Taos Municipal Schools
2010 District Wide
Tribal Education Status Report
2009 – 2010 School Year
213 Paseo Del Canon
Taos, NM 87571
www.taosschools.org
Taos Municipal Schools
VISION
All students will be prepared to succeed as productive individuals in society.
MISSION
Taos Municipal Schools will equitably educate and graduate all students by establishing learning
systems that provide high quality education in a safe and healthy environment.
2009-2010 District Administration
Superintendent (Remainder
Dr. Rod Weston Roger Harrington STARS/Data Coordinator
of SY)
Mr. Roberto “Bobby” Superintendent (1st part of
Esther Winter Transportation
J. Gonzales SY)
Interim Superintendent
Madelyn Marmol Bobby Spinelli Business Manager
(Mid -year)
Rose Martinez Director of Instruction Quinton Wood Facilities Manager
Exceptional Programs Lisa Rosales and Technology
Madelyn Marmol
Coordinator Nikki Maes Co-Coordinators
Federal Programs Student Nutrition Program
Dr. Catherine Collins MaryAnn McCann
Coordinator Coordinator
Angelica Vigil Personnel Director James Branch Athletic Director
2009-2010 School Board
Lorraine Coca-Ruiz Chair Michael Torrez (Partial Year) Member
Arsenio Cordova Vice-Chair Enrico Velasquez
Member
(Remainder of Year)
Stella Gallegos Secretary Thomas “Chubby” Tafoya Member
The Taos Municipal Schools and School Board does not discriminate with regard to race, culture, ancestry, color, national origin, sex, age, religion, or
handicap in their programs or hiring practices.
2009-10 Indian Education Committee (IEC) Members
The IEC’s purpose is to assist in the planning of Title VII and/or JOM and Title VIII Impact Aid programs to promote
quality education for Native American students.
Name Position Committee or Program
Jeanette Vigil Vice-Chair Taos Pueblo T7/T8 Indian Education Committee
Floyd Gomez Treasurer TP T7/T8 Indian Education Committee
Rima Gomez Secretary TP T7/T8 Indian Education Committee
Cesario Gomez High School Student Rep. TP T7/T8 Indian Education Committee
Sonya Vigil
Mid School Student Rep. TP T7/T8 Indian Education Committee
Priscilla Martinez
Saundra Whitney Teacher Rep. TP T7/T8 Indian Education Committee
Copies of this publication are available to be downloaded from the Taos Municipal Schools
Web site: http:// www.taosschools.org
2009-2010 Taos Districtwide Tribal Education Status Report p. 2
INTRODUCTION
The Indian Education Act [22-23A-1 to 22-23A-8 NMSA 1978] states “a school district with tribal lands
located within its boundaries shall provide a district-wide American Indian education status report to
all tribes represented within the school district boundaries.” The NM Public Education Department’s
Indian Education Division has designated 23 school districts as “on or near tribal lands”. The intent of
the report is to inform the tribes of the education of native students within the 23 district using 12
required indicators.
DISTRICT STUDENT ENROLLMENT
School Enrolled School Type Designation (SY09-10)
Progressing
Charter
Alt. HS
Elem
SI-1
SI-2
R-1
R-2
MS
CA
* AI Total AI
HS
JH
School Name Enrolled Enrolled %
TAOS HS 62 750 8.3% X DELAY
ENOS GARCIA EL 52 673 7.7% X X
TAOS MID 33 545 6.1% X X
VISTA GRANDE HS 30 99 30.3% X X
ARROYO DEL NORTE EL 15 195 7.7% X X
TAOS MUNICIPAL CHARTER 9 203 4.4% X X
TAOS CYBER MAGNET 7 18 38.9% X X
CHRYSALIS ALTERNATIVE 5 28 17.9% X X
ANANSI CHARTER SCH 4 89 4.5% X X
RANCHOS DE TAOS ELEM 4 471 0.9% X X
7 schools + 3 Charters 221 3,071 7.2% 3 1 0 1 2 3 4 1 1 1 2 1
Public charter schools are shaded yellow
*Table sorted by American Indian Enrolled
Source: NMPED Data Collection & Reporting Bureau, 40th Day Enrollment, Grades K-12, by School by Ethnicity SY0910
and http://ped.state.nm.us/ayp2009/certified/School%20AYP%202009.pdf
District
Number of: American Indian wide AI Percent
Students 221 3,071 7.2%
Teachers 6 220 2.7%
Counselors 0 9 0
Principals 1 9 11.1%
Administrators 0 13 0
School Board 0 5 0
2009-2010 Taos Districtwide Tribal Education Status Report p. 3
2009-10 District Student Enrollment by
Ethnicity Hawaiian American
0.0% Indian
7.3%
Asian
Hispanic 1.2%
72.2% Caucasian
18.7%
African
American
0.6%
SOURCE: http://www.ped.state.nm.us/IT/fs/13/09.10.ethnic.pdf
Number of Number of Number of
students in students in students in
Tribal Affiliation District Tribal Affiliation District Tribal Affiliation District
Acoma Navajo (Diné) 20 Santa Clara
Cochiti Ohkay Owingeh 1 Santo Domingo 1
Isleta Picuris 1 Taos 160
Jemez Pojoaque Tesuque
Jicarilla Apache 3 San Felipe 4 Zia
Laguna 6 San Ildefonso Zuni 4
Mescalero Apache 1 Sandia Other tribe 23
Nambe 1 Santa Ana
2009-2010 Taos Districtwide Tribal Education Status Report p. 4
INDIAN EDUCATION ACT REQUIRED INDICATORS (12)
1. STUDENT ACHIEVEMENT DATA
The New Mexico Standards Based Assessments (NMSBA) is the approved testing instrument used to
assess student achievement in New Mexico public schools. The NMSBA is aligned to the New
Mexico Content Standards and Benchmarks, which provides academic focus and direction for
instruction. The chart below shows the district percentage of students “at” or “above” proficiency by
ethnicity as measured by the NMSBA and the Short Cycle Assessment used in the district.
SCIENCE: percentage AT or ABOVE proficiency by grade and
ethnicity
100%
% AT or ABOVE Proficient
50%
0%
3rd 4th 5th 6th 7th 8th 11th
All Students 80.0% 41.0% 45.0% 35.0% 38.0% 18.0% 37.0%
Caucasian 91.0% 71.0% 72.0% 60.0% 69.0% 50.0% 96.0%
African Amer 100.0% 50.0% 100.0%
Hispanic 78.0% 35.0% 40.0% 29.0% 35.0% 13.0% 29.0%
Asian 100.0% 60.0% 100.0% 100.0% 50.0% 100.0% 100.0%
Amer Indian 64.0% 29.0% 30.0% 39.0% 17.0% 8.0% 7.0%
Source: New Mexico Standards Based Assessment Statistics and Data – Aug 2010
http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
*Short Cycle Assessments are only given in Reading, Writing and Math.
We are no longer giving MAPS assessments in Science.
2009-2010 Taos Districtwide Tribal Education Status Report p. 5
READING: AMO and percentage AT or ABOVE proficiency by grade
and ethnicity
100%
% AT or ABOVE Proficient
50%
0%
3rd 4th 5th 6th 7th 8th 11th
2009 AMO K-12 67.0% 67.0% 67.0% 61.0% 61.0% 61.0% 64.0%
All Students 48.0% 41.0% 46.0% 29.0% 47.0% 55.0% 64.0%
Caucasian 66.0% 61.0% 67.0% 48.0% 75.0% 85.0% 84.0%
African Amer 100.0% 75.0% 100.0%
Hispanic 45.0% 47.0% 45.0% 22.0% 43.0% 51.0% 64.0%
Asian 40.0% 50.0% 50.0% 100.0% 100.0% 100.0%
Amer Indian 18.0% 28.0% 40.0% 46.0% 17.0% 42.0% 20.0%
Source: New Mexico Standards Based Assessment Statistics and Data – Aug 2010
http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
Short Cycle Assessments in reading are also used to assess student progress. The table below shows
the district percentage of students “at” or “above” proficiency by ethnicity and grade.
READING: MAPS (3RD – 11TH)
Grade 3rd 4th 5th 6t h 7t h 8t h 9t h 10t h 11t h
All
Students
53.10% 49.70% 54.40% 30.60% 54.30% 58.90% 54.20% 39.00% 48.60%
Caucasian 77.40% 74.10% 71.40% 53.80% 78.60% 100.00% 84.40% 72.90% 82.60%
African-
Amer
100.00% 66.70% 0.00% 0.00% 100.00%
Hispanic 52.10% 43.30% 53.00% 23.90% 52.80% 50.70% 48.60% 32.00% 43.00%
Asian 0.00% 60.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00% 100.00%
Amer
Indian
0.00% 53.30% 40.00% 50.00% 16.70% 55.60% 37.50% 29.20% 16.70%
2009-2010 Taos Districtwide Tribal Education Status Report p. 6
MATH: AMO and percentage AT or ABOVE Proficiency by grade and
ethnicity
100%
% AT or ABOVE Proficient
50%
0%
3rd 4th 5th 6th 7th 8th 11th
2009 AMO K-12 57.0% 57.0% 57.0% 48.0% 48.0% 48.0% 53.0%
All Students 42.0% 31.0% 32.0% 20.0% 34.0% 25.0% 36.0%
Caucasian 69.0% 54.0% 53.0% 36.0% 56.3% 45.0% 78.0%
African Amer 100.0% 50.0% 100.0%
Hispanic 38.0% 25.0% 31.0% 17.0% 19.0% 22.0% 29.0%
Asian 60.0% 50.0% 0.0% 50.0% 100.0% 100.0%
Amer Indian 9.0% 21.0% 20.0% 16.0% 17.0% 17.0% 7.0%
Source: New Mexico Standards Based Assessment Statistics and Data – Aug 2010
http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
Short Cycle Assessments in math are also used to assess student progress. The table below shows the
district percentage of students “at” or “above” proficiency by ethnicity and grade.
MATH: MAPS (3RD – 11TH)
Grade 3rd 4th 5th 6t h 7t h 8t h 9t h 10t h 11t h
All Students 77.10% 57.50% 38.70% 26.10% 22.90% 35.40% 39.60% 25.40% 38.90%
Caucasian 73.30% 70.40% 61.90% 44.40% 50.00% 62.50% 68.80% 57.70% 73.90%
African-Amer 0.00% 50.00% 0.00% 0.00% 100.00%
Hispanic 41.90% 40.00% 35.50% 22.20% 19.60% 32.20% 33.80% 18.90% 34.10%
Asian 100.00% 80.00% 100.00% 100.00% 50.00% 50.00% 100.00% 100.00% 100.00%
Amer Indian 18.20% 31.30% 40.00% 25.00% 16.70 27.30% 23.50% 20.80% 0.00%
2. SCHOOL SAFETY
The table below shows the level of implementation across the district.
SOME Schools
ALL Schools
NO Schools
Safety Indicator
X have an active Safety Committee, and have provided names (including the lead for the committee) in the Safe Schools report.
Prevention - district provides direction for school staff for preventing potential harmful situations
X use a Health Education curriculum that is aligned to NM Standards with Benchmarks and Performance Standards
X have policies & clear guidelines for Internet Safety and have disseminated the information to students and families
2009-2010 Taos Districtwide Tribal Education Status Report p. 7
SOME Schools
ALL Schools
NO Schools
Safety Indicator
X have informed family, school and community of the Safe School plan and wellness policy
have procedures to refer students to appropriate community services (i.e. Behavioral Health, IHS, Counseling, Violence
X Prevention, Substance Abuse, Family Support) and have provided staff training regarding appropriate referral processes
X address mental health stigma in the intervention plan with usable activities (materials, workshops etc.)
X have provided staff with suicide recognition training (ideation)
X have implemented and used suicide prevention activities for students
X have active Conflict Resolution/Mediation programs
X have active Peer Facilitation programs
X have active Mentoring programs
X have active Violence Prevention programs
have a Pandemic Flu communication plan for staff, students and families and have provided education on current informative
X sources
have designated an appropriate pick-up/drop-off area and have educated students and families of proper procedures(traffic
X safety , bicycle safety & walker safety)
X have sign-in & sign-out plans and procedures to improve security
X have plan & procedures for name tags
X have regularly scheduled safety checks, inspections of playing fields, playgrounds and monitoring of building and grounds.
X have on-site Student Assistance Services such as School Health Clinics, Peer Counseling, etc.
have classes that promote healthy life style, physical, social and emotional well being, nutrition, safe environments etc...such
X as PE, Health Ed, Fine & Performing Arts, Family & Consumer Science
X have implemented a health & wellness curriculum that also includes Native Language and Culture (by theme & lessons).
X use a Character Education program or tribal sustainability standards
X at the secondary level, have participated in the NM Youth Risk Resiliency Survey (YRRS)
Policies & Procedures – provides direction for school staff for intervening in potential harmful situations
X have a written discipline policy and ensure all staff are familiar with and apply the policies
X have procedures addressing Bus Disruptions
X have procedures addressing Substance Abuse, Gang Activity and Weapons
have a student conduct and dress code policy, ensure students and families are aware of the expectations and ensure staff
X enforces the policy
X have an attendance and truancy policy with supporting documentation of attendance and procedures for truancy
X have an early identification system for truant students with follow-up procedures
X have a plan to ensure all staff are trained to detect and refer abuse/neglect
X have and implement an anti-bullying policy
Emergency Response – Assists schools in preparing for potential emergency situations
X know who the assigned District Response Team members are (9 members)
a SCHOOL Response
X have Personnel/Safety Official,team member assigned to each of the following responsibilities: 1) Incident Admin & Finance. 3)
Dist 4) Log Scribe, 5) Liaison Official, 6) Planning, 7) Operations, 8) Logistics, and 9)
Commander, 2) PIO,
X have a School-District-Community Emergency Response Plan in place and have practiced it with First Responders
X have a Classroom Safety plan & procedures and have appropriately discussed with students
ensure all staff are trained and know their roles & responsibilities during crisis and have directions for emergency
X procedures, CPR, possible overnight-stay etc. and have briefed staff in the terminology of Incidence Command System
(ICS) used by first responders
X have guidelines for meeting with the media and have identified a school spokes person
X have written policy & procedures for school closing and have communicated the plan to staff, students and families.
X have written procedures for staff, students, and parents for notification of major incidents
X have written procedures for Evacuation and ensure that everyone knows the evacuation routes (posted in buildings).
X have written procedures for Unscheduled Early Dismissal.
X have written procedures for Lockdown and ensure the staff knows their roles and responsibilities.
X have written procedures for Shelter in Place and ensure the staff knows their roles and responsibilities.
X have informed parents of safe conduct and who to contact during an emergency, before an incidence occurs.
X have conducted the required number of drills ► Fire (9) ► Shelter in place/Lock downs (2) ► Evacuation (1)
X have written Emergency Information Sheets for the following situations; Suicide, Bomb, Acts of Violence, Hazardous Material
2009-2010 Taos Districtwide Tribal Education Status Report p. 8
SOME Schools
ALL Schools
NO Schools
Safety Indicator
release, Fallen Aircraft, Fire, Natural Hazards, Loss of power/water, Missing student, Civil disturbance and transportation emergencies.
Recovery – Assists schools in coping with the aftermath of a traumatic incident
X have a plan to ensure all staff are given Professional Development in recovery planning.
have a recovery team set up and have addressed the availability of people & programs to assist in recovery (i.e. availability
X of counselors, etc.)
X have specific procedures for Pandemic flu recovery
X have a written communication plan for students, staff and families on recovery procedures
have identified how they will provide assistance, a safe environment, counseling and support for student, families and/or
X staff in times of grief
Other
inform students of the anonymous tip line (1‐866 SPEAK UP) for students to report threats of gun/weapon violence at school
X
and in the community.
X involve parent and communities in planning for and maintaining a safe learning environment
X are informed of district level School Health Advisory Council meetings and district wellness policy
X assist in the annual assessments and evaluation on safety (Safe Schools Report)
District number and percentage of incidents reported to law enforcement SY 2009-2010.
Incidences Reported to Justice System District Number
Violence – Assault/Battery with firearm, knife or cutting object, dangerous weapon, hands, feet, fist and
simple; other violence – Homicide, Sexual battery, Kidnapping, Robbery forceful, self injury and general. 55
Vandalism – Graffiti, Criminal Damage, Break & Enter Burglary, Larceny & Theft, Arson, Vandalism 4
Substance Abuse – Drug violation, Tobacco use 18
Weapons - Weapon Possession 1
Gang Activity 10
Alcohol Violation 5
Firearm - Handgun, Rifle/shotgun, other 1
District Total 94
3. GRADUATION RATE
New Mexico uses a 4-year student cohort to determine the graduation rate. This year marks the second
year of implementation, representing students who were freshmen in 2005 and who graduated by
September, 2009.
All Amer
Class 09 Cohort Rate Caucasian Afr Amer Hispanic Asian
Students Indian
DIST/School (N)* (%) (N)* (%) (%) (%) (%) (%)
STATEWIDE 27,058 66.1 3,542 57.8 74.5 61.4 63 80
TAOS 328 69.2 30 67.8 63.8 71.1
Chrysalis Alternative 23 55.1 2 53.6
Taos Cyber Magnet 5 51.5 1
Taos High 312 70.6 29 69 65 72.7
Vista Grande High Sc 6 21.7 1
Source: http://ped.state.nm.us/Graduation/dl10/graduationRates4yr2009.pdf
2009-2010 Taos Districtwide Tribal Education Status Report p. 9
4-year Cohort Graduation Rate by Ethnicity over two years
100
69.2 67.8 71.1
75 63.8
50.5
50 39.3 37.5
29.6
25
0
All Students Amer Indian Caucasian African Amer Hispanic Asian
Class 08 Class 09
4. ATTENDANCE
Table sorted by the attendance rate
Student Attendanc Student Attendance
School Count Rate School Count Rate
SY09-10 SY09-10 SY09-10 SY09-10
RANCHOS DE TAOS ELEM 470 94.80% TAOS MIDDLE 576 92.55%
ARROYO DEL NORTE ELEM 208 94.65% CHRYSALIS ALTERNATIVE 31 90.86%
TAOS MUNICIPAL CHARTER 205 94.15% VISTA GRANDE HIGH 120 88.41%
ANANSI CHARTER SCHOOL 91 93.28% TAOS HIGH 786 87.90%
ENOS GARCIA ELEM 686 93.00% TAOS CYBER MAGNET 22 86.47%
District Totals 3,195 91.88%
Source: STARS – July 2010
District Attendance Rate, 2 years
100%
90%
SY 08-09 SY 09-10
Rate 91.08% 91.88%
5. PARENT AND COMMUNITY INVOLVEMENT
The table below shows the informal involvement of community and parents in helping to increase student
achievement in alignment to the framework used in the NMPED Parent toolkit which assists stakeholders in
developing school and family partnerships
Demographics Parent and Community Involvement Activity Scope of Activity
2009-2010 Taos Districtwide Tribal Education Status Report p. 10
Improves Communication
Activity In select schools
Activity in ALL schools (Informal involvement is defined as casual events that build partnerships and
Increases Volunteerism
Tribal Cultural activity
Collaborating with the
strengthen communication between school, family and community, mostly
Community involved
Making & Advocacy
occurring at the school level)
Supports Decision
Promotes positive
Enhances Student
Parents involved
Community
parenting
Learning
X X School-Wide Open Houses X X X X
X X Celebrations of Learning X X X X
Collaboration with Taos Pueblo Tribal Youth Project and
X X
Taos Pueblo Social Services & Recovery Programs
X X X Rocky Mountain Youth Corps and RMYC Learning Lab X X X X
X X X Juvenile Probation Office – Truancy referrals X X X X X
X X Local Businesses – donations for student incentives/school X X X X
X Talent Search X X
X Bridges X X
Collaboration with Taos Pueblo Education and Training
X X X X
Division and Taos Pueblo Board of Education
X X Child Find Fair X X X X
Title I Social worker does presentations to students in all
X X X X X
schools from the tool kit.
6. EDUCATIONAL PROGRAMS TARGETING TRIBAL STUDENTS
Source: Program/Activity TARGETING AI students No. of No. of
Federal
(Title III, VII, (Targeting is defined as “an objective toward which an effort is directed” and ALL Amer.
Tribal
Other
Local
State
VIII, JOM, IEA, Funding Students Ind
etc...) “toward making a thing the focal point.”) Amount Served Served
X Title VII Indian Education 45,421 221 221
X Title VIII Impact Aid Indian Add On – Special Education & General 38,815 221 221
Education
NATIVE AMERICAN LANGUAGE BILINGUAL PROGRAM
Instructional Time
Development
Professional
Provided?
Maintenance
Transitional
Enrichment
Dual Lang.
Indigenous
Number
of
(Hours)
Languag Student
School e Served Assessment used to measure s served
Not offered in any district schools as Taos Pueblo Tribal Council has not approved the Tiwa Language
to be taught in public schools
2009-2010 Taos Districtwide Tribal Education Status Report p. 11
7. FINANCIAL REPORTS
FUND # FUNCTION - Revenues Amount UCOA # FUNCTION - Revenues Amount
11000 OPERATIONAL $19,554,320 31100 BOND BUILDING $8,999,941
12000 TEACHERAGE $0 31200 PUBLIC SCHOOL CAPITAL OUTLAY $0
13000 TRANSPORTATION $962,583 31300 SPECIAL CAPITAL OUTLAY - LOCAL $0
14000 INSTRUCTIONAL MATERIALS $102,110 31400 SPECIAL CAPITAL OUTLAY - STATE $25,000
21000 FOOD SERVICES $2,025,413 31500 SPECIAL CAPITAL OUTLAY - FEDERAL $0
22000 ATHLETICS $67,020 31600 CAPITAL IMPROVEMENTS HB-33 $0
23000 NON-INSTRUCTIONAL SUPPORT $0 31700 CAPITAL IMPROVEMENTS SB-9 $2,588,421
24000 FEDERAL FLOW-THROUGH GRANTS $1,716,820 31800 ENERGY EFFICIENCY ACT $0
25000 FEDERAL DIRECT GRANTS $1,745,049 31900 EDU TECH EQUIPMENT ACT $836,504
26000 LOCAL GRANTS $0 32100 PUBLIC SCH CAPITAL OUTLAY - 20% $0
27000 STATE FLOW-THROUGH GRANTS $0 41000 DEBT SERVICE $1,965,147
28000 STATE DIRECT GRANTS $0 42000 DEFERRED SICK LEAVE $0
29000 COMBINED LOCAL/STATE DIRECT $0 43000 ED. TECH. DEBT SERVICE $1,025,417
2009 - 2010 ESTIMATED BUDGETED REVENUES - GRAND TOTAL: $ $41,613,745
SOURCE: http://ped.state.nm.us/div/fin/school.budget/nm.stat.09/index.html
FUND 24000 & 25000: Federal Flow and Federal Direct Grants
24101 Title I - IASA 1,036,102 24174 Carl D Perkins Secondary - Current 4,349
24106 Entitlement IDEA-B 746,311 24180 Carl D Perkins HSTW - Current
24109 Preschool IDEA-B 19,280 24201 Title I - ARRA 202,204
24112 IDEA – Early Intervention Services 24206 Entitlement IDEA B – Federal Stimulus 215,437
24119 21st Cent Comm Learning Ctrs 2008-14 24209 Preschool IDEA B – Federal Stimulus
24124 Title I - 1003G Grant 139,982 25131 Johnson O'Malley
24125 Title I - Family Literacy IASA 25145 Impact Aid Special Education 21,600
24129 Partnerships in Char Ed Pilot 25147 Impact Aid Indian Ed 8,744
24133 Enhancing Ed Thru Tech (E2T2) 25153 Title XIX - Medicaid 3/21 yrs 80,655
24143 ELL Title III Incentive Awards 2,841 25173 School Leadership
24149 Enhancing Ed Thru Tech (E2T2-C) 25184 Indian Education Title VII 45,421
24150 Title V - Innovative Part A 25192 Bilingual Ed Systemwide Imp Grants
24153 English Language Acquisition 27,746 25199 21st Cent Comm Learning Centers
24154 Teacher/Prin Trng & Recruit 222,119 25201 Navajo Nation
24155 Indian Ed - Title VII 25217 Small Learning Comm
24157 Title IV - Safe & Drug Free Sch & Com. 17,510 25243 Safe School - Healthy Std
24159 21st Cent Community Learning Ctrs 13,251 25248 Native American Program
24162 Title I - School Improvement 67,536 25250 State Equalization Guarantee-Fed Stimulus 1,688,423
24167 Reading First 25252 Impact Aid Construction – Fed Stimulus
24118 Fresh Fruits in Classroom 63,060
24160 Rural & Low-Income Schools 58,895
FUND 26000: Local Grants
26113 LANL 64,360 26161 Corp for Public Broadcasting
26143 Save the Children 26183 Jobs for Americas Graduates (JAG)-NM
FUND 27000 & 28000: State Flow Through and State Direct Grants
27117 Tech for Ed - PED 20,753 27166 K-3 plus 341,779
27138 Incentive for School Improve 27167 State 21st CCLC 17,335
27149 PreK Initiative 27170 Libraries SB 301 GO Bonds
27150 NM Indian Education Act 27549 2008 Library Book Fund
27154 Beginning Teacher Mentor 6,407 28108 Early Intervention CYFD
27155 Breakfast for Elem Students 10,267 28142 Sub Abuse Ed/Prev DOH
27163 SINOI 28178 Gear-up 23,455
27164 School Improve Framework 28180 Regional Quality Ctr (RQC)
FUND 29000: Combined Local-State Grants
29102 Private Dir. Grant 17,405 29110 MESA, INC
29107 City/County Grants 29130 School Based Health Center 150,771
Other Grants
2009-2010 Taos Districtwide Tribal Education Status Report p. 12
8. CURRENT STATUS OF INDIAN EDUCATION POLICES AND PROCEDURES
Districts claiming children residing on Indian lands for the purpose of receiving Title VIII funds must
submit an annual application and attach a copy of the district's current Indian Policies and Procedures
(IPPs) or a waiver statement from all affected tribes. In addition the Indian Education Act requires the
Public Education Department to ensure that school districts obtain signatures of approval by the NM
tribal governments or their designees verifying the tribe agrees to Indian education policies and
procedures in accordance with federal requirements
The district claimed children residing on Indian lands and submitted a Title VIII application during the
2009-10 SY to receive funding during the 2010-11 SY.
Number Percentage
Total federally connected children claimed on the 2009-2010 SY application. *
156 5.08%
Name on IPP Title Date of signature
Roberto J Gonzales Interim Superintendent 01/27/2010
Lorraine Coca-Ruiz School Board President 01/27/2010
James Lujan Sr., Governor Pueblo of Taos Delegate or designee 01/27/2010
Jeanette Vigil, IEC Vice-Chair Indian Parent Advisory Committee 01/27/2010
Shawn Duran of TP Edu. & Training Div.
Pueblo of Taos Board of Education 01/27/2010
for Vernon Lujan, Chairperson
*includes all students counted for Title VIII funds – Special Ed, Military and American Indian Students
9. DISTRICT INITIATIVES TO DECREASE THE NUMBER OF STUDENT DROPOUTS AND
INCREASE ATTENDANCE
NA Targeted
All Student
Attendance
Drop out
Activity to Address Attendance and Dropouts
X X Continued operation of Cyber Magnet School at Taos Pueblo. X
Continued use of Education 2020 (E 2020) on-line courses for credit recovery during Saturday X
X
school, and Summer school.
X X Indian Education program tutors in every school. X
X X Indian Education program manager X
X X Attendance and truancy monitoring, sending 3, 5, 7, and 10 day letters to parents, JPPO referrals. X
10. PUBLIC SCHOOL USE OF VARIABLE CALENDARS
Native American students participate in activities associated with their tribes and communities. This
section lists how the district incorporates and responds to the community-wide activities of the tribes.
Event Event
Students
included NOT School School in Students
Date Tribal Activity on on Closed Session excused
NOT
excused
Calendar Calendar
Sept. Taos Pueblo Day – annually all district schools have
30, September 30th off to honor Taos Pueblo’s Harvest X X X
2009 Feast (San Geronimo Feast Day)
2009-2010 Taos Districtwide Tribal Education Status Report p. 13
11. DISTRICT CONSULTATION WITH COMMITTEES AND ORGANIZATIONS
The following table shows results regarding formal consultations between the district and Indian
Education Committees (IEC), school site Parent Advisory Committees (PAC) and Tribal, Municipal
and Indian organizations in the local decision making process during the 2009-2010 School Year.
Indian Orgs.
Average Number
Municipal
Name Decisions Addressed Number meetings
Tribal
Other
PAC
participants held
IEC
Parent/community and governor’s office
Monthly IEC concerns, upcoming events, Title VII /Title
X X X X 5-20 7
Meetings VIII Needs Assessments, development and
approval of annual grant applications.
Annual Strategic
planning Meeting Creating position paper to be presented at
prior to Annual school board meeting on behalf of Taos
X X X X 10 1
School board Pueblo to address concerns and
meeting at Taos accomplishments
Pueblo
Collaboration with UNM-Taos, 8 Northern
Pueblos Talent Search Program, Taos Pueblo
Education & Training Division and Taos
Native American
X X X Municipal Schools Indian Education Program 6 10
Initiative
to assist high school students with college and
career goals, and avenues to achieve those
goals.
Collaboration with Taos Pueblo Education
and Training Division, Taos Pueblo Board of
Community Partners Education, Taos Pueblo Tribal Youth
X X X 8 2
Meetings Program, Taos Pueblo Social Services as
needed to address issues regarding Native
American Students.
To focus on areas of Math (Curriculum,
X EPSS Committees 14 4
Intervention and Assessments)
X Title I Committees Reading and Math Interventions 7 9
Title I Needs
X Goals for upcoming SY, Budget Priorities 30 1
Assessment Mtg.
Consultation is defined as district level meetings having a FORMAL exchange of opinion, between appointed or elected members who
discuss, make decisions and reach an agreement regarding plans, policy, and budget. Etc.
12. INDIGENOUS RESEARCH, EVALUATION MEASURES AND CURRICULA FOR TRIBAL
STUDENTS
The tables below show the indigenous* research, evaluation measures and curricula used in the district
pertaining to NM tribal students.
Evaluation
Curricula
Research
School Description
Tiwa Language Instruction is currently not offered in our district -
Not approved by Taos Pueblo Tribal Council
* Indigenous according to the Indian Education Act, means native or tribal groups of the Americas that maintain a cultural identity separate from
the surrounding dominant cultures.
2009-2010 Taos Districtwide Tribal Education Status Report p. 14
District Contact Information SY 2010-2011
School Position Name Number
Central Office Superintendent Dr. Rod Weston (575) 758-5296
Federal Programs Office Indian Education Contact Rae Lujan (575) 737-6033
Exceptional Program Exceptional Programs
Madelyn Marmol (575) 737-6114
Offices Coordinator
Director of Instruction AND
Central Office Rose Martinez (575) 758-5204
Federal Programs Coordinator
Taos High School Principal Rodney Litke (575) 751-8002
Taos Middle School Principal Alfred Cordova (575) 737-6003
Dr. Lucille Gallegos- (575) 737-6172
Enos Garcia Elem Principal
Jaramillo (575) 737-6099
Ranchos Elementary Principal Robert V. Trujillo (575) 737-6152
Arroyos Del Norte Elem Principal Naiomi Gallegos (575) 737-6177
Carlos Garcia and
Chrysalis Alternative C0-Head Teachers (575) 751-7291
Orion Cervio
Chrysalis Off-site Principal Rodney Litke (575) 751-8002
Taos Cyber Magnet Head Teacher Alexsis Blake (575) 758-5990
Cyber Off-site Principal Rodney Litke (575) 751-8002
Anansi Charter School Principal Michelle Hunt (575) 776-2256
Taos Charter School Principal Dr. Deidre Mc Adam (575) 751-7222
Vista Grande Charter Director Cynthia J. “CJ” Grace (575) 758-5100
ACKNOWLEDGEMENTS
The Taos Municipal Schools would like to acknowledge and thank the following individuals for their
contribution in the development of the districtwide Indian Education Status Report:
Director of Instruction and
Rose Martinez
Federal Programs Coordinator
Rae Lujan Indian Education Program Manager
Roger Harrington Stars/Data Coordinator
James Lucero Title I Social Worker
Dawn Biagianti Business Manager
All Principals & Head Teachers As listed above
Mary Ann McCann Student Nutrition Program Coordinator
Esther Winter Transportation Coordinator
2009-2010 Taos Districtwide Tribal Education Status Report p. 15