WEBVTT - This file was automatically generated by VIMEO

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Welcome to another session of weaving colors, autism

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and indigenous community.

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We are glad that all of you have made it here

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to join us today for this very informative presentation

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that we have coming up.

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First, we would like to take a moment to

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recognize the indigenous peoples land

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and territory acknowledgement.

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Founded in 1889, the University of New Mexico

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sits on the traditional homelands of the Pueblo of Sandia,

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the original peoples of New Mexico, Pueblo, Navajo,

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and Apache, since time in Memorial, have deep connections

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to the land and have made significant contributions

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to the broader community.

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Statewide, we honor the land itself

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and also remain stewards

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of this land throughout the generations,

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and also acknowledge our committed relationship

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to indigenous peoples.

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We gratefully recognize our history.

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A message from the U-N-M-C-D-D weaving colors is a

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presentation series for indigenous families dedicated

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to discussing important topics, strategies,

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and practices regarding autism spectrum disorder

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and how they are viewed and addressed within the culture.

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We are proud to be able to offer a variety of presentations

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and perspectives from various organizations

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and professionals across New Mexico.

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Please note that this is a safe

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and welcoming environment free of judgment.

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We've got a lot of various different people

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who have signed up for this presentation.

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We might hear thoughts

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and views from family members,

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caregivers, and professionals.

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This session is presented in meeting format,

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so please be mindful to mute your microphone

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during the presentation.

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The chat feature may be used to contact the host and

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or submit questions

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and comments to the presenters during the q

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and a portion at the end of the presentation.

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Please note that as a reminder,

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this session will be recorded.

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I would like for you all to take note

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of the two icons on the screen.

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The first is for closed captioning.

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It is available for this presentation.

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You simply select the icon

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and choose show subtitles to turn on and off.

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A SL interpretation is also available

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if you require technical assistance.

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You can reach out to HSC dash CDD

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ts salute.dot edu

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to register for future weaving colors presentations,

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or to view past presentations.

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You can grab the QR code on your screen,

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or you can visit the autism portal

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in the indigenous resources tabs.

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The autism family and provider resource team is here

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to help families and providers statewide within

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all tribal lands.

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If you need some assistance,

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you may give us a call at (505) 272-1852,

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or you can absolutely email us at hsc

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autism programs salud.un.edu.

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We will be sending out links for the survey.

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They will be posted in the chat and sent via email.

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We do welcome your input and questions

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and your thoughts on future presentations

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for weaving colors.

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I would also like for you all to take notice of

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another training program

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that is offered here at the U-N-M-C-D-D.

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It is a dual language program, um, entitled ELOs.

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It is a training program that's offered for

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families whose first language is Spanish,

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or our Spanish speaking families, excuse me.

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And again, like I said, it is a dual language program,

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so participants are able to toggle

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between English and Spanish.

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So we hope that you all sign up and attends as well.

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So it is my honor to welcome Elisa deal,

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senior Education attorney

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for the New Mexico Center on Law and Poverty.

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And she also was the member of the legal team

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for the Yazi Plaintiffs in the Yazi Martinez

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versus the State of New Mexico.

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Elisa will provide a overview

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of the New Mexico Yazzie Martinez legal case.

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She will also talk about

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how advocacy can play a crucial role in creating progress

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and sys systematic change.

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Thank you all for being here, and I will, and here

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and turn it over to Lisa.

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Thank you so much, Lynette.

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Um, as she said, my name's Elisa deal.

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I'm an attorney at the New Mexico Center on Law and Poverty.

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Um, I just wanna thank Jennifer Lynette and,

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and the team at weaving colors for having me here today.

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Um, and I really look forward

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to hopefully what the conversation.

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Um, I'm always honored when given the chance to

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be with stakeholders and parents and families

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and other advocates in this space, um, to hear,

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to hear from you all, um, as Lynette said,

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and how that plays into litigation.

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So I'm going to, um, go through a PowerPoint slide here.

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Um, I do offer if if people have questions as I'm,

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as I'm going through, um, you're welcome

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to put those in the chat, not I try to keep an eye on it.

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Um, if there are questions that are things that I'll,

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I'll cover later in the presentation, I I may defer to that,

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but there will also be time at the end

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for questions and answers.

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Um, and also before I get started, I,

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I see a very familiar name, um, in,

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in the participant list today.

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And that's the amazing Willamina Yazi who of course

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is the named plaintiff for the, the Yazi plaintiffs in,

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uh, the lawsuit that I'm about to talk about.

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Uh, a a formidable advocate

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and parent who has just been, um, truly an honor

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to give presentations much like this

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one with her in the past.

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So I wanted to recognize her before I got started.

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Okay.

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All right. So I just wanted

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to give an overview of, of the agenda today, um,

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and kind of the topics that I plan to cover.

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Um, first I'm gonna go over, you know, the duties

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of the state to our students, um, here in New Mexico.

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Uh, I'm gonna talk about the findings that, um,

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the judge made in the Yai Martinez lawsuit.

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I'll give kind of a overview

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of what's happened since 2018 when there was a ruling from

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the court, um, until now.

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And then, kind of most importantly, in my opinion,

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on really the grassroots, uh, efforts to, um, advocate

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for systemic change and really hold the state accountable.

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Right? One second here.

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So, lawyers are really taught that

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the law itself produces justice.

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And we're taught to think

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that social change flows from the law, like winning lawsuits

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or changing, changing, uh, policies.

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But really, of course, history shows

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that movements have organized people who have always been,

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have always been the engine of social change.

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Um, the people who are most impacted by issues are the best

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and strongest advocates, um, to,

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to the solutions for those issues.

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And so, while I strongly believe that a, a, the lawsuit, uh,

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the Azi Martinez case is hugely important

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in creating an equitable education.

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It's really just one

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of many tools in creating systemic change.

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So the New Mexico Center on Non Poverty is a nonprofit,

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and we work to advance systemic changes in laws, programs,

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and policies that promote economic,

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racial, and social justice.

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And our mission is to do this through empowering

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and engaging with communities in a meaningful

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and authentic way.

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So that issues, uh, that we take on are really those

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identified by the impacted individuals and communities.

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Instead of deciding on an agenda on our own, we also do this

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through litigation, through filing lawsuits

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and through policy advocacy.

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So the Yazi case is really rooted in these two basic

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strengths of new Mexicans.

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First, our children that are, uh,

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new Mexico's students are culturally

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and linguistically gifted

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and have just as much ability to learn

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and achieve at high levels as students anywhere.

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And second, that our educational expertise

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and knowledge that lies within our state really, uh,

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contains the solutions that,

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that our children need to succeed.

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And we have the experts to do that right here in New Mexico.

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But as we probably all know,

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our education system is in crisis.

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There's a lack of resources

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and funding, um, that isn't targeted to the students

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who are, uh, really entitled to it

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and, uh, and need it most.

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We know that the state has not

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provided a multicultural framework or the programs

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and services that students need to succeed.

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And while students diverse cultures, heritages

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and languages should really be honored

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and embraced as the assets that they are, they are in fact,

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routinely ignored within the education system.

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And of course, this is a, a system that has historically

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and systemically discriminated against children of color

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because of the state's failures.

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Not only do these inequities and insufficiencies remain,

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but New Mexico ranks the lowest in the country for many

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of the metrics used to measure student outcomes,

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proficiency rates, graduation rates,

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and college remediation rates.

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But the basis of the lawsuit is that the state of New Mexico

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has an obligation to provide a sufficient

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and uniform education to all students in public schools.

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So it is a constitutional right.

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New Mexico also has some of the strongest laws, uh,

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in the country when it comes

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to educating our diverse students.

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So I've listed some of them here, um, as well

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as a federal law that applies to the students

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who are at the heart of this case.

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Um, and really they're all rooted in equity

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and help define what a sufficient education is in New Mexico

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for certain student groups.

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And by doing that, these laws create additional rights

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for those students in public schools.

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So I'm just gonna, um, touch on one of these

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and I'm happy to talk more about the others

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that people are interested.

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Um, I just don't wanna bore you right after lunch.

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Um, so in the Public School code,

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the legislature adopted the specific standard of education

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that's to be grounded in multicultural

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and multilingual education, uh, to meet the needs

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of our di diverse student body.

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This law also acknowledges that the key

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to student success is to have a multicultural education

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and a high quality diverse teacher workforce

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to educate New Mexico's multicultural students.

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So, just as the recap as kind of the, the framework for how,

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um, how this lawsuit began, starting from, uh,

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the state's oblig constitutional obligation

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to provide a sufficient education, the court looked to a lot

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of different measures of what sufficiency is, uh, that I've,

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I've briefly mentioned, um, our own state laws, um,

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that again, are rooted in equity and over

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and over again, uh, acknowledge

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and center, um, the necessity of a multicultural

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and multilingual system and that diverse, uh, workforce.

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And I'll touch on this again

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after I talk about the case in a little bit more detail.

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But I think it's important to say here that the court

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actually said that the the state has not fully funded

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or implemented these crucial laws.

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And by doing that,

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they have also violated the constitutional

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rights of our students.

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And the other important piece about this slide I wanted

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to pull out is that the, the court really recognized

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that state agencies beyond the public education department,

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PED, um,

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must be involved in remedying these

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constitutional violations.

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So it's with this background,

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starting from the constitutional obligation

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to provide a sufficient education

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that the Yazi Martinez case started in 2014.

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So the plaintiffs, the, the parties

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who started the case were five family members, again, led

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by the esteemed Willamina Yazi here on the call today.

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And six school districts.

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00:14:22.425 --> 00:14:25.605
The defendants, the parties who were sued, included,

263
00:14:25.665 --> 00:14:28.805
of course, the state, which is the, um, the governor,

264
00:14:29.185 --> 00:14:31.485
the public education department.

265
00:14:31.945 --> 00:14:34.125
Um, and really it also has implications

266
00:14:34.225 --> 00:14:35.685
for the legislature as well.

267
00:14:37.385 --> 00:14:40.095
There was a two month trial in 2017

268
00:14:41.355 --> 00:14:44.705
where the judge heard from hundreds of witnesses

269
00:14:45.045 --> 00:14:47.545
and reviewed thousands of pieces of evidence.

270
00:14:48.645 --> 00:14:52.045
Um, and a year later, the judge decided in favor

271
00:14:52.065 --> 00:14:54.605
of the plaintiffs and said that the state

272
00:14:54.605 --> 00:14:58.765
of New Mexico is violating the Constitution by failing

273
00:14:58.905 --> 00:15:02.125
to provide a sufficient and uniform public education.

274
00:15:03.905 --> 00:15:06.925
The court said a sufficient education is one

275
00:15:06.925 --> 00:15:09.245
that allows every student the opportunity

276
00:15:09.705 --> 00:15:11.685
to be college or career ready.

277
00:15:13.065 --> 00:15:15.995
This ruling applies to all public school districts

278
00:15:15.995 --> 00:15:17.835
and charter schools throughout the state.

279
00:15:18.815 --> 00:15:23.475
And the PD was directed to make reforms,

280
00:15:24.015 --> 00:15:26.755
um, specific to the students.

281
00:15:26.775 --> 00:15:31.195
At the heart of this lawsuit, the court looked to a lot

282
00:15:31.195 --> 00:15:33.675
of different measures of sufficiency that I mentioned today,

283
00:15:34.015 --> 00:15:38.195
our state laws, um, our workforce, et cetera.

284
00:15:38.775 --> 00:15:41.355
And that, again, the state had violated these laws

285
00:15:41.415 --> 00:15:43.875
by not fully funding them or fully implementing them.

286
00:15:50.755 --> 00:15:54.255
So the, the four student groups that are at the heart

287
00:15:54.255 --> 00:15:56.095
of this lawsuit are the students

288
00:15:56.235 --> 00:15:59.415
who have faced the deepest inequities, um,

289
00:15:59.875 --> 00:16:02.575
native American students, English language learners,

290
00:16:02.995 --> 00:16:07.015
low income students, and, uh, students with disabilities.

291
00:16:08.475 --> 00:16:13.325
And as a side, side piece to that, um,

292
00:16:14.105 --> 00:16:17.845
for Native American students, it's not just the opportunity

293
00:16:17.845 --> 00:16:19.445
to be college or career ready,

294
00:16:20.105 --> 00:16:22.525
but also to be able to serve within various roles

295
00:16:22.525 --> 00:16:24.765
of their tribal communities and tribal governments.

296
00:16:24.785 --> 00:16:28.645
And the court acknowledged that, I

297
00:16:32.555 --> 00:16:34.115
apologize, I think I skipped ahead.

298
00:16:35.375 --> 00:16:38.305
Yes, I did. I'm gonna, um, stick

299
00:16:38.305 --> 00:16:39.425
with this one for just a second.

300
00:16:39.425 --> 00:16:44.165
Apologies. Uh, so let's see here.

301
00:16:52.315 --> 00:16:55.935
So the judge's decision really is, uh, calls

302
00:16:55.995 --> 00:16:57.935
for a comprehensive overhaul

303
00:16:57.935 --> 00:17:01.175
of the education system addressing all of the areas

304
00:17:01.185 --> 00:17:03.375
where the state has failed to do its job.

305
00:17:04.725 --> 00:17:07.825
And the court's decision focuses particularly on the

306
00:17:08.065 --> 00:17:10.145
cultural, linguistic and academic needs

307
00:17:10.205 --> 00:17:12.145
of the students in the four student groups.

308
00:17:14.555 --> 00:17:16.935
So on this first slide, uh, I've tried to kind

309
00:17:16.935 --> 00:17:18.935
of break these down into various bucket areas

310
00:17:19.285 --> 00:17:22.135
because the court's ruling in this, um,

311
00:17:23.155 --> 00:17:25.255
on these pieces is over 600 pages.

312
00:17:25.395 --> 00:17:27.335
And so we could probably have a presentation

313
00:17:27.335 --> 00:17:29.415
that lasts all day for each of these.

314
00:17:29.595 --> 00:17:32.095
So I just wanted to summarize kind of each

315
00:17:32.095 --> 00:17:34.415
of the bucket areas and what the state said.

316
00:17:35.075 --> 00:17:36.455
Um, I'm sorry,

317
00:17:36.455 --> 00:17:38.455
what the judge said the state has failed to do.

318
00:17:39.555 --> 00:17:40.815
So, the court said

319
00:17:40.815 --> 00:17:44.255
that PED has not given school districts a framework to use

320
00:17:44.355 --> 00:17:46.495
to provide a multicultural education.

321
00:17:47.315 --> 00:17:49.685
And the state has not implemented our own laws

322
00:17:49.955 --> 00:17:51.005
that I referenced earlier.

323
00:17:51.265 --> 00:17:53.605
So the New Mexico Indian Education Act,

324
00:17:54.305 --> 00:17:56.925
the Hispanic Education Act, um,

325
00:17:57.425 --> 00:17:59.885
the Bilingual Multicultural Education Act,

326
00:18:00.265 --> 00:18:02.605
and then other laws, uh, state

327
00:18:02.605 --> 00:18:05.765
and federal laws related to, um, students with disabilities.

328
00:18:09.285 --> 00:18:10.905
The court said that programs

329
00:18:10.905 --> 00:18:13.505
and services like full day, pre-kindergarten,

330
00:18:14.385 --> 00:18:16.665
extended learning time, culturally

331
00:18:16.665 --> 00:18:18.545
and linguistically relevant curriculum,

332
00:18:18.775 --> 00:18:20.305
instructional materials

333
00:18:20.485 --> 00:18:24.745
and classroom resources are effective at preparing students

334
00:18:24.765 --> 00:18:26.385
to be college or career ready,

335
00:18:26.925 --> 00:18:27.945
but not available

336
00:18:28.125 --> 00:18:30.185
to all students in the four student groups.

337
00:18:31.125 --> 00:18:32.425
And the court refers to those,

338
00:18:32.805 --> 00:18:34.745
the four student groups as at-risk students.

339
00:18:35.005 --> 00:18:38.755
Um, I prefer to, uh, refer to them

340
00:18:38.855 --> 00:18:40.235
by name if at all possible.

341
00:18:40.495 --> 00:18:43.955
Um, but if you see that term used that is from the,

342
00:18:44.375 --> 00:18:47.075
the court's language in this case.

343
00:18:50.375 --> 00:18:53.635
So the, the court went on at length about, um,

344
00:18:55.035 --> 00:18:59.145
about the deficiencies within the teacher workforce, um,

345
00:18:59.355 --> 00:19:03.265
first acknowledging that really a lot of educators, um, go

346
00:19:03.265 --> 00:19:06.985
to work and, and, and are heroic in their efforts

347
00:19:07.085 --> 00:19:09.745
to educate, um, their students.

348
00:19:10.165 --> 00:19:14.065
Um, but really the, the state is, is responsible for failing

349
00:19:14.245 --> 00:19:17.985
to provide the teacher workforce with the supports

350
00:19:18.165 --> 00:19:21.225
and funding and oversight that it, that

351
00:19:22.705 --> 00:19:24.865
educators really need to be successful in,

352
00:19:25.085 --> 00:19:27.305
in teaching New Mexico students,

353
00:19:29.795 --> 00:19:31.855
the court said that the quality of teaching

354
00:19:31.995 --> 00:19:35.055
for students in the four student groups is inadequate

355
00:19:35.115 --> 00:19:37.335
and not meeting those student students' needs.

356
00:19:38.335 --> 00:19:42.355
The court talked about how, um, there's insufficient funding

357
00:19:42.415 --> 00:19:46.755
for training, both, um, in terms of

358
00:19:46.755 --> 00:19:50.555
how teachers are trained and once they're in the classroom.

359
00:19:51.775 --> 00:19:55.435
The court talked about an overall shortage for teachers, um,

360
00:19:55.615 --> 00:19:59.475
but also particularly in, um, the field of bilingual

361
00:19:59.475 --> 00:20:00.475
and TESOL endorsements.

362
00:20:01.015 --> 00:20:04.155
Um, special education, pre-kindergarten,

363
00:20:04.695 --> 00:20:06.435
and, um, math and science.

364
00:20:07.875 --> 00:20:11.135
The court said that the state really needed, uh,

365
00:20:11.835 --> 00:20:15.255
to have targeted recruitment to increase the diversity

366
00:20:15.635 --> 00:20:16.695
of teachers.

367
00:20:18.235 --> 00:20:21.575
And in order to apply, uh, comply with state law,

368
00:20:21.915 --> 00:20:23.935
the state really needs to have a pipeline

369
00:20:24.115 --> 00:20:26.535
to increase the number of Native American teachers

370
00:20:26.915 --> 00:20:30.095
to sufficiently meet the needs of Native American students.

371
00:20:32.395 --> 00:20:34.155
I think this piece is one of the most important,

372
00:20:34.255 --> 00:20:37.195
but the court acknowledged that teachers who are prepared

373
00:20:37.195 --> 00:20:38.755
to become teachers in New Mexico

374
00:20:39.375 --> 00:20:42.155
are more effective at educating our, our kids.

375
00:20:43.955 --> 00:20:45.315
Teachers require an understanding

376
00:20:45.495 --> 00:20:47.205
and ability to engage with students

377
00:20:47.205 --> 00:20:49.365
of many backgrounds to be effective.

378
00:20:50.825 --> 00:20:54.005
But the state has failed to ensure sustained

379
00:20:54.065 --> 00:20:56.525
and systemic resources for teachers

380
00:20:56.525 --> 00:20:58.565
to have culturally relevant training.

381
00:21:00.145 --> 00:21:05.085
And that there was also a need for training in, um,

382
00:21:05.965 --> 00:21:10.805
teaching English as a second language, so tesol, um, bi, uh,

383
00:21:10.915 --> 00:21:14.485
bilingual teachers, and also a need around literacy.

384
00:21:17.735 --> 00:21:20.915
At the time of the court's decision, only about 2%

385
00:21:21.015 --> 00:21:23.635
of teachers in New Mexico are Native American.

386
00:21:24.255 --> 00:21:27.315
Um, and sadly, that

387
00:21:27.915 --> 00:21:29.915
statistic is only at about 3%.

388
00:21:30.095 --> 00:21:34.435
Now, uh, this many years later, the court talked about

389
00:21:34.455 --> 00:21:36.875
how there aren't enough counselors, social workers,

390
00:21:37.175 --> 00:21:41.195
and other non non-instructional SA staff who also need, need

391
00:21:41.195 --> 00:21:44.075
to meet the culturally and linguistically relevant needs

392
00:21:44.075 --> 00:21:46.075
of our, of, of our students.

393
00:21:47.955 --> 00:21:50.735
The court talked about shortages of professionals, um,

394
00:21:52.035 --> 00:21:53.975
for special education to meet the needs

395
00:21:53.975 --> 00:21:55.295
of students with disabilities.

396
00:21:55.795 --> 00:21:59.855
So, um, teachers who have a special education endorsement,

397
00:22:00.365 --> 00:22:01.615
educational assistance,

398
00:22:01.955 --> 00:22:05.375
and federal laws related to, um, students with disabilities.

399
00:22:08.635 --> 00:22:10.255
The court said that programs

400
00:22:10.255 --> 00:22:12.895
and services like full day, pre-kindergarten,

401
00:22:13.775 --> 00:22:16.015
extended learning time, culturally

402
00:22:16.015 --> 00:22:17.895
and linguistically relevant curriculum,

403
00:22:18.085 --> 00:22:19.495
instructional materials

404
00:22:19.635 --> 00:22:24.375
and classroom resources are effective at preparing students

405
00:22:24.475 --> 00:22:25.895
to be college or career ready,

406
00:22:26.355 --> 00:22:28.335
but not available to all students

407
00:22:28.435 --> 00:22:29.535
in the four student groups.

408
00:22:30.485 --> 00:22:31.785
And the court refers to those,

409
00:22:32.165 --> 00:22:34.105
the four student groups as at-risk students.

410
00:22:34.365 --> 00:22:38.065
Um, I prefer to, uh, refer to them

411
00:22:38.165 --> 00:22:39.385
by name if at all possible.

412
00:22:39.645 --> 00:22:43.785
Um, but if you see that term used that is from the,

413
00:22:44.045 --> 00:22:46.465
the court's language in this case.

414
00:22:49.785 --> 00:22:53.005
So the, the court went on at length about, um,

415
00:22:54.405 --> 00:22:58.475
about the deficiencies within the teacher workforce, um,

416
00:22:58.605 --> 00:23:02.675
first acknowledging that really a lot of educators, um, go

417
00:23:02.675 --> 00:23:03.835
to work and, and,

418
00:23:04.455 --> 00:23:07.155
and are heroic in their efforts to educate,

419
00:23:08.015 --> 00:23:09.115
um, their students.

420
00:23:09.495 --> 00:23:13.435
Um, but really the, the state is, is responsible for failing

421
00:23:13.615 --> 00:23:17.315
to provide the teacher workforce with the supports

422
00:23:17.455 --> 00:23:20.475
and funding and oversight that it, that

423
00:23:22.115 --> 00:23:24.435
educators really need to be successful in,

424
00:23:24.735 --> 00:23:26.675
in teaching New Mexico students,

425
00:23:29.135 --> 00:23:31.235
the court said that the quality of teaching

426
00:23:31.375 --> 00:23:34.435
for students in the four student groups is inadequate

427
00:23:34.455 --> 00:23:36.675
and not meeting those student students' needs.

428
00:23:37.585 --> 00:23:41.765
The court talked about how, um, there's insufficient funding

429
00:23:42.185 --> 00:23:46.085
for training, both, um, in terms of

430
00:23:46.105 --> 00:23:49.925
how teachers are trained and once they're in the classroom.

431
00:23:51.145 --> 00:23:54.805
The court talked about an overall shortage for teachers, um,

432
00:23:54.945 --> 00:23:58.805
but also particularly in, um, the field of bilingual

433
00:23:58.805 --> 00:23:59.805
and TESL endorsements.

434
00:24:00.385 --> 00:24:03.525
Um, special education, pre-kindergarten,

435
00:24:04.025 --> 00:24:05.805
and, um, math and science.

436
00:24:07.255 --> 00:24:10.515
The court said that the state really needed, uh,

437
00:24:11.215 --> 00:24:14.595
to have targeted recruitment to increase the diversity

438
00:24:14.975 --> 00:24:16.075
of teachers.

439
00:24:17.575 --> 00:24:20.995
And in order to apply, uh, comply with state law,

440
00:24:21.335 --> 00:24:23.355
the state really needs to have a pipeline

441
00:24:23.535 --> 00:24:25.915
to increase the number of Native American teachers

442
00:24:26.295 --> 00:24:29.475
to sufficiently meet the needs of Native American students.

443
00:24:31.755 --> 00:24:33.515
I think this piece is one of the most important,

444
00:24:33.615 --> 00:24:36.555
but the court acknowledged that teachers who are prepared

445
00:24:36.555 --> 00:24:37.995
to become teachers in New Mexico

446
00:24:38.655 --> 00:24:41.875
are more effective at educating our, our kids.

447
00:24:43.315 --> 00:24:44.675
Teachers require an understanding

448
00:24:44.855 --> 00:24:46.515
and ability to engage with students

449
00:24:46.535 --> 00:24:48.715
of many backgrounds to be effective.

450
00:24:50.215 --> 00:24:53.355
But the state has failed to ensure sustained

451
00:24:53.415 --> 00:24:55.835
and systemic resources for teachers

452
00:24:55.835 --> 00:24:57.715
to have culturally relevant training.

453
00:24:59.415 --> 00:25:03.705
And that there was also a need for training in,

454
00:25:04.285 --> 00:25:06.785
um, teaching English as a second language.

455
00:25:06.965 --> 00:25:11.345
So tesol, um, bi, uh, bilingual teachers,

456
00:25:11.765 --> 00:25:13.865
and also a need around literacy.

457
00:25:17.015 --> 00:25:19.995
At the time of the court's decision, only about 2%

458
00:25:20.135 --> 00:25:23.275
of teachers in New Mexico are Native American.

459
00:25:23.975 --> 00:25:26.595
Um, and sadly, that

460
00:25:27.275 --> 00:25:29.315
statistic is only at about 3%.

461
00:25:29.455 --> 00:25:33.795
Now, uh, this many years later, the court talked about

462
00:25:33.815 --> 00:25:36.075
how there aren't enough counselors, social workers,

463
00:25:36.335 --> 00:25:40.155
and other non non-instructional staff, staff who also need,

464
00:25:40.305 --> 00:25:41.595
need to meet the culturally

465
00:25:41.615 --> 00:25:43.915
and linguistically relevant needs of our,

466
00:25:44.295 --> 00:25:45.395
of, of our students.

467
00:25:47.285 --> 00:25:50.065
The court talked about shortages of professionals, um,

468
00:25:51.405 --> 00:25:53.265
for special education to meet the needs

469
00:25:53.265 --> 00:25:54.545
of students with disabilities.

470
00:25:55.005 --> 00:25:59.385
So, um, teachers who have a special education endorsement,

471
00:25:59.935 --> 00:26:01.225
educational assistance,

472
00:26:01.605 --> 00:26:05.065
and then related service providers like therapists, speech,

473
00:26:05.355 --> 00:26:07.385
occupation, occupational, et cetera.

474
00:26:08.325 --> 00:26:10.385
And then the need for professional development

475
00:26:10.385 --> 00:26:13.825
and training in this area for all other educators, um,

476
00:26:13.845 --> 00:26:16.785
who aren't, uh, specialized in the way I just

477
00:26:16.785 --> 00:26:21.785
mentioned, so all

478
00:26:22.245 --> 00:26:25.185
But the court said, especially those fe facing the deepest

479
00:26:25.185 --> 00:26:27.745
inequities need these services to succeed.

480
00:26:27.745 --> 00:26:30.185
They have a right to them, but they're not available

481
00:26:30.245 --> 00:26:32.305
to all students in the four student groups.

482
00:26:33.485 --> 00:26:35.905
The court said that the state knows that with access

483
00:26:35.905 --> 00:26:37.625
to these services, um,

484
00:26:40.475 --> 00:26:42.835
students experienced increased stability,

485
00:26:43.235 --> 00:26:47.965
reduced disciplinary issues, uh, a better ability to attend,

486
00:26:48.305 --> 00:26:50.045
uh, to attend school,

487
00:26:50.545 --> 00:26:53.685
and to re-engage with, with, uh, their classroom.

488
00:26:54.425 --> 00:26:56.085
And then, of course, because of those things,

489
00:26:56.085 --> 00:26:59.085
increased academic achievement, higher graduation rates.

490
00:26:59.505 --> 00:27:02.165
And these all also need to be culturally appropriate

491
00:27:02.625 --> 00:27:05.045
to effectively meet, meet the needs of our students.

492
00:27:06.425 --> 00:27:09.755
However, services, like all the ones I just listed,

493
00:27:10.175 --> 00:27:14.555
are usually, um, fragmented, understaffed,

494
00:27:14.555 --> 00:27:16.635
and underfunded if they're available at all.

495
00:27:18.675 --> 00:27:21.195
The court said

496
00:27:21.265 --> 00:27:23.715
that overall funding is inadequate,

497
00:27:24.295 --> 00:27:26.115
and it's not targeted to the

498
00:27:26.635 --> 00:27:28.035
students in the four student groups.

499
00:27:28.655 --> 00:27:31.755
And then really importantly, the court said that lack

500
00:27:31.755 --> 00:27:33.595
of funding is simply not an excuse

501
00:27:33.855 --> 00:27:36.795
to violate this constitutional right of our students.

502
00:27:37.175 --> 00:27:40.835
And so if the state did not have the funding

503
00:27:40.975 --> 00:27:44.195
to support what's needed, the court listed several ways

504
00:27:44.345 --> 00:27:48.675
that the state could raise that revenue, essentially, um,

505
00:27:48.975 --> 00:27:50.595
but left it up to the legislature

506
00:27:50.595 --> 00:27:51.915
to decide how that would happen.

507
00:27:55.315 --> 00:27:58.775
And then finally, um, the court talked about accountability

508
00:27:59.315 --> 00:28:01.935
and the state's role in making sure

509
00:28:02.445 --> 00:28:04.495
that funding is spent on programs

510
00:28:04.495 --> 00:28:07.255
and services that actually improve the outcomes

511
00:28:07.635 --> 00:28:10.095
for the students, um, in the four student groups,

512
00:28:10.395 --> 00:28:12.135
but that the state has not done this.

513
00:28:15.255 --> 00:28:18.235
So, I apologize, there are a lot of words on this page, uh,

514
00:28:18.295 --> 00:28:21.595
and I hope you don't need to sit and read it,

515
00:28:21.595 --> 00:28:23.515
but can refer to it later if you're interested.

516
00:28:23.815 --> 00:28:26.435
But I really just wanted to show kind of a summary

517
00:28:26.615 --> 00:28:29.275
of findings related to students with disabilities.

518
00:28:29.855 --> 00:28:32.235
And there are of course, similar themes to

519
00:28:32.235 --> 00:28:33.635
what I've already talked about today.

520
00:28:34.535 --> 00:28:38.835
Uh, insufficient funding, um, poor monitoring

521
00:28:39.015 --> 00:28:42.235
or tracking data, I will say until very recently,

522
00:28:42.305 --> 00:28:45.315
even getting the amount of funding that was going

523
00:28:45.335 --> 00:28:48.035
to school districts for special education was

524
00:28:49.105 --> 00:28:50.955
practically impossible, right?

525
00:28:51.095 --> 00:28:53.315
So that seems to be a basic starting point.

526
00:28:54.135 --> 00:28:57.635
The court talked about the shortages of special education

527
00:28:58.195 --> 00:29:00.275
teachers and instructional support providers.

528
00:29:00.335 --> 00:29:03.555
As I mentioned, the court talked about the insufficient

529
00:29:03.755 --> 00:29:07.355
training and professional development for those, those, um,

530
00:29:07.545 --> 00:29:08.715
members of the workforce,

531
00:29:08.935 --> 00:29:11.195
but also for the workforce as a whole.

532
00:29:12.895 --> 00:29:17.275
The court talked about huge delays and failures to evaluate

533
00:29:17.375 --> 00:29:19.475
and identify students with disabilities,

534
00:29:20.375 --> 00:29:23.515
and finally, inadequate curriculum access

535
00:29:23.515 --> 00:29:25.515
to technology, et cetera.

536
00:29:28.515 --> 00:29:31.775
So, as you can see, the court's findings were really com

537
00:29:31.775 --> 00:29:35.015
comprehensive and cover the entire system as a whole.

538
00:29:35.635 --> 00:29:40.615
And so until that's, that's addressed, any kind of, um,

539
00:29:40.865 --> 00:29:45.525
effort to address one piece of, of the system isn't going

540
00:29:45.625 --> 00:29:49.085
to succeed in the transformation

541
00:29:49.385 --> 00:29:52.645
of the educational system that the court really calls for.

542
00:29:55.215 --> 00:29:56.995
So here's a, a timeline of kind

543
00:29:56.995 --> 00:29:59.955
of what's happened since the ruling came out in 2018.

544
00:30:01.335 --> 00:30:04.475
So in the ruling, the court said that the state had

545
00:30:04.475 --> 00:30:05.795
to take immediate steps

546
00:30:06.255 --> 00:30:09.915
by April 15th, 2019 to fix the system.

547
00:30:10.815 --> 00:30:11.875
Um, and this meant

548
00:30:11.875 --> 00:30:14.475
to ensure schools have the resources necessary

549
00:30:14.935 --> 00:30:17.515
to give students in the four student groups the chance

550
00:30:17.535 --> 00:30:19.315
to be ready for college or career.

551
00:30:21.135 --> 00:30:22.755
So after more than a year

552
00:30:22.935 --> 00:30:26.955
of an insufficient response from the state, um, an attempt

553
00:30:27.135 --> 00:30:31.115
by, uh, lawyers on all sides to sit down

554
00:30:31.175 --> 00:30:32.435
and collaborate, um,

555
00:30:32.695 --> 00:30:35.315
and develop a plan as to how the state was going

556
00:30:35.315 --> 00:30:38.675
to really meet this monumental task, um,

557
00:30:38.885 --> 00:30:41.035
those discussion discussions ended.

558
00:30:41.495 --> 00:30:45.755
And the yazi plaintiffs went back to court in October

559
00:30:45.775 --> 00:30:50.195
of 2019, asking that the state be required to do more.

560
00:30:50.895 --> 00:30:54.315
And we asked that the judge order the state to come up

561
00:30:54.315 --> 00:30:57.355
with a comprehensive plan of how it was going

562
00:30:57.355 --> 00:30:58.875
to carry out the court's order.

563
00:31:00.325 --> 00:31:02.945
And it's really our view that this is the only way

564
00:31:03.045 --> 00:31:05.265
to achieve the transformation that's needed.

565
00:31:05.925 --> 00:31:09.705
Um, and this plan has to be comprehensive

566
00:31:10.045 --> 00:31:13.945
and include goals, action steps, timelines,

567
00:31:14.495 --> 00:31:18.585
funding amounts, staffing and accountability measures.

568
00:31:19.205 --> 00:31:22.785
Um, it has to identify the responsible entity, right?

569
00:31:22.845 --> 00:31:25.385
Is it the public ed education department?

570
00:31:25.965 --> 00:31:27.625
Is it a higher education department?

571
00:31:28.165 --> 00:31:30.225
Uh, is it a school district, et cetera.

572
00:31:30.845 --> 00:31:34.785
Um, because without those, without those pieces,

573
00:31:35.615 --> 00:31:40.345
then, you know, as I mentioned, even, um, the,

574
00:31:40.655 --> 00:31:44.265
even the, um, the champions in the legislature

575
00:31:44.265 --> 00:31:48.345
who fight really hard for change, um, even advocates, um,

576
00:31:49.575 --> 00:31:52.395
who go and speak on behalf of bills, um,

577
00:31:53.655 --> 00:31:55.755
we will never achieve the full transformation

578
00:31:55.755 --> 00:31:57.475
that's needed piece by piece.

579
00:31:57.735 --> 00:31:59.835
We have to know where we're going, um,

580
00:31:59.895 --> 00:32:03.315
and how we need to get there to fully comply

581
00:32:03.315 --> 00:32:04.755
with the court's order in this case.

582
00:32:05.055 --> 00:32:07.515
And the state's cons, constitutional responsibility.

583
00:32:09.135 --> 00:32:11.395
So that's what the Yazi plaintiffs asked for.

584
00:32:11.855 --> 00:32:16.315
Um, the court said that first it wanted more information

585
00:32:16.505 --> 00:32:18.755
through a legal process called discovery.

586
00:32:19.615 --> 00:32:22.355
So that's a way to gather information, um,

587
00:32:22.925 --> 00:32:25.915
where the plaintiffs got to ask the state, uh,

588
00:32:26.675 --> 00:32:30.155
question written questions that we got to ask for documents.

589
00:32:30.215 --> 00:32:32.635
And we got to conduct interviews under oath,

590
00:32:32.635 --> 00:32:33.835
which are called depositions.

591
00:32:34.775 --> 00:32:38.595
And that process took two years from 2020 until 2022.

592
00:32:40.355 --> 00:32:43.095
In the meantime, the state actually filed

593
00:32:43.155 --> 00:32:47.805
to dismiss the case and said, um, it,

594
00:32:47.865 --> 00:32:49.805
it had done enough and should, should be trusted

595
00:32:49.905 --> 00:32:52.245
to do the rest without the court's involvement.

596
00:32:52.635 --> 00:32:57.205
Luckily, the court said no, that the state wasn't just

597
00:32:57.805 --> 00:33:00.445
required to take immediate steps,

598
00:33:01.105 --> 00:33:04.445
but really implement long-term comprehensive reforms

599
00:33:05.115 --> 00:33:07.005
that improve outcomes for

600
00:33:07.645 --> 00:33:08.805
students in the four student groups.

601
00:33:09.875 --> 00:33:11.415
And until the state did that,

602
00:33:11.955 --> 00:33:13.255
the court was gonna be involved

603
00:33:13.635 --> 00:33:16.735
and, um, helping to hold them accountable

604
00:33:17.075 --> 00:33:18.975
to the court's order.

605
00:33:21.125 --> 00:33:23.585
So in May of 2022,

606
00:33:24.005 --> 00:33:27.385
the PED actually released a draft action plan.

607
00:33:28.125 --> 00:33:30.505
Um, unfortunately it was not the plan

608
00:33:30.575 --> 00:33:32.465
that the plaintiffs had been asking for.

609
00:33:33.565 --> 00:33:36.825
Um, it didn't have a lot of the measures

610
00:33:37.125 --> 00:33:40.385
and aspects that I mentioned in terms of goals, you know,

611
00:33:40.385 --> 00:33:42.665
knowing where we're going short-term

612
00:33:42.665 --> 00:33:47.585
and long-term action steps, a timeline, funding estimates,

613
00:33:48.205 --> 00:33:51.105
and again, going what, back to what the court said, uh,

614
00:33:51.935 --> 00:33:54.505
methods to raise money if there isn't

615
00:33:54.505 --> 00:33:55.665
enough to meet those goals.

616
00:33:56.445 --> 00:33:57.985
Um, increases to staff

617
00:33:58.205 --> 00:34:02.945
and improvements, um, within PED in terms of, of process

618
00:34:03.365 --> 00:34:05.425
and oversight and accountability,

619
00:34:06.565 --> 00:34:07.985
and then how the state would actually

620
00:34:07.985 --> 00:34:09.025
measure any of these things.

621
00:34:09.445 --> 00:34:11.385
So we

622
00:34:11.665 --> 00:34:14.545
provided, um, feedback on PDs plan,

623
00:34:14.765 --> 00:34:17.105
as did several other stakeholders

624
00:34:17.285 --> 00:34:20.185
and advocates throughout the summer of 2022,

625
00:34:21.505 --> 00:34:25.435
unfortunately, um, even though the second version

626
00:34:25.455 --> 00:34:28.635
of a plan was promised in September of 2022,

627
00:34:29.575 --> 00:34:32.715
almost two years later, and we have yet to see anything.

628
00:34:36.635 --> 00:34:40.815
So I guess that kind of comes to where we're at now,

629
00:34:40.945 --> 00:34:43.935
which is, um, you know, looking at all the information

630
00:34:43.935 --> 00:34:48.255
that we have from discovery, looking at, um, the data

631
00:34:48.795 --> 00:34:50.575
on what's happened with funding

632
00:34:50.995 --> 00:34:53.655
and outcomes in the last few years,

633
00:34:54.675 --> 00:34:58.495
and putting that all together for a judge to be able to look

634
00:34:58.795 --> 00:35:01.615
to see what the state has still failed to do

635
00:35:02.395 --> 00:35:04.575
six years since, since the ruling.

636
00:35:09.455 --> 00:35:10.755
All right. So the, the next piece

637
00:35:10.755 --> 00:35:13.515
of this then is the legislative advocacy.

638
00:35:13.855 --> 00:35:17.515
And, um, I'm gonna talk a little bit about the grassroots

639
00:35:17.515 --> 00:35:20.595
efforts to implement the court's ruling, um,

640
00:35:21.725 --> 00:35:25.745
and coalition work to put together frameworks

641
00:35:26.135 --> 00:35:28.545
that would guide the state in fully

642
00:35:28.545 --> 00:35:29.945
implementing the court's order.

643
00:35:36.405 --> 00:35:40.235
So after the court's ruling, um, the plaintiffs,

644
00:35:40.775 --> 00:35:44.835
the legal team for, for the Yazi plaintiffs, um,

645
00:35:45.535 --> 00:35:47.195
the New Mexico Center on Law and Poverty

646
00:35:47.895 --> 00:35:52.035
and many others involved, decided it was important for there

647
00:35:52.035 --> 00:35:53.235
to be a framework for

648
00:35:53.235 --> 00:35:55.035
what public education should look like.

649
00:35:55.255 --> 00:35:57.555
That's really based on local expertise.

650
00:35:59.015 --> 00:36:02.715
And so we started holding summits with experts

651
00:36:02.815 --> 00:36:05.435
and stakeholders, which included districts

652
00:36:05.435 --> 00:36:08.675
and families who are part of the case educators,

653
00:36:08.695 --> 00:36:12.355
school administrators, school board members, tribal leaders,

654
00:36:12.355 --> 00:36:17.075
and tribal education departments, community groups, parents

655
00:36:17.215 --> 00:36:19.115
and local experts on education.

656
00:36:20.455 --> 00:36:22.395
So over the course of three large events

657
00:36:22.465 --> 00:36:24.195
that took place in 2018

658
00:36:24.665 --> 00:36:27.315
that brought together more than 300 stakeholders,

659
00:36:28.015 --> 00:36:31.475
an agreement was developed on the actions that the state has

660
00:36:31.475 --> 00:36:34.715
to take to truly transform education in New Mexico.

661
00:36:36.525 --> 00:36:40.265
And so then from these summits, um, a huge amount

662
00:36:40.265 --> 00:36:43.985
of input was given, and the Yazi

663
00:36:44.225 --> 00:36:45.665
proposed platform was created.

664
00:36:46.645 --> 00:36:48.625
And this is some, a resource that is available

665
00:36:48.685 --> 00:36:50.985
and something that, uh, can be viewed online.

666
00:36:51.765 --> 00:36:54.465
But the platform is really a blueprint of

667
00:36:54.465 --> 00:36:58.345
what our communities know works to fix the education system.

668
00:36:59.285 --> 00:37:02.065
And again, it's aligned with the court's findings.

669
00:37:02.065 --> 00:37:05.465
In this case, that big 600 page document, um,

670
00:37:06.555 --> 00:37:09.975
it incorporates volumes of research and local expertise

671
00:37:10.395 --> 00:37:13.535
and experience, and it's, we really see it

672
00:37:13.535 --> 00:37:15.935
as just the minimum of what the state must do

673
00:37:15.955 --> 00:37:18.175
to meet its constitutional obligation.

674
00:37:20.745 --> 00:37:22.775
After the platform was developed,

675
00:37:23.015 --> 00:37:24.535
a coalition was created called

676
00:37:24.975 --> 00:37:26.095
Transform Education New Mexico.

677
00:37:27.115 --> 00:37:30.895
And so it's a coalition of a lot of the same stakeholders

678
00:37:30.995 --> 00:37:32.215
who attended the summits

679
00:37:32.215 --> 00:37:34.095
and who helped put together the platform.

680
00:37:34.875 --> 00:37:37.855
Um, but it includes educators, families, students,

681
00:37:38.315 --> 00:37:40.255
tribal leaders, experts

682
00:37:40.315 --> 00:37:43.135
and community leaders who are working together

683
00:37:43.315 --> 00:37:45.335
to advance a transformative approach

684
00:37:45.335 --> 00:37:46.535
to education in New Mexico.

685
00:37:47.755 --> 00:37:52.095
And this vision embraces the diverse cultures, languages,

686
00:37:52.155 --> 00:37:53.575
and heritages of our students,

687
00:37:54.075 --> 00:37:57.375
and provides for op opportunities for all students

688
00:37:57.435 --> 00:37:58.575
to learn and succeed.

689
00:37:59.155 --> 00:38:02.735
And that's really the vision of, um, transform in,

690
00:38:02.795 --> 00:38:05.135
in their advocacy, transform education, New Mexico.

691
00:38:08.135 --> 00:38:12.515
So they do this through a, uh, a few, a few methods,

692
00:38:13.895 --> 00:38:16.575
building a broad consensus on the platform, so talking

693
00:38:16.575 --> 00:38:20.695
with people about it and continuing to seek feedback on it,

694
00:38:20.695 --> 00:38:23.495
because it really should be an evolving, um,

695
00:38:23.915 --> 00:38:28.135
an evolving document as, um, things change for better

696
00:38:28.135 --> 00:38:29.215
or worse for our students.

697
00:38:30.235 --> 00:38:32.015
Um, their other method is

698
00:38:32.015 --> 00:38:35.255
by educating policy makers on the steps necessary

699
00:38:35.465 --> 00:38:36.845
to implement the court's ruling.

700
00:38:37.025 --> 00:38:40.085
And so that may be advocating for a particular piece

701
00:38:40.085 --> 00:38:43.925
of legislation, um, or funding in a particular area.

702
00:38:44.905 --> 00:38:47.805
And then I think the most importantly is really sustaining

703
00:38:47.805 --> 00:38:51.365
an outreach campaign to engage the public, to keep, uh,

704
00:38:51.365 --> 00:38:53.885
people up to date who are interested,

705
00:38:54.105 --> 00:38:56.525
and to give them the opportunity to be involved

706
00:38:56.545 --> 00:38:59.005
to advocate for change.

707
00:39:01.845 --> 00:39:05.145
So around the same time in 2018, uh,

708
00:39:05.165 --> 00:39:08.465
tribal leaders began holding similar community summits

709
00:39:08.695 --> 00:39:10.185
with students, parents,

710
00:39:10.765 --> 00:39:11.905
and community members

711
00:39:12.845 --> 00:39:16.225
to develop recommendations on meeting the unmet needs

712
00:39:16.445 --> 00:39:19.425
of Native American students, um, in response

713
00:39:19.425 --> 00:39:20.625
to the, the court's order.

714
00:39:22.605 --> 00:39:27.305
And so the tribal re, uh, education frame, uh, framework was

715
00:39:28.665 --> 00:39:31.555
created from these convenings, I'm sorry,

716
00:39:31.675 --> 00:39:32.915
the Tribal Remedy Framework.

717
00:39:33.815 --> 00:39:37.795
Um, it is endorsed by all, all 23 nations, tribes

718
00:39:37.795 --> 00:39:38.915
and pueblos in New Mexico,

719
00:39:41.395 --> 00:39:44.535
and much, much like transform education New Mexico

720
00:39:44.685 --> 00:39:47.495
that grew into a coalition, so did these efforts.

721
00:39:47.915 --> 00:39:51.575
And after the Tribal Remedy framework was developed,

722
00:39:52.235 --> 00:39:54.575
the Tribal Education Alliance was created,

723
00:39:55.275 --> 00:39:58.975
and it is a coalition of tribal educators, leaders, experts,

724
00:39:59.595 --> 00:40:02.975
and advocates that support tribal leaders in

725
00:40:03.005 --> 00:40:04.615
advancing the initiatives.

726
00:40:05.115 --> 00:40:08.255
Um, so changes in policy funding, um,

727
00:40:08.565 --> 00:40:10.935
contained in the Tribal Remedy framework

728
00:40:12.235 --> 00:40:16.615
and the TEA, as we call it, the Tribal Education Alliance,

729
00:40:16.825 --> 00:40:19.815
works closely with Transform Education New Mexico.

730
00:40:22.975 --> 00:40:26.755
So the Tribal Remedy Framework outlines initial steps

731
00:40:27.655 --> 00:40:31.875
for an overhaul of education, governance, funding,

732
00:40:32.625 --> 00:40:35.475
programming and services for Native American students

733
00:40:35.825 --> 00:40:37.155
with three main goals.

734
00:40:38.205 --> 00:40:39.955
First is shared responsibility

735
00:40:40.055 --> 00:40:42.515
and increased tribal control over the schooling

736
00:40:42.515 --> 00:40:43.875
of Native American children.

737
00:40:45.315 --> 00:40:47.615
The second is using a tribal

738
00:40:47.615 --> 00:40:49.535
community-based education model.

739
00:40:50.595 --> 00:40:53.855
And the third is achieving a balanced and culturally

740
00:40:53.855 --> 00:40:55.655
and linguistically relevant education

741
00:40:55.765 --> 00:40:57.935
that really builds on the strengths of children

742
00:40:58.075 --> 00:40:59.855
and their community communities

743
00:41:00.355 --> 00:41:02.055
and all of the assets that those students

744
00:41:02.055 --> 00:41:03.095
bring to the classroom.

745
00:41:04.675 --> 00:41:08.455
And so, policy solutions that are, have been developed

746
00:41:08.455 --> 00:41:12.375
through the process of either the Yazi platform

747
00:41:12.515 --> 00:41:15.815
or the Tribal Remedy framework, have been introduced

748
00:41:15.835 --> 00:41:18.855
during every legislative session since the ruling.

749
00:41:19.875 --> 00:41:21.455
Uh, and so as a result,

750
00:41:21.555 --> 00:41:24.655
and I'll get to to this in a little bit more detail,

751
00:41:24.875 --> 00:41:27.815
but there have been initial investments in funding, uh,

752
00:41:27.915 --> 00:41:28.975
for some of these things.

753
00:41:35.395 --> 00:41:38.535
So I, I, again, apologize for all of the text on this page

754
00:41:38.535 --> 00:41:41.175
and hope it is really used as a reference

755
00:41:41.235 --> 00:41:44.455
for you all rather than needing to read it at this moment.

756
00:41:44.595 --> 00:41:47.255
But I wanted to give kind of an overview of some

757
00:41:47.255 --> 00:41:52.055
of the legislation that the advocacy efforts of, um,

758
00:41:52.695 --> 00:41:53.815
transform Education New Mexico

759
00:41:54.115 --> 00:41:57.855
and the Tribal Education Alliance have resulted in.

760
00:41:58.035 --> 00:42:01.775
And then of course, all of the people who, um, come

761
00:42:01.835 --> 00:42:04.335
to support these initiatives as well, um,

762
00:42:04.335 --> 00:42:05.695
during the legislative session.

763
00:42:07.555 --> 00:42:11.175
So I just wanted to touch on a few that I thought might be,

764
00:42:11.515 --> 00:42:13.615
um, interesting or relevant.

765
00:42:14.595 --> 00:42:18.285
So the first is a Native American needs assessment

766
00:42:18.515 --> 00:42:23.245
that was passed in 2019, um, that schools are required

767
00:42:23.345 --> 00:42:24.605
to do on a yearly basis.

768
00:42:25.905 --> 00:42:29.525
Um, pay parity for native language teachers was established.

769
00:42:31.665 --> 00:42:36.155
Community based pre-K um, has been strengthened

770
00:42:36.155 --> 00:42:39.835
through a partnership between the early childhood education

771
00:42:39.895 --> 00:42:43.835
and care department and tribal, uh, governments.

772
00:42:45.525 --> 00:42:48.785
Uh, technical assistance centers are, uh, received funding

773
00:42:48.925 --> 00:42:51.705
to, uh, really be developed and built out,

774
00:42:51.845 --> 00:42:53.265
and that process is happening.

775
00:42:54.605 --> 00:42:57.225
And then one I wanted to talk a little bit more about,

776
00:42:57.365 --> 00:43:00.185
and that is access to culturally appropriate services.

777
00:43:01.085 --> 00:43:03.985
So there was a bill, house bill 2 87

778
00:43:05.445 --> 00:43:10.345
in 2021 that would've required this report to happen.

779
00:43:11.745 --> 00:43:14.915
Unfortunately, the governor vetoed that bill,

780
00:43:15.775 --> 00:43:18.115
but directed the public education department

781
00:43:18.135 --> 00:43:21.555
to still undergo, um, asset mapping

782
00:43:21.855 --> 00:43:25.995
and, uh, gaps analysis of services that were available

783
00:43:26.015 --> 00:43:29.555
to students throughout the CI the state with a particular

784
00:43:30.205 --> 00:43:33.155
focus on services that are culturally appropriate.

785
00:43:35.645 --> 00:43:39.665
So that, um, work happened through,

786
00:43:40.995 --> 00:43:45.615
uh, I'm sorry, by the Pacific Institute for Research

787
00:43:45.675 --> 00:43:48.415
and Evaluation, which is here in Albuquerque.

788
00:43:50.025 --> 00:43:52.605
And in 2022, um,

789
00:43:54.055 --> 00:43:56.545
that organization released its findings.

790
00:43:56.925 --> 00:44:00.025
Um, and they're really very responsive

791
00:44:00.045 --> 00:44:02.225
to the findings on the issue of health

792
00:44:02.225 --> 00:44:05.425
and social services in schools that the,

793
00:44:05.425 --> 00:44:06.585
the court addressed.

794
00:44:07.085 --> 00:44:08.905
Um, in the Yazi Martinez case.

795
00:44:10.015 --> 00:44:12.825
Unfortunately, it was no surprise that according

796
00:44:12.845 --> 00:44:15.745
to the report, there are a limited number

797
00:44:16.565 --> 00:44:17.905
of behavioral health

798
00:44:18.085 --> 00:44:20.225
and social service providers statewide

799
00:44:20.775 --> 00:44:24.305
with fewer available rural areas, sometimes students having

800
00:44:24.305 --> 00:44:26.865
to drive several hours to reach a provider.

801
00:44:28.445 --> 00:44:32.485
So we hope that with this data, um,

802
00:44:33.345 --> 00:44:35.925
it can really support legislation

803
00:44:36.025 --> 00:44:39.805
and funding, um, that's built on, on these findings

804
00:44:39.985 --> 00:44:44.415
and the need to really expand, uh, the workforce

805
00:44:44.835 --> 00:44:46.855
and funding available for these services,

806
00:44:47.715 --> 00:44:50.095
and ensuring there is a pipeline of,

807
00:44:50.235 --> 00:44:52.975
of people going into those positions, um,

808
00:44:53.085 --> 00:44:54.975
that really reflect the diversity

809
00:44:55.035 --> 00:44:56.335
of the students that they teach.

810
00:44:57.155 --> 00:44:59.935
And that, um, all of these are

811
00:45:00.095 --> 00:45:01.375
provided in a way that's culturally

812
00:45:01.375 --> 00:45:02.575
appropriate to our students.

813
00:45:04.825 --> 00:45:08.805
We hope that that really builds out a network of, um,

814
00:45:10.135 --> 00:45:13.205
profe professionals who can provide critical behavioral

815
00:45:13.585 --> 00:45:17.725
and mental health and social services to students, um,

816
00:45:18.135 --> 00:45:19.165
throughout the state.

817
00:45:23.265 --> 00:45:26.925
So this is a similar slide related to legislative

818
00:45:27.435 --> 00:45:31.045
initiatives in supportive students with disabilities.

819
00:45:32.455 --> 00:45:36.565
And so, again, wanting to just highlight a few pieces

820
00:45:36.625 --> 00:45:41.525
of the, of these, um, I think the way we can sum up

821
00:45:41.525 --> 00:45:45.605
what the legislature has accomplished in this area relates

822
00:45:45.665 --> 00:45:50.285
to funding generally with the caveat

823
00:45:50.715 --> 00:45:53.725
that knowing that that actually is targeted

824
00:45:53.865 --> 00:45:57.365
to support students with disabilities is really unclear.

825
00:45:58.225 --> 00:46:01.045
Um, and the, the creation of the Office

826
00:46:01.305 --> 00:46:04.525
of the Special Education Oud, who is an advocate, right,

827
00:46:04.545 --> 00:46:06.605
for, for students and families.

828
00:46:06.945 --> 00:46:11.475
Um, however, then as you can see, there is one correction

829
00:46:11.505 --> 00:46:16.475
that the 2020, uh, the 2020 column,

830
00:46:17.525 --> 00:46:20.885
there are several, um, initiatives

831
00:46:20.915 --> 00:46:22.805
that while they would've been helpful

832
00:46:22.905 --> 00:46:25.205
and supportive to students

833
00:46:25.205 --> 00:46:29.245
with disabilities in public schools, were not successful.

834
00:46:30.185 --> 00:46:32.605
And I would say, generally speaking across the board,

835
00:46:32.695 --> 00:46:35.045
these in initiatives have not been successful.

836
00:46:35.665 --> 00:46:36.725
Um, unfortunately,

837
00:46:37.185 --> 00:46:40.325
and as I'll get to in just a minute here, um,

838
00:46:40.505 --> 00:46:42.165
so much more remains to be done.

839
00:46:42.865 --> 00:46:45.885
Um, I'm sure, as you all know, all too well, um,

840
00:46:45.945 --> 00:46:49.525
but some of the initiatives that were put forward, um,

841
00:46:50.095 --> 00:46:54.365
would be to elevate the, uh, uh, special education

842
00:46:54.425 --> 00:46:57.485
to a division within, um, PED

843
00:46:58.595 --> 00:46:59.725
that bill didn't pass,

844
00:46:59.945 --> 00:47:04.165
but the governor has, has, has made that change, um,

845
00:47:04.535 --> 00:47:07.405
which we're pleased about there.

846
00:47:07.825 --> 00:47:11.485
Um, ha there was a proposal to provide salary increases

847
00:47:11.905 --> 00:47:13.645
for special education teachers.

848
00:47:14.785 --> 00:47:16.885
Um, there was legislation

849
00:47:16.885 --> 00:47:19.645
that would've required really critical training

850
00:47:19.745 --> 00:47:24.005
for educators, um, around special education, um,

851
00:47:24.305 --> 00:47:26.405
and bilingual or TSL endorsement.

852
00:47:27.265 --> 00:47:29.485
And then there was an effort to, um,

853
00:47:30.275 --> 00:47:34.285
provide loan forgiveness for, uh, special education teachers

854
00:47:34.425 --> 00:47:36.965
who work in public schools for a certain amount of time.

855
00:47:38.305 --> 00:47:42.215
So the work remains. All right.

856
00:47:42.315 --> 00:47:46.095
So what's changed since the court's ruling in 2018?

857
00:47:48.345 --> 00:47:50.925
So there's definitely been an increase to overall funding

858
00:47:50.985 --> 00:47:52.045
of public education.

859
00:47:52.585 --> 00:47:57.285
Um, unfortunately, it's not targeted to meet the needs

860
00:47:57.285 --> 00:47:58.885
of the students at the heart of this case.

861
00:47:59.305 --> 00:48:03.715
And we know that because not much has changed, right?

862
00:48:03.775 --> 00:48:05.915
For, for, for these students.

863
00:48:07.435 --> 00:48:11.855
Um, and while the, you know, the state has made efforts

864
00:48:12.165 --> 00:48:15.695
because it has not been done in a comprehensive way, um,

865
00:48:15.725 --> 00:48:17.855
with a plan of achieving certain goals

866
00:48:17.915 --> 00:48:21.895
and knowing how we're gonna get there, um, the system has,

867
00:48:22.235 --> 00:48:25.095
has yet to be transformed and is in fact still far from it.

868
00:48:25.635 --> 00:48:29.055
Um, and we know that the students at the heart

869
00:48:29.055 --> 00:48:31.935
of this case are still stuck in a, in a system

870
00:48:32.085 --> 00:48:33.695
that is insufficient.

871
00:48:35.185 --> 00:48:39.085
There have been, um, a requirement

872
00:48:39.105 --> 00:48:41.125
for instructional materials to be culturally

873
00:48:41.125 --> 00:48:44.125
and linguistically responsive that was implemented,

874
00:48:44.985 --> 00:48:48.965
new social study standards, um, teacher raises,

875
00:48:49.905 --> 00:48:52.605
and as I mentioned, the pay parity for native language

876
00:48:52.605 --> 00:48:54.245
and culture teachers, which are all things

877
00:48:54.245 --> 00:48:56.565
that we think are good and we have supported,

878
00:48:59.255 --> 00:49:00.995
but I'm sure, as we all know, um,

879
00:49:01.215 --> 00:49:03.475
so much more remains to be done.

880
00:49:04.375 --> 00:49:07.195
Um, and while New Mexico really has the ability

881
00:49:07.255 --> 00:49:10.875
to be groundbreaking in transforming our public education

882
00:49:10.875 --> 00:49:14.915
system, um, to one that is rooted in a multicultural

883
00:49:15.015 --> 00:49:17.835
and multilingual framework, um, but even

884
00:49:17.835 --> 00:49:20.115
before covid, there was a long way to go.

885
00:49:20.735 --> 00:49:23.815
Um, and many issues remain.

886
00:49:24.485 --> 00:49:25.935
This slide tries to kind

887
00:49:25.935 --> 00:49:28.975
of summarize those same bucket areas where we know

888
00:49:29.605 --> 00:49:31.855
that there is so much more work to be done.

889
00:49:32.515 --> 00:49:36.575
Um, and we know that tho until those changes are felt

890
00:49:36.995 --> 00:49:40.295
by all students in the four student groups across the state,

891
00:49:41.365 --> 00:49:43.495
that the work can't stop,

892
00:49:43.765 --> 00:49:45.895
that the state has not met its obligation,

893
00:49:46.155 --> 00:49:47.535
and that they will continue

894
00:49:47.555 --> 00:49:49.175
to be held accountable to do that.

895
00:49:52.965 --> 00:49:56.425
So finally, you'll see Ms. Yazi here, uh, in this picture.

896
00:49:57.405 --> 00:49:59.665
Um, I touched on litigation,

897
00:50:00.305 --> 00:50:03.145
I touched on legislative advocacy efforts,

898
00:50:03.285 --> 00:50:05.985
and then this is the third piece that the Center on Law

899
00:50:05.985 --> 00:50:09.465
and Poverty, um, really tries to

900
00:50:10.125 --> 00:50:14.785
create systemic change through, which is, um, empowering

901
00:50:14.785 --> 00:50:17.985
and engaging with communities in a real and authentic way.

902
00:50:18.485 --> 00:50:22.755
Um, you know, when we do that, to

903
00:50:23.395 --> 00:50:25.635
identify priorities of, of communities

904
00:50:25.695 --> 00:50:29.285
who are experiencing the issues to help up uplift

905
00:50:29.385 --> 00:50:31.885
and support solutions identified by,

906
00:50:32.185 --> 00:50:35.245
by those same individuals and communities, um,

907
00:50:35.385 --> 00:50:37.725
and partner if necessary, if that's helpful

908
00:50:37.905 --> 00:50:41.125
and supportive, um, and welcome, um,

909
00:50:41.265 --> 00:50:44.365
and work together for really a vision for change.

910
00:50:45.625 --> 00:50:49.965
Um, so this slide is, um,

911
00:50:50.105 --> 00:50:53.685
an example of that where, uh, my colleague, the director

912
00:50:53.685 --> 00:50:56.325
of the education team, um, Melissa Candelaria

913
00:50:56.465 --> 00:50:59.645
and I, along with this Esteem Professor, um,

914
00:50:59.785 --> 00:51:02.805
Glenna Martinez at at UNM and Ms.

915
00:51:03.155 --> 00:51:07.885
Yazi, um, held community information sessions, um,

916
00:51:08.205 --> 00:51:12.605
I think 13 or 14 in total, to give a, a summary

917
00:51:12.625 --> 00:51:16.245
of the lawsuit and where things are today, much like, uh,

918
00:51:16.475 --> 00:51:17.725
I've done, I've done today.

919
00:51:18.305 --> 00:51:21.325
Um, and then also to hear from people and,

920
00:51:21.425 --> 00:51:24.565
and what they're still seeing in, in their classroom

921
00:51:24.625 --> 00:51:25.925
or in their child's classroom,

922
00:51:26.025 --> 00:51:27.845
or the issues that we know are ongoing.

923
00:51:28.825 --> 00:51:32.725
Um, and we really use that, uh, to help inform

924
00:51:33.315 --> 00:51:34.965
what we tell the court and,

925
00:51:35.025 --> 00:51:39.645
and what information we put forward to the judge to show

926
00:51:39.645 --> 00:51:42.685
that the state has really failed to do its job here,

927
00:51:42.985 --> 00:51:46.245
and that the court needs to order the state to do more.

928
00:51:47.025 --> 00:51:50.765
So we really, um, feel honored to have those opportunities

929
00:51:51.025 --> 00:51:52.285
to talk with communities

930
00:51:52.545 --> 00:51:55.365
and, um, you know, look forward to doing more

931
00:51:55.385 --> 00:51:58.965
of these community information sessions, um, this year,

932
00:51:59.585 --> 00:52:04.155
and always welcome the chance to, um, talk with people.

933
00:52:07.345 --> 00:52:09.405
All right. So what's next?

934
00:52:10.425 --> 00:52:14.725
Um, the lawyers for the Yazi plaintiffs,

935
00:52:14.725 --> 00:52:18.325
so myself and, um, three others on, on our team

936
00:52:18.825 --> 00:52:22.445
and the lawyers for the Martinez Plaintiffs, um,

937
00:52:22.445 --> 00:52:24.605
have been working closely together all

938
00:52:24.605 --> 00:52:26.165
through the discovery process

939
00:52:27.105 --> 00:52:30.445
and strategizing what our next step might be in terms

940
00:52:30.505 --> 00:52:31.605
of going back to court.

941
00:52:32.305 --> 00:52:35.685
Um, the evidence we would put together for the judge

942
00:52:35.785 --> 00:52:38.845
and what we would ask the asking of the judge to order.

943
00:52:40.465 --> 00:52:42.805
So I can say that there is strong evidence

944
00:52:42.835 --> 00:52:45.325
that the state has not done enough to transform the system,

945
00:52:45.325 --> 00:52:47.085
which will come as a shock to no one.

946
00:52:47.985 --> 00:52:50.885
Um, but we could point to the lack of SER services and,

947
00:52:50.905 --> 00:52:52.205
and programming for students.

948
00:52:52.865 --> 00:52:57.165
Um, we could point to outcomes, we could point

949
00:52:57.165 --> 00:53:01.405
to the PDs, lack of accountability and monitoring,

950
00:53:01.545 --> 00:53:05.525
and simply gathering accurate data in these areas so

951
00:53:05.525 --> 00:53:08.765
that we have a baseline of where we need to move from.

952
00:53:09.985 --> 00:53:12.405
Um, and also the need for more planning, um,

953
00:53:12.595 --> 00:53:15.525
that involves buy-in from other branches of government.

954
00:53:16.075 --> 00:53:18.965
Because if a, if a plan is created within

955
00:53:19.905 --> 00:53:23.485
one state agency without feedback from other state agencies

956
00:53:23.585 --> 00:53:27.245
or the legislature, it seems unlikely that that plan

957
00:53:27.975 --> 00:53:29.245
would ever get implemented.

958
00:53:29.465 --> 00:53:31.485
And so there really needs to be a lot

959
00:53:31.485 --> 00:53:34.325
of voices at the table in developing that plan.

960
00:53:35.105 --> 00:53:38.645
Uh, and not just state actors, but community, um,

961
00:53:38.745 --> 00:53:41.485
and voices of, of people impacted by these issues.

962
00:53:42.385 --> 00:53:45.285
Um, and again, going back to the expertise

963
00:53:45.285 --> 00:53:49.085
that lies within our state and really incorporating that

964
00:53:49.505 --> 00:53:51.205
and, um, honoring that

965
00:53:51.425 --> 00:53:54.685
and making that central to how the state moves forward

966
00:53:56.905 --> 00:53:58.485
in terms of legislative advocacy.

967
00:53:58.705 --> 00:54:01.125
Um, transform education, New Mexico,

968
00:54:01.745 --> 00:54:03.365
who we work very closely with,

969
00:54:03.585 --> 00:54:05.325
and the Tribal Education Alliance,

970
00:54:05.905 --> 00:54:09.925
who we also work close closely with, are both, um,

971
00:54:10.065 --> 00:54:13.485
in the planning stages of, um,

972
00:54:15.095 --> 00:54:16.755
of what they're going to advocate

973
00:54:16.755 --> 00:54:19.075
for at the 2025 legislative session.

974
00:54:19.335 --> 00:54:23.155
And again, it's always informed by community input,

975
00:54:23.185 --> 00:54:24.875
stakeholder input, um,

976
00:54:25.295 --> 00:54:27.715
and really the experts in, in education.

977
00:54:28.295 --> 00:54:30.835
And as that plan comes together, um,

978
00:54:30.965 --> 00:54:34.675
there may be legislative proposals that TANEM

979
00:54:34.695 --> 00:54:36.275
or TEA support

980
00:54:36.535 --> 00:54:39.075
or, uh, funding amounts, um,

981
00:54:40.505 --> 00:54:43.275
that they would support at, at the legislature in the form

982
00:54:43.275 --> 00:54:44.475
of giving public comment

983
00:54:44.895 --> 00:54:48.595
or doing fact sheets to educate lawmakers about a particular

984
00:54:49.125 --> 00:54:50.275
piece of legislation.

985
00:54:51.175 --> 00:54:52.435
So that's also happening.

986
00:54:53.215 --> 00:54:55.915
And then, as I said, in terms of community engagement, um,

987
00:54:56.305 --> 00:55:00.435
looking forward to additional opportunities to talk

988
00:55:00.435 --> 00:55:02.555
with communities to, um,

989
00:55:04.225 --> 00:55:06.365
inform people about what's happening with the case

990
00:55:06.905 --> 00:55:09.485
and opportunities for people to get involved

991
00:55:09.665 --> 00:55:12.685
and to advocate, um, you know, for their student

992
00:55:12.825 --> 00:55:17.205
or for their community or for themselves as educators

993
00:55:17.305 --> 00:55:19.125
or administrators or what have you.

994
00:55:19.265 --> 00:55:22.485
So lots is happening, um, in all of these areas.

995
00:55:27.765 --> 00:55:32.445
So lastly, um, giving you all the opportunity

996
00:55:32.785 --> 00:55:37.525
to get involved, um, a good start to do that would be

997
00:55:37.525 --> 00:55:41.965
to sign up for mailing lists, either from the Center on Law

998
00:55:41.965 --> 00:55:46.765
and Poverty, from Transform Education, New Mexico, um, and

999
00:55:46.785 --> 00:55:48.805
or the Tribal Education Alliance.

1000
00:55:49.705 --> 00:55:51.925
So you would get through email, um,

1001
00:55:52.555 --> 00:55:54.045
updates on what's happening,

1002
00:55:54.185 --> 00:55:57.405
and then particularly around the legislative, um,

1003
00:55:58.575 --> 00:56:01.795
the legislative session, you would get action alerts when

1004
00:56:01.795 --> 00:56:06.555
there may be a particular bill, um, that is being heard

1005
00:56:07.375 --> 00:56:10.635
and you would, you know, be given the opportunity

1006
00:56:10.735 --> 00:56:13.515
to give public comment in support of that bill, for example.

1007
00:56:14.255 --> 00:56:18.915
Um, and I wanna say one, one piece on,

1008
00:56:19.055 --> 00:56:23.485
on that, because coming into to my current role,

1009
00:56:24.985 --> 00:56:28.265
I, um, didn't have experience with legislative advocacy,

1010
00:56:29.005 --> 00:56:30.345
and it seemed daunting,

1011
00:56:30.405 --> 00:56:34.865
and it seemed hard that it would influence a, a lawmaker.

1012
00:56:36.225 --> 00:56:41.125
But early on I had a meeting with a legislator who said that

1013
00:56:41.145 --> 00:56:45.925
as few as 10 letters from constituents would be enough

1014
00:56:45.985 --> 00:56:49.925
to, to sway a legislator's position on an issue.

1015
00:56:50.715 --> 00:56:51.975
And that really surprised me.

1016
00:56:52.175 --> 00:56:55.095
'cause that seems, I mean, there's far more than 10

1017
00:56:55.095 --> 00:56:56.095
of us on this call here.

1018
00:56:56.915 --> 00:57:01.535
And so it really reflected the power in that voice, right,

1019
00:57:01.595 --> 00:57:02.655
in that advocacy.

1020
00:57:03.555 --> 00:57:05.895
Um, so it, it does matter.

1021
00:57:05.955 --> 00:57:08.015
It does change people, people's minds.

1022
00:57:08.675 --> 00:57:12.715
And what I always say too is that it's

1023
00:57:12.715 --> 00:57:15.115
so much more powerful for a legislator to hear

1024
00:57:15.805 --> 00:57:18.995
about a personal story about a family, a student,

1025
00:57:19.415 --> 00:57:22.755
an educator, than it is for a lawyer to stand in front

1026
00:57:22.755 --> 00:57:24.235
of them and talk about a case.

1027
00:57:24.775 --> 00:57:26.355
That's not what moves hearts, right?

1028
00:57:26.935 --> 00:57:28.515
But your personal stories,

1029
00:57:28.785 --> 00:57:31.155
what you've seen go on in a classroom

1030
00:57:31.295 --> 00:57:33.115
or a school, those are the things

1031
00:57:33.465 --> 00:57:35.475
that really move their minds.

1032
00:57:37.175 --> 00:57:39.315
So I encourage you all to sign up

1033
00:57:39.455 --> 00:57:41.795
to also follow us on social media, if

1034
00:57:41.795 --> 00:57:43.995
that's something you're interested in, where you can,

1035
00:57:44.055 --> 00:57:45.235
oh, apologies.

1036
00:57:46.975 --> 00:57:48.845
Where you can also get, um,

1037
00:57:50.105 --> 00:57:51.685
get updates about what's happening.

1038
00:57:51.905 --> 00:57:55.215
How did I skip to the end's?

1039
00:57:55.215 --> 00:57:57.185
See, sorry everybody,

1040
00:58:04.475 --> 00:58:06.935
my mouse was getting ahead of itself

1041
00:58:08.725 --> 00:58:12.335
because I was about to say, uh, that was my last slide.

1042
00:58:12.915 --> 00:58:14.895
Um, and I know that Jennifer

1043
00:58:15.035 --> 00:58:17.255
and her team were gonna share my contact

1044
00:58:17.325 --> 00:58:18.975
information, which is also here.

1045
00:58:19.755 --> 00:58:22.575
And, um, the websites where you can find some

1046
00:58:22.575 --> 00:58:24.735
of the framework documents that we talked about

1047
00:58:25.075 --> 00:58:27.055
and also just learn more information.

1048
00:58:27.795 --> 00:58:29.495
So I will stop sharing my screen.

1049
00:58:29.665 --> 00:58:32.055
Thank you all for listening. And, um.