[1. Opening Items/Roll Call]
[00:00:05]
>> GOOD EVENING. I WOULD LIKE TO CALL TO ORDER THE APRIL 19, 2021, LAKE WASHINGTON SCHOOL BOARD STUDY SESSION. LET THE RECORD REFLECT THAT ALL BOARD MEMBERS ARE PRESENT. ALL SCHOOL DISTRICTS MAY BEGIN TO HOLD IN PERSON PUBLIC OPEN BOARD MEETINGS, HOWEVER ATTENDEES MUST PREREGISTER TO ATTEND EITHER A BOARD MEETING OR STUDY SESSION.
[1. Discussion of Equity Policy and next steps]
>> WE HAVE ONE ITEM ON THE AGENDA TONIGHT AND THAT'S A DISCUSSION OF THE EQUITY POLICY AND THE NEXT STEPS.
>>DR. JOHN HOLMEN: THANK YOU FOR COMING BACK TOGETHER AT THIS TIME KNOW WE HAD A PROFESSIONAL LEARNING SESSION SCHEDULED FOR THIS EVENING. BUT WITH THE NEED TO CONTINUE OUR WORK AROUND THE EQUITY POLICY, I'M EXCITED THAT WE GET TO COME BACK, DIANE, I BELIEVE YOU'RE ADJUSTING THE VOLUME THERE. THANK YOU.
IN FRONT OF YOU TONIGHT YOU HAVE AN UPDATED DRAFT.
THAT DRAFT CAN ALSO BE FOUND ON BOARD DOCS UNDER THE APRIL 19TH STUDY SESSION. SO THAT DRAFT IS AVAILABLE TO THE PUBLIC RIGHT NOW. I WANTED TO JUST REMIND US EVEN THOUGH WE JUST WENT THROUGH MUCH OF THIS CONTENT LAST WEEK, JUST WANT TO REMIND TONIGHT REALLY IS A REVIEW OF SUBSEQUENT DRAFT BASED ON BOARD FEEDBACK AT OUR LAST STUDY SESSION.
THE BOARD HAS PARTICIPATED IN PROFESSIONAL READING.
YOU'VE HELD LINKAGES WITH MULTIPLE STAKEHOLDERS WITHIN THE COMMUNITY AND YOU'RE CONTINUING TO PARTICIPATE IN PROFESSIONAL LEARNING THROUGH THE ESD AND THEIR EDUCATION AND EQUITY AND EDUCATION DEPARTMENT. RECEIVING FEED BOXED AROUND THIS DRAFT POLICY KNOWING THAT DEFINITELY NEEDS TO REFLECT OUR BOARD'S VALUES. AFTER THE LINKAGE SESSIONS, WE'LL CONTINUE WITH OUR PROFESSIONAL LEARNING AND FINALIZE THE POLICY AND WITH A GOAL OF BOARD ADOPTING -- EVEN WITH ALL THE ADDITIONAL ITEMS ON THE BOARD'S AGENDA THIS YEAR JUST WANT TO RECOGNIZE THAT THIS HAS BEEN A PRIORITY THROUGHOUT.
SO TONIGHT REALLY IS REVIEWING AN UPDATED DRAFT OF THE POLICY.
I BROUGHT YOU COMPONENTS OF THE POLICY TWO WEEKS AGO AND HEARD FROM THE BOARD TONIGHT IS ABOUT FINALIZING THE DRAFT POLICY AND
[00:05:19]
I WANT TO UNDERSCORE DRAFT BECAUSE WE'VE ALL COMMITTED TO ENSURING THAT COMMUNITY VOICE IS PART OF THIS POLICY AND SO YOU'LL SEE THERE'S A WATER MARK ON THIS DOCUMENT LISTED AS DRAFT. THAT IS PURPOSEFUL AND IT WILL BE DRAFT UNTIL THE BOARD ADOPTED.AS WE START THE REFLECTION TONIGHT I WANT TO OFFER A NUMBER OF REFLECTIVE QUESTIONS FOR THE BOARD AND THEN I WILL HAND IT OFF TO ERIC TO FACILITATE THE CONVERSATION KNOWING THAT WE WENT THROUGH COMPONENT BY COMPONENT AND HEARD SIGNIFICANT FEEDBACK ALL THE WAY FROM VALUES TO CONTENT TO HOW IT IS WRITTEN, TO THE ORGANIZATION OF IT, ALL OF WHICH IS REALLY IMPORTANT TO HAVE A WELL ARTICULATED POLICY AND SO FROM THE CONVERSATION AND FROM THE WORK THAT WE HAVE DONE SUBSEQUENT TO THAT, A FEW REFLECTION QUESTIONS FOR THE BOARD TO CONSIDER AS YOU'RE THINKING ABOUT THE EVALUATION OF THE DRAFT POLICY.
AND SO THERE'S FIVE QUESTIONS HERE JUST TO KIND OF NOT ONLY REMIND US OF THE FEEDBACK THAT THE BOARD BROUGHT LAST TIME BUT JUST AN OPPORTUNITY TO THINK ABOUT THIS POLICY.
SO QUESTION ONE, DOES THIS POLICY COMMUNICATE AN UNWAIVERING STAND GUEST RACISM -- UNWAVERING STAND AGAINST RACISM AND DISCRIMINATION.
THIS BOARD WANTED TO MAKE SURE THIS POLICY TRULY PROVIDED THAT AND COMMUNICATED THAT WITHIN THE POLICY.
I ALSO HEARD THAT THERE WAS A DISCUSSION AROUND CALLING RACE OUT SPECIFICALLY AND SO I WANT TO MAKE SURE THAT DOES THIS POLICY PROVIDE APPROPRIATE CLARITY IN READABILITY.
KNOWING THAT NOT EVERYONE THAT READS THIS POLICY MAY BE AS ADEPT OR UNDERSTAND LANGUAGE AROUND PROFESSIONAL LEARNING AND EQUITY AND RACE AND WANT TO MAKE SURE THAT IT'S ACCESSIBLE TO OUR COMMUNITY. AND SO THOSE ARE THE REFLECTION QUESTIONS THAT I WILL OFFER AND I'LL HAND IT OFF TO ERIC TO FACILITATE CONVERSATION AND, AGAIN, WE WILL CONTINUE TO TAKE NOTES AND REALLY ANYTHING AND EVERYTHING IS AVAILABLE FOR COMMENT AND FEEDBACK WITHIN THIS POLICY BECAUSE IT IS DRAFT.
LET'S WORK THROUGH THE REFLECTION QUESTIONS UP ON THE SCREEN FIRST AND THEN WE CAN MAYBE IF WE DON'T COVER EVERYTHING SECTION BY SECTION WE CAN THEN TURN BACK THE SECTION BY SECTION BUT LET'S TRY TO WORK THROUGH THOSE AS A FRAMING DEVICE FIRST. THE FIRST QUESTION, DOES THIS POLICY COMMUNICATE AN UNWAVING STAND AGAINST RACISM AND DISCRIMINATION. THAT'S SOMETHING WE'VE DISCUSSED AS A BOARD AS A VALUE. SO, THOUGHTS? YOU KNOW, I GUESS IT'S HARD TO HAVE THIS CONVERSATION WITHOUT FOCUSING ON THE LANGUAGE. HAS EVERYONE HAD A CHANCE TO READ AND IF NOT, DOES ANYONE NEED A FEW MINUTES TO READ QUIETLY BEFORE WE HAVE DISCUSSION? ANYONE? EVERYONE GOOD? OKAY. WE'LL KEEP GOING THEN. LET TRY IT THIS WAY.
[00:10:10]
LET'S JUST WORK SECTIONALLY SECTION.WE CAN THINK ABOUT THESE QUESTIONS AS WE GO THROUGH THEM.
I THINK THAT WILL BE EASIER. SO THE FIRST SECTION IS ON BOARD VALUES. DOES ANYONE HAVE ANY COMMENTS OR QUESTIONS, INPUT ON THAT SECTION OF THE -- MAYBE THINK ABOUT THESE QUESTIONS AS WE'RE ANALYZING THAT SECTION.
>> I MADE SOME EDITS AS I WAS READING THROUGH IT THE FIRST TIME AND I'M LOOKING AT THE SECOND THIRD SENTENCE ACTUALLY.
THE BOARD BELIEVES EACH STUDENT HAS THE POTENTIAL TO ACHIEVE EXCELLENCE, LEARN AT HIGH LEVELS AND ACCOMPLISH SIGNIFICANT GOALS WHICH I AGREE BUT SINCE WE'RE IN THE BUSINESS OF EDUCATION, I YOUER IF IT SHOULD SAY ACADEMIC AND PERSONAL GOALS.
>> EVERYONE IS COMFORTABLE RIGHT NOW WITH THE VALUES BEING EXPRESSED AND JUST FEEDBACK MAY BE EXPRESSED A LITTLE MORE FORCEFULLY OR CLARIFYING THEM BUT OTHERWISE, WE'RE OKAY. I HAVE A SMALL NITPICK AS WELL. THE BOARD IS COMMITTING TO INTERRUPTING SYSTEMIC RACISM. I WOULD LIKE TO CHANGE IT.
I DON'T WANT TO INTERRUPT SYSTEMIC RACISM.
I WOULD LIKE TO END IT. >> I'M SORRY.
IT'S HARD TO HEAR YOU. >>DR. JOHN HOLMEN: SORRY.
IT'S NOT THE BEST MASK. IT'S CLOSE TO MY MOUTH.
I WAS SAYING THE VERY LAST SENTENCE WHERE IT READS THE BOARD IS COMMITTED TO INTERRUPTING SYSTEMIC RACISM.
THE WORD INTERRUPTING DOESN'T WORK FOR ME.
I WOULD LIKE TO CHANGE IT TO ENDING.
AGAIN, IT'S A QUIBBLE WITH THE WORD CHOICE, THE CONCEPT I SUPPORT. I LIKE EVERYTHING IN THE BOARD VALUES SECTION. I THINK IT SHOULD BE --
>> YOU COULD SAY DERAILING. >>
>>DR. JOHN HOLMEN: DERAILING. >> PHYSICAL.
>> AGAIN, I THINK ABOUT THESE REFLECTION QUESTIONS.
THIS CAPTURES FOR ME EVERYTHING THAT WE HAVE DISCUSSED SO FAR.
IT'S GOING TO BE HARD PUTTING A DRAFT OUT OF ANYTHING LIKE THIS.
THE COMMUNITY IS GOING TO FEEL UNCOMFORTABLE.
BUT I'M OKAY WITH THIS AS -- WITH SOME OF THE WORD CHANGES WE'VE DISCUSSED, I FEEL LIKE THIS ENCOMPASSES WHAT WE'VE TALKED ABOUT AS A BOARD. DIRECTOR YOU TO WART.
>> MARK STUART: I WOULD LIKE TO SUGGEST IN THE INTEREST OF READA READABILITY, GETTING PAST 35 WORDS IN THE LEAD PARAGRAPH IS A SIN. I WOULD LIKE TO SUGGEST THAT WE START THE SECOND PARAGRAPH AT THE WORD BELIEVES.
>> SECOND PARAGRAPH TO BE THE FIRST SENTENCE.
>> GO DOWN TO THE BOARD BELIEVES THAT EACH STUDENT -- THAT SHOULD BE THE BEGINNING OF THE NEW SECOND PARAGRAPH SO YOU END UP
[00:15:03]
WITH THREE PARAGRAPHS IN THE BOARD VALUES.>> IN LOOKING THROUGH I THINK THERE IS SOME -- I THINK YOU CAN TIGHTEN IT SOME. I THINK WE HAVE THE VALUES IN PLACE AND I THINK YOU'RE TRYING TO TIGHTEN IT UP A LITTLE BIT.
THERE'S A REPETITION IN THE SECOND SENTENCE IN THE SECOND PARAGRAPH AND ACTUALLY IT'S THE SAME AS WHAT IS IN THE FIRST PARAGRAPH. WE VALUE THE DIVERSITY THAT EXISTS AMONG OUR STUDENTS THAT'S SIMILAR TO THE BOARD RECOGNIZES AND CELEBRATES THIS. SO I THINK YOU CAN BRING THAT TOGETHER AND THEN LOOKING AT HOW DO YOU -- WHAT VALUE TO YOU LEAD WITH WHICH I THINK IS IF KIDS ARE OUR FOCUS, THERE IS A PIECE IN WHICH TO BE ABLE TO PUT THAT FORWARD.
>> I THINK IT'S KIND OF AN O OVERARCHING VALUE AND THEN YOU CAN GO THE SUB VALUES IF YOU WILL, COMPONENT VALUES IN A P SUBSEQUENT PARAGRAPH THERE. IT'S JUST THAT TRYING TO GET FOLKS TO START READING A DOCUMENT THAT IS OVER 72 WORDS LONG, IT'S FOR SOME REASON IT'S PSYCH LOGICALLY BLOCKING.
>>DR. JOHN HOLMEN: I APPRECIATE THE DESIRE FOR CONCISENESS.
DOES ANYONE THINK ANYTHING IS MISSING FROM THE BOARD VALUES
SESSION? >> MAY I ASK A CLARIFYING QUESTION ABOUT INTERRUPTING? IT'S USUALLY IN A LOT OF MEETINGS THAT ADDRESS EQUITY AND TRAINING AND INVOW VAGUS USED AS A RAILROAD BODY. SO I JUST WANT -- VERB.
SO I WANTED TO POINT OUT THAT IS A COMMONLY USED WORD.
THE CHALLENGE WE'RE FACING IS AUDIENCE AND I ASSUME THIS IS BEING WRITTEN FOR A NAIVE AUDIENCE.
AS SUCH EVEN THOUGH IT'S MAYBE STANDARD IN SOME OF THE TRAININGS, I THINK THAT USING LANGUAGE THAT IS CLEAR IN ANY CONTEXT -- I INTERRUPT PEOPLE ALL THE TIME BUT I DON'T EVER STOP. SO I DO FEEL GOOD ABOUT ENDING.
THAT SAID, I'M ACTUALLY SEEING SOMETHING THAT GIVES ME GREAT HOPE ABOUT THIS WHOLE THING IN THAT WE'RE GUIDING INTO WORD SMITHING AND TWEAKING THINGS, THAT'S THE LEVEL THAT WE SHOULD BE AT BEFORE WE'RE TAKING THIS PUBLIC.
I'M NOT SEEING ANY MAJOR THINGS MISSING IN THE CERTAIN BOARD VALUES. I THINK THE OVERALL STRUCTURE AT THIS POINT IS SOUND. BUT I THINK EACH OF US PROBABLY GETS TWO OR THREE STARS TO PUT ON HERE'S A WORD THAT I NEED TO CHANGE BECAUSE I'VE GOT TWO THAT I NEED TO CHANGE AND THEY'RE NOT IN DISCUSSION YET AND IT'S NOT FOR ME.
IT'S I NEED TO CHANGE THE GRAM MAR.
>> I APPRECIATED WHAT CHRIS IS SAYING.
IT'S AND I UNDERSTAND WHAT YOU'RE COMING FROM.
IT'S THE LANGUAGE OF THE TRAINING BUT WHAT I WOULD LIKE TO BE ABLE TO DO AND I WOULD LIKE TO BE ABLE TO DO IT IN OTHER DOCUMENTS IS THAT WE BREAK OUT OF EDUCATIONESE.
EVERY INDUSTRY HAS A JARGON. HEAVEN KNOWS JOURNALISM DID, SCIENCE HAS A JARGON. BUT STILL, IT DOESN'T PLAY WELL WITH THE PARENTS I DON'T THINK. YOU LOOK AT SET COMPLAINTS THAT CAME IN ABOUT THE VARIOUS UPDATES AND THEY'RE GOING TO SAY, WHAT? WHAT DOES THIS MEAN? THEY'RE HAVING TROUBLE BECAUSE THEY WERE NOT IN THAT -- IT'S NOT -- THAT'S YOUR INDUSTRY. THAT'S YOUR UP BRINGING.
THAT'S YOUR CAREER. BUT WE NEED TO REALIZE THAT THERE'S A LOT OF FOLKS OUT THERE IN I.T., IN, YOU KNOW, ALL SORTS OF CAREERS, GOD KNOWS I.T. HAS BUZZ WORDS IN IT THAT COULD KILL A PERSON AND I THINK THAT'S THE PROBLEM WHEN IT GETS THAT DENSE WITH EITHER THE ACTUAL JARGON OR THE PHRASEOLOGY THEN YOU START HAVING PROBLEMS WHERE PEOPLE, ONE, UNDERSTANDING OR TWO MISUNDERSTANDING OR THREE JUST GIVING UP.
[00:21:48]
>> GENDER IS SEPARATE FROM SEX IN MY WORLD.
I DON'T KNOW IF IT IS IN THIS WORLD BUT DISCRIMINATION AGAINST WOMEN IS SOMETHING I DON'T THINK IS COVERED HERE.
AND I WANT TO MAKE SURE THAT WE DON'T ACCIDENTALLY OVERLOOK THAT DESPITE THE FACT THAT WE'RE DOING WELL IN THAT DEPARTMENT.
NOT A HENLEY GAP. OKAY. I'M DONE.
ALL RIGHT. ANYONE HAVE ANYTHING ELSE ON THE BOARD VALUE VALUES, SECTION? OR ANY RESPONSES TO ANYTHING ANYONE ELSE HAS SAID?
>> IS THERE BROAD AGREEMENT AROUND SWITCHING PARAGRAPH 2 AND 1?
>> SO, YEAH. I WANT TO MAKE SURE.
DIRECTOR CARLSON'S PROPOSAL WAS JUST TO FLIP TWO PARAGRAPHS SO IT WOULD START WITH THE BOARD TAKES AN UNWAVERING STANCE.
>> IT'S LEAD, THE BOARD VALUE. IF THIS IS THE BOARD VALUE
SECTION LEAD WITH THE VALUES. >> I WOULD AGREE.
I THINK HAVE YOU TO EDIT THAT PARAGRAPH THEN IN ORDER FOR IT TO FIT WITH THE FIRST ONE AND YOU MIGHT FIND THAT THOSE CAN MELT COMPLETELY.
IT SHOULD ALSO SAY APPRECIATE ALL THE WORK THAT'S BEEN DONE.
IT IS MUCH TIGHTER AND CLEARER AND I THINK IT'S HELPFUL AS WE'RE ABLE TO WALK THROUGH IT. SO I WOULD LIKE TO SECOND THE COMMENTS THAT IT'S GOOD THAT WE ARE AT THIS STAGE.
>> IT'S GREAT TO HAVE A TEAM AROUND ME WHO WILL SET ASIDE TIME TO BE ABLE TO REALLY DIVE INTO THIS BECAUSE WE ESSENTIALLY DID THE SAME TYPE OF ACTIVITY TO REWRITE REALLY THINK ABOUT THE WORDS AND SO IT'S HELPFUL TO HEAR YOUR COMMENTS AROUND THIS AS WELL. AND WE'LL GO THROUGH THAT SAME PROCESS WITH THIS 2350EDBACK AS WELL.
>> AND I DO ACTUALLY WANT TO ASK THIS OF THE REST OF THE BOARD.
LIKE I SAID IN SCIENCE WE TREAT SEX AND GENDER AS TWO SEPARATE THIS. ONE IS CHROMOSOMES AND THE OTHER IS THE WAY YOU DEFINE YOURSELF. IS THAT SOMETHING THAT YOU AGREE THAT WE SHOULD CALL OUT SEPARATELY THAT SEX AND GENDER SHOULD BE EXPLICITLY IN THAT SENTENCE?
>> HAVE NO PROBLEM WITH IT. I THINK YOU CAN EVEN GO SEX/GENDER SO IT FITS TOGETHER SO WE REALIZE WE'RE TALKING ABOUT TWO CLOSELY UNITED TERMS AND ISSUES BUT NOT COMPLETELY ONE. IF THAT HELPS ANY.
>> AND I'M ACTUALLY HAPPY TO BE OVERRULE.
[00:25:02]
I WAS GG TO TALK ABOUT FLIPPING THE PARAGRAPHS AND BOARD VALUES.>> I GUESS MY OPINION IS I THINK I AGREE.
>> I GUESS THE CONCEPT THAT DIRECTOR CARLSON IS PUTTING FORWARD IS TO START MORE WITH A VALUES VALUE STATEMENT, I GUESS, RIGHT. AND THEN -- OKAY. I THINK THAT
MAKES SENSE TO ME. >> ONE OF THOSE THINGS I HAVE TO SEE SIDE BY SIDE.
>> THE ONLY OTHER PIECE I WOULD CONSIDER ADDING UP TO THE BOARD VALUES, THE BOARD RECOGNIZES THAT ADDRESSING RACIAL DISPARITY IS BETTER SERVED BY A MORE JUST EDUCATIONAL SYSTEM.
THAT SEEMS A STRONGER STATEMENT TO BE ABLE TO FOLLOW UP AS OPPOSED THE A BACKGROUND BUT REALLY AS A VALUE STATEMENT.
>> SO THIS IS PARTIALLY AND NOT ENTIRELY, I'M A BIG FAN OF THE OXFORD COMMA. OKAY. SO I'VE GOT AT LEAST ONE THUMBS UP OVER THERE. WE HAVE A FEW THINGS THERE WHERE THE LAST THING DOESN'T HAVE AN OXFORD COMMA ON IT.
I THINK THAT DOES ACTUALLY MAKE IT READ BETTER.
THE HEADLINE HAS TO BE CONCISE AND ACCURATE.
SO TO ME IT'S AN EQUITY POLICY. AND IF WE START LISTING WHAT DIMENSIONS WE CARE ABOUT EQUITY IT ENDS YOU HAVE BEING RED HERRINGS. SO I WOULD PERSONALLY PREFER AN EQUITY POLICY TO BE THE TITLE. THAT'S IT.
BUT, AGAIN, IT'S SOMETHING WHERE I KNOW THAT WE DID NOT AGREE ON THIS LAST TIME AND I'M CURIOUS ABOUT WHAT WE CAN DO ABOUT IT.
>> DEPENDING ON WHERE YOU WANT TO GO, I THINK EQUITY AND ENCOLLUSION WE TALKED ABOUT NOT JUST EQUITY BUT INCLUDING THEM NO MATTER WHETHER IT'S A RACE ISSUE OR AN ABILITY ISSUE WHETHER IT'S WHATEVER ISSUE TO INCLUDE EVERYONE IN ONE GROUP.
NOW IF YOU WANT TO BE REALLY PICKY ABOUT HEADLINES, YOU'LL NEED TO HAVE A VERB THERE BUT THAT'S BESIDE THE POINT.
IF YOU WANT THE TITLE EQUITY AND INCLUSION I THINK WORKS.
>> TOTALLY DOWN WITH EQUITY AND INCLUSION.
[00:30:03]
I THINK THAT WOULD BE GREAT. YOU DIDN'T SAY EQUITY AND INCLUSION.>> IT SOUNDS SIMILAR TO THE DISCUSSION WE HAD TWO WEEKS AGO IN REGARD TO THE TITLE. AND SO I GUESS I WOULD STILL SAY I HAVE MY CONCERNS BY NOT HAVING RACE CALLED OUT.
I DO THINK THAT IS AN IMPORTANT FACTOR IF YOU WANT TO LOOK AT THE IMPACTS OVER THE LAST WEEK AS TO WHAT HAS BEEN HAPPENING IN OUR COMMUNITY, OUR WORLD. I THINK THERE'S STILL TIME THAT THIS NEEDS TO BE CALLED OUT. I'M NOT SURE IT'S AS SPECIFICALLY CALLED OUT HERE AS STRONGLY AS I THINK IT COULD BE.
I THINK IT IS. BUT NOT -- I THINK IT PROVIDES SOME OF THAT WITH IT IN THE TITLE.
>> THAT'S MY CONCERN IS MAKING THIS TOO TIMELY.
I WOULD RATHER HAVE AN EQUITY AND INCLUSION THAT'S TIMELESS SO THAT IF WE'RE TALKING ABOUT WHAT BREAKS NEXT YEAR, I MEAN, RIGHT NOW I'M NOT SAYING THAT RACE IS NOT IMPORTANT.
IT IS VERY IMPORTANT. BUT IF WE PUT RACE IN THE TITLE, IT BECOMES A RACE POLICY AND PEOPLE ARE LOOKING FOR EQUITY IN OTHER COMINGSS AND HAVE TO KNOW TO LOOK UNDERNEATH THE RACE POLICY TO FIND THEIR EQUITY POLICY FOR LGBTQ OR ALL THESE OTHER SDMDIMENSIONS. AND I HAVE A PROBLEM PUTTING A LABEL ON IT MAKING IT LOOK LIKE THAT'S THE ONLY THING IN THERE.
>> I WOULD ARGUE WE SHOULD NOT BE LISTING OUT EVERYTHING IN THE POLICY BACKGROUND OF COMPONENTS THERE BECAUSE THERE ARE MANY WE HAVE NOT CONSIDERED.
>> I THINK YOU HAVE TO CALL OUT AT LEAST A BEGINNING LIST WITH THE IDEA THAT THIS IS NOWHERE NEAR AN EXHAUSTIVE LIST.
>> YOU CAN SAY BACKGROUND CHARACTERISTICS AND OTHER COMPONENTS THERE TO PUT IT INTO A BROADER SENSE SO IT HAS THE
CAPACITY TO BE TIMELESS. >> OKAY. WE GOT THREE OPTIONS THAT ARE GOING TO BE DISCUSSED AND GO FORWARD ON.
WE CAN GO TO THE COMMUNITY WITH A TO BE DETERMINED.
WE CAN GO WITH I THINK THE OTHER IDEA THERE WAS AN EQUITY TITLING EQUITY AND INCLUSION POLICY. OR ACTUALLY I DON'T WANT TO PUT WORDS IN YOUR MOUTH BUT I THINK -- RACE AND EQUITY POLICY.
>> I BELIEVE IT LANDED AT RACE, EQUITY, AND INCLUSION POLICY.
>> OKAY. THERE'S THREE OPTIONS. BY PICKING ANY OF THE TWO TODAY WE'RE NOT SET 8ING ON IT BUT THE QUESTION IS WHAT IF ANYTHING DO WE WANT IN THE DRAFT THAT WE ASKED FOR INPUT ON.
>> I THINK YOU'VE HIT IT NICELY THAT IF WE TOOK THIS TO THE COMMUNITY WITH OPTIONS RATHER THAN A SET TITLE ON IT BUT HERE ARE THE OPTIONS WE ARE LOOKING AT.
I AM WILLING TO LISTEN TO FEEDBACK FROM THE COMMUNITY ON
THIS MATTER. >> MAYBE WE HAVE -- I DON'T KNOW HOW YOU INDICATE THAT BUT THAT THESE ARE PROPOSED DRAFTS --
>> MAY I ALSO SUGGEST THAT WITHIN JUST FIVE PEOPLE WE HAVE QUITE A WIDE RANGE OF OPINIONS ON ONLY A FEW LINES AND WORDS.
DO YOU WANT TO TRY AND FIGURE OUT HOW MANY THOUSANDS OF ED AT THIS TIMERS YOU WANT TO GO THROUGH THIS OR HUNDREDS OR DOZENS?
[00:35:30]
THIS IS NOT ABOUT WHERE THE COMMA GOES, THIS IS ABOUT HAVE WE MISSED -- IS THERE IMPORTANT STUFF WE'VE MISSED OVER WHAT -- HAVE WE GOT THIS CLOSE TO RIGHT. THAT'S THE FEEDBACK WE'RE LOOKING FOR. WE'RE NOT LOOKING FOR -->> WE'RE LOOKING FOR FEEDBACK FOR THE LINKAGES AM I CORRECT?
>> EXACTLY. >> I MAY HAVE SOME MORE -- I ACTUALLY DON'T WANT TO DO THAT RIGHT NOW.
I MAY HAVE SOME MORE EDITS TO THE BOARD VALUES STATEMENT LATER BUT I DON'T FEEL LIKE THAT'S CONSTRUCTIVE RIGHT NOW.
AT LEAST IT'S NOT NECESSARY FOR THIS PHASE OF BEING DRAFTED.
I FEEL OKAY WITH THE CHANGES MADE THAT WERE DISCUSSED TODAY PUTTING IT FORWARD AND I FEEL OKAY KNOWING THAT WE MAY HAVE MORE CHANGES TO MAKE. THE LANGUAGE TIGHTER AND WORK BETTER. FOR ME AT LEAST IT CONVEYS THE VALUES THAT I WOULD LIKE TO RIGHT NOW.
>> ANYONE ELSE HAVE ANYTHING ELSE ON THE BOARD VALUES SECTION? WE'VE SORT OF TOUCHED ON THE POLICY BACKGROUND SECTION. WE CAN MOVE TO THAT NEXT.
>> I'M GOING TO SAY ONE MORE THING ON THE BOARD VALUES SECTION. ONE REASON I LIKE CHRIS' PROPOSAL OF FLIPPING THE SECOND AND FIRST PARAGRAPH.
I DO THINK WE HAVE HEARD FROM THE COMMUNITY THAT IT'S IMPORTANT TO TALK ABOUT RACE IN THIS POLICY.
AND BY SWITCHING THE VERY FIRST SENTENCE IS TALKING ABOUT RACE AND RACISM. AND I THINK THAT'S AN IMPORTANT MESSAGE TO HAVE IN THE FIRST SENTENCE IS IMPORTANT.
AND I LIKE THAT SWITCH FOR THAT REASON.
I DON'T HAVE ANY COMMENTS ON THE POLICY BACKGROUND SECTION.
>> ARE WE GOING TO DISCUSS THE DIRECTIVE AT ALL?
>> I AM READY TO DISCUSS THE DIRECTIVE.
>> I'M SORRY. I'M VERY PLEASED WITH THIS.
I KNOW THIS IS THE AREA WHERE I THINK IT'S MOST LIKELY THERE WILL BE A GAP THE COMMUNITY WILL CALL TO OUR ATTENTION.
I PERSONALLY HAVE BEEN THROUGH THIS ENOUGH TIMES THAT I HAVE THE BLIND SPOT YOU GET ON YOUR FIFTH DRAFT.
I CAN'T SEE ANYTHING MISSING ANYMORE BUT THAT DOESN'T MEAN THERE'S NOTHING MISSING. I DO WANT TO THANK YOU GUYS.
I ABSOLUTELY LOVE YOUR -- SO THAT IS NEAR AND DEAR TO MY NERD I DID HEART SO THAT'S WELL
DONE. >> I ALSO WANT TO STRESS TOO AS MUCH AS WE'VE NITPICKED WORDS OR WORD SMITHED HERE AND SAYS THIS GOES THERE AND SO FORTH, IT NO WAY DIMINISHES THE EFFORT THAT
HAS GONE IN TO GET IT THIS FAR. >> CLAIRE IDENTIFYING QUESTION, IS THE IDEA THAT THERE WILL BE A LINK IN THE FINAL DRAFT WHIT GOES UP ON BOARD DOCS WILL IT SPECIFICALLY BE A LINK THAT CROSS REFERENCES OR WHAT IS YOUR THINKING IN TERMS OF THE PAR --
PARENTHETICALS. >> THAT WAS BASED ON REQUEST AT THE LAST MEETING. I DON'T BELIEVE WE -- THIS WOULD BE NEW WITHIN THE POLICY STRUCTURE.
I DON'T THINK IT WOULD BE TOO DIFFICULT OF THE PROVIDE LINKS WITHIN THE POLICY. IT PROBABLY IS DEPENDENT ON BOARD DOCS AND -- BUT I'M THINKING THAT'S AVAILABLE.
TO ME IT MAKES SENSE. >> YEAH.
IN TERMS OF REVIEWING THIS AS A DRAFT IT'S HELPFUL TO SEE AND BUT I WONDER WHAT DOES IT ACCOMPLISH IN THE FINAL.
[00:40:04]
I THINK THAT STARTING WITH THIS ONE, WE SHOULD START THINKING ABOUT HAVING A SECTION LIKE THAT FOR EACH ONE OF THEM BECAUSE THEN YOU START TO WEED THROUGH THEM AGAIN.IT REALLY SHOWS THE EXPANSIVE NATURE OF OUR RACE AND EQUITY WORK. IT REALLY IS INFUSED REALLY ACROSS ALMOST ALL OF THE OES. LIKE THERE'S SOME THAT JUST DON'T LEND THEMSELVES TO SOME OF THIS, YOU KNOW, RISK AND THINGS LIKE THAT BUT REALLY IF YOU LOOK AT IT I BELIEVE IT'S OE 3, 4, 5, 6, 9, 10, 11. I MEAN, THAT REALLY IS EXPANSIVE ACROSS THE BOARD'S POLICIES WHICH IT SHOULD BE.
AND SO I THINK IT ALSO DEMONSTRATES THAT.
>> I THINK IT SHOWS TOO THAT WE'RE NOT TALKING ABOUT A 2021, 2020 THING. SUDDENLY THE SCALE FELL FROM OUR EYES THAT THIS HAS BEEN IN OUR POLICIES.
IT'S JUST NOT BEEN ALL DRAWN TOGETHER.
>> IS IT MY TURN? SO 14.5 MAINTAIN A COLLABORATIVE SCHOOL CULTURE.
I FEEL LIKE MAINTAIN SEEMS KIND OF LIKE STATUS QUO.
STRENGTHEN AND MAINTAIN, ENSURE AND MAINTAIN, SOMETHING THAT INDICATES WE'RE NOT GOING TO SETTLE FOR WHATEVER THAT MEANS IN THE CURRENT STATE. WE'RE GOING TO EVOLVE.
14.8 TALKS ABOUT PROFESSIONAL DEVELOPMENT ON INCLUSIVE LEARNING ENVIRONMENTS. DO WE STATE SOMEWHERE THAT ALL STAFF WILL HAVE RACIAL EQUITY TRAINING?
>> SO WHEN YOU THINK OF THE NEXT STEP IN THIS -- ONCE THE BOARD ADOPTS OE 14 THEN THE NEXT STEP AFTER THAT IS SUPERINTENDENT INTERPRETATION AND INDICATORS. AND SO AS I WAS THINKING ABOUT IT, THAT'S THE NEXT LEVEL THAT THE BOARD IS THEN EVALUATING SAYING, OKAY, IS THE SUPERINTENDENT INTERPRETING THESE CONSISTENT WITH THE BOARD'S VALUES.
AND SO I GUESS THAT'S WHERE I WAS ANTICIPATING THAT PIECES SUCH AS TRAINING AND WHAT NOT BE A LITTLE BIT MORE EXPLICIT WOULD
COME. >> THE REASON THIS CAME TO MY MIND IS BECAUSE I'VE HAD SEVERAL QUESTIONS THIS YEAR REGARDING WHAT KIND OF TRAINING DO STAFF MEMBERS RECEIVE.
AND I WASN'T ABLE TO ANSWER WHAT KIND OR HOW MUCH OR IF ALL STAFF MEMBERS RECEIVE EQUITY TRAINING. SO I DON'T THINK IT WOULD BE BAD TO CALL IT OUT. SO THE PUBLIC SEES THIS IS MANDATORY FOR STAFF. THIS IS NOT SOMETHING THAT SOME PEOPLE GET AND SOME PEOPLE DON'T.
>> SO WILL YOU MAKE A -- DO YOU HAVE AN OFFER OF LANGUAGE THAT
[00:45:03]
YOU'RE THINKING ABOUT? >> WELL JUST LIKE 14.8 PROVIDE PROFESSIONAL DEVELOPMENT. I THINK REQUIRE EQUITY TRAINING.
>> SO IS IT THE PROVIDE PIECE THAT'S THE -- BECAUSE PROVIDE IS A PASSIVE -- IT'S AN OFFERING THAT -- WITH NO EXPECTATION.
I GUESS IT IS. SO REQUIRE PROFESSIONAL DEVELOPMENT FOR STAFF FOCUSED ON SAFE EQUITABLE AND INCLUSIVE LEARNING ENVIRONMENTS.
>> I JUST KNOW THIS IS A QUESTION THAT PEOPLE HAVE RIGHT NOW AND I CAN CERTAINLY UNDERSTAND WHY.
>> THIS IS AN INTERESTING PIECE. HERE IN -- THE DIRECTIVES, I HAVE BEEN HESITANT TO SIGN ONTO THE NOTION OF NOT LISTING THE DIMENSIONS. THE DIMENSIONS ARE NOT MENTIONED EXPLICITLY. NO SINGLE ONE OF THEM HERE.
THAT SAID, THIS IS A PLACE I COULD HANDLE HAVING A SPECIFIC CALLOUT FOR RACIAL SENSITIVITY TRAINING.
OR RACIAL EQUITY TRAINING BECAUSE THIS IS SOMETHING THAT IS TYPICALLY WHEN YOU GET INTO THAT LEVEL OF SPECIFICITY AND WRITING THEM YOU'RE EITHER TRYING TO PUT TIGHTER BOUNDS ON
YOUR SUPERINTENDENT. >>> I AGREE WITH SWAPPING THE WORD REQUIRE FOR PROVIDE. I AM NOT SURE -- DIRECTOR CARLSON HIT THE NAIL ON THE HEAD.
WHAT LEVEL OF GRANULARITY, HOW PRESCRIPTIVE DO WE WANT TO BE.
AND I DON'T KNOW THE ANSWER TO THAT YET.
WHAT I THINK. I THINK THAT -- I DO SUPPORT CHANGING REQUIRE TO PROVIDE BUT I JUST DON'T KNOW HOW WE WANT TO -- I DON'T KNOW THAT -- IF WE WANT TO PEEL OUT ANOTHER DIMENSION THERE.
>> 14.8.1 CAN JUST BE AS AN EXAMPLE OF 14.8.
SO YOU PHRASE IT IN A WAY THAT IS AGNOSTIC TO WHICH DIMENSION WE'RE TALKING ABOUT. EXPLICITLY CALLS THAT AS AN EXAMPLE REQUIRE RACIAL EQUITY TRAINING.
>> WELL, SO I THINK I DISAGREE WITH THAT.
I THINK WE SAY WE'RE GOING TO REQUIRE OR WE DON'T.
>> OKAY. >> 14.9 WE DO IT OR, YOU KNOW, I DON'T KNOW. I JUST --
>> OKAY. I BELIEVE PROVIDE MEANS REQUIRE.
THAT WOULD BE THE METRIC WE WOULD UTILIZE IN WHICH TO PROVIDE. IT WAS PROVIDE.
>> THERE'S AN OPT IN PIECE TO THAT THOUGH.
PROVIDE KIND OF SOUNDS LIKE IT'S OPTIONAL.
>> I PROVIDE VEGETABLES TO MY CHILDREN.
>> BUT THEY DON'T NECESSARILY EAT THEM.
[00:50:30]
>> AND SO WHETHER IT IS -- WHETHER IT IS EXPLICITLY CALLED OUT HERE OR WHETHER THROUGH THE PROCESS OF SUPERINTENDENT INTERPRETATION AND INDICATORS, THAT'S WITHIN THAT PIECE AS WELL THE BOARD WILL HAVE A VOICE BECAUSE THAT HAS TO BE APPROVED
BY THE BOARD AND SO -- >> PARDON ME?
>> BUT THE COMMUNITY WOULD HAVE TO BE REALLY PAYING ATTENTION TO SEE IT AT THAT LEVEL I THINK.
>> IF YOU DIDN'T HAVE THE WORDS GENDER IDENTITY IN THE DOCUMENT SOMEWHERE THEY WON'T FIND THE RELEVANT SECTION SO I CAN IT'S IMPORTANT TO HAVE IT IN THE VALUE SECTION.
BUT SAYING THE SUPERINTENDENT WILL, THAT'S HOW WE INTERACT WITH SUPERINTENDENT AND STAFF SO TO ME THAT WE CAN LEAVE AT A HIGHER LEVEL JUST BECAUSE -- AND I CAN LIVE WITH TRYING TO EXPLAIN TO SOMEONE WHO WANTS TO GET INTO THAT.
THIS IS MORE OPERATIONAL TO ME THAN OUT WARD FACE SGLG OR SHOULD IT BE STATED AS A BOARD VALUE THEN IN THE INTRODUCTORY PARAGRAPH?
>> I'M ON BOARD. I'VE MADE UP -- I'VE DECIDED I'M ON BOARD. I WOULD LIKE TO ADD A 14.9.
>> A DIRECTIVE. I'M ACTUALLY ON BOARD WITH THAT AS WELL.
>> THEN I JUST HAVE ONE MORE THING.
ON 14.9, MAYBE TAN FAMILY ENGAGEMENT.
AGAIN, I THINK THAT SOUNDS PASSIVE SO ENSURE FAMILY ENGAMEMENT. THAT RECOGNIZES THE DIVERSE MAKE UP OF STUDENTS AND FAMILIES AND PROVIDES ACTIVE AND MEANINGFUL
PARTICIPATION. >> HOW ABOUT ENSURE AND CONTINUE TO BUILD? ENSURE AND CONTINUE TO BUILD BECAUSE THERE ARE SOME FOLKS WHO WOULD SAY WE NEED TO BUILD A LOT MORE.
>> I ACTUALLY HAVE ADDITIONAL COMMENTS ON THAT ONE.
I'VE ATRIED TO BROADEN WITH THE IDEA OF THE MEANINGFUL PARTICIPATION LAWS. IT WOULD ALSO BE IN SCHOOL AND COMMUNITY IN GENERAL THAT WE SHOULD BE SEEKING OUT DIVERSE PERSPECTIVES. ON ANY OF OUR IMPLEMENT STRATEGIES. EFFECTIVE PARTNERSHIPS FOR HOME SCHOOL AND SCHOOLS SEEKING OUT DIVERSE PERSPECTIVES.
IT TEND TO BE BROADER BY THE CHILD.
>> IT SPEAKS TO TEXAS THAT WE EXPECT TO SEE.
>> I THINK IT WOULD BE STRENGTHEN TO BE A LITTLE BROADER ABOUT THAT PIECE.
AND THEN I BELIEVE I WOULD LIKE TO SEE SOMETHING IN THERE ABOUT INTRACURRICULAR -- EXTRACURRICULAR ACTIVITIES.
>> IN REGARD TO ACCESS AND INCLUSIVENESS IN REGARD TO OUR SCHOOL ACT TOUGHERTIES, CLUBS, AND ATHLETICS.
THAT'S ANOTHER BIG COMPONENT OF WHAT OCCURS WITHIN OUR SCHOOLS.
>> ALONG THOSE LINES, PERHAPS WE SHOULD BE LOOKING AT -- I MEAN, WE'VE SAID THAT ABOUT OUR EXTRACURRICULARS AND OUR CHOICE SCHOOLS, SO THIS MAY BE THE TIME TO FOCUS ON THAT AND SAY LOOK THIS IS THE TIME THAT WE'RE GOING TO LOOK AT HOW CHOICE SCHOOL POPULATIONS ARE CREATED. MAKING SURE THEY'RE DIVERSE.
MAKING SURE EVERYONE HAS THE OPPORTUNITY.
IT'S ONE THING TO SAY THEY'RE OPEN TO EVERYONE AND IT'S ANOTHER THING TO SAY HOW AM I GOING TO GET THERE?
[00:55:03]
>> I THINK IT'S POTENTIALLY IN 14.4 THERE'S A PIECE OF A COMPONENT THERE WITH EDUCATIONAL OPPORTUNITIES THAT, THAT CAN BE MORE SPECIFIC. I GUESS THIS IS ONE OF MY CONCERNS OF BEING TOO BROAD AND WORKING THROUGH THE METRICS A LITTLE BIT WHERE RIGHT NOW WE KNOW THESE SORTS OF THINGS AND WE KNOW SPECIFICALLY WHAT WE'RE GOING TO SAY.
>> NO OPINION ON THAT RIGHT NOW.
BUT AGAIN, I SEE THIS AS AT THIS POINT WE REALLY ARE -- I WOULD NOT BE EMBARRASSED TO TAKE THIS FORWARD FOR PUBLIC INPUT ON, YOU KNOW, IS THIS UNDERSTANDABLE, HAVE -- ARE THERE GAPS? HOW ARE WE DOING WITH THIS BECAUSE AT THIS POINT, WE DO NEED TO MOVE FORWARD ON ADOPTING THE DARN THING AND BEING ABLE TO DO THAT IS WE STILL NEED TO DO PUBLIC FEEDBACK BEFORE WE ADOPT IT BUT I THINK WE'RE READY TO GO TO THE NEXT STAGE WITH THIS AND
>> ANY OTHER COMMENTS ON >>> IF THERE'S ANYTHING GLARING THAT'S MISSING, THEN WE COULD ADDRESS IT THEN AND THEN WE CAN GET IT OUT TO COMMUNITY SO THAT THEY HAVE IT IN TIME FOR LINKAGES AND HAVE A CHANCE TO REVIEW IT.
>> I'M OKAY WITH THAT BUT ONLY IF IT'S RAINING AND I'LL COME.
>> 53 AND THERE WILL BE SHOWERS ON SATURDAY.
THAT'S WHAT MY APP SAYS. [LAUGHTER].
>> I THINK THAT'S A GREAT IDEA. >> AND SO THERE'S ONE ADDITIONAL QUESTION THAT -- MAYBE -- OR TWO QUESTIONS.
MAYBE THESE ARE NOT FOR TONIGHT AND MAYBE THIS IS JUST SOMETHING FOR THE BOARD TO THINK ABOUT BUT WHAT LEARNING WILL BE BOARD NEED TO SUPPORT THIS POLICY AFTER ADOPTION, IN WHAT PRACTICES OR EXPERIENCES WILL THE BOARD NEED? TO SUPPORT THIS POLICY AFTER ADOPTION.
AND SO I THINK IT'S AN IMPORTANT ASPECT.
IT WAS SOMETHING THAT WE TALKED ABOUT TODAY IN CABINET KNOWING THAT GETTING TO THIS POINT IN ADOPTING IT'S -- THAT'S GREAT.
AND THERE'S ADDITIONAL LEARNING ENGAGEMENT PERSPECTIVE THAT THE BOARD INHERENTLY BECAUSE YOU'LL START TO RECEIVE QUESTIONS FROM
[01:00:03]
COMMUNITY ABOUT THIS AND SO THAT'S JUST SOMETHING THAT I WANT TO EITHER TALK ABOUT TONIGHT OR ADD TO ANOTHER CONVERSATION.>> WELL, I WOULD SAY ALONG WITH STAFF THAT THE BOARD NEEDS TO CONTINUE WITH EQUITY TRAINING AND LEARN HADDING.
THIS IS NOT A ONE AND DONE THING.
DIRECTOR CARLSON. I WOULD SAY WE ARE GOING TO COMPLETE OUR -- THE EQUITY TRAINING THAT WE'VE BEEN ON BUT I THINK HAVING THAT REGULARLY IN OUR WORK PLAN IS PROBABLY SOMETHING WE NEED TO DO AS PART OF A CONTINUING ABOUT THIS POLICY AND MONITORING IT CORRECTLY.
>> I THINK WE'RE GOING TO NEED TO CONTINUE -- MORE REGULAR BASIS AROUND THESE ISSUES AND BEING ABLE TO HAVE THESE CONVERSATIONS SO THEY CAN BE FORWARD LOOKING SO I THINK THAT
IS A COMPONENT TO BUILD IN. >> SECOND.
>> ALSO INCLUDING OUR STUDENTS. HOW WILL THIS FEEDBACK TO THEM AND THEN HOW DO WE DON'T TO BUILD LEARNING WHAT THEIR EXPERIENCES ARE WITHIN OUR SCHOOLS AND HEAR FROM THEM IN A MORE DIRECT FASHION.
SO AS WE MOVE FORWARD FOR PUBLIC INPUT ON THIS AND THEN ADOPTION, I'M HOPING THAT TO SOME EXTENT YOU'RE ABLE TO MOVE IN PARALLEL ON THE INTERPRETATION SUCH THAT IT'S NOT -- YOU HAVE TO PRETEND THAT YOU WAITED UNTIL AFTER WE FORMALLY ADOPT THAT YOU PREPARE THE INTERPRETATION. THAT'S SOMETHING THAT HAPPENED FAIRLY RAPIDLY BECAUSE TO ME THE OTHER THING BEYOND FURTHER DEVELOPMENT IS I'M REALLY CURIOUS ABOUT WHAT WE CAN -- HOW DO WE KNOW HOW WE'RE DOING AND HOW TO -- ARE WE DOING BETTER.
HOW DO WE MONITOR THIS? AND THAT'S SOMETHING I -- VALUES ARE HARD. THESE ARE VALUES HARDER TO MONITOR THAN AVERAGE BUT I WANT TO MAKE SURE THAT THEY ARE PART OF IT.
>> CHRIS, WILL YOU BE MORE SPECIFIC?
THE NEXT STEP AFTER WE ADOPT IT IS TECHNICALLY FOR YOU TO BRING BACK THE SUPERINTENDENT'S INTERPRETATION SO THAT WE CAN THEN AGREE ON, YES, WE ACCEPT OR REJECT YOUR INTERPRETATION.
I PRESUME AT THIS POINT WE WOULD BE ABLE TO ACCEPT IT BUT REALLY THE INTERPRETATION IS GOING TO GET BEYOND WHERE WE'RE TRYING TO SAY OUR VALUES. IT'S REALLY ABOUT WHAT ARE WE DOING? HOW ARE WE INTERPRETING THAT AS, YOU KNOW, WHEN WE GIVE YOU 14.8, PROFESSIONAL DEVELOPMENT FOR STAFF, I INTERPRET THIS TO MEAN AND HERE ARE THE METRICS BY WHICH -- I MEAN, IN ORDER FOR US TO HOLD THE SYSTEM ACCOUNTABLE, THAT IS A CRITICAL STEP AND TO ME IT'S SOMETHING THAT IS RAPIDLY CRITICAL. IF WE ADOPT THIS, SAY, IN A MONTH OR TWO MONTHS, AS LONG AS WE ADOPT THIS BEFORE TEND OF THE SCHOOL YEAR, HOPEFULLY COMING INTO THE NEXT SCHOOL YEAR WE'VE GOT ON THE THE POINT WHERE WE HAVE AN INTERPRETATION TO
THAT WAS THE CLARITY I WAS LOOKING FOR BECAUSE I WAS THINKING, YOU KNOW, IT WILL DO LINKAGES, WE'LL GET FEEDBACK FROM THAT. THE BOARD WILL HAVE ANOTHER DISCUSSION. WE'LL FINALIZE THAT DRAFT.
GO THROUGH THE POLICY ADOPTION PROCESS.
AND REALLY THAT PUTS US INTO JUNE SO MY THOUGHT WAS HAVE THE INTERPRETATION AND INDICATORS COMPLETED, BOARD ADOPTED BY END OF AUGUST. SO THAT AS WE ENTER INTO THE SCHOOL YEAR, WE HAVE THAT AND THEN WE HAVE THE YEAR TO CONDUCT
AND MONITOR THAT POLICY. >> YEAH.
>> THAT'S WHAT I WOULD LIKE TO SEE HAPPEN AS WELL.
>> AND I AM PRETTY SURE I HAVE NOTHING LEFT.
>> ADDITIONAL LEARNING, ANY THOUGHTS?
>> NO. I'VE GOT ON THE THE POINT WHERE I HAVE A BLIND SPOT WRITE NEED HELP FINDING IT.
I'M NOT GOING TO TELL YOU WHAT LEARNING I NEED.
[01:05:02]
I NEED SOMEONE TO HELP ME FIGURE OUT WHAT LEARNING I NEED.>> OKAY. I THINK THE ONLY OTHER THING I WOULD ADD WOULD BE THINKING ABOUT TIMING OF MONITORING OF THIS POLICY FOR NEXT YEAR. POTENTIALLY EARLY ENOUGH IN THE YEAR SO THEN THE BOARD CAN ENGAGE IN A CYCLE AROUND THIS SPECIFIC POLICY FOR REVIEW DIALOGUE AND POTENTIAL UPDATES JUST KNOWING THAT THIS IS A BRAND NEW POLICY AND EACH TIME WE'VE MODIFIED THE POLICIES, A YEAR LATER WE WONDER WHY DID WE DO THAT IN THE POLICY AND SO JUST BEING REALLY, YOU KNOW, SPECIFIC IN THE WORK PLAN FOR NEXT YEAR OF WHEN WE MONITOR AND THEN PUT THOSE IN THE CYCLE FOR THE BOARD TO ENGAGE IN DIALOGUE.
PROBABLY GO BACK TO COMMUNITY AND DO A PIECE OF THIS AS A CYCLE.
>> JOHN, TO YOUR POINT, SOMEONE GOES BACK TEN YEARS OR WHATEVER.
THERE MAY BE GOOD REASON TO PUT -- PUT THIS UNDER AN UMBRELLA AND WE PROBABLY HAVE A FEW OTHER POLICY IS UPDATED AT THIS POINT. WHAT WAS THE -- DID THE TECHNOLOGY CHANGE SO WE HAD TO ADOPT A NEW POLICY.
DID A PANDEMIC COME ALONG THAT PUT REMOTE LEARNING ON ITS EAR.
SO I THINK THAT IT PROBABLY WOULDN'T HURT FOR OUR OES, GRANTED, LIKE YOU SAID, RISK MANAGEMENT, SO YOU DON'T GET YOUR TAIL SUED OFF BUT I THINK A WHY FOR ANY KIND OF LOE IS REALLY WHEN IT COMES DOWN TO IT WHY THIS TIME OR WHY AT THIS TIME. WHAT SPARKED IT.
>> IT'S LIKE A RUNNING RECORD. A RUNNING RECORD OF POLICY.
>> AS I THINK ABOUT THE LEARNING PIECE EVEN MORE SORT OF THINKING ALONG THE LINES OF AGAIN IT'S GOING BACK TO WHAT ARE OUR STUDENT EXPERIENCES WITHIN THE SCHOOL AND HOW DO WE PULL THAT OUT TO START TO UNDERSTAND THOSE PIECES.
THE EXPERIENCES OF OUR FAMILIES AND HOW THAT CHANGES AND HOW DO WE RESPOND MORE EFFECTIVELY TO THAT.
SO I DO THINK SOME OF THAT IS THE LEARNING THAT COMES IN TRYING TO FIGURE THOSE PIECES OUT IN ORDER TO SUPPORT THIS POLICY TO ITS BEST.
>> I THINK THE BOARD IS AWARE OF YOUR NEXT STEPS AND THAT IS ALL WE HAVE FOR STUDY SESSION THIS EVENING.
>> OKAY. GREAT. SO WE'LL TAKE ANOTHER LOOK AT
THIS SATURDAY MORNING. >> SOUNDS GOOD.
WRAP. >> OKAY. SO THERE ARE NO OTHER ITEMS ON THE AGENDA SO THIS APRIL 19TH STUDY SESSION IS NOW ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.