[00:00:03]
I WOULD LIKE TO CALL TO ORDER THE JULY 12, 2021 AT LAKE WASHINGTON SCHOOL BOARD STUDY SESSION.LET THE RECORD REFLECT THAT ALL BOARD MEMBERS ARE PRESENT.
ON JUNE 30 UPDATED GUIDELINES WERE ANNOUNCED FOR MASKS IN SEATING CAPACITY AT PUBLIC MEETINGS.
DUE TO THESE CHANGES IT IS NO LONGER REQUIRED TO PREREGISTER TO ATTEND BOARD MEETINGS, STUDY SESSIONS OR SPECIAL BOARD MEETINGS. IN ADDITION, IF YOU ARE VACCINATED YOU DO NOT NEED TO WEAR A FACE MASK UNLESS THERE ARE STUDENTS OR CHILDREN PRESENT.
IF THERE ARE STUDENTS OR CHILDREN PRESENT, ALL ATTENDEES WILL BE REQUIRED TO WEAR A FACE MASK IN ACCORDANCE WITH THE CURRENT GUIDELINES. FOR THE RECORD THERE ARE CURRENTLY NO STUDENTS OR CHILDREN PRESENT AT THIS MEETING. THEREFORE, IF YOU ATTEND THE MEETING PLEASE BRING A MASK WITH YOU TO ALL PUBLIC MEETINGS OF THE LAKE WASHINGTON BOARD MEETING.
STUDY SESSIONS AND SPECIAL BOARD MEETINGS WILL CONTINUE TO BE LIVE STREAMED AND VIEWABLE ON THE DISTRICTS WEBSITE.
IF YOU ARE UNABLE TO LIFESTREAM THE MEETING VIEWERS CAN CALL FOR 25-936-2813 AND ENTER CONFERENCE ID 37127 TO LISTEN TO THE
[1. Discussion of OE-14, Draft Equity Policy Language]
MEETING. WE HAVE ONE TOPIC FOR TONIGHT AND THAT IS A DISCUSSION OF ZERO E- 14 WHICH IS THE DRAFT EQUITY POLICY AND THE LANGUAGE FOR THAT.DR. HOLMEN COULD YOU GET US STARTED WITH THIS DISCUSSION.
>> ABSOLUTELY. THANK YOU AND THE JOURNEY CONTINUES FOR THE BOARD. I WANT TO EXPRESS APPRECIATION TO BOTH THE DIRECTOR BLIESNER AND DIRECTOR SAGE.
I MET WITH THEM A COUPLE OF TIMES AND I KNOW THEY MET OUTSIDE OUR MEETINGS TO CONTINUE THE WORK OF MODIFYING THE DRAFT POLICY AND SO WHAT YOU HAVE IN FRONT OF YOU TONIGHT IS AN UPDATED VERSION. I ALSO PRINTED OFF THE STRIKETHROUGH VERSION WHICH, AS YOU KNOW, WHEN YOU STRIKE THROUGH AN ONLINE CHANGES IT GETS UGLY SO YOU HAVE THE CLEAN VERSION WITH YOU AS WELL ON MY SCREEN IS ALSO THE CLEAN VERSION THE CLEAN VERSION IS ALSO LOCATED IN THE AGENDA, IN BOARD DOCS FOR THIS MEETING. AND SO, WE WANT TO RECOGNIZE THAT THERE WERE OR HAVE BEEN A NUMBER OF CHANGES AND WANT TO LEVERAGE THE EXPERTISE OF BOTH SIRI AND CAN SONDRA TONIGHT AND THAT SOME OF THE CHANGES WERE MADE WITHOUT ME PRESENT AND I WANT TO MAKE SURE THAT WE REPRESENT THOSE WELL AND THE BACKGROUND FOR THOSE CHANGES AND I KNOW WE DID A BIT OF REVISION EVEN AS LATE AS TODAY TO THIS AND THEN LATER IN THE MEETING AFTER WE HAVE DONE A REVIEW OF THE CURRENT DRAFT I HAVE BROUGHT AND LET ME -UNDERSCORE DRAFT SOME LEVEL OF INTERPRETATION AND STARTED THINKING ABOUT INDICATORS FOR OT 14.1 JUST TO GIVE THE BOARD AN IDEA OF WHAT ARE SOME OF THE TYPES OF INDICATORS WE WOULD BE THINKING ABOUT AS WE START LOOKING INTO THE FUTURE AROUND MONITORING AND WHAT IS THE EVALUATION OF THIS POLICY AND AS THIS MOVES FORWARD.
AND SO, WITH THAT I AM ACTUALLY GOING TO HAND IT OVER TO SIRI AND CASSANDRA. IF YOU JUST WANT TO WALK US THROUGH SOME OF THE CHANGES THAT YOU IDENTIFIED THAT WOULD BE
HELPFUL. >> THERE HAS BEEN SO MANY REVISIONS. I WILL TRY TO SPEAK TO WHAT MIGHT HAVE BEEN THE LAST COUPLE. ONE THING I WANTED TO NOTE WAS THAT AS WE WERE READING THROUGH WE WANTED TO MAKE SURE THAT WE WERE EXPRESSING THE VALUE THAT WE HAVE FOR OUR STUDENTS AND FOR THEIR BACKGROUNDS AND THE DIVERSE, THE DIVERSITY THAT THEY BRING TO OUR SCHOOLS AND THE VALUE THAT WE HAVE IN THAT DIVERSITY SO RATHER THAN IT BEING DON'T DO X, Y AND Z IT IS YES WE VALUED THE DIVERSITY THAT ALL STUDENTS BRING AND THE CULTURAL BACKGROUNDS AND THE DIFFERENCES THAT MAKE OUR SCHOOL
A WONDERFUL PLACE TO LEARN IN. >> AND SO THE PIECE JUST TO BUILD ON THAT WAS SORT OF WHAT YOU WILL SEE THE CHANGE THAT TOOK PLACE AT THE START PART OF THE BOARD VALUES WAS AN ADDITION OF AN ASSET BASED APPROACH AS OPPOSED TO A DEFICIT -BASED APPROACH AND THAT IS SORT OF WHAT CASSANDRA WAS SPEAKING TO AND SO IT CONTINUED WITH THE FIRST LINE THAT WE HAD BEFORE AND THEN ADDED THE ALL STUDENTS HAVE AN ABSOLUTE RIGHT TO A LEARNING ENVIRONMENT WHERE THEY CAN DRIVE AND SO REALLY TRYING TO ESTABLISH WHAT WAS THE POSITIVE VIEW THAT WAS GOING
[00:05:01]
FORWARD AND THEN RECOGNIZING THOSE VALUES.JUST LAYING THAT CLEARLY ACROSS THE BOARD AND THAT WAS SORT OF THE BIG CHANGE IN THAT COMPONENT, REALLY.
>> I DON'T THINK WE MADE SIGNIFICANT CHANGES AND WE DID NOT GO LINE BY LINE AND WE JUST REALLY WANTED TO MAKE SURE THAT WE WERE COMING AT IT FROM AN ASSET BASED VALUE RATHER THAN A
DEFICIT. >> I WAS GOING TO SAY IN THE THIRD PARAGRAPH OF THE BOARD VALUE ON THE CLEAN COPY IN THE STRIKETHROUGH AND UNDERLINE IT IS THE FOURTH PARAGRAPH AND WE ALSO JUST DID SOME ADJUSTMENT IN THE SECOND SENTENCE.
THE BOARD IS COMMITTED TO ENDING SYSTEMIC RACISM MARGINALIZATION AND INEQUITIES WHICH HAVE NEGATIVELY IMPACTED STUDENT EDUCATIONAL OUTCOMES IN LAKE WASHINGTON SCHOOL DISTRICT.
SO JUST TRYING AGAIN TO REFINE THE LANGUAGE AND BE AS SPECIFIC AS POSSIBLE AND NOT USE JARGON BUT REALLY TARGET WHAT WE WERE
MEANING THERE. >> I REALLY LIKE, THANK YOU BOTH FOR TAKING THE TIME TO DO THIS. I JUST READ THROUGH THE BOARD VALUE STATEMENT AND I REALLY LIKE THE CHANGES.
I HAVE NO EDITS AT ALL TO IT AND IN PARTICULAR I JUST WANT TO CALL OUT THE ADDITION OF THE LAST TWO TENDON ISN'T OF THE BOARD VALUES THAT I THINK ARE IMPORTANT.
IT IS SOMETHING WE HEARD ABOUT THROUGH OUR LINKAGE WHICH IS JUST WE DON'T WANT THIS TO BE A POLICY THAT WE LOOK AT ONCE AND NEVER AND SOMETHING WE TALKED ABOUT AS A BOARD AND IT IS NOT SOMETHING WE'RE DOING ONCE AND THEN NEVER LOOKING AT AGAIN PAIRED THERE WILL BE ONGOING POLICY DEVELOPMENT AND MONITORING SO I THINK IT IS IMPORTANT TO REFLECT THAT.
IN THE VALUES SO, THANK YOU. THAT'S EXCELLENT.
I WILL JUST SAY IT IS DIFFICULT FOR ME HAVING READ THROUGH THIS SO MANY TIMES AND HAVE MADE NOTES AND THEN DECIDED NO, THOSE ARE GOOD BUT WE COULD KEEP THIS PIECE AND I CANNOT EVEN PULL OUT THE EXACT LINES THAT ARE DIFFERENT RIGHT NOW.
>> WELCOME TO THE WORLD OF THE WRITER.
>> AND MIGHT REMEMBERING CORRECTLY THAT IN OUR FIRST MEETING WE DID LAND ON THE TITLE OF RACE EQUITY AND INCLUSION AND EDUCATION OR WAS THAT PRIOR TO THOSE MEETINGS?
>> I BELIEVE THAT WAS PRIOR TO THOSE MEETINGS AND THEN THERE WAS STILL DISCUSSION GOING FROM THERE.
>> YEAH, I APPRECIATE THE CHALLENGE BUT I HAVE EDITED IN THE THINGS IN KNOW YOU GET TO A POINT WHERE YOU KEEP CAN'T SEE AND SO AS FAR AS THE EDITS TO THE BOARD VALUES I AM COMFORTABLE WITH THIS AND IT SOUNDS LIKE NEGATIVE IMPACT JUST CHANGED THE TENSE THERE AND I'M GOOD WITH THAT.
BUT POLICY BACKGROUND THERE ARE A COUPLE OF MINOR DETAILS IN THEIR IN THE LAST SENTENCE HAS SOME ISSUES BUT THAT IS TO BE EXPECTED WHEN YOU GET INTO A FIFTH OR SIXTH VERSION.
SO, THE IMPORTANT QUESTION I HAVE IN POLICY BACKGROUND IS THE SECOND SENTENCE IS CURRENT DATA INDICATES AND CURRENT DATA IT WOULD BE, IF WE ARE, NOT CURRENT WE COULD CALL IT WHICH CURRENT DATA SO THAT SITUATION CHANGES IT CHANGES.
OTHER THAN THAT I MEAN, I AM NOT SURE I WANT TO SAY CURRENT DATA AND I WANT TO SAY THAT AS LONG AS THERE ARE GAPS THIS IS STILL AN ISSUE BUT I GET WHAT YOU ARE TRYING TO GO WITH IT.
THE FINAL SENTENCE, FAILURE TO EFFECTIVELY ADDRESS INEQUITIES AND BIASES, I THINK THAT IS WHERE THERE IS JUST THAT NEEDS TO GO. CREATE IS A LACK OF BELONGING AND THAT SOLVES MOST OF THE SENTENCE.
>> COULD YOU REPEAT THAT? >> A FAILURE TO EFFECTIVELY ADDRESS INEQUITIES AND BIASES THEN DELETE THE WORD THAT, CREATE BECOMES CREATES AND THEN AT THE BOTTOM LINE OF THE SENTENCE PERPETUATES BECOMES PERPETUATE TO PUT ALL OF THE TENSES IN ALIGNMENT WITH ONE ANOTHER.
>> DO YOU THINK THAT TO YOUR CURRENT DATA CURRENTLY THE BOARDS RESULTS POLICIES BECAUSE THAT REALLY IS WHAT, WHAT DATA, THE BOARD EVALUATES ON A FORMAL BASIS AND SO.
>> YEAH, EXACTLY. I MEAN, REPORTS, AND REPORTS TO THE BOARD INDICATE PERSISTENT GAPS OF CONCERN AND THAT IS
[00:10:06]
REALLY, I THINK, WHERE YOU ARE TRYING TO GET AT IT.>> I AGREE THERE THAT THE CURRENT DATA SHOULD JUST BE REVISED OR REFLECTED IN THE RESULTS, CURRENT, I DON'T KNOW.
>> EXACTLY. THEY ARE PERSISTENT.
IT IS NEVER SOMETHING THAT WE BEEN IN AND ALIGN WITH.
>> WELL ALL OF OUR END RESULT SO WE NEVER HAD ONE THAT WOULD INDICATE OTHERWISE BUT SO I GUESS THE WORD CURRENT, I GUESS IT WOULD JUST READ THE BOARD REPORT OR AND RESULT REPORTS THAT THE BOARD INDICATE OR SOMETHING TO THAT EFFECT AND I DON'T THINK THERE NEEDS TO BE A TEMP ORAL LIMITATION ON IT.
CHRIS, DID YOU HAVE AN EDIT TO THE BOARD VALUES? PROPOSED EDIT TO THE BOARD VALUE STATEMENT?
>> NO, JOHN ALREADY CALLED ABOUT THE TEST CHANGE.
>> I'M SORRY, WHAT WASN'T? >> IN THE SECOND SENTENCE OF THE THIRD PARAGRAPH, THE BOARD IS COMMITTED TO ENDING SYSTEMIC RACISM, MARGINALIZING AND INEQUITIES WHICH KILL THE WORD HAVE NEGATIVELY IMPACT STUDENT EDUCATIONAL OUTCOMES IN LAKE
WASHINGTON SCHOOL DISTRICT. >> YEAH.
>> SO YOU ARE LOOKING AT MAKING IT THE CURRENT STATEMENT AS OPPOSED TO THE STATEMENT OF THE PAST.
>> YEAH. >> WE WOULD NOT WANT IT AND I'M NOT TRYING TO BE ARGUMENTATIVE BUT SINCE WE HAVE COMMUNITIES THAT FEEL THEY ARE HISTORICAL SITUATION IF WE HAD IT WHERE YOU TALK ABOUT WHICH HAVE NEGATIVELY IMPACTED AND MAY CONTINUE TO OR AND CURRENTLY, YOU SEE WHERE I'M GOING TO GIVE THE FLOW TO IT? I'M NOT GOING TO LIVE AND DIE ON THE SWORD BUT IF IT IS SOMETHING THAT WE SHOULD CONSIDER JUST BECAUSE OF THE FEELINGS THAT WE'VE BEEN ENCOUNTERING FROM A LOT OF THE GROUPS THAT WE HAVE MET WITH THAT IT IS NOT ALL OF A SUDDEN BEEN IT HAPPENED.
>> I HEAR YOU ON THAT AND THE MAIN REASON I WAS IN FAVOR OF GOING WITH NEGATIVELY IMPACT IS THE ACKNOWLEDGMENT THAT WE ARE TRYING TO DO SOMETHING ABOUT IT IS THE IMPORTANT PIECE NOT THAT IT HAS HISTORICALLY EXISTED SO THIS EMPHASIZES THE WE CARE
ABOUT CHANGING THE SITUATION. >> I UNDERSTAND BUT I'M JUST CONCERNED THAT WE ARE ACKNOWLEDGING THE HISTORICAL AND I'M AFRAID THAT WILL CAUSE BLOWBACK AND SOME PAIN.
>> I SUPPORT CHRIS'S PROPOSED REVISION.
>> SO, WHAT I DO THINK IN THE SENSE THAT BECAUSE IT IS UNDER THE BOARD VALUES SIT STATING IT'S A FUTURE ORIENTED UNDER THE POLICY BACKGROUND ENSURING THAT WE CALL IT OUT THERE IN THE SUBSTANTIVE DATA I THINK WE CAN DO IT THAT WAY AND THEN IT FITS MORE TO THE FUTURE ORIENTED AND THEN THE PAST AND I THINK THAT
MIGHT DO THAT. >> OKAY, THAT WORKS.
I JUST DON'T WANT ANYONE TO THINK WERE IGNORING THE PAST AND BECAUSE I WOULD GET UPSET AND I AM SURE MOST OF OUR COMMUNITIES
WOULD. >> UNDER THE POLICY BACKGROUND WE DO SAY SYSTEMS HAVE MARGINALIZED DISCRIMINATES AGAINST AND LIMITED OPPORTUNITIES AND THE CURRENT DATA AS HOWEVER IT WILL BE REWARDED TO THE END RESULT SHOULD ADDRESS THAT PIECE, THAT HISTORICALLY WE HAVE SEEN IT.
I DO THINK WE DO IT THERE. >> YEAH.
>> SO, THAT IS THE ONLY EDIT I HAD IN THE VALUES SPACE.
FOR POLICY BACKGROUND FIRST SENTENCE AS WITH AND OTHERS AND I FELT LIKE WE MIGHT WANT TO BE MORE SPECIFIC ABOUT AND OTHER
>> JUST AND OTHERS IS LIKE —- >> THE ACT, IT KIND OF DRESS.
>> I WANT MORE SPECIFICITY AS TO WHAT OTHER DEMOGRAPHICS.
>> JUST CHANGING THE WORDING, HUMANE?
>> OTHER STUDENT CHARACTERISTICS.
AND I ACKNOWLEDGE THAT IS A HARD ONE TO SOLVE SO.
>> I ALSO UNDERSTAND WHY WE WENT TO AND OTHERS.
>> DO YOU HAVE ANY RECOMMENDED LANGUAGE FOR RESPECTFULLY RECOGNIZING THAT THERE ARE OTHER ATTRIBUTES, DIMENSIONS,
CHARACTERISTICS. >> YEAH, I THINK WE COULD REFER TO OTHER ASPECTS OF THE STUDENT IDENTITY.
[00:15:01]
>> I THINK THAT IS A GOOD CHANGE, THANK YOU MATT.
THAT IS GREAT. >> SO, ON THE TITLE I THINK THE FINESSE THAT I WAS HOPING FOR IS THAT RACE IN THE TITLE IS NOT THE FIRST WORD OF THE TITLE AND THAT EQUITY, INCLUSION AND RACE AND EDUCATION WAS THE THREADING OF THE NEEDLE THAT I'M REAL COMFORTABLE WITH. AND FOR THE RECORD THE REASON I FEEL THAT WORKS BETTER IS I FEEL LIKE IT IS BIGGER CONCEPTS DOWN TO EQUITY IS NOT ONLY RACE BUT RACE IS DEFINITELY EQUITY.
IT IS A SUBSET WITHIN EQUITY. >> TO DO SUGGEST A DIFFERENT
TITLE, I'M SORRY? >> I'M SORRY, INSTEAD OF RAISE EQUITY INCLUSION IT WOULD BE INCLUSION, EQUITY AND RACE JUST CHANGING THE ORDER OF THE THREE WORDS.
>> I UNDERSTAND WHERE YOU ARE COMING FROM CHRIS AND I AM NOT SURE THAT THE ■REORDERING HAS ENOUGH POSITIVE IMPACT TO OUTWEIGH WHAT MIGHT BE PERCEIVED AS NEGATIVE AND THAT SAID, I AM NOT GOING ONE WAY OR THE OTHER BUT I'M TRYING TO THINK OF THE REACTIONS FROM OUR PUBLIC AND THE HISTORY OF THE LAST 18-24 MONTHS ONLY. AND IN SOME OF THOSE DISCUSSIONS WE HAVE THE VERY —- VARIOUS GROUPS.
>> I THANK YOU ARE RIGHT IN THAT SENSE THAT THERE IS A DANGER OF PEOPLE FEELING UNHEARD AND AT THE SAME TIME THE STANDARD IN OTHER SPACES I HAVE LOOKED AT OUTSIDE OF HERE IS USUALLY DI AND THAT IS JUST THE SHORTHAND IS DIVERSITY EQUITY AND INCLUSION PRAY FOR US TO CALL IT RACE EXPOSE OF A STEP BEYOND WHERE MOST OF, MOST ORGANIZATIONS ARE AT AND THEY'RE CALLING IT RAISE EQUITY AND INCLUSION I JUST FEAR THAT RACE IS A SUBSET OF BOTH EQUITY AND INCLUSION AND THERE ARE DIMENSIONS OF EQUITY THAT ARE NOT RACE AND DIMENSIONS OF INCLUSION THAT ARE NOT RACE AND BY CALLING RACE OUT FIRST IT IMPLIES THAT WE ARE ALL LOOKING AT THE ENGINES RELATIVE TO RACE.
>> TO BE HAVE DEFINITIONS ON EQUITY AND INCLUSION OR IS THAT SOMETHING YOU ARE STILL WORKING ON AND THINKING ABOUT AND NO
PRESSURE. >> SEEING THAT EVERYTHING I'M BRINGING YOU TONIGHT'S DRAFT, YES, THERE ARE DRAFT INTERPRETATIONS OF INCLUSIVE, I BELIEVE IS THE, SO, YES SOME OF
THESE ARE STARTING TO BE DEFINED >> SO, IN THINKING THROUGH IT AND THINKING THROUGH OF SOME OF THE OTHER LANGUAGE IS ANTIRACISM THE BETTER LANGUAGE TO BE USING IN THE TITLE THEN RACE?
>> I CAN SEE YOUR POINT THERE BECAUSE THE OTHER TWO, THE EQUITY AND INCLUSION YOU ARE TALKING ABOUT POSITIVE ASPECTS AND WE ARE LOOKING FOR SOMETHING FOR EVERYTHING TO BE POSITIVE NOT SAYING WE ARE IGNORING WITH THE NASTY STUFF THAT HAS COME TO BE AND STILL IS BUT IF WE ARE LOOKING FOR WHAT WE WANT TO HAVE IN THE FUTURE WE ARE LOOKING AT ANTIRACISM.
AND I MEAN, OF COURSE I WILL THE LOGICAL CONCLUSION WOULD HAVE THAT ANTI- EXCLUSION IS HIM TO BUT I THINK THAT IS A BIT MUCH.
I'M SORRY, NO, THE ONLY OTHER THOUGHT I HAD IS THE I KNOW THAT THERE IS A GREAT DEAL OF SENTIMENT TOWARDS HAVING THE ISSUE OF RACE VERY WELL AND I WON'T SAY DOMINATING BUT BEING A MAJOR POINT OF THE WHOLE POLICY FOR THE VALUE AND I THINK WHAT THE CONTENT WE HAVE HAS GONE TO WE WANT TO HAVE BALANCE BUT IT ALSO HAS NOT DIMINISHED WHATSOEVER THE ISSUE OF RACE.
IF WE CHANGE THE TITLE AND I KNOW THIS, TO BE QUITE FRANK, NO MATTER WHAT WE TITLE IT SOMEONE WILL NOT BE HAPPY.
[00:20:02]
I DON'T HAVE A PROBLEM THE WAY IT IS GIVEN THE TEXT THAT FOLLOWS BECAUSE REALLY IT DEFINES IT AND IT DOESN'T MAKE ONE ANY LESS THAN THE OTHER. BECAUSE WE ALL COME FROM DIFFERENT PERSPECTIVES AND I HAVE A SON WITH AUTISM SO ABEL IS HIM IS A VERY ABILITY IS A VERY HIGH IN OUR FAMILY.WE HAVE SITUATIONS OF ANTI-SEMITISM IN HER FAMILY AND THAT ALSO PLAYS HIGH BUT I ALSO KNOW THAT ALL FAMILIES HAVE ALL DIFFERENT NEEDS TO ADDRESS THE INEQUITIES AND IN SOME RESPECTS THE WORD RACE DOESN'T JUST GO TO AFRICAN-AMERICAN OR LATINO OR WHATEVER, EVEN INTO THE RELIGION ASPECT SOME CULTURAL ASPECTS OF RELIGIONS CALL THEM RACE ALSO THE JEWISH RACE IN OUR FAMILY IT IS VERY ETHNICALLY ORIENTED AS WELL AS IT IS RELIGIOUS.
MY SIDE OF THE FAMILY LEFT THE RELIGION THREE GENERATIONS AGO AND MY WIFE STILL IN THE RELIGION SO FOR ME IT IS BEEN MORE OF A CULTURAL BACKGROUND AND A RELIGIOUS BACKGROUND.
IS THIS MAKING SENSE TO YOU ALL? WHEN I AM TRYING TO SAY IS I THINK BY VIRTUE OF THAT A LOT OF THE FAMILIES, ESPECIALLY AS WE HAVE THE MULTI RACE STUDENTS THAT FIT INTO SO MANY CATEGORIES IT WOULD BE ALMOST IMPOSSIBLE TO CATEGORIZE THEM AND I THINK THIS PICKS UP BY HAVING THE TITLE THE WAY IT IS A PICKS UP A LOT OF THOSE FOLKS AND A LOT OF THE STUDENTS OUT THERE THAT DON'T
FIT IN A VERY NEAT NICHE. >> I HEAR YOU AND I ACTUALLY WANTED TO ANTIRACISM, SEPARATE TWO ISSUES ON THE TABLE AT THE MOMENT PAIRED ONE IS THE ORDER OF THE WORDS AND THE OTHER IS THE WORDS. I THINK THE WORDS ARE THE MORE IMPORTANT QUESTION ACTUALLY. I THINK YOU'VE GOT A REALLY GOOD IDEA OF PUTTING ANTIRACISM IN THERE INSTEAD OF RACE BECAUSE IT EMBEDS OUR VALUES IN THE TITLE OF THE POLICY.
BECAUSE WE WANT TO ACHIEVE EQUITY AND WE WANT TO ACHIEVE INCLUSION AND WE DON'T WANT TO ACHIEVE RACE.
SO, I DEFTLY THINK ANTIRACISM IS A REPLACEMENT FOR RACE MAKES SENSE BUT I STILL KIND OF STANDBY THE NOTION THAT MAY BE IT IS JUST HOW I THINK BUT I USUALLY THINK THAT YOU START WITH A LARGER AND YOU PARED DOWN AS YOU FOCUS IN ON SOMETHING.
AND SO, STARTING WITH ANTIRACISM THAT IS A SUBSET AND I REALLY WANT PEOPLE TO BE ABLE TO READ THIS AND INTUITIVELY KNOW IT IS NOT JUST RACE. FROM THE TITLE ON AND BY PUTTING RACE OR ANTIRACISM IS THE FIRST WORD I FEAR THAT THE OTHER DIMENSIONS COULD NOT REALIZE THIS IS THEIR POLICY, TOO.
FOR ALL THESE OTHER THINGS BUT I THINK RACE IS IMPORTANT ENOUGH TO ACKNOWLEDGE IT IN THE TITLE. IT IS BY FAR THE ONE WE MADE THE LEAST PROGRESS ON IN THE COURSE OF OUR COUNTRY AND SO IT IS VERY IMPORTANT TO ACKNOWLEDGE THAT IT IS CRITICAL BUT IT IS NOT ALL-ENCOMPASSING OF LGBT QIA, RELIGION AND ALL THESE OTHER DIMENSIONS OF PERSONAL IDENTITY THAT MAY NOT BE RACE AND YET COULD HAVE AN IMPACT ON OUR STUDENTS PERFORMANCE AND SO I WOULD STILL FAVOR AN EIA EQUITY, INCLUSION AND ANTIRACISM IN
EDUCATION POLICY. >> WE ABSOLUTELY NEED TO CHANGE THE TITLE TO HAVE IT READ ANTIRACISM AND ANTIRACISM POLICY INSTEAD OF RACE POLICY BECAUSE THIS IS NOT, WE ARE NOT ENACTING A RACE POLICY HERE. WE ARE NOT.
THERE IS, IT IS NOT THE POLICY. IT IS NOT AT ALL DESCRIPTIVE OF WHAT THE POLICY IS PAID I MEAN, THIS POLICY DOES NOT CALL FOR YOU KNOW THE SUPERINTENDENT TO, YOU KNOW, EXACTLY TO DO ANYTHING OR FOR EXAMPLE, IT DOES NOT SAY SET QUOTAS FOR CERTAIN PROGRAMS TO MATCH, YOU NO, TO MATCH THE RACIAL COMPOSITION OF THE DISTRICT. WHAT WE ARE WANTING TO ACHIEVE IN THE POLICY ITSELF ISN'T, IS TO MAKE THE DISTRICT ANTIRACIST AND SO I THINK THAT TITLE NEEDS TO CHANGE TO HAVE IT IN THERE AND I THANK YOU, DIRECTOR, FOR HAVING THIS.
I DON'T KNOW HOW LONG IT HAD THIS AND IF THERE WAS AN EPIPHANY TONIGHT BUT I AM GLAD IT CAME BECAUSE I THINK IT IS
[00:25:01]
MUCH BETTER. I THINK ALSO FOR ME IT CLARIFIED THAT IT IS A DIFFERENT CONCEPT THAN EQUITY AND INCLUSION FOR ME. I DON'T NECESSARILY, I DON'T THINK IT IS A SUBSET OF EQUITY AND INCLUSION.IF WE, I JUST THINK IT IS A DIFFERENT CONCEPT AND I THINK THAT I THINK THAT LEADING WITH THAT IS SOMETHING WORTHWHILE DOING OF SAYING THAT THAT IS SOMETHING THAT IS PRIORITY FOR US. I MEAN ALSO, ALPHABETICALLY ANTIRACISM, EQUITY AND INCLUSION WORKS TOO.
IF THAT WORKS FOR YOU, CHRIS. BUT I SUPPORT CHANGING THE POLICY TO ANTIRACISM AND STARTING WITH THAT.
ANTIRACISM, EQUITY AND INCLUSION >> I KNOW WE HAVEN'T REALLY THOUGHT ABOUT USING THE WORD OPPORTUNITY IN HERE AND MAYBE WE DON'T WANT TO MAKE THIS ANY LONGER BUT IT OCCURS TO ME THAT WHAT WE ARE TRYING TO DO IS GIVE KIDS OPPORTUNITY THAT HAS NOT BEEN EASY FOR THEM IN OUR SYSTEM HISTORICALLY AND CURRENTLY AND I WILL THROW THE WORD OPPORTUNITY OUT THERE AND BANTER IT AROUND.
>> THAT IS A GOOD POINT AND THAT IS WHAT WE ARE TRYING TO ACHIEVE YOUR THE POLICY, RIGHT? IT DOES GET LONG THOUGH.
>> I GUESS MY OPINION WOULD BE THAT IT SHOULD JUST HAVE THE THREE ANTIRACISM, EQUITY, INCLUSION IN EDUCATION AS THE POLICY, I THINK. ANYONE ELSE?
>> I HEAR WHERE YOU ARE COMING FROM AN OPPORTUNITY AND IT DOES SIT WELL WITH THESE BUT AT THE SAME TIME IT IS KIND OF EMBEDDED UNDERNEATH EQUITY AND INCLUSION AND IS PROVIDING ACCESS TO OPPORTUNITIES AND PROVIDING INCLUSION AND OPPORTUNITIES SO TO ME I DON'T NEED TO ADD THAT AND I AM STILL STRUGGLING WITH, I DO HEAR YOU ON THAT THAT ANTIRACISM BY CHANGING IT TO THAT IT IS ACTUALLY A DIFFERENT CONCEPT OR AT LEAST PIECES OF IT ARE A DIFFERENT THAN EQUITY AND INCLUSION BUT I STILL WANT TO BE SURE THAT KIDS FROM MARGINALIZED COMMUNITIES REGARDLESS OF THE MARGINALIZED COMMUNITIES LOOK AT THE TITLE OF THIS AND SEE THEMSELVES IN IT AND THAT IS WHY I AM WORRIED THAT LEADING WITH RACE OVERWEIGHT'S RACE AND THERE IS A SHADOW THAT OAK, IT IS NOT ABOUT ME IF YOU ARE IN THE OTHER DIMENSIONS WE CALL OUT IN OUR VALUES AND BY PUTTING RACE IN THE TITLE WE HAVE ACKNOWLEDGED ITS IMPORTANCE SO-I HATE DEAD AIR.
[LAUGHTER] I AM HAPPY TO MONOLOGUE AS MUCH AS YOU ALL WANT ME TO. MY SUGGESTION AT THE MOMENT IS LET'S MULL THIS BECAUSE I STILL FEEL LIKE THERE ARE PIECES OF THIS THAN THIS IS ONE MORE ULTIMATELY IT IS A HEY, LET'S JUST ADOPTED AND IT IS NOT THE MOST IMPORTANT THING HERE IN CASE YOU LOOK TO THE BACKSIDE OF YOUR SHEET THE CLEAN EDIT ON THE 14.1 THROUGH 14.11 HAVE SOME SERIOUS ISSUES WE NEED TO TALK ABOUT SO I THINK MAYBE WE COME BACK TO THIS.
>> YEAH, THAT'S FINE. I DON'T KNOW IF WE'VE HEARD FROM
EVERYBODY ON —- >> I'M OKAY WITH THE MULLING OVER ON THE TITLE FOR A LITTLE BIT.
AS CHRIS IS POINTING OUT ON THE BACKSIDE OF THE DIRECTIVES SOME OF THE EDIT REMOVED SOME KEY COMPONENTS I BELIEVE JUST AS WE DID THE MARKUP AND IT WORKED OUT A FEW MORE THAN IT SHOULD'VE.
>> SO I UPDATED A BETTER, CLEAN VERSION INTO BOARD DOCS AND SO YES, BEFORE WE OR EVERYTHING YOU'RE REFERRING TO MISSING, CHRIS, HIS BACK AND LIVE IN ACTION AND I APOLOGIZE AND AS I WAS LOOKING AT IT I WAS THINKING 14.1 ENSURE STUDENTS HAVE A
[00:30:04]
SCHOOL AND CLASSROOM ENVIRONMENT CHECK AND THAT'S A PRETTY LOW BAR, I BELIEVE SO YES. ON THE SCREEN RIGHT NOW IS THE UPDATED CLEAN VERSION WITH THE 14.1 THROUGH 14.11.>> HANG ON. SIRI AND THEN MARK.
>> GARY IS SPEAKING ON THE POLICY TITLE, YOU GO.
>> I HAD AN ANOTHER POLICY BACKGROUND THAT I WANTED TO GO
TO. >> ALL RIGHT THAT'S WHAT WE ARE
READY FOR. >> HOW DO I RECEIVE RETURN OF THE RAISED FEELINGS OF FEAR BECAUSE I THINK THERE ARE FEELINGS OF FEAR OUT THERE BY MANY SEGMENTS OF OUR STUDENT BODY REGARDLESS OF WHAT SEGMENT THEY REPRESENT AND I THINK THERE ARE FEELINGS OF FEAR WHETHER IT IS RACE, WHETHER IT IS SEXUAL ORIGIN, WHETHER IT IS RELIGION AND TO BE QUITE FRANK, HIGH SCHOOL IS TOUGH ENOUGH AND GOD KNOWS I FEARED ENOUGH TEST IS A WALK IN THE CLASSROOM AND I DON'T NEED TO FEAR MY CLASSMATES AND I DON'T NEED TO FEAR SENTIMENTS OF TEACHERS OR ADMINISTRATORS SO FEELINGS OF FEAR I THINK HAS LEGITIMATE PLACE IN WHAT WE WANTED TO PUSH OUT.
>> SO WE HAD A DISCUSSION ABOUT THAT ACTUALLY AND THAT WAS ONE THAT CASSANDRA AND I HAD ADDED WHEN WE ADDED AND MET ON OUR TIME AND THEN AND DISCUSSION TODAY THERE WAS CONCERN THAT WE WERE ASSUMING WHAT THE FEELINGS WERE AND WAS THAT FAIR BECAUSE THEY COULD BE ANGER OR IT COULD BE DISENGAGEMENT AND SO WE WERE SAYING FEAR WAS THE MAIN ONE AND WAS NOT REALLY REASONABLE AND THAT WAS PART OF THE REASON TO PULL IT OUT BECAUSE WE THOUGHT IT WAS IMPLYING WHAT WE DIDN'T KNOW.
>> WELL, IN THE DISCUSSIONS AS I REMER HEARING WITH THE PUBLIC THERE WERE STUDENTS FEAR AND THERE WAS A STUDENT FEAR ON A MULTIPLE FRONT OF WHETHER IT IS STUDENTS OR STAFF OR OUTSIDE STAFF COMES IN, SROS AND WHOEVER IT MAY BE AND, YOU KNOW, WHEN WE ARE NOT TALKING BEER IS NEVER A LOGICAL THING AND IT CAN BE VERY LOGICAL OR VERY EMOTIONAL AND BUT IT IS STILL THERE AND FOR THAT REASON I THINK IT NEEDS TO STAY THERE BECAUSE I THINK WE NEED TO ACKNOWLEDGE IT AND I DON'T THINK WE ARE ASSUMING THAT WE HAD MEMBERS OF THE PUBLIC TELLING US THAT OR AT LEAST I
DID IN THE SESSIONS I STUDIED. >> HOLD ON CHRIS.
I HEARD THAT AS WELL BUT I HEARD SO MANY OR I HEARD SO MANY EMOTIONS EXPRESSED. ACTUALLY THE MOST COMMON WHEN I HEARD FROM STUDENTS WAS HOW TIRED THEY FELT BY A LOT OF THE THINGS THAT WERE IN OUR SYSTEM AND HOW TIRED IT WAS TO BUTT UP AGAINST THINGS ALL THE TIME AND HOW TIRING IT WAS.
>> SO WHAT IS THAT CATEGORY? >> WHAT THAT TELLS ME IS I SHOULDN'T ASSUME AND I THINK I'M GLAD THAT YOU ARE THOUGHTFUL ABOUT THIS AND I SHOULDN'T ASSUME HOW A STUDENT SHOULD FEEL BASED ON THEIR INTERACTION WITH THE SYSTEM AND THEY MAY BE AFRAID AND THEY MAY BE ANGRY AND THEY MAY BE TIRED, BORED, DISENGAGED AND THERE ARE SO MANY THAT CAN SO I GUESS I'M HAVING THOUGHT THROUGH THIS I AM FINE WITH HOW IT IS NOW.
CHRIS AND THEN DR. HOLMEN. >> GIVE ME A MINUTE.
I FOUND WHERE IT WAS AT AND I'M TRYING TO FIGURE OUT HOW TO PUT IT BACK IN BECAUSE FEELINGS OF FEAR I AGREE WITH BOTH SIDES AND THE VALUE OF ACKNOWLEDGING FEAR ISRAEL BUT THE SAME TIME IT IS MORE THAN THAT AND THERE IS MORE EMOTIONS THAT MATTER AND, YOU KNOW, BEING WELCOMED, BEING SAFE, I'M TRYING TO FIGURE OUT HOW TO THREAD THE NEEDLE ON THIS SO I SEE THE FLOOR.
>> I BELIEVE THE EMOTIONS THAT HAVE BEEN EXPRESSED I THINK IT IS OR I WOULD CALL IT AN EMOTIONAL TOLL THAT IS EXPRESSED AND IT IS THIS KIND OF WEIGHT THAT IS CARRIED AND SO DO NOT RECOGNIZE IT I THINK WOULD BE DIFFICULT BUT TO RECOGNIZE IT IN A WAY THAT ALLOWS PEOPLE TO SEE THEIR EMOTION IN THE POLICY AND SO.
[00:35:12]
>> THAT DIDN'T WANT TO WORK. MAY BE ANOTHER SENTENCE THAT ACTUALLY YOU COULD PUT THE FEELINGS OF FEAR COUPLED WITH THE OTHER TWO THAT YOU ARE THINKING OF TO ADDRESS THOSE AND SO THAT WAY IT HAS ITS OWN AVENUE, IF YOU WILL AND PERHAPS TO BE QUITE FRANK ITS OWN AVENUE WITH THE OTHER TWO THAT YOU'RE MENTIONING IT ALLOWS THE STUDENTS TO SEE, THEY SEE THAT AND THEY SEE MY SITUATION WHERE THEY ARE ACKNOWLEDGING IT.
>> WE ARE REALLY NOT GOING TO KNOW UNLESS WE HAVE ONGOING DIALOGUE AND ENGAGEMENT WITH STUDENTS SO I THINK THAT IS A PIECE OF THE WE ARE MISSING AND WE SAY WE ARE GOING TO COMMIT TO THAT DIALOGUE AND ENGAGEMENT WITH COMMUNITY AND I THINK STUDENTS, STUDENTS HAVE TO BE FACTORED IN BECAUSE THEY ARE THE
PEOPLE WE ARE SERVING. >> DOES EMOTIONAL TOLL, AS DR.
HOLMEN PUT FORWARD, THAT TO ME SEEMS TO BE THE CATEGORY ON WHICH WE ARE SPEAKING TO AND THERE ARE MANY EMOTIONS THAT CAN FALL INTO THAT AND BE DEFINED AS TO WHICHEVER THE THE EMOTIONAL
TOLL THAT THIS IS. >> YEAH, I THINK THAT IS A GREAT WAY OF CHARACTERIZING IT AND I'M TRYING TO FIGURE OUT HOW TO WORK THAT INTO THE SENTENCE AND MAYBE WE DON'T NEED TO DO THAT TONIGHT BUT AS LONG AS WE CAN CAPTURE THAT, I THINK DIRECTOR STUART FOR RAISING THIS THE IMPORTANCE OF RECOGNIZING THE FEELINGS THAT OUR STUDENTS HAVE AND THAT IS IMPORTANT COMPONENT.
>> TO JOHN'S POINT ABOUT EMOTIONAL TOLL AND I STARTED TO CHANGE THE WORD, EMOTIONAL TOLL, TO ME A LOT OF FOLKS WON'T WONDER WHAT THAT MEANS AND THAT IS WHEN I THANK YOU SAY THE EMOTIONAL TOLL SUCH AS FEAR, SUCH AS THIS, SUCH AS THAT IN THE WORD SUCH AS MAKES IT SEEM A LITTLE BIT UNIMPORTANT BUT EMOTIONAL TOLL INCLUDING FEELINGS OF AND TRYING TO HIT ALL THE POINTS WE HEARD FROM STUDENTS, ESPECIALLY ONE OF THE MOST POIGNANT GROUPS I HEARD WAS THE GSA STUDENTS AND THEIR INABILITY TO GO TO A COUNSELOR BUT THANK GOD THEY HAVE THEIR SPONSORS OF THEIR GROUP WHO THEY CAN TALK TO AND UNDERSTAND THEIR SITUATION AND I UNDERSTAND AND I CAN SEE THE FEAR FOR THOSE STUDENTS. IT IS, JUST AS RACISM HAS BEEN AROUND AND WILL CONTINUE TO BE AROUND A LOT OF THE OTHER ISSUES OF HOMOPHOBIA, SO FORTH, WILL CONTINUE.
>> SO IS THIS SOCIALLY EMOTIONAL SUPPORT, IS THAT WE ARE SPEAKING ABOUT? WE KNOW THAT THEY HAVE WHAT WAS
YOUR PHRASE, JOHN? >> EMOTIONAL TOLL.
>> EMOTIONAL TOLL. >> I THINK THIS IS JUST RECOGNIZING THAT IT EXISTS AND THAT I THINK THE POLICY DOES SPEAK TO, YOU KNOW, HOW WE ARE ATTEMPTING TO CREATE SAFE, INCLUSIVE WELCOMING ENVIRONMENTS FOR STUDENTS AND I THINK IT IS JUST HOW WE RECOGNIZE IT WELL SO THAT WE ARE NOT LABELING SOMEONE'S EMOTION FOR THEM BUT ALLOWING THEM TO IDENTIFY THEIR
OWN EMOTION. >> AND TO THAT END I KNOW THEY ARE IS SURVEYING WE CAN DO BUT TO ALSO HEAR FROM STUDENTS
DIRECTLY. >> YES AND THE POINT I WAS GOING TO MAKE AROUND PROCESS IS AFTER TONIGHT I WILL SCHEDULE A FOLLOW-UP MEETING WITH MY TEAM HERE AND ACTUALLY WHAT WE WILL DO IS WE WILL FINALIZE THE POLICY AND THEN FIRST READING FOR THE BOARD IS ON AUGUST 9 AND SO THERE CAN BE FURTHER DIALOGUE AT THAT POINT BUT FIRST READING IS ON AUGUST 9 INCORPORATING CHANGES THAT WE BRING FORWARD FOR THAT EVENING.
>> THAT IS GREAT. >> I HAVE SAID MY PIECE ON THIS BUT I FEEL LIKE AND I AGREE WITH WHAT DR. HOLMEN SAID.
DOCTOR CARLSON. >> SORRY, I THINK I SOLVED IT BECAUSE IN THE CURRENT STRUCTURE OF IT WE HAVE GOT THE FAILURE TO EFFECTIVELY ADDRESS INEQUITIES, CREATES A LACK OF BELONGING THAT
[00:40:02]
PERPETUATES AND IT IS AFTER THAT YOU PUT IT IN THE CLAUSE THAT TAKES AN EMOTIONAL TOLL ON STUDENTS, AND PERPETUATES DISPROPORTIONATE AND THAT GETS THE EMOTIONAL TOLL IN HERE AS A PIECE OF IT AND IT IS THE WORD THAT LEADS TO THAT AND THAT LEADS TO THAT AND THAT LEADS TO THAT AND I FEEL LIKE IT FITS TOGETHER VERY NICELY SO I JUST WANTED TO SUGGEST THAT.>> SO,. >> SO FOR THE NEXT CHANGES THAT ARE UNDER THE DIRECTIVE TO THE SUPERINTENDENT AND THAT WAS THE
ADDITION. >> WHERE IS THE —- I MISS THAT.
WHERE AM I LOOKING FOR THE —- >> THE UPDATED ERECT PIECE IF YOU GO TO BOARD DOCS IN THE PUBLIC SPACE YOU WILL SEE A PDF AND IT IS ALSO ON THE SCREEN RIGHT NOW AND I WILL MAKE SURE
TO SHARE THAT SCREEN AS WELL. >> 14.1 ENVIRONMENTS SHOULD BE ENVIRONMENT, SINGULAR. UNLIKE THE PARALLELS YOU'VE PUT
IN 14.1 AND 14.2 FOR STAFF. >> SO, I WOULD FIRST RECOMMEND READ THE DIRECTIVE TO THE SUPERINTENDENT BECAUSE THERE IS
A CHANGE THERE IN ADDITION. >> IS THIS A QUIZ BECAUSE I
DON'T SEE IT. >> GOOD BREAD NO, IT IS NOT A QUIZ GRADE WE WERE TRYING TO BE SPECIFIC INTO THE DISCRIMINATION SO IT USED TO SAY IS FREE FROM DISCRIMINATION BUT WE ACTUALLY UTILIZING SOME OF THE WORK THAT THE POLICY PUT FORWARD THIS IS ACTUALLY IN ALIGNMENT WITH SOME OF THAT DELEGATE WORK THAT HAD OCCURRED AND THAT NOW SAYS IDENTIFIES AND ELIMINATES DISCRIMINATORY BELIEFS, PREJUDICES AND PRACTICES TO JUST
BE MORE SPECIFIC. >> I LOVE IT.
>> GREAT. >> MY ONLY QUESTION AROUND THAT IS THE BELIEFS. YOU KNOW, ELIMINATING BELIEFS IS HARD AND IT IS HARD TO MEASURE AND WE CAN ACTUALLY MEASURE PRACTICES AND PREJUDICES BECAUSE THERE ARE SPECIFIC OUTCOMES SO, I THINK WE PROBABLY TALKED ABOUT THAT WHEN WE DISCUSSED THIS AS WELL BUT I UNDERSTAND AND I AGREED THAT WE WANT BELIEFS TO CHANGE AND WE DON'T ALWAYS HAVE THE ABILITY TO
MEASURE THAT. >> AND THERE YOU FALL IN THE SAME SPACE WITH OUR ASPIRATIONAL POLICIES BUT SOME OF OUR POLICIES CAN'T MEASURE BUT THEY ARE STILL IMPORTANT SO I THINK KEEPING BELIEFS AND THERE IS VALUABLE.
>> I THINK IF YOU LEAVE BELIEFS AND YOU CAN SAY IT EXPRESSED BELIEFS BECAUSE YOU WILL NEVER HEAR THE ONES THAT NO ONE VOICES
>> AFTER 2020 I DON'T BELIEVE THAT ANYMORE.
>> BEG PARDON? >> SORRY, I WAS TRYING TO BE FUNNY. AFTER 2020 I DON'T BELIEVE I WILL HEAR THAT DISCRIMINATORY BELIEFS OUT LOUD EVER AGAIN.
>> OKAY, NOW WE CAN MOVE TO THE SPECIFIC DIRECTIVES.
THANKS, I JUST WANT TO MAKE SURE YOU ARE ALL AWARE OF THAT AND SO AS WE LOOK THROUGH SOME OF THESE THERE WAS A DISCUSSION OF HOW DO WE BE MORE CONSISTENT IN ADDRESSING SOME OF THE ANTIRACIST COMPONENTS THAT WAS ACTUALLY BROUGHT FORWARD AS WELL AS SORT OF COMBINING SOME OF THESE BECAUSE THERE WERE DUPLICATIVE AND THEN CLARIFYING SOME SPECIFIC ITEMS AS WE WALKED THROUGH IT. AND SO, THOSE ARE SOME OF THE CHANGES THAT YOU WILL SEE. WE TOOK OUT 14.2, THE ORIGINAL ONE, IT HAS BEEN RENUMBERED SO NOW AND YOU WILL SEE 14.1 AND 14-POINT TO ALIGN AND THEN WE JUST CREATED THE DIFFERENT ONE PER STUDENT AND STAFF BECAUSE THAT MADE THE MOST SENSE.
>> SO, IN 14.5 THE WORD ALSO IS AWKWARD AND I WOULD PROVIDE CURRICULUM INSTRUCTIONS, INCLUSIVE, WHILE PROVIDING AND I
WOULD REPLACE ALSO WITH WHILE. >> 14.5.
SORRY, OVERALL HAVING NOW SEEN THE CLAUSES THAT ACCIDENTALLY WOUND UP IN THE NOT CLEAN VERSION OR THE CLEAN VERSION PROBABLY SPEAKING I AM NOT SEEING ANYTHING THAT CAUSES ME TO FREAK OUT AND I APPRECIATE THIS AND HONESTLY THIS IS ONE OF THOSE CASES WHERE TO ME IF THE TITLE HAD ANTIRACIST IS THE THIRD CLAUSE 14.1 AND TWO AND I'M HAVING TO HAVE ANTIRACIST IN
[00:45:06]
THE FIRST AS THIS LIST SPACE WHERE I CAN FLIP THE SCRIPT TOMAKE IT WORK. >> ON 14.4 I AM JUST SORT OF STRUGGLING WITH WHAT WE ARE TRYING TO ACHIEVE WITH 14.4.
CAN ANYONE SPEAK TO THAT OR REMIND ME OF WHAT —-
>> AS DISTINCT FROM THE OTHER ONES, IS THAT WHAT.
>> ARE YOU SPEAKING TO EQUITABLE AND ALIGN SYSTEM SUPPORT —-
>> YES. >> SO, LIKE THE MULTI TIERED SYSTEMS SUPPORT THAT WE ARE UTILIZING TO ENSURE THAT STUDENTS ARE GETTING WHAT THEY NEED.
>> MY THINKING IS WHEN I LOOK AT IT SO THE FIRST PART STRENGTHEN AND MAINTAIN COLLABORATIVE SCHOOL CULTURE THAT ENSURES HIGH EXPECTATIONS AND SUCCESS FOR ALL STUDENTS AND THEN THROUGH AN EQUITABLE AND ALIGN PRESUMABLY THERE ARE MANY WAYS TO STRENGTHEN, MAINTAIN COLLABORATIVE SCHOOL CULTURE AND IT IS NOT JUST THROUGH THAT AND I GUESS ONE IDEA I HAD IS SHOULD THE POLICY JUST BE PROVIDE EQUITABLE AND ALIGN SYSTEMS AND SUPPORTS AND YOU KNOW, MAYBE THAT DOESN'T SAY ANYTHING.
>> SO IS YOUR CONCERN THAT IT IS DUPLICATIVE WITH 14.1 OR IS YOUR CONCERN THAT BEING WERE SPECIFIC AND HOW TO ACHIEVE 14.1? BECAUSE CALLING OUT A SYSTEM OF SUPPORT THEN WE ARE TELLING THEM HOW TO ACHIEVE THE OUTCOME AND I'M NOT SURE WE NEED THAT IN
HERE. >> HONESTLY I JUST READ AND I HAVE A HARD TIME UNDERSTANDING EXACTLY WHAT WE ARE DIRECTING MAC WHICH IS ANOTHER BAD SIGN BUT I DIDN'T WANT TO CALL THAT
>> I'M WONDERING WITH 145 OR 14.4 IF IT IS THE BOARD'S KEY INTEREST IS ENSURING THE HIGH EXPECTATIONS AND SUCCESS FOR STUDENTS AND THAT IT IS LESS ABOUT THE HOW THAT ACHIEVE THAT BUT ARE WE MAINTAINING THE HIGH EXPECTATIONS FOR STUDENTS BECAUSE THAT IS THE EQUITABLE OUTCOMES.
>> THANK YOU THAT IS THE VALUE THAT IS IN 10.41.
>> AND THAT ALL STUDENTS CAN ACHIEVE AT HIGH LEVELS IS WHAT
THIS IS. >> THAT WE EXPECTED AND THAT WE
ARE GOING TO HOLD TO ACHIEVING. >> IT SEEMS THAT MY PAPER VERSION HAS STRUCK OUT MORE THAN YOU STRUCK OUT.
>> YEAH, PAPER VERSION IS OUT, DON'T WORRY ABOUT IT.
NOW I JUST HAVE TO BE ABLE TO READ IT.
>> YOU AND ME BOTH A. >> IF YOU PULL IT DOWN —- WELL YOU HAVE THE SCREEN AND YOU CAN PROBABLY READ IT BUT IF YOU PULL
IT DOWN FROM BOARD DOCS. >> IF I CAN FIND IT.
>> WELL, THE PAPER IS ENTERTAININGLY BAD.
IT IS NOT JUST A LITTLE BAD BUT IT IS LIKE WHILE, THERE WAS POST BE A CAUSE THERE SPIRITUALLY, WE READ THIS AND READ THIS AND
DIGESTED. >> ABSOLUTELY AND LIKE THE LAST TIME YOU HIT TAKE IT DID NOT TAKE OUT AND SO YOU WOUND UP WITH THE MAD LIVES FOR WHAT GOES IN THEIR.
>> I THINK THAT WHAT WE ARE DOING IS WHAT, WHAT WE ARE HOPING FOR AS A BOARD AND PLEASE SPEAK UP SINCE I'M ONLY ONE PERSON IS WE WANT TO ENSURE THAT THERE IS RIGOR AND HIGH EXPECTATIONS AND SUCCESS FOR ALL STUDENTS AND HOW DOCTOR HOME AND
GET THAT DONE IS HIS JOB. >> AGREED.
>> IS THAT FIVE, I'M SORRY? >> 14.4 ELIMINATING EVERYTHING
AFTER THROUGH. >> MAYBE OR I MEAN, OKAY I WILL JUST SAY WHAT I THINK IT SHOULD BE.
ENSURE HIGH EXPECTATIONS AND SUCCESS FOR ALL STUDENTS.
>> AGAIN, YOU ARE PEERING OFF THE HOW.
THE COLLABORATIVE SCHOOL CULTURE IS SECONDARY TO WHAT WE WANT TO ACHIEVE. HOW YOU GET THERE, THIS IS ABOUT
OUR MEASURABLE'S, RIGHT? >> I WOULD LIKE TO HEAR PUSHBACK
>> I WILL NOT HIT PUSHBACK BECAUSE I THINK IT HELPS YOU BE
SPECIFIC ON WHAT YOU WANT. >> MY ONLY CONCERN AND THIS IS ALMOST OUT OF THE PICTURE BUT WHEN YOU LOOK AT THAT SENTENCE
[00:50:06]
WHEN WE TALK ABOUT ENSURE THE HIGH EXPECTATIONS AND SUCCESS IT SEEMS OR I COULD SEE SOME SEGMENTS OF OUR STUDENT POPULATION WHO ARE NOT NECESSARILY COLLEGE-BOUND SEEN THIS AS NOT SPEAKING TO THEM PERHAPS AND NOW, I REALIZE THAT YOU CAN HAVE SUCCESS IN YOUR ACADEMIC HIGH SCHOOL, MIDDLE SCHOOL, WHATEVER CAREER WITHOUT BEING COLLEGE-BOUND BUT MY CONCERN IS THAT I CAN SEE A STUDENT READING INTO THAT GIVEN THE BIAS THAT WE ALMOST HAVE IN PLACE OF IN OUR SOCIETY OR OUR COMMUNITIES THAT COLLEGE-BOUND IS THE WAY TO GO AND I AM CONCERNED THAT WE NEED TO KIND OF, HAS SOMETHING THAT SPEAKS TO THE FACT THAT WE'RE NOT TALKING JUST COLLEGE-BOUND.DO YOU SEE WHERE I AM GOING? >> I AM EXPECTING, I AM EXPECTING THIS FOR MY SPECIAL EDUCATION STUDENT WHO WILL NOT LIVE ON HIS OWN SO IN MY MIND TO ME IT SAYS SUCCESS AND RIGOR FOR ALL STUDENTS. NOW, THE VARYING LEVEL FOR MY INDIVIDUAL STUDENT WILL VARY A LOT BETWEEN SOMEBODY GOING INTO THE WORKFORCE OR GOING TO COLLEGE BUT I ABSOLUTELY
EXPECTED. >> OKAY, I WANTED TO ASK THE QUESTION MORE THAN TRYING TO MAKE THE CHANGE.
>> IT'S AN INTERESTING QUESTION THOUGH MARTIN, BECAUSE SUCCESS IS DEFINITIONAL IN THE CONTEXT OF THE STUDENT, THE STUDENT WHAT IS SUCCESS FOR THEM AND TO THEM AND IT IS SOMETHING WHERE I THINK WE DO ALREADY HAVE IN THE MOTTO THAT PREPARING STUDENTS AND THIS IS ABOUT ENSURING HIGH EXPECTATION OF STUDENTS AND SUCCESSFUL PREPARATION OF ALL STUDENTS FOR WHATEVER THEY ARE DOING IT NEXT AND WHATEVER THEY'RE DOING NEXT IS A LITTLE BIT TOO INFORMAL TO GO INTO A POLICY BUT IT WOULD BE A LITTLE BIT MORE SPECIFIC ABOUT WHAT WE MEAN BY SUCCESS BECAUSE SUCCESS DOESN'T HAVE TO BE PASSING THE SAT WITH A 12 WHATEVER, SUCCESS IS THIS STUDENT IS READY FOR WHATEVER IS NEXT.
>> DOCTOR HOMAN HAD THAT WHEN I STARTED TALKING.
>> IT'S OKAY, I WILL PASS FOR NOW.
>> I WONDER IF GIVING FOR THE BOARD IF THIS IS AN OPERATIONAL EXPECTATION POLICY NOT A RESULT POLICY AND WHAT IS IT THAT YOU'RE TRYING TO ACHIEVE IN THE SEGMENT.
I THINK WHEN YOU ARE TALKING ABOUT IS AS A SCHOOL DISTRICT WHAT WE ARE NOT DOING IS THAT WE ARE NOT ENSURING THAT THERE IS LOWER EXPECTATIONS FOR SOME GROUPS OF STUDENTS THAT ARE IN SOMEHOW INSTITUTIONALIZED IN THE EDUCATIONAL EXPERIENCE AND SO IF THAT IS, IF THAT IS WHAT THIS IS AND WHAT THIS IS ABOUT THAN IT IS ALSO HOW DO YOU PHRASE THAT AS A BOARD AND THEN YOU KNOW, FOR DOCTOR HOMAN AND THE REST OF US TO FIGURE OUT HOW ARE WE GOING TO DEMONSTRATE WE ARE MEETING THAT.
>> DO YOU HAVE ANY SUGGESTIONS HOW WE MIGHT PHRASE THAT?
>> WORKING ON IT. >> THAT IS WHAT I WAS GOING TO
SAY. >> IF I COULD COME BACK TO THAT THOUGH, THEN THE EQUITABLE AND ALIGN SYSTEMS COME BACK INTO PLAY, RIGHT? THAT IS WHERE WE SEE THE DIFFERENCES IN EXPECTATIONS. IF ONE SCHOOL HAS A WAY OF KEEPING KIDS OUT OF ADVANCED PLACEMENT COURSES FOR EXAMPLE THEY HAVE PREREQUISITES AND ANOTHER SCHOOL DOESN'T THAT'S A SYSTEM THAT WE NEED TO BE ADJUSTED SO IF WE JUST SAY HIGH EXPECTATIONS WITHOUT THE SYSTEMS AND ALIGN SYSTEMS I THINK WE LEAVE SOMETHING OUT SO I KNOW INITIALLY THAT WAS WHILE WE WERE GETTING INTO THE HOW BUT THE SYSTEMS ARE WHERE WE ARE SEEING
THE PROBLEMS, I THINK. >> THAT'S A REALLY GOOD POINT.
>> THE PIECES I WAS THINKING IS HOW DOES THIS SPECIFICALLY APPLIED TO EQUITY, INCLUSION AND ANTIRACISM SO WHAT IS IT THAT WE ARE TRYING TO CALM US BECAUSE WE HAVE THIS UNDER LEARNING ENVIRONMENT, WE ALREADY HAVE IT SO WHAT IS SPECIAL ABOUT IT HERE SO I APPRECIATE THAT AND MATT I THANK YOU CAPTURED THE ESSENCE AND MIKE YOU'VE GIVEN THE CLEAR EXAMPLES AND NOW THE QUESTION IS
HOW DO WE WERE THAT. >> AND WHEN WE TALK ABOUT HIGH EXPECTATIONS OF STUDENTS HISTORICALLY I THINK WHAT WE ARE TRYING TO PREVENT IS THE HISTORICAL THING OF SAYING WITH ALL THE DIMENSIONS WE HAVE CALLED OUT OF STUDENT IDENTITY OF SETTING THE BAR LOW ON THE BASIS OF WHAT WE SEE ABOUT THAT STUDENT AND SO IT IS VERY RELEVANT TO BE IN THIS POLICY EXPLICITLY THAT OUR HIGH EXPECTATIONS OF ALL STUDENTS AND APPROPRIATE SUPPORTS FOR ALL STUDENTS WITHOUT SPECIFYING WHAT KIND OF, YOU KNOW, HERE IS THE IRONY.
I THINK MAYBE WE JUST CUT SUCCESS OUT OF THIS ONE.
SUCCESS IS A DIFFERENT PROBLEM TO MEASURE THIS IS ABOUT THE EXPECTATION OF STUDENTS AND THE SUPPORTS PROVIDED TO STUDENTS ON
THE BASIS OF WHO THEY ARE. >> SO, MY THOUGHT AND I SEE WHAT
[00:55:02]
YOU ARE SAYING. MY THOUGHT IS OVER IDENTIFICATION OF SPANISH SPEAKING STUDENTS FROM SPANISH EDUCATION AND THAT TO ME IS AN EXAMPLE OF NOT EXPECTING RIGOR.SO, WHERE WOULD THAT GO? >> AND THAT IS WHEN WE ARE WRESTLING WITH HIGH EXPECTATIONS IT IS SOMEHOW MAKING IT EXPLICIT THAT THE EXPECTATIONS ARE SPECIFIC TO THAT STUDENT BECAUSE WHEN YOU ARE TALKING ABOUT A STUDENT OR SUCCESS FOR THAT STUDENT IS TO BE ABLE TO LIVE IN A GROUP HOME THAT IS ONE THING AND FOR THAT STUDENT AND MAY BE SUCCESS BUT MAKING SURE THAT BECAUSE YOU ARE HISPANIC NOR NOT ASSUMED TO LIVE IN A GROUP HOME SO HOW DO WE THREAD THAT NEEDLE IN THE HIGH EXPECTATIONS TO MAKE THEM SPECIFIC TO STUDENTS BUT NOT PREJUDICIAL.
>> I THINK THE REASON WE ARE LISTING IT IS BECAUSE HE SEEN EXAMPLES OF IT LIKE THE OVER IDENTIFICATION FOR SPECIAL EDUCATION SO WE LISTED IT FOR A REASON.
>> BUT I THINK THE REASON IT WAS LISTED IS ESPECIALLY WAS TO ENSURE THE SUPPORTS WERE IN PLACE AND I THINK THAT IS THE PIECE AS TO WHY THAT FALLS OUT WITH THE MTS AS COMPONENT AT THE END AND SO BY GETTING RID OF THAT WE LOSE ITS FOCUS IN THIS POLICY AND I DON'T THINK IT IS WORDED THE WAY WE WANT IT BUT I DO THINK THE SUPPORTS MATTER BECAUSE IT IS THE MULTIFACETED APPROACH WHEN WE WE HOLD HIGH EXPECTATIONS AND SAY GO.
>> YOU SUPPORT TO SUCCESS. >> AND THAT WAS A PROBLEM WITH THE RACE TO THE TOP WAS THE ASSUMPTION THAT SUCCESS WOULD BE FOR EVERY STUDENT THE SAME FINISH LINE.
HERE WE ARE ENSURING HIGH EXPECTATIONS, HIGH INDIVIDUALIZED EXPECTATIONS WITHOUT PREJUDICE AND THE SUPPORTS TO ACHIEVE THOSE AND THE APPROPRIATE SUPPORTS REQUIRED TO ACHIEVE THOSE EXPECTATIONS.
>> THAT IS WHAT AN TSS IS ABOUT, RIGHT? GIVING THE KIDS THE SUPPORT THAT THEY NEED TO HAVE SUCCESS AS AN INDIVIDUAL AND BECOME A CONTRIBUTING MEMBER OF SOCIETY.
>> I AM JUST TRYING TO AVOID PUTTING MTS AS WHICH IS AN ACRONYM FOR A SPECIFIC SPACE INTO THIS GENERICALLY, IT'S APPROPRIATE SUPPORTS TO ACHIEVE THE HIGH VISUAL ME, HIGH INDIVIDUALLY, HOW DO YOU SAY, YOU WANT IT TO BE INDIVIDUALIZED TO THE EXTENT THAT A LEFT-HAND IS NOT TOLD THEY HAVE TO WRITE WITH THE RIGHT HAND BUT YOU DON'T WANT TO SAY THAT IT HAS TO BE INDIVIDUALIZED FOR EVERY DIMENSION OF THE STUDENT BECAUSE PART OF WHAT WE ARE SAYING IS WE DON'T WANT STUDENT PERFORMANCE TO BE PREDICTABLE ON THE BASIS OF ALL THESE INCOMING FACTORS SO THAT IS THE TOUGH NEEDLE TO THREAD HERE.
>> SO, I KNOW THIS WILL BE A SURPRISE BUT ANYTIME WE TALK ABOUT THESE I START OR AUTOMATICALLY GO TO WHAT ARE THE INDICATORS THAT POTENTIALLY COULD THEN HELP INFORM THESE BECAUSE I THINK LIKE THE WORDS WE PUT ON PAPER ARE ONLY AS GOOD AS THE INDICATORS AND DATA THAT YOU ARE THEN ABLE TO EVALUATE.
SO A FEW THINGS THAT I THOUGHT ABOUT IN TERMS OF OR 10.4 AND JUST FOR THE SAKE OF THE ARGUMENTS PROVIDE HIGH AND SUCCESS FOR ALL STUDENTS THROUGH ALIGN AND EQUITABLE'S SYSTEM SO LET'S ASSUME THAT IS THE BOARD'S POLICY STATEMENT AND THERE WILL BE OUTCOMES FROM AN TSS EVEN THOUGH IT IS ESSENTIALLY A CYCLE FOR STUDENTS AND THEY GO THROUGH ASSESSMENT AND INSTRUCTION AND ASSESSMENT AND IT IS GOING THROUGH THIS KIND OF CONSTANT CYCLE FOR STUDENTS BUT I ALSO USE IT CULTURALLY RESPONSIVE ASSESSMENTS FOR THE QUALIFICATION OF SPECIAL EDUCATION AND I BELIEVE THERE IS DATA AVAILABLE THAT WE COULD THEN REPORT OUT AROUND% OF STUDENTS QUALIFIED AND WHAT IS THE MAKEUP OF THOSE STUDENTS BECAUSE IF DISPROPORTIONALITY IS THE SPECIFIC ISSUE AROUND HIGH EXPECTATIONS AND SUCCESS THAT WE ARE TALKING ABOUT HERE WELL, THEN THAT DATA CAN BE REPORTED.
I ALSO THINK ABOUT? ASSESSMENTS AND THE GROWTH FOR ALL STUDENT GROUPS BUT ALSO OUR OTHER DEMOGRAPHIC GROUPS, YOU KNOW, LOOKING AT THE GROWTH AND PROGRESS STUDENTS ARE MAKING WITHIN OUR? ASSESSMENTS AND THEN I THINK ABOUT STUDENT ACCESS TO DUAL CREDIT COURSEWORK AND I KNOW THAT IS SOMETHING WE HAVE ALREADY REPORTED TO THE BOARD
[01:00:02]
BUT I ALSO THINK IT IS APPLICABLE HERE SO THOSE ARE JUST IN A FIVE MINUTE CONVERSATION OF A FEW PIECESTHAT I WAS THINKING ABOUT. >> I REALLY APPRECIATE THAT AND I ACTUALLY WANTED TO THINK ABOUT , I'M SORRY, PROPOSED LANGUAGE. BEAR WITH ME BECAUSE IT'S NOT OUT IN FRONT OF YOU BUT ENSURE APPROPRIATELY RIGOROUS EXPECTATIONS FOR EACH INDIVIDUAL STUDENT BY DOING THAT YOU MADE IT SPECIFIC AND THE EXPECTATIONS ARE NOT UNIFORM AND THAT IS PERSONALIZED TO EACH STUDENT BUT THEN AN APPROPRIATE SUPPORTS ALLOWING EACH STUDENT TO ACHIEVE PERSONAL SUCCESS.
AGAIN SAYING THE FINISH LINE IS NOT THE SAME FOR EVERY STUDENT WE WANT IT TO BE AS RIGOROUS AS POSSIBLE FOR THAT STUDENT.
IT STILL DOES NOT QUITE GET THE PIECE ABOUT WE DON'T WANT THIS FINISH LINE TO BE CHANGED BY WHETHER OR NOT YOU ARE HISPANIC OR MUSLIM OR WHATEVER BUT ALLOWING FOR THE INDIVIDUAL THINGS BEING LEFT-HANDED OR BEING A STUDENT, BEING AND DLL STUDENTS SO THAT YOU CAN HAVE EXPECTATIONS THAT CHANGE CONDITIONAL ON THINGS THAT ARE STUDENT SPECIFIC.
I HAVE NOT GOT THE THIRD PART IN THERE BUT AT LEAST THE FIRST PART IS ENSURING APPROPRIATELY RIGOROUS EXPECTATIONS FOR EACH INDIVIDUAL STUDENT SO THE EXPECTATIONS ARE EXPLICITLY STUDENT SPECIFIC AND APPROPRIATE SUPPORTS ALLOWING EACH STUDENT TO ACHIEVE PERSONAL SUCCESS. THAT GETS US MOST OF THE WEIGHT THERE AND I'M JUST MISSING THE PART WHERE WE TRIED TO SET YOUR EXPECTATIONS ON THE BASIS OF A SKIN COLOR, RACE, RELIGION, SEX, ET CETERA. GO FOR IT, MIKE.
>> THE OTHER THING THOUGH I BELIEVE THAT WE HOLD STUDENTS TO HIGH EXPECTATIONS SO THAT IT CAN SUCCEED SO HIGH EXPECTATIONS ARE THE OUTCOMES BUT SUCCESS IS WAY WONDER IF YOU LEAD WITH THAT AND YOU KNOW, IS GOING TO BE LET ME PULL IT UP HERE, STRENGTHEN AND MAINTAIN SCHOOL CULTURES THAT ENSURE STUDENTS SUCCESS BY HOLDING HIGH EXPECTATIONS FOR EACH STUDENT COMBINED WITH EQUITABLE SYSTEMS AND SUPPORT OR TOGETHER WITH EQUITABLE SYSTEMS OF SUPPORT. SO, BECAUSE, I MEAN THAT REALLY IS. WE SAID IF YOU HAVE HIGH EXPECTATIONS FOR A KID THAT LEADS TO AN OUTCOME SO I THINK THAT IS WHAT YOU WANT TO LEAD WITH AND THEN SO IT IS WHAT YOU WERE SAYING EARLIER, CHRIS, WE SAID OH, TELL KIDS YOU CAN DO THIS AND I'LL HOLD YOU TO THAT HIGH STANDARD BUT THEN WE DID NOT BUILD IN THE SUPPORT. FOR EXAMPLE, WITH AN EL STUDENT OR HISPANIC STUDENT THAT DOES NOT SPEAK THE LEMONS ARE SUPPORT NEEDS TO BE THAT WE ARE ASSESSING THEM IN THEIR NATIVE LANGUAGE SO WE CAN SEE IF THEY ARE NEEDING SPECIAL EDUCATION SERVICES OR NOT. THAT IS THE SUPPORT BUILT-IN BUT JUST HAVING A HIGH EXPECTATION BY ITSELF WILL NOT GET THAT STUDENT TO BE SUCCESSFUL IN SCHOOL.
>> AGAIN, THAT IS REALLY HELPFUL CLARIFICATION BECAUSE THE MEASURABLE AT THE END IS THE MOST IMPORTANT PARTS THAT WILL DERIVE FROM THIS. IN HIGH EXPECTATIONS ARE SIMPLY ONE COMPONENT OF TRYING TO GET TO THAT MEASURABLE AND THAT IS SOMETHING I'M HAPPY TO PUT IN THERE AS WE EXPECT YOU TO HAVE A DIET HIGH EXPECTATIONS FOR EACH STUDENT.
WE'RE NOT TELLING YOU HOW TO ACHIEVE THAT BUT WE KNOW THAT YOU CAN'T ACHIEVE IT IF YOU DON'T HAVE HIGH EXPECTATIONS FOR A STUDENT. ONE MOANED RATHER THAN CAN'T.
>> QUICK QUESTION. >> WE WANT ALL KIDS TO GRADUATE, RIGHT? WE WANT ALL KIDS TO BE ABLE TO MOVE ON TO THE NEXT THING THAT COMES FOR THEM IN THEIR LIVES AFTER GRADUATION AND SO GRADUATION IS PART OF THE SUCCESS AND HOPEFULLY A FAIR PART OF THE SUCCESS BECAUSE WITHOUT THE HIGH SCHOOL DIPLOMA IT IS VERY DIFFICULT TO MOVE ON
TO ANYTHING ELSE. >> I LIKE MIKE'S WORDS BETTER
THAN I LIKED MINE SO GOOD. >> MIKE, YOU ARE ESSENTIALLY
SAYING TAKE OUT COLLABORATIVE. >> I HAVE STRENGTHEN AND MAINTAIN SCHOOL CULTURES THAT ENSURES OR ENSURES SUCCESS THROUGH HIGH EXPECTATIONS TOGETHER WITH EQUITABLE AND ALIGNED SYSTEMS OF SUPPORT OR SYSTEMS.
>> I THINK THAT SPEAKS TO THE NEED FOR HIGH EXPECTATIONS TO BE PART OF A SCHOOL BECAUSE AN INDIVIDUAL HOLDING HIGH EXPECTATIONS DOESN'T LEAD TO OVERALL SUCCESS AND IT REALLY IS AN ENTIRE SCHOOL COMMUNITY HOLDING HIGH EXPECTATIONS AS A
CONSISTENTLY OVER TIME SO. >> I CAN LIVE WITH APPROXIMATION OR WHAT MIGHT JUST PROPOSED. IT WAS FUNNY BECAUSE I OPEN THIS CONVERSATION BY SAYING WE SHOULD ELIMINATE ALL OF THAT AND THEN CHANGE MY MIND. [LAUGHTER]
[01:05:02]
>> JOHN, IF YOU SAY EXPECTATIONS OF THE SCHOOL AS OPPOSED TO THE INDIVIDUAL THAT TO MEET SAYS OKAY, IF WE ACHIEVE A 97% RATE AND WE ARE HAPPY AND SO THOSE OTHER 3% JUST DIDN'T QUITE MATTER, I MEAN, THAT IS AN INTERPRETATION THAT SHOULDN'T BE THERE BUT I CAN HEAR IT AND THERE IS A LARGE SENTIMENT OUT THERE THAT IF YOU ARE NOT IN AP STUDENT YOU DON'T MATTER AND IF YOU ARE NOT A DUAL CREDIT STUDENT YOU DON'T MATTER AND THAT IS WHERE I AM CONCERNED ABOUT WHETHER IT IS THE COLLEGE-BOUND ISSUE OR WHATEVER THE NEXT STEP MAY BE THAT THOSE STUDENTS DON'T FEEL LIKE THEY DON'T GIVE A RATS PATOOTIE ABOUT ME BECAUSE I'M NOT IN AP STUDENT AND I NEVER WILL BE IN AP STUDENT. WHETHER IT IS BY DESIRE, ABILITY OR WHATEVER IT MAY BE AND AGAIN, WE MAKE IT DIFFICULT FOR STUDENTS TO GO INTO THE TRADES. VERY DIFFICULT.
IF YOU WANT TO GO INTO THE TRADES YOU HAVE TO EITHER GET IN YOUR CAR OR GET IN YOUR BUS AND GO TO WASHINGTON TECH.
IF YOU WANT TO GO TO AN AP CLASS YOU GO DOWN THE HALL INTO THE LEFT AND SO IT IS A STRUCTURAL THINGS THAT THAT I THINK IF WE TALK ABOUT THE SUCCESS OF THE SCHOOL AS OPPOSED TO THE STUDENT THEN WE ARE ALMOST, WE ARE CODIFYING IT IN THE POLICY AS OPPOSED TO TRYING TO ADDRESS AND YOU MENTIONED EARLIER AND I'M TRYING TO CULTURALLY BE RESPONSIVE AND I THINK IT WAS ASSESSMENTS THAT I THINK IT GOES BEYOND JUST SPECIAL EDUCATION THOUGH BECAUSE I THINK WE HAVE TO LOOK AT THAT WHEN THEY HAD THE PRESENTATION OF THE NEW BOOKS AND THE NEW CURRICULUM I GUESS IT WAS MATH AND I CANNOT QUITE SEE WHERE OR HOW IT MADE OR HOW THEY ADJUSTED TO BE MORE EQUITABLE THEY WERE SAYING THAT SPEAKING WITH THE STUDENTS AND DOING A CULTURAL ASSESSMENT THAT THERE WERE CERTAIN WORDS THAT RESONATED BETTER SO FORTH AND WOULD HATE TO THINK WE LIMITED IT TO SPECIAL ED AND I'M NOT SAYING IT IS NOT A PROBLEM BUT I LIKE TO MAKE SURE THAT WE HAVE IT UNIVERSAL LOOK AT ANYTHING WE DO TO BE CULTURALLY RESPONSIVE.
>> TO MARK'S FIRST POINT ON THAT WHEN WE TALK ABOUT SUCCESS WHERE IT SAYS SUCCESS FOR ALL STUDENTS OR IF IT SAYS SUCCESS FOR ALL STUDENTS SUCCESS FOR ALL STUDENTS IMPLIES THAT IT IS THE SAME DEFINITION OF SUCCESS FOR EVERY STUDENT.
SUCCESS FOR EACH STUDENT GETS IN A DIFFERENT DIMENSION AND I THINK THAT SOLVES THE PROBLEM FOR THAT PIECE OF IT.
>> YES, I THANK YOU ARE RIGHT. >> THAT SAID I ACTUALLY WANT TO SKIP FORWARD TO 14.7 SO IF WE ARE NOT DONE WITH 14.4 OR ARE WE DONE? SORRY.
SO, 14.5, 14.6 ASIDE FROM GRAMMATICAL MINOR TWEAKS THAT I HAVE NO ISSUE, 14.7 PROFESSIONAL DEVELOPMENT I AM VERY PLEASED TO SEE AND RECEIVE ONGOING PROFESSIONAL DEVELOPMENT.
ONE OF THOSE RECEIVES HAS GOT TO GO.
BUT YEAH, PROBABLY THE SECOND ONE.
BUT THE TO INFORM AND PRACTICE CULTURAL HUMILITY.
HUMILITY AND I GUESS THAT MUST BE HOT AND INCREASE AWARENESS OF PERSONAL SYSTEMIC RACIAL EQUITY, BIAS AND INEQUITIES THAT IS AWKWARD. IT'S A VICTIM OF EDITING AND WHILE I WANT TO MAKE SURE THAT WE ARE ON THE SAME PAGE AS TO WHAT THE ASPIRATION IS FOR THE PHRASE RATHER THAN WORDSMITH THIS SO I WANTED TO ASK THE TWO OF YOU WHAT IS THE IMPORTANT PIECE THAT WE ARE GETTING AT HERE THAT ISN'T IN OTHER
14-POINT WHATEVER'S. >> I WANT TO BOUNCE BACK WHAT DO YOU BELIEVE IS THE VALUE BEING STATED THERE?
>> TO MEET THE MOST IMPORTANT PIECE OF VALUE IS THAT IT IS ONGOING PROFESSIONAL DEVELOPMENT IN SENSITIVITY TO THE VARIOUS DIMENSIONS OF THAT WE CARE ABOUT AND I AM NOT CERTAIN THAT INFORM AND PRACTICE CULTURAL HUMILITY IS A PHRASE I WANT TO THROW IN
[01:10:01]
THERE BUT AT THE SAME TIME I DO WANT TO HELP PEOPLE UNDERSTAND OR CULTURAL SENSITIVITY I GET AN CULTURAL HUMILITY I'M NOT SURE I BUY INTO THAT AS A PHRASE AND THE POLICY.IT IMPLIES THAT I AM SOMEHOW WRONG TO BEGIN WITH AND CULTURE SENSITIVITY IS UNDERSTANDING THAT I MAY BE DOMINANT BUT THERE ARE OTHER CULTURES OUT THERE THAT MATTER.
>> I THINK THE PRACTICE PIECE CAME IN BECAUSE WE DON'T WANT STAFF TO JUST RECEIVE TRAINING AND WE WANT THEM TO DO SOMETHING WITH THE TRAINING SO I FEEL LIKE IT IS MORE OF AN ACTION PIECE AND I DON'T KNOW WHAT YOUR THOUGHTS.
>> NO, ABSOLUTELY THE PRACTICE BUT I THINK YOUR QUESTION IS
AROUND CULTURAL HUMILITY. >> I'M SORRY, IT IS JUST THE BIGGER PIECE SO WHAT IS THE TRAINING YOU'RE ASKING IS CORRECT THAT CONCEPT WAS THE OF CULTURAL CONFERENCES TALKED ABOUT IN THOSE PIECES AND THE CHALLENGE IMPLIES THAT YOU YOURSELF CANNOT UNDERSTAND EVERY CULTURE OUT THERE AND IF YOU'RE CONFIDENT CULTURAL HUMILITY HAS MORE OF A PRESENTATION OF YOU RECOGNIZE THAT WE ALL HAVE THINGS TO LEARN FROM OTHERS IN OUR CULTURE IS ONE OF MANY AND SO IT IS NOT THAT YOURS IS LESS THAN OR MORE THAN ANYBODY AND IT REALLY IS THAT IT IS ABOUT CURIOSITY OF OTHER PEOPLE, PLACES, PRACTICES, CUSTOMS THE FACT THAT YOU KNOW YOU TAKE YOUR SHOES OFF AT THE DOOR AND SOMEBODY ELSE DOESN'T AND IS ONE RIGHT OR WRONG, NO NOT NECESSARILY AND IT'S THE REALITY OF WHERE YOU WORK AND GO SO IT IS MORE ABOUT THE PRACTICE OF HOW YOU HANDLE QUESTIONS AND CHANGES AND DIFFERENCES WITHIN PEOPLE SO IT IS A STEP THAT WE STARTED WITH CULTURAL DIVERSITY AND MOVED TO CULTURAL SENSITIVITY AND WEIGHT CULTURAL COMPETENCE AND RESPONSE AND CULTURAL HUMILITY IS JUST ANOTHER WAY OF SAYING IT BUT RECOGNIZING THAT THE DOMINANT CULTURE ISN'T THE REFERENCE
POINT. >> SURPRISINGLY YOU HAVE WON ME OVER. SO LET'S GO TO THE NEXT CLAUSE.
MARK THE CALENDAR REAL QUICK. [LAUGHTER] BUT I GET THAT. IT WASN'T IMMEDIATELY OBVIOUS BUT I GET THE IMPORTANCE OF THAT SO THEN ON TO THE AWARENESS OF PERSONAL AND SYSTEMIC RACIAL EQUITY, ANTIBIAS AND INEQUITIES WAIT, WHAT, BACK UP. AWARENESS OF PERSONAL BIAS I GET BUT WHEN YOU SAY AWARENESS OF PERSONAL RACIAL EQUITY I HAVE NO IDEA WHAT THE HELL WE'RE TALKING ABOUT SO SOMEWHERE YOU GOT TO RETOOL THIS CLAUSE INTO THE DIMENSIONS THE MATTER FOR PERSONAL VERSUS SYSTEMIC AND IS NOT IN THE VERSION OR IF THE ONE
ONLINE? >> NO, I'M LOOKING AT THE ORIGINAL SENTENCES SEE IF I CAN GO BACK TO WHERE IT STARTED AND I THINK POTENTIALLY MORE GOT CROSSED OUT THEN WAS SUPPOSED TO
SO I'M JUST TRYING TO CONFIRM. >> IN THE LONG RUN I DO THINK WHEN WE SAY AS A BOARD WHAT KIND OF PROFESSIONAL DEVELOPMENT DO WE WANT WE WANT PROFESSIONAL DEVELOPMENT THAT ALLOWS INDIVIDUALS TO GROW AS INDIVIDUALS BUT WE ALSO WANT PROFESSIONAL DEVELOPMENT THAT HELPS THEM RECOGNIZE SYSTEMIC PROBLEMS AND ADDRESS THEM AND IF YOU DON'T SEE IT YOU'RE NOT GOING TO FIX IT SO THOSE ARE, I THINK, BOTH PERSONAL AND SYSTEMIC ARE IMPORTANT CAUSES HERE BUT SOMEHOW WE NEED TO PUT THEM TOGETHER AND BREAK THEM APART, RATHER.
>> SO HOW DO YOU WANT TO DO THAT? I AGREE WITH YOU AND I DON'T THINK IT IS WELL-WRITTEN AND I THINK IT'S REPETITIVE AND I DON'T THINK IT IS CLEAR SO I AM
WITH YOU. >> CHRIS, WHAT IF AWARENESS OF PERSONAL BIAS AND SYSTEMIC INEQUITIES.
>> WELL, PERSONAL BIAS YET, AWARENESS OF PERSONAL BIAS AND I'M ALSO TRYING NOT TO STEP INTO A MINEFIELD IN THE CURRENT CULTURAL WARS THAT IF WE SOMEHOW WRITE THIS IN SUCH A WAY THAT IT COULD BE INTERPRETED AS ANYBODY WHO IS WHITE THEREFORE IS RACIST IT IS NOT GOING TO HELP OUR CAUSE AND I'M MORE INTERESTED IN ACHIEVING THE RIGHT OUTCOME THAN IN HAVING THE WORDS PERFECTLY CORRECT SO I DON'T HAVE AN ANSWER YET AND I'M STILL MULLING
SO THIS YEAR THE LEGISLATOR PASSED SENATE BILL 5044 WHICH THEY HAVE DEVELOPED LANGUAGE AROUND THE EXPECTATIONS FOR TRAINING FOR ALL EDUCATORS AND I DON'T HAVE IT OR I'M TRYING TO GO THROUGH THE BILL LAW BUT OH SORRY SO THIS YEAR THE STATE LEGISLATOR PASSED A SENATE BILL 5044 WHICH OUTLINES EXPECTATIONS FOR LEARNING FOR EDUCATORS REGARDING CULTURAL COMPETENCY AND THEY HAVE LANGUAGE THAT MIGHT BE GOOD TO LOOK AT BECAUSE THAT WILL BE HELD OR EXPECTATION IS THAT THAT IS OUR TRAINING
[01:15:02]
WOULD BE IN ALIGNMENT WITH THAT AND SO HAVING SOME ALIGNMENT BETWEEN FOREIGN POLICY AND THAT BILL MIGHT MAKE SENSE AND THEY HAVE DONE SOME WORK TO DO THE WORDSMITH AND MAYBE WE CAN CURBTHAT. >> SO YEAH, ACTUALLY NOW AND SEEN IT EVEN BETTER BECAUSE THE INSURER STAFF RECEIVE ONGOING PROFESSIONAL DEVELOPMENT AND THEN IT IS NOW WE ARE BREAKING INTO IS IT ABOUT SYSTEMIC OR IS ABOUT PERSONAL AND SO I WOULD START WITH THE PERSONAL SO WHERE TO INFORM IT IS TO LEARN AND PRACTICE CULTURAL HUMILITY ON AN INDIVIDUAL TEACHER BASIS WOULD BE MORE USEFUL OR EASY OR INTERPRETED BY YOUR NAÏVE READER AND THAT ALLOWS US TO AND INCREASE AWARENESS OF POTENTIAL PERSONAL BIASES AND THEN YOU CAN GET INTO AND ALSO THE SYSTEMIC TO RECOGNIZE SYSTEMIC SYSTEMIC BIAS AND INEQUITIES WHAT I THINK ADDRESS ALL THE PIECES I'M REALLY WORRIED ABOUT HERE.
>> SOUNDS PRETTY GOOD TO ME. >> SO YOU ARE WRITING THIS ALL DOWN, JOHN? YOU GOT IT AND WE CAN LOOK UP SB
14.9 ENSURE STUDENTS, STAFF AND FAMILIES PROVIDE A CULTURAL RESPONSE OF METHODS TO ADDRESS CONCERNS OR GRIEVANCES AND THAT IS 80% OF WHAT I WANT AND I ALSO WANTED TO HAVE A SYSTEM WHERE THEY FEEL COMFORTABLE BRINGING EQUITY AND RACE AND INCLUSION CONCERNS IN AND THAT IS NOT NECESSARILY THEIR AND 14.8 YET.
>> YEAH, SO IT IS MORE OF A HOW CAN THEY FEEL SAFE AND CONFIDENT IN BRINGING THESE CONCERNS FORWARD.
>> YEAH, EXACTLY. WE NEED A SYSTEM FOR DOING IT THAT THEY CAN HAVE CONFIDENCE IN.
>> RIGHT. I KNOW THAT THERE HAVE BEEN CONCERNS OF POTENTIAL QUOTE UNQUOTE RETRIBUTION AND THAT HAPPENS A LOT IN THE HOSPITAL SETTINGS AS WELL WHERE PARENTS MAY BE WHO DO NOT SPEAK ENGLISH ARE CONCERNED ABOUT BRINGING UP SOMETHING THEY WANT TO DO FOR THEIR CHILD THAT THE DOCTORS PERHAPS TELLING THEM YOU KNOW SOMETHING ELSE BUT THERE IS HESITANCY TO BRING IT UP BECAUSE THE DOCTORS AND THE PROFESSIONAL ET CETERA ET CETERA SO YES, I AGREE WITH FINDING THAT WAY THAT THEY CAN COMMUNICATE GRIEVANCES THAT FEELS COMFORTABLE.
>> THERE IS A WORD PERHAPS THE IDEA OF THROWING IN ENCOURAGE, ENCOURAGING AND I AM NOT SURE HOW TO PITCH IN BUT THEY'RE WELCOME TO DO SO BUT WE ENCOURAGE THEM TO DO SO AND WE WANT TO HEAR AND WHILE WE DON'T WANT TO PROBLEMS WE WANT DON'T WANT TO BE DEAF TO PROBLEMS THAT WE ARE NOT AWARE OF BECAUSE OF OUR CULTURAL CULTURE AND IT MAY BE A SITUATION OF WELL IT GOES BACK TO EACH YEAR WHEN WE HAVE TO CHECK THE CALENDAR AGAIN FOR ROSH HASHANAH. THAT IS SOMETHING WHERE IF YOU ENCOURAGE PEOPLE TO COME FORWARD AND WE OFTEN SAID THE VARIOUS RELIGIONS THAT WE DON'T KNOW WHAT THEIR HIGH HOLIDAYS ARE AND SO WE EMPHASIZE THE WRONG ONES SO I THINK IT IS ENCOURAGING, TO
ENCOURAGE FOLKS TO COME FORWARD. >> ENCOURAGING IS GREAT BUT WE JUST NEED TO HAVE A WAY THAT THEY FEEL COMFORTABLE SHARING IT. WE CAN ENCOURAGE THEM TO SHARE IT BUT IN THE CURRENT SYSTEM ARE THEY CONCERNED ABOUT SHARING IT? HOW DO WE ADDRESS THE CONCERN PART.
>> MARK, I HEAR YOU ON ENCOURAGE AND I AM NOT SURE HOW, IT IS WE NEED A SYSTEM WHERE PEOPLE ARE CONFIDENT ENOUGH THAT WE WILL TAKE THEM SERIOUSLY AND THAT THERE WILL NOT BE REPERCUSSIONS FOR REPORTING SOMETHING AND WE NEED A SYSTEM WHERE PEOPLE CAN HAVE CONFIDENCE IN PART HONESTY, THAT'S FUNDAMENTALLY WHERE IT IS AT BECAUSE YOU WANT TO KNOW THAT YOU WILL BE LISTENED TO AND THAT ACTIONS, APPROPRIATE ACTIONS CAN AND WILL BE TAKEN AND THAT THEY WILL BE TAKEN IN A WAY THAT IS SYSTEMATICALLY RESPONSIBLE BECAUSE IT IS POSSIBLE TO PUT TOGETHER A SYSTEM THAT IS NOT ACCOUNTABLE TO ITSELF AND YOU COULD ACCIDENTALLY HAVE PERCUSSIONS ON SOMEONE WHERE IT GETS REPORTED OR MISUNDERSTOOD AND YOU WIND UP PERSECUTING THE WRONG PERSON AND SO CONFIDENCE
[01:20:03]
>> RECEPTIVITY, IT IS A WELCOMING CRITICISM AND THAT IS HARD TO, I DON'T KNOW HOW TO SAY IT IN A WAY THAT BECAUSE THE MOST IMPORTANT THING TO ME AND YES, WELCOMING CRITICISM IS HOW I WANT THE ORGANIZATION TO RESPOND IN THE MOST IMPORTANT PART IS THE SYSTEM HAS A SYSTEM FOR COLLECTING THESE ISSUES AND PUTTING THEM INTO A HAY, WE NEED TO ADDRESS THIS AND IT GETS FED TO THE RIGHT PERSON. I DON'T KNOW THAT THERE IS A WHOLE LOT OF CONFIDENCE THAT IF YOU FILED A COMPLAINT OVER A RACIST INCIDENT THROUGH LET'S TALK THAT YOU WOULD HEAR BACK IN THE APPROPRIATE ACTION WOULD BE TAKEN.
WELCOMING IS AFTER WE GOT THE CONFIDENCE IN THE SYSTEM.
>> WELL, THE PHRASE YOU HAD A PROBLEM WITH TO CRITICIZE AND TO PRESENT YOUR PERSPECTIVE AND YOUR FEELINGS AND TO PRESENT YOUR COMPLAINT BUT IT DOES NOT NECESSARILY HAVE TO BE A COMPLAINT BUT COULD BE YOU ARE MISSING SOMETHING HERE AND WE WOULD LIKE TO ENCOURAGE YOU TO THINK OF A, B, C AS JUST OPPOSED TO A BE. DO YOU SEE WHERE I AM GOING? NOT JUST, NOW IT ALL DEPENDS ON HOW YOU RECEIVE IT AND IF SOMEONE TELLS ME OR TELLS A PERSON THEY WERE NOT DOING OR YOU'RE DOING A AND B AND NOT SEE BUT THAT MAY BE TAKEN AS A CRITICISM AND IT IS NOT NECESSARILY MEANT TO BE AND PERHAPS IS MEANT TO BE A CONSTRUCTIVE CRITICISM BUT I THINK IT IS NOT ONLY THE PROCESS OF GIVING THE COMPLAINTS BUT ALSO HOW IT IS RECEIVED AND I AND I THINK THAT IS ONE OF THE THINGS WE NEED TO POINT OUT THAT STAFF WILL BE MORE RECEPTIVE TO ALL PERSPECTIVES AND I DON'T KNOW TRYING TO GRASP THE CONCEPT
AS POSSIBLE. >> OKAY, SO WHAT ARE THE IMPORTANT PIECES ON THIS. YEAH, GO AHEAD.
SOMEONE ELSE TALK. GO FOR IT, JOHN.
>> I HAVE A ONLY TO WORD AMENDMENT.
AFTER CULTURALLY RESPONSIVE IF WE PUT AND SAFE BECAUSE THEN YOU ARE DEFINING A PROCESS THAT IS RESPONSIVE TO INDIVIDUALS BUT IT IS ALSO LAYERED WITH SAFETY WHICH IS WHAT AN INDIVIDUAL EXPERIENCES IN THE CURRENT STATEMENT SAYS ADDRESSES CONCERNS SO I THINK IT IS NOT JUST ABOUT HEARING A CONCERN BUT THE POLICY REQUIRES A RESPONSE TO THE CONCERN OR GRIEVANCE SO TO ME ADDING THE WORDS AND SAFETY OR AND SAFE, CULTURAL SPAWNS MAKE IT AFTER WHAT YOU'RE THINKING ABOUT ABOUT.
>> NOW YOU'RE REALLY GETTING THERE AND HONESTLY I GUESS IT IS CURRENTLY TAKING TOO LONG TO GET TO THE MEAT OF IT.
ENSURE STUDENTS, STAFF AND FAMILIES ARE, NO, IT IS WANT WE WANT YOU TO PROVIDE A CULTURALLY RESPONSIVE AND SAFE SYSTEM FOR REPORTING, FOR STUDENT, STAFF AND FAMILIES TO REPORT CONCERNS, GRIEVANCES OR VIOLATIONS OF THIS POLICY.
>> YEAH, THAT SOUNDS GOOD. >> CONSIDERING THE ISSUE THAT WE ARE TRYING TO ENCOURAGE POSITIVE BEHAVIOR AS OPPOSED TO PUNISHING BAD BEHAVIOR IN THIS AREA I AM NOT SURE WE CAN CONTINUE TO DO THAT AND IT IS THE IDEA TO SHARE THE PARENT OR WHATEVER CHILD OF NON- RETALIATORY RESPONSE THAT IT IS AN OPEN, IT IS AN OPEN DOOR AND IT IS NOT AN OPEN DOOR THAT IS A TRAP THAT WILL FALL OPEN ON TOP OF THEM AFTER THEY WALKED THROUGH THAT DOOR.
>> AND THAT IS. >> IT MAY GO TOO FAR.
BEG PARDON? >> A NON- RETALIATORY IS A SMALLER SUBSET OF SAFE AND SO BUT I WOULD EXPECT TO SEE
TALKING ABOUT THE INTERPRETATION >> BUT IT ALSO IS MORE DEFINITIVE BECAUSE IT MAY BE AS OPPOSED TO GETTING HIT WITH A BASEBALL THAT BUT RETALIATORY CAN BE SUBTLE.
>> EXACT, THAT IS WHY I THINK AS A BOARD I CAN LIVE WITH PUTTING SAFE IN BUT I WOULD EXPECT THE INTIMIDATION OF SAFE TO BE MUCH
MORE LAYERED. >> NO, I'M JUST THINKING ABOUT
[01:25:06]
SAFE AND REPERCUSSION. >> EXACTLY, SO WITHOUT REPERCUSSION IS STILL A SUBSET THERE OF SAFE AND RETALIATION IS A SUBSET OF SAFE BUT THESE ARE THE THINGS THAT THE INTERPRETATION SHOULD BE ADDRESSING IS THAT I INTERPRET SAFE TO MEAN THAT THE REPORTS WILL BE KEPT IN CONFIDENCE AND THEIR CONCERNS WILL BE TAKEN SERIOUSLY AND THAT THEY WILL BE TREATED WITH RESPECT AND THAT VIOLATIONS WILL BE INVESTIGATED TO THE FULL EXTENT OF OUR ABILITIES.
BUT THAT IS ALL ON HIS SIDE, NOT ME.
>> I THINK THE INDICATORS HERE TOO, IF YOU TALK ABOUT SAFE, RIGHT, THAT WILL CAPTURE DID YOU FEEL OR DENY, DID YOU FEEL SAFE MAKING THE RETALIATED AGAINST THEY WILL MOST LIKELY REPORT THEY DID NOT FEEL SAFE OR THEY WILL AND OR THEY WILL REPORT THAT THEIR CONCERNS WERE NOT ADDRESSED.
THAT IS WHAT WE ARE GOING TO CAPTURE.
SO, I AM FINE WITH I THINK CHRIS HAD THE LAST PROPOSED LANGUAGE
FOR REFINEMENT TO THE LANGUAGE. >> JOHN, WOULD YOU REMIND ME ON INDICATORS WHEN YOU ARE PLANNING TO GIVE US SOME OF YOUR
INDICATORS? >> TARGETING AUGUST 23 I GUESS THAT IS WHEN YOU ARE ADOPTING THE POLICY SO PROBABLY SEPTEMBER , WHAT IS IT NINE? I THINK IT IS THE FIFTH BOARD
MEETING IN SEPTEMBER. >> YOU ARE PRESENTING THEM ON SEPTEMBER 9 OR YOU ARE REPRESENTING THEM ON AUGUST 23?
>> SEPTEMBER 29 BECAUSE AUGUST 23 IS WHEN YOU ARE
ADOPTING THE POLICY. >> RIGHT, RIGHT SO WE WILL HAVE TIME TO VISIT THOSE. OKAY.
>> I DON'T HAVE ANY OTHER SUBSTANTIVE EDITS TO THE POLICY.
>> NO, I'M WITH YOU. TEN AND 11 I AM GOOD WITH.
>> THANK YOU, CASSANDRA AND SIRI FOR TAKING THE LABORING OR ON THIS. A LOT OF WORK AND ALSO I DON'T KNOW, TRICKY TOPIC TO BE ON THE LEAD OF SO THANK YOU FOR BEING WILLING TO DO THAT. DOCTOR STUART.
>> I ECHO THAT SENTIMENT. AS WE GO THROUGH AND LOOK ESPECIALLY AS YOU LOOK AT THE INTERPRETATIONS IT IS MISTAKING LANGUAGE OR CULTURAL ISSUES WHERE INTELLIGENCE ISSUES IS WHAT WE ARE ADDRESSING IN THESE ISSUES, WHETHER IT IS AN ABILITY TO PERCEIVE IT OR THE ABILITY TO TRANSLATE IT, A CHILD WITH AUTISM MAY HEAR THE WORDS AND THEY WON'T HAVE A RECEPTIVITY OF IT IN A PERSON WHO DOESN'T SPEAK ENGLISH IS GOING TO HEAR THE WORDS BUT THEY ARE NOT GOING TO KNOW WHAT THEY ARE SAYING AND SO I THINK IT IS THE IDEA OF AN THAT GOES TO THE ISSUE OF OVER IDENTIFYING THAT YOU KNOW STUDENTS IN THE IDEA OF PERCEIVING OR MIS- PERCEIVING THEIR CULTURE FOR THEIR INTELLIGENCE OR THEIR ABILITY FOR THEIR INTELLIGENCE AND SO THAT IS I THINK IF WE CAN WORK AT THAT IN SOMEWHERE I DON'T THINK IT REALLY HITS ONE SPECIFIC POINT OF THOSE BUT IT REALLY ADDRESSES IT ALL WHEN YOU THINK ABOUT IT BECAUSE I THINK IT ADDRESSES THAT SEGMENT OF CONCERN OF APPEARANCE THAT HECK, IT EVEN GOES TO THE PARENT WHO MOVED HERE FROM TIMBUKTU OR FROM OKLAHOMA TO HEAR SAYING G, WE KNOW YOUR SCHOOL SYSTEM THEIR STINKS SO WE THINK THEY'RE LESS INTELLIGENT OR SHE'S LESS
INTELLIGENT AND ANYWAY. >> I HAVE A PROCESS QUESTION BUT BUT BEFORE WE GET THERE ANY OTHER QUESTIONS, COMMENTS ON THE POLICY. DOCTOR CARLSON.
>> GETTING BACK TO THE TITLE. >> NICE JOB.
>> HONESTLY I DON'T THINK WE NEED TO FLOG THIS COURSE ANYMORE BUT I'M HAPPY GOING WITH THE MAJORITY VOTE AND FOR ME IT IS AEI OR AIE AND I FEAR WE CAN JUST TAKE A CONSENSUS AND I'M
[01:30:03]
WILLING TO SUPPORT IT IF I WIND UP ON THE MINORITY ON THAT SO REALLY THERE IS ONLY ONE SIDE OF THE BOAT YOU NEED TO TAKE BECAUSE THE OTHER HALF AS A BEING NEGATIVE SO ALL FAVOR OF AEI SPIRIT JUST TO BE CLEAR I'M VOTING.I THOUGHT I HAD THIS AND I THOUGHT I WOULD BE ABLE TO PLAY IT TILL BED TONIGHT. WELL.
>> I THINK WHAT I HEARD FROM THE BOARD THIS EVENING IS ANTIRACIST , ANTIRACISM EQUITY AND INCLUSION AND I BELIEVE THAT
IS WHAT I HAVE HEARD. >> I THINK THAT IS WHAT I HEARD
TWO. >> WE WILL HAVE THE OPPORTUNITY
—- >> IT IS NOT IMPORTANT ENOUGH TO
MAKE A BIG ISSUE. >> ANY OTHER QUESTIONS OR COMMENTS OR QUESTIONS ON THE POLICY? OKAY. PROCESS WISE, OKAY, SO THIS WILL COME FORWARD FOR FIRST READING ON AUGUST 9 AND IT WILL THEN BE IN THE BOARD PACKET IN ADVANCE OF THEM AND THAT IS TYPICALLY
POSTED ON THE THURSDAY BEFORE. >> FRIDAY BEFORE.
AS SOON AS THE TEAM AND I GET TOGETHER WE WILL UPDATE THE DRAFT AND SEND IT OUT TO THE FULL BOARD SO THAT YOU CAN SEE WHERE WE HAVE LANDED AND THEN YES, IT IS POSTED ON FRIDAY
BEFORE THE BOARD MEETING. >> OKAY, SO I THOUGHT AND IT'S NOT A LOT OF TIME FOR MOST PEOPLE TO REVIEW AND PROVIDE FEEDBACK OR HAVE THOUGHTS ON IT AND WE HAVE ENGAGED WITH A LOT OF STAKEHOLDERS IN THIS PROCESS AND I ASSUME WE HAVE THEIR CONTACT INFORMATION AND ALL THE DIFFERENT FOLKS THAT WE HAVE BEEN ABLE TO DO LINKAGES WITH AND PROBABLY BE A GOOD IDEA TO SEND WHERE WE ARE AT TO THOSE WHO HAVE ACTED, PARTICULARLY THOSE WHO HAVE ACTIVELY ENGAGED IN THE PROCESS AS FAR IN ADVANCE
AS WE CAN. >> SO SOME GROUPS THEY HAVE HAD LEADERSHIP THAT HAS DISTRIBUTED INVITES SO WE DON'T HAVE THEIR CONTACT INFORMATION BUT WE CAN DEFINITELY SEND THIS OUT TO ALL OF THOSE THAT WE DO AND THEN ASK THOSE THAT FORWARDED INVITATIONS AND THINGS LIKE THAT AND JUST PASS THEM ONTO THE GROUPS.
>> AS A BOARD I THINK AND WE ALSO HAVE CONTACTS TO AND I THINK WE SHOULD BE TRYING TO DO THAT, TOO.
AS EARLY AS WE CAN START THE PROCESS OF SOLICITING FEEDBACK'S
AND WILL LEARN SOMETHING NEW. >> WE HAVE POSTED THE THURSDAY
BEFORE THE MEETING. >> FRIDAY BEFORE THE MEETING AND THIS IS A FIRST READING ON AUGUST 9 AND IT IS NOT ADOPTION OF A POLICY BUT IT IS SIMILAR PATTERN TO WHAT WE HAVE TRIED TO ADOPT WITH THE MAJORITY OF LARGE DECISIONS OF THE BOARD IS MAKING AND SO POLICY IS JUST THAT WEIGHT BY NATURE AND SO YOU HAVE A FIRST READING AND REALLY YOU THEN HAVE THE OPPORTUNITY FOR COMMUNITY FEEDBACK BETWEEN THAT FIRST READING AND WHEN YOU TAKE FINAL ACTION, AS WELL AS BETWEEN FRIDAY WHEN IT IS POSTED IN THE
BOARD MEETING. >> MAY I SUGGEST THAT WHEN WE TALK WE SAY IT ON LINE OR FOR THAT MATTER IN E-MAILS THAT ARE GOING OUT TO PEOPLE PUT IT IN BOLDFACE UNDERLINE FIRST READING DOES NOT MEAN ADOPTION. I MEAN, I THINK A LOT OF FOLKS WILL SAY FIRST READING WELL THEN FINE, YOU READ IT AND WE WILL ADOPT IT LATER BUT NO, THIS IS FIRST READING AND EX- DATE WILL BE ADOPTION OR CONSIDERABLY BE ADOPTION.
>> YEAH, WE CAN PUT THAT IN. >> I JUST DON'T WANT ANYBODY TO
MISINTERPRET. >> SO, I HAVE CONFIDENCE IN A TEAM THAT WE WILL HAVE THE DRAFT READY BEFORE THE FRIDAY AND BEFORE THE MONDAY SO WE COULD POSTED EARLIER TO GIVE BOARD MEMBERS MORE TIME TO LOOK IT OVER AND TO GIVE THE PUBLIC MORE TIME TO LOOK IT OVER AND THEN ALSO TO UNDERSTAND THAT THAT IS NOT THE MEETING THAT WE ARE VOTING ON IT.
>> I WILL WORK WITH THE OTHER TEAM MEMBER WHO KNOWS HOW TO POST THINGS IN APPROPRIATE PLACES AND WE WILL FIGURE THAT
OUT. >> AND WILL AUGUST 9 HAVE AN
>> WILL THERE BE AN INTERPRETATION DRAFT OF ANY
COMPONENTS OF IT? >> BEFORE THE BOARD ADOPTS
POLICY? >> BASICALLY SO THE PEOPLE OR I IMAGINE, I CAN SEE PEOPLE WITH PITCHFORKS AND TORCHES WHO EXPECT TO SEE SOMETHING IN THE POLICY THAT IS ACTUALLY GOING TO BE IN THE INTERPRETATION WHERE THEY DON'T SEE THE INTERPRETATION BEFORE WE ADOPT A POLICY THEY WILL BE ANGRY AND IF
[01:35:03]
WE DON'T SHOW THEM IT IS IN THERE BUT THIS IS NOT WHERE IT GOES AND SO I AM HOPING THERE SOME WAY TO GET SOMETHING THAT SAYS DRAFT INTERPRETATION OF AT LEAST ONE OF THESE DIMENSIONS OUT FOR THE PUBLIC TO SEE AND THIS IS WHAT WILL LOOK LIKE FOR THE REST OF THESE SO THAT YOU DON'T PANIC THAT YOUR FAVORITE METRIC ISN'T IN OUR POLICY EXPLICITLY.>> WELL, TO CHRIS'S POINTS I THINK IT IS THE FACT THAT WE HAVE HAD A LOT OF PARENTS AND STUDENTS, I THINK SAY THAT IT IS GREAT TO SAY WHAT WE EXPECT AND WHAT WE WANT TO HAVE BUT THEN THEY WANT TO HAVE A SEGMENT OF HERE IS WHAT IS HAPPENS IF YOU DON'T AND THEY WANT SOME TEETH AND I THINK BY HAVING YOUR INTERPRETATION THAT GIVES WHERE THE TEETH WILL LIE.
>> YES, I AGREE. ALSO, TO HAVE THE SUPERINTENDENT DRAFTING INTERPRETATIONS OF POLICIES THAT WE HAVE NOT ADOPTED YET IS, YOU KNOW, LITTLE CART BEFORE THE HORSE AND THAT ALSO SUGGESTS THAT THESE THINGS ARE JUST BAKED IN AN NOT ACTUALLY ACTIVELY SEEKING COMMUNITY INPUT SO THAT IS THE RISK OF HAVING THAT AS AN APPROACH TO BECAUSE WE HAVE NOT ENACTED THIS POLICY TONIGHT AND WE ARE NOT ENACTING IT ON THE NINTH AND WE DO WANT TO HEAR FROM THE COMMUNITY ON THE POLICY ITSELF AND I DON'T OR I AM HESITANT TO DIRECT THE SUPERINTENDENT OR EVEN SUGGEST THAT YOU BRING FORWARD INTERPRETATIONS OF POLICIES THAT WE HAVE NOT ADOPTED IT.
>> AT OUR LAST MEETING I BELIEVE WE DID ASK AT THE SUPERINTENDENT TO DO THAT TO A CERTAIN EXTENT AND WE TALKED ABOUT IT AND IN OUR MEETING WE TALKED ABOUT DEFINITIONS AT LEAST UNTIL WE HAD HIGHLIGHTED SOME OF THE KEYWORDS THAT NEEDED SOME DEFINING SO THAT IT WAS A LITTLE CLEAR SO I CAME OUT TO THE LINKAGES AND THERE WASN'T AGREEMENT ON THE DEFINITIONS AND THAT WAS IMPORTANT AS YOU READ THE POLICY TO BE ABLE TO UNDERSTAND WHAT DOES EQUITY MEAN AS WE SPEAK TO IT AND WHAT DOES INCLUSION MEAN WHEN YOU SPEAK TO IT AND SO I THINK THAT AND SO I DO THINK WE UNDERSTAND THE CART BEFORE THE HORSE AND I ALSO NOTE THAT THE MAJORITY OF THESE ARE PRETTY CLEAR AND THERE MIGHT BE SOME TWEAKS AND CHANGES THAT GO AND THE DRAFT IS ALWAYS THAT, IT IS JUST A DRAFT. AND SO, GOING FORWARD WITH ARE THERE SOME VERY CLEAR ONES THAT YOU COULD BREAK OUT AND WE CAN LEAST GIVE EXAMPLES OF CERTAIN DIRECTIVES OF THOSE AT THE END OF HERE IS WHAT THAT WOULD LOOK LIKE AND HERE IS WE DON'T HAVE THE DATA NECESSARILY TO PROVIDE THAT ONE POLICE THE METRICS WE WOULD BE LOOKING AT AND DOCTOR HOMAN HAS DONE ONE AT THIS POINT AND DRAFTED IT VERY AND WE WILL SEE VERY DRAFTY AT THIS POINT IN
TIME AND IS THAT FAIR? >> VERY, DRAFTY.
>> BUT TO GET AT THE IDEA THAT THERE IS THAT CHALLENGE OF HOW DO YOU HAVE A COMPLETE PACKAGE OF WHAT THE POLICY REALLY MEANS AND WHERE IT GOES SO THAT YOU CAN HOLD THOSE CONVERSATIONS
MORE EFFECTIVELY. >> I THINK TO THAT POINT EVEN HOW IT IS LAID OUT RIGHT NOW DEFINITIONS NEED TO BE PULLED OUT FROM THE LAUNDRY LIST AND EMBEDDED INTO THE DIFFERENT SUBSECTIONS OF THE POLICY BECAUSE THE TERM CAN ACTUALLY MEAN DIFFERENT THINGS IN DIFFERENT CONTEXTS WITHIN THE POLICY SO WHAT I AM ABOUT TO HAND YOU I DON'T THINK WE SHOULD SPEND A TREMENDOUS AMOUNT OF TIME LIKE GETTING INTO THE ABSOLUTES OF BECAUSE THIS IS VERY DRAFTY AND I JUST SPENT A BIT OF TIME WITH CABINET TODAY STARTING TO LOOK AT SOME OF OR MAYBE LIKE THE FIRST FIVE DEFINITIONS AS WE LOOKED AT ANTIRACIST, SAFE, INCLUSIVE, THINGS LIKE THAT BUT THEN YOU CAN SEAT 14.1 STARTS TO PROVIDE SOME DEFINITION, STARTED THINKING ABOUT SOME OF THE INDICATORS OF 14.1 WHICH GETS TO YOUR POINT ABOUT WHAT WILL THIS LOOK LIKE IN THE END SO I WILL PASS THIS AROUND. WHY DON'T YOU TAKE A LOOK.
>> HONESTLY, I DO HEAR THE CONCERN ABOUT CART BEFORE THE HORSE BUT I JUST DON'T WANT TO WASTE THE PEOPLE WHO ARE REALLY INTO TRYING TO FOLLOW THIS. I DON'T WANT TO WASTE THEIR TIME TELLING US WE NEED TO FIND DEFINITIONS WHEN I KNOW
DEFINITIONS ARE COMING. >> I THANK YOU HAVE CONVINCED
ME. >> IF YOU TURN TO PAGE THREE OF THIS AND AS YOU CAN SEE I PUT IT INTO THE MONITOR REPORT FORMAT YOU CAN SEE ON PAGE THREE AND FOUR THAT THESE ARE ALL OF THE DEFINITIONS THAT SIRI, CASSANDRA AND I STARTED TO IDENTIFY WITHIN THE POLICY THAT ARE GOING TO NEED DEFINITION AND SO AGAIN THIS WAS THE FIRST, A FIRST RUN AT DRAFTING LANGUAGE.
IT WASN'T, THERE IS NOTHING FINAL HERE BUT AGAIN, WENT
[01:40:05]
THROUGH TERMS SUCH AS ANTIRACIST, INCLUSIVE, INCLUSION AND THAT IS A DIFFERENCE FROM WHEN SIRI, CASSANDRA AND I MET AND WE ACTUALLY BROKE OUT THOSE TWO TERMS BECAUSE IT IS DIFFERENT AND EQUITABLE AND I THINK HONESTLY THAT IS WHERE WE PROBABLY STOPPED TODAY AS A GROUP TO WRITE AT EQUITABLE SO YOU CAN SEE WITHIN THIS POLICY THERE IS A LOT OF LANGUAGE THAT WE WANTED TO ACCURATELY DESCRIBE TO THE BEST OF OUR ABILITIES SO THEN MOVING FORWARD WHEN WE ARE USING THESE TERMS WE ACTUALLY USE THESE OPERATIONAL DEFINITIONS THAT POLICYREFERENCE, REFERENCES. >> ONE QUICK THING AS WE NOTE THE SAFE WAS ON HERE AND WE GO BACK TO OUR DISCUSSION AND PERHAPS THE DISCUSSION ITEMS THAT WE WERE TALKING ABOUT HOW
TO DEFINE SAFE GO IN HERE. >> ABSOLUTELY.
>> I FORGET THE OTHER TERM WE HAD BUT THEY'RE BEEN TOO MANY DEFINITIONS INTO BUT IF, SO I DON'T KNOW IF IT IS ON THE LIST AND THERE WAS ANOTHER ONE THAT I AM BLINKING ON, I'M SORRY.
SAFE IS THE ONE THAT CAME TO MIND.
>> I WOULD SAY THAT DEFINING THESE TERMS HELPS ME AS A BOARD MEMBER BECAUSE I MIGHT ALSO NOT HAVE THE SAME DEFINITION SO I THINK IT IS EXTERNALLY HELPFUL TO DEFINE WHAT THEY MEAN IN
RELATION TO THIS POLICY. >> IF YOU TURN TO PAGE FOUR, ON THE VERY BOTTOM, THE START OF AND INTERPRETATION OF 14.1 SPECIFICALLY AND SO THE POLICY STATEMENT ENSURE STUDENTS HAVE AN ANTIRACIST, INCLUSIVE, EQUITABLE, WELCOME AND SAFE SCHOOL AND CLASSROOM ENVIRONMENT AND SO BY INTERPRETING THAT YOU CAN SEE HOW IT KIND OF STARTS TO SPELL IT OUT A LITTLE BIT MORE AND WITH THEN ON PAGE FIVE YOU CAN SEE SOME OF THE INDICATORS OF COMPLIANCE AND IDENTIFYING SPECIFIC BENCHMARKS AS IN PERCENT OF STUDENTS THAT INDICATE THAT THEY BELIEVE THEIR SCHOOL IS A PLACE THAT REFLECTS AND INCLUDES CIVIL, EQUITABLE AND SAFE ENVIRONMENT AND THAT IS AN IMPORTANT ASPECT.
WHAT GOT BROUGHT INTO THE ROOM TODAY WAS WELL, IT IS ABOUT ALL STUDENTS BUT IT IS ALSO ABOUT UNDERSTANDING THE EXPERIENCE OF THE SPECIFIC STUDENT GROUPS THAT WE ARE ADDRESSING BY THE ADOPTION OF THIS POLICY AND SO THAT IS WHY IT SAYS ALL STUDENT GROUP CATEGORY AND DISAGGREGATED BY OTHER FACTORS BECAUSE IT IS IMPORTANT AND I BELIEVE THAT TO BE IN COMPLIANCE IT WOULD NEED TO BE BOTH THE ALL STUDENTS GROUP AND ARE DISAGGREGATED GROUPS AND SO AS WE THINK ABOUT THE INDICATORS AND THAT IS UNPACKING THIS EVEN FURTHER AND YOU KNOW THE% OF STUDENTS THAT INDICATE THAT THEY LEARN ABOUT DISCUSS AND CONFRONT ISSUES OF RACE, ETHNICITY AND CULTURE IN SCHOOL AND THOSE ARE DATA THAT WE ACTUALLY COLLECTED THIS YEAR AND ACTUALLY TWO POINTS IN TIME THIS YEAR THAT WE CAN REPORT ON AN AS WE THINK ABOUT ENVIRONMENTS THAT ARE ANTIRACIST GETTING FEEDBACK FROM OUR STUDENTS ABOUT WELL, IF WE NEVER TALK ABOUT ISSUES OF RACE AND RACISM THEN HOW COULD OUR STUDENTS BE ACTIVELY ENGAGED IN ANTIRACIST CONVERSATIONS AND SO THAT IS WHERE THAT IS COMING FROM. CURRENTLY WE USED THE NINE CHARACTERISTIC SURVEY WITH OUR STAFF TO UNDERSTAND THEIR PERCEPTIONS AND EXPERIENCES WITHIN THEIR SCHOOL AND WE MAY BE TRANSITIONING TO A NEW MAY BE I WILL SAY A MORE MODERN TOOL AND ON CHARACTERISTICS OF BEEN AROUND FOR ABOUT 25 YEARS, IF I REMEMBER CORRECTLY, BUT IT IS THE DATA TOOL THAT WE USE AND SO YOU CAN SEE THERE IN THAT THIRD ITEM THERE IS AN ITEM THAT IS ASKED OF A STAFF, DO THEY RESPECT THE CULTURAL HERITAGE OF STUDENTS AND SO THEN THE FOURTH ITEM YOU WILL SEE IT IS FAMILIES REPORT ASK ON X SURVEY THAT ACTS AND I THINK IT'S IMPORTANT TO HAVE PARENTS AND FAMILY VOICE IN THESE INDICATORS AS WELL.
THEN YOU CAN SEE THE NEXT TWO BECAUSE WE ARE TALKING ABOUT A SCHOOL ENVIRONMENT IT IS ABOUT WHAT ARE THE TYPES OF TRAINING THAT WE ARE ENSURING THAT OUR STAFF ARE RECEIVING AND KNOWING THAT WE HAVE A POLICY STATEMENT WAS 14.7 THAT IS ALL ABOUT PROFESSIONAL DEVELOPMENT BUT I THINK PROFESSIONAL DEVELOPMENT IS IMPORTANT IN THIS AREA AS WELL, NOT ONLY PROFESSIONAL
[01:45:04]
DEVELOPMENT UNDER POLICIES AND PROCEDURES WHICH IS CRITICALLY IMPORTANT FOR OUR COMPLIANCE BUT ALSO TO MAKE SURE THAT STAFF ARE AWARE OF THEIR REQUIREMENTS BUT ALSO THE PROFESSIONAL LEARNING AROUND ANTIRACIST, INCLUSIVE, WELCOMING AND SAFE SCHOOL AND CLASSROOM ENVIRONMENTS. YOU CAN SEE THEN THE NEXT SET OF INDICATORS ARE AROUND OUR EVALUATION TOOLS.BOTH OUR LEADERSHIP FRAMEWORK SO EVALUATION, COMPONENTS FROM OUR BUILDING ADMINISTRATOR EVALUATIONS, BOTH TEACHER AND PRINCIPAL EVALUATIONS HAVE COMPONENTS AROUND CREATING A POSITIVE CULTURE, BOTH AT THE SCHOOL LEVEL AND IN THE CLASSROOM LEVEL AND SO LOOKED AT THOSE FRAMEWORKS TO IDENTIFY SPECIFIC LANGUAGE THAT REALLY DOES CALL OUT SPECIFICS OF CLASSROOM AND SCHOOL ENVIRONMENTS FOR STUDENTS SO, THAT IS THE INDICATOR AND AS I STARTED THINKING ABOUT THIS THE INDICATORS THAT ARE PRESENT AND TO THEN AS WE WERE TALKING IN CABINET TODAY WE ARE REALLY GOING TO DO A MASTER PLAN AROUND OUR SURVEYING STRATEGY TO MAKE SURE THAT ALL OF THE INDICATORS THAT MADE ACTUAL PERCEPTION DATA FROM STAFF, STUDENTS, FAMILIES IS ACCOUNTED FOR THROUGHOUT THE YEAR SO WENT ON OUR REPORTING IF IT IS A BASELINE YEAR WE HAVE THE BASELINE OR WE HAVE THAT ONGOING DATA SET. SO, THAT IS WHERE I LANDED ON THIS ONE FOR NOW AND I BELIEVE PROBABLY BY AUGUST 23 I COULD HAVE MORE OF THESE FLUSHED OUT TO THIS DEGREE BECAUSE ALSO TO TRY TO GET IT DONE COMPLETELY BETWEEN AUGUST 23 AND THE FIRST BOARD MEETING IN SEPTEMBER THAT IS A SIGNIFICANT EFFORT AND SO
DEFINITELY WE WILL START. >> ONE ITEM, AS WE GO TO AND IN FACT IT GOES UP TO POINT NUMBER ONE WE TALK ABOUT DISAGGREGATING. IN THE PAST WE'VE HAD A RELUCTANCE TO DISAGGREGATE WHEN THE COUNT DOWN TO A VERY SMALL GROUP OF STUDENTS AND I THINK IT IS VERY IMPORTANT THAT WE GO AHEAD AND DISAGGREGATE NO MATTER HOW MALL HOW SMALL THAT SEGMENT MIGHT BE SO THAT WE DO HAVE INPUT IN THE VIEW MEANS THAT IF AND TO BE QUITE FRANK, THE SMALLER THE GROUP THE MORE THEY WILL FEEL ISOLATED SO WHEN WE DO IT I WOULD ENCOURAGE US TO MAKE SURE THAT IF WE HAVE TO GO DOWN TO FIVE STUDENTS WE GO DOWN TO
FIVE STUDENTS. >> SO THERE IS AN ACTUAL LAW AROUND DISAGGREGATION AND USE OF DATA.
AND SO, WE WILL. >> FOLLOW THEN THE LETTER OF THE LAW I'M SORRY BUT IF WE ARE LIMITED AS TO HOW FAR WE CAN GO DOWN THEN WE NEED TO TALK ABOUT THOSE LIMITATIONS EITHER HERE.
>> YES, GOOD IDEA. >> THAT WAY THE PARENTS AND THE STUDENTS WILL NOT FEEL THAT WE HAVE DISMISSED IT.
>> AND, YOU KNOW, A LOT OF THE STUDENT DATA THAT HAS TO BE YOU KNOW REDACTED BECAUSE OF THAT IS TYPICALLY, YOU KNOW, AT A SINGLE GRADE LEVEL AND WHEN WE ARE TALKING ABOUT ELEMENTARY STUDENTS TYPICALLY THERE IS NOT GOING TO BE A STUDENT GROUP THAT CAN BE REPRESENTED IN THESE TYPES OF DATA.
>> OKAY, THE OTHER POINT I WANTED TO MAKE IS THAT IT LOOKS LIKE THE LATTER THIRD OF THE INDICATIONS OR PART OF ME INDICATORS OF COMPLIANCE SEEMS TO ADDRESS THE PROBLEM OF PEOPLE WANTING TO KNOW WHAT HAPPENS IF YOU DON'T COMPLY BECAUSE IT TALKS ABOUT THAT THE SCHOOL ADMINISTRATORS WILL SEE PROFICIENT OR HIGHER ON THEIR EVALUATIONS AND SO FORTH AND I THINK WE NEED TO, PERHAPS, SPELL OUT THAT THESE INDICATORS, THESE INDICATORS IN PARTICULAR TALK ABOUT NONCOMPLIANCE OF THE POLICY AND ONLY BECAUSE PARENTS DON'T FEEL THAT IT IS EVER SPELLED OUT AND I DON'T SAY THAT WE REALLY HAVE TO HAVE THAT FOR ALL POLICIES BUT IN THIS ONE IN PARTICULAR THE PARENTS FEEL THAT OR THE ONES THAT I HEARD FEEL THAT IT IS OKAY THAT YOU WILL PUT SOMETHING NICE ON PAPER AND IT WILL BE PUT INTO THE MEMORY BANKS OF THE COMPUTER AND I THINK THAT IS THEY NEED TO SEE THIS IS WHAT HAPPENS IF YOU DON'T.
>> THAT IS OUR JOB AS THE BOARD IS TO MONITOR, EVALUATE.
>> UNDERSTANDABLY BUT THEY NEED TO KNOW IT IS THERE.
>> IT IS IN OUR WELL, I HAVE TO SAY IT AGAIN AT THE BOARD WE
[01:50:05]
NEED TO BUT PART OF THE EVALUATION OF THE SUPERINTENDENT IS THROUGH HIS OR HER COMPLIANCE WITH THESE POLICIES AND OUR DECISION TO RENEW OR NOT RENEW THE SUPERINTENDENT CONTRACTS ISBASED UPON THAT. >> I THINK THE OTHER PIECE IS AND WAS IT OE 11 OR TEN THAT WE JUST BROUGHT TO THE BOARD AND WE INDICATED A COUPLE OF THOSE PIECES AS NOT IN COMPLIANCE AND IT WAS A REQUEST OF THE BOARD TO , YOU KNOW, GREAT, THANK YOU FOR PROVIDING THE EVIDENCE AROUND SOMETHING NOT BEING IN COMPLIANCE BUT THEN WHAT? SO PROVIDING ESSENTIALLY THE NEXT STEPS AROUND THAT IN ANY AREA THAT IS NOT IN COMPLIANCE SO THAT IT IS CLEAR AND SPECIFIC TO THE BOARD AS TO WHAT THE NEXT STEPS ARE AND THEN IT GIVES YOU A BETTER SET OF INFORMATION TO
ACTUALLY EVALUATE. >> MARK RAISES A GOOD POINT AND THAT IS WE AS A BOARD NEED TO TALK ABOUT, NOT JUST FOR THIS POLICY BUT FOR ALL OUR POLICIES AND THAT IS HOW WE ARE MONITORING FOR WHAT WE'RE DOING WITH THE MONITORING REPORTS AND OUR PROCESS FOR THAT BECAUSE YEAH, OTHERWISE IT IS POTENTIALLY JUST A PIECE OF PAPER THAT GOES ON AGENDA AND THAT'S IT AND THAT'S NOT GOOD ENOUGH.
>> SO THAT IS SOMETHING WHERE I THINK THERE IS A SUBTLETY TO IT THAT I AM VERY INTERESTED IN GETTING INTO AND YOU ARE RIGHT IT IS NOT JUST THIS ONE BUT AS WE ADOPT THIS THERE ARE GOING TO BE, THERE ARE GAPS WE ALREADY KNOW ARE OUT THERE.
WE HAVE SEEN THEM OVER AND OVER AND THEY HAVE ALWAYS BEEN THERE AND THEY'RE NOT NECESSARILY GETTING SMALLER AND SO HAVING SOMETHING WHERE THE ASPIRATIONAL INDICATOR OF COMPLIANCE IS THAT THERE WILL NOT BE A STATISTICALLY MEANINGFUL GAP BETWEEN GROUP A AND GROUP B IS SOMETHING WE ALREADY KNOW AND IT IS NOT SOMETHING ONE SOLVES IN ONE YEAR.
THAT IS SOMETHING WHERE MARKET, TO YOUR POINT ABOUT WHAT ARE WE GOING TO DO ABOUT IT, I THINK MAYBE IT MAY BE BETTER FOR US TO PUT A SUBTLE DEFINITION OF SUCCESS BECAUSE, IN THE DRAFT HEAR YOU GOT A SET OF INDICATORS OF COMPLIANCE AND NOW, FOR OE 14.1 I DON'T THINK ANY OF THESE ARE UNREADABLE BECAUSE I'M NOT SURE WE GOT A SENSE FOR IT IS THERE A GAP ON THIS YET BUT I DO KNOW THAT THERE WILL BE OR THESE OTHER SPACES THERE ARE GAPS, WHETHER IN DIVERSITY OF OUR STAFF OR PERFORMANCE OF SUBGROUPS OF STUDENTS AND WE ALREADY KNOW THOSE GAPS EXIST AND IS SAYING WE WANT THOSE GAPS DO NOT EXIST IS SETTING US UP TO , WE ARE IN A BAD SITUATION AS THE BOSS OF THE DISTRICT.
WE KNOW WE'RE NOT GOING TO HIT THAT MARK AND THEREFORE IT IS NOT GOING TO BE IN COMPLIANCE AND AT THE END ARE WE GOING TO FIRE JOHN OR NOT FIRE JOHN AND YOU ALREADY KNOW THE OUTCOME AND WHAT WE DON'T KNOW IS HOW MUCH DO WE WANT TO SEE THAT CLOSE AND WHAT DO WE THINK IS A MEANINGFUL CHANGE AND THAT IS SOMETHING WHERE I THINK IT IS LEGITIMATE TO SAY IN THREE YEARS WE WANT TO SEE THIS GAP BE 5% SMALLER OR, YOU KNOW, A THIRD SMALLER RELATIVE AND IF IT IS 15% AND OUT IN THREE YEARS WE WANT THIS TO BE 10% AND TO SAY WE KNOW IT WILL TAKE TIME AND ENERGY TO CLOSE IT BUT THE WE DO EXPECT HER TO BE SIGNIFICANT PROGRESS AND IF THERE IS NOT SNIFFING AND PROGRESS THAT IS THE DEFINITION OF FAILURE. AS OPPOSED TO A DEFINITION OF SUCCESS WHERE WE KNOW THE WE ARE NOT OR I'M SORRY, IF YOU TALK AND WRITE YOUR KID YOU KNOW YOUR KID WILL NOT BE 6 FEET TALL NEXT YEAR BUT MAYBE THEY CAN GROW TO THAT WITH TIME.
AND SO THIS IS SOMETHING I THINK , THESE ARE VERY NICE AND I'M NOT ASKING YOU TO DO THAT FOR 14.1 BUT I'M TALKING THE ONES WHERE WE ALREADY KNOW HAVE GAPS AND HOW DO WE PUT SOME INDICATORS COMPLIANCE ON THEIR AND WE CAN SAY WE ARE IN PARTIAL TO COMPLIANCE AND MOVING IN THE RIGHT DIRECTION EVEN THOUGH WE
ARE NOT THERE YET. >> AND SO THIS IS IN THOSE PROCESS OF DEFINING THOSE INDICATORS AND YOU CAN BUILD THEM. WE HAD THIS DISCUSSION AROUND MTSS IN SOME MULTIPHASE PROCESS GOING IN SO IT COULD BE WE EXPECT 50% OF THE SCHOOLS TO HAVE IT IN THIS YEAR AND THEN WE EXPECT 75 TO HAVE IT IN THE FALL.
>> NOT QUITE WHERE I WAS GOING BUT INTERESTING SEPARATE BEES BECAUSE THERE IS SOMETHING WE ARE TRULY IN CONTROL OF, HOW MANY PEOPLE HAVE TAKEN THE SURVEY.
IF YOU HAVE APPLIED THE SURVEY TO EVERYONE YOU CAN DO THAT.
>> IF I COULD FINISH MY WHOLE THOUGHT BECAUSE MY TIME IS NOT
EMPTY AT THAT POINT. >> OKAY, GOOD.
>> SO, WITH THIS THE COMBINATION OF PIECES THAT YOU ARE SPEAKING TO IS AS YOU ARE DOING THAT THERE ARE GAPS AND WE HAVE THE RESULTS AS WELL THAT ARE DEALING WITH SOME OF THAT ACADEMIC, SOCIAL, EMOTIONAL AND OTHER COMPONENTS AND THOSE GAPS ARE WHERE WE ARE LOOKING AT THOSE GAP COMPONENTS.
THIS IS REALLY OPERATIONAL AND WHAT IS HAPPENING IN SENSE OF HOW THE ORGANIZATION FUNCTIONS SO WE ARE LOOKING AT PROGRAMS AND SYSTEMS WITHIN THESE, MORE SO THAN ACTUAL OUTCOMES BECAUSE THAT WOULD BE THE END RESULTS. SO YOU'RE LOOKING AT HOW THE
[01:55:05]
ORGANIZATION IS IMPLEMENTING A PROGRAM ALONG THE WAY IN WHICH TO IMPACT YOUR RESULTS ON THE OTHER SIDE.>> I STILL THINK IT IS OUTCOMES THOUGH.
IT IS NOT JUST PROCESS. >> IT IS A COMBINATION OF BOTH OF THEM BECAUSE WHAT YOU WILL HAVE TO DO IS YOU HAVE TO HAVE STEPS ALONG THE WAY THAT YOU WILL HAVE A PROCESS COMPONENT BECAUSE IT IS FIVE YEARS YOU EXPECT TO SEE AN ACTUAL FULL
IMPLEMENTATION OF SOMETHING. >> BENCHMARKS BASICALLY.
>> SAME CONCEPT. >> BUT I RESERVE THE RIGHT TO DEBATE THIS WITH YOU AGAIN LATER.
>> THAT'S FINE BUT WHAT I WOULD RECOMMEND IS THERE ARE VERY CLEAR PROCESSES THROUGH THE MONITORING OF HOW TO HANDLE THESE MULTIPLE YEAR COMPONENTS AND THERE ARE SOME REALLY GOOD EXAMPLES ON HOW TO DO THAT AND THAT IS THE PEACE THAT WE AS A BOARD THAT AFTER A MONITORING REPORT IN HAVING A SUMMARY OF HERE IS WHERE WE ARE FALLING AND HERE IS WHAT WE ARE SEE AND HEAR ARE OUR QUESTIONS GOING FORWARD AND THE SUMMARY OF IT THAN THERE IS A FOLLOW-UP THE NEEDS TO HAPPEN OF WHAT ARE ANY CHANGES THAT NEED TO TAKE PLACE AND WHETHER THERE ARE THINGS WE NEED TO FIND A GAP IN OTHER CHANGES TO INDICATORS THAT WE NEED TO DO BECAUSE ONE EITHER YOU MET THE INDICATOR THAT WAS THERE AND IS THERE MORE THAT NEEDS TO BE CHANGED OR IS THERE MORE WHERE IT GOES OR IS THERE SOMETHING MISSING OR IS IT SO THERE IS A CLEAR PROCESS THAT WE CAN PUT INTO PLACE.
AT LEAST TO START DISCUSSION AND IT WON'T ANSWER THINGS BUT IT WILL BEGIN THE DISCUSSION TO GO FORWARD.
>> ERIC, I AM QUITE SKEPTICAL AND IT IS NOT THAT I AM SKEPTICAL OF THE TRUTH THAT YES, THE OUTCOMES IN THE END RESULT OR REPORT AND I'M QUITE SKEPTICAL THAT OUR COMMUNITY IS GOING TO BE PARTICULARLY SATISFIED IF WE SAY THE INDICATORS COMPLIANCE WITH THIS POLICY ARE THAT YOU TRIED, NOT
THAT YOU SUCCEEDED. >> THAT IS NOT WHAT IT IS.
>> THAT'S WHAT WE HAVE TO EXPLAIN TO OUR MORE PUBLIC BECAUSE IT WAS ONLY INDICATORS OF COMPLIANCE ON OH, I WILL IMPLEMENT MTSS IN X% OF MY BUILDINGS BIG WHAT D DO.
DO WE SEE FEWER KIDS EXPERIENCING BAD OUTCOMES THAT WERE UNACCEPTABLY PREDICTABLE AND THAT IS WHAT THE COMMUNITY
CARES ABOUT. >> AND THAT IS WHAT OUR RESULTS
SHOULD BE SHOWING. >> AND THAT IS WHY WHEN WE ARE ADOPTING OUR POLICY WE NEED THE END RESULTS PIECE TO BE CLEARLY LINKED AND WE CAN'T SAY OH YEAH, COME BACK IN SIX MONTHS FOR THE PART YOU ACTUALLY CARE ABOUT OTHERWISE I AM GOING TO GET LYNCHED FOR NOT PUTTING ANY TEETH INTO THIS POLICY.
>> MAY I SUGGEST THAT YOU MENTIONED EARLIER THAT PERHAPS WE SHOULD BE LOOKING AT HOW TO DO THAT WITH OUR OTHER POLICIES AND I WOULD LIKE TO SEE THIS BASICALLY BE THE LAUNCHING PAD FOR HOW WE SHOULD BE DOING IT FOR THE REST OF THEM BECAUSE I THINK THIS IS SO IMPORTANT AND IT IS SO, IT IS A PIVOTAL POINT FOR THE DISTRICT AND TO BE QUITE FRANK, AS OTHER DISTRICTS AND OTHER PARTS OF SOCIETY LOOK AT IT SO I THINK IF WE USE THIS AS THE BEGIN ON THE HILL FOR THE REST OF OUR POLICIES IN THE NEW WAY THAT WE HAVE POLICIES SHOULD BE WRITTEN LET'S DO IT WITH THIS ONE FIRST BECAUSE AGAIN, IT IS IMPORTANT.
IT IS IMPORTANT TO US AND IMPORTANT TO OUR STUDENTS AND IMPORTANT TO OUR PARENTS AND OUR COMMUNITIES AND OUR SOCIETIES AS
A WHOLE GRADE. >> SO THERE ARE A FEW POLICY STEPS I WOULD RECOMMEND. ONE, THE MONITOR REPORT SHOULD NEVER BE ON CONSENT AS A STARTING POINT.
THEY NEED TO COME AT LEAST ONE WEEK PRIOR BEFORE OUR MEETING SO THAT WE HAVE ACCESS TO THEM AND ABILITY TO SEE THEM PRIOR AND HAVE MORE TIME IN WHICH TO READ AND THERE NEEDS TO BE A PRESENTATION THAT ACTUALLY WORKS WITH IT AND WE HAD DONE OR RESTARTED SOME OF THIS AND THAT PROCESS GOING FORWARD AND UTILIZATION OF AMENDMENTS AND MOTIONS IN WHICH TO HOW YOU MAKE CHANGES TO IT GOING FORWARD AND THEN WHEN LOOKING AT THE INDICATORS THERE IS A LOT OF WORK IN WHICH TO DO TO HAVE THOSE DISCUSSIONS AND COME TO AGREEMENT BECAUSE I WILL SAY WE DID SOME OF THE INDICATOR WORK AND THERE WAS CHALLENGES AS WE STARTED TO DO THOSE AND WENT THAT'S NOT A GOOD ONE, NO, POLICIES ARE AN ISSUE BUT WE HAVEN'T COME BACK AND REVISED THOSE AT THIS POINT SO I DO THINK THERE ARE SOME CLEAR STEPS THAT NEED TO TAKE PLACE FOR THAT GOING FORWARD.
>> GREAT. DID YOU, YOU GRAB THE MICROPHONE
A WHILE AGO. >> I WAS JUST GOING TO SAY I WOULD PREFER TO NOT SEE THESE ON CONSENT AGENDA AND I THINK THEY NEED TO BE TALKED THROUGH IN AN OPEN AND PUBLIC MEETING.
>> EXCELLENT. ONE MORE PROCESS QUESTION ON THIS. DOCTOR HOMAN, FOR THE FIRST READING ON THE NINTH WILL YOU BE IN A POSITION TO PRESENT SOME OF
[02:00:01]
THIS WORK OR ARE YOU WILLING TO AND WOULD YOU BE IN A POSITION TO PRESENT SOME OF THIS WORK THAT YOU DID HERE AS PART OF THAT, EVEN AT A HIGH LEVEL.>> YES. >> THAT WAS THE RIGHT ANSWER PRETTY GOOD JOB. [LAUGHTER] I JUST RECOGNIZE THE DISCOMFORT FOR PRESENTING ANYTHING IN DRAFT BUT I THINK IT WOULD JUST BE HELPFUL TO PROVIDE SOME CONTEXT, PARTICULARLY SINCE WE WILL BE SOLICITING FEEDBACK AFTER THAT AUGUST 9 MEETING AND I JUST THINK IT WOULD BE HELPFUL.
>> IF FOR NO OTHER POSSIBILITY IF YOU CAN'T GET ALL AT LEAST SHOW AND A MODEL A VARIETY OF THEM, YOU KNOW, TWO, THREE, WHATEVER MAKE THE CAPACITY TO DO BUT ON I WOULD LIKE TO SEE THEM ALL BUT I DON'T THINK THAT WILL HAPPEN BUT I WANTED TO BE ABLE TO SHOW THE PUBLIC THAT THIS IS HOW IT WILL PLAY OUT.
>> MY ONLY HESITANCY IS WANTING TO DO IT WELL AND NOT WANTING TO PRESENT SOMETHING FOR COMMUNITY CONSUMPTION THAT HASN'T BEEN WELL AND THOROUGHLY THOUGHT THROUGH AND EVALUATED SO THAT IS MY ONLY HESITATION BUT I WILL DEFINITELY BRING SOMETHING OF
SUBSTANCE. >> OKAY, THANK YOU.
>> IF THAT IS THE CASE THEN PERHAPS AND I KNOW THIS WILL BE SO POPULAR THROWING INSERTING A MEETING BETWEEN THE TWO MEETINGS AND IF YOU CAN'T COME UP AT THAT MEETING A RATHER THAN EXPECTED AT MEETING A HAVE IT AT MEETING BE AND I AM JUST AGAIN THROWING
THAT OUT FOR THOUGHT. >> I THINK WHETHER IT IS THE NINTH OR THE 16TH, YEAH, I AM FINE HAVING IT PREPARED AND
READY FOR THE NINTH SO. >> THANK YOU.
>> I SAID IT WOULDN'T BE POPULAR.
>> ANY OTHER QUESTIONS, COMMENTS?
ON THE AGENDA ITEM FOR TONIGHT. >> I APOLOGIZE OR APOLOGIES IN ADVANCE FOR AUGUST 9 FOR IT I WILL NOT BE ON THIS CONTINENT.
SO, I WILL NOT BE AVAILABLE FOR THAT CONVERSATION.
>> YOU CAN'T TELECOMMUTE IN THE? >> I WILL NOT BE IN RANGE OF AN INTERNET. I WILL NOT HAVE RUNNING WATER.
>> WE COULD GET TO ONE OF THOSE SOLAR PHONES AGO ANYWHERE IN THE
WORLD. >> I JUST WANTED TO EXCUSE MYSELF IN ADVANCE SO YOU KNOW I'M NOT JUST FLEEING.
>> IT WILL BE AVAILABLE FOR VIEWING ONLINE WHEN YOU RETURN TO CIVILIZATION. OKAY, THE AUGUST 9 FOR MEETING THERE WILL BE A 5:00 P.M. STUDY SESSION ON AUGUST 9 FOLLOWED BY THE BOARD MEETING AT 7:00 P.M. AND AT THE, I SHOULD JUST KNOW THAT ON THE AUGUST 9 BOARD MEETING THERE WILL BE A PUBLIC HEARING ON THE ADOPTION OF THE 202021 BUDGET AND I DON'T THINK THAT IS ON MY SCRIPT, IS THAT RIGHT? WE ARE ADOPTING IT. I THOUGHT WE HAD THE-IS THAT RIGHT? OKAY.
AUGUST 9 THERE WILL BE A PUBLIC HEARING ON THE ADOPTION OF THE
2021- >> THE LAST PUBLIC HEARING YOU ARE THINKING OF WAS FOR THE BUDGET EXTENSION.
I HAD THE WRONG YEAR. [LAUGHTER]
>> YOU HAVE ALREADY ADOPTED THE 21 BUDGET.
>> JUST TO BRING THIS ONE HOME. AUGUST 9 THE BOARD MEETING THERE WILL BE A PUBLIC HEARING ON THE 2021-2022 BUDGET WHICH WILL THEN BE BROUGHT FORWARD FOR ADOPTION ON THE 23.
IN ADDITION AS MENTIONED OR AS DISCUSSED EARLIER THE FIRST READING OF OUR EQUITY POLICY WILL BE ON THE AUGUST 9 AGENDA AND THAT WILL BE THE PLAN IS TO BRING THAT FORWARD FOR ADOPTION ON THE 23RD AS WELL. OKAY, NO OTHER ITEMS ON THE AGENDA FOR TONIGHT THE JULY 12 STUDY SESSION IS ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.