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This General Obligation Bond will be replacing taxes that are sunsetting. The outcome is that there will be no increase to the existing tax rate for property owners.

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In 2013, Capitan Municipal Schools passed a Mill-Levy Election.  These funds have been and are currently used to support staff and students in many ways.  In 2015 the District attempted to pass a General Obligation Bond to pay for among other things the new Capitan Middle/High School. This G.O. Bond failed and the District has been dealing with the advance (loan) from the PSCOC. We have successfully negotiated with the PSCOC since that time to bring that balance down to $1.92 million. We are in the process of negotiating, once again, with the PSCOC to have this balance forgiven in its entirety. In 2019, the District put the Mill-Levy question to voters of which failed.  Capitan Municipal Schools was one of only three school districts in the state to have a Mill-Levy fail during that election cycle.  Since that time, voters in Capitan were again asked in 2021 to pass this extremely important revenue source.  Once again the measure failed.  In 2023, the District was successful in an attempt to have voters support our kids like the other 86 school districts in the state currently demonstrate.  We sincerely appreciate the supporters who passed this mill-levy. We are currently utilizing these funds to maintain, renovate and make repairs to our facilities. Now, on November 4, 2025, we are placing a question to voters regarding a General Obligation Bond. This General Obligation Bond will generate $7,000,000 to make improvements through new construction and renovations to District facilities. This tax will replace some previous taxes and will not raise the current tax rate for property owners. I hope that this presentation provides you with all of the information necessary to make an informed decision and support our kids.  If you have any questions regarding this presentation, please do not hesitate to contact me.

Sincerely,
J. Vance Lee, Superintendent

For those using a phone/tablet, swiping to the right will show screens that have additional information.

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How New Mexico Public Schools are Funded

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How New Mexico Public Schools are Funded

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Public schools are funded utilizing various sources.  Whether it is funding daily operations, personnel/staffing, special programs or capital improvements, there are different sources of funding, as well as, state and federal laws that regulate how these categories are funded.  Typically, the maintenance, repair, renovation and replacement of buildings and grounds are funded by revenue from both local and state property taxes.  It would be nearly impossible to fund Capital Improvement projects with operational dollars, as these would be dollars taken away from classroom instruction, most notably personnel costs which make up 80-90% of all operational revenues.  For a District the size of Capitan, the cost to just maintain facilities and grounds amount to around $300,000 - $400,000 annually.  This does not include building and grounds improvements necessary for providing quality learning environments for students and quality teaching environments for staff.  Click the link above to learn about information regarding how school districts are funded in the state of New Mexico.  Most relevant for this presentation begins on page 9, "The Public School Capital Improvements Act (SB-9)".

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GENERAL OBLIGATION BOND (2.279 MILLS) TAX QUESTION

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GENERAL OBLIGATION BOND (2.279 MILLS) TAX QUESTION

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Shall the Board of Education of the Capitan Municipal School District No. 28, County of Lincoln, State of New Mexico, be authorized to issue general obligation bonds of the District, in one series or more, in the aggregate principal amount not exceeding $7,000,000, for the purpose of: erecting, remodeling, making additions to and furnishing school buildings, including teacher housing; purchasing or improving school grounds; purchasing computer software and hardware for student use in public schools; providing matching funds for capital outlay projects funded pursuant to the Public School Capital Outlay Act; or any combination of these purposes, said bonds to be payable from general (ad valorem) taxes and to be issued and sold at such time or times upon such terms and conditions as the Board may determine?

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The above document is a resource for you to estimate your property taxes for a particular property you own within the Capitan Municipal Schools boundary as it applies to the 2.279-Mill Rate General Obligation Bond.

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The Capitan Municipal Schools Facility Master Plan Steering Committee spent the Spring semester meeting to evaluate for deficiencies and develop a prioritized list of repairs and renovations.  This list was then used to develop annual and site specific budgets for expenditure planning.  The above worksheet is a demonstration of how and where taxpayer dollars will be spent.  This list is regularly revised with new deficiencies and needs identified, as well as tracking completion of projects/activities.

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A great school facility is more than just a building kept in the best possible shape through routine maintenance, regular inspections, and other preventative work. Done well, it can create an ideal environment for academic achievement with research showing a direct impact on student learning.

"If we want to continue to increase student scores across the board, we have to first be honest and recognize that we need to reduce disparities across schools from the standpoint of the quality of the learning environment," said Jeff Clemmons, Director of Facility Services at the Texas Association of School Boards.

Finding ways to focus on the needs of students is always top of mind for high-performing boards and school districts. Investing in facilities can add up to better student health, attendance, behavior, and achievement. For teachers, the benefits include improved morale and instruction.

For Karen Shwind, president of the Texas School Nurse Organization and Health Services coordinator at New Braunfels ISD, there's no doubt that facilities can have an impact on student learning, especially when trying to minimize chronic absences related to conditions like asthma.

"We always say that a healthy child is going to be your best learner," she said. "Environmental factors can lead to - and think of those with respiratory issues, particularly our asthma population and then those with anaphylaxis - increased absences. If they're not in school, they're not learning."

Creating a healthy learning environment not only helps minimize absenteeism, but it also impacts a school district's budget.

"Looking at this from a performance standpoint for the school district, if you have high-functioning facilities, kids are in their seats in class, they're there, and they're learning," said Gary Hutton, General Manager of Operations at Spring ISD. "That also means the district is getting attendance funding. So, there's student attendance, learning, and increased performance - they achieve more and get better scores - plus the schools are properly funded and that creates a sort of offset to the costs of any necessary upgrades. It's a win-win."

How the condition of school buildings affects education

Across Texas, there are more than 9,000 campuses, with an average age of more than 40 years old. As the state adds roughly 80,000 students each year (about the seating capacity of the Darrell K Royal - Texas Memorial Stadium at the University of Texas at Austin) and new facilities come online, that average age is dropping, but repairs, renovations, and modernizations are still needed for many buildings to meet the needs of a 21 st-century education.

The idea that school building conditions can affect student achievement isn't new. A 2007 study, The Relationship Between School Building Conditions and Student Achievement at the Middle School Level in the Commonwealth of Virginia, is one of many that has found that student achievement is connected to a building's condition. Students perform better in newer or recently renovated buildings than they do in older buildings.

"What's fascinating about this study is that when you divide the facilities up between standard and substandard, you're looking at a 6.1 percent difference in students passing English alone," said Clemmons, "that's noteworthy because English affects all other academic areas."

The U.S. Department of Education acknowledged the impact of well-maintained facilities on learning and teaching in a 2014 letter. "When classrooms are too hot, too cold, overcrowded, dust-filled or poorly ventilated, students and teachers suffer," it wrote.

How school facilities affect learning outcomes

The environmental conditions that play a role in student success can be roughly broken down into five broad categories:

Acoustics and noise

Loud noises are distracting and even stressful. Noise impairs the ability of teachers to teach and students to learn. Common sources for these distractions are heating and ventilation units, neighboring classrooms, nearby facilities, airplane flight paths, and road traffic. Research shows that classrooms that reduce external noise have more engaged and higher achieving students compared to those in noisier school environments.

"There's one study out there that looked at reading test scores from two schools with matching demographic factors," said Clemmons. "The difference was that one school was in the flight path of an airport, while the other was in a quiet neighborhood. Students from the school in the flight path had significantly lower reading scores than those at the quieter school."

Classroom noise is of particular concern for students with hearing loss or attention deficits. School buildings that can buffer classrooms from external noise sources can improve student outcomes.

Air quality

Indoor air quality (IAQ) is another key factor. Poor air quality contributes to absenteeism, particularly for students with asthma. Increased absences and difficulty concentrating while in school may mean student achievement measures are less about ascertaining learning and more a gauge of a student's health and their ability to focus.

Research also indicates that some schools suffer from what has been dubbed "sick building syndrome," a collection of symptoms that includes lethargy, dry skin, and headaches. It affects the absenteeism and performance of both students and teachers.

Additionally, poor IAQ means these buildings have more bacteria, viruses, allergens, and indoor pollutants from office equipment, cleaning products and pesticides, flooring materials, paints, and adhesives - all of which can contribute to childhood illness and more missed days of school.

"The problems with air quality can be very unique. You could have a student with a reaction to an air freshener in a classroom - a plug-in - we remove that plug-in and the problem goes away," said Schwind. "But if you're talking about a major moisture issue underneath the entire building creating mold issues, well that's a totally different circumstance that involves a lot of mechanics in eliminating."

One area Hutton sees as an underappreciated IAQ vector is carpeting. "Whether it's flu or COVID, or just allergens, kids are bringing these things in from outside, and they're settling in the carpet and then getting stirred up throughout the day," said Hutton. "So, I think school districts can do a better job of effectively cleaning carpets regularly and replacing them regularly, too."

Related: Why Indoor Air Quality at School Is So Important to Student Achievement

Lighting

Research shows that natural lighting boosts the morale of teachers and students. It also reduces off-task behavior and improves test scores. Environments with little natural light have been shown to produce less than desirable results.

Many schools, particularly those built in the 1980s and 1990s, were built like bunkers according to Hutton, with little natural light getting in. "At the time, that's what you built. You wanted to avoid heat build-up and see energy savings, so windows were limited. It was a reaction to the environmental challenges of the time," Hutton said. "But then kids were boxed-in under fluorescent lights and didn't really see natural light all day and people wondered why attendance was dropping."

"We see students who have migraines triggered by fluorescents or by a bulb that flickers or depending on the athletic season with, we might see students with concussions, and sometimes the lighting can be an issue for them as well," said Schwind. "All of these things can increase absences and decrease student performance even if they're still in the classroom."

Now technology exists to bring natural light to the learning environment, even in older facilities that may not have had many options for external light. It's possible to replicate natural light using LEDs. With lighting accounting for about 23 percent of a district's energy cost, according to Clemmons, switching to LEDs that replicate natural light when external light isn't practical not only improves student outcomes, but it also saves money.

"There's a study out there that shows that students with the most exposure to natural daylight progressed 20 percent faster in math and 26 percent faster in reading," said Clemmons. "That is a huge differential. It's not one or a 1.2 percent faster, it is a huge growth in the results."

Related: Green Schools and Student Outcomes: What You Need to Know

Temperature control

Anyone who has worked in an office that is too hot or too cold knows how difficult it can be to concentrate when you're uncomfortable. The temperature affects your engagement levels and overall productivity no matter what age you are. Teacher performance and student achievement are both affected.

"When you go into a classroom - my daughter, for instance, takes a coat to school every day because she knows she's going to be cold when she gets to class - and it's not comfortable, that takes the mind off learning," said Clemmons, "It's a distraction. That's a function of the facility." According to the best analyses, the ideal temperature range for effective learning in reading and math is between 68 and 74 degrees.

Classroom teachers know how to keep their room comfortable and primed for learning. For them to have the fine-tuned control necessary, they need to be able to adjust the temperature in their own classroom. If room-level control isn't possible, schools should try to allow for temperature control of small blocks of classrooms that receive similar amounts of sunlight and exposure to outside temperatures.

Classroom size and space

Classrooms with adequate space to spread out allow teachers to reconfigure seating arrangements and enable varied teaching methods. They also make it possible to create private study areas and smaller learning centers that reduce visual and auditory interruptions.

Overcrowding has consistently been linked to increased aggression in students, decreased engagement, and lower levels of learning. Classrooms that offer flexibility and reconfiguration are associated with increased student engagement and learning.

The classic layout of an 800 square foot room with rows of desks isn't always the correct set up. As pedagogy changes, so have classroom layouts. Flexible space is important to ensuring that students can work together, collaborating and communicating effectively to solve problems.

"As teaching methods change, so must our approach to improving our school facilities," said Clemmons. "Flexibility is key."

Making sure your school facilities meet the challenges of the 21st century

School districts must make careful assessments to determine when aging facilities need major renovation or replacement. But if the goal is to stretch limited budgets or postpone the need for a costly bond program, regular and proactive maintenance is essential. An older facility that's been updated and maintained well can still meet the needs of today's students, Clemmons said.

"A dirty building or a building that has not been properly maintained could negatively impact student performance - regardless of the age of the facility," he said. As long as [the building] is maintained, it's clean, and it has been renovated to create a comfortable 21 st-century learning environment, that's going to provide us with the environment most conducive to educational advancement."

Again, the data shows a clear connection between maintenance and student attendance and achievement. Schools without major maintenance backlogs have a higher average daily attendance (ADA) of 4 to 5 students per 1,000 on average, according to the Environmental Protection Agency. They also have an annual dropout rate that's lower by 10 to 13 students per 1,000. And test scores improve, too, as building conditions improve, says the EPA. Studies show test scores can go up by 3 to 17 percent.

"From a district standpoint, the goal is always to create an environment where teachers can teach to the best of their ability and students can learn to the best of their ability. Your buildings shouldn't hinder those things," said Hutton.

This article originally appeared in the Jan/Feb 2022 issue of Texas Lone Star.

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5 Ways Your School Facilities Impact Student Achievement

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A great school facility is more than just a building kept in the best possible shape through routine maintenance, regular inspections, and other preventative work. Done well, it can create an ideal environment for academic achievement with research showing a direct impact on student learning.

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Student learning is undermined in poorly designed and maintained buildings, and students from low-income families are more likely to attend school in such buildings.
With Congress and the president pledging to address America's long-term infrastructure needs, the challenges of maintaining school facilities are gaining more visibility. It is about time, too, because our public school facility infrastructure needs significant upgrading. The average public school building was built around 1968 - more than 50 years ago - and the National Center for Education Statistics reports that half of all public schools in the United States need at least one major facility repair (Alexander & Lewis, 2014). The American Society of Civil Engineers (2017) gave our public K-12 infrastructure a quality grade of D+ on their 2017 Infrastructure Report Card.
How the condition of school buildings affects education
Structurally sound and well-maintained schools can help students feel supported and valued. Students are generally better able to learn and remain engaged in instruction, and teachers are better able to do their jobs, in well-maintained classrooms that are well-lit, clean, spacious, and heated and air-conditioned as needed. In contrast, when classrooms are too hot, too cold, overcrowded, dust-filled, or poorly ventilated, students and teachers suffer.

Decades of research confirm that the conditions and qualities of school facilities affect students, teachers, and overall academic achievement. In their review of the peer-reviewed literature, researchers at the Harvard School of Public Health conclude that "the evidence is unambiguous - the school building influences student health, thinking, and performance" (Eitland et al., 2017).
Student achievement
A growing body of peer-reviewed research finds a relationship between school facility quality and student achievement. A 2002 review of the literature, compiled by Mark Schneider, the current director of the Institute of Education Sciences at the U.S. Department of Education, found that, on average, researchers observed a difference in student achievement between above-standard buildings and substandard buildings to be 5 to 17 percentile points. The studies cited in this review, and most studies done since, find significant correlations between poor structural, conditional, and aesthetic attributes of school buildings (including lighting, temperature and thermal comfort, acoustics, and indoor air quality) and low student learning and achievement (Earthman, 2002; Uline & Tschannen-Moran, 2008; U.S. Department of Education, Office For Civil Rights, 2014). For example, a 2004 study of 226 schools in Houston, Texas, found that poor facility quality significantly reduced daily attendance and increased dropout rates (Branham, 2004).

Improving school facilities can have a positive effect on student performance, as found in a 2004 analysis of student achievement and indoor environmental compliance ratings in the Los Angeles Unified School District (LAUSD), led by Jack Buckley, a former director of the National Center for Education Statistics. In the study, improvements that raised a school facility's overall environmental compliance rating from "worst" to "best" correlated to a 36-point average increase in a school's Academic Performance Index, a nearly 6% increase over the districtwide 2003 base (Buckley, Schneider, & Shang, 2004b). Similarly, a 2014 study by economists at the University of Chicago and Princeton University on the effect of school construction in New Haven, Connecticut, found that students moving into a rebuilt or renovated school saw strong gains (0.15 standard deviations) in reading scores (Neilson & Zimmerman, 2014). And a 2017 study of the LAUSD found that moving students out of overcrowded and degraded school facilities and into new facilities brought about gains in both standardized test scores and non-cognitive measures of educational quality (Lafortune & Schönholzer, 2017).
Teacher performance and satisfaction
Researchers have also found that school facility quality affects teachers. For example, a 2002 survey of teachers in the Chicago Public Schools and the District of Columbia found that when teachers consider their school to be in poor physical condition, they are far more likely to report that they plan to leave their school or to leave teaching altogether than are teachers in facilities they consider to be in good or excellent condition (Buckley, Schneider, & Shang, 2004a). A 2017 study led by a University of Michigan environmental health researcher found that improved ventilation and indoor air quality at schools improved teachers' self-reported job satisfaction (Batterman et al., 2017).

In short, it appears that good facility conditions can improve the teaching experience and reduce teacher turnover, while poor school conditions can hinder teachers' work (U.S. Department of Education, 2014). In particular, teachers delivering 21st-century education and preparing students for 21st-century jobs need such physical instructional elements as science labs, technology, and special education spaces. Aging school buildings that have not been modernized often lack these important features.
How school buildings affect health and community well-being
Substandard school buildings and grounds can negatively affect the health of children and adults in schools (Uline & Tschannen-Moran, 2008). Researchers have found that exposures to mold, poor ventilation, uncomfortable temperatures, inadequate lighting, overcrowding, and excessive noise all have potential to harm student and teacher health, contribute to absenteeism, and reduce cognitive abilities - all of which affect academic achievement (Fisk et al., 2016). Dampness and mold in school buildings exacerbate children's and teachers' asthma symptoms (Dangman, Bracker, & Storey, 2005), and both children and teachers perform better with increased fresh air ventilation (Myhrvold, Olsen, & Lauridsen, 1996).

Researchers and education practitioners now see school climate and positive social relations as necessary ingredients for academic achievement (Bryk & Schneider, 2002; Thapa et al., 2013), and facilities play a strong role in these areas. Properly planned, designed, and maintained school facilities promote the health, well-being, and performance of children and adults in schools and even encourage children to want to come to school (Maxwell & Schechtman, 2012). In her study of 236 New York City middle schools, Cornell University environmental psychologist Lorraine Maxwell (2016) found that school building condition is linked to school climate and attendance, and higher ratings of school social climate predicted lower student absenteeism, which in turn predicted higher standardized test scores.
Inadequate facilities disproportionately affect the poor
Capital funding for facility infrastructure remains the most regressive element of public education finance. On average, local districts are responsible for 82% of their budget, which covers building new schools and renovating existing facilities (Filardo, 2016; National Center for Education Statistics, n.d.). In contrast, on average, local school districts are responsible for only about 45% of their annual budget, which pays for teachers, staff, administration, materials, and facility maintenance and operations. The federal government historically contributes 10% on average for local education operating costs (mainly under Title I), but it provides less than 1% of total capital expenditures by U.S. public school districts, mainly through the Federal Emergency Management Agency (FEMA) for after-the-fact disaster recovery.

Because local school districts shoulder the vast majority of their capital facilities costs, poor and low-wealth districts are frequently unable to adequately maintain their buildings and grounds, much less modernize their schools. Therefore, districts and zip codes with higher enrollments of students from low-income families are more likely to have buildings in poor condition (Alexander & Lewis, 2014; Filardo et al., 2006).

Poor communities whose school facilities need the most attention have typically received the least facility funding, as seen in a national study of more than 146,000 school facility improvement projects from 1995 to 2004, which found that the projects located in high-wealth zip codes had more than three times the capital investment than the schools in the lowest-wealth zip codes (Filardo et al., 2006). Recent studies of Texas (Rivera & Lopez, 2019) and California (Brunner & Vincent, 2018) both found that school districts with lower property values raised significantly less facility funding from local and state sources, compared to districts in areas with higher property values. These differences in funding mean that students from affluent districts are more likely to attend school in bright, comfortable, and healthy facilities, while students in poorer districts are likely to attend school in dilapidated, obsolete, and unhealthy facilities that pose substantial obstacles to learning and overall student well-being.

Further, because they lack access to capital dollars, poorer districts end up making expensive emergency and short-term repairs out of their operating budgets - thus using the money that otherwise goes to pay teachers, purchase instructional equipment, and other day-to-day educational necessities. A 2015 study by University of California, Berkeley, researchers found that this is a pervasive problem across California - districts serving low-income families spend a higher proportion of their total education budget per student on the daily upkeep, operation, and repair of their facilities than do high-wealth districts (Vincent & Jain, 2015).

Older, less well-maintained buildings are also more vulnerable when natural disasters strike, leading their students to experience more adverse effects, such as dislocation and prolonged school closures. In 2005, a total of 372,000 students were dislocated in Louisiana as a result of Hurricane Katrina, with an estimated 160,000 dislocated for months and sometimes years. According to a 2017 report by FEMA, "older school facilities are particularly vulnerable to natural disasters and in most cases school administrators do not have the financial resources to address these vulnerabilities" even though they have "a moral, and in many cases, legal responsibility to make these schools more resilient to disaster."
What can be done?
Since 1973, equity advocates have challenged the constitutionality of the education finance systems in 45 states. In many of these states, funding for school facilities has been a major component of the challenge (Center for Educational Equity, n.d.). As a result, there has been some facilities relief for low-wealth districts in Arizona, Arkansas, California, Kentucky, Ohio, New Jersey, New Mexico, West Virginia, and Wyoming. However, even with increased state funding in some states, the facility-related inequities plaguing many low-wealth students persist.

The average public school building was built around 1968 - more than 50 years ago - and the National Center for Education Statistics reports that half of all public schools in the United States need at least one major facility repair.

The federal government can help. It can build the capacity of states to help local districts better plan and manage their facilities. It can also provide direct funding and other financing credits that address the annual capital budget shortfalls. Bills were introduced in the 116th Congress in January 2019 that would build state capacity and provide $100 billion in federal funds over the next decade for states to use to fund the lowest-wealth districts and highest-need school facilities. Similar bills attracted widespread support in 2018 in the 115th Congress. Additionally, congressional Democratic leaders have pledged that school facilities funding will be included in any broad infrastructure bill.

During his 2016 campaign, President Donald Trump said infrastructure was a priority, and he included schools in his vision for new investments. Meanwhile, a broad-based [Re] Build America's School Infrastructure Coalition (BASIC) has been created to advocate increased federal support. And, according to a January 2019 poll conducted by and the Harvard T.H. Chan School of Public Health, 66% of Americans - the majority of Democrats and Republicans alike - identify federal spending on public school buildings as "extremely important." Indeed, infrastructure is one of the few issues on which the parties seem to agree. The challenges to expanding the infrastructure table to fully include preK-12 public schools seeing a comprehensive infrastructure package adequately funded are still considerable.

But public understanding of the scale, importance, and benefits of investing in public school infrastructure is increasing. That's not surprising, given that public school facilities represent the second largest sector of public infrastructure spending (after roads) and about 1 of every 6 American children and adults spend every weekday in these often-crumbling buildings. At the local level, bipartisan support for school construction and modernization is commonplace, and local communities and most states are working hard to provide healthy, safe, and educationally inspiring school buildings and grounds. In fact, at the end of fiscal year 2016, local school districts carried $434 billion in long-term debt, nearly all from borrowing to pay for facilities improvements. But local communities cannot alleviate facilities inequities without federal support. Like the rest of our nation's critical public infrastructure, public schools need targeted, stable, and sufficient funding to provide the buildings and grounds we need for our future.
References
Center for Educational Equity at Teachers College. (n.d.). New York, NY: Author. School funding court decisions. http://schoolfunding.info/school-funding-court-decisions

Leachman, M. (2018, June 25). K-12 funding cuts include capital spending to build and renovate schools [Blog post]. Washington, DC: Center on Budget and Policy Priorities. Off the charts: Policy insight beyond the numbers. www.cbpp.org/blog/k-12-funding-cuts-include-capital-spending-to-build-and-renovate-schools

National Center for Education Statistics. (n.d.). Washington, DC: U.S. Department of Education. Fast facts: Back to school statistics. https://nces.ed.gov/fastfacts/display.asp?id=372

Citation: Filardo, M., Vincent, J.M., & Sullivan, K. (2019). How crumbling school facilities perpetuate inequality . Phi Delta Kappan, 100  (8), 27-31.

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How crumbling school facilities perpetuate inequality - kappanonline.org

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Student learning is undermined in poorly designed and maintained buildings, and students from low-income families are more likely to attend school in such buildings. With Congress and the president pledging to address America's long-term infrastructure needs, the challenges of maintaining school facilities are gaining more visibility.

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Student Achievement and School Facilities

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Learn more about how we work to power the potential of our students, our teachers, our community -- and how you can be involved.

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Why Facility Maintenance, Repair, Renovation and Replacement

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Why Facility Maintenance, Repair, Renovation and Replacement

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The Capitan Municipal Schools Facility Master Plan is a critical tool for the administration and support staff to use to develop priorities for student achievement.  The implementation of facility maintenance, repair, renovation and replacement activities is only possible from funds generated through property taxes (Mill-Levy).  Without these funds, facility improvement, or adequate maintenance for that matter is impossible. The link above will direct you to a couple of presentations from the NMPSFA regarding Facility Planning and Maintenance.

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Over the course of the last 9 years, the District has spent nearly $2,000,000 to fund projects to maintain and improve facilities/infrastructure/equipment.  The worksheet above is a list of those expenditures.

NOTE: The District utilized $1.5 million to make payments to the PSCOC toward the design/construction of the new Capitan MS/HS building that was completed in 2016. As of July 2022, the District still owed $3.7 million. In August of 2022, the District was able to have $1.7 million of that debt forgiven. The payment schedule remaining balance of $2 million was revised and approved by the board to be $700,000 in 2022-23 and $100,000 annually until 2032 upon which the remaining balance would be paid. This restructure of the payment schedule will allow the District to utilize funds NOT from the Mill-Levy revenues but from other revenue sources such as Operational Cash Balance.

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Projects Completed Utilizing Capital Improvement Funds

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Projects Completed Utilizing Capital Improvement Funds

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The photos below were taken earlier this year that depict deficiencies that the Facility Master Plan Steering Committee have identified.  These pictures are referenced in the next tab "Capital Improvement Plan 2023-27.

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Cummins Gym - Needs Replaced With a New Gymnasium Facility

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Ag. Shop Restroom Renovations and Additional Classroom Space

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Capitan Elementary School - 1/3rd of Roof needs replaced.

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Campus Wide Sidewalks need replaced at specific locations.

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Weight Room/Locker Room doors need renovation.

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Traylor Cafeteria floor needs to be replaced.

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Traylor gym roof needs major repairs.

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Capitan MS/Admin - Culinary Arts needs counter top renovation (Stainless)

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Capitan MS/Admin - Settling at three corners of the building.

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General Maintenance needed for broken windows.

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Ag. Shop Facility HVAC Replacement

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Security Film Placed on Window to Provide a Visual Barrier from the Outside

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Additional Security Cameras and Access Control Upgrades at all Locations around Campus

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Cummins Gym Floor Renovation

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Security Bollards and Re-seal of Parking Lots

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Tiger Stadium Track & Field Renovation

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The photos below are recent projects completed using your property tax dollars to improve the facility conditions at Capitan Municipal Schools

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Beginning in June 2025, the track at Tiger Stadium to include new asphalt and a new running surface. Field event runways were relocated to inside the track.

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During the Summer 2025, Cummins gym floor was renovated with new graphics and a fresh playing surface.

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In the Spring of 2025, the Ag. Shop HVAC was replaced to provide new heating, cooling and ventilation.

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In an effort to continually provide students with a safe and secure learning environment, the District has committed some of your tax dollars toward enhancements such as, new fire alarm system, additional security cameras, upgraded access control, tinted impact resistant window film, and bollards a open areas.