001Okay, I will call the meeting to order. And are there any adjustments to tonight's agenda? Okay. Do I hear a motion to approve the agenda as presented with flexibility? >> So move. >> Okay. All right. We will begin with introduction of guests. All right. Thanks everyone for being here. I know you'd rather be out doing your Christmas shopping, so appreciate that. Okay, I'm going to turn it over to the superintendent. I think she has some special recognitions tonight. Gina, would you come up here, please? Miss Hutchkins. So, I've invited two campuses um here tonight. And the first campus that I'd like to recognize is New Hope High School board members. I would like to take a moment to recognize New Hope High School for the significant and measurable strides they are making as they work
002to move out of their current school designation. As you know, school designations in New Mexico are based on multiple accountability measures, graduation rates, attendance, and college and career readiness. New Hope High School is showing strong evidence of improvement across these critical areas, demonstrating that focused effort, intentional planning, and belief in students truly make a difference. One of the most notable gains has been in graduation outcomes. After experiencing a decline of negative8% in the year 223, New Hope achieved a positive growth rate of 7.5% last year, which is really 15%. Signaling a meaningful turnaround for students who often face significant barriers to success. Attendance has seen an even more remarkable improvement, rising from 10.3% in 2324 to 90.10% last school year. Additionally, college and career readiness participation increased dramatically from 6.2% in 2324 to 79.7% last
003school year, underscoring the school's commitment to preparing students for life beyond high school. These results are not accidental. They are the product of a staff that is working together with urgency and purpose to create meaningful change. The New Hope High School team has embraced collaboration. They're examining data, adjusting practices, and consistently asking what is best for our students. Beyond the academics, New Hope High School is also known for its strong commitment to community service, helping students develop responsibility, empathy, and connection beyond the classroom. I commend the staff and the leadership of New Hope High School for their dedication, resilience, and belief in their students. They are changing the narrative of our alternative high school. Their progress is encouraging and it is clear that they are moving in the right direction with momentum and hope and
004I know that they are going to get out of that designation and Miss Hutchkins is our person at New Hope High School and I will say um when I transferred her over there um she went ready to go and she has truly made a difference um at that school and her heart is truly there and so I do want to New Hope High School under the direction of Gina. And uh Dr. Parker, would you like to say anything? >> You know, I would just like to share when you talk about the momentum. Um she's done some amazing things this semester to move students toward those graduation credits that they're lacking in. And instead of just loping along, I'd call it trying to get a credit a semester, they don't have time for that. They really
005need to work double time. and she's implemented a a progressive chart uh that shows when students get credit, how close they are to to being graduates. And then they've also implemented a new um system where every Wednesday students can take a test to see if they pass in order to earn that credit um credit that they've been working on but trying to speed things up because they don't have time to wait to earn 20 credits. They don't have that many years. All right? And so I just say kudos for all you've done because that's why we get the difference in in students attending is because they can see the difference and they feel the difference and and it's that um continuous quality improvement really is what she's implementing and what you've done. Yes. When we
006talk about that designation, um, you know, if this is the designation, New Hope was here, they are here now. They're just they're knocking on that door. And so, we're going to be so excited to celebrate that when we get over that, huh? So, do you have anything to say? >> Miss working and helping me out, >> Miss Kenyon. out of you. >> I just want to say that um I was contacted by a mother of a young man that was sent to New Hope, not because of academics, but because he made a bad choice at school. And um he was so appreciative that Miss Hutchkins and the others there treated him with kindness and respect instead of acting like he killed somebody. Um and he was able to stay up with his classes and return
007back to high school, not behind. And I really appreciate you being compassionate toward those kids. Thank you. >> Well, and I know you don't really like being up there. I mean, we know that you like to operate behind the scenes, but what you're doing over there is amazing. And and the designation is an important part of it. Make no mistake. But more importantly, those kids just like they're able to see that they're making that progress that that selfworth and value. they're able to move forward and that's going to carry them so far. So to you and your staff, thank you so much for what you're doing for the kids that have hit a bump for for a variety of reasons and you guys are like, "Okay, here we go. Let's figure this out." So thank
008you very much. >> My next campus is sixth grade academy. So if you guys will come up here, please. These are also people that do not like to be in the spotlight. They work very hard behind the scenes, but we're going to give them a moment to shine. So, board members, I am proud to recognize sixth grade academy under the leadership of Principal Steon for being named a spotlight school, ranking among the top 25% of schools in the state of New Mexico. This distinction is awarded through the New Mexico Public Education Department's accountability system and is based on multiple measures, including student achievement, academic growth, and progress toward closing achievement gaps. This recognition speaks to a school that is not only performing at a high level, but doing so with intention, consistency, and a deep
009commitment to student success. This designation reflects the collaborative, and that's a key word, work of an outstanding staff who set clear goals, hold one another accountable, and work together with a shared sense of purpose. The staff on this campus consistently demonstrate our portrait of a attributes, showing professionalism, perseverance, teamwork, and a relentless belief in what students can achieve. Their collected collective effort creates a culture where excellence is expected, supported, and celebrated. What truly sets Sixth Grade Academy apart is its focus on continuous improvement. The staff regularly study student data with the assistance of Stacy Marcus, our academic coach there, reflect on instructional practices and make thoughtful adjustments to ensure every student continues to grow. and they're not departmentalized. English is helping math, who's helping history, who's helping the sciences, and then all the extracurriculars. This
010data-driven approach paired with a high energy, engaging learning environment results in classrooms where learning is meaningful and students are motivated to succeed. This spotlight recognition is welld deserved. And I commend the whole entire sixth grade academy team for the exceptional work that they do each and every day for our students. Parker, did you have anything to say? My course about our learning walks that we do and we really utilized sixth grade academy as a model for what they're doing for all grade levels. And we started that with a dialogue with math between TMS and SGA. like, "Okay, what are you doing?" Because we have to replicate that. And how can we replicate it? And and what you ladies have done to share and and be vulnerable and have people come in, all of our teachers,
011ELA and math, have gone in to see what's going on and and how can they do that other places. And so I appreciate your leadership in that and and all the focus you have done, Stacey, as well. Uh you and Mr. Baron breaking it down and taking it to your teachers. So if you want to visit, you want to a board learning walk. We could certainly do that. >> They're like, "What?" >> Oh, they look so excited that thought. >> Do you have anything to say? >> I just I'm just very proud of my staff. I mean, they they work hard every day. I mean, we're always looking at data. Stacy, I always tell Stacy, tell everybody, she's my right-hand person. We're always looking at stuff. How do we take this back to the teachers?
012How do we break this down? Let's break it down. Let's go show them. And then everyone, like you mentioned earlier, everyone is working towards the same goal. We have our even our PE teachers, they're doing stuff with math while they're doing their calisthenics, they're counting, they're doing. So, everyone is contributing to this goal, what we have and what we have going on. And it's a beautiful transition from our elementarymentaries going into the secondary world because when I was the principal at Yarro, I said this is your last step of elementary education. You once you step on sixth grade academyy's campus, you're starting your secondary journey and the transition that this staff does is pretty amazing. I went to the band concert and walked into the back gym and I didn't even know there were kids
013in there and they were doing um the warm-up exercises in the Wildcat drill by hand signals. And I said, "What are we doing?" And they said, "Well, we're being respectful because there are guests in our other gym with the band concert." And I said, "Well, show me what you got." And so the two PE teachers just went and they were doing the whole thing and it was just pretty amazing. So, but that's the culture of that school. So, thank you guys. >> Drill down by child. You know, their goal is that nobody really falls through the cracks and they was of the that they shared with us is that they take every kid where they are to move them forward. So thank you for what you guys do for >> and I think many times
014when the board looks at the data we see this and we're like okay you know ensuring and we're asking them are they sharing the secret sauce and you and and I think let's not forget that is a quirky quirky age and so you throw all of this fabulous stuff into sixth graders and and you have very little turnover Mr. own. I mean, all of those pieces working together for these kids and every year it's a new group of quirky little 12y olds. And I mean, God bless every one of you. Um because that's an amazing and yet challenging age. So, you guys do amazing work. >> Thank you. Thanks for coming. >> I do want to have brought your attention to some of the dates that I have put in my report. There are several
015things going on and I do want to highlight that we will be recognizing Stevenson tomorrow as she retires. We are sad and not really talking a lot about that but we will honor her tomorrow in this room from 3 to 4 and go. And then also um we're going to have the opportunity to do something really neat. We are going to be swearing in our new board members along with the city commission board members as well as a joint effort and that will take place on January the second at 9:00 at high school cafeteria and all of that information is in there for you. >> Okay. Anything else? >> Okay. Thank you. All right. You're welcome to stay, but it's it's okay if you choose to leave also. >> That's right. That's right. Thank you
016guys. >> Thanks. >> Um, I'm going to open it up to the board for any questions from the director reports. >> You entered mine with this Vista stuff. So, but I was just curious about >> future moving. Appreciate it. >> I did have one on the maintenance and grounds. I know Jesse, you and I talked about the handrails at the at the football stadium. Are those >> Those will be planned for this summer? Yes, sir. >> They're planned for this summer. >> Yes, sir. >> Okay. >> We'll be installing them. >> Is it going to be a center rail? So, it's going to be a it'll be a rail. We've got to cut some of the bleachers out and mount the rail to the concrete. So, it'll be every other one. It'll be like a
017P-shaped rail. >> Okay. >> So, >> okay. >> That'll be good. >> Thank you. Well, while you're up there, Jesse, I have one quick question. It's kind of a random one. Um, after watching more than one football player toss their cookies on the turf, what do we How do we get that clean? Assure me that it gets clean. the the chunks get cleaned up, but the the best um the best uh UV light from the sun is the best uh >> cuz I know that I mean rain, which we don't really get and we don't have a watering system out there and and we know that the turf is getting very dated and that's certainly something we're trying to find money for. But I just wondered about that. Yeah, they they actually sweep it uh
018two to three times a week during during the season and then once a month afterwards. >> Okay. Okay. I didn't know if that was you or Mr. Murad and I figured y'all could tag team on that. >> We'll let him take care of >> There you go. You know, you punt in this world. You punt and say, "Okay, I've turned it over to the AD." You know, >> I didn't notice that the trash can was 10 feet away. I saw 10 ft. >> Yeah. Yeah. >> It's more dramatic to do it the way you >> That's right. That's right. That way everybody sees in the stands and you're like, >> "Yeah, and then you know you're hoping nobody steps." So, thank you. Unpleasant, I know, but I I had hoped that we had some measures
019in place on that. Any other questions? Yes. >> The instruction material that are available for review, where are those located? the math materials. >> So, the Sabbath and HMH materials. Um, we will have two Chromebooks set up in the front office and we'll put out information about the hours and we'll have the two links to look at all of the resources digitally rather than bringing the, you know, I think we have about 15 different subjects of boxes that would, you know, take up a whole room. So, they'll be able to look at them digitally. >> Okay. when we buy materials from them, is the student stuff all digital or do they actually have hands-on textbooks? >> So, the two that that made the cut to the next round both have digital and print resources. Um,
020and what we have done historically is allowed um the campuses to inform us on which pieces they actually want because not all campuses want the print materials. feel like it's a a waste of resources and some really do want both and so um it's a campus decision when we get to that ordering piece. >> What what if the campus decides digital and you have one student like me that doesn't function well in that world and wants the print material. as um as we move into this kind of hybrid model, all of what is available like for us to purchase in print is also available for the teacher to print for that individual student. And we do have some students who, you know, based on an IEP or a 504 or even just it's what's best
021for them, they need that paper copy. And so rather than giving them a workbook, it's like, okay, because they don't necessarily teach from the front to the back, they will print out what material that student needs. >> Okay. Perfect. Thank you. >> Thank you. Any other questions? >> Okay. All right. Let's move on into routine matters. We'll take items one through four. It's part of the consent agenda. Agenda. Do I hear a motion to approve as presented? So, I'll second. I'll take that. >> Okay, thank you. Next item, budget adjustments. I'll turn it over to the superintendent. There's four in there. Are they from last month? Okay. Okay. That was just Okay. Thank you. >> All right. We don't have any bids, so we'll move on to donations. So, um we are very thankful for
022Kico Phillips. um they have donated um money from the project 4031 for laces and the amount of $25,000. And so um director Mes and uh Cheryl from Laces went to accept that award. And then we also have um from Delic Logistics um when their big blue band went up to the state competition, they provided monies uh for them to stay an extra night so they wouldn't have to get up so super early to be in Albuquerque. So that was something we talked about last month, but it's on the um in the agenda today. >> Okay. >> Yes. All right. We certainly appreciate the support. >> Yes. Great. Okay. >> Do I hear a motion to approve the donations as presented? So move It is open. >> All right. Thank you. Next item. We'll move into
023old business. First item is second reading to consider approval of policy I sections 4550 through 8611 along with the exhibits. I just I stand for any questions or recommendations. >> I I do have a couple of questions on the special education. It says the intent of the district to maintain a special education student teacher ratio that allows the teacher to work effectively and efficiently. >> Can you tell them the policy which >> it's the very first page I 4550? Okay. 11B. >> Um who decides that ratio? what what an effective ratio of student to teacher in a special ed classroom is. Who decides that? >> That's a good question. >> Is it? >> Well, doesn't it say >> coordinate with each school principal and establish a reasonable student teacher ratio? >> Yeah. >> Does it
024have legal reference at the bottom? >> It does. >> Normally. then a cross reference um for special instruction >> even for regular A classrooms. >> And there's a lot in here about that. And then on the next page, it talked about students receiving special education services integrated into a regular classroom. Miss Maker and I visited about this on the way to Albuquerque. If if there's a teacher that has a regular ed classroom and they've got five kids on IEPs, can they have a smaller regular load or do they get more than one IIA or how does that work? >> You Mr. Hine, >> those are fantastic questions. And so basically what hap uh is there a rule? The answer is no. >> Okay. >> Uh not that I've seen because I've researched it and those
025kind of things. It's mainly a rule of thumb uh based on experiences and everything else and uh and to be honest and five kids in an inclusion class. Is that too much? The answer is >> Mark what's my favorite answer is it depends >> and so it depends on the kids and who they are and what the class is. So obviously the uh and what the purpose of the student's IEP is because we might have a student that was uh IEP have in their IEP for socialization reasons because they're in a functional academic kind kind of class like usually typically an elective and but usually with those kind of things we send in IAS and those kind of things um with with that along with another teacher possibly depending upon what it is um when
026it comes to like math and reading and those kind of things whenever We uh like we Mark and I just started started this month is working on next year's schedule and we try the rule of thumb is always a good three three kids in an inclusion setting. >> Okay. >> And that's how we base everything off of and then plus we have I have to work with uh as you know the students in the equalization guarantee formula you know they have a all of our students are are 1.0 you know, and then our students with special needs have a designation of um AB, B, C, or D. And then they have a multiplier goes along with that. And so I worked with uh with Dr. Parker about uh how many FTEEs we have and over
027the years we determine how much uh FTEES we have and we figure that out based on that. So So it's a it's a cat and mouse game about uh the needs of the kids. example of our laces program. Uh 10 years ago was two teachers and 18 I or 15 IAS in that program. Now it's four teachers and 29 IAS in that program because they've had so many kids in there. So we do based on uh that's how we base it off on even on gifted. Same thing with gifted do. We look at gifted FTEEs and how many we have across the district and right now it comes out to just almost four teachers and we have four gifted teachers in the program. And right now I think we're at like on the FTEES we're
028looking at special ed teachers I believe it's at 47 right now. >> Really? >> Yeah. And we're and we're uh actually have all positions filled. So, >> yeah. So, there's nothing in the there's nothing in the there's nothing in IDA law that says that. And there's nothing uh and if you look the only time you ever see numbers and ratios is with um occupational therapy uh national standards, but it's not a law. It's just a rule of thumb. And also with speech therapists, the same thing. You know, how many is too many and how many is not enough kind of thing. And so, we that's how I b those ratios and case loads. Um, I look at all that stuff while as I'm determining when we start doing bids coming up here pretty soon or
029uh services for next year. Uh, I base all that how many speech therapists, OT's, teachers and all that stuff is based on that. >> Okay. >> And so I start working on that now so that I have an idea by March. Uh, how many positions we have if do we need to move positions around or you know so we start looking I start looking at all that >> positions for budget. Yeah. It's a reasonable right now and it depends on what the issues are and I could tell you right now uh rule a good it's like on the resource rooms you know I've seen it you know me personally I taught in with one teacher for 27 kids at one time many moons ago but that's the way we could make it work at that
030time the it it depended on what I was teaching and I wasn't teaching a hardcore math or language arts class it was mine was a social studies class at the 25 years ago. Um, and so now my rule of thumb is always on the resource rooms, it's always uh six to eight kids depending upon who they are and what the issues are uh what the classes are and then on the inclusion is around the three to four kids in a class. >> Okay? >> And and right now the ratios are are pretty good right now in our district. And if they need an extra teacher in there, then that's what we uh on the scheduling we start we put an extra teacher. And then this year we had, for example, we had some uh we're
031able to make it maneuver some things around with our uh special ed staff at the high school where actually do some uh inclusion teachers in science and social classes. >> Oh, good. Okay. >> We're able to figure that out. So, >> okay. Thank you very much. >> Okay. >> Did that help answer it? >> Yes. And it does go into specific things on that in NEAC as far as it shall not exceed this and the special. But >> yeah, >> he he did a better job. >> Oh yeah. >> No, I appreciate that. >> Yeah. No problem. Any other questions? >> Other questions? >> Yes. >> Okay. >> I have about three or four. >> No, you're good. No, that's what it's for. >> When we look at the like the max math textbook adoption,
032u are we looking at a lot of continuity like from Taylor Middle School to the high school curriculum. Do we do we try to match those up? Because I had some teachers ask me why they don't take the same types of tests and it's some of that state designation, not our designation, the same end ofear tests from the same companies at like Taylor Middle School and at the high school. Why things are so different from place to place? Do we have a lot of control over any of that? >> So, historically the tests are are So, I Ready is completely separate from a curriculum. It's a standalone assessment, >> but um each publisher has an assessment. And so, um the leadership team will look at the assessments that are available and and talk about whether
033or not that's appropriate because we don't want to test kids just to test them, right? And so, but in in this specific adoption, this um in the previous two, we really are looking at what is available for a K12 adoption. So, there were a lot of materials we did not review because really we are trying to emphasize that vertical alignment um as much as we can. And so these two publishers that made the cut and the others that we reviewed that are on that list in my report, they were the only companies that had a K through 12 plus algebra 1, algebra 2 in geometry. Um, you know, path uh vertically vertical pathway. Um, Carnegie was one we reviewed. Um, great minds, which is Eureka, which we've used in our previous adoption. they were only
034K8 and so we didn't even look at them because it doesn't transfer into the high school. Um same with curriculum associates which is I ready they were only K8 and so we didn't look at them to review because again we're really trying to maintain that K12 and not just for instruction but um do their assessment pieces give us data that we can use from year to year. So answer that question. >> Okay, good. Thank you. Um skip that one and ask later. Oh, and class interruptions. I know that very last page talks about limiting class interruptions where the classroom not be interrupted by the use of inner school communication system unless authorized. I I hear a lot of complaints from the high school teachers about all the interruptions during class time at the high school.
035Pardon this interruption. Would you please send so and so to the office? And I don't know if we've cut down on sending IAS to classrooms to get kids because they're disrupting other classes or or what, but they're I I hear a lot of complaints. >> Okay. Thank you. That's all. the other side. >> I have a couple of questions on I71 100. It's talking about the class rankings and grade. And the last bullet says only courses identified as honors will earn an additional 0.25 or 025 points added to the overall and solid grade point average. And I remember last year I think we addressed the the college classes. Does this did we just label those as honors classes? Is that the way that's covered or >> this was brought to the board October the 8th,
0362024. So, >> I just want to make sure we've got that this is accurately represents what we decided back then. >> I think yes, >> it should. I think I think that because it was a >> big conversation, but let's >> Right. So, >> look back at >> Do you want to look at this, Gary? Just make sure. I I'm almost positive that it's >> the one we changed. We made sure that it aligned with our practices. >> Yeah. >> And that credit was being given for >> So those those classes are just labeled as honors classes now is what >> or so the kids who are in early college are technically all of their classes considered honors classes? >> Yeah, that's what I was trying to get. No. I think we need to go
037back and look. >> I'm looking at the minutes right here. >> I was gonna say we talked about >> it would be September's meeting. >> No, October's meeting because some of their I mean it was they earn a credit as opposed to the honors credit. >> Right. >> Yes. We need to reook at this. >> Yeah, we had a long discussion. I remember I just don't I didn't go back. Sorry, I didn't go back. We did. We I think we had two board meetings about it. I mean, we had some >> Yeah, agreed. >> It makes me wonder if that's why it was worded only those designated as honors class because it just >> Yeah. It says in the minutes is on a motion by you and second by Dale approved as presented. So, we'd
038have to look at the copy you because in the minutes, but >> we will go back and look at this. Yes. >> Make sure. And I had just one more question on the graduation requirements for physical education. It's I7382. Um I think I may have just answered that question. Rereading the policy. I was going to ask because the last bullet says successful completion of three of the following extracurricular sport seasons in grade 9 through 12 and cheer is not listed there but I guess up in the bullet above that it's a couple above that it says two semesters of high school cheer. So I didn't see that bullet. >> Okay. Because and if I remember correctly cheer is not considered a sport. I mean, I know your people are going to like throw something at
039me, but isn't that right at NMAA? Uh, what what what was it in the handbook, Mr. Murad about? >> Now, they consider a sport, >> right? >> So, we need to add that down here. >> So, we could take it off of that bullet and move it down under here. >> Okay. >> So, band >> maybe I'm thinking about the junior. So, okay. So, we'll add cheer here. Okay. >> Because remember powerlifting wasn't for a long time and then it just got added. >> Yes. Okay. >> Okay. >> So then that next bullet where it says marching band or cheerleading, maybe that needs to also be looked at >> because we have it up there. Um it's kind of redundant actually. >> Two semesters of high school marching band, two semesters of high school cheerleading,
040two semesters of any combination of outleted periods, marching band or cheerleading. But this is talking about mixing it. So we'll we'll fix it. >> Okay. So it's >> okay there it says two semesters but down here it says three. >> It's just extracurricular sports seasons what that I just read that >> didn't say anything about the semester. >> Oh okay. Yeah. Okay. Thank you. That help. >> Okay. >> That's all I have. Thank you. Thank you guys. That's why it's great for so many people to look at it because things get missed. Okay. And I'm completely on the wrong board meeting. I've moved it around so many times. I'm like, I'm in October of 24, you know, wondering why nothing is matching up. So, okay. All right. So, we got the noted changes and we
041got the questions answered. Okay. Okay. Do I hear a motion to approve policy I those sections listed with the noted changes? >> Second. Okay. Thank you. Next item. Second reading to consider approval of the Lovington Schools Booster Club handbook. >> Okay, Mr. Morad and I will stand for questions. >> All the changes listed in there. So, I'm going to open it up to board members for questions or comments. Again, thank you for uh making those uh suggested adjustments. >> Thank you. I have a couple of questions. Um so on the top of page seven and then it says um the second bullet there says elect or appoint officers who do not have a tal participating in LHS program during the current school year. >> Yeah, that was changed in another section. I just missed that.
042>> Yeah, that's that's what I was getting at. It it reads in the other one. >> I didn't see that. >> That's all right. >> Thank you. >> So, it says election of this is not ended. >> Yeah. >> I think how we word it was highly recommended, >> right? Yes, sir. And then I had a question on on page 13. Um talks about the let me find I've made a note here. best practices. Got to get on page 13. Um I just was curious on the third bullet there. >> Okay. >> On all financial expenditures um should be approved through a vote of the general membership. So, I know just from kids being in sports and whatnot that that there's a lot of times where, hey, we need to buy decorations for something or
043we need to buy some food for this cookout or whatever. So, would that financial expenditure to buy that would they need to go to vote like would they need to that's what it says here that it would be needed to vote through the general membership. Is there a >> prior approval? Is that That's the question you have. >> That's the question. Like if if >> financial expenditures must receive prior approval >> approval, then it's through a vote by the general membership. I think right now it's been the officers and the coach. The coach comes to officer and says, "Hey, we're cooking hot dogs. We need some buns or whatever." >> Right. And I would rather have it just be the officers and the coach voting. >> But I know that some operate with general members
044voting. So, if you're okay with it, I'll make it just >> But the prior approval wouldn't have to necessarily be a meeting. It would be >> a quick phone call. They could do that >> to the I like the office. >> Yeah, that's what I'm asking. This says a general membership. And so, I'm thinking, all right, how are we going to get 30 parents to vote on this? >> I think it's I think it's really talking about the office. >> You change that to officers. >> That holds our funds accountable because you don't have one person that can decision. Absolutely. >> I 100% agree with it. I'm saying to me it'd be difficult to get a vote from 30 people. I'm going to have to call a meeting or text or you know. >> So
045maybe it's not vote but approval. >> I need to change general membership to >> to officers I think right? >> Yeah. >> Approval not necessarily through a vote but must you receive prior approval from >> and take out vote >> officers. Yeah. >> Yeah. >> Well the officers could vote. >> They could they could say your name. Three of them say no. >> Sure. >> That's right. >> No buns. You didn't vote for buns. >> If we can go back to number seven, page seven there where it talks about travel. >> I know that in the past um yeah, the top bullet there says these are things they should not do. Booster clubs must not sign contracts or directly pay expenses from booster club accounts for student travel arrangements. So, so how does that work
046when we charter a bus, right? Doesn't the booster club a lot of times pay for those chartered buses? And so, how would that be how would that be handled now? I guess >> we're supposed to >> Yeah. >> I'm sorry >> because I want to know. I don't want them to sign it, right? >> Yeah. >> Sign it for student travel. >> So when the football team charters a bus, >> I want to know. >> But does the school pay for it? Does the school pay for it though? >> I'm sorry. >> Does the school pay for it? No, but I want to know so that I can tell Bob we don't need a bus. >> Okay. So, it says directly pay expenses from Booster Club accounts for student travel arrangements. So, they shouldn't be
047paying for that bus. >> Am I reading that right? >> They must not sign contracts >> y >> or directly >> pay for from the account for student travel arrangements. Right. >> So, what does >> that are not that are covered by the school? is wanting is before they sign that contract that they he needs to know what's going on. So, we probably just need to word that >> something like like in that second sentence. I need to put something similar in that first sentence. >> Exactly. That last part of the I Yeah. To where there's because you do need to know that. >> You do need to agree. You need to know and and so we don't cause that. But I'm just saying the way this >> because that'll get us caught. >> I
048will tell you that we um have had or having um a sport that has we have already secured a driver for a bus to go out of town and we found out last minute that they had secured us a charter bus. Well, the driver that we secured is out of a job and he turned out another job for that. So, we we need to know ahead of time because drivers >> but I think because it's not in writing that's what gets us in a bind. So, I >> correct. >> Yeah, I agree. And then I can see here where it say well we're going to get a charter bus. >> Here's the bill. I mean, you know, and >> I don't know. I just >> about without prior notification of the athletic director. >> Sure.
049I think like you said, there's the following, >> right? And >> must be approved in advance, right? >> And signed by the athletic director, something like that, you know, >> because sometimes we have our new coaches and they need to know the rules, which Miss Mor goes over every year at the very beginning, but it's a lot of information. >> It is. that you're securing a driver, you're talking to financial office about this is how much vision club's pay and this is how much the school might pay >> um the contracts, you know, it's all those things. So, definitely, but we just need to reward that to that reflects that >> sign a contract without notifying >> without prior notification of the athletic director or something along those lines. >> This is the guy that
050that does the magic for me. Yes, man. >> He's doing a great job explaining this, but the reason to kind of answer your question, he has to know because he notifies us because uh say for instance the the trip that Mrs. Q is talking about, they're going to take the trip and then they pay for it with a credit card and then they come to us and then I go to the business department and then they're wanting their money back. So knowing ahead of time, then we could go ahead and help with the PO and do the paperwork correctly so we can make sure that they get their money back. >> Yeah. >> So if it's a charter bus is $3,000 and it's a trip down to Los Cruises and we pay $734 and normally
051that we would spend to transport our kids there. So then we want to make sure that they get credit for that. >> So by him knowing ahead of time, we can avoid a lot of problems. I'm not anything about you know known ahead of time. I I think that's a good thing. I think what I'm saying is this what we've decided needs to be rewarded to their >> clarification >> because this is saying that the booster club cannot pay directly for that. So that's all I'm saying. >> So >> um Mr. Dunlap's voice is a little sketchy. >> Oh that I Yeah, I'm not gonna say that. I'll go with sketchy. >> Sketchy. Um he did have a couple of questions and maybe it's covered in the athletic handbook but if not it talks about
052uh booster club members having keys to the gates and I know that's a administrative issue but is there something that needs to be put in that booster club or is it the hand the athletic handbook for the coaches etc. Um your club members are wanting keys. >> No, they're they have them. His understanding is they have them >> and they're opening up >> for my time. >> If they have them, I I didn't issue them. >> Right. Right. And so that I think that may be something that needs to be looked at, but they are letting many people in prior to >> Yeah. So anyway, and then the other question he had was the booster club funds are not depleted at the end of the year. They are are they carried over year to year
053or is the goal to deplete them at the end of the year? >> I've heard both um comments from coaches. Some need the money because they plan on certain things and some think they should spend it all. I've always been of the belief we're going to raise the money for these kids. we spend it on these kids and the next kids raise the money for what they need to do. But I do understand that there's times I I don't have an example off the top of my head, but there are times when they they need seed money to start. >> Well, yeah. And some so many of your I mean, if you've got a sport any of our sports and you've got 9th through 12th graders playing, >> then you know this one's going to
054drop off, but then there's going to come some more in there. And so I would be concerned that we were trying to empty the coffers, >> right? because I don't think that's best for kids when as the season goes on you would need that. You know, >> that's why I purposely purposely didn't address that. >> Do what? >> I purposely did not address that. >> Okay, that's >> I want them to figure that out for themselves depending on their own needs. >> Okay, that's a booster club issue >> because there's there was one club that had 10 grand coming into this year. >> Get them on the phone. We need some things, you know, right? Okay. Well, >> football and cheerleading raised a lot of money. Thank you. Thank you. >> Okay. >> All right.
055Any other questions? Oh, yeah. >> Was there any funds? I was in the negative coming into this year. >> Did we have any in the red when Okay, good. >> Not that they show it on paper. >> Okay. >> I'm not their accountant. >> There you go. Okay. All right. Thank you, Mr. Miad. Are there any other questions about this booster club handbook? I know it's a lengthy process and I feel like it's a fluid document that we'll probably be looking at regularly, but I think it's a great start so that the booster clubs are well aware of what the expectations are and and you know, >> and I'm glad you said that because I I think every year we should look at the hand handbook and the booster >> just like we do the
056others >> because you know because every every you know Mrs. excuse says, "Well, that's not right." But after it happens, you know, so we want to just address those things >> and then everybody is aware like you say on. >> Sure. Yeah. I think just black and white. >> You know, we looked at this now and I appreciate Miss Morad taking the time to build this from the ground up and this is going to be very powerful for our booster clubs and our coaches >> to know and us, but I would like to bring it back to the board either in June. May is kind of crazy. So June's the the booster clubs have it right on the onset of the school year. So >> I think the the clarification points that you put in
057there are going to help everybody. So >> we're not going to implement it now. We're going to implement it next year. Is that >> what you're saying? >> No, I'm just No, this is a good thing to go ahead and give our spring sports, winter sports, but we will bring it back so that everybody has it at the very end. Does anything need to be I'm understand you want to look at it before the beginning of next school year as well and make that an annual thing like you said >> there's always going to be well what about this what about that we didn't address this >> right >> okay >> and this is my first foray into this so >> flying blind >> turned out well >> I think it's good >> thank you
058all right there are no other questions and the adjustments that have been made note of do I hear a motion to approve the booster club handbook as presented with the adjustments noted. >> So, all right. Thank you. We'll move into new business. Consider approval of the American Tower lease agreement. >> You were um provided information. Um Carrie Gray did a great job of um pulling all that information and putting it in a table for you and then giving you more information about um the tower that we have. So we have two towers. We have the American Tower and we have the AT&T tower. AT&T tower is located on the high school football campus uh football field and then this American tower is um on commercial and avenue D. So what is being requested is what
059we're looking at is the American tower. So from my calculations, which this is not, you know, other math people in here, um this contract with American Towers expires in the year 2055. We have 30 years left. So at the least of what we have been receiving from these towers is 22,000. Right? When you look at the last couple years that Miss Gray provided for us, and there was a year where we were in the 30s, but if we just took the least amount of money and we were to um sell, we would lose $437,560 in the next 30 years. So, I think the question is, well, we the question is, do we want to sell or do we want to keep this? And we're looking at sustainability. We're looking at the future for Lington School
060District. Um, so and that was just me doing the math. It's not on there. Um, so the average was $28,252 the last three years. And so, um, so for the next three years, I did that wrong. The next three 30 years would be at the tune of what we would be getting is $847,000. And that's where I got that we would lose $437. So, I think you guys just need to decide what you want to do with that tower. And every year we get a letter. The last couple years we've received a letter from American Tower wanting to do something. So, I don't think this is a oneand done that we decide now for the rest for the 30 years. I think we're always going to be approached by American Tower. Okay. >> So, I
061just I open it up to you guys for discussion. >> Comments from the board. Do I >> why why sell it? >> Yeah, I I uh I agree. I And I we've discussed this, Miss Maker and I and I I don't think and this is my opinion, but I don't see them coming out there and just taking the tower down at the end of the 10ear term. You know, you know what I mean? >> It is a possibility. It is a possibility. >> It is a possibility. Um but >> I don't know. >> Yeah, >> I don't feel that way personally. So >> being more valuable if they took it down. >> Yeah. If it took it down, you could build a parking lot like we talked about, you know, or I mean you could
062do other things with it. >> So >> as far as this is, let me make just make this correct. Make sure I'm thinking this correctly. So this 410,000 is just for the 10year term, right? It's not for the 30 years. It's just for that 10year term and then they have to renew is the way I'm understand it. >> Yeah. basically just wanting to give us one up for 10 or break it down into 10 payments which would be a 416. >> So it's either or it's a totally different they were wanting to they were wanting to adjust the rent And then >> I think it just has to be clear though that they don't have a 30-year option here. So really it's not >> they have the 30-year option, but they have to renew it
063every 10 years. >> You know what I mean? So in all reality, you're you're you're losing what? $6,000 here if you took the lump sum is all. And then they still have the option. they still have to renew it. >> So, >> but I think the reality is if it was not cost-effective for them, they would not be pursuing that. And there we we are not who they are concerned about. I mean, I know they're trying to make an offer, but I think that um if I understand the superintendent's recommendation is that we just continue with what we've got. Is that after visiting with Carrie? Great. >> Yes, that is my recommendation. >> And I think that's what they were they were asking about. He had wondered why the rent was going up and down.
064I think they were last year inquired about changing the rental amount, you know. So, >> we get we get the different number >> on on the monthly basis. >> And I think you'll notice that in each year there's that $2,000 that goes up. Carrie, did you want to speak on this? I know you were. Um, it did go up from 6,000 to 8,000 >> and every every year it'll go up $2,000 more. >> That's my understanding. And then as you can see, >> thank you. As a superintendent mentioned, it has been going up. Last year was 39,000 and you can see it's already 17,000 as of November. So, you're looking at definitely at least 35,000 again. So, I I I recommend keeping it at this time. Okay. Again, the only danger is if they decide
065to take the tower down. But I >> then that's going to be another expense for them anyway. >> Mr. D said, then the land has a different value on >> you have >> and that's going to be a huge expense to them anyway. >> So you have 10 more or whatever, however many more >> years of. >> All right. So based on the superintendent's recommendation, do I hear a motion to continue with the lease agreement as it currently is? Is is that the best way to put this? Okay. So, move second. All right. Thank you. >> To make to make no changes. And everybody has to remember this conversation. So, when they come back up next November, please remember this conversation because we're like, "What did we say?" >> Yeah. >> That's right. We can
066pull it up. Thank you. All right, moving on to the next item. Consider approval of the amended FY25 regular audit. >> Yes. >> Okay, Miss Gray, you can correct me if I'm wrong, but um there had to be an adjustment to our first requisition of um this audit when we this is our regular audit uh due to federal government not allowing the state auditor to move forward. Well, we received word that we are moving forward and we're going to be able to do our regular audit actually tomorrow morning. We'll get to close that out. So, we are not needing to ask for this additional money um an amendment to the first contract. So, does that make sense? >> So, we need >> we are not going to have to pay >> we are not going
067to need to act on this. >> Correct. We found out at the first of this week or I'm sorry, at the end of last week that they can com continue to do one report. They thought with the new federal guidelines that they would have to do two reports, one being the audit, one being a single audit. Um, they did receive guidance that one report is all. They had just prepared this in the event that we needed a separate yellow on it, but we do not. So, tomorrow we will be exiting with one document. >> Okay. So, do I hear a motion to table this motion? This >> move. Okay. >> All right. That was easy peasy. >> Okay. Uh at this time, is there any public comment for any items listed on tonight's agenda? >>
068Big crowd. >> Okay. Hearing none, this concludes the regular portion of our meeting. We will uh do I hear a motion to move into executive sessions? >> Roll call.