001Heat. Heat. Heat. Heat. Heat. Heat. Item number one, routine matters, a call meeting to order and verify quorum through a roll call. Miss Aspus, Secretary Aspus, Miss Hasky, Mr. So >> I am present. >> Thank you. Vice President Montoya >> here. >> Myself. We have three. We have a quorum. We'll go ahead and get started. Item number two, reports no board actions, a graduation progress presentation update by high school principles. And who would like to start? Who do we have? There you go. Miss Westbrook, if you would please. >> Thank you. >> Mike, >> a switch. >> There you go. >> Nope, >> not yet. >> Still nothing. testing. Testing >> Better. Okay. Good evening, board members, superintendent, assistant superintendent, directors, um, colleagues, community. My name is Sandra Westbrook. I'm the principal at Kurland Central
002High School. I will be giving the update for our senior students at Kurland Central High School for the class of 2026. Uh we have 168 students um at Kland Central High School. We have four seniors that have already met graduation requirements in December. They're currently finishing out the semester taking dual credit classes. Seven students are still on track for potential early graduates. These are juniors that um will be added in addition to the 168 that's listed. Two students have already graduated in December 2025. We have three that are or will be receiving their associates degree from San Juan College and we currently have five that are at risk of not graduating. At Kland Central High School, we have put in several layers of support to include our student assistance team that actively monitors and assists
003our students with their dual credit um their VLN program, their distance learning program for credit recovery options as well as our afterchool program for credit recovery options and the state of New Mexico with the engage program. Do you have any questions? the the >> the only question I have is in regards to um the community participation as far as tickets. How how is currently going to handle that? >> So, we're open seating for our stadium um the football field which is uh this year we're hosting our graduation on Saturday, May 23rd at 10 a.m. We will open our doors. I believe the parking lot opens at 8:00, I'm sorry, 7 o'clock, 7 a.m. And then um so it's open seating pretty much for the morning. And I believe we have to move the graduation into
004Bronco Arena for inclement weather. Then they will be allotted 10 tickets per senior student. >> Okay. I I think that would it's worked in the past, right? You've never really just had a rush on the on the gate? >> No, we haven't. Um, and I've been there for eight years now, and I have never seen a rush at the gate. We've had standing room at every graduation, which has been in the evening. This year, fortunately, we're going to be on a Saturday morning. We're just going to be in competition several other graduations in the four corners area. Okay. >> So, I don't anticipate an an extremely large crowd. We already put our parents down um our honor parents on the on the football field and then our graduates and then our teachers and staff so
005that our bleachers are left open. We bring up in additional bleachers on the side so we try to accommodate everyone that we can. >> Okay. Any other questions from the board? Mr. So >> uh no, not really. I just I want to say thank you for the good work at at Kirtland Central High School. Dr. looking some some of the data, the numbers in terms of uh potential early graduates and students who graduated and of course students are receiving an ass associate degree. That's that's really good news to hear and it tells me about the bigger things happening at Carolton Central High School. Thank you. >> Thank you. No questions. >> All right. Thank you. >> Thank you. >> Who do we have next? >> Park High School. Yeah. Good evening members of the board.
006Um superintendent Carlson um the audience um who are in attendance. Uh I'll be presenting um our newcome high school the graduate senior graduate projection. We have 52 seniors who will be graduating. Oh, um Dr. White to the principal forgot to bring that up. Um 48 students are currently on track and this would be that you know what classes are taking right now. They would need to just pass that. We have four students who are currently utilizing uh our credit recover programs. We have four um all four students are on the VLN online which we use um with the district within the district. And then we have out of the four we have three that we recommended to work with engage New Mexico um through the state. So in total like I said um we are
007aiming to get all 52 uh seniors to walk in May. The type of intervention we have used to support our seniors. We've um of course have done report cards whether it's on weekly, bi-weekly, uh quarterly, even by semesters. We did monthly senior parent meetings coordinating with the senior sponsors and the senior class officers. We also have done senior audits um more than twice throughout the school year. We did one beginning of the school year. We did one um after the first semester and then we did um we it's been ongoing this semester because we've had some students finishing up their uh credit recovery. So once we know the student finishes the credit recovery, we're updating their their credit status. We've also completed then next step plans which is required by the state. So all of
008seniors have that in place. We also have a tracking system that we develop a spreadsheet that we utilize a lot. We have our uh m we call it like grad team meeting which um our team members involving the admin team, the counselor and um the senior sponsors. Uh and then plus um our par school second secret secretary who oversees the attendance. That progress um tracking is also utilized as a way for us to take note um how we're contacting parents or meeting with um students that we know we need to like do a check-in on. Um I'm going to say student seniors of concern. Um I mentioned that we're using the credit recovery uh and support we give them is if they need to work on it during lunch we'll provide that time we keep
009our library on their back and then we also have uh after school tutoring which you know it's open to them to that time to complete their credit recovery. We also have um the weekly like I said I already mentioned that the the engage in Mexico we get that support state we have a coach who helps to um do the attendance check as well as their uh credit recovery. We also have um we had to do some home visits um specific to I'm going to speak two kids because they their attendance was um back to where you know really just trying to them stay in school was uh a challenge and Um the home visits really helped and then having to explain to them you know what they need to do. Uh last I think what
010really has helped is like I said forming our grad team and doing an update um monthly update with you know getting um involved with you know what seniors um doing the check-ins doing the calls um whatever it took that you know we needed to do um and keeping everyone in the loop. So even when the sponsors um giving them their information, being involved, the sponsors also were usually readily prepared when parents ask questions during the parent meetings. So that's what we've been doing. And again, our goal is we get all 52 graduated. >> Good. Okay. Um any questions from the board? Miss Asky. >> No, I don't have any questions. Thank you, >> Mr. So, >> I don't I don't have any questions. It's it just the data the information looks very promising. Thank you.
011>> Thank you, >> Miss Montoya. >> No questions. Thank you for your presentation. >> I do have a question in regards to the seating as I asked. Uh Kurtlin, are we in the gym? Are you going to be outside? So something that we're looking into um we do have a parent meeting coming up um next week and that is to finalize whether to try something new which is doing the graduation outside. It never has been done. Um but of course if we should decide to go um that route, we would still have to consider giving um parents um tickets so they're they have access to the to the ground or the floor. And then we need to consider the I'm going to say limited seating in the bleachers. Um like I said, it's it we've
012never had it like that before. every usually, you know, it has been in the gym, which um I'm going to say for the past years, we've been coming across like full capacity. So, we'll see how it goes, but we definitely will have a plan in place. If we require tickets for even I'm going to just say like VIP, we'll definitely let let the superintendent know. >> Okay. All right. Thank you. And I'm glad you guys are working on that, too, because again, just as with we certainly don't want to have a rush, >> especially if it is inside that gym. >> So, I I appreciate that. Thank you. >> Thank you. >> And I apologize. It wasn't Shipmark. It was Luke. >> Here comes Shipmark. Good evening. Board President Mononttoya, board members, Superintendent Steve Carlson.
013Uh, Shiprock High currently has 112 seniors. We have 111 that are on track to graduate if all classes are passed. So again, 112 are possible to walk. One senior is planning to uh complete with their associate degree. And then we had two juniors that moved in to senior status and are should be graduating in May. Um some of the interventions that we are using um we do send out grade checks to parents every week uh through either through email, text message, through the Kinvo. Um we also have our SIT team, student intervention team that meets weekly and we go over students that are falling behind or failing classes. We do have um meetings with the counselor and the coordinator, the CCR coordinator that we do look at those that are at risk for attendance and
014grades. We have an intervention period uh where kids have been moved to help um assist on one-on-one um with their failing classes to complete their credits. We do have after school tutoring Monday through Thursday. Uh we also do offer lunch tutoring and then we have our credit recovery hour as well for 7th hour. As far as the tickets go, we have five tickets that we're going to be giving out to each student um for their families. Uh those tickets will be used to get in an hour at 5:00 into the pit. So, we're planning to do our graduation in the pit >> and then uh everybody else will be let in at six o'clock. >> Good. Any questions from board? >> No questions. Question. No, I don't have any questions, but thank you, >> Mr.
015So, Mr. So, any questions? Matoya, no questions. >> No questions. Thank you for your presentation. >> Thank you. >> Last but not least prep. >> Good evening, President Mononttoya, members of the board, Superintendent Carlson, everybody in the audience. I'm Brian Pawa, principal principal at Career Prep High School. Uh so our current numbers, we have 14 seniors. 14 um other seniors have already completed graduation requirements so far this year and will graduate in May of uh 2026. We had three recently graduate uh third quarter. So we're continuing on with our graduation of uh a lot of our seniors. 14 juniors this year have moved to senior status and one of those juniors is graduating early. Uh I need to amend that that last little bullet there on the first part. We have 26 students on graduate
016uh on track to graduate and walk in May. Um as far as interventions are concerned, we haven't had anything uh we have two things new other than what I presented to you guys back in January. So the two things that I want to point out is our wellness room. We got that grant this past summer for a wellness room and I'm glad to say that we've got that thing up and running. Uh we have a dynamite young man in there who's starting to work with students, providing some uh social emotional help for students who uh are going through a rough patch, going through a rough time. He's starting to make some inroads with our students as well. So we've got that layer of support going on at our school. And then we added uh a
017new attendance platform, media. We're piloting that this year. that the district is actually piling at to help with our attendance and help reach out to families um and look for patterns of why students are absent. So, it gives us a little bit more data that we can analyze and come up with solutions for our attendance. Uh as far as graduation tickets and all of that is concerned. So, we are going to have our graduation at the Phil Thomas Performing Arts Center. The lower section is reserved for our staff and our VIP. So VIP what we're doing is we're taking the number of seats down there at the bottom um dividing that by our number of graduates and giving those graduates those number of tickets. So that's whoever those graduates want to be uh identify as
018the VIP guests will be down there in that lower section and then the upper section is for um all the everybody else on a first come first- serve basis. Um, so we hope that that helps with um, you know, getting everybody into the building, making sure that everybody has access to come celebrate um, the graduation of our seniors. Uh, I don't have anything else. I stand for any questions. >> Thank you. Questions from the board, Miss Hasky. >> No, but I think you're doing a great job. Thank you. All the principles are. Thank you, >> Mr. So, Mr. So, any questions? >> Miss Mononttoya, any questions? >> No questions. Thank you for your presentation. >> I don't have any either. Thank you very much. I appreciate it. >> Thank you. Okay. On to item B,
019student protests by uh Steve Carlson. Thank you, board president, uh members of the board. Uh this was a question that was posed I believe um in the end of February of the February board meeting uh where I believe it was board secretary Aspus had asked about if we have policies regarding student protests because that was something that was happening nationally at that time. Um and so we decided to go ahead and tackle that. Mr. Mononttoy and I had a conversation about it. Um and whether or not we had a policy. We both looked for policies and we did not really find protest policies. I apologize for the feedback there. Um, but Mr. Mononttoya went ahead and he did some searching and he asked AI the question about a board policy from CCSD and what can
020and can't be done. So, that right there is basically the answer to that question. Um, instead of going through all that, I know the board members basically have that. I'm just going to kind of describe real vaguely what we can and can't do. If students protest on campus um and they are basically silent protest that doesn't interfere with instruction, uh that's that's perfectly okay. And that goes all the way back to a Supreme Court ruling Tinker versus De Moine. That was I think in 1969 during the Vietnam War when students wore a black armband. Um they were suspended at the time uh but eventually they won the case and they said the Supreme Court said you can um that your free speech is still protected when you walk in the school building students and teachers
021and I think most of you who are administrators out there how many of you back there remember uh Tinkerb versus De Moine that's one of the big cases I know if you classes like Mr. Montayen did as well. Um so on campus we we can stop them if there's a disruption on campus. Now if students decide to walk off campus um that's something that we can deal with as well but it's basically the same as if students walked off at any other time. There'd be consequences for walking off. There'd be consequences for attendance. So we can punish those behaviors. Uh but but we cannot stop them physically. For off-campus protests that's a little different. Generally, there's very little we can do. Um, if students are off campus, they have their right to free speech while
022they're off campus. They can kind of do what they want. And if you look, uh, scroll all the way down to number three on there. Um, there's some relevant policies. So, we do have some policies, um, that are kind of referenced right there, and you can go ahead and look at those. Student discipline, student code of conduct, uh, absences, and publications and expression. Um, and then there's a summary at the bottom. I'll just go ahead and read that and then if there's any questions, we can answer that. So, the the first one, can they protest? Yes, they can protest. Um, if it's pure speech, like wearing an armband or a button um that doesn't stop or disrupt class. Uh, can they be punished for a walk out? Generally speaking, yes, they can. And there will
023be attendance consequences. Um, can they be stopped off campus? Pretty much no. Students can protest how they want off campus. uh they can post crazy things on Facebook generally speaking and there's very little we can do about those things. So that's that's our sort of lack of policy but how we retreat student protests. >> Any questions from the board? >> Questions from the board. Sask the school would intervene if it were more of harassment or bullying, not just where there's where it. >> Yes, absolutely. We do have policies uh for that kind of um disruptive conducting. Um bullying is something that we will take seriously and definitely there'll be consequences for that. Absolutely. >> Any other questions? >> Mr. So, any questions? >> Uh I don't have any questions at the moment. Thank you, >>
024Mr. Montoy. Any questions? >> No questions. Uh and again just for everybody uh it's a lot of this is covered not explicitly but um in respects to their activity the students activities and again I'm just going to go over that summary. Can they protest? Yes. Pure speech. Can they be punished for walkouts? Yes. But generally in regard to the absences and um the off-campus behavior very rarely unless it's a direct threat or severe harassment. So um there can be repercussions in that sense and certainly everything is being guided by the law and with the um policy codes that we have it pretty much addresses it uh through a roundabout way on their activities and behavior within the school system itself. So it's pretty straightforward as far as what you can and can't do because of
025the Supreme Court cases. With that, if there's nothing else, um, we can go ahead and move on. I appreciate that. Thank you. And I appreciate actually the question regards because of what's happened nationally. So, we certainly have to talk about that. So, on to item three, reports and possible board actions. A presentation and board action on EFM presentation by Christina Spears. A Spears. Floor is yours, please. Good evening, uh, school board me president President Mononttoya, school board member Mononttoya, Mr. uh, Superintendent Carlson. My name is Rodney Armenta. We were, um, discussing our district fleet and the condition of our fleet. And we uh, formed a small committee and we began talking and we talked to EFM, which is enterprise fleet fleet management. So, we have them here to present. I just wanted to introduce them
026and then and up for your consideration tonight. And what they'll be presenting is a proposal to have a fleet management system for our current white fleet um for the school district. So, with that, um I will turn it over to Miss Christine. >> Good evening, school board president Mononttoya, Mr. Carlson. Uh my name is Christine Spears. I work with Enterprise Fleet Management. Um, I brought a few other people that I'll that I'll introduce as well. So, James Harris is my director. So, he oversees our territory, which is New Mexico, El Paso, and Southern Colorado. Um, and then virtual, we have Gabby Harding, and I'll let her introduce herself briefly, and then we'll jump into it. >> Hi, good evening. Um, my name is Gabby. I am the government manager for enterprise fleet management. So, I
027oversee our public partners in the south and central part of the US across the country. We have about 200 clients um that we work with. Today, again, thank you for the opportunity. I will be here to answer any questions. I'm going to pass it off to Christine who's going to talk through um the situation of the current White Fleet and what our proposed solution is going to be. >> Awesome. So, a little with Mr. Carlson and and Rodney and the committee kind of got together to discuss really the situation of your fleet. So all in excluding your grant funded vehicles, so all general funded vehicles, you guys have 99 different vehicles in fleet currently. 49% of those vehicles are over the age of 10 years old. So naturally, I mean we can all agree when
028you drive a vehicle off the lot, it depreciates and it loses its value very very quickly. And as these vehicles continue to age, your operational expenses, meaning your fuel and your maintenance expenses only continue to increase. So just based off of that data alone, you guys are replacing your vehicles currently when they're not worth a whole lot and you're putting a lot of money into them operationally. So with a newer fleet of vehicles on the road, you're going to have lower operational expenses and you're going to be able to capitalize on the equity. But other things come with that as well, like lower downtime for your drivers, for your employees. But more importantly than that, the safety of your fleet is naturally going to increase as well. Currently, um 30% of your fleet is missing
029electronic stability control, which is the number one safety feature for drivers since the seat belts. Um a lot of these vehicles are being used for student transport. So, it's really important that we get safer vehicles on the road for your team, for your community, and most importantly for your students. Um, so what we've talked about and and how we can help you guys is again we want to help you get into a healthy replacement approach. Our goal is to help cut the life cycle of your vehicles down to 5 years, help you buy your vehicles, we can help you sell them. We have a lot of programs in place to help you guys maintain them as well to help control and track your operational expenses. And when we go to sell those vehicles, all of
030that equity is going to come back to the district. um most choose to continue to apply that and keep it into a fleet replacement fund to help create sustainability within your budget. Um and we want to help spread your dollar further because a vehicle that you know precoid costs $40,000 is now costing 50 to 60. And so it makes it really hard if you're paying cash to really leverage every dollar that you have because it's just not being used as as it can't be used as well as it has been in the past. So, we have alternative funding structures that are going to help create that sustainability within your budget. And again, once we go to sell the schools, all of that equity will come back to the district. We have a negotiated RFP with
031Sourcewell and TIPS um and ENI as well. So, um all of the due diligence has been satisfied through those national agreements. Um and we with that I will stand for any questions. I kept it pretty high level. So, questions from the board. Miss, I don't have any questions, but it's concerning to know that half of our fleet is I guess could be um potentially potentially hazardous. Um so that's just the concern that I would have. Um and thank you for the presentation. >> Absolutely. >> Mr. So >> yeah, do you have a quick cost benefit analysis of this proposal? Um what is going to be the cost per bus versus uh what what are current operating costs as for for the current fleet for the bus? >> I just want to make sure I heard
032you correct uh board member. So you're asking what your current operational expense is versus what cutting it would be. Is I you're breaking out. I just want to make sure I heard it correctly. >> I Yes. Yes. What is What is the costbenefit analysis of this proposal? >> Uh Christine, and I think Mr. board member, you also mentioned the word bus. I do want to just make it clear that we're talking about the white fleet only. So, we're not talking about the yellow fleet, the school buses. We're talking about your maintenance vehicles, safety vehicles, like your pickup trucks and cargo vans and stuff like that. and and uh board member. So, based off of industry average and the age of your fleet, you guys are spending roughly $175 per month per vehicle, um when you
033replace, and that's over again, you're holding your vehicles for about 10 years. So, if you were to cut that vehicle life cycle in half, your maintenance is naturally going to decrease to around $70 per month per vehicle because you're going to be getting oil changes, fluid top offs, you know, some wipers here and there. You're not going to be having to complete engines and transmissions on your vehicles. It's just going to be very preventative. >> Okay. Thank you. >> Yeah. >> Matoya, any questions? >> No questions. and all of these the 49% that's currently over 10 years old are we still going to actively try to resale those and things like that to try >> help the help the budget cost. Yes. So for those vehicles that are 10 years old. So we identified internally
034there's around anywhere depending on where we land 38 to 45 vehicles that year one we're going to help look at replace for you guys. um a few options. We can help sell them for you guys um if you choose that avenue. I would say anything that's worth less than $2,500, it's going to be better for you guys to just handle the the disposal of those on your own. Anything that's worth more than that, um we can I I would we can certainly help sell that. The team that will now be selling your vehicles is the same team that sells enterprise rental car sells their vehicles. So, they get paid off of how quickly and for how much they sell them. So, it only benefits you guys to have us sell your your your government owned
035assets. >> No other questions. Thank you. >> Um I'm going to ask um Miss Chappelle if you've had any input to this. >> Good evening. Can you hear me? >> Yes. >> Good evening, board members. Um and um thank you guests and uh those participating. Uh we actually had a really good team on this. Uh we looked at um what it costs without this program versus what would be the benefits for this program. Um the team really dived into that, dove into that, sorry, and uh came back saying this is a net positive. Um, in addition to the savings on maintenance costs, it also means that we have safer vehicles because they're newer. Um, and so, especially given the rural and remote nature of our district, it's very helpful to have um vehicles that we're
036not afraid of uh breaking down, for example. So, in addition to that, of course, you also have fuel savings and other things um with new newer vehicles. From a contract standpoint, I reviewed the contracts. Um I did have a few changes that needed to be made. My understanding is that those have been made and um before the board uh votes on this, we'll make sure that that occurred. U but so from my perspective um this is a solid plan. >> Okay. Thank you for that. I appreciate that. One of the things when I was going through that um in board docks that was intriguing to me obviously the upgrade with all the information on the new vehicles in comparison to some of the vehicles that we have. I mean almost non-existent, right? So I I
037really appreciate that. And coming out of the maintenance department, I absolutely know exactly what you're talking about. And so it it's nothing but a net positive for me, especially in regards to the safety aspect of not just our employees, but more importantly our students as well that have been transferred uh to and from with our vehicles. So um I appreciate appreciate that. And if there's nothing else at this point in time, um I do believe taking into consideration what Mr. Chappelle said, this is u possible board action. If there's any board member that would like to make a motion to accept this proposal at this time, >> I'd like to >> I'll make a motion. >> I believe Oh. Oh, hold on. I'm going to get corrected here and I don't mind. >> Sorry, this
038is just as a report this u meeting I understand it to be on consent agenda for next meeting. >> Okay. Okay. >> I was just going by with what I read. So, thank you very much for that clarification. Yeah, it did. >> So, I will defer that to the consent agenda then. >> You want to retract that motion? >> I'll retract the motion. >> All right. Well, I again I appreciate it and and it's it's again understanding and knowing exactly what we have to deal with with those vehicles. This is a very good opportunity. So, thank you very much for your report. >> Thank you. Thank you board members. Have a great evening. >> You too as well. >> Great. Thank you. >> Item B, presentation of board action on school year 2026 2027 academic
039calendar by Miss Amarine. >> Good evening everybody. Tanya Amarine, human resources. I am presenting the school year 2627 academic calendar. Do we have it on the screen? All right. Thank you. Um, could you make it a little bit bigger? So, we had uh a s a series of several meetings, had a calendar committee. We came together, we built this particular calendar. uh there was another calendar a second version and those two versions went out to vote and I'll speak about the vote here in just a minute but first I want to talk about the differences in the calendar both calendars that went out to vote had 179 student days both started for staff August 3rd for students August 6th both ended for students and staff on May 27th both calendars had the same holidays days
040um and days off. The only difference between the two calendars was that version one had three half days and one early release where version two had all full days. The purpose of the half days uh which are placed in months that do not have professional development. Uh the purpose of those half days is and it'll be a late start. So students will come in around lunchtime, eat lunch, and finish out the day uh to have that morning time for staff to have professional development meetings, trainings, etc., which is why they're placed in the months that don't have professional development. Um, another consideration for the half days was that if we have the professional development in the morning, in the afternoon, the students could have, like I said, lunch, finish out school, and they would already
041be on site for any afterchool activities or athletics. uh and then could catch the bus home as normal. So those are the two calendars. Uh the calendar that won, as I said, was version one, which has the half days and early release. We had a total of 910 votes, which is more than we've had um since I've been doing the calendars, probably doubled the number of votes. Calendar one, which is the version that won, had 619 votes. Calendar two, had 294 votes. Um overwhelmingly the community uh as you can see the community and the staff voted for calendar one. Um a couple of data points in terms of calendar and budgets. This calendar version meets the 1140 minimum. So the um hours elementary students actually have 1,154 hours and uh and a half. And then
042the elementary I'm sorry the middle school and secondary students have 1,150.3 hours. So we're well above the uh minimum threshold of 1140. Um I forgot one other new addition into the version that we looked at. We have one remote day which is down in April 7th. So, uh, what that will be is it's at the high school. It's the sat day, sat day, um, where the juniors are at school and then all the rest are out. So, um, we're going to have a remote day on that day and we have to have that on the board calendar to get it pre-approved um, so that PED will count it as an instructional day. I think that's it. What questions do you have? >> I'll open up to the board. Miss Haskkey, do you have any questions?
043>> I do. With that remote day, are we going to ensure that all our students have Wi-Fi access or have means to be able to participate if they choose to do so that day? Thank you. >> Yes. Uh, one thing too that I forgot that I should mention on a remote day for PED to consider a remote day an instructional day we need to have um 50% of the day with asynchronous instruction meaning um I'm sorry synchronous instruction meaning students and teachers present at the same time. So we will meet that criteria. Yes. That answer your question, Miss Haskkey? >> I do. I guess I just really want to know I the efforts or leading up to that April date that there is an effort to ensure that there the kids have at least all
044efforts made to make sure that they have Wi-Fi to be able to participate that day. >> Yes. To the best of my knowledge, that will be a concerted effort made by the district. >> Okay. Thank you. >> Okay, >> Mr. S. Any questions? >> No. No questions. >> Miss Montoya, any questions? >> No questions. >> I was impressed with the turnout. >> A lot of people. >> Yeah, >> absolutely. And that's a good thing. Um, I have nothing further. So, would someone like to make a motion to accept this calendar? Calendar one. Correct. >> Correct. >> I'll make a motion to accept version one of the 20 26 to 2027 academic calendar. >> Second. >> I'll second that. >> Go a roll call. Miss Haskkey? >> Yes. >> Mr. So, >> yes. >> Miss Montoya.
045>> Yes. >> And myself? Yes. approved. >> Excellent. Thank you. >> Thank you. >> Item C, presentation, board action on Bank of Southwest, authorized list by Stacy Gallagher. >> Good evening. Good evening, board president Mononttoya, board member, Superintendent Mr. Carlson. So, this action is probably going to have to happen at the next board meeting as we got further clarification from Southwest Bank. What it is is I'm already been put on as a signer at Southwest Bank, but there has never been an official board action to remove Donovan Yazi as the finance director of Central Consolidated Schools. So, we need to have a letter that removes him and puts myself as the finance director for the school district. So, um that is the letter that you will receive at the next board meeting that will need
046to be signed and approved. >> Okay. And I thank you for that clarification and look forward to be able to do that then. Uh Miss Chappelle has comment. I believe >> uh when Mr. Satena was on I remember the board did remove um Don Donovan So, I think we need to just circle back to that action. Um, and is is Dominic still on? >> Okay. They need to know that the official finance record. >> My recollection is that Donovan. So, there's the names are way too similar. Donovan, we did have that action replacing Dominic with either way, Donovan with Dominic. And so, have we can get that that um board action because it was in the minutes and so all we need to do is now have replace Dominic >> what's our name >> was
047Smith Gallagher >> which we can do with that official document on next Thursday >> yes >> okay very good thank you so no action on that we'll take care of that next week as well on to item D presentation and board action on CTE school proposal by Mr. Brian Pariagua. >> Good evening again, President Mononttoya, members of the board, Superintendent Carlson. Thank you for having me on the agenda to make this presentation. Um, so I brought my note sheet so I'm going to read from a note sheet so I don't forget anything. So forgive me if I'm not making eye contact and looking up that way. Uh, so thank you for the opportunity to present tonight. I'm asking for your support in redesigning Career Prep High School into a CTE focused high school. This proposal
048keeps our commitment to supporting students who need us, but gives that support a clearer purpose by connecting graduation pathways, careers, and life after high school. So, why is this change needed? Career prep needs a more needs more than small incremental changes. The school needs a a clear identity and a stronger purpose. Right now, a lot of the school's identity is tied to credit recovery. I want us to become known as a school for preparation, opportunity, and real next steps for life after high school. So, what I'm proposing is that I uh that we remove Career Prep High School, we let it or we transition, excuse me, Career Prep High School to a CTE focused high school operating with three pathways so far and with the understanding that we'll add other pathways um as need arises,
049as the marketplace changes and so on and so forth. So two of the pathways we're proposing uh health sciences and teaching are already um pathways that the board has sorted showed support for uh through our cultural policy under retention uh recruitment and retention and so just aligning up with what the board is already asking us to do and then we want to bring in a business and advertising um pathway as well. Um I was talking with one of our teachers Dr. Chi yesterday and he's been asking his students for years about business ideas and how can we create business here on the reservation. One of his students came up to him yesterday and said that um he talked with his mom and they want to open up a hot dog stand. So we got a
050little guy out there already thinking about opening up a business and we need to help those those young minds out. Um so starting as a hot dog stand, who knows where that might lead to with that young man. Um so we did get some feedback. uh gave two surveys to students. A satisfaction survey first of all um just asking questions about how satisfied they are at career prep. Are they satisfied with um how their education is? Do they believe that the education they're getting actually prepares them for the real world? Uh I gave them another gave a presentation to the sta uh students as well and then sent out a a survey on CTE. So what the feedback told us for students was that uh students do value the school. Uh they want learning but
051however they want learning to be more connected to life after high school. They cited things like the safety of the school. They enjoyed that. They enjoyed the food. They enjoyed the teachers as well. Um but didn't they felt there was sort of that disconnect. What do I do after high school? And this kind of echoes some of the sentiments that I brought before you I think when I presented in with Mr. Dezwood when earlier this year um about students not feeling too comfortable making that bridge between high school and life and so we want to make that bridge a little bit more concrete for our students. Um they also expressed interest in hands-on learning, internships, apprenticeships, certification and clear uh career direction. Since I've made that um presentation to the students, given out the survey,
052I had students come up and ask me what is this going to look like? what does health sciences look like? What's next year going to look like? Really excited about sort of moving into that direction. I gave staff a survey as well. I presented to the staff and I have had a survey for community members and uh I gave that presentation last week at our folksville night. So the staff's feedback supported the move, but also they highlighted uh what we need to do it well. And so the staff is really looking at things like capacity. Do we we need training for that? what a success look like at the end of year one. So, they're really thinking and digging into how do we actually going to make this work? And the parent and community feedback
053supported the transition especially to health sciences. There was a lot of support for that pathway from the community. Um, but they reminded us to keep strong academics and student support in place. Things that career prep is is already known for. So, building on our strengths but expanding out as well. So, what's going to stay the same at Career Prep? We're not abandoning the students that we currently serve. We're welcoming them back in. They are our base. They're our kids. They are career prep students. Uh, and they like it there according to the surveys that they were given. We're not removing support for the students who need help catching up and we will still serve students who need flexibility, support, and a second chance in some cases. What will change and what we're proposing to change
054is credit recovery will no longer be the school's identity. The school's identity will become preparation, pathways, and purpose. Students will need to see more relevance in their learning, and expectations around attendance, accountability, and professionalism will be stronger for students as well. We're also engaging in a rebranding um mission. If the school is truly changing, the name and logo should reflect that change as well. A new identity helps communicate a fresh start. It also separates the new model from old assumptions. When people hear Career Prep High School, they have an idea of what it is. And we want to break from that. Not that anything in the past or administrators or teachers or students in the past did anything wrong, but we want a a brand new future, a brand new school. Our students are already
055helping uh with this process with ideas for a new name, new logo, which helps build ownership from our students and help builds buyin from our students. The redesign also needs to honor and support the diverse culture of our students. It's important that students and families see themselves reflected in the new school model. Parent community feedback made it clear that culture, identity, and community relevance must stay visible. So, like I said, I presented this to our community at our cultural night that Dr.Qi and his students put on. By signin records, we had over 140 people attend that. Um and that culture night was really really valuable in kind of putting that identity out there. We don't have sports teams. We don't have um a lot of these things that bond students to schools like our comprehensive
056high schools do. And so we need to figure out ways to do that. And that falls under our culture and community. Opening up our school to those kind of community events and bonding our community um and letting them know that their values and and their norms are reflected in in the change that we're proposing as well. So, what would success look like? First of all, better attendance. We're not known for our attendance. Um, and so we want to really focus in on that. And to that end, um, our wellness room, uh, supervisor is getting a few more, um, few more responsibilities. Uh, so we're looping that person in as far as our attendance is concerned and reaching out to parents and and, uh, students as well. Stronger credit completion. At the end of year one,
057we're looking at uh all of our cohorts, not just our graduating cohort, but uh one, two, three, and four. So, freshman all the way up to seniors that we do have credit completion at all levels, and nobody's falling behind. More student participation in our pathway clo courses, more motivation and clearer purposes from students, an early progress towards certification and career connected experience, uh and a visible shift from recovery to readiness. What I'm asking from the board to approve approve uh to redesign career prep high school as a CTE focused high school approve to launch our three pathways that I outlined earlier and support for rebranding including a new name logo mission and vision. This change is not about just changing for change uh sake of change. It's about giving students a stronger more relevant and
058more hopeful path forward. We want to be known as a first choice school, not a last last chance school. Thank you. I stand for questions. >> Open up the questions to the board. Miss Hasky, >> I think um it's great. I was there at the event last week and was able to see the amazing things happening at Career Prep. And the kids are they have buy in. It's so hard to get the buy in. They they they were the ones who um led I guess in in planning the event from last week and it was just amazing. We have some amazing kids there and amazing educators. Um, and I'm I I think it's a great idea. I think that uh we allow them to flourish and we we open up the we we quit limiting
059them and their potential. So, I I I'm in full agreement. Thank you. Mr. So >> yeah, I I just want to say thank you for the proposal. It's at least from from what I've seen with the data when it comes to CTE programs is uh students tend to do better with CTE programs because it's it's relevant. It's related to what they're learning and I think it's going to be good good project for a district. Thank you. >> Thank you, Miss Montoya. Um, I was reading through the proposal and I feel like there's a lot of really good content in there. I do have a question since it's going to be a pathways focused um, curriculum. >> Yes. >> Are we holding the students as soon as they choose a pathway to complete that to um,
060the whole four years, will they be able to change their pathway? And are there going to be additional like certifications and advantages for choosing one at the end of the four year? Like are they going to get a coding opportunity to get like a coding certificate or you know any of those other um pathways that have been proposed, >> right? So yes, students are able to switch pathways. We want them to be comfortable learning in in the style that they want to learn. And if if they choose a path and they're like, "Hey, this ain't for me, man." Um yeah, we'll have we'll counsel them on, you know, their interest. We are going to use Naviance to get interest inventories so students have a good idea of what their strengths are going in before they
061choose a pathway. So, we'll put that in place as well. And the student survey um the two top two pathways uh that got uh that people spoke about students spoke about uh number one is welding. We don't have that, but we have the capacity to expand into welding and construction. And so that's something, you know, on the horizon for us. And number two was, uh, nursing. And so, um, are the the health sciences, really interested in those two pathways. So, as we grow, as we get this thing kicked off and started and moving down the right direction, most definitely, we want to add more pathways. Uh, computer science and coding, that's a huge pathway. We do have capacity for that one as well. >> Yeah. Is is there a reason why we can't add or
062put on like a welding program? Because I mean I think the law or attraction if you've been welding is you graduate high school, you you go into a career where you're making over 30 40 bucks an hour, >> right? So, >> and it doesn't require a college diploma, >> right? Um the limitation right now is that our wood shop and our welding shop have been used as storage in a wait room. And so we we do have the infrastructure there yet. We don't know. They haven't been used in so long. Do we need to replace the piping? Do we need to replace um exhaust systems? All that kind of stuff. So, it's not something that we could probably jump into right now not knowing what we have there and what we need to replace and
063what kind of capital would and investment would go into that and and of course getting new machines. But, it's something that we are looking at exploring definitely bringing in again uh student driven and and that's one of the big things. Um there's a lot of uh interest in the trades and so if we can steer our school towards those and helping those students out. Absolutely. >> Any other questions? MOY. >> No other questions. >> Uh Miss Aspus has has a question. Go ahead. >> Yes. On the PPE. Um well that changed the criteria for what that school was intended for though as a um I guess a remedial. I don't know will it change the criteria where um our students that that do go there um to make it harder for them to to find
064another place to go. >> Do you have the question? >> Yeah. No. Uh we will still have support for those students who originally intended to go there. We still will stick with our four uh period block which gives us that flexibility to graduate students on time, get them caught up on credits, but we are moving away from that credit recovery identity into the CTE um pathway identity. So for for now, we're still welcoming our students that we have that need that support your question. >> Yeah. And then also um what how did your idea come about? So, this was an idea that kicked off. Um, Superintendent Carlson visited me beginning of the year. Uh, we talked about career prep and he asked me a question. Do we do a lot of career prep? Uh, I
065said, we do a lot of credit recovery. And so, that kind of got me thinking a little bit, you know, um, are we doing the right thing? U, students, when I was talking with them and I'd ask, you know, whether they're getting in trouble or we're just having a conversation, one of the things I always ask my students is, you know, what are your plans after high school? what you know what are we preparing you for and most of my students are saying I want to get into the trades I want to get into nursing some of them have a clear idea I want to get into welding I want to be a mechanic I want to go work with my uncle in his shop some had no idea other than I want to get
066into the trades and so with that kind of those conversations that started that seed of this might be a direction that we want to explore as we try to get ourselves out of designation and and be a place where students want to come to and we get rid of our attendance problem and we make sure that we provide those opportunities for students to want to be there. Uh and then once we have them there, we go through the credits that we need to with the state, get them graduated with a diploma and give them an opportunity to get out into the into the world right from high school. Um and and if they don't get right out into the the workforce, at least give them an opportunity to understand how to get from where they
067are when they graduate to where they want to be. anything further? >> Yeah, I I just think it's a a a good vision because eventually perhaps um instead of trans or transporting our students from there to Bon Wolfson, um perhaps be closer to career prep. So, I think it's it's a good um vision and hopefully it it expands. >> Thank you. >> So, before we move on, and I know this isn't just a simple simple shift for change. Certainly, I'm going to ask the superintendent, have we discussed this with the peed? What is their positions? What is their thoughts? um since affecting the kids here on the reservation. Is it something that we've discussed? That's not me. That we've discussed with the Navajo Nation as far as um that change as well. >> So, uh
068we this has been gone over thoroughly with the peed. Um so, yes, they've been very much involved with this. As far as the Navajo Nation, that's a different question and I I don't believe we have done any sort of tribal consultation, but I think that would probably be something that we want to put on the agenda. Yeah. And and I understand this this is obviously a shift and a change and is something that is to be determined by the board. Um And I I've said in the past and I've certainly expressed this out loud that I'm I'm in favor of those programs being in all the school high schools and the fact that this one is going to be focused especially for these students in that area uh with a lot of these kids who
069hate to phrase it this way looking at a last chance but that's how some of them see it and fortunately we are there to do that. Um, I just have more questions. So, I'm kind of apprehensive to really move this evening on it. we have next week uh to discuss these things and to discuss further uh what we need to do. But I I think at this point from the responses from the board, it's it's very positive. But I think there's some technical things that we're going to have to work out in respects to not just the school itself, not the students itself, but also looking at the entirety of the employees and how that affects them. >> Absolutely. Uh so I think we quite honestly need to uh table that until next week before
070we make a decision and get some good concrete information and bring that back to us on how we're going to do that because even at this point in time uh superintendent I believe we're we're still trying to right size in respects to the student count dropping in within the classrooms themselves. Right. So that that's something for me personally that um we have to take all these things in consideration. It's not just a matter of snapping the fingers and saying okay we're going to go from here to here without looking at the totality of its effect on everybody within that facility. I I hope that's a fair assessment and response to the board. Um, and and I would just want to make sure we're very judicious about this and how we move and make these decisions.
071And again, I think certainly the tenor at this point in time is very positive. I just want to make sure we're doing it right. >> Absolutely. >> Okay. Um, yes. Go ahead. Thank you. >> I just real quick comment. So I just wanted to add one last thing to this discussion is that so the third option again if this if this plan isn't approved by the the district the third option is a complete shutdown by the ped. So I just want to to stress the urgency for this plan because uh once this plan is approved Brian has to create a whole 90-day plan um that is supported by the ped as well. In fact, Brian just came back from meeting with the ped today and got a lot of direction from him. So, I just
072wanted to stress the importance of um of uh of of approving this plan, sir. Thank you. >> I I appreciate that. Um but I'm certainly I don't think we have to do that this evening. We can certainly make that decision um at next week's regular board meeting. Uh we're okay with that, Mr. Piagua. >> Mr. Deswood. >> Oh, yes, absolutely. >> Superintendent. Okay. got a thumbs up. So, I I would appreciate it um if we go ahead and table this until next week to make sure we do our eyes and cross our tees because like I said, I'm I'm looking at it in its totality of everybody in that community for that school. >> Sure. >> So, um someone like to make a motion to table? >> Again, we're going to we're going to decide
073this, but it won't be until next week because I think there's some deeper conversations we need to have. >> I make a motion to table until next week's meeting. Second. >> I'll second. >> All right. Vote to roll call. Miss Hasky. >> Yes. >> Mr. S. >> Yes. >> M. Montoya. >> Yes. >> And myself. Yes. Thank you for that information. And again, it's very positive. So, I appreciate it. Thank you. >> Absolutely. Thank you. >> All right. >> With that, we can move on to um item E, presentation and board action on unified grant application for IDA Budget by Joel Joel. Excuse me. Balisuit. Did I say that correctly? >> Yes, sir. >> Thank you. >> Good evening, board president, board members, superintendent, colleagues, and community. So, I'm here today to present uh the
074CCSD unified grant application for uh IDA for 2026 2027. Uh the current year allocation we receive from the state are the following. So we have 1,249,185 for 4106 and this one is for K2 K to 12. The IDAB 24109 which is for preK it's 54,925 which would total to 1,34,110. Next slide. The following would show expenditure deta details for 106 which is the K2 12. Uh it's divided into the different into the following salaries and benefits for special education teachers and the educational assistance where assistance where is wherein it's 456,546. Uh next one is salaries and benefits for transition counselors that is 492,893 and the next one is for extended school year program and that is 11,000. The extended school year program is for our students with severe um severe needs wherein usually they regress
075during long breaks. The second one is uh sped curriculum and instructional materials. This is for to support our students with disabilities in the classroom which is amounting to 74,000. Next one is on-site professional development and training. This is to aim to provide support for teachers in uh providing them the skills and classroom support for direct instruction which is 40,000. The next one is specialized service for student with disabilities. So we have some uh uh specialized needs or support that is needed in the school in the building level like applied behavior support assessment and other services. That's academic, functional, um, and behavioral needs. And that is 128,920. And we have the indirect cost which is 75,826 and with that it will total to 1,249,185. Next slide please. The next slide would show the budget allocated for
076prek and with the amount uh with a limited amount of 54,925 we have uh distributed to the on the following salaries and benefits for sped bus driver and bus aid which is 51,591 and we have the indirect cost which is 3,334. for uh currently for that's for the budget allocation for our idea for next school year. >> Questions from the board, Miss Hasky? >> No, I don't have any questions. Thank you, >> Mr. S. Uh just real quick, is the amount of money that is being applied for this year, is it is it a reduction or increase compared to last year's IDA part B budget? uh from last >> are we facing a cut >> from last school year to this next school year I've noticed somewhere around 50,000 of a decrease from uh what
077was allocated to us last school year I mean this current school year to the next >> okay Miss Montoya >> no questions >> so in regards to um board member so's question with the loss of students. Um, is that 50,000 the loss of that 50,000 is still adequate to service the students that we have >> adequate? Well, >> I know it's never there's never enough. >> Yes. However, I'm just saying in respect to the student count in and of itself, >> uh, with the allocated amount allocated amount of, uh, that we received for next school year, uh, I would say that it's not enough. So what the district is doing is that we're getting other funding source that is available for our district and also a collaboration with other department because uh the other department
078also has uh uh funding source that is basically given to all students and not just specifically for students with disabilities. >> Okay. So there's opportunity for blended and rated funding for that for those services. >> Yes, sir. >> Okay. All right. So if there's no other further questions and since this is an action item, someone would like to make a motion to approve. >> I will make the motion to approve. >> Second. >> I second. >> Was that Miss Haskkey? >> Yeah. >> Yes. >> Uh vote a roll call. Missy? >> Yes. >> Mr. So? >> Yes. Miss Mononttoya. >> Yes. >> Myself. That's four. Thank you very much for that. >> Thank you very much. >> On to item F. >> Presentation of board action on bilingual multicultural education program application by Cheryl Benali.
079So, good evening uh board president Mononttoya, Vice President Mononttoya, um Secretary Aspis, board member So, and uh board member uh Hasky Overberly. So, I'm coming to you tonight to present the um bilingual multicultural education program grant. This is a grant that we apply for each school year and this we are applying for 2026 2027. So as you can see uh next slide Sharon we have a uh BME program guidelines in which we have to follow the um 6.32.2.9 2.9 uh guidelines to uh for our students to become biliterate bilingual biiterate in English and in uh their second language and also to meet state core standards in all subject areas. So um there is program eligibility. So we provide services to students uh from kindergarten through 12th grade. Um, and so we have uh two different
080uh uh two different languages that we help with. And so that's Spanish and also Navajo. uh in the in this part of this um guideline is that we have to uh ensure that schools have a parent advisory committee which is known as PAC and also to uh provide uh letters to parents uh if they are u a part of the program to be heritage uh in the heritage program and also um teachers there are requirements for the teachers to have a um Native American culture and uh language and culture license and also either that or have a bilingual endorsement or the MCNL which is for Spanish and also have a Tissel endorsement. So the district models we have or we have the oneh hour Navajo and heritage K through 12 and also the English learners
081is what EL stands for. We have an enrichment model which is a one-hour Navajo and Spanish program kindergarten through 12th grade and also non they're not English learners. They're not identified as English learners. We also have a dual language program which is a 5050 one-way program and we have these programs at Nukem Elementary and also at uh Eva B Stokeley. So we have program requirements for this grant. Next slide Sharon. uh we have uh we have to there's a number of students that we serve which I'll to uh further uh one of them is we require a district asurances to be signed by the superintendent finance director and uh myself and also a board president signature is also required on the asurances uh we do the program implementation uh or requirement is tribal consultation and
082also the count days are important so there is a lot of things that we go through to through this implementation process. Uh the continued funding uh PED has made a little bit easier for us to um they have the dialogue already in place of what we're going to be doing. We just update the program models with the course code numbers and the um the ELA courses that we uh coinc uh work with. We we work with CNI to make sure we end and that a department the dart department to make sure that we are in line with um the count days. There is a monitoring process we have um request data. We um get data from the heritage and dual language programs just to see that their the teachers are making sure that their students
083um are a part of the program either as categorized as a heritage or um enrichment program. So the um CCSD protocols uh we look at the student uh school's master schedule that's one of the requirements that we submit. Um we identify the school's um parent advisory committee and also uh educators are provided professional development. Uh we also have look at language proficiency uh and supplies and materials and course and instructional models and so we have schools asurances and the district asurances. So next we have um the funding and implementation. So in doing this work uh for for a long time we have this grant supports the heritage and dual language uh teacher salaries. Um we provide teacher support training. Uh BME is um bilingual multi-education related supplies and materials. We also support the state seal
084of bilingualism and um biiteracy. So this year we have three Spanish uh students that will be earning their Spanish bilingual seal. uh at Kirtland Central High School. So, um that we're really proud of of that for this school year. Um oral language development and curriculum and resources is what we have have. But I wanted to add as as part of our implementation this school year. We have really leaned on our department uh such as the um data assessment research and tech technology department uh to help us with the data to clean up the data and to make sure that we're on the same page and that we have the course codes. It's um curriculum and instruction uh Roxan who really highlighted uh what is in stars and what course codes that coincide with the BME
085funding to make sure that we have those all in place. In addition to that, um we have the special education department that we collaborate with in order to provide training for to um to help the teachers understand uh their students that may have an IE in the classroom and also provide them with accommodations. In addition, we have finance and operations that re we collaborate with because they have a hand in uh moni finance has a hand in monitoring our um expenses and uh allocating the funding to the teacher salaries and also operations for helping us to coordinate different things that may require transportation for students and things of that nature. So there there's a lot that in getting this program um going and continuing to going. So thank you partners in the back for all
086your help. Um so to go for uh to go further next slide. Uh we are really proud of this um process that we have. Uh this year we have what we call it um piloting. I just want to highlight what we have. You see the bullets points of what we have. But what we have highlighted this year is we piloted an assessment, our own assessment that is made by our teachers and from kindergarten through 12th grade. And there's a lot of things that go into place with this. And so we are focused on receptive and expressive. And so we're really wanting our students to to um speak. So with that, we bring in trainers to help us with that. And in addition, uh, Mr. Carlson had an initiative. Rather than going out for training, we're
087bringing trainers in to help us with that locally, and we've had many trainings in this boardroom to help with that. In addition, we have two instructional coaches who help us uh get on the ground and to help uh guide and um provide um guidance to the teachers out there to feedback. you know, there's sometimes there are gaps, but they help us, you know, to link those to reduce those um needs of what is needed out in the classrooms. Spanish programs, you'll see these programs out really out in the um Kirtland areas. It would be um Judy Nelson, Kirtland Elementary, Kirtland Middle, and Kirtland Central High School. So, I want to highlight that um with the grace of getting approval from Mr. Carlson, we have an a Spanish instructional coach and that's Mr. Kamacho. So, he's
088really highlighting and meeting with the teachers and I also like to acknowledge um principal uh at KCHS, Miss Westbrook, who really collaborated with us to make this happen. And he he goes and visits the teachers and on on a schedule. So we do meet with him periodically and he's doing great things in bringing in resources and helping to coach those other um Spanish teachers in those areas. And so with the dual language uh Navajo uh we have establishment of quarterly assessments and this is the first year that we are doing the well actually it's the um K through six. bringing on sixth grade on board was really a big challenge, but we were able to beat and how to organize those things in a 50-50 models. And so for kindergarten for both schools, uh there's
089the one teacher that teaches both the English and Navajo. So their classes are pretty manageable. But when you go from first to second, uh we have two different teachers that are teaching two different grade levels. So, one Navajo and one English with the core. And so, the next grade is um third and fourth. And then the um next one is fifth and sixth. So, that that group of teachers, they're teaching two grade levels. So, it's it's a lot of work. And I can tell you that um trying to coordinate a schedule uh to meet the master schedule of what the principal has. And so, Dr. Beay usually says it's a school within a school. And that's truly what it is. Is is that happening dual core the language uh the dual core uh classes they
090follow the core content core content and district guidelines within CNI. Um the next slide just highlights the uh amount of students that are participating in each program. So we have 77 students total participating in Spanish programs from kindergart from kindergarten through 12th grade. Um, next one. We have a total of 1354 students uh, kindergarten through 12th grade that are are in their Navajo andor enrichment programs. Next, we have our dual language program at Eva B. Stokeley. We have a total of 95 students. Um and so we we do have uh those students that are going to um move move up. So I believe um sixth grade will go into seventh grade really prepared for their seventh grade year. Next slide. Uh the Nukem Elementary have a total of 59 students. So same there we have
091a high level of fifth and sixth grade. So, um um we we're going to be keeping track of the sixth graders as they move on to see how they do in in seventh grade because it's always shown that um the dual language students, they're academically um you know, they're ready to meet the next levels. Um and then in the past, we've had a few students that were middle school uh dual language that wish they had a dual language middle school and high school, which they do in other places within the state. Next slide. So this is the timeline of what I go through. Um I do present the BME presentation to the principles and also do a prep for the application process. So it's not all done at at once. So um principal PLC in
092January February were provided the updates of what they they used to participate but we do give them information as to how this process works and we also get updated information for their uh parent committee. So we gathered the data with a uh help of dart the dart department and all the um teachers and also the um special education and also uh prepare for the board presentation and so uh it's all a timeline that we follow and it seems to work and help guide the work and so this is uh our timeline. Next slide. So this is a team that we work with to help us gather this entire um project with our with our BME application. I think that is the last slide and I provide you with resources from PID. Thank you. >> Any
093questions from the board? Miss Hasky? >> No, I don't have any questions. Thank you for the presentation. So >> I just woke up. What what is the the total budget you're looking at or funding amount? So, um we are looking at the same amount of what we we have and of course um that's a um amount that you know runs you you take that times like maybe 20 teachers and so we do have supplemental grants that are are like the title six in the Indian ed that help with that offset that so you know we we do some adjustments and so we really uh anytime there's an increase uh we we look at those and we see how we can manage and uh maneuver with with those um costs. >> Thank you >> Matoya. >>
094No questions. Thank you for the presentation. >> So with that question for Mr. So obviously braided again or blended >> right >> title one title three >> actually not title three but uh title six >> six >> uh Indian ed grant >> okay >> in the BME grant and of course the Johnson did take a partial but due to the funding we had really had to go through and um look at the budgets and um that was one of the reasons we brought all the internal PDs local so we All right. Um the other question when you when you go back to um the dual language course does follow core content with district and CNI guidelines. So if if you have fourth grade, fifth grade, are they both whether it's a Navajo or English teaching
095the same? >> So >> core content. What it is is that the um the Navajo side, they cover the um Navajo social studies um the um Navajo language of course and I think they have a Navajo science in in that one and the other one is ELA and um oh what is the other class? Oh gosh. So it it's it's basically you know that that the third hour. So let me just tell you what the the ones that we claim for um heritage hours for dual language. So dual language we have Navajo social studies, we have the science and we have the Napa language. So that that counts as the three-hour. So the the ELA, EL um or ELA on the other end is where the core takes over and they may take some of
096the math on on that end also. >> Okay. And we we do offer we do recommend that the uh that the that the principal um allows the the core to participate in the C u what trainings are with CNI but they're also welcome to come to the um the heritage uh dual language internal PDS >> because it's important for all both of them >> right >> to understand what the left hand the right hand are doing and communicating that so >> there's not too much of a deviation either way. Right. >> Right. >> Okay. I just want to make sure we're doing that these kids aren't being short changed in any way. >> No. >> So, all righty. Thank you. If there's no further questions, someone like make a motion to approve. >> I'll make
097the motion to approve. >> Second. >> I second. >> Vote a roll call. Miss Hasky. >> Yes. >> Mr. So, >> yes. Miss Mononttoya. >> Yes. >> Myself. Yes. That's four. Thank you. >> Thank you very much. Have a good night. >> You as well. Item four, executive session a convening executive session discussion on limited personnel matters regarding the board's goals and expectations of the superintendent as permitted under NMSA1 1978 section 10-15-1H 2 of the New Mexico Open Meetings Act. So like to make a motion to convene into executive session. >> I'll make the motion. >> I make the motion. >> I believe that was Mr. So second >> I second. >> Only reason I heard that I got my herinades in my ears. Uh Miss Hasky voter roll call. Miss Hasky. >> Yes. >>
098Mr. So >> yes. >> Miss Montoya. >> Yes. >> And myself. Yes. Time is now 7:12. We are adjourned for the executive session. Thank you. All right, Christine, we're back in the uh the main boardroom. >> Mr. Bonto is about ready to do something. I want to shut my mic off. Whenever we get back up there. Is she back on? Make sure we're live, too. Are we are we back live? >> Okay. Oh, we still got four. Two, three, four. What does he drop off? I'm going to start. Okay. Time 8:39. Item 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 board goals expectations superintendent as
099permitted under NS MNMSA 1978 section 10-15-1H2 of the New Mexico Open Meetings Act. Can I get a motion to reconvene? >> I will make the motion to reconvene in open session. >> I second. Call Miss Haski. >> Let me continue with Mr. So. Yes. >> Yes. >> Miss Montoyo. >> Yes. >> Miss Aspus. >> Yeah, I got that. >> Waiting on Miss Hasky. >> Secretary said yes. Yeah, she did. Can we transfer real quick, please? >> Oh, she does. >> Oh, okay. Let's ask. >> I'm here. >> All right. Very good. How do you vote to reconvene? >> I vote yes. >> All righty. So, we are reconvene. There is no action on the executive session. So, I'm going to go ahead and move on to item A, uh, items for the regular school board
100meeting for next Thursday. Obviously, we have this issue tabled um, and we're going to discuss further. So, that may be a consideration for the regular board meeting. Is there anything else? Anybody else for next week's meeting? >> Yes. Do you have any any thing you'd like discussed? >> You're wanting that now? >> Yes. >> Okay. Um may I >> Yes, please. Um how how can we add um Well, I I think if we can we had the um topic of MMW to or MMI to to um our district. >> That's a good question. I think maybe Miss Chappelle and Steve can have that conversation. She's she's agreed to that. So, we we'll they'll discuss that to see what we can do and how we can do it if it is possible. >> We're going to
101have that conversation first. Okay. >> Yeah. >> Okay. Anybody else? Miss Hasky, >> no. Nothing. >> Mr. So, >> nothing. >> Miss Montoya, >> no. >> I have nothing. And with that, we can move on to item six, adjournment. >> I motion to adjourn. >> Mr. So, >> I second. >> Miss Montoya, vote a roll call. Miss Hasky, >> yes. >> Mr. So, >> yes. >> Miss Aspus, >> yes. Miss Montoya. >> Yes. >> And myself. That's five. The meeting is journ. The time is now 8:43. Thank you. >> Thank you.