Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Education Cultural Policy topic
No spam. Unsubscribe anytime.
Board holds first reading of cultural policy proposing HEART team and cultural safeguards
Summary
A first-reading draft would rename the district equity policy to include culture, language and holistic wellness, establish a HEART (Hojo Advisement Response Team) to advise on cultural protocols and require semiannual cultural professional development; board discussion focused on funerals in schools, attendance coding for ceremonies and policy balancing.
The Central Consolidated Schools board held a first reading of proposed amendments to the district equity policy that would reframe the policy to explicitly include culture, language and holistic wellness and establish a Hojo Advisement Response Team (HEART) to advise on cultural practices and curricula.
Jermaine Chappelle presented the draft amendments and read proposed language that would have HEART meet with students, parents, staff and community members from each culture present in the district to identify cultural practices and educational considerations to be presented to the board. The draft assigns the superintendent, in consultation with the ICO lead administrator, final decision-making authority on HEART responses and recommends performance-based budgeting for culturally supportive programs.
The HEART duties in the draft include advising on cultural protocols and etiquette, recommending culturally appropriate curricula and programming (including CLRI integration), and advising on cleansing/blessing protocols and responses to culturally significant events such as eclipses, flooding or public health incidents. The draft also proposes semiannual cultural professional development for all district leadership and staff and suggests stipends for HEART members for work beyond normal duties.
Board members raised concerns about language referencing funerals and receptions in schools, noting limited community venue options and the potential cultural conflict with some community members. Dr. Birgay provided cultural background from a Navajo perspective, explaining that many Navajo view the school as a "second home," described traditional cleansing practices and cautioned that bringing death-related items into schools may affect student well-being. Chappelle clarified HEART would collaborate with the superintendent on case-by-case determinations and does not categorically prohibit community uses of facilities.
Board members also suggested adding attendance coding for cultural ceremonies so excused cultural absences would not count toward chronic absenteeism and recommended asynchronous learning options; Chappelle agreed to draft language for both the policy and the district attendance policy. The board confirmed the item was a first reading and left the draft open for revision before a future second reading.
Next steps: Chappelle will refine balancing language in response to board feedback, explore attendance-coding language with district attendance staff, and bring revisions to the next meeting for further consideration.
