[6:48] [Captioner present]
[9:21] [Music playing]
[14:17] >> I was just going to say that some people say they can't hear
[14:21] us very well so we should do a better job of speaking
[14:24] into the mic.
[14:25] I don't know.
[14:42] >> Seems quiet tonight, doesn't it?
[14:48] Are the teachers all scared?
[15:26] >> Thank you.
[15:28] >> I don't have any of that stuff.
[15:30] Where is that stuff?
[15:34] >> (Indistinct)
[15:34] >> Yeah.
[15:35] But I thought we were supposed to get a bunch of stuff today.
[15:43] >> Here you go.
[15:50] President Cort: Hello everybody and welcome.
[15:52] Thank you for your patience while we get organized.
[15:55] I officially call this meeting to order at 4:06.
[15:59] Thank you all for being here comment especially early
[16:03] on in the afternoon's.
[16:05] I'm glad to see her smiling faces,
[16:08] or your faces just looking at me. (Laughs)
[16:11] thank you very much.
[16:13] Mr. Nolan, will you take the roll?
[16:18] [Roll call]
[16:19] President Cort: There are four of us here.
[16:21] We have a quorum.
[16:23] Thank you so much.
[16:24] I would like to entertain a motion to approve the September
[16:29] 1st, 2026 work session agenda with an amendment that we move
[16:34] the 6 to 12 Academy Focus update with Doctor Miller Tomlinson
[16:38] to right after public >> So moved.
[16:48] Member Frank: Second.
[16:49] President Cort: All in favor please indicate by saying aye.
[16:55] >> Aye.
[16:58] President Cort: Opposed?
[17:00] The ayes have it.
[17:02] I would like to have a motion to approve the minutes.
[17:10] >> Second.
[17:12] >> Moved.
[17:15] President Cort: In favor, say aye.
[17:19] >> Aye.
[17:21] President Cort: Opposed?
[17:24] The ayes have it.
[17:28] Approval of New Mexico capital outlay grant agreement capital
[17:32] appropriation project and three before Commerce PSCBC
[17:37] project closeout certification project number P19-005 desert
[17:42] Hills Elementary School.
[17:47] >> So moved.
[17:49] >> Second.
[17:50] President Cort: All in favor comment
[17:52] please indicate by saying aye.
[17:56] >> Aye.
[17:57] President Cort: All opposed?
[17:59] All right.
[18:00] The ayes have it.
[18:03] Before we move to public comment,
[18:05] I would like to remind the audience of the board's
[18:08] procedure for handling public comment which
[18:10] are found on the public import form for policy.
[18:14] Public comment is limited to three minutes
[18:17] per individual speaker.
[18:18] The Board President may further restrict or waive
[18:22] these time limits.
[18:23] The board does not prohibit public criticism
[18:25] or comment along personnel matters.
[18:30] However, the person will be responsible for making
[18:35] the public comments.
[18:36] We take no responsibility for comments made by individuals
[18:41] during the public comment session of the board meeting.
[18:44] Today we have five public comments.
[18:47] And so we will start -- and I will do it in the order they are
[18:52] received.
[18:53] So I will start with Corey Neil.
[18:59] >> Carey.
[19:02] President Cort: Oh, is it Carey?
[19:05] It looked like an O.
[19:08] >> It's okay.
[19:10] Good afternoon comment Madam President.
[19:12] My name is Carrie Neil.
[19:14] I'm proud parent of students at NGPRA.
[19:17] At the end of last school year, the parents
[19:19] were told that the schools would be sharing a campus.
[19:23] Two separate schools, one campus.
[19:25] A week or two later we were told that the schools
[19:27] were going to be combined.
[19:29] We were given no information as the timeline or reasoning.
[19:34] We were told that students would no longer take their laptops
[19:39] home.
[19:39] They were supposed to have access to the laptops at school.
[19:43] Students learned that there was only
[19:45] about laptops for one classroom to use them at a time.
[19:49] They were told to go back to paper and pencil,
[19:51] but there's not enough paper and ink
[19:53] for teachers to print necessary material and by the time
[19:56] teachers were notified, there was
[19:58] no time for planning or collecting resources.
[20:01] Our children are now suffering because they don't
[20:03] have the resources they need.
[20:05] Parents were then sent to survey about a new school
[20:07] with questions designed to elicit
[20:09] answers the administration clearly wanted to receive.
[20:12] There was no other information given,
[20:14] and those were the answers that you heard about
[20:17] at the last meeting.
[20:18] Then we had meetings with almost no notice,
[20:21] again, to ask the same or similar questions
[20:24] as the survey questions and designed
[20:25] to get the answers the administration wanted.
[20:28] At the last meeting, you are presented
[20:30] with a ridiculous plan about how the combined schools were
[20:33] going to work.
[20:34] And at the last meeting, you were
[20:36] shown pictures of a huge building that
[20:38] is supposed to be the new CTE high school,
[20:41] but is really only a shop and 1 or 2 classrooms.
[20:44] We come at the parents, we're told
[20:47] it's going to be a very small building.
[20:49] Board members, we are all being fed a line of bullshit
[20:54] and told it is honey.
[20:56] You have an amazing CTE school right now.
[21:00] They could definitely use that CTE building,
[21:03] but what they really need is the support of the district,
[21:06] a campaign to educate parents about our PE and the means
[21:11] to get kids to and from school that don't require students
[21:15] to sit at a bus stop for two hours before school
[21:18] starts because that school is already surpassing Arrowhead,
[21:23] and they have the accreditation to prove it.
[21:27] Let me say that again.
[21:29] RGP I's academic program is surpassing arrowhead,
[21:33] and they have the accreditation to prove it.
[21:38] I'm asking you to look beyond the smoke and mirrors
[21:41] and say no to combining these two schools until we have
[21:44] real answers and a solid plan.
[21:47] As a taxpayer and a parent, I deserve
[21:50] to know why the administration is playing Russian roulette
[21:53] with my children's education, and my children
[21:58] deserve better than to be treated
[21:59] as pawns in this experiment.
[22:00] Thank you very much.
[22:06] President Cort: Kate now.
[22:17] Welcome, Kate.
[22:19] Good to see you.
[22:24] >> Good to -- it's nice to meet you comment members of the board
[22:28] my name is Kate Neal.
[22:29] I am a student of RGPI, and even though my speech
[22:37] won't be as fancy as my mom's, I wrote down
[22:39] what I really like about RGPI.
[22:43] It's a place where I have learned
[22:46] that you can learn at your own pace
[22:48] as long as you are actually taking the learning seriously.
[22:53] It's a community, and it doesn't feel like a place
[22:57] where kids will want to run away from.
[23:01] I feel safe around my fellow students and staff members.
[23:09] I'm actually making connections with other people,
[23:13] and I'm allowed to be a kid.
[23:18] Just in general, I like everything about GPI
[23:24] the exact way it is.
[23:26] So I'm not really sure what else to say.
[23:31] Thank you for listening.
[23:34] President Cort: Mm-hmm.
[23:37] Thank you, Kate.
[23:40] [Applause] Lillian now.
[23:58] Welcome, Lillian.
[24:00] >> Hello Piermont good afternoon president Cort and members
[24:05] of the board.
[24:06] My name is Lillian Neal and I am a student at Nvla.
[24:09] When I was in sixth grade, I was really nervous around all
[24:13] the eighth graders and so how would a fifth grader just double
[24:18] that -- a sixth grader feel around high schoolers in general
[24:28] when they would already be very nervous around an eighth grader.
[24:31] And so another thing is that I think
[24:34] that we shouldn't have to think about what
[24:37] careers we want to do in middle school
[24:39] when we are still trying to figure out
[24:41] who we are as a person.
[24:43] And something about houses, why we shouldn't get rid of them is
[24:51] that they can help you learn about a lot of things that will
[24:54] help with leadership and working together with other people .
[25:00] And even if you don't like that person very much,
[25:04] you can learn that you can still work together
[25:09] very well with that person.
[25:10] I don't really have much of anything else,
[25:13] but thank you for your time.
[25:14] President Cort: Thank you.
[25:20] [Applause]
[25:24] Jeffrey Neal.
[25:34] Welcome.
[25:35] >> Thank you.
[25:37] Thank you, madam president and members
[25:39] of the board for hearing us out.
[25:41] My name is Jeffrey Neal and I am the proud parent of a seventh
[25:45] grader at Nvla and a 10th grader at RGPI.
[25:48] Both schools are phenomenal as they stand and exceed
[25:51] all requirements set by the administration and those
[25:56] by the state.
[25:56] My question is why the administration
[25:58] is focusing on dismantling the two schools that are succeeding
[26:02] for our children.
[26:03] Instead of supporting them with their needs
[26:05] to become even greater.
[26:06] What does the administration have against these two schools
[26:09] that would make them want to change
[26:11] the schools from a successful learning facilities to a science
[26:15] experiment with no structure or a guaranteed outcome.
[26:17] Nvla has had a lot of positive support
[26:20] from the community, parents, and students from the past meetings.
[26:25] So I would like to discuss some positive points on RGPI
[26:29] and what they offer that makes them stand out.
[26:32] First off, they as well as Nvla strive
[26:36] to have the school have a sense of community
[26:39] instead of the institutionalized structure of other schools.
[26:42] This makes the students feel safe as well as feeling
[26:45] that this teachers care about their education
[26:47] and their well-being.
[26:49] They hold a Golden Eagle showcase once a month
[26:53] to allow parents to come in and see what their kids are doing
[26:58] in school and give them 12 opportunities to meet
[27:01] with the teachers instead of waiting for the parent
[27:03] teacher conferences that happen only once a semester.
[27:07] They are already a CTE school that my daughter is engaged in.
[27:12] Last year, she learned about construction,
[27:14] and this year she learned about the culinary arts
[27:18] as well as achieving straight edge.
[27:20] These schools are succeeding in doing more
[27:23] to prepare our students where they go for high school
[27:26] where they stand, so why does the administration feel
[27:29] the need to get out and create the state of the art weel.
[27:33] If this proposal was so glorious for our children,
[27:35] why did the administration get caught telling us
[27:37] lines about what they really wanted.
[27:39] Why are they pushing so hard to make this happen quickly
[27:42] without proper research and unanswered questions?
[27:45] Why do they feel the need to not be transparent with us
[27:48] and not communicate with us?
[27:50] If this proposition is approved, it
[27:53] will very likely hurt our children more than it will help.
[27:57] I'm asking you to vote no on the 612 Academy
[28:00] until the administration can come back with a plan that
[28:03] actually benefits our children.
[28:04] Thank you very much for your time.
[28:08] President Cort: Thank you.
[28:11] [Applause]
[28:11] >> Lara Corbos.
[28:16] >> Thank you.
[28:17] I'm gonna start off by addressing the elephant
[28:19] in the room and that's the fact that the district has never
[28:22] asked the community whether or not they
[28:24] want a K through 12 school.
[28:26] This all started with press releases in the center
[28:29] where the district sent out press releases
[28:32] making it seem like it was a done deal.
[28:34] This is inevitable.
[28:35] Then they started sending out surveys.
[28:38] The surveys did not Ask, hey, Las Cruces,
[28:49] would you like a K through 12 school?
[28:51] They asked what would you like to see in this school instead
[28:54] of asking the basic and obvious question of do you want this K
[28:57] through 12 school.
[28:58] That's a press release.
[28:59] That's the surveys.
[29:00] And then let's get to the focus group.
[29:02] This same thing happened at the focus group.
[29:04] Was the community asked, do you want this school?
[29:08] No.
[29:08] They were provided with leading questions.
[29:11] Let's talk about what you would like to see in this school.
[29:14] This whole time, strategically done
[29:18] to create an impression that everyone had already
[29:20] agreed on the school.
[29:22] We all know that the school has not been approved.
[29:25] Why is there press releases showing
[29:27] that this is somewhat of an inevitable thing that
[29:30] is going to happen, something that we all just have to accept.
[29:33] Then we get to the steering committee
[29:36] so finally parents, teachers, students
[29:38] we're going to be included.
[29:39] We are going to have a voice.
[29:41] We are going to be able to voice our opposition.
[29:44] We get to the steering committee, what do we get?
[29:48] We get a community feedback sorting worksheet for stickers.
[29:53] For two hours, we get stickers that we
[29:58] are sorting through and categorizing feedback
[30:00] from the focus group.
[30:01] And let me tell you, the feedback
[30:03] was already manipulated because the number one feedback
[30:06] that I emailed each one of you is
[30:07] that we want to preserve Nvla.
[30:10] Did not get rid of Nvla.
[30:11] That is not in the feedback that you guys are giving.
[30:14] But why are we categorizing sorting and manipulating
[30:17] feedback for two hours when you have asked for the raw data?
[30:21] Why has the community not been asked if they
[30:24] want a K through 12 school?
[30:26] I think we all know the answer to that,
[30:28] and I think the district is scared to ask the community do
[30:32] you want a K through 12 school?
[30:34] Why?
[30:35] Because we all know the answer, and these are
[30:38] very intelligent people here.
[30:40] I am not going to pretend like you are not intelligent
[30:43] and that you do not know the answer to that question.
[30:46] Why has the district not asked the community whether or not
[30:51] they want a K through 12 school?
[30:53] Not through the survey, not through the focus group,
[30:56] not through the steering committee,
[30:57] not through press releases: Because they know the answer.
[31:01] So I challenge you as a board, have the district ask
[31:07] the community the obvious question: Does the community
[31:10] want the school?
[31:11] Because guess what, no one is going to send their kids here
[31:14] if they don't want it.
[31:16] This is going to be a huge flop.
[31:17] Before we start getting into details
[31:19] and are distracted in the details of a school
[31:22] nobody wants, ask first the basic question.
[31:25] Thank you.
[31:30] [Applause]
[31:32] President Cort: Thank you.
[31:34] All right.
[31:35] We are now going to move to board items.
[31:38] As per my amendment, we will start
[31:43] with Doctor Miller Thompson and the K
[31:47] through 12 focus group update.
[31:49] Doctor Miller Thompson, whenever you are ready, thank you.
[32:00] Hey.
[32:01] Good afternoon.
[32:06] >> Hey.
[32:07] Good afternoon, madam Cort, members of the board.
[32:14] This is a k 12 Academy update.
[32:18] A couple of things we will go over here,
[32:20] the focus group that happened two weeks ago, the steering
[32:25] committee work, and basically what that feedback is,
[32:30] and then some next steps in the process.
[32:34] So the focus groups took place a couple of weeks ago August 18th
[32:40] and 19th you saw on August 18th there were nine parent
[32:48] participants and three staff participants.
[32:51] On August 19th, there were 18 parent participants,
[32:56] three community participants, and nine student --
[33:05] students for middle school and five high school that took place
[33:08] at the focus groups on those dates.
[33:11] These focus groups were held at the RGPINVLA campus
[33:17] and facilitated by steering committee members.
[33:22] So the focus group feedback data first
[33:28] was organized, collected, sorted, and categorized.
[33:34] The steering committee did review the feedback.
[33:38] It gave the steering committee and opportunity
[33:42] to discuss the feedback, to look at it.
[33:47] There was a paper and sticker activity.
[33:51] Rather than doing it electronically
[33:53] at the end of the meeting, participants
[33:56] indicated they appreciated having the opportunity to have
[34:00] those conversations.
[34:01] So it wasn't people on computers,
[34:04] everyone staring at a screen.
[34:07] It was looking at the feedback and categorizing it
[34:10] into three categories, what is general feedback, kind
[34:16] of high level feedback to share with the board.
[34:18] The second thing they looked through all the feedback and saw
[34:24] feedback indicating what things from both schools
[34:29] should be preserved, protected, or what
[34:34] needed to be changed in the draft design.
[34:37] And then the third category for some of the feedback
[34:41] was just questions or comments, and so categorizing that.
[34:46] What came from that feedback is we
[34:50] are preparing a couple of things,
[34:53] a public facing FAQ document with the answers
[34:59] to those questions.
[35:00] Some of the things on there didn't really have anything
[35:03] to do with the 6-12 design.
[35:07] It had more logistical or operational things
[35:11] that need to be addressed now.
[35:13] So those were routed to the appropriate individual
[35:17] or department.
[35:19] And we are also creating a public facing document
[35:24] indicating what is happening with the feedback.
[35:28] So if the feedback was , we would like to maintain
[35:36] the programs that are currently at those two schools,
[35:39] then that is a design consideration,
[35:43] and this document will show exactly where and how
[35:48] the feedback is being addressed.
[35:50] So the committee did a great job in that work discussing
[35:54] the feedback, very thoughtful conversations about, you know,
[36:02] just kind of gleaning what the participants were thinking.
[36:07] And again, the participation in the focus group,
[36:12] you know, there were not great numbers of participants,
[36:17] but it was really the First opportunity.
[36:22] And you will see later in the presentation
[36:25] that there are more focus groups in opportunities
[36:27] for the community to learn more and to share
[36:31] more thoughts about the design.
[36:36] So some key -- and, again, these are categorized by what came out
[36:45] of the steering committee, what they elevated to high level
[36:50] feedback that should be shared with you this evening.
[36:53] So one of the things, preserving trusted relationships,
[36:59] really maintaining supportive teachers
[37:01] who know their students.
[37:02] So that was at the forefront of the student input,
[37:07] making learning active.
[37:10] Students on both campuses really like the hands on approach,
[37:14] project based learning, collaboration,
[37:18] expanding choice and careers.
[37:21] So connecting interests that they
[37:24] have with courses and future pathways.
[37:26] So there are some existing pathways at the school
[37:30] and we need to be responsive to future students
[37:34] as students are coming in, thinking
[37:38] about what programs of study they may like to pursue.
[37:41] What other things can we offer their?
[37:45] Protecting enrichment, continuing
[37:48] some of the competitions and experiences
[37:52] that students currently have at this schools,
[37:56] elevating student voice, letting students
[38:00] help shape programs, the culture, and the identity.
[38:05] And then connecting grades thoughtfully, building community
[38:10] while respecting grade level needs,
[38:13] and middle school students are not high school students,
[38:18] and students really thoughtful about articulating, you know,
[38:22] what that might look like and how those two experiences may
[38:27] look different.
[38:28] So the key takeaways from community and parent focus
[38:37] groups, preserving what works, retaining
[38:41] successful staff and programs and structures,
[38:45] allowing time and input.
[38:47] Providing meaningful opportunities
[38:49] to shape decisions.
[38:51] And you'll see, we've built in more opportunities
[38:55] for the entire community.
[38:57] So far, we've heard from the students and the families
[39:02] currently at those schools, but as students
[39:06] are moving through the system, elementary school, maybe
[39:11] current middle school students thinking, you know,
[39:16] getting more input as well, communicating clearly, sharing
[39:21] a transparent roadmap and regular updates, equitable
[39:26] access, addressing administrative, administrations,
[39:31] and outreach.
[39:34] Some of the logistical struggles that we have with these two
[39:38] schools of choice, getting students there
[39:42] in a timely manner was something that surfaced.
[39:46] Supporting staff early, which means clarifying timelines,
[39:52] retaining experienced employees, and ensuring
[39:58] that the level of uncertainty among staff members
[40:06] is addressed and brought down.
[40:08] A plan for safe mentoring, creating supervised,
[40:13] age appropriate interactions.
[40:15] The two -- there are a middle school and a high school sharing
[40:21] a building, and the administration teachers,
[40:24] staff there have been really thoughtful about student
[40:28] supervision and not having, like,
[40:32] unsupervised time among the different age groups
[40:36] of students.
[40:38] There were some concerns about this site.
[40:43] The town of Mesilla traffic parking safety capacity.
[40:49] There was a time in the last ten years
[40:52] when I did have an enrollment of 250 students.
[41:00] So that school site has had a greater capacity.
[41:04] We had district summer school there in the past
[41:07] for years and years.
[41:08] So during the summer, there were hundreds
[41:11] of students that came to school there in the summer.
[41:16] So I think the town of Mesilla is aware and have always
[41:22] been great partners with us and very supportive in the students
[41:26] in that building.
[41:28] And then again, elevating student voice,
[41:31] engaging students, strengthening partnerships.
[41:35] So as you'll see when we talk about the timeline,
[41:38] these are all things that have been incorporated
[41:41] into the process to elevate student voice and to widen
[41:47] the net to get --
[41:49] to give more students and families
[41:52] the opportunity for input.
[41:54] The staff focus group -- and again,
[42:01] there were three people that attended this focus group.
[42:05] So centering staff expertise, involving current employees
[42:09] in designing the Academy, preserving school culture,
[42:15] the great relationships and positive things that
[42:18] are happening.
[42:19] That has always been at the forefront of the design,
[42:23] clarifying staffing early.
[42:26] One request is to select who the principal will
[42:31] be prior to staffing just so staff can decide
[42:36] if that is a leader that they want to work with,
[42:41] can work with.
[42:43] Defining roles carefully.
[42:46] Preparing the facility.
[42:49] Some facility concerns regarding air conditioning, which
[42:55] has been addressed this week.
[42:57] The air conditioning in the gym is working.
[43:00] We had a win today on our t shirt press and dryer.
[43:06] There was not adequate electricity
[43:08] to run that equipment.
[43:10] That was resolved today.
[43:12] So the teacher will not be implementing her solution, which
[43:18] would have probably gotten us in big trouble
[43:21] with the fire Marshal and others.
[43:24] So that is a great win, and the students
[43:27] are super excited to have the opportunity
[43:30] to utilize that equipment and kind of bring
[43:33] their designs to life.
[43:35] So that's a great thing.
[43:37] And then building a flexible staff.
[43:40] Prioritizing teachers that can teach multiple courses.
[43:44] Again, we have great programs of study there.
[43:48] A few were mentioned earlier.
[43:51] There's culinary arts.
[43:52] There's construction.
[43:53] There is the Golden Eagle event planning and the hospitality
[43:58] piece, and they do really great things.
[44:01] Of course, all of that, we want to preserve.
[44:05] Again, that's the student voice of what else do students want.
[44:10] What potential programs of study as the new CTE facility
[44:15] is built, how will that space be utilized?
[44:19] So I think it's exciting to think about not only what's
[44:23] there, what's working, but what is
[44:27] the potential for the current students,
[44:30] but also future students to come into that space,
[44:35] grow the enrollment, and have a great learning
[44:39] environment for everyone.
[44:43] So charting the course for success.
[44:46] So, you know, the first step in form hold informational sessions
[44:54] for community stakeholders, part of that is to go out and --
[44:59] everything pretty much has been centered in Mesilla
[45:04] in the building, but also getting out to other
[45:07] stakeholders in our community where students may not know
[45:11] about either Mvla or GPI or the potential that the 612 Academy
[45:18] could bring for their students.
[45:20] And I think it's really critical that this
[45:23] is an offering for everyone in our community,
[45:27] that people are informed, and that people can also have input.
[45:33] Then of course, incorporating stakeholder feedback
[45:38] into draft design two, and that's
[45:40] why looking at the feedback was so important.
[45:44] Even though it was a small number
[45:45] of folks that provided that feedback,
[45:47] all feedback is useful.
[45:50] It's important, and if we don't know what the feedback says,
[45:53] we are just going to keep getting the same thing over
[45:57] and over.
[45:58] So having those conversations, looking at feedback
[46:02] will always be a part of the steering committee,
[46:05] and that is the purpose of the steering committee
[46:08] is to look at the research, look at the feedback,
[46:12] and to keep massaging the design until we get something
[46:17] that everyone can embrace.
[46:19] One of the things that we are planning later in the month
[46:23] is to have an academy experience, talking with parents
[46:28] and some stakeholders.
[46:30] There are some good ideas, but we really
[46:34] can't envision, what is it going to look like?
[46:37] What is the school day going to be?
[46:39] What is this new building going to look like?
[46:42] To just kind of envision the whole thing coming together.
[46:46] So the Academy experience will really
[46:49] be an opportunity for future students, current students,
[46:55] families to come and share in that vision
[47:00] and see what it might look like, what
[47:02] are some of the possibilities, and to think
[47:08] about how we can enhance that experience as we continue
[47:13] through the design process.
[47:16] And then refining.
[47:20] Continue --
[47:23] as we gather input along the way,
[47:25] continue to refine and strengthen the academy design.
[47:30] So draft design one was just that.
[47:34] It was a draft.
[47:37] And there will be a draft design two, three, four, five,
[47:43] however long it takes to get the input
[47:45] and, again, to get to a point where everyone
[47:50] can embrace this opportunity.
[47:52] And then one of the things around staff success --
[47:57] so Superintendent Ruiz, Miss, the chief of human resources met
[48:07] with the staff on Monday -- which was yesterday --
[48:12] and to just go through the staffing,
[48:14] no decisions have been made in the draft.
[48:17] There were some things that I think
[48:20] were misconstrued as final decisions
[48:24] and, you, the first step, we have been collaborating,
[48:30] talking with community partners about what is the timeline?
[48:35] What does that look like?
[48:37] There has not been a staffing plan developed.
[48:40] That collaboration is still to come,
[48:43] but there has been conversations.
[48:46] They are developing some staffing proposals
[48:49] for consideration.
[48:51] It's always good to have a starting point
[48:54] to consider and then to work from there, and to a staffing
[49:00] proposals alongside the steering committees
[49:04] vision for the new school, just to make sure
[49:10] that folks currently employed at those schools
[49:14] feel good about what's happening.
[49:18] They are giving other educators across our district
[49:24] the opportunity to have an opportunity
[49:27] to work in this academy.
[49:30] So just making sure that those things go hand in hand
[49:35] and then just being responsive.
[49:38] Being flexible.
[49:39] Again, no decisions have been made.
[49:43] We are in -- drafting some things and working through it
[49:51] together as stakeholders, so bringing more voice and choice
[49:57] into the process as we go through.
[50:01] So this is a tentative timeline.
[50:05] Here we are, September 1st.
[50:09] So this update on the focus group feedback .
[50:15] The steering committee next week will work on the FAQ document,
[50:19] start thinking about the academy experience, what that might look
[50:27] like, and in the near future, doing some more listening
[50:33] sessions with students, because in those focus groups,
[50:37] those were things that emerged from both
[50:41] the parents, the community, and the student,
[50:46] that students want to have more say in the design,
[50:50] so giving those current students in those buildings
[50:54] some more time to voice their ideas.
[50:59] And then also getting out and talking
[51:04] to families across the district, current fifth grade students,
[51:08] just providing some information.
[51:11] Here's some opportunities that are out there if you're
[51:16] interested in a smaller learning environment, hands on learning,
[51:22] smaller learning communities, whether it's
[51:27] houses or something similar to that,
[51:29] just getting the information out there
[51:32] and getting input from others across the community,
[51:37] and then also the academy experience, sometime maybe late
[51:45] September, and bringing the board more feedback,
[51:49] perhaps opening another survey and bringing
[51:54] that back to the board at the end of the month.
[51:58] And then, whatever the time frame is after that, again,
[52:03] will be determined as we go along as long --
[52:08] I think the process deserves the time to take as much time
[52:13] as we need to get it right.
[52:15] So with that, I will stand for questions.
[52:20] President Cort: Thank you, doctor Miller Tomlinson.
[52:24] Board members, anyone want to Member Frank:
[52:31] I'm just wondering, does this time schedule give us enough
[52:33] time -- if the board approves it,
[52:37] what approval is needed at that point?
[52:42] >> Thank you comment Madam President, member Frank.
[52:47] As soon as the board has made a decision
[52:51] on the logistical side of it, which
[52:55] is around more of the operational piece
[52:57] and sending that to the state for review.
[53:01] We were given the timeline of three months.
[53:06] I don't know what that timeline is based on.
[53:11] Certainly, we can ask, and there has
[53:15] been some indication from the public Education Department
[53:18] that they would assist in shepherding it
[53:22] through because what we don't want
[53:24] is to have students in limbo.
[53:27] We want to know all students and families know where
[53:32] they are going to go to school.
[53:34] But we are not going to rush to get there.
[53:39] So whatever the time frame is, we
[53:42] will work with the public education department
[53:43] on the other side of that.
[53:52] Member Frank: Thank you.
[53:53] Member Tenorio: I was going to go last if anyone had questions.
[53:58] President Cort: I have a couple.
[54:01] We have a listening session from students, which I love.
[54:05] As far as I heard from people, we
[54:08] had them come to the school board
[54:11] meeting and the sisters who came today,
[54:13] but I would really love student feedback.
[54:15] So I am really excited about those listening sessions.
[54:19] My call is for students to let us know what do you want.
[54:23] What do you want?
[54:24] This school is for you.
[54:26] It's not for the adults.
[54:28] And you are going to do a fifth grade listening session.
[54:33] Why not in eighth grade?
[54:38] Wendi Miller-Tomlinson : We had fifth grade on there, yes,
[54:42] eighth grade.
[54:43] It would be more about communities
[54:45] and doing it by feeder patterns so we are getting out
[54:48] to different places in the community,
[54:51] thinking about holding those at middle school,
[54:55] attracting from the elementary, but also current middle school
[54:59] students.
[54:59] So that's a great question, and it would really be open to all
[55:05] grade levels or any stakeholder that wanted to attend,
[55:09] but making sure that current fifth graders and eighth graders
[55:13] had the opportunity to come and get the information to highlight
[55:20] -- to highlight the great things that are going on.
[55:24] >> President, yes, we can definitely integrate the eighth
[55:30] grade on that.
[55:31] That's a great suggestion.
[55:33] President Cort: Perfect.
[55:34] And I just think that --
[55:37] I don't really have any questions.
[55:39] I know we are trying to balance timing and everything else,
[55:42] but I would encourage us to not hurry through,
[55:48] and that's what you stated, and waiting
[55:52] a semester or even possibly a year
[55:54] just to see how things pan out, right?
[55:58] This is a year where we have two schools in the same building
[56:03] and sort of go through the process a little slower,
[56:06] that way people have time to wrap it around their heads
[56:10] about what's going on, and the board as well, that we
[56:13] can go and figure out and go and visit.
[56:15] We can talk to the kids and see what's happening.
[56:18] I wish it didn't take so long, and I'm
[56:24] worried if they tell us three months, it might be 5 or 6.
[56:28] Just for me, unfortunately, relying on the pet
[56:32] to get things done when they say they are makes me a little bit
[56:35] nervous.
[56:35] And so I think that we shouldn't base our time
[56:38] on what the PED is saying.
[56:41] I think we have to do it at the pace that we need to.
[56:45] And that's all I've got.
[56:50] Wendi Miller-Tomlinson : Well stated.
[56:52] President Cort: It really wasn't.
[56:57] Member Tenorio: You're pretty nice to the ped.
[57:01] I'm just gonna reiterate something on my notes
[57:05] that Madam Cort touched on.
[57:10] I need to make sure everyone can hear me.
[57:14] They said to speak into the microphone.
[57:16] Also, I think that the thought exchange --
[57:20] I was hoping for more participants.
[57:24] I don't know the window that it was that it was open.
[57:31] Could it be reopened?
[57:33] Wendi Miller-Tomlinson : Sure.
[57:35] We could reopen that one.
[57:36] I think at this point, the feedback has been that thought
[57:40] exchange has been just general --
[57:44] tingling general ideas and now that we have one draft design
[57:50] and another probably coming soon is to really get more specific
[57:57] feedback on the design pieces of, you know,
[58:05] what does the day look like?
[58:07] What are the programs of study?
[58:08] What is the instructional model?
[58:12] Just some very specific things because those questions
[58:18] were intentionally very general.
[58:22] To have a starting point, because when
[58:25] you go into any project, it's hard to start from zero.
[58:30] So just having --
[58:34] Member Tenorio: When was it opened?
[58:37] Wendi Miller-Tomlinson : It was opened in the summer,
[58:40] June or July.
[58:42] Member Tenorio: I just think the awareness wasn't there
[58:45] Pema could we open something that would
[58:47] reflect when the work was done?
[58:48] I don't know.
[58:49] Just open up a new thought exchange.
[58:52] I think you'll get a lot more responses.
[58:56] Wendi Miller-Tomlinson : That's coming.
[58:58] We want to make sure we are getting --
[59:01] Member Tenorio: Is that the orange bottom left corner?
[59:05] Wendi Miller-Tomlinson : Somewhere around there,
[59:07] doing more listening sessions.
[59:09] The more feedback we get, the more intentional
[59:12] we can be on the design and the more specific feedback
[59:16] we can ask for in a survey.
[59:20] So I think, you know, just, again,
[59:26] gathering additional feedback, widening our net in terms
[59:30] of who's getting the information,
[59:33] who knows even about the project and getting the information out
[59:39] there, drafting -- taking all the feedback that we've gotten,
[59:46] having the steering committee consider that feedback and how
[59:49] it would be incorporated in an updated draft design and putting
[59:54] that out and saying now based on your feedback,
[59:59] this is what it's saying now, and now let's get additional
[1:00:04] feedback on the new draft or drafts that come Member
[1:00:12] Tenorio: Also, I appreciate that what I hear is that there's more
[1:00:14] opportunities for additional focus groups comment because I
[1:00:18] think that maybe was a place that could give more notice --
[1:00:22] advance notice to where they are able to come.
[1:00:25] It was brought to my attention that there
[1:00:28] may be staff who are ambivalent to share their identity, right?
[1:00:37] Or they may be worried about retaliation.
[1:00:39] I've never seen it.
[1:00:42] I've never witnessed it.
[1:00:44] I've never heard of it happening in -- like,
[1:00:48] recently or the time that I've been on the board.
[1:00:52] But I want to respect where they are feeling at,
[1:00:56] and I'm trying to rack my brain.
[1:00:59] Well, how would we even get their information
[1:01:02] to get their input, right?
[1:01:04] Is that something we could go through the unions?
[1:01:09] >> President, if I may,, Member Tenorio, I did meet with them --
[1:01:18] with the staff, and actually they provided some feedback,
[1:01:23] things like more time for some of our focus group meetings.
[1:01:27] Also, as we look at this timeline,
[1:01:32] after the Academy experience and looking at some of the feedback,
[1:01:36] probably hold another meeting just with staff being
[1:01:39] that the feedback that we have, it was three staff members
[1:01:43] that it reflects.
[1:01:45] So I really wanted to hear from the entire, from both sides,
[1:01:50] right?
[1:01:51] So yesterday was a great opportunity just
[1:01:53] to hear some of their concerns and challenges
[1:01:56] and some of their input as well around this process.
[1:01:59] So as you can see here, we are slowing this down.
[1:02:03] We have not even -- we are not giving a date of approval
[1:02:07] at this point because I really feel, as Dr. Wendi mentioned,
[1:02:16] our focus is to get this piece right.
[1:02:18] What is the programmatic piece?
[1:02:20] But again, our community of parents or teachers,
[1:02:24] that we lean into this.
[1:02:25] So that's going to be the priority.
[1:02:28] If and when we get there, then we
[1:02:31] will take care of the PED piece.
[1:02:33] Obviously with the staffing, there
[1:02:35] should not be any retaliation.
[1:02:37] There should not be any fear of retaliation.
[1:02:41] Monday, like I said, was a great meeting with the staff
[1:02:45] and I think they appreciated that we were there
[1:02:47] and they wanted to listen.
[1:02:49] Member Tenorio: So I hear what you are saying
[1:02:52] and I agree with you.
[1:02:53] I don't think we have a culture of retaliation.
[1:02:56] However, how can we respect if there are staff who want
[1:03:01] to share without -- like, feeling outed?
[1:03:07] Feeling vulnerable?
[1:03:08] Can we go through the union?
[1:03:10] Can something be done?
[1:03:12] We can't do it for them.
[1:03:15] Can we reach out to the union presidents
[1:03:17] to figure out what we can do with the staff
[1:03:19] to get their input to feel that they
[1:03:23] share more freely with their union representation.
[1:03:26] I think also with thought exchange,
[1:03:28] is that a way to do that?
[1:03:35] Superintendent Ruiz: Asking some of those questions, Ms. Tenorio,
[1:03:40] to make sure we are in agreement.
[1:03:42] >> To answer your question, Ms. Tenorio,
[1:03:49] I was very glad to hear from the staff who wanted other channels
[1:03:54] to share.
[1:03:55] Some like group focus groups.
[1:03:58] Some don't want to share their name
[1:04:00] for any type of retaliation.
[1:04:02] So I did meet with the NEA president and others
[1:04:06] from NEA to talk about ways to create anonymous thought
[1:04:10] exchange when it comes directly.
[1:04:11] I also stayed after for those that wanted to have one on one
[1:04:15] rather than speak in front of others.
[1:04:18] I know working with the schools collectively
[1:04:20] to set up different staff focus groups that
[1:04:23] work at their location at different times
[1:04:26] to help ensure that they feel that they are controlling
[1:04:30] the schedule and the calendar to give me feedback
[1:04:33] on behalf of the staff plan.
[1:04:35] So everyone likes different -- to your point,
[1:04:40] different styles of communication,
[1:04:42] and I am taking that into consideration for our plan.
[1:04:46] Member Tenorio: Great to hear.
[1:04:48] Thank you.
[1:04:49] Also when we are thinking about having these informational
[1:04:51] sessions with fifth grade and now eighth grade --
[1:04:55] and I know everything is still very undecided.
[1:05:01] Can we at least have, like, a range
[1:05:06] of how many enrollees or applicants that you are trying
[1:05:09] to reach up to?
[1:05:10] Because I think you need to be realistic with speaking
[1:05:13] to fifth graders and eighth graders of how many you
[1:05:17] can realistically accept.
[1:05:24] Superintendent Ruiz: President, if I may comment Miss Tenorio,
[1:05:27] I think that's a great idea.
[1:05:29] Our initial thought on that is that we have these listening
[1:05:32] sessions that we could also pull comment
[1:05:35] like an informal poll of the family's interest,
[1:05:40] potential interest where we could
[1:05:42] get a little bit of a projected number of where we are looking
[1:05:45] as far as potential registrants or students that
[1:05:48] would participate, if that's your question.
[1:05:51] Member Tenorio: I think also if you are saying max capacity
[1:05:55] of this building is 250 to --
[1:05:58] I don't even know.
[1:05:59] Superintendent Ruiz: It's a 300 range, I think.
[1:06:04] Member Tenorio: And maybe you won't be ready by the first year
[1:06:08] if this happens.
[1:06:09] So there may be a graduated decrease.
[1:06:13] I'm just kind of curious, with that first year,
[1:06:16] what's a doable range?
[1:06:20] Superintendent Ruiz: And I can answer
[1:06:23] that, president, miss Tenorio.
[1:06:25] The building is ready for the 300 kids, if we get there if you
[1:06:30] the original intent of viola when it was first approved
[1:06:34] in 2013, if I remember correctly,
[1:06:36] was a goal of 250 kids at the previous building, which
[1:06:41] does not fit 250 kids.
[1:06:42] But we are ready.
[1:06:44] I'm looking over there, the building is ready to increase
[1:06:50] student enrollment as we speak..
[1:06:52] 368.
[1:06:52] So that would be a great --
[1:06:59] I'm not going say -- it would be a challenge for us to be able
[1:07:04] to have that many kids to enroll in for next year.
[1:07:09] Member Tenorio: So maybe consider the scenarios
[1:07:12] if you were to open to that many or if you were to start smaller.
[1:07:15] My question is what happens if it is delayed?
[1:07:19] And you said we didn't want kids to feel like they are in limbo,
[1:07:23] but, like, what's gonna happen if we
[1:07:26] wait six minutes to a year?
[1:07:29] Superintendent Ruiz: So president, Miss Tenorio,
[1:07:32] one of the concerns is the raphe I
[1:07:34] based on their school improvement status
[1:07:37] with the state with PED.
[1:07:39] So there's potential, I guess, implications if you will,
[1:07:43] and that is something we would definitely
[1:07:45] work with the public editor department.
[1:07:47] So right now, the grant dollars that are allocated for those
[1:07:51] school improvement efforts are being held until we have a --
[1:07:57] whatever the plan will be specifically for our GPI moving
[1:08:01] forward.
[1:08:02] And so working with PED at this point,
[1:08:06] and as soon as we have a -- you know,
[1:08:10] a potential plan moving forward, then those considerations --
[1:08:15] the consideration of receiving those funds for the school
[1:08:20] improvement efforts at this -- at this point,
[1:08:26] as we have been talking to them, they have been giving us about
[1:08:31] until January to give if our GPI is going to be moving forward.
[1:08:38] If this rolls into, 28, 29, we definitely
[1:08:43] need to make a decision.
[1:08:45] What is our g p status moving forward?
[1:08:48] Based on their school improvement status for, I think,
[1:08:53] year three, there has to be drastic changes as Member
[1:08:59] Tenorio: You say 28, 29.
[1:09:00] Next year is 27, 28.
[1:09:02] You are talking two years from now?
[1:09:04] Superintendent Ruiz: As I stated earlier,
[1:09:07] what I want us to prioritize is that we get this programmatic,
[1:09:10] at the design piece right that we are all
[1:09:14] on the same page on this.
[1:09:17] If it takes a situation where it takes three months
[1:09:19] consideration, what we don't want to do is this decision --
[1:09:23] I'm just putting out scenarios --
[1:09:25] this scenario is made in February,
[1:09:27] this program is not going to be able to open in 27, 28.
[1:09:31] It would be looking at 28, 29.
[1:09:34] Because we have to really work with that three month
[1:09:38] timeline that the PED is giving us.
[1:09:40] We have to give our parents enough time, scheduling.
[1:09:43] There's a lot of logistics that go into preparing
[1:09:47] for another school year.
[1:09:48] It's going to depend when the decision is made
[1:09:53] in moving this program forward.
[1:09:56] Once that decision is made, then we
[1:10:00] can work with the public department working at our g p I
[1:10:07] status and what does that mean.
[1:10:10] It just depends on what that decision
[1:10:12] is made on what that's going to look like in regards to the PED
[1:10:16] and when we Would open up this program.
[1:10:18] The original goal was to open up this program in 27, 28,
[1:10:23] but we are given this timeline to be able to get there.
[1:10:26] Member Tenorio: Does it have to start
[1:10:29] at the beginning of a school year?
[1:10:31] Could it be mid-year?
[1:10:34] Wendi Miller-Tomlinson : As Superintendent Ruiz mentioned,
[1:10:37] there are a lot of considerations that go
[1:10:39] into a new school year, budgeting, staffing.
[1:10:42] I think on the staffing side, if we are taking two schools that
[1:10:47] have an enrollment under 200, and we are expanding that,
[1:10:52] we are going to have to pull staff --
[1:10:58] staff is going to have to come from somewhere.
[1:11:00] So that would potentially disrupt others.
[1:11:03] So it's kind of like a big puzzle
[1:11:05] that we need to put together.
[1:11:08] Its not unprecedented that schools have started --
[1:11:14] I think that one of the things that is important to note
[1:11:17] is that students who are currently
[1:11:19] enrolled at these campuses would have the opportunity
[1:11:23] to stay at those campuses.
[1:11:26] So really looking for the students that are their.
[1:11:30] Their experience would be seamless.
[1:11:33] We don't want to disrupt students that are currently
[1:11:36] in those schools.
[1:11:39] It would just be any students coming
[1:11:41] in that we would have to think about,
[1:11:44] what does that look like for them?
[1:11:47] Member Tenorio: Plus, this summer
[1:11:50] would allow better transition, right?
[1:11:51] I just had to ask.
[1:11:53] I'm going to venture into public comment.
[1:11:56] We were saying, o, if the public were
[1:11:59] asked do they want a six through 12 school,
[1:12:03] I think if it was just asked in a very generic sense
[1:12:07] without any context, I think there
[1:12:09] would be people asking a lot of questions,
[1:12:11] having a lot of concerns, giving pushback.
[1:12:15] I think having had the board allowed
[1:12:20] to receive this information at the same time
[1:12:22] as the public of why Nvla was moving to our P,
[1:12:27] just that alone, what was happening with our g p,
[1:12:31] I think that context, the public would
[1:12:34] be more open to trying to understand what's happening,
[1:12:38] and why the next step was being considered to merge and unite
[1:12:44] them, and what those steps might look like.
[1:12:47] So we are here now.
[1:12:49] And so we are trying to work all together.
[1:12:53] But I do think that -- yeah.
[1:12:57] I just think -- just knowing my experience with Las Cruces,
[1:13:04] a lot of times they care so passionately that if information
[1:13:08] is coming at them with just little bits,
[1:13:11] they are going to react strongly,
[1:13:14] and how do we maybe as a board have that first meeting together
[1:13:18] to discuss the whys and the hows, very fresh, then --
[1:13:24] I don't know.
[1:13:25] Then I think it wouldn't be so easy to say
[1:13:27] no they don't want it.
[1:13:28] I don't think that would have been such an easy answer.
[1:13:34] Superintendent Ruiz: President Cort, if I may,
[1:13:37] Miss Tenorio, great points.
[1:13:39] Could we have done some things better?
[1:13:42] Absolutely.
[1:13:42] As I mentioned on Monday, some of the things that we
[1:13:45] own as far as the communication pieces.
[1:13:47] Some of the initial conversations
[1:13:50] that I was having with the board around this
[1:13:52] was the concern with the sustainability of two schools,
[1:13:56] basically, right?
[1:13:58] Two students with about 150 students
[1:14:01] that also had two administrators, two office
[1:14:04] staff, and then, you know, art teacher FTE.
[1:14:09] The initial conversation around this as we started studying this
[1:14:13] and analyzing it was also on the fiscal side of this as well,
[1:14:18] our fiscal responsibility that this was not --
[1:14:22] these were not sustainable systems basically,
[1:14:26] in schools with moving forward with regard to the pupil cost
[1:14:29] and those types of things.
[1:14:31] The other piece n viola.
[1:14:33] We did have meetings.
[1:14:34] We did communicate with a lot of parents.
[1:14:36] Part of that was because they were moving out
[1:14:39] of the previous building, so the goal was
[1:14:42] to ensure that we have the room to recruit
[1:14:46] more kiddos into that program.
[1:14:50] And so that fiscal piece of that is also
[1:14:53] important as part of this conversation
[1:14:55] because as it stands now, it's not
[1:14:59] sustainable in moving this forward.
[1:15:01] Member Tenorio: I just want to clarify,
[1:15:04] up until the last regular session, any information you
[1:15:07] shared with us was one on one.
[1:15:10] We did not know what the other person was hearing or saying.
[1:15:13] Superintendent Ruiz: Yes.
[1:15:15] Thank you.
[1:15:16] Member Tenorio: Thank you.
[1:15:19] President Cort: Thank you.
[1:15:21] Mr. Frank.
[1:15:22] Member Frank: What I really want to talk about is what matters:
[1:15:27] What is going to happen in classrooms.
[1:15:31] Who is going to develop that?
[1:15:34] Is that going to be the people?
[1:15:36] If the school is approved, is it the people assigned
[1:15:39] to those levels along with the people of the school
[1:15:45] or will the program be developed in central office right to them
[1:15:49] and say, this is what you are going to do.
[1:15:52] You know, I think I know the answer to this question,
[1:15:55] but I'd like to hear maybe a discussion of that.
[1:16:00] Wendi Miller-Tomlinson: Thank you, madam president,
[1:16:04] member Frank.
[1:16:05] That's a great question.
[1:16:07] I think that's part of the frustration
[1:16:10] is that there are some things that we can't answer
[1:16:13] because we are not there yet.
[1:16:16] And just like any school, school leaders
[1:16:25] have autonomy along with the staff,
[1:16:27] and that's why these two schools are thriving as they are
[1:16:31] is because they have taken concepts such as project
[1:16:38] based learning, programs of study,
[1:16:41] listening to student voice, and taken those things
[1:16:45] and brought them to life.
[1:16:47] And so I think in the next phase,
[1:16:51] which we can call it phase two or design phase or whatever,
[1:16:55] it's the actual school leader, the school staff
[1:16:59] along with students, stakeholders, community members,
[1:17:04] to really make those design decisions.
[1:17:10] There's a lot of excitement in the community about a CTE space,
[1:17:14] and how can we leverage that space
[1:17:18] to provide more opportunities for not only students
[1:17:23] at that site, but potentially students from other schools
[1:17:28] that could also use that space.
[1:17:31] I, there's just a lot of things to be decided collaboratively
[1:17:37] with the school leadership, the staff, the students, parents,
[1:17:43] and the community.
[1:17:46] Member Frank: Thank you.
[1:17:48] And that is pretty much what I wanted to hear because, as you
[1:17:52] said, the current staff there have created some pretty good
[1:17:56] things .
[1:18:00] And, you, so, we want that to continue.
[1:18:06] Wendi Miller-Tomlinson: For sure.
[1:18:08] Member Frank: All right.
[1:18:10] Thank you.
[1:18:13] >> I think my colleagues have made some good points.
[1:18:16] I met with staff at both Rapai and the academy last Friday,
[1:18:22] and we only have three people.
[1:18:24] Let me tell you, every single person in that room
[1:18:27] had an opinion and a thought, and I appreciate that of them.
[1:18:32] That we only have three actively participating
[1:18:34] is interesting and probably something we should address.
[1:18:38] I get the point about the anonymity on feedback,
[1:18:43] but I'm also a bit -- there's a place for anonymity in a school
[1:18:51] district in all sorts of things.
[1:18:53] I don't think there's a place for anonymity
[1:18:56] in something like this.
[1:18:58] Like, we need to have a public, open conversation
[1:19:01] of what the vision of the school is going to be.
[1:19:04] And I'm not going to -- whatever,
[1:19:07] do what you want to do at the end of the day to get more
[1:19:10] feedback, but I do struggle with that sense that we are sort
[1:19:13] of providing --
[1:19:15] I think I as a school board member
[1:19:18] will weigh anonymous comments and feedback with significantly
[1:19:23] less weight than I would if it was in person and somebody
[1:19:26] that I know and has their name on it.
[1:19:29] And that's just the reality of the situation.
[1:19:31] So I just don't know how valuable anonymous interest
[1:19:36] or feedback is in this particular project.
[1:19:43] >> Madam Cort, Member Nolan --
[1:19:48] Secretary Nola, I think giving people their own voice
[1:19:53] to give the opinion, there's value
[1:19:56] that the person has an avenue.
[1:19:58] I do agree with you.
[1:20:00] When there's not a name attached,
[1:20:02] there's not much to follow up or get clarity,
[1:20:05] but sometimes it takes that first step for them
[1:20:07] to feel like there is an avenue, and then
[1:20:10] they feel more confident to come forward.
[1:20:12] That's my hope to give different communication avenues
[1:20:16] for different styles so that those don't feel comfortable
[1:20:19] yet maybe feel more comfortable after that first step
[1:20:23] small small groups, bigger groups, time differences, style
[1:20:28] differences, online, in person.
[1:20:31] The more I think -- on the staffing side,
[1:20:35] at least I could speak to that --
[1:20:37] that we are able to provide avenues directly from
[1:20:42] the district where those are more comfortable,
[1:20:45] I know our HR team will get all that and then kind of see
[1:20:50] the themes, see where fears, concerns are,
[1:20:56] and then collectively address those the best I can.
[1:21:01] Secretary Nolan: Information is information,
[1:21:02] and it's all valuable.
[1:21:04] I just want to tell them.
[1:21:07] There's probably a phrase that I'm forgetting
[1:21:09] or that I don't know.
[1:21:11] [Laughter] But yes.
[1:21:13] Giving anybody that avenue, but I don't want to sort of send
[1:21:17] this message that we are a place that sort of --
[1:21:22] it feels like an acknowledgment that we will retaliate,
[1:21:26] that retaliation is a thing.
[1:21:28] That is not a thing in our district, right?
[1:21:30] We do not do that.
[1:21:32] That's some general sort of philosophical concerns around
[1:21:36] that, but I do get the strategy, and I get that it can be
[1:21:40] valuable to a certain extent, but I do want to encourage folks
[1:21:44] to participate in this process, because there's not --
[1:21:48] there's a union phrase.
[1:21:50] If you are not --
[1:21:52] I'm going to mess it up again.
[1:21:54] This is not my day for phrases.
[1:21:56] If you are not sitting at the table, you are on the menu.
[1:22:00] There we go.
[1:22:03] >> There is no toe in the ring?
[1:22:06] Secretary Nolan: We are going to move past the toe in the ring
[1:22:11] comment.
[1:22:12] Creating as much possibilities as possible
[1:22:17] for people to provide feedback I think
[1:22:21] the superintendent going in there to meet people
[1:22:23] is a good step.
[1:22:24] And -- Miss, what are the options?
[1:22:28] What's on the table?
[1:22:30] I guess I do have -- say we punt until the February or March.
[1:22:37] Essentially punting until the 28 school year.
[1:22:41] Are there -- are there any sort of funding implications, like,
[1:22:50] that come with that because of our p I --
[1:22:56] are we putting ourself in any further risk by pushing that can
[1:23:01] further down the road than addressing what we need to do
[1:23:05] at RGPI.
[1:23:07] Superintendent Ruiz: My understanding
[1:23:09] of funding that overall budget is no.
[1:23:13] We receive our pupil allocation budget.
[1:23:17] Potentially on the RGPI side, the school improvement plan
[1:23:26] would be that we have to come up with a plan
[1:23:28] with RGPI specifically on how to defer
[1:23:34] what that school improvement.
[1:23:36] I will continue with -- it's at the point where we need to make
[1:23:43] some decisions with RGPI with closures and things that we need
[1:23:49] to finalize because of the the fact that they are in a, what is
[1:23:54] it, year three of school improvement and the gains that
[1:23:58] are expected have not been there as well.
[1:24:05] Secretary Nolan: So we are at decision time for RGPI
[1:24:08] for the 28, 27 school year?
[1:24:12] Superintendent Ruiz: Correct.
[1:24:15] Once the state knows what the plan is,
[1:24:16] they will release those funds to utilize
[1:24:19] for whatever that plan may be moving forward.
[1:24:22] Secretary Nolan: That's helpful.
[1:24:24] Thank you.
[1:24:30] Member Tenorio: I have one more question.
[1:24:31] I think when -- since then there have been changes.
[1:24:37] Whatever we approve, that could evolve, right?
[1:24:40] Could it -- do you -- are we allowing ourselves room
[1:24:50] to evolve?
[1:24:51] Superintendent Ruiz: I'm trying to understand the question.
[1:24:55] Are you speaking specifically to Nvla?
[1:25:03] Member Tenorio: Are we expecting a perfect package
[1:25:05] when we send it to the ped with everything thought out or are we
[1:25:09] expecting room for growth and possibility
[1:25:11] that this is changing into something
[1:25:14] that is working better?
[1:25:18] Wendi Miller-Tomlinson: Sure.
[1:25:19] Thank you for the question, member Tenorio.
[1:25:22] The actual paperwork, if you will,
[1:25:25] that goes to the public education department --
[1:25:30] there's a narrative about why we are doing this and what is this
[1:25:36] school or new organization or whatever we are asking for.
[1:25:40] You know, kind of why we are doing it.
[1:25:43] So there is a narrative piece, but the rest of --
[1:25:47] I'll call it an application for lack of a better word --
[1:25:51] is really about enrollment, transportation,
[1:25:56] all of those kinds of -- all of those kinds of logistical kinds
[1:26:03] of things.
[1:26:04] So they are really not looking for the kinds of things
[1:26:07] we are including in the design.
[1:26:10] They don't want to know the bell schedule.
[1:26:12] They don't want to know the instructional model
[1:26:15] things like that.
[1:26:17] But that's important for our community and our families
[1:26:22] to know what is the complexion, what
[1:26:24] is the vision, the mission of the school you know,
[1:26:30] before we move forward.
[1:26:34] So we are doing that in concert with those logistical pieces,
[1:26:40] because if it was just that, you know, we could pull data on that
[1:26:47] and be done in a day with just that part.
[1:26:50] But really, I think the question you are asking
[1:26:53] is an important one.
[1:26:55] Can we evolve as we go?
[1:26:58] And if you think about Rio Grande prep,
[1:27:03] where the school started, kind of the history
[1:27:08] of that campus where it had a certain purpose,
[1:27:12] and over time, that purpose has changed due to changing
[1:27:17] needs in the district, changing needs of students,
[1:27:22] and I think that is a great example of how a school has
[1:27:28] evolved from just being a place where you go when you're behind
[1:27:32] to catch up on credits to being a place to go because you want
[1:27:36] to be there and you want to take advantage
[1:27:38] of the instructional program at that school and what that school
[1:27:43] has to offer.
[1:27:45] And, you know, I think the same is true with MVLA
[1:27:52] that with iterations and design and hard work of people,
[1:27:56] it has gotten to where it is today.
[1:27:59] So I think many schools evolve and continue
[1:28:03] to evolve because we have students,
[1:28:06] and they are not static.
[1:28:08] Kids change, and I think it's incumbent upon us
[1:28:14] to change with students and students needs.
[1:28:18] Member Tenorio: In my thinking was just, like, to refine.
[1:28:23] We are trying to be mindful of not waiting too long
[1:28:27] for the other consequences, but if we are feeling like, well,
[1:28:32] we needed more time to refine -- to make people feel comfortable
[1:28:38] and happy of where it's going, that that's still a possibility.
[1:28:42] I'm sorry.
[1:28:43] I guess it is a second question.
[1:28:46] But just as far as -- this application is like the ask.
[1:28:52] We are telling them what the enrollment is going to be.
[1:28:55] The ask is not going to be the lower range.
[1:28:57] You are going to be asking for the higher capacity.
[1:29:00] I'm just kind of curious.
[1:29:03] Wendi Miller-Tomlinson: It's a projection.
[1:29:06] Current enrollment, if you are reorganizing a school,
[1:29:09] they want to know what's going to happen
[1:29:11] to the kids that are there.
[1:29:12] What is the current enrollment, and what is the projection
[1:29:16] for the reorganized school?
[1:29:18] So it's questions like that.
[1:29:20] And, you know, just to reiterate,
[1:29:25] that's why this project was phased out,
[1:29:29] to kind of get through that first part, the logistical part,
[1:29:34] but to really think about the design
[1:29:36] and answering a lot of those questions,
[1:29:40] like, what is the bell schedule going to be?
[1:29:45] A lot of those structural details that --
[1:29:49] back to remember Frank's question -- who decides that?
[1:29:55] That's decided later by the staff and the school leader.
[1:29:59] They are going to kind of fill in those details later on.
[1:30:02] Member Tenorio: Okay.
[1:30:04] Thank you.
[1:30:12] Vice President Wofford: I just really want to repeat that.
[1:30:14] The really important work of this academy really can't take
[1:30:18] place until the board would approve and the PED would
[1:30:21] approve, and that's when this stuff would really count --
[1:30:26] the stuff that's going on in the classrooms,
[1:30:29] that's the really important work.
[1:30:31] And that's going to be done, like you said,
[1:30:34] by the community of that school.
[1:30:37] The students will have hopefully a lot
[1:30:40] to say about it, certainly the staff, certainly the leadership.
[1:30:46] And I think that's just a massively important point.
[1:30:54] Wendi Miller-Tomlinson: Thank you, president Cort,
[1:30:58] member Frank.
[1:31:00] That's why this time frame was a little bit compressed
[1:31:03] is because the sooner we get to that to start recruiting
[1:31:09] students, to start doing some of that,
[1:31:13] then you have your school community.
[1:31:16] So until you have the school community established,
[1:31:19] who are the teachers who are the kids?
[1:31:22] Who is the leader?
[1:31:24] A lot of that detailed design work can't happen.
[1:31:28] But I think all of the feedback that we are getting
[1:31:32] is pointing in the right direction.
[1:31:36] So students, family, staff, everyone knows,
[1:31:44] what are the things that are valued by the school community
[1:31:48] that is already there?
[1:31:51] So we are not -- you know, I've heard,
[1:31:55] why are we starting from scratch?
[1:31:58] We are not starting from scratch.
[1:32:00] We want to preserve and protect those things that
[1:32:03] are important to these school communities, that are working
[1:32:06] in these school communities, and elevate those and give
[1:32:10] more students an opportunity to be part of a school with this.
[1:32:19] President Cort: Thank you.
[1:32:21] Thank you, doctor Miller-Tomlinson
[1:32:28] and miss Ritter.
[1:32:30] But guess what, doctor Miller Tomlinson.
[1:32:32] You get to stay up here for this second reading.
[1:32:36] Reading of policy g b.
[1:32:39] You take your time to get to what you need.
[1:32:42] Thank you.
[1:32:57] Wendi Miller-Tomlinson: All right.
[1:32:58] Now I am prepared for policy g b.
[1:33:02] Madam president, members of the board,
[1:33:05] we are here for second reading of policy B,
[1:33:09] and I still don't have the right --
[1:33:16] >> (Indistinct)
[1:33:16] President Cort: That's okay.
[1:33:20] >>, we don't have an >> They all left.
[1:33:28] [Laughter]
[1:33:32] Wendi Miller-Tomlinson: As soon as you say policy, people leave.
[1:33:35] This is the exciting part.
[1:33:37] Excuse me for not having everything here.
[1:33:39] Madam president, members of the board,
[1:33:41] we are here this evening for the second reading
[1:33:44] of policy B g, policy adoption revision and review.
[1:33:50] So this is -- we had the second reading earlier in August,
[1:33:58] I believe, and there were a couple of changes made after
[1:34:03] first reading.
[1:34:05] So the following language was added in section three B,
[1:34:11] and that was regarding putting policies directly
[1:34:18] on consent agenda.
[1:34:21] And with the advice of Miss Gallegos, really
[1:34:27] changing the wording in the policy
[1:34:30] so that it reflects that there is no substantive change,
[1:34:34] but just a change in wording or something
[1:34:38] that was changed in LA regulations
[1:34:41] that we had to change the wording in the policy
[1:34:46] to match up.
[1:34:48] So that would be an example of something that could go directly
[1:34:53] onto consent agenda.
[1:34:56] The other language that was added in section four --
[1:35:02] so when you look at our policies and regulations,
[1:35:06] you might note that for some policies,
[1:35:09] there is no regulation, and most policies have language that
[1:35:15] the superintendent will promulgate the regulation
[1:35:18] for implementation of the policy,
[1:35:21] but not every policy has that language.
[1:35:24] So again, in discussion with Miss Gallegos,
[1:35:28] my question was, what if we have a policy without a regulation?
[1:35:34] There's no language in the policy
[1:35:38] that calls for a regulation.
[1:35:40] Can we write a regulation if we need one to implement ?
[1:35:46] So she said since we are working on this policy revision anyway,
[1:35:49] it would be a really good idea to add that language here
[1:35:53] so in the future should staff need a policy --
[1:36:00] or a regulation to clarify how a policy might be implemented,
[1:36:07] the superintendent would have the latitude to develop
[1:36:11] a regulation to go with the policy.
[1:36:13] So it in no way changes the policy,
[1:36:16] the meaning of the policy or anything like that.
[1:36:20] It would just solely be on the regulation side of the policy.
[1:36:26] Those were the fundamental things.
[1:36:31] Mr. Frank did have a couple of suggestions,
[1:36:36] and they were just to change out a couple of words to --
[1:36:44] in section three B where it says,
[1:36:47] unless a board member requests that it be considered a separate
[1:36:51] action item -- ending the sentence with second reading
[1:36:57] and approval, and changing the unless to however.
[1:37:01] So then it would read, however, any board member requests
[1:37:07] that it be removed.
[1:37:09] So just a simple change of wording there.
[1:37:14] And then adding the word being two 3(b)(2) so instead
[1:37:27] of reading if a policy is revised,
[1:37:31] it would read if a policy is being revised.
[1:37:37] >> Mr. Lewis, would you scroll down?
[1:37:41] Wendi Miller-Tomlinson: So on number two there in red,
[1:37:45] this suggested change was if a policy is being revised.
[1:37:51] So just adding the word being.
[1:37:54] >> Where was the one that you were adding however?
[1:37:59] Wendi Miller-Tomlinson: However would
[1:38:01] be on the previous page, column three >> So unless.
[1:38:09] Take out that unless and add however.
[1:38:11] Wendi Miller-Tomlinson: Correct.
[1:38:13] Ending the sentence, putting a period,
[1:38:15] and changing unless to however.
[1:38:18] Which I thought those were nice suggestions.
[1:38:22] >> Would it say, however, a board member requests that it be
[1:38:26] --
[1:38:30] Wendi Miller-Tomlinson: However, any board member
[1:38:32] may request that it be removed.
[1:38:34] Thank you.
[1:38:35] I didn't circle that on my copy.
[1:38:38] So those were the other changes that were being suggested
[1:38:42] by member Frank's.
[1:38:44] With that, I will stand for questions.
[1:38:49] >> The only thing that I saw was that there's no space between
[1:38:52] three B one and two.
[1:38:54] Spaces between the other two.
[1:38:57] That's just a formatting thing.
[1:38:58] I was going to email you.
[1:39:00] We can fix that.
[1:39:05] >> There's another concern.
[1:39:07] There's an Or that I'm not crazy about.
[1:39:10] I know I've been criticized for this.
[1:39:12] And if it bothers you, I will just shut up.
[1:39:18] >> It's a work session.
[1:39:21] Will allow it.
[1:39:24] Member Frank: It's here somewhere
[1:39:26] in one of the red ones, I think.
[1:39:29] I mean, I could find it.
[1:39:31] I thought I sent it to you, but that was
[1:39:34] three weeks ago or something.
[1:39:40] >> She talked about the two changes that you sent.
[1:39:43] Member Frank: Here it is.
[1:39:46] It's at two at the top.
[1:39:47] If a policy is being advised by state or federal law
[1:39:51] or regulation policy.
[1:39:53] I think that or --
[1:39:57] I mean, we have to make sure we are
[1:40:00] connecting a regulation and a policy to state and federal law.
[1:40:04] So I think it would be better if we took out the or after law.
[1:40:09] First of all, I think we should make all them plural.
[1:40:13] We shouldn't say federal laws, regulations, policies.
[1:40:16] But take out the or after, put a, there,
[1:40:24] and everything is cool.
[1:40:26] So it would read policies and advises for state and federal
[1:40:31] laws,, comma, regulations, , and just everything else is
[1:40:38] the same.
[1:40:40] >> Beautiful.
[1:40:41] Makes it clearer.
[1:40:42] Thank you, member Frank.
[1:40:44] Member Frank: Is it good?
[1:40:47] >> It is good.
[1:40:50] >> I like the idea of a regulation and adding these
[1:40:54] guardrail.
[1:40:56] It's a doomsday part of me that if in the future you have
[1:41:02] a specific board or type of leadership where there is
[1:41:05] something --
[1:41:05] I don't know.
[1:41:06] I don't think it's realistic. (Laughs)
[1:41:10] >> You never know.
[1:41:12] Member Tenorio: You never know.
[1:41:14] The idea that we are going to slide a policy through.
[1:41:17] People would be like comet what happened?
[1:41:20] The consent agenda.
[1:41:21] We are trying to protect against that.
[1:41:24] Here, we are mentioning if it's in the best
[1:41:27] interest in the school district to take immediate action,
[1:41:30] we would take more immediate action,
[1:41:34] but the contrary is that something is really important,
[1:41:38] we may need more than two readings.
[1:41:39] And we know that, but just to clarify that something
[1:41:43] a very high public notice, two readings may just
[1:41:47] be, if we try and pass it, they are going to think,
[1:41:52] press the brakes.
[1:41:54] Wendi Miller-Tomlinson: Thank you, member Torreyana.
[1:41:57] I like the word doomsie.
[1:42:01] That's a new one.
[1:42:04] These changes provide guardrails on both sides.
[1:42:07] If something needs immediate action, which
[1:42:10] we have had a few where we needed to act quickly,
[1:42:13] it allows for that, but also, it allows
[1:42:16] if we need to slow down, get more thought, put more input,
[1:42:21] the board still has that.
[1:42:25] Member Tenorio: The student transfer one,
[1:42:27] that was the second review.
[1:42:31] Wendi Miller-Tomlinson: Correct.
[1:42:32] We did that 1 in 2 readings.
[1:42:37] President Cort: Okay.
[1:42:38] Anything else?
[1:42:39] All right.
[1:42:43] Wendi Miller-Tomlinson: Thank you.
[1:42:45] President Cort: Now miss O'brien will be talking about --
[1:42:50] will be discussing and possibly approving another legislative
[1:42:55] resolution.
[1:42:55] Thank you, doctor Miller-Tomlinson.
[1:43:02] High, miss O'brien.
[1:43:05] >> Good afternoon.
[1:43:07] I am here this afternoon to discuss our six resolution
[1:43:13] for the mass BA for consideration and member
[1:43:19] Tenorio spent a great deal of time working on this resolution.
[1:43:23] So I will turn it over to her.
[1:43:30] President Cort: I'll just say it looks really great.
[1:43:33] Thank you for all the work you did.
[1:43:36] Member Tenorio: I just want to say it was on one page.
[1:43:39] That is a good look.
[1:43:40] I want to say member Frank's.
[1:43:42] Look at our letter that we sent to PD and with our legislators.
[1:43:47] Already with this feedback.
[1:43:48] We are wanting now, I guess, make it more bite size pieces
[1:43:54] for the NMSBA to lobby with us.
[1:44:01] I didn't know that not every district is treated the same.
[1:44:05] Let me say this: We are the only district that come at like,
[1:44:08] had to go to a third party vendor, from what I understand.
[1:44:15] >> And I don't know if we were the only district,
[1:44:18] but I know our neighboring areas, we were --
[1:44:25] Dr. Wendi, is that the same information you know?
[1:44:29] Contracted vendors for the summer internship?
[1:44:32] Member Tenorio: So I really thought about that
[1:44:35] after my first draft?
[1:44:36] This is a separate draft where I really
[1:44:39] tried to think about when I presented this to the NMSBA
[1:44:43] resolutions committee, they all have a different experience
[1:44:46] with this.
[1:44:47] They are not going to know what it was like for a third party
[1:44:49] vendor, and I want them to care because it
[1:44:53] could happen to them down the road, and I want to avoid that.
[1:44:56] And I want to express to them how it affected us.
[1:45:01] Originally, I was being very nice
[1:45:03] in how I kind of explained it.
[1:45:05] And then I just thought it needs a little more teeth to it
[1:45:09] to really share that impact.
[1:45:11] And we also added the information
[1:45:14] about students with disabilities just to make sure
[1:45:17] that that was gonna stick out.
[1:45:19] The part with equity is very important.
[1:45:22] Legally serving students with disabilities,
[1:45:25] and I think the other one was -- equity at the district level
[1:45:32] and at the student level in local control.
[1:45:35] I think that's always a really important thing to advocate
[1:45:39] for so that we just didn't -- as a community,
[1:45:43] we didn't have enough local voice or control on what was
[1:45:47] happening.
[1:45:48] So I hope that you all got a chance to read it.
[1:45:58] President Cort: Absolutely.
[1:45:59] It's nicely stated.
[1:46:00] In my opinion, I think you are very clear on establishing
[1:46:03] guidelines.
[1:46:04] So it's saying, here's what our expectations are.
[1:46:07] Here's where that fell short.
[1:46:09] I think it's fabulous.
[1:46:11] Member Tenorio: Thank you.
[1:46:13] I also want to share the good news
[1:46:15] that I was appointed by the state president
[1:46:18] to serve one more year in the resolutions committee.
[1:46:21] One more time.
[1:46:23] >> Yes, yes, very good.
[1:46:28] President Cort: We need your advocacy.
[1:46:30] Member, do you have something to say?
[1:46:34] Member Frank: This covers the problems
[1:46:37] that needed to be covered and what need to be done.
[1:46:41] Thank you for doing this, and congratulations
[1:46:43] for being on that resolutions committee
[1:46:46] because that's very important.
[1:46:47] What comes out of there could end up
[1:46:49] in front of the legislature, and they
[1:46:52] could pass it and make a difference,
[1:46:54] and we couldn't have a more passionate person pleading
[1:46:57] for justice and equity.
[1:47:00] Member Tenorio: You imagine, they have to shut me up, too.
[1:47:07] It's true.
[1:47:07] I remember being in there one time I don't think Gadsden had
[1:47:11] representation in the committee, but they were the ones who put
[1:47:15] in a few years back a stipend for teachers --
[1:47:20] special education teachers.
[1:47:23] I thought, I know Gadsden and I'm
[1:47:25] going to really fight for this.
[1:47:27] I know there was back and forth because there's a lot
[1:47:29] of questions about how are they going to fund this and what
[1:47:33] constitutes -- why special Ed teachers and not all people that
[1:47:38] serve special Ed students.
[1:47:40] I know those conversations were had,
[1:47:43] and last year there was one about a resolution that
[1:47:46] did not pass, very slim margin on making discipline harsher
[1:47:53] on kids.
[1:47:54] And I forget exactly all the details, but it was like,
[1:48:02] the act -- the idea of making the discipline harsher I just
[1:48:09] thought it's a dangerous place if you don't have data,
[1:48:13] if you don't have the research to back it up.
[1:48:17] So yeah.
[1:48:18] President Cort: And what many people don't realize
[1:48:21] is that larger school districts are
[1:48:23] the minority in the New Mexico School Board Association.
[1:48:28] There are not very many, and there are a lot
[1:48:31] of very small school districts.
[1:48:32] It's not just important for the larger school districts there.
[1:48:36] Member Tenorio: Sometimes they don't have the same issues.
[1:48:40] President Cort: They do not.
[1:48:42] Absolutely.
[1:48:43] So I would like to entertain a motion
[1:48:45] to approve the NMSBA resolution entitled
[1:48:49] realize the full potential of New Mexico summer internship
[1:48:53] program with that of a collaborative local partnership
[1:48:57] and serving all students legally and equally.
[1:49:03] Member Tenorio: So move.
[1:49:05] President Cort: I'm not done.
[1:49:08] To forward to NMSBA with the regulations
[1:49:11] that were passed in August 2026.
[1:49:14] Member Tenorio: So moved.
[1:49:19] Secretary Nolan: Second.
[1:49:22] President Cort: So moved by Miss Tenorio and move by Mr. Nolan.
[1:49:27] Thank you so much comment miss O'brien comment and Miss
[1:49:30] Tenorio, I appreciate your work.
[1:49:32] Member Tenorio: It was teamwork.
[1:49:35] President Cort: Our next discussion
[1:49:37] is that Secretary Nolan has had to drop from the DAC
[1:49:42] advisory board, and we need two board members
[1:49:45] to serve on that advisory board.
[1:49:48] So I would like to open for discussion
[1:49:50] if anyone is interested in serving in the DAC Advisory
[1:49:53] board.
[1:49:56] Member Frank: I'll do that.
[1:49:59] I've never done it before, but I have substituted
[1:50:01] so I have some familiarity.
[1:50:04] There may be other possibilities.
[1:50:07] President Cort: Thank you for stepping up so quickly.
[1:50:11] >> Actually enjoy serving on that committee.
[1:50:17] >> You are an officer, aren't you?
[1:50:21] >> So you are president.
[1:50:26] [Laughter]
[1:50:30] >> So public record, I am teaching a course at DAC,
[1:50:34] so conflict of interest -- there isn't one, but if there is one.
[1:50:42] >> I think we'll redo that election.
[1:50:46] >> No.
[1:50:47] I emailed them.
[1:50:48] I also haven't officially resigned.
[1:50:49] I don't know how that works.
[1:50:53] >> Send in an email?
[1:50:55] >> I don't know if I'm supposed to do that or someone else.
[1:50:57] I don't know if there's protocol.
[1:51:04] >> Madam court is replacing you.
[1:51:06] >> Mr. Silver, if you would like to come up.
[1:51:14] >> I think it would be appropriate for Mr.
[1:51:18] Nolan to send the email.
[1:51:19] It's not a board elected position.
[1:51:21] It's a board appointed position.
[1:51:24] So just as in January we did this
[1:51:27] when President Court appointed you,
[1:51:29] she's basically an appointing you right now,
[1:51:32] and you have the point to change change your mind
[1:51:35] and select someone else.
[1:51:38] President Cort: And certainly this
[1:51:41] isn't because of Secretary Nolan's capability
[1:51:43] and the conflict of interest.
[1:51:47] >> The one meeting I chaired was dynamite.
[1:51:50] Member Tenorio: There are actual better meetings
[1:51:54] when it doesn't require each district to have a quorum.
[1:51:58] Those seem to be a lot of information packed in and not
[1:52:01] really those presentations when you get -- when I served,
[1:52:06] it's like you get to see that next step post graduation,
[1:52:12] post 12th grade, to see what students are doing to get
[1:52:17] their -- what do you call it?
[1:52:20] Associates, and CTE programs and even just the
[1:52:23] support services that they offer.
[1:52:25] It's just really nice to know about.
[1:52:28] I think you should try it.
[1:52:31] President Cort: I would love to.
[1:52:34] Maybe next year when we redo the committees again,
[1:52:36] I would absolutely love to do it.
[1:52:38] But for now I would like to appoint
[1:52:40] Ed Frank to be the DAC advisory board
[1:52:43] person to replace Secretary Nolan,
[1:52:46] and I appreciate you volunteering.
[1:52:48] I know you're going to do a great job.
[1:52:52] >> Thank you.
[1:52:54] Member Tenorio: What's his new office title?
[1:52:57] Is he >> I think he's just chair.
[1:53:03] Your double meetings now.
[1:53:07] Chair chair Frank.
[1:53:08] Member Frank: Stop scaring President Cort: Thank you, Mr.
[1:53:14] Frank.
[1:53:15] We appreciate it very much.
[1:53:16] We are going to move to Doctor Lozano
[1:53:18] to talk to us about early childhood programs
[1:53:21] and give us our annual report.
[1:53:24] Thank you so much for being here.
[1:53:26] >> Good afternoon member of the board.
[1:53:30] We are coming to you this afternoon
[1:53:34] to provide our early childhood report.
[1:53:38] This is a requirement of the Head Start program that we run.
[1:53:42] It's good to give an update of some things
[1:53:45] we are doing with the little ones across the district.
[1:53:49] With that, here is an overview of the major programs
[1:53:55] that we have across our district, the first one
[1:53:58] being our developmentally delayed preschool.
[1:54:00] So this is IEP based.
[1:54:02] So these students are qualified, dependent on the type
[1:54:07] of disability or learning needs that they have.
[1:54:11] So we do have half day double sessions.
[1:54:15] We have classrooms across our district.
[1:54:17] In addition, we have our Head Start program, which
[1:54:21] is obviously a federal program that we've had,
[1:54:24] I believe for now over 55 years.
[1:54:27] So a long standing tradition here in our district.
[1:54:30] With it comes a lot of things that we
[1:54:33] have to do in addition to what it's good for kids.
[1:54:36] So lastly we have our New Mexico pre-K program.
[1:54:41] This is a program that is funded through our state.
[1:54:45] As you know, now we have a dedicated office.
[1:54:49] This program is run not through the public education department,
[1:54:53] but through the early childhood Education care Department.
[1:54:58] The acronym, I always forget it.
[1:55:01] So we have 19 classrooms across our district.
[1:55:05] So in total, we have 73 classrooms, in 33 out of our --
[1:55:17] classrooms so the classrooms are centrally.
[1:55:22] I'll just say it, space.
[1:55:24] It's a small school.
[1:55:26] Students who go in that area either go to Alameda.
[1:55:31] There's plenty of options for our little ones.
[1:55:34] And Sunrise Elementary, which, obviously,
[1:55:39] is a third through eighth grade elementary school.
[1:55:42] Next is our enrollment.
[1:55:47] So purple indicates the number of funded enrollment,
[1:55:52] what we get funded for.
[1:55:54] So this is head start, 413 seats we get funded for.
[1:56:04] I'll note that New Mexico pre-K has increased over the last six
[1:56:07] years.
[1:56:07] I know back in 2017, we had, if I recall, two classrooms
[1:56:13] across our district.
[1:56:14] Obviously, there has been a lot of investment
[1:56:17] across our state for investment opportunities for students.
[1:56:21] So we have taken advantage of that.
[1:56:24] Also capacity filled.
[1:56:25] So why is this important?
[1:56:28] Because we need to get it to a certain level so
[1:56:31] we can get the full funding.
[1:56:33] One of the topics that I want to mention today
[1:56:37] is the unintended consequences of free child
[1:56:40] care across the state.
[1:56:42] It's great for our community.
[1:56:44] One of the consequences for us is that it's
[1:56:47] less enrollment for us.
[1:56:48] If you are a family with a four year old or three year old,
[1:56:51] now you have an option to go for free to a lot of our partner
[1:56:55] childcare across our city, which are open earlier than we are.
[1:57:01] Some of them are open until 7:00.
[1:57:05] 6:00 is the average.
[1:57:07] For obvious reasons, many of our families
[1:57:10] choose to take that route, which we are happy for,
[1:57:13] but at the same time, it does cause us to increase
[1:57:18] our recruitment efforts.
[1:57:19] Obviously, there is room for us to keep recruiting.
[1:57:23] I know Evangeline and her team do a great job of promoting
[1:57:27] and going to different events.
[1:57:29] We will continue to do that.
[1:57:31] In addition, just working with our principals and capacity.
[1:57:34] Really monitoring where are the needs at.
[1:57:37] For example, last year, we did shift a few of the classrooms
[1:57:41] into our higher need areas.
[1:57:44] One that comes to mind is Desert Hills.
[1:57:47] Typically in that area, we have a higher waitlist
[1:57:50] so we were able to get the classrooms there.
[1:57:52] It's evolving, and we are monitoring and making
[1:57:56] sure that we fill as many seats as we can so that we
[1:57:59] can continue that programing.
[1:58:01] One of the things that I didn't mention
[1:58:04] is that if you recall I didn't mention the developmentally
[1:58:08] delayed programs.
[1:58:09] The reason I didn't put the funding up for that
[1:58:11] is because that goes through our SEG funding.
[1:58:14] So that's really dependent on the student need.
[1:58:17] So each student is way different depending
[1:58:21] on the type of services that we are offering them.
[1:58:24] So in an inclusive setting as well.
[1:58:28] Correct.
[1:58:29] Next, this gives you a good overview of the different
[1:58:35] overviews that we have across our district and which schools
[1:58:41] -- the type of program each school has pretty much the two
[1:58:46] schools that do not have a program are Central and Sunrise,
[1:58:50] but we try to really offer different options
[1:58:53] for our families across the city to make sure that they have
[1:58:57] access to our two different programs that we offer or three.
[1:59:03] Now to the funding part.
[1:59:07] So combined with Head Start and New Mexico pre-K --
[1:59:11] I think you are very familiar with the Head Start budget
[1:59:14] because we go over it every month with the Finance Committee
[1:59:17] combined $9,712,000.
[1:59:20] Of course, the majority of it goes
[1:59:23] to our salaries, which makes up the majority
[1:59:26] of the budget that we spend on early childhood.
[1:59:28] As a district, we do have a lot of anything you can imagine,
[1:59:41] that's what our in-kind goes to.
[1:59:42] I know Angie has to fill out a lot of forms
[1:59:47] to show what the program is doing to support.
[1:59:50] Next, I will hand it over to go over some of the numbers.
[1:59:56] Evangeline Barela: Good afternoon.
[1:59:58] In this particular slot we are getting a snapshot
[2:00:03] of what the programs provide.
[2:00:05] I want to preface that this is from 2526 school year.
[2:00:10] The date Anita, we need an entire year of.
[2:00:14] We started with the scholastic year
[2:00:15] we are looking at the previous year here at.
[2:00:18] You can see our enrollment and attendance come up
[2:00:20] we serve 651 children.
[2:00:22] 356 came from New Mexico and 275 from New Mexico pre-K.
[2:00:27] As far as our meals which includes breakfast and lunch,
[2:00:30] we were able to provide 702,000 meals to children in pre-K.
[2:00:36] You can see how that's divvied up.
[2:00:40] We also provide services to our family,
[2:00:44] our methodology and theory early childhood to support the family
[2:00:47] as well as the child's.
[2:00:49] We provided 21 parent training opportunities.
[2:00:53] These are some but not limited to I
[2:00:56] can, in during our parents how to create healthy nutrition
[2:01:02] at home for a very low amount per month we also
[2:01:04] did our premed in assisting parents
[2:01:07] to see how they are their child's first teacher
[2:01:12] and assisting those literacy skills from the home.
[2:01:16] We did nurturing our parents by affecting beneficial parenting
[2:01:20] skills.
[2:01:21] Again, these are opportunities and based
[2:01:23] on interest for those who sign up to these opportunities
[2:01:26] we also provide districtwide family engagement plans
[2:01:29] this does not include the two events that are
[2:01:32] required at the classroom site.
[2:01:34] On top of these, there was one during the fall and one
[2:01:37] during the spring at each classroom.
[2:01:39] Some of you had the opportunity to attend some of them.
[2:01:42] I know you were able to attend some.
[2:01:47] As you know, they are very play oriented,
[2:01:50] but they are also intentionally focused
[2:01:53] on our indicators which are early childhood standards.
[2:01:57] They provide activities which parents
[2:01:59] are able to take home and do at home with resources from home,
[2:02:03] whether it's counting macaroni or sopita
[2:02:06] or doing various activities from books that they have at home.
[2:02:11] We also are looking at our staffing and leadership.
[2:02:14] We have 131 total staff?
[2:02:16] One of those is the executive director.
[2:02:19] You are looking at her.
[2:02:22] 13 facilitators, which I will discuss more
[2:02:25] in detail in a future slide?
[2:02:27] 44 teachers, 45 Pas, and 47 temporarily
[2:02:32] educational assistants.
[2:02:33] We also have a policy council along with our governing body,
[2:02:38] which is you all, and we have 34 representatives --
[2:02:40] we had 34 representatives in the past year within that policy
[2:02:45] council.
[2:02:47] If you want to switch over to the next slide.
[2:02:52] Thank you.
[2:02:54] Okay.
[2:02:54] So this is our early childhood framework.
[2:02:58] It's very similar to that for our kindergarten through 12th
[2:03:01] grade.
[2:03:01] We also run and guide all of our instructional practices
[2:03:05] on our standards.
[2:03:06] We currently have the New Mexico Early Learning guidelines
[2:03:08] which are now going to change and have
[2:03:11] changed into our New Mexico Early learning standards.
[2:03:13] Somewhat similar, but they go into more detail in depth.
[2:03:17] So that's specifically what we teach.
[2:03:20] How we go about teaching it is using our curriculum.
[2:03:23] We have the three cheers for early readers
[2:03:26] and it focuses on literacy and numeracy.
[2:03:29] It incorporates a lot of social and emotional learning as well.
[2:03:33] We have our Kimojis which are specifically
[2:03:36] focused on our social and emotional learning,
[2:03:40] and our computer awareness, and play based hands on awareness
[2:03:45] with all of our curriculum.
[2:03:47] How we assess these, we have measurements
[2:03:49] as well that we look at very quickly for our early childhood
[2:03:53] PLC and we drive these based on our assessments.
[2:03:56] We have our echo which is our early childhood education tool.
[2:03:59] We have our executive function skills assessment and our ages
[2:04:03] and stages questionnaire.
[2:04:04] The top assessment focuses on the academic portion
[2:04:08] of our practices on the two lower
[2:04:11] ones focus on social emotional development
[2:04:14] as well as children's emotional skills and ability
[2:04:18] to develop their self-management and cognitive control.
[2:04:23] We also have how we improve these practices.
[2:04:28] We monitor them through our efforts environmental rubric
[2:04:34] and we go through these on a monthly basis
[2:04:36] and we look for both instructional practices
[2:04:39] in the classroom as well as safety
[2:04:41] walks to make sure outdoor and indoor environments are
[2:04:44] safe for the children 3 to 4 years old.
[2:04:47] You guys are very familiar with our Elevate New
[2:04:49] Mexico which is our evaluative tool for teachers.
[2:04:52] We also provide our teachers coaching in early childhood,
[2:04:57] it's called practice based coaching.
[2:04:59] We have two internal coaches and three external coaches,
[2:05:03] who are provided to us through the state.
[2:05:06] I wanted to share this with you all because many times
[2:05:11] it's a bit more difficult, but it's not as new knowledge
[2:05:16] for our district that we have --
[2:05:20] I always say it's a small district within a district.
[2:05:23] We have our facilitators who are very content oriented
[2:05:26] and they work very collaboratively
[2:05:28] with our departments, and you are
[2:05:31] going to see a lot of similarities
[2:05:33] with the wraparound supports from early childhood and LCR
[2:05:36] departments.
[2:05:37] We have two facilitators in each area
[2:05:39] except for our family community resource liaison,
[2:05:43] and I will tell you a little more detail about her
[2:05:45] in a minute.
[2:05:46] We have our facilitators, our health safety nutrition
[2:05:50] facilitators who help with our safety screenings
[2:05:53] pretty much they ensure that our children are eating well
[2:05:56] and that they are following family style dining.
[2:05:58] We have what we call disability facilitators.
[2:06:00] This is a term used by Head Start, which pretty much is
[2:06:04] our special education area, ensuring
[2:06:06] that our students with special needs
[2:06:08] are being provided and supported in the appropriate way.
[2:06:11] We have our IEP case managers of social Behavioral support
[2:06:15] specialist.
[2:06:16] We have parent family and community engagement
[2:06:19] facilitators for specialists, which
[2:06:22] focus in on that home engagement along with the school site.
[2:06:26] We have our practice based coaches,
[2:06:29] which I had mentioned earlier.
[2:06:31] And then of course, we have Victoria Garcia,
[2:06:34] who is our family community resource liaison.
[2:06:38] She is who receives our referrals from --
[2:06:42] it could be the family itself that refers,
[2:06:45] it could be school site principals or teachers.
[2:06:49] If there is a family in need, there
[2:06:51] is a referral place by these individuals,
[2:06:53] and she reaches out to the community
[2:06:55] and ensures that the family receives what is in need.
[2:07:01] >> One of the things that we are working on aligning
[2:07:04] to our efforts in the support center.
[2:07:06] I know Victoria also works closely with the liaisons
[2:07:09] there in the Family Support Center because it's
[2:07:12] similar services, right, except for this it's
[2:07:16] dedicated to completely to 3 to 4 year old students
[2:07:19] across our district.
[2:07:22] Evangeline Barela: So you can see how well
[2:07:25] we align to the district.
[2:07:27] Next slide.
[2:07:28] We also set goals through our grants both New Mexico pre-K
[2:07:31] and Head Start.
[2:07:32] We ensure that we are not only meeting the goals or needs
[2:07:35] that we identify from the data we
[2:07:37] collect through our programs self-assessment
[2:07:39] and our community assessment, because we do send out surveys
[2:07:43] as well, gathering information from the community as what
[2:07:46] they feel the needs for three and four year Olds are.
[2:07:49] Once we set the goals, we ensure that they are very well
[2:07:52] aligned to district goals because we work along as one.
[2:07:56] We see how we are aligned to go one, two,
[2:07:59] three of our strategic plan.
[2:08:02] In our goal one, we have initiated this past year --
[2:08:07] actually, we are going on two years with early childhood PLCs
[2:08:11] and our practice based coaching.
[2:08:13] We also included dual language programs
[2:08:15] we have dual language programs in three elementary schools now,
[2:08:19] and every year we intend to increase it
[2:08:22] by two schools per month we are very focused
[2:08:26] on our social emotional, and behavioral support
[2:08:29] for our little ones.
[2:08:31] If we can get them kinda ready, then what
[2:08:33] they can learn academically.
[2:08:34] We also focus on the health and safety monitoring
[2:08:37] of our classrooms and partnerships and inclusivity
[2:08:40] in classrooms .
[2:08:44] When it comes to goal three, we have the expectation
[2:08:47] of providing 180 instructional hours and head start
[2:08:50] hours in New Mexico pre-K. We check on attendance early
[2:08:53] and monitor that and do early outreach to families in need.
[2:08:57] And we also are heavily focused on all of our family learning
[2:09:01] and engagement, ensuring that parents are heavily
[2:09:06] engaged in classrooms at school sites
[2:09:08] and providing opportunities to receive
[2:09:10] training and work on their future educational efforts
[2:09:13] or goals.
[2:09:20] President Cort: Okay.
[2:09:21] And we stand for questions.
[2:09:23] Dr. Roberto Lozano: With that comment Madam President,
[2:09:26] we stand for any questions that we have in our report.
[2:09:29] President Cort: Thank you for giving
[2:09:32] such a comprehensive report.
[2:09:33] Board members any questions?
[2:09:37] >> Where does the Nonfederal head start money come from?
[2:09:41] It was $1 million or so.
[2:09:43] It was one of the early slides where -- right.
[2:09:52] The 1.1 million Nonfederal match.
[2:09:57] Evangeline Barela: I was going to answer that incorrectly.
[2:10:01] I'm so glad you clarified that for me.
[2:10:08] If we look at the $9 million that is the monetary amount
[2:10:17] that we receive.
[2:10:18] What you are talking about the 5,000,738 908 is what we have
[2:10:24] to match from the way we have to match it is through volunteer
[2:10:26] services that are provided.
[2:10:28] And then we call it in-kind.
[2:10:30] And what we do -- for example, my HSN staff is currently doing
[2:10:36] screeners and vision and hearing for babies.
[2:10:40] We are also providing them three pairs
[2:10:42] of glasses for those children that are in need.
[2:10:44] Those individuals doing the screening,
[2:10:46] we get an approximated amount of salary that is calculated.
[2:10:51] For example, if they were to go to an eye doctor
[2:10:55] and receive services, what would the eye doctor
[2:10:58] charge for those services?
[2:10:59] And we get to accumulate that amount.
[2:11:02] Does that make sense?
[2:11:03] If we had somebody come in and screen for six hours,
[2:11:06] we would get an eye doctor salary for that amount of time
[2:11:10] as in-kind, and we have to match that amount on an annual basis.
[2:11:18] >> (Indistinct)
[2:11:18] Evangeline Barela: Right.
[2:11:20] And it's not just that.
[2:11:21] Parents work with their children.
[2:11:22] We provide what we call engagement binders,
[2:11:24] and we do a calendar of events that
[2:11:27] can be done on a daily basis with the children.
[2:11:29] Parents, when they engage with children on that level,
[2:11:34] we get teacher salary -- if they work with their child
[2:11:38] in our that day and we can prove it's done based on their work
[2:11:43] and signature, we can prove that.
[2:11:46] There's a variety of ways we get those matches.
[2:11:48] A large part of that comes from Lscs, believe it or not,
[2:11:51] because we get a lot of support from CPS that we don't pay for.
[2:11:55] When you look at the school site and the services that
[2:11:57] are from our program, we don't pay for those salaries.
[2:12:00] It's operational funds and LK that pay for those,
[2:12:03] not our head start grant.
[2:12:04] My salary is not paid through the head start grant.
[2:12:06] It's paid through CPS that is an in-kind grant as well.
[2:12:11] >> Okay.
[2:12:12] Thank you.
[2:12:12] It sounds very complicated.
[2:12:14] My other question is that we have -- pre-K,
[2:12:20] does that have to get passed every year in order to sustain
[2:12:25] itself?
[2:12:25] Does it just go year to year because of previous legislation?
[2:12:39] Dr. Roberto Lozano: Madam president, board member Frank,
[2:12:42] no, it's already been passed.
[2:12:42] So we can request additional seats if we would like,
[2:12:45] if we have this space.
[2:12:46] To answer your question, it's not up for renewal
[2:12:49] every year with the state legislature.
[2:12:51] It's already been a fund that's been established.
[2:12:53] A few years ago, what we did is tap into --
[2:13:06] I forget the name of the funding.
[2:13:07] The fund.
[2:13:21] >> I think it's technically the permanent land grant trust fund.
[2:13:25] [Laughter]
[2:13:26] >> That's good that we don't have to constantly fight for it
[2:13:28] every year.
[2:13:35] Evangeline Barela: So we don't have to fight for it every year.
[2:13:38] For the head start it's a five year grant
[2:13:38] and for the Mexico pre-K it's a three year life on that grant.
[2:13:38] We do have to apply for the grant every year.
[2:13:41] Member Frank: Okay.
[2:13:46] Right.
[2:13:48] And it has to get -- in their budget,
[2:13:50] they have to make sure that they fund it adequately, certainly?
[2:13:54] >> Where are we --
[2:13:59] I have a question and a comment.
[2:14:02] Where are we at the five year grant currently?
[2:14:04] Evangeline Barela: Thank you for that question comment member
[2:14:12] Nolan.
[2:14:13] This is our first year of.
[2:14:13] Next will be our second.
[2:14:14] Secretary Nolan: It's good to be early in the current political
[2:14:20] situation.
[2:14:21] In your conversation, I was reminded about a report
[2:14:21] that since been debunked.
[2:14:23] It was questioning the impact of Head Start.
[2:14:26] I think that word got out about the questioning
[2:14:30] the effectiveness of Head Start.
[2:14:33] There have been subsequent studies
[2:14:34] that have debunked that and talked about the positive pieces
[2:14:38] of it.
[2:14:39] And now as I think Doctor Lozano mentioned,
[2:14:45] the pressure around the free -- universal daycare,
[2:14:59] I think it would be interesting to see what a recruitment Comp
[2:15:02] strategy would be for the Head Start program.
[2:15:02] The services that you are talking about at Head Start are
[2:15:04] much different than you are getting at --
[2:15:06] I don't want to --
[2:15:07] I mean comment they do good work at the centers.
[2:15:10] What we are doing at Head Start is really unique
[2:15:13] and it's sort of a level up.
[2:15:15] I also think the uniqueness of it already being in the school
[2:15:20] is also an added bonus.
[2:15:22] So I think the challenge for us is how do we sort of tell that
[2:15:26] story to get --
[2:15:28] I'm sure that you do tabling events and all these things.
[2:15:33] I think just thinking about in a public outreach way comment
[2:15:37] how do we start to tell that story about Head
[2:15:40] Start and its impact and why it matters and why it's important.
[2:15:44] I think that would be who best to fill some of these gaps,
[2:15:48] certainly.
[2:15:49] Evangeline Barela: If I may.
[2:15:56] The great thing about it is we have built rapport
[2:15:58] with what I call sister organizations or community
[2:15:58] organizations.
[2:15:59] In the past, our sister organizations
[2:16:01] were struggling with enrollment, and we would always
[2:16:04] work very closely with them, and every time we had a recruitment
[2:16:08] effort, we invite them to support a kiosk around us we
[2:16:13] know that we are all working to support
[2:16:15] the children of our community.
[2:16:16] It's not a competition.
[2:16:18] It's to build the best program for families.
[2:16:20] Every time they do that-- when they have a recruitment effort,
[2:16:25] we aren't invited.
[2:16:26] We meet monthly.
[2:16:27] They are now sharing their waitlist with us,
[2:16:29] and we are closely trying to make sure
[2:16:32] that we are able to effectively provide
[2:16:34] all those services as a whole unit rather than competition.
[2:16:38] I think the current struggle in my personal opinion
[2:16:41] with the universal child care is we have newbies coming
[2:16:45] to the table that are opening up private daycares,
[2:16:48] and they are taking a piece of that pie.
[2:16:51] I don't think they are intentionally
[2:16:53] trying to wreak havoc on the rest of our programs
[2:16:55] I think it's just not having that knowledge.
[2:16:58] Our intention now is to reach out and invite them
[2:17:00] to our meetings so they can be aware of how we work
[2:17:03] and how we can make this work together.
[2:17:05] Secretary Nolan: That smart.
[2:17:15] Thank you for that answer.
[2:17:21] Superintendent Ruiz: If I may add
[2:17:22] that, I think the data supports the kinder
[2:17:22] readiness that the kids that are going through pre-K and the head
[2:17:22] start, you can tell the difference in the impact
[2:17:24] that the instructional piece has for them being ready for kinder.
[2:17:28] So that's a great suggestion there.
[2:17:31] Secretary Nolan: Or also, God forbid,
[2:17:38] we offer parents an opportunity to send them
[2:17:40] when they're at work.
[2:17:41] We have to criticize Head Start.
[2:17:42] That's not necessarily for the people in this room.
[2:17:45] That's for the general public.
[2:17:49] Member Tenorio: I just want to thank you so much for your time
[2:17:54] today, for putting together such a really well organized
[2:17:57] and easy to follow presentation.
[2:17:58] There's a lot of information there to digest.
[2:18:01] And also, just the --
[2:18:05] I think every time I look at numbers,
[2:18:08] I always imagine what goes behind the numbers.
[2:18:10] You kind of touched on that in your answer comment Mr. Frank.
[2:18:14] It's -- I want to bring up when you started,
[2:18:18] and I think you've done amazing work and I'm really appreciative
[2:18:22] of our programs and the leadership.
[2:18:27] And now I have a hard question.
[2:18:29] But I didn't mean to do nice and then --
[2:18:32] [Laughter] I really did want to say all those things.
[2:18:40] About the available seats.
[2:18:41] Like, how does that compare to previous years and kind of like,
[2:18:44] what's -- is there any kind of consequence if we don't fill
[2:18:49] those seats?
[2:18:52] Evangeline Barela: Thank you, member Tenorio.
[2:19:00] There is a consequence if we don't
[2:19:01] meet the specific or identified percentile.
[2:19:03] We don't have to fill all of them.
[2:19:05] Headstart has 97 percentile, in New Mexico pre-K has a 95.
[2:19:10] So if we meet that, then we are in the clear.
[2:19:13] I will tell you that historically --
[2:19:16] we are always provided up until October to meet that percentile,
[2:19:21] but we started relatively early.
[2:19:23] So if you compare it to the past,
[2:19:25] we have filled more seats than we have in the past
[2:19:28] at this point.
[2:19:29] But I don't want to get too big headed now.
[2:19:32] I don't know if that's it and going to come to a standstill
[2:19:36] and we will be stagnant.
[2:19:37] I don't want to be too confident.
[2:19:40] I want to make sure that we can continue our efforts in placing
[2:19:43] children in these seats we like the difficulty we have is
[2:19:46] that we offer so many programs at so many school sites.
[2:19:49] We have children sitting at waiting lists
[2:19:51] with parents who are set on going to that particular school
[2:19:55] site.
[2:19:56] I really try to massage that.
[2:19:58] I have personal conversations with them
[2:20:00] saying if we can get the child enrolled
[2:20:03] and work throughout the year and sing as soon as there's
[2:20:06] an opening comment we can transition on that placement
[2:20:08] that your child is missing out on an opportunity and waiting,
[2:20:12] and I try to educate them and recognizing the benefits
[2:20:16] in starting now.
[2:20:18] Working to find the closest school site for them
[2:20:22] because transportation is difficult for them.
[2:20:24] It's about having those individual conversations
[2:20:27] with them and identifying what their needs are.
[2:20:29] We don't have to stay there.
[2:20:33] We can move them just to get them in.
[2:20:35] So we are working with all that, and we
[2:20:37] are working with special education department
[2:20:39] as well on how we can massage the members
[2:20:42] and ensure that all of the kiddos are getting the spot.
[2:20:45] That's probably my largest difficulty
[2:20:47] is we have a waiting list in which parents are choosing not
[2:20:50] to go because they want a specific school
[2:20:55] site for their child to attend.
[2:20:59] Member Tenorio: That's the doomsday part of me.
[2:21:06] If we don't the percent, what happens?
[2:21:07] Evangeline Barela: We returned the funding for child
[2:21:13] for who isn't enrolled.
[2:21:14] It would be percentage.
[2:21:15] Member Tenorio: Okay.
[2:21:21] Thank you.
[2:21:22] I think it's going to happen.
[2:21:23] President Cort: I have one question because I unsure
[2:21:29] of your -- you mentioned employees with temporary special
[2:21:32] education assistant.
[2:21:36] Why do you have so many what is their role?
[2:21:38] Do they fill when necessary?
[2:21:39] Evangeline Barela: Thank you the question, president Cort.
[2:21:48] We work through a district, and I know you are all well of that.
[2:21:51] We have policies and rules and that we follow
[2:21:51] through the district as well.
[2:21:53] Something that we offer is a duty free lunch.
[2:21:58] They have a specified amount of breaks.
[2:22:02] On the early childhood side of the house,
[2:22:06] our regulation is that we have to have
[2:22:07] two adults in the classroom.
[2:22:09] As our teacher leave for their duty free lunches
[2:22:12] and our a leave for their breaks comment we have to walk in
[2:22:16] and support the classrooms as they do so.
[2:22:18] President Cort: Lovely. that.
[2:22:27] All right.
[2:22:27] Thank you so much for once again,
[2:22:27] this really nice comprehensive report.
[2:22:27] Thank you.
[2:22:28] Thank you for all your hard work.
[2:22:30] Doctor Miller Tomlinson, third time is definitely a charm.
[2:22:38] We get to hear about the Las Cruces Public School Connection
[2:22:42] Center.
[2:22:55] Wendi Miller-Tomlinson: (Indistinct)
[2:22:56] because he was kind enough to wait.
[2:22:58] President Cort: Thank you comment Mr. De La
[2:23:01] I was seeing you in the corner.
[2:23:02] Wendi Miller-Tomlinson: So Madam President comment members
[2:23:06] the board, superintendent Ruiz comment we are super to be here
[2:23:06] this evening to talk about Elk Connection Center.
[2:23:08] First of all, I'm going to start with the department.
[2:23:11] So this is a new department under the Teaching and Learning
[2:23:14] division, and it is the Department
[2:23:16] of Innovative Learning and Student Support.
[2:23:21] You see on the left hand side the Department leadership.
[2:23:31] Susie Hendee is the executive Director.
[2:23:38] She is a soccer mom.
[2:23:39] So she is doing that this evening.
[2:23:41] We have Jaime De La Torre who is the director in the department.
[2:23:49] We have two counselor, we have Norma Arrieta and Joe Teran.
[2:24:00] Estella Guzman is our social worker.
[2:24:04] Cobra Vista which is the detention facility for pre
[2:24:06] adjudicated youth, juveniles, graduation Alliance which
[2:24:09] is a program for dropout recovery,
[2:24:15] the partial hospitalization program
[2:24:17] and providing support for students
[2:24:19] that are receiving treatment for mental health who receive
[2:24:25] that therapy part of the day, and we support them
[2:24:30] in their education for the other part of the day.
[2:24:33] Of course, we have our Student success Academy
[2:24:37] for students serving long term suspensions
[2:24:42] so they can continue their education with us.
[2:24:48] We have this subject platform, which
[2:24:50] we use for credit acceleration for students that want
[2:24:52] to take an additional course.
[2:24:54] Maybe it's a course that we don't
[2:24:56] offer through virtual learning, or students would like
[2:25:02] to take a course to get ahead.
[2:25:04] We also offer transition support for students
[2:25:08] that are moving either between these programs
[2:25:13] or transitioning out of these programs, going back to school.
[2:25:19] Our wonderful transition liaison Jessica Chavez
[2:25:23] does a remarkable job working with schools,
[2:25:27] attending every single one of those transition meetings
[2:25:29] just to ensure that students have support, that if they have
[2:25:35] been out of school in a different educational setting,
[2:25:39] whether it's Cobra Vista Student Success
[2:25:43] Academy, partial hospitalization, wherever they
[2:25:46] have been, that they have the adequate support
[2:25:49] as they are transitioning back to school.
[2:25:52] We want to ensure that they can continue and are successful.
[2:25:56] Of course, our virtual learning academy,
[2:26:00] which is our online school there and, and we
[2:26:05] will talk a little bit more about that.
[2:26:10] I just wanted to share some numbers.
[2:26:13] Currently, in our Student Success Academy,
[2:26:17] we have 15 high school students and nine middle school students.
[2:26:22] Ten of those attended SSA last year, and the remainder of those
[2:26:31] were suspended, like, at the end of the year last year.
[2:26:35] So they are starting in the Student Success Academy
[2:26:39] at the beginning of this year.
[2:26:41] We have four students that were long term suspended,
[2:26:46] referred to SSA, but are not attending.
[2:26:49] So we continue to monitor -- to see if those students reengage
[2:26:57] with us after the terms of their suspension.
[2:27:01] Full time Virtual Learning Academy students,
[2:27:04] we have 283 full time students, 27 elementary, 79 middle,
[2:27:11] and 177 high school students that are fully online.
[2:27:16] Also in, we have 1083 students that
[2:27:20] are cross enrolled, which means they were taking one or more
[2:27:25] classes either for original credit or credit recovery.
[2:27:32] Also in this mix, we have 29 students
[2:27:36] that we are classifying as connections students,
[2:27:41] and we will talk more about that here in a moment.
[2:27:46] So this new department --
[2:27:50] and really bringing all these programs together under one
[2:27:54] umbrella and better serving the needs of all of these students
[2:27:58] with the staff , that there is staff attached to all of these
[2:28:05] programs.
[2:28:06] So what we've done is we've leveraged the staff
[2:28:09] to serve all of the students in all of the programs
[2:28:15] and really provide both academic support, social, emotional
[2:28:22] learning support, tutoring, counseling, advising,
[2:28:27] whatever kind of support the students need.
[2:28:31] Really, the idea -- one of the fundamental ideas within this
[2:28:37] department is the idea of high school my way,
[2:28:41] and that's the concept of meeting students where they are.
[2:28:45] We talk a lot about attendance and how
[2:28:48] we have kids that don't come to school, who are disengaged,
[2:28:56] and how do we get them back.
[2:28:58] One of the things that we have noticed
[2:29:00] over the past several years is students
[2:29:05] think that they don't need us, think
[2:29:08] that they don't need education, and we know better.
[2:29:12] So then the question becomes, how
[2:29:14] do we meet them where they are?
[2:29:16] Because what we are hearing is the school experience
[2:29:20] as a traditionally has been may not be working.
[2:29:23] So how do we provide other options, other alternatives
[2:29:27] to meet their needs and ensure that they receive an education?
[2:29:34] So some of the -- some of the things that we work on in this
[2:29:41] concept, flexible scheduling -- and a lot of the times,
[2:29:46] we think flexible scheduling could be online or in person
[2:29:49] or it could kind of be a hybrid of both.
[2:29:52] But flexible scheduling also is meeting
[2:29:54] the needs of students, perhaps, that work.
[2:29:59] We have students that sometimes have
[2:30:01] to care for younger siblings, and they
[2:30:05] may miss first and second period every day.
[2:30:08] So what can we do -- how can we work on their schedule so they
[2:30:14] don't have classes first and second period,
[2:30:17] and maybe we do something online or at a different time of day
[2:30:21] for those classes.
[2:30:23] Maybe we have some work experience or career
[2:30:27] co-op or other types of things for students to do.
[2:30:35] Alternative credit, capstone experiences, community service,
[2:30:40] those types of things or students
[2:30:43] are actually getting out in the community,
[2:30:46] self-directed learning, some facilitated learning,
[2:30:50] independent studies for capstones, and then
[2:30:54] career pathways, also helping students
[2:30:58] identify their trajectory, what happens after high school.
[2:31:03] It goes very quickly, and we want
[2:31:06] to ensure that students have the skills and the tools
[2:31:09] that they need and sometimes credentials
[2:31:11] where they can go into the workforce
[2:31:13] immediately after high school should that be their choice.
[2:31:19] I just wanted to share a couple of stories of students.
[2:31:23] These are two students, and there are many more.
[2:31:28] The student on the left comment Jesus Rodriguez
[2:31:33] graduated from Arrowhead Park in 2025.
[2:31:36] He didn't really know what he wanted to do.
[2:31:40] He was at Arrowhead, accelerated High School.
[2:31:43] He's taking College classes.
[2:31:47] He was kind of stuck.
[2:31:50] I like La, I like medicine.
[2:31:52] Through based learning program, it
[2:31:54] gave him the opportunity to try them out and really see
[2:31:59] what was his passion, what was his love.
[2:32:02] He went over to Mountain View and did an internship
[2:32:06] in the operating room.
[2:32:08] Medicine, that's his thing, and now he is going to be a doctor.
[2:32:13] So another story on the right.
[2:32:20] Evan Kraenzel who graduated from Centennial, brilliant soccer
[2:32:28] player, Gatorade soccer player of the year
[2:32:29] two years ago for the state of New Mexico.
[2:32:32] He wanted to pursue soccer as his career choice.
[2:32:38] So he wanted to attend a training academy for soccer,
[2:32:42] and he was able to do that and finish his high school
[2:32:46] coursework through Vela.
[2:32:48] And so it's those flexible options
[2:32:51] that allow students the latitude to pursue their passion
[2:32:57] or to find their passion sometimes.
[2:33:00] Again, we have many more stories like this.
[2:33:06] >> Was Jesus able to stay at Arrowhead and do the work based
[2:33:17] learning thing too?
[2:33:24] Wendi Miller-Tomlinson: Yes.
[2:33:26] Work based learning is available to students
[2:33:26] at all six high schools.
[2:33:27] So that brings us to the Connection Center.
[2:33:29] So the physical location of the Connection Center
[2:33:34] is 881 East Lohman, in the former home of Lucia Valeo
[2:33:39] Learning Academy, and a lot of other things
[2:33:43] have been in that building over the years.
[2:33:45] It is centrally located, which is a benefit.
[2:33:49] Last week, we did get the signage up.
[2:33:52] So we see the nice sign there.
[2:33:55] So what is the connection center?
[2:33:59] It's really a specialized center for advisement and support.
[2:34:03] So working with students who either are disengaged
[2:34:07] or at risk of becoming disengaged.
[2:34:10] May be thinking school is not for me.
[2:34:13] I don't want to do this.
[2:34:15] I can't do this, students seeking alternative pathways
[2:34:19] like the two students whose stories I shared previously,
[2:34:24] or students just needing flexibility
[2:34:26] or additional support.
[2:34:28] We have students that are parenting their own children,
[2:34:32] students that are helping parent younger siblings, students
[2:34:36] who have to work to support their family.
[2:34:39] There are all kinds of situations and circumstances
[2:34:43] out there, and really providing that additional support
[2:34:47] for students to reengage and to be
[2:34:50] able to pursue their education.
[2:34:53] And it also -- and this is the great thing,
[2:35:00] and the Villa staff are very excited to have it in learning
[2:35:07] space for virtual learning Academy because, you know,
[2:35:11] previously if students needed a space to come and take
[2:35:15] an assessment, to do a project, to meet with their teacher,
[2:35:21] to get tutoring --
[2:35:23] because sometimes there are opportunities for face to face
[2:35:27] -- they would be here in a conference room or a meeting
[2:35:30] room, and that's not the greatest space.
[2:35:32] And so they are actually in more of a school learning space
[2:35:37] where they can come and do those things
[2:35:41] and meet with their teachers.
[2:35:43] It is also the home of the Student Success Academy.
[2:35:47] So we have our students and teachers in SS
[2:35:52] that are located in that space as well.
[2:35:56] >> Do you know how many are there now?
[2:36:11] Wendi Miller-Tomlinson: For which?
[2:36:14] SSA?
[2:36:16] 16.
[2:36:19] >> (Indistinct)
[2:36:25] Member Tenorio: Oh, I didn't listen.
[2:36:26] I took notes.
[2:36:27] Wendi Miller-Tomlinson: Thank you for taking notes.
[2:36:29] There are three primary ways for students to connect.
[2:36:31] How do they connect with the connection center?
[2:36:32] There are school based referrals.
[2:36:33] One of the things is we connect with the schools
[2:36:36] pretty much this connection center is not
[2:36:39] a school in and of itself.
[2:36:41] It is there as a resource, a tool for support.
[2:36:45] So we really want to work hand in hand with the schools
[2:36:49] to provide support for students.
[2:36:52] It was interesting.
[2:36:54] We met with high school counselors back in July.
[2:36:58] It was July 13th when they first came back on contract
[2:37:02] for the year, explained the concept of the Connection
[2:37:07] Center, the things that we would help them with,
[2:37:11] provide for students, and they were a little reluctant
[2:37:15] at first.
[2:37:16] They were like, we do all those things.
[2:37:19] And we got this.
[2:37:21] And about the first week of school,
[2:37:24] referrals started rolling in because counselors realized
[2:37:27] that it is nice to have a resource and other people that
[2:37:33] can sit down and take the time, especially those first couple
[2:37:37] weeks of school where it's overwhelming
[2:37:40] just getting everyone's schedule set
[2:37:43] and things like that that counselors really appreciated
[2:37:47] having a resource, having a thought partner,
[2:37:58] and having someone else there for their students
[2:38:00] pretty much students can also self refer.
[2:38:01] So if they are thinking I need something different,
[2:38:04] I want to try something different,
[2:38:07] they can reach out to the connection center,
[2:38:11] and then there are also parent and community referrals.
[2:38:17] And I've told this story a couple of times.
[2:38:21] I was in a business here in town,
[2:38:24] and I was talking to the young lady that was working there,
[2:38:28] and she asked what I did for a living.
[2:38:30] I told her that I worked for the school district,
[2:38:33] and she asked me do you know anything about Geds?
[2:38:36] And I said yes.
[2:38:38] Why do you ask?
[2:38:40] So we started chatting, and it turns out
[2:38:42] she had disengaged with school and wanted to get back.
[2:38:46] She was 18 working in a retail job,
[2:38:49] and she said I need to go back to school.
[2:38:51] I want to get my diploma.
[2:38:54] And so I referred her to the connection center,
[2:38:59] so they have been working with her to get back in school.
[2:39:05] And it's great for me to have a place instead of,
[2:39:09] come to my office, and I'm going to try to figure it out.
[2:39:13] And that's something that I struggled with when kids came in
[2:39:16] for Geds, and I'm signing the release to release them for a G,
[2:39:24] and I'm thinking you're not ready for that that's not
[2:39:31] enough.
[2:39:31] Let's do more.
[2:39:31] But having a team to work with students
[2:39:33] and do that and be a consistent place for students to go
[2:39:36] has been a great benefit for our community.
[2:39:42] And just talking a little bit more
[2:39:47] about kind of the dual counselor model and how we work together.
[2:39:54] You know, the home school counselor still does
[2:39:59] all of the things, monitoring, the records, the transcript,
[2:40:05] making sure they are on track for graduation,
[2:40:08] the connection center, staff really works with them
[2:40:12] on their options.
[2:40:14] What are some things that students can do?
[2:40:16] What are their struggles?
[2:40:17] What are barriers?
[2:40:18] What are the opportunities or community resources
[2:40:22] do we have to connect students and families
[2:40:26] to social emotional learning.
[2:40:29] If there's an acute need, helping identify that
[2:40:34] and getting students connected to the right kind of support.
[2:40:41] Our connection center counselors really work three things:
[2:40:47] A transition bridge.
[2:40:50] Again, that reentry, if you have been out of school,
[2:40:54] coming back in.
[2:40:55] Some students that come into the connection center,
[2:40:58] they don't want to come back to the building,
[2:41:01] but they need support.
[2:41:02] And so one of the things that I love to go over
[2:41:06] there to see Mr. De La go and say hi to him,
[2:41:13] but just to see students.
[2:41:15] They are just doing their work, bringing a computer.
[2:41:19] We have a teacher there in the morning,
[2:41:22] and we have a teacher there in the afternoon.
[2:41:24] So any student that comes in that needs support,
[2:41:28] there is a teacher on staff that is available to help them.
[2:41:32] Of course, we have our administrators, our counselors,
[2:41:37] our social workers, you know, a whole team that's there.
[2:41:48] Engagement for students are working on online courses.
[2:41:51] There is that social and emotional piece .
[2:41:57] It really is a collaborative effort
[2:41:58] between our schools and our staff
[2:42:01] and just ensuring that students have what
[2:42:05] they need to be successful.
[2:42:07] So that is the concept.
[2:42:10] And I'll let Mr. De La Torre add anything.
[2:42:14] He's there on the daily, so I'll let him add anything.
[2:42:20] Do you have anything?
[2:42:31] >> I don't.
[2:42:32] [Laughter] Good afternoon.
[2:42:33] The concept that Dr. Wendi is talking about
[2:42:40] is super important so that students
[2:42:41] know that they are welcomed and they
[2:42:41] are welcomed at every school.
[2:42:41] One of the things that's really important
[2:42:41] is that we go out of our way.
[2:42:44] Students are escorted out of their vehicles.
[2:42:46] We say hello to their parents and sign them in and bring them
[2:42:50] into the Welcome Center.
[2:42:51] We've created a space there with Dr. Wendi and our team.
[2:43:03] That's really where we focus on and provide students
[2:43:05] any support we can.
[2:43:05] The other component -- and this happened just this past week is
[2:43:08] we welcome our counselors back to come see the Connection
[2:43:11] Center.
[2:43:11] We spoke a whole lot more about the collaborative piece
[2:43:15] where although this is a central location,
[2:43:17] we represent every school site that we are supporting
[2:43:21] because we do have students from every single high school.
[2:43:24] We let them know that they are also welcome there.
[2:43:27] They are a huge part of our community
[2:43:30] to let them know that they are there with our partners
[2:43:32] and whatever we can do to support students.
[2:43:34] We have those conversations on a daily basis with campuses,
[2:43:38] and that's really an important point for us.
[2:43:44] Wendi Miller-Tomlinson: Thank you.
[2:43:51] Just a couple of other things.
[2:43:52] So at the beginning of the year --
[2:43:52] and we have been meeting regularly because this is new.
[2:43:54] We want to ensure that we don't have students that were missing
[2:43:59] and that that collaboration between the campus
[2:44:05] and the Connection Center is solid and seamless.
[2:44:10] We are also working with the attendance team.
[2:44:13] You know, once the attendance team has identified students
[2:44:17] and said, hey, let's go back to school, and they say,
[2:44:21] I don't want to go back to school.
[2:44:23] That's not for me.
[2:44:24] Then they have a place to refer them
[2:44:27] where we can work on finding out what is for them.
[2:44:31] We also have just -- are going to start working and reaching
[2:44:38] out to the international welcome center coordinators just to make
[2:44:45] sure we are covering all our students,
[2:44:47] and a lot of students in our schools are emergent bilingual
[2:44:51] students.
[2:44:52] May be newcomer students when they first come into schools
[2:44:55] go to the IWC, and the IWC coordinators,
[2:44:59] because that's a place where they feel comfortable.
[2:45:02] So working with them as well.
[2:45:05] And I also want to acknowledge and appreciate the collaboration
[2:45:11] with Amy Himmelwright and the Eva Martinez who
[2:45:15] have been our partners along the way
[2:45:19] and really making sure that we have that seamless relationship
[2:45:23] with our school counselors, so their, there insight,
[2:45:31] their advice has been really valuable
[2:45:36] as we have been working through this endeavor together.
[2:45:42] And with that, we will stand for questions.
[2:45:47] President Cort: Thank you.
[2:45:54] Thank you all for the information
[2:45:56] about this wonderful center.
[2:45:56] I'm really excited about it.
[2:45:57] I would like to know if there's a bus stop around the center.
[2:46:02] Transportation is the great equalizer.
[2:46:04] Those students who don't have transportation,
[2:46:06] how do we get them there?
[2:46:08] That's a really important place for them to be.
[2:46:11] Is there a city bus stop?
[2:46:17] Wendi Miller-Tomlinson: It's across Amador and.
[2:46:23] That's the benefit of this location
[2:46:24] is having that central location even for students Success
[2:46:26] Academy students to get there.
[2:46:28] It's a great location to ensure that they
[2:46:33] can use city transportation if they need to get there.
[2:46:39] President Cort: And pardon my ignorance,
[2:46:46] I believe city transportation is free,
[2:46:47] kids can ride the bus for free?
[2:46:54] Wendi Miller-Tomlinson: Correct.
[2:46:56] President Cort: Perfect.
[2:46:57] I love that you have a transition counselor.
[2:46:58] The kids that I spoke to did not want
[2:46:58] to go to school because they were worried
[2:46:59] about going to the same school with the same environment
[2:47:01] and falling into the same patterns.
[2:47:04] I love that there is a safety net for them.
[2:47:07] That makes me super happy.
[2:47:09] Tell me comment if you will, your partnership.
[2:47:13] Do we oversee the teachers and the counselors there?
[2:47:18] Because other than that, I'm not sure what
[2:47:21] our connection would be.
[2:47:23] Because when I went and visited there with Miss Tenorio,
[2:47:26] we met the young man, and most of those young men
[2:47:31] are from out of the city.
[2:47:32] They aren't even from Las Cruces.
[2:47:43] Wendi Miller-Tomlinson: Correct.
[2:47:44] To your point, many students that are in Cobra Vista
[2:47:44] may not be part of Las Cruces Public Schools.
[2:47:45] Maybe from out of the area.
[2:47:47] But we do have teachers that serve those students
[2:47:50] while they are in that facility.
[2:47:54] We do provide services all the way
[2:47:58] until either they are adjudicated and transferred
[2:48:03] somewhere else or released, and if they are released
[2:48:08] and they are ours, we work on that transition
[2:48:12] to get them back into school so that their education can
[2:48:16] continue.
[2:48:17] And I would have to ask Miss Hindi for the numbers,
[2:48:21] but we did have some students that
[2:48:24] graduated in Cobra Vista that completed the requirements
[2:48:28] for a diploma there.
[2:48:32] So our teachers -- they work really hard to ensure that those
[2:48:39] teachers are receiving an education while they are there,
[2:48:44] and they are our President Cort: I love that.
[2:48:57] We attended a graduation ceremony.
[2:48:58] That was not last year, but the year before.
[2:48:58] There was a group of kids that graduated.
[2:48:58] It was important that we came and were able to give them
[2:49:00] their diplomas.
[2:49:01] It was really moving.
[2:49:02] Thank you.
[2:49:03] I took over the conversation.
[2:49:06] Board members, do you have any questions, comments?
[2:49:11] Member Tenorio: Sure.
[2:49:16] I just wanted to say that I don't know,
[2:49:19] you guys really stepped up this presentation thing.
[2:49:19] They all look really good.
[2:49:20] They are really nice, and the Roadrunner themed,
[2:49:24] just really eye catching.
[2:49:25] There's a lot of different logos that they all tie together
[2:49:30] with the graduate profile.
[2:49:32] So other than looking good, it's really valuable information.
[2:49:38] They really helped to give me the bigger picture of how
[2:49:43] that center is being used and just bringing it all together
[2:49:47] as a hub is a smart thing to do.
[2:49:50] So thank you.
[2:49:53] Wendi Miller-Tomlinson: Thank you.
[2:50:01] President Cort: Board >> I'm just
[2:50:06] really glad that we have a program like this.
[2:50:08] There's a lot of students that don't need our help who
[2:50:08] are going to make it because they are incredibly emotionally
[2:50:10] stable and talented.
[2:50:11] There are some that need help.
[2:50:13] This is what we really are all about
[2:50:15] is to make sure that every one of the students
[2:50:18] to come through our schools has opportunity.
[2:50:21] So thank you.
[2:50:25] Wendi Miller-Tomlinson: Thank you.
[2:50:32] >> Yes.
[2:50:33] Kudos for bringing this.
[2:50:35] When we were talking about the MVLA and RGPI
[2:50:41] thing and the added benefit of this center.
[2:50:43] That was a big thought process at least for me.
[2:50:45] Kudos to everyone, Wendi, your team comment Mr. De La Torre.
[2:50:53] Mr. Rodriguez at operations.
[2:50:54] This came together wonderfully fast.
[2:50:54] Well done.
[2:50:55] I'd love to come by and see it someday.
[2:50:56] Glad to see that SSA is getting a permanent home.
[2:51:00] I think that's really important.
[2:51:02] Since I've been here, they were behind our GPI.
[2:51:06] They were at Centennial, and they
[2:51:08] might have been between somewhere else at some point.
[2:51:12] Happy to get them into a place.
[2:51:15] President Cort: An actual building.
[2:51:32] >> Yes.
[2:51:32] An actual building.
[2:51:33] Can we do something similar to what New America is doing out
[2:51:34] of this place?
[2:51:36] Like, that GED --
[2:51:38] I think they are getting a diploma there.
[2:51:41] I don't know exactly how it works.
[2:51:44] Is there an opportunity for more programing
[2:51:47] GED based because I think there's a need for it.
[2:51:51] So I'm curious.
[2:51:52] Wendi Miller-Tomlinson: Thank you for the question comment Mr.
[2:52:00] Nolan.
[2:52:01] I think there are a couple different answers to that.
[2:52:01] One of the things as a public education entity,
[2:52:03] as a school district, our school is a high school diploma.
[2:52:10] But we recognize that as students age out and, you know,
[2:52:17] may lose the opportunity to get a diploma through us that we
[2:52:24] still want them to be supported.
[2:52:27] So this initial year, one of the things that we are really doing
[2:52:33] is gathering data.
[2:52:34] Who are the students?
[2:52:35] What are the barriers?
[2:52:37] How old are they?
[2:52:39] Where do they come from?
[2:52:40] Those kinds of things so we can continue to refine the program.
[2:52:44] I know in the past, we have had -- for example,
[2:52:51] we had students that were going to age out of foster care,
[2:52:56] and they were kind of a long way from getting a diploma.
[2:53:00] Kind of the best option for them was
[2:53:03] to help them obtain a GED so they
[2:53:08] have that credential as they were being kind of thrust out
[2:53:12] on their own that they would kind of have that.
[2:53:14] So I think that's something that we could examine.
[2:53:18] The other thing that we are going to start doing
[2:53:23] is offering some different classes.
[2:53:27] And these classes would be kind of like, resume writing,
[2:53:34] mock interviewing, things like that that
[2:53:37] would be open to connections students, v La students, SSA
[2:53:43] students, any students that fall within that umbrella that
[2:53:47] could come in.
[2:53:48] But if family members, parents sometimes
[2:53:52] need help with those things, they
[2:53:55] could also attend those sessions.
[2:53:58] So we are working with our work based
[2:54:01] learning teachers and our CTE teachers
[2:54:04] to just provide some of those opportunities as well.
[2:54:09] So I think this will also continue to expand,
[2:54:15] and we can refine offerings just based on what the needs are,
[2:54:21] and so just data collection and really
[2:54:24] looking at who are we serving is going to be super important,
[2:54:28] and who are we not serving?
[2:54:30] Who are we missing?
[2:54:31] And what can we do to provide services
[2:54:35] to meet those needs too?
[2:54:40] So that's a great question.
[2:54:47] Secretary Nolan: So it can and will evolve as an institution.
[2:54:50] That's interesting to hear about that.
[2:54:50] Thank you.
[2:54:51] Member Tenorio: I have one more question.
[2:54:57] Can you remind me, graduation alliance
[2:54:58] helps kids to get caught up with their credits.
[2:54:58] Let's say it's recommended to do the one that you just
[2:55:00] mentioned with the GED.
[2:55:01] Do you guys offer that prep for them to take the test?
[2:55:08] Wendi Miller-Tomlinson: So that's
[2:55:14] a great question, member Tenorio.
[2:55:16] So in rare instances in the past,
[2:55:16] we've provided that because that was in the best
[2:55:18] interest of the student.
[2:55:20] Now that we have -- at that time,
[2:55:24] we did not have a partnership with Graduation Alliance.
[2:55:27] So there really was -- for those particular students,
[2:55:31] there was not another alternative.
[2:55:34] Now we have that as an alternative for students
[2:55:37] that have disengaged.
[2:55:39] It is a dropout recovery program.
[2:55:42] So students that have dropped out,
[2:55:46] getting them back in with us, getting them to graduation
[2:55:51] is important.
[2:55:53] And working with our high school counselors who
[2:55:59] are good candidates for graduation alliance because it
[2:56:03] is not designed to be a graduation accelerator.
[2:56:08] Like, I just want to graduate early, so I'm going to do this.
[2:56:13] That is not the purpose.
[2:56:16] But if kids want something different
[2:56:18] than the traditional pathway, that
[2:56:20] could be a connection center conversation.
[2:56:23] I'm looking at how we can engage them in something that
[2:56:27] would better suit their needs.
[2:56:31] Member Tenorio: So under more unique circumstances
[2:56:38] or hardships, GED is going to seem
[2:56:39] to be what's in your best interests,
[2:56:40] but overall, you guys are trying to promote getting a diploma?
[2:56:43] >> Absolutely.
[2:56:53] Superintendent Ruiz: Presenting board members,
[2:56:55] I just want to show the workaround to this
[2:56:55] and having a pathway to every student
[2:56:55] that walks through our doors.
[2:56:57] And you can see the connection center is a huge part of that
[2:57:01] as we are working on the 612 model.
[2:57:04] Again, another piece of that so that, to me,
[2:57:10] that completes that well-rounded and multiple
[2:57:13] pathways that students have to get them to that finish line.
[2:57:16] So just wanted to add that as well.
[2:57:18] Thank you.
[2:57:19] President Cort: Amazing.
[2:57:27] Really great work.
[2:57:28] Thank you for presenting that to us,
[2:57:28] and thank you so much for waiting a couple of weeks
[2:57:29] since we had to have the agenda.
[2:57:31] I think we are even going to get out of here before it
[2:57:34] gets dark, which is exciting.
[2:57:36] Thank you so much.
[2:57:38] Appreciate your time.
[2:57:39] I would like to entertain a motion to adjourn.
[2:57:45] >> So moved.
[2:57:55] >> Second.
[2:57:55] President Cort: All in favor, please indicate by saying aye.
[2:58:06] >> Aye.
[2:58:09] President Cort: The ayes have it.
[2:58:13] Thank you.
[2:58:15] We are adjourned at 6:48.