Regular School Board Meeting: January 15, 2026

001Heat. Heat. Nothing. All right. Uh, board member Aspus >> here. >> Board member Rebecca Montoya >> present. >> And myself. We do have We do have a quorum, three in person, one online or phone call. Item two, pledge of allegiance. My understanding we have students from the school for the pledge of allegiance. just English. Hello everybody. I'm Mr. Nuke Middle School 2025 through 2026 and I'm going to see sing the pledge of allegiance. Are you ready? >> I pledge I pledge al Wait. I pledge allegiance to the flag of the United States of America. Okay. Very good. Thank you. >> Item C, Miss Aspus, if you would please prayer. Bow your heads. Father God, thank you for getting us all here safely and um and also for our audience. This area, even though it's rural,

002always is a very great good host for the board. And and I just ask that in the future, Lord, you know the events. You know what's what's going to happen. That they're always taken care of. That your angels are there around the our schools and our students, our staff, our community. And always watch over them and bless them healthwise, prosperity. everything, Lord. And there's there's so much to to ask for and but I leave it in your hands to to know what those needs are and to and to bless the community with them in Jesus Christ's name. Amen. >> Thank you for that. Um, Secretary Sto, would you like to carry on the duties? >> Uh, sure. >> That's going to be um item one uh D, welcome of guests. >> Can you hear me?

003Is it on? Okay. Is this on? Okay. Uh, next up is item D, welcome of guest. Uh, Superintendent Carlson, do we have any guests that you would like to introduce or welcome? >> I believe we're going to have Mr. Noble introduce. We have a special guest, >> Superintendent Carlson, uh, board member or vice president, uh, or secretary. So, I'm sorry, and members of the board, uh, guests who are here, thank you. Welcome for being here at our regular school board meeting for January 15th of 2026. Uh, some special guests that we do have. Uh we have our magistrate uh judge here from residing from Farmington to come out here to Nukem to uh swear in our newly elected and reelected board members. So Judge Cole, thank you for being here today. And of course on

004our left side here we have our cabinet member, directors, uh coordinators from our district office, uh some school officials, vice pres vice principal, I believe, uh Mr. Nelson. Thank you for being here and um and Secretary So members of the board, Superintendent Carlson, I believe that is our guest here. Thank you everyone for joining us. >> Great. Thank you. Thank you, Mr. Noble and Superintendent Carlson. Do we have any um elected officials from chapter Nukem chapter here? >> Okay, >> Mr. So, can you >> uh Yes. >> speak into the mic. It's really hard for me to >> Yeah. I I think my mic is a I have to really put it into my my mouth. Okay. All right. Uh next up is um uh do do we have any other guests, Mr. Carlson, or

005>> No. All right. Next up is a presentation and and approval of agenda. Uh board members, you have a copy of the agenda that's provided to you. Uh it was also sent to you by email and electronically. Uh you you've also had time to review. And with that said, could I request a motion and second to approve the agenda? >> Motion to approve the agenda. >> Motion by Mr. uh Mononttoya. Is there a second? >> I second. >> All right. Second by Susette Hasky Wberly. Uh do we have any further discussion on the agenda? Uh Miss So, so board member asked us to clarify you would like the ba basically item D to be pulled off for a separate SE presentation and discussion >> the if it falls under the finances. Yes. >> Okay. I

006believe we can do that. So what what we can do is we can um we can proceed with approval of the agenda and then when we get down to the consent agenda we can pull off item B for as you had requested. >> Okay. Mr. So can I go ahead and clarify? I know that we have the person who will be answering those questions will be Miss Herby Ellison and she uh she's not able to be here. Can't say exactly why, but she is online and I want to make sure she's aware. That'll give her the opportunity to kind of pull those reports as we get to them. Miss Aspus was asking for the impact aid um also for AD Valorum for Carl Perkins and any of the other usual reports. Was there another one,

007Miss Aspus? >> JM as well. >> If if I may, Superintendent and Mr. Secretary, uh, we do have that and it would just be nice for um, uh, Miss Allison to just read for our audience and the people online the document which is a board report summary for December. If we go through that and I know we had been doing that before, so that would be nice to be able to get that for the audience. >> Awesome. Did you get that, Miss Ellison? I'm gonna imagine you probably did. >> Okay. Uh, do we have any further discussion on the agenda? >> No. >> If there are none, I'll go ahead call for the vote. Mr. Montoya, had you had vote? >> Yes. >> Uh, Miss uh Haspis, >> yes. >> Miss Montoya, >> yes. >>

008Miss Hasky Oberly, how do you vote? Miss Hasky Oberly, how do you vote? Uh, she's not online and I will vote yes. So, the vote is four in favor, zero opposed, and no abstensions. Thank you. U, we're now down to item F on the agenda, which is the swearing in of of no of all board members. I don't know. I'm not sure >> just the reelected anyway. >> Yeah. Good afternoon everyone. I'm Judge uh Cole from the Farmington Magistrate Court. I represent division 5. It's a privilege to serve. I know that uh each of these board members, superintendent and secretary would agree with that. It's an honor to be here tonight to uh give an oath to uh these uh one returning member and one new member. So um as I do this, I I

009guess Miss Montoya will go first. You place your left hand on the Bible. Raise your right hand. Repeat after me. I, Rebecca Mononttoya, >> I, Rebecca Montoya, >> do you solemnly swear >> Do you somnly swear >> that I will support the Constitution of the United States >> that I will support the Constitution of the United States >> and the Constitution and laws of the state of New Mexico. >> and the Constitution, laws of the state of New Mexico. and that I will faithfully and impartially discharge the duties >> that I will faithfully and >> impartially >> discharge the duties >> of the office of board member >> for the central consolidated school district board of education >> for the central consolidated school district of education >> on which I'm about to enter >> to

010the best of my ability >> and I do this under the pains and penalty of perjury >> and I do this perjury >> so help me God >> so help me I'll let you just miss Thank you. Please raise your hand. >> I, Christina J. Espas >> I, Christina J. do solemnly swear >> domly swear >> that I will support the Constitution of the United States >> I will support the Constitution >> and the Constitution and laws of the state of New Mexico >> and that I will faithfully and impartially discharge the duties >> discharge >> the duties >> of the office of board member >> for the central consolidated school district board of education Central >> on which I'm about to enter >> to the best of my ability >> and I do this

011under the pain and per uh the pains and penalties of perjury. >> So help me God. Fantastic. Congratulations. Yeah, definitely. >> Thank you. >> Again, please give the these uh new board members and all the board members a round of applause. Uh it's not easy to serve, but uh you have to have the right heart, and I believe these uh these women do uh as well. So, thank you. Congratulations. [laughter] >> Congratulations. [clears throat] Thank you, judge. >> Thank you, judge. >> I won't judge you. >> Get up closer to the mic. >> Hello. Okay. All right. Thank you. I'm sorry that I'm late. I was driving back from Phoenix. I had a I left at noon because I had a a meeting that at noon. So I my apologies to my board members, superintendent

012and the community. So apologies for the the tardiness. So we are on letter G, board of education, election of officers. We will start with president. Do I have any nominations? I nominate Gary Montoya for president. Do I have a second? >> I second. >> Do I have any other nominations? >> I'd like to >> Yeah. I'd like to nominate um Miss Haskkey to retain her seat as president. >> Do I have a second? Okay. So, um all in favor for um Mr. Mononttoya to be president say I >> I >> Okay, that's five. So, congratulations, Mr. President. Um Gary Montoya. >> Thank you. Um, I do accept. >> Okay. >> Should have should have said that first, but I'll take it. >> That's true. Okay. >> Surprised me. >> I will hand over the the

013duties to you. >> Thank you. >> Kind of lost my place. >> We're on letter G. on to the uh second one which is the selection and nomination of vice president CCSD school board vice president. Are there any open nominations for vice president? >> I nominate uh Rebecca. >> Mrs. Montoya, do you accept the nomination? >> Yes. >> Do I have a a second for that nomination? I second. >> All right. Vote on uh Miss Montoya. Miss Hasky. >> Yes. >> Mr. So, >> yes. >> Miss Aspus. >> Yes. >> I'm assum you're going to say yes. >> Yes. >> And I say yes. That's five. Very good. Congratulations for nomination for secretary. I um nominate Miss Aspus. I accept. >> Is there a second? >> I second. >> Vote a roll call for Miss

014Aspus or are there any other nominations for secretary? >> I renominate Mr. So >> is there a second for Mr. So? There's no second. We'll move on to the vote for Miss Aspus. Um Miss Hasky. No, >> Mr. So, >> no, >> Miss Monatoya. >> Yes. >> And myself? Yes. >> And two and two. And again, since Miss Aspus did accept, let me assume that's going to be the third. So, um, Miss Aspus by virtue of that would be the secretary. [snorts] Thank you. So, it is set. Again the um the board officers have been selected by the board. Now we can move on to item two the consent agenda review and approval of consent items. No presentation will be provided for these items. These are routine matters applicable documents have been provided in board

015docs and posted with the agenda for board and public view. and they are item A, approve minutes for December 11th, 2025 work session and December 18th, 2025 regular school board meeting and December 22nd, 2025 special amendments. >> Mr. Chair, >> um I with that I mean we've already gone through the agenda. I would like to make a motion to approve all the all the items listed on the consent agenda with the exception of item E which I think we had discussed before on the approval of the agenda. >> Okay. And I I believe if I'm not mistaken that actually falls under C for that report. >> I believe that's >> I'm sorry. Yeah. E C C rather. >> Okay. So what we're going to do um since you're making that motion, do I have a

016second to pull item C and approve the agenda? >> I second to pull the from the agenda u consent agenda. >> No, it's it's actually to approve all the items that are listed with the exception of C for seis. >> Yes, absolutely. That's exactly what it is. correction. I I I make the motion to accept all on the consent agenda except C. >> And the second was Mr. So, is that correct? >> No, I I made the motion and second and the second. >> Okay. I would make that so I can document it for Miss Ray. And I believe did you have a comment asp to um discuss uh the item B and which is the Indian policies and procedures. So, are you asking before we make that vote for an amendment for the motion

017to be made so we can discuss to have that pulled for discussion? >> Um, we we necessarily don't have to have a discussion since we've had that last time. >> Okay. >> The I do want to say um um has there been anything uh since then when I asked about um before I just didn't want to get into um I think that was a perfect chance since this is coming straight from federal from Washington and not through the state and this would have been a perfect opportunity to um provide additional information as far as uh the plight of our district or um the funding that, you know, to hold back and to hesitate. Um, they don't realize what they are actually um who they're impacting here. Um, and we got to get away from just

018signing the forms and bringing it to the board and and then the board just by u blindly passes it and then sends it on again. Um, we need to stop doing that. I think it's time that we start reading it and start um uh you know molding it the way we want it and um so that they know that some of these things that that that do impact us and >> okay >> that's all I want to know is it is is there any changes any amendments to it and if not maybe we can revisit later. >> I believe um we have Dr. Beay, there's no revisions to that document. Everything's the same. It's just approval uh in respects to the document so we could submit it with the impact aid application. Is that correct?

019>> Um good evening. Um at this time um nothing has changed. Um, but I would like to um let you all know that this um IP has to be included with the impact aid application that's due January 30th. >> Okay. >> So, it's a time >> Yeah. time. >> Yeah. It has to be um submitted with the application. >> Okay. So, I I just want to say, you know, again, we need to get away from, you know, just just um pushing it along and and let's let's have something more um with um our needs and and all of those things attached to it. Thank you. >> All right. Thank you for that, Miss Aspus. So, as a point of clarification and for the audience, we are pulling item C so that the board report summary

020can be read for the audience. Correct. We have a motion. We have a second. Uh if that is correct, then we can move on to a vote to do that. So, um, Miss Hasky to pull item C for a red report on the board report summit. >> I Mr. Chair, I believe we're approving the all the items on the consent agenda except for C. >> Yes, we are. >> And we're going to read that. >> Yeah, that's what we would know. All right, Mr. So, >> I vote yes. >> Miss Mononttoya, >> I vote yes. >> Miss Aspus? >> Yes. >> And myself? Yes. That's five. All right. on to um item three, possible questions to board and consent agenda items which you already have. We are going to pull C to have the board

021report summary read and there are no items for removal from the consent agenda other than a reading of one item. >> All right, Mr. Chair, I would with that said, I'd like to make a motion to approve um item C as discussed before. Yeah. So, um, Superintendent, can we get >> Yes, sir. We do have Herby Ellison online. And she has, uh, I believe Sharon will be able to pull up the report, the summary report that you asked for, Mr. Mononttoya, and Herby should be able to talk about the items. >> Okay. And I second to to for the um motion approve the motion that Gary or Matt made. >> All right. >> Sorry. >> And then we proceed with discussion. >> Yes. So if we would we can go ahead and move on to

022have that report read for the audience, please. >> Yeah. >> I believe it's on the screen now. >> We can't see. Is she Is she available to do that? >> Good evening. Can you guys hear me? >> Go ahead, Miss Alison. >> Okay. Thank you. Um, [clears throat] good evening, um, board members, superintendent, um, Carlson, and, um, community members. I will be this is Herby Ellison, finance coordinator for the finance department and I will be reading um the board summary report. Um excuse my um my not being there this evening to um present this information. I came down with a cold yesterday and um just home resting right now. Um so thank you. Um we'll start at the top with a dispersements um listing listing with operational accounts payable total um total operational for the

023month of December was 3 million1,27979 year to date 13,658,000 activity dispersement total 81,423 $29,8 841 your date outstanding checklisting for the operational for the month of December 7,348,690 year to date it's uh 6.9 million [clears throat and cough] activity side is going to be 46,416 outstanding year to date is $48,724 expenditures for the month of December Excuse [clears throat] me. >> Excuse me. >> Yes, >> Miss Alison. Hold on. >> Okay. Um, since I asked for this, I don't know how the the rest of the board members feel, but what I want to to hear is the report on what's coming in or what came in. Um, can you can you do that? >> Yes. um and you were wanting the impact aid. So in December we didn't receive any impact aid revenue. So there's

024zero dollars um that was received. Um our total expenditures for impact aid was 1.7 million1,747,532 and our year-to-day spent is [clears throat] $12,92,000. At Valorum, we had no expenditures for the month of December. Our year-to- date expenditures is $191. Um impact aid 31500 capital outlay. We don't have any expenditures or um for the month of December or year to date. We also don't have any revenue for 31500 impact aid capital outlay. Um, our total year-to- date impact aid received for the operational site is 11,356,218. Ethorium received for the month of December is $116. Year-to date received is 8 million or $8,012. And then for um JOM, our expenditures is uh $9,025 for December. Total $23,645. Our revenue, we don't have any revenue for the month of December for JOM. Year-to-date was $67,811. Carl Perkins, we

025don't have any expenditures for the month of December. Our year-to- date was $58. And revenue, we um don't have any revenue for Carl Perkins for the month of December. Total year-to- date revenue is $32,185. >> Thank Thank you. >> Yes. Go ahead, Misspas. Thank you, Miss Allison. And >> thank you. >> That that JOM balance there, um, is that adequate, Dr. Beay? Is that normal or is to me it seems like it's um less All right. Good evening everyone. Um my [clears throat] name is Mia. I am the JM supervisor and to provide some clarification to Miss Aspus's question is that um we did receive a carryover funding of of roughly $36,000 and then [clears throat] the current year for $32,000. However, um due to a delay in getting an increased bar from the finance

026department that prohibit us from spending as quickly as we are um used to. Most of the bars didn't get posted till uh November and December. And so in which case we um tried to spend based on the plan that we worked on the previous year and the beginning of the year. Now um we now that we've got those bars situated and in place. We've paid invoices and we'll be doing budget journal entries to expend both the carryover and the current year. And then upcoming would be the um new application for the general funds from NAVO Nation. So um on paper it looks like we didn't spend but um due to those delays we're making some changes. Uh can you be more specific on the >> [clears throat] >> um delays? Why? I mean we we

027have a good audience here and I always appreciate um you know those explanations for >> yeah for certain. Um in the in the procurement process there is what we call an increase bar. It come revenue coming in must go through the state for approval. So once we get that increase bar submitted to the finance they submit that to the ped and then comes back straight to us. However, um just from my understanding based on the um the delay from the finance department that didn't get submitted on time and the approval process could take weeks to get a get final approval and we see that um funding within our account codes. until it's in our account codes. As um financial secretaries, we're able to start entering purchase orders, making payments on invoices, um doing requests for

028reimbursements. Uh but this year, we just had that um concern that it wasn't um put in right away and so we didn't use it right away. But now that it is showing in our accounts, we're able to charge both those two grants. so we don't miss out on them and then we can start to send um start to spend the general funds that I'll be presenting later on. >> Okay. Thank you. >> Thank you for that. Uh Miss Alison, thank you for struggling through your your presentation and hope you're feeling a little better at the end of the evening and tomorrow. So, thank you for that. Appreciate it. >> Thank you. Uh just wanted to also clarify on those bars. They were submitted um October 29th and approved by PED uh November 10th. There was

029one for $36,000 increase and then there was another one for um 80,000 and that was submitted in November on the 19th and approved in early December. >> Any further questions from the board regarding that? >> I do, but I know we have a full agenda, so I'll I'll wait. >> All righty. Thank you. And if there's anything that can be submitted to the superintendent for questions and then responded back to you through email, that would be fine too as well. So, anybody else from the board? Mr. S, >> call for the question. >> Is he call >> for the question? Uh, vote. >> All right. So, vote a roll call. Miss Hasky. >> Yes. >> Mr. I vote yes. >> Miss Montoya. >> Yes. >> Miss Aspus. >> Yes. myself. Yes, that's five. All right.

030Thank you for that. And I I do want to say for the audience, um the fact that this report is read is very important for the school district and the students and the education of our students. So, I'm glad that we do have this breakdown for the community and the people online to hear that because this money belongs to these kids in the school district. So, that's who we're here to educate. So, I'm glad that we're doing that. So, thank you very much and I'm glad you're all here to to hear and partake in that. So, thank you. Okay, so on to um item four, student, staff, and community recognition. A highlighting Nukem Elementary's dual language program performance testing. Um, President Mononttoya, members of the board, Superintendent Carlson, we wanted to highlight the dual language

031program here in Nukem Elementary School. Um, so we're just um just stalling a little bit as they're going to be making their way up here, but we do have two songs I believe that they'll be performing. So enjoy this performance by Nukem Elementary's dual language program. Thank you. Oh yeah. >> Okay. That was Yeah. Wait. Flower Harry Billy Barbara Howard Chanel Vernon Lewis Howard Shet Danielle Marie Johnson do Lana Rose Howard Daisy Howard Lily Howard Howard Middle School. Um [clears throat] I'm here I'm just I'm here to mention like uh my the Nukem Middle School or Nukem Elementary School, sorry, Nukem Elementary School's dual language program. Uh they're doing a dance, two dances tonight, the horse dance and the basket dance. Um I also want to say and mention that um I encourage all of

032you guys to speak Navajo to your grandchildren and children because right now at this very moment, we're going through a crucial time where our language is becoming short and it's not like expanding like how we wanted it to. Um, so I I encourage you all to talk to them in Navajo. Um, and to the and to my little brothers and sisters, do good tonight. And I encourage you guys to show you show these guys what you guys learned and accomplished the past few months with your dancing. And I want you guys to support and acknowledge these kids for putting their efforts into dancing. Yeah. I don't know. >> [music] >> your way. Oh, [music] oh, oh. We are way. [singing] [singing] We are [music] [singing] [music] [singing] Oh, oh, oh. [singing] >> [singing] [music] >>

033Please [singing and music] [singing] oh [music and singing] woah yo. Oh, we are [singing] [singing and music] [music] [singing] oh [singing] your way. Oh, oh way. Oh, yo. Oh. [singing] [music] >> [singing] [music] >> Y oh hey [music and singing] oh wait oh >> [singing] [music] >> All [music] your heart [singing] [singing] [music] oh way oh way Oh [music] [singing] [music] sh. [music and singing] [singing] >> [applause] >> Hello. Hello. Chill up. Do you need go? >> [music] [singing] >> Yo yo yo Oh [music] yana. [singing] to [music and singing] [singing] hey [singing] yo. Oh [singing] yeah. Oh y [singing] [music] Oh, [singing] how [singing] [music] [singing] [music] Y [music] oh [singing] yeah. Oh hey [music] oh [singing] [singing and music] [singing] [music] yeah hey oh Hey, [applause] that was that was very good. >>

034Thank you students. >> And this is why we do what we do all for these kids. I just wanted to say um welcome to the board members to everyone that's here tonight. These students are my students. They're dual language students and I've been teaching them all sorts and all kinds of dancing and singing. They really enjoy it and they really love it. We have been trying to encourage parents, the community to be involved in our dual language program. And these students, I'm very proud of them because they try every day very hard. on for participating in your child's lives. She said are we're at a crucial time where we may lose our language. We may not have it anymore because a lot of our grandparents um they're going and we have no one to talk

035to our kids in Navajo anymore. So um I wanted to just acknowledge that because these kids they do a really good job. And I want you to keep encouraging them. I'm I have accountability. I'm I need to make sure that these kids at least know how to say their clans at least to know where they came from. Autab on this case. And one thing I wanted to say, I guess, is that a lot of our students, they don't have traditional um attire. And I would want I want to know if the board can help, you know, um fund these things. and, you know, purchase moccasins and skirts. And a lot of these things that they're wearing right now are my my children, my own children's handme-downs. These things I've been carrying around for them, myself,

036for all these years. So, my daughters are all grown up now. Look how big they are. They're over here. They're the ones that help me. So, some of these children, they wish they could have a skirt. They wish they could have a the wish they could have a necklace. All the things that I give them to wear is because I want them to really feel proud about who they are. And I want you as parents. If your child needs and wants something like this, what they're wearing, please try to buy that for them. Try to stay away from buying them games and movies. try to not buy them Nike shoes and all those, but it's going to make them that much prder about themselves. They're going to have a lot of pride. And when they

037have a lot of pride, these kids are going to be successful, not just tomorrow. So every year I I run into that some children don't have traditional clothing and I wish our school could provide those things and all this stuff is in my classroom. I wash it for them. I hang it and sometimes they come up to me and say, "Can I wear a skirt today?" And I tell them, "Yes, you can." So it would really be nice to have all these children have their own moccasins, their own skirts, their own, their own things that they need a I think as a board and you're encouraging our dual language program if you could provide some of those things for our children even some funding for them so they can get skirts made for them. That's

038what I think I want for my program for for my students because and I don't mind lending them out but I just want something for themselves parents help your kid want something help them they really like being Navajos again I don't want to take too much of your time but thank you very much for supporting May I >> comments from the board? Miss Aspus. >> Yes. Um, [clears throat] Miss Beta, that's just absolutely correct. I um you know the the language where we're we're fighting we're we're in that fight and trying to find the the best way to to grow our our immersion or dual language, you know, those those type of classes. And um it would help, you know, from from home too from grandparents. And um I I think um she sees first

039first I I guess the front lines if you want to say you know she sees all of that. So really take her words to heart and and I do and um and I believe Dr. be gay and ICO has already implemented um uh Miss Harvey has already implemented some things to to for assistance. So, thank you Miss Ba. Anybody else on the board? [applause] >> Miss Hasky? >> Yes. Yeah. Um, I I went to school here. I was just telling superintendent I was a fourth grader here way back in the day. And this is where I used to play basketball. And when I was a fourth grader, we never had language culture. We didn't have this. without um a um um the neck. Okay. The neck. I um how would you say I see I

040Mr. So any any comments? >> I miss said all I had to say. Thank you, Miss Hasky. And thank you to the students. >> Thank you. Um I know a lot of you don't know, but I've been coming out to this community since I was about 10 years old, literally. And um and that was way way back in the day, the late 60s, early '7s. And I I I've always loved this area. But the most poignant thing about this evening is is the fact that these kids, these students, these teachers are making a concerted effort to speak the language. And a lot of people really don't realize just how powerful that is, just how much intelligence it takes, especially when they're capable of going back and forth from Navajo to English and the English and

041to Navajo. That process is very intellectual, very analytical. It takes a lot. It takes an intelligent person to be able to do that. And for these kids to want to do it is even more powerful to me. And the fact that they're accepting of the identity of who they are. I I just really really appreciate that and respect all the educators and the families who are making that effort to do that for their children because they are the ones who we do this for again as I've said before. So thank you all very much. I appreciate it. So, on to item five, comments from the audience. Superintendent, do we have any comments? We do. We have a couple and I'll go ahead and read those in just a moment. Um, I do want to say

042something real quick though that I'd had the opportunity of seeing Miss Beta's uh language classes perform in front of a board before. Um, and I knew they were going to do fantastic because, uh, the last time I saw that was about 15 or more years ago when I was principal of Grace P. Wilson and Miss Bidal was my language teacher, now a language teacher. So, um, she did fantastic then and her kids did did wonderful this evening as well. So, thank you very much to her for doing that. [applause] So, I have a couple of comments here. They're both online. Um, and and they're both pretty positive comments, which is great to see. Uh, the first one is from Jesse Snell Martinez, and she says, "I want to take a moment and share with you

043a fine example of what your coach has taught her team, sportsmanship, and compassion for others. My daughter got hurt and could not finish her whole soccer year. But the Kirtland Central Varsity girls soccer was so caring and generous, letting my daughter have one last kick on the Bobcat pitch. These Bronco girls showed up with compassion and kindness. It was beautiful. I can't say it enough, but thank you. And that was about the uh coach and the team from Kirtland Central High School varsity soccer. And that coach is Kira Smith for those of you who don't know. So, thank you to her and and a round of applause for her for that. Thank you. >> Okay, there's a second online comment and then I'm told that there may be someone with a comment in the audience.

044So, we'll um we'll get to that. [clears throat] Uh, this one says, "Dear friends, thank you for your continued commitment to the safety of our students, staff, and community. The safety procedures and processes that have been implemented at CCSD school sites over the past several years have been truly reassuring. As a parent, I cannot fully express how grateful I am for the care and attention given to protecting our children. I hope you will continue to stay informed about and adopt any appropriate technologies and procedures that further enhance school safety. Thank you, Mr. Carlson, members of the board, and the frontline staff who consistently follow protocol and help keep our students safe. With gratitude, Kurland committee member Sheldon Pickering. Thank you for that. And we also have, I believe, I was told by Mr. Noble, we

045have a comment or maybe two from the audience. Does anybody have one of the yellow cards, the comment cards that they want to bring forward at this time? >> Or maybe he was just making that up. >> Looking at popcorn bag >> with that then we'll go ahead and move on, I guess. Thank you. over there. >> Did you have a comment? Go ahead and come forward. Uh, Mr. Noble, we'll bring you a microphone. >> Yes. Elementary School. Some of you probably seen me around. I work up at the high school. [laughter] But anyway, [clears throat] I just wanted to acknowledge um Miss Bida and the uh immersion program. My little granddaughter is uh one of the this one of her students. And I can honestly say that um my little granddaughter uh she's learning.

046She comes home and she talks Navajo to us. She always comes in the house and she says she says that and then she'll just say random things. Um, one evening, uh, we finished eating and she was sitting on the floor in the living room and we were sitting there and then she says, she said, um, that's what she said. And my husband and I, we just looked at each other and then he said, and then she said, so that was really that was really amazing. And um during um the Christmas break, we have a hill on the south um northeast side of our house. It's fairly high. And if you get on top of that hill, you can see the uh northern mountain Benaw. So he took the grandkids up there and they walked up

047there and I guess he asked the the kids, my other two grandkids are at uh Iba and um he asked him, "Do you see that mountain over there?" And then right away I guess my little granddaughter, the one that goes to school here. Oh. That's what she said. And then I guess my other granddaughter says, "Yeah, that's Black Mountain." So, they're learning. So, yay to CCSD teachers. Thank you. And thank you to all the board members and and um I'm just really happy to see what I saw witnessed this evening, especially with my granddaughter being involved. And I just want to say thank you to all of you and to the staff of CCSD and parents, grandparents. Um, so I just wanted to make that comment. >> Thank you. Appreciate that. >> On to um

048item six, reports from board and superintendent. A reports from board. Board member Hasky. >> Um I can start with you. >> Can you hear me? Okay. Um, one of the things that uh I had um talked about earlier and Miss Aspus brought it up was the federal federal uh advocacy. I think um we [clears throat] as a board to put on just not just a report but I think we have to compile our priorities for the for the legislative federal fed federal legislative sessions coming up. Um, we have the Hill next month and it provides an opportunity to meet with our congressional representatives and our Senate representatives especially at this time at this critical time uh where there's a lot of funding cuts. So, and coming from the Arizona uh tribal uh legislative day, there

049were um there was one thing that really stood out to me that aside from all the legislative [clears throat] bills that were going through the process or um talked about and being discussed, one of the big things that we heard or what I heard that really resonated was if you want change, make sure you vote because we as a people, as Navo Nation, as our communities are impacted by what happens at the state level and the federal level. And they said, "Make sure your your relatives vote in New Mexico, in Arizona. Make sure everybody votes." And um there was some bills that were being discussed in Arizona and they said that they were outnumbered to uh provide funding to the tribal tribal lands, roads, infrastructure, all that. And so I know we're pretty fortunate here

050in New Mexico, but make sure everybody votes. make sure your voice is heard. I think it's it was really critical um this past election and especially now when we think about our roads and our buildings. This I went to school here and this is the same gym that I played basketball in. This is the same building I went to school way back in the day. I won't tell you, but it's been a long time. So, and I went to school in that same cafeteria in these hallways. And so, it's everybody who's over 18 vote, especially when they're challenging how we're going to vote, how they're doing that rural addressing, and it's coming down to the states. So, just make sure and if you have your relatives in in Arizona, make sure they vote, too. Um,

051they always say, "Oh, she's died or doesn't matter. I I'll I'll miss it this time. It doesn't matter if I vote or not." Those guys are going to vote. They always kind of we we kind of just say, "Oh, they'll take care of it for us." But I think we have to we have to own it. So some of the things that are happening now, these federal cuts, it's our voice. So we have to vote. It's so important and I come back to that. I just think it's so important for everybody to vote for what you believe in and our kids are depending on it. If you want better buildings and better things for your kids, for the roads, for our community, those bumpy roads with potholes, if you want something better, use your voice.

052Vote. So, and that was that was a huge thing for me that that I heard. And we'll be going to um Santa Fe's um legislative session starts next week. So, what I had asked before, there's going to be some things that are going to be up there, too. And all of you, if it impacts you, speak up because they do have an opportunity where you can speak. Just like p public comment this evening, you have that opportunity to state to say I disagree with this or I agree with this. So you as as community members, you and parents, grandparents, your voice is powerful. You can't just let the legislators make the decisions for you. You have to vote and you have to speak up. So, and that was one of the things that that that

053I I realized there's another issue also while um I know that the NAVO Nation state of the the nation address was done at Shiprock High School and I know there was some people that were unhappy about it. It really brought um attention to our school district too. I heard a lot of positive things especially to our security and to our staff people that that were in the Phoenix area. They said that they felt very welcome and very safe. So I commend superintendent and our school safety and all the people that that helped uh put that on um help it come to fruition and and keep everybody safe. Um that was a big thing that that I was hearing too. They said, "Oh, we were there. We were there and we went to your uh state

054of the n uh nation address and it was beautiful and we felt good." And so I commend the staff. Thank you so much for doing such an awesome job. And um I think that's all I have. So thank you. >> Thank you, [applause] Mr. So >> I I I don't have anything at this time. Thank you, >> Miss Monatoy. >> Miss Aspus. >> Yes. So, I had an opportunity to go to and visit um Judy Nelson Elementary and um there I I went to one class and and I finally got to see how they use their um Prometheian boards. I don't know if you guys are knowledgeable about those um but they're they're no longer chalk boards. And anyhow that I mean it was neat. I I to see that kind of technology and our

055and our students um they were learning fractions and to see it see the the the teacher use it and so that the students could understand and then the ability to draw from internet. Um it was it was something. I was very impressed and and I thought you mean this is what it does and um so to to you know standing there and and and viewing this and um you know I I was I was very proud um that um we made those things possible and and then also um to go back to the uh state of the union. Um yes, security was so good and so tight that I couldn't even get in and and I believe Carlson had the same trouble and um they wanted badges and and I had to call um superintendent

056and and luckily um I don't know Sergeant or Captain Donnie Key was was there so he was my voice and and that allowed me to come in. But um yes, that the whole event um before then days before then I I I was getting questions on how and why um school was suspended and and um why are we having that there and the students not going to school, you know, questions like that. And um I really didn't have a a um a reply a response and and why in shiprock why this why and because I'm not part of the Niger administration or the tribal employee. So anyhow, but going there and then as as um you know watching the the whole address happen and the presentations and especially when to see our students showcased and

057doing their dances, I was so proud. I was so happy and that okay I'm I am Yes. I am so glad and I commend whoever came up with that to move the state of the union around, you know, the NAVO Nation because it allowed for our school district to be showcased and and then also, you know, as as mentioned, the security and and our building um the pit. And so it it was a very um huge um venue. People were comfortable. And then of course on social media you saw there's a lot of empty seats and yes there were but people were comfortable and um and and especially some who um still um are very uh cautious about viruses. you know, there um it wasn't people weren't packed in there. So, it it was very

058comfortable and and I and I commend um whoever came up with with um the suggestion of having it in Shiprock and then allowing us to accommodate those. And uh I think it was very good for our our students because I mean in all the years my life When has um when have people been um to a state of the union in winter? Most of the time it's in you know during bad weather or um you know they only have a small time limit and um so schools students they don't get to participate and and then with this type of how or how they're doing it. I I think we were we were fortunate and and I hope that the students go away with um some good memories and say that they were a part of

059that and no matter what the the the party or what what's happening politics um that's that uh you can't we can't we can't do that. Um, in order to gain respect, you need to show respect and and I and I think um CCSD did that very well. Thank you, superintendent. Oh, the highlight was the superintendent. He I mean, he just blows it out at the park, you know, with his um introduction, his clansship. And I mean it's just again people were very um amazed and and um they they applauded and again I was so proud. That's our superintendent. Thank you. >> I just I was there I went to that that event and it was as Miss Aspus said it was wonderful irregardless or respective of anybody's political leaning. It was a good moment for

060Central Consolidated and I just want to commend the superintendent and his staff within the maintenance department within the school to do what they did for the Navajo Nation president and all the people that showed up. So, thank you very much. I appreciate it. With that, um, item B, reports from the superintendent, general, general and reporting of student travel requests, fundraising requests, and gift donations approved administratively by the superintendent. >> Thank you for that. Uh, I appreciate that. I thank you for your comments. Also, board members right there, especially Miss Aspas. I don't know if I quite deserve that. I don't know if I knocked it out of the park. I think it was more of like a double >> out of out of about [laughter] >> I barely reached base. But anyway, but thank you

061for that and and I did really appreciate all of our staff that worked hard on that. I thought the event was went smoothly. So, thank you to all CCSD staff and and thank you to the Navajo Nation for bringing that to our community. Again, I think that was a wonderful thing for the community of Shiprock and for the people of Shiprock. I do have um requests for approval of donations. I believe I have two of those. So, I'll read those real quick. The first is from donor Butch Matthews and he's donating to the KCHS activity uh for the cheer program uh checking the amount of 1921 uh to be for cheer equipment and a banquet and t-shirts etc. I have a second donation from the Saman College ACE AC Ace Center for Nukem Elementary School

062for dictionaries for students. Um, two boxes of dictionaries uh approximately 375 per dictionary book uh for the student academ a student academic resource. I also have a fundraising request from Oho Amaro uh for the library for a book fair uh for a book sale via Scholastic Bookf Fair at the library of Oho Am Mario. Um and the amount projected amount to be raised is $1,500 and that will take place toward the beginning of February. And those three are all I have for this evening. Thank you. >> Thank you for that. On item seven, reports. No action items. A, graduation progress presented by the high school principles. >> Who's up first? >> Do you have a preference? You board president? >> No, I don't. >> First come, first serve. >> We have a volunteer from Nukem.

063[clears throat] >> Good evening. My name is Brian Nelson. and I'm the assistant principal of Nukem High School and Nukem Middle School. And I'm here to uh give a little update this evening on our senior graduation status and the interventions that we've put in place for the class of 2026. Currently, currently we have 52 seniors. 40 of them are on track to graduate as long as they pass their current classes. Six students are identified as as of concern as of concerned, sorry. They are at risk and must pass all current classes and complete credit recovery to remain on track. Four students are currently not on track because they're missing multiple credits and seven students are enrolled in 13 VLN recovery recovery uh credit recovery courses. At present, there are 52 students who possibly will walk

064in May pending successful completion of their requirements. And as for the interventions and supports that we've done this year, um progress reports and report cards have been sent home. We've also sent letters to parents regarding attendance and grades to ensure families are aware of status early. We've had meetings, dedicated senior parent meeting focused on the graduation expectations and next steps was held. Um, senior audits were completed with each senior and the college and career readiness team to verify credits and next steps. Necessary schedule changes have been completed and next step plans for post-graduation are documented. Um, the class of 2026 progress tracking has been shared with administration for ongoing monitoring. Um, credit recovery and tutoring. Uh, students needing credit recovery have been enrolled and are using lunchtime and afterchool programs. VLN which is virtual learning

065network as online program that we are using to uh monitor the credit recovery for those uh seven students and college applications are ongoing and being supported through the college and career readiness team. Um, board superintendent Carlson, thank you very much for your time. That's all I have to present tonight. >> Questions, comments from board? >> Yes, >> Miss Aspus. >> On your second bullet, the seven students enrolled in 13 in 13 VLN. That's not credit recovery, but >> it is credit recovery. >> Okay. Uh, I thought I heard career readiness. >> No, no, no. the college and career readiness is the staff member who has been leading up this effort. >> Okay. And um I I know that for for years that we we've been asking for this these reports and and um especially when

066we come back from winter break the and I I don't want it to be a um you know the the where it gets old and you know, oh, we got to do this and this is what they're going to ask for and you know, where it just becomes routine. Um, and I and I would ask the principles if um if they have any I think the last principal that I saw which was Rick Edwards and that's been some time and and also the late Rebecca Benedict where they've kind of um kind of kind of did things on their own, you know, um something new and Um and and um and I think our students deserve that and especially if they're trying to meet that goal of graduating. Uh so I I I would ask if

067if that's possible, you know, to to I may not be using the right words or um but be creative. >> Thank you. Anyone else asking >> question um with the recovery classes um typically how does that work? Are they in one class, two class? Are they making up with the the cla the students that are are doing recovery classes? Are there are they having to do several or are they just making up one class or how does how is that working? Well, there's 13 courses that are currently active with seven students. So, you know, it roughly works out to about two per student. It may not be exactly that and I don't have those exact numbers, but each one of them is enrolled in an online virtual course that is completely self-contained within themselves. So,

068they're not attending class with other students or anything. They're they're have a space dedicated to them in the high school and they're there online with their teachers or with their online program doing it. But it is uh not doesn't require any staff attention during the day other than just the supervision. >> Okay. And then my second part, I know that you probably don't know this, but in terms of the students that are in that um in that if you range and the ones that are taking recovery classes in the past be in since their freshman year, has attendance been an issue with those students or have they been have they always not fallen under that chronic have been absenteeism or has that not been a problem? I'm just trying to gauge why um why they

069would be falling behind. >> Well, I I did just start this year, so I don't have a lot of back knowledge of that, but I will say that typically speaking, I have been in education for a while. Always attendance is a factor. There's almost never students that are having those kind of struggles where attendance isn't at least a partial factor. >> Okay. Thank you. >> And may I >> go ahead. >> So um knowing that you're assuming what um what is how are you answering that? Um cuz you know we talk about attendance and and I think the last um last week we talked about how some how it's categorized or it it goes through levels and and um and I I just don't want it to be excused off like that. You know that

070you know that we're trying to help. I mean just like as you know we we heard from Miss Bitta about how you know traditional dress is needed and attire. Um so how are we doing how are we helping if it's an absentee pro problem or and how are we um because some of these these um students too they probably are raised by grandma and grandpa and So how are we doing that >> on the campus level? We have an attendance improvement team. I actually am the lead of the attendance improvement team and we have gone through a lot of different steps this year. The first step we went through is collecting data to see who are who our students were with attendance issues and then doing [clears throat] a deeper dive to find out exactly

071why they were absent. because many times you find out that there's some sort of medical issue or something like that that is very easily explainable and probably not going to be repeatable. So then once we analyze and find out who our students are most at risk are, we come up with an individualized attendance improvement plan for that student. We basically let them know where they stand and how much uh like how many days they can afford to miss in the for the rest of the year and things like that. Just have a status update with them. We we've started that at before the break and we're finishing it up right now. Um we've had a lot of attendance challenges and attendance uh things that we're doing at the school where we'll take a one week

072two week time period and tell the students we'll set a goal for them. So normally just a few percentage points over where we've been and like if you can get to 88% over this next two weeks then we'll have some sort of enrichment activity at that Friday. It's normally right before a break or something like that. and we've done that and every time the students have been able to meet their goals, uh we've really really made a a pretty good bite out of our attendance issues this year and we are seeing really good improvement already. Um and I think that that is part of why that these 52 like there's actually 52 that could potentially graduate. um those four that are not on track because that we've improved the attendance and improved all these and

073come up with these plans, they still have that chance because we've gotten in there and intervened and got them enrolled in what they needed to do to make sure that they still had a chance. We've got it to the point where it's now up to them. They've just got to complete the final little steps of the things that they've got to do and they've got almost a whole semester to do it. So, we're very hopeful. >> I have another question. Go ahead, Miss. >> So, um you did mention about um contact with with the guardian or parent. >> Absolutely. >> Um is that 100%. >> What do you mean 100%? >> All of them. >> All of the students, >> the ones that are at risk. >> We have not contacted everyone yet. We will

074contact everyone that's at risk or that's uh above or that's considered chronically absent. most likely towards um the end we'll we'll ask for another report and at that time I would like to hear that you know the contact is 100%. >> Yes. And and that being said we have contacted parents all along about attendance making attendance calls sending attendance letters those contacts are definitely being made. I just mean the actual sit down and come up with the plan and show them how to get to the end of the year and meet their attendance goals. That's a fairly small group of students, probably about 20 students out of 200. And probably within the next two weeks, we will have met with all of those stu or we'll have contacted all of those guardians. And um you

075know when I got here, I happened to speak to a young lady over here and um she did tell me a little background of herself and her her kids and um and right now they they they live here in the community, but they were able to get help and assistance at Oho Amario housing. And so now they're um they're they're they're going to in the future go put the kids there and um but you know it's it's those are the kind of um situations out here and um so and then a lot of that even just um housing I mean it's not like Farmington you know you have Red Cross you have you know those agencies there but here. Um it's mainly the community that comes to to the aid and um but she she

076she did talk about, you know, her her students, her kids and and then um that she's doing this all alone because her her other half was was u murdered. And so you know it's with that I told her you know my goal and what I have said before is that I hope CCSD we're in the business of attracting students and families you know not creating more chaos you know um we we all realize that all all our students or all our children here they need education. >> Yes, sir. >> Thank you. >> Anything further? >> If there's not is that second? Thank you. >> Thank you, board. >> Appreciate it. Miss Gallagher. Good evening, President Mononttoya, new vice president Mononttoya, Secretary Miss Aspus, board members, and Superintendent Carlson. It's nice to meet with you again.

077Um, so I am really proud to say that this year right now at Shiprock High School, we have 120 I 120 112 seniors and each and every one of them has a schedule that will allow for them to graduate on time this year. Um, we are working closely with our college and career readiness person. I need to pull my notes back up here. And our senior sponsor or senior counselor. They meet with these kids on a regular basis, especially if they're struggling. Um, one we will have one senior that will complete their associates degree this year. And we have two juniors that were out of cohort that moved back into cohort in after December's classes and they are sitting so that they should still be able to graduate this year. They are taking a couple

078of credit recovery classes. Our credit recovery, thank you Mr. Carlson and CNI are piloting credit recovery in person. We do not use VLN very often. We have teachers in the classroom that develop syllabus around the standards and they are teaching those classes in person. A student can earn up to a quarter in a quarter can earn up to one credit if they can complete that curriculum. If not, they'll stay another quarter until they complete what they need to complete in those classes. And it's because of that system that we are able to schedule those kids in their schedule, their regular schedule and get them through this year. Um, we did have two students who completed some VLN for semester and they had help. They would be guided by the CCR. They were also working with

079an organization called graduation um alliance out of the state who works with our students who are struggling. They contact our counselor, get names of kids who are maybe having trouble with attendance, who are maybe struggling with their VLN classes, and they go and help and work with them, too. So, that was an additional layer that we have this year. We offer lunch tutoring. Several of our senior teachers offer lunch tutoring every day, including our English four teacher. Um, those kids can go in, make up work. Um, he does make them when they miss work, when they miss so many assignments, he makes them come in, talk to him, build an agreement. This is when I'm going to show up for lunch. This is what I'm going to get done. This is a date I need

080to get these assignments done by. So, he holds those 17 and 18 year olds accountable, but he also works with them very closely. And, you know, he will be there every day at lunch. Um, we have afterchool tutoring and um, several kids take part in that. closer it gets to the end of the quarter, the more kids that show up for tutoring. But we do offer those. My CCR and senior counselor have met with all students who are struggling or who really need something. They brought their parents in. They talk to them, look, this is the bottom line. This is what you have to pass. And some of those have pretty tough schedules, but they have this schedule they need to graduate. And so we keep watching them. We check grades weekly, not only for

081athletics, but just to keep on track. And we send out notices um through Kinvo, which is part of Power Schools, where I can personally text message parents and say, "Hey, your students are failing these classes. Please call me." Or I do when I send it out for the sophomores and um freshman and juniors, I put my AP's names on there. Please contact Miss Walter. She's your students, you know, principal, so she can go over that. Um so we are doing fairly well with that. We offer a lot of cell stuff. Um, we have restorative justice. Brandon Beay works with some of our kids through the restorative process and some of our other teachers. Um, a lot of our teachers have had restorative training and so they know how to work with those kids in the

082classroom to try to address um, emotional issues so that we can move on in education and so that we can move on in kids being successful. Um, I'm trying to think of what else is on there. I can't read it from here and my phone just won't cooperate. Um, what else do we offer? After school, lunch, CCR, um, Alliance, uh, credit recovery. It's really, um, those are the biggest things that, you know, we do. Um, and then just staying on track of where kids need to be. We do have an intervention hour where kids can go. And that's seventh period. So, seventh period at our school looks like this. There's athletics, there's interventions, we have what we now call a freshman academy. Um that's not part of graduation, but it's interesting thing we're doing to

083start supporting kids earlier. And then we have credit recovery and those things are all done during seventh period. So our teachers are spread out with those kids. We also have just some tutorial and we have our robotics for our gifted kids and some additional music, you know, classes like that that are for enrichment. We do some SAT test prep, things like that. So I stand for any questions >> questions from the board, >> Miss Aspus. So that um was was well I I I think you know um every year we go through >> and um and and it sounds like you you're doing great and I the only thing Um, but it sounds like, you know, from that I think you had your class your day differently before, then they changed it. >> Yes, ma'am.

084>> And so it sounds like it's it's it's doing well. >> We're working out the kinks. It took, you know, it's taken, we're on year, this starts year three >> because I I know I I've gotten a phone call or two about um how it's so impossible to check out their own student at the end of the day and um but hearing what happens at the end of the day, um I I I guess it it would be it would be good to um let all parents know or if they don't know. So, I think part of the problem with people thinking it's hard to check their student out at the end of the day and we let it be known at the beginning of the year. >> We stop checkouts at around 3:00 because

085we don't want a lot of parents coming in when we're getting buses coming in. >> So, we try to really limit end of the day and it is important that they're in their credit recoveries and that they're in their interventions. But a lot of that also has to do with a traffic congestion of parents coming in to check out their student and that means they're out front and that's where the buses come in and then pretty soon you've got a safety problem too. >> So that's part of that. >> Okay. Thank you. >> Thank you. Thank you board. >> Very good. I do have I do have a couple comments. The um tutoring is that does that go with the out of school time tutoring? >> Yes. >> State. >> Okay. How many hours after

086school? >> We go from 3:40 to 520. >> Hour and a half. >> Yeah. >> Is. >> And then we have um the buses run. >> Okay. So I'm assuming that that would also include that lunchtime. The same falls under that same category of OST. >> Yeah. >> no, it doesn't. >> No. Um, our teachers that are doing lunch tutoring >> are doing it on their own. >> Wow. >> I'm not paying my teachers to tutor at lunch. They are that they are telling students I am in my classroom. I I appreciate that just as much as I appreciate the fact that you're flexing that seventh hour >> for the additional and that's because I had some questions even for all of you all the principles about the effectiveness of that time and the best

087use of that time to get the most true recovery for these students so they can and will walk at the end of the year when they're supposed to. So I appreciate it. Thank you. >> Thank you. That's it. Anything else? >> No, I think we're good. Next. >> Thank you. >> Good evening board members, um, Superintendent Carlson, directors, coordinators, and community members. My name is Sandra Westbrook. I'm the proud principal of Kirtland Central High School, and I'll be presenting on our graduating class of 2026. We currently have 168 students. I apologize for the formatting on that slide. It didn't come out quite as I expected. But we have 168 seniors currently at Kirtland Central High School that will be graduating. Um we have four that have met graduation requirements already in December of 2025. They've

088continued on to take dual credit classes to get a jump start on their education. We have eight juniors that are potentially graduating early this year. Um, and we have three that are going for um, their liberal arts San Juan College degree that we're supporting. We do have four students that are I say they're on track because we are working with them daily, weekly. We're notifying parents. We're having contracts put in place to ensure that they graduate. Um, so our interventions overview that we have, we have academic support as we do in all the high schools. We have our high dosage tutoring and credit recovery after school is in person Monday through Thursday from 3:45 to 5:00 p.m. Um we also offer um credit for those students that need the additional credit. Uh we have BLN

089online tutoring support for those students that need the credit recovery during the day or on their own. We have res resource class and inclusion classes support peer tutoring programs that our student leadership program and ignite program have done. Um, we have study halls for struggling students. We've dropped non-essential classes so that they could focus on their core classes. And we work with New Mexico Engage. I believe we're in our second year working with them. As far as those that are struggling, they actually have someone from the state that comes in and does direct interventions. It's a three-week course to attain credit. As far as our wellness and social emotional learning programs, we have our advisory dash dashboard where our um advisory teachers meet with students at least twice a month. We have our SEAL where

090our counselors go in and actually direct some social emotional learning activities with students or they have their peer groups go in during that time. Um we have our social social worker access through the ICO program as well as through our sped program. Um we have our social emotional learning that our teachers actually um I was fortunate enough to share with our staff um one of the SEAL strategies that one of our teachers does for a check-in when the students come in just to kind of gauge how they're are doing that day. Um we do we have our restorative solutions one-on-one counseling support student planners and time management support as well as bed support services. As far as engagement, we do attendance, incentives, and awards. We do have an award assembly coming up on January 21st

091at 2:28 p.m. So, I encourage any of the directors, coordinators, board members, superintendent if you'd like to stop by. You are more than welcome to come see our students that have perfect attendance, academic awards, as well as a CFR basketball team that will be going off to play that day. Um, our CCR works directly with the students. We're currently working on an initiative to push out this next upcoming year. This year was kind of like a pilot that we've tried to increase the number of students that will um receive the chief manito scholarship through offering them another avenue of access which is um getting at least 24 college credits which is another layer to obtaining the chief manual without having to go the um ACT or SAT route. So this is actually the first year

092that we've um the second year that we've trying to push that. We'll actually this next upcoming class of 2027 will actually see the benefits of that um since we started rolling that out. But we do um we do are having three graduates this year, potential graduates. Um we're currently in the process of meeting with parents for those students that are struggling um to make sure that we're all on the same page. I did not put on here, but we did have a fall senior parent meeting and we're also going to have a spring senior parent meeting just so that we're all on the same page as far as graduation credits. um what's going to happen on graduation day. And then finally, um elective credit retention. We work with students for um if they have an

093interest, we try to definitely get them in the class that they're wanting to explore, especially with the CTE opportunities that we have. We're starting more of a push to connect students if they're interested in going into the workforce, not only through the Bon Wilson program, but with our staff that are on campus. I stand for questions. >> Board. Yes, >> Misspus. >> Okay. The um God [clears throat] I just um Okay. You talked about the incentives and awards. >> Yes, ma'am. A few years back, we had a gentleman come from Navajo Oil and Gas and that wanted to make a presentation, but it was to he wanted it the day of graduation and um and I believe at that time um Principal Benedict was was here and so was and um and and and I

094think it he was told that um there's a a day that you can do that and and not on the graduation day. And and the only one that I would see that's um allowed would be u newcomes where they do the um um against drunk driving. And um that's the only one that I would see, you know, on graduation day. That's, you know, that's a good message. But um I think as board members we need to um come up with uh you know in to avoid another situation. And then I think he rescended one of the scholarships >> and so it was you know so you know I think with the board and and also with the principles we're we're going to have to you know talk about that and and finalize some things before

095making such an announcement and before we get the expectation up for students and then then we have somebody withdraw like that because they didn't get what they wanted. >> Definitely understand that. Um just so you all know on May 4th we're actually having our senior awards ceremony. So again I extend the invitation and we'll send out a flyer specially for you if you'd like to come and see our senior students get awards. >> Miss Montoya. >> So for the four seniors that met graduation requirements are currently um taking dual credits. Is that something that's automatically or do they have to agree to take those credits? And then the eight juniors that are potentially graduating early, are they going to be offered the dual credit as well? >> The yes, the eight students that are, let

096me speak to the juniors first. Um the the eight students that are graduating early, the reason that they're graduating early is because they started their college classes early and so we're able to supplement some of their core classes with the college classes because it's advanced credit. And so because [clears throat] we have 24 credits that's required by the state of New Mexico, most of our students are already meeting that um by junior year. So if they end up taking those college classes during the summer, that's how they're able to advance and get a jump start. So we're really starting this initiative for the college. Uh so there's a college track, CTE track, and a military track. So, our big push, our our big initiative at Kirtland Central High School is that um Kirtland Central High

097School Broncos will graduate on one of these three tracks, knowing full well that they're going to have the decision and option to change that at some point in time, but at least they'll be put on a track to obtain that. We're seeing um the benefits of that through those students that are taking the college classes earlier as second semester freshman that they're um wanting to take those college classes classes over the summer because um and I can give a good example my own son who went off to Fort Lewis. He's doing a double major right now because he started college. I saw it with my son so brought it to Kirtland Central and now I'm seeing it with eight potential juniors right now. So, it's um it's definitely for those students that are on that

098fast track to get to college, get out and start working for at a on a degree or even in our CTE field. We have students that are taking advantage of those opportunities to do an internship. I have two students right now that are actually doing workforce type initiatives in the afternoon. So, we're seeing we're seeing the benefits of this little bits and pieces, but we're putting it together. As far as the four students that were early graduates, again, once we graduate them, we're we're unable to offer them those opportunities through the dual credit program by thankfully CNI um title programs um assisting with the books. And so that's a big um relief for parent parents that they don't have to pay $150 for one book. [laughter] And so with our with our students um continuing

099and graduating on track in May, they're able to fulfill their um high school obligations while still receiving the benefits of the dual credit classes. So, I hope I answered those questions. >> Yeah, thank you. >> Anyone else from board? >> I am, >> Miss Aspus. >> So, by saying that and going back to Nukem and um um Shiprock, how many credits do your students I mean, as Miss Westbrooks has said, a lot of them are beyond 24. Um, what's your average? Wow. >> if I can touch on that. Um, one of the things that u that we've all been doing u pretty well is that our CCRs PLC together and so they're really sharing information and um and you know some places have better internet than others and the availability of the online courses versus

100those that are able to attend in person. All of this impacts it. But I think one of our strengths is that our P our CCRs PLC together and are allowed that time to connect. and >> and Nukem >> I don't have I don't have numbers on how many >> Superintendent Carlson if if you could um maybe see kind of kind of research that and Um I'd like to know if if if it's because Shiprock and um Kirtland have an sort of an advantage and whereas Nukem doesn't um who are 40 miles out here and um not not very close to Bon Wilson or San Juan College or so I'm wondering you know and and it we we have future visions of um trying to with the extra space to bring in um you know partnerships

101with um NTEU or you know those so that we can our our newcome students can have the same opportunities. So I I'd really like for you to research that superintendent All right, since there's nothing else. Thank you. >> Thank you. >> Career Prep. >> Good evening. Uh, President Mononttoya, members of the board, Superintendent Carlson. I'm Brian Paneala. I am the principal at Career Prep High School. Um, so currently at Career Prep High School, we have 20 seniors. Nine of them have met graduation requirements as of December. Actually, I'm gonna amend that number 10 met. Uh we had one today. I just got some I got word he was on a credit recovery. Um he passed his last credit recovery classes and so he was able to uh attain graduation status today. So we have uh

10210 of them. Uh eight juniors recently moved from junior status to senior status. So these are juniors are just starting their senior year right now. So, uh, if they stay on track, they come to class and and they pass their classes, we're expecting graduation, uh, in the fall or next, uh, December. So, hopefully we keep those ones on track, and we have plans to to do that. We have one, um, H3, so this is a person who is a junior um, who actually graduated in December. They were able to get caught up on credits, get ahead on credits, uh, graduate and and and get on um, on down the road. I'm happy to say that two of our December graduates are already in college u going to San Juan College and so um one of

103them wants to become a teacher and come back to CCSD and be an art teacher. So uh we highly encourage that. So that was a a nice thing to have um this year. So currently 19 students on track to to walk in May and of [snorts] course since we're a quarter school rather than a semester school those numbers will probably change. So when we do our report later on um I can give you those updated numbers. So um the interventions that we have um much like the rest of the high schools uh it doesn't vary too much after school credit recovery we have VLN online credit recovery we found uh quite a bit of success with the VLN program it offers some flexibility for some of our students and our clientele um needs a little

104bit of flexibility for whatever reason um medical reasons high anxieties they've started a family already um you know barriers like work and trying to help out with their family economically. And so we try to provide that um that safety network. So what we do for the VLN kids as well who can't come to school during the regular day, we offer night school. So from 3:45 to 5:45 um they could come in and they can access our teachers who are working at night school if they need help on some of their VLN courses. So not only they get the support from the teacher of the VLN course, they can come in and they can get uh in-person support from our teachers as well. Uh so again we wanted to pro provide that level of support. Um

105we have a wonderful sped uh teacher who provides all kinds of support member of the community and that's a really important thing to understand a lot of the families. Uh and having that kind of knowledge in uh the sped program really has um borne a lot of fruit for us. Um we have our study skills um class. That's our first hour, our first block and we've kind of revamped that a little bit. And so uh at the first of the year, teachers are kind of doing their own thing. Um making progress with the students. Uh but teachers came to me and said, you know, we want to kind of tighten this up. We want to a schoolwide program so we're all kind of on the same page. And so what we landed on was to

106have teachers in um the morning block, their study skills, meet with their students once a week. And so they have a goal of meeting with their students once a week to go over current grades. And so students, they should know where they're at. They don't always or they sometimes tell us they don't. Um but we have that uh that documented meeting with the students and we instituted that just this semester. And so we're going to take a look at that. We're kind of piloting the program here in a couple weeks. will take a look at it and see what kind of fruit it's been bearing. Teachers will give us feedback. The one thing I love about my staff is they're not afraid to tell me um you know, anything really, you know, hey, it's a

107good idea or that's we should probably do something else, Mr. P. Um and so I'm I'm expecting some really positive or honest, I should say, feedback on that program. Um inclusion support, of course, that goes with our our sped. Uh we have the seal, social workers. Um, and one thing that we started, uh, we just hired our wellness room coordinator. Uh, so he just came on campus this week. Monday was his first day. And so we have a room that's now dedicated to um, when students are in agitated state or students have a bad night, they can come into the wellness room. They can spend 10, 15 minutes there with the wellness room supervisor, kind of get grounded, get in a good headsp space so they can learn. um that way they're not sitting in

108class kind of stewing over what's going on. So these are students who aren't elevated to the level where you know I need to come in and provide an intervention or we need to bring in a counselor um or something like that. Uh and it's an option other than going to sit in ISS or sitting in my office. So it's a nice calming place. We're ordering stuff for that that room. Uh and so having that support um for the students is I think is going to be really big. Um, we're making this room for the students. Uh, we're going to include our students in some meetings as we're planning this out and the design of the room, the flow of the room, the protocol of the room. Um, and kind of make it theirs as well.

109So, hey, how would you best calm down? Um, kind of asking those questions to the students. So, I had a meeting with our wellness coordinator, our wellness room supervisor today, and we kind of are laying that groundwork. And so, um, next week we'll start meeting with students and, you know, offer them a time to come in, um, and and have their voice be heard in that room. So, I'm really excited about that. Um, we also provide one-on-one support. A lot of our teachers, um, much like at Shiprock High School, will offer time before school, during lunch, um, and some even after school for students to come in and get extra help. And again, we don't pay them for that time. This is time that they volunteer. uh and students um sometimes they get mad when

110the teacher is not available to you know they like to go in and they like that help and they like getting ahead uh and they like knowing what's going on. We share a CCR with um Bond Wilson and so one of the the big pushes that we want to do is start pairing with Bond Wilson a lot more um sending some of our students over there. Uh most of the students that I've talked to with the exception of maybe a handful are all thinking about the trades. I want to be a welder. I want to be a nurse. Uh we have one student who wants to start his own restaurant and he already has the name of the restaurant and where he wants to have it at. And um and so providing that student opportunity

111to attend culinary um classes before he can graduate, before he graduates, help him start up a business. How cool would that be? One of our kids down in Phoenix, that's where he wants to have this uh this restaurant. We also have a sit team, our student intervention team. Um so this is another layer of support. Currently our this first semester we looked at our H4. So the the students who are supposed to be graduating this year with this cohort and what we do is every week um we pull up [clears throat] the student we pull up their current grades and we assign an adult. There's four of us well five of us now on our SIT team. Um, I added Tia Johnson, our uh, attendance coordinator for the district onto the sit team to to

112help us out because our attendance rates are a little bit low and you know, some of our interventions that we want to do, we need a little extra help from the district and and so Tia is on on board with that. But what we do on those uh, ST team meetings, like I said, we look at current progress that the students making. Um, you know, we look at their their current grades and if they're doing well, we just write a note right there. Kids are doing well. if they need help, they're assigned an adult. There's now five of us. And it's up to us, the adults, to meet with that student, talk about, hey, what's going on? What are some barriers? You know, if it's an attendance thing, what are what's keeping you from coming

113here? If it's turning in work, um what is it that's keeping you from turning in work? Are you understanding this? Um and we've gone so far as to pull some of those kids in. Uh some of the ones we had three in particular last quarter that um were really far behind. They weren't passing any of their classes. And so we got one of their teachers um to say yes, they this kid can go in during my class. U we had them go with um one of our uh teachers in a classroom kind of off by themselves. And I'm sad I'm happy to say that those students where they're failing all four of their classes ended up passing three of the four of their classes just from that that onetoone intervention um our student intervention team.

114So um that's a program we kind of want to expand a little bit to because it did bear fruit and it did bear success and so giving that individualized attention to our students is one of the things that um I think we're really trying to move towards um and and just talking with students. I had a teacher who was pulling a student up talking about grades, kind of figured out um their current credits, and then that teacher went so far as to say, "Okay, here's your path all the way to graduation." And the student really didn't realize that they were pretty close to, you know, if they come and they continue on their classes, how close they were to graduation. And the kid teared up. um didn't know where they were but figured it out

115with that teacher and now was able to um have some positive um something positive you know um a lot of our students don't get a lot of positive stuff uh in our in our school unfortunately so providing any of those little victories I think is is very uh beneficial for our students. Um we are we um kind of get this idea from Nukem attendance incentives. Um Brian and I were at a training yesterday together and we kind of swapped some ideas and so I liked his ideas of his incentives for uh attendance and so the attendance challenges. So want to add those ones in as well. Uh and award ceremonies. Uh a lot of our students um don't act like they like being recognized, but they they do. Then you it means something to them

116when you you hand them an award. Hey, you did you did well. And it could be a student who didn't pass a class all semester and now they're passing three with a D. It doesn't matter. That's that's a positive impact and that's a step in the right direction. Um so as far as communicating with with parents, robocalls, robboex seem to work a little bit better. I think people answer texts better than they answer calls. Um calling parents in. Um our senior sponsor had a a senior night in the fall. She's going to have a senior night again in the here in the spring to talk about um graduation and sending out senior letters uh and those sorts of things. And we have quite a few students who are uh self-emancipated as well. And so I

117just pull those ones in and have conversations with them on my own. Some who've been in school, you know, we have one who's an age six right now. um and just coming up with an agreement with that student and and starting to remove barriers and having those one-on-one conversations about why aren't you coming? What can we do to help you out? Um and I'm happy to say that that student I gave him the goal of passing all four of his classes. He passed three, barely missed the one. Um so we talked at the right after break and said, "You still you still in it with me? You still want to get get your diploma and graduate?" "Yeah, I want to do it." Um, and so trying to move forward with those kind of conversations with

118those kids and kind of it almost, you know, have to take them by the hand a little bit and and let them know you're there. Um, let them know, you know, they got all kinds of support that they probably didn't think that they had. So, um, I think we're moving in the right direction at Career Prep High School. Um, I'm having a lot of fun with the kids right now, having a lot of fun with the teachers right now. Uh, and I'm just having fun with the job. So, let's stand for questions. board. >> Um I I don't >> Hello. Okay. I don't have a question, but I commend you for trying different things to see what works. I think um often we forget that teenagers, they're not adults, they're kids. They're still developing. And

119um I like your approach providing more attention to them. And I think that's an incentive in itself that somebody's paying attention to them and helping and guide them and showing that there's care and there's that respect, the mutual respect that that you you you and your staff have for the kids. And I think that in itself is a huge incentive for our kids that are at most risk and most vulnerable. So I commend you and your team for that. Thank you. And I will point out a lot of that stuff comes directly from the staff. You know, it's not just my ideas. It's it's theirs, >> Miss Aspus. >> Yes. I I think that um well, I don't think but it's apparent that uh with with your school and these these students here are unique.

120Um some of them are already parents and um some of them as you said are emancipated you know so um you know it's very very unique situation and and um as Miss Hasky has said you know that respect um you can you can really bring down a person and and especially a young person um who's and I agree they're still developing and um but you have to be very careful because you know again there some of them are parents and um so I I really um it it's great what you're doing and you know for you to to go ahead and and go into this role Um, I toured it last last year um with Mr. Gillery and um I was really impressed with the u creative um minds there too as far as their

121artwork. >> Oh yeah. and um pottery. I thought that was shoot those things are [clears throat] marketable, you know, they can sell. And so, um, I just and and a lot of your report really touched on a lot of keywords that I like hearing. And, um, and I think um, you're putting them first before um, accommodating them first before you're accommodating adults, you know. So, and that's what I I like to hear. Thank you. >> Thank you, ma'am. So to all of you, I I just truly appreciate the fact that you're meeting these kids where they are because that's really part of our responsibility is to be able to do that and to show these kids that they're cared about, that they're valued in any way that we can. The positive use of um peer

122pressure from those around them supporting them, that's big. I mean, that that that matters to them. and the fact that all of you are leading them in that direction. I just want you all should be commended. So, thank you. I appreciate it. >> Absolutely. Thank you. >> On to um on to item item BY testing data by Roxan Lee and Michelle Thur. Good evening board members, uh colleagues, superintendent and members online. Um tonight I would like to present um our MOI data for this year. as are you able are you guys able to see it online as well? >> Yes. You had a question, Miss Aspus. >> Well, I just wanted to say um can you kind of go over the acronyms? >> Yes, I will. I will. Let me grab my computer real quick

123as well. It'll be easier for me to see it. Okay. So, the first one that we're going to be reviewing is the IMEISA. The IMSA is the interim um that measures student success at um the three points of the year, your beginning of the year, middle of the year, and end of year. It measures reading, language, and math. And this is for grades um 3 through eight. Your Amira, which is formerly the ice station. Um there's really not an acronym for this one. Um but it's also a required assessment for grades uh kindergarten through 2 grade and it measures reading and math. And then you have PAT which is the preliminary SAT um the National Merit Scholarship Qualifying Test. Um and it's a required assessment as well for grade [laughter] 10 and it measures reading,

124math, and writing. So looking at the IMSA whenever we compare our data from beginning of the year to middle of the year um I've put up for third grade for each grade level. Um, so districtwide from middle of the year to sorry, beginning of the year to middle of the year, um, we had an 8% growth in reading. We had a 3% growth in language and we had a 4% growth in math. For fourth grade 16 um for reading we had a 16% increase. For language we had a 4% increase and then for math in fourth grade we had a 5% increase. For fifth grade, we had an 8% increase for reading, we had a decrease for our language of 3%. Um, and for math, we had a 10% growth. In sixth grade, we had

125a decrease of 3% for reading. we had a decrease of 4% for language and in math we had a 15% growth. I know. Um, in seventh grade for reading we had a 4% increase. In language we had a 10% increase and in math we had a 4% increase. Um, and for eighth grade in reading we had a 5% increase. For language we had a 12% increase. And in math, we had a [clears throat] 7% increase for Amira. This is our K through 2 grade. Um here we listed out for each of the schools um from for reading or beginning of the year to middle of the year. Excuse me. Um, so districtwide you can see that we had sorry that we had um an overall increase. You can see the movement from level one up

126to level five for middle of the year for math. You can also see and this is for our kindergarten. [snorts] Looks like it's a decrease, but it's just [snorts] >> [snorts] >> making sounds >> if you don't mind. You know where it is. >> Not not >> but you see movement. >> Hey video, >> but you also have >> you also pieces. >> Yeah. [snorts] >> Which sound is this? [laughter] [laughter] [snorts] >> Is it a video game? >> I don't know. [snorts] >> So, I got this article. Look at the article that [laughter] I got. >> I sent it to you. It came from um [snorts] >> Oh, that's >> that's someone's video game. >> Oh, wow. I was expecting that wall to burst open [singing] and presentation. Kill the circuit. [laughter] >> Tell

127me when you're close. probably at my cousin. >> He's going to pick me up at the tell me when you're close. Okay. What's the temperature? >> We don't have a temperature, right? Oh, took a bath. >> [laughter] >> Did Steve take a bat in there? >> Probably on the timer. I should have asked you. I have no idea. [laughter] >> You know, for me, my work is really I know. [laughter] >> Are we good? Sorry, you're >> Mr. Noble, if we're good, we can go ahead and continue. >> That's okay. [laughter] >> It gave us all a nice little break, right? >> Thank you for that entertaining music, >> right? >> I guess >> we'll have to try that each time. [laughter] Um, okay. So, for kindergarten, I'll just continue with the math. Um, overall,

128the district had a 10% increase in their math scores. Um, for first grade, districtwide in reading, we had um a 3% increase. And in mathematics, we had a um 14% increase. And in second grade for reading, we had a 2% overall increase. and in mathematics um we remain the same whenever we're talking about air. I do want to point out though, what we're looking for overall is that students moving out of level one and moving up in those levels. And for the most part overall in at each grade level in each of the areas of reading and math um with the exception of kindergarten for reading and second grade remaining the same in mathematics. You can see a consistent progression of students moving out of level one, moving out of level two to level three,

129level three to level four, four to five. Um, so overall you see some really positive data here. [clears throat] >> Oh, I have a question or comment really quick. >> Yeah, I I was actually looking at the the data that's presented. >> I think your numbers are a lot better than what's what's presented because the way when I was doing the calculations, uh, your each school is treated equally rather than the bigger schools being being given a heavier weight. So if that's the case, you have like bigger schools like Judy Nelson, Mesa, um all all the evenb Stokeley because their student population is bigger, they're they're they should be weighted a lot heavier because when you do the math, the way it's calculated, um they're all being treated equally. So one school like a school

130with the like a real small school can actually skew the numbers and that's that's what it appears at least when I'm looking at the numbers. So maybe you need to redo the methodology. So be where you actually look at the weight the weight of each school versus the being each school being treated in average across the board because I the numbers look a lot better when you actually do the waiting rather than the each school just being treated equally. >> I can work on that for our next presentation for end of the year. Most definitely. Um I will say we do pull this data from the what's being reported. So that's how it's being reported as well. So I'm communicating what's being reported from air um for everyone. >> Yeah, that's >> but I understand

131what you're saying. >> It's also for that by Mason as well. >> I understand what you're saying. I can definitely look at that for next time if you would like that. >> So So I guess what I say is like a school like DV, Judy Nelson, Kirtland Elementary School, they should be given a much higher weight in terms of the actual district percentage calculation. If so, that could actually bump up our numbers by probably four or five percentage points. >> You right. And I understand that and I can definitely work on um disagregating a little bit better for our school district um rather than just the general published information for you. >> Mayor, >> yes, please. >> So, um I guess for me I um I I would prefer if possible stay away from percentages.

132Um is that possible? >> Um yeah, I could look at some other methods and means of um presenting some data. not all statisticians but um you know I I I think we we also have audience you know and so I I think it would be good to um uh for myself I'm not a data person I I loathe looking at graphs and you know things like that I rather it just um be be told, you know, or and uh but some appreciate that and and um so for me, I I if if possible, you know, as you do this, if if it could be more real numbers or >> Okay, I can definitely look at doing that for EI for sure. >> Thank you. >> Yes, ma'am. Um the last data, the last piece of

133data I would like to report on um are our PAT scores for our high school students. Um so in this information here, um what we're giving you and presenting you is for each school what the average score was. And so at career prep, we had 18 students that took the PAT and the average um total the mean score was a which the highest score could be a 1520 on a PAT. Um and then districtwide our mean score was 770. >> Yeah. What if you go to Shipwok High School was there a reason why there are no testers for Shipwok High School? There's only one tested but all the other schools Kirkland even new has students tested. Was there a reason why we had no students take the peace side at Chiprock High? >> So this

134is just um what this graph is showing is that it doesn't report on the mean score if there's less than 10 students that scored in that um in that mean ability. Um so >> because shipwreck high school only has one but then all the others have the in value is reflected. >> Uh I did >> ship high school only had one. >> I can go pull the data. I pulled the makeup test. I apologize. I pulled the makeup test um during Roxan's presentation of data. I can go pull ship rocks >> and then reshow it to you. with the the scores. Would that be all right? >> Um for Kirtland, >> we had 160 students that take the test and the mean score was a 793. Um, across the district we had 347 students and

135the mean score was a 770. For Nukem High, we had 72 students take the test. The mean score was a 723 and districtwide again 347 students. The mean score was a 770. And I will go pull Shiprock's data. >> Okay. Thank you. >> I apologize for that. Hello. Good evening everybody. Congratulations school board, new schoolboard members. Pleased to meet you all and I am from Upper Fruitland, New Mexico. and I'm the instructional coordinator for secondary schools. At this time, I'd like to go ahead and um do a little song and dance about. So, it's really not a big assessment or it's more of a progress monitoring tool. So, we have the IMEA and so we have eight schools that currently utilize. We have one elementary which is Ohho Elementary. Uh Newm just recently jumped on

136board but there's no data for them yet as they will probably start theirs either the end of this month or next month. We have Kirtland Middle School, Kirtland High School, TBA, Shiprock High School, Career Prep, and Nukem Middle School and Nukem High School that currently utilize. And again, I want to rephrase that this is a platform that's a skillsbased platform and it is personalized per student. And so it it's not quite I want to say like how IMESA is. And so teachers can either utilize it as a tool for teaching or for testing. Okay. So I wanted to make that clear. That's the hard to Okay. So with this the UXL offers skillsbased um lessons that are short that teachers can use and an adaptive practice questions. Um, this functions both as a learning tool

137for new concepts and a way to reinforce, diagnose gaps and test mastery in subjects. And for our district, it's math and ELA predominantly. Um, we also have the features for science and social studies, but at this time it's only math and ELA. So, if you want to Yep. So this is the L effect which means that this is a researchbased kind of effect in that it's used to make sure that it describes how regular proficient engagement with EXL leads to measurable positive educational outcomes for students and so with consistent usage such as 15 to 30 questions per week that's how they feel that their um students will get bigger have a bigger impact on student success. Okay, so this slide here shows that the goal is 60 and then you'll see the 30. So those

138are per week questions per week. Um Judy Nelson is on there. It's not they're not using it and so is Kirtland Elementary and Mesa Elementary. Those are elementary schools that do not utilize this. Which elementary school uses this? Anybody? Which elementary school is the only school that uses right now? >> Oho. Correct. All right. So, this is the excl. We're looking at schools that are asking or utilizing this so that kids ask or are questioned 30 times or 15 to 30 times per week. Okay. So, that's this effect is we're wanting to see the consistent usage. Okay. Um, so each of these since it's a skills-based, they'll take the skill, the students will take the test, and they'll try to master those skills. Okay. So, if you roll forward again, that's what this slide means.

139You any questions? >> Yes. >> Go for it. >> Okay. you you pointed out um you pointed out that that Judy Nelson's not a participant and yet from what we've seen um they're you know excelling and so um why why aren't they a participant? Do you know have a reason or >> um it's up it was up to it's a supplemental resource >> and so it's up to the principal if that's the if that's if this is the program they want to utilize. I think um Judy Nelson uses uh Amira and uh what else do they use? the NWA map from Amira and uh stars and accelerated reading kind of thing. So, >> so, so I I guess you know this is just a question. I don't I don't mean to um be negative about

140it, but if um Judy Nelson is excelling, we all agree on that and um we see it in the numbers and they're using the mirror, why are we doing excel? Why why aren't we um trying to follow um and I get it that we you know each community each school is not all the same but um why aren't we not as Judy Nelson is using the mirror why are we not using that >> um I can't answer that at this time and the secondary instructional coordinator. Um, the elementary instructional coordinator is Miss Jerry Herod. So, I can maybe ask that. They might have discussed it, but at this time it was just OHO who utilized it last year and >> I can answer that question. So, the the schools have an opportunity to progress monitor

141in different ways. um they use star reading and star math uh to progress monitor um from month to month. So the one we we sent it out to say here's a program that you can use but at Judy Nelson they were already using a program that worked. So they were tracking their data beginning or or each month. So that's why we didn't make it mandatory because if you look at their data they their teachers show growth year-over-year. So, we kind of just like didn't make it mandatory for them to use it. But what happens is um some of the schools, like I said, for elementary, they they chose to use to progress monitor and then some of them actually use uh have it written in their 90-day plans that to show that that there's growth.

142And it's it's just one measure like we have IMSA, we also have a mirror for them to use, but we use multiple measures to show uh that what we're doing is working. So, it's almost like a choice for them. >> Um And of course, if they're if their scores are improving, we kind of just leave them alone and not say, "Here you go. You have to use Exel." >> Well, I'm I'm not pushing that on Judy Nelson. I'm saying, you know, in their um data, what what is shown to us uh months and months uh that they're they're doing well. And so if they're doing well with Amira, then why are we not pushing those to um the other elementary such as Oho, I want to see them uh have and and it and it

143sounds like it's been proven, you know, by um Juny Nelson and now we come along with I so that that's that's my question. >> Correct. So um you're right. I think the thing is we're not trying to push on them, but a mirror for K through two is mandated by the uh public education department and then uh we also purchased a subscription for them to use it up through I think it was sixth grade just as an as another indicator for them to show growth or so that they can progress monitor so they can see if their kids are improving as opposed to just the IMSSA data. So I I've seen numbers for OHO and compared to um Kirtland and and I really would like to see OHO up there and um so that's why

144I'm asking that question. >> Right. And I to be honest with you, oh has some of the best growth for sixth grade math. Um I think it was Miss Spinoli. >> Yeah. If you look at it, it'll you'll see the correlation here in a bit. >> So the math and so is their scores. >> So if if I may add to that um Mr. us with that your your point of not forcing it on people and the the allowance of differentiation as a monitoring tool monitoring tool. I know that there's people who um prefer not to use that because of its repetitiveness. Um and some of the educators that I've talked to around the district like it to go a little bit more in depth. So they're seeing different things rather than the same problems

145over and over again until we're able to master it or just remember it from rope memory. Um, so again to Miss Aspus' point in the question again is as you were saying it's a monitoring tool for these schools to use or not to use and there's others that they have to do the same thing but really the differentiation within the classes you're pointing out to oh uh with the numbers that they have and you can look at some of the other schools and other uh grades that they're again utilizing that differentiation and getting results um that are higher than some of their peers throughout the district. So again, again, the use of the tools is important as well. >> That is correct. In fact, some districts use um common formative assessments that they create on

146grade level. >> Exactly. >> And I think that's where like as long as they have something to track data and have the whole purpose of the data is for the teachers to bring that data to uh professional learning communities and talk about it. Uh because the initial goal is at what point which kids do we need to provide uh tier 2 interventions for um which kids need um you know one-on-one support layer three uh interventions. It's all geared to providing and understanding which kids need to be retaught uh so that their proficiency goes up from the uh beginning of the year to the middle of the year. So I know that I may data was presented but if you look at that there's for third through 8th grade there's 18 areas that are tested or

147you know reading language use and then math but if the the one that ped really looks at is IMSSA right so 15 out of 18 areas like we saw growth across the district some of them as much as like 10 to 12%. So those are the areas where and that that that data is very similar to the trends we've had over the last three years and and and you look at that growth and that equates to the NMSSSA which is where we get school grades on and if in in a larger picture this data is all used is all um discussed in schools 90-day plans. So they're looking at this. In fact, I've been meeting with principles the last couple of weeks and we've been looking at data because you know these numbers don't lie

148because I mean I mean there might be some some like outliers but for the most part if we're seeing 5% growth from beginning of the year uh to the middle of the year like we're seeing that growth at the end as well because the whole the whole the whole goal for the entire year is 10% growth. So that's why I'm saying if if you look at the 15 of the 18 areas on the IMSSA like we we've we've essentially met that benchmark um for by middle of the year. >> Miss Montoy, you had a question. >> I do have a question. I actually have a student in middle school that's utilizing and I'm wondering about the data because won't let you complete an assignment unless you get a certain percent right. We'll just keep asking

149the students question over question until they remember the answer to get through it or um it's marked as missing if they can't get through the um course with that and this data that's being presented. How do they determine if someone's like what was it highly effective or most effective on the grading scale? Are they taking into the account how many retries over and over again the student has to go through to get through it? >> So what happens is the teacher will set the mark maybe 90 95%. [clears throat] >> 100. >> Yeah. >> But that's on the lesson and then they have the benchmark like the monthly benchmark to the 20th. >> So that benchmark score they're looking at that per the skill. So the smart score is 100 but those that smart score

150shouldn't be great. should just be where the PLC about the student is at 80 which is proficient but the mastery skill mastery score. >> Okay. >> And just to add more and to look at that too like remember to provide so if you look at an 80 and if that if the student gets an 80 the teacher would not essentially focus on that kid. It would be the kids whose scores are below a certain threshold and then they'll provide support or retach a lesson or concepts in a smaller group. That's where we talk about tier 2 intervention because it's it's a smaller group. If we talk about three tier three, we have after school tutoring which is one-on-one. Um, and that's where we have funding from uh our OST um our OST program. And then

151we pay teachers like who who can tutor their kids a little bit like in the smaller groups. So like I don't know whenever I was a teacher anytime I told a kid come in during lunch, come in during breakfast, come in after school, I used to do it for free, but now that OST funds can pay the teachers to do that. >> Yeah. So Oh, go ahead. I was going to say go ahead continue. >> Okay. So that smart score is the algorithm the algorithm that they use. So if the student scored uh did really well in January then it's going to kick it up a notch in February and then it's going to kick it a notch up in in March. So the mid schools Kirtland Middle School TBA and NA middle school their

152testing windows are about 10 days. And so during those testing windows, they test all majority of students in both ELA and math for seventh and eighth grade. And uh OHO does theirs third through um sixth grade. And then the high schools, they only do uh BOI, which is beginning of year, the MOI, and the end of year. Uh with the exception of career prep, career prep. um they do theirs they did theirs um actually they're in session now so it's in progress and then so they'll do those each month so they're the only high school that does it monthly it's so that's how I kind of personalized it for the schools or tailored it with them and the principles let me know when to open those windows for them so [clears throat] the most part

153it's only the three mid schools that are the same and then career prep's kind of on their own and then um oho it's a little bit separate too. Okay. Um, next slide. All right. So then we just talked about building mastery. So yes, it it is this the smart score is 100 and it'll keep going higher each benchmark they take. And so um the next one is the questions answered per week by grade level and that's the district-wide. So you see um the grade levels there. We are utilizing this program a lot better than what we did last year. So um we are rolling with that if there's any questions. So questions answered per week districtwide. The next one's the level up. So the benchmarks I talked about at the beginning of the month for

154the first 10 days, we call those level up ELA diagnostics. And so wait, who's rolling? Okay, wake up Jared. All right, next one. Next one. Next one. Next one. All right. So, these are the level up diagnostic results for the entire district. If you go one more, Jared, and then that's for grades third to five. 3 to five. So, and then grades 6 to 12. And if you go those are overall ELA levels. Next one Jared. Um okay that's the elementary benchmark. So this is um oho elementary by grade level. So that's um let me see. Okay. So yeah this is the ELA benchmark for OHO. And so this is by month. again the elementary school. So that's they started theirs in October, so they're a little bit late, but they got their stuff in

155and we got them on. So October, November, and December. This is for ELA. And then you'll see the math one here later on. This is the mid school for all um three mid schools from September, October, November, December. and you'll see it drop only because it is in progress for January. So it that's it's just in progress. So that's the benchmark for ELA for the schools. And then here's the high school. Uh again they did a BOI and a MOI. This is for Kirtland High School, Sherup High School and Nukem High School. Okay. And then go ahead and go to the next one. This is for ELA again. Then we roll into math. Uh the math benchmark for OHO. Oh goodness. Somehow we skipped ahead. Did that skip ahead? So the math diagnostics, this should

156Yep, that one there. So that's the entire district there. And then if we roll ahead again for the math, you'll see the Oho math. And Oho did really well with the usage. If you saw their usage for the 30 questions, they were almost at 60 questions per um per week for math. And so that was quite interesting right there. And then go ahead and go for mid school. Mid school math again it's it's increasing that January is in progress so it kind of nose dive just because it's in progress it will close on January 20th so that'll look different but the math for uh the middle schools for all three schools are increasing okay go ahead again Jared and we'll get into the high school so again high school bi in MOI for math. And

157again, I wanted to reiterate that this is a skillsbased platform and it is a supplemental resource. So, um and it does focus a teaching aspect as well as learning. So the teachers can get into here and do um real time engagement with the students and um work on their skills and focus on mastering for those skills. Uh the smart score system is to 100. So um students could um progress track and do all those great things with it. So definitely skills are reinforced. Um, and it also helps for test prep such as the ACT, SAT, N, and WA MAP scores. So, any questions? >> Any questions from board? >> Uh, just real quick, um, based on the data you that that has been presented, are there are there any areas of concern or schools of

158concern that need to be focused on or prioritized when it comes to the information that's been been presented? Uh yes if on these each of the skills if you you they PLC's can go deeper into the skills so that each one of the standards so you can pull a standard from those and you can actually see which standards are the weakest and whiches are which are the areas that are they're doing really well. So, I didn't pull that one and I can if you'd like me to. Um, but that's the area those are the areas that if you go into those um red and green bars like on that one, it'll show you the um standards that one can focus on. And they're going to be different per site, a little bit different, but um

159it'll take a lot of data analysis to pull them all together and see which ones align. But for summer school, we used this for summer school last year um for our um middle school summer school because we had to present data, have data for that summer school initiative. And so what I did was I pulled the I the end of year um uh NMSSA score uh results and then core did the triangulation between the the standards and then we were able to utilize to create the um uh benchmark for the um beginning of year or like a pre-EST and then we're able to use it for post tests and that's the data we used for uh I think it was one of the title one um summer school initiatives. So that worked pretty well. >>

160Anything else? Mr. So >> all right, thank you. You all have a wonderful rest of your evening. >> Got a question. >> Oh, go for it. >> Um when you're talk when he was talking about the he didn't say the word, but deviations locations. Those are my words. Um, is there do you see a big variance in I would say I guess I use differentiation in some of the subjects because when you look specifically and I noticed anywhere between within the math or the language or [snorts] or the reading some of the changes are anywhere 5% to 15% and in one case in the fifth grade 27% difference between one school and the other for the middle of the year. Um those are things that are discussed within those PLC's. Correct. And with the principal

161to try to >> Yes. So like in the math you can see the measurements and data the number and operations the base 10 stuff. So, um, those would be some of the areas, the topics that they could utilize in PLC's for >> Yeah. And and and I'm specifically looking at the IMAS course >> in general >> um because there's a couple of them that are there's a huge um variance between some of the schools. So, that's why I was, you know, the sharing of of information or the sharing of instruction between them. >> Yes, most definitely. I think that would be the next step to go even further with across the districts uh PLC's across per subject matter. >> Yeah. And I' I've said that before over the past few years about how um the

162utilization of that of that information and you're getting some a class, pick a school um that's doing 25 30% better than other classes across the district. Okay. What are you doing different? What kind of differentiation is being utilized? >> Definitely. >> And that's why I'm asking is that kind of information being shared? Yeah, they do it in the PLC's within the school, >> but not across the district. >> Not across the district. Exactly. And I I know I've made mention for that too because success is success irregardless. And um maybe something can be used and applied >> definitely. And I think we could probably go in that route or in that direction when we start doing the pacing guides and the curriculum, the scope and sequence is looking at this a lot more strategically. >>

163Absolutely. Because again, if you have somebody that's very successful >> consistently, there's got to be something different that they're doing and applying that differentiation in that classroom. You know, what is it? What are they doing? How are they applying it? how they utilizing it and then again are we sharing that information across grade levels throughout the district. >> Okay. >> Can I help answer that? >> Sure. >> Uh so one of the things uh that's preventing us from sharing best practices districtwide is the amount of green PD days we have. So I think uh as a board uh one of the things that teachers and principles are constantly advocating for is to have more professional development days so that or early release days so that we can get uh so we can bring um grade

164level teachers together in PLC across the district can share best practices. Um, like I said, I mean, it's it's we're fighting for days, you know, with the union and and the amount of times that teachers have. I mean, this green day that just happened uh when we came back on January 5th, you know, like there was so much the amount of time that the whole afternoon or the whole morning had to be given uh to the teachers to prepare. So, that literally left just a half a day uh for for the building principal to work with their teachers. So I think if we had those de those green days um more of those green days or early release days then we could be able to do that a little bit more efficiently. >> Yeah. Where

165I'm going with this again is the purpose and the intent of why we are here is to educate these kids and trying to get away from and and I know Miss Aspus touched on it. getting away from decisions and choices that [clears throat] cater to the adults rather than the students that we're here for. And and I'm going to use, and I know this sound pretty damn biased, but look at the fifth grade scores. You've seen them. We've all seen them. A 27% difference in a middle year reading between E Stokeley and Judy Nelson. What are they doing to get that much of a difference? uh in that classroom versus everybody else. And you go down the line and it's, you know, 14, 25, 23, 12, 32. There's got to be something that they're doing

166different in that classroom to get that kind of result where over half the kids are on target. To me, it's again, like I said, these are the decisions that we need to make that directly impact the students and focus less on the adults. Yeah, granted they're the ones teaching, but they need that time. And one of the things to me is we came back from break and there was no after school tutoring that week. Why not see? Or how many hours can we get with these kids? Is it two hours? Is it hour and a half? That's why I asked the question with one of the high school principles. How much time are you getting them? Can we do a little bit more to help these kids? That's my point. Thank you. >> Yes, please.

167So along with that that's that was um pretty much I think goes along with what I asked earlier about you know we see what how Judy Nelson is um successful in in in the data and um why aren't we not following what they are doing um [clears throat] and I hope it's not I I I don't think anybody really wants to admit, but I hope the real reasons are not um to accommodate adults. the um you know it's uh you know from what I gather you know the principles um you know are pretty much the um the ones that run their the CEOs of their building and um everybody wants that recognition of what you know but sometimes um we overlook look like say even the an individual teacher we see the growth we see

168the the the successes but um I don't I don't know why it doesn't people can't go and and commend but when when there's discipline or anything it's it's okay we're going to do this right away you know and but Um I I think before all these these things came out like Il and Meera and and you know we um we've had to count and and have confidence in the um the teachers. So, um, now I I I believe, um, that's kind of what I gather from from President Montoya's, uh, question there. Thank you. >> Anything else? There's nothing further. Thank you. I appreciate it. >> Thank you. >> On to um, the numbers. >> Item C, legislative priorities upcoming. sessions by uh Superintendent Carlson and Jermaine Chappelle. Thank you. >> Thank you for that board

169president and members of the board. So I gave everybody and I know that there's people listening in um and I've asked Sharon to go ahead and project the uh there's one of one of these documents. I've given everybody on the board some paper. Um I generally don't do this too much because as Mr. So might remark it is all in the packet. It's it's there in the board docs. >> Yep. >> Um but however, >> um for the people who are here, I just thought maybe we could just look through a few of these things. Uh I did speak with attorney Chappelle today and we kind of agreed that I would talk about some of the things for the New Mexico legislative session coming up. Um and and then she would go ahead and talk

170a little bit about priorities on a national level. Um but but mostly we want to be able to open it up to board members for some comments and questions. Um so that they if there's things that you all want to talk about that you have the opportunity to do that as well. So the documents that I provided there's actually three um the first one is from the LEC um and it's from late December. It's which LEC by the way for everybody listening is a legislative education study committee. Um, and that's uh a group of legislators and uh folks who are contracted by the state of New Mexico to to give suggestions to our legislators and they come up with a platform every single year. So that's the first one. The second one was a legislative

171report which I actually sent both these two things to the board via email I think a week ago, almost a week. I think probably last Friday. um and and it talks about some of the same thing. So, I'm not going to go over both of those documents, but I'm just giving it to you so you have it. And then the last document is actually New Mexico School Superintendent Association and New Mexico Coalition of Education Leaders. It's NIMSA and NIMSEL legislative priorities uh for this coming up upcoming session so that you can see the kind of things that superintendent and educational leaders throughout the state are advocating for. Um, and I'm not going to go through all that because it just kind of lists priorities, but I've gave them to you so you can look through

172them and if you have any questions on any of them or you may want to make comments on some of these priorities or some of the proposed legislation that you have the opportunity to do that. So, with um hopefully I won't spend more than just a few minutes um talking about this very first document again, which is the legislative education study committee. um some of the things that that were highlighted here. The very first one um is something that I don't know how this board would would necessarily feel about it, but this is a bill that was introduced last year as well. Um and it didn't make it out of I believe the first committee it went to and that suspension of individual school board members. uh board members act as a unit as you

173all know and so the state has absolutely no authority in regards to individual members. So there's some some legislators out there who think that this is important um so that they can deal with individual board members and honestly I don't I don't you know Mr. Chappelle might be able to shed more light but I don't think it'll go past um any of the committees this year either. The next one is the one I'd like the board to take pay attention to especially um I think this is a great step that are there's there's a bill that goes along with what this says and so it would increase health insurance premiums which we did as a district um a few years ago so the district would pay 80%. [snorts] Well, the state would do that across

174the state. And so instead of um what currently we have um we take 60% and employees pay 40%. Um but the district or through the state would pay 80% with this bill. If the bill doesn't pass, I would like to suggest that my staff come up with a proposal to give to the board just for our employees because that's something that our employees could really utilize. I don't know exactly what the premiums are for a family now, but I think it's probably about eight or $900 a [snorts] month, something like that. Cut that in half. So instead of paying that much, they would pay4 $450. Mr. Montto, you you're nodding in agreement, but I don't know if the numbers are correct or not, but it's around those lines, right? >> They're high. >> They're okay.

175Well, that's that's about all you need to know. >> So I'm I'm gonna I'm going to make a snive comment. >> Okay. You're the president of the board now. You can go ahead and do that. >> Your prerogative. >> Not not to be rude, but that first one. I guess if if they can challenge and pull individual schoolboard members, we can challenge and pull individual state legislators, too. Then, >> you don't need to comment. I'm just saying. >> No comment. >> I'm speaking out loud. That's all. >> Thanks for that. >> I think that's something that needs to be said. And um you know I don't know if this will lessen the lessen that that that knife in the back but you know the um um even as a union employee we we have had

176had our premiums increased as well. And usually, you know, to me that was kind of unheard of because usually with unions, you try to they try to negotiate, you know, the lowest and and then inc or increase benefits. Neither happened. [laughter] So, I I don't know. I think it's a a national issue. Um, but yeah, if our legislators. Um and you know the the years that I' I've seen and and um were as Miss Husky had encouraged the public you know to voice to be vocal to vote um we need to start looking at the legislatures as well on um you know I I it was said during one of the LEC meetings in Gallup that two legislators just sat there um well actually one um which was um a state rep and then also

177a senator and they sat there not saying nothing as if all is well on the reservation. And um and I think uh you know th those that are elected, they should be up there. They should be up front. They should be advocating. And it doesn't help to advocate when they um cuz I I tried to join that LEC meeting at that time and they wouldn't even let me in. They had it locked. So, um, you know, there's there's some shenanigans going on there, and I don't know if those are tactics, but, um, that needs to be said, too. >> Thank you. >> Absolutely. Thank you for those comments. And I'll go ahead and highlight a couple more of these areas. Um, at the bottom of the first page, attendance provisions for students with severe medical

178conditions, which which is great a great step. Um I'd love to see attendance provisions for um cultural issues for students who have ceremonies that >> superintendent if if if I may I mean that's again as we said to the principles about meeting the students where they are. I I think this is certainly a good step forward and if we're doing that um that's going to help and as I had made mention to about the positive peer pressure uh from their peers within the buildings and the fact that the principles are doing what they can to get ahead of this could certainly help to formally shape that model. >> Thank you. >> Absolutely. Um the next page strengthening teacher preparation and residencies. I think it's great the [clears throat] state is looking at different options to

179bring more folks into the field. Um I don't know how we're utilizing this one necessarily. The Sanan College have been using this and we had a program with them um that that we are no longer utilizing. So um kind of stay tuned on this one, but they're they're paying more for folks who are doing residencies and not actual full-time teaching. It's a little bit different than teacher like um the alternative lensure program. Um the one in the middle of the page, comprehensive approach to math instruction. >> Before you go further, >> yes, please go ahead. >> Um on that in those in those talks of strengthening teacher preparation residencies, uh is there talks about housing? >> Yes. Um okay, >> that is something that is it's actually on a different one of these, >> but

180yeah, there's a a teacher housing one as well. >> And that's one of the ones I believe if I'm not mistaken is being advocated for by the NMSSSA and NMEL and see where that is. >> Yeah, that's actually their second one. I I went from the back to the first. Addressing staffing and housing challenges in school districts. So there's going to be some attempts and some bills filed that attempt to address that and and some of that does go through it may not go through the legislator so much as it does through um the PSFA because they're responsible for some of that the funding for that. Um the middle of the page is comprehensive approach to math instruction. There's there's been an attempt last year there was a very similar bill maybe the exact same

181bill. Um there's a real push to to do a better job of training especially um math teachers at the elementary level but at all levels um because New Mexico does fall behind in math instruction. Um so if you look at those bullet points there's quite a few things on that. I I won't go through all those um but I don't know if anybody wants to talk about math instruction if anybody has any comments they want to make right now. >> A little bit. Um what I did here down at the U New Mexico school board legislative comm committee meeting and the way it was rolled out versus what we actually have here in front of us is a little bit of difference because they were trying to frame it as something similar to what they

182have with um the letters program that the state picks a math program and everybody has run through it just like they did with letters. And I I I still disagree with that because as with letters, uh, one, not everybody needs it. Two, the application of differentiated instruction and you know that being a math guy on how you teach those concepts and able to communicate those concepts to the students are more important than what program you use. So that's that communication factor and again the efficacy of the individual in that classroom that's going to make the diff biggest difference. Yes. And this this is a pretty large bill. I mean, the kind of things they're trying to put in there, it'll be interesting to see where it goes. There's a lot of talk about the science

183of math. Now, we were talking about the science of reading, which is, you know, kind of juxtapose with the the reading instruction that happened 20 years ago. Kind of the pendulum swing back to phonics and phmic awareness and everything. And with math, you're like what you like is is more of the rope learning. Um, and it's kind of going back to, you know, less of this math talk in the classroom and more of this learning the concepts and and being able to do uh the operations. So, it'll be interesting to see how that plays out because I know there's there's rhetoric on both sides. So, and and I honestly, you know, I'm not going to go for one side or the other. I think middle ground is is where we should all really be. Anyway,

184so on that back page, there's a similar lit literacy instruction supports. Um, once again, going to bolster literacy in our state to to bring us out of the gutter um as a state. Um then the next one, Office of Special Education, that was in there last year. That's our our administration, New Mexico administration would has created an office of special education, but it has not yet been codified and they would like to see that happen before uh this governor leaves office because afterward They might just say, "We'll put that right back in with the PED." So, we'll see what happens with that. I don't know if anybody wants to comment on that. I imagine Joel would like to comment on that, but he he can't. He's over there. And that very last one, the universal

185income pilot program. I find that very interesting. Um, and I hadn't realized that it's not really an education one, but it's interesting that our LEC is is endorsing it. a two-year pilot program to evaluate the financial impact on a low-income pregnant person of providing the universal basic income of $1,500 per month from pregnancy through the first year of life of an infant. That's something that like I said it's it's different and I didn't realize that was in there until I read this. I don't know if anybody wants to comment on that. It's not like a it's not an education thing so much but so that's Yes, >> medical care and all that plays a role in um the child's education and maybe that's why it's in there. I'm not sure. Interesting. >> Absolutely does affect

186their future and and their future is in our schools. So, um, any any comments or questions before I throw it over to Miss Chappelle. Again, you have two more documents here. Um, the second one again is is mostly a reiteration. A couple other things, school, nurse, lensure, provisions, that kind of thing. Um, they go over the insurance programs again. Uh, they go over the math again and literacy again. And then the last document details the priorities again of the NIMSA and the NOLA. So comments, questions before I have Miss Chappelle jump in >> the board. Is there anybody? Is there any comments, questions? >> Uh yes, >> asp it's it's it's said and that I hope it just doesn't die, you know, because there's a change in administration. Um, I think I from from the

187little committee meetings that I've attended and heard and I and I cannot remember the representative's name that brought this up, but um, everybody showed growth, showed um, um, some type of, you know, positive data um, as far as other school issues and um, school uh education data, things like that. Uh but one thing that stayed stagnant and and and probably not even she she recognized that it's probably not even a true um number but it didn't grow nothing over the last and she's talking about years and and I thought we are really leaving these students behind. you know, if um and then I I I'm still uneducated as far as the how all of this works and and I and I would like our district to um really have a thorough explanation for our parents.

188and and and then not only that for us as a board on how these students are serviced and um to to to give me confidence that we are not ignoring them, we are not doing less for them. Um, I've heard in the past how principles um kind of frown upon having a an IDA student um IEP um in their classrooms and things like that. Um, but you know, that goes back to what I've been saying this evening about accommodating the adult instead of the students. Um and I I would really like a a um a breakdown on how these students are serviced. Um is there's you know I still not clear on it and um and I'm trying to get into discussions but they're during my work time on on on the web and um

189but I hope this, you know, because we more and more we have a lot of students that are are IEPs or and then we have some that are IVA. Thank you. >> Mel, would you like to go ahead and jump in a little bit? >> Uh, good evening board members and uh community. Um, we just wanted to let you know that NIA Hill Week is February 10th through 12th. Um, and we do recommend uh attending that and advocating uh especially with our federal uh grants and funds. Um, most particularly um obviously impact aid and JOM um but then McKenna Vento and all the other ones. So we just really want to have a strong presence this year was is our recommendation. >> What were the dates again? >> Uh February 10 through 12. >> I

190mean obviously Nissa is also coming up. Um so that's another factor. I think that's in March. Um but and I'm not sure that's in DC this year. I think it was going to be out west. So we can we can find out more about that too. >> Miss Chappelle, >> can you I >> may I um that I think NIA is from February 9th through the 13th or the 12th. >> So I I was just talk Yes. Yes ma'am. I was just talking about Hill week itself which is published on their website as from 10 to >> um the 12th. Uh but yes, they do have some expanded programs also that aren't until he'll leave. Yes, ma'am. That's true. >> Is that it, Miss Chappelle? >> Yes, sir. That's that's it for the federal side

191of things. Just want to keep consistent. >> Okay. Thank you. asked already. That really talks uh Yes, sir. >> Miss Aspus, >> Miss Chappelle, and I I don't I guess this is something that um I know you haven't been asked, but with the lobbyists, do they pay attention to federal um on our behalf too or is it just state? Uh they are primarily state although we do talk about federal issues and especially as it impacts our state funding issues. Um but they are not federal lobbyists. Uh no ma'am. And um it you know I I think um next time if we could get a um have them come to a meeting on prior to the legislative say February um I think it's next week and you know it would have been ideal to to um

192meet with them and and um you know just have a discussion with with the public you know on on some of these things that are being proposed. Is that possible? >> Um sorry. Who are you wanting at the meeting? I didn't hear that part. My apologies. >> The lobbyists along with you. Um, I would like to kind of make sure we are careful that we're not talking legal strategy in the public session, but other than that, that's fine. >> No, ma'am. Just just a overall >> um you know to to let our our our audience know this is the steps that we take. >> Yes. Sounds um very helpful. Thank you. Okay, if there's nothing further, can move on to item A, reports and possible board action. A unique trip requests Central High School, JOTC,

193Leadership Camp, Belmont, Arizona, April 23rd through the 26, by Chief Officer. >> Good evening board members. Oh, sorry. >> Go ahead. >> I just Sorry, sir. Uh, good evening board members. Uh congratulations to all of you. Uh Superintendent Carlson, all the staff that are there. Thank you so much for allowing me to be here this evening. Um uh this is just our annual leadership camp. Uh we uh go to this camp uh every year. It's hosted in Belmont, Arizona by uh the host school, Coconino High School from Flagstaff. Um this year is going to be one of the biggest years since CO uh in regards to the camp and attendance uh for schools. Uh we're just looking forward to uh attending this camp. It's the last four days uh in April, the last weekend in

194April. Um we take uh we're only authorized to take 10 students. Uh and so last year the camp was cancelled. Uh so uh we're just looking at uh reinvite 10 students we had selected last year for this camp and we're looking at having a great time. It's a great leadership opportunity for our students. They get the chance to uh be a part of a team that's made up of a bunch of different schools, different jery programs. It challenges them in their field uh exercises. Uh challenges them in their leadership opportunities and it gives them an opportunity to build on their motivation uh within the JRTC program. >> Any questions? Penny, any questions about this request? >> Question from the board. Mr. President, I will make a motion to approve this item. >> Second. [clears throat]

195>> Yes, >> Miss Hasky. >> Yes, >> you're seconding it. >> Oh, I second. >> Okay, >> I second. Sorry. [laughter] >> I was waiting for >> No, you got to speak up. >> I'm just looking at you. >> I'm watching the gestures. I'm like, wait a minute. Somebody say something. All right. So, uh, we have a motion and a second. Vote a roll call. Missy, >> yes. >> Mr. So, >> yes. >> Miss Montoya, >> yes. >> Miss Aspus, >> yes. >> And I vote yes. Pass 5. Thank you. On to item B, 2006, National Youth Tobacco Survey by Monica. I apologize. I'm not going to pronounce your last name. And Karen Cullen. I don't want to mess the name up. Canari. Is that correct? >> Do we have anybody? >> They're online. I

196believe >> already online. >> Do we have anybody online? >> Testing one too. U board members. Um, Superintendent Carlson, we might have not been able to get them an invite link to this meeting. U we could maybe push it down further to see if maybe someone could hop on and and reach out to them to join this meeting. >> Okay, if that's the case and we don't have them here at this point in time, let's go ahead and move on to item C. School year 2526 bylaws of Johnson Indian Education Committee and JM application by Mia Swentes. Uh good evening uh board president Mononttoya, Vice President Mononttoya, secretary Asp um board member so and board member Susette Haski. Um [clears throat] I am Mia Cientes. I'm the JM supervisor with ICO and I will be

197presenting the uh application for the Navajo Nation JM program and the uh updated bylaws for 2026 JOM IEC committee. >> [clears throat] >> Okay. So, um the first slide it's going to be in regards to the Navajo Nation general funds from the Navajo Nation budget that was passed in fall 2025. The allocated amount was for $255,52410. The timeline for this grant is going to be following the Navajo Nation timeline of October 1st, 2025 to September 30th, 2026. And the student count for this grant is for certified Navajo students that amounted up to 3,475. Next slide [clears throat] would be the education plan. So the education plan that we utilized is an extension from the current 2025 2026 educ uh current contract. Sorry. And the first uh component within that education plan is the cultural and

198linguistic responsive classroom which is for direct student instructions for prek through 12th grade. Component number two is connecting colleges and communities for secondary, sixth grade, um, excuse [clears throat] me, seventh grade through 12th grade. And then, uh, component number three is parental cost services for parents, um, assistance for educational expenses. Number four is JM administration. And then [clears throat] number five is Indian education committee. So these components they all have goals they all have objectives that meet the needs of students, parents and um teachers. So next slide to [clears throat] further um provide services um for direct student instruction allowables. Such items include supplies and materials and equipment are purchased for instruction with a focus in CLR, artifacts and resources, ELLL, EL materials. Um, we provide college and career readiness STEM student leaderships, student field

199trips for local, extended and national, outofstate and of state field trips. We have cultural presentations and assemblies that extend to the holistic services for schools. And then cultural food demonstrations uh for an example the event that happened in NHS. And then we have um parental cost support. And some examples include uh cap and gown, um traditional attire, um indirect student costs. That cost covers a variety of items such as student fees for lost or damaged items. Um upcoming student deposit on field trips, afterchool programs, dual credit programs, and then any additional support with student activities and workshops that fit within that plan. [clears throat] Other program costs include administrative costs, so supplies and materials um for the JOM staff, uh temporary personnel such as bus drivers, teachers for after school and possibly summer school. Uh

200and then indirect cost also any um additional support that extends to impact a Indian education um New Mexico ped Indian education um the Kellogg safety net programs and the BMEP program as well as the community schools program. So with [clears throat] that um said it leads me to the second item on the list. Um part of the extension is having our Indian education committee reconvene to monthly meetings instead of quarterly. Um, just a reminder that our federal funding was cut for this school year in comparison to the previous years, in which case we had to dial back on a lot of our meetings. And so the bylaws remain remains as [clears throat] from last year's um approval. And our bylaws for the audience is um are articles that the IEC follow in terms of roles,

201responsibilities, duties, purposes, um conflict of interest, voting rights, um duties of officials, election of officers, their terms and vacancies. And so the only changes that the IEC and the staff at ICO made is on page six. So page six, section two reads, regular meetings. Um the only changes is one word. Um regular scheduled business meetings are to be held quarterly and that'll be changed to monthly for the remainder of the year. So, we've only met twice in the fall. So, once February begins, we'll be able to meet um February, March, April, May, June to continue to have our IEC updated with JOM related activities. Um if Dr. Briay doesn't have anything else to add, I stand for questions. Thank you. >> Question for the board. [clears throat] >> Yes, >> Miss Aspus. Um, I really

202did not want to ask a question. I was trying to keep my mouth shut, but you brought up this, you know, this monthly um or the quarterly arrangement. Um, and this question I I I have to pose it to um Germaine Chappelle. Um, is she still on? >> Okay. [clears throat] >> Huh? >> Is your mic on? >> I thought so. Maybe. >> Is it on? >> Hello. Okay. >> Sorry about that. I was trying to find the unmute. I'm sorry. >> Okay. Um so I don't know if you heard that um or were aware but anyhow with that kind of arrangement and [clears throat] according to CFR um regulations um and I think CFR does it state that it's monthly and and then okay if they do date monthly then and if arrangement like

203that happened um quarterly um should the board have stepped in until funds were restored and then hand it back to the committee >> the board member asked I just want to make sure I understand what your question is um and and I I'm a little confused about your question and I'm I'm sorry. Can you can you restate it for me? >> Okay. Um actually I want to ask Miss Hasky, but I [laughter] I think that would be a conflict. Um but what I'm asking is the arrangement made of having quarterly meetings with IEC and because of the funds that um were held held back. Okay. And that time should the board itself been responsible for that time in between and to keep up that monthly criteria stated in if it's stated in CFR. So, it's

204um been a while since I've read that CFR um provision, but my I do not recall it saying it had to be monthly. It just um as I recall, it talks generally about making sure you have involvement and um participation from the from parents. Um but um Secretary, what I would like to do is u go back and check that. Um, so, so that's answer one. I don't think there's a monthly requirement. And then answer two, I don't think the board would have been required to step in, but I do think that could have been an option um if if board wanted to do that. And >> um, I can definitely come back and talk more about this um, next time because I want to make sure I answer your question uh, fully. Maybe in

205the future we need to put that on and discuss that because I um you know as I've stated before um IEC is only a an extension um they are not the board they are subcommittee and um and then you have important um I feel you know money is exchange changed and and um and spent and uh yet no oversight. So for a couple of months and um and then and then we come to an application and we come to these records, these documents and then we're signing off on them. Um yeah, we I I think there there needs to be a better if a situation like that arises again needs to be better handled. >> Thank you. >> Just asking >> may I since I'm going to be abstaining from this vote um in terms

206of the CFR there isn't a requirement of how many times the IC can meet. So that's at the discretion of the IC committee as long as it's noted in the bylaws. Two, um the board cannot step in. There's a resolution from 2019 that prohibits school board members to and administrators to be IEC members. So they can't follow that. They can't do that duty. However, with other IC's, they can meet without compensation. I think in our area, um, with Navo Nation, it does allow for for IC to receive stipens. What I've seen in other school districts is that IC's meet and they reduce the amount of stipen, which is an incentive for parents to participate in the IC. I hope that's answers some of clarifies some of the questions. >> May May I add to that

207too? >> Yes, you may. >> So um good evening board members. I just wanted to add um in terms of the um bylaws, that's what the IEC operates on. And so the times that it might be referenced to is at one point the board did serve as IEC committees only because there were no IEC members in in place at that time. If you remember that um the funds were given back to Navajo Nation. um at that time that's when the board stepped in, but we currently have an IEC that's um active. And so according to the bylaws, they did indicate that due to the small percentage of funds that we receive um to help with the costs to be more u cost effective um with the amount that we receive. um they felt that they

208can meet um quarterly according to um help with that. And so I just wanted to um add to that too. >> And you know I I it's not like um trying to pull a power play here. I'm just trying to make sure that we don't do something to jeopardize that fund. And um and I and I'm glad they're thinking that way. You know, that that is that is great. And uh but um I'm I'm just making sure that um cuz I don't often read the CFR and and um but yes, it would come down to not just them but also the bylaws and the policies um on what it states there. And then also with your IEC, how many members? >> We currently have four members out of five. >> Okay. >> And we we

209do have a member who is reaching their term and will be up for um her resignation next month. So we'll have two positions open and then we'll advertise from there. >> Okay. Thank you. >> All right. Uh, thank you. Just just real quick, um, to my understanding that our district has a very good relationship with our IEC. Is that correct? And the only time the district would step in to take over the role of IEC is with is extreme situations and we're not there. Is that correct? Good. Uh, so with the board member as comments about trying to get the support the funding, I will make a motion to approve both the the the JM bylaws and also the the grant application. >> Thank you for calling for that. Is there a second for both

210items? >> I second. >> We [clears throat] have a motion in the second. Go to roll call. Miss Hasky. >> I I abstain. >> Thank you, Mr. So, >> I vote yes. >> Miss Mononttoya, >> I vote yes. >> Miss Aspus. >> Yes. >> And myself? That's yes. That's four. Thank you. Uh, thank you board president Montoya, members of the board, and Mr. Superintendent Carlson. Thank you. >> Thank you. Hi. >> Thank you. So, did we get any response from the item B presenters? >> President Montoyo, members of the board, Superintendent Carlson. Um we will uh see if um Miss Sandra Westbrook could actually do a report on this because this is an item that she did put on the agenda. >> Okay. >> I mean it it seems like an information only type of

211report. It seems like No, no, no. The tobacco survey is more information only. Not I don't think it required court action. >> It was and that was just a report, right? Yeah, >> there's nothing about wanting to do the survey and then a superintendent if I understand that correctly. She's just providing a report superintendent. Is that correct? >> They're want they are wanting to they are wanting to do the survey. Yes. >> Okay. So, we are going to have to have board action in order for them to do that proceed. >> Yes. >> Yeah. >> Okay. >> Yeah. >> It's it's too late to change agenda item. Well, if they're not here, we have to move it. >> Um, well, it's I think the item is pretty straightforward. It's I mean, there there's not >>

212No, I want to hear it. >> Yeah, I would I would prefer to have that presented to us. Uh, and again, I want the the community to be able to hear and understand what uh what they'll be dealing with within the schools. So, if we don't have that presentation or do we have anybody? Um, President Montoya, members of the board, Superintendent Carlson, since Westbrook is online and she could give you a report on. >> Very good. Miss Westbrook, if you would please. >> Um, good evening again, board members. Can you hear me? Okay. >> Yes. Yes. >> Great. Okay. So, um, the 2026 National Youth Tobacco Survey, um, when they sent out, so they sent out these materials to schools across the nation and for Central Consolidated School District, um, Kirtland Central High School was

213asked to conduct the survey with with our students. It is a 20-minute online survey that's designed to um um ask students about what their tobacco related knowledges, attitudes, behavior. Um the participation is completely voluntary so that the students do not have to participate. they gather the data so that and actually we have participated in this survey um a number of times actually over the years um I it's probably within the last five years we've we've done this maybe twice um and but basically it's to prevent tobacco use and so the survey is designed to gather information from the students to find out you know what are their behaviors what are their influences um so it's really for them to gather information and how we utilize that as a school is that we get the information

214back from them once they've completed their their sample. It's between now and May. We we choose a date, we administer it, the students participation is voluntary. Um and then when we get the information back, we use that with our restorative practices as well as you know look at how we look at our discipline and how that correlates with the nicotine use. Um so they're they're still doing this because of course nicotine is still harmful for students. um and is and even though they've done a lot of prevention programs for it there students are now switching towards ecigarettes and so there's that slight change in behavior. >> Do you have any questions that I could answer at this time? >> Any questions from the board? >> No, it's pretty straightforward. I I'll with that said, I'll

215make a motion to approve this item. >> Miss Hasky, you have a comment? Oh, no. I just I just had sorry I just had a comment. I did see on the news I think this is important because I saw on the news just uh I think it was just yesterday that smoking is on the increase with um it being in the movies and videos and all these things. So smoking has increased it just in the last year or so. So I think it's important to know what our students are doing. So >> and Miss Aspus has a comment. Go ahead, Miss. >> Yes. Um I I saw that that news report too. And and then also [clears throat] is does this all Superintendent Carlson, do all the schools have vaping monitors? Um >> there's vaping

216at all the all the monitors. Uh yes, we do have those at uh I believe at middle schools or at the high school level. Do we have uh Mr. Verhol still here? And they always talk about you know vaping which is direct you know the the person vaping but they never talk about like maybe is there a second hand risk >> from vaping? >> Yeah. I don't know. I'm not really an expert on that. I >> I've never used one. I don't know. So, I >> You look at me like I I would know that. [laughter] >> The ecigarettes are still fairly new. So, they're that and that's part of the reason the survey is so important because it's collecting information if students are using regular cigarettes or if they're using the ecigarettes. >> And

217you know, one thing that I did see too, it's not even a cigarette, but um I don't know what it is. I've I've seen some of my co-workers use that which is nicotine. Um I don't know if it's a a peel, a vitamin or it's in a little box. At first I thought they were putting the earbud in their in their mouth, but this turned out to be a little um I don't know what it was, but it's it has nicotine on there. So yeah, there there's some new things out there and interesting. So to your to your question, Miss Mosaspus, um there is and there are effects uh from secondhand vape aerosol, nicotine, ultrafine particles, heavy metals, volatile organic compounds, flavoring chemicals, carcinogenesis, respiratory issues, heart and lung disease, nicotine exposure, cancer risk, and

218all other kind of vulnerabilities. But I I I would certainly like to add the fact that I'm glad that this is on there on the agenda because we did have a discussion and one of the ideas or concerns had to do with vaping and the packaging of the vaping and how they're targeting kids. Some of those vaping packages look like candy >> gum. And so therefore, there was a a conversation about legislation in controlling that just kind of and somebody had made the point, well, it's they're going to go get it anyway. Well, that's exactly what they said about smoking. Look what happened. What about all the hundreds of millions of dollars the smoking industry had to pay back to the states and the states were able to use that for educational purposes. So in

219that same context, I think that's something very serious that the district should look at as far as forwarding for the next legislative section session next year because it is a problem. I mean, if it wasn't, we wouldn't have to put vaping monitors in buildings. >> So to that point, I I appreciate the fact that we had that on there and the request to have it presented. So if there's nothing further, someone would like to make a motion. I >> I already made the motion to >> All right. Thank you. Second. I second >> vote. Miss Hasky, >> yes. >> Mr. So, >> yes. >> Miss Montoya, >> yes. >> Miss Aspus, >> yes. >> Myself, yes. >> Thank you, Miss Westbrook for stepping in. For stepping in there. All right, that takes care of all

220of them because we did authorize the assurance on the impact a thorough grant application. Or did we? >> Not. >> All right. So, Miss uh Ellison, item D, if you would, please. >> Hi, good evening. Um, so I'm presenting for approval to name Mr. Carlson as the authorized representative to sign off on the impact aid grant application. Um, and with the authorization of buying central consolidated schools to follow the laws, rules, and regulations to receive impact aid funds. I included in the attachment um the note where we have to have a an employee of the LEA with authority to sign on a federal grant application um under the impact aid uh website and for um approval. >> Yeah. >> Any questions for Miss Ellison? >> Uh Mr. Mr. President, I will make a motion to

221approve this item. >> Do I have a second? >> I second. >> Okay, we have a motion and a second. Miss Hasky, >> yes. >> Mr. So, >> yes. >> Miss Montoya, >> yes. >> Miss Aspus, >> yes. >> And myself? Yes. We have five. It passes. With that, we can move on to item nine, executive session. A convene executive session discussion on limited personnel matters regarding the board's goals and expectations of the superintendent as permitted under NMSA1 1978 section 10-15-1H2 of the New Mexico Open Meetings Act. Someone like to make a motion >> to convene. >> Mr. President, I will make a motion to convene an executive session pursuant to the provisions outlined under the open meetings act. Thank you. >> Second. >> I second. >> Vote. Miss Hasky. Yes, >> Mr. So, >>

222yes, >> Miss Monatoya. >> Yes, >> Miss Aspus. >> Yes, >> and myself. Yes. Time is now 9:29. Thank you. That's for all those Steven Hey, hey, hey. Heat. very good time is now 10:40. >> Hold on, Mr. So [music] item B reconvene in open session that stated that the board has discussed in the executive session only the subject identified was closed discussion of limited personnel matters regarding the board's goals expectations of superintendent as permitted under NMSA 1978 section 10-15-1H2 of New Mexico open meetings acts. I do have a motion to reconvene by Mr. So second. >> Yes, I second. >> Miss Hasky roll call. Miss Hasky. >> Yes. >> Mr. So, >> yes. >> Miss Montoya. >> Yes. >> Miss Aspus. >> And myself? Yes. Again, the time is now 10:41. Moving on to

223there is no action from that uh executive session. Item 10, requested action items and or reports for next future meetings. A possible items for next meeting board. Does anybody have anything to >> put on the agenda? >> Yes, I would like to update [bell] [laughter] >> it. Oh god. >> [laughter] >> I'd like an update on um where we're at with the with Nukem, the elementary school and the high school in terms of of planning. I know there was some barriers in regards to building the new schools. So, if we can revisit that and find out um if there's any additional information and what the board needs to do to push the construction on forward. >> Anybody else? Anyone? No one. Okay. I have nothing at this time. Oh, well, yes, I do actually. Um,

224I'm going to be forwarding some information to you, superintendent, regarding a conversation uh with uh the lawyer and um uh media, social media. >> And so, yeah, we'll we'll I'll forward that information to you, superintendent, so we can reach out to them to see if they can come and do a presentation. remember um the lawyer that we were talking to um about that they're suing media companies for >> students. >> No, it was >> can't remember his name. >> Uh he he was the attorney. He was the auditor general. >> Yeah. Brian >> Brian. Yeah. >> Yeah. Yeah. With Brian had a conversation with him. So um >> Excuse me. Yeah, that one. All right. So, I'll forward that information to you, superintendent. Um, and on to >> Okay. All right. The other one too

225was from the conversation that I had that the they had a meeting and um I'll probably be reaching out to the um secretary of transportation to do an update on 64 in front of the high school because uh last conversation was they were at 90% completion on design and he's willing to to do a presentation for the board and the community. >> I think we also need to cultural policy >> once once we gather that information m so we'll we'll get closer to do that. So, um if there's nothing else motion to >> miss >> if um if it's possible with uh I I don't know who to address Jared or it but um or Carlson about you know it sometime it's difficult to make it to the um chapter after meetings and and I

226always appreciate you know when the times that I can make it because you know it's informative but you know I but some of these meetings that go by are you know they're they're not updated and um I'm wondering is there possible we could do something on K&DN uh to give a just a brief overview of of our meetings. Is that possible? Or um not everyone has, you know, the phones or Facebook or some I'm wondering if we can do that by radio. K&DN >> board president, may I? >> Yes. Okay. Thank you. Um Vice President or Secretary Aspus, members of the board, Superintendent Carlson, um we can definitely do that. We can provide just like a weekly address also from what comes out from superintendent. Um those it does cost um we have to use

227budgets to to fund something like that with K&DN. And I imagine there's also KTN and other radio departments that we could partner up with, but that is just the um just seeking some more budget from our department. maybe ICO or somebody else could help on that, but that's just where I'm at right now with with that. >> And and if it's going to go into money, then um if that's something that could be in Carlson's address and perhaps um Dr. Dr. Beay could interpret. >> Absolutely. So, and um just you know so that we save on on money but at least it's getting out there. >> Okay. Since there's nothing further on to assume >> motion item A and B item 11 adjournment Mr. So you made a motion to adjurnn. >> I second. >>

228Second Miss Hasky. >> Was that Mask or Miss? >> No, it was Miss Mona. >> Was that is that you? >> Yeah, I said >> okay. I'm sorry. My bad. Uh vote roll call. Miss Haskkey, >> yes. >> Mr. So, >> yes. [snorts] >> Miss Mononttoya, >> yes. >> Miss Aspus, >> and myself, yes. This meeting adjourned. Time is now 10:47. Thank you all very much.