[14:22] [Captioner Present]
[14:33] Test.
[14:54] [Background Conversation]
[15:24] >> Good evening everyone.
[15:25] It's 6:00 and I call this meeting to order.
[15:27] Thank you all for being here on this fabulous Tuesday night.
[15:33] Secretary Nolan would you please take the roll?
[15:38] >> Yes.
[15:39] Mr.?
[15:40] Member Frank.
[15:42] Secretary Nolan S. Vice president Wofford.
[15:45] And madam.
[15:48] >> I am here.
[15:49] We are all present.
[15:49] Thank you so much.
[15:50] I would like to welcome our student
[15:52] advisor coming from Arrowhead Park Early College.
[15:56] It's so great to see you on the DS
[15:59] and I know this is your last time with us.
[16:02] Which is a little sad but also exciting.
[16:04] So please know that you are here for student input
[16:09] and we welcome anytime you want to speak please let us know.
[16:12] If I am not looking at you, get my attention
[16:15] to say Madam Court or President and I'll call on you.
[16:19] All right?
[16:21] Thank you.
[16:22] If everyone would please stand for the Pledge of Allegiance.
[16:26] We have Miss Aaliyah and Miss Anaya,
[16:29] who are fifth graders from Connelly Community Elementary
[16:32] School coming to lead us in the pledge
[16:35] and just as a side note, I went to the Dare graduation
[16:38] at Connelly Elementary and they did the pledge there,
[16:41] and it was amazing prepare yourself,
[16:43] it's going to be awesome.
[16:50] >> I pledge allegiance to the flag of the United States
[16:52] of America and to the Republic for which it stands one nation
[16:57] under God indivisible with liberty and justice for all.
[17:09] [spanish[ I salute the flag of the state of New Mexico the Zia
[17:26] symbol of perfect friendship among the united creatures.
[17:35] [spanish]
[17:42] >> Told you.
[17:43] Right?
[17:47] [Applause] Well done.
[18:06] One more round of applause, because they are both amazing.
[18:10] Thank you so much.
[18:13] [Applause] I would like I would now
[18:22] like to call Mr. Joseph Flores, director of the Fine Arts,
[18:26] to introduce our entertainment this evening.
[18:28] Thank you.
[18:29] >> Thank you.
[18:30] Good evening.
[18:31] Madam president court and all the
[18:33] distinguished school board members.
[18:34] Superintendent Ruiz.
[18:36] Student advisor Saeed.
[18:38] And everyone else here this evening.
[18:39] It gives me great pleasure to introduce to you the Picacho
[18:42] Middle School Advanced Choir under the direction of Virginia
[18:45] Ramos.
[18:46] Tonight they will be accompanied by Michelle Lang.
[18:49] The Picacho Advanced Choir will be performing Carmelit music
[18:53] live, by Greg Gilpin, featuring vocalist will include
[18:57] Gina Lopez and Sophia Wyatt.
[18:58] Everyone please join me in welcoming the Picacho Middle
[19:02] School Advanced Choir.
[19:05] [Applause]
[19:36] [choir singing]
[22:25] [Applause]
[22:43] >> Oh that was so beautiful.
[22:44] Thank you so much for providing the entertainment for us
[22:48] this evening.
[22:49] That was the best part of the meeting.
[22:51] Thank you for being here especially the end of school.
[22:54] Happy last week of school y'all.
[22:56] Absolutely.
[22:56] I just wanted to say, I couldn't remember the name of the rock
[23:01] band that came to El Paso, and you
[23:03] participated in some kind of competition
[23:05] where you had to sing their song.
[23:07] Was it poison or foreigner?
[23:11] >> Foreigner.
[23:12] >> You guys sounded amazing.
[23:13] And you sounded even better in person.
[23:15] Thank you for coming here.
[23:16] You guys really rocked that song.
[23:22] >> Thanks again you all.
[23:23] One more round of applause.
[23:27] [Applause] All right down to the really fun stuff.
[23:33] I would like to entertain a motion to approve the May 19th
[23:37] 2026 Regular session agenda.
[23:40] >> So moved.
[23:41] >> Second.
[23:42] >> Moved by Vice President Wofford and seconded
[23:44] by Secretary Nolan.
[23:45] All in favor please indicate by saying I.
[23:50] >> I.
[23:51] >> All opposed motion carries.
[23:53] I can't believe approval of the agenda comment everyone left,
[23:56] I'm just kidding.
[23:57] I would like to entertain a motion to approve the May 5th,
[24:02] 2026 work session minutes.
[24:06] >> So moved.
[24:08] >> Second.
[24:08] >> Moved by Mr. Frank and seconded by Vice President
[24:11] Wofford.
[24:11] All in favor please indicate by saying I.
[24:16] >> I.
[24:17] >> All opposed?
[24:19] >> The ayes have it.
[24:20] Thank you so much.
[24:20] I would like to entertain a motion
[24:22] to approve consent agenda items four B one, memorandum
[24:25] of understanding between region nine educational Cooperative
[24:28] and Las Cruces Public Schools, for median autism evaluation
[24:33] training.
[24:34] Five b one bid number 25-26-06 r e fresh produce five B two bid
[24:45] number 25-26.
[24:46] Dash oh seven.
[24:50] Five B two the number 25-26-07.
[24:56] Rebid Milk Products.
[24:58] Five B three.
[25:00] Budget adjustment request.
[25:02] Which are also bars.
[25:03] Five B for property dispositions.
[25:06] Five b five vendor payments.
[25:08] And five b6, ratification of the superintendent's approval
[25:12] of budget adjustment request bars from May 20th to July 15th
[25:18] 2026 and finally five b seven, commitment of fund balance
[25:23] according to G p standard, number 54 for FY 2627.
[25:34] >> So moved
[25:35] >> Second.
[25:36] >> All in favor please indicate by saying aye.
[25:45] All opposed?
[25:46] All right the ayes have it.
[25:49] The board met closed executive session Tuesday May 19th 2 p.m.
[25:53] To 5 p.m.
[25:54] To discuss a limited personnel matter under ten dash 15-1H2
[25:59] of the New Mexico Open Meetings Act.
[26:02] Specifically so that the superintendent
[26:05] could update the board and Council
[26:07] could advise regarding specific employee movement.
[26:11] The superintendent could update the board
[26:13] and legal counsel could advise regarding
[26:16] the investigation of classified and certified employees.
[26:21] And B limited personnel matters under permitted under section
[26:24] ten 15-1H2 of the New Mexico Open Meetings Act,
[26:29] specifically so that the board could continue to discuss
[26:33] the superintendents interview evaluation and begin
[26:37] the contract.
[26:37] And I affirm that the items discussed
[26:39] enclosed executive session were limited to those stated above.
[26:44] Now we're going to move on to public comment
[26:47] but before we move to public comment
[26:49] I would like to remind our audience of the board's
[26:51] procedures for handling public comment which
[26:53] are found in board policy BEDH and on the public input
[26:57] form referenced in policy.
[26:59] Public comment is limited to three minutes
[27:02] per individual speaker.
[27:03] However the Board President may further restrict or waive
[27:06] these time limits.
[27:08] The board welcomes public input.
[27:10] The board does not prohibit public criticism or comment
[27:14] of personal matters however any person making public comment
[27:17] shall be solely responsible for the content of their comments.
[27:24] The board neither adopts or assumes responsibility.
[27:28] And we have five public comments this evening.
[27:32] And they were given to me in the order they were received.
[27:35] The first person will be Jeremy McGowan.
[27:38] Jeremy?
[27:43] >> Welcome.
[27:52] >> Thank you Madam President and thank you Lord for giving me
[27:54] the opportunity to speak.
[27:55] I'm here tonight to speak on some safety issues
[27:57] that I found at some of the schools
[28:00] that I transport students to and from.
[28:03] Mainly Mayfield High School.
[28:06] We have a lot of parents dropping off
[28:08] at students on Isaac's Lane.
[28:11] Which to me does constitute a safety concern
[28:16] because the bus pulling in there,
[28:18] as well as the vehicles coming out
[28:21] and the neighborhood behind there,
[28:22] it would be easy for a student to get hit
[28:26] if somebody is not paying attention.
[28:29] I thought of some ways around that.
[28:35] Either marking that side a no student drop off zone
[28:39] or possibly moving, making the parents
[28:44] responsible for dropping students off
[28:47] in the proper drop off loading zone.
[28:50] To help with the safety matters.
[28:53] Another thing is, it takes a lot of time for us
[28:56] bus drivers to get out from certain schools because
[29:01] of the traffic.
[29:02] Way we can get around that would also
[29:04] be to have security or school resource officers stop traffic
[29:10] for the five minutes it takes the busses to pull out.
[29:14] I think that's pretty much all I had on that matter
[29:18] because I'm just speaking from my personal experience
[29:20] at the schools that I have.
[29:24] >> Okay thank you.
[29:26] >> Thank you.
[29:31] >> Our next person, and I hope I'm reading this correctly,
[29:34] William Hinton the third.
[29:38] Mr. Hinton, I hope I said everything correctly.
[29:43] Excellent.
[29:43] Thank you.
[29:51] >> I'm not very good at public speaking.
[29:53] So I hope that this works out.
[29:57] My name is Will.
[30:00] And I am the union President for our local 6431.
[30:07] And I'm here on to speak a little bit
[30:12] about wages for our drivers.
[30:16] For our Las Cruces public schools.
[30:20] I have a compensation analysis right here.
[30:28] If I may be able to submit.
[30:31] Sorry.
[30:35] It details single driver wages and single family wages
[30:46] and cost analysis on inflation.
[30:51] And comparisons between 25 hour and 40 hour week.
[30:58] It also compares the local average for drivers
[31:04] here in Las Cruces compared to other class D driver license
[31:12] drivers in other states across the United States.
[31:17] So, it's all in the submission there
[31:21] and I would really like for you guys to peruse.
[31:25] I know there's not a -- we are a little late behind and speaking.
[31:32] But we definitely for sure that make our voices heard and known.
[31:41] And that's all I have for now.
[31:46] >> Thank you.
[31:47] And you did a fine job.
[31:55] >> Our next one is Corey Burford.
[31:57] I'm sorry did I say that okay?
[32:02] Thank you.
[32:07] >> I'm also a school bus driver.
[32:09] We're here basically trying to get
[32:10] you guys to take us back or take us to be a part of the school
[32:14] district.
[32:15] One thing I can say for us, it's hard because our considered part
[32:21] time employees for school bus driving
[32:23] and so we don't get the benefits of full time employee.
[32:28] And it is actually we get minimum essential coverage
[32:31] so if any hospitalization or any surgical procedures
[32:36] or any special visits that we need as bus drivers,
[32:40] we don't get that covered.
[32:41] We also have to pay into this coverage which also makes it
[32:45] less for our pay in our day to day activities
[32:49] and trying to pay for medical bills and things like that.
[32:53] We are just wanting for us to be heard
[32:56] that we would love to be a part of the school district instead
[32:59] of a third party owning us.
[33:01] Thank you.
[33:04] >> Thank you.
[33:05] Mark Peterson.
[33:19] >> Hello.
[33:19] Who am I?
[33:20] I'm Mark Peterson.
[33:21] Bus five and Las Cruces here.
[33:24] I'm a school bus driver from Las Cruces.
[33:26] Oh by the way, these are my personal comments and opinions.
[33:30] I drive a 40 foot 20 ton bus with a smile.
[33:34] Sometimes a frown depending on the situation
[33:36] but we all provide the same thing as drivers.
[33:39] Student safety while transporting busses
[33:42] full of mostly happy, smiling, but sometimes
[33:45] unpredictable or disruptive children, sitting behind us.
[33:48] You can call the students moving parts.
[33:51] Like those under the hood.
[33:52] We transport through all kinds of weather.
[33:54] Road hazards.
[33:56] Cracked and broken asphalt of which many
[33:58] there is in this town.
[34:00] And sorely in need of refurbishing.
[34:02] And plus detours.
[34:04] Train stoppages.
[34:05] And upset parents who occasionally
[34:07] visit the bus and children who are non-registered riders
[34:09] attempting to ride the bus with their friends
[34:11] because it's fun, don't you know.
[34:13] In addition, as another example, yesterday one of our busses
[34:17] was near barricaded suspect situation on the
[34:21] and the bus had to pull over pick the driver
[34:23] and the kids had to stay down on the floor.
[34:25] Everyone made it home safely again.
[34:28] Also yesterday turning on a left green turn signal and a vehicle
[34:33] headed towards me showing no signs of slowing down
[34:35] runs the red light nearly caused a head on collision
[34:39] with me and my students.
[34:40] Had I not waited a split second.
[34:43] This happens all the time.
[34:47] Of course the students know nothing of the near disasters
[34:50] and I took it in stride.
[34:52] I got them to their home bus stops
[34:53] where we are professional drivers.
[34:55] Our well trained in rodent situation --
[34:59] and situationally smart.
[35:00] And tough.
[35:01] We get our kids home every safe with next to zero fanfare.
[35:05] All we ask is a compensated fair wage
[35:07] that reflects our skills and the daily road
[35:10] and the interior bus environments we drive within
[35:13] to get our students home safely.
[35:15] This is my opinion, in my humble opinion
[35:19] a contract of at least $2 an hour
[35:21] or a 3.3% per year over the life of the contract
[35:25] is not too much to ask after you take
[35:28] into account the monsters responsibility your school
[35:32] district bus drivers provide to Cruz's school district kids
[35:36] who ride the busses to get the education their parents expect
[35:41] them and deserve.
[35:42] Thank you.
[35:44] >> Thank you.
[35:50] Andy?
[35:51] Is it Andy Kessner?
[35:53] Thank you.
[35:59] Am I five for five on names right now?
[36:04] Okay good.
[36:06] >> Hello my name is Andy Kastner.
[36:08] Madam court come up particularly Secretary Nolan,
[36:12] I was here two years ago, with unified front of fellow STS
[36:19] union bus drivers and the hope was
[36:22] there would be some type of support from the school board
[36:26] at least to advocate in Santa Fe for increased funding.
[36:31] The situation remains the same.
[36:33] Bus drivers that are part of a union
[36:36] that were here 12 years ago.
[36:38] It's the same situation that financially they
[36:43] are beyond Undercompensated.
[36:45] The reason why I am part of the union,
[36:49] yet I'm not an employee of STS, is
[36:52] because I knew there was other opportunities with the CDL
[36:56] that do compensate better and similar to other state
[37:01] standards.
[37:02] So even within the state of New Mexico, let alone the country,
[37:06] there is more compensation for school bus drivers.
[37:11] And for some reason, even though we are under the school
[37:15] district, we are not allowed benefits
[37:19] that teachers and other district employees enjoy.
[37:24] And it's really a big deal because this job is not
[37:28] for everyone.
[37:29] And when you find somebody who's willing to work
[37:32] for more than a year as a school bus driver, try to keep them.
[37:36] And I absolutely, I've continued my CDL employment,
[37:40] but with another school district.
[37:43] Another school outfit here in town.
[37:47] What's wonderful about STS, there's a lot of great people
[37:50] and it's overall a good organization.
[37:52] However we are always at the mercy of owners.
[37:56] The owners always change.
[37:58] And then they change their policy
[38:00] and they change their pay scale and they change everything
[38:04] that they want so we are always dealing with change that often
[38:08] doesn't benefit financially.
[38:10] The school bus drivers, the aides that deal
[38:16] with Sped students, which is obviously
[38:19] a very specialized experience, and I'm
[38:21] surprised we haven't heard from any of the school board members
[38:25] at a union meeting.
[38:27] So I am here to personally invite any of you, particularly
[38:30] Secretary Nolan, that we have been
[38:32] told is an ally of our union, to come and enlighten us as far as
[38:38] what can we do proactively now and also in the future
[38:43] to ensure funding from the state of New Mexico
[38:46] because that seems to be the rhetoric all the time.
[38:49] That there's no money from the state
[38:52] to support a transition of our outfit to the school district
[38:57] so that we can become school district members or employees.
[39:01] Or have some kind of standard for cost
[39:04] of living that any owner that takes over, if we do
[39:08] continue contracting, to be a fair living wage.
[39:11] Thank you.
[39:21] >> All right that concludes our public comments and now
[39:24] we'll move to the superintendent's report.
[39:26] Superintendent Ruiz?
[39:29] >> Thank you members of the board at this time I would like
[39:32] to invite our NEA Las Cruces and Las Cruces partners,
[39:36] president Julie Waco, and President Irma Espino
[39:40] for their reports.
[39:43] >> Good evening.
[39:45] Members of the board.
[39:47] If it's okay I would like to begin by addressing same.
[39:50] Who I have known since he moved to Arrowhead sophomore year.
[39:55] Watching you grow into the young men you are now has been a joy.
[39:59] What you do not know, same, is that I
[40:02] have had a secret benefactor these last three years.
[40:06] Every time you have said Miss Waco I have a question,
[40:10] they donated a nickel to a secret account.
[40:14] Which is why tonight I'm announcing my retirement.
[40:19] In all seriousness, Sam, students like you
[40:24] who are so inquisitive and whose love of learning shines through,
[40:29] are why we show up every day.
[40:31] I would like to thank our educators
[40:32] for their tireless work and another great school year.
[40:36] I hope there's a lot of rest and relaxation
[40:38] over the next few weeks.
[40:39] And we look forward to seeing you all over the next few days,
[40:43] as you celebrate our graduates and shake all those hands.
[40:47] Thank you, and I stand for questions.
[40:50] >> Thank you.
[40:51] Any questions, Board members?
[40:56] Sam
[41:00] >> I just want to say I'm very thankful.
[41:01] You taught us a lot.
[41:05] You asked the question all the time.
[41:11] School, the community, and how to thrive in this world.
[41:14] It was amazing.
[41:16] I'm upset that I'm leaving.
[41:18] And you're leaving as well.
[41:22] >> Thank you so much.
[41:27] >> Thank you president Waco.
[41:28] Miss Despina?
[41:41] >> Good afternoon.
[41:43] President Cort.
[41:44] Members of the school board.
[41:46] Superintendent.
[41:47] Please first I would like to begin that as you have probably
[41:52] been watching television, Memorial day
[41:55] is coming up with the sales that are being advertised.
[41:59] The end of school.
[42:03] Commemorates the the Memorial Day is coming up.
[42:09] And also sometimes to it is recognized or known
[42:15] as being the unofficial beginning of summer.
[42:19] However, we need to remember the significance of Memorial Day.
[42:26] What it really is all about and it's
[42:29] a federal holiday dedicated to and honoring
[42:33] the US military who died serving in the Armed forces.
[42:37] Let us not forget that is a reflection
[42:41] to recognize the ultimate sacrifice made for our nation's
[42:44] freedom.
[42:47] So I would like to also thank the school employees
[42:52] for their service and dedication to our students.
[42:56] For the nurturing that they give to our kids.
[43:01] Every single day that they are at school.
[43:04] But, let's not forget the 12 month employees
[43:07] who are holding down the fort.
[43:09] We recognize always our school employees.
[43:13] And thank them.
[43:15] But then we have to remember those 12 month employees are
[43:19] holding down the fort.
[43:21] They continue the service to our children of our community.
[43:26] The custodians will do the deep cleaning and disinfecting.
[43:30] Our administrative staff here will continue the service
[43:34] that they provide for the admin building.
[43:36] Our physical plant department they
[43:38] will maintain the integrity of our school
[43:42] buildings and other facilities.
[43:44] And so I can go on and on.
[43:50] Let's thank our school employees for the service.
[43:54] But let's not forget those 12 month employees
[43:57] that are holding down the fort.
[44:00] In addition to that, I would like to also make you aware,
[44:06] but you may already know through the superintendent's report
[44:10] that he gives you on a regular basis,
[44:12] that our mobile patrol officers, they have received their body
[44:20] cams and their ballistic vest.
[44:27] Is that what it's called?
[44:30] And also a non baton.
[44:33] I have to thank Superintendent Ruiz
[44:37] for not getting upset with me for not telling me to leave.
[44:42] Because we had a lot of interesting conversations,
[44:45] didn't we Superintendent Ruiz?
[44:49] >> We certainly did.
[44:50] >> But I think we achieved the goal of getting these equipments
[44:55] for our mobile patrol officers.
[44:57] Because as you know our mobile patrol officers,
[45:00] they are the ones protecting our schools at night.
[45:05] They start their shift approximately at seven, 8:00,
[45:09] and they work into the evening period so, with this year that
[45:15] they're having --
[45:18] I hope they're more protected.
[45:20] Because prior to having body cams and their ballistic vests
[45:23] and their nonlethal baton, they were not protected at all.
[45:30] They depended on their former law enforcement experience
[45:35] to protect our schools at night.
[45:38] I am glad that that was accomplished.
[45:44] Superintendent Ruiz I want to thank you
[45:47] for us working together collaboratively on this project.
[45:51] We still have some other things we want
[45:54] to talk about, as you know.
[45:56] The pilot program that we are talking about expanding.
[46:00] Our campus security officers to have body cams themselves.
[46:04] And so I look forward to our continuing talks about that.
[46:10] In regards to collective bargaining,
[46:13] we're still bargaining and as you know I cannot give you any
[46:20] details.
[46:21] About this but just know that advocacy,
[46:26] the passion continues with Seasick Las Cruces.
[46:32] And providing more than a living wage.
[46:35] As some of you have heard me say,
[46:37] I don't like the word living wage
[46:39] because living wage means the basics.
[46:42] We need to talk about is having a wage where employees thrive.
[46:48] And so that's what we're working at and we have work to do.
[46:54] And we do have a deadline as you have heard me say in the past.
[47:00] We have a deadline that by the end of June we have to finish.
[47:09] So that your round employees can have their first raise
[47:15] in their July 15th check period so we will continue.
[47:20] We will continue our passion and our advocacy
[47:23] for my team to make something that is positive
[47:28] and for our classified school employees.
[47:33] Our support staff.
[47:35] In regards to what I heard the bus driver say, as you know,
[47:39] I have been in the past very supportive and yes it's double
[47:45] that it would be great if they were part of LCC and so I have
[47:52] had conversations with far more --
[47:58] former superintendents that it would be essential
[48:00] for the district to bring them as part of the LCC employees
[48:04] because, absolutely they would be reaping the benefits of being
[48:09] in the district place.
[48:11] So I'm here for any questions if anyone
[48:13] wants to ask any questions.
[48:24] >> Have a good evening.
[48:27] >> Thank you.
[48:32] >> Sorry, the president, I'll turn the time over
[48:34] to the Student Advisory Council board.
[48:37] >> Thank you Mr. Superintendent Ruiz.
[48:39] Honorable president, Madame, respected school board members,
[48:44] superintendent Ruiz, district leadership, staff, families,
[48:48] and everyone in attendance.
[48:49] My name is Sammy Paul and I'm a senior here
[48:52] at Arrowhead Park College High School and a student leader
[48:56] and a proud member of the Student Advisory Council.
[48:58] First I would like to sincerely thank
[49:01] those who took their time throughout this year
[49:03] to attend and support our advisor meeting.
[49:06] Thank you to Madam Court.
[49:09] Board Vice President Mr. Nolan.
[49:12] Superintendent Ruiz and District leadership
[49:16] including Mr. Peterson Mr. Rodriguez, and doctor Wendy.
[49:21] Creating opportunities for student voices to be heard.
[49:24] Willingness to listen and engage with students
[49:27] has created and will create a district where
[49:31] students can truly thrive.
[49:34] Dedication has strengthened our schools
[49:37] across Las Cruces public schools through support
[49:40] through innovation technology.
[49:42] Student opportunity and faculty success.
[49:44] Because of your commitment to our schools continue to thrive.
[49:49] As places of growth, learning, and opportunity.
[49:52] This year has also shown me and everyone
[49:57] in this district and everyone as a whole
[50:00] the power of student voices.
[50:02] I want to say this advocacy, when students are heard, when
[50:09] student values and voices double student voices is more
[50:15] than simply sharing opinions.
[50:17] It is about identifying challenges common
[50:19] presenting ideas, and having shared the future of education
[50:23] as a whole.
[50:24] Students are invited into conversations.
[50:27] Schools become stronger and when students
[50:30] are empowered to advocate and the entire community
[50:34] thrives Student Advisory Council has shown that students
[50:37] are not just partners in education
[50:41] but partners in making our school better as a whole.
[50:44] Personally it has been one of the greatest privileges
[50:46] of my high school journey to serve
[50:49] on student Advisory Council for the year 2025 to 2026.
[50:56] As I prepare to graduate I reflect on this role
[51:00] with deep gratitude.
[51:01] I'm incredibly thankful for the opportunity
[51:02] to meet with our president Madame Court, Mr. Wofford, Mr.
[51:09] Nerio, Mr. Nolan, Mr. Ruiz, Mr. Peterson, and many others.
[51:15] Sitting at the table with these leaders
[51:17] allowed me to bring forward concerns and ideas
[51:20] not only from my school, but from students
[51:23] across our district, Las Cruces Public schools.
[51:26] These conversations helped me better
[51:29] understand how the district works and the efforts
[51:32] it takes every day to support students faculty and schools
[51:37] so they can thrive.
[51:39] Serving this role has taught me that leadership
[51:42] is about listening, working together, and taking action
[51:47] to help others see.
[51:49] I've learned so much and I'm very deeply grateful
[51:52] for the trust placed in me to present
[51:56] student voices this opportunity has inspired
[51:59] me to continue advocating for others wherever life takes me.
[52:03] What makes this role so special is knowing our voices mattered.
[52:08] And this district values hearing from its students.
[52:12] This is something I will carry with me long after graduation.
[52:16] I'm also very thankful for our advisor.
[52:19] Miss Stewart for everything she does
[52:23] to support the Student Advisory Council.
[52:25] Also it has been bittersweet to say goodbye.
[52:29] I leave part of what we have accomplished together
[52:31] hopeful for the future of student leadership
[52:34] in this district as a whole.
[52:38] Student leaders continue to speak boldly and educate
[52:42] because your voice helps others thrive.
[52:44] To the school board, and district leadership,
[52:48] thank you for believing students to give us a seat at this table,
[52:53] for a continuing walk to help every student, every educator
[52:57] and every school thrive.
[52:59] Thank you so much.
[53:03] >> Great job, thank you very much, president,
[53:06] core members of the board, this group of kiddos this year has
[53:10] been awesome.
[53:11] Some great conversations and those of you that
[53:14] attended as well.
[53:15] And also I know Saeed mentioned, her passion
[53:19] for this work and the great job she does with these kiddos
[53:24] and making sure the voices are heard so thank you.
[53:27] To the SAC and our sponsor there.
[53:31] Moving forward, president Court and members of the board,
[53:34] as we heard graduation season is here in addition
[53:37] to all the exciting events coming up this week,
[53:39] I would like to recap some of the themes that
[53:41] have been happening since our last meeting.
[53:43] On May 7th I attended the Elk Bilingual Seal ceremony
[53:47] at Mayfield High School where we recognize students earning
[53:50] their seal of bilingualism and literacy.
[53:54] The ceremony reflects the strength
[53:56] of multilingualism in CPS and our ongoing commitment
[54:00] to supporting bilingual and biliterate students
[54:02] across the district.
[54:03] We recognize the 134 students at this event.
[54:06] Receiving their sales for Arabic, Bengali, French, Latin,
[54:11] Russian, Spanish, and Rudy.
[54:13] As part of the Teacher Appreciation Week,
[54:17] I had the opportunity to meet with the CPS
[54:19] teachers of the year finalist, Congressman Gabe Vasquez
[54:24] here at his Las Cruces office.
[54:26] He specifically wanted the opportunity
[54:28] to personally thank and congratulate our educators
[54:31] for the tremendous work they do for students and families
[54:34] across our district.
[54:36] It was a meaningful way to celebrate
[54:38] the impact our teachers have on this community.
[54:41] Thank you for joining us at this event.
[54:44] Senior Honor Nights have also been taking place across LC PCs.
[54:51] And I have truly attended these celebrations
[54:55] alongside members of our cabinet.
[54:57] These events give us the opportunity
[54:58] to recognize the class of 2026 for their academic achievements.
[55:03] Leadership Service.
[55:04] And perseverance it has been inspiring to celebrate
[55:09] our graduates and the bright future ahead of them.
[55:13] As a reminder the Arrowhead College High School Senior Honor
[55:17] Night is Thursday May 21st, this week at 6 p.m.
[55:20] At Arrowhead.
[55:22] Another exciting initiative continuing across the district
[55:25] has been the Subaru count me in attendance Grand prize drawing.
[55:30] I want to thank Sbarro and Frozen
[55:34] Custard for supporting student attendance this year
[55:37] and also providing funding for this initiative.
[55:40] Throughout the last couple of weeks
[55:42] we have visited high schools across the district.
[55:45] To award $1,000 attendance prizes to students reinforcing
[55:50] the importance of being present and engaged in school every day.
[55:55] On May 12th we honored 99 l CPS retirees during their annual
[56:02] retirement celebration at the Convention Center.
[56:04] These employees represent more than 2000 years of service
[56:07] to LCC s.
[56:08] I want to especially thank Jessie Perry
[56:10] and our human Resources team for organizing
[56:13] such a meaningful event.
[56:14] It was a powerful reminder of the dedication and legacy
[56:18] of the people who have devoted their careers
[56:20] to serving students in Las Cruces public Schools.
[56:24] On May 12th we hosted a -- this continues to be an important
[56:31] opportunity to connect directly with the Spanish speaking
[56:34] families.
[56:35] I'm hopeful the series will continue
[56:37] to grow as we strengthen relationships and ensure
[56:40] families feel connected, informed, and supported.
[56:44] This really was a personal, for me it also hit personally,
[56:50] just thinking when my mom was trying
[56:53] to advocate for my education.
[56:55] It would have been really nice to have
[56:57] some of these types of events.
[56:59] And it would have been powerful for her
[57:00] and giving her that voice as well.
[57:02] Very important to me that we continue
[57:04] to grow this event as well.
[57:07] On Wednesday May 13th I had the opportunity to meet with New
[57:11] Mexico Representative Rebecca Dow.
[57:13] During her visit to El CPS.
[57:16] We visited the former Cesar Chavez Elementary
[57:21] School and Sunrise Community Elementary School
[57:23] and had the chance to showcase outstanding work taking place
[57:25] in our schools and classrooms.
[57:26] Thank you to Representative Dow for your interest
[57:29] in the exciting work we are doing
[57:32] to ensure all learners thrive.
[57:34] May 14th I attended the college graduation ceremony.
[57:38] I was especially proud to recognize more than 80 students
[57:41] from Arrowhead Park Early College High School.
[57:44] Who earned college degrees even before receiving
[57:46] their high school diplomas.
[57:48] Their accomplishments are incredible example
[57:50] of what is possible when students
[57:52] are provided with opportunities, support, and high expectations.
[57:57] Finally, as we reach the end of the school year,
[58:00] I simply want to say thank you, thank you to our teachers,
[58:03] educational assistance, principals, counselors,
[58:07] custodians, bus drivers, nutrition staff, office staff,
[58:11] families, community partners, and especially our students.
[58:14] Together we continue to build a culture
[58:16] where students can learn.
[58:17] Grow, and thrive.
[58:19] I hope everyone has a safe, restful,
[58:21] and well-deserved summer and I look forward
[58:23] to welcoming our students and staff back
[58:26] for another great year in July.
[58:28] Thank you president and members of the board.
[58:33] >> Thank you superintendent.
[58:36] I was just looking at --
[58:40] I'm back and it's all good.
[58:44] We are now moving to old business and our first and only
[58:49] thing on old business, discussion and possible approval
[58:53] of Cesar Chavez Elementary School new name.
[58:57] Now I would like to open up the floor to Doctor Lozano.
[59:09] Thank you all for being here.
[59:15] I'm ready when you are.
[59:21] >> Madam president members of the board, superintendent Ruiz,
[59:24] student advisor said, thank you for being here today,
[59:27] great job come a very articulate.
[59:29] Madam, like you mentioned, I'm here today to give you
[59:33] and update results of where we left off during our last meeting
[59:38] regarding the reading of -- the renaming of Cesar Chavez School.
[59:45] Background can voted on last meeting to rename the school.
[59:49] So here today is my colleague Tara Fabres,
[59:54] who is our assistant superintendent leadership
[59:57] and for the Oregon mountain feeder
[1:00:00] pattern, who works directly with Miss Rubia, who
[1:00:03] is the school principal.
[1:00:04] I also have a representative from Thought Exchange.
[1:00:08] Thought Exchange as our platform that we use to elicit feedback
[1:00:12] from our school community regarding
[1:00:15] the name of the school.
[1:00:17] Let me introduce you to Mr. Rick Chandler.
[1:00:21] Rick, if you can hear me?
[1:00:24] I believe he's in Canada.
[1:00:27] So.
[1:00:27] Thank you for joining us.
[1:00:31] >> No problem my pleasure.
[1:00:41] >> Are you in Toronto?
[1:00:42] >> I am.
[1:00:49] >> Go to the next slide, it's not picking up.
[1:00:54] >> Just as a reminder, madam president,
[1:00:56] your board policy FFA, I put this up last time.
[1:01:01] Basically is your authority over renaming of schools.
[1:01:08] Schools here in our district.
[1:01:11] Making every effort, for us to make every effort
[1:01:16] to get feedback from the community.
[1:01:18] I really appreciate the feedback that we received from you all.
[1:01:22] During the last meeting.
[1:01:23] I know president Tenorio requested
[1:01:29] that we exchange for this very reason
[1:01:31] that we get as much feedback and hear as many voices
[1:01:34] as we can regarding the name for the high school.
[1:01:38] Not for the high school.
[1:01:39] For the elementary school.
[1:01:41] Next, just want to remind you of the timeline.
[1:01:45] On April 22nd, after the board meeting,
[1:01:49] which I believe was on April 19th, April 22nd,
[1:01:54] that's when the feedback period began.
[1:01:59] We sent out the survey on April 22nd.
[1:02:03] Thank you to Miss Caruba and her staff for making sure parents
[1:02:10] had access to the survey.
[1:02:12] May 19th, here today, we're here to review recommended names.
[1:02:19] If you choose to go that route.
[1:02:21] And if you are to select a name tonight,
[1:02:22] May 20th through June 30th, begins our updates and school
[1:02:27] Regrinding which I'll go over a little bit of what happens next.
[1:02:30] And then of course July 1st, the new name is officially adopted.
[1:02:35] And used by the community.
[1:02:39] So a little background of how we gathered the information
[1:02:43] from our school community.
[1:02:45] As I mentioned earlier, President Dinardo,
[1:02:47] board member Dario, had recommended
[1:02:51] we use thought exchange.
[1:02:52] And the reason we used thought exchange is a good platform
[1:02:56] to use because the way it works, the participants are
[1:03:02] able to enter their thoughts.
[1:03:04] We call them thoughts.
[1:03:05] Their response to the question that we post which was what name
[1:03:08] do you suggest for our school.
[1:03:10] So again this went out to just the school community.
[1:03:14] As you know, Cesar Chavez Elementary
[1:03:18] is pre-K through second grade school.
[1:03:21] So it would then come the survey,
[1:03:25] we did explicitly ask parents to sit down with their children
[1:03:28] and talk about the name change and what they recommended.
[1:03:32] What we really like about that exchange is people
[1:03:36] are able to rate other's thoughts.
[1:03:38] It's not just about the most popular
[1:03:40] but it's really kind of the most popular
[1:03:43] but it's not just the number of times someone
[1:03:46] suggested the name.
[1:03:48] It's about the amount of times people like it
[1:03:52] or, Josh, Mr. Silver, had a really good analogy.
[1:03:56] If you shop on Amazon, it has a star rating.
[1:03:59] I look at that when I purchase something.
[1:04:01] The same concept.
[1:04:02] The more people commenting on it or rating it,
[1:04:07] the higher the rating.
[1:04:09] Depending on whether they liked it or not.
[1:04:11] That's kind of how it works.
[1:04:13] Again, parent notification went out the beginning of April 22nd.
[1:04:18] We use parent square to make sure that our school
[1:04:23] community knew our parents.
[1:04:25] And also individual teachers.
[1:04:26] We sent weekly reminders to their newsletters.
[1:04:29] One of the things we've done over the years
[1:04:31] is parents typically pay more attention when the teacher asks
[1:04:34] them to do something.
[1:04:35] So really trying to leverage the relationship that our teachers
[1:04:39] have with their families.
[1:04:41] This is when reminders were sent out.
[1:04:43] April 23rd.
[1:04:44] April 27th and May the 4th.
[1:04:50] Here is a summary of participation for the survey.
[1:04:56] As you can see, this is all including families and students.
[1:05:03] Staff.
[1:05:04] You're going to see in the first column
[1:05:07] that it's not going to add up the 8646.
[1:05:10] Why is that?
[1:05:12] Oftentimes participants, when they log on,
[1:05:15] they might not finish the whole, they might not enter a,
[1:05:18] but they definitely do a rating period
[1:05:21] so they look at the responses and do a rating
[1:05:23] period so that's why the number doesn't coincide.
[1:05:25] Thoughts though, those numbers add up.
[1:05:28] There weren't 109 participants who entered,
[1:05:31] who submitted their thought on what the name of the school
[1:05:35] should be.
[1:05:36] And number ratings, these are the number
[1:05:39] of times that a participant was able to rate it, other people's
[1:05:45] thoughts.
[1:05:50] So here in this slide what you see
[1:05:54] is really this is capturing the sentiment of the entire pool
[1:05:59] of participants.
[1:06:00] What are they thinking.
[1:06:02] This is what we really enjoy about doing the thought
[1:06:06] exchange.
[1:06:06] It gets to the essence of the sentiment of the participants.
[1:06:10] As you can see there was a strong connection
[1:06:12] to our local landscape and environment.
[1:06:14] So, names that came up were desert sage.
[1:06:18] Desert blue.
[1:06:19] Yucca.
[1:06:20] Really talking about the land for the name.
[1:06:22] These are themes and I think this
[1:06:23] will help you in dissecting and deciding what name to vote on.
[1:06:31] Next suggestion, celebrating our scenic mountains
[1:06:34] and natural surroundings.
[1:06:35] Oregon Mountain.
[1:06:37] Mountain View came up quite a bit.
[1:06:39] Of course sun inspired names are popular.
[1:06:44] I think that was discussed last time.
[1:06:47] As you know the neighboring school that's almost connected
[1:06:50] is called sunrise.
[1:06:51] So that theme came up to compliment the neighboring
[1:06:56] school.
[1:06:56] And then also names that reflect our community identity
[1:07:00] and individual pride.
[1:07:02] So regionally rooted.
[1:07:03] A couple of names came up.
[1:07:06] As suggested of local people that
[1:07:09] have made a difference in our community
[1:07:12] and then the overall sentiment around preference
[1:07:17] for names that are neutral timeless
[1:07:20] common and easy to recognize ensuring our school name
[1:07:23] stands the test of time and avoids future concern.
[1:07:26] That was the overall sentiment.
[1:07:30] So here, this slide, what it represents
[1:07:35] is the total number of participants.
[1:07:38] As I mentioned earlier.
[1:07:39] These are people that started participating
[1:07:43] and submitted a thought.
[1:07:45] What this chart represents is the number
[1:07:48] of suggestions mentioned by certain themes
[1:07:52] the one that was suggested repeated most was mountain.
[1:07:58] Specifically Oregon Mountain.
[1:08:00] That was a top end frequently suggested the most.
[1:08:05] It doesn't mean it was liked the most it means
[1:08:08] it was suggested the most.
[1:08:09] Not so much reading but it was suggested frequently the most.
[1:08:15] Second is sunset, desert, Koito, and Halaman.
[1:08:24] All participants of the survey.
[1:08:28] Out of those, frequently suggested names,
[1:08:34] these are the ones that were rated the highest.
[1:08:38] If we combine all of the different stakeholder groups.
[1:08:43] Across family, students and staff.
[1:08:45] Desert came out on top by having the most amount of stars.
[1:08:49] A rate of 2.7.
[1:08:52] When people filled out, during the 200,
[1:08:55] 2322, the one that popped up the most was the theme of desert.
[1:09:02] Second Coyotito.
[1:09:04] And Mountain Oregon.
[1:09:06] Sunset.
[1:09:06] And Holloman.
[1:09:11] So, here this gives you a whole lot
[1:09:16] of information of different stakeholder groups.
[1:09:19] Your first column represents the number of ratings
[1:09:23] by students and families.
[1:09:25] As a reminder we had 86 participants
[1:09:28] that identified as being a family member.
[1:09:33] They selected, they received the link.
[1:09:36] To their teacher and the highest rated here
[1:09:40] was Sunset Elementary followed by Mountain View Elementary.
[1:09:43] And then the tie was between Coyotito Elementary
[1:09:48] and Correa Caminos Elementary Caminos meaning Roadrunner.
[1:09:53] And the last was Desert Peaks Elementary.
[1:09:56] The next column represents staff who submitted,
[1:10:01] who rated out of 46 participants, 1131 ratings.
[1:10:07] Desert Bloom Elementary was the one that was the highest rated.
[1:10:12] Next was desert Sky elementary desert Sage Elementary.
[1:10:17] And the last two were aligned to the highest
[1:10:24] theme of Oregon Mountain Elementary or Mountain View
[1:10:28] Elementary.
[1:10:29] The last column represents our school leadership team
[1:10:33] which is composed of 16 members of the leadership team.
[1:10:37] So what they did there, and if you don't mind
[1:10:41] we are just explaining the process
[1:10:42] that you all went through the day that you met to discuss.
[1:10:47] >> Good evening.
[1:10:48] Madame.
[1:10:49] Members of the board.
[1:10:50] Superintendent Reece.
[1:10:51] Our leadership team used both quantitative and qualitative
[1:10:54] data from the thought exchange process.
[1:10:56] To identify the top five.
[1:10:58] Which you see differ just a little bit.
[1:11:01] The quantitative data was from participation numbers.
[1:11:05] Also from the readings.
[1:11:08] Reoccurring themes.
[1:11:09] We looked closely at frequent patterns
[1:11:11] as well for quantitative data.
[1:11:13] The qualitative data was -- helped provide context behind
[1:11:18] the quantitative data.
[1:11:20] We were able to review community comments explanations.
[1:11:25] And the meanings families and staff had behind the names of.
[1:11:29] We use that in many of the responses comment as you see,
[1:11:32] reflected the themes that tied to our community identity.
[1:11:36] It tied to the geography.
[1:11:38] Our culture.
[1:11:38] Our student pride.
[1:11:39] And our sense of belonging.
[1:11:41] The leadership team analyzed both measurable trends and this
[1:11:46] is how we came up with our top five.
[1:11:54] >> Thank you so much.
[1:11:56] >> So where do we go from here?
[1:11:57] Of course you'll have a discussion ask us any questions.
[1:12:00] We have Mr. Chandler on the line.
[1:12:02] If you have any questions regarding
[1:12:04] the results of the survey.
[1:12:06] The thought exchange.
[1:12:07] And then if you do choose to select
[1:12:10] a name tonight, what happens next, rebranding process it
[1:12:15] begins.
[1:12:16] Physical updates.
[1:12:17] Signage.
[1:12:17] Materials.
[1:12:18] Etc..
[1:12:18] I know we went over cost.
[1:12:21] Other items I know the school is eager to learn the name,
[1:12:25] they're wanting to select a mascot for the school.
[1:12:28] So -- >> We are hoping to keep our same mascot.
[1:12:33] We have built such a wonderful culture
[1:12:35] around our Coyotes community.
[1:12:39] >> Internal system updates.
[1:12:41] I know Mr. Peterson spoke about that.
[1:12:44] Ready to go with his team on student information system.
[1:12:48] Doctor Wendy working with the Public education Department
[1:12:51] to officially change the name.
[1:12:52] And then of course all the things that come with it.
[1:12:55] With our communication platforms.
[1:12:58] With that Madam Court we will stand for any questions you have
[1:13:04] or any questions related to the process
[1:13:06] that we undertook to elicit feedback.
[1:13:11] >> Thank you doctor Lozano.
[1:13:12] Excuse me Principal Rubio.
[1:13:16] And I got tongue tied when you came up and didn't
[1:13:20] say your name.
[1:13:22] >> You nailed it.
[1:13:23] >> Okay.
[1:13:24] Thank you.
[1:13:24] I appreciate that.
[1:13:26] Board members, I now open it up for question or discussion.
[1:13:29] Would anyone like to start?
[1:13:36] >> I would like to know, Mr. Chandler, did I hear it right?
[1:13:40] And what was his role?
[1:13:43] >> I apologize, if I didn't clarify that.
[1:13:46] Rick Chandler works with us on -- he represents that exchange.
[1:13:52] Is an expert in using the platform.
[1:13:54] He just helps us when we create thought exchanges
[1:13:58] and knows the system inside out.
[1:14:03] >> So you can get the best out of it.
[1:14:04] Okay.
[1:14:05] And the only other thing I wanted to comment for now,
[1:14:07] would be the slide about top rated themes.
[1:14:13] Where it was ranking out of five stars.
[1:14:20] I was kind of, it caught my attention
[1:14:23] that nothing was very highly rated.
[1:14:26] Does that mean there's not a lot of excitement
[1:14:29] among all these things?
[1:14:32] Is there some fives hidden in there, just a couple?
[1:14:37] >> Madam president, Rick and I spent probably 2.5 hours going
[1:14:42] over the data, looking at and Rick I don't want to speak
[1:14:46] for you but you shared with me that there was no clear
[1:14:49] consensus.
[1:14:49] I don't want to speak for you but I
[1:14:52] don't know if you want to touch on that a little bit.
[1:14:55] >> Yeah absolutely.
[1:14:56] And you're kind of right.
[1:14:58] There was obviously some ratings that were higher than others
[1:15:03] but overall it wasn't like everyone loved one thing.
[1:15:07] And I think it goes along the same lines
[1:15:10] as Roberto was saying, people resonate
[1:15:13] with the area that they're in and the environment.
[1:15:17] And yeah it kind of rounded itself out.
[1:15:21] I think the only time I really saw a clear was staff only.
[1:15:26] Where desert Bloom I believe it was came out to the top.
[1:15:31] But yeah.
[1:15:32] It was very close.
[1:15:33] I think coming to be honest with you, it could go either way.
[1:15:36] I think most of your participants,
[1:15:39] your stakeholders would be happy.
[1:15:46] >> So, I'll start.
[1:15:49] Even though desert Bloom Elementary came up
[1:15:53] as one of the top ones, we also have a cannabis seller
[1:15:57] that uses the same name.
[1:15:59] And I feel like branding wise that would not be the wisest.
[1:16:07] >> Thank you for knowing that.
[1:16:12] >> I knew that honestly because someone else told me.
[1:16:16] Okay.
[1:16:17] >> Sure madam.
[1:16:25] [Laughter]
[1:16:28] >> I'm serious.
[1:16:29] But also maybe if we have Mountain View elementary School,
[1:16:32] it's the same thing it's the same initials as multi Vista
[1:16:37] Elementary School and we might end up with some confusion
[1:16:39] and so you can talk me off of my cliff of whatever,
[1:16:45] but those two names, even though they are very prominent
[1:16:49] in our -- in the extravaganza, I would avoid those two.
[1:17:00] >> Madam president, I think that's why it's important
[1:17:04] to lean on the overall themes of sentiment of the participants
[1:17:09] and that's the beauty of doing this type of survey.
[1:17:12] Getting the thoughts of different people in the readings
[1:17:14] because it really gives you a good overview
[1:17:17] of what their sentiment is around this topic.
[1:17:21] Which gives you >> I just wanted to throw that out there first.
[1:17:27] And board members who are ready for more comments.
[1:17:29] And discussion.
[1:17:31] Mr. Frank? >> I have be about sunset.
[1:17:37] To me sunset is the end.
[1:17:39] And yet school is the beginning.
[1:17:43] >> I concur.
[1:17:46] >> That to me is a concern.
[1:17:48] >> I agree, although my daughter teaches at Sunset Middle School.
[1:17:52] And another town.
[1:17:53] And
[1:17:55] >> And Sunset Boulevard.
[1:17:56] Very famous.
[1:17:57] So I think we can look at it in multiple ways.
[1:18:02] I think of the song from fiddler on the roof.
[1:18:08] Maybe Vice president, could you sing us a couple of chords?
[1:18:15] >> Sunrise -- >> Thank you
[1:18:18] >> There it is.
[1:18:19] >> Thank you Mr. Frank.
[1:18:20] But I also agree because if we have sunrise and then
[1:18:25] the sunrise.
[1:18:28] Anyway.
[1:18:29] Anybody else? >> I think had similar concerns.
[1:18:35] I was not in the desert bloom piece.
[1:18:37] But I'm glad you mentioned it.
[1:18:39] The mwBe, with Monte, we like our acronyms,
[1:18:43] that could be confusing.
[1:18:45] And Mr. Chandler while we have you,
[1:18:48] I'm a big fan of thought exchange.
[1:18:53] We appreciate you, the folks in this room
[1:18:56] know how much I like it.
[1:18:57] Thank you for being here.
[1:18:58] It is interesting that there's no real consensus.
[1:19:02] I think part of it is because the names are all very similar.
[1:19:07] This isn't like we are over here and over here.
[1:19:12] We are all kind of in the same area.
[1:19:17] I would maybe say that Oregon Peak Elementary,
[1:19:20] I don't know if we already have an Oregon Mountain high school
[1:19:24] but that wouldn't be, I wouldn't rely on necessarily.
[1:19:28] If we named it Oregon maybe I'll have to recuse myself.
[1:19:37] >> Or Desert Peak's.
[1:19:37] >> Yeah, or desert peaks.
[1:19:39] That's really all I'll say on that.
[1:19:48] >> Will, desert bloom showed up at the top of a couple
[1:19:51] of the columns.
[1:19:51] So I thought that one looked like a choice.
[1:19:55] I saw Mountain View on all three of the columns.
[1:19:57] They did appear to me to be very similar.
[1:20:02] I adored seeing the coyote and the Roadrunner.
[1:20:09] Very precious.
[1:20:12] So, I don't know, I suppose we should avoid desert bloom
[1:20:20] because of that.
[1:20:26] >> Or maybe not.
[1:20:27] >> I'm sure it will go out of business.
[1:20:30] >> Also that.
[1:20:33] >> Yeah.
[1:20:34] Well.
[1:20:35] I wonder what the rest of us think.
[1:20:38] Because Deborah Bloom is a very nice name.
[1:20:41] Desert sky or Oregon peak.
[1:20:44] They're all very nice.
[1:20:47] These all came to the top so they were
[1:20:52] liked by a number of people.
[1:20:54] So, staff and parents have spoken through this data.
[1:21:00] So I won't put you on the spot for which one you like.
[1:21:06] [Laughter]
[1:21:07] I mean you could ask.
[1:21:09] Yeah I would definitely tell you.
[1:21:11] >> You've had the benefit of the conversations outside
[1:21:13] of the thought exchange data collection.
[1:21:18] >> I had two favorites.
[1:21:19] East Mesa is one of my favorites just because it's neutral.
[1:21:22] That's where we're at.
[1:21:23] You're looking at the mountains on the east side
[1:21:25] and we are the East Mesa.
[1:21:27] I really liked Correcaminos just because we love our mascot
[1:21:33] and like you said we thought it would
[1:21:34] be super cute to have the Roadrunner and the coyote
[1:21:38] together.
[1:21:39] That's just my opinion.
[1:21:42] Thank you.
[1:21:44] >> Just another quick thought, when we're looking at the data
[1:21:47] and looking at how many students and families and staff
[1:21:51] and school leadership, most of these students,
[1:21:53] and I'm not trying to, they will leave the school in two years,
[1:21:58] you know come up with the staff school leadership folks,
[1:22:02] they're the ones building culture around this school
[1:22:07] and so I would personally put more weight on that data.
[1:22:14] Acknowledging the student family piece of it.
[1:22:16] Maybe some will have students that come after.
[1:22:19] But staff, school leadership folks, they're
[1:22:22] the ones who will build the culture around the school name.
[1:22:25] So that for me carries weight.
[1:22:28] I also think East Mesa Elementary.
[1:22:30] That was my favorite one the whole time.
[1:22:33] Less letters.
[1:22:34] Makes it cheaper.
[1:22:39] [Laughter]
[1:22:44] >> Hello.
[1:22:45] Give me the stare down.
[1:22:47] >> I didn't mean to give you the stare down.
[1:22:49] Because you had started, I wanted
[1:22:51] to know if there was anything you wanted to add up here
[1:22:54] >> I think my sentiment around school leadership,
[1:22:59] I kind of saw it as a verb and for me specifically the verb is
[1:23:06] like another way of saying they're thriving
[1:23:09] if they're blooming.
[1:23:10] I like that concept.
[1:23:14] I don't want it to be associated with a dispensary.
[1:23:17] So yeah I guess it would be a very board
[1:23:24] thing to do to be like hey come on let's just
[1:23:27] call it Desert Flower.
[1:23:29] But I don't think that's fair to the work that was done here.
[1:23:35] For me I would never call it Mountain View
[1:23:39] because it is Monte Vista.
[1:23:40] It's the same thing.
[1:23:42] It's not just the initials.
[1:23:44] Sunset again, the association of something coming --
[1:23:48] it's beautiful because we enjoy sunsets but these are just itty
[1:23:51] bitty kids.
[1:23:51] Itty bitty children.
[1:23:53] They're just getting started.
[1:23:54] We should associate that with the beginning, not the end.
[1:23:58] And although I like Roadrunners and I also
[1:24:02] think that's a lot of animals for one school.
[1:24:08] Yeah I think it's like you might have
[1:24:11] a little competition between what you guys go with more.
[1:24:18] The Roadrunner or the coyote.
[1:24:21] I guess for me East Mesa would be an easy one.
[1:24:29] >> I looked up desert bloom, there is a desert bloom beauty
[1:24:31] bar.
[1:24:32] LLC salon.
[1:24:35] >> Okay this is just information I got from somebody.
[1:24:38] I honestly don't know for sure if that's a thing.
[1:24:46] >> That's why I had secretary check it out just to make sure.
[1:24:50] >> My job as secretary.
[1:24:52] >> Research.
[1:24:54] >> East mesa for me is a little bland.
[1:24:56] It doesn't have the same visuals as a lot of the other ones.
[1:24:59] >> Like New York, it's public school number 123..
[1:25:04] There's a beauty of simplicity to that.
[1:25:08] >> Will, that makes me feel better.
[1:25:10] Thank you.
[1:25:12] Unless Somebody else knows that that's a thing.
[1:25:16] Speak now or forever hold your peace.
[1:25:19] >> This is a good time when public comment should be allowed
[1:25:22] during agenda items.
[1:25:23] Bus drivers?
[1:25:36] >> (indiscernible)
[1:25:37] >> Beautiful.
[1:25:38] Thank you.
[1:25:44] All right thank you.
[1:25:50] All right you all.
[1:25:53] I don't really see consensus as a name at this point in time.
[1:26:00] Do we have it?
[1:26:02] >> I don't sense that.
[1:26:04] I really like this coyote.
[1:26:08] I just think it's so unique and it's already the mascot.
[1:26:13] Right.
[1:26:14] Anyway.
[1:26:15] That's just what I think.
[1:26:19] I came into this, I was definitely
[1:26:21] a fan of Desert Bloom.
[1:26:23] But even if there's another store,
[1:26:27] it's going to be confusing.
[1:26:30] People will Google desert bloom and they're going
[1:26:33] to get maybe multiple hits.
[1:26:35] Let's come up with something that, that
[1:26:40] won't cause that confusion.
[1:26:43] >> Thank you Mr. Frank.
[1:26:45] I can see the coyote in two ways.
[1:26:48] Usually if you go to the other school
[1:26:50] we are the East Picacho nights, so you would
[1:26:53] have to be repeating yourself.
[1:26:55] Which is kind of a lot to say.
[1:26:59] Otherwise we are coyote, that's it,
[1:27:04] you don't have to say it twice.
[1:27:10] >> Desert Bloom is a dispensary in Tucson.
[1:27:13] >> Oh, wow.
[1:27:14] >> Can I recommend that we each kind of on paper put our top 2
[1:27:19] or 3 and then you compile it and do it that way.
[1:27:24] I don't know how did you want to do it, just do a motion?
[1:27:28] >> No, I was just hoping we would come to a consensus.
[1:27:31] But I should have known better.
[1:27:33] >> I think we can come to a consensus.
[1:27:35] >> As we come back around, I would like to voice that I do
[1:27:38] like desert bloom, despite the potential dispensary
[1:27:41] connections.
[1:27:42] And
[1:27:43] >> Which we don't know.
[1:27:44] >> Which we don't know.
[1:27:46] That's Arizona.
[1:27:46] Desert sky is fine.
[1:27:48] They're all very nice names.
[1:27:50] I thought Mountain View when I started but the logic has
[1:27:55] talked me out of that.
[1:27:56] So I would vote for Desert Bloom.
[1:27:59] >> Can I make a motion for East Mesa Elementary?
[1:28:02] Absolutely you can make a motion.
[1:28:05] >> All right I will make a motion.
[1:28:08] >> Before you make a motion, turn it over to our student
[1:28:11] advisor.
[1:28:12] >> First of all I just want to say as far as elementary schools
[1:28:15] goes, the naming and stuff, and regards to like a company
[1:28:21] or the name of a person, I think we should move away from it
[1:28:24] because it could be symbolizing branding and I think Cesar
[1:28:28] Chavez is the fact that if we use that name,
[1:28:32] if we get something similar to that or if they committed
[1:28:36] something in the past that people don't know,
[1:28:39] released after 20 or 30 years afterward, like Padre Martinez,
[1:28:43] or stuff like that.
[1:28:45] I just have a few suggestions to throw toward the school board.
[1:28:50] And respected and honorable principle of currently
[1:28:55] Cesar Chavez elementary school, if you may,
[1:28:58] I could give those >> Of course Saeed.
[1:29:02] >> My idea, we are looking at mixed Spanish and English
[1:29:08] community.
[1:29:09] Like Spanish, like sole elementary Zia sole elementary.
[1:29:17] Esperanza elementary.
[1:29:19] Solstice elementary.
[1:29:21] Le Phare elementary.
[1:29:23] And one thing I liked was Florida as a elementary.
[1:29:28] >> Thank you Saeed.
[1:29:29] I appreciate that.
[1:29:31] Pulling on our heritage.
[1:29:33] Thank you.
[1:29:37] Before you make your motion, this is not ringed very high,
[1:29:44] and it's only on one, and it's the smallest
[1:29:47] of the participants.
[1:29:49] >> Exactly.
[1:29:50] And if nobody seconds, then we all --
[1:29:53] if you would like to do that, go do it.
[1:29:57] >> I would like to make a motion to name Cesar Chavez Elementary
[1:30:01] East Mesa Elementary.
[1:30:05] >> I would second that.
[1:30:08] >> All right.
[1:30:08] We have a motion and a second for East Mesa Elementary.
[1:30:12] I would like for you, Secretary Nolan to take the roll.
[1:30:23] >> Mr. Nolan?
[1:30:23] >> No.
[1:30:24] Mr. Frank.
[1:30:26] >> Yes.
[1:30:28] >> Nolan.
[1:30:32] >>
[1:30:33] [Laughter]
[1:30:35] >> Oh man he was so hopeful.
[1:30:36] He almost had a name.
[1:30:39] >> I would like to entertain a motion to select Desert Bloom
[1:30:43] Elementary as the new name to replace the name Cesar >> Are
[1:30:51] you making the motion yourself?
[1:30:53] Oh shoot I am making the motion.
[1:30:56] Thank you.
[1:30:56] Watch my words.
[1:30:58] >> I would second that.
[1:31:00] >> So moved by President Korte.
[1:31:03] Seconded by Vice President Wofford.
[1:31:05] If you would take the roll again please.
[1:31:14] [roll call]
[1:31:14] [voting]
[1:31:20] >> Can you call me later?
[1:31:24] >> I will come back to you.
[1:31:26] Secretary Nolan was a yes.
[1:31:34] >> I will vote yes.
[1:31:35] Let's make it unanimous.
[1:31:41] >> Congratulations.
[1:31:44] [Applause]
[1:31:47] >> Desert bloom coyote.
[1:31:48] >> And the desert bloom goes with your mascot.
[1:31:51] It reflects your school.
[1:31:58] >> So many flower possibilities there.
[1:32:02] >> Rip East Mesa elementary.
[1:32:04] >> There may be another one someday.
[1:32:05] Right.
[1:32:06] There may be.
[1:32:08] >> We'll save that in the bank.
[1:32:10] >> Thank you.
[1:32:12] >> Thank you so much for your time.
[1:32:15] >> Really quick if I may come up I want to recognize Miss
[1:32:18] Ruby's leadership throughout this whole process
[1:32:20] and transition to a new name and just want to recognize that
[1:32:23] and thank her.
[1:32:30] >> Absolutely.
[1:32:30] Thank you so much.
[1:32:31] Moving on to new business, I would
[1:32:35] like to entertain a motion to approve
[1:32:38] the end of year evaluation of Superintendent Ruiz as completed
[1:32:41] in executive session.
[1:32:44] >> So moved.
[1:32:45] >> Second.
[1:32:48] >> Moved by Mr. Turino and seconded by Mr. Wofford.
[1:32:51] All those in favor please indicate by saying I.
[1:32:54] All opposed -- the ayes have it.
[1:32:58] Thank you all for your patience and yea I'm glad you made it.
[1:33:04] Doctor Lozano.
[1:33:05] And Mr. Toyokawa would you come up and introduce our students
[1:33:12] and their presentations.
[1:33:13] Thank you so much and thank you for your patience, students,
[1:33:16] we're really anxious to hear what you have to say.
[1:33:20] >> Madam president thank you come on we're going to introduce
[1:33:23] Mr. Metafora, who is the director of the Southwestern
[1:33:29] Las, we work very closely with her.
[1:33:31] She works with Mr. Morales and myself
[1:33:34] and these wonderful teachers and students.
[1:33:36] I'll pass it over to you.
[1:33:40] >> Thank you school board.
[1:33:42] President madam court.
[1:33:43] School board members.
[1:33:45] Superintendent Ruiz.
[1:33:46] Doctor Lozano.
[1:33:47] For providing the students with the opportunity
[1:33:49] to share their voices and experience tonight.
[1:33:52] Your continued support of student leadership,
[1:33:55] student centered learning, means a great deal
[1:33:57] to our students and our program here tonight we
[1:34:00] are proud to highlight some of our work.
[1:34:02] Our students have completed through Participatory action
[1:34:07] Research Conference that we did.
[1:34:10] Or as they refer to it as by Park.
[1:34:14] Because we love acronyms.
[1:34:16] Empowers students to identify issues impacting the schools
[1:34:20] and communities.
[1:34:21] Research those issues and develop solutions
[1:34:24] through actions and advocacy.
[1:34:26] Students build skills and leadership.
[1:34:28] Communication collaboration critical thinking,
[1:34:31] and research while learning that their voices matter.
[1:34:34] And they can play an active role in creating positive change
[1:34:37] in their communities.
[1:34:38] This year's conference was held in December.
[1:34:41] So it's been a little bit.
[1:34:43] They've had lots of refreshers over the last couple of weeks.
[1:34:48] Thankfully Mr. Morales met with them.
[1:34:50] We featured 46 presentations over two days.
[1:34:53] We have more than 350 students.
[1:34:55] Participating in those two days.
[1:34:59] From fifth grade through 12th grade in three different school
[1:35:02] districts.
[1:35:03] The topic most frequently researched this year by students
[1:35:08] was gun violence.
[1:35:09] Reflecting on issues that many young people feel deeply
[1:35:13] impacted their lives and community.
[1:35:15] It was a big thing this year that students
[1:35:19] come it was important to them, and I just
[1:35:21] want to note that we don't tell the students what
[1:35:24] topics to pick they pick these topics all in their own.
[1:35:27] They do the research on their own.
[1:35:30] We have never said no you can't do that.
[1:35:32] If it's important to them and it's
[1:35:34] something they should be able to express that period tonight
[1:35:39] several of our students will share
[1:35:40] the work that has been done.
[1:35:42] The issues they explored in the conversation.
[1:35:47] I want to say thank you students for coming.
[1:35:53] I know it's been a long day.
[1:35:55] Thank you guys.
[1:35:56] We rushed from Vista Orchestra.
[1:35:58] Thank you to the parents that brought their students.
[1:36:01] And our students, I know it's a lot coming
[1:36:03] but I was excited for you guys to see the process
[1:36:05] and how things work.
[1:36:06] With voting and things like that.
[1:36:10] At this time I would like to welcome
[1:36:15] Vista Middle School to the table with their presentation.
[1:36:18] Come on boys.
[1:36:24] [Applause]
[1:36:28] >> I have to do this.
[1:36:29] >> Okay.
[1:36:30] It's easier to hear.
[1:36:35] >> And then you also get a seat at a microphone.
[1:36:37] You can sit next to each other or apart.
[1:36:40] >> There's five boys on this presentation.
[1:36:42] They all came tonight.
[1:36:44] And -- >> Do we need another chair?
[1:36:48] >> We're getting one.
[1:36:49] >> And I would also like to note that Mr. Beso was here.
[1:36:54] Our principal from Vista supporting our students
[1:36:56] and our principal and our teacher.
[1:37:04] >> Fantastic.
[1:37:05] Welcome all you all.
[1:37:05] We are ready when you are.
[1:37:14] >> Thank you school board members.
[1:37:16] President. (indiscernible)
[1:37:29] >> Great.
[1:37:30] We're going to have you speak into the microphone a little bit
[1:37:31] more because we are televising it to.
[1:37:33] Thank you.
[1:37:33] Go ahead.
[1:37:47] >> The number of deaths from gun violence in New Mexico is 544
[1:37:59] people each around 2 to 3 days.
[1:38:04] These happened from 2015 through 2024.
[1:38:07] We got the info from every stat dot org new Mexico.
[1:38:12] And then the gun rate has doubled
[1:38:16] in New Mexico has risen by 45%.
[1:38:19] The gun rate is just the gun death rate.
[1:38:27] As you can see the New Mexico gun death rate is 40% higher
[1:38:33] than the US average and the gun deaths for 100,000 people is
[1:38:37] 2010.
[1:38:38] Which as populations grow is going
[1:38:40] to be more people that are bad and will
[1:38:43] use these guns for bad things.
[1:38:45] But New Mexico is higher than what the US predicted
[1:38:50] and it's getting worse and worse each year.
[1:38:53] And as time goes on, you know, and you've got the stat
[1:39:00] from stat.org New Mexico.
[1:39:11] >> We talked to ten students at our school.
[1:39:12] Most of those ten said they have experienced gun violence.
[1:39:16] And they are scared about shootings at school
[1:39:20] and they shouldn't worry about it
[1:39:23] yet they are still worrying about it
[1:39:25] because people are still getting their guns illegally
[1:39:28] and without their parents knowing.
[1:39:34] >> Gun violence is affecting your communities in many ways.
[1:39:36] Like practicing lockdown drills.
[1:39:39] Of course you know it's protocol and just in case these things
[1:39:42] happen.
[1:39:42] We should be ready.
[1:39:44] But, schools should be a place of learning.
[1:39:48] Learning English and math and science and going to lunch
[1:39:50] and having friends.
[1:39:52] And we shouldn't have to worry about guns and an intruder
[1:39:57] coming in and like our brains are still developing
[1:40:02] and like the trauma that it would put on kids at our age, 12
[1:40:08] and 13, is a lot.
[1:40:10] And it affects us in many different ways.
[1:40:19] >> Where do these people acquire the guns?
[1:40:21] They can acquire their guns from their parents closet, cabinet,
[1:40:25] or anywhere left open and without their parents knowing.
[1:40:30] Or without their parents knowing.
[1:40:35] And then another reason is that people just lie to people
[1:40:39] to get their guns to them.
[1:40:42] And they lie about their age and then
[1:40:45] they can use them for bad things such as shootings.
[1:40:53] And
[1:40:56] >> How can parents keep their guns away from kids?
[1:40:58] One way is putting them in a safe or a locked drawer
[1:41:02] where only the parents have the key.
[1:41:04] And by making sure the kid is okay with their mental health
[1:41:09] or any problems going on with the school
[1:41:12] and one of our peer interviews said that the parents should
[1:41:16] check on their kids and if they need help they should
[1:41:18] get the help or if they need therapy
[1:41:20] they should get the therapy.
[1:41:21] And if they needed it or if they just
[1:41:24] need it just in case or something's
[1:41:27] going on with their family.
[1:41:28] Like separation, divorce, something
[1:41:30] like that, it could really be very
[1:41:32] beneficial for our students.
[1:41:39] >> What it all means is gun violence awareness is very
[1:41:41] important.
[1:41:42] A lot of people need to know the effects of guns
[1:41:46] and how it can harm other people or even just
[1:41:49] putting their own lives at risk.
[1:41:52] It can put a lot of lives at risk, including their own.
[1:42:02] >> So, this is our action plan.
[1:42:04] We want to present it to you guys
[1:42:06] and how it's going to be streamed live on YouTube.
[1:42:09] For the people to know the importance of gun violence
[1:42:12] and how it's been increasing over time and how it's been,
[1:42:18] I don't want to say where's, but how it's gotten worse over time.
[1:42:21] And we would also want to encourage people
[1:42:24] to get help if they need it.
[1:42:29] With their mental health or suicide or something like that.
[1:42:32] So they get it and we don't lose another life.
[1:42:40] >> These are our sources.
[1:42:41] Arizona State news.
[1:42:42] Peer interviews and every stat dot org slash New Mexico.
[1:42:47] Thank you for your time.
[1:42:49] Are there any questions?
[1:42:54] [Applause]
[1:42:59] >> Wow you all did a beautiful job presenting.
[1:43:01] Thank you so much and it is such an important topic
[1:43:03] and I appreciate the fact that you all in middle school
[1:43:07] are researching, sharing your concerns,
[1:43:11] and then letting people know about the dangers of gun
[1:43:14] violence and that you have some tangible solutions.
[1:43:17] I love that.
[1:43:18] Board members, do you have any questions or comments?
[1:43:22] >> No question, just a thank you.
[1:43:23] You guys did a great job.
[1:43:25] Thank you.
[1:43:27] >> Anyone else?
[1:43:28] >> Just stay with this issue because in a few years
[1:43:31] you're all going to be voting and try to support people that
[1:43:36] support the things that you have discovered in your studies.
[1:43:41] In this research.
[1:43:42] So, thank you.
[1:43:43] Stay with it.
[1:43:46] >> Absolutely.
[1:43:48] >> You guys did a great job.
[1:43:49] I like how prepared you were and everything you shared
[1:43:53] is coming from not only your perspective but shares
[1:43:57] what your experiences.
[1:43:59] I always remember, I have three kids,
[1:44:04] and when my oldest was like a certain age, probably just
[1:44:08] kindergarten, but I must have been like that kind of mom that
[1:44:11] was where are your shoes.
[1:44:14] Putting a lot of pressure on her.
[1:44:15] She said mom, it's my first time on earth.
[1:44:19] And I always think about that with the kids.
[1:44:21] This is your first experience at schools.
[1:44:24] So what you guys see and feel and experience,
[1:44:27] we aren't there to know what that feels like.
[1:44:29] We can only get a feel.
[1:44:32] Based on your teachers and stuff.
[1:44:35] But what's most important is what
[1:44:37] you guys experience and I never want
[1:44:40] you to think this is normal.
[1:44:42] If something doesn't feel right, feel
[1:44:45] like you have to say something.
[1:44:49] And your message basically is that.
[1:44:52] And get help for people who are struggling
[1:44:55] and I really value that you guys are here today.
[1:44:59] Because we can't always make it to that conference.
[1:45:02] Which is an amazing thing you guys do.
[1:45:05] I really invite you and others in Las Cruces.
[1:45:12] We want our board members to hear it.
[1:45:15] Thank you so much.
[1:45:21] >> I just want to say you did a phenomenal job and amazing job
[1:45:24] presenting and speaking on the issue that is a concern
[1:45:31] Commandant just in our district.
[1:45:33] And the United States as a whole and we
[1:45:36] should do as society as human beings
[1:45:40] to find solutions to gun violence.
[1:45:42] Reduce it and make people feel safe during school time as well.
[1:45:47] I feel like kindergarten, things that the world about rainbows
[1:45:54] and happiness should not feel or experience
[1:45:57] an event that even a split second that
[1:46:00] is so traumatizing for them as a whole
[1:46:03] that it leaves a scar for the remainder of their lives.
[1:46:08] You are advocating for a thing that is deeply creating concerns
[1:46:14] in our community you're creating a lot of division.
[1:46:16] On how to handle it and stuff like that.
[1:46:19] I'm hopeful that you guys will continue
[1:46:21] on the issue that needs solutions as fast and as quick
[1:46:27] as possible.
[1:46:30] >> Thank you all.
[1:46:38] [Applause]
[1:46:49] >> I think leave that chair there.
[1:46:51] We may need it.
[1:46:51] Thank you so much.
[1:47:13] >> Thank you.
[1:47:16] >> All right come on whenever you're ready.
[1:47:18] I think someone has the clicker.
[1:47:19] So.
[1:47:22] Perfect perfect.
[1:47:23] Thank you.
[1:47:25] Whenever you're ready.
[1:47:27] >> Thank you for having us.
[1:47:31] Today we're going to be talking about our presentation
[1:47:36] Living in fear.
[1:47:44] >> We are all from Mayfield High School my name is Jesus Cordero.
[1:47:47] >> I'm Samara
[1:47:49] >> I'm Jasmine Guay.
[1:47:51] >> Other people who have helped us in this presentation doing
[1:47:53] the research were Ariana Perez and Kisara Amador.
[1:48:00] Before we start the current administration has pushed
[1:48:05] for hundreds of thousands of deportations to take place over
[1:48:07] the country and about 65,000 people are being held in Ice
[1:48:10] detention centers as we speak.
[1:48:11] Many of them are just hard working
[1:48:14] individuals who are trying to provide
[1:48:16] a roof over their family's heads.
[1:48:18] After we did digging on our experts from both parties
[1:48:22] whether they were for it or against it,
[1:48:24] they have clearly stated that -- and it goes against human
[1:48:31] rights, some might say this is the right way to do it and other
[1:48:36] experts also, people who are supporting this ultimately
[1:48:41] decide or they're supporting an idea of separating families from
[1:48:45] each other.
[1:48:46] Whenever we did our research we tried to incorporate both sides.
[1:48:51] Rather than just sticking to one side.
[1:48:56] >> We sent surveys out to classes all around our district
[1:49:01] and the data we collected showed that many students felt worried
[1:49:05] and scared and even angry.
[1:49:11] After we did our digging on both parties,
[1:49:15] we are comparing and contrasting a lot
[1:49:18] of their opinions and thoughts they might have on this topic.
[1:49:22] And some of the similar themes we found
[1:49:25] was that anxiety spreads across all families
[1:49:27] that are going through this situation and people
[1:49:29] going through this live in fear to step out of their front door.
[1:49:34] Another difference we got from our community responses
[1:49:38] and then the experts was that our community,
[1:49:41] the responses were more like individually based.
[1:49:45] They were more opinion based.
[1:49:46] They were more personal to each person depending on if they
[1:49:50] lived it or if they didn't.
[1:49:56] >> This impacts schools and students because it causes
[1:49:58] student stress and leads to absences and lower academic
[1:50:02] performance.
[1:50:07] So a solution that we all as a whole, as the researchers
[1:50:11] of this topic, we came to the conclusion
[1:50:14] that we can help by providing legal support
[1:50:18] and making sure people are aware of their rights.
[1:50:20] Another way we found could possibly help
[1:50:23] was we raise awareness to this problem
[1:50:25] and get people to be aware, as we said of their rights
[1:50:30] and if they have any questions they can go to somebody
[1:50:33] they trust so they can answer that for them.
[1:50:36] We are really grateful that Las Cruces Public Schools takes
[1:50:39] measures and certain policies that
[1:50:42] helps keep our students safe and feel welcome.
[1:50:47] Not depending on their residence status.
[1:50:51] We hope to expand that throughout New Mexico.
[1:50:57] >> Our sources that we used are UCLA Latino policy and Politics
[1:51:02] Institute.
[1:51:03] K, Kaiser Family Foundation, and Uconn School of Education.
[1:51:10] >> Thank you guys for your time are there any questions
[1:51:13] or comments?
[1:51:15] >> Awesome.
[1:51:15] Thank you.
[1:51:19] [Applause] You all did a beautiful job
[1:51:22] and it is certainly one of the main sources
[1:51:26] of worry of our time.
[1:51:28] Did you all look up the policy that Las Cruces Public
[1:51:32] schools have on immigrants?
[1:51:35] >> Yes.
[1:51:35] We had found out that Las Cruces public schools need
[1:51:39] for immigration officer to come into our building
[1:51:41] they would need a judicial warrant.
[1:51:43] And if they have administrative warrant
[1:51:49] I'm pretty sure it's called, they
[1:51:51] will have to come downtown to get approval.
[1:51:53] >> Exactly.
[1:51:55] Thank you.
[1:51:56] Yes.
[1:51:57] We worked hard on that policy to make sure all of our students
[1:52:00] are safe and not worried.
[1:52:03] Clearly they are still worried but I really appreciate
[1:52:06] you bringing this topic to us.
[1:52:09] Board members, do you have any questions or comments?
[1:52:13] >> Sure.
[1:52:13] I found you guys are very knowledgeable and prepared.
[1:52:16] You came across this very cool and collected.
[1:52:19] I am so impressed.
[1:52:21] Whatever you guys do to come up here and be
[1:52:24] able to speak the way you do is, I
[1:52:26] don't know if I should give laurels to your teachers
[1:52:30] and what you're doing in school, but, I'm really impressed
[1:52:34] and I'm glad you guys tackled this topic.
[1:52:39] >> Very good information.
[1:52:40] You did a wonderful job presenting it.
[1:52:47] >> Yes, thank you for doing this.
[1:52:48] It's going to be kind of a downer but there's recent data
[1:52:51] that showed 100,000 kids come up more than 100,000 kids are
[1:52:56] without their parents as a result of these immigration
[1:52:59] actions.
[1:52:59] I'm glad you guys are taking this on and leading.
[1:53:03] I'm particularly proud that you're
[1:53:06] supporting part of the action that took place in November.
[1:53:11] The student walkout.
[1:53:13] Or if you didn't, just proud that LCP has students
[1:53:19] lead the way on that.
[1:53:21] Thank you for doing that.
[1:53:25] >> This is a very bleak time in our history.
[1:53:29] I mean all four of my grandparents were immigrants.
[1:53:33] I don't think they could have ever envisioned
[1:53:37] that their grandson would be sitting there with immigrants
[1:53:43] from Eastern Europe.
[1:53:44] I mean can they imagine that their grandson would be sitting
[1:53:47] on the dais of Las Cruces New Mexico listening to you make
[1:53:50] this wonderful presentation.
[1:53:52] Anyway.
[1:53:53] We've got to fix the problem.
[1:53:57] We all have to work at it.
[1:54:00] Thank you.
[1:54:04] >> Madam court, I just wanted to say,
[1:54:06] you guys did an amazing job explaining the situation.
[1:54:13] Creating divide in the community and the compassion
[1:54:16] you guys have, highlighting the issue in front of everyone,
[1:54:21] just astonishes people.
[1:54:23] It seems like you have voices and you guys
[1:54:27] are providing putting their voices towards our school board
[1:54:30] and stuff in accordance to that.
[1:54:33] I also notice that the spring of 2025
[1:54:38] we had the issue with Las Cruces High School in
[1:54:41] regards to immigration enforcement.
[1:54:44] Asking for IDs and stuff like that.
[1:54:47] Toward a group of people.
[1:54:48] Individuals that were going toward El Paso.
[1:54:52] And from there I remember superintendent and you guys
[1:54:55] were taking action and stuff.
[1:54:57] I just want to say, one of the most important things,
[1:55:02] especially for our youth.
[1:55:05] We are 30% of our community.
[1:55:07] 30% of the nation population.
[1:55:09] But we are 100% of what the future of the world.
[1:55:18] And our voices are important as a whole.
[1:55:22] One suggestion I would say, this presentation,
[1:55:26] take your voice to other policy makers in law makers
[1:55:30] across our district.
[1:55:31] And the State of Mexico as a whole.
[1:55:34] Thank you.
[1:55:37] >> Thank you all very much.
[1:55:42] [Applause]
[1:55:52] >> Can I make a comment?
[1:55:53] >> I love that last recommendation you made of going
[1:55:56] to all of our legislators.
[1:55:58] Or policy makers.
[1:56:00] You guys can keep going.
[1:56:05] >> Absolutely.
[1:56:06] All right, we are ready when you are.
[1:56:08] >> Thank you school board, president, board members,
[1:56:12] superintendent Ruiz, my name is Daniel Sanchez,
[1:56:15] and my name is David Esparza, and today we're going to present
[1:56:19] the effect of AI and technology on young minds.
[1:56:27] >> With this students more and more for doing homework.
[1:56:35] For personal stuff.
[1:56:46] This is a graphic where you can see
[1:56:50] how technology has increased over time in 2021
[1:56:53] it was about 92%.
[1:57:06] >>
[1:57:07] [speaking spanish]
[1:57:08] La
[1:57:27] >> So, study found 147,000 students in 60 countries suffer
[1:57:33] addiction.
[1:57:34] All of these reduce learning.
[1:57:38] Also they are constantly thinking okay,
[1:57:43] what if my friend texted me back or do I have a new snap.
[1:57:49] This also loses their skills.
[1:57:53] And creativity.
[1:57:54] For our solutions we have -- >>
[1:58:03] [speaking spanish]
[1:58:06] >> Yeah come on leave the phones in the pockets.
[1:58:12] >>
[1:58:12] [speaking spanish]
[1:58:16] >> This year have the opportunity to have one
[1:58:18] of my teachers who all their assignments were doing in class
[1:58:22] and I feel like I learned more in that class than in my other
[1:58:24] classes.
[1:58:28] >>
[1:58:28] [speaking spanish]
[1:58:37] >> So for the last one we have a health and wellness day where
[1:58:41] our teacher take us to the Field of Dreams and we do activities
[1:58:46] outside.
[1:58:46] And it feels pretty good because we disassociate from technology.
[1:58:51] Also, we spend more time during other activities
[1:58:56] than being on our cell phones or using technology
[1:58:58] and also having more persons know about how technology
[1:59:02] can affect them.
[1:59:03] We are not saying technology or AI is bad,
[1:59:07] it's just we really have to use --
[1:59:10] to learn how to use this tool these are our sources.
[1:59:13] We're not going to read them because they're a lot.
[1:59:16] And does anyone have any questions?
[1:59:19] Thank you for having us.
[1:59:22] [Applause]
[1:59:30] >> Bravo.
[1:59:31] I loved your bilingual presentation.
[1:59:32] When you were talking about cell phones in the classroom
[1:59:35] and putting them in pockets.
[1:59:37] Were you talking about those shoe things.
[1:59:42] >> Not all the teachers use them.
[1:59:46] >> Okay.
[1:59:46] Do the majority of your teachers use them?
[1:59:49] >> No.
[1:59:50] I don't have classes that they made me put in there.
[1:59:54] >> But some teachers do?
[1:59:57] >> Some teachers but not all of them.
[2:00:00] >> Board members do you have any questions or concerns,
[2:00:03] not concerns, comments.
[2:00:05] We all have concerns.
[2:00:07] Yes.
[2:00:09] >> Good job.
[2:00:17] We are grouping with the same problem.
[2:00:21] Technology is, it does serve a purpose
[2:00:26] but you've got to figure out what is too much.
[2:00:29] You have to figure out where to draw the line.
[2:00:32] With actual authentic learning.
[2:00:36] Thank you for making a contribution to our struggle.
[2:00:42] >> Absolutely and for realizing the benefits of being without
[2:00:47] your cell phone.
[2:00:48] The world will not fall apart without it.
[2:00:50] Anyone else?
[2:00:52] >> Just thank you.
[2:00:53] Appreciate it very much.
[2:00:55] >> I just think it's really awesome for all of you to have
[2:01:00] such a great concern.
[2:01:01] Not just for yourselves, but for every student that comes to us
[2:01:05] and asks, that you're thinking of others
[2:01:07] and what's going to help everybody.
[2:01:11] Make them better at learning.
[2:01:15] It starts with your experience.
[2:01:17] You guys are so empathetic.
[2:01:19] And forward thinking as far as what you decided to present on.
[2:01:26] You shared that with us.
[2:01:28] Thank you.
[2:01:30] >> First of all, I want to say it's amazing to see a group come
[2:01:37] here and talk about issues in our community.
[2:01:39] Our country and the world facing these days as a whole.
[2:01:43] First of all technology as a whole has its benefits
[2:01:46] but also has its negative factors as well.
[2:01:51] Research suggested it has a correlation with mental health
[2:01:56] but also our brains as well.
[2:02:00] The more early someone is showcased technology or given
[2:02:05] technology, the more the brain performance common motor cells,
[2:02:14] the research currently by multiple people
[2:02:17] and organizations, I forgot one person that is full
[2:02:22] on technology against technology,
[2:02:25] young people as a whole and he suggested that technology
[2:02:28] as a whole and especially mobile phones,
[2:02:32] impact students ability to perform in classroom and test
[2:02:36] scores and etc..
[2:02:37] And socialize how to talk with others
[2:02:43] and how to giving their voice as well.
[2:02:48] And also it leads to mental health.
[2:02:50] Right now we are facing a huge mental health crisis.
[2:02:58] >> Thank you both appreciate you.
[2:03:02] [Applause]
[2:03:03] >> Thank you.
[2:03:07] >> Thank you to all of you I can't tell you how much we
[2:03:09] appreciate hearing some of these beautiful presentations.
[2:03:12] I think our schedule didn't allow
[2:03:14] us to go to the conference.
[2:03:16] Which was such a bummer because I love to go every year.
[2:03:20] And bringing it to us and having a more public forum
[2:03:24] for the beautiful work that all these students is doing
[2:03:27] is super important.
[2:03:29] >> Thank you guys so much.
[2:03:30] I appreciate you guys giving us the opportunity
[2:03:32] to speak in front of you.
[2:03:33] These are abbreviated presentations.
[2:03:35] So, our other presentations are longer and a little bit more
[2:03:40] in depth than stuff.
[2:03:41] But, this is what's important to them and this is
[2:03:45] a space for them to be able to express that and have
[2:03:48] those conversations with their classmates and everybody else.
[2:03:51] Thank you guys for giving the opportunity
[2:03:53] and we'll be sure to invite you guys next year.
[2:03:56] >> Thank you so much.
[2:03:57] And as a board if we don't understand what's
[2:03:58] important for our student population then
[2:04:00] we're not doing our job.
[2:04:02] >> You will have about 500 students that you can survey
[2:04:05] and ask.
[2:04:05] So come on down.
[2:04:07] And
[2:04:08] >> I feel like you guys what you do is very important,
[2:04:12] the first time I was invited and got to go, I realized Holy moly,
[2:04:16] this is where we should be.
[2:04:17] I feel strongly about it that while we're doing our calendar
[2:04:22] that we should be mindful that somehow we communicate with you
[2:04:25] all so that we coordinate that.
[2:04:28] >> Yes Ma'am.
[2:04:29] Sorry go ahead.
[2:04:32] >> Actually the last two years we have started planning
[2:04:35] our schedule out in July.
[2:04:37] So hopefully in July we will have those dates.
[2:04:39] As soon as we have those dates we
[2:04:41] will forward them on to you all.
[2:04:44] >> We appreciate that.
[2:04:45] Thank you so much.
[2:04:47] >> Thank you guys.
[2:04:50] Thank you.
[2:04:51] Yes.
[2:04:53] >> You can stay if you want.
[2:04:54] Thank you parents for showing up at.
[2:04:59] >> The exciting part is about to begin.
[2:05:02] >> Exactly.
[2:05:05] >> Now we're going to move to our first reading of policy.
[2:05:08] And miss O'brien.
[2:05:17] >> Dress code was one of their topics in past conferences.
[2:05:19] >> Yeah I haven't had a chance to look again.
[2:05:22] Thank you miss O'brien.
[2:05:25] How are you today?
[2:05:27] >> Good evening president caught members of the board
[2:05:31] superintendent Reese, Saeed, I am here this evening to do first
[2:05:37] reading of policy Cxb.
[2:05:42] Mr. Wofford and Miss Adam Court were my partners on this policy
[2:05:49] and first reading is in your packet.
[2:05:54] Some suggestions came in after the packet
[2:05:58] was already published.
[2:05:59] If it is okay with you president court,
[2:06:04] may I share those suggested changes?
[2:06:07] >> Absolutely.
[2:06:08] >> Excellent.
[2:06:09] From Mr. Wofford, he suggested in section a, the last two
[2:06:15] sentences, be combined into one sentence.
[2:06:18] Thank you Mr. Wofford for being thoughtful and combining
[2:06:22] the language.
[2:06:24] And it would be changed to the school principal
[2:06:27] shall be an active member of the school Council
[2:06:30] and may serve as the chair of.
[2:06:33] So that's kind of nice to combine those two.
[2:06:38] I thought that was a great idea.
[2:06:40] Also the sentence right above that
[2:06:43] where it says the school principal may serve as chairman.
[2:06:48] That we want to change chairman to chairperson.
[2:06:54] So that was another suggestion and I
[2:06:59] believe those were the two suggestions Mr. Wofford.
[2:07:03] Am I missing anything?
[2:07:05] >> No that was it.
[2:07:10] >> It is straight out of the statute Mr.
[2:07:11] Frank also provided feedback.
[2:07:13] Thank you Mr. Frank.
[2:07:15] If it's okay with you, madam court,
[2:07:17] may I share Mr. Frank's suggestions?
[2:07:20] Okay, section A. The very first sentence
[2:07:26] where it says each school shall create a school council.
[2:07:29] He suggested changing the word and to with.
[2:07:34] So each school shall create a school council
[2:07:38] with its membership elected in accordance with local school
[2:07:42] board rule.
[2:07:44] Does that sound okay?
[2:07:47] Also Mr. Frank asked about local school board rule.
[2:07:52] My interpretation of local school board rule
[2:07:57] would be our regulation.
[2:07:59] And that's where we put in all the details
[2:08:02] of the makeup of the committee and the process.
[2:08:07] Timeline.
[2:08:08] The whole procedure for getting onto the committee and we
[2:08:12] do have a regulation place that spells all of that out and as
[2:08:16] soon as we have the policy approved
[2:08:19] we will revise the regulation to match policy.
[2:08:23] The other suggestion that Mr. Frank had
[2:08:28] is the next sentence that starts with school council membership.
[2:08:32] School Council membership shall reflect an equitable balance
[2:08:37] between school employees.
[2:08:39] Get rid of the and.
[2:08:42] And then it would be parents, and community members.
[2:08:47] Just kind of cleaning up the language a little bit.
[2:08:51] And then Mr. Frank also suggested
[2:08:55] in B1 the sentence starts with work with the school principal.
[2:09:06] And instead of that sentence, Mr. Frank
[2:09:12] suggested advise the principal.
[2:09:15] Consistent with stated school district policy
[2:09:18] on matters related to instruction and the school
[2:09:22] budget.
[2:09:23] Semicolon.
[2:09:26] >> Rather than give advice.
[2:09:29] >> Instead of saying curricula.
[2:09:30] I mean he just condensed it.
[2:09:32] It includes all of the components of that sentence.
[2:09:36] But he just condensed it.
[2:09:38] So I think you all need to join the state with writing statutes.
[2:09:45] They can make them much clearer.
[2:09:48] >> Can you say that one >> Sure.
[2:09:52] Advise the principal, consistent with state and school district
[2:09:55] policy.
[2:09:56] Policies.
[2:09:56] On matters related to instruction and the school's
[2:10:01] budget.
[2:10:02] That would be B1.
[2:10:07] >> It occurred to me afterwards that there are other matters
[2:10:13] besides the budget and instruction.
[2:10:16] There's a whole culture of the school and maybe
[2:10:21] that should be put in there.
[2:10:23] I'm not sure how to word that.
[2:10:27] Advise the principal.
[2:10:30] School district policies on matters
[2:10:33] related to instruction, school culture.
[2:10:37] And the budget or something of that sort.
[2:10:44] >> We absolutely can add that if that is the pleasure
[2:10:46] of the board.
[2:10:47] This again is exactly what statute says,
[2:10:50] and that's how this policy was written previously.
[2:10:54] We just updated it to match the policy.
[2:10:58] I mean the statute.
[2:10:58] I mean the statute.
[2:11:00] I'm sorry.
[2:11:00] I'm sorry.
[2:11:01] >> Exactly.
[2:11:01] >> Exactly.
[2:11:02] I don't think we have an issue because yeah because --
[2:11:02] I don't think we have an issue because yeah because --
[2:11:06] >> We should hire Frank at the state.
[2:11:06] >> We should hire Frank at the state.
[2:11:10] >> Exactly.
[2:11:10] >> Exactly.
[2:11:10] Sure.
[2:11:10] Sure.
[2:11:12] >> And that really summarizes the feedback I got from
[2:11:12] >> And that really summarizes the feedback I got from
[2:11:17] the three board members.
[2:11:17] the three board members.
[2:11:20] Miss, you did not have any suggested changes.
[2:11:20] Miss, you did not have any suggested changes.
[2:11:23] So, if there's any other feedback,
[2:11:23] So, if there's any other feedback,
[2:11:26] I'd be happy to take that.
[2:11:26] I'd be happy to take that.
[2:11:30] >> Board members?
[2:11:30] >> Board members?
[2:11:31] >> A question about the scope of this policy.
[2:11:31] >> A question about the scope of this policy.
[2:11:34] The purpose we are doing this is to align ourselves
[2:11:34] The purpose we are doing this is to align ourselves
[2:11:38] with new state statute.
[2:11:38] with new state statute.
[2:11:40] Just these four points, the Essa parte.
[2:11:40] Just these four points, the Essa parte.
[2:11:47] That would be sufficient for us to have our say
[2:11:47] That would be sufficient for us to have our say
[2:11:53] on school Advisory Council.
[2:11:53] on school Advisory Council.
[2:11:56] >> Yes sir.
[2:11:56] >> Yes sir.
[2:11:56] This is what it basically says.
[2:11:56] This is what it basically says.
[2:11:58] They're helping with budget.
[2:11:58] They're helping with budget.
[2:12:00] They're helping with policies related to the school.
[2:12:00] They're helping with policies related to the school.
[2:12:03] It is, I know you had a question about how it aligns,
[2:12:03] It is, I know you had a question about how it aligns,
[2:12:06] how it's different from PTO.
[2:12:06] how it's different from PTO.
[2:12:08] This is delving a lot more into school,
[2:12:08] This is delving a lot more into school,
[2:12:12] as I said policies, budget, providing guidance
[2:12:12] as I said policies, budget, providing guidance
[2:12:17] on instruction.
[2:12:17] on instruction.
[2:12:18] It's a lot more involved than for instance, PTO.
[2:12:18] It's a lot more involved than for instance, PTO.
[2:12:27] >> It sounds like your regulation will flush those out.
[2:12:27] >> It sounds like your regulation will flush those out.
[2:12:30] >> Yes sir the regulation is very comprehensive.
[2:12:30] >> Yes sir the regulation is very comprehensive.
[2:12:32] At number five we deleted because it's
[2:12:32] At number five we deleted because it's
[2:12:34] no longer in statute.
[2:12:34] no longer in statute.
[2:12:35] However, every school student succeeds act is still
[2:12:35] However, every school student succeeds act is still
[2:12:40] very much in effect.
[2:12:40] very much in effect.
[2:12:42] We do use that.
[2:12:42] We do use that.
[2:12:45] It uses more of a family engagement component.
[2:12:45] It uses more of a family engagement component.
[2:12:51] It says in Essa it does say parent and family engagement.
[2:12:51] It says in Essa it does say parent and family engagement.
[2:12:57] It's not in the statute any longer.
[2:12:57] It's not in the statute any longer.
[2:13:07] >> Are we using school advisory councils?
[2:13:07] >> Are we using school advisory councils?
[2:13:09] I feel like it kind of fluctuates.
[2:13:09] I feel like it kind of fluctuates.
[2:13:11] >> President Obama I believe after COVID I believe we were
[2:13:11] >> President Obama I believe after COVID I believe we were
[2:13:16] just trying to get back into schools.
[2:13:16] just trying to get back into schools.
[2:13:18] We were limiting visitors into the campuses.
[2:13:18] We were limiting visitors into the campuses.
[2:13:22] I think some campuses were continuing on
[2:13:22] I think some campuses were continuing on
[2:13:26] as we opened schools up more but we really
[2:13:26] as we opened schools up more but we really
[2:13:29] do want to get the whole district back
[2:13:29] do want to get the whole district back
[2:13:32] into this, into this structure.
[2:13:32] into this, into this structure.
[2:13:35] Exactly pick this organization.
[2:13:35] Exactly pick this organization.
[2:13:37] And it will feed into our district
[2:13:37] And it will feed into our district
[2:13:40] Advisory Council which we will be implementing also.
[2:13:40] Advisory Council which we will be implementing also.
[2:13:44] This next school year.
[2:13:44] This next school year.
[2:13:46] >> All right.
[2:13:46] >> All right.
[2:13:48] This was brought to mind because I attended
[2:13:48] This was brought to mind because I attended
[2:13:51] a site based leadership team meeting at Mesa Park Community
[2:13:51] a site based leadership team meeting at Mesa Park Community
[2:13:56] School and the principal was passing out forms and asking
[2:13:56] School and the principal was passing out forms and asking
[2:13:59] parents if they would like to apply to the School Advisory
[2:13:59] parents if they would like to apply to the School Advisory
[2:14:01] Council.
[2:14:01] Council.
[2:14:02] And I took a look at the policy and went oh comments
[2:14:02] And I took a look at the policy and went oh comments
[2:14:05] a little outdated so I'm glad we're bringing SAC and DAC back.
[2:14:05] a little outdated so I'm glad we're bringing SAC and DAC back.
[2:14:09] I've been waiting all meeting to say it.
[2:14:09] I've been waiting all meeting to say it.
[2:14:17] >> SAC and DAC are back.
[2:14:17] >> SAC and DAC are back.
[2:14:18] >> Exactly.
[2:14:18] >> Exactly.
[2:14:20] >> Board members comment anything else?
[2:14:20] >> Board members comment anything else?
[2:14:23] >> I had the same question.
[2:14:23] >> I had the same question.
[2:14:24] How much we use them.
[2:14:24] How much we use them.
[2:14:26] Honestly I don't know that I heard
[2:14:26] Honestly I don't know that I heard
[2:14:28] of school advisory councils before seeing it on this agenda.
[2:14:28] of school advisory councils before seeing it on this agenda.
[2:14:32] It's an interesting concept.
[2:14:32] It's an interesting concept.
[2:14:35] But policy wise it's good to me.
[2:14:35] But policy wise it's good to me.
[2:14:40] >> When I got started as a parent I was more interested
[2:14:40] >> When I got started as a parent I was more interested
[2:14:42] in this than the PTO period but it really was , was an active.
[2:14:42] in this than the PTO period but it really was , was an active.
[2:14:49] I decided to do the board thing.
[2:14:49] I decided to do the board thing.
[2:14:53] >> I was at Centennial.
[2:14:53] >> I was at Centennial.
[2:14:55] It's a great way to get feedback from our parents and families
[2:14:55] It's a great way to get feedback from our parents and families
[2:15:00] on these important topics.
[2:15:00] on these important topics.
[2:15:07] >> I think we are good and we'll move on to second reading
[2:15:07] >> I think we are good and we'll move on to second reading
[2:15:10] >> Sounds good.
[2:15:10] >> Sounds good.
[2:15:10] I'll have that ready for you soon.
[2:15:10] I'll have that ready for you soon.
[2:15:13] >> I appreciate it.
[2:15:13] >> I appreciate it.
[2:15:14] Thank you so much.
[2:15:14] Thank you so much.
[2:15:19] >> Now we're going to move on to the first reading of policy G.
[2:15:19] >> Now we're going to move on to the first reading of policy G.
[2:15:22] With Doctor Miller Tomlinson.
[2:15:22] With Doctor Miller Tomlinson.
[2:15:23] But we have three principals here
[2:15:23] But we have three principals here
[2:15:25] who are going to help us with some student
[2:15:25] who are going to help us with some student
[2:15:27] input and some things.
[2:15:27] input and some things.
[2:15:30] So Miss Covarrubias I'm going to get it
[2:15:30] So Miss Covarrubias I'm going to get it
[2:15:33] without having to look at the paper, it's going to be amazing.
[2:15:33] without having to look at the paper, it's going to be amazing.
[2:15:36] From Desert Bloom Elementary.
[2:15:36] From Desert Bloom Elementary.
[2:15:41] Try it out.
[2:15:41] Try it out.
[2:15:42] Miss Miller from Lynn Community Middle School.
[2:15:42] Miss Miller from Lynn Community Middle School.
[2:15:45] Mr. Bryant from Centennial High School.
[2:15:45] Mr. Bryant from Centennial High School.
[2:15:48] Thank you all for being here.
[2:15:48] Thank you all for being here.
[2:15:53] >> Good evening Madam President and members of the board
[2:15:53] >> Good evening Madam President and members of the board
[2:15:55] superintendent Ruiz we are here this evening
[2:15:55] superintendent Ruiz we are here this evening
[2:15:58] for the presentation of first reading of policy J I c a.
[2:15:58] for the presentation of first reading of policy J I c a.
[2:16:04] This policy was last revised in 2020
[2:16:04] This policy was last revised in 2020
[2:16:08] and to date we have received no public comment on the policy
[2:16:08] and to date we have received no public comment on the policy
[2:16:13] revisions.
[2:16:13] revisions.
[2:16:14] Our structure here, I am just going
[2:16:14] Our structure here, I am just going
[2:16:18] to run through the revisions here for first reading.
[2:16:18] to run through the revisions here for first reading.
[2:16:23] And then our principals are here.
[2:16:23] And then our principals are here.
[2:16:27] They have made some recommendations regarding
[2:16:27] They have made some recommendations regarding
[2:16:30] the policy and then they will stand for questions.
[2:16:30] the policy and then they will stand for questions.
[2:16:36] In the first two sections, A and B,
[2:16:36] In the first two sections, A and B,
[2:16:40] there are just a couple of grammatical changes there.
[2:16:40] there are just a couple of grammatical changes there.
[2:16:47] A grammatical change.
[2:16:47] A grammatical change.
[2:16:51] The bulk of the revision starts in section E. Or after section E
[2:16:51] The bulk of the revision starts in section E. Or after section E
[2:17:00] so section F and G. This section was reworked
[2:17:00] so section F and G. This section was reworked
[2:17:05] based on principal feedback.
[2:17:05] based on principal feedback.
[2:17:08] So the Assistant Superintendents of Leadership
[2:17:08] So the Assistant Superintendents of Leadership
[2:17:11] worked with principals to get some feedback together
[2:17:11] worked with principals to get some feedback together
[2:17:15] on the student dress code and so those comments comment
[2:17:15] on the student dress code and so those comments comment
[2:17:23] or feedback was reflected changes.
[2:17:23] or feedback was reflected changes.
[2:17:27] So Madame court had a recommendation.
[2:17:27] So Madame court had a recommendation.
[2:17:33] One of the recommendations is about the length of shorts.
[2:17:33] One of the recommendations is about the length of shorts.
[2:17:39] And the typical measure for shorts is fingertips.
[2:17:39] And the typical measure for shorts is fingertips.
[2:17:44] So when standing up with your arms at your sides,
[2:17:44] So when standing up with your arms at your sides,
[2:17:48] shorts should be no shorter than your fingertips.
[2:17:48] shorts should be no shorter than your fingertips.
[2:17:53] But not all people are proportional.
[2:17:53] But not all people are proportional.
[2:17:57] I'm going to use myself as an example.
[2:17:57] I'm going to use myself as an example.
[2:17:59] I'm tall but I have the shortest arms in the world.
[2:17:59] I'm tall but I have the shortest arms in the world.
[2:18:02] That would not work.
[2:18:02] That would not work.
[2:18:06] And for others as well.
[2:18:06] And for others as well.
[2:18:10] Madame court suggested perhaps we use different language there.
[2:18:10] Madame court suggested perhaps we use different language there.
[2:18:15] So I did a little research and there are really
[2:18:15] So I did a little research and there are really
[2:18:20] two different measures that are used in many dress code school
[2:18:20] two different measures that are used in many dress code school
[2:18:24] dress code policies.
[2:18:24] dress code policies.
[2:18:26] One is mid-thigh.
[2:18:26] One is mid-thigh.
[2:18:27] So we can change it to read mid-thigh.
[2:18:27] So we can change it to read mid-thigh.
[2:18:30] Or the other was three inches above the knee.
[2:18:30] Or the other was three inches above the knee.
[2:18:35] So for this revision I changed it to three inches
[2:18:35] So for this revision I changed it to three inches
[2:18:38] above the knee.
[2:18:38] above the knee.
[2:18:39] But that is a point of discussion for our principals.
[2:18:39] But that is a point of discussion for our principals.
[2:18:46] And you all.
[2:18:46] And you all.
[2:18:50] The other piece that in section for notification
[2:18:50] The other piece that in section for notification
[2:19:02] the language was changed to the principal
[2:19:02] the language was changed to the principal
[2:19:07] shall take appropriate action against students
[2:19:07] shall take appropriate action against students
[2:19:10] and that sounded a little adversarial.
[2:19:10] and that sounded a little adversarial.
[2:19:14] So the recommendation was made to change that
[2:19:14] So the recommendation was made to change that
[2:19:18] to when addressing students.
[2:19:18] to when addressing students.
[2:19:20] Something of that nature that sounds
[2:19:20] Something of that nature that sounds
[2:19:23] less punitive or adversarial between administrative
[2:19:23] less punitive or adversarial between administrative
[2:19:27] and students.
[2:19:27] and students.
[2:19:28] The other recommendation, and it's not
[2:19:28] The other recommendation, and it's not
[2:19:31] reflected in this revision, but I had a conversation
[2:19:31] reflected in this revision, but I had a conversation
[2:19:35] with these principals earlier.
[2:19:35] with these principals earlier.
[2:19:37] This afternoon.
[2:19:37] This afternoon.
[2:19:38] And one of the things that might serve school administrators well
[2:19:38] And one of the things that might serve school administrators well
[2:19:45] is to have a caveat in here that principals
[2:19:45] is to have a caveat in here that principals
[2:19:51] have some discretion about the parameters of this policy
[2:19:51] have some discretion about the parameters of this policy
[2:19:57] and using their judgment.
[2:19:57] and using their judgment.
[2:19:59] Of course we have a regulation that is attached to this
[2:19:59] Of course we have a regulation that is attached to this
[2:20:04] and a lot of this is spelled out in the regulation but I think
[2:20:04] and a lot of this is spelled out in the regulation but I think
[2:20:09] it's also important to note in the policy that sometimes you
[2:20:09] it's also important to note in the policy that sometimes you
[2:20:14] may see students not hearing -- adhering strictly to the dress
[2:20:14] may see students not hearing -- adhering strictly to the dress
[2:20:19] code.
[2:20:19] code.
[2:20:20] Because of reasons that may be known
[2:20:20] Because of reasons that may be known
[2:20:23] to the school administration.
[2:20:23] to the school administration.
[2:20:25] And I think it's important to give building administrative
[2:20:25] And I think it's important to give building administrative
[2:20:30] some latitude when applying this policy in their building.
[2:20:30] some latitude when applying this policy in their building.
[2:20:36] With that I will turn it over to you all.
[2:20:36] With that I will turn it over to you all.
[2:20:40] Thank you
[2:20:40] Thank you
[2:20:46] >> My whole thing cover my husband calls it and I
[2:20:46] >> My whole thing cover my husband calls it and I
[2:20:48] don't know if it's right, but it's the ape index,
[2:20:48] don't know if it's right, but it's the ape index,
[2:20:51] which is the length of your arms is as tall as you are
[2:20:51] which is the length of your arms is as tall as you are
[2:20:54] but my husband is, his arms are very very long
[2:20:54] but my husband is, his arms are very very long
[2:20:58] and so my daughter had long arms.
[2:20:58] and so my daughter had long arms.
[2:21:00] This whole thing came from my daughter
[2:21:00] This whole thing came from my daughter
[2:21:02] saying when I put my arms down that I'm wearing Bermuda shorts.
[2:21:02] saying when I put my arms down that I'm wearing Bermuda shorts.
[2:21:09] So, and it is, anyway that whole arm thing came.
[2:21:09] So, and it is, anyway that whole arm thing came.
[2:21:18] And I would like to add, I would like
[2:21:18] And I would like to add, I would like
[2:21:22] to add skirts to the shorts thing
[2:21:22] to add skirts to the shorts thing
[2:21:24] as well because we have length of skirts and length of shorts.
[2:21:24] as well because we have length of skirts and length of shorts.
[2:21:29] Do we have skirts anywhere?
[2:21:29] Do we have skirts anywhere?
[2:21:32] >> The way that it reads now, president court is students may
[2:21:32] >> The way that it reads now, president court is students may
[2:21:38] not wear clothing, jewelry, accessories or personal items
[2:21:38] not wear clothing, jewelry, accessories or personal items
[2:21:42] that are shorter than three inches.
[2:21:42] that are shorter than three inches.
[2:21:46] I think that would apply to any clothing.
[2:21:46] I think that would apply to any clothing.
[2:21:49] Shorts, skirts.
[2:21:49] Shorts, skirts.
[2:21:50] I can't think of anything else.
[2:21:50] I can't think of anything else.
[2:21:54] >> My only issue was three inches above the knee.
[2:21:54] >> My only issue was three inches above the knee.
[2:21:57] Which part of the knee.
[2:21:57] Which part of the knee.
[2:21:58] You will get into some nitpicky things.
[2:21:58] You will get into some nitpicky things.
[2:22:01] Are we talking about the top of the knee.
[2:22:01] Are we talking about the top of the knee.
[2:22:02] The middle of the knee.
[2:22:02] The middle of the knee.
[2:22:04] Bam exactly.
[2:22:04] Bam exactly.
[2:22:06] The recommendation may be mid-thigh.
[2:22:06] The recommendation may be mid-thigh.
[2:22:08] Would be a better term to use instead of,
[2:22:08] Would be a better term to use instead of,
[2:22:16] because I don't think anyone's going to run around
[2:22:16] because I don't think anyone's going to run around
[2:22:18] with a ruler and measure.
[2:22:18] with a ruler and measure.
[2:22:22] Well.
[2:22:22] Well.
[2:22:24] >> Then you also have people who have got different sized knees.
[2:22:24] >> Then you also have people who have got different sized knees.
[2:22:27] Anyway.
[2:22:27] Anyway.
[2:22:29] Yes.
[2:22:29] Yes.
[2:22:30] Thank you for stopping me.
[2:22:30] Thank you for stopping me.
[2:22:36] >> I just wanted to add to that.
[2:22:36] >> I just wanted to add to that.
[2:22:37] If we do that couple where does it apply to student athletes
[2:22:37] If we do that couple where does it apply to student athletes
[2:22:41] when you have track and volleyball and cheerleading.
[2:22:41] when you have track and volleyball and cheerleading.
[2:22:43] Those are not three inches.
[2:22:43] Those are not three inches.
[2:22:46] They are beyond three inches above the knee.
[2:22:46] They are beyond three inches above the knee.
[2:22:50] >> Very true.
[2:22:50] >> Very true.
[2:22:50] Good point.
[2:22:50] Good point.
[2:22:55] >> If you look at section F right above G,
[2:22:55] >> If you look at section F right above G,
[2:22:57] it says schools may establish additional attire requirements
[2:22:57] it says schools may establish additional attire requirements
[2:23:00] when necessary to support safety or participation.
[2:23:00] when necessary to support safety or participation.
[2:23:04] That's another area that I think we can fix up.
[2:23:04] That's another area that I think we can fix up.
[2:23:09] But not limited to physical education.
[2:23:09] But not limited to physical education.
[2:23:11] Science labs and career and technical education.
[2:23:11] Science labs and career and technical education.
[2:23:15] Swimming.
[2:23:15] Swimming.
[2:23:16] Gymnastics.
[2:23:16] Gymnastics.
[2:23:17] There is some language in there about if you're
[2:23:17] There is some language in there about if you're
[2:23:19] on the swim team, obviously you're not
[2:23:19] on the swim team, obviously you're not
[2:23:21] going to be wearing shorts that are mid-thigh.
[2:23:21] going to be wearing shorts that are mid-thigh.
[2:23:24] Because you won't swim very fast.
[2:23:24] Because you won't swim very fast.
[2:23:28] I believe we can do some work in that sentence.
[2:23:28] I believe we can do some work in that sentence.
[2:23:33] To clarify what you're talking about.
[2:23:33] To clarify what you're talking about.
[2:23:36] Thank you.
[2:23:36] Thank you.
[2:23:38] >> I would like to hear from our teachers.
[2:23:38] >> I would like to hear from our teachers.
[2:23:40] Their experience so far with the student dress code enforcement.
[2:23:40] Their experience so far with the student dress code enforcement.
[2:23:46] Principals.
[2:23:46] Principals.
[2:23:46] What did I say.
[2:23:46] What did I say.
[2:23:50] >> Teachers.
[2:23:50] >> Teachers.
[2:23:52] >> Who wants to start.
[2:23:52] >> Who wants to start.
[2:23:54] >> I can go ahead and start.
[2:23:54] >> I can go ahead and start.
[2:23:56] I believe that elementary campuses
[2:23:56] I believe that elementary campuses
[2:23:59] developmentally different from secondary campuses.
[2:23:59] developmentally different from secondary campuses.
[2:24:02] And what may be considered breaking the dress
[2:24:02] And what may be considered breaking the dress
[2:24:09] code in a secondary may not be considered in elementary.
[2:24:09] code in a secondary may not be considered in elementary.
[2:24:12] For example, pajamas.
[2:24:12] For example, pajamas.
[2:24:15] Sometimes we get kiddos that come in pajamas
[2:24:15] Sometimes we get kiddos that come in pajamas
[2:24:18] and it's not their fault. That's all they have.
[2:24:18] and it's not their fault. That's all they have.
[2:24:20] We are not a community school.
[2:24:20] We are not a community school.
[2:24:24] It's not the fault of the kiddo.
[2:24:24] It's not the fault of the kiddo.
[2:24:26] We are just happy that they're there at school.
[2:24:26] We are just happy that they're there at school.
[2:24:30] I would hesitate to send a kiddo home because they
[2:24:30] I would hesitate to send a kiddo home because they
[2:24:33] came in sweats or slippers.
[2:24:33] came in sweats or slippers.
[2:24:35] We would do our best to reach out
[2:24:35] We would do our best to reach out
[2:24:37] to a social worker or counselors to get them what they need.
[2:24:37] to a social worker or counselors to get them what they need.
[2:24:40] That's why I think it's very important for principals
[2:24:40] That's why I think it's very important for principals
[2:24:43] to be able to have that discretion.
[2:24:43] to be able to have that discretion.
[2:24:46] Because it's a case by case basis.
[2:24:46] Because it's a case by case basis.
[2:24:51] >> Good evening everyone.
[2:24:51] >> Good evening everyone.
[2:24:52] One of the concerns, when I first
[2:24:52] One of the concerns, when I first
[2:24:57] arrived, at the new campus, was dress coding and so,
[2:24:57] arrived, at the new campus, was dress coding and so,
[2:25:02] what I did to get some life back in the staff I said
[2:25:02] what I did to get some life back in the staff I said
[2:25:06] every Friday will be spirit day so let's start wearing
[2:25:06] every Friday will be spirit day so let's start wearing
[2:25:09] our spirit shorts and the staff said to me gosh I haven't worn
[2:25:09] our spirit shorts and the staff said to me gosh I haven't worn
[2:25:12] this shirt in years and our kids can say we take pride in being
[2:25:12] this shirt in years and our kids can say we take pride in being
[2:25:15] a member of our campus and on Tuesdays I instituted,
[2:25:15] a member of our campus and on Tuesdays I instituted,
[2:25:18] which is why I'm wearing it, College and Career day.
[2:25:18] which is why I'm wearing it, College and Career day.
[2:25:21] So we're going to be -- normally I would be in a Michigan shirt,
[2:25:21] So we're going to be -- normally I would be in a Michigan shirt,
[2:25:25] but today I'm wearing an MSU because of my fiance said I had
[2:25:25] but today I'm wearing an MSU because of my fiance said I had
[2:25:29] to because he works there.
[2:25:29] to because he works there.
[2:25:31] But we wear college and career and I
[2:25:31] But we wear college and career and I
[2:25:34] said it's not just that, it could
[2:25:34] said it's not just that, it could
[2:25:36] be military it could be does your dad or mom own
[2:25:36] be military it could be does your dad or mom own
[2:25:38] a local business.
[2:25:38] a local business.
[2:25:39] Anything to show education pass just 12th grade.
[2:25:39] Anything to show education pass just 12th grade.
[2:25:43] Because I know at least two days a week
[2:25:43] Because I know at least two days a week
[2:25:45] my kids can be dressed in something
[2:25:45] my kids can be dressed in something
[2:25:47] that is not inappropriate.
[2:25:47] that is not inappropriate.
[2:25:48] We do have a lot of concern regarding that.
[2:25:48] We do have a lot of concern regarding that.
[2:25:52] Elementary is going to look a little bit
[2:25:52] Elementary is going to look a little bit
[2:25:55] different than secondary but in our community schools
[2:25:55] different than secondary but in our community schools
[2:25:57] we do have kind of a closed closet.
[2:25:57] we do have kind of a closed closet.
[2:26:00] If there's something and I'm like oh
[2:26:00] If there's something and I'm like oh
[2:26:01] come on kiddo come on let's go get something to wear,
[2:26:01] come on kiddo come on let's go get something to wear,
[2:26:04] and I've even told staff members if you have extra clothes come
[2:26:04] and I've even told staff members if you have extra clothes come
[2:26:07] and bring them in, we'll put them in the clothes closet.
[2:26:07] and bring them in, we'll put them in the clothes closet.
[2:26:10] That way we can ensure our students have --
[2:26:10] That way we can ensure our students have --
[2:26:15] or even embarrassed a student.
[2:26:15] or even embarrassed a student.
[2:26:20] >> High madam president, could you repeat,
[2:26:20] >> High madam president, could you repeat,
[2:26:22] you said you wanted specific information,
[2:26:22] you said you wanted specific information,
[2:26:25] you had a question from us.
[2:26:25] you had a question from us.
[2:26:27] I'm trying to remember.
[2:26:27] I'm trying to remember.
[2:26:30] Something about upholding the dress code.
[2:26:30] Something about upholding the dress code.
[2:26:32] >> Sure.
[2:26:32] >> Sure.
[2:26:33] I think I was looking at, I've been out of the classroom
[2:26:33] I think I was looking at, I've been out of the classroom
[2:26:37] since 2019.
[2:26:37] since 2019.
[2:26:38] Are there some specific concerns that you
[2:26:38] Are there some specific concerns that you
[2:26:42] have on your campus as far as dress code goes?
[2:26:42] have on your campus as far as dress code goes?
[2:26:45] We've heard from members of the public.
[2:26:45] We've heard from members of the public.
[2:26:47] When I go into the schools, I see some things,
[2:26:47] When I go into the schools, I see some things,
[2:26:50] but I don't see drastic things.
[2:26:50] but I don't see drastic things.
[2:26:52] Where are the -- what are the big ticket items or what is
[2:26:52] Where are the -- what are the big ticket items or what is
[2:26:57] the most concerning as far as dress code.
[2:26:57] the most concerning as far as dress code.
[2:27:04] >> If I must say, very revealing.
[2:27:04] >> If I must say, very revealing.
[2:27:06] I've heard the same feedback from parents.
[2:27:06] I've heard the same feedback from parents.
[2:27:10] Walking through our front office area.
[2:27:10] Walking through our front office area.
[2:27:15] Oh my goodness have you seen that girl.
[2:27:15] Oh my goodness have you seen that girl.
[2:27:18] No I didn't and no I won't.
[2:27:18] No I didn't and no I won't.
[2:27:21] But, comments frequently about how revealing the attire
[2:27:21] But, comments frequently about how revealing the attire
[2:27:29] is of our student population.
[2:27:29] is of our student population.
[2:27:31] I can give you examples.
[2:27:31] I can give you examples.
[2:27:33] Probably even make me blush.
[2:27:33] Probably even make me blush.
[2:27:37] Yes, my concern, at the high school level, and my wife
[2:27:37] Yes, my concern, at the high school level, and my wife
[2:27:43] works at Sonoma Elementary and I understand.
[2:27:43] works at Sonoma Elementary and I understand.
[2:27:46] I agree that varying cultures.
[2:27:46] I agree that varying cultures.
[2:27:51] Elementary versus high school.
[2:27:51] Elementary versus high school.
[2:27:54] Not necessarily expectations.
[2:27:54] Not necessarily expectations.
[2:27:56] But how you have to work with in the culture of your school
[2:27:56] But how you have to work with in the culture of your school
[2:28:00] is completely different at the different grade levels.
[2:28:00] is completely different at the different grade levels.
[2:28:04] But many of our students at Centennial
[2:28:04] But many of our students at Centennial
[2:28:07] and I may say all the high schools
[2:28:07] and I may say all the high schools
[2:28:09] are going directly from school to work.
[2:28:09] are going directly from school to work.
[2:28:13] We are trying to establish a culture for that preparation.
[2:28:13] We are trying to establish a culture for that preparation.
[2:28:22] I don't know how to put this nicely.
[2:28:22] I don't know how to put this nicely.
[2:28:25] There's not too many professions that I'm aware of,
[2:28:25] There's not too many professions that I'm aware of,
[2:28:29] even in our town or our city that
[2:28:29] even in our town or our city that
[2:28:32] would approve of the attire we are wearing currently.
[2:28:32] would approve of the attire we are wearing currently.
[2:28:42] >> It's the amount skin showing?
[2:28:42] >> It's the amount skin showing?
[2:28:44] >> Yes, and wear.
[2:28:44] >> Yes, and wear.
[2:28:47] >> So do you think that what we put in G,
[2:28:47] >> So do you think that what we put in G,
[2:28:52] and I know that came with your input and I really appreciate
[2:28:52] and I know that came with your input and I really appreciate
[2:28:56] it.
[2:28:56] it.
[2:28:56] The principal's input.
[2:28:56] The principal's input.
[2:28:58] Do you think that would cover it?
[2:28:58] Do you think that would cover it?
[2:29:01] And I'm just going to say, okay, I didn't even try on that one.
[2:29:01] And I'm just going to say, okay, I didn't even try on that one.
[2:29:09] If that takes care of what we need to take care of without --
[2:29:09] If that takes care of what we need to take care of without --
[2:29:14] and if I can say without body shaming because as a smaller
[2:29:14] and if I can say without body shaming because as a smaller
[2:29:18] chested person, I can probably wear something that a larger
[2:29:18] chested person, I can probably wear something that a larger
[2:29:23] chested person would not be able to wear.
[2:29:23] chested person would not be able to wear.
[2:29:25] Do you know what I mean?
[2:29:25] Do you know what I mean?
[2:29:28] There's this line of I can wear it because I
[2:29:28] There's this line of I can wear it because I
[2:29:32] don't have the cleavage.
[2:29:32] don't have the cleavage.
[2:29:34] But, it's considered inappropriate in other ways
[2:29:34] But, it's considered inappropriate in other ways
[2:29:38] and I don't want to body shame females.
[2:29:38] and I don't want to body shame females.
[2:29:40] It's already happening way too much in society.
[2:29:40] It's already happening way too much in society.
[2:29:42] That we add it to our list of things.
[2:29:42] That we add it to our list of things.
[2:29:46] And I know we are walking a really thin line with that.
[2:29:46] And I know we are walking a really thin line with that.
[2:29:51] Do you think this right here is sufficient, is there anything
[2:29:51] Do you think this right here is sufficient, is there anything
[2:29:57] else we would need to add?
[2:29:57] else we would need to add?
[2:29:59] I think I'm going to speak more to our secondary principals
[2:29:59] I think I'm going to speak more to our secondary principals
[2:30:02] than elementary.
[2:30:02] than elementary.
[2:30:04] If that's okay.
[2:30:04] If that's okay.
[2:30:10] >> I personally think, especially the boys with
[2:30:10] >> I personally think, especially the boys with
[2:30:14] the sagging of the pants at this grade level and the young
[2:30:14] the sagging of the pants at this grade level and the young
[2:30:18] ladies, it's the crop tops and the bra.
[2:30:18] ladies, it's the crop tops and the bra.
[2:30:22] That's really truthfully for me that's the most inappropriate
[2:30:22] That's really truthfully for me that's the most inappropriate
[2:30:25] and it's not just because it's, I'm never
[2:30:25] and it's not just because it's, I'm never
[2:30:30] going to body shame a young lady ever.
[2:30:30] going to body shame a young lady ever.
[2:30:32] I agree with you.
[2:30:32] I agree with you.
[2:30:33] But we are still in a school and it's a house of learning
[2:30:33] But we are still in a school and it's a house of learning
[2:30:36] and so I just say come and dress for success
[2:30:36] and so I just say come and dress for success
[2:30:40] and again the kids, the girls especially, my bad Miss.
[2:30:40] and again the kids, the girls especially, my bad Miss.
[2:30:44] You know.
[2:30:44] You know.
[2:30:45] And they will.
[2:30:45] And they will.
[2:30:46] But it's just an appropriate amount
[2:30:46] But it's just an appropriate amount
[2:30:49] of attire for a student boy or girl to be in school.
[2:30:49] of attire for a student boy or girl to be in school.
[2:30:53] >> Number four, the failure to fully cover chest, back,
[2:30:53] >> Number four, the failure to fully cover chest, back,
[2:30:57] stomach.
[2:30:57] stomach.
[2:30:57] Buttocks and genitals.
[2:30:57] Buttocks and genitals.
[2:30:59] That takes care of it?
[2:30:59] That takes care of it?
[2:31:08] >> Nontransparent.
[2:31:08] >> Nontransparent.
[2:31:09] I mean yes.
[2:31:09] I mean yes.
[2:31:09] To be covered.
[2:31:09] To be covered.
[2:31:10] Yes.
[2:31:10] Yes.
[2:31:16] >> If I may say, the lens I was looking at, I tried to look
[2:31:16] >> If I may say, the lens I was looking at, I tried to look
[2:31:19] at both genders because again what you do for one you do
[2:31:19] at both genders because again what you do for one you do
[2:31:22] for all.
[2:31:22] for all.
[2:31:23] And one of the things, when I look
[2:31:23] And one of the things, when I look
[2:31:27] at the situation or the attire for young men,
[2:31:27] at the situation or the attire for young men,
[2:31:32] I always go to the basketball Jersey.
[2:31:32] I always go to the basketball Jersey.
[2:31:36] The basketball Jersey, and this was back in the days
[2:31:36] The basketball Jersey, and this was back in the days
[2:31:40] where on the shoulder it was two fingers, three fingers all that.
[2:31:40] where on the shoulder it was two fingers, three fingers all that.
[2:31:44] I don't appreciate that.
[2:31:44] I don't appreciate that.
[2:31:47] What I do appreciate is I like the statement
[2:31:47] What I do appreciate is I like the statement
[2:31:51] that the chest is covered in the back is covered
[2:31:51] that the chest is covered in the back is covered
[2:31:54] and I even asked a few people, knowing
[2:31:54] and I even asked a few people, knowing
[2:31:56] I was going to be here today, not knowing
[2:31:56] I was going to be here today, not knowing
[2:31:59] necessarily female attire.
[2:31:59] necessarily female attire.
[2:32:01] I don't wear it.
[2:32:01] I don't wear it.
[2:32:02] I'm sorry.
[2:32:02] I'm sorry.
[2:32:03] With clothing, and article of clothing,
[2:32:03] With clothing, and article of clothing,
[2:32:08] if the back is covered as is stated,
[2:32:08] if the back is covered as is stated,
[2:32:11] does that mean the front will be covered naturally?
[2:32:11] does that mean the front will be covered naturally?
[2:32:14] Instead of having to get into, back to your point,
[2:32:14] Instead of having to get into, back to your point,
[2:32:19] where we have some young ladies that are larger than others
[2:32:19] where we have some young ladies that are larger than others
[2:32:26] in the chest reason -- region.
[2:32:26] in the chest reason -- region.
[2:32:35] If the back of the attire is covered,
[2:32:35] If the back of the attire is covered,
[2:32:38] does that mean the front is going to be covered?
[2:32:38] does that mean the front is going to be covered?
[2:32:41] And meet the expectation.
[2:32:41] And meet the expectation.
[2:32:43] That would be helpful instead of, as far as a gentleman,
[2:32:43] That would be helpful instead of, as far as a gentleman,
[2:32:48] if I'm looking at my student population,
[2:32:48] if I'm looking at my student population,
[2:32:51] I'm sorry I'm not looking at the chest.
[2:32:51] I'm sorry I'm not looking at the chest.
[2:32:53] But if I see a young lady walking down the hallway,
[2:32:53] But if I see a young lady walking down the hallway,
[2:32:57] her back to me and her back isn't covered as stated there,
[2:32:57] her back to me and her back isn't covered as stated there,
[2:33:01] I can address the young lady.
[2:33:01] I can address the young lady.
[2:33:03] I can still be effective as opposed to the reverse.
[2:33:03] I can still be effective as opposed to the reverse.
[2:33:08] >> Got it.
[2:33:08] >> Got it.
[2:33:12] >> So with young men, years previous, the basketball Jersey,
[2:33:12] >> So with young men, years previous, the basketball Jersey,
[2:33:16] what we used to say was the shoulders must be covered
[2:33:16] what we used to say was the shoulders must be covered
[2:33:19] because again this was back 20 years ago when I first became
[2:33:19] because again this was back 20 years ago when I first became
[2:33:23] an administrator.
[2:33:23] an administrator.
[2:33:24] I had a committee at a previous school
[2:33:24] I had a committee at a previous school
[2:33:26] and I asked the females on this committee, the teachers,
[2:33:26] and I asked the females on this committee, the teachers,
[2:33:30] give me something that is unilateral.
[2:33:30] give me something that is unilateral.
[2:33:34] And that's what they came up with.
[2:33:34] And that's what they came up with.
[2:33:36] That the shoulders must be covered because
[2:33:36] That the shoulders must be covered because
[2:33:38] in female garments if the shoulders are covered,
[2:33:38] in female garments if the shoulders are covered,
[2:33:42] the chest is covered.
[2:33:42] the chest is covered.
[2:33:43] And then looking at boys, equal to that
[2:33:43] And then looking at boys, equal to that
[2:33:47] is the shoulders being covered.
[2:33:47] is the shoulders being covered.
[2:33:48] If they wanted to wear a basketball Jersey,
[2:33:48] If they wanted to wear a basketball Jersey,
[2:33:51] they had to wear a t shirt underneath it.
[2:33:51] they had to wear a t shirt underneath it.
[2:33:53] To be in compliance.
[2:33:53] To be in compliance.
[2:33:55] So it's both gender.
[2:33:55] So it's both gender.
[2:33:58] Based on what I'm reading and seeing,
[2:33:58] Based on what I'm reading and seeing,
[2:34:01] I think it does a good job.
[2:34:01] I think it does a good job.
[2:34:04] And I asked one of my colleagues this afternoon,
[2:34:04] And I asked one of my colleagues this afternoon,
[2:34:07] we were going over this, and he said
[2:34:07] we were going over this, and he said
[2:34:09] but it's so much better than it has been.
[2:34:09] but it's so much better than it has been.
[2:34:12] And I mean that's great but I want
[2:34:12] And I mean that's great but I want
[2:34:14] to make sure we get to a point that it's what we want.
[2:34:14] to make sure we get to a point that it's what we want.
[2:34:19] >> Absolutely.
[2:34:19] >> Absolutely.
[2:34:20] And we don't want to spend our entire day
[2:34:20] And we don't want to spend our entire day
[2:34:22] dress coding students.
[2:34:22] dress coding students.
[2:34:23] It's a house of learning and so that's
[2:34:23] It's a house of learning and so that's
[2:34:26] why we felt it was important to bring the dress code now
[2:34:26] why we felt it was important to bring the dress code now
[2:34:31] so that we can get things in place so that students
[2:34:31] so that we can get things in place so that students
[2:34:35] understand.
[2:34:35] understand.
[2:34:35] And parents understand.
[2:34:35] And parents understand.
[2:34:39] >> We appreciate it.
[2:34:39] >> We appreciate it.
[2:34:40] >> Thank you.
[2:34:40] >> Thank you.
[2:34:41] Board members?
[2:34:41] Board members?
[2:34:43] >> A couple things.
[2:34:43] >> A couple things.
[2:34:45] These are simple things.
[2:34:45] These are simple things.
[2:34:47] Nothing is complex as what we've been discussing but on three,
[2:34:47] Nothing is complex as what we've been discussing but on three,
[2:34:52] G three, I'm kind of reading this like the statement in G,
[2:34:52] G three, I'm kind of reading this like the statement in G,
[2:35:02] is like continued with all the items that follow g.
[2:35:02] is like continued with all the items that follow g.
[2:35:07] So I would read, students may not wear clothing,
[2:35:07] So I would read, students may not wear clothing,
[2:35:10] jewelry, accessories, or personal items that are shorter
[2:35:10] jewelry, accessories, or personal items that are shorter
[2:35:16] than three inches above the knee.
[2:35:16] than three inches above the knee.
[2:35:19] Should it be is?
[2:35:19] Should it be is?
[2:35:24] Is three inches?
[2:35:24] Is three inches?
[2:35:30] >> Items is plural so items are, you wouldn't say items is
[2:35:30] >> Items is plural so items are, you wouldn't say items is
[2:35:34] shorter.
[2:35:34] shorter.
[2:35:34] Is that right?
[2:35:34] Is that right?
[2:35:37] >> Yes.
[2:35:37] >> Yes.
[2:35:38] Because in g, is plural.
[2:35:38] Because in g, is plural.
[2:35:41] Clothing, jewelry, accessories, personal items.
[2:35:41] Clothing, jewelry, accessories, personal items.
[2:35:48] >> Okay.
[2:35:48] >> Okay.
[2:35:48] I just wanted to check that out.
[2:35:48] I just wanted to check that out.
[2:35:50] And I have a problem with five though.
[2:35:50] And I have a problem with five though.
[2:35:54] When I read that one, students may not
[2:35:54] When I read that one, students may not
[2:35:56] wear clothing come a jewelry, accessories,
[2:35:56] wear clothing come a jewelry, accessories,
[2:35:58] or personal items that include flip flops, slippers,
[2:35:58] or personal items that include flip flops, slippers,
[2:36:04] house shoes, that doesn't flow rate to me.
[2:36:04] house shoes, that doesn't flow rate to me.
[2:36:09] And I was thinking a way to fix it in five, after include,
[2:36:09] And I was thinking a way to fix it in five, after include,
[2:36:14] include the following:.
[2:36:14] include the following:.
[2:36:16] And make your list.
[2:36:16] And make your list.
[2:36:21] That includes the following.
[2:36:21] That includes the following.
[2:36:26] And I realize it's kind of a complicated sentence.
[2:36:26] And I realize it's kind of a complicated sentence.
[2:36:35] >> I think it's clear either way.
[2:36:35] >> I think it's clear either way.
[2:36:37] Number five, with the pajamas, because we just
[2:36:37] Number five, with the pajamas, because we just
[2:36:42] heard from Miss color, I think we should discourage PJ wearing.
[2:36:42] heard from Miss color, I think we should discourage PJ wearing.
[2:36:51] I don't know that it needs to be here.
[2:36:51] I don't know that it needs to be here.
[2:36:56] >> Okay.
[2:36:56] >> Okay.
[2:36:57] >> So thank you president court member Frank,
[2:36:57] >> So thank you president court member Frank,
[2:37:01] I did get those suggestions and I have made a note of those
[2:37:01] I did get those suggestions and I have made a note of those
[2:37:05] suggestions for number five.
[2:37:05] suggestions for number five.
[2:37:07] In terms of pajamas, I know at the elementary level
[2:37:07] In terms of pajamas, I know at the elementary level
[2:37:13] we need to get it a little differently.
[2:37:13] we need to get it a little differently.
[2:37:16] At the high school level and I will
[2:37:16] At the high school level and I will
[2:37:19] defer to Miss Miller and Mr. Brilliant,
[2:37:19] defer to Miss Miller and Mr. Brilliant,
[2:37:23] to speak to that and that's earlier
[2:37:23] to speak to that and that's earlier
[2:37:28] when we talked about principal discretion.
[2:37:28] when we talked about principal discretion.
[2:37:33] To be able to apply or not apply the policy in certain situations
[2:37:33] To be able to apply or not apply the policy in certain situations
[2:37:40] where they may have more information about the student
[2:37:40] where they may have more information about the student
[2:37:44] or by level.
[2:37:44] or by level.
[2:37:49] >> Is there a reason why we don't want students to wear
[2:37:49] >> Is there a reason why we don't want students to wear
[2:37:51] pajamas?
[2:37:51] pajamas?
[2:37:52] I know you're in the house of learning but,
[2:37:52] I know you're in the house of learning but,
[2:37:55] pajamas in the grand scheme of things
[2:37:55] pajamas in the grand scheme of things
[2:37:57] seems like a smaller item.
[2:37:57] seems like a smaller item.
[2:38:00] Is that something that happens a lot?
[2:38:00] Is that something that happens a lot?
[2:38:02] I know slippers did.
[2:38:02] I know slippers did.
[2:38:08] >> Madam president, yes we do have at the high school students
[2:38:08] >> Madam president, yes we do have at the high school students
[2:38:12] who wear pajamas.
[2:38:12] who wear pajamas.
[2:38:14] Maybe not every day but with a number of students
[2:38:14] Maybe not every day but with a number of students
[2:38:17] that we have, we have pajamas nearly every day in our student
[2:38:17] that we have, we have pajamas nearly every day in our student
[2:38:21] population and my statement earlier with Doctor Wendy
[2:38:21] population and my statement earlier with Doctor Wendy
[2:38:25] was, we have homecoming week come spirit week,
[2:38:25] was, we have homecoming week come spirit week,
[2:38:29] we have lots of spirit weeks for different things.
[2:38:29] we have lots of spirit weeks for different things.
[2:38:32] We have homecoming, we have lots.
[2:38:32] We have homecoming, we have lots.
[2:38:36] And sleepwear or pajamas tends to be one of the go tos.
[2:38:36] And sleepwear or pajamas tends to be one of the go tos.
[2:38:40] And my response has been why that.
[2:38:40] And my response has been why that.
[2:38:44] It's an everyday thing.
[2:38:44] It's an everyday thing.
[2:38:46] Spirit week is supposed to be special
[2:38:46] Spirit week is supposed to be special
[2:38:48] and that's not something special as it is currently
[2:38:48] and that's not something special as it is currently
[2:38:51] in our culture at the school.
[2:38:51] in our culture at the school.
[2:38:54] I again personally support the fact
[2:38:54] I again personally support the fact
[2:38:56] that as we're preparing them for work, potentially,
[2:38:56] that as we're preparing them for work, potentially,
[2:38:59] pajamas is not the best at the high school level.
[2:38:59] pajamas is not the best at the high school level.
[2:39:05] >> Great, thank you.
[2:39:05] >> Great, thank you.
[2:39:07] >> I agree at the middle school level as well.
[2:39:07] >> I agree at the middle school level as well.
[2:39:10] We have pajamas every day.
[2:39:10] We have pajamas every day.
[2:39:12] It's not an issue.
[2:39:12] It's not an issue.
[2:39:14] I mean the children are still performing as best they can.
[2:39:14] I mean the children are still performing as best they can.
[2:39:18] It's not an issue but it is again just
[2:39:18] It's not an issue but it is again just
[2:39:20] trying to change that culture and that mindset.
[2:39:20] trying to change that culture and that mindset.
[2:39:24] I always remind them, I'll right,
[2:39:24] I always remind them, I'll right,
[2:39:27] if Miss Miller shows up in her pajamas,
[2:39:27] if Miss Miller shows up in her pajamas,
[2:39:30] you want to see me in my sweatpants and my t shirt,
[2:39:30] you want to see me in my sweatpants and my t shirt,
[2:39:34] and I'm like no, I'm a principal I have to dress the part.
[2:39:34] and I'm like no, I'm a principal I have to dress the part.
[2:39:39] But it is, my students especially,
[2:39:39] But it is, my students especially,
[2:39:44] as long as it's clean.
[2:39:44] as long as it's clean.
[2:39:46] I'm not going to shame a child.
[2:39:46] I'm not going to shame a child.
[2:39:48] If that's a conversation I want to have privately I
[2:39:48] If that's a conversation I want to have privately I
[2:39:51] will give them what they need if I have to go to savers myself
[2:39:51] will give them what they need if I have to go to savers myself
[2:39:54] for my kiddos.
[2:39:54] for my kiddos.
[2:39:55] But it depends.
[2:39:55] But it depends.
[2:39:57] It's a campus by campus especially
[2:39:57] It's a campus by campus especially
[2:39:59] for some of our students.
[2:39:59] for some of our students.
[2:40:02] >> Of course.
[2:40:02] >> Of course.
[2:40:03] And they should be dressed to learn and not dressed to sleep.
[2:40:03] And they should be dressed to learn and not dressed to sleep.
[2:40:06] Gotcha.
[2:40:06] Gotcha.
[2:40:13] >> About not shaming students, did we have a place that says
[2:40:13] >> About not shaming students, did we have a place that says
[2:40:18] that.
[2:40:18] that.
[2:40:21] That we respect students rights to their expression
[2:40:21] That we respect students rights to their expression
[2:40:27] through what they are wearing.
[2:40:27] through what they are wearing.
[2:40:29] I appreciated that the policy was gender neutral as much as
[2:40:29] I appreciated that the policy was gender neutral as much as
[2:40:33] possible throughout.
[2:40:33] possible throughout.
[2:40:39] Clothing is the term we want there.
[2:40:39] Clothing is the term we want there.
[2:40:42] Is there a section that affirms do not shame?
[2:40:42] Is there a section that affirms do not shame?
[2:40:47] >> There is a section that says okay now I can't go.
[2:40:47] >> There is a section that says okay now I can't go.
[2:40:52] I thought I read it.
[2:40:52] I thought I read it.
[2:40:53] Thank you doctor Miller.
[2:40:53] Thank you doctor Miller.
[2:41:01] >> Madam Court and Vice President Wofford, in section B,
[2:41:01] >> Madam Court and Vice President Wofford, in section B,
[2:41:03] it alludes to the fact that students,
[2:41:03] it alludes to the fact that students,
[2:41:10] we want to give students the latitude to determine
[2:41:10] we want to give students the latitude to determine
[2:41:17] their hairstyle, personal items.
[2:41:17] their hairstyle, personal items.
[2:41:22] Things like that.
[2:41:22] Things like that.
[2:41:26] In section D or letter D, the last page it says staff
[2:41:26] In section D or letter D, the last page it says staff
[2:41:32] will use reasonable efforts to avoid dress coding
[2:41:32] will use reasonable efforts to avoid dress coding
[2:41:35] in front of other students.
[2:41:35] in front of other students.
[2:41:40] If that is sufficient enough or if you
[2:41:40] If that is sufficient enough or if you
[2:41:43] would like to strengthen that.
[2:41:43] would like to strengthen that.
[2:41:46] >> It's important to me that it be in there.
[2:41:46] >> It's important to me that it be in there.
[2:41:48] And that it also be gender neutral because we have students
[2:41:48] And that it also be gender neutral because we have students
[2:41:51] that may not dress in traditional roles
[2:41:51] that may not dress in traditional roles
[2:41:56] that someone may see.
[2:41:56] that someone may see.
[2:41:57] And I think we don't want to in any way
[2:41:57] And I think we don't want to in any way
[2:42:02] those students to be ashamed and so I wondered,
[2:42:02] those students to be ashamed and so I wondered,
[2:42:08] the cost references to other policies on this
[2:42:08] the cost references to other policies on this
[2:42:11] and it does maybe cross back to jbd or something
[2:42:11] and it does maybe cross back to jbd or something
[2:42:15] with the Crown act with the hairstyles.
[2:42:15] with the Crown act with the hairstyles.
[2:42:19] Some other policy.
[2:42:19] Some other policy.
[2:42:20] Am I remembering that?
[2:42:20] Am I remembering that?
[2:42:26] >> There is a section, and Doctor Lozano may have to help
[2:42:26] >> There is a section, and Doctor Lozano may have to help
[2:42:30] me which policy mentions the black Education Act.
[2:42:30] me which policy mentions the black Education Act.
[2:42:35] >> May be just a cross reference.
[2:42:35] >> May be just a cross reference.
[2:42:39] >> There were a couple of times where it says the word
[2:42:39] >> There were a couple of times where it says the word
[2:42:41] appropriate.
[2:42:41] appropriate.
[2:42:42] Where was it, down in section three.
[2:42:42] Where was it, down in section three.
[2:42:49] E. A substantial disruption as well.
[2:42:49] E. A substantial disruption as well.
[2:42:56] I wonder how definitive our language
[2:42:56] I wonder how definitive our language
[2:42:59] is when it says dress should be appropriate.
[2:42:59] is when it says dress should be appropriate.
[2:43:03] How are we defining that term?
[2:43:03] How are we defining that term?
[2:43:07] Because if we hear from different parts of our country
[2:43:07] Because if we hear from different parts of our country
[2:43:10] and different cultural perceptions,
[2:43:10] and different cultural perceptions,
[2:43:12] appropriate means different things to us.
[2:43:12] appropriate means different things to us.
[2:43:16] And in three, we say it shouldn't be disciplined
[2:43:16] And in three, we say it shouldn't be disciplined
[2:43:21] or removed from class as consequence of wearing attire
[2:43:21] or removed from class as consequence of wearing attire
[2:43:24] in violation of this policy unless the attire creates
[2:43:24] in violation of this policy unless the attire creates
[2:43:29] a substantial disruption to the educational environment.
[2:43:29] a substantial disruption to the educational environment.
[2:43:31] And so I'm not quite sure what that
[2:43:31] And so I'm not quite sure what that
[2:43:34] is if we just a persistently stubborn child who
[2:43:34] is if we just a persistently stubborn child who
[2:43:39] wants to wear a dog collar.
[2:43:39] wants to wear a dog collar.
[2:43:40] Studded dog collar.
[2:43:40] Studded dog collar.
[2:43:41] Is that a disruption or would that
[2:43:41] Is that a disruption or would that
[2:43:44] cause them, how do we define crossing
[2:43:44] cause them, how do we define crossing
[2:43:48] the line into your clothing.
[2:43:48] the line into your clothing.
[2:43:51] Messing me up too much.
[2:43:51] Messing me up too much.
[2:43:56] Do you remember when hats were just the worst
[2:43:56] Do you remember when hats were just the worst
[2:44:00] thing in the world?
[2:44:00] thing in the world?
[2:44:01] Boy if they wore those hats, we knew they couldn't learn.
[2:44:01] Boy if they wore those hats, we knew they couldn't learn.
[2:44:07] And
[2:44:07] And
[2:44:08] >> We had that discussion, too about hats and we noticed that
[2:44:08] >> We had that discussion, too about hats and we noticed that
[2:44:13] hats are not really addressed.
[2:44:13] hats are not really addressed.
[2:44:19] But we did have that discussion at the high school level.
[2:44:19] But we did have that discussion at the high school level.
[2:44:26] And Mr. Brilliant talked about that culturally some adults
[2:44:26] And Mr. Brilliant talked about that culturally some adults
[2:44:33] have, were brought up you don't wear hats,
[2:44:33] have, were brought up you don't wear hats,
[2:44:36] you don't wear hats inside, boys can't wear hats inside,
[2:44:36] you don't wear hats inside, boys can't wear hats inside,
[2:44:40] girls can't wear hats inside, other schools have I think
[2:44:40] girls can't wear hats inside, other schools have I think
[2:44:46] abandoned the -- that's not a battle they're going to fight.
[2:44:46] abandoned the -- that's not a battle they're going to fight.
[2:44:53] They have abandoned that again because we are there
[2:44:53] They have abandoned that again because we are there
[2:44:56] to educate, to learn, they're focusing efforts
[2:44:56] to educate, to learn, they're focusing efforts
[2:44:59] on other things.
[2:44:59] on other things.
[2:45:01] I think there are different points of view, regarding hats.
[2:45:01] I think there are different points of view, regarding hats.
[2:45:06] I think back to the discretion part,
[2:45:06] I think back to the discretion part,
[2:45:11] leaving some latitude for campuses based on their campus
[2:45:11] leaving some latitude for campuses based on their campus
[2:45:15] culture to be able to go a little farther on their dress
[2:45:15] culture to be able to go a little farther on their dress
[2:45:23] codes and what they want to require in their building
[2:45:23] codes and what they want to require in their building
[2:45:28] as long as it does not conflict.
[2:45:28] as long as it does not conflict.
[2:45:31] With the board policy.
[2:45:31] With the board policy.
[2:45:43] >> With substantial disruption or appropriate,
[2:45:43] >> With substantial disruption or appropriate,
[2:45:45] I think you've defined things pretty precisely.
[2:45:45] I think you've defined things pretty precisely.
[2:45:48] But if you can look over one more time.
[2:45:48] But if you can look over one more time.
[2:45:53] >> Do our principals have any suggestions for substantial
[2:45:53] >> Do our principals have any suggestions for substantial
[2:45:58] disruption?
[2:45:58] disruption?
[2:46:13] >> Clothing that poses a hazard to the health or safety
[2:46:13] >> Clothing that poses a hazard to the health or safety
[2:46:15] of others.
[2:46:15] of others.
[2:46:16] I can't think of what that would be.
[2:46:16] I can't think of what that would be.
[2:46:18] >> I'm sorry folks, I apologize, madam caught,
[2:46:18] >> I'm sorry folks, I apologize, madam caught,
[2:46:23] yeah yeah I'm just trying to come up with an example
[2:46:23] yeah yeah I'm just trying to come up with an example
[2:46:28] of substantial disruption, and as I said before,
[2:46:28] of substantial disruption, and as I said before,
[2:46:33] a current fad right now, and I'm sorry to say this,
[2:46:33] a current fad right now, and I'm sorry to say this,
[2:46:39] female students wearing shorts with the button undone.
[2:46:39] female students wearing shorts with the button undone.
[2:46:44] The flap open and the zipper down.
[2:46:44] The flap open and the zipper down.
[2:46:51] That has been brought to my attention many times.
[2:46:51] That has been brought to my attention many times.
[2:46:55] Examples like that, in my opinion
[2:46:55] Examples like that, in my opinion
[2:46:59] in the culture of Centennial High School,
[2:46:59] in the culture of Centennial High School,
[2:47:01] that is a disruption.
[2:47:01] that is a disruption.
[2:47:04] But other than -- what feedback I've gotten from parents being
[2:47:04] But other than -- what feedback I've gotten from parents being
[2:47:10] in the opposite area, where somebody walks
[2:47:10] in the opposite area, where somebody walks
[2:47:13] by and their shorts are so short that the bottoms of the high
[2:47:13] by and their shorts are so short that the bottoms of the high
[2:47:19] knee is hanging out here they are saying that is uncalled
[2:47:19] knee is hanging out here they are saying that is uncalled
[2:47:24] for or unacceptable to me that is a disruption.
[2:47:24] for or unacceptable to me that is a disruption.
[2:47:29] >> You have shirts that people can wear if they need them.
[2:47:29] >> You have shirts that people can wear if they need them.
[2:47:32] To borrow for that day or other things.
[2:47:32] To borrow for that day or other things.
[2:47:34] >> Absolutely.
[2:47:34] >> Absolutely.
[2:47:35] But to your point, Mr. Wofford, we
[2:47:35] But to your point, Mr. Wofford, we
[2:47:38] do have students in the past that have refused.
[2:47:38] do have students in the past that have refused.
[2:47:41] To wear anything that we have the ability to provide
[2:47:41] To wear anything that we have the ability to provide
[2:47:48] peer they say I'm not wearing that.
[2:47:48] peer they say I'm not wearing that.
[2:47:50] And again it's school t shirts.
[2:47:50] And again it's school t shirts.
[2:47:53] Whether it's basketball team t shirt or cross country.
[2:47:53] Whether it's basketball team t shirt or cross country.
[2:47:58] It's school themed.
[2:47:58] It's school themed.
[2:48:00] And so they refuse to wear it.
[2:48:00] And so they refuse to wear it.
[2:48:02] In the past, before we change to what is currently in place,
[2:48:02] In the past, before we change to what is currently in place,
[2:48:07] we called the parents and let them know.
[2:48:07] we called the parents and let them know.
[2:48:12] If they're not able to come bring
[2:48:12] If they're not able to come bring
[2:48:13] a different article of clothing, then the student,
[2:48:13] a different article of clothing, then the student,
[2:48:16] unfortunately chooses to be in in suspension for the day.
[2:48:16] unfortunately chooses to be in in suspension for the day.
[2:48:21] We did not suspend them and we provided them their education
[2:48:21] We did not suspend them and we provided them their education
[2:48:23] while they're in in-school suspension.
[2:48:23] while they're in in-school suspension.
[2:48:27] >> Kids can be so -- >> To your point as you made earlier,
[2:48:27] >> Kids can be so -- >> To your point as you made earlier,
[2:48:32] yes we do have students that will continue and repeat
[2:48:32] yes we do have students that will continue and repeat
[2:48:37] and repeat.
[2:48:37] and repeat.
[2:48:38] To use the dog collar example.
[2:48:38] To use the dog collar example.
[2:48:43] The dog collars, not to my knowledge
[2:48:43] The dog collars, not to my knowledge
[2:48:46] but we do have the bracelets and things of that nature.
[2:48:46] but we do have the bracelets and things of that nature.
[2:48:50] It's not very prominent but we do have
[2:48:50] It's not very prominent but we do have
[2:48:53] a few students that do that.
[2:48:53] a few students that do that.
[2:48:59] >> President caught COVID Mr. Wofford,
[2:48:59] >> President caught COVID Mr. Wofford,
[2:49:01] and actually the entire board, when you think about it
[2:49:01] and actually the entire board, when you think about it
[2:49:04] substantial disruption some examples in my experience back
[2:49:04] substantial disruption some examples in my experience back
[2:49:07] when gangs were a gang environment would cause fights
[2:49:07] when gangs were a gang environment would cause fights
[2:49:11] if they were wearing certain shirts.
[2:49:11] if they were wearing certain shirts.
[2:49:14] Things like that.
[2:49:14] Things like that.
[2:49:15] Or somebody going out in the community, different sides
[2:49:15] Or somebody going out in the community, different sides
[2:49:19] and wearing the attire that, that
[2:49:19] and wearing the attire that, that
[2:49:22] could be a potential, substantial disruption.
[2:49:22] could be a potential, substantial disruption.
[2:49:30] >> President Kurt?
[2:49:30] >> President Kurt?
[2:49:30] >> Yes?
[2:49:30] >> Yes?
[2:49:31] >> I just want to make a comment before I turn it over
[2:49:31] >> I just want to make a comment before I turn it over
[2:49:34] to our student advisor, I'm just wondering how we communicate
[2:49:34] to our student advisor, I'm just wondering how we communicate
[2:49:39] this to our students.
[2:49:39] this to our students.
[2:49:40] How are we sure that they know what the rules are.
[2:49:40] How are we sure that they know what the rules are.
[2:49:48] Is there a time when it's presented to them
[2:49:48] Is there a time when it's presented to them
[2:49:51] when they're all together.
[2:49:51] when they're all together.
[2:49:52] So we can make it really clear to them
[2:49:52] So we can make it really clear to them
[2:49:55] what the expectations are.
[2:49:55] what the expectations are.
[2:49:57] In the student Handbook.
[2:49:57] In the student Handbook.
[2:50:01] It's got to be communicated to the students for this thing
[2:50:01] It's got to be communicated to the students for this thing
[2:50:06] to work.
[2:50:06] to work.
[2:50:08] They need to know what the rules are.
[2:50:08] They need to know what the rules are.
[2:50:15] >> We will be starting at our 2627 school year welcome back
[2:50:15] >> We will be starting at our 2627 school year welcome back
[2:50:18] meetings for each grade level.
[2:50:18] meetings for each grade level.
[2:50:20] And I will be going over certain basic everyday attendance.
[2:50:20] And I will be going over certain basic everyday attendance.
[2:50:23] Clothing attire.
[2:50:23] Clothing attire.
[2:50:25] Those types of things.
[2:50:25] Those types of things.
[2:50:26] We will be addressing it with the students and parents
[2:50:26] We will be addressing it with the students and parents
[2:50:28] at the welcome back.
[2:50:28] at the welcome back.
[2:50:30] With the policy.
[2:50:30] With the policy.
[2:50:31] So definitely.
[2:50:31] So definitely.
[2:50:35] >> That's just vitally important.
[2:50:35] >> That's just vitally important.
[2:50:39] >> Hang on just a second.
[2:50:39] >> Hang on just a second.
[2:50:40] Before you go.
[2:50:40] Before you go.
[2:50:43] >> Board members come up madam president, to your point, Mr.
[2:50:43] >> Board members come up madam president, to your point, Mr.
[2:50:49] Frank, in my opinion it needs to be sooner than later
[2:50:49] Frank, in my opinion it needs to be sooner than later
[2:50:51] because again, as parents over the summer potentially could be
[2:50:51] because again, as parents over the summer potentially could be
[2:50:55] buying clothes for their students,
[2:50:55] buying clothes for their students,
[2:50:57] we definitely don't want them going out and buying anything
[2:50:57] we definitely don't want them going out and buying anything
[2:51:00] that is not approved for use at school.
[2:51:00] that is not approved for use at school.
[2:51:05] The sooner we can the better.
[2:51:05] The sooner we can the better.
[2:51:08] >> The kids possibly communicate to their parents items that are
[2:51:08] >> The kids possibly communicate to their parents items that are
[2:51:12] clearly not acceptable.
[2:51:12] clearly not acceptable.
[2:51:15] >> Absolutely.
[2:51:15] >> Absolutely.
[2:51:16] >> I know at Las Cruces High School,
[2:51:16] >> I know at Las Cruces High School,
[2:51:18] it's too late at that point because they've done
[2:51:18] it's too late at that point because they've done
[2:51:21] their shopping, but they do their orientation and they say
[2:51:21] their shopping, but they do their orientation and they say
[2:51:23] kaba and they have students come in and say they're dressed
[2:51:23] kaba and they have students come in and say they're dressed
[2:51:27] inappropriately, here's what's inappropriate.
[2:51:27] inappropriately, here's what's inappropriate.
[2:51:30] And then some students come in dressed appropriately here's
[2:51:30] And then some students come in dressed appropriately here's
[2:51:33] what's appropriate.
[2:51:33] what's appropriate.
[2:51:34] They do a whole thing.
[2:51:34] They do a whole thing.
[2:51:35] But at that point it's already at the beginning of school.
[2:51:35] But at that point it's already at the beginning of school.
[2:51:40] Okay.
[2:51:40] Okay.
[2:51:42] >> I had one suggestion.
[2:51:42] >> I had one suggestion.
[2:51:45] And the one personal experience. (indiscernible)
[2:51:45] And the one personal experience. (indiscernible)
[2:51:51] the question is for g5, it mentions all the footwear
[2:51:51] the question is for g5, it mentions all the footwear
[2:51:56] and stuff like that.
[2:51:56] and stuff like that.
[2:51:58] Our Crocs one thing that students should not
[2:51:58] Our Crocs one thing that students should not
[2:52:01] wear during high school hours or middle school hours or does it
[2:52:01] wear during high school hours or middle school hours or does it
[2:52:08] follow the umbrella of footwear that is not allowed basically?
[2:52:08] follow the umbrella of footwear that is not allowed basically?
[2:52:16] >> So, president, said, I think that's a great question and when
[2:52:16] >> So, president, said, I think that's a great question and when
[2:52:20] you're thinking of certain footwear for example flip flops,
[2:52:20] you're thinking of certain footwear for example flip flops,
[2:52:24] I think safety.
[2:52:24] I think safety.
[2:52:26] Safety if you had to evacuate the building quickly.
[2:52:26] Safety if you had to evacuate the building quickly.
[2:52:30] Can you walk upstairs.
[2:52:30] Can you walk upstairs.
[2:52:33] Our flip flops safe to wear in the school environment.
[2:52:33] Our flip flops safe to wear in the school environment.
[2:52:39] I haven't really heard anything about Crocs
[2:52:39] I haven't really heard anything about Crocs
[2:52:44] being either unsafe or not appropriate.
[2:52:44] being either unsafe or not appropriate.
[2:52:49] With how shoes and slippers, we get back to is it appropriate
[2:52:49] With how shoes and slippers, we get back to is it appropriate
[2:52:56] or are we ready to learn or are we ready to take a nap.
[2:52:56] or are we ready to learn or are we ready to take a nap.
[2:53:03] I think it's more drawing that line
[2:53:03] I think it's more drawing that line
[2:53:06] are these students at school ready to learn or and
[2:53:06] are these students at school ready to learn or and
[2:53:11] how is that reflected in how we're getting ready to be there.
[2:53:11] how is that reflected in how we're getting ready to be there.
[2:53:17] >> I have a suggestion.
[2:53:17] >> I have a suggestion.
[2:53:19] Because this is an issue I'm seeing all around high school.
[2:53:19] Because this is an issue I'm seeing all around high school.
[2:53:23] Maybe Mr. Brilliant may agree with this.
[2:53:23] Maybe Mr. Brilliant may agree with this.
[2:53:28] Maybe I'm wrong.
[2:53:28] Maybe I'm wrong.
[2:53:30] But if there's an issue with boys wearing pants like they're
[2:53:30] But if there's an issue with boys wearing pants like they're
[2:53:33] showing their underwear and stuff.
[2:53:33] showing their underwear and stuff.
[2:53:34] Especially students showing their underwear.
[2:53:34] Especially students showing their underwear.
[2:53:38] Not the label but a lot of the underwear.
[2:53:38] Not the label but a lot of the underwear.
[2:53:43] Moving around the hallways and stuff.
[2:53:43] Moving around the hallways and stuff.
[2:53:44] I was wondering if there's, if it's
[2:53:44] I was wondering if there's, if it's
[2:53:47] included in the policy or something
[2:53:47] included in the policy or something
[2:53:50] like that could be added to the policy.
[2:53:50] like that could be added to the policy.
[2:53:52] Supplementing the other stuff as well.
[2:53:52] Supplementing the other stuff as well.
[2:53:57] >> Thank you.
[2:53:57] >> Thank you.
[2:53:58] I believe, I don't know if it necessarily says that.
[2:53:58] I believe, I don't know if it necessarily says that.
[2:54:02] I think it says something in here about undergarments.
[2:54:02] I think it says something in here about undergarments.
[2:54:05] Exposed undergarments including pants or shorts
[2:54:05] Exposed undergarments including pants or shorts
[2:54:08] worn below the waist in a manner that reveals underwear.
[2:54:08] worn below the waist in a manner that reveals underwear.
[2:54:11] So that's I think what you're referring to.
[2:54:11] So that's I think what you're referring to.
[2:54:15] Yes.
[2:54:15] Yes.
[2:54:20] >> I miss the open.
[2:54:20] >> I miss the open.
[2:54:23] >> If I may can we scroll back toward the top.
[2:54:23] >> If I may can we scroll back toward the top.
[2:54:27] Letter g.
[2:54:27] Letter g.
[2:54:31] I think something that was very nicely written
[2:54:31] I think something that was very nicely written
[2:54:34] in this is the splitting of hairs between the adults
[2:54:34] in this is the splitting of hairs between the adults
[2:54:40] and the students is exposing undergarments, including pants
[2:54:40] and the students is exposing undergarments, including pants
[2:54:46] or shorts worn below the waist.
[2:54:46] or shorts worn below the waist.
[2:54:49] What we get as feedback or what we had in the past,
[2:54:49] What we get as feedback or what we had in the past,
[2:54:52] when we tried to address this, especially with boys
[2:54:52] when we tried to address this, especially with boys
[2:54:55] was their shorts.
[2:54:55] was their shorts.
[2:54:58] They wear undergarments and shorts and then pants.
[2:54:58] They wear undergarments and shorts and then pants.
[2:55:03] In this definition, in my interpretation,
[2:55:03] In this definition, in my interpretation,
[2:55:06] anything worn underneath the pants,
[2:55:06] anything worn underneath the pants,
[2:55:09] the primary piece of clothing isn't undergarment.
[2:55:09] the primary piece of clothing isn't undergarment.
[2:55:13] And therefore it still applies.
[2:55:13] And therefore it still applies.
[2:55:24] >> Madame court?
[2:55:24] >> Madame court?
[2:55:25] >> Yes.
[2:55:25] >> Yes.
[2:55:27] >> I'm going to go back to some of the things we discussed
[2:55:27] >> I'm going to go back to some of the things we discussed
[2:55:30] earlier.
[2:55:30] earlier.
[2:55:30] And so we're talking about smaller chested persons
[2:55:30] And so we're talking about smaller chested persons
[2:55:33] versus larger chested persons.
[2:55:33] versus larger chested persons.
[2:55:35] There may be an issue with something as simple as a V-neck
[2:55:35] There may be an issue with something as simple as a V-neck
[2:55:38] or a scoop neck shirt which is like available in stores
[2:55:38] or a scoop neck shirt which is like available in stores
[2:55:44] and I just feel like unless you're trying to tell people
[2:55:44] and I just feel like unless you're trying to tell people
[2:55:50] that they can only wear the crewneck,
[2:55:50] that they can only wear the crewneck,
[2:55:53] I mean we are really minimizing options for students
[2:55:53] I mean we are really minimizing options for students
[2:55:57] and it all goes back to a person's size
[2:55:57] and it all goes back to a person's size
[2:56:02] and I do think that's not Fair when it comes to just a shirt.
[2:56:02] and I do think that's not Fair when it comes to just a shirt.
[2:56:06] And it's not purposely trying to show too much.
[2:56:06] And it's not purposely trying to show too much.
[2:56:10] It's just incidental by the style
[2:56:10] It's just incidental by the style
[2:56:13] of the t shirt or whatever.
[2:56:13] of the t shirt or whatever.
[2:56:16] I don't know how we want to address that but I think to say
[2:56:16] I don't know how we want to address that but I think to say
[2:56:19] fully cover the chest is going a little too far.
[2:56:19] fully cover the chest is going a little too far.
[2:56:22] We're not saying yes, expose the chest.
[2:56:22] We're not saying yes, expose the chest.
[2:56:24] But to fully cover it means for some people
[2:56:24] But to fully cover it means for some people
[2:56:27] it's up here because if you're saying
[2:56:27] it's up here because if you're saying
[2:56:29] oh, then any type of cleavage is a no no, that's not fair.
[2:56:29] oh, then any type of cleavage is a no no, that's not fair.
[2:56:36] I thought it was really helpful to hear
[2:56:36] I thought it was really helpful to hear
[2:56:39] about the t shirts in school.
[2:56:39] about the t shirts in school.
[2:56:42] Tuesdays and Fridays.
[2:56:42] Tuesdays and Fridays.
[2:56:44] And I know with a lot of these kids,
[2:56:44] And I know with a lot of these kids,
[2:56:46] they may not have access to these types of shirts.
[2:56:46] they may not have access to these types of shirts.
[2:56:49] I don't know if you guys or any school
[2:56:49] I don't know if you guys or any school
[2:56:52] would be open to doing like a t shirt giveaway.
[2:56:52] would be open to doing like a t shirt giveaway.
[2:56:56] >> I have pretty much written to every college that I possibly
[2:56:56] >> I have pretty much written to every college that I possibly
[2:56:59] can and I've asked for donations and everything and all
[2:56:59] can and I've asked for donations and everything and all
[2:57:03] my friends and every educator I know.
[2:57:03] my friends and every educator I know.
[2:57:07] And everybody just send me your college shirts.
[2:57:07] And everybody just send me your college shirts.
[2:57:09] I really want them to have as much opportunity.
[2:57:09] I really want them to have as much opportunity.
[2:57:13] I'm begging people.
[2:57:13] I'm begging people.
[2:57:16] >> Yeah especially the kids who don't even know,
[2:57:16] >> Yeah especially the kids who don't even know,
[2:57:19] they wouldn't get it for themselves.
[2:57:19] they wouldn't get it for themselves.
[2:57:22] >> Where I'm from, you throw a stone and there's a college.
[2:57:22] >> Where I'm from, you throw a stone and there's a college.
[2:57:31] It's a little bit different here in New Mexico.
[2:57:31] It's a little bit different here in New Mexico.
[2:57:33] So I want the kids to see, if that's what they choose,
[2:57:33] So I want the kids to see, if that's what they choose,
[2:57:36] or military or trade school.
[2:57:36] or military or trade school.
[2:57:37] They can wear anything that's -- >> Just a diversify the wardrobe
[2:57:37] They can wear anything that's -- >> Just a diversify the wardrobe
[2:57:42] a little bit.
[2:57:42] a little bit.
[2:57:44] >> On that part, we have that dress for success program.
[2:57:44] >> On that part, we have that dress for success program.
[2:57:48] Where I'm not sure how far it goes in our schools
[2:57:48] Where I'm not sure how far it goes in our schools
[2:57:52] like which high schools participate.
[2:57:52] like which high schools participate.
[2:57:54] But if we could find more opportunities for that,
[2:57:54] But if we could find more opportunities for that,
[2:57:58] I keep thinking about this TLC show
[2:57:58] I keep thinking about this TLC show
[2:58:00] I used to watch back in the day where these women would come in
[2:58:00] I used to watch back in the day where these women would come in
[2:58:04] and it seemed like they had low self-esteem
[2:58:04] and it seemed like they had low self-esteem
[2:58:06] and they would dress very provocatively
[2:58:06] and they would dress very provocatively
[2:58:09] and it seems like there's, like it wouldn't connect.
[2:58:09] and it seems like there's, like it wouldn't connect.
[2:58:14] Like how can you dress and show so much of yourself
[2:58:14] Like how can you dress and show so much of yourself
[2:58:17] and you have low self-esteem but somehow
[2:58:17] and you have low self-esteem but somehow
[2:58:19] they don't see themselves as somehow worthy
[2:58:19] they don't see themselves as somehow worthy
[2:58:22] or whatever to dress differently.
[2:58:22] or whatever to dress differently.
[2:58:24] Or they just don't know how.
[2:58:24] Or they just don't know how.
[2:58:27] I think to offer more of those opportunities for these kids
[2:58:27] I think to offer more of those opportunities for these kids
[2:58:31] who, whether they can afford it or not,
[2:58:31] who, whether they can afford it or not,
[2:58:34] are the ones that are displaying,
[2:58:34] are the ones that are displaying,
[2:58:37] they're showing off too much and saying there's another you in u.
[2:58:37] they're showing off too much and saying there's another you in u.
[2:58:41] You are still a beautiful person.
[2:58:41] You are still a beautiful person.
[2:58:43] If that's important to them, and attractive person,
[2:58:43] If that's important to them, and attractive person,
[2:58:47] or just being a person of value, wearing
[2:58:47] or just being a person of value, wearing
[2:58:50] things that make you look, that show another part of you.
[2:58:50] things that make you look, that show another part of you.
[2:58:57] Going to be interested in what you have to say.
[2:58:57] Going to be interested in what you have to say.
[2:59:01] Just to give that chance to know what else is out there.
[2:59:01] Just to give that chance to know what else is out there.
[2:59:08] Thinking of how to communicate.
[2:59:08] Thinking of how to communicate.
[2:59:11] The dress code.
[2:59:11] The dress code.
[2:59:14] I was wondering if based on how your buildings are set up,
[2:59:14] I was wondering if based on how your buildings are set up,
[2:59:23] if there can be some kind of wall projection slide.
[2:59:23] if there can be some kind of wall projection slide.
[2:59:28] Something they can read or see examples of.
[2:59:28] Something they can read or see examples of.
[2:59:31] Yes or no.
[2:59:31] Yes or no.
[2:59:33] In the lunchroom.
[2:59:33] In the lunchroom.
[2:59:35] Another slide presentation.
[2:59:35] Another slide presentation.
[2:59:36] That's kind of where I see opportunities to share stuff
[2:59:36] That's kind of where I see opportunities to share stuff
[2:59:41] from our handouts or our policy.
[2:59:41] from our handouts or our policy.
[2:59:46] They are very visual.
[2:59:46] They are very visual.
[2:59:48] They want to see examples of that or at least to read it.
[2:59:48] They want to see examples of that or at least to read it.
[2:59:54] I want to thank you principals for being here and sharing this.
[2:59:54] I want to thank you principals for being here and sharing this.
[2:59:58] It so valuable that we wouldn't get otherwise.
[2:59:58] It so valuable that we wouldn't get otherwise.
[3:00:01] I do remember that I did do a presentation a couple of years
[3:00:01] I do remember that I did do a presentation a couple of years
[3:00:06] back on the student dress code and one of the things
[3:00:06] back on the student dress code and one of the things
[3:00:08] that kind of surprised me but probably shouldn't have come
[3:00:08] that kind of surprised me but probably shouldn't have come
[3:00:11] the kids were wearing lingerie.
[3:00:11] the kids were wearing lingerie.
[3:00:13] To your point of things that are less than common
[3:00:13] To your point of things that are less than common
[3:00:21] I'm not in the schools enough to catch that
[3:00:21] I'm not in the schools enough to catch that
[3:00:25] and you guys do have to deal with that.
[3:00:25] and you guys do have to deal with that.
[3:00:29] I think this has been about time that we
[3:00:29] I think this has been about time that we
[3:00:32] can cover this again and maybe get more student input as well.
[3:00:32] can cover this again and maybe get more student input as well.
[3:00:38] Thank you so much.
[3:00:38] Thank you so much.
[3:00:42] >> Quick thoughts.
[3:00:42] >> Quick thoughts.
[3:00:44] The elementary situation is clearly just different.
[3:00:44] The elementary situation is clearly just different.
[3:00:49] Than what we're talking about.
[3:00:49] Than what we're talking about.
[3:00:52] I'm curious middle and high school.
[3:00:52] I'm curious middle and high school.
[3:00:54] As we're talking we're talking about hats.
[3:00:54] As we're talking we're talking about hats.
[3:00:57] We're talking about jeans.
[3:00:57] We're talking about jeans.
[3:00:59] Fashion is changing so much.
[3:00:59] Fashion is changing so much.
[3:01:02] Every generation has talked poorly
[3:01:02] Every generation has talked poorly
[3:01:04] about how high school students are dressed literally forever.
[3:01:04] about how high school students are dressed literally forever.
[3:01:07] I'm kind of wondering where do we go from here.
[3:01:07] I'm kind of wondering where do we go from here.
[3:01:14] I kept thinking about middle school.
[3:01:14] I kept thinking about middle school.
[3:01:17] Uniforms.
[3:01:17] Uniforms.
[3:01:18] Boom.
[3:01:18] Boom.
[3:01:20] Problem solved.
[3:01:20] Problem solved.
[3:01:22] Uniforms.
[3:01:22] Uniforms.
[3:01:23] High school is a little more sort of individuality.
[3:01:23] High school is a little more sort of individuality.
[3:01:27] I wonder if there's a way, you're right,
[3:01:27] I wonder if there's a way, you're right,
[3:01:31] they're getting ready to be young adults and make decisions.
[3:01:31] they're getting ready to be young adults and make decisions.
[3:01:35] Do want to empower them to make decisions.
[3:01:35] Do want to empower them to make decisions.
[3:01:39] How are we teaching them that the decision, the pants unbutton
[3:01:39] How are we teaching them that the decision, the pants unbutton
[3:01:42] thing, why is that a bad decision.
[3:01:42] thing, why is that a bad decision.
[3:01:45] How are we using that as a learning lesson.
[3:01:45] How are we using that as a learning lesson.
[3:01:49] Are we just not enforcing three inches.
[3:01:49] Are we just not enforcing three inches.
[3:01:53] It seems like we are just chasing
[3:01:53] It seems like we are just chasing
[3:01:56] the cat around a little bit.
[3:01:56] the cat around a little bit.
[3:02:00] But I don't know.
[3:02:00] But I don't know.
[3:02:01] I think there's some quicker ways to get from point A
[3:02:01] I think there's some quicker ways to get from point A
[3:02:05] to point B on this.
[3:02:05] to point B on this.
[3:02:06] We're almost getting to prescriptive.
[3:02:06] We're almost getting to prescriptive.
[3:02:08] It's almost locking us in.
[3:02:08] It's almost locking us in.
[3:02:13] A larger viewpoint on this.
[3:02:13] A larger viewpoint on this.
[3:02:16] Is what I'm hearing because fashion is just,
[3:02:16] Is what I'm hearing because fashion is just,
[3:02:20] it took me back the thing about hats.
[3:02:20] it took me back the thing about hats.
[3:02:24] We freaked out about hats forever.
[3:02:24] We freaked out about hats forever.
[3:02:27] It was hats.
[3:02:27] It was hats.
[3:02:28] Now nobody cares about hats.
[3:02:28] Now nobody cares about hats.
[3:02:32] How do we accommodate those changes
[3:02:32] How do we accommodate those changes
[3:02:35] or how are we teaching our high school students
[3:02:35] or how are we teaching our high school students
[3:02:37] to sort of dress professionally and academically.
[3:02:37] to sort of dress professionally and academically.
[3:02:41] Also respecting their individuality.
[3:02:41] Also respecting their individuality.
[3:02:44] I don't know.
[3:02:44] I don't know.
[3:02:45] This is a tough one and it's hard for me
[3:02:45] This is a tough one and it's hard for me
[3:02:47] to sort of think of this is the priority necessarily.
[3:02:47] to sort of think of this is the priority necessarily.
[3:02:52] I get we should address it and talk about it.
[3:02:52] I get we should address it and talk about it.
[3:02:55] I wonder if there's other things we should be thinking about.
[3:02:55] I wonder if there's other things we should be thinking about.
[3:02:58] As we're talking about this particular issue.
[3:02:58] As we're talking about this particular issue.
[3:03:02] Every school should have a school closet.
[3:03:02] Every school should have a school closet.
[3:03:04] You don't have one at Desert Bloom Elementary.
[3:03:04] You don't have one at Desert Bloom Elementary.
[3:03:09] Let's come in maybe that's an opportunity to think about that
[3:03:09] Let's come in maybe that's an opportunity to think about that
[3:03:12] and talk about that.
[3:03:12] and talk about that.
[3:03:13] I don't know.
[3:03:13] I don't know.
[3:03:15] This is tough.
[3:03:15] This is tough.
[3:03:17] I get it.
[3:03:17] I get it.
[3:03:19] I've seen how my daughter has left the house at times.
[3:03:19] I've seen how my daughter has left the house at times.
[3:03:22] Holy smokes.
[3:03:22] Holy smokes.
[3:03:24] She did it.
[3:03:24] She did it.
[3:03:27] She became a senior and just dressed like a normal teenager.
[3:03:27] She became a senior and just dressed like a normal teenager.
[3:03:32] And there's merit to that journey.
[3:03:32] And there's merit to that journey.
[3:03:35] Letting them have that journey.
[3:03:35] Letting them have that journey.
[3:03:38] Just my thoughts.
[3:03:38] Just my thoughts.
[3:03:46] >> Good first reading.
[3:03:46] >> Good first reading.
[3:03:47] >> Yeah.
[3:03:47] >> Yeah.
[3:03:48] Woo hoo.
[3:03:48] Woo hoo.
[3:03:49] So any changes that you all feel need
[3:03:49] So any changes that you all feel need
[3:03:52] to be made please direct them to words doctor Millard Tomlinson.
[3:03:52] to be made please direct them to words doctor Millard Tomlinson.
[3:03:56] And I appreciate the fact that you all came come
[3:03:56] And I appreciate the fact that you all came come
[3:03:59] to the principal's comment and it's already almost 9:00.
[3:03:59] to the principal's comment and it's already almost 9:00.
[3:04:02] I'm sorry.
[3:04:02] I'm sorry.
[3:04:02] But, thank you for being here and thank you for all the work
[3:04:02] But, thank you for being here and thank you for all the work
[3:04:06] that you do with our kids and making sure
[3:04:06] that you do with our kids and making sure
[3:04:08] that they are dressed and ready to learn.
[3:04:08] that they are dressed and ready to learn.
[3:04:12] Thanks again.
[3:04:12] Thanks again.
[3:04:16] >> Thank you.
[3:04:16] >> Thank you.
[3:04:17] Good night.
[3:04:17] Good night.
[3:04:19] >> We'll still be here.
[3:04:19] >> We'll still be here.
[3:04:20] >> Exactly.
[3:04:20] >> Exactly.
[3:04:23] >> Under the cover of darkness, we changed the dress code.
[3:04:23] >> Under the cover of darkness, we changed the dress code.
[3:04:28] >> Exactly.
[3:04:28] >> Exactly.
[3:04:29] Now we're going to move to our facility master plan
[3:04:29] Now we're going to move to our facility master plan
[3:04:33] with Mr. Rodriguez and Miss Martinez in town.
[3:04:33] with Mr. Rodriguez and Miss Martinez in town.
[3:04:37] And in person.
[3:04:37] And in person.
[3:04:40] Welcome.
[3:04:40] Welcome.
[3:04:43] >> Thank you good evening Madam Vice President Wofford.
[3:04:43] >> Thank you good evening Madam Vice President Wofford.
[3:04:47] Members of the board.
[3:04:47] Members of the board.
[3:04:48] Superintendent Ruiz.
[3:04:48] Superintendent Ruiz.
[3:04:49] We are here tonight to present the five year facility
[3:04:49] We are here tonight to present the five year facility
[3:04:55] master plan that was completed by Miss Colleen and her team
[3:04:55] master plan that was completed by Miss Colleen and her team
[3:04:58] and will present it to the board.
[3:04:58] and will present it to the board.
[3:05:00] First I would like to thank Colleen and her team
[3:05:00] First I would like to thank Colleen and her team
[3:05:02] for the extensive work that they did in doing the facility master
[3:05:02] for the extensive work that they did in doing the facility master
[3:05:05] plan with us.
[3:05:05] plan with us.
[3:05:06] And not just the facility master plan but also
[3:05:06] And not just the facility master plan but also
[3:05:08] working with us in getting the assessments done early
[3:05:08] working with us in getting the assessments done early
[3:05:12] for Mayfield and White Sands.
[3:05:12] for Mayfield and White Sands.
[3:05:15] As we're requesting funds and working with PSU OC.
[3:05:15] As we're requesting funds and working with PSU OC.
[3:05:20] Which Gloria and the team did present on those.
[3:05:20] Which Gloria and the team did present on those.
[3:05:22] And I would just like to say my appreciation to her
[3:05:22] And I would just like to say my appreciation to her
[3:05:25] for getting those.
[3:05:25] for getting those.
[3:05:26] And with that we will begin our presentation
[3:05:26] And with that we will begin our presentation
[3:05:30] on the Facility Master Plan.
[3:05:30] on the Facility Master Plan.
[3:05:32] And
[3:05:32] And
[3:05:33] >> Good evening Madam Court.
[3:05:33] >> Good evening Madam Court.
[3:05:35] Members of the board.
[3:05:35] Members of the board.
[3:05:36] Superintendent Ruiz.
[3:05:36] Superintendent Ruiz.
[3:05:38] I'm going to go over some things in broad terms
[3:05:38] I'm going to go over some things in broad terms
[3:05:43] and then I'm going to go into some details about other things.
[3:05:43] and then I'm going to go into some details about other things.
[3:05:48] When we look at the facility master plan,
[3:05:48] When we look at the facility master plan,
[3:05:51] we look at what is it, why does it need to be done,
[3:05:51] we look at what is it, why does it need to be done,
[3:05:55] and the purpose.
[3:05:55] and the purpose.
[3:05:56] Basically it's a roadmap and it's
[3:05:56] Basically it's a roadmap and it's
[3:06:00] a roadmap for how the school district will
[3:06:00] a roadmap for how the school district will
[3:06:03] address the facility needs over the next five, ten, 15 years.
[3:06:03] address the facility needs over the next five, ten, 15 years.
[3:06:07] While this is only a five year plan
[3:06:07] While this is only a five year plan
[3:06:09] there are certain things set up that
[3:06:09] there are certain things set up that
[3:06:12] can extend beyond that because, just the sheer number
[3:06:12] can extend beyond that because, just the sheer number
[3:06:16] of facility needs district wide in place.
[3:06:16] of facility needs district wide in place.
[3:06:19] It needs to be done to ensure schools are safe.
[3:06:19] It needs to be done to ensure schools are safe.
[3:06:22] Efficient.
[3:06:22] Efficient.
[3:06:23] Changing enrollment and educational needs.
[3:06:23] Changing enrollment and educational needs.
[3:06:26] And as we talk later on, more about some
[3:06:26] And as we talk later on, more about some
[3:06:29] of the age of these facilities and the educational needs,
[3:06:29] of the age of these facilities and the educational needs,
[3:06:32] how those crossover, that is also important and it also,
[3:06:32] how those crossover, that is also important and it also,
[3:06:36] when we look at the facility conditions,
[3:06:36] when we look at the facility conditions,
[3:06:39] we also are keeping in mind potential funding from the state
[3:06:39] we also are keeping in mind potential funding from the state
[3:06:44] through the public school.
[3:06:44] through the public school.
[3:06:47] Capital Outlay Council.
[3:06:47] Capital Outlay Council.
[3:06:48] And what projects may be eligible.
[3:06:48] And what projects may be eligible.
[3:06:50] And the purpose is the plan guides,
[3:06:50] And the purpose is the plan guides,
[3:06:52] decisions about repairs and upgrades,
[3:06:52] decisions about repairs and upgrades,
[3:06:55] facility replacements, new construction,
[3:06:55] facility replacements, new construction,
[3:06:57] and any potential consolidations adding new schools.
[3:06:57] and any potential consolidations adding new schools.
[3:07:00] As a district grows and contracts over time.
[3:07:00] As a district grows and contracts over time.
[3:07:06] Those decisions do need to be made
[3:07:06] Those decisions do need to be made
[3:07:09] and then it helps prioritize those needs and a lot of times
[3:07:09] and then it helps prioritize those needs and a lot of times
[3:07:13] with the district of this size and the large amount
[3:07:13] with the district of this size and the large amount
[3:07:16] that the council matches, over 40% to the dollar,
[3:07:16] that the council matches, over 40% to the dollar,
[3:07:21] it's really important to align with the rankings are
[3:07:21] it's really important to align with the rankings are
[3:07:24] with the schools with the monies that the district has.
[3:07:24] with the schools with the monies that the district has.
[3:07:28] And it's also in addition to those needs.
[3:07:28] And it's also in addition to those needs.
[3:07:32] All school districts and state charter schools
[3:07:32] All school districts and state charter schools
[3:07:35] must have a facility master plan in place per state law.
[3:07:35] must have a facility master plan in place per state law.
[3:07:41] That is part of that.
[3:07:41] That is part of that.
[3:07:45] Just looking at population growth, we look at Diana County.
[3:07:45] Just looking at population growth, we look at Diana County.
[3:07:50] And then we also, as I've mentioned
[3:07:50] And then we also, as I've mentioned
[3:07:54] in previous presentations, we have the ability
[3:07:54] in previous presentations, we have the ability
[3:07:57] to look at the school district as a whole.
[3:07:57] to look at the school district as a whole.
[3:07:59] And all of our other things we've been able to research.
[3:07:59] And all of our other things we've been able to research.
[3:08:04] Looking at Dona Ana County, we have had almost 6,000% increase
[3:08:04] Looking at Dona Ana County, we have had almost 6,000% increase
[3:08:10] in population.
[3:08:10] in population.
[3:08:12] Over the past ten years.
[3:08:12] Over the past ten years.
[3:08:15] I guess that's projected.
[3:08:15] I guess that's projected.
[3:08:17] I'm sorry.
[3:08:17] I'm sorry.
[3:08:17] I was looking at the different, the two different ones.
[3:08:17] I was looking at the different, the two different ones.
[3:08:20] Looking at the growth of about 10,000 between 2010 and 2020.
[3:08:20] Looking at the growth of about 10,000 between 2010 and 2020.
[3:08:26] While the school district has also increased as well.
[3:08:26] While the school district has also increased as well.
[3:08:30] And then we are looking at another growth
[3:08:30] And then we are looking at another growth
[3:08:33] between 2024 to 2050 of about 6000 for, the county as a whole,
[3:08:33] between 2024 to 2050 of about 6000 for, the county as a whole,
[3:08:40] and about 5000 within the school district.
[3:08:40] and about 5000 within the school district.
[3:08:43] Those 5000 don't always mean direct students
[3:08:43] Those 5000 don't always mean direct students
[3:08:47] because of the types of people that are maybe moving in.
[3:08:47] because of the types of people that are maybe moving in.
[3:08:51] Including retirees.
[3:08:51] Including retirees.
[3:08:52] We see that with the flat enrollment rate.
[3:08:52] We see that with the flat enrollment rate.
[3:08:55] You know over the past several years.
[3:08:55] You know over the past several years.
[3:09:00] The median age within the school district is 34 years old.
[3:09:00] The median age within the school district is 34 years old.
[3:09:05] With a stable male to female population
[3:09:05] With a stable male to female population
[3:09:09] it's almost split between 49 to 51%
[3:09:09] it's almost split between 49 to 51%
[3:09:12] the average family size is about 3.1 persons.
[3:09:12] the average family size is about 3.1 persons.
[3:09:16] And when we look at 3.1 we are not
[3:09:16] And when we look at 3.1 we are not
[3:09:20] generating more than if you have a couple you have one child.
[3:09:20] generating more than if you have a couple you have one child.
[3:09:24] And of course we do have a variety of families.
[3:09:24] And of course we do have a variety of families.
[3:09:29] We look at that.
[3:09:29] We look at that.
[3:09:31] We have 20 housing developments within the school district
[3:09:31] We have 20 housing developments within the school district
[3:09:35] and that are active and the 20th one,
[3:09:35] and that are active and the 20th one,
[3:09:41] the largest is south of Morgan Mountain.
[3:09:41] the largest is south of Morgan Mountain.
[3:09:44] With 8000 acres.
[3:09:44] With 8000 acres.
[3:09:47] That's going to have a significant impact.
[3:09:47] That's going to have a significant impact.
[3:09:49] We had that information early on from the city
[3:09:49] We had that information early on from the city
[3:09:52] and so once we started looking at that rezoning,
[3:09:52] and so once we started looking at that rezoning,
[3:09:55] we did all of that it's to try to help
[3:09:55] we did all of that it's to try to help
[3:09:59] overlap in that area to accommodate that in the future
[3:09:59] overlap in that area to accommodate that in the future
[3:10:03] once those houses start to get built. About 60%
[3:10:03] once those houses start to get built. About 60%
[3:10:07] of students from these developments
[3:10:07] of students from these developments
[3:10:10] are already enrolled in the school district.
[3:10:10] are already enrolled in the school district.
[3:10:13] We are looking at that extra 40%.
[3:10:13] We are looking at that extra 40%.
[3:10:17] When we have families move in they do have
[3:10:17] When we have families move in they do have
[3:10:20] school choice in Las Cruces.
[3:10:20] school choice in Las Cruces.
[3:10:22] Not only through the traditional public school
[3:10:22] Not only through the traditional public school
[3:10:24] but the charter school.
[3:10:24] but the charter school.
[3:10:25] Not all of those children are realized.
[3:10:25] Not all of those children are realized.
[3:10:28] When we look more long term, because
[3:10:28] When we look more long term, because
[3:10:31] of the growth on the Northeast mesa,
[3:10:31] of the growth on the Northeast mesa,
[3:10:34] we are looking at the potential for having,
[3:10:34] we are looking at the potential for having,
[3:10:39] of needing an additional elementary school nature.
[3:10:39] of needing an additional elementary school nature.
[3:10:42] We accommodate that within our costs.
[3:10:42] We accommodate that within our costs.
[3:10:44] It's not anything within this first five years.
[3:10:44] It's not anything within this first five years.
[3:10:48] We've identified it and put a cost to it so it's kind of there
[3:10:48] We've identified it and put a cost to it so it's kind of there
[3:10:52] and it's not a surprise in five years.
[3:10:52] and it's not a surprise in five years.
[3:10:55] >> We already have a name for that school.
[3:10:55] >> We already have a name for that school.
[3:10:58] >> I think you have a wonderful list of students to choose from.
[3:10:58] >> I think you have a wonderful list of students to choose from.
[3:11:09] >> Looking at enrollment over the past ten years enrollment
[3:11:09] >> Looking at enrollment over the past ten years enrollment
[3:11:11] has declined 10.8% with elementary schools seeing
[3:11:11] has declined 10.8% with elementary schools seeing
[3:11:15] the largest drop of 17.7.
[3:11:15] the largest drop of 17.7.
[3:11:17] While middle schools declined 12.8.
[3:11:17] While middle schools declined 12.8.
[3:11:20] High school enrollment actually increased 2.6
[3:11:20] High school enrollment actually increased 2.6
[3:11:24] but that's a symptom of your cohorts that were really large
[3:11:24] but that's a symptom of your cohorts that were really large
[3:11:30] that are now exiting the school system.
[3:11:30] that are now exiting the school system.
[3:11:34] That become high schoolers.
[3:11:34] That become high schoolers.
[3:11:36] When you take a look at this, over the past ten years,
[3:11:36] When you take a look at this, over the past ten years,
[3:11:41] this is the first school year the state as a whole has dropped
[3:11:41] this is the first school year the state as a whole has dropped
[3:11:45] below 300,000 students statewide.
[3:11:45] below 300,000 students statewide.
[3:11:47] You know, they've lost 8033 and now below that.
[3:11:47] You know, they've lost 8033 and now below that.
[3:11:56] There's even more when we look at the decline based
[3:11:56] There's even more when we look at the decline based
[3:12:00] on birth rates as well.
[3:12:00] on birth rates as well.
[3:12:05] We have that as part of it.
[3:12:05] We have that as part of it.
[3:12:12] Looking at capacity and utilization
[3:12:12] Looking at capacity and utilization
[3:12:14] we look at the utilization of all elementary schools,
[3:12:14] we look at the utilization of all elementary schools,
[3:12:17] basically how they're used.
[3:12:17] basically how they're used.
[3:12:19] From elementary schools just looking at general classrooms
[3:12:19] From elementary schools just looking at general classrooms
[3:12:24] and how many students are in the classrooms.
[3:12:24] and how many students are in the classrooms.
[3:12:26] We did the same thing with middle schools
[3:12:26] We did the same thing with middle schools
[3:12:28] and with high schools.
[3:12:28] and with high schools.
[3:12:29] Even though they have the rotating schedules.
[3:12:29] Even though they have the rotating schedules.
[3:12:33] Elementary we have overall capacity for 13,860 students.
[3:12:33] Elementary we have overall capacity for 13,860 students.
[3:12:41] The enrollment was 10,088 based on 40 days.
[3:12:41] The enrollment was 10,088 based on 40 days.
[3:12:47] We look at scheduling, we are on average about 93% utilized.
[3:12:47] We look at scheduling, we are on average about 93% utilized.
[3:12:54] The seat capacity we are only at 70.3%.
[3:12:54] The seat capacity we are only at 70.3%.
[3:12:57] And there's a difference between the two.
[3:12:57] And there's a difference between the two.
[3:13:01] >> Sorry I had a question.
[3:13:01] >> Sorry I had a question.
[3:13:03] What do you mean with scheduling?
[3:13:03] What do you mean with scheduling?
[3:13:05] >> With scheduling so you know, I'll use middle school
[3:13:05] >> With scheduling so you know, I'll use middle school
[3:13:09] as an example.
[3:13:09] as an example.
[3:13:10] You know in period one, in a math class, we use a prep period
[3:13:10] You know in period one, in a math class, we use a prep period
[3:13:16] and they only teach maybe five classes.
[3:13:16] and they only teach maybe five classes.
[3:13:19] So you've got six out of seven periods that used.
[3:13:19] So you've got six out of seven periods that used.
[3:13:23] That kind of helps determine that.
[3:13:23] That kind of helps determine that.
[3:13:24] And we look at the class sizes.
[3:13:24] And we look at the class sizes.
[3:13:28] If you go max PED for seventh grade, your 27 students.
[3:13:28] If you go max PED for seventh grade, your 27 students.
[3:13:33] But if you're only loading that class to 14,
[3:13:33] But if you're only loading that class to 14,
[3:13:36] you still have 13 seats still available.
[3:13:36] you still have 13 seats still available.
[3:13:41] On the elementary schools, those are really
[3:13:41] On the elementary schools, those are really
[3:13:46] assigned all day long period the classrooms.
[3:13:46] assigned all day long period the classrooms.
[3:13:49] That's what we look at but then you
[3:13:49] That's what we look at but then you
[3:13:51] have classes at elementary school
[3:13:51] have classes at elementary school
[3:13:53] that maybe music is only taught four hours a day.
[3:13:53] that maybe music is only taught four hours a day.
[3:13:56] And you have an additional three hours
[3:13:56] And you have an additional three hours
[3:13:59] that are used for another program
[3:13:59] that are used for another program
[3:14:02] or for a different type of class.
[3:14:02] or for a different type of class.
[3:14:05] That's not used fully.
[3:14:05] That's not used fully.
[3:14:06] That's how the state evaluates them.
[3:14:06] That's how the state evaluates them.
[3:14:10] >> Okay.
[3:14:10] >> Okay.
[3:14:11] The example helped.
[3:14:11] The example helped.
[3:14:14] Okay.
[3:14:14] Okay.
[3:14:15] >> But middle schools and high schools are the same.
[3:14:15] >> But middle schools and high schools are the same.
[3:14:18] That's the reason why when you see the scheduling
[3:14:18] That's the reason why when you see the scheduling
[3:14:20] at 93% on average, there are some schools that
[3:14:20] at 93% on average, there are some schools that
[3:14:24] are lower than that.
[3:14:24] are lower than that.
[3:14:27] We are looking at the available seats.
[3:14:27] We are looking at the available seats.
[3:14:29] That's where that percentage comes in.
[3:14:29] That's where that percentage comes in.
[3:14:32] Middle schools are at about 86%.
[3:14:32] Middle schools are at about 86%.
[3:14:33] Which is in the range that the state
[3:14:33] Which is in the range that the state
[3:14:38] likes to see between 80 to 70 5 to 85 which is also
[3:14:38] likes to see between 80 to 70 5 to 85 which is also
[3:14:42] the same with the high schools.
[3:14:42] the same with the high schools.
[3:14:43] Let me preface middle schools and high schools
[3:14:43] Let me preface middle schools and high schools
[3:14:47] can change their utilization based on their scheduling.
[3:14:47] can change their utilization based on their scheduling.
[3:14:50] Traditional class period and that
[3:14:50] Traditional class period and that
[3:14:53] changes all of those calculations.
[3:14:53] changes all of those calculations.
[3:14:55] Overall all three levels fit within the acceptable ranges.
[3:14:55] Overall all three levels fit within the acceptable ranges.
[3:15:04] With middle school we've got a capacity of 5856
[3:15:04] With middle school we've got a capacity of 5856
[3:15:08] and an enrollment of 4748 while the high school
[3:15:08] and an enrollment of 4748 while the high school
[3:15:13] capacity is 9318 with an enrollment this year of 7329.
[3:15:13] capacity is 9318 with an enrollment this year of 7329.
[3:15:18] When we take this and compare it to the projected enrollments,
[3:15:18] When we take this and compare it to the projected enrollments,
[3:15:22] we are looking at elementary enrollment,
[3:15:22] we are looking at elementary enrollment,
[3:15:26] remaining stable through 2030, 31, that's a tough one.
[3:15:26] remaining stable through 2030, 31, that's a tough one.
[3:15:32] The rates will vary by school because of those population
[3:15:32] The rates will vary by school because of those population
[3:15:36] shifts.
[3:15:36] shifts.
[3:15:36] And we know as more people some of the schools that
[3:15:36] And we know as more people some of the schools that
[3:15:41] are on the west side are starting to decline.
[3:15:41] are on the west side are starting to decline.
[3:15:46] Middle school as well is looking at maintaining
[3:15:46] Middle school as well is looking at maintaining
[3:15:50] a stable enrollment although we still
[3:15:50] a stable enrollment although we still
[3:15:53] need to look at some of those micro adjustments.
[3:15:53] need to look at some of those micro adjustments.
[3:15:55] Even at the elementary level.
[3:15:55] Even at the elementary level.
[3:15:57] And then at the high school level as well.
[3:15:57] And then at the high school level as well.
[3:16:01] It's going to remain stable.
[3:16:01] It's going to remain stable.
[3:16:04] Looking at again micro adjustments
[3:16:04] Looking at again micro adjustments
[3:16:07] and I know one of them that will come up is going to be Mayfield.
[3:16:07] and I know one of them that will come up is going to be Mayfield.
[3:16:11] In order to be able to draw off Morgan Mountain as some
[3:16:11] In order to be able to draw off Morgan Mountain as some
[3:16:15] of the new housing comes out.
[3:16:15] of the new housing comes out.
[3:16:17] That's 4 or 5 years away for that.
[3:16:17] That's 4 or 5 years away for that.
[3:16:22] Looking at facility conditions.
[3:16:22] Looking at facility conditions.
[3:16:26] We look at 40 school sites.
[3:16:26] We look at 40 school sites.
[3:16:31] With district facilities that were assessed.
[3:16:31] With district facilities that were assessed.
[3:16:33] The total educational square footage is 4,091,167ft²
[3:16:33] The total educational square footage is 4,091,167ft²
[3:16:36] and the district facilities square footages 199584 and that
[3:16:36] and the district facilities square footages 199584 and that
[3:16:45] includes Field of Dreams.
[3:16:45] includes Field of Dreams.
[3:16:48] The administrative complex.
[3:16:48] The administrative complex.
[3:16:49] Head Start buildings.
[3:16:49] Head Start buildings.
[3:16:50] Etc..
[3:16:50] Etc..
[3:16:51] Across the district.
[3:16:51] Across the district.
[3:16:53] Total combined, almost four point 3,000,000ft² that
[3:16:53] Total combined, almost four point 3,000,000ft² that
[3:16:57] the district owns and operates.
[3:16:57] the district owns and operates.
[3:17:00] As we go through each facility, you
[3:17:00] As we go through each facility, you
[3:17:03] look at the physical condition, including building systems,
[3:17:03] look at the physical condition, including building systems,
[3:17:07] such as roofing Hvac, we also evaluated the classrooms.
[3:17:07] such as roofing Hvac, we also evaluated the classrooms.
[3:17:12] Whether they met adequacy.
[3:17:12] Whether they met adequacy.
[3:17:13] The new state standards.
[3:17:13] The new state standards.
[3:17:16] Determining whether classrooms specialized space or common
[3:17:16] Determining whether classrooms specialized space or common
[3:17:20] support current teaching methods.
[3:17:20] support current teaching methods.
[3:17:22] Review safety and security and then analysis Ada requirements
[3:17:22] Review safety and security and then analysis Ada requirements
[3:17:28] and finding those things.
[3:17:28] and finding those things.
[3:17:31] We've compiled these long lists for each individual.
[3:17:31] We've compiled these long lists for each individual.
[3:17:36] And when we did this it's just not capping needs.
[3:17:36] And when we did this it's just not capping needs.
[3:17:41] If we saw maintenance items and things
[3:17:41] If we saw maintenance items and things
[3:17:43] that needed to be repaired.
[3:17:43] that needed to be repaired.
[3:17:44] We get that over to the district so they
[3:17:44] We get that over to the district so they
[3:17:46] can create work orders on it.
[3:17:46] can create work orders on it.
[3:17:49] I'll use an example of a water fountain
[3:17:49] I'll use an example of a water fountain
[3:17:51] that may be leaking as you're going down the hall.
[3:17:51] that may be leaking as you're going down the hall.
[3:17:53] We're not going to just ignore that.
[3:17:53] We're not going to just ignore that.
[3:17:54] We're going to write that down and submit that to operations
[3:17:54] We're going to write that down and submit that to operations
[3:17:57] as a maintenance need.
[3:17:57] as a maintenance need.
[3:17:59] That's not something that needs capital projects.
[3:17:59] That's not something that needs capital projects.
[3:18:02] When we evaluate the difference between the two, we look at it,
[3:18:02] When we evaluate the difference between the two, we look at it,
[3:18:07] if it's something that costs less than $5,000 to repair,
[3:18:07] if it's something that costs less than $5,000 to repair,
[3:18:10] it shouldn't be a capital need, it should be a need that gets
[3:18:10] it shouldn't be a capital need, it should be a need that gets
[3:18:14] addressed by maintenance.
[3:18:14] addressed by maintenance.
[3:18:15] Once it starts growing larger than that,
[3:18:15] Once it starts growing larger than that,
[3:18:18] that becomes a capital project.
[3:18:18] that becomes a capital project.
[3:18:23] Looking at the individual schools,
[3:18:23] Looking at the individual schools,
[3:18:25] we have 24 elementary schools.
[3:18:25] we have 24 elementary schools.
[3:18:27] One combined pre-K. Eight middle schools
[3:18:27] One combined pre-K. Eight middle schools
[3:18:30] and six high schools that we went to.
[3:18:30] and six high schools that we went to.
[3:18:35] We looked at their conditions.
[3:18:35] We looked at their conditions.
[3:18:38] So looking at the facility conditions,
[3:18:38] So looking at the facility conditions,
[3:18:39] looking at the average elementary school age
[3:18:39] looking at the average elementary school age
[3:18:43] is about 50 years old.
[3:18:43] is about 50 years old.
[3:18:45] The oldest elementary school in the district
[3:18:45] The oldest elementary school in the district
[3:18:48] is MacArthur elementary.
[3:18:48] is MacArthur elementary.
[3:18:51] Constructed in 1941.
[3:18:51] Constructed in 1941.
[3:18:53] It's 84 years old.
[3:18:53] It's 84 years old.
[3:18:55] And you've got two other schools that
[3:18:55] And you've got two other schools that
[3:18:57] are very close right behind it.
[3:18:57] are very close right behind it.
[3:18:59] White Sands Elementary is 47 and Central Elementary is 49.
[3:18:59] White Sands Elementary is 47 and Central Elementary is 49.
[3:19:08] When we think of schools that are built in the 50s,
[3:19:08] When we think of schools that are built in the 50s,
[3:19:12] with 13 elementary schools, over 50 years old, we look at --
[3:19:12] with 13 elementary schools, over 50 years old, we look at --
[3:19:18] when I think of 1950, 1960, I'm not thinking 75 years old.
[3:19:18] when I think of 1950, 1960, I'm not thinking 75 years old.
[3:19:24] My brain just doesn't compute.
[3:19:24] My brain just doesn't compute.
[3:19:26] That's not that long ago period but when you really
[3:19:26] That's not that long ago period but when you really
[3:19:28] look at the buildings and the conditions that they're in,
[3:19:28] look at the buildings and the conditions that they're in,
[3:19:30] well district maintenance has done a great job over the years,
[3:19:30] well district maintenance has done a great job over the years,
[3:19:33] and the district has invested a lot of money in,
[3:19:33] and the district has invested a lot of money in,
[3:19:36] some of these buildings are at the
[3:19:36] some of these buildings are at the
[3:19:39] are starting to be at the end of their life.
[3:19:39] are starting to be at the end of their life.
[3:19:42] Not only from condition from the number of students.
[3:19:42] Not only from condition from the number of students.
[3:19:45] Some of them are larger than they need to be.
[3:19:45] Some of them are larger than they need to be.
[3:19:47] And some of the classrooms don't even
[3:19:47] And some of the classrooms don't even
[3:19:50] meet adequacy standards anymore because they're too small.
[3:19:50] meet adequacy standards anymore because they're too small.
[3:19:53] Looking at average middle school age we're at 41 years old.
[3:19:53] Looking at average middle school age we're at 41 years old.
[3:19:58] The oldest middle school is Lynn constructed in 1960.
[3:19:58] The oldest middle school is Lynn constructed in 1960.
[3:20:01] But then we have five other middle schools
[3:20:01] But then we have five other middle schools
[3:20:03] that are over 40 years old.
[3:20:03] that are over 40 years old.
[3:20:05] Again putting these schools on a replacement schedule
[3:20:05] Again putting these schools on a replacement schedule
[3:20:11] somewhere along the way and average high school age.
[3:20:11] somewhere along the way and average high school age.
[3:20:14] While Las Cruces High School had a lot of work done,
[3:20:14] While Las Cruces High School had a lot of work done,
[3:20:17] there's still some of those buildings that are there from
[3:20:17] there's still some of those buildings that are there from
[3:20:19] the 1950s.
[3:20:19] the 1950s.
[3:20:22] And the gym.
[3:20:22] And the gym.
[3:20:25] The Vogue area.
[3:20:25] The Vogue area.
[3:20:28] The shop areas over on that south side of the campus.
[3:20:28] The shop areas over on that south side of the campus.
[3:20:32] I want to say building E or F where the science labs are,
[3:20:32] I want to say building E or F where the science labs are,
[3:20:43] yeah, some of that building.
[3:20:43] yeah, some of that building.
[3:20:52] >> It's D that they put in.
[3:20:52] >> It's D that they put in.
[3:20:59] >> So some of those are a lot older.
[3:20:59] >> So some of those are a lot older.
[3:21:01] And so you have infrastructure needs
[3:21:01] And so you have infrastructure needs
[3:21:04] that while it's been elevated, you have
[3:21:04] that while it's been elevated, you have
[3:21:08] plumbing and stuff like that.
[3:21:08] plumbing and stuff like that.
[3:21:10] Unless that was completely ripped out and start over,
[3:21:10] Unless that was completely ripped out and start over,
[3:21:15] you've got those problems still potentially
[3:21:15] you've got those problems still potentially
[3:21:20] and so when we go through and look at all these average ages,
[3:21:20] and so when we go through and look at all these average ages,
[3:21:25] maintenance again has done a well job
[3:21:25] maintenance again has done a well job
[3:21:29] but there was some missteps along the way.
[3:21:29] but there was some missteps along the way.
[3:21:33] 20, 30 years ago in terms of starting to address these school
[3:21:33] 20, 30 years ago in terms of starting to address these school
[3:21:38] replacements.
[3:21:38] replacements.
[3:21:39] We are starting to become more costly when
[3:21:39] We are starting to become more costly when
[3:21:43] we could have replaced the school of $200 a square foot.
[3:21:43] we could have replaced the school of $200 a square foot.
[3:21:48] Not even just 15 years ago.
[3:21:48] Not even just 15 years ago.
[3:21:53] Looking at the capital improvements,
[3:21:53] Looking at the capital improvements,
[3:21:56] these are some of the general areas that we found.
[3:21:56] these are some of the general areas that we found.
[3:22:00] Perimeter fencing.
[3:22:00] Perimeter fencing.
[3:22:02] Damaged, broken, parking lots, drop off lanes.
[3:22:02] Damaged, broken, parking lots, drop off lanes.
[3:22:07] Wear and tear over time.
[3:22:07] Wear and tear over time.
[3:22:09] Walkways and sidewalks.
[3:22:09] Walkways and sidewalks.
[3:22:11] Some of them have cracks or just the concrete deteriorating
[3:22:11] Some of them have cracks or just the concrete deteriorating
[3:22:18] drainage issues causing ponding and erosion and even
[3:22:18] drainage issues causing ponding and erosion and even
[3:22:23] water intrusion in some cases.
[3:22:23] water intrusion in some cases.
[3:22:26] Some schools have more playgrounds than others
[3:22:26] Some schools have more playgrounds than others
[3:22:30] and some of that equipment is old.
[3:22:30] and some of that equipment is old.
[3:22:32] Landscaping is sparse.
[3:22:32] Landscaping is sparse.
[3:22:34] Exterior lighting is inadequate and signage
[3:22:34] Exterior lighting is inadequate and signage
[3:22:37] and playground signs are often lacking.
[3:22:37] and playground signs are often lacking.
[3:22:40] This is just a small part of the large list
[3:22:40] This is just a small part of the large list
[3:22:44] of things we evaluated on the exterior of the building.
[3:22:44] of things we evaluated on the exterior of the building.
[3:22:50] And looking at overall general facility needs, stucco systems.
[3:22:50] And looking at overall general facility needs, stucco systems.
[3:22:57] Cracking.
[3:22:57] Cracking.
[3:22:58] Need repair.
[3:22:58] Need repair.
[3:23:00] Start to get really expensive.
[3:23:00] Start to get really expensive.
[3:23:02] Hardware aged or damaged.
[3:23:02] Hardware aged or damaged.
[3:23:05] Needing replacement.
[3:23:05] Needing replacement.
[3:23:06] This is again on a lot of the older schools.
[3:23:06] This is again on a lot of the older schools.
[3:23:09] While they still function.
[3:23:09] While they still function.
[3:23:11] They are starting to have problems.
[3:23:11] They are starting to have problems.
[3:23:13] Exterior windows beyond service life.
[3:23:13] Exterior windows beyond service life.
[3:23:16] There's still a lot of paint and windows.
[3:23:16] There's still a lot of paint and windows.
[3:23:21] For those facilities, roof systems
[3:23:21] For those facilities, roof systems
[3:23:25] are past their lifespan in a lot of areas
[3:23:25] are past their lifespan in a lot of areas
[3:23:28] with leaks and deterioration.
[3:23:28] with leaks and deterioration.
[3:23:30] I'm sure you heard over time.
[3:23:30] I'm sure you heard over time.
[3:23:33] Moving to full LED.
[3:23:33] Moving to full LED.
[3:23:36] Things are replaced.
[3:23:36] Things are replaced.
[3:23:39] Some of the upgrades are being done
[3:23:39] Some of the upgrades are being done
[3:23:42] but district wide that does have a direct impact
[3:23:42] but district wide that does have a direct impact
[3:23:45] on your operational cost.
[3:23:45] on your operational cost.
[3:23:47] Restrooms needing renovation and Ada improvements.
[3:23:47] Restrooms needing renovation and Ada improvements.
[3:23:50] That is a significant need district wide.
[3:23:50] That is a significant need district wide.
[3:23:54] And then you combine that with plumbing and sewer systems
[3:23:54] And then you combine that with plumbing and sewer systems
[3:23:57] that are aging and require replacements for leaks as well.
[3:23:57] that are aging and require replacements for leaks as well.
[3:24:02] Hvac equipment.
[3:24:02] Hvac equipment.
[3:24:03] The district does replace units as they go down.
[3:24:03] The district does replace units as they go down.
[3:24:07] But then you end up having a hodgepodge
[3:24:07] But then you end up having a hodgepodge
[3:24:10] on certain schools where you've replaced three units
[3:24:10] on certain schools where you've replaced three units
[3:24:12] but the rest of the units are 25 years old.
[3:24:12] but the rest of the units are 25 years old.
[3:24:15] Those costs are going to come due at some point
[3:24:15] Those costs are going to come due at some point
[3:24:19] and while I know cost and money is a factor, when
[3:24:19] and while I know cost and money is a factor, when
[3:24:22] you look at a school that it might cost $2.5 million
[3:24:22] you look at a school that it might cost $2.5 million
[3:24:26] to upgrade their Hvac, there comes a point
[3:24:26] to upgrade their Hvac, there comes a point
[3:24:31] where I think in certain instances
[3:24:31] where I think in certain instances
[3:24:33] the whole thing needs to be done because you're
[3:24:33] the whole thing needs to be done because you're
[3:24:36] going to not only have problems overall down the road
[3:24:36] going to not only have problems overall down the road
[3:24:39] but when you're only replacing 2 or 3 here
[3:24:39] but when you're only replacing 2 or 3 here
[3:24:41] or there along the way.
[3:24:41] or there along the way.
[3:24:44] When we get to what the capital plan illustrates,
[3:24:44] When we get to what the capital plan illustrates,
[3:24:48] we have needs exceeding $1 million
[3:24:48] we have needs exceeding $1 million
[3:24:52] and I'm going to preface this right off the top
[3:24:52] and I'm going to preface this right off the top
[3:24:55] that to projects, I would say Highland is a lot less but just
[3:24:55] that to projects, I would say Highland is a lot less but just
[3:25:02] white Sands and Mayfield is a significant contributor to that.
[3:25:02] white Sands and Mayfield is a significant contributor to that.
[3:25:07] This is 1.08 billion if the district had
[3:25:07] This is 1.08 billion if the district had
[3:25:12] paid everything 100% itself.
[3:25:12] paid everything 100% itself.
[3:25:14] Again a lot of these projects are
[3:25:14] Again a lot of these projects are
[3:25:17] eligible for funding through the Skok,
[3:25:17] eligible for funding through the Skok,
[3:25:21] based on the ranking, when you all have your money match
[3:25:21] based on the ranking, when you all have your money match
[3:25:24] and they're willing to meet you in there
[3:25:24] and they're willing to meet you in there
[3:25:26] and take on these projects.
[3:25:26] and take on these projects.
[3:25:27] One of the things we do recommend
[3:25:27] One of the things we do recommend
[3:25:32] is requesting funding for full school renovations.
[3:25:32] is requesting funding for full school renovations.
[3:25:38] There are some schools that are newer.
[3:25:38] There are some schools that are newer.
[3:25:41] If you just need Hvac or some restroom renovations
[3:25:41] If you just need Hvac or some restroom renovations
[3:25:48] but some of these older schools should
[3:25:48] but some of these older schools should
[3:25:51] be applying for the full deal if they're not
[3:25:51] be applying for the full deal if they're not
[3:25:52] going to replace long term.
[3:25:52] going to replace long term.
[3:25:56] Looking at how that breaks out between elementary and high
[3:25:56] Looking at how that breaks out between elementary and high
[3:26:01] school, when we look at elementary school, just
[3:26:01] school, when we look at elementary school, just
[3:26:06] 25 elementary schools, you've got to operate and maintain,
[3:26:06] 25 elementary schools, you've got to operate and maintain,
[3:26:10] some of them are really old.
[3:26:10] some of them are really old.
[3:26:12] That's when we get to that cost.
[3:26:12] That's when we get to that cost.
[3:26:14] That also includes the cost of the potential new elementary
[3:26:14] That also includes the cost of the potential new elementary
[3:26:17] school in the Northeast as well.
[3:26:17] school in the Northeast as well.
[3:26:20] Middle schools are at 148 million.
[3:26:20] Middle schools are at 148 million.
[3:26:23] Which does include replacement but at least one
[3:26:23] Which does include replacement but at least one
[3:26:27] of the middle schools and high school costs are at 396 million
[3:26:27] of the middle schools and high school costs are at 396 million
[3:26:33] that also includes Mayfield.
[3:26:33] that also includes Mayfield.
[3:26:37] That would be about half of that.
[3:26:37] That would be about half of that.
[3:26:42] District facilities and we are talking
[3:26:42] District facilities and we are talking
[3:26:45] Field of Dreams administration, all the other facilities
[3:26:45] Field of Dreams administration, all the other facilities
[3:26:48] are another 48 million.
[3:26:48] are another 48 million.
[3:26:55] >> Sorry I know we're pausing for question,
[3:26:55] >> Sorry I know we're pausing for question,
[3:26:57] but this $1.08 billion, are you including --
[3:26:57] but this $1.08 billion, are you including --
[3:27:04] like you're saying little middle's are our oldest middle
[3:27:04] like you're saying little middle's are our oldest middle
[3:27:08] school.
[3:27:08] school.
[3:27:08] Are you incorporating, that includes
[3:27:08] Are you incorporating, that includes
[3:27:11] a replacement for middle?
[3:27:11] a replacement for middle?
[3:27:14] >> That's the one middle school we've identified for replacement
[3:27:14] >> That's the one middle school we've identified for replacement
[3:27:17] long term.
[3:27:17] long term.
[3:27:18] And we've got Coronado identified for replacement.
[3:27:18] And we've got Coronado identified for replacement.
[3:27:24] And if you really look at that school,
[3:27:24] And if you really look at that school,
[3:27:27] it's a very non effective educationally.
[3:27:27] it's a very non effective educationally.
[3:27:31] It's a maze.
[3:27:31] It's a maze.
[3:27:32] You have to go outside to that courtyard to get back in.
[3:27:32] You have to go outside to that courtyard to get back in.
[3:27:35] You can't -- classrooms don't meet state adequacy standards.
[3:27:35] You can't -- classrooms don't meet state adequacy standards.
[3:27:39] You have a litany of issues with that school site.
[3:27:39] You have a litany of issues with that school site.
[3:27:42] When that school is eligible for funding
[3:27:42] When that school is eligible for funding
[3:27:45] and the district has its match for it,
[3:27:45] and the district has its match for it,
[3:27:47] that would be a school that the district can
[3:27:47] that would be a school that the district can
[3:27:49] apply for replacement funding.
[3:27:49] apply for replacement funding.
[3:27:51] And then it could be right sized based
[3:27:51] And then it could be right sized based
[3:27:53] upon the number of enrollment at the time.
[3:27:53] upon the number of enrollment at the time.
[3:27:58] There's a lot of to fix them up projects
[3:27:58] There's a lot of to fix them up projects
[3:28:01] and there's the larger replacement projects included
[3:28:01] and there's the larger replacement projects included
[3:28:03] as part of the elementary cost.
[3:28:03] as part of the elementary cost.
[3:28:06] It also includes White Sands and that one is close to $90 million
[3:28:06] It also includes White Sands and that one is close to $90 million
[3:28:11] because of the federal cost.
[3:28:11] because of the federal cost.
[3:28:13] But on the other hand, while it's included there,
[3:28:13] But on the other hand, while it's included there,
[3:28:16] you're only paying 20% of that and so, we
[3:28:16] you're only paying 20% of that and so, we
[3:28:19] have to have the overall total before we start to split it out.
[3:28:19] have to have the overall total before we start to split it out.
[3:28:26] Some projects may not rank high for ten years plus
[3:28:26] Some projects may not rank high for ten years plus
[3:28:30] and certain things may not be able to be waited on
[3:28:30] and certain things may not be able to be waited on
[3:28:33] and that may be a choice the district has to proceed at 100%
[3:28:33] and that may be a choice the district has to proceed at 100%
[3:28:38] and that's not unusual in a lot of school districts.
[3:28:38] and that's not unusual in a lot of school districts.
[3:28:43] So when we start looking at those funding resources are,
[3:28:43] So when we start looking at those funding resources are,
[3:28:48] we've got the 12 million that remains from the 21 Geo bond.
[3:28:48] we've got the 12 million that remains from the 21 Geo bond.
[3:28:55] We've got the most recent Geo bond at 65 million.
[3:28:55] We've got the most recent Geo bond at 65 million.
[3:28:58] The district does get SB nine funds.
[3:28:58] The district does get SB nine funds.
[3:29:02] 8.9 million annually plus another 2.5 million from state
[3:29:02] 8.9 million annually plus another 2.5 million from state
[3:29:08] match.
[3:29:08] match.
[3:29:09] So 11.5 million a year.
[3:29:09] So 11.5 million a year.
[3:29:13] HB 33 funds come your three mill rate.
[3:29:13] HB 33 funds come your three mill rate.
[3:29:16] That brings in another 11.3 and then the future right now come
[3:29:16] That brings in another 11.3 and then the future right now come
[3:29:21] up approximately another 60,000,000 in 2029.
[3:29:21] up approximately another 60,000,000 in 2029.
[3:29:27] Schools that are ranked in the top 200
[3:29:27] Schools that are ranked in the top 200
[3:29:31] really because of system projects
[3:29:31] really because of system projects
[3:29:33] can potentially be eligible for 43%.
[3:29:33] can potentially be eligible for 43%.
[3:29:37] Cross matched by the state.
[3:29:37] Cross matched by the state.
[3:29:40] That's where you've got to leverage those opportunities.
[3:29:40] That's where you've got to leverage those opportunities.
[3:29:43] The school rankings as part of that.
[3:29:43] The school rankings as part of that.
[3:29:49] When we look at the next five years,
[3:29:49] When we look at the next five years,
[3:29:52] we took a lot of the work that was done by the committee
[3:29:52] we took a lot of the work that was done by the committee
[3:29:56] to include in a lot of this.
[3:29:56] to include in a lot of this.
[3:29:59] White Sands, Mayfield White Sands and Highland, Connelly
[3:29:59] White Sands, Mayfield White Sands and Highland, Connelly
[3:30:04] and Cesar Chavez are now the new desert bloom,
[3:30:04] and Cesar Chavez are now the new desert bloom,
[3:30:08] presented to the PSC meeting last Thursday.
[3:30:08] presented to the PSC meeting last Thursday.
[3:30:11] I was there.
[3:30:11] I was there.
[3:30:13] And presented with Miss Gloria Martinez and myself.
[3:30:13] And presented with Miss Gloria Martinez and myself.
[3:30:18] And answered a lot of questions the Council had.
[3:30:18] And answered a lot of questions the Council had.
[3:30:21] They won't be making a decision until early June.
[3:30:21] They won't be making a decision until early June.
[3:30:26] I will say the district is ahead of the curve.
[3:30:26] I will say the district is ahead of the curve.
[3:30:33] And also having working on the pre-planning for White Sands
[3:30:33] And also having working on the pre-planning for White Sands
[3:30:37] Elementary.
[3:30:37] Elementary.
[3:30:38] No other school district went up to the empiric
[3:30:38] No other school district went up to the empiric
[3:30:44] we are going to show we have the project already.
[3:30:44] we are going to show we have the project already.
[3:30:49] In addition to that we've also asked for some waivers
[3:30:49] In addition to that we've also asked for some waivers
[3:30:52] to see if we can get a higher cost share
[3:30:52] to see if we can get a higher cost share
[3:30:54] percentage for Mayfield.
[3:30:54] percentage for Mayfield.
[3:31:02] >> Miss Martinez mentioned the work that was done around
[3:31:02] >> Miss Martinez mentioned the work that was done around
[3:31:05] Mayfield as well as White Sands, taking that up to the committee,
[3:31:05] Mayfield as well as White Sands, taking that up to the committee,
[3:31:10] that was part of the recall we had the facility master plan
[3:31:10] that was part of the recall we had the facility master plan
[3:31:17] to be here earlier but because we focused in we want
[3:31:17] to be here earlier but because we focused in we want
[3:31:20] to prioritize those two projects and delay it a little bit.
[3:31:20] to prioritize those two projects and delay it a little bit.
[3:31:24] I just wanted to point that out.
[3:31:24] I just wanted to point that out.
[3:31:29] >> Excellent.
[3:31:29] >> Excellent.
[3:31:30] I hope that's made a difference.
[3:31:30] I hope that's made a difference.
[3:31:35] That's a nice place to be.
[3:31:35] That's a nice place to be.
[3:31:41] Again we are looking at the next five years.
[3:31:41] Again we are looking at the next five years.
[3:31:45] Tom Barton, zero, that's looking at those,
[3:31:45] Tom Barton, zero, that's looking at those,
[3:31:49] those are cost shared projects with the state
[3:31:49] those are cost shared projects with the state
[3:31:52] and the district will be using HB 33 and Geo bond bunnies
[3:31:52] and the district will be using HB 33 and Geo bond bunnies
[3:31:56] and those are current projects and when
[3:31:56] and those are current projects and when
[3:31:59] we look over the next five years on these whole projects,
[3:31:59] we look over the next five years on these whole projects,
[3:32:03] we are looking at Mayfield High School replacement
[3:32:03] we are looking at Mayfield High School replacement
[3:32:05] and we are looking some Geo bond money.
[3:32:05] and we are looking some Geo bond money.
[3:32:09] SB nine, HB 33, PS f a waiver as I mentioned
[3:32:09] SB nine, HB 33, PS f a waiver as I mentioned
[3:32:14] to see if we can get that percentage match increased
[3:32:14] to see if we can get that percentage match increased
[3:32:17] on that particular project.
[3:32:17] on that particular project.
[3:32:19] White Sands Elementary Middle School funding and Sffa share.
[3:32:19] White Sands Elementary Middle School funding and Sffa share.
[3:32:23] We are trying to bargain with them a little bit.
[3:32:23] We are trying to bargain with them a little bit.
[3:32:25] We are only asking for 20% instead of 43
[3:32:25] We are only asking for 20% instead of 43
[3:32:28] on that project to help us out more with Mayfield.
[3:32:28] on that project to help us out more with Mayfield.
[3:32:32] Highland Kitchen renovation again that
[3:32:32] Highland Kitchen renovation again that
[3:32:36] would be a cost share project.
[3:32:36] would be a cost share project.
[3:32:38] Using that 2021 bond carryover.
[3:32:38] Using that 2021 bond carryover.
[3:32:41] Connolly, Hvac and roof replacement.
[3:32:41] Connolly, Hvac and roof replacement.
[3:32:45] 33 funds and Sffa.
[3:32:45] 33 funds and Sffa.
[3:32:49] As well as Desert Bloom Elementary
[3:32:49] As well as Desert Bloom Elementary
[3:32:52] replaced as well as part of that and those
[3:32:52] replaced as well as part of that and those
[3:32:57] were given to the council.
[3:32:57] were given to the council.
[3:32:59] Falling behind those, we are looking at prioritizing repairs
[3:32:59] Falling behind those, we are looking at prioritizing repairs
[3:33:05] to Sierra Middle School and then identified
[3:33:05] to Sierra Middle School and then identified
[3:33:09] that new potential elementary school
[3:33:09] that new potential elementary school
[3:33:11] because if a lot of that housing goes really fast,
[3:33:11] because if a lot of that housing goes really fast,
[3:33:15] that may need to be part of the focus of the 29 bond.
[3:33:15] that may need to be part of the focus of the 29 bond.
[3:33:19] Just to put that out there now as something
[3:33:19] Just to put that out there now as something
[3:33:23] that may need to be considered as part of that.
[3:33:23] that may need to be considered as part of that.
[3:33:28] And that's pretty much, this five year cycle
[3:33:28] And that's pretty much, this five year cycle
[3:33:32] coincides with your Geo bond.
[3:33:32] coincides with your Geo bond.
[3:33:39] >> Madam, can I?
[3:33:39] >> Madam, can I?
[3:33:41] >> Of course.
[3:33:41] >> Of course.
[3:33:43] >> I understand kind of where the priority is here.
[3:33:43] >> I understand kind of where the priority is here.
[3:33:45] I guess I would like to know how we can somehow --
[3:33:45] I guess I would like to know how we can somehow --
[3:33:50] I feel like for me this is a little bit
[3:33:50] I feel like for me this is a little bit
[3:33:53] defeating because in the next five years
[3:33:53] defeating because in the next five years
[3:33:55] I won't see Daniela Elementary and East Picacho get
[3:33:55] I won't see Daniela Elementary and East Picacho get
[3:33:59] that multi-purpose room where, they'll never
[3:33:59] that multi-purpose room where, they'll never
[3:34:01] get to have full school and family all in one space
[3:34:01] get to have full school and family all in one space
[3:34:05] to celebrate.
[3:34:05] to celebrate.
[3:34:07] Do whatever these schools do when they want to be together.
[3:34:07] Do whatever these schools do when they want to be together.
[3:34:11] Okay, we are going to do second grade.
[3:34:11] Okay, we are going to do second grade.
[3:34:14] We're going to do all the fourth graders.
[3:34:14] We're going to do all the fourth graders.
[3:34:17] I experienced that personally as a parent
[3:34:17] I experienced that personally as a parent
[3:34:19] but I also just know that they've been waiting and waiting
[3:34:19] but I also just know that they've been waiting and waiting
[3:34:21] and waiting and that's the story for a lot of different schools
[3:34:21] and waiting and that's the story for a lot of different schools
[3:34:25] for different reasons.
[3:34:25] for different reasons.
[3:34:26] I guess I would like to know, are we going to put it
[3:34:26] I guess I would like to know, are we going to put it
[3:34:31] on the 23rd to facility master plan period when does that
[3:34:31] on the 23rd to facility master plan period when does that
[3:34:35] happen?
[3:34:35] happen?
[3:34:36] I'm sorry I'm a thorn in the side of all this.
[3:34:36] I'm sorry I'm a thorn in the side of all this.
[3:34:38] I know they're out there and they just get quiet about it
[3:34:38] I know they're out there and they just get quiet about it
[3:34:41] because they are just like all right.
[3:34:41] because they are just like all right.
[3:34:45] >> Great point.
[3:34:45] >> Great point.
[3:34:47] Things we continuously think about.
[3:34:47] Things we continuously think about.
[3:34:53] It's to the point of if we prioritize that, so, where
[3:34:53] It's to the point of if we prioritize that, so, where
[3:34:57] are we not going to prioritize.
[3:34:57] are we not going to prioritize.
[3:35:00] >> I understand why they are there.
[3:35:00] >> I understand why they are there.
[3:35:01] I do get that.
[3:35:01] I do get that.
[3:35:03] >> The other consideration is we look at some of our schools
[3:35:03] >> The other consideration is we look at some of our schools
[3:35:06] comment as Miss Martinez mentioned,
[3:35:06] comment as Miss Martinez mentioned,
[3:35:08] and especially in the west side, those declining enrollment,
[3:35:08] and especially in the west side, those declining enrollment,
[3:35:12] looking at more than likely, in my mind, this next school year,
[3:35:12] looking at more than likely, in my mind, this next school year,
[3:35:18] start thinking about those low enrolled schools and are there
[3:35:18] start thinking about those low enrolled schools and are there
[3:35:22] any adjustments that we need to make.
[3:35:22] any adjustments that we need to make.
[3:35:23] Doniana being one of them.
[3:35:23] Doniana being one of them.
[3:35:25] There's other schools in that area.
[3:35:25] There's other schools in that area.
[3:35:28] Hard considerations that we'll have to make.
[3:35:28] Hard considerations that we'll have to make.
[3:35:33] In building and additional section.
[3:35:33] In building and additional section.
[3:35:43] Ballpark cost we're looking at $30 million per 20, $30 million.
[3:35:43] Ballpark cost we're looking at $30 million per 20, $30 million.
[3:35:51] >> Let me kind of preface something.
[3:35:51] >> Let me kind of preface something.
[3:35:53] You probably saw two different costs for maybe Dona Ana.
[3:35:53] You probably saw two different costs for maybe Dona Ana.
[3:35:58] Not always showing the addition component that needs to be there
[3:35:58] Not always showing the addition component that needs to be there
[3:36:02] because there is a 6,040% kind of unspoken rule that
[3:36:02] because there is a 6,040% kind of unspoken rule that
[3:36:07] if a school, to create in addition to make it adequate,
[3:36:07] if a school, to create in addition to make it adequate,
[3:36:13] and the renovation combined with exceeding 60%,
[3:36:13] and the renovation combined with exceeding 60%,
[3:36:17] the state will consider replacement of that building.
[3:36:17] the state will consider replacement of that building.
[3:36:21] We need to identify where some of those additions
[3:36:21] We need to identify where some of those additions
[3:36:23] would need to be in a lot of the schools.
[3:36:23] would need to be in a lot of the schools.
[3:36:26] Especially elementary so that we can
[3:36:26] Especially elementary so that we can
[3:36:27] show that it has a deficiency and those priorities
[3:36:27] show that it has a deficiency and those priorities
[3:36:30] can roll over into the new master plan.
[3:36:30] can roll over into the new master plan.
[3:36:34] If something has a catastrophic failure
[3:36:34] If something has a catastrophic failure
[3:36:36] and needs to move up on the list,
[3:36:36] and needs to move up on the list,
[3:36:38] this doesn't lock the board in their.
[3:36:38] this doesn't lock the board in their.
[3:36:40] I've made it very clear, multiple sections,
[3:36:40] I've made it very clear, multiple sections,
[3:36:42] if the board found that it had to absolutely shift something,
[3:36:42] if the board found that it had to absolutely shift something,
[3:36:47] you had a roof failure at a school that was unexpected
[3:36:47] you had a roof failure at a school that was unexpected
[3:36:50] or somewhere else, that can be shifted
[3:36:50] or somewhere else, that can be shifted
[3:36:53] or rankings change every year.
[3:36:53] or rankings change every year.
[3:36:56] So where we've identified where we're
[3:36:56] So where we've identified where we're
[3:36:58] going to pursue state funding, if we saw another project that
[3:36:58] going to pursue state funding, if we saw another project that
[3:37:02] rose up in the rankings closer to 100,
[3:37:02] rose up in the rankings closer to 100,
[3:37:05] then maybe that kind of needs to be reevaluated as part of that.
[3:37:05] then maybe that kind of needs to be reevaluated as part of that.
[3:37:10] So that way you can try to catch up.
[3:37:10] So that way you can try to catch up.
[3:37:13] Trying to catch up is going to be very difficult
[3:37:13] Trying to catch up is going to be very difficult
[3:37:16] because of decisions made in the 90s and early 2000.
[3:37:16] because of decisions made in the 90s and early 2000.
[3:37:21] Just to keep patch repair, patch repair, and not
[3:37:21] Just to keep patch repair, patch repair, and not
[3:37:25] replace strategically.
[3:37:25] replace strategically.
[3:37:26] When we look at only three new elementaries
[3:37:26] When we look at only three new elementaries
[3:37:30] this century constructed, that's out of 25.
[3:37:30] this century constructed, that's out of 25.
[3:37:34] Just keep that in perspective.
[3:37:34] Just keep that in perspective.
[3:37:38] The district's only gone into the replacement.
[3:37:38] The district's only gone into the replacement.
[3:37:41] There's value in keeping buildings that are
[3:37:41] There's value in keeping buildings that are
[3:37:43] older and maintained very well.
[3:37:43] older and maintained very well.
[3:37:46] But I give you an example of Hobbes School District.
[3:37:46] But I give you an example of Hobbes School District.
[3:37:49] We've recently gone through their.
[3:37:49] We've recently gone through their.
[3:37:51] Their number one ranked in the state on their maintenance.
[3:37:51] Their number one ranked in the state on their maintenance.
[3:37:54] Which is phenomenal.
[3:37:54] Which is phenomenal.
[3:37:55] But they have a lot of school stock that's in the 50s.
[3:37:55] But they have a lot of school stock that's in the 50s.
[3:37:58] Because they've maintained so well.
[3:37:58] Because they've maintained so well.
[3:38:00] They're going to be in the crosshairs of the opposite side.
[3:38:00] They're going to be in the crosshairs of the opposite side.
[3:38:03] None of those schools are being educational adequate.
[3:38:03] None of those schools are being educational adequate.
[3:38:06] We can't do the things we need to do in the 21st century
[3:38:06] We can't do the things we need to do in the 21st century
[3:38:09] education.
[3:38:09] education.
[3:38:10] Now they're going to be in the position as well.
[3:38:10] Now they're going to be in the position as well.
[3:38:13] Of doing that.
[3:38:13] Of doing that.
[3:38:16] >> I never understood how in those schools that were kind
[3:38:16] >> I never understood how in those schools that were kind
[3:38:20] of built around the same time with the same design,
[3:38:20] of built around the same time with the same design,
[3:38:22] we're not thinking okay our capacity is high but then we
[3:38:22] we're not thinking okay our capacity is high but then we
[3:38:26] don't have the common space that they all can use for these big
[3:38:26] don't have the common space that they all can use for these big
[3:38:30] events.
[3:38:30] events.
[3:38:31] It just didn't make sense.
[3:38:31] It just didn't make sense.
[3:38:33] >> I can address a portion of that.
[3:38:33] >> I can address a portion of that.
[3:38:34] With some of the changes to the adequacy standards.
[3:38:34] With some of the changes to the adequacy standards.
[3:38:38] I call them cafeterias.
[3:38:38] I call them cafeterias.
[3:38:40] I've never felt they were true multi-purpose rooms.
[3:38:40] I've never felt they were true multi-purpose rooms.
[3:38:43] Because you can't go in there and bounce a ball
[3:38:43] Because you can't go in there and bounce a ball
[3:38:45] without hitting the ceiling.
[3:38:45] without hitting the ceiling.
[3:38:46] You don't have goals.
[3:38:46] You don't have goals.
[3:38:48] You don't have those things in there
[3:38:48] You don't have those things in there
[3:38:50] and it's just an open room.
[3:38:50] and it's just an open room.
[3:38:52] If it's a rainy day you have the kids running around.
[3:38:52] If it's a rainy day you have the kids running around.
[3:38:54] They can do their activities from recess inside.
[3:38:54] They can do their activities from recess inside.
[3:38:58] That's not educationally effective.
[3:38:58] That's not educationally effective.
[3:39:01] Having a separate gym space, adequacy standards
[3:39:01] Having a separate gym space, adequacy standards
[3:39:05] do provide for that.
[3:39:05] do provide for that.
[3:39:07] With some of the changes that have been occurring now.
[3:39:07] With some of the changes that have been occurring now.
[3:39:10] We can bring those into the mix as part of that.
[3:39:10] We can bring those into the mix as part of that.
[3:39:13] For example White Sands Elementary Middle School
[3:39:13] For example White Sands Elementary Middle School
[3:39:16] would get both a gym and a cafeteria
[3:39:16] would get both a gym and a cafeteria
[3:39:19] and as these new schools are replaced,
[3:39:19] and as these new schools are replaced,
[3:39:21] Columbia has a cafeteria and a gym.
[3:39:21] Columbia has a cafeteria and a gym.
[3:39:26] And that was a fight.
[3:39:26] And that was a fight.
[3:39:28] Gloria and I fought that all the way through.
[3:39:28] Gloria and I fought that all the way through.
[3:39:31] We were successful and now other school districts have been doing
[3:39:31] We were successful and now other school districts have been doing
[3:39:34] it and -- >> If I may.
[3:39:34] it and -- >> If I may.
[3:39:38] Members of the board, I think that goes to your point,
[3:39:38] Members of the board, I think that goes to your point,
[3:39:42] we have to start looking at that part
[3:39:42] we have to start looking at that part
[3:39:45] because the cost we are currently
[3:39:45] because the cost we are currently
[3:39:47] spending on maintaining older buildings
[3:39:47] spending on maintaining older buildings
[3:39:49] is far exceeding some of those things
[3:39:49] is far exceeding some of those things
[3:39:52] as far as looking at replacements.
[3:39:52] as far as looking at replacements.
[3:39:54] Talking about the windows.
[3:39:54] Talking about the windows.
[3:39:56] Having the conversation about Lynn and the single panel
[3:39:56] Having the conversation about Lynn and the single panel
[3:39:59] windows.
[3:39:59] windows.
[3:40:00] It's common we're losing a lot of electricity.
[3:40:00] It's common we're losing a lot of electricity.
[3:40:04] We're monitoring all that stuff.
[3:40:04] We're monitoring all that stuff.
[3:40:06] Pulling all the data from our school.
[3:40:06] Pulling all the data from our school.
[3:40:11] A lot of our older buildings.
[3:40:11] A lot of our older buildings.
[3:40:14] A lot of our older buildings are work order hungry.
[3:40:14] A lot of our older buildings are work order hungry.
[3:40:20] And that's really the point of at what point is replacement
[3:40:20] And that's really the point of at what point is replacement
[3:40:27] the most cost effective point.
[3:40:27] the most cost effective point.
[3:40:29] It costs $1 million.
[3:40:29] It costs $1 million.
[3:40:31] How are we ever going to get there.
[3:40:31] How are we ever going to get there.
[3:40:33] I think it's at a place where there's
[3:40:33] I think it's at a place where there's
[3:40:36] conditions and challenges.
[3:40:36] conditions and challenges.
[3:40:37] We're at the place where we're at.
[3:40:37] We're at the place where we're at.
[3:40:38] That's the condition.
[3:40:38] That's the condition.
[3:40:39] The challenge now is being very strategic and intentional
[3:40:39] The challenge now is being very strategic and intentional
[3:40:42] in how we prioritize.
[3:40:42] in how we prioritize.
[3:40:44] As Miss Martinez says.
[3:40:44] As Miss Martinez says.
[3:40:46] Some things may shift in that part.
[3:40:46] Some things may shift in that part.
[3:40:49] We look at funding.
[3:40:49] We look at funding.
[3:40:50] We have to utilize other funding sources.
[3:40:50] We have to utilize other funding sources.
[3:40:52] We have to look at that part.
[3:40:52] We have to look at that part.
[3:40:53] Even as far as federal with White sands.
[3:40:53] Even as far as federal with White sands.
[3:40:56] Sometimes the thorn in the side of their.
[3:40:56] Sometimes the thorn in the side of their.
[3:41:01] They need adequate access to adequacy.
[3:41:01] They need adequate access to adequacy.
[3:41:07] That's the biggest part we tend to be firefighters putting out
[3:41:07] That's the biggest part we tend to be firefighters putting out
[3:41:13] fires, that delays other things we
[3:41:13] fires, that delays other things we
[3:41:16] need to be as cost effective and efficient with our funds
[3:41:16] need to be as cost effective and efficient with our funds
[3:41:20] while still seeking out other funds to make
[3:41:20] while still seeking out other funds to make
[3:41:22] sure we can at some point, and Mr. Silver
[3:41:22] sure we can at some point, and Mr. Silver
[3:41:26] and I had this conversation.
[3:41:26] and I had this conversation.
[3:41:28] Take over for us.
[3:41:28] Take over for us.
[3:41:30] Left it in a better place for the generation coming next
[3:41:30] Left it in a better place for the generation coming next
[3:41:34] and I think that's all of our charges.
[3:41:34] and I think that's all of our charges.
[3:41:36] How are we leaving this district when we choose to part ways.
[3:41:36] How are we leaving this district when we choose to part ways.
[3:41:39] That it's better for the next generations that are coming up.
[3:41:39] That it's better for the next generations that are coming up.
[3:41:44] As we use the facility master plan,
[3:41:44] As we use the facility master plan,
[3:41:47] working with Miss Martinez, a lot of it was identified.
[3:41:47] working with Miss Martinez, a lot of it was identified.
[3:41:51] It was prioritized within our master plan that we had access.
[3:41:51] It was prioritized within our master plan that we had access.
[3:41:56] Everything we talk about each and every day, roof
[3:41:56] Everything we talk about each and every day, roof
[3:41:58] replacements, you can see on the charts,
[3:41:58] replacements, you can see on the charts,
[3:42:00] that's one of the biggest areas of what needs to be replaced.
[3:42:00] that's one of the biggest areas of what needs to be replaced.
[3:42:03] Which then causes other issues.
[3:42:03] Which then causes other issues.
[3:42:05] We won't say what exists sometimes.
[3:42:05] We won't say what exists sometimes.
[3:42:09] Leaking buildings.
[3:42:09] Leaking buildings.
[3:42:13] >> So, I mentioned this probably in public comment.
[3:42:13] >> So, I mentioned this probably in public comment.
[3:42:18] I've been a thorn in Mr. Ruiz's side as well.
[3:42:18] I've been a thorn in Mr. Ruiz's side as well.
[3:42:24] When it comes to the city and housing developments
[3:42:24] When it comes to the city and housing developments
[3:42:29] I feel like they're not being equal partner
[3:42:29] I feel like they're not being equal partner
[3:42:32] in the communication.
[3:42:32] in the communication.
[3:42:34] It's not fair to us these things go up and we are behind already.
[3:42:34] It's not fair to us these things go up and we are behind already.
[3:42:39] And I just don't know how we can,
[3:42:39] And I just don't know how we can,
[3:42:43] I've heard this about the city about other things.
[3:42:43] I've heard this about the city about other things.
[3:42:47] We need to be a lot more, what's the word, what's the word?
[3:42:47] We need to be a lot more, what's the word, what's the word?
[3:42:59] It's like when you're kind of like you
[3:42:59] It's like when you're kind of like you
[3:43:01] have to put yourself out there.
[3:43:01] have to put yourself out there.
[3:43:03] Assertive.
[3:43:03] Assertive.
[3:43:05] Maybe stronger than that.
[3:43:05] Maybe stronger than that.
[3:43:07] I don't know.
[3:43:07] I don't know.
[3:43:08] I feel like it's not happening.
[3:43:08] I feel like it's not happening.
[3:43:12] >> I assure you that is happening.
[3:43:12] >> I assure you that is happening.
[3:43:14] The relationships I've been able to build,
[3:43:14] The relationships I've been able to build,
[3:43:17] not just myself but the team and the city, and the county,
[3:43:17] not just myself but the team and the city, and the county,
[3:43:21] I get every subdivision that's being
[3:43:21] I get every subdivision that's being
[3:43:23] proposed before it's approved, that comes to our emails.
[3:43:23] proposed before it's approved, that comes to our emails.
[3:43:26] They are seeking our input.
[3:43:26] They are seeking our input.
[3:43:28] How does this impact you.
[3:43:28] How does this impact you.
[3:43:30] How does this affect you.
[3:43:30] How does this affect you.
[3:43:31] We are looking before it's even approved.
[3:43:31] We are looking before it's even approved.
[3:43:34] We are giving them and providing and we
[3:43:34] We are giving them and providing and we
[3:43:38] are getting a lot more access to those things
[3:43:38] are getting a lot more access to those things
[3:43:40] because we have built those relationships
[3:43:40] because we have built those relationships
[3:43:43] we've been very intentional to make
[3:43:43] we've been very intentional to make
[3:43:45] sure we build those relationships
[3:43:45] sure we build those relationships
[3:43:46] and I think it's the biggest thing that I told Mr. Easton we
[3:43:46] and I think it's the biggest thing that I told Mr. Easton we
[3:43:50] need to be at the adult table.
[3:43:50] need to be at the adult table.
[3:43:53] No longer at the child table.
[3:43:53] No longer at the child table.
[3:43:56] Making -- we need to be having those communications with
[3:43:56] Making -- we need to be having those communications with
[3:44:05] the different entities that we have.
[3:44:05] the different entities that we have.
[3:44:08] >> And not doing a favor for those communities
[3:44:08] >> And not doing a favor for those communities
[3:44:13] and neighborhoods if we're not a part of the plan.
[3:44:13] and neighborhoods if we're not a part of the plan.
[3:44:16] >> And we need to get to a point where these builders are also
[3:44:16] >> And we need to get to a point where these builders are also
[3:44:20] committing dollars for school buildings as we're building
[3:44:20] committing dollars for school buildings as we're building
[3:44:24] these communities and not just, a lot of times it's land
[3:44:24] these communities and not just, a lot of times it's land
[3:44:27] but it's also the dollars in the building of these schools
[3:44:27] but it's also the dollars in the building of these schools
[3:44:30] as well.
[3:44:30] as well.
[3:44:31] Those are the type of conversations
[3:44:31] Those are the type of conversations
[3:44:34] that, back to your point, we need to be a little more
[3:44:34] that, back to your point, we need to be a little more
[3:44:39] aggressive around that.
[3:44:39] aggressive around that.
[3:44:40] And
[3:44:40] And
[3:44:41] >> Thank you.
[3:44:41] >> Thank you.
[3:44:42] And let me add to that madam Corde, board member,
[3:44:42] And let me add to that madam Corde, board member,
[3:44:46] you're speaking to the choir on this.
[3:44:46] you're speaking to the choir on this.
[3:44:48] This is my biggest frustration.
[3:44:48] This is my biggest frustration.
[3:44:50] It's not a Las Cruces problem it's a Carlsbad
[3:44:50] It's not a Las Cruces problem it's a Carlsbad
[3:44:53] problem it's a Hobbs problem.
[3:44:53] problem it's a Hobbs problem.
[3:44:55] It's an Albuquerque problem.
[3:44:55] It's an Albuquerque problem.
[3:44:57] It's a Rio Rancho problem.
[3:44:57] It's a Rio Rancho problem.
[3:44:59] It's a Los Alamos problem.
[3:44:59] It's a Los Alamos problem.
[3:45:00] It's Los Lunas.
[3:45:00] It's Los Lunas.
[3:45:02] It's statewide.
[3:45:02] It's statewide.
[3:45:02] And we don't have as a state or on the county level a way
[3:45:02] And we don't have as a state or on the county level a way
[3:45:07] to put on some sort of impact fees
[3:45:07] to put on some sort of impact fees
[3:45:10] on some of these developments.
[3:45:10] on some of these developments.
[3:45:13] Which could then generate that money back
[3:45:13] Which could then generate that money back
[3:45:16] to the school district and I've talked with other legislators
[3:45:16] to the school district and I've talked with other legislators
[3:45:18] and they just don't want to really pick it up.
[3:45:18] and they just don't want to really pick it up.
[3:45:21] And I feel it's a failure and I don't
[3:45:21] And I feel it's a failure and I don't
[3:45:24] know if it needs to be at the state level.
[3:45:24] know if it needs to be at the state level.
[3:45:26] If it needs to be the county and city levels.
[3:45:26] If it needs to be the county and city levels.
[3:45:29] How those things coordinate.
[3:45:29] How those things coordinate.
[3:45:33] It's a serious issue.
[3:45:33] It's a serious issue.
[3:45:34] When you go in.
[3:45:34] When you go in.
[3:45:36] I look at 5000 homes south of Morgan Mountain.
[3:45:36] I look at 5000 homes south of Morgan Mountain.
[3:45:39] Who's going to pay for the middle school.
[3:45:39] Who's going to pay for the middle school.
[3:45:41] In addition to that elementary school.
[3:45:41] In addition to that elementary school.
[3:45:45] I can tell you who's going to build
[3:45:45] I can tell you who's going to build
[3:45:48] the wing of additional classrooms at Oregon Mountain.
[3:45:48] the wing of additional classrooms at Oregon Mountain.
[3:45:53] When you look at those the city is approving these
[3:45:53] When you look at those the city is approving these
[3:45:56] with no financial consideration to the school district
[3:45:56] with no financial consideration to the school district
[3:46:00] and it frustrates me greatly and if I
[3:46:00] and it frustrates me greatly and if I
[3:46:02] can find a way that we can solve that problem,
[3:46:02] can find a way that we can solve that problem,
[3:46:05] I would be so on board to support it.
[3:46:05] I would be so on board to support it.
[3:46:08] >> I think we can lobby for it.
[3:46:08] >> I think we can lobby for it.
[3:46:09] Which committee will legislate that.
[3:46:09] Which committee will legislate that.
[3:46:15] >> And that's where I'm not sure what level that needs to be
[3:46:15] >> And that's where I'm not sure what level that needs to be
[3:46:18] at the city, county or state level.
[3:46:18] at the city, county or state level.
[3:46:21] I do feel advocacy is going to be very important on this
[3:46:21] I do feel advocacy is going to be very important on this
[3:46:23] because the school districts don't
[3:46:23] because the school districts don't
[3:46:25] have the kind of broad capacity that is really
[3:46:25] have the kind of broad capacity that is really
[3:46:28] needed to be able to not only address these problems but all
[3:46:28] needed to be able to not only address these problems but all
[3:46:33] the problems that are going to be a result of some
[3:46:33] the problems that are going to be a result of some
[3:46:36] of this development.
[3:46:36] of this development.
[3:46:37] And I'm not Anti-development.
[3:46:37] And I'm not Anti-development.
[3:46:39] It brings jobs and people but at the same time, what cost.
[3:46:39] It brings jobs and people but at the same time, what cost.
[3:46:44] As we go through this facility master plan
[3:46:44] As we go through this facility master plan
[3:46:49] and we start looking at West Side schools in addition
[3:46:49] and we start looking at West Side schools in addition
[3:46:52] to potential zone shifts, some of those schools over there also
[3:46:52] to potential zone shifts, some of those schools over there also
[3:46:56] need to be replaced and it's going
[3:46:56] need to be replaced and it's going
[3:46:57] to be evaluating which ones are in the right place
[3:46:57] to be evaluating which ones are in the right place
[3:47:01] versus they're not in the right place
[3:47:01] versus they're not in the right place
[3:47:02] to be replaced and have to move.
[3:47:02] to be replaced and have to move.
[3:47:04] That's the other side of that as well.
[3:47:04] That's the other side of that as well.
[3:47:10] >> Thank you very much.
[3:47:10] >> Thank you very much.
[3:47:12] And
[3:47:12] And
[3:47:14] >> And then here are the final set of projects.
[3:47:14] >> And then here are the final set of projects.
[3:47:16] These are the district projects coming directly
[3:47:16] These are the district projects coming directly
[3:47:18] from the bond committee.
[3:47:18] from the bond committee.
[3:47:20] Operations annex that's already in process.
[3:47:20] Operations annex that's already in process.
[3:47:25] As well as all the title nine projects.
[3:47:25] As well as all the title nine projects.
[3:47:27] There is a project for Donia on here.
[3:47:27] There is a project for Donia on here.
[3:47:32] The nurse's office.
[3:47:32] The nurse's office.
[3:47:33] But it's a start.
[3:47:33] But it's a start.
[3:47:35] Again some of the play structures.
[3:47:35] Again some of the play structures.
[3:47:37] Sonoma and MacArthur.
[3:47:37] Sonoma and MacArthur.
[3:47:39] And Alameda and Desert Bloom.
[3:47:39] And Alameda and Desert Bloom.
[3:47:43] And some of these other projects that
[3:47:43] And some of these other projects that
[3:47:46] have been identified as part of that.
[3:47:46] have been identified as part of that.
[3:47:53] >> Just real quick.
[3:47:53] >> Just real quick.
[3:47:54] This is our bond projects.
[3:47:54] This is our bond projects.
[3:47:55] We still have our other funding sources.
[3:47:55] We still have our other funding sources.
[3:47:58] We still have projects.
[3:47:58] We still have projects.
[3:48:01] This is not the entire list of the projects
[3:48:01] This is not the entire list of the projects
[3:48:03] that we will be working on over the next five years.
[3:48:03] that we will be working on over the next five years.
[3:48:06] We will be utilizing other funding sources
[3:48:06] We will be utilizing other funding sources
[3:48:08] that we have to ensure we are still
[3:48:08] that we have to ensure we are still
[3:48:11] progressing through our facility master plan.
[3:48:11] progressing through our facility master plan.
[3:48:15] There are other projects that we are
[3:48:15] There are other projects that we are
[3:48:17] working on as well to meet those needs of those schools
[3:48:17] working on as well to meet those needs of those schools
[3:48:20] that we have.
[3:48:20] that we have.
[3:48:26] >> For that we stand for questions.
[3:48:26] >> For that we stand for questions.
[3:48:28] >> Yes.
[3:48:28] >> Yes.
[3:48:31] >> Colleen coming in 2 or 3 places come on I think middle
[3:48:31] >> Colleen coming in 2 or 3 places come on I think middle
[3:48:34] school, high school, elementary, you said that critical
[3:48:34] school, high school, elementary, you said that critical
[3:48:37] improvements are deferred, then we will end up with further
[3:48:37] improvements are deferred, then we will end up with further
[3:48:42] deterioration.
[3:48:42] deterioration.
[3:48:43] How many of these critical improvements
[3:48:43] How many of these critical improvements
[3:48:49] are we >> I think a lot of them.
[3:48:49] are we >> I think a lot of them.
[3:48:53] Especially around mechanical systems.
[3:48:53] Especially around mechanical systems.
[3:48:55] One of the big issues is you know you have a school.
[3:48:55] One of the big issues is you know you have a school.
[3:49:00] And mechanical system needs to be replaced as well as the roof
[3:49:00] And mechanical system needs to be replaced as well as the roof
[3:49:07] system.
[3:49:07] system.
[3:49:07] And yeah and you've only got enough money for the roof.
[3:49:07] And yeah and you've only got enough money for the roof.
[3:49:16] The roof is $1.2 million.
[3:49:16] The roof is $1.2 million.
[3:49:18] Another is Hvac.
[3:49:18] Another is Hvac.
[3:49:20] If you don't do them together and you put that amount of money
[3:49:20] If you don't do them together and you put that amount of money
[3:49:24] to do them both at the same time,
[3:49:24] to do them both at the same time,
[3:49:26] it's going to cost you more on the replacement
[3:49:26] it's going to cost you more on the replacement
[3:49:28] because now you're up on the new roof.
[3:49:28] because now you're up on the new roof.
[3:49:33] You're doing all of these things.
[3:49:33] You're doing all of these things.
[3:49:34] We try to put some of the projects
[3:49:34] We try to put some of the projects
[3:49:36] together that kind of mount certain disciplines
[3:49:36] together that kind of mount certain disciplines
[3:49:40] or areas of concern together.
[3:49:40] or areas of concern together.
[3:49:43] If you're doing the roof you're doing mechanical.
[3:49:43] If you're doing the roof you're doing mechanical.
[3:49:46] If you replace windows on a building that has stucco,
[3:49:46] If you replace windows on a building that has stucco,
[3:49:50] now you've damaged the stucco so now you've
[3:49:50] now you've damaged the stucco so now you've
[3:49:52] incurred other costs versus looking at some of that stucco
[3:49:52] incurred other costs versus looking at some of that stucco
[3:49:57] maybe bad and fixing it all and re color coding it together.
[3:49:57] maybe bad and fixing it all and re color coding it together.
[3:50:01] It costs more when you get to that point.
[3:50:01] It costs more when you get to that point.
[3:50:05] There are a lot of systems district wide.
[3:50:05] There are a lot of systems district wide.
[3:50:08] I would say roofs, Hvac, we found roof issues
[3:50:08] I would say roofs, Hvac, we found roof issues
[3:50:12] on buildings that are only 14 years old
[3:50:12] on buildings that are only 14 years old
[3:50:15] and it's a failure of the roof membrane system.
[3:50:15] and it's a failure of the roof membrane system.
[3:50:21] We've had people come out and look at that further.
[3:50:21] We've had people come out and look at that further.
[3:50:25] One of the things we've been noticing,
[3:50:25] One of the things we've been noticing,
[3:50:29] just I as a business owner and doing this across the state, me
[3:50:29] just I as a business owner and doing this across the state, me
[3:50:33] and my team, we've been seeing especially in New Mexico,
[3:50:33] and my team, we've been seeing especially in New Mexico,
[3:50:37] TPO may not be the best roofing system.
[3:50:37] TPO may not be the best roofing system.
[3:50:40] They do have a modified asphalt roof that is reflective
[3:50:40] They do have a modified asphalt roof that is reflective
[3:50:45] and meets all code requirements for reflectivity
[3:50:45] and meets all code requirements for reflectivity
[3:50:48] and when we look at the buildings within the district
[3:50:48] and when we look at the buildings within the district
[3:50:51] that have those roof systems even when they're old
[3:50:51] that have those roof systems even when they're old
[3:50:54] and now 35 years, they've held up a lot longer than some.
[3:50:54] and now 35 years, they've held up a lot longer than some.
[3:51:05] >> Do we have a schedule to elastomer to paint the roofs?
[3:51:05] >> Do we have a schedule to elastomer to paint the roofs?
[3:51:10] >> We are currently recoding some of the roofs.
[3:51:10] >> We are currently recoding some of the roofs.
[3:51:13] We are recruiting, doing university hills on some of that
[3:51:13] We are recruiting, doing university hills on some of that
[3:51:17] with the -- but we are still seeing looking at it.
[3:51:17] with the -- but we are still seeing looking at it.
[3:51:23] They've changed the formula for their TPO so many times
[3:51:23] They've changed the formula for their TPO so many times
[3:51:26] trying to find the right balance of chemicals and everything
[3:51:26] trying to find the right balance of chemicals and everything
[3:51:30] else.
[3:51:30] else.
[3:51:31] Just with our hot sun.
[3:51:31] Just with our hot sun.
[3:51:33] I mean and the specifics of what we're talking about
[3:51:33] I mean and the specifics of what we're talking about
[3:51:37] is middle school.
[3:51:37] is middle school.
[3:51:39] Just into that point.
[3:51:39] Just into that point.
[3:51:40] We were going back and forth currently with them
[3:51:40] We were going back and forth currently with them
[3:51:43] on the warranty piece.
[3:51:43] on the warranty piece.
[3:51:44] That was still under warranty that's not something we were
[3:51:44] That was still under warranty that's not something we were
[3:51:48] going to --
[3:51:48] going to --
[3:51:49] I think it was Sonoma Elementary, the last one that
[3:51:49] I think it was Sonoma Elementary, the last one that
[3:51:51] had similar issues and under warranty that whole roof was
[3:51:51] had similar issues and under warranty that whole roof was
[3:51:54] replaced with a brand new roof.
[3:51:54] replaced with a brand new roof.
[3:51:56] Again that's how we're trying to find those other avenues of how
[3:51:56] Again that's how we're trying to find those other avenues of how
[3:51:59] we can get a whole new roof for something that's only from 2010.
[3:51:59] we can get a whole new roof for something that's only from 2010.
[3:52:03] So it's 60 years old.
[3:52:03] So it's 60 years old.
[3:52:06] >> And we discovered those Micro-tears in the material when
[3:52:06] >> And we discovered those Micro-tears in the material when
[3:52:11] we were doing the assessments in Mesa.
[3:52:11] we were doing the assessments in Mesa.
[3:52:14] And so again that's something we kind of noticed
[3:52:14] And so again that's something we kind of noticed
[3:52:17] on southern New Mexico and we did
[3:52:17] on southern New Mexico and we did
[3:52:19] meet with two different roofing manufacturers
[3:52:19] meet with two different roofing manufacturers
[3:52:22] and they finally kind of admitted
[3:52:22] and they finally kind of admitted
[3:52:25] those roofs weren't tested in the high wind, high UV.
[3:52:25] those roofs weren't tested in the high wind, high UV.
[3:52:29] Everything that's southern New Mexico has.
[3:52:29] Everything that's southern New Mexico has.
[3:52:32] In terms of our weather system and the heat and UV rays.
[3:52:32] In terms of our weather system and the heat and UV rays.
[3:52:37] That's one where we started digging in and worked
[3:52:37] That's one where we started digging in and worked
[3:52:41] with Mr. Rodriguez's team on how we could solve that problem.
[3:52:41] with Mr. Rodriguez's team on how we could solve that problem.
[3:52:45] We knew that was under warranty still.
[3:52:45] We knew that was under warranty still.
[3:52:50] Those little things.
[3:52:50] Those little things.
[3:52:52] Going back to my example.
[3:52:52] Going back to my example.
[3:52:55] Again you've got that.
[3:52:55] Again you've got that.
[3:52:58] And conversely if you replace the roof
[3:52:58] And conversely if you replace the roof
[3:53:00] and you don't replace the mechanical then
[3:53:00] and you don't replace the mechanical then
[3:53:02] you're bringing out the cranes again and putting the roof
[3:53:02] you're bringing out the cranes again and putting the roof
[3:53:05] material on that could have lifted up the Hvac equipment
[3:53:05] material on that could have lifted up the Hvac equipment
[3:53:08] period there's a lot of things that have to be paired together.
[3:53:08] period there's a lot of things that have to be paired together.
[3:53:12] And unfortunately they're not cheap.
[3:53:12] And unfortunately they're not cheap.
[3:53:22] >> All right.
[3:53:22] >> All right.
[3:53:22] Thank you.
[3:53:22] Thank you.
[3:53:23] >> One other question.
[3:53:23] >> One other question.
[3:53:26] >> I told somebody I was going to pinch you if you started.
[3:53:26] >> I told somebody I was going to pinch you if you started.
[3:53:32] [Laughter]
[3:53:32] [Laughter]
[3:53:36] >> Somewhere in the document said there was a 3.7 increase
[3:53:36] >> Somewhere in the document said there was a 3.7 increase
[3:53:38] in enrollment between now and -- >> Yeah,
[3:53:38] in enrollment between now and -- >> Yeah,
[3:53:44] 3.7% increase but other ones, schools are going to increase.
[3:53:44] 3.7% increase but other ones, schools are going to increase.
[3:53:53] >> So this is against the trend that we're watching.
[3:53:53] >> So this is against the trend that we're watching.
[3:53:56] >> Over time with the sheer amount of housing.
[3:53:56] >> Over time with the sheer amount of housing.
[3:53:58] Some of the other economic development
[3:53:58] Some of the other economic development
[3:54:01] overall in Dona Ana County.
[3:54:01] overall in Dona Ana County.
[3:54:04] Some of the information, there will
[3:54:04] Some of the information, there will
[3:54:07] be new families moving in our population in the state.
[3:54:07] be new families moving in our population in the state.
[3:54:11] We are on the decrease.
[3:54:11] We are on the decrease.
[3:54:14] This moment in time that's not five years from now.
[3:54:14] This moment in time that's not five years from now.
[3:54:21] >> Thank you.
[3:54:21] >> Thank you.
[3:54:23] >> Awesome.
[3:54:23] >> Awesome.
[3:54:24] >> Thank you so much for your presentation.
[3:54:24] >> Thank you so much for your presentation.
[3:54:26] We appreciate it very much.
[3:54:26] We appreciate it very much.
[3:54:30] Is it too late to fix something on their Quebec
[3:54:30] Is it too late to fix something on their Quebec
[3:54:40] >> Because it's about me.
[3:54:40] >> Because it's about me.
[3:54:42] The Gabon Committee I took over his place.
[3:54:42] The Gabon Committee I took over his place.
[3:54:43] I don't know-- >> Ed and I were listed in their.
[3:54:43] I don't know-- >> Ed and I were listed in their.
[3:54:49] And
[3:54:49] And
[3:54:50] >> They want to blame me they should blame me, right?
[3:54:50] >> They want to blame me they should blame me, right?
[3:54:57] And
[3:54:57] And
[3:54:59] >> There were lots of pages missing.
[3:54:59] >> There were lots of pages missing.
[3:55:00] Refers to the 11 by 17.
[3:55:00] Refers to the 11 by 17.
[3:55:03] We didn't see it.
[3:55:03] We didn't see it.
[3:55:06] We can get it.
[3:55:06] We can get it.
[3:55:09] And the table of contents.
[3:55:09] And the table of contents.
[3:55:11] I tried.
[3:55:11] I tried.
[3:55:12] To search and For headings in the table of contents
[3:55:12] To search and For headings in the table of contents
[3:55:16] and I could not find them.
[3:55:16] and I could not find them.
[3:55:21] It was somewhat difficult to maneuver through the thing.
[3:55:21] It was somewhat difficult to maneuver through the thing.
[3:55:27] >> Usually their published.
[3:55:27] >> Usually their published.
[3:55:28] Like a certain amount.
[3:55:28] Like a certain amount.
[3:55:29] That will happen later?
[3:55:29] That will happen later?
[3:55:39] >> Thank you all so much.
[3:55:39] >> Thank you all so much.
[3:55:40] Now come on Mr. Liu, Mr. Signs, finance, thank you.
[3:55:40] Now come on Mr. Liu, Mr. Signs, finance, thank you.
[3:55:48] Oh my word.
[3:55:48] Oh my word.
[3:55:49] Thank you for staying.
[3:55:49] Thank you for staying.
[3:55:53] Let's have a discussion and possible approval
[3:55:53] Let's have a discussion and possible approval
[3:55:56] of our fiscal year 2026 2027 proposed Operating Budget.
[3:55:56] of our fiscal year 2026 2027 proposed Operating Budget.
[3:56:03] Hello.
[3:56:03] Hello.
[3:56:04] >> Thank you.
[3:56:04] >> Thank you.
[3:56:07] Before I turn it over to Matt I just
[3:56:07] Before I turn it over to Matt I just
[3:56:12] want to start by saying thank you
[3:56:12] want to start by saying thank you
[3:56:14] for all of you for the support through all this process.
[3:56:14] for all of you for the support through all this process.
[3:56:19] Your conversation with the constituent.
[3:56:19] Your conversation with the constituent.
[3:56:25] The different public meetings and your guidance.
[3:56:25] The different public meetings and your guidance.
[3:56:29] It's really important to us.
[3:56:29] It's really important to us.
[3:56:31] Through all the process.
[3:56:31] Through all the process.
[3:56:34] As we focus on the people.
[3:56:34] As we focus on the people.
[3:56:38] The kids.
[3:56:38] The kids.
[3:56:40] That's where we focus on.
[3:56:40] That's where we focus on.
[3:56:43] As an LCP as finance.
[3:56:43] As an LCP as finance.
[3:56:45] It's always our priority to focus on the kids.
[3:56:45] It's always our priority to focus on the kids.
[3:56:48] The people the community collaboration.
[3:56:48] The people the community collaboration.
[3:56:50] Not just purely on the accounting work.
[3:56:50] Not just purely on the accounting work.
[3:56:53] The pivot table.
[3:56:53] The pivot table.
[3:56:55] All of that.
[3:56:55] All of that.
[3:56:58] It's focused on the community.
[3:56:58] It's focused on the community.
[3:57:00] That's why we, this year we presented to the city.
[3:57:00] That's why we, this year we presented to the city.
[3:57:05] Presented to the county and at a parent support center, equity
[3:57:05] Presented to the county and at a parent support center, equity
[3:57:11] council, multiple town hall meetings, and even the realtor
[3:57:11] council, multiple town hall meetings, and even the realtor
[3:57:17] association to get their perspective
[3:57:17] association to get their perspective
[3:57:20] about our budget and our list of priorities
[3:57:20] about our budget and our list of priorities
[3:57:24] and with those people's participation and student
[3:57:24] and with those people's participation and student
[3:57:27] participation, this year we received a historical record
[3:57:27] participation, this year we received a historical record
[3:57:30] height of participation in our budget process.
[3:57:30] height of participation in our budget process.
[3:57:34] It makes night and day difference.
[3:57:34] It makes night and day difference.
[3:57:36] Especially the recent budget town hall meeting.
[3:57:36] Especially the recent budget town hall meeting.
[3:57:39] A special someone participated and really stands
[3:57:39] A special someone participated and really stands
[3:57:43] out and Superintendent Ruiz.
[3:57:43] out and Superintendent Ruiz.
[3:57:45] I was very happy.
[3:57:45] I was very happy.
[3:57:48] And be able to step in for me and I was sweating already.
[3:57:48] And be able to step in for me and I was sweating already.
[3:57:55] That makes the night and day differences because
[3:57:55] That makes the night and day differences because
[3:57:59] with the zero other funding reach 100% compliance
[3:57:59] with the zero other funding reach 100% compliance
[3:58:04] in the county which 100% reconciliation and compliance
[3:58:04] in the county which 100% reconciliation and compliance
[3:58:12] with federal, state and local law, it's the beginning.
[3:58:12] with federal, state and local law, it's the beginning.
[3:58:17] Of what our goal always will be.
[3:58:17] Of what our goal always will be.
[3:58:21] Student success.
[3:58:21] Student success.
[3:58:22] How we can move from the bare minimum
[3:58:22] How we can move from the bare minimum
[3:58:25] to our priority and our goal.
[3:58:25] to our priority and our goal.
[3:58:28] Student buy in.
[3:58:28] Student buy in.
[3:58:30] The community participation.
[3:58:30] The community participation.
[3:58:32] Guidance from the board and the vision from the superintendent.
[3:58:32] Guidance from the board and the vision from the superintendent.
[3:58:36] I just want to say thank you for your advocacy.
[3:58:36] I just want to say thank you for your advocacy.
[3:58:39] I'll turn it over.
[3:58:39] I'll turn it over.
[3:58:42] >> Thank you very much Alex.
[3:58:42] >> Thank you very much Alex.
[3:58:44] Good evening.
[3:58:44] Good evening.
[3:58:45] Members of the board.
[3:58:45] Members of the board.
[3:58:46] My name is Matthew Science.
[3:58:46] My name is Matthew Science.
[3:58:48] Budget director of Las Cruces Public Schools.
[3:58:48] Budget director of Las Cruces Public Schools.
[3:58:50] It's a pleasure to be here today.
[3:58:50] It's a pleasure to be here today.
[3:58:55] We have presented this information.
[3:58:55] We have presented this information.
[3:59:01] Also we had some great conversation
[3:59:01] Also we had some great conversation
[3:59:06] at our work session.
[3:59:06] at our work session.
[3:59:08] Thank you so much for that.
[3:59:08] Thank you so much for that.
[3:59:10] For our budget process, we went out into the community
[3:59:10] For our budget process, we went out into the community
[3:59:14] to make this process very accessible to everyone.
[3:59:14] to make this process very accessible to everyone.
[3:59:20] We worked with various organizations.
[3:59:20] We worked with various organizations.
[3:59:23] Las Cruces Realtors Association.
[3:59:23] Las Cruces Realtors Association.
[3:59:29] Thank you so much for that.
[3:59:29] Thank you so much for that.
[3:59:31] Also through our process we worked along
[3:59:31] Also through our process we worked along
[3:59:34] with Doctor Barbati.
[3:59:34] with Doctor Barbati.
[3:59:35] And that can be taken by the students.
[3:59:35] And that can be taken by the students.
[3:59:39] Over 2000.
[3:59:39] Over 2000.
[3:59:40] We had some celebrations with the students
[3:59:40] We had some celebrations with the students
[3:59:43] which we would like to invite you all to join us next year.
[3:59:43] which we would like to invite you all to join us next year.
[3:59:46] Which would be great.
[3:59:46] Which would be great.
[3:59:47] Get some free ice cream.
[3:59:47] Get some free ice cream.
[3:59:49] We are looking forward to this process for next year.
[3:59:49] We are looking forward to this process for next year.
[3:59:53] Just as a reminder, our budget is made up
[3:59:53] Just as a reminder, our budget is made up
[3:59:56] of different buckets of money.
[3:59:56] of different buckets of money.
[3:59:58] Total budget of $642 million.
[3:59:58] Total budget of $642 million.
[4:00:01] General funds which is our operation.
[4:00:01] General funds which is our operation.
[4:00:05] For the district at 365 million.
[4:00:05] For the district at 365 million.
[4:00:09] Which is our federal and state funding.
[4:00:09] Which is our federal and state funding.
[4:00:12] 78.7 million.
[4:00:12] 78.7 million.
[4:00:13] Our capital funds for projects and 100.6 million
[4:00:13] Our capital funds for projects and 100.6 million
[4:00:18] our debt service.
[4:00:18] our debt service.
[4:00:20] On these capital projects of 44 million.
[4:00:20] On these capital projects of 44 million.
[4:00:24] Which are trust funds.
[4:00:24] Which are trust funds.
[4:00:27] To support some of our programs here at the school.
[4:00:27] To support some of our programs here at the school.
[4:00:32] Just as a reminder, 2026, we were able to accomplish maybe
[4:00:32] Just as a reminder, 2026, we were able to accomplish maybe
[4:00:41] $10.9 million.
[4:00:41] $10.9 million.
[4:00:43] Most notably we had the installation
[4:00:43] Most notably we had the installation
[4:00:47] of the weapons detection system and also the high school traffic
[4:00:47] of the weapons detection system and also the high school traffic
[4:00:52] renovation.
[4:00:52] renovation.
[4:00:53] They received third in state.
[4:00:53] They received third in state.
[4:00:57] Maybe that's a contributing factor to them.
[4:00:57] Maybe that's a contributing factor to them.
[4:00:59] Good job, guys.
[4:00:59] Good job, guys.
[4:01:02] For instructional resources we have extended $11 million.
[4:01:02] For instructional resources we have extended $11 million.
[4:01:09] Instructional curriculum materials and supplies.
[4:01:09] Instructional curriculum materials and supplies.
[4:01:13] Also looking at the extension classroom for those activities.
[4:01:13] Also looking at the extension classroom for those activities.
[4:01:19] Athletics and fine Arts.
[4:01:19] Athletics and fine Arts.
[4:01:22] Health we have estimated $7 million.
[4:01:22] Health we have estimated $7 million.
[4:01:24] These are the services that go to support students, health
[4:01:24] These are the services that go to support students, health
[4:01:27] and safety.
[4:01:27] and safety.
[4:01:29] Wellness we haven't estimated 11, excuse me, 10.7 million
[4:01:29] Wellness we haven't estimated 11, excuse me, 10.7 million
[4:01:34] to support emotional social and emotional learning.
[4:01:34] to support emotional social and emotional learning.
[4:01:38] And we had some capital projects.
[4:01:38] And we had some capital projects.
[4:01:42] Looking forward, we are estimating projects
[4:01:42] Looking forward, we are estimating projects
[4:01:47] at 39 million.
[4:01:47] at 39 million.
[4:01:49] We are continuing with the weapons protection system.
[4:01:49] We are continuing with the weapons protection system.
[4:01:52] That includes staffing as well as software renewal.
[4:01:52] That includes staffing as well as software renewal.
[4:01:55] We have a lot of capital projects
[4:01:55] We have a lot of capital projects
[4:01:57] that include mainly roofing and Hvac projects.
[4:01:57] that include mainly roofing and Hvac projects.
[4:02:05] Instructional resources we are looking at $11 million
[4:02:05] Instructional resources we are looking at $11 million
[4:02:09] to support programs.
[4:02:09] to support programs.
[4:02:12] Also platforms that support students.
[4:02:12] Also platforms that support students.
[4:02:16] As well as the extension of the classroom for Athletics.
[4:02:16] As well as the extension of the classroom for Athletics.
[4:02:20] And Fine Arts.
[4:02:20] And Fine Arts.
[4:02:23] Health is estimated at 7.6 million.
[4:02:23] Health is estimated at 7.6 million.
[4:02:28] Also we are renovating an elementary nurse suite.
[4:02:28] Also we are renovating an elementary nurse suite.
[4:02:37] Wellness is $36.4 million.
[4:02:37] Wellness is $36.4 million.
[4:02:41] Mainly this consists of social worker salaries and benefits.
[4:02:41] Mainly this consists of social worker salaries and benefits.
[4:02:46] Also for curriculum and training for social and emotional
[4:02:46] Also for curriculum and training for social and emotional
[4:02:49] learning.
[4:02:49] learning.
[4:02:50] And Athletic improvements.
[4:02:50] And Athletic improvements.
[4:02:53] To address the title nine issues.
[4:02:53] To address the title nine issues.
[4:02:57] I believe those changes will be installed.
[4:02:57] I believe those changes will be installed.
[4:03:01] To help those young ladies out.
[4:03:01] To help those young ladies out.
[4:03:04] And congratulations to the softball team this year.
[4:03:04] And congratulations to the softball team this year.
[4:03:08] They all made it to state.
[4:03:08] They all made it to state.
[4:03:11] The championship with Mayfield and Las Cruces High.
[4:03:11] The championship with Mayfield and Las Cruces High.
[4:03:15] >> The South was represented.
[4:03:15] >> The South was represented.
[4:03:18] >> So legislative updates for the year,
[4:03:18] >> So legislative updates for the year,
[4:03:20] we have the approval of Senate Bill 151 which is 1% average
[4:03:20] we have the approval of Senate Bill 151 which is 1% average
[4:03:24] salary increase.
[4:03:24] salary increase.
[4:03:25] We also had the approval of House Bill 47
[4:03:25] We also had the approval of House Bill 47
[4:03:29] which increased employer contribution
[4:03:29] which increased employer contribution
[4:03:32] for insurance premiums.
[4:03:32] for insurance premiums.
[4:03:34] From 6040 to 8020.
[4:03:34] From 6040 to 8020.
[4:03:37] The district has been taking care
[4:03:37] The district has been taking care
[4:03:39] of that over the past several years
[4:03:39] of that over the past several years
[4:03:42] by providing that benefit to the employee.
[4:03:42] by providing that benefit to the employee.
[4:03:44] We did see an increase in medical premiums of 9.95%
[4:03:44] We did see an increase in medical premiums of 9.95%
[4:03:50] and also dental at 4%.
[4:03:50] and also dental at 4%.
[4:03:53] So the benefit to the employees, another cost benefit
[4:03:53] So the benefit to the employees, another cost benefit
[4:03:57] to the employees is that additional portion.
[4:03:57] to the employees is that additional portion.
[4:04:00] Mainly taken up by the district by the 80/20 approval.
[4:04:00] Mainly taken up by the district by the 80/20 approval.
[4:04:10] Just a reminder on how classes are staffed.
[4:04:10] Just a reminder on how classes are staffed.
[4:04:15] This is in accordance to New Mexico State annotated 197822
[4:04:15] This is in accordance to New Mexico State annotated 197822
[4:04:21] dash ten 820.
[4:04:21] dash ten 820.
[4:04:25] So this on the screen is a list of various requirements
[4:04:25] So this on the screen is a list of various requirements
[4:04:28] on how classes are staffed based on grade level.
[4:04:28] on how classes are staffed based on grade level.
[4:04:40] The public Education Department does define
[4:04:40] The public Education Department does define
[4:04:44] what is called functions.
[4:04:44] what is called functions.
[4:04:45] So the function on the screen is what are considered classroom.
[4:04:45] So the function on the screen is what are considered classroom.
[4:04:49] These are direct expenditures towards the classroom.
[4:04:49] These are direct expenditures towards the classroom.
[4:04:55] It's what they considered.
[4:04:55] It's what they considered.
[4:04:57] Even though everything pretty much
[4:04:57] Even though everything pretty much
[4:04:59] goes to support in classroom use, just the way
[4:04:59] goes to support in classroom use, just the way
[4:05:03] they divide it out, between In-classroom use and more
[4:05:03] they divide it out, between In-classroom use and more
[4:05:07] administrative functions, so the functions on this screen
[4:05:07] administrative functions, so the functions on this screen
[4:05:10] are more of your administrative functions.
[4:05:10] are more of your administrative functions.
[4:05:15] Taking a look at our proposed budget for the year,
[4:05:15] Taking a look at our proposed budget for the year,
[4:05:19] second to the last at the bottom you'll see total budget proposed
[4:05:19] second to the last at the bottom you'll see total budget proposed
[4:05:24] is $354.9 million for our operational fund.
[4:05:24] is $354.9 million for our operational fund.
[4:05:29] This is about half a percent increase from our current year.
[4:05:29] This is about half a percent increase from our current year.
[4:05:33] Although we did see a 3% increase in our net value
[4:05:33] Although we did see a 3% increase in our net value
[4:05:38] from the Public Education Department, at the same time
[4:05:38] from the Public Education Department, at the same time
[4:05:42] we are seeing an inverse relationship
[4:05:42] we are seeing an inverse relationship
[4:05:45] with the decline of enrollment.
[4:05:45] with the decline of enrollment.
[4:05:47] That's about a half percent increase.
[4:05:47] That's about a half percent increase.
[4:05:50] For the most part our budget is pretty
[4:05:50] For the most part our budget is pretty
[4:05:53] similar to this current year.
[4:05:53] similar to this current year.
[4:05:56] A slight variations in the function.
[4:05:56] A slight variations in the function.
[4:05:59] I do want to point out that at the very top of the screen,
[4:05:59] I do want to point out that at the very top of the screen,
[4:06:04] for the year 1000, 21 and 22, those
[4:06:04] for the year 1000, 21 and 22, those
[4:06:10] are considered in classroom.
[4:06:10] are considered in classroom.
[4:06:11] We are continuing our dedication to 77% into the new year.
[4:06:11] We are continuing our dedication to 77% into the new year.
[4:06:23] >> Did I just hear you say you are decreasing the line item
[4:06:23] >> Did I just hear you say you are decreasing the line item
[4:06:25] 1000 because of the decrease in FTE and total number of teachers
[4:06:25] 1000 because of the decrease in FTE and total number of teachers
[4:06:29] where you put the 1% raise.
[4:06:29] where you put the 1% raise.
[4:06:30] Is that where the 1% raise goes?
[4:06:30] Is that where the 1% raise goes?
[4:06:35] >> Sorry, president caught, vice president Wofford,
[4:06:35] >> Sorry, president caught, vice president Wofford,
[4:06:39] can you repeat that question?
[4:06:39] can you repeat that question?
[4:06:43] >> You've increased the instruction of the 1000
[4:06:43] >> You've increased the instruction of the 1000
[4:06:46] to accommodate raises.
[4:06:46] to accommodate raises.
[4:06:47] Is that correct?
[4:06:47] Is that correct?
[4:06:49] But then decreased it because you have fewer full time
[4:06:49] But then decreased it because you have fewer full time
[4:06:54] equivalent teachers.
[4:06:54] equivalent teachers.
[4:06:56] >> President, vice president Wofford,
[4:06:56] >> President, vice president Wofford,
[4:06:58] thank you very much for the question.
[4:06:58] thank you very much for the question.
[4:07:01] This reflects salaries within each function.
[4:07:01] This reflects salaries within each function.
[4:07:03] Salaries are still based within every one of the functions just
[4:07:03] Salaries are still based within every one of the functions just
[4:07:08] depending on what that job classification is.
[4:07:08] depending on what that job classification is.
[4:07:11] One person is allocated throughout.
[4:07:11] One person is allocated throughout.
[4:07:21] >> Right.
[4:07:21] >> Right.
[4:07:22] So the question is from 63.2% to 62.71,
[4:07:22] So the question is from 63.2% to 62.71,
[4:07:27] what accounts for the decrease there?
[4:07:27] what accounts for the decrease there?
[4:07:30] >> President, vice president Wofford,
[4:07:30] >> President, vice president Wofford,
[4:07:32] thank you very much for the question.
[4:07:32] thank you very much for the question.
[4:07:34] Within that function, within the different functions,
[4:07:34] Within that function, within the different functions,
[4:07:37] there's some flexibility on how the schools can budget.
[4:07:37] there's some flexibility on how the schools can budget.
[4:07:43] This is what I'm meaning by there's some slight variation.
[4:07:43] This is what I'm meaning by there's some slight variation.
[4:07:47] In that you can see instruction is slightly lower
[4:07:47] In that you can see instruction is slightly lower
[4:07:52] than previous years for the 1000.
[4:07:52] than previous years for the 1000.
[4:07:54] However within the support services for student,
[4:07:54] However within the support services for student,
[4:07:59] that one increased at the same time.
[4:07:59] that one increased at the same time.
[4:08:08] >> That is correct thank you very much.
[4:08:08] >> That is correct thank you very much.
[4:08:13] This is a visual of what the functions look like.
[4:08:13] This is a visual of what the functions look like.
[4:08:18] 63% of the budget is allocated.
[4:08:18] 63% of the budget is allocated.
[4:08:22] 2100 support services for student is and 2200
[4:08:22] 2100 support services for student is and 2200
[4:08:28] for support services 3%.
[4:08:28] for support services 3%.
[4:08:31] That altogether is your 77%.
[4:08:31] That altogether is your 77%.
[4:08:34] The remaining budget goes to more
[4:08:34] The remaining budget goes to more
[4:08:39] of your administrative functions.
[4:08:39] of your administrative functions.
[4:08:44] This is to look at our state equalization guarantee.
[4:08:44] This is to look at our state equalization guarantee.
[4:08:49] We are estimating that we'll receive $326.3 million.
[4:08:49] We are estimating that we'll receive $326.3 million.
[4:08:54] What that looks like when we're looking at expenditures
[4:08:54] What that looks like when we're looking at expenditures
[4:08:58] is that 98% of that is going to personnel.
[4:08:58] is that 98% of that is going to personnel.
[4:09:02] 65% for your salaries.
[4:09:02] 65% for your salaries.
[4:09:05] Also 33% for your fringe benefits.
[4:09:05] Also 33% for your fringe benefits.
[4:09:09] That leaves the district 2% to allocate
[4:09:09] That leaves the district 2% to allocate
[4:09:11] for the rest of the operating expenditures.
[4:09:11] for the rest of the operating expenditures.
[4:09:15] With that I want to thank you so much for your time.
[4:09:15] With that I want to thank you so much for your time.
[4:09:18] I'm going to turn it over to Mr. Liu
[4:09:18] I'm going to turn it over to Mr. Liu
[4:09:20] to discuss the student enrollment and also
[4:09:20] to discuss the student enrollment and also
[4:09:23] strategic goals.
[4:09:23] strategic goals.
[4:09:25] >> Thank you Matt.
[4:09:25] >> Thank you Matt.
[4:09:26] The presentation previously, that's
[4:09:26] The presentation previously, that's
[4:09:29] why we want to add this slide to show the board
[4:09:29] why we want to add this slide to show the board
[4:09:32] and public that the trend that we're seeing,
[4:09:32] and public that the trend that we're seeing,
[4:09:36] nation, experiencing a decrease throughout the year
[4:09:36] nation, experiencing a decrease throughout the year
[4:09:44] and under leadership of Superintendent Ruiz
[4:09:44] and under leadership of Superintendent Ruiz
[4:09:47] we have been successful in our student outreach and effort.
[4:09:47] we have been successful in our student outreach and effort.
[4:09:56] K-12 and Graduate Alliance.
[4:09:56] K-12 and Graduate Alliance.
[4:10:01] In the process of combining the budget of the schools.
[4:10:01] In the process of combining the budget of the schools.
[4:10:14] The expenditure that submitted majority of them
[4:10:14] The expenditure that submitted majority of them
[4:10:19] are supporting the board's strategy goals.
[4:10:19] are supporting the board's strategy goals.
[4:10:21] Some of them are supporting a specific goal.
[4:10:21] Some of them are supporting a specific goal.
[4:10:25] Some are supporting multiple goals.
[4:10:25] Some are supporting multiple goals.
[4:10:29] Goal number one outcome for literacy 67 million.
[4:10:29] Goal number one outcome for literacy 67 million.
[4:10:34] Salary and benefits related to literacy personnel
[4:10:34] Salary and benefits related to literacy personnel
[4:10:38] and professional development.
[4:10:38] and professional development.
[4:10:50] [Laughter] Okay.
[4:10:50] [Laughter] Okay.
[4:10:55] 67 million.
[4:10:55] 67 million.
[4:10:56] Goal number two on top of the salary and benefit, expenditure
[4:10:56] Goal number two on top of the salary and benefit, expenditure
[4:11:07] we are facing a mass extraction material
[4:11:07] we are facing a mass extraction material
[4:11:13] period that's the textbook way we
[4:11:13] period that's the textbook way we
[4:11:15] are trying to adopt this year.
[4:11:15] are trying to adopt this year.
[4:11:17] That's over the latest number we received. $7.9 million.
[4:11:17] That's over the latest number we received. $7.9 million.
[4:11:24] Goal number three, environment, mental health, well-being,
[4:11:24] Goal number three, environment, mental health, well-being,
[4:11:29] that is a wide range that ensures
[4:11:29] that is a wide range that ensures
[4:11:33] the students are able to come to school and get ready to learn.
[4:11:33] the students are able to come to school and get ready to learn.
[4:11:36] Goal number four, environmental safety.
[4:11:36] Goal number four, environmental safety.
[4:11:39] That's not only covered the salary and benefit
[4:11:39] That's not only covered the salary and benefit
[4:11:42] for the operational fund, from security related personnel
[4:11:42] for the operational fund, from security related personnel
[4:11:47] to personnel support of the clean environment
[4:11:47] to personnel support of the clean environment
[4:11:51] but also as we heard from the previous presentation
[4:11:51] but also as we heard from the previous presentation
[4:11:56] five year facility master plan.
[4:11:56] five year facility master plan.
[4:12:00] Hvac and security projects are included.
[4:12:00] Hvac and security projects are included.
[4:12:04] As well as student maintenance.
[4:12:04] As well as student maintenance.
[4:12:07] The building maintenance portion.
[4:12:07] The building maintenance portion.
[4:12:11] School culture and climate.
[4:12:11] School culture and climate.
[4:12:15] The school leaders.
[4:12:15] The school leaders.
[4:12:17] Local leaders that pay out of this goal and also capital.
[4:12:17] Local leaders that pay out of this goal and also capital.
[4:12:22] We are supporting family Support centers which
[4:12:22] We are supporting family Support centers which
[4:12:25] is very important to support the family and student period goal
[4:12:25] is very important to support the family and student period goal
[4:12:29] number six, engagement attendance, 60 million,
[4:12:29] number six, engagement attendance, 60 million,
[4:12:33] internally our effort to reach our student
[4:12:33] internally our effort to reach our student
[4:12:38] and also externally the Graduate Alliance over 281 and K-12
[4:12:38] and also externally the Graduate Alliance over 281 and K-12
[4:12:47] are close to 500 kids recruit from their effort of outreach.
[4:12:47] are close to 500 kids recruit from their effort of outreach.
[4:12:52] With that we are going to go into the goals
[4:12:52] With that we are going to go into the goals
[4:12:56] of the expenditure.
[4:12:56] of the expenditure.
[4:12:58] Total $200 million.
[4:12:58] Total $200 million.
[4:13:01] Multiple goals.
[4:13:01] Multiple goals.
[4:13:02] For example elementary school teachers.
[4:13:02] For example elementary school teachers.
[4:13:04] Not only supporting literacy but also mass
[4:13:04] Not only supporting literacy but also mass
[4:13:08] and also well-being and also for the federal side, 22 million.
[4:13:08] and also well-being and also for the federal side, 22 million.
[4:13:14] Community schools are supporting multiple school goals as well.
[4:13:14] Community schools are supporting multiple school goals as well.
[4:13:18] With that we will stand for questions
[4:13:18] With that we will stand for questions
[4:13:20] and I want to say that we are going to continue to improve
[4:13:20] and I want to say that we are going to continue to improve
[4:13:24] our budget process and budget presentation to ensure
[4:13:24] our budget process and budget presentation to ensure
[4:13:27] that useful and easy information will provide
[4:13:27] that useful and easy information will provide
[4:13:32] throughout the year as well as the process
[4:13:32] throughout the year as well as the process
[4:13:35] to the communities and one lesson
[4:13:35] to the communities and one lesson
[4:13:38] we learned this year is to include the student Council.
[4:13:38] we learned this year is to include the student Council.
[4:13:42] As early as possible because that makes a huge difference
[4:13:42] As early as possible because that makes a huge difference
[4:13:47] in our budget town hall and we have the best budget town
[4:13:47] in our budget town hall and we have the best budget town
[4:13:50] hall this year.
[4:13:50] hall this year.
[4:13:50] Thank you.
[4:13:50] Thank you.
[4:13:53] >> Thank you.
[4:13:53] >> Thank you.
[4:13:54] Board members do you have any questions or comments?
[4:13:54] Board members do you have any questions or comments?
[4:13:57] >> I do.
[4:13:57] >> I do.
[4:13:58] We made a lot of requests at the finance subcommittee
[4:13:58] We made a lot of requests at the finance subcommittee
[4:14:01] and you guys are on it.
[4:14:01] and you guys are on it.
[4:14:02] So we really appreciate that you guys took that extra effort
[4:14:02] So we really appreciate that you guys took that extra effort
[4:14:06] to get that information.
[4:14:06] to get that information.
[4:14:11] >> And we appreciate all the work that you've done throughout
[4:14:11] >> And we appreciate all the work that you've done throughout
[4:14:14] the whole year to make the budget process easier
[4:14:14] the whole year to make the budget process easier
[4:14:17] to understand.
[4:14:17] to understand.
[4:14:18] Both for the board and for the public.
[4:14:18] Both for the board and for the public.
[4:14:22] Thank you so much for that.
[4:14:22] Thank you so much for that.
[4:14:27] >> I really want the vast audience to understand that we
[4:14:27] >> I really want the vast audience to understand that we
[4:14:32] have asked many many questions about this.
[4:14:32] have asked many many questions about this.
[4:14:35] At the last work session.
[4:14:35] At the last work session.
[4:14:37] At the Finance Subcommittee.
[4:14:37] At the Finance Subcommittee.
[4:14:40] If you're noticing maybe there's not a lot of questions tonight,
[4:14:40] If you're noticing maybe there's not a lot of questions tonight,
[4:14:45] it's because we've pretty much exhausted our supply.
[4:14:45] it's because we've pretty much exhausted our supply.
[4:14:50] And thank you for all that.
[4:14:50] And thank you for all that.
[4:14:54] >> Speak for yourself.
[4:14:54] >> Speak for yourself.
[4:14:57] >> Thank you, I have a question in regards to the state funding
[4:14:57] >> Thank you, I have a question in regards to the state funding
[4:15:04] as a whole.
[4:15:04] as a whole.
[4:15:05] As far as attendance goes and absences,
[4:15:05] As far as attendance goes and absences,
[4:15:08] how does it affect the district's budget.
[4:15:08] how does it affect the district's budget.
[4:15:13] For expenditure usage and most importantly do excused absences
[4:15:13] For expenditure usage and most importantly do excused absences
[4:15:29] cause more, what is the relationship with absences
[4:15:29] cause more, what is the relationship with absences
[4:15:35] with state funding?
[4:15:35] with state funding?
[4:15:48] >> President, said, thank you for the question.
[4:15:48] >> President, said, thank you for the question.
[4:15:49] Absences do affect the budget that we did.
[4:15:49] Absences do affect the budget that we did.
[4:15:52] When we received funding from the State of New Mexico,
[4:15:52] When we received funding from the State of New Mexico,
[4:15:57] >> Sorry, can we also have Doctor Lozano maybe address some
[4:15:57] >> Sorry, can we also have Doctor Lozano maybe address some
[4:16:00] of that as well.
[4:16:00] of that as well.
[4:16:02] For the attendance piece.
[4:16:02] For the attendance piece.
[4:16:07] >> I can just make sure there's a point.
[4:16:07] >> I can just make sure there's a point.
[4:16:09] It does affect our funding based on attendance.
[4:16:09] It does affect our funding based on attendance.
[4:16:11] The schools are funded on membership
[4:16:11] The schools are funded on membership
[4:16:15] give the students are not in class,
[4:16:15] give the students are not in class,
[4:16:18] that's less money that the school will receive.
[4:16:18] that's less money that the school will receive.
[4:16:22] >> Madam president, thank you Matt.
[4:16:22] >> Madam president, thank you Matt.
[4:16:24] So, if a student stops coming to school after ten days,
[4:16:24] So, if a student stops coming to school after ten days,
[4:16:28] then we disenroll them and depending on where that falls
[4:16:28] then we disenroll them and depending on where that falls
[4:16:32] or if we get funded on the 80th day of school or 1/20 day
[4:16:32] or if we get funded on the 80th day of school or 1/20 day
[4:16:36] of school for our operational funding,
[4:16:36] of school for our operational funding,
[4:16:39] if they're not enrolled during the 80th day, or the 1/20 day,
[4:16:39] if they're not enrolled during the 80th day, or the 1/20 day,
[4:16:45] that impacts us.
[4:16:45] that impacts us.
[4:16:48] Aside from that we want our kids to be in school and make sure
[4:16:48] Aside from that we want our kids to be in school and make sure
[4:16:52] they're enrolled because after ten days that's
[4:16:52] they're enrolled because after ten days that's
[4:16:54] when we could possibly disenroll students,
[4:16:54] when we could possibly disenroll students,
[4:16:57] depending on the situation.
[4:16:57] depending on the situation.
[4:17:04] >> Good.
[4:17:04] >> Good.
[4:17:05] >> Add back to that.
[4:17:05] >> Add back to that.
[4:17:05] I was wondering, as far as absences go,
[4:17:05] I was wondering, as far as absences go,
[4:17:09] does it also include excused absences.
[4:17:09] does it also include excused absences.
[4:17:12] Because I was talking with a couple of (indiscernible)
[4:17:12] Because I was talking with a couple of (indiscernible)
[4:17:18] I was just wondering does it also
[4:17:18] I was just wondering does it also
[4:17:23] impact Las Cruces Public School District as a whole
[4:17:23] impact Las Cruces Public School District as a whole
[4:17:26] or like for the budgeting processes and stuff like that
[4:17:26] or like for the budgeting processes and stuff like that
[4:17:29] or it's just an excused absences.
[4:17:29] or it's just an excused absences.
[4:17:33] Certain duration time.
[4:17:33] Certain duration time.
[4:17:37] >> Madam president so it does not.
[4:17:37] >> Madam president so it does not.
[4:17:39] There is no impact to any budgeting period
[4:17:39] There is no impact to any budgeting period
[4:17:43] if a student is excused or not excused.
[4:17:43] if a student is excused or not excused.
[4:17:49] >> Okay.
[4:17:49] >> Okay.
[4:17:53] >> I wanted to add on to what Mr. Frank said.
[4:17:53] >> I wanted to add on to what Mr. Frank said.
[4:17:55] And to reflect on the minutes.
[4:17:55] And to reflect on the minutes.
[4:17:57] I think the beauty of having our full board in Finance
[4:17:57] I think the beauty of having our full board in Finance
[4:17:59] subcommittee is we are engaged with you pretty much year round
[4:17:59] subcommittee is we are engaged with you pretty much year round
[4:18:03] and so we see how the budget starts
[4:18:03] and so we see how the budget starts
[4:18:07] and how it kind of has to move and move back
[4:18:07] and how it kind of has to move and move back
[4:18:12] and we've kind of seen that and learned a lot
[4:18:12] and we've kind of seen that and learned a lot
[4:18:15] through this process.
[4:18:15] through this process.
[4:18:17] So that's very helpful.
[4:18:17] So that's very helpful.
[4:18:21] >> And the public can also come to these subcommittee meetings.
[4:18:21] >> And the public can also come to these subcommittee meetings.
[4:18:24] It's not just for us it's for everyone.
[4:18:24] It's not just for us it's for everyone.
[4:18:28] >> Absolutely.
[4:18:28] >> Absolutely.
[4:18:29] We need a lot more.
[4:18:29] We need a lot more.
[4:18:32] >> For sure.
[4:18:32] >> For sure.
[4:18:33] Thank you all for your time and oh,
[4:18:33] Thank you all for your time and oh,
[4:18:39] >> I appreciate the tying in the strategic goals.
[4:18:39] >> I appreciate the tying in the strategic goals.
[4:18:44] I really think that helps me understand the budget.
[4:18:44] I really think that helps me understand the budget.
[4:18:47] I think it helps us talk about the budget in ways
[4:18:47] I think it helps us talk about the budget in ways
[4:18:51] that how does it express our values as a community.
[4:18:51] that how does it express our values as a community.
[4:18:55] Thank you for doing that.
[4:18:55] Thank you for doing that.
[4:18:57] I'm going to say one more time.
[4:18:57] I'm going to say one more time.
[4:18:58] I think we need to rethink our survey strategy on how
[4:18:58] I think we need to rethink our survey strategy on how
[4:19:02] we're gathering data.
[4:19:02] we're gathering data.
[4:19:03] I think getting that student feedback is really important.
[4:19:03] I think getting that student feedback is really important.
[4:19:07] I wonder what a focus on teacher and administration
[4:19:07] I wonder what a focus on teacher and administration
[4:19:10] and cabinet level staff, like a focus on that group of folks
[4:19:10] and cabinet level staff, like a focus on that group of folks
[4:19:16] to build this budget and I know we talked to them
[4:19:16] to build this budget and I know we talked to them
[4:19:20] and I know there's conversations and all those sorts of things
[4:19:20] and I know there's conversations and all those sorts of things
[4:19:24] but, a concerted effort to really get
[4:19:24] but, a concerted effort to really get
[4:19:27] that teacher principal, I guess you folks in the background.
[4:19:27] that teacher principal, I guess you folks in the background.
[4:19:32] Your viewpoint.
[4:19:32] Your viewpoint.
[4:19:34] How does a safety budget impact technology.
[4:19:34] How does a safety budget impact technology.
[4:19:37] We talk about technology all the time or safety all the time
[4:19:37] We talk about technology all the time or safety all the time
[4:19:41] but we can't talk about safety if we're not
[4:19:41] but we can't talk about safety if we're not
[4:19:43] talking about technology.
[4:19:43] talking about technology.
[4:19:44] I think that's sort of one example.
[4:19:44] I think that's sort of one example.
[4:19:48] Building maintenance.
[4:19:48] Building maintenance.
[4:19:50] Like safety.
[4:19:50] Like safety.
[4:19:52] How does this impact his sort of particular realm.
[4:19:52] How does this impact his sort of particular realm.
[4:19:56] I think that's one thing that we need to understand.
[4:19:56] I think that's one thing that we need to understand.
[4:20:00] And again I know we're doing the right thing with this budget
[4:20:00] And again I know we're doing the right thing with this budget
[4:20:04] money.
[4:20:04] money.
[4:20:05] We are good stewards.
[4:20:05] We are good stewards.
[4:20:07] We are smart financial folks.
[4:20:07] We are smart financial folks.
[4:20:09] We're doing good things.
[4:20:09] We're doing good things.
[4:20:11] I want us to sort of think about a better way to sort of,
[4:20:11] I want us to sort of think about a better way to sort of,
[4:20:17] how do we celebrate that and explain
[4:20:17] how do we celebrate that and explain
[4:20:19] what we're doing with this project,
[4:20:19] what we're doing with this project,
[4:20:20] with the greater sort of community,
[4:20:20] with the greater sort of community,
[4:20:22] I think it would be helpful.
[4:20:22] I think it would be helpful.
[4:20:25] But otherwise everything is great.
[4:20:25] But otherwise everything is great.
[4:20:29] All right I'm done.
[4:20:29] All right I'm done.
[4:20:31] Oh my God it's >> Just to piggyback on that as well
[4:20:31] Oh my God it's >> Just to piggyback on that as well
[4:20:35] though, when we're talking about that
[4:20:35] though, when we're talking about that
[4:20:37] and we're spending $139 million on safety.
[4:20:37] and we're spending $139 million on safety.
[4:20:41] I think it would be good to know,
[4:20:41] I think it would be good to know,
[4:20:45] have we improved safety because of that?
[4:20:45] have we improved safety because of that?
[4:20:49] Because we're putting a lot of money into that.
[4:20:49] Because we're putting a lot of money into that.
[4:20:52] It's putting, having that data, we've put that money in,
[4:20:52] It's putting, having that data, we've put that money in,
[4:20:57] it's great and it's aligning to the strategic plan,
[4:20:57] it's great and it's aligning to the strategic plan,
[4:21:00] but has it helped safety, are we improving safety,
[4:21:00] but has it helped safety, are we improving safety,
[4:21:04] are we improving our literacy with the money we
[4:21:04] are we improving our literacy with the money we
[4:21:07] are putting into our instructional resources.
[4:21:07] are putting into our instructional resources.
[4:21:09] It's sort of adding that piece to it.
[4:21:09] It's sort of adding that piece to it.
[4:21:13] This is where we are putting the money
[4:21:13] This is where we are putting the money
[4:21:15] but is it yielding results.
[4:21:15] but is it yielding results.
[4:21:20] >> Thank you very much president Cort.
[4:21:20] >> Thank you very much president Cort.
[4:21:21] Great points.
[4:21:21] Great points.
[4:21:23] Part of that is also, as we're aligning it
[4:21:23] Part of that is also, as we're aligning it
[4:21:26] to the strategic plan, reporting on the impact of the progress.
[4:21:26] to the strategic plan, reporting on the impact of the progress.
[4:21:31] Some of those would be answered for example.
[4:21:31] Some of those would be answered for example.
[4:21:37] What I'm hearing is maybe bringing some of that data
[4:21:37] What I'm hearing is maybe bringing some of that data
[4:21:42] also into the budget piece and highlight some of the successes
[4:21:42] also into the budget piece and highlight some of the successes
[4:21:46] like Mr. Nolan had talked about.
[4:21:46] like Mr. Nolan had talked about.
[4:21:49] I think as we've been thinking through this,
[4:21:49] I think as we've been thinking through this,
[4:21:51] we've been taking notes of all of these different
[4:21:51] we've been taking notes of all of these different
[4:21:54] considerations as we implement the budget
[4:21:54] considerations as we implement the budget
[4:21:57] process for the next school year and definitely the staff piece
[4:21:57] process for the next school year and definitely the staff piece
[4:22:00] is one we are going to definitely prioritize as well.
[4:22:00] is one we are going to definitely prioritize as well.
[4:22:05] Support staff Et-cetera.
[4:22:05] Support staff Et-cetera.
[4:22:07] Thank you.
[4:22:07] Thank you.
[4:22:09] >> I think our budget process is amazing.
[4:22:09] >> I think our budget process is amazing.
[4:22:11] And transparent and full of understanding
[4:22:11] And transparent and full of understanding
[4:22:15] the community and their needs and I
[4:22:15] the community and their needs and I
[4:22:19] don't think we can say that about the budget.
[4:22:19] don't think we can say that about the budget.
[4:22:21] So thank you all.
[4:22:21] So thank you all.
[4:22:25] >> President thank you so much for the comments.
[4:22:25] >> President thank you so much for the comments.
[4:22:27] And if I can just give a quick shout out.
[4:22:27] And if I can just give a quick shout out.
[4:22:30] To all the finance today.
[4:22:30] To all the finance today.
[4:22:32] >> It's after ten and you're here.
[4:22:32] >> It's after ten and you're here.
[4:22:37] >> I like seeing them in 3D.
[4:22:37] >> I like seeing them in 3D.
[4:22:39] For sure.
[4:22:39] For sure.
[4:22:41] >> I would like to entertain a motion to approve the fiscal
[4:22:41] >> I would like to entertain a motion to approve the fiscal
[4:22:44] year 2026 2027 proposed operating budget period
[4:22:44] year 2026 2027 proposed operating budget period
[4:22:48] >> So moved.
[4:22:48] >> So moved.
[4:22:49] >> Second period bam moved and seconded all in favor please
[4:22:49] >> Second period bam moved and seconded all in favor please
[4:22:53] indicate by saying I. All opposed.
[4:22:53] indicate by saying I. All opposed.
[4:22:58] All right that has it.
[4:22:58] All right that has it.
[4:23:01] Unanimously approved.
[4:23:01] Unanimously approved.
[4:23:02] Bravo.
[4:23:02] Bravo.
[4:23:04] 1008.
[4:23:04] 1008.
[4:23:05] Still going.
[4:23:05] Still going.
[4:23:07] We have our board reports.
[4:23:07] We have our board reports.
[4:23:11] I would like to start by saying I have attended
[4:23:11] I would like to start by saying I have attended
[4:23:15] 22 events this month which is a lot
[4:23:15] 22 events this month which is a lot
[4:23:18] but it's all in celebration of staff and students
[4:23:18] but it's all in celebration of staff and students
[4:23:20] and it makes me super happy and I wish everybody
[4:23:20] and it makes me super happy and I wish everybody
[4:23:23] a very happy and successful last week of school and a excited
[4:23:23] a very happy and successful last week of school and a excited
[4:23:27] for graduations.
[4:23:27] for graduations.
[4:23:28] I'm trying to get my handshake hand in shape.
[4:23:28] I'm trying to get my handshake hand in shape.
[4:23:32] Mr. Wofford.
[4:23:32] Mr. Wofford.
[4:23:35] >> It's been a busy month.
[4:23:35] >> It's been a busy month.
[4:23:37] A lot of activities.
[4:23:37] A lot of activities.
[4:23:38] One I've really enjoyed was the elementary arts show.
[4:23:38] One I've really enjoyed was the elementary arts show.
[4:23:42] Just did a fabulous job.
[4:23:42] Just did a fabulous job.
[4:23:47] Enjoyed that very much and looking forward to
[4:23:47] Enjoyed that very much and looking forward to
[4:23:50] not dislocating my shoulder.
[4:23:50] not dislocating my shoulder.
[4:23:52] At all the.
[4:23:52] At all the.
[4:23:57] And so have a fabulous summer.
[4:23:57] And so have a fabulous summer.
[4:24:00] Everyone enjoys their brief time off in the summer.
[4:24:00] Everyone enjoys their brief time off in the summer.
[4:24:04] And our rejuvenated.
[4:24:04] And our rejuvenated.
[4:24:06] All school employees back in the fall period
[4:24:06] All school employees back in the fall period
[4:24:11] >> I'm just going to be super brief.
[4:24:11] >> I'm just going to be super brief.
[4:24:13] We had a community school meeting
[4:24:13] We had a community school meeting
[4:24:15] and we had something that wasn't done before.
[4:24:15] and we had something that wasn't done before.
[4:24:18] We now have the parent representative, the first one
[4:24:18] We now have the parent representative, the first one
[4:24:23] of perhaps several.
[4:24:23] of perhaps several.
[4:24:25] Did we put a limit on how many?
[4:24:25] Did we put a limit on how many?
[4:24:30] She was very excited.
[4:24:30] She was very excited.
[4:24:32] And happened to be there as well.
[4:24:32] And happened to be there as well.
[4:24:35] We discussed a summer retreat that will be happening June
[4:24:35] We discussed a summer retreat that will be happening June
[4:24:38] 18th.
[4:24:38] 18th.
[4:24:39] So we are going over possible topics
[4:24:39] So we are going over possible topics
[4:24:44] and with the elk Foundation, it was kind of fun.
[4:24:44] and with the elk Foundation, it was kind of fun.
[4:24:51] Donyetta Community College has the culinary department
[4:24:51] Donyetta Community College has the culinary department
[4:24:54] and they have students who will put on a luncheon for you.
[4:24:54] and they have students who will put on a luncheon for you.
[4:24:59] And it was really cool.
[4:24:59] And it was really cool.
[4:25:01] That's where we had our meeting.
[4:25:01] That's where we had our meeting.
[4:25:07] >> Thank you.
[4:25:07] >> Thank you.
[4:25:07] Mr. Nolan.
[4:25:07] Mr. Nolan.
[4:25:08] >> Yeah, I guess we have equity council.
[4:25:08] >> Yeah, I guess we have equity council.
[4:25:11] We have our meeting coming up and I
[4:25:11] We have our meeting coming up and I
[4:25:13] think we're working on equity promise and all that good stuff.
[4:25:13] think we're working on equity promise and all that good stuff.
[4:25:16] I am the chair of the DAC Advisory Council.
[4:25:16] I am the chair of the DAC Advisory Council.
[4:25:24] I have to solely accumulate all of the work.
[4:25:24] I have to solely accumulate all of the work.
[4:25:31] I am looking forward to graduation
[4:25:31] I am looking forward to graduation
[4:25:34] and I want to shout out from the dais.
[4:25:34] and I want to shout out from the dais.
[4:25:37] My daughter wrapped up her athletic career
[4:25:37] My daughter wrapped up her athletic career
[4:25:40] and I did this on social media but I
[4:25:40] and I did this on social media but I
[4:25:42] think it's good to do it here.
[4:25:42] think it's good to do it here.
[4:25:44] I want to thank Miss Ramdhan.
[4:25:44] I want to thank Miss Ramdhan.
[4:25:48] How much we contribute, it's reflected in our budget.
[4:25:48] How much we contribute, it's reflected in our budget.
[4:25:57] I would sell those at 50 cent bag of chips.
[4:25:57] I would sell those at 50 cent bag of chips.
[4:26:01] Those are not paying for bus transportation.
[4:26:01] Those are not paying for bus transportation.
[4:26:04] LCP hasn't really comes out and supports athletics
[4:26:04] LCP hasn't really comes out and supports athletics
[4:26:07] and getting those kids out there and seeing them run around.
[4:26:07] and getting those kids out there and seeing them run around.
[4:26:13] I live right by Mayfield Park did a little honking parade
[4:26:13] I live right by Mayfield Park did a little honking parade
[4:26:18] thing for them.
[4:26:18] thing for them.
[4:26:20] I didn't know it at the time.
[4:26:20] I didn't know it at the time.
[4:26:23] I felt that when I realized that it was
[4:26:23] I felt that when I realized that it was
[4:26:32] and then I realized what it was for.
[4:26:32] and then I realized what it was for.
[4:26:35] But a shout out to the folks at El CPS Athletics.
[4:26:35] But a shout out to the folks at El CPS Athletics.
[4:26:39] For the work that they do.
[4:26:39] For the work that they do.
[4:26:42] >> Mr. Frank.
[4:26:42] >> Mr. Frank.
[4:26:47] >> One of the cool things I did was the best buddies thing.
[4:26:47] >> One of the cool things I did was the best buddies thing.
[4:26:49] I didn't go to the prom but the next day there
[4:26:49] I didn't go to the prom but the next day there
[4:26:53] was an event at Oregon Mountain High School
[4:26:53] was an event at Oregon Mountain High School
[4:26:55] and I walked around the track and went to all these rooms.
[4:26:55] and I walked around the track and went to all these rooms.
[4:27:01] I got a tattoo on my arm.
[4:27:01] I got a tattoo on my arm.
[4:27:08] [Laughter]
[4:27:08] [Laughter]
[4:27:10] so.
[4:27:10] so.
[4:27:11] This event is the anti-bullying event
[4:27:11] This event is the anti-bullying event
[4:27:18] where there's nothing but support for each other
[4:27:18] where there's nothing but support for each other
[4:27:22] and it's always an important event.
[4:27:22] and it's always an important event.
[4:27:24] And also I want to talk about the teachers.
[4:27:24] And also I want to talk about the teachers.
[4:27:27] Teacher Appreciation Awards.
[4:27:27] Teacher Appreciation Awards.
[4:27:30] That is a really great activity.
[4:27:30] That is a really great activity.
[4:27:34] First of all it's really beneficial for the athletes.
[4:27:34] First of all it's really beneficial for the athletes.
[4:27:38] They have to do that.
[4:27:38] They have to do that.
[4:27:42] Causing them to have to reflect when somebody influenced them
[4:27:42] Causing them to have to reflect when somebody influenced them
[4:27:47] and it brings tremendous recognition to the people.
[4:27:47] and it brings tremendous recognition to the people.
[4:27:51] They pick as the person.
[4:27:51] They pick as the person.
[4:27:55] I really think Coach Lopez should be recognized.
[4:27:55] I really think Coach Lopez should be recognized.
[4:28:01] And all the other people that help him to pull that off.
[4:28:01] And all the other people that help him to pull that off.
[4:28:05] By the way come up the speech at that was extraordinary.
[4:28:05] By the way come up the speech at that was extraordinary.
[4:28:14] (indiscernible)
[4:28:14] (indiscernible)
[4:28:19] >> I'm sure everybody would love for me to take that time.
[4:28:19] >> I'm sure everybody would love for me to take that time.
[4:28:23] [Laughter] I appreciate that very much I will repeat it I
[4:28:23] [Laughter] I appreciate that very much I will repeat it I
[4:28:29] will repeat it one of these days but maybe not --
[4:28:29] will repeat it one of these days but maybe not --
[4:28:33] >> I understand.
[4:28:33] >> I understand.
[4:28:35] >> Thank you.
[4:28:35] >> Thank you.
[4:28:37] Thank you said for being on the dais with us for the last time
[4:28:37] Thank you said for being on the dais with us for the last time
[4:28:42] and we'll see you at the Senior Honors Night on Thursday
[4:28:42] and we'll see you at the Senior Honors Night on Thursday
[4:28:46] and we'll see you at graduation on whatever day
[4:28:46] and we'll see you at graduation on whatever day
[4:28:49] it is you graduate.
[4:28:49] it is you graduate.
[4:28:51] Ceremony of Champions.
[4:28:51] Ceremony of Champions.
[4:28:54] Yeah.
[4:28:54] Yeah.
[4:28:55] Three days in a row.
[4:28:55] Three days in a row.
[4:28:59] >> Student government, for me community awareness.
[4:28:59] >> Student government, for me community awareness.
[4:29:05] >> It wasn't for your dance moves at Quebec and
[4:29:05] >> It wasn't for your dance moves at Quebec and
[4:29:09] >> Stewart recorded me.
[4:29:09] >> Stewart recorded me.
[4:29:12] >> I know it was awesome.
[4:29:12] >> I know it was awesome.
[4:29:15] >> With that I would like to entertain a motion to >>
[4:29:15] >> With that I would like to entertain a motion to >>
[4:29:20] So moved.
[4:29:20] So moved.
[4:29:20] >> Moved by everyone.
[4:29:20] >> Moved by everyone.
[4:29:21] And seconded by Vice President Wofford.
[4:29:21] And seconded by Vice President Wofford.
[4:29:23] All in favor please indicate by saying I. I. All opposed?
[4:29:23] All in favor please indicate by saying I. I. All opposed?
[4:29:29] All right we're adjourned at 1014.
[4:29:29] All right we're adjourned at 1014.