001Heat. Heat. Heat. Hey, you. Heat. Heat. N. Heat. Heat. by all. Heat. Heat. board meeting. [sighs] We'll begin by with a roll call. Mr. Mononttoya. >> Mr. Soul, >> I'm present. >> Miss Aspus. >> Miss ASI. >> I'm here. >> And I'm here. That's four. We have a quorum. [clears throat] We'll begin with a prayer and a blessing. >> [clears throat] >> Okay. [clears throat] Bow our heads. Foreign speech. Foreign speech. Foreign speech. ate notes. What? for a bag. Foreign speech. Foreign speech. Foreign speech. foreign. Hustling hustling. Thank you. Now we see something down here that I've never seen here before. Says norms. >> Sharon, can you please put up our presentation? And Sharon, we're on uh slide four. Would you like me to just read them? Uh, vice president, >> that's what you're supposed
002to do. >> So, uh, this slide is titled setting intentions for a productive meeting. Uh, your [music] participation and input are very important. Please silence your cell phones. If you have questions or comments, please wait till the end of the presentation. During presentations, please focus your attention on the presenters. You will have um some uh sheets at the front desk that you can use to take notes if you need them. Uh there are also some policies that we're going to go over at the sign-in desk as well. Uh please write your questions, comments on the provided green question comment and then we will collect them. [music] Um if you choose to give verbal questions and comments during that time slot, uh we are asking that we uh uh try to keep those comments to about
0035 minutes each so that we can have um lots of folks give their um comments and feedback. Um other questions, comments that do not relate to the topic of this special meeting are important. Uh we are asking however that you uh write those down and we will gather them and then address them separately. >> [music] >> Um, please also remember that specific personnel related concerns or questions or um issues related to ongoing legal matters can't be addressed in this setting and will need to be addressed um [music] offline. And with that, that is the conclusion of our norms. Vice President, >> thank you. We'll move on to reports and first on that list is u description of events with timeline ICO Nathan Bradley and Kevin Keyswood. Yeah. A >> Elvin, excuse me. Intercultural Community Outreach.
004Good evening, uh, President, Vice President, Secretary, and board members. and uh Superintendent Mr. Carlson. Good evening everybody. Thank you for being here this evening at this special board meeting for some very important and critical um information that will be communicated and shared with you this evening. So this um I'm here with some of our ICO, Interculture Community Outreach staff members. Um here with us we have um our bilingual um coordinator, Miss Cheryl Benali, our NAVO instructional coach, Mr. Nathan Brady, our equity council supervisor, Mr. Donovan Russell and then um our safety net coordinator Dr. Alfreda Harvey and our um community schools coordinator Mr. Eric Gail and then we have um Mia Cientes who's walking in right now. She's our JM supervisor. Um, and we do have other staff members from ICO, but they're not here.
005So, I thank you all for being here. Uh, the first thing on the agenda is to provide some [music] information titled timeline of events that have occurred. Interculture Community Outreach. [snorts] Ship Rock High School. >> [music] [clears throat] >> A large a yadi. Intercultural Community Outreach. >> [gasps] [music] >> M dot D O [music] A B A B E A hotel a a foreign a foreign. A >> [music] >> Okay, thank you for your explanation. this here the the sheet that we came up with, we uh met on it several times and to make sure that we got the correct information out to the public to ensure that you know the the communication that started was was properly documented. So on Wednesday of November 19th um around 12:45 in the afternoon, the administration at Sheprock
006High School was notified via a parent phone call indicating that a teacher had a human skull in the classroom. So at that moment, the the principal immediately went to the to the classroom and instead of um announcing it in the class, took the the teacher out to the to the hallway and uh asked and verified that there was and that the and and she confirmed that the allegation of of being there was accurate. So through that after the that bell rang the um item in question was immediately removed from the building. The principal then uh and the assistant principal went over to my brother seated here Mr. um Elvin Keyswood he's a heritage language teacher there at Sheprock High School and asked them for for guidance and how to handle a situation like this. So
007that's how the the the um the the it started started flowing around about 1250. Um it was recommended that a a traditional cleansing needed to happen and it needed to be performed uh immediately rather than hold off on it. Throughout that afternoon, Mr. uh the heritage language teacher and myself, we've communicated several times via phone call and a text messages um asking or or gather gathering the knowledge that we have to assure that okay what what is the proper protocol what do we need to to do as we got um the ICO Dr. Berlin Beay involved as well and we communicated this to make sure that the we had a proper understanding [music] to get the these these uh this cleansing type of ceremony conducted conducted immediately. So through that I mean it was a
008lastm minute uh type of ordeal in order to get a a a a medicine man a traditional practitioner in as soon as we can. It's it's it's at times literally impossible for that for for something to happen immediately. But we were able to find uh a gentleman and he agreed that yeah it needed to be done immediately. So that evening we we did communicate and we got um Mr. Deswood involved, Mr. Carlson involved, the assistant principal Miss Shepard and the principal Miss Gallagher. We all got them involved. So there everybody was on the same text messages, same phone call as we made these uh directives to make sure that this was to get done. The following morning, Mr. Keyswood and myself, we met the medicine man there at the high school and we we performed
009the the first part of the cleansing ceremony and we walked through the building and were able to um with the the three of us help um get that get the cleansing conducted. the the principal um at the time she was she was out that that day, but Miss Shepard and Miss Walter were there to where they helped us and we were able to get into the rooms and get into that hallway. We did um around about 7:44 that morning, we we we did like an all clear, so the doors were opened back up and the students were allowed to come back in. the staff was allowed to come back in. Yes. Um at that time there was a lot of questions uh a lot of uncertainties at the time but we did our best with
010um the the two of us and the administration there at the high school to answer these questions and to give uh guidance as to what what what could happen, what would be the next stages that that could be done. Um, with that said, the the medicine man that did perform this, he he did recommend that a a proper cleansing of the whole entire building needed to happen and it needed to happen when no one was there. So, we agreed that um since school ended on Friday, on Saturday morning and that was a the the proper time to do it before the sun came up would be to get back into the into the building and do a a thorough walk through. And so that started early Saturday morning and completed around about 9:00 that morning.
011So there there was two two two ceremonies that you know were were taken care of. We did have phone calls uh regard that week even that day on Wednesday about um what what else needs to be done. There was various people that uh had input about okay you're basically saying you're not from a parent saying you're not doing it the right way you need to do it this way. There was other parents that had called and said that um their kids were were already affected by this type of u ceremony by this type of of incident and they had the ceremony done. How would the district the high school be able to assist in that if they were going to go back in because [music] they were affected once again with this item being brought
012back into the classroom. We did answer a bunch of questions and then got to be got back together with um Dr. Beay during the during the break and we sat down roughly a good three hours as we we knocked out some of these uh scenarios to see how as a district we could come together and what what what would be our stance to come back if if there's questions asked. We came back and we did that. Um yesterday evening we did uh again get back in with our our our group messaging and made some made some uh like uh uh directives to say okay you're going to be here you're going to be over there and we made sure that um we were present we had a presence there from the ICO department and with
013uh Mr. Keyswood and with the high school principal as she was there and the assistant principal, they were both there as we we greeted the students and we gave them that option if they wanted to partake in uh the traditional herbs that was provided for them. They could they could utilize that or if they if they wanted to they then they could just pass. I would say roughly about 80% 85% of the students that came through the front door to north doors participated in this in the in the in the with the blessing of the herbs and and drinking it and then blessing themselves. Around about 85% around about 50% of the staff participated in this as well. And we had um even several um Anglo teachers that stopped by to take it. A couple
014of Filipino teachers came back after walking through came back and and took part in this little um cleansing with the herbs. So we had a good turnout this morning and students were well aware of what had happened. So it was like a a a an additional cleansing for them. It was it was a sort of another step that they can like a healing process for them to go back into the classroom. And we saw a lot of smiling faces. We saw a lot of um cheerful attitudes from the students as they walked back in. We didn't hear no no gripe, no nothing like no confusion. We did have maybe six or seven parents that did bring their students to the to the front of the door and the the parents also took part in this
015as they they they were able to take some of the herbs and they drank it and they blessed themselves with it too. So it wasn't just the students the the parents got involved as well and we made sure that each one of them had that opportunity to stop by. We didn't rush them through. we we allowed them to take their time and to do it on their own and do it at their in their own timely manner. So that's what we did today as uh a a protocol that we discussed coming from the superintendent super assistant superintendent and with the ICO members here how we said okay this is something else that we can provide for the students. So it was it was a welcome sight to see smiling faces to come through the door
016for as they partake parttook in this uh little traditional cleansing and additional uh little cleansing that that herbs that they could take and we explained to them what what type of herbs it was and and also with with some of them that wanted to know Dr. Brigay or Mr. Keys or myself, we took time to explain how to properly uh utilize this this herb. And so they they were able to get that little bit of education as well. And so that was a time time frame of what we have put on here. This other part as far as the recommendations, I believe that will be Dr. Beay that will start that off again. >> Good evening again. um everybody, relatives. Um so first and foremost, the children, our children, the students were our first thought
017when we started this process. immediately once we um got the information. And so all the way up to here since this morning, that was our intent to ensure that our children were our first thought to get this um situated and um resolved. And so based on this incident, we came up with um some recommendations from ICO and some of these have been ongoing with previous um incidents as well and so I'll provide the information um for that too. So um as I um shared earlier in my language about um ICO um I take care of implement manage with the help of my two uh colleagues Mia and um Donovan we take care of the Indian education grants and so [clears throat] in that there's two grants where we write holistic services into the grants and
018So um we communicate that information to the principles as well that there's funding to have to utilize um holistic services uh for their schools. And so um about five schools have already utilized um those services um for incidences. And then um even at the admin level, at the school level, we've had some um events uh sad events uh with deaths and then even with our own staff members too where we utilize those to help bring ease and balance and wellness back into our minds and our hearts and our mental and emotional parts of ourselves that that get affected from these [music] type of things. And so as indigenous people, as DA people, that's what we strive for. And that's why these holistic services were given to us and they still exist today for the very
019purpose to provide that wellness and balance of our mental, emotional, physical, and spiritual part of ourselves as the net people. And um and so because of that um these holistic services serve in that um capacity. And in that um we through these schools that did um individual holistic services. [music] They we have medicine men that um do like a diagnosis first to kind of give us an idea of um maybe a situation and then based on that um there's like a prescription uh in terms of like a prayer or a song. Uh, and so through that we found that um, two schools here in the district. There's probably more. I don't know. I've only been here in this district for 15 years. Um, but I'm not from the community. So, uh maybe community members have
020this information, but um it was found that two schools had funerals inside the schools. They brought um the body into the schools. So, as the net people, death is um it's not a taboo. Taboo is like a western term. So the way we look at it is we have checks and balances in our way of life. And so death is part of a process but the way we um look at it is we respect that okay it's it's it's no longer here. So therefore that's that's how we look at it. But when you associate with with death, like attending funerals or um whatnot, you're supposed to balance that back out with um using these herbs that we used this morning to balance yourself back out to cleanse yourself with um attending a funeral cuz that
021there's a lot of um um that death is all around on you. You're among people. You go there um you look at it. And so um to undo that, that's where these um holistic services um come in these the the our ways. And so that's that's how we take care of ourselves to make sure our mental and um emotional, physical, and spiritual part of ourselves are always in balance. And so with that um one of our recommendations which is the number one part of our recommendation is that we need to have Yeah. No >> Dr. Pay uh I don't want to interrupt you but are we on B? Have we reviewed the regalia? >> No, we're still >> Okay. Are we still on a which is description of events and timeline? >> Okay. So, one
022is going to lead up and there should definitely be a break where we're going to go over all of this. Okay. Yeah. I just wanted to make sure because there are some questions that will [music] be after you speak. >> All right. Um so we would like to have a policy in terms of um having the district say no to having funerals in schools or at schools and then funeral receptions in the schools as well. Um the reason why is because people who go to these funerals, they have that um I guess the death is on them. I don't know how else to explain it in English, but if we do it properly, we use that um traditional herb to cleanse ourselves of [music] that. But a lot of people, our own people um that
023teaching is no longer there. So they still have that and they come into like a reception like that and they're among people and and [music] so um and and they leave that in in in that environment. [music] And so that's um our number one um recommendation [clears throat] because if if that um I guess remnants it stays there in the school then it affects a person mentally and emotionally and physically and spiritually in all different ways. in Navajo we call it and so um it affects you in in [music] different ways and so because of these kids our precious children we don't want that to happen to them uh we we want to ensure that those are not done in the schools next one is to ensure that um culturally linguistic relevant is mandated ated
024and at every school and in the 90-day plans to ensure that each school addresses that. Um, and then holistic services continue to be included in grants and continue to be available to all schools like it is right now. Um there was also recommendation from the medicine men the practitioners who've done these previous ceremonies for schools and um their recommendation is to do a yearly cleansing or a yearly blessing at all schools to ensure that whatever hardships or negativity that happened that it gets taken out and then [clears throat] starting a new year like on a clean [music] slate. That's what they recommend. Um but there's also times when there's events or incidences that have occurred and um for example um there's several two schools that we know of that had lightning strike their building. And
025so with that you have to undo that too with these holistic services. And so in such cases those kind of events it needs to um be put back into balance by using these holistic services. [music] And then of course when snakes enter buildings um those are times when um in our in our belief or it tells us that they're they're like messengers. So um we want to make sure that those are not coming into the schools because schools are typically the homes for our children year round. And so it's like they're entering into a homelike [music] atmosphere. And then um for all district staff starting from the board on down [music] is to recommend that they understand the purpose and reason for providing offering to our medicine men before they start services. Because in a
026school system like like our district, we have that finance policy of um net30 to pay them until after services are rendered. But that's not the case. The etiquette, it's a cultural holistic etiquette [music] is to provide that offering for them before they start. And so we want to continue that because right now with the support of Mr. Carlson, um that's currently how it's set up. We wanted it to continue like that. Um because in the past it was really challenging to get that done. Sometimes we had to pay out of our own pockets for these these services to be rendered. Um and then for the district to understand and respect [music] the protocols and etiquette of um eclipses, the solar eclipses. There were times when information was given out. We had to provide that information
027and that culture education [music] on that in terms of that etiquette. Um and so we want that to be um at a higher level in terms of implementing um such things as um maybe cancelling school or whatever to ensure that our children are not exposed to that. I know there's a lot of controversy over that. Um but that's those protocols and etiquette are still here with us today as the NE people. It hasn't gone away and so we want to continue to follow that and practice that. Um, also to have uh mandatory culture education every year for everybody starting from top down with um our board members down to our staff. And so um the last time we used to have it every year cuz my dad and I, Mr. >> [music] >> Keyswood, we
028used to provide um culture education for new staff members, but it stopped happening in 2021 and I'm not sure why it stopped, but um that needs to um get revamped and to start again. Um also um we're going to create a um [clears throat] a video on culture education [music] etiquette and protocols and and a video and it'll be we're recommending that it be part of the mandated vector training too every year that um we do our vector training. Um also we have um expertise right here in our own district. We know maybe a colleague who does holistic services like for us we have several within our Navajo Heritage teachers that we look up to for guidance. We have my uh Chanela, Mr. Brady Shiche, Dr. Chi, my dad, Mr. Keyswood. Then we have others
029too. And so they're holistic [music] practitioners and we look up to them for guidance and in that we want to ensure that they get that support as well in terms of like stipens or a time sheet and to make sure that um we have that support as well. but in return to make sure that we're taking care of them too because with medicine um practitioners, holistic [music] practitioners, they basically give themselves to situation and um we want to make sure that they're they're protected too. um [sighs and gasps] also to create culture uh question and answer posters and give them out to schools and then they can hand those out to staff as well. Um we also from Johnson Ali this is our fourth year now where we promote and communicate [music] um inappropriate field
030trips and we um share that every year at the beginning of the [music] school year with all principles at their training. And some of these there's sites and places [music] that you don't go to. For example, um there's caves and areas where maybe they were struck by lightning like um Analopee Canyon, those kind of field trips. You're it's inappropriate [music] to go there. And um and then there was a a concern about teachers going to like the um >> every winter, every summer. >> Okay, so um what was I talking about? Oh, field trips. Um, one of the teachers wanted to take [music] our Navajo children to the bombing site in Oklahoma and there was a concern about that because that's like to us as the net people that's where a lot of people died
031[music] and that's just no you don't you don't do that. So those are types of examples that we share and we want that to continue and be part of this um culture policy as well. Also we need to reestablish the culture response team to address cultural situations. For example, uh if you don't know, ask questions. And we've had several people who call our office and ask, "Hey, this this is happening or this happened or this came around. What's the um protocol for that?" And we really appreciate that. Um if you don't ask questions, then you don't know. It's always good to ask so you know. And if something [music] does need to be addressed, then it can be addressed. also um with that culture response team that's where just like what we did with the
032situation to come together and provide a um opportunity to help provide a holistic support. For example, we had um some student deaths and some uh staff deaths. And from our office, we um provided that um grief uh ceremony for staff and then for teachers of these students. We we did that for these um schools and we want to make sure that that continues too because it puts your um your heart and mind and spirit um back into balance and [music] take some of that grief and soothe you. That's that's how that works. And then um cultural appropriate responsiveness to Day of the Dead. I know we have colleagues and children who come from Hispanic Mexican backgrounds that celebrate this, but as the NE people, we don't and because it involves death [music] again. So that's
033inappropriate and we need to ensure that our schools um respect that. Also to ensure that um Veterans Day and code talker day are honored and respected. We did a video um during uh Veterans Day and that's coming from a Navajo uh warrior mindset that [music] that we shared to everybody and that's how we think of our veterans that and in that capacity [music] they they they're more than just soldiers. They as the net people they're are warriors who protect in so many ways. And so um we would like to get that um part of our calendar as well. Um we also we've had several traumatic situations here in [music] the district. We want to make sure that sometimes you have to do two parts of of [music] a ceremony to balance each other out. For
034example, if you're going to um situate like a traumatic event, you have to deal with that first and um like calm it down. But then to put that situation into balance, then you do another ceremony, usually like a blessing way to balance it back out, whether it's a prayer or song or an offering to balance that back back out. And so we want to continue doing those as well. Um, we also want to recommend that principles, directors, instructional coaches, supervisors, and board members to start attending culture and language, bilingual education, and second language acquisition conferences so they can um have a true understanding of supporting our Navajo language and culture programs and what that entails too. There are several that happen every year. Um, so there's we all are required to have our PDPs and
035PD hours and we would like to recommend that our administrators also have um these required PD hours in these um areas as well. Um also to ensure that um we have several of our um medicine people here within our district who provide that guidance to tell us and share that hey it's yes you can now start playing string games or start playing shoe games you can start telling winter stories um because that it's not the same throughout the district. We we we need to ensure that that education for everybody in this district [music] is happening so that can be respected as well because that's part of our etiquette is to to um respect this seasonal um protocols that we still go by. It's still here today. It hasn't gone away. Um [sighs and gasps] if
036something needs to happen to like this situation where where we dealt with um there are times when we might have to do a 2hour delay or maybe potentially [music] maybe the se depending on the severity of the event that school might have to be cancelled. And we need to have that understanding as well and work with PED somehow because in our Indian education act which they should be aware of it states in there in the 11 tenants um as well. So if that needs to happen, that needs to happen. Um, also to provide a better understanding of how holistic services [music] work in terms of protocols and the etiquette part of it. And so there's just all different kinds of um um wording that just kind of [music] went around just with this um situation.
037And so we need to ensure that we provide that appropriate terminologies, appropriate protocols and etiquette of that of this uh cultural education of our holistic services. And those are things hopefully that we recommend it from our department that [music] we can try to implement to ensure that um these types of situations don't occur again [music] because it does happen. I I can tell you that these kind of things still continue to happen and so that's where our um um holistic funding comes into play. [music] So thank you. >> Thank you. Okay, we will move on to letter B. Review regalia equity policy equity audit inclusion and strategic plan and recommended follow-up presentation ICO Miss Chappelle Mr. Brady and Miss Mr. Keyswood. Sharon, we're back on our presentation and we're on slide seven. So, at the
038sign-in desk, uh there's a couple policies uh there for your all's review. uh one is our um equity policy [music] and what that equity policy does is it uh seeks to implement Yazi Martinez considerations and have a cohesive policy of all of our cultural uh education statutes. And then the second policy that we have up there is a policy that the board um passed in the last um let's see I think it was the last year and this has to do with um regalia and cultural items and so we're going to go over that. So the equity policy if you have it in front of you you can just kind of skim through that. This is high level just to kind of remind everyone where the district is in implementing uh these items and making
039sure that we do bring uh c cultural and linguistic resources to the classroom so that students have those available um every single day. I want to turn this over a little bit high level to our ICO department and then we can go from there. Oh, sorry. Oh, hold on. Miss Aspus has a question. Can you hear? >> Okay. Um, I have to go through your phone. Okay. I um just just for for um not to let it go further um what Dr. be gay uh had said about um you know there there are several items that she talked about and and I and I fully agree that um you know like the field trips um um you know it's it's no um I don't know if everybody knows but our field trips are not uh
040really fully transparent to everyone or um I'm not transparent but they're not fully read and um with the with the new setup of our agenda most of it is just motion through and um streamlined and so you know I I and I I've fought against that because And I'm, you know, not not knowing that, you know, there were items on field trips and places that students were attending that were taboo and um um I didn't know that, but now that she brings up, you know, those are very good points and and as a board that we should we should be aware of. and um and then also the the next thing that she talked about was veterans and about you know been them being honored as warriors and I fully agree on on that as
041well. And then the language um you know I think to the at the most we try to attend NEIA and um um you know and try we we haven't I think we've really haven't been kept on top of um or I haven't is um the Yazy Martinez and the last one that I did attend was the one they're at Sycamore or in Farmington and um but you know I as a board we're supposed to move as a board and a lot of times we don't get notifications [music] but we often hear later that um certain individuals and and u the board attorney has has attended and but I believe um the education starts needs to start from the top on down and meaning the the board and then also uh superintendent. Um I think there's
042a lot that uh Mr. Carlson. Um, and if I'm wrong, I I apologize, but um I I don't see that effort put in. And it's usually on down from the assistant superintendent. And so if we're going to be elected as leaders and and have position as leaders, we need to do that as well. And um and then the you know the importance of language I I believe is is is needed um because a lot of it is associated with ceremony and um that's why a lot of us don't really participate or um go to ceremony. I I know um personally I because I really don't understand what is being um said or um what is what is happening. So um for for my own protection spiritually I I avoid [music] and only if I'm going
043to have a you know something somebody by my side you know interpreting. So I that's you know we need to let our children our students know that it's for that reason we need to learn our our language and and then finally the um Ted's understanding of um and acknowledging um I I fully I mean the the last meeting I kept thinking you know um you And it kind of angered me that, you know, uh, as a five member board, you know, we, um, I think there's there's times that we need to be a little bit more stubborn about our culture and and about our traditions. um meaning that we can't wait on and um have people say, you know, this can't be discussed because of that that not being on the agenda. Um and and
044then you know with Dr. Gay talking about money. um we need to have that reserve also and she you know that's something I I didn't even think think about but she is right you know where we can take that money and in situations like what has happened and and pay our um athletes and and um so I I you know I fully agree um with Dr. Brigade and um you know with with not only Pets understanding and respect of our culture but also our parents um of our students because if we have um are observing uh say with the um oh I can't think of it right now um you know, if we're observing something and and the student doesn't go to school the next day, parents are going to have to be um respectful
045and patient, too, because that also goes into their summertime where those days have to be made up and those hours. And so everybody's going to have to be on the same um and that includes teachers, staff, and um and then and I hope we don't get to the point where we're not addressing or not telling of certain situations just so that we can protect um you know the um the cultural side of it and and not have to address it or not have to um extend the school year add additional days. So um just wanted to include all of that before um go on to the next topic. Thank you. >> Okay, Miss Chappelle, you can continue. Oh, >> Miss Benali. >> Thank you. Um before I uh like to proceed on with this, we'd
046like to give some time to um Mr. um Keyswood as he was a part of this whole um process. Mr. Keyswood. >> Oh, got Hey, good evening. >> You all like you fell asleep. Is that boring that we're talking about our culture? I'm a straight person. I'll tell you straight out what I think. Okay. As I kind of listen and hear and feel the room here again, do we have to listen to this again or why are we going over this again is what I feel. This is our culture as the net people. Not everyone is traditional and I understand that. But there are a lot of us that are. We live this life every day. So when this happened, first it would angered me the audacity of someone bringing that item into the school
047with our children. And I don't know exactly what room it was. Guess I guess I'm kind of lucky. I didn't know cuz I would have went over there myself and threw it out. That is really disrespectful to our people and to the students there at the school not only there but all schools. So all the recommendations that were said here and brought to the board and everyone listen please board make it happen. Let's really truly say we're actually going to do it, not just lip service. Actually do what we ask much as you can with the guidance of our ICO and the schools that the the various schools that need more education that that be provided. And it's time in a way I guess it's kind of glad that this happened to wake us all
048up. Not only here but all over. I've had people calling me from Northern California, native folks I know, did this really happen? And I had to say yes, it did happen. So it woke up a lot of people in all societies and schools of the culture awareness that we have to have and we have to implement and actually [music] do it. So the recommendation please if you could just you know really look at it and do what we can to to make these recommendations uh work for all of us. So Kat before I start getting upset even more. Thank you Kat. >> Thank you Mr. Keyswood. Uh so to go on we're going to do the overview of the equity policy uh with the slideshow. So we have established the um first ever cohesive education
049policy [music] through our school district and this was passed in November 28th [music] uh 2022. So actually we are coming on the anniversary of this um policy and thank you board for being able to pass this because what we were able to do is to use a dialogue with the Yazi Martinez versus the state of New Mexico the bilingual multicultural education act uh the Indian education act the [music] Hispanic education act and also the black education act to com con consolidate or to make one cohesive policy and not um just outline one one p um one one act over the other. And it was actually the um one of our school principles that made that recommendation. And we are the only school district that has this um cohesive education policy within the state of New
050Mexico. So we we feel like we've done our our work and it's it's not done. Um as you can see, we're still working. We're still advocating for our teachers. We're still advocating for our students and our parents and families in the community. Uh the creation of the intercultural community outreach department uh is is a result of the work that we are doing and uh the creation of this department was created by the school board um in order to um help us preserve and and the [music] extension of the cultural linguistic knowledge and and values of our our school district. Um we have four uh foundational pillars that we are addressing and it's something that is being um worked on. Um and so we address pillar one through pillar four where we address the needs of
051the whole child address the educational social emotional cap um gaps ongoing development of the road map and needed to attain post-graduation skills and knowledge for college career ready techn um technology and workforce readiness and educational workforce and community resources. So in that um we have created the um um my I call him Chay um he's just um M Mr. Russell. Um he helps with the equity um council within our school district and that's a result of the Ysey Martinez lawsuit. And so his focus is working with students and parents. And so uh historically, you know, um the policies that are in place are not one-sizefits-all as you can see in the um diagram. If we could go to the next slide, Sharon. Um so the reality is is that we are looking at every avenue
052to have um equity in um in all aspects of what we're what what our work is doing. And uh with that, you know, with the Yazy Martinez lawsuit, it gave us more leverage and to working to help um bridge these gaps [music] within our school district. Um next slide. So, um, with the decision and as you know that lawsuit and the outcomes are still happening now and December 1st, which is today, was one of the final things that PED had to work on with the um, results of what the community input uh, forums that they've had since October to now of how they're going to work to make a remedy. And this remedy went from maybe a 40page document to almost over uh over 200 pages. And that's getting community input all over the state
053of New Mexico. So with that, we have our work to do. And I feel like our school district is ahead of the game as far as like getting these um things in place within our department and also spreading that out without our school district at the school level um by providing um CLR work CLR workshops um uh helping our students that are um English learners and that maybe have um a second language in the home. And also in in short, it's not one-sizefits-all. you. So we are looking to continue to provide educational programs and opportunities that fe fits every uh one of our students in the district. Uh so this kind of g will give you an idea of what um the court has stated to the key to successfully bridge gaps and of course
054there's probably more that is involved with the community input. Um and so we're looking at um attracts to and retain the quality and diverse teachers to um teach New Mexico [snorts] multicultural students population, hold teachers and students in schools, districts to the state uh accountable in supporting students with culturally and linguistic backgrounds and also to help uh with the student population in with curriculum and high expectations for all students and provide rigor and relevant in high school and curriculum and that prepares them to succeed in the workforce and in college. And I believe that this is a part of the initiative that we have with um Mr. Carlson because he is incorporating the rigor um and um uh for teachers to um um be interactive and to have uh students speak in classes. So I
055I believe that is an expectation of what we have in place. So um basically um the court analysis focus on multicultural education. So basically we are looking at all students from preK all the way to 12th grade as far as like how we are looking at these programs that we have in place um to help our students um to demonstrate you know that we can help support our teachers, recruit teachers in our rural areas um obtain teachers in special education, STEM bilingual education and you know some districts do have difficult ulty to have a sufficient number of our teachers to be Tissel endorsed. So that means that there's an extra credential in order to have our teachers to meet the requirements to help our students that are identified as English learners and in our ability
056to compete with uh neighboring school districts. Um we as you know we are are working hard to keep our students within the school district. Next slide. So, uh, basically here is our, um, I the idea of how the Yazi Martinez that's held, um, for implementing New Mexico's cultural education laws. It gives it to you in detail of what how the act was implemented [music] um, and what it encompasses. So, uh, I would take a look at the cohesive education policy that is the handout. it will provide you more information as to what we have worked so hard on to get this in place. So, legislative responses. Um, next slide. Uh, increase legislative funding, which is now pointing to PED and school districts that are utilizing funding to implement programs that address the Yazi Martinez findings.
057And we're continuously advocating for that. Uh like I mentioned uh NMPEED's response is uh expansion of multicultural education programming with a focus of social emotional needs addressing the needs of the whole child and basically it's addressing the pillars of what I addressed earlier and help to bridge the gaps to sum sum up everything here. So we are looking at a continuous cycle of improvement with a process of u mapping and docu documents. So we have um expanded resources to implement cultural and social emotional programs. Uh the uh Johnson impact aid BME bilingual title 3 and title six were handled uh just by two staff members and now we have expanded to the program size of where we are now. And so that is a big plus for our program to address all of this because
058[music] it it takes a lot to get this work done. Uh programs addressing holistic holistic wellness and cultural and linguistic needs for the whole child. Um strategic planning and the completion of the milestones for bridging gaps increase interdep departmental departmental coordination and collaboration. Um so that if you ever heard um Mr. Dez would uh speak, he would always say, you know, one of the biggest things that he says is communicate, communicate, communicate. And if you are not communicating to other departments and how are you how are we going to get um reach these um bring these gaps closer and um decrease that increase community input and collaboration. We are doing that through our um community uh family engagement meetings which is held in the fall in the spring and increased cultural and social emotional training.
059Um meeting the diverse communities throughout the community schools through community schools. Uh better and more thorough data to identify gaps and determine program effectiveness in bridging those. >> I have a question. >> Go ahead. Yeah. I um I'm just wondering as uh Cheryl >> Menali has been talking. I was just wondering uh Superintendent uh did you let Ped know of the situation? >> I have not. >> Okay. My next question, uh, board attorney, have did you let Ped know? >> Uh, no, I was not directed to let Ped know. >> Okay. I I just want that understanding. Um, so when do we let PD know? Um, you know, as I asked that question, uh, I guess, uh, we can all think about it. Um, to me it was quite serious and I think, um, if
060we're going to change things and if we're going to have that respect and acknowledgement of our culture, somebody needs to let PED know. and also an outreach. Was there one done to the our state rep? Um you know those things need to happen. um if not them maybe our council delegates or you know I don't I don't know if any has joined or any has um is present but you know I I think we really missed an opportunity here and um and and letting them know what has occurred and what has happened and and then all the uh prayers and cere ceremonies that have taken place. Thank you. >> Okay. Uh Michelle, go ahead. Continue. Okay. So, this slide tells you the whole rationale as to how the ICO uh intercultural and community outreach department
061was formed. Um, it was prioritized to uh for the culturally linguist linguistic relevant programming and equity uh created to be the hub of helping to address the Al Martinez lawsuit and to assist in identifying the in addressing uh the learning of social emotional gaps of students internal mapping of what has been been identified in key areas uh the most attention and the ICOs is to organize and assist in addressing those key needs. And I believe in one of these key me needs in one of our prior meetings we have addressed this um this um process of what we are addressing now. Um we have emphasis and their um priority emphasis and the reach of the [snorts] Johnson Ali title 6 title 3 bilingual and safety net needs um need to be expanded. uh the programs
062are the foundation of programming and the action for the ICO. In addition, community schools are being implemented which are implemented at um several schools in the district to [music] fit each community needs. So um we are involving the students, parents and stakeholders um with that programming uh active family and community engagement and collaborative leadership practices. So basically under the Yazi Martinez response programs under ICO those all items are all of what we encompass into our programming all the way from the food pantry to McKenna Vento homeless social uh cultural and social emotional safety nets uh equity council Johnson Ali uh the bilingual multicultural education um responsive to CLRI dual language and the heritage uh bilingual nav uh heritage bilingual naval and Spanish programs and uh committee schools. >> Thank you. >> So the next stage
063of what we're going to do is kind of go back over those recommendations. [music] Um, and just to quickly add, the other policy that's up at the sign-in sheet is our uh, cultural dress regalia policy. [music] Um, and this policy, the the most important part of this policy for the context of this conversation is um, paragraph B, which I will read. Um, and the board further recognizes the right of a student to wear or accessorize the students attire or to otherwise have on their person in their locker or student backpacks, bags or duffles items associated with the students cultural, ethnic or religious identity. [music] Any school policy, regulation, rule, process, or procedure that prohibits the rights afforded students in this paragraph is void. Um and then at the top it talks about the inherent right
064for students to dress um in a cultural manner at uh at um school or district functions including graduation. And and so just wanted to round that out um so that we understand that the district has moved quite a a long way in um meeting uh cultural and linguistic needs of our students and staff. Um, and I really like what Mr. uh, Keyswood [music] said about this being a good opportunity to further that. Um, and so that's kind of what we are here for today. Um, board, what we thought we would do, uh, before we open it up to public comment was just to go back over those recommendations [music] and so that the public comment can really be focused on the next steps and how to move forward. Um and then what we'll do is
065take those public comments and the direction you all give uh me board and then I will draft a cultural policy [music] that kind of in incorporates all of that uh for a first reading at our next board meeting. >> You have any comments or questions or are you okay with that? >> Okay, go ahead. Um Sharon, do you mind putting up the recommendations that um Dr. Beay was reading earlier. And we're on page two. Yes, ma'am. So, I'm just going to go through this um high level. So, the first recommendation uh no funerals or funeral receptions in the schools curriculum instruction needs to mandate CLR in every classroom and in 90-day plans. Holistic services [music] included are need to be included in grants and available to all schools. Uh cleansing of schools based on certain
066situations. Lightning strikes, snakes entering buildings. Uh yield purpose [music] and reason for that. Yearly cleansing of all schools before school starts during breaks and eclipse protocols and etiquette. Mandatory culture [music] education etiquette protocols. a video uh for vector with the cultural um uh I guess considerations alongside vector training, a stipen for expertise in those types of situations, cultural uh question and answer posters, field trips, um needing to go to appropriate places if they're using JM money, uh funds, need to reestablish the cultural response team to address cultural situations, uh, student staff situations like death, grief, suicides, culturally appropriate responsiveness to Day [music] of the Dead activities, Veterans Day, co-t talker day, honor and respect. Um, blessing way prayer after traumatic situations, uh, additional training and [music] consistent training, culturally appropriate timelines for winter stories, events,
067and string games. a potential uh school delay for certain situations and then creating a better understanding of how holistic services work along with a procurement process for those services. So that's in the nutshell the overall uh recommendations coming from ICO and then what we thought we would do board president and board members is to um have folks comment on these recommendations and provide additional ones as well. Okay. Um, can you repeat that last part? >> Yes, ma'am. [music] >> The last one. Um, the recommendation or the instructions? >> The instructions. Of course. [laughter] So, uh, what we thought we would do is have, um, members of the audience and board comment on these recommendations. >> Okay. >> And then, uh, that will go into a policy draft that I will bring forward to the [music]
068at the next board meeting. >> Okay. Um, there was a question that Vice President Wells had in regards to um, the letter A that he would like to ask before we start the dialogue. My my question is are we now do you feel that that we are >> where we need to be with the incident in uh at the Shiprock High School? Yes, sir. We are >> we're we're good. We're good then. As far as that goes, >> we're healing now. >> Okay. That's that's all I wanted to know. >> And then for >> Thank you. >> Sorry. And for clarification, we are on we've covered letter D, correct? or C that was on the cultural policy but now we're on to letter D. >> We're on to public comment >> which is the yes
069>> community feedback on recommendate recommend recommended followup verbal limit to five minutes each person and written community feedback. So, board members, do you have any uh comments in regards to the recommendations? Not not having been able to study these, I have no comment. >> Board member Mononttoya, do you have any comments? A >> um good looking at and listening to them in total and it was acknowledged not everybody participates or takes part in the culture. What do we do with those people that choose not to in those situations as the eclipse or any other? And to me that consideration has to be out of respect to their positions as well. It's not to certainly counter but again respecting the individual's choice just as there's people who are Navajo that choose not to speak Navajo. Those
070people that don't partake in the traditions I mean that's their right to do so. So, how do we and how do we utilize this to address those circumstances and and decisions from the families within the community as well? I think that everything has to be taken in total when we make the decisions to do that. So again, it's just a consideration because I've been asked myself, especially over the past [music] few days, about that. And how do we move forward with these recommendations is is the question that I have because it's been asked of me. The easiest way to do that is is this one voluntary participation and then in addition to that um Dr. Beay would like to answer as well. >> Yes, there is choice um for families and students that um don't
071have that knowledge. And so just like this morning, the students [music] and the staff were given that choice to participate or not. Um but we also need to remember as I had shared earlier that these teachings, these protocols and etiquette are still here today and we have to make sure that it's still followed for us as the net people. We can't just bypass [music] it. We still have to provide awareness even um some type of um that awareness just has to be um communicated. Yes, there may be people who choose not to um take part or follow that. That's up to them. But as the net people, those of us who still follow that um our teachings, the etiquets and protocols, we still have to make sure that we're still doing that and not um
072not do anything. So [music] um in in that sense, I just want to provide that as well. I absolutely respect that. And as I've used as an example with my son who was serving in the military up in Washington, that one eclipse that we had last year that we sent him some videos and some information, he gave it to his commanders and his sergeants of his batoon. They had enough reverence and respect to allow him to sit quietly in a darkened uh I think it may have been a hum. They blackened it for him. They covered him up, let him sit there quiet for three hours and bless himself when he was done as a rebirth. And so therefore, again, I I respect that that part of it. But again, we also have to take
073into consideration those people who choose not to um in these decisions that we make. So I just want people to understand that we're not forcing anybody to do anything. I certainly have enough reverence for the uh traditions and cultures. That's the way I was raised. So I want people to understand that that I'm not pushing back and saying no. I absolutely understand. So but I've been asked myself by people who were now to say well what about my decisions my choice for my kids my family. So just want people to understand that figure. >> Thank you. Any other comments or questions from the board? Okay, we will um and for myself, I I I'm glad that ICO is doing this. It's something that been needed unfortunately under the um these circumstances, but it it was
074necessary to for us to look at these policies and consider the severity of of not by not adhering to or updating our policies. what has occurred or um or to our community. So I I'm like Mr. Montoya said, we we offer choice whether they're going to [music] whether you're going to um if a child wants to participate or not or if their family is going to participate or not because we're all at different spectrums. And it's good. I'm glad to hear that education was involved this morning when um when they were partaking in the um the not um what is it the the the lightning or the oh the the herb. So, I'm glad that um that we're we're not just doing it to and providing the medicine, but also educating our community and our
075kids about the importance of it. So, I appreciate [music] that. and I will uh hand it over to if there's any public [music] comments. People here in person, you have five minutes to provide uh public comment. So, um, my public comment [music] is to everyone, imagine if we didn't respond or acknowledge what was at stake and what was at hand. Imagine if we allowed our students to continue with what we have going. And I just put that as a forethought for everyone is that we did everything imaginable and be above and beyond beyond our work hours, beyond our um work during our break to ensure that every student was taken care of. We may not have been able to publicly um provide feedback instantly. [music] We were working non-stop as soon as Wednesday happened. [music]
076Saturday came and we were able to rest. But then Monday morning came and we were back at work [music] again to acknowledge and come up with all of these. And um we have um long lists of tasks that we had to do. And what do we do as as people? We have to put it aside because we're putting our children first. Thank you. >> I uh President Hasky. >> Yes. >> I was trying to get on um I lost internet and but when you asked about board comments. >> Yes. >> Can I do that now? >> Yes. Go ahead. >> Okay. the um the the the recommendations I didn't hear them fully but I I guess um I can reread them later but uh people [clears throat] I think all is possible um but I
077think some of it regards is um it is going to be funding um you especially for one example is the um conferences um that goes into money and um so that's why I was saying earlier that it would be it would be good to um have the legislature or state rep um know of the situation because then they hopefully can um advocate for, you know, for us and and um and I think uh we while we all know we we as board members know that we're kind of looped in and and pushed into one big Indian tribe package when it comes to state, when it comes to Santa Fe. Um, it's not Navajo, it's not Lagouna, it's not um Hus, it's not uh the Apaches or the, you know, it's it's one big Indian group
078and and I believe the the biggest and the loudest um advocates are from the PBLO tribes. So, uh, there needs to be a Navajo that stands up and advocates and because, you know, such as, uh, for another example was the, um, the, um, female, um, products put into the males, um, bathroom, which um, President Hasky and myself were very opposed to because um, I have always known that you don't do that because um um mom raised me, grandma raised me and said, you know, you don't have boys looking at things like that because it could mess their mind up. And so, but at the state level, it was passed and totally um against what Navajo culture has. And so I think um you know with with all that's been recommended or um you know we
079got to keep in mind that it is going to take extra understanding, extra funding and um and right now I think we're really trying to be um um mindful of of where we stand financially because um we can't do uh conferences and then you know employ people or um you know it it it we have to be mindful of that of that pot of money. So that's what I wanted to to to say uh regarding those recommendations. Thank you. Can you hear me? Okay, go ahead. for the next Foreign speech. Foreign speech. Foreign speech. I'd like to translate this to the best of my knowledge into the English language. In our culture, this is what we call the uh lives of people have been disrupted and traumatized. And what protocols have we gone through? Have
080we made an offering to a tree that was struck by lightning? Have we counted the arrow heads that was put into the herbs that was made? And what color were they? Were they named as they were put into the herbs? And then have we done the the uh washing in the circle of the herbs? Have we done the um getting the ashes with the feathers and blowing it away? There's so many involved. So many categories. Now, to put this in into perspective for you, what happens? Especially you young men right there, what do you do when there's a school shooting, somebody dies? You evacuate, make sure everybody's safe. This is the same. It's comp in comparison to that. You should have shut the school down right then and there immediately. If you really want to
081understand this, come to me. I'll teach you. I'll educate you culturally. No other cultures involved about Navajo. So, I want you to understand that there's a lot of deep dive information that we need to educate ourselves with. And I want you to know that how many of our children what they're born with the emotional stress, the depression, the trauma petrifies starting from the spinal cord here and it starts growing. EP dissolve adul what are what what are we going to use to dissolve that so that the the the effects of this 5 10 years from now the child does not have to carry see I'm looking further down not right now because we'll all be gone 15 20 years from now this is what we need this is what we really need to educate ourselves
082with. So give you a little insight of of of some of the things that that that needs to be done. There's another different ceremony way when all this is done when schooling begins or even at the beginning of the new year. Who knows those things? Who knows the songs and the prayers right here and here? This is the reality of it. It's like a heart surgeon standing there. How many of us can perform a surgery on a heart? I don't think we can. but that specialized person and we have quite a number of them out there on the NAVO nation that can perform specific ceremonies for situations like this. So, I really want to get it off my chest because I'm still getting people from what happened at my house and it's it's hard. How
083do you explain to a child to process this? for uh leading this district and and being there. And uh one of these days we'll get to meet eye to eye and we get to talk face to face and make sure everything is accounted for. Oh, there's lot to learn in life. The childrens are the one that teach us. We're just there to guide because I wanted to get this off my chest. Good evening, Mr. Carlston and school board members and officers and CCSD staff [music] and community members. My name is Doris Harrison. I'm a grandmother of one of your students at Sherbra High School. I was just very I guess [music] kind of shocked to hear the message that evening of what had occurred and what happened and yes [clears throat] a lot of our
084young students they don't really understand but some of us you know being brought up culturally from our grandparents our late grandparents our families our relatives I guess one of my concerns was Not just what was mentioned about the ceremonies, the prayers and the cleansing. It goes way far in depth deeper than that because the students there, whoever went into that classroom, whoever saw what they saw it, you know, the past attracts, they're all leading around [music] that school everywhere. Even maybe the main office there, upstairs, downstairs, outside where they interact when they get on they leave the school there, they get on the school bus. Who knows they could, you know, affect the bus driver there and then also going home back to their families, their parents, their grandparents, their great-grandparents, their siblings, maybe even
085um newborns, their home life right there. It's been affected right there all around in the community. It's not just something that's just kind of fixed with so many cleansings and prayers just like the the gentleman mentioned. There's a lot of things that entail into that. And yes, some of us don't believe in certain things, but our culture, our tradition is very sensitive. There's things that we have taboos certain things we are not allowed to do. Certain things we're not allowed to see. And that's just how we're trying to instill that in our young people, our children to understand that. And yes, I'm worried about my granddaughter because my granddaughter has had a very difficult life and she does enjoy going to Shabbat High School. She will not commit to staying home sometimes when she gets
086sick. She'd rather be at school. She'd rather be at Bon Wilson. And you know a lot of us you know we love our kids very much very deeply and we don't want them to get hurt not just for now for their future because of what had happened what had occurred. We're thinking about their future. We don't know sometimes they might have nightmares. They might wake up something might cross their path unexpectedly. So I really hope in the future that you really do educate your educators especially when it comes to [music] you know the sensitivity of our culture and our tradition and I myself being a staff I would rather see presenters [music] in person not just on video because when you see a person present it has that significance It comes to your heart. It
087has feelings. It picks you up. It takes a grasp of you. Takes a whole of you. That's how it is when these presenters that present, you know, topics culturally, traditionally, and it kind of touches your heart and when you see it through the video, it doesn't to me it doesn't have the same significance. So I really hope in the future that you do educate you know the teachers, the staff, whoever come aboard and use yourselves to be more educated and knowledge especially with our Navajo children or Navajo you know our different um children that have different backgrounds. Yes, we say we may not believe but oh means learning. You learn something whether you don't want to learn it or not but you learn it and you understand it and you respect. That's how that's what
088it's about. But I just thank you for the opportunity to speak out. Thank you very much. Which one's your >> Are we getting timed? >> Five minutes. Oh dear. Somebody typing. Germaine starting. Superintend. uh Dr. We gain it on staff. Um Hashech. foreignch. or [music] Chanel department in the classroom. Then I heard it was in the classrooms. Then the next day would be the other classrooms and then it would be the school building and then so when I first heard about this immediately I thought as being a former educator we turn in lesson plans. So on that lesson plan that was turned in was this article written down as part of the materials and then the lesson plans are turned into the office. Are they just filed away without anyone that's in charge of reviewing
089those? How was that overlooked? And then also with it not only happening there at Sherbrook High School, did this art was this article kept in the teacher housing? So was the teacher housing cleansed also? So those are my questions and my concerns. So the school district, you you need to do a better job of teaching the people that work there, pe other people that come in how our teachings are, what our beliefs are because we value our children. We just want good things for them to see good things, hear good things, positive things. So this type of article hinders that as Mrs. Harrison earlier spoke, it can extend not just at this time, but it can extend further. It can cause trouble further. So what classroom was it in? How many students were in the
090classroom? How many students throughout the day went through that classroom that any of them touch the article without knowing that as Navajos we do not do that. So those kinds of things you you need to be aware of and when these sessions training sessions are put on the people need to listen the other when I used to work when we used to we used to have training you'd see teachers there they're not even listening to the presenters they're just on their phone are talking they're not even concentrating so but This is a valuable teaching that needs to be followed and you need to make adjustments for everybody. Maybe not in a large group but in a smaller session. So then that way the you can see who's listening, who's not listening. So these are my
091concerns as a grandmother and my grandson goes to school at Kirtland Central High School and it makes me think has other stuff like this happened up there? I'm sure at Newcome they're more aware but has other things like this happened that had not been brought to your attention, our attention. So those are my concerns at at this time and um earlier we had a different meeting. So I wanted to I'm glad I made it in time here to voice my concerns as a grandmother as a former educator and as to for you not you leaders you really need to take this seriously. This is not something not just to be swept under the rug. the phrase there, you need to take a good look at it. And these other people that are going to come
092in into our schools on onto our land, they need to be aware of these things and then to really truly honor it and be respectful of our teaching, be respectful of our culture. So, I thought it was going to be a full house. [music] Then it's a good thing too that we have our CEO department here. They were I'm sure they were immediately contacted how to handle this situation and they and right away they did what they could to take care of it. So even in the leadership teams when you have your leadership teams we need to have a Navajo person there that knows [music] the culture that knows the teachings. So when the leadership people are talking about what to teach, how to teach and all of those um items that their voice will
093be heard also. Show no not these. We need to do it this way. So we need to have more of our Navajo leaders to be part of the leadership team and more of them to be directors within the different departments. So, so um there was lots more to say, but I had to write it all down. But anyway, thank you. Can you give your your sheet to Oh, okay. May I, President Hasky? >> Yes, go ahead. >> Um, I'm I'm just looking at the chat on YouTube and I noticed that um and I missed the part where uh the timeline of events. And so I'm going ask Superintendent Carlson the question. How long was that human skull there at the school? Because what I'm seeing on the chat is that it the students are saying
094that it had been there for a whole year. Is there any truth to that? >> So there's been a thorough investigation. There has been a thorough investigation and um folks in the building were interviewed, including the teacher. Um and it's my understanding that that object was there longer than um a couple weeks, but I don't know about the entire school year, but I do know it was there for some time. It was stored there and had been brought out. I don't know if anybody wants to add more to that. I know that folks from the high school might have a little more of an update on that, but yes, it was there for a longer period of time. >> Okay, I I see that, you know, there's some importance to that. You know, we've not
095only had um you student um deaths, but also, you know, with the administration, a principal, and um I I've run into an uncle. um that was or was practicing to be an um he mentioned and that you know even in your dreams and and it was so weird that that he had said that because um I I dreamt that I was I was shot. I was in a shooting incident at at at the boardroom and and it and it kind of scared me, but you know, I just put some cedar down and but now, you know, I I see this on the chat and I thought it was there only for a few days, but if there's I don't know if that changes things if if that skull was there, you know, longer than a
096year. Um, you know, and you know, and and our students need to um speak up about this or maybe they did and and that's what I mean. Um people tend to look at these things and not take them seriously and um that you know they they tend to hold back on that information and um for for reasons unknown but you know that needs to stop because you know these things are they're quite serious and and um you know I don't know how many people um throughout the district, students, administrators, everyone is is um in some way affected by by this. Thank you. >> Go ahead. >> Hello, Alexis. Hello everyone. I'm Alexis. and I am an English teacher over at Shiprock High School. Um, so, uh, I wanted to come today to just put in
097my comment about the situation because I'm very close to it and so the way that things are coming out on social media, um, I didn't really like how it was being portrayed and so I just wanted to voice my perspective in hopes that it kind of makes things a little bit better. Um, so from the previous two ladies who were up here, they brought up some points about um, understanding the culture. Uh there was something that um I forgot who said it but someone said something about learning about the culture, understanding it and respecting it and voicing the fact that our training our culture training videos should also be specific to Navajo. Um I've been working in the district for this is my sixth year and so I am Navajo. I grew up here in
098Shiprock and so um I'm slightly familiar with the traditional side of Navajo. There are some things I do know um a lot of things that I don't. And so um one thing that I noticed in the trainings for these cultural videos um most recently is that they're very broad in general. They just tell us teachers to respect the culture, respect the students, respect, respect, respect. But if you don't know what you're supposed to respect, I don't know how you're supposed to do it. And this teacher did not know this at all cuz she is not from this culture. She is not from this community. And so when it was found out, there was a lot of embarrassment. Um, a lot of like very apologetic and just didn't know that this was something. And as a
099teacher there, I've been in the classroom. I've seen it. And it didn't really bother me because I'm not traditional. it just didn't [music] occur to me to be an issue. And so this is a mistake that I could have made and to be uh to hear some of the words that are being used to talk about the situation and the teacher. I just feel really bad because I know the person. I know their attitudes. I know their beliefs and this situation [music] is not something that they would have intended and um I don't know how we can be upset with someone who doesn't know these things and so it brings into question for me is how was this teacher supposed to learn was whose like responsibility was it? Was it the hiring the district to
100teach this teacher about these cultural things? Was it me as a colleague that's supposed to teach her these Navajo things just because I'm Navajo? Even though I may not know a lot of these things, but is it my responsibility? Is it the responsibility of the students? Is it all of our responsibility? So, what I'm having a hard time with is figuring out what's going to not only happen in the future for our district in terms of cultural training, but also like what's going to happen to my colleague at this time. Um, I don't believe that this is being handled in a very good way because I feel like she is being shut out and I think that if people heard what she would have to say, she would be truly apologetic about the situation, she
101would know and let her students know, let the community know that there was no harm that was intended. ended. This was just a huge misunderstanding. And I think that if we want to restore harmony not only to our school and our students and our community, we should also think about restoring the harmony with that teacher that's being affected. because right now um I feel like she's probably feeling a lot of negativity and probably not really feeling like she's ready to come back to work and be in this space knowing that people are talking about her in a certain way. And so that just makes me really sad. And as a teacher who wants to practice restorative practices and who's thinking about these cultural aspects for our students, this should not just be a conversation with
102just us [music] and excluding the person. Um, I think that we can get better healing if we if there's more transparency so that we can clarify to the community what really happened, what the misunderstanding was, get an apology, and I feel like that would help to bring more um trust [clears throat] back into our community. Thank you. >> I have several uh comment sheets that I I'll read right now. Um, first of all, thank you. Thank you. The cleansing of the school and assisting our students with the ceremony prayers and partaking of the traditional herbs. Please continue with another ceremony due to some of our students graduating this coming school year. A lot of cultural policies. [music] I agree. Recommendation for funding for cultural by blessings cleansing ceremonial artifacts cedar herbs baskets [music] pain medicine
103person should be established each each school year. This is a part of social emotional holistic wellness funding should not come from only one source. It should be a part of operational funds and establish established yearly. Comment a recommendation to create overall inclusive, equitable, and diverse policy including all cultures. [music] Part of this inclusive policy can be specific to other cultures, eg Hispanic, Latino, Filipino, others, Native American tribes, etc. Other uh cultures have their own cultural practices too. They should be included. Another comment, these updates need to be up updated to the to the health and wellness policy. The health and wellness policy is approved and supervised by New Mexico PED. I want to give high five to ICO department, cultural leaders in schools, community, the uh Shiprock High School administration taking immediate action update updated
104in the school safety [music] plan. These are where funding can be utilized and requested for holistic cultural wellness for student staff district. >> Okay. And um Mr. Carlson has the apology letter that he's going to read. >> So obviously this is a personnel matter. is very delicate. So, I wanted to approach this with care. Um, but I thought at this point in time it would be a good idea to to share this. This teacher um was interviewed regarding the incident and she has issued a an apology letter and I won't use her name and I probably shouldn't have use the pronoun I just used because that gives you clues. Um, but anyway, here's what what this person writes. [clears throat] District colleagues and families, thank you for allowing me the space to address the situation.
105I want to offer my heartfelt apologies for the distress that this has caused. I'm truly sorry for the hurt or concern anyone experienced as a result of the item being present in my classroom. I care deeply about the well-being of my students, their families in this community. Teaching in Shiprock has been an honor and the opportunity to learn from the traditions and values here is something I hold with great respect. I regret that this situation affected trust or comfort in any way as that would never be my wish for those I serve. Please know that I take these concerns to heart. I am grateful for the guidance and perspective shared with me and I remain committed to ensuring that my classroom reflects respect for the cultures that guide my teaching and learning. Thank you for
106your patience and the chance to address this issue sincerely. And the teacher signs it. >> Um, are there any other comments? >> I I have a comment. >> Go ahead. Um, [clears throat] Superintendent Carlson. >> Yes, ma'am. >> Again, I I um it really concerns me that we need to know all the details and I'm wondering if Mr. Peacewood and uh the other gentle gentleman Benali I believe do they know that it's been there longer and possibly a year and I would like to hear from them if this changes things because um if it's been there that long Then what about the class that just left? And so you know to to be respon um culturally responsible um what about the class that just left and the graduates if they had been there that long
107and or if that skull has been there that long. So I I really would like to hear from Keith Swit or Mr. Mc Benali. Thank you. >> Okay. Uh board member Aspus, we have one more comment and then we'll have U. Mr. Brady or Mr. Keithwood um answer your question. >> Okay, that's fine. Uh Mr. Brady, I'm sorry. Got his name mixed up. Thank you. >> Go ahead. Uh good evening. Hello, good evening. My name is Cheryl George, um, part of the community. Um, I was at home listening on online and I wanted to make a public comment, so I jumped out of bed and came down here. So, that's why I'm in my pajamas. Anyway, um, I heard Mr. what Mr. Keewood said and when Mr. Keithwood gets involved, board and attorney, when Mr.
108Kisa gets involved. He mean it it it's very serious. He's one of our hatathl here in the community and he knows his traditions. Um and he has schooled so many kids. Well, not schooled but he has taught so many kids his knowledge of the cultural aspects that we all share as being Da. And even if you don't believe in the da culture, he also sits and talks with you about it so that you have a little understanding of what you are a part of. Even though you don't partake in it or your family doesn't participate in it, at least you know a little bit about what's going on about how you how you carry yourself. So when Mr. Keithwood um stood up here earlier tonight and he was very upset. I could feel that emotion
109and being a community member and a former parent and an auntie and um you know a cousin of of a lot of the students here in the district, I had to come down and and and speak also and also to let the directors know in ICO and the safety department that uh putting the updating all these policies that we're asking for tonight into the wellness wellness policy, the wellness school policy because New Mexico Ped monitors that and they approve those when we send it to New Mexico Ped and our school wellness policy. And then also if it's updated and put into the um uh school safety plan, the SSP, that also is regulated by New Mexico PED. And it's also goes with a 90-day um uh school thing that they have that the principles have
110to provide for um their running their school. So these policies can be placed in those. So when we go to ask for funding at the state level um with Mr. Hernandez and on up to Senator Pinto and um at the state it's in the policy the wellness policy and the um SSP so that it's accountable and that that's where we can gain access to those fundings. And I just wanted to also um what uh Miss Unatelli had stated also is that tonight we spoke about the relevance and the aspects of our culture. We also need to take that as community members, as the nay people, and also give back to the people who come into our our district that are non-native. We have to give them the accountability that they know what our culture is.
111And like she said, if you don't know, and it's just give respect, give respect, give respect in those um videos that are posted, uh they don't really know what what is respected. Um, and so I can feel for the staff member who was here and listening to her apology letter, you know, I think that um, we da need to give a little bit of, you know, empathy to that. And I say empathy because we say that our culture and our da culture practices holistic wellness. Um, we try to balance everything positive, negative. we need to give that back to that individual because that individual is human and we just can't stand here and and shoot the bullets at that one person because of the mistake that they ironically made. Um and then also as Miss
112Unatali said that she's native she's Navajo but she didn't know the the culture. She doesn't she's not familiar with it all the way. So was it her responsibility? It's all of our responsibility if we see it, you know. go to Mr. Keithwood, go to another um you know, go to ICO and tell him, you know, I I encountered this and this is what it was. What does it mean? And um as what Mr. Mononttoya had brought up too, you know, um it's up to every individual, everything starts in the home. So, your choice if you choose to to teach the Navajo culture and you you uh choose to teach your children the Navajo culture, that's up to you because that's comes from your household, that comes from your line lineage, from your grandparents, from your
113grandpa, from on down. That that teaching comes. So, if you don't if you don't have that in your home and you wish not to do that, then you have that right not to participate in it. But for the rest of us that um do live that and do participate and do believe in these traditions, it's a everyday um it's a everyday check for us. We check mark everything during the day. You get up, you pray before you go to work in the morning, you do your corn pollen, and you know, you pray for yourself, you pray for your family, you you pray for everything. And then um you know so I I just wanted to come and and and just make that statement and then also I just really want to give props. I just
114really want to give um a job well done to the ICO team here and um you know you guys really did do your your homework as I was listening. You guys really took your time. You guys really put this together well and you are asking for all the right things. is you are asking for the right accommodations. So if this was an IEP, these would be accommodations that would be required by law to instill for everybody to have equity in their educational um school, their educational environment. And for staff, this would be this would be um a health and wellness that they could they could um claim in the district for for their health and wellness, mental health. Um, I know a couple years back, just recently, I think it was about two years ago,
115we had a a suicide and it happened at um, well, it was a the home for that student was at TBA and there wasn't a cleansing at that time. Wasn't even talked about, wasn't even nothing. And that should have been a cleansing definitely. And that didn't happen. So that's why right now we have ICO right here asking stating the updates that we need for the district and we need these because it's it's it's a livelihood. Even my daughter um she asked me, "Mom, is that true? What happened at Shiprock High? Can you give me can you let me know what the outcome is of it?" And she's way out in South Dakota. She heard about it. She went she's a high school Shiprock High School alumni. house also. And um so it it has gotten
116out and um but I just want to just let this the the ped know you guys are the ones that are going to approve it or disapprove it. And I ask that I stand behind um everything ICO has has brought up and I stand behind what what the community members have brought up and um some of the teachers and staff as well. please um really think about it and and um approve it. We need it and um it's it's detrimental to everyone and you know it's it's even going to get bigger. You're going to have to make um policies for our other cultures that are here, the Filipinos, you know, African-American that are here. We have to also include them because they're in this policy. there's there's regulations for it in this policy here. So,
117um and then I just want to give um Shiprock High School administrators um high five. I mean, I'm really proud of you for taking accountability and um I heard that Miss um Miss Gallagher was not there that specific day, but the next day when she came in, she went to Mr. Keithwood and went and and went and um took authority over the situation. And so I really want to commend you on that and um you know for our uh safety team and I hope you guys include that on the safety um the school plans and um thank you for your time. That's what I came down here for. I really appreciate it. Thank you. >> Okay, Mr. Brady. Yes. >> Thank you. I, Mr. Benali, will answer on behalf of Mr. Brady. [laughter] >> I'm
118sorry. Sorry. [laughter] >> There's times that you need to have a little bit of laughter in order to heal. And I took that opportunity. wasn't poking fun at um board member Aspus, but you have to release some of that every now and then. A thorough investigation on behalf of ICO, my two colleagues here, they um had to leave for a a a conference that was paid for well in advance. And so I kind of spearheaded that that day and I I communicated with uh Miss Shepard, assistant principal. I I communicated thoroughly with Miss Walter, the assistant principal as well at Sheprock High School and with my brother uh Mr. Elvin Keyswood. It is to my understanding that the artifact had been in the school classroom much longer than what was initially reported. And therefore the
119to get it done immediately was the top of our priority to get a cleansing done immediately. There's not exact an amount of time that was given that it was there, but it did have the effect. I pride myself on being a a Navajo language teacher and I taught at Shiprock High School for the past five years. And I want to give my principal as we met every year as a staff, she would always bring up, you know, if you have questions on our culture, our traditional, we have a resource. And she would always say, Mr. Brady is here. And there have been a number of of staff members that had reached out to me either via an email or phone call in the classroom or even stopping by my classroom and asked is this appropriate
120to do the staff? Yes, we fail to educate them but we had the resources available as well. And so that's why we got to be better. We got to be better as the team here to educate again. And and and and and the the lady that spoke earlier saying that hearing it in person is better than hearing what we suggested. You know, that was my suggestion. Vector training. Everybody don't like to go through that and it's mandatory. But if they can go through it and sit through it, then they know about it. But what I know is a lot of them just play it and then they walk around. They don't even listen to it. So, but an in-person session that would probably be best. In Navajo, we say you got to dig into their
121ears and open it back up. This is our our land. This is our people, our culture. This is our kids that was affected. That bothered me that day. And so that's why I started making these phone calls. I don't know if Mr. Dezwood was okay with me calling him but I called him directly and I said what are we doing but as a team we come back together and if there's an additional ceremony as uh my colleague Dr. Chi had had indicated maybe we go that route as well. It's all about healing. We got to continue that and continue down that path because it it a lot of people heard about it and affected a lot of people. Not only this group of students there, but students were that were there last year as well
122most likely. Thank you. >> Thank you. >> Any other comments? from the board. Okay. Okay. Well, we appreciate all the Okay. One more comment. >> All right. Good evening, [clears throat] and those of you that are watching online, um Mr. um Mrs. President, board members, thank you for this meeting tonight and um all this is a restorative action and I really enjoy being a part of the meeting tonight. Um we've heard from how would you say it like all stakeholders of people who took part in this um from the students to the parents to the staff members uh our leaders and all the way into the community and as well as the individual who wrote her sincere apology. So, um, it was really moving to sit among a community that is stronger together rather than
123just bashing on one person or on the leaders on everybody. And so I really like the approach of just how we come together and come up with this restorative plan and action to prevent this from happening happening again. So, um [clears throat] um I don't know who brought up this attention to um the principal or the leaders or anything like that, but I sense that maybe it was a student and um I really um commend that student or those students for speaking up and that's one of my initiatives is for student voice. Um, it's when the students speak out, we take action like this as adults, as leaders to, um, listen to them and they know their school inside and out. And so, um, I really commend those whoever spoke out to talk or to
124to tell. And then um I know that [clears throat] um it it is a time of that sensitive holiday season, but I really like how our team members here um I won't say just the ICO, but all leadership among the the district who took action in um making this right and um taking time out of their holiday season with their families to um really restore and start healing um this learning environment for our students. And so um then again um we are not just moving past this event. Um, we are strengthening our foundation and the equity council is reinforcing the commitment [music] through ongoing professional development training for our our our staff members. And then um and then like our colleague said, our door is open. We're just a phone call away. We're just an
125email away. And um so if there's any questions, feel free to to reach out to ask. And then um and I really like the the strengthening standards and strengthening our our policy. And um it was just neat to um I guess not other states and not the world to learn I mean hear about Shiprock and what happened but it's it's an awakening a shaking awakening for um all communities across um not just indigenous cultures but all cultures. And so um it opens their eyes, it opens their ears to understand like hey um that mistake happened there and we don't want it to happen in our school. And then the co cohesive act itself too um it was just to implement the black education act but we took like five different educational acts together to to
126to make one. And so um so thank you. Things just don't happen for I mean by mistake but it does happen for a reason. Not just for us to be um looked down as as a district but to help others. And that's um what really um what we've been doing is collaborating with other districts and other schools and sharing what we're doing to help strengthen them too. So um and so that's all I wanted to say and thank you and everybody who participated and everyone all the way to community members who were forced out of their beds to come out here tonight. But uh again, thank you and uh Kodia. >> Um Miss Aspus, I see your hand is down. >> May I? >> Yes, go ahead. >> I appreciate the the the the joke
127by Mr. Brady. Um you know, I he intimidates me. Him and uh Mr. peace would, you know, and only because I know that um spiritually and culturally they they're strong and um and there's a lot that you know I um as a board member and willing to admit that I don't know and um and I and I should and I try and I I do want to say I try very hard um as far as my language and things like that, but I do know most of the you know the the taboss and the stories and and um and do hold them near. But I I think with the two at guiding our district um we you know we need that cultural or that spiritual spanking and um in a positive way and um as
128I stated before the last meeting is you know things we need to hear all details. and um you know in in order to go forward and and then I really appreciate the um letter by the uh by the teacher. I I'm sure it's difficult but um from here we grow. From here we go forward and um and just try not to make those mistakes again. And um but you know I I at the most part I'm I'm really glad that um things were handled as soon as you know I I must admit I was thinking how long are we waiting for these ceremonies and and here last Saturday I went down to Shipro. I was looking for the resotic tournament and um and I kept calling um Carlson but no no answer. And anyhow, I
129um come to learn that the tournament was moved to Kirtland and in order to carry out the ceremony and and really put my mind at ease when I heard that because and I and I wish that had been um put out on the website, you know, that ceremonies were taking place and and I believe it was in different stages. and and then this morning. Um so, uh you know, I was really glad to hear that and it really eased my mind and you know, just to go to do your you know, craft fairs on Saturday and things like that and um and I'm glad that we didn't wait. So, thank you everyone involved. >> Mr. Montoya, go ahead. First off, I'd like to thank everybody for participating, Miss Unatelli. Thank you for your words. I
130I tr I truly appreciate that. I really do perspective that you brought to that. It just really added context to the letter [music] that was submitted by the teacher. So, thank you for that as well. Donovan, thank you for your words. And I say that and preface what I'm I'm going to say here is that the understanding that this is an absolute teachable moment. It's been said in many different [music] ways this evening, but it really is. You know, we have in front of us the policy that we adopted in 2022 and has become a I don't know if I can say a leading document of the state of Mexico that really the first has been put out there and utilized state as a model. So with what has occurred to recent past week that
131I think we have a very good model to utilize and something very powerful to devise for not just the community but for the other communities not just in the county but in the state and across the country and how we deal with these issues and again I've said this before that's not to it's just context for me as a parent as a grandparent little 2 and 1 half year old granddaughter that's think I do need because it was mentioned to me [music] on text is that we have to take everybody into consideration when that education is for everybody and for everyone. Talk about equity. I remember we were we were discussing earlier in the year about DEI and the federal level and and I even made the comment about how it's being bastardized and I
132said diversity that's that's us that's who we are. Equity it's how we apply our education and our knowledge. The I is inclusive. as we include everybody. So I want us to remember and understand as we move forward, we develop this that that's how we have to look at it. We don't have to be told. Human beings make mistakes. There's errors. We have all kinds of policies, policies that we have, all kinds of laws that still human beings still break. whether it be through want, lack of care, or quite frankly sometimes just pure ignorance. And I don't mean that in a derogative manner. But if you don't know, you don't know. So again, as we stated earlier, it's it's all of our responsibility to ensure and respect where we are, who we are, and who our
133relationships are tied to. that understanding. So with that um again I truly appreciate everybody and their time investment. Thank you. I want to be careful what I say and hope no one takes what I say wrong. Every cloud has a silver lining. And what has happened is truly a tragedy is truly unfortunate. But look what we have learned. Look how far we have come been able to come because of that. I myself have learned a lot of things. I've lived a lot among the Navajo people. My first year of high school was in Tuba City and so I haven't been associated with the Navajo people and the Naval Culture for a lot of years. But what has happened here has brought to my knowledge things that I never knew. And I suspect that this incident
134has made a lot of people aware of a lot of things that they didn't know before. The silver lining is we now can take the information that we have gleaned from this the experience and see that it doesn't repeat. And see the necessity of asking before we jump into something we're not privy to, aware of. so that we don't make a similar blunder. Hopefully we have learned and can put that to practice. Thank you. >> Go ahead, Dr. Pay. >> I Hello. Can you hear me? I just wanted to provide some culture education regarding our holistic healing and practices through an analogy if you can um understand it in that sense and then what we're doing as ICO going forward and which will address um the issue with um our teacher too and So, um,
135our holistic healing ceremonies is our own Navajo health care system. I would like for you to see it that way. Our medicine men are our doctors just like western medical doctors. They go to school and they um specialize in something, right? And so they they go to school for that amount of years and practice. Just like with our medicine men, they do the same thing. Our medicine women, they specialize in a certain type of um ailment or a situation and [music] they're they become appren they have apprentices, mentors. They go through training too just like the our [music] western doctors. And so, um, when we have situations or ailments as such, just like western medicine has, when you go see a doctor, let's say you're sick or you're you have some type of ailma or
136disease, you go there, you begin with um your triage. There's questions like, hey, what this is what's going on with me. This is [music] what's happening to me. And so the doctor is taking notes and so do our um to come to come to some type of um an assessment of what what could be potentially your symptoms that could be um a reason for this ailment or whatever. And our medicine men, our doctors do the same thing. They do diagnosis different ways and they come they ask you questions that to [music] try to come up with an assessment. Once that's um provided then they the doctor a western doctor gives you um a prescription. They'll say okay let's have you go to do a CAT scan, MRI, blood work. And same thing with our Navajo
137doctors. They do the same thing. they'll tell you they'll give you a prescription and so with with [snorts] those they'll prescribe you medication or whatnot. Um so you go to pharmacy and get that medication then you have that hope belief and faith that this medicine or this treatment will cure you. Right? Same with our Navajo doctors. We have herbalists. They um use our traditional plants and herbs. Those are our pharmacies. So they work hand in hand, our Navajo doctors. They'll tell you, "Okay, this is the my cesma view. This is what you need." And then sometimes with these doctors, if they can't get it, they'll tell you, "Okay, um you're going to have to see specialists, heart specialists, a internal doctor, cancer specialists." We have the same thing with our medicine men, too. They're ordained
138and different types of um um ailments or events. And so and they don't have one standard type of um ceremony. We don't just like these um western doctors, right? If you put like 50 brain surgeons in one room, they're not all going to do the same type of surgery the same way. That's how our Navajo Medicine men are. They're ordained and trained by their mentors to [music] do things the way they learned it. So a blessing way ceremony will be done differently. [music] A um nightway ceremony can be done differently. It's how those medicine men just like these doctors are trained differently. That's how our medicine men are. And we need to understand that yes, [music] there's no standard way or type of a ceremony. It's based on how these medicine men are trained in
139that capacity. And so in in that way, I would like for you to understand [music] it that way as an analogy of of our medicine men. They are our health care system. It has nothing to do with um anything else. That's our health care system. And so um the other part is that okay this situation I was telling you about balancing [music] the uh things out right. So if you another analogy is if you can see like um this situation as a western type of um ailment let's say um this situation if you can see it like um cancer it you go through aggressive treatment to to kill it and but because I shared with you to balance that you have to um put that back into place. [music] So you go into remission. Now
140you have to take care of yourself. You have to eat certain foods. And so that's that healing part that has been talked about. So now comes on our western holistic part. The blessing way is what has to happen next. And so we're already talking about and planning for that to happen because this aggressive treatment already happened. So now it's in remission. The healing is starting to happen. So we have to fully [music] put it back in peace and balance. So this blessing way which is what it does is to put [music] balance back into something like that is what our next task is. And so I just wanted to share that and in that it will also cover our teacher um in terms of her wellness and balance too with with what she's going through.
141And so I wanted to share that [music] um for all of you to understand and see it in that perspective with [music] our when we say ceremony that's what we're really talking about. It's our Nava health care system. We have our Navajo doctors, we have our pharmacists, we have specialized doctors in in that sense. That's what ceremony is. It's holistic healing. But both sides you have that faith and hope [music] to get better. And so I just wanted to um end with that a thank you Dr. Beay for um summarizing all that. And one last thing from board member on All right. So, somebody called me this morning and asked me um about the convenience of time for that prayer this morning. Couldn't it be couldn't it [clears throat] have been done at a more
142convenient time? And I explained it very [music] simplistically. I said recently I've been hearing about how u modern medicine talks [music] about the early morning sunlight how it's very beneficial to the human eyes and the human body. So the first sunlight as it breaks over the horizon hits you in in the face and your eyes. Obviously when it's up higher, you don't look at it directly because it can hurt your eyes, but that it's the quality of light that hits the human eyes that is the most healthiest for the human being. I said the way that I was raised by my stepmom who just happened to be Nava. She would always tell us and we tell our kids as we were raising them. You get up in the morning before the sun comes up, run
143to the east, you reap the sun, the warmth of the sun on your body, run barefoot, feet on the ground, you become grounded with mother earth. So that's the whole reason and justification is the first thing in the morning to get that before the first light and then the individual said makes perfect sense but again everything for a purpose everything for a reason just as Dr. is and those are some of the very pragmatics andistic values and ideas that the Navajo tradition carries within that modern science is just not figuring out. So I just want people to understand that well why are they done certain things done at a certain time there's a reason sense of purpose for them. So it's just a matter of decency and respect. So again I just wanted to let
144people know that like you said because I had somebody ask me well why again that's the way that I was raised. Thank you. >> Appreciate that. Um before we move on to the next part, I I'd like to say that thank you to all of you, everybody who's attended today and all the comments that you have made, all the emails that you have sent. Um they're not they're not um we're not just putting them aside. We're reading. And we value all your input. We value our community's input. do value all our employees everybody's input in regards to what is with this with this uh situation and I I concur what said was um or or or depending on [laughter] on um age that things and what [music] Mr. Victoria also said that things happen for
145a reason. Actually, everybody said that. Um, and we have been talking about strengthening our policies in with ICO and in the district and being very inclusive. And so I like who the people have spoken um these things happen [music] for a reason. They're happen when we need to see them. And so I and [music] it's unfortunate that something like this happened for us to realize that we as a board, as a district need to act, that we have to do something about it so [clears throat] it doesn't happen again. Um, and we really appreciate the support. [music] I I hear the support. I mean I also hear the you know we should have done this sooner. I think all of us feel that way uh on you know what's what they case and um I
146think that um it's the right time for us to do this and I appreciate all the people who were involved in putting the ceremonies together and all the prayers and all the input and all the hard work [music] it took to put all these things into action. There's always there's times that we all say it is, but then it's putting those things into action and really doing it and following through. So, I appreciate ICO and Mr. Brady and Mr. Keyswood and all the people [music] that were behind the scenes that helped this come to fruition. So, I so appreciate that. Um and before um before uh we end this this part of the meeting um and before um Miss Chappelle summarizes [music] it and um I appreciate the board for listening and really being open-minded
147about this. I think in the past from what I've heard that it hasn't always been [music] that way. So, I really appreciate the board members for sitting here. Even though it's not part [music] of your culture, I really appreciate the open-mindedness and the willingness to listen. I feel that it it really has strengthen our community when all of us are on the same page. It really does strengthen our our commitment, our our um our policies and just, you know, makes us more united. So, I really do appreciate that. Um, the willingness to learn, the willingness to practice, the willingness to be open to all these things and and I hope that in in [music] terms of inclusion that all of our our brothers and sisters from other other um ethnicities, background, races, all those that
148understand that we are we are one. we're all human [music] and that we all, you know, we all have these um we have to have balance and harmony, whichever whatever we believe in, we have to have balance and harmony. [music] So, I really appreciate that. So, um and um I'd like to hand it over to Miss Chappelle to incorporate the recommendations to draft the policy. Uh, President Hasky, I had my hand up before. >> Go ahead. >> Um, I I just wanted to reply to Dr. uh beay where it was mentioned about the blessing way [music] um ceremony and um and what comes to mind is the need for a hogan and is this a way um maybe this opens doors to the community and um where we can provide supplies and and then have
149a you know the community help with building and um I I I think there's already a site that's already been looked at and um saved for that purpose and but perhaps this is the push we need to um you know to to have this happen and and and be built. And um and it would be just more incredible if the community could come together and and um you know in the in in the skills and the laboring and [music] and put this together and and build that whole. Um and then also um requests for um you know whatever donations or whatever um with inteation or you know just you know other businesses. And there was another item and I just totally forgot. But um but yeah, I I I I know there has been a
150request and a need for that for that um Hogan and um I just want to throw that out there and see if if this is something we can do and make it happen. True. Okay, Miss Chelle, uh board members, community members, um [music] what I proposed, what I recommend is to take all of the recommendations that came out today. um turn that into [music] a policy and then bring it before the board at the next meeting for the first reading and [music] from there we can uh modify it, add to it. We'll have had enough time to kind of digest what was uh said today and there may be more things that come up um [music] in between now and then that we could add. So that would be my recommendation for president board members.
151>> Okay. We'll move on to number three, possible action items. A potential board action on implementation plan uh plan and timeline which would be at the [music] next board meeting. There will be the first reading of the policy that's compiled of the recommendations that were have that were um provided this evening from the community and from ICO and Dr. gay. And then um and please uh community members um send us if you're um if there's things that [music] um in terms of recommendations, please email them to superintendent or to um so that we can um also include those recommendations. And so I will move to number four if there aren't any other comments or questions. Okay. Um, Miss Asus has her hand up. >> I have my hand up. >> So, can I go ahead?
152>> Okay. Um, I I'd like to have superintendent and um just start um letting Ped know what has occurred and what has happened. Um and whatever uh you know just get them get them in the loop and where it should have to me I I think it should have already been done. Um [laughter] because they're not going to understand or respect or acknowledge if our superintendent doesn't. And I don't know if there needs to be a supporting letter from the board itself um attached to that, but um yeah, we need to get the ball rolling in that area as well. >> Thank you. Um and we're to [music] do you have something to add? Okay, we're to number four. A motion to adjourn the special school board meeting. >> I make the motion that we
153adjourn. >> You have a second. >> Second. Second. >> Okay. Um, board member Montoya, how do you vote? >> Yes. >> Board member Aspus, how do you vote? >> Yes. >> Uh, board member. So, are you on? >> Yes. I vote yes. >> And board member Wells, how you vote? >> Yes. >> And I vote yes. Thank you. Thank you again everybody.