001um legally, efficiently, honestly for for our students and for our communities. And um days I think the days are coming where it's going to be more strict. And um so with that said, I pointed out what was on my mind, but I I'll continue because I'm sure there's some time related time sensitive things on here that we need to take care of and we shouldn't have cancelled that meeting for the board retreat. Thank you. And I agree. and I am here. Uh that gives us a quorum and uh I will express to uh my surprise and disappointment that this uh meeting and the agenda showed up the way it was. Um I don't know who was consulting on this. My understanding was that the items and the agenda and the uh scheduling was to take
002place between the board president and the superintendent. Am I incorrect in that? That is correct. Uh I will concur with you, Miss Aspus, and and voicing my disappointment in our board attorney. if she uh influenced this or had an influence in it. My understanding is she had no business doing it. Anyway, that being said, we'll continue on uh to item two, a New Mexico youth risk and reassessment survey by Aris Arisa Beth. Correct me, I apologize. Miss Castillo, hello. Thanks for inviting me and um I represent a team at UNM and our collaborators uh from the Navajo Nation who've worked on this survey. I'm actually um not Aris Beth. Um my name is Rebecca Kilburn. Um I came up uh today from Albuquerque to present the survey. Um, I I'm part of a team of
003about 12 people at UNM who uh collect these data and I'll talk about results for your district in particular. But before I do that, I wanted to have um my collaborators introduce themselves as well. Good evening board members. I'm Felen Felina from the Navajo Nation Health Education Program. I am the program manager. I oversee health education and HIV program and we're happy to be here with you all this evening and thank you for approving the survey for us to do it. We appreciate it. Uh good evening. My name is Justine Yazy. I am the senior health educator with the Shiprock Health Education Office. Our office was the one that collaborated with the uh UNM to complete the survey for the central consolidated schools. [Music] Hi, my name is Denita Johnson and I'm a health education
004tech and I work in the shiprock office as well. Thank you. Great. And apparently if I say go to the next slide, someone will do that. And oh yes, that's magic. Okay, so what I'm going to talk about today, I feel like I'm turning my back on people. um is um a little bit of background about the survey. Um the strengths in the results for this district um some opportunities for improvement for this district. Uh the parent and student opt out information for the future um where you can learn more about it and then I'm happy to answer any questions along with um the rest of the group. So next slide please. So, the YRS is conducted every other year and it's a um survey of middle school and high school students. Our partners include
005the Centers for Disease Control. They do this in about 43 states as well as with some uh tribal communities also. Um, also funding from the uh New Mexico Department of Health Department of Health, Middle and the Public Education Department. Education [Music] No, the the people on video on YouTube need to hear you. Yeah. All right. We also collaborate with uh CYFD at the state. You can see a number of other um state organizations. We work with clo very closely with the Albuquerque Area Tribal Epidemiology Center or Aztec. They work primarily with um the PBLO communities with us. As you know, the Navajo Nation um but the most important uh partners in this are the schools and the districts. Next slide. Um I'll now talk about um the 2023 survey. So that's the most recent data
006available and we're going into the field in the fall of 2025 to do the next survey. This slide shows the participation rates at your district. In the middle school, we included three schools and there were nearly 700 respondents. The response rate in your district for middle school was 67% which is well above the state uh response rate which you can see was 60%. your high school was even higher. Um, we surveyed at three schools. There were nearly a thousand respondents. The response rate was 71% compared to the states of 56%. Next slide. May I ask questions while you're going through? Yeah, absolutely. So, you're not bombarded at the end. But those um 17,000, we don't even have 17,000. How does how is that? Um, can you go back to the last slide? Um the so
007for example under the middle school the first bullet is the number of respondents in your district and the last one is for the state as a whole the entire state had um 17,815 okay um middle school students. So, sorry that's not that wasn't clear. That's not clearly and and the same for the high school. The 964 was respondents in your district for high school students and across the state we had almost 18,000 respondents um in the last bullet. So, thanks for asking that. That wasn't Yeah. And any questions you have, please um please ask. Okay, next slide. So, why do we collect these data for teens? why are you know 43 states doing this? Um nearly every district in New Mexico participates in this. Um it focuses on risk behaviors and that's because um we
008we don't just sit around and say well what should we ask this year? Um but rather the questions are all driven by things like what are the le leading causes of death among young people. So we ask about whether they're wearing seat belts, whether um they're using substances in particular ways. Also behaviors that they start undertaking in youth um are the leading causes of death as they get older. Things like smoking um things like drinking alcohol. Also um a lot of the risk behaviors we collect information about are associated with um uh sickness and other outcomes. So we ask questions about suicide, we ask questions about depression, anxiety. And then last um a lot of the risk behaviors we ask about are associated with academic failure. So are they um missing school for example? Um,
009we also ask in New Mexico questions about resiliency and strengths that um lead to good outcomes, not just about risk behaviors. Next slide. So, I want to talk about how the data are used and clarify um who gets to see the data from your particular school district. So, local schools and districts use the data to identify student needs. So, um, we deliver to the superintendent a report that is just for your district. So, your superintendent can see for all of the questions. And we also break it down by things like boys and girls and different grades. So, they can see exactly what's going on in your district and how it compares to the state. And um there's also um county reports that are available on the website so you can look at your county see
010how that compares and um local groups like school boards and and school officials use those reports. Also, we have a number of places where students are using the data for STEM projects, for public health projects, and are recommending um solutions and things they'd like prioritized to their school boards. Um, a lot of nonprofits in areas use these data to write grant applications. So, when you're writing a federal grant or a foundation grant, they want you to be able to demonstrate that there are needs in your area. and this is one of the top sources for those data. Um, also the state departments and legislature in our state allocate funding to different locations based on their needs and use this survey um a lot for that purpose. And then also national organizations um monitor trends in
011informed policies like this survey was one of the first places to identify vaping as the next big thing for students and that um was started to be on the radar and and people started working on vaping policy. Okay, next slide. So the types of information that we collect um you can see in the top box um those are risk factors. I mentioned the resiliency and protective factors and a few health outcomes. You can see in that um bottom box and also demographic characteristics that there are about 100 questions for high school students and um about 80 for middle school students and districts can choose to do it online or using p paper and pencil. Sorry, paper and pencil. Next slide. So I'll talk about some data specific to this school district. Um so next slide
012please. First I'll show some areas where this district had outcomes better than the state. Um in all of these slides, Central Consolidated will be in the blue bars and New Mexico in the yellow bars. And I'm sorry for the group here. It's it's a little bit um small. I hope you can see it. But um on the vertical axis is the percent and this graph shows um injury and violence. So in the first set you can see um significantly fewer students in your district engage in texting and driving which is a big source of injury and death for teenagers. And all of the results I'm going to show you are where your district is statistically significantly different than the state. So it's not that they're, you know, close. They're they're actually different in a statistical
013sense. Um, also your district had lower rates of high school students skipping school due to safety concerns and also fewer students reporting that they were treated unfairly in school because of their race and ethnicity. These are for high school students. Next slide, please. Um I can't I can't see the top title, but this is about alcohol alcohol use. And um the again the blue bars are for your district and the yellow bars are for New Mexico. And um your students had much lower rates of drinking before age 13. So about 12% of your students first drank before age 13 and across the state it was about 16%. Um we found actually um essentially zero students in your district engaging in high intensity drinking. That's 10 or more drinks on an occasion compared to about 2%
014for the rest of the state. Next slide please. and your students are getting more physical activity than is the average for the state. And that's um as you know very important and um related to some of the um what are considered most preventable and modifiable health outcomes in public health. So um the first set is not physically active on any days. you only had 11% of your high school students compared to about 15 and a half for the state. Um, this relates directly to what your school is doing. You had almost 40% of your students reporting that they had daily PE in school and across the state that was only 27%. So that's a big difference and it's one that this particular organization has control over. Next slide. Okay. Some areas um were there opportunities
015for improvement I'll talk about next. Um uh next slide please. In the area of tobacco use, um you can see there was much higher rate of any tobacco use in central consolidated schools and um uh in current cigarette smoking and spit tobacco, it was slightly higher. And the difference um excuse me for your district and the state was largely in um areas like excuse me like vaping. Um next slide please. Um for physical activity um let's see go down. Um this is actually about um health outcomes and um being overweight and obese rather than the physical activity. Sorry. Um and this district actually has more students who are overweight and obese compared to the state. And so those are two areas for improvement. And I wanted to say out of the, you know, hundred um
016variables that we asked about in the survey, most of the other ones um there were not statistical differences with uh New Mexico compared to your district. So what I was doing was just highlighting areas where there are differences. Um next slide, please. So what I'll talk about now is sort of shifting to what happens in the fall. In 2025, we'll do the next survey. Um the survey is voluntary and um it's the process is first we contact the superintendent and make sure that they are agree to do the survey and then if that is a yes, then we talk to the principles and they can opt out of the survey and they have to say yes. And then the parents can also opt their children out of the survey and the students can opt out
017of the survey. So they don't have to do the survey, they can um say no. So um parents and students um uh can also decline to answer any particular question on the survey. So you can say yes to the survey, but then if there are some questions that you don't feel comfortable answering, you can also just answer the ones you want to on the survey. Next slide, please. Yeah, you had a question. Yes. Um, you're saying the op the opting out. So the student has can do that. So is there any communication back to the parent to say that the student did opt out? Um, no. the parents don't know if the student opted out. But this slide um says before the student is even allowed to start taking the survey or before the student
018is offered the survey um the parents are um asked to give their consent. And this is done in a form that's called a passive consent form. So if you want your student to do the survey, you don't have to do anything. And if you'd prefer your student not do the survey, you sign at the bottom of this is an example of the form. And um then the teachers have the information about which students are not taking the survey. Um but if the student is taking the survey, the students offered the survey and the student can still say, you know, no thanks. Um I prefer not to. Or the student can take the survey and then just not answer particular questions. It would it would seem that the um legalities you're consenting and um and then
019if your student depending um I don't know if you're considering age 18 or but they they are still um minor. Um, so I would need some type of communication back to the parent saying that they opt out. Um, yeah, the way that um tends to be handled is that the student is um granted the privacy of not participating in the survey and doesn't have to share that with the parent and the parents don't get the data about their particular student. Um, I understand it's a survey. Yes. But um you know for for reasons you know they they may want to ask these questions. They may want to know but um how will they you know instead of direct communication with their their student and or their child? Well, no one actually gets data on individual
020students. So, we can't identify the individual student. So, it's an anonymous survey. So, even if the student took the survey, we don't have a way to give that back to the parent or give it back to the teacher or no one. So, it comes back to us um as a student from um the school and then we know um in some cases what class the student was in. Um, but we can't identify individual students responses. And I don't know if you want to talk about that too. I know you have when we go into the schools, we do this passive survey as well. We get the parental permission. But if the parent signs it and says they don't want their child to take it, that's up to the child and the parent and the teacher
021collects it like she mentioned. But we doing the survey when the teacher hands it out in the classroom we follow a script and we tell them that they can take the survey. Many of you did not return to survey and we still give them the option of not they have to opt out and because this survey it doesn't identify like um myself say I was in high school feline Herrera and it doesn't give my age my gender my weight height it doesn't give that so this is totally anonymous so we don't know which students students did the survey and that's why it's collected and it's anonymous and um that um about the teachers knowing specifically that's specific to the teachers not even us because we don't know the children who they are personally by individual
022name okay I I guess I was understanding wrong how okay Justine or want to add anything that I Okay so it's totally anonymous no personal identifiers on the student. We only identify the school and they have a specific school number and the number of surveys that we collect at the end of as we collect it and finish out in the school. Okay. Yeah. Thank you for your question. That's good. Yes. How is the survey administered? How is it administered? Yes. um you know the bubble sheets that um it comes on a bubble sheet that the students can answer and a booklet and so the students answer male or female and then their grade and um is it classroom or no okay so and there's resiliency questions like she mentioned for Navajo we do have those
023resiliency questions And it's not we ask in there if they speak their own native language or if they speak a language other than Navajo. It could be a different tribal language or Spanish. So that's a question on there that the student will answer themselves. Then it goes into each of those six priority areas that she kind of highlighted briefly and the students answer those on the bubble sheet. So from the booklet to the bubble sheet, they'll fill it in and that's how it's administered in a class room setting for that one hour or 45 minutes. Thank you. Okay, next slide, please. And um we have a website that's called youthrisk.org org and you can sign up for um the newsletter here and um we send a newsletter out about four to six times a year.
024It's not won't spam your inbox. Um but uh before we move on, I wanted to clarify we've been talking about the Navajo survey and the state survey. So, um, the Navajo Nation does the survey every three years and the state data that I was talking about is every other year. So, it turns out we line up every six years and then in between those six years, there's another Navajo survey and then we do it every other year. So, um, okay, next slide, please. So on the website I just wanted to point out um you can go to publications and on the next slide please. Um this shows an example of a type of report that you can get. Um the um board members and the superintendent have a print out of the school district's report
025for the middle school and the high school. that report is only available um with the permission of the superintendent. So the district information is the property of the district. It's not my property, not anybody else's. So if anybody wants to see the school district data, they can't I can't see that. It's only available from the school district. Um there is I'll show you in a minute. Next slide, please. Another type of publication that's on the website, next slide, is the county report. And so this is an example for Bernal Leo County. You can go to the website and see the county report. And that's um combines all the districts in a particular county. And the reason we do that is so that um the um individual district data can't be identified. If there's only for
026example um you know a really small district in a county, we don't publish that to maintain that anonymity of the students. Um so next slide. So, um, this has contact information from for peed, um, Department of Health, myself, and a colleague at UN M if you have any more questions. You know, we're only supposed to take 12 or 15 minutes. Um, we're h we're happy to answer the questions. Also, if you if you want to know what's going to be on the survey, that's on the website, so you can look already and see what's going to be on the 2025 survey. And we also send the district's uh parent communication package so that they can let the parents know. We want to make sure parents have the opportunity to opt their child out. Parents can
027see what's on the survey. They can call me personally, ask questions. Um we want to make sure it's totally transparent and parents and students as well as everyone else is completely comfortable. So, um, we're all happy to answer any other questions that you all have. I I have a question, Vice President. Go ahead. So, um, looking at this your your book here, um, and seeing that, you know, the one for mental health, um, I only bring this up because, you know, of of, um, a young young girl that in um Arizona that went to a home, you know, because of I think it was mental health issues and and other stuff and and um had to seek it outside the reservation and um because it was it was said that they don't have those facilities
028on the reservation or near home. And so, um, here with IHS nearby, do they have these um where they can help? I mean, if we see that that's uh well, you know, even just one is a lot, you know, and and I think we we saw that after co um so I I um do you know um if IHS is uh set up to help in those areas? Um I don't I think I don't know the answer but okay I come from the Windowok Department of Health the um Navo Nation central office under department of health and I work with the behavior health program. They have one treatment center here in Shiprock and that's up near located near the hospital. IHS, they do have mental health services as well. And usually under IHS, they refer
029them out um through patient referred care and if they have those funds available and it probably might depend on the type of mental health services and maybe tribal um behavioral health might have referred that individual out too. So, it's it's on the individual basis. So I really can't answer for the parent parental decision and the child and the provider. So, but those services, we have one treatment center here under Navo Nation and I believe there was one in Arizona, but I cannot remember. And I can get back with you on specifically or have our tribal behavior health get a hold of you specifically to further explain their services and a member of IHS if you'd like that. And you know, and you yourself should should know that um with the chapter houses and the schools
030were kind of considered the hub of the communities and because we we don't have that infrastructure that Farmington has, you know, municipality and stuff like that. So um and then also I see under physical activity, body weight and nutrition that um you have daily soda consumption. Yeah. Um and I was just scanning through and um I was just wondering where or have you asked a question about energy drinks? I think in ours we have that in the Navajo Nation survey and I would defer that to Justine if she might answer anything specific for our energy drink. Would you? Um but we have she's delivered her reports to the superintendent, right? Yeah. So they would have that specific report on the energy drink. Okay. Yeah. Thank you. You're welcome. I like those questions. Any questions from
031anyone else here? Okay. Well, um I think we've exhausted our time. So, I wanted to thank you again for the opportunity to share the results with you. If you have ideas about um questions you'd like to see in the future, we have already set the 2025 questionnaire, but for 2027, believe it or not, we're already starting to work on new questions. So, for example, this year we're adding a fentanel question for the first time because we had so many school districts come to us and school boards come to us and say, "Can you please add that?" So, anyone in the community, teachers, school board, um have ideas about things we can add in the future or ways we can do better on the website or anything, please let us know. And thanks again for participating.
032Um you all have participated, I think, for something like 19 years or something. That's a Yeah. So, that's fantastic. So, thank you. May I ask another question, Vice President? Yes, ma'am. So, on this is dated 2023 and um is is this three years too? Every three years. Um the Navajo Nation is every three years and we're every two years. So, we just overlap every six. So, we're doing it in 2025 and then um Navajo one is in 2026. And how long have you been with the district and and doing these surveys? We've been helping I'm not sure how long we've been helping you all. So I think so about 12 years. Wow. Yeah. And so we work closely with New Mexico Department of Health. Wow. I this is the first time I've seen this and
033so for Navajo Nation though Justine is our local health educator and Denita and so they work with your local school districts and delivering the report. It'd be interesting to see because Navajo Nation I think theirs would be more BIE. We do have BIE participate. The tribal schools, the grant schools, they do participate. And there is a school safety summit at the end of the month in Gallup. and I'm just going to be presenting a section with my co-presenters on specifically on safety that concerns the YRBS um mental health, injury prevention and um yeah, just those two areas that we're limited to presenting and I can share that with you by email. Okay, thank you. Yeah, I just want to I've sent this survey before with this building. I think this was has been used with
034central cons before. Yes. So I think one of the data points that we looked at looked at especially the state is a big it looks like the it's a little bit higher in our district compared to what the rest of the state is. Oh yeah. See because I know everyone across the state's been trying to track the vaping and vaping use across at least with different schools. Yeah, that's my understanding as well. All right. Well, thanks again. We really appreciate your participation and we look forward to any suggestions you have. Thank you, Rebecca. That's a whole lot easier to pronounce. Next on the agenda is uh a presentation on SB 11 anti- distraction policy in schools and the discussion on draft policy by Germaine Chappelle and Mr. Deswood. Good evening, board members. Miss Chappelle, are
035you online? Would you like me to start? Yes, we would like you to start. I was double check with Chappelle. So, she said just to go do a little bit of background. So, in the spring, the uh legislature passed an anti-distraction um policy. A couple weeks ago on May uh 19th, uh we did uh I did bring together all the elementary, middle school, and high school principles and assistant principles together to talk about this policy. Uh this is a policy that needs to be uh put in place by August 1st. So we did get feedback from our directors as well. So, it was a collaborative effort to to get input from principles and leaders since they're the ones that are seeing a lot of the u cell phone distraction um in in the schools. So,
036um anyway, we we covered several areas. Uh we we called it a cell phone committee. Uh so, we covered what is considered an electronic device. We talked about what is considered instructional time. This is kind of based on what the the wage legislation is written. We also talked about when electronic devices are appropriately uh to be used. And then we also talked about improper uses of electronic devices. Um uh we talked about policy violations as well. Um so it's a lot of communicating with families and um guardians. So we have a first offense, second offense, third offense, and a fourth offense if that's happened. Go ahead, Mr. Deswood. I have a question here so that I can understand what you what you're explaining. uh this resolution or this uh SB11 bill is uh anti-distraction pertaining
037to electronic devices or is this overall any any kind of distraction? That is correct. This is regarding any electronic devices such as cell phones, personal tablets, walkie-talkies, smartwatches, headphones, handheld gaming devices, MP3 players, earbuds, Bluetooth speakers, digital recorders, digital cameras, video recorders, and smart glasses. Okay, we're we're talking then about uh uh electronic devices of any kind. That is correct, sir. Okay, there are other distractions. That's why I was Yes, that is correct. There are others, but this is specifically related to electronic devices. Um, Miss Chappelle, did I you want me to continue or do you want to pick up? Why wasn't um pagers listed? Um, pagers unfort No, there's no pagers. I we we haven't caught kids with pagers for several years. They've upgraded to phones, earbuds, you know, those Bluetooth speakers. So, Michelle,
038Miss Chappelle, did you want me to cover anything else that we discussed with the uh school administrators? Because I do see the bill. Is there like a draft policy that's before us? Um, that's actually what um Miss Chappelle is going to be presenting. She just wanted me to talk about us gathering input from the principles and then the you know how we came um how we gathered feedback from uh our administrators um board members I have also presented for you so you can see the um Senate Bill 11 the actual text can you see it okay yes we can okay good um and so the very beginning of this talks about what is meant by a wireless communication device. And so within the legislation that was passed this last year and signed by the governor
039that includes a cell phone, smartphone or smartwatch, tablet computer, laptop computer or gaming device. Um, and one of the things that I uh think the team um also pulled this from a distraction standpoint that we might add to this um in in our policy is earbuds and the playing of music or whatnot during class in using earbuds. Um the bill I mean the the statute sorry goes on to say no later than August 1, 2025 each school district and charter school shall adopt and implement a wireless communication device policy. And so uh we are bringing this to you early so that um the board has enough time before the August 1 uh deadline to review various options. Um it goes on to say that the department shall issue guidelines outlining the minimum requirements for a
040wireless communication device policy and and then it goes on to um give direction to peed. Um my understanding is that we have not received that guidance. I just want to check in with Mr. Deswood and the superintendent. At least when we last met we hadn't received that guidance. Is that still is that still correct? Yes, that is correct. All right. So, the legislature is asking both peed and school districts to write or or draft a policy implement a policy that does the following things. Prohibits a student from using a wireless communication device during instructional hours, which primarily means during class time. authorize a teacher to permit a student to use wireless communication device for educational purposes during instructional hours. Um, and so that would be something that a teacher would could allow a student to
041do under this policy. Permit a student to use a wireless communication device in the event of an emergency or to manage the student's health care. Um, so this provision instructs essentially schools to have students have access to their phones. um at least in some form, not necessarily right on their person. Uh permit a student to use a wireless communication device for accessibility purposes, including text to speech, speechtoext, or other assistive technologies that aid in communication, navigation, or learning. The team looked at this one pretty closely, and um the district has technology that um helps students with number four already. Uh, five, provide protections for student privacy and confidentiality related to the permissible use of a wireless communication device at school. Provide for the permissible use of a wireless communication device during non-instructional hours. And provide
042for consequences for violation of the wireless communication device policy. Um and then the last piece of this statute says that a wireless communication device policy adopted and implemented pursuant to this section shall not prohibit a student from you during instructional hours. uh one text to speech, speech to text or other assisted technologies that aid in communication, navigation or learning or two, a wireless communication device if the use of the device is a medical necessity and accommodation for a student with a disability or included in a student's indiv individualized education program. Some of those software just as an example um include uh blood sugar monitoring for example for for students with diabetes and there are other u medical necessity type pieces. Um and then the final paragraph upon adoption of a wireless communication device policy each
043school district or charter school shall publish the policy on the district's website. Um, and so with that, um, Peter, um, do you want to go over the high points of the policy or would you like me to do that? The draft policy? Yes. Do you want me to read it? Oh, sure. I can also put it up if you'd like me to do that. But yeah, that's that'd be great. Oh, yes, sir. So, this is the draft policy. Go ahead. I'm I'm getting there. Sorry. I think I have to stop presenting first. Okay. Can you see that? Yes, we can. So, version one, initial draft schoolboard policy student wireless communication device use policy statement. The this policy is adopted by the central consolidated school district in compliance with the New Mexico anti-distraction law section 1.
044A new section of the public school code and informed by comprehensive survey results from the dedicated educators recognizing the critical importance of an optimal learning environment, student focus, and mental well-being. This policy aims to minimize distractions from wireless communication devices during instructional time while allowing for necessary and authorized uses. One definitions as used in this policy. Wireless communication device means a portable electronic device capable of transmitting voice, text or data including A1 cellular cellular phone, smartphones or smartwatches. Two, tabular computer, tablet computer. Three, laptop computer or four gaming device. Two, general prohibition during instructional hours. To foster an environment conducive to learning and maximize dis disruptions, students are generally prohibited from using wireless communication devices during instructional hours. This includes but not is not limited to classrooms, laboratories, and other designated learning spaces during scheduled
045class time. Three, permissible uses. Notwithstanding the general prohibition, a student may use a wireless communication device during instructional hours only under the following circumstances. One, educational purposes. A teacher may explicitly authorize a student to use a wireless communication device for specific planned educational purposes directly related to the lesson which use must be integrated into the lesson plan and supervised by the teacher. Two, emergencies. In an event of a genuine emergency, a student may use a wireless communication device to contact a parent or guardian. All non-emergency communication with parents guardians during school hours should be facilitated through the school office. Three, healthcare management. A student may use a wireless communication device to manage their healthcare needs as required. Four, can you hold on? It's not moving up. Oh, sorry. Top of the page two right there.
046Four. Accessibility and assistive technologies. Use of wireless communication devices for accessibility purposes including text to speech, text to speech to text or other assistive technologies that aid in communication, navigation or learning is permittable. Five. Medical necessary or IEP accommodation. Use of a wireless communication device is permitted if it is a medical necessity and accommodation for a student with a disability or explicitly included in a student's individualized education plan. IEP four use during non-instructional hours. Students are permitted to use wireless communication devices during designated non-instructional hours such as lunch breaks and before/chool in appropriate areas. The school administration reserves the right to define and communicate these designated times and areas. Five, school provided storage solutions. To support this policy and minimize distractions, the school district will implement school provided phone use storage solutions, eg pouches, lockers
047for student during students during instructional time. Students will be required to store their wireless communication devices in these designated solutions upon entering the classroom or school building as per school specific procedures and may retrieve them at the end of the instructional time or the school day. Six, enforcement and consequences. One, consistent enforcement. All school staff, including teachers, administrators, and support personnel, are required to consistently enforce this wireless communication device policy across all classrooms and school premises. Inconsistency in enforcement undermines the policy's effectiveness and will be addressed through appropriate professional development and accountability measures. Two, consequences for violation. Violations of this policy will result in clear and immediate consequences which may include but are not limited to initial warning and device confiscation for the remainder of the class period or school day. Parental notification and required
048pickup of the device. Detention or other disciplinary action. Repeated violations may lead to escalated disciplinary measures as outlined in the student code of conduct. Three, protections for student privacy. This policy includes protections. We're not Oh, um, can you move up, Mel? My Sorry about that. Top of next page. Perfect. Protections for student privacy. This policy includes protections for student privacy and confidentiality related to the permissible use of a wireless communication device at school. Seven, parental involvement and communication. The school district will actively engage parents and guardians in discussions about this policy emphasizing the benefits for student learning focus and mental health. Parents will be informed of this of the policy details emergency communication protocols contacting the school office directly and encouraging to in reinforce responsible device sushi at home. Eight staff wireless communication device use.
049School staff are expected to model appropriate wireless communication device use during instructional time and student supervision. Uh staff should refrain from personal device use unless it is for an emergency, a medical necessity, or directly related to instructional or supervisory duties. Nine, publication review. Upon adoption, this wireless communication device policy will be published on the central cons consolidated school district's official website. This policy will be reviewed annually by the school board in cons consultation with educators, parents, and students to ensure its continued effectiveness and relevance to the evolving educational landscape. So that's version one. How many versions are we looking at? There are two. Okay. So this is version two and this is from other school districts like I believe we we looked at uh Farmington's actually I think Farmington is the only one so far
050who's adopted a cell phone policy that we've seen. Okay. So central here's how it will read. Central consolidated school district board of education policy student wireless communication device policy. The Central Consolidated School District is committed to fostering a focused and engaging learning environment where students interact meaningfully with peers and educators. The use of wireless communication devices during instructional time can be can disrupt the educational process and impact student engagement. Additionally, such devices may pose security and safety concerns including academic dishonesty, cyber bullying, and unauthorized recordings. As such, the Central Consolidated School District Board of Education prohibits student use of wireless communication devices during instructional hours except under specific circumstances outlined below. For the purposes of this policy, a wireless communication device is defined as any portable electronic device capable of transmitting voice, text, or data,
051including but not limited to, one, cell phones, smartphones, smartwatches. Two, tablet computers, three, laptop computers, four, gaming devices. Students must store wireless communic communication devices in classroom storage areas or under lo locations designated by the teacher. Students may solely students are solely responsible for their devices and the district is not liable for lost, stolen or damaged devices. The district will not search for, replace, or reimburse students for any lost or stolen devices. Permissible uses of wireless communication devices. Wireless communication devices may only be used during instructional hours under the following conditions. One, educational purposes. when explicitly permitted by the teacher for instructional activities. Two, emergency situations in cases where a device is necessary for student safety, emergency communication, or urgent health related needs. Three, accessibility and accommodations for assistive technologies that facilitate communication, navigation, or
052learning as outlined in an appropriate in an approved individualized education plan, IEP, or section 504 plan. Privacy and enforcement. School administrators are responsible for ensuring student privacy and confidentiality in cases where devices device use is permitted. Violation of this policy may be addressed according to the student disciplinary matrix which outlines consequences for non-compliance. This policy shall be publicly available on the central consolidated school district website compliant with NMSB11 regulation. Thank you. Questions? May I? Vice President? Yes, you may. So, on the I I kind of like the um the version two. Um but I during the board of directors meeting, you know, um Dan did say uh that he was going to distribute uh this policy and and then that um districts or boards can um um uh what do you um do as they
053please. Um, you know, however they want to to to set it. What's the word? Modify. Yeah. Modify or adopt. And And so, um, but I go back years ago. Um, I believe that's when Aztec incident happened. But how there was this campaign um not only locally but also at the school board association that um where they had a sheriff come and and talk about how vital it was to have um phones, the students to have phones and mainly because of those situations that you know, God forbid we have a school shooting, you know, or any type of incident, but they're, you know, with that many phones around the area, the campus, and and um they're the eyes and ears. Um and then out here with, you know, we've done a safety summit and talked about,
054you know, the the um the the police. Um sometimes you know it takes hours sometimes nobody shows up and but um you know and that's no fault of their own. Um so you know to to for those situations and to get help um that's my concern and um and then I realized that the you know the interference you know if you want to call it distraction but I've heard it said um when um students are taken out for say for these um bilingual or for other means, you know, that's a distraction too, you know, from their their class. And so I to me I'm I'm looking more at the safety. Um and and to me, I feel like when this was signed into law, um they don't know our community. they don't know our area
055and and then when I do call to the schools it's hard to even speak to a person and I have to touch this number hopefully somebody answers and so you know um we've had situations where students have gone missing and and and that just adds to the anxiety of of parents And um you know wanting to speak to somebody human, you know, and and um and then you know what if you know those those type of phones um what if one goes missing and um we're going to be busy with um um liabilities of either you know replacing or you know to me it just seems like unnecessary and um but I do like the version two where um you know the the teacher designates a place and um but you know I hope it's
056not locked. I hope it's where um students can get to it and if need be if an emergency arises. So, um that's that's my my thoughts on it is version two. Uh it looked like to me when when I first looked at it um a draft that you all have done for us. Is that a proposal? That is correct. So if you look a little bit further down, it talks about um in the uh discipline matrix. So there's a matrix that the district adopted some years ago. So there is language embedded in there. So then version one was what you had looked at before and version two is is our proposal for our district. That is correct. A little bit more specific uh to to our district um to address Miss's concerns. It does in
057in both policies they talk about when it is uh permissible for example emergency situations uh then teachers or whoever is supervising the phones will that will be distributed to the students. Um I know there was liability in version two. Uh there there is a section stated on there that students are solely responsible for their devices and the district is not liable for lost, stolen or damaged devices. So a little bit further it says the district will not search for, replace or reimburse students for any lost or stolen devices. So there's definitely a little Okay. So are you presenting this as a proposal? So there's two versions whichever or you can like Miss Aspus and Miss Miss uh Chappelle said if you want to merge them take both the best out of both it's up to
058you. We just wanted to you all to have input on it. We got input already from principles and they are in favor of uh of this um house bill and and this policy. Um like I said every administrator was for this and just because of all of this I mean Mr. Carlson and I also go into classrooms and we see kids on phones and they're watching YouTube videos or Netflix while the teachers up in the front. So, this is definitely something that our our staff are in favor and and may I vice president? Yes, ma'am. So, and and then also with with that um you know the the version one talked about how the those students with u medical issues or HEPA I mean then I I think about HEPA laws you know that when
059I use the analogy of when um we were paying for when when the students were paying for lunch you know there was that divide that separation And um somebody thought that was um not a good thing because it it it kind of um high highlighted that one student couldn't pay and especially if they were seen eating food that um that the the cooks could, you know, give for free. But so now we have everybody has free lunch. So to me, I think that's no different in those cases. And um there was one other matter that I I um that that you spoke of that um and I can't think of it now, but uh maybe later. Thank you. Go ahead, Matt. Yes. Uh um I'm also interested in how much data that we have. Do
060we have any information about how many students across all of our schools have access to any of these devices? And number two, h how many of these instance the devices have been cited as a distraction at each of our schools? Is it is it a per pervasive problem or is it different from school to school? So, we do have some data. Our data, we actually sent a survey out as well. So, do you want to share that data, Leandro? I can post it, too. Okay. Yeah, she'll post it up there. We we shared all of that after that initial meeting that we had with the principles, uh, the DART department. Leandro or Dr. Yeah. I'm I'm also looking at the the student handbook for a lot of our elementary schools. It looks like the district
061has already adopted uh an electronic devices similar to what this policy says. And it's it's under the caption or title items not allowed at school. Electronic devices, cell phones, MP3 MP3 players, iPods, video games, and other electronic devices are considered a nuisance in the educational environment. If brought to school, these devices will be confiscated, turned in to the principal, and returned only to the parent. The school is not responsible for lost, stolen, broken items. All electronic devices will be turned off and out of sight during instructional times. So based on that, is this policy being enforced at this moment? Is anybody enforcing that current policy as I as I read it? They do, but it it goes a little bit further uh to some consequences, right? uh like I talked about in in the policy
062like a warning um parent will be called then it gets a little bit more um stringent as it goes on to the point where it's maybe if it's a level four then you know the the principal will have a conversation with the family and saying you know they can't bring them for the remainder of the year but it it gets a little bit more um it increases in severity as the as they have a you uh violation one violation two violation three violation four so right now currently the way the policy is written it there's not really no consequences if it's yeah you you can say that this won't happen but I believe it's the consequences that they're um wanting so that we can make sure that we are enforcing it with with more teeth
063comment Mr. Wells mayor Yes, you may. Go ahead. Thank you. I'm sorry. I I was reading and wasn't listening to you. Distracted by your phone. That's okay. Yes. By my laptop. So, to some of the points and questions and respects to what we have sitting here in front of us, um I ask the superintendent, do all our schools have computers? I I believe that's a a rhetorical question. the answer. Of course they do. Yes. Yes. Okay. And our students have access to those computers, iPads all the time. Okay. So, what's the point of having to use a phone? Um, personally, I don't believe that students need to use them in the classrooms. They wouldn't because you can use a a Chromebook, you can use a an iPad. Educational purposes. You have one sitting in front
064of you. Yeah. They talk about one of the reasons is maybe do a survey and they have these programs like Cahoot where you know students can get on their phone and and answer some they could do that on their laptops as well. So so they can bypass and circumvent the school district's um internet to access. Yeah. They don't need their phones. Okay. Again, my point is they already have technology to be able to use, which makes that, in my humble opinion, quite irrelevant if they have one sitting in front of them, especially an iPad or a computer. Um, again, in in my uh opinion, what did we do before the advent of the cell phone for emergencies? So, that's a great question. Um, and that's something we still do. Um, we have an intercom system
065at all of our schools, a function intercom system. We have phones in the building, the ability to call in or call out. Uh, if you need your child in an emergency, we can secure your child quickly because of those systems. We also have radios and those radios should be used for emergency purposes. Hopefully, that's what we're doing in the schools. Um, but we do have those as well and we don't need a phone if we have all that. So three layers. Mhm. Okay. Um the only one that maybe in my humble opinions uh in respects to the IEPs uh there could be could be some variances or exceptions to the rule in that respects. Um but certainly the other two that were given as possibilities to me. We already have systems in place. We already
066have computers. we have iPads almost every tool that they need to necessitate their education. Um, so and and I certainly understand the safety aspect of it. I have a background in safety, so I I get that. But again, the layers of redundancy that we have in place if those things were to happen. Um, I and I just have a hard time in saying, "Yeah, let's let every child have a phone." Because again, the vast majority are not going to have the maturity to be able to put it down or leave it alone. Hence the distractions in the classrooms. You ask any teacher in this district if they're disruptive, and I'm willing to bet that at least 90 95% would say that they are. And that 5% or 10% that say no probably aren't even paying
067attention. We do have that those data as well. And you're about right. See? So again, that's just common sense. Thank you. May I, Vice President? Yes, ma'am. You were a blur. No, I I'm just just about to say are there any any other comments? Um, so the the other question or comment I wanted to make. Well, the question um what's the date of the policy? So, it needs to be No, the one that's in our book at the bottom, they usually dated. When When was that? The board policy that uh board member So was uh talking about. Yes. Yeah. The one I'm looking at doesn't really have a date. It just It just says ccsdnm.org. org the hand basic rules for ele it's a handbook for all the elementary schools. So it's in the handbook.
068I'm actually not finding 4250 J4250 and J4261 might be on a previous policy but if if uh Mr. So is looking at the student handbooks. So the student handbook or the student cell phone usage is most prevalent in middle school and high schools. Um, a lot of times, yes, maybe fourth grade, fifth grade, sixth grade, students will start to bring them, but for the most part, I mean, majority of the issues that we're seeing are in the middle schools and the high schools, but the policy needs to be adopted by August 1 per the uh House Bill 11. Well, now it's a bill, correct? Not a not a suggestion, not a policy, but now it's a bill. Um Sharon, are you able to find that date on that on our policy? Um maybe Pete could
069um tell you what number I think the one I'm looking at now I went to the board policy. It says J 4250JH date adopted September 19th 20 uh 2017. And that's acceptable student use of of personal electronic devices. All it is is one sentence. Okay. So, we've come a long ways from pagers and and I and I and I'm I'm going to stand by that that um you know, just from the things that I've seen um again, it's hard to get a a human on the phone and um and I can imagine if a crisis should happen that um you know it's it's going to be chaos and um and I I like the fact that mainly because of the of remembering that sheriff talking about um giving his safety um presentation and and just
070remembering all the points that he brought up. and and then it to go back to the fact that um um our police situation especially out on the reservation and um and then to look at other schools um I'm surprised that Farmington has has that as a as their policy and um but it it seems a a little bit more um where they can have their phone still and and um but I'd like to do the honor system first. You know, we keep saying that our students um are are um young adults and I feel like let's let's let them this is you know at the beginning of the year you know this is the honor system. It depends on you you know that um if if you don't follow these rules then then it goes
071up here and because I mean there are more matters I'm sure that um you want to be strapped down with you know as far as discipline and and um going through and and I'm There's going to be a number of cases and um you know, but it's still in the teacher's hands to make make that point or that designation. Um it's up to them to, you know, first give them a chance to show that they're responsible enough. Um but You know, I that that's that's what I I think that's how we should handle it. Thank you. Anything else for Mr. Dezwood from the board? Anything else for Mr. Deswood? If if I could ask so which one of the policies seems to have a how do I put this it's more strict and applicable for
072and second what what is the administrative recommendation based on the policies before us because I'm sure you've obtained feedback from the principles you've obtained feedback from other stakeholders so in that in that respect what is the preferred policy recommendation so both of them are very similar right like I like like I had stated uh the the second one, you know, really uh talks about uh the the liability on on the district. So that that kind of protects us which is missing from the first draft or the first uh first uh policy that we read. Um both are similar as far as if it's in a student's IEP or they have they need an accommodation, right? um as it is right now if there's an accommodation for students it's not pointed out right that the student
073has a has a specific accommodation um in the class. So all it is is saying is this that this is based on the on the policy or the board policy recommendation is um they're both it's both acceptable if the student might have an IEP, right? Or assist or assisted technology. maybe they might need a speaker if they're uh for hearing. Um both also talk about um if there's an emergency, you know, students will get it back. Um so I I think u version two with the liability and saying that the district is not sponsor responsible for any loss or stolen items. um either version principles just want something in place so that there's some teeth as far as you know consequence one two three and four um because right now based the way the behavior
074um the discipline matrix or behavior matrix is written there's nothing in the board policy that says to assign discipline to the students if if if there is a violation so that's what is unique about updating the policy um so question. Go ahead. Anybody canvas the teachers? So, a survey was sent out. Um, if if you want the data, I can share that. I know Miss Chappelle has it. Maybe she can share with the board for for them to verbally what it what was the consensus. So, teach students are saying for the most part, well, we don't use it, right? But then when you ever you see the teachers, the teachers like, yes, we do see it. we you see it as as a distraction and of course those are reported to the principles so that
075the principles are the ones they're the ones like when we brought them in they're the say they're the ones that are saying we're in favor of this. Um in fact before it was made law for the previous couple of years principles were always talking about we we really have to do something with cell phones. It's just getting out of hand. Kids just have them out. Um even though there it is in policy uh since 2017. um there's really no consequence and and then like I said with the way the behavior matrix is set up there's no consequence if it is violated. Superintendent I have a question for you. Yes sir. How many chances so should a student get to error in the classroom with the phone? Interesting question and part of it dep depends on
076the policy you develop. Excuse me. It depends on the policy you develop um and and you adopt and either the next meeting or or when we do that. I'm asking you as a superintendent. I I say they get it a chance and then they don't have a phone. It's pretty It's pretty clearcut and dry in it. Yeah. But we tend to have a matrix that usually has a first consequence and a second consequence. But um yeah, if you if you abuse a privilege, you don't have that privilege. If you're one of those kids to be able to sneak those and text behind your back, then it'd be like, "Okay, well, I got two more." So, I got one more. That's a good point that's been brought up and it's been been done in districts. Uh,
077students will bring two cell phones if they have to turn one in. Yeah, I know people who are capable of text behind their back and not looking at the phone. Those are all Yeah. teenagers and maybe some people in their 20s, but my point is it certainly needs to be strict enough to make them think twice about it. Agreed. Agreed. And and Mr. So asked about kind of the administrative feedback and you know you've seen the data and this by the way what's being projected right now Chappelle is projecting that the summaries are are great because I think it's an AI summary. So, what it's doing is just taking the data and saying, "Here's some key points from that data." And we've done super quickly, but but it's it's great to hear what the teachers
078have to say. Um, there are a few teachers who think that students should have them in the classrooms. Most teachers feel like that students don't really need them for the most part. Um, and if you ask my take on it, um, I've talked to Miss Chappelle about this. Um, I think that Farmington might run into some issues with their policy and any anybody who has a policy with that that takes them away completely. Um, I would prefer a policy. There's some recommendations about pouches or or ways that students can give them up, but again, that leaves you open to the possibility of students going to, oh, here's my cell phone. Then the backpack they have their real cell phone. A lots of ways, you know, teenagers, they're going to find ways around it. So, um,
079but but again, um, I'm I'm much more in favor of I don't want to see them in the classrooms anymore. I've seen them in the classrooms way too much. Likewise. Thank you. I um, May I, Vice President? Yes. I'm sorry. So, I I've gone to carpentry class with you and I did not see anybody on a cell phone. So, it it makes me wonder um I guess when when we talk about those things, you know, um students are not They're They're not stupid. They know who they can play with. They know who strict. And so I didn't see none of that while I was in there. Even when the um teacher went into another room and and um still so you know, I I um I really think that, you know, I've already said my
080peace, okay? And and if we're swamped and and whatnot with with parents and these cases, um I'm I don't fail to to not say I told you so. Anything else? That's it. Thank you. Thank you. Ju just just a real quick question. Um do you have like like an option three for more I guess you could say a stricter policy where there's no phones all together? Is that an option three? Um, board members. So, that would probably fly against the plain language of Senate Bill 11 that's been now passed into law. Um, I can put that provision up. If if there's an outright ban, I think we'd be in violation of the new law. Let me pull that up. Sorry, I have sun in my eyes. um right here in particular items uh three and
081four um are pretty explicit. I can read those again to you if you like. Mr. Chappelle, we're seeing the uh summary of teacher feedback. I thank you. I just needed to press this other tab. My apologies. There it is. So the law requires us to permit a student to use a wireless communication device in the event of an emergency or to manage their healthcare. Um and then for requires us to um include in our policy the ability of a student to use a wireless communication device for accessibility purposes which we've discussed. But it it's really number three um that we need to be careful on. Mr. Pel, can you define emergency? The statute, u, Mr. um, I'm sorry, board member Mononttoya does not define that for us. Um, but, uh, that would have to be
082done on a case-by case basis. Might be a good idea for us to have some conversation about that. Um, and bring something to you that helps define emergency. Um, but I think some of those points do go back to the points raised by board member Aspus. So, so what can basically it's subjective? It it is subjective. I think emergencies can be defined as as subjective to the person experiencing it. Um, from my perspective, uh, the two policies versions that, um, staff came up with after the first conversation we had about the statute are really good. Um, I think you could take the, uh, language that Mr. Deswood highlighted in version two and move that into version one. Version one is uh, very, it's got good detail in it and really helps people understand what the
083dos and don'ts are. So basically what I am to deduce from what you're telling me is a parent could say I want my child to have is have their phone on their person at all times during school be in case of an emergency. Is that enough of an emergency for that child to have that phone constantly and consistently? I don't uh my my interpretation of the language of the statute um doesn't go that far. Uh and so I think the storage option that staff has brought forward, administration has brought forward to the board um so that the bo the phone is in the classroom but not on the students person. I think that's acceptable. May I vice president? You may. So, um, as as I pointed out on three and four, um, I feel that
084those are HEPA violations in a sense. Um because you're um because others are going to know that they have some type of medical or whatever, you know, to so they're allowed to have the phone and that and I go back to that same analogy of the lunch program. Um, so there's no um I guess the equality or so. Um, board member Aspus I have I was trying to highlight but it's too dark. Um, number five also requires school districts to provide protections for student privacy and confidentiality related to per permissible use of a wireless phone or of a phone. So, I I could see that going in a process procedure if a student has an emergency, finding um, you know, a good way to inform the teacher uh, so that it so that it does
085uh, aid in what you're talking about, protect what you're talking about. Yes. Um and and not not only that, I mean it's um it it it's separating and designating that student as a um as someone that needs medical or there's something wrong. Um um and if I may respond, board member Aspus board member Montoya um the points you guys are raising. Um when a student doesn't feel well, they ask the teacher to go to the nurse's office. So kind of similar thing. The actual concern or issue with um HIPPA privacy would be disclosing what the emergency is or what the health concern is. Not necessarily that there is a health concern. And then on top of that, the um the safety aspect of it where you know, as I said, we we um hosted a
086safety summit two years ago and I I just, you know, there was some sessions there that that talked about these things and that it um it was also pointed out that how our youth are more able to use the cell phone in an emergency situation than an adult. Um, so so thank you. So if if I read this I'm sorry I my apologies. Number five is the butt to the whole conversation then because again it creates subjectivity in respects to everything that came before it. Provide protections for student privacy and confidentiality related to the permissible use of a wireless communication device at school. So a parent can use that. And who is the school district or the teacher or the principal the superintendent or the board to question? Just a thought board members and and
087in response to board member Montoya's question and concern. One of the reasons I think staff and myself wanted to bring this to you early is so that we have you all have time to really think through how you want CCSD's policy to be. Um and uh Mr. Deswood I know teachers were pulled. Who was anybody else pulled? teachers, students, administrators. May I? Vice President, you may. This is a question, Superintendent. Um, can you um honestly say you g you you give a gadget that's worth $1,000. Would you want somebody else to be confiscating that or picking it up from your child if it were stored in a reasonable fashion? Yes, trustworthy. And and here's the thing. I mean, I would think that we need to be careful with that as well because I think we
088could cons be considered to be liable for any damage or misuse of that. Well, we already have that disclaimer in the policy that we're not. But well, um but I'm asking you honestly. I mean, honestly, yes, I did have uh four four high schoolers and I can tell you that um especially as technology emerged, you know, and changed that there were things that they w they certainly got away with um because of lacks policies that I would prefer they didn't. Um, and and to me, one of the things we haven't really talked about, I I didn't want to open up a can of worms too much, but one of the biggest problems we face right now is cyber bullying. And when students have those devices in the school building, you want to talk about liability.
089We have students, I can guarantee you that we've had students this year cyber bully other students throughout the schools and and probably every single high school, probably every single middle school at CCSD. I wish I weren't I wish that weren't the truth, but I'm I'm sure it is. And by saying, "Oh, here, go ahead and use your phone. You're done with your work. Go do your use your phone or whatever." We're allowing them to do that and any number of things that they might be doing on the internet. And I think all those things open us up to some liability, serious liability. I I wish that the the bill was more specific than, you know, to say on cyber bullying than than um overall cell phone use or electronic devices because um again, I think
090they're not thinking of us when they make these bills and um in remote areas rural areas. So, so if I may, thank you. Go ahead. I think that's why it's incumbent upon us to look at that and the speed at which those things move. And I'm glad you stated that, superintendent, because we all know there could be somebody in class and someone has access to that phone makes a derogative comment and within seconds numerous numerous amounts of students will have that and see that and read that as soon as they start piling out of that class. The snickers, the looks, the glares, the laughing. Absolutely. So again, it's it's incumbent upon us to see and understand and make it applicable to our area and to the use for our students. Thank you. Well, Mr. Vice
091President, if I could speak on to to me, well, at this point in time, it looks like both policies as presented do meet the requirements of Senate Bill 11. So I think the next t task is to probably pick which policy and then go go from there and have a roll up by before the start of the year. That way this can be incorporated into the handbooks across the board. Correct? Yes, that is correct. Okay. It's dated, isn't it? Isn't there a date to be approved by by the boards? August. August one. Um, and it it we were planning to bring it back on Tuesday and obviously we can bring it back July as well. Is there any opposition to proposing it now instead of bringing it back and going over it time and time
092and time again? Need to have another read. Yeah, T, I'm comfortable taking a action right away. May I? Yes, you may. Uh, the question um, Miss Chappelle, the So, now that we're on this topic of electronic devices, can we add in there about cyber bullying and make that part more strict? Um if um and then you know the language for that that you know and that's should be zero tolerance there. Um you know there's there's that campaign as well you know to um not put up with those things. And um yet we've been following a policy in since 2017 that didn't even outline that, didn't even address that. And so um with this one, are we able to add that while we're on the topic? I I think the policy is already covered under existing
093policy and that's policy J2550. adopted November 17, 2023. Mr. W. So, I think you could definitely incorporate that other policy and um with respect to the topic of the conversation, what you could do is beef up the um the penalties for for that. Um which I don't know that we have done um to to that strict level. Mr. Desa, do you know if it's a strike one type of structure for cyber bullying? Yes, we do have there is uh language already in existing board policy for cyber bullying and bullying. Uh so it's actually already in the discipline matrix. So uh but I don't think that I mean it happens right but I think if there's a policy during school hours or when instruct instructional time is going on all it is is limiting that it
094happens. I mean obviously we can't control what happens once students leave the building right but there in our existing policy we do have it where there are consequences already and principles do uh do follow the matrix so and Mr. Des what date was that 2023 yeah November 2023 okay but Mr. Des is it what is the stacking on the penalty? Is it a strike one like zero tolerance or what how do we deal with it right now? So it's uh various of course it is uh progressive as well. So for example, bullying and harassment, right? Um step one, uh there's there's one to three day uh out of school suspension with reflection with cultural support, a referral to school counselor, like you know, student assistant team. Uh place a student on a behavior contract. That
095would be step one. Step two then goes to 3 to six days out of school suspension. uh with reflections with cultural support referral to MLSS SAT um utilizing established interventions and this is by the way is all based on policy. So if you wanted to update that you definitely uh that's at your discretion. Of course, there's there's higher levels of uh you know, I guess that'd be a solar battery, but it goes to a step four if it continues to um possible discipline hearing as a as a fourth step. Step three is 6 to9 days out of school suspension. I I didn't realize there was already one on cyber bullying. So, that's separate. Well, it is bullying, but it I mean it even if it's cyber bullying, it still falls under bullying. So, I like
096like I said, if you want to make that, you know, more strict, then that's definitely um at the board's discretion. Personally, I think uh cyber bullying is more egregious and more anonymous and therefore can be more dangerous. And I would I would recommend that that be a a zero tolerance policy. Yeah, then the board would need to make that um adjustment in the uh board policies. Well, I don't like to rehash and rehash things over and over again. So, but if it's necessary for a second reading uh to this, we can otherwise I would uh recommend we vote and adopt it. But we can't vote on work session, but we can um um hear it again on the regular, but I I think right now I think to just get an idea of where the
097majority is and and um to me I like I like version two, but I I would like to consider um giving our students a chance and and have that honor system first and if they mess it up, that's them. And at least then we we can say they had that chance. So, uh two strikes, you're out then. Um well, I I'd like to consider that, but still the version two, you're still um this when the student comes into the classroom, our teacher will designate a place for them to put their their their phone. Um but what I'm saying is let them keep their phone and if they mess it up then this the teacher will designate the place. Well, that's going to that's going to interfere with your HIPPA idea. I I know, but you
098know, I I I don't like it and and I don't like the the fact that um if everybody to me if everybody has to turn it into the class, it's fair. then it's not going you're not going to have oh well look at him he he had to turn in his phone but but you know they need it for medical well that's that's the exception and I think that's I think that's in the that's what I mean if we start out the year on the honor them, you know, then you're not, you know, that those students that have medical needs and and IEPs that, you know, that give them those exceptions, um, they're not so obvious. You know, it it goes to where, um, everybody's starting out the same, but if they mess it up,
099then Then the teacher. Okay, you put your phone over here. Uh, he got his taken away. Yeah, just turn it in. I don't know. I I understand your I understand your concern, but I think my opinion, and this is just me, my opinion is that if when they walk into the classroom, they turn in their device, uh if that student has an emerical and medical emergency while in the classroom, uh they can certainly retrieve it or Anyway, we've beat this horse to death. We're going to I I would um appreciate one more reading if there was any additions or clarifications on either one of them. And it seems like the second one is preferable. Yeah, I mean at this point I'm in agreement of that, dude. Yeah, number two seems preferable, more applicable, more applicable
100to But again, my my angst is is were the two that I stated that there's computers and iPads in the classrooms and quite honestly, in my humble opinion, there's no need for an additional device. Well, and I I had a a young man in middle school and and during his math class, he was reviewing stats and and playing football and his teacher didn't didn't do a thing about it. Yeah, I I that's my my thinking too that what if there's that one teacher that doesn't comply and um doesn't designate and you know that word gets around fast. Okay. Now then I think there ought to be disciplinary action on the teacher. That's why there's a principal in the building. That's why there's a superintendent. And that and that's where that big back to school orientation
101happens where all the policies the new ones that have come up are rolled out. Correct. So that way everybody knows so there's no ifs ends or buts on on saying I I didn't know this policy was in existence. That's correct. In fact the principle of one of the their pieces of input was that have family sign acknowledgement at the beginning of the year. So, I know um usually digitally we send out any policy updates. You know, here's what happens to your consequences, student handbook updates. Schools usually go over those uh student handbooks uh the first couple of days of school. Okay. Thank you, Mr. D. Are we going to we move on now? Um I'm wondering how this um attracts students um to our district. And well, superintendent, will you um be able to find
102that? I don't know. Um if you're able to track that kind of information, could you share it? I could ask our data folks. Yes. So, we get students enrolling from especially the district to the east with their very strict policy. Um If you adopt the second policy and we end up with students who say, "I'd rather be in a district that lets me carry that, we can we can ask that question." Private school or charter school. There you go. Or BIE school or BIE who also will have to adopt a policy, I imagine, or at home. Well, there's all kinds of scenarios and we can if and and what if and what if all night, but uh I suggest we move on if that's all right. Yeah, I think we should just the quicker we
103adopt this otherwise it's just going to to me it's going to drag out. I agree. Thank you. I'm I'm willing to go with the second version. So, I'm assuming we could put that on an action item for the work session. Let's do it. We would need a second reading, of course. Yeah, that's that's what I said and that's why I said we need to have a second one anyway. Just to clarify, you mean um the regular meeting on Tuesday, right? Board member Mononttoya, what did I say? Thursday work session. Is it Tuesday or Thursday? Tuesday. Whatever day it is. The regular meeting. Yes. Board meeting is on the 17th, isn't it? Yes. Okay. Yes. That meeting. Three reports and possible board action. a status of re of leases with the Navajo Nation and possible action.
104Miss Chappelle, can you make this? Vice President Wells. Um, actually, what I need to do is request that this goes is handled after executive session. You want to discuss that in executive session then? Well, there is a legal advice component that I do need to discuss with you and so I do think it would be better um to bring it back after executive. All right, we'll we'll move that uh a to executive session and go on with the budget report from um vice president. Yes, ma'am. Um is that a legal move? Uh yes, board member aspis. Um there we have it uh described in executive session on legal advice and it is also an exception under the um uh public meetings act because it involves leases and negotiation. So you're saying that's legit because of
105we got down here litigation pertaining to legal advice as permitted under threatened or pending litigation regarding legal advice. Yes sir. In addition to that um so this would be legal advice that I do need to give the board with respect to the status of those leases. Um and then um the other aspect is that the open meetings act also allows for uh attorney client privilege communication regarding negotiation of leases because you know we um we're changing the agenda and you know there there may have been that one person not only the board that wanted to hear the you know the the leases the status of the leases with the net can you share a little of what can be shared and and that's what I'm um trying to explain board member asper in the agenda
106so that I can have that attorney client privilege conversation with the and then discuss um topics that would not be privileged in open session. Well, you know, I I'm going to be direct. Um you know, in the creation of the agenda, um there's three people to this and and you're one of them. And to me, I would think you would know that um in creating the agenda that this should be in the executive session and not list it as a report. And um and then to um tell our community um who who does look at these agenda items and and expect that as a as as in a report. So, in the future, I hope you could do that and and be mindful of that. Uh, thank you, board member Aspus. It was an oversight
107in terms of timing um when we talked about what should be on the agenda. It will still be on the agenda today just after executive session. Thank you. Item B. Mr. Satena, good evening. Can everyone hear me? We can hear you. Yep, can hear you. All right. Thank you. Um, first I want to apologize for not being present at the meeting. um unforeseen circumstances with my health actually prevented me from attending work this week um and attending the meeting. So, I apologize. Uh in addition to that, I'd like to acknowledge that it also has uh impacted my ability to report on some of the items on the agenda and to acknowledge board member Aspus and her concerns. For those that are present to hear those agenda items that are um are not going to be
108hearing one of these items, I want to apologize upfront. Um, I'm requesting that item D, uh, excuse me, yeah, item D under reports and possible board action booster club by Dominic Satenia be moved to the Tuesday board meeting. With that being said, uh, the item that we're discussing this evening is the budget report. Um this item is up for your consideration for approval. Um the date for approval that's been communicated to the ped uh is that our board will approve by next Tuesday. So should any action not be taken this evening which is not required uh we are looking for approval of the budget by next Tuesday. Um I believe Mr. Carlson has provided you physical copies of the budget. On the first um on the first page uh is our summary of revenues year-over-year.
109Uh in the ending columns you should see uh 2024 2025 revenues versus 2526 revenues. Uh Vice President Wells, can you confirm that that's the first page that you're looking at? I have in my hands uh Dominic a loose page um and then a stapled page. The loose page is what we're looking at first, I believe. Um again, it should have two columns on the far right. One that says 2425. It does. Yes. Yes. The loose page is what we're looking at first. Yes. Are are they different than the one online? Uh, no. They're exactly the same. I just wanted to make sure that you had physical copies in your hands. Yes, that's confirmed. All right. Uh, the the reason that we're we're taking a look at the revenues first, uh, the the stapled packet that
110is second is the expenditures that are proposed for next year. Um the revenue report that compares year-over-year shows where we have increases and decreases in revenues. Um the the 10,000 funds, the general funds, you'll see the first fund that's listed as the 11,000 operational fund. That's the SEG money that we received from the state. As you see, there will be an increase of 22% to 76 million. Um this is due to the changes in the formula and increases to the base amount uh the base unit uh this come upcoming year which benefited our school district. Um however uh this was offset by four in 4% increase in our expenditures towards uh salaries that we equally distributed across the district. Um the 12,000 13,000 14,000 funds um come from the state and are used spec for
111specific uses. For example, public pupil transportation is for to and from buses. Um that pays for the diesel uh for the public transportation not including activities of our students. The 15100 fund is our impact aid. uh what we budgeted was a 4% decrease in the impact a operational. Uh there's been other indications that in the future impact a will be reduced by 15%. Uh by the most recent memo that I've seen. However, this is what we've budgeted for next year is a 4% decrease. As we move to special revenue funds, we have our universal free lunch which has increased quite a bit. um and food services. Uh although it has decreased by 38% year-over-year, I'm not going to go over all the funds, but what I do want to point out when comparing the revenues
112is you'll see that we've had access uh to we've gained access to new revenues, uh uh excuse me, new grants, um while others have fallen away. So anywhere where you see that there was a zero balance in 2425 um and then in the following column you'll see uh an amount that was where we applied or gained access to additional grant funds. Um anywhere where you see where there is a negative 100% uh in the percentage change column is where that grant uh was is no longer available or we did not apply for. Um, for example, under the 24,000 fund halfway down in the middle of the first page, uh, you'll see the Essers 3, the ARP esser fund, um, that was money that was received from, uh, during COVID, which was supposed to be used
113uh, in the mi at the at the beginning of this year. I believe that we we spent down the entire amounts uh, last September or November. Um and that money is no longer available but that is the ESSER fund there. Um one of the other funds that we I would like to point out to you is the Johnson Ali fund. Uh it's the 25,000 fund federal direct grants uh that we usually report on. Uh the Navajo Nation has uh elected to uh penalize us among other among other school districts that actually spend down their Johnson Mal Johnson Ali funds. Uh we previously received $544,000 that we had budgeted last year. Uh this year we're only going to be receiving or budgeted for about $32,000. It's almost a 94% decrease. Um the other two components of
114impact aid impact aid special in educa special education has decreased 8% year-over-year and impact aid Indian education has increased 15%. Um title n I'm sorry title title 19 Medicaid um decreased by 13%. um Indian ed formula grant uh increased by 34% and Navajo Nation uh the Navajo Nation direct grant decreased by 25%. Um one of the things that I'd like to point out is that the decreases in federal grant funding is an indication uh an early indication of what we anticipate for the future over the next four years. uh in the memos that we continue to receive which is we are seeing decrease in funding through grants. Uh while they've been a major support for our school system to provide jobs uh and additional funding for our students and classrooms uh we anticipate that we
115will continue to see those decreases. Um I'll let the le rest of the revenues stand. Um, you can kind of review the rest of them on your own and let me know if you have any questions after the presentation. I can try to answer them the best I can. Uh, what I'd like to do is move over to the next packet, uh, the staple packet, which is the proposed uh, budget for next year. One of the things I first want to start is by explaining how this document is set up. It is 15 pages long. Um, however, it breaks out all of our expenditures and how they've been budgeted by the fund, which is the first column of where you'll see FD at the top left. Again, you're on the stapled packet first page. Second
116column says FN, which is the function, and the third column is the objects. This is the beginning of the accounting codes that we use within our school district to assign and budget for our funds. The 11,000 fund represents the SEG operational. So anywhere where you see the fund 11,000 that is the the SEG funds. Um 10,000 the function 1000 is strictly for instruction. So what you see here is that we are paying in the first line personal ser person personnel services compensation. Uh we're paying $31 million in uh direct compensation for 418 FTEES. Under that you'll see various fringe benefits that we also pay out uh which include employee benefits which equal about 13 million. Um we also have professional and technical services, purchase property services, other purchase services, supplies and property uh specifically for
117instruct in instruction that have been set aside. Um the next you'll see in the next section we're still in the 11,000 fund. Uh but we're under the 2100 function code, the 2200 function code, the 2300, 24, 25, 26, 27, and 29 function code. All the 2000 function are related to support services. You have 68 employees that are classified under support services using SEG income. Their total salaries uh equate for about four equate for $4.6 million. Um the line under that shows how much of that is related to fringe benefits, employee benefits totaling $1.9 million. Um and then you have various uh services that are broken out amongst the different function codes which again the the object code describes what actually is being purchased or paid whether it's supplies other purchase services etc. Um as you
118move down in how we we have one more section of the 11,000 function which again is the SEG income which is our 3000 function code. These expenditures represent the operation of noninstructional services. Um compensation includes $1 million. Uh excuse me. Uh we also have personal services which includes 6.13 and represents two full-time employees. Uh and then we see their uh employee benefits, the fringe benefits which account for 47,000 of those two employees. Again, uh supplies under this function for operation of non-instructional services, we've budgeted five uh $517,000. At the end of it, you'll see what's highlighted in gray. And each section of of each fund is organized in the same way. At the bottom of all the sections, you'll see that the 11,000 the total operational totals 76,000 uh I'm sorry 76,758,000 and equates 661
119uh FTEES under under the oper uh the the 11,000 fund which again is the SEG income that we receive. Um this this lines up with the revenue report that you first looked at. uh in terms of how it flows down, all the funds are in order. One of the things that I'd like to emphasize that we did this year is we put as many of our full-time uh equivalents or FTEES employees in into the SED income so that we could better monitor how much we're actually spending on salaries and can bring that information back to the board in future years to make decisions in terms of uh in terms of cutting uh making any additional cuts or emerging schools in the future. Um, as we reach as we look after the 11,000, I'm not going
120to spend too much time on the 12,000 breakout. Um, there is one FTE that's associated with that and uh the 2,000 uh and the 4,000 represent support services and capital outlay. Ultimately, this is the Triidge fund uh and it equates for $1.3 million. the people transportation which is the next uh gray line represents the 13,000 fund that's Yes. Go ahead. May I uh vice president? Yes, you may. So um before you go any further, which one would show um I mean I I think we we still have that in our minds about um building the school down south. what what uh balance are we looking at for that? Yeah, so that's one of the uh most of the numbers have remained the same year-over-year with the exception of where we uh moved some of our
121full-time uh equivalents or FTEES the employees out of the impact aid and into the SCG income. So those are the where you'll find major the major differences uh in this budget compared to last year's budget. to your point uh board member Aspus the other major change that we made this year uh is under the capital if you go under the 15100 under impact aid we've set aside $15 million to account for a portion of the funds that we would need to set aside and show that the uh PSFA that we have the money set aside to begin projects like Nukem Elementary. Uh that is on page one, two, three. On page three. So if you go to page three of the the uh of the stapled, and I'm not sure if it's printed front to
122back, so it might be the first page of uh or the second page of the stapled version. Um but under the uh you'll see there is a line called capital outlay. It's the 4,000 function. You'll see 5400 which is the object code and it's called total purchase property services. There's $15 million set aside that we can show the PSFA that we have dedicated towards these capital outlay projects. Um, now I was hoping to hear from the uh the the board attorney because we've been pending uh hearing any news on the uh the land lease which requires a 50 land year land lease that we were told by the PSFA before we could even begin to receive funds from New Mexico um from the state of New Mexico to begin the projects that have already actually
123been designed for Nukem Elementary. Uh regardless, uh we do have the money set aside next year, regardless of the outcome of the 50-year lease and how long that will take. Uh we've set aside those funds in advance. Um impact aid is the second big one to look at to understand where a majority of our funds are going. Uh again we use a portion of it for instruction 11 million for instruction which it does cover 14 FTEES. Uh this year under the instruction we did have seven uh reading specialists that we had lost funding originally under title funds. Uh and we retained those reading specialists under impact aid. uh half of those uh FTEES that you see under impact aid there those salaries are covered to retain those reading specialists uh one uh one at each
124elementary school across the district. Uh the other portion big portion of impact aid uh is support services which represents uh $13.7 million. Um you'll see the various uh FTEEs that are supported uh or professional services uh third-party services that we pay for uh through impact aid uh that are not actually FTEES with the district. Um last but not least we have operation of non-instruction services which represents 4.3 million again this represents purchase professional and technical services uh and supplies across uh different across different uh uh different functions besides the impact aid and the SCG income which I've communicated over the last uh five months of being employed here as the major sources of revenue to cover our expenses. Uh we do receive a lot of money from our grants uh which have specific per uh
125uses that we can that we can assign. Um the rest of these categories for the most part after impact aid and their breakouts a lot of times are just restricted to those services that can be used for those particular grants. Um if you scroll down, you begin on the 24,000 um title one funds. Uh you go down and again everything is organized in the same way where each section that's highlight blocked out in white uh eventually builds up to a gray box and the gray box is the total uh is the total for that that fund uh for the grant. Uh, and it also includes any number of FTEES on the the last column that are that we actually use to support staff under that grant. Um, I'm not going to go into all the
126details. Again, uh, where I would start with is looking at the revenue report to see where we have gained or lost grants or got have had reductions in grants. Um again these last pages of this expenditure uh budget for next year uh is is um is again specific to each one. Uh again I point out the Jon Snow Mali fund that was a pretty big a pretty big hit that we took uh from the NA the Navajo Nation not assigning us the full amount of money. Um you can look at how it was rebudgeted for uh for the amount um the the amount that we would be receiving which is about 32,000. Um with that being said I stand for questions. Um I'll answer them to the best of my ability. Again, while the board
127can take action to approve uh this budget this evening, uh we have left until the meeting on Tuesday, and that is uh the the the date that I have communicated to the uh the the public education department that we would have our budget approved by this board. I stand for questions. May I vice president? Go ahead. on the um one, two, third page of your stapled pages um and 2413 uh for homeless education for homeless children and youth grants. Why is that zero? Zero would indicate that we don't have that grant this year. Um let me go ahead and look at the single page that you have. Um, is that McKenna Vento 24113 education for homeless children and youth grants for state and local activities. We'd received $1,124 last year. Uh, we're receiving 0 and
128I'm not I'm not sure to be honest to be honest with you, Secretary. So, if that's the the grant that you're referring to, isn't that um the Kellogg Mckin Vento? Uh no, board member Aspus. Actually, the Kellogg grant we received $150,000 this year. Uh if you look at the single page uh which gives you an insight into the revenues year-over-year where our funds are coming from, we actually got to budget $150,000 for the Kellogg fund under 26121. Um and that's kind of halfway down on the first page of the single the single handout. Okay. And on the single um handdown the Yes, ma'am. Um, was were you part of the tribal consultation that NIA put up? Um, I believe the the last week of May of as far as impact aid and and other um
129tribal I wasn't a part of sorry I wasn't part of the tribal consultation but I was a part of the Johnson Ali meeting. Um these were meetings that um I will be I will be uh taking part of going forward. Uh Johnson Ali was the first one that came on my radar to attend um which I believe was after the that general the meeting that you're referring to. And um superintendent were you a part of that or did you have somebody a part of that? Which one? The NIA tribal consultation. tribal tribal constitution. Yes. I was not personally. No. We had members of ICO. I believe doc Dr. Reay. Uhhuh. Okay. Um to me I think those things are vital that that we have representation from our district and um and then mainly because you
130know I apparently there was a government to government that took place this past week and um In fact, I think it ended yesterday and um anyhow, what's that? So the government today, go ahead. Yesterday Yeah. So the you know I most of the time that that's the tribal leaders and um and I think with Navajo Nation it's so vast so big that um our our president doesn't um doesn't have all the information that that we know as a district or as a school. And um so I think it's it's important that we we be a part and listen and and um and if we can engage and ask questions or throw out questions. Um and then also the free lunch has that been affected um Satenia 2100 on your single page? Yes, based on the
131revenues the 2100 um we're receiving additional funds from what was budgeted last year. Last year it was budgeted at 45,000 and this year we are budgeting it at 300,000 which is a 566% increase for the universal free fun free lunch which is state funded and and that's the whole um not the school year but also including the the summer Um my understanding is that yes that it can cover during the summer as well. [Music] Okay. And then um the other one that I'm I'm looking at is I know there's been some talk about title one um and and then the other one is Carl Perkins and there you have a zero as far as 2025 2026 on the distribution. Why? Why is that? I'm sorry. Which which um fund are you referring to? The 24176.
13224176. It's on the single page. Um I'm not sure if Herby is on the line. Um or I mean I'm sorry. Uh I'm gonna have to I'm gonna Herby is on but Dom Dom is actually the one that Mr. Yeah, thank you. I was going to say or a coordinator can answer this question. Yes, Mr. Desert. So the the re it'll be redistributed. So any funds that aren't fully spent there'll be a redistribution. So this past year that red redistribution amount was $15,988 which we already redistributed. So here probably um where's Ann? and we're just here maybe January or February they'll look at it and redistribute any funds for example u if funds were not were used in a different code they can redistribute it so we actually just got notification that um our our
133CTE and um another one of our grants was refunded and that is reflected on here as well. So, but the redistribution is just them saying you zeroed it out. Well, we we haven't got that redistribution amount yet. So, they'll send a memo to us and then we just have to respend that money. Yeah, cuz um you know, just just for people's sake, that's mainly for Bon Wilson. Yes, a majority of it is for Bon Wilson. However, we do have other programs of study um at the other high schools as well like Shiprock um Shiprock and then down south as well. So um some of the funds uh do get distributed to those other schools but a majority of it are like NextGen and then also um Perkins and then also um CTE. Okay. and and
134then um Johnson Ali he mentioned penal penalized why I can answer that question because I was in that meeting and thank you Mr. Deswood for the followup. Um, my understanding is that the Navajo Nation has uh taken a look at the money that has not been spent down by all of the schools that receive money for Johnson across the Navajo Nation. Um, a majority of the schools are not spending their money down, which we are part of the few schools that are spending their money down. And I would acknowledge ICO uh for uh the job of actually uh year-over-year spending the monies that we receive in Jon Snow Valley down year-over-year. With that being said, it was decided by the Navajo Nation that because they saw that schools were not spending their money down um
135that basically they would reduce the amount of money that was being uh that was going to be given to to these schools in the following year to basically force them down. forced them to spend down the monies that they already had. Unfortunately, that negatively impacted um our ability uh in Central Consolidated School District. Even though we were spending the money down, they reduced how much money we'd be receiving by over 90%. And this was one of the um the things um under the last meeting, the consent agenda that was just rubber stamped and approved. Um so is there um chances of us um perhaps are we on probation because of that or I I don't know if we're considered under probation, board member Aspus, but what I would say is that uh the Navajo Nation
136did not consider uh providing exceptions to those schools that were providing exceptions to those schools that were spending the grant money uh that was provided by the federal government uh year-over-year. Uh it just equally applied the cuts across the board. Yeah, because I I was actually under the understanding that the cuts to JM were actually caused by President Trump at the federal level and that trickled down to JM. That's why the money So, Mr. Satenny, you're you're being disingenuous in this regard because what actually happened is that the cuts happened at the federal level and it trickled down to us. May I speak? And and it's really similar to all the other cuts that we're facing with Title One with special ed and all these other things that we're that we used to get. They're
137drastic cuts. Sorry. Yes, ma'am. Okay. Good evening, board members. Um I just wanted to add that um the funding is actually um affected at the federal level. They did indicate that um they have been seeing that the JOM funds at other schools who haven't been spending down um they some of them they said there's several schools who've had like six-year extension contracts and so federal government saw that um those monies have been getting returned every year and so they felt that um since the money is not being spent then whatever we used to get allocated um wouldn't happen. So then it trickled down to NAVO Nation. That's what was explained to us at our um monitoring visit in terms of how other schools who who don't spend down um affected our amounts. And so that's
138what happened. And then in terms of your question on um um being on probation um we're not we're we were communicated at our monitoring visit that um there is there are two things happening at the Navajo Nation level. one is um they're um appealing um to to get the funding back and then the second one is to tap into funds at the Navajo Nation level and I can't remember which department um they were tapping into. Um, so there's two things that they're doing and so it's just a matter of waiting to see if that will happen. But in the meantime, we're allocated what we were given and that's what we're working with for now. And um, so we're not on any type of probation. Is that answer your question? Yeah. Um so I know that
139they they in that consultation they were um really um talking to that executive order and I don't remember how it was labeled something about efficiency and something else and so um and and that's why I asked if we had representation over there you know in in these talks because you know we need somebody to get in there and and and say that, you know, and and be very um up in their game, you know, to say this is what we're using this for and and and um and prove that, you know, it's not just, you know, it may be sitting there. Yes. But um just like we did with um our basket, our reserves, you know, we were trying to um save that because we didn't the uncertainty of the the the the power plant
140situation. And so um you know, it's only in our areas that we know this. And um you know, I I I and then that's that's why I wanted to to to find out more and see if there's a chance that you know we could um get back to that same and um and not just go with um board members. So I was thinking and leave away from here thinking that Trump he did didn't uh spend our our money down to zero. So, um, if I may add again, um, board vice president, um, yes, ma'am, go ahead. Um, so there's two, I don't know, there's conflicting regarding the impact aid as well based on the NIA um, tribal consultation. They did indicate that um, there is potential cuts. But at the federal level, we do get
141I I get um direct communication from them and they did indicate that that wasn't going to be touched. So um that was one that was safe and so I don't know there's just different um communication out there. So just wanted to share that too. May I? Yes, Mr. Montoya. Go ahead. So, in respect to what you're telling me as far as with some of that other funding like we use the JOM and if there's ent uh school districts not utilizing or spending down all that money, then it would be reasonable to say what's the point of us giving you $100,000 a year when you're only using 40% of that. So to me it's a matter of redistribution because again if you have a district like ours who is continually utilizing that funding throughout the year
142and utilizes it all completely. Well, then those those schools or districts that get that same amount of funding and don't use that funding only stand to reason that they don't need that same amount of funding because logic says that they're not utilizing it or haven't figured out the way of using it and redistribute that to those schools that do and use it proportionally in respect to the services that they're there to provide. So um I also want to add to that um board member Mononttoya um before JOM um they used to provide that um opportunity for us and other schools too. All other schools who don't spend the funds it would go back to them and NAVO Nation JM would redistribute that but it would be through a um special grant um process. So we
143would reapply again. At one point we had which we did at one point we had three JOM contracts because of that and they it used to carry over too they allowed that but um they don't do that anymore. So other schools who are actually spending down and needing to um use additional funding, we did apply for that and we were able to get have the opportunity to do so. it seemed like that would be a reasonable way of um utilizing all that funding because again not everybody's going to use it all and certainly the need that we have here uh pursuant to what Miss Aspel was saying earlier and with how many kids we provide services to it's we need that funding and again there's those that may not and so if you're continually doing
144that year in year out well then certainly the people that are providing that funding are going to look at it and say, do they really need that same amount? So, is that really a cut? No, it's a reduction that's being allotted to that school for not utilizing that same amount. But red redistribute that to those schools that do. Yeah. So, as you said with in a grant form, so right now um they did indicate that there might be strong possibility of doing a special grants again, but we just have to wait like fall um to get information on that. Um but in ter we haven't received any updates regarding the two um appeal processes that they're doing plus tapping into the Navajo Nation um um funding to to help with it. So um we do
145have our um negotiations meeting that hasn't been scheduled. So we can certainly um ask about updates on that and then share that information with you when that happens. Yeah, certainly. And I know we did talk about this a few board meetings ago about a very large dollar amount that was being sent back to the state and I had asked a question about how the school district couldn't find the means and the ways to utilize all that money because it was a big number. So in that same context um these schools that get that funding need to be able to utilize it or not ask for such a large amount and those that do need it should. Thank you. Thank you. Uh, vice president, may I go ahead? Continue. Um, Mr. Centennia, um, also on 25201
146Navo Nations. Um, can you explain that what what that is? Um, I'm not familiar with that grant. Uh, board member Aspus. I'd have to rely on a member of my team or a coordinator there that actually covers that grant. Uh for Navajo Nations again, it would probably be Dr. Dr. Beay. Yeah, I I think that might be the the vocational rehab OS funding. Is is that correct? The office of special education rehabilitation services recap. Is that that is that is that the line item? We're looking at 25201 25201. 25201 is Navajo Nations federal district grant other support services. I think it is OE's V rehab that was also the on the federal chopping block. It's not it's not described in here either. It it just it's just in a gray area and stapled. Can we
147get more information on that? Um, superintendent. Yes. And later on. And then the my final one is the 27502 um on the career technical education program pilot 27502. Yes ma'am. There was a 4% increase that shows uh little variance. Mr. Mr. Tanya, I can talk about that one. That's the one that uh Miss Westbrook and uh Miss Lee uh wrote recently. So, that one partially funds uh the high schools as well. And then it's aligning the it's tied to our career pathways or program programs of study. Uh some of those funds are being used at Bon Wilson Technical Center as well. Okay. Mr. Desert, you mentioned that 25201 the Navajo Nations is parents as teachers. Yeah, that is parent says teacher and I I sent a message in the chat. I think Miss Dolphin is
148online or someone from the special education department to answer. Okay. Um on that so that was given by the legislative on that um 27502 No, our our team, like I said, Mrs. uh Sandra Westbrook and Miss Roxan Lee wrote that grant. So then that was what they were funded for, right? Miss Lee, are you grant the next generation grant? Okay. That was Miss Miss Lee online. Yes. Okay. So it was a competitive grant. So, we had to apply for that and that's how we got funded. It's it's two years, correct, Miss Lee? Um, actually we do it annually and that's based on the comprehensive the local comprehensive needs analysis as well as our local workforce data for the career technical education for each of the schools. So we it's going to be funding 10 programs
149of study ranging from agriculture to welding to uh educational pathway as well as um carpentry electrical systems and computer um technical stuff and uh there's another one too. There's 10 of them though. But definitely, yeah, that's the next generation and Perkins grant and we have to do an annual performance review um in uh February for this past school year. So that takes care of salary, supplies, and material as well as student travel. Okay. And um the reason why it caught my eye is because um I know that the as I said earlier that I visited a carpentry class and that was middle school and and and to look around at the supplies there for carpentry and then also welding. I know it's not being so supported and oh I'm I'm glad you mentioned those as
150that it's able to support this year and we did include that in the middle school for carpentry and welding at TBA as well as um uh yeah so TBA is going to be kind of a feeder school into the CTE pathway. So it will be supporting um Dr. Mike's teacher Mr. Chuck Thomas at um TBA middle school. Okay, that that's that's good to hear. Yes, we did the course sequencing and everything does align with our STARS code. So, the students will be getting the um credits for it and we'll be able to get them into the program of study for uh introductory concentrators and completer courses. Okay, that's good. Um, board member Aspus, I know you wanted clarification on the 25102. Uh, Herby Ellison has her hand raised and I guess she has for a
151couple minutes. I wasn't paying attention, but she can answer a little bit more for us. Okay, Herby. Hi. Good evening, board members, Superintendent Carlson on that grant. Um, it funds five positions that are for parents as teachers and then it also helps pay for supplies and materials for the parents as teachers program. Okay. Thank you. Thank you. And then also is there anything in here for special ed or IDA um under the 24? Is that all all in that on the single page Satania? Yeah, it looks like we took some big big hits or cuts federal cuts in title one or I'm sorry, special ed. Um yes, that's correct. Uh but what we do have is that uh impact aid uh special education the 2500 funds uh also took a hit, but that's where we're
152seeing our funding for special education there. And I just want to clarify and speak to your comments, uh Secretary. So I'm not trying to be misleading with regards to Johnson Ali. Um, if the if what you're trying to point out is that there was federal cuts to Jon Snow Mali, that is the that is the fact. Um, but I was a part of the meeting with the Jon Snow Mali staff. Um, and it was specifically stated that they had made efforts to work with the Navajo Nation to redistribute the funds um, to not allow schools like ours who had been spending down to allocate more amounts towards us with the funding that was provided by the federal government versus continuing to fund those schools that were continuing to have rollover funds and and surpluses where
153they weren't spending that money so that we could continue to have those funds. I believe that's what's we lost you. Mr. Wills, members of the board, Superintendent Carlson, he did drop off for a sec. We'll see if he hops back on. Thank you. It it also looks like we took some big hits in title one for CSI school improvement. That's about a $400,000 plus hit and almost half a million to special education. I can answer the 241 190. So the million dollars was for our six CSI schools and this past year, this current year, we only have two CSI schools. So that's why there was a big decrease. And there's also some carryover, which we've already brought the schools together to plan for that carryover funding. The carryover funding, I believe, was about maybe $4805$500,000.
154So the the two schools that are a CSI designation will each get um career prep will get which is MRI will get 125 and then MESA will get 110. Okay, I'm done. Thank you. Okay, I think the the the other bright spot, this was actually brought up what at the schoolboard conference and uh one of the big whole things that seemed to get everybody up in a tizzy up in a in a fuss was a changes to the state equalization guarantee. But if you go to the 1100 or the one the 11,000 uh area, it looks like the the change in the SG actually benefited us to the tune of 13,684,221 and that was the funding change if I'm not correct. Correct. So whatever PEG was changing as far as the the SG, it actually
155was a big plus for us. Well, and also if you look at there's there's some things in there that uh instructional materials is one where it went down to zero. The family income index went down to zero. Those are now contained in the SG. So there are some things that kind of balanced out. So it's not quite the amount you mentioned is correct, but that correct amount does include some things that were taken away from different spots and and put into the SG. Well, I'm I'm really surprised that it it benefited us because, you know, the three criterias or what they look at um it seemed like in all three our district had um um had reductions and and um so it it surprises me that we did gain and um and that's great. I
156don't mind being wrong. I'm sorry I got disconnected. I'm back. Welcome. Welcome back. I'm not sure uh where I got cut off. We were just finishing up when you unplugged your computer. I'm sorry. Um, I did want to I don't know if you heard I wanted to respond to Secretary SO's comments regarding Johnson Ali. I don't know if you heard any of those comments before I got disconnected. Well, he said he was done, so you're forgiven. Uh, no, I just wanted to point out that I'm not trying to be misleading. Um, while I've stated that there's been federal cuts uh to a lot of these programs, my main concern with Johnson Ali is that as a part of the meeting with the staff of Johnson Ali is that the that the Navajo Nation elected to
157equally distribute those funds across all schools and bad actors that were not spending their monies down when the staff uh had asked that maybe we they try to redistribute to reward schools like ours that had been spending down And yet they elected not to do that. Um they still gave money to those schools that were building funds. Uh and to Mr. Mononttoya's uh board member Mononttoya's point um in a sense we we are uh you know we're not getting funds when we could have gotten those funds. Um um and that's all I want to I want to emphasize. The other thing that I want to say for the record is that as a part of that meeting and speaking with the staff, um it was proposed uh that we make an appeal and it was
158told by me to the from the staff at Johnson Ali that the appeals were not likely to get approved. Now that doesn't mean that that's not possible. I know that uh President Hasky who sits on is the program manager for Johnson Ali has talked about um has talked about uh of seeking an appeal and I know that Dr. be gay is very hopeful, but at least from what I heard in that particular meeting is that any appeals to the Navajo Nation given the amounts that we provided this year, which was a significant cut um not just based on the federal amounts, but also the Navajo Nation's uh uh refusal to allocate that money uh uh more equitable towards those who uh actually spent down was of concern. So, um I just like to add that
159into the comment. Are there any other questions about any of the other budget items? And as again, you can see it takes a village to put this thing together. There's a lot of information that's in here. Any questions? Board U. Members, vice president. Um, may I give a few clarifications on the JUM issue? Go ahead. Thank you, sir. Um, so it sounds like we've each kind of got a little bit of the piece of the puzzle. Uh, but I just want to lay it out so it's a little more clear. Uh, there was more than an 80% cut in funding from the federal level on JOM. Um, the Navajo Nation has filed uh administrative appeals to BIE and is also considering taking that even further um up in terms of litigation. Um and in addition
160to that um the JOM program and DODI have uh reached out to Navajo Nation Council uh so that they can get um funds to bridge that gap should the appeals not be successful. The other uh factor um with respect to the potential for those JOM funds to be replenished is that uh some additional JOM funds were put in the continuing resolution passed by Congress and we're waiting to hear how much is in that continuing resolution. Um so it does look like we will be getting additional JOM funds to U Dr. Beay's point and I just wanted to clarify uh some of that confusion. Thank you. May I uh Vice President? Sure. So, with that said, um you know, some some of the talks I' I've listened to on on um social media and um with
161other tribes uh not necessarily NAVO Nation, but other tribes. and and um and this is not even regarding their education but you know other departments of their tribe and but you know to I I like where one person got up and said that you know in this you know we all know that Trump got elected and we all know that um there was going to be changes And um and and then what what happened with um a lot of the I I guess the um um the things that were brought up by Doge. I I think that's the acronym. And um and and so when this came when I saw on the on the email that regarding um the executive order of efficiency and I don't remember what the the rest of that was but
162of government and um I knew that if we don't have our facts and figures right and we we're not don't have the the smartest person in the room to give those facts and figures then this was going to be the result and um you know that's just from what I observed and um you know and some of the um other other um discussions conversations on other tribes that I've you know that I've uh I watch and one of them being the Cherokee nation and it seems like, you know, they have their ducks in their row in a row, but you know, again, NAVO Nation is so big and um um so I I think we're going to really be scrutinized and um again, it it's probably going to get stricter. Thank you. Anything else from
163the board? Okay, Mr. Satena, I think you've got the next one as well. Um, assuming that the board's not going to take action this evening, we do have an item for next board meeting uh for the approval of this uh budget by the board. Is the board opposed to taking action on the budget? Can't do nothing about it until doing everything to transfer and the budget approval on Tuesday. You got to speak up. Yeah, my apologies. um doing that cash transfer and approving the budget all in the same meeting when you present that information I think would suffice for Tuesday at the regular board meeting. It's my suggestion. We'll lump it all together and approve it next meeting. Yes, sir. Okay. Uh then I would ask that you also include the letter to be pushed
164out as well if you're not uh planning on taking action at this meeting. We don't letter a letter for what? See um I'm trying to pull up the agenda. Excuse me. uh the letter to the ped regarding cash deposits. Uh you're going to have to Oh, that's E. I'm I'm a little thick. I'm sorry. Has it up there. It's item number E. Requires approval by the board. Uh Mr. Centennia. Yes, ma'am. So, have you heard or has anything come forth from Wells Fargo that um they're that they're closing? Not to my knowledge. Fort as Okay. So again, it's my suggestion that those actions that were needed to be done could all be done at that same meeting. Yeah, it it looks like the item on cash deposits is pretty straightforward. Pretty straightforward. It's it's what
165the district has always done routinely. So I I don't have any questions on this one. Absolutely. Thank you. All right. Move on to E then composite memo to this letter has to be approved. Is that correct? Uh yeah, but I'm I'm not I'm not sure if we're I'm not sure what's being moved and if you all are going to take any actions today. So, are we moving down to E and everything else is being moved forward? Yes, we're uh we're going to take action on the whole thing in our next meeting. Does that does that meet with your deadline? Uh sure. Yes. So if we if we move this uh budget actions here to the next meeting and they're approved then uh you still get it in by the deadline. Um I mean the budget
166itself yes the permanent cash transfer actually helps us close our books uh as we are approaching the end of the year. So doing that sooner rather than later is ideal. Um in addition to the deposit uh memo which we received this last week um from the ped a notice uh asking us to get this passed uh by the boards uh across the state. Um, so I was trying to be in line with their requests uh coming out last week with the with the memo. Um, the the budget obviously can can wait. Uh, you can take those documents home and take a look at them and ask any more, you know, feel free to follow up with uh any other additional questions you might have or requests. U, but ideally, I would like to leave here
167with getting the permanent cash transfer and the letter approved if possible. I to me is that correct? That's correct. Yes. Board members, if that's if that uh E is an action needs to be done sooner than later, then we could just go ahead and move to do that now. I request a motion. Motion to approve item E deposits memo to the PEED. I will second. It's been moved and seconded to approve item E uh deposit memo to PED presentation and board action. Um Mr. Mononttoya. Yes. Miss um what's that? Yeah. Um I have no problem but um normally during work session we we're not actioning anything. Uh is there a way that we can do this? Um Right. Germaine or Miss Chappelle board member Aspus. Thank you for the question. It is noticed on the
168agenda as possible board action and a quorum of the board is present. Okay. Yes, ma'am. Okay, that that's good. Is that affirm Is that affirmative then? She said yes. You did say yes. Yes. Yes, she said yes. I vote yes. And I vote yes. Is uh what I'm present. Is she on? Miss Ray? No. Missy? No. Susette. Missy. I don't see her. Susette, are you voting? Are you here? Are you present? Okay. Uh, it is approved by four. Uh, motion pass. Move on to uh F, discussion of potential board action on amendments on policy. Uh B7000 BEB agenda by Mappel. My my apologies. I was trying to unmute and also put up the uh policy. One moment. Sorry. All right. Can you see that? Does it need to be larger? Can you hear me? Yes,
169I believe we can see it. Okay. So, this is what the current agenda says. I'll just go over it uh very quickly. I mean the current policy on agendas uh regular meeting what we have in our agenda right now is call to order adop I mean in the policy call to order adoption of agendas agenda presentation approval of minutes routine matters uh consent agenda reports action items future business items suggested for future meetings adjournment uh and then um special meetings the language is called to order items for which special meeting was called, announcements, adjournment, and then executive session. An executive session may be scheduled as necessary during either a regular or special meeting. Um, and so I was asked to, uh, tweak our policy a bit. Um, and so, uh, this is what, um, I
170am presenting to you for consideration. Uh so one agenda items for regular school board meeting under routine matters. Call meeting to order and verify quorum. Pledge of allegiance, prayer, welcome of guests. Uh presentation of agenda and/or discussion of modifications, presentation of minutes and or discussion of corrections, presentation of consent agenda including but not limited to agenda and or modifications, minutes and or modifications, unique trip requests, gift donation requests, grant applications, other items. Uh then H possible questions from board on consent agenda items andor discussion of items pulled from consent agenda. Uh and then uh last one under routine matters action on consent agenda. Uh two student staff and community recognition. Three comments from audience. Four reports and possible board action. And under that uh board member reports, superintendent reports,formational reports, school board governance including but
171not limit to instruction and programs activities, finance and facilities, second reading of proposed policy provisions if any, resolutions, memoranda of understanding, contracts, RFPs, collective bargaining agreement, Azie Martinez considerations and strategic planning and uh other and Um then under reports there's a designation for other in case there's something that comes up that isn't listed. Uh five requested action items and a reports for next future meeting. Six adjournment. Uh and then agenda items for work session call meeting to order and verify quorum presentation of agenda and or discussion of modifications. presentations, reports, and possible board action, including but not limited to Yazi Martinez initiatives and strategic planning, first reading of proposed policy revisions if any, and other. And then three agenda items for special board retreat schoolboard meeting. Call meeting to order and verify quorum. Presentation of
172agenda and or discussion of modifications of items for which meeting is called.journment and then the same executive session language. And with that I stand for questions. So um May I you may the uh it seems um going through through that uh it seems like we have how many examples are is that what it looks like? board member asp you you say examples like just calling out the topics that fall under Gore board governance perview pursuant to statute and case law. So, um, which is the template that, um, that doesn't ignore the board's fidiciary duties, their oath of office. So, the um, thank you for that question, board member Aspus. the calling out of the examples actually serves as a kind offormational roadmap for what board responsibilities are whereas the current agenda does not contain those
173things and so sometimes I think there's confusion about what should or shouldn't go to the board. What I tried to accomplish was to help folks understand um let me just find that real quick. Um under E Those things are very important aspects of um board responsibility. And so it's not that we would have those at every every meeting, but they're just they're they're there to serve as a um guide for what should go to the board. So on the old policy on that template, what date does that have on there? Um let me find that. But it's I want to say 2016, but let me double check that. I apologize. I had it pulled up. Um, let me try to find that again. Can I come back to that question so I don't take up
174too much time trying to find it? I have a question for you. Yes, sir. What items in this agenda proposal uh are not or cannot be addressed in the current one. The current one is outdated. Um vice president, that doesn't answer my question. I apologize. I'm not understanding your question. Come on. It wasn't that complicated. What things in this agenda are not covered in the previous? I mean in the current this this looks like uh is there is there not enough space in the current uh agenda to cover all of the items that are listed in this What does this improve is my question. What necessitates it? Right. To add to that, what necessitates that? The agenda. The changes. The changes. Yeah, exactly. That's my point of asking question. Is there anything that that in
175this agenda that can't be covered in the current one? Um, if if it ain't broke, don't fix it for crying out loud, right? Um, and I that was my next question. How did this come an agenda item? I've been asking for different things on the agenda and it's been ignored and then even one of those items was told to have an executive session. So, how did this come about? And I don't recall having to go over this particular uh policy. And um again, as a board member and and recently coming back from uh conference, um I want to I want to keep to the one that keeps me as a board member. um to honor the oath that I took when I decided to be in this position. And again, there were sessions on fraud.
176There was sessions on, you know, being responsible and accountability of a board member. And and to me, I feel like we are ignoring. And when you look at May's agenda, um, and all that that was just rubber stamp and thrown, um, oh my goodness. I don't I don't care to go to jail for anyone, let alone another board member that wants to streamline things. Um, you know, I'm I'm willing to look at other avenues and and you know, from 2016, from the the the last time this policy was um put in place, you know, there has been I mean, no longer is is it plain and simple anymore. Um, as far as boardman duties are concerned and and the things that we look at, the things that we have in our on our hands, you
177know, it's it's no longer simple. It's not like Little House on the Prairie where you only had four school board members with one teacher. I mean there's like liabilities and all kind of lawyers and lawyer for this, lawyer for that and and then we have all these grants and you know who's to say had we listened to the JOM um and I'm still asking for IEC um those reports and you know that We're where, you know, there's there's still things that are lacking and and um but I don't I don't care to streamline and and I don't think it was broken before. I think it um those were the things that kept our district safe and and um and yes, I get it. It's it is time consuming but you know those that's what we
178what we um raised our our right hand to you know we took that oath I'm sorry no I'm not sorry thank you board vice president just to respond to the questions Um, in line of kind of modifying consent agenda, I was asked to tweak and propose and put it on the agenda. Um, I have no pride of authorship here. So, if you all want to modify it in any way, um, I am happy to implement those changes. I think what we need to do is keep what we got. if it's if it's worked for all that time. Uh I don't see anything in here that that can't be addressed in our current one and my suggestion would be to leave it alone. I agree. Yeah. Uh I mean based on the last meeting that we
179had it largely followed the format of the existing policy but the only thing we moved up was the we I mean it was more more efficient in that regard. So I think the way the district has been running is we haven't been following our our policy and that's that was kind of what happened but because the way it's presented it looks it looks really busy if there's a lot of stuff that's been added on. I don't know really busy. I agree with that. It's It's not simple. It's busy. Right. And busy is not necessarily better. I I think um like I said since 2016, you know, the the the the um the functions or the the the duties of a board member have grown and it's no longer simple. As I said, as I as
180I said earlier and um I better stop there. Thank you. Any other comment or discussion? I think I've said enough. That's enough. I'm done. Item four, convene in executive session discussion on limited personnel matters regarding the board's goals and expectations of the superintendent as permitted under NMSA 1978 section 1015-1H2 of the New Mexico Open Meetings Act. discussion on the threatened or pending litigation pertaining to legal legal advice as permitted under NMSA 1978 section 10-15-187 of the New Mexico Open Meetings Act. Do I do I have a motion motion? Moved second moved Mr. Mononttoya and seconded by Miss Aspus. Mr. Mononttoya. Yes. Miss Aspus. Yes. Mr. Soul. Yes. Myself. Yes. We will go into executive session. We reconvene an open session. The board discussed in the executive session only the subject ident reconvene in open session.
181The board has discussed in the executive session only the subject identified in the agenda as the reason for which the meeting was closed. Discussion on limited personnel matters regarding the board's goals and expectations of the superintendent as permitted under NMSA1 1978 section 105 10-15. Let me turn the page. Oops. -1 dash H2 of the New Mexico Open Meetings Act. discussion on the threatened or pending litigation pertaining to legal uh services as permitted legal advice as permitted under NMSA 1978 section 10151 H7 of the New Mexico Open Meetings Act. Motion. I have a motion. Do I have a second? A second. It's been moved and seconded that we reconvene in open session. Mr. Mononttoya, yes. Miss Aspus, yes. Mr. Soul, yes. Myself, yes. Uh, let's see here. as to the status of the lease leases with
182the Navajo Nation. Mr. Chel, um thank you, Vice President. Um board members, uh that matter is being handled administratively and we are in a good place to get that resolved and no action was taken. Item item seven or six, excuse me. Nope. Five items for June 17th 25 regular school board meeting. I vice president I I have a a request. Go ahead. And well, the request is I I've I've made this request before um but I wanted to know how um each department spent down their um what they needed to um you know the schools, the the principles um uh mainly the middle school and the and the high school. Uh just those two I wanted to to know if there was um balances and how they cleared them, what they spent it on, what
183it went towards. Um and uh mainly because I I wanted to see how much of it had gone to um you know support material for classrooms for teachers and um and I'd still like to to know that information. Thank you. Okay. Does anybody have anything else? Mr. Mononttoya, I have nothing. I have nothing either. And I have nothing. So, thank you, Miss Aspus. Did you get that, Sharon? Uh, number six, adjournment. Motion to adjurnn. Can I have a motion to adjurnn? I'll make the motion to adjurnn. Second. It's been moved and seconded that we adjourn. All in favor? I. Any opposed? Mr. Mon. No, I do not oppose. Miss Aspus. No, I don't. Okay. Neither Neither do I. The motion carries. I vote green. [Music] Heat. [Music] Heat. [Music]