Regular School Board Meeting: November 20, 2025

001Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Central Consolidated School District Administration Complex regular The Regular School Board Meeting is open at Inerson participation and available to the public via live stream on the Central Consolidated School District YouTube channel. Routine matters. One, call the meeting in order. Verify quorum. President Hasky, >> I am here. Thank you >> Mr. So >> I am present. >> Miss Aspus. >> That was excellent. >> That's a good one. >> Okay. And as am I. So we have four. We have a quorum. Um, item B, pledge of allegiance. Everybody rise, please. Superintendent, would you please do a prayer? Uh, would everyone please bow your heads? Heavenly Father, we just ask for your guidance in this meeting. Uh, we thank you for this this wonderful day we've had. We thank you

002for the rain that we've gotten for uh that will nourish us. Um, we just ask that those present uh keep the most important thing in mind and that's the children of CCSD. And we ask that uh we also think about the people who are here especially the culture and the traditions of the Navajo people and we ask that you bless this meeting once again in your name. Amen. >> Thank you. Um, just try that again. To all those in attendance online, uh, thank you for for your participation. Item E, approval of the agenda. If everybody can take a minute or two to take a look at the agenda, please. >> Uh, Mr. Mr. Chair, uh, with that said, I'd like to make a motion to approve the agenda as presented. Thank you. Motion has been

003made. Can I have a second, please? >> Okay. Go ahead. >> Please. >> Go ahead. Board meas. >> Okay. Give me some time. >> She would like some time. Okay. All right. >> So, do I have a second? >> I second. >> All right. Thank you very much. Motion second has been made. All in favor? Missy? >> Yes. >> Mr. So, >> uh, yes. >> Miss Aspus. >> Yes. >> Myself. That's four. Agenda has been approved. Item two, consent. Agenda review consent items and possible board actions. No presentations will be provided for these items. These are routine matters. Applicable documents have been provided in board docs and posted with the agenda for board and public view. >> Uh Mr. Chair, I will make a motion to approve all the items listed under the consent agenda.

004>> Do I have a second? Motion has been made. Is there a second to approve the consent? >> I second. I second. >> All right. We have a motion. We have a second. Vote a roll call. President Hasky. >> Yes. >> Mr. So, >> yes. >> Miss Aspus. What's the is it's um muffled. So what are we seconding or >> consent agenda? >> There's a motion in the second to approve the consent agenda. >> Okay. Yes. >> All right. Myself that's yes. The consent agenda has been approved. Um I will state though just for the record I do have some questions that I'll be asking you later about that. and I'd appreciate a response at your convenience. Thank you. On to item three, possible questions from board on consent agenda items and or discussions of

005the items pulled. There were none, although there is a slight caveat to number four, which is item B. The um individual who's supposed to be doing the uh presentation is on their way here. Someone asked the board for a little bit of leniency until she arrives. >> Do you need a vote on that or no? >> No. Again, it's just a slight adjustment. It's still going to be on the agenda. It's not taken off. It's just an adjustment to the agenda in the order. >> Okay. You don't need a motion for that to We could We can move four till after five and six. And I imagine there >> I I think we can do that. Um, Madame President. >> Yes. >> Did you catch that? >> I did. Thank >> Okay. So, it's just

006going to be moving around. It's going to still be addressed. Uh, it's just going to be out of order until the presenter gets her. She's >> Okay, that's fine. Thank you. >> All righty. Thank you very much. I just wanted to make that noted. Again, really no change. is just to the order in which it's presented to the general public and during the meeting. So, thank you for that. Okay, on to item three. Again, nothing. Oh, there she is. Miss Aspen, sit down, then I can turn this over to um Mr. Wells. So, we give these two individuals a few minutes. Oh yeah, >> Mr. Wells. Uh, when you're ready, we are item four, which again, as addressed, um, we can start with the comments from the audience because the presenter for B4 is not

007here yet. was just moving it around. >> I got here only minutes before you did. >> No, I didn't vote. >> Okay. I was misinformed about the location of this. Uh ladies and gentlemen, I apologize. I was told uh last Thursday that this would this meeting would be held in Kirtland. So that's where I showed up. >> So at your convenience, Mr. Wells, we can move on to item one, which is uh comments from the audience. Have we had uh have we had the student and staff recognition? Was that first? >> Or did I miss that? Okay. Uh are there comments from the audience? I apologize. I plan on Miss Pandora Mike. >> Is it? >> Yes. Dr. Dr. Pandora Mike. Dr. Mike, you are a principal. Just shout it out. >> Thank you. Give

008me a second. just step right up here. >> Hey Jared, if if you're not ready, she can just use my mic. >> Thank you, Superintendent Carlson. Um, good evening board members, uh, Superintendent Carlson and, uh, district and audience. Um, my name is Dr. Pandora Mike and I'm coming to you as a grandmother, as a a concerned community u member of um Shiprock community and I just wanted to um talk a little bit about the cultural insensitivity that occurred um um recently at one of our our schools um more more specifically at Shiprock High School. And I'm I'm talking because I have um a grandson that attends there and um um I was informed by several other parents that were also concerned that there was a um an act of insensitivity in terms of a a

009a cultural definite no no of having um an artifact used in a classroom. room for um some lesson activities um there at the high school. And um you know in in my culture um shared culture with a lot of us who who practice traditional practices um you know we do not associate death with our children in certain ways and being around um you know things such as skulls or um bones um the remains of humans um is is not appropriate and especially in an educational setting. And um learning from that as an educator, you know, I I I have to look at it not only as a grandmother but as an opportunity as an educator of where do we go from here? What do we need to do to Um, from what I understand, we're

010in process. So, basically, um, from what I understand, um, you know, and I think Mr. Carlson has somebody here who could talk a little bit more in detail about it, but um I understand there was um an an initial prayer that was done, but I think more prayers may be needed. Um my concern right now um in my practice, you know, I invest a lot in my family to have protection prayers, to have blessings for their education. protection prayers mean, you know, you know, it's priceless. And when something like this impacts, you know, it really causes me to have to, you know, put more financial investment into more prayers to be done. And I can't imagine, you know, I I I look at some of our children, especially the ones that have siblings that go

011there and it's like a core and there's a circle of other siblings at other schools that were impacted and then us as a district are the outer circle. We're impacted and you know it the investment that you put into you know mental wellness for our children is impacted and so I I I have to seek out another protection prayer. It's like un you know all of a sudden we undid what we restored and I can't imagine some of those kids who can't afford to do that and their parents they you know the holiday season's here and they can't afford to you know go seek out a medicine man and get something done for them. So, I'm concerned about those kids as well. But mainly right now, I'm just I'm I love my grandson and he's

012been through a lot and I just want, you know, his his focus, his direction in life, you know, his prayers are there. I want it to move forward in a good way. >> I I understand and and I respect that. Is there and and you're talking about individually. Is there something else that that we can do as a district that will alleviate or make up for for that shortfall or others? I, you know, to say the least, I think a public apology is important. Um, I think that, um, an invitation, you know, if you're having a medicine man, invite those of us who are concerned, um, I'd like my son to have a protection prayer done. So, that to me, that would that would be helpful. And um you know I don't I honestly I

013don't know um all of the spec specifics but what I would like to see is you know training you know >> well certainly to to avoid >> yes >> such a thing in the future but uh but I'm talking like what can what can be done. Um, like I said, I haven't heard what has been done. I I knew that a a medicine man was um in the mix somewhere. I don't I don't know whereabouts that came about but or has not come about. But at at what point can I guess what can the district do that will alleviate that for everyone's needs, not just your grandsons? >> I I think that's a really um good question and honestly I'm not prepared to answer that. I think that, you know, perhaps I could um defer

014that to um those that um are cultural leaders that have that knowledge. I know um Mr. Brady is here and um you know, I know that he's a he's a great resource to help us move forward in a good way. And and honestly, you know, I'm I want us to all move forward. I mean, this is a great learning experience. It hurt, but we have to move forward to protect our kids. And how do we avoid something like this? >> And and hopefully we can >> um Vice President Wells. >> Yes. >> Um I I share the same concerns. I think um with this topic uh I think this has to be an agenda item with um so that we as a district can move forward to address this matter. It's a very sensitive matter.

015I want to fully explore this but this we're in public comment so that section so I would like to add this as an agenda item if not this meeting at a to have this um conversation ongoing but I think with public comment I I think we we can only um address it so much. So, I would like to add this as an agenda item. Thank you. >> We can see that that's put on the agenda. >> Hello. >> Yes. >> Um, I'm sorry. This is Miss Lewis. I raised my hand, but nobody said anything. Can I say something? Let's let's go to the other comments that we have here. >> Yes. >> At the time when it's put on the agenda, we can um further uh get comments and and um discussions about it. Um,

016but right now it's not on the agenda and it's just a public comment and um, but I think it's serious enough to where um, you know, from from from this time to when it's finally addressed or on the agenda. Um, I think the principles really need to know what their building is doing and that's all I'm going to say. Uh, we'll continue with the public comments that are written down here. I have a Mr. Darnell Yazi. Denell, I'm sorry. I missed Dell Yazy. I apologize. >> Is it working? >> Yes. All right. And I know my voice is loud. Um I'm glad that you're making it in. I'm Danell Yazy. Um thank you for allowing me to speak during public comments. I have placed all of my children through CCSD since forever from their from

017the time they entered elementary to graduating two from Shiprock High. and my last one is graduating. One of my my daughter, my youngest daughter, who has struggled through school and this past year, we spent our entire year doing nothing but ceremonies, ceremonies after ceremonies after ceremonies after ceremonies. And to hear it come about, I'm glad that it's an agenda item because I really think that you need to understand the impact that it has. So, I'm at a loss. I'm at a very big loss. I'm shocked. I'm upset. I'm angry because all of the time, the effort, and the money that we spent on taking care of our mental health and our mental well-being and our balance as a family. I wondered what was going on with my old my youngest daughter cuz something was going

018on. I didn't know what was what it was. But when this came about and this was put into light, I am upset. Especially because of the fact that she participated in these ceremonies right next to me. She was a part of every single ceremony and she was benefiting from the positivity of it, but she had to give a lot physically. and all of that was just undone the first day she walked into the classroom. And I'm really just I I honestly think that it does have to be talked about. Um I'm very much into restorative practices. You've heard me you've heard me push it, but I'm just and I don't have an answer. I I is this enough? I don't think it is. I really don't I don't agree that what's been done is enough

019but I also don't know what when will it become enough and that's you know my question. I really want it to make an impact. I really think that our equity council and ICO needs to come in and be a part of the conversation, but to have my daughter's just protection and well-being and everything put into jeopardy because of, oh, I'm sorry. I didn't think it was a big deal. You know, it's it's that type of statement that's like, oh my goodness, you you don't know what has been done. You don't know what you did as an individual. And that's all I can honestly say about it without shaking my finger, yelling at somebody, pointing at somebody, going to the school and yelling at somebody. I'm really like I'm really trying to um maintain the civility

020of it because I do care about my students. I do care about all the students of Shiprock and all the and through all of district. So, I don't want to jeopardize other children's safety and well-being based off of the words I say. So, I really am excited and I want to contribute to the action agenda that you did that you just allowed us to have because it is going to be a good step in the right direction, especially to help support Yazi Martinez and what our district has done with Yazy Martinez because it's been we've made such great moves in that direction and to have this just to have all of that be undone with one action, it's That's why that's why it's important. Go ahead. as as you're talking and you bring up some

021very good points and um I know of the seriousness and I um the seriousness enough to as board members up here um we talk about local control, we talk about Yazi Martinez and and so I posed this question to our board attorney that um you know it's it's almost um crazy in a sense that um from the board down they can act they can um and and I believe um Mr. Our superintendent Carlson has asked for prayer and medicine man, but on from from the upper levels um that we have to wait on an agenda or the process um to address something as serious as this, you know, that deals with our cultural and our our traditions and Um, you know, I I I I don't know how else how else to explain it, but

022I feel like why are we tied to regulations or Robert's rule of order? Um this should have been addressed um as soon as possible because you know just as I said you um nothing prevents from something to reoccur >> and to the time when we do address it or it is put on the agenda. And so um yes and I think one thing too is that I went through cultural sensitivity training when I came through as an employee of the district. I was under the assumption that was still continuing and that was happening. So I honestly don't know what occurred and why it was thought that it would be okay. And to know that the individual is of the area further just just blows my mind that you don't that the thought and the idea

023to respect what what others have in place. I'm trying to find the best way to word this because like I said it's just it's monumental and it's so impactful that I'm just worried. Um, I kept my daughter home from school today and Friday. Um, and once the thing's done, then I'll send her back on Monday. And Monday's count day. So, I'm just really, >> you know, my my thoughts, >> it's just uh >> my thoughts on it, you know, when I first read it is that, you know, we we all know what runs around at night >> and and they deal with those things, you know, from the stories that you hear. >> Yeah. And so, >> and we allowed our children to breathe the air. We allowed our children to just be exposed to

024this. >> So, you know, and and that's all I'm, you know, say to the board is that why are we tied to um Robert's rule order, you know, as far as, you know, the agenda and things like that when something culturally and ex significant like as this, you know, should be addressed as soon as we can. Yeah. And I agree and I hope that we find an answer. I really do. Thank you. >> Thank you. >> I'd like to um make a comment if I may. >> Can you hear me? Is this president asking? >> Yes. Yes. And I'd like to make a quick comment in regards to the discussion >> in terms of the the seriousness of the situation. It's not that the district is ignoring what has happened. I believe by moving forward

025we are making it a priority to have a full discussion in regards to the the sensitive nature of what happened and how the district can avoid having something similar happen again. me. I was raised traditionally and I I completely understand. >> President, you're breaking up. Seriously, I mean, you're seriously breaking >> how it can affect our community, our kids. >> I'm sorry. I'm driving. Um but I want to assure the community we are once we were notified of the situation that we are really um we want to have this discussion. We want to have a thorough discussion and get input from the community and really talk about how we can reminate this. how we can't have that discussion fully in a public com. We want to have that dialogue and we want to make sure

026we have the the discussion solely on this this situation so we can we can work through this issue so it doesn't happen again. And I want to say I apologize as a board member of of having something like this happen while under our watch and I want to make sure that we put policy in place so this does not happen again. Um so I I want to let the community know that now we're aware of it and we want to make sure it doesn't happen again. And I and I want to assure the community that we want to hear from you. We want we want the input so that we can make those policies so that our kids are safe. >> Thank you. >> Board President, board vice president, would you like me to clarify

027or answer Miss Aspus' questions? >> Yes, please. Um, so I absolutely agree with the seriousness of the situation and I'm very thankful that it was brought forward in public comment. Um, the reason we need to put it on a an agenda as a presentation is state law. It's the Open Meetings Act. Um, and we don't want to be in violation of that. But beyond that, on a substantive issue or matter, putting it on the agenda gives us time to get um the community involved and various folks within um our CCSD leadership um with a presentation and both sides so we can actually hammer out a solution. Um it will also give me time to draft up some draft policy language. Um and um so that's that's really the reason we need to put it on

028uh the next agenda is because of state law. Uh but I absolutely echo and agree with the seriousness of the situation. >> Okay. Go ahead. So, in regards to that last comment that was made by the uh board attorney, I absolutely agree. I throw in a however though. Um the seriousness of the situation that uh has been brought to our attention and what has occurred. I hearken back to a time when we had the um CO outbreak and I made an exception for one of the heads of IHS to come down and give a long dissertation of what was occurring at that time. So I made an exception and as they say sometimes I would much rather um ask for forgiveness than to beg for the opportunity to do so through that process in law

029and I understand it. I get it. The to me the the moment and the issue and the concern and I too um as some people are aware of raised my family and that culture tradition. So therefore, I take it very very seriously when these things happen and or um quite frankly disrespect it. It's hard to say out of ignorance, but I mean it happens. And so therefore, um, as much as I agree with what the board attorney said, um, I think that this what's turning into a conversation is very important for people to express their feelings. So, um, and again, let's wait for a little bit of back and forth, uh, from the board and the general public. But yes, again I said like I said before, I do agree with the fact that it

030should be put on so we can have a much deeper conversation as to who, what, where, when, how, and why and how we can best um try to avoid this from ever happening again. So with that, turn it back to the uh to the chair. Okay. Next on the agenda. Next on the agenda for White Matthew White. Uh good evening school board members. Superintendent Carlson. um come here as a parent. Uh two, uh students that two of my children go to Ship Rock High School and um we got the call last night about 900 p.m. and yeah, we just it was a shock uh you know, finding out facts later on throughout the day getting calls. Um I'm very involved in the community of Shiprock. Uh former alumni uh entrepreneur here in Shiprock. So I

031my phone is blown up today and um it's very disheartening. It's very concerning but uh I want to appreciate that something was done early this morning. I want to give credit where credit is due. Somebody made that call. Somebody made that and took action. And I I want to say thank you because our kids are our pri our priority. You know, it's very fragile. We we we invest in them. We talk to them and it's hundreds of years of traditional values concepts every day. It's not just only on one day, it's every day. And we're passing that on to our kids. A call it it it um you know it it it did um shake up my kids. They were they were shocked. So, you know, anything to do with death. And I know there's

032cultures that have a day for that, you know, but we we don't. And if you're going to have schools on the NAVO nation, you should have some kind of cultural sensitive training of some sort, you know, cuz you're dealing with NAVO children. So, but I want to say thank you for taking action. Whoever made that call, uh, you know, I I I appreciate that, but there's more that needs to be done. I believe 4-day protocol, you know, before that new moon comes up. You know, there's there's there's there's procedures that we take. So, um, I just want to say, you know, let's, you know, things happen for a reason. It's not, you know, it's it's let's it's let's let's find a how do we train, you know, from the higherups to teachers to volunteers to

033substitute teachers. You know, we need to be informed. They need to be informed. They're going to come on uh on the reservation and teach our kids. So, that's my comment for the evening. >> Yeah. >> No, Vice President, may I just clarify something? in mind of board member um Montoya's comments. >> Go ahead. >> Yes, sir. Thank you. So, we do have some options. We could call a special meeting. Um we could also call an emergency meeting and in addition to that, um restorative justice practices can be initiated immediately now that superintendent and the board know the concern. So, I just wanted to let you guys know there are options on how to have a a you know more um thorough review of the consent. >> Thank you. Uh, next up we have >> Yes,

034>> I I agree with the board attorney that um you know a emergency meeting or but yeah and I hope I I um explained um my opinion right but you know I I just don't like the fact that you know we u we talk about Yazu Martinez We talk about um you know our culture and we want our children to understand and respect and and um live by that but then yet um we're still tied to states permission to observe and and I don't understand that and um and in fact it makes me more angry because just as the gentleman said you know there's four days. You know, there's a re um reverent time that um that is allowed and um and and to make sure that you know things are done. um and and

035prayers are said and and I agree our our most our most important resources are our students and um mental health, spiritually um culturally. So um you know I it's about time state um acknowledges or learns that our culture we don't need permission. Um this this is an emergency. This is we we've never had something like this happen. And um you know if if you were to get grandparents in here um chase and grandmas and you know they would be saying yea you know and you know things like that and so I I don't know how best to but um you know tomorrow we we could address it we could open it and and start addressing these I make comment. >> So, I'm going to read to you. The New Mexico School Board emergency meeting process

036can can include calling the meeting for a pressing unexpected issue, giving reasonable notice to board members, and limiting the agenda to urgent matters. Virtual meetings are possible during emergencies, and public participation may be restricted or managed through specific online signup procedures. and it talks about how to call an emergency meeting. Emergency meeting is called when an urgent issue arises that requires immediate attention and cannot wait until the next regularly scheduled board meeting. So to Miss Aspus' point and to the cultural significance and as much as the state in Mexico puts upon Yazi Martinez and the cultural linguistic learning and importance of that um I'm certainly suggesting that we do that as soon as possible to have a meeting so we can um address this publicly and through the school district to um try to bring

037some level of and some assemblance of um calming to the community. >> Thank you. Uh we can certainly look into scheduling an emergency meeting uh considering the gravity uh of this incident and with the cultural implications of the members of the community. Uh, next I have here a don is that striker Dr. Don Striker Sicily clan Chinelli Dutch German. Thank you, Mr. Superintendent, members of the board, uh, community members for being here tonight. Uh, it's a rough week. Um, I uh wanted to kind of piggyback on some of the comments that several of you made. Uh, Mr. Carlson, you mentioned keeping children in mind when making decisions. Totally agree. Miss Aspus, you mentioned just a moment ago about mental health. Uh, before I go on though, I want to make sure you realize I'm I'm

038an employee here, the district. However, I'm speaking tonight as a community member, a dad, and a granddad. So before I go on, I want to thank you for asking questions because many of you do ask questions and that helps the rest of the community learn because every time you ask a question, there are several people in the audience that probably have the same or a similar question. So keep asking questions. Um I heard the word equity also tonight. And um I'm again I'm I love my job folks. I started in the Peace Corps in 1988 and when I signed up the saying was join the Peace Corps. It's the toughest job you'll ever love. And that was true. And they dropped me out in the middle of the jungle and I was there for about

0393 years in Guatemala. But right after that, it comes to career prep for me cuz I love my job. When we talk about services, I think about mental health like Miss Aspus mentioned. And I've seen before where the statistics for 18 year olds is about 40% have at least one diagnosible mental health condition. Well, where I where I spend my days, it's a lot more than that. And just to give you a statistic from the class of 2025 at career prep, three students are in federal custody right now. One is for murder, one is for multiple felonies, violent felonies, and the third also was for violent felonies. And we had one student who who passed away on Saturday and as a victim of domestic violence. And so I put down on my my, you know,

040subject to talk about is just the need for services or for services. So I think that's something and it and it goes along with what was said earlier about all the cultural sensitivity but I think we need to make sure that we have adequate services mental health services uh substance abuse counseling it needs to be readily available in schools especially at career prep because we have a we have a very challenging clientele there and just you can go from the numbers that I gave you those are facts I'm not making that up I wouldn't do something like that so but uh it's been very tough this uh very special person was taking from us from us before her time. So thank you for your time. We want to have a special recognition. Is Disia here

041or? No. No. We can do the Mesa one probably though. They're they're here. So, special recognition of Mesa Elementary achieves traditional status. It doesn't say who was going to do that. Ah. Good evening board members, Mr. Carlson. So, I have the privilege of uh doing this next item. So, a couple years ago, for many years, actually, we've really struggled to get uh Mesa Elementary School out of uh CSI status. Public education department uh invested quite a bit of dollars, at least 100 to $150,000 for the last uh 3 years. But uh with all the hard work, Miss uh Gina Jones, Principal Jones here, came in a year and a half ago and uh worked really hard, put systems in place, you know, communicated plan her communicated her plan to her staff and they've achieved uh

042traditional status. So I want to go and recognize uh Miss Jones here. Before you do, for somebody that may not know what CSI, you're using acronyms that everybody in the world doesn't recognize, >> alphabet soup, right? CSI is comprehensive school improvement stat, which is essentially a D or an F. So, traditional status means it's about a B. So, but with that being said, uh do you want to say a couple words, Miss Jones, Principal Jones, uh to be recognized? So, yeah, give her a round of applause. and her staff. >> Okay. Um, it's really humbling because it's not um it's not about the recognition on myself. It's about the team and how we chose to make different changes in our systems and processes and our growth mindset. um and just came to an understanding that

043what we've been doing hasn't been working. So by just breaking things down to what we could do and we want to make sure that what we have done is sustainable so that we don't go back and um so I'm very confident that we'll be able to continue doing what we are doing. We have great staff in place. is remember we had when I started we had seven long-term subs in the building and so we have um rectified that and with quality educators may means quality instruction um so that our kids are getting the same or better quality than anybody in the state and there's no reason why our students can't achieve whatever they want to we're not there yet, but you know, our our goal is to get our students where they have options and

044um we're hoping that that's what we're doing at Mesa. And I do want to recognize I have a few staff members here. Um and it's it's been support. One question that I asked Mr. Deswood when I was interviewing was what kind of support would I be getting as a principal? And I just want to say that, you know, from Mr. Deswood and the CNI team, um, yourselves, Mr. Carlson, um, the support has been excellent and I, um, I don't know if I would say I would do it all over again, but, uh, it's been a good process and it was definitely needed. So, I thank you very much. Thanks. Before >> you leave, John, hang on. Okay. Go ahead. >> Oh. Um, first of all, I want to say thank you for hearing us out.

045Um, I'm Mrs. Claw. And, um, I'm actually born and raised here. This is my stomping ground. I went to school also at Mesa Elementary when I was a first grade all the way to seventh grade. Came here to the high school, went to the new high school. Um, who' have thought I'd be a teacher? But I do enjoy working with my people, our community, and Gina has done a great job. Um, also know Gina um as one of our coach. But uh I walked in last year as a kindergarten teacher and I moved up to fifth grade. But um after we got word, I just felt that load just lifted off becoming a traditional school. But I have to applaud Gina and the staff doing a wonderful job and um it was challenging and it

046was worth the challenge because we have kids or students that are working at their best and it's good to see them give that extra push for us to keep coming to school every day. So it I'm just applaud again to the staff for that and again thank you for the support also to um Mr. Deswood. So thank you and thanks to the staff if you're listening. >> Thank you. Uh little background, my wife taught several years at at Mesa and and uh when the district moved into Kirtland, she was disappointed, but u there were >> I'm not >> Thank you. There were um she took it all she took it on herself to to create a a a Christmas program. Uh was singing and all kinds of things at at Mesa Elementary that she was

047told that uh uh couldn't happen but determination she made it happen. And uh I I appreciate your recognition uh Miss Jones for your staff and everybody there, but it uh number one takes leadership and that and that has come from you. So I in all humility take that compliment. Thank you. Thank you. Thanks. >> Go ahead. >> I know it's been it's been um difficult especially with Mesa and um and um and to finally have it solved. It's it's nice it's nice to hear and and that I'm just wondering um how is parent involvement. Now, is it is it higher or the same? >> No, we've been averaging about 100 to 150 parents and staff and or students at our family engagement nights. Um we we filled the pack center um last Christmas with our

048Christmas program and um our our parents came to studentled conferences. We had um over 200 parents at our student led conferences out of 240 kids we had. So we had a really good turnout. Um so we have seen increased um family engagement um increased um likes on Facebook. Um and I think it's it's just helped when your kids are doing their part and they're being at success. The parents want to support that. So, um we're really excited. We had more at our trunk or treat. So, we're seeing a lot more um family engagement um since throughout the year. Um we even had a spring formal and we packed the gym with parents um dressed up to their nines with their kids and moms dancing with sons and daughters dancing with their dads and um so

049we're going to continue some of those great things that we've started. Right. That's why I was asking because um Judy Nelson I I watch see theirs on Facebook and some of the activities some of the I want to go back to school over there. >> Thank you. We'll move on to uh reports from board members number six. We'll go ahead and get started. >> Go ahead. So the other day, Tuesday, um there was some staff members led by um Assistant Superintendent Deswood that went down to Albuquerque and also uh went down there. We went down to see the U MC3 program at way West Mesa High School and um that's what I'm going to get to. Let me let me read it. The um MC3 program is a multi-craft core curriculum designed to prepare individuals

050for a career in the construction trades by providing pre-apprenticeship training. It's not the actual apprenticeship training itself, although there is a program set up down there for that as well. Um, it was developed by North American U building trades units. It covers topics like safety tools, blueprint, reading, and job readiness to help graduates secure a spot in a registered apprentichip program. Not only that, but we were informed that they also do um personal finance training for those kids, too, which is really nice because um as it was being explained to us, some of those kids when they get into these apprentichip programs programs are making 20 $30 an hour. And if I'm not mistaken, Mr. That's what it's nine different uh crafts I believe is what it is that they ready them for, right? Nine.

051Okay. So, the varied different crafts that they do and and it's really impressive. And as we were getting ready to leave, we were talking to Joan. She's one of the the leads down there for that program. And she was thanking us for coming down. I know you guys got a long drive, 3 and 1/2 hours. And I said, I would have drove 4 hours just for 15 minutes of their time. And what I wanted to go down to do is because I had a really good grasp of what was occurring down there. But I wanted to talk to the kids, the students that were involved in this program and asked some very several questions. What are you doing? Uh what interests you? Why are you doing it? Uh a few are getting into construction. One

052is because of family's doing it. Another one wants to be a U engineer, structural engineer. So, he's going through the process of learning construction. And um the other one that really surprised me and I hadn't heard of it, I'll see if anybody's ever heard of this one. Saturation diving. Has anybody ever heard of that? Yeah. It has to do with welding. It's not just underwater welding, it's a deep sea welding. And with that, part of that says it's a technique that allows commercial divers to work at great depths for extended periods by living in a pressurized habitat which saturates their tissues with inert gases, preventing decompression sickness. Those welders, those expert welders can make a over $100 an hour doing that. And there was one young man who said that to me and I I

053said, 'What did you say? He goes, "Saturation diving." And I didn't hear him because I didn't have my hearing aids. I said, "Say it again." So, one of the instructors had repeated it for me. I said, "What in the world is that?" Then he explained it. And the instructor said, "This young man is absolutely determined to do that. They can make $1,500 a day doing that welding." So what really caught my attention and to my point of saying that I would have just drove down there just for 15 minutes to hear them was the last question I asked them was how many of you like it and how many of you love it and it seemed as if it was rehearsed because they all at the same time in unison said we love it and

054you could just see the exuberance in their face and their eyes when they said that because they've truly found something because opportunity was presented to them to get into fields and do trades that are going to benefit them for the rest of their lives. And because of that, it is something that's been um offered as an opportunity for CCSD and uh with the work of uh Mr. Deswood and the superintendent um hopefully very soon we can start rolling out exactly what it is we're going to be doing and how we're going to be doing it. But but again because of where we are and what's coming, what this program is going to do is provide opportunity to our students that is not done anywhere else in this area. So I am very grateful for the

055opportunity to go down there and actually see it myself. And there's another program that I'd like to go see which is in Talis because at one point they had um an all female class that was going through the program too. So it's not limited to just the males, the females also. They make some of the best wild just because of the steady hands in their eyes. So I just want to let people know that that was an outstanding opportunity and hopefully very very soon to be coming to our school district. Thank you. >> Any other reports from board members, Mr. Superintendent? All righty, folks. I It's my duty to report um as as a part of a fairly recent recently adopted board policy all of the fundraising requests that are below a certain level as

056well as gifts and uh field trip requests. I do have quite a few of these. I will do my best to speak quickly. U the first one is for Eva B Stokeley, a school activity. The sponsor is Jeannie Lewis. Um the name of the activity is EBS school spirit and pride t-shirts. By the way, this is a fundraising request for the forum. Uh the projected amount to be raised is $500. There's a yearbook one from Kirtland Central High School. Also fundraising request, the sponsor, Eugene Tachini. That's yearbook sales. students will purchase yearbooks with from um the secretary Rose Fieldstead uh and they will raise $5,000 in that process. There are some travel requests. The first one is for Oho Amaro Elementary. Um, and that one there is a local field trip uh for 158 students

057and that is going to uh KCHS. There's a another student travel pre-approval from Oho Elementary uh trip destinations is the performing arts center. Um and that one was has already taken place. That is for a Veterans Day program that the school had there. Another one from the same department and the sponsor's name by the way is Natalia Cruz and she's the choir teacher there, the music teacher um for that one is to give the students the opportunity to share their musical learning by performing Christmas songs at a concert as well. Uh Kurtland Central High School from Florence Figalan, I don't know if I said that right or not. Um that's a robotics tournament and so for that one uh students will be traveling by bus to develop their skills in science, technology, engineering and math

058in Baker Middle Middle School in Cayenta, Arizona. We do have uh several maybe four requests for approval of donations. Um, and the first one is a non-financial gift of a value of $3,700 for the counseling program. It is the from the steered straight foundation. Steered straight. Another one, the donor is American Geoysicist Union, and that one is the program is a school garden, Nchitti Elementary. Uh the amount is $2,500 for that installment. It will be used for the cornfield and traditional arbor and city elementary. That's a continuation of a previous uh donation. And I think we have two more. The the donor is from Halt Hamilton Films and the program is the volleyball program. It's a check for $250 to be used for volleyball banquetss, apparel, and summer camps. That's Shiprock High School. Uh also

059from Nas City Elementary Schools, um Whitewater Community Church is the donor. A Christmas shoe box uh for the students uh for all 83 students valued at about $20 per box. It's $1,660. These will be passed out to each child at Nas City Elementary School. And that's what I have there. Um go ahead. Yeah, I just wanted to add to that. Um, I attended the Navajo taco sale over at TBA and that was an outstanding turnout. That was a lot of people waiting in line and it was very good. And I believe they're supposed to do it again in February if I'm not mistaken. >> Could be possibly. And >> yes, >> certainly uh highly encourage everybody to go and attend and get a nice meal for 10 bucks and help the students. Do you mind

060if I add to my report there, Mr. Wells or Vice President Wells? Go ahead. >> I kind of wanted to address some of the comments that were made. Um, I do appreciate Mr. White and and the other folks who made the comments. Um, I want you to understand that when we heard about this yesterday. We took it very seriously and we know that that um it's it's a horrible thing for folks in the community to have to deal with and that people have been going through a lot. Um, but I'd like to acknowledge our ICO department who they were involved from from the minute it started. Um, I got a lot of my guidance from Dr. Beay, but also from Nathan Brady who's sitting here right now. Um, I wish we could spend a little

061bit time having Mr. Brady address everybody to let them know all that we've we've done. But what I'm going to do is just basically let you know that yes, we did have someone there first thing at six o'clock this morning, even though we found out about this um last afternoon. Um we made sure we addressed it as quick as we as we could. Um my goal and and what I told them is if the students are not safe, we'll cancel school. Um I was assured that through this process, the students would be safe. Um but we're not finished and we we were not even close to being finished. Um there's a continuation that will happen this Saturday. Um and so when students are come back that the entire building will be cleansed and I don't

062know how much about that I can say but through this process we've already bu begun the conversations um to address why this why this happened like like uh board president had asked um and we have had some lapses in training obviously that's something we have to rectify and we have to do it immediately because we know that this cannot happen again and so we'll make sure that happens Um I I could make excuses and say yes, we trained principles and they were they were training staff members and everything. Um but it wasn't enough because it did happen. So um I apologize as a superintendent of the district for inconvenience to anyone um whether in the audience or online or or anybody listening. Um and I appreciate your patience as we work through this. And again,

063I'd like to just really reiterate that um ICO folks um especially Mr. Brady, their their expertise has been just invaluable. So, thank you. Thank you, board. >> President and um >> Go ahead. >> board vice president. Just a quick clarification. >> Go ahead. >> If if the superintendent wants to defer to Mr. Brady during his report, that is um allowed under the Open Meetings Act because it is u noticed as part of his report. Uh we would just need to stay away from mentioning specific names or any personnel items. >> Okay. I'm I'm going to ask that Mr. Brady come forward then. And um again um Mr. Brady and I we we went to Shiprock High School um at lunch today and the entire staff was in their library and Mr. Brady did a fantastic

064job of kind of letting them know the sequence of events, what we had done and what we're planning on doing. Um, and he fielded questions. I fielded questions. Um, and and there are no questions from staff that that we won't answer or attempt to answer because we want them to assure we're doing our best to address the situation. So, Mr. Brady, if you don't mind, uh, you can if you want, you can just use that microphone there and just just if you kind of give it a synopsis of of what you've done and what the ICO department's done. Thank you. Jared. Okay, here it is. Good evening, school board members. Thank you very much for this opportunity. Superintendent Mr. Carlson. We as a department, as a family, we came together and last night around about

0659 9:00 p.m., we secured a medicine man to come in and provide a blessing, a cleansing type of ceremony at Sheprock High School. We did that with um then with Mr. Carlson's knowledge and with Mr. Deswit's knowledge as well. And the it was a short um to the point type of cleansing that took place and into the high school into the classroom and then around the surrounding um doors. Um it is going to be an additional ceremony and additional cleansing that needs to take place where it's going to be all the rooms that will be cleansed and smudged with um ash as well. Now, we've gotten some feedback and some parents have asked that it needs to be a very big a bigger type of ceremony, a more indepth type of cleansing. But we are

066when we were notified, we we we jumped and and secured and got this into action. And my personal feeling about it this morning, I was satisfied with what took place. And speaking to the staff at Shiprock High School, I assured them that, you know, we were we were going to continue to do the right thing, continue to make these good choices because I I've taught at Shabbat High School for 5 years. Those are my kids. Those are my kids that were affected. And through the the comments tonight, there was a lot of um why, but that's the that's the mystery that we have as a Navajo people. We got to continue to work together and we will we will get through this as a team. We have talked about it already in depth with Mr.

067Carlson, Mr. Deswood about making a video again for our staff, a cultural sensitivity video that they can view and that way they they we know that it's being put out there and they that training is for them. But this is an ongoing process. It's not going this this first one that happened this morning is not the end. It's not the cure all either. It's a process because this what happened was a major major no in our culture. But that's where we got to come together and we got to have the understanding of the community that we are going to do what we can to asssure that the school is back in safe hands and this their stu our students go back there their mental well-being is set and that we can help whichever way we

068can as a department as a community and as a school. So, we are taking those those steps. We started last night, we ran into this morning, and it's going to continue. Like I said, it's going to continue. It's not over. We're not we we didn't finish. We have a lot to take care of, but we're in we're headed in the right direction. We got the the support from Mr. Carlson and Mr. Deswit. We got the support from the high school principal and the assistant principles. And so we're going to do right. We're going to get this corrected. We're going to get it fixed. Thank you. >> Thank you, >> Mr. Wells. If if we can backtrack on to number four again, we do have Devisia has arrived and she's ready to get her recognition. So,

069No can begin without >> we will uh recognize achievement of JM scholarship recipient Disa Young. Did I say that right? >> Disia Dishia. >> Uh Vice President Wells, members of the board, Superintendent Carlson. Um, today we brought a a former alumni from Sherlock High School, graduated last year from Sherwak High School. Um, but uh next to me I want to uh have our JM supervisor deliver the recognition for uh Disia. >> Good evening. Um, President Hasky, Vice Presidents, members of the board. Um, my name is Nia Cientes. So Disia and I probably get that name mixed up majority of the time, but uh Tabahini Tachini, I am the Johnson Ali supervisor with the ICO department and a few um weeks ago, a couple weeks ago, I attended the National Johnson Association conference in Denver. And

070at the banquet, I recognized Disia's name as one of the scholarships for uh National Joom. And I couldn't forget that name cuz it's very similar to mine. Um as soon as I heard her name, I wanted to come back and share the exciting news with the district and the staff. And Deisia, um I'm going to go ahead and read um why she had won the scholarship. And this scholarship since it's at a national level, it was um a pool of applicants from Native Americans across the nation. So other tribes, other students um also had their applications in there. And Demsia was one of those students that won. And she had won um because she was an excellent student who showed passion for her field of study as a radiologist while attending high school. She also

071studied for her nursing assistant certificate. Her dedication to her people is inspiring and she won because her dedication, her passion for helping others and her people. And so I just wanted to also share that last year she was one of our JOM students um our seniors who um took advantage of the services that are provided for Native American students through the JOM program. And as a senior she got her cap and gown paid for and this um beautiful outfit that she's wearing. she was able to show her cultural identity at graduation while wearing this outfit. And so without any longer, I'm going to go ahead and give it over to Disia. Hello Hello everyone. First and foremost, I would like to thank the board for having me here. I am super grateful for that. And

072there's several people that I would like to thank for giving me this opportunity to get this scholarship. First and foremost, my parents for giving me the the knowledge to succeed in this Sandy Blair, I would like to thank you. She really pushed me to get this scholarship. She kept reaching out to me and as well as Erica and of course my auntie. I would like to acknowledge my auntie. She stepped up when my mom passed away. And of course everyone around me. Thank you and congratulations to you. >> Well, board members, Vice President Wells, members of the board, Superintendent Carlson, that does conclude u her recognition. Um I believe from my understanding too talking with Mia that uh there's another national conference coming and that's where she'll also be recognized nationally through the JM board

073for her for the the scholarship. >> Thank you. Thank you very much. >> Uh Vice President Wells, members of the board, Superintendent Carlson, is it okay if we could take a quick group photo with her to get that out there to our community? >> We'd be privileged to. Thank you, sir. Again, that's one of the examples of the fine students that we have in the district. Very good. Three, two, Oh, was that her room? >> Really? >> Yeah. What? >> That's enlightenous. You just thought you were through. microphone to rot. >> I need a lot of help with tech. >> Me too. She forgot to mention because she's just such a nice person that she also was one of the students last year that was able to go with Erica down to down or up

074to Santa Fe and passed her um nursing assistant >> nursing assistant test. So we're very proud of that too. >> Okay. So I was also asked to share my experience. I am beyond grateful to be able to be taking dual credit in high school at San Juan High School. And my last semester of my senior year, I took dual credit for CNA classes. And it was so beneficial to me after high school. And I'm so grateful that CCSD provided the financial need that I needed to go to Santa Fe. And in Santa Fe, I took my state exam and a few weeks later, I I had got the email I passed. And with that certification over the summer, I I worked at a nursing home in Farmington. And honestly, my pay was really good. Um,

075so I'm really grateful. And with that um paychecks, I funded my own trip to California and I went to go watch the Dodgers play with my boyfriend. And yes, um and I also with that paycheck, I got the brand new MacBook laptop that I use for school now. And that's how the certification helped me and how CCSD really helped me fund for my schooling for my first semester at college. So I appreciate everything you guys done. Thank you. >> Thank you. There it would be. We asked before about um video, you know, to get the students that that finished and tested and that are prospering to get a video so that um you know, we can post that and and um so the other students can see that and and see how um you know

076it's not work when you enjoy what you do and but then also the the extra perks from it too, you know, just as you said, you went to California, you know, and and um so I I think um there there's so much that that other students could could see and um learn from you. Also, thank you. >> Yeah, of course. Um I really didn't know this was available to me until my high school advisor brought it up cuz at first I was I wasn't really fond of nursing cuz I don't really like needles and everything. But I was she was like, "You should try it. You should try it. It's a fully funded. You can get your certific certification by the end of the by by the end of the senior year." and for that

077I'm really thankful that she showed me that and that you guys provided it. So, thank you. >> Good job. >> I I remember at the beginning of the school year when we were sitting over at at Chiprock, your name being mentioned that you had gone and and now here you are telling us about it. I'm I'm grateful to have met you and know you and congratulations to you. Yeah, thank you. Thank you so much. We'll move on to seven uh reports. Office of of DA Youth Program presentation by Virginia Nelson, program manager. Good evening. I I have a loud voice, so I'll step back for a bit, but I just want to say thank you for allowing us to be here this evening. and I am originally from Crown Point, New Mexico. That's where I

078travel from from work. So, I'm here today um to representing the office of Dana Youth. Um, again, just like we just saw a product of Central Consolidated School and within the Navajo Nation, we have, we value our kids in regards to their education. We value them for being a part of the sports program. We value them because they're our kids and they're precious to each and every one of us. here. We We have to be careful what we do for our kids and how we treat them. And I am a firm believer that we got to take care of our young people. And I am a grandma. I have three grandkids. So, I know what it's like to be there and to be involved in their education as much as being involved with their sports

079program because I think those are some of the things that our kids need support in. And so, I'm I'm thankful that you were able to address the incident that occurred and anything and everything that may affect our kids should be addressed immediately. I firmly believe that and I am a department manager for office of da youth and my office is in um in in winder rock and we al also operate under the department of da education and during about a month ago um I I approached um the superintendent Mr. Carlson um asking him for some direction of how we could get involved with the community of Shiprock in regards to reaching out to the schools and to ask if what the possibilities would be to um get some assistance in transporting some of our kids

080from the elementary school or middle school to participate in our after school program. And um I'm just going to kind of cover that a little bit, but I do have Melinda um not who runs the after school program with our um office of da youth. And I you know, one of the things is that I believe that um every one of us have can contribute to our kids in regards to helping them along with their education. And one of the things that I do want to cover real quickly, I know um we're limited on time is that our program does provide um in four main areas and which is the language and cult cultural awareness which is very important and those are some of the things that you know I was listening to in regards

081to what we provide for our young our young um people on the Navajo Nation. We also address health and physical wellness um because we know that our kids need that and you know our kids have been through so much already especially with the pandemic that had occurred and how much changes has that has has happened and we're never going to get back at that same norm as we were before the pandemic happened. And a lot of the things that we did during during the time that everything was shut down, we did we were able to provide some services to our kids through our teams um reaching out to them, dropping off uh kits at their door or at their gate so they can participate in our program. So we went to that extent in helping

082our kids and then we also provide academic success and job readiness for our kids and academic meaning that we we provide that through the after school program. So when your child or the children leave the school and they're unable to finish their homework, then when they come to our program, that's where we provide the homework help to our young kids to make sure that um they're passing their classes as well. And majority of our young um majority of our parents are very young and a lot of them come from sing single homes. So we try to assist the parents with that and we also provide job readiness training through employment programs and we do provide high school and college programs to students that are in need of financial assistance and we also um do prevention

083awareness and character development within our program during the day. Um as our students are still in school, majority of our staff are outside out doing outreach at um schools providing prevention activities or either some of the schools that don't have any um physical fitness or phys physical education. We are able to step in and we've been providing sparks program um pack. We've been doing project adventure. Those are some of the things that we are doing with our schools. So this evening I just wanted to um address that and I did have a conversation with um Miss uh Cynthia uh Theodore about a week and a half ago. We were able to do a teams meeting. But this evening, you know, I wanted to personally introduce myself to the district and I know you have a

084lot of um things that you you do within your central consol consolidated schools. I know more about Gallagh County Schools, but I'm just thankful that you're all here providing that service to our young people. So that's what that that's my portion of uh my presentation, but I'm going to have Miss um not come up and just kind of give you a glimpse of what we do with our after school program. Thank you. Good evening. My name is Melinda. I am an alumni from Central Consolidated School. I started at Natanz, which was just down the road. Went to Mace Elementary, Zeda, and Shrock High School is where I graduated from. And I furthered up my education at at that time it was called Navajo Community College in um Fort Lewis. So I have returned back to

085the community that I really cherish and love. Um I work for the office of DA um youth here in Shiprock. If you don't know where sh um office of da youth is, we are right next door to the new first responder command center that's being built across the bridge across the yache grounds. We are in that big building there. We have been open. Um it doesn't look like we are open but we're open. the staff are there. We do have five staff members employed with um ODI ODY. My supervisor is Mr. Jonathan. So um we also have an office specialist, Miss Lorice Arthur. Myself, I'm the program and project specialists. We also have Jafon Ski who is our recreation coordinator. Miss Rodrik Russell who also is a reg recreation coordinator. I run the afterchool program

086there. We are um open to all kids from 6 to 17 years of age. We do um hours of our hours of operation is Monday to Thursday from 3 to 6:00 p.m. We have our children. I do have um a number of children that are attending my after school. I have kids from currently from No Neon Elementary, Mesa Elementary, Eva B. Stokeley. I also have kids from the Sassy school um at Sabage that attend my afterchool and they do have their parents um transport them once they get out of school. They transport them down to ODY and they stay there until they get picked up about around 6:00. Um what we are requesting for is we're requesting for central consolidated school transportation department to provide transportation for these children from the elementary and mid schools

087to ODY. I do have a a lot of my parents that are interested in bringing their kids to our afterchool program. Um, one of the obstacles that they have is that the buses don't transport the children to ODY. And these ch these parents h are working parents or they're either in school, you know, where most of the parents are working at is here either in Shiprock or Farmington. So they don't have people that are at home that can pick up their children from school and run them to the after school program. So that is where we are coming from to request if that um would be able to be done for them because we do have like I said we do have parents to ask and that is the obstacle that they run into is

088transportation. So our afterchool program offers as Miss Nelson said the homework help. We also um give them after after school snacks. I do provide them literacy. I do a reading challenge to them. So if they read 10 books, then I do provide them a prize. Um we do a lot of arts and craft activities, um STEM activities. We open up our gym for sports. We have been doing basketball in the past. We've also been um done soccer, pickle ball, volleyball. We've also done yoga, um open gym, which is a good physical activity. And we do have a lot of our children that are that come into our building that do do want open gym. So they want a place to play basketball or volleyball. Um they are kind of limited I believe at some of

089the schools. So that was that's a big you know target there where we have a lot of the kids come in. Um we also do fun events throughout the community. We had a we've had bike fun run. Um we are going to be having one next month. Um, we are going to be also sponsoring a walk and a run for the children. I also recently had a reading royalty where I had Miss Northern Navajo and Miss Northern Navajo team come and read to the children and it's open all to the public. Um, we've been doing some advertising on K&DN. We've also done some um flyers out in the community. We also have open karaoke for the children. So, that's something fun for them to come in. And then one of the other things we have

090been doing is the Ned language and culture. Um so we are teaching the clansship um colors basic Navajo languages. We are doing prevention activities. So we do talk to the children and do presentations on bullying, nutrition, drug and alcohol awareness, um gratitude. Since Thanksgiving is just around the corner, we talk to the kids about what we're um thankful for. We also do character development. So we are teaching our kids um the basic character development which would be um trustworthiness, respect, responsibility, fairness, caring and citizenship. So those are some of the topics that we discussed with the children. Um recently this past summer we had a summer enrichment program where it was open to all the kids. I did have at least 35 students that were enrolled in my summer enrichment. We were open Monday through

091Thursday starting at 7:30 to 4:30. So, they were coming I had kids coming from Ohho Elementary, Kirtland, and then the surrounding Shiprock School area that came from um down to the summer enrichment program. And I was very thankful because they had a I had a lot of grandparents that transported their children down to ODY for our summer enrichment. One of the upcoming um activities that we'll be having for all the children again is I'm going to be open for Thanksgiving break. So I will be open on Mondays, Tuesdays, and half a day Wednesday for the children. So, if the kids are out of school, then they can come over and have some fun activities to do. Um, I'm also going to be open during Christmas break for my enrichment program. So, that will be from

092December 22nd all the way till January 5th. So, I try to mirror Central Consolidated and Sassy's um close days. So, they have we have something for the kids to do instead of staying home and sleeping in. I know I had a lot of my summer enrichment kids, they really wanted to sleep, but their parents got them up and came brought them over to my summer enrichment program. So those are some of the things that we are um be we will be doing. So that is my afterchool program and I'm open to any questions you may have. >> Any questions from the board? >> Comment for questions? >> No questions. >> Go ahead. So, I I appreciate the fact that you're here presenting that because one of the best things we can do is certainly not

093just develop and form a a partnership and relationship, but sustain that. It's all the same kids, >> all the same families, and certainly as institutions, that's our responsibility is to further their education and keep them enlightened both mentally and physically. So, I appreciate what you're doing. Thank you. if I if I could comment as well. >> Yeah, I just want to say thank you to uh Miss Nelson and to um Officer Du for the for the present presentation tonight. For myself, when I was back in elementary school, some of the best programs I remember growing up in my childhood was actually participating in some of the youth programs at OD White, that that building that was used to be on top of the hill. What I remember is it brought people together. It brought kids

094together. It helped build our basketball teams, wedding teams, and it built that sense of spirit within our within the community. and and how I see this sort of partnership between our district and hopefully OD Hawaii is that it it's it's look looking at what we have right now and and and providing those best options and opportunities for kids and and I think I have brought this up before but you you your your program is one of our stakeholders in our community. So, so for myself, if there's anything that we can do to help build that partnership, uh, including like expanding athletic programs, activities, uh, I I think it's it's a it's it's a good proposition to work together because we're all all in the same community serving all the same kids. Thank you. >> Go

095ahead. We haven't really gotten into the OHO schools. Um, but we have been open to them in requesting if we can do outreach activities out there. As Miss Nelson said, we can come out and do prevention presentations. We can do physical fitnesses with them. So, those are what we would be open to. Because right now And you know just to Hello. In order to um um you know to to do something like that Zumba um you would have to have somebody like janitor you know all that has to all work together and the principal you know to in and out and things like that but and but it was just one session and there was some students I went I went over there and um and um there were some students and then there was

096also some um some of the staff, the teachers and and from the looks of it, it it was a good time, you know, and but the lady is there. she's willing to come out, but you know, of course, um she needs gas money. And so, do you guys partner up with people like that to provide that or do you >> Let me have the department manager answer that question for you. >> Okay. And not just only that, you know, but um you know, he's as um coaches or you know um people that want to give their time and and um start you know these these activities. Um, one thing that with the new road is kind of attracted um what do you call those um skateboard, you know, and you see the kids just, you

097know, just um taking advantage of that new new road, you know, and but and it's really not intended for that and hopefully nobody gets hurt. Um but that's the only place that they can um that where there's you know a good place to use the skateboard and the school facilities are locked up and um so yeah um I I feel like that community is kind of left out and and then when you look at income level I'm sure it's it's it's way down there And um so it it would be great, you know, to have something like that. The um and I believe the last data that I saw um I can't remember which one, but those numbers were very low as far as any kind of after school for OHO. >> Okay. Thank you

098for the question. Basically what we do is we don't charge anything to the kids. We don't charge a fee for their part participation. And what we basically do is um I will have Mr. Jonathan so reach out to the school or to the community and find out what their needs are. And if they're willing to partner with us, we can absolutely try to work with the school and try to provide what they're require requesting of us to do or what their needs are. And we do have um staff that are available to assist. And majority of our activities happen with the school is during the school hours. And then back in the community of Shiprock, we do go um we do have different operating hours. We have our summer hours where we start from 8

099to 8:00 p.m. And so we do alternative work schedules. And right now we are on the winter hours where we start from 8 to 6:00 p.m. And then during the spring we go back to 7:00. So just depending on on the activities that we were able to provide and right now to to be honest with you if you all know the Navajo Nation still has not been approved operating monies. So right now we have no operating money until I guess what with the president the council delegates till they they get back on the same I guess the same I don't know what they need to do and their agreement then hopefully we'll get receive our funding. So we're going into November right now. So a lot of our activities are basically just h happening on

100site but we do just like I said I will reach out to Mr. So, and let him know that he can make contact with the school and find out what we can do out there. >> Any other questions or comments? Actually, I'm gonna let Miss uh Ann Cliff Clark talk because Ann is in charge of our uh after school OST program. >> Uh so she we actually can it it'll kind of fit in. >> I want to duke it out. >> Yeah. But I'll let Ann talk. >> We would love to partner with you. We have after school programming too. So if we could team that would be awesome. And I was going to come up here and hand you my card. I didn't know I was handing here to coming over to the microphone,

101but that would be awesome if we could team together. >> Yeah. And then if I may, in respect to that um out of school time and that high dosage tutoring, there's money to pay tutors to come in to from the outside within the school system to be able to do that. So that's certainly an opportunity for some of your people to be able to assist with >> they could apply to be tutors. >> Absolutely. >> Yeah. And then the people that aren't getting paid for you could work in our work for our district and after school time and get paid >> and wrote a big grant. So, >> and we got the second biggest amount next to Albuquerque. So, we have >> we have money. Yeah. >> U board uh Vice President Wells, may I

102make a comment really quick? >> If you just speak in front of the mic, it'll pick you up. >> Okay. I just wanted to say that any opportunity like this is great for our students and it's great that we are making the connection so that our our students can benefit from this. Thank you. >> Thank you. >> Any any other comments? >> Is that all ladies? Ju >> just real quick. I mean, if there's anything that we can do like uh facilities or transportation, I I think our administrative staff and team can probably work out some of those details. That way, this this thing works smoothly. And and I think one of the areas as well is um I'm not sure if ODI is able to provide any services down toward Nukem or Nashitty because

103I think that's another area of need. Yeah. Okay. Yeah, we can do that. >> A big voice, too. Um, and then the Utah, we can go all the way up to Anith area this way, all the way up to Ohoo. So we we do we cover a big area and we're more willing to come out there to the schools. The more schools we can pick up, the more the marrier. Thank you. >> Thank you. Thank you ladies. We'll move on to B report of dual language program by Cheryl Benali. >> Good evening. Um, vice uh, Vice President Wells, um, board member, President Hasky Oberly, and members of the board and superintendent, Cheryl, Benali, Bashin, Nabani, Dashanella. I am joined with um, a team here. I have um, Dr. Berinda Beay online as well as um,

104Mrs. Jenny Lewis and Mr. Gleason. As you know, we do have two dual language programs at the um elementary schools at Eva B. Stokeley, which um Mrs. Jenny Lewis is has oversight of the program there. And then we have Mr. Gleason with um Newm Elementary School with a dual language program. Um before we get into the to the details of the individual the principles and I would like to acknowledge um Mr. Deswood for um providing um getting guidance and in getting the principles to help us um create this report. Um I would like to acknowledge that um with the prior leadership um with the administrative we were tasked to do a report or to change the model to a 9010 model. And both Dr. Beay and I know knew that was a really um tough

105task to do. We complied. We we did that. But what we both are finding is that the 50/50 model of what we currently have here where we have three hours that are taught in the core and three hours that are taught with in Navajo. So we we we're finding more success and progress with these models at the 50/50 model for one uh one teacher can focus on just teaching Navajo uh literacy and social studies and also science which got added on which is which is something that is is um is in the is happening now but also with the core is a focus on the um core content guidelines. So, I'd like um like to um see if uh Dr. Beay has anything to add before we have Mrs. Lewis do her presentation. >> Dr.

106Beay Good evening, board president, board vice president, and members of the board. Superintendent Carlson. Um, so I'm here to um help support um this uh presentation. So, Cheryl. >> Okay. Thank you. So, we'll have um Mrs. Lewis. Uh we have her online. Um so, go ahead, Mrs. Lewis. Thank you. Um I just want to say thank you to um my colleagues uh Dr. Beay, um Mrs. Finali, Mr. Dezwood, and Mr. Greon um for coming together as a team and working on the dual language program and its goals. And then I want to thank the board and um superintendent, thank you for supporting our programs. This is a really really important program uh as it addresses the goals that we have put forth. So at Eva B. So um if we can go to the goal

107the next slide uh the first thing is that with the dual language goals one of the the I think um when we're talking about preservation and um restoration of the language one of the goals that we have is to increase oral language um development and cultural identity and that's one of the things that we're constantly working on through teaching and instruction. The other part is that it does fall in line with our 90-day plan because we have the core program um section and that we do have a schoolwide smart goal and that one is by May of 2026 students will increase their ELA math proficiency scores by 10% on the Namasa. So that's the as a whole school we came together at Eva B Stoman and this is the goal that we set for our

108whole school that includes the dual language core component. Uh so next slide can I go to next slide? Okay. So it's important to know who we're working with and who our students are. So here's some demographics. Uh in the kindergarten we do have 14 students with one teacher. I'm just putting the teacher by it side, but I'll explain that with the structure. First grade we have 15. Second grade we have 13. Third grade we have 14. Fourth grade we have 18. Fifth grade we have four. Sixth grade we have 12. So a total of 90 students. And at Eva Bisto currently we have 237 students. So just kind of um be aware of that for the structure for the dual language program. Uh this past year we met with uh ICO and of course working

109together collaboratively we decided that we're going to go ahead and make kindergarten a self-contained classroom where the teacher will teach both navo and the core and she's very capable and doing very well there. Uh but we kept the others um first second language I mean first second grades uh for Navajo one teacher and then the first second course we have one teacher third fourth grades we have Navajo again one teacher third fourth core we have one fifth sixth Navajo we have one and then fifth sixth core we have one so they really do a lot of team teaching and a lot of um planning together so that's how our structure is set up next slide and some of the successes and challenges. Um we do have PLC's for our dual language um program and we

110come together to meet on the program goals and where we are. So some of the successes that um my teachers came up with from looking at different various um data was that all dual language students can introduce themselves in the detail language with their plans. Uh the other one was students are showing gains in a mirror reading and math. And when talking to um our at the ICO department, we were looking at other data sets. We found out that um with the having said that the 2425 MASA ELA comparison by subgroups, uh dual language students show 32% proficiency whereas all students show 30%. So they're they're doing a little bit better than the rest of the subgroups. That's an ELA. Now in math with the dual language students, 27% show proficiency whereas all other students

111show 17% proficiency. So that's something that you know we know that it works and research of course says so. I think we all know that. Uh the other one is parents report increased engagement and greater use of naval links in both classroom and home setting. Uh students who return to the program from last year are able to read and write in Navajo. Uh the other is that dual language students are asked to perform and you know we get calls or emails to our students to perform at various events and they're so happy to do it because they're very good at it. So we're very proud of our students with successes. Of course, we do have challenges. And with the challenges, um, one of the things that we're we're we're dealing with right now is that

112all dual language students need to attend school every day, uh, because we have limited instruction time. Um, the other one is a huge challenge for most parents. They understand the naval language, but they do not speak it. That's another thing we found. And then another one was students on a waiver cannot attend after school tutoring due to no transportation because those are on a waiver. They're um dropped off or picked up. Um the other one is um assessments. Um right now um ICO is in the process of developing uh the BOI, MOI and EOI. Um and then the teachers are developing the CFAs. uh because last year when I got here I did ask what do the assessments look like and how do we know our students are learning uh of course we can see

113in the the the core side because their their test scores are increasing the proficiency so that's one of the things that we're is a challenge right now the other thing that we found was that we do need trainings for our our teachers uh for sped the MLSS layer instruction more language acquisition strategy CFA development for receptive and expressive language for naval language. So those are some of the challenges that we do have. Uh but thank you to ICO. We've been meeting with them consistently to um help us through some of these areas. Uh next slide. Okay, that's I I stand for questions. I don't know if anybody has questions. >> I have questions. Go ahead. >> So, I appreciate that because you've you've kind of touched on some of the areas where I had some

114of the questions and more specifically, what role does the ICO have in that dual language program as far as what do they add to that to assist not just you, the principal, but the classroom teachers in um addressing fidelity in that classroom. um for Navajo and and and just understand that a lot of my questions are being predicated off of Yazi Martinez and the importance of it and especially with the peed having to relook at the application and how Yazi Martinez is being structured for the lawsuit and to address that across the state. And I I will say that the program that we've had here at Eva B Stokeley at one time was a model and that's certainly where I'd like it to be again to stand out not just within the district but the

115county and the state of New Mexico itself. So I place a high premium on that effort and that program and that success. Um because as we've said in some of the discussions already tonight, it's all about the kids and what we do. So therefore again what is what is the actual role of the ICO in those dual language programs and what kind of support are they given to the classroom. >> Okay. >> Go ahead. I'm sorry. >> Okay. Y um um board member Mononttoya. This is Miss Benali and uh to acknowledge your um the support of how ICO supports the program is number one is that we do have compliance with the uh bilingual multicultural education program grants and that in in that there's a lot of collaboration that happens and and with that we

116have to ensure that we are seeing that um the three the three hours that are being met for the core content and for the um Navajo language. So as far as like our department, I we are responsible for obtaining that grant every year. The application is due. I come to the board every every um spring to um let everybody know that we are applying for this grant um for the heritage model, enrichment model, and the dual language one-way 50/50 model. And in that you know there's there's a lot of details that we do support the the the roles to ensure that the teachers have their credentials that they are in endorsed um and I'm going to include the departments that are have this role to assist would be human resources um in uh the dart

117department who helps us to be in compliant compliance prior to the count days. And so in addition to that, you know, we we have to ensure that um that these hours that are met um and balancing that and I can have Dr. Beay to um also um offer the other roles of how we support the classrooms, the teachers in in various capacities with our our program. um from the ICO especially Miss Benol and I um working with the BEP grant compliance and accountability we have to ensure that um the programs are supported with the funding and so um the BEP grant actually funds a majority of the Navajo teachers and Spanish teachers salaries and benefits plus the Indian education grant as well. And so with that comes the compliance part and we have to remember

118that this is a three-hour model. However, we they do try their best to get as close as they can to the 3 hours and it does get challenging at the school level because of their master schedules. Um, so that's that's where we collaborate and um ensure that that's um adhere to to try to get as close as they can to the 3hour um model. And then with um being a K6 program now, we've had to um provide funding for these classrooms to start up in terms of acquiring and um like furniture and supplies. And so um to both schools and some of these schools um like last year it was three were added all at once. Um the idea before was to add um one grade level at a time but um the previous year

119those grade levels were added. So we provided funding in terms of providing um classroom furniture, supplies, materials. In addition to that, we also support with professional development for the Navajo teachers and the English dual language teachers too. Um the other funding support also comes with um comes from JOM and so we collaborate that funding to ensure that these programs are um being supported in different ways. The other part to that is the curriculum and assessment development. Um for many years the district was um using the Navajo Nation DLPA which is a language assessment. However um we've seen that there was no growth in terms of several reasons. these tests became um memorizations by many of our students and so it it became more of um just offering that assessment every year at every grade level.

120It was the same um assessment and so it became to a point where the students were already knew the questions and how to answer it. So it wasn't really providing that true language growth. And in during that time, we have been working on an oral language focus curriculum um based on our Navajo um seasons because to our Navajo people, the seasons govern what we say do um a as a people. And so we use those themes during the seasons to create our um curriculum. In fact um it has been recognized um through the bilingual department. The program as you know has been awarded two um two years um for the um program. But in that we created um that curriculum which is specifically to focus on oral language and um we also started uh a

121assessment aligned to the curriculum. So with the DLPA, it was just random questions and some of these questions that were on there, it didn't pertain to what the students were being taught. So that's why um the language growth you couldn't see. So we attempted to create our own which we started piloting last year and then full um force this year. And it does have its challenges because the um assessments we're creating right now um are being placed into schooly and because it's in Navajo um it doesn't have Navajo font um and and that was one of the things that um our coaches have been trained to provide and they're very knowledgeable in terms of how schooly works and how to create these assessments. And like my granddaughter should suhat mentioned, um the assessments are specific

122to uh receptive and expressive uh uh assessments. They're focused on that. Receptive meaning that uh whatever they're learning and Navajo, they're understanding uh that by listening. And then that's where these strategies come in from these teachers like TPR, TPRS. And then um with expressive, that's where they actually start to speak and respond based on their comprehension. And so that's what receptive and expressive means. And that's how these summitive assessments are being created. And so um the other part are the CFAs. Those are really up to the at the school level um to be um facilitated or encouraged by the um principles to ensure that the teachers are um creating those as well because teachers teach differently. they use different things to teach and so it's up to them to create their own CFAs to show

123um that comprehension from their students and that and in turn helps them uh modify lessons or improve whatever needs to happen based on that because that's that's what the CFAs are for and I believe that's the that's what I have Cheryl >> if if I may interrupt please. Um so I appreciate that and you you kind of touched on the CFAs and answered one of the questions that I was going to ask regarding that and the collection of that data and how you utilize that um for stakeholder feedback. But before you answer that one, one of the things I was looking for in that first question was the strategies used um in the classroom because one of the reasons for this being put on the agenda was some concerns I had from grandparents and and

124a parent about English being spoken in one of the Navajo language classes when it should be Navajo. And again, that's why I utilize the the term fidelity. Um, that should be taught in those classrooms with fidelity. And if I'm not mistaken, I believe you have coaches and are the coaches that were utilizing for those programs, are they all certified? are they all qualified to be able to hold those positions to ensure that those teachers are doing exactly that and teaching with fidelity so that when those CFAs are are are developed and utilized by those teachers that the appropriate data is being collected to utilize to make um adjustments as it were whether it be beginning, middle and towards the end to get a better uh response and growth. both from the map of the language

125and how these kids are are doing that and more importantly one of the other concerns was um I don't know because I haven't asked but uh I'm assuming that we're having non-Navos in some of those classes as well. How do we address those concerns with those families that are not NAPO? And you kind of touched on it already that there are families that don't speak the language which is obviously another challenge in and of itself to try to maintain what is being learned not just in the classroom but to to grow that more at the home. So, if you could give me an example of the strategy that's being utilized in that classroom and um how with those strategies that's impacting the CFAs and for those that don't understand the CFA is that's a common

126formative assessment. Um and how many times is that CFA being applied throughout the year? >> Thank you for the question, Mr. Mononttoya. Um, in terms of the CFAs, um, as I shared, it really depends on the, um, teachers, what they're teaching and how they're teaching it. And for ICO, we have been providing um, professional development in terms of strategies. For example, um in October we had um TPS uh which is a strategy to increase speaking and that strategy um was um implemented through practice during the training um for everybody that attended and we have a second one um happening in December. So if if you want to sit in on that, you're more than welcome um to see how that works. And the purpose for that is the that strategy has a lot of repetition

127and they focus on introducing five u vocabulary words at a time, but they use like a story type of um setting. In in our case, we had suggested to use um Chinese to present the um training in Chinese because we also wanted to have our teachers um be challenged in learning a second or a third language because that's how our students feel. English is their first language. However, their heritage language is their second and it's really challenging. And so with that um that training was done in Chinese to help us understand that practice part of it. And then and in throughout the training um we learned that strategy using that language. And so it became um it was challenging at first but just that repetition and the way it was um conducted it helped to

128see um how the speaking part the expressive part can happen and continuous practice can lead to um more and more um comfort to and familiarity in terms of how the strategy is used and then um we also have trainings from Indigenous Language Institute. Um our teachers have received training in terms of doing um TPR with um different strategies such as playing games. Um they've also um learned Test one, two. >> Okay, we're live. Thank you. Excuse me, Mr. Board Member Mononttoya. May you please um re rephrase your question, please. Thank you. >> How how are you including your stakeholders, your families into that professional development or are you M. Cheryl, were you able to understand that question? >> No, we we can't hear. >> Okay, >> I forgot. >> Try it one more time. >>

129The question again is professional development. Does it include the parents, the families? Uh and what are you doing if not to try to address that? So what we are doing with um family engagement is that um the lo at the local schools uh they are uh teachers are providing their culture nights and they do invite their parents and what we do to help support is that um the um the teachers or the school may request um for materials um refreshments and things of that nature. And we do have um grants that will help support that uh those initiatives. So for example um last evening um I was able to attend Neon's culture night and um with that um the two teachers at that school um did did um presentations and it's just not just that

130it's the whole school that is invited and um they um uh present their things and they had a well a great turnout and we are there to support with those family engagements and we've had um uh today there was um another uh activity that happened at Newm High School which is their pageant. So when those things happen, families do come, community members do come and with that we support you know with the the the the teacher may request for supplies, materials. in the case we were able on the limited budget to provide um uh sheep herders baskets for the school's pageantss and things and that's a form of family engagement and um the other other piece is that I'd like to acknowledge our um cultural safety net um Dr. Alfreda Harvey. She does her best

131to help incorporates cultural presentations to families and community. And uh with that, you know, uh there are flyers that she creates and provides um cultural presentations uh to local communities and she's built it to where it's uh being replicated uh with with some of these things. and she's also, as you know, that some of the funding that we had, we we lost some of that grant funding, but we were able to collaborate with with um Dr. Harvey with the grants of what she has to help support these items with family engagement. Of course, when you talk about community and family and afterchool activities uh to bring the families in, one of the key pieces that draws our families in is to see if we have a healthy um um snacks and or a meal, a

132light meal. And you know, sometimes we have to be creative on how we we help help that. Um so I um that that's how we draw draw those um numbers in. And of course, you know, with these supporting um activities that involve family uh events, uh student events, school events, there is there's documentation that is needed to support because that's what is required of the grant, which is the flyer, the agenda, the sign-in sheets, and the maybe the evaluations. Um that's an added piece that um the grants that um Dr. Harvey overseas is that we have to um have an evaluation of how the progress and success of the the events. And we have Mr. um Galisonon. I'd like to have him have the opportunity to um go over um what he is highlighting at

133his school. May we proceed? >> Uh >> can I um >> I have a question before you go any further? May I go ahead >> uh on this is is this maybe you said I don't know but um is this from a certain template or certain guide or um where are you getting the curriculum? It's designed by the um teachers themselves. It was designed based on our seasonal um teaching. >> Okay. >> And then they they created those themes based on our seasonal teachings and those um were put into a timeline. That's where our pacing guides come in. And so like the first quarter you have a certain number of themes specific to that season. And then of course they're now in the second quarter where the winter um season has those teachings of our

134winter stories, games, etc. um only told and taught during that time and then into the late spring or the beginning of spring um which is the towards the third quarter and then of course towards um school out it's still um springtime but it's considered more towards summer. So that's how the curriculum is designed. And then for um the NavHo literacy, it's it's similar to um a phonics reading phonics program, but it's specific to um NAVHO language the um the orthography system for that. but it's based on a um NavHo reading program, but it's scaffolded because we know that um our students, this is for a lot of them, it's the first time that they'll hear Navajo and be exposed to it. But because it's scaffolding um at the beginning towards the um upper grade levels,

135we do consider the fact that by that time like at second, third grade, they're able to transfer what they're learning um in ELA with their reading that they can transfer that. And so, um, these rating books, the program are actually leveled, um, in that way, too. So, um, that's how it's laid out. Okay. Thank you. I I I know they did um um you know with Yazy Martinez an action plan and and I didn't know if that stemmed over to you know the um to the dual language if if if you took anything from it. But um I know there's still criticisms about it um what the outcomes were and um so I'm glad to hear that we're not we're not using anything from that. Thank you. >> May I add something real quick? Go

136ahead. >> Okay. So, Miss Liz again real quickly. Um, you asked about coaches. Um, we need to be kind, we need to be mindful of what we're talking about when we say coaches. Um, I'm a coach to my teachers. So, I use the observation, feedback, and coaching cycle, uh, which all principles are trained in, and that's why I call it the OCC. Um having said that with that cycle we go into the classroom and we do an observation and let's say um I'm looking for how teachers are um transitioning their students from one one activity to the next. And so we're using different strategies do by doing that. If they're taking too long then I would tell the teacher of course I give them praise first. um you did this well and then I would

137ask them a question about how do you do you did you notice that your time between transition was this many minutes did you realize that how can you make that transition quicker rather than you know making the minutes longer so that's something that I work with the teachers it's in a cycle so I give feedback then I go back to see if they made changes in the classroom so that's coaching from a perspective of going into the classroom making changes um that's going to be sustainable for the teachers or the effective teaching. Um the other part is you asked about the ICO coach. Um the ICO coach does not do that. Um I coach my own teachers. So the coach there basically is there to assist with like resources or um what um Shamasan alluded

138to helping them with CFAs or um helping them with Padlet different types of resources that they can use in the classroom. So I just want us to be clear about what we're what we're talking about when we say coaches. Um that that's that's one thing. Uh the other thing is that parent and families, we did um do a meeting with the parents to give them the full information on what the goals of their program are and what we expect of them. So they've been really um they communicate with us. Uh but I do know that there are those that um you know don't have all the information because they don't come to our school or they don't come to SLC. Uh we do do orientation for them. Um, and I know that we did have

139um a lot of parents that show up, but we did not have some other parents show up. And if you looked at our data, we do have 90 students in the dual language program. So um that I just wanted to clear that as with the non-N Navajos um research shows that if you have a a firm grasp foundational grasp of uh language like let's say English is your first language then you don't really have um that much of a problem learning a new language uh and that's what research says. So our non-Navos are actually picking up the language quicker um in some cases than our our our own children the niniki. So that's I just want to give that out for clarification. Thank you >> comment. >> Go ahead. >> I I appreciate that response,

140Miss Lewis. I really do because that's what I was looking for. I understand the money. I understand the the classroom support from ICO and how they're um involved in that matter. But what you just stated is exactly what I was looking for. And I appreciate the fact that you have taken that responsibility because I've said this before. for knowing and understanding that when you came to us and explained your background in that program. And I certainly didn't mean it as a slight to anybody else, but I did make the comment about how you should be running that program. And I I truly appreciate the fact that you've taken the initiative to do that within your building. So, thank you very much for doing that. And again the one of the other words that I used

141was fidelity and to ensure that those classrooms especially the ones that are where they're speaking to net that it that it is being instituted with fidelity in every classroom with every minute and every second that they have within those few hours to impart that language upon them. So thank you. >> Any other questions or comments from the board? Okay, >> excuse me. Um, Vice President Wells, we did have uh Mr. Gleason to do his portion of Newcome Elementary School as he has a dual language program as well. So, in order to give a full complete outlook, we need to be inclusive to both schools. Mr. Gleason, >> I apologize. Mr. Gleason, >> tattoo, can you hear me? >> Loud and clear. >> Okay. I thought I was going to get a little pass and not

142going to go get by, but anyway. aka Herman Gleason. Oh, it didn't. So when we talk about dual language, I think it all starts on how we implement ourselves, how we talk to our kids. Yeah. So, you know, our main goal is, you know, by May 2026, all of our dual language, our students have the capability of of increasing their scores by 10%. Through their they monitoring which we which is uh ice station and then slash Amira. So you know demonstrate proficiency in reading and math while he's revising the dual language or our in language in sense. So but that's our goal. So so we have a total of 55 students and out of 198 we had 199 earlier. We're trying to tip off 200, but however, right now we have 198 students. 55 of

143them were dual language students. We have six kinder, 11 in first grade, nine in second, eight and fourth or eight in third grade, fourth and fourth grade, eight and fifth grade, and nine and sixth grade. So, so that's our numbers right now. and highlights for our program is that we have a really good low student teacher ratio uh which is a big positive. So you know each teacher that we have in the program they can reach out to all of our students versus uh students that have or or should I say versus classroom that has 16 17 18 19 20 students per one teacher. So that's a huge plus on our hand and our one of our program highlights also is that we have a very good hands-on lessons and the culture connection of student

144learning. I think that's the main key that we have when we talk about strategy. You know, most students uh when we talk about subway uh they think about sandwiches in reality when when you know the HMH refers it to a rail train underground but you know culture connection when we say that we have to make it clear. So that's been our our highlight. So culture connection is the main thing. So when we talk about strategy, we have to have our students visualize the lesson and having that background or recalling the background on how we live. Making that connection is a big thing. So and on top of that we also have a tutoring program um that we also enforce having all students do like math fluency, math facts and awareness. So those are the key

145and the challenge we have is that we our students don't get a lot of interventions. Um just because we have threehour core content in that core context in other core content like the regular educ regular classrooms they'll have an intervention period for an hour versus dual language they might not have it in most cases or every day. So that's the challenge we have. And this this past year or this year, we have a really good um uh dual language coach uh Miss Grath. She's been really helping us out with the program. So kudos to her and shout out to her. So she's doing a good job with our teachers and make that really good connections and setting up the classrooms and giving a lot of um uh firsthand coaching. So >> and that's our program

146stand for question. Any questions from the board? >> Thank you for that presentation. We will >> thank you. Thank you Mr. Gleason and thank you Mr. U. Mrs. Lewis for joining us. Dr. Beay and Mr. superintendent for supporting our programs and Mr. Carlson or actually Mr. Dezwood. Thank you. Have a good night. >> We'll move on to see behavioral discipline processes by Mr. Deswood and Miss Connley. Thank you. >> I I appreciate this. Good evening board members, Superintendent Carlson, colleagues, and audience. We are here to present on the CCSD behavioral support matrix. Faculty and staff use progressive discipline for minor behaviors or infractions. Progressive discipline means to take disciplinary action other than suspension or expulsion. This addresses the specific behavior while retaining the student in school. This may include meeting with parents, reflective activities, for

147example, research and education on the violation, counseling, which includes mental health, anger management, mediation, calming stations, social contracts, grows and glows, skill building and resolution activities such such as social emotional resolution circles or restorative conferencing. Also, this includes community service and student focus groups. All interventions are documented using the MLSS process. If a pattern of infractions occur, the teacher and PLC team can refer the student to the SAT, the SAT process, which stands for student assistance team. Peter will now present a little more on the suggested guidelines. Thank you. >> What is the MS MLS >> multi-layer support system? So, tier one covers all students or level one. Level two covers um students, let's say there 10 or 20 students that were tested or assessed on a task for the day and eight students, five

148students didn't get it. So, the teacher would do a a small group retach and then layer three um a little bit more intense support for the students. So go ahead >> real quick. Define pattern for the purposes of the information. >> Repetitive behavior. >> Yeah, repetitive behavior. A pattern like try and identify a pattern >> Two times, three times. I think one of the things that uh we try to look for is to identify a pattern of behavior. So then we can provide support for that student. uh whether that's with the uh FBA function behavior assessment uh behavior intervention plan as well. Uh school safety plans um also go um depending on the need of the student. >> Again, it's important to to try to put a definition on that for our constituents and our

149family members to say okay now I know that my student has because it's the school looks at it as three times or four times or whatever it may be rather than just saying pattern. Correct. I mean like two times after a while you'll start to see a pattern like of a kid like like we talked about last week of uh smoking um THC vapes >> as long as it's clear for the audience. >> Right. Okay. >> Thank you. >> So this is the behavior matrix. Actually this actually was in place before I uh arrived at CCSD. So three and a half years ago. Uh we do work with the principles uh to update it. So from what I understand prior to I guess the impetus for this being created was uh behavior was being implemented

150across the district uh one school would do something one school would really be harsh. So it it tried to uh standardize uh the discipline that was applied to all students. So this matrix was created like I said before uh I came to CSCSD but um of course we update it each year because sometimes there's stuff that we don't see that that is not um included in there and of course as you can tell it is all based on uh school board policy J2550. So everything in here um is based on what's in uh in the board policy. Um some other things that are important is uh you know principles uh take classes will take a class on behavior and also understanding um child psychology and where kids are. So there's also some a little bit

151of discretion uh for a school administrator on there because of course they are it says at the top always refer to the board policy for specific details excuse me and your professional discretion communication essential and I think that's the thing that's uh most important about the the matrix. Um, I tell you what, when I was a building principal, I didn't have something like this. So, when I saw this, I was like, it kind of gives me uh a playbook to follow. But not only that, but there's consist with consistency with discipline across the district. So, one principal is not doing something more than another. Okay. So, if you look at it, it starts with minor minor um student infractions. Step one, step two, step three, step four. So what that means is if it happens

152the first time, second time, third time, fourth time, but built in there, there's definitely um uh interventions that are are supposed to occur. So your minor I won't read them all to you, but those are some examples of the minor um policies. There's actually a simplified version of these of this that's um included in student handbooks. Okay. U also tobacco use. So notice this it was colorcoded by uh one of our u administrators. So then you can kind of see the the progression of it. So it goes down a little bit further. Um although tobacco use is still considered a minor um infraction. So then notice how it goes 1 day, 2 day, 4 day, 6 days, possible um you know out of school suspension and then it starts to get into your major offenses

153if you can scroll down a little bit. So uh the audience can see uh major offense level one. Notice how it says man mandatory parent meeting and documented interventions. Parent must be pres present and sign off on all knowledge of disciplinary procedures. So that's um some of the things we've been really trying to um clean up because sometimes uh uh you know I get calls like my kid got suspended. I don't know what's going on. and principles uh forgot to give the discipline referral to the to the parent whenever the parent came in. So that's why we put it in there that you know what, if you're going to if you're going to discipline a kid, they the parent needs to sign off on and so that they are aware of uh what the their

154student did um as far as violating uh schoolboard policies or school rules. Um, and again, as it goes to the right, there's interventions and like lessons that students uh partake in as they as they as that pattern of behavior really starts to develop. Major offense level two, notice again mandatory parent meeting, a lot of documentation um and of course put into power school. So, now we're getting into the major offenses. Level two, um fighting, bullying, um vandalism, firework projectiles, uh trespassing, uh false alarm, theft. So, notice how there's there's the >> um can I make a comment? Can I interrupt and make a comment? >> Yeah, absolutely. Um with the the tobacco use, have we also um did any training or teachings on traditional tobacco use as opposed to what is commercialized and what is

155how it's being utilized now and then the difference between that and how we use it in ceremony and how our culture our traditions use in a different way. Has anything ever been taught to the students in regards to that to differentiate the uses of it? >> Yes, that is correct. They do. They have uh like they have tobacco um presentations. Uh the some some schools do. It's it's essentially like an at alcohol, tobacco, and other drug presentation where where students learn about it. Um but but we're not having actually I can't think of an issue in the last couple of years where we've had students using um medicinal or traditional Navajo tobacco in schools. It's vapes or cigarettes. So um >> I have a question too. >> Yes. Go ahead. Go ahead. Um, I was

156going to ask that that question on the first page when you talk about tobacco use. Um, I didn't think about the cultural part of it, but that's true. And secondly, the the I know there was a assembly given and Superintendent Carlson had stated that that there was um uh even a um I don't know alarm or something installed because the vaping was out of hand. >> That is correct. And then also the an assembly or presentation given on vaping. And so those are are there those are like three separate things. um vaping and and then just regular cigarettes, tobacco use, and then also mountain smoke, which is ceremonial. Um and I think the only one that has been addressed is the vaping. >> So, we also go over uh regular cigarettes as well. I don't

157know what they're called, regular cigarettes, but like like Mal Bros, I guess, or uh camels like the the one with the tobacco inside of it. Um but vape I mean the vapes are the ones that we're seeing a bunch of. That's um sorry I thought someone would add a comment back there. Um but they do differentiate with the kids, right? There's a lot of education going on. Like I said, if if a kid is caught with uh any tobacco or tobacco use or they're caught smoking, uh the the kids um the staff goes through a presentation with the kids. Okay. Um so back to the to to page two. Um so if you look at those right these are a little bit more um like there's bodily harm starting to happen or vandalism like $200

158or less. So, as you can as you can tell, like as it moves to the right, uh district staff start to be involved, right? We start to hear these reports. Um at this point, typically LSAs actually even at level one offenses or minor offenses. LSAs uh typically do investigations as well. And if there's no LSAs available, principles of course uh you know, have to do those investigations. But if you take a look at it again, you know, 1 to 3 days, one minimum, three at the most, 3 to six, three minimum, six at the most. So it it progressively increases um to the right. And of course, if you have a students that's continuing to to fight and and commit any bullying and harassment or any of these uh major offenses, there's a lot of

159support that goes in there like referral to social worker um or like referral to uh wraparound services like whether I know John's Hopkins or like Desert uh Desert View or Choices Counseling. So any of those partners that we have and of course if it continues it gets to the point and typically when a principal meets with them they usually will say hey this is you know this is 3 to six days like if it's a second offense and if it goes to a reminder if this happens again here's what here's going to be the potential right it's going to be six to 6 to9 days um out of school suspension and then of course the parents are signing uh those discipline referrals as well. Okay, we can go ahead and go to the next uh

160to the next um page. So again, these offenses are starting to increase. Uh this is major offense level three. Again, mandatory parent meeting. They're mandatory parent meetings all the way down. Um now we're getting into assault, battery, extortion, sexual harassment, vandalism. Now damage is 200 to 999. Drug or alcohol use or possession, including TX hybrid TXC vape pens. So as much as possible it's been spelled out. Uh and notice again the minor offenses was like support and then it went to minor level one day on the previous page it was 1 to three. Now it starts from 3 to 5. Okay. And notice how as it's going down like each page the OSS is starting to increase. Okay. Um, and then as it moves to the right, it progressively increases. So 3 to 5, 6

161to 9, and then of course 10 days OSS. If it gets to that point, we've clearly developed a pattern behavior. But of course, one of the things we look for is where the supports, which are the orange um the orange uh lettering, the orange font, those are the supports that need to be in place. And then if if they're missed, right, we miss a step. In fact, if it gets to the point where um a student is taken into a suspension, a long-term suspension or expulsion hearing, one of the questions I ask that is, have the interventions been documented? Is there documented interventions that have been in place? Typically, when it gets to a hearing, you can see in log entries that offense one, offense two, offense three, offense four, you and then the support

162that the school has provided for students. Um, as we go to major 4, notice it's vandalism, um, damage of $1,000 or greater, which we've had, right? We've had that happen. Again, 3 to 5 days OSS. And then we'll go down to the next one. And notice how it doesn't it kind of just stops because like I mean how much are you going to punish a kid? And typically if we've had vandalism uh the principles right will recommend that oh we just you know we'll work with the kid and I usually whatever the going rate is like 12 bucks an hour. Well the the kid will work $12 at $12 an hour and the concession stand to help you know like let's say the image was was $1,000 12 I'll just divide it by 12. uh

163the thousand dollars and then that's how many hours they'll work at the concession to stand like restoratively to like you know pay back the school right community service in essence. Okay. Uh major offense level five again mandatory right. Um the these ones are are the weapons possession uh drug distribution sexual assault sexual battery uh and notice how this one immediately goes to Tande. By the way, like I said before, these directly come from the schoolboard policy. Um, and in the schoolboard policy, it talks about progressive discipline. Not only is it progressive discipline from minor offense down to like a major offense, but it's also um if an incident happens once, twice, three times, there's supports that are provided in there except for this particular one. And this one is like of course weapons possession like

164in drug distribution which we've had those right we've had those each those in our school. So then those are the steps. Uh it's kind of like I said it's a playbook for principles to have to be okay 10 days OSS it's going to be a hearing there's an investigation uh there's mitigation steps. Usually we get um we get support from at this point we typically work with uh safety coordinators uh uh GGO and uh um Volhorse, but we're like in in communication about what's going on. Like we'll get a text. I'll usually text them and say did you see did you see this? So there's a lot of communication that goes on so that when investigation can start. Uh but I think the biggest thing is like making sure that the principles and the schools

165are providing support for kids as well. Okay. Um and again if the student has a a individual education plan or is going through the uh student assistant team process or SAT process right an MDR has to happen. Uh so there's a it's a it's a system that is like set up to provide support for kids but also for them to not fall through the cracks, right? Because like I mean we all know what happened that created the safety meeting. Well, there there was no documented there was no documentation and log entries that we provided support for the kid. So that's why we've been really like emphasizing um support for kids. So that's why we've really tried to spell out and put in writing those those interventions that are in orange font right there. And of

166course at the bottom there um you know there there's there's a there's a process for if we can't get a hold of people there's there's a process there of course there's some people that need to be taken off because they're not here. Um so that is the discipline matrix. Uh we stand for questions. I have a question. >> Yes. >> Um in terms of you talked about the consistency across the school district and um discipline. Um do you do audits, random audits in regards to um if interventions are being followed? How is how is the restorative justice being implemented? um across the board uh when when an infraction happens, how are you ensuring that there's consistency across the school board, I mean the school district to make sure that these processes are followed? Um the

167reports most of the reports that the board for myself that I get are things that are not necessarily going in order in terms of what we have in place like with the restorative justice with infraction 1 2 3 it seems like it it goes to a different level. So that's why I'm asking if there's audits, random audits that you do to make sure that um that there's consistency. Thank you. >> Yeah, that's a good question. Um I'll let uh Amy answer part of the question, I'll answer the other part. Go ahead, Amy. Um we have had previous trainings where we have shared um incidents um not personal identifi identifiable information but situations um that we've shared with all principles like you know what would we do in this case um and I think that's helped

168a lot just by you know giving those examples and walking through the steps um and that was districtwide Right. We also have um principal PLC's and calibrations where we talk about some of these uh um infractions and and where they fall on there. Like I said, we update the matrix yearly as well, which is typically done in the spring. Um some of the things that we do is uh like I said, principles call us. They call us, hey, where does this fall in the matrix? We take a look at it. We I usually touch base with Dave and Devon. Hey, there's this situation. This is a lot of communication about what's going on. And then of course to ensure that those um those uh interventions are being done like restorative practices to even to even

169get to this one of the things like I asked the principles today like what type of uh restorative practice are you doing? Like it starts in the classroom, right? It starts in the classroom with teachers like making sure they provide support making sure that that's why the panorama datad is important right making sure that creating a sense of belonging like welcoming kids greeting kids in fact that's one of uh Mr. Carlson's um in uh focus areas like we want principles to be in the building. That's why there's such a focus on on being visible in the classroom. Like for example, I met with a a principal a week ago and they're like, "Oh my gosh, I'm getting push back from this teacher and I'm like, "How many how many times have you been in the

170classroom? How many walkthroughs have you done?" And they're like, "Well, not too many." I said, "Well, maybe that's a good point because a lot of the misbehaviors will stop once a principal comes into the building into that classroom, right? To see what's going on and collect data to see possibly that that teacher might need coaching or support, right? I mean, you heard earlier um when the dual language is talked about like that's the principal's principal role has become an instructional leader, right? providing strategies for teachers for how to handle discipline. Or if we if we're seeing patterns across the school, that's when a principal should say, "Hey, I've been noticing a lot of this going on. Uh we need to have an assembly. We need to bring everybody together and remind kids. I mean, if

171there's a bunch of tobacco, hey kids, just remember, you know, we can't have these. Here's a box. Here's a red red and white box. You see this one with a camel? We can't have these." I'm talking about like if it was in elementary school, which I'm sure Mr. Carlson has had to do that, but I've had to do as a high school principal, too. Like reminding kids about the policy of vaping and and THC, non-THC, and you know, a lot of the a lot of it goes on whenever those conversations happen. How do we ensure that those interventions, we don't necessarily like spot check it, but I tell you what, we we provide data. We provide data to the schools. The DART department gives us monthly reports on infractions, right? Because we track it. I

172mean, I track I track how many hearings we've had, right? We when when I first got here, we had 26, then 29, and then last year we had 19. We're at four this year, right? That that those those numbers um really paint a picture. like when we saw the data last week that Amy presented on on writeups, like you know, we we'll have a conversation or I'll have a conversation with principles about what's going on in the schools. Um we have a we have a bi-weekly or monthly safety updates with uh with uh the safety team, David and and Devon, right? We we we look at what's going on and provide support for the principles uh and give them updates. Thank you. Um I'll add one more thing. There's also an audit type process that

173we do for state reporting. So incidents are reported um Mr. B and his team cleans up that data uh that is reported to the state. So that's I guess similar to the audit process. >> Mr. Who >> any other questions? >> Our data coordinator, Mr. Badbaden. He cleans up our data and reports it to the state. >> For example, if like a principal inaccurately puts something in there, um there's inconsistencies that they might find and then making sure that like whatever the principal put in, it matches. Correct, Mr. Badbaden? So, so nothing is taken out or >> it's actually I think if like illegal for a principal to change a log entry because it's it's like public record I guess. What is that called? There's there's a there's this I can't change like once a

174log entry is put in like it's takes almost a lot to change a log entry. uh the corrections that uh we do I do on my end before I'm publishing it to the state is that uh the durations are not correct durations of the action. So just like restorative justice duration must be zero. So uh some of the principles are putting in 2 days 3 days but we don't know what is that 3 days that they they are giving to the students but state statute says if you are going to use um restorative justice duration must be z something like those that are being um clean up on our end before I will push it to the state and um principles are not allowed to change whatever they put it in in our uh system.

175>> Yeah, there's like severe consequences for that. >> Um may I >> go ahead. So, and you talked about uh you know the things that that um are going to happen when saved on the third page about the major offense. Uh and underneath is assault battery extortion. Um, you know, I I look at assault and battery. You know, there's people that that may say that's almost the same thing. And um, you know, what is the difference? And then also the firsthand knowledge. I know that um there was recordings and which to my knowledge wasn't um I wasn't told and I don't know if um people are being told parents are being told and and I I have a big problem with that that's almost as you know entrament And and then also um the way

176you have this laid out, there's nothing there that that talks about if somebody's delegated for a a principal's role or device principal um those situations. and um and then then to um and firsthand knowledge that you know things didn't go well when people were delegated and and to me I felt like um when they make a decision they're already delegated so why go back and and Um, you know, when in in the adult world or the world outside school district, um, somebody has an offense, you know, they don't go back and retry you and say, "Oh, we forgot this step." So, um, you know, th those those things come to mind. And um you keep saying that this is board policy. Are you saying that in a way to you guys um need to change

177it or um more than once and more than tonight? I've heard that from you, assistant superintendent. And also you talk about the matrix being used. Where is the matrix? How come it's not included in this to see exactly, you know, how you use that? And then what's what's on there and then um and to see that it's from Cornell Law and and and the way it's worded, the way it's um it's very adult. Um, and we're talking about children and and and and most of this is being used against children and who are still very innocent. I think I think that's very unfair. Thank you. Before we move on, we're going to take a 5m minute recess. Good. Okay, >> we're going to rearrange a little bit in reports and possible board action. We're going

178to start with uh B consideration and approval of restoration authorizing reference to a portion. Uh anyway, by Richard K. and McCarthy. >> You look like you're prepared for this. >> Thank you, Vice President Wells and members of the board and Superintendent Carlson. My name is Nick from Stifel Public Finance. And tonight we have Carlos Padilla from Cuddy and McCarthy on the line. Uh my firm serves as the district's municipal bond advisor and Carlos and his firm are the district's bond council. Real quick before we get started, Thank you. >> Thank you. >> Apologize for keeping us so long apolog agreement for the 2014 and 2015 general obligation bonds. A defeasence resolution is basically a prepayment of the outstanding general obligation bond debt that the district has. Um the school board is required to provide approval

179for the superintendent and staff to basically transfer the money to make an early debt payment. There are a couple reasons that we would like to make this early debt payment. Um back in August, our firm worked with the public education department to help set your tax rate for the upcoming tax year. During that period of time, it was discovered that the district has an excess cash balance in your 41,000 fund. The 41,000 fund and the money in there can only be used for debt service. And because there was a significant portion of cash that was almost $9 million um after the payments were made this summer, the public education department wanted to go ahead and cut your debt service tax rate. that would bring your total residential tax rate below the $10 mark. That was

180just achieved um a couple months ago. Being above $10 is what qualifies the school district um for additional waiverss and funding support from the public school capital outlay council. So, if the public education department had cut the debt service tax rate, you would potentially not be eligible for any of those waiverss and additional funding support from the state. The second reason we'd like to move forward with the defeasence, it also saves the residents of your school district a significant amount of money on the debt that's outstanding. We're looking to pay off the 2027, 28, and 29 maturities. And doing that saves the residents about $571,000 in interest payments over the next 3 years. It ends up being about a 7.4% savings. And then the third reason, you all had a successful general obligation bond election

181a couple weeks ago. So, congratulations on that and seeing the strong support from the community. Um, paying off the debt in 2027, 28, and 29 means the school district would have no more bond debt remaining after we make the defeasance and the 2026 payments. if we move forward with the bond sale at some point in the next year, you would be able to issue that debt and not have a tax increase associated with the new bonds. Um, so it helps maintain the tax rate, save residents some money, and then also give you that flexibility to issue new debt without any taxes. So, we're just asking the board to approve um superintendent and staff being able to make that transfer and the early debt payment tonight. And with that, I'll stand for any questions. I'm all

182for saving money. So, I will uh entertain a motion to approve. >> I believe I believe we have a question first. Mr. Chair, >> sorry about that. Go ahead. >> I was going to ask if we can barter. >> We'll trade Carlson. >> No comment. Now I'll entertain a motion to approve this proposal. >> I motion >> second. >> Has been moved and seconded that this be approved. >> Uh question first just for our um our clerk for recording the motion that was made. I believe Mr. S made that motion. >> Mr. S made the motion. Yes. >> Yes. Okay. Just want to clarify the second. I seconded it. Mr. Mononttoya. >> Yes, Miss Asp. >> Um, well, I wanted to ask another question, but um, you you look like you have a trusting face,

183but >> you can ask. Well, I was going to ask is is there any other benefits other than um what you what you talked about with the um the community. >> Those would be the three main benefits that I had mentioned. One, you know, being able to save the residents their money on future interest payments. And then the second one, which I think is most important, is that ability to sell the newly authorized $20 million without any future tax increases. You would be able to maintain the current tax rate because you're paying off the debt and we can um more or less layer it on, have the new bond, replace the ones that the district is paying off, and that will result in a no tax increase with the new bonds, and most likely be

184able to slowly bring that down over time as well. So, do you hit every district with um when they go out for vote and it passes, do you hit up those districts, too? >> No, we do not. Not every district has excess tax collections. Um you guys are in a different spot because you have a relatively large tax base for New Mexico standards between your residential and non-residential property. And then you have also seen somewhat significant growth over the past 5 to seven years. We end up setting the tax rate in August of every year. And when we see that growth over the course of the year, we're still collecting the same mill dollar rate, but it ends up being on a bigger base. And so as a school district, you guys have ended up

185collecting excess debt services over the past couple of years. Again, that money can only be used for debt service payment. it could not be reallocated for salaries for other projects. It does have to go towards bond debt service payments and um we could continue taxing the residents but you guys would end up having more money than bonds outstanding and that's not a good situation. So being able to pay off the debts fully and then save the residents on taxes I think is a big benefit. >> Okay. >> Yes. >> You vote yes then. >> Yes. Mr. Soul, >> yes. >> Miss Asy, >> yes. >> And I vote yes. It passed. Thank you for your presentation. >> Of course. Thank you all and I appreciate you moving me up on the agenda. Have a good

186evening. >> Drive safely on your way home. >> Thank you. >> Stay snow. >> We'll go to a on reports and possible board action. Second reading of G1950 GBPD drug and alcohol testing of employees other than transportation employees by Demain Chappelle. Go ahead, Miss Chappelle. >> Thank you. Um, board vice president. Um, so I did take into consideration the questions and comments from last board meeting and have made some changes to this draft and so I'll read those. Um, so the title is drug and alcohol testing of employees other than transportation employees that must follow federal transportation laws. Um, and the reason for that change is that not all transportation employees uh have to follow those those transportation laws. It's mostly those that are in safety sensitive positions. So, just wanting to be careful about

187that. Um, and now with the policy, pursuant to board policy G-0750, staff conduct and board policy G--0950 drug-free workplace, all employees of the district are prohibited from being impaired by alcohol or drugs while on district property, including district events on or off of district property. Additionally, these policies specify that employees are required to fully participate in any investigation that seeks to determine if an employee that is suspected to be impaired by alcohol or drugs while on district property, including district events on or off of district property, is in fact impaired by alcohol or drugs. Given the importance of the education and safety of students, it is imperative that employees be sober in reporting their duties and while on district property, including district events on or off of district property. As such, these policies specify that

188if employees violate these policies, they are subject to discipline, which may include termination and or revocation of lensure by the New Mexico Public Education Department. Under this policy, all employees of the district, not including transportation employees, that must follow federal transportation laws, must submit to drug and alcohol testing if the employee supervisor or district administration has reason to believe that the employee is impaired by the use of alcohol or drugs, including legalized drugs, while on district property, including district events on or off of district property. In addition to the above, an employee must submit to drug and alcohol testing under the following circumstances. after being involved in an accident involving a school vehicle or after an accident involving equipment used to the performance of the employees duties. And when based on knowledge of the events

189and circumstances of the of an accident, there is reason to believe that the employees involvement in the accident was influenced by the use of alcohol or drugs, including legalized drugs. When possible, the reasons that the employee is suspected of being under the influence of drugs or alcohol shall be documented in writing. The superintendent shall develop procedures for drug and alcohol testing of employees subject to the following. The district shall assume the cost of the drug and alcohol testing of employees that are tested pursuant to this policy. An employee who refuses to submit to drug and alcohol testing or whose test results are positive, will be subject to discipline, which may include termination from employment with the district. An employee who is subject to discipline, including termination for failure to submit to drug and alcohol testing,

190or whose test findings are consistent with drug or alcohol impairment, shall be granted an appeal to the board of education upon request under policies GCQF and GDQD as appropriate as well as relevant provisions of law. And with that, I stand for questions. >> I have a question. >> Go ahead. Um, so I know that the different departments have their own policies. Is this in line with those policies? >> Board member asked us, do you mean departments within the district? >> No, I mean like department of transportation. >> Oh, yes. Yes. So there are they in line because I you know we we some time ago we found out that they have their own policies and um or does the school the district's policy supersede those policies? >> Uh that's a good question board member Aspus.

191So the transportation department employees that drive vehicles or are in safety sensitive positions have to follow federal law. So what we have to do with these kinds of policies is we have to follow federal, state, federal and state law. And within those laws, we can um create policies that are consistent with those laws. And uh yes, given the concern um uh and the zero tolerance policy of you know the use of drugs or alcohol on school premises by staff or students. Um yes, this is in line with those statutes. >> So um if this supervisor is the one making the um uh the call on on a person or suspecting um is our supervisor trained? >> Another very good question board member Aspus. Um, under current policy, and you'll see that, uh, there's a provision

192here where the superintendent shall develop procedures as well. But under current procedures, um, if a a supervisor had that suspicion, they would turn it over to our investigation group and they would conduct an investigation. Um, and so that's another reason would be the test because you don't want to have just suspicion. And you want to have confirmation from in the text. >> Okay. >> Any other questions? >> No. But if that's it, I make a motion to accept the policy as written. >> I'll second. >> Thank you. It has been moved and seconded that we accept the second reading of this policy and approve it. Roll call. >> Mr. Mononttoya. Yes, >> Miss Aspus. >> Yes, >> Mr. Soul. >> Yes, >> Miss Hasky. >> Yes, >> and I vote yes. Okay, moving on to

193C. Consideration of an approval of NMPED conditional approval of recognizing >> reorganizing excuse me from middle school to elementary school by Mr. Carlson and Miss Chappelle. >> Can you hear Miss Chappelle? >> Yes sir, I can. >> You want me to get started on this? Yes, please. >> You bet. So, um, we had made the request last year to reorganize for the sixth grade. Um, I guess we had the assumption that it had been granted. Uh, but the PD did not respond to our request actually until November 17th of 2025. Um, I'm going to go ahead and read what they wrote. Uh, dear Superintendent Carlson, this letter is sent in response to the April 7th, 2025 reorganization request from CCSD for approval to restructure grade bands of the district's elementary and middle schools by moving

194sixth grade from middle schools to elementary school. This request was made pursuant to rule 6.29.1.9g 29.1.9g NMAC which states that any change in a school district or charter school's organizational pattern including the establishment or closing of a school shall have the secretary's approval prior to implementation. In reviewing CCST's request and information related to the reorganization of multiple school sites, the NMPED staff determined that the reorganization does not appear to create any immediate programmatic and fiscal concerns. Additionally, CCSD appears to have complied with most requirements related to reorganization decisions and has provided evidence of public participation in formal meetings of the CCSD board of education. However, while CCSD indicated that it had conducted tribal cons consultation related to this request, CCSD was unable to produce any document documentary evidence of the tribal consultation after subsequent requests

195to CCSD. Because of the affected schools proximity to tribal lands and the substantial population of Native American students served by the affected schools and the district at large, direct and meaningful tribal consultation must be conducted to ensure that the impact on Native American students and tribal communities is considered as part of this reorganization decision. Given that peed is unable to verify that direct and meaningful tribal consultation has occurred, I've decided to grant conditional approval of CCST's or reorganization request. The approval of this reorganization request will be conditioned on CCSD taking the following actions related the to the reorganization request. One, by December 5th, 2025, CCSD shall send notification to all relevant tribal governments or their respective tribal education departments regarding the requested transition of grade levels between district, middle, and elementary schools. The notification shall

196invite direct feedback from the tribal governments and allow for the tribal governments to request formal consultation should they desire to discuss the reorganization through formal tribal consultation. Uh by January 31st, 2025, CCSC will pro provide a summary of all feedback received through correspondence or formal tribal consultation to the CCSD board of education to determine if further considerations or changes need to be made to the restructuring of grade levels to ensure requested transition of grade levels is beneficial to its Native American students as well as the impacted tribal communities within the district. CCSD is permitted to move forward with the requested reorganization if the committed if it is committed to meeting the conditions described above. So the first condition um also after consultation with the CCSD board of education please provide a written assurance that CCSD

197will implement the conditions described by November 21st 2025. So that is what we're doing first um meeting with you to make sure we have that your written um documentation of that written assurance that we will do that. I have already taken care of the first one by December 5th. I've contacted the department of den education and invited them to have us set up a meeting next week or the week following next week. Um I sent that on Wednesday. I have not received a response. I did um include our board president in that correspondence. Once that has taken place and we have had that consultation, we will provide further documentation well before January 31st to complete the task. So I believe that describes the situation fairly well. Um do you have anything to add to that,

198Miss Chappelle? >> No, you did a great job, superintendent. I I just wanted to kind of summarize. Um it's a little bit confusing the way the the letters written, but the reason we want wanted the board to um vote on this was that last uh second to last paragraph where um superintendent will need to send to PD a letter stating that the board accepts the conditions. Um Steve I mean superintendent's indicating he's already complied with the first one and that obviously with the meeting set up in the in the following week will have complied with the second one. So I think I um support superintendent's recommendation in this matter and stand for questions. >> Are there any questions from the board? Just for I'm sorry. I apologize. Just for consider or for clarification. It was

199the three schools, the two elementaryaries in Shiprock and the junior high. Correct. >> I can pull that up. I have it. >> Um >> Oh, yeah. >> I I stand corrected. The three elementary schools and the one high in Shiprock. That was it. >> Actually, >> it's in the application itself, which I have right in front of me. >> Nuke Street as well. Okay. >> If I can find it. all coming from Sabatai and from uh NA middle school. Okay. >> Yeah. So on page nine of the application, which I believe you guys have, it has the schools that will transition um and also indicates the schools that have already transitioned. So um the Kirtland area schools have already transitioned, Judy Nelson, Kirtland, and Oho. Um and then Mesa Nashidi Nukem Neoni I'm sorry Nukem

200Elementary and Sabatai. Um those are the ones that are subject to the application and to the reorganization. >> Thank you. >> Yes sir. >> Are there any other questions? So, um when um is is there a um a rush on this? >> The only rush I guess is to meet their requirements. Um and the first one is that I send a letter tomorrow to them saying that the board is aware of this and we're moving forward. Um the next one is to set that tribal consultation and have that tribal consultation with department of education just to meet their deadlines. That's that's the only rush. >> And what is plan B if the um the public the community doesn't want it? >> Well, the board already voted on it. um a couple years ago and it's

201already transition's already taken place. I'm imagining that that it could be that they go back to the middle school next year if if folks didn't like the arrangement. >> Superintendent, do you mind if I clarify that question? >> Okay. >> Or that answer, I should say. So, just going back, the board has voted on this a number of times. I want to say about four, maybe even five years ago. um this was voted on and uh subsequent to that a number of community meetings have been held on this topic. So the community is supportive but but what I'm understanding is from this application is that I I'm not sure who put the application together but that one step of meeting with Navajo Nation was left out. Yeah. Uh I'm I'm just wondering because four years

202was not like two weeks ago or uh months ago and and then those parents um their students are four years older now. So I'm wondering what is plan B if any um you know what is plan B? I guess plan B um board member Aspus would be if uh Dodie and the community come back and say they don't want sixth graders going back to elementary then we would pull back the application and and we'd have to bring it back to to to the board for further direction. So tribal consultation is that with uh just the department of education for the from the tribe or is that including uh council delegates and chapters? So in the letter what PED is asking us to do is is either or. Um, so they're saying I if we consult

203with Dodie that will be sufficient for their purposes is what the letter says. And do we want to because to me that's um this sounds like a formality and just hurry and get it done or do we really want to have an outreach and and see um so that we can say four years ago we got with the community or and then now we've gotten with the council delegates and the U chapters and Dodie >> Mhm. >> or do we just want to say we just did the quick fix? And >> board member Aspus, you're raising a really good point. We do have time to um expand that outreach because we have until the end of January to have those discussions. And I know fiscally, you know, that was the main reason why we made

204those decisions as a board, but um again, that was like four years ago. And so I I'm just I'm just throwing those things out there and because I still I still hear resentment from the anime being um demolished even though you know I think it was um uh what's the word? >> Dangerous to live there. >> What's the other word? It was it was hazardous. >> Yeah. I mean, but I you know, I hear I still hear that. So, um I just want to make sure that um we do what we need to do and not just um do a a quick um because you know if if if um Ped was truly um they they would have said and know that it's not just Dodie, it's you you know, we have council delegates, we

205have chapter houses. So, to me, I feel like, you know, they they just um ignored that that portion of it. So the options on the table board um member Aspus and board members is um to vote on moving forward with the plan that superintendent laid out or um to have an expanded uh set of um communications with community and tribal leaders. And um my recollection of the conversation about going making this move uh partly was was fiscal um from a monetary standpoint, but folks were feeling as I recall that this that that sixth graders benefited more from being in the elementary setting and having that last year that I think if I recall correctly, superintendent, you can correct me, but I think we saw scores dipping when we made the move to to move sixth

206graders to middle school. So, I remember there was kind of conversation back and forth on the scores as well, >> right? And um you know, again, back to Pad um I I think we they sometimes assume or label us um or look at us as, you know, the PBLO tribes where they don't deal with chapter houses. they don't have council delegates and um and and they need to start acknowledging that. >> So in summary, board members, you have option A and option B to vote on would be my recommendation. comment. >> Any other comments or questions? >> Yes, comment. >> So, in respect to the option from the superintendent to accept that but at the same time expand since the timeline is January 31st and then that that way we can at least a courtesy

207call to the chapters of the council delegates that are affected and if um again that would be the two and just inform. Yeah. Oh, actually down south too, Nukem Chitty to incorporate them in the conversations, but for the time being except what you had presented um this evening to let them know that we're moving forward with that and then once that is done, we can start a conversation with the invested parties. So, if that's the case that I make a motion to accept it as the way you presented it, Superintendent Mr. Mononttoya has made a motion to accept the proposal with uh the caveat that naval nation be uh informed >> incorporated in the discussion. Just to clarify, >> do I have >> um board member Montoya, were you saying to include the chap the

208three chapters or is it four chapters in Shiprock, Nashidi, Nukem, and Sasti? >> The affected. Yes. >> All our districts that all the the areas that we >> all the areas that are affected, the chapters that are affected, incorporated into that. And again just for the sake of in informing them of what we are doing even though we've already done it but just to get clarification for their knowledge. I think that way we're covering our backside. >> Absolutely. Should anybody So, do I have a second to that uh proposal with the caveat? >> I made a motion. >> Yeah, with the >> Yeah, that's what I said. >> Mr. Montoya made a motion to ex accept the proposal with the caveat. Do I have a second? >> I guess we don't have a a motion

209approval. I I would rather see those steps taken first and then um I know and and then a reminder to um our superintendent that we need to start acknowledging these things and um you know the the tribal officials. So I amend my motion to accept the superintendent's recommendation to forward to the ped at least for the purposes of starting the process. That suffice superintendent >> that would that would suffice and I will contact all the different chapter officials to let them be part of the conversation when it happens with the department of dent education. >> Okay. >> But I I would appreciate approval just to allow me to send that letter to continue on with the process. Otherwise, I believe there will be sanctions from the public education department for our district. That's the point

210of the motion. >> Thank you. >> I second. >> Mr. S. Mr. Mononttoya, how do you vote? >> Yes. >> Miss Aspus, how do you vote? >> Yes. >> Mr. So, how do you vote? >> Yes. Miss Asy, how do you vote? >> Yes. >> And I vote yes. Moving on to nine. convene in executive session discussion on limited personnel matters regarding the board's goals and expectations of the superintendent as permitted under NMSA1 1978 section 1015 1 H2 of the New Mexico Open Meetings Act. >> Motion. >> Do I have a second? >> Second. moved and seconded that we move into executive session. >> Mr. Mononttoya, >> yes. >> Miss Aspus, >> yes. >> Mr. Soul, >> yes. >> Miss ASI, >> yes. >> And I vote yes. identified in the agenda as the reason

211for which the meeting was closed. Discussion on limited personnel matters regarding the board's goals and expectations of the superintendent as permitted under NMSA 1978 section 1015 1 H2 of the New Mexico Open Meetings Act. Can I have a motion? >> Motion. >> A second. >> Second. >> It's been moved and seconded that we reconvene. Mr. Mononttoya. >> Yes. >> Miss Aspus. >> Yes. Mr. Soul, >> yes. >> Miss Asi, >> I think she um had to leave. Vice President, >> uh I vote yes. We're reconvened in open session. A possible items for next meeting. I have a um suggestion for um attending to the issue that was brought up earlier at the beginning of the through the public comments and because of the um cultural importance and the effect to the community, I I uh

212suggest that we have an emergency meeting um at it earliest convenience, which I would state to say if possible on Monday, this coming Monday within reason. >> Monday at what time? >> Uh 5:30 same time. >> I can make that. >> Anybody else? >> That that work for me. >> Mr. So agrees to >> Miss Hasky, are you on the air yet? >> No, sir. She had to leave. >> Okay. Uh let's let's set up an agenda then to uh have an emergency meeting on Monday. That would be the what? >> 24th. >> Okay. Monday the 24th at 5:30. >> And and that would only be that item >> that item. Um, where are we going to meet? >> I think here. >> Meet here in Shiprock. >> Yes. >> Okay. >> Any other items

213for >> I have nothing else, >> Miss Aspus. I I did um um I'm I'm going to have to maybe call it in. >> Okay, Mr. So >> trying to think. >> You have anything? >> Just that one. >> All right. I don't I don't have anything either. So Sharon, did you get that? Do you know? I guess my question is what is the agenda response in >> member? So your mic is not answer >> addressing the concerns of the situation >> the commercial situation at Chip Rock High School. >> Um do you what kind of staff would you need there because the school's closed that day and so there's no uh district folks. Also, I've taken that as a vacation day, but I can show up um probably virtually. >> It's really a matter

214of having your your staff other than maybe those >> Yeah, at least uh but >> and the principal. >> M there you go. The assistants and and uh probably um Mr. Brady. >> They're all on vacation that day except for Mr. Brady. I don't believe he's probably 2:45. Um, >> when are they back? >> They're all back Monday the 1st. >> Let's not delay it. I don't have to. >> If we can delay it, I I might have some more information. The problem I have is that I don't know if I'd have any more information by Monday. So, can we just do December 1st when everybody's back then and then that way it could just be a special meeting without >> Doesn't have to be emergency. It >> doesn't have to be emergency. >> Okay.

215>> Because I certainly don't want to put us in a position to where we're impeding on people's time. And then to your point of information gathering and of course there's going to be a lot of questions. >> Yes. >> In that respects and so hopefully by then we'll have the answers. to answer all the questions. >> Yeah. And I definitely could have all those folks there. >> There we go. Um >> if that's possible. The first December 1st special meeting on the first. >> Okay. >> Then it's just a special meeting, not an emergency meeting. And I and I think there uh can we have a section um public comment? >> No reason why not. um and limit two minutes, but you know, give them give our community that that opportunity to voice because they

216they should have that right to be able to express that under circumstances. >> I agree. Anything else? >> Quick question. Vice President, >> go ahead. >> It could be styled like a community forum so that superintendent and his staff provides presentation of what happened and what's been done. And then there could be community forum discussions so that the community is involved in like a >> that's an even better >> substantive constructive way on the solution. >> Yep. >> You're here. >> Uh I think that uh in order for it not to get carried too long u limit their discussion time or else coordinate who's going to several people going to discuss. Is that a possibility? >> Sure, we could have we could facilitate it. I I don't want to volunteer ICO, but we can talk

217about that offline, but potentially we could kind of have a facilitated discussion. We can come back to you guys with some options. >> Yes. And if if you would get together with me and Sharon and kind of help us with that agenda so we can put those things on paper. >> Yes, sir. and make sure that uh board president is involved in that talk. >> Yes, sir. Absolutely. >> And we'll take what we've all just said here. So, >> make sure it's it's announced properly so people know and understand they're come get >> Yes. I can't I can't hear you. I took my herinades out. My hair just went. >> Okay. Can we move on then? Yes. >> Are we done with that one? I saw it posted. I will entertain a motion then to

218adjourn. >> Second. >> Mr. Mononttoya. >> Yes. >> Miss Aspus. >> Mr. Soul. >> Yes. >> I vote yes. >> Did Sharon get that? Well, we skipped the motion part. We went straight to second. But yes, >> we was a motion. It was >> It was Mr. So, he didn't have the microphone. >> Mr. Soul made the motion. Huh? >> I was going to say catch that. >> All they know how to do is people. They're not creative enough. Right, Jared?