Work Session Board Meeting: March 12, 2025

001[Music] present miss aspis Mr Soul president president Hy I'm president that's three of us that makes a quorum I checked with um Mr a and she said there were no comments from the audience so we'll move to three reports uh a why I guess that's Ship Rock 2526 CSD parttime resolution by Marina Harvey Jared I got a terrible feedback here I guess it's an echo not a feedback I need to turn my Miss Harvey hi yes yes I'm here can you hear me yes we can hear you could you hear me okay great um so should we get started please okay so um good evening board housy president board housy uh vice president Wales members of the board Community me members uh superintendent Carlson and assistant superintendent desw um my first I like to introduce

002my clan so I am to so that's who I am and that's my clan um my name is Marina Harvey I'm the HR benefit supervisor um I just want to say thank you for adding me to the board agenda this evening um so what I'm presenting here um to the board is requesting a uh renewal in the board's approval for the part-time resolution renewal um does do I need to pull that up or is there somebody that can pull it up for me is it pulled up um I sent a letter um to Sharon um so right now um the part-time resolution letter um it um so what it is it it it it allows our staff who work between 15 to 20 hours per week um so uh to continue participating the full benefits

003offered by the New Mexico public school Insurance Authority um which is also called nsia and this is going to be for the upcoming school year 2526 um please note that if the board approves this will be the 13th consecutive year that CCSD has continued this important part-time resolution for our staff um by um demonstrating our ongoing commitment um to our staff well-being and having um continue access to these essential insurance benefits such as Medical Dental long-term disability and then uh additional life um So currently we do have at least 39 essential uh I'm sorry we have 39 staff members working Within These hours um they carry insurance coverage um these position are primarily in uh the bus drivers bus AES and then a few cooks um to break down the number of our um employees

004that participate in this health coverage U we have a total of 39 staff members and like I said this includes bus drivers bus AIDS and a few cooks and out of the 39 um participants 23 um have dental coverage and then we have 24 um that have vision coverage three have medical coverage three participate in the long-term disabil disability um and then we have two um employees that have additional life coverage um and then we have 14 out of 39 that do not participate in any of these offered plans um specifically we do have two Cooks who opt out of these coverages and then um we have 33 bus dri drivers and six bus AIDs that make up the 39 staff members who carry these coverages and let's see um the other one I want

005to mention is we do currently have 39 New Mexico public school um here in New Mexico that participate in this part-time resolution under the nyia um and with the board's approval um the deadline for us to get this submitted to nsia is by April 11th and once we um once the board signs this uh letter resolution that you're seeing on the on the screen here um our benefits office will submit it to nsia um for them to process once they receive our letter they will present it to their executive board who then in turn will review all of the school district's um part-time resolution and then then they'll come to conclusion um whether they approve or deny but once we get the letter back and if it's approved we get it back we just have

006it for our records for the next school year and we just um these 39 staff will remain um having coverage through the school district so that's why I'm here um requesting for a renewal and the board's approval for this letter um if you scroll down on the letter there are signatures that the board members need to sign and that's pretty much it so um thank you and I stand for questions this is this is an ongoing thing is it not it seems uh we approved this every year correct okay any questions from the board I have none I don't have any thank you it looks pretty straightforward I don't have any questions either thank you okay okay thank you for your time moving on Item B ntion Johnson Al application school year 2526 by cherl

007benali good evening everybody this is berinda I'm going to be presenting okay go ahead shanella good evening um board president board vice president presid secretary board members superintendent um Carlson I will be presenting on the annual Johnson Ali Grant application for school year 2025 2026 next slide so two parts of Johnson Ali make up um the the program one is the Indian education committee and then the second is the educational plan so I will be presenting the educational plan which is um part of the um application so what exactly is the educational plan our Indian education committee at um duly call meetings create a survey every year in the fall time and this survey is um communicate at different levels of um advertisement and it's really to get community parent staff and student input regarding

008um nav language and culture in the district and then it'll ask questions regarding um the culture environment and climate at the schools and so the IEC are the ones who create these questions and So based on these questions we receive data from the survey and then in the um late fall into the winter they also do monitoring visits they visit all schools and they interview the principal a court content teacher and the naval language teacher and all that information gets compiled um into several phases during February when we work on the educational plan so the data that comes from the monitoring visits and the survey um results in what you see right here which are the components So based on that these are what comes out of those two types of data um components and

009so one is cultur linguistic responsive classrooms that's related to direct instruction and then the second one is connecting colleges and communities and then the third is Parental cost support and then the fourth part is the GM Administration personnel and then the fifth is the Indian education committee next slide so when we talk about the first component it really is related to how we can support the classrooms in terms of clri cultur linguistic relevancy either in instruction or supplies and materials we also support our Native American English Learners um we also provide support and enrichment programs that are Rel to clri and Indigenous steam in addition to that we also promote um Native American or nav leadership um instruction and then um also covering College and Career Readiness um components to things that are related to

010that the culture part um the most popular ones that we receive request for our cultural food demonstrations and Consultants to do cultural um knowledge and and education um the other component is also in Parental costs which is individual student support um for students who need some type of financial assistance individually and then we also have additional support with other components that um principles or teachers feel is need it in regard to their 90day plan as a school or just through their classroom instruction to meet and fulfill um their goals in their classroom next slide so how are the funding alloc it for this educational plan next slide so the funding is based on the number of students who um have certificate of Indian blood cibs on file as of the um 40th Day Count we

011have 4,178 identified Native American students um 3,5 54 have a CIB on file which is what um generates funding from J um we do have 624 students who do not have a CIB and that can be for various reasons um based on parents not wanting to have their child apply for that or there's custody issues or there's name change issues so there could be various reasons that parents or um Guardians do not wish to have um cibs done for their children and that's what that last part is next side so on the Personnel part um for this educational plan the coordinator gets um a certain percentage that's allocated towards their salary in this case it's 10% and then the J supervisor a certain percentage of their salary um comes from jom too J does not

012support 100% of um FTE and we also have to include bus drivers and teachers who do additional um duties Beyond contract hours next slide um there's also travel for staff and I members that are included in the educational plan one is Administrative travel for example Mia and I can attend the national or Regional jom conferences or training um that's usually done for jom Affiliated um people and also for the IEC members as well and then we have specific training that we have listed for our IEC we really encourage them to attend the local Regional and sometimes National trainings because the decisions they make are um related to these topics and these programs that they need to be aware of and so that's what um that component is for next slide we also put um professional

013development specifically for Naple language and culture professional development and different um ways that um organizations offer them um the reason why we add that is because many of our nav um Heritage teachers have a 520 certification so with that certific ation they must um have a certain number of PD hours specifically nav language and culture education um for Renewal and this also includes travel for students we do um promote navle language and culture and navle Leadership skills related um conferences that they can attend in addition they can do college and and um career visits as well this also includes indigenous steam um related like Aces American Indian science and engineering Society is um a science related conference that um they can attend and so these are specific to what's put into the educational plan that

014students um have opportunities to go to next slide um we also support our district with supplies and materials and sometimes with equipment and it's really based on um the needs of teachers and for example like the na whole language teachers we purchased color printers for them because they create a lot of their own materials because nav whole language curriculum materials and supplies aren't readily available like you would purchase on um online so because of that um we purchase things that they um do need to ensure that they are providing um relevancy with their instruction and language and culture education and so other non Navajo um classroom in the districts um teachers do have access to this component to in regard to their instruction using culture linguistic relevancy and so we do communicate this information every

015year to principles to let them know that their teachers have access to this including PD as well and clri to make sure that the clri Mandate from ped and then um the requirement coming at from the district level is um implemented next slide there are also various costs that come up and since JM is a supplemental Grant we can't supplant so we try to cauer with other um grants that we have for example title six is the Indian education grant and then the impact Aid Indian education component and then title three that supports English language development um they cier to support our Native American students in the district next slide and this is just um our staff for the jom program thank you and I stand for questions thank you m got a question go

016ahead Dr beay regarding some of the funding um if a parent has a CIB does that sit in place for the child yes we do have other Native American tribes in the district and so um sometimes they're in the same situation as I shared before they might not have their own tribal um CIB so we use the parents's cibb in place of that and I'm assuming that we make um all the families aware of that correct yes when they apply for um parental costs that's when um we we try to communicate that information more so through like rooc calls or um we try to keep our jom um website updated okay so would that or does that cover the vast majority of the 624 without um well that one um they they those parents will

017come in asking for the parental cost portion and we'll let them know that they can um use their cibs to get um that application process yeah it would just be interesting to know exactly how much of that 624 are utilizing that um just for references the other question I have is in regards to the um educational institutions of Higher Learning and um what are some of the schools that these students go to to visit um in the past they've gone to um the um Regional ones like the local ones too we have um the universities in New Mexico NMSU UNM Fort leis um Na ASU [Music] um then we've had some and Colorado like um CSU Colorado State University CU [Music] um I think last year we did some in California um some of the

018schools that they visited were um in California so it it really varies with the CCR who who does those or teachers that require request for college visits okay have you ever taken any to High School in Kansas um not that I'm aware of but again um it really depends on who is requesting for these trips but pretty much I mean we're we it's in our Ed plan so we try to support what their needs are because I'm aware that there are students that come from here than participate in sports at high school so that's why I was asking yeah the last question that I have uh Dr Bay is um you said a percentage of the operational funding I mean I'm sorry uh a portion of the JM is paid for teachers what is that

019percentage um it it's not it doesn't go towards their actual FTE it's only used for um like if they do um some um some classes like right now we have weaving um we have two teachers that are um holding classes in the evenings after work like three or two times um a week um and then we have teachers that do um other types like sewing and just things like that but it it's not specific to their actual instructional salary and benefits okay thank you yeah yeah are there any other questions from the board uh no questions it's uh pretty much everything's uh provided in the packet thank you vice president hasy or president hasy I mean excuse me no questions thank you uh Christina Dr B thank you very much thank you and a next

020item C [Music] bilingual Multicultural education program uh grant school year 2425 by Cheryl benali uh good evening uh board members um president hasy um vice president um Wells uh and the board members and Mr um Carlson superintendent and uh assistant superintendent uh Mr deswood I'm here on the behalf of Intercultural committee Outreach I'm the bilingual coordinator um for for the um School District I'm here to provide a presentation on the um annual bilingual Multicultural education program um Grant uh it is Grant season and um we are seeking approval for applying for this grant for this next uh upcoming school year as we have um uh the board and board president and superintendent needs to sign off on the district insurances um the next slide please so the purpose of the BME which is the acronym

021of what we go by uh in the school district and also with uh with the New Mexico Department of Education um language and culture Bureau the purpose is to continue to provide funds for the linguistically and culturally diverse students in grades uh kindergarten through 12th grade and so with this we have um this grant help supports the recent rulings of the yai Martinez um case that happened a few years ago so we do have Grant requirements uh for this we have to we serve we have four um programs in our in our school district we have the Heritage Napo program The Heritage Spanish program the Dual language uh program the ELA courses where uh we help we serve students that um we basically we have a report that's 120th day account so this is not

022a report but I thought it'd be interesting for the numbers for you all to know we have currently 108 students kindergarten through 12th grade that participate in our Spanish Heritage programs and it's primarily in our Kirtland regions um at the um elementary through high school we do have uh nafo Heritage dual language teachers we have a for 1412 students that participate in that program which is kindergarten through 12th grade of those we do have our English Learners where we have 1491 uh students so next slide so with this program we always include this slide with us because this is a a ccal uh events so the BME is the umbrella that oversees the English Learners and the language programs uh the Heritage models of Heritage and dual language so it continues so there's no way

023that this could be a separate entity or a separate it has to flow together and we work hand inand in in Ico to ensure that we are um ensuring that our students are being served next slide so these language programs so what we have so I gave uh information as far as like our heritage model Our Heritage model um we have um one hour um instructional um time for kindergarten through 12th grade uh students that are identified as an English learner are have priority uh they serve uh we also serve enrichment students uh teachers uh that teach this must have a uh 520 lenser which which is the n the Native American um and language and culture license and also Andor the indorsed uh B endorsed in bilingual education um for the Heritage model Spanish

024same thing the one hour of of instruction in the Spanish Heritage class from kindergarten through 12th grade uh in students that are identified also as English learner they also have priority we also serve in M students and uh teachers uh have a a bilingual endorsement um for the language model we for the 2024 2025 we went back to a 5050 model it's a one-way model and so the students in this class they have three hours of English and three hours of Navajo and that there's two schools that have this program which is Nukem Elementary and Eva B stokeley so for the ELA El Ela ELD component which ELD stands for English language development um we have is the those um ELD components are embedded to the ELA classes English language arts is what that is

025uh for the elementary and secondary level uh teachers that H that serve these students have an endorsement which is a tel endorsement um through the BME if a if there's a new teacher we do work with the teachers on a uh w uh for a tel waiver so we work also hand inand with um the human resources department next slide so the purpose of the BME we have to ensure that that we are compliance with the language culture Bureau with ped so our purpose what we do is collect data so which we do is we work with um the data Department Dart uh we uh ensure that we have the correct numbers and we go with the numbers that are 120th Day Count um so we we work with the leadership team the schools and

026teachers we collaborate with the data Department special education so with with that we also identify we have 285 duly identified students which means that the student it has an IEP and also has is identified as the English learner and we also work with curriculum and instruction we have to ensure that the district assurances are signed with the compliance of the 120th Day Count uh we are required to come to the board for a presentation and we have a deadline that the application is due on April 2nd 2025 next slide so I create a timeline uh in order to meet these deadlines um the application process has changed so all we do is enter the information into SharePoint prior but it's good to have like information and input from principles and from Heritage teachers and the

027Dual language teachers uh when I say heritage teachers that's both Spanish and Navajo uh teachers we get their input on all of the information of what has happened and how they are teachers are using their supplies and materials and it helps us stay on track on meeting these Grant deadlines because they give us a short window say the pet will say we you haven't the second week week of February that the application opens and we have to take in consideration of the time we have with um gathering this information so uh that's just the timeline that we create next slide so these are the schools that we we support um and um it it's it varies it's different um we have creative teachers across the the district um and we do have the initiatives that

028is um comes from our superintendent of the initiatives of what is asked uh for the teachers and we incorporate that into um trainings with our teachers to ensure that we are compliant with what um those initiatives are from our superintendent so for example uh teacher movement and student engagement uh those are the primary things of what we are working with with the students next slide so we have reminders um we use a timeline as the guide for us to stay on track we for the board report um we still follow the guidelines of the superintendent review uh prior to the deadline and also to uh contact us for any information of any updates of what we have here um so that's what the BME uh Grant is all about I stand for questions if you

029have questions any questions or comments from the board go ahead turn my mic on first so in regards to delivering that uh dual language are the teachers and either both Spanish or DED um working in concert with the general education teachers so the Dual language um we are currently working um we have a principal that has asked to oversee the the how that is worked we we do ensure that the the teachers that are teaching the English side for nav nav dual language I'm going to use um Eva Bley for example so the um dual language English side you know has their credentials uh to teach the core content as far as like what is required and what uh the curriculum says and we incorporate these uh standards of what is is in the regular

030classroom as well uh the Navajo side is we ensure that the social studies is the one that we also uh is a part of that core and um we follow the D content standards in uh five areas and so we they they do are working collaboratively and um we U Mrs um Jenny Lewis is here with EV B stokeley so she is really ensuring that that team works together collaboratively and how that works and we push in for any recommendations or uh training um support supplies materials to help that help us so am I hearing that that hasn't been done and is starting to be done it is currently so um we when I had mentioned that we went back to a 50/50 model when you change models it it really affects of the timeline

031of how how things are taught so when we went to a 9010 model to a 50/50 model we had to streamline uh how those were going to be laid out when with each um core team so the um so with the 50/50 model it's just a matter of um where we have uh gr grade levels that are um from K to1 second third and fourth and fifth so what we have to plan this year is to incorporate sixth grade because sixth grade is coming back to to the elementary school so really the the point of the question is whatever's being taught in fourth or fifth grade let's just throw in six once it happens is going to be taught basically at the same level in Spanish or toet correct so w with that with the

032we don't have a Spanish uh dual language uh we did reach out a few years ago under a different leadership to to have that 5050 or a a Spanish dual language program but there was very little interest we only had one student interested but with an with a Navajo the the goal is that we are working to have the students in um have their students uh have the students speaking more and uh being able to differentiate and when they go from the English to the Navajo site so my concern really is if we're teaching the same things in one language to the other so there's continuity in learning for those students in that language from whatever it may be so when they have to go back to the fourth grade class third grade class they're

033learning the same content at the same level and on the same Pace as being taught in the general L class but what we have to keep in mind is the the curriculum and the time line is is a little bit different in in that we are working with um this year we are working with um curriculum and instruction to help with some of these aspects on the English side that have the the um supports that will help with teaching in in the classroom okay um three hours is that a day or a week that's daily three hours a day and the thing with the Dual language is that we um the the scheduling part is is the tricky part that we have to work with with the principles to make sure that that balances out

034because they figure in the specials as well I again I I I understand that but again the concern that I'm that I'm having is the continuity between the general education class and the Dual language class and ensuring that whatever is being taught in the General Ed is being taught specifically in the the native language in this case da can't can't happen Cheryl yes um May I yes answer that question okay um Mr or Miss uh Hy may I add to that yes um so board member Montoya to answer your question currently the model that we have rever it back to a 5050 model um ideally it is a three-hour uh model 3 hours in a Heritage language and 3 hours in um English however um the school Master schedules are challenged and in in terms

035of um really getting that three hours down but what the teachers do and the principls is try to work with the master schedule to get as close as they can to the 3 hours and it's pretty much similar to the time a lot a it to core content teachers so what happens within the ELA and math English instruction they do utilize the district pacing guides and the standards in Navajo um they have a curriculum um that's based on the seasons and if you look at that curriculum it does embed math indigenous Math and Science and History and government and so that's how the navon nation 5 content standard supports that part of the um instruction um and that's why the napon nation content standards are used um for Eva B they do um Team teaching

036um plc's as well so they plan together and terms of how they can support each other and that's one thing that um we're aware that the principal has the two um grade level teams meet because remember each teacher is responsible for teaching two grades and so one teaches the English um in the morning and one teaches nav in the at the same time and then after a certain amount of time they switch and so so that's how it's currently run does that answer your question honestly kind of not really um and and the concern really is in regards to when you look at the overall scores and the progression of the scores and the attainment of uh proficiency that uh the state looks at um regarding our students that's really where the question is coming

037from but um I understand what you're saying um and I know we've we've as a board have talked about that and the concerns of the scores within some of these um locations so I will um I guess we'll move on from that um the only other question I guess this would be for the superintendent thank you Dr Bay um for the superintendent the numbers for the Spanish speakers was that 108 108 yes okay um do we offer a committee to those families to help engage with them to help uh lead the direction of the education of their students just as we do with Tet as to my knowledge we do not is there something else that I'm not aware of the only the Outreach of what we have done is to get feedback and and

038surveys to for the um dual language uh Spanish programs now with the um Spanish um Heritage programs we have been working with the dart to ensure that we are you know serving all the students of what we have and we had to add enrichments so um most of these uh the numbers would have been lower if we didn't add enrichment students so those that choose to be into the um Spanish program or Heritage programs at the elementary level but as far as engagement and recruitment of things we do encourage all teachers to you know to ensure that they are um affording the opportunity for every student to be in that classroom um with the Spanish and Navajo teachers and so in in addition to that you we do reach out to the Spanish teachers as

039far as like what programs or what supports they need um and and with that we have um planned um we we currently are you know with if if you say family um uh engagement we do have upcoming um activities that are in that curtland area that is um we term that as Multicultural because we have a diverse population in the Kirtland area so there are a um upcoming activities family engagement um it's just a matter of getting these um these deadlines from budget requisitions deadlines in order to meet the deadline to get these approved so and we are working in collaboration to promote that family engagement okay I appreciate that because again we talk about the eii big OE Equity you do for one you do for all um and then I know I have

040asked in the past but I don't know how many um taglog speakers we have Filipinos that speak the language students I don't know if that's gone up or gone down a good question so we have inquired um a a few a couple years ago to um ensure or to request to have a uh a Heritage program with the Filipino um population of students and uh you know the the challenge is I'm sure Mr venterina could help us as far as like finding the the teacher that will be able to teach that class and the location and the space of where that that that um Heritage classroom would be but it wouldn't hurt for us to ask um the um language culture Bureau and how that would work yeah I've asked them myself and it's they

041said it it's dependent on number of students that you have to be able to do that obviously there's a qualifier for that um but but I don't know if we're even near that but again I'm just looking at it from a Equitable standpoint and I appreciate the question because it's something that I have been approached by with teachers and also community members uh in our our Filipino um population um as far as um incorporating family engagement we did partner with the Philip Filipino Community to host their Heritage festivals that they had back in October all thank you any other questions from the board I don't have any questions thank you thank you no no questions thank you in this ASP us thank you for that presentation thank you have a good evening and you as

042well next uh unique trip request uh bwtc skills USA by Athena Davis Hi good evening um I'm Athena Davis I am the it instructor and Lead adviser at B Wilson Technical Center for skills USA and we were just seeking approval um so that we can take our kids to compete at the state leadership and skills conference for skills USA um if you didn't know skills USA is a Career Technical student organization that's recognized across the country both um for the high school and secondary level um and what the competition is is a competitive event that showcases the best uh Career and Technical education students across the state um we have students competing in Information Technology construction welding Health Sciences um teacher education and culinary arts and so this would be in Albuquerque it is happening

043the week after spring break so March 26th through the 29th and you're taking 22 students I currently taking 20 students and five shop rooms okay any questions from the board question go ahead have you reached out to um jom for any assistance or how have you generated the funds to take them um funds have been either through student travel within our school budget and fundraising so we've done a lot of um fundraising we've held two craft fairs with food sales and we've done fried bread sales and we've generated you know quite a bit of money through that okay I don't know if it's too late superintendent would they be able to reach out to jom for for their assistance if they need it I believe you can't do it in uh that short amount of

044time well yeah we just had a meeting this week Tuesday so I probably can't um but I don't know if they could be reimbursed from other funds or not like retroactively we could look into that okay thank you it's always a good question if it's a possibility how much is this approximation do you think you've rais so far um I think just about all of it so you feel comfortable that you have sufficient yeah yeah we feel we feel pretty confident that you know we have enough to cover all the students their meals the hotel okay that answer your question well kind of sorry I guess that uh answers it for next time then consider J yeah for next time I think um assuming we have students who win at State then they get the

045opportunity to go to Nationals which we've have taken students um in the past years to Nationals which is in Atlanta and that's know a whole different ball game I realize that this is a hypothetical question but uh in your association with these students how many do you think have the possibility of going to national uh well construction has gone taken gold four years in a row excellent I knew that they had done some but I didn't know it four years in a row yes and we've had um other state finishers um employ employment application which is for students who are um who meet ADA requirements so it's a special um competition just for them we've had silver finish in that and so what silver finishers if they gold Place finisher doesn't want to go then

046they next in line to go so you know we're confident very good any other questions from the board no questions but good luck to our to the students that's where I used to do my um National Guard drill so pretty familiar with the with Camp Navajo so good luck to them uh no questions ex except to express my support on this this project thank you okay represent us well we encourage you thank you for your presentation next on the list uh item e unique trip request currently Central or J TC ship cap yes go ahead oh uh good evening board members uh superintendent assistant superintendent thank you so much for uh the opportunity to uh come before you and present um every year we do our annual leadership camp at Camp Navajo in Belmont Arizona

047um I'm just coming before you again tonight to request uh approval to uh once again take uh we're authorized to take 10 of our Cadets to this Camp uh it's an opportunity for them to experience different type of leadership roles uh challenge themselves physically and um this year uh we're actually G to have the opportunity to uh go tour the na campus and uh um just give them an experience uh to interact with other jclc uh jrc's from Phoenix um Albuquerque um you know through throughout the area so it's been a great camp and I just ask for your support in allowing us to once again participate any questions Harold jrlc no questions here but good luck again you thank you good luck no questions either again to say I just express my support for

048the project and trip thank you thank you uh I didn't hear is this mrus we're talking to yes sir I'm sorry I apologize this is Chief lus I'm the senior Army instructor at kurtland Central High School jotc well we thank you then Mr Aras for your presentation all right thank you thank you board members uh superintendents next item a unique re trip request Secondary School gifted talented creative Ed program Miss Clark I'm Miss moris okay we thought we were gonna have to present on Tuesday but we presented tonight so I was able to attend um good evening uh board members and Mr uh Carlson uh tonight um I'm Kate Morris uh the gifted instructional coach for the district um and I'm presenting this unique field trip request uh for the Purdue 2025 uh summer residential

049camp this will actually be our third year of ccsd's partnership with Purdue University and the gifted research and Resource Institute which is also known as Jerry uh summer residential Camp uh we have been working throughout the school year with Purdue University and Vanderbilt University with two professional developments with District's uh gifted and talented teachers on social emotional learning for gifted students we have also started implementing uh the scholarly identity model lesson plans within the gifted education classrooms which are part of this partnership with Purdue University Purdue University has generously given Central Consolidated School District's gifted talented and creative program and extra 10 scholarships for GI students to attend the 2025 Purdue Jerry residential Camp due to the feedback and interest from our CCSD parents and students for the 2025 school year Purdue has given CCSD

050gifted students a total of $8,250 of scholarships for this year's Camp I am presenting this evening for The Unique field trip request for permission to allow our gifted and talented students to attend attend and participate in the Jerry summer residential Camp gifted students from uh secondary schools middle and high school have had an opportunity to apply for this program 30 identified gifted students have been selected based on an application process which included their interest uh their GPA attendance and also a student Essay with a rubric and also obtained parent permission the travel dates for this this year will be July 12th through July 2025 there will be three CCSD uh staff members that will be chaperoning we will be traveling to Camp via airplane uh to Indianapolis inana and then a shuttle service from uh

051the airport to Purdue University which is located in West Lafayette uh Indiana I'm from Louisiana so I always want to say Louisiana um uh funding will be provided uh through the gifted talented and creative uh programs operational budget uh the cost of the trip is $29,100 per student the benefit of this uh field trip uh the students will have an opportunity to experience the university setting and participate in advanced educational offerings including these are just a couple of examples because there's a whole catalog they can choose from uh leadership 101 civilized engineering uh focusing on clean water and the growth of cities the heart of the matter which is going to be an in-depth exploration of the cardiovascular system um exploring AI machine learning computer vision and Robotics and many many more the gifted and

052talented and creative program would like to request the board's support and approval for ccsd's gift talented and creative program and the students participation in this internationally prestigious gifted camp in July of 2025 thank you for your time I stand for questions I see here you're anticipating 30 students yes is that still yes we have we have 30 students that uh applied and um uh every student that wanted to apply actually got a spot this year so that was awesome very good congratulations to all 30 of them yes are there any questions from the board no questions but that's wonderful I I hope to hear about the experience from the students after they return thank you we will definitely uh we're we're going to do something a little different I'm gonna work with Jared a little

053bit um I would really like to kind of um uh capture it in some type of video while we're there there um and present to you what they experience on on the ground we look forward to that thank you thank you is there no matter of questions thank you very much for your presentation thank you thank you our next presentation is by Mr Donovan Russell M year [Music] Unity good evening y um I just want to say thank you to our board members and um CCSD staff um for allowing us to give the presentation and um we will be presenting our report on the unique trip that our students um recently participated in and myself and my colleague here who was uh our female chapon will be presenting on the midyear Unity that our students

054participated in back in um February so I'll let her introduce herself and then we from there thank you good evening members of the board Mr Carlson staff and families um my name is Ronica I am I am AIT teacher EXC excuse me I can't could you speak up I'll get closer okay I am a denel language Heritage teacher at ctland middle school and I'm also the unity sponsor for ctland middle school I had the privilege of accompanying Mr Russell and 12 um 12 middle schoolers to Phoenix for the midyear conference I want to take a moment to express my sincere gratitude to the board members and the Ico department for approving and arranging this trip to Phoenix um we were well represented with our middle schoolers you would be so proud this was a powerful

055reminder important of um reminder of the importance of speaking out and overcoming initial hesitations and shininess each student started to interact more openly share their ideas and be more comfortable at the end of the trip not only with our group but with others at the conference we even had one student from nem Middle School who tried out for a mock pageant and had the crowd laughing and cheering him on as advisers during the conference we would see glimpses of of our students interacting with other others making new friends and trying out new activities thank you for this time thank you um so looking at our slide there that um we just did our introductions and then as um Miss bentti um shared with you we took um 12 high or 12 middle school students four

056from each of our middle schools here District Nuka middle school and Kirtland middle school and myself and Ronica were the Shon on this trip so we can go to the next slide please um we're also joined online by one of our students colana Sandoval I'll let her introduce herself hi my name is colable um I was I was part of the unity of the M Unity conference down in Phoenix Arizona and yeah and I really enjoyed it it was a cool experience um I would if I could I would go again because it showed me a lot about like there's more to our culture than people see and that more kids am experience what we had what um he did at Unity um like Donald W said that and Miss penti said that um we

057made new friends and met new cultures and how different cultures do stuff and like meet new people but overall it was a good experience for me because it was my first year going and it was and it was last minute I was the last person but yeah but it was a pretty cool experience I met um like a lot of new friends um from around their like World well yeah and yeah but thank you there's one of this um statements that she um we did a survey at the end of our trip where we got our feedback from the students and so um if you can go back to that slide um I wanted to read um col's um response to the questions that I had um asked the students she said no matter what

058you have try everything although how hard life is going to get I replied I applied this to myself I really didn't believe in myself until Unity it taught me that it's okay to mess up because that is just part of life and that's um from missal and she actually does have a older sister who partic particip iates in the unity Equity Council as well um up at the higher level in high school and so there's just some really good um qualities in both of these sisters who um one kind of paves the road for the other and the other one kind of just follows in her footsteps so um yeah colana um was well represented um as far as her District her school and her community and more importantly her her parents and then Taylor

059rigs from T Middle School shared this quote um this conference showed me that I can also influence others like those influencers influenc meaning those that um motivational speakers that were there at the con or at the conference and then I can I can be like them and encourage others to not be afraid of who they are we can go to the next slide so the conference itself was um highlighting digital storytelling and um a lot of the influencers that were there were social media influencers that you'd see on um either Tik Tok Instagram or Facebook and then um also those that are um you see um producing Native American um films out there like movies and so um so that the these were one of the um workshops that they attended during the conference and

060so they all split up in groups it kind of hard to split up our own group because um two would tend to want to hang out with each other but when we got our name tags each of them had different colors and so they they were split up by that and um so um so that was a a good um practice for them to interact with other students not just from their own district and their own school but also um from across the the nation so if we can go to the next slide please and then they also had speedwork shops um they were given uh 15 minutes to just go to any table that they um wanted to and so um so these were really engaging for them it was a big room but

061um close to 30 different tables it was pretty loud and so but they enjoyed this as well too and then we can go to the next slide and so these were some of the kup speakers as I mentioned um um the individual there um kusum he was um he was a um one of the star um actors in the movie um res res ball and so um a lot of the students um commented that that they watched this movie and saw their own school and saw their own school bus um in representation of um Central Consolidated School District and so when I came up to questions to ask him um one of our students was trying to raise her hand and and um she was going to tell them like did you know that you

062wrote in the same school bus that I I I ride into every day and so and um so they were really inspired and the only one we didn't really catch was the last person which is um colon Colton shown he's the TV broadcaster news broadcaster down in Arizona um we decided to leave the conference a little bit earlier just um so we wouldn't be bringing our students back really late and so um but if we can go to the next slide and these are I just wanted to share some of the other students's response from the question surveys that I um that we gave the students to fill out at the end of the trip and a lot of these um questions we use um importantly just so we can use that to better our

063trips for our students and um the recommendations that they um gave to us so um our trips are getting better and and um and so um just from the feedback that we get from students themselves we go to the next slide and then it was it wasn't just a training um conference for our students but we also as advisers both Veronica and I were able to attend these advisory trainings and they just taught us the different skills and um how to facilitate and just help out our students to be being more engaged with their school and their community and giving us ideas of different ways to um just put the student voice out there and so um but these are the individuals that we met out there and um just a lot of networking and

064collaboration with these advisers who have greater and more experiences than than we do and um I'm not sure if um Jamie ly um white is also online Jamie are you online she's a student from newom I don't think she's online but um this concludes our um trip and our report from our experience in the midye Unity conference this year we stand for questions um where was this where was this held this was held down in the valley of um Phoenix Phoenix Valley Downtown Phoenix if if it's on here I missed it when when was it it was on the same time as when the our students went to the legislative Native American day which was uh February 6th through the 10th okay and one other question uh how many how many participated there was 12

065students four from each of Middle School okay I'm sure you told me that but I was thinking about something else I guess are there any other questions from the question go ahead I'm just glad that the students um recognize the benefit do you can see that in the comments that they're making they're uh expanding their sphere and really understanding that they do have a sphere of influence that they can participate in and I'm glad that they uh are involved and able to see that so thank you uh it it sounds like uh and appreciate your presentation and and the work that you went in and goodles to all of those that uh that helped with this it's always a good experience for the for the students it gives them exposure and and learning more about

066themselves and who they are and what they can do so we appreciate that thank you very much thank you yes I'd like to say the same thing thank you for everything that you do and kudos to all the students thank you any other comments sorry Suzanne I didn't ask you for a comment but it's okay thank you number H New Mexico State Legislative American Indian Day presentation by Mr yai you're still up I guess Mr Russell yeah excuse me Mr Russ no you're good again thank you this was uh like I mentioned it was a trip that was happening at the same time as the um when we were done in this midyear conference in Phoenix and um it was very last minute that we got this um invitation to take some students to the

067this Native American day down in Santa Fe at to the New Mexico State roundhouse and so um I just wanted to share um a comment from one of the um chap brones that um participated in this um unique trip it says the students learned a lot about what really happens at that level getting to speak with the representative and their area where say getting to speak with representatives from their area was very insightful for them they were able to understand how things work such as how such as how do we get our roads fixed where then where the Navajo government works with the New Mexico government how things like this get accomplished also touring the roundhouse and getting to meet the governor was once in a lifetime experience they were really excited that the kids

068represented our our district with pride and we're very eager to learn all they could it was a great time and this was um um our chaperon Jeremy wooden um he was um our male chaperon who um came from Shiprock high school to go with these students to um Santa Fe and um so these were the students who were represented in the trip um I believe it was three students from each high school with a total of 12 students who um went to this Native American day and Jer Jeremy wooden and mayel long from New High School where the sherons who accompanied these students on this travel next slide please and so um at towards the end of the last year it was brought up to our attention that um it would be a possibility that

069we get another invitation to take students to um this legislative sessions um which is I believe um concluding here pretty soon and so um we wanted them to just understand um how to communicate with um the different leadership styles and so that's what um we prepared what we prepared them for and so so these students were well prepared in um what to expect and then some of the questions that they could ask the their leader the representative and next slide please and so they um did a Capital Tour um it was kind of hard to get some pictures but um just a shout out to um Sharon Ray who was also part of this um um trip as well to who shared some pictures with us and so um thank you for sharing these pictures

070and and this this was their tour and Katie parent um she's the executive de um director from the beginning who just kind of um served as our tour guide and she gave us uh pretty much the insight to The Roundhouse and but um it gave a lot of information to the students next slide so some of the takeaways um which was um to inspire our students at that level um to let them be recognized and to just see the importance of um decisions that are being made um at the level of our the state and then as well as um voicing their advocacy from our community and our schools and and so and um they were joined out there with um some of our Schoolboard members as well too so um but uh I don't

071know if Tristan Tristan Lee are you online he was an individual who went on this trip and um he was um willing to do a report on on my behalf as well too so Tristan are you online okay so Tristan just sent me an email today he said in case if um I'm not able to um have good reception out where I live um can you please read this for me he said um good evening Schoolboard members superintendent CCSD staff my peers and community members I'm here this evening to share this report to our of our recent trip to the Native American day at the New Mexico state capital in Santa Fe um I would like to express my sincere gratitude for the opportunity to participate in this enriching experience this trip was was trans

072this trip was transformative to me I gained a significant boost in confidence something I hadn't anticipated never did I visit never have I see never did I IM imagine I would find myself visiting the state representative and the state Governor In This Very building where CRI iCal decisions are made it truly highlighted the importance of advocating for our education as Native Americans we often feel a growing pressure to conform to Western Society only while I un while I while while I understand we live in within this dominant culture it's crucial that our leaders recognize and respect our enduring IND indigenous identity and way of life which which I felt strong about as I dressed in the outfit that I handmade myself and the jewelry that I handcrafted myself as well coming from a rural community

073like newom this trip was unique was a unique opportunity to witness the workings of our state government firsthand and to stand in the presence of leaders who saw and acknowledge us as indigenous people still present and contributing I am profoundly grateful that the grateful for the chance to take an impact in our I am profoundly grateful for the chance to make an impact in our leaders and to ensure our voices are heard thank you a tristant Lee so that was his um comment and wanted me to share that with you guys tonight thank you any comments or questions from the board I just like to say um [Music] I Mr mon that last comment that was read is um very insightful to the fact that that young man has taken that experience very personally and

074and is good I just hope that uh all of them I'm not doubting that any wouldn't but certainly the way that he expressed it was very good so I appreciate it thank you Mr Soul uh thank you very much Mr Russell and all the students for being a part of this process uh hopefully we'll have a lot more events and activities for kids uh with interactions with our state lawmakers legislators and uh helping helping support the our district and all the great work that's been done thank you thank you Mr Russell thank you good night next item School updates by principles and I don't have down here who's to go first and so flip a coin anybody have any dire emergencies to attend to yeah anybody need to get it over with I think we

075have a brave taker don't everybody jump at once Sharon can you please switch it to Eva be still CLE thank you good evening everybody can y'all hear me I like okay I'm gonna be doing a presentation I was looking at the slide um the slide you have is actually not the one it's like okay work thank you but um I do have a slide that I had updated uh there's been a lot going on as a principal I think those of you that were principles know um you have a thousand things happening at the same time every day so anyway having said that I'm going to introduce myself U my name is jeie Lewis and I'm originally from two places uh ruffrock Arizona where my dad is my mom is from and then my dad

076is from pineale New Mexico so I'm half New Mexican half arizonan I don't know which one is dominant so just FYI but anyway um in a nutshell who I am I do have 35 years of educational experience uh I am from all the way I want to say from prenatal to 5 years old then the prek kindergarten to 12th grade and then also at the college and university level so I have within that 35 years my experience is all over just to include kind of give you some background as well I do have 18 years as an administrator having served as a a principal at executive director of K12 schools uh superintendent as well so I have my experience are very uh my my strength I would want to say is in safety because I

077have served on the volunteer fire department in Arizona for 24 years so as of June of 202024 this past year um I retired I guess you could say but I have been on search and rescue teams I have been a fire chief as well as a captain of Fire fire brigade so like I said I'm all over so that's who I am and I just want to give you some background on who I do for who I am but now at the college level I did teach um the ba level courses for elementary education as well as AA level um in elementary education I've also taught navle language uh for at the college level so that's who I am and moving forward and I apologize you don't have the updated um updated PowerPoint but I

078do have it on my side before I start I want to kind of give you um so every time I go into a school or any organization about a couple years ago 20120 I started working on my doctorate degree in that degree program I was thinking because of the experiences I have I wanted to know what makes an organization work what makes it successful what brings it down so my biggest I know that in studying um leadership I was told that leader this is the this is the system system systemic realignment principles number one is going to be leadership two is going to be curriculum three instruction four assessment and then five School culture and climate but having gone through different schools different organizations I found out that it's not leadership it's not curriculum it's

079not instruction it's not assessment I found out that it's School culture and climate that's going to make it or break it so having said that every school organization I've gone into I always look at that first because any organization whether it's a business a College University or school will not Thrive and will not have a success if this School culture and climate is not addressed so having said that that's the first thing I did when I came into Eva B because I'm new to the district and I'm new to Eva B and I'm really new because my certifications are all in Arizona I reciprocated my license to New Mexico so when I came into the school there was a couple of things um right after the bat the minute you walk into any school not

080just a school but a company organization you have a feel of the place and so when I walked into Eva B I'm excited and I'm you know raring to go um so on the first day I was greeted by wonderful staff they said hello you know they introduced themselves came to see me and talked about some things and one of the things that I noticed I think this is important to know because as a principal and administrator you have to know who you're working with and so there was I want to be very honest um because I think Honesty is very important as well is that there was a level of toxicity that I immediately was met with so having said that I thought to myself okay we need to fix this first before we

081can have any type of success or any type of collaboration partnership relationship building so I started with uh what I call a SWAT analysis we looked at our strengths Eva B strengths weaknesses opportunities and threats and so I had staff work in groups but I I noticed that just kind of looking at the groups there was already that um kind of um not wanting to work together so I started with that they all listed things like um strengths were well we have a good school we have a dual language program and all the things that you know that relates to students but when it came to weaknesses there were words words like um threats meaning intimidation U bullying and I didn't clarify at the time but later I did clarify it it was among the

082staff and so if you have that among a staff you're not going to have success so I implemented a every meeting and so I follow exactly what they did every uh Tuesday at 7:15 in the morning we have our staff meeting Wednesday at 6:45 we have our leadership meeting so we kept that momentum going but at every meeting I implemented a team building activity at the beginning they were kind of hesitant they're not you know not sure but as time went by we had laughter happening we had St I had staff that I had not seen laugh laughing working together so that's the part that I wanted to get through but long story short we're at a pivotal point now that there's some successes happening and so I was thinking as an as an administrator

083boy had this school had that type of culture the growth would have been momental I mean it would have been really you know high and so having said that we talked about what is it we're here for so we identified our mission because that drives everything what identify what our M Vision was and what what what are those guiding words what are those value statements and so the mission of our school of course you have it up there a community of lifelong Learners guiding everyone towards educational excellence and so we talked about that at length what does it mean same thing with vision where where Learners today make leaders tomorrow and so these are words they they mean something they have value so basically they are value statements and so with our social emotional learning

084component we do have our packs we have a saying a motto that goes along with our second step as well and those words are I better myself I better my world I'm a px leader and so when we look at those words they're just not words they mean something they have value so that's what we talked about and in in our meetings and in working together and collaborating and so can I go to the next slide so one the other thing we did was we looked at our 90day plan I you know I'm one of those that I want to come in I want to see what the staff are already doing I'm not going to change you know why you're not doing this you're not doing this we're going to do it this way

085I want to know what they value I want to know what they're thinking and so in from their 90-day plan this is what we gleaned from it so we came up with smart goals that everybody has to be aware of so first one is Ela and there there's our goal uh by May 35 grade students will increase their proficiency Ela scores by 10% as assessed by the ELA component and NM M mssa same with math 10% growth culture the culture component was about the atmosphere the environment there was so many student incidences ranging from major there was cutting there was uh vaping so there was all those incidences that were happening that we wanted to bring down and they wanted to bring it down they decrease it by 20% from 45% that was the year's

086uh Baseline data the other one was uh of course we're all um addressing attendance that was one of the ones that we addressed or we we said that we want to try to keep it at 90% each month and then eventually have it at 90% by May so that was the so we have four goals so we look at who we are so when you're looking at systematic realignment you're looking at various things aspects of the school so I always look at attendance I look at enrollment and I want to know who our students are who are our parents because you can't make a difference if you don't know who you're dealing with and who you're trying to um maneuver to make successes for them so in attendance uh can you go to the next

087slide for attendance we do have in each grade level this this is our attendance by average daily attendance so it calculates it by the end of the month and this is from power school so if you look at each attendance uh average daily attendance each of them are below 80 but when we get to the total Ada were about 90 a little over 90% And so we look at this data set every month not just with teachers but we also have students and we also have parents that look at it so the one of the strengths is that attendance is a little bit better than last year I'm I'm doing a lot of comparing on what happened to you know what is data set longitudinally needs for improvement are of course when we talked to

088n plc's we looked at data that said okay students are tardy they're being checked out early they're missing days so those are the types of things we looked at okay what are we going to do to improve it so for resolution we said okay we're going to we're going to continue to implement the attendance layered um interventions so we have layer 1 2 3 and four so a lot of uh right now what I'm seeing is that they don't have percentages but we are doing the layer four now where we're actually contacting Social Services uh doing scans because we're not seeing that there's Improvement in some some students attendance rates so that's on attendance uh can you go to the next slide and this is the slide that's missing in there so don't don't look

089at that yet um the next slide is actually actually supposed to be enrollment I apologize board members um and superintendent in our uh enrollment I do have prek we have um we have 16 and then kindergarten we have 17 kindergarten dual language we have 13 and then first grade we have 17 first grade dual language 12 second grade 19 second grade dual language 12 third grade 13 another third grade 13 then third grade dual language 14 and then fourth grade 16 fourth grade dual language three and then fifth grade 17 and the other fifth grade 17 and dual language fifth grade 11 so that brings us to a total of 200 and four so that's one of the other things that we're looking at so we're looking at strengths one of the strengths that we

090talked about is that our our enrollment is staying above 200 so that's good we want to keep it growing so that's one of the things that we're working on our needs Improvement our enrollment process through kind of looking at the data sets we realize that students are moving from school to school we have grant school that is down the road uh we do have students coming from that school so we're trying to figure okay why are they moving from school to school so that's one of the things that we're looking at we have not come up with a resolution for that so every time we look at data we look at the strengths and we look at what needs to be improved and we look at what are how we're going to resolve those um

091issues that we're having so that's for enrollment um okay now on this slide this one look at it now reading IM missa so this is the achievement um graph so if you take a look at at the first one the top one we have third grade and this is reading so you all know that third fourth fifth grade gets tested for this High States testing so at the beginning of the year if you look at the graph the I want to say it's orange it looks orange to me okay I think it's supposed to be red but those are students that are at the lower level so those are that need support So if you look at the legend down below uh the orang is need support the yellow is near Target and then the

092green Is On Target so for third grade at the beginning of the year we had 81% of our students that needed supports middle of the year it went down to 73% so we're looking at how our um data is moving so if you look at the the yellow which is near support that increased middle of the year to 15% and then the green same thing it increased and that's what we want we want more in the green and to decrease the red and then increase the yellow and definitely increase more of the green so you kind of take a look at that data um there and then for fourth grade beginning of the year um we did somewhat okay and then when you went to middle of the year for some reason fourth grade went

093up in their need support to 52% from 33% so we're still looking at those data sets and figuring out um what we're doing how we're doing what teaching strategies and all of those that we're U doing in the classroom we're looking at those data and all of course those um the the various teaching methods that are being used in the classroom for but if you look at the for some reason it stayed 33% all the way down for fourth grade for the beginning the middle of the year they it fluctuated between 52 % increasing the red and then decreasing uh to 29% from 33% and then 33% to 19% so those are uh data sets we're looking at and talking about during our plc's and figuring out what is it that caused that so that

094data is U fluctuating there and then we have reading for evab stokeley um under the fifth grade that one if you look at the need support it went from 29% to 27 so we went down 2% which is okay uh then for the yellow we went 44 to 45 to 44% so you can kind of see there's gradual um kind of it it's fluctuating a little bit uh next slide please the next slide is language so this is language usage and for that one we do have in the third grade beginning to Middle we had kind of looking at the strengths first no green so there's no students On Target and then by middle of the year we had 7% On Target so we did decrease there from 62 to 41% in the red which

095is near need support and then for uh fourth grade if you look at the 44% for need support it went down to 24% so there's little growth that we see here and there um but we do see an increase there for 33% for fourth grade for um On Target and then for fifth grade we do have um a a huge kind of not huge I guess you could say but it went the if you look at the near Target we went from 40% to 49% so we lost some that were on target to the 49% in near Target so that's language usage next slide is math for math or I'm sorry yeah is that yeah that's math for math we when we were looking at the data we're not doing so good in math um

096if you look at the data there in third grade we had 92% that were need support that's beginning of the year but when you look at the middle of the year it went down drastically to 56% and same with the near near Target we went from 8% to 44% there so like I said there's some growth happening um we're tracking students progress monitoring them uh so we're seeing some growth and we're hopeful like I said we try to look at all our strengths first and then for fourth grade um same thing if you look at fourth grade we have green beginning to middle of the year we gain 19% On Target so we have some gains there uh decreasing the yellow and then decreasing the need support for fifth grade we have we had 60%

097which were um needed support but uh we did gain in the green so the data does um shift and we are looking at it on a almost on a weekly basis during PLC meetings uh next slide please okay next slide this is the Ice Station um that we use at our school or every school uses it but if you look at the graphs kindergarten the range 5 4 3 2 and 1 so we really keep an eye on the the one the twos because those are our lower level students and they are uh the graph does show that there is growth from kindergarten first grade second grade but for some reason and this is something that we're talking about right now with third grade if you look at the green there's a downward Trend so

098those are concerns we have uh we are looking at as a team in plc's uh next slide is fourth grade and this is reading again and so for fourth grade same thing there's an upward Trend uh fifth grade same thing upward Trend and this is remembering from it's from August to uh current March next slide okay next slide is math and then this one you can kind of look at Allin one that one we do have gains we do have an upward Trend happening there if you look at the date of the uh graphs there and we're really keeping an eye on the red the um layer one the level one and then also the level twos we want to get those level twos up to three four and five and the five's um more

099up to making sure that they surpass that next slide okay so there's different programs we have at our school and this is one of the most exciting exciting programs that I really really am blessed to oversee and have in our school which is the Dual language program and the 50/50 model so in the green are the positives that we've identified and then the red are those that we need to work on so the green is that there is nav or oral fluency we are revitalizing trying to preserve the language uh students are learning that through nafo traditional singing dancing and Total Physical response strategies so I do see that when I do my walkthroughs you students are excited they're up they're doing the different um movements for different um things so like one of the

100classes when the teacher says think she goes like this and that means think about it and that's how she gets her students to get ready to answer a question the other one is cultural educational events and activities that are sponsored by our school and thank you to sh shamas uh Dr um not Bal thank you she is a huge part of this uh she always assists where needed and she's been a huge proponent uh for our schools I really appreciate that um the other the part for where we need to work on is um navoo assessments to track growth because as I'm going through and doing um domain 2 and three with the staff one of the uh domains in that is assessments so I'm asking my teachers show me so every time I go

101see their classrooms I ask them show me your data show me what's going on what are you doing all of that but in talking with them in plc's we do already realize that is that there's really no assessment and to say okay these students are um at the level one level two there's there's nothing so that's something that really needs to be worked on uh the other thing um in working with and I think Miss Cheryl um mentioned earlier I am a huge proponent of working together and not separately because um there has been work done on the nav component so there's curriculum and then there's assessment piece Dr Bali I mean Dr Bay did ask me how do you want want to implement this and I told her I said I want them the

102the teachers to work together uh and and one of the things was oh well let's let this person do it let's let this person do it but I said no we need to have them all work on it together because you want to um create collegiality partnership relationship building that you know depending on when another being able there to be get ideas with one another and so having said that we did bring together our staff um my staff have been really wonderful they're they're working with the grade level plc's and their own dual language plc's so they really get ideas from one another so they all have expertise in certain areas and so with that um we or me I'm coming from the background of immersion because I'm originally from Ruff so RR demonstration school

103is really well known worldwide uh for Navajo implementation so if you look at Google it it will tell you that so I went to school there I'm raised through that school um worked there for many years 20 years in the school there's a disconnect between the navoo and English curriculum so the way um and I I'm don't meaning disrespect please don't think that I'm being dis disrespectful about the curriculum but when you're looking at the CCSD pacing guides that's um by standards you're frontloading some of the standards that you're going to be testing during test time so when you're looking so the English side was developed first that's in place first so when we were going through and I was working with the staff on trying to complement integrate I got a huge headache because

104when you're looking at the nav side you're going by themes so they're by Seasons but over here you're doing something different and it just it gave me a headache because it's not it's it's it's flopped around we're trying to integrate Navajo into the English site it should be the other way around that's how I'm taught um in my studies but that's something for you to think about um but there's a huge disconnect there that I wanted to kind of let you all know about but that's my um coming from me and my experiences and I did let my staff know that it doesn't make sense to me just just so you know now for the PLC part there is collegiality collaboration there's a culture of learning happening now it's slowly there um there's you know

105little tiny glimpse of this and that there now but it is coming together staff are slowly beginning to work together I really really appreciate that for my staff um the other part we still need to continue working on relationship building and that's something we're still working on but in our plcs we do have the K1 we have 2 three the four five we also have our um safety team we also have a sunshine committee we also have our um specialty teams we have our sped team our gate team and also our prek team so we have and then of course the Dual language we have all of those plcs going uh we do have gold teams uh they address Ela science math and culture and then we have monthly activities for our parents and students

106we usually have a um uh Pac parent advisory committee uh so with the PAC I invited the parents they all came and I had a former president that was there last year so I asked them okay can you show me your notes what do you have have but what I found out was she says no here here you you do it and I said what do you mean and she said we don't make the agendas we don't do anything um that's your your responsibility and I said no that's not my responsibility so I sat down with them and I said this is what a Pac is this is the goal you run the meetings Robert's Rules of ORD all of that and so I I reorientated them they went and started running the meetings now

107they come up with the agendas they follow the agenda they do everything they do have a focus that they're working on right now and that's attendance so they're at the last meeting which was last week uh they talked at length about how can they assist the school what else can they do to encourage uh parents to have their students come to school every day and so they do know about the layer um attendance the interventions for that so they're um trying to pick apart how can we get this out to the to the parents so they want to do more um but that's us in a nutshell um I don't know if there's any questions are there any questions from the board questions go ahead first off I I truly appreciate the fact that you've

108acknowledged um that when you stepped into that building you looked at the building uh through the lens of your experience and your knowledge and how that directly impacts the school and the culture um I'm part of the Ben Luhan Fellowship which is a leadership here in New Mexico through New Mexico Highlands and I'm still highly engaged with them and they sent out or they send out emails for the Educators and and um one of them was specifically on toxic cultures and in the three that it recognizes uh there are only three types of schools cultures toxic cultures good enough cultures and 100% cultures and so what you're talking about in changing that and res Shifting the direction to create a more cohesive unit within that school you're absolutely correct they talk about clarity they talk

109about confidence and competence and it seems to me that's really what you're trying to um achieve with what you're doing so um for that I I appreciate that um the other thing that you may have heard some of the questions that I had to the earlier presentation so your experience and depth of knowledge that you have in regards to the education of Da within the schools and how it's done um quite frankly I'd make the suggest the superintendent to really sit down with you and see an i and how from that success that you've had over the years can translate to success within either be stok or even throughout CCSD and how that's done um from your perspective uh and how it was taught to you and how you utilize that Within theol scope of

110your leadership um because like you said and that's kind of really where I was pointing out with my questions a little earlier about um the testing that we look at the state standards that we look at and trying to achieve that through cohesiveness that you discussed in respects to um the grades working together and that content so I believe it's doable and and I think you've expressed the fact that you acknowledge that there's some work to be done there so cant it would really be nice to be able to include her in those conversations and use that experience that she has to be able to um fully develop those programs to their full extent for what they're there to be served for so with that thank you I guess no really no comment or question

111but a comment to what to your presentation so thank you any other questions or comments from the board Miss Hy president Hy I should say can you hear me can you hear me yes no yes okay um thank you for the the information it was very detailed and covered a lot of areas and I appreciate all the work thank you uh yes I just want to say thank you for the data the information um I guess going back to what Mr M had stated it's important to know where you stand as far as a school and what what are some of the next steps to to help build the school build a positive School culture climate and just look looking at what you have control over and just some of these different factors that you

112have the disposal at school level uh evb stokeley is um probably one of the one one of our largest schools and uh it it means a lot because it's educating a lot of people within Shiprock and all the different spring communities um I I think as far as like outcomes on D language and culture I think at one point in time there used to be like pacing guides or or or or some sort of Assessments for the J language piece I'm not sure if those exist somewhere within the district but it it would be good to get like an idea or grasp of how students performing with some of the with the D like which culture and uh it it also I'm not sure if this is something that might be looked at from the

113district but it it does appear that we do have challenges with third grade fourth grade so maybe the the district needs to Target even earlier uh kindergarten even prek first grade because each of these gr grades built into different different grade levels as students progress thank you any other comments I do I do have a question kind of in regards to the comments you made about um students bouncing from school to school have you as a unit been able to kind of identify any justification for that there's actually a couple one is that we get students from the grant uh babo they come to our school and then they'll be there here for a while and then because we have a high expectations for other students from prek all the way to fifth grade um

114everybody's expected to meet those standards and so when we start talking to parents and start meeting with parents and letting them know okay this is our standards you're going to have to meet these standards um they withdraw that's one of them the other one is that oh we're living here for a little while so it's movement actual you know they're they're migrating um and they leave uh other ones are uh Social Services placements students that are placed in um homes foster homes and then they get enrolled um those D come to our school then they get disenrolled so those are some of them but it's not huge numbers right now we're looking we're we're still uh disaggregating data sets for that um because we want to know we want to know why this is happening

115uh then some of them are like um boundaries so we do have those students that move like across the river or on the other side okay go to the other school kind of thing so they get pushed over to Gina over here so so that that does happen yeah okay thank you if there's no other questions then thank you yes thank you uh n Elementary hello everyone um please excuse my absent in person I'm actually in Albuquerque with my leadership team at the school Improvement convening where we being uh label as a identified not label but identified as a CSI continued School Improvement um there's uh obligations that we have to tend for a part of that so uh what I have you know in front of you is my data that I'm presenting with

116you my name is shering Rivers um the principal at nonon elementary school this is my fourth year being there before that I was at nonon five years ago for three years and the two years I went to the district office as a district element coordinator and I came back to nonon to pick up a lot of things of what we needed to do and being identified as a continuous School Improvement there were some things we had to reorganize and redo and do a lot of planning so I will go ahead and start with my presentation vice president Wells if I may go ahead um if you wouldn't mind members of the board superent Carlson um Dr Mike also has her mother here if we can have her present first so they could go ahead proceed

117to go home I apologize Dr Mike sorry colleague Charlene I know we had we were texting and I asked her if I could go next and she said that's fine so and of course um um my other colleague Gina um but thank you I appreciate um you allowing me to go as you know I am um Dr Pandora Mike and I'm the principal at subai Middle School's home of the Warriors and um my Clans are I'm born of the Mexican people I'm born for the mini Hogans people my paternal grandfather is the bitter water people and my um my maternal grandfather is the bitter water people and my paternal grandfather is the tangle people Clan I am a grandmother and I love being a grandmother so thank you um so let's go ahead and get

118started um next slide please I just wanted to share a little bit about who we are and as you can see here I put a little bit about our demographics and I wasn't able to to you know take photos of all of the staff members but those are our six departments that we have there um top left is our math department and then underneath that is our science and underneath that is our English language arts and then the top right is our social studies and then underneath that is our electives department and on on on the bottom right corner is our special ed and gifted department so as you can see I'm not going to go into verbatim on the demographics but you can see our demographics there that's who we are next slide please

119so what we have to offer over at subai midal school this year we started we have our core courses of course but we started our preap courses and we offer preap chemistry and preap English language arts and next year we're we're looking to add math um we also offer intervention courses for Math and English language arts along with accelerated courses for math English language arts history and science and you can see our elective courses that we offer we have academic competitions as follows um we also offer Athletics enrichment programs tutoring in the morning from 7 to 8 along with after school tutoring From 3:35 to 520 and supports that we offer are the Student Assistance team we also offer our informal process of an early warning system we call it the student intervention team process

120and we um meet on a bi-weekly basis and we are looking at this as a whole child approach meaning not just the academics we look at the child's discipline Behavior Health Wellness um emotional Wellness counseling with counseling supports Health um attendance and grades so um I have Representatives on the team where we meet and we discuss and we look at different data to find correlations and we target students that are in need of um extra support and we come up with action plans for them and work with their families and the students to um make help them make improvements of course we have the McKenna veto um funding that the district provides and we identify students that are homeless and we support them we also work closely with the Indian Hospital service and they provide

121um site based clinic and also counseling for our students um and then of course we do um home visits as well next slide please things that we're really proud of and I wanted to share with you some photos of our Kids In Action um we're proud of how we Implement professional learning communities in each of our departments we also Implement datadriven instruction which basically means we use a lot of data we look at data we analyze data we shared data and we develop common formative assessments we also and I mentioned before use a whole child approach in implementing the student intervention team we focus on a positive School culture and we're implementing capturing kids Hearts as our main program and here are some of the um other things we're proud of our enrichment and tutoring

122program and we're no longer identified as a school of a need of improvement so that's one of our biggest um achievements there and then we have made a lot of accomplishments with our academic competitions and I've noted a lot of them there from our regional and state competitions next slide please with our Athletics we're really proud to um share that we um our varsity girls have um won the championship for the San Juan Basin so we're really excited about that um our boys our JV boys took forth and our cheer team competed in the annual um um Spirit competition event that generally is hosted by Kirtland Central High School and then our San Juan um Bas and wrestling team has a lot of um achievements that we're really proud of as well next slide please

123as for I miss a I miss a data um as you can see we we are making some gains and as Miss Lewis has mentioned before you know and I always tell my my staff you know um keep in mind we don't like red Kool-Aid so we need to stop drinking the red Kool-Aid and start looking at lime Kool-Aid so with that said if you just focus on the colors you can see you know from the beginning of the year to the middle of the year on each of the you can see see a pattern of improvement which we're really happy about yeah we like the lemon yellows that's not bad but we want more lime Kool-Aid okay next slide please the language used data is pretty much this similar to the reading data however

124you can see that we've made a lot of gains meaning we're drinking less red Kool-Aid and we're drinking more yellow and green Kool-Aid next slide please and lastly for our math data once again we are seeing improvements and that's what we're really happy about next slide please with our attendance data we have seen our 40th Day count and our 80th day count and we're really excited about this you know so um we are doing our best you know to keep our kids in school and recruit more kids to come back to C Sabai next slide please I want to talk a little bit about our student focus group um our student focus group I usually hold them three times a year so this is our most recent data that I collected I usually round up

12527 students and they come sit with me and I ask them four basic questions mostly focused on our school culture and these are the results that um you can see here and I'll let you take a look at them but it it it shows a lot of pretty good data that we can use and I have shared this with my staff so that way we can take a look at our own practices and our own behaviors as adults on how we can make changes for improvement next slide please this next slide is about our challenges of course our school I think is um 54 years old I believe it's pretty old and you know we have Plumbing issues on a daily basis we have cracks and just lots of things going on with our old

126building it talks to us and it's telling us we're tired you know just want you to all know that um another another challeng it it um we have misconducts predominantly vaping we do have our vaping detectors in the restrooms and that has been really helpful and we have we we have a good a good solid team on staff who do all of the leg work especially our lead safety adviser um U Miguel valard we really appreciate um the district for providing all of the lsas along with the vaping detectors and the support that they give us with the safety teams also another one of our challenge of course is attendance you know just there's a number of students that you know for all kinds of reasons that are beyond our control we still try to

127influence them to be in school um and then of course motivation you know getting kids to care about their learning is important and middle schoolers it's a challenge so uh that is my presentation do you have any questions for me I do yes so in regards to that vaping why do you think that is is such a problem well first of all I know I'm not alone it's a it's a nationwide problem um part of it I believe you know of course New Mexico made marijuana legal um the other part is um vaping devices are sold everywhere and they're easily um you know obtained by kids um and a lot of the kids are raised by you know not just their parents but grandparents and they don't recognize a vaping deite device because a lot

128of them look um like a like a pin like I'm holding or they look like a little square um um Tic Tac box or you know um a laser pin I mean they're they're just all shapes sizes and so they're hard to detect um I think a lot of our kids have issues that are you know from dysfunctional settings from the home um we are finding that you know any any time we do an interview with a child we find that a lot and so um we work closely with the Indian Health Service and I must say we're really grateful to them they bring in their therapy dogs and counselors and they do group counseling with our boys and girls and right now we have about 10 students that are participating in the group counseling

129right now and then in addition to that if a child is 14 years old we you know recommend them I personally highly recommend them to get them evaluated at the behavioral health so we we try to do um some quick interventions before it becomes a habit okay so the other question um that little sitdown that you do highly productive and that that's good and I hope that they're being very Frank and honest with you in their responses I'm assuming just by the way you reacted there that they are correct I love talking with students and I I let them know um well let me back up um our program capturing kids Hearts um teaches us specific elements that we need to implement and one of them has to do with Norms Norms is all about

130behaviors capturing kids Hearts Focus is really on adult behaviors even though we implement it and the impact is positive um behaviors from the students but it focuses on us to do you know um what's right for our boys and girls so we Implement social contracts which focuses on Norms we don't call them classroom rules we don't post up classroom rules we work with our students and together as a class as a they they work as a community to develop what Norms they can commit to to practice in in their classroom we have also norms for our cafeteria and for our gym you know for common areas so with that said um we also Implement talking circles so in a talking Circle we practice norms and we go over the Norms at the beginning of a

131talking Circle and that creates a safe space for everybody to share and honor one another's ideas so um our boys and girls know that and um I always tell my students I love them and I truly mean that and they know that and they call me grandma or they call me Dr Mike most of the time they call me grandma so they talk to me and they let me know because I I I let them know that this is our for our school the only way it's going to get better is if we're really honest and so I I promote student voice and it's important to me I I appreciate that because in our um Retreat we were talking about that about adult inputs really focused on adult outputs but it's about the students so

132the fact that you give them that agency to be able to express that um I truly appreciate that so thank you thank you any other questions for Dr Mike just really some comments thank you very much Dr Mike for all the for the work that you're doing in addition to all the work being done by the teachers I mean just looking at the the outcomes in terms of attendance including sixth grade it shows that a lot of things really turned around for the better at Sea uh uh so I'm just looking forward to seeing what your results are going to be when when Springtime comes around any you have your end of year assessments and so forth so I I definitely look forward to seeing a lot of good things happen and it looks like

133this school has really turned around for the better for the better of all the students in all our communities that are served by sea I'm actually a product of sea I went to school there a long time ago and it kind of still it looks the same and on the facilities I believe sea is it's actually at the top of the state list for new school construction or something but there there's some there's some stuff that are uh hanging up or or stopping that issue or stopping the project from moving forward but I I think those are probably stuff that we're the board the district are all going to work through and hopefully we can get get get a new school up that way sometime soon thank you thank you I have one question uh

134when you when you visit with these uh individuals who how do you how do you select who you're going to visit with as far as students that are vaping um do they come to you do you um my concern is do they feel um picked on is not a very good word but but kind of um alienated uh or do you do you incorporate [Music] everyone you understand my question I do um just for clarification um so on my Slide the that I identified um challenges and I said predominantly vaping um that's separate from the student focus group the student focus group are select did students from each of the classes there they're not Vapors they're just you know I just selected them and um well you know the the um student council they're represented

135by the student council um the students who um go to a group counseling are recommended because they're perhaps rep offenders and during our student intervention team meetings we talk about if a child has had like a second attendance letter sent home and that same name let's say I'm I've been identified so Pandora's name came up as a truant student and this is her second letter that's been sent home and then at the same time we look at the grades and perhaps Pandora has um two FS or three FS that's another red red flag sign and then we go to the discipline and behavior oh Pandora you know again is a vapor and she has had two infractions two disciplinary actions so when you see that correlation Pandora needs help so so we put an action

136plan in place where we visit with the student we also visit with the parent and we enroll that student into a group counseling so that student um is there with other students who've had infractions and with a professional from the Indian Health Service um to work with them on behavioral types of techniques okay thank you question from question from that comment that you just made are the parents generally receptive to that process and supportive very much so a a lot of times um I think maybe perhaps um I don't you know anytime we explain it you know to parents we we practice I restorative practices as well um Mr switch unfortunately was not he was going to be here today and we were we had our tag teaming you know to do this on our

137presentation but he um is not well today so he's not able to be here but he's fully trained with restorative practices training I am trained but you know it's part of my natural skill practice to use restorative practices anyhow but it's just really understanding where the child is coming from and speak to them in a manner that dignifies you know um where they're coming from and respect that but also help them self-discover that you know what they're doing is not appropriate so during that time and when parents are present or if I call them or Mr switch calls them we go over this and we offer counseling and if they usually we have had nobody that said well I don't want it we've had nobody yes get my child in there if we ever have

138somebody that does I will my comeback is I recommend you take your child to go up to the Indian Health Service and get them checked out by Pediatrics and they will make a referral if they feel like your child needs further counseling or further treatment so we know we're ready what our comeback line is but right now parents are in support of what we're doing very good thank you what what percentage uh of kids that you can identify that that uh need help because of their their uh treny or their misbehavior or whatever it is that that you can identify that they need help what percentage of those uh are receptive to that do you have any idea I you know I probably you know to properly answer that I would probably need to get

139into my data and um I am happy to get that information to you you know by tomorrow if that's okay if that pleases the board and I I'm happy to do that but right now standing before you I'm sorry I can't answer um no no problem I didn't mean to pressure you I just was curious if uh sometimes uh young kids acting out is saying I need help uh and I was just wondering how many of them are actually receptive to to what you're doing to help them so yeah if you could if you could email me or something I would appreciate that I sure will if there's nothing else from the board will thank you Dr Mike and and we appreciate your presentation thank you so much uh superintendent and um School Board appreciate

140your support thank you uh all right we go to hello everyone again again um principal Shing rivers and go ahead and go to the next slide about naon elementary our grades that we have there is prek to fifth grade uh prek we do have a threey and a 4y and we have two classes per grade level our enrollment that we have is 220 students we have 21 certified teachers 12 classroom teacher two sped teachers PE music two prek classrooms teachers two bilingual and one reading interventionist the average teaching experience is 20 plus years within our building and again this is my fourth year at n Elementary as principal next slide here we have our Kinder Garden data that we have as you can see that we are making really big Improvement just like um Pandora

141said we want to get away from the red Kool-Aid on there and more to the green and through that we're doing a lot of improvement and we can see that our data is growing you can see that on our on the left side we do have our reading data and on the right side we have our math data and and I know across the district Our concern was math across the grade levels but as you can see at theour kindergarten where closing that Gap that we have in math next slide for first grade data we have for reading we are making those gains that we have we're seeing a lot more in the in the greens that is growing in that area and again for first grade you can see that we have our closing

142the achievement uh a gap in math where we only have two students in um in the red and we we're really happy to say that we do have some students who are identifi yell and sped that are making those gains that are moving to level two and level three so I know sometimes we get an indication that people automatically think that the red is sped or elll students and all that but with our data that's not necessarily true so we are making gains in those areas as well next slide for second grade we're making some gains in some areas that we have there we're doing a little changes that we need to do within our ice stations um based on our interventions and Layer Two so there has been a little struggle in that area

143so with that during their PLC meeting we do meet twice a week we are always planning and finding different uh skills that we need to focus on for layer 2 interventions and really identifying those students that need to get that extra support for reading we do have the reading interventionist that comes in and pulls out the students so she does her skills within her interventions within for math we do have extra support and that with the teachers really meeting with them oneon-one in small group instuction to as well next slide for our imesa data I'm really pleased and happy with our imesa data again being a CSI school we really have to make some changes and really do some deep dive on our data that we have and based on that on our naughty day

144plan we set the bar to where we want to stay out of the safe Zone and what I mean is that we really had to find a percentage that we were able and that we knew that we could attain so with that with our reading comparing from our boy for example for third grade we had 71% that needed support and that was the majority of the third grade students and then our M we can see that it went down to 57% our On Target kiddos went up with 3% to 14% so with all of that going across we are doing something different than we than they did previous year is to really look at the data and really plan ring spiraling in and then look at our Layer Two interventions too to make sure that

145we're meeting the skills that we have the only thing uh we do have fourth and fifth grade that are still struggling with math and again that's an more intense planning that we're working with them on that but they do have students moving out of the need supports for math moving on to near Target but we still don't have um students on On Target we do have at least maybe five six students that just missed the cut off score so when we do go back and look at the the data we look at the individual scores that we see with the students and we go back and look at their item analysis their standards that they were missing and then we go back in into the lesson planning and we go back and do some reteaching

146and do another small group instruction to address those um deficit skills as well next slide here we have our attendance data in August we had 91.7% uh this has been a really big challenge for us that we have I do as a principal I did not initiate the attendance Improvement team that we have at our school we had great teachers who stepped up and wanted to create a attendance Improvement team so I'm really happy and glad that they step out of their comfort zone and took the initiative to create this team and to really address the attendance issue that we have on there what they created was what is working we initiated rather than waiting every month or each quarter to look at attendance and everything we uh initiated a 3-we perfect attendance Celebration by

147that this is has increased student attendance every three weeks in the beginning of the first quarter we had 12 students 12 students who had perfect attendance in the first quarter and then this is where the attendance team came in and said that we needed to act and do something right away and address these attendance so as every three weeks we take attendance and the parents are aware of it students are aware of the of the perfect attendance that we have I do do robo calls I do send U monthly newsletters to let them know of the attendance and pack meetings that we have I let them know how evolved they can be and things that we can help with that but as February 25th we had 95 students that has perfect attendance for every three

148weeks that we have so the data that we're looking and collecting has shown that with the celebration that we're doing is increasing more and as of yesterday when we did the March where we did the 3-week attendance we ended up with 105 students now so we know this is working what we need to improve on is the student attendance again and with that is the Callins we do not have parents calling in or excuse notes coming in and it's just a lack of communication coming from parents so most of the time the schools teachers myself the counselor we have to make the calls to find out why their child's absent and that's been the case most of the time that we have to do so we we're trying to find a system how we can

149improve that communication from the school to the parents as well uh liaison referrals we would like to lessen that a lot more but again with the issue of attendance it the referral keeps getting more with that school counsil referrals as well where we do send out School counselor's referrals either to uh find out what's going on at home she also calls home too as well I do my part as a principal I call the parents and if there's times that I know certain families that they don't have a vehicle or honestly sometimes they don't have a phone I would my Kelson and I would actually go and do home visits and see you know what what the concerns are why their child's not in school so that's what I do on my part and so

150far it's um working with the attendance being this low we have what we see with the concerns that we're really looking at the data we have groups of families that will miss a whole week of school the next week the it would be a different family and we have like identified five families that has that revolving door where they're here couple days our week then they're gone the next following week and it's just that's why we're trying to improve our attendance but sometimes it's hard to have families that especially with a lot of siblings in there that doesn't make our attendance look great on that end so again our attendance Improvement team is really working hard on that to see what we can do but we do see that the 3-we perfect attendance is making

151Improvement for what we what we're doing right now next slide celebration that we have back in October uh again I said we are identified as a continued School Improvement we were informed in October 2024 that n Elementary is no longer a c identified as a CSI school we are now traditional and that was a great celebration when I made the announcement to my staff they were so happy because all the hard work and effort that they did to make changes reallyl made a difference so we and they are very happy happy about that we changed our weekly PLC meetings we have vertical team meetings and then on the extra one we do individual grade level meetings and there's a lot more collaboration going on and discussion on data what drives the students and how can

152we make it successful there's monthly I station support that we get and reading and math from the trainers so the we have eureco bath that does come in and train our we do have I station that come in and really analyze the data she helps them create their teacher action plans and really identified those skill skill areas that the students need to work on so that has been part of the I believe is the success for the I station for K through 2 grade we utilize high quality instructional material within the structural delivery with that it's based on the lesson plan I do see but also my classroom observation go in and also provide the feedback and support that the teachers need our instuction is data driven and reteaching of content standard spiraling during layer

153one and again that is what is the skills that we need to go back and retach and put it back either in the whole group based on the D data either through layer one or Layer Two we have a strong leadership team we revise and revamp our leadership team from previous years and they're more vocal they're more comfortable uh they're more involved and and seeing what they can do to change and help everyone with especially with the school culture and also with what can make Nour more successful we do have our weekly School support visit from our district elementary coordinator Miss Miss haret she comes in and meets with them on the or plc and she does do observation and gives um strategies and support to our classroom teachers when needed so that has really

154been a good impact for her to come in on a weekly basis we do have our after school tutoring program and this year through our uh family income index program we have culinary class music dance and fitness art sewing and stem classes that are going on we have a huge High enrollment in those areas we do have our pack and family engagement nights literacy night math night science fair night uh last month we had our culture night we are planning to have a family game night and the health and wellness night and our family engagement has increased with all these family nights with families coming in and supporting their child's education and even if it's not an education academics them being there at the school part of the family KN is really a good indicator

155that they're really involved with their child's education next slide what we need to improve on student attendance communication from parents again um why their child's not coming to school our imesa math scores and again I indicated third fourth and fifth grade is the one area we need to work on we do need to revise our attendance Improvement plan we did get feedback from New Mexico pet so there are some areas we need to improve on and just really indicate what data we're going to collect in that area and more planning time to focus on the area of need we do have teachers still meeting after school because of the success they see being at a CSI uh I may some scores they there are planning more out of their own time it's not something I'm

156giving them it's more them a wanting to plan together to more successful and that's the end of my presentation stand for questions any questions from the board question go ahead yes M Rivers how much do you incorporate your um parent advisory committee into those development of those um parent nights or student nights that you have and um as with uh Eva B is there a lot more participation with that we do have a lot of parents um and families participating but we do not have a pack committee team like I evab has I have done it in the past begin the beginning of the months and open it up but I do not really have one I do have some staff that have children there or grandchildren there there are more vocal on that but

157I would like to open it up more to um parents where they can be involved if I do it would have five but um they're more on the email side where they would email me or they would uh do phone calls with me and we talk but and I think it's more of their scheduling that they have but they are involved when it comes to parent nights okay as long as there's that engagement with them um I think that's obviously the positive that you're seen from that so very good thank you thank you anything else from the board no it's really good information thank you yeah I just wanted to comment that it does appear that noon's made a lot of progress in the the time that the at least in the time that you

158you've been been principal and it's just good to see the progress that have happen to turn around and improvements all across the board uh hopefully we'll see the what what the results are by the end of year and look forward to more more success stories coming up thank you thank you so much I appreciate that and thank you for that report Mesa Elementary good evening superintendent Carlson EST steam board members directors fellow colleagues and community members Umami mayama is Gina Jones mother is from Menda Argentina is from Shiprock me oi so I'm very happy to be here with you um if we could go to the first slide all right second slide Please Mr normal is this one up here not working vice president Wells can you say that again that's okay we could just

159go home then all right let's go yeah don't don't wait for it I was just trying to get it up there so that it uh as long is it showing on go ahead we're going okay um I wanted to give you guys a little bit of an uh overall scope of what we have at Mesa as far as our teachers are concerned and I want to say that we're very lucky this is our first year we've really been fully staffed um last year when I first came in as a new principal there were many openings we had long-term Subs in first grade second grade third grade fourth grade so we only have two teachers per grade level and half of the grade level was a long-term sub so this is a first year that we

160are fully staffed in in a long time we have zero long-term Subs in our building so that is something to be happy about for me um if you look here we have 42% of our teachers that have master's degrees 26 are level one 58 are level two 16 are Level 3es 63% of our teachers are tsol endorsed with 21% that that are in process this year and with 16 that are not endorsed 47% has taught 20 years 21 has 20% has taught between 10 and 19 years and 32 has taught between 10 years or lower so we have a nice variety of of teachers with all different levels and 16% of our teachers are letters certified with 26% of them in process now that may look like a low number but remember we just had

161a whole long-term Subs so we have a lot of new staff a lot of turnaround from the previous um past three years there's been a lot of turnaround at Mesa next slide we have a lot of good things that are happening and Dr Mike touched a little bit on uh capturing kids Hearts so I just wanted to say I didto about um um jeie at Eva that we have to tackle that that social contract we have to look at our social emotional climate Mesa has always had this uh well not always but it's had kind of a a reputation of being a little bit Troublesome I want you to understand that that is not the case today um the two pieces of items that I have there on the screen those are surveys the first

162one on the left is surveys from students that is students respon response to those questions the one on the the right hand side is responses from staff as you can see we're doing some great things according to the student perspective and I'm really proud of that um I'm really proud of our teachers in with capturing kids hearts and looking at Social contracts we're really looking at how do we treat one another remember social contract is how we engage with one another it's Rules of Engagement rather than Norms it's how we want to be treated and so we've really TR to try to change the culture of our building with um meeting and greeting our kids at the door doing a cell check how are we doing today where on the on these pictures are you

163today before you come into my room because if we can't get to their hearts we can't get to their minds so we've been focused on that um our attendance has gone up our average attendance is 90.2% which is a huge gain from the low 80s that we were currently in according to the New Mexico Vistas our attendance um in the previous years 46% of our students were coming 90% of the time so let me repeat that 40 46% of our students were coming 90% of the time of the time time now I don't have great numbers for perfect attendance we have five so attendance is an issue that we are tackling but I'm pretty proud of the um the growth that we've made thus far it's not perfect we can do better next slide some

164other good things that are happening at Mesa safety we have great radio and communication we're cognizant of Hazards doors suspicious activities are reported we had some maintenance people walk in the street right there right in front of the school in a black hoodie and we had some community members calling into the school do you know who this guy is do you don't know who this guy is and we have teachers and who's this guy and so they wanted me to check it out so we're really cognizant of the of the um of our surroundings we flipped our lunch so we used to go to lunch first and then we went to recess well that was causing a few of issues when we were looking at root cause why were we getting so many nursing visits

165why were kids getting hurt at school during recess and why were kids getting more sick since we flipped it where we go to recess for 10 minutes prior to going to the cafeteria we're not getting the sickness visits at the nurse we're not getting the illnesses of them hurting themselves or are re are we've reduced the amount of Health office visits I would say by 90% by just flipping let's go out to recess first then we can come in the other benefit to that is our kids are a little bit more controlled as far as emotional um they're they're less effective with by being so high in their their emotions because they've had a chance to sit and eat and just kind of relax so they go to the classroom that way so we're not

166having the behaviors because they're so been um outside playing around and their heightened State we have a 200 % increase in family and Community engagement in my building in um Christmas we had a community event Dr Mike was grandkids were there in fact and it was standing room only at the pack standing room only that's never happened before um we have anywhere from 20 to 30 families coming to our pack meetings we do not have a pack committee because we only had two or three that were coming but now we're seeing a significant increase so that is something we're proud of as you can see there there is a copy of a social contract this is for our kindergarten classroom if you go in there into our kindergarten classroom you will see our our kindergarteners

167reading that social contract every day they have a different reader that goes up the kids know no means no the kids know no put Downs because if you put me down this means you got to give me two put ups so those the uh social contracts have made a huge um part of our culture we have um 100% of teachers have vocabulary word walls and those vocabulary student notebooks whether they're in a notebook like as you see here or they're in a binder we are working with um providing more access to language and vocabulary we Al we also have created a data room um and you can walk in there and see um some data analysis um on the walls the picture right there in the middle that is also our 90day plan that is

168front and center for everyone to come in we have our IEP meetings in here we have our FBA and our bit meetings in here we have our counseling sessions in here we have our um um any meeting we really have that's that we could have in there we just had AI training in there everybody can come and see our 90-day plan is front and center next slide so now we're going to get into some of our growth and where are we as a as a school um we're going to start with kindergarten we have two pieces of data for you this first one is called a rate of improvement so this is only generated after we have three consecutive months of data and they're usually within a cohort so at the beginning of August the

169kids test where they land in that test whether it's layer one or level one two three or four or five five that is the level that they stay in as far as this report goes so you can see that in level one those students can move through the levels but they keep in that cohort so those level one students if it's in blue you know they have a high growth rate and so the the students will stay within that cohort but they can move of course through their levels based on their growth so that is a great representation of growth that is happening within a a SP span of time the second pieces of data on there are our I station uh reports for our students in kindergarten um and I I want you I

170know it's kind of small and um I want you to really look at math we we have grown a lot in math this is our March data um we we literally have two kids I think in layer one in math in kindergarten the larger the green the areas the more ready we are so our students are displaying Readiness for first grade in kindergarten because they're gating if you look on the reading report they're gating into alphabetic decoding which is 67% at level five so that means that some of those subtests will only come up if they're ready for first grade so we're really um happy about that and we also have Readiness in math next slide please so this is our first grade once again we are displaying Readiness for second grade because some of

171those tests in the reading are Readiness for second grade we're gating out of letter knowledge and phic awareness those are for um kindergarten and early first grade test but we're gating out of them and moving into Readiness for second grade um and so we're hoping that we will have no layer ones at all in um in first grade come our eoi so we're getting more into text fluency and we're hoping that we can improve on the math side do you guys see all that green we're so excited about that um we have one first grade teacher um and Miss Daisy does a great job you can see all of those um rate of improvement and and she's done a phenomenal job on getting our kids moving um through first grade she had a tough thing

172we combined two first grade classro due to our FTE and she's really she's done a really great job with them I'm really proud of her second next slide please this is our second grade we have 20% vocabulary in layer three which we're trying to level up um in in our reading scores we have some work to do in second grade um we've we've had a little bit of a struggle once again it was one of our our grade levels where we had long-term Subs last year when they had long-term Subs in first grade so this is something where we do need some support and we're trying to get some um movement and we are focused in on trying to move those level threes those yellows to Green next slide so this is our third grade

173um demographics and I'm thankfully we have um our one of our third grade teachers here um she's done a great job of trying to get our growth we have a 26% growth in math um we went from need support which is that orange to now increasing into our near Target um once again that's a 26% growth now we don't have any greens we're not on target um but we are showing a growth and if you look at the trend line for our overall math scores you can see that that trend line is moving still in a vertical Direction it has not flatlined or gone below so we are making gains in that um we had a made an 18% growth in breeding uh one and then um of course on target we've we're still we're

174still needing support there next slide and that is the reading growth um and we have a 177% On Target growth there for um reading so you can also once again see our trend line trending up and we've moved our orange to yellow and even our yellow into On Target so we're pretty proud of that growth as well fourth grade next slide so in this slide you can see here we were need support look at that woo we did a 29% increase from our need support and a 31% increase in near Target um and our trend line is still trending up in math as well so we're pretty we're pretty happy we we wish we had more greens you know what we're just not there yet and yet is a powerful word and the reading now

175reading we have a little bit of a a little bit of a little bit more hiccup here we have decreased 7% in need support um and near Target has also gotten a little bit better because now we're 10% increased On Target so you can see we we had a few students that dropped down in ouri but we've increased our our proficiency we're on top Target so we're pretty excited about that and once again our reading trend line is trending positive fifth grade um so we did see a little bit of a decline once again in the math um we're we're still struggling in our fifth grade math and our trend line is still we're still trending for positive gains um but ouri data was a a little bit of a decline so we are looking

176at providing support um we found that there's some key fundamental shifts in the way we teach math most teachers in elementary school are not Math teachers um they're ELA teachers so what are we doing to support those teachers to get them comfortable teaching math and not only just the math that we learned right it's a there's some key shifts in mathem and how we teach math and that mathematic understanding so um that's what we're going to try to do and I'll talk a little bit about that here in a little bit um the next slide reading we have a four 4% growth in the need support 12% in near Target and 16% you can see there are on target um in Reading in fifth grade and once again our trend line is trending up next

177slide so these are some of of our existing challenges and some things that we are looking at once again our interventions in layer two and three um how how do we make that work so that we are um providing that support for Student Success and once again I mentioned how do we teach math those key shifts in mathematics if it's that cognitive level of Engagement how do we maneuver between that the amount of rigor when we talk about rigor especially in mathematics we're talking about conceptual understanding procedural and um application of the math um and then staying on Pace with the district pacing guide um we get kind of bogged because not every student gets it and so that has slowed us down a little bit um we are trying to get on Pace and

178um trying to get it so that we have we are we pushing through we have three more weeks um before our assessments start on April 14th and so we're just going to push through we're also looking at Fidelity and consistency with District approv our high quality instructional material um there's been some talk about what that consists of in my building and what the expectation is and so here's the expectation this is where we're at and then how are we moving forward um time for data analysis lesson planning and intervention documentation we have students that need that intervention and we have students that are going through through the SAT process we just haven't had all of the pieces combined for documentation and that time planning um we my staff had a full year of no professional

179development and um there wasn't a lot that was allowed a lot of support that was allowed in my building so when I came in the first thing was we need professional development so I've been really heavy on providing that support for my teachers and now they're like okay wait wait wait now we're good now we need the time to implement what we've learned and unfortunately being a a school Improvement time is of the essence we have an urgency that we've probably never had before and we need to articulate that a little bit better to our community and to some extent to our teachers as well so so those are some of our existing challenges um that we're still working on next slide these are some of our continued steps for improvement really utilizing our highquality

180instructional material with Fidelity and consistency using that accountability with teachers um how are we tracking what we're doing um that's accountability on my part as well um making sure that my observation feedback coaching Cycles are happening and that feedback back is happening with my teachers we also do something at Mesa called instructional rounds where the teachers when during their per their planning time they go and they see what their colleagues are doing how do we know what we're doing if we never have time to do that so our kindergarten and first grade team will go in during their planning time and visit second and third or fourth and fifth or specials to see what we're actually doing cuz we don't know what we don't know so the other thing is is we are now in

181um joining with other schools Our Kind our kindergarten first grade team just last week went to Judy Nelson and observed um what's happening at Judy Nelson in kindergarten and first grade what are some things that we can Implement that they're doing that's great guess what we found some things that we were doing that they're not doing that were works for us and that's okay but that collaboration is really important um following that New Mexico instructional scope for those priority standards and then trying to match it with the district pacing guide so one thing when our when our teachers are getting behind in their lesson planning we use what they call the consolidation guide that is provided in our urea math and that tries to help us get caught up without having to do the whole

182lessons all the time um we're also learning in and using PLC time to Del to be deliberate with our data analysis and our lesson planning we have to be intentional and consistent and that's something that we're learning and we're trying to be better at it once again it's going to take us some time we're also increasing our student engagement and our discourse by using research-based practices um I believe we're the only elementary school or maybe I'm not 100% sure that we're the only one using number talks um according to the empowered uh consultant that came in she says she hasn't seen it in other schools but that may be something that just she just hasn't um saw we're also using workshop model centers centers approach and a lot of student talk you know we're using

183that cold calling that turn and talk so we got to get kids to talk a lot of our Els our English language Learners their number one lowest is speaking we're low EST in speaking why language so we got to get our students talking so that we can increase those those um those skills because it's not skill or will you know sometimes it sometime it may be will but most of the time it's a skill de deficit so we really need to be focusing on that student engagement so we do focus on interventions one in levels one two and three and trying to move all of our students in level three that's what we've been focused on the last month moving our level three kids we used to call them our bubble kids right if we

184have two kids and that's encompasses 8% if we can move that 8% those two kids two On Target we just made an 8% growth in one month so we're really been trying to focus on that level three um and getting them ready for uh Readiness we do offer our H our hi definition tutoring um on Tuesdays and Thursdays with some enrichment we only have two enrichment classes one is Heritage sewing and one is Art um at that time that's all we have are able to do um Miss Sharon can we put up the 90-day plan graphic so this is the 90-day plan graphic um that is kind of a one pager of what our school's 90day plan is so I just want to leave you with a couple of things here um some things that

185we're doing well this is just our action steps and our goals we're trying to do 12% across the board and when um we were at CSI the past two days with my CSI team we've already met just by looking at ouri we've already met some of our 12% so the IM Messa is a predictor of maybe what we're going to do in the Messa that's the closest predictor and we're hoping that that stays true that we will make some of that 12% grow growth that we that we really want um and so that's that's all I have for you and I stand for any questions question go ahead what do I start um I just really appreciate the fact that you acknowledged the struggles and past couple of years with the um long-term Subs that's

186you know I liken that too and and I don't mean this disparaging but when you have a class Pick a Class where 40% of the kids have IEPs that affects from that grade let's say third grade fourth grade fifth grade the instruction of the quality and it's been pointed out by the board other members on the board how that would take away from the general education of all the other kids so the acknowledgement of the fact that you had those challenges and you're certainly trying to trudge through them is an effort in of itself because you're trying to make up for all that lost time so one like I said I I just appreciate the fact that you've acknowledged that just as Miss Lewis acknowledged the fact about the toxicity toxicity or the culture and

187the environment within the school itself is a challenge to turn that around so I I truly appreciate that the other thing is what you're doing and how you're doing and at the use of that word yet I a firm believer in that because again you have to change that culture in order to change that the behavior and then the attitude in that building to get people to totally understand what it is they're supposed to be doing and how they're supposed to be doing it but also the acknowledgement of recognizing the inter connection of each grade to each other and the fifth graders going to the third grade or fifth to Second what they're doing or vice versa because the understanding that everybody is working together to try to achieve the same goal which is an

188educated child y then you Ste out of the boundaries and go to another school another location to see what they're doing um that's huge because it allows them to see their colleagues in different locations and maybe get something from them that would help them to utilize in that classroom so that's that's another thing that I really appreciate and where did you get the lunch idea where did that come from so my my health aid would always come in oh we got another person who threw up oh we got another person I mean it was a constant every single lunch and I needed to make a change I thought maybe we could we had some issues with Duty and too many kids at the time so we decided to make three lunch periods and in order

189to make it with our schedule I had to overlap the lunch periods a little bit so I was trying to be creative and if I did recess first and then they go to lunch then the next lunch can go to recess first so I'm not I'm overlapping a little bit by 10 minutes so recess lunch recess lunch recess lunch so we can still get it within our calendar you know within our time frame um and it's worked it's worked like a charm well the point of just calming them down and absolutely using that energy for the purpose of just venting as it were or even when you have a child that's especially with young boys as you all know take them outside run them I don't know why we don't do that anymore uh and

190then you'll settle them down and have their lunch and come back in and they're a lot more calm so that's just common sense so kudos to you for coming up with that IDE deal that's great yeah um my I think my teachers have really appreciated them not coming in so hyped up um and they're able to just really seamlessly go right back into learning um and so that has really worked we're going to continue with that that is something that's worked really well um for us um there was one thing that I forgot to mention too is we thank you for acknowledging um the fact that we're really looking at all students and we do have a high um special education po potion um and we were noticing that some of our kids had really

191severe High needs and they weren't getting what they needed to in the in the classroom um I started off my career my first day off in fourth grade had a parent come in she's just crying to me Miss Jones Miss Jones please help my son because in the previous years he was just stuck in the corner I don't want that for our kids at Mesa so we developed a high needs classroom where they could get the support that they need they have playtime they they're they're more on a life skills path and because we were taking so much time away from all of the kids learning it wasn't fair for anyone it wasn't fair for the kids that were just sitting on the the corner last year when I came in they were just in

192the corner I can't do that and so now they're in a classroom with their peers and they're thriving um I'm getting support um all students are learning and they have number one they have the opportunity to learn because we can't put them through sat we can't say oh we're going to get special ed testing when they haven't had the opportunity to learn so we I'm really proud of that high needs classroom yes are we still struggling with academics sure we always will in that class but they're learning they can tie their shoes they can pull up their own pants they can write their ABCs they can they can do things basic life skills they can ask for help they can open up a bag of chips so different things that those students need that is

193not in the general edat classroom and so I did wanted to add that in there too because we did look at the needs the students well that acknowledges the fact that a general education teacher is not a special education teacher or a special education teacher again and if you're fortunate to have one that has been in both aspects of it or Kudos those kids because they're going to grow even more because that educator understands how to work with them yes and to better serve them um so you know I I just yeah like the fact that to me sometimes it's it's that uh I've said this time and time again the soft big tree of low expectations label a kid right and so I saw the pain on your face and I understand that um

194so I get that and I just because but still at the same time those Educators need to have that knowledge and understanding of how to work with these students yes they do or else you're failing the student through the educator because you have not properly made them apt to service them yes and that's the greatest disservice again it's like having a long-term sub in a class for a year and a half what did you just do see we failed our kids absolutely absolutely every single time so thank you for acknowledging that um that's one more thing um when you talked about and this is just kind of uff indirectly of a comments you were talking about uh about the people in your classroom with the master degrees and and such I think certainly finding the

195people in those buildings any of them whether it be elementary junior high or High School looking at the expertise through training credentials and then just natural skill and ability of a human being an attentive human being for that matter to be able to deal with certain populations of students and then using that and you were saying about the professional development they didn't have any but using that and their your own strengths and your own building to help one another to grow one another all that's going to do is help those kids at the end again rather than holding on to it and then the other thing that I try to equate to to people sometimes is when you have that teacher efficacy and build off each other and use that skills and knowledge that you

196have in that building to develop each other then you really have a cohesive unit right and that's the number one predictor of Student Success right teacher F and so in our plc's this year instead of just having grade level plcs we developed upper vertical teams so I have a K1 team a 23 team and a four five team um so that we can build that vertical alignment with one another um and share that experience that you were just mentioning too so thank you for acknowledging that yeah one last thing and I know we've had our conversations with letters but the one thing that I got at which was as positive was the use of the term cause a child and that's to address exactly what you're talking about about kids not coming in with the

197developed language it's because they're not being spoken to so now they're coming in way back behind the eightball without no communication skills just verbal in of itself which if they come in with a larger vocabulary and spoke to constantly consistently like an adult then the acquisition of the phonemic awareness is easier and develops quicker over time versus a child who doesn't that was a conversation the Secretary of Education and I had a nice little discussion about that but point being is you have to talk to these kids in order to ready them for the classroom and that certainly as you've pointed out isn't happening enough so with that thank you very much I appreciate it thank you anyone else have a question for Mr no I I also um just wanted to state with the

198the that last point that um Mr M made with the with um the LA language acquis acquisition um and not being will speak I mean I'm sure that there's correlations about the reading too I mean if you're talking to your child and you're reading to your child you your child is going to be able to pick up um more words and Etc so thank you for that presentation it was really enlightening to thank you thank you thank you board members thank you Mr Carlson wish to thank all of the principles that came and presented tonight it's uh we appreciate all of the time that you put into it and and uh being here with us one more to that comment please I'm sure we we just truly appreciate the fact that you've come here to

199do this because we are it's not just again I've said this before it's not just about the high schools graduating kids we we need to know what all of you are doing and through the fact that we're showing that interest hopefully it will um dare I say trickle down to your Educators in your buildings to see that it it does matter and we are concerned so to to that I appreciate it thank you onto discussion items for our next uh March 18th meeting I don't have any at the moment thank you Miss hasy I don't have anything I can't can't think of anything right now I'm tired but I will definitely email if when I think of the topics thank you okay then on to uh the next item adjournment I will entertain a motion

200to I will make the motion to adjourn thank you second it's been moved and seconded that that uh this meeting be adjourned uh Mr Montoya yes Mr Soul yes I vote Yes president Hy yes and myself yes this meeting is adjourned thank you so much it is 8:58 [Music]