001Kerosby I will say say the pledge of alge to the flag and United States of America but to for which stand one nation under God indivisible and in Just as far. I sit the flag and say in Mexico is the symbol of perfect adventure and monkey talk but Not I wins in Yeah. Curly warrior curly junior warrior Michael Sherman warrior Chanel Jenny's warrior oh the now I'm going to sing the national anthem. Yo, but we need No, those songs. foreign. Who are in the bal AK again. >> Thank you. Was amazing. Everyone, if you could bow your heads. Father, thank you for this week and this for this month. Father, thank you for the season of fall. Um, Lord, this thank you for bringing new things to the district and to our parents and and
002to our students. God, may we have healthy discussions today. Lord, be with the be with our presenters, be with our board members, be with our faculty. Lord, just pray that we have healthy discussions. Lord, be in our hearts, be in our minds, speak through our speak through our thoughts, God. May we have a a great evening, great discussions. God, may everything go well and may great student outcomes come out of this meeting. In Jesus name we pray. Amen. Thank you, Mr. Noble. And thank you especially to these young ladies and young these young people, excuse me, that uh offer us that uh pledge and and national anthem. We're at item E, presentation, approval of the agenda. Consent agend. >> Uh, Mr. President, I will or Mr. Chair, I would like to make a motion to
003approve the agenda as presented. Thank you. >> I second. >> Thank you. We have a request for a comment or a question. Go ahead. >> I was ready to ask my question um before the motion. Um I'll ask uh Mr. Wells, >> you want to go ahead? >> I I would like um I don't know whom to ask, but I would like uh information on the financial reports and are we able to do that? >> Is that part of >> I don't well it just says to consent agenda to >> the financial report >> if the board member request then um that information Is there an item that's asking? I would like to know the Perkins and the impact and um so whoever's finance missing is requesting some information on financial report. We have somebody.
004>> Do you have somebody here? >> Yeah. I didn't know where because combined. >> Okay. Well, let me know how. Okay. So, we'll go ahead. >> Okay. Mr. So, your motion was to approve the agenda. Yes, we're approving the agenda and then uh when that goes to to consent, we can probably have the item pulled off for further discussion. There's so much echo in here I can't hear it. >> No, we're going to proceed as uh Secretary Wells was was going to do. We're asking for approval of the agenda and then we'll go to the consent agenda. >> Sharon, let us know. >> I second to approve the agenda. >> It's been moved and and second to approve the agenda. All in favor? Mr. Mononttoya? >> Yes. >> Miss Aspus? >> Yes. >> Mr. Soul?
005>> Yes. >> Miss Hasky? >> Yes. >> And myself? Yes. Moving on to consent agenda review items. Uh, are there specific items, Miss Aspus, that you want pulled? >> What's that? >> Okay. And I I want it pulled um or uh talked about discuss discussions on impact aid at Valorum. Um, Carl Perkins and Jen Oh, which item would that be under though? >> Well, I just >> So, when do I do that right now? Secretary, I'll go ahead and um >> just to put up Chris, we can't hear you miss asp this online. >> Miss Aspus is requesting to uh pull item F uh >> in and uh discuss that in in possible questions. So I need a a proposal to >> Okay. All right. M All right, Mr. President, I will make a motion
006to approve all the items that are listed on the consent agenda with F hold up for separate action and discussion. Thank you. >> Do I have a second? >> Second. >> It's been moved and seconded that we approve the consent agenda with the exception of item F to be pulled uh for later discussion. Um, Mr. Mononttoya, >> yes. Miss Aspus, >> yes. >> Mr. Soul, >> uh, yes. >> Miss Hasky, >> yes. >> And myself. >> Okay, moving on to three possible questions from board on consent agenda items. Uh, and our discussion of items pulled from the consent agenda. Do we have somebody that can address uh those items? I believe we can have a discussion. I'll do the best I can to try to I'm trying to pull it up right now, but we
007don't have a representative from finance to be able to do that. >> Okay. >> Go ahead, Miss and ask you a question. We don't do that top three. >> We're on three. >> Yeah, we're on we're on the item that's requested now. >> Possible questions from board there. >> We just we just approved the consent agenda with the exception of that. >> All right. Well, Steve said he's gonna answer us. Okay. >> The board uh Mr. Carlson was going to answer those questions. Uh he's not ready. I don't know if you can delay it a little bit. Secretary, >> we going to wait for this. >> We're waiting on Steve. I don't know if you want to wait. You can wait. >> I I was about to ask, are there any specific questions that probably
008help clarify what's going to be asked and presented? I think he has >> Thank you. >> Go ahead. Go ahead. Miss Aspus questions. >> Okay. First of all, let's do the impact aid. >> Okay. So, impact aid is something that probably will have to go with um I don't know if Chris if you can help out with that. According to this, there was no revenue at all for this particular report. And I'm looking at the uh board report summary and then impact aid operational according to expenditures was 1.5 million according to and that's general impact aid. There's also impact aid special education which was 61,000 and then Indian education which was 470 457,000 year to date 1.3 million. >> Okay. And um the Carl Perkins which one um I see two of them there. Which
009one is for the Bon Wilson? >> So there's two on there. one is the current and the other one is the red redistributed. Um, and I would imagine that that current is what we have available to us now and the redistributed has not been put in for that's probably carryover from last year. But there has been very little expenditures it looks like out of Carl Per Perkins >> and Joom. >> So Johnson Ali as it's listed there for this current period um is only $145. And I'm assuming that has something to do with the fact that the Johnson Ali funds have um have not really been sent out yet completely because they're still being worked on and the year to date is is 1,734. Okay. And the ad valorum, I see this >> ad valorum.
010It looks like there was no expenditures whatsoever as far as revenues. There was none from this month either. And I'm going to ask I do have Dr. Berinda Beay online if she wants to add any um content and context maybe for Johnson Ali. Um she can join in and let us know more. Oh, she's here, not online. My bad. Um, Dr. McGee, you want to jump up on the microphone? >> Sure. >> You can just walk, Miss McGee. You don't have to jump. >> Good evening, everybody. What was the question? So, we're looking at the reports here and the Johnson Valley figures for both um expenditures and for revenues are very small and so we're kind of wondering if if there's been any change to the there's been according to this there's no revenue reports
011at all for Johnson Valley and only expenditures totaling $145. Just kind of maybe update us what's going on with Johnson. Um, good evening board president, vice president, um, secretary and, um, board members that are listening online as well. So, um, we have the updates on Jim. We we we currently have a carryover fund from last year that we are using up because it's first in first out. So um what we've done with that um one is to help support um the dual language sixth grade at Eva B and um Newcom Elementary in terms of their setup for the classrooms. um they didn't require much. It was just um like supplementary materials that they asked for and we have opened up um caps and gowns to all high schools. The deadline for that was October 31st
012and we did get u maybe 98% of our seniors um funded through there. um from all four high schools and they did meet their deadlines. Um we do have um some office supplies that we did order uh just to replenish our day to day operations. And some teachers did request some uh Navajo language and culture items that are aligned to their curriculum and um using that for their instruction. I think those were what we've been spending so far with this carryover. The carryover wasn't a lot, so we're trying to spend that. Um we're um since we got that carryover, we want to continue the indigenous sewing and um we did introduce weaving. We want that to um continue as well. As you remember um our JOM was awarded um three times nationally for our indigenous
013sewing and um cultural um programs. So that's what um we're supporting with um this carryover. Okay. Um yeah, I I I was looking at it and then seeing that I thought I thought maybe I was looking at it wrong where it's, you know, in the expenditures the $145. Um and I thought, you know, of course flags went off and but um when do we expect or um are we playing the waiting game where get reimbursement on some of those or >> um Yes. So with JOM it is reimbursement. We use um our our district funds first until um we get our reimbursement. And if you remember JOM is always a month behind on expenditures. So um with this carryover we have to make sure that we expend these funds sooner. Um, our deadline to use
014that up is de the end of December, but because we're always one month behind, we have to make sure we put in requisitions and expend these funds by November. So, in case we order other things, we have to make sure they're in our hands or in our office by November because the expense report um will come in until late December. So, we have to make sure that um we're always a month earlier because the expenses and the um um request for reimbursement is always a month behind. That's just how it's always worked with JM Navajo Nation. Um, so, Superintendent, uh, I I hope we're we're really, um, being mindful and you're keeping up to date on these balances because, um, you know, we I often hear, you know, that um, departments will depend to other
015departments and and we especially especially on the student side, the teacher side, you can't you can't do that. And um so that's why I wanted to look at these balances and um and 875 is just an expenditure, right? And what what are we getting for for that grant for Bon Wilson >> for um Car Perkins? I do have a little bit more context that can be added by Mr. Deswood. Do you want to pop up here, Mr. Desmond? >> Am I done? Okay. >> Thank you. >> Hat. Thank you. >> Good evening board members, Mr. Carlson, colleagues behind me, and then guests that are here, parents. Uh, good job by the way. That was amazing. So, yeah, I actually have a breakdown. So, uh, total for the Carl Perkins is 102,000. I know Mr. Carlson
016talked about a redistribution part of it was because, uh, there was a salary position tied to that that was, uh, right at Bon Wilson. So, with the redistribution, we were able to support other programs, uh, other other pathways of study. uh those some of those funds were moved into um uh support CTE programs in middle schools as well. Uh we also increased uh student travel uh to support some of the competitions. Uh let's see, we also have about 12,000 in general supplies and a good chunk of that has been moved to uh student travel just because towards the end of the year uh students start to travel as well. also $1,500 for software. Um, so when Mr. Carlson talked about that redistribution because the position wasn't aligned in a pathway, uh, we had to we
017met with the, uh, PED and they allowed us to redistribute those funds, uh, to support our kids. So, uh, for example, like we've presented before, uh, we we try to be as equitable as possible with those funds uh to spread it out across the district. Uh the question was um that's the expenditure part. Uh what are we getting coming in to for Carl Perkins for Bon Wilson? >> So the amount right now is 102,000 and as much as possible we try to uh divvy it equally to the to the schools. that salary initially was uh gosh almost $76,000 for that position. However, um in order for the public education department to fund it, it has to be uh aligned with a program of study. Remember we talked about last month we said that we have
018seven or eight programs of study that been have been approved. If we wouldn't have uh redistributed those funds, the public education department wouldn't have allowed us to pay for that. So, if we would have submitted a request for uh reimbursement, the public education department wouldn't have paid it. So, it would have come out of operations. So, that's why we we redistributed those funds. >> Okay. So, that Carl Perkins, you're you're getting that total off the top. >> Correct. Well, right now we uh the account I can't read that up there, but >> a million >> I'm reading 102,000 $680. Is that pretty close up there? It's 24174. So that's the total grant in that area. So the expenditures that we're seeing is $876 $875 for September. So on my sheet I see we've paid um
019let's see uh $875 uh in general supplies. >> What if you go up on the revenue? So, so the way those work is we're we're given a memo from the public education department. Uh I believe the award memo was for right around 102,000 $680. Um and like Dr. Beay said how grants work is uh we have to pay for it essentially out of the cash uh account and then we submit um any expenses to the public education department and then they reimburse us and typically it's a two to three month uh time period until we get those funds back into our accounts. >> Just so I'm not wrong. um your revenue report you have Carl Perkins there is is the revenue does that show what's coming in >> so if you look at 241744 for
020Carl Perkins uh that looks like it's uh what came in after RFRS were submitted if that's a revenue account or a revenue um item >> how are we minus because it it probably came out of a minus out of the whatever the grant total was. >> Uh can you go to the top? Let me see if that's it says revenue. >> Yes, >> revenue reports. So then that's how much the district probably received from from the public a education department when a RFR was uh submitted. Okay. Um, Superintendent Carlson. >> Yes, ma'am. >> So, um, I I know there's been mistakes being made and some of them are pretty outstanding and and I really hope you're on top of this um these balances because um we don't want no surprises. Understood. >> And especially with
021um Bon Wilson and you know that involves students and you know the teachers and so I hope you're on top of this. >> Thank you, Mr. Desick. >> Okay. >> Was there Was there anything else? >> No. >> Yeah. I was actually just briefly about to ask, have any of the funding that we received from the federal government to whether it's title one impacted been delayed or withheld by the Trump administration. >> Mr. Carlson, would you would you like me to answer that one? >> Didn't actually hear what he said. Go ahead. >> About uh title one. if we if we've uh if it's been delayed any RFS. Go ahead. >> Uh thank you uh board member. Uh so no uh we've been submitting RFRS and u I believe we spent a little bit over
0221.5 million of uh title one. Uh so uh it hasn't been hasn't been denied. Uh those are flow through from the federal government. So the state has it uh the state has the money I believe in their account and then of course uh they they send RFRS up to the federal government as well and then they're paid in return. Thank you. >> Are there any other questions? If not, we'll go to four. >> Uh, Miss Mr. I will make a motion to approve the finance report that's listed on the agenda. >> Do I have a second? >> I second. He move moved to approve >> the item that was removed from the consent agenda. >> Um board member. So can you please try to be uh clear your your connections not not too clear and
023there was a second. So, we do a vote. >> Are we ready for a vote then? >> Yes. >> Mr. Mononttoya? >> Yes. >> Miss Aspus? >> Yes. >> Mr. Soul? >> Yes. >> Miss Haskkey? >> Yes. >> And myself? Yes. Number five, recognition of exemplary service for Kyle Atsy and Jeff Wood. So everyone, I don't know if we've had proper introductions, but the fellows who are standing to my right at the podium, um, they're Jeff Wood and Kyle Atsy, and they are LSAs, which means lead safety advisor. ers down in the Nukem area. And I'm going to pause for just a second for Mr. Wells to go ahead and start walking over that way and for Mr. Noble to get his camera at the ready because I'm going to read a statement um about
024these two gentlemen and an event that happened not too long ago. We the staff at CCSD and the school board members would like to recognize two individuals whose actions define exemplary and selfless service to our school district district. That's lead safety adviserss Mr. Jeff Wood and Mr. Kyle Atsidy. On September 28th, 2025, during a serious medical emergency, Mr. Wood and Mr. Atsidy did not hesitate. They took immediate lifesaving action. Their service was exemplary, highlighted by their quick decision to coordinate with first responders, establishing the best rendevous point to ensure the patient received critical aid without delay. Their selfless dedication to our staff and students, and their ability to perform under highstakes pressure is truly remarkable. Thank you from everyone in this room and everyone listening and everyone in the district, Mr. Wood and Mr. Atsidy
025for putting the needs of others first. It is our privilege to present you both with the exemplary service award from Mr. Wells. >> Congratulations. Jared, could we have the other board members also stand with them? And I'd like to stand over there, too. So, I'm going to jump over there, too. May I? >> You may. >> Thank you, gentlemen. I didn't know you guys were going to get bragged on today, but uh it's always good. And um I I know Kyle uh from from work. I I work with him and and um sort of a sort of related to but um you know it's in and this as far as the safety aspect of of our schools you know it's good to have people knowledgeable and um are are we're always um lacking in those
026areas. So, you know, for you to step right in and and do what you did and I really thank you and um then also the the people that that brought you on the on our team, you know, to recognize that as well. Thank you. >> Any other comments? >> Yes. As uh the board, we congratulate you and salute you and thank you. >> Sharon, are the comments from uh uh Mr. Chair, I just want to say thank you to both uh Mr. Mr. Wood and Mr. Aty. Thank you for your for the service to our district, our children, and communities. It it it means a lot. It's it's it's workers that like yourself that truly help make a difference in our communities, especially among our children. Thank you, >> Bo Wells. This is board member
027Hasky. I would also I have the same sentiments. Thank you to both individuals for your your actions. Thank you for keeping our school district safe. Thank you. Thank you. Moving on to item seven, reports from the board and superintendent. Are there reports from the board members at this time? >> Yes. >> Go ahead, Miss Aspus. >> Go ahead. >> I attended um last week the N IA in Spokane, Washington. And um those of you that have gone before know that there is all kinds of sessions and but in this um this time there were some that sessions that I did want to go to uh regarding funding and the status of um what's coming down from Washington and you know to tribal lands. um some of those were cancelled due to um government shutdown and
028so we got to see firsthand, you know, some of those um events and but I really got to um um venture out and and um meet and and I think mostly most of them were Alaskans and and um educators from South Dakota and North Dakota. Um, and it was it was very um very informative. um especially the Alaskans uh the Alaska teachers, you know, they one made a comment that I think will stay with me for for a long time is um as a teacher, she when she teaches her class in and um being up there and in those regions um there's no forms to um get permission um to check off or um to get with parents, you know, to ask about can we teach your culture or can your students um your kids
029can they wear their traditional? I mean, every day is traditional. every day is their culture and and they have no no one there um to say no or to um bring up statutes or laws or whatever. And and I and and it was an eyeopener um because I mean we talk about sovereignty, they have sovereignty and um you know especially some of the things that we have to comply with and mandates that come from uh Santa Fe or federal and um most that are unfunded, most that um really don't know our area. And um and then there was another session I went to um which was the pre-conference um school board and and in there I saw how our district is really ahead and I was very proud of that. And um the the lady
030that was teaching this um session, she at the end of it, she gave some pointers to the class and and telling them, you know, I suggest these these books I suggest that you read. And she says, how many of you know about the Miam report? and I was the only one that raised my hand. And then she asked, "What about the Kennedy report?" I raised my hand. I was the only one. And um and I just felt so proud. I mean because I really feel like the board here um and even some of the past boards I mean uh sometimes we we we don't always agree but then I think ultimately we we head in the right direction and and always try to pray before going to these um sessions, going to these conferences and
031um pray about our district, our our uh students and and I was asked, you know, that that that we have that chance to grow and um or I do and and I feel like in our own different ways. Um, and I have to thank uh board member Mononttoya for for educating us on those two reports and and then um as as we have been um tackling you know large part of it is funding and and we're seeing that and I say that school boards are no longer longer simple. They're they've grown. They they're more complex and they're more um legal in a sense. And and so we have to move with that and um and I and I know that election time's coming up and I just pray that they have the same passions. That's
032all I ask because our community, our students, our teachers, because CCSD is a large workplace and and I just hope that they have the time, the passion because we need it. Our students need it. And um don't come in just for ego or or for um you know to prove something or have a personal agenda. You know I truly hope the candidates I'll have a passion. Thank you. >> Thank you Miss Aspus. Anyone else from the board? I'd like to um make a report. Vice President Wells, >> go ahead. Um I also attended uh in N in IEA also and um the big takeaway for me I'm glad that our school district was proactive in planning for uh the possible cuts because I was told there by the a person from the department of education
033that was furoughed that u many of the federal programs have been furled. that to expect delays for title six, title 7, JM funds, and nine different other programs. There's minimal staff. There's about three, I believe, for title title 7 right now, which is impact aid. And that as of yesterday, I also uh saw that um that McKini Vintto was cut. So there's a lot of places um areas that are going to be um not funded. So as a board I'm glad we were proactive in planning, but there's going to be um more more advocacy that we have to do as a district to help our students. more advocacy to fill those gaps in the federal and state level and um just for us to be prepared. Also, it was a really good opportunity for our
034staff. I I was fortunate to um run into some of our staff members there. they uh we were in some sessions together and it was really great to see them out there partaking in the in the conference at um NIA in Spokane. Also today I apologize for not being there. Um I was at gov togov in um Buffalo Thunder and it was regarding Yazy Martinez and uh the drafted plan by uh New Mexico Ped. So with board members so and uh board attorney Chappelle, we were out here. Um the comments have to be made by tomorrow and I did I did sit in yesterday for part of the um public hearing that was uh held at Bill Thomas. So, um I would just if anybody if um any of our community or community members have
035anything to add after reading the Yazi Martinez draft that was um provided online regarding Yazi Martinez, if there's anything that's uh lacking or input that you have, please send it to superintendent so that he can pass on the information to uh board me um to board attorney Chappelle so that that can those comments can be included or the information can be included in in uh this school district's response to that draft too. As I said, as a reminder, comments are due by tomorrow. Thank you. >> Thank you. Anyone else? >> Thank you. >> Comment. >> Go ahead. >> I was just waiting for to see if Mr. So was going to say anything. Um, I just want to thank Miss Aspus for highlighting what they're doing up in Alaska. And this is a direct result
036for us down here in New Mexico in response to Yazi Martinez. And it's unfortunate that we have to go to the state and say, "Mother, may I for the right to teach our kids the way we believe is right for them and their education, especially when it comes to language and culture? How dare them tell them that? Tell us. How dare them tell us that we can't teach the language and culture to these kids, their first language, their culture. It's a really, really sad and unfortunate aspect of education today. I know the board for CCSD is wholeheartedly in supportive of local control. And in my humble opinion, it does a great disservice to all the students of the district that we cannot do that. So again, I just appreciate her her comments and and the
037recognition that there are places that are doing exactly what it is they want to do. Thank you. >> Anyone else? Yeah, I just want to quickly add a report. Um I believe board member Asperis and board president Hask you've covered a lot of stuff regarding the NIA conference and also the the government's government convention. But but it looks like a lot of the stuff that is happening nationally is is having a trickle down effect into our district. But on the bright side is that we're actually doing a lot of things that I think are working in terms of speed results in terms of the data or outcomes and focus on what really matters in our district and and I think for the most part a large part of what we do is is that we're
038not waiting on others to try to figure out where the answers are because it's within ourselves as a district. I I believe we're starting to focus on uh making all the necessary changes, improvements that the under needs to to improve outcome at the end of the day. And on the federal side, it's it's unfortunate to see a lot of the the craziness, the nonsense, the the bickering having a spillover effect into our district. And that it doesn't benefit anyone. Um so so I in that respect I think we have to probably start preparing for uh whatever may come because a large part of our funding is tied to uh federal funding whether that's impact a title one KOM all those have been uh frozen or not been furthered or laid off >> and no matter
039what happens we we control what happens in a district and we just have to weather the storm what whatever storm may Thank you. >> Thank you. >> Number B, a report from our superintendent, Mr. Carlson. All right. As part of the recent format we've adopted, I do report on student travel requests along with fundraising requests forms or fundraising requests and also some uh donation requests. And I do have quite a few. So I will give you the basics on those. Uh the first student travel form is for career prep high school and it is to uh for a trip to promote career prep high school and daycare. Uh 35 students took a trip. Uh this trip builds positive relationships with the community, attracts potential students and families, and builds leadership. And it and that trip
040has already taken place because obviously because it was to the Shiprock Northern Navajo parade on October 4th. Also a student travel form from Nukem Middle School. Uh the sponsor was the principal there, Miss Manuelo. also to the Northern Navajo uh Fair Youth Day in Shiprock. So, thank you for taking our students to that awesome event, principles. Uh I also have some fundraising request forms. This one from Kirtland Central High School from the National Honors Society. Uh it is for Curtain Central concession and the amount that is projected to be raised for the National Honor Society is $4,000 from Kirtland Middle School uh from the Science Olympiad. The sponsor is Eric Ching. Um, this is for inschool and out of school online sales. And the amount projected to be raised is a little over $2,000 and
041that's for raffles in and out of school, sales outside of school to family members and acquaintances. Have another fundraising request form for the bike program for Sabaton Middle School. Sponsors are Brooke Charlie and Gford Gaverz. And the name of the activity is TBA home game concession and that will help with school activities and the amount projected to be raised is $1,000. Also from Sea Middle School from David Bridgewater is a Navajo taco dinner in the middle school cafeteria and food items will be uh donate donated by parents and students will sell tickets. Money will be raised and deposited by the director and the foods will be donated by the parent and that is for the band. The projected amount to be raised is $2,000. Also from Savon Middle School for boys and girls wrestling, the
042sponsor is Mr. Chuck Thomas and this is a fry bread sale uh to be held in the TBA middle school outside of the gym. Uh, and the amount projected to be raised is $2500 for selling Navajo tacos and fry bread and also Navajo burgers and spam sandwiches. Uh, from Nukem Middle School from the Nukem Middle School football team, Randy Curley Jr. has a fundraiser at the Nukem High School football field to pay for the end of season awards and the athletes will be selling food in the high school JV football game. Uh the amount to be raised is $200. The parents will donate the food for this. That is it for the fundraising request. I also have requests for approval of gifts or donations. Uh the first is from donor's choose Peggy Bates and anonymous.
043Uh the school donated to is Miss Juliet Demet's class at Shiprog High School. I apologize for butcher butchering that name. Uh the program is classroom positive reinforcement extrinsic motivation. Uh the donation is snacks and drinks from various vendors to the amount of $34160. I have a donation from Scholastic to Nasidi Elementary School. The program is 10 free books for every $150 spent. U the description of the donation uh 10 free books for every $150. The value is $50. Um, and the donation will be used by giving the books to the students. Also, one from the Deca Deka Foundation, Bosch Community Fund, the Timkin Company, and Jabil Keras Foundation. Uh, this is to Kirtland Central High School for the robotics program. and it is a check for $1,000 for materials and registration for the first tech
044challenge. The donation will be used to register in the first tech season challenge and purchase of materials needed for the robotics competition. And that is all I have for this evening. Thank you board and audience. >> Thank you Mr. Superintendent. Moving moving on to eight reports. New Mexico all electric purposebuilt zero emissions on school bus pilot project by Mark Wesland Green Power Motor Company. All are loud. >> Just unplugged electricity. It's not windy outside. >> Take one of these. >> Here. Swap that one back over with him. makes my questions from you easier if you don't have a microphone to ask. Thank you. Good evening, Mr. Vice President, members of the board, Mr. Superintendent. I'm Mark Nestlin with Green Power Motor Company, and it's a privilege tonight to be here with you to discuss your
045voluntary participation in a pilot project uh that the state of New Mexico is operating for the next two years on electric school buses. um give you a little overview of where this came from with the governor's office and what brings us to tonight and then I'm going to talk to you specifically about dates that are upcoming for your school district. Back in January of this year, the governor approached Green Power through her economic development department to conduct a pilot project in the state over the next two years on the deployment of electric all-electric purpose-built zero mission vehicles in the school districts. So, we reached agreement with the state that we were thrilled to do that. We've done it at other states, most recently in West Virginia. And a lot of what the governor wanted to
046do here was not only pattern after the project that had happened in West Virginia, but to also develop further particularly as it relates to charging infrastructure. We'll talk a little bit more about that in a moment. The legislature funded the project and that brings us to where we're at as this school year begins. Uh the project itself is a two-year uh project this school year and next school year. And in this first school year, the buses that are going to be used in the program are a type A school bus. So when I say a type A, I want you to picture an activity a small activity bus or possibly a special needs bus that has wheelchair capabilities and things of that nature. In the second year, it's going to be a larger type D
047bus. That's the flatnse bus that uh has a larger obviously seating capacity to 40 ft long and holds up to 80 more students. Been in the first year and what we're doing now is the Taipei and the small bus that we'll be bringing out. Um >> go ahead. >> Can we ask questions while >> Absolutely. so I don't forget. Um, on the type A, type B. To me, that sounds like there's not enough confidence in the electric buses. So, you're using a smaller type A bus and then if all goes well, then the type B. >> No, that that would not would would not be an accurate um assumption. So as a manufacturer we make two types of buses. There are four types of buses in school transportation A, B, C and D. As a
048manufacturer we make an A and a D. And we split this so that it was easy to administer the program and because of of the opportunity for us to be able to work in the locations as it moves around the state. There will be five rounds in the school year of those three buses being deployed. So at the end of the first year, 15 school districts will have uh piloted for a six-w weekek period that particular bus. Next year when we come back with the larger buses, we'll also be doing the same thing with that period uh of those three buses, moving to three school districts every six weeks with 15 doing that as well. So, it's nothing more than an administration of uh of of the project that makes it possible for us in
049in the best way that we can service that. Uh we have both type D's and type A's that run all over the country. Um there are different purposes for each and different needs for each and one of the things that the state will be able to look at and each of the school districts will be able to look at is how did those particular vehicles perform for the state in general perform for rural communities perform for uh more urban communities. Uh, and so there's no concern about one working and the other one not working. I go back to the West Virginia pilot. It was a one-year project, so we had both A's and D's out at the same time. In this case, where it's a two-year project, we've separated the types that actually brought more
050vehicles out to be able to accommodate more schools and doing that. >> So, you talked about legislative funding. What are they are they going to buy it for us? So there there are three buses and the accompanying structure infrastructure that will be doing the charging that is implementing the pilot project. I will tell you the state owns those vehicles at the end of the first year. Those three buses will somehow not for me to decide somehow be distributed by the state. I would say generally what you find is they get distributed to people who participated in the pilot. So I would say that there's a chance that you could see one of those buses um after the pilot. They'll do the same thing after the second year where they will provide those buses to to
051schools based off whatever criteria they determine. Again, that's they belong to the state. It's their criteria as well. What the state has further committed to do is based off of the results of the project is they have committed to an additional $15 million in purchases of electric vehicles. That again is not for me to determine for the state how they may or may not um allocate those buses. That would be something that the state would be doing. >> Okay. you talked about um well my question was are they going to buy the buses but I guess there's a um a sampler that's going to be given to the districts and then and then the infrastructure that you're talking about oh I'm sorry the infrastructure that you're talking about um what is that exactly is that
052the charging is that the cable is that >> so the way the the project works is in each of the five rounds that happen during the year. There are three buses that the state has purchased. >> There are there is the accompanying infrastructure which is chargers and installation of chargers that go with those three buses. A school gets the bus and the necessary charging equipment for a six-w week period. Every six weeks it moves to a different set of schools so that there have will be 15 schools that will have done it by the end of the year. >> The charging equipment that you're talking about is that generator. >> No, it's a it's a what you will be getting as a level two charger that will that our electricians with our partner Highland Electric
053Fleets will bring in and with your staff. We visited your facilities with them in the last couple of weeks so we know where that charging infrastructure will go. Uh and that charging infrastructure will be installed at the school at the bus garage where the bus will depart from in the mornings and come back to at night. And uh that's where that charger will be during the six week period. Once that six week period is over, we will take the charger with us to the next school that gets the bus at the next school. And then um liability um does the state assume all of that? >> Yes. And the state carries the insurance and the licensing on the buses. >> I mean particularly just the the electric bus. >> Yes. And also um I'm asking
054this question because will training need to be provided? >> If you'll hold that question, I'm going to get into all of that information, the days that that is all going to happen and everything. >> Is that at your expense? The state has spent >> the state is paying all the costs. There are no there other than the cost of charging the bus. So the fuel cost if you will is the only cost that you have. You're not burning diesel during that period of time. You actually be spending less money in in your electricity than you do with your >> Is it a hybrid or is it >> No ma'am it is an all electric purpose-built vehicle. These uh Green Power Motor Company only makes electric vehicles. We do not make retrofits and there really are
055no hybrid school buses even manufactured. Um the vehicle itself is built from the ground up to be an electric vehicle. So what you have in many cases, particularly in a type A school bus, is you have a vehicle that was meant to be a gas vehicle or a diesel vehicle and the guts are pulled out of it and you try to put batteries in places and you're trying to make it into an electric vehicle. There are about three companies that make a purposebuilt vehicle, meaning it was built to be an electric vehicle. So that proprietary chassis that we have, which has the highest safety ratings of the chassis um that have been tested by the federal government, um is made to be an electric vehicle. So your batteries are balanced on the vehicle where they
056belong. you have your weight distribution in the safest manner that makes it the most durable vehicle there can be that you don't have when it's a retrofit. And so that's why the state is looking at the purpose-built vehicles versus those that are retrofit >> is the warranty the life of the electric bus. So, of course, the six weeks that you'll have the bus, you don't need to worry about a warranty, but there are there are just as any school buses, there are different elements of the bus that are warrantied for a different period of time. You know, just like any vehicle, you have different parts that are warranted for different periods of time. You can get that whole list of where each element is in the and the life of that. >> How many how
057many batteries to a type A? So, the battery pack is aund 114 kilowatt battery pack on the Taipei. Those um those will sit when we have the bus out here. We'll show you where those batteries are at. Uh and those batteries uh uh then are packs. Okay? So, you have cells inside a battery pack. So, when when you people think of a battery, it's not just a battery. You have you have battery packs under there that then contain multiple cells that uh that provide the power. And this is 114 kilowatts is the battery uh capacity of a type A bus. >> Okay. Physically how many how many batteries? >> There are two battery packs on a type A >> pack. >> So a battery pack contains cells inside of it. Yeah. That operate the bus.
058Okay. And um for your type B, >> type D is um on our on our standard type D bus that is 194 kilowatt hours. Uh there are six battery packs to that vehicle. Um then we also produce what's a secondary level which is a a higher capacity as far as the mileage. It has 387 kilwatt hours and has 12 batteries. Um, those are the two larger vehicles that are produced. But in this in the pile that we're talking about here tonight, it's just type A that will be out here. >> So, how how many hours for 114 kilow? >> So, it's not hours, it's miles. >> Miles. So, it's uh this particular vehicle that you have. I'll go back um to a discussion about something called Altuna testing because that's going to help you understand
059the rating of the mileage on this particular cabin chassis that is the foundation of this bus. This is the same cabin chassis that we use to also produce our commercial vehicles, our class 4 commercial vehicles, which are box trucks, refrigerated trucks, steak beds, utility trucks, you name it, you can upfit off of the cabin chassis. It's also the passenger van and a cutaway like you might get on at the airport um to go to the car rental. When those vehicles are sold into transit systems in the United States through the Federal Transit Administration under the Department of Transportation, those vehicles all have to be tested through something called Altuna testing. It's got a fancy name because it's done in Altuna, Pennsylvania. And that's basically a vehicle destruction test. And it's gives you the durability, the
060scoring based off of the safety, and then it also gives you the mileage rating. When this cabin chassis went through its Altuna testing for the federal government, it score of 94 was the highest class 4 score that had ever been done at Altuna testing. Not class 4 for electric, class 4, period, among all cabs and chassis in that the certified rating of mileage on that is 140 miles for that bus on a full charge. Now, when we work with your staff and we've had these discussions the other day in our meetings here, I'm never going to tell you to run that bus 140 miles. Simply, it's not something that you want to do. Doesn't mean you couldn't do it. It's just not something that you want to do in practice. I want to look at
061those vehicles being put out there where they're supposed to operate, where they're supposed to work. So, I like to see routes that we can can look at at a maximum of 80 to 90 miles in that scenario. The other thing is this is going to be here in November, December, and January. It means it's going to be cold. And you can see as much as a 30% reduction in your range because of the heater. I want to make sure we understand that range reduction is not anything to do with the battery not reacting because it's cold. It's because heat draws more energy than air conditioning. So when you have the dash heater and the cab heater going, that can reduce your range by as much as 30%. So you factor those things in when you
062determine whether where those buses can go, what their route should be, and what your charging infrastructure needs to be to be able to meet the needs of a school. How does that run in the morning? Do you need midday opportunity charging before it runs in the afternoon or do you have the ability to run both your morning and afternoon routes and only charge at night? For example, uh the bus, one of the buses right now is at West Las Vegas up uh they call it the ranch, but it's uh out little site outside of West Las Vegas. Well, their routes a 25 mile route that that bus runs both morning and afternoon. They don't even charge the bus in the middle of the day because they don't need to charge in the middle of the
063day. They run their route in the morning, they run their route in the afternoon, it charges overnight, it's back at 100% ready to go the next day. Doesn't mean that's how it'll operate here because you have to look at the the individual applications of how you put the bus out, which from the pilot project from the state, that's where the importance is at. That's why the state is wanting to conduct this pilot project so they have the data of how did it operate? What did you need from charging? Was there electrical issues at the schools? I'll tell you that probably to no surprise to you, we have a lot of challenges in rural New Mexico as it relates to power, particularly to schools and particularly to school garages. that limits whether you can be at
064a level two or a level three fast charge. In the case here, the power sources that we have are limiting you to a level two slow charge, which means it takes longer to charge the vehicle than if it were a DC fast charge. DC fast charge requires 480 and three-phase power, which you don't have here. That's all information that the state's collecting through this pilot. How do they operate? What are the limitations? What does the state need to do if they're going to encourage the adaptation of larger percentages of fleets? I'll have minuteby minute data on what that bus does while it's here, what its state of charge is, how it operates. All of those things go in to the state to be able to say, hm, we not only have to be concerned about
065the purchase of the buses, we've got to go out and look at what our power supplies are to the schools. That comes first. If you don't have the power, they're just a nice big paper weight. And so these are these are the things that the state will learn, garner, you will learn, and garner, your transportation staffs will learn and garner as they look to opportunities in the future. >> So um I don't remember how many years back, maybe two two years, they had a town hall. The governor brought her cabinet down to Shiprock. And do you know where Shiprock is? >> Yes, I do. >> So, they came down there and um and the transportation department um person, I can't remember his name, >> Secretary Ricky Cerna. He asked, and there was three of us
066standing there. He asked, "What can I do? What can can we do to um get more people to um go electric? How can we get show people here in Shiprock to go electric?" And I asked them, "What did you drive down here? and he said a truck and he talked about electric vehicles, but he he claimed he had one, but I asked him, you know, what did you drive here? And he admitted that he left his electric at home and there's no charging, no infrastructure here. So, I would find this crazy that here we are the governor or transportation sending somebody to solicit electric buses and we don't have the infrastructure for it and and we're going backwards. Is that how he buys his vehicle? So I want to make sure you completely understand there
067is absolutely no solicitation whatsoever. I am not trying to sell you a single product. I am conducting a pilot project that the state has asked us to conduct. Your school district voluntarily applied to be part of that. The state the state put out to school districts who wanted to participate. your school stepped up and said, "We would like to participate." And you were selected among those who said they would like to participate. No one's here to sell you anything, force anything. It was a voluntary decision that you wanted to be part of the project. And so as the person implementing the project we're then this round will be here, Qua and in Cuba. >> Well, you >> and we'll drive the vehicle here. By the way, we will drive that vehicle here from Santa. your
068vehicle before it comes to here. That vehicle is currently at the Monodel Cell Charter School in Santa Fe. That vehicle would be driven by my employee from Santa Fe to your school garage in Shiprock. >> In your intro, you said that this was part of the governor's initiative and her ETA agenda. And so I don't think we um I would hope that the superintendent and those in the transportation um I guess the cart before the mule or that that saying goes. Um, so I'm thinking that it was a something as you said was brought down by the or suggested by the governor and and as you were sitting here from the beginning of the meeting and we're talking about funding crisis balances um, She's the whole reason why her agenda. And so with these uh
069electric buses, that's that's just going to be more and then on on these particular buses, will DB be um >> I can certainly go back and let the state know if you don't want to participate to not participate. I'm not here to talk about education. This is not a project of the department of education. This is a project the department of economic development. This is nothing out of the education department. It's again a voluntary program. >> How many reservations have you gone to? >> This is the second round of the first year of the first district. >> How many reservations? How many Indian lands have you gone to for um >> this first round is being deployed in West Las Vegas and Las Vegas city schools and Montto del Soul Charter School in Santa Fe.
070The second round, which is what you're to be part of, will deploy in Cuba, Shiprock, and Qua. Then there will be three more rounds in the first year that will move around the state. I don't I can't tell you where those are. I don't have the list of the ones that are third, fourth, fifth round or in the second year. >> Well, I certainly hope you didn't think you were just going to come here and say one-sided and not have some feedback or some discussion about it. And yes, please go back and say board member Aspus opposes this. I don't speak for the whole board, but I >> Mr. Superintendent, maybe at this point we should decide because it would it will change all of the plans we have. Maybe we should decide because again
071the school district voluntarily asked to be part of this and they were selected based off their >> application. The board members here. >> So Mr. Superintendent, maybe we should determine if this project is something that you want here in in your school district. >> Yeah, I I just want to express my support for this project. I mean, how do you know if it's not going to work unless you try and figure out where the kinks are? That's what I see this as. I don't see what what the opposition is. And I mean, I don't see what the harm is. I mean, come on, really? It it's also trying to help figure out what is our infrastructure. And that's actually what one was one of the other questions as I was about to ask is what
072would it take to upgrade our facilities infrastructure to do a level three DC charging and uh I just want again I think it's there's no harm done with trying to be a part of a pilot project that would benefit not just our district but a lot of other people as part of this process. I I want to express again I just want to express my support for this project. >> To answer your question about upgrading your uh uh your electric, what you would do is is you would work with your utility provider for them to come in and drop new service into your garage. And when they would drop that new service into the garage, that would be 480 phase 3 service. You have the capability out there of doing it. You just don't have
073it. depending on what the load requirements are with your utilities, what their backlogs are, um that is a process that can take 12 to 18 months to upgrade um that type of of electrical needs. And so those in particular are some of the things you can learn from a pilot. If you learn that it's something that you would like to proceed down that road of, then you bring in those discussions with your utility company. Um, usually your OEM, whoever you're buying those buses from, would work with you to help you look at your routes, how they're going to operate, where you're charging would would best be. One of um one of the things that we have seen particularly in working with Cuba is there actually was an Indian day school in Cuba that the school
074district was thinking about using as a spot to park the bus because they did have 483 phase but they decided they wanted to keep the infrastructure on their school. So sir, those type of things are definitely things that you'll learn from this pilot what you need if you would want to go down that path and then you can have those discussions with your utility company on what it would be required. And I want to emphasize the importance of what the state learns from this whole pilot project. They've thought right now about helping by the buses and have committed. They've got $15 million committed to buying buses after the conclusion of the pilot project. I would suggest that part of what the pilot project might show is that they also need to assist the schools in
075the upgrading of their utilities. And so those type of things would be able to be looked at going down the road. I I think uh being this is a pilot program and the state is um funding it and reaching out to see I think we it would be a disservice for us to not accept and go through the pilot program. Uh you're not soliciting, you're uh just presenting. I think that uh it behooves us to assist the state. It would behoove us to assist the state in this pilot program to move ahead and then they can see it'll work here. It won't work here. It'll serve this area. It's not compatible for another area. I think we would be doing a disservice if we didn't uh didn't accept this and work through a pilot program.
076>> Go ahead. Hang on just a minute. Mr. Soul, you have your your hand up. Oh. Oh, yeah. That that was actually to speak earlier. So, yeah, I I just want to say, yeah, I I agree. I mean there's there's no harm lost. Uh we're helping figure out the figure out the kinks. And it also helps tell tell us a lot more about our area, what works, what doesn't work, and how we can make things better because the end goal is how do we make the system work better to benefit everyone as a whole. And with that, I I I want my support for this project. I will tell you sir that we're actually as a company we feel privileged first of all but we're very excited to have an opportunity to deploy the vehicle
077on a reservation because there hasn't been that much deployment done on reservations and so I think that that will again show what are the needs are there different needs how should they be done so again it's a privilege to be able to do it um but I think that it's to your point Mr. Vice President, there's a lot to be learned >> and and I think we would be doing ourselves a favor also if we um if we found out early if this is not compatible for our area. We would know that ahead of time. We would not have to then invest in in finances or waste time bins. This is all on the state. I think we would be doing ourselves and the state a disfavor to reject it out of hand. >> May
078I >> go ahead? >> So um I think as um earlier as board member so said come on um I'm not persuaded by that. I I um believe that we're getting our priorities crossed here and uh we have a transformer down south that still needs to be upsized and the local utility company that he talks about there's been no movement on it and then I don't know how much pay attention Um, but I know President Hasky knows very well that a lot of the renewable solar projects have been cut federally. And so to to say that um this would be subsidized by the state, where does the state get their money? Federal money. So I I think um being somebody's um test and I I I would have been more open had that bus been
079sitting out there driven down here. Yeah, I'm all for no gas. But let's get real here. These are the some of the things that we're looking at and we do not have money to throw around. So, just one point to make on the federal dollars. The one uh the one uh electric vehicle renewable energy program that was not cut was the school bus program. The school bus program is a $5 billion federal program. That three billion has been awarded over the last two and a half years. There's still an additional $2 billion left to be awarded. And those uh those dollars from the federal government um that were not cut and were in fact not even in the consideration of being cut are those that are eligible for you to apply for in the in
080the remaining rounds. Should as the vice president stated you see this as being a benefit and that money can be used on your infrastructure as well. >> Mr. Soul, you still have your hand up. >> He doesn't. >> Okay. >> You got to clear. >> Go ahead. >> He's supposed to do that. So, I'm of the position I got to let people know that I've spent the last couple years at New Mexico School Board Association Legislative Committee in shooting down those proposals. Now, not complete and totally outright. I've always had the caveat if um Santa Fe, Albuquerque, Los Cusus with an infrastructure that could sustain that, knock yourself out. Absolutely. Have at it. I've ridden in Ubers that are electric cars. They're wonderful. But to Miss Aspus' point, and if you don't know, she's actually
081an electrician. Um, so she kind of knows what she's talking about. We don't have that. And it's hard enough for even, as she said, just to get a transformer to run the power for a brand new school down south in Nukem. And it's easy to say, "Okay, we'll put the bus here in Kirtland. That's a given. We know what's going to happen there. It's going to prove a point." However, when at the bigger picture when you're looking at the other communities of Nositty, Nukem and Shiprock where NTA provides that power um and quite often struggles to do that. The reality is again to Mr. So's point of just trying it or Mr. to well's point of giving it a shot. But uh to me the just the reality and the truth of what we're facing
082with three of the other communities, not just this one here in Kirtland, it's going to be a challenge in and of itself. And >> this is actually going to run in Shiprock, not in >> K. Excuse me. >> This is actually going to run in. >> That's what I'm saying though. dealing with NUA and being able to upgrade and even if it's just one bus to be tested or two buses to be tested, that's an easy thing to do because then you're minimizing within town, but as you said, reducing the power by 30% when it starts getting cold. Um, I I I just I have a hard time grasping that because of the reality that we face out here on the reservation. That's just my position. >> As I say, Mr. Mononttoya and and and
083ma'am, if you don't want to do it, that doesn't bother me at all. I have 35 other school districts that applied to do this. The state selected you when you voluntarily applied. You were picked here because they specifically are going to the northern part of the state in the second round. If you don't want to do it, I'm happy to go to another school district with it. Um, it doesn't mean anything to me one way or another, whether it's this school district or another one. Again, I'm privileged and excited that we would have the opportunity to work with you, but we certainly don't want to be somewhere that we're not wanted. >> Yeah, I'm going to express my support for this project. I mean, uh, this isn't this like electric vehicle infrastructure integration. It's lack
084of federalization, and I don't see what the harm is in our district trying to be a part, uh, a part something that could benefit a lot of people. So, I I I say let's do it. Let's support it. >> And I think we would be doing ourselves and the state a disservice if we didn't at least participate and then tell them it's not feasible here. But if we don't take the opportunity to uh participate in this pilot program, then we can't help them make a decision as to if to use them or where to use them. I think we've been doing ourselves a disservice as well as the state. One of the things we do at the end of the process is we come back and I conduct a round table with all of the
085folks that were associated with you with the vehicle. So it is your opportunity through that roundt to have your input into the report that goes to the state on what your experience was. >> Hi Mr. Mr. Wells. May I make a comment? Can you hear me? >> I can, but I didn't understand you. Try it again. >> Uh, can you hear me now? >> Yes, I can hear you. >> Okay. Um, I I I'm in agreement with you. I don't see the harm in doing a pilot program, especially if there's no financial obligation to the the school district. And it would allow us to see what it really where the challenges are. and um I look forward to seeing what the outcome would be. Thank you. >> Thank you, sir. If you have nothing more,
086I appreciate your input. >> I would need to um I would need to let you know the schedule if in fact you're wanting to move forward with this. >> Uh yeah, sir. I think you've heard from three board members. We I'm I'm supportive. I let's say I say let's do it. Let's move it move it forward. Thank you. ready for the schedule? Yes. All right. So, the bus will arrive here on Friday the 14th of November. The bus that you're receiving is a um it's called our our Nano Beast Access, which means that it is a 14 passenger vehicle with a Bronability W wheelchair lift and one wheelchair securement. uh and the route that this bus is planned to be used on has the need for one wheelchair securement on it uh from that perspective.
087So you will be using the accessibility portion of this. It is of the three vehicle. It is the only one that has the wheelchair accessibility. On Monday the 18th we will conduct training. We will conduct training for your drivers, for your mechanics, and for the first responders in the area. Um the drivers obviously there are certain things that they need to learn in driving the vehicle. Uh mechanics will not be doing a lot of work because during the six weeks or if there are issues then we have people that will be here to help with any of those scenarios to make things seamless for you. Far as the first responder training, we never put our vehicles out into a community that we've not done first responder training. Don't expect any problems, but you always want
088your first responders to be prepared for that scenario. Uh and so to the earlier question about training, that is a training that will take place on Monday the 17th of November. And then the first day it will go on route will be on Tuesday morning, that morning route on the 18th of November. You'll have the bus here until January the 16th. So when you think that's longer than 6 weeks, that's because Christmas is in there as well. So it'll run four weeks prior to Christmas and then it'll run the first two weeks of January. And the board can the board can then drive that bus during Christmas. >> And they we I can have someone up here and I can drive you to Christmas, Caroline, if you would like. I would encourage the board to
089uh come out on the 18th during the training. I would encourage you to come out so that we also can drive the board around in it. Uh as well as if the local media would have any interest, that will be their opportunity prior to deployment um to be able to be there as well. But we will we will be here to do your your training and to drive you all wherever you want to go uh to to see what the vehicle is like. >> Is that all? >> That is all unless there's more questions. >> May I >> go ahead. Uh, Superintendent Carlson on anything dealing with this project, anything, man hours, training hours, I want I would like a report on it to make sure that none has come out of our district and
090that it's totally supported by the state. there there will be a uh driver that it will be our driver that's doing that route >> because legally we have to supply that >> um as we were told here it was going to be supported by the state funded by the state there three board members think that there's no harm nothing is um no money is coming out of our district so I I want to see that on paper black and white >> I think we should definitely do a followup to the for a full report on on everything, costs, everything, how how it turned out. >> I'm happy to be at any board meeting that you would like me to be at to give you reports. Again, I would encourage you when we do the round
091table, which we've not set a date for the round table. I'll work with the superintendent and his staff to set a date after January the 16th for the round table, and I certainly would encourage you all to participate in that round table. Okay. Thank you very much. Greatly appreciate it and I look forward to this report. Thank you. >> Thank you, Mr. Vice President. >> Number B, uh, in item eight, NISN DA bizard report by Nathaniel Brown. Y good evening. Uh my name is Nathaniel Brown. I am the recruiter for um NISN. I would like to introduce uh Dr. Geneva Vicenti who will be giving the report and I'll finish the other half as well. Good evening for accepting our invitation. I'm Dr. Geneva. I'm originally from Trajelka and I'm here this evening to talk
092about our nebiz. So, and in the bag you'll see a PowerPoint, a copy, hard copy, and also a racket card that has all of our information on here as I'm going to uh go over that as well as uh just to let you know that this program is awarded from the New Mexico um peed to increase the NE language teachers to obtain the 520 certification. ification. So our program is to prepare the language teachers uh to take the tests from Winder Rock from OCAD and so it's a two-parted test and it's a lesson plans and then also um culture foundation um sto um het so our program prepares the student the candidates and once they uh pass the tests we also assist them to get their 520 20 certification. So, this is this is our
093third year. Um, so I just wanted to I was going to go ahead and go over the 520 certification, but I saw on your website that you already know your 520 certification. Therefore, um I'm going to go ahead and skip that slide. And then also we sent a video on uh NISN. And so we are a nonprofit organization from Albuquerque and we work with multiple uh network schools and one of them is Dream D and then also Shabbat Associated Schools within your neighborhood. So then we also have on then just to let you know that um we have our mentor and apprentice um photo here and we have our mentors that meet with our apprentice and the apprentices are the ones that don't have the certification. And so they are um one-on-one and they meet
094with them on uh 10 hours 10 hours a month and to get them familiar with teaching the language and then also oral de oral language development and then also um understanding what the NAVO nation standards is. So on slide six we have our program team and we also have um our organization is um with our financial and with our comm's team and then we also have our um six network schools that are listed there. And then this last year we put together a snapshot of the number of language teachers with um predominantly with the Navajo language teacher I mean where the language um classes are and so within K through 12 there was 25,523 and there was 116 Navajo language classes and then out of that there was only 92 certified teachers and so and
095then out of that there was only uh seven vacancy. Therefore, our program with the Debbad Nanta, we ha we provide a professional development training to get them certified to get their 520 certification and they're currently, if this is a supplemental program, they're currently hired in the school. For example, um one of the network school at Dream Dina would hire an EA or a substitute and then they would be hired through the school. And then we are a supplemental program where we pay for them to take the prepare for the test and then also for the mentoring and then we also um help them get to the the professional development workshops. So these are all based off of our four core principles. So the other part is um a lot of it has to do with
096getting our language teachers certified so that they could teach at the school system. And so I'm going to go ahead and hand this off to our recruiter who is also going to share some of our workshops. Thank you. >> Thank you. Hello again. My name is Nathaniel Brown. Thank you for this opportunity to present to the board here. I appreciate the presentation. Um and again to the young individuals um I really that's that's moving. Um and that's exactly what our program is here to do is you saw the kids up up here the pride and in the background what is really happening to their brains. studies show with a lot of the presentations that we provide to our students eventually going to our kids, it really helps them. Um the studies show that individuals who
097speak more than one language um their brains light up a lot more um more critical thinking school um skills and definitely um being grounded. Um and that's what we we saw earlier with the pledge of allegiance and the songs. So with this um slide um our recruitment I am reaching out to the school boards uh the local chapter houses um Dr. Binti did just give a report to the Navajo Nation uh committee the sub or the committee on the health education and human services committee. Um, so we are I will be attending and going out to as many uh New Mexico chapter houses and um looking for talent. Um, I want to share that in some of these a couple weeks ago when we had the um if you look at your slide 13 um
098we had two amazing presenters um Dr. Danette Dale and Dr. Plutero. Um you see the picture with the lesson demonstration with the benanish presentation. Um from that presentation I met a young man. Um he he told me that this he attended this the horse demonstration. um he was inspired from that day and he he took um he is now an apprentice or he's a mentor. He's he's an apprentice. So he just started. So, um he just communicating with him, talking to him, um listening to his stories, um he attended um he he was inspired, moved forward, and now he's on our team and he's helping um teach our kids at the deep school in Navajo, New Mexico. Um and at this presentation, um I did meet about 10 to 12 students. And what was so
099amazing about some of these schools was um they reported that each of the students uh know a lot of the traditional songs um the herbal plants um and really the kids really thrive in that environment really um taking the classroom outside being in nature um and that's what um we teach and some of the other the next slide shows um in the past what NIS SN has um some of the programs that they had traditional programs um like Keshj is the um shoe game again um there's a lot of um deep knowledge for for all the the individuals attending. So, um we're very proud of the work and for myself and a lot of the parents that I talked to, including the aunties and the grandparents, I'm usually just sitting there um they would be
100they would have tears coming down their eyes um and a lot of um struggles that some of our kids, some of the population that we work with, you know, really poverty, um high unemployment rates, and with the the knowledge that we provide that really helps them that it really um builds a secure individual as well. Um a happy child if you will and that's what NISN has this audacity using um the techniques that we use. It's a proven model for for thou for hundreds of years for our people and a lot of indigenous people. So, we'd like to mix all of that with um what our schools teach and also with our language. So again, you know, our all of our mouths are really holy, right? You know, we are cons consistently manifesting all of
101it, good and bad. And this is something that um we share with our kids. So I just want to close by saying that um please take a look at the calendar that's um that you see um Dr. Binti is holding up. Um that's the upcoming um presentations that we have. Please share that with your teachers and um students who are are would be interested. Yeah. Thank you. We and we're open for questions. >> Are there any comments or questions from the board? >> Yes. >> Go ahead. So your program operation is just just so I got it right. I mean, I I'm kind of like not not really comprehending what what you actually do and and I really want to know because um you know this is one area that constantly throwing money at and
102um and and it's not like not that I see we failed um but it's I I think if if there's um if your way is is um has a higher percentage uh success then um you know I really want to hear about it. So, um, can you a a program director, you're able to train them to be a program director or? >> No, it's for teachers or the net language teachers to get certified to receive the 520 certification. So on there's a slide right after the content. So what is 520 certification? Are you familiar with the 520 certification? >> Yes. So that is that is what we're doing a partnership with Navajo Nation >> and so Navajo Nation does the assessment which is the Dell language teacher uh and the language and culture. So they
103do the assessment in Winder Rock, but then we made it in a partnership with them to bring it out to Albuquerque because a lot of the charter schools didn't have a certified language teacher. >> So this is our third year and we got 20 people that are certified and now they're they are working in these charter schools and um district schools too. So we are partnered with Albuquerque School District and so they are also utilizing some of the lesson plans that we assisted them with. And so we have two C we have two curriculum development specialists how to how do you do a a lesson plan? So those are going to be uh tested at in the winder rock in order for them to get uh the assessment to um prepare them to get the
104assessment and then so when they pass that test then what whatever school that let's just say CCSD they're interested in working here and so then we assist them to putting a mentor here and then after that We help them develop that relationship with the mentor. And so this is done after five after on weekends. And so um on one of the calendars we have lesson plan workshops. Then we have um or da language u fundamental law workshops. Then we have um all these class or workshops that will prepare them to take that assessment. So that's how it works. And so that's just to get them into the door to get certified to become a language teacher. ADA. Um, what about non-native non are they in our in our at CCSD are they able to um
105take advantage of this too or so due to the state funding that we get with the scope of work is basically just to obtain the 520 certification. Okay. So it's not open to um I I guess for example if if um one of our non-native teacher wants to learn the the language and wants to take advantage of this are they able to or no because the the grant it's written just for to obtain the certification. Okay. So, okay. Um, good evening. May I provide some more clarification? >> Yeah. >> Okay. So um the 520 lenture is an initiative to increase Navajo/Native American teachers in the state of New Mexico due to the current situation of where our language and culture identity sits now. the language is not being taught or passed down as well as
106the cultural knowledge anymore. Um it doesn't take a fancy research to show where the state of our language is today. So with that um it's also detailed in the 11 tenants of the Indian Education Act of New Mexico indicating um that uh a student um language and culture should be taught in the schools. Um so and that's part of cultural linguistic relevant um responsive instruction too. But the 520 was designed to increase um the number of teachers so more Native American teachers/Navo teachers could be produced to um have more Navajo um to be taught across the state of New Mexico. And so with that, each tribe developed um an assessment. They design their own assessment however way they want to do it. Um through their sovereign Sorry, I just ate dinner. Um based on their
107sovereignty, they design it however way they want to with the Navajo Nation. Um we take that 520 test through department of the net education office of statistics curriculum and um data >> was it data >> standards I'm sorry um we just call it OCAD we're used to just using a lot of um acronyms but in that um the way the 520 test is designed right now there's two components there's an elementary and a secondary. So, whatever um rocks the person's vote in terms of if I want to teach elementary or um secondary or or do both, they take that assessment. So, um like my sister here said, um the the test has a writing part which is writing a lesson plan written in Navajo using the Navajo Nation 5 content standards. And then the second
108part is um the cultural knowledge and you everything is in Navo for that they test your um culture um knowledge skills and um your oral language proficiency too. And then with the written part um one they they see uh um how you write a lesson plan if you know and understand that. And then the second part to that is um assessing the the writing of the language. How knowledgeable are you? And um it is pretty intense. Um so with this program, it's really to increase teachers like they're they're they're saying at various different levels. And so um this program um provides that. But on top of that, um, once a teacher uh is awarded their 520 lensure only to teach language and culture in the state of New Mexico, um, we have compliance for having
109that license. So when we pass that test, we get certified like K8 license, 912 license. It's an actual license, but only to teach NavajoNAmerican language um and culture in the schools. But just like um having a K8 license, you have to um have like PDS and things like that to keep it. Um especially for renewals, this is the same thing. Um, but teachers who um have these licenses, they have to earn PD hours and they are specifically in Navajo language and culture PDs and it's really um unique to have that, but it's also very challenging to have um those types of PDs cuz it's it's just it's unique. you know, it's just not like letters trainings or sips training, right? >> So, um it's those PDs are offered um from this organization to help these
110teachers who have these 520 licenser lenture to continue receiving their PD hours. So upon renewal um they can say here's for level one here they'll say here's 60 hours of PD either Navajo language and or Navajo culture and so that's the other part to what this organization does is provide that professional development because you can't get that um at a lot of places and so that's why it's unique but this organization offers that and that's where they were sharing some of the examples like the um um horse workshop. It's all from a cultural holistic perspective. That's where that culture portion of the professional development comes in. And so that's like the main objective to this organization is to really increase um licensed Navajo language teachers to be in the classroom so schools can have Navajo
111language instruction um in their schools. So was in the past this um as you said it's it's it's pretty intense and it sounds that way. Um I think there was talk about um maybe not being so stringent. >> Um yes. So that's that's also part of this work and I did do a presentation on that if you remember a while back. It's the 520 streamlining >> and so it is intense if you don't know how to read or write Navajo but if you speak it you're you're good but a lot of our people don't know how to read or write. So with this organization, they help them um learn like how to write a lesson plan because um anybody that speaks Navajo can take this test and become licensed, but they still lack some um
112skills like lesson planning. And so they provide that um training and professional development for um these teachers. And so the main uh objective really is for them to pass this test. And it it's pretty for me it was easy, but it's because I speak a fluent reader, writer, and speaker. >> But you can pass it with um tutoring and training. And that's what we do at CCSD, too. We've tutored past teachers who've um taken the 520 test but didn't pass it. and the second time our third time around they passed it and u we've that's how we've had some of our 520 teachers that are currently teaching now in the district and so that's like the objective but with this organization it's at a broader level for the state of New Mexico and and that's
113how this works >> I I I I guess after seeing and um hearing What was that the sessions at NEIA? I um you know one one of the sessions they shared how they were bringing more of the elderly in to um and to be a part of their classroom and to uh speak the language. And and then I wonder um now I now I guess I understand a little bit more that you know why they want didn't want to make it so stringent um because you know say you you know you learned it from your parents >> nobody put them through a test you know and so I'm wondering ing um why there's you know maybe you do maybe I don't you know more advocacy on um let's just learn the language reading and writing
114will come later or you know so that we can get more of our elders you know in the classroom to um you know whether it's grandma or chay or um to to come in and and um maybe maybe that's the thing that that would um really have our students pick up. So I would like to share that this initiative maybe started like 20 years ago. Some of us were called upon to um help with this and at that time some of us were not in favor of >> this written test because of the very fact that our language is all oral based the stories are all oral based songs prayers are all oral. Um it at that time when the administration whoever was there at the time um they're the ones who made that decision
115for the sole purpose of um I guess aligning how the teacher assessments were being um implemented at the ped level. And so um it it seemed at that time when we were not in favor that it was just part of just formality just to align how Ped was doing it. Um but it it the few of us didn't um I guess we didn't speak loud enough but it went through like that but it is a challenge. Um but with um programs like NISN and then even with what we do at um with ICO tutoring can help um teachers pass um this assessment. And to me it's just a small part want to pass it and that's like the writing part and that and that's it. Even with culture knowledge um these PDs help build culture
116education knowledge um of these potential future teachers and that's what they do. That's their goal too. That's why they have these um professional development that they do. again all from the cultural and holistic perspective and and that those are questions that they ask um when you take the test. >> Okay. Thank you. Thank you for explaining and um presenting. It's it's it's good to know and um but I I go back to what board member Mononttoya said earlier, you know, it's a shame that we have to go by those criterias, you know, but like I I I just see it simple and I like the way you put it, Dr. brigade that you know it's it's oral our our language and and um um the the rest of it you know I think could come
117later you know >> and it usually does >> thank you very much >> May I make a comment >> go ahead asking >> um Um the neck. Thank you. Do you have anything else? >> Um, October 26, you're welcome to come to to see and observe. Uh, that that's one of the things that we're trying to also partner with school districts. And and then again, you know, this is an opportunity for uh non-certified teachers and then also for those that are certified to earn and earn their clock hours for PD towards renewal of their certification. If they don't, their certification expires and so they're not able they have to go back and take the test again. So to avoid that, we're taking this mobile and going from school district to school district and getting more
118um more of a partnership. So with that, we usually try if the school district is more interested in this, then we help develop an MOA. And so then that's when we say, okay, this is where we can assist and this is where the school districts can assist. And then it also sometimes it comes to cost share. And so that's what we did with um Shiprock Associated School at at Tabage Elementary. So one of our apprentice decided to go over there and so that's where we ended up um developing an MOA with the school board and we did a presentation there and now one of our apprentices is working there and she's certified. Mr. So >> I just miss Mr. I just want to express my uh strong support for this program and initiative and thank
119you Dr. Binti. Uh it's good to see you uh Mr. Brown and of course Dr. Beay for all the work that you're doing to help build capacity uh to support our language da language programs and so forth. Um, so, so hopefully I think our district is able to be to be a part of a bigger picture of trying to expand uh the access and ability to have uh naval language teachers and in all of her schools because I know one of the big challenges and this has come up with Gaz Martinez and all the stuff in the state about the big shortage and challenges of that that we all have about having about having uh effective native native language speakers and teachers in our our schools. So, and I see this as just it's it's
120a it's all part of being being a solution rather than just looking at the negatives and so forth. It's being productive, proactive to take action to say that this is going to lead to better outcomes for all of our kids. And with that, I just want to say thank you. And uh I want to express my support for this. Thank you. >> Thank you. >> May I? >> Yes. >> Um on you said October 26. >> Yes. >> That's on Sunday. Yes. The reason why we have these PDs is because our apprentices work. Um so usually do some Zoom after um instructional hours or on weekends. >> Okay. >> Mr. So you have your hand up still. >> Can you let us know more um as the day gets near? Yes. >> Thank you. >>
121Okay. Thank you very much. So >> you have anything is there anything else? Do you have anything else for us? >> Just one more. um as along with uh with an MOA agreement as well as um as we're doing this partnership with school district is that we're also requesting later if we have a if we if we continue to do partnership with uh CCSD is to request a uh letter from the school school board uh to support this program to continue so we can um present that later to to the Indian affairs committee to put us back into get funded from the state. So, um that's just in the future. >> Okay. >> Thank you so much. >> Thank you. >> Oh, yeah. >> Secretary Wells said he'll pay for it. >> Item B. No.
122Item C, Zoho Horizon program update by Takani. Help me with that presentation of your last name. >> Wahilo. >> Thank you. I didn't want to butcher it. >> No worries. >> Center for Indig Indigenous Health. >> Mhm. Thank you. Hi everyone. Hi to the board. My name is Tahani Wahila. I am originally from Hawaii. I was born and raised there. Um, I went to Fort Lewis College where I got my business administration degree. Um, and then I slowly came back to, um, the Navajo Nation where my family also resides um, in Red Valley. So, um, happy to see you all. Thank you for listening to this presentation. Um, I work for the Center for Indigenous Health. I'm a research assistant and I primarily work on this program called um, Hojo Horizons. And um yeah, I'm
123just here to give an update about our program and all of the initiatives, the fun um active initiatives we've been doing here in Shiprock. Um so first of all, why am I here? Why am I giving this presentation? What is HOJO Horizons? Um the reason why we um implemented this program is we saw that the Navajo Nation continues to face um very significant health challenges including high rates of sexually transmitted diseases um with syphilis being a high rate amongst them in areas exceeding the national average by almost 10fold. Um, so the John's Hopkins Center for Indigenous Health saw this initiative um as a way to stay committed to our community and address these issues and challenges through um culturally culturally relevant um activities with the community. We also have evidence-based prevention programs that I'll be
124listing out um further in the presentation. And we also really just want to strengthen family relationships, empower youth, and support community wellness. Um, over the past year, we have implemented four core initiatives in partnerships with community members and organizations. Um amongst those is number one HOA Horizon's camp linking families and teens aka lift workshops the vision of you curriculum which is an online fully fully online curriculum and another initiative called motivational interviewing. So, the first one I want to talk about is um the Hoa Horizon's camp that we had hosted at um Shiprock High School. And that camp was a 5-day fully free um camp that was held June 9th through the 13th. And that supported youth ages 11 through 19 in cultural teachings, wellness activities, and personal growth experiences. Um, amongst those we've had
125um three sports that they could choose from and I I want to give a shout out to the kids that participated. It was really hot um during that summer so of course we fed them and we gave them lots of water. Um and most importantly we just wanted them to have fun during this time. Um, and yeah, we had some activities like uh paint by numbers where students got to sit in a classroom, really just relax um throughout the day and get away from the heat and do this activity called paint by numbers. I don't know if you've ever heard of that. Um, but we also had um another group come in where they made some water uh filtered with like different fruits and mint and stuff like that. So they really were taught um
126how to keep themselves healthy um how to make good decisions and really just have fun during this time. And um we had we had um motivational interviewing sessions which I can talk later in the presentation. Um but that was first uh hosted at our shiprock camp. And the participants we reached was 38. And I did want to know one of the disadvantages of hosting a camp um with Shiprock High School was that they uh had their um uh what is it called? Summer school uh happening during the same time. So we knew that you know there could be some disruption between classes. Um we also knew that there was a lot more camps going on um during that specific time and that specific week. So, we were a bit challenged with um you know trying
127to get and recruit students to our camp and really trying to benefit those that are are um willing to come to our camp. Um I want to give another shout out to Principal Gallagher, of course, Shiprock High School. Without them, we we wouldn't have a space to hold it. Um the Shiprock High School staff and custodians, they were really flexible during our time. um and cleaned up after us. So, thank you so much for that. Um and of course the John's Hopkins staff. We we had um a lot of our staff come from multiple sites. So, um big ups to them because of course without them we couldn't we couldn't have done it. Um and let's see with our community impact. Um we again we really just wanted to bring this summer camp back to
128the community. We wanted to empower youth. We wanted to make um we wanted to have them make more positive decision-making. That's one of the goals with within Hoa Horizons. Um and yeah, moving on, I'll switch to the vision of you curriculum. So, this curriculum was implemented within the within the camp itself. So, students would go to their sports event. um they would come back inside and then we would have two allocated um labs that had computers that they could um go on to the vision of you curriculum. And so this culturally relevant, age appropriate sexual health education program for youth ages 13 through 24 focused on self-identity, values, goal setting, and accurate sexual and reproductive health information. Um there is nine units basically just talking about what I just um reiterated and the vision of
129you program is completed virtually and you and on the youth's own time and computer. Um that part is really we we implement vision of you um not just within the camp but within its own sector. Um so we offer that curriculum free of charge. There's there's really nothing they they have to pay for. um it's only it we give access to those um that don't have accessibility to computers um to uh complete that program. Um and within that curriculum we have reached a total of 69 students or participants I should say. Um and with that impact we have seen um evaluations of vision of view that has um shown really some reduction in the frequency of sexual activity and the number of sexual partners um with an increase in contraceptive use and adulthood preparation preparation
130subject knowledge and skills. So basically they're learning the things that they need to know um to make positive decision-making skills with their sexual and overall um well-being. And jumping back, I know I'm going a little bit back and forth. We have another implementation called Lyft Workshops, aka or well, Lyft Lyft is standard for linking families and teens. And this program is a one-day fully free workshop for um teens and their trusted adults or parents. Um it's a strength-based workshop designed to really strengthen that family communication skills um between the dynamic and they um they learn each other. It's it's a really cool program. They learn each other's love languages. Um they both learn tips and tricks on how to approach tough conversations, the tough conversations that usually don't get held at the dinner table. we
131offer those skills and the knowledge to better approach um uh tough decisions or tough communications to those participants. And um so the youth they do have to be 13 through the ages 13 through 19 and their parent or trusted adult has to attend the session with them. Um, and we offer that because, uh, you know, the one-on-one communication is not always, um, perfect and we know that. And so, we try to offer that space for them to, um, really get the tools and knowledge and then actively take those tips, tricks, tools, and apply that to their household. Um so we we want to offer it as a sustainability um reason to make sure that they just don't seep up the knowledge that they get at the workshop and then don't use it actively in the
132household. Um, and to support that, I actually do booster calls with the parents afterwards to make sure that, you know, I know that I did my job well, but making sure that they have utilized um the tips and tricks um and making sure that, you know, if if there's anything that we can do as facilitators, you know, we can do that for the next cohort or um I should say SE session. Um so this year we successfully implemented Lyft in Navajo Nation communities with strong participation and positive feedback. We reached 99 participants in total and this uh lift workshop is in Shiprock, Chinley and um Tuba City at the moment. With the community impact participants reported stronger family relationships, improved communication and increased knowledge about sexual health and resources around them. >> May I? Go
133ahead. >> Um can you can you give an example on how like the family um on that lift workshop you >> Yeah. Like um do you want me to give an example of what they would possibly learn? >> Yeah. I mean you have here participants report stronger family relationships. Um >> Mhm. >> Um can you give me an example of >> Sure. Um what I can offer? So I do booster calls with the parents that have participated in the workshops and um alongside they do a post survey where they can write us feedback. They give us their overall experience, whether or not they liked it or not, whether or not we did good as a facilitators. Um, whether or not they felt comfortable talking about the topics that we discussed. Um, and to kind of
134answer your question, how do I know that their stronger relationships has has built after the workshop? It really comes with the booster calls. So, I write down um everything that they have shared with me and of course I ask permission if I'm able to share it um back to our program program leads and um yeah, that's kind of their our one-on-one session and it usually takes around um 15 to sometimes 30 minutes with that booster call. Um but that's where that information comes from. >> Okay. >> All right. And then with our last um little snippet of our initiatives is something called motivational interviewing. Our team continues to receive MI training to better engage with youth ages 10 through 19. MI is a respectful relationship focused approach that helps youth explore their motivations for behavior
135change and supports them in making autonomous positive choices. This initiative was first introduced to the community during our HOJA horizon summer camp. We intend to expand the use of MI to reach youth in other settings such as schools. So, specifically with this one, um I've had some really great experiences with MI. Um considering that, you know, we had 38 participants in our camp. Um that was still a lot for us to really engage with each and every student, making sure that they were um they had a fruitful time at our camp. And with MI, with motivational interviewing, it gave me the chance to really connect with students one-on-one. Um, it was a time where we basically sat at a table. I offered a free space for them to explore any topics that they would want
136to um they would want to talk about. Um, I don't have the sheet with me, but we had a bubble sheet which each bubble had a topic that we could possibly explore. Um, one of them was healthy eating, one of them was relationships, one of them was um, uh, I think sexual wellness, so like overall sexual well-being. Um, and so we offered that to students if they didn't choose to really open up, we would just be like, okay, well, what's going what's going great with your life right now? And what are some things that um, maybe could be a gap in the future? And so it's really just a time for a one-on-one conversation with the student to for them to get to know me, but also I we as a team, as an MI
137team, we make sure that we offer um an ear for them to listen to um and also offer that free space for them to be to kind of take down that wall that usually teens have um during this time. So yeah, MI was uh excellent with our HOJA horizons camp. We also implemented the same um MI during our Chinley camp out in Chinley, Arizona. Um and that was awesome as well. We had um multiple sessions. We had 116 sessions altogether. So that is really awesome for our team. And I think when the youth really sit down with us and talk about whatever they wanted to talk about, we just I I think they opened us I think they opened us up and but also they they taught us a lot more than we could ever
138teach them with those with those one-on-one sessions. So um motivational interviewing was super impactful for our community, our students and um creating that creating that community space for us. Um so overall just to kind of wrap up here all of our programs um participants had clearly stated that they express um uh these initiatives made a huge positive impact to their life. Um whether or not that's from the lift workshop or other initiatives families have shared that they feel way more connected with their youth and reported increased confidence and awareness. um and community partners saw in saw value in expanding these offerings. Um so yeah, we're really trying to explore um other chapter houses to host these lift workshops. Our next workshop is actually going to be in Red Mesa this Saturday. Um, and we have
139a few few slots left, but we're really trying to touch on these outer skirts that really don't get the benefits of reap the benefits of these initiatives um that we have here in Shiprock. So, um, our reach goes far beyond just Shiprock. We're trying to reach Red Mesa. Um, we have other chapter houses in mind that we want to host with the Lyft workshop. Um and again we're still trying to implement MI um as another initiative within HOJA Horizon's camp or HOJA horizons. Um and just looking ahead our looking ahead our team is continuing to offer these programs um in collaboration with community leaders, chapter houses and local organizations and really just building the relationships around us is really important to the Center for Indigenous Health. um and we want to reach even more families
140and more students. And I think one of the ways that we have um tried and trying to do so is through our social media. We just um launched our Facebook and uh Instagram page for Shiprock Center for Indigenous Health. So if anyone wants to go follow us, we would love more followers. So, but uh that's all I have. I'm open to any questions or comments, but thank you so much for hearing me out. >> What other comments from the board? >> May I >> go ahead? Um just recently I saw on social social media um five they were saying uh five um uh communities or five areas in the state of New Mexico with the high um HIV >> and Farmington was was noted. And as one of the I think they they were fourth.
141They never said who the first one was, but anyhow. Um and then they brought up because of the large indigenous >> and I thought that was very unfair, you know. Um but um but it made me wonder. I I know when I used to um uh uh go well we used to go to visits on for United Way. >> Mhm. and and um Navajo Way and would go down to Kenta or you know um Chin Lee area that um you know they they had those um um crisis also and that was like what I don't know 15 years ago and so you know it just it just made me wonder But I'm I'm glad um you know somebody does talk about it because I I'm sure it's difficult and um and then you know with
142students today um it's a lot different you know and um you know I I wouldn't even you know for me you know in my household you know you anything was open >> but um you know some some don't don't have that privilege >> right >> so I'm glad that that it is talked about and discussed and um you know how however way we can get them to start talking >> yeah thank you thank you for um making that comment yeah I I just want to add on to that um another thing that we somewhat implement. But it's it's mandatory um for our program to have something called a community advisory board and youth advisory board, which is basically feedback from the community members that um really just give us any positive, negative, the good, the
143bad type of feedback to make sure that we're implementing this program as uh as it benefits to the youth. Um because our target audience is youth. Um but also we have parents that are you know do doing kind of the same thing where they want to discuss something like this but again when in actuality is it really discussed. Um so you know a part of the center we we try to offer that space for the both of them through our lift workshop and then if they can't get that education and they can't get that knowledge in the household well we can offer vision of you as a curriculum where they can do something online and not be face to face and to have that kind of awkward interaction. But again like I hear I hear
144what you're saying you know we it's a taboo topic in culturally in the Navajo Nation. So, um this is something that we're aware of and and we want to do the best um that we can to relay the information in the most respectful and culturally aware possible way we can. But thank you for sharing. >> Thank you, >> Mr. Sh. Yeah, I just want to say thank you John Hopkins to your team and staff uh for for the very good work you do. I know that I've se I've seen your work with not not only this research committee in part but also other projects and I just want to say again thank you and we look forward to working with you on this. >> Thank you Miss Hasky. >> Uh thank you. It's it sounds
145like a really great program. So I appreciate all the work and all the areas you're working with the students. It's important. I I don't think we we realize how important um having having those kind of establishing those kind of relationship with with our youth is but it's important that they have good role models and they receive u those type of teaching. So, thank you, >> Mr. Mononttoya. >> Uh, I'm going to try this. >> Yeah, >> that's what Thank you very much. >> At least you didn't call me Mr. Hopkins. I've had that before. You They're like, "You don't look like John's Hopkins." I'm like, "I'm not." Thank you so much. Mahalo. Uh, item D, 40th day report by Filman Badben and Amy Connley. Thank you. Board President Uma um Husky, Vice President Wells, uh
146board member of the boards, Mr. So, Miss Ospas, Mr. Mononttoya, members of the community. Good evening and superintendent Carlson. Uh tonight I will update you regarding about our 40-day attendance report and bus ridership. Um attendance comparison. So you will see on the graph the blue one is from August 6 up to October 7th and the red ones is for the 40th day itself on October 8th. uh for our uh August 6 to October 7th overall attendance comparison our lowest is 75% and the highest is 94%. So that will be our overall attendance from October 6 to octo October 7th. On the 40th day itself on October 8th we have the lowest at 78% and the highest at 97%. So you can see all the schools and our total for our district for from August 6
147to October 7 is 92%. That's our overall attendance and on the 40th day itself on October 8th we have a 94% districtwide >> say that again >> for our overall attendance from October 6th to October 7th >> districtwide it is 92% % and on 40th day October 8th we have a 94% attendance. >> Okay. Any question with that? Uh that's great. >> Yes. Who we have? >> I think one school celebrated what 98%. Yes. And 97% one school uh down south on 40th day. >> Yeah. I just want to comment these results are very impressive and I think it shows that a lot of our schools have made some very significant improvements and gains in in attendance rates. Uh that the one school I see on the graph is Newm Elementary at 97% and that's
148that's huge. That's amazing impressive. But but all across the district, it looks like each of our schools has made uh dramatic improvements in their attendance rates. So good job to all the staff, students, teachers for all making this happen. Good results. Thank you. >> The next slide, please. This slide will uh show our chronic absenteeism comparison from August 6 to October 8th districtwide. Our chronic absentism is 30.6%. Com um you have anything to compare it to? Oh, >> last year maybe or >> no, we don't have Sorry about that. >> I I think there's a report from the last board meeting. >> And we can send it to you to you. I'll pull that out and send it your way. >> Okay. >> All right. Next slide please. >> On on these chronic absenteeism um
149>> do we find out why or >> oh >> or do we wait until they get the 20th one and then threaten with expulsion? uh some of these as absences is that in in the data department we pull out the codes. So whether it is absent, excused or unexcused. So that's that's the only data that we are pulling out from the data department. So we we don't know what's the reason why the students are maybe it's coming from the schools and Mr. Deswood will will answer that. >> Well the only reason why I ask is is do we find out why is not to be um punitive. That's not my question. um but to to sincerely find out, you know, from the parents what's what's happening. And um I I say this because um you
150know I I was watching a Tik Tok and video and the parent was um going through unbelievable hardships and um but she in in the words in her defense she said as she came to the schools um you know the people there because of their degrees or because they're in that authorative um position that they felt that they knew better and um not giving a chance for explanation and which drove her to homeschooling. So I you know that that's why I'm asking do we find out why to be helpful not to further um you know punish but you know we are trying to I hope that it's um still our our main um campaign is to attract students to keep our students to retain our students. >> If I could add, Miss Aspus. So lately,
151um, some of the absences are attributed to the weather. So, um, missing the bus, can't get to the bus stop because of mud. Um, there was one school that I was just at today and of the students that were chronically absent, sickness as well. I'm not too sure if you've heard, but hand, foot, mouth has been going around lately. Um, we had one school that had like 20 cases. So, there's various uh but the but the school the teams they do look at uh they try to find why kids are not uh coming to school and then providing support. Um sometimes we through the attendance intervention teams or school uh student improvement teams uh they start to connect them with re resources like ICO or to get them connected to counselors. So uh one of
152the things with attendance plans this year uh the focus is not to use it punitively with kids right not to punish them because the whole goal is to re-engage them and bring them back into the school. Thank you. I have a question. Uh when it says chronic absenteeism, is this chronic with individuals, chronic with schools? Uh is it repeated with with individuals? Is that what we mean by chronic? So when we say chronic so we take their attendance and then take greater than or equal to 10% days missed and those are the chronic absentism that we are looking at. >> Are we talking about individual students missing several days? >> Yes. >> Okay. And and then when when say they started the day um say students late running late >> and and they're marked absent
153is does the teacher have that option to say tardy or >> Yes. So we have uh we have attendance codes whether absent tardy medically verified and all of those codes. So um if it is medically verified and the parents will give some um letters from the doctors then the front office will do it. Okay, next slide please. The next slide will be uh our bus riders if comparison. The blue one is are the eligible riders districtwide and the purple is the 40-day bus riders. So you can see in career prep we have 63 eligible bus riders and on the 40th day we have 55 students who rode the bus. Eva B we have 144 bus riders uh who rode the bus on the 40th day. So that's a 100% uh ridership for Eva B. We
154have Judy Nelson 100% 148. Kirtland Central 176 we have 100%. Kirtland L 173 we have 100% for that. Uh KMS almost 100% 135 out of 136. Um, Mesa you have 104 out of 164 and Nasty 39 over uh out of 55. Nukem L 96 out of 121 and Nukem High School 113 out of 157. None 100 out of 145. Nomed 47 out of 59. Oho 132 out of 171. Supra high 168 out of 238 and TBA 102 out of 126. So on the next slide you will see the percent of student who rode the bus. Uh districtwide we have 276 eligible bus riders and there are 1,732 students who rode the bus on the 40th day making it 83.4% who rode the bus on the 40th day. So, um the people that that look at
155this data, um what is good besides the 100%. What is >> So, they're looking at uh the number of uh eligible bus riders and compare that to the 40th day >> bus riders. and uh Cindy can elaborate more on that. >> Good evening board members um and superintendent. So, school transportation funding is only um the 80th and then 120th day. >> The 80th day >> 80th day and 120th day. That's how they can we don't do a um 40th day report. >> Okay. >> So, and then >> I I was just wondering say if this was the 80th, is it still good in the 80% or it has to be 100? We we we we really work hard on getting our students to ride on our count days for our for the 80th and the
156120th. >> Okay. >> Thank you. >> Yeah. >> Do do all our >> Hello. Do all our schools know that? >> They should be aware that >> I mean we we haven't gone to the 80th yet, but do they know that that's a real um what we're striving for is 100%. >> We want even though the 40th doesn't count, we'd still want 100% as close to it on the 40th as well. Um, so they should be pushing for 100% as much as possible, but on on all the count days, but especially the 80th and 120th. So yes, >> we also wanted to provide an enrollment update and u Mr. B is or I handed out the the handout on that. Um, so this is as of October 16th. So we have 120 students enrolled in
157Career Prep High School. Which is has increased from 117 to 120. Eva B. Stokeley went uh from 233 last month to 234 this month. Judy Nelson increased uh decreased two students, so 439 to 437. Kirtland Central increased from 707 students to 709. Kirtland Elementary uh decreased by 1, 367 to 366. Kirtland Middle uh increased by five 381 students to 386. Mesa increased by 4, 240 to 244. Noshitty stayed the same at 84 students. Nukem Elementary increased two students from 194 to 196. Nukem High School went down one student from 202 to 201. NA middle went down one student 83 to 82. Uh Neoni went from 251 to 257 increased by six. Ohho went from 257 to 259 and another increase of two. Shipwrock High School 456 last month to 452. So a slight decrease. and
158uh TBA middle school 223 to 222. So we currently have 4,260 students enrolled in our district and in September we had 4,238 >> question. >> Uh overall districtwide we have an increase of how many? uh 16 from last month. >> Okay. Thank you. And >> currently we have six in our holding school. So those six students are awaiting our they are finishing their um paperworks. Once they are done then we will activate and put them into the schools. So overall we're increasing. >> Yes. >> Excellent. >> We like to hear that. >> Thank you for for doing that. Um I hope to see 100% for 80th. >> Yeah. >> So >> yeah. and and I and I say thank you to to all that were involved in in um the campaign for the 40th. Um
159I saw it all over social media and and then to get the students too uh in their videos. I I thought that was great. So, thank you everyone. >> Jared, >> that's Jared's. >> Any questions from the board? Mr. Mononttoya? All right, >> Mr. Soul, >> Miss ASI, >> I don't have any questions. Thank you, >> Miss Aspus. >> No, I thank you. >> Thank you very much. >> Thank you. E item E, Starlink report by Mike Thomas and Amy Connelly. >> Good evening. Um, so this is pretty much the we're going over the integration for Starlink possibly if if we were to implement it within the school district. All right. May Can we take a five minute break? I want to hear this, but I need to go to >> We'll take a minute.
160We'll take a five minute break. >> Five minute break. Everyone grab some food while you're on your break. Hey, hey, hey. Heat. Heat. Hey, hey, hey. Heat. Heat. Heat. Okay. So, um this is pretty much a mockup of a implementation of Starlink if we were to actually implement it within CCSD. um as you and as if we were going to do let's say we go to Starlink or anything that uh pertains to an ISP uh with getting any data from let's say Farmington like in that area where it's numbered 19 that would actually be uh where the internet would actually start where we get data and from each of those uh white uh numbered areas those are hops which is a microwave so all data goes through microwave from north to south So, I listed
161some uh pretty much some uh roadblocks that we'll probably most likely run into. Uh which would be the cost of microwave u there's different kinds of microwave strengths with pushing signals and pushing um data through. Um if we want to go pretty much to high-end with different devices that can go for miles. Uh there's some that go 10 miles and then some can actually push to maybe like 200 or more something somewhere along that range. So, we would have to actually get the cost of what we actually wanted to implement with a microwave unit. And not only that, but we would have to do a site survey pretty much uh probably go through Navajo Nation if we want to get a piece of land to um mount the microwave units on there as well. Um
162and I came back also need your own uh um the buildings there that actually house uh switches, routers, uh battery backups and everything of that nature. So uh those are the some things I listed to get to get the project going as well. And we FCC license for um that's we're going on to that of actually carrying um more than a gig speed. So that's something that we'd also need. And oh, there it is. Microwave shelter. That's what we would also need if we were to implement this within CCSD. And we would need staff training for pretty much all our technology staff if we were to keep this inhouse. And I'm guessing um probably at least two full employees u to maintain these all those devices within the district if we were to go like
163fully if we were to actually own it. Um I know you probably going to need a field tech and an actual um microwave technician to actually go to the tror u signal with those. And also we'd have to go through policing probably with through city of farmington and NUA and like I said earlier with um substation at Nukem >> uh policing from NTA uh it'll be more difficult to as well. So we would actually CCSD would most likely have to do our own >> and that's when we have to go into a site survey and actually do our own microwave at that time to get the data from wherever we're going to get the data at. It could be at Nukem. It could be in far wherever we would want to have a data center.
164Um that's where we could actually push out to several other sites with the microwave um uh connections. And we do actually have one microwave actually right now connecting our shiprock to Neoni and um TBA. There's a small microwave that we put in place right there due to the u I believe it was the chapter housing up the fiber for us. So microwave link right there but that's a short span but we're talking if we want to implement this all working next year of actually hosting it with being on ISP level grade microwave unit. Um so in in all those drawings that you see see there um those would be microwave unit or microwave sites and from there we would have end points at each location for wherever we want to put the I guess the
165students housing or wherever they're going to receive internet uh there would be end pointtos and that's when we would uh push it to those uh students who need internet at their homes. Go ahead. >> Ballpark. What do you think it costs just to set up? And let's just say for the sake of discussing just to nuke them. >> Just to nuke them. I I think me and me me and the network administrator Reggie were going over. We were probably saying maybe about 2,000 a student. So 2,000 I'm not too sure what the enrollment 4,300 times 2,000. Well, Nukem specifically, >> I have a question for you. >> Are they current sites? >> Uh, no. There's pretty much, like I said, a mockup kind of deal if we were to actually take that step. And it
166would based on what kind of microwave units we're actually wanting to deploy. Uh, like I said, there's different microwave lengths they can actually go the distance of. Um, they I think you say how far each one would reach, but I didn't remember how much area did each one >> uh they make a wide variety of them like going to be down to what we actually want, what we can afford. Um but they could range um zero 150 somewhere around there as well. So you know rolling hills right um it's going to have to be pretty much line of sight somewhere. You say 150 ft >> miles. >> 150 miles. >> Yeah. There's some that reach the >> Mr. You have your hand up. >> Oh, 950. >> Mr. You have a question. >> So total
167would be 950,000. >> If if proposal is using star then why why why do we have to use white? Because as I understand it's still in standalone. you have a unit uh like an on a building, you plug it into your system and and you you connect the whole whole building to Starlink. There's a little here and there almost like the oldfashioned way of connecting to the internet. >> So like having to use microwaves. Uh well, we don't have that kind of in infrastructure because the star it goes in one stationary spot, but that we need to push the the data out to several other sites and that's what requires those other um that you see on the map there. Uh in order to get it to other places, uh we can't just put a
168Starlink there. There's I think it's like a 150 foot range with an actual Star Link Wi-Fi uh with their what they send to you. So it it wouldn't actually reach necessarily pretty much all of newcome. It would have to be several other signal from Starlink itself. >> I I have a comment or a question. >> Go ahead. Well, um what I was envisioning is like here this community, okay, um a student comes in and enrolls, okay, you can get free internet and and from that point, you know, proceed to somehow connect them at home and maybe that's something that we can um attract, you know, and to our district. And um so that's kind of how I was looking at it. Um I do. And so for the package that we have is like 10
169items can go on that can connect to that. So these packages, how many is that where the range comes in or >> Yeah, I guess what it comes down to is actually where are these uh specific guide off of that go off of that where there's more population for the to the housing of those students in that area which would require another that end them connect. >> Okay. >> When they talk point to point and that's how they get Wi-Fi at that point. >> Okay. And so, um, I don't know what's all involved in the new 911. And I and I thought maybe um whatever infrastructure they're um going to put up perhaps that would help what we're trying to do. and and um because wouldn't that be the same or the same thing? >>
170That's a possibility. We have that kind of something similar set up with our Ring Central phone system right now where it's registered um based on the where we have the phone set up when we give Google that uh plus code. So that's where they find out the actual location for uh when 911 has called. So it's a possibility. M and then um would that be where comes in as well and would that help us? >> I yeah I believe would help us to to an extent but at that point I we would probably need to go grant funded um to look for grants regarding these kind of projects. >> Are you serious? >> Oh my goodness. Wow. >> And you said it was funding >> uh >> grant funding. >> Yeah, that would probably be
171the other option to because I'm I'm about 8 million or 6 million probably somewhere around there that it would probably um be in that range. Yeah. Well, you know, I I just wanted to see what the info and what it would look like and if it was possible. um you know, just to think out of the box and and then the um with that new 911 coming in. Um you know, I I just wondered if that was, you know, faster than the fiber optic, you know, installations. And I um I believe board attorney Chappelle had explained even you know we thought that we could use um supports or infrastructure for um that was used um say poles and things like that. No, we couldn't. Not even as a school system, educational system. So, what's that?
172and and um but um I I wanted to to um more more for the um you know just attracting more students and and to see um if we could get more on you know Wi-Fi and >> understand >> you know and and What what starts with the students? I mean, I think we've really done some things here that's been out of that has been backwards. We all know there's a Wi-Fi issue on the reservation and yet you know just things like the agenda to shorten the agenda go to a different and if you want more information on a particular um item to the Wi-Fi and and um you know go to our website when a lot of our not even um don't even know. And then they then the the ones that do, they don't
173have um Wi-Fi or internet services and and then the just the um the as well. um you want to worry more about wifi connection or groceries or fuel or you know other things. Um, so I I you know and I really think that you know to get to that level is it's going to start with the youth you know and and if we could get that them connected and used to then it's eventually going to go to the rest of the house the household. >> Yeah. >> That was just my thought. Okay. you know, just I wanted to see and explore if that was possible. Um even in Kirtland, you know, um Judy Nelson, you know, to have all their students connect there or um Kirtland Middle School, the high school, you know, um and
174that's just one less expense, you know. Yeah, and that also brings up another point like you you just stated which brings us to the rate with uh being secure. We would need more security with our web filter as well to filter all the Starlinks if we were to go that route. We would need more filtering with the to filter all student devices and x amount of devices that let's say a student has parents connecting to. Uh we need to get that locked down. And so there would be more into it as well with maybe getting a new web filter or a new um some kind of filter with our with the Starlink. So >> there's more more into that as well. Mhm. Well, um you know, I think it's been said here in our meetings
175before that the um there's some students that don't don't even know how to turn on the computer. And um and the only time they probably see one is at school. So, you know, hopefully that changes with with all the lap or what what they're getting now. But, um, still the, uh, during COVID, you know, a lot of them were going to um, Taco Bell, Burger King, you know, with um, Wi-Fi and So, you know, it was just something that I I thought if we could do the numbers, see what what could actually and and then it's good to know and and we'll see how this 911 goes. And um maybe it's something then that's that's a possibility >> and the price may change at that time too as well based on how much they're deploying.
176But a side note as well, there was another school district, I forget, down south, south south of here. U they tried Starlink to all students before and it just wasn't sustainable. U financially it was taking a hit. So they kind of did away with that at their school district. >> Um but that's what I've gotten from research about that. >> Mr. So do you have a comment? >> Hold on. Yes, I do. I wanted to add a comment like before we um take the take take a jump off off off the desk. Is there any I'm not sure if the district already has like an inventory of like how many school district uh how many students in our district so many household have internet access and what sort of devices they have. Uh what service
177providers do they currently use? What providers use including those with no access. I think having that sort of information gives us a better grasp of what our challenges are, how many students have access, how many don't have access, which provided. Um that way we get a better picture of where we where our district stands. Find out more more about our our infrastructure, our data services and so forth. I don't know if we have like a like a survey of of that students filled out of what access they have and those who don't have access >> and if they have access what type of access do they got? >> I believe we can get that information. Mr. B can probably grab that because that's in when the student first registers if they have uh internet access
178and they can pull that report. >> Yeah, we can send that to you. You still you still got your hand up, Mr. S? >> Yeah. Yes. Yeah. Ju just something that gives us better information about uh what what our our current stu students have right now at their homes. And that also gives us better better information about what we need to do as a district moving forward. Anything else? >> I think that's up to me. I mean, I I've used Starlink before and it it doesn't sound as complicated as or challenging as what what this uh project sounds like. I I I've seen Starlink deployed places and it's I I've never had to see them use like microwave towers and all this other stuff. May I? >> Yes, you may. >> Uh, board attorney, uh,
179Chappelle. >> Uh, yes, ms. So I I understand the um e- rate uh is is um I don't know it it says in one paragraph that it wasn't going to go away. Then another they it said that um school bus that were equipped with Wi-Fi or um >> I believe they only cover for on buses for Starlink for that's what they cover. >> Yeah. Equipment with um I guess with um jetpack >> are not going to no longer be funded. Um, which is it? Um, have you heard anything on something like that? I'll work out that I have not been informed about that. Uh, but we can definitely look into that have a better understanding on that. Uh, Mr. Trump to answer that question. or maybe super. >> Yeah, I didn't catch all of it.
180>> What's the first part? >> We couldn't understand you. Uh, Germaine. Oh, >> oh, sorry. Can you hear me better now? Yes. Okay, good. I was I apologize. I was just saying I I have not researched that. I'm absolutely happy to do that, but I was wondering if Superintendent or Mr. Tonic might be able to answer the question. >> We could we could actually verify that tomorrow. We're actually going to an conference tomorrow. So, we can ask our consultants that tomorrow. >> Okay. The only reason why I'm asking our our board attorney is because that's what's what's being used now, you know, and um and that's concerning. So, all right. Well, you're aware of it. Um, Miss Chappelle, so if you could communicate, superintendent with with Germaine Chappelle. Yeah, >> we'll get the information and
181forward it. >> And thank you for exploring and researching and um maybe maybe after the 911 goes in maybe we could um revisit and see if if possibility um >> and like I said this is a rough draft actually like a mockup so it wouldn't require as in Mr. So it's stated with how much I have up there. That's just a mock drawing. Uh it would be pushed out basically make maybe even just five microwave sites within the whole Nukem area. Uh we would just have to go probably do site surveys and actually see where all the population of students are so we can put maybe just one microwave there compared to two or three. So >> we wouldn't have to we would actually have to go out there and actually see the the actual
182map of everything. >> Okay. Thank you. >> Miss Hasky, do you have a comment? Mr. Sh. >> Uh, yeah. I I' I've asked for my questions. I'm I'm good. Thank you, >> Mr. Mononttoya. I have nothing. >> Okay. Thank you. We'll now hear from uh Mr. Armenta twice. >> Thank you. Uh, thank you, Vice President Wells, um, board member Aspus, board member Mononttoya, board president, um, members online, and Mr. Carlson, uh, community and staff, thank you for, uh, for your time. So I am presenting today um according to the agenda was about giving the facility index and building conditions. Um this first part of my report is to kind of follow up the conversation that we had in the last board meeting in NSitty talking about the facilities and talking about the utilization of the
183facilities. So this information here on the first page um that's a pull out um it it gives a brief description about central consolidated schools with the enrollment when this data was comp compiled of 5100 students which we know that that's uh according to the report today is down to the to the numbers that Miss Amy Connelly presented earlier. So this is the data that was compiled from the five-year master plan. So this is part of the documents that um has been presented in the past. But I I separated this issue because or this this particular part because it breaks down each school as we were talking um about capacity and utilization. So looking at the first page and looking at Eva B. Stoley writing reading from left to right with the maximum capacity at that
184of that school as it's built of is the maximum capacity and right now the enrollment as of that year was 224 which gave it a 41% um utilization. And so if you look at the very back, the far right chart, it says over needing, low, and underutilized. So if you look at all of our schools that are on this first page, it breaks down every school telling whether or not they're utilized to capacity, if they're low, near capacity, or under capacity. These are the This is the data from 2020 uh for the 24 to 29 master plan. So that in conjunction with the information that we have now with our current current enrollments and with the state um when I reached out to PSFA because we've been walking the school facilities doing the the assessments
185and looking at the the status of of the the school facilities. Um I know that you all have asked as far as the repair and the maintenance of the facilities. Um, on an average, our school district right now is an of an index of about 85.28% is what our our current index of where our schools are scored as far as PSFA in our in our um facility the facility maintenance assessment reports. So getting to the 70% on on our building is where the state starts looking at for replacement. So our team has been doing a good job as far as keeping up with the maintenance to maintain an average of around 85 28%. But the numbers that I have from the last FMARS that were done by the state and I'm sorry that these numbers
186do not coincide in order of how it is on this chart. But if you would like to pencil in um or I can I'm going to read out my list for Mesa Elementary School when the FMAR was completed. We were at an 88.986. Neone and and I'm sorry that that FMAR was done in 23. Neoni was a 90.317 in 23. Oho Amario was at a 91.172 in April of 24. NSI was at a 91.69. 694 ranking in 2024. Kirtland Middle School was at 88.131. In 24, Kirtland Central High School was at a 88.252. In 2025, Shiprock High School was at a 73.432 back in 2017. They did do another um analysis, but they did not send me that information on this list that I have. But I will update that number for you because that
187we did rewalk that school in 2022. TBA had a listing of 86.84. Career Prep came in at 90.12. Those were done in 2021. Nukem High School was at 81.021 021 and that was in 2020. NA middle school was at 91.68. It came in very high on their on the on the facility maintenance report due to the maintenance just keeping up with the the work orders. Um Nukem Elementary came in at 90 or excuse me 79.472 and Kirtland L at 80.9 8987. I didn't have the data for Judy Nelson and Eva Beast Oakley, but the rest of them schools that gives us our average of where our school buildings as as they're built currently, where what the facility um assessment report is given us, which goes into our when they decide when these schools on the
188ranking of the schools throughout the whole state of New Mexico. So if you look at if you can go to the next slide please Sharon. So the next slide which goes to page one of your booklet here is going to be a more detailed breakdown of this report right here. Um, this is going to go school by school starting with career prep and it gives you a breakdown of what the classrooms were, how many classrooms they were, and what they were designated for. So, as you flip through your book, you can see what the classrooms were designated for, and it gives a brief summary about each school and about what the utilization is of that school at that current time as a percentage. So it gives the square footage and of course these numbers were
189based before the fifth grade was moved down. So the numbers that we're looking through now on the on this next slide is is just the numbers off of our first master sheet. It just breaks it down into detail. So what Mr. Desmond and I did as we were as we were comparing all this information and trying to give you all good current information as to what our schools and what our schools are currently because the only thing that has changed from this information that I have given you is as you read down on it and it says including portables. We sold a lot of port portables. So that just means the actual classrooms in the building getting them children out of the portables and into the building sites. So when I compiled my information on
190as we move on through the presentation like I say each one of these I I wasn't going to go we have the main master sheet here that you all can look at and then I gave you all the supporting documents that gives everything as to the five-year master plan. Miss Ray, if we could go to that um spreadsheet I shared with you. So I had shared this spreadsheet because we had we had sent it out to uh the principles asking about their buildings and and what what was comparing from this master plan to look at what the current classrooms are. So, we we pulled up this we we we've got this spreadsheet together and we just created a front page for it which um I don't have it pulled up on my computer and as
191soon as Mr. Sharon gets it you all you it was shared on board doc so you all can see it. I didn't put it in my handouts. But the spreadsheet that we that we created tells a little bit more of a story from um from the principles. Let me bring it up. Um you got it up yet, Karen? get it up here. >> I'm sorry it's taking me a while to get there. It is. So, Miss Ray pulled it up. So, we started with career prep and going from left to right, we asked them how many classrooms they were using. We we compared it to the 2023 facility master plan. So it tells at that time how many classrooms, what the enrollment was, the current enrollment, and then the classrooms that are being used. If
192you'll scroll over just a little bit to the next to the end of that to the far right. So there it says how many classrooms are utilized and not utilized. And this is straight from the principles going through each school. So utilizing that information with our facility assessment and and knowing what our maintenance costs are, looking at where we're at with each facility, looking at we're in October of of this school year and looking at how much of our budget we have spent down already and knowing we have to get to September of 26, we're really really just between HVAC units, heating and cooling, uh flooring, you know, looking at even this gym floor like we're constantly constantly keeping up with these buildings. Whenever we go in and do our work orders and we we
193do all of the assessments to the building and we turn in the information to PSFA and they come and walk the facilities which according to even on our report they're a little behind because they're supposed to do it every 3 years and you can see on some of them they walked them last in 2021. So we're getting ready to walk a lot of these facilities. So that index rating that I have given you, it's going to drop. It's going to because it's been three years or more since we've walked these facilities. So this is just a lot of information that I believe this is in in your decision making and moving forward looking at each school site looking at the numbers of students that we have looking at what the building was designed for. Um
194looking at the capacity versus the occupancy and understanding where we're at with as far as our maintenance and what we're doing regardless of the amount of students in that building. We still have to maintain the facility. So, we're doing it. Um, of course, as you know, the the air handler units will will cool a whole section of a of an area. Even though some of the classrooms aren't occupied, it's still forcing air to that room regardless. So, we still have to keep up with with the with with all of our our our systems, the lighting, the heating, the boilers, the everything works hand inand with whether or not the rooms are being utilized or not. we still have to put um our money and our effort towards keeping the building and and keeping them um
195fixed and up to up to par. So, I hope that this information um tells you kind of the story and kind of gives you what you were looking for is if you go tabby tab and it is in the in the board docs if you go to the first tab of like Eva B. Stokeley or career prep, they they told what classroom it is and what it's being used for. And then some of them even put who's the teacher in that classroom. And and and we had I know we had talked that as a principal they're going to be like we use every room and we wanted them to really you know they they did put some of the spaces in there that weren't teaching spaces. We just wanted teaching spaces just classrooms with an
196instructor. But we did get a lot of them that that put you know some of their their rooms in there that shouldn't have been on their list. But so I tried to to not count those as utilized. uh teaching areas and and and use it against them when I was saying that that there's less rooms being used than not for teaching. So, I tried to be strategic on how I I put this together and how I'm going to report it to you so that you that way you all have the information and can see what these buildings what they're exactly how they're being utilized. So, I hope it's good information. um this stuff here when you look at the big picture of the master plan and you look at all the information until you parse
197it out like this and really just I think this first page this snapshot here gives you all a good indication of where our district and this is utilizing numbers that have come down. So these numbers from here have dropped. So, I think that looking at the district and looking at the future and looking at what we need to do and trying to make each school efficient and make sure that everything we're doing and we're spending our money wisely, this is good information to have moving forward for some of the decisions that hopefully as you all need to make, you can use this information to help you. So for that as far as the facilities um their utilization what their classrooms are um I stand for questions. May I >> go ahead. >> The um so
198with newcome school >> Uhhuh. >> if we were to go to that, how would you go through that with with the um knowing that that's the one that's that needs to be replaced? Miss Aspus, thank you so much for that question and and it it was difficult because even looking through all these reports, it's not on here because it's been awarded same as TBA. A lot of the information I have is old because a lot the Nukem Elementary, the Nukem Middle School, the information on here you'll see it's combined. It's not combined yet, but a lot of that from the master plan was to combine that. So the next part of my presentation u on the agenda is to talk about the Nukem Elementary School. But to tie that in to this, it it is
199it's we're we're at that point where the school is in this shape. It's in it's in in in such it's in bad shape. TBA TBA the roof the I I I talked to superintendent in the cabinet. You know, we're at the point right now where we need to spend almost a quarter million dollars on the roof at TBA just to get it to survive enough to to to make it last until we can build the new TBA. A4 million on a that the state's not going to help us cuz that building's already been approved to they're not going to help fund it repairing it anymore because it should be demolished. So, we we are trying we we're getting contractors. were getting bids to see that was the where we flew the drone over that building
200to get an infrared to see where the problems were on that roof at TBA. We're encountering a lot of the same things at at Nukem Elementary. Uh they put in work order after work order and we don't deny them. We just go out there and we keep that thing going. We keep putting money into it. We the boilers, the boiler system, the rooftop units, you know, it's a very inefficient school and and and that going in in into my next presentation without going real deep into that about that. There's a lot of things that from from that school build even to 5 years ago, the codes have changed. The energy codes have changed. these schools, a lot of them that were grandfathered in, they're not because they they want efficient buildings and the buildings that
201we're trying to operate are not energy efficient and we're trying to we're we're trying to make them that way utilizing new technology, but we're we're really bandating a lot of things. It's going to take a lot. It's going to take a lot to get these buildings up to where the energy code is. H >> I hope that answers your question, but I and I will come back to the new comm with a little bit more detail. Yeah, I I um it it really um makes me angry that you know, we it it's it's not like there's another place they can go um or is there? I mean to consolidate um say that roof fell. >> Oh, that's >> over the weekend and what what would be plan B? >> Right. >> Do you know? I
202mean I mean educated guests would be >> busting children south. >> We have another facility >> not locally not in Shiprock. I mean that's a I would have to look at those numbers with with the capacity which I mean it's it's in this report and in in looking at Eva B looking at Neon looking at Mesa and looking at these current enrollment numbers even with the sixth grade and looking at these numbers and looking at if we're at 50% capacity. So then that that's where this information I think will help in in them decisions that you all when you really look at this information compiled with this little spreadsheet of of the amount of rooms and when you look at the the enrollment um when we look at you know a school like Shiprock High
203School that was designed for 1,600 students a district that was designed for 11,000 students and now we're at 4250 and that high school has an enrollment of 456 and I think they said now 452. Um, according to what I had when I when we did the the the initial plan in 2023, the Shiprock High School enrollment was 582. It's declined that much since 2023. And it just in in general the the the population has shrunk. I mean it people have left. There has been things we know. I mean, it's even in that report about the plant closures and in in what has happened, not only with the census and the amount of the the numbers of of the people that have left and just the population being so much smaller and then just looking at
204these numbers and looking at that school design and when you're there and you look at them facilities and you you look at it, it's like, you know, the consolidation and and and the thing that you're looking these numbers here could really really help tie all that together when you really start looking at this and looking at um 224 at a 224 233 students at a at an Eva B Oakley and a 240 students at a Mesa. So right there you have 473 students when you have one elementary that would hold 570, you know. Well, um I think um you you might have that mindset up in PSFOC or where well if it's so bad why are they still in there? >> Right? And maybe that's the answer to to move and but other than you
205know where where would they go or um you know we've and then there's like there's two two schools then you know that need and when we're waiting sitting on still and um yeah, I I don't know. Maybe we need to to just start thinking about that because that's a lot of money to you to to put in a repair like that just to um have it torn down. >> Yeah. and and and we want we want the best for the the students and we we worry about we you know we want to make sure that the environment is for sure you know that the the children are learning and and you know we we we know that probably most of the the reports that we get you all probably hear you probably hear of a
206lot of the things we you know we don't want hot classrooms we don't want leaky roofs but we have that it's it's we do we do it's it's with the amount of rain that we just had the the roof work orders that just came in and the roofing companies that we're contacting, the the contractors that we it just it it it's tough to fix them roofs that are that old without doing a full re-roof on them and trying to make sure that you know the water's not going to come into a classroom. And you know, and like you said, you know, yes, some of these class some of the schools like, well, you can move them into another classroom with temporary, but that's their classroom. you know, that's that teachers room. And so, we try
207our best to make sure some of these numbers and some of this stuff, like I say, we the school dude system and the PSFA looking over and watching and making sure that we're making sure that our PMS are met and that the buildings are being maintained. Um, it is it is and I've said it before and as we it is a double-edged sword when you when you put your the repair in when you see a school as old as some of them schools and see the f the the ranking that we're getting and they won't even look at you till you're in the 70s and some of our schools that I feel are in pretty bad shape. They're still in the 86 87% and they and they're thorough in their walkth through when we do
208the assessments. I know you you you might have seen when they do a building assessment they they look in every room. They look at square footage. They open every door. They look at everything. And so they're really really looking at us through a magnifying glass. So I I got to give kudos to the maintenance department for, you know, the problems and the stuff that we do have. But as far as these buildings are concerned, we're we're keeping we're trying to keep up as much as we can with the amount of uh budget we have. Okay. And like I said that these numbers do include the portables which I took them out. So it was even it was way skewed worse with the portables because then he was like wow you got even less classrooms being
209used. They're all in portables. So at least now our numbers match the buildings and not counting portables. Are you done >> as far as that is, sir? Yes, sir. As far as the building conditions, yes, >> you're done with me. >> Is there any questions from the board on on that uh item for Mr. Armenta? >> No more. >> Go ahead to the next one then. >> Okay. Thank you, Vice President Wells, um board. Thank you for uh for your uh patience here. And I know I'm trying to get I'm trying to give you all a bunch of good information, but this one is uh is going to be kind of short because as far as the Nukem Elementary, um the school's construction of the new middle school or excuse me, the the elementary school,
210um I know I spoke to Mr. Jared Noble and he was at the chapter meeting out there and I know we had made public comment about the Nukem Elementary School Build in the last meeting we had down in Nashidi. Um that's why this is on the board for report. Um I would like to report that I did speak to the uh architect that did was the design team to build to design the new Nukem School. They did send me a bunch of the information that I did not have. Um, unfortunately during a lot of the transition with the district in in in the different departments, some of that information um was kind of caught in limbo as far as where we were as far as the school build itself and with certain aspects of the
211construction project. As far as the construction project, we have not made it public yet. We haven't gone out to the street for bid with it. We haven't even approached to go for an RFP because there's still some um some questions concerning the change in the law, the code. So, building code changed since the school was designed and it is the energy code which we were talking about a little bit earlier when you were asking how that would affect the Nukem Elementary. So, with the new energy code that was passed, um, our building when it was 100% designed and it was approved, that design doesn't get grown grandfathered into the new building code. So, what that means is we will have to get another contractor out there that would actually commission and and and look at
212the building envelope. That would mean all the windows, all the roofing systems, all the ventilation, everything to make sure that this building is efficient. And so, in order to have it uh commissioned, it just means bringing in another contractor, which means more money. They're going to ask for another team to come in to make sure that this building will meet the new code. It has nothing to do with redesign or anything, but it could because they could say it's not energy efficient even though it's a brand new design because the code did change. So, I did meet with them. They do they are aware of it. They've already talked to uh some people as far as um with the last um change that had came through with um NA needing to put them power poles
213where they were going to put them and we had to make a design change to the to the fence on the uh west side of the property. That was the last ADSR9 was the last uh architectural design request that was presented to Central Consolidated Schools. We accepted it. We decided instead of moving the school, instead of moving the fence, we'll just make a little jog. Along with that report from um the architect, we don't know what impact exactly that's going to have on this school. it. We did look at the site survey that was um presented to the school board as to the different locations as to where to build the new school and looking at uh drainage, looking at the you know the the whole area that um came up as a as a
214as a conversation topic, but it was never if we had to resign the school cuz we want to move. We didn't want to go down that road. We've already we have a design. It's been approved. We just need to make sure that what we're going to do moving forward as we get the team together and start having more public input. Then we will get meetings back together and get get the team back together for moving forward with what the public's interest and and what what the board and and know what we're doing moving forward on on this new building. So, it was supposed to break ground. Um, I know that we've been running behind um the whole schedule. I did reach out to um the architect that's on the documentation that was sent to me
215through Solder Miller. The architect that drew up the plans for the new AR uh the new school site no longer works for the company, but they have a great team. They're professionals. They're they're that they're an architect company. That's what they do. they have another person that's in charge. He's going to reach back out and give me um and make sure that the survey is complete because there was supposed one missing link on the survey and if we have to maybe we pay for a new survey that may and that'll be a very minimal cost but then that puts us back where we need to be so we can take that and and prove to the Navajo Nation that our survey is complete. It's a track to land and we can move forward because of
216our lease and everything will be in place. So that's the current information I have on the on the Nukem Elementary School. I know it says on here Nukem Elementary and Nukem Middle School construction. The middle school it we it was supposed to almost run in tandem, but we haven't even had that design put in yet. So right now our main focus from our team with our leadership team is this Nukem Elementary School building and getting the getting ground broke and getting getting the team together that's going to push this project through to the end. It's an 18month 20-month project and time's clipping away. So that's where we stand currently with the uh Nukem Elementary and um I think at that point if we have you know um our architect on for whatever the the design
217concept for the m middle school high school combination I think that would be the next moving forward along with TVA it's going to have to just be boom boom boom now how we're going to do it you know fundwise and you know I think a lot of the things that we're doing and then with the changes from the state uh maybe on on some of our match maybe fingers crossed maybe it will be better and that's stuff that we will have to approach the PSC and you know them acronyms out there the public capital outlay committee and those that are in charge with with as far as the funding goes then we go approach them at that point in time and we move forward with these schools that are in the top 100 in the
218to be rebuilt. And with that, I stand for questions. >> Any questions? >> Yes. >> On the um with that new design or the new code um how many charging ports? >> I honestly don't know. I I haven't seen I know that is part of it with the initiative. Um, but I don't know how many. I don't know if it designates how many. Uh, um, that's something that we that's that's something that we have not even crossed yet because then there I mean that's been the whole hold up is um the transformer that's there is not adequate >> for for this design. And now to add in the new um to be um code to be at code and the charging ports is probably more than one. So there's more of a load there again,
219right? >> And that's just um I don't know maybe you can go back and say come on man >> right um I know that that I I I know that that is part of it and I know that um I know that our our architect is working diligently because I know some of that was in the plan. it was in the design but to not what extent that they're wanting I couldn't tell you at what extent that that um green with the the energy code that got passed >> um how much it's going to affect I'm not quite sure what the impact is going to be but I do know that >> you know Antua is putting up that 115 kilovolt line and it's going up it is how much that's going to help what
220they can bring in but with that transformer former. Um I know that there's been a lot of questions as to when that's coming in, where it's going to go. It's on the whole cross country track. You know, part of that we I still need to meet with them to go and and maybe we move that. But now with this new power line coming in, um NUA has seemed to be really they they've been they've been communicating with us a lot more and a lot more clearly about some of the projects they have going on. I know that they're doing a natural gas tying in. They're bringing in some a new gas line to Shiprock. >> And so they've been really keeping us in the loop as far as being, you know, of course, a big
221customer >> and and we we need to uh we need to make sure that our services between the power and the electricity, but the and the natural gas and the water side of things that, you know, we want to make sure that the services that we're paying for that that we're we're upholding because we do have a couple projects right now going on with Antway. We have the one at SAO and of course what we need done at Nukem Elementary. We got some major and then they've had some changes in their upper in in their um upper engineering and and the people from their main office. And so I think now with with the new team from PSFA with us with our new team going forward with the Nukem Elementary build. We still have passion.
222We still have um the drive from the community. Of course we want this school. We need it. We got it. we we need to move it forward. So, I hope that here in the next few months, um we will have some really good solid information to pass on. That's my goal, that we can pass on some good, positive information about what's going on with the the Nukem Elementary School Build. >> Um there was a question I was going to ask. Um, I have tons of Mr. Montoy, do you have a comment, Mr. Soul? U I don't have any questions. A lot a lot of my questions are answered in the presentation. >> Thank you. >> I I remember. So I was just going to say that, you know, you brought up the um the the
223new um power line infrastructure that's going on. And I remember hearing that at the chapter house. um uh right now is like 363 kilowatt >> and what they're putting in is up to 400 something kilowatt and so um yeah uh I I think there's a lot of of things moving um utility wise, electric wise, you know, with um NTA and then um also with the uh projects that were um um cancelled. And so yeah, this is probably a bad time, but um I think at the most part just ask superintendent to keep on top of it. So, um, if it becomes a safety issue that, you know, we're we're told and and, um, make sure that our students are safe. >> That's priority. Yes, Miss Aspus. Thank you. Thank you, board. I really appreciate it.
224Thank you. >> Thank you. Next we have uh ESS contract by DA Mr. >> Good evening board. Uh I brought the ESS contract to y'all last month and it was tabled for further lawyer review and that has happened. So I'm bringing it back. What questions do you have? U Miss Chappelle. Oh, there it is. >> Yes. I'm sorry. I was trying to unmute. I apologize. Um I have had a great conversation with our um uh procurement um officer and also have looked at the issue myself. Um I think Christie has a good um Miss Walter has a good explanation on the timeline that I think is beneficial to the board and so I think it'd be a good idea to just hear from Miss Alter on that alters on that and then um but from
225my perspective uh uh the board is good to move on um approving that contract. >> I'm good. Okay. >> Okay. Any questions or comments from the board? >> I don't know. >> Mr. Mononttoya, >> I was just asking if we approve that tonight. Are we going to approve that? >> I think we have to. >> I think we need to. >> Yes, >> because we we we tabled it. Yeah. >> But is it listed? >> Yes. Listed as an action item. It is. >> All right. Then I make a motion to accept the uh contract. Yeah, I'll second the motion to approve the item. >> I second. >> It's been moved and seconded to approve the mo to approve the item. Mr. Mononttoya. >> Yes. >> Miss Aspus. >> Yes. >> Mr. Soul. >> Yes.
226>> Miss Hasky. >> I think so too. I approve it as well. So that's four to one. >> Excellent. Thank you. >> Motion passed. Uh 10 a possible items for next meeting. >> I have nothing at this time. I um Mr. So, do you have anything for the next meeting? >> Uh, I don't have anything at this time. Thank you. Um, well, maybe real quick, maybe I'm not sure if we need to go over um our legislative priorities. just a question or okay uh that that's it. Thank you. Why >> why do we have uh like possible items for next meeting and then possible items for future meetings? >> I don't know. >> Possible items >> I mean why >> I agree with you. >> So I can >> we scratch that. We kind of
227Yeah, we pretty much >> anyway. >> Okay, we don't have any possible items. >> I I have a um but I'm trying to word it in the way. >> Hurry. >> Um >> I want to go home. >> Me, too. Um, >> I'll I'll just wait. I I I need to >> think about it. >> Formulate it in the legal way. >> Okay. >> Number 10. >> Can I have a motion to adjurnn? >> Motion to adjourn. Do I have a second? >> Second. >> It's been moved and seconded that we adjourn. >> Mr. Mononttoya. >> Yes. >> Miss Aspus 8:30. >> Yes. >> Mr. Soul. >> Yes. >> Miss Hasky. >> And I vote yes. This meeting is adjourned.