001Hey. Come to order. Miss ASI. >> I'm present. >> Miss Aspus. Mr. Soul, Mr. Mononttoya, we have three. We have Cororum. It is 5:35 by my clock. Uh we'll begin the routine matters reports no board board action a MSSA test data comparison by Amy Connley and is that Michael or Michelle? >> Michelle. Thank you. >> Third. >> Thor. Excuse me. Got my REU backwards. >> No problem. >> Yes. Good evening board members, Superintendent Carlson, colleagues, and everyone at home. We are here to present the data for CCSD attendance chronic absenteeism discipline report and MSSA data. On our first slide, we have our October attendance rates. Seven schools are above 90% which is Eva B. Judy Nelson, Kirtland Central High School, Kirtland Elementary, Kirtland Middle School, NS Chitty, and Nukem Elementary School. We have eight schools
002that that are below the 90% which are Clare Prep High School, Mesa, Nukem High School, Neoni, Nukem Middle School, Oho, Shiprock High School, and TBA. We also have a district average of 89.6%. Next slide. This is our chronic absenteeism which is for August 6th through October 31st. We calculate this [music] by taking the days absent divided by the days enrolled which gives us a percentage. If this percentage is 10% or higher, the student is marked as chronically absent. Next slide. This is our discipline by the number of incidents from August 4th through October 31st. And it's uh by school. The next slide, this is our discipline by behavior from the same time frame, August 4th through October 31st. Um, our highest is drug violation at 73. Our second highest is disorderly contact at 48. Uh
003next slide please. This is our discipline comparison by action. So we have three for alternate setting, 52 for ISS which is inschool suspension, 191 for out of school suspension, four for other which is confiscation and phone contact uh contract started. 37 is restorative justice and I will pass it on to Michelle for the MSSA re comparison report. >> Good evening board members, colleagues and all attendees. Um I have the comparison data for the 2024 2025 uh MSA ELA and then on the next slide it'll be the math. Um this is the um comparison of all students. Um and then dual language students who attend Nukem Allen and EVA B. Um and then we also have the other subgroups ELLL and special education students. Total we have 1,96 students across the district that this data was
004pulled for um and 47 dual language students. Um and there is a note here that the dual language shows 32% proficiency. Um so the last two columns whereas all students show 30% proficiency. Next slide. Um so on this slide we are comparing the MESA math scores. Um same number of students um and so the dual language students for math shows 27 proficiency and then all students show 17% proficiency. Please stand for questions. >> Go ahead. >> So looking looking at the um on the discipline comparison by behavior. There's three that I'd like to ask about to um the first one is under the disorderly um disreputable contact. Can you define that for me? You're not define it for me. You define it for the audience. There's anybody listening. >> I'm part of the audience, I
005guess. Define it for me. Mr. B, are you on? >> You said he is on. Mr. B, can you help uh define some of the discipline comparison by behavior on the report? Yeah. Um this is Mr. B. So this orderly conduct um these are the behaviors that um Can you hear me? >> Yes, we can hear you. Thank you. Okay, this conduct um these are all the behaviors that um disturbs the uh public uh that they the school u premises such as fighting, making unreasonable noise um using offensive languages and it could be a misdemeanor. So the follow-up question is with that explanation, is it first offense, second offense, third offense? To what degree? And how is that dealt with? One within the classroom and then in the building with the principal or administrator. >>
006That is correct. it is progressive. So they've tried to work with a student probably called a parent and then it it just escalated a little bit further. Okay. The second question is going to be about physical attack and fights. Is that zero tolerance or is that again on a progressive discipline? It's going to depend um if it's battery >> uh if it's battery or greaterly bodily harm then it's uh typically 10day suspension pending a hearing just depends on on the the like if if the student fought back or if they just got beat up. So it depends and um but anything lower than that it there is progressive uh discipline in place >> and I'm assuming it's also going to be dependent on the age of the individuals involved. Correct. >> That is correct. Majority
007of them are in the upper grades. >> Okay. And if the um police are involved that obviously changed the dynamics of how that response is. >> That is correct. Um often times it depends on the severity of the battery. Uh, of course, assault can be like spitting or like name calling. Um, but if it's like physical contact, like attacked and someone got punched and they just laid there or they were defenseless, then that would be greater bodily harm. >> Okay. Third one, last one is uh weapons. Define weapons for me, please. >> Weapons is uh a projectile. For example, we um of course guns, knives, uh, and it also depends on the length of the knife. If I think it was two and a half or three and a half inches or longer, like a
008switchblade is a automatic weapons and that typically can be a 10day pending a hearing. Um, I know there was a Tik Tok trend that would just went by a month ago where kids were making paper darts. So the dart you know the folding of the paper uh with like with origami would have been okay but what's happening is kids are putting like staples in the tip or paper clips or metal object in the tip. So then that would be you know that could would constitute a weapon that can fly a projectile. >> Okay. And then >> you said only two >> do we have I'm just looking at the response the higher rate percentage of proficiency in the dual language 32% over 30 and then 27 over 17. Is there a reason for that that
009we've been able to figure? >> Yeah. So, I think uh teachers have built a better relationship with the kids. Classrooms are smaller as well. Um sometimes it's like first and second grade, right? They they work with the kids. Cheryl, am I correct? First, second, third, fourth. Yes. So then they have a chance to work with the kids a little bit longer. It's almost like looping with the kids. So those relationships are are established in you know kind of hard to do that in a year but I mean we have teachers that do it though but I think that would that would be one of the uh factors for the higher uh scores. Not only that I mean of course if a student any student is uh bilingual or multilingual right their their um what is
010it called? their schemas are larger, right? They have two schemas where there's an overlap of language that um that they know. So, I would assume that would that would can be attributed to the higher scores. In fact, I was like, "Wow, we need to have more students in our dual language." If if they're that much higher than um all of our students, >> superintendent, you know, I'm well, you are well aware that I'm a very big supporter of looping. >> Yes, sir. >> Kind of giving yourself the own answer and it through that data. If you if you look um especially the you bring up the ELA, but if you look at the map, >> you know, it's it's tough to explain exactly why things happen and everything, but it's a remarkable difference. So, put
011it that way. No, I and I can see that in respects to the relationships that are built over time and uh what's occurring in that classroom with um teachers and students that are uh very trusting and comfortable with each other and that shared knowledge that that occurs in those classrooms through that looping process. So again, I'm a very big supporter of it. I wish we would do a lot more of that quite frankly, but I'm not the superintendent. Anyways, thank you. Thank you. >> Okay. Can you hear me? Um and and my question I don't know if um if you had already addressed this is there a difference when there is a um a assault against another student or if there is um if it's against a staff member the one of the teachers or
012staff members from CCSC. So, typically if there's an assault against a teacher, more more than likely there's going to be charges like with the police. I think it's a it's a class 4 felony. I don't know if David or Devon are here, but they'd be to be able to answer that better, but within the school, it depends. It'll probably more than likely it'll be well, it depends, right? Because if the student h has an IEP, right, an MDR has to happen. Um, it's if if it's a manifestation of the student's disability, then it it's going to go back, right? There's Joel can probably answer that better, but it it's just going to depend. But if it's a general ed student, it would probably be uh considered a if it was an assault on a teacher,
013it'll definitely be um possibly attend a suspension pending a hearing. Um it it would be the same for a student as well because the whole thing is uh the battery well the battery is a bit more because battery is actually like physical contact and the way the board policy states it assault is like like you can spit on someone or like you can name call them or something like that. But the battery is the one that's uh that's uh that's where contact is made. And of course there's also like sexual battery as well, but it's it's definitely in the um CCSD matrix. >> So J, >> um I guess I just want to verify if um if there's a if there's going to be difference in in regards to discipline and the path um for
014restorative justice. if the assault is on a student or on a staff member, if there's any differences in regards to the path of um restorative justice or discipline. >> So, does that make sense? >> Yeah, it does. So, all of our students will get support like um as they transition back in, right? Um, in fact, I I serve as a district hearing officer for any um students that are taken to hearing um which are like drugs and alcohol. Well, not just drugs, but like um greater bodily harm um weapons. So, typically when a disposition is given, um, one of the things that we document is that our social workers, uh, check in with students and provide support as they transition back or provide support while they're in the district alternative education program or the district
015in the the interim alternative education setting. Uh, but there is support for kids in there. Um but in one of the reports it showed that there was about 47 I think restorative justice um uh as a as a discipline. So it depends on the level of the uh the offense. Um so um but but they do each each of the schools really try to work uh with the with the students instead of just sending them like if you look at that 190 191 OSS if we had 71 OSS and they're drugreated which many of them are THC right which means there's well there's been some other stuff too but like the THC ones the first level is a three-day suspension so if you So 71 * 3 that'll be 123 um OSS. So that it
016kind of inflates that number. But just the availability of students getting TX vapes like you teachers and staff can't tell that it's a TX vape unless LSA tests it. But so it it just depends. >> Okay. So my last question in regards to um to the offenses and restorative justice, is there a matrix? Are all students um when they have they have an offense, are they all going to go through restorative justice as the way it's outlined or is there offenses that just bypass that restorative justice? The big three will bypass restorative justice >> which are weapons, drug and then greater bodily harm. So those ones typically go to a 10day suspension pending hearing. Also there's uh I believe distribution as well of drug I say drugs as well but like there's there's supports that
017are put into place for example well I know of a kid that had a THC um four times and so it was 3 days then 5 days then six days and then they were taken to hearing. So, it's progressive in in each of those steps. Uh there's restorative justice support, right? There's support for the kids. Uh they're checking in. Um and of course, like there's uh if there's like assaults or battery or um like weapons, stuff like that, there's also a threat assessment that is conducted to see if it's a viable threat. So then more than likely if it continued to a hearing, the threat was viable. >> Okay. And so that would really be dependent on the severity of the assault or the offense. >> That is correct. Like for example, if a kid
018is just laying there getting beat up, right? That's the kid didn't have a chance to defend themselves. So then that would be um that would be battery. >> Okay. All right. Thank you. >> Go ahead. >> I have a question. >> Sure. Yes. Go ahead. >> Uh I see down here drug violation. That looks to me pretty high. I'm assuming that's pretty pervasive. What type of drugs is that? Other than because you got uh tobacco use in another column is that alcohol or something else? >> So, alcohol will have its own um column. There's 12 alcohol violations. There's uh 73 drug. The most common one is THC vapes or gummies. So they look like >> again I didn't I >> they are THC tetrahydrochloride. I don't know how I know that but THC. Well, probably
019because I was a high school principal. I had to look up what TXC meant. But that's the most common. It's just readily available. kids have it. I mean, like there we've have schools that catch, you know, they're just available. I mean, it's once once it became legal four or five years ago, >> you're talking about marijuana now. >> Yes. Yes, it's marijuana, but but we're not actually seeing like marijuana leaves or marijuana, I don't know, plant. It's THC vape or gummies. That's what the majority of them that we see. >> Now, our LSAs do a a field test where they test vapes if they're confiscated to see if they're THC or if they're just nicotine. So, they call them nick pens. Um, so those nicks, they're we've had 15, but it it's if you look
020like like in the last couple of years of their data, it used to be alcohol that we would catch a lot of kids with, but it's shifted towards THC. Thank you. So, I'm gonna have a question from board member Aspus who's on the phone here. Um, she wants to know if is there a differentiation between um THC marijuana use and THC vaping or is it all just kind of categorized the same? >> So, for the drug that's THC, so it's it's marijuana, right? THC is the chemical formula for marijuana. Um but like we've had some incidents where we have had um psychedelic mushrooms, right? So it just it it varies but the most common one is uh TX and then the vape pens which is the liquid and then also the uh gummies. >> Okay.
021So let me try to get that straight for for the board member. Um any if a vape is determined not to be THC then that's included in a tobacco column. >> That is correct. >> But the drugs can include vaping as well as gummies or smoked in another form. That all goes into the drug column. >> That's correct. >> Okay. But we don't differentiate. Do we I mean this doesn't do it but do we ever keep track of of the difference in the number of vapes actual this is vape and this is and and if we don't do that could we do that because it'd be good to know >> we probably could Amy I mean we probably could look in log entries to differentiate between which is most but the majority of them like
022the majority of them I'd say 90% of them maybe even 94 5% are THC vapes so liqufied vaporized THC liquid. So, it's it's actually more potent. >> So, I have a question. So, you you mentioned the example of the student who had numerous um numerous offenses. So, it went from three to five, seven. Um, do we ever do referrals for um substance abuse um clinics or do we do referrals to the hospital so they can seek treatment? So we actually um one of the steps in the the process is to refer to actually some schools initially for the first round they actually have a uh I can't remember the name of the they have a presentation restoratively where the where the kids research the drug and they create a presentation and present it to the
023teachers the principal and a couple teachers uh to to try to understand um you know the use of it the negative effects of of drugs, alcohol or tobacco, which is considered ETOD, alcohol, drug, tobacco or other drugs. Um, we do some of them, some of the schools refer to like John's Hopkins up here. Um, only thing that we're hearing is there's a backlog on on on support for them. So, that's why many times we actually refer them to the nonclinical social workers, which are ICO, and then of course, if they're a student with disability, they're referred Well, maybe still to nonclinical, but there's a there's a form there's a process in place for support for them. >> Okay. I'm sorry, Mr. So, I I meant to [music] get back to you if you still have
024your question. >> Sure. I can you hear me? Is this on? >> Yes. >> Yeah. I I just wanted to compliment I I was actually looking at the the data for the dual lang language programs and I just wanted to say that whatever is working is working well for students enrolled in dual language and and what if we whatever we can do as a district to support that because it shows that that model is working whether it's uh I think most of the students are probably enrolled in the naval language program the immersion program is is that correct >> that is correct so it's 5050 model >> and and this tells me that even These kids are actually doing doing better than students enrolled in English only. >> That is correct. >> Wow. >> And
025even looking at the novice levels for the for math, the areas the dual language have the low lowest that the reds are lower in novice, which is really good. This data is very telling. >> That is correct, sir. [snorts] >> Okay. Are there any other questions or comments? Okay, thank you. >> May I make one last comment? >> Go ahead. >> We only have one CSI school or MRI school remaining. Mesa came off status. I don't know if Mr. Carlson updated you all. [applause] >> Awesome. >> Great. Thank you. Thank you. Thank you. Go ahead. >> Hold on just a moment. on your chart here. Disciplinary comparison by action are the numbers that are above them the number of individuals who've been disciplined or what does that number represent? >> It says 191 on top
026of one one of the graph is that the number of disciplines >> incidences. >> Yeah, numbers. >> Yes, it's the number of incidences. >> Inc. Thank [clears throat] you. That's all I had. >> Thank you. >> Okay. Appreciate it. Um, letter B, right? Am I in the right one? >> Yep. >> Letter B, first reading of G-1950 GB PD, drug and alcohol testing of employees other than transportation employees by Miss Chappelle, are you on? Is she coming on? >> Miss Chappelle, are you on? >> My apologies. I was trying to get off of mute. I apologize. Um so this particular policy um we are bringing before the board uh to just make our policies in this area more well-rounded. Um this policy is already applicable to folks um in the transportation department. So we're just
027making it applicable essentially to everyone else. With that I will uh read the uh draft policy and then uh take questions. Uh so the title drug and alcohol testing of employees other than transportation employees under this policy any employee of the district other than a transportation employee must submit to drug and alcohol testing if the employees supervisor has reason to believe that the employees job performance has been impaired by the use of alcohol or a drug. In addition to the above, an employee shall voluntarily submit drug and alcohol testing after being involved in an accident involving a school vehicle or after an accident involving equipment used in the performance of the employees duties. And when based on knowledge of the events and circumstances of an accident, the supervisor has reason to believe that the employees
028involvement in the accident was influenced by the use of alcohol or drug. When possible, the reason shall be documented by an affidavit signed by the supervisor. The superintendent shall develop procedures for drug and alcohol testing of employees subject to the following. The district shall assume the cost of drug and alcohol testing of employees. An employee who refuses to submit to drug and alcohol testing or whose test results are positive may be terminated from employment. An employee who is to be terminated as a result of test finding shall be granted an appeal upon request. under policies GCQF and GDQD as appropriate as well as relevant provisions of law. With that, I stand for questions. >> Go ahead. >> Can you hear me now? >> I apologize, board president, but I can't hear the question. Um, can
029you restate your question? >> I didn't I didn't ask a question because I heard somebody on the phone. >> It was um board member aspar. >> So, it's more of a comment. >> Go ahead. >> Is is this something we could possibly give all the employees at the beginning of the year when they return for their employment or add it to their contract or make it part of their professional development >> or possibly including in vector training just mandated. Yeah. Thank you. >> Can you hear now? Board member Aspus. >> What I wanted to ask was the CBA and how that states and and then on top of that, what's the definition of employee? >> Mr. P, you want to try to answer that? >> Sure. So the definition of employee would be anyone employed
030by the district regardless of whether they are a member of the CBA or the union or not. Um >> I don't know where to speak. >> I think the CBA right now is silent as to this point. Um >> Michelle Mappelle um we're moving um board member aspis to closest to the speaker. >> Okay. So if you could repeat that as soon as we are able to put that near a speaker. Okay, put it on the chair. [laughter] We need that hand. >> Go ahead. Maybe could go ahead and try to talk. Michelle, go ahead and try and talk again. We'll see if we can hear from here. >> Okay. Uh so the first question um this would imply apply to all employees um other than transportation employees. Uh I don't know the status of
031CBA negotiations right now. Um but it's you know something we can certainly uh visit with them on. I don't think the board's authority to pass a policy um is separate from the CBA. So if the if the union wants us to have further conversation about that, we can do that within the CBA document, but the board has the authority to pass um its own policies. The question is the um not only union employees but there's also the the employees that are um considered at will and with no representation and and then um and then are those like ESS or Um well mainly ESS are those considered an employee or is that do they have their own drug and testing procedures or protocols? >> So yes it would apply to at will um employees. They are
032employees of the district. You are correct. ESS employees would have their own um protocol. Um but what we are essentially talking about here is uh situations where adults [music] are impaired by alcohol alcohol or drugs in front of students near students in their periphery. Um so we're talking about a very narrow subset and something that is um extremely important and you know we have a zero tolerance policy on this um within our policies already. if that helps. >> Students, >> I'm sorry. Can you say that again? I only heard part of it. >> Well, ESS is near students. They work with students. >> Yeah. So, uh, Miss Chappelle, she she's asking about ESS employees. Um, would they fall under the same standard? Uh, do we have the ability to to say the same things because
033they are technically not our employees? >> I think the fix for that would be we would enter into uh we would make that part of the ESS contract. Um, so that if someone was was impaired that was employed by ESS, we would have the ability to work with ESS to do the same thing. So that would be the fix for that. >> But in the for now, we don't have that ability. We would have to get that fix in place. >> Yes, sir. That would be my assessment. Yes, sir. service and what about >> what about those individuals? >> She's asking about food service and RA uh food service are our employees except for the ones who are SF employees which are just a handful. Um but I imagine we'd need to do the same
034exact thing with them. >> Yes, I agree. Enrique Okay. And the reason why I'm asking this is because um a lot of our administrators and um principles, they're not um fully uh educated on the who who or how and what protocols or processes to take when individuals are in those situations. and it could put us in a legal uh situation if if it's not done right. So, um that's why I'm asking these questions and and um you know hopefully um they they realize that. >> Thank you. Okay. Are there any other questions or comments? Okay. All right. Thank you, Mr. Chappelle. Is there anything else? >> Not on that topic. No, ma'am. >> Okay. Thank you. We're moving on to number three, possible board action reports. A >> E N MU research study evaluating the
035impacts of social emotional learning frameworks works and programs on student development in New Mexico public schools by Miss Gassette. Is she here or is she online? >> Yes, I'm here. >> Can you hear me all? >> Yes, we can hear you. >> Okay. Um, I wasn't sure how I needed to present this, but thank you so much for allowing me to be here today to um, speak with you about this and giving me the time uh, in the board meeting. Um, we are asking if middle school teachers and principles are willing to participate in a study that looks at theCCL curriculum that your particular districts use. um we are reaching out to all of the districts in New Mexico and the ones that are willing to participate. So you would be part of um a
036larger study and um obviously it sounds like you have some wonderful things in place just listening to um your I used to call it MASA when I was a school counselor but the MSSA um data and your restorative justice. So all of those good things that you are doing in your district would fall under these categories and frameworks um as part of the um study itself. Board members, do you have any questions or comments? [clears throat] >> No questions. Does she have any questions? >> No. >> Okay. All right. Thank you. >> Thank you so much. >> Have a good day. >> You too. Thank you. >> Bye. >> Um, letter B, toys for tots distribution by Mr. Mr. So Shiprock Youth Complex. Is Mr. So online? >> Yes, I'm here. Can you hear me?
037Yes, >> madame president, honorable members of the board of education, good evening. My name is Jonathan. So, I'm the program supervisor for Shiprock D youth. Before you is a request to collaborate for this year's Toys for Tots toy distribution. Uh we collaborate with uh over 50 schools uh every year to distribute toys for tots. It's a Marine Corps Native American Toys for Tots program. So that's my request this evening to collaborate with you. And I did attach some forms that need to go out to all of the schools. Last year we uh distributed to 11 elementary and middle school. We did not get any uh response from the junior high or the uh I mean the high schools. We didn't get any response from them. So we delivered over uh close to over 3,000 uh
038children received uh toys last year. And um this year we're we're wanting [clears throat] to do it again. So that's before you and uh if there's any question. >> Okay. Are there any comments or questions from the board? >> Just a big just a big thank you. >> Oh, there's Go ahead. >> Go ahead. >> Okay. This is um Native American only from what I hear. >> No. Uh >> it's awesome. It's for all all uh children in these schools uh regardless of uh race or ethnicity. Uh it's for all children. So we have two schools that that have uh high Native American population in the Farmington School District. So we deliver toys to them and um it it we don't discriminate if they're non Native. We deliver toys to all of them and it's
039for all children from zero to 15. >> She said okay. Um on a question on that you mentioned um none none of the um high school students or high schools participated. [music] So there isn't an age restriction. Am I correct? >> The toys are uh up to 15. I believe that's the reason why we don't get any response. Uh although we do still reach out to them, but the toys that we get are for ages 15 on down. >> Okay. Thank you. And then oh well with your form um my understanding is that where it says student name is just the first letter of the student's name and their last name. Correct? Yes, it's not their full name. >> For privacy >> reasons, we just need their first initial and their last name and their
040age and their gender because uh staff will uh select toys that's age and gender appropriate. >> Okay. All right. >> Thank you. Are there any other questions or comments? Okay. Appreciate it. Thank you so much. Thank you. >> Um, letter C, request for approval of gift donation, Save the Children donation by Dr. Harvey online. >> Okay, Dr. Harvey, you're up. >> Yes. >> Okay, >> I'm here. Thank you. Um, I wanted to just um, good evening um, board president and members of the board and superintendent Carlson. [music] I did submit a um, estimated cost of our um, donation from Save the Children organization. The pallets are going to be an estimated value of $20,289.56. These are going to be um books and some toys and some clothing item. And so that is my report for
041this evening. >> What was the amount again? 20,000 20,28956. >> Okay. All right. Thank you. Any questions or comments from the board? >> Nope. >> No question. >> Questions? >> Go ahead. Go ahead. >> Uh, I'm hoping that Superintendent Carlson gave you some information from uh, Honorable Council Delegate Amber. Um, she had some um, uh, what was it? Um, she has access to some um possible uh tribal clothing and monies, additional monies. So um I'm hoping that he we would take advantage of that. Miss Harvey, >> Dr. Harvey, did you hear that? reach out to sorry I I did reach out to the individual's num name that was presented to me and the phone number uh and [clears throat] she didn't know what I was talking about but she said she was going to go
042back to Miss Karate to ask questions about what she was wanting to um connect with us for. So, I did mention the tribal clothing. Um, as far as we know from our end, tribal clothing was opened and then it lasted for three days and then they closed it because they didn't have any more funds. Um, but I did let the individual know that we are available if they would like to talk to us about any other um resources or if they had any questions. So, we did connect with somebody from um Miss Cotty's uh I guess I think it's her I'm not sure if it's an administrative person that works with her uh but >> aid. >> Okay. Thank you. >> All right. Thank you. Um there aren't any other questions. Thank you, Dr. Harvey.
043>> Thank you. Enjoy your evening. >> Okay. Thank you. Uh, letter D, CCSD, disposal requests, finance and operations by Miss Joe and Mr. Armenta. >> President Hasky. >> Um, yes, >> I believe Sharon just text me and this is part of the uh motion for reports. Um, >> first two, >> this these are the sections where you'd make a motion, I believe. Oh, >> okay. after each or after all of them? >> Each individual. So, we go back. Can you hold on just a moment? Okay. So, we're going to be voting on accepting the um for letter A ENMU research study evaluating the impacts of social emotional learning frameworks and programs on student development in New Mexico public schools. Do we do we um are we >> I make it >> to approve. >> I
044propose that we accept uh items A through C. >> Okay, perfect. Do I have a second? >> Second. >> We'll do a roll call vote. Um >> board member as you vote. >> Um yes. >> Board member Mononttoya, how do you vote? >> Yes. Secretary. So, how do you vote? >> Yes. >> Vice President Wells, how do you vote? >> Yes. >> And I vote yes. So, we approve >> A through C. >> President Hasky. >> Yes. >> Um, I do want to comment. Um, >> go ahead. I I'm I'm voting only because I think there's a big need, but I hate the fact that I hate to um um have more uh how the word what's the appropriate word redundancy. Um, but I know there's a need and and however way we can um
045help our our students, I I think I think that's the real big um that's why I'm voting yes. >> Okay. Okay. Thank you. And um Mr. Armenta, Miss Joe, proceed. Thank you. >> Okay. Thank you. Um, good evening members of the board, superintendent, staff members, and members of the audience here [music] and online. Uh, my name is Shea Joe. I'm the warehouse supervisor. Um, I'm here with Mr. Armentoto, the facility, our director of, um, operations, and we would like to request for a couple items to be removed off of our our CCSD inventory list. These items include our old um pool equipment, kitchen appliances, laminators, poster [music] makers, uh custodial equipment, old video conferencing equipment, um may uh two buses and one vehicle and stuff. So, it's uh most of the pool equipment and most
046of the equipment appliances, a lot of these items have been replaced. These are just old items that need to be taken off of our inventory. So, we do this every so often during [music] the school year. So, that's pretty much it. And then after we do this, we send it to the state auditor for approval. >> Okay. >> I [clears throat] have a question. >> Go ahead. >> Uh, Miss Shea, how do you how are these going to be disposed of? >> A lot of them are really old. So, some of them that can't be salvaged will probably be recycled. And if there is anything on here, it'll probably have to go on the public surplus >> uh public donation or public uh auction or >> Yeah, public auction. >> Okay. Thank you. >> Okay.
047Any other questions or comments? Okay. Um board members, do you have a problem if we >> motion to approve? >> Okay. [laughter] >> Okay. We have a motion and we second it. Uh, board member Aspus, how do you vote? >> And which one? I'm I'm confused about which one. >> This one's letter D, the disposal request. >> Okay. Yes. >> Uh, board member Mononttoya, how do you vote? >> Yes. >> Uh, Secretary So, how do you vote? >> Yes. >> Vice President Wells, how do you vote? >> Yes. >> And I vote yes. We are moving on to >> Chie. >> Thank you. We are moving on to Oh, you're you're not on this next one. I thought you >> I Well, yeah, I I I'll be with her just to >> Okay, thank you
048for help. Thank you. >> Moral support. [laughter] >> Yes. So, hold her hand. >> All right. And then letter E, CCSD, disposal request, IT department by Miss Connley and Mr. Thomas. >> Um I'll also be helping. [music] It's the same thing. Um it's just that this will be items. It's old desktops and laptops. We have a total of 14 pallets. >> Wow. >> These are any questions or comments? >> I make a motion that we approve disposal of these items. >> Second. >> Okay. >> I have a comment. >> Go ahead. >> What exactly is being disposed in it? >> Computers. >> Yeah. Desktops and laptops. What is it? >> Laptops. >> And how do we know that they are um scrub free from um personal information? >> We um spent all summer long taking
049out the hard drives. >> They took out the hard drives. >> Okay. Um, I don't mean this to be funny or anything, but >> um, I know the extent um, they talk about where Hillary tried to get rid of some things and and it wasn't that easily. wondering >> how I mean I we've already been hacked before and we don't need to have that done again. >> Yeah. When you take out it's just kind of like it's just the the outer casing the whole the whole brain has been taken out of all of the machines. We did that and we put them all on spreadsheets and packed them all in the each individual palette and wrapped them. So we've been doing that all summer long. >> Did you hear that? I I just heard some
050of it. Yeah. >> Okay. All right. And I vote yes. >> And board member Mononttoya, how do you vote? >> Yes. >> Vice President or Secretary So, how do you vote? Yes. And Vice President Wells, how do you vote? >> Yes. >> And I vote yes. >> All right. Thank you very much. >> Okay. and F update on federal advocacy and possible board action on resolution supporting making J14 funded and part of the mandatory funding budget by Miss Chappelle. Miss Chappelle, are you on again? >> Yes, ma'am. I'm here. Okay, >> I emailed you the resolution. Yay. Uh so we were just recently at the um national JLM conference and uh we were uh invited to put in a resolution that we've been talking about uh for a couple of years now. So um they
051actually uh voted on it and passed it unanimously. um that I would uh read it here for you all and uh potentially the thought was um to uh ratify it and or have the board adopt it as well. Um so with that, board president, would you like me to read it or would you like to give more information about the JM conference? >> Do you board members? Do you want the resolution read? Go ahead, Miss Chappelle. can read the resolution and then we can have um answer questions after the resolution's read. >> Yes, ma'am. So, the title, a resolution requesting that JOM funding mechanisms be modified to be part of mandatory spending and forward funded. Whereas the National JM Association is the collective voice of over 1.2 2 million Native American students and their parents/guardians
052nationwide who are currently eligible to receive Johnson Omali services. And whereas the National Johnson Ali Association declares that the academic, social, physical, spiritual, and mental well-being of our Johnson JM students are our highest priority. And whereas our JM students will one day be our tribal leaders and must be given maximum opportunity to bring about positive change. And just a quick aside, those first four whereas clauses are JOM associations. So they go in all of their resolutions. Uh whereas the Johnson Omali JM Act originally passed in 1934 is a federally funded program designed to support the educational needs of American Indian and Alaskan Native students attending eligible schools and through priority allocation to tribes. The program provides supplemental financial assistance to eligible contractors which includes eligible tribes, tribal organizations, and school districts to enhance educational opportunities
053for native students. And whereas JM is a longstanding and important component of the federal trust responsibility of the United States government to native nations. And whereas since JM is a component of the federal trust responsibility, it should be made part of the mandatory budget and should be forward funded like other similar educational funding programs. And whereas on May 16th, 2022, the National Johnson Omali Association submitted a letter of support to include a request to Congress in the FY2024 Bureau of Indian Education budget justification to authorize forward funding of the Johnson Ali program to assistant secretary of Indian Affairs, Bureau of Indian Affairs, Brian Newman, and Director of Bureau of Indian Education Tony De. Whereas advocacy is still needed to authorize forward funding for JM and make JM funding part of the mandatory funding budget. And
054whereas JM funds are currently paid on a reimbursement basis and are part of discretionary funding. These mechanisms create uncertainty in funding and thereby diminish the sustainability and efficacy of educational programs that receive JM funds. And next page, whereas if eligible contractors, which includes eligible tribes, tribal organizations, and school districts do not have certainty of funding, eligible contractors cannot create sustainable educational programs for children. This creates a stop/start situation where gains in learning are seen initially, but then when funds are subsequently reduced, delayed or interrupted, then these essential educational programs are changed or dropped. The learning gains are then interrupted and stunted. This is also where our students start falling through the cracks at even greater rates. This funding pattern, historical and current underfunding and government shutdown or other delays in funding is one of the
055biggest reasons why we haven't been able to make meaningful or significant improvements to the conclusions reached in the Maran report and the Kennedy report that the education provided to native students is deplorable and a national travesty. That's a direct quote from those reports. Whereas these funding changes impact native students the most because our students are the most at risk given historical and current underfunding of astronomical proportions, recent interruption of learning due to COVID, not to mention joblessness, poverty, and unsafe and traumatic homelines in our communities and now government shutdown. And whereas the vast majority of schools in Indian country are located on reservation land, which means that unlike other public schools, there are little to no property tax revenues, a state function. So there is no cushion or way to make up the loss of
056federal funds that are delayed or withdrawn. And whereas JM forward funding refers to the allocation of program funds in advance of the upcoming fiscal year. This approach ensures that funding is available before the start of the school year, allowing for better planning, resource allocation, and program implementation. Forward funding helps address potential delays in budget approvals and appropriations. Ensures that students receive un ensuring that students receive uninterrupted support. And whereas JM is currently part of discretionary funding, each year, Congress appropriates the funds annually. Mandatory funding is entitlement spending that is ongoing and does not require annual approval. With mandatory funding, JM funds would not be caught up in delays associated with the continuing resolution process or potential government shutdown scenarios and funds could be dispersed at the beginning of each school year with certainty on July
0571st. And whereas the key benefits of making Joom funds part of mandatory funding and forward funded are as follows. Stability and predictability. Eligible contractors which include eligible tribes, tribal organizations, and school districts can plan programs with confidence knowing funds are secured before the academic year begins. Two, timely implementation. Eligible contractors, which include eligible tribes, tribal organizations, and school districts can immediately implement educational programs, purchase materials, and hire personnel without waiting for fund dispersement delays. Enhanced educational support enables consistent delivery of cultural and linguistic programs, tutoring, counseling, and other academic services tailored to native students needs or funding eligibility and administration allows for multi-year planning, sustainability, and improvement of long-term educational outcomes. Now therefore be it resolved that making J1 forward funded and part of mandatory spending are crucial mechanisms that will ensure native students receive
058timely and continuous educational support by providing funds in advance without the need for discretionary yearly approval. JM funded educational programs can foster a more stable learning environment and help bridge educational gaps for American Indian and Alaskan Native communities. Now therefore, be it further resolved that Congress modify JM funding mechanisms such that JM funds are part of the mandatory spending package and are forward funded. Now be it finally resolved that this resolution shall be the policy of NJMA until it is withdrawn and modified by any subsequent resolution. >> And with that, I stand for questions. >> Board members, do you have any questions or comments? Mr. Will or Mr. Wells, go ahead. >> Comment. Uh, I move that the board uh support our support this motion. >> Um, >> Miss Aspus has a comment. >> Yes.
059Um, okay. I I got a couple of them. Um, in short, um, because I couldn't really hear, um, in short, can somebody say what this resolution was was about? The resolution is about the school district supporting JOM to be forward funded and be mandatory. So because it's not forward funed [music] funded and it's discretionary, Congress decides every year whenever to fund JM. This would make it mandatory for them to fund JM on July 1 every year. Okay. And um did this have anything to do with the Well, I'm sure it did, but I mean I know there was resolution before about uh during the shutdown to to grant those funds. Yes, this is [music] one of the reasons for funded means that it would be funded even it wouldn't be um it would be funded
060every year on July 1 whether there's a government shut down >> righted No, it's still there. But this one states that it would make the funding mandatory. Right now, JOM funds are discretionary and being mandatory, it would mean that they have to fund it every year. >> Okay. So, that's the difference. >> Yes. Also, I guess this is um because of our our spent um I don't recall the board um saying that we were sending attorney to a conference and I don't know if that was out of her own pocket the time and um spent >> Miss Chappelle there was a question >> I couldn't really hear the question my apologies M board member Aspus asked if um the you attending the National Johnson Ali Association conference was out of the district funds or out
061of your personal funds. >> So I um donate all of my expenses for trips like that. Um, and essentially all that is um charged to the district is my time spent advocating for our students with the resolution. >> That not clearly. No. >> She said she only advocacy and writing resolution. if that's possible, I'd like to see documentation on where as a board that we um agreed to send her to do this work. Um one or two board members does not um I don't think that's legal. it has to be voted on and and it would have to be a majority or the entire board and um especially public knowledge uh transparency. So um again it's it's my duty to to see these things and um we can't just have because really it's after the
062fact now and um you know I appreciate the advocacy. I I really do but and it's needed but it needs to be done the right way. >> Did you hear that Mr. Chappelle? I did and just to clarify, board policy gives that authority to the board president specifically and in the past the board has indicated [music] they were supportive of me doing things like this. So if the board is not supportive of that then obviously I won't do them but I u believe that the time that I have the support to do this so this would be news to me. >> Okay. Are there any other comments or questions? >> No. Other than making a motion to accept the resolution. >> Okay. I have a motion. Do I have a second? >> I made the
063motion and I think Mr. Montoy second. >> Sure. >> Okay. All right. We'll do a roll call vote. >> Board member, how do you vote? >> No. >> Board member Mononttoya, how do you vote? >> Yes. [clears throat] Uh, Secretary So, how do you vote? >> Yes. >> Vice President Wells, how do you vote? >> Yes. >> And I vote yes. Thank you. Last item, uh, number four, discussion. A, items for the regular school board meetings. Do you have any items? >> I would like to have a presentation on the dual language programs on what the schools are doing um how they're being supported, how the principal is supporting them, how the um ICO supporting them, what kind of parent participation we're getting um in those programs. >> Okay. Are there any other items? >>
064I do. Um I think um Um I think there's some things that we need to go through um regarding um discipline as far as our students and and um also the employees. and I'm trying to be as general as I can and not specific and um so I'd like to have that on the agenda. >> Um could you elaborate or session or general? I I believe that executive would be good. >> If you can um have that email and superintendent and then we can do the >> Okay. >> All right. And I do not have anything. Is there anything else? We're going to move down to letter or number five, adjournment. I have a Do I have a motion to adjurnn? >> I make a motion be ajourned. >> Second. >> Okay. Um, >> Miss
065Aspus, how do you vote to? >> Yes. >> U board member Mononttoya, how do you vote to >> Yes. >> Secretary? So, how do you vote? >> Vote yes. >> Vice President Wells, how do you vote? >> Absolutely. >> And I vote yes. So we journ at 6:47. Thank