Organizations Filed Purposes:
KCLC STRIVES TO RECLAIM OUR CHILDREN'S EDUCATION AND HONOR OUR HERITAGE BY USING A COMPREHENSIVE CULTURAL AND ACADEMIC CURRICULUM TO ASSIST FAMILIES IN NURTURING KERES-SPEAKING, HOLISTICALLY-HEALTHY, COMMUNITY-MINDED,AND ACADEMICALLY STRONG STUDENTS.
WE USE A COMPREHENSIVE CULTURAL & MONTESSORI CURRICULUM IN A KERES-LANGUAGE IMMERSION PRESCHOOL - DUAL-LANGUAGE ELEMENTARY CLASS, WITH INTERGENERATIONAL LANGUAGE & CULTURE SEMINARS FOR PARENTS TAUGHT BY ELDERS.
LANGUAGE REVITALIZATION MONTESSORI SCHOOL THE PURPOSE OF KCLC IS KERES LANGUAGE REVITALIZATION. KERES WAS USED TO TEACH 13 CHILDREN IN ALL ACADEMIC SUBJECTS IN OUR TWO CLASSROOMS. THE PRIMARY CLASSROOM SERVES CHILDREN AGES 2-6 THROUGH INDIGENOUS-LANGUAGE IMMERSION TECHNIQUES AND THE MONTESSORI METHOD. THE ELEMENTARY CLASSROOM SERVES CHILDREN AGES 6-12 THROUGH DUAL-LANGUAGE BEST PRACTICES AND THE MONTESSORI METHOD. KCLC ALSO PROVIDED AN AFTER-SCHOOL PROGRAM CALLED IIWAS PLAYHOUSE, WHICH EXTENDED THE KERES-BASED SCHOOL DAY. KCLC USES AN INTERGENERATION APPROACH TO LANGUAGE REVITALIZATION THAT INVOLVES CHILDREN, THEIR PARENTS, AND COMMUNITY ELDERS IN RECLAIMING THE EDUCATION OF OUR CHILDREN. OUR TEACHINGS IMMERSED THE CHILDREN IN THE KERES LANGUAGE, WHICH CONVEYS ALL OF OUR INDIGENOUS KNOWLEDGE SYSTEMS, RELATIONSHIPS, VALUES, BELIEFS AND LIFEWAYS OF COCHITI PUEBLO. IN THIS WAY, OUR CHILDREN ARE ABLE TO ACCESS THE WAYS THAT THEIR ANCESTORS AND GREAT GRANDPARENTS DID. IT HELPS THE CHILDREN BUILD A STRONG FOUNDATION FOR LEARNING AND INTEGRATE KERES INTO THEIR EVERYDAY LIVES. KCLC IMPACTS THE WIDER LANDSCAPE OF INDIGENOUS EDUCATION THROUGH VISITS FROM LOCAL AND NATIONAL ORGANIZATIONS, PARTICIPATION IN STATE AND NATIONAL DISCUSSIONS ABOUT INDIGENOUS EDUCATION POLICIES, OUR NATIVE LANGUAGE SYMPOSIUM AND OTHER PROGRAMS. KCLC DEMONSTRATES THAT IT IS POSSIBLE TO CREATE AN EDUCATION THAT IS TRULY REFLECTIVE OF WHO WE ARE AS INDIGENOUS/NATIVE AMERICANS.
INDIGENOUS MONTESSORI INSTITUTE THE INDIGENOUS MONTESSORI INSTITUTE (IMI) WAS CREATED TO ASSIST COMMUNITIES IN RECLAIMING AN EDUCATIONAL MODEL THROUGH TEACHER PREPARATION THAT IS IN SERVICE TO THE COMMUNITY. IMI HAS TWO TRACKS: THE MONTESSORI TEACHER TRAINING TRACK AND THE PHILOSOPHY OF INDIGENOUS EDUCATION (PIE) TRACK. IMI GRADUATED ITS SECOND COHORT OF TEACHER TRAINEES-6 ADULT EDUCATORS TRAINED IN MONTESSORI PRIMARY THROUGH AN INDIGENOUS LENS. TWO OF THE 6 WERE INDIGENOUS PEOPLE FROM LOCAL TRIBES, WHILE THE REMAINING 4 WERE NON-NATIVE FROM LOCAL COMMUNITIES. ONE PARTICIPANT RELOCATED FROM ATLANTA, GEORGIA TO TAKE MONTESSORI TRAINING THROUGH THE PIE LENS.
MENTOR-APPRENTICE PROGRAM FOUR PARENT APPRENTICES AND SEVEN ELDER MENTORS COMPLETED KCLC'S FIRST MENTOR-APPRENTICE COHORT IN WHICH APPRENTICES AND MENTORS SPENT 25 HOURS OR MORE EACH WEEK TOGETHER IN A KERES-IMMERSION SETTING.
Executives Listed on Filing
Total Salary includes financial earnings, benefits, and all related organization earnings listed on tax filing
| Name | Title | Hours Per Week | Total Salary |
|---|
| Trisha Moquino | EDUCATION DI | 40 | $79,015 |
| Michele Suina | DIRECTOR | 1 | $0 |
| Everett Herrera | DIRECTOR | 1 | $0 |
| Tanesia Hale-Jones | SECRETARY | 2 | $0 |
| Notah Begay Iii | DIRECTOR | 1 | $0 |
| Natasha Cuylear | CO-CHAIR & T | 5 | $0 |
| Matt Pecos | CO-CHAIR | 5 | $0 |
Data for this page was sourced from XML published by IRS (
public 990 form dataset) from:
https://s3.amazonaws.com/irs-form-990/202023469349300437_public.xml