board Meeting 09/23/2025

001To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. Can you please board member vice president? [Music] Um agenda Peter. [Music] >> Yes. >> Uh Gwend. >> Yes. >> Peters. Okay. >> And Ameilia and [Music] >> approval of July 225 regular board meetings. >> So the July one um >> I need to finish doing those ones. The July one um there was a glitch in between. There's two videos. So there's a glitch. So we're trying to get that situated. So once we have that situated, I'll finish them. Um, but the other two, the 19th and the September 2nd one, I printed them out. Okay. I want to make a motion to >> Okay. Anyway, I want to make

002from the bottom uh cuz it was the executive session that downg You're done. >> September 2nd. >> August 19. >> Oh, no. I'll show >> anyway. Uh, so I made that motion and then I made a second. So, we need to have the time. Does anyone have the time? What time session? >> September for which one? Sorry. >> No, >> we need to put the time on there. >> Executive session was at 18:37. 6:37. >> 637. And then the time we uh >> we adjourned at 18:47. >> What time did we get on executive session? Um [Music] Daddy needs to go in and then we need to have a time that we got to come up. >> We went in at 8 at 6:37. We were out 6:47. I'm sorry. 637 >> 67 >> 37

003we were out at 10 6:47 >> 6. >> Okay. And then uh so last time we need to have that time >> for the whole >> Yeah. the meeting. Yeah. That would be 648. >> Second, >> uh, Peter and >> Okay. Number five, you put executive session then it'll be number six. four we got. So we change the D to executive session for August 19. approve corrections. >> Okay. >> Second voice. >> Yes. President just to make uh make the clarification that is for F. >> Yes. >> Okay. >> And then approval of September 2nd special board meeting minutes. Okay. Um uh I want to change make some changes here. Oh, see uh any president [Music] and [Music] then >> Yeah, cuz you were absent. But >> I was Yeah, I was It does say

004absent, but we just need to Yeah, I'm from the board members. Yes. >> Yeah. So, would I make a motion to approve? >> Do we want to add the time to the executive session for an adjournment? >> Yes. >> So, 5:36 [Music] >> and then we started executive session at 6:22. >> Yeah. 62. >> Yeah. >> Okay. >> 623 we ended the whole meeting. >> Okay. So 623. So that needs to be on. >> Yes. >> Okay. >> Kathy. >> Yes. [Music] Going down to reports. Um, >> Madame President, members of the board, good afternoon. Uh, first of all, it's been a not challenging. It's been an exciting three weeks. Um, a lot of activities going on. I do have to um I did have my progress report. So what I did was as I

005explained as I um intimated earlier that um based on the um goals my my annual goal I am going to present a quarterly report. So today here you will see my quarter the report based on the uh the goals that uh we set forth and um but before that I would like first to um give an opportunity to our guest here uh Mr. Ishmael uh Gallardo uh he's a representative uh one of the uh management from the Chase Bank in Albuquerque. So one of our community member reached out to me early in August and asked if uh we would be uh if our district is willing to accept a donation of packs for our students. So I did reach out to Mr. Turkish mail and that uh we exchange email and they are going to

006donate uh bags with instructional supplies for our students. In addition, they also would like to provide free financial literacy training to our students and to our family members. So we are now working to schedule um in uh for to have an open house presentation on free financial literacy where uh our parents from the elementary and our parents and guardians from our secondary level would be able to come together with their students to participate in the financial literacy training that is going to be offered by Chase Bank through Mr. Ismael representation. So uh Mr. Ismael, uh, could you, uh, introduce yourself and tell our board, um, exciting things that you'd like to bring over to our community? >> Yes. Hello. Uh, good evening everyone. My name is Asan Valardo. Um, I obviously work with JP Morgan,

007Chase Bank in the community outreach department. Uh, Chase is fairly new here to uh, New Mexico with only about seven branches total between the Albuquerque area and one branch that just opened up about two years ago in Santa Fe. Um, they are looking to expand uh, their branch network and part of that is by doing community outreach within our rural communities here within the state. And so what I do specifically, I don't talk about any bank specific products. Um, I'm not even allowed to talk about any type of, you know, Chase credit cards or Chase bank accounts or Chase lending, nothing like that. Excuse me. All I come in is uh providing financial health content such as you see um on the screen there about education, financial education. So, we do some of these specifically

008around kids, specifically around parents educating their kids. And then we also do it for obviously us as adults um our elderly community. We have content for them as well. And you know we only know young adults going into college or something like that. So this is what I do. Um I'm looking forward to that first couple weeks here in October to do this more in person um with some dialogue going back and forth. Obviously it's a little tricky to do it with Zoom and and you know uh over a camera like this. So, uh, before I get started with the presentation, I just have a couple questions for you all. Uh, for this presentation specifically, do you guys mind just so we, you know, be respectful of each other's time that we do kind of

009go through it a little bit quicker? That's why, you know, I give you guys back your time. Um, and then my second question is if there's anything that you would like for me to add, you know, maybe some initiatives that you guys have going on within the district or anything that the state maybe is participating in with your district, I can definitely add that during the actual presentation in person. Um, and of course, if there's anything that you don't want me to touch at all, um, by all means. Uh, and perfect example is that I did this exact same session with um with the state of New Mexico and they did not want me to talk about the new child care programs that's starting uh November 1st that the state is uh really pushing out.

010So, if that's something that you do not want me to mention or if there's something that pops up from now until the actual presentation in person, um please let me know. More than happy to to take out anything. Um I obviously avoid anything political. I just keep it very high level and any statistics that is coming out from the state. Sometimes I do mention that. Um outside of that it's just what you see here in the PowerPoint slide. And of course we make it personable. We try to have that open dialogue with the parents you know hey who remembers this growing up or have you experienced this? So, we truly try to make it interactive and um there's a couple spots in the presentation to where there's little activities that we could do. It's just

011like a one pager that you know we have them do with uh the parents with the kids and um and then we kind of go continuing on the presentation. Um the very last slide that we'll leave, it's a slide similar to this and it'll have a QR code. All that QR code is is it's somebody willingly on their own wants to get further information. That's the only time that there is something that that pops up there. Um if nobody wants any further information, no harm, no foul. We end the presentation and you know, we go about our our day and of course handing out the backpacks and everything like that afterwards. Um, so with that being said, once again, would you guys like to have the full-blown presentation or would you like a little bit

012of a quicker uh walk through and then h and then experience the full presentation in person? >> Just a quicker for now, sir. >> Perfect. And then second point, is there any initiatives or second question, I'm sorry, any initiatives that you would like for me to include in person that maybe the school is doing or a little shout out, hey, we got this coming up, something like that. uh maybe we can have that continued discussion on another time. >> Perfect. Okay. So, here we would start off, you know, again, I give my introduction. My name is Esman Bolardo, community manager here with Chase Bank. Today, we're going to be talking about valuable money lessons to teach your kids. Uh what we'll be covering is three main topics. role modeling good money habits, supporting sound money

013decisions, educating your kids through life. So, starting early, keeping it simple, being consistent during this time. Again, we make it personable. Hey, who remembers something growing up or who remembers when they all turned 18 and now we got all these credit card offers. So, yeah, we make it personable and things like that. Um, starting early. So with with the four age groups here, we talk about the younger kids, you know, the elementary, middle school, uh we'll touch lightly on the high school ones because I know that's for the second day. Um young adults, again, we'll touch lightly because we'll save that for the second day. But we do cover the four main age groups, uh you know, before you go into college. We keep it simple again, young kids, what it's like to experience money

014for the first time. Middle school kids, maybe we're doing chores now. high school, maybe we're getting our first part-time job or working with our family more. Young adults, we're starting to think about going to college, going to a trade school, maybe um getting a good job in Los Alamos or something like that. Each slide, it's mainly three points. So, we're going to be consistent establishing good money habits, setting money dates, and sharing money experiences. That's where we'll bring in topics of, you know, maybe I can ask a parent, hey, who remembers a money experience that that really, you know, you still remember today and it stands out. So, that's where the interaction comes in. Uh, supporting sound money decisions. So, empowering kids with goal setting, encouraging earning early, establishing money management skills. So, we'll touch

015briefly on developing a budget and savings. So, this is where it's nice. We kind of talk back and forth with the parents about, hey, what motivates your kids? You know, maybe ask your kid right now. We we think we know our kids, but sometimes they'll surprise us and, you know, give us a curveball every now and then with an answer. So, you know, we make it interactive that way. We do use the smart method here and we break it down obviously like this. So, we'll kind of slow down here for the kids to kind of understand, for the parents to kind of really take note of this as well. encouraging earning early. So, gaining that independence, learning self-control, developing soft skills, paving the pathway to adulthood. Encouraging I'm sorry, are you able to see the

016whole presentation or is the little I think you can see the whole thing. Let me move this. Okay, now I can see the whole thing. I saw myself there. Um, encouraging earning early. So from transitioning from kids to young adults, thoughtful spending. So we'll go over some examples here of, you know, the differences of understanding thoughtful spending, you know, is it really worth having a video game subscription right now? Are are you paying that yourself, kids, or are parents paying that? You know, so we kind of break it down and do do a little activities that way. Again, this is where we briefly touch over uh budgeting and savings, what what an actual budget looks like. We'll kind of run through a little fake scenario here. Maybe they're getting an allowance. Maybe they're doing a

017little side job or a little uh you know, weekend job with the family and they're making a little bit of money here. And then we'll again go over the budget in the sense if we change a couple things, what does it look like? This is where we have those activity sheets that I'll have printed out and everything. It's not like you guys have to print them. Um, but we'll have those activity sheets out for them. Again, it's just like a one pager, very similar to this. Same type of font, same type of color, same type of money skills activity, educating through life. So, this is where we'll talk about what we're going to do now. If we start early, the earliest we could start is today. If if we create those habits now, what does

018it look like in the future? We'll talk about a family budget. You know, everybody's involved. It takes the whole household. It takes the whole village essentially to to make yourself successful financially. This will bring in examples of of what we went through as parents, what what we want to ensure that our kids don't go through or could avoid or be aware of. Again, we'll touch on the smart method here. Again, they're talking about a TV in this little scenario. I'm usually trying to get personable with uh with something that's going on right now. So, the balloon fiesta is just around the corner. So, how can we use a smart method to enjoy the balloon fiesta as much as possible because it's not cheap. The food is definitely not cheap either. So, you know, we try

019to make it relatable to us. another little activity here. Usually at this activities part, depending on timing, I might, you know, skip one. If we're going through it kind of quick and and people are involved and they seem to enjoy it, then, you know, we'll stop and take the time to do it. Uh given the time that we're doing it, 6:00 to 7, I'll just kind of gauge that on on on the feeling of of the parents that show up. if they're kind of, you know, ready just to keep moving on and want the backpacks, then, you know, I'll skip the activities and I'll just say, you know, do this out on your own time. It's a real fun activity, but let's move on to the next slide. So, that one I kind of leave

020it just to gauge on the crowd. And of course, if you guys just want me to skip it, we can skip the activity sheet. So, fun on a budget. That's another little scenario about if we want to go to the state fair or the balloon fiesta or, you know, fall time, the pumpkin patches, you know, what does that look like? How can we afford it comfortably, but also have fun with it. We'll go over needs versus wants, the big difference between eating out for lunch or taking uh, you know, making your lunch at home and taking it to school or to work. We'll go over there's little trade-offs here of if you're buying a drink at school all the time and how much money can you be saving by not buying that drink and just

021by taking water or a drink from home to school. Again, another little activity here. Depending on the engagement, we'll stop and do it or we'll keep the presentation going. Future plans. So again, we start off with the young children, middle school, high school to young adults. I try to give an example of each one that is relatable to the young, middle, high school and young adults transitioning phases there. So I'll bring up something maybe personal like I remember cutting weeds in the backyard and you know if I was lucky enough to get you know $10 or something for helping out cutting the weeds, I would go right away to spend it or would I try to save it? So, an example that's relatable. We'll run through a concept of uh of buying headphones. I I

022always make the little joke on this slide where it's like I can't imagine myself buying $200 headphones. I remember in high school I was happy buying the little $10 headphones like at the gas station or at Walmarts. So, uh but headphones are a thing now. My nieces and nephews have really nice headphones. So, this is a a a nice little walk through here, especially for the younger kids to kind of understand, you know, hey, $200, $20. If we save that much a month, how much is how many months is it going to take us to get there? So, that's a nice one for the younger kids. This one's a little bit more for the high school, maybe going into college type of kids for uh getting a car. We'll briefly touch credits. We have presentations

023that deep dive more into credit. Uh but this one will briefly touch it understanding credit and the importance of credit and what credit kind of means for each age group. So you know young kids it's a promise. Middle school it's IUS. High school maybe they're going to become an authorized signer on a parents credit card. Young adults it's getting a job. Utilities rent payments. Maybe getting an auto loan. understanding student loans a little bit, where to save money. So again, savings, checkings. Again, we're not going to talk about specific Chase savings or checking accounts. We're just going to talk about the basics of, you know, both banks, both credit unions offer a checking and a savings, understanding each one of the difference of each one. And then if anybody has any questions, then that's where

024I just say I appreciate your question. You can either scan the QR code to get further information or I just refer you back to your local bank or credit. And then that's kind of how I defer no specific, oh well, what about this credit card or what about that credit card or I heard about, you know, whatever type of question that they throw at us. It's just more of a, you know, thank you for the question. You could scan the QR code to get further information or I just refer you back to your local bank or credit union. And then this is essentially the last slide. I will show you all this one. Right here would be that QR code to where somebody wants a specific question answered. You know, if it's really specific about,

025hey, what type of accounts do you offer or something, I would refer them back to this page. Um, and just so you guys are all aware, most banks and credit unions in New Mexico are on the bank on program. So where students even as young as, I believe as six years old, could get their first little checking account with their local bank or credit union. So it's a nice tool to talk about with the younger crowd because they could already start establishing that. I know um Chase does, Bank of America does, I think Wells Fargo as well and New Senda. I'm not too sure about Hemis Valley Credit Union. I'll do my research on that one so I have to reference that as well. But um most banks and credit unions are developing those checking

026accounts for the younger kids. So just to be mindful of that. Again, that's a quick run through of the presentation. We do make it more lively, more fun. We try to crack a joke in there, you know, one of those dad jokes or something in there. We try to include uh in the actual presentation and we do try to have an open dialogue. You know, we do want the parents to to participate, maybe share uh an experience, you know, very high level. Obviously, we're not asking them to share their finances, but you know, very high level, you know, who who remembers this growing up or who remembers. So, we try to keep it open and active. Um, and again with those three stopping points or those activity sheets just depending on on the flow and

027where we are on timeage. I don't want to take away time from from handing out the backpacks, but uh so we might just do one. If we have time to do all three, great. If not, we don't have to do any at all. So, we'll just kind of play that one by ear. But that's the essentially the presentation in a nutshell. The one on day two will deep dive a little bit more. Same same type of setup um but on savings and on understanding credit basics is what it's called. >> Perfect. Well, thank you so much Mr. Gallardo for your time and um I I I bring this up to us because uh I mean not just as a graduation requirement for our incoming nth graders but um we discussed it earlier that we really

028needed to teach life skills to our kids. And um the plan for this year is every month we have a theme and um uh we are bringing in alumni and community members to our school. So we had a tremendous uh support and participation with our elementary grandparents day. I mean we we underestimated it and so we appreciated that and we have a lot of alumni day. So the the month of October will be about literacy. So I mean financial literacy. So we appreciated uh uh Mr. uh the yard reaching out to us and I also want to present it for for our consideration because unlike an HQM that for our students which we bet this is going to be offered as an as anformational instruction not just for our students but for our community and

029I am confident that this is going to be truly instruction uh informational to our community it's not going to be an advertisement but rather it's it's a community partnership you know, any support that we can get will be much welcome for our district and who knows uh in the future that kind of partnership will allow our students to start, you know, uh looking into those different career options. So, uh thank you, Mr. Gallardo. And so, with that, Mr. President, Madame President, sorry, >> thank you. >> So, with that, Madame President, >> thank you guys. Have a good one. Okay. Um I'd like to just point out on some um big changes or um celebrations. I I tell it to our team major minor celebrations. It's a minor celebrations but it has a big impact for

030us. uh for our uh enrollment as of August we started with 162 165 no 262 rather we are now at 285 our elementary went up from 97 to 112 our middle school went up from 65 65 to 74 64 to 75 and then our high school is at 100 to 104 so I'm glad that we are in that is only K5. Our prek right now has um about 15 plus our uh alternative prek child care 18. So we are creating that kind of pipeline >> of our student body and um at the same time we are aggressive in actually contacting parents if we if my my directive for administrators that if if we hear even if just a whip of of comments I want it the I want the parents called to know how and

031then offer additional solutions. Uh I had a very good productive conversation with the leadership of Zeia and that um we're looking at partnering with Zia. I believe they have a project coming on and um the leadership there wanted more students to come here and we are going to be offering uh we do have the transportation services already and uh we are meeting them. We are uh at the same time I just met uh was it yesterday? Uh we met with the new education department leadership of heavens and we are very very excited. We gave them a tour. They're very excited on how to support us develop our CTE program and improve our enrollment for elementary, middle school and high school. So um my next not target but my next appointment is to visit with hemis

032to also reach out to our families who are I have tiny report that we have a lot of homeschooling as a matter of fact Mr. foster was just meeting with a parent today and like what I said being aggressive. Okay, we want to we want to take a driver said we want to play in your sports and we said sure why not take advantage of our virtual our virtual curriculum for periods and so just to get them in and and sometimes also it becomes a word of mouth I have uh gotten reports from our students that they're bringing also their other family members to transfer to us now that's good news the work for us is to make sure that when those people do decide to come over here that their needs are actually met.

033So we do have to be prepared. Um um I prepared for the same level of service last year but we did increase um our population of special education and these are not uh newly identified. These are transfer kids. So we are not going to cover from that responsibility. They live within our community. we are going to service them. Uh but that means that we have to calibrate as far as our resources. But having said that um we are already working with PED to make sure that we get continued funding for our special education population uh through different funding sources. Uh I'm very glad that we already have uh gives me and miss especially Miss Radi a lot of an anxiety anxious nights uh not knowing when we are actually going to be able to spend

034money because we already have programs that we needed to support. Um I'm glad to report that we did receive budget authority for our grants that I that we've applied for and these grants will really help in our uh strategic uh one of the calling strategic plan which is literacy and math. So I'm very glad that we are able to move forward for the rest of the year at the same time increase our services. So um uh Mr. Foster has been working with uh the site administrators and um there is a Mr. Foster has now officially been uh he's the only one who applied for the chief academic officer position and I offered that position for him and he will continue in his role supporting the students at the same time the schools and um we

035are already seeing a lot of improvements there with our um parental engagement and uh technical assistance to the administrators. I'm also glad for the support that Mr. um white people take on uh we are already able to test. So our beginning of year testing is on the way. As a matter of fact, I would love to share it, but I decided not to yet because they not yet analyzed. But the elementary beginning of year data for uh the required beginning of year data for grade three, four and five has already been completed and the data looks promising. But what I would like to see based on our strategic goal is the middle of year. Beginning of year data is important for us to benchmark to recalibrate what we need to do. But the important thing

036is the beginning and year and of course this the end of the year assessment. Having said that most of the intervention services had already been in place. We already have reading interventions from grade K to grade nine. Officially, we have reading intervention from grade K to grade 9. We offer intensive intervention during the day scheduled for elementary and middle school and grade 9. We we are al also offering Friday Academy. um as as um as soon as we have staffing for our afterchool tutoring, we would start being able to offer after school tutoring. But I'm already confident with our literacy program. We have a coach, we have a coordinator, coordinating services from PB, we have a coach that are going into the classroom. And when we say literacy coach, they're not just teaching, they're not

037just helping with the English language arts parts. We are doing what we call cross-disciplinary literacy. Literacy in science, literacy in social studies. So we have invested a lot in those supplemental materials and more is going to be coming. The the most important part right now is we've gotten all these resources. Now we don't get distracted. Now that we have three or five resources, which one are we going to actually use? So we've created I can officially say that we have completed creating our curriculum guide and but I don't want to do it until it's actually finished and completed I mean finished and the whole the whole curriculum for the core classes uh we have completed the the ELA part and we have a lot of um even from the from our partner from beyond textbook

038they were surprised they were happily surprised we have a significant increase in the use of our main curriculum. So I really appreciated that from our staff members and walkthroughs are going going on. So we are just going to continue to provide that kind of support for our staff members to make sure that their kid the kids would really benefit from them. Um all our applications required applications have been um fully approved except the CTE which is substantially approved meaning our CTE program can pursue. We are just completing a corrective action born out of the three years trend. Um but those corrective action are already about to be filled uh fulfilled and completed by April 15. So make one of those corrective action is making sure that all our students from grade 8 to grade 12

039has a next step plan. So we already started that we have people trained uh on next step planning and also we are piloting uh we've received another grant uh with uh called uh diff I forget the meaning of it but it's another tool uh to provide careerbased instruction in mathematics it's we're piloting it because as I discussed earlier we would like to offer a different kind of approach of education wherein is core classes are taught not as a standalone core class but as a as a needed skill to actually do the career that they chose. So the goal is for example if they want to become a welder how is geometry going to be taught? Not not we're just going to teach geometry because from page one to page 100. No, our teachers are going

040to be trained to say these students are going to learn how to become an electrician. We are going to adapt our algebra to teach towards to become an electrician. So, it's a it's a mindset. It's a different mindset for teaching. It's you know and I and but I know I I know our staff can do it because I did the pilot. So uh the whole all the services, all the lessons planning, all the activities are there. But our staff does require training and the kids uh seems to uh uh one uh the kids were a little bit uh anxious about it. But then they started answering like oh that's a line that's a ray that's okay. So I guess they're they're warming up but they will they will still ah this is this is too

041much this is too much. But once they realize because there's a concept here is how you use the idea of point and line if you are going to be culinary arts. So it create it bridges skill to real life application that we can only dream of I wish that my teacher would have taught me that way you know. So we're hoping to pilot it and uh we're going to start doing it for middle school and high school starting full moon starting next year. So, and of course I I leave to the board uh to review uh my progress report and uh by July we would already be able to do a a data analysis. So, and um if the board would so desire for another data uh what you call this a work session just

042on data my team would be ready for for any time on October. >> Okay. >> So, just let us know. So um um I I stand for question of course. >> Yes. Yes ma'am. >> Can you explain a little bit of your alternative program? >> Say that again. >> Alternative. >> Yes. So uh it's not an alternative prek program but it's part of our prek services. So right now our um our district is only um is only offering services for four years old. So um but we are a child care provider. We are an educational institution. So we uh in the state of New Mexico um we have to service kids especially those with disabilities. And there are there are um expectations for our students. So um some students who does who could not qualify

043for a regular for a for a regular 4-year-old prek program. They needed to have their own program to be put in place. But there are certain requirements wherein that they get not just the instructional services but a full on child care service. So they learn already they've already part of our system. So um however the district has only uh been awarded for the traditional prek program. We have submitted for two years now to allow our district to service because I have a lot of uh families from the spring from ponderosa from he that would like to get their students starting coming over as early as uh 3 years old. Um I worked in the district before the car service is actually from birth to 21. I would go to homes myself and as soon as

044the hospital gives me the email to say we have someone who gave birth, I go to the hospital, you know, and and and talk to them and already have a pamphlet with me and say, "Hey, this is the support services that our district can provide. Let us know if you need um I've been part of the parent as a parent as educator parent as teachers the pop program growing at growing in beauty program for prek head start. So um we'd like to create that kind of pipeline. I understand that he is developing their immersion uh based prek program. Zia is going to come up with their own uh prek program. But um but we don't that I don't like the district to say well since they're doing it we don't we don't need to create

045it and then we we do not we are not able to service the other set of families that are needing that kind of support. So we created the program alike especially for those uh the same thing. Um initially before I also introduced the idea of having a K um a K and a K2 program because the goal is not to is to lessen if not to stop any more retention but rather the concept of promotion. But having that conversation with family to say uh you may not be ready for this program but we have a program for you to be ready with. Uh uh it's a it's a strategic decision to say do we want do we do we just want to wait for a kindergarten to be enrolled with us and they're not ready

046or can we start investing on preparing these kids so that then when they actually come to kindergarten they are already ready. So it's is a is a is a is a strategic move to create that pipeline but it also allows us to service our community in terms of uh in terms of uh staffing. So it's it's another strategy for us because Lunas does it, Laguna, Akama, Central Consolidated and of course right now we are we are even preparing for child care for our own students because we have to provide that kind of service even for our own students. Uh and so it allows us to be uh to be able to address multiple needs of the district that in the in the forefront is hidden but we have the capacity and it will create as

047the idea is to create our own capacity to have to create pipeline and students to create pipeline and consistent staff members and because it's very hard especially with our uh it's hard to retain students but it's also hard to even get new staff members. So I I I have been asking our communities uh and I have a lot of uh I have a lot of response from our volunteers from our grandparents coming over but of course they don't want to work anymore. So now it's encouraging local community members to become part. We are still struggling on that. I have success right now with our recent graduates and now they're saying um I don't know why it's it's too much for me but can I work during my break in December and I said well yes

048okay I will find work for you the idea there is to give them an avenue to say well it's actually good to work in the district and then we can work with them to say okay can you become a bus driver can you become an EA can you become a teacher then we'll be able to build our own pipeline here right Now we are so much dependent on outsourcing and we cannot be we cannot sustain that. Uh our resources is dwindling as as far as we know from the federal government at least. So we have to be very uh we have to be very uh what do you call this creative in in those different ways. Right now it would seem that it's a little bit of this, a little bit of that, but I

049can guarantee like I said there is method to the madness. But for uh the idea is that we did not turn any student out. Anybody who wants to get service from us, we provide service from them. Any community members who wants to apply and work for us, we never turn them down. any staff members who any community members who wants to uh become a driver, we will train them for free. We'll we provide them the training and everything. At the same time, we are conscious of our strategic plan. Anything that we want to do has to align to a strategic plan. So, uh we are going to create those because those students that are in it's not an alternative prek. It's really just part of prek. But it is the only distinction. It is not

050the it is not the ECED funded prek. It is our JVPS funded prek. So it um it allows us to provide special education service, child care for our teachers and also for any community members who are in the pipeline for uh assessment. As a matter of fact, we have two students already that they're just asking um can we uh how to ask for testing. So it's um um child find is a is a uh what you call it is a proactive approach required for the district. Uh we don't just wait. We actually have to go out and identify those kids. So but of course we're limited with our resources. So we're uh we're very we're very strategic with our capacity but we are also realistic with what we can do. We are also realistic what

051we with with what we can do for now. So that's what the prek program is. It is a full prek program. The distinction is we have a ECED funded program and we have our JVPS funded program. So the so that would be based here in the school >> correct? Yes. >> And then will it be required to get licensed? >> Um if we are if we are uh if we are a public school we are fully licensed to provide education services already. The requirement for us is to make sure that whoever is providing service there is licensed. Okay. So uh the one requirement so for example if I have and I I actually doubled on it research unit I said okay how how am I going to convert my house into a child care because

052like what Mr. is saying New Mexico right now is doing in child care. They are investing heavy in childare. We lost funding for food food food food stamp for some reason, but New Mexico is investing in childcare. So I was like, okay, how to become a child care. So if I'm going to have convert my my house to become a child care, I actually get paid, you know. And so now I said no the problem for us right now facing public education and I have to speak with it is homeschooling. Our public school lives on enrollment. So if we have students don't come in here that is going to be the beginning of the end of public school and that is where the push right now. Um it's not a competition for me because I'm

053um we are in a good position to to address those issues. But Arizona uh Nevada are struggling. I mean uh CCSD in Nevada alone has to cut millions because their number of students uh disappeared when they were looking at it. homeschooling as early as prek, kindergarten, and grade two. So, we have to be very we have to be very proactive and we have to be strategic and we have to be very vigilant with the trends because they right now our elementary went down the previous year. We brought it up again. But it's not going to be it's not going to be enough to say we'll just find we'll just wait for them when the school year begins. We have to start all right if if we lose kids we have to find a way to

054create our own stream of students. That's what that's one of the reason we're creating this system because uh in New Mexico all students needs to be in kindergarten or all 5 years old needs to be in school. That's going to be the requirement. But some of them don't have the opportunity to be in the prek program. And so they are not ready when they come kindergarten. Now our kindergarten is affecting our grade, our district grade. So it is important for us to prepare because they already they're already assessed in kindergarten. Formal education in kindergarten they cannot be like we it has to be engaging. It cannot be taught like a high school. It has to be actually taught in a pretty early intervention. But then we have to start creating an earlier intervention because now

055our students have more needs than just the literacy. they're coming to us with social emotional needs, with behavioral needs and um right now that your district is um is preparing for uh that kind of realities next. Uh it's good that we have influx of students and it's good that we have uh families that are already looking now for three wide program. We're very strategic. We know our limitations. We cannot always just accommodate everybody but we are setting up those programs so that maybe second semester maybe next school year. It's also it's also a strategic on my part so that when we next apply to PE they will already say oh when I apply for that I said we already have it so I didn't fund it because for two years my application was like we

056would like to create one and for two years they have been saying no and I was like okay but then they're requiring us to service these kids so um but that's how you know early childhood education is no longer part of the department of education. It is now their own department, the early childhood ECD. So that's what we're aiming for. >> That's a lot. >> Yes. >> And um I know that um um I was told or you know I brought to my attention that um a child doesn't need to go to Head Start because it's not mandatory. But you know, I mean, when you think about it, these immersion schools that that are there, you know, they teach nothing but their native tongue, >> right? >> But the transition part from a student coming

057from the head start to kindergarten is where the challenge is because they don't know any English. So, I think that's one of the one of the reasons why there's like a lot of um issues that happen when they when it's transition time. So I think bilingual is still the best way to teach but you know not everybody agrees with that either >> but that's that's where the biscuit can create that uh that option for the family. >> That's we have a lot of parents asking you do you have head start >> because they don't want to send their kids to an immersion school >> because they don't speak the native tongue. >> They don't understand the native tongue. So they rather have a child just learned English and then because that's what they're going to

058run into, you know, throughout throughout their lives is just English. >> But um um in relation to the the president members of the board during our meeting with the he department yesterday, we are also looking in a into a different angle now. So yes, we will not be able to operate. So I believe that we're going to have a good working relationship with the head department and the hemisphering that kind of uh that kind of culture and language that will not be uh that will not get in the way of title 9. So we're looking in that opportunity because we also have students who wants to learn the language and we also don't we also want them to be able to get it as a student of Mis Valley public school. So that you're right.

059It's it's both ends. >> Good luck. >> Yeah. So and we need that. So thank you. Okay, going down to our next question. >> Okay. Um, >> Mr. Foster, good evening, president, board members. Um, so I'll be going through some initiatives as well as some programs happening at our school sites. Um so the first uh initiative we have successfully begun our Friday time the um we're offering currently three programs as it expands we might offer some additional ones for our high school students. Uh they are offered uh credit recovery to stay on track for graduation. Our elementary students are receiving tutoring to strengthen those foundational skills. And then we have a combo of middle school and high school focusing on our SEAL, character development partner with physical fitness. Um, and what this looks like is

060every week we we take a character skill could be determination or this past week was self-confidence versus self-doubt. We uh and we learn about that. We go through some scenarios and then we apply that with physical fitness. Um so it is a far as feedback from parents have been overwhelmingly positive. Uh and I feel that as we continue to promote Friday academy it'll grow and u hopefully you know we can continue to expand the program and then um just a couple updates on our partnerships. uh in October we will be visited uh uh by uh Future Focused Education. They're one of our major partners that is helping with our internships, but also they've brought in some some outside partners that to share uh information with us on how we can continue to expand our our

061CTE uh programs. Uh, one of the one of the obstacles that we run into is we're limited with some of our our uh community uh opportunities posters because we are such a small community. And so uh Future Focus has uh connected us with some people who can help with in our community and as well as our surrounding communities to provide additional internships for our students. And then um also partner schools has invited our heritage club to perform at the end of October. Again uh giving our our students opportunities to showcase their cultural pride as well as uh their um their skills and and and the dancing that they're passionate about. So uh we will be doing that. Uh and then uh as Dr. Kamada mentioned our IMEA testing has begun. It starts today and will

062go through the 25th with our mega baby on 25th. As far as elementary school, elementary school has begun their wind groups and intervention. Um, and again, wind stands for what I need and uh they're going to through the CLSV grant, they purchased a program called really great reading and intervention materials to help support that program. uh PLC's in elementary um they've completed one of one to modules one to three of the PLC plus framework and uh are continuing to uh analyze student data and using that result to drive instruction. The HQ QIM implementation uh has been uh going very strong with Beyond Textbooks as well as also uh in our elementary school teachers have begun creating data binders for each student. And then in some other areas of called school culture and student engagement, elementary

063school has implemented an attendance initiative. uh the some of some some events that have happened have been a popcorn and pickles party for student attendance um which was very successful and encourage we really want to encourage our students to be here that's where the greatest learning happens is in school uh Miss Herman has also uh done her continued with her warrior uh weekly warm-up and with a big focus on seal and then also the Um it's kind of a one of the bright lights I think the elementary period is our student leadership and our morning announcements. Our students and this is happening at our high school as well that uh the uh students in the elementary school have been doing morning announcements saying pledge of allegiance um and uh giving uh updates on what's happening

064on school. And it's really fun to hear because you'll hear Miss Sandra giving them cues in the background with the intercom. So, it's it's an entertaining thing, but it's also great for to show our student involvement and their and their continued uh effort to deepen develop leadership at such a young age. Um and then um our for our elementary class dojo, we're at 100% parent. So, again, building on that communication and keeping our parents and our families informed of what's going on in school. for our middle school. Uh again, we we're really pushing our Beyond Textbook HQIM. So, our teachers are actively unwrapping standards and using beyond textbooks to emphasize big ideas for rigorous essential questions and performance tasks to demonstrate student understanding. um PLC, our middle school PLC's meet up weekly on Mondays and

065and participate in district-wide PLC's. Uh these meetings focus on data analysis, collaborative lesson planning, and identifying supports for students who need intervention with our math and reading intervention. Uh students participate daily uh in their intervention periods using math and achieve 3000 for for literacy. uh the targeted support is scheduled during study skills period to ensure students do not miss their core instruction. So it's really it's our morning time is really focused on our core instruction with the intervention and study skills being in our afternoon. We also do have a new uh staff member, Miss uh Michelle Cortez. Um she is now our new ELA teacher. This was her she's she she started on the 15th I believe. Yes, the 15th. And uh it's already made a huge impact, not only taking some pressure off of

066our staff for coverage, but also seeing how quickly she has started to build rapport with students in our classroom. And so with that, Madame President, all our instructional programs from kindergarten to grade 12 are now fully staffed by highly qualified and certified teachers. Um, like I said before, after after 100 days, if any of the classes are not staffed by a certified teacher, I'm I I am required to send a notice to uh parents that they are not being that they are not taught by certified teachers. So I can uh report to you right now that from kindergarten to grade 12 our instructional program is fully staffed by certification that includes a social studies back in high school. So and then uh again school culture and student engagement attendance initiatives are also happening in our

067middle school with pizza parties, gym time and uh really trying to increase that student engagement and increase our attendance. Um, family communication. Teachers regularly communicate to families through emails, district protocols, provide important reminders, uh, ensuring families remain informed. And then, um, as far as high school, uh, PLC are continuing at the high school that documented uh, meetings focus on aligning instruction, reviewing data, and sharing strategies. Um, HQIM again is a big push in the high school as well for you know our beyond textbook use and then on all three of our campus we've kind of scheduled walkthroughs to ensure that uh we are using best practice when it comes to instructing our students. Uh couple other highlights from the high school student leadership and school spirit. The 11th grade class or 11th grade class organizes

068successful afternoon dance that builds school spirit provided possible social opportunities. Uh our as Dr. Kamad mentioned JB uh JBHS is fully staffed. Uh on the CTE side Miss Low uh is will be connecting will be taking uh some of our students to the CTSO conference in October. and connecting them with leadership and career pathways. We've also adjusted our uh student supervision at at at lunchtime to ensure that we have constant supervision over students by uh basically what we what we've done is we've limited the amount of movement throughout the school focusing students in one area just to ensure safety. We haven't really had any problems, but we do want to ensure that safety is is our number one priority for our students. And then also all of our high school students teachers have updated and

069shared out all accommodations and modifications for our special education students. One thing that is that I'd like us to start looking forward and hopefully by next week it will be fully fully uh prepared and then the following week we'll have it fully operational. Our wellness program has already been uh established. Um we've uh in fact uh community members have been donating additional uh furnitureures for our wellness room. uh this PLC Monday the staff members are going to get trained and then uh key people will be trained specifically on how to coordinate the services in that wellness program. So I like it because United Health uh the organization United Health will be the one providing the training ourselves. Um this if if it is wrong blame it on Mr. post was there, but he could he

070confirmed it that this is the this is the first wellness uh a wellness room in a public school throughout the state of New Mexico. So, we're piloting it. So, we're we're it's augmenting um the the mental health youth uh program that we have. Oh, it increase. Last year, we only have four. >> I was going to steal it. >> Oh, yeah. Go ahead. >> Sorry, that's exciting. Go ahead. Yeah, our peer support group at our high school level um which every week we meet twice and we focus on strategies to to for students to talk to other students and be that support for them. um our numbers were last year where we had I'd say four consistently. Now we're up to nine inconsistent every every so it's we've built internships through this program as well

071as um the wellness room is going to be a big part of that. But also what we're really working towards is that peer uh that peer counseling that we want to go from the high school down into the middle school into the elementary school. And that's what these strategies that we're working on. We're specifically targeting for each one of those levels. >> Any questions? >> Thank you. question. >> Is the wellness room and the resource room one and the same? I have a note to follow up on the resource room. >> So, the resource room is a um and we're still in the building kind of what that's going to look like. U but it is for our more high need students. >> Okay. >> Yes. To provide them that additional support that they need,

072those additional services. The wellness room is is in our high school to support students with medical. >> I'm sorry. >> I know. You finish up for that. >> Um I also have a note on here to follow up with the air reading program. Uh maybe a data update if you have one. >> I do not have one with me, but we do get our our weekly reports from air reading that I'd be happy to share. >> Okay, perfect. Thank you. And to that note, Madame President, um I appreciated the kind of report that uh a really provides. It's very detailed. It's really like um the a therapy style. Yes. >> However, uh our our goal right now is to to simplify it for decision making because um how will how will it help translate to

073the classroom teacher and how will it be beneficial and how it can help them change their instructional paradigm. But it's very robust. is very specific like I would I've seen one report specifically this is the these are the letters that the child produced this week and it's a weekly report the parents get it the district the the district gets it the school gets it but now it's nice to have it but now how will it inform >> so the data point is going to be very important so it's the data that we get from air reading is very individualized to each student It's versus other testing type protocols we get very much quantitative right and so this is more individualized based because it is individualized small group one-on-one instruction so it's very individualized for each

074individual student. So it's it's almost creating like our own it's not going to be known it's not going to be scientific but at least a way to triangulate it with a an objective kind of assessment because the assessment data is more of a a progress monitoring tutoring type data. It's not like a formal assessment. It's a formal assessment but it's individualized. >> Yeah. So it's not it but we're trying to find a way to say if this is how the Amira ice stationation data is and this is the subjective report from a reading uh and we are purchasing already another assessment that will triangulate it. So we're using fast we're going to purchase the fast bridge uh assessment K12 that will really allow us to track the progress and a data that we that we

075can use to tremendously. We cannot wait for the state test because the state test result doesn't doesn't become official until July. >> Yeah. >> So it's useless. So we have to use another data to say this is their Amir ice station. This is their level in comprehension. This is their phonics level. This is the subjective detailed report from air reading. How can we how can we truly say that that's the that's the weakness of the child? then we've used the other data and then then we can say now we're during the SAP or during the MLSS they can already identify what's going to be the intervention next so yes >> it's a little bit I did not prepare for that honestly I was just excited that it's going to give us a report the only

076question during the on boarding was like will you give us a report so that we can talk to parents during oh yes we can give you a report I did not know that it's going to be terrible, but it's almost like a soap. >> One of the one of the benefits to the reading because we only have a specific number of licenses for our air. So, we really targeted our kids with the highest level intervention for those and a lot of those students are >> and so that data is really good to help with developing our people because it is so individualized. Yes. Um I guess mine goes along with um the data um the data binder. So um is that going to be something that will be used also for parents? >> Yes. And

077that's why Miss Herman has initiated that with with her staff is that way. Um it provides a little bit more detailed where she work. It's not where how students been tracking their progress and things like that. So it's very friendly. >> Yeah. And I think that's going to be great that the parents can see that and understand it a little bit better. >> Putting a number in front of them go here's where they are, right? Because although you know I I often say we have a lot of acronyms and numbers in education but if the parent doesn't understand it it does right and so I think that's going to be very beneficial for parents to see that older or other thank you guys for doing that and I think it's also going to help as

078they progress great to great so that we can at least see how Yeah, tracking them. So I I think that's really good. And then the other thing just is that Dr. mentioned you know maybe that we could get together and go over data again. So I would like to see that happen so that we can get some more information to help us understand also. >> This all sounds so good. I mean it's it's really good to hear all these things that are happening and I think our children are going to benefit [Music] as well. [Music] I'm going to go ahead and let Randy do that because I have my computer. So, >> okay. Hopefully everybody was able to see the items that I uploaded. Um, so the August checklist consisted of um our active shooter

079page which was provided by 3D. Um, we had our Oh, so active trigger um is basically In line with our savings plan, we purchased supplies and materials for Warrior and for different locations. Um there were background checks of incoming staff. We had um literacy, professional development, our field charges, pest control, legal services and um software. And one of the larger expenditures that we had on the checklist was part of our beacon project. And what I was explaining to the budget committee was we had to um extend from our funds first and then uh DOT was in the reimbursements and we've already received that reimbursement. So we have the full funding of the Beacon Light project in our in our budget. Um, but this first one we we have to but you're going to see all

080of the checks coming out. But initially we didn't have the funding yet, but we still have to pay for the services through Houston, but now we have all of the reimbursement from the DOT. Um, some of the other larger expend expenditures were for software. Um, I did not submit any IBTS for this month. I did submit two bars. One was for fund 24190 and that's our CSI and the other was for fund 2511 and that's one of our CSD grants. Um the bar for the CSI was a carryover from last fiscal year 245 and um it wasn't too large. So we did a really good job. Elementary was spending down that grant. So it's about it's just over $3,000. And so um that will be budgeted into professional development. Um the second bar is a

081transfer bar. And so um again I'll tell the budget committee that I typically don't have to submit too many of these. So I just wanted to give a little background on it. So transfer bars are essentially needing approval when we're moving budget between functions. So if I need to move from function any functions in the twos, the threes or the fours to one of the others or 10,000 that requires board and pet approval and so which was this case. So we are moving uh over $14,000 from function the 2200 to function 1000 and that was at the request of peed to Dr. Kamada to move it from professional development to instructional materials. And so that's what that bar is. Um and that's with the CLD grant. I'm sorry. So that's um some of the discussion

082items that we talked about during our um budget committee meeting today. Um I did mention that there may be a couple more carryover uh award letters that may be trickling in in the next couple of months. I'm hoping that there won't be anymore or um that they can come sooner rather than later because as they come later in the fiscal year, it makes it extremely difficult to get that money spent down um while we have the kids still here, you know what I mean? So, we're like purchasing in May and then we're out like in a couple, you know? So, I'm hoping that we we don't have too many of those. Um we are currently going through our audit. Um everything is confidential at this point. However, once the audit is finalized and we receive

083approval from the the office of uh state auditor's office, um we will be um submitting all of our cash bars. So, you'll see that probably by December, January. Um so, just want to give you guys a heads up on that. And that is what I have going on with the budget. >> Oh, sorry. Did I miss that meeting that you had? The budget meeting? No, no, no. Was it a different one? Oh, no. That's uh the budget committee is just >> Yeah, because I was thinking about the audit one. That's what I was thinking. >> Oh, no. >> Okay. Any questions? Question. Okay. Do I have any public comment? No public comment. Um, going down to new business, the conven policy amendment and the revision for series 100 members of the board. I'm going to

084go over this and um then I'll make some recommendation. If there's no more question, then we can do a second and third final meeting. So um besides those that are that have not been changed I will just be the one that has been changed and we discussed the last time. So um 100 the legally designated name of the district is H Valley Public Schools district number here 63 because I was using the the the MMP designation but I was able to confirm with Miss Freda we did a historical research that the district was or is indeed code number 31 for tax purposes for its identification. So in here I said in order to not get confused I don't know I don't know if we really need to put a number there or we just identify

085ourselves as chemists valley public schools I researched it I haven't seen any other chemists valley public school the closest is chem you know intertwined with another MS valley so that would be my recommendation ation to just take away the number and just stick with that that the legally designated name of the district is he values status 101. The New Mexico constitution faces the responsibility of establishing maintaining public schools in the New Mexico legislature and direct establishment of public public education department public education commission with powers and duties as provided by law. It is partly provided that school district under the general supervision of secretary of public education shall be maintained developed and operated by local locally elected boards. A school district is a political subdivision of the state administration of public school and the rights

086authority from the New Mexico constitution New Mexico statutes and the rules of the secretary of public education. The Hemis Valley public schools board of educations and governing authority of the for the Hemis Valley Public School District announc the power and authority set forth in the statutes and the rules and regulation of the state board of education of the New Mexico public education department. 102 board organization. The board shall be composed of five members who are qualified electors of the state and residents of the district who shall be elected for a term of four years beginning the first day of the month following the month in which the election is held. Four members shall represent single members district in which they decide that each member shall be elected to at large seat from among its members

087and the board shall elect president vice president and secretary. Every member of the board before entering active service shall take and subscribe to an all to support the constitution and laws of the United States and the constitution and laws of New Mexico and to faithfully and impartially discharge the duties of the office to the best of the members's ability. The officer of the board shall consist of a president, vice president and secretary all all of whom shall hold office for one year until their successor are elected and have been qualified. And that's what really we wanted to revisit to say uh for the purpose of of organization of the board. A motion is reorganized. A motion to reorganize or keep the existing organization of the board officers duly seconded can be considered and adopted by

088the majority of the board. The meeting shall be called to order by the president of the board for the preceding year. If that person is not a member of the board, a temporary president shall be elected and the meeting shall be called to order by the temporary president. The person calling the meeting to order shall be titled and success is chosen. The new president of the board shall take office of an election. Election for the vice president shall take place and the following and following that the election of the secretary. Each officer shall take office of an election to that position. Whenever there is a vacancy in the board office, the board shall elect a new officer to fill the vacancy during the unexpired term of office. A motion to reorganize or keep the existing

089organization have the board duly seconded can be considered and adopted by the majority of the board. 103 powers and duties of the board. The powers and duties of the board shall be preferred and prescribed by statutes. The local board shall have the following powers and duties. A employ and evaluate a superintendent of schools for the district on an annual basis and fix his or her salary. B review and approve the annual school district budget. C acquire lease and disposal of property. D have capacity to soup. E acquire real estate by eminent domain as pursuant to the procedures provided by the eminent domain code NMSA NMSA 1978 for paragraph 42A-1 E headsey f issue general obligation bund of the school district g provide for the repair and maintenance of all property belonging to the school district

090h for good cause and upon order of district courts subpoena a witness and documents in collection with a hearing concerning any powers or duties to the local board, local school board. I except for expenditure for salaries contract for the expenditure of monies according to the provisions of the procurement code. J adopt rules pertaining to administration of all powers and duties on the school of the local school board. K. Accept or reject any charitable gift, grant device or request particular gift device or request accepted shall be considered an asset of the school district or the public school to which it is given. L offer and upon compliance with the condition of such offer pay reward for information leading to the arrest and conviction or any other appropriate disciplinary disposition by the courts of juvenile authorities or

091offender in case of theft, defacement or destruction of school district property. All such rewards shall be paid from the school district funds in accordance with regulations promuggated by the public education department. M give prior approval for any educational program in public school to the school district that is to be conducted the sponsored carry on or cost to be carried on by private organization. One of four board member training. It shall be it shall be the commitment of every members of the board of education of an entering term of office to engage in all training for board service required in New Mexico statute and regulations. The board recognizes that continued training is necessary for board members to provide effective service to the community. Board members who participate in board funded training and learning opportunities shall share

092with other board members the essence of what they have learned. All school board members in the first year of their term are required to complete at least two hours on each of the following subtopics. Laws and department policies, proceduresffecting affecting local school boards or public schools including ethics and personnel. Two, public school finance, budgeting, fidicial responsibilities at school board or local school board. three legal legal concepts pertaining to local school boards and the school districts including the open meeting acts and inspection of public records acts. Four effective governance practice and effective methods of supporting and supervising the local superintendent and five student achievement and student support services. All school board members who complete their first year of service are required to complete minimum five hours of annual training. the following subtopics. Laws and departments, policies,

093procedures affecting local school board of public or public schools, including ethics and school personnel, public school finance, budgeting, and fiduciary responsibility of local school board and performance based budgeting. A local school board role in evaluation, improving student academic achievement, and using data to set individual school goals for student academic achievement needs of the school district's public schools. Four, the local school board's role in providing a safe learning environment conducive to improving school outcomes. Five, legal concepts pertaining to local school boards and school districts, including open reading acts and instruction public records acts. Six, effective governance practices and effective methods of supporting the superintendent. Seven other matters relevant by the department. Prior to September 1st of each year, NMSBA shall provide each local superintendent a list of training hours earned annually by each local school board.

094State statute requires that each board member training hours be reported in the school dashboard. New Mexico State statute 22-2F-3 n requires NMPD to establish a school to establish a school dashboard to provide school and student information to school stakeholders and policy makers in transparent in transparent manner including the number of hours training attended by each school's local school board members and whether each member met statuto requirements state statuto training requirements. 105 policies of the school board of education control of the school control of the school by the board can be exercised for the formation of policies governing the operation of the schools and the work of the board itself. The board delegates the superintendent the determination of the procedures and regulations necessary to operate the schools. These procedures and regulations must be consistent with board

095policy. The board may from time to time alter or relate existing policies or add new policies to meet changing needs of the board and the school district. No policy may be repealed, adopted or altered or altered until it has been reviewed at two public meetings of the board of education. In emergency cases where action must be taken and where adopted policy does not provide the needed direction, the superintendent shall have the power to act but the decision shall be subject to review by the board. It shall be the duty of the superintendent to inform the board of such action and the need for policy development of policies. It shall be the duty of the superintendent to recommended policy manual changes in the months of July and October so that all board policies are in conformance

096with state federal laws and regulations. Policies may be developed in in response to federal or state statutory regulatory requirements of changes to address identified priorities or need within the district or response to changing circumstances. suggestion regarding the need for new policies or the content of existing processes to be originated with a member of board the superintendent JPS staff legal council policy consultant profession students and community stakeholders. It is the duty of the board to accept or reject or modify the superintendent's recommendation to conformance with state federal law and as it sees fit to seek external advice. The superintendent shall post notice of district employee policy changes made by the board. Complete current copies of the board policy manual shall be available to employees in the public in the district website. If any section paragraph clause

097or provision of this policy manual for any reason unfortunity or uninforceability of such section paragraph clause of position shall not affect any of the remaining provision of this application and other situations. Policy development, adoption and review. Control of the school by the board shall be exercised to the formation of policies governing the operation of the school in the work and conduct of a board. The policies of the board are framed intended to be interpreted within the context of applicable laws and regulations. No policies or portions there often if it is found to be conflict with applicable law, federal or state statute have rules. Consideration adoption of policies except for corrections of grammatical errors or other minor changes that do not substantially alter the content of policy. Adoptions of new policies or change existing policy shall

098be subject to two readings conducted during a minimum of two public meetings and boarding appearance of policy procedure. A first reading review and discussion. B second reading with further discussion as necessary and final action changes made and final action changes made to a policy in the course of the first reading do not require that the policy go through additional review by the superintendent of staff. An additional first reading unless the board determines that the proposal requires part study and that an additional review would be desirable. Policies may be adopted and amended at a single meeting of the board and properly noticed for possible action and determined necessary by majority of the board in order to ensure compliance with the law. The superintendent shall provide written notice to the district employees of policy changes made by

099the board local policies become effective upon board action or have a future date designated by the board at time of adoption. ongoing review of district policy. The the superintendent will recommend to the board of education which policy should be used on educational basis. The superintendent shall develop recommendation for changes and the board may accept or reject to modify the superintendent's recommendation in performance with state and federal laws. The board may direct the superintendent to seek external advice from legal counsel and or policy consultant as it see. If any section paragraph clause or provision of this policy manual for any reason shall be held invalid or uninforceable, the invalidity or unsportability of such section paragraph close or provision shall not affect any of the remaining provisions of this manual for it application of other situations. No

100changes for 106, 107, 108, 109, and for 10. Meetings of the board, open meetings resolution. Regular meeting of the board shall generally be held on the third Tuesday of each month at 5:30 p.m. A 12 month schedule. A regular meeting shall be published annually in the July of July, no will be published annually. and any regularly published community newsletter. This schedule is subject to change as deemed necessary. So it should read a 12 month schedule of regular meeting shall be published annually in the website and any regularly published community newsletter which is scheduled is subject to change as being necessary. During the first hearing, we decided that we no longer have to do the Albuquerque journal or any we can do it but not gonna be mandatory. >> Number >> yes delete in in uh

101>> the journal >> in the Albuquerque journal and heist. Number three, meeting agendas will be available at least 24 hours prior to the meeting from the superintendent's office. H now uh with this we've decided that the actual uh that the actual uh that the one that we are following right now >> is 72 hours. >> So we are going to continue to do that. We're just saying that we're going to make sure that at the very least you will have an agenda available for you. But we are going to stick with the 72 hours. So just a posting is the one that has to be considered >> at 71 >> 72. >> Yes. >> Notice of any regular meeting will be given at least 5 days in advance including how a copy of the agenda

102may be obtained. for regular meetings. Notice requirements are met by publishing the date, time, place and agenda in any regularly published community newsletter of general segregation and district who the following location local post office and Zia mayor's office and each valley public school the war secretary shall also mail notices to broadcast. No, sorry about that. This was deleted already. What? >> The number six was deleted. >> Delete the whole thing. >> Yes. >> And the notice shall include the following accessibility statement. If you are in an individual with a disability who requires a reader, amplifier, qualified sign language interpreter or any other auxiliary age of service to attend or participate in the meeting. Please contact the superintendent's office at least one week prior to the meeting or as soon as possible. B. Special meeting. Special

103meetings requires at least 72 hours public office. Notice shall be posted on the school district website for the post office mayor's office at HS Valley school sites agenda will be available tomorrow. >> Yes sir. >> Uh I know the regular hours that it comes up within 48 hours. uh we we are still even though we right now our tradition or the one that I've just been following is we just still follow the 72. So but if we if we want to change it >> we want everybody say the state >> doesn't say >> so with any emergency like say um something happened today and you guys need to call an emergency meeting you can do that through the um what is it called the public law whatever open meetings app. So you have you can

104do it within 24 hours and post the agenda but it has to be a valid emergency like something needs to get addressed within that time frame then you can do it. Um it has to be within it can be within the 24 hours >> but still the 72 hours. >> Yeah. 72 hours say like you needed a special meeting and you knew that you had to cover an agenda and you knew within 72 hours you can do that. But if an emergency happened and you had to come in, um, you do you can't do it within 24 hours. >> Have a day after. >> Huh? >> If we had something that we didn't take out tonight, we can have it the day after. >> No. It would be like if there was an emergency, something

105happened and you had to come together as a board to make a decision, then you can do an emergency meeting through the public. Yeah. The open meetings app. But if you were to keep say wanted to keep the meeting until you wanted to roll it over, you would still have to make that announcement. That wouldn't be considered emergency regular or special. Okay. >> Uh number three, agenda will be available to the public at least 24 hours after the meeting. The board secretary shall provide notice to broadcast stations and newspapers that have requested it. Special meetings are open to the public exe close executive session as permitted by the open meetings act. The notice shall include the same accessibility statement as for regular meeting we see above. C. Emergency meeting. Emergency meetings can only be called

106under unforeseen circumstances requiring immediate action to protect public health safety property and prevent substantial financial loss. The board will avoid emergency meetings whenever possible. Emergency meetings may be covered at board president superintendent preferably in consultation or the majority voters properly noticed board meeting. A minimum 24 hours notice shall be given to the public unless the emergency requires less. Notice will be posted on district website, the local post office, federal governor's office, mayor's office, and each school sites. The board secretary shall provide written or telephonic notice to broadcast station and newspaper that have requested it. The agenda shall be included in the notice or made available upon request. The notice shall include the accessibility statement as described above. Closed meeting. The board may close meeting to the public only with a subject matter qualifies for exemption

107under the section 10-15-1H of the open meetings act. Closure of any meetings during meeting during an open meeting requires a majority vote of a quorum and must be proceeded by a statement specifying the authority for closure and subject to to be discussed. Votes for closure shall be taken openly and recorded in the minutes. Only the announced subject may be discussed in closed session. If a closed meeting is called outside open meeting open meeting proper public notice stating the law authorizing closure of subject to be discussed must be provided following a closed meeting. The next open meeting minutes shall be shall state whether discussions were limited to an authorized subject. Any action resulting from closed meeting shall be taken in open meeting. Corum a corum of the five member board shall be three members. No formal

108action may be taken without a coral present. Teleconference board members unable to attend in person may participate via telephone or similar communication methods of attending in person is difficult or impossible. All participants including the public must be able to hear each other simultaneously. The public must also be able to hear the board members participating remotely. No changes on uh 1 12 13 14 15 16 17 18 19. H sorry about that. It should be 1920 120 for public affairs, 121 for legal council and 122 for local school board meeting and archive. Except as otherwise provided in this section, live audio and video webcast, the local school board meeting shall be accessible to the school district website and shall include a user interface that allow members of the public for right to submit, right or verbal

109comment. A webcast shall be as soon as as soon as practicable after the chair has called the meeting to order and shall terminate as soon as practicable after the local school board has endured. Recording on the webcast and electronic copy of any minutes approved the meeting shall be posted to the on the school district website within a week of the meeting conclusion shall be publicly available for at least three years following the date of the meeting you can guess the state records attention schedule provided otherwise I do apologize I read it I read it and somebody else has read it too there's always something good and they have to do this. >> So that was nice. >> And besides the changes which I think we are clear with the changes now I think there's no

110more discussion. I uh Madame President, I would like to recommend that um the the board act on the second reading and also adopt it with the changes that we discussed. >> I make a motion. >> There's no motion. >> So that's we have to do the motion. Okay, that's correct. >> I thought we could at the second meeting. This is the first >> October for we'll put it on the October board meeting that it will be an action item. >> Okay. >> Yes. >> And then uh Okay. So uh for the information of the board members next uh next board meeting it will be an action item and then I will present the first three section 200. Thank you. >> Moving on down to consent agenda. >> I make a motion approve. [Music] about meeting

111October 21st. >> Is it this one? >> I got the email from Joe. >> I don't know. >> I know. I saw it, but I remember the date. I thought it was >> Yeah, it's October. I believe it's October 9th. And I thought it was in Sakoro, but it's in Albuquerque. >> We missed the I guess we didn't go to the one. >> There's one. >> The fall regional meeting. The fall. >> Yeah. It says, "Today is the deadline for submitting your registration." Today I need to submit final numbers to the caterers. This is from Christy Albright from APS. >> Can you please respond? >> I did not get >> Yeah, I didn't get that. >> I got it. >> Yeah. >> What was the name? >> Definitely. >> I can call tomorrow. Yeah. let

112them know that >> um for the APS one by APS. Okay. >> October 9th, right? >> It's when October 9th or when is it? [Music] >> September 30th. Really? >> That's what I was >> What's that? >> September 30th. We got a message September 9th. >> The first message. >> Oh, it says in her first message it says um no later than September 23rd. Today >> today cancellations must be. >> So the meeting is actually September 30th. are the only ones that wants to go. What day is next? >> Tuesday starts at 5. >> It's in uptown. >> Yeah. >> So, Peter, Glenda, and Penny. Okay. I'm gonna send it to you. >> Okay. Yes, please forward that. That way I can work on it tomorrow >> and I I will be able to. >>

113Okay. Thank you, >> Kathy. [Music] from. >> It wasn't from Joel, but it was from Christie. >> yeah, I don't receive any of those. Usually >> it's like >> Yeah, >> I can I have her email address follow up with her. >> Okay. >> I just never received anything because she's the one that we always make the reservations with. So, >> yeah. Oh yeah. >> World. >> Any other matters real quickly? Um we just had a parent walked in and she's not sure how to handle the situation with this student. So I told her that matter you want to maybe either I told her maybe she wants to present during session or you want to schedule her to come back. So um I just wanted to let you know that she's here. She has personal

114matter she >> Yeah. So it would have to be executive session because it does involve the student. So that way it's not part of our >> fine. Okay. Thank you. >> Thank you. >> Hoping for uh we can we can have an executive session. I like to have Mr. Foster meet with them first. >> And then I'll ask Mr. because right now I'm still I'm still I need to find out in what level we have to address. >> Okay. >> So I'll ask Mr. >> administration [Music] Yeah, we're not following our public comments either. >> Yeah. >> No, >> but if an adult comes in and makes their own personal statement about their own child, is that illegal? It's their coming from them. >> Yeah. Even with that you can't put the names of a

115child on. >> So would we stop person? >> Yeah. >> Like if they were to like say my child so and so then we can't we have to say you have to be >> they should have gone to the administration and then requested it to come. Yeah. So that that's what she was asking. She wasn't sure what's when it would it be most yeah the process and when would it be most appropriate for her to come in because she's saying that um she's gone through the different chains different all the program administrators and um she hasn't really heard anything so she's kind of at a loss. So that's kind of I guess this is her last resort is why she's here as what she >> I'll get to the bottom of it. >> Yeah. Yeah.

116again go through the administrator before it comes to us especially in executive session. >> Yeah. >> I mean that's how I see it. >> Good. May I make a motion to do? >> Yes. Second. >> Yes. [Music] I'm just waiting for her to end it and then I'll go. Thank you. >> Mhm.