Building Opportunities in Indian Country: Congratulations to the Graduates of Navajo Technical College

By Dr. Jill Biden, White House Blog
Dr. Jill Biden walks with the procession of graduates of the Navajo Technical College Class of 2013Dr. Jill Biden walks with the procession of graduates of the Navajo Technical College Class of 2013, Navajo Tech President Elmer Guy, Navajo Nation President Ben Shelly and the Board of trustees on the Navajo Tech campus in Crownpoint, New Mexico. May 17, 2013. (Official White House Photo by Chuck Kennedy)

On Friday, I had the honor of addressing a class of graduates at Navajo Technical College in Crownpoint, New Mexico. The Navajo Tech graduating Class of 2013 earned certificates in 34 fields that will provide the tools they need to serve their community as teachers, nurses, engineers, mechanics, bankers, chefs and countless other opportunities all made possible by their commitment and dedication to improving themselves through the pursuit of a higher education.

Tribal Colleges and Universities (TCUs) play a key role in President Obama’s educational goal of making the United States home to the best-educated, most competitive workforce in the world. TCUs are critical institutions that build tribal communities, create good jobs across Indian Country, and provide Native Americans with the skills they need to do those jobs.

As a community college teacher, I love seeing what a tremendous difference a community like the one I saw at Navajo Tech can make in the lives of its students.

The impressive class of graduates included veterans like Jerrilene Kenneth, who served in Iraq and Afghanistan as an Army mechanic, before she became the first college graduate in her family with an Associate Degree in Early Childhood Education. It also included Navajo Tech Student of the Year Sherwin Becenti, who dropped out of college more than ten years ago but returned to school in order to build a better life for his family and set a good example for his children. Dwight Carlston, who grew up with no running water or electricity, was also among the graduates. Dwight maintained a 3.8 grade point average, ran cross country, served as Student Senate President and was recently elected as the Student Congress president of all 38 tribal colleges.

The Class of 2013 also marked a key milestone for Navajo Tech itself as they celebrated their first student to graduate with a Baccalaureate Degree.  Dody Begay received his Bachelor’s Degree in Information Technology-Computer Science – a path many other students are now planning to follow.

It is thanks to students like Jerrilene, Sherwin, Dwight, and Dody, and their dedicated faculty and administrators, that for the second year in a row Navajo Tech was recognized by the Aspen Institute as one of the top 120 community colleges in the United States. It was the only TCU and the only college in New Mexico to receive this distinction.

During my trip to the Navajo Nation, I also had the privilege of taking part in a traditional blessing by Medicine Man Robert Johnson who shared the traditions and spirituality of the Diné people. Navajo Nation President Ben Shelly and his wife First lady Martha Shelly also provided a wonderful welcome to their community with an introduction to the leadership of the tribal government. Students from the Diné Bi Olta Language Immersion Elementary School and Miyamura High School performed the traditional basket and ribbon dances at the Navajo Nation Museum in Window Rock, Arizona.

Dr. Jill Biden listens to Medicine Man Robert JohnsonFrom a traditional hogan in Window Rock, Arizona, Dr. Jill Biden listens to Medicine Man Robert Johnson along with Navajo Nation President Ben Shelly, First Lady Martha Shelly, Speaker of the Navajo Nation Council Johnny Naize and Barbara Naize. May 17, 2013. (Official White House Photo by Chuck Kennedy)

Thank you to the Navajo Nation, and the faculty, staff and students of Navajo Technical College for welcoming me into your community. Your drive to improving yourselves and the generations who will follow you through a continued commitment to education sets an example for not just Indian Country, but for communities all across America. Congratulations to the graduates of 2013. But above all, congratulations to your parents, your grandparents and your ancestors for having the vision and commitment to strengthen their community by building your college and investing in all of our futures.

Ahe’hee!

Dr. Jill Biden is the wife of Vice President Joe Biden, a mother and grandmother, a lifelong educator, a proud Blue Star mom, and an active member of her community.

2013 Indian Child Welfare Training

Presented by the National Indian Child Welfare Association

NICWA is nationally known for its high quality and interactive trainings. We have new trainings starting next month! Using NICWA’s professional trainings are a great way to train your staff, give them the professional development they need and a chance to network with others. We offer 1.5 continuing education units for each Training Institute.
 
It’s not too late to attend our June event! Our host hotel will still honor our advertised room rate of $89 plus tax (based on availability). For more information please see our website at: http://www.nicwa.org/training/institutes/ .
 
June 5-6, 2013:
·         Introduction to Tribal Child Welfare
·         Positive Indian Parenting
 
August 20-21, 2013:
·         NICWA’s Medicaid Toolkit: A Tool for Building and Expanding Upon Tribal Children’s Mental Health Delivery Systems
·         Developing Professional and Organizational Capacity for Cultural Competence
 
September 9-12, 2013: Two Sets of series; you can take a series or just one workshop in the series.
·         Indian Child Welfare Act Series
          Understanding ICWA: September 9-10
         Advanced Practice in ICWA: September 11-12
·         In-Home Services Systems of Care Series
          Overview of Tribal In-Home Services Systems of Care
          Planning and Sustaining Tribal In-Home Services Systems of Care
 
Please let me know if you have any questions about NICWA events, Debra Clayton, 503-222-4044 x137 or debra@nicwa.org or www.nicwa.org
If you are interested in a group discount, please contact our new event manager, Lauren Shapiro at lauren@nicwa.org or call 503-222-4044 x118.

Quil Ceda and Tulalip Elementary Pajama Literacy Night, May 22nd

Come to our Pajama Literacy Night on Wednesday, May 22nd from 5pm-6:30pm at Quil Ceda and Tulalip Elementary

Meet Clifford the Big Red Dog!
Wear your Jammies!
Visit our Book Fair!
Enjoy some Popcorn!
Watch some Books on Video!
Hear some Lushootseed Stories!
Visit with some Tulalip Bay Firefighters and Police Officers!
Take a Book Walk
Get some Free Books, Goody Bags, and a chance to win a Stuffed Animal Reading Buddy (We have over 100 to give away)!
It will be a fun-filled night! We hope to see you there!
PJNIGHT

Help students develop financial literacy

Junior Achievement is hosting its first Radiance in the Shadows event on June 8

By Marci Larsen, Superintendent of the Mukilteo School District

Junior Achievement in Snohomish County empowers young people to own their economic success by providing in-class curriculum that focuses on financial literacy, entrepreneurship, and work readiness. In Snohomish County, JA reaches over 14,000 students in a variety of public and private schools. With the help of 485 volunteers, JA students develop the skills they need to experience the realities of the real world. Thousands of local students are being exposed with age appropriate integrated curricula for grades K-12, designed to help them understand the world of economics and help to prepare them for lifelong learning and achievement.

JA Success Skills, a curriculum which is taught at several local high schools, allows students to learn the process of obtaining a job (including mock job interviews) and becoming a stronger employee for our local businesses. The students are taught by business professionals who share their expertise in their respective fields as it pertains to workplace protocol, ethics, and financial responsibility.

Another curriculum being taught, JA Personal Finance introduces students to the importance of making wise financial decisions. The program demonstrates the value of planning, goal setting, and thoughtful decision making within the context of personal finance. Junior Achievement in Snohomish County is providing real world learning experiences to students of all ages so they can be better prepared for their future and be informed citizens in the community.

In partnership with the Tulalip Resort & Spa and Long Shadows Winery, we are proud to announce that Junior Achievement is hosting its first Radiance in the Shadows event on June 8. This VIP event will feature an exclusive five-course dinner prepared by renowned Chef Perry Mascitti paired with wines from Allen Shoup, CEO of Long Shadows Winery. In addition to live music in the Oasis Pool area during a hosted cocktail reception, the evening will conclude with a private concert by local musician and national sensation Mycle Wastman, who debuted on NBC’s award winning series The Voice.

With the economic outlook being unsure, it is important to work with our youth of today, so they can be better prepared for the future. Along with many school districts, we support the efforts of JA as they help bridge the gap of financial literacy with our local students. All proceeds from this VIP event will stay in Snohomish County to provide more classroom programs in our schools. It is significant for the community to invest in the success of our students, which is why we encourage others to join us at the first Radiance in the Shadows event on June 8.

Dr. Marci Larsen is Superintendent of the Mukilteo School District; Shannon Affholter, Vice President, Economic Alliance Snohomish County; Ken Kettler of Tulalip Resort & Spa; and William S. Reith, with Hascal, Sjoholm & Company, PLLC

UMD graduates first cohort of tribal management program

The 22 members of the first graduating class from the Master of Tribal Administration and Governance program at University of Minnesota - Duluth include three tribal executive directors from Minnesota. (Photo courtesy of University of Minnesota - Duluth)
The 22 members of the first graduating class from the Master of Tribal Administration and Governance program at University of Minnesota – Duluth include three tribal executive directors from Minnesota. (Photo courtesy of University of Minnesota – Duluth)

“This was a unique opportunity for me to get a kind of a crash course in what are the nuts and bolts that go behind running a tribe on a daily basis.”

– Joe Nayquonabe

by Dan Kraker, Minnesota Public Radio
May 16, 2013

 

DULUTH, Minn. — Tiger Brown Bull has traveled great lengths to earn his masters degree.

In two years he has put 40,000 miles on his car to make 20 weekend trips from Kyle, S.D. to the University of Minnesota Duluth for meetings that compliment online classes.

Brown Bull, who lives on the Pine Ridge Indian Reservation, works for his tribe’s education agency. He’s one of 22 graduates in UMD’s Master of Tribal Administration and Governance program, the first of its kind in the nation.

“It’s a 12-hour drive for me. We had class Friday night at 6. I’d leave Kyle at 5 a.m., get there,” he said. “We had class Saturday morning and afternoon until 3. Then I’d turn right back around and head back.”

The new graduates, who are their 20s through their 60s, come from reservations around the Midwest to study at UMD, which developed the program at the behest of area tribes, to prepare leaders for the unique management challenges tribes confront. Most already work for tribal governments, including three executive directors of Indian tribes.

“It’s a uniquely American Indian program, geared towards people that work on reservations,” said Tadd Johnson, who directs the program and UMD’s American Indian Studies Department.

Johnson, a member of the Bois Forte band of Chippewa, brings a long history working in Washington on policy related to Indians. He has also directed the U.S. House subcommittee on Native American Affairs, and headed the National Indian Gaming Commission in the Clinton administration.

The master’s program is combines elements of a public administration and a business management degree, Johnson said. It grew out of two years of consultation with tribes around the region.

“They didn’t really want to take an academic approach,” he said. “They wanted to know, ‘what are the best practices for us to run a reservation?’

“They wanted courses in federal Indian law and policy and tribal sovereignty and leadership and ethics. They wanted to know … the best practices with regard to tribal accounting, finance, budgets.”

Reservations can be incredibly complex places to govern and do business. They’re sovereign nations with a complex relationship with the federal government, and, Johnson said, a host of unique laws that apply only on tribal land.

“It takes a long time,” he said, to understand them. “There’s a big learning curve on the reservation.”

Johnson knows that first-hand. After receiving his law degree from the University of Minnesota in the 1980s, he worked for the Mille Lacs Band, eventually becoming the band’s solicitor general.

“There’s usually two or three people, I found, that had been around 20 or 30 years who you could go ask how things worked,” he said. “So everybody would learn from those one or two or three people, and then there would be a tribal election, and people might get wiped out, and you’d have to start over again, sometimes those people would not be kept on, and then you’d be in big trouble.”

With the master’s program, Johnson hopes to train a group of people who can go to any reservation around the country and bring some expertise with them.

Lea Perkins, executive director of the Red Lake Nation in northwest Minnesota since 2004, said she began to apply what she learned in class right away at her job.

“One of the main things was the law class, federal law,” Perkins said. “I started seeing that immediately, in tribal council meetings. They would talk about a law and I was already starting to learn about that.”

A long-term goal of the UMD program is to nurture future tribal leaders. At 31, Joe Nayquonabe is already commissioner of corporate affairs for the Mille Lacs band, and helped broker a recent deal to purchase two large St. Paul hotels. But he enrolled in the program, immediately after receiving an MBA, because he would like to run for tribal office some day.

“This was a unique opportunity for me to get a kind of a crash course in what are the nuts and bolts that go behind running a tribe on a daily basis,” he said.

Brown Bull hopes to become the chairman one day of the Oglala Sioux Tribe. He worries that his current leaders aren’t as prepared as they could be.

“We just had elections in November, and twelve of our council people are brand new, never been in tribal government,” he said. “And sad to say, of the 19 council people, six are the only ones who have a college education.”

Brown Bull said that if the tribes want younger generations to pursue higher education, it’s important that tribal leaders also earn degrees.

He’ll be awarded his masters degree from UMD at 7 p.m. today.

Quilceda and Tulalip Elementary Book Fair, May 20-24

Our Quilceda and Tulalip Elementary Book Fair will be open for shopping to all of our friends and family from Monday, May 20th- Friday, May 24th from 8am-4pm. Our book fair is located in our Science Portable so feel free to stop by at any time!

On Wednesday, May 22nd, from 5:00pm-6:30pm, we will also be hosting a Pajama Literacy Night where you can shop at our book fair and visit some of our fun and interactive stations that we will have available for you. Come dressed in your jammies and enjoy some popcorn, free books, and goody bags.

On Thursday, May 23rd, our book fair will have extended hours and be open until 5:30pm at which time our evening Talent Show will start. And if you are unable to come to the evening performance, join us during the day at 1:45 for our afternoon school performance! Come see all of the talent that our students have.

And last, but not least, if you are unable to join us next week, there is no need to worry… you can shop our book fair online at http://bookfairs.scholastic.com/homepage/readersafari (from May 15th – June 4th only).

Please email me with any questions at kristine_leone@msvl.k12.wa.us and we will see you soon!!


Negotiating the Perilous Space Between Indian Tribes and Universities

Tanya LeeJohn Sirois, chairman of the Colville Business Council for the Confederated Tribes of the Colville Reservation; Alvin Warren from the Harvard Kennedy School; Dedra Buchwald, Washington University professor of epidemiology and medicine, director of the Partnership for Native Health and director of the University of Washington’s Twin Registry; and N. Bruce Duthu spoke at the May 9 Nation Building Symposium.

Tanya Lee
John Sirois, chairman of the Colville Business Council for the Confederated Tribes of the Colville Reservation; Alvin Warren from the Harvard Kennedy School; Dedra Buchwald, Washington University professor of epidemiology and medicine, director of the Partnership for Native Health and director of the University of Washington’s Twin Registry; and N. Bruce Duthu spoke at the May 9 Nation Building Symposium.

By Tanya Lee, Indian Country Today Media Network

The complex relationship between American Indian tribes and mainstream universities was the focus of a May 9 Nation Building Symposium sponsored by the Harvard University Native American Program in partnership with the Harvard Project on American Indian Economic Development Honoring Nations Program.

Harvard University and Dartmouth College were established explicitly for the education of Native American and English young men. Dartmouth’s 1769 charter from King George III specified that the college would be created “for the education and instruction of Youth of the Indian Tribes in this Land … and also of English Youth and any others.”

Darmouth’s N. Bruce Duthu, professor of Native American Studies and chair of the college’s Native American Studies Program, told the gathering that after 200 years of more or less forgetting its mission, in the 1970s Dartmouth got serious about recruiting American Indian students. This year, he said, the college has its highest percent of Native students ever.

But today, the universities’ relationship with American Indian tribes consists of much more than educating Native students in the tenets of the dominant culture, and much of that complexity is evident in how universities conduct research among American Indian populations.

Gone are the days when researchers could turn up on a reservation without the permission of tribal leaders, say they were doing one type of research and proceed to do something else entirely and publish the results with no regard for privacy or cultural propriety. Tribes increasingly have policies and procedures in place to protect themselves from being exploited in the area of health research, including permits, negotiated goals and procedures, limits on what can be published and designation of who will approve the text of those reports, speakers explained.

“Universities need to go out to tribes to understand what they want on their terms, not turn up with a research plan,” said Dwight Lomayesva, Tribal Learning Community and Educational Exchange at the University of California at Los Angeles. Or, as Norbert Hill, area manager for education and training for the Oneida Nation of Wisconsin, said, “We need help, but on our terms.”

Manley Begay, co-director of the Harvard Project on American Indian Economic Development and faculty at the University of Arizona’s American Indian Studies Program, said, “When we think about universities, we sometimes think first about their sports teams, not about how they could help us. We need to go to them; we don’t have time for them to come to us. We need to say, ‘You’re a land grant college on Indian land—this is what we want—help us do this.’”

What speakers said tribes need help with is building human capacity, the foundation of nation building. Kenny Smoker Jr., head of the Fort Peck Tribes Health Promotion/Disease Prevention Wellness Program, said, “I went to our tribal elders who said we were once a strong nation, caretakers of the Earth. So we are rebuilding a strong nation. For that we need resources,” the vast resources universities have.

“We worked with University of Washington, and asked, ‘What does it take to have a healthy community? The answers were health and welfare, law and justice, education and a viable economy. We need all these working together,” said Smoker.

Human capacity, speakers agreed, is the infrastructure for modern nation building in American Indian communities.

That means educating American Indian students at both tribal colleges and mainstream institutions such as Harvard, Dartmouth, Arizona State University, the University of Arizona, Berkeley and UCLA, all of which had representatives at the symposium. It means taking responsibility for both matriculating students and graduating them. And it means providing opportunities for them to go home and become reintegrated into their home communities. John Sirois, chairman of the Colville Business Council for the Confederated Tribes of the Colville Reservation, said, “You have to be able to integrate university learning with who you are, who your people are.”

Educating sufficient numbers of Native American professionals across the board to create a critical mass is the next step, and that is where long-term relationships—between universities and tribes and among professionals—make the difference. Speakers stressed again and again that everything depended on building relationships, whether it is obtaining funding for projects, getting research help from universities or creating the trust and dialogue that mean projects will get done in a meaningful way.

Stephen Cornell, co-director of the Harvard Project on American Indian Economic Development and director of the Udall Center for Studies in Public Policy at the University of Arizona said this, “Finding answers, that’s what universities are good at. Then we make [the information] comprehensible and give it to the people who can do something with it.”

 

Read more at https://indiancountrytodaymedianetwork.com/2013/05/14/negotiating-perilous-space-between-indian-tribes-and-universities-149333

Indian students lose fight for honor song

 Chamberlain board denies graduation ceremony request

By: Anna Jauhola, The Daily Republic

Published May 13, 2013, 09:32 PM

CHAMBERLAIN, S.D. — American Indian students will not be recognized with an honor song during this year’s Chamberlain High School graduation ceremony.

The Chamberlain Board of Education voted 6-1 Monday evening at the Chamberlain High School library against a request to allow the song this year.

About 40 people attended the meeting, most of whom raised their hands in favor of starting the tradition of incorporating an honor song into the high school graduation ceremony Sunday.

Board President Rebecca Reimer said a feathering ceremony already was added for a ceremony prior to graduation, and an honor song doesn’t seem necessary.

“Most schools with our demographics have either a feathering ceremony or an honor song,” Reimer said. “Not both.”

She said the seniors and eighth-graders will go through a feathering ceremony at St. Joseph’s Indian School the Friday prior to the high school graduation ceremony. Students who live at St. Joseph’s attend school there until high school, when they go to Chamberlain High. The feathering ceremony is the first of its kind for Chamberlain.

According to the South Dakota Department of Education, 35 percent of Chamberlain School District students are American Indian, or nearly 300 of the school’s approximately 900 students during the 2012-13 academic year.

Students presented a petition to the school board in April to allow an American Indian honor song at the graduation ceremony.

Board members have declined the same request in the past, stating they feel graduation should remain the same as it has for years.

Chris Rodriguez, a senior at Chamberlain High School, was one of the students who started circulating the petition. He said he was upset the school board voted against incorporating the honor song, but respected the decision.

“I will come back to the school board because my sister is coming to school here, too,” he said after the meeting. “I wasn’t just fighting for this year’s seniors. I was fighting for generations after that.”

School board members said they want to make sure graduation is about recognizing educational achievements rather than favoring one culture over another.

Others said the ceremony could become too lengthy or require other cultures to be integrated as well.

“I’d just like to thank the people who got involved with this (petition),” said Casey Hutmacher, board member. “And for you guys to stand up and talk in front of us, I appreciate it. … But I will not be voting in favor tonight.”

Hutmacher said several senior class students he spoke to didn’t seem ready to include an Indian honor song at graduation.

“I can’t see how it honors everybody when it’s not in our language, and when I say our language, I mean English,” he said. “I look at the Pledge of Allegiance and it covers everything.”

The one board member in favor of granting the request to include an honor song said it is the board’s duty to vote for change.

“We vote for change all the time,” said Steve Fox, board member. “And that’s supposed to be our goal to change in good ways.”

He said other cultural activities have taken place at graduation in the past, including his son receiving a star quilt from the Sazue family.

“I could think of so many reasons to do this for our kids,” he said. “Why not give three or five minutes to teach our kids to honor another culture?”

Federal TV project a $10M boondoggle

An ELKNet terminal. Photo from ELKNet Site Operator Training Manual.
An ELKNet terminal. Photo from ELKNet Site Operator Training Manual.

ALBUQUERQUE (KRQE) – When it comes to the annals of government waste, the Enhanced Learning and Knowledge Network ranks up there with the best – or worst – of them.

“Somebody dreamed this up and just went charging down the road and spending all this money,” said Sen. Tom Udall, D-NM. “In this case, a significant amount of money that could have helped very needy individuals has been wasted and that’s what’s very unfortunate here.”

Called “ELKNet” for short, the project was an educational television network that broadcast – albeit briefly – from studios in Albuquerque to about 200 Bureau of Indian Affairs-run schools across the country. The federal government spent an estimated $10 million on the project, operated it for just 21 months, then abruptly and unceremoniously pulled the plug about a year ago.

Today, the expensive equipment sits idle in Albuquerque and in remote school closets all across Indian Country in New Mexico and the United States. And, according to a Larry Barker investigation, students received zero benefit from those millions of taxpayer dollars.

“I hear about great ideas all day long, and they are all wonderful,” said Rep. Michelle Lujan Grisham, D-NM. “But not all of them are cost-effective and not all of them can be implemented.”

The basic goal of the project was to use digital technology to bring the latest in high-tech, interactive learning to some of the most remote schools in America. To that end, the Department of Interior – which spearheaded the program – spared no expense.

For example, the government bragged that its multi-million-dollar broadcast studio in Albuquerque “rivals any commercial TV network,” according to government materials promoting the project. That facility included robotic high-definition cameras, a control room, a production studio and editing suites.

The Department of Interior spent $2.4 million to install satellite receivers, 42-inch LCD monitors and DVD recorders at those 200 BIA schools. Programming was transmitted via a $650,000 satellite uplink, while the government spent another $500,000 a year on satellite transponder fees.

Finally, ELKNet’s payroll exceeded $1 million a year.

The network premiered in 2009, and featured programming like President Barack Obama’s back to school message in September of that year. In March 2010, ELKNet broadcast a program entitled “Why They Should Graduate,” while September 2010 featured a “Youth Listening Session.”

The network’s swan song was a discourse by professional golfer Notah Begay in April 2011 about healthy lifestyles.

Then, 21 months after it began transmitting, the Department of Interior pulled the plug on ELKNet. The announcement ending the program, made by email, said, “The government no longer has a need for the satellite … and will no longer have the funds for the system.”

And just like that, the government’s experiment in educational TV for Native Americans was over.

Morris Gaiter, distance learning coordinator for the network, said the project left him with the bitter taste of disappointment.

“I’m a taxpayer too,” he said. “That’s my money, too, that’s going, and I felt like it just wasn’t being utilized the way it should.”

According to News 13’s investigation, only a handful of students at the 47 BIA schools in New Mexico watched the ELKNet broadcasts. Some programs had no New Mexico participation.

“We’ve never had instructions on how to use the equipment,” said Dr. Tamarah Pfeiffer, superintendent of the Alamo Navajo School located north of Magdalena. “In three years, it’s just been equipment standing in a room.”

It was the same story at the BIA’s Wingate Elementary School outside Gallup.

“At Wingate, to be honest, there was no long distance education yet,” said Charlotte Begay, former principal. “We were just barely getting into that when it was shut down.”

The expensive ELKNet equipment at Borrego Pass School, another BIA institution, was used, said Rebecca Vesely, head of the school. However, it was used to help students keep up on current events by watching the news on CNN and other news channels.

News 13 attempted to find someone to take responsibility for the multi-million-dollar federal government boondoggle. And it was only after threatening to take the matter up with then-Interior Secretary Ken Salazar that the department trotted out BIA Director Mike Black for an interview.

At first, Black said ELKNet achieved its goal.

“My perspective would be, yes, the program was a success,” he said. “It was basically … it comes down to a budget and resource issue.”

However, when asked how spending $10 million on a program that achieved zero participation could be characterized a success, Black changed his tune and admitted he didn’t know about the participation rate, and was surprised by those facts, which his agency supplied to News 13.

“Not knowing the full facts and everything that’s there, yes it would surprise me,” Black said. “I didn’t know that, sir. Nobody’s made me aware of that, no.”

Today, ELKNet studios in Albuquerque is empty of people, though the pricey technology remains. At Tse’ll’Ahi Community School – also known as Standing Rock – near  Crownpoint, the equipment is used to play DVDs. The Borrego Pass equipment is stored in a closet, while at Alamo, the LCD monitor acts as nothing more than an expensive message board.

Udall admitted that government isn’t supposed to work this way.

“Somebody got a great idea,” said Udall, who serves on the Senate’s Indian Affairs Committee. “They said, ‘Let’s take a couple million dollars and spend it on all this equipment and get everybody inter-linked.’ But then nobody wanted to come and look at it. That’s not a very good use of taxpayer money.”

Lujan Grisham, who serves on the House Oversight and Government Reform Committee, said government agencies need to be more careful about spending taxpayer money on grandiose and unrealistic plans.

“The lesson to the Department of the Interior is they have to be better-prepared to manage these ideas,” she said.