Regular School Board Meeting Part 2

001to school. So, the attendance challenge is really fun and it's also based on research. Many uh times our students can get into that competitive spirit within either classroom versus classroom or school versus school and uh that incentivizes them to have that school pride and and want to be at school. Next slide, please. So, we are introducing uh or I am introducing to you the new EDIA program. Um this is an AI attendance software to increase family outreach. So one of the struggles for all the schools was family outreach especially because we had problems middle of year with our current um attendance um software from power school that had a glitch that would not be remedied until next school year. So they were working very hard to find different ways to reach out to families. And

002with the purchase of this program, we have now uh received lots of parents texting back and really engaging with our platform so that it's more convenient for them to state why their students absent. So we can't really move forward uh in any you know educational initiative without data. So the blue bars you're seeing on the side are the types of re reasons why students are absent. The code is really tiny. So I apologize for that. So I'll read out loud. The blue color signifies the health or medical reasons. The green are family obligations. Yellow are transportation. Purple are mental health. Orange vacation or travel reasons. Red is discipline or suspension and that will be um out of school suspension and the gray will be other. So I work very closely with our attendance clerks and

003secretaries to ensure that this platform is in alignment with our uh current um practices for coding attendances as well as uh working with our families to ensure that they are aware that this system is in place. So many notifications have gone out at this point and we're continuing to call families who are still hesitant to use this software. Some people um don't know about AI and and just having a phone call to educate them is something that our attendant secretaries are doing when they see those conversations pop up in the platform. Um and if there is anything I can share with our community, if anyone's listening, uh please visit your school to update your phone number in person, please. um we can't do that over email or over phone for student security, privacy, and safety

004reasons. So, we are pushing out uh that and we'll be working on that coming in the fall. Okay, next slide. So, with EDIA, it's really helped free up some time for our families to communicate with us. And then on our side, the district outreach, um I've been working with a lot of the schools to try to coordinate uh when I can come out to the school, talk to their teachers or talk to the community if there's a family or a community event going on. So, I was at the dramas of winter event um back at the end of February. It was really great. Lots of families came by. we had resources to give out and this is one way that we can give information to families about the attendance policy and how um any changes

005have been made to their communication. Uh we also had a guest speaker come in from uh I believe he's from Virginia or Vermont, I can't remember, but uh Dr. George Venuela was here to speak to our teachers and students at Nukem area. Uh just due to logistical reasons that was um one of the regions that was selected to present to them. And then the teachers received a workshop as well that was 90 minutes long at Nukem High School and Middle School. So all their staff members were involved in that and it was very wellreceived. Um a lot of them really wanted something like that to come back. So actually he will be presenting again at the welcome back address in um school start. We also have been work or I have been working with the

006attendance PLC teams. Um so that team is consisting of like our health um participants sorry our health personnel, our attendance secretaries, guidance counselors and principles. So many of the questions that I do have about their practices are talked about in that meeting. And a lot of the decisions that are made about attendance or the the direction I'm moving in are coming from those conversations. Um and then lastly, just my last highlight there is I did uh I was selected to present at the PED attendance PLC, our virtual meeting that we have each month and they wanted me to share the tools used during our March attendance challenge. So they are seeing some of the good things we're doing here in the district. Next, please. So, there's so much that the schools are doing and this

007these pictures just kind of show you the outreach that we've been trying to promote to families such as showing them the health guidance for um when their students should come to school and what type of illness is too much for them to, you know, have to stay at home as well as providing some positive messaging. And then, um just creating consistent attendance systems across the district is that I will continue to work on. Uh so with that, thank you. I stand for questions. >> Miss Haskkey, any questions? >> No, but I want to commend you for trying different things. I really look forward to seeing what the results are at all the schools to see the impact and as we move we continue to move along. Thank you, >> Miss Aspus. Any questions? Yes. Uh

008the So for your position, is is this a a um uh full-time permanent or is this grant or how how are you being paid or >> So my position does come from an initiative from New Mexico State. Uh they have we have a grant the attendance um improvement grant. Many districts have been awarded that and so uh my my salary does come from that budget. >> Okay. Well, you know, I I think um every like I said earlier, everyone's trying to figure out what the the solution would be. and um and and and I think some of the things that you touched on, you know, I um it's just, you know, I wish you all all the luck and and I hope that we can get this um you know, better results and and I

009think I think you're the person that's probably going to do it. Thank you. >> Mr. So, any questions? >> Yeah, I just want to thank you for the I mean, this data is very informative as far as what what I can see. I I think one of the questions I have is on the chronic absenteeism. You have two schools that are pretty much close to each other. You have Newm Elementary and Newm Middle School, but then the one that really sticks out is Nukem High School. Is is there something going on at Nukem High School that is really affecting the chronic absenteeism? And uh when you go back to the even like the AI tool, I think it's it's very informative. Um so here it looks like that there's a lot of uh issues going

010on with discipline and suspension at Newm High School. Is is that it's it appears like a lot of the abs absences are are being caused because of disciplinary suspensions followed by seven up middle school and then Mesa has a high number of students that are on vacation. Wow. >> Like weekend extender extenders is kind of the terminology used. So they'll be absent Friday and then maybe Monday. Those are like a common trend. Going to Albuquerque, going to Gallup, they're coming back on holiday. Um those types of situations. Um and to answer a question about New Compai, um we did kind of address this a little bit in February, but uh just following up on that, there were a lot of high school students in that region who were moving from high school to high school

011and sometimes they enrolled and they didn't show up. So those absences stacked up against the school and and it stays with them. So the state does record those. And um when I ran this data back in I believe end of February, many of the students that had those high chronic absences were they left that school and maybe they moved to another school but um they were kind of jumping around. >> Okay. So in that instance, is there a better way to keep to have a have a cleaner set of data on that if that that way it's not counted against the school if that's the case? >> If I may, if I may, that that comes off as a negative to the point that he's making But it's really not that. It's just a matter

012of the circumstance of students moving around but yet it reflects negative school. >> Correct. Yeah. And Mr. Lavine did bring that point up as far as we we do take on that um data. Uh and according to New Mexico PED that that is something that is counted. So they count all the unexcused absences and out of school suspension in our chronic absence um figures. Yeah, I'm good for the moment. Thanks, M. >> Um, I do have a quick question. The health guidance for going to school, is that something that's going to be passed out at the beginning of the school year? Um, as well, I did want to point out that I didn't realize head lice wasn't a reason not to keep your kids in the school. I personally don't know if I would agree

013with that, but um just because there's been a stigma for um decades honestly about that um how are we re-educating parents on you know it's gross but send them in. >> Yeah. When I saw that in our health policy, I also had a a shocking um response to it. But after talking with um some of the team members who are working with families directly experiencing those barriers to coming to school, um the the ICO department and the family resource center, they do have lice kits that you they they give out to families. Um but if you don't solve the root cause like this family has a multi-generation or even like multiple children living in the same home. The parent has circumstances that prevent them from treating the cleanliness um altogether. it it can be remedied

014temporarily but again it falls into that capacity to remedy it long term and that's where we are seeing a lot of um support coming from our departments to reach out to the families and and to help them um throughout the school year but again you do bring up a great point of educating families and um this document is available on our attendance website so um if you guys go to our ccsdnm.orgattendance /attendance. Um, I've updated that entire website. So, it has all of our monthly attendance challenges, all of the board presentations, previous ones are on there. Those are public information and the health guidance and as well as our attendance policies. They're all on our website. And then, of course, we will plan on adding those to the packets to the enrollment. Thank you. >>

015Okay. I I appreciate the fact that you're doing what you're doing. to certainly help increase the attendance um throughout the entire district and that term weekend extenders. I mean that's that can be huge and have a lasting impact over time with the education of these kids especially and I know we approve the calendar but it's even worse when you have half days on Fridays and so that's going to increase even more some of these areas where it's already a problem. Um, and I know that's one of the biggest problems with a lot of the educators, they'll tell me that, you know, we buy so many half days because the family started doing that and begin to use and apply that term weekend extenders. So hopefully we can reconsider that, >> right? It's a doublesided coin.

016>> Absolutely. I I get that. >> Yeah. Yeah. So, what um I'm I'm working on for parent outreach again is that education and some of the principles brought up really excellent ideas about having family engagement meetings. Um I'm going to try to have some before the end of the school year as well. But it's what I've been telling our teachers and our principles. It's a mindset shift. We have to really alter where our priorities are. And if a family's priority is taking their kids with them and kind of putting their education on the back burner, um that's something that is what we need to address as a community. So just to let you know, according to research, there's it has to extend more than the school district. So we have to get partnered with um

017outside organizations, and that's something that I'm working on as well to to help our community come together for our students. >> Good. And and I did a parent and some teachers tell me that it would be nice to your point of having an event on those half days so the families can come in and have some kind of celebration or some kind of event to bring into the schools >> which would be nice. So I appreciate your time. Thank you. >> Thank you. >> President Mononttoya, may I ask another question? >> Yes, you may before she walks off. Go ahead >> on that um absenteeism. Um you know the a lot of these um are our communities are are products of CCSD and and uh I asked a question before about tardiness. if you're if

018you if you have three tardies, does that count as one absence? And so, um, being that, um, maybe when they were students, their parents did the same thing and, um, and and, um, taking them along or skipping on Fridays or Mondays and that that is it's become accept acceptable and and especially especially in the rural area, you know, where um where they're located. It's um to me I feel like um we don't know if it's um for employment maybe there's there's um they they go to other places to sell their work or whatever and um and then come back and uh but I I think um the route you're taking and you know I I really appreciate um you know trying to understand and and then I think we all need to be educated too

019that today's um school system we have to we have to So be mindful and know that absentee is is important. >> Thank you. Thank you for your presentation. >> President Mononttoya, can I just add one thing really quick? >> Sure. >> Uh Tia was recently recognized by the state. She's done uh more work in four months than a lot of the other attendance coordinators in the state. Um she actually presented a couple of weeks ago. So I just wanted to share that that she's done an amazing job supporting school. >> Don't say that too loud because they may try to take her. >> Thank you. Thank you. >> Outstanding. Um to item C, Rural Pathways Institute. Um, Superintendent Carlson and Miss Lee, >> I apologize. It will only be myself this evening. Uh, Roxan Lee

020fell ill and she's not able to come. So, if you have any questions that uh I can't answer, I I'll have to get somebody else in here like uh perhaps uh Okay, Mr. Mr. Deswood and Sandra Wester can both help out. And there it is. So this is this is all about a trip that I took about a month ago. Uh I went to Pittsburgh with Roxan Lee. Um and the two of us met with a group is is they're not going to stay a group from San College and the whole point of the institute was dual credit and I'll go ahead and start with that second slide right there. Um so here's kind of what it was about. The mission was implementing a dual enroll enrollment equity pathways to advance K through K12 pathways.

021Um it was between Sanan College and CCSD as well as other schools um in the county. Farmington was there. Uh they represented Bloomfield and Aztec were also represented. Um it was in March 11th through 3rd in Pittsburgh. And the goal was so one of the things we tend to do with dual credit and not to anybody's fault or anything like that, but we tend to just wait for kids to come into a counseling office and decide, hey, I want to take a cool credit a dual credit class and they sign up for a class. And so we don't we haven't done a very good job in in our district of really aligning and making sure that we have pathways um and and going out and getting those students. So that's kind of the goal of

022this to move away from just sort of random acts of dual credit. Uh next slide. So this slide basically just kind of shows you this year um how many dual credit students we had in each of the locations. As you can see uh Kirtland Central High School uh was fairly well representative represented but Shiprock High School there were only 39 students in both the fall and the spring. Um and Nukem High School only 26 students in the fall and the spring. And we're we're showing you this um just you know so you can know actual true numbers. Um one of the other areas you'll notice and I don't know if this is hopefully uh this is true Mr. Pontiawa but we didn't involve career prep in the dual credit. And that's something that we need

023to remedy in the coming years because I think dual credit, especially if if we go the path of CTE, which we're hoping we do, um the dual credit is is just as important for CTE classes as it is for other classes, especially um in terms of jobs in the communities that we serve. Next slide. Okay. Again, this is what I had referenced in the previous slides, the deep framework, which is dual enrollment equity pathways, which is a model that's recognized nationally. Um, and so there were groups from throughout the nation. Um, some exemplars were there. Uh, there are four pillars to this approach, and those are listed right there. Um, there are outreach, alignment, advising, and support. And and outreach is what I was just talking about. You go out and you make sure you

024bring the students in. you go find those students, you align your courses. Um, and you use advising um, not just from our team, from our counselors, but also uh, what's going to be really important as we move forward is the partnerships that we have with Sanin College and CCSD. And and then we want to provide support as much as possible. uh because nationally students who are involved in dual credit programs in high school are much more likely to go to college whether it's the uh community college in the the community or throughout nationally. Uh but that's just something we want to get our students involved. Uh then it talks about success metrics down there analysis of local enrollment data identifies gaps in participation among underrepresented student groups which the deep framework is specifically designed to

025close. Uh next next slide. So there's a couple of key takeaways here. Um the deep practice area one outreach and then alignment and resource sharing. It's our primary task is to audit our courses and ensure that they align with the labor market. Uh we need to make sure we're we're training students for jobs that actually exist in the four corners area through those takeaways right there. And the takeaways for San College um they're committed to maintaining national what's called national alliance of concurrent enrollment partnerships NASP standards. Uh this ensures that the credits our students earn are high quality and they should transfer not just to New Mexico schools but to schools across the nation. Um saving families a lot of money on tuition. Everybody knows how expensive uh tuition is these days. and and and

026our big goal is removing barriers uh invisible barriers like transportation, scheduling, and internet access that have kept our participation numbers low at schools or non-existent actually at schools like career prep. Uh next slide. And so there's the the next step there. Um closing the gap is important. Uh we want to make sure we launch a targeted uh recruitment and advising initiative for career prep and Nukem uh to go along with Shiprock and Kirtland. Um and that's something that San College um actually admitted to their their portion of the failures there. Um they have a tendency to to want to go to the to the institutions that are closest. So they'll show up probably to Curtain a little more than they will ship and it's difficult to get down to Nukem. um but they are committed

027to working with us to make sure those numbers um get better. We're also committed to regional collaboration um and and pathways alignment which is what I was talking about was very very important instead of which you can read up there it says dead-end credits. We don't want just that like oh here's just a credit um there a high school credit and a college credit that can't really be used to be aligned with any any path forward. Um, and so there's the outcome, a seamless transition from high school to a high wage career or degree without loss of time or credits. And next slide. And and there you go. Again, I think the best thing for me was just to really to get involved and see nationally how important this is, but also to work with

028the folks at San Juan College. The people we worked with, I had a couple of them I had not worked before. Um, I do meet with the president and the vice president fairly regularly. Um, I will meet with them again tomorrow. Um, and so we'll be talking about this again. Um, but as far as their team that actually comes out to the district, they really formed a partnership with Roxan Lee. Uh, so it was it was great for me to be able to go out there and to kind of see what's really going on with dual credit. So that's the end of the presentation. Again, thank you all. Uh questions from the board, comments, miss, any questions? >> No, but I um I think it's a great opportunity for our students. So, um just let

029us know how we can support. Thank you. >> Mr. As any questions? >> Yes. Um, how well did the um I I just find it funny all the way out to Philadelphia and >> Pittsburgh. But >> I don't know. I I I just And how did you hear about this? >> So, that's a great question. Thank you for that. Um and and just to answer, you know, I think sometimes folks are worried about people traveling across the country because we do have people who go to different conferences. Um so Saman College um actually works with this group and um they've gone to these pathways institute previously. Um and so this is the third one of them where they actually wanted the the goal of this one was to bring along the partners and so that's

030why they reached out to superintendents from all the districts in the county. Um, and that of course they paid for the entire trip. They paid for uh lodging and registration and travel and meals and everything. So there was there was no cost to CCSD, which I don't know if you're getting at that or not, but I fig might have wanted to know that that important detail. And also, I did get to see the uh the three rivers of Pittsburgh, the the confluence. And I and I don't I'm not going to name the rivers because I know two of them, but I'm struggling with that the third name. But those of you been to Pittsburgh, it is a beautiful city. So, >> not too >> Well, that's good that the your trip was funded and because

031you still owe money to the district. >> Ouch. Ouch. >> Thank you. Thank you, Secretary Asmus. >> King, >> Mr. So, >> uh, I don't have have any questions except to just express the support for this this initiative. Thank you. I would definitely look forward to seeing outcomes come out of this as well. Like any data, >> Miss Montoya, >> I just want to say that I'm happy that San um is making a better effort for the ship and new high schools that that was discussed and collaborated on. So, thanks So, I have to admit the superintendent asked me if he should go and I said absolutely. So, thank you for going. Appreciate that. Thought he was I thought he was inviting me but I didn't want to go. Um but but I do I

032do appreciate that that uh that information and my daughter actually works at the college u with student adisement and she had said a couple of times that I know we had this conversation before but I just want to say publicly that um there were issues with some of the schools within CCSD and responding to them. So I hope this collaboration really strengthens and expands especially down south and with as you had stated um with career prep what they're doing. So uh thank you very much for that. I appreciate it. Okay, on to item D, accounts payable dispersements. Board report summary. Floor is yours. >> Well, before you start, I was going to throw out a funny to this guy. He said he got to see the confluence of three rivers and it wasn't two rivers

033and dry creek like we have. No sir. All three of our rivers would have fit into about a maybe an eighth of of one of those. So, >> good evening, President Mononttoya, schoolboard members, community members, Superintendent Carlson. So, I have some financial information that we give each month. And I'm going to keep it kind of short tonight because we have some much more important financial information up after me. So, but I did want to hit over our some of our dispersement listings for Johnson Ali. Our dispersements in March were $14,31.31. Year to date, $82,642 $40.99. If you look down at revenues for Johnson for our revenues, we still have not as of the end of March received any additional Johnson Ali funds. I >> budget cycle >> correct. We are in the middle of doing

034our budgets right now and our SEG for next year is looking just over on the operational side only. We don't have our impact aid numbers at about $64 million. >> Okay. Uh do you do you have any projections on the federal on the federal funding side? Have you received any communications about title one, title two, three, four or something? >> None of those yet. >> So we don't have those numbers yet. We are just working with SEG currently with the state of New Mexico. >> Okay. >> Go ahead, Missaspus. >> Hello. Go ahead, Miss Aspus. >> Okay, just to let you know, it keeps dropping going in and out. I'm not sure if it's just my end or did you hear me? >> We can hear you. Go ahead. >> Okay. on the um uh

035I know there's still things that are are uh as far as the administration at the White House level and that are still being talked about and discussed and um so in any of these um budgets have they've um anything uh related to that? Um >> we have not had any direct communication on any of that at this point from anything at the federal level. I know that Mr. Mononttoya is headed to Washington next week to try to advocate for our impact aid funds and those types of things, but we have not had any indication on those funds as of yet. the JOM funds were held up until after the shutdown happened and then they were released and that's what the delay in JOM has been and it's been a little frustrating getting those funds in

036place and also um third general session uh the the president and to be are coming coming in um didn't you know to to really pay attention and to start advocating and I was wondering if there if something had um um what he really what he meant by that I think just overall um especially with the u education department at the federal level. >> Yes. >> Okay. Thank you. >> Thank you ma'am. I do have a quick question. Um, I noticed that we have quite a large number of outstanding checks. I reviewed the data quickly. I see some from 2024 and then early 2025 or is someone actively looking into those to reconcile? Actually, after we had ran this, we did go through and reconcile a lot of our outstanding checks as part of the budgeting

037process also. >> All right. Thanks, Uh I don't have any questions but thank you and and again just as in regards to the clarification that would be May 10th through the 14th >> May 10th through the 14th. >> Yeah. >> Thank you. >> So hopefully we'll have some kind of if not resolution certainly a move in the positive direction because even at a standstill at 26 um budgeting that that's still going to be a little painful in respects without any increases. >> Correct. for the school district and all the districts receiving impact aid. So, thank you for that. >> Appreciate it. >> Thank you. >> Okay. On to item eight, reports possible board action. A presentation of board action on annual financial audit report by Mr. Byron Manning. Do we still have a full house

038and audience? standing room only. No, no, it's this waiting. >> Everybody just waits to hear >> Waiting for with Yeah. Waiting for with baited breath for Mr. Manning to >> the There you go. Everybody wants to hear about the Chris part anyone wants to hear about anyway. So >> if if so the audit the overall purpose of an audit is to give an opinion on your financial statements and are those financial statements fairly presented? Fairly presented doesn't mean perfect because none of us could know if they're perfect. We'd have to look at every transaction and then you would have to hope that the auditor didn't make any mistakes looking at it. >> Well, ask my wife. So, I'm not going to claim to be perfect either. She reminds me. So um but but that means

039are the mistakes small enough that they wouldn't make that management or board wouldn't make different decisions based on a perfect set of financials versus a set of financials which may have minor errors through it. And that number changes based on how big your financials are. It's a It's a percentage is how it's calculated. So if you got a line item that has $42 million in it and you're $200,000 off, $200,000 sounds like a lot, but out of 42 million it's nothing. And so that's the way you end up reading. And so you have a confidence level of about 95% that no, you're not going to have any major errors after you finish the audit. So your opinion is an unmodified opinion which is the best opinion you can receive and the rep opinion you're wanting

040to receive. On page seven, you got your statement of net position. That's kind of like a balance sheet for a business. Uh it includes all your assets, your liabilities, your buildings, uh all of those things. uh net position for the district was about $126 million and which is good when you consider the state makes you carry liabilities on the books for the RHC and the ERB that has to be paid out to CCSD employees in the future and basically those come to $134 million net liability to the state just for the employees at central schools. And that's not really a liability of the district, but the state makes you carry that liability. Uh in the statement of activities, which is kind of an income statement uh presented in a strange way, your change in net

041position was a positive 22 million. Now, a lot of that comes down to changes in the pension and oped liabilities in their assumptions because every year those numbers swing greatly year to year as they make assumptions and based on investment earnings and things like that. Now, one thing a couple of things we had, we had an air correction of uh a couple of them of $666,000 um which was related to an error in the capital assets. So, and so that was fixed. And then there was another minor error for a liability we had recorded on the books that really didn't exist. Then we had a restatement, a change in accounting principles for the year. There was a new Gazsby that got implemented that had a bit of big effect on school districts from a paper

042perspective. Again, it's kind of a paper entry before you recorded compensated absences on the books, but those were for the compensated absences you paid out when a person left. basically vacation leave type situations. Starting this last year, governmental entities had to start recording an estimated liability for sick leave. Even though you weren't going to pay someone out their sick leave when they'd leave, it still had to show as a liability, which in my opinion, it doesn't show a whole lot to a school district because you encumber the full salary of the individual to start with at the beginning year. So whether they take a sick day or a regular workday, you've encumbered all of it to begin with. But government standards board said no you've got to come up with an estimate. Now you had

043different ways you could come up with the estimate and some of them could be very time consuming uh because the way they said an ideal way was you take every employee in your district and you look at their three-year history and you do an estimate of how much leave they're going to take on three years rolling. and every year you redo that. Well, that's a lot of time for a paper entry. And so we had asked and at trainings they said it would work. So when I explained the district's way they could do it, I said another way you consider is if you want put the whole liability on your books. Take every employee, how many lead days do they have, multiply by the ending salary. There you got a number. Put it on your

044books. How long did that take? Well, a whole lot less than if you try to calculate and every year you do that rolling number. So, and again, it's a paper entry. Are you really going to pay out everybody's leave in one year? No. So, uh, most districts went what I would consider the smart way and said, "Put the liability on the books and let's move forward." >> So, that's better over than other, right? >> Yes. In essence, you say, "Here's the maximum liability we have." And so, it's the conservative approach to accounting and the easy approach because there's always that question. Is it worth the time that it takes you to do something? If a control saves you three bucks but costs you $400 to do it, is it a good control? So those are

045the types of questions you always have to ask in accounting. In the balance sheet, the operational fund cash balance is about 8.2 million. You do that by adding the cash, the inter fund receivables, which are the amounts you loan to funds with negative cash balances and subtract out the acred payroll liabilities, which are liabilities from payroll that aren't paid out till July, August, September. So, and that was an increase of about 570,000 on the year for the operational fund. Uh, the statement of revenues and expenditures, revenues exceeded expenditures by about 539,000 in the operational fund and overall revenue exceeded expenditures by about $6.4 million. On pages 22 to 55, you've got your notes to the financials, which I always recommend board members spend some time to look at. They'll give you some a good information

046on accounting requirements for the district in all the various areas. And they also give you more detail on your on your cash, detail on your fixed assets, detail on your um liabilities, your debt, things like that. So that's good to know. Worst case scenario, it's good for insomnia. Take it to bed with you, read a few pages, go to sleep quicker. Um, but uh that's a summary of the the boring part of it. Now, we're going to jump to the end of the of the financial report and turn it over to Chris and let you let him take it from there. And then if anybody has any questions as we're going through that, go ahead and stop him and ask. So I'm going to start with the report on internal control. This is the independent

047auditor's report. Oh shoot. So report on internal control over financial reporting and on compliance and other matters based on an audit financial statements performed in accordance with government auditing standards. Basically, this report lays out the review of your internal controls and whether or not there were any findings in the audit and the level of findings that you can possibly have are material weakness, which is the most severe, a significant deficiency, which would be uh less severe than a material weakness, and then your final are going to be your other non-compliance. Those are typically um errors of you know human error or small dollar amounts that typically don't have an effect on their financial statements. And I always start off with the definition of what a material weakness is and a significant deficiency. So that way

048people have an understanding of what we mean when we say those. So a material weakness is a deficiency or a combination of deficiencies and internal control such that there is a reasonable possibility that a material misstatement of the entity's financial statements will not be prevented or detected and corrected on a timely basis. We did have a couple of findings which we consider to be u material weaknesses. These are 2025-2 and 2025-7 and we'll go over those in detail at the end of my presentation. A significant deficiency is a deficiency or combination of deficiencies in internal control that is less severe than material weakness yet important enough to merit attention by those charged with governance. We consider the following deficiencies 2025-1 2025-3 4 5 6 and 8 to be considered significant deficiencies in your compliance and

049other matters section. Uh we did have additional findings that uh would fall under that last and and least severe and that's going to be 2025-910 11 and 12. The next report is on page 103. This is the report on compliance for each major federal program and similar to the prior report except for it is dealing with your federal program specifically. Uh they have the same level of findings that are possible material weakness significant deficiency or uh other matters. And I don't believe we had any findings in the federal programs. Next, we're going to come to your schedule of expenditure of federal awards on page 106. This schedule will lay out all of the federal dollars that the district received. There on the lefth hand side, you'll have the different programs, their assistance listing number and

050the total amount of expenditures. The district had 41 million697645 in federal expenditures in the audit year. Next is the summary of the audit results on page 109. It just rehashes much of what um the financials are state have stated. The type of report that was issued again unmodified and whether or not there within your financial statements any internal control findings material weaknesses, significant deficiencies or non-compliance that is materials and financial statements. The federal awards again get the same uh summary whether there were any material weaknesses, significant deficiencies, and the the opinion that was issued again unmodified. Your major program that was subjected to the single uh audit process was your impact aid for the district for your dollar threshold to distinguish between what is a type A and type B program was $1,250,929. And then

051whether or not the audit qualified as a lowrisisk audit. And the answer is yes. So now I'll go over >> I have a question. >> Certainly. >> Did he say to to ask the question as >> may ask >> or do we wait? >> You may ask your question. >> Okay. on the um the one he he's just finishing up at the bottom of the first page where it talks about governmental conduct 2025003. I haven't gone over the findings yet. >> Oh, okay. Um Okay. I was wondering why you didn't I I thought we were on that area. That's what I'm seeing on my my screen. And I was I was wondering why you didn't um talk about that because I think in as we were being used as an example. >> Yeah. So certainly

052when I get to that finding, you can certainly ask those questions. We'll go over that for you. Okay. Okay. Thank you. >> So, the first finding is going to be uh 2025-1. And I'll go over the formatting of the the findings so that way people have an idea of why they're laid out on this first finding and then on subsequent findings, I'll just go over the con the condition as to what actually happened. Uh but you'll see there at the top 2025-1 and then immediately followed in brackets 2021-12 that indicates that this is a repeat finding from 2021 and this is the internal controls over requests for reimbursements and grant monitoring. There in parenthesis at the end of the title you'll see the level of the finding. In this case this is a significant deficiency.

053Then we go into the criteria. the criteria is going to lay out what the NMAC, the NMSA, the federal regulation, the PAP, whatever is the controlling regulation for the finding uh will then be listed. And we try to bold since a lot of times this is uh quite a bit of legislative talk, we try to bold specifically which section of that NAC pertains to this finding. Then you have the condition. the condition will actually lay out what the um internal control or the finding was. So during our review of grant funds, we noted the following issues which have occurred in the current year or accumulative issues which have occurred over multiple years. While the district attempted to clean up multiple federal state grant funds that have negative and positive balances that should not exist. Additional

054funds developed positive or negative fund balances. Permanent cash transfers were requested and approved in the prior year, but additional cash transfer requests will have to be completed in the current year. Additionally, some funds not cleaned up in the prior year need to be cleaned up in the current year. As an example, the AARP SR3 fund 2433 closed out in September of 2024. However, the fund still carries balances of $1,53 in accounts payable, $8,061 in acred payroll liabilities, and a negative cash balance of $8,296, which will have to be covered by operational funds. The district had liabilities to a previous charter school for grant reimbursements that were not paid out. While the district charter school became a state charter school at the beginning of the fiscal year, the district made entries which created $110,46 and intergovernmental

055grant liabilities in the books. Even though the charter no longer flows funds through the district, the district does not appear to have any systemic method to track these funds monthly and verify that the RFRS, that's request for reimbursements, are done monthly and that the amounts correlate to existing fund balances. Now, because this is a repeat finding, immediately after the condition, you're going to have a a brief statement of whether or not there has been some improvement in this finding from the prior year, whether it's about the same or if there has been regression. Next, we're going to have the cause. The cause lays out what we believe caused the district to occur this finding. The effect is the effect that this has either on the system of internal controls or the financial statements. And then

056there's the auditor's recommendation. That's what we as auditors recommend the district do in order to rectify the finding. And then finally, you have the responsible officials plan. This is the district's response to the finding, the corrective action plan that they've come up with to correct the finding, the timeline for completion, and the employee or employees who are responsible for that timeline. As board members, that's where you would go to if you want to follow up with the district in a couple months on getting these cleaned up. That's where I would point you to to look and see who you would want to speak to. Next is 2025-2. This is the improper reporting and maintenance of fixed assets was a material weakness. The district had an activity bus which it purchased in 2003 at a value

057of 156,3844 and an estimated life of 20 years. This activity bus showed an accumulated depreciation of a negative 812,91470. In the prior year, it had a negative accumulated depreciation of 651,36491, a difference of 161,54979. In one year, the district was able to make an adjustment to the assets, but the asset still does not have the correct accumulated depreciation. The asset should be completely depreciated with its 20-year life, but is only 52.5% depreciated at this time. This results in the necessity of the district completing a prior period adjustment of 725,647.31 to the beginning net position to increase the accumulated depreciation to the current balance which is still under depreciated by 74,28244. Uh just real quick for this part particular finding, is this the first time this got flagged? >> Uh would it be possible to instead

058of having it flagged as a material weakness change probably changed to a significant deficiency or is it this severe >> The dollar value. >> Yeah. Because you have nearly a 3/4 million adjustment to the financial statements. Um that would above be above your materiality level. >> Yeah. Because usually when things are flagged for the first time that it's usually like a significant deficiency but okay they dollar amount >> correct >> it it always depends on the severity even if it's the first time but it's a critical item either internal control or a dollar threshold that makes it a deter. So the um you're you're saying that I'm I'm completely um um I I can't follow what what you're saying. >> Okay. >> In the dollar amount. Can you um maybe give me a different >>

059Certainly. So you purchased >> way explanation. >> Certainly. So, you purchase the the school bus for about let's just say $150,000. Um, each year over 20 years, you're going to accumulate that asset out. So, in 20 years, the value of that bus is zero is what it should go to. Now, what was happening in your visions? You were going into a negative depreciation. So you depreciated out the full $150,000 and then an additional $500,000 of depreciation. So a asset which only had $150,000 value showed depreciation of negative, you know, $700,000. >> Jeez. >> Wow. So did you in in your re or if you researched um did you find out why >> diesel? >> Uh it's probably just an error coding within visions within the system that tracks your assets and depreciation. We had another

060district uh I believe that had the same error where assets were getting depreciated beyond zero. So that would be a um a training issue on uh making sure assets are inputed into visions and depreciated correctly. >> So it was partly a software >> okay >> that wasn't caught by the individuals but the software was depreciating wrong and we didn't catch it. So, I was going to ask that question about AI or the ability for the program to be able to catch that and then stop that at the end of its life pursuant to the 20 years that he was given as as the example. Correct. It's back to a recommendation we do is when you print do a simple calculation to the right to double check and see if it goes bigger than what it's

061calculated. >> Okay, >> that's how we caught it because we do that calculation in a pop out. >> All right, next is 2025-3. This is the violations of government conduct act a significant deficiency. An internal investigation revealed the former director of operations had an ownership position in a vendor which was not disclosed to the purchasing department. The vendor did not inform the district of the ownership position held by an employee of the district. There were two separate invoices of 5,62057 and 3,94169 which the director of operations had oversight over. Another issue raised by this instance is the paperwork completed at the human resource department which may indicate conflicts are not shared with the business office which could help deter such instances in the future. And you had this was the one you you had a

062question on. Yes. and um and such um violation. does this um stay with that certain um with that employee or I'm I'm I'm just wondering um so it doesn't keep happening over and over. Can you say that one more time? Does does the violation um stay with the employee or >> the employee >> um I don't want to say too much. I don't want to say >> get myself in trouble. >> Yeah. Yeah. This is unlikely to happen in the future in this specific instance since that was a personnel removal. Well, you know, I I'm looking at it more as, you know, if this occurred in in another district and then that person comes and and um you know, apply for two year CCSD, then does do those kind of things stay with those individuals

063or um or are we susceptible to hiring somebody with that that may not disclose that. >> Yeah, there's nothing um within the financials that where or with any sort of state tracking agency where somebody would get a tag um when applying for any future employment. >> Okay, thank you. or board president. >> Yes. >> I just want to clarify that in that instance a complaint um should be filed with the public education department um regarding that person's lensure through the state to work in a public school district. And I um I'm not sure if that occurred here but I I think it did. We can clarify that with superintendent later. >> It did. Thank you. >> Yeah, I was actually about me about me about me to ask that question next, but it was answered.

064So, this one looks like it might be even a a referral to the attorney general for prosecution if that's what that's what needs to happen here. If that's the case, >> if if I may stand in point of order before we get too too far off that discussion so we can stick to the report in and of itself. We're not having that personnel discussion, Mr. felt, but I appreciate the the comment in respects to what you said as a followup. So, as long as we understand that, we'll just keep moving forward. Thank you. >> Okay. Next is going to be 2025-4. This is internal controls over debt payments, a significant deficiency. Um, the district has a bond with the New Mexico Public School Finance Authority. The debt service account is maintained there as well which

065had a beginning balance of 17,18559 with a scheduled principal payment of 1,455,000 uh and interest payments of 276450. The PSFA used 17,11667 of the cash balance to apply towards the principal and interest payments due at the time. As such, the district only had to issue a payment of 1,440,64783. District personnel then recorded the 17,11667 as a credit to the principal which caused the payment to be under reportported on the general ledger. Cash at the PSFA is being maintained in an incorrect fund and is not being reconciled correctly. The ending balance in this fund was 1 million was 1,24147 which is recorded in the district books as a positive balance of 1,979 in the impact aid operational fund 15100 and a negative cash balance of 738 in the debt service fund 41,000. The district needs to

066do a permanent cash transfer of the $1,979 to the debt service fund. Next is 2025-5. This is rental housing deposit liability. The district has not established policies and procedures to ensure accurate reporting of its housing deposit liability at year end. The district provided a a master listing of which tenants had deposits and how much of a deposit. However, this master schedule does not tie to the current liability carried on the books. The detail had a balance of 58,436 while the liability on the trial balance was 89,841. The difference of 31,45. >> So I'm assuming that's just an accounting deficiency or or it sounds like we don't have policies and procedures there. So we the district needs to develop policies along these lines. That's basically what it was. It's kind of the right hand not talking

067to the left hand. And so while the details kept in one department, it wasn't shared with the accounting department. And also was partly the people who work with the deposits not understanding how to they were supposed to code the transaction and send it to the department, the business office. not understanding how it should be coded correctly. And so business was reporting what was get sent to them, but it wasn't debiting, crediting the correct accounts. And since you didn't have a reconciliation matching them, no one was ever catching that the reporting wasn't happening proper. Next is 2025-6. This is internal controls over payroll liabilities. Significant deficiency. During our review of payroll liabilities, um the district showed a balance of 1,00 1,289,728 for the NIPY insurance liability at the year end. The subsequent payments related to NIPAI

068invoices for fiscal year 25 amounted to 1,48,18296. a difference of 118,45496. A review of smaller liabilities indicated that some had the same balance as the previous year end liability balances positive and negative exist in the funds that are no longer active. Discussions with payroll staff indicated that they were unaware of any reconciliation process occurs matching book liabilities to actual payments. Next is 2025-7 budget access controls and expenditure of student activity funds. The material weakness the district transportation department received access to student activity funds which were maintained in the noninstructional support fund 23,000. This occurred through an error in budget access controls. The department believed it had a budget far in excess of its actual funds which it proceeded to spend. At June 30, 2025, the transportation department owed 163,34237 to student activity funds. This fund

069contains both student activity funds and district department funds. The district transferred the transportation cost to the operational fund which made the student activity funds whole at year end. 2025-8 rollover and maintenance of fund balances a significant deficiency. The district reduced the fund balance in the operational fund 11,000 during the rollover process by 96,332. The district increased the fund balance in the impact a date operational fund 15100 by 7,94. The district increased the fund balance in the athletics fund 22,000 by $5,731. The offsets in each of these funds were positive prepaid amounts in the 11,000 and 22,000 funds and negative prepaid amounts in the 15100 fund. The prepaids were not moved forward into the current year. The district had four funds which had an intergovernmental balance from the prior year but for which the amount had

070actually been paid at June 30, 2024. So those are all of the financial statement findings. Those are all your material weaknesses and significant deficiencies. As I say, there were no federal findings. And now we get into the NMSA findings. These are your other matters. And this is area where I always remind the board that New Mexico is what we call a zero materiality state and that means that even if we or an in single instance of non-compliance the state of New Mexico requires that information to be put into the financial statements whereas in most states these types of findings may not be uh listed in your financial statements because they generally don't have an impact on your financial statements or your system of internal controls. So these are going to be human errors, deadlines that

071aren't met and things of that nature. And so we always put the dollar value and the amount of instances that we found. So that way you have an idea about the severity of of these level of findings. First is going to be 2025-9. This is purchase orders. This is the most common finding in school districts. Uh school districts have a more stringent requirement than most uh municipalities or state entities. you have to have a purchase order before anybody even thinks about making a purchase. And so if somebody uh orders something from Amazon and they don't have a purchase order, that's going to be a finding. Now obviously in a school district with this many people who have the ability to make a purchase, often time those procedures are not followed correctly. So we had three

072instances where there was an item purchased before a valid purchase order was in place and we list the amounts there, the dates and so that way you can see next 25-10. This is the improper reimbursement of travel expenses. Again, an extremely common finding in school uh since the state modified the travel and pdeium act several years ago where now you're you're blending pdeium and actuals instead of one or the other. Uh the state has changed this again. So now it will be much easier just to pay perdium and you won't have to worry so much about trying to figure out if they were gone for 12 hours or 18 hours since they left and how much their partial PDM is. Uh we had four out of the five instances that we reviewed where the reimbursement

073was not made properly. It's rather confusing. Uh 2025-11, this is budgetary controls. This is cash appropriations. So the district rebudgeted cash balances in excess of available cash balances. Um and so there were one, two, three, four, five, six, seven funds in which the the cash budget and the actual cash available were different. Uh the cumulative difference was $900,645. Next is 25-12, improper cash controls of outstanding warrants. Uh the district had several stale dated checks. Uh there were 11 still dated checks in the accounts payable and an additional 1425 and one still dated deposit in the Bank of Southwest operational account. >> Still dated ties to what you had asked earlier. Those are checks older than a year. So, state of New Mexico requires if the check has been outstanding for a year, it's got to

074be avoided. And so, those are all the current year findings. This last section is going to be the section five, the prior audit year findings. It breaks up the findings from the prior year into those same three sections. Your financial statement findings, any federal award findings, and then your NMSA findings. And then at the end of each title, it states whether the finding was repeated in the current year or if it was resolved. So last year's findings that were resolved was the failure to follow bid and RFP procedures and internal controls over outstanding uh outside fundraising events. Those were in your financial statements. Both of your federal award findings were resolved. The unallowable expenditures of impact aid and impact aid application. uh in your NMSA findings, the improper approval budget adjustments was resolved, the missing

075background checks were resolved, and the expenditures over budget were resolved. Any additional questions? Any other questions from the board? Miss Hasky, >> Miss Aspus, >> with um Go ahead. with the with the findings, are they um more processes that need to be put in place >> for some of your financial statement errors? Yes, those are going to be um some training and as policies and procedures that maybe need to be addressed. Uh but your your NMSA findings for the most part are good considering a district this large only has three purchase orders. But um in your budgeting area, that's definitely an area and having departments being able to communicate with each other. When one has one part of the transaction and another department has a second part of the transaction, there need to be some

076better communication there, I would say. Okay, good to know. Thank you. >> Thank you, >> Miss Aspus. >> Yes. Um, I I just want to comment that perhaps this is my opinion um for for superintendent that We've had other um people in the financing department and and um I I think um I wonder if if perhaps we wouldn't have repeated um or they didn't make such um mistakes. I I don't know how how positive other way to put it. Um but and therefore we didn't need more um policies and and and now um now we do and and uh and I and I I just wonder, you know, if if Um, oh man, I I that we have um you know that whether they're bombarded or the lack of people manower in there. I I

077don't know. That's that's what I'm my question is or my thoughts. Thank you. Mr. So, >> uh, I don't have any questions. Thank you, >> M. Montoya. >> No questions. Thank you for your help on this. >> So, just as a point of clarification, no federal findings. >> No federal findings this year. >> Yeah. So, there's federal federal awards. >> I'm just pointing somebody out. >> Thank you, Ann. >> Go ahead. Um if if that's it, you want to add anything else? >> No, it's just um this would be I'll point out four findings probably. It's not the worst, but not the best, but average in for us for a district is probably eight or nine findings. So you had 12. So you're in that range. A couple of things I think will be easy

078enough to clear up with the communication this year. Some of the NMSA findings you're just always going to have. U we'll point out I know I know my superintendent when she was here when I was the finance director asked for zero findings and I told her at the time that if you ever had zero findings at central I wouldn't trust the auditor. uh having lived both sides of it just because the human error issue get has to get reported and so you're always probably going to have some but as Chris said only having three pop out to us for PO findings. So, and a comment several of our staff members have said the district is very good about the routine stuff. What throws a kink into it is when something out of the normal happens

079and getting it recorded and processed properly. So, it's more of those issues that are the quirks versus, okay, we need to do A, B, and C. We're very good about doing A, B, and C. It's when someone throws Y into the equation that causes uh a little bit of uh the issue. But, you know, we've done over 110 school district audits and in that period of time, there's only one district that never had a finding in two years. So, they six out of eight years they had findings, but two years they were our only perfect findings and they have less than 100 students. So, and about 10 employees that deal with money. So, that's what it takes. It's very difficult to have a perfect uh but you want to keep it down. There's some of

080these that are easy to resolve um going forward and so more of its communication and just having correct procedures in place that we didn't have. >> Okay. So, since the question wasn't asked, I'll ask it. letter grade ABC >> uh B minus to a C plus in that in that range. We got a ways to go to get to a >> okay >> an A. >> Fair enough. Thank you. So now it's time to um take a board action to approve the uh audit. So I'd like to make a motion. I will make the motion to approve the audit. >> Second. >> I will second. >> Roll call. Miss Hasky >> to accept it. >> Yes. >> All right. Miss Aspus, >> can I vote no and blame the auditor >> if you'd like? >>

081Yes. >> All right, M. Uh, >> yes. All right. I thought I heard you say that. Make sure Miss Montoya. >> Yes. >> Myself. Yes. It's been approved. Thank you. On to item B. Presentation of board action on bank of the Southwest authorization list of Superintendent Steve Carlson as an account sign and access to the Bank of Southwest accounts ending in 4596 and 4079. Approval of finance director Stacy Galer as an account signer and access to the bank of southwest accounts ending in 4596 and 4079 removal of nonabyazi as bank of the southwest accounts ending in 4596 and 4079 by Stacy Gallagher. Is there anything to add to that other than just stating that and then making the motion? Do you have anything to add? Okay. Someone like to make a motion to make those

082changes. I'll make a motion to approve. >> I second. >> Motion and seconded. Roll call. Miss Haskkey. >> Yes. >> Miss Aspus. >> Um, President Montoya. Uh, >> yes. you cut it cut out on my end and and I would kindly ask that board members so not throw out a motion so quick because I'm I'm trying to uh think about what I'm you know what's being asked and then on top of that >> you talked about that the signal went out >> and I didn't hear what what what you had to say. >> Okay. So, out of fairness, I did finish reading it and for you, I will read it again. That's why you made the motion because I did complete the reading of So, I will read it again for you. Presentation and board

083action on Bank of the Southwest authorization list of Superintendent Steve Carlson as an account sign and access to the Bank of the Southwest accounts ending in 4596 and 4079. Approval of the finance director Stacy Geller as an account signer and access to the Bank of the Southwest accounts ending in 4596 and 4079. Removal of Donna on Bank of the Southwest accounts ending in 4596 and 4079 by Stacy Geller. I asked her if there was anything to add on her part. She said no. So, it's a matter of approving this change and then I asked for the motion. Mr. So motioned and seconded by Miss Montoya and now we're on the vote and so that's why I ask for your vote. >> Okay. Thank you for going over that and yes. >> All righty, Mr. So

084>> yes, >> Miss Montoya. >> Yes. >> And myself. Yes, that's fine. It's been approved. Item C, impact aid advocacy and resolution supporting federal impact aid legislation by Miss Chappelle. Miss Chappelle. Uh yes sir. Thank you. Um good evening board members. Um earlier in the um board meeting, President Montoya mentioned uh returning to DC for um impact aid advocacy. Um to that end um I have been asked to create a resolution and I can share my screen and read that. Um can I share my screen? Yes. Um, can you all see that? Does it need to be larger? >> Yes, we can. >> A little bit. >> Yeah, that's good. >> Okay. A resolution of the board of education for the central consolidated school district. A resolution requesting that impact 8 be fully funded and

085modified to be part of mandatory spending. Whereas education is funded nationwide in large part through state property taxes, public schools located on reservations or which are located near reservations and educate children living on reservations and other federal lands like military bases do not generate state property taxes. Whereas beginning in 1950, Congress provided financial assistance called impact aid to school districts that have lost property tax revenue due to the presence of taxexempt federal property or that have experienced increased expenditures due to the enrollment of federally connected children living on military bases and other federal enclaves. Whereas the findings of the 1969 Kennedy report, Indian education, a national tragedy, a national challenge, um and that um footnote there provides the um internet listing to it. Uh we're used to support extending impact to students of public schools

086who either live on reservations or whose parents work on reservations. Whereas the Kennedy report concluded that education for Native Americans was a failure driven by forced assimilation, cultural destruction, and systemic neglect represented by rundown and inadequate school facilities, failed school systems that produced a dismal record of poor academic achievement and low graduation rates, and a negative impact on students as a result of what was described as coercive assimilation aimed at stripping children of their culture, language, and tribal identity. Whereas unfortunately, educational opportunities and school facilities on or near reservations remain grossly inadequate today and are still far below what is provided to other students nationally. Uh and then that footnote um refers to the Yazi Martinez case. Whereas even though impact aid funding is a crucial component of the federal trust responsibility and was intended

087to address the failure of the federal government to meet that trust responsibility, impact aid funding has not been fully funded since its inception and is part of the discretionary rather than the mandatory budget. This situation creates the following inconsistent funding amounts and timing of funding. School districts do not know in any given year either how much or when impact aid funding will be distributed. As a result, school districts cannot implement sustainable and meaningful educational programming or finance capital improvements. Chronic underfunding of reservation schools. Reservation schools experience severe budget shortfalls resulting in outdated textbooks, overcrowded classrooms, and inadequate and deteriorating facilities. Infrastructure and technology improvements. Reservation schools operate in outdated buildings with insufficient heating, plumbing, and internet access. Recruitment and retention of educators. Low salaries and challenging working conditions make it difficult to attract and retain

088quality teachers in reservation schools. Addressing socioeconomic challenges. Many native students come from high poverty or low-income households and face unique challenges such as food insecurity, lack of health care, abuse, and neglect. Native American students historically face extreme educational disparities including lower graduation rates and limited access to advanced coursework. Whereas the key reasons to fully fund impact 8 and make it part of the mandatory budget um it bridges funding gaps and provides students with the resources they need to succeed. enables schools to hire qualified teachers, offer competitive salaries, professional development and improved working conditions to reduce teacher turnover and ensure continuity in student learning. Improve curriculum offerings and provide targeted support services to enhance student outcomes. Provides necessary repairs, upgrades to school facilities, and the integration of modern technology to enhance learning opportunities. fulfills the federal

089trust responsibility by providing educational equity for native students, enable schools to address the needs of the whole child, provide wraparound services, and include native language and culture into their curriculum. Meeting the needs of the whole child while honoring language and culture creates a sense of identity and pride among students. Studies show that culturally relevant education improves student engagement, academic achievement, and social emotional resiliency. Fully funding impact aid and making it part of the mandatory budget enables multi-year planning and improves long-term educational outcomes for students who live on or whose parents work on reservations. By ensuring adequate resources, we ensure that schools on our near reservations offer high quality education, close achievement and social emotional gaps, and create better educational and economic opportunities for current and future generations. Now therefore be it resolved that CCSD supports

090the increase of impact aid funding and will assist in that endeavor. And with that I stand for questions. >> Any questions from the board? Missy? >> I don't have any questions. Thank you. >> Miss Aspus. >> Yes, I do. Um would it be well who is our reader? is is is it um Trump administration or where does this letter go to or stop at? >> Uh the thought behind the resolution would be to use it in our advocacy at the federal level. >> Okay. Um, so do we we I mean to me I feel like we're using Kennedy report so that that ties in the Navajo reser Navajo reservation Navajo students um but to me I feel to be fair in the um talking about CCSD there's also the high-risk students and some of those

091students are are not Navajo. So I I wonder if the um situation of the closures and what has happened would would also be included in the report or your resolution. Uh, absolutely. I can definitely add that language. We've had that in other resolutions. So, I can add the language we have in other resolutions regarding the economic situation in our communities. I can add that. Absolutely. Mhm. And then also the um I to me I feel it's important to say that you know people look tend to look at NAVO Nation as being a a rich tribe and due to probably the the the members you know the the Navajos and Excuse me. But some forget that what has happened as you pointed out early on. uh you know that ring of fire situation and that NAVO

092Nation has taken that that hit as a tribe and therefore um you know as far as uh as looking to the tribe for our Navajo students that's not possible. >> Uh that's a great point and I can add that. Um, and the primary reason for including the uh Kennedy report is that that's the report that actually moved or expanded the provision of impact aid from just military bases to also include um students that live on reservations or whose parents work on reservations. So that's why that that that Kennedy report nexus is is important. But I absolutely agree. We can add the other information too and and we already have that because we've had it in other resolutions. So I can easily incorporate that. >> Thank you. >> Any other questions, Mr. Sub? >> No. Pretty

093straightforward. Miss Montoya, >> no questions. I just want to thank you for taking the time to draft this. Yeah, we can go. >> Yes, ma'am. Thank you. >> Yeah, we can go ahead and and approve it and make those uh slight modifications to the document, Mr. Pel. >> Okay. Absolutely. >> We just need a vote. >> Make a motion to approve. >> I will make the motion to approve with the proposed changes as requested. Thank you. >> Second. >> I second to approve with the proposed changes as requested. >> Vote. Roll call. Miss Hasky. >> Yes. >> Miss Aspus. Yes, >> Mr. So, >> yes, >> Miss Mononttoya. >> Yes. >> And myself? Yes. Been approved. On to item nine, executive session A. Convene executive session discussion on limited personnel matters regarding the board's goals

094and expectations of the superintendent as permitted under NMSA 1978 section 10-15-1H2 of the New Mexico Open Meetings Act. Someone like to make a motion. >> I make the motion to convene in executive session. >> Second. Borokco. Miss Hasky. >> Yes. >> Miss Aspus. >> Yes. >> Mr. Self. >> Yes. >> Miss Mononttoya. >> Yes. >> Myself. Yes. Time is now 9:26. We are going into executive section. What? What's it about to Okay, the time is 10:25. Item nine, executive session B, reconvene in open session as stated that the board has discussed in the executive session only the subject identified in the agenda as the reason for which the meeting was closed. Discussion on limited personnel matters regarding the board's goals expectation of the superintendent as permitted under NMSA 1978 section 10-15-1H2 of the New Mexico

095Open Meetings Act. Someone like may like to make a motion to reconvene. >> I will make the motion to reconvene in open session. >> Second. >> I second. >> All right. Go to roll call. Miss Hasky. Miss Aspus. >> Yes. >> Mr. So, >> yes. >> Matoya. >> Yes. >> Myself. That's four is 10:26. We are reconvened. A discussion of board action on CTE school proposal update. Mr. uh you President audience back up here. I don't hear anything. >> Is that better? >> There you go. >> All right. All right. Again, uh thank you, Super President Mononttoya, members of the board, Superintendent Carlson, members of the audience for having me back up here to present the CTE uh proposal for career prep. Would you like me to present the whole thing again or >> just

096view please? >> 35,000 foot view. Okay. Um, so career prep right now needs a redesign that strengthens its identity, uh, improves student engagement and better connects students to graduation, post-secary opportunities, and workforce readiness. I'm recommending that Career Prep High School transition from a school primarily identified by Credit Recovery to a career and technical education school built around health sciences, business, and advertising, and teaching pathways. This recommendation is supported by student, parent, community, and staff feedback showing support for a more career connected school model with hands-on learning, certifications, internships, and stronger relevance to life after high school. Stakeholders also made clear that strong academics, continued student support, and a welcoming second chance environment must remain in place. The redesign also includes developing a new school name and logo to reflect the school's new identity with students

097actively involved in the process. The requested action. I am recommending approval of the significant restructure and redesign restart of career prep high school as a CTE focused high school and authorization to move forward with the implementation planning for health sciences, business and teaching pathways along with the district support necessary for successful implementation. >> Questions from the board? Miss Aspus. Um, no that I I'm >> No. >> Okay, Mr. So, >> uh, just just lastly, um, what are some of the expected outcomes that you anticipate out of this program by moving it to a more of a CTE programs? What are some of the end goals or outcomes that that you hope to see come out out of this transition? >> Sure. Thank you for the question. The the primary outcome that we're trying to do

098is increase our graduation rates. It's the whole reason why we're here. We haven't uh met graduation standards set by the peed. And so that's the the big thing is offering something that students want to be in school for that they want to show up for. So in doing that, we're also trying to tackle our attendance issues as well. And so by providing a clear pathway to the student's future rather than sort of an abstract, hey, you're going to finish high school, get a diploma, and then good luck to you. Um, have that built in. And so give the students a little bit more confidence to be at school, show up every day, uh, graduate with a diploma, uh, and and getting, uh, helping our school get out of our MRI designation by increasing our graduation

099rate. >> Okay. Uh with that said, are we going to need to make any um uh uh investments in the facility to make any sort of improvements to move in that direction like investing in equipment upgrades or anything to help support the CT? >> So yeah, on a couple of those issues, we um we're going to get a grant from um the state on funding us and we can use that grant money to to help get us kicked off the ground. Um but also as we're looking forward and you know some of the student surveys were saying that they they're really interested in the trades like construction and welding. So we would need to make an investment in in the the building to make sure that those areas um are updated that they're sound that

100our uh exhaust systems are working and all those sorts of things. So um in the future we're going to be looking for a little bit more money on on that end but for right now I think we have enough to get up and off the ground with what we have. Okay. Yeah, I think that's definitely one of the high demand careers is like welding because if if the if one of our outcomes of students graduate, they can graduate with careers that pay like $30 $40 out at out of high school, that's that's a that's a good move. >> Absolutely. And if you know, if we can get them hooked into the local 412 and get them into apprenticeships right away, then um that's even better. So, so with that said, are there going to be

101any like partnerships with some of the different building trades like the carpenters or the uh some of the unions here? >> Yeah. So, what we're going to look for is as we expand the the programs out is those industry partners and and going out and actively um making those with those those industry partners saying, "Hey, these are the the kind of individuals that we're looking to graduate, you know, and and can we get them a spot with you um getting them into their career a little bit quicker?" Uh probably like another consideration is that in add in addition to the CT uh are you also exploring the possibility of like inter internships over the summer something to that effect? >> Yeah, we're looking at all of the workbased learning uh possibilities if that means going

102over the summers um then doing that you know not having those gaps in between the school year where kids aren't doing anything absolutely you know and there some of the industries that kids can get into can pop up over the summer. So, um, for example, we were talking about, uh, outdoor recreation pathway possibly in the future, and that'd be a big thing in the summer around here. >> Okay. All right. Thank you. >> Yes, sir. >> Um, if I may add to that, in those discussions that we had down in Albuquerque, they were talking about some of the volunteer programs within certain communities where the kids, the students who were in some of those trades would actually volunteer their time and get credit for that uh, with some of these other businesses. So, there's a

103lot of opportunity to do that. >> So, when that's would you also be looking at doing like CDL type training? >> Uh, we haven't considered that, but absolutely that'd be a great thing to to have those kids do. I think you have to be 21 to have a CDL if I'm not mistaken, but still get them uh get them going down that path. Absolutely. Anything else? >> No. >> Matoy, >> no questions. >> Yeah. It says he must be at least 18 years of old for in or 21 for interstate driving. >> So we can get him at 18 and locally. >> Yeah. >> Okay. Miss Hasky, any comments? She on or not? >> Okay. Well, we'll go ahead and continue. >> I have a question. >> Go ahead. Um so now that the focus

104sounds like you know for career for trades um what about the second chance for the students who maybe perhaps still want to go to college. Um, what about those students? >> Thank you for that question. >> I can't hear you. >> Can you hear me now? >> Yes. >> I can't hear you. batteries. They asked us, they're changing out the batteries. >> Okay. Can you hear me now? >> Yes. >> All right. Well, thank you for your question. Uh, yes, we're still going to be operating as a regular high school offering the diplomas. They still students still have to graduate meeting all the requirements that the state has as far as credits are concerned. Uh, and we are still going to be pushing the the college pathway as well if that's what students want to

105do. We want to make sure that if you're coming to career prep, um, you're you're prepared for whatever eventuality you want to end up in and later on in life. So, let's say a student's coming in, they find a pathway that they like and halfway through their career, they're saying, you know, I think I want to go to college now. We'll still have them ready to go to college as well. In fact, we're looking at um trying to get some um Chief Manolito scholars and keeping the scholarship portion of our school still open as well, but offering that CTE pathway as well. >> Does is there any chance that the students from before um could go back? So students who have who have left our school? >> Yes. I mean you had a a school

106that focus mainly on just graduating. Um, and now it's more of a to me it sounds more, you know, your focus is going to be on trades and internships and of the like and but are they able to come back? >> Yeah, if students, you know, if they're if they have their credits and they're in a good position, did we lose them? Okay. Um then we can we'll still support our our students who are there and some of the ones who who have gone on if they want to try to reenter and come on back of course we'll have that conversation with them uh and see that we're a good fit for them uh and try to get them back as well. We don't want to leave anybody behind. We don't want to exclude anybody.

107We want to make it open and welcoming for uh everybody. >> Okay. Thank you. Yes, ma'am. >> I um I appreciate that. So, thank you. So, at this time, I'm going to entertain a uh motion to accept the proposal. >> A motion to accept the proposal. >> Second. >> I second. >> Miss Hasky, I got you. Vote a roll call. Miss Hasky, >> yes. >> Miss Aspus, >> yes. >> Mr. So, >> uh, yes. >> Miss Montoya, >> yes. >> Myself, that's five. It is approved. >> Thank you for that. Appreciate it. >> Thank you very much. I appreciate you guys' support. >> Thank you. >> Yeah, I look forward to seeing what the outcome. Thank you. >> Absolutely. So on to item 11 um requested action items and or reports for next future meetings.

108A possible item for next meeting. Um I wanted to put out first before we move on that in May obviously is graduation season especially the week of the 21st and that's when our Thursday board meeting is. So there's going to be a consideration of either moving it to the the work session on the 14th and the regular board meeting on 28th or combining it the possibility on the 14th and just get it done in one shot. Is everybody okay with that depends on this guy? >> I mean most of the stuff's pretty straightforward. Come on. Miss Aspus, Miss Hasky, did you hear that? >> The 14th. Do a combined meeting on the 14th because >> the 14th. >> Okay. >> That's that Thursday. Everybody, >> when are the graduations from there? >> Yeah, they start

109I think it's on with the junior high, Kirtland Middle School, which is on I think the 19th and then Wednesday, Thursday, Friday, Saturday, the high schools. Yeah. Yeah. So, that's basically what you're looking at for that week. And that was the uh week of the regular schoolboard meeting, which was the 21st, which is that Thursday. So, again, the consideration of just combining it on the 14th, so we don't have to worry about it the rest of the month. >> Okay. All right. Does anybody have any uh items for that meeting? We'll certainly try to not to overload that to stay till past midnight. >> Uh do we need like a final graduation list or report? >> If you if you want that, we can do that. >> Okay. Anybody else? I um I do have

110an item, but I need to run it by Germaine on on the wording before I >> Okay. >> air it. >> All righty. I appreciate that. >> And also, um I'd like for President Mononttoya to reach out to Miss Tone and see Um well, what about a board retreat? Is there are we looking at something like that? >> Yes, we are because we're also going to be working on the um strategic plan. So, we're going to have to do that. So that that's uh strategic is usually pretty much very lengthy. >> The consideration that I was going to pose is a couple of days >> and then on top of that we still have not done a evaluation >> that was going to be included. >> So So that's pretty lengthy. >> Yep. Um, >>

111so, uh, yeah, I'd like, you know, to to put on the agenda about discussion and and see how we can set that up. >> Okay. And and again, um, I know it says B, but uh, if you have anything, we can certainly you'll uh, email those considerations to the, uh, superintendent. Um, do we get in the upcoming year's board meetings and locations or is that between >> Say that again. >> Oh, it's in July. >> That's when it's set. >> The schedule is set in July. You're asking about the meeting, right? >> Yeah. >> July. >> Okay. I I guess before we adjourn, do we need to do any any action on approving the operating budget for next year because I think we're coming up on >> Well, we we will it's will be presented.

112So, obviously that's this guy says she already left that and along because we've already approved the calendar. So, that's taken care of because that's important component. We've had a hesitation before with that. So, Just wait for the budget to be presented. >> We're good. >> Okay. >> All righty. Um with that, someone like to make a motion to exit. >> Motion to journ. >> Second. >> Roll call. Miss Hasky. >> Yes. >> Misspus. >> Yes. >> Mr. So, >> yes. >> Mr. Did you say no? >> Okay. and mine is yes. The time is now 10:43. Thank you all very much for sticking around. Appreciate it.