[inaudible] >>. >> commissioner walton: glad you're here. this is the regular meeting of the board of education for the san francisco unified school district. it is december 11, 2018. miss casco, roll call, please. >> clerk: thank you. [roll call] >> commissioner walton: before we jump in, i just wanted to acknowledge we have two world famous attendees in the audience tonight. tracy chapman is with us. [applause] >> commissioner walton: and someone who we'll be

acknowledging soon, brian boitano is also here. [applause] >> commissioner walton: so in honor of their presence, i'm going to read a quote from may carol jensen, who was the first women in space. never limit yourselves because of other's limited imagination. never limit others because of your own limited imagination. section a is accessibility for the public. section b, open-ended item. approval of board minutes for november 13, 2018. can i have a motion and second on the minutes? >> i move approval of the minutes. >> second. >> commissioner walton: miss casco, roll call, please. [roll call]

>> clerk: seven ayes. >> commissioner walton: so speaker cards for the regular agenda and for closed session are necessary if you wish to address the board of education. members of the public are reminded that an individual can complete a speaker card prior to the item being called and presented to miss casco, the -- our executive assistant. importantly, according to board rules and procedures, speaker cards will not be accepted for an item already before the board. number two is superintendent's report. dr. matthews? >> thank you, president cook. good evening, everyone. a few weeks ago, we received a message from glenn price requesting trauma and recovery support to assist the families impacted by the devastating

campfire in butte county. i authorized 20 school social workers to volunteer to aid the victims of the fire. we coordinated a plan of support and sent school social workers to butte county. i want to thank the school social workers to all of those affected by the fire. at this time, i want to thank all of the sfusd employees who stepped up and helps those victims of the fire. [applause] >> in partnership with special olympics northern california, a special game day included soccer teams made up of both general education and special needs students playing on one team. the event aimed to unify

students with and without disabilities to promote inclusion, and respect for all students. our district celebrates inclusive schools annually, along with many other school districts across the country. the national inclusive schools week this year was kaleidoscope of friends. the word calms from two words. kalos, meaning beautiful, and scope, meaning shape. film maker dan habib will be hosting his latest film, intelligent live and hosting a panel afterward with current and former students. the film is about three students with disabilities as

they navigate high school, and the workforce. as part of the library challenge, developed by the institute of the museum and library services and initiated by the obama administration, the san francisco public library and our district have partnered together to provide all sfusd with an exclusive use library card called the scholar card. it aims to eliminate barriers to access by simplifying the application process and providing students with a clean slate. all preexisting fees for previously lost items are forgiven upon activation. since the launch of the scholar card in spring of 2016, 30,000 san francisco unified school districts have signed up. these successes are testaments to the strong partnerships between librarians, teacher-librarians, teachers,

principals, and most importantly, our students. for nearly 25 years, the san francisco unified school district school program student unity and school support department have participated in the national school aids week have displayed projects in the aids national memorial quilt. this year, 17 elementary, middle, and high school schools throughout the district displayed the names of the schools have provided age appropriate resources that focus on building awareness, empathy and reducing stigma regarding hiv. resources include classroom lessons, student observations and reaction sheets, videos and guest speakers. the ghost of the project is to provide historical and medically factual information,

reduce tug in a, and increase empathy and safety amongst all students. thank you to our health workers, our health education teachers, orhealth advocates, nurses, social workers and our chow's and y.o.w.s who are our student youth leaders. finally, congratulations to the lynn cal high school varsity football team for continuing their undefeated season by being victorious over mission in the state championship. due to the fire in butte county, the championship game had to be rescheduled and was not held on thanksgiving is our tradition. lincoln will now play orange glenn from escondido on saturday, december 12, at noon, for the state championship.

go mustangs! [applause] >> and finally, this is our last meeting of this calendar year, and i -- my hope is that all of you have a very happy and merry holiday -- or holidays, and that you have the opportunity to get some rest during these holidays. school -- our last day of school will be the 21st of december, so we will be turning over our 56,000 students back into the hands of our parents for two weeks. and we will resume school on january 7 of 2019. happy holidays. [applause] >> i was just going to say, that ends my statements this evening. >> thank you. student delegates? >> good evening, everyone.

on the topic of a.s.b. student professional training. last week, we kicked off our first a.s.b. student activity director professional development. the a.s.b.'s goal it to provide a student leadership handbook that can provide a foundation to lead our school communities. thank you to those organizing and facilitating a great opportunity for students and staff leadership. >> an update on our philip hart campaign. [inaudible] >> as of today, we have already sold 123 shirts, which is both record breaking and over our 100 sold goal. thank you to our every donor. if you'd like more information, there are flyers right outside

the door. >> on december 17, the s.a.c. would like to host a winter holiday celebration to appreciate our students' hard work as well as celebrating the end of our first semester with a gift wrapping holiday party, and the s.a.c.'s goal is to sell as many t-shirts as possible so that we can gift wrap and deliver by the holidays. thank you. >> our next meeting will be on december 17 at 5:00 p.m. in the board of education room. the s.a.c. is a public council and anyone is welcome to attend our meetings. if you would like to attend, would like to make a statement, or obtain a copy of our upcoming agenda, please contact mr. salvador lopez ibarra. thank you. >> going to flip these around and call on commissioner norton

to begin. >> commissioner norton: all right. thank you. this evening, we have a resolution for the sfusd physical education. [agenda item read]

>> president cook: thank you, commissioner norton. and we're going to do a motion

in a second to vote on the commendation. >> so moved. >> second. >> president cook: roll call please, miss casco. [roll call] >> clerk: seven ayes. >> commissioner norton: i want to note that there was an error in the original resolution because it was delores huerta elementary and not fairmont elementary, so i sincerely apologize for that error. [applause] >> president cook: thank you. >> i had it on.

commissioners, members of the public, i'm brent stevens, i'm the chief academic officer of the district. i'm especially pleased to be able to thank members of the p.e. department and our partners in special olympics this evening. this stands as one of a number of relationships that p.e. has forged with special olympics. they include development for readers, and even a credentialing program with special educators. the partnership with special olympics is something new to special instruction and p.e. so as we come up to present the commendation, i'd love both to publicly thank michelle zepada, and then welcome our partners from special olympics up, as well, so they can take part in the special activity. thank you. michelle deserves some applause right now.

[applause] >> i would just like to say that it has really been an honor for our department to bring special olympics into our community, and i just want the community to know we're just getting started. when we first started, there were 100 or so students participating in special olympics events, and we are now over 2100 students, and we are just getting started. i want parents to know that all students will be included in activities. we will have many inclusive opportunities for students to play together, learn together. and it's not just an activity or a game, it's a ripple effect that goes through our entire school, our entire community. i saw earlier here andrew ishibashi from lowell, the principal. i would like to thank him deeply because he stepped up right away and let us use his

facility. we took it over and had 1500 people showing up on a school day to have an event, so we really deeply thank the community, the principals, the teachers for making this happen. and again, any parent with a child who's in special education, we want you to know that what we're doing is to support your student. so thank you. i'd like to turn it over to special olympics to have a moment to speak, as well. >> hi, all. i'm foster trope. i work with special olympics northern california and i've been very fortunate to partner with the physical education department here at sfusd and just extremely grateful for all of the help from michelle, mike katz who coordinates the programs, brent stevens and just all the support from the district makes what we're doing to create sfusd into the most inclusive and accepting environment that we can, so

thank you all very much for your support. >> hello, good evening. my name's kathy dimanski. i've been around with the program here in san francisco for a very long time. the difference now compared to when we started and launched in 2007 is insurmountable. the partnership with the p.e. department has changed how everything looks and feels and how the students participate in inclusive activities. so i want to say thank you to michelle. she has an amazing staff that helps support it. mikecrats is our targeted coordinator here in the district and he's done a fabulous job of stepping up and making this project what it is in the district, so much more to come as michelle said.

>> president cook: next up, we have a commendation for brian boitano for the brian boitano

youthscape program. i met brian casually over dinner, and he told me he's been helping sfusd students for the past 20 years. and i said oh, what do you do? for those of you that don't know who mr. boitano is, i have some talking points. mr. boitano is a three-time olympian, three world titles, two pro-am titles, four u.s. national titles, as well as the olympic gold medal. mr. boitano has been inducted into several halls of fame. -- that's -- that's it? [applause] >> president cook: he is also

an accomplished -- he has an accomplished t.v. career which included him having won a prime time emmy award and -- and he starred in the nutcracker on ice. for the past 15 years, he's toured with champions on ice around the country, headlining 25 national tours. brian's book, boitano's edge, inside the world of figure skating, after its third publishing is one of the best selling figure skating books published. and what he's been doing with sfusd students, he founded youth skate, which is a project to introduce san francisco's inner city youth to ice skating. since its inaugural year, more than 10,000 kids have participated.

now in its 20th year, it continues to grow with brian as its active president. some of the the schools th mr. boitano. [applause] >> first of all, thank you for that thorough introduction. that was thorough. there were things in there that i forgot about, so i appreciate that. and thank you for having me here and recognizing youth skate. you mentioned that i was on a tour called champions on ice. so years ago, i was doing a promotional event in detroit in one of the cities that we were touring in on champions on ice. and they asked me to go to a rink and skate with inner city

kids. so i went there, and i thought this is a great program. they're taking their kids and introducing them to skating. if i ever have the opportunity to do so in san francisco, if they ever had a rink, i would love to do the same type of program. so years later, when yerba buena guards was built, they asked me to -- yerba buena gardens was built, they asked me to come out and announce the program. so since then, we've served 10,000 students. we invite a different school in every month on the first tuesday, and so they're introduced to skating, they're given lessons. they get a bag lunch, and they get a voucher to come back and visit the ice rink whenever they want to. so it's our intention to introduce them to physical activity. it's not just skating, but it's so special for me to see how

they react to the accomplishment of physicality. and it gets them knowing that they can do something physical because everybody gets better with skating. from the beginning of the session to the end of the session, if they're holding onto the rail, they're off the rail and they're skating with their friends, and they're m t smiling. and so the sense of accomplishment, you can see it on their faces, and they can't skate with their cell phones on their hand. so thank you so much, and we appreciate their support. thank you.

[applause] >> president cook: number five, recognizing all valuable employees rave awards, there are none tonight. number six, advisory committee reports and appointments to advisory committees by board members. number one, we have a report from the parent advisory

council. >> good evening, president cook, superintendent matthews. my name is georgia williams bratt, and i am the director of the parent advisory council. >> good evening, president cook, commissioners, and superintendent matthews. my name is rebecca page, and i am a parent with two children at buena vista hortzman, and i'm the president of the p.a.c. >> so the mission of the p.a.c. is to bring parents' voices to the board of education to help information your decisions and discussions. tonight is just an update on our recent activities. first want to take a moment to

acknowledge and thank the outgoing commissioners of matt haney, bill walton, and emily merase. we also want to ask and hope that you will continue in your future endeavors to remember sfusd families and students, and thank you again for your years of service to our families and students. >> we also want to say formally thank you and welcome the newly appointed and recently elected commissioner molinga. congratulations. it's great to see our first pacific islander commissioner sitting on our board tonight, so thank you. great to have that voice. the p.a.c. looks forward to meeting you in the near future

and working together to serve our students and families here in the district. so last week, we had our annual lcap task force data forum, which is where we take a moment to look at the data in our districts and how we're doing in the controls and the local accountability plan, where we feel we need to focus and where we need to improve. this evening brought together families, district leaders and community partners. it was designed to be interactive as well as to help families to participate in the planning process and -- which starts in the -- after the new year, when we start the budget cycle all over again. the theme this year was turning data into action, telling the story behind the numbers. and so really using that theme of turning that into action, we had a resource fair, and we had breakout sessions to actually look at do we look at data,

what does it tell us? where are we making progress? what are our highlights and where do we still need to push to see betterout comes for our students. we want to say thank you to all our district leaders who helped lead the breakout sessions and special thanks to the research, planning and assessments office. that team who stepped up and supplied 40 chrome books for families to be able to access data, the staff willing to staff the eight tables that we setup, and in addition, we created what we called a q.r. code, quick response code, so families could use to call up the data for their specific students' school. it's important to know what's happening in your school, what does the data tell you, how is your school allocating its resources. and the data form is really the first step of lcap stakeholder

engagement as we look through the year, looking at what's next. the next lcap task force meeting is thursday, december 14 at 444 frank lynn up in the cafeteria at 4:30 and also we'll have a chance to look at the data forum to reflect on what went well and what changes to did he need to make for next year. >> one of the p.c.a.c.s priorities for next year is to look at areas of equity and inequity, the student enrollment system and access to student programs. this month, p.a.c. members met with the second district p.t.a. and sfusd spark to better under p.t.a. fund raising across the district, to explore ideas for expanding fund raising to provide support for all

schools, and to examine how other districts are adjusting this issue. we learned that 64 of the 136 schools in the district have a p.t.a., and some schools have their own foundations. p.t.a.s are nonprofits and vary in the amount of fund raising they can participate in. several schools have other organizations: parent-teacher organizations or parent fund raising groups. in addition we learned that spark, which is the nonprofit arm of sfusd is focused on bringing in resources and support for vision 2025, closing t closi closing the achievement gap and early education initiative. when such fund raising efforts are out of reach for some

families and communities. all sfusd schools receive a make up mum of two days instruction in dance, drama, music or visual arts and a minimum of one day of fourth and fifth grade instrumental music. currently, this program is funded through the voter approved public education enrichment fund, peef. however, schools that do raise additional funds through their parent groups and are often able to supplement with additional days of introduction. it's important for p.a.c. to raise this issue now, particularly since the talk of student participation is in progress, and there's talk of implementing a home based model, developing a community-based student assignment system, which is up

for board approval this evening. at this point in time, not all schools offer the same or even an equitiable educational experience. if we are going to talk about changing the student assignment system, we'd like to talk about how to bring to scale the educational experience across all sfusd schools so every seat in our district is desirable and in demand. expanding fund raising efforts for the benefit of all is one way to get this process. the p.a.c. will continue to work on this project and continue to explore fund raising options to provide an anticipation kpl education for sfusd students. thank you. >> so it's appropriate that tonight we have people in here to recognize our students who participate in special olympics. the p.a.c. was also part of the planning team for that community, which took place last week and will culminate

tomorrow night. to support, the p.a.c. event will hold its next meeting tomorrow night at mission high school and take care of regular business for the first hour and then adjourn in order to participate in the screening of this film, which -- so if you're interested in attending the event, you can put in an evite to get your free tickets, and the screening will happening at mission high school. >> president cook: thank you for your comments. any comments from board members? commissioner norton? >> i just want to say the report that ywe have in our pa not the report you just gave. the report we have is from november 13, and i think just possibly the wrong file got attached. oh, you e-mailed it, so was the correct version e-mailed?

[inaudible] >> oh, okay. great. so we have it -- because i want to reread your comments particularly on the p.t.a. issue. i think that's very interesting that the p.a.c. is interested in having that conversation, and i hope that you will reach out to the district p.t.a., as well, and sort of having dialogue around that, because i think that this would be important collaborators. >> and thank you. we have had a couple of meeting already with second district p.t.a., and they also seem very interested on this topic. >> okay. cook co >> president cook: commissioner merase? >> commissioner murase: thank you very much. i just want to thank the members of the p.a.c. for holdings accountable and doing the hard work of reaching out to our families by school site. i just want to acknowledge the tremendous efforts. when i joined the p.a.c., it

was one of the best experiences i had learning from other parents and guardians about what's going on at their school sites, and so i hope members of the listening audience who are interested will find out more about the p.a.c., and that you will have no trouble recruiting. this will be my last commercial for the p.a.c. >> president cook: thank you. thank you. number two, we have a report from title 7 indian education parent advisory council.

. >> mic check. mic check. all right. it works. fantastic. good evening, everyone. thank you so much for having us join you this evening to present the annual indian education program report to the board of education meeting. my name is paloma florez. i'm your program coordinator for the indian ed. welcome, new commissioners. we're happy to have you here as well. we're going to start at the left and have introductions before we officially begin.

thank you. [speaking native language] >> i'm a parent in the district as well as a teacher at paul revere. >> my name is melanie gordon. i'm an enrolled member of the toe honest owe o tohono o'odham nation in arizona. >> pa loloma florez. happy to be here. [speaking native language] >> hello.

welcome, good evening. i am a navajo, and i have a son, and he's going to mission high, and he's in 12th grade. >> thank you. >> hello. good evening. my name is kai anderson lawson. i'm registered metis. i attend the high school at 620 32nd avenue. [inaudible] >> whoops. my name is betty trujillo. i am the chair person for indian ed located at centers

middle school. our mission is indian ed program title vi supports the unique education and cultural related academics, need of american indian and alaska native students in san francisco's unified school district. this is a group of parents and teachers to help determine the indian ed program's goals and advise on distributing funds for the program services that will be provided. p.a.c. elected new representative does each year. advisory committee is chair person betty trujillo, chair person stephanie garcia, student repkai anderson, teacher rep amy anderson, and tyler pinniwell, and staff

program coordinator paloma florez and bowitzen. >> okay. moving on with the next slide, i'm just going to run through some of the native american history. there's a lot listed, but i'm going to knock out a few. so in 1879, carlyle indian school, their theme was to kill the indian, save the man. it was also to be known as the great experiment. in 1924, indian citizenship act. if you can imagine, we as native people were the last people to become citizens -- to have citizenship on our own land. and not all states -- even though that went into effect, not all states honored that until 1957.

in 1950, termination, debates continued to threaten indian run schools. they lived by the model of get out the indian business. most impacted states were california, texas, florida, new york. in 1968, indian civil rights act started, and that's well known here in the bay area, the population of alcatraz. in 1972, the american indian education act took place, which was a landmark where it established a unique educational and culturally related academic needs of american indian alaskan students. this is where the 506 form comes in, and it's the bread and butter for our indian program. we get federally funded for all completed and verified forms.

in 2018, more recently, the early days statue was taken down in san francisco. that was a big win for us. in 2018, the first three american indian congress woman was elected. did he observe haaland from new mexico, sharice davids from kansas, and kristi noem from south dakota. next slide. we increased the involvement with three native american teachers which represented paul revere school, k-8, and balboa high school. the indian education program,

students and parents work with google to create an indigenous mapping project. the department of c.n.i. and state and federal programs toured the california indian museum and cultural center, cimcc. again, those are just to name a few. >> a few local successes have been supervisor malia cohen introducing name change legislation for san francisco's reidentification of columbus day as indigenous people's day, and students receive commendations for their work on the removal of the pioneer statue. >> and in our ongoing indian ed program supports that we

provide, we not only help students connect with district and school resources to support their academic success, especially through tutoring and mentoring and providing direct support to families and connecting district and community resources, we'd also like to highlight that we collaborate in interdepartmentally in sfusd with various departments in the district, and we collaborate with native american community-based organizations through the bay area. we'd like to highlight the cultural nights that we've hosted including basket weaving and sewing do-it-yourself. also, it may not be very well known, but the indian ed center features a library of culturally relevant books and other educational materials for teachers to be able to access and bring those materials into the classroom through a check out system as well as for the students to use at the center.

>> the next slide, socioeconomic challenges to educational success. stereotyping. identity struggle, feeling disconnect. cultural appropriation, addiction. s.f. bay area housing crisis, and we're the only identified ethnic group who have to prove their identity through blood quantum, similar of those of horse and dogs, this is where we have to put our enrollment number. then it has to get called and verified, so that really hits home for us. and the mistrust of government officials based on historical significance since contact. let that sink in a little bit. >> indian ed program, our

successes. here are just some images of success of our indian school students, past and present. the past would be the third on the top, high horse little. he was a drill sergeant in the u.s. marines. he's now a sergeant in san diego p.d. he was given a proclamation in san diego with a day named in his honor for his highest g.p.a. the middle two on the bottom. they're doing four-year, and i think the two -- the one on the top is doing two-year on the fourth, and the rest are in the workforce. >> we have several top priorities. one of them is to include a native american culture unit in

the sfusd fourth grade curriculum that explores cultural tradition, a history of resistance and modern contributions. the mission project has been removed from the fourth grade curriculum, but it is left to individual teachers' discretion what to replace it wig. we have a suggestion of using the klamath joint trinity curriculum. it's currently developed k-8 through the implementation by pilot programs in sfusd schools, and it's currently being developed for grades 9 through 12, and we hope to bring that also into the school district and pilot that. this is a pilot program to integrate native american educational material as a supplement to the current curriculum. >> some of the represented tribes in sfusd are listed

here. this is just a snapshot of the effects of the u.s. government policy of relocation of american indian peoples to urban settings. [inaudible] >> sorry about that. we want to invite you guys -- everybody's invited to our end of the semester cultural event which takes place this december 20, 5:30 to 8:30 p.m. at sanchez elementary school.

>> good evening. as a parent, i just want to speak -- i'm very appreciative of the work you are all doing and the advocacy and i wanted to support that work and i want to increase the urgency around it. because of my personal experience as a parent to, my children are bringing me information from the textbooks that is deeply disturbing to me. just as a socially just focus educator, but also the black parent, and formerly black student in our school. i am reading now the lies my teacher told me. many people have heard this book , and i've begun reading it because of a textbook that my daughters are currently reading in their classroom. us as historically american indians have been the most lied about subset of our population. that is why michael dorris said in learning about native americans, one does not start

from .0 but from -10. high school student start below zero because there are textbooks that unapologetically present native americans through white eyes. textbook should do better especially since what historians call indian history, the risk -- interracial has inspired -- has -- i want to review an excerpt from my textbook. my children brought it to me. i did not bring it to them. this is about pocahontas. it says jamestown survived. even with more settlers, the people of jamestown lived in constant danger of indian attacks. to end that threat to, the english kidnapped pocahontas and held her hostage. for a year, pocahontas remained a prisoner, but a willing and curious one. during that time, she learned english. adopted the christian faith, and made new friends. my daughters have been walking around for a month saying

pocahontas was a willing and curious president. they are telling me this because they feel uncomfortable now in their own classroom talking about the textbook. and we have to do better. so while i want to encourage more education around native american history, we also have to recognize that with native american history, we also have to remove lies from our textbook and i think specifically with native american -- native american specifically, it is actualized in the textbook. this is a lie and page after page i started reading about settlers and the starting of colonies. the question i have, how can we support the work you are doing to support more information and more instruction so it is also not just about poker top -- pocahontas but additionally, what do we do about the textbooks that are currently in our schools, because my daughters are now uncomfortable talking about history in their class, and it is reminding me of

how i felt in school as a black person reading about slavery being happy and a fun thing. thank you very much, and i look forward to continuing this work with the district. [applause] >> good evening, commissioners. i work for the native american health centre and i am also a consultant for the indian aid program. i am here to reiterate our top priority and to speak to the importance of accurate curriculum. i appreciate that the connection has been made with the california indian museum, cultural centre in santa rosa. i appreciate that the meeting -- that you have met with them to get their input in the curriculum. is really important. we are on land. we are in california and the other priority that i really am wanting to see changed is the

mission assignment to, the mission project, and being we are in california, they can definitely provide accurate and more valuable lessons and curriculum for our california natives since this is where we are at. i also want to speak for us to start discussion regarding language pathways. we want our students to be able to learn their own language and in place of the current requirement. language requirements because technically, english is our foreign-language. we would like to somehow talk about how we can create a pathway for our native people to learn our own languages and i would like to see that discussion started so we can work towards that. again, washington high school rules need to be taken out. let's get them out of that school and put them with the statute, wherever that is at.

it is a tariff -- it is terrible to know this is still in the school and again, with the other mirror across from that with the slaves, it is not right and then again, it brings us to wonder what other mirrors do we have in the school district? i want to say, minneapolis indian education program, i just learned has 100% graduation rates and we strive to be that and we know from them that it is because they are connected to their culture. we know that as communities here that we need -- it is so -- the importance of our program is to bring the culture to our students so they feel empowered, they feel good about themselves. [applause] >> good evening. i am born and raised in san

francisco. i am a californian indian. i'm here as a grandmother. i'm here to support the native youth here in san francisco. i graduated from galileo. i am very proud of everyone up here at the table, they did a great job. i'm here to support the youth in every way shape or form. i just want to say that i am very proud of all the natives that are here tonight. american indians, as i was say. this is how i would view myself. it is very important for the youth to understand the culture and to show traditions as they see fit. i want to say, give me one reason. thank you. [applause] >> good evening. i have been here a few times. >> can you please restart that two minutes? >> thank you.

my name is mary travis. i am a mother, grandmother, great-grandmother, you saw a picture of my sun -- my son. he was in the presentation, and my granddaughter who was a ucla student. i want to speak to the mural. i was kind of hoping we could break protocol tonight and i could show the picture in my time here but i was told it was not allowed. to the left, george washington is there and it says, a good u.s. citizen, george washington. to the far right, is an indian person sitting tomahawk down, smoking a pipe. it is offensive.

it says offensive as anybody, a jewish person lying dead would not -- with nazis over them, a gay person back in so met with an nypd standing over them. i could depict it many, many ways. so we have a committee who is discussing and making recommendations of why it should be removed. right now it is covered with the age. i say keep it covered. the hooks are up there. keep it covered. our children are seeing that every day. it is giving them an impression of empowering, but this is okay. this is part of the history. you step on those, you take from the land, you disregard the people. this has to stop. if we are going to teach our children respect,