we're excited to have begun meeting with staff and sfusd staffs for early this coming year. the next p.a.c. meeting is tomorrow, wednesday, december 11 in the main conference room at 601 mcallister. p.a.c. meetings are open to the public and all are welcome. if you have questions or you're a parent in this room that would like to join the p.a.c. and would like additional information about the p.a.c., parent advisory council always looking for more parents, please contact michelle at pac@sfusd.edu. thanks. >> thank you for moving us up on the agenda. we appreciate it. >> president cook: you're

welcome. any comments or questions by the board? commissioner collins? >> so i'm wondering how we're prioritizing these meetings so that families can know about it? >> that's a great question. i'm michelle, the coordinator. in terms of the advisory alignments, all of the groups in the report are reaching out to their own groups and constituents, and we have a goal of bringing 10 to 15 members from these groups to each outreach summits. the goal is parent leaders, whether they be serving on some kind of advisor or capacity, or

their school site and trying to bring a group of folks from their groups. again, this is -- in the past, the l-cap task force event has been -- an effort has been made at this event to really try to draw a general public and parents across the district, and that actually hasn't been very successful, and there's been a lot of staff effort and time that's put into preparing for it, and so this time, we really rethought it and are focusing on engaging the task force members and communities, and look at that data so that then we can take that back to our groups and use that better. >> thank you. >> no problem. >> president cook: commissioner

lam? >> i'm excited for the summit. when will the agenda for the summit be available, and if you have overarching high outcomes for the summit, are there any recommendations or plans that will then come forward to the board for consideration? so the goal of the summit is really to bring the advisory members together to connect, like, across difference and to understand that we share connection and that we all have a reason why we come to these groups and we have our own stories. and a big focus for this year is transitions? so we're going to really be talking a lot about how -- the challenges around transitions and maybe sharing strategies for how you can navigate different transitions in your student and family life as a part of the district? and i don't know that necessarily new recommendations may come out of it? we are currently meeting pretty frequently as a team to plan

the summit and we have a draft of our agenda, but we're not finalized yet, but we'll be putting out all of that information in the coming weeks. >> president cook: okay. i think we're done. all right. good night. >> thank you very much. >> president cook: section c, public comment on nonagenda items. please note that public comment is an opportunity for the board to hear from the community on matters within the board's jurisdiction. we ask that you refrain from using employee names and student names. if you have a complaint about a district employee, you may submit it with the employee's supervisor in accordance with district policy. as a reminder, board rules and california law do not allow us to comment or respond to questions during the public comment time. if appropriate, the superintendent will ask that staff follow up with speakers.

so i have a number of speakers. just make your way up to the podium. you have two minutes to speak. i'm going to start with the list that we got before the meeting started. sherry cline, sean huff, gail flynn, meg felts, jad jader castino. whenever you're ready. [inaudible] >> -- i don't have any sound here. my name is shane hoff. i've been a san francisco school bus driver 24 years -- >> president cook: miss casco, if you could start the timer? >> oh, start the clock? okay.

i want to address the intent to award part of the school bussing contract that san francisco unified school district transportation has just given to zoom. these companies deny their drivers many basic worker protection by designing their worker as independent contractors and not employee, they skirt providing worker's compensation, unemployment and disability, insurance, and other costs, and this burden is shifted to the employees, and they're not award to form union to better their conditions. and are you aware that the california supreme court and the california assembly made illegal the ride sharing companies' practice of designating their driver's independent contractors instead of employees. this bill was just signed into law by governor gavin newsom

september 18, 2019, and it will go into effect january 1, which is just a month from now. we ask how does this ruling affect the company that transportation has awarded this contract, and is this the kind of company the school district wants to do business with? >> president cook: okay. any other speakers here? if not, i'll move on. if you heard your name, just make a line. otherwise, i'm going to continue to call the names. has anyone heard their name already? >> yeah. >> president cook: okay. >> okay. is this -- oh, it's on. okay. good evening, commissioners. >> president cook: i'm sorry. just restart. >> oh, okay. i should start. okay. good evening, commissioners. my name is meg phelps. i've been a san francisco school bus driver for the last 34 years. when i saw transportation's intent to award part of the school bussing contract to

zoom, a ride sharing company, i looked at the student awards versus the student awards to zoom. first provider is the current provider of bussing in san francisco. i was rather shocked to see that zoom, a start-up company who only launched four years ago was given 113 points over first student who's been in the student bus bussing business for 20 years. even more so because the current workforce of first student in san francisco has decades of experience driving the school children in this city. the average time a school bus driver per student has driven school children in this city is 11 years. that's the average. the top 40 drivers have all been driving over 20 years, with most drivers having 25,

30, even 50 years as a school bus driver. i was surprised to see that under the category personnel that zoom and first student drivers were rated as equal. how can that be when first student drivers are all rated at school bus drivers and zoom drivers are not even close to that level of certification? i think this award needs more scrutiny. thank you for your time. [applause] >> good evening. my name is sherry cline. good evening, superintendent matthews and commissioners. i'm a school bus driver here in san francisco. i've been driving a school bus for 16 years. when i first received the news that the transportation department intended to award zoom, i was shocked. when i read the bus value sh e shore -- score details, i was dumbfounded. i felt betrayed by the blatant

lies and bounced scores. zoom drivers that scored double in the amount of scoring in professional bus drivers in san francisco. i transport students to fremont, the school for the deaf and the blind, and i take four students from san francisco. it's a double-drop off and pick up. we drop off at the school for the deaf and then we drive over to a building for the school for the blind. so today, a zoom driver that was parked in front of me in a loading se loading zone, she left a student alone in a car with the engine running. she went into the building where students come out of, she walked out holding the hand of a kindergartener. she walked out in the lane of traffic and put the child behind the driver's seat. she left the car again, now leaving two unattended children in her car with the engine running to go get another

student. this is the experience that a zoom driver has, not securing her vehicle and leaving unattended children in her car. school bus drivers are trained to always secure our buses, gear in park -- put the gear in park or neutral, put on our parking brake, and take our keys. we never, ever leave a school child unattended, or i get fired. my time is up. thank you. [applause] >> president cook: cassandra coe, nick chandly, debra

virden, carolyn gaseneau. >> hi. good evening. my name is gail flynn. i work for first student. i'm one of the state certified instructors. i had two other points that i wanted to address. number one, regarding the zoom vans, who will monitor how many hours zoom van drivers will be driving every day? as school bus drivers, we have to follow state regulations and we must follow state regulations hours of service, rules which limit all drivers who transport passengers or property to 15 on duty, ten driving, and other hours are sleep. we cannot driving ten hours after 15 hours on duty. this is an important regulation because it keeps tired drivers off the road, so who will monitor the hours that the zoom drivers drive? who will monitor the school

vehicles? school rules require the vehicles to be inspected every 15 days. all components must be inspected. interior checks are performed, as well as checking that all seats are secured and all seat belts are in good working order. school buses are -- with any of these defects are put out of service and cannot be driven until defects can be repaired. thank you. [applause] >> good evening. my name is cassandra coe, and my organization partners with the school district to provide mental health consultation services, including buena vista horace mann.

i'm here to unequivocally say we have the deepest conference in your principal and her decision making process, and we are confused, surprised, and dismayed that the decisions have led to this point today where termination may be considered. we can appreciate the complexity of decision making and have found in many cases there's a gray area that's best found by not being reactive. and we have found, our experience has been with your principal, that she leads with integrity, a thoroughness and an understanding of the context, both historical and present. additionally, her decisions are formed by her sensitivity.

my team at i.f.r. and i have worked with this principal for over a decade, she has consistently and passionately embodied values that show her commitment and trust, empowerment, and cultural sensitivity. the current situation is no exception. furthermore, under her leadership, she has uniquely created systems to support adult health and wellness, allowing i.f.r. to deepen the work that we do at b.v.-horace mann -- >> president cook: thank you. that was your time. thank you. [applause]

>> president cook: turn the mic back on. >> good evening. i'm nick brawn, and today, i'm speaking on behalf of b.v.-horace mann. we all share a passion for this work, and we all believe in our bones that education is a civil right, and the way to interrupt the inequities that we're seeing in our district is through restorative justice. we find ourselves in a position where we have walked through with families, step by step at every corner, and we have done so with the commitment to make sure that we're protecting the community we serve. we do this in collaboration with you. our leader in this work has been removed, without explanation, without warning.

and what that does is it puts doubt in us that we have unity, and we need it. to do this work, we need to know you have our backs every step of the way. [applause] >> and our belief is that she was removed without justification. we're left to our own understanding what the cause is. we don't believe she should have been removed for a day, let alone facing termination. so we ask you to set the same standards for you that we have for us. when our students or families need us, we don't shun them or isolate them. when we have a problem, we ask questions, and we problem solve. we do not shame and we do not punish. we ask you how we can get through this together, and how we can look at the policies, the practices, and the thinks that got us to the point where our community has suffered harm. and we need to repair it, and we need to use the restoretive

practices that we've been committed to to make this right. [applause] >> good evening president cook, commissioners, and superintendent. i'm here to speak and read a letter on behalf of our united educators of san francisco, who our leader is out of time and cannot be here tonight. this is a letter sent on december 4 to the commissioners. dear honorable commissioners, representing almost 300 dedicated site and central administrator members in the united administrator members of san francisco, i wrote this on behalf of principal of buena

vista-horace mann. she has spent her entire administrative career at buena vista horace mann, a school in which she is deeply invested. miss moran is invested in the quality of our schools, as a parent, and in the employment of our schools. she continued as a safe and supportive schools in 2014 before being selected to serve as the a.p. at buena vista

horace mann. miss moran is highly regarded by the school and community stakeholders as well as her colleagues. she is collaborative, creative, and focused on increasing student achievement as well as promoting the social growth and development of our needy students. she approaches challenges with empathy and a sense of purpose based on her strong sense of self-. -- >> president cook: sorry. that was your time. thank you. [applause]

>> good evening, commissioners and staff. i am caroline and i work as chief of staff for supervisor ronen who represents the mission. we are here, supervisor reason,s

in the meeting. we want to support the leader who has done so much. we worked closely with her. we want to express that the situation has been harmful to the community, to staff, and to students and families. it is truly an extraordinary principal and extraordinary leader. i would like to have everyone here for the horace mann and for the principal to raise their hand. this is someone who is a deeply empathetic and loving and caring and strong leader, and someone who thinks outside the box to do what is best for students, staff

and family. we worked so closely with her with the stayover program that i am proud to report you will we seeing a report shortly showing just how successful and meaningful and important this program has been, and the fact that it has addressed the huge gap in the way the city served homeless families. it is because of her leadership this program happened. it was because of her vision and desire to do what she could to help students that we moved for war and -- forward and were able to start this program. this is a loving and unique leader. thank you so much for all of your work. [applause]

>> steve zitler, laurie, tobias cane. any of those people here? >> it has been two months since the principal has been removed. >> sir, if you can help him out. [ inaudible ]

>> whenever you are ready. >> good evening to commissioners, to educators, and to supporters. imy name is tobias kaine. the reason i am here is to ask to be restored back at marshall elementary school, where i was placed as a reasonable accommodation employment area. doctor matthews i understand you visited the school. i wish i was there when you came. the back story is in 2012 i was injured by a principal

interfering in my duties pulling a child down. when the child fell, i had hold of her and fell to both knees with the full weight of the child. i injured both knees and i had chipped bones in my knees. in 2012 risk management allowed my left knee to be done. after healing in 2013, i began advocating for the right knee because it was more problematic. fast forward to 2018, they do need it. in 2018 they allowed it to be done. they contacted me to say i opened up a new disability claim and i was taken off work, assuming i couldn't do the duties. through the healing process, i also was vetted by my surgeon and a doctor that i was placed back on full duty. i was called in for no reason.

the doctor which did nothing but talk about himself and you can google him. we can't say names. i wish i could have a meeting with you. i was taken off work. i am fully capable and ready to go back to work and would like to be restored back to marshall elementary. >> i have one here. it says dumont. go ahead. >> i am the parent of a first grader at marshall. i am here to advocate the former security guard be returned. mr. toby is a vital part of the marshall community. he knew the name of every student and could identify each grown up by sight. during recess he circulated on the yard, played with students who might have been alone.

my daughter has a close bond with mr. toby. last year she wrote security and pinned it to the back of her t-shirt. when i asked her if there is anything she wanted you to know she said he is my favorite grown up. i have seen mr. toby manage interactions with community members. his location comes with challenges. on more than one occasion i have seen him negotiate with firmness and respect. our community has suffered staff losses. he helped our community. it made our district more disorienting. i hope you will restore mr. toby to his previous position at our school. thank you. [applause] >> good evening. i am peasley dumont.

i am father of a first grader and here on behalf of mr. toby to ask for his reinstatement as security guard at the school. my grandson arrived at the school at approximately the same time that mr. toby began working there. i wasn't aware really that mr. toby hadn't always been there. i was very aware of the warmth, interaction, sense of community that he manifested. it is that that i want to speak to. this is a person who has been

really integral to the community that we are at marshall school. he plays a very significant role. that is not replaced by putting someone else in as a security guard position. the bonding that has been built-up is precious and important. it also happens that i am a retired family physician from 35 years practicing. i have not had anything to do with mr. toby's medical case so i don't speak to that, but i am very familiar with the process by which workers comp issues are handled and the role of a qme or qualified medical examiner. as i hear mr. toby tell his story, i completely understand

the situation in which a great deal of weight is given to someone who hardly knows the patient. >> thank you. [applause] >> that concludes public comment. section d. we have a report from any of the education parent advisory council.

>> good evening. i am lisa miller the newly-elected chairperson for the parent advisory committee. i am from northern california. i have a child that is in the middle school and i have a grandchild who is attending the redding elementary school. >> we are back. good evening, guys, i am melanie gordon, an enrolled member for the nation located in arizona. i have two students in ssusd. my student represent galea high

school. >> i am amy anderson. i have a child who is a senior at the high school at 600 32nd avenue and a child about to start t-k in the next fall. >> hello. i am your program coordinator for indian education program. i represent the pit nation. thank you again. >> so we are going right into it. i am going to read out our mission. the indian education programming title vi supports the academic needs of the american indian students in the san francisco unified school district. the parent advisory council is a

group of parents and teachers that help determine the indian education goals and advices on distribution of funds for the program services that will be provided. they elect new representatives each year. currently, our elected pac members for the 2019-2020 year. lisa miller, chair, secretary is me, student representative is kai anderson. teacher representative amy anderson, parent representativ representatives. indian education program staff coordinator flores and mentor/tutor lucas agular. you can see some of our brief timeline of native-american

history. i am going to go over a few. you can read the rest. in 1879, carlisle indian school was the first established boarding school to colonize american indian children. it was a great experiment led by general richard pratt. in 1924 indian citizenship act. we as native people were the last people to have citizenship for our own land. not even all states honored that. they did honor it in 1957. in 1968, indian civil rights act. san francisco was a huge part of the movement with the alcatraz occupation. we just recently celebrated the 50th year anniversary of

alcatraz o ok cue participation. more haven't in 2019 the california state legislators have 10 native democratic members. oon may 5th it is san francisco city and county days of missing, murdered indigenous women awareness day. >> for the school year 1819, i am going over highlights and successes. indian educational alumni returned to support the program after they graduated. collaboration and teamwork with the san francisco school district we can empower the community and increase academic achievement. the indian education program students and alumni created a mapping project and build

leadership skills and entrepreneur motivevation. the opportunity enabled our students to learn about technology and ability to exploit the knowledge for new opportunities. students are engaged in developing resources for incoming bay area residents which is not public at this time. the summer science program engaged in the second trip to seahorse ranch to reconnect to spirits and earth based values. research confirmed horse therapy is a powerful way to get in touch with behavioral disorders, learning differences, add, a.d.h.d. and trauma andy operation. they take care of oneself and others, sense of pride and appreciation of the simple joys of life. san francisco bay area outreach

to indian education for support for foster and adopted families. the families are connectedded to the bay area collaboration of american indian resources. when that happens there is a pamphlet de distributed and that connection is being made. as you can see, representation matters. the photos we see at the top of this slide are depicting the american indian heritage night at city hall here in san francisco hosted by the mayor's office. beautiful indigenous people. we are still here. we have not been erased. bottom left of that slide. a photo of the democratic convention held in sacramento recently. for the first time that i know

of a native-american caucus came together at that democratic convention and one of the delegates reached out to the american indian program to include members of our community in sacramento and also a huge success that we still count as a very happy and successful day was the day that you, commissioners, did those who were present unanimously voted to paint down the life of washington mural on june 25, 2019. unfortunately that vote was later compromised and changed. continuing on with our successes. the summer science program was a huge success, including the horse therapy at seahorse ranch, wisdom moving forward is an event we hosted prior to the summer program. it is every end of the school year.

we honor our elders in the community. we also honor the students who are graduates and those transitioning from eighth grade to high school. we had the privilege and honor of having the keynote speaker joe lee proud fit. >> continuing with some on goings. family support providing direct support to families and connecting to the district and community resources. examples of the agencies the native-american health service youth program, friendship house is a collaboration between all of those. it is something the youth needs. that will be all ways ongoing. the last one i wanted to highlight. we are proud of the ongoing

collaboration with nahc, friendship house, the tribe of nevada, cimcc and united indians it is integral to supporting students and families as a whole. it takes a village. >> socioeconomic challenges to educational success. the san francisco bay area housing crisis. there is a need for curriculum in cultural humility and respect. the indian education is unique in the following ways. it focuses on the educational needs reaffirming the special responsibility related to the education of american indians. the lack of training to not

criminalize students. the training around youth culture is imperative because they eventually become adults. as adults we need to model that behavior for change. continued violation of agreements made with and on behalf of students. original vote of washington high school murals that was retracted at our children's expense of equity is the work of eliminating oppression, ending biases and ensuring high outcomes through creation of multi-cultural, multi-ethnic and racial practices and conditions. i will stop there. the focus doe did not unity but glorifies oppression. >> the next slide shows the

indian education program successes. some of the schools represented in this image is wallenberg, mission high school, school of the arts, gateway high school. some of the tribes represented in these images are the nation, those are the graduates. i am excited to see them finish and to celebrate with them. >> top priorities. majority of these items have not been met yet, but we are happy to report -- well. require ongoing training for all s.f.u.s.d. schools and departments to be provided by the california indian museum and cultural center. we are happy to report sanchez elementary went through the training and we are pleased to

report we have positive feedback. we encourage schools to follow. require native-american unit in the fourth grade curriculum to explore the history every assistance and modern contributions. parent advisory committee. continue with the social studies, humanities, ethnic studies and the american indian community by school year 2021. emotional support, immediate commitment to increase and sustain the indian education staffing for after school and cull yocultural programs. to hire a full-time person for program assistant. it is i in high demand. it is impossible to handle everything on her own.

>> considering the incredible diversity how can we encore important rate all voices in the classroom and school experiences. you can see there is such a wide variety of first nations represented on this. these are only snapshots of the identities the first nations, the tribes of o students in our schools. how can we meet the challenge to make sure all students are represented in the schools and the curriculum? >> lastly, we would like to invite you to join us two weeks out from this coming friday, one week out to the tenth annual end

of the semester celebration we will be recognizing our student in the community-based programs and sfusd and the 11th annual wisdom moving forward event saturday may 30th at the sanchez elementary school ad auditorium. we thank you again for providing the space and opportunity. questions? >> i have a few people signed up for public comment. sammy anderson, lisa miller, marry travis allen. michelle anton, monte and julie roberts.

>> good evening. i am mary travis. i am an elder in my community. i have been active since we were title four, about 40 years ago. our struggles continue. i was on alcatraz 50 years ago, and part of that movement was to reclaim land, reclaim a center so that we could build a cultural center, an education center, bring languages back, bring a voice to our community. i just spent a few days back on the island, and it is sad to say

those same struggles still exist. i have been a participant here many times, and i identified so many issues that we have. i ask you those voices that spoke out against us where are they now tonight, the celebrities, where are they tonight? we ask that you set these priorities as your priorities, some of them have been on this list far too long. we need to do more for our community. you have a responsibility. we need to bring pride back to this educational institution to say that you have done your job, that next year when we come here we can have a shorter list. that we can say you have fulfilled your promises, that

mural is still there, still exposed to our students. i ask that you commit yourselves and your spirit and your words in the commission of your duties to honor these things. thank you. [applause] >> hello. i am amy anderson. i am once again going to speak from the heart to let you know that as the parent of a student who is now a senior at the school at 600 32 and avenue who brought it up to nem neme in eih grade so he could have orchestra for four years with the travel plan with his bus route for the reasons that he has was that high school.

we really had no other option other than for him to attend that school to have the opportunities he needed to prepare himself the way he wanted to be an adult who was able to not only graduate from high school but also be able to carry musical experience with him to college and to his world. knowing that was his best option and through the lottery he also knew he would be walking by painful images every day he was at school. there wasn't a way to avoid that. there was no way to avoid it. he is working on his fourth year now in that high school, and as the parent, it is painful, but i can't protect my child from everything. pain happens. i understand that. to say this generational trauma is just a little scratch on the

knee, that is a different kind of pain. it is the pain that aches down to the bone throughout your whole body. it is a lot of pain. i know my child has endured pain at that level of pain from the trauma. i ask that you would continue not just for my child. his time there is almost done. he is about to be an alumnus. consider all of the children and families, all of them. [applause] >> good afternoon. i am michelle anton. i am the mother of a graduate from galileo high school and will be graduating from the university may of 2020 and coming home. i just wanted to reiterate some of the priorities that have been

on our list since last year. as you know we have taken up a lot of time with the washington high school murals which we feel as a community is very important and detrimental to the learning of our students. still on our list we would love to have a pathway to language that meets the requirement. our languages, indigenous languages are getting lost. we need the students and communities to revitalize their language. as mentioned before, english is technically our foreign language. for us to be able to learn our own languages and use as a requirement for the high school graduation requirements is important to us. i also want to stress the importance of the need for a curriculum but to have us at the table as well to be in the

conversations. i appreciate the connection you all have made, the recommendation you took from us to connect with the california indian museum and cultural center. we appreciate that as a community you reached out and there is a connection made. we want to make sure that connection stays. we also have other resources, plenty of resources we can offer to help the district with curriculum that is accurate and meaningful as well as the artwork in the schools. let's look to see what we have here. things to empower our communities and students as a whole. thank you. [applause] >> i am lisa miller. my issue that i have is with the

educational placement center. i moved down here in 2002. my child slipped through the cracks. we didn't know anything about the indian education program, and we were out. she already graduated. she graduated college by now. in 2004 and 2007, i went through the same process and enrolled my two boys. we were not notified that there was indian education center for us. in 2002, i have a kindergartner that i enrolled. i didn't hear anything about the program then. it wasn't until 2017 that i found out by the word of mouth that they had an indian education center so that i was really disappointed. i am grateful to be here now.

here we are 2019, i have a grandson, like i stated, he is in kindergarten. my daughter was not notified of anything of the sort. had i not known about the program she would not know about the program. my issue is with the placement center. their obligation of the new synergy program is not working so for all of these years i have documents, nobody has contacted me. there needs to be something done about this. this is not working. you know, they need to fulfill their obligations to notify incoming students, families about the indian education program. maybe we need to get some more support in terms of like i mentioned about full-time support. thank you.

(applause). >> my name is l un a. i am the parent of a future s.f.u.s.d. kindergartner. i am here to support the top priorities the american indian pac has told you. some of these are not the first year you have heard them. some have been the fourth or fifth time this school board heard them. my question to you all is when will these priorities be met? the american indian community within sfusd has had a lot of the same criticisms of the school district and it is centered around curriculum, around textbooks. when i see my friend's schoolwork book coloring polka

pocahontas and they say she is a prisoner and this is in textbooks, i am concerned. she wasn't a curious prisoner. she was a murdered indigenous woman. we are talking about murdered people, missing people. she was one of them. i don't want my 3-year-old right now to enter into sfusd and be scared of history and celebrations like thanksgiving or halloween or things like that. i notice when we say welcome over there on the place where it says welcome languages. there is not one indigenous message. how do we know we are welcome, too? thanthank you for the free child care. my kid is in there right now. thank you.

that is all. [applause] >> i am julie roberts on behalf of the san francisco families union. i want to reiterate what other speakers said. these are very specific actionable requests that the american indian pac bring year after year. in the recommendations i hear the same requests that we are addressing in the equity studies resolution and the ad hock student enrollment community to move the resources to sites. that requires the district and board to ask how we are centering indigenous voices. who is managing the process to make sure we follow up on the recommendations that parents and community members put in hard work around? obviously this year is painful for the indigenous families.

sometimes around the washington mural vote. we also heard that the board asked for recommendations for teachers to approach native-american history month and holidays that may end up being traumatizing for students including thanksgiving and halloween. we reached out to make sure they were getting out to teachers. we weren't able to get a response. i was excited to hear a cultural intelligence training that is something many schools would be interested in. we are not aware how to access. on the positive this year some of our parents who are native-american put together resources and supported our own school to lift up and celebrate indigenous voices. it helped connect families that wouldn't know they were

represented at sc