Second Quarter Report of FY 2021

DEPARTMENT OF DINÉ EDUCATION

Ms. Patricia Gonnie Acting Superintendent of Schools (928) 871-7475 [email protected]

FY’2021 2nd QUARTER REPORT (JANUARY, FEBRUARY & MARCH 2021)

Table of Contents: Page No.

I. Executive Summary 2 II. Cognia Navajo Nation 4 III. Navajo Head Start 8 IV. Johnson O’Malley Program 21 V. Navajo Nation Library 28 VI. Navajo Education Information System 48 VII. Navajo Traditional Apprenticeship Program 52 VIII. Office of Diné Accountability and Compliance 74 IX. Office of Diné School Improvement 84 X. Office of Diné Youth 92 XI. Office of Educational Research and Statistics 119 XII. Office of Navajo Nation Scholarship & Financial Assistance 122 XIII. Office of Standards, Assessment, and Curriculum Development 131 XIV. Office of Special Education and Rehabilitation Services 156 I. EXECUTIVE SUMMARY

Accomplishment(s):

• DODE finalized the Navajo Nation School Reopening Plan and presented it to the Navajo Nation Board of Education on March 16, 2021. The reopening plan is the result of many collaborative hours between multiple groups, including local community mitigation teams, the Navajo Nation Health Command Operations Center, and internal DODE work groups. The plan was designed with the best practices based on the recommendations by the Center for Disease Control, also taking into account any feedback received by both reservation schools as well as families of students attending these schools. The finalized plan can be viewed on the DODE website. • During weekly school leadership meetings, updates and remarks are provided by Acting Superintendent of Schools Patricia Gonnie about the impact the pandemic has on the reopening efforts for schools on the Navajo Nation. Staff from OPVP and DODE programs give remarks on their schools and various programs, and the CDC and Navajo Nation Epidemiology Center also provide continuous updates on COVID-19 statistics. • With the approval and rollout of the Pfizer-BioNTech and Moderna COVID-19 vaccines on the Navajo Nation, education workers and other essential staff have been continually reminded to sign up for their dose if they have not received theirs yet. DODE staff were first able to enroll for the vaccine at the end of January, and more employees were able to obtain their first and second doses throughout the quarter. • In a special meeting on March 18, 2021, the Navajo Nation Board of Education recommended Harold G. Begay, Ph.D., for the Superintendent of Schools position. The recommendation now goes to the goes to the Health, Education, and Human Services Committee for approval. Afterward, the Naabik’íyáti’ Committee will discuss the recommendation and then final confirmation will be decided by the 24th Navajo Nation Council.

Current Priorities:

• Following the tabling of a resolution that would have rescinded restrictions on schools to online learning, DODE has returned to soliciting parent feedback on the Navajo Nation School Reopening Plan and is developing avenues for parents to have their voices heard on whether they feel safe sending their children back to school or if they want to have the option to remain online with learning for the imminent future. • Monitor the ongoing developments of the COVID-19 pandemic and vaccine rollout, particularly considering new variants being identified on the Navajo Nation. Continue to use the information provided by NNEC to maintain safe workspaces for staff. • The Navajo Nation continues to make a fiber-optic broadband infrastructure a priority for families and communities. Issues such as connection quality, price, and technology remain obstacles for the reservation, but DODE has been collaborating with numerous external groups, such as the New Mexico Homework Gap Team, to address the situation. Office of the President and Vice President FY2021 Quarterly Budget Report

Department Name: Department of Dine Education Date Submitted: 4/9/2021

1 COGNIA NAVAJO NATION Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: AdvancED Navajo Nation (Cognia Navajo Nation) Date of Submission: March 31, 2021

Instructions: This report will be the first quarterly report for fiscal year 2020. In addition to the report, the budget report should be attached to this report via email.

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

Division/Department Section The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments (1 minimum, 5 maximum)

What are some major accomplishments? For example, program improvements, funding, system changes, new laws established.

1. Our office has successfully recruited approximately 35 new volunteers and lead evaluators for the Navajo Nation Reviews. These people will be trained and ready to serve on teams next year.

2. Our office is in the process of working with Pinon Community School to become the first Early Learning Accredited school on the Navajo Nation.

B. Challenges (1 minimum, 5 maximum) What are some major challenges? As an example, barriers to achieving program deliverables or outcomes.

1. The major challenge we have faced is the need for schools to be responsive to the lead evaluators and to our office to prepare for their engagement review and increase the ownership of their school improvement and capacity of their school improvement team.

C. Presidential or OPVP Assignment

If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward.

Project # 1:

Project # 2:

D. Outreach and Communication Report major events to the priorities and program achievements. For example, nationwide run & walk, conference to business owners, ribbon cutting events. Do not report routine events, only high level items that relate to public engagement.

Date: Number(s) Type of Activities & Outcome (MM/DD/YYYY) Location: Event Name: Reached: (Brief Summary)

Office of the President and Vice President FY2021 Quarterly Budget Report

Department Name: AdvancED Navajo Nation/ Department of Dine' Education Date Submitted: 31-Mar-21

1 NAVAJO HEAD START Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: Navajo Head Start - Department of Dine' Education Date of Submission: March 25, 2021

Instructions: This report will be the first quarterly report for fiscal year 2020. In addition to the report, the budget report should be attached to this report via email.

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

Division/Department Section

The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments (1 minimum, 5 maximum)

What are some major accomplishments? For example, program improvements, funding, system changes, new laws established.

1. HATCH learning tablers for 600 Head Start-age children to continue with e-learning platform.

2. Identification of the TCU-HS Summer 2021 bootcamp for interested NHS parents and staff.

3. Successfully coordinated all NHS centers and offices during the COVID-19 pandemic and continued services and providing resources to our families.

4. Reporting to the Budget and Finance Committee and the Health, Education, and Human Services Committee of the Navajo Nation council on program operations and budget.

5. Issuance of the FY2021 Notice of Grant Award from the federal Office of Head Start.

B. Challenges (1 minimum, 5 maximum)

What are some major challenges? As an example, barriers to achieving program deliverables or outcomes.

1. Impact of COVID-19 pandemic on Center-Based and Home-Based services for Head Start and Early Head Start families and the children.

2. Immediate hiring of personnel based on Navajo Nation DPM, OOC, and OMB procedures.

3. Information Technology Infrastructure and connectivity needs improvement. NHS still needs funds to address through the program.

4. Slow Navajo Nation procurement process that stalls NHS payments and places blame on NHS from vendors for non-payment or late payments.

5. Misleading directions from the Office of Management and Budget on the implementation of grant applications and awards.

C. Presidential or OPVP Assignment

If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward.

Project # 1: DODE: Re-evaluate Title 10, Navajo Nation Education Code. NHS is working with Office of Head Start, Navajo Nation Department of Diné Education programs, NHS Policy Council, Navajo Nation Board of Education, and tribal colleges & universities to brainstorm for improvements and partnerships on projects that involve Title 10.

Project # 2: Navajo Language Commission. NHS is working with other departments and programs to ensure the revitalization of the Diné language among NHS students and strengthening of the Navajo Head Start Immersion Program. Program wants to hire Diné Language & Culture Specialists to maintain the Immersion Program. NHS has secured additional funds to strengthen the Diné curriculum through a Navajo Language Consultant as well as partnered with Navajo Technical University to increase the numbers of degreed, Diné speaking staff and parents.

D. Outreach and Communication

Report major events to the priorities and program achievements. For example, nationwide run & walk, conference to business owners, ribbon cutting events. Do not report routine events, only high level items that relate to public engagement.

Date: Number(s) Type of Activities & Outcome (MM/DD/YYYY) Location: Event Name: Reached: (Brief Summary) 1/4/21 Virtual - NHS Parent 62 Education presentations and Window Training support availabe to NHS families Rock and communities. Very critical to District stay connected with families and other community members with young children. Presented on the following topics: Supporting your Child’s Social-Emotional Needs During COVID-19. Special Diabetes/Nutrition. “Honoring Life” 1/12/21 Virtual - NHS Parent 34 Education presentations and Crownpoint Training support availabe to NHS families District and communities. Very critical to stay connected with families and

other community members with young children. Presented on the following topics: Brain Development. UNM Gallup Adult Basic Education. Navajo Head Start-Local Parent Policy Committee 1/13/21 Virtual - NHS Math & 11 Education presentations and Crownpoint Literacy Night support availabe to NHS families District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Book Making. Story Time. Alphabet Activities. 1/19/21 Virtual - Tuba NHS Parent 26 Education presentations and City Training support availabe to NHS families District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Self-Care for Caregivers & Parents 1/20/21 Virtual - NHS Math & 36 Education presentations and Window Literacy Nigh support availabe to NHS families Rock District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Math Activity “Snowman Math”, Math Activity “ Where is number ___?”, Story Time “Miss Nelson is Missing”, Scavenger Hunt 1/21/21 Virtual - Tuba NHS Math & 12 Education presentations and City District Literacy Night support availabe to NHS families and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Math Activity “I Can Count”, Story Time “Caps for Sale”, Story Time “Rooster is Off to See the World”

1/26/21 Virtual - NHS Parent 16 Education presentations and Chinle Training support availabe to NHS families District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Special Diabetes/Nutrition, Navajo Nation Department of Self Reliance, Supporting your Child’s Social- Emotional Needs During COVID- 19, Navajo Story Telling 2/10/21 Virtual - NHS Parent 59 Education presentations and Shiprock Training support availabe to NHS families District & and communities. Very critical to Tuba City stay connected with families and District other community members with young children. Presented on the following topics: Social Emotional Development, Nutrition at Home, Transportation Safety, I-Care, Dine Youth Virtual Activities Recreation Prevention 1. Character & Life Skills 2. Navajo Culture 3. History & Language, Healthy Eating Habits & Fitness 2/11/21 Virtual - NHS Math & 21 Education presentations and Chinle Literacy Night support availabe to NHS families District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Math Activity “Adding”, Reading Activity “The Caterpillar”, Math Activity, Math Activity “Matching” 2/17/21 Virtual - NHS Math & 41 Education presentations and Window Literacy Night support availabe to NHS families Rock District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Math Activity “Navajo & English Counting 1 to 10”, Story Time “The Three Little Pigs”, Math Activity “Paper Clips

Leaves Counting”, Coyote and Lizard 2/24/21 Virtual - NHS Math & 7 Education presentations and Crownpoint Literacy Night support availabe to NHS families District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Book Making, Story Time “The Three Little Pigs” 2/25/21 Virtual - NHS Math & 17 Education presentations and Shiprock Literacy Night support availabe to NHS families District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Coyote Stories, String Games, Music & Movement 3/8/21 Virtual - Tuba NHS Math & 41 Education presentations and City District Literacy Night support availabe to NHS families and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Math Activity “Clover Color Creatures”, Rainbow, Reading Activity “Farm Animal Song” 3/9/21 Virtual - NHS Math & 7 Education presentations and Crownpoint Literacy Night support availabe to NHS families District and communities. Very critical to stay connected with families and other community members with young children. Presented on the following topics: Story Time “How to Catch a Leprechaun”

Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

SECTION TWO: Hozhó Diné Bi Nahat’á Plan

Due Date: April 07, 2021

Division or Department Name: Navajo Head Start Date of Submission: March 25, 2021

Instructions: This report is section two of the first quarterly report for fiscal year 2020. In this section, please refer to the OPVP Priorities to answer the following questions in this section. All responses should reflect the accomplishments and challenges of the priorities.

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

A. Family

Q1. What are some accomplishments?

1. Navajo Head Start provided virtual training opportunities for families that focused on Early Mathematics and Literacy monthly.

2. 95% of Families of enrolled children participated in the Family Outcome Survey to determine areas of additional support and use the data to develop a Parent Training Plan.

3. Several families received Care Packages from First Things First that consist of diapers, baby wipes, formula, snacks, and cleaning supplies.

Q2. What are some challenges in achieving the priority?

1. To merge NHS and Senior Citizen centers there is the issue of separating utility and maintanence expenses as NHS federal funds are strict.

2. Volunteers to NHS have to pay for their own Tribal Background check, which may hinder the processing of their application and clearance to help in the centers or offices.

3. Lack of Internet Infrastructure for some communities and families impacted participation rates.

B. Behavioral and Mental Health

Q1. What are some accomplishments?

1. The Mental Health & Disability team continues to work with the teaching staff ensuring students identified as Special Needs continue to have their lesson plans individualized to meet goals written in their Individualized Education Plan.

2. The MHD team continue to collaborate with Local Education Agencies (LEA) to continue providing services to our Special Needs students and to be more responsive to the needs of our students.

3. Collaboration with Navajo Nation Office of Special Education (OSERS) through partnership assisting student and families. OSERS is assisting NHS students with a Mental Health consultant services through Navajo Project I-Launch.

Q2. What are some challenges in achieving the priority?

1. Working with some LEAs have been challenging such as several School Districts are working remotely which makes it harder to assist our students and families.

2. Not all LEAs use the same formatting tool to diagnose for developmental delay identification which contributes to delay in processing of referrals for children.

3. Grant opportunities are scarce and require two full Navajo Nation 164 reviews which impedes on the imposed grant deadlines.

C. Housing

Q1. What are some accomplishments?

1. NHS staff provide support for families that need housing through daily relationships with parents and children and referrals to the Navajo Housing Authority or other community organizations that will support our requests.

2. N/A

3. N/A

Q2. What are some challenges in achieving the priority?

1. Availability of housing for NHS staff in proximity to NHS classrooms across the Navajo Nation.

2. High cost of housing for NHS teaching staff if they are to substitute or fill a vacancy in different community.

3. Additional funding needing to support housing for NHS staff.

D. Economic Development/Tourism

Q1. What are some accomplishments?

1. Radio advertisements on KTNN about the program's phased approach to reopening and what services are available to community members.

2. N/A

3. N/A

Q2. What are some challenges in achieving the priority?

1. Additional funds needed for construction of more NHS classrooms and buildings to attract more employees to the Navajo Nation.

2. Lack of funding for Chapters to renovate or purchase buildings for educational use.

3. Disposing of old property within old buildings, which requires a contract and additional funds.

E. Budget and Finance

Q1. What are some accomplishments?

1. Identification of new Business Units for awarded supplemental grants.

2. Steamlining of services under the new guidance of the Director of Financial Services.

3. Additional funding streams available for NHS through submission of funding proposals by program.

Q2. What are some challenges in achieving the priority?

1. Slow hiring and personnel document processing for new staff that Finance department needs.

2. NHS Financial internal policies and procedures are under revision.

3. N/A

F. Education & Cultural Language Preservation

Q1. What are some accomplishments?

1. The NHS School Readiness Team Realigned School Readiness Goals to include Navajo Language and Culture Standards. Navajo Language lessons were provided to students by Head Start Teachers via Zoom and Microsoft Teams.

2. Home Learning packets were provided to all enrolled children every Friday by curb-side distribution at local Head Start centers. NHS follows a Distant Learning Outline that algins topics from the Adeehonislzin Curriculum, to promote and foster Navajo Language. Lessons include Navajo Vocabulary related to the home environment, songs in Navajo, with knowledge of K’e and family

3. The Mid Year Orientation also presented “Making it Work” for NHS staff to work with lesson preparation and implementing topics of Distant Learning Outline. “Making it Work” presentation promotes language and culture for children to inculcate with NHS School Readiness Goals that are aligned with HSELOF. The “Planned Language Approach: Big 5 for All” is another presentation that primarily focused on strategies and Home language support. The strategies for teachers are to role model oral language development, print awareness, and emergent writing and target the home language of the child. The strategies also include scaffolding child’s language to increase expressive and receptive language, and experiment with print as a form of oral language as written.

Q2. What are some challenges in achieving the priority?

1. Securing additional funds to address the rest of the parents and staff that want to improve their Diné speaking and cultural knowledg as well as provide innovative learning materials.

2. Families experience transportation issues which imped travel to distribution sites.

3. Lack of Internet Connectivity for families in several communities made it a challenge for students to participate in Zoom or Microsoft Team video calls.

G. Government Affairs and Policy

Q1. What are some accomplishments?

1. All NHS internal policies and procedures are under revision.

2. Collaboration with alll Navajo Nation offices to complete the Office of Head Start Grant Application.

3. Collaboration with federal Office of Head Start.

Q2. What are some challenges in achieving the priority?

1. Delays in processing of documents through 164 review process.

2. N/A

3. N/A

H. Public Safety System

Q1. What are some accomplishments?

1. Collaboration with the Navajo Nation Command Center and the Department of Dine' Education Preparedness Team.

2. Requiring tribal and federal background checks for all staff and volunteers.

3. N/A

Q2. What are some challenges in achieving the priority?

1. Extensive Background checks sometimes deter people from working with our program.

2. Remoteness of each NHS classroom/center.

3. Limited number of patroling police officers on the Navajo Nation.

I. Infrastructure

Q1. What are some accomplishments?

1. The ability to provide new buses for reliable transportation for NHS students across very rough terrain.

2. NHS working help bring new facilities to Navajo Nation communities that house an NHS center/classroom.

3. N/A

Q2. What are some challenges in achieving the priority?

1. Creating a housing plan for NHS staff without identified funds.

2. Construction funds needed for renovation of many NHS classrooms in buildings that do not belong to NHS.

3. Chapters need to spear head construction projects that their community members want/need as well as sign Intragovernmental Partnership Agreements (IPAs) for facility usage. Presentations have been made to impacted Chapters, yet Chapters are slow to sign and provide supporting documentation for the Navajo Nation's 164 review process.

J. Agriculture and Land Issues

Q1. What are some accomplishments?

1. NHS curriculum includes the support for agriculture and land education and awareness.

2. N/A

3. N/A

Q2. What are some challenges in achieving the priority?

1. Additional funding needed to implement programs for domestic animals and gardens.

2. More voice in the national Farm Bill and more flexibilities to implement seed-to-table programs for NHS classrooms where they enjoy locally grown food.

3. N/A

K. First and Second Lady Priorities

Q1. What are some accomplishments?

1. Providing early childhood education to NHS students year-round and remaining the only Head Start tribal super grantee.

2. Providing an educational curriculum imbedded in Dine' langauge, teachings, and culture.

3. Promoting familial strength and empowering NHS parents to guide their children through NHS services.

Q2. What are some challenges in achieving the priority?

1. Competition from other pre-school programs on the Navajo Nation, which affects the number of NHS children enrolled.

2. Background checks can deter volunteers from applying or participating as a volunteer in the classroom or office; both the cost and the results. NHS requires background checks back to the age of 18 and corresponding adjudication.

3. N/A

Office of the President and Vice President Annual Report ACCOMPLISHMENTS AND PHOTOS

January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: Navajo Head Start

Date of Submission: March 25, 2021

OPVP is publishing an annual report of the division/department accomplishments to the Navajo Nation Council.

Instructions: Please provide four accomplishments and four photos that support the accomplishments. Submit this report to [email protected] , jtouchin@navajo- nsn.gov, and [email protected] .

MAJOR ACCOMPLISHMENTS:

1. HATCH tablets for NHS children in remote or E-learning

2. Development of a Parent Training Plan and schedule for NHS parents and families to learn and be information about program operations as well as early childhood development education.

3. Continuation of School Year 2020-2021 amid COVID-19 pandemic for the education of birth from birth or 5 years old.

4. N/A

NAVAJO NATION JOHNSON O’MALLEY PROGRAM

NAVAJO NATION LIBRARY Office of the President and Vice President Fiscal Year 2021 - Quarter 1 Report January 1, 2021 – March 31, 2021

Due Date: March 22, 2021

Division or Department Name: DODE/Office of Navajo Nation Library Date of Submission: March 10, 2021

Instructions: This report will be the first quarterly report for fiscal year 2021. In addition to the report, the budget report should be attached to this report via email.

Submit this report and budget report to [email protected] . and brendayazzie@navajo- nsn.gov .

Division/Department Section

The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments (1 minimum, 5 maximum) What are some major accomplishments? For example, program improvements, funding, system changes, new laws established. 1. All main library staff members returned to work on February 8, 2021 after Navajo Nation employees went on administrative leave on November 17, 2021. All main library staff members received both vaccinations. The staff member at Kayenta Community Library received her first vaccination and is waiting for her second vaccination, as of this writing.

2. On February 18, 2021, Mr. Nelson received a call from Mr. David Mazor, Founder, Reader to Reader organization in Amherst, Massachusetts. Mr. Mazor informed Mr. Nelson that a major publisher was shutting its doors and wanted to donate one copy of its published materials. Mr. Mazor indicated that 10,000 individual titles would be donated to the Navajo Nation Library. As of this writing, Mr. Mazor is working with the publisher to implement shipping.

3. Kayenta Community Library was closed on February 8, 2021 due to no heat in the library. As of this writing, Kayenta Township has a motherboard on order for the HVAC system. Mr. Nelson made arrangements with Navajo County Library in Holbrook, Arizona to provide 3 space heaters for keep the library staff member warm. Kayenta Township maintenance section also provided one space heater; however, it was not adequate.

4. On February 24, 2021, Mr. Nelson received an email from New Mexico Public Education Department that 5 pallets of books were ready to be picked up. Mr. Nelson emailed a request to New Mexico Public Education Department to get books donated. Mr. James Moore Jr., traveled to Santa Fe, New Mexico on Thursday, February 25, 2021 and on Friday, February 26, 2021 to pick up the entire 5 pallets of books. The donated books will be set aside for Navajo Nation Head Start and for Navajo Nation Office of Dine Youth. As of this writing, Navajo Nation Head Start will be picking up this shipment of books.

5. Three groups are doing book drives for the Office of Navajo Nation Library as follows:

a. Mrs. Shayla Griffes, PTA President in Utah recently did a book drive; however, they did not know who to donate to. She contacted Mr. nelson and he accepted the donation. b. Heather, Hansen, Author in Pennsylvania wants to do a book drive for our library and Mr. nelson informed her that the Navajo Nation Library will accept the donation. c. Ms. Tiffany Sani, 2nd grade teacher, Los Angeles contacted Mr. Nelson and wanted to do a book drive for the Navajo Nation Library. Mr. Nelson informed her that the library will gladly accept the donation.

B. Challenges (1 minimum, 5 maximum) What are some major challenges? As an example, barriers to achieving program deliverables or outcomes. 1. The same situation as previously reported: The Navajo Nation DPM has not made any efforts to approve our PCQ for a position for Torreon Community Library. The program lost $60,000 in FY2019 and $60,000 in FY2020 since NN DPM did not approve our PCQ for the position. We are in the 1st quarter of this fiscal year and NN DPM still has not approved our PCQ. Former DODE Superintendent, Dr. Tommy Lewis Jr., and our program had a meeting with NN DPM in October 2019 and nothing came out of that meeting. This is the third year that NN DPM has had the Personnel Classification Questionnaire and has taken no action to date. The program has lost $120,000 in unused personnel budget for the position for Torreon Community Library.

2. Same challenge as previous quarter: The Office of Navajo Nation Library and Kayenta Community Library will remain closed until the Navajo nation Museum is allowed to reopen when the Navajo Nation reaches the green status.

3. Same challenge as previous quarter: The program submitted work orders to Navajo Nation Facilities Maintenance for the installation of Plexiglas sneeze guards and for half-doors for library staff members with offices. Navajo Nation Facilities Maintenance informed the program that they are waiting for CARES Act funds that they will use to purchase Plexiglas and half-doors for the Navajo Nation Library. It is essential that Plexiglas barriers and half-doors be installed for the safety of library staff members. There has been no feedback from Navajo Nation Facilities Maintenance as of this writing.

4. Kayenta Community Library has had no heat since March 8, 2021. Parts were ordered by Kayenta Township Maintenance and the repairs should be completed when the motherboard is received.

C. President or OPVP Assignment If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward. Project #1: No OPVP Assignments.

D. Outreach and Communication Report major events to the priorities and program achievements. For example, nationwide run & walk, conference to business owners, ribbon cutting events. DO NOT report routine events, only high level items that relate to public engagement. Date: Number(s) Type of Activities & (MM/DD/YYYY) Location: Event Name: Reached: Outcome (Brief Summary) NONE

Office of the President and Vice President Fiscal Year 2021 | Quarter 1 Report January 1, 2021 – March 31, 2021

SECTION TWO: Hozhó Diné Bi Nahat’á Plan

Due Date: March 22, 2021

Division or Department Name: Office of Navajo Nation Library Date of Submission: March 10, 2021

Instructions: This report is section two of the first quarterly report for fiscal year 2021. In this section, please refer to the OPVP Priorities to answer the following questions in this section. All responses should reflect the accomplishments and challenges of the priorities.

A. Family Q1. What] are some accomplishments? 1. 10,000 new books will be donated to the Office of Navajo Nation Library and will be made available to all library users when the books are placed on the shelves. 2. 3. Q2. What are some challenges in achieving the priority? 1. Due to circumstances beyond his control, Mr. Nelson’s planned retirement has been extended to September 29, 2021. Mr. Nelson’s retirement has been held up due to a court hearing to divide his retirement benefits between his ex-wife and himself. Mr. Nelson had initially planned to retire at the beginning of 2021. Hopefully, the new Library Director will catalog the 10,000 new books.

B. Behavioral and Mental Health Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3. C. Housing Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3.

D. Economic Development/Tourism Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3.

E. Budget and Finance Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3. F. Education & Cultural Language Preservation Q1. What are some accomplishments? 1. The digitization of the ONEO Oral History Collection has been completed. Mr. Nelson spent 20 years attempting to secure Navajo Nation Funds to digitize the collection. Federal or state funds could be been utilized; however, the culturally sensitive information would have had to be made available to all U.S. residents (federal funds) or all Arizona residents (Arizona funds) 2. 3. Q2. What are some challenges in achieving the priority? 1.None, everything was handled expeditiously. 2. 3.

G. Government Affairs and Policy Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3.

H. Public Safety System Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3.

I. Infrastructure Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3.

J. Agriculture and Land Issues Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3. K. First and Second Lady Priorities Q1. What are some accomplishments? 1. 2. 3. Q2. What are some challenges in achieving the priority? 1. 2. 3. Office of the President and Vice President FY2021 Quarterly Budget Report

Department Name: Office of Navajo Nation Library Date Submitted: 10-Mar-21

1 Compiled Statistics Report Office of Navajo Nation Library 2nd Quarterly Report Kayenta Community Library Fiscal Year 2021

OCT'20 NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP YEAR TO DATE Library Traffic/Visitation 0 0 0 Membership Cards Issued 0 0 0 Replacement Cards 0 0 0 MATERIALS CIRCULATED Non-Fiction Books 0 0 0 Fiction Books 0 0 0 Biography Books 0 0 0 Native American Books 0 0 0 Young Adult Books 0 0 0 Picture Books 0 0 0 Large Print Books 0 0 0 Books on CDs 0 0 0 Videos 0 0 0 MATERIALS IN-LIBRARY USE Reference Books 0 0 0 Non-Fiction Books 0 0 0 Fiction Books 0 0 0 Biography Books 0 0 0 Native American Books 0 0 0 Young Adult Books 0 0 0 Picture Books 0 0 0 Large Print Books 0 0 0 Books on CDs 0 0 0 Videos 0 0 0 Magazines, Newspapers, etc. 0 0 0 OUTREACH SERVICES Community Programs - Tours, Training, etc. 0 0 0 Children's Program - Tours, Reading, etc. 0 0 0 DIRECT SERVICES/TECHNICAL GUIDANCE Reference Questions 0 0 0 Copying, Faxing, etc. 0 0 0 EQUIPMENT USAGE Computer/Typewriter Usage 0 0 0 0 0 0 TOTAL SERVICES 0 0 0 0 0 0 0 0 0 0 0 0 0 Compiled Statistics Report Public/Special Collections Library Office of Navajo Nation Library 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021

OCT'20 NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP YEAR TO DATE Library Traffic/Visitation 240 0 0 240 Membership Cards Issued 0 0 0 0 Replacement Cards 0 0 0 0 MATERIALS CIRCULATED Non-Fiction Books 0 0 0 0 Fiction Books 0 0 0 0 Biography Books 0 0 0 0 Native American Books 0 0 0 0 Juvenile Books 0 0 0 0 Picture Books 0 0 0 0 Large Print Books 0 0 0 0 Audiobooks on CDs 0 0 0 0 DVDs 0 0 0 0 Videos 0 0 0 0 MATERIALS IN-LIBRARY USE Reference Books 0 0 0 0 Non-Fiction Books 0 0 0 0 Fiction Books 0 0 0 0 Biography Books 0 0 0 0 Native American Books 0 0 0 0 Juvenile Books 0 0 0 0 Picture Books 0 0 0 0 Large Print Books 0 0 0 0 Audiocassettes 0 0 0 0 Videos 0 0 0 0 DVDs 0 0 0 0 Magazines, Newspapers, etc. 0 0 0 0 Yearbooks 0 0 0 0 OUTREACH SERVICES Community Programs - Tours, Training, etc. 4 0 0 4 Children's Program - Tours, Reading, etc. 2 0 0 2 Interlibrary Loan 0 0 0 DIRECT SERVICES/TECHNICAL GUIDANCE Reference Questions 245 120 108 473 Copying, Faxing, etc. 175 0 0 175 EQUIPMENT USAGE Typewriter Usage 0 0 0 0 Computer Usage 30 16 0 46 TOTAL SERVICES 666 0 0 0 120 108 0 0 0 0 0 0 894 Compiled Statistical Report Office of Navajo Nation Library Outreach Services 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021 Oct'20 Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep TOTAL NUMBER OF BOOKS DONATED 0 0 0 0 0 0 0 Bee Meadows School - New Jersey 0 0 0 0 0 0 0 Bill Cook - New York 0 0 0 0 0 0 0 Books for International Goodwill 0 0 0 0 0 0 0 Jan Eliot (Cartoonist) Stone Soup 0 0 0 0 0 0 0 Embry Riddle Aeronautical Library 0 0 0 0 0 0 0 Peter and Kaaren Iverson - Phoenix 0 0 0 0 0 0 0 Joy Mosher - New York 0 0 0 0 0 0 0 Joyce Rosenberg - New York 0 0 0 0 0 0 0 Los Alamos County Library 0 0 0 0 0 0 0 New Mexico Public Education Department 22,077 22077 Reader to Reader - Amherst, Massachusetts 1340 0 0 450 0 0 1790 Tom Greasen - Jicarilla, New Mexico 0 0 0 0 0 0 0 Wayne Holm - Window Rock, Arizona 0 0 0 0 0 0 0 Dr. John Poothullil 0 0 0 0 0 0 0 Gary Robin - Frederick, MD 0 0 0 0 0 0 0 Mary Harris Barger 0 0 0 0 0 0 0 Ned and Jody Martin - California 0 0 0 0 0 0 0

TOTAL DONATED 1340 0 0 450 22077 0 0 0 0 0 0 0 23867

Organizations Alamo Chapter 0 0 0 0 0 0 0 Aneth Chapter 0 0 0 0 0 0 0 Baca/Prewitt Chapter 0 0 0 0 0 0 0 Becenti Chapter 0 0 0 0 0 0 0 Beclabito Chapter 0 0 0 0 0 0 0 Birdsprings Chapter 0 0 0 0 0 0 0 Black Mesa Chapter 0 0 0 0 0 0 0 Bodaway/Gap Chapter 0 0 0 0 0 0 0 Breadsprings Chapter 0 0 0 0 0 0 0

Compiled Statistical Report Office of Navajo Nation Library Outreach Services 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021

Burnham Chapter 0 0 0 0 0 0 0 Cameron Chapter 0 0 0 0 0 0 0 Casamero Lake Chapter 0 0 0 0 0 0 0 Chichiltah Chapter 0 0 0 0 0 0 0 Chilchinbeto Chapter 0 0 0 0 0 0 0 Chinle Chapter (1/13/18 0 Churchrock Chapter 0 0 0 0 0 0 0 0 Coal Mine Canyon Chapter 0 0 0 0 0 0 0 0 Coppermine Chapter 0 0 0 0 0 0 0 0 Cornfields Chapter 0 0 0 0 0 0 0 0 Counselor Chapter 0 0 0 0 0 0 0 0 Cove Chapter 0 Coyote Canyon Chapter 0 0 0 0 0 0 0 0 Crownpoint Chapter 0 0 0 0 0 0 0 0 Crystal Chapter 0 0 0 0 0 0 0 0 Dennehotso Chapter 0 0 0 0 0 0 0 0 Dilkon Chapter 0 0 0 0 0 0 0 0 Forest Lake Chapter 0 0 0 0 0 0 0 0 Ft. Defiance Chapter 0 0 0 0 0 0 0 0 Gadiiahi Chapter 0 0 0 0 0 0 0 0 Ganado Chapter 0 0 0 0 0 0 0 0 Greasewood Springs Chapter 0 0 0 0 0 0 0 0 Hardrock Chapter 0 0 0 0 0 0 0 0 Hogback Chapter 0 0 0 0 0 0 0 0 Houck Chapter 0 0 0 0 0 0 0 0 Huerfano Chapter 0 0 0 0 0 0 0 0 Indian Wells Chapter 10/21/19 0 Inscription House Chapter 0 0 0 0 0 0 0 0 Iyanbito Chapter 0 0 0 0 0 0 0 0 Jeddito Chapter 0 0 0 0 0 0 0 0 Kaibeto Chapter 0 0 0 0 0 0 0 0 Kayenta Chapter 0 0 0 0 0 0 0 0 Kinlichee Chapter 0 0 0 0 0 0 0 0

Compiled Statistical Report Office of Navajo Nation Library Outreach Services 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021

Klagetoh Chapter 0 0 0 0 0 0 0 0 Lake Valley Chapter 0 0 0 0 0 0 0 0 Lechee Chapter 0 0 0 0 0 0 0 0 Leupp Chapter 0 0 0 0 0 0 0 0 Littlewater Chapter 0 Low Mountain Chapter 0 0 0 0 0 0 0 0 Lukachukai Chapter 0 0 0 0 0 0 0 0 Lupton Chapter 0 0 0 0 0 0 0 0 Manuelito Chapter 0 0 0 0 0 0 0 0 Many Farms Chapter 0 0 0 0 0 0 0 0 Mariano Lake Chapter 0 0 0 0 0 0 0 0 Mexican Springs Chapter 0 0 0 0 0 0 0 0 Mexican Water Chapter 0 0 0 0 0 0 0 0 Nageezi Chapter 0 0 0 0 0 0 0 0 Nahatad Dziil Chapter 0 0 0 0 0 0 0 0 Nahodishgish Chapter 0 0 0 0 0 0 0 0 Naschitti Chapter 0 0 0 0 0 0 0 0 Navajo Mountain Chapter 0 0 0 0 0 0 0 0 Nazlini Chapter 0 0 0 0 0 0 0 0 Nenahnezad Chapter 0 0 0 0 0 0 0 0 Newcomb Chapter 0 0 0 0 0 0 0 0 Oak Springs Chapter 0 0 0 0 0 0 0 0 Ojo Encino Chapter 0 0 0 0 0 0 0 0 Oljato Chapter 0 0 0 0 0 0 0 0 Pinedale Chapter 0 0 0 0 0 0 0 0 Pinon Chapter 0 0 0 0 0 0 0 0 Pueblo Pintado Chapter 0 0 0 0 0 0 0 0 Ramah Chapter 0 Red Lake 18 Chapter 0 0 0 0 0 0 0 0 Red Mesa Chapter 0 0 0 0 0 0 0 0 Red Rock Chapter 0 0 0 0 0 0 0 0 Red Valley Chapter 0 0 0 0 0 0 0 0 Rock Point Chapter 0 0 0 0 0 0 0 0

Compiled Statistical Report Office of Navajo Nation Library Outreach Services 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021

Rock Springs Chapter 0 0 0 0 0 0 0 0 Rough Rock Chapter 0 0 0 0 0 0 0 0 Round Rock Chapter 0 0 0 0 0 0 0 0 San Juan Chapter 0 0 0 0 0 0 0 0 Sanostee Chapter 0 0 0 0 0 0 0 0 Sawmill Chapter 0 0 0 0 0 0 0 0 Sheepsprings Chapter 0 0 0 0 0 0 0 0 Shiprock Chapter 0 0 0 0 0 0 0 0 Shonto Chapter 0 0 0 0 0 0 0 0 Smith Lake Chapter 0 0 0 0 0 0 0 0 St. Michaels Chapter 0 0 0 0 0 0 0 0 Standing Rock Chapter 0 0 0 0 0 0 0 0 Steamboat Chapter 0 0 0 0 0 0 0 0 Sweetwater Chapter 0 0 0 0 0 0 0 0 Tachee/Blue Gap Chapter 0 0 0 0 0 0 0 0 Teecnospos Chapter 0 0 0 0 0 0 0 0 Teesto Chapter 0 0 0 0 0 0 0 0 Thoreau Chapter 0 Tohajiilee Chapter 0 0 0 0 0 0 0 0 Tohatchi Chapter 0 0 0 0 0 0 0 0 Tolani Lake Chapter 0 0 0 0 0 0 0 0 Tonalea Chapter 0 0 0 0 0 0 0 0 Torreon Chapter 0 0 0 0 0 0 0 0 Tsaile/Wheatfields Chapter 0 Tsayatoh Chapter 0 0 0 0 0 0 0 0 Tselani/Cottonwood Chapter 0 0 0 0 0 0 0 0 Tuba City/Toh Nanees Dizi Chapter 0 0 0 0 0 0 0 0 Twin Lakes Chapter 0 0 0 0 0 0 0 0 Two Grey Hills/Toadlena Chapter 0 0 0 0 0 0 0 0 Upper Fruitland Chapter 0 0 0 0 0 0 0 0 Whippoorwill Chapter 0 0 0 0 0 0 0 0 White Cone Chapter 0 0 0 0 0 0 0 0 White Horse Lake Chapter 0 0 0 0 0 0 0 0

Compiled Statistical Report Office of Navajo Nation Library Outreach Services 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021

Whiterock Chapter 0 0 0 0 0 0 0 0 Wide Ruins Chapter 0 0 0 0 0 0 0 0

Beclabito Elementary School 0 0 0 0 0 0 0 0 Bread Springs School 0 0 0 0 0 0 0 0 Bureau of Indian Affairs Forrestry - Ft. Def. 0 0 0 0 0 0 0 Burrego Pass Elementary School 0 0 0 0 0 0 0 0 Chee Dodge Elementary School 0 0 0 0 0 0 0 0 Chinle Elementary School 0 0 0 0 0 0 0 0 Chinle High School 0 0 0 0 0 0 0 0 Chinle Youth Detention Center 0 0 0 0 0 0 0 0 Choosghaii School 0 0 0 0 0 0 0 0 Crystal Boarding School 0 0 0 0 0 0 0 0 David Skeet School 0 0 0 0 0 0 0 0 Dept. of Corrections - Window Rock 0 0 0 0 0 0 0 0 Dept. of Corrections - Crownpoint 0 0 0 0 0 0 0 0 Dept. of Corrections - Kayenta 0 0 0 0 0 0 0 0 Dept. of Corrections - Ramah 0 0 0 0 0 0 0 0 Dept. of Corrections - Tuba City 0 0 0 0 0 0 0 Dept. of Youth - Crownpoint 0 0 0 0 0 0 0 0 Dilcon School 0 0 0 0 0 0 0 0 Dream Dine Charter School - Shiprock 0 0 0 0 0 0 0 0 Flagstaff High School 0 0 0 0 0 0 0 0 Fort Defiance Senior Center 0 0 0 0 0 0 0 0 Farmington High School 0 0 0 0 0 0 0 0 Gallup Catholic School 0 0 0 0 0 0 0 0 Gallup Indian Medical Center - Gallup 0 0 0 0 0 0 0 0 Ganado Elementary Sc hool 0 0 0 0 0 0 0 0 Ganado High School 0 0 0 0 0 0 0 0 Ganado Middle School 0 0 0 0 0 0 0 0 Greasewood Elementary School 0 0 0 0 0 0 0 0 Greasewood Springs School 0 0 0 0 0 0 0 0 Greyhills High School 0 0 0 0 0 0 0 0

Compiled Statistical Report Office of Navajo Nation Library Outreach Services 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021

Hilltop Christian School 0 0 0 0 0 0 0 0 Holbrook High School 0 0 0 0 0 0 0 0 Hopi Schools 0 0 0 0 0 0 0 0 Jeddito Elementary School 0 0 0 0 0 0 0 0 Jeddito School 0 0 0 0 0 0 0 0 Jones Ranch Elementary School 0 0 0 0 0 0 0 0 Kaibeto Youth Center 0 0 0 0 0 0 0 0 Katherine Miller Elementary School 0 0 0 0 0 0 0 0 Kayenta Community Library 0 0 0 0 0 0 0 0 Kerrigan Day Care 0 0 0 0 0 0 0 0 Kinlichee Elementary School 0 0 0 0 0 0 0 0 Little Miss Muffet Day Care 0 0 0 0 0 0 0 0 Manuelito Children's Home 0 0 0 0 0 0 0 0 Many Farms Youth Center 0 0 0 0 0 0 0 0 Mariano Lake School 0 0 0 0 0 0 0 0 Monument Valley High School 0 0 0 0 0 0 0 0 Nahata Dzil Clinic 0 0 0 0 0 0 0 0 Naschitti Elementary School 0 0 0 0 0 0 0 0 Navajo Nation Dept. of Agriculture 0 0 0 0 0 0 0 0 Navajo Nation Dept of Youth 0 0 0 0 0 0 0 0 Navajo Nation Fair - Chinle 0 0 0 0 0 0 0 0 Navajo Nation Fair - Window Rock 0 0 0 0 0 0 0 0 Navajo Nation First Lady 0 0 0 0 0 0 0 0 Navajo nation Museum 0 0 0 0 0 0 0 0 Navajo Nation Special Diabetes Ft. Defiance 0 0 0 0 0 0 0 0 Navajo Pine Elementary School 0 0 0 0 0 0 0 0 Navajo Pine High School 0 0 0 0 0 0 0 0 Navajo Prepatory School - Farmington 0 0 0 0 0 0 0 0 Nazlini Elementary School 0 0 0 0 0 0 0 0 NCI Gallup, New Mexico 0 0 0 0 0 0 0 0 Newcomb High School 0 0 0 0 0 0 0 0 Newcomb Library 0 0 0 0 0 0 0 0 Newcome Elementary School 0 0 0 0 0 0 0 0

Compiled Statistical Report Office of Navajo Nation Library Outreach Services 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021

Northern Medical Center - Shiprock 0 0 0 0 0 0 0 0 Northwest High School 0 0 0 0 0 0 0 0 NOSHA 0 0 0 0 0 0 0 0 Page High School 0 0 0 0 0 0 0 0 Pine Hill Elementary School 0 0 0 0 0 0 0 0 Pine Hill School 0 0 0 0 0 0 0 0 Pine springs Elementary School 0 0 0 0 0 0 0 0 Prewitt Elementary School 0 0 0 0 0 0 0 0 Pueblo Pintado School 0 0 0 0 0 0 0 0 Red Mesa Elementary School 0 0 0 0 0 0 0 0 Red Mesa High School 0 0 0 0 0 0 0 0 Red Mesa Hospital 0 0 0 0 0 0 0 0 Rock Point Elementary School 0 0 0 0 0 0 0 0 Rough Rock High School 0 0 0 0 0 0 0 0 Round Rock School 0 0 0 0 0 0 0 0 Sage Hospital - Ganada 0 0 0 0 0 0 0 0 San Juan Detection Center - Aztec, NM 0 0 0 0 0 0 0 Sanders Community Library 0 0 0 0 0 0 0 0 Sanders Elementary School 0 0 0 0 0 0 0 0 Sanders Elementary School 0 0 0 0 0 0 0 0 Sanders High School 0 0 0 0 0 0 0 0 Sawmill Headstart 0 0 0 0 0 0 0 0 Seba Dalkai Elementary School 0 0 0 0 0 0 0 0 Shiprock Department of Youth 0 0 0 0 0 0 0 0 Shiprock High School 0 0 0 0 0 0 0 0 Shiprock Youth Center 0 0 0 0 0 0 0 0 St. Bonaventure School 0 0 0 0 0 0 0 0 St. Michaels Indian School 0 0 0 0 0 0 0 0 St. Michaels Senior Center 0 0 0 0 0 0 0 0 St. Michaels Special Ed. 0 0 0 0 0 0 0 0 Shonto Preparatory School 0 0 0 0 0 0 0 0 Standing Rock Elementary School 0 0 0 0 0 0 0 0 Tees Nos Pos Elementary School 0 0 0 0 0 0 0 0

Compiled Statistical Report Office of Navajo Nation Library Outreach Services 2nd Quarterly Report Navajo Nation Museum, Library and Visitor Center Fiscal Year 2021

Thoreau Community Center 0 0 0 0 0 0 0 0 Thoreau High School 0 0 0 0 0 0 0 0 Tohajiilee Community School 0 0 0 0 0 0 0 0 Tohatchi Elementary School 0 0 0 0 0 0 0 0 Tohatchi High School 0 0 0 0 0 0 0 0 Torreon Community Library 0 0 0 0 0 0 0 0 Torreon Elementary School 0 0 0 0 0 0 0 0 Tsaile Elementary School 0 0 0 0 0 0 0 0 Tse Ho Tso Learning Center 0 0 0 0 0 0 0 0 Tuba City Boarding School 0 0 0 0 0 0 0 0 Tuba City Public Library 0 0 0 0 0 0 0 0 Tuba City/Moencopi School 0 0 0 0 0 0 0 0 Twin Lakes School 0 0 0 0 0 0 0 0 Twin Lakes Senior Citizen Center 0 0 0 0 0 0 0 0 White Horse High School 0 0 0 0 0 0 0 0 Wide Ruins Elementary School 0 0 0 0 0 0 0 0 Window Rock Elementary School 0 0 0 0 0 0 0 0 Window Rock High School 0 0 0 0 0 0 0 0 Window Rock Middle School 0 0 0 0 0 0 0 0 Wingate High School 0 0 0 0 0 0 0 0 Winslow High School 0 0 0 0 0 0 0 0 TOTAL: 0 0 0 0 0 0 0 0 0 0 0 0 0

NAVAJO EDUCATION INFORMATION SYSTEM

Quarterly Report

January, February, March 2021 NEIS Technology

Challenges

1. Staffing. Currently, we have only 2 technology staff developing Navajo Education Information System (NEIS) Accountability System. 2 staff handling all technological needs for DODE Administration and DODE Programs locally and remotely. All services provided are basic desktop support to network infrastructure support. Manager handles administrative day to day operations of project planning for NEIS network infrastructure development and supporting NEIS accountability system. This creates a large gap of staff based on the work that needs to be accomplished. 2. Funding. A sustainability plan needs to be developed. Ongoing funding request through American Recovery Plan and other resources. 3. Technology Plan. A Technology Plan needs to be developed for NEIS Accountability System and NEIS Technical Operations. Identifying stake holders to formulate technology committee. 4. Centralized Network NEIS Email, NEIS Web Portal, NEIS Accounts. Identifying and configuring new network domains peripherals. Transferring of records Microsoft Office 365 Cloud application. Updating and maintaining governance compliances. 5. Technology Assessment. Assessment of all education school entities and DODE Programs in remote locations for broadband gaps/clusters. 6. Broadband. E-Rate applications for Head Start and Chapter libraries. Training, MOU/MOA’s with Chapters, DCD, NHS

Proposed Solutions

1. 2 additional technology staff will allow more attention to implementing and supporting the NEIS accountability system. PCQ’s need to be updated and approved by NNDPM. Qualifications would consist of database development, network support and desktop/applications support for NEIS.

1 2. FY 21 Budget allocation for technology implementation. RFP created for Information Technology Infrastructure Improvements. Addressing Disaster Recover for current technology environment. Need to submit Supplemental funding request and other identify other funding sources. 3. Draft Technology Plan – Formulation of committee members, stake holders. Quarterly meetings needed to be developed for stakeholders. 4. Eliminate of technology silo’s. Currently Navajo Head Start and Scholarship are on own domain. On-going plans are being develop to move under one domain (nndode.org). 5. Scheduling of site visits to conduct technology environment at the school site and identifying key staff at school for data exchanges and support e- learning. 6. Technical Assistance required for E-Rate implementation and grant oversight. Consortium with Chapters with supporting MOA’s needed. Timeline

Implementation process will be ongoing through FY21-22.

Ongoing Projects

1. Work continues to progress in developing the infrastructure of the NEIS accountability system. Continued development of network infrastructure, network security, and technical policies to govern accountability system. NEIS envisions the following steps involved in the implementation process. Step 1: Core and Communications Infrastructure Design. Step 2: Implementation of the datacenter, initial communications network, and provision of basic data center functions. 2. Budget allocation request of technology implementation. ARP, NM GEER and ESSER SEA Reserve Funding, and DSAP funding proposals submitted. 3. Technology Plan – Formulation of committee members, stake holders. Quarterly meetings needs to be developed for stakeholders. 4. Continued working relationships with Navajo Nation Cyber Team to address telecommunications/broadband initiatives for Education along with NM Homework Gap team in support of e-learners. 5. Continued collaborations with State Department of Educations in Arizona, New Mexico, Utah and BIE. Collaboration meetings consist of NEIS data warehouse initiatives, data use agreements, policy developments, e-rate initiatives and continued telecommunications and broadband initiatives for education entities. 6. Implementation of Microsoft Office 365 to all DODE Programs locally and remotely in support of NN Health Orders for telecommuting and distance learning.

Budget Information

1. As mentioned above, a separate budget is required for NEIS Technology. 2. Technology budget developed and structured by Phase I, II, III.

3 NAVAJO TRADITIONAL APPRENCESHIP PRORAM

D EPARTMENT OF DINÉ EDUCATION

NAVAJO TRADITIONAL APPRENTICESHIP PROJECT

SECOND QUARTERLY REPORT January, February, March 2021

Senior Education Specialist: Maggie Benally

Second Quarterly Report

1. STATUS OF THE DIVISION

1.1. NAVAJO TRADITIONAL APPRENTICSHIP PROGRAM (NTAP)

Navajo Traditional Apprenticeship Project (NTAP) Summary Report Second Quarter

The Office of Standards, Curriculum and Assessment Development oversees the Navajo Traditional Apprenticeship Project (NTAP). The purpose of NTAP is to focus on the Navajo ceremonies that were becoming extinct. The loss would be devastating to the Navajo Nation as great sources of irreplaceable knowledge and wisdom would be lost forever. One of Office of Standards, Curriculum and Assessment Development senior education specialists oversees the project until the position is filled. The individual who will fill this position has to be knowledgeable about most Navajo traditional ceremonies and must have a good rapport with the traditional medicine practitioners and apprentices and recruit and attends ceremonies.

Second Quarter: There was no on-site visits due to the NN executive order restricting travel and no face to face meetings. The NTAP participants are elderlies; for their safety and well-being, dropping off documents in person meetings were discouraged. Since March 2020 when the NN government imposed travel restrictions including ceremonial gatherings all reports have been routed through the postal service and/or email and occasionally dropped off at the front entrance. Now that OSCAD hired a Senior Education Specialist, this staff will oversee and coordinate the project.

PLAN OF OPERATON: The NTAP Plan of Operation was deemed “sufficient” by DODE’s Attorney from the Department of Justice. Honourable Edison Wauneka, 24th Council Delegate/Member of the Navajo Nation Health, Education and Human Services Committee sponsored NTAP and HEHSC approved NTAP in May 2019 after it was revised and presented to the Navajo Nation Board of Education and approved.

NTAP recruitments is still on-going. Recruitments and updates are conducted virtually and/or through phone calls and face to face meeting with all precaution and safety measures. NTAP updates and maintains an electronic listing of Medicine people and the ceremonies they have knowledge of as soon as the information is presented and verified. NTAP did not make any public hearings in person to the agencies this quarter. All NTAP Participants (Practitioners and Apprentices) timesheets and reports are reviewed, verified and processed. Each practitioner and apprentice provide an oral update of the progress of their student(s), scheduled ceremony and any information pertinent to project. 11 practitioners and apprentices were recruited this quarter for a total of 32 participants. Contacts are on-going through text messages and phone calls.

Second Quarterly Report

Annual meeting was scheduled every spring and fall, but with coronavirus pandemic OSCAD cancel these meetings. Documents from the participants for second quarter were received through the postal service and/or email. Follow-up contacts are on-going virtually and in some cases in-person meetings are conducted with safety precautions.

1.2. PROJECT OBJECTIVES AND MAJOR TASKS To Revitalize Traditional Navajo Ceremonies, secure and assure ceremonies are available to generations to come. The senior education who oversees the project introduced new ceremonies this quarter. OSCAD has the capability to conduct virtual meetings but the participants are not computer literate and most don’t have access to wi-fi accessibility. All participants were strongly advised to limit their ceremonies following NN Executive Order and Health Order. Several participants continued to work with their apprentices per reports submitted this quarter following safety guidelines.

1.3. SUMMARY OF ISSUES The Office of Standards, Curriculum and Assessment Development has been severely short staffed for the past two years. A senior education specialist was hired in first quarter who is now overseeing and coordinating the project. Due to the shut -down of NN government offices and limited gathering, not all participants have not been fulfilling their contractual services as stated in the contracts. Once the Nation returns to some sense of normalcy, the NTAP should be able to perform ceremonies as before. NTAP funds are to be utilized for stipends ONLY to NTAP participants. NTAP does not have an operating budget nor is there a staff that can provide FTE to the project.

1.4. DEVIATIONS FROM GOALS

DEVIATION FROM GOALS THIS SECOND QUARTER DUE TO THE PANDEMIC.

Did not deviate from goals in Form 2.

Second Quarterly Report

2. STATUS OF DELIVERABLES AND MILESTONES

NOT ALL DELIVERABLES WERE MET FOR SECOND QUARTER.

2.1. DELIVERABLES AND MILESTONES DUE THIS QUARTER Fill in the Tables below, keeping the formatting and titles as they are. In the table list each deliverable and milestone due this quarter, giving the information requested.

Original Revised delivery date Status Deliverable / Milestone title Lead Person Delivery date (*)1 (*) (**) CONDUCT PUBLIC HEARINGS SR. 01/1/21 - 03/31/21 IN PREPARATION EDUCATION SPECIALIST COORDINATE WITH A PERSON FROM EACH AGENCY SR. 01/1/21 - 03/31/21 IN PREPARATION THE NUMBER OF CEREMONIES CONDUCTED (SURVEY) EDUCATION SPECIALIST DEVELOP A DRAFT COPY OF AN ELECTRONIC LISTING SR. 01/1/21 - 03/31/21 Completed CURRENT STATUS OF CEREMONIES EDUCATION SPECIALIST DRAFT NTAP MANUAL WITH UPDATED INFORMATION SR. 01/1/21 - 03/31/21 IN PREPARATION EDUCATION SPECIALIST COORDINATE WITH PRACTITIONERS/APPRENTICES TO SR. 01/1/21 - 03/31/21 IN PREPARATION PARTICIPATE IN OSCAD SPONSORED PROJECTS EDUCATION SPECIALIST

(*) Dates are expressed in MM/DD/YYYY (**) Status = Not started – In preparation – Completed

Second Quarterly Report

Original Revised delivery date Status Deliverable / Milestone title Lead Person Delivery date (*)1 (*) (**)

2.2. DELIVERABLES AND MILESTONES DUE NEXT QUARTER As above for the following quarter. .

Original Revised delivery date Status Deliverable / Milestone title Lead Institution Delivery date (*) (*) (**) CONDUCT PUBLIC HEARINGS DODE/ 01/1/21 - 03/31/21 IN PREPARATION – IN OSCAD THE PLANNING STAGE COORDINATE WITH A PERSON FROM EACH AGENCY THE DODE/ 01/1/21 - 03/31/21 IN NUMBER OF CEREMONIES CONDUCTED (SURVEY) OSCAD PREPARATION DEVELOP A DRAFT COPY OF AN ELECTRONIC LISTING DODE/ 01/1/21 - 03/31/21 Completed CURRENT STATUS OF CEREMONIES OSCAD DRAFT NTAP MANUAL WITH UPDATED INFORMATION DODE/ 01/1/21 - 03/31/21 IN OSCAD PREPARATION COORDINATE WITH PRACTITIONERS/APPRENTICES TO DODE/ 01/1/21 - 03/31/21 IN PARTICIPATE IN OSCAD SPONSORED PROJECTS OSCAD PREPARATION

2.3. SUMMARY OF RESULTS TO DATE

Second Quarterly Report

Annual Annual Baseline Q1 Q2 Q3 Q4 Performance On Target Indicators Target Achieved to the FY YYYY FY20 FY20 FY20 FY20 Y/N End of Reporting Period (%)

Note: The Results Performance Column depicts level of achievement expressed as a percentage of Actual versus Planned.

2.4. SUCCESS STORY TEMPLATE Divisions are requested to submit at least one (1) success story (with a picture) per quarter; however, you are welcome to submit more than one story each quarter. N/A

Second Quarterly Report

Success Stories/Lessons Learned Template One Story Per Template Instructions: Provide the information requested below.

Focus Area:

Title:_N/A______

Unit: ____Specific Program/Department

Please provide the following data: * Headline (Maximum 300 characters): A good headline or title is simple, jargon free, and has impact; it summarizes the story in a nutshell; include action verbs that bring the story to life.

N/A

* Body Copy (maximum 5,000 characters): The first paragraphs should showcase the challenge encountered and the context. Continue by describing what actions were taken and finally describing the result. How did this make a difference in the community or to the Navajo Nation overall?

Second Quarterly Report

N/A

* Pullout Quote (1,000 characters): Please provide a quote that represents and summarizes the story.

N/A

* Background Information (3,000 characters): Please provide whether this story is about a presidential initiative, Key Issue(s), where it occurred (chapter/agency)

N/A

* Contact Information (300 characters): Please list the name of the person submitting along with their contact information (email and phone number).

Second Quarterly Report

[INSERT SUCCESS STORY HEADLINE]

[INSERT SUBHEAD HERE]

Second Quarterly Report

3. PLANS FOR THE NEXT REPORTING QUARTER

1. Discussion and plan to fulfil Form 2 goals. Focus on goal statements #2, #3, #4.

2. Finalize draft copy of an electronic listing current status of ceremonies and maintain running record of participants in the project.

3. Increase and maintain number of eligible recruits per quarter.

Second Quarterly Report

4. EXTRA CURRICULAR ACTIVITIES

4.1. PUBLIC ENGAGEMENT, DISSEMINATION AND COMMUNICATION ACTIVITIES RELATED TO THE DIVISION EX AGENCY MEETINGS

Date Location Title Participants Type of Activity** and Outcome (short report) (estimated #. of audience reached) mm-dd-yyyy N/A N/A N/A N/A

Second Quarterly Report

5. BUDGET STATUS FOR BOTH GENERAL FUNDS AND EXTERNAL FUNDS:

1. Fund Type (External/General/Proprietary): CONTRACT

2. Business Unit Number: N-01170

3. Funding Period: 10/1/2020-9/30/2021

4. Original Budget Amount: $1,271,100.00

5. Revised Budget Amount: $2,469,866.00

6. Budget Available/Remaining: $2,469,866.00

7. Percentage Remaining: .94%

8. Budgeted Number of Positions: 27

9. Current Budgeted Vacancies: 27

Office of the President and Vice President Annual Report ACCOMPLISHMENTS AND PHOTOS

January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: OSCAD/ Development Navajo Traditional Apprentice Project

Date of Submission: March 22, 2021

OPVP is publishing an annual report of the division/department accomplishments to the Navajo Nation Council.

Instructions: Please provide four accomplishments and four photos that support the accomplishments. Submit this report to [email protected] , jtouchin@navajo- nsn.gov, and [email protected] .

MAJOR ACCOMPLISHMENTS:

1. Navajo Traditional Apprenticeship Project was established to revitalize Traditional Navajo Ceremonies, secure and assure ceremonies are available to generations to come. OSCAD continues to communicate with the participants via telephone,email, and at times in person meetings. Practitioners and apprentices have been very open and receptive to meetings for updates and information relating to the project and there has been a renewed interest in the project. OSCAD senior education specialist who coordinates the project continues to reach out to the communities to recruit eligible applicants. Currently there are 32 practitioners and apprentices participating.

2. The senior education specialist who oversees the project is very knowlegable of the different Navajo traditional ceremonies and roles of practitioners and apprentices. She works closely with the practitioners and apprentices to ensure the project is meeting the goals and objectives per Form 2.

Office of the President and Vice President FY2021 Quarterly Budget Report

Department Name: DODE/OSCAD/NTAP Date Submitted: 22-Mar-21

1 Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: OSCAD/Navajo Traditional Apprentice Project Date of Submission: March 22, 2021

Instructions: This report will be the first quarterly report for fiscal year 2020. In addition to the report, the budget report should be attached to this report via email.

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

Division/Department Section The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments (1 minimum, 5 maximum)

What are some major accomplishments? For example, program improvements, funding, system changes, new laws established.

1. Navajo Traditional Apprenticeship Project was established to revitalize Traditional Navajo Ceremonies, secure and assure ceremonies are available to generations to come. OSCAD continues to communicate with the participants via telephone,email, and at times in person meetings. Practitioners and apprentices have been very open and receptive to meetings (phone, email, outside) for updates and information relating to the project and there has beeb a renewed interest in the project. OSCAD senior education specialist who coordinates the project continues to reach out to the communities to recruit eligible applicants. Currently there are 32 practitioners and apprentices participating.

B. Challenges (1 minimum, 5 maximum) What are some major challenges? As an example, barriers to achieving program deliverables or outcomes.

1. The Office of Standards, Curriculum and Assessment Development has been severely short staffed for the past year. OSCAD finally filled the position – staff hired is overseeing and coordinating the project. Due to the shut -down of NN government offices and limited gathering, not all participants have been fulfilling their contractual services as stated in the contracts.

2. NTAP funds are to be utilized for stipends ONLY to NTAP participants. NTAP does not have an operating budget nor is there a staff that can provide FTE to the project.

C. Presidential or OPVP Assignment

If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward.

Project # 1:

Project # 2:

Date: Number(s) Type of Activities & Outcome (MM/DD/YYYY) Location: Event Name: Reached: (Brief Summary)

Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

SECTION TWO: Hozhó Diné Bi Nahat’á Plan

Due Date: April 07, 2021

Division or Department Name: OSCAD/Navajo Apprenticeship Prpject Date of Submission: March 22, 2021

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

A. Family Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

B. Behavioral and Mental Health

Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

C. Housing Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

D. Economic Development/Tourism Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

E. Budget and Finance

Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

F. Education & Cultural Language Preservation Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

G. Government Affairs and Policy

Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

H. Public Safety System Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

I. Infrastructure

Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

J. Agriculture and Land Issues Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

K. First and Second Lady Priorities Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

OFFICE OF DINÉ ACCOUNTABILITY AND COMPLIANCE

OFFICE OF DINÉ SCHOOL IMPROVEMENT Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: Office of Dine School Improvement Date of Submission: March 26, 2021

Instructions: This report will be the first quarterly report for fiscal year 2020. In addition to the report, the budget report should be attached to this report via email.

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

Division/Department Section The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments (1 minimum, 5 maximum)

What are some major accomplishments? For example, program improvements, funding, system changes, new laws established.

1. Completed the NN DODE response to the federal DOE peer review team on DSAP

2. Completed work with 17 tribally controlled schools

3. Completed work with the DODE School Safety Team Task Force

4. Completed work with NN OPVP Mental Health Task Force

5. Attended and participated in calls and discussion with the UCG, SDE, and NN OPVP

B. Challenges (1 minimum, 5 maximum) What are some major challenges? As an example, barriers to achieving program deliverables or outcomes.

1. The major challenge is the sovereignty challenge by state public schools regarding schools reopening

2. A second major challenge is uncertainty of school safety for schools reopening

3. The third major challenge remains with student learning and spring assessments.

4. The fourht major challenge is ensuring teachers and school staff have been vaccinated.

5. The fifth major challgenge is

C. Presidential or OPVP Assignment If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward.

Project # 1: The sovereignty is education with public schools is a major task. I will require legislative changes at the tribal, state, and federal levels.

Project # 2: The Navajo Nation School reopening plan was written and passed by our NNBOE and HEHSC but cannot be implemented until NNC lifts the current legislation.

Date: Number(s) Type of Activities & Outcome (MM/DD/YYYY) Location: Event Name: Reached: (Brief Summary) None

Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

SECTION TWO: Hozhó Diné Bi Nahat’á Plan

Due Date: April 07, 2021

Division or Department Name: Office of Dine School Improvement Date of Submission: March 26, 2021

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

A. Family Q1. What are some accomplishments?

1. Working with the DODE School Safety Task Force on collecting data on the COVID-19 impact on Parents.

2. Assisting with submission of COVID19 Needs assessment survey to Navajo public

3. Provide training to teachers on virtual learning platforms.

Q2. What are some challenges in achieving the priority?

1. Schools do not collect mental health data and information on studens

2. It's a challenged to get the Navajo public to respond and complete the survey.

3. Teachers are not readily being taught virtual learning platforms

B. Behavioral and Mental Health

Q1. What are some accomplishments?

1. Done received 8 surveys on mental health needs at the school level

2. The Navajo Nation completed 69 national surveys

3. 13 virtual learning trainings were completed this quarter

Q2. What are some challenges in achieving the priority?

1. Most schools did not respond to the NN DODE survey

2. There was a very low response rate to the national COVID19 survey

3. Most schools did not attend the ODSI trainings for ODSI schools

C. Housing

Q1. What are some accomplishments?

1. NA

Q2. What are some challenges in achieving the priority?

1. NA

D. Economic Development/Tourism Q1. What are some accomplishments?

1. NA

Q2. What are some challenges in achieving the priority?

1. NA

E. Budget and Finance Q1. What are some accomplishments?

1. NA

Q2. What are some challenges in achieving the priority?

1. NA

F. Education & Cultural Language Preservation

Q1. What are some accomplishments?

1. Completed the federal peer review comments on DSAP

2. Completed training on assessemnt development for Dine Content Standards

3. Completed the DODE school Reopening Plan

Q2. What are some challenges in achieving the priority?

1. Inconsistent federal peer review comments

2. Incomplete Dine Content Standards assessment developement

3. NN DODE School Reopening plan got tabled by the NNC

G. Government Affairs and Policy

Q1. What are some accomplishments?

1. Working with DOE and DOI on the NN DSAP

2. Timeline for federal peer review is inconsistent with federal policies

3. Inconsistent DOI responses to NN DODE

Q2. What are some challenges in achieving the priority?

1. Each federal agency has their own peer review timeline.

2. The NN DSAP has been in federal peer review for 15 months. Unacceptable

3. DOI has no experience in reviewing accountability plans, yet DSAP still has to go throuh DOI

H. Public Safety System Q1. What are some accomplishments?

1. NA

Q2. What are some challenges in achieving the priority?

1. NA

I. Infrastructure

Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

J. Agriculture and Land Issues

Q1. What are some accomplishments?

1. NA

Q2. What are some challenges in achieving the priority?

1. NA

K. First and Second Lady Priorities

Q1. What are some accomplishments?

1. NA

Q2. What are some challenges in achieving the priority?

1. COVD19 restrictions

Office of the President and Vice President Annual Report ACCOMPLISHMENTS AND PHOTOS

January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: Office of Dine School Improvement

Date of Submission: March 29, 2021

OPVP is publishing an annual report of the division/department accomplishments to the Navajo Nation Council.

Instructions: Please provide four accomplishments and four photos that support the accomplishments. Submit this report to [email protected] , jtouchin@navajo- nsn.gov, and [email protected] .

MAJOR ACCOMPLISHMENTS:

1. Completed Response to DSAP federal peer review comments

2. Completed training with 12 Tribally Controlled Schools

3. Completed work with OPVP on Sovereignty in Education with SEAs, LEAs, and BIE

4. Competed work with tribal leaders on school reopening issues

OFFICE OF DINÉ YOUTH Office of the President and Vice President Annual Report ACCOMPLISHMENTS AND PHOTOS

January 1, 2021 to December 31, 2021

Due Date: December 31, 2021

Division or Department Name: Office of Diné Y.O.U.T.H.

Date of Submission: December 31, 2021

OPVP is publishing an annual report of the division/department accomplishments to the Navajo Nation Council.

Instructions: Please provide four accomplishments and four photos that support the accomplishments. MAJOR ACCOMPLISHMENTS: 1. Chinle – a) Utilizing social media to forward and share positive and encouraging messages to our agency youth population. Staff record videos and posts them on Facebook Live. The videos consist of Office of Diné Y.O.U.T.H. updates as far as the status of the program services, mainly pertaining to the COVID-19 impacts and restrictions that have been put in place through the Public Health Executive Orders. CHODY has shared videos that inform the youth/students of the necessity to adhere to the CDC health guidelines and protocols, maintaining vigilance by constantly masking up, sanitizing, social distancing, and other safety measures. b) Taken initiatives to provide numerous curbside outreaches to distribute snacks, school supplies, arts and craft materials, toys for tots’ items, shoes for youth and adults, jackets, socks, etc. c) During the curbside outreaches, CHODY membership applications are being distributed to interested individuals who request to have their child(ren) enrolled into the programming or activities offered . d) The COVID-19 impacts across the Navajo Nation has been very challenging for our nation, our people, our government and our youth. The ODY face to face (in person) programming has been on hold for one (1) whole year and we have reverted to providing on-line virtual activities through Zoom, Teams, and periodically Facebook Live.

2. Shiprock – a) Partnership with Diné Introspective conducting presentation to our afterschool programming on Tai Chi and History of Hozho Indigenous Perspective, and other cultural activities/presentation to keep our Native youth resilient through cultural teachings. b) Toys for Tots distribution drive January 22, 2021, assisted 585 youth and families during our event along with giving out small care items; c) Engagement in Parent Involvement by conducting a Parent Talk event, focused on reintroducing and reviewing ODY ASP prevention curriculums with the parents. The parents were able to ask questions and comment regarding the various curriculums and many expressed their support as interest in incorporating Diné philosophy and teachings into the daily programs; d) Application and recruitment drive during Spring Break Bash event to communicate to youth and families on program information and encourage them to enroll their child or children ages 6-18 years old. Applications and pamphlets were given out along with an incentive. Other entities (Forestry, Fire Department, and the Police Department) were involved to talk about their program and provided COVID- 19 information and vaccinations on the Navajo Nation.

3. Tuba City – a) Promoting the core principles of the Department of Diné Education, emphasizing on the importance of Navajo History, Language and Culture has brought traditional insight into the youth’s education. Advocating for these standards the agency has collaborated with Kayenta Unified School District Culture Center to focus on Navajo teachings, language and philosophy; b) The agency continues to be an excellent resource for Early Childhood Development programs. Diné Y.O.U.T.H. understands the importance of early childhood education is the foundation of educational success, therefore has created mini educational sessions with Navajo Head Star which focuses on the four pillars of Diné Y.O.U.T.H.: Prevention, Education & Knowledge, Recreation and Navajo Culture, Language and History; c) In partnership with communities, schools and departments throughout the Navajo Nation to help advocate for our youth, the agency outreach efforts have always been successful especially within the classroom. Despite this year’ challenges of Covid-19 CDC recommendations, the agency continues to reach out to schools, such as Kayenta Middle School as an outreach program to focus on Educational Prevention by presenting and educating our youth on the effects and dangers of substance abuse and behavioral health.

Chinle Office of Diné Y.O.U.T.H. and Boys & Girls Club of Diné Y.O.U.T.H.-Many Farms Prepping for Curbside Outreach activities. Boxing and bagging snacks, school supplies, arts and crafts materials, toys, shoes, sanitizing items, etc. to be distributed to the youth within the Chinle agency.

Fort Defiance Office of Diné Y.O.U.T.H. 2nd Quarter Virtual Programming

Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 1, 2021 to March 31, 2021

Due Date: April 6, 2021

Division or Department Name: Office of Diné Y.O.U.T.H. Date of Submission: April 6, 2021

Instructions: This report will be the second quarterly report for fiscal year 2021. In addition to the report, the budget report should be attached to this report via email. (NOTE: Budget will be completed at ODY Administration.)

Division/Department Section

The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments (1 minimum, 5 maximum) What are some major accomplishments? For example, program improvements, funding, system changes, new laws established. 1. Chinle – The agency collaborated with three schools for the first time in consecutively conducting Active Parenting Classes for the following schools: Chinle Elementary School, Round Rock Elementary and Junior High School, and Nazlini Community School/ FACE Program. The school liaison, parent engagement specialist, and parent coordinator all worked with the parents of their schools and each school participated in the Active Parenting Sessions offered by the agency Prevention Specialist. The classes were interactive, and the Active Parenting Fourth Edition Curriculum was used to provide the six parenting classes. The Seventh Class focused on the Graduation of the Parents. With the Navajo Nation moving from the “Red” to the “Orange” (25% to 35%) room and staffing capacity announce by President Jonathan Nez on the March 11, 2021 Town Hall Meeting, ODY has worked on the re-entry plan and shared it with the Department of Diné Education. All agency staff have voluntarily completed the first and second Covid-19 vaccinations as encouraged by the Navajo Nation leadership. 2. Boys & Girls Club of Diné Y.O.U.T.H. – Chinle ODY and the Boys and Girls Club of Diné Y.O.U.T.H. received notification of receiving $150,000.00 through the generosity of an anonymous donor for support of ODY/BGCDY continued operation and services. The funds will enhance Project Learn programming and prevent learning loss, include participation in the Boys & Girls Club of America (BGCA) Project Learn training, customized strategies, technical support, safety guidelines, and curriculum; Ensure that all local club staff will participate in the BGCA mental health first aid and trauma-informed care trainings and certifications; Receive support for sustainability and strategic planning, tools to support partnership development and school relationship; and Ensure that sites using the funding stay open when viable and if the site must close the funds received for Project Learn services must be reallocated to food services for children that can’t come to the site. The funding is unrestricted and flexible as far as expanding tutoring, enhance culture and language programs, and fund to hire additional staff. 3. Crownpoint / Huerfano – The agency has been implementing Virtual Afterschool Programming by providing various activities such as STEAM. Youth are learning how to write and speak the Diné Language. Youth are learning about healthy eating and learning how to plant different types of vegetables. Youth are provided with daily curriculum such as Dare to be You and Student Assistance Program. The recreation and prevention staff are providing activities to the Borrego Pass School once a week by providing various programming to K – 8th Grades. At the Huerfano Youth Center, youth learned about the history and importance of the Navajo String Games and its values to the Navajo Culture, staff are utilizing the Diabetes Education in Tribal School where the youth learned about the gifts of trees, which is learning to respect and appreciated through nature and are provided the Student Assistance Program/Dare to Be You to the afterschool program participants once a week, youth learned the history and purpose of the philosophy of Character Counts, youth participated on a virtual field trip to the San Diego Zoo and the Carlsbad Caverns, they learned so much from the animals habitat and the environment, and staff are providing virtual Physical Education activities to the Dzilth Na O Dith lhe School to K- 8th Grades from 4:30 pm to 5:00 p.m. The current activity is called “High Five, Lets’ move.” Continue working with the Crownpoint Youth Complex Construction. The Youth Complex construction began on August 10, 2020. The agency has been having virtual meetings at least twice a month and following the CDC Guidelines. With the weather get warm, Arviso Construction is now operating at 4/10 hours daily. The Huerfano Youth Center has roof leak and the Huerfano Chapter is obtaining funds to purchase the materials for repair. 4. Ft. Defiance – The agency implemented an array of Virtual Youth Programs, such as Virtual After School Program, with emphasis on Character & Leadership Development, Prevention and Healthy Life Skill, Recreation, Arts and Leisure Fun activities; Girls Scout Virtual Program with the FDODY Girls Scout Troops/Members meeting bi-weekly for virtual meeting sessions and leadership development and attended the Arizona Cactus Girls Scout meeting/events; and Virtual Teen Services to Teens on Service-Learning Opportunities for high school students which includes mentorship, workshops, digital storytelling and more with Diné College via email. These events were conducted virtually, giving youth the opportunity to continue to participate in youth development activities sponsor by the agency staff directly from their homes. For Virtual Outreach, the agency provided services to students/youth at the following schools: Greasewood Springs Community School - virtual Bullying Prevention and Positive Character presentation to student grades K-2nd, virtual Anger Management and Positive Communication presentation to student grades 3rd-5th, virtual Maintaining Good Physical and Mental Health presentation to student grades 6th-8th and a virtual Bullying Prevention presentation to students, parents and staff on Parent Night; Ganado Intermediate School – virtual Career Q & A Presentation to the students; Ganado High School- provided Team Building and Ice Breaker activities with 9th & 10th graders; Hunters Point Boarding School- distributed 112 Activity Bags consisting of recreational and fitness worksheets, youth diabetes prevention and bullying worksheets, school supplies- pencil, pencil bags, notebooks, crayons, and facemask for students grades K-5th; In addition, co-hosted a virtual presentation on “Teen Dating Violence/Teen Relationship “with Navajo Nation Department of Mental & Behavioral Health Services for teens/parent in and surrounding communities emphasize on positive relationships and violence prevention. The agency received donation of supplies from Tipi Organization, consisting of socks, mask, hand warmers, wood starter, bean soup ingredients, hand sanitizer, etc., which was inventoried and will be disseminated to agency youth and their families. 5. Shiprock – In the process of making accommodations of visual aids to improve facility for the afterschool re-entry when it comes time. Currently staff are modifying changes to the facility by making barriers and ensuring all PPE, sanitizers, and supplies are always on hand to protect and prevent the spread of COVID-19 to keep youth and personnel safe. The agency is excited and getting ready for the youth to return into youth facility by following the CDC guidelines. Collaboration with other entities such as Tuba City Office of Diné Y.O.U.T.H., Indian Health Services, Navajo Nation Forestry, Diné Introspective, Fire Department, Shiprock Police Department, Shiprock Chapter, other Chapters within the Northern Agency, and the local Search and Rescue team to assist in the agency curbside event to reach the youth and their families. These collaboration curbside events are to give out toys, care items, flyers, coloring books, newspaper, basketballs, and other materials from other organizations. The agency began working with Diné Farmers through Diné Introspect to reach out to youth who are interested in gaining knowledge in developing their own farming, garden boxes, and to learn the teaching behind being a farmer and its responsibilities. We hope to have an agency own garden box soon. Diné Introspective donates food boxes which consist of potatoes, cabbage, onions, oranges, applies, granola bars, etc., on a monthly basis to distribute to the agency youth and their families. The staff continue to emphasize parent involvement for the youth participating in the virtual afterschool programming. Youth are engaged in prevention education, tutoring, story time, and teamwork working toward a goal of academic success and updated information within the CDC guidelines. 6. Tuba City – The agency provided 6 virtual session with Kayenta Unified School District Culture to promote the core principles of the Department of Diné Education. Each session advocates on the importance of Navajo History, Language and Culture. Each lesson has brought traditional insight into our participant’s education; provided 7 mini sessions with Navajo Head Start. Diné Y.O.U.T.H. understands the importance of early childhood education is the foundation of educational success and takes great pride in serving our youth. These mini lessons focus on the four pillars of Diné Y.O.U.T.H.: Prevention, Education & Knowledge, Recreation and Navajo Culture, Language and History; and provided 3 outreach services with Kayenta Middle School. Our outreach efforts have always been a great success especially. Diné Y.O.U.T.H.’s outreach program with Kayenta Middle Schools focuses on Educational Prevention. Presenting and educating our youth on the effects and dangers of substance abuse and behavioral health. B. Challenges (1 minimum, 5 maximum) What are some major challenges? As an example, barriers to achieving program deliverables or outcomes. 1. Chinle – The most challenging aspect of attaining program deliverables continues due to the COVID-19 pandemic that continues to hamper every level of Navajo Nation’s operation and the adjustment to convert to providing virtual on-line activities and programming via the available technology resources. 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano – Unfortunately, there’s only one chapter official at Huerfano Chapter, and the individual is doing everything to process the documents which slows the overall process to initiate the roof repair to the Huerfano Youth Center. May be this is where the chapter can seek funds from the Cares Act or recent funds approved to be given to the Navajo Nation. 4. Ft. Defiance – The impact of the Corona Virus (COVID 19): The agency has reinstated limited youth services and majority of our youth programs are conducted virtually and curbside. Agency’s facilities and complex are still remain closed to the public at this time; however, are providing Curbside Services. “In Person” offsite/outreaches, for youth services, community events and activities remains closed at this time, however the agency is reinstating “Curbside Youth Outreaches” with school located in the Fort Defiance Agency. The importance of closure and cancellation is to avoid social gathering and the transmission of the virus. Agency is staffed at 25% on a staggered alternative work schedule, which allows staff to either work at the office or work remotely. In conclusion, the Corona Virus (COVID 19) continues to tremendously impede on the agency office and program. Agency staff are praying and being optimistic that this virus will soon cease and may return to a normal working environment and begin regular services to our Diné youth and community. The agency is challenged with addressing COVID-19 safety upgrade in the agency office and purchasing sufficient amount of PPE/Janitorial Supplies for staff and office. Agency office is encountering “Supplies Out of Stock” or “On Back Order” with local vendors. In addition, agency office is still waiting on PPE/Janitorial Supplies that were purchased in June 2020, which we conduct periodically follow-ups with vendors. Agency office is trying to address the safety upgrade prior to re-opening for in person youth services. Need to obtain up-to-date desktop computers for staff to utilize at office, in addition, to purchase other technologies. ODY is providing “Virtual Youth Services”, so we need to stay up to par with technologies to provide services through Zoom, Facebook Live, Goggle Classroom, Etc. 5. Shiprock – At the rate of 25% staff re-entry, there is still limited services as the office is still closed to the public and the youth and families. The agency is still short staff, but direct service staff are doing their best to carry out virtual activities. Also, the Navajo Nation government is still on limited services which makes it difficult at times to process or communicate with entities who make the needs of the agency limited, such as internet services sometimes are poor and fails to do its job to accommodate the staff when they do their virtual afterschool programming. Communication with school and chapters are limited because most school are on virtual status and some chapters do not respond to our collaborative efforts. Letters were written to school and chapters to offer our assistance as a collaborative effort. The utilization of internet services in the facility is not great and as well as utilizing the different programs between Microsoft Teams and Zoom. When utilized Teams youth engagement decreased as to using Zoom where we get more youth to engage in activities, because parents seem to have a hard time with Microsoft Teams than Zoom. Therefore, agency is requesting to use Zoom for virtual programming because it works better and currently, the agency has been utilizing their personal Zoom account to implement virtual programming. Microsoft Teams has not been effective. 6. Tuba City – Major challenges involve not being able to work with youth on an in-person activity due to the Global Pandemic and adhering to the CDC and Navajo Nation Department of Health guidelines. Upon return from the Navajo Nation closure, Office of Diné Y.O.U.T.H. is currently in a no contact operations with virtual activities and programming with area schools and communities. The major challenge is the lack of adequate remote internet services for the youth of Western Navajo Agency. C. President or OPVP Assignment If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward. Project #1: 1. Boys & Girls Club of Diné Y.O.U.T.H. – Report of the Boys and Girls Club of Diné Y.O.U.T.H. - Many Farms on its status, improvements, staffing, enrollment, and programming to the Chief Volunteer Officer. Project #2:

1. All Agencies – Navajo Nation Youth Advisory Council recruitment on membership status. The Office of Diné Y.O.U.T.H. is coordinating and collaborating with Navajo Nation Youth Advisory Council and Office of the President and Vice-President in the start of a work session to begin recruiting and implementing more sessions with agency Youth Councils. Discussion thus far are to begin the planning stages of having public forums and maybe some virtual conferences for the youth and their parents. D. Outreach and Communication

Report major events to the priorities and program achievements. For example, nationwide run & walk, conference to business owners, ribbon cutting events. DO NOT report routine events, only high level items that relate to public engagement. NOTE: “In Person” Outreach with School/Chapters/Community is pending at this time. Curbside Events is implemented with No/Limited Person Contact. Items/Content/Documents disseminated/distributed, such as the Care Kits, Grab & Go Activity Bags, Donations Items and Registration Forms/Entry Forms, were clean and sanitize, prior to distribution to youth/students, adults and public.

Type of Activities & Date: Number(s) Outcome (Brief (MM/DD/YYYY) Location: Event Name: Reached: Summary) Provided VASP to enroll youth, program session- Recreation, Character Fort Defiance Development, Prevention- 12/23/2020 – ODY Youth Virtual After School 13 SAP, DETS & Healthy 03/18/2021 Participants’ Program Living Diné Youth, Home Academic-STEAM, Education & Literacy, Arts & Crafts and Diné Language & Culture. In addition provided Holiday messages, Updates on youth services and encourage safety protocol. Virtual activities & programming to continue, curbside outreach with 01/04/2021- Chinle ODY Virtual Activities school supplies, sanitizing 03/31/2021 ODY/BGCDY & Programming. items, arts & crafts materials, incentive toys, snacks, etc. Enrolled youth provided with the following 01/4/2021 – Crownpoint Virtual Afterschool 38 programs: Recreation, 03/31/2021 ODY Program Prevention, STEAM, Diné Language and Culture. Youth provided with Crownpoint packets on STEA, Diné 01/4/2021 – ODY/ Virtual Activities: 91 Language and Culture, 03/31/2021 Borrego STEAM and Arts & Crafts on a Pass School weekly basis. Youth provided with the following programs: 01/4/2021 – Huerfano Virtual Afterschool Recreation, Prevention, 27 03/31/2021 ODY Program STEAM, Arts and Crafts and Diné Language and Culture Provided Girls Scout Members with McGruff Drug Prevention curriculum, Character Count Worksheets, Fire Fort Defiance Safety and Girls Scout 01/06/2021 – ODY Youth worksheet and Virtual Girls Scout 8 03/18/2021 Participants’ reemphasizing Girls Scout Home Mission, Law & Promise. FDODY Girls Scout Troops attended Bi-Weekly Virtual Meeting & AZ Cactus “Introduction to Girls Scout”. Completed a Virtual Chinle ODY/ Training for students of Kayenta Virtual Session with Kayenta Unified School 01/28/2021 Unified Kayenta Unified School 165 District on the Navajo School District Nation Flag for grades 1st- District 12th. Provided interactive Diné Culture with Tuba City presentations on Diné Kayenta Culture ODY/ Language Color Find 02/01/2021 Center 23 Kayenta, Activity, Importance of the Diné YOUTH LIVE Arizona Navajo Hair Bun, Rain (virtual programing) Making Breakout Activity, and the Effects of Covid- 19. Provided interactive Tuba City Mini Lessons with presentations on Diné ODY/ Navajo Head Start 02/02/2021 11 Language Color Find Cameron, Diné YOUTH LIVE Activity and Importance of Arizona (virtual programing) the Navajo Hair Bun. Shared program Chinle ODY/ Virtual Parent Meeting information on Active 02/04/2021 Round Rock with Round Rock 25 Parenting Classes and Schools Schools completed a short activity with the parents. Provided interactive Tuba City Mini Lessons with presentations on Diné ODY/ Navajo Head Start 02/09/2021 11 Word Search Breakout Cameron, Diné YOUTH LIVE Activity and Navajo Arizona (virtual programing) Gender Roles Conducted Parenting Classes for Round Rock Active Parenting: School, Chinle Elementary 02/10/2021 Chinle ODY 16 Session 1 School, and Nazlini Community School on The Active Parent. Provided a Diné Language & Culture Presentation for Fort Defiance youth & adults. The ODY Youth & presentation consists of Virtual Family Culture 02/10/2021 Adult 28 sharing “Coyote Stories”. Night – Coyote Stories Participants’ Co-hosted event with Mr. Home Ravis Henry of Canyon de Chelly National Park Services. Tuba City Kayenta Middle School Provided interactive ODY/ Outreach presentations on Diné 02/10/2021 10 Kayenta, Diné YOUTH LIVE Word Search and Diné Arizona (virtual programing) Gender Roles Fort Defiance ODY Provided a Virtual Bullying Greasewood Virtual School Prevention & Positive 02/11/2021 20 Springs Outreach Character Presentation to Community student grade K-2nd School Provided Virtual Teen Services to our Teens on Service Learning Fort Defiance Opportunities for High ODY Teen 02/16/2021 Virtual Teen Services 30 School Students, which Participant’s includes mentorship, Home workshops, digital storytelling and more with Diné College, via email. Tuba City Mini Lessons with Provided interactive ODY/ Navajo Head Start presentations on Stranger 02/16/2021 11 Cameron, Diné YOUTH LIVE Danger and Navajo Star Arizona (virtual programing) Story Conducted Parenting Classes for Round Rock School, Chinle Elementary Active Parenting: 02/17/2021 Chinle ODY 18 School, and Nazlini Session 2 Community School on Cooperation & Communication. Provided a Diné Language & Culture Presentation for youth & adults. The Fort Defiance presentation was on ODY Youth & Virtual Family Culture “Changing Woman & The 02/17/2021 Adult Night- Birth of 69 Creation of Clans”. Co- Participants’ Changing Woman hosted event with Mr. Home Ravis Henry of Canyon de Chelly National Park Services. Fort Defiance Provided a Virtual Anger ODY Management & Positive Greasewood Virtual School 02/18/2021 30 Communication Springs Outreach Presentation to student Community grade 3rd-5th School All staff participated in the all ODY wide meeting ODY Wide Staff 02/22/2021 ODY Virtual 37 conducted and hosted by Meeting Tuba City Agency. All went well. Provided interactive Diné Culture with presentations on: What is Tuba City Kayenta Culture this Navajo Close Up ODY/ 02/22/2021 Center 30 Game, Navajo Dwelling Kayenta, Diné YOUTH LIVE Story, 5 Minute Hop Arizona (virtual programing) Activity, and Educational Success Presentation Conducted Parenting Classes for Round Rock Active Parenting: School, Chinle Elementary 02/23/2021 Chinle ODY 19 Session 3 School, and Nazlini Community School on Responsibility & Discipline. Virtual Family Reading Chinle Night Via Zoom. Family PAW Night Elementary Participants dressed in 02/23/2021 Preschool Family Story 45 School/ their Rodeo Best, read a Time Chinle ODY book and made stick horses. Tuba City Mini Lessons with Provided interactive ODY/ Navajo Head Start presentations on Navajo 02/23/2021 13 Cameron, Diné YOUTH LIVE Close Up Game and Arizona (virtual programing) Navajo Hogan Story Fort Defiance Provided a presentation on ODY Ganado Virtual School School’s Career Q & A 02/24/2021 3 Intermediate Outreach Day. Staff provided School answers to questions presented by students on career, school, job, experiences, and job duties as a Prevention Specialist. Provided a Diné Language & Culture Presentation for Fort Defiance youth & adults. The ODY Youth & Virtual Family Culture presentation was on 02/24/2021 Adult 43 Night- Tsedil “Tsedil”. Co-hosted event Participants’ with Mr. Freddie Johnson, Home Culture Liaison of Mesa Public School. 02/24-26/2021 Shiprock Afterschool Program - Check in with parents and ODY Zoom homework help and youth to let them know of Afterschool College Prep, Check-In updates, prevention, Program through Phone and e- recreation, and art contest mail to families and incentive give away. youth Homework Help, Literacy 60 Character Counts, Life Skill, Arts and Crafts, Exercise, Movie (Prevention), Dare to Be You, Beauty Way, Prevention Education, Diné History Fort Defiance Provided a virtual ODY presentation to student Greasewood Virtual School 02/25/2021 33 grade 6th-8th grade and Springs Outreach staff on Maintaining Good Community Physical & Mental Health. School 02/25/2021 Shiprock Afterschool Program Zoom meeting with ODY Zoom afterschool youth doing Homework Help, 7 Prevention, Recreation, SPARK, Arts & Crafts and Diné Culture. 02/26/2021 Shiprock Chapter Outreach Communicating with local ODY Phone chapters to set up dates call for a collaboration: Two 4 Grey Hills, Beclabito, Sweetwater, and Hogback chapter. 03/01/2021 Shiprock Weekly Check up with Called each afterschool ODY Phone families 12 parent for updates and to call check in with them. 03/1-4/2021 Shiprock Afterschool Program Zoom meeting with ODY Zoom afterschool youth doing Homework Help, 48 Prevention, Recreation, SPARK, Arts & Crafts and Diné Culture. 03/1-5/2021 Shiprock College Prep, Check-In 120 Check in with parents and ODY Zoom through Phone and e- youth and letting them Afterschool mail to families and know about updates, Program students, Remote binder/ snack pick-up, Ice Work- Homework Help, Breaker for new Staff, Literacy Character Meditation and Grounding Counts, Life Skill, Arts and Recreation of and Crafts, Exercise, stretching, Tai Chi with Movie (Prevention), Kyle Jim Presenter, Parent Dare to Be You, Zoom Meeting (Introducing Beauty Way, new Staff to parents), Two Prevention Education, grey hills Chapter Kids’ Kitchen, Nutrition, Virtual Veterans Day Run Provided interactive Tuba City Mini Lessons with presentations on Navajo ODY/ Navajo Head Start 03/02/2021 11 Word Challenge Game Cameron, Diné YOUTH LIVE and Recreation Warm Up Arizona (virtual programing) Activity Huerfano staff provided Crownpoint Physical Education activity ODY/ School called High Five, Lets’ 03/2,9,23,30/2021 High Five, Lets’ Move 55 Outreach Move to youth in grade Program Kindergarten to 8th from 4:30 pm to 5:00 pm. Conducted Parenting Classes for Round Rock School, Chinle Elementary Active Parenting: 03/02/2021 Chinle ODY 21 School, and Nazlini Session 4 Community School on Building Courage & Self Esteem. Programs and Projects Specialist coordinated and Crownpoint 03/03/2021 Parent Meeting 16 implemented the monthly ODY Parent Meeting for afterschool participants. Fort Defiance Provided Team Building Virtual School 03/03/2021 ODY Ganado 23 and Ice Breaker activities Outreach High School with 9th grade students. 03/03/2021 Shiprock Afterschool Program TAI CHAI presentation for 8 ODY Zoom afterschool program Tuba City Kayenta Middle School Provided interactive ODY/ Outreach presentations on Mind 03/03/2021 8 Kayenta, Diné YOUTH LIVE Tease, Navajo Duality, Arizona (virtual programing) Good Behavior Huerfano parent meeting from 6 pm to 7 pm to meet and greet parents, staff Parent Virtual Zoom Crownpoint introductions, program 03/04/2021 Meeting – Afterschool 13 ODY updates, virtual online Program Participants activities, safety plans, and parent feedback with life at home with their children. 03/04/2021 Shiprock Chapter Outreach Care package distribution: ODY 155 Two Grey Hills Chapter. Outreach 03/04/2021 Shiprock Afterschool Parent Meeting with afterschool ODY Zoom Meeting parents to discuss future 5 activities with comments and concerns. Distribution of bagged ODY/BGCDY snacks, school supplies, 03/05/2021 Many Farms, Curbside Outreach 337 arts & craft supplies, AZ. socks, sanitizing items, toys. Worked on the Re-Entry 03/08/2021 ODY Virtual ODY Work Session 10 Plan for Diné Y.O.U.T.H. 03/08/2021 Shiprock Weekly Check up with Called each afterschool ODY Phone families 10 parent for updates and to call check in with them. Provided interactive Diné Culture with Tuba City presentations on Mind Kayenta Culture ODY/ Tense Challenge Game, 03/08/2021 Center 18 Kayenta, Navajo Kinship: K’é and Diné YOUTH LIVE Arizona Saying no to Drugs (virtual programing) Presentation 03/8-11/2021 Shiprock Afterschool Program Zoom meeting with ODY Zoom afterschool youth doing Homework Help, 57 Prevention, Recreation, SPARK, Arts & Crafts and Diné Culture. 03/8-12/2021 Shiprock College Prep, Check-In Check in with parents and ODY Zoom through Phone and e- youth to let them know of Afterschool mail to families and updates, Virtual 5k & Walk Program students, Remote starts, Girl Scouts Meeting, Work- Homework Help, “Safety” Prevention, Literacy Character SPARKS, Kids Kitchen- Counts, Life Skill, Arts Tyler Manson and Crafts, Exercise, Presentation, Art Contest 120 Movie (Prevention), Starts, Parent Talk for Dare to Be You, Parents and Recreation Beauty Way, (Yoga). Prevention Education, Kids’ Kitchen, Nutrition, Diné History, Virtual Veterans Day Run, Parent Talk Conducted Parenting Classes for Round Rock School, Chinle Elementary Active Parenting: 03/09/2021 Chinle ODY 23 School, and Nazlini Session 5 Community School on Building Understanding & Redirecting Misbehavior. 03/09/2021 Shiprock Girl Scouts Held a girl scouts meeting ODY Zoom 5 to discuss upcoming events. Tuba City Mini Lessons with Navajo Twin Warrior Story ODY/ Navajo Head Start 03/09/2021 14 and Exercise Time Warm Cameron, Diné YOUTH LIVE Up Arizona (virtual programing) Fort Defiance Provided Team Building Virtual School 03/10/2021 ODY Ganado 35 activities with 9th & 10th Outreach High School grade students. Fort Defiance Provided a virtual ODY presentation to students, Greasewood Virtual School 03/10/2021 45 parents and staff on Springs Outreach Bullying Prevention during Community School’s Parent Night. School 03/10/2021 Shiprock Afterschool Program Tyler Mason, TCODY did a ODY Zoom 12 presentation on Blue Corn Tamales. 03/11/2021 Shiprock Parent talk Prevention discussion with 5 ODY Zoom afterschool parents. Programs and Projects Crownpoint Specialist attended a 03/15/2021 4-H Meeting 1 ODY Leader’s Training with 4-H Program. 03/15/2021 Shiprock Chapter Outreach Care package distribution: ODY 75 Hogback Chapter. Outreach Shiprock Check-In through SPRING BREAK (NO ASP 03/15-17/2021 ODY Zoom phone and e-mail to PROGRAM), Spring Break families and students, BASH Drive-Thru, Remote Work- Drive- Hogback Chapter, Thru Event, outreach Sweetwater Chapter 299 to Chapters, and Clean the Yard for Spring Break, No ASP PROGRAM- SPRING BREAK! 03/15-19/2021 Shiprock Spring Break ODY Afterschool Spring

ODY break Conducted Parenting Classes for Round Rock School, Chinle Elementary Active Parenting: 03/17/2021 Chinle ODY 25 School, and Nazlini Session 6 Community School on Building Active Parenting for School Success. Provided Curbside School Outreach, provided 112 Activity Bags for students Fort Defiance in grades K-5th. The ODY Hunters Curbside School Activity Bags consists of 03/17/2021 Point 112 Outreach Recreational & Fitness Boarding worksheets, Youth School Diabetes Prevention & Bullying worksheets, School Supplies- pencil, pencil bags, notebooks, crayons and facemask. 03/17/2021 Shiprock Spring Break Bash Hosted a Spring Break ODY Youth Drive thru Bash for the youth and 300 and family families in Northern outreach Agency. Attended a virtual meeting with Ké Trails committee. In the development stage Crownpoint 03/18/2021 Ké Trail Meeting 10 of implementing a walking ODY trail on the Diné Youth Land Tract. Next meeting: April 1st at 2 pm. 03/19/2021 Shiprock Chapter Outreach Care package distribution: ODY 44 Sweetwater Chapter. Outreach Provided interactive Diné Culture with Tuba City presentations on Navajo Kayenta Culture ODY/ Scavenger Hunt Game, 03/22/2021 Center 18 Kayenta, Navajo Tacheeh Story, Diné YOUTH LIVE Arizona Rain Activity, and Internet (virtual programing) Safety Provided interactive presentations on Navajo Tuba City Kayenta Middle School History Jeopardy Game, ODY/ Outreach Navajo Traditional Food – 03/24/2021 6 Kayenta, Diné YOUTH LIVE Gift from Talking God Arizona (virtual programing Churro Sheep Video, You Say I Do Warm Up, and Cyber Bullying Chinle ODY/ Distribution of bagged Rock Point snacks, school supplies, 03/26/2021 Curbside Outreach 170 Chapter arts & crafts supplies, House sanitizing items, toys. Conducted Parenting Classes for Round Rock School, Chinle Elementary Active Parenting: 03/29/2021 Chinle ODY 24 School, and Nazlini Session 7 Community School on Building School Discipline & Parent Graduation. Provided interactive presentations on Navajo Diné Culture with Tuba City History Jeopardy Game, Kayenta Culture ODY/ Navajo Traditional Food – 03/29/2021 Center 12 Kayenta, Gift from Talking God Diné YOUTH LIVE Arizona Churro Sheep Video, You (virtual programing) Say I Do Warm Up, and Cyber Bullying Conducted a Presentation for the Kayenta Unified Navajo Nation Seal 03/30/2021 Chinle ODY 112 School District on the Presentation Navajo Nation Seal for Grades 1st – 12th.

Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 1, 2021 to March 31, 2021

SECTION TWO: Hozhó Diné Bi Nahat’á Plan

Due Date: March 30, 2021

Division or Department Name: Office of Diné Y.O.U.T.H. Date of Submission: March 24, 2021

A. Family B. Behavioral and Mental Health C. Housing D. Economic Development/Tourism E. Budget and Finance F. Education & Cultural Language Preservation Q1. What are some accomplishments? 1. Chinle – Prevention Specialist is working with Kayenta Unified School District in providing Navajo Nation Civics courses in learning about the significance of the Navajo Nation Government; the importance of Diné words such as Diné Bi’keyah, K’é, Dah naat’a’i, etc.; and the symbols represented on the flag such as the Dzil (Mountains), Oil, timber, livestock, and the rainbow. The students completed activities such as multiple choice and word search throughout the virtual activity. The students completed Part I on the Navajo Nation Flag on January 28, 2021. Part II of the series included learning about the Navajo Nation Seal, the origin of the seal and the symbols incorporated into the seal were discussed with the students. The teachers of Kayenta School District required for the seniors of the district to attend to learn about the history of the Navajo Nation Flag and Seal. The partnership with CHODY will continue through the months of April and May. On April 08, 2021, the Prevention Specialist will continue with the Articles of the Treaty of 1868 and in May, conclude the series with the presentation on the Three Branch Government. 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano – 4. Ft. Defiance – Provided an array of STEAM activities (Science, Technology, Engineering, Arts and Mathematics) in the agency Virtual After School Program, to promote Academic Success. This quarter STEAM activities and lessons emphasized on- 4 season and day length, chemical vs. physical changes, introduction to sounds, what is engineering, balance and unbalance forces, weather and erosion, tectonic plates, introduction to weather, chemical reaction, electricity and circuits, earth orbit and rotation, causes of season, adaptations and environment, electric and magnetic field, collision, gravitational forces between objects, introduction to thermal engineer, wave properties, solar system and light reflection and vision. Also, provided educational lessons and activities implemented on the following: math bingo, rhyming scavenger hunt, compound words, group poems writing. sequencies, math fractions, writing adjectives, comparison Venn diagram/T Chart, virtual puzzle, virtual crossword puzzle, mad activity booklets and bar graph. Provided Diné Language and Culture Program in Virtual After School Program, where staff provided instructional lessons and teaching through the Beauty Way Curriculum and Diné Culture activities on Traditional Games and Dine Scavenger Hunt. Staff provided Dine Language and Culture lesson session on Birth of Changing Woman and First World and Sacred Hogan. 5. Shiprock – Continuation of implementing Diné Culture and Language activities which includes getting familiar with the months in Diné language, food demonstration, reading stories and giving the meaning by examples of how “blue corn tamales are made”, reading Blackhorse in Diné language, and drawing what the months mean to the youth by discussing the months and the meaning behind the name of the months. Giving the youth the opportunity to engage in the Diné songs such as the “Navajo Mountain” song introduced by Tyler Manson, Programs and Projects Specialist, Tuba City ODY, Mr. Manson also presented to the youth about preserving our Diné Culture and Language. Engage youth and families in tutoring the youth to gain knowledge in saying words in the Diné language, giving examples whether its singular, plural, objects, groups, etc. The youth though they may not perfect at speaking but when they draw a picture, they begin to familiarize with what is being said about a certain example given. Example: Transportation can be in many forms, shapes, and sizes and we have to let them know that we go places with all kinds of transportation whether we do it by ourselves, with our parents, just the parents, or as a group. All these are translated into the Diné language 6. Tuba City – Provide virtual no contact services for the youth with cultural activities, such as, making traditional Navajo mush with cedar ashes. Q2. What are some challenges in achieving the priority? 1. Chinle – With the impact of the pandemic, the safety concerns surrounding it and navigating the safest ways to generate outcomes pertinent to the priorities has been a task for the whole Office of Diné Y.O.U.T.H. The non-contact programming approach is viewed, understood and accepted as an alternative avenue of reaching our youth with the needed programs in Education and Cultural Language Preservation. Networking through technology capabilities without internet interruptions, slow on-line connections, limited or lack of internet resources that differ community to community. Lack of laptops, chrome books or devices at every household to reach the virtual learning opportunities. 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano – Some of the challenges are reaching out to the more youth with most services are on virtual basis until the Navajo Nation allows youth programs can provide in-person service to the youth again. Not being able to meet with youth and parents as the pandemic has been very stressful and taking lives of our Diné People. The agency continues to provide serves to the youth through virtual activities Monday through Thursday from 3 pm to 5 pm. 4. Ft. Defiance – 5. Shiprock – The youth struggle in the Diné language area because many do not have parents who speak and read the Diné language. The pronunciation of words in the Diné language is difficult because some words may have other meanings, but staff do their best to teach the Diné Culture and Language. 6. Tuba City – The main challenge is providing this activity as a no contact virtual activity. G. Government Affairs and Policy H. Public Safety System I. Infrastructure J. Agriculture and Land Issues K. First and Second Lady Priorities • Financial Literacy (i.e. training, education) – Youth Employment Career Preparation Q1. What are some accomplishments? 1. Chinle – The agency has funds budgeted within the Fiscal Year 2021 budget for Youth Employment opportunities for agency college and high school students. Discussions are still taking place on strategies of how to implement the Youth Employment and afford interested youth the opportunities. The agency will continue to utilize the ODY youth employment guidelines to implement the program. The FY 2021 budget has the number of youths to be employed indicated and separated according to the high school and college categories. The opportunities will be announced and advertised to create an applicant pool for each category. All applicants with completed application packets will be interviewed. The available positions will be competitive, and the selection will be based by interview results. The selected youth will be orientated, enrolled, processed and referred to a worksite. The agency will work with the Navajo Nation Payroll Section and all the employment related documentation will be forwarded to document, record and place onto the department 269/270 payroll. The agency will closely work and communicate with the youth employee’s worksite to fulfill all the safety and orientation aspects are understood and informed. 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano – 4. Ft. Defiance – Agency provided a Virtual Career Q & A Presentation with the students of Ganado Intermediate School. Staff provided information on Education, Job Experiences and Job Duties of being a Prevention Specialist. Staff encouraged students to continue with education to pursue Career Goals. 5. Shiprock – Career Day with Navajo Nation Fire Firefighters show and tell on their equipment used for, talked about their fire truck, fire safety, and the water hook-up. They also talk the career on how to become a firefighter, and what school to go to and to get a degree. Youth Leadership discussion on facing challenges, setting goals and how to achieve those challenges; to communicate with their peers. Black History month on learning about black history leaders and why they are well known such as Rosa Parks, Martin Luther King, Kobe Bryant, Michael Jordan, former President Barack Obama and what their successes were in their life. Native Women Empowerment highlighted on Deb Haaland and Amber Crotty on how Native women faces challenges and become successful to become great leaders. How native women are strong although they face a lot of challenges in their life. Environment stewardship discussion on what stewardship is to the youth and how to keep our lands clean and to take care of our environment. 6. Tuba City –

Q2. What are some challenges in achieving the priority?

1. Chinle – Navigating the CDC Covid-19 guidelines on behalf of the students that will be hired for employment. The potential worksites for the students will need to be explored to ensure the CDC safety and health guidelines are adhered to. If conflicts, problems or there are difficulties encountered in placing youth at compatible worksites other options will be explored such as forming or creating workgroups under the CHODY umbrella 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano – The agency has very limited funds to hire high school and college students to provide them with any kind of career preparation and job opportunities. Need to seek approval from the Navajo Nation Council to receive more funding to hire high school and/or college students. 4. Ft. Defiance – The agency has no youth employment funds for High School and College youth. The agency has no youth employment allocation in their FY2020 Budget. The agency office normally provides Job Readiness training and education in conjunction to the Youth Employment Program, but at this time the Youth Employment program is waiting additional funds. 5. Shiprock – The agency is doing its best to conduct many activities virtually but as an important life skill in training, educating our youth to develop employable skills we will be looking forward to re- incorporating this area as the Navajo Nation make the changes in the progress of the color coding changes. The agency hopes to hire youth and support staff to fulfill this area. Currently, no in person contact or youth are coming to our facilities. 6. Tuba City – • Literacy (i.e. Navajo Nation Library/Children Library) – Provide physical activities and to promote healthy lifestyles. Q1. What are some accomplishments? 1. Chinle – No accomplishments to report, still undergoing conversion to virtual activities/programming to reach interested youth. 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano – 4. Ft. Defiance – The agency Virtual After School Program celebrate Dr. Seuss’ Birthday by incorporating Dr. Seuss reading books into the scheduled Literacy Program and staff read virtually to students and conduct group discussion on selected books; Dr. Martin Luther King reading materials in recognition of Black History Month and Dr. Martin Luther King Day; and reading materials on Health and Wellness, and Child Abuse Prevention in lieu of “Child Abuse Prevention” and “Health & Fitness” Awareness Month. 5. Shiprock – Recreation is conducted daily to ensure the health and wellness of the youth by promoting exercise, recreational games, icebreakers, and teambuilding. The youth enjoy the daily engagement by doing their favorite activities, to have fun, and is a good way to stay active and moving. Beginner Yoga for Kids was one of the exercises the youth learned by YouTube video and they enjoyed gaining knowledge and understanding to calm the mind, body, and soul. This form of exercise destresses and focuses on the mental strength. Parents who are involved also enjoyed the session. Healthy living and life skills through presentations are taught to the youth to keep up with the prevention of spreading any kind of diseases by washing their hands, wearing their mask, using hand sanitizers, and daily cleaning areas in their home. 6. Tuba City – Q2. What are some challenges in achieving the priority? 1. Chinle – Same challenges of no contact with participants, still exploring doable virtual activities, and overcoming the technology deficiencies. 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano –Implementation activities through Zoom daily. No in-person activities until the Navajo Nation re-opens up youth programs per the color code. 4. Ft. Defiance – 5. Shiprock – The pandemic has been a challenge overall as many youths do not have regular physical activities to participate in. As wells as the agency just recently hired a Recreation Specialist, the agency hopes to engage in more recreational activities. At times the agency has been experiencing bad connectivity due to the internet at the facility which causes the virtual program to become choppy and at times cut off. Staff must restart their programming. 6. Tuba City – • Education & Cultural Language Preservation: Navajo Language Commission (1) Make Navajo the official language of the Navajo Nation (2) Arts – music, drama, dance, cultural art, visual art, fiber art Provide/promote K’e (self-identity) Diné Language/Culture; Promote healthy living of Diné family; Seasonal activities; Navajo Nation Government; Promote positive rapport with caring adults; Diné traditional foods. Utilize various Diné curriculum, traditional food demonstrations, cultural presentations, cultural crafts, and cultural field trips. Q1. What are some accomplishments? 1. Chinle – 2. Boys & Girls Club of Diné Y.O.U.T.H. – The Boys and Girls Club of Diné Y.O.U.T.H. - Many Farms is reaching out to the current enrolled members in hopes of their participation in the soon to be available virtual activity in the Cultural and Language area. 3. Crownpoint / Huerfano – 4. Ft. Defiance – The agency Virtual After School Program- Diné Language & Culture Program included instructional lessons and teaching through the Beauty Way Curriculum and staff provided Diné Culture activities on Traditional Games and Diné Scavenger Hunt; and provided Diné Language & Culture lesson session on Birth of Changing Woman and First World and Sacred Hogan. The agency hosted three “Virtual Family Culture Night” events hosted for youth, parents, adults and elders. The Virtual Family Culture Night consisted of providing a Diné Language & Culture presentation on sharing 1) “Coyote Stories”, 2) “Changing Woman & The Creation of Clans” and 3) “Tsedil’. The event was co-hosted with Mr. Ravis Henry of Canyon de Chelly National Park Services and Mr. Freddie Johnson, Culture Liaison of Mesa Public School. 5. Shiprock – Youth enjoyed the presentation of the Blue Corn Tamale by Mr. Tyler Manson from Tuba City ODY. The youth and parents still await the recipe so they can make it at home with their family but have not receive from Mr. Manson. Other Diné food making was blue corn cookies and banana bread making which involves the families to engage time together to enjoy cooking and get their minds off work and school. A time of togetherness with families to enjoy in the making of a certain food. Youth engaged in drawing activity games utilizing different colors within a certain time frame, in any way they like and at the end described what it looked like to them. They would show their drawing or scribbles and imagine what they drew and discussed with the group. This is a way of relieving tension, stress, and imagining the outcome. Discuss “Exercising can be fun” with the youth as some of youth think that participating in exercise is hard and they don’t want to struggle. Different examples of ways to exercise was provided and can be fun. Staff encourage the youth to keep exercising because it is beneficial for their health and well-being. This month was Empowering Women month; therefore, staff shared the important highlights of our Indigenous Native Women who made history and how they have become our leaders today. Staff discuss that all women can be empowered because of our Diné Culture and preserving our Diné Language, as well as dressing in our Diné attire and representing our friends, family, and community. 6. Tuba City – Q2. What are some challenges in achieving the priority? 1. Chinle – 2. Boys & Girls Club of Diné Y.O.U.T.H. – Lack of response from the parents and the youth members. 3. Crownpoint / Huerfano – 4. Ft. Defiance – 5. Shiprock - Youth sometimes are unprepared because being at home sometimes limits the supplies they have on hand, but are encouraged to utilize alternative tools such as, instead of crayons or marker they can use pencil or pens. This is where staff ask the youth what they need so staff can do a curbside of art and crafts supplies. Conducting virtually learning online is a challenge because at times the youth might not be paying attention because they may be engaging with what is going on at home which makes it difficult to engage them online. 6. Tuba City – • Support Groups (i.e. suicide prevention, domestic violence, cancer survivors) – Provide parenting classes, specific prevention talks (cyber-bullying crisis response, teen pregnancy, etc.) and preventive services. Q1. What are some accomplishments? 1. Chinle – The agency continues the process of creating a virtual parenting lesson(s) series for those interested parents. Also, the opportunity to collaborate with the school-based family outreach offices will be explored. 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano – Agency Program Supervisor III and Recreational Specialist are actively involved in the Eastern Agency Crisis Response Team. They continue to assist with families who are losing loved ones to the pandemic and responding to suicide calls. 4. Ft. Defiance – 5. Shiprock – Prevention education on “Safety” was a topic as many of the youth at times are home alone while the parent work. Staff made resource booklets for the parent and youth, so at any time they can contact someone when they need assistance. They were encouraged to write down numbers that they would need to keep safe and post them on their refrigerator. Internet safety, Protecting you, Protecting me – making sure youth know how to protect themselves when they are alone, playing outside, and when they may go into town with their families to know that they always need to take care of themselves. Outreach services were conducted to the agency local chapter and other chapters within the Northern agency community to share prevention booklets, toys, and newspaper so they can share with youth and families within their community. Care items, toys, food boxes were given to collaborate with these entities in rural areas to reach youth and families who may not be able to travel long distance to get their hygiene needs, to play with a game, and to get a food box that contains some fruits, vegetables, water, etc. 6. Tuba City – Q2. What are some challenges in achieving the priority? 1. Chinle – 2. Boys & Girls Club of Diné Y.O.U.T.H. - 3. Crownpoint / Huerfano – 4. Ft. Defiance – The agency Parenting Class is currently pending. The agency office is waiting on obtaining parenting booklets and supplies. A 6B Purchase Requestions was issued, however the financial documents (Purchase Order) hasn’t been issued and the agency continues to conduct periodic follow-up on this matter. The Fort Defiance ODY has been part of the Fort Defiance Response Team with Navajo Nation Department of Mental and Behavioral Services, an organization addressing suicide prevention; however due the COVID-19 Pandemic the team hasn’t been meeting consistently, but the team continues to collaborated with the Navajo Nation Police Department and Tsehootsooi Medical Hospital in addressing suicide prevention. 5. Shiprock – Age range in identifying topics is a challenge because siblings log on the same zoom for virtual programming and one sibling is older and one younger, so at times identifying topics to benefit them is a challenge. Some youth don’t have resources or contact information at their homes. They also don’t know how to handle stress or deal with stress, because most of them are on everyday virtual learning. Staff do their best to give ideas to the youth to destress and ways to engage in activities to relieve stresses. 6. Tuba City – Office of the President and Vice President FY2021 Quarterly Budget Report 2nd Quarter Department Name: Office of Diné Y.O.U.T.H. Date Submitted: 3/24/2021

Fund Type: General, Current Budget External, Prior Year Fund Name Fund Period Original Amount Revised Amount Budget Balance Percent Balance Budgeted Positions Vacancies External 10/1/2020 to General ODY Administration 9/30/2021 $81,245.74 $320,000.00 $194,573.07 61% 4 0 Special Revenue - Education Financial 10/1/2020 to Land Claims - DCD Assistance 9/30/2021 $40,750.00 $163,000.00 $162,900.00 100% N/A N/A 10/1/2020 to General ODY Chinle 9/30/2021 $174,968.41 $690,279.20 $504,614.13 73% 10 3 10/1/2020 to General ODY Crownpoint 9/30/2021 $157,460.72 $620,279.20 $357,960.10 58% 9 0 10/1/2020 to General ODY Fort Defiance 9/30/2021 $175,383.66 $690,279.20 $384,763.00 56% 11 0 10/1/2020 to General ODY Shiprock 9/30/2021 $183,872.20 $726,276.51 $589,522.07 81% 12 6 10/1/2020 to General ODY Tuba City 9/30/2021 $154,745.41 $610,279.20 $399,307.11 65% 9 2

Boys & Girls Club of Diné Y.O.U.T.H. - Many Farms (BGCDY-MF)* 2016 Native American 10/01/2016 to External Donation Endowment (BGCA) 12/31/2021 $25,000.00 $25,000.00 $1,291.31 5% N/A N/A

BGCDY-MF External 2017 Native American 12/28/2017 to Donation Endowment (BGCA) 12/31/2021 $10,000.00 $10,000.00 $1,419.38 14% N/A N/A BGCDY-MF External 2016 Red Nose Grant 1/5/2017 to Donation (BGCA) 12/31/2021 $10,000.00 $10,000.00 $1,360.47 14% N/A N/A BGCDY-MF External 2019 Red Nose Grant 11/19/2018 to Donation (BGCA) 12/31/2021 $10,000.00 $10,000.00 $9,404.29 94% N/A N/A BGCDY-MF External Spirit of Sovereignty 12/31/2008 to Donation Foundation #2 12/31/2021 $5,000.00 $5,000.00 $60.22 1% N/A N/A BGCDY-MF External Spirit of Sovereignty 10/1/2008 to Donation Foundation #1 12/31/2021 $10,000.00 $10,000.00 $76.34 1% N/A N/A BGCDY-MF External Pacific Western 10/1/2007 to Donation Technologies 12/31/2021 $10,000.00 $10,000.00 $1,170.07 12% N/A N/A BGCDY-MF External Navajo Nation Oil & 1/1/2013 to Donation Gas - BGC 12/31/2021 $2,500.00 $2,500.00 $679.18 27% N/A N/A BGCDY-MF External BGC - Indian Land 1/1/2013 to Donation Tenure Foundation 12/31/2021 $10,000.00 $10,000.00 $2,792.02 28% N/A N/A BGCDY-MF External Spirit of Sovereignty 6/25/2012 to Donation Foundation #4 12/31/2021 $5,000.00 $5,000.00 $2,829.46 57% N/A N/A BGCDY-MF External Spirit of Sovereignty 12/17/2008 to Donation Foundation #3 12/31/2021 $5,000.00 $5,000.00 $1,040.42 21% N/A N/A Native Endowment BGCDY-MF External Fund - Decolonizing 5/4/2020 to Donation Wealth Project 12/31/2021 $5,000.00 $5,000.00 $5,000.00 100% N/A N/A

BGCDY-MF External Native Endowment 5/28/2020 to Donation Fund - NFL Foundation 12/31/2021 $2,500.00 $2,500.00 $2,500.00 100% N/A N/A BGCDY-MF External Native American 9/15/2020 to Donation Endowment Grant 9/15/2021 $1,000.00 $1,000.00 $1,000.00 100% N/A N/A 2020-2021 TRAIL BGCDY-MF External Diabetes Prevention Donation Program 9/1/2020 to 8/31/2021 $12,600.00 $12,600.00 $12,600.00 100% N/A N/A

1 OFFICE OF EDUCATIONAL RESEARCH AND STATISTICS Department of Dine Education Office of Educational Research and Statistics 2nd Quarter Report – January, February, March

I. EXECUTIVE SUMMARY (This should be a Division “Executive Summary”, not a department summary for each department within the division)

II. CRITICAL ISSUES

• 5th REPEAT: DoDE/BIE Data Sharing Agreement continues to be an issue to date. The last addendum complete by BIE ( Dr Tamara Pfeiffer-ADD) was submitted to the Office of the President and Vice President and sat there for several months, eventually expiring in November 2019. We have repeatedly asked the OPVP to forward the document so that DoDE can make amendments to resubmit to BIE. Nothing has been received to date. The data sharing agreement allows our office (OERS) to access the BIE- NASIS for school data need for monitoring and research of Grant schools. •

III. PROJECT(S) STATUS

a. Successfully completed academic performance summary for remaining 6 grant schools for reauthorization 2021. b. Completed Navajo Nation School Enrollment Report for 2020-2021. c. Completed Navajo Nation 3 Year Trend Proficiency Report for Grant Schools. d. Successfully completed 9 LEA Tribal Consultation for 2nd Quarter period for surrounding public schools in Arizona, New Mexico and Utah.

IV. BUDGET STATUS FY 2019 FY 2019 Personnel Operating Program Fund Type Amount %Used No. of Staff Amt. % Used

OERS GENERAL 309,292.00 47.0 4 96,744.00 31.0

List number of full-time employees (FTE), part-time employees, & consultants.

Full-time employees (FTE): 4

V. OPERATIONAL & PROCESS IMPROVEMENT INITIATIVE STATUS

Department of Dine Education-OERS| FY 2019|1st Quarter Report Page 1

2nd NOTICE: Data Warehouse and Data Mining Software is needed to secure and store assessment data within DODE. This allows DODE to become its own provider in data management and user for all Public, BIE and Grant Schools on the Navajo Nation.

Department of Dine Education-OERS| FY 2019|1st Quarter Report Page 2

OFFICE OF NAVAJO NATION SCHOLARSHIP & FINANCIAL ASSISTANCE OFFICE OF THE PRESIDENT AND VICE PRESIDENT Fiscal Year 2021 | Quarter 2 Report January, February, March 2021 SECTION TWO: HOZHÓ DINÉ BI NAHAT’Á PLAN Report Date: March 29, 2021

Division: DEPARTMENT OF DINÉ EDUCATION Department Name: OFFICE OF NAVAJO NATION SCHOLARSHIP & FINANCIAL ASSISTANCE/Higher Education Grant/P. L. 93-638 Contract Program.

This is the second quarter report of FY 2021. This includes status of the priorities of the Office of the President and Vice President.

Office of Navajo Nation Scholarship & Financial Assistance (ONNSFA) continues to provide essential services to students and families attending postsecondary education. All offices have operated at 50% so more personnel are teleworking.

A. Family

Q1. Accomplishments: Having a student pursuing post secondary education involves the entire family, which also impacts family finances. ONNSFA funded 4,083 students with $11,925,592.00 thus far. Most of students and their families were able to continue their college and vocational education despite the challenges of the pandemic. Continuation of education despite the pandemic also means students were sheltered at home, off campus or on campus housing and their basic needs were met with food and supplies.

Q1. What are some challenges in achieving the priority? 1. The primary challenges on families during the academic term continues to be closure of schools, businesses and government functions due to the pandemic, which caused a domino effect in people’s lives causing a lack of food, lack of housing, lack of necessary tools to continue their education such as computers, Internet and supplies. 2. In addition to basic need challenges resultant of the pandemic, funding to more than 400 students were delayed because the Navajo Region Bureau of Indian Affairs decided to decline the Successor Annual Funding Agreement, (SAFA) citing a lack of funds, which further delayed awarding the funds when the funds were received. The BIA has not had funds on time, but it has never declined due to lack of funds. BIA and Navajo Nation always processed the SAFA pending receipt of the federal funds. Upon receipt of funds, Unilateral Modifications were processed and funds

1 awarded. This year the BIA decided to take the Nation through an extra layer of bureaucracy, just because, causing delays in funding students this spring term.

B. Behavioral and Mental Health

Q1. Accomplishments: ONNSFA services continued 8 - 5, Monday through Friday. ONNSFA personnel were in their offices for students and processing their applications, answering telephones, email messages, receiving mail and logging in documents. Having an employee answering your phone call and email messages goes a long ways when the government is not complete open to the public. Students and families were very grateful that we were answering their calls.

Q2. What are some challenges in achieving the priority? 1. The challenges were related to communication breakdown because of telephones not working including email and Internet being down periodically. We also got behind in processing awards because the BIA funds were significantly delayed.

C. Housing Q1. Accomplishments: Financial Aid awards covers the cost of attendance, which includes housing for students, so funds provided by the Navajo Nation provided housing for many students.

Q2. What are some challenges in achieving the priority? The biggest challenge is closure of college campuses creating a lack of housing for students. The other challenge is not enough resources to help students with more funding.

D. Economic Development/Tourism

Q1. Accomplishments: Education is a key component of Economic Development. Education providers account for all students and that is how funding is allocated. 1. What are some challenges in achieving the priority? There are many challenges to improving the Nation’s economic conditions. There are few private businesses so we should have more businesses on the Navajo Nation, but the Navajo Nation keeps opening businesses. It will take a change in customer service on the Navajo Nation to improve the businesses on the Navajo Nation.

E. Budget and Finance

Q1. What are some accomplishments: The goal of the program is to having the federal funds be Forward Funded, so the budget will be in place for two years beginning in July and

2 well before the Fall term begins. We currently have a declination letter from the BIA because they have not received the higher education funds. The budget for the Navajo Nation Scholarship Office needs to be stable. Evidently, BIA funding is not stable even though Congress has authorized the funding in the Continuing Resolution.

Q2. What are some challenges in achieving the priority? 1. Effective advocacy is a major challenge because I cannot use federal funds to advocate for funding. It’s a major challenge too when the Navajo Nation Human Resources continues to operate on a limited basis and create roadblocks for people.

F. Education & Cultural Language Preservation Q1. Accomplishments: 116 students took the Navajo language and government to qualify for the Chief Manuelito Scholarship every year. Students aspire to earn the scholarship at an early age. 1. The Navajo language and culture preservation is important to the Navajo people. The Navajo Nation Scholarship office supports the preservation of the Navajo language and culture by offering the Chief Maneulito Scholarship. The students are required to take two units of Navajo language to qualify for this funding.

Q2. What are some challenges in achieving the priority? 1. In addition to Navajo courses, it is important for students to have and aspire for high academic achievement, which is indicative through ACT scores above 21; however, the greatest challenge right now is the Navajo Board of Education trying to change the criteria of scholarship mid year by waiving the ACT requirement. Instead the board wants to lower the high academic achievement bar.

G. Government Affairs and Policy Q1. What are some accomplishments: The ONNSFA policies are in draft. The Scholarship policies need to be updated. We also need to get the federal funds as Forward Funding, so we can receive the funds in July, instead of January. 1. We are going through the Federal legislative process to get the BIA Higher Education Grant forward funded. It’s a major accomplishment to get this far with support from the Governors of Arizona, Colorado and Utah and state legislatures, many tribes and national organizations including Diné College and Navajo Technical University and the Arizona Board of Regents.

Q2. What are some challenges in achieving the priority? 1. The challenge has to been to gather support and educate everyone about the issue but now that all that is done, we are waiting for the introduction of the bill.

3 H. Public Safety System Q1. Accomplishments: ONNSFA has an Agreement with NTU for students to receive a certificate in law enforcement. If passed, a student can successfully pass the law enforcement entrance exam.

Q2. Our biggest challenge is not enough recruits are taking advantage of this program.

I. Infrastructure Q1. Accomplishments: There are no accomplishments in infrastructure. We remain in need of additional office space and our building has poor ventilation.

Q2. Major challenges in achieving the priority: 1. The Navajo Educating Center is S old building because it wasn’t taken care of properly. There is a constant bad odor in the north entrance. The building is either too hot or too cold. It needs a lot of repairs and cleaning. 2. Plexiglass sneeze guards are supposed to be installed; they are not all installed in all spaces yet.

J. Agriculture and Land Issues

Q1. What are some accomplishments? N/A

Q2. What are some challenges in achieving the priority?

K. First and Second Lady Priorities

Q1. Accomplishments: Arts, financial literacy, etc. ONNSFA is accomplishing goals towards the First Lady’s priorities. ONNSFA serves more than 13, 000 students attending college and vocational schools, which will help the young generation to be self-sufficient and contribute to their Navajo society with their education. The First Lady made a powerful presentation at the 2020 Chief Manuelito Scholarship Awards ceremony.

Q2. Some challenges in achieving the priority are the Internet is not always reliable and at least one additional staff is needed to assist with our IT issues.

4 Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

Due Date: March 29, 2021

Division or Department Name: Department of Diné Education/ONNSFA Date of Submission: March 24, 2021

Instructions: This report will be the second quarterly report for fiscal year 2020. In addition to the report, the budget report should be attached to this report via email. Submit this report and budget report to [email protected] , jtouchin@navajo- nsn.gov, and [email protected] .

Division/Department Section The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments What are some major accomplishments?

ONNSFA awarded a total of $11,925,592.00 to 4,083 students in the Spring 2021 term as shown my ONNSFA Agencies below.

Total Award Amount by Agency $5,000,000

$4,500,000

$4,000,000

$3,500,000

$3,000,000

$2,500,000

Fudning $2,000,000

$1,500,000

$1,000,000

$500,000

$- Crownpoin Fort Chinle Shiprock Tuba City t Defiance Total Award Amount $1,648,834 $1,764,522 $4,441,939 $2,106,253 $1,964,044

1 Student Awards by Agency 1600

1400

1200

1000

800

600 # of Students

400

200

0 Chinle Crownpoint Fort Defiance Shiprock Tuba City Awards 567 623 1482 732 679 B.

B. Challenges

What are some major challenges? As an example, barriers to achieving program deliverables or outcomes.

1. Navajo Region Bureau of Indian Affairs’ declination of Higher Education, P. L. 93-638 Successor Annual Funding Agreement (SAFA) was a major challenge to the Navajo Nation Higher Education/ONNSFA. The BIA declined the 5 year contract citing a lack of funds, which further delayed financial aid awards to more than 400 college students.

The Federal budget has operated on Continuing Resolutions for more than 10 years and the BIA has never declined the SAFA due to lack of funds. BIA and Navajo Nation always processed the SAFA pending receipt of the Federal funds. Upon receipt of funds, Unilateral Modifications are processed and funds awarded. This year the BIA decided to take the Nation through an extra layer of bureaucracy, just because, causing delays in funding students for this spring term. The BIA finally awarded CY 2021 funds even though it was at the BIA since January 29, 2021.

The Navajo Nation receives a significant amount of funds from the Navajo Region BIA. We need to review the P. L. 93-638 contract process including the internal process to streamline the process so we can ensure funds are received on time. From the program side, we have been advocating for Forward Funding all these years. When Forward Funding is approved, we will receive funds in July, not January. Federal Continuing Resolutions will delay funds, because funds are provided for two years.

2 C. Presidential or OPVP Assignment If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward. Project # 1: Authorization of forward funding the BIA Higher Education Grant by Congress. President Nez and Deputy Chief of Staff have been instrumental in getting this initiative to Congressional members as well as gaining significant support from Indian Country and Tribal organizations. We hope to accomplish this in 2021. Project # 2: There is great need to secure additional funding for students pursuing higher education. We attempted to obtain emergency assistance for college students through CARES fund, but we did not succeed. Sihasin may be able to fund more college students, which will be the next project and it will require assistance of OPVP.

D. Outreach and Communication Report major events to the priorities and program achievements:

Date Location Numbers reached Event Summary

03/03/2021 Virtual event 14,000 viewers 2020 Chief The Navajo Nation streamed on the Manuelito recognized 116 ONNSFA Scholarship Navajo students Facebook page Awards ceremony earned the Chief Manuelito Scholarship.

01/23/2021 Virtual 150 people Navajo Education Field Graduate Conference University and Navajo Nation hosted a research conference for students.

3 Office of the President and Vice President FY2021 Quarterly Budget Report

Department Name: Office of the Navajo Nation Scholarship & Financial Assistance Date Submitted: 3/18/2021

Fund Type: General, Current Budget External, Prior Year Fund Name Fund Period Original Amount Revised Amount Budget Balance Percent Balance Budgeted Positions Vacancies External General NN Teacher Educ 10/1/20 - 9/30/21 85,000.00 2,840,000.00 244,710.00 9% 0 0 Navajo Nation -Set Aside Schshp & Fin. Asst. 10/1/20 - 9/30/21 875,000.00 3,500,000.00 1,723,895.52 49% 0 0 Trust Fund Graduate Schshp 10/1/20 - 9/30/21 206,375.00 758,900.00 598,748.00 79% 0 0 Trust Fund Tucson G&E Schshp 10/1/20 - 9/30/21 14,300.00 51,400.00 27,400.00 53% 0 0 Trust Fund NECA Schshp 10/1/20 - 9/30/21 9,875.00 96,700.00 47,950.00 50% 0 0 Sales Tax Schshp Sales Tax Schshp 10/1/20 - 9/30/21 1,959,470.00 6,500,000.00 2,303,822.00 35% 0 0 Trust Fund Vocational 10/1/20 - 9/30/21 43,815.00 176,040.00 96,807.00 55% 0 0 External Corporate Funds 10/1/20 - 9/30/21 - 2,205,224.71 1,447,459.73 66% 0 0 External CY'19 Higher Education 01/01/19 - 03/31/21 2,514,193.00 14,251,074.00 - 0% 0 0 External CY'20 Higher Education 01/01/20 - 06/30/21 2,986,804.00 13,863,436.00 866,885.78 6% 28 2 External CY'21 Higher Education 01/01/21 - 12/31/22 13,495,397.00 13,495,397.00 13,154,906.00 97% 28 2

1 OFFICE OF STANDARDS, ASSESSMENT, AND CURRICULUM DEVELOPMENT Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: Office of Standards, Curriculum and Assessment Development Date of Submission: March 22, 2021

Instructions: This report will be the first quarterly report for fiscal year 2020. In addition to the report, the budget report should be attached to this report via email.

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

Division/Department Section The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments (1 minimum, 5 maximum)

What are some major accomplishments? For example, program improvements, funding, system changes, new laws established.

1. Certification Recommendation for DLC Teachers

OSCAD provided continued services to schools to work with potential teachers and those who had to renew their teaching certificates. Since OSCAD waived the the in person assessment for the potential teachers, these teachers are recommended for a provisional/emergency teaching certificate for this school year. For those who are seeking certifcate renewal, OSCAD made a minor adjustment to the renewal process so as not to hinder the renewal of these teachers' certificate. There are a total of 24 individuals who contacted OSCAD for renewal, inquiries on certification and testing process.

2. Navajo Nation Seal of Bilingual Proficiency Assessment

A total of 8 students took the annual NN Seal of Bilingual Proficiency Assessment in the month of March. OSCAD considers this a major accomplishment this school year - those students who particpated took it upon themselves to register with support from their teachers and parents. It has been a challenge for every DLC teacher to deliver instruction online due to connectivity issues and collaborating with parents to support their children to use the language at home.

3. Virtual Professional Development for Schools DLC Teachers

OSCAD held it 3rd professional development virtually in February 2021 for all Tribally Controlled schools, MOA public schools and BIE schools. Gallup McKinley County School Dine Language and Culture Department provided the training. The focus of the training was on Utilizing the Sa’ah Naaghái Bik’eh Hozhoo principle as a framework for learning: Nitsáhákees (Thinking), Nahat’á (Planning), Iiná (Living), Sihasin (Assuring) The attendance with over 100 partcipants shows that there is a need to connect during these uncertain times. Schools were grateful and appreciative that they were able to connect with other schools.

4. NMPED IED IGA

NMPED IGA completed the 164 process since starting the process in uly 2020. The documents have been submitted to OMB and OOC to set up an account for the award in the amount of $200,000. The funds will be used to:

- Create and publish instructional materials, online and/or paper assessments and testing instruments for the teaching of Dine language and culture.

-Incorporate Dine language and culture data as part of the academic achievement profiles and assessment measurements.

- Coordinate with other Department of Dine Education programs, Dine College and Navajo Technical University and other organizations in providing resources related to Dine language, culture, history, and government programs.

B. Challenges (1 minimum, 5 maximum) What are some major challenges? As an example, barriers to achieving program deliverables or outcomes.

1. Due to the COVID-19 pandemic the goals included in Form 2 for both OSCAD and NTAP have been partially met for first quarter. In person professional development trainings for teachers, on-going collaboration with schools, scheduling for DL&C assessement administration were impacted. NTAP have yet to conduct public hearings, meet with interested individuals to start the revision of the manual and to participate/present at professional development trainings held virtually.

2. OSCAD is recommending to NMPED and ADE to issue Emergency Teaching Certificates (one year) to teachers who are up for renewals and for test taking. This is a challenge as renewing of certificates requires in person school visits and DLCC test is paper/pencil and adminstered at DODE.

3. Vacancies in OSCAD has been made it very difficult to accomplish the goals and performance objectives. The Department of Personnel Management hiring and final approval of applicants is a timely process. The process would be faster if DPM would allow DODE to screen their own applicants as each department here at DODE has the knowledge and skills to identify applicants who are qualified for the vacant positions.

4. OSCAD staff have been attending all meetings, and other development over zoom meetings, Microsoft team meetings, and phone calls. We have not met in person and will continue to meet virtually until further notice.

5. The pandemic had a huge impact on the number of students taking the NN Seal of Bilingual Proficiency Assessment. In prior years, close to 100 students registered to take the test from schools on NN and border town schools. This year due to schools going to online learning, connectivity was the major issue. Teachers and staff stated that the students felt that they were not quite prepared.

C. Presidential or OPVP Assignment If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward.

Project # 1:

Project # 2:

D. Outreach and Communication

Date: Number(s) Type of Activities & Outcome (MM/DD/YYYY) Location: Event Name: Reached: (Brief Summary)

Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

SECTION TWO: Hozhó Diné Bi Nahat’á Plan

Due Date: April 07, 2021

Division or Department Name: DODE/Office of Standards, Curriculum & Assessment Development Date of Submission: March 22, 2021

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

A. Family Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

B. Behavioral and Mental Health

Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

C. Housing Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

D. Economic Development/Tourism Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

E. Budget and Finance

Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

F. Education & Cultural Language Preservation Q1. What are some accomplishments?

1. OSCAD continues to establish rapport with schools across the Navajo Nation and border town schools. OSCAD is working to provide support schools with available resources focusing on language learning. Assessments data have been shared with participating schools for planning purposes, use data to make decisions, and to make improvements in their Dine Language and Culture Programs. Support is provided to teachers who are in the process of renewing their teaching certificates and/or those who are pursuing certifcates. Virtual professional development provides teachers with tools and resources to help them deliver effective instructional and for effective parental engagement.

2. NMPED IGA

OSCAD received NMPED IED grant in the amount of $2000.00. The funds will be used to:

- Create and publish instructional materials, online and/or paper assessments and testing instruments for the teaching of Dine language and culture.

-Incorporate Dine language and culture data as part of the academic achievement profiles and assessment measurements.

3. Navajo Nation Seal of Bilingual Proficiency Assessment

Q2. What are some challenges in achieving the priority?

1. Making data and information related to Navajo language and culture available online and have it readily available is a challenge for OSCAD. The capability to create platform is limited.

2. OSCAD received NMPED IE Act Funding in the amount of 200,000. The challenge that OSCAD has encountered every year is the wait time for the documents to go through the 164 process. It takes weeks/months for the IGA to be reviewed and approved . By the time the process is complete, it leaves a very short window for the grant to be initiated. The project plan is to conduct a feasibility in phase I and in Phase II, to create and publish instructional materials, online and paper assessments, and testing instruments for the teaching of Diné language and culture.

3. The pandemic had a huge impact on the number of students taking the NN Seal of Bilingual Proficiency Assessment. In prior years, close to 100 students registered to take the test from schools on NN and border town schools. This year due to schools going to online learning, connectivity was the major issue. Teachers and staff stated that the students felt that they were not quite prepared.

G. Government Affairs and Policy Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

H. Public Safety System Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

I. Infrastructure Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

J. Agriculture and Land Issues

Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

K. First and Second Lady Priorities Q1. What are some accomplishments?

Q2. What are some challenges in achieving the priority?

Office of the President and Vice President Annual Report ACCOMPLISHMENTS AND PHOTOS

January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: Office of Standards, Curriculum and Assessment Development

Date of Submission: March 22, 2021

OPVP is publishing an annual report of the division/department accomplishments to the Navajo Nation Council.

Instructions: Please provide four accomplishments and four photos that support the accomplishments. Submit this report to [email protected] , jtouchin@navajo- nsn.gov, and [email protected] .

MAJOR ACCOMPLISHMENTS:

1. Certification Recommendation for DLC Teachers

OSCAD provided continued services to schools to work with potential teachers and those who had to renew their teaching certificates. Since OSCAD waived the the in person assessment for the potential teachers, these teachers are recommneded for a provisional/emergency teaching certificate for this school year. For those who are seeking certifcate renewal, OSCAD made a minor adjustment to the renewal process so as not to hinder the renewal of these teachers' certificate.

2. Navajo Nation Seal of Bilingual Proficiency AssessmentA total of 6 students took the annual NN Seal of Bilingual Proficiency Assessment in the month of March. OSCAD considers this a major accomplishements this school year. It has been a challenge for every DLC teacher to deliver instruction online due to connectivity issues and collaborating with parents to support their children to use the language at home.

3. Virtual Professional Development

OSCAD held it 3rd professional development virtually in February 2021 for all Tribally Controlled schools, MOA public schools and BIE schools. Gallup McKinley County School Din4 Language and Culture Department provided the training. The focus of the training was on Utilizing the Sa’ah Naaghái Bik’eh Hozhoo principle as a framework for learning: Nitsáhákees (Thinking), Nahat’á (Planning), Iiná (Living), Sihasin (Assuring) The attendance with over 100 partcipants shows that there is a need to connect during these uncertain times. Schools were grateful and appreciative that they were able to connect with other schools.

4. NMPED IED Intergovernmental Agreement

- Create and publish instructional materials, online and/or paper assessments and testing instruments for the teaching of Dine language and culture.

-Incorporate Dine language and culture data as part of the academic achievement profiles and assessment measurements.

Second Quarterly Report

DEPARTMENT OF DINÉ EDUCATION

O FFICE OF S TANDARDS, C URRICULUM & A SSESSMENT D EVELOPMENT

SECOND QUARTERLY REPORT January, February, March 2021

Senior Education Specialist: Maggie Benally

Second Quarterly Report

1. STATUS OF THE DIVISION

OFFICE OF STANDARDS, CURRICULUM & ASSESSMENT DEVELOPMENT The purpose of the Office of Standards, Curriculum, and Assessment Development (OSCAD) is to perpetuate Diné language/culture, history, and government in early childhood programs, elementary, secondary and post-secondary schools, including tribal organizations and communities. The goals of OSCAD is plan, promote, develop, and implement Din4 language, culture, history, government and character development in schools’ curricula on and near the Navajo Nation.

DINÉ LANGUAGE AND CULTURE CERTIFICATE (DLCC) 1. Diné Language & Culture Certification (DLCC) is a certification test for potential Navajo language and culture teachers held every third Tuesday of the month. The goal is to have effective Diné language & culture teachers to teach at tribally controlled schools, BIE schools, and public schools that has a MOA with the Navajo Nation’s Department of Diné Education. During the pre-pandemic, an average of 8 individuals registered for the test every month with 80% passing. Those who don’t passed are given the option of retaking the assessment. The current test has been revised and being reviewed again for further revision. OSCAD plans to implement this test as soon as the final review is completed and approved. 2. Due to the Navajo Nation Executive Order to close NN government offices with only essential staff reporting to work sites and the closing of schools during the pandemic, teachers were not able come to DODE to renew their certificates or to take the test to be recommended for certification. DODE in collaboration with NMPED Licensure Office waivered all 520-licensure renewal to June 2021. OSCAD’s plan is to put the test for certification online to begin in the month of August 2021 or fall 2021. During second quarter, quarter a total of 24 individuals inquired about how to obtain the DLCC, had their certificates renewed by the state licensure department or recommended to be issued provisional certificates.

TECHNICAL ASSISTANCE 1. Technical Assistance: OSCAD supports schools’ language and culture programs by providing professional development focusing on areas of need. This quarter PD # 3 was conducted virtually. PDs will be conducted virtually until NN is in the green phase for re-opening of schools. School visits continued to be delivered virtually. The school visit purpose is to meet with the DLC school team to get an update on the school’s DLC program, provide feedback and an on-going collaboration focusing on areas needing improvement. In addition, technical assistance provides further assistance in terms of curriculum and assessment development embedding the Navajo Nation Content Standards. There were approximately 27 meetings conducted virtually this quarter. The challenge of scheduling meetings with the schools virtually are technical issues, availability of school staff, responding in a timely manner and scheduling conflicts.

2. Focus Groups/Consultants: OSCAD formed a Focus Group in the development of the Diné Content Standards. OSCAD utilizes consultants from the community, schools, universities and tribal colleges, and within DODE in their expertise for project development; such as: development of assessments, curriculum framework, professional development, DL&C school program performance indicator, creation of material for language teachers for knowledge-based curriculum/lesson plan and use of technology for digital learning. Second Quarterly Report

Consultants who were hired to complete the DLC Performance Indicator just recently had their Service Contracts set up in the FMIS and accounts established. This project started last year; contracts extended through the end of this year. The delay in getting the documents through the 164 process had an impact on the delivery of services.

3. Assessments: Oral Navajo Language and Culture-Test-Standardized Based Assessment (ONLC-T-SBA) is an annual test to be administered every spring to grant schools and public schools that have a MOA with Navajo Nation. The assessment is designed to measure the students’ developing ability to understand and produce oral Navajo language and their knowledge of Navajo culture at grades 4th, 8th, 12th. Due to the covid-19 pandemic forcing school to resort to online learning, schools did not administer this test in spring of 2020 and will not be administered in spring 2021. Schools were informed that all administration of assessments are on hold until further notice. OSCAD plans to utilize funds from NMPED IED grant to have the assessment be made available online to schools for school year 2021-22. The Din4 Language Proficiency Assessment (DLPA) was first implemented in the fall of 2019 and annual thereafter. Again, due to the pandemic, the assessment was put on hold for fall 2020 until further notice. OSCAD plans to utilize funds from NMPED IED grant to make this assessment available online for school year 2021-22. 4. Collaboration: Strategized with the Office of Educational Research & Statistics (OERS) to collect data from ONLC-T-SBA and DLPA to meet Phase II of the Diné School Accountability Plan (DSAP).

Collaborated with OERS to input data, review rubrics and test plans, and data analysis for ONLC-T-SBA and created reports for the schools. OSCAD will continue to collaborate with ODSI on DSAP for DLPA, ONLCT-T-SBA and other assessments.

OSCAD in coordination with educational consultants developed schools’ DLC Performance Indicator to meet Phase II of the Diné School Accountability Plan (DSAP). The purpose is to show how schools are performing in the Navajo language and culture programs across Navajo Nation schools, to provide information about a school overall performance, to understand how well a school is doing or where it needs more support in the area Navajo language and culture. Included in the DLC Performance Indicator are; test performance, teacher quality, attendance, participation rate. The DLC Performance Indicator will helps open the lines of communication between the school, the homes of its students, and its local community. It will also provide an opportunity for schools to highlight their strengths and explain what they are doing to improve. OSCAD plan is to continue to work with the consultants for the next phase of the DLC Performance Indicator when the TED coordinator request for extension of the grant. The consultants working on the DLC Performance Indicator contracts end on December 30, 2020.

1.2 PROJECT OBJECTIVES AND TASKS Second Quarterly Report

1. Coordinate with the State Departments of Education on Navajo/Diné Language and Culture Certification to certify Navajo language instructors as specified in the Memorandum of Agreement between the States of AZ, NM, and the Navajo Nation. Utah State Board of Education is working on revising the MOA with NN. There have been several meetings to discuss several items: What qualifies a teacher to teach Diné Language and Culture in the State of Utah and what kind of data sharing might be helpful and mutually beneficial for Navajo Nation, Diné (NNDODE) and USBE. The discussion is still on-going.

2. The Dine Language and Culture Certification test is held every 3rd Tuesdays of each month at OSCAD. When an individual passed the test, he/she is recommended to get certified in the state of Arizona and New Mexico. The results are made available within 30 days. Individuals can retake the sections they don’t pass the following month. OSCAD’s plan is to put the test for certification online to begin in fall 2021 or early 2022 utilizing funding from NMPED IED. 3. OSCAD in coordinated effort with schools and community members administered the NN Seal of Bilingual Proficiency virtually to high school seniors who wanted to take the test to be identified as proficient in more than one language. This is the 5th year of testing interested high school seniors. The test was administered virtually to 8 students from grant and public schools. The test allows for students to retake the test. The results will not be available until the end of March 2021.

1.3 SUMMARY OF ISSUES 1. Diné School Accountability Plan (DSAP): OSCAD continues to work towards making the Navajo language and culture a key principle for DSAP for revitalization, preservation, and maintenance of Diné language and culture. The Diné Content Standards (DCS) was developed for Navajo educators as a foundation of Sa’ah Naaghai Bik’eh Hozhoon teachings. Implementation of the Diné Content Standards is a key component of Phase 2 to close the achievement gap. OSCAD; therefore, focuses on the Diné Language & Culture teachers to provide quality teaching of the Diné language and culture. Teacher Observations is vital to help teachers to assess their teaching methods. OSCAD staff were not able to conduct school visits nor conduct classroom observations due to the pandemic. However, OSCAD staff continued to be in contact with schools through virtual meetings and orientations. A. Technical Assistance Plan: To meet DSAP’s systemic plan to reform the quality of educational services for Navajo students, OSCAD must establish a report card/indicator for schools to be accountable for providing adequate education for Navajo students. The Navajo language and culture are a key principle of DSAP for the revitalization, preservation, and maintenance of Diné language and culture. The Diné language and culture teachers must know the Diné Content Standards to developed lesson plans, have excellent teaching skills, and administer assessments for Diné fluency in the language and culture. The Department of Diné Education with Navajo Nation government support must mandate that the Diné language be taught across the Navajo Nation and that there is adequate funding for Navajo language programs to successfully implement the five DCS in their curricula. The Navajo Nation Executive Branch must fully support DSAP for revitalization, preservation, and maintenance of Diné language and culture. The Navajo Nation Executive Branch must also revise the Navajo Nation’s Sovereignty in Education Act of 2005 to specify that it is critical to preserve the Diné language and culture more than ever since 2005. 2. Assessments/Printing Material and Administering: Second Quarterly Report

OSCAD developed two assessments, the Oral Navajo Language & Culture-Test-Standardized Based Assessment (ONLC-T-SBA) and Diné Language and Culture Assessment (DLPA) to assess students in grant and public schools with a MOA for fluency and knowledge of the Diné Content Standards. These assessments will provide data to build a performance indicator for grant schools. The data will meet Phase II of DSAP with 20% and 25% of the accountability plan. A. Diné School Accountability Plan: DSAP Phase II – develop 20% and 25% for Navajo language and culture accountability for schools to support the revitalization, preservation, and maintenance efforts of the Diné language and culture. B. Assessments: Assessments are key devices for DSAP to collect data and develop assessment for language proficiency and cultural knowledge. The Diné Content Standards was used for the development of ONLC-T-SBA. DLPA is developed and replaced the Oral Diné Language Assessment (ODLA). DLPA was administered during the testing window in the month of October 2019. Navajo Nation must mandate the assessments to collect data for the development of DSAP and State Educational Agency for the Navajo Nation Department of Diné Education. The test results are to produce data to show how the Navajo students are doing across the Navajo Nation in the area of language learning. OSCAD needs scanner(s) and software, computers to administer the tests, print assessments, database to download and save data, and to provide training for test coordinators, and produce test results/reports for schools, parents, and community. OSCAD provided ONLC-T-SBA trainings in the months of February and March 2020 with the testing window to open March 30, 2020 to April 24, 2020. Due to school closures and uncertainty when schools will resume in person learning, testing will be on hold until further notice from OSCAD and OERS. OSCAD received NMPED IED Fund for the next 2 years in the amount of 200,000. The grant will be used to create and publish instructional materials, online and paper assessments, and testing instruments for the teaching of Diné language and culture. C. OSCAD Staffing: OSCAD was short-staff for almost 2 year. This has endured progression in the department. OSCAD was finally able to fill 6/7 positions this month. The challenge is the Department of Personnel Management’s advertisement process is very slow including the screening of applicants. The hiring process would be faster if DPM would allow DODE to screen their own applicants as each department here at DODE has the knowledge and skills to identify applicants who are qualified for the vacant positions.

1.4 DEVIATIONS FROM GOALS OSCAD did deviate from the goals in the Program Performance Criteria (Form 2 goals) due to the impact of the pandemic on DODE as schools were closed since March 16, 2020. Schools are operating through virtual learning. All meetings and contacts are conducted through emails, teleconference, and/or virtually. OSCAD staff is not traveling to any of the school sites for meetings until further notice. Second Quarterly Report

Original Revised delivery date Status Deliverable / Milestone title Lead Person Delivery date (*)1 (*) (**) Goal 1: a. Conduct trainings with follow-up visits to grant OSCAD 01/01/2021-03/31/2021 Virtual 01/2021 - completed schools to develop an effective Navajo language/culture Staff 02/2021 - completed program. 03/2021 - completed b. Provide (2) professional development training per quarter OSCAD 01/01/2021-03/31/2021 Virtual 01/2021 - completed with the Navajo language & culture teachers employed by the Staff 02/2021 - completed (5) NM Public School Districts who have MOAs with the 03/2021 - completed Navajo Nation. Goal 2: Conduct presentation to schools, communities on OSCAD 01/01/2021-03/31/2021 Virtual 01/2021 - completed issues relating to language and culture education Staff 02/2021 - completed 03/2021 - completed Goal 3: *Provide training to implement Diné Language OSCAD 01/01/2021-03/31/2021 Plan is to put all 01/2021 – Not started Proficiency Assessment, Native American Language & Staff assessments online for 02/2021 – Not started Culture Certification and the Diné Content Standards SY 2021-2022 03/2021 – Not started Assessment. Goal 4: Participate in planning meeting, teacher institutes and OSCAD 01/01/2021-03/31/2021 Have yet to meet with 01/2021 – Not started initiatives to develop strategic plans for DSAP Staff ODSI and the rest of 02/2021 – Not started implementation. DODE departments to 03/2021 – Not started develop plans Goal 5: Implement training & implement teaching strategies OSCAD 01/01/2021-03/31/2021 01/2021 - completed in professional development and workshops for Diné Staff 02/2021 - completed language/culture teachers. 03/2021 - completed

(*) Dates are expressed in MM/DD/YYYY (**) Status = Not started – In preparation – Completed

Second Quarterly Report

2. STATUS OF DELIVERABLES AND MILESTONES

2.1 DELIVERABLES AND MILESTONES DUE THIS QUARTER Fill in the Tables below, keeping the formatting and titles as they are. In the table list each deliverable and milestone due this quarter, giving the information requested.

2.2 DELIVERABLES AND MILESTONES DUE NEXT QUARTER As above for the following quarter. .

Original Revised Status Deliverable / Milestone title Lead Institution delivery Delivery date (*) date (*) (**) Same as above All 10/01/2020-12/18/2020 In preparation

2.3 SUMMARY OF RESULTS TO DATE Annual Annual Baseline Q1 Q2 Q3 Q4 Performance On Target Indicators Target Achieved to the FY YYYY FY20 FY20 FY20 FY20 Y/N End of Reporting Period (%) N/A

Second Quarterly Report

Annual Annual Baseline Q1 Q2 Q3 Q4 Performance On Target Indicators Target Achieved to the FY YYYY FY20 FY20 FY20 FY20 Y/N End of Reporting Period (%)

Note: The Results Performance Column depicts level of achievement expressed as a percentage of Actual versus Planned.

Second Quarterly Report

2.4 Success Stories/Lessons Learned Template One Story Per Template Instructions: Provide the information requested below. Focus Area:

Title:

Unit: OSCAD

* Headline (Maximum 300 characters):

Purpose

Second Quarterly Report

* Pullout Quote (1,000 characters): Please provide a quote that represents and summarizes the story.

N/A

Background Information (3,000 characters): Please provide whether this story is about a presidential initiative, Key Issue(s), where it occurred (chapter/agency)

* Contact Information (300 characters): Please list the name of the person submitting along with their contact information (email and phone number). Vera Johnson Education Program Manager OSCAD 928-871-7660

Second Quarterly Report

3. PLANS FOR THE NEXT REPORTING QUARTER

1. Update and regroup with ODSI to finalize Phase II of DSAP. 2. Implement NMPED IED grant award. 3. Fill the vacant Senior Education Specialist position to have a full staff.

Second Quarterly Report

4. EXTRA CURRICULAR ACTIVITIES

4.1 PUBLIC ENGAGEMENT, DISSEMINATION AND COMMUNICATION ACTIVITIES RELATED TO THE DIVISION EX AGENCY MEETINGS

Date Location Title Participants Type of Activity** and Outcome (short report) (estimated #. of audience reached) mm-dd-yyyy N/A

Second Quarterly Report

5. BUDGET STATUS FOR BOTH GENERAL FUNDS AND EXTERNAL FUNDS:

1. Fund Type (External/General/Proprietary): General Fund 2. Business Unit Number: 109005 3. Funding Period: 2020-21 4. Original Budget Amount $158,106.83 5. Revised Budget Amount $652,957.83 6. Budget Available/Remaining: $652,957.83 7. Percentage Remaining: 10.48% 8. Budgeted Number of Positions: 7 9. Current Budgeted Vacancies 1

Office of the President and Vice President FY2021 Quarterly Budget Report

Department Name: DODE/OSCAD Date Submitted: 22-Mar-21

1 OFFICE OF SPECIAL EDUCATION AND REHABILITATION SERVICES Office of the President and Vice President Fiscal Year 2021 | Quarter 2 Report January 2021 to March 2021

Due Date: April 07, 2021

Division or Department Name: Department of Dine Education-OSERS Date of Submission: March 23, 2021

Instructions: This report will be the first quarterly report for fiscal year 2020. In addition to the report, the budget report should be attached to this report via email.

Submit this report and budget report to [email protected] , [email protected], and [email protected] .

Division/Department Section The purpose of the quarterly report is to share accomplishments, challenges, and significant events during the quarter.

A. Major Accomplishments (1 minimum, 5 maximum)

What are some major accomplishments? For example, program improvements, funding, system changes, new laws established.

1. The OSERS Home Visiting program continued to retain and serve 191 families during this reporting period. Outreach efforts includes collaborating & participating in meetings with programs such as NN First Things First Early Childhood Coalition & Navajo Nation Early Childhood Collaborative. The program has been able to conduct sixty-eight developmental screenings this reporting period with families to monitor child development and hosted eighteen family group connection virtual that includes topics from Home Safety, Nutrition, COVID-19 prevention, Mental Health, Managing Finance, and Traditional stories/games. The home visiting for New Mexico (Tribal MIECHV) has initiated Early Language and Literacy CQIC (EL&L CQIC) that resume back in January of 2021 and the Tribal MIECHV team have completed two PDSA Cycles. The third PDSA cycle was completed on 3/15/21 and data was submitted to Samantha of Wellington on 3/16/21 who will submit the finallized PDSA to Julie Morales.

2. Vocational Rehabilitation and Independent Living: NNOSERS submitted FY 2019 Annual Performance Report on January 20, 2021, to federal funding agency Rehabilitation Serices Administration (RSA) under the U.S. Department of Education as an approved American Indian Vocational Rehabilitation Services Program.

NNOSERS is one of four tribal VR programs selected nation-wide by AVIRTTAC (American Indian Vocational Rehabilitation Training and Technical Assistance Center) located at Northern Arizona University to participate in a 9-month Employment Development and Placement training project to increase the number of successful employmet outcomes in Indian country and to develop a specific

1 employment development and placement strategy manual for use by all AVIRS programs. A total of 15 NNOSERS staff are participating (Program Manager, VR Program Supervisor, VR Counselors and Rehabilitation Service Technicians)

3. NM Early Intervention completed 58 evaluations/assessments leading to eligibility, received 28 referrals, completed 15 initial intakes, completed 30 IFSPs, and 22 transitions to Part B programs. NM EI supported children and families throughout the pandemic via phon/virtual video telehealth services.

4. Arizona Early Intervention Program: Growing in Beauty Program has been completing the initial intakes, evaluations, Individual FamilyServices Plan meeting (Initial, 6 Months and Annual) and transition through telephone and ZOOM with families. This will continue until further notice.

Arizona Early Intervention continues to monitoring the Navajo Nation Growing in Beauty Program in the areas of 45 Days Timeline, Timely Services and Transition.

Recent updates to ITEAMS (Infant-Toddler Electronic Administration Monitoring System): Service Delivery. Individual Family Services Plan. Updated ITEAMS Manual now available on AzEIP Website.

Verification of the 2020 Child Data Count has been submitted to Arizona Early Intervention Program on March 10, 2021.

5. Navajo Project I-LAUNCH major accomplishments within the 2nd quarter include growth and recognition of the Young Child Wellness Advisory Group (YCWAG) also known as the Navajo Nation Early Childhood Collaborative team (NNECC), continuation of the Navajo Nation Early Childhood Speaker Series, and initiating the implementation of the Pyramid Model framework. The NNECC team grew from 31 participants to 54 participants (and counting) consisting of early childhood stakeholders within Navajo Nation and surrounding areas extending outside the Nation to other parts of Arizona and New Mexico. The NNECC met weekly to collaborate and share program updates, resources, presentations of Early Childhood programs, and network. Secondly, the Navajo Nation Early Childhood Speaker Series continued to provide monthly public awareness surrounding early childhood in collaboration with First Things First Navajo Region. The topics included Parenting in the Time of COVID-19, Trauma-Informed Care, and Adverse Childhood Experiences (ACEs). The presenters included experts from Southwest Human Development, Navajo Nation Division of Behavioral & Mental Health Services, and Wingate FACE program. Collectively, there were 154 participants that benefited from one or more of these series. The planning committee for the Speaker Series reviews surveys completed by participants to continually improve and adapt based on the audience’s feedback. Lastly, I-LAUNCH started the first phase of the Pyramid Model framework, effective workforce. I-LAUNCH initiated 3 cohorts consisting of 40 participants from Navajo Nation Head Start Leadership Team, First Things First Navajo Region, Growing in Beauty Home Visiting Program, Growing in Beauty Early Intervention Program, and Association for Supportive Child Care.

B. Challenges (1 minimum, 5 maximum)

What are some major challenges? As an example, barriers to achieving program deliverables or outcomes.

1. The OSERS Home Visiting program continues to encounter the common challenges of internet connectivity throughout the communities for families and staff. Another important challenge includes

2 delay of payment sent from the finance department. Materials & Supplies for program has been a long wait for process with the finace to approve it

2. Vocational Rehab & IL Program: In terms of staffing, OSERS continues to advertise for one (1) Rehabilitation Service Technician position at the Kayenta Agency office. This position has not been filled for over two years. Navajo Nation employees are no longer on administrative leave, however, employees still need to adhere to capacity based on gating criteria. Currently, capacity is at 25% with staff working off rotational schedules for in-person and telecommuting at respective work sites. As for direct service delivery to consumers, staff are doing their best to keep in contact and support consumers on their caseload. Barriers include: 1) lack of internet or reliable service connectivity; 2) transportation; 3) consumers who were laid off still not able to return to work; 4) programs/offices still not allowing visitors due to capacity limitations; and 5) some consumers choosing to hold off on returning to school/training till Fall or Spring semester. Independent Living contractors are now able to complete outside ramp/deck projects with the exception of bathroom modifications inside the home.

4. Az Early Intervention Program: The Tuba City office has a very slow internet and this really interfers with the work we do. Especially getting onto our AzEIP ITEAMS data system.

Since the Pandamic, a lot of the referrals that we have received are closing due to "No Contact" with families. Before the pandemic we would go out to families home and complete initial intakes with them.

5. NN Project ILAUNCH: The barriers continue to be the Shelter in Place Order and staffing. The Navajo Nation Shelter in Place order has limited the project’s ability to conduct direct services such as screening, referrals, and parent training. All meetings, trainings, and services were conducted virtually. Also, all staff worked remotely due to program’s building limited to 25% capacity. Lastly, the Community Involvement Specialist and Social Services Representative positions have been vacant the entire quarter. The program has not received any applications for these positions. Program Supervisor continues to advertise the open positions

C. Presidential or OPVP Assignment

If you were to share one or two major assignments from the OPVP, please describe below. The status of the project(s) will be reported each quarter going forward.

Project # 1:

Project # 2:

D. Outreach and Communication

Date: Number(s) Type of Activities & Outcome (MM/DD/YYYY) Location: Event Name: Reached: (Brief Summary) 01/15/2021 Black Mesa Virtual 2Group 4 Anxiety, Depression & Trauma Connection 01/27/2021 Dennehotso Virtual Group 7 -Parenting during the Pandemic 02/11/2021 Connection 7 -Early Brain Development 02/25/2021 6 -Self Care 01/21/2021 Seba Delkai Virtual Group 19 -Traditional Stories and Crafts 02/18/2021 Connection 18 -Home Safety 01/23/2021 Tuba City Virtual Group 15 Parent & Child Goal setting. Connection Jan to May 2021 Tuba City, Pyramid Model 18 Infant Toddler Social Emotional Kayenta, Classes Chinle 1/13/21, Tuba City, Zoom Training 10/12 -Google DOCS HIPPA Training 1/14/21 Kayenta, GIB Training -1/4/21Complex Medical Issues Chinle, Flagstaff 1/21/21 Kayenta Zoom Parent 20 Shared GIB Program & Parent Training Training Information 2/1, 2/2,2/4,2/9 Call Virtual Parent 9 Developmental Milestones Conference Training 1/22/21 Virtual Winter Tradition 19 I-LAUNCH partnered with DBMHS & Teachings Traditional Practitioner, Kenneth Begay to share traditional Diné winter traditions with the public 1/22/21 Virtual Navajo Early 16 This speakers series focused on Childhood home visiting, struggles of Speaker Series parenting in a pandemic and #4 resources that SWHD Birth to 5 Helpline can provide for families 2/19/21 Virtual Navajo Early 100 This series focused on trauma- Childhood informed care and ways to help Speaker Series families become more aware of #5 trauma and the impacts it has on the family relationship. Dawn Yazzie presented and Kenneth Begay translated into Navajo while also giving a deeper perspective on the cultural aspects of trauma 3/4/21 Virtual Navajo Nation 38 This series, I-LAUNCH Early Childhood collaborated with DBMHS to Speaker Series provide awareness of Adverse #5 Childhood Experiences and the impacts it has on children and

their families. Traditional Practitioner, Kenneth Begay also joined and provided Navajo translation and gave insight into the traditional aspect of ACEs. 2/18/21 to Virtual AVIRTTAC 15 8-month training project for VR 9/30/21 Online Employment staff to obtain skills and Development & knowledge to implement Placement development and placement Training strategies to increase successful employment outcomes. 1/21/21 Virtual THV Coffee 18 Intro to different types of AT OSERS VR/IL Break: Intro to devices to help staff understand Assitive Tech common barriers and how AT can help improve employment outcomes and/or independent living. 3/19/21 Virtual Veteran's 15 1)How to assist service disables OSERS VR/IL Readiness & veterans to prepare for, obtain Employment and maintain suitable Services employment and 2) assistance to help them live more independently.

Office of the President and Vice President FY2021 Quarterly Budget Report

Department Name: EDUCATION / OSERS Date Submitted: 3/26/2021

Fund Type: General, Current Budget External, Prior Year Fund Name Fund Period Original Amount Revised Amount Budget Balance Percent Balance Budgeted Positions Vacancies External NN TRUST FUNDS N01158 / N01159 / 10/01/20-09/30/21 $301,900.00 N/A $250,054.15 0.83% 2 0 GENERAL N01160 / N01161 VR GRANT K210300 10/01/20-09/30/21 $1,550,000.00 N/A $989,890.07 0.64% 21 1 EXTERNAL

AZ DEPARTMENT OF ECONOMIC 07/01/15-6/30/21 $220,000.00 N/A $105,899.20 0.48% 0 0 SECURITY K152043 EXTERNAL NM DEPARTMENT OF HEALTH FIT 06/08/18-06/30/21 $200,000.00 N/A $200,000.00 100.00% 0 0 EXTERNAL K183025 EIP PART B 07/01/19-09/30/21 $6,767,550.00 N/A $2,887,325.31 0.43% 26 8 EXTERNAL K1907100 EIP PART C 07/01/19-09/30/21 $2,275,879.00 N/A $2,204,644.30 0.97% 5 3 EXTERNAL K1907101 FTF FAMILY 07/01/20-06/30/21 EXTERNAL SUPPORT K212000 $517,500.00 N/A $356,372.25 0.69% 5 2 FTF HOME 07/01/20-06/30/21 VISITING K212002 EXTERNAL 700,000.00 N/A $505,314.42 0.72% 0 0 TRIBAL MIECHV 09/30/20-09/29/21 EXTERNAL K210501 425,000.00 N/A $225,925.76 0.53% 5 2 NAVAJO PROJECT 09/30/20-09/29/21 LAUNCH K200585 EXTERNAL $550,000.00 N/A $382,008.48 0.69% 5 3 AZ MIECHV 10/01/19-12/31/20 EXTERNAL K202046 $200,000.00 N/A $147,543.06 0.74% 0 0 OSERS FOOD 10/01/20-09/30/21 GENERAL SERVICES 109020 $42,000.00 N/A $41,487.92 0.99% 0 1