reporting on outcomes

103directly linking strategy implementation data with goal pro progress will also be a key component of this to create that transparency and openness with the data. On the screen, you see our planned milestones for the refinement of your strategic plan. Throughout the spring 2026 semester, we will refine the strategic plan through executive leadership uh sessions, community surveys, focus groups, and dialogue with um with leaders um at the school and central office levels. In May 2026, the refined strategic plan would be presented to the board for review and finalization. At this meeting, the year-to-ate outcome monitoring would be shared, leveraging the current student outcome data connected to um to key strategy implementation data to show how all of this data could also be connected. In July 2026, the updated strategic plan will be shared with staff and

104paired with leadership development to embed related continuous improvement practices into schools. These milestones intentionally align with your reporting expectations so the board receives timely comparable updates that support support both oversight and evaluation. And so as a result of this partnership, Deming public schools will see several important outcomes. First, district strategies and initiatives will be clearly aligned to the student outcomes outlined in the ref a refined strategic plan. Second, the board will have clear visibility into the return on district investments of time, staff, and funding. For the board, return on investment is not just a financial formula. It is clarity about whether the strategies the district is investing in are producing the outcomes you expect and clarity about when the adjustments are needed. Third, leadership decisions across the district will be informed by timely data on

105both strategy implementation and student outcomes, ensuring decisions are grounded in evidence rather than assumptions. And finally, this work strengthens a culture of continuous improvement where district uh where the district regularly reflects, learns, and refineses its approach in service of all Deming students. And finally, Everest Analytics is excited to partner with Deming, serving as an extension of the superintendent's leadership team, helping the district to drive measurable progress in alignment with its commitment to equity, instructional quality, and whole child development. Being an extension of the leadership team does not mean replacing district decision-making. It means strengthening the internal capacity so that over time systems are clearer, more sustainable, and less dependent on individuals. but on the organization as a whole. And thanks so much for um the opportunity to share with you all tonight. I'm truly excited

106for what's to come. I've had the pleasure of being in several of your schools, meeting with several um of the leaders within the organization. And um I can speak say for genuinely myself but also everyone in our organization we truly look forward to supporting not only the superintendent sta and staff but also the board's governance role as this work um unfolds. And I'll turn it back to you um superintendent Wolgamuth. >> Uh I just want to also share Stephanie was down here got to go see the Veterans Day uh celebration RST got to participate in some classroom visits in in DIS. And one thing I do know about Stephanie is uh she's obviously from out of town and she loves coming to New Mexico. She wanted to be here night. So she's typically not a

107not a zoomer. She's a visitor because what's your favorite thing to have down in New Mexico, Stephanie? >> Oh my gosh. I get a craving and I need to have chicken enchiladas with green chili, sour cream, and onions. I've got to have it. And I haven't gotten my fill in a little bit, so I need it. >> Come on down. [clears throat] Yeah. So anyway, Stephanie and Everis have great expertise that I think can push us in in in in the right direction. I know you may not have questions now uh for Stephanie, but uh should be happy to try to answer. I'll try to be happy to answer or at least take notes and and get back to you um on questions you may have >> questions by the board. >> What does refining

108the plan look like in reality? So I think that there is a few options in um that one of the ways that we have actually leveraged a similar process in another district within New Mexico um was actually meeting with key groups of leaders, the board, the executive leadership team for the district, but then also um uh principles and assistant principles from the schools and then ultimately the staff from the schools and really saying in the current ex um strategic plan what do you all think is most impactful and um most feasible? And so really going through and considering what's high impact and highly feasible to first take a highle look at that. Um then when combining those perspectives with then other things around focus group information, community surveys, stu information from students, all of those

109different levels, it gives us the data to then really be able to say, do we want to um scale back on strategies, do some of these things, or is really a truly like a new plan um desired by the the community and all of its stakeholders to truly represent um the students of Deming public schools and their needs. >> Thank you. >> You talk about what did you say? Uh >> the biggest bang for our buck. Just to par paraphrase it, are you treating this good too for the biggest bang for our buck? I don't want to but I just want to make sure we're being treated good. >> Yes. Yes, you are. Um so I will um share something with you because um I am truly passionate about this work and when we were

110looking about what is budgetarily possible for Deming public schools as an organization and thinking about the what would be the greatest and most impactful work for the organization. I actually went to um my CEO and advocated for um a discount of our um work around the strategic plan and we've 100% discounted that because I strongly view this as the most critical work that's needed to drive continuous improvements in the vision of highquality instruction um in a district. And I say that to you as um a district leader and a district cabinet leader myself previously, knowing that um this work is critical for really crafting the vision of the district based upon truly what the community um and staff and board every one of those stakeholders believes. So we believe in that so strongly we have

111actually removed that as a cost for the district. Well, >> thank you. >> So no Grinches, it's okay. Any other questions, comments by the board? >> Okay. Well, thank you, Stephanie. >> Thank you, Stephanie. Looking forward to seeing you in person. >> Yes. I can't wait to be with you all in person and um begin this partnership and um and the work. So, um thank you so much and thanks for your flexibility and allowing me um to attend virtually this evening. >> Thank you. All right. So, we're on to F E E. >> Okay. Creating a unified focus, core values, core, core purpose, and big goals. So, something that we've been working on that's related to all of this um uh working with each campus to create a u you know uh with their staff

112and students um and their leadership teams, a set of of core values um core purpose and big goals that can serve as a driving force for each campus. a little bit of advertisement for each campus about what is this campus about. I'm gonna put my kid here at at Deming High School, my kid here at at everyone to elementary school. Um, you know, what uh what is it that you can expect from us? So, I want to make sure we shared out a little half and half um today. So, I'm going to let Mr. Lozano start um and share about uh the Wildcat way, I think is it says, right? Yes, sir. >> Come on up. >> I need some assistance. I'll I'll assist you. Thank you. You guys want a formal speech or you

113just want me to speak? >> Just be yourself. Be myself. Come on. So, it's the speech then. [laughter] That's me. Um, so let me just rewrite. It looks like a lot, but if I I'm blind, so it's 14%. [laughter] Um, so tonight I'd like to share a document that represents really a collaborative communitydriven effort uh at Deming High School. Uh, we call it the Wildcat way. Our vision, our core values, and our big goals uh was developed with meaningful input from our staff, our core team, and parents from our pack meeting that reflects a shared expectation, shared language, and a unified commitment to our students. Our vision is simple and intentional to empower every Wildcat to learn, to lead, and succeed with pride in school, in life, in our community. This vision guides not only

114what we teach, but how we build our culture, our relationships, and accountability across campus. At the core of the work, uh I'm sorry, at the core of this work are Wildcat values, which translates beliefs into observable behaviors. Work together. Uh inspire integrity, learn and lead. Do what's right. Commit to grid, aim for excellence, and take pride. These values provide a common language for our students, our staff, and our families, and establish clear expectations for how we treat one another and how we approach learning. Importantly, this work has already moved beyond theory and into practice. The first department to implement the WCAT way was our DHS math department. During their end of semester math awards, they introduced the PI award recognizing students who exemplified our core values, not just academic achievement, but character, perseverance, collaboration, and

115integrity. This was a powerful example of how values-based recognition reinforces the behaviors we want to see across campus. Building the initial the initial implementation full schoolwide rollout will occur next semester. Teachers develop pathway as a guide for classroom management positive student referrals and consistent redirection of behavior rather than focusing solely on consequences. This framework allows our staff to reference shared expectations, reinforce positive behaviors, and redirect our students in a way that is aligned, predictable, and instructional. The Wildcat way also aligns with our big goals, ensuring every Wildcat graduates on time, prepared for college, career, or military service, and strengthening student engagement through our win classes, our athletics, our fine arts, and our extracurricular activities across DHS. So, I want to sincerely thank our staff, our core team, our parents, and our DHS math department for

116their leadership, collaboration, and bringing this work to life. Uh Deming High School is proud to be learning today leading tomorrow the walk that way and I stand question. >> Okay. Charles didn't see Nick. Yeah. See >> any uh any clarifying questions for Gasper? >> Nope. >> Thank you. >> Thanks. Good. >> Good job. Thank you. I think that holds you back. Okay. >> And going back to your your 14 back to your >> I don't think that's a that's a uh an issue. I think it's age. >> That's true. >> Yes. >> Okay. Uh Miss Mag tell us a little about uh RST. >> Holiday. >> Thank you. >> Did you approve this with Joe? I button myself. I'm just gonna say >> Thank you. Thank you. Thank you. >> Hopefully Charles, you'll pull it

117up because >> I did not overcheder and bring a poster. >> Great job, >> Mr. President. Superintendent Wilgth, the link is just Oh, never mind. I tried opening Gaspers and it brought me to a prek one. So, let me >> Yeah, I maybe I maybe maybe I put the links on the wrong one, Charles. That was not your fault. Just I bet you're going to find it eventually. >> I know it's in there. One of those is RST. >> Let's see. That's Jessica's. help >> while he's finding it. Um, I'll tell you ours has kind of been a work in progress for a little over a year because we brought in responsibility centered discipline to support student behaviors. So as a team um during inservice we looked at all the things that are keeping our

118students from being successful and the skills that they would need to make that successful. And so our staff um created our new mission which is we rise by lifting others and to build uh the purpose to build a community where everybody supports each other to um success. And then the core values they identified as if students had these four skills they could be more su successful. So their respect, self-control, perseverance, and accountability. And then we took them further and we created bullet points under each one that um we can use with students as a teaching tool. For instance, self-control is making good choices even when it's hard. Hands and feet to self, stop, think, and act before you do and stay calm. And perseverance is I learn from my mistakes and keep trying. I finish

119what I start. I do my best and help me be able to do it myself. And so not just help me to get it done, but help me learn how to do it myself. Um the big goals we have for our school are all students will be independent readers, thinkers, and math problem solvers to be a model school for life skills and positive behavior because our students really um need that in elementary to be successful later on. And that's one area that we find their struggles and to celebrate diversity, cultural diversity and promote inclusiveness. And so as a team after we chose our our four core value skills, um we've been working with the core team to simplify it and really bring out those bullet points and to start what we have is our our

120wildcat hash or buffs. And so, um, every grade level and department in our school is getting different wildcat [clears throat] buffs. And students will be rewarded for demonstrating these skills at a high level, like if they're caught doing something above and beyond what they normally would would be expected to do. And we can keep data because the the wildat bucks are all in different colors. So we can see is certain grade levels doing it more um or less and then students will have the opportunity to redeem those in our school store on different kind of things that um just positively rewards them for demonstrating and learning our core values. >> That's a great idea. And what I'll do, Connie, I apologize. That that link mistake was definitely mine. I'm the one that did that, but

121I'll make sure I leave those two for the board to review. >> Yeah, that's 100% me. >> This is my appreciate. >> Thank you. >> Okay, Miss Cabrera, I know yours is there. Saw that one several times. [laughter] I don't have a long speech. Well, I give but [laughter] >> that I think Charles is he's got it. He's he's he's there. It is. >> Okay. So, for uh Memorial's core, purpose, values, and goals. Um our core purpose at the center is helping every child learn. Um belong and lead. um surrounding our core values um is kids at the center of every decision. Uh learning first for daily student growth. Um everyone belongs in a safe welcoming community. Uh better together through collaboration and then leading with per uh leading with purpose by empowering our students

122and our staff. Um my our big goals are they translate our our values into action which are measurable academic growth for every student. Um with that in mind, you know, every every student deserves at least a year's growth. Um having a safe, inclusive, positive school environment where every everybody in the school feels welcomed um and happy and you know safe. And then leadership development through responsibility and opportunities. So developing leaders in our school and making them productive citizen in the future. >> Any questions? Th this looks great, Jessica. I appreciate you um you know putting this together and I'm glad I'm glad yours was here. >> Thank you. >> Hey, uh Miss uh Samuel. [clears throat] >> Right. Charles, >> good evening. I just want to start off by saying that when I talk about

123my staff, I call them team dis. And so this was a collaborative effort between um I mean everyone on team dis. And we really everyone had input and we went to the drawing board and came back and and came up with with our core purpose and values. But I do want to point out the direct alignment between our purpose and our values because they all go back to relationships at [clears throat] our school. relationships drive everything that we do. So, I was proud that that we were able to see that alignment and create a purpose and values that that go together. Now, when thinking about our big goals, we had some tough conversations because they're big goals, but the important thing is is do we believe that they're attainable? Absolutely. So, thinking about our big

124goal is 95% attendance rate, we're only a percentage point away from that right now. Now, reading proficiency 75%. Math 70. Are we far from that? Absolutely we are. But I do want to point out that superintendent and learning services team, we're doing the work and making changes and adjustments that I believe that we can get our students there. And a lot of that is going to come from the consistencies of the elementary schools. so that when we get um our students from six different elementary schools, there's consistency and we know where they're at and we're not playing catch-up. So, I do applaud um Superintendent Wilgth and learning services for recognizing that and for all also the elementaryaries for being willing to put in that work. Any questions for DIS? >> I like that proficiency reading

125proficiency. >> Yeah, >> it's hugely important. >> I like I'd like to make a comment because I know from experience Mrs. Sanderol runs an amazing school and she runs a very tight shipment and it is very impressive. >> I agree. >> Thank you. >> Very impressive. >> I mean high expectations. You you high expectations and they will rise to high expectations. So I appreciate you guys. Thank you >> um pointing that out and thank you for your support. >> Yes ma'am. Thank you. Thank you. >> Okay. Let's have My Little Next >> Bet [laughter] Love >> So they say you become what you the the group you work with. So, ours is short and sweet, just like the span of creek. [laughter] >> So, to this um we brought our team together at my little

126school and we just had some posters up and we just asked them some questions. What's our purpose here um with prek? What is our big goal? And what are some values that we have? How are we going to learn with students? and we just have them have an open discussion, put up postits and then we just brought everything together and um culminated it into this document. And so our uh core purpose is to nurture the whole child and their love for learning by providing a safe, supportive and engaging environment. Um our core values learning through play, relationships, exploration and kindness. Um, and you heard relationships talked about previously. Um, it's huge. Kids need to learn how to solve problems. They don't come in knowing that, and we do that through purposeful play. Um, and our

127big goal is for our students to leave prepared for kindergarten. Um, our program will present opportunities for students to peique their natural curiosity and creativity and promote the growth of language, social skills, and independent food. >> Awesome. Awesome. >> Any questions? >> Questions by the >> No. Thank you. >> Thank you. Okay. Tonight, Mr. Simpson by Earie College. All right. I wanted to go first, not last, because I don't want to fall in Gasper. >> Oh, boy. >> Eight years ago, uh, we started early college high school with four teachers, the secretary, and only half the principal. So, you know, that that shows you the importance of the principal. He needed those teachers. We had a fantastic core group. uh and it's nice to see that our purpose statement that we wrote eight years ago

128uh stays uh consistent and true and um so you know I was reflecting on that looking at that that we we still feel like this reflects our our purpose from the beginning we wanted to create uh students who were leaders in our community we wanted to create students who engaged in community service gave back to the community and Of course, we wanted to uh create a setting that emphasized academic achievement, that it was high expectation, rigorous academic college preparatory instruction. And we felt like from the beginning that the root cause, the the uh the uh the uh the challenge that we needed to overcome was to be able to challenge students to want to learn, to want to achieve. uh that that's that was the the key to success is to motivate students to actually

129try and do their best. And so, you know, that's uh uh one of the reasons we became an AVIT school. Uh AVIT stands for advancement via individual determination. So, we're trying to uh reach that inner uh motivation of the student. And what's that look like when you have a student who chooses uh to pursue education and do the best? It looks like students who complete 90% of their courses. It looks like students who don't settle for D's um who get C's, B's, and A's. It looks like uh students that graduate from high school 100% of the time. It looks like students who earn an associate degree. And last year we were at 76% of our students the associate degree. Um we'd like to be 80 and if they don't get the associate to get as

130many college credits towards the degree as they can with the goal being of course a bachelor's degree. Um that's the core purpose values and goals of college high school. >> Thank you. Thank you Mr. Simpson. And and again, I just want to say and to you know, board member Croll and what a great group of um leaders we have here uh in Dem public schools and and and principles that just do an awesome job and and are here for the kids. So, uh again, that's why I'm so excited, you know, to to be here as superintendent. It just what a great group. Um Mr. President, that concludes that particular item. I think we have one more discussion item. >> All right. 2026 legislative brief. Mr. Turner, this your your turn. We You left papers here

131just in case. You were smart. >> I did. I left papers there for you guys, but I forgot to bring them home for myself. So, I am going to use my little index card. >> Uh, Mr. President, members of the board, as you all know, oh, Superintendent W, as you all know, the legislative session is getting ready to start. Uh, we have had a busy couple of weeks. Last week, early last week, Superintendent Wilgth and I got to meet with Representative Jones uh to go over our legislative priorities and what we are asking for through capital outlay and through our grow funds. Um [snorts] during that conversation, uh I I talked with Mr. Wgamoth and I I said I wanted to kind of clarify what the difference was between capital outlay uh requests and what

132the grow funds are. Uh basically capital outlay uh requests are for largecale projects over $60,000. Um and we've used those things in the past uh for the football for the baseball outfield. Uh and the grow funds is what we have previously called junior money. Those are are funneled through um the COG, the council of governments. Uh and this year um it's no different. So, we this for Capital Outlay, we are requesting uh money for improvements to Memorial Football Stadium. We want to focus on the ADA uh viewing platform where that ramp is over on the south south side of the end zone. Um so, the reason for that is we want to make sure all of our fans feel included. We want to make sure all of our students feel included. Uh Mr. Wolgamoth noticed

133this uh through a conversation with community members. Uh and so we really want to focus on making sure all of our students feel a part of the culture that Deming public schools brings. Uh and so we're asking for for funds to upgrade that. I found out through Miss Staer that the stadium was built in 1949. So the ramp and the platform are probably from the 50s or 60s. That I don't have proof of that, but I'm going to say probably. Um, and so the [clears throat] ADA uh compliance isn't exactly there. It's a good effort for the time, but now that we we have the resources that we can go out and fix these things, I think we should do that to make sure everybody feels included uh when coming out to any type of

134event at Memorial Stadium. Uh, one of the other things that we are asking for is through the grow fund, we're going to ask for $60,000 to start a automotive afterchool program. This is going to going to expose students to a program that we don't regularly offer through any of our high schools. Uh it'll it'll teach them a trade that is needed throughout the community. I'm sure if any of you have needed uh work on your car, you're either finding yourself driving out of town to go to the dealership or you're waiting a while until there's room in a garage somewhere here in town. Uh so we're gonna we're gonna see if that picks up steam. Uh depending on that, maybe there'll be a conversation later on to add that into uh the courses offered there

135regularly at the high school and early college. Uh with that, I'm going to dive into our district legislative priorities. Uh Mr. Wolgamoth and I uh came up with these based on conversations that we have had with you guys. Uh the first one is local governance and community centered decision-making. I heard Mr. Croll earlier say that peed kind of tries to pull the strings and manipulate what is done at the local level. Well, we think that school boards have the authority uh to set the calendars. Obviously, you're elected by the community. So, you represent the districts uh that have put you in the chairs that you are and we want to honor uh you know the the community's choices in in electing representatives such as yourselves. Uh the second one is improving state uh facility funding

136processes. uh we see a lot of improvements that are needed at buildings and this is across the state. It's not just indemning, but there are times where the decision is made. Do we improve the building? Do we make the repairs that we need? Because then it's going to lower you in the rankings. Um for those of you who aren't familiar, uh there's a ranking system between uh PSFA that if you fall within a certain number and the number varies, uh you might get state participation. So you're seeing districts across the state make decisions that that necessarily aren't the in the best interest for the environ the learning environment but it's because they need that state match otherwise they can't afford the project. Uh so we're going to ask that the legislature review those things. Uh

137another one is the sustainable funding for employee healthcare. A couple uh last year this board voted to move Deming public schools to a 8020 split when it came to healthcare premiums. Uh the state is going to be looking at making that a permanent thing across the state. What that'll do for Deming public schools, it won't really affect employees, but it'll affect the district because right now we're supplementing that with operational funds. uh working with our finance department, I was able to learn that it's going to free up about threequarters of a million dollars in operational funds that we can invest in other areas, whether it's in the classroom or experiences for our students, and that's quite a significant amount of money. Uh so we're going to push push forward on that. Uh another one is

138maintaining high need student supports amid the federal cuts. We don't know what to expect down the road from the feds. As you all know, we receive a lot of money through the various uh federal programs that this district has. Um, but a lot of those programs support staff that then serve our most vulnerable populations. So, we're going to ask that they look at increasing the SEG to kind of cover those gaps that we may see in in the in the federal cuts. Uh, another one is something that we hear Superintendent W say all the time that we need safe, supportive, and accountable school environments. Um, and I know President Orosco has said this, whether it's in meetings um, one-on-one or out in the board meeting, we need to do something about the students that don't

139want to be in school that make learning uh, difficult for the students who want to be there. I know the board feels that way. Um and so we're asking them to not necessarily look at increasing funding for schools because a lot of times our partners in this are not part of the education educational world. Uh so they need to look at increasing the funding for state agencies that address things like chronic absenteeism, juvenile violence, and ne and negligent guardians. uh that that's what's really going to help the learning environment is making sure that the students that that need extra supports outside of the classroom are getting the extra supports outside of the classroom from the agencies that are responsible for giving them those supports. Um the last two stability and state education leadership this is

140something that the Deming school board has pushed for a couple of years uh reestablishing the state board of education. We've seen the turnover in the public education department when it comes to the secretary. Uh I think this governor is on like number six. Uh but if we go back to the the preeded era where we have a state board and a state superintendent, that'll give us some stability there. Uh and it'll reduce disruption to school districts. And as um you know, Mr. Arosco highlighted earlier I believe when Miss Sandival was presenting we want to strengthen literacy supports and family engagement and the big part is making sure the families are engaged in this whole process. We've heard about that a couple of different times with Mr. Wyman's presentation as well but we want to expand

141on evidence-based literacy interventions and we want to make sure that parents are involved in that process. Um you know we're going up to Santa Fe in February. We are starting uh our legislative primer as I like to call it now. Uh that way our legislators and I'll be reaching out to legislators that I know across the state to to share this with them. Uh but that's what Deming public schools is going to be pushing for uh legislatively and then our capital projects and our grow requests. Uh those will be those have already been submitted and we'll see how that shakes out. I stand for any questions. questions, comments by the board? >> None. Thank you, Mr. Turner. Thank you, Charles. Appreciate it. >> Thank you. >> All right. On to action items. Mr. Adcock, you're

142up. Consideration to approve budget adjustment requests. >> Mr. President, members of the board, superintendent, do you have four uh bars [snorts] uh for your approval? Um the first one is title one. We're moving uh again this is a transfer bar. We're just moving money around budget around to cover um as we go through the year things change and things adjust a little bit and so this is just to cover those. Um the number five is from IDB and it's moving uh salaries and benefits but it's just moving it within different functions. it's not moving anything um other than those dollars of benefits. Number six is our educational technology debt service. So, um we've talked about in and the board uh approved getting a tech bond for the district. Well, part of what we're doing is

143we're collecting those fees, those those taxes now. And so we have to have budget authority in order to pay those collection fees to the to the county first collect the money and then have it available. So u index May or June we can turn that into a bond and get that paid off. So that's what this uh number six does. Number seven, um over the last several board meetings, we've talked about the CLSD grant and there was some improve or some increases, some changes that we made. What this one is is it's a newou from October one um the federal fiscal year basically. Uh it took the the state going through the the wreck uh southwest wreck some time to get all of the paperwork in order for this and we now have that and

144so now we're asking for budget approval on that and with that I stand for any questions. >> Questions for the move. If [clears throat] not I'll entertain a motion. I still move. >> I'll second. Mr. Cro, >> yes, sir. Mrs. Cameron, >> yes. >> Mrs. PZ, >> yes. >> Mrs. Crumbley, >> yes. >> Mr. Rosco, >> yes. >> Mr. Crow, yes. >> All right. Action item B. Consideration to approve final annual reporting Caesar Chavez Charter High School. >> Sam Gonzalez is on Zoom. >> Yeah, Mr. President, we have Sam Gonzalez on Zoom. We have Mr. Masters here uh in the audience. This is you already received the information from this report a few months ago. You did a preliminary approval. Uh what and Sam will clarify this, but I think we're just missing the VISTA's

145information that needed to be in there uh then for the board to consider action to make it final. So, I'll let you take it from there, Sam. >> Thank you so much. Can everyone hear me? Okay. >> Yes, ma'am. >> Excellent. So, good evening, President OCO and member of members of the board and superintendent. Um it's nice to see you all again. Um, I'm here to let you know that I have in fact finalized the school year 2425 annual monitoring report for Deming Caesar Chavez Charter High School. Um, I updated the error um where there was like duplicative data for the mission specific goal. So now it's delineated between the um the goal for seniors as well as the goal for grades 9 through 11. Um, I've added in summitive proficiency data as well as

146graduation cohort data and I was able to finalize the rating for assessment participation. Um, I did provide um general ratings at the Would you mind just scrolling all the way to the bottom for me? Thank you so much. So, you'll be able to see that all the ratings have been finalized and overall the school is not meeting um standard for academics. It is in fact meeting the standard for its organizational performance and is working to meet the standard for its financial compliance for school year 2425. >> Will you scroll up just a little bit please? See as much of that table as possible. Thank you. Thank you. Thank you. Thank you Charles. Oh, sorry. Go ahead, Sam. I just wanted to have that adjustment made for the board. >> Oh, no. That's quite all right.

147Um and so my suggestion is that for the current school year when we do annual monitoring um we work to set goals to improve academic outcomes and then watch closely towards um the school's um uh timeliness in regard to its financial compliance and reporting for quarterly reporting. and I'm here to answer any questions you may have on this annual report. >> What piece of the financial financial part was not compliant or was not um did not meet that standard. I guess >> that's an ex. So they were working to meet standard for their finances and it was um their report their timeliness regarding um reporting their quarterly reporting. >> Okay. So, so the ped quarterly reporting that has to go in, right? >> Okay. >> So, whose responsibility is it to make sure that that

148happens going forward? >> That would be the school's business manager. >> Okay. >> The questions by the board. Okay. So this is something that we can meet on down the road and discuss further in depth I guess as to how we can try to get in compliance or better compliance. >> Uh absolutely Mr. Rosco I know that uh believe that some recent action was taken by the charter governing board uh for an um interim charter director. So I think we're in a good position now to to move forward on this. Um and obviously we'll definitely loop in Sam uh to that conversation as she kind of has been working through uh both the different um the the you know previous leadership the transition and and we'll be working with this new leadership. So thank you

149for that. >> Okay. >> Thank you Sam. >> Thank you. Any other questions for me? >> Don't think so. >> Thank you very much. So with that, I will entertain a motion. >> I'll move to approve the final annual report from Deming Caesar Chavez Charter High School. >> I'll second. >> Mr. Croll? >> Yes, sir. [clears throat] >> Mrs. Cameron? >> Yes. >> Mrs. PZ? >> Yes. >> Mr. Orosco? >> Yes, sir. >> Mrs. Kremlin? >> Yes. >> Mr. Croll? Yes. >> Okay. And on to item C, consideration to adopt resolution authorizing the disposal of technology items through public auction. Mr. Gler, do you want to press the uh the play button on the on the on the recording that you have? [laughter] [clears throat] >> President Barco, members of the board, superintendent, this is

150a request for approval for the technology department to dispose by auction of 284 items we've put together on a list for using of those 284 all of them are fully depreciated. I don't I don't know finance stuff, but that sounds like from the point of view of the district that were zero dollars. Of those 284 items, 256 of them are laptops. And of those 256 laptops, 233 of those are laptops that we purchased in 2020 as part of that quarantine era laptop purchase. Just to give you an idea of the number that are being phased out of the district. Uh, I mentioned that number not only to say that we're getting rid of a lot of those, but also to give it myself an opportunity to say kudos to the principles who are really being

151um thoughtful about their funding and replenishing the devices and also to the finance department for acquiring extra funds for us to start replenishing those going forward. Of the items that we have on the list, only six of them are over $1,000. And of those six items, four of them are projectors that are broken. And in any case, they are all from the years 2006 to 2013. So I don't think we want them anyway. We're going to stand for any questions. >> Any questions by the board? Then I'll entertain a motion. >> I'll make a motion to adopt the resolution um authorizing disposal of the technology items through public auctions. >> I'll second that. Mr. Crome. >> Yes, sir. >> Mrs. Cameron? >> Yes. >> Mrs. PZ? >> Yes. >> Mr. Rosco? >> Yes. >> Mrs.

152Crumbley? Yes, >> Mr. Croll. Yes. Thank you, Mr. >> Thank you very much. See most of you next meeting for the same thing. >> All right. >> Dismissed. >> Um on to item E. Consideration to approve an amendment to the fleet service agreement with Mnt Buses Inc. and Hannes Buses Inc. specifically section 12 safety. Mrs. Bo. >> Good evening, Superintendent W. President Oto members of the board. I'm here this evening to request your approval of an amendment to the fleet service contract with MMT buses incorporated and buses incorporated. Uh this request consists of adding clarifying language that defines the district's responsibility for the installation, maintenance, repairs, and access related to the district owned 2-way radio systems. We have the cameras in there. We just didn't have the two-way radio in them. And so we want

153to add that. So the language can be found on pages five and six on both the contract schemes and with that I'm happy to answer any questions you may have question. >> If none I'll entertain a motion. I'll move to approve and the amendment to complete service agreements with MS incorporated and hayes buses incorporated specifically section 12 safeties. >> I'll second >> Mr. C. >> Yes sir. >> Mrs. Cameron. >> Yes. >> Mrs. PZ. >> Yes. >> Mrs. Crumbley. >> Yes. >> Mr. Rosco. >> Yes. >> Mr. Crow. Yes. Right. Thank you, ma'am. >> Thank you. On to item F. Consideration to approve the removal of the previously adopted Early College High School University aligned 2025 2026 academic calendar and affirm that all K12 schools within Deming public schools will follow the district-wide 2025 2026

154academic calendar approved on February 20th, 2025. >> Uh Mr. President, members of the board, S Reinhardt and Mr. Wyman are going to help with this. Um this is uh some action you've already taken and uh the PE has been doing some um reviewing of published calendars online that were there for a minute and uh they're have a little misunderstanding that we're still using the uh early college calendar you approved uh versus the the the new one that you um the one that we took away. So I'll let Miss Reinhardt kind of explain. >> Okay. President Orosco, members of the board, superintendent welcome to come to you today. You're going to see two calendars. The one that says 202526 K12 school calendar. This is the calendar that you approve in on February 20th, 2025. Then in

155March, the second calendar that you see, the 2025 26 ECHS University aligned calendar, this was created um by Mr. Simpson in in order to build some transparency for parents that are in dual credit classes, they wanted them to know the university schedule. Unfortunately, we cannot post this schedule on our website because these students are still required to follow the K12 school calendar. And so that's what happened with the with when the Ped pulled this from our website, it brought up some discrepancies about um these students. These students are going to school. Thank you, Mr. Simpson, for making those adjustments right away. He was very flexible. He made sure that all of our students at ECHS follow this school calendar in July, but we had to remove this one from our website. Thank you, Jeff, for

156removing that from our website. And now we just need you guys to approve that all students will be following the K12 school calendar that you approved February 20th, >> 2020. And we stand here for any questions. >> Any questions from the board? That was pretty clear. That was very clear. >> So, does early college high school they don't have flexibility in because I guess I was under the assumption that they had more flexibility to design a calendar like this, which is why there was a different one. So part of the issue was that the injunction right that he was talking about earlier with the calendar and we have to consider moving forward uh took away the ability for us to have there used to be a cutout uh for early colleges to have a different

157schedule aligned to the universities. Uh but with that court hearing and court rulings, an injunction was taken out with all of these other peace and so there no longer is that that >> right member vice president coming right now. They have to go 11:40 hours. >> Um and and that's kind of what was sort of coming up in the calculations from the ped. They were saying well you know this calendar you have posted online doesn't look like it's 11:40 hours. And we said no no that they're coming 1140 hours on the K12 one. And so that's where we're that's where we're I'm at. And I I will continue to argue with if the pet asks me. Yeah. Uh alternative schools and early college high schools need to have be able to make their own schedules.

158>> I agree. >> I'm so just so the action we're looking for again as Mr. Reinhardt said is action uh uh certif certifying that all Dem public school students are um attending the K12 calendar that was approved by the board in February of 2025. Yeah. So I will entertain a motion for that. >> Approval. Is this on? >> No ma'am. The approval is what? >> Yeah. Just just as I stated. >> Okay. >> Second. I'll second that. Mr. Cton. >> Yes, sir. Mrs. Cameron. >> Yes. >> Mrs. PZ. >> Yes. >> Mrs. Crumbley. >> No. >> Mrs. is uh on Mr. Rusco. >> Yes. >> Mr. Soul. Yes. >> Thank you. >> Excuse on to item 11, board announcements and request for items. Board member request for items information for the next meeting. The next

159regular meeting will be held January 15th, 2025 at 5:30 to 5:30 p.m. The meeting will be held at the MSH administration building for Cody Road. We'll entertain a motion to adjurnn. >> I'll move to adjourn. >> I'll second. >> Yes. >> Mrs. Cameron, >> yes. >> Mrs. PZ, >> yes. >> Mr. Rosco, >> yes. >> Mrs. Croley, >> yes. >> Mr. Pro. Yes. At that we're journed.