[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.

Board of Education

Agenda

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