Combined Special/Work Session Board Meeting

001Need to order. The time now is 5:34 p.m. Uh, we'll start with a roll call and verification of quorum. Uh, board member Hasky present. Mr. Wills >> present. >> All right. Let the record show that Mr. Hask present via teleconference at this time. Uh I am present currently as the as board secretary. Uh board member Aspus >> here. >> Uh and board member Montoya >> present. >> Uh let the record show that we have four board members present. Three physically in in person and one that's online. Uh next up is to uh is is regarding the board possible action. and we'll proceed to the presentation of the edtech note and resolution possible action by Mr. Satena and Kuy McCarthy bond council. You guys have the floor. >> Which one? We have two agendas here. Which

002one are we starting first? >> Uh it appears that we're starting with the special meeting first followed by the work session at next. >> Good evening everyone. Um >> Mr. Siteno. >> Yes. >> Um my apologies. U Mr. So, could you please acknowledge to the um audience that this is the special meeting rather than it's just just the work session? Just for the record, please. >> Uh sure. Just to clarify and for the record, we do have we're starting uh tonight with the first part being the >> uh we're starting with the special board meeting followed by the work session afterwards. [Music] Okay. Good. >> So, we good? >> Yeah. >> Good to go. >> Go ahead. I'm sorry. I apologize. >> Yeah. No, no worries. Good evening, board members, uh, Superintendent Carlson, uh, and

003public members. Thank you. My name is Dominic Satenia. I'm the finance director and, uh, we are here. Yes, >> I do have a question on the, um, uh, legality. I don't I don't know if I seen it advertised as a special meeting before just the work session. >> It was it was it was it was >> on the website too. >> Yes. >> Okay. Thank you. >> So I'm here today and we're at a juncture where we're uh we're we've brought the final resolution for approval uh for the edtech note. And one of the things that I wanted to do is I wanted to introduce you to our municipal bond advisor that has been supporting us along the way in this process and for them to uh provide uh a history to how we got

004here and what is important about today's vote. So with that, I'd like to bring up Mr. Brad Angst and Nicholas Kaine from uh Stifel. Okay. Thank you, Dominic. Members of the board, good to be with you. Uh, for the record, Brad Angle Public Finance. I serve as uh, managing director and I'm joined by my colleague Nick Kaine, a vice president with Steeple Public Finance as well. Uh, happy to be with you. I'm glad we could come out here to introduce ourselves uh, in person. We've seen uh, some of you at the conferences over over the years and uh, it's good to be here with you in person. Uh as uh Mr. Satinia said, we're here for the culmination uh the final step in edtech note. Um we've been working over uh several months with staff

005uh with the NMFA uh to structure and put together uh this ed techno. It began with u uh some approvals from you all for applications to the NMFA. Uh and ultimately we wanted to present the final structure and interest rates to you this evening. Uh my colleague Nick Kane's going to take you through that process uh here real quick. Thank you all for having us this evening. Um so this process began back in May at your school board meeting when you approved the NMFA application resolution that was allowing steeple and staff to begin pursuing um the edtech placement with the New Mexico Finance Authority. And then in July, the New Mexico Finance Authority Board did their review of the school district, went to their board meeting for approval. Then MFA ultimately did approve it. And

006then um the week after that, you guys also meant to have or actually the same day, excuse me, you guys met meant to have the necessity resolution approved by you all met to approve the um necessity resolution in the end of July, which was basically starting a clock for 3 to four weeks, where there was notice of the special meeting put in the Albuquerque Journal to let members of the public know that the board was considering this action. Tonight at the end of July, we met with the NMFA to lock in the district's interest rates, and we're proud to report you guys did get a very competitive interest rate from the New Mexico Finance Authority. The total rate is 2.48%. That's over a 4-year term. Um, 100% of the loan proceeds are taxexempt based off

007of the projects that you all submitted. And that part of what drives a competitive rate that you saw. Um, so tonight is really the final step where you are all approving those terms of the loan and moving to finalize it. If you guys do approve the resolutions tonight, we'll move forward with closing the transaction and then the district will have your money September 19th. >> Yeah, thanks for that, Nick. So, 2.48% uh again, y'all are eligible for tax exempt borrowing. That's that's a very uh low interest rate. I think you know, you may see mortgage rates today, right? those are six, seven% or a loan from the bank even is is up that high too. So, um you have access to some cheaper money because you're a school district. Uh but this was a really

008good uh result that we're we're pleased with. Um so, in addition to that 2.48% within your edtech um uh resolutions and other documents that you'll uh be considering, it has that final payment uh and structure. Uh, but we've we've paired this with a plan of finance that we've been working closely with staff on. And that plan of finance helps set your mill levy so that it stays uh level. Uh, but it also gives you some opportunities with PSFA uh so that you can get additional state matching funds uh on future projects. So, this edtech note um had a lot of work that has uh that went into it, but it has other implications that are going to help that's going to help the school district uh moving forward as well. But uh you know, with

009that, I think we'd be happy to answer any questions that you may have. Um again, this is just the the final step in in locking in that interest rate and getting approval. >> Uh questions, board members. Okay. Everything that you said, can you dumb it down? >> I'm not uh in that field. >> Absolutely. also um you're talking about terms and conditions like we had have read through and I don't I don't think we have but um I'm wondering uh our board lawyer were you able to look at those terms and conditions? board member Aspus and board members, I have worked closely with our finance director on this. Um, and as I discussed at the last meeting that this was discussed, I did write a memo in support of the transaction. So, yes, I'm comfortable

010with it. Thank you for asking. >> Okay. So, just because the it was thrown out there, that's that's what I was wanting to know. And also, um, yeah, do you have a a um more >> in Navajo? No, I'm just kidding. Um, yeah. Can you >> I think I I think I know what you're looking for. So, uh, so the interest rate, right, that's of 2.48%. So, y'all um borrowing $5 million to purchase technology equipment, computers, and other equipment here uh for district use. In order to borrow that $5 million, you're going to pay 2.48% interest on that over a 4-year period. And so, the repayment on that 5 million will be 5.2 $2 million because there's about 200,000 of interest that is going to uh that's going to be collected that matches up with

011that 2.48% interest rate. So that's that's the the terms of this um of this debt obligation. So that's written into all your your documentation. The other um aspect and item that I said was your plan of finance and your mill levy. So we structured your repayment. So it's four years. The first year payment is set so that your mill levy which is the tax rate property tax rate stays stays level with where it's been in the past. There's a little bit of fluctuation in there. How >> little? Uh >> it's going up.8 of 1 mil. >> And that was done intentionally in order to have access to additional state funding >> and that was presented in in the uh prior board meetings as well in working with staff and and this board. Um, may I

012ask um what does that equate to? Because in my district that I represent, we're dealing with the property taxes. And so I'm wondering um I forgot his name, the our financial director, Satena. Um do you do you have an idea of what that equates to that 08 like maybe give an example of one's um property tax? >> I I can provide that. >> Okay. >> So So it's uh $26.40 uh on a $100,000 home value. And so if you look on a monthly basis, it's about $2.20 a month if you're making your your house payment that if your if your property taxes are included in a home payment on a monthly basis, you you'd have a $2.20 difference. >> Okay. Yes. Um well, thank you for that. >> Yes. >> And um um as I

013said, you know, I'm in the district that that deals with property tax and And um and then I I just learned that we have um lost some students at the beginning of the year and which equates to over $2 million. Um so this whole thing that we have set up, are we still able to? >> This uh this money is separate from your operational uh dollars and your and your operational budget. It will not affect your operational budget. Uh these dollars that money comes from the state through SEG money. >> This is this is locally provided through uh property tax. So the state uh says that they'll provide you for operational dollars for dollars to the classroom, but they say the local community is who has to take care of your buildings, facilities, furniture, equipment,

014technology. So that's that's it falls to the level >> SB9 money >> SB9 helps with capital maintenance um as well. Yes sir. >> Okay. The um your services are they on CES? Did we use that with their services? Are are you a part of that? >> We are not in CES. Uh professional financial services uh are are outside of that. >> Okay. Thank you. Thank you. >> Yes, ma'am. >> I guess the only not really a question but a comment is um obviously the interest rate is extremely low. It's better than your corner lone shark. Um and and for that I truly appreciate it because that puts obviously a a less less of a burden on the property tax owners that we have limited within the district in and of itself. So I appreciate Miss

015Aspus asking those questions. Thank you. as well. >> Uh just just to clarify, so this current bond offering would keep our property tax rates pretty much the same. Is is that fair to say? Is that correct? >> Yes, sir. >> Okay. I was actually doing some research as far as like what the national bond rating or the interest rates are. It shows like the 10 a 10 year 10ear maturity bond has at least a rate of 3.3% and that appears to be way be much higher than the current rate we're being off we're offering. Correct. >> That's correct. Did Did you say it was 2.48%. >> You're you're at a 2.48. Yes, sir. So, lower than a average for a 10year. And part of that it's a couple reasons that. So, you're you're borrowing for

016a shorter term. So, because y'all are funding uh technology and computers, you don't want to do a long-term financing for that type of equipment. You don't want to be paying for that equipment after you're done using it. and computers, you know, only last three to five years. So, because you're shorter, um you're able to access a little bit cheaper money. The short end uh is cheaper. Um the other, uh advantage is is working with the NMFA. Um because they're a bigger agency, uh they actually subsidize the interest rates a little bit and we're able to take um to use that program to help pass those savings to you. Thank you. >> Any more questions, comments? All right. Thank you. Uh with that, um we'll go ahead proceed with the resolution. Is that document provided? Is

017I think we have to take a All right. So, the motion that we're looking to approve is a motion to approve the resolution authorizing a lease purchase agreement. A motion to approve the lease purchase agreement and a motion to approve the escrow agreement as presented. >> So it can be three motions or if you'd like to put it in one that is that was what needs to be accomplished today. >> Yeah. >> Sure. Miss Aspus. >> Um so this is all with this this whole thing all these that when you're asking >> It's all tied together. Yes. It's the it's the final step to to move forward. um as as stated um we would receive our money um in September. >> Okay. So if that's the case, I'll make a motion to accept the resolution

018and the agreements as stated. >> Okay. So the motion to clarify is to approve items B, C, and D. >> Correct. >> And that's the the resolution regarding the the lease p purchase agreement and then the it appears to be the lease purchase agreement itself and the last is the es escore agreement. >> Yes. >> Okay. >> Correct. So, I have a motion by board member Montoya to approve those three items. Is Is there a second? >> I second. >> We have a second by Miss uh do we have any further discussion on these items, board members? >> No, I do not. >> Hold on. Let me read this. Okay. Um I do want to ask a question. So, um the the the last, you know, and and it wasn't exactly on this or or

019this type of um transaction, but before we have paid off early and and then I asked, you know, what kind of savings did we get and um and they said none. So, I'm wondering, you said it was uh a four fouryear and so I'm wondering if we um happen to find oil or gold uh and pay it off, are we able to? and and then are there's any savings from that 200,000. So, uh because it's a shorter uh maturity or final payment of fouryear, there is not a early uh prepayment option on this uh what we call a call option. However, if you were to find oil and had excess cash available, uh you can set aside that money. You could invest that money in order to offset some of your cost. So, because of

020the uh short-term nature of it, uh there is not a prepayment option on this type of of uh debt obligation and note. some some of your other go bonds, your your general obligation bonds that are longer, >> those have call options or a prepayment option available and and we'll be back with you uh probably next month to discuss some of those type of scenarios. Well, I just look at it because I mean, we're all consumers and and um and we all do banking transactions, loans, and and so I would have thought, you know, um there would be that option. And and um I mean we I I only asked that question mainly because you know the the um the state of our district, >> right? Yeah. This is a a pretty standard um within the

021uh bond markets and municipal markets. There are um a standard prepayment option is usually when a loan or a bond is 10 years or longer. >> So So is it just standard within your company or the business or No, it's a state statute or >> it's it's not state statute. There's options actually. If you wanted to have a prepayment option uh from day one, let's say after you close, you want to be able to prepay, you would have to pay additional a higher interest rate. So in return for having that flexibility, the lender is going to charge you a higher interest rate. >> They want to by by providing a loan or an investment in the school district, they want to make sure they get a little bit in return. In this case, it's 2.48%.

022>> Thank you. Yes, ma'am. >> All right. Any more questions or comments? If there are none, we'll go ahead proceed with the vote. >> Uh, board member Montoya, how do you vote? >> Yes. >> Board member Aspus. >> Yes. >> Uh, board president Hasky, are you online? How do you vote? >> Yes. Yes. >> Uh, board member Wells, are you online? How do you vote? Uh, I will vote in the affirmative. Yes. Uh, with that, the vote is all these items are approved with the vote. Four in favor. Is there zero oppos? And no extensions. Thank you. Uh we're down to adjournment. Is there a motion to adjourn the special schoolboard meeting? >> Motion by Mr. Montoya. Is there a second? >> Second by Miss Aspus. I'll proceed with a roll call vote. Mr. Montoya,

023how do you vote? >> Yes. >> Miss Aspus? >> Yes. >> Miss Hasky? >> Yes. >> Uh Mr. Wells, how do you vote? Is he online? And I vote yes. So where uh the vote to adjurnn this meeting this part is uh a vote of four in favor z opposed no abstensions and the time is 5:56 p.m. >> Thank you. Okay, thank you everyone. >> Thank you breaking jump right in spend some money. Do you need one? >> No. >> Okay, I'm just just clarifying. >> We just got started. >> Is that to say we're on a roll? >> Okay, we're now on to the work session uh for today. I'll go call the meeting to order. Make sure that we have quorum. Uh Mr. Mtoy, are you present? >> Present. >> Miss Aspus, are

024you present? >> Yes. >> Uh Miss Aspus, are you pres or Miss Haskkey, I'm sorry. >> Yes. >> Uh Mr. Mr. Wells, are you present for the work session? I don't see him online. And I'm present. >> Oh, he is. >> Yeah, but I don't know what's going on. >> Mr. Wells. Okay. And I'm present. So, we have four board four board members for for this meeting. Three in person, one that's online or virtual. Uh, next up is a reports number two. First up is the Panorama New Mexico Ped survey. Mr. Deswood and Mr. Miss Connley. [Music] Good evening, board, Superintendent Carlson, colleagues, and uh the public. We are here to present the New Mexico Public Education Department Student Well-being and Competency Survey, which we refer to as the Panorama Survey. First, I'm just going

025to give a little background. Um, this is formerly known as the Youth Forward and Quality of Ed survey. NMPED has conducted the survey since at least 2008. and it also covers the NMAC 61268 and 62917. So the purpose of this survey, it's provided by NMPED to help support districts in social emotional learning. Act on data and plan solutions at the school classroom and individual student levels. Understand differences among student experiences to proactively Thank you. Create support structures. View and understand data alongside academic behavior and attendance data to develop interventions that support the whole student. Uh logistics. Uh all students grades 3 through 12 are required to take this survey. Staff and families opt in. The survey was given April 7th through May 2nd and it was all online. >> PED provides data inquiry and action

026planning workshops, playbook of SEAL resources and ongoing PED support. >> Can you um seal >> Social emotional learning. Yeah. >> Um, our response rate, 90% of students completed this survey, 254 family responses, and 406 staff and teacher responses. The topics surveyed uh were school climate, school safety, well-being, educating all students, professional learning, barriers to engagement, and background questions. So our first category, grades three through five, we received 780 responses. Our first topic is school climate. Percent favorable is 61%. Compared to NMPED, the rest of the state um the state was at 55%. So we were six points higher than the state. and the change um since the fall survey we increased three. >> Secretary I have a question. >> Okay, Mr. Montoya. >> So is that all they ask is school climate or is there

027anything else? >> No, there's there's uh like 10 questions they ask. So I don't have all the questions right here for every survey and topic, but I can provide those >> if you would please. I'd like to see that and how they ask those questions. Thank you. >> Yep. No pum. Um, school safety, uh, 59% favorable. It was the exact same as the state average and we increased 3%. Grades 6 through 12, 2,321 responses. School safety 60% favorable. Um we um were seven points higher than the state which they had 53% and we increased one from the fall of 2024. School climate 36%. Uh the state was one point above us at 37% and we decreased 1% from the fall. Grades three through five, 809 responses, self-management, 60% favorable. The state was at 69%. So

028we decreased, we were six point, I'm sorry, nine points lower than the state and um changes since fall of 2024, we increased two sense of belonging 58% favorable. The state was at 61 and we increased two from the fall. Self efficacy 44% compared to this state they had 51% and we increased two from the fall. Grades 6 through 12348 responses self-management 66% favorable. The state was at 67% and no change since the fall. Sense of belonging 41% favorable. The state was at 44 and we decreased 1%. Self-efficacy 39% favorable, decreased 1% um from the state which was at 40 and we increased three from our fall results. This is uh staff responses 186. Topic is well-being 72% favorable. The state was at 70 and we increased four from the fall. School climate 58% favorable. The

029state was exactly the same 58% and we increased three from the fall. Professional learning 52% favorable. The state was also at 52% and we increased two from the fall. Teacher 220 responses topic educating all students 72% favorable. The state was at 75% and we decreased one from the fall. >> How many teachers do we have? Roughly >> 4:30 4:30 >> 4:30 >> And what about staff? >> We have a total of about almost 900. >> It's only about 20 20 25% right. >> 186 responses out of 900. >> Yeah, that's a Yes, that's correct. So that's like uh school staff other than teachers. Yeah. >> Okay. And so with them not responding that way, how's that factored in? >> It just didn't capture their responses. Uh like Amy said, it there was the survey was

030sent out to staff and it was up to them if they wanted to complete it. It wasn't mandatory for them to complete it. It was an opt in >> but this is PD's survey. >> It is but uh we we sent it Amy sent it out to to uh to schools. Schools sent it out to their staff to complete and students. >> Is that number shared? I mean when may I speak? Go ahead. So is is that number shared when when you do send it in like for the staff you had you have 900 in the district but only 186 responded. Um, is that known to PED? Because to me, we go there on conferences, we go, you know, meet with them here and there. Uh, legislators look at those reports, um, committees and yet

031they see 72% well-being as far as staff, school climate at 58%. thinking that all is well and yet you only have um a fraction of 900 possible responses >> and that's correct and I think that's part of it too is um we send multiple emails out saying that we had certain schools that had low uh participation so we can send emails out to principles encouraging staff to increase those numbers. Uh keep in mind I was trying to find Tanya. I think school staff is about right around 400 500 staff. So the teachers 220 responded. But the other like EAS and other staff within the school that responded to that survey. So if you think about it, what is that? 200 almost uh almost 400 staff responded. That includes EAS and then teachers as well. >>

032You just said that that was separate. Well, yeah, they have them separate on here, but whenever a whenever this whenever the survey is given, they have to identify themselves as a as a teacher and then other staff. >> Okay. And then even with the teachers, 220 responses out of possible 430 and then you have numbers there like 72% educating all students, well-being 66%. professional learning at half 54 and then yet you don't have the other half of the responses and and to me I just feel like you know and it's and it's and it's sad that you have legislators committees that all they do is take a survey and that's all they do is look at numbers and yet don't don't ask those questions and and then I'm wondering where Um, does CCSD have a

033chance to say, "Oh, we we have 430 teachers, but we only got 220 responses." Because things are not well. I mean, to me, um, you know, I I just seen social media that, you know, they're they're questioning. uh we had um you know people moved around and and then yet more spots are created more positions and and I wonder what is going on. So, um, that that that's what I'm looking at. And, you know, even our students, what's our student, how many students do we have? >> About 4,400. >> Yeah. And you know, I I've been to those committee meetings. I've seen their passion. Um, and and I think that needs to be noted before it is sent there that how how many we do have and how many is lacking. Thank you. uh teacher

034uh 220 responses educating all students 72% favorable of the 220. The state was at 75 and we decreased one. Well-being was at 66%. The state was at 68 and we decreased two. School climate 58% favorable. The state had 60% favorable and we decreased six. Professional learning 54% favorable. The state had 53% and we decreased one. Family responses we received 254. Barriers to engagement 71% favorable. The state was at 76. No change from the fall. School climate 61%. The state was at 57% and there was no change from our fall results. School safety 58% the state was at 65% and we increased two from the fall. >> Questions? >> Yes, I have another question. >> Okay, go. Sure. So um when these are not even all the topics, right? You only took a sample. >> These

035are all the topics. >> They they are. >> Yes. >> So yeah, I was I was going to ask the question of which one was the highest percentage and which one was the lowest percentage on the questions given to each one. But I guess those were were all of them, huh? >> Yeah. Well-being for staff is at 72. >> Uh yeah, 4% increase. And then um educating all students for teachers was at 72 as well. >> students was well-being 6 through 12% >> 3% increase. >> Thank you. >> You're welcome, >> Mr. Montoya, >> thank you. So, how is the district going to use these numbers or these responses? >> Perfect. Thank you for that question. So, I was just uh supporting uh one of our schools uh and they actually they're using this data

036for school culture. So, they're going to write it in their 90-day plan. So they look at their numbers from this past year and then they're writing a goal, let's say was 66%, then they'll say, "We we're going to try to shoot, you know, 10%, so we'll try to shoot for 76." Um, so they're writing it in their 90-day plan goals. um uh the school that I was working with, they were saying that I think it was uh student well-being and when they looked at their root cap root cause analysis, one of the things that it said was that they just weren't um providing or engaging students in the community in enough celebrations to celebrate what was positive in the school. Uh so they looked at like music um and uh some other areas instead of

037just attendance and like AB honoral but they were looking at other areas to celebrate with kids in in a like uh uh you know bringing them all together and and having an assembly. >> Okay. The other one I have is um they talk about the SEAL and then utilizing this panorama questionnaire and taking that data applying it again as you're saying into the into the buildings isn't a lot of that addressed even through the MLSS and not only that with those five core competencies of self-awareness manage and self-management social awareness relationship skills responsibility in decision- making. Those are all embedded in the PED's um I guess guidance for curriculum as it were, not specifically to the MLSS, but throughout um the state and what they provide and support. So are is this directly connected to

038that? Is this support of that? Is it supplanting this? Is it a redundancy? what what how is it actually being used? >> It is directly tied to it. Um they have something called a playbook um in the Panorama survey platform itself. So it provides hundreds of interactive lesson plans activities that align directly with the surveys and MLSS. So um I believe,00 of them. So those are for teachers and staff to use to um help increase their percent favorable. So you have anything to add? >> Yeah, very similar. They they really align it. Like if you look at the uh the strategic plan for the state of New Mexico, this is how they're um uh keeping score of where they are to see if they've improved uh any of these areas. So, it's definitely aligned to

039the uh public education department strategic plan. >> One of the questions I would have even if the state puts that out there is how many of the teachers are even utilizing those tools or they even contemplating utilizing these tools because again we've talked about this before about teacher efficacy. And one of the things that I'm looking at here is which to me is concerning is when they talked about the student efficacy um grades 3 through 5th. Do they fully understand what the question means? 44%. And then at the high school, it's even lower. It's at 39%. So with all that the state is doing or or asking to be done at the district level, building level, classroom level, um there's obviously something missing in order for that those numbers to be low. But if you

040look at the um not too long ago, I was looking at a survey of the Native American, Alaskan Native populations and education and the surveys that they were having. Those two numbers are in line with what how they see themselves, that sense of belonging, that efficacy is low, especially for the Native American students. But who and what is driving that number or who and what is not driving that number up to develop that efficacy and that sense of belonging cuz that's should be done in the school and in the building and again along with the principles the superintendent and quite frankly I've said this before this board here has to take some responsibility to that but to me that's a little disconcerning that those numbers are where they are in spite of all the guidance

041that is being put out Yeah, that is correct. And I think that's where that's part of the reason why we're we're sharing this data so that you all are a part of the process uh to identify where we can make changes where we can do better. Um let me just give another example. So this is uh school climate, right? So it all you're seeing is the aggregate of multiple questions. So this particular one has one, two, three, four, five questions to to come up with that percentage that's favorable. So here's an example of a question. How positive or negative is the mood at your school? Okay, which by the way, we increased 3%. Uh from the fall. The second question is, how fair are the rules at the school? Uh we did increase 1%. How

042often do your teachers seem excited to be teaching your classes? That was an increase of seven percentage points from the fall. How well do students follow the rules at your school? That was an increase in 2%. Uh the last question is how clean is the building where you go to school? That was an increase in 4%. So every one of those uh items that we presented, each of them have sub questions to arrive at that aggregate number. But what what will happen here for example like I see how how well do students follow your school rules? it was 37% favorable. So, as a principal, I would we would need to look into that a little bit more, saying, "Okay, are we not um equitably applying uh the school rules? Are we playing favorites with kids

043and letting some kids get away with some of the rules?" So, then it there's we would need to do further like analysis to find out why are we scoring so low. So, if I was the principal, this would definitely be a goal on the 90-day plan because it's 37%. By the way, this is districtwide as well. So, those are some of the things that we're looking at. >> Okay. I appreciate that answer because that's why I asked if there was a breakdown to it, if that was just a general question that was being asked because there has to be some other data points that you're getting out of it in order to arrive at that percentage. One of the other things, the last thing I'll say about this is in respects to what we've been

044doing over the past few years regarding safety, especially not just at the schools, but district-wide in relationship to the Navajo Nation and all the positive things that are coming out. I think the general consensus of the public is not fully aware of that. Um, so and if the community doesn't know, the students really don't know to what extent the district has gone above and beyond to provide a very safe climate. Now granted, again, it's a mitigation process and you can't stop every event. However, we're doing what we can as a district to to try to mitigate that. And I think we need to do a much better job at putting that out to the community so these people know, the families know and the students know that we are truly going above and beyond to

045bolster the safety within the school district. >> I can share one data point on safety that um stood out to me. Um now this was a on the family survey. Um how often do you worry about violence at your child's school? We were at 49% but we increased 10% from just the fall. Another question. If a student is bullied at your child's school, how difficult is it for him or her to get get help from an adult? We increased 1% on that one. We're at 49. How likely is it that someone from your child's school will bully him or her online? That was 57%. We decreased two from the fall. Overall, how unsafe does your child feel at school? 69% favorable and we increased four. >> Go ahead. >> Sure, Miss. >> Sorry. So, when

046was the this survey taken? >> So, it was it's t given in the fall so we can do a comparison uh to um end of the year. So, it was last fall. >> We take it twice a year. We take it in the fall and the the results from tonight are from We took it April 7th through May 2nd and we will take it again this fall. So, twice a year. >> Okay. That and that's before the um the cell phone thing. >> Yes. >> Okay. >> So, our scores might change though. I would think I I know as a parent I would I I think um I don't I don't think we should have done that. We should have let them keep their phones. Um also can you since you're you're giving examples of

047questions can you give me a question on grades three and five and grades six and 12 >> on school on school safety. >> Okay. I I was actually about to ask the same question similar because it looks like one of the red flags is grades 6 through 12 on school climate where it's a low 30 36%. So that tells me that there's something going on where school climate is rated very low at 36% by students. >> Okay, I can start with grades three through five. Um, how often are people disrespectful to others at your school? 36% favorable. And we increased three from the fall. How often do students get into physical fights at your school? 78%. Increase from four in the fall. How likely is it that someone from your school will bully you online?

04876%. Three incre increased three from the fall. How often do you worry about violence at your school? 54% increase of six from the fall. If a student is bullied in school, how difficult is it for him or her to get help from an adult? 53% and that was an increase of two from the fall. That's grades 3 through 5. >> And I'll do 6 through 12. So this again is school climate. So, how positive or negative is the mood at your school? 51% favorable. Increase 2%. How fair are the rules at the school? Uh, 33% but it was a decrease 3%. How often do your teachers seem excited to be teaching your classes? This was 37%, no change. How well do students follow the rules at your school? 16% responded favorably and then there was

049a decrease 1%. The last question states, "How clean is the building where you go to school?" 42% responded favorably, which was a decrease in 2%. >> May I? >> Sure. Go ahead. So, so if um my my my thought on school safety um as an adult um is quite different than what what what you just read, you know, from grades three and five and grades six and or six through 12. Um some of them I think just to the sixth grade. But um you know for me uh school safety I'm I'm looking at you know the uh reaction police reaction um you know the along those lines. That's what I'm looking at and the response and um security is security visible um that that those are the things that I'm looking at and but from

050you know grades three and five and then even some parents you know they a lot of them uh if they really knew the process of naval nation uh police, I think they would be so surprised and a lot of them don't know and um and those of us that do, we we would rate it low and and that's why I didn't want um I didn't agree with the south policy. >> So, I read you school climate. Did you want to you want me to read you the safety ones for school safety for 6 through 12? >> Just a few examples. >> Okay. >> So, how often are people disrespectful to others in your school? 37 favorable increase in one. How often do students get in physical fights at your school? 74% favorable increase in 1%.

051How likely is someone from your school how likely is it that someone from your school will bully you online? 72 responded favorably. No change. How often do you worry about violence at your school? 69% favorable, increase 6%. If a student is bullied in your school, how difficult is it for him her to get help from an adult? 50% favorable, increase 3%. At your school, how unfairly do the adults treat the students? 58 responded favorably, which was a decrease in 2%. >> Yeah. Um what one of the probably the last points based on the data so I understand like all this is aggregate with the district as a whole uh do you have to break down by school because I'm sure that tells you a whole different different story and with that said are there like

052stark differences that you've seen at schools that to at least to us or to you you as administrators are red flags that require attention because out of all the stuff that academics this this and that um how I see the survey piling into how it relates to all the stuff we're trying to do is how do we improve the culture climate schools where students feel welcome where they feel safe that this is a place that they want to come to be and learn and if they're they're red flags. So hopefully this information translates into the other piece as far as like a something actionable that needs to happen at our schools because a lot of this stuff also ties into the next part of report which in some respects goes back to enrollment because if

053parents don't feel that this school is not is uh doing what they could can for their kids they're they're going to send them off someplace else. So that's that's to me that's that's kind of the other big piece that we're looking at as well. question. So with the request of the um breakdown of the questions for the can we can we get that from school location as well? >> Thank you. >> I have another question. >> Okay. >> So on the um you you mentioned that the 90-day plan is used or or the survey is used for that 90-day plan. Um when is is is that shared with the teachers before >> 90-day plans? Um yes once they're approved uh >> no I mean >> the plans or the the data >> the the survey

054itself and >> this the panorama data. >> Yeah. They it it should be shared with uh schools so that schools and teachers and staff know what it looks like. No, I'm I'm asking like when they come with the survey to the teachers, do they say once you take this survey, this is the principal, I'm going to use this as part of the 90-day plan or this is what's what it's going to be used for. >> And maybe then we we wouldn't have, >> you know, just 200 and something responses. Maybe we would have all of them because now it looks like the 90-day plan is is um um based on these 220 people. So I'm wondering is is that said before >> do they know? So, are you asking if teachers know that their the

055data that's collected from Panorama will be used in 90-day plan? >> That's a good question. Um, it it depends how um open uh a principle is with the data. I mean it like I said it's it's used as an indicator as a data point uh for panorama data is used as a data point to to like like doc mr mama said almost called you doctor but like Mr. Mononttoya said like teacher efficacy like you can look at it that data to help you make decisions for how to support teachers. So, is it used? Is it communicated? Could it be communicated better? Yes, >> I do know that there are principles that share this with their staff because I've been asked, can you give uh teachers access to this platform? Unfortunately, I'm not the one that

056gives the access to the platform. they have to fill out a form to submit um to the state to get access. But I do know that all principles have that ability and um and they've asked me to print reports for them, share reports. Um so I know they are sharing that information um with their staff. >> Okay. Um, I don't know how the board feels, but I I feel like perhaps maybe um a sign in sheet for for the teachers to if they opt out, then they they they give an initial. I don't you know, so that we know. Um, >> yes, they do have signing sheets for their meetings. I mean saying that what I what I just asked about do they know that this information is going into the 90-day plan structure? So

057maybe more if they knew beforehand, maybe more would be reflected in a higher number of responses. >> I guess if uh we required teachers to complete the survey, um Miss uh Connelly had shared on here that it is an opt-in for teachers and staff and parents. Um, I don't know if we want to make that mandatory for teachers to complete the survey. I mean, I I know we send several reminders to the principles that, you know, there's five teachers that have responded. We, you know, please send it out to your staff. >> I I do know of one school that noted they did go down the list and make sure every staff member um responded and and that was down south. So, um, and that's just because she told me that. So, >> I mean,

058I I don't want to know if they opted out or in. I just want to know if the principal told them what you said here in the boardroom that the survey is used as 90 days. So it can be there's many different data points that a school can use uh to you know progress monitor um if if they're improving. So it's kind of it depends on the data that they're they're needing to show growth. So um for example, if it's school culture that the school is working on and the leadership team identified a root cause for students uh not being excited or you know engagement is low, maybe they that could be one data point. Um as as well as walkthroughs, teacher walkthroughs. uh there's a number of it it depends on the the leadership

059team and the data points that they select to show growth or track. >> Yeah. I mean to me I I think it's important to c have this data because if if you start to like how do I say this require people to fill this out and demand that that it's done then you'll you'll probably get a different set of data points and outcomes. But if you have people that volunteer this information voluntarily, they're they're going to give you, I would think, a much more open, honest, candid response rather than being compelled to provide provide a report, especially if they they start to realize that this could be used in a in a negative manner. But how I see this is is more of a of a tool that that's used to drive improvement. And that's

060probably the bottom end goal in results is to make improvements rather than use it as that the way potentially could be perceived as punitive or negative. I see this as improvement. It's it's trying to use data from different elements and data capture points. May I May I? So, uh, Superintendent Carlson, um, to me, I feel like, you know, if it was just a survey back to PED, but when it's said here that they're using it to set up 90-day plan, then I would think, um, you're a principal of a whole school and don't you want to be on the same level? Don't you want to be working together? Um, I don't know. That's that's that's where what I'm thinking and and I'm just wondering from the principles and is it shared is is that information

061given so that we have maybe next time we have more responses >> I think >> and then they don't feel um um you know that they're mandated or whatever you know that they're actually contributing to setting up this 90-day plan >> and and that's a great point and that's something that I think most principles are are doing and are directed to do when I was a principal. Um I would let them know we're going to be sharing this. This is going to be important data for us. Um again, one of the most important points that Mr. Deswood made is that some schools probably didn't use it at all because they were really focused on test scores. Um it is one of the data points. Um and especially if you have some low numbers, Mr. Mr.

062Deswood works with the principles to look at all these data to say this is something we have to work on in this school and as like they mentioned before we have some schools whose numbers are much higher than other schools and so it's real important for you're going to see that all of those data as well. Um, and it's real important to know that those schools that are especially the ones that are a little bit lower in different areas, like if you mentioned safety, if there's a school where most students feel unsafe or teachers feel unsafe, they're going to really address that particular make a goal for that the answers to those questions. So, >> thank you. U if there are no further questions I don't know. >> Okay. Uh Miss Hasky, do you want

063to go ahead take over? >> I can. Um we are in um still in reports A. Correct. >> We're in B. >> Okay, we're in B. Thank you. Uh just B district enrollment update by Miss Connley. Good evening again, board, uh, Superintendent Carlson, uh, colleagues, and others at home. Um, we're, uh, Mr. Badbaden and I are here to present the enrollment, uh, data for this school year. I'll turn it over to Mr. B. >> Good evening, everyone. Can you hear me? >> Yes, we can hear you. >> Okay. Board President Hoski, Vice President Wells, Secretary So, Board Member Asbas, Board Member Mononttoya, Superintendent Carlson, members of the community. Good evening. Tonight, I will uh present an overview of our current student population for 2025 2026 school year. Uh let's start with Head Start. By the

064way, this uh beta was captured on Monday, August 11, 2025. Head Start we have five Kirtland Elementary School 362 Juden Nelson Elementary 419 Oho Elementary 269 Nasty Elementary 81 Newcome School Eva B is Stokeley 230 Mesa Elementary 245, Nijoni 234, KMS Kirtland Middle School 378, Cibbitita Middle School 225, Newm Middle School 88, Kur Prep High School 120, Kurland Central High School 715, Shiprock High School 4, 50 Newm High School 207. Overall, our district has 4,245 at the beginning of this school year. Um, the next slide, please. The next slide is a comparison of our student population from the end of the year, last year, and beginning of the year this school year. Cur Prep High School, we have 99 last May. Currently, we have 120. It's an increase of 21 students. Eva B. Stokeley 209

065last May currently 230 and it is an increase of 21. Judy Nelson Elementary 469 last May currently 419. It is an is it is a decrease of 50. Kirtland Central High School 724 last May and 750 today a decrease of nine. Kirtland Elementary School 384 and currently 362 a decrease of 22. Curtain Middle School 354 last May and currently 378. It is an increase of 24. Mesa Elementary 227 last May 245 this school year. It is an increase of 18. Nasitti Elementary 78 currently 81 an increase of three. Newong Elementary School currently 188 an increase of 26. New High School 226 last May currently 207 with a decrease of 19. None elementary 226 last May currently an increase of 8. New medicine school 127 last May 88 currently an increase of 39. A decrease of

06639 I should say. But keep in mind six grades from the area schools, elementary schools, NAS and uh Nikome L retained their sixth grade. So middle uh Nikomed decrease of 39. Oh elementary 2775 last May 269 currently a decrease of six. Shiprock High School 475 currently 450 with a decrease of 25 students. TBA 373 last May currently 225 and down with 48. Wow. >> And the same as this one is through the the sixth grade went to Mesa. IB and Nish Nijoni. Uh in the dining department, we have created an enrollment school wherein new students will be placed. Not until all the requirements are done. Then we have to move them to the schools. Currently we have 29 students and the enrollment school. For head start, we have 13 last May and currently five, a

067decrease of eight. Grand total or CCSD last May has 4,423 and currently 4,245 down by 178. That is a comparison report of our enrollment last May. and this August >> board members have any questions >> comment >> go ahead looking looking at those numbers that's a loss of 178 students um at the end of last year and doing a basic calculation of $14,000 on the conservative side that comes out to about $2.5 million loss to the district with those students. Um, that's, you know, out of all honesty, you know, will we be able to recover? I know the numbers are going to fluctuate. We always do. They may increase slightly, but are we going to cover that 178 students? Probably not. So again, I revert back to what I've said before in the past about

068what are we going to do as a district to one stop the bleeding, two improve the conditions of the schools and to Mr. So's point earlier when we look at that survey truly looking at it and digging into it and what can we do to enhance and improve to bolster those numbers. Um, we're hamstrung, granite, especially out here on the reservation with the lack of economic development to keep families here. Um, so as the educational institution, we are going to have to look at ways to improve the education for these kids. And again, it's very disconcerning to me when you look at TBA students. >> It's about a 40% drop. Let that sink in. >> I'd like to add something. I I think um the numbers are um a little skewed because remember the sixth

069graders are now with the elementary school with the elementary students and that was decided last >> last school year. So elementary includes sixth grade now and it's seventh and eighth grade for the middle school. So >> understanding that but again the totality of that number and that drop even at the high school Ship Park high school lost 25 kids that's still that's >> when you have a student population of over 400. >> Yeah >> everybody counts in respects to being able to provide opportunity to these kids. So you know the point is well taken respects to the shift. However, um again, as a district, we certainly need to readjust and reconfigure what we're going to do to improve that education. >> Thank you, >> Mr. Wells. Okay, Miss Aspus. >> Uh, so was this the

070new math or the old math? >> New York engaged. Uh, I'm wondering, I know it's going to take time and hopefully not in a lot of money, but I'm wondering um to find out, you know, why if if something can be sent out and find out why um or do we just swallow that number and just continue on? Um, we already know that that's why I that's why I went off on those that survey that because not all is well and and when people see percentages, they don't they I I've been to those committee meetings and they don't dive in. They don't. So I I think um I think a whole lot of it too is a lot of us we attend, you know, conferences or we're out in the public and but we're we're

071not expressing we're not standing up and expressing what what we need to. and I've been to Asbo and um I I really didn't see any participation um from our district and um and and and it needs to start happening because uh as I said during one pep rally you know who who's all going to be impacted by Sanan generating and that was some years a years years ago and hardly anybody stood up and it was probably about maybe three five I don't know but but we should have all been standing because it does impact all of us and and even um we just had a a reclamation celebration where land was given back to the chapter at Nina Hansad and um people were invited and then I'm like where was the CCSD invitation where were

072the largest employer on the reservation and the school district a lot of our funding our financial is tied to to things like that and we we start we got to be at the table and start having um people acknowledge us and and if not the board at least the superintendent. So, I I I don't I don't think there's a real good solution other than um I guess we just look at that and just try try best to then too. Were they all athletes, basketball players that that left? because I know a lot of them they tend to um go to Farmington or Naval Prep. So I'm just wondering if if it's possible we could find out why. >> M just a little bit before you go ahead. So one of the things I posed to

073Miss Connley and Mr. Badbaden is um where are these students going? So that's the first thing I asked um as far as being able to ask the actual question to them. that might be a little bit difficult. I mean, if we can try to do that, we can if we can find families. But so, she actually got right back. Um, and with the data that we have, uh, we have, I can give you some numbers real quick. We have 49 going to BIE BIE schools, 32 out of state, 65 to Farmington schools. Um 14 to Aztec, two to Bloomfield, six to Gallup, 13 to Navajo Prep, seven in state, 29 unknown. So waiverss and were not returned. Um we don't have any idea where those students are. A couple to connections academy and a few

074to homeschool, two to Dream J, one to open Bible, and that doesn't include students who've trans transferred to our district. So, as far as knowing exactly, you know, which students are which, it's kind of difficult. But I did ask further. I said, "Well, what schools are they coming from? Which of our schools are sending this the students especially to Farmington?" I kind of wanted to know Farmington more than anybody kind of because of the whole advertising on our property to take our students away from us thing. Um, and I did get a response on that as well. and we had 17 students from Kirtland Central High School who are now going uh to Farmington schools. We don't know if that how many it's a great question you asked. How many are athletes? Um I don't

075know if we can get that those data like that, but that's a great question. Probably some of those are athletes. Some are doing it for other reasons. Uh we did have uh five from Shiprock High School, eight from Kirtland Middle School, seven from Sabat from last year. Um eight from Judy Nelson, seven from Kirtland Elementary School, and a couple from the other schools. But if you notice, there's a lot of Kirtland students going to Farmington now. And so that's something that we are we're going to need to combat that. We've been talking about ways to do that. So, we're going to we're going to replace that billboard with our own. So, >> yeah. >> Go ahead, Mr. >> Yeah. Um, so I guess going back to one of the comments was made made about the

076sixth grade moving, I I would accept that that that would have caused some enrollment to change in some of the schools, but then when you actually look at the data with some of our schools, there's some big changes like one of our own schools here in Shiprock, Tibida, what what happened there? That's almost a 40% drop. Uh and and just going back to some of the numbers that were brought up by Mr. Montoya, if you look at the budget figures or the impact, that's that's at least going to be a a $2.5 million hit if we look at the numbers. Uh and then what doesn't also match up as well is some of the recent test scores and data that we've we've had so far, the successes, is that even being messaged out there to

077our different communities about what our district is doing different to improve outcomes? Because from at least from what I've seen, and this goes back to Mr. Matoya's point, we're not really telling our story about what we're doing well, what thing what what what successes we're having in our district. And and I think because of that, they're they're shipping them off to to other schools. Um even like Judy Nelson, Judy Nelson had a drop of 50 kids. That's almost 11%. But then at the other end, you also have Ketland Middle School that also had an increase of 24 kids and they and they didn't drop. So that tells me that there's something positive or even something good good happening at K KS where they didn't have have a big drop and also like how much of

078our district is shuffling from like kids from different school to different school in inner school transfers and I think you you also might have that ability within our data system to to based on like a I think it's exit reports or dad the I think the school registars might have like what school they're transferring or moving to that that type of information. You you should be we should be able to generate those reports. >> Your school register should have all that information >> and and which schools they're transferring to. That way we have a better cat image which also ties in to the last information that we got which is the pan panorama survey >> because that that would paint a much broader picture about what's going on. But but the these numbers are are

079are concerning. >> Comment. >> Go ahead. So um I was fortunate with uh Miss Aspus and the superintendent to attend that Nazi Martinez community conversation and I talked about our plight because the first round table I visited had to do with budgeting and I expressed to him the concerns that we have within CCSD in comparison to Farmington and Gout McKenney County that surround us and the disparity in in um revenue, tax revenue, funding, and how it directly impacts our student and the ability to create that opportunity. And at that table, there was a lady from Aztec who had said that their Navajo student population has gone up from 13% to 22%. They're all Navajo. >> So again, what are we doing to keep them? But at the same time, as I've said, you know, our

080circumstances, it's not an excuse because we can't develop, we can't incorporate in respects to build businesses. They have to be businesses that are paying $ 20, $30 an hour to keep the families here. And even if you did develop 10 businesses within the community, we had no tax revenue from that. So again, the only thing would hopefully be able to have the jobs to keep the families here and the students here within the community, but we don't have control over that. >> Go ahead. >> Um, using old math here, um, looking at TBA and so there was 148 and I guess if some of the sixth grade Um, if it was the sixth grade, then we would see a increase at SHS instead of a decrease of 25. >> So, I'm that's that's what I'm

081looking at. I I I'm just wondering if if that's logical. >> May I add to that? >> Go ahead. Go ahead. Uh, keep in mind sixth graders stayed at uh, elementary schools in Shiprock and um, down south. >> So, it looks like Shiprock lost kids, but they actually didn't because the kids that that were supposed to be coming up from sixth grade stayed down to the elementary schools. I think it would probably be helpful to have it down the this um separated by grades which would also include the panorama information because you had it um I think third through fifth or however it was how it however it was categorized. It would be helpful to look at that um to distinguish which grade levels that we lost. Is it just is it one um grade

082level we lost a lot of students or did is it just throughout elementary school or what are we looking at? And that could probably help us pinpoint and figure out um figure out some some um in innovative um get some innovative ideas in retaining or bringing those students back. There any other comments? >> Yes. Even when you look at the the in Shiprock, the loss of 148 students at TBA, >> keeping those kids at the elementary schools, still less than 50 students that stayed. So where's the other hundred? So again, there's we really need to look at that that uh so Is there anything further? Yes, Mr. Noble. >> Um, check. >> Okay. Um, President Hasky, members of the board, Senator Carl, we do have that graduate or grade grade level data available now if

083you want to look at it today. >> Okay. Board members, do you want to look at that? >> It's more broken down the information. >> Yeah. If you could provide that, that would be great. Can you make a little bigger there? Interesting. Um, President Hasky, members of the board, Carlson, this data is from August 4th, however. Um, so it's just a week behind from what Amy just presented with the August 11th. >> Okay. Thank you. >> There is a little difference because that's 41. >> So that that's a lower number than this one. >> Yeah. And this is 4245. So there is still a difference. Madam Chair, >> yeah, go ahead. >> Um, if you wish, there's someone in the audience who was raising their hand if you want to allow them. >> If Dr.

084Bri, >> if you could speak into the mic. I think the reason why we're losing students from our middle school is because um Kent just them now opened them up to sixth graders all the way to 12th grade. Before it was just 10 through 12 and I've seen most of them enroll over there. I've enrolled at some of them. So they're from like Ganach City area toad Lena. I've enrolled at some of them already. So, I think that's one of the reasons why we kind of lost some students is because of that. Kint opened it up to sixth graders now. >> Sixth graders all the way to 12th grade. >> Okay. >> Thank you. >> Any other comments? Okay. Thank you. Thank you so much. Thank you. I I think at the end end of

085the day if I could comment I mean this also shows you that we when it comes to our schools and students we have to be real competitive by offering better schools better programs a lot of things that tell it that should be driving a lot of improvements in our schools that give parents and students reason why they should have their kids enrolled in our schools and just continually losing this I mean it's it it is going to be concerning which is probably going to lead to it's going to lead lead to more difficult decisions as we proceed and I don't think these are decision that that are going to be easy moving forward. But but I think it's also incumbent upon us as a district as a board to really tell our story about what

086we're doing well, our successes across the district, especially I I mean when we we looked at our last batch of data test scores to me that's a huge success, but that's not being sold or message out there about what we're doing and we have a lot of good things happening in CCSD, but but some for some reason we're not getting that message out there. I don't I'm not even sure if our parents are are people that live in our different communities even though what's about some of these different success stories giving people a reason why should keep their kids in our schools and and without that they're they're just going to they're going to be shipped off to other places and we have to be competitive at the end of the day we control what

087h what happens in our schools in our classrooms in our district and and I hope our district leadership our team can can help put these pieces together and get things moving for our district. It's like I understand like what's going on with the mines and stuff beyond all that stuff is beyond our control, but to me it's what do we have in our control that we could get things moving for our districts. Thank you. >> I have another comment. Go ahead. >> So I I I really agree with with um board members so that that um we need to get that information out there, but but I think it it is going out there. However, we're not bringing it down to the the the um I guess the parents level where a lot of them

088are not familiar. That's why I was asking about these acronyms used. Um and when we were at at Sycamore Park with um the Yazi Martinez. Um and then I I went to do a a report at the chapter house at at Nahansad and and I asked we had there was membership there about 30 membership and and I asked how many of you are familiar with Yazi Martinez only one person raised their hand and that's because they were from capacity builders Other than that, they had no clue. And there I am trying to use three minutes to hurry and and describe or or tell or you know what Yazi Martinez is. and and I think we we need to do better and um and bring it down to a level where it's understandable and um and

089and I think um when when they have that knowledge then I I think they they really you know start coming. I mean we know of you know the the ladies that have been with um IEC group and and they come and you know they have grandkids now and and they make sure they know what questions to ask. So I think we really need to do better in >> in um relaying our messages and and then also um the surveys are good and and things but again we really need to u make sure they understand it's understandable. >> Go ahead. It doesn't matter how much we improve our schools if we don't get the information to the constituents in our district and the parents who send their kids to those schools. I think we're right. I

090think we are lacking in advertising uh explaining what we have, what advantages we have. And I think it until we get a handle on that, we're going to continue to bleed. We haven't uh we haven't taken advantage of the opportunity to to brag about our improvements. Uh it takes a long time if all we're doing is word of mouth. We need to we need to do something to let the people in the community know what Kirtland Central has to offer. >> Thank you. >> Yeah, exactly with with what board member Wales has stated. Um even even like talking about one of our schools down south in new in New Elementary for example based on the last results that we got test scores that's students who attend that school I mean parents should feel incredibly proud

091to send their kids to a school that is offering an education almost comparable to what they would receive in Farmington area schools despite challenges and obstacles. But that story I don't think is really being told. I mean just the successes, the positive things that are happening. So, I'm not I'm not even sure like in in the parent groups or gatherings if that information is even being shared like how are students especially that way how their school is performing academic compared to other other schools and other places that have a lot more resources and opportunities. I I think if people start to believe in our schools like that, they'll they'll bring the kids back. >> It's true. >> Yeah. I think what I I think with like Arizona schools, they have um letter grades that they

092usually highlight. And I think in our our school district, in our state, we don't have the letter grades, but I think um we really should. No, it's not really nice to brag about stuff, but I think we do have a lot to brag about in our school district and especially the strides that we're making. Um it'll probably be a challenge for a superintendent to put together things to um in terms of communication communicating the the the successes we had that to highlight our successes and um to our whole community. I would make that challenge to see if if we can do that market. Go ahead. I I believe um one thing that that we I usually brag about and tell people about is how we're doing with ICO and you know the equity group even

093in response of the Yazy Martinez and that the district is the one that took itself and and created that and and um when it wasn't even Well, they they said you do it, but then all the other districts, most of them across New Mexico are not even doing anything. And but our school is really taking that by the lead, I think. and and then on top of that the um as far as bilingual um I think we're really >> we're really responding in that area and really you know our our our parents should really know that we are doing a lot and just the talks with um the other week about lowering credentials and getting more of our elders, our grandmother and chase in in there to teach bilingual. Um, you know, to me that

094sounds exciting and hopefully they hear um those responses. >> It's true. >> Okay, any other comments? Thank you. Thank you so much. We'll move on to letter C, federal and state grant updates by Miss Gluth Clark and Mr. Deswood. Hello everybody. Good evening everybody. >> I'm excited to share. I know that fly is pestering us. >> So next slide, please. We are going to share about all the state and federal grants that are currently under CNI. The first one in the first square is title one for $6 million. And the little box tells what we do with it. The schools have their share of the money in their DACK and they do what they need to do with it based on their 90-day plans and their uh plan title one plan. The district has some

095money kept back that supports district supported supplemental programs. We support elementary, one elementary and one secondary coordinator and one specialist. We have the homeless set aside. We have some prek set aside. We have family engagement money. foster care set aside and we have some money for MLSS and math coaches. >> You got a question? >> Yes. >> Go ahead. >> Does community schools fall under title one? >> No, >> it doesn't. >> We do support them though. We give them some money. >> So you do support. Is it out of that title one? Is that where the money comes from? >> We give them right this year. We're giving them 25,000 towards one of their positions. >> But where's that coming from? Which title? >> From title one. >> Okay. That's might >> Oh yes.

096>> All right. Thank you. >> For title 2, we have 342,457. Title 2 is used for teacher and principal training and recruiting. And this year, we have written in for professional learning for math interventions and data driven decisions. Professional learning for reading literacy and interventions. We support teacher mentorships for our new teachers to be have a mentor. We also support Tissel people getting their Tissel endorsements, computer science, structured literacy, gifted, and other hard to fill positions that will enhance our instruction. And then title four supports academic achievement. So, we're supporting computer science, coding, and robotics, supplies and materials for gifted programs, social emotional learning, supplies and materials for fine arts, supplies and materials for music and student academic competitions. Next slide. >> Okay. May I >> go ahead before you go to the next slide?

097Sure. on that title two. Um I know the um is there a string out of that grant for Can we go back to the first slide that would support um teacher housing? >> Unfortunately, it's specifically for teacher and principal professional development. >> Okay. So there's no string that would Okay. Thank you. >> Always good to ask. >> So, we also uh support the New Mexico PreK, so about 1.766 million. Uh so, currently support nine teachers and nine uh uh 54Y programs, 434Y classes, pay for all supplies, family engagement activities, also professional development. Uh this grant is through ECECD which stands for I'll let Ann explain that >> to early childhood education. >> Correct. Uh we also uh by the way this grant all of these grant we we wrote these grants to uh and were

098awarded them through the public education department. Um Ann and uh her team wrote the OST grant out of school time which increased. Right. So actually Annie was saying that we had the largest uh amount second largest amount in the state. So we were awarded this well it says on there supports before before after school uh summer school enrichment and tutoring activities. Um we also we haven't heard the amount yet for the high dosage tutoring as well which we've done last year as well. We have some numbers to show uh at the end of the presentation. Next slide. >> Question. >> Yes. Go ahead. >> Thank you. That uh New Mexico prek that 1.7 >> says four years. Is that over four years >> divided over four years? So it's about 441,000 a year. >> Okay.

099Very good. Thank you. >> Yep. >> I have a question. In terms of the funding from the state for the CSI MRI, is that included in here? >> Yep. >> Okay. >> Thank you for asking. It's going to be on the last slide. We also have funds for Thank you, Sharon. for Carl D. Perkins at 102,680 which supports skilled trades like welding and carpentry physical health which is our CNA program which last time you saw two of our um CNA students who had gotten their license. It supports aggra business. CTE pilot has 173,827 which supports business information management, culinary, teacher education program for students and information technology and JOTC. Any questions about that? We also get the instructional materials money which comes and goes as quick as we get it. We had 800 about 840,000.

100This year was a science adoption year, so we adopted the science curriculum and we were able to pay for the curriculum for 7th through 12th grade. The GO bond supports all of our libraries for li to get replacing books and get new books and we have 44,81261 that we divide by student per school. >> Even our title one, remember how we said that we uh a majority of those title one funds go to the schools? We do it by student population. So this slide uh we also support >> before you proceed I have a question. >> Yes. >> Go ahead. Go ahead. >> On your Coral Perkins there uh you talked about welding and carpentry and you also have listed uh CNA. I know that uh sometimes the welders are hired right out of and

101carpenters as well. Um you mentioned that uh CNA had got two of them had gotten their license. Is that while they are attending school or is that after they have graduated? Hey grab last week, last meeting they we they were online and I was online and I remember I was trying to talk now. Um but we had four students who went through the the certified nursing assistance program and we paid for them and we took them to the test in Santa Fe and two of the four kids passed the test and they are certified nursing they're employed certified nursing assistants as their job while going to college. >> Wow. >> That's good. And this was during high school. >> That is correct. >> Yeah, they took their classes during high school. >> And we used

102title one, title four funds to uh get them down there and support them >> to go take their test. Yeah. >> So all of their all of their training was while they were in high school and then >> Correct. >> And then we took them to Santa Fed to take their test and >> Y. >> Very good. Thank you. I I and that that's a um that that's advertisement if we could get those students to to work with Jared and have a video online social media and saying that they are now working because they took advantage of that program during high school. >> That is correct. >> Success breeds success. >> Great idea. So save the children uh is in the amount of $226,230. So it supports four four early childhood specialists at Nashidi Oho

103Amaria Kirtland Elementary Mace Elementary and they work with families 0 to five years throughout our community for early learners. Uh this uh next the middle um column talks about our CSI MRI. These are for schools who were in designation. There's a total of 607,000 $67,500 that is uh in this fund which is $24190. Mesa and Career Prep actually are they they still have the designation so they will receive 110 and 125,000 but the remaining if you were to subtract that from the 67500 None TBA KMS and Shiprock High School uh they have carryover funds and these are one these funds specifically have to be tied to 90-day plans uh I believe in uh last month we uh updated board narrative uh and got approved and that was for Mesa and career uh element career prep

104to support their 90-day plan and their plans for this year. We also have the attendant success which is house bill 2 which in the amount of $200,000. This is to help reduce chronic absenteeism. Um some good things is 2425 average daily attendance just required was 89% which we've been increasing. uh chronic absenteem absenteeism has been reduced from about 35% to 25%. So uh schools also have to write attendance improvement plans and then I know Mr. So would ask seems many moons ago now for OST and HDT data and I have some of it here but some of it's in narrative style so I just gave some of it here but I can um share some of the comments too. So for TBA, they measured their ELA through 6th through 8th grade through their IMESA and

105they went up 106 points. Nukem Middle School has I don't know if you want me to read through all these if you just want to look at the slides, but all increases like great increases. >> Yep. >> Shiprock High School, 95% of their OST and HDT students passed all of their subjects. Um, Kirtland Central High School for the fall, 86% passed with 92 out of 107 completing their hours that they needed for graduation. In the spring, they had a passing rate that increased to 88% with 67 out of 76 students recovering credits. I also have information about career prep. They had 116 kids that took um, makeup credits, recovered credits, and those recovered credits helped 30 students graduate. Ohho has their sit they has their information all improving by 78 102 46 78 points all

106up. Kirtland Elementary has both reading and math information from both I station reading assessments and I missa all improvements. Neon had 25% of their population um participate and they all saw growth. um EBS had 62% increase in reading and 64% increase in math and average with all of the kids that were in high dosage ting tutoring. Nashi did enrichment classes um and so they had all great things to say about their enrichment classes. I have other things to say if you want to listen to more. >> That's good. Any comments or questions? >> I do have a question. >> Go ahead. And it's in line with the community schools. Um, at the federal level, do they still offer the full service community schools grants or the technical assistance and capacity building grants? >> I don't

107know. >> So, these are these are the grants that we apply through specifically specifically through the public education department. Um, Miss Benali Sherbani might be able to answer that question. or you might want to look into those two, see if they're still offered at the federal level. >> Um, everybody that spoke about OST, I'll just add were the kids of course love all the enrichment classes. Some of they had really exciting things at TBA. diamond art, anime, drawing, chess, karate, Lego, robotics, photography, sewing, sewing is always a hit, crochet, Navajo art, sign language, and they also had HDT classes for reading, writing, literacy, and comprehension. Um, TBA did both before school and after school tutoring because >> HDT >> they took, huh? >> HDT. Did I >> high dosage tutoring, I'm sorry. High dosage tutoring

108before and after school. And what was smart about that at their school is their bus came really early and dropped the kids off. So it was a great time. The kids were all captive. So they took care of they used that time really wisely. Um Nashchitty again had STEM activities, language, cultural activities. Um Kirtland Middle School used high dosage tutoring too. They were in favor of the 4 to1 ration ratio because teachers could give more time and um the OST they felt was a bonus after it was sort of like the reward. The kids went to their high dosage tutoring and then they got to go to the enrichment some of the time too. Um, Nukem High School said it helped to assist students accomplish their assignments, provided enrichment, and they had art appreciation, gardening,

109physical activities like rugby, which I think is kind of cool. >> And they were preparing for a competition. Ohho had activities in the arts, visual arts, music, and drama. They had sports and recreation, team sports, and physical activity. They had science, technology, engineering, and math. They had social emotional learning and they had literacy. Shipwrock High School used both out of school time enrichment and high dosage tutoring and they were very excited to be able to have smaller groups to help the kids really learn their topics instead of just putting them on the ver the VLN makeup time and try have the kids trying to figure it out themselves. >> Mr. Who else? >> Going back to that uh per Carl Perkins and what I was asking before, you said you took four students down there.

110Two of them graduated are >> Yes. Two uh passed the test. >> What What uh what can we do or are we doing something for those others that that did not? So, all four students graduated from high school this last year. So, we wouldn't be able to help them further, but um they have a chance to take the the test I in early spring and late spring or summer it really was. So, I think we'll be encouraging them, the ones that are ready to maybe make a trip down there twice in case they have to take it a second time. >> So, may sorry um >> hang on a minute. Well, I'm I'm I'm I'm thinking that they're tied to the program already. >> And I would think so, too. Is there no way that

111we can encourage your help or whatever to >> I could check on it for sure. I can for sure check to see. >> I think if we I think we don't uh we lose an opportunity and uh they fall through the crack. if they haven't already enrolled in college somewhere like they're still in town. We could for sure reach out to them and see all four of them were really motivated young women. >> I to me I feel like what Mr. Wells is asking, you know, well, my question is, have you guys asked and and um I didn't ask because they were they've graduated, but I can for sure ask Title One to see how we cover them if they no longer enrolled here >> because that's that's >> I mean like if they just

112jumped in the car with some other kids going, who would know, right? >> Right. Now I want to tape saying that out loud. >> As I said but earlier, they're tied to the program already and right >> and um you would think that they would, you know, want a success story and >> Miss Erica Bonali took them down and they they had a little study session with her the night before. It was really awesome. >> Yeah. >> I I just would hate to see them get that far and then >> and then not Yeah. not be able to be a nursing assistant >> but a lot not only that not be able to offer them some kind of encouragement to get them to continue >> I have a daughter that that graduated in the CNA

113program and uh I've known others is very beneficial to the individual as well as the community Um, having put forth that much effort, I just >> That's true. >> think it would be a tragedy if we had some kind of ability to to push him along and and didn't. >> I can check on it for sure. >> I have a question in regards to that. You said the test is done early spring and late spring, which is kind of in the summer. Mhm. >> Um, is there some a barrier or a requirement that they have to finish high school before they take the test? Is it possible for them to take the tests in early spring and then they would still be covered under the district for the if they if they don't pass then

114they have another option. >> They would be ready to take at the first testing cycle. Yeah. Like you don't have to be graduated. You have to be graduated from high school to work, but you don't have to be graduated from high school to take the test. >> Okay. Yeah. Maybe maybe just making those adjustments to allow our students to have the opportunity to test twice just in case and um just giving them those opportunities would be good. Yes, Mr. Mr. Mononttoya, >> I was just going to say even if we had some kind of community partnership with businesses, industry that would be willing to um create that opportunity for those students after. >> I think that would be nice to be able to do that if that was possible. >> This was our first time

115that we've had four students. >> This is our like our first our whole first virgin time. So it was >> Yeah, >> that's great. So, it's it really I think this would be a wonderful story to tell >> um our first graduating group of our cohort and the success. So, that's great. Any other comments or questions? Yes. Go ahead. >> So, and and then you have that case where a a lot of people don't test well. >> Sure. And I know when I went for my, you know, MSHAW certification, it it it was and I had to go back for one part. It was a five-part test and I had to go back for one part because I would >> Right. So, you know, it's it's those little things, you know, and I would that's

116what I would think they would um consider, >> right? And it's a big shout out to Stacy Gallagher, too, for making us aware that they she had these four girl, these four young ladies that needed to take the test or we wouldn't have never known. >> So that's good. Working together. >> It's good. >> Okay. Are there >> That's it. >> Okay. Thank you. Thank you so much. So, so since since we are on grants and you know um securing money, how did we do if any on housing, teacher housing? >> I don't know anything about housing. These are just for education. >> So, who would do that? >> Probably Mr. Armenta. >> Lost in the ball your way >> or Tanya. Okay. I I just I thought you know you you're talking about grants

117and I figured it was somewhere in there if you tried or >> Thank you. Um we will move on to D ICO department report on grants secured and administered and how current salaries funding funded by Miss Benali. >> Good evening. I'm Cheryl Benali. I will be doing this board report for the intercultural committee outreach. Um, president, uh, vice president, secretary, board members, and Mr. Superintendent. Uh, my task was to provide an update on the, um, positions and the, um, allocations of how each um, PE the um, personnel in our department are funded um, with oversight. So if you go to the next slide um in in collaborating with uh a few of the um cabinet members and coordinating this uh we did create an organizational chart that shows um we our over our oversight is

118with Mr. Carlson. And so um how the breakdown is we have four coordinators and the breakdown of the salaries will show how much um by percentage on which grant will cover uh those salaries. Um and so under that um I oversee um three positions. uh the ELD coach, which entirely comes from the Title 3 grant that I um that we collaborate and we um write with, which I'm excited with. If you um to go behind uh Miss Anlus Clark and Mr. Deswood, we all worked as a team to write a unified grant. And so this was a part of the grant that was all all encompassed in one area here. So we were excited that uh we were able to actually see other departments too and how they work with their state grants and other

119other federal grants that they receive. Uh the next one is the bilingual coach. Uh there was a question on a supervisor. Uh that position was a hard to fill position. So we thought the best thing to do would be to have a coach position, instructional coach position, which has really helped our heritage programs from K through 12. Um the workload is uh a lot for these. So it'll break down the percentage on where these um salaries do come from. For this one, the clerical is uh total 100% operational. um the multicultural coordinator um 100% from impact aid uh Johnson Ali is um also impact aid 100%. I wanted to point out that these changes have um these two positions there was a portion a percentage that came out of Johnson Ali but I will go

120into that as far as like um the Johnson Ali um grant be um this year we received a significant decline or decrease in in that amount. We also have the equity uh supervisor um that is a totally 100% with the Indian education grant. Then we have the uh community s uh community schools coordinator is uh 100% operational. Uh this coordinator oversees the social workers. Uh and those positions are really hard to fill. We have uh two that are in Q to see if they will be on boarding. We have stool two school liaison uh and parents as teachers and from what I understand the parents as teachers is uh anou with the NAVO nation uh with with the program then we have social safety net coordinator 100% operational and she oversees the cultural specialist which

121is 100% operational. The next task was to identify grants. So um my task was to um provide updates on what was um being asked of. So the next slide will show the ICO grant allocations. And keep in mind these are the majority of the grants, but we do have um additional grants that we oversee and that we have an active um safety net um coordinator who actively collaborates and partners with local organizations and is able to receive uh obtain donations and also to um look for other grants as well. And um with that one I will include that with um Dr. Alfreda Harvey. Um so just to go over that these are the name of the grants and so what we did is did a comparison from the last school year for this and this

122school year. Uh we have the John Johnson Ali grant um that uh school year uh shows you about $391,538. Um due to um a change in the federal uh funding this year uh we're only receiving $32,531 and these grants are student centered. Um and we support the Indian education committee which is the IEC and um we have a um we're just planning with that with whatever we have in place uh to help uh with with um student centered and also with teachers as well with the heritage Navajo and um Navajo teachers in dual language teachers. We have title six. uh you can see that we received a a decrease a little bit in the title six but um we support the teachers, the students, uh staff and PD and so some of these that correlate

123with the um with the um uh salaries that we do have. We have the also the BME the bilingual multicultural education program which is a a a state a grant that we we write for every year. Um we write for um salaries for all the teachers positions which is includes the heritage Navajo dual language in um the Spanish teachers. So with that with all uh 16 well at 15 schools we have um K uh these programs a heritage program at each each each school. So when we do that we have three models that we have is the heritage um Navo and Spanish and we have an enrichment model for um Navo and Spanish and we have the dual language one-way 50/50 program at two different uh elementary schools. uh there we have uh support the

124teachers uh through uh salaries and also with the programming on on with with that grant uh the Indian education uh fund we have that at um 543,596 of that we this year they changed it um they changed the allocation they it went lower uh $481,298 but what I'd like to say on that one is that they set aside a certain amount with the um Indian ed grant with um PED that we are able to apply for more grants. They do have a certain amount but they we they're competitive grants. So when those grants come available, we see how it would fit our organiz our school district to help with our programming. But there is funding out there, but we have to apply for those ones and those are also student centered. Um we have the

125equity um initiative under that one and we support the teachers and the professional development. Uh we also have the title three um grant. Um so with this uh Mr. Deswood in Ann had talked about you and you asked questions about the CSI and MRI schools with our title three uh that supports our English learners our L's in our school district. Um so what we are what we were able to do is that with with this one we centered uh the CSI schools this last school year to help these six schools to get out because some of their identified that the some of the identifiers were how to support the English learners in a classroom. So with this title three we support 100% of the EL coach English language development is what EL stands for. And

126so we help with uh support with the teachers. Uh the coach helps with the support with the teachers. PDS uh training at the school sites. Uh we have a wave of of um she call uh the ELD coach calls it the first wave, second and third wave during each section. So what she's doing now is uh going into the classrooms uh actually going to the schools uh making the uh somewhat of an appointment to see how they can uh talk to their staff and then get their needs identified. The the second time the second wave she goes in is she's actually doing handson and um with strategies and um strategies methodologies with the teachers. The third wave is where she goes through and do more of the coaching one-on-one. That's when at the end of

127the maybe middle of quarter three or maybe end of quarter two now quarter three uh principles will ask the EL coach to come into the classroom to help support teachers maybe onetoone or do work with them through their PLC. Now I do have um Dr. Alfreda Harvey, which helps with a lot of the safety net um issues uh concerns um helping throughout the school district and uh she was able to help uh get uh a couple of grants and one of them is our Kellogg grant which she has really been able to help with our shortcomings of the things of what we can support with our students. Thank you and good evening um board president and board members, superintendent. I did want to just highlight um some of the work that we've been doing and

128I've been working really closely with our community schools coordinator um Lisa Rener on some of these things, but we were able to secure um a partial um with an Clark's support. We got 60,000 from title one for McKinto for this year. Um, education for homeless children and youth subrant was awarded for $77,845. I did write for more um for this subgrant and they weren't able to fund the whole amount, but they were able to fund the $77,000 for this year. Um, Kellogg Foundation grant funded us for $300,000 and that was split for two years. So, we're going into our second year. We do have carryover funds that I am using to assist the Johnson Ali program, the equity program and the multicultural program with fundings to help support um training for teachers and then also

129assist with the cultural programs that they were doing and putting out for our students because of their shortfall with Johnson Ali. Um the CYFD family resource center contract uh we just secured that uh within this last month for 2.8 8 million for four years. So that's going to fund five positions fully through the contract and those positions will be housed under Safety net. So I'll have a additional five staff members that are going to be working with Safety Net. >> Go ahead. >> That's direct service right from them. >> Yes. >> Okay. Going back to that 77,000 is that direct student? I am requesting for um a partial percentage for staff salary. Um and then the rest of it will be roughly 60 maybe 62,000 will go direct service to students >> blended or braided

130in respects to other additional funding. um direct meaning goes straight to the >> Well, I don't >> um Miss Clark had said something about $25,000 that you would be able to get from Title One and that's in addition to the 77,000. Correct. >> No, I haven't heard about the $25,000. I just heard about it tonight. >> She said that was for community schools. Okay. Oh, I'm sorry. I apologize. >> Okay. Uh, so that's our funding for safety net. Total, it's 3.2 million roughly that um the past just the past two years that safety nets brought in for support towards students and families and communities. Um, and also I want to mention under community schools, um, these were not shared with you on the slides, that's why I'm sharing it. Um, so Miss Rener was able

131to get um five community school uh positions for $40,000 each, total of $200,000 and adjustments had to be made with that. um she was able to secure $120,000 grant for a wellness room at the Career Prep High School and that has already been utilized uh as far as the funding. And then she again assisted with the proposal writing for our CYFD grant or sorry contract and then she also got a thriving earth exchange um grant for 5500 to establish gardens at various schools in our district. So total she um has brought in $325,500 under community schools and then um helping with the CYFD grant too to get the 2.8 million. And um we're supporting each other across the board as far as our programs um especially with Joom and the shortfall that they received this

132year. So, I'm trying to put a lot of our um funding towards what it is that they do because we complement one another that way. And I stand for questions. Questions or comments? Go ahead. >> I also um I also want to add with the Kellogg grant um that is um where the Kellogg grant is where Alfreda um actually Dr. Harvey is really working with that shortfall that we have with Johnson Ali to provide these um the the cultural programming the the evening um workshops uh at the schools and also for the community. So you know we are looking at ways of how that we're making things function and to to continue business as before. So you know those those types of things are what is happening within our department. uh we are welcome to

133come in mid year to provide you further updates. Um so from what I understand is that this recent uh family resource center was just recently awarded. So um that we will provide uh details of how that on boarding and the implementation part right now is the planning phase which we are all working together to ensure that we are dotting our eyes and crossing our tees for this um initiative because it is very a huge project and so we are excited to take on that that challenge and I'd like to thank u um Miss Lisa Rener and um Dr. Harvey for going after that grant. >> Go ahead, Miss Aspus. >> Okay. The all that you presented uh both of you um those those figures you and I I I hear the word this is what

134we what what we received and meaning um well it it it pushes me to ask this question. Do you think it's enough? >> No, we're still searching. Um I was going to mention just I can't say who which organization, but um verbally I was told that we would be getting about another 150,000 possibly 180,000ish for this next year um worth of grant and that will be a span of three years. So, I mean, it would split up maybe 50 to 60,000 for three year three years each. Um, I won't know until after next week what that's going to look like and if it's going to be approved, but that's something that I'm avidly working towards. And so, always searching for grants, always looking for opportunities to partner with organizations who have funding um, and who

135are able to help us. So, so what I'm what I'm looking at here and I'm I'm thinking that um with with all that's been said nationally about um the administration uh Trump administration, the cutbacks and things like that. This is what they allowed us to have now. Is is is that right? So with with what you see is what we've been allocated for this school year and um you know and I believe the NAPO Nation Johnson Ali is working hard to help uh receive the recover the funding that is still pending. Um but we are still planning and and going as we need. Um of course you know our priority is our high school seniors and there's some programs that we did have to cut back on. So such as a big one is supplies

136and materials for students. So you know we were grateful that um the title grants with CNI were able to find funding for for those because that was one of the components of parental costs with that program. But we also have partnering so as as you see these transitionings of the federal government we have things like such as um um the the next presentation that Dr. Harvey will be doing is that the organizations are pulling through to to help push for some of these um initiatives to happen such as school supplies. So there are things that we we promote that we partner with. So recently um Dr. Harvey participated in the um ODY um back to school um programming. Not only do we network with the organizations in the community, you know, that organization also provided

137school supplies, but we are getting our word out. So, I heard a concern of how we can reach our parents and families. The connection is connecting with these local agencies and these um our our organizations and maybe we need to do more to go to our chapter houses to to doing that. And that's coming up with our impact aid um initiative that's happening. So more that we could do on our part and to provide more as far as like government to government that we go to either at PED or even at U with NAVO Nation. Our advocacy needs to be heard as far as like how we are looking to mandate get these mandates from Yazy Martinez for our students and how we are trying to impact our students and families and how we reach

138out to doing that. And so weekly we're like seeing that some of these parents and families need like uh homes or that they they they homes or they need um food, they need clothing. And so with some of these things, we are actually being creative as how we're going to improve those and how how we can reach out to those. And Dr. Harvey has established so many connections as far as like create uh people from other states that want to donate duffel bags that have personal goods in there and how we are trying to get around like the cost of shipping and things like that and to make things to help and because these outside organizations want to help our communities. So I think that's a really big impact. >> Um oh sorry go ahead

139>> yes go ahead. Sorry about that, Dr. Harvey. Um, I've told you before I appreciate what you do and what you've done in the past and continue to do and that everything that you're doing is in support of the general programs that we have outlined through the ICO, which is wonderful. And and I know I've said that phrase, we like free, and I don't say that flippidly, but really the point of that is to say that anything that we can get that serves our students in need, and you know that we've all seen it, um is greatly appreciated. and um hoping and understanding that there's no programs out there with the intent to supplant what we're doing, but to work uh with us to help support what we're doing. >> Yes. >> So, I greatly

140appreciate that. Thank you. >> Thank you so much. I wanted to add also that um as far as your question um about looking for funding, we are strategically looking for non-federal funding or I am because we know what's happening with federal funds right now and it's difficult to try fund try to find funding with that. So I'm looking at um outside entities, organizations, individuals, people have wanted to donate and I would like to come before you later on to ask about how we can set up an account because I've had people ask how they can do monetary donations towards our food pantry or our clothing closet. We don't have anything like that set up and I don't know where I need to start with that yet. But the other thing too is I'm looking at

141foundations. We have so many foundations out there that exist and that they that want to help us and want to help contribute to what it is that we're doing and how we can support our students. So those are just some examples of other places that I'm looking and also that I'm speaking to three people right now with foundations um that have um shown interest and would like to contribute to what it is that we're doing for our students. So, we'll see where those convers conversations lead us, but um like I said, we're constantly looking and searching and and I'm not um grant writing is not a part of my duties, my job, and it's not in my contract, but I do it because I believe in the work that we do for our students. And

142you're you're very right, Mr. Mononttoya. That's something that I feel passionately about to make sure our students are okay and our families are okay. >> I appreciate that. Thank you. >> So, >> yes, go ahead. I I by no means think that I'm I'm you know my question really is um if President Trump was here I that's who I look look at what deficiencies we have. This is not enough. You know that's what I I'm trying to say. Um, and we shouldn't have to go for other grants and things like that, especially when we're on the reservation and you know, Farmington and and all the other places, you know, that their property tax pays for all of that, you know, for um safety and, you know, all these other things. And um but here we

143don't have that but we have to you know go through grants to get that. And um and then as far as food pantry, I know at Nahanzad and Upper Futland, I often get posts where uh they're doing u passing out food, vegetables, and and uh and I don't see that for ship and but then you know the people that that are not living on the reservation say at that level, President Trump, they need to know that, you know, our chapters are our our our school is like the hub of the community. And so, don't don't think that I'm putting it back on you. Um, but I just I I wanted to know cuz you guys work with these and you work with that money and um um and I want to know was that enough?

144And now we're hearing no. >> And and and it and it makes me angry because, you know, I'm I'm sure there's um everyone's stretched thin, you know. >> Thank you. >> Go ahead. So, I I appreciate the information that you ladies have presented to us because I was the one that asked for it and obviously you understand the concern, right? Uh to Miss Aspus' point, if you look at just the numbers that you have up there, um we're at a negative of over half a million dollars. But again to your point of getting the additional grants and the foundations and utilizing in support of we can hopefully make up a lot of those services through those funding sources to be able to provide for our students. >> Now having said that just from a fiduciary

145standpoint of being up here and understanding that there is a shortfall I do have some other questions. Um and we you you've kind of touched on them a little bit. in respects to um classroom support for the teachers and grant funding. How many teachers do we have that do the dual language via enrichment um or heritage enrichment? How many of those teachers across the district and then again not just specific to Navajo but Spanish as well? And I've also asked a question for our Filipino students are we getting close enough to be able to provide that service to them? So, as far as for the um uh Filipino her um heritage program, we did we did have a um email to PED language culture bureau to see if we are able to support and the

146question was is like they'd have to look into it. They would um probably get back to us on how we could establish that. One of the um questions was um our our um um Mr. Ventrina, he was uh a highlight to help uh us navigate a teacher to to to support that, but it was still in question. It's a follow-up question that I I still have um for PED. Um and so that's something and they are coming actually. Uh so we're we we do have our um New Mexico Ped Language Culture Bureau that is going to be doing the director's meeting uh here at Bon Wilson on uh September 19th, I believe. So anyway, that that question will be reiterated uh coming to our uh as they're coming to our school district. As far as

147the number of teachers, uh we have uh a a Spanish program at each elementary school in uh Kirtland, middle and high school. Uh we we have a really good rate of students that do the Spanish bilingual seal. So of that we do have uh the enrichment and uh the um heritage programs for the Spanish. Now for the heritage teachers they all uh vary and change but each school district has one and a heritage teacher in for Navajo and so some schools have two uh and some this year we do have new principles. So they're exploring whether or not two two teachers would be sufficient or if they're they're just wanting to hire one. So right now we had a high number of vacancies for the heritage um positions. So currently we are looking at um

148maybe like uh one vacancy left and there's uh several positions that are pending and the Heritage Navajo position is a very very hard to fill position. Um so we we do have candidates that are in um so we do have uh uh for example we have uh Mesa and um actually Mesa has two uh heritage teachers. So does um Eva B Stokeley or not Eva but Neon has two teachers. Um Kirtland uh elementary and Judy Nelson has two teachers and um uh Newm Elementary opted just to have one teacher. Um, we have a te a teacher opening still at Nash Chitty uh for the heritage teacher. And so it it just um I I believe we have about like 28 teachers uh for for the heritage programs from uh K kindergarten through 12th grade. Now

149for the um dual language program, as it was mentioned, sixth grade came down to um the elementary schools. So we do have uh the dual language at uh Eva B in um Nukem Elementary. We structured it a little bit differently this year with a recommendation of um Dr. for Linda Beay and the teacher input is that kindergarten would be a standalone class and we will have a second third one teacher would be in second third um uh let's see first and third first and second sorry and then second third and um wait wait wait hold on I got this mixed up so kindergarten first and second as one teacher third and fourth would have another teacher and then fifth and sixth so we have one two three five teachers. Uh, and then we have five

150teachers for Heritage, the actually the dual language Navajo, and then we have the 50/50 model. And so we have um five teachers that do the English side. And so we have a total of 10 10 positions uh with teachers at the dual language here in um Nukem and in um Eva Bis Stokeley. So has the reduction in the student numbers has that caused a a reduction in the attendance of those programs? >> Surprisingly we do have so an enrichment student means that they're not classified as an English learner. Our English learner have priority in the heritage classes. So an English uh non those that are not we call them enrichment. So Mesa uh we have the classes filled to what they need but we have students and parents that want their child to be into

151the heritage program and also with the enrollment is is also uh we're seeing an increase in calls regarding the dual language programs in the um at the um elementary schools. So we are seeing a little bit of the interests of uh the students going into that. And what the principles have requested is to have our department create flyers for recruitment. And we each we encourage all the principles to recruit the teachers to also get the word out. And if a student potentially wants to leave the program, we really have to ask the why and how we can help support the students. Uh so you know I'm I'm seeing that even though the student enrollment is low uh we I am seeing these letters because they come to me that the parents want their child to

152be into the heritage program. >> Do you do you have a number of students that are actually identified with uh the second language in the home >> second language as in the home? Uh I don't have that data with me but it's something that I can research as far as like the sec >> I'm sure you can turn around to the data director and ask for those numbers. >> Um >> so um I I do know that um so I I work closely with the students that are considered English learners and that also have an IEP in place. Uh last school year we had 247 students that that were in that category. So our with our title three ELD coach, we did a lot to help support the the teachers uh the teachers um with

153uh supplies and materials which is uh a really strict grant the title three is that we have to always um get a pre-approval for anything that we do purchase. So with the help and collaboration with the sped department and um Joel Balisuite and his um coach there, they really helped us get those things in place and get that approved for the for their teachers. >> That title three is participation driven as far as funding source. Right. >> Right. >> Okay. So the more you have that are identified, the more funding you can get theoretically speaking. >> Correct. >> Okay. Um, one last question. The social workers, how many of those social workers are master level social workers that are qualified for reimbursement? So, the social workers, that would be um a Lisa Rener question, but

154I believe there may be like three um I I don't have that offhand, but I know that there may be three that are that are in uh that come to her meetings that I see every now, you know, every month. >> Yeah. Because obviously that's important for reimbursement for the for the school district for the services to help pay for that. >> So, all right. Well, I again I appreciate your indulgence and the and the answers and especially the fact that you guys are working diligently especially to try to get more support for our students. So, thank you. >> It takes a team to do this and a whole collaboration with all the departments and a supporting superintendent. Thank you. >> Absolutely. >> Go ahead, Miss Aspus. So, um this is for um an um

155in in your slide you had um all the HDTS that were happening at K uh Kirtland Middle School and then also um OHO and I was just wondering why um Oho was not as much Um and Kirtland, you know, they have a whole slew of things going on and um so >> Oh, how many why they didn't have as many Richmond? >> Yeah. And and and you know, and I can say for one thing, we tried um we tried to get a Zumba started and But then it turned into um how do you pay for the janitor? How who's going to lock up? Who's going to open? And and then it died. And so to me, I think um you know, especially Oho, a I say this from experience because my family would put on

156a Halloween party and we had it at the school and had everything free and these families came and they a lot of them we don't have money to go to town. we don't have I don't even have a car to take our kids to town to trickor treat or to Kirtland. And so they they were so appreciative of you know just right there. So then I'm wondering I'm sure it's still like that and you know to to have um a lot of those you know those enrichment classes if not something >> for students. We for sure can do it for students >> for health or you know or um um I'm seeing somewhere you know like the sewing >> and and so I you know I was just wondering why oh was so low and

157you know >> I'm I'm saying I'm wondering but I think I know why but um >> so I don't know why but I know that their big focus was on the high dosage tutoring >> and Their OST was just a place that kids went as like the the next place. They did their tutoring, they went to their next like center, kind of their next activity. >> So, how they chose their activities, I could find out, but I don't know. >> Mhm. And then, you know, there's it's, you know, there's no convenience store around there. There's no McDonald's and, you know, so um day over or to you know it it's it's going to there's none of that stuff until till later but you know I I just wonder you know in a place that really

158needs it because of the um income level or the family index level you know >> and they get a little I guess it would be called a snack but it's a little bit bigger than a snack and less than a meal >> when they for after school when they Okay, >> that's two hours, right? >> Yeah. >> After two hours. >> Yes. >> Substance. >> And we Eric and I are also working with um the SF. They have new people there now. So, we have to meet with them again. We're trying to see if we can get a a dinner type thing instead of a snack where they could have like a sandwich and an apple instead of like cookies and milk or something. So, we're working on that, too. And even when when that

159happened, the the there was um like two teachers and then also there were some students that that were there and and it seemed like everyone had fun probably laughing at me, but >> I do I do have a question for those two ladies. Um kind of touched on it. Does um you guys still work in conjunction with Echo Food Bank? Do they still come by and deliver? >> Yes, they're going to be starting up again. >> Oh. >> So, they do serve all the elementary schools and the middle schools and we're hoping to add the high schools this year. >> Yeah. Because I'm just kind of wondering up if they're Oh, to what she's talking about >> that any kind of relationship you'd be able to deliver again food stuffs up there to be able

160to serve those kids. Um they do give us the breakfast bags and then they give us like regular meal bags. Um and it's different it and you know they don't do at the same time but they give us some. And so it's not a regular thing with the pantry where they deliver. It's once a month but to the schools it's um I believe every two weeks >> but if the schools run short we help on our end. And then we also have Mesa Farms too that helps to offset some of that. One one last question regarding Kellogg Kellogg Foundation. Are are they needing space for services providing the services out of >> for now? I'm I'm using my space for them with them. So whatever they give us um funding for if they need a

161meeting then we provide the space. >> So that's down here in the >> um well we're hoping that that with the new resource center we'll be able to meet them there. Um I was able to meet them in Farmington the other day and um they just um wanted to hear some updates and then also wanted to in person congratulate us for receiving exemplary um note on the fisc year report that I submitted. So our district was noted as having a exemplary um report turned in. So they wanted just to say thank you for that. But it was cool to hear that. >> Thank you. >> Any other questions or comments? >> Okay. Um to next item. Thank you >> to letter E. Save the children donation by Dr. Harvey. Okay. So, um again, thank you

162very much board president, members of the board, and then superintendent. I'm here to just present that we will be receiving um 750 backpacks filled with school supplies from the Save the Children Foundation organization and the value is estimated to be over $10,000. So that's what I wanted to share and it should be arriving any day now. So as soon as it arrives um we'd like to distribute. >> Thank you. Any questions or comments board? It's good. >> Thank you. >> Yes. >> Please thank the organization for providing that. >> Yes, I will. Thank you very much. >> Just real quick. So, how how's distribution of those backpacks going to >> um we're going to look at how we Oh, um I should mention I guess Mr. Carlson might mention too that we received some school

163supplies from another organization and it was under the threshold. So, it was with his approval, we did pick up those school supplies. So, we're going to separate them because it all came in boxes. So, as soon as we know how many we can get out of that because they gave us some backpacks. Um, it was $2,000 worth of school supplies from the Salvation Army out of Farmington. And so, when we put those together, we'll see how many we got there, put it together with the Save the Children um um donation, and then we'll determine what kind of donations there are because it might be like all elementary level focus. Salvation Army is all elementary level focused um items. So, we'll see what we can do with it. But we usually try to distribute by um

164how many school I mean how many students are at the schools. Um Rachel will do a reach out to see through the counselors, maybe the nurses, teachers, or maybe the principles to see what they would recommend that we have that we help with. We did have a few um um school supply distributions right at the end of summer. So, one of the local churches gave out 200 bags of school supplies and then um Office of Youth with Molina Healthcare partnered together and Molina Healthcare provided 300 school supplies, backpacks. Um and then also in Kurland was a neighborhood house. They also provided school supplies for the students. So, we just did our part to try to let our students know and our families to come and pick up school supplies. So, with their support and their

165help, at least we were able to get a lot of that out to our students in addition to what our own district provided. So, we'll do the best we can to distribute to those in most need. >> I have a question or comment. So, even the uh drums of summer, >> yes, I believe Joom is going to help with some of that, too. >> And Superintendent um when when this happens or when this um the the the bags come in, can we get a thank you card where showing pictures um and send it back right away? >> Absolutely. We can have Jared on that one. >> Yes, some of them have asked for that. Thank you very much. They've asked for pictures if we could provide that. >> Is there anything else? >> No, ma'am.

166>> Okay. Thank you so much. Thank you. >> Thank you. >> We move on to uh three reports possible board action. A presentation and board action on research conducted by Dr. Rener Martin. The buil building blocks of simple math operations. >> Good evening uh everybody. >> Can you hear me? >> Yes, we can hear you. >> Awesome. Uh yeah, I want to thank you all for the opportunity being here. um assistant superintendent Deswood invited me and he observed the uh training and I I would appreciate um if you would um step into this presentation whenever he sees fit. Is that okay? Uh Superintendent Desert. Good evening. >> Good evening. Okay. Um the whole idea if you can please uh switch to the next uh slide. The whole idea is that math is actually tricky and

167the results in the United States and also uh in New Mexico show that uh math education yeah is difficult and u maybe there's a different approach uh to teach the simple basic math operations. So I'm talking specifically about adding and subtracting and then later on multiplication and divisions but here focus adding and subtracting in a different way. And this different way is actually uh done in an example Germany. And if you look at PISA studies uh you will see that the German math education is actually quite competitive. And um if one digs deep into the data that the German math education in the gymnasium is actually competitive with Asian math um educational results which is um as you might know um actually quite surprising because the Asian countries for um certain reasons are famous for

168producing um good NAF test results. Now um let's look on the next slide please. So the whole approach uh what I propose to conduct research on is to use contract concrete objects in this case uh Lego duplo bricks that the children can touch the math and after touching and seeing the math to write it down on a piece of paper and actually specifically on a graph piece of paper. And the reason is that in the method demonstrated in chipbog, the teacher has seen that on a graph paper these numbers which the kids can touch have a specific place on a piece of paper. piggybacking on place value system and then uh on a trading line to solidify this very basic in number sense. All of you know that 9 + 1 is 10 and that

169seems to be simple. However, for young children to master that the ones can suddenly be converted into a 10 and a one can have very different meanings. One could be literally one thing, could be 10 things in our system or 100 or a billion. And this is very abstract. So the whole idea is here to use math to touch to help the little children to put this math what they are touching in the correct place on a piece of paper to build up this abstract thinking. May you switch to the um next slide please. Um the district indicated that three elementary schools are interested in um pursuing a different approach and my assumption is that these schools might struggle with um children learning this basic math. Now the whole idea is to set these children

170up with math documentation skills which will be scaffolded up up to middle and secondary and postk life pool. So I have uh shown that this documentation method is scaffolding and here the key is scaffolding through the math grades and uh a certain technique can be used from uh essentially first grade work problem up to university level um differential equations with substitutions which an example electrical and computer engineers need to master. And um please take my word for it that differentiation equations with substitution methodology is quite challenging. And here the interesting part uh in my opinion is that we can set up the first graders with basic operational and problem solving skills and the same techniques can be used up that kind of a higher level. May you switch to the next slide please? So here

171you can see um these duplo bricks and here the simple exercise was okay uh dear first graders let's say you need to add seven apples to eight apples. So the first step is of course saying okay I use a DLO brick to say and imagine this is an apple. Now the advanced math teachers will say oh wow um the students learn that a duplo brick can be anything could be an apple could be an elephant could be a banana. So basically a little bit sliding in the concept of a variable which is algebra 1 and as you might know algebra 1 is a difficult class to password for for kids and of course here we don't introduce the concept of a variable but this is just abstract thinking what the kids learn this dup break

172can symbolize anything so now they say okay I have seven apples they put them on the table so they count the duplicates and put them on the table and we see seven. And now we see I have eight more apples. So we pick eight other duplicates out and put them also on the table. And here you can see on the left side what I mean by graph paper. So I indicated that by this grid and here the key is as you can see the ones are on top of each other and this graph paper helps the kids to keep this column straight and that we can see that the ones need to be on top of each other and not deviating to the left or to the right. We need to be exactly in this

173one column because left of it there's the 10th column and that has a different meaning. And then you can see that in this methodology the students shall be taught that after adding numbers at the very bottom we include a trading line. So now why do we use the trading line? Because now we need to add seven and eight. But that means we need to trade ones into tens. So the kids can be instructed to say, "Okay, please count out 10 duploss and put them so to speak on the trading line." And on the bottom you see if they play with the Legos, which is I believe also nice because kids can play with math. It's not so super boring like typically math is boring, but they can play with a math now. So now we

174can stack together these 10 duplo bricks and we trade 10 ones into one 10. And then we can see how many ones have I left over five. And how do I write now this number one which is symbolizing now a 10 in a different place. And here you can see it has a specific place on the trading line. And now we can literally um yeah add up and see on the bottom I have one 10 and five ones. And the result is 15. So it's a very simplistic method but um uh I believe uh very effective because the kids can touch the math and play a little bit math and have a guidance where to write this number on a paper and build up this yeah numeric sense and this base 10 system knowledge to

175solidify this adding operation. Now in this uh professional development I have shown the math teachers also and the feedback was that that was um quite interesting to them. As you might know uh in a simplex method um for um adding and subtracting um polomials to solve n variables with um n equations you need to add and subtract polomials. And the same strategy with a grid paper, the same strategy with adding and later on subtracting can be used also in polomials to solve yeah multiple equations of multiple variables. And that was uh quite fascinating I believe for the participants that we can see oh if I have really proficiently taught this problems um this this adding methodology it's not only for let's say simple math um useful but I use exactly the same methodology to add

176and subtract polomials and thus we prepare the kids already in first grade to hopefully understand better what we are doing later on in algebra Um may you switch to the next slide please. So this is um the whole idea um that we use the ISIP m um I stationation um yeah data to see that um your students are taking uh these tests already. So no extra cost for different test. We are just using the infrastructure you have already. And uh then we believe that the students ability will improve if we use uh this system. And uh then of course the hope is that two three years later that the first and maybe second years if you decide so that they participate show better results in third grade in the first test. But in the in

177the meantime, we can collect the eye station data to see okay if these kids are exposed to this documentation methodology and the duploss do we increase in their mathematical ability. May you um go to the next slide please. This is the data we would like to collect. we would need the student IDs data and there specifically the PED student IDs data that um the the research can be conducted for several years if approved and then optional if if you believe that could be helpful uh gender age uh direct certification status means if it's poor um I guess the slide disappeared on my screen also on use Um, >> I'm I'm sorry. Is the slide still visible for you or not? >> No, >> he's working on bringing it back up. >> Okay, thank you. And

178then of course the uh ice station results and then some um photographic evidence uh regarding if kids are using the dupllo bricks uh and uh using the methodology on their piece of paper writing it down if they're doing it um what we hope that they would be doing. and one from the teacher data of course uh the employee ID number so no names and nowhere names of course and then a pre pre and post survey regarding the teacher's attitude toward mathematics uh and the lure level and years of experience to see if that has a um yeah mediating or moderating effect regarding the mathematical uh education may you go to the next slide please So what are the advantages of of the system? It's inexpensive. No. Uh it's okay. One would need to buy the

179dup bricks but in example the graph paper is as inexpensive or expensive as line or white paper. So and then um the methodology um I believe can be taught uh in three to maximum four hours of a one day professional development to the uh teachers who are interested um to do this. There is no computer screen time and nothing of that involved in this. So, so no extra cost. It's uh literally just yeah providing the bricks and the draft paper to the kids and the knowledge how to use it. And uh of course none of your curriculum is impacted. It's completely curriculum independent because it's exclusively about how to document math on a piece of paper. That's it. So it's of course cool independent and in case it would be successful we believe it's um

180rather simple to scale it up. >> And the last pitch is do you have any questions? >> Any questions or comments? >> Questions comments both. So um Dr. I appreciate what you've um presented to us. It's been my contention for the past six years that uh the foundational math is not whether it's being taught. I'm not saying it hasn't been, but certainly if you look at our scores, there's there's a disconnect somewhere to show that um the connection is not being made from first grade, second grade, third grade, even fourth, and dare I say even into fifth grade because teachers are constantly seeing that a lot of these students don't have that foundational math numerousy um to really progress and succeed when it comes to mathematics throughout their education and from what I interpret you're

181looking at and using those label boxes tangible manipulatives correct and >> yes I mean that's the centerstone and it's following background when my daughter um went to an New Mexico elementary school the teacher asked her look Elena you're doing this adding and subtracting stuff totally different when I'm teaching that why do you do it differently and she told her teacher because my dad forbid me to use the American method you teach me I have to use the German method and then the teacher invited me and said uh can you show me what you're doing and I showed her what I'm doing and I I used duploates and the outcome was that she said okay you know what I want you to teach this with me here in my classroom in the second grade and and

182the end of the story was and she was a level three teacher and it's now a long time ago. It's almost um um 14 13 14 years ago. But the outcome was that the teacher told me you know what this is the first time in after teaching 15 years that every single student in my classroom. So the special needs kids as the of course the position kits are not a problem but also the special needs kit. every single one was able to add and subtract after the second grade. So, um from her point of view, 100% success rate of mastering adding and subtracting. Um yeah, and that's the reason why um I never let go of this topic. So, as you know, I I do have a job and it's not researching. This is um

183just my fascination about math and my passion about math and my hope that um little kids can learn math better and have as much fun with mathematics as I have. Well, I I appreciate that and the superintendent and I have had several conversations about that about these kids being able to grasp the introduction of of the math earlier in their education and again how there's a continued disconnect. Um, one of the things that I've and I read into that um, research in nature that you had the link to and the commonality or the disconnect also between the markets and those that are in the school, kids that learned it working in the marketplace and then those working in the classroom and and again even that disconnect. But uh I do have a a short story

184to talk about a young Navajo boy who who his first language was Navajo when he went into the educational system. That's all he was speaking and he had a translator with him. And when I talked about tangible manipulatives, the translator would speak to him in Navajo and utilize the resources around him, how he was raised using sheep to learn numeracy. >> Mhm. and the cattle, the animals and again making that connection not just humanistically but culturally to them also the use especially with a lot of these Navajo kids and their tie to their culture weaving and algorithms and how those are utilized. But dare I say, how many people in the classroom make that connection to try to do that culturally with them and for them so they can grasp it more reasonably speaking to

185be able to tie it to who they are as human beings. Um, so I certainly think that your what you've um expressed to us certainly doable and again I wish that more and more teachers would would truly make those efforts and attempts to teach these kids that so we can have a higher rate at success in these lower grades so children won't be afraid of numbers and math mathematics. Um, so I appreciate what you're what you're doing and what you presented to us. But certainly again from where we are trying to make that cultural connection for a lot of these kids uh with their surrounding environment and what they have that's presented to them again whether it's artistically or um however it may be done through um the use of the sheep and the cattle

186and those things that they see and live live around every single day. So thank you. I have a comment. >> Go ahead. >> I concur with what you you presented here. Um, but there's a there's a retired school teacher in this room right now who used this concept years ago. Uh being a carpenter, I cut and painted blocks so that she could and uh she took measuring spoons and measuring cups to school to teach the kids fractions. Um handson is the best way for them to learn. I wonder why we need a a special program for that. That's my concern because I I know that dumb well it's going to uh as inexpensive as you u present here. Um I know it's it's going to cost the school district money if we if we incorporate

187it. And um personally, I think if the teacher is really um interested in teaching math, this is a good way to do it. But I don't I don't know that we need a special program for it. >> Go ahead. I listening to the presentation um it it it it lost me and looking around the room I'm sure it did the same for our audience. Um so I got I can almost um imagine what it would be like in a classroom setting and I um you know I love math. I I but I'm not a teacher for it and my daughter can can attest to that. Um, and I' I'm I'm always uh when I see on social media the the shortcuts and I keep thinking, you know, how come we're not being taught in this

188method or um so as you put it the Asian math and then you also have spatial thinking, meaning um to actually touch objects. And but then I I Googled Asian math and and one of their um criteria in in using their math methods is um mental thinking, mental math. >> And so Um it's to me that's that's kind of conflicting and but um yeah I was just wondering how how did this presentation come about and um but I' I've known that culturally traditionally um there was a scientist um be gay in um Los Alamos. He since passed on but he um attribute his success to his grandmother's weaving and in in order to grasp the concept math and and I think um I don't know you know to me I I just didn't find it

189enticing enough to How was this brought forward? >> So >> yeah, go ahead. >> So Mr. Satenia had been working with uh Dr. Martins and uh Dr. Martins's uh offer to work with our teachers. So one of the things we did is instead of just saying, "Okay, here's what we're going to do." We I asked a couple principles if they'd be interested in this presentation to to learn a different way of uh I guess learning math and Ashitty Newm Elementary School and Mesa all principles volunteer. They brought one teacher each to Mesa just to see what's going on. possibly pilot it to see uh like you like you said if it if if it shows that students um outcomes in math increases then maybe we duplicate it in other schools right so I think that's

190what he's seeking approval to conduct uh you know a study because he wants to collect information from the teacher and then uh of course data on on growth Um it's it's looking at a way to like uh Mr. Mononttoya said like you know whenever you see shortcuts to doing math right that's that's having an understanding of uh numerousy number sense being able to understand how grouping works. So if you look at it there's all he also uses graph paper um to add subtract and then of course you know if if it's if it's proves to be successful of course opportunity take take it to middle and and high school because like you said all the way up through differential equations um but it's really focused on grouping grouping and um place value I like I

191mean It's kind of hard to show what he's talking about on there because, you know, it's grouping and stacking those blocks, those Legos, so that a student can see base 10 unless which is which is a hard concept for your kinder through second graders. So, that's kind of what he's wanting to do. Well, I think um what really cuz I tried to teach my daughter and she hated me for that and but where she grasp it fractions and things like that was cooking. So, and that's one of the things that has has left our schools is home and and then now we're bringing back woodworking, carpentry, and you know, actually using a tape measure and so I don't have >> any other comments or questions. Yeah. >> Okay. Okay. All right. Thank you. >> Yeah.

192I'm I'm looking forward to seeing the results and outcomes, >> right? That's all we're asking for. Let's see if it works. If it if it works, we could see if we can duplicate it. If not, you know, at least we tried something. I mean, if you look at 90-day plans and how we do it, it's a lot of >> trial and error. If it works, keep it. If it doesn't, let's try something else. Okay. Thank you. >> Thank you, Dr. M. >> All right. I wanted I wanted to thank everybody for the opportunity and uh I wish everybody a good evening. >> Thank you Dr. Martin. >> So question >> go ahead. >> It says uh possible board action. So I have to take that that we're going to make a motion or second to

193either accept or reject at this time. >> Is that correct? >> Yeah. Way it's written. I'll make a motion to approve. >> Second. Hey, Mr. Montoya voting. >> Yes. >> Miss Aspus. >> No. >> Mr. So, >> yes. >> Mr. Wells, >> I'm going to vote no on this one. >> I vote yes. So, three, two, Sharon. Sharon, did you get that? >> All right. Uh, moving on to um be Unique Trip Requests Equity Council 2026 Unity Midyear Conference Phoenix, Arizona January 16 through the 19th, 2026 by Mr. Russell. Um, I just want to say thank you. Good evening to our school board members, President Mrs. Aski and then Vice President Mr. Wells and Secretary Mr. Matthew So, and our two board members, Mr. Mononttoya and Miss Aspis. Um, and then superintendent Mr. Carlson. Um,

194I just want to say thank you for giving me this opportunity to present my report on the equity council student field trip, which is the unique field trip that we'll be taking to the midyear unity conference in Phoenix, Arizona on January 16th through the 19th in the year 2026. Um so just building on our past experience and working um with our finance department new initiatives um it's taught us to um the value of planning ahead and then um so our intention to submitting this trip um request early is to proactively streamline all arrangements which include traveling, lodging, um meals and registration. and of course to get the early bird um rates on our student registration. Um so this will also ensure a smoother process for financial paperwork and overall planning for this trip and the

195organization as well too. And so with that said, um I'll pre I'll we have the pre-approval form here in front of us um which I submitted on on the 5th of this month and um so this is to the 2026 Unity Midyear Conference in Phoenix. um will be departing on the date of January 16th, 2026 and then returning on January 19th, 2026, which is going to be three nights and four days. And um so the purpose of this trip is to empower native youth through equity and unity youth council. and um and how this trip is going to benefit our students um is our youth council um with um cultural experience and help developing language acquisition, cultural identity and leadership skills through the unity um curriculum. So we plan to take 28 students um with

196four chaperones, two male, two females with a ratio of seven students per um chaperone. So the total cost of this trip will be $39,111. And um we'll be utilizing um a bus to travel down to Phoenix. And so the total cost per student is $1,185.18 per student. And as you heard earlier in the board meeting tonight, um the equity council is totally funded by the Indian education grant which is um student focused and student centered and um so just to justify um the support is to increase access to these opportunities um which will promote promote the development of Native American students identity by supporting their connection to culture, identity, and language. And then um just note that uh this is um not just for Native American students, but if there's an interest in students who

197meet the um qualifications to go on an equity council trip, um they can too. Um so in the past we have taken um non-Navajo students, non-Native American students to these conferences. And so going on to the next page is just a breakdown of our itinerary form. Um so it just pretty much breaks down when we're going to be leaving, what we'll be doing, and then um our return back. And then um if you go on to the next few pages um you will see the list of students who will be um selected to um participate in this um this unique field trip. And we plan to take four students from each secondary schools which will be students um grades from 7th through um 12th grade. And then we plan to have um from each sec

198from each secondary school um two males and two two males and two females representing each school. And um so including the bus driver and the chaperones, we're planning to take 33 travelers with us to um Phoenix for this midyear conference. And um at this point I stand for questions. >> Any questions or comments from the board? Go ahead. >> I wish you had been in attendance to the um sycamore event uh which was the Yazy Martinez and I saw Miss Miss Benali there and and um several other administrators. But um especially with um you running the show for the equity council and but that's um >> when we were in different stations as we talked about you know the um the Yazy Martinez um I you know again bragged about our district and what it's

199doing and I'm really glad you saved this because when you said it's non-native also and um and and that's what um that was the emphasis also with with um with explaining Yazi Martinez that it's not another Indian club, it's not another um native club and it's not another Hispanic club, but it's it's for those students that fit uh the definition of um whether English language learners or um students or poverty level and also the um at risk students and and special needs and disabilities. So, uh, with with this, I'm I'm I'm really glad you said that because it it puts me at ease to know that um we are we are complying and um and and then for it would have been a great opportunity because Farmington um schoolboard members were there and also I

200I think perhaps maybe even um Aztec or Bloomfield. Um but I I did see Farmington and and to me I I I think um um it would have would have been a great opportunity for you to share what what our students are doing. Thank you. >> Any other comments or questions? Boy. Thank you, Miss Aspus, for that comment. Um, just from experience with uh New Mexico PED, too, they kind of um give us these um these meetings like at a really late notice. And so, we had also made prior arrangements to um participate in a professional development training as well too. And it was taken the same it was taken it was on the same time as that that meeting that was taking place with the Yazi Martinez. >> You have a comment. >> Okay.

201>> If there's nothing further, I'd like to make a motion to >> Okay. >> Accept. >> I'll second that. >> Okay. U Mr. Montoya, how do you vote? >> Yes. >> Miss Aspus? >> Yes. >> Mr. So, >> yes. >> Mr. Wells, >> yes. Thank you. And we will move on to the next next um to number four executive session. A convening executive session discussion on limited personnel matters regarding one appeal to board of termination and two appeal to board of grievance and close session as requested by the respective employees as permitted under NMA1978 section 10-15-1H2 of the New Mexico Opens Meeting Act. Do I have a motion >> before move? >> Yes. Okay. So, he go ahead and he's got the motion. I I just wanted to make a comment and and I really

202truly would be remissed if I didn't mention this. I don't know how many people um realize that today uh was designated National Code Talker Day and that was done in 1982 by uh President Ronald Reagan. >> Yeah, >> there's a whole lot of people that don't understand that and know that and realize that. So, with that, I just wanted to acknowledge that. Thank you for that acknowledgement. Thank you. >> And my second to the >> to Mr. Wells motion, right, Mr. Wells? >> Yes. >> Okay. >> So, um voting uh Mr. Mononttoya, how do you vote? >> Yes. >> Miss Aspus? >> Yes. >> Mr. So, >> uh yes. >> Mr. Wells, >> yes. >> And I vote yes. B reconvene in open session. The board has discussed in executive session only the subject identified.

203Motion for the board not to hear the grievance. Do I have a motion? >> I'll move. >> Second. >> U. Mr. Montoya, how do you vote? Do I >> To accept the motion. Yes, >> Miss Aspie vote. >> Uh, say that again. How >> to to the motion to not hear the grievance? >> Yes. >> Accept or reject. >> Except, >> Mr. So, how do you vote? >> I might have to oppose. Thank you, >> Mr. Wells. How do you vote? >> I accept. >> And I accept. >> Now, go back and session. Okay. A convene an executive session discussion discussion on limited personnel mandators regarding appeal to the board of the appeal to the board of termination as requested by the respective employee as permitted under NMSA1978 section 10-15-1 H2 of the New Mexico

204meetings act. Do I have a motion to return to executive session? >> I shall move. Just as a point of clarity, um, Miss Chappelle, do we have to take the vote to reconvene into executive session? >> Okay, seconded. >> U, Mr. Montoy, how do you vote? >> Yes. >> Miss Aspus, how do you vote? >> To reconvene in executive session. >> Yes. >> Mr. S, how do you vote? >> Yes. >> Mr. Who else? How do you vote? >> Yes. >> And I vote yes. We are reconvening in executive session. Um B reconvene in open session stated that the board has discussed an executive session only the subject identified in the agenda as the reason for which the meeting was closed. convene an executive session discussion on limited personnel matters regarding one appeal of the

205board of termination to and to appeal of board of grievance and close session as requested by the respective employee as permitted under NMA 1978 section 10-15-1H2 of the New Mexico Opens Meeting Act. Do I have a motion to reconvene in open session? I so move. >> Second. >> Uh, board member Mononttoya, how do you vote? >> Board member Aspus, how do you vote? >> Yes. >> Board member. So, how do you vote? >> Yes. >> Board member Wells, how do you vote? >> Yes. >> And I vote yes. Request a motion to uphold the termination discussed in executive session. Do I have a motion? >> Motion. >> Second. >> Board member Mononttoya, how do you vote? >> Yes. >> Board member Aspus, how do you vote? >> No. >> Board member. So, how do you

206vote? >> I'm going to have to I'm going to vote no. >> Board member Wells, how do you vote? Yes. >> And I vote yes. After um on this vote on the motion, I will um the the written decision will be provided within five business days. Return to the agenda. Five possible board actions on on items discussed during executive session. A possible board actions on items discussed in executive session and that's to have the written written sorry the written decision will be provided within five business days. Six discussion a items for the regular school board meeting. Does anyone have anything to >> Yes, I do. A request to have a report discussion on the um career technical trades Bond Wilson and the other locations, the other high schools. >> Anything else? >> Um I think

207on that We had a discussion or um presentation um about the housing rental fees and I would like to see documentation on what has been done. I asked I'm this is just a reminder. I ask that um and I'm really counting on the board to support this because to me I feel like um that was the attractive or um one of the benefits of working with our district was you know to have that that type of housing and and then when you look at Gallup up where they they don't charge and and if that's possible there I mean I think there's means to to do that and and it's just going to take some people to have to do some work and so I um I'm really counting on the board support on that because

208um with you know all the the costs of even everyday life from car payments, um, housing to medical, um, you know, some of us are are able to to visit IHS for free and but we have foreign teachers and non-native that that that don't have that and and it seems like we're just taking back, you know, those raises that were they were given and some, you know, I just really, if anything, you know, at least have documentation to say that we're we're trying or we've tried and um because I I think that's a breach on our part. Thank you. And if I could get I I like an update on um where we're at or the in terms of timeline for the strategic plan. >> Anything else board? >> No. >> Uh maybe just like

209updated enrollment boards. I'm not sure we should do it like during the meeting, but maybe offline just whenever we get updated numbers maybe even on like a bi-weekly basis or something like that. That that way at least gives us like a snapshot about where things are in the history. It doesn't have to be like out the open but even even like an offline report. >> Yeah. Email. Mhm. And then also I would like a report on the vacancies in terms the vacancies um what that looks like and if if um if there were new um FTS created for what department and what function. So >> that's it. >> Yeah. Uh I I think along the lines of what what's being asked on personnel maybe uh how do I clarify with this report? Now that we've

210started school, how many of our our our classroom are our staff with licensed teachers that are full-time versus like part-time or substitute teachers? And probably the breakdown by schools because I mean if we start the school and we're we're have a fully staff is is that is that an accurate picture in reflection >> because I think one of the concerns of parents is that they want to have like a licensed teacher that that is there and that's also our obligation as a district to make sure that that's happening. And if we have a long-term sub situation or unfilled positions for classrooms that then we need to kind of know and of course what the district's plan is to >> get get our get our schools fully staffed at least with on on the teacher part.

211Thank you. There aren't any more than um letter B possible 2026 NMBA legislative resolutions. Okay. We'll um if we can uh if the board is okay with it, we can um move this to the next >> to the regular school board meeting. >> A letter B. Are you all okay with it? Move it forth. I move that we table that until the next meeting. >> Do we have to vote on it? >> Yes. >> Okay. >> Second. >> Okay. It was uh board member, how do you vote? >> Board member Aspus, how do you vote? >> Yes. >> Board member. So, how do you vote >> to table it? >> I oppose. No, >> you only got two minutes, man. >> This is just like a simple request that I I guess. Yes. >> Okay.

212Board member Wells. >> Yes. >> And I vote yes. Okay. So, seven adjourn a motion to adjourn the work session. >> Motion. >> Second. >> Okay. Board member. >> Board member Aspus. >> Yes. >> Board member. So, >> yes. >> Board member Wells. >> Tojourn. >> Absolutely. >> And I vote to adjurnn. Thank you.