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Student Handbook Many Farms High School 2019 – Home of the Lobos 2020 Student-Parent Handbook Many Farms High School PO Box 307 Many Farms, AZ 86538 Phone: (928) 781-6226/6227 Fax: (928) 781-6355/6338 www.mfhs.bie.edu 2019-2020 Student-Parent Handbook Bureau of Indian Education—Navajo District PO Box 1449, BIA Building 3, Old Club Road Window Rock, Arizona 86515 (928) 871-5932; (928) 871-5945 (fax) Dr. Tamarah Pfeiffer, Associate Deputy Director Ms. Emily K. Arviso, Special Assistant Dr. Edie Morris, Education Program Administrator Arizona Navajo Central Agency PO Box 6003, Navajo Route 7, Building 136 Chinle, Arizona 86503 (928) 674-5130 or 5131; (928) 674-5134 (fax) Many Farms High School PO Box 307, US Highway 191, North Many Farms, Arizona 86538 (928) 781-6226; (928) 781-6227 (direct line to Attendance/Security Office); (928) 781-6355 or 6338 (fax) Dr. Tonya Knight, Principal (Extension 5201) Mr. Michael O. Lamothe, Head Teacher (Discipline & Attendance) (Ext. 5136) Dr. Donald L. Stryker, Head Teacher (Curriculum & Instruction) (Ext. 5101) Mr. John H. Begay, Jr., Head Teacher (Exceptional Student Services) (Ext. 5143) Mr. Eugene Stevens, Information Technology Manager (Ext. 5172) Ms. Emmalana Begay-Ben, Home Living Specialist (Ext. 5326) Mr. Roland James, Facilities Manager (Ext. 5400) Ms. Elaine Toledo, Transportation Director (Ext. 5330 or (928) 434-1018) Ms. Anna Mae Charlie, School Cook Supervisor (Ext. 5340) Ms. Velma Nalwood, Registrar (Ext. 5202) Mr. Tullus Shawn Deschenie, Counselor for Cohorts 2017 and earlier, 2020 (Seniors), and 2021(Juniors) (Ext. 5140) Ms. Bobbie Bekay, Counselor for Cohorts 2019, 2022 (Sophomores), 2023 (Freshmen) (Ext. 5138) Mrs. Tulene James, Attendance Clerk (Ext. 5102 or 928-781-6227) Mr. Tracy Todecheene, Security (Ext. 5102 or 928-781-6227) Mr. Dwayne Yazzie, Security (Ext. 5102 or 928-781-6227) Mr. Gary Begay, Athletic Director (Ext. 5163) MFHS School Board Meets @ 5:00p.m.2nd Tuesday of Each Month in the Administration Conference Room Harry Claw, President Luke P. Deswood, Vice President Harrison Bia, Secretary Margaret Willie, Member Julian Begay, Member Many Farms High School does not discriminate on the basis of race, color, national origin, sex, age, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. Many Farms High School Career and Technical Education department does not discriminate in enrollment or access to any of the programs available. The lack of English language skills shall not be a barrier to admission or participation in the school’s activities and programs. Within the scope to Indian Preference, all candidates will receive consideration without regard to race, color, sex, religion, national origin or other non-merit factors. 2019-2020 Guiding Principles BUREAU OF INDIAN EDUCATION Vision Statement Uniting to promote healthy communities through lifelong learning BIE Mission Statement To provide quality education opportunities from early childhood through life in accordance with the tribes' needs for cultural and economic well-being and in keeping with the wide diversity of Indian tribes and Alaskan Native villages as distinct cultural and governmental entities, the Bureau shall manifest consideration of the whole person, taking into account the spiritual, mental, physical, and cultural aspects of the person within family and tribal or Alaskan Native Village contexts. BIE Program Goals 1. All students will meet or exceed academic proficiency levels in reading and/or language arts, science, and mathematics. 2. All schools will provide a safe and secure environment by decreasing incidents of violence and substance abuse by a minimum of 2% annually. 3. Student attendance will meet or exceed the United States rural attendance rate. 4. All schools will enhance the professionalism of all staff to improve education programs for student success through: a. requirements for staff to have appropriate certification; b. comprehensive systemic and on-going professional development; c. recruitment and retention of highly qualified educators; d. development of leadership using best practices 5. High school graduation rates will be 95% or higher. 6. Each school will provide curriculum and instruction in Tribal languages and/or cultures as approved by the local school boards. BUREAU OF INDIAN EDUCATION NAVAJO DISTRICT BIE Navajo District Description BIE Navajo operates under one Associate Deputy Director. There are five Education Resource Centers (Crownpoint, Shiprock, Window Rock, Chinle, and Tuba City) which provide support for the sixty-six BIE-operated and Grant Schools on the Navajo Nation within the states of Arizona, New Mexico, and Utah. These schools provide primary as well as secondary education, and nineteen of the BIE Schools in the Navajo District have residential programs. BIE Navajo Plan The Navajo District has developed a guideline/plan to support the sixty-six BIE/Grant Schools. The plan is titled Commitment to the Navajo Learner with four foundational pillars: Pillar I: Continuous Improvement Using Data—Use data from standards based assessments and benchmarks to improve effective instruction, student learning, and achievement. Pillar II: Leadership and Decision-Making for Change—Build leadership’s capacity to implement innovative changes to foster student achievement. Pillar III: Curriculum and Instruction—Develop a strong curriculum using Common Core Standards, and build teacher capacity to deliver effective instruction resulting in increased student achievement. Pillar IV: School, Parent, and Community—Implement innovative strategies developed through the collaborative efforts of the school, parents, and community to support each child’s educational experience. District Priorities In addition to the aforementioned pillars, the Navajo District has identified the following four priorities for all BIE Schools partnering with the Navajo Nation: • Instructional Core • Leadership Plan • Plan for BIE and Navajo Nation Partnership • Sustainability (Budget) Sustaining Quality Education AdvancED Standards for Quality Schools AdvancED is an accreditation non-profit, non-partisan organization that conducts rigorous, on-site external reviews of PreK-12 schools and school systems to ensure that all learners realize their full potential. AdvancED provides tools and resources to schools and school systems to support an ongoing comprehensive analysis to drive continuous improvement now and into the future. Standard 1: Leadership Capacity Domain- The capacity of leadership to ensure an institution’s progress toward its stated objectives is an essential element of organizational effectiveness. An institution’s leadership capacity includes the fidelity and commitment to its purpose and direction, the effectiveness of governance and leadership to enable the institution to realize its stated objectives, the ability to engage and involve stakeholders in meaningful and productive ways, and the capacity to implement strategies that improve learner and educator performance. Standard 2: Learning Capacity Domain – The impact of teaching and learning on student achievement and success is the primary expectation of every institution. An effective learning culture is characterized by positive and productive teacher/learner relationships, high expectations and standards, a challenging and engaging curriculum, quality instruction and comprehensive support that enable all learners to be successful, and assessment practices (weekly and formal grades) that monitor and measure learner progress and achievement. Moreover, a quality institution evaluates the impact of its learning culture, including all programs and support services, and adjusts accordingly. Standard 3: Resource Capacity Domain – The use and distribution of resources support the stated mission of the institution. Institutions ensure that resources are distributed and utilized equitably so that the needs of all learners are adequately and effectively addressed. The utilization of resources includes support for professional learning for all staff. The institution examines the allocation and use of resources to ensure appropriate levels of funding, sustainability, organizational effectiveness, and increased student learning. School Boards The school boards and Navajo District Schools strive to ensure that every student graduates fully prepared for college or career readiness. Each school board acts in accordance with the policies outlined in the 25 CFR and 62 BIAM to effectively support students, families and communities. Wellness We encourage students and their families to practice traditional concepts of hozho and to take measures to address their physical, mental, and spiritual well-being. In addition to academic instruction, the schools will provide nutritious meals and expose students to physical activities to the extent possible. We encourage students and their families to eat healthy, exercise, and maintain their mental health so that students can reach their full academic potential. Child Abuse And Neglect All suspected cases of child abuse and neglect will be reported in accordance with the BIE’s Child Abuse/Neglect Reporting Protocols. Many Farms High School S@’AH NAAGH!& BIK'EH H)ZH))N ~ PHILOSOPHY STATEMENT Respectfully, as students, teachers, and staff, as five-fingered people on Shimá Nahasdzáán, To the east, we dedicate ourselves to Nitsahakees (thinking) as we observe, contemplate, analyze and understand. We acknowledge Sisnaajinii,
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