001I'm afraid to watch it. However, I don't like listening to >> I don't listen to myself either. So, >> none. Okay. >> Are we on already or no? >> We are. >> You're on now. >> Good evening. We'll call this work session to order. This is Thursday, November or I'm sorry, October 9th, 2025 at 5:30 p.m. at the MH Shockley administration building. Mr. Cole can cover. >> Yes, sir. Mrs. Cameron, >> present. >> Mrs. Kremley, >> present. >> Mr. Orosco, present. Mr. Curl, present. >> Right. Pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. I salute the flag of the state of New Mexico. The symbol of perfect friendship among
002united cultures. Right on to approval of the agenda. Any changes? No, Mr. President. No changes. I'll move to approve agenda. I'll second. >> Mr. Croll? >> Yes, sir. >> Mrs. Cameron? >> Yes. >> Mrs. Crumbley? >> Yes. >> Mr. Rosco? >> Yes. >> Mr. Crow? Yes. >> Hey. Uh, board members. Uh, this evening we're going to uh go over um some policy advisories that uh were were were given by the New Mexico School Boards Association Policy Service. uh we adopted these policies uh I believe at the beginning of the 2425 school year and um since then there has been uh a handful of advisories we'll try to move these move through these pretty quickly um if we feel comfortable with these we can consider them for action um on the board meeting next Thursday those
003that we're uncomfortable with we can obviously postpone and not put on the agenda at that time so I'm going to uh give each of you a pin ro if you can give everybody a copy of this first advisory. Um I'm going to go over these advisories in a manner which I think um which I believe is useful. If uh you all don't prefer this format and the next time we have an advisory session we can do it uh we can do it um differently. So when the advisory service provides policies they number them. Uh sometimes there's just one one advisory per number. Sometimes there's multiple ones. So this first advisory that we're looking at in front of you is uh policy advisory 246. I will point out to you uh each advisory packet is set
004up uh the same. So when you look at it I need to Here we go. When you look at it, I've highlighted for you key elements in yellow that justify the reason for the change as per the policy service. Uh please note that the policy service and these advisories are done by a lawyer, Dan Castile. Uh so um they have been vetted. Nothing I've seen today was of such need that it I believe it required additional um vetting by legal. Um but when we make our own tweaks to the policy, we want to have them looked at legal. So again, this is uh advisory um back from an action from the ERB, which is the educational retirement board in 2024. And really, it's just modifying a policy uh to make it uh clear that if
005uh you return to work, if you retired in New Mexico and you return to work and you do not complete uh the proper uh paperwork for um returning to work, uh you may have a um >> a lapse in your pay or you may have you may have to pay it back. So, uh, all this is doing, uh, is just, um, updating that language, taking out some old language that was out of date, um, in in blue, uh, the new language. Again, they're requiring the retirees to, uh, comply with the with the law or, um, have to pay back some or all of your pension. And, of course, we're required here to make sure we monitor people that are um, return to work. And Miss Nisha and her department. So, this one's pretty straightforward. Are
006there any questions about uh 246? >> Uh I I only have enough packets for us. No problem. >> Um but I'll try to make sure um who can view here on the screen. >> You're welcome to join us. >> You don't have the bag. You can close where you can see you man. >> Hi, I'm Tiffany Coleman. Uh >> my company is Vento Solutions. I don't know if you've heard of me, but I'm also running for school board district 2. >> Welcome. And I couldn't find the um the meetings online. They have last year's calendar, but >> yeah, it's there. We we reorganized them. >> You did? I'll show you. >> Okay. Was that yesterday or >> uh it was earlier this week, so they would all be in kind of one spot. >> Okay.
007She's saying it's because the meeting calendar >> was last year. We've never updated. >> Oh, okay. Well, they Well, I'm >> That's what I was looking at. >> Thank you. I'm sorry. I thought you meant the the the chart we were putting in with all the material. >> No, the document there. >> Okay. Very good. >> You know what we're going to start doing? I'm going to make sure that every week or the week we're going to have a school board the day before, we'll send out a text or whatever. >> We can send out a >> love that you guys send out. Wait, are you guys are all currently on the board? Yes. Okay. All of you. You're running in my district, but I'm not running. >> Oh, very nice to meet you, too.
008I've seen you around. >> Nice to meet you, Mary. >> Say Mary, there's six Mary. >> Six Marys. Yes. >> Mary Lou Cameron. I hope I hear good things. I just wanted to say >> thank you for joining us tonight, Miss. Okay, so the second uh packet I'm going to give you. Any questions about the return to work? >> No, we're good. >> It's pretty clear. The second packet that I'm going to uh give you tonight, um this is the only one I've sort of made not edits to, but this was an 85page advisory, and it wasn't uh I'll show you. It wasn't quite necessary to include all 85 pages because there was uh for this one some relatively minimal um minimal changes. Hopefully this mouse is tiny here. There it is. >> This one
009though you did in the >> I did I did I did all the pages are in there. All the pages were in there. All the pages were in there. All 85 >> All 85 pages. Okay. So, this is um actually from a law right back from the ped revised regulation in November of 2023. Um and it really has to do with uh there was some changes in um uh the the the nicotine and and vape and tobacco language. And so what this policy advisory is doing is um just going through and consolidating uh some of those policies into one in addition to um throughout different regulations and different policies uh adding in the uh updated language of nicotine and vapes and really defining what what those are a little more um clearly. So these are
010all the little updates that were done. I'm going to advise you if you flip over to the next two pages. This is the key of what is being done uh with each of the different policies. So again here we say right we've uh they're updating the policy there >> for all students for employees uh reminding what is prohibited. People really can't be also promoting and advertising um tobacco. They're reiterating that. But all of these um notes that that the advisory service here is kind of summarizing what happened with this giant 85page um packet. So um the first one which we'll look at which I did include for you u policy advisory 247. Uh this is in 247 is where they consolidated a lot of the information that was in the other policies. They took it
011out and they consolidated it here in blue which we'll go over that one in just a second. Uh the rest of these they're just adding um uh a new regulation and they're just adding um uh to the the regulation about buses, right? Just updating the language in that one. So I didn't include that in this packet here, but it says and nicotine and vape. So they're just really one or two word changes. Um some of these for example um uh policy 250 that was uh going to be deleted because it's now part of the new um uh revisions to policy advisor 247. Um uh and so that's really kind of what they did through um uh through each one of these parts of the advisory. And again, when we bring to you next week, you'll
012only be required to um approve the policies. The um regulations are not required to be approved by you all. Regulations are what we promulgate as well the exhibits. And of course, we always want to share the regulations and exhibits with you so you'll know what we are um what we are including. So again, I'll scroll here to >> we're only at 247. >> Okay. So 247 again as you can see this is where they they took you know all those ones in red they said refer to these policies and they said you know what we're just going to put all that language here >> uh in policy uh uh in one location. >> Do you have a question? >> Yes ma'am >> only came up because I read >> that's okay I'll try to get
013you an answer. Um, so when it talks about prohibiting the use of nicotine, drugs, so on and so forth on school grounds or at school activities, >> controlled or sponsored events. Yeah. >> How does that apply to the softball, baseball fields? >> So I think Mr. Croley, that that's an interesting question, right? We it should apply there because it is a school event. Um, as um you'll probably see on the uh agenda for next week's meeting um because it involves uh real estate uh stuff, there's going to be an executive session item regarding um some some real estate items uh and and things we need to look into. One of those is the softball >> baseball >> uh baseball complex there that we use with the city. >> So, yes, >> the city owns that
014property, right? >> Correct. >> Okay. Correct. >> But we use it for school. >> Correct. and we've done improvements to it already. >> Correct. And so because of those exact things you've described there, >> it's basically >> uh that is why we need to have a discussion executive session uh about uh you know that that real estate agreement we have going on >> um with the city. So yes, you're right. These things their school events we should be you know we should have those posted there and as well. But >> so those signs it talks about >> seems like they're supposed to be posted everywhere like correct almost everywhere. >> Uh correct. Yes. >> That that is right here. It's in this reg this new regulation here. >> It talks about this is what you're
015talking about right Miss Kremlin >> that all entrances all athletic facilities >> and buildings >> all over the place and buildings should have these notifications. And so that is >> since it's a regulation though like is it if we do adopt these policies is it your intention to do that? >> Well these regulations obviously are are supported here in administrative code. So, that's something, yeah, we do need to we do need to make sure I mean that that we com that we comply with that um and get those those posted. >> And then the other weird question I had was when it talks about >> the promotion of products, which I thought was weird, >> right? >> Does that also mean that like how does that apply to sponsorships for >> Yeah. and stuff like
016cuz we do have like the the local THC type companies, >> right? >> And I don't know if they >> No, they don't sponsor. I don't think they're sure. >> Yeah. >> I mean, I don't know. I don't know. >> As far as I know, the way I was told clubs and stuff, I just wondered if they do. I don't know if they do. >> When I sponsor, >> they ask me, >> right, >> what is my >> Yeah. >> business. And so >> they've asked me before and I've told them boys. I'm a general contractor, >> right? >> And um they said, "Okay, just making sure cuz they cannot obviously we that's been around there. So they can't >> advertise, you know, the marijuana shop down the street or anything." >> There is an
017advertising in schools policy that off the top of my head, you know, I I wouldn't be able to tell you exactly, but I know there are there are things related to that and the advertising in schools policy obviously right here. Uh you know, this is kind of where uh Mr. Castile who who is the policy service person here is is talking about prohibiting the promotion of the activities of products. And so I think what he's sort of what what he's sort of saying here is >> flyers >> it's not defined right certainly advertisement's going to fall into this but what he's arguing here is if a parent showing up at a game wearing their you know >> mar their marrow man shirt >> light is that defined as promotion what Mr. Castile is saying here
018is if you we have a regulation we're going to use the word promotion Mr. Castile is not defining promotion. He says, however, if you wish as a school district to to include uh people wearing those types of shirts as promotion, please consult, right? Please consult your legal counsel. So, most certainly the word promotion is in the is in the state uh administrative code of regulation regulations to put into our policy how we interpret promotion. >> So, it's ambiguous. >> Uh is right. It is ambiguous. um tied more to I guess maybe what the public may be wearing and doing. Um but we can be in a very clear and competent position if it's something that we're allowing as an advertisement uh or you know we're giving out uh the the little zip backpacks. We can't
019have those promoted by uh you know anything that's violating policies. I I know that if they sell al I remember I'm not 100% sure if >> they sell alcohol or tobacco just a shop like that they know that they can't advertise their kids also I think they have regulations that they can't do >> yes and I think the shops also have that they can't push it out >> so so it kind of covers both ways you know what I'm saying >> their state licenses that they get >> makes sense okay >> if I'm not mistaken but yeah >> you're right I think you're right Mr. I had one more question. >> Yes, ma'am. >> Sorry. >> That's okay. This one we're here for. >> So, for the JK EB like it's an exhibit. >> Uhhuh.
020>> So, that one refers to >> this one about the about the discipline policy, right? >> Yeah. So, it refers to an administrative handbook since forever ago when we adopted it. >> Yeah. >> But when I've asked for the administrative handbook, I've been told that it is not >> So, I know what you're talking about, Mr. currently because I did make this I did make a note in this one on JKE and I should have I didn't look at the page number but it's okay. Um I put on here referred to DPS handbook >> cuz um this particular should look what regulation number is it >> says JKE on here. Yeah, but it's policy advisory >> 256. >> Okay, let me let me get down here. I don't want to click too many buttons and
021shut this live stream off. 256. Almost there. Didn't want to kill all the trees putting all these out. One or two or one or two words. Okay. Thank you. >> Anyway, when you see that administrative, that's a student handbook. >> Yeah. >> And I um >> because I think that language has been there since we adopted this, >> right? And and we we we we worked on or you all before me getting here worked on the discipline matrix, right? that >> we we didn't work on that, but but we the the principles the >> the principles I thought I thought I had >> there was a transportation one. >> That was the Maybe that's the one maybe that's the one that we >> That was the one I heard presented. >> Yeah. And then the
022other one is going to be >> Okay. Still working on >> Okay. So, what I what I hear you saying, right, I I think I've noticed um I've been doing some search on our website that we need to um uh update our handbook. I've seen the um I have seen the uh the matrix right the discipline matrix for the district um in policy refer to in the section refer to the student code of conduct >> it basically the it requires us when we when we update it requires us to get input from the community parents principles um it doesn't necessarily require board approval however it does recommend um >> uh review and consultation with board So, what I can make as a project um uh over the next few months is to take our current
023handbook um kind of go through it uh see what we can put together um to present to you all um and and I think that'll be that'll be good in clarifying for this year. But my goal really would be to make sure that that is uh super clear and super aligned uh for the start of our next school year. >> Okay. >> And standardized standardized. Yes. I know we have I know we have multiple school districts with this and I know and I did um >> I think that's why the discipline matrix would be a great discussion to have. >> Sure. >> Um cuz I haven't I've never seen anything. >> Okay. And I was and I and you're right. I I was under the you you are right. I did watch um the previous
024recording of the video and you're right. It was transportation and I just meshed that with the the display. So, I think that's I think that's a valid thing to do as um >> we we tweaked the transportation one too. You did we did tweak it. I think it's working pretty well. >> Yeah, it Yes, it is. >> Let me make that lamb. Uh thank you, Mr. Cromy. But yes, yes, that you're right. I'll keep scrolling and I'll probably scroll past it, but it does refer to that. Okay. >> That's just a real short and sweet thing that says Yes. It's like an exhibit that says refer to something else. >> Yes. Yes, it it does. Um, yeah, it's three more advisories down. So, again, I know again this was going to be a one that
025had the had the most amount of pages, but not uh too much um uh content. Uh again, um taking all of the existing policies, deleting them, and then codifying them into less regulations and and less policies. Okay. So, very good. Um, and I know I shared this with you all previously, but um, I'll share it again if you have any additional questions before next Thursday. I'll be happy to um, answer them. Is there anything that that was unclear for the poor of you that you had reviewed on on this? Okay, I'll put that one aside while I get the next one uh, ready. I'm going to ask this one is probably take a little bit of discussion as well. Um this is doing some graduation uh stuff that I want to provide you all clarity
026on and other than that most of other ones are are pretty simple scope you can make sure everybody gets um one of each please take one myself this slide Okay. So, I do recall in um my watching of the archives um as many school boards did last year due to some uh changes in um the state requirements for graduation districts adopted graduation um policies. Okay. Um this advisory um updates a couple of those areas. Now what I want to share is the packet that you have that I have labeled DPS board meeting April 2025. This is I remember watching this what was presented to you and approved in the April meeting. >> Okay. Now what I want to share with you if you flip to page three see one >> of that of that. Yeah.
027>> Yeah. Yeah. Yeah. I don't know if it's front and back or not. I could show you but >> No, it's fine. >> But um where I put this green line >> Mhm. is all that ended up in um uh showing in the in the policy. And I realize I didn't do double on that. So So if you open up our uh So Mr. Turner sent this into the policy advisory service, they updated the policy manual, but what ended up in there? >> Chopped it off. >> They chopped it off, right? It only ended up being these right up to here. >> Okay. the rest of this that you all that you all approved >> which did not. Okay. So, what's interesting is that these things that you you did approve were actually the graduation
028requirements for our sophomores, juniors, and seniors. Okay. The new graduation requirements you all approved, which are below here, which for our current freshmen aren't presenting in the handbook or the manual. Okay. Which is sort of uh important to make sure it's all there. Yeah. Okay. In looking into that, um I looked at the policy advisory that that's here for you all and drew on some experience um I had in a previous role in doing this and made the determination. Um, I'd like to suggest it's not going to change the graduation requirements, but it's going to um make sure all of our language in our graduation policy is in alignment with um existing state law and new state law. Um, so I'm going to share with you these two advisories um for you to con for
029you to consider us adopting >> before before you guys changed the graduation requirements last April. >> This language I'm about to show you was what was actually in the handbook. I mean handbook, I'm sorry, in the policy schedule. Right? >> So I'm going to go uh first to this easy one policy 261. You may you may require you may require you may remember from conversations that Miss Reinhardt and the high school and the principles had with you all that there are um nextstep plans that are required for all kids um when they graduate that's been in place uh forever um for as long as I've been a high school educator. So this first policy here, okay, revision student schedules and course loads is um you know making sure that it's not the board that ensures
030they have the opportunity to update their uh make a plan. It's my responsibility to make sure kids make a plan. Okay. Um it's also updating from state statutes uh that honors and advanced placement courses have always been allowed, but there's a category of courses. We don't really offer them much here in New Mexico. Well, international baloria classes which are equivalent to advanced placement classes. It adds that language and then it tells us right uh each year the plan shall be completed on the department template uh with the department requirements. Okay, that language about how we complete the next step plans is all from state statute. Okay, so that is really all the changes that are occurring with this uh first little policy policy about class schedules and um class loads. The more important thing I
031want to go over with you is um the graduation requirement one here. Okay. So, what I want you to understand is that when you're looking at this, all the the stuff that was in black and struck out in red, that's what was in the NMSBA policy when you first adopted it back in 2024. Okay? Then we you made those changes in April and then it changed it to what you were looking at here. Okay? So, what I'm proposing is we look at this language here and this gets us back into alignment with what is generally in the NMSBA handbook style or policy style. That way, if any future updates come, it's more in line. >> This is a good example of this is a good example of and this advisory came out in March of
0322024, right before you all made these changes. So, this is a good example of if you can wait till the advisory comes out, >> your changes can be a little bit cleaner, but there was a little bit of a time crunch there to get that that pass. And of course, sometimes they these advisories come out late. So, many districts did make the changes like Deming did, and um I want to, you know, uh we all clean it up, >> consider coming back and and cleaning it up. Uh so, again, none none of this language here changes anything that you all passed in April. Uh just reminding us that the these new requirements are for the kids coming in in 2526. So it would be our it would be our current uh um freshman. It's taken
033out in red here a lot of the language referring back to um you used to be able to um do a portfolio to graduate. Uh you used to have five years to to do your stuff after you graduated. That was all taken out of the new law. That was all taken out of Right. So it's being taken out of policy here um in red. There's the information there. The second bullet about the portfolio. Okay. The uh red here is just uh striking out and saying starting with 2526 here in Demi it's 24 credits. And of course these are the units that are listed here. Now, all these units that are listed here in blue are in alignment with what you all approved uh before >> that just uh you know from the the page that
034uh Mr. Lozano and Mr. Simpson provided in this packet, >> they all align with this. >> Yeah. >> Um except it's just listing the general categories here and the specifics on here. Okay. This language you see right here in blue is um is right from the um uh the state um the state requirements. The one thing and I and I didn't make this edit. I well maybe I did and it it overcorrected and and I'll bring it back to you for when we do possible approval next week. But you see these things here that say um for English it says um uh English math and I think it's English math and science. And it says here four units in English which shall include a three-unit sequence uh provided that the department approved work-based learning, career
035technical education and e and classes count. What they were allowing here for in to summarize for English, math and science, they were allowing certain CTE courses to count instead of having to take English one, two, and three, >> which is all a great idea. Unfortunately, and um I can and I I should have been a little more prepared on this one. I thought I had fixed this, but I guess I didn't. Um unfortunately, uh it required a back last year, it would have required a whole committee of people to select the courses. uh you know the teacher like if you were going to take um uh journalism to replace English one uh it would require your teacher to be CTE certified and English certified. >> Uh if you were going to if you were going
036to be taking uh uh a CTE math class uh something that like an engineering class that teacher would have to be engineering and math certified. So the state had a great idea for these three, but they put in so many requirements. >> Yeah. >> And and and regulations that it's not really going to be able to apply to most any kids in the state. In addition, on some of these, they said if you want this to count like there's a workbased learning element as well. Well, the the the workbase you you have to already have had a 480 on the PSAT and a C in your class, right? Right. So, they put in a lot of these parameters that aren't helpful. >> So, when I bring this back to you uh because that's something that
037that many districts in the state did not um choose to to plan those committees to do ahead of time before policies are adopted. When I bring this back to you on on next year for possible um approval, I will strike out those references to work-based learning uh and um CTE courses to count in English, math and science. Now if we feel in the future we want to convene those committees to do that um then we can do that except and if we do find some qualifying CTE courses and qualifying um uh teachers to do that those requirements would go into effect for the freshman that year right because because this law says >> once you set freshman requirements in place >> for this class >> it's got to stay in place for the whole freshman
038okay so if we choose to in the future make those changes That's perfectly fine. It'll just be starting with >> new chord. >> A new chord. Okay. And I apologize for not thought I made those corrections. And I did not. >> I have a question. >> Yes, ma'am. >> So, without adding all of this up >> on your your final >> Uhhuh. >> So, by the time they're a senior, >> are they going to be left with like two classes or how to look? >> So, so the So, how does that So, so good question. Um, there's 24 credits that are required. Um, the Deming High School currently offers seven credits. So, you can get up to 28 credits. Um, I think uh in the regulation here that the board did pass and it will
039be part of our regulation uh that all seniors are required to take five classes and so we can off even if they get a little bit of a head >> In their senior year, we want to make sure we offer more, you know, uh, work-based learning, electives, those kind of those kind of things. So kids can there's always a worry that kids are going to finish and take their senior year off. >> Um you'll be surprised in most cases uh kids want to engage in their senior year. And the reason why sometimes 24 credits versus 26 or 28 is better is because often times um a little bit lower of a credit requirement helps those kids who struggle, right? those kids that are freshman and they just had the terrible freshman year. If you had
04026 credits and a and a freshman failed three classes their freshman year and you had 26 credit graduation requirement, those kids would already be behind. They'd already have to take summer school. >> And sometimes they get it together their sophomore year. And so, um, a lot of districts around the state, including Deming chose to say, "Hey, you know what? Um, most kids, uh, that are on track are going to take more than 24 credits." they're going to end up with 28, 29, 30. Um, if we stick with 24, this is going to help some of those kids who had that rough freshman year. It's going to help them get over a line and get into graduation. >> Ask two questions. Yes, ma'am. >> Two more. >> Sure. >> So, there is summer school. Is there
041summer school offered here? >> There is summer school opportunity. >> So, they can if they're up >> bailing and freshman and in one class, they can cut up a little bit. >> Online school, too. >> And there's there's online recovery for every Okay. And then my other question is, and maybe it's more of planting a seed. >> Um, >> is there a thought of maybe requiring and it can start in freshman or sophomore year, uh, students before they graduate to serve a certain amount of, uh, volunteer work to nonprofits? I know other states are doing that and it's I've it works well with them, but is that a thought here? So, here's what I can here's what I can share with you. Um, those are right any kind of graduation requirement are all the options
042of the board. I've heard exactly what exactly what you're saying. >> Yeah, >> that that is certainly something um a school board could consider uh and work with the the leadership team here as a requirement, but just like I mentioned ear is something that the board chose to do. It would be something that would go into place for a future cohort. >> Of course, I'm planting a seed. >> Yeah. No, no, no. I I I've heard of that. heard of and I and I think now that if you have you have I think they call it work study you can get a credit >> you get credit for work study >> for work study so that's another possibility where the kids there's a lot of kids that really do have to work >> and so
043>> the second basically the last year they get to work half a day or a whole day or whatever >> I heard about the apprentice no payment >> yes the no payment because people have said well they're apprenticeship and I'm like no no we're not talk we're talking about volunteering to nonprofits And it would also help our community here. We have a lot of >> profit. And there's lots of things that that there's lots of things that we can make requirements. And there's also lots of things that >> that um you know, as a leader as a leadership team, we can work with the principal to say, "Hey, before we make this a requirement, let's make it a pilot. Give it a try." >> Yeah. >> Right. >> Or even just having it as an
044opportunity. >> Having it as an opportunity. And when you find those things, then those are the things you you you you leverage um as as part of what supported community. So I think that's great for you to >> um so anyway, so uh uh items 2, three, four, and five are your course, which again that all lines up to what you all adopted in April. Um uh same thing with number five. That's the that's the half health credit also what you uh approved also in what you approved in in April as well. H except here in Deming the half credit of health is typically in middle school which is allowed by um the statute. Uh right here on number seven uh I divided this up. That's why it's in that's why it's in yellow. If
045you recall from the discussions last year um you have to have five and a half elective units and they have to be in a you have to take at least two in a pathway. And of course if you were to look back in your packet here in the little chart that Mr. you know Mr. Donald provided right it indicates that you know yes you got to have take you know two in a CTE class two in an art class two in a sequence okay so that's what that all that is referring to is there as well and then of course if you recall um the last two units um are local discretionary units and uh if I recall from what I watched and what's published here um on this packet that I did not print
046the front and back for you so I won't I will not be I'll be able to it's here >> wasn't going I'll be able to find it. Seven. >> No, seven. Seven. Fortunately. Fortunately, page seven is the one I was going to refer to here. >> We just got the odd numbers. >> Yeah, you just got the odd numbers. So, you know that that bottom there, local discretion units on page seven. Uh, that's where Mr. Lozano and the team was saying, "Hey, here's all that kind of menu of classes." Yeah. >> Uh, the kids could take. And so that's what that is referring. >> Page seven lost. Uh well, Miss Cameron, I I might have given you a It's a different too many. >> That's the other I'm not even though we I remember us
047talking about this >> and adopting or whatever it was we did. >> So, does that remain a regulation or >> So, so here's what I'm going to propose, right? You you you adopted it technically as a policy and we could go list all this in the manual. What I'm proposing and what the note I've made here is that these specifics of the course requirements I'm proposing at some point if if if we adopt this language of the policy here, right? >> Yeah. >> Then I'm proposing and it would kind of be in a handbook, Miss Crumbly, >> these things that you adopted with the specific course information here that Mr. Lozano, Mr. Simpson, and everybody has listed on some of the page on the odd pages. There's even pages that go, but we make that
048the regulation and we put that regulation >> in here as well. >> That way if it needs to be tweaked throughout >> that way, >> right? And so um >> problem with that, I guess I just thought and I could be misremembering, >> but I thought the law said the board has to set that as a policy, but maybe not. >> You do have to set the requirements. >> Okay. >> But you don't have to set >> You don't have to set Yeah. You've cho you're choosing you're choosing >> those four categories >> the the categories here right and and for this one for the discretionary one right you are choosing the units >> okay >> and it is these units that are listed here on page seven >> we had to submit to the
049state the units >> correct we so so we did so we took these and we had to submit I I don't have it with me and Miss Reinhardt did show me because I did have a meeting with Miss Reinhardt and Mr. ano about what we're talking about now and they submitted a list to the state from this c it's a little more specific than this all the courses with all the numbers so we can put those course numbers we can put them here in um you know we can list those here in the policy right under that number eight um for the units >> I'm finding just wanted to make sure we were complying with the law >> yeah no you yes you you are you are good okay because we they did ask us
050if they did fastest for those um for those the list of those units so we can make sure that they do end up here listed by um number for sure. Um and then I I'll go through the rest of this and kind of give you a high level overview. These things in red here are the ones from the previous years that are struck out. Um this is an important thing that's in that's in the state statute that I want to make sure we got back in our policy that um a single course credit could only fulfill one category. Okay. So, for some reason you had chosen one of the discretionary units was some kind of I don't know math of some of some kind, you couldn't use that for your fourth year of regular math,
051right? And the elective math, does that make sense? >> Yeah. You can't double dip. >> You can't double dip uh through categories. Okay. And that is in state statute. And I thought that was very important to be back in the policy. >> Right. I agree. >> Yeah. Um uh and again, uh you all may have heard of this. This is something we need to probably revisit based on kind of what I've gathered in my in my time here. I didn't see a lot of discussion about this or presentation to the board about a graduate profile. Um we are required to have a graduate profile um that is aligned to our um our things here. My previous role I did do some work on graduate profiles. So, we uh it is required a policy and um
052here again I'm going to kind of take a look at get a little more history on on uh I I have some papers on my desk that say profile of a graduate for public schools. Uh I need to do a little more research on how we came uh in the community to those um things. Um from a a new to town person, I felt those are some pretty strong things to start with. >> Traits, >> they're pretty they're pretty strong things to start with. And so maybe we need to again over the next couple of months uh administratively we'll work through those give a little history on those and then try to bring those back to you just for some input. Okay. To make sure >> So what does it mean? Um or I guess
053tell me because I don't know like what is a graduate profile? What should that >> you know Miss Kremlin I it it >> I don't know. >> So they so and I and I if I been a little overprepared I had that. So it's it's it's uh trades, skills, interpersonal skills, academic skills that you want all kids to possess when they leave them in public schools. See output the output of the perfect output of what you this is what this is what the product that you're >> So is it not just a list of traits? Is it supposed to be more than that? >> Yeah. So here's what I'm going to share with you. This is a very you have a very interesting point. when so the state passed this like in 2024 and then
054everybody had like a whole year to get ready. All they had on what a graduate profile was, and I'm just taking on my previous experience was a little definition in the statute that didn't really say it. >> It didn't really say, and this is when I was doing some previous work, I was like, well, do I need to have like a list of things like by the end of fourth grade, you'll be able to do this, by the end of it and ambiguous. Okay. It wasn't until wasn't even it was Yeah. when I barely it was barely this summer that the state partnered with a group called west you know no it's not west it's one of the CTE groups to help develop graduate profiles >> okay and then they listed and and this something
055we can have for discussion at at some point maybe like in a November December meeting that really describes >> what it is >> what it needs to be >> okay >> and so that will guide us to have the required specificity because the ped is going to want these graduate profiles uh is going to want these graduate profiles submitted. >> So, is a graduate profile meant to be something that is measurable like what you said like maybe do this by fourth grade or demonstrate this by whatever like is it meant to be >> in in in the in the document I read it's not meant to be that specific. It's not meant to be by fourth grade by third grade by first grade, right? Um it's it and I can't remember Miss Crumbley there's there's
056three elements to it, right? the broad category and then um you know the subcategory and like you know a handful of skills >> and when it says like specific community what does that mean? >> Yeah. And so in development of graduate profile uh um what the what what the what the what the steps are is that you gather you gather input from the community on what's important to the community and then you develop your profile based on that. So you say, "Hey, based here in, you know, in here in Deming and Luna County, right? These are in Deming public schools. These are the outcomes we want in our kids. These are the traits we want in our kids." Um, and each community's graduate profile is >> is different. And and you work to make sure
057kids are taking courses that align to that profile. Community >> and I think I you may two of us were the longest. I think we've attempted it among the years. It just, >> you know, doesn't hasn't always just continued or it kind of is like a work and then you go on. >> So, here's what I can I can commit to you on. Thank you for clarifying that you need a little more information on graduate profile. >> Just didn't know. >> No, no. I I think that but I think it's important because you're adopting a policy, >> right? uh that you know is has profile >> and or considering that kind of policy and and as you start going to uh schoolboard trainings around around the state, you're going to hear a lot about graduate
058profile, graduate profile, graduate profile. So, yes, I I need to help you be equipped going into understanding what that what that means um relative to um you know, graduation requirement. So, I I'll make sure um in November, December we get you a little more information on that. >> Thank you. >> Okay. You're welcome. Um, let me just point out a couple other quick things here, especially some of these things. Um, uh, here in lines 10 through 22, this is just saying again, we have to have a next step plan. That was referred to in the other policy and that an IEP can count as a next step plan for a student with disability. These items here that are in black, uh, I'm proposing if we adopt this policy, they'll go back into the policy. These
059are all things that are listed in listed in statute or listed in administrative code. All right. Final exams have to be given all classes for credit. It's important to remind everybody of that. Uh parents should be notified uh you know at least not one at least right from the third night week of their senior year, right? You can't wait to tell the kid tell the kids hey you might not graduate the day before, right? you were required to tell them at least a quarter of the year before early >> and unfortunately earlier years ago that's how it was. >> It should be earlier earlier than that. But >> it was all at once you had them taking 10 courses, >> right? >> But by law you have to tell them at least two months before
060they might graduate. Um and then this is important as well that um uh this protects our you know any military uh any military uh families that we have and um you know if we were to if we were to have a a a student come here um and they wanted a diploma from the high school they were relocated from right we could let them have that um uh uh diploma. And then lastly, uh, a couple of important things here and I did I did confirm with Miss Reinhardt and that you may you all may not have had a lot of discussion about this, but just important to know. I did I did talk with Miss Reinhardt, Mr. Lozano, Mr. Simpson, and they said yes, ours department is aware of this. They have been doing this.
061Uh, so so no worries. um student. Okay, so students with disabilities on IEPs are current sophomores, juniors, and seniors. Depending on on their IEPs and their achievement levels, they can graduate on one of three pathways. The standard pathway like everybody else, okay? One is called the modified pathway, which is basically you can substitute some courses in and out that have to do with CTE type of courses. Those students take the reg those students on the standard and the modified pathway they take the regular assessment uh that everybody else takes which is in this case is the SAT or the assessment with assessment with modifications. Okay. There's a third group that's graduation pathway called ability and those students take a separate test uh and they have se they have uh separate uh standards and they take
062the alternative assessment that's called DN. Okay. So our sophomores, juniors, and seniors that are currently in school can based on their IEPs in their IE can graduate on the ability, I'm sorry, the standard, the modified or the ability pathway. The new state statute there that I listed starting with this year's freshman, okay, they can only graduate on the standard option or the ability option. There's no more modified option. Okay. Now, why might they why might the state have changed that is because the focus of the modified option? The things you were able to sub out were had a lot to do with career CTE and pathway courses. Okay. Um they probably my understanding is they made the changes for two reasons. One, we don't want kids subbing out. Hey, I don't want to take algebra.
063I want take something else. Right? I don't want to take geometry. I want to take something else. Well, those kids have to take the regular assessment. >> But who subs them out? Isn't it >> It's in the IP team. It's in the IP team. >> But aren't they trained to not do that because it's required for >> sure like they may be allowed to have extra. >> It was It was allowed, but what it was causing was >> if they were subbing out too many classes with career type classes, >> those kids weren't getting exposure to the geometry, the algebra, the English one that they that they needed for the SAT. >> So that's one reason. And then number two, which I could appreciate how they would allow um career required courses in there, as
064you notice with the new requirements in general, there's a lot of CTE. There's a lot of CTE in there, right? Naturally. So now it's not just focusing on CTE for the modified kids. It's hey, CTE for everybody. So those would have been the two reasons that they did that. And of course, um I just want to make sure everybody know this was from statute that we put in policy. But I did confirm that um uh with with this with Miss Reinhardt that our um the the proper changes have been made for our incoming freshmen. But I wanted to make sure this was in here because I didn't want any confusion with our kids that are currently in school, right? Sophom I'm sorry, our sophomore, juniors, and seniors who can still do the modified option, >>
065but freshman and after can't >> can't. Okay. >> Okay. So, I want to make sure that was that was clear. Um, and then lastly, this tells you um that if you enter high school before 2526, all the old graduation requirements apply. That's why I think this would be this whole packet if we redo it would be a good regulation to have in there as reference. >> Okay. >> I have a question. >> So, yes, ma'am. >> You mentioned DLN. Can you That was the third pathway you were talking about. >> AB the ability path. It was the third pathway and the >> DLM >> and the assessment is the assessment is called DM dynamic learning maps. >> Okay. And so that one's removed. >> No, no, >> no. That that one the the the one
066that stays a standard. >> Yes. >> Which is which all those kids take the SAT, >> right? >> If you're a student with a disability, you can take the SAT with modifications, right? >> That's the regular Common Core New Mexico State standards, right? Okay. And the the other and the other one that remains is the ability option which are for our students with the most significant uh disabilities uh they will take an alternative assessment that's called the the DM dynamic learning maps. >> That's what Okay. >> Correct. And they have a whole Yeah. They have a whole other set of standards. The modifi Yes. Okay. >> And then of course this reminds us that you know all the old stuff for the other kids stays in place and that's why I think it' be a
067good regulation. So, this was again probably our most complex one from uh today. Um, do you need any clarity or more information on this? Possibly for next week. >> No, but I imagine I'll call someone. >> Yeah, if you do, just call. You do just call. >> But the modifications, just real quick, I know you we're getting close. Oh, you're fine. But the for the modification part, um, they're still going to be able to have so you have a student on an IEP, they can still have similar or or some variations of modifications. They just absolutely too many of >> Let me let me clarify. >> Career course. >> Let me clarify. Right. You as a student with disability, you can always have accommodations and modifications to your assessment, assignments, work, all that stuff. None
068of that's changed. Um what's changed and removing the modified option for graduation is we can no longer uh substitute in entire classes. >> Makes sense. >> Does that make sense? The pathways have changed. Yeah. >> I thought that's what I heard, but I want to >> That's a good clarification. Thank you. >> Thank you. That was very informative. >> Uh okay, the next one. This is a one that Yes. Oh, no. >> Oh, sorry. one that's a little a little more um simple. Uh this was uh something that occurred at u at the end of the session in spring of 2025. Um you this was uh a legislative action based on some things um in the news um regarding ensuring that um uh students would not be punished um our indigenous students would not be
069punished for um you know wearing their tribal regalia at graduation ceremonies. You may have heard or seen this in the news. This was a policy that um two policies that were modified to include that um and these things went into effect immediately. Again, just a simple modification to the graduation exercises policy about the regalia that's directly from the law. And then down here in um student discipline uh that you know uh we will not uh implement discipline uh when you know students are are are you know wearing their uh federal regalia at at celebrations and um events and that's all that's with this advisor. Any questions about that? That was pretty that one was pretty straightforward. Okay. Okay. Uh this one here um uh this has some stuff about the cell phones, okay, which I
070know that you all were ahead of the curve and and and took care of that. There were a couple of elements though that I that I pulled from the law just to do some slight modifications. Ours does not change the the meat of anything we're doing here. The other two have to do with um uh some policies that some law the some laws the legislature passed that are requiring us to do some uh notifications and have AEDs. Okay. Um one of these um I was like okay all right I got you. We'll take care of it. We'll take care of it for you. Okay. So, this first one um titled the emergencies uh advisory. Let me get down here [Music] uh 265. Uh this is just adding a um u a cross reference here down
071to a a new policy about or um having to have ads. That's all that was added there. Uh two Oh, I'm sorry. I I I didn't mention this one was stuck in there. This one there was a law passed about um we have to teach uh using the science of reading instructional literacy. Um so this was just a little addition from a law in our instructional um outline uh that we have to um teach you the science of reading. That's a little different. So uh that was a little instructional one. But these other ones Oh, this must be okay. I went too I was skipping all of the ads but it's in the end. Okay. So, cell phones, the state provided two um two model policies. One basically saying uh no cell phones, one saying
072you decide. Um it was y'all did a great job. You were ahead of the curve on on deciding that and saying really we're going to have minimal distraction here. And I'll tell you, it's really uh it's really improved uh um >> I bet >> some behaviors and distraction. I was meeting with the with the leadership kid the other day and asked about their cell phones and they said no mister we can't even take them out for no reason. I said >> yeah I said I said that's right cuz I said I said I said well just take your cell phone out. They said no we can't take our cell phone out. >> I said I said okay good good job good job. Um, so anyway, so these elements that these little these slight edits you're
073going to see in the DPS policy, I there were a couple of key verbiages I took from the two model U policies here. Okay. Okay. So here's our DPS policy. Uh, just to you know kind of uh retitle it so it would align directly with what was in the state law. I didn't think that was of any anything substantial. Um I did take you all had defined electronic communication devices like that which is nothing wrong with that per se but I said you know what let me take the language directly from the law about what defines a ECD. So again covers every covers everything that's already covered and uh uh a little bit more uh in there. So um I stuck that in there. I didn't change any of this. This was all perfectly good.
074Um and then I did this was in both policies just being very clear that any rule that we make um can't restrict uh you know an assisted device for a student with disability or um anything that's used for a medical necessity via 504 or I or um an IEP. Okay. So I want to make sure those two things were there. You did refer to it of course there in the paragraph above 9 line n 9 to 11 and 12. you did refer to it already, but I want to make sure let me take that language from both state u state uh state advice policies and put that in there. And the last thing I did um you guys had this information about enforcement. However, there was a pretty good paragraph regarding enforcement from the state
075law, and I thought, let me let me get that in there because that way if we're ever questioned, it lines up exactly with the state law. And it really says violations of the school rule related to the device result action, which could result in confiscation, which I believe is in our which is in our discipline matrix. uh the school may decide, you know, to give back to the kid or give back to the parent later. And it's just reminding us, right, as school officials, right, we shouldn't be searching kids devices without a very very good reason. Um and typically it's always advised, hey, you know, don't be searching kids, um uh devices. And so, um and then of course, it's also required that they post on a website and they be notified annually. So, those
076were the slight modifications that I made to what you all the work you all had already done last year. There any concerns about >> just making those tweaks? >> Okay. >> Well, we used to have to read our notes when we passed them in class out loud. >> That's right. >> So, kids are very lucky that we're not reading their text messages. >> That's right. That's right. We're all very lucky about that, Miss Johnson. Oh, the other two. Sorry. Uh I mean, Miss Coleman. >> Um Okay. So, two 268. This is a brand new policy. Um I don't have my I didn't give you this to follow along. and zoom through graduation. Sorry, you should have reminded me, Mr. Rosco. I made all these copies. >> Here's No, you get them. I I made them.
077Please take these. Sorry. >> Please take those. Uh, we'll recycle them. >> Um, fire, please. >> Started the the kindling the fire. The the the the there was a law passed um where AES um have to be available in all schools. Okay. This has been a conversation with superintendent on how this gets done, who's going to pay for it, how do we how do we maintain them? It's all a very complex thing that there's a lot of back and forth about um >> deadlines. Huh. >> All that aside, we have to do it. Okay. >> We're going to have what again? >> Say, I'm sorry. AEDs to >> Oh, I'm sorry. Okay. >> Yeah. I'm sorry. >> Yeah, I know. I I know. And so administrator >> administrators. Yes, we do. >> So, you didn't
078have them before. >> They they are not required. However, our our high schools do have them. We do have them. Yeah. Our our high schools do our trainers do do have them. And so, in your bigger schools and bigger districts, they're already there by >> default. Yeah. >> Um but, you know, though Deming is a rural city, it's a larger rural city in New Mexico. there's a lot of very tiny rural districts who who who do not have anything like that and could be we're very fortunate here in Deming to have very responsive, you know, ambulance services that are tied to the city. Um, in some of our smaller communities that's not available. So, making sure throughout New Mexico, AEDs are available in our schools could really literally um save somebody's life while they're waiting
079an hour for uh somebody to um >> where they're going to put they're going to go on the at the gyms and >> Yeah. So, so we're going to have to come up with a whole particular plan here um on who uses them or where they're located. Um I don't believe I read this Mr. Croll and it doesn't define, excuse me, where they are to be uh to be kept. Uh it just tells us up here um uh install install AED um maintain and tested. Uh, all high schools will have at least one of the 2627 school year, which we're probably already in compliance cuz the trainer has one. Uh, each elementary school and middle school shall have at least one no later than the start of the 2728 school year. So, um, we'll need
080to make sure we we work on that as a um as a as a team. Okay. Um, and it's reminded I guess Yeah, I didn't I forgotten this right. All >> you don't know how much they cost, huh? I I don't recall. >> They've come down in price at probably 600 to >> Yeah. In my previous job, I paid for some, but I don't remember how much they how much >> they were up there upwards of,000. >> A lot of the concern I've heard about them, Mr. Croll, is from a a little bit of a liability perspective is, you know, we have to maintain them, make sure they work right. >> What's our liability? If it's not maintained or we thought we maintained it, right, and we go to use it and somebody's having a
081cardiac event and >> doesn't work. Oh, you didn't maintain the ad correctly. That's been a lot of the >> uh that's been a lot of the questions. >> Yeah. Shelf life on the batteries. >> Correct. Right. Charging batteries, >> stuff like that. >> Yeah. So, that's been a little bit of the concern because it because there was a conversation about, well, let's put four or five AEDs around. Well, then that's more your >> More maintenance, right? So, hey, do we just have one that we know >> Where it's at and that it works. >> Um >> and and training, which is also required in that. Wouldn't it also depend on how big the school is? >> That's a Yeah, you know, you you could say maybe we want one in the gym and one in
082the front office in the high school, but really having knowing we have one that works and who has it is probably maintained may be the be, you know, may sometimes be the best way to to go. And then our our our last one, that's a new one here, and then we'll we'll wrap up with our final set. I appreciate your your patience is that uh the legislature passed a rule that we are required to inform parents about the water safety. Not we don't have to teach them water safety guidelines. We have to inform them where to get information on how to be safe around >> water. >> Yeah. Thanks for sending that out. We got it. >> Yes. Yes. So um uh we are required to uh we are required to do that in in
083in policy. Okay. Big legal disclaimer here that that the lawyers put in. We'll tell you where to get the information but we cannot vouch if the if it's good if it's you know the best information right you know we don't know about you know the the the background of of you know v vetting all those instructors or organizations that are giving information. So before we get to our last one, any questions about those two. Okay. All right. Um our last one is an is an important one and uh you know we can decide we we may you all may not be uh quite ready yet to adopt this one, but I think it's a path we need to go down. I I've reviewed this policy with the trenches uh committee. >> Okay. >> I reviewed
084which they liked it. I reviewed this with the student leadership uh committee. They liked it. I'm going to try to get some information out to the uh I haven't talked to all the principles yet u had them in a meeting and I'll try maybe get a little survey to all staff and all principles about this policy but I don't think we're going to get too much negative feedback but this is about uh policies regarding AI and so this advisory at the very end of it has a whole new policy about AI that that I'll you know just spend a couple of minutes on and try to get your feedback on. But the first parts of these are just there's two things. One, it's copyright compliance. It's just kind of saying that um there's there's already
085a copyright compliance. Hold on. Hold on. Hold on. Hey, you didn't you didn't hand out the rest of them, Mr. >> I know. I'm going to save those, Mr. Rosco. Um this first one has uh uh this comr compliance at the end. It's just telling us that uh you you should not use AI. Uh uh do do not violate copyright uh using AI. Do not do not feed in uh copyrighted work and say that it's your own um you know very very standard uh there right you know don't be don't be uh inputting copyrighted material don't be reproducing copyrighted material >> citing it. Huh? >> You can use it but you got to site it. Right. uh there's in this next one in the in the next one uh uh Mr. Pril the the last
086one the big comprehensive one talks about um citing the use of AI but this is just um you know don't don't you guys have you also seen this right people using AI to make fake actors fake actresses fake music right sampling everything this is saying in schools right >> we shouldn't be we shouldn't be using it to violate uh existing copyright law um these next two I'll I'll zip through them they're just our um technology and acceptable use policies And it's just adding in there and AI and AI. Okay, I want to spend our last few minutes with the AI policy that's being proposed and I'll zoom in. I'll point out a couple of couple of important things uh and then take some feedback from you all about um you know a timeline you feel
087uh regarding this. >> I just said >> Mr. Cameron this is going to be uh page number I even number these. It's going to be page 25. >> Okay. Thank you. >> You're welcome. Um I think one note that is said on the front of this advisory is that no AI policy is going to be able to encompass everything all the time >> And it's constantly changing. And so this is and I read this and like I said, people think it's it's pretty good. This will give us a good place to start and as things change if we have this one in place right then we can do easily the any future advisories that might um uh come out. So this just gives us um you know an overview hey this is AI it's a
088new important tool for creativity uh we want to make sure we use education properly and abide with all laws gives us definitions of different types of AI and here the most the first important thing to share is is that it tells us as a district we need to teach kids to be AI literate what AI is how to use it um as as sometimes educ Education is slow to adopt the new thing. It is very clear that like when a lot of us went to school and the internet was becoming a thing and Google was becoming a thing, our teacher would say, "No, we need the typewriter. Don't be using that. Don't be using that computer. Don't be using that internet. >> Don't use Wikipedia." Right? It's the same kind of thing here. So, it's
089>> wait a minute you're not maybe on my age here. >> No, Miss Cameron. Uh, and so this is just saying, hey, we have to teach our people, our kids to use AI, be AI. Okay, what that looks like, we're going to work on, but it's it's saying we need to do that as a district. Uh, it's telling us for kids, these things are unacceptable uses of AI, right? Submitting AI content unless you have permission. Uh, using AI to complete assignments, uh, or accessing it unless you're authorized during assessments. Uh, don't use AI. This is my this is my favorite bullets. Using AI to avoid learning processes or skill development attended by curriculum or falsely simulated participating in classes, discussions using AI. This is saying you can't skip out. You can't use AI to skip
090out on learning. Okay. Right. You gota you got to learn um >> that brain. >> Yeah. You know, fabricated citations and data. Don't use that. Uh this is an important one. Do not use and input personally identifiable information in AI. Anything that's privately protected, don't put it in there. Don't use it to harass, bully, intimidate, generate things that can be used to harass, bully, and intimidate. Um, you should only use AI tools that have been approved by the district. Now, that is an area that we'll have to leave in gray because we are developing that. We are piloting a very commonly used program called Magic School AI uh that meets all the requirements. We're piling that in a few schools this year to see if that's useful. But that's kind of, you know, it's saying
091you can only use what we permit. We're still defining what we permit, but we need to get this in in place to say we have to authorize it. And then, you know, don't use it in a fashion to violate school policies, district, or law. Then it reminds all adults, employees, contractors, volunteers. Uh don't be loading in private information. Don't be um uh sharing information in AI, using AI to store information. This would be a caution against I need to write an IEP for a student. Let me just load the kids IEP into AI and have it write me some accommodations and modifications. Right? Can't be doing that. Um you know, don't use it for misrepresentation. Um, don't use it to harass your colleagues. Um, this one we'll talk about a little more in a second.
092Using AI to grade or be I'm sorry, be the final determination on um student assessments and grading. Right? This can be a part of but you can't use it in in lie of um and again um you know use it in a professional um uh don't violate the law. Now, this is an important one because um my previous experience ran into a couple of of of hiccups with this um academic integrity. Okay, we're telling kids, you know, you know, you can't use it to cheat. Uh but the teachers have to make sure ahead of time you say, right, and this please don't use AI, right? Um, it's also reminding us in the second paragraph here is that you can't use AI as the sole determination if somebody was cheating. We can't take an essay that
093Miss Creremley wrote and we run it through there and it says >> She used AI. Okay, we have to say it can be a tool as part of that but can't be the sole determining factor. Okay. And that is very important because uh people are running into a trap of >> run it through there you the AI said you cheated >> so you cheated and so it can't be the sole determining um purpose and then it requires us to vet the tools make sure they're not biased make sure they're accessible to all students we keep our again um not loading our district data and information into insecure unsecure AI AI platforms and that we work we um develop a plan to um train our teachers and then again reminding everybody of um hey if you
094misuse AI it's violation of policy. Okay. And so this one um has got some good feedback from the parties we shared it with. What I'm going to do is this week we'll put this uh I'm proposing that we put this on the agenda. This one on the agenda for next Thursday. Okay. I'm going to try to get a little survey out to teachers or survey out to parents. I'm I'm sorry. survey to teachers and a survey out to principles. If I don't get anything like that's a significant change, significant like this is terrible, then we could consider it for approval on Thursday. If we get feedback that says, you know what, I have this question, I have that question, other questions, you know, then we could table it, remove it from the agenda, and maybe
095consider again November, right? I'd like to get this in place sooner rather than later. Then that gives us some guard rails and and a direction to, you know, go forward. Okay? Does that seem um agreeable? >> Yes. >> I know it was a lot today. Good news is that catches that if when all these get approved, that'll catch us up with uh a year and a half of advisories. Um and our and then Mr. Turner can work to make sure we get everything nice and straight and clean. And then the next project uh I have I've been starting a folder here called policies to fix. Okay. So, I've been kind of as I'm meandering through the policy manual or I'm finding things and hearing things. I'm I'm doing old old person style here and I'm
096uh you know printing them out and putting them in a folder which uh you know that's worked for lots of years and so I >> was going to say what's wrong with us old folks. >> No, not not this camera. I don't consider you old. Okay. >> You're the youngest here. >> Thank you. And so I guess what I'm sharing is I'll work on getting a collection of these and then when I get a collection of these that might indicate it's time for another work session, >> right? Where we can go through maybe any new advisories and any um of these right because again you know I don't know if it's helpful obviously I get one and they give it to you unless it's like an emergency. I don't that's a good use of our
097time in the board meetings but I think if we can you know collect 6 7 8 9 10 that need to be reviews and revised these ones may need review by lawyers and then we can have a work session and then possibly consider them for adoption. That seem sounds good >> reasonable. There any questions before we include the work session about anything you've heard today or anything any other information you need prior to including some of these for possible approval uh next Thursday? I think if it's something that's doable, I'd like to see the results of the survey. >> Oh, sure. >> Yeah. Yeah, absolutely. Okay, I will do that. And if for some for some particular reason I get a I get a little bit behind on getting the survey done in a in
098a in a reasonable time this week, then I'll just hold it off until November. >> Yeah. >> Okay. All right. Okay. Um I not officially meeting, so we don't need to adjourn. So, thank you all for joining this evening. And uh thank you, Miss Coleman, for joining in this evening. We appreciate >> Thank you for having me. This is great work. Looks really good. >> Let me see how to desoom this thing here. >> Go pop in on my opponents at leon. >> Oh yeah, >> I love having fun. Nice meeting you. >> Pleasure. >> Nice meeting you. >> Thank you. Nice. Thank you, Daniel. Let me get these loaded up. >> Nice to meet you as well camera. >> Thank you. Bye. >> Take care. Have a good night. Hold on. Let me turn
099this off. Y'all okay? Having a lot of time. >> Okay. >> Yes. to hear me.