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Parent urges Tempe board to commit to Indigenous curriculum and staff training
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Summary
A parent and member of the district’s Native American program asked the board for a public commitment and timeline to implement Indigenous content into curriculum and professional development for staff, saying delays harm student belonging and outcomes.
Winona Miller, a parent and member of the Native American program, used the board’s public‑comment period to call for a public commitment from the Tempe Elementary School District to fully implement Indigenous content in the curriculum and to provide cultural‑awareness professional development for staff.
Miller said the delay in putting those initiatives into practice prevents Indigenous students from attending a system that affirms their identities and that the district must move “from paper to practice.” She asked the board for a timeline for full implementation and offered continued partnership and meetings through the Native American program to support that work.
The superintendent acknowledged the remarks and the board accepted the comment for the record. Miller invited board members and others to attend Native American program meetings listed on the district website.
