LMSD School Board Meeting - February 9, 2026 @ 5:00 PM

001Okay, we do have a quorum. And are there any adjustments to tonight's agenda? >> Yes. I would like to move E6 to the front of business. E6. We'll move to number one. >> Yes. >> Okay. Okay. Absolutely. Okay. Do I hear a motion to approve the agenda with the adjustments noted? >> Second. >> Okay. All right. It's always a joy to see a full house. I don't know if y'all were promised something for attending, but we we love seeing everyone. So, let's start with some introductions. We'll start up here at the front. Thomas Trey Williams >> Lindy Cofflin Martin, >> my other Jason. >> All right. Glad everyone was here tonight. So, um, at this time I'm going to turn it over to the superintendent. I think she has some special recognitions. And Miss Q,

002can we just talk about that right up there in the beginning? >> Yes. That was given to us by the um Lano staff uh last week. Is that when we went for and for school board appreciation? And so we wanted to just give Lano staff a shout out and and thank them for uh the snacks and and recognizing us. It was really a lot of fun. So >> all the LOC cats too, some of the Wildcats there. So yes, thank you. >> Thank you. Good evening. Thank you guys for being here. Some of you were forced to be here, but thank you anyway. Um I have several introductions that I like to do for some of my guests that I have invited um to the schoolboard meeting. I want to start out with our rockstar

003spelling bee winners. And so I'd like for you guys to come up here real quick. Um Jackson Perez, um Hatcher, it's Zaniah Hatcher, Jason, and Pablo Gel Canana Molinar. [snorts] So these awesome kids, let's face him. [laughter] show you off. >> Um they passed their spelling bee at their school and they got to go compete um in hobs and so amazing uh competition. We have Yarro Elementary represented sixth grade academy and Taylor Middle School. So um why don't you guys tell us what word you won on? Do you remember? If you don't remember, they're gonna give you a word. Maybe [laughter] >> you only remember the one you missed. >> There it is. >> You remember the word you missed? [laughter] >> Put it behind you. >> Move on. >> It's okay, Jason. >> I

004got correct to advance to the county and I lost. So when the champion was >> I want you guys to know we are so very proud of you and you guys represent Lington Wildcats message class and we're always proud when we have kids like you going further in um representing Lovington and to the parents thank you also for your support in um being with these kiddos as they are working at school in their spelling endeavors, which is huge, you know, with autocorrect and Google and all the AI stuff. You guys are beating that because we, you know, we need human capacity in that. So, thank you very much. I do have um some lanyards for you guys. So, you have to wear IDs at fifth grade, right? >> Do you have to wear your student

005ID? >> No, not there. But sixth grade up, you do. [laughter] But you can put put your picture in there. Yeah. So, thank you guys very much. [applause] All right. My next group is my maintenance crew. So, will you come up here, please? They work in the background. They do not like to be in the forefront, but I need them to come up. Sure. >> Jenny, don't be hiding. You know, you run that place. >> I'm not the only one I can stand behind. >> Well, tonight I am honored to recognize a team whose work is essential to the daily operation, safety, and appearance of our schools. Our maintenance department led by Jesse Venhuser. This team consistently shows up with a strong work ethic, a happy heart, and a quiet dedication that often goes unnoticed,

006but is deeply felt across our district. They embody the attributes of the portrait of a Wildcat through flexibility, reliability, pride in their work, and commitment to ensuring that our campuses are safe, welcoming, and ready for learning. From meaningful building upgrades to ongoing improvements in landscaping, their work reflects care, craftsmanship, and pride in Walcat Nation. I especially want to acknowledge their extraordinary efforts during the recent school shutdown due to severe winter weather. While many of us were sheltering at home, this team was out in the horrible snow conditions making sure our schools were safe and prepared for the return of our students and staff and they did it without complaint. I want to share a note we received from a staff member. Quote, "For the first time ever, every door to the TLC was completely cleared

007and easily accessible. The panel parking lot was clearly was cleared and ready in time for auditions and students were able to arrive and enter the auditorium safely. The afterchool program entrance and exit doors were cleared and made safe for dismissal. And your level of preparation and attention to detail truly made a difference. That message speaks volumes about the care and the planning and heart that your team this team brings to your work. We are deeply deeply grateful to Jesse and the entire maintenance department for their dedication, their leadership, and unwavering service to our school community. So, [applause] [applause] I have Wildcat pens for them. And um guys, truly, I was checking in with Mr. Van Hooser on that Monday and I said, "Where are your guys?" And they're like, "Oh, we're out. We're out working."

008And I was like, and you know, our female worker here and I said, "What?" I called school off. What are we doing? And so they were just amazing. I mean, it was the roads were bad. We couldn't get kids out or our buses out and you guys made it in. And when we came back on Wednesday, the work that you guys did, you could tell. And I appreciate you guys so much. I have the best maintenance department in the state of New Mexico. and I'd put you up against anybody. So, thank you for all of your work. So, if you guys will take one and pass it down. So, if you want to help me do the >> just like hand at the end. [laughter] >> Do you guys have anything? >> They're just the

009the undercurrent of we take for granted that everything is going to work, everything is going to be ready to go. And you know, the number one thing is focusing on the safety of our kids and you guys just always always always make sure you know that that's ready to go. So, thank you very much. I know that y'all don't like the limelight. I can tell you're all standing there thinking, "Please let this [laughter] >> but thank you. Thank you. Thank you for what you do for the kids and for our staff." So, thank you very much. [laughter] >> At the very end. at the very end. >> Thank you guys. The next group of um people that I'd like to recognize is our technology team. Tonight, I am proud to recognize a group of people

010who often work behind the scenes but make an enormous impact every single day across our district. Our technology team led by Michael Rutledge. Their dedication, hard work, and willingness to serve with a happy heart truly reflect the very best of who we are at Wildcat Nation. Their dedication, hard work, and willingness to serve truly reflects the attributes of the portrait of a Wildcat. Day in and day out, they approach their work with professionalism, problem solving, and a genuine commitment to supporting teaching and learning across our schools in a supporting our students and staff. Their work ensures learning continues smoothly and that our schools are equipped to meet the demands of today and tomorrow. You can tell, you don't know. We don't announce when the technology team goes into buildings, but there's something about them that

011the staff finds out, [laughter] right? They're like incognito stealth, but um they they find out and they're so sweet uh to take care of our staff needs. I also want to commend this team for the critical support they have provided during the rollout of our audio enhancement system. They worked side by side with the audio enhancement team assisting wherever needed to ensure the process was smooth and successful. And as a matter of fact, the audio enhancement team, they have been putting in the system across the nation. And they said that they have not run across a district with such hospitality, professionalism, and um from our technology department to our staff and to our students. And this is a huge company. And so, thank you guys because you guys were the feet on the ground for

012that. Most recently, three members of our technology team participated in a hands-on training with audio enhancement to expand their knowledge of the system and strengthen our internal support moving forward. This willingness to learn, collaborate, and step up when needed speaks volumes about their commitment to excellence, and we are truly grateful for all that they do. And then those three team members will turn around and train the other ones that were not able to go. So technology team, we we love you and we're so proud of you. And again, I would put you guys up against any technology team in the state of New Mexico. So do you have any good news? >> This is not our limelight. This [laughter] is not where we are. >> They keep going back towards school. >> Amy asked if

013she could [laughter] >> I've been I've been harassing her all day about it. It's only fair. No, I am I am incredibly thankful for this group of people in the way they serve um staff and students. It's a small team. It's a lot of things. It's a lot of things. And this audio enhancement component um is a huge addition to the to the things that we're supporting and u just thankful for these people specifically and the work they put in day in and day out. >> So, thank you guys very much and we have all caps for you guys too as well. And Miss Q, I have to say that you know two things. They are the two groups that you recognize tonight. Those are truly gears that keep everything running and that is amazing.

014And I'm going to speak for people up here on the board that without your support every month it would be a challenge for [laughter] us. So, thank you for not saying what is going through your mind when we continually ask for support. Um, you guys always handle it with grace. So, thank you very much. >> So, thank you maintenance team and technology team. You guys are so so good at what you do. And you know, when you run into them in the at in the district out and about, they are busy busy people, but they will stop and visit and um always smiling and just working hard. So, love them. Love them both. If I may. >> Yes, you may. >> Um, you you thanked us for our support, but we want to thank you

015guys for your support. We do a lot of things that are super expensive and we just wouldn't be able to do [laughter] those things without >> They do require more money. >> Yes. >> Without your support. And so for that, we thank you guys. >> All right. Thank you guys very much. [applause] >> [applause] >> You know, as I'm sitting here, I'm feeling like our spelling bee winners need a wall cap pen. I just don't hand those out to everyone. So, will my three spelling be winners please come back up here. >> I agree. >> Yeah, >> those are hard to come by. So, >> not very many students have these at all. You're so welcome. You're welcome. You're welcome. >> Okay. And last but not least, our board um participates in many um conferences

016that they go to that takes up their time away from their families just like our staff members do and also on the weekends. And so this um last week we just got back from Santa Fe. we were up there um visiting with legislators and working through some of that and also going to a conference and being trained and three of our board members received awards. So um New Mexico School Boards Association presents an exemplary award to Deyry Maker and [clears throat] then also to Patty and Anel and then the leadership achie achievement award goes to Bradley Bishop. So, >> yes, [applause] it absolutely was. Thank you. >> You can read those. You're better than me, I think. >> Thank you. >> No wildcat pen. >> I mean, I'm just saying. [laughter] >> So, thank you.

017Thank you board for being up there and participating. And um that is the last of my guests, but I do have a miss reader here that will be ready to present um data when you are ready. >> Okay. >> All right. So uh let's take just a quick little break. I'd like uh we've got some cookies cookies over here for any of our kids. And all of you that have been recognized are more than welcome to stay, but you certainly do not have to stay for the meeting. So, let's take about a five minute break just to give everybody time to get out here. All right, we'll go ahead and move right on into the director's reports. And before I open it up to questions on the other reports, I'm going to ask Stacy to

018go ahead and come up and present so she can get a cookie and go, too. [laughter] Okay. All right. So, I don't have that little thing. >> All right. So, um you guys asked me to come back um after our middle of the year assessments were complete and so we're going to look at some different data from for K8. All right. So, you can go ahead, Michael. So, this first part is a graph for reading and those little dots are all of our schools. on the right hand side, it's going to rank them by the amount of progress that each student grew or grew based upon their personal goals. Okay, that's the way this program works. So, the first one was for reading. The second one is for math. Um, so grade six, that's them

019way up there in the top. We want our kids to move to the top right right quadrant there, but we haven't quite got there. So, we're our kids are kind of still in the low performance, but high growth. We're still seeing a lot of growth. We want to go in the high performance, high growth. Okay, we'll go into each of the schools now. So, if we click into the next, uh, that's Lano's reading first. You can see obviously we want the green to grow. They went from three students when we began the year at knit or above grade level. They have 39 kids there. Um, there was also 29 kids started in early on grade level and we're at 66. Of course, they're not going to have red at kindergarten because you cannot be multiple

020grade levels below. When we get to the higher ones, we're going to start seeing some red, but there is a lot of growth in the green. So, that's our goal towards the end. We want to decrease the yellow. They went from 94% to 64% in that yellow for math. All right. So, we'll look at Lee. Um, there is that one graded level below there, so you can see it, but they did significantly drop that from 17 to five, and there was an increase on the other side. Um you can see that then their math. Same thing. They have um a lot of kids right there in that yellow. So we need to work on moving those into the green at that should be a goal right there. All right. Next is second grade. So they

021increased theirs from 10% in the green to what is that 25%. They decreased their red quite a bit right there to like 22%. All right. Next is their uh math. We're kind of just rolling through these. If you have any questions, but we're moving in the right direction at every single campus. >> Certainly. And if any board members need >> Right. Yeah. If you want me to stop on any of these, this is for our eye ready right here. And then we are going to look at K2 specifically in their ANRA, which is what we report to the state for them. Okay. So, we can move on to Jefferson real quick. So, Jefferson started with more in the green and they've increased their reading. um they are starting to show some of that. You have

022some of those slanted lines on the far right. That is for the two grade levels or below. So this is where we kind of see that gap sometimes. Moving on to the math. >> Can you go back just for a second? >> Yeah, go ahead. >> Okay. So we were at 23 and Okay. I just couldn't see that. >> Yes. >> Um and then moving into their math. >> There you go. Same thing. there was a m their math decreased in the red a lot. Um then we are doing yarro um reading this is where and we do we have implemented back in some interventions for reading every uh is it three days a week just a week >> three days a week for the reading. So we have seen some increases there. And then

023moving into the next one, um their math also grew quite a bit compared to their reading. All right, fifth grade. And in their math, there was an increase in their read decrease on their red. Most of them moved into the yellow. A little bit increase on their green right there, just a few percent. Then SGA reading, they took their kids out of that two or more or three or more grade levels below had a significant drop from 49 to 37%. So they're moving them in the right direction. And then they also grew their high high kids from, you know, those that are mid or above grade level from 28 to 38. That's hard to do. So that's a good change there. Okay, their math, same thing. They went from 1% put 8% on their math

024and then a large group are now early on grade level. >> Yes, you're good. >> Yes. Uhhuh. >> Yes, they have. >> Well, and it's not just on that side. They've moved the ones out of that three grade levels or below out of there two. they've moved into having a better understanding. So, uh Taylor seventh grade, same thing. Uh for their ELA, uh a lot of their kids, so their ELA growth, and I know it doesn't seem like there was a lot of growth here, but when we went back to that very first chart, you don't have to go back, Michael, but they were the top of the ELA side. Um you just couldn't see it there. their kids on average have had more growth than they have in the past. So, whatever they're doing

025right there is working. All right. And then their math. Okay. Same thing where they're increasing there. They had three. They went to eight students. 34 to 33 came. And then this is their ELA for 8th grade. And then math for eighth grade. a pretty significant change also of taking kids out of the three grade levels below from 112 to 91 and then increasing also from 12 to what is that 19% on the other end. Okay. Um I went ahead and put this chart in here. It looks just like it did at the beginning of the year kind of but it's just comparing that beginning to the middle. It's the same numbers that were on the slides before. So we can skip through these. You guys can go back and look. If you have any questions

026for those, let me know. >> Yes. >> Yeah. Go ahead. >> So, the very first >> Uhhuh. Will you go back for me, Michael, to that one? >> Yes. >> So, you said that you wanted students in the >> I want them in that top range right there. Yeah. Where he's circling it. Yeah. I would like that. >> How does these when you look at this students that are >> mid or above grade level? So they wouldn't fit in the high performance, high grade level. >> It's because what happens is they get a goal, right? So the program automatically sets a goal for them and they have to go past that. Most of those kids, they're testing on that grade level and sometimes above. The way the test is designed, it gives questions that are

027two grade levels ahead and two grade levels below is what they say and then it averages it out. They're designed for them to get 50% of the questions wrong. So I guess what >> how do we get them in that top right? >> So they need to test in there. They need to test into the high performance and they have to continue to grow at that high level >> out there. >> Yeah. I think that's what that we've had very few kids when you break them down. We have kids in that section but not the whole grade >> like this is putting all 240 kids in that bubble. >> We have kids in the high performing high growth. And so when we break down the data per class, we have our teachers go in and

028they have to look and see where their students are performing. We have kids in that section. We just don't have our whole school in that section yet. >> And then we group the kids and you know base our instruction off those groupings then. Does that >> answer? Yes. >> Okay. And then I guess just another kind of observation that I've had, it seemed like and maybe I'm looking at this. It seemed like the students on the far right >> that number is getting you start out in league >> right with a little bit. >> So are we just kind of one of the kids making for a long time is are we just stretching that out? our kids getting further and further and further further behind, >> right? >> Get on. >> Well, it seems

029as that so because so in kindergarten obviously you cannot have the red, right? And then as you go up you have more grade levels behind you if your skills are not developing with them or if you're not able to perform on the test. Um because it is an independent test, you know, without those aids then sometimes it is hard. Um, and that's where do we need, you know, >> well, and I think really for us to be able to see that, we would have to take this and look at last year because we are grade level. So, we're going to have to look at I mean, Yarro is is okay with the fifth. We could look at the fourth, but we [clears throat] we're going to have to look at that for that very thing

030that we've been talking about, >> you know, because we love seeing the growth, >> right? But then, you know, it's like, okay, what else do we need to do to help our staff help the students? >> Yeah. >> I thinkers that are trying to teach fourth grade kids now, >> right? >> So, you have to teach your on grade level stuff still, plus provide some types of intervention. >> Are we doing the pull out program >> for for the ELA three days a week? Right now they are doing reading intervention. >> No math yet. >> No uh no math yet. They do the math uh intervention in the classroom. The teacher has an extra intervention time where she can pull kids. Most camp I think all campuses have that for >> K5. Oh yes. If

031they don't have time on their schedule for they still teach that [snorts] I just think we need to pull them out until they're great Right. >> No, I understand. No, there's definitely we have, you know, and not every test is going to show, you know, everything that a child can do all the time. >> Yes. [laughter] Yeah, >> but they, you know, this is what guides our instruction and we do try to use it to the best of our ability to um, you know, give us some type of information that we can use. So, >> no, you're okay. >> Right now, I believe that the coaches at K5 are um doing some reading and then they're still doing some coaching of, you know, new teachers and things like that and helping provide instruction in the

032classroom. um we kind of have that balance going on. So, okay. So, going back to Are any more questions about the I Ready? No. Okay. So, if you'll go down a little bit for me, there's air data. Am I new to our district? Um they were bought out by I Stationation. Um I Stationation is the program that we've been using for like the last nine years. Um at kindergarten through 2 grade as their beginning, middle, and end of the year assessment. we report to the state. This is where we began this school year and then where we're at as a K2. This has all 653 start of the year and 656 um at the middle of the year uh students. So you can see our green is growing. Um and I will tell you uh

033that mid so we want them to be green green of course and then it goes down to that little lime green of course we want to decrease that red. So, it's kind of the same scale as I Ready. Um, we'll look at each campus just real quick. One down is kindergarten. They had a huge growth obviously in their two, the fours and fives. Um, you can see that top line is the beginning of the year. That middle line is the middle of the year. Um, and so their IRA or their Amira data is looking great so far for Lano. This is a very unique test. Um, I want you to know these little 5-year-olds have to speak into a mic and that is what it's grading. So, it is it's very interesting. Okay. Um, they've

034learned a lot and they are trying really hard and so are our teachers to accept this change. So, we are trying to instruct them, but it has been good. They are learning to speak, which is a quality they need, you know. All right, moving on to Lee. >> Same thing. Oh, yes. Go back. Where's the grade like on grade level would be >> uh the four the 82 and the 15 way here on this far right. So we've increased we had 67 and 61 and then >> level four is on grade level and level five is exceeding. >> Well I no that's an 80 to 100%. So yeah okay >> anything and even the green that light green is a great way to be it. It really is not a bad place. Of course, we

035want you on one of the darker shading, >> but that that seafoam looking color is kind of okay, that's we're in the right track. Three, fours, and fives. Okay, >> ones and twos is where we're still struggling. >> All right. And then this is Lee. And you can see they increased to the most green green. They really have uh made some changes there. So, that's wonderful. And then our Benet, I want you to know this isn't going to look. We had this last time and we have went back and forth with the peed. Um I am still in conversations with them daily right now about air. Um we had either a technology issue where they could not understand throughout the mic. We've changed out mics. We have um we're testing them. Um making sure that

036this is getting fixed because this isn't the normal growth that we would see in ice station. Um, and this isn't the normal growth of what the teacher's histories are or the students. I've dug down to the specific student. So, this isn't accurate. Um, so I just want you to know that it is not accurate of what Benet is currently doing. >> It doesn't even line up with the the previous data you showed us. >> So, um, I would go with I Ready right now. And like I said, by the end of the year, um, we do this every single month though. We do a progress monitor just to check in where the students are. It did improve right now, but it's not to the level of even what it was in December or November. So,

037we are working on adjusting and figuring out what the cause of that problem is with the technicians at a mira directly. I do have like a direct in with them working with them on why >> you really feel like it's a technical issue. It's not a a >> No, somehow our kids got reset on a different path and I have to get them out of that path, but it's not been easy to get them out yet, but we're working on it. I promise. So okay >> why are we testing them on two different platforms? So I uh well Amira is required by the state K2 that is the assessment and then uh we do the I Ready is the interimm assessment that replaces for grades three through eight but for continuous data uh we started

038at kindergarten and it is a lot of assessments for K2 >> so >> but they get that information >> no one else has a data up from K2 so there's no transition there if we All right. Any other questions for me? Okay. One more thing for you. Um, I gave you a copy of this. Um, it's the New Mexico Vistas and this will be published in the HOBS news site. We are required to publish our school report cards. So, there's a couple of things here. There's a letter from Miss Q um that they've asked us and I just want to highlight a few things. Then there's two letters from the state of New Mexico. they asked us to run also in the paper and then you will see our report cards. Okay. So if you

039get over there um the two things I really would like to highlight uh is our graduation rate. There was an increase and um I get Stephanie let us know that we are currently our graduation rate exceeds the state average by 10%. So that's great. and sixth grade academy is a spotlight school this year. So that is great for them. Their data um not only in Ire you pointed out the I Ready data but their NESA data every it all shows in the same fashion each test that they take it carries over and clearly it carries over to here too. So that's definitely something to be recognized. >> All right. Yes. >> All right. Anything else? All right. >> Thank you, Stacey. >> Thank you. >> Appreciate it. >> Okay. There are some other reports and

040so I'll open it up to the board for any questions about the director's reports. >> I didn't have >> Okay. All right. There's no other questions. I'll uh superintendent update. We have questions. >> Okay. Any questions on we don't have any idea when we'll hear or if we'll hear on a waiver for the weather issues. >> No. So, I included the waiver and um [clears throat] it's anywhere from 30 to 60 days >> and so we're just going to wait on >> Okay. All right. Thank you. >> All right. Let's move on into routine matters. We'll take items one through four as part of the consent agenda. Do I hear a motion to approve as presented? >> Second. >> Okay. Were there any questions? I'm sorry. I forgot to [laughter] >> Before you vote, if

041you have a question, my apologies. Okay, thank you. You'll see the investment earnings listed. bud budget adjustments and we don't have any. Right. >> So, >> go ahead, Carrie. >> What I'm doing um is waiting to our budget analyst is approving our cash carryover. So, I thought why move money if we're going to have a little bit of cash carryover. Okay. >> So, I'm waiting on that and then carryover letters. They're in the process of getting us carryover letters. So, I thought instead of moving, we we'll see where that goes. Yeah, >> we can do it next month. Thank you very much. >> Okay. And we don't have any bids. We do have a couple of donations. We always appreciate the community support for uh things that certainly benefit our kids. Do I hear a

042motion to approve the donations as presented? >> Second. >> [snorts] >> Okay, thank you. All right, moving into old business. Second reading to review and revise policy J sections 50 through 1983. So, um board, I have a policy revision focus area sheet for you under superintendent reports and um basically it just tells you some of the things that we've done that you've asked for us to look at in the policies, what we've struck out, what we've removed, what we've added and then it's also telling you what our next set of policies that we're going to be looking at. And then I believe that Vanessa has uploaded all of the documents for you. So, I stand for any questions. Two questions [snorts] on that for the second reading. >> I didn't see this till that 1561

043was is you said it is uploaded here. >> Okay, let me look. I didn't see that till just now. That was one of my question. >> It is. I just did not see it. I looked this morning at this and didn't have a chance to look back. That wasn't there. Okay. had some discussion last time about >> that's what I wanted to there's not that's what was my concern was 156 61 was the notifications uh to the parents when their students are absent. >> And I don't >> Stephanie, do you question the sixth grader >> is absent early in the morning? Are the parents notified right away? >> So it is in the evening. So, we we did adjust the language to get the one call out a day to let them know that it

044is um an absence. We're working on getting that attendance reporting to go out more than once, but for this approval of this policy, it is only going out once a day. >> But like the notification >> we are looking I mean I think the concern of the board was >> it if they don't find out till the end of the day. >> That was my concern is if if >> my daughter's absent to school and they parents don't have that on that. >> A concerned parent can look at real time attendance data in the parent view app. >> Um they can pull up their own app and see period by period or day by day for elementary. Um however the notification from the school autogenerates at the in the evening hours to say your child

045>> anytime a parent can look and ensure that their child is at school. >> Okay. >> Speaking from experience. We're really trying really hard to train our parents to really get to those systems. It's at their fingertips. We work really hard to get that >> I think is to me as long as the communication is very clear with our parents through you know other meth methods. This is the minimum and then we can always exceed that is the way I'm understanding it. So if we set this as the minimum and then at the different campuses we you know make sure the parents understand how they can check they don't know >> if they know. >> Yeah. And so that communication piece is something that we need to >> and so I can um I'm working

046on Q's news. I can add that in for the next session say you know just a did you know >> that you can check real time attendance data in your parent view app. >> We just keep it on our web page at all times. >> Right. wondering if your child is in class or [snorts] well at school can't really guarantee in class but okay >> so from what I understand you do not want us to add that language in the policy just leave it as is but communicate through our web page and those mean that parents have that access at their fingertips to check their students >> yeah I guess my question is with this student information system the the parent messaging system is Is it automated when if a student misses second period at

047high school? Is it automatically sending parents or can it send the the notification saying, "Hey, your child is absent from second period." >> So, it's not in that second. >> My parents would get that notification in day. >> But could the parent check and see? >> Yeah. like at lunch, could they look and see? I don't know. Is that >> Yeah, I can see I guess I can see both sides. I I think I would want to be notified if my sixth grade daughter didn't show up to second period for some reason. You know what I mean? And is it a I guess my question is it burdensome on the staff to do that or is it they mark an absence and it a notification goes out? You know what I Is it a setting

048or is it something that has to be done manually? >> Right. >> I mean to me the more communication we can provide then I think the better covered we are right. I I could see where >> so the notifications are coming out of parent square the attendance is being taken in synergy. So you could see real time in your parent view app whether or not your kid is there. But there's a job that runs um in the evening generally to send that data from um synergy over to parent square so that they can do all of the notifications. >> So you got two different platforms not real as far as >> correct clicking. >> Yeah. I know those jobs there are a multitude of jobs that run in the evening. Um adding icons to student

049accounts, attendance type things. There are just a number of things that happen in the evening hours when the processing load is lower. Um and this happened to be one of them. >> And so the parent view parent square always get but >> they any parent can access that at any time and see if their child is in fact in second period, third period, whatever. >> From experience. >> Yes. >> Okay. >> I guess my my biggest concern is if I have a fourth grader that gets on the bus and goes to school, but something happens that they don't make it to class. >> Right. somewhere along the way. I want to know that my fourth graded. >> So in parent view that can be >> they can if if a parent wanted to at 8:05

050every morning look and see yes they made it to school. >> Attendance is taken in the home room section of those K which would be first thing. Actually, I think it's first thing in the morning and right after lunch if I'm not mistaken. >> Okay. Okay. I just we've gone through so many different since I was in the classroom when I was there, there were different things and so I wasn't sure how that was being communicated now. >> Yeah. I I personally like the old language at the first where it says you had three hours of the beginning of the school day, you know, but it didn't I realize that language doesn't take into account junior high, high school where they change where they're changing classes, but I I don't know. I just think that

051provides some sort of assurance from from the school, but maybe it's not our responsibility to tell. I think we really just want to be such a partner and really >> maybe do a a a stronger message of did you know that you can check to make sure your child is at school and you know without calling and saying hey can you tell me but they can just get online and look but I think that partnership is critical because I I think it is it's our responsibility and it's the parents responsibility you Now, >> um I know from >> So, is it hard to add a job to that >> platform? Like you ran that report out. Is that a hard thing to do? Is that something? >> I'm not saying every period, obviously. >> We

052just need to work with Synergy to see what the options are. Um since we're hosted with them, we're kind of bound to um maybe some of their job routines. But then it also I don't know how often parent square would offer that. So, >> I think we can set a designated time within parent square for a second, but I I did test it and it's not currently working that way because the job is not set. So, >> yeah, I I don't know. >> It's kind of a limitation of the apps and the compatibility >> and the transfer of data in between them. Yes. Um, but again, in real time, you can see within Synergy, your parent view app. um what the status of those are. >> So this is the parent square app and it

053just sounds sorry [laughter] it just seems like an additional you can see it in real time and also we'll tell you again later that that's the case. So >> yeah I don't think we've ever been accused of overcommunicating I guess is my thing you know. So, I would be I would encourage that, I guess. So, but >> and and I think that's what I'm hearing from the board, even if if we choose to approve the [clears throat] policy as it stands right now, to continue to look at are there ways we can do this even better to to really strengthen that communication with our families. You know, I I don't know that the expectation is that it happens tomorrow, but I think the board is like, are we are we doing everything we can to

054ensure that the families, you know, that we've got that piece there? And so, you know, I would ask in your spare time if you could, you know, really start looking at I mean, you know, because I think it's a very valid point. I mean, you know, I had a granddaughter stand outside for over half an hour and she was six years old. So, you know, that that things were corrected, but uh there there's gaps and so we need to be sure that you know we to the best of our ability don't have those gaps. >> Yeah. >> What is the desired notification period? Is it each hour or in the morning and in the afternoon? >> School day, but it says May. >> Well, now it's been scratched now. So, I think each hour would

055be a little unrealistic. [laughter] >> I do. >> Little kids especially. I just want to know they made it to school. >> Yeah. >> but if you knew there was an app that you could check it >> and that was like in policy. >> Yeah. There's an app in place that maybe we just need to do more educating public. >> Yeah. some of that too. >> And I think right now the the policy sets the minimum, but then we can have procedures that far exceed the minimum. And I think that's where we're wanting to look at what would that look like? And so to answer your question, I don't I don't get the feeling from the board that it's every hour, but did my child arrive to school? You know, I put them on the

056bus and I hoped. And [snorts] did they did they go in the door? You know, so >> so what I'm hearing you say is you want us to look into a notification like right after first period or 8:30 or is it the arrival time and then after lunch? Is it >> I think that's I think that's I don't think right now that's >> unreal. I mean >> then at night >> a day is what? And then at the end of the day, >> do you do you have to do I mean >> we have to at the end of the day if if you've already notified them >> because you would have more periods. >> Yeah, because you'll I mean if we notify you um right after first period or 8:30 or whatever and then

057after lunch um [clears throat] then how do you know that your student your student made it to sixth and seventh period and they didn't go to school? You know, there are those that [laughter] >> I would just say like one at the end of the day is fine with the whole schedule, but they're just your your main thing is just >> did they get there? >> Yeah. I I kind of thinking did they get there and at the end of the day >> mid mid cycle the families can take the responsibility of getting on and going okay I know you got there. >> Yeah. So what happened in second and third period or whatever? >> I know when I was in the classroom many parents complained about how many times a day they were contacted

058about a student's >> we used to have a system that you would get a call and I will tell you well I'm not >> give anybody any hints on what to do >> constant I know my kid is someone said quit calling and so I just I think they got there and then at the Yeah. >> Yeah. >> So, am I understanding that we want to approve this, but we want them to work on a procedure where families are notified after school begins in the morning. Is that is that what I'm hearing? And then >> it's already set up for the end of the day. Correct. So, that's not an additional thing. Is is that is that where we are? >> I think so. >> So, you're okay with the replacement? You guys are? >>

059And thank you, Michael and Stephanie. I know it's a lot because I get really [laughter] >> All right. So, all of that. Do I hear a motion to approve the second reading of policy J sections 50 through 1983? >> Make a motion. >> Okay. In a second. >> A second. >> Okay. >> I think that's going to be a a really good thing. Thank you guys. All right. moving into new business and our first item will be the presentation of the Everest white paper project. >> Yes. So I um the Everest project research is a study of um it is a story of our New Mexico students that arise to the challenge set before them with the expectations and testing the high standards and growth is being seen. And so Erica Beerman is here who

060is going to do the presentation for you guys and stand for any questions you might have. >> Take it over. >> Stand or hide. Just joking. Not really. [laughter] Uh good evening, Superintendent Ken Yonas and esteemed board members. Thank you so much for um inviting me down to Lovington. It's been quite a while since I've been down here, actually, probably about six years. Um, my name is Erikica Beerman and I am the newest addition of the Everest Analytics team. Um, actually surpassed my one month anniversary uh on Saturday, but I'm not new to New Mexico. I'm actually born and raised. And so that's also why this work is very important to me um as a former educator. So, I'm here really truly because um I want to actually take a moment and honor Superintendent Kinyonas

061for being one of the brave superintendent that brought this data to light so that we could help start telling our story that we um are not 50th in reading across the great United States of America. Um and so we did this partnership um and this groundbreaking study in partnership with the New Mexico Coalition of Educational Leaderships. So, just so that you know, um, Everest took on the responsibility, not that it really matters, but free of charge. We just really felt like this work was really important to us as well. I wasn't with the company yet, but I was following all of the work. First, we wanted to know who determines how New Mexico students are placed 50th. And then second, we wanted to determine who is first and who is last. So, the spoiler alert

062is we're not 50th. Um, and it's actually really exciting and it was actually kind of nice to follow um um Miss Reader's data because it's kind of seeing those trend lines and seeing where things are going across right now with your vistas and everything. So, know that what we did as a company is we 100% focused solely on literacy skills. So, how many of you and I know that like several of us were up at New Mexico School Board Associations this week. How many of you heard this? Are we really last? I can tell you sitting in HC meetings, I heard so many parents stand up in front of the HC committee talking about, well, our kids were last, we're this, we're that. And it's like, so it's very disheartening to me, and I'm hoping

063it's disheartening to you as a former educator to hear that people actually really have that um misperception about us. And how that work actually is determined if you're not familiar with it is um New Mexico like all the other states across the country use the the NAPE. NAPE actually only reviews 4,000 students and they actually only review 4,000 students every two years. We have 300,000 students enrolled in our school districts right now. And so that data being pushed up to Washington DC and the 26 people that determine that reading assessment get to tell us that we're 50th and I get to say I don't think so. So, [laughter] so I think that's, you know, some of the stuff that really is really important to us as we think about how this work goes. So, how

064this partnership actually started is it actually started um with um my my my boss um Parsa and Lee White started to have a conversation and they were like, "How is this happening?" And Lee White is the superintendent down in Loving and he he can tell you over a six-year cycle, not one of his students was tested on the NAPE. But then in the same token, he got an email or got some announcement from the government telling him that he was in the top 2% of literacy for his elementary school in the United States. So you can't have both. So um the company answered the call again in partnership. How this work happened because we wanted to try to negate that 4,000 students. Our goal was to make sure that there were two school districts across

065all 10 of the regions of the United States um as the United States, excuse me, of New Mexico as well as at least 100,000 students. But I can tell you that when we put the call out, Superintendent Kinonis and 28 other brave superintendent stepped up. So we ended up with 29 participating school districts and over 112,000 students that we looked at across the state of New Mexico. And we didn't just look at fourth and eighth grade. We looked at third through eighth grade data. So again, a clear through line when we're looking at growth and trajectory over time as well as again more than 4,000 students. I can remember giving my kids nape back and I mean it was it's you know there's there's cultural bi there are all these biases attached to that test

066that we won't go into. But I'm going to just take a few minutes just um to let you guys see. Um, here are all the 29 schools and school districts and superintendents that participated in this work and very proudly lots of them are down here in this part of the state which is really exciting. Um so again really um very graciously gave us their data and how that data was looked at was looked at very much not just the 100,000 students but again we looked at a 10-year cycle because actually we can track back to about 10 years ago when we as a state were starting to be reported out as being last. So, we really wanted to take that data all the way back down to the nuts and bolts. And we actually looked

067at the five standard assessments that were used across the state through that cycle. And as you guys know, when when our governor changes and our superintendent, you know, those things change, then the people that are doing this work change, our testing changes, all of the things change. So for us as a state, we've never really been able to have this solid nugget of data that we can pull a through line through and really say and one of the reasons that that's not happening is because we don't focus on a framework. So you know even listening to like the data that you guys are looking at know you're using a mirror right now at K2 you're using I ready for everything else. I loved that you asked why are we using two different data points because

068that is very confusing when you're trying to get those kids into that quadrant of high growth and high performing. So what we did is we actually took all of that data and we plugged it into the framework that Metametrics created back early in the 80s. I actually worked very closely with um Jason Turner and Lisa Bickl of Metametrics and we pushed this those five different data points into a Lexile framework. So we are looking at alexile its sister partner is the quantile. So this does exist both for mathematics. I can tell you probably about 12 years ago when we were doing all of the work around park there was a conversation for New Mexico to start using lockiles and quantiles as that framework and then because of our politics and things that happened in our

069state that unfortunately that went to the wayside. Um, so there were two conditions of the analysis that I think is really important for all of us to understand. First, every superintendent that agreed to share the data had to have full cooperation and data transparency. That means they had to provide us all of the data that they had back in that 10-year cycle. Um, we did it in a closed unit. It was Furpa and Copa certified. We are Sock 2 certified, so that data never leaked out. We opened I'm wondering if Michael's still in the room. I'm wondering if Michael was the one that actually did it with my team. When we opened up that SFTP, we pulled the data in and then it was shut down again. So, we never had that. I do want

070to point out that that's also this commitment to accept the truth. If it showed that we actually were 50th, then at least we had a starting point, right? And I think the thing that's very important about that, I think about Maria Monosuri, we first have to understand the reality in which each of our children are working in in order for us to move forward. And so that's what this data story is really starting to tell us right now. So there are three takeaways. We want to look at proficiency because that's how the state is tracking us. That's how our federal programs are tracking us. We really want to look at growth which it was kind of kind of really exciting to see some of the growth that you guys are already seeing right now at

071MOI. Um, and you know that is just informing information and being able to have the go back to those teachers and very honestly say, "Okay, the growth isn't as strong here. What can we do to support you? What tools are you missing? Do we need to increase intervention?" All of those things. So then we look at that and then we look at those differing rubrics and we really try to take that analysis and we try to take that guessing game away from you so that you know exactly how the students are doing. So, the spoiler alert was that I told you New Mexico is not 50th. And I have another little secret. We're actually outpacing our friends in Texas. But don't tell them. They might get mad at us. We're actually also outpacing our students,

072the students in Arizona. So, if you do take a look at this information here right now, um this is the main finding that New Mexico is not 50th in any of the key grade levels. So you can see from third through eighth grade that um all of our students are outperforming in grades three, sixth, seven, and eight. I'm curious about what's happening at fourth and fifth grade, but I also, you know, we haven't we haven't really started to dig into the cortiles and really start to discover that. So the national average is the green bar and then the other gray bars up there represent other states in the area and how they're performing um at the same time. So, um, but what I'm going to do now is show you how it can better be

073[clears throat] explained in this next slide. And it's, um, so you can see that the main finding is we're not 50th, which I'm going to keep shouting at the top of my lungs. And I want us to celebrate the teachers that are doing such hard work in our classrooms every single day to ensure that this data is happening. And if you look um again through third rate three when you look at the true apples to apples comparison which really is that Lexile score Texas, Arizona actually I think right now there are probably 35 states that use the Lexile and the quantile measure. Uh so that we could actually kind of be pulling that in. So when you look at this information, the dark red bar represents New Mexico's reading proficiency when we're using that Lexile

074score. And in the top row, you can see that the dark red bar surpasses the light beige bar, which is Texas. Then if you look down below again, you'll see the dark red bar is showing us how we're surpassing the work in Arizona. The bar to the far left in New Mexico in on both of these is actually what our state is reporting out right now for our data. If we were using the common data or the Lexile score, our students across the state of New Mexico would be performing 10 to 20% higher than we're actually giving them credit for. And I can speak to uh Jean Strickland down in Hobbs because he's a very competitive person. We did not like there are 29 school districts that participated. We did not extrapolate any each of

075those school districts data. We wanted this to be the holistic story about what's happening right now at least with these 29 school districts in New Mexico. Our goal is to have all 89 participating with us very shortly and we're hoping that something will happen um in this ne this current legislative session to allow us to do that so we get to tell our true story. But Jean went ahead and he actually superintendent um Strickland took his third grade data. He put it into the Lexile framework and 80% of his third graders would be considered proficient readers by using this data point. Now, this is not to say that we are making it easier. New Mexico's requirements are higher than most of the states around us right now. And I think that's another thing for us

076to remember to celebrate. So, if we were talking about a third grade Lexile in Texas, a proficient reader in Texas is at 605 Lexile. a proficient reader in New Mexico sits at 685. So there's a big gap in terms of where we're saying our kids are reading versus where um kids in the surrounding states are sharing with us. So again, when we look at the national norms and I know it's really kind of I I hope you guys can see it better than I can see it up there. Okay, good. This my contacts are dry. So but when you look at this, this is the part that I think is the most important thing. I think as classroom teachers, I think as superintendent, as board members, as community members, growth is that most important thing

077that we want to see of our students. Proficiency is important. I want to be able to say, "Yeah, my kids are hitting targets." But let me give you an example of say a new student arrived down here in Lovington today. His name's Max. We're putting him into an eighth grade classroom. We do that that assessment with him and we determine that Max is actually reading at a third grade reading level. We all know and that classroom teacher knows that Max is probably not going to exit 8th grade at this time of the year when we have approximately three months left of our instructional calendar to get Max to be reading at an eighth grade reading level. But let's fast forward to May when he's leaving and getting ready to move into the high school or

078actually into the ninth grade academy because that that Max has actually grown from third grade to sixth grade. So if the state was looking at Max, Max wouldn't be a proficient reader and he's not because he's not hitting that eighth grade mark. But Max has made three years of growth in that one calendar year. So that's something to speak to the teacher, the assessment, the tools, the interventions that are in there. So when you look at this over time, New Mexico is outpacing the national norms every single time. And I'm like that really makes my heart really really happy. So we know that our students come to us. I have a former um partner um in work that used to say kids are not blank slates. They're me they're messy boards. They come to us

079as messy boards and it's our teachers jobs to figure out what parts of that we can help instill in them and move them forward. And so that's the challenge that our teachers have every single day in the classrooms. But I'm not saying New Mexico's first. I hope there's a time that I do get to say that we're first. And I'm not saying that New Mexico education doesn't have work to do because I think all of us sitting in the room recognize that. But I also think that we don't want to stop doing this work until a 100% of our kids are proficient in reading and in mathematics and you know um knowing that Amamira is doing that tool and hopefully we're going to have an equivalent math tool coming up so that we can now

080start doing the work mathematically that we really have done the last two or three years with reading because I think making that real concerted effort and really making those plans. I know Pattyanne like when I think back to when I taught in the classroom and I know you know If if someone had told me that I was teaching reading the way I was doing, I want to write some of my kids apology letters. Like, I didn't do it right because I just didn't know any better because we didn't know. We taught what we were taught and we did it. Now, I can tell you my kids were whip smart in math, though. So, we didn't have to worry about that. So, you know, we want to build that trust first and then the accountability will

081follow. And I really truly believe that. It's kind of like if we build it, they will come since we're moving into baseball season. So, Mr. White um and um my my CEO Parsa have heard from every superintendent across the state and are really [snorts] excited about how this fair framework is allowing us to judge our districts in that fair way. Um and I joined Everest truly because this is I believe in this work. Um, I believe that I want to be able to shout at a meeting when I'm somewhere else and be like, we're not 50th. Like, we are actually doing really great things with our kids across, you know, you know, across the state of New Mexico. So, why does this matter to me? Again, being a born and raised New Mexican, um, some

082of you in this room might have remembered my father if you read the Albuquerque Journal. His name was Leroy Bman. He was the sports editor for the journal. And my mother was a first generation American, straight off the boat from Italy. and became a teacher in Albuquerque public schools. So when I think about these three symbols that represent our state so greatly, I think about that roadrunner and that resilience and forward motion because we truly have to keep moving forward in order for our students to be successful. I think about that beautiful yucka that blooms out in our dazzling desert and the roots that it has to put down in order to get that water to stay alive. And I think, you know, our school districts are having to do so much more with so

083much less these days. I liken us to the yaka because we're having to go much deeper down into that waterhed right now to figure out where we're going to get it. And then when I think about the zia, I think about this idea of balance community and that shared responsibility and our students are our shared responsibilities um as we continue to make um growth over time. So I want to thank you for your time and I'm happy to answer any questions you guys have about the data. Um, I believe Superintendent Kingonus, we've sent you the link so we can share it. We've got it's a 66 page report. I've read all of it. Um, it's pretty fascinating. So, we encourage you to do that if you're interested or you can just read the executive summary,

084which is the first 20 pages. >> Questions, comments from the board. >> Uh, I I guess this is kind of a question statement, but so so New Mexico's not 50th. What what do you think they are? What is this show? >> Right. So, we're we're showing that this ranks us around in the 30 like the 30s. Yeah. So, so I mean, and that's like a really, you know, I mean, so that's what I'm saying. We're not first, but we're not last. And to be able to say, yep, we actually are making those strides and those gains and that our teachers are working their buns off in their classroom and our kids really are becoming proficient readers. But again, it's changing all of our mindsets to not talk about just proficiency, but what is what does

085growth really mean? And to me, if a kid learns one new word, like I thought about your spelling be kids up here and the words that they didn't, you know, that like it's true. The words they missed, like that's the one they're going to carry with them, but I guarantee you they all know how to spell it today. So that's growth, right? That's a growth moment for that child that doesn't tend to get celebrated that often. So I think those are some of the really exciting things to take away from this. So, we're sitting at about that in in the 30s. You know, there are some states that are and and they're always going to outpace us. Maybe, >> Maybe not. Yeah. >> Yeah. Maybe not. We just have to keep doing what we're doing.

086I really believe in this this model of the structured literacy. I really believe in the way that just the state has invested in it. Um, and I really continue to see it be, you know, something that we really get to grow from. I mean, I read a research article said the other day, and this now puts more pressure on your prek and your kindergarten teachers, but it says that our Gen Z, no, our Gen Yeah. Our Gen Z parents are not reading to their kids at home anymore now. There aren't books in these houses. When these preK and these kindergarters show up in your schools, in your buildings, they don't know how to hold a book in their hand. They're swiping across the pages as if it was a digital device. And I'm not saying

087parents aren't reading, but if you're reading on your phone, you're not modeling what it's like to hold a book in your hand. And you know, if you those I heard you say you're a grandma, you know, grandparent. So it's like, how do we find those times to do those things? You know, I keep trying to encourage all my friends that are grandparents, FaceTime with your grandbabies and read a book to them every night. Like still do it even though it's digital, but still still just read the book. Make the guesses. What do you think's going to happen tomorrow when we read the next chapter? So >> Thank you guys so much. Any other comments? Yeah. >> So we did not do that work because right so so this is this is strength. So this is

088so Chase this is what we strongly recommend. There is a way to get the formula. I'm happy to share that information with Pam because we actually talked about it. We actually just shared it today with Joyce Gormley in Sakorto because she asked the same question too. We absolutely get that you guys want to know where you stand up, but you're only going to be able to pull your data in and compare it and be able to do like Jean Strickland did in in in HOBS and say my third graders are sitting at 80% proficient. We're not re because again, we want to respect that data. It's in that sock too. We're not going to say, "Oh, well, here's Lovings down the street and here's Artisas and here's Now, if you guys all want to have

089those conversations, we can't tell you not to, right? because, you know, maybe you do want to do that and say, "Okay, let's all get together and figure our data out." But we're not going to share that data out. We're always going to keep it as that holistic New Mexico story, >> right? >> Is this something that we're going to see again? We're hoping. >> Okay. >> Fingers crossed. We can't make that promise because it has to be funded. >> Yeah, that's we don't know if you guys were looking at an annual or by I just didn't really know what you were looking at. I I don't want to out oversp speak what I don't know. I know that we have made that ask to our legislators because part of this is is educating our legislators

090as you guys all know is we just I mean I had to sit I sat I sat in Rep. Romero's office and talked to him about the math bill and made some suggestions about things that we needed to consider based on how successful we've been with the literacy bill. So, I think that's really as school boards, as superintendent, as community members, you've got to let your legislators know we need to be looking at growth, not just proficiency. We need to be really mindful. I mean, 4,000 of our 3,000 students and that determines our status as a state. Now, now keep in mind that determines all the other states also, but those that are using that Lexile can go, "Yeah, but that that doesn't compare. We're doing we're giving you apples to apples." So, we're hoping

091that we're going to have an opportunity to include all 89 school districts plus the 100 charters across the state in the next run of this report. And then I think it's just going to kind of depend on how the state responds to it. Obviously, we know we have an election coming up, so we don't know what's going to happen [snorts] up at the peed. I mean, we're probably going to have a, you know, a big shift again and um we'll just keep on. So, I just really and I I mean, I want you guys to take it back to your teachers. really thank them because this this is showing them how hard the work they're doing every single day and we're not getting to beat them down. We don't have to. Well, and I think

092the combination of the data that Stacy presented tonight, what you were able to present really reinforces what we know, I mean, we see our staff working so hard, >> but for them to be able to see it out there of this is, you know, there's always room for improvement or what do we want to do to strengthen this skill set? But these are great to have. So, thank you. >> And Deary, I liken it to yoga. I practice yoga. I'm never gonna I'm never not going to be practicing yoga in my lifetime. I'm never gonna be an expert yoga. I'm not going to become a yogi a yogini. I practice. Well, that's what the women are called, yoginis. The men are called yogis. But I think about like I think about that because I get

093to go practice something every day. Think about your athletes. They show up and they practice every day. They're not that how many of them are going to get football? You know, all the things that they do, but they still show up every day because every day they have that ability just to get just a little bit better. And if we thought about that, and I'm not saying our teachers aren't doing that, but if we do that in our classrooms, if you just made one point of growth, if you just made learned one new word today, that's growth. >> And we've got a good group that really focuses on that. >> Yeah, thank you so much. >> Thank you guys so much for letting me be here tonight. Have a great rest of your night. >>

094Okay, we're going to move back up to number one. uh consider approval for outofstate travel for two different items. First, ballet folk glorico and then the honor. >> Yes, thank you. Um this would be the ninth year that ballet folk glorio would go to love in March. Um and then the 14th year that the honor choir directed by Linda Cawan would go to the greater southwest music festival in Amarillo in May. So the registration, the student meals and transportation, that money all comes out of the fine arts education act money. >> Questions from the board? >> None from >> I know that you guys that the fine arts money pays for the buses. Um, do we use district buses or do you I know that sometimes we've run into some issues and you guys are

095great to get your stuff ready to roll. And I was looking at calendars and it looks like but I didn't really know. >> I did put in bus requests from Mr. De Cruz and >> he said he didn't think we were going to be able to have buses. So I did ask for quotes. >> Okay. >> For buses um from Eminem. I already got a no for the march that they just didn't have availability. So in that case I used New Mexico Texas coaches out of love. >> Okay. >> And I haven't heard anything about the Amarillo quote yet. >> Okay. Okay. So I first we go for the school and then we go >> for the charter. >> I knew we were kind of stretched thin on that but I know you guys are

096always great to have everything ready to roll. So >> spring sports I mean but we definitely want our kids to be able to do this. So thank you for jumping ahead of it with that. So any any questions from the board? >> None for me. These are both fantastic opportunities for our kids and yes, I know that that we have two teachers back there that have sat here patiently tonight and thank you for what you do with our kids on that. It's it's a wonderful opportunity. >> Okay, if there's no questions, do I hear a motion to approve as presented for this out of state travel? >> So move second. Okay. Okay. Next item, determination of the NMSBA Excellent and Student Achievement Award. [clears throat] I believe we all voted and Vanessa said there was

097a a majority and that person will be announced at our end of the year. um program and I just you know I sent something to the principles today. I I loved every year we talk about how hard it is and and the wide variety of uh staff that was recommended this year was just amazing. I I found myself wanting to do the old everybody gets a trophy. So that was hard. It was very very hard. So thank you to the principles for taking care of that. All right. Next uh well we have to have a I'm sorry we have to have a motion to approve the uh designate for the excellence in student achievement. >> Okay. Thank you. Next item, consideration of request for alterations to districtowned property. >> Miss Maker and board, I have

098Miss TR here. Who [laughter] >> It's your turn. >> Okay. Those of you that don't know me, I'm Kathy Truit. I'm I'm have you hold on just a second. Was there anything else that you needed to say? >> She's going to ask for a request for the softball. >> Okay. And can you push the button to Is it green? >> Yeah. >> Okay. So, we're good. Okay. Um, my agenda is like you say for the softball fields on North Love, the parking lot's horrendous. Kids are running in and out. People are parking three deep and the ones in the middle, they have to wait till the last game's done before they even get out. Now, there is a portion that is um like a rectangle that is paved. As you're walking into the softball fields

099where they split off, it is paid, but people don't care. they still want to park there so they can get closer to the fields, which is fine, but it's going to be a problem one of these days if a kid gets hit out there the way they're parking. Um, I did go to the commissioner meeting on January the 12th, the city commissioner meeting, and that's how I found out the school board or the school owns those softball fields and the city maintains it. And at that meeting, they did get approval for some money for um improvement and maintenance and filling the holes and mowing and all that stuff. So David calls me because they had the next meeting coming up on the 26th of January. He calls me. He says, "I got with Pam." He

100goes, "Set up a meeting with her and try to go to the school board first because I understand Lo's parking lot is owned by the city and maintained by the school." So, it doesn't make sense. So, what I'm trying to do, I did get a a bid from RmIrez because the kids, you know, they play soccer and flag football out there is what's mainly for all my grandkids. They um they quoted me, I'll leave these with y'all, but they did give me a quote for just doing the parking lot excluding that po piece of payment that's already there. And that bid came in at and $300,600. Now, if they do the whole thing where they have to rip up the that piece that's already there, you're looking at 381,000. So, I'm trying to get push

101to where we can hopefully get some money coming in from the schools maybe or maybe we can get some donators to help get that paved out there or whatever. So, but I'll leave these with y'all so y'all can look at them. And >> so, to be clear, what you're asking for tonight is what what what did you >> approval to so we can get some money going that direction so we can start getting even if we have to do it in sections because I understand Ramirez did the Hobby Lobby parking lot out there in Hobs where big what is it big five and all that's in that parking lot. Um the guy ended up doing it in like three phases I think right now. Yes, they still got to do the part all the way

102up to where Subway is. But if even if we do it like in quarters or thirds or whatever just so we can start getting that especially stripe because like I say people to just park when you're coming in there's um metal pipe that's showing there. People park right there on the edge where when you're coming in the parking lot, you got to come way out because they're still blocking the entrance, too. I'm just afraid someone's going to get hurt out there. But they use a program that's called CES. Um, which everybody >> use that. That's what they told me. Say, make sure you say CES. >> Right. Right. >> I said, okay, I'll imagine it. But anyway, >> that's great. That's great. Anybody will use it, but this I'll leave these with y'all and then

103y'all can um contact me. >> Thank you very much. >> And get back to me on it or whatever. So >> um comments from the superintendent. >> Um M did you receive theou a copy of theou? No. Okay. >> So the Yeah. So we own the land and the city is the one that develops it. So right so in our contract it states that the city shall be responsible for the development of the project. However, the city agrees to hire contractors only from the list approved by us. >> Okay. >> Right. And then the city shall be responsible for all costs of development and construction and maintenance during the term of the lease. So, you're here to get permission basically really to um for the city to look at. >> So, that's why here first.

104>> We're the first step because we own the land. And so, I believe there is a city commission meeting coming up in the next two weeks or so. >> Yeah. Because they have one tonight, but they told me to come to this one first and then make the next one, >> right? >> Which will be the 23rd. to spam. >> Yeah. >> So, it's basically to get the permission from the board to >> Okay. So, y'all will let me know that I can present it that way to them. >> Put it over to president. >> Okay. So, um I just want to be clear. Tonight, the action item would be uh for the board to decide whether or not we would approve the city moving forward with making improvements to the parking lot. I just

105want to be really clear that it is highly unlikely that any school dollars will be put for that. um to the corner of my eye, I can see our CFO going, you know, and there's a lot of procurement and things like that, [laughter] but um you know, just as if we were going to want to put >> I don't know, covered parking on the land that the city owns and all the teachers would be extremely happy with that. it would be the school's responsibility to put that, but then the city would own that covered parking. And so I just want to be real clear that um if the board chooses to approve it tonight, what they're approving is for the city to move forward with it, but the school has no financial piece of it,

106but everything that's put there because it's on the land that school owns. No one sent me this. >> Does that make sense? I just want to be sure that you know we're real clear on that part. Okay. So, >> I mean, correct me if I'm wrong, but I don't even do we have to even vote on the city can make improvements as long as they unless I miss something. Right. >> Right. I think for clarity of >> so that we look back and say, well, when did they decide to do that? Well, we, you know, approved that because it's our property. But we will, you know, I mean, certainly if you guys have the funds and we can get >> acquire the $300,000, please let us know where to find that money. So we [laughter]

107>> But everything's expensive and and and I don't think anybody up here or anybody in the room that has gone to watch a child or grandchild, I mean, we all know it's I I call it an abandonment. Everybody just like you just leave your car and you just get out. There's no parking or anything. And so, >> um, it it it is a it is a worthy thing. I just I I know it can be a little frustrating. You feel like you're going back and forth, but it's just because of the way it's all set up. >> That's fine. I just want to be starting. Like I said, I went to the one meeting, then he said, "Skip me on the 26th of January and told me to come here on the 9th." So, that's

108why I showed up. >> Okay. >> Try to get things moving. are list >> but that yes that they I I don't know but I'm assuming I mean that would be a procurement >> that that would be the part that would have to come >> be um Mr. Dea Cruz and Mr. and Hooser to um look at that list. >> Now, would that need to come back to the board or by approving tonight? >> If you approve the conditions for >> for her to move forward to go before the city to ask for the funding, then it goes >> because it stays on here to be here to we have to know what's going on on our land and ask for permission to move forward to develop the land. That's what ourou state, but all

109the monies come from the city. >> Okay. >> And I do want to make a public record that we work very well with the city and we definitely want to partner with the city um for our students, for our children, for our kids. And so, Mr. Miranda and I, we have a pretty good working relationship. And so when he was talking to me about this, I'm like, "Oh, you have to get permission first from my board um to make improvements of development to the land." Okay. >> All right. >> So, we're grooving. >> So, any other questions from the board? Not. Do I >> Did you have something, Mr. [clears throat] Do I hear a motion to uh move forward with the >> city [laughter] al alterations to district owned property following the >> parking

110lot? >> Yeah, the parking lot. Uh theou Carrie, am I on the right track for that? Okay, I should say Carrie G. Carrie G, am I on the right track for that? because I want to be sure we have it listed out correctly for procurement purposes that we're not in that part of it at all. So, okay. All right. Did y'all get that motion? >> Okay. Did I hear a motion for that? >> Well, thank you. >> Can you repeat it? >> No. No. [laughter] Do I hear a second? >> Okay. And thank you. >> Thank you. All right. >> Okay. Next item. Consider approval of the 2425 financial audit. I'll >> turn it over to Well, Director Bright is right here. >> She's right there. >> And we're about to call our patiently standing

111by for your donations. If you record your name and reason for calling, I'll see if this person is available. >> Lovington schools. [snorts] >> Thanks. Please stay on the line. Hello >> Terry. >> Uhhuh. >> Hi. Okay, so um we have Terry on the line. So as you know, every year we get an audit. This is the 2425 audit. U it was completed by Accounting and Financial Solutions in accordance with the state audit rule. As always, um, as you know, this one was delayed not because of us and certainly not because of the auditors, but because the they were looking at the potential of breaking out the single audit. Uh, they did not. So, we have one report which you have a copy of. So, it is the audit and the single audit. Uh, because

112we get federal funds, we have to have a single audit. So, um, there you go. That is that. We did turn it in ahead of time. The new deadline was January [snorts] 20th. We submitted it December 9th and we kind of bugged the state auditor for a little and we actually asked for a five-day waiver and finally on Friday at 1201 they um approved it and it is on the state audit website. So Terry uh is the partner on that Terry Ogle and so I will let her go over any things she would like to uh discuss. So the first thing that I I want to cover is the uh independent auditor's report opinion which is on page three which is about 11 pages into the report. In this report there are three opinions and

113this is the first one. The first paragraph talks about the financial statements that the opinion is on and the second paragraph is actually the opinion. So it does say that we believe the financial statements are fairly presented in all material respect. So it's a good clean opinion with no modifications or qualifications in the report. Then there's an emphasis of matter portion of the opinion at the last opinion on page three or the last paragraph on page three and it has to do with the compensated abs because compensated abses um they've changed the way they're reporting this year and what and I'll get into that just a minute just briefly. Then if you turn back to page five there is another portion of the opinion and in relation to a portion of the opinion that um

114says all of the financial statements in the back of the financials of the audit report are um reviewed or tie in with the the financial statements in the front. So, it's a good clean opinion on those as well. As you know, the NDNA was written by [clears throat] um Py Tanya before she left. So her um MDNA is written there and you can see the comparisons of one year to the other year. Um this is the only place that you'll see that in in the audit report as it's written currently. They [clears throat] um are looking at rewriting how a report is written. So I don't know what they're going to come up with next. But you can see your your comparisons of prior year and current year, capital assets, debt, all of that. We're

115going to skip on over and I'm going to go back to the go to page 45, which is where you see your compensated absence. And what happened with compensated absence this year is the gazy said you need to estimate how much compensated abs is going to be used in the next year. And when you look at all the accountants accountants don't estimate really we we like nice solid numbers. So we were looking around going oh estimate that's a management thing. Let's see if we can get management to estimate. And everybody looked at us like that was lost. So the state came up with a method of averaging the prior three years. And so we average the prior four years because we had to have the beginning balance for three years and the ending balance for

116three years. So you can see that we had a restatement. The restatement increased your cap compensated absism by 665,579 because the new method and that increased it up to 827,647. And you can see that in that little graph or in the little table in the middle of page 45. The ending balance is 847,7567 and the current portion of that ending balance is 742,900. That is the restatement or the the big thing that happened this year. Then we have some details on your restatement and that is back on page 59. So on 59 there was the restatement for the comp and then they are also requiring that you that you show when a fund moves from major to non- major or non- major to major. So that was the Medicaid fund. It moved from non- major

117to major. And then the next column shows the correction of an error. [clears throat] And the detail on the correction of the error is up above and it has to do with the lease obligation. We advertised it and um the year was off by one year and this year that was discovered. So uh it was increased and so that's why that's now we're going to go back to page on page 113 is the government auditing standards opinion and the government auditing standards opinion comes in two parts. The first part is the report on internal control over financial reporting and it's a good clean opinion. If you look at your last paragraph, it does tell you that um the we did not find any significant [clears throat] deficiencies or material weaknesses. Even though there could be

118some, we didn't find any. So that's a good clean opinion. And the next part of that that opinion is on page 114, which is the report on compliance and other matters. And it is also a good clean opinion. you didn't find any compliance issues in your in your in your financial statements. So, it's a good clean opinion and um we didn't we also didn't find any New Mexico findings in there. So, have any the next opinion is on page 115 and it is the first part of the par of this opinion. It also has two parts to it. The first part is reporting on compliance for each major federal program. So the federal programs that we tested or looked at, there was no compliance issues that we found. So it's a good clean opinion and

119no issues. Then you go back to the bottom of page 116 and you have a report on internal controls over compliance and Lington schools has some really good controls over their uh federal award. But that's a good clean opinion with no finding. Your federal expenditures are listed on page 118. And the district is provided with the schedule and it gives you how much money the district spent by program and by CS by federal assistance number. So you can see which federal programs you're you're currently spending money in and what the district was getting federal assistance for. And then you move over to page 119 and this is the footnote for your schedule of federal awards. And it tells you which programs were tested as a major program or a high-risisk program. And so we tested

120the special ed ID of B cluster and so that was 1,600 1,61,291. And then we also tested the title 2 which is the professional development with $221,881. So because you're a lowrisisk audi you were required to test 20% and we tested 28% and that doesn't mean that we tested 100% of everything in the program. We still did a random selection and tested your controls. Then we move on to page 120 and that is this is your recmpoliation from the federal revenue that you receive to the federal expenditures that are reported on your SEA. And so you had 6006.3 million in federal revenue and in federal expenditures we spent 4.5 million. Then we move on to the schedule of findings and question cost. And the first part of the this is the page that tells you

121when you are done with this report and you're going I don't remember a thing she said. This is where you look and it basically summarizes all of the opinions in here. So it says that you're in your financial statements. You have an unmodified opinion, no material weaknesses, no significant deficiencies, and no n client material to your financial statement. In your federal awards, it says in internal controls over major programs, you have no significant deficiencies and no no material weaknesses. I read that backwards. And then you have no cost in your um federal award. It again tells you which programs were tested as the federal program. And it says that the difference between a type A program and a type B program was $750,000. And that tells you that one of your programs was a type

122A program and one of your programs was a type B program. It also tells you that you have um a low that you qualified as a lowrisisk audi. And then in the New Mexico state requirements, you had um no no non-compliance, no other non-compliance. and then no other matter. So you have a good opinion. On page 122 you have the finding section and it definitely shows there that you have no findings. And on page 123 you have um a list of all your prior year findings. So there was three [snorts] prior year findings and um they were all resolved during the year. So yay team. And that's the end of the report. Does anybody have any questions for us? >> None for me? >> I don't think so. >> Okay, you guys can continue on

123with your meeting. >> All right. Thank you very much, Terry. Appreciate it. >> You guys have a good day. Thank you. >> Oh, they hung up. Okay. Okay. Well, I think, you know, certainly it's a testament to the hard work that Tanya and her team did, but um I I think we feel very confident moving forward with what you're doing. And so, um we look forward to this. Now, we refresh my memory. We will keep this same auditing firm for another You're correct. So, in the state of New Mexico, you have to rotate um every eight years. uh they are in this this year that they're about to audit will be the sixth year. So we can yeah in 2526. So when they come back and they audit the year that we're in uh we

124can choose to either go out for two years and keep them or you know so we we can discuss that at this time but but this year we do not have to go out this spring. It'll be next spring that we have to go out for new auditors >> and then they'll be eligible for two more years. questions, anything? >> All right. Thank you, Carrie. >> Okay. So, do I have a motion to approve the audit as presented? >> Okay. Okay. Thank you. All right. Next item. Review of teacher housing lease agreement. >> Yes, ma'am. The board discussed in the fall of 2025 um of restructuring the lease and so you wanted me to bring it back up to your attention. So, um, therefore, I'm bringing it back to you guys so that if you

125need to make or want to make any adjustments, changes that we need to go ahead and begin doing that now, please. >> Okay. Well, I'm going to I'm going to open it up to the board for questions, but I think um we all agree that this has been a a tremendous asset to our district. And do we have a the questions that come to mind for me and there may be other questions from other board members. First of all, do we have a waiting list? >> We do have a waiting list with one on the waiting list. We have 10 apartments or five units with four that will come open. >> Okay. Okay. So, right now all 10 are occupied. >> That is correct. because I know sometimes we're doing some maintenance uh you know

126on one or staggered or something. Am I wrong about that, Mr. De? >> You're correct on that. But we had a uh a teacher that left before Christmas and we had somebody on the list and they were able to move in as soon as uh we got back from Christmas break. >> Okay. And uh normally we do have some people that come up on the list, but we were lucky enough to be able to accommodate everybody that was on the list. So, and we try to do a lot of work in the summertime when we have people that are moving out gives us a short window to work on it. Well, I know that one of the convers one of part of the conversation we had in the fall was a concern over the two

127years given the lack of available housing right now for our teachers and and and then you balance it with what vacancies do we have as far as employment um and things like that. And so, you know, that was one of the things we had said we needed to look at. Did we want to look at extending that? And if so, what would the parameters be? But certainly, we would need to let occupants know. So, uh, questions, comments from the board on this. [snorts] >> I have just a couple of items that are really just clarification stuff. Um, first off on number two there, this is just me being I think designate should be 2 a last word in that paragraph. I think that designate should be capitalized. >> Okay. >> So does uh oh no

128it says designer if you click on it. [laughter] Um, and then sorry I'm going to flip back and forth to my notes. And then I guess my question is are are we talking about apartments or teacher? I feel like or are those two separate things I guess because we're there's there's language throughout the whole document where it talks about an apartment or there's language where it talks about a teacherage. >> You know what I mean? >> They're teacherages houses apartments. >> Yeah. >> So >> teacher housing. What you're saying is we need to make sure the lady gets correct. >> Correct. Correct. And then that al also with that is and I think I brought this up last time is it talks about teacher agent but then it also talks about the superintendent or his

129or her designate. Are those the same people or are those separate people? >> It's the same. >> Right. So we need to clarified throughout the the thing. I think there's it kind of goes back and forth and then even at the end um where it talks about the end of year um it starts talking about less e and less or well that's not defined anywhere else although it should know what that means but >> defined >> which is looking at >> things [clears throat] I think that needs to be >> okay >> but I I also on teachers agent I could see where there's some things that the superintendent or your design would make a decision on. And then there's some things that the teacher agent would make a decision on. I guess that's most

130questioning, I guess. >> Okay. So, >> so I guess we just need to make that a little more clear on if it's the superintendent or her design or >> or >> and maybe you put like a lot of documents at the beginning all your definitions of >> that would probably save a lot of time. You know, >> you could say unit and you know, because it goes back into teach is a weird word anyway. >> And so, you know, you could decide which word you were going to use and then use that consistently throughout. >> Yes. >> Okay. >> Yeah. >> And then the next part. >> Yeah. So, I think one of the questions that came up in the fall was, do we want to consider options uh for people who are in the

131teacher housing? Do we want to look at extending it? And if so, under what parameters? And and I would be curious to hear the boards. We're not going to take any action on this tonight, but I think the superintendent needs direction. uh as far as what what is the will of the board, >> right? >> But if there's not a waiting list, I I struggle with leaving empty apartments, somebody could be using them. >> And so I don't I don't know what kind of language we would say as long as there's not a waiting list because if if we let one person stay because there's not a waiting list and then in November we have a new teacher move in, do they have to move out in November? >> Yeah, absolutely. a year at a

132time if you renew them. I mean obvious that's the way it reads now is it can be it would be extended >> on a school fiscal year basis the terms are on that and I think that's a a good idea. Um and Mr. Dea Cruz I hate to ask you [laughter] should have just taken the front row seat you know. Um, so I know you keep a very meticulous list of uh order of of who who came in when and where. And so I'm wondering is it one of those things that we could get something uh presented back to the board as far as the opportunity to extend it and then at the end of that fiscal year then the one that had been there the longest if need be. I mean, you know, first

133in, first out. I I don't Is is that what you would need direction from as far as developing this? >> Well, currently, right now, the four that are supposed to be out, they're supposed to be out on June the 15th. >> Okay. >> And it gives us at least maybe three, four weeks to work on those apartments. And those four came in about the same time. >> Okay. [snorts] So, if the board voted to change that, you would have adequate time. You know, that's I think it is good that we're talking about it now because our employees need to know so that they can plan. So, >> yeah. So, how would you decide >> how's the process done now as far as who you who goes on the list and how does it >> what

134happens a lot of times when they go out to job fairs uh principles are aware of it and when they're out looking for a teacher they make sure they they cover that and say, "Hey, are you needing housing?" And if so, they'll come in. We'll talk about how many openings we have and we most of the time we accommodate everybody until we fill up and then after that then if they hire someone we just say hey you be the first one on the list and we put them on the list and we go from there. So >> it it also works through our HR department as they're working with the principles and hiring people. So they work hand inand with Mr. Taylor cruise on the teacher and we do it by the year or what

135the contract says. Um I did hear say about you know if some if we have one that leaves and the next one comes in we've done really good job Mr. J Cruz has done a great job of getting those apartments filled because we do not want them vacant. Um we've had some that have left at Christmas or even um November or February. I will ask that that it goes in yearly leases instead of right in the middle of the year because I don't feel like that's fair to the employees >> and that's already in here and so I think keeping it I mean I think that's what you guys were just saying is for the school year you know so >> for payroll because a lot of it's got out of there >> I just

136know there certain criteria that move somebody up or down is it disers Well, the first one on the list, I mean, if you're a math teacher or science teacher, there's no no order to it. It's who the principles are hiring at that time. >> So, pretty [snorts] much first come first serve >> as of the applicant putting an application or teach or principal put an application for >> when the when the process is final. When the application when the applicant has received a contract, >> the risk is based on They tell us. >> So is that a one year deal? >> It's two years right now. >> When somebody offers a a teacher a position, a lot of times the taco was on about looking for housing. And if they say, "Hey, we need help

137with housing." Then they go ahead and make sure that the principal will contact HR. Most of the time all three of us will get together and discuss what they're [snorts] looking for because um you got to keep in mind they're only two bedrooms and they're a lot smaller for a family of three sometimes struggles with >> and the no pet policy is is really some of our potential ones are saying no never mind and that's fine but we're very clear on that I think going forward that there's no pets you know >> very smart move by the way because it definitely has helped a lot and you know we We have we have um pest control that goes in there and sprays at Christmas the end of the year and they were pretty much a

138lot of times our eyes and they would say hey you know what you better go check this one out because I was in there and we have not had any any issues at all. So >> I guess my question is as a school if we had a needed a math teacher and we didn't have housing and they're at the bottom of the list is it something where they can be moved up as a need basis versus someone's already living here just wants to be in housing. I don't know. Just me personally, I would say no because I feel that everybody who applies in our district should have the same opportunity, not just because of the subject area you teach in. And so, but we'll do whatever you guys want to do. >> No, I'm just

139a comment just >> Yes, ma'am. recently >> that because it gave us more time and most of the time individuals that are going to leave they give notice before the end of the month because usually we get our last paycheck around the 15th 17th >> they're just leaving earlier is what it sounds like people moving out just >> right So, I I certainly would would hate to uh have four employees have to move out if we don't need four units to be used for the following year. But at the same time, how do we make that equitable for when our principles are going out and and HR trying to hire and and to really be available for >> I think unfortunately that's something you may not know, right? You may need five teachers that need

140a place to live and you only have four. I just wonder if there's and and I mean just kind of thinking outside the box, is there is there a way for those and and just because you're saying right now there's four. So these four employees perhaps if we don't already know that we need those that they would be extended and then like September 1st or whenever if if then then they would be able to stay for the rest of the year you know because like you said coming in mid year or or August 1st whatever it is I know it's a little bit of a delicate thing for those four that are sitting there wondering if they're going to have an apartment, but I'm wondering if that would not be something we could look at.

141I don't know. >> Well, and it goes back to what you were saying. Out of those four people, one's a math teacher, the other two are special ed teachers, and the other one's science teacher, the one at the high school. Can't remember what what subject are. Those are pretty >> tough areas to fill. Especially certified, especially teachers. >> This is what you're saying. No, they're the four that are occupying it right now. That their two years is is up. >> Dr. Parker, were you fixing to add something? >> I I just was gonna say, >> and again, I've only been here for five years, but every year we have new teachers who are so interested in having the opportunity to have that apartment. And um we've had band directors, you know, we've had a choir

142position open for two years. if we had somebody to come and you know I I would hate to see there not be any housing available. We lost people to Carl's bed because they had housing, >> right? >> So it's if they didn't move out, >> it seems so realistic to me that we'd have four new people interested. >> Okay. Okay. Yeah, I mean it's just it's always a hard thing because we certainly don't want to squash our existing employees and we know how um difficult it is for housing, but at the same time the intent of the original thing of setting it up was to attract >> and it's temporary. >> Yeah. Is a two-year deal. Yeah. And I think to this this document addresses that that if the teacher is vacant, then at y'all's

143own discretion, you can go find somebody if it's a four-year teacher that needs a place to live, right? I mean, that can be offered to them. and they >> if there's a vacancy that's we don't >> we had a teacher that had a hardship that has been in the district for a long time and needed a place to live and an apartment came open but she put herself on the waiting list um and that was at the discretion because of the hardship >> and that leaves that up to you. You don't have to come to the board. >> That's what I'm saying. I think that alleviates >> probably that alleviates a bunch some vacancies. >> You know what I mean? I could see that happening if if for some reason >> and we also have

144some teachers or some applicants on the waiting list and then they end up purchasing something and they will say you can go and take us off the waiting list. So >> it's a people really communicate very well with us on on the teach. >> Yeah. I think just if if these four leave because their contracts up, you get three and then you got one sitting there empty. Well, then you can open it up to you hear of somebody that has a hardship or something, you know, this is available, your discretion. >> Okay. >> Uh, so am I hearing that right now we want to leave it just as it is? >> I think so. I think they've done a great job of taking care of who's in and who's out. >> I I don't want

145to lose one of those four out of our district because now they don't have They may need it in two years. It's very difficult to find some place and nice besides that. So we tell those four they have to move and say well I can't live here. I don't want to lose them either. >> I think we need to buy more because it's real easy to buy property. [laughter] >> Mr. De La Cruz. Thank you. >> Any other questions for Mr. De La Cruz? >> Yeah. >> No bedroom in my house. talk so we can lose her out of the district and I don't want >> it's such a draw. >> It is it's a tremendous Okay. Well, I I knew we needed to have this discussion because back in the fall when we talked

146about it, we wanted to revisit it. So, I appreciate everybody's input, but I think what I'm hearing from everybody is we're going to leave it alone for now. Okay. All right. Item six, we've already taken care of. Item seven, first reading to review and revise policy J sections 2150 to 4700. And I'll open up to well the superintendent [snorts] some items. So the policies were provided to you uploaded into the system there. So stand for questions. We did not have any revisions at this time for this section and um so don't know if you guys do. Well, I had a couple of notes, but >> I haven't even looked at it. I will admit. >> Okay. Well, >> tonight >> Well, I'm gonna I'm gonna say uh over here on J 3150 where we get

147into the cell phones and electronic devices. One of the things that concerns me, it had nothing to do with cell phones so everybody can breathe a sigh of relief. It is. It talks about limiting tablet computer, laptop computer. Um, let's make no mistake about it. Our kids are now using their their laptops that are school issued to communicate with each other because they know they can't use their phones and kids are smart. Um, I uh I struggle with how much time I'm hearing kids are using computers. Uh, the research is out there. We know that writing and and yet all of the curriculum comes digital now and and I'm really struggling with what we're going to see with our kids as far as retention when nothing is written down. Um and so I you know

148when I look at that I first of all in that second paragraph tablet computer and laptop computer um is the reference and I think just I I don't I don't know the perfect solution but it it it certainly is a concern uh of the amount of time that kids when we when we're wanting to remember something, what do we do? We write it down. And yet, our kids are not writing. And and we're seeing the repercussions of that. But, uh, I I don't know the best way to address that, but I would certainly be interested in feedback from administrators on on that. Uh, >> and Miss Maker, if I can, um, there are two bills, one through the legislation right now. One is to for the LEC to do a study on screen time uh

149with our students in the schools. And then um and I believe it has passed the um House floor and headed up to Senate. And then another one of total banning electronic devices off campuses. not where um not just during instruction time, but flat out no um cell phones on uh school property. So, we're waiting and I know that the governor is really pushing that one. So, we're waiting to see what comes out of those two bills as well. >> We had some very interesting discussions in Santa Fe on cell phone usage in the classroom. Jean Strickland said they had those But they have to turn off because if they don't turn the phone or their smart glasses, the AI glasses and so you know the lawyer gave an example of a kid that came in

150with the AI glasses on in a burner phone. He had to turn in and turn off his phone. He used the glasses to read the question on the test. Communicated with GTO the answers come up in a little thing on the screen on his glasses that he completely fil but they caught him on camera pulling out. So it's it's just the beginning. >> Mr. Williams that sounds fun, doesn't it? [laughter] >> Huge. >> Absolutely. >> And they just came out with another one from where? Like Sweden or something. I mean, it's just and I think that's what just is killing me right now is we know what we're doing to our kids and yet we're doing it and I'm just >> I would I would certainly look to seeing something different. So, thank you for

151that update. As far as um something else back here on 4550 extracurricular activity, uh the third bullet talks about the number of days per semester for extracurricular and then also classes per semester for extracurricular. I I guess my question is how is that how is that even kept up with? Because when I started looking at just from January through the end of the year for if you have a student that's in the band that plays basketball that also plays golf >> and Skills USA, the amount of time they're missing school is mindboggling. Now granted, many times those students are excellent students, but not all of them are. And so to what end? And and I don't know if that's a Mr. MIAD question or I I don't really know to what end how do we

152monitor that because especially the part where it says 15 times per [snorts] class and and many times they leave you know sixth period six seventh period whatever that is to get to but I mean golf is every Monday and Tuesday throughout spring and that's because the golf courses won't permit it and And uh I think there's going to have to be some push back from schools at some point um because the amount of school our kids are missing is is huge. So I guess my question is how do we monitor that? Yes. I I mean and is the 15 days is that I I didn't look it up. Is that NMA? Is that our district? Do you know? And we can look at later. This is first reading. >> Sure. But I'm one of the

153things I told Mrs. Q is I'm blown away by the amount of time that our kids are out of class. This doesn't happen where I'm from, but our state is so much bigger than where I'm from, too. That kids have to travel so far to go to games. But it's not just the kids. Our teachers are missing a lot of >> That was the second part. If a math teacher or a science teacher is missing all these days, that hurts our kids. >> I don't have a solution. I I'm still getting my mind around how this all works. And our kids are out a lot. I mean we're leaving at you know 8 o'clock in the morning for football games sometimes. >> Right. Right. And I just you know when I see that you know

154attendance must be maintained shall not be absent for more than 15 days 15 classes. I just didn't know if we had any kind of a system or we just hope for the best or >> is it measured is what she's asking. >> Not by me. No. >> Okay. >> Well yeah I mean I just looked at the golf schedule. There's 13 days >> and then if you're in some So is it >> 10 days for band and choir >> the rest >> it's not just limited to one activity you know I mean it's all activities. And that's why I, you know, if somebody just plays golf, they're still missing 13 days, which is very concerning in a semester, but I mean, and and I'm not anti-golf, so I'm I'm, you know, but I'm just I'm

155concerned with our kids and the amount of time that they're missing and and sounds like you are, too. I don't know the answer, but I do think that golf courses not opening up to our students except on days when they have to miss instruction is is not a good idea. >> I think there's a lot of there's several factors there. you know, when the NMA reigns us and we're having to travel to Albuquerque >> for football games five times or four times or whatever that is, um you can't leave at 3:00 to be ready to play at seven. >> And so it's a whole day of instruction plus traveling back um luckily football is on a Friday, but when you look at our basketball teams when we've had to go to Los Cusus on a

156Tuesday night, >> um and then our kids are rolling in at two o'clock in the morning. Um, yeah, that's tough. So, I think we have that again, not against us is not the right word, but the the realignment. We're thankful for the realignment, you know, but um we're just too broad of a state to be realigning all the time and we travel to Albuquerque, >> right? >> But Albuquerque gets to stay within. >> Yes, it's per semester. So, that's a good thing. I think my question is is this number that is placed here is that a local number or is that >> an NMA or is it a state mandate? You know >> track so nobody knows >> I don't I honestly don't know >> I think we [snorts] would need to double check on

157that. is probably different as well, >> right? >> I mean, is a day leaving the launch? Is it leaving? I mean, that's what I'm saying. Like, you want definition is what you're saying. >> Yeah. I I Well, I just think >> in the [clears throat] morning according to earlier policy [laughter] 230. That's right. >> That's exactly right. So, I just, you know, I I I didn't expect you to have the solution for it, but I do think it's something we have to be aware of and and again, sharing information with our families. We're making a much bigger effort this year, concerted effort to make sure that kids are in school if they're going to play, >> right? >> Last year, we really didn't have that. So, we're we're making baby steps here. >> Okay. >>

158I agree. If there's if the policy says 15 days, then we should be somehow keeping track of that. >> And I don't want to have a piece I don't want to have an Excel spreadsheet that does that, you know. I'd like to have some kind of system in place. and where it says no class shall be missed in excess of 15 days. And I think it goes exactly back to what we have to leave so early to go to things. And so that's the piece that I would be curious to get clarification on. How much wiggle room do we have in this as a district to be able to modify that to best fit our community because of the realization of having to take these really long trips. >> So maybe that's something that could

159be checked on >> and that's that's our policy. It is our It is our policy, but then there's references at the bottom, but I just want to make sure >> the state of New Mexico doesn't really have an attendance policy. >> That's true. >> You can miss 50 days of school and still still get credit in New Mexico. >> Fair know, right? They shouldn't be passing, right? The rigor has to be this is somewhere >> it does. So we are following the >> Yeah, the mandates. >> They trust the school. >> Keep check. >> Okay. on standard I don't think it really matters but [snorts] >> that's just me have to pass the play so is it really an issue >> we that's a longer debate that we [laughter] don't want to do that now

160but >> okay all right well I think just some I mean as far as a correction on there wouldn't be if it's following the NMA guidelines I just >> I was just curious what flexibility we had with that Association handbook section. >> Okay. Okay. >> That's all I had on that. Thank you, Mr. Murray. >> Okay. Any other questions on this policy? It is first reading. Feel free to reach out to the superintendent between now and next month if you have any questions. >> This says it's Mexico State statute. >> Okay. >> There went the flexibility. 1 local school district is required to enforce that students shall not be absent from school in excess of 15 days per semester. No class shall be missed excess in excess of 15 times per semester. >> So they

161took it. >> Okay. >> Yeah. Okay. We're gonna leave that alone. All right. Thank you. All right. We're going to move on into other information. It is time for public comment. Is there any public comment on anything on tonight's agenda? >> Miss Maker, I don't have public comment, but I do want to welcome Myra Loveless here from um JF Maddox Foundation. And so, thank you for being with us tonight. >> All right. Uh if there's no public comment, uh just a couple of reminders. the NSBA annual conference in San Antonio. If you're interested in going to that, reach out to Vanessa. And the spring budget also, if you're interested in going to that, reach out to Vanessa for that. Is there anything else? Okay. Hearing nothing. Do I hear a motion to adjurnn? >> Okay.

162Thank you everybody. Have a good night. >> Yeah, that's kind of crazy. >> I know. See, that's I saw that and I was like >> extracurricular that covers >> all the things. And that's why I started figuring like band and I thought you've got these kids that are really good. >> Sure. >> And they're able to maintain their stuff, but I don't know. I don't want us getting caught in a bind on something. Well, and it says that the secretary may issue a waiver relating to the number of absences.