001Heat. Heat. Heat. Heat. Heat. Evening. >> Good evening, ladies and gentlemen. It's time we begin uh call the meeting to order. Mr. Yeah. >> Mr. Jo, >> I am present. >> Mr. Soul. >> Yes, I'm I am present. Can you hear me? >> I can now. Uh the president is on the road and she'll be here before too long. We hope uh hope you drive safely. And I am here that the forum. We'll begin with a pledge of allegiance by uh and Judy Nelson's Heritage Program, Miss Mailboy, Miss uh Iron Mus, and Mr. Rogers. Test students, if you could go ahead and um make your way to these doors either on their left, on your right, and you'll be up on the stage up on top. Would you raise your h your please stand to
002join in the pledge of allegiance. Come Community members, there will be three pledges. The first will be in English, the next would be in Navajo, and then we would finish in Spanish. >> Okay, everybody, let's face the flag in English first. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God indivisible with liberty and justice for all. I salute the flag of the state of New Mexico. >> Okay. Oh, the name Okay, repeat. Republic. El Mexico perfector Okay. So, are we we're ready to go and sing. >> What's that? >> Down the road. Okay. So, they go back to their chairs then. Okay. You guys go back to your seats. >> Thank you. much. Gracias. And then we're going to come back.
003>> If you will remove your hats. Uh Mr. Nolan Stewart has been asked to uh offer an opening prayer. Our father in heaven, we're so very grateful for the opportunity that we have to be here this evening to attend this board meeting. And we're so very grateful, heavenly father, for those that serve on our on our board, that look after our children and our communities. We ask you to please bless them as they lead and guide our our school district and please inspire them to make good choices and to do the right. We're grateful for those that have put in many hours and effort on our behalf, especially uh Mr. Wells as he's this is his final board meeting. Father, please bless him and those incoming board members. We're grateful to live in this great
004community and we ask you to please bless. We're grateful for this Christmas season for the savior Jesus Christ. We say these things in the name of Jesus Christ. Amen. >> Thank you. We'd like to welcome all of the guests. My gosh, what a crowd. And uh also those that are online, we welcome you as well. Item two, the consent agenda for Make a motion to approve the agenda. >> Mr. Chair, I will second the >> be approved. Do I have a second? >> Mr. Chair, I make a second. >> Mr. Chair, I make the second to approve the agenda. It's moved and it's been moved and seconded to approve the agenda. Mr. Montoya. >> Yes. >> Mr. Soul. >> Yes. >> Miss Aspus. >> Thank you. I approve. I approve. Vice President Wells. >> Oh,
005thank you. Glad to know you're with us. On to three. Um, Mr. Chair, I will make a motion to approve all the items that are listed and presented on the consent agenda. Uh, there everything's in the packet. You're right. >> I second. >> Do you have a comment? Go ahead, Mr. >> Go ahead. I'd like to hear um the balances for JOM impatl. Perkins and Valor. Sure. Can we pull that up? Do we have a finance representative? Is Ellison here? Are you good to do that? Go ahead. Yeah, you can come up here. Oh, you can say you can stay back there. Just hold the microphone. She's going to give. >> Okay. Um for the balances for advorum year to date is $170,510 in expenditures and $1,386 in revenue. Impact aid operational for expenditures is
0069,842,821 and revenue is 12,27833. Carl Perkins expenditures is $16,669. Carl Perkins revenue is $44,193. JOM expenditures year-to- date $114,622. JOM revenue $58,277. >> Are there any other questions? When did we get the 58,000 for JB? When we get to 58. >> Okay. Uh we had two deposits in August, one for $25,69 and then a second one in August for 41,153. August 22nd, 41,153 and then August 8th, 25,69 have I know we have a director in there. Um, but do want to say that uh, Superintendent Carlson that we um, I hope you keep us informed anything financial um, comes up. the whole board. Um, not just people, the whole board. No. Thank you. >> Thank you. Oh, okay. I didn't Do >> I have a motion to approve the consent agenda? >> Okay, Mr. >> How
007do you vote? >> Yes. Mr. >> I vote yes. Miss >> yes >> and I will motion pass it >> Mr. Wells. So we um have done number four actually um since there was nothing removed from the consent but back in in one E the approval of the entire agenda there's an item that I'd like to actually go back and remove if we could do that now. Which item is that? >> So that is item and nine, reports and possible board action B, joint par agreement by Joel Balotuite. Um, there's some issues with that and that'll need to be pushed back until next month. >> So if we could have a reapproval of the agenda, >> make a motion. Make a motion to agend the the uh approval of the agenda to pull item 9B.
008Yes, sir. >> All right. So, that would be the motion. >> I will second that motion. >> It's been moved and seconded that we pull item 9B from the agenda. Mr. Monoya. >> Yes. Mr. S. >> I vote yes. >> Okay. >> Missy. >> Yes. >> It's been moved and voted and the action passes. We remove items B on. Yeah. 9B from the agenda. Down to item five. We move on to item five, student, staff, and community recognition. We'll have a a performance by the area school. Hola Buenardes Nelson Kinder Nños. Raise your hand if you're with me. Spanish students. Okay, we got a few here. So, uh, you guys can go ahead and make your way up the stairs on either side. Yeah, you guys can go ahead and get on the stage. Don't
009come this way. Go that way. There you go. Okay. You can go either side. That side or this side. Estas. Okay. Bueno. Okay. Payton. Bueno. Um, I said all that because there's some Spanish speakers here and uh and for those that maybe doubt whether or not I actually speak Spanish. Uh, so once again, uh, welcome everyone. I'm really grateful that you guys are here. You guys are in the front up here up front. Come back over here. This way. Yep. So anyway, I've been at this school for 13 years. I've been teaching for 28 years, uh, kinder all the way to grade 12. And of course, right now, I just teach kinder through grade six. Um, I have all different levels of Spanish from beginner to intermediate to fluent Spanish speakers, all mixed in together.
010So, it's really great because we're teaching each other English and Spanish, and it's truly a bilingual program. and truly a blessing and a joy for me to be able to teach your children. And thank you for being here today. And thank you uh board members for being here today. And congratulations, Mr. Wells. Can't see me right now, but I I I know you're retiring. And I've got three years coming up before I can do that. And I can't wait. But uh anyway, who knows? I might be back, though. I might just get bored. But uh I'm just really grateful to be here tonight. And we've got we got some songs we're going to sing for you. They're just short little Christmas songs. And uh some couple of them we sang at the Christmas program. On
011the 1 of December, we sang a couple of these songs. We're going to sing a couple extra ones here for you today that we've been practicing in in class that we didn't get to do before. So, I hope you enjoy. You guys ready? Okay. Um again. Let's do it. Nice and loud. Let's get it going. All right. All right. So, the next song is called Kasabellis, which is Jingle Bells. And um we're going to be clapping to this one a little bit. And we can make this a little interactive. If you guys think you can jump in and do the same kind of clapping we're doing, we're just going to clap during the chorus. So, when we're done singing the chorus, and most of you probably know the chorus, Jingle Bells, uh, don't clap anymore.
012If we're not clapping, don't clap with us. But if we're clapping, clap with us because if you clap when we're not clapping, then you might not hear us singing. So, Okay, you guys ready? Three animals. La. [applause and cheering] Okay. Okay. So, Please real. for [cheering] the song. We are the best. We daddy. Daddy [screaming] diamond. >> [screaming] >> rain. [music] >> [screaming] [applause] [cheering] >> Okay, you guys are amazing. I mean, like you've done it your whole life. Like you've done it with me every day for the last three months. Anyway, so we got one more to go and this is it. This is the last one. And most of you probably heard this song before. So without further ado, repeat. >> Merry Christmas and happy new year. Repeat. ACL. >> [applause] >> I
013want to wish you a merry Christmas. I want to wish you a merry Christmas. I want to wish you a merry Christmas from the bottom of my heart. [screaming] I want to wish you a merry Christmas. I want to wish you a merry Christmas. I want to wish you a merry Christmas from the bottom of my heart. >> Merry Christmas. >> [applause] >> Okay, you guys are a great audience. Thank you so much. Thanks for coming. And uh and now we're going to send this over to Mr. Agraante. Right. All right. Once again, these guys, [applause] >> good evening everyone. I'm Mr. Agravante. Um I I would like to present you the Juden Nelson Elementary Mustang band. Um we will be playing eight short songs for today. Okay. We will start with percussion intro and
014we will end up with um jingle bells. A round of applause please. >> [music] [music] [applause] [cheering] >> for our next piece. Um, this one is titled rolling along split decision and march steps. >> [music] [music] [applause] [music] >> Hey, hey, hey. [music] >> [music] [music] [applause] >> The next one you will be able to hear the witness of each um section percussion um woodwinds and the brass instruments. Okay, this one is entitled um listen to our section. It will be followed by lightly row >> [music] [applause] [cheering] [music] >> Hey, hey, hey. [music] >> [cheering] >> Um for our last piece, um this one is entitled Jingle Bells. Heat. [music] Hey, Heat. Merry Christmas. [screaming] Jared, we're going to give folks just a minute here to finish up putting those away so we I'll
015have uh a chance Are we ready? All righty, we are on to item B on our agenda, uh, which is recognition of service for Marian Wells, board member. And I don't know if everybody knows this, but tonight's board meeting was supposed to happen in Nukem. And so I got a call earlier this week from board member Aspus, Christina Aspus, and said, you know, wouldn't it be more fitting to send Mr. Wells out in his last board meeting if we did it in a school where his constituents elected him? And so I said, I don't know if we can do that. And but we went ahead and uh we made sure that we jumped through whatever hoops we needed to do so that we could do just that. And so all that you just saw was
016all in honor also of Mr. Wells. So I just want to say a couple things. Mr. Wells has been a board member now for four years. He's served in the capacity as president as his currently vice president. He's also been the secretary of the board. Um and he has also served our district for 19 years in the maintenance department. So he has served his community throughout. He's also and this is something that's super important. He's also sent seven children through our school system. Um, and that's one of the reasons why he wants to give back and and be a board member. So, what we're going to do at this time, I'm going to ask his wife, Shauna Wells, if she would step forward and and Miss Aspus as well because Miss Aspus is also a
017board member from this community as well. So, I'm going to have have them come up front this way and I'm going to ask them to present a couple things to Mr. Wells, >> you know, I think that's a good way to do it. Mr. Wells, can you step forward? And I don't know which way you want to go there. Watch out for there's some cords and other things in the way. True. That you want to give him a microphone? You can give it to him. Also, Shauna Wells just mentioned she also taught for 28 years for our school district. So, I'm going to go ahead and give this to Miss Aspus and Mr. Wells to say a few things. Um, the first thing he has is a plaque which talks about his years of service
018on the school board. Also, I have right here something that I'm going to have his wife and Miss Aspus hand him because I want to make sure they they probably know how to do it more correctly than I do. Um, but this I'll let them go ahead and pull that out and I'll let Miss Aspus talk. So, I I don't know what else to say. I mean, he shared most of his background and all I know he's been pretty much a father figure to me. And um and and with that I I u that's priceless to me. And I know um things like this you're not supposed to get attached but some things if anything if you violate something I think that's but um we got to know Shauna um you know it's always been
019fun and u at the conferences and and um you know just up there advocating and and she really shared a lot and um we just really appreciate that and his uh guidance as a um elder the Mormon community And I don't know what else to share, but um I know that she she's a good cook, so he's well taken care of. [laughter] And um I'm sure the other board members might want to see Thanks Christina for uh adopting me as your honorary father. Uh Well, they spoke Spanish still be here. When I saw everybody in here, I thought I was in the wrong place. And then uh Jared says, "No, here you're supposed to go up around and get on top." And and then I saw the the names up here. So I want to
020give the community uh a big thank you for the opportunity to be of service. It's been a challenge. and a pleasure to uh to serve and to serve you and to serve this school district here. Mr. Carson said we put seven kids through this district and uh I was as I was listening to the the band play over here, it brought back memories of of lots of concerts and lots of uh with with Janet Aishan. I uh when we run our last kid through, we gave her a plaque from the Wells family because of the patience that she's had in teaching them all those years. Anyway, it's been an honor and uh and a pleasure and I I thank you for for giving me the opportunity to to work with you in the school and
021the community and and uh having confidence in me to to represent to represent you on the board and I thank you. No, I don't need to say anything. >> If any of the other board members want to say something, this might be a decent opportunity to do that. Mr. Toy or Secretary. >> Wow. Um, all I can say is go ahead. Thank you, Mr. Mr. Wells. truly has been an honor to have served along alongside you for almost the past two years and just seeing a board member that's been committed to making a difference in our district to improving the quality of education and just making that sacrifice of of themselves in a personal respect to improve our schools to to I mean even just being here tonight seeing all the students this is what
022our cause is I mean this is what our our mission is about is about it's about kids and Mr. Wells having served with you. It's uh you you've helped further our district and make our district a better place. And we're I'm going to miss you and I think we're all going to miss you. Thank you. >> Thank you for your service. Appreciate it working with you and made this partner here with the board. So, thank you very much. Could I say something also? >> Hello. >> Go ahead, M. Miss asking. >> I'm I Mr. Wells. I so apologize for not being there in person right this moment. I had a doctor's appointment in Albuquerque which I'm rushing back for. I I plan my day to be there uh for the board meeting especially because you're
023being honored tonight. Thank you for your leadership, for your wisdom, for your compassion. Thank you for being being what we needed on the board and being so steadfast. >> Thanks, Miss Asky. We will we'll miss you on the board, but you know, we we still expect to see you around. [laughter] But thank you so much for for helping helping our community. >> Miss Asus was telling me when she she tried to get me to sign up again and and run again and and I told her no, it was time for me to retire and give somebody else an opportunity. And he said afterwards she said, "You're going to miss this, you know." And I said, "Nah, I won't, but I will. I will." Thank you all for the opportunity and and the board as well.
024Who do we have for C for the family resource center? Are you going to say something on if anybody from the audience would like to say something about Mr. You could have a couple moments make it positive. Okay. If not, we do have uh one more item. Celebrating the opening of the family resource center. Jared is Dr. Hello. Hello. Hello. Hello. Hello. Hello. Hello. Hello. Hello. Hello. >> Is Dr. Dr. Harvey. Hello. Just >> Hello. Hello. >> Okay. Thank you. >> Hi. I wasn't sure if Jared was going to talk or me. Um, good evening board members, uh, president, vice president, and board members and audience. >> [clears throat] >> We had um [sighs] so we had a soft opening for our family resource center a couple of weeks ago and we invited our organizations
025and partners in the community to be a part of that. And um then yesterday we had a winter warmth event um and an opening for the community. So we had a great turnout. We served close to 80 students with um jackets and beanies and um food bags and books and toys. Um some of most of it was contributed by the save the children organization and um uh Julian company in um Farmington also helped with the jackets and the food was contributed by the APS four corners power plant um as well as the Molina healthcare. So we gave out food bags to um families and students. So the family resource center is open. We are serving um individuals and families. We have five staff members there that are ready to help support provide support and then
026connect our families and individuals from community to resources. And um not sure Jared was able to get some pictures up. I shared a few of the pictures we took of yesterday's event. We had over 150 or so people come in and out of the center um throughout the day yesterday. It was from 11:00 a.m. to 7:00 p.m. last night. And so they were just there to take a tour, but also to get information about what services we are providing. We had a number of um organizations from San Juan County come out and join us, too. And um we've had a great um week of just collaboration and then communicating and connecting with a lot of the resources we're going to be partnering with for our um parents and our families. And so just wanted to
027just share that news. Um and then also I know it's not on the agenda, but we did um receive another Kellogg grant in the amount of $600,000. Um, we're going to be opening up a cultural literacy center and a lending library at the family resource center. So, it's a three-year grant with and it comes with a position 100% paid through the grant. So, I'm excited to just let you all know that um we're working towards that. We'll be getting that open hopefully in the next couple of months. So, that too will be serving our community and our families in addition to the family resource center. >> Yeah, that's it. >> Thank you. Are there any questions from the board? Go ahead. the uh the one that was in the newspaper about um about additional money
028from the governor. >> Did you have any luck with that? Uh yes, I communicated with the Apple Seed organization who did um fund or or are funding um $500 a month for students who are homeless for 12 school districts. So the 12 districts are not within Sanon County. None of us was selected for that trial run for this last year. So um the students who were selected are going to be receiving $500. They are homeless um under Mckin Vento and So, um I did reach out to them. Um I did get connection with one of the individuals representatives from there who is wanting to talk to us some more about um our district and our students and how Mckin Vento is um uh helping our students in our district and then looking at what they
029can do to help support what we do here in this area. So, we're talking about having a meeting in January. So um after we get connected more so with them and then our um leadership I did invite doc Mr. Carlson to the meeting to have start having those discussions with them. I [clears throat] did ask if there's an opportunity for our district to be added to the list that we would um we would really like to have that as a possibility and an option for them. I just wanted to publicly say that um a lot of the school or I I shouldn't say a lot but some of the schools were charter schools and to me I feel like those are private schools and um whereas um our students are public school students and um
030I don't see how we could have gotten overlooked for that kind have assistance and um the oh there was something else. Um, so I I think that really needs to when you do have that meeting that needs to be brought up and um, you know, and and I think I saw Los Alamos in there in that list. And aren't they um, board attorney um, aren't they the richest uh, school district? board member aspos is one of the best funded school districts in the state for multiple reasons. One is um their tax base and the second is that they get quite a bit of um because of the status of the um the [clears throat] lab itself. >> Okay. Yeah. I I just want that publicly known and um and and I really trust that Alfredo
031is going to do everything and also with the assistance of um Miss Chappelle and uh Superintendent Carlson to um try to get us on that list because um our homelessness rate, what is it at now? um returning is over 500 students and then recently we had about 180 new ones for this year. So um close to 700. >> And just want to quickly clarify the schools that were included in that program um were um APS which is also very well funded, Los Cusus and Santa Fe. All the ones below that um on that list are TA Pos Cuba, Dulce, Artisia, Carl'sbad, Cobre, which is um Silver City and or it's near Silver City and then also Silver City, Roswell and Monte Del Soul, which I think is a charter school in Santa Fe. So that's
032those are the ones that make the list. >> I mean I I think it's it's good. I mean all I certainly don't want children to go without anywhere else, but you know, I just think that we we shouldn't have been overlooked. We should have been included in that list. But thank you. >> Thank you. That'll be my my share out. >> Okay. The next item on the list is comments from the audience. And to begin with, we have Miss L. No, go ahead. As for the rest of you who are in the room here tonight, there's um a meal being served out in the hallway, I guess, and you can go out there and and we'll continue on in here as well. >> Yeah. Good evening. Um our board president, our our vice president, our
033secretary, our members, Miss Aspisto, Mr. Mononttoya Otto, our superintendent, Mr. Carlson. Um, I came to the board a couple of years ago with Miss Aspus' help who about uh uh putting up a bus light in our area at Minad for the students that were catching the bus so early in the morning and at that time they were catching the bus at 6:30 6:35 and So um there was periods of time when it was really dark and there was a lot of traffic that was going back and forth in that area. So then through um Miss Aspus bringing that to our attention um we worked with the chapter for a bit and then we also worked with the school district. So I'm here to say thank you and then uh to uh Rodney Mr. Aranta, you
034and your crew. Is he in here? Um, you and your crew, you came over to the spot that um we had selected on our farm field and um you put up the the base and the pole and the light there. So, thank you very much for doing that. other than so um that's how board members help the community, help the students thinking of their safety especially at um when the time that they're picked up by the buses is quite dark. So anyway, so the um light is up. So thank you very much for that. Other than um Mr. Wells, thank you for being our board member for four years. Um, when you were being elected, I didn't know who you were till I saw you on the uh screen and then immediately I thought, "Oh,
035wow. He looks like a chay." So, and then I think uh later that um graduation then when you um the board was up on the stand and the wind was a bit breezy and um I think your paper flew out of your hand or some or something like that and then Miss Tasky reached over and she fixed I think it was your tie that kind of moved and then so she helped fix your tie and then I thought so cute she's taking care of our chay up there on your stand. So, thank you for um being our board member. Thank you for helping our children, our students here. And um also even the community um parents, grandparents. I'm a grandparent. I have um uh I started out with two grandparents, two Nully boys. of the
036older one that graduated two years ago and then my youngest one will be graduating this year from Kirtland Central High. And then to um oversee those kids, work with the kids. Um for your um concern that our children will have a good education, that they will be well, that they will be well taught, that they will be listened to by the teachers and the adults, and then that they will be well cared for also. uh starting with the bus bus drivers uh getting off the bus teachers on duty and then even going to breakfast and lunch and interacting with the teachers throughout the day and interacting with the other students the other children and then at the end of the day to to go home to to their grandmas. So I thank you very much
037for being our board member Mr. Wells and you and Mrs. Wells that she need so anyway >> down the hall getting some. >> Okay. All right. So I just wanted to thank you for that Mr. Wells out of the board. And then I have some other comments too, but I'll just wait till the cultural policy. There's a couple of comments I want to make on that. And then also um Jared, did he leave? He's he's doing a fantastic job back there. all those buttons and knobs and running around with the microphone making sure um everything's in place so that um most of the time I log on and that's how I'm able to um part uh participate in the schoolboard meetings from watching online. So he does a good job and uh Jared, thank you
038for doing a fantastic job there. um all the knobs, the microphones, and then even making sure that the cameras focus on the children here and then the volume and everything that you're taking care of. So, thank you for doing that. you um make uh viewing the school board on the screen at home on our iPads uh you know um to watch and make sure everything's okay and then even to hear what's being spoken and brought before the board and their discussions and of how they're overlooking our our children our precious children. So thank you very much. Then um um merry Christmas and um happy new year. So that's all I have to say this evening aboard our superintendent Mr. uh Carlson and of course the staff here, everybody that's associated with the schools. Uh so
039thank you very much. >> Go ahead. Thank you, Miss Lou. Um you know we hardly ever get um thank yous especially with um operations and you know the other department and even for myself I fail to to say thank you and um my my thoughts are always you know on on the students the families and um but They do do a good job. And um I thought Jared only knew how to cut my microphone off. [laughter] But um you know with the lighting, you know, that was something that you know that was I was so able we were able to do that. But the the history on that was that power plant road is especially during um what they call outages which is um down when the power plant brings in a lot of contractors
040and vendors and um they call it outages and so there's a there's a lot of transportation that goes through there and um and I drive that that road and and it's crazy, you know, you got people that are passing um blind spots and and um and then to think our bus, you know, at that time it was it wasn't lit up and um there's all kinds of signs there, but they don't they don't seem to care, you know, and um but you know, I I do ask, you know, our people to um my bosses to um share with APS also that their drivers need to be um more safe and and then you know um Miss Chappelle even provided a light fixture remember so I think some thanks need to go to her too. Thank
041you. >> I'm I'm glad that we finally got a light up out there. It uh seemed to me like an awful long time before it finally got done. So, thank you. I know that you allowed it to be put on your on your property in order to make that happen. So, we thank you as well. Next on our list is Commissioner Doner. Thank you, Mr. Wells. Thank you, Mr. Wells. Thank you, members of the board. I'm glad you made it, Madam President. Um, I have uh mainly one topic I wanted to talk about, and it was the uh proposed policy changes on the culture and opportunity policy. Uh, I talked to a lot of people. I'm speaking as a community member and a taxpayer. I I speak with a lot of people and there are
042a number of people who are concerned about maybe this is going too fast. Uh and so I started I I'm a researcher. My PhD studies schools just like this district and so I I I do a lot of research and cancer other topics but I I I dug in last night and started going back and looking at when this was adopted which was November I think 22nd no 28th of 2022. And in the minutes for that meeting, it was said that you had maybe six or seven or eight even public hearings on this policy before you adopted it. And I would recommend that you go back to that again because this is being very rushed. It's being very rushed. And when I saw the agenda, I immediately emailed Mr. Carlson said, "Mr. Carlson, I'd like
043to have a copy of this proposed policy." And he said, "I would give it to you if I have it or if I had it rather, but I don't have it yet." And so I personally I think when you post the agenda those documents should be there all they eventually do get posted but people need time to read these things. A lot of the community has difficulty reading technical material and this policy is pretty technical for them. So to give people a chance to actually read things and digest them. So the process for me was is very rushed and I would recommend you table that read. You can't really read it. I guess if you do twice and you're adopting it. I'm not sure in this district, but in Arizona, I think it's two readings
044and it's adopted. So, I would table the item. I would get more input from the community. I know there's some staff that are very concerned it's it's going off the rails of what one person said. It's too much, too fast. So, there's that aspect of it. There's also the fact that, you know, when you look at the policy, if you don't know the history and you don't know what was said about the recommendations, you wouldn't see the things the way that someone has been through all this has. And I was present at the December 1 meeting. I didn't speak. I let other people speak, but I went back and I watched I've watched it a couple times. So, I went back and watched the video again. And you, like I say, you you have to
045look at the spirit behind the policy and what was said. And I'll leave I'll leave names out. You're going to know who This is about leaving the names out. This is not a personal thing. This is just said and it's documented in the recording. At about 49 minutes and 20 seconds into the December 1st meeting, one of the presenters was saying the number one recommendation is basically no more of these receptions, funerals, those types of things. Well, I respect all cultures. I mean, I've lived around the world in Pakistan. I've lived in Guatemala. I lived in Chile. I spent a lot of my adult life in other countries. And I respect cultures. But I have one too. And if I have a family member and I live out in the middle of of, you know,
046pretty in a remote area and the decent structure, the best one around, the closest one is a is a school facility, I'm going to petition to use the facility for a reception. And I'm sorry if other people think that that the death is on me or something like that or in the building. I have a right to do that. So if you look at the policy so I pulled up the facility use policy and it's clearly listed you know in the policy there are 11 manners of which with you can use facilities and I run just to run through it quickly it says recreational educational political economic artistic moral scientific social religious so you have a practice already established of letting people use these facilities for things like receptions right and also I remember hearing
047in in the dialogue on you know, this is how we heal. This is part of our healing. We keep hearing that that mantra and I believe that. But you know what? When someone from my faith passes away, the reception is part of how we heal, too. So, it has to be fair for everybody. It can't be my culture trumps your culture. My religion trumps your religion. Because if it gets down to something like that, you're you're all state actors and you're acting under the color of state law. and 42 USC section 1983. That's that's grounds for a suit if someone's discriminated for religion, for viewpoint. It's called viewpoint discrimination. There are a lot of things that you have to look at with this policy and look at the context in which you were presented these
048changes. So my point is slow down, have a couple more hearings on this and when you do first readings in the future, I would make sure that the policy, the proposed policy or the amendment is listed with the agenda so people don't get it and it wasn't even available in the in the room. I don't but I can't remember if it was actually available at the meeting or not. But the point is when you post the agenda, give people the opportunity to read the material so they're informed because when you don't do that, you're excluding a lot of the community's voice. And I know you don't want to do that. That's not why you're here. You're here to get the community engaged and involved. And so there are a number of other things that I
049could say on this, but those are the big ones. And then again, there was another point and it's it's was the day of the dead, right? Muertos, right? That was a big deal, too. And at that one the quote is this was at an hour 1 hour 1 minute and 35 seconds you know regarding the day of the dead as d people we don't and because it involves death again so that's inappropriate and we need to make sure our schools respect that well it might not be appropriate for someone who's a traditional and and you know I've never seen a written definition of what a traditional d person is my wife is d she's not traditional she's a Christian so I don't really know who all that you know subscribes to that belief system and
050more power to them if they believe that that's their right. I lived in places where you don't have the right to do that. I lived in a Muslim country, right? I lived in Pakistan for two years. You don't have the rights that we have here and we enjoy in this country. But you know for that for that I wanted to just share those things with you and I would ask you to please slow down on this. I'm not saying to not change the policy. I'm just saying don't just don't do it overnight. Give the community a chance to get in. And to be honest, I think a lot of employees are kind of intimidated to come and speak in front of you. And I remember Miss Aspus, you asked a question. It was in the
051August meeting and it was about the Panorama survey data. You said, "Why why are we getting so few people responding to that?" It goes back to the context. When they did the panorama in the spring last year, that was when all the people were getting let go. And that has a negative effect on people expressing themselves. is there's going to be a chill effect, a free speech chill effect. So, you're not going to get that participation. And that same kind of idea here applies to speaking in front of you because people are afraid they're going to lose their livelihood if they do it. So, that's why I always preface what I say. I'm speaking as a member of, you know, the community, taxpayer, whatever. I'm not griping about my job, but people are just afraid
052to do it because they're going to be associated with something negative if they come and tell you what they really think. You might even want to do a survey on this. And if you do, that's my wheelhouse. I'll help you write a survey. But Mr. Carlson said, "No, I'll help write a survey. Ask the people what they think of this policy, what they think would be good to include in it. That way, you're getting more input and it would be anonymous obviously, but then you'd have at least give them the opportunity to what tell you what they think. And I don't want to go over I already did go over time. I apologize for that." Yashmish. Everyone have a safe holiday. Thanks for doing what you do. Mr. Wells, you will be missed. >> Thank
053you. Are you ready? >> I I hope you stick around in um for the the discussion on that particular policy if you if you would please. Thank you. Number seven. >> Here we go. So, I just um again we acknowledge the u tenure of Mr. Wells and at the same time I think it's appropriate that we acknowledge the individual that's going to was elected to replace him and so Mrs. uh Rebecca Montoya is here in the audience. You haven't met her, there she is. I roused a moment to embarrass her. So, but anyways, she's your um district school board member for for the Kirtland area. There she is. Thank you. >> Any other report? Welcome, Rebecca. Yeah. I'm trying to remember back uh December we went attended the conference and I know I missed a
054work session or you know I think I was on the phone um with that meeting and um I do try my best to be present um but um there there was uh as you all know, you know, we talk a lot about Yazu Martinez lawsuit and and that to me and and those that keep up with it is that it um seems to be going backwards and and I and I believe um we didn't um in uh the superintendent's weekly address that um we we did oppose or the Naval Nation School Board opposed um the recent um recommendations and so with that um when we went to when I went attended a session the Indian secretary I can't remember her name um >> the Okay. And she did she was um kind of concerned about
055her her position and um and I really hope that you know those of you that um can and you know that we could reach out and and ask um even though a different governor comes in that we maintain and stay with just to keep continuity in that in that area. um because I think she's she's really doing a good job and there's things that she's implemented and to start with a new um Indian secretary uh we're just going backwards again and I I don't know if that's a tactic or u but I think um you know in order to better serve our our native students and and are really our res our reservation schools in CCSD that we can that meaning all the students. Um it'd be best to to keep her and keep you
056know that continuity going. >> Thank you. Yeah, ju just real quick um going going back to the Mexico schoolboard conference and probably one of the better presentation that was given is uh was actually in the general session regarding school attendance and um it it goes back to one of the pres one of the topics that was going on about return on investment being able to track metrics looking at some of the different programs that we have in our district and in the broad scheme of things like what are we trying to achieve what what are we looking the metrics and so forth. And one of the big things that I know that's one of our challenges is attendance. Uh so so the good thing that I saw or picked up on is that our district
057is actually implementing a lot of these key steps along the way to be able to be able to track attendance all across our district because it does tie into student achievement and so forth. And I think we've got we've even taken a step further to look at it by school, by grade level, and all these other details and getting monthly reports. So, I think we our our district has actually started to um look at many of these different measures to see what's working and what's not working. But yeah, thank you. That's it. >> Yeah. By doing that, uh we're a step ahead and and we know um we have a better idea of where we're going and how we're getting there. by implementing that waiting for us to catch up with us. Looking forward and
058being aware of that ahead of time. Help us recognize it. Not only recognize it, but things um for myself. I think I I I think our school district asking for the data, looking at the data, understanding it has helped us move forward in a positive direction. Um, sometimes we don't see what we want to see, but it's it's a starting point for us and I really appreciate the staff, everybody who compiles the information and then all the teachers out there teaching and doing what they can to improve students lives. I also like to on top of that with um speaking of the legislative um with um this legislative session is coming up. It's going to be 30 days and I would um ask that our parents listen to it. I know it becomes tedious and
059boring sometimes and you don't understand what's going on, but it really impacts our community. It's it's with the budget, with transportation, with with everything. And I would in part that our our constituents listen in and and um let us know let us know since you're in the ground level um what you're seeing because it's really important for us to advocate. And when we have we have actual feedback from our community, what's working, what's not working, it's really helpful to have real life um experiences and real live things that are happening like boots on the ground that things that are happening that we can um that we can show as evidence what's working or what's not working. and and that would include at the federal level with all the changes that's happening, how that's impacting your
060students, your kids, how is it how is it um benefiting our kids and what you're seeing. So, I would just impart our our community to listen in um and it's not just, you know, our whole Naval Nation. We have winter winter winter council session which also you as people, it impacts you and um your livelihood also and Arizona is part of the nomination. So things are happening that um just listen in. I mean I think when we have informed people and we have we can make really informed decision and we can really um work together in terms of advocacy. I think um as a group, as a collective community, we we have very powerful voice. If we're not sure, we don't understand, we're not really paying attention, it kind of we weakens that fabric. So,
061that would be my comment to to all of you that listen in because it really does impact all of us from from the student that catches the bus twohour bus ride or however long the bus it really impacts all. So, thank you. Oh, and it's a condensed um session, so it's only 30 days. So, things are going to be moving fast and they do have opportunity when um when a legislation comes up, they have an opportunity for community. So, the public can speak on those situations, whatever the issue is, the legislation is they have an opportunity and that's when their voice is powerful especially as a parent especially with kids in school or even college students if they're pertaining to the legislation but your voice is really powerful they give that opportunity where you can
062speak on behalf or oppose the different legislations so it's really important that that you're heard and we do our best to gauge what's best for our district, too. And we try to do that, but it's not without your voice, your your things that are affecting you and your students. Thank you. And I'll hand it over to >> Thank you, board president. Ask you overly. Um, I just have a few approvals of gift donation that I need to report to the board and then I believe one field trip. So, the first one is for the Nukem High School girls basketball program. A donation to purchase girls basketball shooting shirts, warm-ups, and other merchandise. Uh, the amount is to be to be determined based on the need, but it is from IBW local 611 union. The next
063one is for NewM High School class of 2026 and it's a a cash donation to be made will be used toward the Newm High School class of 2026 graduation expenses and any senior events the senior wish to use the monetary donation towards the cash gift is $2,4735. We also have a donor Butch Matthews who's donating to the KCHS activity and cheer program. Uh a check in the amount of $192.11. Uh that will be deposited in cheer activity account to be for cheer equipment banquet and t-shirt etc. And the the student travel that we have is the sponsor Mara Sitt the School of Shiprock High School and and it's the purpose is to go to the New Mexico Allstate band to work with renowned clinicians which is a very high honor. Uh the trip cost is
0643,930 and it will be a small school vehicle. The cost for students $980. And those are all that I have today. Moving on. Go ahead. >> Since you brought up a dollar amount, um, can you hear me? >> Uh, are we doing okay as far as um credit cards being used and not um not any problems where our kids are stranded. >> To my understanding, we have not had those issues. >> Thank you. >> All right. Um we're moving on to number eight report action ICO professional development report by Dr. Bilingual multiculture education coordinator. Good evening, board president, vice president, um, secretary, board members, and superintendent Carlson. Um this evening we're going to um do a report on um the um PDS that were asked of us um on Monday at 12:57 we were asked
065to make a report on two specific um PDS. So that's what we'll be um providing information on. So um the pies and um question are the atal conference and then the um leta conference. the ATF conference. Atl stands for American Council um on the teaching of foreign languages and that's an annual conference and it's really specific to language. And so Miss Benali and I attended that conference. Um it's it's huge. It's a huge language conference and there's just so many different sessions and it's divided up into um different areas as well. So, um, Miss Benali and I, we had to look at their pro program and based on our current needs now, working with our language program, Spanish and Navajo, we had to um focus on um our needs. And so that's how we divided
066our sessions. And so um it was two days and it it was a lot of um to to attend and try to narrow it down. Um it was also challenging because at the same time it was during the time when we were also um trying to support the situation that was happening at um Shiprock High School too. So um the sessions that I attended were specific to grading and then um um strategies. And so the first question we were told um to answer is how are we going to implement the training we acquired from the recent conferences in Albuquerque and New Orleans. So for me um that training what uh we have been doing is that it's more like providing a trained to trainer. We are um providing uh we're the ones getting trained and
067so we bring that back to the district. And so with our supervisor Mr. Carlson, it was um emphasized that we bring the training into the district which is more beneficial and cost effective um where we can cover all of our 34 um Spanish and naval language teachers at one time rather than um having a few um attend here and there. So that's what we've been doing. We set up our internal PDS um from ICO. We've had our recent one just last week um total physical response through um storytelling. So um that's how we are um providing that um training that what we get from there we're bringing it back and um we do have our coaches provide um that training to during our internal PDS to go over strategies and so the second question is
068how will it improve teacher efficacy so with um the district requirements. Right now, we're working with the um the five big areas that Mr. Carlson wants us to work with, which are teacher movements, student engagement, rigor, um the MLSS, and um I can't remember the fifth one. Um strategies is what um we're trying to emphasize to all our teachers plus um and that um it will include the teacher movement and then the student engagement too. Um and it it it does get challenging because under the BME program model for heritage they only get an hour but um in actuality that hour um is lessened with um students getting situated and um really they get like only maybe 50 minutes of instruction. So what can you really do? What can we really have the um teachers
069truly do with um that time? Um so but in terms of supporting them with strategies to ensure that we're um complying with the big five is what we call it. Um that's how um we hope we're improving the teacher efficacy. And then the third question we're asked to um answer is how will it improve student learning in the classroom? And I just provided a lot of the information and background that um I just shared in terms of the big five and these strategies. Um and um the one of the newer um initiatives that we're really implementing is the speaking part now with um total physical response through storytelling. But these are some of the sessions that pertain to our current needs right now with our language program. Um the title the sessions that I attended
070and some that Cheryl attended um they were called um game on using games to promote proficiency and student engagement language proficiency portfolios. Um and so one of our big need right now is to um have data and that's what we've been um working on and um portfolios is one that we've been looking at and there were two sessions that we attended um that we can um look into. I did ask um CNI in terms of what their stance is on portfolios as well, what the district is doing with that as um as a whole. Um then uh facilitating student acquisition through target language uh using functional speaking exercises to increase accuracy and confidence. Goodbye presentations. designing speaking tasks for 21st century learners, innovative grading strategies for proficiency based language classroom and low stakes everyday output
071ideas. So the other component that we've been addressing is the grading part because um it truly is challenging when you're working with Navajo language um in terms of grading um especially with the model and our um purpose for having these programs in regard to language reclamation um as indigenous people as the net people. So, um, Atful does provide, um, one of the better, more appropriate, um, levels that could be used for grading and, um, that's what we've been, um, working with. So, um, I hope that provides, um, some information in terms of the, um, questions that we were asked to answer. And we're going to have our team members that attended the um loetcha to provide their information too. Good evening esteemed um board officers and members, our um esteemed school district administrators and community
072members. I am Marishelle March Damos and I'm the ELD instructional coach. Efficacy, efficiency, and effectivity are a few of the words that would help in summarizing my experiences when attending conferences and trainings that I am blessed to be a part of. These trainings help me in promoting the said words among our teachers because the sessions I have attended truly created an avenue for me to get more resources to help our educators in promoting better student learning. Lacosetcha 2025 provided a lot of new new learnings when it comes to supporting multilingual learners. Although a lot of the sessions were about dual language programs of other school districts, I chose sessions that were leaning more on the support of multilingual learners. A big gain that I earned from the sessions were specific strategies on supporting multilingual learners
073and social justice on the promotion of bilingualism. In alignment with my 90-day plan and job description, I share those ideas and strategies I learned in conferences with the teachers during my school-to-school training as an EL instructional coach. This promotes better teacher efficacy as I can share these ideas to a wider audience because of me going to all school buildings to provide training and support. An example of this is to be able to cultivate confidence, community, and capacity in the multilingual classroom belongingness. I can share to the teachers how to value diverse worldviews and ways of communicating recognizing how to identify language and power intersect. This strategy also promotes to teachers how to engage with others in ways that are respectful, reflective, and responsive. Moreover, attending conferences like the Lacosetcha widens my experience and gives me
074a wider view of best practices that are being done in other school districts. It also helps me in meeting other educators and field experts when it comes to supporting our ELLLs. Furthermore, as the ELT instructional coach, there is a wide reach for me in sharing to all teachers these strategies and resources since I go to all schools and give training or coaching during PLC's. This benefits our teachers and students as there will be more specific approaches that I could share. A sample of this could impact student learning directly is when I share to the teachers in my training strategies like content spaces, scaffolding language and learning across subjects. I'm highlighting this session because this strategy of scaffolding is a versatile strategy that can be used as an integral lesson component by any teacher of any
075subject for any age at any level. It provides visuals to illustrate key concepts to reinforce vocabulary and langu language structures, enhancing academic language acquisition and supporting content instruction. Presenters showed us to build content spaces and use them in lessons to provide students with grade level concepts while developing language. Through this example that I will be sharing to the teachers, students can engage in an interactive demo lesson and be able to adapt this high impact tool for any unit. Another session that I will be able to share to the teachers to support our multilingual learners is making content accessible through Orisy. This dynamic session gave me an overview of high impact strategies for building oracy, empowering students to engage with rigorous content and make learning more accessible. Since oracy is the foundation of literacy, teachers will
076discover powerful techniques to help students develop strong communication skills, meet academic challenges with confidence, and enhance their overall literacy development. So, thank you so much for the opportunity to uh share that to everyone and have a good evening. Are there any questions? >> Oh, sorry. We have one other person. Two more people. >> Okay. Jennifer attendance. Thank you for being here with us this late of the night. Um, for me I we attended conferences just like Belinda said, there was so many conferences, so many that you could attend and you had to make a selection of what you think was best for your choice. So I've attended one of the two that really outstand to me was um Sharon Johnson presented how we worked together for the net to learn their language and implemented an
077immersion program and like um my colleague said March there was a lot of do language and immersion um um trainings or PDS there that we had to put oursel there to work with. So what language got got to do with it? Explore how academic language is central and educational standards affect the teachers and fair assessment especially in ELLL's student learn English in addition to their native language and diverse classroom emphasize that teachers must integrate language English and native language in content instructions for all students to succeed to complex standard driven environments. Her approach also make the language explicit using strategies such as modeling contents and biiteracy binding TPRs. Modeling mainly for students so they could understand. The core idea she explained was language is the key. Language is how we as the as some of
078us have born and been raised with the language. So academic language is not separated from the content in the understanding of a standard and performing wellness well well of assessment. How the teacher understand the language role in instruction and assessment to develop language content. Again, she brings a lot of strategies to keep the strategies going on how to and act for the students using the language clear in a vocabulary and a short sentence structures which we are helping and teaching our Navajo teachers to do that as we go visit their classrooms. The value of developing student primary language as a benefit of using both English and native language for learning is helpful because our students are very novice novice low. So even if I was to tell you you wouldn't even know what it means.
079So I would have to tell you sit down and you would understand it. So sometimes I tell the teachers you have to use both language for the kids to understand. And then my main point on the other end is stay in the language because if you don't stay in the language you're going to lose it and get back in the modern world or just the western society of the world. We don't want that for our student because we're trying to teach the language as a research base on scaffolding the ELLL as modeling and mega cognitive to support ELLL with the curriculum which we are working on. So what why it matters is because a standard um is required literacy which we're doing for dual language right now meaning all teacher must speak well must teach
080speaking the language first and then learn to read and write it instruct instruction that is how we are being teaching how we're um repetitive or either giving an example of a TPR. Um, total physical respond again. Um, assessment. We are working on our assessment. Oh, that's a lot of work that we're working on. So, the assessment is a big load that we're working on right now. I'm spearing ahead of that. And it's just uh [clears throat] a big thing that I'm being challenged with right now, but I'm my goal is I never fail. I have to do it for the students. That's my goal. Um so that was one session that I attended with Miss um Shannon Johnson and the other one that caught my attention while I was reading the program was Mr. Patrick
081Burrito and his title was why what do administrators need to consider when supporting a new or existing in indigenous language program? When I went to his um presentation, there was only five of us sitting there and he says, "All you guys are administrators." So my question is, what is your point being in in this in this presentation that I want to present? So I just said, I want to know if I'm on the right trail and thinking the same way all these guys are thinking. And he said, "So what are you thinking?" [laughter] And I told him I said as I don't consider myself as administrator to believe you or not I I'm a employee that's how I can think about myself. So I told him myself I said um am I doing the right
082thing? Am I doing the right thing teaching what I'm teaching the coaches or the teachers? So he says yes that's our point. So he says, "What is your leadership role? Is your leadership role really a core down to your heart? Are you speaking from your heart or are you just going by a standard or what you are told to inform to do?" And he said, "Are you really supporting the program? are you really really supporting the program or are you just saying it's written right there and we're going to do what it says? And I said, "Well, I'm really supporting the program." A lot of us, we talked about our differences. And he says, "Who is responsible for the native language? Who is responsible?" And uh it came back to me, to my supervisors, and
083to you guys here. Are you supportive of it? You know, are you really supportive of it? Are you down to the core of it saying like, "Yeah, I'm supporting the NATO land language." Is your local community supporting it? These are mainly questions that he was just constantly throwing, thinking, thinking, making us doing critical thinking. [snorts] Excuse me. Academic training. Are you doing any training? Are you doing the right training? And are your staff certified? Are you certified? It came down to this. And excuse me, all of a sudden I got a runny nose. So these were questions that were being asked and I sat there. Okay. And there was more on that he kept asking us questions like we couldn't give it a short answer. We were really thinking like on our from the bottom
084of our heart what we're really thinking are you really there for the Native American or any language that you are going to be supporting. Are you really in it or are you just saying yeah I'm in it. Yeah. Those are the question he says. So the only way it's really going to work is if you're teaching it from the heart. If you're really supporting it from the heart. This goes up to your leadership. not just your leadership but your community. Community has to support you. It really made me think and I started thinking about how when I go to the classrooms and when I go talk to a teacher when I walk in is always in English and I look at them and I never say hello. I always say hello. What do you need
085help with? what do you need? I'm trying to show that model in front of the kids because I'm very supportive of it. So then the teachers, I think they catch themselves off guard and they're like, you know, um, you know, I'm doing okay. I just need a little bit of help right here. So I tell them the neck at the neck at the neck. It's like saying English, English, English. But I tell them in Navajo, Navajo, Navajo, Navajo, Navajo. And then they say, I know it's hard. I said, I know it is. And then I tell them, has to be you. You as a teacher, you have to do it. Like this guy says, has to be from your heart. So that was what I've learned. And then I do not disagree with technology because
086that's the one thing that he brought up. He says, "I don't think technology should be involved because for me when I was in the classroom, technology is a magnet to the students. When you give an assignment in Navajo, it's a magnet. It's done. The kids love it." And then the thing that they love about it is presenting. So I I told him, I said, "I disagree with you on that." And he kind of looked at me. He says, "Oh, you're one of the new ones, huh?" And I said, "There's younger ones before me that's coming on board. So what do I tell them?" "No." And he says, "You got a point." I said, "We're done. Chisels and stones." I said, "We're going electronically here." So we we talked about this was a lot of um
087critical thinking that he gave us. Like there was five of us in there. He just didn't give you like one minute, but he says, "Well, why did you think this way? Why did you think?" You know, he was kind of really drilling it. So he says, "It's all in your heart. If it's in your heart, you will support it. But he says, if it's not in your heart, you won't support it. So my question to you is, is it really in your heart? Is this Navajo language that you would support? Is it really in your heart? I leave that to you. Thank you. Um, we have our last presenter, Chanel, Mr. Nathan Brady. I think he's gonna tap in. He's at his tournament right now, but he said he was going to present. Chanel, >>
088good evening. Can you hear me? >> Yes, we can hear you. >> Okay. Good evening, honorable school board members. Superintendent Carlson, Assistant Superintendent Deswood, Central Consolidated School District Administrative Team. Good evening and thank you for giving me this opportunity to speak here a little bit. There are three questions that were presented to us and I'd like to answer those questions. The first [clears throat] being how are we going to implement the training we acquired from the recent conferences in Albuquerque and New Orleans. I chose the Albuquerque oneesta and this statement here really really hit and there was a statement by one of the keynote speakers Dr. Tiffany Lee from the University of New Mexico, she made this comment. She said, "We go beyond textbooks. Our lessons go outside to the to the relationships of land,
089language, and learning in indigenous contexts. So the first question, how am I going to implement this training? I I I acquired the various sessions as an instructional coach. I I believe just just my mere presence that I I step into a classroom or if we bring my colleagues together by reiterating reiterating learning and speaking the language, it'll help me mentor the teachers I'm working with. We got a a a variety of teachers, new and seasoned, and working with them individually. Well, with with what I picked up, especially with this with this speech that uh Dr. Lee was able to give that bringing us back and grounding us to speak the language daily even if it was just a small portion of it just like for example I did my my introduction to you in that
090sense if we do that in the classroom and I I'm beginning to see it more often as I make my visits so using school schooly and our school this has has has been a a part where our students are able to record themselves using the language. This will help show growth in language. So, you know, Power School was on the on the little Fritz for a while, but Schooly is the one that really spoke with Power School. So, this past summer, we we were able to find a way for our our teachers to utilize Schooly to to make assessments. and we made assessments for them as well to do voiceovers. Now, what I found when I was in the classroom was that given an oral exam, you literally you literally could only give four words
091in that time frame that you had with with your students. Otherwise, the other students will be will be studying it and they they would know there's an exam coming up. But with using schooly and with what we're saying about keeping the the language grounded, the kids now today, they can you can set up an assessment and they can all take that an oral exam at one time. You just can create it to where they're taking they're they're they're saying different words that, you know, they're not all taking the same vocabulary one and they're speaking the language. So that um that part really really you know rang rang hard with me because I work hard on that as well trying to get the teachers to to get this the students to speak the language. How will
092it improve teacher efficacy? One thing I took away in order to help the teachers teaching the language the language itself it weaves together indigenous wisdom innovation and collective purpose. and calls us to remember that joining this teaching movement means joining a family. One grounded in community and responsibility. We're bringing the teachers back in. We we we we we can't send them all out for these trainings, but what we learned out there, now it's up to us to to teach the the teachers. So we do we do have opportunities to to present to the teachers and one of the things that us I'm usually tasked with when with the the Navajo language teachers when they come in heritage language is schooly and I I try to help him refresh them and how to set up assessments
093how to do voiceovers but by doing that learning that and getting the the the the knowledge again from different uh speakers will help me become more, I guess, in tune with getting this schooly off the ground with the with the the language teachers so they can have u we can show language growth when we do pre and post assessments. How will it improve student learning in the classroom? I also attended a few that that uh talked about technology and you know no matter how we look at it technology is here to stay. Using what available technology at the teachers fingertips will help them with their lesson planning continue to intrigue these brilliant minds. Student learning will bridge traditional and tra and technology. It'll show how language and culture fuel innovation in the classroom and beyond.
094The teacher and student can then celebrate the next generation of change makers who keep our languages alive and our learn and our learning relevant. Again, going back to technology and schooly, schoolagy, schooly, that's one thing that's really going to help our teachers and we're trying to get them to understand that. I know we have to go back and and refresh every now and then. Refresh and get them back on on at to where they're comfortable because there's several steps you got to do in order to u get a a successful assessment to the teach to the students. But once the students do it and and you hear the results and you hear the students speak, that's when the the joy of teaching comes about because you know you've touched that kid because now even if
095they just whisper into their into u their tablet or into their laptop, you can hear it really clear when they because they'll pick up everything. So you can grade it. You're able to listen to them. You're you're able to listen to the to the to the high tones to the to their glottle stops to their nasal mark the sounds that they're making the pronunciation. You're able to hear all that and then you're able to to even go back with them and let them hear it themselves. Go one-on-one with them. So technology, you know, that that's the part that I I really took with the with the latter parts of the um conference and how they were implemented. So it can be done, you know, there the the Hispanic, you know, throughout New Mexico, they're running
096with it. It can be done with the Navajo language as well. And so that's one thing we want to try to do with with Schooly here at the school district and really push that and have that um show that language growth with the voiceovers. Thank you for uh listening to me. And that that's my small report. >> Um Miss Benali finally made it on. she was going in and out of service. So, she would like to um close with um this um part of the agenda if that will be okay. >> Yes. >> Okay. Go ahead. Thank you for this opportunity to for us to speak on the behalf our of our program. Our program encompasses the heritage programs which all of us understand what that program is about. We serve our um Deness students
097and we also have our Spanish students that we have in the Kirtland area as you have seen the work of what Mr. Rogers has done is something that we also greatly support in order to get all the teachers uh Spanish teachers from Kirtland Elementary uh Judy Nelson Kirtland Middle School and we are so excited to have Mr. Kamacho on board to help us with the coaching aspect of the Spanish teachers and bringing in a rich um training with TPRS. And with that, we explore the needs and we always look for gaps in how we can serve our our teachers in in that capacity with training and professional development. Our task this school year was to bring the trainings locally and if we attended we bring those locally and I'm very excited that our team that
098is has presented to you has provided a wide and a myriad of different types of trainings that they have offered and they have completed some trainings locally here with our teachers. Um we invite them into the um the um boardroom uh in Shiprock um to explore the realness and we create we plan we create sessions we make them interactive. We bring trainers into uh from outside to to teach. Recently we had TP TPRS um uh affiliates come in to train our teachers and it's it's just non-stop and the goal is is that we we understand that the training modules that we have developed um are something that we can design ourselves in with the trainings of what we attend to help with that. So in with teacher um efficacy you know we we are geared
099toward an understanding of bringing that in. Now um a few years ago um we weren't able to do that because the program was so small and most of us had not even known that there was these trainings available. But when the dis when we were able to provide this and bring this back to our teachers, we always look for um ways to improve. And so with that, we we provide we do include evaluations upon our um their growth um what they need and our we we're very blessed to have two or three coaches now um at each school site. And they are asking the teachers themselves, what do you need from us? what do you need support? And I say about 70% is help with technology and help with things to understand because um when
100our elementary teachers I'll give you an example um they were just introduced to schooly um last January of 2025. So currently we knew we had to do something on board. So we're always thinking ahead on how we can help our teachers. Most of our teachers their first language is Navajo or andor Spanish. So to have the language to be there to to show what they could learn uh from that program that is something that we have brought to them and so those are the things of what we did. Now my attendance to the um at who knows what that stands for we always get that question. It stands for the American Council on the Teaching of foreign foreign languages. This opportunity provided me to share rich and authentic experiences of different languages as well as
101learn of the framework that is utilized from local to global levels in the education that ranges from prek to postsecary. Let's first um our you know efficacy. So basically how what are what is our intended result? These various examples of what you heard from my colleagues have provided you that um insight. And one of the sessions that I did attend, I attended two that really caught my my attention. One was like how do we plan for um our our our day? How do we know how our students are coming in? And it was a little session on h knowing the the short-term and long-term memory of the brain. So it really was interesting and how that happens. And it's just a coincidence that I went in there because when our students come in, we don't
102know what they're coming in from. And I feel like with our uh with our um teachers, they have that social emotionally social and emotional component to understand where these our students are coming from. So that's why when when you when our teachers greet our students like shaj that offers them the warm warm fuzziness as far as like you know hey I'm I'm I'm in a a safe environment. And so with that it it brought a lot which I'm going to share back but our teachers already have this training or have this in place but for them to understand how what the students thoughts are where they are that will be something that what I will be sharing. In addition to that, um, our team meets weekly. Every Monday after we come out of our morning
103meetings, we review our work from the school needs, the visits, the requests, and support from our teachers. We are consistently identifying the needs of our teachers that are in our bilingual multicultural education program. Uh we develop instructional focus to identify strategies such as scaffolding, differentiation, modeling and also provide tech assistance. This leads to planning to reflect and define the next steps to help us incorporate these strategies and bring it to the school level. And I think Dr. Beay has always said and she advocates this. We can we can offer a full year of one hour of Navajo. But what does that really add up? It's in terms of days and hours. She has said that it takes up to 21 days is what our our students that are in Heritage Navajo will really have for
104the whole school year. So we have to incorporate ways of how we can get engage this into further for our teachers to bring in which they are doing doing culture nights um bringing that to their schools. So in closing uh these are the things of what we bring. They're rich and authentic and our advocacy next is that we are as a team advocating for a place that we can holistically find a way to teach this and that's through a hogan and um also we are developing the Spanish element into this and that's through the expertise of Mr. um Kamacho who has really turned around um some of these um these um programs with us Spanish heritage. Thank you very much. Have a good evening. Um I am traveling to Albuquerque to pick up my daughter
105from the airport at 11 this evening. So I thank you for your time and I also want to say thank you um Vice President President Marian Wells for your um advocacy and I wish you all the best. Have a good night. >> Thank you. >> Any questions or comments from the board? Yes. Go ahead. >> You hear me? >> Yes. >> So when when we talk about uh bilingual and um have We we go out of state, we we attend conferences and things like that and um and I feel like our best has been overlooked to where um for example, we have one person sitting there and who has taught for the district and and I know some parents that really thought highly of Mrs. Low and when when she was teaching at Kirtland L.
106Um, and then there was another lady who I think Sylvia Ed, I know her last name's Ed. >> Evelyn Ed. >> Evelyn. Okay. And um, you know, we have we have people like that and um so and and just going by you know the parents that that have um you know really express their gratitude and of Miss Lowen and Miss Ed and I know Miss Ed is um still um doing Zoom online with um a college in um California um teaching Navajo. So I think um have we looked at those ideas? Have we tried to seek their you know what knowledge they shared or what they had? And then um then on top of that um you know going back to there's all through the years we we hear all kind of ideas and um
107and I I believe you know that the best one that I've heard and I still stand by it is um grandma's boot camp um where you know they they spend a summer with grandma and everything's in Navajo. Um and um second to that is uh board member Mononttoya's idea of um maybe replicating a a home inside a classroom, a kitchen or and and teaching from there. You know that um all in Navajo and I think once you Once the student or you know the child is um in in those kind of settings instead of a classroom I think it's they're able to grasp it and and retain. Um, and then too, I think we've gotten to where now, um, as people speak Navajo, I think our youth are thinking, "Oh, they're speaking about me. I'm
108in trouble." You know, that's why they went to Navajo. That's why they're talking to Navajo. and you know and and I think some of them are they feel that way you know and um just because you know of of the loss of language I think um those are some of the things that we need to um get past. But you know I'm I'm really glad that we're um researching other ideas and and um sometimes um I I believe the one that miss the the one in the red coat. I I can't say her last name. >> Jennifer Grass. >> Yeah. And I think the the the person she mentioned, he authored a book and I went to that in Farmington and um and uh was able to get a book, but I I gave it
109away and um but yeah, I I think you know that whatever whatever we can do and then Um it seems it seems like with Spanish class um that's really surpassing the Navajo, you know. Um and I and and I'm glad that we're looking at that side too to see how they they are doing things. >> Thank you. Any other comments? Um, I I appreciate the responses and again the lady's name and I got my hearing your aids in my ears but I didn't understand the pronunciation of her last name. >> Gra. >> I appreciate how what you um what you told us from some of those sessions. It's absolutely um paramount that the individual gives fully of themselves not just in the language in respect to teaching that but in any of the classes um
110any grade level I've said this at one of the back to school events that it's it's the responsibility of the educator stand in front of these kids to pull out the best of them and that takes passion desire and commitment. So you're absolutely right and I know in the past I've constantly been harping on teacher efficacy. So I I want to take a minute or two to kind of explain this. Um teacher efficacy is an educator's belief in their own ability to positively influence student learning, motivation, and achievement even when working with difficult or unmotivated students. It is considered one of the most powerful predictors of student success and teacher persistence. Um the superintendent and I are have had many discussions in regards to that and how that affects the classroom and quite frankly the
111success of the um students. So the impact as an example um teachers with high efficacy tend to persist longer when students struggle and try to try new instructional strategies rather than giving up. Set more challenging goals for themselves and their students, foster a more positive and humanistic classroom climate with less student anxiety and experience higher job satisfaction and lower rates of burnout. And again by attending the professional development that you all do and even here on the board is try to give them tools to improve that efficacy. And to me that's really what this is about. The return on investment and hoping and believing that these educators that you're impacting not just see it but actually feel it. to be able to give back to these kids and to give the best of themselves to
112our students because that's really what it's about is a constant improvement and that growth mindset that people in education talk about. So that's really what I wanted to hear and you you kind of stole my thunder by answering the questions when you started that your your presentation. So I appreciate the fact that you spoke to that and everybody did as well. And one of the things that Miss Cross had also stated that I hadn't heard um when she was the only one talk about it was the modeling going into those classrooms model for those teachers that are struggling and asking them again. You said that you did that in that one. I I really appreciate that because I do that when I go in the classrooms because people's eyes start to bug out walking with
113superintendent. I just put my hand up like what do you need? I'm not here to judge a question, but it's what do you need as far as tools are concerned to help your students and help you become better in the classroom. And part of this me asking for this being on the on the agenda was stemming from a couple of comments and I don't mean anybody, but I just want to be honest about it. I had a grandparent tell me that um my grandkids can read now to them, but they don't understand what they're reading. So again, how do we translate what they're learning into a positive learning environment to where they fully understand that or um more English than Navajo in the dual language programs was another concern that I heard from one of
114the grandparents. So really again that to me this points back to what are we doing to make them more effective in the classroom. So, I appreciate um what everybody has stated and how they look at the development that they're getting through the training that they're going to and hopefully it will benefit not just the teachers but the kids more importantly in in any of the language and I hope we're still making an attempt at an attempt at uh TAGO and trying to see some kind of finality be able to sort some kind of program for them as well. toolic. >> Say it again. >> Toolic. >> Tagalague. See, that's what happens when you have hearing aids. Doesn't come out right. Anyways, so you you get the point of of hopefully we can we can do
115that as well because I don't know how many speakers we have throughout the district. >> Marge says to say Filipino, not to. >> Okay. The Filipino language. shows up. >> Um if if I may um add a little bit more before we're done. Is that okay? >> Um so we're um even with um core content coaching as well and um what CNI does and their um efforts with the efficacy parts too. um we do what we can um and to be transparent too with the principles so they're aware of what we're doing at um with with these PD trainings we do um provide them the agendas and then all the handouts that is provided um to let them know that um this is what the training was about. And so, um, one of the, uh,
116more recent ones that we're really wanting to truly implement is TPRS because we were part of the training and we've seen what it can do. Um, when I I attended one of the sessions um, at at that strategy, but um, we learned Russian. So in 15 minutes I was understanding and responding back in Russian. And so that that um is a strategy we would like to continue. And so um if if you want to be part of our trainings, you're more than uh we're more than happy to have you be part of it too. So I just wanted to add that too that we're trying to be more transparent with our principles because some of the concerns do come from them when they do their evaluations and they have their questions for us and we
117do um reassure them that these are the types of trainings the methodologies that we are um supporting them with and so that's that's what we're doing too. Thank you. >> Okay. So so I I appreciate that. Um, and the other aspect of that too is is spreading that training and open it to all the educators to be able to go and attend so they can see and hear themselves on what the possibilities are, what other strategies there are for them to utilize within that classroom. Um, so I hope we're extending that to them as well, those invitations to be able to do that. We have um extended our um trainings like to um NIEA at full NAB to um principles and other um departments if they're um wanting to attend. Just recently we had um
118the secondary and elementary um coordinators attend NIEA um because we are working with Indian ed on an initiative called indigenous um scopes um and so [clears throat] um if you just stay in western English English all the time then that's where you stay right but we invited them so they see the other part the other side of the indigenous parts that pertain to it too. So um we do um invite and open that to other um admin. Um we have um in the past invited board members to to attend and um the other part is um the PDS that we have right now um you have them monthly the internal PDS. So we can send Sharon a if you want to be part of it, sit in and so you'll know um what what we're
119doing as well. So um that transparency is there as well. >> Thank you. >> Yeah, go ahead. Another thing I I wanted to say is that um as we we are pushing the writing and the reading of of Navajo um whereas you know I I think English is your second language >> and and Miss Low and you know few people here that um Navajo was their their first and um but you know you weren't you didn't have that that u that duty I guess of reading and writing too that came later. Is is that something that we could think about or just focus on just um knowing what what things are in Navajo and then later on adding the reading or the writing of it? Does that has that come up? >> Yes. So what
120you're talking about is called second language acquisition methodology. it comes in stages. Um, and that's exactly what we're working with. But the most important critical part of that methodology is the comprehensible input. And so, um, the comprehension is like the foundation of of learning your second language. If there's no comprehension, then it just becomes memorization. And like my grandfather says, it's like drinking Kool-Aid without sugar. That's what memorization is. It doesn't really have flavor or uh the context to a content. And so that comprehensible input is like the main foundation of second language um using that methodology. So when that happens, it does come in stages. For example, if a student begins to comprehend uh the language, then they can begin to respond back using English and that's okay because that's showing you that they're
121understanding and that's exactly what we want. So, as the stages um progress, then the it it starts to switch to using the language. And so um these are all part of uh what you're asking about but it's called second language acquisition methodologies and the reading and writing comes until that comprehension is happening and like board member Mononttoya was just sharing a while ago we do have um and that was part of my research too when I was doing my um doctoral um research was across the nation a lot of our Navajo teachers they begin with literacy first without that comprehensible input. So it's like teaching yeah our students will can learn how to read and write Navajo but that comprehensible input isn't even there. So um they they don't even know what they're reading or
122what they're writing. So that comprehension is like the most critical part to second language learning. But it does hap it it can um it happens and it's part of that um acquisition process. And back in May it was shared that um we wanted to get away from you know just putting you know paper on your desk and you know you you work on it. You're bilingual and um by Brea's daughter. >> So, I I hope we're >> we're making those changes. >> We are. And like um Jennifer says through the coaches, it's um still challenging um uh for that to um get a change of mindset, I guess. >> Um for for that to not happen or uh for teachers not to be practicing that. Um but it still happens and um and and that's
123why we share that information with the principles um in terms of the uh agenda and what was taught during PD in hopes that um they're aware of what they should look for like through their um walkthroughs and evaluations that these teachers are implementing these strategies. Thank you. Um, go ahead. >> Just real quick, if I could ask, [laughter] >> it wasn't that advanced. 15 minutes of it. >> What about that's a little bit a little bit. You said no. >> Okay. >> Whatever you say. [laughter] >> Sure. I think >> Thank you. And >> oh, I just wanted to um say thank you, Mr. Wells for your service to our um district and our communities, but most of all um from our end, your support with um our department and the programs that we implement
124and I wish you the best in whatever you're going to do again. Thank you. I have one thing I just wanted to um I guess summarize um >> what all the the reports I really appreciate your report. Um the big things that came out for me listening to u the presenters were that we as a school district need to continue to work on providing um our kids with a sense of belonging. not just our kids but our teachers so that kids that we have that efficacy that long um that our teachers have that drive to continue to change and shape the the culture. Um also the big um another big thing was the establishment of community that it's not just one department but it's across the board as a school district that we we find
125that that common thread that that keeps us together that it may be an ICO but it should resonate across the school district and in all all areas all departments to to create the community with our kids and then the data to strategize. It's a big thing that that we're pushing for is the data >> and it's good that you're touching on that. And then I also appreciate the opening open and willingness to be innovative and also open your doors to allow everybody to come in and try to learn. And I think that that speaks volume and I look forward to more more presentations to see how we're meeting those benchmarks. So thank you again. >> Okay. Um on to the next next uh item number nine reports and possible board action a generation behavior health
126career pathways initiative and memorandum of understanding between capacity builders incorporated and CCSD by miss senior project director >> is she here >> oh [laughter] I can't Um, thank you uh for having me and uh good evening board and I uh I drove all the way from Windrock. I was at a meeting and I thought your meeting was going to be a newcome. >> So, and then I saw that it changed so I had to be a leadfoot and and uh Yodora was like, "You better get here. It's packed house." And now like where did everybody go? [laughter] So, I am um a senior project director with Capacity Builders. We are a nonprofit organization in Farmington and I been there for about eight years with the nonprofit organization. Um, every year we partner with different partners,
127organizations like the Drug Enforcement Administration. Um, we do have a lot of substance abuse prevention programs with capacity builders and we've been working pretty hard with our youth builders coalition and we decided that we go and write another grant and and um I'm one of the older um project directors there. So, we came up with generation Hojo. Generation Hojo is saying that we want to open the doors and give the opportunity to young students to have a career pathway in behavioral health settings. So that's where we started, you know, thinking and brainstorming and there was an an opportunity a notice of funding opportunity with the um HERSA program. Um, so we decided to write a grant program and it took us about maybe four months to all brainstorm, get together and see what we were
128able to push out. And so, um, we waited, we submitted our application, we waited and it it was like almost like the tip of our toes. And um and then next thing you know, we got a notice saying that we were funded that award for Sanong County and McKinley County school districts. So we do have Wind um Windgate High School part of the initiative. And so because CCSD is one of the largest um school districts here in Son County, we we figured that hey, you know, why not bring something local here? Um, so that is where we're at. Um, because of the government's shutdown, we were being led like the with the blind. Um, we we were awarded, but the money was there, but how do you begin? Um, we were we were stuck for
129a while for about three months. We couldn't move forward. We had to start our initiatives like providing um memorandum of agreements, memorandum of understanding with our new partners that we want to get involved and we weren't able to do that because there was no communication at the federal level. There was nothing, absolutely nothing. And we're like, okay, we have the money here, but what do we do with it? So I said, "Okay, we're going to all get together and we are going to move forward with the project." It says here in the implementation phase that you start gathering partners and start pushing and moving forward. So we did establish aou and so we got UNM Gallup campus on board. We have um Navajo technology, Navajo Tech um technical college or university and then also D
130College and Fort Lewis College. So we have a couple of higher institutions um that we um are getting partnerships with and so right now we're working on the high school and junior high students. So that's where this career pathways opens up the doors for our young generation of students who want to um find a career in behavioral health settings. You know, we and they're saying that we're lacking a lot of behavioral health opportunities. You know, what is next in the future? We're losing we need more people to work in the behavioral health um you know area, career area. So um they figured, okay, you guys can do it. We'll see what other counties what are they doing across the nation. So we were the only awardee here in the state of New Mexico and everybody
131else is up in the east coast that got awarded and so we were awarded 400,000 um for this grant and so we are getting ready to launch and implement and move forward and I just you know wanted to involve CCSD school district to have um we are coming up with generation hoouon. So when you see generation hoou that is going to be our new coalition for our youth and we want to have um students to be peers to other students to say you know what would you want to be we're already asking kids at age six seven what do you want to be when you want to grow up some say I want to be a doctor I want to be a lawyer um you know when they say doctor you're like okay healthare they
132want to go in some area of healthare so you You know, we want to really push those pathways for these students. We want to involve different institutions. Say like if your guidance counselors are there to have a career fair, we want these students there to be interested in these behavioral health fields. So, that's what the purpose of the program is. And so, we are ready. I have a team of five staff and um you know, they're like, "You're the project director." And I'm like, "You guys should be backing me up." And so, um, you know, and I said, I do a lot of things. I sit on several boards, so that take takes me a lot all over the place. I'm always in Winderwok, um, Crown Point here. I think I know every back road
133now. you know, Chinley. Um, you know, we have a anti- vaping campaign that we're doing and we're getting ready to launch out a new curriculum campaign in partnership with ERA's Life Coalition and ERA's Life Coalition is doing a anti- vaping curriculum called Next Legends also. So, we are really looking forward to a lot of new things that are coming up. Um, Capacity Builders is also launching a curriculum called the horse journey curriculum and it has 14 sessions, chapters that we will um start providing that this coming spring. And that 14 session of the curriculum touches a little bit on drug prevention. um letting our grassroot grandparents because nowadays our grandparents are raising their their their grandchildren and we see that across Navajo Nation and so and a lot of them don't know anything about the
134vape pens. They don't know what the contents are. So we are out there with our team with our um prevention educators going out across Navajo Nation and um you know jumping on board with other programs and pushing out those initiatives. But this time it's all different for us. who were doing a career pathways for our young youth, our high school students and possibly the junior high as well. So, um I came here tonight and we did submit a memorandum and of understanding and hopefully that we get your blessings so that we could work with your guidance counselors and those so that we can create a positive career pathway for those in the behavioral health field. Thank you. >> Thank you. Any questions or comments from the board? Go ahead. >> So when you say that
135um uh is there an expectation of some type of training or for the the students that that do want to be a part of that? >> Yeah. What what we're doing is we're going to have peers. We're going to we're going to actually offer stipens to those that want to be part of the Hojong generation generation Hojong and we're going to be offering stipens for them to be peers and so that they could work with other students and work to have like a build a coalition and say that let's go do this this and this and then we're just standing on the in the background and let them do the work and we will be offering a stipen program for Okay, thank you. >> Thank you. Thank you. Exciting to hear about that. Um, thank
136you for the information and not I'm glad you did. Appreciate that. You made it here safely. >> Madam Chair, I'd like to make a motion to approve this item. >> You have a second. >> Second. >> I'll second it. First asp. >> Thank you so much. >> I also want to um you know wish uh Mr. Wells, you know, a good happy retirement. You deserve it. And so, you know, I know it's some for some people it's really hard to take a retirement and they won't know what to do with themsel, but all you got to do is just push that remote [laughter] and enjoy your [clears throat] retirement. Thank you for all of what all of what you have accomplished with the district. Thank you. >> Thank you. Thank you. And we'll move on
137to letter C, the second reading, cultural policy by >> [clears throat] >> Good evening board members and community. Um reading the second reading of the board policy. I did make a few uh changes based on conversation uh from the last uh meeting and you all have that um on Google Docs as well as uh board docs. And just kind of as an intro I want to thank the gentleman earlier for his public comment. happy to sit down with him and discuss the areas of law that this is founded on. I'm always happy to do that. And so I'm going to just read the first paragraph of this statute. I mean, sorry, this this policy that actually just um incorporates the statutes that are already in existence under state and federal law. The [clears throat] Central
138Consolidated School District recognizes the findings in Yazi Martinez, the state of New Mexico, and the historic inequitable actions that have resulted in academic achievement and social emotional gaps of students. CCSD further recognizes the value of diverse culture and language and the implementation of the Hispanic Education Act, Indian Education Act, Black Education Act, and Bilingual Multicultural Aucation Act, as well as federal law that protect the inclusion of diverse cultures and traditions in educational settings. These multi- multicultural education statutes coupled with the findings of the Aussie Martinez case, federal reports like the Marian report and the Kennedy report uh and equal protection and first amendment rights in both the state and federal constitutions provide the legal foundation and reasoning for this policy. It is well known that children learn best when the cultures of all students, staff,
139and communities are honored and included within the school culture. These authorities also establish that historic educational gaps exist for Native American, Hispanic, African-American, English language learners, and at risk students. CCSD also recognizes the importance of identifying learning and other disabilities early in their education so that the district can provide support and resources as early as possible to help students grow and learn to the best of their ability. As such, this policy seeks to reduce these educational gaps with an ed equitable culturally relevant education for all students, staff, and communities. Um, and that those uh changes address uh board member Montoya's uh questions from last time. U moving forward to the rest of the changes to this policy. Um I don't know that I need to read that again unless you all want me to. There
140are no real substantive changes to that section except to make sure that when um there is any question that the word all is placed before the word culture so that it is very clear that all cultures are being addressed by this statute by this policy. With that I stand for questions. >> Yes. Hello. So with with all that's happened, okay, if we can take a step back and um how this all began and it and it was um with with with the the the stuff I don't want to say that was brought into a classroom. Um, so yes, it was alarming. It was shocking and something that's um I don't think that's happened before. But um also the amount of time that it was there um some some are saying that it was there for
141about a year and but anyhow that was why [snorts] we started these discussions on on on um and then the policy was brought forward. But I think we really need to step back and um because I think [sighs] I I guess the appropriate word and I like um what the u public comment the gentleman that spoke that [sighs] in the spirit of all of that that occurred Um we I I think we got caught up in it and we're really losing the first sight of it. Um which should have been just making sure that things were balanced and um that we had the ceremonies to restore that balance, that harmony. And then um I think by by going through and trying to um redo the policy I think u should be later. Um because I
142I really believe we need to be careful and uh as I we talked about I even stated, you know, perhaps this would be a movement to get our hold on. Okay. you know, but when you read this policy and and just what Miss Chappelle had read, um what about that um culture that wants what you know the Hispanic culture? What if they desire a certain place and um in fairness that has to be um created or or made and um and so with the other cultures but I one thing I do want to say is that I don't look at it as a religion um our culture is not religion and uh but Yeah, I I really think we need to step back and um um I think we got really ahead of ourselves and
143and um with the the the teacher in question, she she really I felt that she was very um sorry in her statement And so to have this linger um continue, I think um we're not really honoring that. And um but I I think we really got ahead of ourselves and and we wanted to do the right thing, which is which is good. I mean, that was the intent. I don't think anybody wanted to um I think that the focus was to get back into balance into harmony and um protect our students. So that's my comment. Thank you. >> Yes. >> Oh, go ahead, Mr. Wells. I'm sorry. Apologies. I can with Miss I can take another I like what gentleman said to we ought to have input from the community and take more time to
144analyze. Look at all aspects of the I think that I think it's pretty easy to rush to I agree the teacher her apologies I felt very sincere and heartfelt she didn't know and it wasn't something that she wasing or trying to do. She sincerely trying to educate provide context and learning for her students without knowing. But I don't think that it's something to jump into establishing policy without without taking. When we have a a sore on our arm, the first thing we try to do is is jump and keep from hurting. But I think if we give it a little more time, take a better approach perhaps. I would put off any vote on this and give the community an opportunity to to voice their opinion as well. So reading straight straight from this document,
145CCSD is committed to the cultural enrichment of all students through programs rooted in the preservation and extension of cultural and linguistic knowledge and values. CCSD is committed to intercultural education and views cultural diversity as a valuable resource that should be preserved and extended. Understanding that from a not just contextual but legal standpoint, but yet being cognizant of the inclusiveness that we stand by and furthering agreeing with the public comments by the gentleman who spoke. I I appreciate that because and then again my other colleagues up here saying the same that this is something that we need to even though it may seem arduous in the sense of moving slowly and trudging along but that that which I just read to me really should solidify our commitment to trying to do this right. Um, in the
146big picture because we have to be able to speak to any and all um when we do this and we do agree to a document that's going to serve all without um a predominance of one or the other. And again, the couple of senses I think really speaks to that. So, I'm I'm of the opinion that we just we take our time, we present it to the community, put it on the website, let them look at it, collect comments, suggestions, and then come back and look at it and see if there's anything that they see. And again, it ask um the general public to provide input, keep the areas that are highlighted to look at, let them look at that and focus on that and see if it's something that they would agree with um
147as a uh as a document. So that's my comment. Thank you. >> [clears throat] >> to to me I think a lot of work has gone into this this this document. A lot of comment [clears throat] has been provided in the process leading up to this point and I'm I'm definitely supportive of the work and I I'm ready to take a vote. I think it needs to be implemented right away. And uh a lot of the language I've and I've gone through this back and forth up and down upside down and so forth. And I don't see anything in there that's considered to be punitive. It seems straightforward. It respects the values and diversity of every different person in our district district that comes from different backgrounds. I didn't see anything that that staff are
148going to be retaliated against or punished because of this policy. It's it's like thinking in broad strokes in that regard and trying to get us to get us to that point of where we want to be. >> I mean, if if if the wish of the board is to delay this, I'm I'm not sure what the time frame is going to be. What is it going to be like another month? Does the board say I don't think there should be a time limit on it. I agree with that and I think making a concerted effort especially with the educators and the diverse background of educators that we have within the district to express that to them and hopefully they'll be invested enough to take a look at the document to be able to read it
149and provide comment. to be honest, it's it's and and fair to them and the greater community. It's then what's the rush? I mean, I I I get it and understand the big picture, but but again, there's no need to rush it. And is it going to be perfect? Probably not. Can we get it close to where again as I've said before and in the past about making it very reasonable and palable to the greater community absolutely I think we need to do that it takes three meetings takes three meetings takes three months it takes three months but I'd be much more comfortable in taking more time than I would be to rush just to stamp it move along Um, I agree there are some slow back. Um, but I don't like open-ended. There has to
150be a timeline. There has to be a plan that's set aside that's going to um solicit input from the community, the different communities like that. just continue. I think there has to be a timeline set in regards to something like this document and we could do our due diligence. And how long would that um with that order are we looking at? Are we considering public um public um what is it called >> input >> comment >> survey >> well survey I think from uh from our our um teachers I think that the surveys and maybe even opportunity I don't I and there was the statement that was made who made the public comment about when the survey was done last year in terms of um feedback and maybe um what would be reasonable in the
151district to be able to solicit feedback from staff, teachers and staff. And then also on on the other side from our stakeholders to have public public public hearing to get um comments. Also, >> they when they change laws, legislation, they give a certain time frame for the general public to respond and if there's no no responses at that point in time, then we can act. But >> I would I would agree with that. But I I also would like to set times and days. >> Oh, absolutely. Sometimes it's what 30 days, 60 days. >> Yeah. Generally 30 days. And I think uh to be reasonable, there's no reason why we can't do the same. Uh after this meeting, put on the district website on social media. Here's the document. Leave the areas highlighted that are
152highlighted. do any difference or any changes to it and let them provide input and if we get two or 10, so be it. We can take a look at those two or 10, come back, discuss it, and then we can move on from there and act on it. But I think suddenly again, just as they do with the state legislature, that they'll open, we open it up for public comment for that 30 days. I I comment. >> So I I think we all know up here um how things work in Santa Fe and and then also the um trainings that we go to that that deal with law and situations. And a lot of them are not black and white. Um they're not common. uh situations or incidents that are are um some some of
153them are really complex and and I think this is one of those and um you know to to put it bluntly um those that believe in Satanism they could for the same respect, the same. So we got to be careful and though we keep saying it's culture, we don't look at it as religion, it's going to be looked at as religion until we change that mindset in Santa Fe. So we really got to be careful and this is something that I don't care to rush. Um, I don't know. Um, you know, it happens in Santa Fe a lot where they're rushing things, whatever for whatever reason, ego or um, whatever. And I think um as a board member, I'm I'm willing to say that we we um or not we I guess I you know
154I I I I should have pulled back on the reigns long time ago. Um after thinking about it. Um Looking at the incident, there's nothing um I I haven't really heard anything asked about what changes we're going to have with the principal. Are they going to be more attentive? Are they going to be um we haven't heard that from our assistant superintendent? you know, uh what, you know, are we going to have lesson plans that are clearly um detailed? Um no, we just end up jumping to a policy and but these other things we're not even really focusing on which are in the classroom. and and uh as as educators and a lot of you have been in the educational field for a long time. And um I think you guys should know um that
155I would think those those would be the changes to focus on first and then you know if it needs to um the policy but I I I look at this and I I don't get a good feeling from it and I don't think we should rush it. Good evening. Um, Nanai as this is being discussed. So specifically specifically where what wording I see it as this is the time this is the opportunity for our children. Why are we prolonging it? Stated this this this. That's who we are. What we want acknowledgment for our children for me as a grandma, as a Navajo grandma. So I say vote on it other than if other changes need to be made, if other people, you know, that's going to be their time to come forward and say, "Put
156this in." But right now, I support this and then it wouldn't have happened. Like Miss Aspa said, this is what I stated at the other hearing. As educators, you have your lesson plans. You list on there what materials you're going to be using. So that this teacher write down human skull. And if she did, once those forms get turned in, this shows that those forms are not even being looked at. If someone had truly read those that lesson plan, they would have seen that that what hold on what's this? So even right there and then even on the cultural training is that still going on and then at the cultural training are the teachers are the people really listening? Are they on just on their phone talking to other people? This is this is serious.
157So vote on it now. This is the opportunity. So thank you um Madame President, Mr. Wells, Mr. So Miss Aspus, Mr. Mononttoya, Superintendent, Mr. Carlson. Thank you. >> Excuse me. One more thing. And our attorney looked at the document. She she researched the laws and looked at everything. So everything is good. Thank you. >> Yeah. Like for example, the the one important piece is actually if you actually read the document, there's a lot of good things in here on page six, it specifically talks about how school school district staff, the district administrators, building administrators, teachers, and other district district staff are required to undertake the type of training that would require that that type of cultural sensitivity training. So, I mean, it's pretty straightforward. I mean, if you actually read the document, there's a lot
158of good things in this policy. I agree. I'm I'm ready to take a vote. Let's get this thing done because if we don't, we're just it's just going to get dragged out again and again and again. >> Comment. >> Go ahead. >> I say give it the 30 days. Open it up on comment. If nobody responds then we can act but at least provide that time for them too and that would include all the teachers and the community and again everybody will be given their opportunity and if nobody responds and to the point of Mr. So, and that's slow. I agree. >> Trying to do um Santa Fe and we know that's a condensed that's a fast pace. So, I would say 60 days and um that way they have plenty of time to see
159it posted or um if they want to come to the school. I I still frown upon it being online. Um we got to make this very um where where they have access to grandmas, as Miss Lo said, a lot of grandparents, as you know, they're able to have access to it. So, I think 60 days would be better. >> I I personally I think it's it has been due due to the seriousness of the situation, but we're allowing additional time for the input I think and especially again with legislative sess session coming on there's decisions being made with Yazi Martinez and our school district is ahead of a lot of the things that Yazi Martinez the expectation is um the what is written currently in the plan and that's under scrutiny right now. It's been
160pushed back to New Mexico and they've rewritten it and I think that as a community these are our kids that we have to make that decision because of the situation and the seriousness and to the implementation of curriculum without policy that polic has to be given the the um has to be important enough that that curriculum will follow with all these areas that change will happen once these things get implemented then the superintendent can move forward to pushing these things. So I I'm I don't like to I due to the input that I've received personally, I don't want to delay it, I don't think there's we've we've hashed this out for over a month now. And my worry, my concern is what um mass stated that there's going to be other that are going to
161come up that's going to rise to the level of priority and this is very important and as as the year as this year ends I want to know that we have a good plan for 26 not just to rush things not for not for our um whatever gains personal But really to allow our community to speak because we did allow public comment. We had probably I don't know 15 20 people there. And so to reiterate that if this is important and I like the suggestion to get surveys from the staff. I don't know we did have some staff members that did speak to it but to have that openly stated in specifically for them would be really good I believe. So I'm in in the thought of the 30 days and if I could well
162>> I would just like to ask I think 30 days I think 60 And I think we have opportunity for not just at the bottom of of this um highlighted area. Um which was just I don't know if that was something um put there by so or Chappelle, but it says as such this policy seeks to reduce these educational gaps. Um this what what what we're wanting is not anything to do really um with education it's um you know I I think what was was brought up and and one group or one person they're thinking education another group is thinking um facilities another group is thinking religion so um how can we end up on to that same subject. I'm thinking of this um Maryanne report was mentioned, the Kennedy report was mentioned. Um those
163are both Navajo researched. Um so other cultures in the district, are they going to be happy that that was used in order to decide where's their report? that's culturally revalent to theirs African report. Where's that? >> Well, I think we've talked enough. So in that respect, I'm on a motion to defer this item for 30 days with the instructions towards the district staff and administration to collect more public common input from all stakeholders through the district. >> Second. >> First question is an action item to be able to do that. Okay. >> Yeah. Second. It is. >> I got you. All right. So, that's my second motion 30 days. >> And I'll have we have a special to go over >> certainly. So, 30 days to review all the data. Um, >> comments, feedback, surveys,
164>> roll call vote. Um, board member. >> Yes. >> Or member ask, how do you vote? >> No. >> Or member. So, how do you vote? >> I vote yes. >> Or member Wells, how do you vote? >> Have to vote no because I leave in 30 days. Okay. >> And I vote yes. So we will schedule a board meeting in 30 days. Special board meeting in 30 days. Is there any preference in the right? Um, is there any? >> That would be after the regular school board meeting, correct? >> Yes. The regular school board meeting will be on January 15th. for me that's not >> no that week sometime during that week. >> Is there any >> the 20th or the 23rd? >> Yes. >> 20th >> January 20th. >> I just want to
165remind you session starts January 20th. If there's any way to do it before that would be really great. Um, with all due respect, that conference is in February. When is it? The conference 4th through the 6th. >> Yes. The 4th through >> I think if we get it done before then we'll be good. >> You Thank you. Now we will move on agenda. >> So it's the 20th. >> January 20th. Oh, time location. It'll be January 20th at 5:30 at the Ship Rock board room. And now we're on to number uh 10, executive session. A conven discussion on discussion on limited personnel matters regarding the board and expectations of the superintendent including safety sensitive and confidential draft school safety or school plan and ongoing reorganization matters as permitted under SA 1978-1 H2. I still move.
166>> Let Let her finish reading. >> It's already there. You don't need to read. It's already there. >> Okay. Do I have a second? >> Second. >> Okay. We'll vote. Board member. Okay. Board member ask us how to vote. >> Yes. >> Board member. >> I vote yes. >> And Hey, hey, hey. Do you? in open session. >> I make a motion to I'll second the motion. >> Okay. It was motioned by Mr. Well, second by Mr. Stow. How do we vote? Um, board member Mononttoya. How do you vote? >> Board member Ash, how do you vote? >> Yes. >> Board member. So, how do you vote? >> I vote yes. Member Wells, how do you vote? >> And I vote yes. I forgot to read the C board action on approval. >> Exe. Okay,
167we're out of executive session. C possible board action on approve approval of the school the safety school plan. >> I move that we plan. >> Do I have a second? >> I will second. Mr. Montoya. >> Mr. Montoya. Second. >> Mr. Montoya, how do you vote? >> Yes. >> Miss Aspus, how do you vote? >> No, because I haven't read it. >> Mr. Still, how do you vote? >> I vote yes to approve. >> Mr. Wells, how do you vote? >> I vote no. >> And I vote yes. 11. Requested action items or reports for next future meetings. A possible items for next meeting. Do you have any possible items for next meeting? >> So >> you can email superintendent >> just um it's kind of like what I typically get asked like the if
168we have any quarterly assessment data like midyear assessment like MOI for ELA math science and if we have naval language even Spanish data we probably look at and also attendance. >> That's always big. >> All right. And if there's anything addition additional, please email superintendent so we can add that to the uh agenda. I had one but I forgot. So I will be emailing also. So >> and then as um before I adjourn I want to mention that we will have a special board meeting on Monday at 5:30 Shiprock boardroom and there will be option for um online participation. So that will be on Monday and 12 a adjourn regular school board meeting. Do I have a motion to adjurnn? >> I will second the motion. >> Okay. It was motioned by Mr. Wells, second
169by Mr. So, do I um Mr. Mononttoya, how do you vote? >> Yes. >> Miss Aspus, how do you vote? >> Yes. >> Mr. So, how do you vote? >> I vote yes. >> Mr. Wells, how do you vote? >> Make it loud and proud. >> Yes. >> [laughter] >> And I vote yes. We are adjourned at my phone. My watch died. It's 11:05. So appreciate it. Thank you. Thank you. Heat. Heat. Heat. I'm