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Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideDr. Eugene SchmidtSuperintendentPhil ValdezDeputy SuperintendentReport Submitted by:Shawl D. Iron MoccasinMulticultural Services, Indian Education Program1
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideTable of Contents1: Student Achievement. 52: School Safety. 243: Graduation Rate.254: Discipline. 295: Parent and Community Involvement. 356: Educational Programs Targeting Tribal Students.367: Financial Reports .418: Current Status of Federal Indian Education Policies & Procedures. 439: Indigenous Research and Evaluation Measures/Results for Effective Curricula forTribal Students. 44The Farmington Municipal Schools (FMS) has implemented district wide initiatives tomeet and impact the educational needs of all students. The FMS Office of Indian2
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideEducation specifically focuses on supporting the unique educational needs and culturalidentity and academic needs of Native American students. The work of the FMS Officeof Indian Education is aligned to the district-wide commitments:1.2.3.4.Safe, Supportive, and Collaborative CultureEffective Teaching in Every ClassroomGuaranteed and Viable CurriculumStandards Referenced System2018 – 19 Native American Student Count3
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideSCHOOLCATE Pre-KTOTAL NATIVEAMERICAN 42FARM IEW16330133COUNTRY 1939180McKINLEY18956133MESA SA16818150MESA VIEW19930169TIBBETTS33949290FARMINGTON HIGH54663483PIEDRA VISTA HIGH43244388SJC HIGH SCHOOL19136ROCINANTE HIGH8397441738033370TOTAL1. Student Achievement4
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideObjective: To support the effort of the Farmington Municipal Schools to achieve andcontinuously improve academic excellence and prepare all students for college, career,and life success. To meet the unique educational and cultural academic needs of NativeAmerican students.Background: The assessments evaluated to determine achievement are PARCC andthe new transitional state assessment: Math grades 3-11, English Language Arts(Grades 3-11). Results over a five-year period are included in the graphs in subsequentpages. Farmington Municipal Schools data is compared to overall NM state results.Methods: In 2014-15, 2015-16, 2016-17, and 2017-18, students were tested in grades3-11 with PARCC ELA and Math; in 2018-19, students were tested in grades 3-11 usingthe new transitional state assessment.Results: The graph demonstrate growth in both ELA and Math especially with grades 3rd– 8th. District wide, FMS students are scoring above the state average in ELA.Likewise, with PARCC Math, across FMS district, we are making gains beyond schoolsstate wide. Although, some schools are not meeting their target but the the rigor that isset by each school is evident.Conclusion: Farmington Municipal Schools PARCC data demonstrates that our studentsare scoring higher than the state average. There are drops in scores in some schoolsover a two-year period; however, even with the scores that are lower, overall, FMSstudents are scoring higher than the state. Scores are available for all students but notbroken down to examine specific groups such as Native Americans.Action Plan: Continue to target Tier I instruction using the Farmington Model ofInstruction (FMI), ensure all supplemental programs are supporting studentachievement goals, continue to implement and monitor bilingual pacing guides, Title VIpacing guides to support Tier I instruction.ELA FIVE-YEAR COMPARISONS – PARCC & TRANSITION ASSESSMENT DATA5
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide3rd Grade ELA6
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide4th Grade ELA7
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide5th Grade ELA8
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide9
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide6th Grade ELA7th Grade ELA10
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide8th Grade ELA11
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide9th Grade ELA10th Grade ELA12
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide11th Grade ELA13
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideMATH FIVE-YEAR COMPARISONS – PARCC & TAMELA DATA3rd Grade MATH14
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide4th Grade MATH15
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide5th Grade MATH16
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide17
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide6th Grade MATH18
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide7th Grade MATH8th Grade MATH19
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide8th Grade ALGALGEBRA I20
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideGEOMETRY21
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideALGEBRA II22
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide2. School Safety To provide a safe environment for all stakeholders in all campuses anddistrict offices.Objective: To provide a safe environment for all stakeholders to promote a culturebased on respect, integrity, a commitment to excellence and the recognition of successthroughout the district.Background: Each school within Farmington Municipal Schools has a school safety planand the district provides a school safety report to PED Coordinated School Health andWellness Bureau. FMS, through San Juan County Emergency Management, partnerswith the Navajo Nation and other agencies in Four Corners, county, and state. Thedistrict leadership team conducts surveys around each school’s climate and culture inrelation to safety and support for students, faculty/staff, and parents. Every school has asecure entry system. The main entrance of each school have been reconfigured tofunnel all visitors to the main office for check in using a valid identification card. Asecondary door then provides access into the school once a visitor is deemed safe.Methods: All FMS safety plans are reviewed and updated yearly with each school site’ssafety team; the data is submitted to PED.Results: Each school site maintains a safety committee to carry out and enforce thesafety plan. The site committees review the safety plan on a yearly basis or as neededafter a drill. Each site conducts the following: emergency drill once a week during thefirst four weeks of the school year, once each month thereafter until the end of theschool year. Two of the drills throughout the year have to be shelter-in-place drills andone drill in the school year has to be an evacuation drill.Conclusion: Because Farmington Schools conduct drills as outlined in the State of NewMexico Public Schools Code under Fire Drill Law, FMS does meet the criteriaestablished by NMPED.23
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideAction Plan: The Office of Indian Education will continue to work with the district andschool sites to ensure the Safety plans meet all of PED’s criteria for safe schools and toencourage on-going planning review of plans.3. Graduation RateObjective: Achieve and continuously improve academic excellence and prepare allstudents for college, career, and life success.Background: In 2018-19 School Year, we had 846 potential Farmington MunicipalSchools graduates in our three high schools, Farmington High School, Piedra VistaHigh School, and Rocinante High School. Of the 846 seniors, 727 received theirdiploma demonstrating that that they’ve met all graduation requirements for the state ofNew Mexico. Of the 727 graduates, 268 are Native American.Methods: Data on seniors is maintained in the student information system, PowerSchool. Credits are reviewed with each senior by counselors at each site. Creditrecovery classes/night classes and summer school are made available to all studentslacking credits. The FMS Office of Indian Education provides reimbursement for feesassociated credit recovery and summer school to encourage students to stay on trackfor graduation (see graph below).Conclusion: The 2015-16 FMS data indicated a graduation rate of 71% for all studentsand 68% for Native American students; SY 2016-17 provided a graduation rate of66.2% for all and 62.6% for Native American students; SY 2017-18 indicated agraduation rate of 74.7% for all and 71.3% for Native American students. Graduationrates for the 2018-19 school year will not be provided until January 2020. However, seechart and graph below for 2018-19 data on seniors.Action Plan: FMS Office of Indian Education will continue to support FarmingtonMunicipal school’s goal of meeting or exceeding the National graduation rate.24
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideFMS Graduation 7ALL2017-18Native Am2018-19 SeniorsSum of #Row LabelsColumnLabelsABCHDemoted to 10th GraderIGrandTotalP1Demoted to 11th GraderGraduated Farmington High School 2017Returned with SPED ContinueingGraduated Farmington High School 2018Returned with SPED Continueing1111111Graduated SPED Continuing2125Retained9926441159SPED ContinuingW1 Withdrew to another PED District or State2W10 Moved out of state3211525
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideW2 Absent 10 daysW4 GED13121429413911W5 DetainedW6 Left the U.S.134W7 Preganacy11W81 Home School11W9 Immunization1WDO Drop-out155WG Graduated Farmington High School4510780140336WG Graduated Piedra Vista High School421359310634013162251283218327WG Graduated Rocinante High SchoolGrand Total98184626
GraduaGr tedadua FarmteindFa gtoDerm nmin Higotgtedon h ScDHi ho em to10otolghthSc 201 edGrthoo7a1Rol20 etu 1th der18 rnGredadRGrad etu wit erruhWat nedSP1edEDwWS ithPE ithdrSDewCo PEDnt toinanuinothe SP Ret gr P EDainCEeW D D ont d10inistuiriMov ct o ngedrSW ou tate2tAb ofse stantt10 edayW sW 4G5EW De Dta6inLeedfttW heW 7 Pr U.S.81eWGHo ganaGrmWe cyW adu9Im SchGateGrmoouad d FW niz larW uaaDmttGGr ed P ing O D iontoroadieua dra n H p-oteigh utVdSRo istacin Hi choolganhSctehHigh oolSchoolTribal Education Status ReportFarmington Municipal SchoolsDistrict Wide160140120100806040AB20C0HA – AsianB – African AmericanC – CaucasianH – HispanicI – Native AmericanP – Pacific Islander27IP
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide4. DisciplineObjective: To promote a culture based on respect, integrity, a commitment to excellenceand the recognition of success throughout the district.Background: In terms of discipline issues in Farmington Municipal Schools, there areincidences that occur in all schools on a daily basis. On 40th day in the Fall of 2018,there were a total of 11,297 students enrolled in Farmington Municipal School (includingJuvenile Services and NM Virtual Academy: 11,827). The break down by Ethnicity is assuch: Asian – 102 or .009%, African American – 108 or .010%, Caucasian – 3,482 or31%, Hispanic – 2,978 or 26%, Native American – 4,620 or 41%, and Pacific Islander –7 or .0006%.Methods: FMS derives data from the New Mexico Student Teacher AccountabilityReporting System (STARS).Results: Native American students rank the highest in number of discipline issues.Native American males are of greatest concern particularly in grades 8 and 9. The mostcommon infraction with Native Americans are: Assault/battery aggravated withhands/feet/fist, Assault/battery simple, Drug Violation, and Other Weapons/SubstanceAbuse/Gang Activity.Conclusion: The data demonstrates a discipline gap between Native American studentsand Caucasian and Hispanic students. Our Native American students are involved infights more often, use or carry drugs and/or other substance abuse, and are affiliatedwith gangs and gang activity.Action Plan: Provide training for the Native American Youth Advisors to strengthencultural mentoring to better impact behavior so our students recognize the choices theymake. Develop a tool to gather data on why students are engaging in behaviors thatresult in infractions.28
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide2018-19 infractions by Grade and Ethnicity29
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide2018-19 Infractions by gender2018-19 Infractions by Ethnicity30
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide2018-19 Infraction Code and Ethnicity(H) Hispanic orLatino(I) AmericanIndian/AlaskanNative112552312636102612 - Sexual Harassment (includesbullying on the basis of sex)2113 - Disorderly Conduct2114 - Bullying or Harassment NOTbased on sex/race/color/nationalorigin or disability15 - Bullying or Harassment onthe basis ofsex/race/color/national origin ordisability3 - Assault/battery with otherdangerous weapon196214 - Assault/battery aggravatedwith hands/feet/fist62641 - Criminal Damage4851 - Weapons Possession Knife/Cutting114012015111251011235443712175517246 - Other Vandalism - Describein Comment Field 155 - Assault/battery simple3143 - Missing Property/Theft45 - VandalismGrandTotal(C) Caucasian11 - Other Violence - General(includes threat or intimidation)(B) Black orAfricanAmerican(A) AsianRow Labels31
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide52 - Weapons Possession - Other144954 - Drug Violation714274855D - Alcohol Violation - Dealing255P - Alcohol Violation Possession24621710272321723104356111121854255U - Alcohol Violation - Use56 - Tobacco Use157 - Other Weapons/SubstanceAbuse/Gang Activity - Describe inComment Field 1561 - Handgun Possession63 - Other Firearms Possession Describe in Comment Field 15Grand Total118135 170232
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide33
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide5. Parent and Community InvolvementObjective: To work toward higher student achievement as a result of strong partnershipswith highly engaged parents, families, and communityBackground: Each FMS school site has a Parent/Teacher Advisory (PTA) that includesparents and teachers. Title I provides schools with a parent liaison who works withfamilies. FMS OIE has a district Indian Education Committee (IEC) and Parent AdvisoryCommittee (PAC) comprised of parents of FMS students. IEC has four parent members;IEC members also serve as PAC. OIE hosts public hearings for all Native Americancommunity members and chapter houses within our boundaries. FMS has implementeda parent involvement initiative that was implemented in 2016-17 was the AcademicParent Teacher Team (APTT). All eight (8) Title I elementary schools and one Title IMiddle School are participating in APTT. APTT is an enhanced method of conductingthe traditional Parent/Teacher Conferences. The concept of APTT is to bring allparents/guardians of students in the classroom for the purpose of learning a specificskill to practice at home. In this manner, the teacher and parent become partners in theacademic success of each child. Additionally, the district has developed a DistrictParent Partnership which is held after work hours so parents can attend and learn aboutthe various departments and programs offered. FMS also has community partnershipswith ENLACE house at San Juan College, Farmington Public Library, and the Boys andGirls Club.Methods: The school site PTA meet as needed. The district IEC and PAC meet monthlythroughout the year. OIE holds two public hearings per year: one in the Fall and anotherin the Spring. The APTT model involves three meetings during the year – Fall, Winter,and Spring. Each meeting is 75 minutes in length. The Parent Partnership may beoffered twice a year.Results: Eleven IEC and PAC meetings and two public hearings are held during theschool year. The meetings are advertised through the district Facebook page, Twitter,and Websites. Flyers are sent to all school sites for students to take home to theirparents. Flyers are sent home with students and posted on the FMS social mediaoutlets. In 2016-17 school, two cohorts of parents graduated from the FLI program. TheAPPT model was successfully implemented in two elementary schools and one middleschool in 2016-17.Conclusion: FMS OIE will continue to identify community needs and provide parentalsupport through IEC, PAC, and Public Hearings. FMS has outlined processes to growthe parent engagement. Recruitment will primarily be conducted through the schoolsand word of mouth of parents who’ve completed the program. APTT will continue in thetwo elementary schools and one middle school with plans to add schools in 2017-18.Action Plan: FMS OIE will work the community to seek additional Native Americanparents to become involved with IEC, PAC, and APTT.34
Tribal Education Status ReportFarmington Municipal SchoolsDistrict Wide6. Educational Programs Targeting Tribal StudentsObjective: FMS OIE will support the identified unique and specialized needs for NativeAmerican students in our district.Background: FMS OIE provides seven Native American Youth Advisors, one in eachsecondary school, who specialize in providing culturally responsive mentoring, tenNavajo bilingual teachers, a district Navajo Language Coach, and a district AssistantDirector of Multicultural Services.Methods: The Native American Youth Advisors (NAYA) provide daily supplementaltransitional services at their respective schools for eligible Native American students ingrades 6th – 12th. The advisors provide culturally responsive mentoring to supportstudents to continue and maintain adequate school attendance, increase a letter gradein math and English, and decrease the number of disciplinary incidents. The Navajobilingual teachers provide instruction in Navajo utilizing the district performancemeasures and topic scales. The Navajo Language Coach provides curriculum supportfor all Navajo bilingual teachers. The Assistant Director of Indian Education oversees allprograms provided by Title VII, Johnson O’Malley, and School District Initiative grantsthat provide programs for Native American students enrolled in FMS.Results: There is improvement in attendance and grades of our Native Americanstudents.Conclusion: FMS OIE grants is providing many programs for Native American students;however, the data gathered does not reliably inform the programs of their successes orfailures.Action Plan: FMS OIE will continue to create a more cohesive data set to be gatheredfor each program offered throughout the district.35
Tribal Education Status ReportFarmington Municipal SchoolsDistrict WideFarmington High School36
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Tribal Education Status Report Farmington Municipal Schools District Wide 3 Education specifically focuses on supporting the unique educational needs and cultural identity and academic needs of Native American students. The work of
