August 19, 2026

Dear TCUSD Governing Board Members, Principals, Staff, Families, and Community
Members:

Following last night's Governing Board Work Study regarding our Navajo Language and Culture Program, I have spent a great deal of time reflecting on the dialogue, questions, concerns, and perspectives that were shared.
 

I want everyone to know that I took those comments to heart. I heard the passion in the room. I heard how deeply people care about Diné Bizaad (Navajo Language). I heard concerns about preserving language and culture for future generations. I also heard questions about our instructional schedule, the role of the Arizona Department of Education, the Navajo Nation Department of Diné Education, Title 10 of the Navajo Nation Code, academic requirements, and who ultimately has responsibility for educational decisions within TCUSD. Those are important questions. They deserve more than a quick answer.

As Superintendent, I believe part of my responsibility is to make sure our Board, administrators, educators, families, and community have a clear and meaningful understanding of the different responsibilities that come together when we educate children at TCUSD.

This is particularly important because TCUSD is an Arizona public school district serving children within the Navajo Nation. That creates a unique and important responsibility.

 

This Is Bigger Than a Schedule

One thing became very clear to me following last night's conversation:

We cannot allow this discussion to simply become a debate over a master schedule. The real conversation needs to be about what we want our children to know, who we want them to become, and how we build an educational program that prepares them academically while strengthening their connection to Diné language, culture, identity, and community.

That is where I believe our conversation needs to go next. But to have that conversation productively, we first need to understand the different legal and educational frameworks under which TCUSD operates.

 

Understanding ADE and Arizona's Role

TCUSD #15 is an Arizona public school district. That means our District and Governing Board operate under applicable Arizona law and the requirements established for Arizona public schools.

The Arizona Department of Education (ADE) administers and implements many of those state and federal educational requirements. Among other things, Arizona establishes academic standards and requirements relating to assessment, accountability, instructional programs, school finance, educator certification, special education, English learner services, student records, civil rights, and numerous other areas of public education.

TCUSD cannot simply decide that those requirements do not apply to us because our schools are located within the Navajo Nation. They do apply. Our Governing Board has legal responsibilities. Our administrators have legal responsibilities. And as Superintendent, I have legal and professional responsibilities to ensure that TCUSD complies with the requirements applicable to an Arizona public school district. But that is not the end of the conversation.

ADE Itself Recognizes the Importance of Tribal Education

It is important for our community to understand that Arizona's educational system does not simply ignore tribal nations. Arizona law establishes an Office of Indian Education within the Arizona Department of Education. That office works with tribal nations, Tribal Education Departments, schools, families, and other partners regarding the educational and cultural needs of Native American students. That matters. It demonstrates that the relationship should not be viewed as: Arizona versus the Navajo Nation.

That is an oversimplification of a much more important relationship. A better question is:

How do Arizona's responsibilities for public education and the Navajo Nation's sovereign educational interests work together to provide the strongest possible education for Navajo children? That is the question TCUSD should be asking.

Understanding Title 10 of the Navajo Nation Code

We also need a deeper understanding of Title 10 of the Navajo Nation Code. Title 10 addresses education within Navajo Nation law and reflects something extremely important: The Navajo Nation has a sovereign governmental interest in the education of Navajo children. Education is not simply an academic matter. Language is not simply another elective.

 

Culture is not simply an activity that occurs occasionally during the school year. For the Navajo Nation, education is directly connected to the preservation and future of Diné language, culture, identity, values, knowledge, and sovereignty. That deserves our respect and serious consideration.

The Navajo Nation's educational framework, including its sovereignty-in-education provisions and the work of the Department of Diné Education, reflects the Nation's expectation that the education of Navajo children should recognize and strengthen Navajo language and culture. That is significant for TCUSD. We should understand it. Our administrators should understand it. Our teachers should understand it. Our Governing Board should understand it. And our community deserves to understand it.

But We Also Need to Be Precise About What Title 10 Means

This is where I want to be especially careful. Title 10 and Arizona education law are not interchangeable. And we should not make broad statements such as:

"Title 10 overrides ADE."
or
"ADE overrides Title 10."

Neither statement adequately explains the legal environment in which TCUSD operates. TCUSD is not a Bureau of Indian Education school. We are an Arizona public school district. Our Governing Board derives its authority and responsibilities from Arizona law.

At the same time, we educate Navajo children within the Navajo Nation, operate in a unique sovereign environment, participate in federal programs affecting Native American students, and have important responsibilities involving tribal consultation and collaboration. Therefore, the correct answer depends upon the issue being considered.

If we are discussing Arizona academic standards, state assessments, educator certification, school finance, accountability, or other requirements imposed upon Arizona public school districts, Arizona law and applicable state requirements govern those responsibilities. If we are discussing federal Indian Education programs, federal funding requirements, or required tribal consultation, federal law may establish additional responsibilities.

 

If we are discussing Navajo Nation educational priorities, Diné language and culture, tribal educational sovereignty, or collaboration with the Department of Diné Education, Navajo Nation law and policy become extremely important to understanding the expectations and interests of the Nation. And when these areas intersect, our responsibility is not to choose whichever authority is most convenient.

Our responsibility is to determine what applies, comply with our legal obligations, consult where consultation is required, collaborate where collaboration is appropriate, and make decisions that serve children. That is the standard I intend to follow.

Federal Law Adds Another Important Layer

There is also a federal component that cannot be ignored. Federal law recognizes the unique political and governmental relationship between the United States and federally recognized tribal nations. Federal education law also includes programs and requirements specifically addressing Native American students.

For example, certain school districts receiving specified federal funds have obligations regarding meaningful consultation with tribes or tribal organizations under Every Student Succeeds Act. Federal Indian Education programs, Johnson-O'Malley programs, special education law, civil rights protections, and other federal requirements can also affect the educational environment in which our students are served. So, the complete picture for TCUSD is not simply: ADE or Title 10. It is more accurate:

 

**Arizona law and ADE requirements

• Federal education law and requirements
• Navajo Nation sovereignty, law, and educational priorities
• TCUSD Governing Board authority and policy
• Meaningful tribal and community engagement
= Our responsibility to TCUSD students. **

That is the deeper understanding I believe we need throughout our District.

What Does All of This Mean for Diné Bizaad?

For me, this is where law and policy must eventually come back to children. I do not want our District measuring the success of our Navajo Language and Culture Program solely by whether it appears on a master schedule.

 

I want to know:

 

Are our children learning Diné Bizaad?

 

Are students learning to understand the language? Are they becoming comfortable speaking it? Are they learning to read it? Are they learning to write it? Are they understanding the history, values, culture, traditions, and worldview connected to the language? Are students becoming more proficient from year to year? Does what we teach in kindergarten connect to first grade? Does elementary connect to junior high? Does junior high connect to high school? And when a child graduates from Tuba City High School, can we clearly explain what years of Navajo Language education have enabled that student to know and do? That is where I believe we need to raise our expectations.

 

Five Days a Week Is Important, But It Is the Beginning

 

Following the concerns that were raised, Navajo Language instruction at the elementary level has been restored to five days per week. I support that. I understand why consistency matters when learning a language. But I also want us to understand something important:

 

Five days per week tells us how often we teach it. It does not tell us how well our students are learning it.

 

Our next step must be about quality.

 

What is being taught? What are the learning expectations? What resources are teachers using? How do we know where a student begins? How do we know whether that student has grown? How are we supporting students who already speak Diné Bizaad differently from students who are just beginning? How are we supporting our Navajo Language teachers? How are our teachers collaborating? What professional development do they need? What should a student know after one year? Three years? Six years? Twelve years? Those are questions worthy of our attention.

 

We Should Build a True K–12 Diné Bizaad Pathway

 

I believe TCUSD has an opportunity to develop something powerful:

 

A true K–12 Diné Language and Culture pathway. Instead of treating Navajo Language as an isolated class at each school, we should establish progression. Students should build upon what they learned the year before.

 

We should establish age-appropriate expectations for listening, speaking, reading, writing, cultural knowledge, and authentic use of Diné Bizaad. Our elementary teachers should know what students need before entering junior high. Our junior high teachers should know what students need before entering high school. Our high school should provide opportunities for students to continue developing proficiency and, where appropriate, work toward recognition such as the Arizona Seal of Biliteracy. And we should celebrate that achievement.

 

We Must Also Protect the Rest of a Child's Education

 

This is equally important. Our support for Navajo Language cannot mean that we stop addressing the academic needs of our children. Our students deserve excellent:

 

Reading.

Writing.

Mathematics.

Science.

Social studies.

Diné language and culture.

Intervention.

Special education services.

Arts.

Physical education.

Career and technical education.

 

They deserve a complete education. Our academic data tells us that we have significant work to do. That is why I strongly believe in protecting meaningful reading and mathematics instruction, intervention, and daily science. The addition of science to the elementary schedule was not a statement against Navajo Language. It was a statement that our children deserve science too.

 

This should never become:

Navajo Language versus science.

Or:

Culture versus academics.

Or:

ADE versus the Navajo Nation.

 

Those choices are too small for our children.

 

Our Children Deserve Both

 

A student can be deeply connected to Diné language and culture and become an outstanding scientist. A student can speak Diné Bizaad and become an exceptional reader. A student can understand traditional knowledge and master mathematics. A student can understand the land, seasons, water, animals, plants, astronomy, and environment through Diné knowledge while also learning Arizona's academic science standards. In fact, those connections may create some of the most meaningful learning experiences we can provide.

 

We should not ask our children to choose between identity and opportunity. Our job is to give them both.

 

We Need to Listen to Our Community

 

One of my biggest reflections from last night's meeting is that we need to continue listening. Not because every decision will ultimately satisfy every person. That is impossible. But because people deserve to be heard. I want our Navajo Language and Culture teachers involved. I want our Program Coordinator involved. I want our principals involved. I want our Governing Board involved. I want parents involved. I want grandparents involved. I want fluent speakers and elders involved. I want appropriate collaboration with the Navajo Nation Department of Diné Education. I want us communicating with ADE's Office of Indian Education. And most importantly, I want students involved.

 

Ask our children what they are learning. Ask them what helps them learn. Ask them whether they are becoming more comfortable speaking Diné Bizaad. Their voices matter too.

 

Accountability Is Not Disrespect

 

I also want to address something that is important to me as Superintendent. Asking whether a program is effective is not an attack on the program. Measuring student growth is not disrespectful to culture. Reviewing curriculum is not disrespectful. Looking at instructional time is not disrespectful. Asking teachers what resources they need is not disrespectful. Making changes when something can be improved is not disrespectful. Those are responsibilities of a healthy educational organization.

 

I expect us to examine reading. I expect us to examine mathematics. I expect us to examine science.

 

I expect us to examine special education. I expect us to examine attendance. And I believe we should be equally committed to continuously strengthening our Navajo Language and Culture Program. If something matters deeply to us, we should care deeply about whether it is succeeding.

 

My Commitment Following the Work Study

 

I walked away from last night's conversation with an even stronger belief that this work deserves our attention. I am still learning. I will continue listening. I will continue asking questions. I will continue studying the responsibilities of our District under Arizona law, federal law, Governing Board policy, and the educational framework of the Navajo Nation. I will seek guidance from people who have knowledge and experience that I do not have. And when we identify legal questions about the respective authority or application of Arizona law, federal law, or Navajo Nation law, we should obtain appropriate legal guidance rather than make assumptions. That is responsible leadership. But I will also continue doing something else:

 

I will keep pushing us to ask whether what we are doing is working for kids.

 

That responsibility comes with being Superintendent. I care deeply about this District. I care deeply about this community. And most of all, I care deeply about the children we have been entrusted to educate.

 

My goal is to help make our Navajo Language and Culture Program stronger. I want a program that our elders respect. I want a program our community trusts. I want a program our teachers are proud to teach. I want a program our Governing Board is proud to support. But ultimately, I want something even more important: I want our kids to speak Diné Bizaad. I want them to understand it. I want them to read it. I want them to write it. I want them to understand where they come from. And I want those same children walking across our graduation stage prepared academically to go anywhere their dreams take them. They should not have to choose one future over the other.

 

They deserve both. That is what I took away from last night's work study. And that is the work I believe is ahead of us. We may not always agree on every schedule, every program, or every decision. But I hope there is one thing upon which we will always agree:

 

Our children must remain at the center of every decision we make.

 

That is my commitment as Superintendent. That is the standard I will continue to bring to our conversations.

 

And that is why, at TCUSD:

#KidsComeFirst.

 

Thank you to everyone who participated in last night's conversation. Thank you for speaking honestly. Thank you for listening to one another. Thank you for caring enough about our language, our schools, our community, and most importantly our children to have these difficult and important conversations.

 

Now our responsibility is to take that passion and turn it into action. Let's build something STRONGER TOGETHER!

 

Respectfully,

 

Scott Nedrow

 

Superintendent

Tuba City Unified School District #15