001Heat. Heat. Okay, I think we're ready to get started. Uh, I'll go ahead and call this meeting to order. Uh, first order of business is to verify quorum through roll call vote. Uh, Mr. Montoya, are you present? >> Present. Board member Christina >> Aspus >> here. >> Um board president Susan Haskkey. >> I'm here. I'm present. Thank you. >> Miss Karen Montoya >> and I'm present. So we have five board members present. Uh we have quum. Uh next order of business is reports. First up is number one uh impact a policies procedures by Dr. Belinda Briay. Dr. Briay go ahead please Oh, there. There you go. Good evening, board president, vice president, board members, and superintendent Carlson. Tonight, I'm going to talk um just um address the Indian policies and procedures. This is a required
002document for our impact aid application and the purpose in terms of why this um we call it IP Indian policies and procedures um is to let um all stakeholders of CCSD um be aware that there's different ways that um our district and our departments communicate with um parents and stakeholders. And so um this process begins with our JOM Indian um education committee, our IEC. um they're the ones who review this document first and make revisions as needed based on the areas that they represent the regions and if they feel there's something that needs to be revised or added or edited then they do it during that u meeting. Um so what you have right now in front of you is what was um approved by them at our last IEC meeting. And so the next
003process is for the board to um approve this document. And this document is attached to the impact aid application that's due in about three weeks. And I stand for questions. So reviewing it um are there any changes? I know it's pretty standard. >> Um >> yes, thank you board member Mononttoya. The only changes that were made were the school year and the um names in towards the back um for the approval process and then um when um the meeting took place and the approval uh that was done by IEC and also um this is um standard I guess it's a standard um um wording that the federal government provides and sends out to all um schools, but we modify it to um make it unique to our district and our demographics. >> Following the Yes.
004>> Thank you. Yes. >> Question, but um can you can you kind of give me an idea what he asked and and then um because something you said in there um makes me form another question. Um, board member uh Mononttoya asked uh if there were any revisions that were made besides the um annual changes like the school year or names um that are on the IP. And I did let him know that at the last IEC meeting there weren't any changes besides um the year and the current officer's names of this document >> what is the title again >> the document >> it's the Indian school year 2020 20 impact aid Indian policies and procedures. And I I just wonder why there is no um you are saying that a standard language to the policy
005and then it's up to the district to modify and make it more uh accated to our you our needs are forever better. But I I just wonder why why there was no changes, no revision because of thee. Um are you done board member aspects? >> Okay. So a lot of this information in this document um like like I shared the federal government provides like a standard um wording that they feel is sufficient. Um, and so that I guess template is sent to schools and they use those wordings that they um is is in compliance with this document. So in terms of adding art information, it's really information regarding um I'll read that first part. The intent of CCSD is that all Indian children of school age have equal access to all programs, services and activities
006offered within the school district. To this end, CCSD will consult with um tribes and their designated representatives within CCSD boundaries and parents of Indian children in the planning and development of Indian policies and procedures, general education programs and activities. These policies and procedures will be reviewed annually. So um in that the first step like I shared earlier was that the IEC review this um policy and if if they feel like they need to add um any updates or anything that's when that happens. Did that answer your question? whole lot of questions. Um and and that's primarily what I'm trying to say with the recent administration change and impact a um It would seem like there would be some some um insurance and on the state is this coming from the state. Is this flow from
007federal state to us or are we talking to federal? >> Um board member Aspus. This is coming from the federal level. The impact aid >> even more. So I would think um there would be some assurance and um I don't know you know when you say the first standard I I keep thinking of um just as you said a template that everybody's just blindly accepting and then they just rush along and say okay we got it you know got it dealt and red and let's just go I I feel like it's our responsibility to um ask these kind of questions and um they hold on because there's been a lot of things that have happened and um we can no longer operate like that as the know of the other presentations that we've gone through,
008you know, one in particular was safety. Um, I want to know who has actually read the entire documents entirey and um, you know, to blindly and and are we operating under because I don't see that happening and we're just after we're just pass board member Aspus. Is that a question or a comment? >> May I answer this? >> Uh, go ahead, Mr. Miss um Chappelle. >> Thank you, sir. Uh so this document is a standard document. I have uh reviewed it in the past. It is consistent with federal law. It doesn't have anything um extra in it except what fire. So um this document is a a standard document. There are no um changes except for our CCSD uh specific identifying information. But the rest of it is consistent with the impact aid law and
009this requirement in federal law. I can give a a bigger uh presentation on Tuesday if you would if you like. >> Yeah, I guess my my comment is really is pretty much what you had said, M Chappelle, that this IP is really just it's a standard document that it's nothing out of the ordinary and that's pretty much the same IP that's been approved by this board in past years and the only that has is the date. Is that correct? And this document accompanies our impact aid application. All that other stuff that has been discussed, that's that's a separate issue, but this is really just to approve the IP that that would go with our application. >> Yes. >> Okay. >> Yes. Can you repeat what I could hear? >> Um, Miss Chappelle indicated that this
010is um a standard document and she did review it and um in terms of your question on the funding, it doesn't um it's not associated with the funding part of it. It's a document that's um attached to the U impact aid application. >> Yes. And so there's required documents um that go with the application and that's um one of this is this um document. The others include like the certifications of the physical addresses from each chapter. That one's what um provides the funding. That's what I'm asking about. Um, I don't like it being set as standard. Um because to me I feel like uh we never really look into what what we're passing and we just take for granted that it's a um somebody has read it and somebody and we're going on someone else's
011confidence and um and I think with with things that have have come what we've seen. Um there's room for us to to make it, you know, have or um instead of just uh passing it and then move on. Um I think at this time there there was um not at this time but you know when when was was taken back such as J and we really weren't certain of what the future was and I think we need to put it there um and request you know that districts are not that same administration change or I think that's for certain how those such as JOM and how I can operate and we're not having to Um, I guess worry about different department. May I add something? >> Go ahead, Mr. >> I think all this document
012is showing that we're in compliance with the process and procedures of the of the act itself. I'm I'm also going to have to echo the same sentiment and uh to my knowledge this document has been approved by this board and I believe this may have voted to approve IP this pretty much the same document as it has been in the past. So there there really is no change there's nothing hidden or sinister there's no covert agenda that that I sense within something that's pretty standard as the IP. So, so in that respect, I think it's ready to be approved. >> Um, I also add something. >> I think um there's a misunderstanding. Um, this like Mr. Montoya mentioned, this document says that we as a school district will when we're making changes or what we're
013doing with the impact aid will be in communication with our stakeholders. It's saying that we're providing opportunity for our parents to have a voice, our community to have a voice, and the tribe to have a voice. That when we do things that we're with the impact aid especially, that we're allowing our stakeholders to comment and participate in whatever we're going to be doing with with the funding. So that's just all it's saying is that as a school district we're in compliance and allowing our stakeholders to have that voice in decisions that are being made you utilizing those funds. If that makes um if that clarifies anything. >> Uh go ahead, Miss Aspus. >> Uh maybe maybe if I say it this way. Um we could use this opportunity to make a statement on what has
014happened earlier in the past few months about what the administration happened. We were uncertain about the fact we had a few hundred in jail kind of How come we're not jumping on this opportunity that instead of just okay, you know it and it gives all these people that that receive it that the idea that everything's okay and We need to get out of that rut thoroughly and start reading them and later on that's what I'm saying the opportunity board member aspis um if I can add to um to what you're asking. So in this document does indicate that we're providing opportunities for these stakeholders to have that voice. For example, we have our two Navajo Nation tribal consultations um which is required for federal funding. That's over 40,000. Plus, we also have our family community
015engagement sessions. We have JOM surveys and um JOM um IEC monitoring visits. Um so in these cases um in terms of like what happened with JOM, we have been communicating that information out there and we're asking for feedback. For example, um another example is the um culture policy. We're asking for feedback. So that's what this document is saying that we're providing those opportunities to share the information um to our stakeholders, but they also have an opportunity to be part of um um these types of revisions if needed. if they have anything input, feedback, recommendations as um these opportunities are given to them. Okay. And you know again we know that as a district and I feel like water. But we don't need that uncertainty and um and I think this would be a perfect opportunity
016to say you know these are some of the hardships that we encounter this is what we're doing and really make them understand that um Um, board member asper that, um, happens in the fall and the spring, they do provide those opportunities to share that type of information from schools to share with the um, communities that receive impact aid funding in terms of how it has helped their schools or districts. Um, and so they have the opportunity to do that. I'm not sure if you've attended a Napus conference, but they do have that opportunity to share that information. So, um, that that could be a possibility. In fact, um, I remember we did two presentations before about our district. We talked about transportation and um like the muddy roads and how this funding helps with that.
017Um so that could be something um that could be done if that's what you're requesting. >> Yes. Um everything I mean we can't second guess anymore. Um this administration from the look of it and from the news talks about accountability and um we have an opportunity to share um you know what what we use that money for and how and how important it is and I just lost my train of thought that I've only heard one report from them and I hope that somebody and we really need to be visible. start, you know, conversations and so that when um well, so they know that there's a district over here that really All I know is that access are important. Okay. Uh, thank you board member Aspus. I believe um we've taken a a lot of
018the comment and I believe that our administration is going to take a lot of the comments and have that developed separately as another process. But as I understand the IP it's really to it's approving these policies that will accompany our impact a application. But the advocacy work that you're talking about I believe that's something that our district is always working on. So they're they're they're both interrelated in in that regard, but for purposes of trying to get our IPs approved, this is what it is. And it it is in the board packet for your review. >> Go ahead, Moses. >> Um I I you know, it was so easy for us to um with the administration that was for us and there was for an administration that was for us. It was so easy for
019us to um just pass things and not take an eagle eye look at and understand the the whole language. Now that we're with an administration that wants possibly to dissolve or go around our sovereignty, we need to take more look at this and be certain of what we're sending back. That's all on the stage. >> Okay. Thank you, Miss Aspus. Thank you for your comments. uh bar president to some reassurance like >> go ahead misselle >> uh board thank you for raising those concerns I have looked at the document very closely and it does not um include any any information in there that would be concerning it it literally just states the law and is a requirement for us to have in order to get impact aid um So, it is very straightforward. I have
020looked at it and there's and I'm again I'm happy to um provide a more thorough explanation of this on Tuesday. My understanding is it's not up for vote tonight. Is that correct for vice president? >> Yes. >> This is just for tonight and um it gives everybody time to go back and read the document. um for further review on Tuesday. >> Mel. >> Yes, sir. >> I did ask that question and there is no action on it this evening. It will be approved next Thursday. >> Yes, sir. >> Yes. >> I meant to say Thursday, not Tuesday. I'm sorry. >> Yeah, it's going to be approved at our Thursday meeting or next week. >> Okay. Uh if there's no further questions, I believe we can move on. All right. Thank you. >> All right. Thank
021you. Uh, next up is the attendance report. Mr. Desing board members, Superintendent Carlson, colleagues, and those online. We are here to present the December attendance report. Next slide. Um, so we're happy to report the district average has had a slight increase from November. So November we had 89.4 present. Um, for December we had 20.2 present. So we only had three schools decrease. The following schools made gains. Eva B. Judy Nelson, Kirtland Central High School, Kirtland Elementary School, Mesa Elementary, Noshitty Elementary, Nukem Elementary, Neoni Elementary, Nukem Middle School, Oho, Shiprock High School, and TBA Middle School. Next slide. So this is our uh chronic ab absenteeism. This is from August 6 through December 31st. So although our chronic absenteeism um increased by 1% from 32.8 in November to 33.5 in December. Five schools decreased. Shipwrock High
022School, Nukem Middle School, None Elementary, Nosh Chitty Elementary, and Kirtland Elementary School. That's our December absent absenteeism report. >> Any questions or comments board members? >> Question. >> So, my understanding is we have a new um attendance coordinator. >> That is correct. That was our next thing was Tia. Do you want to introduce yourself? >> Hi, I'm here. Can you hear me? >> Yes. >> Okay. >> Good evening board and attendees. My name is Tia Johnson. I'm the attendance coordinator. I started on December 18th and then uh took the break and now I'm back and I'm really excited to work on reducing our absenteeism and working with uh many departments so far and I'm really excited to um share with you in the coming weeks um how much we've improved and spreading awareness for the
023entire district. Um, tomorrow I'm actually going to be attending the drums of winter to set up a table and to meet some of the families. But, um, I do look forward to sharing more with you about our attendance campaign and I'm very excited to be back working in Central Consolidated. Thank you. >> Another question. >> So, I'm to assume Mr. Dwood that she's going to be working directly with the principles at all locations. >> That is correct. She's been meeting with them lately. Um she's read the attendance grant that was written. Her position is completely funded with the attendance grant. Uh the next step of this when the ped war has to build capacity with the attendance coordinator first and then this next coming year is granted to hire three attendance leaison liaison that M.
024Johnson will supervise so that each region has their own attendance. Okay. So, what other ancillary um support is the peed going to give? Not just through the funding in and of itself, but um directly to the district to help with that. >> Well, there they don't have any other actually there are a couple of schools that have uh coaches. Uh Seat Middle School has a discipline. They actually wrote a disciplinary literacy grant. So, they actually have a coach that supports them. And then we have another school, Mesa Elementary, that also has a coach provided by the public education department. So both schools actually, it's a literacy grant. Both schools wrote grants uh to get this additional support. Um those are the ones we have focused specifically on improving instruction and also decreasing disciplines. >> The
025way that that's written through the PED is a pretty broad as far as being able to utilize that funding or the creativity within the communities themselves. So specifically for the attendance position um the team we met with principles we got input from them uh we met with school staff as well for for the type of support that they were needing and the biggest thing that they said was we need we need boots on the ground we need someone that can I don't remember 10 15 years ago before the uh uh compulsory attendance law changed and became lax there used to be um what do they call them truency officers Well, T is not a TY officer, but like they wanted someone to be able to support them whenever they get to like tier four interventions
026before they are referred to CFD or NEP or the county on this to the east. Uh so it's it's really to get in there. In fact, Tia and I talked today, there's one school that's going to need some additional support. The they tried to the schools tried to reach out to the family. There's no they're not responding. So she's actually going to go and do the home visit with with the staff member and then LSA just for safety to go and try to connect with the family and try to really identify nail down why their why their kids not come to school. So that's essentially what was written within the grants. So it was all based on the need of our of our district. your your comment about the compulsory really another question. Is that
027mirror or um in conjunction with the Navajo Nation's compulsory laws? >> Um sir, I am not sure of if the Navajo Nation has compulsory attendance laws. They do. >> They do. Um, I tell you what, when we've met with the Navajo Nation, one of the things that we've really advocated for is support for when schools are refer like a scan report uh to CYFD or social services. Um, there in our region, there's actually only one individual that serves the whole entire like prom north this way. So that's a lot of ground and a lot of schools did that first pass which I understand there's you know infrastructure and resources that are lacking but if you look at those reports you can see a distinction like a distinct line between 90% and then we're lacking this
028way and then down this way right down to the south and that's directly related to resources. I mean that's why whenever we wrote that attendance grant that's why the focus was on we need someone to help us like the principal and assistant principal our liaison right they're they're their stretch then that's why position is created to to provide that additional support for principal >> the label tr certainly is in that respect to the accountability process for the parents and the families so >> absolutely I think one other thing I wanted to mention the focus of the position isn't on like to punish them, right? We really need to try to find like what we can do to bring that kid back into the school whether if it's, you know, a lot of times, you know,
029when I was a principal, we always found that especially our high school kids. Well, I just got to um so then we need to connect them with like Dr. Harvey's position. In fact, that was the next step that I had asked Miss Johnson to do was to meet with Dr. Harvey and Miss Brown to to see how we can like overlap and provide support because if there's a family or a kid that's not coming to school because they're hungry, well, we need to get back to these kids or actually I was meeting with Mr. Piagua well one of the principles and one of the things they said that one of the kids didn't want to come to school because uh they didn't have right so there's a an example where our program our our homeless
030program can provide support for these taking shopping. But that's that's what the purpose of the position is, is to really flip it from being to punish the kids versus we need to find a way to get this back. We need to understand the real cause of why these kids are not coming to school. >> Yeah. And I was just using that word just for definition purposes and and the extent of as they say in education, meet the kids where they are that applies to their attendance, to their environment because that's one area we don't have control of. But at the same time, that's the sole purpose of the ICO and quite frankly community schools working together to try to be able to meet them where they are to get them back into the schools and
031educated because that's the most powerful tool that these students and these families have is that education. >> Sir, that is exactly right. Like if you look at New High and also New Middle School um with Mr. Carlson, we actually have a grant with the Department of Health where they're actually going to support those because those are the two schools who need some like additional support from DO and like oftent times whenever I talk with Dr. White or Missito at those schools one of the things they say is the high school kids if if you know they have to go to Farmington or Shiprock or Gallup to get help right to get seen by doctors any medical treatment dental but what happens is if the middle school child or the elementary to go, you know, who
032ends up going with the teenager, the high school. So that's why like we're trying to make trying to make sure that these grants are supporting the kids, like you said, the most basic. >> Thank you. >> Yes, Mr. Victoria. I was wondering what How many absences does it take for tier 4 intervention to occur? >> So tier four is anything that is above um 10%. So so 11% to 20% and above is tier four. So it's it's essentially so if you look at there's 180 school days. If 10% that means a kid can miss 18 days. Once they go 18 and above, then that student's considered chronically absent. Which the reason why we do average daily attendance as well is because what average daily attendance captures is if if a kid is parent verified, then
033then there's a reason why it's medical or dental or they might have counseling services somewhere. So that's why we also average daily attends because that's excuse from >> Miss Aspeaker. Hello. Can you hear me? >> We can hear you, ma'am. >> Okay, Pete, you might give um Steve his phone back. >> I gave it he >> Okay. Um my question is as you talked about chronic and and then someone else just before me said asked a question about um here and so my question is what is chronic? What? How many how many absentis absenteeisms do you have to have in order to be chronic? >> Okay, that's a good question. It's 18 days or more in the school year. So, if you look at our presentation, what's happening is it's it's real time data that's
034collected each month. So if let's say a kid last month had 10% of 90 so had nine absences in November and then they got to December and they were below 10%. That's how some of these schools decrease their chronic absentee rate because that rate continues to move throughout the year. But what happens is once they get to the end of the school year then that's the number that we'll report to the public education. But for purposes kind of like we do data to to to stay current on where we're at. These reports are sent to principles as soon as guys and her department print them because they have to report whenever the principles are are reflecting and reviewing their attendance improvement plans. They have to talk about the data. And some of these schools like
035I like I said I met with Mr. and he met with Miss Johnson and he really needs to get support. So that's where Miss Johnson is like I really need to focus and work on with career prep at high school. So then we kind of could divert those resources to support those schools like additionally. Um so yeah but 18 or more for the entire school year. Thank you. >> Okay. And then um that tier level what's 10%. >> So 10% is 10% >> yes is 18. So with the way the attendance plans are written so tier one support is is going to be support for all students. In fact um Jared Mr. Noble back there helps us uh with a lot of advertising. We have a be here now campaign that we have to be
036a part of. Uh that's one of the requirements with the uh Um and then then it goes to 5% which is like maybe 5% of absences. So if it's 18 so it's nine. So then support is provided um at each level. So one zero to like I think 5% is tier one. Five to like 10% is tier two and then tier three is like I think it was like 20 to 29 and I believe tier four was 29 and above. So there there's a lot of things that that the school and by the way those tier tier one through tier four interventions are very specific for each school like in previous years we had a district plan where this was done this was done at each tier but with with the way the attendance plans
037uh were the portal and the way attendance plans are written it's individualized each of the schools kind of similar to the 90day plans in fact they are very similar root cause analysis. Um, so very very individualized. That's one of the things Miss Johnson has been doing is reviewing those uh attendance funds for Thank you. Uh, also the Oh, what was I? Um, we're talking about the tier and at what point um, you sent out a person. >> So, it would be tier four support. That's whenever Um the attendance coordinator will step in and uh meet with the family and meet with the students to identify what identify the barriers that are preventing them from coming to school and then try to re-engage them to come back. In fact, one of the things I just saw
038an email about incentives uh to bring some of these kids back. By the way, that's one of the things like if if we send kids to Engage New Mexico, one of the things they do is they provide them these tickets to to earn prizes. So if they come to school for a week, they head literally or this group engage Mexico sends these kids these tickets and then they go into these drawings. It's essentially like pay them to come to school. Those are typically our are our tier four students that have missed like I think it was 40 or 45 days or more in the school year. So they're trying to really engage and by the way I think that one focuses specifically on graduating seniors. Thank you. >> Okay. Do we have um still the
039um where if a student is tardy say three times and then that equates to one absent is that still a practice? >> Yes that is. So that actually goes uh if they're even if they're tardy and they come in that will count under average daily attendance not chronic absentee. So in order to be count considered chronic in order for it to be an absence they'd have to miss three more than three4s of a day. So example if you check out your kid or your kid comes an hour late that's not considered chronically absent. Or if you check out your kid you know the last period of the day to go to an appointment that's considered absent as long as they're here for three4s of the day >> even though the last class may be a
040math a core class. >> That is correct because it's considered total total like absences for an entire day. So the um I guess the discipline or the coaching um that takes place is geared more to absenteeism than um tardies that equal to that level four absenteeism. >> That is correct, Miss Aspus. the the coach will provide support for students who are above that 10% threshold meaning 18 absences in the school year which which we have some we've had we've had kids that already have 35 absences and I met with the principal the student basically since the beginning of the year has come to school like our families know this so what happens is if the student misses is 10 consecutive days, they can be dropped, right? That's based on the the state policies. But because
041we're a public school, that kid can come and reenroll the very next day and come back right back into school because we're a public school. We can't deny education to a student, right? So, some of these families know, oh, we got to go nine days now. Get back to school and then nine days. And I don't know if you know realize that we have tax season coming up now. Kids are starting to come to school because the families are like you better get to school because you got to be counted so we can pay your taxes which which was a discussion I had at one of the schools a couple days ago some of the families are starting to be engaged. Thank you. >> Uh that that's a big assumption. Um but the the way
042I've seen this um I think there's faults on both sides and sometimes the um as a as if I was a teacher I think I would be alarmed if student was missing say even the second day or maybe even the third day. Um but to wait until 10 days and and then also there's been uh incidents where parents have have um reached out to the board and um even a former board member um reached out and though the student was gifted and was excelling scholastically um was asked to leave the school because of um absenteeism being labeled as a chronic absenteeism and I don't think it was during tax season either. Um but to me I feel like you know that in itself was where the fault was on on the district and um and
043we need to find ways to to work with that because um you know these are these are these are our children and um and one can be swayed easily negatively and um you know they're they're I'm sure they're putting in effort and trying their best but for whatever reasons uh and we can't assume and and um and looking at the different policies you know we don't even have one set policy that everybody abides by or finding out that a school may have a different set of policies and and then there's the district policy and then wherever you're getting your guidance from as far as chronic absenteeism maybe Cornwell um we need to know all of these things all factors in because Um, some of some of these things are being misread and and and and
044not um followed through correctly. And I'm trying to be careful with my words. Uh, but I think you get the feeling of where I'm coming from. Okay. Um, any more questions or comments, board members on the >> I do I have a question if I may. >> Go ahead, Miss Ask. >> Um, I had a question in regards kind of on the same line as Miss Aspus. Um, do we differentiate with students with um 504s, medical needs? um due to chronic illnesses. What kind of uh resources do we provide? Are we coordinating care with our local with our local hospitals, clinics? What kind of um efforts are we making to help our students when they um when they have high absenteeism due to illnesses? Thank you for that question. Yes, we do put kids on
045um 504s. Uh in fact, our 504 uh pseudo coordinator is on. Mart, did you want to provide some detailed information regarding 504 support? Can you hear me? So, actually, I know of one incident right now, actually two. We do have two students currently um on 504s. We'll give too many specifics, but we do work with the family. I think that's the reason for the 504 being put in place. Uh if a student has some medical um who needs some medical Um and again it does go through a process where where the family does come in or for example if uh Tia was to go meet with the family saying this is what's going on medically um what do we need to do at that point then a 504 would be put in place for the
046student so that they can so anytime they're going for treatment then those absences are excused. So I have a follow-up question in regards to that. when we um when you educate parents um I guess more of a comment and I hope that we are providing um brochures or um like documents to help our parents navigate that system because we have a lot of parents who don't know that those are options that they rather have their stu their kids at home and not not disclose the illnesses because they don't know how active I guess there is a question how active are we in educating our parents in regards to those things are we providing in for enrollment in when they're enrolling the students are we providing documentations so that they're aware that those resources are available
047and or are we waiting till 10 days to determine if they would qualify for um for 50 for 504 or that um they can they can get services. So in previous years there was not a concerted effort to or a campaign to raise awareness as far you know regarding chronic absenteeism and any issues related to absenteeism. That's uh some of the components of the attendance grant that was written. In fact that's a requirement tia has met with Jared. Jared has been um sending out um advertisements advertising in fact um part of the part of the budget for with the grant was to give or write money set aside money for Jared our public information office to raise awareness. U we actually just submitted a report on January 6 to the public education department and the
048amount of um advertisements that have gone out has increased substantially. So yes, but like I said, I mean these numbers are are haven't been good in the last couple of years. That's why the public education department set aside $6 million for 10 uh 10 10 districts to apply for the for the funding. So that's why there's such an effort. There's a lot more data that's being collected and you know one of the requirements is to present to you all monthly. Um and Carlson was in on one of them. The district was actually recognized by the ped for um the process that we have in place to school attendance plans which we had a committee review attendance plans and provide support. So we did we did we were recognized for that for December. Um but with
049the emphasis on the numbers and one of the biggest things is what gets measured gets done and as we're measuring data and the emphasis that's placed on chronic absent absenteeism and most importantly raising awareness of what chronic absenteeism is. I think that's one thing when we did root cause analysis was that our families don't know that if they get 10 absences or more it's considered chronic absentee. So that's a big of that be here be now campaign. Thank you. >> Okay. Thank you. >> I have a question. >> Go ahead, Miss Aspus. So you gave a example of um a student with with um no clean clothes. What was the remedy? >> So one of the remedies the school did was um you know come and come and shower at the school or come and
050you know there's a there's a laundry there's a washer and dryer here. Bring your clothes. We can get your clothes washed here. one of the comments I had made to the principles. We'll reach out to Dr. Harvey and her group this see if we need to provide additional uh clothing clothing for the student and I think that's part of the support that's in place is really trying to identify why these students are not coming to school and and then understanding where those support and you know getting getting the student plugged into the support that that we have within the district. And um was this a an initiative by Ben Ray Luhan? As far as the community um I forget what it was titled, >> Miss Haspis, I'm not I'm not sure if it was uh
051Ben Ray Luhan. I just I know that uh the the state legislature did approve uh $6 million for the for this attendance improvement initiative. So then 10 school districts were invited to apply for the $6 million and we were one of the districts that were selected to uh move forward with funding. Um maybe one of the board members would know, but this I think it started with community something. Um I I can't remember what the title was, but uh supposed to be inner uh uh inner um help within the schools with for the community or something like that. And also um Okay. The the letters that you do send out, how do they read? Do you have a a a letter on hand that um that is sent out to a a a family or
052the parents? We can um provide a copy of that to you. I don't have one in front of me, but I can definitely send send one your way. >> Okay. Does it go by um a timeline or if your student doesn't show up within so many days then da da da how does that that letter go? >> So they're sent out three when a student has three absences three day five day and then 10day. >> Um I might add we also send out it's called a postcard. It's it's sent out to all students once a month. Um and it actually highlights um the you know positive attendance um aspect of things. You know your student was present this many days. So it it kind of um it highlights both you know if if they've been
053absent and if they've been present. So that's that's the first of every month. Okay. When does guardian notification happen? At at 10 days or when? >> Three, five, and 10 days. And once every month, the beginning of the month Has there been um any suggestions on um I know it's a statewide initiative now. I I see it in our at our conferences how um they're wanting to um improve absenteeism. And so I'm wondering how um has there been any suggestions as or do we just follow whoever's plan or whose plan are we following? Is this a a policy dated back in 19 what 87 in the 80s or what whose policy are we following? >> Are you referring to attendance plans, Miss Aspus? >> Yes. >> So attendance plans are written based on root cause
054analysis by each school. That's why the attendance plans are are unique to each as opposed to the uh previous years there was a district overall district uh attendance plan that schools um essentially copied into their their their portal but there's been an update to the way the attendance improvement plans are are written and like I said before they're very similar to the way 90day plans are ran the school and their staff have to have a lot of input into how they are because if if we just went with what this the public education department of the state said, no one's going to do it. That's why there's ownership with with the schools writing these plans with their teams. >> Well, that's a that's a first. Um I didn't I wasn't aware of that. And um
055and most most um since the 80s, you know, their their kids have gone to school and graduated and now their kids are sending the grandkids to school and we're still thinking that um that the policies are are pretty much the same. Um but so so is it fair to say that when principles um are changed the those policies may change. >> So the compulsory attendance law was changed I believe like 2017 1617. Prior to that, there was a one of the initiatives was the way the the law was written was there was more accountability on the parents and if kids didn't come to school, there was they would get a$100 or $200 fine if they were reported. But prior I think in in our in San Juan County, I remember going to the county attendance
056meetings and one of the things they said was there was only like two or three parents that were actually in however long maybe five or six years that the attendance policy was there. I know. I mean, probably when I went to school and many of you went to school, there were always truency officers cruising around town. So, people were afraid to not be caught, you know, walking around. But if you look at the compulsory attendance law, it became really like lax. And I think whenever we met with the the state in the last couple years, that's one of the recommendations is that that compulsory attendance law needs to be updated because all it does is it puts puts more account on the school, but the school if there's no teeth to a law, nothing's done.
057Essentially, what it says is you have to document that you provided support for students before they are dropped. And if you have that that those in those layers of interventions that you provided, those four layers of intervention, as long as you've done those, the publication education is okay. Thank you. I I believe as a district where we saw the the biggest um increase was when CO happened and since then we haven't rebounded. So I um right now to you know to to the statistics what it shows as far as related to absenteeism. I mean it could now after CO it could be anything. And then the closures and and we have more of grandparents um being the primary parents, guardians of of their kids. And so uh some way or another um and and and
058and I was glad the question was asked about the um how are the grandparents or the guardians um educated um because I think that's a big thing because now that we're going more into um technology even Zoom meetings and and um YouTube and and uh things like that. Um how many are being left behind and and still we don't we don't stop and and um acknowledge that and that's from the board level all the way down. Um we don't we don't wait for them. We it's I guess more or less tough um you know and and then it's not even academics. It's even into sports. Um, so and who wants to be the one to stand up and say I don't know or help then? I think that's a a human nature problem. You know,
059nobody really wants to say that. >> Okay. Uh if there no more questions or comments um can probably move on. Thank you Mr. TZ. >> Uh next up is item C the public hearing date by Jireine Chappelle. Miss Chappelle. >> Uh yes. Good evening board members and community members um in attendance. We are having a a community meeting with the board, a special board meeting to discuss the cultural uh draft cultural policy on January 20th and um turn it over to superintendent for further detail. >> Mr. Carson, >> uh, before you go any further, um, could I get a the board get a a a letter example of of that attendance that goes out to the to the parents, please? >> Yes, we can do that. Absolutely. >> Thank you. >> You're welcome. So, uh,
060just to go ahead and let people know exactly what's happening, there is a survey available. There's a link on the website and anyone can access that. Uh we invite parents, we invite board members, we invite community members, staff members to click on that link and take that survey. And then our response to that is we're going to compile all that data and we're going to present on the 20th at that special board meeting and then let the board decide how they want to move forward. >> Um, may I make a comment? >> Yes. Um, I think it was um in the best interest for the community to allow for the 30 days that uh if the board agrees that we um go over the survey results at at the February work session that would allow
061our community to read [clears throat] the the document that's online and then also be able to comment and and fill out their surveys with the comments if the board agrees. Um if I may >> that exactly that is exactly what I was going to suggest because uh with all fairness to what we had decided um the 20th does not give that 30-day timeline uh appropriately to the community. And so I uh concur with Miss Hasky in giving in granting that amount of time at the work session to give us enough time to gather everything in a manner that is cogent and so that we can look at it, review it, and then um use that information to make a decision. Not necessarily on that day at the work session, but the following regular board meeting
062in February. >> I agree. I have a comment, please. >> Okay, Miss >> I say, whoa, Natalie again. Um, mainly because well, my first question, who created the um I'm not calling you Nelly Gary. [laughter] I'm sorry. Um, are anybody Nelly just this expression, but who created the survey is my question first. I'll go ahead and answer the best I can. Basically, the board created it. um through the last board meeting and the comments that were made and sort of it goes along with the policy that has been thus far that you read survey I don't know have you seen the survey >> um the what part was my because I don't recall um being asked to to provide a question. >> It was just general guidance from the board and the direction from the
063last meeting >> and and then also the um I got phone calls about the clarity and the understanding of of the questions. um there was um I guess they were pretty mixed and um didn't understand where it was leading to and so I chose not to do the survey because um I wanted to know who who um gave it because I feel like it's biased if it's within our district and um So it would have been but but then again I have no solution or no name to say who would be the best one to form that create um or create that survey. Um and and I only say that is so to recognize the diversity of the district. That's the only reason why I say that. And um so to me I feel like
064if we're if we're putting all our um money on that survey and to see what what is what what the outcome is then I think it needs to be approached fairly very fairly and it needs to be vetted by somebody on the website. >> Okay. Do you have a suggestion? >> No, I don't. Um I I think the only solution that offhand right now um is is is looking at um Pat the the lawyer that retired um with some knowledge of Indian affairs, Indian policies and and of our district. Um but yeah, I I I really have no no um solution to who >> if I have any comment. I I I think we need to trust our they're doing the work of the board and I believe we gave clear guidance at the last
065meeting about what what our expectations were and I believe the the surveys if you've actually gone through them they're they're pretty I I don't think they're biased but they're asking open and even general questions trying to focus the conversations into what's being asked to talk policy for myself I'm comfortable trusting our staff to do the job on the board in this case and give us feedback as we had asked Thanks for that. I wonder if the board would want to question I would say if if that's going to keep us with that 30-day window and certainly I think if we all went through it prior to that and submitted any considerations of changes or questions um then I think that would be a reasonable thing to do. But I certainly don't want to bel the
066point of pushing out further and further and further. But I think that time frame of the suggestion of February um is applicable and would work. But um certainly I I understand the um the questions that are being posed, the concerns that are being posed. Um and my only issue issue with that survey was initially the the amount of questions that were being asked to be a little bit more succinct and um pointed and yeah they're open-ended questions as well and that's fine but I liked what I had seen with the questionnaire for the teachers something to the point so that's my uh I would say two cents but the pennies aren't valuable anymore so can't use So, um, as as I said, the board attorney, yes, we gave her, um, permission. Um, but looking back,
067I mean, that keeps being being um, used as the um, overall different events that have come up and different situation, subjects that have come up. We didn't give her over or unless one board member wants to move over and let her have their seat and I'm not willing to share my seat. But we're the board and yes, she has a clear vision of what the board goals and and um our our vision is, but not in everything. And but to say that in itself again and if that's the the person that created this survey, it is biased. >> Board President, may I clarify? >> Go ahead, Mr. Chel. >> I had nothing to do with the survey. I have not seen the survey. I only did what the board asked me to do, which was
068draft a policy for the board review. I've done nothing else. With that said, uh, Germaine, do you have an idea who could help us with this that that would be more fair? My apologies. I lost um connection. I I didn't hear [clears throat] the response. My apology. I was just asking if you may know of who could help with this survey and so that we approach it in a fair manner and not um biased and um I was suggesting maybe Pat, but I don't know. I don't I don't I have no idea. >> Uh my understanding is that Miss Ives has retired. Um, that would definitely be up to you all to decide if that's what you want want to do and I'm happy to support in any way I can. >> May I make
069a comment? Uh, go ahead, Miss Hoski. >> Um, I I I went over the survey and I don't feel it was biased. There's a lot of open-ended questions. I went through both the staff staff uh um survey and the the other survey um the community survey. And there's a lot of openended questions. Um, if anything, one of the resp the comments that I think I saw was that it was one was really lengthy, but that's been shortened. So, they were very general questions. So, I don't think uh if if anything it's very general and really just soliciting for information. I don't know if any any other board members have looked at the the the survey because I went through it both of them. Um if they could make their comments on that. Yeah, I didn't
070I didn't bother with it um after hearing the questions and uh but I do want to ask was there a question on um whether they were non-native or native or their ethnicity? Uh yes, Miss Montoya. >> Um in the first section of the parent community survey, there's a question that says, "What is your background?" And you can check all of the optional to answer. Yeah, because I I'm only asking that because the um already we we heard um the gentleman's voice um from the last meeting and being non-native and part of the staff, I I figured that um you know, I don't know if he just represents himself or a group of people or because I don't think anybody really wants to stand up and say, you know, one day. Um, you know, they may
071have some some um they may be scared and and I and we we truly want to find out um through the survey, you know, and and that's why if we're going to do this, we need to make sure it's very fair and and um and not threatening or and and to let people know we really need their participation. >> Yeah, I'm going to echo some points after I mean the sur the surveys are all sent to all the board members by email. So, there's a time and opportunity review and they all seem pretty good. I'm comfortable with it. >> Okay. Um, so, so the going back to the going back on what we're talking about reports, so the public hearing date is going to be for January 20, 2026. What is going to be the
072time? >> It sounds like the board wants to not have that meeting or do you still want to have a January I think the suggestion that was made by um President Haskkey to do it at the work session would give us that 30-day time period that we initially had agreed to uh rather than a condensed version. And again, that that creates the opportunity for everybody and anybody to give their uh opinions or comments, the surveys, and us to gather them and and look at the aggregate and then start to formulate those responses. >> Okay. Even now as we're discussing this, I'm really glad that everybody's um um being patient with me and not not um jumping at me because even even this in itself is being helpful and and shows the um our audience that
073you know we really do and value their participation and and it's not just a Navajo culture but you know as part of CCSD family, you know, they they do count. Thank you. >> Um, if I if I may, >> go ahead, Miss Mr. Matoy. >> Um, I appreciate that, Mrs. Ass, because again, you've heard me say this time and time again since we've started this conversation about getting to a point of reasonability with this document. And I I think that's the important part of it. and the fact that you've um acknowledged the patients with you, you have every right to to speak your positions in respects to your constituency and the district in its entirety as well. So, um absolutely your your comments are very valuable to that and again that's why I said I
074agree to the fact that we should wait until the work session in February to address it and look at those concerns um in the aggre in the aggregate. Thank you. Thank you. >> Okay. Uh, any more discussion on this item? >> Okay. All right. We're down to item three. Three items for the regular school meeting. Board members, any any items? >> I do. Um, moi for uh scores. Superintendent, you can have presentation on that, please. >> Yes, sir. Um, so I did send out the the scores to all the board members from the MOI for the >> interim and stuff. Um, we're wanting to wait for the state scores. Will we have those? Can we just Will it be before Thursday? Um, board members, I believe they come out on the 19th. Amy, can you
075correct me on that? If >> um the scores for the state will close tomorrow, so we should receive them next week. So, I'm pretty positive we can have it ready by Thursday. >> And and even if we did, superintendent, at least to be able to show the community uh any progress, um that's being made within the district and in their schools. >> Yes, we plan on presenting IMASA and Amira. >> All right. Thank you. Excellent. I think based on that, um do we have any assessments at at high school? Because this based on all the measures up to 8th grade, do we have anything from high school? >> No, they don't have any testing currently. We are about to open our we to access window that opens next week but that lasts over a month.
076>> I I guess what I'm asking is is there I mean besides this assessment is there anything else that we can see progress at high school like for math or ELA or science. >> We actually do have Excel they do progress monitor. Um we can see if we can pull that data to present as far as one of the things they look at is math and reading and then they give an assessment each each month. We can pull that we can present that. >> Yeah, we can pull something. Okay. Thank you. >> I'd like to do a couple requests, please. >> Can you hear me? >> Yes. >> Okay. I would like um information on on what the uh graduation the students that are graduating, what efforts are being made, how many are there going
077to be so forth as we usually do and the the progress that they're making and how many are um are in that cautionary area that um need extra supports. and what kind of supports are going to be provided for those students to catch up. And then um another topic I would like um the information in regards to the legislative priorities or the bills that are coming. I know that they're being filed right now and by next week what's there that would really be applicable or u must must um need to know for our community in terms of the legislature so that our community can listen in and also um be active if necessary if those could be um if we can get a little information on that. And then lastly, um, federal priorities as Miss
078Aspus had mentioned before the with, um, impact aid and JOM. Um, what kind of efforts can we do as a school district with um, NIA Hill next month? What kind of advocacy can we put together in regards to our federal priorities? Yes. >> Okay. Uh, anything else, board members? >> Yes. Um, I I I guess I'll get with um President Hasky and or Germaine for um a personnel question. So, executive session. >> Okay. All right. Thank you. Uh, if there's nothing else. Yeah, if there's nothing else, we're down at a at a journ. >> Motion by Mr. >> I second. >> Second by member Hasky Overly. All right, I'll call for the vote. Mr. Montoya, >> yes. >> Miss Montoya, >> yes. >> Miss Hospice, >> yes. >> Miss Hasky Oberly, >> yes. >> And
079I vote yes. So the vote is five favors are opposed. No abstensions. We're abstain. We're adjourned at 7:07 p.m. Thank you.