Special School Board Meeting: March 2, 2026

001Might check. Good. Oh, heard that. Wow. Okay. All right. Time is now 5:33. Item one, call meeting to order and verify corn present through the 8 through roll call. Special board school board meeting um CCSD March 2nd, 2026, Miss Hasky, Mr. So, Secretary Ospus >> here. >> Vice President Mononttoya >> here >> and myself. We do have three timing. 5:34. Go ahead and get started. Item two, discussions. A third reading of the cultural policy by Germaine Chappelle. Miss Chappelle, are you there? I'm also here. >> Okay, Miss Saski, thank you. I appreciate that. >> Yes, sir. I am I am here. Ready to go. >> If you would proceed, please. >> Uh yes, sir. So, reading the amendments. Um the first set of amendments occur in the first paragraph. Um and I'll read the whole

002paragraph just so it makes sense. The Central Consolidated School District recognizes the findings in Yazi Martinez v. State of New Mexico and the historic and equitable actions that have resulted in academic achievement and social emotional gaps of students. CCSD further recognizes the value of diverse culture and language and theation of the Hispanic Education Act, Indian Education Act, Black Education Act, and Bilingual Multicultural Education Act, as well as federal law that protect the inclusion of diverse cultures and traditions in educational settings. These multi- cultural education statutes coupled with the findings of the Azy Martinez case, federal reports like the Marryiam report and the Kennedy report and equal protection and first amendment rights in both the state and federal constitutions provide the legal foundation and reasoning for this policy. It is well known that children learn best

003when the cultures of all students, staff, and communities are honored and included within the school culture. These authorities also establish that historic educational gaps exist for Native American, Hispanic, African-American, English language learners and at risk students. CCSD also recognizes the importance of identifying learning and other disabilities early in their education so that the district can provide support and resources as early as possible to help students grow and learn to the best of their ability. As such, this policy seeks to reduce these educational gaps with an equitable, culturally relevant education for all students, staff, and communities. The uh next area of um amendment is on page four and it adds to the section that is titled interultural community outreach department ICO. Um, as part of the district's community outreach efforts, the district's administration, the ICO, and

004HOS HO advisement response team, HART will meet with students, parents, staff, and community members from each culture that is present in the district. The purpose of this outreach is to determine what what cultural practices, education, and considerations need to be included in this policy. The recommendations coming from this outreach will then be presented to the board of education for ad a potential adoption in this policy. Regular updates regarding the implementation of this policy and data regarding outcomes attributable to this policy will be provided to the board of education by the superintendent and the ICO. The district shall use performance-based budgeting to ensure that the programs supportive of cultural and holistic wellness and balance services and programs are adequately funded advisement response team known as HART. In order to implement this policy and provide support to

005students and staff, the district shall establish and fund the HOJO adisement response team or HART. The purpose of HART is to promote holistic wellness and balance of students and staff in a culturally appropriate manner to provide proactive and preventative guidance and expand cultural awareness and sensitivity for all students and staff in order to address cultural conflict and misunderstanding before it happens. to provide guidance on cultural protocols and etiquate etiquette to address and resolve situations needing cultural intervention. To address and work with administration to resolve matters involving cultural conflict and to provide recommendations on cultural curricula for students and staff, including but not limited to situations in which staff and/or students request cultural holistic wellness and/or balancing services. situations in which staff and or andor students experience traumatic diff or difficult circumstances that need cultural sensitivity

006and responsiveness, including but not limited to providing traditional holistic services. promote honor and respect in a culturally appropriate manner regarding holiday programs and curricula that have cultural implications, including but not limited to Halloween, Day of the Dead, Veterans Day, Code Talker Day, Sovereignty Day. Provide recommendations in the development of educational curricula and programming that honor and respect cultural and traditional holistic knowledge. Provide recommendations for educational curricula and programming that honor and respect cultural and traditional holistic knowledge, protocols, and etiquette responsive to natural events and disasters, including but not limited to eclipses, floods, tornadoes, earthquakes, rocks slides, northern lights, public health pandemic, etc. provide recommendations to district and school administrators regarding the potential need to delay or close the affected schools and or provide alternate learning working arrangements in response to situations involving significant cultural implications.

007Participate and advise district and school administrators in the cleansing and blessing of schools,classrooms annually prior to start of school year and as needed for certain certain situations including but not limited to lightning strikes or the following items entering buildings. Reptiles not including horn toads, animal and human remains/creains or cultural artifacts entering buildings. participate in developing curricula and programs that include but are not limited to cultural linguistic responsive instruction known as CLRI, inclusion of CLRI and 90-day plans, field trips, culturally appropriate timelines for winter stories, events and traditional cultural games, traditional cultural activities and arts, cultural and holistic wellness teachings, appropriate use of cultural artifacts, cultural apprenticeship and/or language certificate programs. Collaborate with equity council and other student organization in the planning and implementation of heart team activities and programs as well as include equity council

008where appropriate in heart team actions and activities and advise district administration and staff involved in student discipline and restorative justice matters on appropriate cultural and holistic wellness interventions and approaches. Participate in restorative justice, discipline matters when appropriate to support students in working through behavioral misconduct and other rule violations. Advise district administration on the cultural safeguarding and appropriateness of having funerals, funeral receptions, and memorials in district facilities. the district's administration, school administration, safety team, social workers, counselors, educational professionals, and staff, and student discipline/restotive justice administrators and staff are required to engage, coordinate, and collaborate with the heart team in the above described situations. Depending on the situation being addressed by the heart team, the team will coordinate and collaborate with other available resources including but not limited to district social workers, counselors, the safety team, and

009the employee assistance pro of the cultures in the district. The lead administrator of ICO shall determine which heart team members respond to heart team events on a case-by- case basis. The lead administrator of ICO will provide recommendations to the superintendent on the provision of stipens to heart team members for services provided above and beyond their normal work duties. The lead administrator of ICO will have authority to remove any heart team members as needed. Heart team decision-making. The superintendent in consultation and collaboration with the lead administrator of ICO has final decision-making authority on how the heart team responds to heart team events. Heart team actions and activities must balance cultural considerations with applicable federal, tribal, and state laws. Likewise, the participation by students and/or staff in cultural, holistic, and balance activities is voluntary, and when appropriate,

010parental consent may need to be obtained as determined by the superintendent. Creation of cultural literacy in district leadership and staff. Professional development curricula and programs as provided in this policy regarding all of the cultures in the district. Language and holistic wellness and balance shall be developed in conjunction with ICO district administration and the heart team parenthesis cultural PD. Attendance at relevant culture, heritage and language conferences is encouraged. Compliance with this requirement will be tracked on PDPs. Failure to comply with these PD requirements may result in progressive discipline up to and including termination. Cultural PD is required for all district leadership and staff, including coaches, sponsors of student programs and clubs and volunteers as follows. Board of Education semiannually, district administrators semiannually, building administrators semianually, educational professional staff semianually. All other district staff including coaches, sponsors,

011and volunteers semianually. Materials like books, videos, posters, pamphlets on various cultural heritage, language, and holistic wellness and balance services that are developed slashrecommended by district administration, the ICO and the heart team will be ready readily available to all staff. required implementation of curricula and programs as provided in this policy that include cultural linguistic responsive instruction CLR. CLRI considerations must also be included in district departmental classroom level 90-day plans, field trips, culturally appropriate timelines for winter stories, events, and traditional cultural games. traditional cultural activities and arts, cultural and holistic wellness teachings, cultural apprenticeship and/or language certificate programs. And one of the notes from the board um previously was to include language regarding absentee absentionism, asynchronous learning, attendance policy, and different coding for attendance. Uh and with that board I stand for questions. >> So with that

012item B summary of the public comments and survey results regarding the draft cultural policy u by the superintendent Mr. Noble and Miss Chappelle. Can we show those in case there's anybody looking listening? on that B item B of number two. >> Did you want to open it up to questions for A first or >> Yeah, I guess we can do that first because we only have that one, right? >> So far. Yeah. >> Yeah. >> Oh, >> okay. So, we will go with B stand. question. >> All right. Does the board have any questions for Miss Chappelle currently at this time? >> Yes, >> Miss Aspus. Well, I >> Well, I don't um I respectfully say that it's not just for Miss Chappelle because it doesn't depend on her. Um what the board thinks, but

013for the board itself. And I um look at this draft as um kind of locks us into things, more things. and um meaning the heart team. And then also um I think the last paragraph, the last section talked about discipline and and the failure to comply and um I don't think that's necessary. Um and I I think um as from the beginning I've been saying to that um it needs to be written differently and um we're we're putting more things um reacting with more uh I I just think we're we're setting ourselves up in the long run. >> Thank you. >> Any other questions from the board, Miss Hasky? >> I do not have any questions about this. Thank you, >> Mr. So, any questions at this time? I don't have any questions. Don't don't

014have any questions. Thank you. >> I do, >> Miss Monatoya. >> Um, Germaine, with this heart team that we're hoping to establish, will they have their own policies and procedures? Is that something that we're going to be able to review beforehand? How are they appointed? Is it a volunteer position? It says that we're supposed to have one from every culture represented or represented. How are we going to ensure that those requirements are met? And if we can't represent one, what what are we going to do in situations like that? >> Yes. Uh board member Montoya, very good question. Thank you for that question. Um this the the heart team is uh I I how do I want to say this? A number of years ago, there was um what we used to call the CAT

015team, cultural assistance team. Um and a lot of folks indicated that that was an extremely positive uh team uh for children um and for our students because it did address some of the cultural aspects in behavior, in circumstances, and in learning. And so to answer your question, um absolutely the the superintendent and the board would would have final say about those policies and procedures. Um and so this just kind of creates the overall foundation. Um and then we would go back in with more detail. >> May May I >> Are you done, Matoy? Yeah. Miss Aspus, you had another question. >> Yes. Um, can you scroll up to the to the top, please? Scroll up a little bit more. That's the very very top. >> Yeah. U to the second paragraph. >> The second paragraph

016is part of the existing policy that isn't being changed. >> Right. um where it says Yazi. I'm I'm just wondering um you know with policy to to be more uh direct. I I at the beginning I thought maybe you are providing a statement of of not agreeing with the Yazi Martinez um that is currently um being rejected. That's that's what I thought you were beginning with and then until I looked at the agenda and and but I I feel like there's too much in this draft and we're going from um Yazy Martinez to um I think it's kind of confusing and especially with um the the communities or the public that don't regularly Um see these and um and then again you know with that the the implementation of heart yes we did have a

017CAT team um and at the time um but I think with the implementation or the winning of Yazi Martinez has um I I figured that kind of um not replaced it, but but um it it it does it does um cover some of those those things and I just think it's confusing. Thank you. Any other board members? If there's no further questions for Miss Chappelle at this time, I'm going to go down to item B, the summary of public comments and survey results regarding the draft cultural policy by the superintendent, Mr. Noble, and Miss Chappelle. We can go over those um those points because we do have >> and board Yes, ma'am. >> Board President, at the appropriate time, I do want to clarify um some of the comments in the survey don't seem to

018understand existing state and federal laws. So, at the appropriate time, I would like to go through that as well. >> Understood. We'll just go ahead and get past this point so we can look at those pie charts and have that posted so the community can see the results and we can comment on that. Go ahead, Mr. Noble. Um, >> good evening, board uh, members, board president, and superintendent Carlson. Uh, just wanted to give a a brief little summary on the cultural survey results that we received back from when they were published. Uh, we just wanted to go ahead and and maybe there's two presentations that we can go over. Um there was two surveys that were created where a staff survey and a community survey was created for um to give feedback on this cultural

019policy. Um so I do want to start with the timeline and just letting uh our community know kind of the process of this survey how it was developed. Um so board action on regular school board meeting on Thursday December 18th 2025 to accept public feedback on the cultural policy for 30 days. Um, winter break started the week after of that regular schoolboard meeting. Um, and we didn't really come back until January 6 to >> Let's give Sharon a chance to to broadcast that. Okay. To post it online. >> Sharon, he's referring to the documents. There's there's a summary in both the parent and the staff surveys. Um, so that folks who are tuning in can see those the timelines. Superintendent Carlson, uh, board president, members of the board. Yes, it is on board docs. Amy,

020you might actually have to stop sharing on my computer there. Okay, so Sharon has loaded up the uh staff and teacher results. So again, I'll I'll start over with the timeline again. So board action on regular schoolboard meeting on Thursday, December 18th, 2025 to accept public feedback on the cultural policy for 30 days. Winter break started the week after the regular schoolboard meeting. Uh Don Striker volunteered to help draft the teacher surveys. Uh staff and community survey was drafted for approval by board on January 6th. Changes were made to shorten the community survey. First round of surveys were published to parents and staff on January 7th. Board approves to extend public feedback window into February. Surveys were complete by February 13th and survey responses were submitted to the board by superintendent on February 17th. Next

021slide um goes into a summary. So um the first question was how long have have you been a CCSD employee? There's three uh different answers. Four years or less, more than four years but less than 10 or more than 10 years. So majority of the of this question u more than 10 years uh 44% of our staff members contributed to the survey. Oh uh and then also to add board president, members of the board, superintendent Carlson, uh 279 responses came from staff members when they completed this survey. Next slide. Next question was, did you receive cultural training as part of the new hire onboarding process? 59 said no and 41% said yes. Next slide. This was one of the questions that was open to uh public comment and uh we just kind of try to

022condense it as much as we could to uh frame the some answers here. But there was a focus on Navajo Det culture. most describing training focused heavily on Navajo Det culture including history, taboos, traditions, dos and don'ts, language and spiritual beliefs. Specific content mentioned included not teaching lessons with snakes or owls, avoiding talk of funerals, and information about the four sacred mountains. Uh vague and insufficient details. Many responses indicated the training was vague, lacked uh specific clarification or was not helpful with with some noting they still didn't understand everything they should or should not do culturally. Training formats and locations. training varied in format uh including full day sessions, multi-day orientations, presentations, Tissel courses, CLRI training and trips, tours to places like window rock community chapter houses noi and bus rides around the district. Lack

023of inclusivity of other cultures. Several staff members point out a lack of education or inclusion regarding other significant cultures uh present in the schools. No or forgotten training. A significant number of respondents stated they received none or no training or simply could not recall the specifics due to the training being many years ago. Some noted they were hired after the initial training or did not receive it during their second tenure with the district. Next slide. The next question was, have you read the cultural policy and proposed changes highlighted that which Germaine read? Um, and so there was also a a link to the cultural policy if they haven't viewed the policy. So, um, 78.9 said yes, 21.1 said no. Next slide. Would you like the opportunity? Oh, the question was, would you like the opportunity

024to ask questions before the board makes a decision on whether to adopt the proposed changes? 84.5 said no and 15.5% said yes. The next question, next slide. Do you think that this >> I have a question or um a request? May I >> you may ask you ask >> would we I I heard you over here and then I heard you over here. So, um would it be possible to put up alongside um the survey information the actual survey so we can view that also how it's written. I'm just trying to determine the the the I guess what the survey looked like again and um how the information was extrapolated. I just wanted to see how that looked in comparison to the results. If we could have that, I would appreciate it. Thank you. >>

025Is there any way of actually doing that? >> I think you can put up you can split the screen and then put it up um together. That's just my my thought. Jared would Gerald would be the expert on that. Um, board president, members of the board, Superintendent Carlson, uh, board member Hasky, um, just I'm trying to understand the question a little bit more. Um, are you referring to the the format of the survey? Are you needing that pulled up to to see how it was presented to the audience or are you looking for different results to share with with in the meeting? I would like to see how the the um questions were written as as we're going through this to see the actual the way the survey questions were written and then what how

026it was extrapolated, how the information was extrapolated. Was it just very easily do the DI do you think the district is it just simple like that or was it something were there like several questions put into one that made this question the to get this answer I guess so I'm just trying to see what the how it was formatted on the as a survey how it was how it was structured And Michelle Chappelle has her hand up. >> May I? >> Mr. Chappelle, you had a comment question. >> Yes. I just wanted to ask Jared if he included the questions as they were provided in the actual survey, if they're the same as in his presentation. Um, board president Germaine, members of the board, Superintendent Carlson. So, uh, Germaine, you're you're correct. Yeah. So, the

027every slide here, uh, board member Hasky is a copy and paste from the results of the Google survey and just pasted into a presentation. So, they should, so a lot of these questions should be the same exactly what the the community received when um, when they were completing the survey. So I just took in I just I I screenshotted the the the question along with the pie charts into the presentation for today. >> So what you're you're telling me is that the question was asked and you have the question here like on uh the one that has the 78.9 and the 21. That's the actual question but with the pie chart results and then you have some of the ones that have the question and then a written result. Those are directly from the survey

028itself. Correct. board president uh Mononttoya members of Warington Carlson. Yes, that is correct. >> Okay. Thank you. Thank you for the clarification. >> All righty. Miss Aspus, you had a question. Since we're going to go with through it with a fine tooth comb, I um that last question that you asked, um would you like the opportunity to ask questions before the board makes a decision on whether to adopt the proposed changes? Why why did we ask that question? Um what was the importance? Um, board uh, Secretary Aspus, Board President Montoya, members of the board, Superintendent Carlson, I think that question was really to see if if if staff members wanted to cooperate with you and and just at least get some in input and feedback directly to the board. Um, I know this survey kind

029of does contradict maybe that question, but um, just I guess it's just really to see if if if staff members would want the opportunity and see that data to want to cooperate with the board. Okay, thank you. >> Go ahead and proceed. >> Thank you, board president Montoya, members of the board Carlson. So, the next question, um, next question, Sharon, on slide eight, I believe. Um, do you think the district should ban non-avoc cultural activities such as Halloween in the Day of the Dead from school facilities? 82.6% 6% said no and 17.4% said yes. Next slide. Do you think that the district can provide adequate cultural training for employees by using fact sheets that list cultural taboss and other relevant information? 80.9% said yes and 19.1% said no. Next slide. Next question. Do you want

030to receive cultural training twice each year? 64.1% said no and 35.9% said yes. Next question. In what format would you choose to receive cultural training? 50% said in person and 50% said online. >> I uh caught the little laugh over there. I was really surprised that was split even. That might be skewed one way or the other, but that's pretty impressive that it was 50/50. Just a comment. Board President Montoya, members of the board, Superintendent Carlson. Uh, next slide is uh, regarding board adoption of the cultural policy amendment. Choose one of the following responses. Uh, there was four. I recommend that the board reject the proposed amendments. I, uh, that received 8.1%. Uh, next in the red is I I recommend that the board further extend the public comment period to obtain more input. That

031was 26 point uh or 26%, excuse me. In the yellow is I recommend that the administration reinstitute the district's 2021 practice of providing new employees cultural training. Um, I can't really remember the rest of the but uh 44.2% 2% said uh uh were in favor of that and 21.7% was I recommend that the board adopt the policy amendment as it is written and that received 21.7%. the the the yellow one again. What reinstinstitute the old policy is that what or the um so from my understanding uh Secretary Aspus, members of the board, board president Matoya, Superintendent Carlson, um this policy is still going to be addressing the um 2021 practices of implementing cultural training, which is already what we're doing. Um, and I think you're just seeing in favor of of our staff members wanting

032to to continue doing that. >> Okay, >> Mr. Pel, you have a question. >> Thank you. >> Uh, yes, sir. Just wanted to be careful with that last question. Um, because the yellow really doesn't have anything to do with the actual question being asked there, which is about the policy. So, just wanted to make sure we understood that. >> Yeah, I I kind of had question on that too because says I recommend that the administration reinstitute the but it doesn't finish the sentence. So, I was under the assumption it says that it would say the current policy. Apparently in 2021, cultural training was part of the um training that was done with teachers and staff before the school year started. I don't know if that practice is still there, but I I think that's what

033it's referring to. >> So that that's why I'm asking a question. Is it is it current to the >> policy that is currently in place, not with no amendments? Is that what that question's asking? >> Right. So the question asks about the the policy amendment. Yellow doesn't really have to do with the policy amendment. It has to do with the previous practice of providing cultural training before the school year started. >> Okay. Miss Haska, you had a question. >> Um not a question but more of a comment in regards to some of these things. Um, I don't remember with I I do have a problem with some of the wording of the questions. I don't know where the questions came about. Like that was one of them. But then um also it's it's kind of

034the way it's worded is more geared toward um older the the the staff the the the longer tenure staff members. I I think with this particular question that we're on leans that way and there is some some issues that I have with what is how these questions are stated like with um did we say we were going to have a fact sheet is that something that we had talked about in a previous question um Halloween non-cultural activities has was that up to debate whether we're going to disallow or ban other cultural activities. I don't understand where these questions are coming from. If you if and I guess my question would be where um how are these questions developed because these are not conversations that we've had when the survey was going to be developed. It

035wasn't we weren't saying hey let's do away with Christmas or let's do away with this. we were talking specifically about the cultural policy. So I don't understand where where um in what context were these questions written. Thank you. >> Go ahead, Miss Aspus. So, um I agree with Miss Hasky, but I know these are are answers, you know, that that included Halloween and um these other Day of the Dead and and and then examples. However, um the one I'm focusing on is um Miss Chappelle's uh warning of I don't know if that's a legal warning or or just a note of of um of that last graph or that pie chart that I talked about or that we're talking about is that yellow um portion. and I recommend and the reinstitute of I guess basically

036the last or the standing policy. >> I'll ask her to clarify, Mr. Bell. And um so if we're getting um warnings like that and then then obviously um there's there's um questions that are being um questioned on how and why. Uh, I think we either uh spend more time on this or just table it right now and come back and and um with something more clear and and I believe one of the pie charts talks about um if if questions were clear and and I I don't recall the percentage on that, but it was um it seemed to to me it was more negative. >> Mr. Powell, would would you like to take a minute to explain that response and what you had stated regarding Miss Aspus' question on the yellow section of the 44.2%

037where it states I recommend that the administration reinstitute the and then it doesn't finish the sentence please. So on the the actual uh slide that I can see, it says, "I recommend that the administration reinstitute the district's 2021 practice of providing new employees cultural training and then the rest is cut off." Um I I don't know that it was a warning. It's more of a discussion item to note that this particular result is potentially skewed because 44% of the people responded to something that isn't the question. They responded to should we return back and and reimplement a practice from 2021. So, it was more just a note. Um I think the um percentages uh you know are still supportive of having um cultural training. That's 44% of people together with the 21% that's about 60%

038of people essentially saying yes to cultural training. So that was really the note that I was pointing to. >> Does that clarify the point Miss Aspus? >> No. uh because earlier we can play it back and she said be careful. Um so to me just as she said just a while ago people answered in the way that they thought and and then reading that with those dots and not having a full um answer to it. How do you how do you answer it? we either, you know, put everything there and and then so that people are are well informed. >> I have a comment >> just to clarify, board president, I did indicate that we need to be careful how we're reading these results because of that language. >> Um, I notice that there isn't

039an extra line there, right? So, it ends with uh it appears it ends with cultural training because there's not another line where there would be more words there. Um likewise, uh to board member Hasky's comment, the amended policy doesn't talk about banning Halloween or Day of the Dead. It just talks about providing recommendations to the school district on how to honor the various cultures and um various holidays that we have. So, I was a little confused by that question as well. >> Okay. >> Yeah, we're putting words and explanations in now when it should have been already there in the survey. >> Miss Hasky, did you have a comment? >> I did. Um I and I agree with what Miss Aspa said in regards to um maybe having to take a step back because I've

040I I'm not really comfortable with some of the wording um as Michelle Pel had just she that she just recently stated too that um it almost seems that it's very biased um in regards to how you the direction you want the surveyor to take. So, I I would like somebody very independent who's not affiliated with the school district to be able to to look at our questions to see if there's some bi bias. Um um I guess that's that that's a huge concern for me. It also leans toward um the questions really gearing toward people who have tenure again and and we're trying to get answers or um develop a policy that's for everybody, new hires and people who've been with the district for a long time. And when I look at this, the most

041useful part when I look at the questions are the the last page with the um the additional overall feedback. I think I took a lot more from that than the actual responses to the questions other than that I think it's biased and I think it's it's the the way the questions read are trying to push for a direction of the the way the person's supposed to take it. So, I would I I I would just say I do not like this survey and I think we re really need to look at other options. >> Miss Hasky, I um I appreciate your comments. I really do because that one pie chart and those four questions um I was really going back and forth on trying to not see it as being loaded or biased. But the

042fact that some of us have already recognized it and looking at it that way, that's telling me that's exactly what I was reading into it. Um because again the important part of this on what we're trying to achieve um and quite frankly in my humble opinion by refining the policy to be more inclusive inclusive and specific and to try to move from being reactive um to being proactive. and especially when we we all know and understand that we have the concerns of Yazi Martinez and the requirements and and quite frankly honoring the diversity of the voices that we have within this within our community. So when I looked at that initially when I first got it I started reading through it and I just kept going back to that one that you two are pointing

043out which I really honestly have a problem. Then I start reading into some of these comments and the depth of these comments and the um diversity of the comments and how they're weighted. That too again gives me pause to how do we achieve these things? How do we achieve what we need to achieve through this survey? and and I am in agreement with you about the bias that and perceived bias that's built into just that last question. Um, and I I know that we're we're committed very deeply to truly trying to implement some consistency and inclusivity. when there were responses in this that were speaking to that we weren't and more importantly to me I mean honoring the cultures that we have but at the same time there's a very significant friction point that exists

044um and the perceived exclusion of certain um cultures and people through the way this this was developed. Um so I I I share your your concern along with Miss Aspus' concern. Um and then following that that last pie chart and it goes down to because that was 258 responses on that one. That's quite a bit and then the 101 responses to that comment. Again, there's some really deep responses to that. So, I think we've belabored this one and I think I got a feel from um from what's been stated the concerns that we're facing right now regarding the that just that one question alone. So, if we could move on to the um unless do you have a question, Miss Montoya? >> I have a comment. If you have a comment, please. >> I do

045want to point that point out that on January 5th, we all received an email about the questions prior to them being made public and there was no additional feedback or any direction provided to the individuals that did create these surveys from the board. Aside from the fact that we didn't like how long the um parent and community survey was. >> Okay. Thank you. So, if we do have someone from an outside non-biased um not affiliated with a district perspective, whenever we review those questions, we'll have to have some thorough input and everybody, you know, highlighting what they do and don't like it before it's made public. >> Right. >> That that's very pointed and very good. I I appreciate that again. and and then it would have it would be nice or have been nice

046to have an outside entity come in and do that to be able to remove any perceived biases from within the district in of itself. Um so I I appreciate those comments. If we can go ahead and move forward with the next um section of the pie charts, I believe that's the community >> if you would Mr. Noble. um board president Montoya, members of the board, Superintendent Carlson. Um so we'll go ahead and go into the parent and community results. So again, uh the timeline is just a copy from the uh the staff presentation and copied over um for everyone to look at. So it's exactly the same thing. Um so in this summary, um 89 uh responses were made from the community uh participating in the feedback. Um so the first window start shrinking. We're

047uh we're on the third slide there or one more up on the top the with the pie chart. The first pie chart. There we go. Um so the first question was what region do you primarily identify with? So um we had 38 responses come from Kirtland that represented 42.7% that participated. Uh in the blue we have 40.4% 4% that represented from Shiprock with 36 responses. Uh oho had three responses. Nukem had eight responses and NSHitty had four responses. Next slide. Um we were just gathering some demographics. So um what is your cultural background? Check all the options that apply. 69 uh or 77% identify as Da or Navajo. Then u Hispanic Latino uh 4.5% were represented in the survey. 1.1% were identified as uh African-American. 12.4% were identified as white or Caucasian. Three uh 3.4%

048were identified as Asian Pacific Islander. Three uh% preferred not to answer. um 1% Native American uh sou uh oh my goodness I'm sorry Navajo um the 1% Standing Rock Lakota and uh mix of several different cultures uh 1% next slide so um we just want to get an understanding of the policy so uh the one of the questions that were given to the community and parents was, "Do you understand what this policy is trying to accomplish?" Um, 47.7% said yes, very clear. Uh, in the red, 36.4% said somewhat clear. Um, I'm I'm excuse me, uh, board president, members of the board calls. I actually don't have the actual percentages here for the not clear. Um, not very clear or not clear at all. Um, but we I I could probably actually look a little bit

049further in the in the forms and see if there is that percentage if you allow me. >> Okay. So, one more time, do you understand what this policy is trying to accomplish? 47.7% said yes, very clear. 36.4% 4% said somewhat clear. In the yellow, um 10.2% said not very clear and 5.7% said not clear at all. Next slide. So the question was the policy states if the if uh states it will protect and honor all cultures. Do you believe it does this fairly? Um 40.9% said yes definitely. 27.3% said yes somewhat. 20.5% said no I have concerns. And in the green 11.4% said I am not sure. Next question. This was one of the uh comments that were given or were available for them to participate in. So the question was the policy states it

050will protect and honor all cultures. Do you believe it does this fairly? So they're just explaining how they feel from that first question. Um so in the first bullet point perceive cultural bias prioritization. Multiple respondents feel that the policy, while claiming to honor all cultures, gives differential treatment, support, or priority to the naval culture, potentially ignoring or overlooking black American, black, African-American, Hispanic, Filipino, Christian, and non-native cultures. Next bullet point, uh, desire for inclusivity and equity. Many believe that all cultures must be treated fairly, respected, and included equally regardless of belief, religion, or skin color, with some requesting the policy be more explicit about steps for non-native American cultures. cultural education and practices. Concerns were raised that administrators do not s sufficiently teach the importance of culture and some noted that specific Navajo religious elements

051like prayers or cleansing are being taught in language classes which not all family students participate or want. specific cultural experiences and concerns. Response responses include experiences with racism and targeting of native America or of native people by the local sheriff's department, pressure to convert from the LDS church, lack of respect for traditional beliefs like eclipses, and a general lack of diverse representation in the cultural department. Positive policy view. A few respondents explicitly stated that they believe the policy is fair, clearly shares the intention of honoring all cultures, or that any attempt to honor cultures is more than enough. Next question, again, still in the fairness and balance section. Do you feel that one culture is being favored over others in this policy? 48.9% said no. Um 26.1% said I'm not sure. and 25% said yes.

052Next question. Do you think the district should ban non- Navajo cultural activities such as Halloween and the Day of the Dead from school activities? Um just like the teacher survey, 87.4% said no and 12.6% said yes. Fairness and balance. Um this question is if a cultural practice or celebration makes some students uncomfortable, what should schools do? Um first bullet point is that allow students to opt out not participate. The most frequent suggestion is to allow students to choose not to participate in the cultural practice or celebration or be excused from it. Sometimes with an option for an for an excused absence that doesn't count against attendance. Provide alternative activities or spaces. Many respondents recommend offering a different activity, a separate plan or an alternative plan like the library or another classroom for students who opt

053out to ensure they aren't forced to engage or made to feel like outcasts. Involve parents, parents and guardians. Schools should not should notify parents in advance and either seek parental permission, consent for participation, or allow parents to decide whether their child attends. Educate and promote respect. Several responses suggest teaching about the cultural cultures practices in history to foster understanding the respect emphasizing that students don't have to agree with all practices but should be respectful. Listen uh next last poll point there is listen to concerns and act on them. Schools should listen to all concerns, address prejudice and take steps to make students feel comfortable rather than enforcing participation or simply evaluating suggestions. Next slide. Still in the fairness and balance. Are there specific cultural traditions or practices from your culture that should be better addressed

054at schools? First bullet point is allow students to opt out not to participate. The most frequent suggestion is to allow students to choose not to participate in the cultural um board member Matoya. Uh members of the board, I believe there's a duplicate on this slide here. Um um if you allow it, we can probably go ahead and proceed to the next slide here. >> Go ahead. >> Okay, next slide. So now we're in the next section, they were offered the uh in this section, we wanted to understand the use of facilities and their thoughts on it. So um the question was some have concerns about using school facilities for certain cultural or religious purposes. What are your thoughts on this and should schools continue to allow community use of facilities for these purposes? First bullet

055point is support for continuation with conditions may respond and support continuing to allow community use of school facilities for cultural and religious purposes provided there are clear ground rules, policies, procedures and conditions in place ensuring safety, neutrality and respect for all cultures and beliefs as well as equal access for all groups including minority religions and those with no religion. Uh the next bullet point is concerns about uh funerals related practices. A significant concern raised about multiple respondents uh particularly within the context of Navajo culture is the use of facilities for funerals. Um with with strong opposition to these practices uh occurring on school grounds. School versus community use. There's a divide on whether schools should be strictly for educational and school affiliated purposes only or if they should function as broader community spaces, especially in

056rural areas lacking alternative facilities, often mentioned that taxpayers should have access. Tim timing and non-in interference with school operations. Several responses emphasize that any non-school related use, especially for religious or cultural events, should occur outside of school hours, not interfere with normal school operations, and that this that school time should remain strictly educational. Last bullet point there is fairness and avoiding favoritism. Multiple respondents stressed the importance of fairness, equal access, and not favoring one culture or religion over others, with some experience expressing concern that current practices might involve favoritism. Next slide. Um, so they inserted into a new uh section here, cultural and religion. Do you see any parts of this policy that might conflict with religious freedom? Um, 55.2% said no. 31% said I am not sure and 13.8% said yes. Next question is

057should schools treat cultural traditions and religious beliefs the same way or differently? 34.1% said the same. 19.3% said differently. 35.2% said it depends. And 11.4% said I am not sure. Next question. So, we're getting into the end of the the survey results here. So, overall feedback 45 Oh, I'm sorry. Um, so we just asked there are different questions, a feel for the policy. So, what do you like about this policy? Uh, the first bullet bullet point there says promotes awareness and diversity addresses cultural diversity, creates awareness and opens up discussion about different cultural backgrounds and practices. The next uh bullet point there is equality and respect. The policy aims for equal rights, fairness, and ensuring every culture and tradition is respected and protected with specific mention of honoring Navajo traditional beliefs and practices. Next one

058is improved clarity and scope. Respondents appreciate the clear and detailed language that appears many uh that it covers many areas and its focus on multicultural cultures and all students. district's approach. This is the last bold point. The district is recognized for asking for parental feedback and taking a strong stand that includes the whole student, staff and community. The next one is uh what concerns what concerns you about this policy? Uh the first one is indoctrination and neutrality. A major major concern is the risk of blurring the line between cultural education and identity based indoctrination with calls to ensure the policy remains neutral voluntarily and does not compel alignment with particular cultural frameworks especially if conflicting with students and parents' beliefs. Next one is overemphasis on one culture. Several respondents expressed concern that the policy unfairly

059favors or focuses on one cultural group with some feeling their children are being forced into Navajo traditions, teachings, or that accommodations are only for one race. Next one is policy implementation and clarity. Concerns were raised regarding whether the policy's stated goals are truly being implemented, potential manipulation of policy for an agenda, and suggestions to make the policy easier to understand. Educational focus verse cultural learning. Some feel schools should primarily be for learning, not for cultural teachings or ceremonies that may not represent all students, and worry the policy may hinder the educational process or cause students to fall behind. And the last one there is lack of concern. A significant number of respondents indicated they had no concern, nothing or none regarding the policy. Um, next question was, what would you change about this policy? In

060the first world point, concerns about bias and equality. Multiple respondents felt the policy was too Navajosided and asked for all cultures including those from outside the US to be recognized and considered equally without bias. Request for mandatory cultural education. One suggest one suggestion was to make learning traditional ways a man mandatory class in in onreservation schools. Next bullet point there is policy scope and necessity. Some suggest limiting the policy to equality in education, teaching and training, believing the risk belongs to parents and homes or even that there is no need for a policy beyond following public school law. Next bullet point is suggested suggested improvements to language and implementation. There was requests for languages or for language to reflect input from all areas and cultures for more Navajo language reading materials and for the policy

061to be better written with equal implementation across all schools. Parental participation. One response suggested that failure of parent participation should allow the school district to limit accommodation of most traditional requirements to focus equally on educational requirements. Next question is what is the most important thing the board should know about the about culture in CCSC schools. Um first bullet point need for equal representation and respect. Respondents strongly emp emphasize the need for equal representation and represent for all cultures religions and beliefs within CCSD schools not focusing only on one culture. Next bullet point is importance of Native American culture. The significance of Navajo Det culture, language and traditions was highlighted with suggestions to educate staff, new and current teachers on the dos and don'ts and to recognize that for some this culture is very important though

062it should be optional for students. Next bullet point is inclusion and belonging. It is important for all students to know they belong, be allowed to display and celebrate their culture, and for staff to be open-minded and culturally sensitive. Next bullet point is historical discrimination and policy awareness. One respondent shared a detailed personal experience of perceived prejudice against native students in the past and there was a suggestion that the board would be familiar with the policy itself. Last bullet point there is role of home and school in culture. While some believe culture starts at home, especially language fluency. Others noted the importance of school staff to understand and not place children in unhealthy situations, suggesting a choice for students participation in avoiding over accommodation that affects education. And just like the other slide, um, regarding board

063adoption of the cultural policy amendment, choose one of the following responses. Um, here, 33.3% said, "I recommend that the board adopt the policy amended as is written." 13.6% said, "I recommend that the board reject the proposed amendments." 27.2% said, "I recommend that the board further extend the public comment period to obtain more input." And 25.9% said, "I recommend that the administration reinstitutes the district's 2021 practice of providing new employees cultural training." And I I I actually did have the language there to finish the sentence if you would allow me, board president, members of the board, Carlson. Um, so 25.9% said, "I recommend that the administration reinstitute the district's 2021 practice of providing new employees cultural training as part of the hiring process." Uh, board president, members of the board attend Carlson, that concludes the summary

064of the parent community surveys. Okay. Um, are there any questions regarding that portion of the survey from the board? I think um you know just going through some of the the response or the comments made um it's it's it's concerning and first of all um you know we we ever since um coming onto the board and then especially um with Yazy Martinez that when we've all we've all uh know the difference between cultural tradition traditions and religion. And that's one thing that we keep saying here in the boardroom and amongst ourselves is that they're not the same. and where some of the comments made um I think it's clear that that needs to be well defined and understood that our culture is not our religion and um there there's just several things that I I

065you know just listening to and and it's kind of the same for each um as you started off with the teacher staff and and then the community now um and some of them I I don't know if you've seen in there I think it was like page 32 34 or but um one even um used the f word and saying um just educate and um and and therefore they don't know the importance of Yazi Martinez and that that's something that the districts are um by law have to um we it you know we have to have uh a department and we have to uh find ways to implement that. So I think there's a lot of education that's needed. I mean clearly um or else we have the same um comments you know that that

066um and um it's not so simple. It's not so simple. Thank you. Any other questions from the board? >> I don't have a question, but I have a comment. >> Go ahead, Masky. I apologize. >> Um, no, it's okay. Um, I I I I have those same concerns and when when we were going through um some of the surveys, I was like, we're not a race. I think even just that in itself um distinguishing who we are or as Native Americans um has to be understood by our audience by our but at the end of the day we have to focus on the well-being of all our students regardless of what their background is and I think um the biggest thing my the biggest takeaway from This process is remembering to recognize and see all

067our kids as being from diverse backgrounds and having a survey that will I guess speak to that. But we know we have we have some diversity. Although we have 95% of our our students are Navajo and we are not a religion. It's being Navajo is not a religion. A religion. I wake up every day and I'm Navajo. I go to sleep every day and I'm Navajo. From the moment I was born to the day I die, I will be Navajo. and it will not change who I am. And I think that's a definition. The definition has to be clear on what who our kids are. And and and as as simple as it is, mistaking us as a a racial group >> is not right either. And then understanding the the trials and trials that

068are our parents and our grandparents, the systemic um racism, the systemic hardships, boarding school era, all those things. The consideration has to be taken into to into into um a factor too because we want welladjusted kids who are going to bring their uniqueness to the table and learn for to make our community better. And a survey is just a survey. But um I like what Miss Aspus said is that we're we're what we're actually looking for is not in this survey. What we're trying to capture with our policy is not in this survey. And what we're trying to capture is best practices for our for all our students, for our Native American community, for our for our black students, for our Asian students, for our just for our Caucasian students. >> We have to find

069find the policy that's more inclusive than exclusive. And I don't think looking at the survey, I don't know if we had a different survey if it would have the same thing, but I think we just have to we have to as a board consider the importance of each of our students. Not what we're hearing, the indoctrin indoctrination of this or that, but really about our students and recognizing who they are as individuals and what we want them to be productive members of society and to help them reach their fullest potential. That's what my thought even just listening to this survey. um it it's not capturing what we wanted to capture and I don't know if you know listening to the second half I don't know if we will we will be able to capture that.

070Thank you. >> May I >> miss go ahead. So, um, with I mean those those were was very good words and well stated and um and something I read in the in the papers and um about concerning the rejection of Yazi Martinez remedy framework. Um this this person Loretta Trillo, an educator and executive director of Transform Education in New Mexico, um stated this inherit the students have inherited a broken system with classroom materials that don't reflect them and their communities and teachers who sometimes don't know how to best support them. And I think there's a lot said in that statement. Um but where the disconnect and that's you know falls on the community and the parents is to they need to be here. They need to participate because we as board members, we go to

071these trainings, we hear of these winnings of lawsuits. We know that um the last education act, black act education act was um a couple years back and um it's not just simply because the school sits on the Navajo reservation. Um even Yazi Martinez is not geared towards Navajos only. It's not a a a Navajo um fix. It's it's it's supposed to be those students that are at risk and and um so that involves all all races. And so there's a there's going to have to be that education first between our community and our parents. We can't just simply say that um well they're here the school system is here on the Navalo reservation so um we need to indoctrinate all you know towards NAVO culture. know we're we and we I think they they there

072also should be some um gratitude that we recognize the diversity and um we as a people we've seen what you know trying to um erase our cultures. We know what that feels like. So why why would we want to stand there and do that to others? But we got to be careful. We got to be careful in this. Thank you. >> Any other comments from the board? >> Yeah, I I'd like to offer my comment. Um, for me, I'm going to try to I'm going to I'm going to say this. I'm going to say I I think we can solve and not get sidetracked or distracted by by the survey. survey to me is informational and and to me it did tell a lot it's it did say that we still have quite a ways

073to go from inclusiv inclusivity diversity that that's sort of understanding of place but the bottom line is when you look at the actual policy it is it accomplishes a lot of the stuff that everyone is talking about the that it's respect for each person's background the diversity uh all the different backgrounds that exist in our district uh it's also supportive and inclusive and it's not punitive or exclusive if you want to if you want to follow that. So I I I think we we're we're going to continue to beat beat this policy and I I'm I'm just looking at the policy itself and not but not looking at I'm not going to try to distract by something that it's not and I think the more we get confused or get get into the weeds or

074the details we're just going to confuse ourselves even further. So I asked just look at the policy itself. It's pretty it's a it's pretty darn good policy. Thank you. >> Okay. Thank you for those comments. If there's nothing else, um there was no motion, was there? He was just making a comment. Okay. I thought I heard that correctly. Um, so I do appreciate the comments that were made because especially referencing the Yazy Martinez when you look at that and the totality of what's occurred in the state of New Mexico and how we get to where we are today. uh starting with the Hispanic Education Act, Bilingual Multicultural Act, um Indian Education Act, the Black Educational Act, and then being punctuated with the Aussie Martinez ruling and decision. And to Miss Aspus' point, but the court

075found that the state failed all underlying all at risk groups, not just one. And so therefore um for the fear of creating a preferred culture or a blanket statement uh I think I it can be stated that I've said this several times about balance and certainly looking at it from the board's perspective that um for lack of better description that we're not just blowing smoke and that we're truly trying to create and and service everybody uh through this document. And then when you look at that that pie chart, there's they're both very similar with four questions that were asked. Couple of them were flipped, but still when you look at the totality of the results and then the acknowledgment of what is perceived to be some semblance of bias in the questions, um it's it's

076important that we try to do this right and get to a point to we're doing it right because we do not want to give the impression that it's being skewed in any one way or direction. So, having said that, if there's nothing else, um I'm going to move to item C for uh public comments or I'm sorry, I apologize. Board member Montoya, go ahead, please. >> No problem. I think where looking at the policy itself where I have some hesitation is specifically with bringing on the heart team and we specifically outline that we're going to perform a cleansing in situations not limit to light lightning strikes and following entering buildings like reptiles things like that that is very Navajo post specific because if we are honoring all cultures including Hispanic cultures snakes are looked at

077as divine power earthly they're symboliz they symbolize fertility renewal wisdom and in those cases when we're excluding or favoring one cultural or tradition above the other where's that where do we decide which one's going to win in that situation cuz maybe some of our Hispanic students see that that snake entering the building is not bad luck, things like that. And I think that's where our surveys should have been pointed. Definitely asking questions that get at the meat of the new policies being introduced and how we govern when something happens for one culture that doesn't necessarily mean something negative to another. And that's where there is a little bit of bias in this policy >> proposed proposed policy. >> Somebody have their hand raised or no? >> Yes, sir. I I was just wanting to Okay,

078go ahead. >> Clarify the language or the policy if possible. Uh very good. Um uh observation there board member um Montoya vice president. Sorry about that. Um just want to go back to the policy and um it's really on let's see here starting on page four. Um essentially what the policy is saying is the first um iteration of this uh came u before you came on board vice president. My apologies in response to a cultural issue that was raised. And so this does have um some Navajo traditional culture in it, but I just want to point to the um first paragraph which talks about going forward we'll do this for every um culture within the district and this um will be a living document that would then be transformed. Um but with respect to HART

079um all that language says is that the heart team would provide recommendations to the administration and from the administration to the board on how to deal with those things. Not saying that they are strictly prohibited just how do you handle them with respect to this culture. Um and then so the next iteration of that would be to your point board member Montoya or Vice President Montoya it would be how do we handle it for other cultures as well. So it's more of an ongoing conversation about how to honor culture in our schools. >> Thank you for clarifying. >> Yes ma'am. Thank you. So if I can add to that in that respects to the um Indian education act and the requirements of the district to consult with the tribes, the Aussie Martinez also requires equitable

080access for again all students. So, you know, looking at it from looking at the cultural protocols really from a perspective of professional ad um etiquette and mutual respect uh rather than a governance or legal standpoint, uh which really allows for all students and and in particular especially like tomorrow with the Navajo students during that Eclipse um feeling unsafe but feeling safe for honoring that part of their tradition. So again I think from looking at it from my perspective um on those two last pie charts of each and they're very similar and again the questions that were asked and how they were asked I think that has to be taken into very serious consideration of what's been um talked about here at this point. So, if there's nothing further, I'd like to move on to um

081item C of number two for public comment. Do we have anybody else in the audience with any public comments that want to bring it up before we we'll let Mr. Striker go first since he was the first one? And I thought maybe we might have a barrage of people come up here, but since we'll grant you three minutes each, how's that? Is that more than enough time? >> Probably not, but we'll do the best. Can I >> I say five. >> Um I uh I'm glad I'm here. Okay. Because I am the person that drafted the staff and teacher survey and I want to answer some of the comments that were made. And I'm speaking as someone like I was there that night in Kirtland when we said our farewell to Mr. Wells. That's that's

082where this took place, where it was decided to do this. But I want to back up first and go back to November 20th, which was the board meeting right after the event took place. And I want you to think about how everyone was acting that night. It was extremely emotional. People were very upset. I mean, very upset and rightfully so. I understood that. And that was the same night that I mentioned that we had lost a student. And everybody up here had comments for all the public comments about the cultural issue, but it was stone silence when I mentioned that we had lost a student. Now, this cultural policy is important, but the kids are more important. The well-being of the kids to me is number one. Okay? So, I want to put that backdrop

083on what I'm going to say. Um, and I also I spoke in December and I mentioned about what Dr. Belinda Beay had said. And I also want to before I get to that though, I want to well I'll go through the timeline. So that was December 1st and one of the things that she said and I I quoted her on the December 18th meeting there in Kirtland was day of the dead, Halloween, these deal with death and death and these are not appropriate. That was clear and plain language and I stated that and I said that gives me worry with this because policies are subject to interpretation folks. That is a big part of any policy is how or if you implement it. And when your person is recommending these changes says these things are

084inappropriate, that means you don't do them. I don't care what the text says. The intent behind this language is to eliminate Halloween, the day of the dead, allowing funeral receptions and things of that nature on school grounds. That's where this language came from. Okay? So, you have to you can't forget that part of the storyline. That's really important. And sometimes it's hard to do that because this has dragged on almost four months now we're dealing with this. Right? And it it's important and I'm not downplaying the importance. And I said that night in December, I said, "Hey, I'm not saying don't approve the policy. I'm saying slow down." Right? Whoa, Nelly. Like Miss Aspus said, right? Slow down on this. Okay. Okay. So, that gets that gets us through December 1st. December 18th, we're at

085the meeting and I I made the comment and I offered to do the survey. two of the board members. It was, and I'm not picking on anyone, folks. This is all public record, okay? It was uh Miss Oberly, Asky Oberly, and Mr. So, they were ready to approve that policy right now. Let's do it right now. And the majority of the board, Mr. Wells, Miss Aspus, uh, President Montoya, you wanted to wait and that was the thing to do. Okay. We went into Christmas break and I was told, "Hey, can you help with this survey?" Folks, I would have loved to have sat down with you or gone into executive session with you for 10 or 15 minutes and get an idea of the direction to take this survey, but I didn't have that opportunity.

086So, I did this in the blind. And I take total responsibility for it. And something else that you probably don't know is when I submitted this to Jared and Mr. Carlson, it was a draft. I said, "Gentlemen, here's a draft. Let's look at it." The next thing I know, it's published. Okay. So, is it perfect? No, it's not. Okay, that last question, it sure could have been better. But again, it was supposed to be a draft. Okay, and I did this on my own time. Took time away from my family for my Christmas holiday to come up with this. And so, what I would respectfully request, we can we can debate the last question. There is some utility in that though. All of these questions provide you with useful information. Every single one of them,

087you have to look at the questions. And I was going to ask Mr. Noble to keep this up to go through this um because this was not part of my public comment but I I feel I have to do this. So please indulge me the extra minute or two. >> You have one minute. >> All right. One minute. That's fine. Okay. The uh the complaining didn't really start or the concerns didn't really start until later in the survey. Right. There was some good information on who hasn't been trained here. Many people have not been trained. It's no wonder there was a cultural problem. That's useful information for you. Don't just throw this whole thing out. There's some pearls in here. Um, okay. Proposed changes. Yeah, they read it. Okay, good. Ask questions. Yeah, if they

088want to. Okay, good. Go on. It says, uh, do you think the district should ban? And again, the language there. I would have loved to had your input on this, but I didn't have it. And I know the history and I know the intent of this policy, and that's why I put that question in there. And it's yes or no. Okay, the next one. Adequate cultural and training for using fact sheets. I've lived and worked around the world. You don't have time to read a book or take a three-hour course. You have to know the basic dos and don'ts. I see my time is expired. Is that what you're raising your hand for, Mr.? >> Yes, sir. I'm trying to be fair. Um, I was going to give you three. She asked for fives. We're

089going to give you the five out of courtesy. So, that's your five minutes. I I appreciate it. And and your comments are certainly well uh well taken. >> All right. Thank you. >> And I believe Miss Low, >> do you could I get your sheet, please? Thank you. >> Again, out of respect and courtesy, five minutes. Miss Low. Where's my timer? >> Good evening, Yat Board members. under theat the the discussion on the our cultural policy. This is the first since many years that um the school has been in in not in session. What's the word I'm looking for? In existence. There we go. In existence. So, I appreciate that. And I also um agree with the recommendation that was put up of the 33.3% of the survey that was taken that uh the recommendation

090for the board to adopt the policy and amendment as it is written because on page five of the heart section It states that the the last section to advise district administration on the cultural safeguarding and appropriateness of having funerals, funeral receptions and memorials in the district facilities. At the last meeting, um Dr. Be gay did a great job, an excellent job in explaining the reasons for those um for those rules, guidelines that we go by as Navajos. And so that's why I agree with um that recommendation that this policy be uh amendment be approved by the board. And then so um there are many more things that I wanted to say was but now how many minutes do I have? >> Three three minutes 20 seconds can't count. >> All right. So anyway that was

091the main thing that I wanted to say is I agree with this policy. It is time that we had a cultural policy like that and then that also that we have the um our here in place to explain questions the reasoning the of uh the different beliefs that we have as Navajos regarding um our children. This is for the safety of our children so that they can have a clear head, clear mind, clear hearts as they approach their education. And then also uh in regards to the teachers to the educators who teach our children so they are aware of these and can work towards uh improving their um teaching and then to also help our children to uh to learn. So those these types of activities will not be hampering will not be in the

092way of their learning of their comprehension. So um I agree like I said again I since I'm on a time limit here I >> You're good. You got two minutes. >> Two minutes. Okay. All righty. There's many more stuff that I wanted to say but anyway that was my main point right there. So after I sit down, I'll probably think, "Oh, shoot. I should have said this." But anyway, so thank you very much, uh, Mr. Montoya, our board president, Miss Mononttoya, our new vice president, and, um, Miss Aspus, our secretary. And I totally agree with um, Miss Hasky's statement that she made. Miss Miss Hasky. So, thank you very much for that. And um I wish I could um word for word explain or translate what I said in Navajo, but I'm I'm sure you

093know what um um I mean. Anyway, I >> your sentiments are understood. Okay. All righty. Do I have time? >> Got one minute. >> One minute. Okay. Quickly. All righty. One minute. Okay. Um Carlita, I'm the salt clan. So when people introduce themselves, when Navajo introduced themselves, their first clan is their clan, their mother's clan, the maternal lineage. So that's what we're expressing. and that's my father's clan and my maternal grandmother's clan and the lineage on that side and my maternal grandfather's clan. So my maternal grandfather and the lady the women's lineage on that side and my descal paternal grandfather's clan and the lineage. So that's what we say. That's what those meanings are. They're not we're not just saying words or clans, but we're establishing lineage. So then the the other people will know

094what what clans we're from and how that we are going to be related. So that's why we say that. So I just I wanted to explain that to Miss Montoya who's our new board member. Welcome aboard. And so be anyway be helpful to us in regards to this. So, >> thank you, Miss L. I don't I don't know if most people know and understand that Miss Montoy is actually an Alaskan native. Thank you. >> Good evening, board members. Mr. Montoya and Miss Montoya and Mr. Carlston and Miss Aspus and Miss Hoski and Mr. So, my name is Doris Blackhorse Harrison. I'm a grandparent and I spoke the last time that you guys brought this up when I guess the incident happened at Cherro High School and a lot of us re reviewed that policy that

095Dr. Melinda Beay brought up and when they were here with her and her team, they really went through a lot and they explained a lot of things that were stated in there. And just like Mrs. below said um going through it, the explanation, everything with me, I felt it was safe for my child because like I mentioned, I have a granddaughter that I am raising and taking care of who is attending Sherbra High School and you could tell from a lot of your team members at that time, their hearts were broken. You could really feel the need that they were putting in place for the students and our heart went out to the students at school and elsewhere because we love our children so very much. That will never ever go away no matter how

096old they get and how old we get as adults. And I just want um I guess you guys to consider that that policy needs to be approved for the safety reasons, the concerns, the understanding, the educational wise of we would like Miss Hoski mentioned, we wake up every day. We are native and that's not going to go away. That's part of who we are. That's part of history also and you know what a lot of us have learned along the way and the survey I guess when I was looking at it trying to answer questions a lot of it to me just felt redundant it was just a lot of like yes or no and a lot of things weren't there in place I guess as you know answering a survey A survey should be

097a question where it's open. You should be able to write as many sentence or whatever or even a paragraph as to state what you feel and the way you look at things, the way you acknowledge things. And yes, we are talking about all our nationality in our school from different nationalities. We respect all of them and I just want to say thank you for bringing this up tonight again and going over it again. But it would have been nice if Dr. Belinda Gay was here and her team and you know I think for me them being here was more explanatory than anything else. But I thank you for all that you have done for our students at Sher High School and elsewhere. I thank you for being here part of the school board member and

098for listening Mr. Carlston. Thank you very much. >> Thank you, Mr. Harrison. >> I believe you were going to make a comment. Vice President Montoya, >> I think I heard someone ask if I was Aabaskin. Is that I'm alupic and Aabaskin? All right. Um, so with that, item D, I think we, if I'm not out of out of line to say, we've already discussed as we went along under B, unless there's any Oh, I'm sorry. I apologize. Start that over again. I retract those last comments. I didn't see it back there. Are there any other public comments that need to be stated other than this assumed last one? >> I got you. Good evening board president, members of this uh governing body, superintendent. My name is Eric Gail. I am a community member here within

099Shiprock in-law of Shiprock. and living here for about uh 12 years by now. But um had an opportunity to have many many jobs along the way with the Nava Nation, representing Nava Nation in DC uh district office down in uh House of Representatives in Arizona as well as uh over at the Hill over in New Mexico. So policy wise, I'm familiar with a lot of policy developments. also a uh professor Arizona State University School of Social Work. So I teach a lot of my students on data data analytics uh research methodology in macro social work. So uh I say that because I I want to bring forth to your attention the survey that was presented. Sure, there's issues with it. Um you mentioned bias and whatnot. An opportunity to uh consult with independent contractor to

100to conduct to dig deeper if you will. Uh, one area that I want to point out is the methodology that was presented. Um, this was done all done on online. You have communities in the rural areas of Naval Nation with that reside within the district. You can drive out there and you don't have cell signal. Broadband's missing. So, you're missing a big subsample population out there in these communities. do they have access to conduct these surveys online? I think there's only one community member that submitted a response and four staff members from these particular areas. So, if you choose to to dig deeper, I would uh recommend one thing that I found very effective uh working with tribal governments is community forums. if you really want to to understand what it is that you're trying

101to understand. But at a surface level, you know, it it's just surveys. Take what you want. Whether you can call it bias or bias or not, whatever you decide to take, that's the bias part of it. Just an FYI on that. So, I just want to point that out. Thank you. >> Thank you. >> May May I >> Yes, you may. because I think that takes us to item D which would have been uh the board discussion if anybody has any other comments or questions regarding the policy. >> Thank you for the phone time. >> Um so I got a couple of questions. Um but I I do um appreciate that last comment. Um yes, I I really think um we are such at a time that um we try to get all our parents,

102all our guardians involved and but um we still we still have that um audience out there that that's not um techsavvy or you know they they don't have that access. So um I'm glad somebody other than me points that out. Um and then on top of that I as uh Dr. had put up pointed out that he was asked and I would really would like to know from the superintendent um why was that the choice and um not that it's wrong. I just want the the um you know what what was your thoughts on that on why you would you would have somebody in house or um on the staff side um carry out or or um um come up with these questions and and and again you know this is um I I think

103it's been pointed out since the last time this this policy has been um point um reviewed and and since then um I keep saying things are not so simple anymore. Um there's a lot to look into this. We can't just simply state one thing. Um, and and for even if Matthew so says something, I can't go entirely against him because we all have our different feelings, our different thoughts, our different education and it's and this is a good discussion and I wish this room was full and um so that we could really have a good and a a a well-rounded um approach. And I'm hoping that we're going to redo this. And but first of all, I I would like uh superintendent to um answer um on why it was carried out this way. Thank

104you. >> It's good to answer the question, Superintendent. Hopefully. I don't if my mic's off. I can't though. Is am I on? That's good. If I get right up here. Um I I'll do my best to answer that. Uh I think part of it I I don't know if it's going to be a complete answer. I know that Dr. Striker is sitting right here and he can fill me in and fill everybody in if I don't completely answer the question. Um the the survey was was given to uh to our our uh public relations department and Jared developed the community survey mostly um with input from from folks in uh ICO but also comments that were made by board by the board and um then there were uh there were further questions about whether or

105not the survey was a good length or or whether it was too long. Um, and Dr. Striker did volunteer to help um, and had had mentioned that he had a background in doing that to help with the survey. So, uh, there was no pointed ill intention to involve someone that that would point it one way or another. It was just uh, he was somebody who had some expertise. Am I speaking pretty much correctly? Um, you do have he serves as a consultant. uh he's also a union member and he he wanted to help out so that's why um he was allowed to help out and you know other than that explanation I do I want to thank uh Miss Mononttoya Vice President Mononttoya for for saying what she said earlier because I did look at

106it beforehand as well um I didn't realize any implicit bias from looking at it with my my eyes originally um obvious We look at it now and we we can see that you know what maybe that did lead some folks to answer the way that they did >> and that we could do a better job if we if we do it again to get I I think it would have to be eyes of folks probably not even within the district to really make sure that we're not we're being unbiased. >> So I mean that's just the the background. There was there was no uh ill intent or anything like that. It's just kind of came about that way. And any other any other questions or comments from the board? Well, and then you know with

107uh Dr. Striker, your comments and um on you know the going covering the timeline and and and the fact that um when the fir when the policy first came about and um and that how quickly some wanted to pass it. Um, you know, I to me I feel like um again it's it's not their fault. It's not there there's there's so much to to look at and um if in fact if I go to Miss Low here, she there's probably again like she said maybe later on down the road she's going to think I should have said this, I should have brought up that, you know, and and I feel like um it's all on our thoughts and our minds and and and how to approach and and how to come up with a policy

108that's fair to all and inclusive to all. And um but then again, we got to remember that um the laws are there as far as the Hispanic Education Act, the Indian Education Act, the Black Education Act, and you know, we have to um as board members, we have to comply to that. and a state funded school, public school. And you know, some of these comments I I don't know um if they're available to everybody. um if you're able to see that. But uh that's why I I said earlier there was one that commented using the F-word and that's how and and that was saying just stick to the law and educate. And um I I gather that in my mind I think that what this person is saying is you're it's only for education only

109not for customs not for cultural not for traditions um not for religion and and then there's been some comments that I've seen where this is this is a public school not a private school if you want um this type of um teaching or go to a private school. And and to me that's that's being very um I would say heartless because when you really look at our our community um even for myself uh if I had a if I had a student I couldn't pay for private school. And so to me, I feel like um that's more the reason why parents, more guardians should be here in in these discussions. Thank you. >> Any other comments from the board? >> Oh, do you want to make comment? Go ahead. >> Just real real quick. I

110think I have to Am I on here? Rodney, can you put it up a little bit? There we go. Maybe not that much. Um, >> so Miss Aspus made a made a comment. I just wanted to the audience to understand that the public does not get to see every single comment. Um, and and part of that is because you and with some comments, it could be possible to identify the commenter. Um and and especially because there there's so few commenters from various regions. Um we want to make sure people don't can't kind of figure out who is making those comments. And some people actually um identified themselves in their comments. I don't know if you seen a couple of those. So you have to be careful with that. So anyway, I wanted the everybody to

111realize that's why that happens. I I think not only that, but you don't want to create a back and forth and create a bigger problem >> of those open uh comments being subjected by people and then you start getting into a back and forth which really creates a very serious problem. So, I'm glad it they weren't able to and don't have the ability to other than us discussing that here. Uh I'm going to M slow you have a comment please. >> Yeah for myself I just want >> um Mr. So >> Mr. So yeah >> hold on just a minute. >> I'm sorry >> Miss Low has a comment. >> Sure. >> Thank you. >> Excuse me. I just wanted to ask of the information that was shared the wording in the survey. So that's

112not the Well, I I was checking to see if it was online so it could, you know, re read through them, but they are not on there. So that's just for the board's eyes only. And so, but Jared did a great job in reading through real fast and they're trying to file them off. Anyway, okay. So, it's just for the board only. And then what we heard is what Jared read >> a collection of >> Yes. All right. Thank you. That's >> Yes. And he actually, I believe, he did use AI to kind of come up with that the synopsis to to go through and figure that out. I'm just not going to talk anymore. >> All right. Mr. So, you had a comment. >> Yeah. I just want to go back to the the

113policy itself. And if you actually look the plain language policy itself, it's it's actually pretty inclusive and support of a lot of the stuff that's been said today about respect for each person's culture, background, and and so forth. Um, so I I I think in that regard, it's a very good starting point to to work with. And uh, as far as I go, the comments go about funeral homes. I mean, or Yeah. I just want to add my comment on the whole thing about funeral homes or or stuff like that. To me, there there are plenty of other places where where you can have funerals. Our district not not in a school our districts that we're not in the business of being a funeral home or a mortuary and even if you are not the

114most traditional or religious person or so forth to me there there's something a little bit morbid about having a bonding school you you just don't do that. I mean if you if you think of our nomination as as a distinct culture of people which is what we are having this having this sort of practice happen in a school where 95% of the kids are naval such a practice is disrespectful of the culture and it's also I would consider it religious and you you just don't go and disrespect culture of the vast majority of people if they think of it as going into a foreign country where you you you whether you like it or not you respect the customs culture of the people that you're with and that that's who our kids are and I'm

115I'm gonna have to echo the comments that board member Haske I'm also Nav Navo first I mean that that's how I was born and raised and I I'll be Navo to the day I die and to me a lot a lot of this stuff about pushing Navajo being Navo is not being it almost sounds like being Navo is almost a good cult we're not a cult and I think that's a little bit offensive to be expressed that way but and Again, it also goes back to a lot of stuff at least on the survey that shows there's still a lot of misunderstanding about what what this policy is. But at the end of the day, I I think the policy is very supportive of what we're all trying to accomplish and I'm looking at that

116in terms of the big picture moving forward. Thank you. >> Is there anything further from the board? Vice President Mononttoya. I I do have a question. Reading through the policy, I do agree with the majority of it. And I'm just going to speak very I don't know at layman's terms. When I'm reading the stuff about the heart team personally, it reads to me like the cultural police. They're going to come around and slap people on the wrist for not honoring a certain practice protocol, things like that. But how do we thoroughly appoint people to that team to ensure that all cultures are represented? Like is the period for revising this policy done? Because I'm willing to accept the majority of the proposed policy. There's just some wording under the heart team that I just feel

117needs to be more broad, less specific. And like I said, it reads like it's it's going to be like the cultural police coming around. You know what I mean? And I just really feel like if that language was fine-tuned a bit, I I would be on board with the proposed policy. >> Yes. Go ahead, Miss Aspus. >> Yes, >> I I that that's why I was saying earlier I think we tied oursel in um or we're tying oursel into something that is not good. And um where we're going to have to comply and um and but I like that the cultural police Yeah. Sure. >> So looking at the totality of what's been said and what we have in front of us, again, the the effort is to adopt a policy language that acknowledges Navajo

118Nation sovereignty while while we try to explicitly protect the heritage and and celebrations of all all students. And again, I think this may be the third or fourth time that I've said that, but that's really where we're trying to get to. So, with that, if there's no further comment from the board, um, from what we've done and where we are and and again, the comments from the public, I appreciate that and the considerations of everything taken in at this point in time. I'm going to move on to item three, possible board action. A possible board action on the draft cultural policy. Do I have any motions to accept the policy as it has been amended and presented at this time? >> I have a question. >> The question first, Miss Hasky. Um within in respects

119to the cultural police, would we be able to adopt the policy as except for that part to get more um in to get more um to leave maybe leave that out for now and then revisit that just that part. >> I appreciate the question, Miss Hasky. Um, in my opinion, at this time, I would much rather prefer to see something that is much cleaner uh, to be adopted and have it revisited by um, Miss Chappelle and and and the group that helped put it together to be able to speak to some of these issues and concerns that we have. Um rather than just in total then cutting out a piece and missing a sentence or two or words or two that are specific to what we're talking about. Um again, so I'm going to ask

120again and and I'll be a little bit more succinct in in my question for the motion. Is there a motion to adopt the policy as amended currently in its state? >> Uh, Mr. President, I will make the motion to adopt the policy as amended and present it. Thank you. >> All right. A motion's been made by Mr. So, is there a second to adopt again the policy as it's been amended? I will. >> All right. There's a second. >> Is there any further discussion? >> I >> Somebody has a hand raised. Miss Chappelle. >> Uh yes, board president. Um, I I know that you requested a motion to pass as is. Um, but from a Robert Strolls of order perspective, you can also discuss amendments. >> Okay. >> All right. So, the question initially stands

121as as is. And if we can because we already have a motion, we had a second. I've asked for discussion. She interjected. So at this point, if there's no further discussion on that motion and second, I'm going to ask a vote to see if it passes or not. And if it doesn't, then we can revisit again to the point of clarity. So, at this time, I will ask for voter roll call again on the amendment as it stands with the amended language. Miss Hasky, your vote. >> Yes. >> Mr. So, >> vote yes. >> Miss Aspus, >> no. >> Miss Montoya, >> no. >> And myself, no. That motion does not pass. So again, because a comment has been made and certainly a suggestion has been presented, um is there a motion to adopt the

122policy as stated to amend? You give me the specific language that you said. with the consideration to amend the language for the heart team. >> May when is there discussion? >> Let me make I got to make sure we're going to have a motion here first and a second then a discussion and then we'll have the vote. >> Okay. I make a motion to adopt the policy with the amendment of the heart team. >> Okay. To have that extracted. >> Correct. >> To have it extracted. >> Okay. And then have that reconsidered, that language reconsidered, and then come back and once it's reconsidered to reinsert. So, did we catch that, Miss Ray? It's a long motion. Is there a second to do that? >> Is there a second? That would be again to adopt the

123policy. >> I second. >> Okay, Miss Hasky, >> I wanted a discussion. >> Okay, so now we're going to have the discussion because I just got a second. >> So the motion's been made by VP Mononttoya. Second with Miss Hasky. Now we can have a uh discussion. Miss Aspus, you had a comment. quite the rush. First of all, I mean, there has been a lot said, a lot that we've heard um public comments um and then even the the comments from from the surveys and I think there has been a lot that has been stated, conveyed, discussed to where that policy needs to be redone. And um I don't like the idea of using it as a template now to where we're just going to like you said exclude a sentence or a paragraph which

124is you know the the heart team. I'm a well I I'm against that having a cultural police as as defined. Um but there there's some of the areas and why the rush why why can't we go back um are we saying that that our board attorney can't go back and redo this um and come up with a different policy that doesn't instead of looking like a hack job Um, quite the rush. So that's that's why I I don't want a second I I rather just redo the whole policy and and then if we're going to do the survey again, why are we putting the cart before the donkey, before the horse? We're we're not waiting for the comments and we're basically saying we're going to do the policy whether you like it or not. >>

125Thank you. >> Uh thank you for those comments, Miss Aspus. I do agree to the comment of rushing because as I've said before, we need to do this right and we need to do this right to where there's that balance and and the consideration of all and everybody. Uh I believe Miss Hasky, do you have a comment? >> I do. >> Please. Um I I believe I had issues with the survey think I don't have issues with the policy. The survey did not encapsulate everything that what the intent was. I think the policy as written right now is a good policy. I think as we further go down and we start implementing things in our strategic plan uh plan then it will probably at some point we'll have to look at our policies again to

126amend not just this policy but all our policies. This is the starting point and as we continue there will be times that we're going to have to amend and re revisit look at our policies to see if they're still what we what we need them to be and we still have to move forward but this is a starting point. I think it's important that we do we move forward instead of continuing this conversation. We're going to continue this in another 5 years. We'll still be in the same place. Thank you. Okay. So, if there's no further discussion, I'm going to put this second motion to a vote. Been motioned by Vice President Montoya, second by Missi. Missy, your vote. >> Yes. Mr. So >> uh yes, >> Miss Aspus. >> No, >> Miss Matoya. >>

127Yes. >> And mine is no. That second motion passes 3 to two. Did we catch that, Miss Ray? And uh Mr. Chapal. >> Uh yes sir. So the motion again was for me to work on um some amendments based on the discussion. Is that correct? >> Yeah. About the um >> heart team >> if if possible. Um it would be really great to hear more from the board members about the specific concerns they have on that language. So I have more information to work with. >> Okay. We can do that um and get that information to you the concerns that they have regarding that and so that way you can move forward. Uh Miss Chappelle, >> would that be fine? >> Yeah. >> Correspondence that way there's clarity that way. >> Yes. >> Uh for

128the sake of time. So thank you very much. And with that, >> why why wasn't that done in the first place >> as far as >> the policy to to get it to us before putting it out there? >> This is already >> I think the only one that had access to it was Mr. So, and the rest of us, we just learning about it and and through the first reading, the second reading, and it's ridiculous. >> All right. Item four, executive session. A convene executive session discussion of limited personnel matters regarding the board's goal and expectation of the superintendent as permitted under NMSA 1978 section 10-15-1H2 of the New Mexico Open Meetings Act. Motion to convene executive session. >> I motion to convene to executive session. >> Second. roll call. Missy, >> yes. >>

129Mr. So, >> uh, yes. >> Miss Aspus. >> Yes. >> Miss Montoya. >> Yes. >> And myself? That's yes. Time is now 7:52. We are convening in executive session. Miss Hasky. >> Yes. >> Okay. Mr. So, >> is the YouTube on? >> Can we >> Can you Can you check that, Miss Aspus? >> Let her hold on. >> She'll she'll tell you over here. He definitely does. >> We've been talking about it and he's been he's worked with a couple texts. >> Just just the old >> and back. >> We're good. >> Is that the old one? >> The original one that was posting >> the earlier one. I think you're looking at >> what he say. >> Can you repeat that, Mr. So >> YouTube? >> Oh, the YouTube's playing elevator music right now.

130>> So, it's not on. >> It's not on. >> Okay. So, it's not on yet. to a separate >> Yeah. elevated. >> So, you're going to have to reconnect on YouTube. >> So, we cannot proceed until you do. >> I can see it, but I don't know if we can hear it. >> That's That's what shows up. This is This is live. Can't hear me now. >> Oh, there you go, >> sir. >> Okay. >> You can go and turn yours down. delayed. >> It is delayed. >> Item four B, >> reconvene open session that stated that the board has discussed in the executive session only the subject identified in the agenda as the reason for which the meeting was closed. Discussion on limited personnel matters regarding the board's goals and expectations of the superintendent

131as permitted under NMSA1 1978 section 10-15-1 H2 of the New Mexico Open Meetings Act. Could I get a motion to reconvene? >> I will second that. >> I believe that was Miss Hasky for the motion and the second. Mr. So, vote a roll call. Miss Hasky, >> yes. >> Mr. So, >> yes. >> Miss Aspus, >> yes. >> Matoya, >> yes. >> And myself. That's five. Time is 8:35. Item C, possible board action on items discussed in executive session. So I will entertain a motion to ratify the joint powers agreement with the Farmington School District regarding the provisions of ASL interpreter services to CCSD student. Do I have a motion? >> I have a mo um I motion. Sorry. >> Okay, ask second. I will second a motion to approve the joint powers agreement by

132the province school and services. >> Thank you, Mr. So, vote a roll call. Miss Hasky, >> yes. >> Mr. So, >> I vote yes. >> Miss Aspus, >> yes. >> Miss Montoya, >> yes. >> Myself, five is passed. On to item five, adjournment. Motion to adjurnn. >> I motion to adjurnn. Motion to >> Missy. Oh, Miss Montoya got the motion to adjourn. >> And the third motion, >> the second Missy and third, Mr. So, vote a roll call. Miss Hasky, >> yes. >> Mr. So, >> yes. >> Miss Aspus, >> yes. >> Miss Mononttoya, >> yes. >> Myself, yes. Meeting is adjourned. Time is 8:37. And thank you for everybody for hanging around. Safe drive home. Appreciate the conversation and the comments. Thank you.